沪教牛津版九年级下册英语教材
沪教牛津版九年级下册英语教材Unit1Great exploration ➢单词➢重点短语open up 开辟Hand in 上交go on a trip 去旅行look for 寻找set up 建立；设立Around the world 世界各地set sail 起航such as 例如(be) known as 被称为At the end of 在......末端as well as 也；还Not ...until 直到......才......lead to 导致Because of 因为，由于compare…with…把……与……对比between ...and...在......和......之间➢重点句型1. They were big enough to carry 25,000 people as well as very large quantities of goods.它们足够大，能携带25000 人以及大量的货物。
2. At the end of each voyage, Zheng He returned with many things that were seen in China for the first time, such as a giraffe from Africa.在每次航行结束，郑和带回了许多在中国第一次见到的东西，比如一只非洲长颈鹿。
3. It has become one of the biggest companies in the country.它已经成为了这个国家最大的公司之一。
➢课文翻译Unit1 Reading (书本P3)The voyages of Zheng He郑和下西洋Zheng He was a famous Chinese explorer. In 1405, he set off from China on the first of seven great voyages.郑和是中国著名的探险家。
1405年，他从中国出发，开启了七大航海史上的第一次航行。
This was nearly a century before Christopher Columbus first set sail on his journey of discovery to America.这比哥伦布首次航行发现美洲新大陆早了近一个世纪。
His travels were so important that they are still studied today.他的航行是如此重要，乃至如今仍被研究。
Zheng He was born in Yunnan in 1371. He rose to become a trusted official of the Yongle Emperor of the Ming Dynasty.郑和1371 年出生于云南，后来成为明朝永乐皇帝可信任的官员。
The emperor ordered Zheng He to visit and explore the lands outside China, his task was to develop relations and set up trade routes with foreign countries.皇帝下令郑和造访并探索中国以外的土地，他的任务是发展关系，与外国建立贸易通道。
In a few years, he built a great fleet of ships, the biggest in the world at that time.在几年内，他建造船舶组成了一支庞大的舰队，是当时世界上最大的。
The ships were known as treasure ships. They were big enough to carry 25,000 people as well as very large quantities of goods.这些船被称为宝船，它们大到足以承载25,000 人以及非常多的货物。
From 1405 to 1433, Zheng He went on seven trips and visited South-East Asia, the Middle-East and even the east coast of Africa.从1405 年至1433 年，郑和前后进行了七次航行，造访了东南亚、中东乃至非洲的东海岸。
It seemed that nowhere was too far for him to visit.似乎没有地方是太远他去不了的。
These voyages allowed China to trade valuable goods like gold, silver and silk.这些航行使得中国可以贸易一些诸如黄金、白银和丝绸的贵重物品。
At the end of each voyage, Zheng He returned with many things that were seen in China for the first time, such as a giraffe from Africa.每次航行结束之时，郑和返回时都会带回很多从未在中国见过的东西，譬如来自非洲的长颈鹿。
Besides developing trade, the voyages also encouraged the exchange of cultures and technologies. They helped the development of those countries and regions.除了发展贸易，航行也带动了文化和技术的交流，促进了那些国家和地区的发展。
Zheng He died in 1433 during his last voyage.1433 年，郑和在他的最后一次航行中去世了。
However, his voyages were such a huge achievement that people still remember him as a pioneer in opening up cultural contacts between different peoples around the world.然而，他的航行成就是如此巨大，他仍被人们铭记于心，被视为是开拓世界各地不同民族之间文化交流的先驱。
Unit1 More practice (书本P13)Marco Polo马可•波罗By West Lake, in the city of Hangzhou, there is a small statue of a traveller. His name was Marco Polo.在杭州西湖旁，有一个旅行者的小雕像，他的名字叫马可•波罗。
Marco Polo grew up in the city of Venice, in present day Italy.马可•波罗在威尼斯城长大，在现今的意大利。
In 1271, when he was 17 years old, he set off on a journey to Asia with his father and uncle, and did not return home until 24 years later.1271 年，当他17 岁的时候，他跟随他的父亲和叔叔开始了他的亚洲旅程，并且在长达24 年中一直没有回家。
His travels took him across Asia, along the Silk Road and throughout China.他的旅程横穿亚洲，沿着丝绸之路，游遍整个中国。
He loved Hangzhou so much that he described it as “the finest city in the world”. 他很喜欢杭州，以至于他将其形容为“世界上最好的城市”。
When Polo finally returned to Venice, there was a war and he was captured.当马可•波罗最终回到威尼斯时，当时有一场战争，他被抓获了。
While he was in prison, he told the stories of his travels to another man there.他在监狱里时，他把他的旅行故事告诉了另一个人。
This man wrote the stories down in a book called The Travels of Marco Polo.这个人把这些故事写成了一本书，取名叫《马可•波罗游记》。
Because of the interesting descriptions of Asian life in the book, Polo's travels soon became well known in Europe.因为书中对亚洲生活的精彩描述，很快马可•波罗的旅行在欧洲众所周知。
The stories gave many Europeans their first look at the life and culture of the people in Asia.这些故事让许多欧洲人第一次了解亚洲人民的生活和文化。
Polo told of many amazing things that were unknown to Europe, such as paper money.马可•波罗讲到的许多神奇的东西在欧洲是闻所未闻的，如：纸币。
He also wrote about China's development, with its large cities and systems of communication.他还写了中国的发展，它的大城市以及通信系统。
His book made Europeans more and more interested in the East. It also influenced many other explorers, including Christopher Columbus.他的书让欧洲人越来越对东方感兴趣，这也影响了许多其他的探险家，包括克里斯托弗•哥伦布。
Polo died in 1324. His last words were: “I did not tell half of what I saw.”1324 年，马可•波罗临死前说的最后一句话是：“我看到的，还有一半没有告诉你们。
牛津上海版英语九年级下册《Unit2Lifeinthefuture》说课稿3
牛津上海版英语九年级下册《Unit 2 Life in the future》说课稿3一. 教材分析《牛津上海版英语九年级下册》的Unit 2 “Life in the future” 围绕着未来生活的各个方面进行展开。
本单元的话题贴近学生的生活，能够引发学生的兴趣和思考。
通过学习本单元，学生能够了解和预测未来可能发生的变化，提高他们的想象力和创新思维能力。
二. 学情分析九年级的学生已经具备了一定的英语基础，对于日常生活的话题已经有了一定的了解。
然而，对于未来的预测和想象，他们可能还没有过多的思考和接触。
因此，在教学过程中，我将会引导学生从现实出发，想象和预测未来的生活。
三. 说教学目标1.知识目标：学生能够掌握本单元的单词和短语，理解文章的主旨大意。
2.能力目标：学生能够通过阅读和讨论，提高他们的预测和想象能力。
3.情感目标：学生能够树立正确的价值观，珍惜现在的生活，积极面对未来。
四. 说教学重难点1.教学重点：学生能够理解文章的主旨大意，掌握本单元的单词和短语。
2.教学难点：学生能够通过阅读和讨论，提高他们的预测和想象能力。
五. 说教学方法与手段在教学过程中，我将采用任务驱动法、情境教学法和合作学习法等多种教学方法。
通过设置不同的任务和情境，引导学生主动参与学习，提高他们的预测和想象能力。
六. 说教学过程1.导入：通过展示一些未来的预测图片，引导学生思考未来的生活可能会发生的变化。
2.阅读理解：学生阅读文章，回答相关问题，理解文章的主旨大意。
3.小组讨论：学生分小组讨论，预测未来的生活，并分享自己的观点。
4.输出展示：学生根据讨论的结果，进行小组展示，展示对未来生活的预测。
5.总结反思：学生总结自己的学习过程，反思自己的预测和想象能力。
七. 说板书设计板书设计将包括本单元的主要单词和短语，以及文章的主旨大意。
通过板书的展示，帮助学生复习和巩固所学内容。
八. 说教学评价教学评价将包括过程性评价和终结性评价。
九年级英语下册 Chapter 5 Family lives课件 上海牛津版
• Tina never spends it before the end of Tthe month.
• Her psoamreentimtsesgrumble a lot if she spends it .
• Tina always does a lot of housework every day. • Tina’s mother always gives haerbimt oney or a present for
• How long does Thheehy atevlel htoimh, ethlpeytododno’thaoskusheimw.ork every day?
• What kind of cloAtnhheosudr.o Norman’s parents only buy for him?
• How low does NSoirmmplaenclwotahtecshthTaVt ?last a long time.
T
• She watches abouTt fourteen hours a week.
T has
fifteen
Listen and fill in the table: Norman
1. allowance
________f_a_ir_
2. arguments with parents
3. housework
5. Parents saying“No” 6. TV watching
__o_f_t_en__ __s_e_v_e_n__h_o_u_r_s a week
Anwer questions:
• DoesNorman get an allowance every month ?
最新沪教牛津版九年级下册课文与翻译
Unit1 Great explorationsThe voyages of Zheng HeZheng He was a famous Chinese explorer.In 1405, he set off from China on the first of seven great voyages.This was nearly a century before Christopher Columbus first set sail on his journey of discovery to America.His travels were so important that they are still studied today.Zheng He was born in Yunnan in 1371.He rose to become a trusted official of the Yongle Emperor of the Ming Dynasty.The emperor ordered Zheng He to visit and explore the lands outside China.His task was to develop relations and set up trade routes with foreign countries.In a few years, he built a great fleet of ships, the biggest in the world at that time.The ships were known as treasure ships.They were big enough to carry 25,000 people as well as very large quantities of goods. From 1405 to 1433, Zheng He went on seven trips and visited South-East Asia, the Middle East and even the east coast of Africa.It seemed that nowhere was too far for him to visit.These voyages allowed China to trade valuable goods like gold, silver and silk.At the end of each voyage, Zheng He returned with many things that were seen in China for the first time, such as a giraffe from Africa.Besides developing trade, the voyages also encouraged the exchange of cultures and technologies.They helped the development of those countries and regions.Zheng He died in 1433 during his last voyage.However, his voyages were such a huge achievement that people still remember him as a pioneer in opening up cultural contacts between different peoples around the world.郑和是一位著名的中国探险家。
牛津上海版九年级下册Unit2lifeinthefuture说课稿
牛津上海版九年级下册 Unit 2 life in the future 说课稿一. 教材分析牛津上海版九年级下册Unit 2 life in the future 是一篇讨论未来生活的课文。
本节课的主要内容是让学生通过阅读和讨论，了解对未来生活的预测，并学会用英语表达自己的看法和期望。
课文内容丰富，话题贴近学生的生活，有利于激发学生的学习兴趣和参与度。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够理解和运用一些基本的英语句型和词汇。
但是，对于一些复杂的句子结构和词汇，学生可能还需要进一步的讲解和练习。
此外，学生可能对于未来生活的想象和思考还不够深入，需要通过课堂活动来引导和激发。
三. 说教学目标1.知识目标：学生能够理解课文内容，掌握相关的词汇和句型，能够用英语进行简单的对话和表达。
2.能力目标：学生能够通过阅读和讨论，提高自己的阅读理解和口语表达能力。
3.情感目标：学生能够思考未来的生活，培养对于未来的期待和憧憬。
四. 说教学重难点1.重点：学生能够理解和运用课文的词汇和句型，能够用英语进行简单的对话和表达。
2.难点：学生能够理解课文的深层含义，能够用自己的语言表达对未来的看法和期望。
五. 说教学方法与手段本节课主要采用任务型教学法，通过阅读和讨论，引导学生思考未来的生活，并学会用英语表达自己的看法和期望。
同时，教师会使用多媒体教学手段，如图片、视频等，来帮助学生更好地理解和记忆课文内容。
六. 说教学过程1.导入：教师通过展示一些未来的图片，如未来的城市、交通工具等，引导学生思考未来的生活，激发学生的学习兴趣。
2.阅读理解：教师引导学生阅读课文，通过回答问题、填空等方式，帮助学生理解课文内容。
3.口语表达：教师学生进行小组讨论，让学生用自己的语言表达对未来的看法和期望。
4.写作练习：教师让学生写一篇关于未来生活的短文，让学生能够综合运用所学的词汇和句型。
5.总结：教师对学生的表现进行评价，对课文内容进行总结，引导学生思考未来的生活。
沪教牛津版初中英语九年级下册课文(电脑手机通用版)
中国以外的土地，他的任务是发展关系，
and set up trade routes with foreign countries.
建立与国外贸易通道。
In a few years, he built a great fleet of ships,
He traded valuable goods like gold, silver and silk.
他用贵重商品，如黄金、白银和丝绸做贸易。
Doris: Sorry, I didn't quite catch you.
Doris：对不起，我没听清，
You said he traded gold, silver and…?
In 1271, when he was 17 years old,
1271 年，当他 17 岁的时候，
英中全
he set off on a journey to Asia with his father and uncle,
他跟随他的父亲和叔叔开始了他的亚洲旅程，
and did not return home until 24 years later.
你说他买卖黄金、白银和……？
英中全
Tony: Silk. Once he even brought back a giraffe!
Tony：丝绸，有一次，他甚至带回来一只长颈鹿！
Unit1 More practice
Marco Polo
马可·波罗
By West Lake, in the city of Hangzhou, there is a mall
沪教牛津版初中英语九年级下册课件：Unit 4 Natural disasters
Skim the story on page 51, and then answer the questions below.
While you read
Read and divide the text into three parts.
I tried to call my dad, but the line was dead. My computer was still working, so I sent him an email. I wrote, “Dad, there’s a flood! What should we do?”He sent me an email back which said, “Kevin, my boss has given me some work. It’s important to stick with it. I can’t afford to sit around and worry about the flood.”
Part 1: Before the dream Part 2: During the dream Part 3: After the dream
Paragraph(s)
Read the first part and answer the questions below.
Read the second part and put the sentences in the right order.
Then I emailed my best friend. “What should we do about the flood?” I asked. My friend replied, “I have no time to think about the flood. I’m playing computer games …”
九年级英语下册 Chapter 5 Family Lives教案 上海牛津版
Chapter 5 Family Lives一、背景上海市最近出台了《关于加强和改进未成年人思想道德建设实施意见》，其中强调要加强对青少年学生的“责任意识”，要通过开展“责任意识教育”让学生树立正确的人生观观，培养对自己和他人生命珍惜和尊重的态度，增强爱心和社会责任感，使学生在人格上获得健全发展。
因此在学科中渗透“生命教育”这一现代教育理念，已被越来越多的老师所接受并在课堂中实施。
牛津英语教材(上海版)九年级第二学期的Chapter 5 的Family Lives 讲述的是通过对比两个学生不同的家庭生活，特别是这两个学生对于“零花钱”的不同看法引导学生作出正确判断。
文章内容丰富、充实，对于具有一定阅读能力的初三同学来说，理解课文的内容和用简单的英语进行表达并没有很大的困难，但现在的学生对于该不该要零花钱和怎样使用零花钱的看法各不一样，如何正确引导学生正确地理解本课设置的真正含义，以及如何才能获得真正平等、快乐、幸福的家庭生活是这堂课的重要目标之一。
二、过程Teaching aims:1.Knowledge and competence （知识和能力目标）For average students: （对学习程度较弱的学生）1) Help students grasp the new vocabulary such as allowance, generous, democratic, disturb, etc. (帮助学生理解课文中的词汇如allowance等)2) Make students understand the general idea about the topic “Family lives”（帮助学生理解课文的大致意思）3) Have students read the whole text （使学生能朗读课文）For excellent students: （对好学生）1) Have students to develop the listening and reading skills (understanding and processing the information in the reading materials) （培养学生的听力和阅读及在阅读中获取信息的能力）2) Make students learn more about family lives ,and encourage them to say something more about their own family lives（使学生了解更多有关家庭生活方面的内容并鼓励学生用所学的词汇说出他们自己的家庭生活情况）3) Have students to think more deeply about what they have read （使学生对所学内容有进一步的理解）2.Process and approaches （过程和方法）1)Train the students’listening ability and help them catch some key words to guess the meaning of the sentences and understand the general idea of the passages （能在听中克服生词障碍,理解大意,获取准确信息）2) Train the students speaking ability by answering the questions on the text and discussing some topics. Make students able to express their own ideas in simple English (通过回答问题和小组讨论培养学生开口说话的能力, 并能用简单的语言表达自己的思想和观点)3) Train students’reading ability of the text and also help them to read some relevant materials for specific information (能正确流畅地朗读课文,能在阅读中运用阅读策略获取所需的信息.)4) Train students’writing ability by gathering and sharing information, ideas in each paragraph. To help them write composition about the topic (能从文章中获取主要信息，并能写出有关这一主题的文章)3. Emotion , attitude and value evaluation （情感、态度和价值观）1) To arouse the students’interest in learning English（激发学生学习英语的兴趣）2) To make the students take part in English communicative activities willingly （积极参与课堂活动）3) To help the students learn to cooperate with their classmates and accomplish their tasks together （培养学生的合作和团队精神）4) To encourage the students to solve the problems by dealing with the related information found by themselves. （鼓励学生自己提出问题和解决问题的能力）Language focus: （教学重点）Make the students know the main four aspects of one’s family lives and m ake them be able to talk freely about them.Language difficulties: （教学难点）Require the students to say some other aspects of one’s family lives and to make dialogues about the topic.Teaching procedures: （教学过程）Steps Contents Teacher’s activityStudents ’ activityPurposes1. Pre-task preparationsWarming –up To broadcast a songTo sing an English songTo make the students fresh2. While-task activitiesRevisionRea d the English meaning of the words and phrases Show ten sentences to the st udentsSay what thewords and phrases are according to their English meaningChoose one of the given words or phrases to fill in the blanksTo check the Ss’understanding and the use of the new words and phrases inthe textThe first part of the text—Tina’s family life Play the taperecording of thefirst part ofthe textListencarefully andfill in a tablewith theinformationthey gotTo train theSs’listeningability andthe ability ofcatchinginformationVideo-watching Play a videoabout theteacher’sfamily lifeWatch a videoabout theteacher’s lifeand then raisesome questionsas they likeTo elicit thetopic “Familyl ives”To train theSs’ abilityof askingquestionsTo make theclass morevividQuestions and answers Ask the Ss somequestions abouttheir familylives eg. Whogives you thepocketmoney?......Answer theteacher’squestionsaccording to thefact e.g. Mymother usuallygives anallowance of 30yuan a weekTo make the Ssbecomeinterested inthe topicTo elicit thefirst part ofthe textShow nine sentences about Tina’s family life Do “T” or“F” questionsIf it is false,say the correctone.To check theSs’understandingof the textShow the completed table and ask the Ss to retell the first part of the text Retell the firstpart of the textaccording to thetableTo train theSs’retellingabilityGroup-discussio n Give the Ss fourquestions todiscussDiscuss the fourquestions about“pocket money,housework,TV-watching andbirthday ’’To make the Ssthink moreabout theirrealityStudent’s show of their own life Provide thestudent with acomputerOne student cometo the front andtell her ownfamily life tothe others bymaking PPT.To encourageSs to take anactive part inthe classactivityConclusion Conclusion S how the Ss ashort passagewritten by theteacherShow the Ss ashort passagewritten by theteacherMake a promiseto the teacherwhat they willdo by readingthe passageMake a promiseto the teacherwhat they willdo by readingthe passageTo instructstudents tolove theirparents moreby sth.helpfulTo instructstudents tolove theirparents moreby sth.helpful4．Assign ments For slow studentsRead the text and memorize the new words and phrases in the text For excellent students:Write a composition about “My family”教学反思：在课堂教学中教师必须把学生作为一个鲜活的生命个体来看待，促进学生的发展，宽容个体差异，应使学生始终处于被激励的气氛中，让他们在课堂中焕发出生命的活力。
牛津上海版英语九年级下册《Unit 2 Life in the future》教学设计3
牛津上海版英语九年级下册《Unit 2 Life in the future》教学设计3一. 教材分析牛津上海版英语九年级下册《Unit 2 Life in the future》主要讨论了与未来生活相关的话题，如科技、教育、环境等。
本单元包括三个课时，本教学设计为第三课时。
本课时主要讨论了未来的交通工具，通过阅读一篇文章，学生可以了解未来交通工具的发展趋势以及可能带来的影响。
文章中涉及到了飞行汽车、磁悬浮列车等未来交通工具的概念，以及这些交通工具对人们生活方式的影响。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够理解和运用一些基本的英语句型和词汇。
但是，对于一些较高级的词汇和复杂的句子结构，可能还需要进一步的引导和帮助。
此外，学生可能对未来的概念比较陌生，需要通过实例和图片等方式进行引导。
三. 教学目标1.能够理解文章的主旨大意，掌握文章中的一些关键信息和词汇。
2.能够运用本课所学的词汇和句型，进行简单的交流和讨论。
3.通过阅读文章，对未来的交通工具有所了解，并能够思考其可能带来的影响。
四. 教学重难点1.词汇：如“磁悬浮列车”、“飞行汽车”等未来交通工具的相关词汇。
2.句型：如何运用本课所学的句型进行交流和讨论。
3.文章的理解：对于一些细节信息的理解和把握。
五. 教学方法1.任务型教学法：通过设定一些任务，让学生在完成任务的过程中，运用所学的词汇和句型。
2.情境教学法：通过展示一些图片和实例，让学生在具体的情境中，理解和运用所学的词汇和句型。
3.合作学习：通过小组讨论和分享，培养学生的合作能力和口头表达能力。
六. 教学准备1.教学PPT：包括文章的文本、图片、视频等。
2.教学材料：文章的文本、词汇卡片等。
3.教学工具：录音机、投影仪等。
七. 教学过程1.导入（5分钟）通过展示一些未来交通工具的图片，如飞行汽车、磁悬浮列车等，引导学生思考未来的交通工具可能会是什么样子，以及它们可能带来的影响。
牛津上海版九年级下册 Unit 2 life in the future 教学设计
牛津上海版九年级下册 Unit 2 life in the future 教学设计一. 教材分析牛津上海版九年级下册Unit 2 life in the future主要讨论了与未来生活相关的各种话题，如科技、教育、工作等。
本单元通过阅读、听力、口语和写作等环节，帮助学生了解未来的生活，提高他们的英语交际能力。
教材内容丰富，贴近学生的生活，能激发学生的学习兴趣。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够进行简单的阅读、听说和写作。
但同时，部分学生在英语学习上存在恐惧心理，缺乏自信心。
因此，在教学过程中，教师需要关注学生的心理状况，创设轻松愉快的学习氛围，激发学生的学习兴趣。
三. 教学目标1.知识目标：学生能够掌握与未来生活相关的词汇和表达方式，如“artificial intelligence”、“remote control”等。
2.技能目标：学生能够运用本单元所学内容进行日常交流，提高口语表达能力。
3.情感目标：学生能够树立正确的未来观，激发对未来的憧憬和向往。
四. 教学重难点1.重点：学生能够熟练运用本单元词汇和句型进行口语表达。
2.难点：学生能够运用过去时和将来时进行叙述，准确描述未来的生活。
五. 教学方法1.任务型教学法：通过设定各种真实的任务，让学生在完成任务的过程中运用英语，提高口语表达能力。
2.情境教学法：创设各种与未来生活相关的情境，激发学生的学习兴趣。
3.交际法：引导学生进行小组讨论，培养学生的合作意识和交际能力。
六. 教学准备1.教师准备：提前准备与未来生活相关的图片、视频等教学资源。
2.学生准备：预习本单元的生词和句型，了解未来生活的基本概念。
七. 教学过程1.导入（5分钟）教师通过展示一些未来的图片，如智能家居、无人驾驶汽车等，引导学生谈论对未来生活的期待和想象。
2.呈现（10分钟）教师呈现本节课的主题“life in the future”，并通过提问的方式引导学生思考未来生活的变化。
英语牛津上海版九年级下Chapter2Educationalvisits(课件)
Have you ever been aboard?
If you have a chance to go overseas, and which country would you like to go? Why?
Reasons for an Educational Trip?
cannot do in China. • We can visit a school in another country to see
how the students learn there.
What do you know about…?
merlion Singapore/the Lion City
Thailand
World Vision
Ten days
Japan
Japan Airline
Six weeks
A wonderful year in New Zealand
◆ What question worried me when the American Field Service programme accepted me?
• It helps us to see how other people live. • It’s good to learn another language. • It’s nice to make new friends. • We can try other types of food. • We can play sports and activities which we
We were d__e_e_p_l_y__affected by what we saw. There is a big _g_a_p______