9年级英语作文

2024-06-19

9年级英语作文（共7篇）

1.9年级英语作文篇一

On September 21, this pavilion garden football field, a grand banquet started, the Mid-Autumn evening party. Though with civilization as the theme, the audience can see carefully in order to reduce the carbon dioxide of small details.

In the beautiful booth, beautiful flowers is essential. A look at carefully, the flowers on the table is all stockings flower, can be used again and again; In into the point, the moon cake on the table is waste newspapers, old cartons and other waste items, made of very fine and delicate is hard to see how old, is not a sign to remind, I really thought it was delicious cakes!

When we are not far away, in a low carbon life step into the pavilion garden of jardine matheson center and yue xiu yuan, can be found that there are a lot of low carbon in the cabinet. See, the window is what! A small green grass, wrong! Wrong! Is a piece of foam, huh? Is a bubble? Bubble, bubble white how so beautiful? Original ah, this residents waste foam clean, dry, actually the paste with green paint, brush gently on the bubble, the pit digging a hole to fill, again before it did not work to put on a few drops of leaf, plant some beautiful silk socks, a small green grass is ready! Put it on the windowsill, particularly good-looking.

Low carbon life is all around us, is serious about life, bit by bit every bit of resources, the life will be better for your attention and taken seriously!

2.9年级英语作文篇二

一、南非“技术女孩计划”背景

世界贫困人口中大部分是妇女, 只有得到更好的文化教育和技能培训, 她们的生活水平才能大幅度提高。然而, 在南非, 性别不平等、技能短缺和女孩技能教育与男孩差距较大等问题不仅不利于她们的生活, 还在严重阻碍着南非经济社会的发展。

(一) 全民教育呼唤性别教育平等

21世纪, 在联合国教科文组织 (UNESCO) 的领导下, 全民教育 (Education for All, EFA) 运动正在全世界范围内深入开展, 这标志着教育新时代的到来。这一全球性运动深刻影响了世界各国的教育体制。在联合国第37届大会上, 南非作为会员国承诺:在公平、质量和终身学习基础上, 将全民教育作为优先目标。通过教育推进性别平等 (gender equality) 是全民教育运动的第三大目标, 这一目标尤为强调教育在提高妇女地位中的重要角色。南非承诺优先推进全民教育, 也意味着将通过教育推进性别平等提上了重要议事日程。

(二) 性别不平等、技能短缺正阻碍着南非经济的发展

相关研究表明, 性别不平等问题已经成为南非经济发展的一大障碍。2008年到2009年, 南非职业女性数量减少, 且大都普遍认为自己从事非管理工作且收入在下降。同期研究还表明, 南非在性别平等方面的得分已由90.6分降为85.7分 (分数低于100分越多, 说明女性受歧视越大) 。性别歧视减少了南非和撒哈拉以南非洲0.3%的经济发展。[3]为女性提供更多选择, 创造更公平的机会, 已经成为南非经济社会持续发展必不可少的重要组成部分。阻碍南非经济发展的另一个因素是拥有技能的人力资源短缺。到2014年2月为止, 仅私营企业就有47万个技能岗位空缺。[4]南非36%的工商企业主 (business owners) 认为, 从业者缺乏足够技能限制了他们企业的发展。[5]“致同国际会计师事务所” (Grant Thornton) 也提出, 从业者缺乏足够的技能已经跟服务滞后、犯罪率飙升一样, 并列成为拖累南非经济发展和社会稳定的三大障碍。[6]

(三) 在技能教育上, 南非女孩与男孩存在较大差距

传统上, 南非的科学、技术和工程领域由男性占主导优势。政府和社会不鼓励女孩学习这些学科或从事相关职业。由于就业机会少, 赚钱潜力 (earning potential) 小, 女孩在这些领域往往表现较差。[7]2010年南非“全国高中毕业证考试结果报告” (Report on the National Senior Certificate Examinations Results 2010) 显示, 虽然学习数学和物理的女孩多于男孩, 但在数学科目上, 男孩达标率为52%, 而女孩却仅有44%;在自然科学方面, 半数男孩达标, 而女孩通过率却仅有46%。[8]这使得女孩在完成中学学业时, 甚至在大学毕业后, 仍然不具备从事科学、工程和数学职业的技能。这大大降低了她们从事STEM职业的可能性。就整个非洲而言, 近年STEM从业者中仅有不到10%是妇女。[9]

二、南非“技术女孩计划”举措

在上述背景下, 南非政府为应对挑战, 完成减少贫困和降低失业率的任务, 在基础教育领域实施了目标明确、措施翔实的“技术女孩计划”。

(一) 目的和目标

南非政府实施“技术女孩计划”, 意在支持4, 000名弱势在校女孩获得假期工作机会, 以便她们未来有能力进行职业选择。[10]为达到上述目的, 南非政府在“技术女孩计划”中规定了6个具体目标:通过“工读计划”, 使女孩在校期间便有机会亲历工作世界;使女孩在职业参与中学得更多知识;使女孩认识到, 科目选择对于未来职业意向有重要意义;使女孩在车间接受具体的职业指导;使女孩在车间从事具体职业的实践工作;增进女孩择业知识, 提高他们规划择业的能力。在南非“技术女孩计划”中, 目标因目的而产生, 服务于目的;目的的达成, 依赖目标的实现。

(二) 内容和举措

1. 明确分工, 多方筹资

根据技术女孩计划相关规定, 计划参与省份的省教育厅、服务提供方和公司 (企业) 签订三方协议。协议规定, 省教育厅负责全面指导和整体规划, 指导、管理学区和学校参与计划, 协调对女孩的选拔和培训, 促进参与者相互沟通, 并采取措施确保计划质量;服务提供方 (以尤韦索咨询公司为代表) 除提供咨询服务外, 还负责筹集资金, 寻找合作方, 设计和管理有关女孩、公司的数据库, 制定和实施相关管理、测评制度, 向参与公司分配女孩交通和午餐补贴;公司 (企业) 承诺给予女孩实践机会, 负责具体指导和管理, 每年承担协议约定的经费, 分发给女孩日常交通和伙食补贴。政府通过税收减免等方式吸引公司参与。[11]

2. 制定标准, 遴选受益人

为确保能遴选到合适的受益人, 并使技术女孩计划产生最大的社会效益, 南非政府规定, 参与计划的女孩必须同时满足以下要求:所有参与该计划的受益者必须是处境不利社区公立学校9年级到12年级女孩 (15岁到18岁女孩) ;在学习上满足所规定的最低成绩要求;至少在数学水平4上达到中等水平;良好的行为和纪律记录;忠于所在的学校并热爱学习。这一标准为弱势女孩接受STEM教育大开方便之门, 有利于她们中学毕业后继续深造或从事相关职业。

3. 实施周期计划, 提升女孩能力

技术女孩计划以一年为一阶段性周期, 女孩9年级进入计划, 读完12年级时结束。在连续4年的时间里, 女孩每年利用假期时间在公司、车间里学习。[12]在第1年的秋季假期, 计划实施方为女孩和参与企业召开专门的“定位会议” (orientation session) , 解释计划的目的、目标、行为准则等。随后, 让女孩进入公司或企业实习1周。在接下来的冬季假期, 女孩到车间实习1周。春季假期, 女孩再到车间工作1周, 同时, 还会得到专业人员的职业指导 (见下图) 。在计划实施的4年时间里, 这一周期性活动不断重复。表面看来, 这只是一个简单重复的计划, 实际上, 这对女孩是一个“螺旋式”提升的过程。随着年龄的增长, 女孩的理论知识和实践经验日益丰富, 这为女孩提高STEM能力奠定了坚实的基础。在学校教师和企业专业人员的共同指导下, 女孩在相似的车间工作经历中会不断提高将STEM知识运用于实践的能力。

资料来源:Unicef:Techno Girl Concept Document.http://uweso.co.za/downloads/TECHNO_GIRL_CONCEPT_DOC_2011.pdf.

4. 测评指导女孩过程

南非高中课程既强调学习过程, 又注重学习结果, 《10~12年级国家课程声明》 (National Curriculum Statement Erades 10~12) 规定, 高中课程有7条关键性学习结果 (Critical Outcomes) 和4条发展性学习结果 (Developmental Outcomes) 。[13]以此为重要目标, “技术女孩计划”规定了相应的测评制度。在测评分工上, 咨询公司制定和实施测评制度, 并最终提交年度测评报告, 学区负责组织测评过程, 省教育厅、学校、公司 (企业) 共同参与;在测评重点上, 同时注重指导女孩的过程和成效;在测评内容上, 关注对女孩产生影响的重要活动和支持性条件, 评估这些活动及相关条件是否足够、恰当, 是否符合标准要求。为达成目标, 技术女孩计划的测评环节重在回答这样一些问题。计划实际覆盖了哪些内容?是否将原定服务给了意向受益者?相关资源是否充足, 是否得到了充分利用?计划是否使目标受益人受益?计划利益相关者是否有意识地参与了计划?运用技术手段和专业知识测评技术女孩计划, 有利于充分利用资源, 适时调整实施策略, 高效率地实现计划目标。

5. 持续实施延展计划

为持续资助“技术女孩计划”受益人在中学毕业后或能学有所用, 或能顺利完成第三级教育, 南非“妇女、儿童和残疾人权益保障部”于2013年8月联合国家信息技术局 (State Information Technology Agency, SITA) 、联合国儿童基金会等部门启动了“技术女孩计划”的延展计划———“技术女孩毕业生计划” (Techno Girl Alumni Program) 。[14]该计划的基本做法是, 提高STEM从业妇女的职业认识;跟踪调查“技术女孩计划”的中长期影响;创建“榜样档案库”, 以鼓励未来的计划参与者;支持和鼓励计划受益人继续在高等院校学习技术课程。[15]受资助女孩在大学就读时就有机会在其所学习的专业范围内寻找工作。

(三) 技术女孩计划成效

对女孩而言, “技术女孩计划”不仅鼓励了女孩制订个人发展计划, 提供了女孩理解STEM工作利弊的机会, 还培养了她们深刻的洞察力。这使得女孩能够观察、学习团队合作, 能够理解教育和培训对工作的重要意义。“技术女孩计划”将教育与市场技能需求紧密结合在一起, 使大量弱势女孩在中学时就能根据社会环境和自身情况进行职业生涯规划, 这增强了她们的自信。2010年的一项对“技术女孩”参与者的调查表明, 94%的参与女孩能够较好地理解工作世界, 以及从事各种职业所需要的技能。以兆萨布中学 (M.H Joosub School) 为例, 该中学虽在南非豪登省 (Gauteng Province) 莱纳西亚镇 (Lenasia) 所有中学中成绩倒数, 但“技术女孩计划”实施到2010年, 该中学的学生达标率为全镇最优———93%。[16]虽然学校的成功并不能归因于单一计划, 但毫无疑问, “技术女孩计划”至少部分地推动了学校教育的发展。

到2011年2月, 技术女孩计划已成功资助了4, 500多名女孩学习数学和科学, 并帮她们在南非豪登省、林波波省、东开普省和夸祖鲁—纳塔尔省从事了科技领域的职业。其中, 20名参与女孩大学毕业, 并获得了与采矿业相关的科技工程学位。得益于工读计划的积极影响, 这些学生在大学就读期间均得到了采矿业资助的奖学金。鉴于该计划成效显著, 南非“妇女、儿童和残障人士保障部”部长露露·邢瓦纳 (Lulu Xingwana) 宣称, 南非将扩增参与的女孩人数, 并把这一项目推向全国。南非实施的“技术女孩计划”还得到了国际社会的认可。在联合国第55届大会上, 联合国儿童基金会资深教育顾问芭芭拉·雷诺兹 (Barbara Reynolds) 博士对南非实施的“技术女孩计划”大加赞扬。

三、对中国改善女孩技能的思考

南非技术女孩计划为我国具体实施类似计划提供了借鉴。无论从国际、国内形势看, 还是从教育发展看, 中国有必要、有可能实施类似的技术女孩计划。

(一) 必要性:中国亟需实施类似的技术女孩计划

不论是在南非, 还是在中国, 随着“学历社会”向“能力社会”的加速转型, 制约社会进一步走向民主、繁荣的关键, 已经从弱势群体能否享有机会的问题, 变成了是否拥有把握机会的技能的问题。妇女普遍技能短缺, 不仅阻碍了政府兑现公平承诺, 也制约了经济的持续发展。有鉴于此, 世界各国均在致力于推进妇女的技能教育, 我国目前所推进的教育均衡发展也将性别均衡作为重要内容。同时, 解决男性主宰科技、管理领域问题, 革除“劳力过剩”和“技能短缺”同时并存等弊病, 也要求对基础教育进行相应调整。因而, 我国政府可以尝试将在中学实施类似的“技术女孩计划”作为突破口。

(二) 可行性:中国改善弱势女孩技能具备思想、经济和制度基础

在高等教育大众化的背景下, 中国却仍然深受“技工荒”的困扰。在此形势下, 中国正由学历社会向“英雄不问出处”的能力社会发展, 用人单位正逐渐淡化学历, 重视能力。人们也更加注重学有所长, 学有所用。同时, 几十年的独生子女政策正改变着人们对女孩的传统看法, 女孩的家庭和社会地位逐渐提升。这是政府实施技术女孩计划的思想基础。目前, 中国经济虽然增幅下降, 但仍处于快速的发展过程中。在教育上, 中国已经普及9年义务教育, 一些经济发达的省市地区正致力于普及12年义务教育。这为中国实施技术女孩计划提供了经济基础。《中华人民共和国妇女权益保障法》、《国家中长期人才发展规划纲要 (2010~2020年) 》等法律政策的深入贯彻实施, 以及中国政府在各级各类学校展开的教育改革, 为技术女孩计划的实施提供了良好的制度基础。

(三) 操作性:关注弱势, 实施学分制, 鉴定协议, 并培训师资

为成功实施“技术女孩计划”, 南非政府不仅明确界定了计划的目的、目标和成果要求, 规定计划必须与参与机构的文化价值追求相契合, 还要求在学习者和参与机构之间建立合作互惠的伙伴关系。这为我国具体实施类似计划提供了借鉴。

1. 关注弱势———面向贫困地区10~12年级女生

南非技术女孩计划, 主要面向弱势社区, 有限额地吸纳“能学”和“乐学”的9~12年级的女孩参与。鉴于我国大部分地区高中为10年级到12年级。因而, 政府可首先面向部分贫困地区10~12年级限额试行技术女孩计划。

2. 实施学分制度———衔接好高中和高校

为充分兼顾各方利益, 调动各方面的积极性, 可考虑学分制。也就是说, 女孩在10~12年级 (每年寒假、暑假各2~3周时间) 集中参与技术女孩计划, 可算1~3个学分。在政府的协调下, 参与计划的高级中学、企事业单位联合某些高校对技术女孩计划进行评估。女孩如能升入认可这一评估结果的大学深造, 其在高中修得的学分仍能得到认可。这为技术女孩继续到高等院校深造打下制度基础。

3. 签订协议——协调好学校和企业

南非政府深知, 仅靠单一计划也无法一劳永逸地解决女孩中学毕业后的就业问题, 因而, 还在技术女孩计划后跟进实施了“技术女孩毕业生计划”。我国政府为使类似技术女孩计划发挥效力, 在试行类似计划时, 应该协调学校和企业单位签订互利互惠的跟进协议, 有效推进女孩在中学毕业后能够继续深造或从事相关职业。

4. 培训师资———为培养女孩技能打好基础

实施类似的“技术女孩计划”, 既需要高中教师有技能实践经验, 又需要企业技师有丰富的技能理论知识。学校可以作为技术女孩的技能知识学习基地、校企合作的理论研讨基地, 企业可以作为培训女孩技能的实践基地、校企技能问题研讨的工作场。校企双方应该互惠合作共同培养、培训师资, 这是改善女孩技能的师资基础。

总之, 南非为促进性别公平和解决技能短缺实施的技术女孩计划可操作性强, 且富有成效。该计划为我国立足国情推动女孩技能发展提供了有益借鉴。

摘要：近年来, 南非承诺优先开展全民教育, 然而, 性别不平等、技能短缺, 以及在技能教育上女孩与男孩差距较大等问题困扰着经济社会的发展。为应对挑战, 南非为9~12年级女孩实施了“技术女孩计划”。该计划目标明确, 措施具体, 取得了一定成效。

关键词：STEM技能,南非,技术女孩计划

参考文献

[1]National Nuclear Regulator.Techno Girl Programme.[EB/OL].http://www.nnr.co.za/techno-girl-programme-2-jul-2012-until-6-jul-2012/./2014-04-17.

[2]侯艳, 刘玉蕾.600所本科院校转型职业教育, 高等教育变革前路未卜[N].新华网http://news.xinhuanet.com/edu/2014-05/11/c_126485698.htm.2014-05-11/2014-08-05.

[3][10][12]Unicef.Techno Girl[EB/OL].http://uweso.co.za/?q=node/7./2014-07-17.

[4]Business Tech.South Africa’s Criticalskills Shortage[EB/OL].http://businesstech.co.za/news/general/52918/south-africas-critical-skills-shortage/.2014-02-10/2014-06-30.

[5][6]Fu Peng.Crime, Skill Shortage Hamper S.Africa Economic Growth:Report[EB/OL].http://news.xinhuanet.com/english/africa/2014-03/05/c_133162642.htm.2014-03-05/2014-06-18.

[7][16]Greg Marinovich and Marisol Gutierrez.Techno Girl Programme Teaches Essential Skills to Young South African Females[EB/OL].http://www.unicef.org/infobycountry/southafrica_60527.html.2011-11-15/2014-07-07.

[8]Uweso Consulting.Techno Girl[EB/OL].http://uweso.co.za/?q=node/2./2014-05-18.

[9]Sandton Convention Centre.African Women in STEM:CelEbrating Africa’s Female Pioneers[EB/OL].http://womeninstem.wordpress.com/.2014-05-08/2014-08-02.

[11]Uweso Consulting.Memorandum of Agreenment.[EB/OL].http://uweso.co.za/?q=node/7http://womeninstem.wordpress.com/./2014-08-02.

[13]刘剑虹, 张军.南非以结果为本位的教育改革[J].比较教育研究, 2008, (6) :45~49.

[14]SA Department of Women, Children and People with Disabilities.Minister Lulu Xingwana to officially launch the Techno-Girl Alumni Programme[EB/OL].http://www.gov.za/events/view.php?sid=39046 2013-08-22/2014-04-18.

3.9年级英语作文篇三

clean up 意为“打扫”､“整理”｡例如:

She is cleaning up the kitchen now. 她现在正在打扫厨房｡

另外,它还有“梳洗”､“(俚)大捞一笔”的意思｡例如:

Wait a minute. I’ll have to clean up. 等一下,我要梳洗一下｡

He cleaned up in the stock market last year. 去年他在股票市场大捞了一笔｡

注意它和 clean down 的区别, clean down 的意思是“彻底清洗”｡例如:

Please clean down the wall. 请把墙壁清洗干净｡

2. We can’t put off making a plan.(P62) 制定计划这件事我们不能再拖延了｡

put off 是由“动词+副词”构成的短语动词,意为“推迟”､“拖延”｡其宾语可由名词､代词或动名词充当｡若代词作宾语,该代词应放在 put 和 off 之间,不可放在 off 之后｡例如:

We’ll put off the sports meeting because of the heavy rain. 因为下大雨,我们把运动会延期到下周举行｡

另外,它还有“消除”､“去除”的意思｡例如:

You must put off your doubts. 你必须消除你的疑虑｡

注意: put sb off 则意为“把和某人的约会等延后”､“闪避”､“敷衍”､“推诿(已答应做的事､责任)”｡例如:

We shall have to put the Smiths off till next week. 我们将不得不把同史密斯夫妇的约会推延到下星期｡

He tried to put me off with vague promises. 他企图以含混的允诺来敷衍我｡

3. These three students all volunteer their time to help other people.(P60)这三个学生都自愿花时间帮助其他人｡

volunteer 作动词用时,既可以用作及物动词,表示“自愿(做)”､“自愿提供”､“自愿给予”;又可以作不及物动词,表示“自愿”､“自愿服务”的意思｡例如:

They volunteered to repair the house for the old lady. 他们自愿替老太太修缮房子｡

She volunteered the information. 她主动提供了这一信息｡

He volunteered for the hard and unprofitable job. 他自愿做这份苦差事｡

4. Let’s cheer him up. (P61) 让我们使他振作起来吧｡

cheer sb up 意为“(使某人)高兴/振作起来”｡例如:

The news cheered him up. 这消息使他高兴起来｡

Cheer up! Our troubles will soon be over. 振作起来!我们的困难很快就会过去｡

5. Not only do I feel good about helping other people, but I get to spend time doing what I love to do. (P62)我在帮助他人的时候,不仅感到快乐,而且我还可以把时间用在我想做的事情上｡

当 not only 置于句首时,后面的句子一般要倒装,但 but(also) 后面的句子不用倒装｡另外,使用 not only... but(also)... 并列连词时,应注意以下两点:① 当 not only... but(also)... 连接两个并列主语时,句子谓语动词的形式必须和靠近 but(also) 的主语在人称和数上保持一致｡例如:

Not only you but also he has to attend the meeting. 不但你要去参加会议,而且他也要去｡

② not only... but(also)... 应该连接两个并列的句子成分｡例如:

He speaks not only English but also French. 他不但会说英语,而且还会说法语｡(连接两个宾语)

I not only heard it, but(also) saw it. 我不但听到而且也看见了｡(连接两个谓语动词)

get to do sth 表示“经过一个过程或努力而……”､“逐渐做……”的意思｡例如:

You’ll get to like the work. 你慢慢会喜欢这工作的｡

6. I’ve run out of it. (P63)我把它用完了｡

run out of 意为“用完”､“耗尽”｡例如:

Two weeks passed. They ran out of money. 两星期过去了,他们的钱用光了｡

注意: run out 常表示“(储存物､供应品等)用尽”､“(合同等)期满”等意思｡例如:

His patience is running out. 他渐渐失去了耐心｡

The fuel was rapidly running out. 燃料很快就要用完了｡

When does the lease of the house run out? 房子的租约什么时候到期?

7. I take after my mother. (P63)我长得像我母亲｡

take after 意为“长得像”､“有(某人)的特征”｡例如:

He takes after his father, a drunkard. 他就像他父亲一样,醉汉一个｡

She took after her mother almost in everything. 她长得几乎与她母亲一模一样｡

8. He also put up some signs asking for old bikes. (P64) 他还张贴出一些告示来收集旧自行车｡

句中的 put up 意为“张贴”｡例如:

We’d better put up a notice about it. 关于这件事,我们最好出一个通知｡

They are putting up a wall newspaper. 他们正在出墙报｡

注意: put up 还表示“搭建”､“住宿”､“留……宿”等意思｡例如:

They put up a tent by the fire. 他们在火堆旁搭起了一个帐篷｡

They put up at a small hotel for a couple of nights. 他们在一家小旅馆住了一两夜｡

We can put all of you up for the night. 我们可以安排你们所有的人住宿｡

put up with 则意为“容忍”､“忍受”｡例如:

There are many inconveniences that have to be put up with when you are camping. 在你露营时,有很多不方便处必须忍受｡

ask for 意为“要求见(某人)/得到(某物)”｡例如:

There’s an old man at the door, asking for you. 门口有一位老人要见你｡

The miners are asking for another increase in pay. 矿工们正在要求再次加薪｡

9. The strategies that he came up with worked out fine. (P64) 他提出的方案结果证明很有效｡

句中的“that he came up with”是一个定语从句,修饰 the strategies｡

work out 意为“结果为”｡例如:

Things worked out quite differently. 结果,情况大不相同｡

10. It’s very important that this organization does not run out of money. (P66)重要的是这个组织没有把钱用完｡

这是个主从复合句,其中含有由连词 that 引导的主语从句, It 为形式主语｡

为保持句子结构平衡,这类主语从句大多被放到句子后部去,而用代词 it 作形式上的主语,在口语中连词 that 有时可省略｡例如:

It’s a pity(that) you missed such a fine talk. 这样好听的报告你没有听到真是遗憾｡

11. I think the telephone was invented before the car. (P68)我认为电话的发明比汽车早｡

invent 意为“发明”,表示设计出或制造出以前没有的东西,因而又引申为“编造”､“虚构”等意思｡例如:

He invented a story to explain why he was late. 他编造借口来解释迟到的原因｡

注意它和 discover 的区别, discover 的意思为“发现”,表示发现客观存在的但以前不为人知的事物,也可以表示发现已为人知的事物的新的性质或新的用途｡例如:

Gilbert discovered electricity, but Edison invented the electric light bulb. 吉尔伯特发现了电,爱迪生发明了电灯｡

12. They are used for seeing in the dark. (P69) 它们用来在黑暗中看东西｡

be used for 意为“被用来做……”,介词 for 后接名词或动词的-ing形式,表示用途｡例如:

A pen is used for writing. 钢笔用来写字｡

注意： be used as 和 be used by 的区别:

be used as 意为“被用作……”,介词 as 意为“作为”,其后一般接名词,强调使用的工具及手段｡例如:

English is used as the second language in many countries. 英语在许多国家被当作第二语言使用｡

be used by 意为“被……使用”,介词 by 后面接名词或代词,表示动作的执行者｡例如:

Tractors are used by the farmers. 农民使用拖拉机｡

13. Although tea wasn’t brought to the western world until 1610, this beverage was discovered over three thousand years before that. (P72)尽管茶直到1610年才被带到西方,但这种饮料早在此前三千多年就被人们发现了｡

although 用来引导让步状语从句,意为“尽管”､“虽然”､“即使”､“纵然”｡例如:

Although it was so cold, he went out without an overcoat. 天气尽管很冷,但是他没有穿大衣就出去了｡

注意 although 与 though 的区别: ① 两者用作连词时,基本上可以通用,但 although 比 though 正式些; though 引导的从句放在句首时,从句可以部分倒装, although 却不可以｡例如:

Child though he was, he helped me a lot. 虽然他是个孩子,却帮了我不少忙｡

② although 只能作连词用,而 though 不仅可以用作连词,还可以作副词用｡例如:

It’s hard work, I enjoy it though. 这工作很艰苦,但我乐意干｡

not... until... 意为“直到……才……”｡例如:

They didn’t find her until the next day. 他们直到第二天才找到她｡

Not until midnight did it stop raining. 直到午夜,雨才停止｡

14. According to an ancient Chinese legend, the emperor Shen Nung discovered tea when he was boiling drinking water over an open fire.(P72)根据一个古老的中国传说,神农氏在明火上烧开水时发现了茶｡

according to 是介词短语,意为“根据”､“按照”｡例如:

According to the weather forecast， it’s going to rain tomorrow. 根据天气预报,明天要下雨｡

when 作为连词引导时间状语从句时,通常指时间点,此时从句的谓语动词须用终止性动词;它也可以指一段时间,此时从句的谓语动词须用延续性动词｡例如:

When we were at school, we used to go to the library. 我们在校学习时,常去图书馆｡

He raised his hat when he saw her. 当他看见她时,略略举帽示敬｡

而 while 引导时间状语从句时,通常表示一段时间,强调主句动作与从句动作同时发生,从句中必须用延续性动词｡例如:

Tom is singing while Mary is dancing. 汤姆在唱歌,而玛莉在跳舞｡

15. A team from China took part... (P74)来自中国的一支球队参加了比赛｡

句中的介词短语 from China 充当 team 的后置定语｡在英语中,除了介词短语作定语要后置外,动词不定式(短语)､从句､一些副词､形容词等作定语修饰名词时,通常也置于被修饰词的后面｡例如:

I have a lot of things to do. 我有许多事情要做｡

The weather today is quite wet. 今天天气阴雨｡

4.八年级英语下册同步训练9 篇四

（九）I.单项选择（15分）

()1.–Have you ever been to an aquarium? –No, _____.A.I have B.I am not C.I haven’t D.I hasn’t()2.–I’ve never been to a water park.--______A.Me, too.B.Me, neither.C.Me also.D.Me both.()3.Have you ever argued _____ your parents?A.to B.with C.and D.on()4.I’ve never _____ the news.A.hear B.heard C.heard from D.heard of

()5.To be a policeman is _______ I ever wanted to be.A.that B.all C.what’s D.only

()6.–______ have you been studying English? –Since 2002.A.How often B.How long C.How many times D.How old()7.How long has he _____ the job.A.found B.changed C.had D.got

()8.I’m a new comer here, so I had a lot of problems _______ the bus stop.A.looking for B.to look for C.find D.finding()9.China has the _______ population in the world.A.largest B.most C.more D.highest

()10.You can’t find _______ in such a small place.A.something to eat B.nothing to eat C.anything to eat D.anything eating()11.Can you tell me the reason _______ learning English?A.of B.to C.for D.on

()12.It was _____ I could speak French that I got the job.A.why B.so C.because D.when

()13.The Language School has really _____ me _____ English.A.helped;learned B.help;learned C.help;learn D.helped;learn()14.The best way to learn English well is ______ it.A.to use B.to using C.uses D.use

()15.The temperature is almost the same all year in Singapore because it’s so close to ____.A.the earth B.China C.the equator D.the sea V.完形填空（10分）

race--42.2 kilometers , and goodabout an important battle(战斗their leader(领袖)was very excited.He shouted, "We message to Athens(雅典)at ” Pheidippides ll the other men!” Pheidippides ran as fast as he()1.A.dangerousB.interesting C.short D.long()2.A.playersB.runnersC.doctors D.workers()3.A.subjectB.result C.story D.book()4.A.agoB.before C.after D.later()5.A.answerB.give C.bring D.send

5.仁爱9年级上册英语教学设计篇五

The First Period

Ⅰ. Teaching Aims and Demands

1. Knowledge Objects(1) Key Vocabulary: restroom, shampoo, stamp

(2) Target Language: Excuse me. Can you please tell me where I can get adictionary?

Sure. There’s a bookstore on River Road.

2. Ability Objects: 1)Train students’ listening ability.

(2)Train students’ communicative competence.

Teaching Step 1: Revision

T: You’re new to this school. You need to know where the main office is.Howcan you ask where the main office is?

S1: Where’s the main office?

T: That’s one way to ask. But there is a more polite way you can ask. Youcan say, ”Can you tell me where the main office is?“ Class repeat. Can you tellme where the main office is?

Ss: Can you tell me where the main office is?

T: That’s correct. Now let’s say you want to know where Classroom 1 is. Howcan you ask?

S2: Can you tell me where Classroom 1 is?

T: Good! There’s another polite way you can ask: Could you tell me how toget to Classroom 1? Class repeat. Could you tell me how to get to Classroom1?

Ss: Could you tell me how to get to Classroom 1?

T: That’s right. Very good.

Step Ⅱ 1a

Go through the instructions with the class.

Read the list of things to the class. To review the meaning of each item onthe list, invite different students to say each phrase in their own words.

Point to the lettered parts of the picture one by one.

Ask a student: What kind of place is this?

What do they sell there? Do we have one in our community? What is the nameof the one in our community?

Point out the sample answer. Say, The letter c is in front of the words buyshampoo because you could buy shampoo in a department store. There may be morethan one correct answer for some blanks.

While students are working, move around the room offering help asnecessary.

Step Ⅲ 1b

Read the instructions to students. Point out the two conversations that areshown in the picture.

As you listen, fill in the blanks with words you hear in the recording.

Play the recording the first time.Students only listen.

Play the recording a second time.This time ask them to fill in the blankswith the words you hear.

Check the answers with the whole class.

Step Ⅳ 1c

Read the instructions to the class.

Point out the list of things people need and the pictures of the places inactivity 1a. Say. Look at activity la. Have a conversation with a partner. Askyour parter politely where you can do these thing and then answer your partner’squestions.

As students work, listen to some pairs in order to check the progress andhelp with pronunciation as needed.

After students have had a chance to practise several exchanges, ask somepairs to come to the front of the classroom and act out their conversations.

The Second Period

Ⅰ. Teaching Aims and Demands

1. Knowledge Objects: 1) Key Vocabulary: escalator, furniture, exchangemoney, elevator

(2) Target Language: Excuse me. Do you know where I can exchange money?

Sure. There’s a bank on the second floor. Take the escalator to the secondfloor and turn right. The bank is next to the bookstore.

2. Ability Objects

(1)Train students’ listening ability.

(2)Train students’ communicative competence.

3. Moral Objects

If someone asks you how to get to the place he wants to go to, you shouldtell him the way correctly.

Ⅱ. Teaching Key Points

1. Key Vocabulary

exchange money

2. Target Language

Excuse me. Do you know where I can exchange money?

Sure. There’s a bank on the second floor.

3. Structures

Do you know where I can buy shampoo?

Could you tell me how to get to the post office?

Can you please tell me where I can get a dictionary?

Ⅲ. Teaching Difficult Points

1. Indirect questions.

2. How to improve students’ listening ability.

Ⅳ.Teaching Procedures

Step Ⅰ Revision

Check homework.

Step Ⅱ 2a

Read the instructions and point to the list of directions.

Get students to name the items in the picture such as escalator, elevator,shoe store, and so on.

Play the recording. Students only listen.

Tell them that the picture may help them understand what they arehearing.

Play the recording again. This time ask students to write a number next tofour of the directions.

Check the answers with the whole class.

Step Ⅲ 2b

Point to the picture. Say, now you will hear the recording again. This timeshow where the boy went as he followed the directions to the drug store. Draw aline on the picture in your book.

Play the recording again and ask students to draw the line on their own.Check the answer with the class.

Step Ⅳ 2c

Ask a pair of students to read the sample conversation aloud to theclass.

Read the instructions aloud. Say. Make conversations using informationabout the places in the picture with your partners.

As students work, move around the classroom checking the progress of thepairs and offering help as needed.

Ask one or two pairs to say their conversations to the class. Ask the restof the class to look at the picture as they listen.

Step Ⅴ Homework

Ask the students to write three sentences with the starters of thestructures.

The Third Period

Ⅰ. Teaching Aims and Demands

1. Knowledge Objects: (1) Key Vocabulary

hang out, fresh, advantage, disadvantage, block

(2)Target Language: Go out the front door and take a right. Walk aboutthree blocks. Go past the park, and turn left onto Oak Street.

3. Moral Objects

Anything has both advantages and disadvantages. We should treat everythingcorrectly.

Ⅱ. Teaching Key Point

Train students’ listening, speaking, reading and writing ability.

Ⅲ. Teaching Difficult Points

How to improve students’ integrating skills.

Ⅳ. Teaching Procedures

Step Ⅰ Revision: T: Yesterday we learned the structures.

Do you know where…? Could you tell me how to get to…? Can you please tellme where…? Now who can make sentences by using the structures?

Step Ⅱ 3a

Read the instructions. Point out the blank lines under the words Advantagesand Disadvantages below the interview.

You will write your answers in these blanks.

Read the first two sentences at the top of the article.

Explain that the interviewer will talk to several teenagers.

Get students to read the interview on their own quickly.

When they have finished, ask if there are any words or sentences they don’tunderstand. If there are, explain them.

Ask students to read the interview again and write the advantages anddisadvantages. Check the answers with the whole class.

Step Ⅲ 3b

Read the instructions. Point out the conversation in the box and invite twostudents to read it to the class.

Point out the list of advantages and disadvantages in Activity 3a. Say, Youcan use these items and any other items you can think of as you talk aboutplaces you usually hang out.

Ask students to work in groups of four or five. As they work, move aroundthe classroom helping the groups as necessary. Make sure they talk about bothadvantages and disadvantages.

Ask several groups to act out part of their conversation to the class.

Step Ⅳ 4

Read the instructions to the class. Get students to look back at thepicture and activities on the first page of this unit.

Point out the sample language in the box. Invite a student to read it tothe class.

Ask students to say the names of some stores and other places in thecommunity and write them on the board. Say,

Each group can choose three of these places to write about, or you canchoose another place you know of

Write careful directions from the school to each place, but do not say thename of the place. You can use the words this place instead. In order to helpstudents work, draw a simple map showing the school and several nearbystreets.

When the groups are ready, they read their directions to the class and theother students guess the name of the place they are talking about.

Step Ⅴ Homework

1. Ask students to choose two places in the community and write carefuldirections from the school to each place.

2. Finish off the exercises on pages 46～47 of the workbook.

The Fourth Period

Ⅰ. Teaching Aims and Demands: 1. Knowledge Objects(1)Key Vocabulary

fascinating, convenient, safe, restroom, inexpensive(2)Target Language

Can you tell me where there’s a good place to eat? Of course. What kind offood do you like?

2. Ability Objects

(1) Train students’ writing and speaking ability.

(2) Train students’ ability to understand the target language in spokenconversation.

(3) Train students’ ability to use the target language.

Ⅱ. Teaching Key Points 1. Key Vocabulary convenient, safe, restroominexpensive

2. Target Language Can you tell me where there’s a good place to eat?

Of course. What kind of food do you like?

Ⅲ. Teaching Difficult Points

1. How to improve students’ writing and speaking ability.

2. How to use the target language.

Ⅳ. Teaching Procedures

Step Ⅰ Revision Check homework.

Step Ⅱ 1a Go through the instructions with the class.

Read the words in the box to the class and ask if there are any of thesewords that students don’t understand. If so, help students to explain themeaning of the word.

Then read the instructions again and point out the sample answer. Get astudent to read the sample answer to the class. Point out that students can alsowrite other words after the word clean.

Ask students to write words from the box in the blanks on their own. Helpstudents if needed.

Correct the answers by having students read what qualities he or shelisted.

Step Ⅲ 1b Read the instructions to the class.

Point out the example in the box. Invite two students to read it to theclass.

Now work with a partner. Look at the words in the box and use them to talkabout places in your own city. As students talk, move around the classroomchecking their work. Offer language support as needed.

Invite several pairs of students to say their conversations to theclass.

Step Ⅳ 2a

Point to the picture and ask students to tell what is happening. Ifnecessary, explain that the scene shows a family on vacation. They are askingthe man for information about various things to do in Sunville.

Go through the instructions and point to the chart.

Play the recording. Students only listen the first time.

Play the recording again. Ask students to write the places people askabout.

Check the answers with the whole class.

Step Ⅴ 2b

Read the instructions and point to the chart.

You will hear the same recording again.

This time listen carefully to the answers the cleck gives. Write theanswers in the blanks alone.

Point out the sample answer.

Play the recording again. Ask students to write their answers in theblanks.

Check the answers.

Step Ⅵ 2c

Point to the sample conversation. Invite two students to read it to theclass.

Read the instructions. Role play the conversations you hear on thetape.

Get students to work in pairs. Move around the room checking the progressof the pairs and offering help as needed.

Ask one or two pairs to say their conversations to the class.

Step ⅦHomework

6.9年级英语作文篇六

一、学情分析：

本单元是人教版新目标英语七年级上册第九单元，也是最后一个单元。主要围绕“School subjects”这个话题展开讨论，并懂得询问和回答最喜欢的学科和喜欢的原因，以及星期的表达。学生经过三年的学习和一段时间的复习，具备一定的听、说、读、写的基础。对于特殊疑问句的句型和相关的形容词及日期的表达已经有所了解，通过本单元的复习使学生能够在生活中和考试中更加熟练地运用目标语言。

二、教材分析：

Unit 9 以“School subject”为话题，选材于学生的日常生活，十分符合学生实际。通过讨论学习，能够提高他们的学习兴趣。本单元内容有：用英语询问和回答最喜欢的学科和喜欢的原因, 并学会用fun, interesting, cool, difficult, free等形容词来表达自己喜欢某个学科的原因。学会新词汇和用特殊疑问句What’s your favorite subject.Why do you like...?等句型来进行口语交际。讨论课程表的安排，星期几，几点上什么课等。学生学会星期的表达并结合学科的表达进一步提高口语交际能力，并过渡到阅读理解和书面表达，培养其阅读和写作的能力。

三、总体设计思路：

本堂课教学围绕学科和星期的表达为主线，通过学生自主学习和小组合作学习等方式，在完成教师的提问、练习题的引导下完成本单元的内容复习和掌握。

四、教学目标：

(一)语言知识目标

1.词汇：

favorite, subject, science, P.E.Music, math, Chinese, geography, history, why, because, Monday, Friday, Saturday, Tuesday, Wednesday, Sunday, for sure, free, cool, useful, from, from...to..., lesson, hour.2.句型：

What’s your favorite subject?

Why do you like...?

(二)能力目标：

1.掌握特殊疑问句的句型特点。

2.学会用特殊疑问句提问和回答。

3、提高对本课知识的理解和在考试中的运用能力。

(三)情感目标：

让学生讨论自己最喜欢的学科，培养他们对学习的兴趣，感受学习的成就感。

五、学习策略：

1.自学策略：调动已有的知识，根据情境推测所表达的意思，能自己总结归纳学过的知识。

2.合作学习策略：能参与小组讨论，表达自己的观点，学会与他人合作学习。

六、教学过程： Step

1、Review

听写Unit 8 的重点词句（抽查10个词、两个句）Step

2、复习表示科目的词

1、Guessing and expressing ：Lead in with an interesting question: What subjects do you know?(Purpose 通过一个有趣的问题引起学生的兴趣，同时可以帮助回忆过去学过词句。)

2、Ask two students to write down the words about subject on the blackboard.other students write down their answers on their newspapers.Then T checks and gives their points.3、Students read out the words following T.Then reading together.Step

3、复习一周七天的词

（以问题：What day is it today? 为引导，用与step 2 相同的方式进行复习。）

Step

4、复习本单元其他重点词：

1、Ask two students to translate the words on the blackboard.other students write down on their answers their newspapers.Then T checks and gives their points.2、T explains the difficult words and phrases by some example sentences.Step

5、复习重点句子和对话

1、Ask two students to translate the key sentences on the blackboard.other students write down their answers on their newspapers.Then T checks and gives their points.2、T explains the difficult sentences by some examples.3、Ss look at the pictures and sentences on screen,and make dialogues with T and group members.Step

6、Do exercise on newspaper(英语周报)

T invites some Ss to present their answers on blackboard, the others write down their answers on their newspapers.Then T checks and gives their points.Step

7、Summary

1、T invites some Ss to summary the knowledge ponts,such as

1、表示科目的词有：......,2、表示星期几的词有：......3、......2、T complements their summaries if necessary.Step

8、Homework

1、记忆本单元单词，准备听写。