新目标英语九年级讲解

新目标英语九年级讲解（精选8篇）

新目标英语九年级讲解 篇1

Part 1: Teaching design (第一部分：教学设计)

Structures: Supposed to + infinitive

Target language: How was the dinner at Paul’s house last night?

Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8:00.

Vocabulary: kiss, bow, table manners, chopstick, fork, spoon, napkin, greet, rude, wipe, point, stick, shake hands, be supposed to, drop by, pick up, You should…

Learning strategies: Comparing, Listening for key words

Section A

Goals

●To learn to use the structure Supposed to + infinitive

●To listen and talk about what people are supposed to do

Procedures

Warming up by learning about the structure Supposed to + infinitive

Turn to page 95 first. Look at the sentences. Do you see how the structure Supposed to + infinitive is used?

What are you supposed to do when you meet someone?

You’re supposed to kiss.

You’re not supposed to shake hands.

When were you supposed to arrive? I was supposed to arrive at 7:00.

You should have asked what you were supposed to wear.

1a Looking, listening and matching

Hello, class. What are we supposed to do next? Yes, you are right. We are going to look, listen and match. Now turn to page 94. Look at the picture and listen to the recording for what people do when they meet for the first time.

Tapescript

Boy1: What are people supposed to do when they meet in your country, Celia?

Girl1: Well, do you mean when friends meet for the first time?

Boy1: Yeah.

Girl1: Well, in Brazil, friends kiss.

Boy1: What about in Mexico, Rodriguez?

Boy2: In Mexico we shake hands.

Boy3: We bow.

Girl2: And in Korea we also bow.

Boy1: Well, I guess in most Western countries we shake hands.

1b Listening and checking

You are supposed to listen for a second time to check your answers in 1a.

Countries Customs

1. c Brazil a. bow

b. shake hands

c. kiss

2. b the United States

3. a Japan

4. b Mexico

5. a Korea

Now you can turn to page 135 to read the tapescript. While

reading

circle the connectives and underline the expressions.

1c Doing pairwork

What do people do when they meet for the first time? Now in

pairs tell

each other what you know about meeting for the first time. You are sopposed to use the Supposed to + infinitive structure, OK?

A: What are people in Korea supposed to do when they meet for the first time?

B: They’re supposed to bow.

A: What are people in the United States supposed to do when they meet for the first time?

B: They’re supposed to shake hands.

A: What are people in China supposed to do when they meet for the first time?

B: They’re supposed to shake hands.

A: What are people in Mexico supposed to do when they meet for the first time?

B: They’re supposed to shake hands.

A: What are people in Brazil supposed to do when they meet for the first time?

B: They’re supposed to kiss.

A: What are people in your city supposed to do when they meet for the first time?

B: They’re supposed to wave their hands.

2a Listening and checking

Maria, an exchange student from India, went to her American

Friend Dan’s place and had dinner there. Now listen to the tape

for the mistakes Maria made there.

Tapescript

Boy: Hi, Maria. How was Paul’s party?

Girl: Oh, Dan, it was a disaster.

Boy: It was?

Girl: Uh-huh.

Boy: What happened?

Girl: Well, I was supposed to arrive at 7:00 but I arrived at 8:00.

Boy: Oh, so you were late.

Girl: Yeah, but in my country it’s different. When you’re invited for 7:00, you’re supposed to come later!

Boy: I see.

Girl: Then when I met Paul’s mom, I kissed her.

Boy: And you were supposed to shake hands instead.

Girl: That’s right. AND I wore a fancy dress.

Boy: What’s wrong with that?

Girl: Well, it was a barbecue, Dan. Everyone else was wearing a T-shirt and jeans.

Boy: I guess you should have asked what you were supposed to wear.

Now you may check√the mistakes by Maria on page 95.

Maria’s mistakes

√Arrive late; ate the wrong food; √greeted Paul’s mother the wrong way; √wore the wrong clothes

2b Listening and filling

To fill in the blanks on page 95 you are supposed to listen to the

tape one more time.

Tapescript

MariA: I was supposed to arrive at 7:00 but I arrived at 8:00.

MariA: In my country it’s different. When you’re invited for 7:00, you’re supposed to come later.

Dan: Boy: And you were supposed to shake hands instead.

MariA: That’s right. And I wore a fancy dress.

Dan: I guess you should have asked what you were supposed to wear.

Next you are supposed to make a conversation based on 2b. You are supposed to say anything you like.

Li Hong: I was supposed to get up at 7:00 but I got up at 8:00.

Li Hong: In my home it’s different. When you’re asked to get

up at 7:00, you’re supposed to get up later.

Wang Bin: And you were supposed to do the morning exercise

instead.

Li Hong: That’s right. And I took my school backpack.

Wang Bin: I guess you should have asked what you were supposed to take.

2c Doing pairwork

You are supposed to role play the conversation between Maria

and Dan. And you are supposed to use the information from

activities 2a and 2b.

A: How was the dinner at Paul’s house last night?

B: Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8:00.

A: Why was that? Why didn’t you arrive earlier?

B: But in my country it’s different.

A: What is the difference?

B: When you’re invited for 7:00, you’re supposed to come later!

A: So you didn’t arrive at 7:00..

B: When I met Paul’s mom, I kissed her.

A: But you were supposed to shake hands instead. We don’t kiss each

other when we are only friends.

B: But I didn’t know that then.

A: What did you wear?

B: I wore a fancy dress.

A: What’s wrong with that?

B: It was a barbecue, you know. Everyone else was wearing a T-shirt

and jeans.

A: Oh, you made another mistake. I think you should have asked when you were supposed to arrive and what you were supposed to wear.

3a Reading and filling

On page 96 are two exchange students, one from Colombia, the other from Switzerland, talking about their own home culture. Now read their speech, blacken the connectives and underline the expressions.

Teresa Lopez

From Cali, Colombia Marc LeBlanc

From Lausanne, Swizerland

Where I’m from, we’re pretty relaxed about time. If you tell a friend you’re going to their house for dinner, it’s okay if you arrive a bit late. Spending time with family and friends is very important to us. We often just drop by our friends’ homes. We don’t usually have to make plans to meet our friends. Often we just walk around the town center, seeing as many of our friends as we can!

In Switzerland, it’s very important to be on time. We’re the land of watches, after all!If someone invites you to meet them at 4:00, you have to be there at 4:00. If you are even fifteen minutes late, your friend may get angry. Also, we never visit a friend’s house without calling first. We usually make plans to see friends. We usually plan to do something interesting, or go somewhere together.

And now you are supposed to fill in the chart.

Attitude about… Colombia Switzerland

Being on time Pretty relaxed about time very important to be on time

Visiting a friend’s house Often just drop by friends’ house never visit a friend’s house without calling first

Making plans with friends

Don’t usually have to make plans to meet friends usually plan to do something interesting, or go somewhere together

3b Doing pairwork

Next you are supposed to role play a conversation between Teresa and Marc, telling about the different attitudes of life in their home countries.

A: What kinds of rules do they have in Colombia?

B: Well, they have pretty relaxed rules.

A: Like what?

B: Well, it’s ok if you’re not on time.

A: Could you give me an example?

B: Sure. If they tell a friend they’re going to his or her house for dinner, it’s okay if they arrive a bit late.

A: Do they often visit friends’ house?

B: Yes, they do. It is very important to them. They often just drop by their friends’ homes.

A: Do they have to make plans to do that?

B: They don’t usually have to make plans to meet their friends. Often they just walk around the town center, seeing as many of our friends as we they!

B: What kinds of rules do they have in Switzerland?

A: It’s very important for them to be on time.

B: Because they’re the land of watches?

A: Maybe. If someone invites you to meet them at 4:00, you have to be there at 4:00.

B: If you are even fifteen minutes late, may your friend get angry?

A: Yes, they do.

B: Do they often visit a friend’s house?

A: Sometimes. But they never go without calling first. They usually make plans to see friends. They usually plan to do something interesting, or go somewhere together.

4 Doing pairwork

An exchange student from England is coming to your school for

classes. You are supposed to fill in the chart below on page 96

with things he is supposed to do inside and outside the

classroom.

Items You are supposed to …

Greeting teachers Say, “Good morning” in the morning

Doing homework At home or in school after class

Phoning someone Say, “Ni Hao, I’m …”

Visiting someone’s place Call first, and knock at the door

Making plans with friends Discuss the plan, call to make changes

Being on time Always on time or little earlier

Giving gifts Festival gifts being necessary

… …

Now you are supposed to role play a conversation based on the

chart you just filled in.

A conversation between you and an exchange student from Britain

A: How do you do?

B: How do you do? Are you a new exchange student?

A: Yes, I am from Britain. Could tell me the things I am supposed to do inside and outside the classroom?

B: Sure. To greet the teachers you say, “Good morning” in the morning, “Good afternoon” in the afternoon.

A: And “Good evening” in the evening. That’s the same as we do in Britain.

B: For homework you may do it at home or in school, but always after class.

A: Can I do it at class?

B: No, you can’t, because you have lots to do then.

A: What do I have to do at class?

B: You will have to sit straight, to listen attentively, to take notes, to answer questions, to do pairwork, to do groupwork, to do the test papers,

and to read Learning English!

A: Learning English? Am I have to learn English here?

B: Yes, you have to learn English, too. If you don’t, you will fail the English exams.

A: But I am a native speaker of English!

B: But you are poor at English grammar! There are lots of grammar items in the English exam.

A: But I can listen, speak, read and write in English. Is that not enough?

B: I don’t know. But you have to take the 4th, the 6th and the 8th level English exams.

A: All right. I agree to take all those exams in English, and on grammar.

B: And to phone someone you say say, “Ni Hao, I’m …”

A: “Ni Hao, I’m …”

B: Right. You are learning fast. You are smart.

A: What about visiting someone’s place?

B: Call first, and knock at the door.

A: What should I do to make plans with friends?

B: Discuss the plan with them. Call to make changes before it is too late.

A: Do I have to be on time?

B: It depends. You have to be on time for school. And you don’t have to be on time for meals by yourselves.

A: That’s also the same as we do back at Britain.

A: And giving gifts? I hear that you give many gifts on many occasions.

B: Yes, we do. But you can’t give gifts to the teachers in order

to pass the exams, and the English grammar exams!

Closing down by competing

To end this English class you are supposed to take a

competition. You are supposed to say as many sentences with

新目标英语九年级讲解 篇2

所用教科书:Go For It

所教年级:九年级

所教册次、单元: 九年级第一单元

一、整体设计思路、指导依据说明

教学设计整体思路:

主要以reading的文本为载体, 通过具体教学活动来激发学生的阅读兴趣, 训练学生速读和根据所给问题寻找相关细节的能力。此外, 在教学过程中渗透学习策略, 指导学生如何利用上下文的帮助猜测新词词意和从多个词条解释中选择最恰当的词意。在这一部分阅读训练中, 针对任务型阅读这一学生的薄弱之处, 我设计了一系列题目, 希望学生通过一定量的常规练习, 感受任务型阅读, 减少畏难情绪, 更好的适应这一河北省的新题型。

对文本中的词汇和语法教学, 我把它们分成了两部分来处理。教师着重教授语法重难点“unless”一词的用法, 并带领学生进行知识的拓展, 归纳类比其它经常用于主将从现的连词:as soon as, if, when。其它文本中的短语相对简单, 主要通过学生自学和小组合作学习的方式来解决, 教师根据课堂情况做适当的点拨。作业我选择了美国女诗人Sara Teasdale的一首优美的励志小诗“Like barleybending”

供学生欣赏, 希望学生在接触到原汁原味的英美文学作品, 体会阅读之美的同时, 心灵上受到鼓舞, 乐观、勇敢的面对生活中的挫折与挑战。

整个课程设计凸显阅读课的特点, 对课本内容进行了内部整合与外部拓展, 同时也兼顾中考的要求对基本词汇和重要语法点用不同的方法加以处理。课堂活动利用学习小组, 以学生活动为主, 教师主要是倾听、引导与点拨。

教学设计指导依据说明:

依据新课程标准, 基础教育阶段英语课程不仅仅要使学生掌握一定的听、说、读、写技能, 形成一定的综合语言运用能力, 还注重激发和培养学生学习英语的兴趣, 使学生养成良好的学习习惯和形成有效的学习策略, 发展学生自主学习的能力和合作精神, 帮助学生拓展视野, 了解世界和中西方文化的差异。

课程标准对学生“读”的目标描述中, 九年级学生应能根据上下文和构词法推断、理解生词的含义, 能根据不同的阅读目的运用简单的阅读策略获取信息, 能利用字典等工具书进行学习等。

二、教学背景分析

教学内容分析:

本课时是本单元的第五课时, 前面四个课时的学习已经为本课做了一定的铺垫。学生在前面SectionA和Section B的3a阅读中也初步实践了一些阅读方法, 本课的学习, 将是前面小块阅读训练的延续与提升, 内容更为集中, 方法针对性更强, 阅读课的特色更加突出。

学生情况分析:

学生通过初一、初二两年的英语学习, 已积累一定的阅读量与阅读体验, 但是面对阅读中较难的体裁如:科普文、议论文和阅读中较难的题型如:主旨概括, 词意猜测, 根据细节进行推理判断还是感到力不从心, 因此阅读策略的渗透和阅读技能的训练就显得尤为重要。我们旨在通过对教材中Reading阅读材料的整合与延伸, 让学生通过实践, 结合教师的点拨与精讲, 提升自身的阅读能力, 形成自己的有效阅读策略。

三、教学目标分析

教学目标分析:

知识目标:

学习并能在具体上下文情境中运用下列基本 短语:deal with, worry about=beworried about, learn to do sth, be angrywith sb, go by, decide not to do sth, regard…as…, complain about…, tryone’s best to do sth= do one’s best to dosth, with the help of sb, break off

学习连词“unless”的用法, 复习“when, if, as soon as”的用法。

能力目标:

学习如何通过上下文的帮助猜测新词词意和从多个词条解释中选择最恰当的词意。

训练学生速读和根据所给问题寻找相关细节的能力。

情感目标:

通过文本的学习, 鼓励学生做个坚强、快乐的人, 积极、勇敢地直面生活中的挫折与困难。

四、教学重点、难点分析

教学重点、难点分析:

(一) 教学重点:

1. 在于具体的阅读能力的训练:培养学生借助上下文的帮助获得恰当词意的能力;训练学生速读和根据所给问题寻找相关细节的能力。

2. unless的用法;主将从现常用连词“unless, when, if, as soon as”的归纳与运用。

(二) 教学难点:

1. 如何寻找有效的上下文

2. “unless, when, if, as soon as”用 法的辨析与结合情境的具体运用。

(三) 突破方法:

能力的提升借助具体的语篇和引导性较强的题目, 于潜移默化中让学生自己体会、感悟, 教师精讲巧点拨。

语法难点通过教师讲解, 小组互助学习来解决, 并通过巩固练习, 在具体情境中辨析、运用进一步巩固。

五、教学过程设计

Step One: Leading In

1. 教师出示图片和语篇。 (见图 1、2)

Do you still remember the dancerswho performed at 2005 Spring Gala?How beautiful and charming they are!However, they can’t hear or talk, becausethey are disabled people. But they facethe challenges bravely instead of giving up.

2. 请学生猜测 disable 和 face 两词在 文中的词意。

3. 学生讨论词意, 交流方法。教师倾听, 点评, 及时鼓励。

在此过程中, 教师渗透学习策略, 点拨学生利用上下文的提示:They can’thear or talk, because they are disabledpeople. 上下文互为解释。They face thechallenges bravely. bravely副词的运用提示此处face是动词, 故应为面对之意。

设计意图:激发兴趣, 渗透策略:根据上下文猜测词意。

Step Two: Pairwork

1. 口语热身。教师出示话题及要求: Can you think of any problems you havehad recently ? Tell a partner how youdealt with them.

设计意图:阅读前的热身, 也是话题的衔接过渡:面对困难, 我们该如何做?

Step Three: Fast Reading

1. 请学生快速阅读课文并回答问题: What are the three ways of dealing withour problems?

在此过程中教师渗透学习策略:有时可以通过速读来获取信息, 速读时, 文中的副标题非常有帮助。

设计意图:训练学生的速读能力和对文章结构的整体把握。

Step Four: Detail Reading

1. 教师出示阅读任务: (1) 为判断正误, (2) 至 (4) 为回答问题, (5) 为翻译句子。

Stephen Hawking, a famous psychologist, becomes successful by regarding his problemsas unimportant. (T or F)

If we don’t deal with our problems, what will happen?

What can we learn from children tohelp deal with problems?

Why do many students often complainabout school?

Let’s not worry about our problems.Let’s face the challenges instead.

2. 请学生认真阅读课文并写出答案, 要求书写工整, 清晰。

3. 核对答案, 小组交流解决疑难, 教师巡视, 并向学生提供必要的帮助。

4. 全班范围内学生交流, 分享自己的 翻译句子, 学生自评, 选出最佳译文。

设计意图:培养学生寻找相关细节回答问题或进行判断的能力, 训练学生根据文意选择恰当词意, 培养学生小组交流、合作的精神和认真倾听, 主动评价的意识。

Step Five:Vocabularies And Expressions

1. 请学生独立大声朗读课文并找出下列短语, 若需要可向组员寻求帮助:

(1) 处理, 应对 (2) 担忧 (3) 学习做某事 (4) 生某人的气 (5) 决定不做某事

(6) 将…视为… (7) 抱怨… (8) 努力做某事 (9) 在某人的帮助下 (10) 中断

2. 小组内朗读、记忆上述短语。

3. 教师组织小测试进行检测, 以小组竞赛形式进行。测试题注重短语在具体情境中的应用。

(1) I have trouble ______ all theproblems in such a short time. 应付

(2) ______, I finished writing thisessay easily . 在她的帮助下

(3) Our teacher ______ because ofhis cheating in the exam. 生他的气

(4) He ______ to learn English and caught up with his classmates at last.努力

(5) The young mother ______ herson’s illness for quite a few days. 担忧

设计意图:培养学生自主学习的能力, 培养学生的合作精神和竞争意识。

Step Six: Grammar Study

1. 教师出示含有“unless”的例句, 学生朗读、体会、感悟。

2. 教师讲解“unless”, 带领学生辨析归纳unless, when, as soon as, if的用法。

3. 教师提供“unless, when, as soonas, if”的相关练习供学生巩固。

(1) We will go bike riding __ it rainstomorrow.

A. because B. unless

C. if D. when

(2) My brother is going to look foranother job____ the company offers himmore money.

A. after B. when

C. unless D. because

(3) Anybody can learn Englishwell____he works hard at it.

(A) if B. unless

C. when D. but

(4) Tom will call me ____ he getshome.

A. until B. unless

C. as if D. before

4. 核对答案, 小组交流解决疑难, 教师提供必要的讲解。

设计意图:关注语法重点, 提升能力的同时兼顾中考基础知识的考察。

Step Seven: Homework

1. 请学生欣赏Sara Teasdale的励志小诗“Like barley bending”并选出自己喜欢的句子。

Like barley bending

In low fi elds by the sea,

Singing in hard wind

Ceaselessly.

Like barley bending

And rising again,

So would I, unbroken,

Rise from pain;

So would I, softly,

Day long, night long,

Change my sorrow

Into song.

------ By Sara Teasdale

我们应该如何面对生活中的困难?请用三五句话写出你的想法并与同学交流。

设计意图: 开拓视野, 涉猎西方文学作品, 陶冶情操, 启迪心灵。

六、教学评价设计

教学评价设计:

评价内容:

学生的课堂发言。

学生英译汉的译文。

基本词汇知识的掌握。

unless, when, as soon as, if用法的掌握与辨析。

评价方法:

对学生的课堂发言, 教师应及时给出鼓励性的评价。

选出最佳英译汉译文的环节, 鼓励学生自评, 生生互评, 以达到美文共赏的目的。

词汇部分检测以竞赛方式进行, 引导学生自评学习效果, 并解决出现的问题。

新目标英语九年级讲解 篇3

1. I study by working with a group. (P1) 我通过小组练习学习。

by + V-ing构成的短语可作行为方式状语。by后面可以接动词的-ing形式，也可以接名词。例如：

He teaches himself the violin by practising the whole night. 他通过整夜的练习自学小提琴。

I knew by his appearance that he was not English. 看他的外表，我就知道他不是英国人。

2. It’s too hard to understand the voices. (P3) 很难听懂其发音。

句中的it是形式主语，真正的主语是后面的动词不定式。“too ... to ...”结构中的动词不定式含否定意义，意为“太……以致不……”。其中的too是副词，用来修饰形容词，to是动词不定符号。例如：

The boy is too young to understand the story. 这孩子年龄太小，不能理解这个故事。

在使用这个结构时应注意两点：(1) 句中的主语与动词不定式在逻辑上是动宾关系时，动词不定式后面不能再跟宾语； (2) 句中的主语与动词不定式在逻辑上是动宾关系，而动词不定式又是不及物动词时，要在其后加上适当的介词。例如：

Tom spoke too quickly for us to understand. 汤姆说话太快了，我们听不懂。

The house is too small for the family to live in. 房子太小，那一家人住不下。

3. We get excited about something and then end up speaking in Chinese. (P4) 当我们谈论某事而变得激动时，最后就用汉语来讲述了。

(1) get excited about意为“对……感到兴奋”。介词about后面通常接名词、代词或动词的-ing形式。例如：

The boys got excited about going to Shanghai. 男孩们对去上海感到很兴奋。

The students are excited about the results of the exams. 学生们对考试成绩感到非常兴奋。

(2) end up sth/doing sth意为“结果为……”，“以……结束”，通常指意料之外的结果。例如：

He ended up in prison. 他最终锒铛入狱。

They were going shopping，but ended up staying at home and watching TV. 他们原计划去买东西，但结果却是呆在家里看电视。

4. I don’t know how to use commas. (P5) 我不知道该怎么使用逗号。

句中how to use commas属“连接代词/副词 + 动词不定式”结构，作宾语用，动词不定式的逻辑主语通常是句子的主语。在中考中，命题人往往要求考生将其与宾语从句进行转换。例如：

Jim told Lin Tao how he would spend the day. → Jim told Lin Tao how to spend the day. 吉姆告诉林涛他是怎样度过这一天的。

The students should know what to do or what not to do in school. 学生们应该知道在学校里应该做什么，不应该做什么。

在使用这一结构时需要注意两点：

(1) 在这一结构中，如果连接代词what，which，whom是作其后动词不定式的宾语，则这个动词应该是及物动词。如果动词不定式是不及物的，则需在其后加上适当的介词。例如：

I don’t know what to say. 我不知该说什么。

He wants to know whom to work with. 他想知道将和谁在一起干工作。

(2) 这一结构中用的是连接副词when，where，how，而且它们作其后动词不定式的状语时，这个动词应为不及物动词。若不定式是及物动词，则该动词须有自己的宾语。例如：

I don’t know when to start. 我不知道何时出发。

Do you know how to do the exercise？你知道怎样做这个练习吗？

5. I don’t have a partner to practice English with. (P5) 我没有练习英语的同伴。

句中的to practice English with作定语用。使用这种定语时，应注意下面两点：

(1) 被修饰的词与动词不定式在意义上是动宾关系，并且动词不定式是“动词 + 介词”这类短语动词时，其中的介词不能去掉。例如：

Mr Johnson was a difficult person to wait on. 约翰逊先生是一个很难侍候的人。

(2) 修饰的词与动词不定式在意义上是动状关系，而且动词不定式是个不及物动词时，应在不定式后面加一个适当的介词。例如：

It’s getting dark. We have to find a hotel to live in. 天快黑了，我们得找个旅馆住下。

6. First of all，it wasn’t easy for me to understand the teacher when she talked to the class. (P6) 老师起初和同学们交谈时，我不容易听得懂。

这是“it + be + adj. + to do sth”结构。it是形式主语，意思上代替后面的真正主语for me to understand the teacher。如果动词不定式需要有自己的逻辑主语，可以用以下两种方法表示：

(1) 如果句中的形容词通常用来表示事物的性状或特征，则用for引出动词不定式的逻辑主语。常见的这类形容词有difficult，hard，easy，heavy，dangerous，expensive，useful，impossible等。例如：

It’s common for leaves to fall from the trees in autumn. 秋天树叶从树上落下是常事。

(2) 如果句中的形容词通常用来表示人的行为或品德，则用of引出动词不定式的逻辑主语。常见的这类形容词有honest，wise，clever，brave，foolish，kind，good，careful，stupid，silly，nice，right，wrong，polite，rude等。例如：

It was careless of him to leave the door unlocked. 他没有把门锁上，实在是太粗心了。

7. She had trouble making complete sentences. (P6) 她在造完整的句子时有些困难。

“have + n. + (in) doing ...”意为“做……有……”，have后面常是fun，difficulty，trouble，problems等名词。介词in指“在某一方面”，常可以省略。例如：

The students had trouble (in) climbing the hill. 学生们爬山时遇到了一些困难。

We had some problems getting to the top of the mountain. 我们费了些劲才到达山顶。

8. As young adults，it is our duty to try our best to deal with each challenge in our education with the help of our teachers. (P8) 作为年轻人，在老师的帮助下尽力处理好教育方面面临的每一个挑战是我们的责任。

(1) 短语As young adults中的as是介词，意为“作为……(某种身份)，当做，视为”。例如：

As a student，you must obey the rules of the school. 作为学生，你必须遵守学校的规章制度。

(2) try one’s best to do sth相当于do one’s best to do sth，意为“尽力做某事”； deal with sth意为“处理某事”； with the help of相当于with one’s help，意为“在……帮助下”。例如：

I’ll try/do my best to improve my pronunciation. 我将尽全力改进我的发音。

How would you deal with an armed burglar？遇到持有武器的盗贼，你将如何对付呢？

I worked out the problem with the help of my classmates. (= I worked out the problem with my classmate’s help.) 在同学们的帮助下我做出了这道难题。

Unit 2

1. I used to be afraid of the dark. (P10) 过去我怕黑暗。

used to是情态动词，表示过去的习惯动作或过去存在的情况，to是动词不定式符号，后面跟动词原形。例如：

We used to work in the same workshop. 我们曾在同一个车间工作过。

注意：be/get used to doing sth意为“习惯于做某事”，其中的to为介词，后面跟名词、代词或动词的-ing形式。例如：

He is used to reading English in the morning. 他习惯在早上读英语。

2. Did you use to play the piano？(P11) 你过去常常弹钢琴吗？

这是“used to + 动词原形”的疑问形式。其疑问式和否定式可以用助动词did，也可以直接用used构成。例如：

Did it use to rain here in summer？(= Used it to rain here in summer？) 这儿以前夏季时常下雨吗？

We did not use to see each other. (= We usedn’t to see each other.) 我们以前不常见面。

3. I’m terrified of the dark. (P12) 我非常害怕黑夜。

terrified是动词terrify的过去分词，在句中相当于形容词，含有very afraid的意思。be terrified of ... 意为“对……非常害怕”； be terrified at意为“因……而害怕、惊恐”。例如：

Some children were terrified of a long roll of thunder. 有些小孩子害怕轰轰隆隆的雷声。

The child was terrified of being left alone in the house. 那孩子害怕把他一个人留在家里。

She was terrified at the deafening explosion. 她被那震耳欲聋的爆炸声吓了一跳。

4. I go to sleep with my bedroom light on. (P12) 我睡觉时卧室里的灯亮着。

句中with my bedroom light on是复合结构，在句中作状语，表示伴随情况。由with构成的复合结构中，第一部分是介词with的宾语，由名词或代词充当，第二部分是宾语补足语，由形容词、副词、介词短语、动词不定式或分词充当。该结构一般在句中用作状语，表示行为方式，伴随情况、时间、原因或条件。例如：

We can see a big house with trees around it. 我们看见一栋高大的房子，四周树木环绕。

He lay on the bed with the bedroom door shut. 他躺在床上睡觉，寝室的门关着。

With the meal over，we all went home. 吃过饭我们都回家了。

With the boy to lead the way，we will find the house easily tomorrow. 有那个男孩带路，明天我们会很容易地找到那幢房子的。

5. My life has changed a lot in the last few years. (P14) 在过去的几年里，我的生活改变了许多。

in the last few weeks/months/years意为“在过去的几周/月/年里”，常与现在完成时连用。“in the past + 时间段”也有这种用法，意思相同。例如：

I have made great progress in the last few weeks. 在过去的几周里，我进步很快。

Great changes have taken place in my hometown in the past few years. 在过去几年里我的家乡发生了巨大的变化。

6. It seems that Yu Mei has changed a lot. (P15) 于梅好像变了许多。

本句为“it seems that ...”结构。seem意为“好像、似乎、看来”，用来表示根据某种迹象作出的判断，这种判断往往接近于事实。例如：

It seemed that he had missed the train. 看来他没搭上火车。

It seems that he is happy today. 今天他似乎很高兴。

“it seems that ...”往往可转换为“sb seems to do sth”。例如：

It seems that he understands the meaning of the word. (= He seems to understand the meaning of the word.) 他似乎理解了这个单词的意思。

It seems that she is sleeping. (= She seems to be sleeping.) 她好像在睡觉。

7. His mother looked after him as well as she could. (P16) 他的妈妈尽可能把他照顾好。

as ... as sb can/could意为“尽可能地……”，在句中作状语。与此意义相同的表达方式为as ... as possible。例如：

Maria is studying Chinese as hard as she can. (= Maria is studying Chinese as hard as possible.) 玛丽亚正在尽可能地努力学习汉语。

8. She also told me that even though my father was no longer with us，he was watching me，and would always take pride in everything good I do. (P16) 她还告诉我即使我的父亲不再和我们在一起，他也会一直关照我，总会为我所取得的成绩感到自豪。

(1) 这是一个较复杂的主从复合句。She also told me是主句，that引导的从句是tell的直接宾语；宾语从句中的主句为he was watching me，and would always take pride in everything good； even though引导的是让步状语从句，用来修饰宾语从句中主句的谓语动词was watching和take pride in； I do是定语从句，其前省略了关系代词that，用来修饰everything。

(2) even though意为“即使，纵然，尽管”，用作从属连词，引导让步状语从句。与even if同义。例如：

Even though/if he is no longer living，his spirit lives on today. 尽管他已不在人世，但他的精神却至今还在。

(3) take pride in ... 意为“为……感到骄傲”，与be proud of同义。例如：

We take pride in our responsibilities as teachers in new China. (= We are proud of our responsibilities as teachers in new China.) 作为新中国的教师，我们为我们的职责感到骄傲。

(4) 在“everything good I do”中，good和I do都修饰everything。形容词修饰everything，something或anything等不定代词时，往往将形容词后置。例如：

Danny is interested in everything unusual. 丹尼对所有的不寻常的事情都感兴趣。

Unit 3

1. I don’t think fifteen-year-olds should be allowed to drive. (P18) 我认为不应该允许15岁的孩子开车。

think，believe，suppose，consider等动词表示“认为”、“相信”、“设想”等含义，且宾语从句中含否定词义时，常将从句中的否定词转移到这些动词之前。这种复合句形式上是对主句的谓语动词加以否定，但在意义上仍然是否定从句。例如：

I don’t think that their team is likely to win the match. 我认为他们的球队不可能赢得比赛。

I don’t believe that it will rain tomorrow. 我相信明天不会下雨。

应该注意，在这类反意疑问句中，附加问句应为肯定形式，其中主语和谓语也应与从句中的主语和谓语保持一致。例如：

I don’t think you’ve met Xiao Wang，have you？我想你没有碰见小王，对吗？

另外，think后面的从句中含有no，never，nothing，nobody等否定词时，就不要再将这些否定词转移到主句的谓语动词上。例如：

I think nothing is too difficult if you put your heart into it. 我认为世上无难事，只怕有心人。

2. Anna wants to get her ears pierced. (P18) 安娜想穿耳孔。

get my ears pierced属于get sth done结构，表示要别人为自己做某事。与其同义的结构有have sth done。例如：

I must get my hair cut. 我该找人理理发了。

You ought to get your watch repaired. 你该把表送去修理了。

3. They talk instead of doing homework. (P19) 他们光说话而不做作业。

instead of意为“代替”、“而不”，后面接名词、代词或动词的-ing形式。例如：

He will go to the meeting instead of me. 他将代替我去开会。

She went to school instead of staying at home. 她没有呆在家里而是上学去了。

instead of也可用来连接两个语法上对等的成分。例如：

The situation is better instead of worse. 形势是更好了，而不是更坏了。

They went there on foot instead of by bus. 他们没有乘公共汽车而是步行到那里去的。

4. —We have a lot of rules at my house. 我们家里立有许多规矩。

—So do we. (P20) 我们也是。

“So + 助动词/be动词/情态动词 + 主语”应译为“某人(物)也如此”，意即前一句所说的情况，同样也适合于另一个人或物。在使用这一句式时，要注意助动词或系动词的选用，以及在时态上与前句相呼应。例如：

—I’ve got a new car. 我有一辆新车。

—So has John. 约翰也有。

5. Some students should be allowed to have Friday afternoons off to volunteer and help others. (P23) 应当允许部分学生星期五下午放假，去做义工帮助他人。

have ... off意为“放……假”，其中的have可以用take替换，off表示“不上班、不值班、不工作”的意思。例如：

I’ve got three days off next week. 下星期我有三天假。

新目标英语九年级教案 篇4

1． Knowledge Objects

（1）Key Vocabulary

bathing suit, water, travel, guidebook, beach towel, street map

（2）Target Language

Have you watered the plants yet?

Yes, I have already watered them．

2． Ability Objects

（1）Train students’ listening ability．

（2）Train students’ communicative competence．

教学设计新目标九年级英语 篇5

Unit 11 Sad movies make me cry教学设计

Section A 1(1a-2d)太湖县江塘初级中学 蔡凤枝

教学目标：

知识与技能目标：

1.能听、说、认读，并理解的新单词和词组单词：drive ,drive sb.crazy/mad ,the more …the more…,lately ,be friendly with ,leave out ,friendship ,would rather ,rather。

2.能掌握句型：

The loud music makes me nervous.Soft and quiet music makes me relaxed.Waiting for Amy drove Tina crazy.Loud music makes John want to leave.情感态度价值观目标：

了解一些表达感情的词，能正确的表达自己的感情，学会分析不同事物的优缺点，从而进行优化选择。学会比较选择对自己有影响的事物，正确处理实际问题，远离不良影响，以积极的姿态，精神饱满地面对生活与学习。

教学重难点：

1.教学重点：

能过用说学的话题和功能句谈论或询问不同事物对我们的影响，能够用英语描述自己的情感。2.教学难点：

掌握make的用法：sth.makes sb.+形容词；sth.makes sb.do 能在实际情境中围绕“Feelings”(感受)这个话题进行交际、谈论或者询问对某件事物的看法，以及谈论事物对人的影响。

教学手段与方法：

在教学中利用多媒体、图片小组活动等多种方式，创设情境，调动学生多种感官，激活学生的智慧，努力创建一种开放的、和谐的、积极互动的生活化课堂

教学过程：

Step 1 Warming up:

1.播放歌曲（先利用歌曲巧妙导入新课，然后提出几个有趣味性的问题，达到课始趣亦生的境界。

Do you like this song ? What do you think of the song ? Does it make you happy ,relaxed ,excited , or angry ? 引导学生说：It makes me excited/ relaxed…

然后播放不同的音乐，让学生享受音乐的同时探讨不同类型的音乐带给他们的不同感受。

2.Guess how they feel.从学生感兴趣的图片出发利用多媒体课件习以前与feeling有关的词汇： happy/sad/nervous/tense/ stressed excited/sleepy/surprised 【设计意图】通过展示能表达情绪的图片，引导学生观察图片，体验和复习与feeling有关的词汇，起到温故而知新，同时为下步新授课做铺垫

Step 2 Presentation 1.（1a）Look and talk.T: Now , my two friends Amy and Tina are going to have a dinner.There are two restaurants around their home.They don’t know which to choose.Can you help them ?Look at the picture in 1a.Talk about it with your partner.【设计意图】根据两幅图画，引导学生说出对餐馆的看法，既介绍和复习了主要词汇，又为听力做好铺垫，让学生做到心中有数，有备而听。同时不断激发和引导学生的学习兴趣，为他们提供更多思考和创造的时间和空间）

T: Which would you like to go to? Why? S1: …… S2: …… S3: ……

2.（1b）Listen and fill in the blanks.Then match the restaurants with the statements.【设计意图】学生讨论自己对餐馆的看法后，再听Amy 和Tina 的对话，了解他们对餐馆的不同态度，同时巩固本课的重点句型。

3.(1c).Role-play a conversation between Amy and Tina.(Student A is Amy.Student B is Tina.Student B asks Student A about her feeling.)4.(2a).Listen and number the pictures(1-4)in the order you hear them.T:You will hear Tina and John talking about what Tina and Amy did last night.The four pictures show something that Tina did last night.Listen to the tape now.Play the tape for the students.For the first time ,students just listen.Play the tape again ,then ask students to number the pictures when they listen.At last ,correct the answers with the class.【设计意图】利用多媒体课件，创设听力内容出现的画面，不仅能帮助学生理解短文意思，更能使学生身临其境的感觉，吸引学生注意力，提高学习兴趣。

5.（2b）Listen again.Complete the statements.<1.>Waiting for Amy drove Tina__________(crazy).<2.>Amy didn’t want to ______ at Rockin’ Restaurant.(stay)<3.> Loud music makes John want to_____________.(dance)<4.>Th e movie was so sad that it made Tina and Amy______.(cry)<5.> Sad movies don’t make John cry.They just make him______________(want to leave).【设计意图】通过进一步的听力练习，继续巩固主要句型，同时在听的过程中，引导学生听关键词和关键句，提高听力技巧。

6.Role-play the conversation.（2c）（2d）

（2c）Pair work : Go over the activities in 2a and 2b.Then try to role-play the conversation between Tina and John in pairs.You may use the example to begin with your conversation.John : Did you have fun with Amy last night ? Tina : Well…yes and no.John : Was Amy late as usual ? Tina : Yes , she was.……

John : Sad movies make me want to leave!Tina : You behave just like my brothers!（2d）Pair work Nancy;Hey, Bert.I think I’ve made Alice mad and I’m not sure what to do about Bert: What happened? Nancy: You know Julie is Alice’s best friend, right? Bert: Uh-huh.Nancy: Well, the more I get to know Julie, the more I realize that we have a lot in common.So we’ve been spending more time together lately.Bert: But what’s wrong with that?

Nancy: Umm…it makes Alice unhappy because she thinks Julie is now better friends with me than with her.it.Bert: I see.Mmm…why don’t you ask Alice to join you each time you do something with Julie? Then she won’t feel left out.Nancy: Oh, good idea!That can make our friendship stronger.【设计意图】此环节为听后的控制练习，能了解学生对听力内容的掌握情况，也将听力转化为口语练习，既学生听说能力，有巩固了本节课的主要知识。

Step 3 Summary

利用多媒体课件，对make用法进行小结

教学反思

新目标九年级英语上册教学计划 篇6

张春桂

一、教学目标

根据国家教委颁发的《九年制义务教育全日制初级中学英语教学大纲》，通过训练学生的听、说、读、写，使学生掌握最基本的语言知识和语言技能，从而培养学生初步运用英语进行交际的能力；寓教于乐，使学生养成良好的外语学习习惯，为将来的学习打下坚实的基础。以教材为载体，密切结合教材，在课堂上努力创设各种情景，夯实语言知识及语言技能，从而激发学生主动学习英语的兴趣，提高学生的记忆、观察、思维及想象能力，为学生的终身学习奠定基础。

二、学情分析

我所教的两个班，从整体情况来看，学生英语基础一般，甚至还有一部分学生的听说读写能力还不够七年级的水平，甚至还有10%的学生英语考试不及格，120分才考40多分，不知道从何下手学英语。还有课堂上学生不能积极发言，对老师提出的问题，不知所措，难以形成英语氛围，所以这学期英语教学仍面临艰巨的任务和挑战。

三、教材分析

本册英语为新目标英语九年级全学年用教材，全教材共15单元，包括三个复习单元。每单元仍然按Section A、Section B、Self check和阅读四部分组成A部分为课课呈现，是基础知识，是全体学生必须掌握的知识内容；B部分为基础知识的拓展延伸，是为基础较好的同学进一步学习设计的；Self check为学生自测，目的是为检查学生 1

对知识的掌握程度；阅读部分重点培养学生的阅读能力及应该掌握的阅读方法，为以后的学习打下坚实的基础。A部分是基础，B部分是延伸，Self check为检测，阅读为进一步深入，四部分相辅相成，既能使学生掌握基础知识，又能使较好的学生有所发展、深造。

四、教学目标

一知识与技能

本册出现单词757个，要求掌握的207个单词，还有一些固定短语等，通过学习使学生掌握单词、句型及语法，适当复习初一和初二的学习内容，培养学生优良的英语学习习惯，帮助学生树立自信心，提高发展学生自主学习的能力，形成有效的学习技能。

二、过程与方法

通过对本册的学习，使学生在学习过程中，认真听课、学会复习总结，多说、多写、多问，在教师的辅导下掌握学习英语的方法。

三、情感态度 价值观

提高本册英语的学习，使学生了解中西方文化的差异，培养爱国主义精神，增强世界观意识，并结合课外学习，达到教学的最优秀性，培养学生良好的自学能力和习惯，并做到持之以恒，培养同学们的情感态度与人生价值观。

五、教学措施

1、依据学生基本情况，逐步激励学生对英语产生学习兴趣。

2、重视课堂教学质量，逐步提高学生英语交际能力。

3、有意识培养学生听力、表述、朗读、书写和作业的基本能力。

24、重视思维过程系统编排，由浅入深，由易到难，由已知到未知，循序渐进，点面结合，逐步扩展，循环往现，以加深影响。

六、教学进度表

第一周Unit 1

第二周Unit 2

第三周Unit 3

第四周ReviewofUnits 1----3

第五周Unit 4

第六周Unit 5

第七周Unit 6

第八、九周ReviewofUnits1----6and

第十周Unit 7

第十一周Unit 8

第十二周Unit 9

第十三周ReviewofUnits7----9

第十四周Unit 10

第十五周Unit11

第十六周Unit12

第十七周ReviewofUnits10----12

第十八、九周Review

第二十周Thefinalexam

七、教学反思themid-term exam

新目标英语九年级讲解 篇7

经过小学四年的英语学习, 初一学生的英语水平已经出现了分化现象, 这给初中英语教师的教学带来了困扰。如果英语教师在初中起始年级不重视该问题, 不采取补救措施, 将错失解决学生英语水平分化问题的最佳时机, 严重影响日后课堂教学的顺利进行, 从而加剧学生英语水平的分化, 最终导致部分学生成为英语学困生。

笔者在多年的教学实践中认识到, 初中起始年级的分层教学能够有效解决初一新生英语水平的分化问题。在初中起始年级的英语教学中, 通过合理的分层教学, 使不同层次的学生通过努力都能获得相应程度的提高, 逐步缩小学生之间英语水平的差距, 最终在英语学习方面共同走向成功。现以《英语 (新目标) 》“预备篇”的教学为例, 阐述笔者在初中起始阶段的英语分层教学。

二、初中起始年级的英语分层教学

1.学生分层

笔者以初一入学分班的摸底测试为依据, 对所教班级的学生进行了分层, 按成绩分为A层 (优秀) 、B层 (良好) 、C层 (基础) 三个层次。对学生的分层其实就是对学情的了解和掌握。对教师来说, 只有了解了学情, 才能设定合理的教学目标, 才能顺利开展教学, 才有可能达到教学目的。从学生的分层中, 教师可以总体了解所教班级学生的英语水平及各个层次学生人数的分布情况, 为接下去采取有针对性的教学提供依据。

2.教学目标分层

在《英语 (新目标) 》“预备篇”的教学中笔者对不同层次的学生设定了不同的教学目标:C层学生掌握26个字母的发音和书写、5个元音字母及发音;B层学生除了掌握C层学生的目标外还要掌握48个音素的认读及简单单词的音标识读;A层学生除了掌握C、B层学生的目标外还要掌握基本的拼读规律, 能够识读生词表中的生词。

3.导学案分层

导学案是教师编制的用于引导学生自主学习、自主探究的学习方案。它变教师的教案为学生的学案, 变教师先教为学生先学, 变学生被动地学为主动地学, 使学生真正成为学习的主人。笔者对导学案也进行了分层, 使不同层次的学生有能力完成课前的准备, 一方面激发学生的学习兴趣, 另一方面做好课堂学习的准备。对于C层学生, 导学案应该让学生在预习过程中了解新课的知识内容, 用有效的学习方法初步建立知识体系, 减少学生自学的困惑。针对B层学生, 导学案要起到激发兴趣、拓展思维的作用。而给学生以探究、思考余地的能力训练是对A层学生的引领。导学案的分层设计针对性明确, 学生知道学习目标, 并合理落实具体内容。下面以《英语 (新目标) 》“预备篇”Unit 3的导学案为例进行说明。

1.课前预习:自主学习课本1a———看图写出与每种颜色匹配的字母。

【说明】此环节要求C、B、A三个层次的学生都完成, 主要帮助C层学生了解新知, 熟悉自学步骤。

2.课中小组合作与展示:How many colors do you know?Write them out. (你知道多少种颜色?写一写)

【说明】此环节要求小组成员合作完成。课前小组讨论后写在导学案上, 课中以小组为单位展示, 供其他小组学习评价。这一环节有效激发C层和B层学生的求知欲, 激发了他们学习英语的兴趣, 使他们的英语知识得到了拓展。

3.课后探究与思索:Magical change (你会用颜色变魔术吗?)

blue+yellow=＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

white+＿＿＿＿＿＿＿＿=pink

black+white=＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

red+＿＿＿＿＿＿＿＿=orange

blue+red=＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

汉语里有很多用颜色表达的俗语, 比如“青一块, 紫一块”, 用英语怎样表达呢?猜一猜下面这些表示颜色的单词组成的英语短语是什么意思, 你还知道更多吗?请补在后面。

blue and black＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

green eyes＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

green hands＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

blue blood＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

once in a blue moon＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

black sheep＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

black tea＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

white coffee＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

a yellow dog＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

blue jokes＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

【说明】此环节主要针对A层学生和B层中的高端学生, 他们良好的英语基础和旺盛的求知欲也应在导学案中予以满足, 从而激发他们的探索精神。

4.教学内容分层

分层教学的重中之重是教学内容的分层。因此, 教师在进行教学设计时就应该对教学内容进行分层, 为每一个层次的学生量身定做学习活动, 紧密围绕教学目标, 使A层学生的学习活动具有一定的开放性, B层学生的活动具有挑战性, C层学生的学习活动具有趣味性和参与性。例如, 在教学元音/I/和/i:/时, 要求C层学生区分哪个是长音哪个是短音;要求B层学生读出sit, hit, pig和seat, meet, read的长短音;A层学生要求听出并且区别句子中单词的长短音, 然后朗读句子:My friend is fifteen not fifty.My friend and I live together and leave together.这两个句子突出了/I/和/i:/的对比, 而且意思完整, 这样的活动对A层学生来说, 既可以完成简单的交际任务, 又可以为以后的听力考试中长短音的区别做好准备, 使他们在学习音标时不至于感到乏味。

5.作业分层

为了促进每一名学生的提高与发展, 巩固课堂上的教学内容, 教师应该布置和课上分层教学有关的课后作业, 使C层学生能够巩固基础知识, B层学生在C层的基础上能有一定程度的能力提升, 而A层学生有一定的选题自主权, 适度增加课前表演短剧、话题演讲或每日易错题的出题竞赛, 使他们有展示才能、提升自己的机会。

笔者将学生作业本《新辅教导学》的作业分成三个层次:基础题、提高题、发展题。所谓基础题是指中英文互译题、单项选择题和句子配对题, C层学生借助课本完全可以很好地完成, 由于题量不是很大, 他们就有耐心每天完成作业。B层学生要求完成每课时的所有作业, 包括阅读理解、完形填空及写作等。对于A层学生, 要求在B层的基础上, 还要把习题前的语法 (教与学部分) 消化吸收并轮流讲给全班同学听, 这对他们来说也是具有挑战性的, 必须真正理解才能内化为自己的语言讲出来。

这样操作, 有效地避免了作业分层的盲目性, 也避免了“填鸭式”、“注入式”作业, 较好地体现了“以学生的差异为本”的分层作业理念, 作业布置更趋合理、科学。

6.课后辅导分层

课后辅导分层体现在C层学生作业及时纠错检查、B层学生作业面批面改和A层学生短剧的排练指导上。C层学生之所以能力差是由于长期的问题得不到解决, 得过且过, 造成了成绩不理想。每次单元测试后, 笔者都留出一定的时间课上教给C层学生及时纠错的方法, 帮助他们整理知识脉络, 加强知识的巩固和吸收, 使他们在原有的基础上掌握学习方法, 养成好的学习习惯, 不仅使他们在原有基础上有所提高, 而且增加了自信和对于英语学习的兴趣, 延缓了过早的两极分化。面批面改比较适合针对B层学生的辅导, 教师的当面点拨可能在某种程度上造就了一个新的优秀的英语学习者, 从而完成B层学生向A层转化。A层的辅导更体现在指导上, 如课前表演之前, 请他们预演, 对语音语调进行纠正, 使他们的表演达到一定水准, 增加欣赏性和趣味性, 以激励全班的英语学习兴趣。

7.课堂评价分层

课堂评价是教学的重要组成部分, 决定教学的走向, 影响教学的效果。教师要在课堂上对学生的表现进行积极、有效的反馈和评价, 引导学生积极参与课堂, 启发学生的思维, 让他们体验成功, 以形成积极的学习态度, 促进学生综合语言运用能力的提高。

对于C层学生, 教师尽可能地给予积极反馈, 可利用评语激发学生的学习兴趣, 强化他们的学习动机;应抓住他们的闪光点来调动他们的学习兴趣, 而不是批评他们, 从而使学生感受到教师在关心、关注他。教师的态度会促使他们产生学习的动力和浓厚的学习兴趣, 真正在英语学习过程中不断体验进步与成功, 重新认识自我, 建立自信, 促进语言能力的发展或飞跃。利用评语对B层学生进行引导性评价, 明确评价学生的语音语调, 或语言表达的形式、内容和交流技巧, 而不是一味地使用模糊的鼓励性语言致使学生错失理解、强化的时机。对于A层学生, 教师的评价不仅要关注语言形式, 还要关注语言内容, 激励他们潜在的创新意识, 同时开启学生的心灵, 鼓励学生勤于思考, 发现问题, 解决问题, 肯定他们的独特见解, 鼓励敢于尝试的精神, 使课堂生成产生智慧的火花。

三、结语

新目标英语九年级讲解 篇8

①belong 是不及物动词，意为“属于”“归……所有”，后接介词to。例如：

All power belongs to the people. 一切权力属于人民。

Over the telephone, he spoke in a voice that did not seem to belong to him. 在电话里，他的说话声音都变了。

The bicycle belongs to Helen. 这辆自行车是海伦的。

②belong可作“是……的成员”解释。例如：

Which school do you belong to? 你是哪个学校的？

Tigers and cats belong to the same family of beasts.

虎与猫在兽类中属于同一种。

Most of the seeds we eat belong to a large group called grains.

我们食用的植物种子大部分都属于叫做谷物的一大类。

[拓展] belong不与to连用时，后面通常跟副词或其他的介词短语，作“应当在（某处）”“适合在（某处）”解释。例如：

That table belongs in the other room. 那张桌子是另外那个房间的。

Those words do not belong in modern dictionaries.

那些单词在现代的词典中查不到。

I refuse to go abroad; I belong here. 我不到外国去，我是这里的人。

A man of your ability belongs in writing.

具有你这样能力的人适合于写作。

Where do these things belong？这些东西应放在哪儿？

You don’t belong in the beginners’ class. 你不适合在初修班。

[引申]belong的名词形式是belongings, 常用作复数“财物”“财产”解释。例如：

Are these your belongings? 这些是你的东西吗？

With all his earthly belongings, he couldn’t make his life any longer.

他腰缠万贯，却还是无法延长自己的生命。

2. possibly

possibly 是副词，意为“可能，也许”，常用于肯定句中。例如：

It may possibly be true. 那也许是真的。

Possibly he was telling the truth. 也许他在说真话.

[拓展]possibly与can/could连用，起强调作用，用于疑问句中时，意为“难道”；用于否定句中时，意为“无论如何”。例如：

Could he possibly agree? 他难道会同意吗？

He cannot possibly forget it. 他无论如何不会忘记。

[引申]possibly, probably, perhaps, maybe这几个副词都有“可能”的意思。

possibly 意为“或许、也许”，所指的可能性较小。与may连用，表示的可能性更小。例如：

It may possibly be true. 也许是真的。

probably 意为“很有可能；十之八九”，其语意较强，可能性较大。注意在否定句中，probably不能紧跟在否定词之后。例如：

她不可能迟到。

[误] She won’t probably be late.

[正] Probably she won’t be late.

[正] She probably won’t be late.

perhaps/maybe意为“也许”，含有“可能这样、也可能不这样”之意，两者的含义和用法基本相同，只是maybe多用于美式英语。例如：

Perhaps/Maybe it will rain tomorrow. 明天可能要下雨。

在这几个单词中，表示可能性最强的是probably, 其次是perhaps和maybe, 最弱的是possibly。

3. sky

sky是名词，意为“天”、“天空”，指从地球上看到的有云、太阳、星星等的天空。通常用作单数，与定冠词the连用，若有形容词修饰时，也可与不定冠词连用。例如：

There are some clouds in the sky. 天空中有一些云彩。

You can see all kinds of kites flying in a blue sky in spring.

春天你能看见蓝天上飞着各种各样的风筝。

[拓展]sky用作复数形式（skies）时，意为“天气，气候”。如：the sunny skies晴朗的天气

[引申] 与“天”有关的词还有space; universe等。

space 意为“宇宙”、“太空”、“空间”，指天外星星、月亮等所存在的“空间”，一般不与冠词连用。例如：

It is our nearest neighbor in space. 在太空中它是我们最近的邻居。

space 还有“空间”、“地方”之意。例如：

There is a space in the centre of the town. 城镇中心有块空地。

universe 意为“宇宙”，常与定冠词连用。例如：

When we talk about the universe, we mean not only the earth, the moon, the sun and the stars, but also all the things too far away to see.

我们谈论宇宙时，不仅指地球、月亮、太阳和星星，也指所有远得看不见的东西。

4. noise

noise意为“噪音”、“喧闹声”，常指不悦耳、不和谐的嘈杂声。例如：

Try not to make a noise when you go upstairs. The baby is asleep.

你上楼时尽量别弄出响声，孩子在睡觉。

The noise woke me up. 喧哗声吵醒了我。

[拓展]make a noise意为“吵闹”，“高声喧闹”；make a noise about sth. 意为“为某事吵吵嚷嚷”；make a noise in the world意为“名噪一时”。

[引申]表示“声音”的词还有voice, sound等，但意思稍有区别：

(1)voice 一般指人的说话声、歌声或笑声，也可用于指鸟鸣声或一些拟人化的声音。如：

The girl has a beautiful voice. 那女孩嗓音很美。

When the teacher came into the classroom, the monitor spoke in a loud voice, “Stand up!” 老师走进教室时，班长大声喊：“起立！”

They are talking in low voices. 他们在小声交谈。

(2)sound 泛指任何用耳朵能听到的声音。如：

I heard the sound of the bell. 我听见了铃声。

There was a sound of footsteps in the next room. 隔壁房间有脚步声。

Light travels much faster than sound. 光的传播速度比声音快得多。

5. count

count用作动词时，意为“计”，“值”。例如：

Can you count from one to a hundred in English?

你能用英语从1数到100吗？

There were forty people present, not counting the children.

出席者四十人，儿童未算在内。

Don’t count your chickens before they are hatched.（谚语)

小鸡未孵出，尚不能算数。

[拓展]含count的常见短语有：

count out 点清

count up 结算

count on one’s fingers 屈指计算

6. smell

smell用作名词时，意为“气味”，“嗅觉”。例如：

What a smell! 多难闻的气味啊！

There’s a smell of cooking. 有烹调的气味。

[拓展]smell还可以用作动词，意为“闻到；嗅”，“发出气味”，“发出臭味”等。例如：

I can smell something burning. 我闻到有东西烧着的气味。

The room smells of print. 这房间有油漆味。

The egg smells. 这只蛋臭了。

smell作连系动词用时，意为“闻起来”，常用主动结构表示被动意义。例如：

The flowers smell sweet. 鲜花闻起来很香。

The dinner smells good. 这饭菜闻起来很好。

7. final

final用作形容词,意为“最后的，最终的”。例如：

The final thing she did before she left the house was to lock the door. 她离开房子前做的最后一件事是锁门。

That was the final scene of a film. 那就是电影的最后场面。

[拓展]final 用作名词，意思为“决赛；期末考试”。

He lost in the final. 他在决赛中失利了。

[引申]final与last用法不同。

final 指“完结，终止”，不强调顺序性。

last 指一系列东西的最后一个，表顺序性。

Is this his final decision? 这是他的最终决定吗？

Who is the last man in the line? 谁是那一排的最后一位？

8. anxious

anxious 是形容词，意为“渴望”，“忧虑的”，“焦虑的”，“不安的”，后面可接动词不定式短语。例如：

They are anxious to know the result. 他们急于知道结果。

anxious后面也可接for, about引起的介词短语。例如：

The boy was anxious for a new pen. 那个小男孩渴望有一支新钢笔。

Some people feel anxious about the future. 有些人对前途感到不安。

We are anxious about your health. 我们关心你的身体。

anxious后接that从句时，从句须用虚拟语气。例如：

We are anxious that he should do his best. 我们渴望他竭尽全力。

9. neighbor

neighbor 指邻居或邻近的人或物，注意它和neighborhood的区别。

neighborhood指城市的一小块地区或某地区的人或与某处邻近的地区。

We’re next-door neighbors. 我们是隔壁邻居。

We live in a rather rich neighborhood. 我们住在很富裕的住宅区。

10. interview

interview用作动词，意为“采访，会见，接见”。例如：

She was interviewed by a reporter about her marriage.

一个记者采访了她的婚姻生活。

He has interviewed a lot of people for the job.

关于这份工作，他已面试过很多人。

[拓展] interview还可用作名词“面试，采访”。

The president gave an interview on television last night.

总统昨晚在电视上接受了采访。

11. lift

lift用作动词时，意为“举起，抬起，搬起”；用作名词时，意为“电梯”，“搭（便车）”。例如：

The box was so heavy that I couldn’t lift it.

这箱子太重了，我提不动。

He lifts the bag and runs away. 他提着那个袋子逃走了。

I took the lift to the fifth floor. 我乘电梯到了五楼。

[拓展] give sb. a lift 让某人搭乘便车。

He gave me a lift to the station in his car.