九年级英语-单元知识体系框架.doc

课程标准学习：单元教学知识结构（一）类别项目科目单元/章、节年级时间制作者英语Unit 1 How can we become good learners?七年级2018.01吕 宁 主要目标一、 教学目标 1、语言目标 1）询问别人的学习方法 2）学习讨论各种学习方法和策略，学会评价各种学习方法的优劣 2、知识目标 1）How do you study for a test？ I study by ving . 2) the way to do sth the way of doing sth have trouble doing sth 的用法 3、能力目标 1）通过讨论找到适合自己的学习方法，找出自己在英语学习中的困难 2）学会给出关于学习方法的建议知识点与方法知识点：Learning how to learn.方法: 听、说、读、写知识体系结构（1）熟练掌握下列词汇： aloud pronunciation discover repeat note pronounce increase speed partner create active connect review knowledge wisely born attention（2）熟练掌握下列短语： work with friends ask the teacher for help read aloud look up practice pronunciation connectwith pay attention to （3）掌握下列句型： How do you study English? I learn by working with a group. Do you learn English by reading aloud? Yes, I do. It helps my pronunciation. How can I read faster? You can read faster by reading word groups. How can I improve my pronunciation? One way is by listening to tapes.But whether or not you can do this well depends on your learning habits. 重点、难点（Key points and difficulties） 1. 学会运用how来询问做事方式 2. 学会运用by + doing的结构表达做事方式。by 介词，表示“通过方法或途径”，译成“靠、通过”。by后面可以加名词或动名词短语。 3. 动名词的构成： 动词后加动名词doing，相当于名词，在句子中可以做主语、宾语、表语定语等。注：1.学习内容主要为本学期所教学科内容。2.完成后以电子版形式上交课程标准学习：单元教学知识结构（二）类别项目科目单元/章、节年级时间制作者英语I think that mooncakes are delicious.七年级2018.01吕 宁主要目标1语言目标：掌握本单元词汇，听懂、掌握谈论中外不同国家文化的语言材料。 2 技能目标：能听懂语言材料，掌握听的技巧；能读懂介绍中外不同文化的文章。3 情感目标：通过开展角色表演等活动，培养学生阅读兴趣。通过本单元的阅读，培养学生的文化意识，陶冶思想情操。知识点与方法知识体系结构(1) 短语:the Water Festival, the Dragon Boat Festival, Spring Festival, celebrate Middle-Autumn Festival, the shape of, carry to, shoot down, plan to do sth., try to do sth., refuse to do sth., fly up, sothat,call out, lay out, start the tradition ofone, the other, giveto,take out, more and more populardress up, care about, make money, used to, end up, warn sb. to do sth., introduce sb., make sb. do sth., give birth to life, not onlybut also(2) 句子:Bill thinks that the races were not that interesting to watch.Bill wonders whether theyll have the sweet rice dumplings again next year.But I believe that April is the hottest month of the year there.I wonder if its similar to the water festival of Dai people in Yunnan Province.They carry peoples wishes to the families they love and miss. However, most people think that the story of Change is the most touching.Many would agree that when we think of Christmas, we probably think of gifts, Christmas trees and Santa Claus.A Christmas Carol is a famous novel written by Charles Dickens.He just cares about whether he can make more money.Marley used to be just like Scrooge, so he was punished after he died.He now treats everyone with kindness and warmth, spreading love and joy everywhere he goes.Not only do people spread them around in different hiding places for an egg hunt, but they also give out these treats as gifts.教学难点：1. 学会运用宾语从句来表达句子。2. 学会运用what和how表达对某事物的感叹。注：1.学习内容主要为本学期所教学科内容。2.完成后以电子版形式上交课程标准学习：单元教学知识结构（三）类别项目科目单元/章、节年级时间制作者英语Could you please tell me where the restrooms are ?七年级2018.01吕 宁主要目标1. 语言知识目标基本词汇：restroom, stamp, bookstore, postcard, pardon, washroom, bathroom, normal, rush, suggest, staff, grape, central, mail, east, fascinating, convenient, mall, clerk, corner, polite, politely, speaker, request, direction, correct, direct, whom, address, underground 基本句型：Excuse me, do you know where I can buy some medicine? Sure. Theres a supermarket down the street. Could you please tell me how to get to the post office? Sorry, Im not sure how to get there.I wonder where we should go next.Could you tell us when the band starts playing this evening?You should try that new ride over there.2. 技能目标: （1）能用宾语从句礼貌的寻求帮助。 （2）能用正确的方法指路。3. 情感目标: 培养学生尊重他人，对人有礼貌，热爱生活。知识点与方法知识点：1、（1）礼貌的向他人寻求帮助。 （2）正确使用宾语从句。2、运用宾语从句礼貌的寻求帮助。方法：听、说、读、写知识体系结构1. direct sentences 2. 1. Where are the restrooms? 2. When is the school trip?3. Peter, tell me your e-mail address.4. Wheres the post office?Indirect sentence1. Could you tell me where the restrooms are?2. Excuse me, Mr. West. Do you know when the school trip is?3. Peter, could you please tell me your e-mail address?注：1.学习内容主要为本学期所教学科内容。2.完成后以电子版形式上交课程标准学习：单元教学知识结构（四）类别项目科目单元/章、节年级时间制作者英语I used to be afraid of the dark.七年级2018.01吕 宁主要目标1. 语言知识目标：1) 能掌握以下单词： humorous, silent, helpful, from time to time, score 能掌握以下句型： Paula used to be really quiet. Did Mario use to be short? Yes, he did. Whats he like now? Hes tall now.2) 能够用英语描述自己或他人过去常常做的事情；发现自己或他人在外表、性格、兴趣等方面所发生的变化。2. 情感态度价值观目标： 让学生明白事物是在不断发展、变化的道理，培养学生积极向上的心态。知识点与方法知识点：1) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。2) 总结 used to 的不同句型。2. 教学难点：1) 学习运用表达过去常常做的事情或状态的句型2) 掌握used to的用法。方法：听、说、读、写知识体系结构一、used to 的用法 used to 意为“过去常常”，用于表示过去习惯性的动作或存在的状态（强调与现在的对比，暗示现在不做了）。其中to为不定式符号，后跟动词原形。used to只用于一般过去时态，没有人称和数的变化。例如： Tom used to be very thin, but now hes big and strong. 汤姆以前很瘦，但现在他又高又壮。 二、句式结构： 1. 否定句 used not主语 + to do sth. didnt use2. 一般疑问句 Did + 主语 + use + to do? 答语：Yes, sb did. / No, sb didnt. 3. 反意疑问句 主句，didnt + 人称代词？例如： Did you use to go to museums? 你过去常去博物馆吗？Yes, I did. / No, I didnt. 是的。/ 不是。Your brother used to have noodles for breakfast, didnt he? 你哥哥过去早餐常吃面条，不是吗？三、辨析 used to do sth.表示过去习惯性的动作或存在的状态。to后跟动词原形，只用于一般过去时态。be used to + n./pron./doing意为“习惯于”，to是介词，后接名词、代词或动名词。可用于各种时态。get/become used to sth./doing sth.意为“逐渐习惯于”，强调这一习惯的过程，to是介词。be used to do 意为“被用来做”，被动语态结构，to后跟动词原形。be used for doing sth意为“被用来”，介词for表示功能、用途。注：1.学习内容主要为本学期所教学科内容。2.完成后以电子版形式上交课程标准学习：单元教学知识结构（五）类别项目科目单元/章、节年级时间制作者英语 Unit 5 What are the shirts made of?七年级2018.01吕 宁主要目标1. 语言知识目标：1) 能掌握以下单词： chopsticks, coin, fork, blouse, silver, glass, cotton, steel, grass, leaf, produce, widely, be known for, process, pack 能掌握以下句型： This ring looks nice. Is it made of silver? Yes, and it was made in Thailand. What is it made of/from? China is famous for tea, right? Where is tea produced in China? 2) 能够用英语描述及询问物品的制作材料，正确理解被动语态的用法及句子结构。2. 情感态度价值观目标： 了解一些日常用品的制成材料，增加生活常识，养成良好的生活习惯；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，培养学生的民族自豪感及爱国主义精神。知识点与方法知识点：Talk about the history of inventions.方法：听、说、读、写知识体系结构一、被动语态 当主语为动作的执行者时, 谓语的形式为主动语态; 当主语为动作的承受者时, 谓语要用被动语态。e.g. Many people speak English. （主动语态, 句子的主语many people是动作speak的执行者） English is spoken by many people. （被动语态, 句子的主语English是动作speak的承受者）二、被动语态的构成 被动语态由“助动词be + 及物动词的过去分词”构成。与主动语态一样，被动语态也有时态、人称和数的变化, 其变化规则与be作为连系动词时完全一样。 肯定式否定式疑问式一般现在时I am asked He/She is asked We/You/They are askedI am not askedHe/She is not askedWe/You/They are not asked Am I asked ?Is he/she asked ?Are we/you/they asked ?注：1.学习内容主要为本学期所教学科内容。2.完成后以电子版形式上交课程标准学习：单元教学知识结构（六）类别项目科目单元/章、节年级时间制作者英语Unit 6 When was it invented?七年级2018.01吕 宁主要目标1. 语言知识目标：1) 能掌握以下单词： heel, scoop, electricity, style, project, pleasure, zipper, daily, website, pioneer, list, mention 能掌握以下句型： When was the telephone invented? I think it was invented in 1876. What are they used for? They are used for seeing at night. 2) 能谈论物品被发明的时间、发明者，表达某发明的用途。2. 情感态度价值观目标： 了解一些近现代发明的时间及用途，激发自己热爱发明的情感。培养想象力，善于观察事物。面对难题，用积极的态度去解决，发挥想象力，认识世界，改造世界。 知识点与方法1) 本课时的单词、词组和句型，学习运用一般过去时态的被动语态。2) 学会询问发明时间及用途的基本句型：When was the telephone invented? I think it was invented in 1876. What are they used for? They are used for seeing at night.运用一般过去时态的被动语态来讨论发明的发明时间及用途知识体系结构一般过去时态的被动语态的构成 英语有两种语态：主动语态和被动语态。主动语态表示主语是动作的执行者，而被动语态则表示主语是动作的承受者。如：We cleaned the classroom yesterday. 我们昨天打扫了教室。(主动语态，主语we是clean这一动作的执行者)The classroom was cleaned yesterday. 教室昨天被打扫。(被动语态，主语the classroom是clean这一动作的承受者)一、一般过去时被动语态一般过去时被动语态的结构为“主语+ was /were +及物动词的过去分词 (+by+动作的执行者).”。如： Trees were planted last spring.去年春天种了树。1. 肯定句： 主语 + was/were +及物动词的过去分词 + 其他. Paper was invented by Chinese people two thousand years ago. 纸是中国人在二千多年前发明的。 2. 否定句： 主语 + was/were not +及物动词的过去分词 + 其他. Women were not allowed to take part in the games at first. 开始妇女不允许参加奥运会。 3. 一般疑问句： Was/Were +主语 +及物动词的过去分词 + 其他? Were these pictures drawn by your sister? 这些图片是由你妹妹画的吗？ 二、被动语态的用法：1. 不知道谁是动作的执行者，或没有必要指出谁是动作的执行者。 e.g. English is spoken all over the world. 全世界都在说英语。2. 需要突出或强调动作的承受者。 e.g. This dictionary is used by most students. 这本字典是大多数学生在用的。三、主动语态变被动语态应注意的问题1. 有些短语动词相当于及物动词，变为被动句时介词或副词不能去掉。 They put off the meeting because of the weather. The meeting was put off because of the weather. 会议因天气的缘故被推迟了。 2. 含有双宾语的主动句变为被动句时，通常把指“人”的间接宾语变为主语，指“物”的直接宾语保留不变；如果把指物”的直接宾语变为主语，则在间接宾语前加to或for。 My aunt gave me an e-dictionary yesterday. I was given an e-dictionary yesterday. An e-dictionary was given to me yesterday. 3. 主动句中感官动词see/hear/watch/feel等和使役动词make/let/have等后跟省略to的动词不定式，变为被动语态时应加上不定式符号to。I saw a heavy man enter the house. A heavy man was seen to enter the house. 4. 系动词、不及物动词或某些短语动词（happen, take place, come true, fall asleep）没有被动语态。 What happened to Mr. Brown? 布朗先生发生了什么事？ 注：1.学习内容主要为本学期所教学科内容。2.完成后以电子版形式上交课程标准学习：单元教学知识结构（七）类别项目科目单元/章、节年级时间制作者英语Unit 7 Teenagers should be allowed to choose their own clothes.七年级2018.01吕 宁主要目标1语言目标：理解并正确运用本单元的重点词汇2 技能目标：熟练运用 “should (not) be allowed to do”谈论应该被允许和不应该被允许做某事;熟练运用 “be (not) allowed to do”谈论被允许和不被允许做某事; 熟练运用 “I agree / disagree.”或“ I dont agree.”表达自己的观点。3 情感目标：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； 明白父母、教师的合理建议对自己成长的重要性4文化意识目标: 了解中外审美观的差异，形成自己的审美观，展示个性； 了解中西方关于青少年的不同文明准则。知识点与方法重点语法：被动语态重点词汇：smoke, pierce, license, safety, earring, cry, field, hug, lift, awful, teen, regret, poem, bedroom , community, chance, manage, society, unit, educate, professional, enter, support talk about, keep away from, make ones own decision, get in the way of 重点句型： I dont think sixteen-year-olds should be allowed to drive. I agree./ I disagree. I think sixteen is too young.Do you think teenagers should be allowed to work at night? Yes, I do. / No, I dont.：含情态动词 should的被动语态结构“should be allowed to”知识体系结构A. 含有情态动词的被动语态的结构为：情态动词+_+及物动词的_。B. 含有情态动词的主动语态变为被动语态时，要把主动语态的_变成被动语 态的主语。C. 变为否定句时只需要在情态动词后加_。D. 变为一般疑问句时只需把_提到句首。注：1.学习内容主要为本学期所教学科内容。2.完成后以电子版形式上交课程标准学习：单元教学知识结构（八）类别项目科目单元/章、节年级时间制作者英语Unit 8 It must belong to Carla.七年级2018.01吕 宁主要目标1. 语言知识目标：1) 能掌握以下单词：truck, picnic, whose, pink, rabbit, magazine能掌握以下句型： The person must go to our school. Whose book is this? It must be Mary's. /It must belong to Mary.2) 能够用情态动词表推测.2. 情感态度价值观目标： 让学生根据已有事实推测可能性。知识点与方法1) 掌握本课时中出现的生词truck, picnic, volleyball, whose, pink, rabbit, valuable, somebody, anybody2) 学会描述表示物品所属提问和回答：Whose book is this? It must be Mary's. 3）Whose .is this? 句型 知识体系结构情态动词表推测，可能性：must> can/could> may/might一、must表示可能性最大的肯定推测，意思是“一定、准是”。只能用于肯定句。如果要表示“一定不”，应该用can't。如果询问可能性时，应该用can。e.g. He must know the answers. 他肯定知道答案。He can't know the answers. 他肯定不知道答案Can he know the answer? 他知道答案吗？二、can/couldcan表示推测“可能性”时，一般用于否定句或疑问句。can在疑问句中意思是“会，可能”。e.g. He cant pick her schoolbag up. 他不可能拿了她的书包。could 用于表示某事有可能发生或可能是事实。e.g. Dont eat it. It could go bad. 不要吃它，可能坏了。The plane could be put off by the storm. 这趟飞机可能会因为暴风雨而推迟。could可用于表示客气、礼貌、委婉的请求语气。Could you please help me with my homework？你能帮我完成我的家庭作业吗？三、 may/mightmay, might表示推测“可能性”时，意思是“可能”，“也许”。might不表示过去时态，语气更委婉，可能性更小。may, might表推测时，可用于否定句，但不用于疑问句。e.g. He may/ might not be at home, but I'm not sure. 他可能不在家，不过我也不确定。四、推测时态1. must: 推测现在/ 正在/ 过去发生的动作。e.g. He must have a car now. (现在) 他一定有一辆小汽车。 He must be finishing his homework at home. (正在进行) 他一定在家做作业。 He must have finished the work. (过去) 他一定已完成了工作。2. cancan/ cant 后可接进行时/完成时，表示对现在发生的动作或过去发生的动作进行推测。e.g. They cant be reading in the library. 他们一定不在图书馆读书。 He cant have gone to Shanghai because I saw him just now. 他不可能去了上海，我刚看见他了。3. may/ mightmay，might 可以推测现在正在发生的动作或过去发生的动作，还可以推测将来的情况。e.g. He may/might be sleeping now. (现在) 他可能正在睡觉。 These people may/might have seen the film before. (过去) 这些人以前可能看过这部电影。 It may rain. There are some clouds. (将来) 可能会下雨。因为有一些乌云。注：1.学习内容主要为本学期所教学科内容。2.完成后以电子版形式上交课程标准学习：单元教学知识重点一览表（1-8单元）单元/章教学重点知识教学难点知识Unit 1 How can we become good learners?1. 学会运用how来询问做事方式 2. 学会运用by + doing的结构表达做事方式。by 介词，表示“通过方法或途径”，译成“靠、通过”。by后面可以加名词或动名词短语。3. 动名词的构成： 动词后加动名词doing，相当于名词，在句子中可以做主语、宾语、表语定语等。Unit 2 I think that mooncakes are delicious.1. 学会运用宾语从句来表达句子。2. 学会运用what和how表达对某事物的感叹。 1. 学会运用宾语从句来表达句子。2. 学会运用what和how表达对某事物的感叹。Unit 3 Could you please tell me where the restrooms are ?（1）礼貌的向他人寻求帮助。（2）正确使用宾语从句。：运用宾语从句礼貌的寻求帮助Unit 4 I used to be afraid of the dark.1)掌握本课时中出现的生词humorous, silent, helpful, from time to time, score2) 学会描述自己或他人过去常常做的事情基本句型：I used to 3）发现自己或他人在外表、性格、兴趣等方面所发生的变化。used to do/be 句型 Unit 5 What are the shirts made of?1. 教学重点：1) 掌握本课时中出现的生词2) 能够用英语描述及询问物品的制作材料3）正确理解被动语态的用法及句子结构。理解被动语态的用法及句子结构。Unit 6 When was it invented?1) 本课时的单词、词组和句型，学习运用一般过去时态的被动语态。2) 学会询问发明时间及用途的基本句型：When was the telephone invented? I think it was invented in 1876. What are they used for? They are used for seeing at night.运用一般过去时态的被动语态来讨论发明的发明时间及用途。Unit 7 Teenagers should be allowed to choose their own clothes.重点语法：被动语态重点词汇：smoke, pierce, license, safety, earring, cry, field, hug, lift, awful, teen, regret, poem, bedroom , community, chance, manage, society, unit, educate, professional, enter, support talk about, keep away from, make ones own decision, get in the way of 重点句型： I dont think sixteen-year-olds should be allowed to drive. I agree./ I disagree. I think sixteen is too young.Do you think teenagers should be allowed to work at night? Yes, I do. / No, I dont.含情态动词 should的被动语态结构“should be allowed to”Unit 8 It must belong to Car