Unit 5 阅读2d

人教版九年级英语Unit 5 reading教学设计Unit 5 What are the shirts made of? Section B 2a-2e【教材分析】本节课是人教版《Go for it》九年级第五单元的第四课时，课型为阅读课。

旨在培养学生阅读能力的同时介绍最具中国特色的传统艺术，如孔明灯、剪纸和泥塑，包括它们的制作工艺、制作原料和象征意义等。

通过本节课，还训练学生一个重要的阅读策略，即让学生了解文章结构的特点之一—先总体介绍，后细节描写。

【学情分析】九年级的学生已经有了一定的语言基础和阅读能力。

但很多学生缺乏阅读的兴趣和坚持下去的耐心，我们在教学中要设计不同形式和层次的任务，来培养他们的兴趣和语言、阅读能力。

学生对于本节课中所涉及的传统艺术较为熟悉，对于这些传统艺术的制作材料以及用途也不陌生。

本篇文章可以拓展学生的知识面，提升民族自豪高，对学生跨文化交际有潜移默化的作用【教学目标】语言能力：围绕中国传统艺术的话题，深入感知一般现在时的被动语态句型，通过阅读文章首段的大致介绍和插图，能够把握文章整体结构和段落大意。

能够运用一系列阅读技巧有效提高阅读技能，了解文章结构特点。

文化意识：能够通过对文章标题“Beauty in Common Things” 的思考，能够发现生活中更多的美好事物，重视中国传统或民间艺术，坚定文化自信心。

通过了解一些地方知名产品或传统艺术品的制作过程以及制作材料，感受中国文化和中国精神。

培养学生的民族自豪感及爱国主义精神。

思维品质：通过速读,扫读,跳读，课文复述等方式，增强对文章的理解和分析能力，提升思维能力的逻辑性，批判性和创新性。

学习能力：通过阅读有关中国传统艺术的文章，保持学习英语的兴趣，通过阅读策略的训练和学习，增强阅读理解能力。

【教学重难点】教学重点：1.本节课的重点词汇2.通过预测，快速浏览，以及提取细节信息的活动，学生能掌握文章结构的特点教学难点：掌握被动语态的用法和功能。

八上英语第五单元2d笔记以下是八年级英语第五单元2d的笔记，包括重点单词、短语和句型：重点单词：1. experience 经历2. international 国际的3. organization 组织4. tradition 传统5. delicious 美味的6. celebrate 庆祝7. grateful 感激的8. opportunity 机会9. pleasure 高兴10. impressive 令人印象深刻的重点短语：1. a chance to do sth. 做某事的机会2. be thankful for sth. 对某事表示感激3. have a good time 过得开心4. look forward to doing sth. 期待做某事5. be full of 充满6. the opportunity to do sth. 做某事的机会7. be grateful to sb. 对某人表示感激8. learn sth. from sb./sth. 从某人/某事上学到某事9. be full of 充满10. be proud of 对感到自豪重点句型：1. I had a great time at the party last night. 我昨晚在派对上玩得很开心。

2. We are grateful for your help. 我们感激你的帮助。

3. I am looking forward to visiting your country and seeing the beautiful scenery there. 我期待着访问你们国家，欣赏那里的美丽风景。

4. I learned a lot from this experience. 我从这次经历中学到了很多。

5. I am proud of my country and its culture. 我为我的国家和文化感到自豪。

uint5 section A 2dA: What did you do in class today ,Sarah?B: We had a discussion about TV shows. My classmates like game shows and sports shows.A: Oh, I can't stand them. I love soap operas. I like to follow the story and see what happens next.B: Well, I don't mind soap operas. But my favorite TV shows are the news and talk shows.A: They are boring!B: Well, they may not be very exciting, but you can expect to learn a lot from them. I hope to be a TV reporter one day.unit5 section B 2bWhen people say "culture", we think of art and history. But one very famous symbol in American culture is a cartoon. We all know and love the black mouse with two large round the ears-Mickey Mouse. Over 80 years ago, he first appeared in the cartoon Steam boat Willie. When this cartoon came out in New York on November 18, 1928, it was the first cartoon with sound and music. The man behind the meeting was Walt Disney. He became very rich and successful. In the 1930s, he made 87 cartoons with Mickey.Some people might ask how this cartoon animal became so popular.One of the main reasons is that Mickey was like a common man, but he always tried to face any danger. In his early films, Mickey was unlucky and had many problems such as losing his house or girlfriend Minne. However, he was always ready to try his best. People went to the cinema to see the "little man" win. Most of them wanted to be like Mickey.On November 18, 1978, Mickey became the first cartoon character to have a star on the Hollywood Walk of Fame. Today's cartoons are usually not so simple as little Mickey Mouse, but everyone still knows and loves him. Who has a pair of ears more famous than Mickey's?。

八年级上册第五单元2d翻译人教版Unit 5 2d翻译(Translation of Unit 5 2d)用法(Usage): 2d是八年级上册第五单元的第2项习题。

它是一个英汉互译的练习，要求学生将英语句子翻译为中文，或将中文句子翻译为英文。

这个练习可以帮助学生提高英汉双语的翻译能力，加深对词汇和句型的理解。

双语例句(Bilingual sentences):1. They live in a big house.他们住在一幢大房子里。

2. We go to school by bus.我们乘坐公交车上学。

3. She likes playing basketball.她喜欢打篮球。

4. The weather is nice today.今天天气很好。

5. We need some milk for the recipe.我们需要一些牛奶做这道菜。

6. Can you help me with my homework?你能帮我一下作业吗？7. He is a famous singer in this country.他是这个国家的一位著名歌手。

8. They're going on a trip next week.他们下周要去旅行。

9. She is always late for school.她上学总是迟到。

10. They have a pet cat called Tom.他们养了一只叫汤姆的宠物猫。

11. I like playing video games in my free time.我喜欢在空闲时间玩电子游戏。

12. Her father works as a doctor in a hospital.她爸爸在医院工作，是一名医生。

13. Do you have any plans for the weekend?你周末有什么计划？14. We usually have dinner at 7 o'clock.我们通常在七点钟吃晚饭。

说课稿肖海霞新目标八年级英语上册Unit 5 Section A 2a-2d说课稿一、教学内容分析：本单元的中心话题是“发表意见”，具体涉及电视节目，时尚流行，以及学生围绕电视节目和时尚饰品谈论不同程度的喜好，并发表见解。

语言技能和语言知识几乎都围绕“发表见解”这一中心话题设计的。

Section A 所呈现的是各类电视节目以及与此相关的基本语言知识及其初步运用。

这部分内容从呈现电视节目开始，通过视、听等方式输入信息，并引出本单元主要句型：What do you think of …? What do you hope to watch ? What do you expect to learn ? What do you plan to watch ?二、教学目标1.知识目标:掌握本课重点词汇本课主要句型hope [həʊp] .希望；期望；盼望n.希望discussion [dɪ'skʌʃn] n.讨论；谈论stand [stænd] v.站立；忍受happen ['hæpən] vi.发生；碰巧；出现；偶遇may[ meɪ] aux.可以，能够；可能，也许expect[ɪk'spekt]：What do you think of…?What do you hope to watch ?What do you expect to learn ?What do you plan to2.能力目标：培养学生用英语谈论对事物的看法，提高学生听、说、读、写等能力。

3.情感目标：1）让学生了解各类电视节目，对各类电视节目有筛选性的进行收看；2）引导学生用得体的语言表达不同程度的喜好,培养发表不同见解的能力；3）通过小组合作活动来培养学生合作与共享的学习习惯。

4.教学重、难点：１）重点：What do you think of….?句式在不同人称中的使用及其几种不同的答语方式；掌握运用hope to /expect to /plan to 恰当表达对有关事物的观点和态度。

九年级全一册英语第五单元2d翻译与知识点Unit 5-2D Translation and Key ConceptsTranslation is an essential skill in learning a foreign language, and it plays a crucial role in our daily lives. In the English language curriculum for ninth graders, the fifth unit focuses on 2D translation and explores various key concepts related to this topic. This article will delve into the significance of translation and discuss some of the key points covered in this unit.Translation can be defined as the process of converting written or spoken language from one language to another. It allows individuals who don't share a common language to communicate and understand each other. In today's globalized world, where interactions between people from different linguistic backgrounds are common, translation is vital in facilitating effective communication.One of the key concepts covered in this unit is the importance of accuracy in translation. Translators must strive to convey the original meaning of the text faithfully without adding or omitting any information. This requires a deep understanding of both the source and target languages, as well as the cultural contexts in which they are used.Accuracy in translation ensures that the intended message is correctly conveyed and avoids miscommunication.Another fundamental aspect covered in this unit is idiomatic expressions. Idioms are phrases or expressions that have a figurative meaning, often unique to a specific language or culture. Translating idioms can be challenging as they cannot be interpreted literally. Instead, translators must find equivalent expressions or convey the underlying message in a way that makes sense in the target language. Understanding and correctly translating idioms is crucial for achieving natural and fluent communication.In addition to idioms, the unit also explores the translation of colloquial language. Colloquial language consists of informal words, phrases, and expressions commonly used in everyday conversations. Translating colloquial language requires a firm grasp of modern language usage and cultural nuances. It is essential to capture the informal tone and convey the intended meaning accurately to avoid sounding unnatural or out of context.Translation skills also involve the ability to recognize and adapt to different text types. This unit introduces various text types, such as news articles, advertisements, and speeches, and discusses strategies fortranslating them effectively. Each text type has its own unique characteristics, language style, and purpose. Translators must understand these elements and adapt their translation techniques accordingly to ensure the message is appropriately conveyed.Furthermore, cultural sensitivity is an integral part of translation. Language is deeply rooted in culture, and translating requires an understanding of cultural norms, values, and references. Translators need to be aware of cultural nuances to avoid inaccuracies, offensive translations, or misinterpretations. Knowledge of the target culture enables translators to convey the intended message accurately while respecting cultural differences.Lastly, this unit provides opportunities for students to practice translation skills through exercises and activities. Translating texts of varying complexity and lengths helps students enhance their vocabulary, grammar, and comprehension abilities in both the source and target languages. These practical exercises also improve their critical thinking and problem-solving skills by challenging them to find appropriate translations and convey the original meaning effectively.In conclusion, the study of 2D translation in the ninth grade English curriculum is crucial for developing language skills and culturalunderstanding. Accuracy, idiomatic expressions, colloquial language, adaptability to different text types, cultural sensitivity, and practical translation exercises are all key concepts covered in this unit. Mastering these skills will not only enhance students' abilities as translators, but also improve their overall language proficiency and cross-cultural communication skills. Translation is indeed a fascinating and essential aspect of language learning.。

九年级上册英语五单元2d知识点Unit 5 Lesson 2d: Knowledge Points for Grade 9 EnglishLanguage learning is an important part of our education. In the ninth grade English curriculum, students encounter Unit 5 which focuses on various aspects of language development. In Lesson 2d, students delve into specific knowledge points that aid in their language proficiency. This article will explore the essential areas covered in this lesson, helping students grasp the concepts effectively.Vocabulary Expansion:Vocabulary is the building block of any language. In 2d, students learn new terms and phrases related to the theme of "choosing a career." It is crucial to understand and memorize these words to enhance communication skills. The lesson includes essential vocabulary such as "potential," "qualifications," "job prospects," and "salary."Participles as Adjectives:Students also learn the usage of participles as adjectives. Participles are verb forms that end in "-ing" or "-ed" and function as adjectives. Understanding their usage is essential for effective communication. Forexample, "I am interested in studying biology" or "The excited audience applauded the performers."Linking Verbs:The concept of linking verbs is another key focus of this lesson. Linking verbs connect the subject of a sentence to additional information or description. Common linking verbs include "be," "become," and "seem." For instance, "She is a talented musician" or "He became a famous novelist."Contractions with "Be":The usage of contractions with the verb "be" is introduced in Lesson 2d. Contractions help to simplify language and provide a more natural flow to conversation. For example, "I'm happy" or "She's busy." Learning contractions is essential for speaking English fluently.Comparative and Superlative Forms:To express comparisons, students learn the usage of comparative and superlative forms. These forms are used to compare the degree of qualities between two or more items. For instance, "He is taller than me" or "This is the most interesting book I've ever read."Understanding these forms is crucial for expressing opinions and preferences accurately.Modal Verbs:Lesson 2d also covers several modal verbs that add nuance and specificity to statements or questions. Modal verbs include "can," "should," "must," and "might." These verbs help express ability, necessity, advice, or probability. For example, "You should study for the test" or "We must arrive on time."Listening Comprehension:Students are provided with audio materials in Lesson 2d to improve their listening skills. These materials expose them to a variety of English accents and help develop their ability to understand spoken English.Cultural Understanding:Alongside language skills, the lesson touches on cultural knowledge about different professions, employment opportunities, and the influence of cultural factors on career choices. Understanding the cultural context enhances students' overall language proficiency and promotes cross-cultural understanding.In conclusion, Unit 5 Lesson 2d in the ninth-grade English curriculum covers various key knowledge points to further students' language development. Vocabulary expansion, participle usage, linking verbs, contractions, comparative and superlative forms, modal verbs, listening comprehension, and cultural understanding are integral aspects of this lesson. By grasping these concepts effectively, students will be able to improve their English language skills and communicate more confidently.。

Unit 5 Do you have a soccer ball? (Period 1)Section A (1a-2d)Ⅰ．阅读理解。

Jack Smith is my uncle. He is 40 years old. He is a P.E. teacher. He has a great sports collection (体育收藏品). He has a basketball, five ping-pong balls, six ping-pong bats, seven tennis rackets, six baseballs and ten soccer balls. He plays sports every day. He thinks it is fun.Lucy Smith is my aunt. She is 38 years old. She has five baseballs, four soccer balls and nine ping-pong balls. But she doesn’t play sports. She only watches them on TV. She thinks it is hard. And she often listens to music. Because she is a music teacher.Oh, my cousin’s name is David. He only has one soccer ball. He often plays soccer after class. He thinks it is interesting. There are many sports clubs (俱乐部) in his school. He only joins the soccer club. He wants to be a soccer player.1．Why does Jack Smith play sports every day?A．Because he has a great sports collection.B．Because he is P. E. teacher.C．Because he has many balls.D．Because he thinks it is interesting.2．What does Lucy Smith do?A．She is a soccer player.B．She is a music teacher.C．She plays sports.D．She only watches sports on TV.3．What’s the writer’s cousin’s name?A．David.B．Jack.C．Lucy.D．John. 4．What does the underlined (画线部分) word “join” mean (意思是) in English?A．成立B．组建C．参加D．参观5．Which of the following is NOT true?A．Jack Smith likes collecting balls.B．Lucy Smith plays sports every day.C．David wants to be a soccer player.D．Jack Smith works in the school.Ⅰ．按要求完成句子。