新目标九年级试卷

新目标九年级试卷（精选8篇）

1.新目标九年级试卷 篇一

Unit 5 It must belong to Carla.

Part 1: Teaching design (第一部分：教学设计)

Structures: Must, might, could and can’t for making inferences

Target language: Whose volleyball is this?

It must be Carla’s. She loves volleyball.

It could be Ted’s.

Vocabulary: picnic, chase, escape, belong to, toy car, plate, mystery, appointment, worried, wake, neighbor, garbage

Learning strategies: Sequencing, Deducing

SECTION A

Goals

●To learn must, might, could and can’t for making inferences

●To listen and speak making inferences

Procedures

Warming up by learning about modal verbs

Modal verbs are used to express ideas such as possibility, intention, obligation and necessity.

CAN, COULD, WILL, WOULD, SHALL, SHOULD, OUGHT TO, DARE and NEED are some examples.

eg: I would have told you, if you had wanted me to.

eg: Yes, I can do that.

must

certainty 1. That must be Jerry. They said he was tall with bright red hair.

2. That must have been the right restaurant. There are no other restaurants on this street.

3. NO FUTURE FORM 1. That must not be Jerry. He is supposed to have red hair.

2. That must not have been the right restaurant. I guess there is another one around here somewhere.

3. NO FUTURE FORM have to

1a Looking and writing

Hello, class. On page 34 is a picture with many things in it. Write the things you see in the correct columns in the chart.

1b Listening and matching

You are going to listen and match on page 34 each person with a thing and a reason. Pay attention to the use of MUST in the sentences.

Tapescript

Girl 1: Whose volley ball is this?

Boy 1: It must be Carla’s. She loves volley ball.

Girl 2: Oh, that toy car must belong to Jane’s little brother. He was the only little kid at the picnic. And the magazine must belong to Dengwen. He loves cats.

Boy 1: Oh, and look, someone left a book.

Girl 2: Oh, yeah… This book must be Mary’s. Hemingway is her favorite author.

Girl 1: OK… and how about this CD?

Girl 2: Hmmmm… The CD must belong to Grace. She always listens to classical music.

1c Doing pairwork

In pairs practice the conversation in the picture on page 34

Then make conversations using information in the chart in 1b.

Whose volleyball is this? It must be Carla’s. She loves volleyball.

Whose books are these? They must be Mary’s. The man is her favorite author.

Whose CD is this? It must be Grace’s. She likes listening to classical music.

Next is the conversation making inferences.

Girl 1: Whose toy car is this?

Boy 1: It must be Deng Wen’s. He loves toy car.

Girl 2: Oh, that CD must belong to Grace’s little brother. He was the only little kid at the picnic. And the book must belong to Grace. He loves cats.

Boy 1: Oh, and look, someone left a magazine.

Girl 2: Oh, yeah… This magazine must be Carla’s. She likes reading magazine in English.

Girl 1: OK… and how about this volleyball?

Girl 2: Hmmmm… The volleyball must belong to Mary. She always plays volleyball after school.

2a Listening and writing

Bob and Anna found a backpack outside their school gate. Listen to their conversation and write down the things found in the backpack. Pay attention to the uses of modeal verbs making inferences.

Tapescript

Bob: Oh, look! Whose backpack do you think this is?

Anna: I don’t know. Look, here’s a school T-shirt.

Bob: Well then, the person must go to our school. Oh! Here is a hair band, so the person can’t be a boy.

Anna: It could be Kumi’s hair band. She has long hair.

Bob: Or the hair band might belong to Linda. She was at the picnic, wasn’t she?

Anna: Yes, she was. But then the backpack could belong to Rita. She’s always forgetting things.

Bob: Then it must be Linda’s backpack. She has long hair and she’s on the tennis team.

Bob: You’re right!

2b Listening and filling

Next you are to listen to the tape once again. Fill in the blanks with modal verbs you hear used to making inferences.

2c Filling and telling

On page 35 is a chart in which you will see 8 sentences. A word is missing from each sentence. Fill in a word from this unit.

The notebook must be Ming’s. It was on her desk.

The homework can’t be Carol’s. She wasn’t at school today.

The soccer ball might be John’s or Tony’s. They both play soccer, don’t they?

The French book must be Li Ying’s. She’s the only one who’s studying French.

I can’t find my backpack. It might be still at school.

The photo must be Lu’s. Those are his parents.

The red bicycle can’t be Hu’s. She has a blue bicycle.

This ticket might be my aunt’s or uncle’s. They’re both going to the concert.

3a Reading, numbering and circling

On page 36 you see a box. In it is a thank-you message from Linda to Anna. Read it, number the 5 parts and circle the words you don’t know.

Subject: Thanks! From: Linda

_④_ If you have any idea where it might be, please call me.

_②_ I think I dropped it during the concert so it might still be in the symphony hall.

_⑤_ I tried to call you but your mom said you were still at your optometrist appointment ( I hope you new glasses look nice!).

_③_ I really need it because I have a math test on algebra tomorrow. It’s crucial that I study for it because it counts 30% to the final exam.

_①_ I’m really anxious, because I can’t find my backpack.

Thanks,

Linda

3b Doing pairwork

In pairs talk about the words you don’t understand. You can use “can’t”, “must”,” could” or “might”.

A: What do you think “anxious” mean?

B: Well, it can’t mean “happy”.

A: It might mean “worried”.

B: Oh, yes. She’s worried because of her test.

A: What do you think “concert” mean?

B: Well, it can’t mean “music”.

A: It might mean “a performance of music by players or singers”.

B: Oh, yes. She was in the symphony hall.

4 Doing pairwork

In pairs talk about the things from the backpack on page 37. You are going to make guesses about the owner of the backpack.

A: Here’re some earrings. The owner can’t be a boy.

B: Well, it could be a boy. The earrings might be a present for his mother.

A: Here’s a school T-shirt. The owner must be a student.

B: Well, it could be a classmate of ours. The school T-shirt is the same as ours.

A: Here’s a hair band. The owner can’t be a boy.

B: Well, it could be a boy. The hair band might be a present for his mother.

Closing down by looking and saying

Look at the picture below and say what is happening in the classroom.

2.新目标九年级试卷 篇二

本单元以讨论允许和不允许做的事情而展开学习, 在不断深入讨论过程中又学习了表示同意和不同意的表达方法以及由情态动词should构成的被动语态。为了能够增强学生开口讲英语的自信心, 第一课时充分利用多媒体教学设备, 创设与本课话题相关的情景, 如谈论青少年日常行为规范、校规、家规等。围绕着教学目标, 设计一些贴近学生实际的教学任务, 让学生辩论一些学校规章制度。学生在使用所学目标语言进行辩论时, 教师要不断地鼓励学生, 让学生勇于发表自己的真实观点和想法, 同时学会关注日常生活和学习中的各种规章制度, 对周围世界进行比较客观地认识和评价, 养成自觉遵守规则的良好习惯。

二、教学背景分析

(一) 教学内容分析

学生在七年级下册第十二单元“Don’t eat in the classroom”中学过关于规章制度的讨论, 在八年级下册第二单元“what should I do?”中学过情态动词should的用法。本单元谈论的是学生非常熟悉又和生活、学习紧密相关的话题——家规、校规及其他规章制度, 能引起学生的共鸣 , 激起学习的兴趣。因此, 掌握“be (not) allowed to do/ Should (not) be allowed to do”难度不大。可以让学生结合生活实际自由谈论各种规章制度, 发表自己的观点, 并陈述同意或不同意的理由;还可以根据实际情况对各种家规、校规进行修改, 并为一些组织机构制定新的规章, 体现“为用而学、在用中学、学了就用”的新课程理念。

(二) 学生情况分析

笔者教学的对象是初三学生 (以中等生为主) , 他们具有较强的求知欲和表现欲, 所以对英语学习的模仿力很强, 但部分学生对英语学习没有自信, 害怕表现, 但又希望能得到大家的肯定。因此笔者在教学活动中尽量让这部分学生参与到课堂活动中来, 有更多的说英语的机会, 增强他们的自信心;还有一些学困生由于基础薄弱, 对完成某些任务有一定的难度, 教师可采取小组奖励的办法, 通过学生间的合作学习, 促进小组成员之间的互帮互学, 鼓励小组中的优秀成员主动帮助困难生学习, 培养学生的团队意识。提高他们综合运用语言的能力, 让他们都能体验到成功的喜悦, 使各层次的学生都有所收获。

三、教学目标分析

(一) 语言知识目标

1. 掌握语言结构 should (not) be allowed to do, 学会表达 agree 和 disagree。

2. 对目标语言的听力训练。

(二) 情感态度目标

通过了解和反思自己的言行举止是否符合中学生日常行为准则、规范自己的言行, 养成自觉遵守规则的良好习惯和优良品德; 正确看待“家规”“班规”“校规”等, 并能认真遵守;理解父母、教师的合理建议对自己成长的重要性。

四、教学重点、难点分析

(一) 教学重点

1. 词汇:teenager, choose, pierce

2. 词组:too wild, too silly, too young, not seriousenough, not old enough, not calm enough, get earspierced

(二) 教学难点

结构:should be allowed to,

should not be allowed to

五、教学过程设计

(一) 步骤 1:导入 (5 分钟)

T: An exchange student comes to our classtoday. He wants to know some rules about ourschool.

通过投影展示以下活动名称, 学生以四人一组活动, 各自谈论在学校里能做哪些, 不能做哪些。

What rules do you have at our school?

We should sweep the floor every day.

We should not arrive school late.

We should not take mobile phones .

……

sweep the floor, clean the blackboard, fightw it hothers , arrive school late , take mobil ephones等等。

多媒体呈现表格, 小组讨论填表

设计意图:通过学生感兴趣的内容引入新知。

( 二 ) 步骤 2:呈现 (25 分钟)

1.Introduce the new structure: allow sb. to dosth. / don’t allow sb. to do sth.

多媒体呈现 :

Teachers allow us to eat in the dinning hall.

Teachers don’t allow us to eat in the classroom.

2. 小组活动:

全班50人分成12组, 每组4人

游戏规则:

(1) 用纸片做成12个签, (其中有2个签画有小红旗) , 由组长抽签, 抽到带有小红旗的签的两个组进行比赛。

(2) 第一轮用am/is/are allowed to结构说句子, 比赛小组每人2次机会, 但是不能重复出现句子, 否则为失败。第二轮用am/is/are not allowed to结构说句子, 规则同第一轮。获胜小组会得到一面红旗并在全班中挥舞以示胜利。

(3) 在重新抽签 (不含已参加过的小组) , 规则同2.

参考短语:sweep the floor, fight with others, eat in the dinning hall, eat in class, take mobilephones等, 可以自己自由发挥。

设计意图:由熟悉的结构引入新的结构, 并采用小组活动使每个学生能够参与其中熟练短语和句子结构, 达到开口说的目的, 有助于学生理解下一环节, 从而使新授课的内容达到高潮。

3. 被动语态:

(1) 定义 : 表示主语是动作的承受者 .

(2) 构成 : 助动词be+ 及物动词的过去分词。助动词有人称、时态和数的变化。

(3) 含有情态动词的被动语态:情态动词+ be +及物动词的过去分词。

(4) 用法:当我们不知道谁是动作的执行者, 或者没有必要指出谁是动作的执行者, 或者只强调动作的承受者时, 要用被动语态。

4.复习过去分词的构成 :

(1) 规则变化

watch---watched practice---practiced

study---studied stop---stopped

(2) 不规则动词的过去分词:

am/is /are---been have/has---had

write---written do---done go---gone

5. 教学1a

(1) 教师明确任务要求, 给出一定的指导。强调重点词汇:teenager, choose, pierce。

(2) 让—位学 生大声朗 读1a中的句子。 确定学生理解了每个句子之后, 让学生发表自己的看法:agree or disagree。

(3) 在学生掌握了结构be allowed to的基础上, 进—步介绍带有主观态度的新结构:

should (not) be allowed to, 告诉学生这—结构增加了情感态度, 表示应该被允许和不应该被允许。

(4) 学生完成1a之后, 让不同的学生发表意见:agree or disagree. Why?

6. 投影展示练习

我会做:这个环节要求学生快速抢答做4个转换句子, 将allow sb.to do变成be allowed to do并用投影展示答案。

1.They should allow us to have part-time jobs.

____________________________.

2.We should allow children to spend time with their friends.

_____________________________________.

3.The teacher should allow Anna to finish thepicture.

_____________________________________.

Parents should allow children to choose theirown friends.

_____________________________________.

答案:

1. We should be allowed to have part-time jobs.

2. Children should be allowed to spend timewith their friends.

3. Anna should be allowed to finish the picture.

4. Children should be allowed to choose theirown friends.

设计意图:帮助学生理解la中的句子, 投影展示练习这个环节巩固了学生allow的用法。

7. 教学 Section A - lb, 2a, 2b

利用多媒体课件中的Section A - 1b, 2a , 2b进行听力练习。

(1) 认识新词汇:teenager, earring, get their earpierced, do homework with friends

do part-time jobs, too wild / young / silly …, not serious / calm / old…enough

(2) 教师先帮助学生明确要求, 并且给出—定的指导。

(3) 让学生朗读其中的句子, 问题。

(4) 播放录音, 核对答案。

设计意图:带着问题听录音能提高学生听的质量和信心。

8. 练习

用所给词的适当形式填空

The telephone _____ (invent) by Bell in 1876.

The trees may _____ (plant) in spring.

Teenagers should not _____ (allow) to drive.

English _____ (speak) in Canada.

Math must _____ (study) well.

答案:

was invented , be planted , be allowed , is spoken, be studied

设计意图:巩固本节课所学的被动语态。

(三) 步骤 3:巩固和拓展

1. 学生列出青少年应该被允许做的和不应该被允许做的事情, 列表之后进行 free talk。

设计意图:要求学生重点结合Section A -1c和Section A - 2c的内容进行小组活动, 以便能更自然, 更正确地使用所学的语言。

通过投影展示语言结构和交际中要用到的词组:

结构:should be allowed to, should not be allowed to

词组:too wild, too silly, too young, not serious enough, not old enough, not calm enough

设计意图:创设贴近学生实际情况的情境, 真实而富有趣味, 激发了学生的参与意识, 巩固了本课的新知。

(四) 步骤 4. 小结

1. 利用媒体资源中课件中的内容复习Grammar Focus.

2. 总结并回顾本节课所学到的重点知识。

(五) 步骤 5:作业

1. 用结构 be (not) allowed to do 列出课堂上介绍的—些事情;

2. 用 should, must, may 等情态动词各写出 5 个被动语态的句子。

(六) 步骤 6:板书设计

六、教学评价设计

(一) 评价内容

本节课通过展示练习, 巩固与拓展这两个环节, 如果全班80℅的学生能够按要求学习或完成句子, 那么就达到了预期的教学目的本课的教学难点即得到突破。这是评价本课是否成功的更重要的标准。

(二) 评价方法

小组活动汇报, 基本全体学生都能说出一个正确的句子即可符合标准;

3.新目标九年级试卷 篇三

Christmas is one of the most important festivals in Western countries. But what does Christmas mean？ Does it just mean having parties， decorating Christmas trees or exchanging 1. ______？ No， not exactly. The true meaning of Christmas 2. ______ behind all these things. Maybe Charles Dickens 3. ______， A Christmas Carol， can make you think more of Christmas.

Charles Dickens told us a story about a mean old man called Scrooge. Scrooge cares about nothing but his 4. ______ and money. He treats others badly. Then one Christmas Eve， Scrooge has a dream， where he meets the ghost of Jacob Marley， one of his partners. Marley was as mean as Scrooge when he was alive. But after he died， he was 5. ______ for his unkindness. He tells Scrooge that three spirits will visit him soon.

And then they come. One of them is the Ghost of Christmas Yet to Come. The spirit takes Scrooge to see what will happen to him when he is 6. ______. Scrooge is sad and frightened to find that 7. ______ cares about his death. He is so afraid that he wakes up and finds out it is just a nightmare （噩梦）.

The dream 8. ______ Scrooge to change himself and be kind to others. He changes quickly and he celebrates Christmas happily with his relatives by giving gifts. From then on， he treats everyone with kindness and

9. ______. So what does the story tell us？ Yes， it tells us that we should show kindness to others by 10. ______ love and joy.

Ⅱ. 阅读理解。

What is your favorite holiday？ Here are some students opinions.

Sandy from Taiwan says：

My favorite holiday is the Mid-Autumn festival. I always visit my grandfather and grandmother， and we always go to the same restaurant on the mountain to hold jubilation. At night， we always have a barbecue， and watch the moon together. I enjoy it a lot.

Zhenia from Ukraine says：

My favorite day is New Years Day. We celebrate the New Year on the 31st of December. Father Frost comes with his granddaughter on that night. He puts his presents under the New Year Tree. We have a party and stay up until midnight to see the New Year in and the Old Year off. We cook delicious food for the party. People also celebrate Old New Year in our country. It is on the 14th of January.

Yagna from India says：

My favorite day is Deepavali（屠妖节）， which is also called Festival of Lights. People do some cleaning at home and light their oil lamps to thank for the defeat of the bad king. To celebrate it， we also eat sweets and delicious food， wear new clothes， and give presents to our friends and relatives.

Pat from Thailand says：

My name is Pat. My favorite holiday is Songkran. It takes place from the 13th to 15th of April. On the holiday people pour water on each other. It is a lot of fun. People also buy new clothes and they have big parties.

（ ）1. What is Sandys favorite holiday？

A. The Mid-Autumn festival.

B. New Years Day.

C. Deepavali.

D. Songkran.

（ ）2. The underlined word “jubilation” is

closest in meaning to “______”.

A. hope B. celebration

C. present D. exercise

（ ）3. What does the underlined word

“Songkran” probably mean in Chinese？

A. 音乐会 B. 新年

C. 中秋节 D. 泼水节

（ ）4. In order to celebrate Deepavali， we can ______.

A. eat sweets and delicious food

B. wear new clothes

C. give presents to others

D. A， B and C

（ ）5. Where does Zhenia come from according to the passage？

A. Taiwan. B. India.

4.新目标九年级试卷 篇四

昨晚我的一个中国朋友带我去听了一场中国民间音乐会。其中有一首二胡曲尤其打动了我。音乐出奇的美，但是在那美的背后，我感受到了悲伤和痛苦。这首曲子有一个简单的名字——《二泉映月》，但它是我听到过最感人的曲子之一。二胡的声音听起来如此悲伤，以至于我听的时候也几乎为之落泪。后来我查阅了《二泉映月》的历史，然后我开始理解音乐中蕴含的伤感。

这首曲子是由一位叫阿炳的民间音乐家写成的，他于1893年出生在无锡市。在他还很小的时候，他的母亲就去世了。阿炳的父亲教他弹奏各种乐器，如鼓、笛子和二胡。到了17岁，阿炳就以他的音乐天赋而闻名。然而，他的父亲去世后，阿炳的生活变得更加糟糕。他很贫穷，还得了很严重的疾病，并因此失明。好些年他都没有回家，他住在大街上，以演奏音乐来谋生。即使在结了婚，成了家以后，他还是继续在城市的街道上唱歌、演奏。他以这种方式表演了很多年。

5.新目标九年级unit13教案 篇五

Section A 1(1a-2d)

一、教学目标：

1.语言知识目标

基本词汇：litter, advantage, bottom, fisherman, coal, ugly, cost, wooden, plastic，takeaway, bin, shark, fin, method, cruel.Harmful, chain, ecosystem, industry, law, scientific, afford, reusable, transportation, recycle, napkin, upside, gate, bottle, president, inspiration, iron, work, metal, creativity，基本词组：be harmful to, at the top(of sth.), take part in, turn off, take action, throw away, put sth.to good use, pull„ down, bring back

基本句型：We’re trying to save the earth!

The river used to be so clean.The air is badly polluted.No scientific studies have showed that shark fins are good for health.We should help save the sharks.2.技能目标: 能正确运用现在进行时，现在完成时，被动语态，情态动词和used to 句型。

3.情感目标: 有环境危机意识，学会关注环境保护环境。

二、教学重难点：

1.教学重点：（1）能正确运用现在进行时，现在完成时，被动语态，情态动词 和used to 句型。（2）保护环境的措施方法。

2.教学难点：能正确运用现在进行时，现在完成时，被动语态，情态动词和used

to 句型。

三、教学步骤:

I.Presentation

Show the picture of the earth and tell students the earth is polluted now.For example:(1)The factories that burn coal pollute the air with a lot of black smoke.(2)Factories put waste into the river.(3)People should throw away litter in the bin.(4)There are more cars on the road.II.Learning

Here are some words related to different kinds of pollution.Write them in the box below.Then add more words.loud music

cars

rubbish

planes littering

ships

factories

smoking

building houses

mobile phones noise pollution

air pollution

water pollution ____________

___________

_____________ ____________

___________

_____________ ____________

___________

_____________ ____________

___________

_____________ III.Listening

1.1b Listen and complete the sentences.What was the problem?

The river was _____________.Even the bottom(底部)of the river was full of ________.There were no more ______ for fishermen(渔民)to catch.What caused the problem?

People are throwing _______ into the river.Factories are putting ______ into the river.How should the problem be solved?

We should write to the ____________ and ask them to ___________ the factories.Everyone should help to __________ the river.Keys: really dirty

rubbish

fish

litter

waste

government close down

clean up

2.Listen again and check(√)the sentences you hear.IV.Practice

1.Role-play the conversation in 1c.Mark: The river was dirty.Even the bottom of the river was full of rubbish.Tony: But it used to be so clean!

Mark: Yes, but people are throwing litter into the river.Tony: Everyone in this town should play a part in cleaning it up!2.Make conversations using the pollution in 1a.A: The river has always been the nicest river in this town.B: Yes, it used to be so clean.A: But I was there last weekend and the river was really dirty.B: What caused the problem?

A: People are throwing litter into the river.B: What should we do?

A: Factories are also putting waste into the river.B: Yes, everyone in this town should play a part.A: We should write to the government and ask them to close down the factories.B: What else can we do?

A: Everyone should help to clean up the river.V.Language points

1.We’re trying to save the earth!我们正在竭尽全力拯救地球!

try to do =try one’s best to do 努力去做某事。

e.g.Every student should try to study hard in order to study in a university.为了进入大学学习，每个学生都应该努力学习。2.Here are some words related to different kinds of pollution.be related to 与„有关

e.g.I am not related to him in any way.我和他无任何关系。

3.Everyone in this town should play a part in cleaning it up!

play a part in

在„„方面起作用

e.g.A good diet plays a large part in helping people live longer.健康的饮食在帮助人们长寿方面起着非常大的作用。play a part 在„„中扮演角色

e.g.He was invited to play a part in this TV play.他被邀请参加这个电视剧的演出。4.Even the bottom of the river was full of rubbish.Yes, but people are throwing litter into the river.litter 和 rubbish 都可指“垃圾”，用作不可数名词。

rubbish 指“没用的东西(被扔或将要丢弃的无用的东西)”不可回收。

litter 指“(室内或公共场所)乱扔的废物(纸屑、不要的包装纸、废瓶等)”还可回收

VI.Listening.1.2a Listen to the interview.Circle the kinds of pollution that Jason and Susan talk about.A.land pollution

B.air pollution

C.noise pollution

D.water pollution

2.2b Listen again and complete the sentences.1)The air is badly polluted because there are ___________ on the road these days.2)Factories that burn coal also ________ the air with a lot of black smoke.3)There is also too much rubbish and waste.People _________________ things every day.4)People are also littering in ______________ like parks.This is turning beautiful places into ugly(丑陋)ones.Keys: more cars

pollute

are throwing away

public places 3.Listen and answer the questions.1)Who is the interviewer talking to? 2)What are they talking? 3)What other problems do they see? The environmental problems.There’s too much rubbish and waste in the streets.VII.Practice(2c)

Use the information in 2a and 2b to role-play conversations between Jason and Susan.Jason: The air has become really polluted around here.I’m getting very worried.Susan: Yes, I used to be able to see stars in the sky.Jason: The problem is that„

VIII.Discussion

Ask students what we should do to save the earth.Help students answer, turn off the lights when you leave a room;stop riding in cars;stop using paper towels or napkins;recycle books and paper.IX.Reading

1.Read 2d and complete the chart.Problems Solving problems air pollution waste pollution wooden(木头的)chopsticks or plastic forks rubbish

2.Role-play the conversation.Interviewer: Jason and Susan, what are your ideas for solving these problems? Jason: Well, to cut down air pollution, we should take the bus or subway instead of driving.Susan: Yeah, or ride a bike.There are other advantages(优点)of bike riding.It’s good

for health and it doesn’t cost(花费)anything!

Interviewer: Great ideas!What about waste pollution?

Susan: Mmm, I think simple things like bringing a bag to go shopping can help.I started doing that a year ago.Jason: Me, too.Also, I never take wooden chopsticks or plastic(塑料)forks when I buy takeaway(外卖食品)food.I use the ones at home.Susan: And remember to throw rubbish in the bins and keep public places clean and beautiful for everyone.Interviewer: So together, our actions can make a difference and lead to a better future!X.Summary and language points

1.This is turning beautiful places into ugly ones.turn„ into„

把„„变成„„ e.g.The icy rain seemed like to turn into snow.渐渐地冻雨又变成雪花的模样。

2.It’s good for health and it doesn’t cost anything!

cost v.花费；使付出

指花费金钱，主语通常是物。cost的过去式和过去分词均为cost。

e.g.The new shirt cost Mr Wang 200 yuan.王先生花了200元买了新衬衫。

How much does the new computer cost? 新电脑花了多少钱？ take, spend, pay & cost take，spend，pay和cost都可以表示“花费”，但它们的用法各有不同。1)take多表示花费时间，常用于It takes sb.some time to do sth.这一句型中，其中it作形式主语。

e.g.It usually takes me 40 minutes to cook the dinner.2)spend多表示花费时间和金钱，主语通常是人，常用于sb.spend(s)some time / money on sth.和sb.spend(s)some time / money(in)doing sth.两种句型。

e.g.David spent 2,000 yuan on the new machine.My father spends an hour(in)watching the news on TV every day.3)pay多表示花费金钱，主语通常是人，常用于sb.pay(s)some money for sth.句型。

e.g.Tommy paid 20 yuan for his breakfast yesterday.4)cost多表示花费金钱，主语通常是物，常用于sth.cost(s)(sb.)some money.句型。

e.g.The new dress cost Linda 88 yuan.根据句意用take, spend, pay或cost的适当形式填空。1)That new car ________ them lots of money.2)Mona __________ 50 yuan on the books just now.3)It usually _______ me an hour to do my homework.4)You should __________ some time practising your pronunciation.5)My brother _______ 6, 000 yuan for the new computer yesterday.Keys cost

spent

takes spend

paid

3.So together, our actions can make a difference and lead to a better future!

make a difference(to„)表示(对„„)产生影响或作用

e.g.Do you think his words would make any difference to the final decision?

你认为他的话会对最后的决定产生影响吗？

The new teacher always encourages little Tom.This has made a big difference to him.新来的老师总是鼓励小汤姆，这对他影响很大。

XI.Exercises

用动词的适当形式填空。

1)We’re trying _______(save)the earth.2)There used to_____(be)clean and beautiful.3)There are too many ______ for ________to catch(fish).4)It’s bad for environment to use _________(wood)chopsticks.Keys: to save

be

fish

fishermen

wooden XII.Think about

The earth is badly polluted.Please make a poster and think of what we can do.XIII.Homework

6.新目标九年级试卷 篇六

The First Period Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

oversleep（2）Target Language

What happened? I overslept． And by the time I got up, my brother had already gotten in the shower． 2． Ability Objects（1）Teach the students to use the new words．

（2）Train the students to narrate past events with the Past Perfect Tense．（3）Train the students’ listening and speaking skills with the target language． 3． Moral Object It’s a good habit to go to bed early in the evening and get up early in the morning． So you’ll never be in a hurry in the morning．

Ⅱ． Teaching Key Points 1． Key Vocabulary

oversleep 2． Target Language

Narrate past events with the Past Perfect Tense Ⅲ． Teaching Difficult Points 1． Train the students to narrate past events with the Past Perfect Tense．

2． Train the students to understand the target language in spoken conversation． Ⅳ． Teaching Methods 1． Thinking of examples from the students’ real lives． 2． Making sentences by looking at the pictures． Ⅴ． Teaching Procedures Step I Revision 1．

Ask some questions like this: What volunteer work would you like to do? Help the students to answer, I’d like to…/I love to…/I hope to…

2． Practice the dialogue in Activity 3c on page 62 again．

3． Check the students’ homework by asking some students to read their sentences with the phrasal verbs． Then ask the students to hand in their homework．

Step Ⅱ 1a First write by the time on the blackboard． and tell the class the meaning of it．

Say this sentence to the class: By the time the teacher came in, the students had begun reading English．

Tell them to note the structure “had begun” in this sentence． Begun is the past participle of begin． Explain what is the past participle form of a verb for the students． Tell them it is as the same as the past form for a regular verb． And they have to remember the irregular verbs’ participles one by one． Write By the time I came back…on the blackboard．

Say to the class, By the time I came in． What had happened? Help one student to answer like this, By the time the teacher came in, Don had written his name on the blackboard． Then get more students to answer differently，Read the instructions to the students and read these questions to the class as well． What do you usually do in, the morning before school? Do you like morning? Why or why not? Choose one good student to answer them by saying something he or she usually does in the morning． Then have the whole class practice in pairs． Ask each other the questions．

After they finish talking, ask one or two pairs to say their conversations to the class． Correct the mistakes they may make with the other students．

Call the students’ attention to the pictures in Activity la．

Then tell students to talk about the pictures in groups of four． Move around the classroom, listening to students and offering help． Make sure that they talk in English．

After they all finish talking, ask different groups to tell the class about the pictures．

Step Ⅲ 1b Ask the students to read the instructions together． Have them look at the two columns, A and B ,in the chart． Point out the sample answer． Read the two parts of the sentence． Then go over the other unconnected parts of sentences, too． Play the recording for the first time．

Students only listen． Then play it a second time． Let students match two parts of each sentence． Check the answers by asking some students to tell their answers．

Make sure that all of them have got the correct answers by listening． Say congratulations to the students who get the answers correctly by guessing． Step Ⅳ 1c First play the recording in Activity 1b again and let the students read after it． Do it at least twice． Then read the instructions together with the whole class．

You will make conversations in pairs． Each of you will have to take turns being Tina． Look at the pictures in Activity la to help you． Tell your partner what happened to you this morning． Ask a pair to read the example to the class before they begirt Have the students work in pairs． Move around the room offering language support as needed． After they all finish talking, ask some pairs to say their conversations to the class． Step Ⅴ Summary Step Ⅵ Homework 1． Write out the story of Tina, Note to use the target language．

2． Revise when to use the Past Perfect Tense and the verb structure of it．

The Second Period Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Target Language By the time she got to class, the teacher had already started teaching．

When she got to school, she realized she had left her backpack at home．

When I got home, I realized I had left my keys in the backpack．（2）The Three Forms of the verbs． 2． Ability Objects（1）Train the students’ listening skill．

（2）Train the students’ writing skill with the target language．（3）Train the students’ speaking skill．

（4）Train the students to use the three forms of the verbs． Ⅱ． Teaching Key Points 1． Listening practice with the target language．

2． Use the correct verb forms to fill in the blanks by listening． 3． Make sentences using the Past Perfect Tense． 4． The three forms of the verbs． Ⅲ． Teaching Difficult Points 1． Write an ending for the story in Activity 2c． 2． The three verb forms in Grammar Focus． Ⅳ．Teaching Procedures Step I Revision 1． Revise what happened to Tina in the morning by asking one or two students to tell the stroy on page 68． 2． Ask students to check each other’s homework in pairs, pointing out all the mistakes they might have made． 3． Revise the Past Perfect Tense by asking the children when to use it and what its verb structure is． Step Ⅱ 2a Read the instructions to the class． Be sure that all of them know what to do．

Call the students’ attention to the four pictures． Get them to guess the correct order of the pictures first． The first

one is given as a sample． Ask one or two children to tell their stories by describing the pictures according to their own order．

Play the recording the first time, students only listen． Play the recording again and ask the children to number each picture．

Check the answers with the class and see who have ever got the correct answers without listening． Step Ⅲ 2b Ask the students to read the instructions together． Point out the blanks in the sentences and the verbs in the brackets． Let the students fill in the blanks with the correct forms individually．

Move around the classroom collecting the common mistakes they may make．

After they all finish writing, tell them to get ready to listen to the conversation and check their answers． Play the recording． Students listen and check their answers． Correct the answers by asking seven different students to say theirs to the class． Step Ⅳ 2c Ask the whole class to read the instructions together．

We have a new task now． We know Tina was late for class． What do you think happened after Tina was late for class?Work with a partner． Make up an ending for the story by continuing it． The beginning has been given． Get students to discuss in pairs． Complete the ending． Make sure they are talking in English． Move around the classroom, offering language support if needed． After ten minutes, ask students to stop discussing． Get some pairs of students to tell the class how they think the story ended And let the whole class decide whose ending is the best． Tell each pair to write down their ending, or do it after class if time is not enough． Step Ⅴ Grammar Focus Call students’ attention to the sentences on the left． Ask four different students to read the four sentences and point out where had plus a past participle is used． Write the sentences on the blackboard． Ask the students to make sentences correctly using each form of the verbs in the box．

Check the answers． Step Ⅵ Homework 1． Write down the ending of Tina’s story．

2． Make sentences using each form of the verbs below: leave, walk, start, oversleep, ring, be 3． Review the Grammar Focus．

The Third Period Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary bell, ring, go off, rush, run off, on time, give sb． a ride, lock, break down（2）Target Language By the time I got there, the bus had already left．

By the time I woke up, my father had already gone into the bathroom． 2． Ability Objects Train the students’ reading skill with target language．

Train the students’ speaking skill with target language． Ⅱ． Teaching Key Points 1． Guide the students to read the article in activity 3a．

2． Help the students do the oral practice with the target language． Ⅲ． Teaching Difficult Points 1． Help improve the students’ reading skill by Activity 3a．

2． Help the students describe what has happened to them with the target language． Ⅳ． Teaching Procedures Step Ⅰ Revision 1． Revise what happened to Tina by asking several students to tell the story．

2． Revise the three forms of the verbs in Grammar Focus by asking four students to write them out on the

blackboard．

3． Check homework by asking one or two to read their own endings of the stroy． 4． Check homework by asking some students to read the sentences which they made． Step Ⅱ 3a Ask the whole class to read the instructions together． There is an article in Activity 3a． Your task is to read the story and write the events in the correct order．

Have a look at the sample answer on the right of the article before you start． Then let the children complete the work on their own． After a while, ask some students to report their answers to the class． Write the events on the blackboard as they report, putting the events in the correct order．

After checking the answers, tell students to read the article again more carefully． Tell them to find out the words or sentences which they can’t understand this time．

A few minutes later, let the students ask questions on the words and sentences which they can’t understand． Do some explanation and make sure that the students make everything clear about the article．

Then ask the students to read the article aloud． Move around the classroom while they are reading, offering help as needed．

Next ask students to pick out the sentences with the Past Perfect Tense． Tell them to underline them and come up with the reason to use the tence．

Ask two students to read their answers and explain the sentences． Step Ⅲ 3b Call the students’ attention to the photo of the woman sleeping． The girl is sleeping． She may oversleep． How about you? Have you ever overslept? Get a students to answer the question simply, such as Yes, I have． /No, I haven’t． Then ask one student to read the instructions to the class．

Explain that describe the circumstances means to tell when, where and how the things happened．

Ask one student who has ever overslept to answer the first question and describe the circumstance． Help him or her use the Past Perfect Tense to describe the circumstance．

Then ask students to read the questions and write their answers in their exercise books． Tell them that they have to describe the circumstances if their answers are Yes, and there should be at least one sentence with the Past Perfect Tense in each description． Move around the classroom providing sentences to the ones who need． Ask several students to share their stories with the class． Correct any mistakes they may make． Let them check the answers in pairs． Step Ⅳ 3c Ask the whole class to read the instructions together． Then call the students’ attention to the sample conversation on the right． Ask a pair of the students to read the conversation to the class． Please ask your partner the questions in Activity 3b． Ask more questions if he or she says “Yes”．

Ask the students to work in pairs． Encourage them to ask as many questions as they can． As they work, move around the room offering help and answering questions as needed． Ask some pairs to say their conversations to the class．

Step Ⅵ homework 1． Write the answers to the questions in Activity 3b． 2． Write a conversation in Activity 3c．

The Fourth Period I． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary costume, show up, exhausted, embarrassed, empty, fool, April Fool’s Day, go off, stay up（2）Target Language When I got there, I found that he had fooled me．

After an hour, the other kids showld up, and I realized that my brother had fooled me．

By the time I got to match class, I was exhausted because I had stayed up all night studying．

I found out that my friend had fooled me． 2． Ability Objects（1）Train the students’ writing, listening and speaking skills with the target language．（2）Train the students to use the new vocabulary． Ⅱ． Teaching Key Points 1． Train the students’ listening and speaking skills with target language． 2． Teach the students the new vocabulary． Ⅲ． Teaching Difficult Points 1． Guide listening and oral practice using the target language． 2． Help learn to use the new vocabulary correctly． Ⅳ． Teaching Procedures Step I Revision 1． Revise the article in Activity 3a on page 70 by asking several students to read it． 2． Dictate some words and phrases: 3． Check the homework． Step Ⅱ 1a Read the instructions to the students． Remember to read the sentence in the brackets． Point to the chart with the three headings Nouns, Verbs and Adjectives． Read the words in the brackets to the students and help the students to understand the meanings of nouns, verbs and adjectives．

Get a student to read the sample answers to the class before they start say, Fool call also be a verb． Ask the students to complete the chart on their own．

Correct the answers by asking three students to read their answers to the class． Step Ⅲ 1b Ask a student to read the instructions to the class． Ask another student to read the example on the right．

Work in pairs now． Tell your partner about something that has happened to you recently． Note to use two or more phrases from the list in Activity la． Get tile students to talk in pairs． Move around the classroom checking their work and offering language support as needed．

After they all finish talking, ask some pairs to say their conversations to the class． Step Ⅳ 2a Say something about April Fool’s Day to the students Call the students’ attention to the four pictures． Ask the students what is happening in each picture． Ask four different students to describe the pictures．

Read the instructions to the class．

Play the tape the first time． The students only listen． Then play the tape again． Ask the students to write each boy’s name in the correct box． Check the answers by asking different students to tell their own answers． Step Ⅴ 2b Read the instructions to the class． There are six phrases in the box． Your task is to find out who says each of the phrases, Dave, Nick or Joe after listening to the same recording． And write “D” for Dave, “N” for Nick and “J” for Joes on the short lines before the phrases． Look at the first one． The answer has been given as a sample． Play the recording the first time． The students only listen． Then play the recording again． Ask the students to write the letters in the blanks． Ask six different students to report their answers to the class． Check the answers with the class． Step Ⅵ 2c This activity provides oral practice using the target language．

First play the recording again． Pause after each sentence and get the students to repeat． Do it at least twice．

Ask a student to read the instructions to the class． Then have them look at the sample conversation on the right． Ask a pair of the students to read and try to continue it Then ask the students to work in pairs．

Each pair makes two conversations using information from the earlier activities．

Move around the room as they work, offering help as needed． Ask one or two pairs to say their conversations to the

class．

Step Ⅶ Homework 1． Write something that has happened to you recently． Use two or more phrases from the list in Activity 1a． 2． Write a conversation in Activity 2c．

The Fifth Period Ⅰ． Teaching Aims and Demands 1．Knowledge Objects（1）Key Vocabulary announce, describe, convince, panic, set off, authority, reveal, hoax, flee/fled/fled, spaghetti, girl-friend, Show, marry, thrill, get married, reply, ending（2）The reading passages about April Fool’s Day．（3）Write stories happened on April Fool’s Day． 2． Ability Objects（1）Train the students’ reading skill．

（2）Train the students’ writing and speaking skills． Ⅱ． Teaching Key Points 1． Teach the students the new vocabulary．

2． Help the students understand the three articles．

3． Guide the students to write stories happened on April Fool’s Day． Ⅲ． Teaching Difficult Points 1． Help the students understand the three articles．

2． Help the students write the stories happened on April Fool’s Day． Ⅳ． Teaching Procedures Step I Revision 1． Revise the three boy’s stories happened on April Fool’s Day． Ask three different students to tell their stories to the class．

2． Check the homework．

Step Ⅱ 3a Read the instructions to the students．

You’ll have to read three articles． The three articles are about three different stories happened on April Fool’s Day． Not all of them are true． Tell which of these stories is the most believable and which is the least believable． And you have to tell the reasons as well． At last, think over if you would be fooled by any of the stories．

Read the first article to the class． The students look at their books, listen to the teacher and find out the answers to the questions in the instructions．

After reading, ask the students if it is believable and why． Ask several students to tell their opinions on the believability the first article． They may say like this: I think it is believable because the exact time and person’s name are given in the first sentence, or, I don’t think it’s believable because I think no one dared to fool the people like that． Do the same with the two articles left．

Ask two good students to read the articles instead of the teacher． Elicit students’ reasons for their answers． At last tell the students the correct answer． Step Ⅲ 3b Read the instructions to the class． Play the recording again to help the students． Ask three different students to read the notes to the class． Help the students make sentences with the notes first．

After making sentences, ask the students to write a magazine story about Nick in Activities 2a and 2b, using the notes below． As they write, move around the room offering help and answering questions as needed． After around ten minutes, ask a student to read the completed article to the class．

The rest of the class help correct the mistakes the student may have made． Get them to check each’ other’s writing carefully in pairs． Step Ⅳ 3c

Read the instructions to the class． Be sure that the students know what they are asked to do． At first, have the students think what they might write about．

Then tell them to make a list of ideas before starting writing． The list should include the three parts, what happened first, what happened next, and what you finally realized．

Write a sample list on the blackboard: Next ask the students to write their jokes．

Ask some students to read their articles to the class． Correct as many of the articles as possible in class． Step Ⅴ 4 Read the instructions to the class． Review the meanings of funniest, most embarrassing and most creative．

Have the class have a look at the sample conversation in the box before reading． Ask a pair of the students to read it to the class．

Then ask the students to read their stories to the class． After all of the students have read, ask the class to vote for the funniest, most embarrassing and most creative stories． Step ⅥHomework 1． Read the three articles aloud after class．

2． Correct the magazine story and the joke you have written． 3． Try to remember the new vocabulary．

The Sixth Period Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Verbs rush, realize, invite, show up, stay up．

（2）Write an article according to the pictures given．（3）Vocabulary homework, look, costume, empty 2． Ability Objects（1）Train the students to use these verbs correctly: rush, realize, invite, show up, stay up．（2）Train the students’ writing skill． Ⅱ． Teaching Key Points 1． Help the students have a self check on the key words and target language of this unit． 2． Practise using these verbs: rush, realize, invite, show up, stay up．

3． Review the new vocabulary introduced in this unit: homework, lock, costume, empty． 4． Direct the students to write an article according to the pictures given． Ⅲ． Teaching Difficult Points 1． Help the students make sentences with the verbs．

2． Direct the students to write an article with the pictures given． Ⅳ． Teaching Procedures Step I Revision 1． Revise the contents in the three articles in Activity 3a on page 72 by asking some questions 2． Ask three different students to read the articles．

Step Ⅱ Part 1 This activity focuses on vocabulary introduced in the unit． Focus attention on the box． Invite a student to read the vocabulary words at the top．

Ask students to fill in the blanks on their own． Check the answers．

Ask students to make their own sentences with the words, preferably sentences that are meaningful． Move around the room．Collect a few students’ answers with mistakes on the blackboard． Along with the students’ help correct the mistakes． Step Ⅲ Part 2 Have the students look at the seven pictures． Tell the children that the pictures are connected to each other in an order．

Ask: What is happening to Ming? Get the whole class to read the instructions． Then ask the students to describe each picture in order． Write some useful sentences on the blackboard． For example, for the first picture, help the students to say Ming wakes up at 10:00 and thinks she is late for school．

After a while, ask a few students to tell the class about Ming’s day． Let the rest of the class help correct the mistakes that they may have made．

Tell them to exchange their articles with their partners and help each other correct the mistakes． Ask the students to rewrite their articles to make the articles perfect after class． Step Ⅳ Part 3 Call the students’ attention to the box． Have them look at the four groups of words． Get the students to read the instructions together． Ask them to circle the words that don’t belong in each group． The first one has been given as a model．

Ask some students to tell their answers to the class． Check the answers with the whole class． Step Ⅴ Just for Fun!Call the students’ attention to the cartoon pictures． Tell them to see what happens． Ask the students to read the sentences under the pictures together．

Then ask the children what is, funny about this cartoon． Help the students to answer like this: The boy saw the clouds and he felt the rain long before he got home． He should have realized much sooner that he had forgotten his umbrella． Step Ⅵ Homework 1． Revise all the language points in this unit．

2． Finish off the exercises on pages 36～38 of the workbook．

7.新目标九年级试卷 篇七

1. 让学生了解科学探究的基本过程与方法

在新课程标准中, 科学探究的过程与方法这一课程目标维度包含了四方面内容, 概括起来就是通过探究活动, 认识科学探究的基本过程, 这充分体现了以学生发展为本的基本理念, 有利于促进学生学习方式的转变。将化学知识的学习与科学探究过程紧密结合, 融为一体, 使学生在获得化学知识和技能的同时, 学会学习, 进行科学探究并形成科学的价值观, 进而培养与他人友好相处、善于合作的团队精神。事实上, 一次学生充分投入且富有挑战性的探究活动过程或实验, 其本身就是非常好的培养学生科学素养和综合能力的过程及方法。

2. 努力创设学习情景

教师应根据教学目标、教学内容、学生的已有经验, 以及学校的实际条件, 有针对性地选择学习情景素材, 引导学生从真实的学习情景中发现问题, 展开讨论, 提出解决问题的思路。除选用新课程标准中提供的学习情景素材外, 教师在教学中还要根据相应的教学内容创造性地设计和开发一些新的学习素材, 可以采用化学实验、化学问题、小故事、科学史实、图片、模型和影像资料等多种形式创设学习情景。

3. 进一步重视化学实验教学

教师在教学中应高度重视和加强实验教学, 充分发挥实验的教育功能, 应根据学校实际情况合理地选择实验形式, 在条件允许的情况下, 尽可能多地为学生提供动手做实验的机会。在实验教学中, 应重视培养学生的实验安全和环境保护意识, 形成良好的实验习惯。

4. 突出与社会生活实际的联系

化学新课程要求我们让学生明白化学是一门真实、有用的学科, 与社会多方面的需要有关。新教材注意从学生已有的知识经验出发, 有目的地介绍日常生活中所用到的化学知识和化学技能, 知道日常生产生活中简单的化学物质, 认识研究物质常用的化学方法, 让学生体验到学有所用, 激发起学生学习化学的欲望与兴趣, 使学生能解决一些生产生活中与化学有关的简单实际问题。通过学习, 使九年级学生具有基本的科学观点, 为人类解决当前面临的环境、资源、粮食危机、人类健康等一系列的重大问题提供了可能的途径。

5. 给学生充足发展的空间

在以往的教学中, 我们总怕学生不会做实验, 让学生做实验耽误时间, 不能完成教学任务。事实证明, 这些想法是错误的。新课程标准说得很明白:“一切教学活动都是为了学生的学。”因此, 新课程标准要求我们转变观念, 充分信任学生, 在实验教学中把实验还给学生, 给学生充足的发展时间和空间。例如, 在金属的化学性质教学中, 我当时设计了金属 (锌、铁、镁) 与稀硫酸的反应、生成气体的检验、氢气发生装置和收集装置的设计、铁与硫酸铜溶液反应实验探究等一系列以学生为主的实验, 当时有老师就担心, 让学生完成这么多实验, 课堂时间肯定不够。而当我在课堂上实施起来却发现, 这些实验不但充分调动了学生学习的积极性, 还激发了学生的探究欲望, 提高了学生的探究能力, 使得整个课堂充满了活力, 还留有五分钟左右的时间让他们谈感想, 课堂效果极佳。因此说, 化学实验教学一定要充分信任学生, 给学生发展的空间。

6. 提高教学反思能力

教学反思是教师根据先进的教学理论和实践经验, 对自己的教学活动有意识地进行分析和再认识的过程。化学课堂教学改革的实践, 要求教师提高教学反思能力。九年级化学教师, 每年都教毕业班, 面对高中招生考试挑战、学校教学业绩考评, 心理所承受的压力是巨大的, 精神长期处于紧张状态, 绝不是外界想象的那么风光和轻松, 但教师的身份又让我们别无选择。我校化学老师工作之余做得最多的, 就是根据我校情况一起讨论教学中的得与失, 通过参加说课、听课、上课、评课等教研活动, 认真进行教学反思。

总之, 教师在教学过程中, 应以教师为主导, 学生为主体, 坚持科学探究, 联系生活实际, 采用合理的教学方法和先进的教学手段, 不断地自我反思, 让学生在愉悦的氛围中思考、接受、主动参与并掌握知识, 达到教与学的和谐统一, 最大限度地提高学生的科学素养。

摘要：初中化学新课程教学, 它既是理论与实践相结合的过程, 又是化学教育工作者在教学生活中体验与不断升华的过程。随着教学改革的不断深化, 那种单独依靠增加课时数来完成教学任务, 提高教学质量的方法, 显然违背了教学规律, 不利于学生的全面发展。为减轻学生课业负担, 提高教学质量, 必须根据化学本身的特点, 在课堂中要效率, 求质量。

8.新目标九年级试卷 篇八

1.aggressive adj. angry, and behaving in a threatening way; ready to attack侵犯的,挑衅的eg:

As a teenger Sam was aggressive and moody. 萨姆十多岁时好斗、暴躁。

Cheetahs are aggressive and fast. 猎豹攻击性强而且速度快。

链接:aggression n. feelings of anger and hatred that may result in threatening or violent behaviour好斗情绪;攻击性eg:

The research shows that computer games may cause aggression.

研究显示,电脑游戏可能引起好斗情绪。

2.weigh

(1)v. measure how heavy somebody or something by using scales称;称……重量eg:

He weighed himself on the scale. 他在磅秤上称了称体重。

She wighed the stone in her hand. 她用手掂了掂那块石头的重量。

(2)v. to have a particular weight有……重;重…… eg:

——How much do you weigh?你体重多少?

——I weigh 60 kilos. 我的体重是60公斤。

链接:weight n. how heavy sb./sth. is重量 eg:

It is about 76 kilos in weight. 它重约76千克。

She is trying to lose weight. 她正在设法减肥。

3.discover v. to find sb./sth. that was hidden发现;发觉 eg:

They discovered this beach while they were sailing around the island.

他们在围绕这个海岛航行时发现了这个海滩。

Scientists around the world are working to discover a cure for AIDS.

全世界的科学家都在努力寻找治疗艾滋病的方法。

链接:cover v. to place sth. over or in front of sth. in order to hide or protect it掩蔽;遮盖eg:

She covered the table with a newspaper. 她用报纸把桌子盖上。

He laughed to cover his nervousness. 他哈哈大笑以掩饰他紧张的心情。

有些动词前加dis-变成了反义词。eg:

like(喜欢)→dislike(不喜欢,讨厌) appear(出现)→disappear(消失;看不见)

close(关闭)→disclose(揭露;透露) continue(继续)→discontinue(停止;中断)

4.polluted adj. land, air, or water, etc. is made dirty被污染的 eg:

The people are saving polluted environment. 人们正拯救被污染的环境。

The polluted rivers have few creatures. 被污染的河流没什么生物。

链接:pollute v. to add dirty or harmful substance to land, air, water, etc. so that it is no longer pleasant or safe to use污染;弄脏 eg:

The river has been polluted with toxic waste from local factories.

当地工厂排放的有毒废弃物污染了这条河。

We must stop harmful gas from polluting our air. 我们必须阻止有害气体污染空气。

pollution n. the process of making air, water, soil, etc. dirty污染;弄脏 eg:

The air pollution is very serious. 空气污染非常严重。

We must try our best to reduce levels of environmental pollution.

我们必须尽力降低环境污染的程度。

5.suitable adj. right or appropriate for a particular purpose or occasion合适的;适宜的eg:

This programme is not suitable for children. 这个节目儿童不宜。

I don’t have anything suitable to wear for the party. 我没有适合在聚会上穿的衣服。

链接:suitably adv. in a way that is right or appropriate合适地;适宜地eg:

I am not really suitably dressed for a party. 我穿这样的衣服参加聚会并不十分得体。

suit v. to be convenient or useful for sb.对某人方便;合某人心意 eg:

If we met at two o’clock, would that suit you? 我们两点钟见面,你方便吗?

It suits me to start work at a later time. 对我来说,最好晚一点再开始工作。

6.disgusted adj. feeling or showing disgust 厌恶的;厌烦的eg:

He was disgusted to see such awful living conditions.

看到如此糟糕的生活环境他觉得很气愤。

I was disgusted with myself for eating so much. 我吃得太多,自己觉得无地自容。

链接:disgust n.&v. a strong feeling of dislike; dislike 厌恶;厌烦eg:

The idea fills me with disgust. 这个想法实在让我恶心。

What he said really disgusted me. 他说的话实在让我反感。

7.recycle v. to treat things that have already been used so that they can be used again 再循环;回收利用eg:

Denmark recycles nearly 85% of its paper. 丹麦的纸张回收率达85%。

This box is made from recycled paper. 这箱子是用再生纸制作的。

链接:recyclable adj. to be used again 可循环利用的eg:

We should collect the recyclable plastic and many other materials.

我们应收集可循环利用的塑料和许多其他材料。

recycling n. 回收利用eg:

Have you ever collected waste paper or bottles for recycling?

你曾经收集过废纸或瓶子来再利用吗?

He works in a recycling plant. 他在废品回收加工厂工作。

8.pull

(1)v. move somebody or something strongly towards yourself拉;拖;拔eg:

They pulled the boat out of the water. 他们把船拉出水面。

The cart was pulled by two horses. 那辆大车用两匹马拉着。

(2)pull的反义词push v. make sb./sth. move forward or away from you推;移动 eg:

You push and I’ll pull. 你推,我拉。

We pushed and pushed but the big stone wouldn’t move.

我们推了又推,但那块大石头一动不动。

9.glue

(1)v. stick one thing to another thing with glue 粘贴;粘合eg:

She glued the label onto the box. 她把标签贴在箱子上。

Glue the two pieces of cardboard together. 把这两张硬纸板粘在一起。

(2)n. a sticky substance that is used for joining things together胶水eg:

He bought a tube of glue. 他买了一管胶水。

He sticks to her like glue. 他形影不离地跟着她。

10.roof(复数roofs) n. the top of a building or car that covers it屋顶;顶;房顶eg:

Pamirs is the roof of the world. 帕米尔高原是世界屋脊。

You can grow some plants on the roof of a house. 你可以在屋顶种一些植物。

链接:roofed adj. having the type of roof mentioned有……顶的 eg:

There are rows of flat-roofed buildings here. 这里有一排排的平顶大楼。

It is a glass-roofed table. 它是一张玻璃面的桌子。

11.discard v. reject as unwanted丢弃;放弃eg:

You shouldn’t discard the old newspapers. 你不应该丢弃那些旧报纸。

We should discard the dross and select the essential. 我们应该去粗取精。

12.society n. a group of people who join together for a particular purpose社会;社团,协会 eg:

She joined the university film society. 她加入了大学里的电影协会。

They were discussing the problems of western society. 他们正在讨论西方社会的问题。

链接:social adj. connected with society and the way it is organized 社会的eg:

Protecting environment is a very important social problem.

保护环境是一个非常重要的社会问题。

He is very interested in social science. 他对社会科学非常感兴趣。

13.inspiration n. the process that causes people to have exciting new ideas or makes them want to create sth.; a person or thing that gives you ideas which help you do something good灵感;鼓舞人心的人(或事物) eg:

The beauty of the mountains was a great source of inspiration to the writer.

山间美景是作者灵感的泉源。

Her example has been an inspiration to many young women.

她的榜样启发了很多年轻的妇女。

链接:inspire v. give sb. the desire, confidence to do sth. well鼓励;鼓舞eg:

The actors inspired the kids with their enthusiasm. 演员们以热情鼓舞着孩子们。

His super play inspired the team to a thrilling 5-0 win.

他的出色表现使球队士气大振,以5:0大获全胜。

inspiring adj. exciting and encouraging you to do or feel sth. 鼓舞人心的;激励的eg:

He is an inspiring teacher. We all like him. 他是一个启发能力强的老师,我们都喜欢他。

The book is less than inspiring. 那本书不大吸引人。

14.raise

(1)v. to bring or collect money or people together筹募;征集;召集;组建eg:

We are raising money for charity. 我们在进行慈善募捐。

He set about raising an army. 他着手组建一支部队。

(2)v. to care for child or young animal until it is able to take care of itself抚养;养育;培养eg:

She’s now living in Beijing but she was raised in Shijiazhuang.

她现在住在北京,但是她是在石家庄长大的。

I’ve raised two children. 我已经养育了两个孩子。

(3)v. to breed particular farm animals; to grow particular crops饲养;培育;种植eg:

They raise sheep and fish as well as chickens and pigs.

除了养鸡、养猪之外,他们还养羊、养鱼。

We raise wheat and corn every year. 每年我们种植小麦和玉米。

(4)v. to lift or move sth. to higher level提升;举起;提起 eg:

He raised a hand in greeting. 他扬起手表示问候。

She raised her eyes from her work. 她停下工作,抬起头看了看。

(5)v. to increase the amount or level of sth. 增加,提高(数量,水平等)eg:

How can we raise standards in schools? 我们怎样才能提高学校的水平?

I don’t want to raise her hopes. 我不想让她期望过高。

(二)短语

1.be against (doing) sth. 意为“反对(做)……” eg:

I am against letting the students play computer games. 我反对让孩子们玩电子游戏。

be against 的反义词 be for意为“赞成” eg:

We are for peace and against war. 我们赞成和平,反对战争。

2.be surprised to do sth. 意为“对……感到惊讶”

在“be+adj.+to do”结构中,不定式作原因状语。eg:

We were surprised to hear the news. 听到这个消息我们很惊讶。

She is pleased to meet her old friend. 见到老朋友,她非常高兴。

3.care for 意为“关心;爱护” eg:

How the teachers care for us! 老师多么关心我们啊!

We should care for each other and help each other. 我们应当互相关心,互相帮助。

care for还可意为“喜欢;想要;对……有兴趣” eg:

Would you care for a drink? 你想喝点儿什么吗?

He doesn’t care much for noisy places. 他不太喜欢热闹的地方。

4.urge sb. to do sth. 意为“诚恳而强烈要求某人做某事” eg:

Our teacher urges us to study hard. 我们老师要求我们努力学习。

Mother urged me to finish doing my homework on time. 妈妈要求我按时完成作业。

5.pull sth. down 意为“拆毁;摧毁;捣毁” eg:

The old school has been pulled down. A new school is being built.

那所旧学校已经被拆了,一所新的学校正在建造。

The tall building was pulled down by the terrorists. 那幢大楼被恐怖分子摧毁了。

pull sb. down 意为“使扫兴;贬低某人” eg:

We should try our best to help others instead of pulling others down.

我们应竭尽全力去帮助别人,而不是贬低他们。

Don’t worry. He won’t pull us down. 别担心,他不会让我们扫兴的。

6.be made from 意为“由……制成;由……构成” eg:

Paper is made from wood. 纸是由木头制成的。

含有make的短语还有:

be made of, be made in, be made by, be made into, be made up of等。

(1)be made of 和be made from都表示某物“由……制成”, of, from后面跟表示原材料的名词,用of多指原材料在制成品中可以看得出;from后的原材料多在制成品中看不出来。eg:

This shirt is made of cotton. 这件夹克衫是由棉布做成的。

The wine is made from rice. 这种酒是由米酿成的。

(2)be made in“在……地方制造”,in后跟表示地点的名词。eg:

My watch was made in Shanghai. 我的手表是上海产的。

The cars are made in Japan. 这些汽车是日本产的。

(3)be made by意为“由……制造”,by后面跟动作的执行者。eg:

The model plane was made by my father. 这个飞机模型是我爸爸制作的。

(4)be made into…意为“制成……”。eg:

Glass can be made into different kinds of things. 玻璃可以制成各种东西。

Flour can be made into bread. 面粉能做成面包。

(5)be made up of意为“由……组成”。eg:

Japan is made up of many islands. 日本由许多岛屿组成。

Computers are made up of many parts. 电脑由许多零件构成。

(三)词语辨析

1. discover, invent, find out

(1)discover“发现(已经存在的东西)” eg:

Who discovered America? 谁发现了美洲?

The feathered dinosaur fossil was discovered in Liaoning Province.

长羽毛的恐龙化石是在辽宁省被发现的。

(2)invent“发明,创造(不曾存在的东西)” eg:

Edison had over 1000 inventions in his life. 爱迪生一生有一千多项发明。

Do you know who invented the plane? 你知道谁发明的飞机吗?

(3)find out“指偶然获悉或经研究或询问得知” eg:

When did you find out that he is a thief? 你什么时候发现他是小偷的?

We must find out who broke the window. 我们必须查出是谁弄坏了窗户。

2.many, much, a lot of, lots of

(1)many, much常用于疑问句、否定句中,在陈述句中可用于so, as和too之后。eg:

How many students are there in your class? 在你班里有多少学生?

You made too many mistakes. 你犯的错误太多了。

How much meat do you need? 你需要多少肉?

Don’t eat too much rich food. 不要吃太多油腻食品。

注意:many修饰可数名词复数, much修饰不可数名词。

(2)a lot of 或lots of“许多”,通常用于陈述句中。既可修饰可数名词复数,也可以修饰不可数名词。eg:

He has lots of money. 他有许多钱。