九年级英语P83

The Third Period—Section B(1a－1d)Teaching Important Points 『教学重点』Key words & phrases：land，suitrun after，catch a busKey sentences：1.He could be running for exercise.2.He might be running to catch a bus to work.Key structure：could/might/must＋be＋doingeg：He could be running for exercise.Teaching Difficult Points 『教学难点』★How to make inferences.Teaching Aids 『教学工具』A tape recorder，CAI or multimedia courseware.Teaching Steps 『教学过程』★Step 1Leading in 『新课导入』1．Greeting2．DiscussingShow a picture of a room.Then ask individual students like that in activity 4c，Section A.★Step 2Cooperative inquiry 『合作探究』1．Finish the task in 1a①Ask the students to read the words in the box.②Ask the students to look at the pictures，then describe the pictures.③Use the words in the box to write a sentence about each picture.a．A UFO is landing.b．An alien is running after a man.c．A man is running.2．Finish the task in 1b①Talk with the students about the three pictures in 1b.②Play the recording for the st udents to check their prediction.③Listen again and ask：What might happen next？Get the students to use target language to predict the following things of the story.Share their views in class.3．Finish the task in 1c①Play the recording again and let studen ts listen and fill in the blanks in 1c.②Students check their sentences.4．Finish the task in 1d①Work in pairs and make conversations like that in 1d.②Ask some students to act out their conversations.Other students listen and learn from them.★Step 3Homework1．Make conversations about the UFO and make an end.2．Write a few new sentences about the story.3．Translate the following sentences into English.(1)你觉得那个人为什么在跑？________________________________________________________________________(2)他可能是在跑着赶公共汽车。

九年级英语全一册UNit83a知识点Unit 8.3a Knowledge Points in 9th Grade EnglishIn the 9th grade English curriculum, Unit 8.3a covers various important knowledge points in the language. This unit delves into different concepts and skills that students need to grasp in order to effectively communicate in English. Let's explore some of the key topics covered in this unit.Vocabulary ExpansionVocabulary is a fundamental aspect of language learning. Unit 8.3a emphasizes the importance of expanding one's vocabulary to enhance overall language proficiency. Students are introduced to a variety of new words and phrases, which they can incorporate into their spoken and written English. This expanded vocabulary empowers students to express themselves more precisely and eloquently.Grammar StructuresGrammar forms the backbone of any language, and this unit focuses on some essential grammar structures. Students learn about verb tenses, sentence structures, and parts of speech. By understanding and practicing these grammar rules, students are able to constructgrammatically correct sentences and effectively convey their thoughts and ideas in English.Reading ComprehensionUnit 8.3a places great emphasis on improving reading comprehension skills. Students are exposed to various forms of written texts, such as articles, short stories, and essays. They learn how to analyze and interpret the meaning of the text, identify key ideas, and extract information. These skills enable students to comprehend and appreciate English literature, while also enhancing their overall reading abilities.Writing SkillsDeveloping strong writing skills is a crucial aspect of language learning. Unit 8.3a provides students with opportunities to enhance their writing abilities by focusing on different genres, such as narratives, descriptive writing, and persuasive essays. Through guided practice and constructive feedback, students learn how to organize their ideas, use appropriate vocabulary and grammar, and effectively communicate through the written medium.Listening SkillsEffective communication involves not only speaking and writing but also listening. Unit 8.3a helps students improve their listening skills by exposing them to a wide range of audio resources, including conversations, interviews, and speeches. Through active listening and engagement, students develop their ability to understand spoken English, recognize key information, and respond appropriately.Speaking PracticeThe ability to speak fluently and confidently is a key goal in language learning. In this unit, students engage in various speaking activities and exercises that encourage them to express their thoughts, engage in discussions, and deliver presentations. These activities help students overcome their hesitations, build their confidence, and develop their fluency in English conversation.Cultural UnderstandingLanguage and culture are deeply intertwined. Unit 8.3a acknowledges the importance of cultural understanding in language learning. Students explore different aspects of English-speaking cultures, customs, and traditions. This broadens their perspective, promotes a deeper appreciation for diversity, and fosters intercultural communication skills.In conclusion, Unit 8.3a in 9th grade English covers a wide range of important knowledge points. By expanding vocabulary, mastering grammar structures, improving reading and writing skills, enhancing listening abilities, practicing speaking, and developing cultural understanding, students are equipped with the necessary tools to communicate effectively in English.。

九年级英语83页3a知识点九年级英语83页3a是关于过去完成时的知识点。

过去完成时是英语语法中的一种时态，用来表示在过去某一时间或动作之前已经完成的动作或状态。

通过过去完成时，我们可以更准确地描述过去发生的事情的顺序和先后关系。

接下来，本文将分为三个部分来详细介绍过去完成时的概念、用法以及一些常见的误用情况和注意事项。

首先，让我们来了解一下过去完成时的基本概念。

过去完成时是由“had + 过去分词”构成的，其中“had”是过去完成时的助动词，表示过去的完成动作或状态；而过去分词则是动词的过去分词形式，通常是在动词原形的基础上加上-ed。

过去完成时主要用于强调过去某一时间或动作之前已经发生或完成的动作，以及它们之间的先后关系。

其次，我们来看一些过去完成时的用法。

首先，过去完成时可用于叙述过去某一时间或动作之前已经完成的动作。

例如：“By the time he arrived at the party, everyone had already left.”（当他到达派对时，每个人都已经离开了。

）这里，“arrived”表示的是过去发生的动作，“left”表示的是在过去某个时间之前已经完成的动作。

其次，过去完成时还可以用于表示过去某一时间或动作之前的连续动作。

例如：“I had read three chapters of the book before I fell asleep.”（在我入睡之前，我已经读了三章书。

）这里，过去完成时“had read”表示在过去入睡之前已经完成的动作。

最后，我们来看一些常见的过去完成时的误用情况和注意事项。

首先，过去完成时不能与表示过去具体时间的时间状语连用。

例如，我们不能说：“Yesterday, I had finished my homework.”（昨天，我已经完成了作业。

）正确的表达应该是：“Yesterday, I finished my homework.”（昨天，我完成了作业。

wordThe Fifth Period－Section B(3a－3b) & Self CheckTeaching Important Points 【教学重点】Key words & phrases：such things，a bit late，running shoesKey sentences：1.Now the mystery is solved.2.There's no such thing.Key structure：modal verb＋beeg：That bright light can't be a UFO－there's no such thing.Teaching Difficult Points 【教学难点】★Use the modal verbs to make inferences in writing about a mystery.Teaching Aids 【教学工具】CAI or multimedia courseware.Teaching Steps 【教学过程】★Step 1Leading in 【新课导入】1．Greeting2．Talk about the mysteries they can think about.3．Retell the contents about Stonehenge.Review the words and expressions in the passage and the linking words.★Step 2Cooperative inquiry 【合作探究】1．Finish the task in 3a①Read the passage in Section A 3a again.②Each group reports and the class discuss.③Ask the students to choose some ideas and fill in the column in 3a.2．Finish the task in 3b①Read the instructions.②Write the story.③Get some of the students to read aloud their passages.3．Finish the tasks in Self CheckActivity 1①Ask one student to tell how to use these modal verbs and review the grammar.②Fill in the blanks on their own.The teacher walks around and check.③Ask five students to read out the plete sentences.Activity 2①Read the instru ctions and the chart.②Review “be one's” and “belong to sb.”．③Ask some students to read aloud their sentences.★Step 3Homework1．Practice telling others about the imagination of the alien.2．Write sentences using must，could/might，can't and explaining reasons. 3．Translate the following sentences into English.(1)那个圆圆的东西不会是外星人——因为没有这样的事。

英语书九年级83页知识点在九年级的英语教材中，第83页是关于knowledge点的内容。

这个知识点主要涉及到日常生活中的各种通用知识和常识，让学生了解并掌握一些重要的信息和技能。

首先，在这一页的知识点中，我们学到了如何表达不同国家的人们所说的语言。

比如，我们知道法国人说法语，德国人说德语，中国人说汉语等等。

这些知识点对于培养学生的跨文化意识和尊重不同国家和文化是非常重要的。

其次，在这一页还学习了如何描述人们的外貌特征。

例如，我们可以使用形容词来描述一个人的身高、体型、发型、眼睛和皮肤颜色等。

通过学习这些词汇，学生可以更准确地描述一个人的外貌，这对于提高他们的观察力和表达能力是非常有帮助的。

另外，在这一页中，我们还学习了如何询问和回答日期和星期几。

这对于学生在日常生活中安排自己的时间非常重要。

同时，通过学习日期和星期的表达方式，学生还能够更好地理解和运用日历和时间制度。

在知识点的最后一部分，我们学习了一些关于购物和货币的知识。

学生将学会如何在购物时询问商品的价格以及如何回答这些问题。

此外，学生还将了解不同国家和地区所使用的货币单位，并且了解如何使用它们进行货币兑换。

这一页的知识点内容非常实用，几乎可以应用到日常生活的各个方面。

通过学习这些知识，学生将更加自信地应对日常交流和实践中遇到的各种情况。

除了这些知识点外，这一页的教材还提供了一些相关的练习题，帮助学生巩固和应用所学的知识。

这些练习题不仅考察学生的记忆能力，还要求学生灵活运用这些知识点进行实际应用。

通过这些练习，学生可以更好地理解和掌握这些知识点。

最后，想要有效地掌握这些知识点，学生需要进行反复的复习和实践。

他们可以和同学们一起练习对话，模拟购物和询问日期的场景，以便熟悉和应用所学的知识。

同时，学生还可以通过听音频材料、阅读相关文章以及观看与这些知识点相关的视频来进一步扩展他们的英语知识。

综上所述，九年级英语书第83页的知识点涵盖了多个方面的内容，包括语言、外貌描述、日期和星期的表达以及购物和货币知识。

人教版九年级上册英语unit8知识点Unit 8: Taking a VacationIntroduction:In the ninth grade, students learn various aspects related to vacations and traveling. This unit in the English language textbook focuses on all the necessary information one needs to know when planning a vacation. Let's delve into the key points covered in Unit 8 of the People's Education Press ninth-grade textbook.Different Types of Vacations:The unit starts by introducing students to different types of vacations one can plan. It explains the concept of package tours, independent travel, adventure tourism, and cultural tourism. The goal is to expose students to a variety of vacation options and encourage them to think about what type of vacation suits their preferences.Traveling Essentials:To have a successful vacation, one must know what items are essential to pack. This unit discusses the necessary travel essentials such as clothing, toiletries, travel documents, personal identification,and money. It emphasizes the importance of being well-prepared and organized for a smooth vacation experience.Planning a Vacation:The textbook then moves onto the process of planning a vacation. It covers topics such as choosing a destination, setting a budget, booking accommodations, and finding transportation. Students learn how to research different destinations, compare prices, and make informed decisions when planning their dream vacation.Making Reservations:Reserving accommodations and transportation is a crucial step in the vacation planning process. This unit provides students with the necessary vocabulary and phrases for making reservations at hotels, hostels, and airports. They learn how to communicate their preferences and ask for assistance when needed.Understanding Travel Guides:When visiting a new place, having a travel guide can greatly enhance the overall experience. This unit introduces students to travel guidebooks and online resources and demonstrates how to use themeffectively. It encourages students to read reviews, gather information, and create itineraries based on their interests.Language Skills:Unit 8 also focuses on enhancing students' language skills. It includes listening exercises, reading comprehension passages, and various speaking activities. Students practice listening to dialogues between travelers and hotel staff, read travel articles, and engage in role-plays to improve their understanding and fluency in English.Cultural Awareness:Traveling provides an opportunity to experience different cultures and traditions. This unit highlights the importance of cultural awareness when visiting a foreign country. Students learn about cultural etiquette, norms, and practices that help them respect local customs and traditions.Conclusion:Unit 8 of the ninth-grade English textbook from the People's Education Press introduces students to the essential knowledge and skills required for planning a vacation. From understanding different types of vacations to making reservations and being culturally aware, students are provided with a comprehensive understanding of thevacation planning process. Through this unit, students are encouraged to embrace the excitement of traveling and explore the world with confidence.。

苏教牛津译林初中英语重点知识精选掌握英语语法知识，巩固词汇量和各种语态，学好英语基础一定要扎实，大家一起练习吧！牛津译林初中英语和你一起共同进步学业有成！9A Unit 8 Detective stories第三课时导学案Reading 2使用日期：______ 班级：______ 姓名：________ 组别：______ 评价：_______ 【学习目标】1知识目标：进一步详细和掌握与侦探故事相关的词汇及词组；2技能目标：学会正确使用文中重要知识点及表达；3情感目标：鼓励学生合理利用课余时间去阅读英语侦探故事并能感受对学习和生活带来的快乐。

【学习重点】1. 掌握文中四会词汇以及相关的短语和句型；2. 能灵活运用重要的语言点解决实际问题；【基础引航】一、译出下列词组并记住。

1.发生在下午4点___________2.在犯罪现场________________3.被用刀伤害________________4.流血致死__________________5.一份收丰厚的工作__________6.犯有……的罪_____________7.非法闯入_________________ 8呼吸粗重_________________9.导致____________________ _10提供某物给某人___________【要点探究】一、完成P110 PartB1.二、Retell the text.★三、小组合作，讨论并总结以下重要语言点的用法:1. murder n.murderer n.2. see sb. doing sth. (强调动作正在进行)3. see sb. do sth. (强调看见整个过程)4. 过去将来时表示从的某一时间看发生的动作或状态，常用于宾语从句或者间接引语中。

当表示过去习惯的动作时, 一般用do5. whether … or （用于表示两者可能性中的选择）6. bleed to death7. be guilty of8. be charged with9. prove oneself四、根据句意写出句中所缺单词。

Unit8-3a习题Step1.Fast reading:Go through the questions below. Then scan and find the answers to the questions.1.What’s happening in the small town?2.How did people feel? _____________________________________________ Step2. Careful reading 3a一、Read paragraph 1 carefully and answer:1.The writer’s small town used to __________.2.Is anything strange happening these days ?3.What does Victor do ?4.Who called the police ?5.Did the police find anything unusual ?6.译句Nothing much ever happened around here.二、Read paragraph 2 carefully and answer the questions.1.Helen in the neighborhood is ________.2.Where does Helen live ?3.Was Helen sure that he saw a dog?4.译句：One woman in the area saw something running away ,but it was dark so she is not sure.5.同义句：It may be a bear or a wolf .三、Read paragraph 3 carefully and answer the questions.1.There must be something _______ the homes in our neighborhood.2.Does the writer think something strange will disappear ?3.译句：The noise-maker is having too much fun creating fear in the neighborhood .4.同义句：We don’t know .→________________________________________.Step3.达标检测：（1-3汉译英，4英译汉，5-8连词成句。

P83A2a课文参考译文一位快乐人的衬衫很久以前（a long time ago），在一个富饶美丽的国家住着一个不快乐的国王，他睡不好觉而且也不想吃东西，他总是面色苍白如粉笔（be pale as chalk）。

他经常无缘无故地哭泣（cry for no reason）。

这使王后和他的臣民很担心。

一天，一名医生被召入宫给国王检查(examine)。

但是他发现国王身体没什么疾病。

“病根都在他的思想。

药和休息都不能帮助他。

他所需要的是一件快乐的人穿的一件衣服。

那将使他快乐起来。

”首相被召入宫，但是当他们把国王的情况解释（explain sth. to sb）给他时，他说：“虽然我有很大的权力（power），但是它并没使我开心。

我总担心失去我的权力。

许多人想取代我的位置。

然后，国王的银行家来到宫殿。

他说：“恐怕我也不开心。

我有很多财富（wealth），但我总担心失去我的钱。

每天有人想偷我的钱。

”后来，国王的歌唱家来到宫殿。

但是他是这样说的：“我很出名且每个人都喜欢我的歌，但我也不开心，因为我总担心被别人模仿，我不能自由。

”最后，国王的上将军被派出去在三天内（in three days’time）找到一个快乐的人。

课文重难点讲解：1.含有un-前缀的单词：表示不..unhappy，unimportant.unlike，unfair，unreal，unable，unlucky，unknown（不详）.2.long,long ago=once upon a time=a long time ago从前，很久以前3.leave out 忽略，不提及He left out the possiblity that the train might be late.Feel left out觉得被冷落了，觉得被遗忘了.When the baby feels left out，he will try to cry to get his parents’attention.4.feel like doing =would like to do =want to do 想要做x事，但是也有点区别，Li Ping feels like /would like/ wants some fish for lunch.5.call in，叫来，召来be called in被叫来，被召见.The king called the general in to the palace.Hua Tuo was called in to examine Guan Yu in the story.6.neither…nor…既不…也不…, …和...都不连接主语时谓语动词单复数遵循就近原则。

英语九年级unit83a续写范文Here is an essay on the topic "English 9th Grade Unit 83a Extended Writing Sample" with a word count of over 1000 words, written entirely in English without any additional punctuation marks in the body of the text.It was a crisp autumn morning as I made my way to the high school for my English class. The leaves had just begun to change colors, painting the campus in a vibrant tapestry of golds, reds, and oranges. As I walked through the halls, I couldn't help but feel a sense of excitement for the lesson ahead. Today we would be continuing our study of Unit 83a, a unit that had already proven to be both challenging and rewarding.As I took my seat, our teacher Mrs. Smith greeted the class with her usual warm smile. "Good morning everyone" she began "today we will be diving deeper into the themes and concepts we explored in our last class." She proceeded to outline the key learning objectives for the day, emphasizing the importance of strong writing skills and the ability to effectively communicate our ideas.The first activity she had planned was a group discussion. Shedivided us into small teams and gave each group a series of prompts related to the core ideas of the unit. My group was tasked with exploring the role of technology in modern language learning. We launched into a lively debate, sharing our personal experiences and perspectives on the topic.I was impressed by the level of insight and critical thinking displayed by my classmates. One student argued that digital tools have revolutionized the way we acquire new languages, providing access to a wealth of resources and allowing for more personalized learning. Another countered that face-to-face interaction and traditional pedagogical methods remain essential for developing true fluency and cultural understanding.As we continued to exchange ideas, I found myself revising my own views on the matter. I realized that there was no simple answer - the integration of technology in language education was a complex issue with merits and drawbacks on both sides. By the end of the discussion, our group had developed a more nuanced and balanced understanding of the topic.We then reconvened as a class, and Mrs. Smith facilitated a sharing of our group findings. I was amazed at the diverse range of perspectives that emerged, each offering a unique lens through which to consider the central themes of the unit. Our teacherskillfully guided the conversation, probing us to dig deeper and connect the ideas to the broader societal implications.Following the group discussion, Mrs. Smith transitioned us into a writing exercise. She instructed us to individually compose a reflective essay exploring our personal connections to the material covered in Unit 83a. This was my chance to synthesize the knowledge I had gained and articulate my own unique insights.As I began to write, I found myself drawing upon my own experiences as a language learner. I recounted the challenges I had faced in mastering English, particularly in the early years when I was still developing my vocabulary and grammar skills. I remembered the feelings of frustration and self-doubt that had sometimes crept in, but also the sense of accomplishment when I finally grasped a new concept or was able to express myself with greater fluency.In my essay, I also explored the cultural dimensions of language learning. I reflected on how acquiring a new language had opened my eyes to different worldviews and modes of communication. I discussed the importance of cultural sensitivity and the ways in which language can be a powerful tool for bridging divides and fostering greater intercultural understanding.As I delved deeper into the writing process, I found myself makingmeaningful connections between the course material and my own life. I drew parallels between the strategies and approaches we had learned in class and the methods I had personally employed in my language studies. I highlighted the ways in which the insights gained in Unit 83a had already begun to shape my perspective and inform my future learning goals.By the time I had finished writing, my essay had taken on a depth and richness that surprised even me. I had managed to weave together the key concepts of the unit with my own unique experiences and reflections, creating a piece that I felt truly captured my growth and understanding.When Mrs. Smith collected our essays, I couldn't help but feel a sense of pride in my work. I knew that I had put forth my best effort, and I was excited to see what feedback and insights our teacher might provide. As I left the classroom that day, I felt a renewed sense of enthusiasm for the subject matter and a deeper appreciation for the power of language to shape our lives and our world.Looking back on that experience, I realize how pivotal that Unit 83a lesson was in my academic and personal development. It was a testament to the transformative potential of education - the way in which engaging with challenging ideas, exchanging perspectives, and committing our thoughts to the written word can lead toprofound growth and self-discovery.As I continue on my educational journey, I know that I will carry the lessons and skills I learned in that class with me. They will serve as a foundation for my future language studies, as well as a framework for approaching complex issues with nuance, empathy, and a thirst for deeper understanding. And who knows - perhaps one day I will have the opportunity to share my own insights and experiences with a new generation of language learners, paying forward the transformative power of learning.。

2021人教版九年级英语U83a课文翻译uint83a . P59课文翻译We live in a small town and almost everyone knows each other. It used to be very quiet and nothing much ever happened around here. However,these days, something unusual is happening in our town. Victor,a teacher at my school,is really nervous.When he was interviewed by the town newspaper,he said, “Every night we hear strange noises outside our window. My wife thinks that it could be an animal,but my friends and I think it must be teenagers having fun. My parents called the policemen,but they coul dn’t find anything strange.They think it might be the wind.I don’t think so!”Victor's next-door neighbor Helen is worried, too. “At first,I thought that it might be a dog,but I couldn’t see a dog, or anything else, either. So I guess it can’t be a dog. But then,what could it b e?”One woman in the area saw something running away,but it was dark so she is not sure. “Ithink it was too big to be a dog,” she said. “Maybe it was a bear or a wolf.” Everyone in our to is feeling uneasy,and everyone has his or her own ideas.There must be something visiting the homes in our neighborhood, but what is it? We have no idea. Most people hope that this animal or person will simply go away,but I do not think that is going to happen. The noise- maker is having too much fun creating fear in the neighborhood.我们生活在一个小镇里，几乎每个人都彼此认识对方。

P83A2a 课文参考译文一位快乐人的衬衫很久以前（a long time ago ），在一个富饶美丽的国家住着一个不快乐的国王，他睡不好觉而且也不想吃东西，他总是面色苍白如粉笔（be pale as chalk ）。

他经常无缘无故地哭泣（cry for no reason ）。

这使王后和他的臣民很担心。

一天，一名医生被召入宫给国王检查(examine)。

但是他发现国王身体没什么疾病。

“病根都在他的思想。

药和休息都不能帮助他。

他所需要的是一件快乐的人穿的一件衣服。

那将使他快乐起来。

”首相被召入宫，但是当他们把国王的情况解释（explain sth. to sb ）给他时，他说：“虽然我有很大的权力（power ），但是它并没使我开心。

我总担心失去我的权力。

许多人想取代我的位置。

然后，国王的银行家来到宫殿。

他说：“恐怕我也不开心。

我有很多财富（wealth ），但我总担心失去我的钱。

每天有人想偷我的钱。

”后来，国王的歌唱家来到宫殿。

但是他是这样说的：“我很出名且每个人都喜欢我的歌，但我也不开心，因为我总担心被别人模仿，我不能自由。

”最后，国王的上将军被派出去在三天内（in three days ’time ）找到一个快乐的人。

课文重难点讲解：1.含有un-前缀的单词：表示不.. unhappy ，unimportant.unlike ，unfair ，unreal ，unable ，unlucky ，unknown （不详）. 2.long,long ago=once upon a time=a long time ago 从前，很久以前3.leave out 忽略，不提及He left out the possiblity that the train might be late. Feel left out 觉得被冷落了，觉得被遗忘了觉得被冷落了，觉得被遗忘了. When the baby feels left out ，he will try to cry to get his parents’attention. 4.feel like doing =would like to do =want to do 想要做x 事，但是也有点区别，见下表Feel like 接名词，代词，动词ing 形式（动名词）构成feel like doing sth 或者或者feel like +名词，代词名词，代词Would like 接名词，代词，动词不定式构成would like to do sth.或者would like+名词，代词.would 不受时态和人称的影响want 接名词，代词，动词不定式构成want to do sth.或者want+名词，代词e.g.I feel like going/would like to go / want to go for a walk after dinner. for a walk after dinner. Li Ping f eels feels like /would like/ wants some fish some fishfor lunch. for lunch. 5.call in ，叫来，召来be called in 被叫来，被召见. The king called the general in to the palace. Hua Tuo was called in to examine Guan Yu in the story. 6.neither …nor …既不…也不…, …和...都不连接主语时谓语动词单复数遵循就近原则。

九年级英语unit83a课件九年级英语unit83a课件1学习者分析Students in Grade Nine have mastered some vocabulary and grammar knowledge, some students can use simple English to express their own thoughts,but it is difficult for a small part of students to communicate in English. So I put the students of different levels in a group, let them help each other, try to make every student get different levels of harvest.教学目标一、情感态度与价值观Emotion & Attitude Goals:1.Form good study habits.2.Know history of inventions and be proud of our country. Encourage students to be a little inventor3. Help students to study actively.二、过程与方法1. Through the inventions that we can see everywhere to introduce the topic, stimulate students interest.2. Design various activities, organize students to discuss, so that every student can get different levels of harvest .3. Work in pairs and groups.三、知识与技能Knowledge Goals:1. Key words : invent invention inventor calculator2.Target language : --When was it invented ?-- It was invented in3. Grammar : The passive voice : was /were + doneam /is /are + doneAbility Goals:1.Read the key words correctly and understand their meanings.2.Improve listening skills.3.Make up conversations with the target language and try to improve speaking skills.4.Learn to communicate with others in English.教学重点、难点1. key words and target language.2. The passive voice.3. Help the students to improve cooperation ability.教学资源A recorder、Multimedia教学过程教学活动1[U1] 、Lead-inT: I get to school by e-bike every day. How do you get to school ?S1: I get to school by bike.S2: I get to school by bus.T: Bus, car, taxi, bike, they are all useful inventions. What do you think of inventions?（Ss answer then teacher have a summary：）T: Now we live in a world of inventions. These inventions make our life easier and more comfortable. In this unit, we will learn some inventions and their history.教学活动2二[U2] 、PresentationShow the picture to teach new words:invent /light bulb/inventor inventionThis is Edison. He invented the light bulb. He was a great inventor.He invented about 2000 inventions all his life.Make sure the students read the new words correctly and understand their meanings.Show pictures in 1aT: Do you know these inventions? Can you say them in English? What’s this in English?Ss: It’s a telephone/computer/television/ calculator/ car.Teach the new word: calculator教学活动3三[U3] 、Groupwork 1aT：There are five inventions in this part . Which one was invented the earliest and which one was invented the last ? Guess the dates and discuss in what order they were invented.Help them to discuss by using the following sentences:I think the television was invented after/before the telephone.I agree/ disagree.Let each group choose one student to write their result on the blackboard.教学活动4四[U4] 、listening Practice 1bT: Which group has the correct result ? We’ll listen to a girl and a woman talking about the five inventions.First, review the expression of the year.Then, play the recording the first time, Ss only listen and try to catch the main idea..Next, play the recording a second time. Say, listen to the recording and match the inventions with the dates.Finally, check the answers:d 1876 a 1885e 1927 c 1971 b 1976Clap for the groups that have correct results.教学活动5五[U5] 、PairworkPractice conversations in pairs using the information in 1b like this:A: When was ithe car invented ?B: It was invented inThen ask some pairs to display their conversations in front of the class.教学活动6六[U6] SummaryT: In this class we’ve learned to talk about the history of inventions with passive voice. Now let’s have a discussion about the passive voice in groups.Make sure students can master the structures of the passive voice and then each group writes five sentenses about the passive voice.教学活动7七[U7] 、PracticeShow the excercises:1、Edison was an _______(invent), he_______ (invent) many useful and important _______(invent) all his life.2、He is calculating a math problem with a _______ (calculate).3、Stamps _____ for sending letters.A. usedB. are usingC. are used4、Chinese ____ by more and more people in the world now.A. is spokenB. is speakingC. spoke5 The factory ____ in 1985.A. is builtB. was builtC. built[U1]以学生熟悉的上学方式这一话题引入主题，激发兴趣。

九年级英语unit8知识点梳理Unit 8 Knowledge SummaryIntroduction:In the 9th-grade English curriculum, Unit 8 covers various important topics and concepts. This knowledge summary aims to provide a comprehensive overview of the key points covered in this unit. From vocabulary and grammar to reading comprehension and writing exercises, this article will explore the essential elements of Unit 8 and discuss their significance in language learning.Vocabulary:Vocabulary acquisition is a vital aspect of language learning, and Unit 8 introduces students to a range of new words and phrases related to technology, education, and communication. It is essential for students to understand and memorize these words as they form the building blocks of effective communication. Teachers can employ various strategies, such as contextual usage and mnemonic devices, to help students enhance their vocabulary retention and usage.Grammar:Unit 8 also focuses on the study of grammar, specifically the past perfect tense and reported speech. The past perfect tense is used to express actions that occurred before a certain point in the past. By mastering this grammar rule, students can effectively convey chronological information in their writing and speech. Reported speech, on the other hand, is vital in relaying information or statements made by others. Students will learn the appropriate tense changes and reporting verbs necessary to accurately convey reported speech.Reading Comprehension:Reading comprehension exercises in Unit 8 aim to improve students' ability to understand and interpret written text. Students will encounter a variety of texts, ranging from articles to dialogues, that will enhance their reading skills, vocabulary, and general knowledge. Engaging with these texts not only improves comprehension but also exposes students to different writing styles and genres.Writing:Unit 8 includes writing exercises that encourage students to express their thoughts on a given topic creatively. These activities promote critical thinking and allow students to practice structuring their ideas logically. From descriptive writing to argumentative essays, thesewriting exercises facilitate language acquisition and help students develop their written communication skills.Speaking and Listening:The unit incorporates activities that enhance students' speaking and listening skills. Group discussions and presentations provide opportunities for students to express their opinions, engage in dialogue, and improve their communication fluency. By actively participating in these activities, students gain confidence in expressing themselves and develop effective listening skills.Revision and Assessment:Regular revision is an essential part of any learning process. Unit 8 includes review exercises that consolidate the knowledge and skills acquired throughout the unit. These revision activities help students recall and reinforce newly learned vocabulary, grammar rules, and reading comprehension strategies. Assessments in the form of quizzes or tests provide teachers and students with feedback on the progress made and areas that require further focus.Conclusion:Unit 8 encompasses several important aspects of English language learning. By understanding and mastering the vocabulary, grammar, reading comprehension, writing, speaking, and listening skills covered in this unit, students can significantly enhance their English proficiency. Engaging with diverse texts and actively participating in various communication exercises allows students to acquire language skills in an engaging and immersive manner.。

新目标九年级英语unit8知识点汇总Unit 8 Knowledge Points Summary-New Target 9th Grade EnglishUnit 8 of New Target 9th Grade English covers a variety of topics related to language learning and communication. In this article, we will summarize the key points and concepts discussed in this unit, highlighting the important aspects that help students improve their English language skills.1. Verb tenses:One of the essential aspects of English grammar is verb tenses. Unit 8 focuses on three main verb tenses: present perfect, past perfect, and future perfect. These tenses are used to indicate actions that happened before a certain time or to express completed actions or events. Understanding and using these tenses appropriately can enhance students' ability to communicate effectively in English.2. Passive voice:The unit also introduces the passive voice. The passive voice is used to shift the focus from the subject of the sentence to the object. It is created by using the auxiliary verb "be" followed by the past participle of the main verb. Learning how to construct and use passive sentencescan help create more varied and sophisticated written and spoken English.3. Reported speech:Reported speech, also known as indirect speech, is another crucial concept covered in this unit. It refers to the act of reporting what someone else said without using their exact words. When reporting speech, certain grammatical changes occur, such as changes in verb tenses, pronouns, and time and place expressions. Mastery of reported speech enables learners to accurately convey information and statements made by others.4. Comparison of adjectives and adverbs:Unit 8 delves into the comparison of adjectives and adverbs. Adjectives and adverbs can take different forms to indicate degrees of comparison such as comparative and superlative. Properly using these forms is important when describing things and making comparisons. Students will learn how to form and use comparative and superlative degrees correctly.5. Vocabulary expansion:This unit also provides an opportunity for expanding vocabulary. It introduces various topics and themes through reading texts, which contain a range of new words and phrases. Students are encouraged to engage with the texts and use context clues to infer the meanings of unfamiliar vocabulary. The acquisition of new words and phrases is crucial for developing language proficiency and communication skills.6. Listening and speaking skills:Listening and speaking skills are emphasized in Unit 8. Students get ample opportunities to practice their listening and speaking skills through various activities. These activities encourage students to listen for specific information, engage in discussions, and present their opinions. This fosters confidence in spoken English and promotes effective communication in real-life situations.7. Reading comprehension:The unit includes reading texts that cover a wide range of topics, including culture, science, and current events. Students are tasked with reading and understanding these texts, as well as answering questions and summarizing key information. Developing strong reading comprehension skills is crucial for overall language development and academic success.8. Writing skills:Unit 8 enhances students' writing skills, focusing on different types of writing, such as descriptive, narrative, and persuasive writing. Students are encouraged to express their thoughts and ideas in a structured and coherent manner. They learn to organize their writing, use appropriate vocabulary and grammar, and develop clear and concise arguments. Effective writing is an essential skill that allows individuals to communicate their ideas effectively.In conclusion, Unit 8 of New Target 9th Grade English covers a wide range of language skills, from grammar and vocabulary to listening, speaking, reading, and writing. By understanding and practicing these knowledge points, students can improve their overall English language proficiency, enabling them to communicate confidently and effectively in various situations.。