九年级英语上册unit13知识要点
九年级人教版英语unit13知识点
九年级人教版英语unit13知识点Unit 13: Knowledge for 9th GradersAs students progress through their academic journey, they encounter various subjects that challenge their intellect and broaden their horizons. Among these subjects, English serves as a powerful tool for effective communication, cultural appreciation, and personal growth. Let us delve into Unit 13 of the 9th-grade People's Education Press English textbook to explore some key aspects.1. Vocabulary Expansion:Unit 13 introduces students to a plethora of new words and phrases associated with the theme of "Holidays and Celebrations." Understanding and mastering new vocabulary is crucial for comprehending texts in English. Whether it be words like "traditional," "parade," or "costume" or phrases like "come along," "take part in," or "dress up," students must actively practice incorporating them into their written and spoken language.2. Grammar:Grammar forms the backbone of any language. In Unit 13, students dive into the realm of the Present Perfect Tense. This tense is essentialfor expressing actions that have occurred in the past but have a connection to the present. Through examples such as "I have seen this movie before" or "She has already finished her homework," students learn to convey experiences, accomplishments, and unfinished actions in a concise manner.3. Reading Comprehension:Reading comprehension is a crucial skill for students to cultivate. In this unit, students explore various texts related to holidays and celebrations. They learn to identify main ideas, infer meaning from context, and analyze the author's purpose. By practicing comprehension strategies, such as skimming and scanning, students improve their ability to extract information efficiently from written texts.4. Listening Skills:Effective listening skills are invaluable for successful communication. Unit 13 provides ample listening activities that challenge students' ability to understand spoken English from different accents and contexts. By engaging in various tasks, such as listening for specific details or completing gaps in a transcript, students develop their auditory processing skills, sharpen their focus, and enhance their overall listening comprehension.5. Speaking and Presentation:In Unit 13, emphasis is placed on developing students' speaking and presentation skills. Through interactive activities like group discussions, role-plays, and presentations, students gain confidence in expressing their opinions, supporting their arguments, and engaging in meaningful conversations. These exercises help students break free from the fear of making mistakes and foster an environment of active participation and collaboration.6. Writing Skills:Writing is a cornerstone of effective communication. In this unit, students refine their writing skills by crafting compositions centered around holidays and celebrations. They learn to organize their ideas coherently, incorporate appropriate vocabulary and grammar, and craft engaging introductions and conclusions. Through practice and feedback, students gain the necessary skills to express themselves in writing effectively.Unit 13 of the 9th-grade People's Education Press English textbook provides a comprehensive framework for students to acquire language proficiency, critical thinking skills, and cultural awareness. By expanding vocabulary, understanding grammar concepts, developing reading comprehension, honing listening skills, enhancing speaking andpresentation abilities, and refining writing skills, students embark on a journey of linguistic growth and self-expression. With dedication, perseverance, and guidance from their teachers, students can harness the power of Unit 13 to become confident English speakers, writers, and global citizens.。
英语九年级全一册unit13知识点
英语九年级全一册unit13知识点Unit 13 in the ninth grade English textbook covers various language skills and knowledge. In this article, we will explore the key points and concepts introduced in this unit.1. Vocabulary:Unit 13 offers a range of new vocabulary, including words related to health and medicine, such as "symptom," "diagnosis," and "treatment." It also introduces terms related to environmental issues, like "pollution," "sustainability," and "conservation." Building a strong vocabulary foundation is crucial for effective communication.2. Grammar:In this unit, students will encounter the usage of reported speech, which is a fundamental aspect of English grammar. Reported speech allows us to convey the words, thoughts, or actions of someone else. It involves changing the verb tense, time expressions, and pronouns. For example, direct speech like "She said, 'I am studying English'" would be reported as "She said she was studying English."3. Reading comprehension:Unit 13 presents various reading passages to improve students' comprehension skills. One text might discuss personal health, providing tips on adopting a healthy lifestyle. Another passage might tackle environmental problems and suggest ways to preserve the planet. These reading exercises develop students' ability to understand and analyze written text.4. Writing skills:The unit incorporates writing exercises, encouraging students to express their opinions and ideas effectively. They may be asked to write an argumentative essay discussing the benefits of regular exercise or a persuasive letter advocating for environmental protection. These activities enhance students' ability to present logical arguments and support their claims with evidence.5. Listening comprehension:Unit 13 provides listening exercises to improve students' auditory skills. They might listen to dialogues related to health, where they need to understand and respond appropriately. Another listening task might involve an environmental discussion, where students need to grasp the main ideas and key points. Developing listening skills is essential for effective communication in the English language.6. Speaking practice:To develop students' oral proficiency, Unit 13 includes opportunities for speaking practice. This can be in the form of role-play activities, where students act out scenarios related to health or the environment. By engaging in these activities, students improve their fluency, pronunciation, and ability to express themselves verbally.7. Cultural awareness:In addition to language skills, Unit 13 also promotes cultural awareness. It may include topics such as traditional medicine practices in different cultures or environmental initiatives in various countries. This helps students broaden their knowledge of different customs and traditions, fostering a more tolerant and understanding mindset.In conclusion, Unit 13 in the ninth-grade English textbook covers a range of language skills and knowledge. Through vocabulary expansion, grammar practice, reading comprehension, writing exercises, listening tasks, speaking practice, and cultural exploration, students enhance their language proficiency while gaining a deeper understanding of health, medicine, and environmental issues.。
人教版九年级全一册英语Unit13单元语法知识点总结
人教版九年级全一册英语Unit13单元语法知识点总结本单元重点短语的具体用法1. at the bottom of the river：用于描述某物在河床底部的位置。
例如：The coin was found at the bottom of the river.（硬币在河床底部被发现。
）2. be full of the rubbish：表示充满了垃圾。
例如：The park is full of rubbish.（公园里充满了垃圾。
）3. throw litter into the river：意思是把垃圾扔入河中，用于描述一种不环保的行为。
例如：It's not good to throw litter into the river.（把垃圾扔入河中是不好的行为。
）4. play a part in cleaning it up：表示参与或在清理某物方面发挥作用。
例如：Everyone should play a part in cleaning up the environment.（每个人都应该参与清理环境。
）5. land pollution：指土地污染。
例如：Land pollution is a serious problem.（土地污染是一个严重的问题。
）6. fill the air with black smoke：用于描述使空气中充满黑烟的情况。
例如：The factory fills the air with black smoke.（工厂使空气中充满了黑烟。
）7. cut down air pollution：意思是减少空气污染。
例如：We need to cut down air pollution to protect our health.（我们需要减少空气污染来保护我们的健康。
）8. make a difference：表示产生影响或有所作为。
例如：Small actions can make a big difference.（小行动可以产生大影响。
九年级英语unit13知识点归纳总结
九年级英语unit13知识点归纳总结九年级英语Unit 13知识点归纳总结本文将对九年级英语Unit 13的知识点进行归纳总结，包括语法、词汇和阅读等方面的内容。
一、语法1. 直接引语与间接引语直接引语是指直接引述别人的原话，需将其用引号括起来，并使用说、问等动词进行引述。
例如：“I will go to the cinema,” he said.间接引语是指对直接引语的转述，需改变动词的时态和人称，并将引号省略。
例如：He said that he would go to the cinema.2. 动词时态的使用在叙述过去发生的事情时，通常使用过去时态。
例如：Last night, I watched a movie.在描述过去某个时间点前已经发生的动作时，使用过去完成时态。
例如：I had finished my homework before he came.3. 虚拟语气虚拟语气用来表示与事实相反的情况或建议、要求等。
在虚拟语气的从句中，主语动词需用过去时，情态动词“should”也要用于从句中。
例如：If I were you, I would go there.二、词汇1. 短语与习惯用语习惯用语是指使用地区、时间等引起的固定表达方式，例如：“Would you like a cup of tea?”“Yes, please.”短语是句子中常用的表达方式，例如：“look up to”意为“尊敬”。
2. 同义词辨析同义词是指意思相近或相同的词语，但在用法上有所差异。
例如：“beautiful”和“gorgeous”都可以表示美丽，但在用法上有所区别。
三、阅读1. 阅读理解阅读理解是考察理解能力和阅读技巧的题型。
在解答时，可先通读全文，然后根据问题在文中定位答案。
2. 短文填空短文填空是考察对文章整体内容的理解和对语法结构的掌握。
在填空时，可根据文章的上下文进行推测。
总结：本单元的知识点归纳总结主要包括语法、词汇和阅读三个方面。
人教版九年级英语Unit13单词、课文,知识梳理,词汇句式精讲
人教版九年级英语Unit13单词、课文/知识梳理/词汇句式精讲Unit13 单词litter[litə(r)]v. 乱扔n. 垃圾；废弃物bottom[bɔtəm]n.底部；最下部fisherman[fiʃə(r)mən]n. 渔民；钓鱼的人coal[kəul]n. 煤；煤块public[p ʌblik]adj. 公众的；公共的n. 民众；百姓ugly[ ʌgli]adj. 丑陋的；难看的advantage[ ədva:ntidʒ]n. 优点；有利条件cost[kɔst; kɔ:st]v. 花费n. 花费；价钱wooden[wudn]adj. 木制的；木头的plastic[plæstik]adj. 塑料的n. 塑料；塑胶make a difference有关系，作用，影响shark[ ʃa:(r)k]n. 鲨鱼fin[fin]n.（.鱼）鳍cut off割掉；砍掉method[meθəd]n. 方法；措施cruel[kru:əl]adj. 残酷的；残忍的harmful[ha:(r)mfl]adj. 有害的chain[tʃein]n. 链子；链条ecosystem[i:kəusistəm]n.生态系统low[ləu[ a（.数量等）减少的；低的；矮的industry[indəstri]n. 工业；行业law[lɔ:]n. 法律；法规reusable[ri:ju:zəbl]adj.可重复使用的；可再次使用的afford[əfɔ:(r)d]v. 承担得起（后果）；买得起transportation[t ænspɔ:(r)teiʃn]n. 运输业；交通运输recycle[ri:saikl]v. 回收利用；再利用napkin[næpkin]n. 餐巾；餐巾纸upside down颠倒；倒转gate[geIt]n. 大门bottle[bɔtl]n. 瓶；瓶子president[prezidənt]n. 负责人；主席；总统inspiration[inspəreiʃn]n. 灵感；鼓舞人心的人（或事物）metal[metl]n. 金属creativity[kri:eitivəti]n. 创造力；独创性WildAid[waildeid]野生救援协会（美国）WWF(World Wide Fund For Nature) 世界自然基金会Mark[ma:(r)k]马克（男名）Jason[dʒeisən]贾森（男名）Ken [ken]肯（男名）Hayes [heiz]海斯（姓）Jessica[dʒesikə]杰茜卡（女名）Unit13 知识梳理【重点短语】1. at the bottom of the river 在河床底部2. be full of the rubbish 充满了垃圾3. throw litter into the river 把垃圾扔入河中4. play a part in cleaning it up 尽一份力把它清理干净5. land pollution 土地污染6. fill the air with black smoke 使空气中充满了黑烟7. cut down air pollution 减少空气污染8. make a difference 产生影响17. take action 采取行动18. turn off 关掉19. pay for 付费20. add up 累加21. use public transportation 使用公共交通22. recycle books and paper 回收书和废纸23. use paper napkins 使用纸巾24. turn off the shower 关掉喷头25. ride in cars 开车出行【重点句型】1.Even the bottom of the river was full of rubbish.即使河底都充满垃圾。
人教版英语九年级全册单元unit 13 知识点+测试卷+思维导图
Unit 13 We are trying to save the earth.1.重点词汇：bottom, fisherman, coal, advantage, industry, law, gate, bottle, president, work, metal...2. 短语归纳：1. be full of 充满2. get in the shower 在洗淋浴3. leave sth in sp 把某物留在某地4. by the time... 到……的时候；到……之前5. be late for class 上课迟到6. go off 发出响声7. brush one’s teeth 刷牙8. give sb a lift 捎某人一程9. be about to 即将……；正要……10. stare at 盯着看11. in disbelief 疑惑地；不相信地12. take off （飞机等）起飞13. show up 赶到14. get a chance to do sth 得到一个做某事的机会15. leave for sth 动身去某地16. sell out 卖光17. lose weight 减肥18. run out of 用完3. 必背典句：1. We are trying to save the earth. 我们正在努力拯救地球。
2. The river used to be clean. 这条河过去是干净的。
3. The air is badly polluted. 空气受到严重污染。
4. No scientific studies have shown that shark fins are good for health.没有科学研究表明鱼翅对健康有益。
4.语法知识：英语句子成分分析组成句子的各个部分叫做句子成分。
它包括：主语、谓语、宾语、定语、状语、表语和宾语补足语等。
Unit13重点知识人教版九年级英语全册
九年级Unit 13重点知识一词形词块拓展① fish n.鱼，鱼肉→fish/fishes（pl.）(作“鱼肉”不可数；作“鱼”可数)→fisherman n.渔民；钓鱼的人② advantage n.→advantages（pl.）优点；有利条件→disadvantage 不利因素；障碍the advantages/ disadvantages of.... ....的优点/缺点③wood n. 木，木头→wooden adj. 木制的；木头的④ industry n. 工业；行业→industrial adj. 工业的⑤ science n. 科学→ scientist n. 科学家→ scientific adj. 科学上的；科学的scientific study 科学研究⑥ law n. 法律；法规→lawyer n. 律师⑦ thirst n. 口渴；渴望→ thirsty adj. 口渴的；渴望的be thirsty for 渴望；可求⑧ afford v. 承担得起(后果)；买得起→affor dable adj. 负担得起的afford to do sth. 负担得起做某事⑨ recycle v. 回收利用；再利用→recyclable adj. 可回收再利用的二重点短语the bottom of the river 河底relate to 涉及；有关throw litter into the river 往河里扔垃圾too much rubbish and waste 太多的垃圾和浪费物land/air/noise/ water/ waste pollution 土地/空气/噪音/水/垃圾污染cut down air pollution 减少空气污染other advantages 其他的优势takeaway food 外卖食品reusable bags 环保袋子keep public places clean and beautiful 保持公共场所干净美观make a difference 影响；有作用hear of 听说lead to 带来；导致set up a website 创建一个网站a bowl of shark fin soup一碗鱼翅羹bring back to life 带回到生活中be harmful to 对....有害at the top of... 在.....顶部或顶端the food chain 食物链environmental protection group 环境保护组织develop laws 立法too strong to be endangered 太强了以至于不会有危险scientific studies 科学研究can't afford to do sth. 承受不起做某事take part in 参加begin with.... 以......开始save electricity 省电turn off 关掉pay for 付费；付出代价take action 采取行动add up 加起来use public transportation 使用公共交通工具paper napkins 餐巾纸throw away 扔掉；抛弃put sth. to good use 好好利用某物build....out of....用......建造.....pull.....down 拆下，摧毁upside down 上下颠倒；倒转bring back 恢复；使想起；归还be known for doing sth. 因做某事而闻名play a part in doing sth. 在做某事方面起作用；参与做某事use...to do sth. 用.....做某事三.知识点afford→affords→afforded→afforded1. I ________ afford the new suit, so I decide to buy a similar one in the second-hand market.（盲填）2. Miss Taylor never wastes money on anything too expensive or anything unnecessary, even though she can afford ________（buy）it.四．写作谈论环境问题并提出建议写作任务：某英文报纸上有一个“市长信箱”栏目，假如你是李华，最近你发现你市存在一些环境问题。
人教版九年级英语Unit13单元知识点梳理
一、短语：1.at the bottom of the river在河的底部2.be full of the rubbish充满了垃圾3.throw litter into the river把垃圾扔入河中4.play a part in尽一份力...nd pollution土地污染6.cut down air pollution减少空气污染7.make a difference产生影响8.take action采取行动9.ride in cars开车出行10.add up累加e public transportation使用公共交通12.recycle books and paper回收书和废纸e paper napkins使用纸巾14.turn off the shower关掉喷头15.fill the air with black smoke使空气中充满了黑烟二、知识点：1.not only...but also...的用法：(1)not only…but also…意为“不仅……而且……”，用于连接两个表示并列关系的成分，着重强调后者，其中的also有时可以省略。
如：She not only plays well,but also writes music.她不仅很会演奏，而且还会作曲。
He not only writes his own plays,he also acts in them.他不仅是自编剧本，还饰演其中的角色。
He works not only on weekdays but on Sundays as well.他不仅平时工作，星期日也工作。
(2)若连接两个成分作主语，其谓语通常与靠近的主语保持一致，即就近原则。
如：Not only you but also he has to leave.不只是你，他也得离开。
(3)若连接两个句子，not only后面的句子要用倒装，如：Not only did he speak more correctly,but he spoke more easily.他不仅说得更正确，而且讲得更不费劲了。
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九年级英语上册Unit13 We’re trying to save the earth.一、语法：1、现在进行时：（一）基本用法：（1）表示（说话瞬间）正在进行或发生的动作。
（2）也可表示当前一段时间内的活动或现阶段正在进行的动作。
（二）谓语构成：be (am/ is/ are)＋v-ing （动词的现在分词）I’m watching TV now. They’re playing football.（三）现在分词的构成。
（1）一般情况下在动词词尾直接加ing。
go→going ask →asking look→looking （2）以不发音的e结尾的动词，去掉e加ing。
have →having take→taking make→making write→writing （3）以一个辅音字母结尾的重读闭音节，双写最后一个字母，再加-ing。
get→getting sit→sitting put→putting run→runningswim→swimming begin→beginning shop→shopping（四）现在进行时态的肯定式、否定式、疑问式及简略回答。
（1）肯定式：be＋v-ing She is singing in the next room.（2）否定式：be＋not＋v-ing The students aren’t cleaning the room.（3）一般问句：be动词提前。
肯定答语Yes，主语＋be，否定答语No，主语＋be not。
Are you playing the computer game? Yes, I am. /No, I am not.（4）特殊问句：对谓语动词进行提问的：What＋be ＋主语＋doing＋其他？What is the old man doing under the tree?对其他成份进行提问的，疑问词＋一般疑问句？Where is the boy swimming?Who is she waiting for?2、现在完成时：现在完成时表示过去发生或已经完成的动作对现在造成的影响或结果,也可表示过去已经开始,一直延续到现在的动作或状态。
(1)、构成：have/has + 动词过去分词动词过去分词的构成：1）规则动词的过去分词与过去式相同，变化如下:①一般情况下，动词词尾加-ed ，如:wor k→worked pla y→played wan t→wanted act→acted②以不发音的-e 结尾动词，动词词尾加-d，如:liv e→lived mov e→moved decid e→decided hop e→hoped rais e→raised③以辅音字母+ y结尾的动词，把-y变为-i 再加-ed，如:stud y→studied tr y→tried cop y→copied cr y→cried carr y→carried④以一个辅音字母结尾的重读闭音节动词，双写词尾辅音字母，再加-ed，如:sto p→stopped be g→begged dro p→dropped pla n→planned2)不规则动词的过去式、过去分词变化规律性不强，须多加记忆。
go → went →gone make → made →made get → got→ gottenbuy → bought→ bought come → came→ come fly→ flew →flown（2）现在完成时否定式：主语+ haven't/hasn't + 过去分词+ 其他。
疑问式: Have /Has + 主语+ 过去分词+ 其他?简略答语: Yes, 主语+ have/has.(肯定)No, 主语+ haven't/hasn't.(否定)（3）现在完成时的时间状语：主要有：already、just、yet、ever、never、so far、for+一段时间、since+时间点或从句等。
He has already got her help.他已得到她的帮助。
He has just seen the film.他刚刚看过这场电影。
He hasn’t come back yet.他还没有回来。
This is the best film I have ever seen.这是我曾经看过的最好的一部电影。
He has never been to Beijing.他从没有到过北京。
He says he has been to the USA three times. 他说他已经去过美国三次了。
She has passed the exam so far.到目前为止她已经通过了考试。
He has been away for two years.他已走了两年。
(for +时间段)He has been an English teacher since 1992.自从1992年以来他一直当英语教师。
（4）现在完成时的用法：①现在完成时表示过去发生或已经完成的动作对现在造成的影响或结果，注意以already、just、yet、ever、never、so far、次数为标志。
②过去已经开始的动作一直延续到现在，甚至有可能继续延续下去，我们可以从动作“延续”的特性和“时间”点段的区分入手，进一步学习现在完成时。
1）“终止”、“延续”要转换英语中的动词从词义上可以分为延续性和非延续性两种。
在现在完成时态中一定要注意动词这一特性，应将这类非延续性动词转换为延续性动词。
如：“Cats”has been on for half an hour.《猫》已经开演半个小时了。
How long have you had this dictionary?这本字典你买了多久了?初中阶段常见的有：come—be，go out—be out，leave—be away (from)，begin—be on，buy—have，borrow—keep，join—be a member /be in，die—be dead，become—be，open (v.)—be open (adj.) ，marry---be married等。
2）时间“点”、“段”须分清过去开始的动作可以延续到某一点结束，也可能继续延续，这时就要根据时间“点”、“段”选择相应的介词for或since。
如：He has been away for two years.他已走了两年。
(for +时间段)He has been an English teacher since 1992.自从1992年以来他一直当英语教师。
(since +过去某一时刻)3）have been to 和have gone to的区别have been to 强调“去过”，现已不在那里，如：He has been to the USA three times.他到美国去过三次。
（过去“到美国”，现在已“不在美国”）have gone to主要强调的是“去了”，现在人不在说话的现场，如：--Where's your mother? --你妈妈在哪？--She has gone to the hospital. --她去医院了。
3、被动语态：被动语态表示主语是谓语动词的承受者，构成：be + 动词过去分词。
Be随着主语人称和数以及时态的变化而不同。
◆各种时态的被动结构如下：①一般现在时：am/is/are +动词过去分词②一般过去时：was/were+动词过去分词③现在进行时：am/is/are being+动词过去分词④过去进行时：was/were being+动词过去分词⑤一般将来时：will/shall be+动词过去分词（am/is/are going to be+动词过去分词）⑥现在完成时：have/has been +动词过去分词⑦情态动词：can/may/must…be+动词过去分词◆主动语态变被动语态：①主动语态的宾语变成被动语态的主语②主动语态的谓语动词变为be+过去分词形式（注意be的人称、数和时态的变化）③主动语态的主语变成被动语态的by介词宾语④其他成分不变。
His mother heard a strange noise last night.→A strange noise was heard by his mother last night.◆被动语态的特殊情况：①双宾语：有些动词可以有两个宾语，在用于被动语态时，一般是将指人的间接宾语变为主语。
They didn’t offer Ann the job.→Ann wasn’t offered the job.②在使役动词have，make，get以及感官动词see，watch，notice，hear，feel等后面不定式作宾补时，主动语态不带to，变为被动语态时要加to。
They make her clean the floor.→She is made to clean the floor by them.4、情态动词：情态动词具有一定的意义，但不能单独作谓语，其后需接动词原形一起构成句子的谓语。
情态动词（除have to外）没有人称和数的变化。
初中常见的情态动词有：can、may、must、need、have to、could、should、ought to等。
①情态动词can表示"能力”时与be able to同义，其否定形式为can’t .Can your Australian friend eat with chopsticks? Yes, but she can’t use them well.②情态动词should和ought to都可表示“应该”，但should着重说话者的主观看法，而ought to更侧重客观情况。
Ought的否定形式为oughtn’t 或ought not，疑问句直接将ought提前。
You should study hard if you want to be a scientist in the future.③情态动词may、can都可表示“请求、许可”时，may比can正式。
Could在表示“请求、许可”时，即可表示过去，也可表示语气委婉。
在May/Can/Could I ……？表示“请求、许可”时，肯定回答常用：Yes，please./Certainly 等，否定回答：No，you can’t /mustn’t等。
May I take some photos in the hall？No，you mustn’t. Look at the sign“No photos”！④may、can、must都可表示“推测”，三者的可能性依次递增。