九年級英語教材全解

1、九年級英語教材全解篇一：九年級英語_新人教版_教材課后作業(yè)答案 九年級 Unit14 Section A 3a. 1. Its a poem. 2. Missing junior high school time. 3. I think the writer is a student who will graduate. 3b. rings fear pass understand cool ours 4a. 6 1 3 5 4 2 Section B 2b. 1. Its a speech. 2. The principal of the school is probably the per

2、son who wrote it. 3. It is for the graduating students of the school. 2c. 1. They were all so full of energy and thirsty for knowledge. 2. They are now talented young adults who are full of hope for the future. 3. They should thank the important people in their livestheir parents, teachers and frien

3、dsbecause these are the people who have helped and supported them. 4. Life in senior high will be harder and they will have many difficult tasks ahead of them. 5. They should learn from their mistakes and never give up, choose wisely and be responsible for their own decisions and actions, and notfor

4、get where they came from. 2d. 1. none 2. set out 3. are thirsty for 4. attend 5. be proud of 3b. The one person from my junior high school days that I will never forget is Mrs. Wang, my English teacher in Grade 7. When I first started Grade 7, I was shy and did not dare to speak to anyone. My Englis

5、h was not very good and I felt nervous when I had to answer questions in class. I would have problems speaking even though I knew the answer. I felt quite unhappy with myself. One day, Mrs. Wang spoke to me after class. She encouraged me to speak slowly. She also told me that she believed I could sp

6、eak well if I practice more. I was touched by what she said and it made me work harder on my speaking skills. Mrs. Wang continued to encourage me and I became even more confident. I improved so much that I won an English speech contest that year! I will always be grateful to Mrs. Wang for her advice

7、 and support. Self check 1. I felt most excited when our class won the first prize in the schoolsports meeting. I was happy when our math teacher praised me and I worked harder than before. I felt worried when our teacher told us that she was giving us a surprise test. I was sad when I had a fight w

8、ith my best friend and we didnt talk to each other for a week. I was tired after staying up late at night to study. I felt proud when our class won the first prize in the school sports meeting. I felt shy on the first day of Grade 7 and didnt dare to talk to anyone. 2. believe remember be was though

9、t realize have made share am look/am looking Unit13 Section A 1a. noise pollutionloud music, planes, building houses, mobile phones (machines, crowds, vehicles) Air pollutioncars, factories, smoking, building houses (burning, power plants, nuclear waste disposal)Water pollutionrubbish, littering, sh

10、ips, factories (sewage, industrial waste, pesticides) 3a. southern China 70 million Over 90 percent WildAid and the WWF 3b. 1. when 2. so 3. but 4. although 5. if 4a. Havetaken, helped, considered, hadhad, took, think, came, trying, wait 4b. may/might, must/have to, can/should/could, can/should/coul

11、d, have to, can/should/could, can/could, can/could, would/ can/ could 4c. take your own shopping bags when you go shopping Turn off the lights when you leave the room Reduce the use of air conditioners in summer Grow more plants Dont use items Section B 2a. It is about how people can think of creati

12、ve ways to use things that areno longer wanted. 2b. 2c. 1. pulled down 2. put to good use 3. built, out of 4. set up 5. known for 6. not only, but also 2d. rethink reuse unusual recycling building creative specially recently environmental importance protection inspiration篇二：2.新目標九年級英語教材分析 新目標九年級英語教材

13、分析 一， 教材分析 我校九年級使用的英語教材是人民教育出版社的義務教育課程標準實驗教科書英語GO FOR IT，它采用任務型語言教學模式，融會了話題、交際功能和語言結構形成了一套循序漸進地深化的學習程序，本書共有15個單元，供九年級全年使用，其中每個單元都列出明確的語言目標、主要的功能與語言結構以及需要掌握的基本詞匯，并分為A和B兩部分，A部分是基本的語言內容，展開目標句型，提供部分示例和指導性練習，B部分是知識的擴展和語言的綜合運用，每個單元還附有SELF CHECK部分，供學生用來自我檢測本單元所學的語言知識，使學生對學過的目標句型運用自如，該教材把直接法，聽說法等教學方法有機地柔和在一

14、起，充分考慮了12-15歲年齡段學生的心理和生理特點，照顧到了知識性，趣味性和運用性諸方面，突出了學生主體性，兼顧了個別差異，發(fā)展了學習策略，本冊教材要求學習和掌握的語法知識有情態(tài)動詞，情態(tài)動詞的被動語態(tài)，被動語態(tài)現在完成時態(tài)，賓語從句定語從句等，要求學習和掌握的常用的表達結構有by doing something， used to do something，I would if I hope to Id like love to ，prefer Id rather do I wish I feel think believe agree that ，be supposed to 等，要求學習

15、和掌握一些常用的短語動詞put up， put off call up run out of think up set up give out等等。 教材加大了語言訓練密度，語言材料特別豐富，促進了學生英語語音素質和語言運用能力及其表達能力的提高，充分調動了學生課堂活動的積極性，九年級已經處于初、高中銜接的重要轉折時期。為了加強學生的閱讀能力，本冊在每個單元的后面還設置了具有跨文化內容的語篇及相關的練習。語篇內容均能激發(fā)學生閱讀的欲望和興趣，引導學生在輕松愉快的語言環(huán)境中運用學過的知識表達自己的思想。 本冊教材的內容充分體現了時代性和趣味性和實用性，從英語學習，個人愛好旅游文化古代發(fā)明，到風俗

16、習慣等，這些教學板塊都極富鮮明的時代特征，大大地激發(fā)和培養(yǎng)了學生的學習興趣，但教材的詞匯量極大，學生在掌握詞匯方面有困難，在語法的綜合運用上易混淆，所以教師應該教會學生學習方法，俗話說授之于魚不如授之于漁，與其讓學生被動地接受，不如教會他們怎樣去學習。 同時加強口語聯(lián)系，創(chuàng)設良好的語言學習情景，讓孩子們從聽說讀寫等方面都有提高，并為高中階段的學習打下良好基矗 總之，本冊教材給我們提出了新的要求，在本教材的教學中，我們一定要始終堅持課程改革的理念，一定要以激勵學生、培養(yǎng)學生為宗旨，在繼續(xù)更新教學理念，改進教學方法，探索更新的、更優(yōu)化的教學模式同時，還要注意準備畢業(yè)和升學考試，所以教學中仍然不能放

17、棄許多必須堅持的活動或實踐形式，比如我們學校形成的課前熱身運動模式英語歌曲值日報告每日英語和瘋狂英語活動等。 二，教學總目標 根據課程標準要求，在教學中我們一定要以教材為載體，密切結合教材，在課堂上努力創(chuàng)設各種情景夯實語言知識及語言技能，從而激發(fā)學生主動學習英語的興趣，提高學生的記憶、觀察、思維及想象能力，為學生的終身學習奠定基矗三，教學計劃 我校英語周課時量為6課時，計劃在第一學期內完成前12個單元。第1周到第18周，上新課和鞏固練習。后2周進行復習迎接期末考試。在第二學期內完成后3個單元，其余時間進行總復習。 頁:1/1篇三：九年級英語教材分析 新目標九年級英語教材分析 趙小蕓 一，教材分

18、析： 我們九年級采用是是人民教育出版社的義務教育課程標準實驗教科書英語（新目標）GO FOR IT人教版新目標教材，總共有十五個單元。每個單元都列出了話題，明確的語言目標、主要的功能項目、語法結構、需要掌握的基本句型詞匯和學習策略。每個單元又分為SectionA,SectionB,Self Check和閱讀斯部分。Section A是基本的語言內容，為目標句型提供分步示例和指導性練習。它包括本單元的語言目標，語法與功能結構的呈現，各種不同的任務型的聽力練習和結隊活動，重點的語法與功能的小結，以及其他各種課堂活動。Section B部分是知識的擴展和綜合的語言運用，使學生能夠對已經學過的目標句型

19、運用自如。它包括詞匯的擴展，新舊語言知識的綜合運用，各類同步閱讀，循序漸進的寫作練習，以及創(chuàng)造性活用所學語言的各類課堂活動。Self-check是學生用來自我檢測本單元所學的語言知識，使學生對自己的英語水平有明確的認識。為了加強閱讀理解能力和培養(yǎng)學生們的文化意識，在每單元的后面還設置了具有跨文化內容的語篇及相關的練習。 認真分析了新教材之后，就可以看出，與以前的教材相比增加了單元復習,文化背景知識,學習策略等部分，并增加了任務型學習成分和語篇輸入。每個單元的每一部分的每個步驟都有著其明確的目標和任務。教師應該根據新課標的要求，在教學中，避免單純傳授語言知識的教學方法，盡量采用“任務型”的教學途

20、徑。它采用任務型語言教學模式，融會了話題、交際功能和語言結構形成了一套循序漸進地深化的學習程序。本書共有18個單元，其中包括3個復習單元。供九年級全年使用，其中每個單元都列出明確的語言目標、主要的功能與語言結構以及需要掌握的基本詞匯，并分為A和B兩部分。新目標九年級話題、功能和結構一覽表 Unit Topic Functions 分析學習困難 verb + by with you study for a test? 言學習的策略方談論學習方法 gerund 法 提出學習建議 談論過去的外貌、性格、愛好 Unit 2. I used to be 家庭、朋友與周 談論過去經常做used to af

21、raid of the dark. 圍的人 的事 談論變化 談論允許和不允 should + be allowed to Structures Unit 1. How do 語言學習語 Unit 3. Teenagers should be allowed .規(guī)章制許做的事 to choose their own clothes. 度 表達自己觀點并闡述理由 Unit 4. What 計劃與愿望 would you do? 談論假設、虛擬的Second 情況 為他人提建議并 conditional should for闡述理由 推論物品歸屬并 Unit 5. It must 闡述理由 節(jié)假日活

22、動belong to Carla. 經歷與偏好 描述事件 合理推論 Unit 6. I like music 興趣與愛好談論自己和別人 that I can dance to. 關于愛好 的偏好 談論喜歡或不喜 Unit 7. Where 計劃與愿望歡去旅游的地方would you like to 觀光旅游 visit? 談論假期的旅游計劃 Unit 8. Ill help 人際關系志向別人提供幫助clean up the city 愿者服務 parks. 做公益活動規(guī)劃科普知識與現代 談論發(fā)明的歷史Unit 9. When was 技術近現代it invented? 談論發(fā)明的用處發(fā)明 與特

23、點 Unit 10. By the 日?；顒舆^敘述過去發(fā)生的advice must, might, could and cant for making inferences Relative clauses with that and who would and hope to for expressing desires Phrasal verbs Passive voice (questions and statements) Past perfect time I got outside, 去的事情 the bus had already left. Unit 11. Could you

24、 事情 please tell me 旅游與交通問路和指路 where the 場所介紹 介紹場所 restrooms are? Unit 12. Youre .禮儀與不同國家的風俗supposed to shake 文化 習慣 hands. Unit 13. Rainy 個人情感情談論事物對情緒 days make me sad. 感描述 的影響 Unit 14. Have you 日?；顒咏務摻诎l(fā)生的 packed yet? 期發(fā)生的事情 事情 Unit 15. Were 就動物保護展開自然動物保 trying to save the 辯論 護 manatees! 保護環(huán)境的措施Indirect questions supposed to + infinitive make + sb + infinitive make + sb + adjective Present perfect with already and yet Review of structures 該教材把直接法，聽說法等教學方法有機地柔和在一起，充分考慮了12-15歲年齡段學生的心理和