【#实用文# #九年级英语教案收藏#】作为一位无私奉献的人民教师，就有可能用到教案，教案有利于教学水平的提高，有助于教研活动的开展。那么你有了解过教案吗？以下是小编帮大家整理的九年级英语教案（精选9篇），仅供参考，希望能够帮助到大家。
九年级英语教案 篇1
教学目标：
1.能听懂、会说、会读、会写词汇open,the,door,close,window。
2.能听懂、会说、会读词汇inclass,standup,Mr,sitdown,please, sorry,comein.
3.能听懂、会说、会读日常用语与句型Openthedoor/thewindow.Closethedoor/thewindow.Standup.Sitdown.Comein,please.I’msorry.教学重点
1.句型：Openthedoor/thewindow.Closethedoor/thewindow.Standup.Sitdown.Comein,please.I’msorry.
2.词汇：inclass,standup,Mr,sitdown,please,sorry,come
in.open,the,door,close,window.
教学难点：
1.句型：Openthedoor/thewindow.Closethedoor/thewindow.Standup.Sitdown.Comein,please.的正确读法和在情境下的正确运用。
2.词汇：open,close的.用法
教学准备：
1.第一单元Storytime部分的挂图、多媒体、磁带、录音机。
2.人物MrGreen,LiuTao,Mike,WangBing的头像卡片。
3.句型：书写Openthedoor/thewindow.Closethedoor/thewindow.Standup.Sitdown.Comein,please.I’msorry.的条形卡。
4.在黑板上画好四线三格。
教学过程：
一、Greetings
T:Goodmorning/afteroon,class.
Ss:Goodmorning/afteroon,...
出示人物头像，T:Who’she?
S:He’sLiuTao/Mike/WangBing.
T:Who’she?
S:He’sMrGreen.(引导学生说)
领读并教学Mr,区别Mr与Miss的用法。
二、Listenandact
1.事先安排一名学生站在门外，教会迟到了说I’msorry.
教师关门上课。
门外学生敲门，T:S1,pleaseopenthedoor.(做手势).
S1：Yes,Mr/Miss...
S2(门外学生)：I’msorry，Mr/Miss...
T:Comein,...
出示句型条形卡，边做动作边领读：
Pleaseopenthedoor.
I’msorry.
Comein.
2.T:(教师指门)What’sthis?
S:It’sadoor.
引导学生学习、拼读单词door.
教师做关门、开门动作，并领学生说;
Openthedoor.
Closethedoor.
同法教学window.Openthewindow.Closethewindow.
出示句型条形卡，边做动作边领读。
3.做手势，让学生边做边说：
Standup.
Sitdown.
出示句型条形卡，边做动作边领读。
三、Look,readandact.
教师打乱句型条形卡顺序，指名学生认读并做相应的动作。
四、Storytime
1.出示本部分图片，引导学生看图说话。
T:Look,MrGreenandhisstudentsareinclass.(教学inclass.)Whataretheysaying?Let’swatchandlisten.
播放多媒体动画，引导学生理解在课堂上的各情境中老师和学生分别说了些什么。
1)刚上课班长说什么?
2)师生是怎样问候的。
3)Mike迟到了，他怎么说，老师怎么说。
4)老师请开门、关窗上怎么说的。
2.学生看图、听录音跟读，注意语音、语调。
五、Doarole-play.
1.请一名学生上来，做“小老师”用学过的语句来上课，并请其他同学做动作。
2.小组活动。一名学生做老师，用学习的句子命令其他同学做动作。
六、Readandwrite
1.教师在黑板上示范板书open,the,door,close,window。
2.领读并让学生模仿抄写。
七、Homework
1.抄写单词open,the,door,close,window。
2.听录音跟读Storytime。
义务教育(江苏)三年级英语下册教案Unit1Inclass
九年级英语教案 篇2
一、教材分析
定语从句是本单元的语法要点，是在1-8单元已经对该语法知识有所渗透的前提下安排的。本节课话题是让学生体会音乐在生活中无处不在，体会不同类型音乐的特点，学会热爱生活；能用简单的定语从句形式表述自己的观点。通过本节的学习，增强学生对复合句的理解，提高其对此句式的应用能力。
二、三维目标
1、知识目标：
掌握本单元基本词汇，学会恰当的使用引导词that ,who
2、能力目标
1）掌握功能句“What kind of music do you like ? I like music that I can dance to . I love singers who can write their ownmusic.”
2）能够自如地谈论自己所喜欢的音乐和音乐家。
3、情感目标：
通过学生谈论对音乐和音乐家的好恶，从而使学生学会欣赏音乐的美。
三、教学重点
1）本节课的教学重点是学会并掌握先行词为物或者人时，引导词“that ,who ”的使用方法。
2）“prefer …to…”的用法
3）掌握有关音乐的词汇和相关的词组，能够比较流利地描述自己喜欢的音乐，运用功能句 “What kind of music do you like ? I like music that I can dance to . I love singers who can write their own music.”
四、教学难点
定语从句运用
五、教学策略
采用任务型语言教学，实施情境教学法、小组合作探究法、情感激励法。
六、教学准备
自制多媒体课件（PowerPoint）；录音机(A tape recorder)
七、教学环节
1、课堂导入
⑴ Warming up
⑵ Discuss: Do you like music? What kind ofmusic do you know?
⑶ There aremany kinds of music such as pop ,jazz, rock……. Let Sstalk about the kinds of music..（多媒体出示）
⑷Let Ss read 1a. Explain the sentences:
I prefermusic that has great lyrics=I like music that has great lyrics better.
lyrics:the plural form is often used.
Ask Ss topractice in pairs then make up a short passage using the four sentences on thescreen.
2、课堂讲授
Explain attributive clauses.
定语从句：在复合句中修饰名词或者代词的从句叫做定语从句。先行词是“人”时，用关系代词who引导，先行词是“物”时，用关系代词that来引导
I love singers who write their ownmusic
I like music that I can dance to.
a. that即可代表事物也可代表人，which代表事物；它们在从句中作主语或宾语，that在从句中作宾语时常可省略关系词，which在从句中作宾语则不能省略。而且，如果which在从句中作“不及物动词＋介词”的介词的宾语，注意介词不要丢掉，而且介词总是放在关系代词which的前边，但有的则放在它原来的位置
b.which作宾语时，根据先行词与定语从句之间的语义关系，先行词与which之间的介词不能丢
c.代表物时多用which，但在带有下列词的句子中用that而不用which，这些词包括all,anything, much等，这时的that常被省略
d.who和whom引导的从句用来修饰人，分别作从句中的主语和宾语，whom作宾语时，要注意它可以作动词的宾语也可以作介词的宾语
e.where是关系副词，用来表示地点的定语从句
3、课堂练习
Fill inthe blank with who that
1）.I have a brother _______likes soccer.
2）Tom doesn’t like movies_______are too long and too scary.
3） We prefer groups ________ play loud and energetic songs.
4） He likes friends_________ often help each other
4、课堂活动
1)Askand answer in pairs:
What kindof music do you like best? Why?
I like popmusic/classical music/jazz music/country music/dance music, etc. And tell thereasons.
2)Listento four pieces of music .Then practice the conversation in pairs.
3)Showseveral pictures and introduce their favorite singers ,groups and so on..
4)Practice in pairs and talk about their favorite kinds ofsongs, singers and groups.
5)Listenand complete 1b,2a and 2b.
5、课堂小结
在定语从句中，先行词是“人”时，用关系代词who引导，先行词是“物”时，用关系代词that来引导。
I love singers who write their ownmusic
I like music that I can dance to.
who / that 在定语从句中做主语时，谓语动词的单复数应与先行词保持一致
I prefershoes that are cool.
I like apizza that is really delicious.
I lovesingers who are beautiful.
I have afriend who plays sports.
6、作业布置
Write a composition about the kinds of the friends they likeand dislike
八、教学反思
通过本单元的学习，不仅能使学生学会本单元的功能句，而且通过创设情境调动学生的积极性和自主性，使学生敢于用英语交流和表达，学习中遇到困难，愿意主动向他人请教，并有较强的合作精神，使学生进一步体会到英语学习的快乐与成就。
九年级英语教案 篇3
活动目标：
1 了解一些常见蔬菜的名称和特征。（西红柿Tomato、黄瓜cucumber、玉米Maize, 胡萝卜Carrot）
2 引导幼儿运用多种感官感知蔬菜的特征。
活动准备：
图片
活动过程：
一、复习水果Fruit
T：Yesterday，we have gone to fruit’s home. We has known the apple , banana , Orange and pear, do you also remember them?
S：yes！
T：ok！Now let me test you !（教师出示图片，问）
Please take a picture. What is this? Is this a fruit？ Let the vegetables gone here to line up. All these are fruit, all these are vegetables.
二、认识蔬菜
1、认识蔬菜、了解特征
T：This is …….
1）What color is it?（在黑板上画出颜色）
2）What sample is it?（在黑板上画出样子）
T：This is a tomato / Cucumber / Maize / Carrot.
It is red / green / yellow / Orange.
It is Round / long、Curved弯 / small、One for one一粒一粒 / long、Thick粗.
九年级英语教案 篇4
一、教材分析
本课是本单元的中心课文，主要以“邀请”这个话题为主线，电话交际为辅线来展开教学活动，讨论距离（befarfrom），请求许可（MayIYesyoumay.No,youmaynot.），表明意图（Iwantto?）中展开教学活动。
二、学情分析
学生已学习了打电话用语和MayI?句型，为学习本课做好了铺垫。
三、教学目标
1.帮助学生掌握并灵活运用本课的重点词汇、短语、句型
2.帮助学生掌握语言技能知识，熟练使用电话用语和邀请的日常交际用语，正确表达与本课有关的Distance、Permission、Intentions内容。
3．让学生感受勇敢地开口与同学交流合作的快乐。
四、教学方法
创设情境、小组演练、仿编对话
五、教学媒体
MultimediaRecorderandTape
六．教学反思
1.导入环节很顺利，效果较好。
2．创设情境让学生仿编演小对话环节较成功，让学生感觉到说英语并非想象的那么困难。
3．学生小组互助自学环节不太理想，部分学生胆怯，主动性不强，应加强鼓励，设法调动全体学生的学习兴趣，帮助他们增强自信。
4.前面语言训练环节用时间较多，使后面巩固知识的'练习时间不足，只能让学生课后完成。今后应尽量控制好各个教学环节的时间分配。
九年级英语教案 篇5
教材分析：
在本课时主要学习见面打招呼、自我介绍及道别用语Hello./Hi . Goodbye./Bye-Bye. 为此，教师为学生创设见面打招呼、自我介绍以及道别等情景，使学生了解英语常用用语以及使用环境。教学中，除让学生听懂以上日常用语以外，还应让学生敢说、会说。
教学目标：
1、听懂、会说 Hello./Hi . Goodbye./Bye-Bye.
2、通过创设见面打招呼、自我介绍以及道别等情景，让学生学会见面打招呼、自我介绍及道别的日常用语
3、培养学生乐于开口，敢于开口讲英语的习惯，激发学生想学、乐学英语的兴趣和愿望。
重点难点：
本部分主要是见面打招呼、自我介绍及道别用语的`会话学习，使学生在不同的情景中听懂、会说 Hello./Hi . Goodbye./Bye-Bye. Im ...。
教具准备：
1、教师自备与本课教学有关的文具和教师卡片。
2、课件。
教学过程：
一、热身、复习 （Warm-up/Revision）
T: Hello,everyone.
Ss: Hello,teacher.
T: How are you ,today?
Ss: I’m fine,thanks.
二、呈现新课 （Presentation）
（1） Let’s learn
A：教师边说边做：Hello./Hi . Goodbye./Bye-Bye.
B：对话练习
S1： Hello！
S2: Hello！
S3: Bye bye.
S4: Good bye.
三、趣味操练 （Practice）
（1）让学生们在黑板上进行卡片找朋友活动，扩展延伸问候语。
Hello. Hi .
Goodbye. Bye-Bye.
How are you? I’m fine,thank you.
Good morning. Good morning.
Nice to meet you. Nice to meet you, too.
（2）Chant练习。
Hello, hello. How are you?
I’m fine. Thank you.
四、课堂评价
做相关练习，巩固新知。
五、总结布置作业
九年级英语教案 篇6
活动目标
1、培养幼儿学习英语的兴趣。
2、培养幼儿对英语词语的理解能力及反应能力。
3、知道几种常见的交通规则。
活动准备
红绿灯各一个、猴子，小熊的手偶各一个。
活动过程
1、师生相互问好。
A：Good morning evrybody!
B：Good morning Miss zheng 。
2、TPR。
Long lizard long ，lying on a log .
look at the lizard ，lying on a log.
3、教师声情并茂的讲红绿灯的`故事，幼儿初步复习Red、Yellow、green、go等颜色的词并初步感知Stop 、wait.
（1）小猴第一次经过十字路口时，他发现了什么？
（2）当它很认真看时，什么灯亮了？它听到谁在叫？小熊说了什么？
（3）小猴第二次经过十字路口时，什么灯亮了？他是怎么做的？小熊又是怎么说的？
4、幼儿学习动词Stop 、wait
（1）幼儿与师边念歌谣边作动作。停一停StopStopStop.等一等wait wait wait.
（2）你能用英语说说我做了什么动作吗？
5、师朗诵童谣。
你听到了什么？你会说吗？
6、幼儿与师朗诵并表演童谣。
7、师，新课结束Good evry one，see you agian.
九年级英语教案 篇7
教学目标
1.能听、说、认读单词red、yellow、green、blue并能在实际情境中运用。
2.通过用Lets do部分“Show me...”的指令练习和运用有关颜色的单词，训练学生的动手能力。
3.通过学习，学生能根据自己喜欢的颜色设计东西，培养其动手的能力。
教学重难点
重点：掌握颜色单词red、yellow、green、blue。
难点：会用句型I see...描述自己看到的颜色。
教学工具
PPT课件、人物头饰、单词卡片、图片
教学过程
1、Warm-up
(1)T：Hello,boys and girls.I’m your newteacher today.My name is ChengGuangRui.So you can call me Mr.Cheng
Ss:Hello.Mr.Cheng.
T:Today we will learn Unit2 Colours(课件出示Colours单词,教师领读),Doyou know colours?
引导学生也可用汉语回答颜色
T:Let’ssing a song about colours,the song’s name is《colours》,Please stand up,clap your hands.(师生齐唱歌曲)
2.Presentation：
(1)课件出示学校的平面图和本课中出现的人物图，让生进行操练，为本课的学习做好铺垫。
T：Let’s go on,Look,what’s this?(课件出示学校图)引导学生说出school,教师领读(注意升降调)At school,we have many friends,Look,they are coming.(教师逐一介绍四个人物的名字) Let’s say “hello” tothem.
(2)课件出示公园图片，引导学生说出在公园里看到的景色，同时呈现本课的录音视频。
T：Today is a very sunny day.Our friends are going to the park(呈现公园图片) 领读单词park.Do you want to gothere?Let’s go,Listen(课件播放公园里鸟的叫声)What do you see in the park?(学生也可用汉语回答)
T：Yes,it’s a beautiful park.Do you see the flowers?Do you see thetrees?Do you see the rainbow?
Ss: Yes/No.
T：What do you see in the park? Let’s go,listen carefully(播放课文录音，让学生仔细的听)
T：What do you see in the park? Do you remember?引导学生利用句型I see...(板书)进行描述。
引导学生分别说出：I see red/yellow/green/blue.(出示四种颜色的图片贴到黑板上)
T：How many colours do you see in the park?Do you remember?Let’s listenagain,This time pay attention to the words.(再次播放视频让学生跟读)
T：How many colours do you see in the park?(课件出示四种颜色的图片，引导学生说出这几种颜色)Theyare red/yellow/green/blue.(板书四个单词,同时对学生进行书写规范训练)
播放chant伴奏，让学生看黑板跟唱。操练四个颜色单词。
T：OK，Ihave these colours.Look(分别呈现四个单词卡片)
教师领读、齐读、分组读
(3)T：OK，now,listen(再次播放chant伴奏，师生看黑板齐唱)
(4)活动：I say,you do
T：Here are the colours,(出示四种颜色的彩笔)Look,on your desk, you have the crayons,listen,when I say red,youcan take up the red crayon quickly,let’s try.
(5)课件出示四个句子，让学生进行操练。
T：Look here，In the park,we see many colours(课件呈现四个人物说的句子，学生齐读)OK，showme your finger(让生手指四个句子齐读)
(6)让生打开课本自己读，然后呈现chant文本，让生跟唱。
(7)活动：Colour your park
T：Now you have a new park,colour your park colourful.
学生开始活动，教师在下面巡视指导。
(8)找学生汇报自己的作品，利用句子I see...进行描述。
六、Homework：
绘制一个公园和你的家人一起分享。
九年级英语教案 篇8
教学目标：
1语言目标：掌握本单元重点词汇及复习语言点。
2 技能目标：能谈论过去和未来的生活.
3 情感目标：珍惜初中生活的点滴，培养对高中、未来生活的憧憬。树立远大人生目标。
教学重点：
词汇: survey, standard, row,keyboard, method, instruction, text, level, degree, manager, gentleman, task,wing, double, shall, overcome, congratulate, caring, senior, thirsty, thankful,separate, ours, ahead
短语: in a row, lookback at, make a mess, keep one’s cool, senior high, go by, believe in, first ofall, be thirsty for, be thankful to sb., ahead of, along with, be responsiblefor, set out, separate from
句子: She helped you to worked outthe answers yourself no matter how difficulty they were.
How have you changed since you startedjunior high school?
I’ve become much better at speakingEnglish.
What are you looking forward to?
I’m looking forward to going to seniorhigh school.
教学难点：对过去事件的描述。
课时划分：
Period 1 Section A 1 1a – 2d
Period 2 Section A 2 3a-3c
Period 3 Section A 3Grammar Focus-4b
Period 4 Section B 1 1a-2e
Period 5 Section B 2 3a-Self Check
Section A 1 (1a – 2d)
I. Warming up
1. Do you have any special memories ofjunior high school?
2. Which teachers will you miss the mostafter junior high school?
II. Work on 1a.
Check the things you remember doing at junior high school. Add more to the list.
Practice in pairs using the information in 1a.
At junior high school,
I remember:
_____winning a prize
_____being a volunteer
_____doing a school survey
_____a friend helping me with a problem
Learn the new word: survey
III. Listening
1. Work on 1b. Listen and match the memory with the person.
First, let Ss understand the meaning of thesesentences. Then play the record. Check the answer with the Ss.
Learn the new word: standard
2. Listenagain and answer the questions.
1) What did Mary lose in Grade 7?
2) Who helped her find it?
3) What kind of person is Mr. Brown? Is he strictwith students?
4) What did Peter do to meet Mr. Brown’s standards?
3. Work on 1c. Listsome memories and experiences from junior high school. Share your lists withyour partner.
Possible answers:
I remember...
scoring two goals in a rowduring a soccer competition.
winning a basketball competition.
putting a plastic snake into a classmate's desk.
getting a wish card in Christmas Day.
I have...
learnedto play the keyboard in music class.
learnedto sing many English songs.
learnedto play basketball with my friends.
Learn some new words.
4. Work on 2a. Listen to the conversation. Check(√) thefacts you hear.
First, let Ss read the sentences. Then play therecord and check the answer.
______Someone didn’t like P.E.
______Someone was advised to take a break fromrunning by a teacher.
______Someone had a health problem.
______Someone joined the school band.
______Someone liked Mr. Hunt’s teaching methods.
5. Work on 2b.Listen again. Match each question with the name of the person.
6. Listen again and fill in the blanks.
Lisa remembers they had a great _____ teacher. He gave clear ___________and he was ______, too. Luke remembers when That’s life _______ at school. Theywrote a _____ to the band _______ to come.
Juniorhigh has been ______, but it has been a lot of __________.
IV. Practice
1. Work on 2c. Role-play a conversation in your group usingthe information in 2a and2b.
A:Do you remember Mr. Hunt?
B: Of course! He isa great teacher. He gave really clear instructions during the P.E. class.
C: Yeah, he was kindwhen I hurt my knee. He told me to take a break from running.
Learn the new word:instruction.
2. Workon 2d. Role-play the conversation.
LetSs read the text and answer the questions.
1)Which teachers will they miss?
2)What subjects do the teachers teach?
3)Why will they miss them?
4)What will they do to thank them?
V. Language points
1. I remember scoring two goals in a rowduring a soccer competition.
in a row连续几次地
e.g. This is the third Sunday in a row that it's rained.
这是接连着的第三个星期天下雨了。
2. … I put in more effort and my examscores doubled.
doublev.加倍; 是……的两倍
adj.两倍的; 加倍的
e.g. They bought a double bed.
他们买了一张双人床。
I think we can double our marks in one year.
我认为我们可以在一年内把成绩翻一番。
3. Shall we get each of them a card andgift to say thank you?
shall modal v.将要; 将会
e.g. Shall we all go to the film tonight?
我们今晚都去看电影吗?
Everything shall be in good order.
一切都应该井然有序。
I shall follow all yourinstructions.
我一定照您的指示去做。
VI. Homework
1. Recite the conversationin 2d.
2. Finish the exercises inthe workbook.
九年级英语教案 篇9
一、学习目标：
知识目标：能正确使用Module 3 中的单词和词组；
能力目标：能够谈论自己喜欢的运动队或体育明星；
情感目标：学习运动员不畏艰难、刻苦训练的精神。
二、重点、难点：
重点：1. 应用本模块交际用语，如：What do you reckon?; Don’t let them get to you!等；
2. 掌握表达观点的句式，如I agree/ I don’t agree with…/ I think you are right/
It’s true. / So do I.
难点：1. 辨析win和defeat, compare…with和compare…to的区别；
2. 一般过去时和一般将来时的被动语态。
三、知能提升
（一）重点单词
［单词学习］
1. allow
用法v. 允许
allow (doing) sth. 允许（做）某事
allow sb. to do sth. 允许某人做某事
be allowed to do sth. 被允许做某事
例句(1) They don’t allow smoking. 不许他们抽烟。
(2) My father won’t allow me to drive a car. 爸爸不允许我开车。
考查点allow后跟含不定式的复合宾语结构及其被动形式。
易错点易混淆allow sb. to do sth. 与be allowed to do sth. 的使用。
考题链接
You ______________________ football in the street.
A. allow to play B. aren’t allowed to play C. aren’t allowed playing
答案：B
解题思路：此题考查allow的用法，由于allow后不能直接跟动词不定式，所以先排除A；而“被允许做某事”的表达是“be allowed to do sth.”，所以选B.
2. against
用法prep. 与……相对，相反，反对，依靠
be against 反对，不同意
play against 与……对抗
例句No one is against the proposal. 没人反对这项提议。
Our football team will play against theirs this afternoon.
今天下午我们的足球队将和他们的足球队进行比赛。
考查点词义理解。
易错点against的拼写及误将against作动词用。
考题链接
Some people were for the idea and others _______________ it.
有些人赞成这个观点，另外一些人则反对。
答案：were against。
解题思路：首先根据题目所给出的信息知道所填内容的意思是“反对”，由于against是介词，作谓语时要与be动词连用，而前面的时态用了一般过去时，所以be动词也要用一般过去时，others是复数，故应填were against.
3. encourage
用法v. 鼓励；
encourage sb. to do sth. 鼓励某人做某事； be encouraged to do sth. 被鼓励做某事
例句(1) Mother always encourages me to study hard. 妈妈总是鼓励我要努力学习。
(2) I am encouraged to try again by the teacher. 老师鼓励我再试一次。
考查点encourage后跟含不定式的复合宾语结构及其被动形式。
易错点encourage sb. to do sth. 及be encouraged to do sth. 在使用时易混淆。
考题链接
英语老师经常鼓励学生大声说英语。
English teacher often _______________________________________English aloud.
答案：encourages the students to speak
解题思路：这道题要我们翻译的是“鼓励学生说”，考查的是encourage sb. to do sth.这个短语的使用，题目所给出的时间是often, 所以填encourages the students to speak。
4. defeat
用法v. 打败，击败
考查点defeat和win的辨析。
defeat和win的区别：
defeat：“打败，击败”，后面的宾语通常是人或队（team）,而且defeat一般用在被动句中。如：His team was defeated again. 他的队伍又被打败了。
win：“赢，获胜”，常接的宾语有game, match, race, prize等.
如：We won the football match just now. 我们刚才赢了足球比赛。
易错点defeat和win的用法混淆。
考题链接
—Did you ___________ the first prize of the league match?
—Of course we did. We __________ all the other teams.
A. defeat, beat B. win, win C. win, beat
答案：C.
解题思路：解此题要注意所给出的宾语，问句给出的宾语是the first prize，所以先排除A，因为defeat后不能跟prize; 答语给出的宾语是all the other teams，所以排除B，因为win后不能跟team, 而
beat和defeat后都可以跟人或team, 故选C。
［即学即练］
①—I don’t allow ________________ only in my bedroom.
—But I don’t allow my family _______________ anywhere.
A. smoking, smoking B. to smoke, smoking C. smoking, to smoke
②He __________ me at chess yesterday.
A. defeated B. won C. was beaten
③His parents often encourage him ___________ hard.
A. work B. working C. to work
④We lost the game, we were d___________ by No. 1 Middle School.
⑤We will play a _____________ a team from Shanghai in next season.
⑥My teacher often e_____________ us to study hard for the future.
（二）重点短语
［短语学习］
1. stand for
用法“代表，象征，意味着”
例句The letter PRC stands for the People’s Republic of China.
考查点词组本意。
易错点错用被动语态。
考题链接
The Olympic Rings ____________ the five parts of the world.
A. are stand for B. are stood for C. stand for
答案：C
解题思路：此题考查stand for的用法，由于stand for没有被动语态，所以排除B；而A的表达是错误的，故选C。
2. first of all
用法“首先，第一”
例句First of all, I want to thank you all for coming.
考查点first of all 与at first 的辨析。
first of all 与at first 的区别：
first of all：用于说明事物排列顺序时的“首先，第一”，多用于开场白。
如：First of all, I have good news to tell you .
at first 意思是“起初，最初”，没有排列顺序之分。
如：At first I thought he was a good person, but later I found out he was a jerk(混蛋).
易错点first of all 与at first的意思混淆不清。
考题链接
________ I was nervous, but soon I started to relax.
A. First of all B. At first C. After all
答案：B。
解题思路：此题考查学生对first of all , at first, after all 意思的掌握。句意是说“起初我很紧张，但是我很快就开始放松下来”，这里没有排列顺序的关系，所以排除A；after all的意思是“毕竟，终究”，所以排除C而选B。
3. be mad with sb.
用法“对某人很生气” ；be mad about sth. 对某事很生气
例句He is mad with me for being late.
He is mad about my being late.
考查点词组本意。
易错点错用介词。
考题链接
She is mad _________ me for telling lies.
A. with B. about C. to
答案：A。
解题思路：解此题要注意题目所给出的宾语，由于题目给出的宾语是me，指人，所以先排除B，而“对某人很生气”是“be mad with sb”，故选A。
4.be compared with
用法被（拿来）与……相比较（是compare…with…的被动结构）
例句My writing is compared with his 我的作文被拿来和他的作比较。
考查点compare…with…与 compare…to…的辨析及其被动结构。
compare…with…与 compare…to…的区别：
compare…with…：“把……和……作比较”，表示同类事物之间具体的比较或对照。
Parents often compare their children with others’. 父母常把自己的孩子同别人的作比较。
compare…to…： “把……和……作比较”，可和compare…with…替换使用；“把……比作……”，表示一种比喻或相似，没有绝对的好坏之分。
People often compare a teacher to a candle. 人们常把老师比作蜡烛。
易错点错用介词以及对过去分词作状语的用法不明确。
考题链接
_________________________ his homework, Kate’s is much better.
和他的作业相比较，凯特的作业更好。
答案：Compared with/ to。
解题思路：此题考查的是compared with/to 作状语的情况，过去分词作状语，它和主语的关系一般是被动关系。此句的主语是“凯特的作业”，说明是凯特的作业被拿来和他的作业相比较，是被动的关系，而前面的成分在句子中只是充当状语，故填写“Compared with/ to”就可以了。
［即学即练］
1.在中国，红色代表好运。
Red _________________________good luck in China.
2. 首先，我想给你讲个故事。
__________________, I want to tell a story to you.
3. 请告诉我你为什么生他的气。
Please tell me why you ________________________________ him.
4. 学英语时有必要把英语和汉语进行一番比较。
It’s necessary to ___________________ English ______________ Chinese in English study.
5. 与她的房间相比，我的更舒适。
_______________________ her room, mine is more comfortable.
6. 人们通常把儿童比作花朵。
People often ___________________ children _________________ flowers.
（三）重点句型
［句型学习］
1. What do you reckon?
用法这是非常口语化的说法，意为“你怎么认为？”， 相当于What do you think?
例句I think it’s a good idea. What do you reckon, Tom?
我认为这是个好主意。Tom, 你怎么认为?
考查点语境应用。
易错点不理解语境，误用其他交际用语。
考题链接
—Maybe the news won’t worry her. _________________________
—I think so.
A. What’s up ? B. What do you reckon? C. Really?
答案：B。
解题思路：What’s up意为“什么事？”, What do you reckon? 意为“你怎么认为？”，Really?意为“真的吗？”，根据回答应选B。
2. Don’t let them get to you! “不要让他们影响你!”。
用法get to 除了有“到达”的意思外，还有“感到烦恼，困扰”等意思，本句中的get to sb.意为“影响某人”，常指不好的影响。
例句What he said got to me, so I couldn’t fall asleep.
他的话使我感到烦恼，所以我无法入睡。
考查点get to的用法。
易错点不明确get to的意思。
考题链接别让孩子们影响你。
Don’t let the children ___________________ you.
答案：get to.
解题思路：从题目所给出的信息可看出此题所填内容的意思是“影响”，由于空格前是let sb. do sth., 故后面直接填写动词原形get to 即可。
3. So do I. “我也是”。
用法这是一个倒装句。当so, nor 和neither用于句首时，说明前面一句话中谓语表示的情况也适用于另一个人或物，其结构形式是“So+be动词/ 助动词/ 情态动词+ 主语”， 意为“某人/某物也一样”， so用于肯定句，nor 和neither用于否定句；此外，be动词/ 助动词/ 情态动词一般要与前面句子的谓语以及本句主语保持一致。如果前面没有be动词/ 助动词/ 情态动词，so，nor 和neither后面用do, does或did.
例句I will stay at home. So will she. 我将呆在家里，她也是。
Tom can swim. So can Mike. Tom会游泳，Mike也会。
She has lunch at school. So do I. 她在学校吃午饭，我也是。
I won’t go home this weekend. Neither will Lingling.
So do I 和 So I do的区别：
So do I: 意为“我也是”，其结构形式是“So+be动词/ 助动词/ 情态动词+ 主语”，注意上下两句的主语指不同的人或物。
如：Tom has gone to Beijing, so has Kate. (前一句的主语是Tom, 后一句的主语是Kate )
So I do：意为“的确如此”， 其结构形式是“So + 主语+be动词/ 助动词/ 情态动词”，注意上下两句的主语指同一人或物。
如： —She swims really well.
—So she does. (上下两句的主语she是指同一人 )
考查点so引导的倒装句的用法。
易错点对So do I 和 So I do 的用法不明确。
考题链接Tom: I like to eat fish and chips in the open air, what about you?
Mike: ________________.
A. So am I B. So do I C. So I do D. So I am
答案：B。
解题思路：从题目所给出的信息可看出这是两个人在对话，因此这里的两个I指的是不同的人，这样就首先排除C和D，而上句中没有出现be动词，故排除A选B。
4. 一般过去时和一般将来时的被动语态句型：
用法一般过去时的被动语态句子结构：主语+ was/were ＋及物动词的过去分词+ （by sb.）＋其他
一般将来时的被动语态句子结构：主语+ will be ＋及物动词的过去分词+ （by sb.）＋其他
例句主动语态：We beat them last time.
被动语态：They were beaten (by us) last time.
主动语态：They will hold the meeting next week.
被动语态：The meeting will be held (by them) next week.
它们的否定句和疑问句的变化就在助动词be里体现出来， 如：
否定句：They were not beaten (by us) last time.
The meeting won’t be held (by them) next week.
一般疑问句：Were they beaten (by us) last time ?
Will the meeting be held (by them) next week ?
特殊疑问句：Who were not beaten last time ?
What won’t be held next week?
考查点一般过去时和一般将来时的被动语态句子结构
易错点主动语态和被动语态混淆以及时态混淆不清。
考题链接More than two schools ____________ in the city next year.
A. are built B. will build C. will be built D. was built
答案：C。
解题思路：此题考查被动语态的时态运用。首先要明确主语“学校”和动词“建立”的关系是被动关系，说明学校是被建立，所以要先排除B；题中所给出的时间是“next year”，故应该用一般将来时的被动语态，符合一般将来时的被动语态结构“ will+ be+过去分词”的只有C项，故选C。
［即学即练］
1. —The recorder _________ yesterday, It works now. — Thank you very much.
A. repaired B. was repaired C. will be repaired
2. People say the subway _____________ building in Harbin in a few years.
A. will finish B. is finished C. will be finished
3. —I won’t have a trip to Mount Huang unless my best friend Amy ____________ , too.
— You mean you will go if Amy goes.
A. will invite B. invites C. is invited D. will be invited
4.—I usually have milk and bread for breakfast. — ____________________.
A. so have I B. So I do C. So do I
5. 这块手表是什么时候买的？
When __________________ the watch ___________________?
6. 工作的压力使他烦恼起来。
The pressure of work is beginning to ___________________ him.
