新目标九年级英语课件

趣祝福范文大全：趣祝福的编辑对“新目标九年级英语课件”问题进行了深度解读并搜集了相关资料，希望这些创意能够启发你在日常生活中更有趣。老师都需要为每堂课准备教案课件，每位老师都需要认真准备自己的教案课件。教师应该根据学科的特点来巧妙地设计教案。

新目标九年级英语课件【篇1】

一、不同引导词引导的宾语从句

（一）、由从属连词that引导的宾语从句。

注：陈述句用that引导。 that只有语法作用，没有实在的意义，在口语和非正式文体中可以省略。例如：

·She says, “I am from Shuanggu ”。

She says that she is from Shuanggu .

2. She says, “She can’t sleep well ”。

She says that she can’t sleep well

e.g.

1. I hear (that) _______________________. （一小时后他会回来）

2. He said (that) ______________________. （他非常想念我们）

3. The teacher told us (that)_________________.（地球围着太阳转）

（二）、由从属连词whether, if 引导的宾语从句。If和whether在句中的意思是“是否”。例如：

·He wants to know, “Is Tan Dun a world

famous composer?” （改为宾语从句）

He wants to know ifwhether Tan Dun is a world-famouscomposer.

2.“HasTan built a bridge between the East and the West?” he asks. （改为宾语从句）

He asks ifwhether Tan has built a bridge between theEast and the West.

e.g.

1. I want to know ___________________.（他是否跟我们一起去公园）

2. Ask him _____________________. （他是否能来）

3. I don’t know ___________________________.（是否要下雨）

（注意：当句末为or not时，引导词只能用whether而不能用if.）

（三）、注意：以下情况只用whether，不用if。

I don’t know _____ he will come or not.

2.I don’t care of ______ heis taller than the other players.

3.He wondered ______ to remain there foranother week.

4. ______ this is true or not, I’m not sure.

小结：

1.whether引导的从句常可以与连词or或or not直接连用。

2. whether及其引导的成分可放于介词之后，作介词的宾语。

3. whether可以引导带to的不定式。

4. 当宾语从句提到句首时，只能用whether引导。

二、中考链接

1. The young man asked it's summer or winter.

A. either B. that C. if D. whether

2. We don't know they did it .

A. whether B. who C. what D. which

3.Does anybody know Tan Dun is famous for “WATER” or not .

A. if B. where C. whether D. that

5.if和when既能引导条件状语从句，又能引导宾语从句。因此，遇到它们就要认真分析一下。

1.I want to know if he _______ (come) tomorrow.

If he _______(come). Please tell me.

2.Can you tell me whenhe________ (appear) ?

Please call me when he _______ (appear).

三、由连接代词what, whom, whose, which, what及连接副词 when,where, how, why引导的宾语从句

例如：

n Do you know who (whom) they are waiting for?

n He asked whose handwriting was the best.

n Can you tell me where the No.3 bus stop is?

n I don’t know why the train is late.

eg:

1.He asked __________________________. (谁能回答这个问题）

2.Do you know_________________________. （他们在等谁）

3. Can you tell me .(他在哪儿）

4. Could you tell me ______________________ .（我该怎么去车站）

5. Would you tell me ______________ .（为什么火车迟到了）

二、时态归纳：

1、当主句的谓语动词是一般现在时或一般将来时，宾语从句的谓语动词可以用所需要的任何一种时态。eg

Jim_______ ( be ) a worker two years ago.

Jim ( be ) an English teacher now.

Jim ( cook ) dinner tomorrow .

Jim ( sing )a popular songnow.

Jim ( be ) to the Great Walltwice . J

2、当主句的谓语动词是一般过去时，宾语从句的谓语动词要用相应的过去时态，但当宾语从句叙述的内容为客观真理时，仍然用一般现在时。e.g.

He will go to Hong Kong.

2) He is sick.

3) He is reading a book .

4) He has finished his work.

1) He_________ to Hong Kong.

2) He_____ sick.

3) He ___________ a book .

4) He____________

Exercise：

将下面的句子连接成为含有宾语从句的复合句。

1)These flowers are from Guangdong. He said.

He said ____ these flowers _______ from Guangdong.

2)Light travels faster than sound. My teacher told me.

My teacher told me _____ light _______ faster thansound.

3)Are the children playing games? Tell me.

Tell me ______ the children ______ ______ games.

4)Have you finished your homework yet? Mr. Zhao asked MaChao

Mr. Zhao asked Ma Chao _______ _______ ______ _____ _____homework yet. 三、宾语从句的语序

宾语从句的语序应为陈述句的语序。例如：1. “I am having an English lesson.” He said to me .

He told me that he was having an English lesson.

2. “I will play basketball .” Spud said.

Spud said that he would play basketball

一随主，二随宾，三不变

n I think (that) you will like this school soon.

n Can you tell me how I can get to the zoo?

n Please tell me when we’ll have the meeting

新目标九年级英语课件【篇2】

第一课时

Section A

教学目标：能运用以下句型进行交际。

Where would you like to visit?

I’d like to visit somewhere relaxing.

Step 1 Warning up

Show a map of the world to the students.

T: What kind of countries do you know in the map?

S: China, the U.S.A, Canada, Australia, France, Germany, …

T: What kind of cities do you know?

S: Beijing, New York, London, Sydney, Paris….

T: What do you think about the countries and cities?

Ask the students to say out adjectives to describe these places. Write the words on the blackboard and read them.

Then read the instructions, and use the words from the box to describe the vacations. Write them in the chart.

Step 2 Presentation

Lead-in the drill like this:

T: Where would you like to visit?

S: I would like to visit USA.

T; Why would you like to visit USA?

S: Because it is beautiful.

The students can have different answers to the questions in the drill above.

Show pictures of some places, like the Great Wall, the scenery of Guilin, Sydney Opera House, Big Ben in London. Ask the students to practice the similar conversations.

Then look at the picture in 1a. Practice the dialogue by two groups.

Step 3 Listening

1b, first, read the instruction. Then play the tape. The students finish the chart. Play again, the students read after the tape sentences one by one.

2a. Comprehend the sentence first. Tell the students to point out the Attributive Clause. Then listen to the tape and number the statements in the order.

2b. Listen again. Match each place with a reason person do not visit the place in the chart. Check the answers. Then read the listening text together.

Step 4 Role play

Get the students to use the information in 2a to role play conversations.

Homework:

Comprehend the sentences in Grammar Focus and recite them.

第二课时

教学目标：

1. 能运用语言和语法知识进行阅读并理解文章意思。

2. 能比较流利地描述一个自己想去的地方。

Step 1 Competition

Have a competition about the sentences in Grammar Focus by groups. Every group chooses a 8representative to write the sentences on the blackboard.

Step 2 Reading

Before reading, ask “ Where would you like to visit when you grow up? Please tell us the things you like in that place. ”

Show a picture of Effiel Tower in Paris, ask “ Do you know what is it? Where is it?” After the students answer, say, “ Today we’re going to learn a passage about a famous travel spotlight: Paris.”

Then study the passage carefully.

Some key points:

1. consider doing sth 意思是“考虑做某事”

例：I’m considering changing my job.

consider + 从句，相当于think+从句

例：I consider that he is a kindman.

2. cost 当“花费”用时主语是物或事，常用sth cost sb some money / time

spend 主语是人，常用sb spend some money / time on sth 或sb spend some money/ time ( in) doing sth

take 常用结构为It takes sb spend some money/ time to do sth. 或sb take some money / time to do sth.

pay当“花费，支付”用时主语是人，常用sb pay (sb) some money for sth.

例：This dictionary cost me five dollars.

I spent five dollars on this dictionary.

I spent five dollars (in) buying this dictionary.

It took me five dollars to buy this dictionary.

I took five dollars to buy this dictionary.

I paid five dollars for this dictionary.

3. quite adv.意思是“相当地”

① quite + a / an + n.

例：It’s quite a nice car.

② quite + adj = very + adj.

例：The car is quite nice.

3. unless conj. 意思是“如果不，除非”= if…not

例：You can not get good grades unless you study hard.

= You can not get good grades if you don’t study hard.

Then the students read the passage by themselves.

Step 3 Practice

Look at the instructions in 3b. Ask two students to read the conversation. Point out “ be supposed to = should”, “ pack = put things into bags for vacations or business.” Then look at the information, ask the students to make new conversations using the information. Ask some pairs to act out their conversations.

Step 4 Homework:

Read the passage in 3a.

第三课时

Section B

Step 1 Revision

Review the passage in 3a. Ask students to retell the text.

Step 2 Talking and writing

T: What are important to you when you go on vacation?

S: The weather is the most important thing. I like to go somewhere warm.

Encourage the students to say as much as possible.

Then Part 1. Let the students write the things that are important to them when they go on vacation.

Step 3 Listening

2a. Before listening to the tape, ask students to talk about three pictures. Then listen and number the pictures.

2b. Listen to the conversations and complete the chart.

Then students read the listening text after the tape.

Step 4 Pairwork

2c. Get the students to practice the conversation similar to the one in the box. Then ask pairs to act out their own conversations.

Step 5 Exercises

完成句子：

1. 我想去温暖点的地方。

I’d like to ________________.

2. 我喜欢天气凉爽的地方。

I’d love places _____________.

3. 我们更喜欢人们真的很诚实而友好的地方。

We prefer places ____________.

4. 天凉了，最好穿上温暖些的衣服。

It’s cool. _____________ to wear warm clothes.

第四课时

教学目标：

能运用知识点正确理解文章。

Step 1 Free talk

Ask “ Do you like traveling? How do you often travel with your family, by yourselves or by travel agency?” Talk about the questions. Then ask some to share their answers with the class.

Step 2 Reading

First, get the students to look through the passage and find out the answer to the questions “ Where do they want to go for a trip? What do they want the firm to offer?” After this simple comprehending passage, learn it carefully.

Some key points:

1. in eastern China = in the east of China

2. provide sb with sth = provide sth for sb 意思是“为某人提供某物”

例：The boss provided his workers houses.

= The boss provided houses for his workers.

offer sb sth = offer sth to sb 意思是“ 提供某物给某人”，可以与以上例句转换。

3. It has to be a place where we do lots of outdoor activities.

此复合句中where we can do lots of outdoor activities 为定语从句，修饰先行词a place。其中where是关系副词，才从句中担任状语。

例：The factory where my father works is in the east of the city.

That is the house where we lived last year.

4. It’s best to do sth 意思是“最好做某事”= You / We had better do sth.

例：It’s best to visit Beijing in spring or autumn.

= You’d better visit Beijing.

Then read the passage with the tape and finish the task below it.

Step 3 Writing

Ask the students to write an e-mail message to S.T. Zhang. Tell where they think he / she should go on vacation. Share their replies then.

Step 4 Groupwork

Complete the survey using words from the box and any other words. Then survey three students. Agree on the best place to go.

Step 5 Homework

Read the passage in 3a.

第五课时

教学目标：

能正确流畅地写出自己想去的地方及想去那里的理由。

Step 1 Revision

Review the passage in 3a. Ask some students to retell it.

Step 2 Self check

For Ex 1, fill in each bland with the correct word given Check the answers then. And later ask the students to make their own sentences with each word.

For Ex 2, look at the instructions. Then ask students to write an article about why they would like to go to their ideal places.

Step 3 Exercises

用所给词的适当形式填空：

1. It’s best ______ (do) our homework by ourselves.

2. Could you please ______ (give) me some suggestions?

3. It’s a good place _______ (visit) in summer.

4. I hope _______ (see) the Great Wall in Beijing one day.

5. Hong Kong is a wonderful place for _______ (shop).

第六课时

教学目标：阅读理解文章意思，巩固本单元的主要内容。

Step 1 Free Talk

Talk about the dreams with students. Ask “ Do you have your dreams? What would you like to do after you finish school? What will you do to make your dream come true?”

Step 2 Reading

First, students scan the passage and find out the main idea of it: “ It’s about dreams. Then learn the passage carefully.”

Some key points:

1. dream about / of sth, dream about / of doing sth 意思是“梦想做某事”

例：Lots of teenagers dream of flying to the moon one day.

2. continue doing sth = go on doing sth 意思是“继续做某事”

3. quite a few = a lot of / lots of 表示“许多”，但quite a few后接可数名词复数。

4. It was clear from the survey that teenagers have similar hopes.

此句中it 是形式主语，that….是真正主语，表示“很清楚….”

例：It is clear that he can finish his task in time.

Then reading the passage again. Finish 3b.

新目标九年级英语课件【篇3】

广州市东圃中学 张虹

1、单词

before在---之前 bowl碗 hear 听见

hold拿 granddad爷爷，外公

2、短语

brush one’s teeth 刷牙 put…into 把---放进---

go shopping 去购物 Hurry up !赶快！

do morning exercises做早操 go running 去跑步

feed the cat 喂猫 How often…? 多久一次---？

go swimming去游泳

3、句子

1) They are good at playing basketball. 他们擅长打篮球。

2) It’s time to have lunch/for lunch. 该吃午饭了。

3) She’s never late for school. 她从不迟到。

4) All the family are trying to help her. 全家人都努力帮她。

新目标九年级英语课件【篇4】

本节课以“谈论自己和他人的变化”为话题，让学生学会描述自己和他人在外貌﹑性格等方面的变化。并让学生学会使用used to结构来表示过去经常存在的习惯或状态而现在已不存在的习惯或状态。

在教学中，我先采用的.是“What do you look like?”及“What do eshe/she look like？”这两个句型去描述人的外貌及性格，从而对前面知识也是一个复习的过程。然后向学生出示一些新旧照片进行对比，导出本节课的重点“used to”句型。首先，通过用实物导出“usedto”句型,让学生明白这一句型的含义，在懂得此含义之后，试图找几位较好的学生作示范，让他们来带动其他学生，从而达到大部分学生的理解和运用，接下来通过听力来加深学生对“used to”句型的印象，让学生团结协作完成对话，来巩固这一句型，最后让学生明白人是在不断变化的。

在整堂教学中，我发觉学生的兴趣浓厚，通过复习﹑图片导入，学生对人的外貌性格这一变化产生浓厚的兴趣，大部分学生通过自身和周围人的变化来谈论，很乐意的去学。在课堂练习中我发现学生对used to do或used to be两者混为一团，我想可能在讲解﹑分析时不够透彻，应该再通过小黑板出示相应的习题加以巩固，如果能让学生再欣赏一首歌曲《Yesterday on cemore》的话，相信课堂氛围、教学效果会更佳。

新目标九年级英语课件【篇5】

九年级上册英语第九单元课件： 《Unit 9 I'll help clean up the city parks》

Teaching Aims and Demands(教学目标):

Knowledge and Ability objects(知识与能力目标):

（1）重点词语 ：重点掌握如下描绘性的形容词 clean up hunger homeless cheer up give out

（2）重点句型：I'd like to work outside．

You could give out food at a food bank

（3）培养学生能够运用所学的语言目标进行简单的语言训练的能力。

(4)能够听懂磁带上的每句话。

Course and Methods(过程与方法)：可采取小组讨论的方法进行知识与技能的训练，调动已有的知识、根据情景推测句子的含义。

Moral object(情感态度与价值观目标)：通过对本单元的学习，增强爱心，同情心，以及社会责任感。

Teaching Key Points and Difficulties(教学重、难点)

1、 Key point：一般将来时的应用。

2、 Difficult point：一些动词短语的用法。

Teaching Methods(教学方法)：Watching and describing methodslistening methodPairwork

Teaching Aids(教具)：Tape picturessmall blackboardTeaching procedures(教学过程):

课前练习(practice oral English )看谁有勇气想挑战一下自己。

复习以前的知识

妙语连珠(提高翻译的能力)

一、导入(Lead-in)：

展示几张需要帮助的人或事的图片。(如：sick people，homeless children，dirty park，hunger)

通过图片让学生充分展开想像力，针对每一幅图片进行描述，激起学生的同情心和对以下内容的兴趣。

二、句型引入和操练(Presentation and practice)

1．版书：What can you do to help sick people? I can visit them in the hospital．

I’d like to buy them some flowers．

I hope to cheer them up．

让学生给出不同的回答，强调I’d like to，hope to，volunteer to，could和其他动词的搭配。老师不断强化句型，让学生有个模式进行下面的训练。

2．结对练习对话

另外再让学生结对操练句型：

通过反复操练，巩固句型，体会以上句型的结构，为后面的讨论作铺垫。

三、教学操练(Practice)

What would you like to do if the classroom is very dirty？ I’d Iike to…

I hope to…

四、教学巩固

通过版书引导学生完成一个任务：

假设你有个朋友周末生日，他打算在家开个生日舞会。他现在有很多事情忙不过来，你能给他提供什么帮助？

说明：通过来完成一个任务。让学生运用所学内容，既巩固了本课所学的语言目标，又开拓了学生的思维，使学生的语言运用源于书本又高于书本，培养学生在实际生活中运用本课所学内容，来解决现实生活中的实际问题的能力，达到新课标提出的培养学生综合运用语言的能力。

五、作业 (Homework)：

1．下周你们班将去老人院，去那里有什么可以做的，罗列4～5点。

2．翻译下列短语。

(1)打扫

(2)张贴

(3)去医院看望生病的小孩

(4)在外面工作

(5)提供帮助

(6)推迟

(7)分发

(8)无家可归的人

小编推荐

新目标九年级英语课件实用11篇

新目标九年级英语课件 篇1

找教案

Unit13Rainy days make sad.SectionA(1a-1c)

Hello, everyone，Today I’m very pleased to have an opportunity to talk about some of my teaching ideas.My topic is Section A(1a-1c , Grammar Focus)in Unit13.It is made up of seven parts.1.Analysis textbook(教材分析)

2.The teaching methods(教学方法)

3.The learning methods(说学法)

4.Analysis the students(说学情)

5.The procedures of the teaching(教学步骤)

6.Blackboard design（板书设计）

7.Self evaluation.(自评)

Part 1The analysis of the teaching material:

This lesson is about listening and speaking.It plays a very important part in the English teaching of this unit.By studying Section A , The students can improve their speaking ability, learn more about things that affect people.At the same time, we should get the students to understand better.The students should do some listening, speaking and writing, too.Of course, the students should receive some moral education.Let the students have positive attitude to dealing with things around them.1.Teaching objects

The teaching aims are established according to Junior School English curriculum standard provision.A.Language goals

1).Words & expressions :tense, some adjectives of feeling

2).Key sentences

Loud music makes me tense.(P103)

Loud music makes me want to dance.That movie made me sad.B.Ability goals

Enable the students to talk about how things affect them.Emotion & attitude goals

Enable the students to understand the effect of things upon them.The teaching key and difficult points are established according to Section A ,Unit13 in the teaching material’s position and function.2.Teaching Key Points

the usage of make.3.Teaching Difficulties

Train the Ss to use make correctly.To improve students’ listening ability.To train students' communicative competence.:Part 2.The teachingmethods

Task-based teaching;Cooperative learning;

Part 3.The learning methods

1).Set up six steps.It is presentation– words – pairwork – listening practice–Grammar-practice

2).Ask the students to take part in class actively and develop their cooperation in the activities.Part 4.Analysis the students

The students have learned some words about feeling and they have know the word make.But they don’t often use English to express themselves and communicate with others.Some Ss are not active in the class because they are afraid of making mistakes.Part 5.The procedures of the teaching

I have designed the following steps to train their ability of listening, speaking, reading and writing, writing , especially listening and speaking.Set up six steps.It is greeting –lead-in-presentation– words – pairwork – listening practice–Grammar – practice – homework.Step Ⅰ Lead- the Ss a picture and then show the teaching material.Purpose: Arouse the students’ interest of study.Bring in new subject: Rainy days make me sad.Step IIPresentation.Review some words about feeling , then present the sentence structure.A:What makes him/her B:makes him sad.Purpose :Through this part we can consolidate what they studied yesterday, communicate with others about their feelings and prepare for the new lesson.Step IIIListening(1a, 1b: P102)

Ask the students to listen to Amy and Tina talking about the two restaurants and do the exercises.Purpose :Train the Ss’ listening ability and prepare for later exercises.Step IVSpeaking(1c: P102)

Ask the students to talk about how music affects them.Let the Ss work in pairs andtalk about how the two restaurants would affect them.Purpose :Train the Ss’ speaking ability and prepare for later exercises.Step VDo a survey.After learning 1b , 1c , let the Ss do a survey about other things that affect them.Purpose : This step can open the Ss eyesight and thought.It’s a step from textbook to real life.Step VIGrammar

1).Sum the usage of make then help them to say out the sentence structure.2).Do some exercises to consolidate the grammar.Purpose: Train the Ss’ ability of understanding and using language.Step VIIWriting practice

1.List 4-5 things around you and then describe how the things affect you.positionExams make me _______。

Purpose :I want to improve the ability of their writing.At the same time, train the ability of do-it-yourself and looking up the information by themseleves.Part 6.Blackboard design

1.make +sb/sth+adj

eg:The news made him sad.He tries his best to make his lessonsinteresting.make +sb/sth+ do

eg: He made me wait for a long hours.He made me do this exercise again.在被动语态中变为：sbbemade to do

2.rather 原意为相当,为副词

eg:It’s rather cold today.今天相当冷。

rather常与would连用 “宁可,宁愿, 还是…好些”

eg:I'd rather play tennis than swim.我不想游泳,我宁愿去打网球。Purpose：In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.In this text, I write the usage of make and rather on the blackboard in order to tell the students that this is of the importance in this class.I want to use them correctly and flexibly.Part 7.Self evaluation.(自评)

In order to make the students the real masters in class while the teacher himself acts as director.I designed some activities to arouse the students’ interest of studying.The students can learn the target language easily.Also ,by the

se activities , I’ve cultivated the students’ spirit of cooperating , trained the students’ skills of listening ,speaking , reading , writing , improved the students’ ability of collecting information and dealing with the information.Help the students to form a positive attitude towards life.Thanks for listening.

新目标九年级英语课件 篇2

新目标九年级英语教案示例第十四单元第二课时教学设计作者：思全英语辅导第二课时教学设计

1.能进一步用所学的目标语言谈论现实生活中已经发生的事情。

复习旧课(Revision)：

老师通过一个一个地提问学生来复习昨天所学的目标语言。T：Have you finished yesterday's homework yet?Have you cleaned the classroom yet?Have you reviewed your lesson?Have you past the test?.也可以让学生相互问答。

呈现新课(Presentation)：

老师介绍自己最近的情况。T：I am very busy recently.I have so many chores to do every day.But Iam busy with my work every day.So Ihaven't done most of them.I have already done.I haven't done.yet.

(通过老师介绍自己最近的情况，引出本课的话题，自然流畅。同时，让学生更多地了解生活中的老师，拉近了师生间的关系，为进一步学好英语打下基础。)

阅读3a.

(1)介绍完自己后，马上转入本课的话题。How about Crystal?What chores does she have to do?Read 3a,underline the different chores.

(通过让学生找出作者及其祖父所要做的不同的家务，锻炼学生泛读课文，找出文章主要内容的能力。)

(2)仔细读课文，回答以下几个问题：

a.Why didn't Crystal get back to Jake sooner?

b.When did she start her homework?

c.Why hasn't she done any of the things yet?

d.What chores did her father often do when he was akid?

(通过让学生回答以上有关细节部分的问题，进一步锻炼了学生仔细精读课文能力，同时，学生进一步理解了课文中的较难句子。)

(3)学生再次读课文，加深对课文的理解。

(1)老师读本部分的指示语，帮助学生理解指示语的意思。

(2)老师简单介绍三幅图画中的人物，以及时间表中的内容。

(3)学生读表中的词组，确保学生理解每个词组的意思，并要求学生把其中的'动词原形转化成过去分词。为操练对话做准备。

(4)学生读右边的对话。

(5)老师让一位好学生协助老师做一个示范。假设老师是图片中的三个人中的一个，学生通过提问来猜出老师到底是哪一位。可以多做几个示范。

(6)学生按照指示语的要求，仿照右边的对话，四人一组进行操练。三位学生通过轮流提问来猜出另一位学生，到底是图片中的哪一位。

work.

(1)老师读指示语，确保学生明白指示语的意思。

(2)要求大家一起说出本星期应该做的事情。(have aclass/grade/school meeting,havean exam,run for charity,have abasketball match,make astudy plan,clean up the school,.)为以下的操练提供素材。

(3)据大家提供的素材，学生在表格中填上自己已经完成的事情，以及还没有完成的事情。

(4)做一个调查报告，运用所学的目标语言，调查两位同学，在本星期内已经做了哪些事，还没有做哪些事。

A：What have you done in this week?B：I have already had aclass meeting.

A：Have you had an English exam?B：No,I have had it yet.

巩固和拓展(Consolidation and Extension)：

完成一个任务。今年是初三年级的最后一个学期，为了考上理想的高中，自己已经做了哪些事情，还有哪些没有做到，今后还应该怎样做。运用所学的目标语言，以小组为单位，用英语进行交流和讨论。最后，老师抽查几位学生。

(通过这个活动，学生进一步巩固和拓展了所学的目标语言，同时，通过交流和谈论，学生们反省了近期来自己的优点和缺点，为取得更大的进步打下基础。)

作业布置(Homework)：

要求学生运用目标语言，写一篇周记，小结这一个星期来，自己已经做了哪些事，还有哪些事没有做，为了取得更大进步，今后还应该怎样做。

新目标九年级英语课件 篇3

第一课时教学设计     教学目标   1．能用所学的目标语言简单谈论或询问最近已经发生的事情。   2．能初步理解副词already和yet的用法，并能在实际情境中简单地运用。   3．能听懂听力内容，并能完成相应的练习。   教学方式   活动教学法，任务型教学法，多媒体辅助教学等等。   教学设计   引入新课（Presentation）：   （1）首先，老师用英语要求一个学生上来为大家唱一首歌。T: Could you please sing a song for us? 在他唱歌前，老师问，T: Has he sung a song yet? 并把此句呈现在屏幕或黑板上，yet用红色来突出。同时，引导学生回答，S: No, he hasn’t sung a song yet.同样把此句呈现在屏幕或黑板上，yet用红色来突出。在学生唱完歌后，老师重复上一个问题，T: Has he sung a song yet? 引导学生回答，S: Yes, she has already sung a song.并把此句呈现在屏幕或黑板上，a1ready用红色来突出。   （2）然后，老师要求几个活泼的学生继续来表演几个动作。如: playing basketball, cleaning the blackboard, drawing on the blackboard, standing up, singing a song, dancing, closing the door...用同样的方式来强化目标句型和already及yet的用法。Has he done sth. yet? Yes，he has already done it. No, he hasn’t done it yet.   （3）口头练习后，让学生自己来总结already和yet的区别和用法。   （4）老师归纳，补充。already用于现在完成时的肯定句中，一般放在句子的中间；yet用于否定句和疑问句中，放在句子的末尾。   （借助于活动教学法，让学生做一些生动有趣的动作，既激发了学生的学习积极性，也很自然地引出了本课的目标句型，自然生动，给学生留下深刻的印象。）   大脑风暴（Brain storm）：   老师利用多媒体课件在屏幕上呈现两张有关旅游的图片，一张是海滩的风光，一张是城市风景。老师提问，T: If you go on a beach vacation, what things do you want to pack? 让学生进行大脑风暴，说出有关的词组，同时，引出并学习本课的新单词和词组，如: bathing suit，beach towel, camera, suntan lotion, sunglasses, suitcase, hat, slippers...用同样的方法，说出有关城市观光旅游的`词组，并引出新单词和词组。如: camera, sneakers, guidebook, street map, money...   操练（Practice）：   1a．谈论课本中的图画: Where is it? What are they doing? What are they going to do? What are they talking about?   1b．（1）首先学生读方框中的六个词组，确定学生明白每个词组的意思，并强调动词的原形及其过去分词的拼写。然后，提示学生：You will hear a family talking as they get ready to go on vacation.   （2）放录音，让学生根据指示语的要求选择已经做过的事情。   （3）核对答案，同时跟读录音内容。   1c．（1）学生读右边方框里的对话，老师强调yet和already的用法。   （2）要求学生根据录音内容，仿照右边方框里的对话，两人一组进行操练。老师强调yet和already的用法。在学生操练的同时，老师巡视教室，检查学生操练的情况，必要是给予帮助。   （3）抽查几对学生，要求他们在全班面前说出他们的对话，老师及时给予鼓励和帮助。   2a．首先，老师介绍图画中的内容，T: This is Mark and this is Tina. They are in the kitchen. They are getting ready to go on vacation. They are talking about chores. They have already done some chores. Listen to the tape. Who said each thing? Write “M”for Mark or “T”for Tina.然后放录音，让学生按要求完成2a，然后，核对答案。   2b．首先学生读方框中的句子，确定学生明白每句话的意思，然后，放录音，学生根据要求填上相应的数字。最后，核对答案，同时跟读录音内容，必要时对难点进行解释。   2c．（1）学生读右边方框里的对话。   （2）要求学生根据录音内容，继续完成右边方框里的对话，两人一组进行操练。老师强调yet和already的用法。在学生操练的同时，老师巡视教室，检查学生操练的情况，必要是给予帮助。   （3）抽查几对学生，要求他们在全班面前说出他们的对话，老师及时给予鼓励和帮助。   （本环节，学生通过听说两个方面，进一步操练了本单元的目标语言。）   巩固和拓展（Consolidation and Extension）：   完成一个教学任务：要求每个小组长对自己的组员进行调查，调查他或她是否已经完成了今天要做的事情，然后，评出本小组最好的学生。强调在调查过程中，必须运用今天所学的目标语言以及already和yet。可以从这几个方面进行提问：finish yesterday’s homework, hand in your homework on time, clean the classroom, help your mother with some chores, have a test....注意动词的过去分词的拼写形式。   A: Have you finished yesterday’s homework yet.   B: No, I will do it in a minute. / Yes, I have already finished it.   （通过设计一个真实、贴近学生生活的情景，激发学生的学习积极性，让学生运用所学内容，来完成一个生活中的真实的任务，既巩固了本课所学的语言目标，又完成了现实生活中的一个真实的任务。从而，达到了培养学生综合运用英语的能力。）   作业布置（Homework）：   要求学生运用本课的目标语言，写一段对话。主要内容：晚上睡觉前，妈妈询问你是否已经完成了今天应该做的事情。    

新目标九年级英语课件 篇4

maybe也许 countryside乡村 camera照相机 film胶卷

drink饮料 bring带来 weatherman 天气预报员 cut割；切

degree度数 stop阻止 pack打包/行李 snowman雪人

nothing much没什么 look forward to盼望 go climbing去爬山

It doesn’t matter.没关系 best wishes最真挚的祝愿

in the world全世界 That’s a pity!真糟糕/遗憾！

go sightseeing去游览 have a picnic去野餐

1) Listen! Tomorrow’s weather report is on the radio.

听！收音机里正在播放天气预报。

2) I hope you won’t forget us. 我希望你不要忘记我们。

3) The snowmen will slowly becomes water when it gets warm.

当天气变暖时，雪人会慢慢变成水。

4) I will send you a postcard. 我会给你寄一张明信片。

5) I’m waiting for your answer. Please write to me soon.

我在等你的来信。请尽快给我写信。

6) Thanks for inviting me. I’d love to go with you.

谢谢你的邀请。我很乐意和你去。

新目标九年级英语课件 篇5

wind-windy风-有风的 cool凉的 summer夏天 mountain山

rain-rainy雨-下雨的 wet湿的 blow吹 sea海

sun-sunny太阳-晴朗的 hot热的 start开始 ice冰

snow-snowy雪-下雪的 most大部分 miss想念 cover覆盖

cloud-cloudy云-多云的 warm温暖的 photograph相片

last(动)持续;(形)上一个 leaf-leaves叶子(单/复数)

2、短语 ：go skiing去滑雪 fall down跌倒 run away流走

How long …?多久…? in the sky在天空 the Great Wall长城

take sb’s temperature量体温 lots of许多

1) What’s the weather like in winter in Beijing?--- It’s cold and dry.

北京冬天的天气如何? --- 又冷又干。

2) How are you getting on with your study? 你的学习情况进展如何？

3) When is spring here?---It lasts for three months from February to April.这里的春天是什么时候？--- 从二月到四月持续三个月。

4) What’s your favourite season?---It’s autumn.

你最喜欢的季节是哪个---秋天。

5) There are many different kinds of weather in China.

在中国许多不同种类的天气。

6) The sun shines brightly. 阳光灿烂。

新目标九年级英语课件 篇6

新目标九年级英语

Unit 2 I used to be afraid of the dark.教学设计

河北省武安市第九中学王肖敏

一．教材分析

1.教材的地位和作用

本单元是初中英语新教材第三册第2单元，本单元的核心话题为“talk about what they used to be like”，围绕着谈论过去自己和他人过去经常做的事，谈论自己和他人过去的外貌性格爱好，以观察图片、听力理解、阅读理解等训练方式和独立学习、合作交流、完成任务等形式完成目标语言的输入，学习句型Used to 为主要学习任务，并且设置任务型综合性语言实践活动，让学生在交际活动中，学会如何正确地用英语表达自己的意见和建议，重在培养学生的习得语言运用能力、实践能力、合作能力及创新意识。

2.教学目标

(1)语言目标：谈论自己和他人过去是什么模样。

(2)知识目标

重点词汇Used to和描述人的外貌和性格的形容词。

重点句型Mario used to be short, but now he is tall.She used to be shy, but now he is outgoing.I used to have shot hair, but now I have long hair.(3)能力目标：

1）依托本单元的语言素材提高学生听、说、读、写及自学、创新和沟通能力。熟练掌握“used to” 句型，培养学生运用语言的能力。

2）培养学生善于听说、乐于听说的良好习惯和学习能力。

3）运用CAI或图片，充分调动学生的感官，培养观察力和注意力。

4）在表演中培养学生乐于表达的人际交往能力和知识创新能力。

(4）情感目标：

人是发展变化的,矮的同学长高了,胖的同学变瘦了,兴趣爱好也会较以前有所不同,随着年龄的增长,同学们应不断克服自己的缺点,增长知识,健全自己的人格,日趋完善自己。

3．教学重点和难点：

重点：这一单元的重点在于“used to be 句型的用法”。

难点：掌握表示性格、外貌和爱好的句子表达。used to句型在日常生活中的运用。

二． 教材处理：

根据以上对教材的分析，同时从所教班级学生实际出发，在教材处理上，将重点落在两个主要的环节上：一是人物外貌性格的描述和表达，二是used to do 的用法。同时每个环节又作了两次递进式的演练，这样可以相对降低学生的学习难度，同时也是贯彻顺序渐进的原则。从中巧妙地穿插图片帮助学生进行适当的归纳讲解，在此基础上最后进入游戏活动，让学生在玩中学，学中玩，以期达到本单元的教学目的。

三．教学方法：

本单元从一开始导入，就以任务型为驱动，坚持以教师为主导，学生为主体展开师生双边及学生之间多边的对话，并同时辅以由浅入深，层层推进，演绎归纳，听说并重的原则。采用视听法、问答法，和情景交际法，并把竞争机制引入课堂。

（1）视听法，主要通过多媒体课件展示、图片展示、老师提问、学生回答等方式提供让学生看、听、说、的练习机会。

（2）问答法和情景交际法，用多媒体展示各种图片，让学生利用这些图片进行交流，让学生在做中学，在实践中获得信息，习得英语。

学生通过谈论自己或别人过去和现在的不同之处，来练习used to be 句型。利用图画创设情境的形式来练习这个句型。例如：利用悬念法、引申法设置谢霆锋小时候的照片和现在的照片来对比，让学生对他们比较感兴趣的明星进行外貌和爱好上的描述，学生会非常的积极，以达到教学目的。

四． 教学手段：

本课时以多媒体为主要教学辅助手段。

五． 教学程序：

Step 1 Revision

Talk about the students themselves what they used to be like two years

ago.What did she / he look like two years ago ?

He used to be short./ thin / straight hair / funny./ heavy…

Step 2 Lead in and Activity 1a

some pictures about some stars，ask students to say their appearance and personality.Students are very glad.Review the words about appearance and personality.T: Who is she/ he?

S: She/ He is…

T: She/ He used to be short, didn’t she/ he?

S: Yes.She used to be thin.She used to have short hair.2.Fill in the chart below with words to describe people. two pictures about a girl.Then ask the students: “What did she use to be?” Let students say their opinions freely, “She used to be ……, but now she is ……” Lead in “used to be”. two pictures about Xie Tingfeng.Guess, “Who is he?” Lead in “He was short when he was a child, but he is tall now.” The students say, “He used to be short, but now he is tall.” Change the hobby about Xie Tingfeng.“He ”

Step 3 Activity 1b

1.Play the tape.The Ss listen and fill in the blanks.What did his friends use to look like?

2.Listen again and check up the answers.Step 4 Work in pairs, ask and answer

1.Look at the pictures and make sentences.2.Pair works

A: What did you use to look like?

B: I used to be fat, but now I’m thin.What about you?

A: I used to… but now I’m …

3.Report

I used to be heavy, but now I’m thin.My friend …used to…, but now he/sheis …

Step 5 Grammar

used to do sth过去常常做某事，而现在已不做。只有一种形式,即过去式,可用于所有人称。

1.肯定句He used to get up early.The river used to be clean.2.否定句, 常用didn’t use to或used not to

He didn’t use to smoke.He used not to smoke.3.疑问句，常用Did …use to…?

Did he use to smoke?

4.反意疑问句

(1)She used to work there,(2)You didn’t use to be tall, Step 6 Play Games----Lucky 52

The students choose a number from 1 to 9 and look at the picture to

answer the question.If the students answer the question correctly, he will get a prize.Step 7 Exercise

Ask the students to do some exercise.Step 8 Homework

Write an article about you, including the changes about the appearance and personality.

新目标九年级英语课件 篇7

January一月 February二月 March三月 April四月

September九月 November十一月 December十二月

T-shirt圆领衫 together一起 Party党 letter信件

2、短语： Teachers’ Day教师节 May Day劳动节

full moon满月 moon cake月饼 Children’s Day儿童节

1) There are twelve months in a year. 一年有十二个月。

2) What’s the date? --- It’s October 1, our National Day.

今天几号？--- 十月一号，我们的国庆节。

3) What day is it ? --- It’s Monday. 今天星期几？--- 星期一。

4) We’ll have a birthday party. 我们将举行一个生日晚会。

5) I’m sorry. ---Never mind! It’s all right. 对不起。--- 不要紧！没关系。

6) I’ll give a card to Mary on her Birthday. --- That’s a great/good idea.

在马丽的生日那天，我将给她送一张卡片。--- 那是个好主意。

7) Mid- Autumn Festival and Spring Festival are special festivals in China. 中秋节和春节是中国特别的节日。

新目标九年级英语课件 篇8

白城市首届教师技能大赛教学设计

《英语（新目标）》九年级

Unit 9 When was it invented?

Section A — 1

白城市第十三中学 刘吉华

一、教学分析：

1、知识背景：本册书的第三单元已出现了被动语态，学生已掌握被动语态的基本构成。

2、教材分析：本课为本单元的起始课，主要围绕the history of inventions 这一话题进行课堂教学和语言实践。主要涉及的语法项目是被动语态的过去时和一般现在时。要求学生紧密联系史实和生活实际，谈论发明的时间、发明者和发明的用途。提高学生对被动语态的运用能力。

3、学情分析：学生基础知识掌握较好，但不太擅长口语表达。部分学生基础差，接受能力弱。

4、重点及突出方法：被动语态的用法：动态呈现被动语态的变化过程，设立情景与任务，模仿操练，掌握要点。

5、难点及突破方法：培养学生综合语言运用能力，发挥多媒体课件形象性的优势，发挥教师良好的示范作用，注重教师在课堂中对学生无意识的影响。

二、教学目标：

1、语言知识目标：掌握被动语态的用法，通过使用When was the …

invented? Who was the … invented by? What was the …used for? 来谈论发明的历史和发明的用途。

2、语言技能目标：能在听的过程中记录要求获得的信息；能有效地询问信息，能与他人沟通信息，合作完成任务；能自如运用所学谈论发明，提高实际语言运用能力。

3、情感态度目标：培养学生良好的合作意识，鼓励学生探究实践，激发学生为祖国的强盛而努力学习的爱国热忱。

三、设计理念：通过学生收集资料、调查报告等活动，实现资源共享，注重跨学科知识渗透，合作学习，共同发展、全面发展。采用现代化教学手段，采用“任务型”教学途径，提高学生的学习兴趣，多角度训练学生口语表达能力，提高语言运用能力。

四、课前准备：

1、发《发明表》，让学生查资料，尽可能多地填写发明家和发明时间。

2、多媒体课件。

五、教学过程：

1、导入新课：由蔡伦发明造纸术引出被动句：… was invented …

2、实践训练： 1）、让学生猜测发明的先后顺序，熟悉练习… was invented before/after… 2）、播放1b，听听力，使学生感知句型及其应用。3）、竞赛：提出问题When was the … invented?让学生比赛谁的记忆力好，在比赛中强化训练学生对发明时间的问答。4）、呈现句式：划线提问，从而解决Who was the … invented by?中要有

by这一学生理解的难点。5）、提出问题：Who invented the inventions? 练习熟悉Who was the …

invented by? It was invented by …

3、联系实际，展开讨论： 1）、介绍日常生活中的几种物品的用途，呈现句式… be used for… 2）、引导学生谈论日常生活中的发明的实际用途。

4、能力提高：

设计任务：了解更多的发明。

设计任务：小组活动，介绍一种发明。

5、总结：

学生总结，老师总结。

6、评价与拓展：

学生做幻灯片中的习题。拓展思路，提高实践能力。

7、作业：

完成短文“The most...invention”

六、板书设计：

Unit 9

-When was it invented?-It was invented in …-Who was it invented by?-It was invented by …-What is it used for …?-It is used for …

七、反思：

新目标九年级英语课件 篇9

1．aloud adv．出声地(使别人能听得到)朗读是学英语的一个好方法。

▲loud adj.大声的，声音洪亮的，loud—louder—loudest 他说话声音很大以便于每个人都能听得到他。▲adv.loud—louder—loudest don’t talk so loud．the kids are reading． 说话小声些，孩子们正在看书。(speak)louder，please!请再说高一些!▲loudly adv吵吵闹闹地，噪声地 我听到有人在使劲敲门。

they are talking loudly in the next room． 他们在隔壁说话声很大。她声音很甜美。

她提高了嗓音队便于别人能听清楚。因为咳嗽，他失声了。▲noise n噪音，吵闹 别弄出那么大的噪音。

i heard a strange noise outside． 我听到外边奇怪的声音。

▲sound n．(自然界中的)声音，响声 声音的传播比光慢。

3．memory n．(计算机的)储存器

a lot of information is stored in the memory． 计算机的储存器能储存很多信息。▲n．记忆力

车祸后他的记忆力很差了。▲n.回忆，怀念

我对童年有美好的回忆。

▲memorize／memorise vt.记住，背过 他能很快记住很多单词。

4.frustrate vt．使失望，使沮丧 他上大学的梦想遭受挫折。

▲frustrating adj.令人失望的 他所说的话很令人失望。

她觉得看英语电影很令人失望(因为看不懂)。▲frustrated adj.失望的，沮丧的 当他再次考试没及格后，他很失望。5．add vt.增加，加

she tasted the soup and added more salt． 她尝了尝汤，又加了些盐。▲add to 增添

他的到来给我们添了很多麻烦。

▲add up to 总计达„„，加起来„„ 我们班上学生的数目加起来是55人。▲vt.补充说，又说

他和我们说了再见，又说他会再来看我们的。我们队赢了的消息令所有的人很激动。那场足球赛很令人激动。

当听到那个消息，我们很激动。

7．speak(speak—spoke—spoken)说(语言)，讲话 你会说法语吗? 你知道谁要在会上发言? 当我给他打电话时，他正在和他的朋友谈话。你们在说什么? ▲say 说(后接说的内容)他在会上说了什么? 她说下周回来。▲tell 告诉

tell sb sth 告诉某人某事(接双宾语)是谁告诉你的那个消息? ▲讲，说

tell stories讲故事，tell a lie撒谎，tell the truth说实话 我小的时候，奶奶经常给我讲故事。

don’t believe him!he is telling a tie． 别信他!他在撒谎。

老实说，我不太同意你的意见。▲adj.巧完整的，完全的 你会造完整的句子吗? 他对我来说完全是陌生的。

那时我们之间的秘密，所以不要告诉别人。▲adj.秘密的

咱们不让别人知道此事。泄露秘密。

10．impress vt．使感动，给„„深刻印象 他的事迹给在场的人留下了深刻的印象。那个国家的美景打动了我们所有的人。、、▲impressed adj.(被)感动的 我们被他的话所感动。

11.native n.当地人，本国人

我们在巴西度假时，就像当地人那样生活。the kangaroo is a native of australia． 袋鼠是产于澳洲的动物。

▲native speaker 生来就说某种语言的人

他的英语说得太好了，我们都认为他是个本地人。▲native language 母语

马克思出生在德国，法语是他的母语。important phrases(重点词组)2．first of all 首先

5．spoken english 英语口语 8．1ater on 以后；随后

10．native speakers 生来就说某种语言的人 11．not at ail 根本不；一点也不 12．end up 结束

14．make up 组成；编造

15．enjoy doing sth 喜欢做某事 16．take notes 做笔记 17．make mistakes 犯错误 19．read aloud 朗读

20.have trouble(in)doing sth 做某事有困难 你怎样准备考试? ▲study for a test prepare for a test 准备考试 一 昨天晚上我打电话时你在干什么? 一 我在准备数学测验。我听录音准备英语测验。

▲by 靠，用(方法，手段等)，后接动名词(doing„)he makes a living by repairing bikes． 他靠修车为生。

▲listen vi．后加to再接名词。当我到家时，姐姐正在听音乐。听!有人在敲门。

他靠求助于老师来学习。

▲ask sb for help求助于某人

— 如果你有麻烦，你可以求助于我。一 谢谢。我会的。

你曾经和朋友练习过会话吗? ▲ever adv.用于疑问句和否定旬中，“曾经” 你担心考试会不及格吗? 听录音怎么样? 今晚去看电影怎么样? 靠朗读来练习发音怎么样? read aloud 朗读

reading aloud is very helpful in leaning english． 朗读在学英语中很有帮助。

▲a lot 代表一个不可数名词。例如： 他虽然很小，但他知道很多。别那样和父母说话。

8．it improves my speaking skills． 它能提高我的口语技巧。

▲improve vt.改进，改善，提高 他的工作在慢慢改进。他的发音大大提高了。▲speaking skill 口语技巧 listening skill 听力技巧 听懂不同的声音很困难。

▲too + adj.／adv.+ to do “太„„而不能„„”。又如： 他太小，不能上学。她跑得太慢追不上我。

▲ask sb about sth 询问某人关于„„的情况

ask her about the pen that you lost．she may have found it． 问问她你丢的钢笔，也许她捡到了。谁能告诉我记单词的最好办法是什么? 她说记流行歌曲的歌词也有点帮助。教英语是我的工作。

▲a little有点，代表不可数名词，其反义词为a lot。你的咖啡里想加糖吗? 一yes．just a little． 好，要一点点。

12．he’s been learning english for six years and really loves it． 他学英语有六年了，并且很喜欢它。

▲“has／have been doing sth”现在完成进行时，表示从过去某一时间开始持续到现在，还要进行下去的动作。又如：

she has been learning english for 5 years． 她学英语有五年了。

he has been reading for 2 hours and hasn’t finished it yet． 他看书有两个小时了，但还没有完成。

他发现看英语电影很令人失望，因为人们说话太快。i like playing basketball． 我喜欢打篮球。

▲find sb／sth + n.／adj.／doing “发现某人„„”，后面的“n.／adj.／doing”作宾语补足语。又如：

我发现他是个勤奋的学生。我发现物理很难学。

当她到家时，她发现他躺在床上病了。她补充说和朋友练习会话一点帮助都没有。照看孩子们是她的工作。

▲not„at all 一点也不，用来加强语气，又如： 我一点也不同意他的意见。

我们会因为某件事变得很激动，最后用汉语来描述。▲end up达到某种状态或采取某种行动，又如：

at first he said nothing but he ended up apologizing． 一开始，他什么也不说，到头来还是道了歉。

我正在就关于学习英语作调查。我能问你几个问题吗? ▲do a survey about sth／doing sth 关于„„作调查 上周，我们就网上冲浪作了个调查。

▲some用于疑问句时，表示希望得到肯定回答，如果只是询问信息，可以用any代替some用于疑问句和否定句中。又如： 你能借给我些钱吗?(希望得到肯定回答)did you buy her any gifts? 你给她买礼物了吗?(询问信息)17．1 often keep an english notebook． 我经常记英语笔记。

▲keep vt.记录(某事)，在某物上做书面记载 她写日记有20多年了。

i have the habit of keeping notes． 我有记笔记的习惯。

most of the students love reading． 多数学生喜欢看书。

19．1 make mistakes in grammar． 我在语法方面老犯错误。

▲make a mistake／make mistakes 犯错误 当说英语时不要怕犯错误。by mistake 错误地．

你知道炸薯片是被错误发明的吗? 我不知道怎样使用逗号。我不知道该做什么。你能告诉我何时出发吗? 你为什么不加入一个英语俱乐郝来练习说英语昵? 当交通很拥堵时，你为什么不骑白行车上学呢? ▲join加入某组织成为其中的成员，take part in参加某种活动，attend参加会议，报告，演讲等。例如：

his father joined the party in 1976． 他爸爸是1976年入的党。

工作之余人们经常参加体育活动。

i attended an important meeting yesterday． 昨天我参加了一个会。我没有同伴一起练习英语。老师有话要说。

he has no room to live in． 他没有房子住。

起初，对我来说听懂老师在班里讲话都不是件容易的事。▲first of all 最初，首先

first of all she just smiled，then she started to laugh． 最初她只是笑，后来才放声大笑。对我来说学好物理很难。

it is important to learn english.学英语很重要。

一开始，她说得太快了，我不能听懂所有的话。他起初没钱，可是后来相当富有了。

▲not„every + 可数名词单数 = not all + 复数名词表示部分否定“并非所有的”又如： 你没必要记住所有的字。不是所有的学生都住得离学校远。

后来，我意识到如果有些词听不懂没关系。▲later on 后来，以后

起初事情进展地很顺利，但后来他们遇到了麻烦。▲realize vt.意识到，认识到(有一个逐渐认识的过程)，不用于进行时和被动语态。例如： 总有一天你会意识到你错了。

▲that引导的是realize的宾语从句，在宾语从句中又出现了if引导的条件状语从旬。例如：

如果你不会开车没关系。

我还害怕在班里发言，因为我怕同学会嘲笑我。

▲be afraid of sth／to do／of doing sth 害怕／不敢／恐怕做某事 i used to be afraid of the dark． 我过去常常怕黑。

she’s afraid to go／of going out alone at night． 她害怕夜晚独自出去。▲might 表示可能性

他可能知道她的电话号码，但我不确定。▲laugh at sb 嘲笑

it’s bad manners to laugh at people in trouble． 嘲笑陷入困境的人不礼貌。

我认为做大量的听力练习是成为一名好的语言学习者的秘诀之一。他是喜欢足球的学生中的一员。

另一个我发现很困难的东西是英语语法。▲that引导的是定语从句，修饰another thing，that在定语从句中作found的宾语。又如： 我能为你做点什么?(你买什么?)然后我用学过的语法造有独创性的句子。

▲start／begin to do sth = start／begin doing sth 开始做某事 真是不可思议了，这样做很有帮助。

▲it's amazing + 从句／to do sth “„„真是太惊奇了”。在国外遇到老朋友，真是太惊喜了。

现在我很喜欢英语，并在这学期得了个“a”。▲注意：“a”前边用不定冠词，选用冠词时要看字母的发音，即元音音素开头的用“an”。例如：

在单词“hour”里面，有一个“u”和一个“r”。她造完整的句子有困难。

▲have trouble in doing sth 做某事有麻烦／困难 he had trouble in understanding native speakers． 他听外国人说话有困难。

新目标九年级英语课件 篇10



新目标英语九年级上册

Unit1 How do you study for a test?

SectionA(1a-2c)Shangma Primary School Zhao Xiaoyan 教案设计

一、Teaching aims:(教学目标)Language goal（知识目标）：

掌握以下词汇：flashcard，vocabulary,aloud,pronunciation Talk about how to study English Ability goal（能力目标）：

学习使用“How do you study …? ”及其答语“I study by …” 句型

Emotion goal（情感目标）：

Talk about the ways of studying English;(谈论学好英语的方法)Give them the confidence to learn and enjoy English.（帮他们树立学好英语的信心）

二．Teaching importance and difficulties（教学重难点）how 副词，“怎样，如何”,对于方式，手段等的提问；

by 介词，“用……的方式”, “以……的方法”,后跟名词或动词的-ing形式

How do you study for a test /learn English? I study/learn by listening to tapes/ by working with friends…/by studying with a group...三．Teaching steps（教学步骤）

Step 1 Lead-in with a free talk(自由对话导入新课)（2分钟）

Greeting with the students;Hello,everyone1Welcome back to school.I’m very happy to see you again.Most of you got good grades last term ,congratulations!Of course,don’t lose your heart if you didn’t get good grades.OK , Today ,let‟s talk about how to study for a test and how to learn English well.（展示课题）

Step 2 Pre-task（3分钟）

T:Learning to learn is very important.And learning to pass a test is also important.You know we can study by many different ways.Now Let’s ask you how to study for a test.T:How do you study for a test,Lili? S:read the textbook.T:Oh,you study by reading the textbook.让学生给出不同的回答，强调语言结构verb+by/with gerund.,教师不断强化句型，让学生有个模式进行训练。

Step 3 While-task（38分钟）

1.Task1 1a checking the ways you study

Ask a student to read the ways.T:Check the ways you study for an English test and add other ways you sometimes use.Then ask questions to check their answers.2 Task 2 1b Listen carefully for the tape（仔细听力练习）First let the students look at the picture,and say how do they study.: By making flashcard, by listening to tapes, by asking the teacher for help Then listen to the tape, write the letters from the picture above.Next check the ansers:(1)Mei studies by making flashcards, so the answer is „„a”.(2)Pierre（皮埃尔）studies by asking the teacher for help, so the answer is „„c”(3)Antonio（安东尼奥）studies by listening to the tape, so the answer is „„b”.Task3 Pairwork

Talk about the ways of stuying with your partner? A:How do you study for a test?

B:I study by working with a group.4Task4 2a Listen to the tape, check the questions you hear Ask the students to read through the questions.Then ask them to listen to the tape careful.Check the answers.2a Listen again and match the answers.Ask them to read the answers,then match the answers with the qustions above.Finally,check the answers.5Task5 2c Pairwork

Make conversations using the information from 2a and 2b.A； Have you ever studied with a group? B：Yes ,I have.I‟ve learned a lot that way./ No ,I haven‟t.Step4 Homework（1分钟）

1,Finish Self-check.2,write down the ways of learning you know.Step5 Ending words.（总结下课）（1分钟）

Well ,that‟s all our today‟s lesson.I had a great time with you..See you later.板书

Unit 1 How do you study for a test? How do you study for a test? I study by reading textbook.by making vocabulary lists.by asking the teacher for help.by listening to the teachers.read aloud

speaking skills How/What about doing sth.? too… to…

新目标九年级英语课件 篇11

凄美

昨晚我的一个中国朋友带我去听了一场中国民间音乐会。其中有一首二胡曲尤其打动了我。音乐出奇的美，但是在那美的背后，我感受到了悲伤和痛苦。这首曲子有一个简单的名字——《二泉映月》，但它是我听到过最感人的曲子之一。二胡的声音听起来如此悲伤，以至于我听的时候也几乎为之落泪。后来我查阅了《二泉映月》的历史，然后我开始理解音乐中蕴含的伤感。

这首曲子是由一位叫阿炳的民间音乐家写成的，他于1893年出生在无锡市。在他还很小的时候，他的母亲就去世了。阿炳的父亲教他弹奏各种乐器，如鼓、笛子和二胡。到了17岁，阿炳就以他的音乐天赋而闻名。然而，他的父亲去世后，阿炳的生活变得更加糟糕。他很贫穷，还得了很严重的疾病，并因此失明。好些年他都没有回家，他住在大街上，以演奏音乐来谋生。即使在结了婚，成了家以后，他还是继续在城市的街道上唱歌、演奏。他以这种方式表演了很多年。

阿炳惊人的音乐技能让他在有生之年得以非常出名。到他临终前，他已经可以演奏600多首曲子了，这些大部分都是他自己写的。遗憾的是，只有六首曲子被流传下来得以传世。但时至今日，他的作品依旧受人们喜爱。如今，阿炳的《二泉映月》成了所有伟大的二胡演奏家弹奏和鉴赏的曲子。它已成了中华文化瑰宝之一。它的凄美不仅在于描绘出阿炳自己的生活，同时也唤起人们痛苦经历中那抹挥之不去的忧伤。

九年级英语课件9篇

九年级英语课件 篇1

一、教学目标：

1. 语言知识目标：

1) 学习掌握下列词汇：cream, workday,pie, show up, bean, market, by the endof,

2)进行一步复习巩固学习Section A 部分所学的生词和词组。

3)巩固过去完成时的用法

2. 情感态度价值观目标：

1)能运用所掌握的语法，句型和词汇进行交流。

2)能比较流利地讲述自己曾经有的特别的经历。

二、教学重难点

1. 教学重点：

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) 总结过去完成时的不同句型。

3)总结过去完成时的用法。

2. 教学难点：

过去完成时的用法

三、教学过程

Ⅰ. Revision

1. Have adictationof the new words learned in the last class.

2. Review somemainphrases we learned in the last class. Check the homework.

把下列短语翻译成英语

1. 即将2. 倒杯咖啡

3. 排队等候4. 起床

5. 出去6. 迟到

7. 到时候 8. 闹铃响

9. 开始做某事 10. 搭便车

3. Revision

过去完成时的构成：had+动词的过去分词

II. Lead-in

T: What happenedtoyou on a bad morning?

Ss…

引导学生用过去完成时回答。

III. GrammarFocus.

1. 过去完成时讲解。

2. 学生阅读Grammar Focus中的句子，然后做填空练习。

1)当我到达学校的时候，我才意识到我把书包忘在家里了。

When I gottoschool, I realized I ______ ______ my backpack at home.

2)到我返回学校的时候，铃声已经响过了。

_____ _____ _____Igot back to school, the bell ______ _______.

3)我到达公共汽车站之前，汽车已经离开了。

Before I __________the bus stop, the bus ______ _______ _______.

4)我决定先买一杯咖啡，然后再准备去办公室，

I __________________ go up to my office when I decided to get a coffee first.

5)就在我和别的工作人员一起排队等候的时候，听到了一个巨大的声响。

As I ___________________ ______ with the other office workers, I ______ _____ ___________.

Keys: 1.hadleft 2. By the time , had rung3. got to,had left4. was about to5. waswaiting in line , heard a loud sound

3. 学生们根据记忆，看大屏幕来完成填空练习。

4. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。

IV. Try to Find

1. 由when, by the time, before等引导时间状语从句时，若描述发生在过去的事，主句常用过去完成时(had + 过去分词)表示动作发生在过去的过去。

2. be about todo,be doing等表示即将或正在做某事时，常用when引导从句表示突然发生的动作，when可省略。

Ⅴ. Practice

1. Work on 4a.

Ask Ss tomakesentences using by the time or before on their own.

1) Ask fivestudents to the blackboard to writetheir sentences.

1. Tim went intothebathroom. Mary got up.

By the timeMary got up, Tim had already goneinto the bathroom.

2. The coffeebecamecold. I put cream (n. 奶油) in the coffee.

__________________________________

3. Theteachercollected the math homework. I got to school.

__________________________________

4. I completedthework for my boss. The workday (n. 工作日) ended.

__________________________________

5. Themoviestarted. I arrived at the cinema.

__________________________________

6. Mymotherfinished making the apple pie (n. 果馅派). I gothome from my language course.

__________________________________

2) Correcttheir sentences together in class.

2. Work on 4b.

1) Let Ss readthewords or phrases in the box and try to understand the meanings of them.

2) Fill intheblanks with the correct forms of the words by themselves.

1. By the timeIarrived at the party, everyone else_____ already __________.

2. When he putthenoodles into a bowl, he realized he____________ toadd the green beans (n. 豆).

3. By the timemymother came back from the market (n. 市场), I ____ already __________ the door to gofor mypiano lesson.

4. Before she gottothe airport, she _________ ___about the earthquake.

5. Whenshe_________ the movie theater, she _____ remembered she had forgotten to feedherdog.

6. Before she gotachance to say goodbye, he ____________ the building.

3) Correcttheiranswers together.

Work on 4c.

1) Let Ssthink about his/her day yesterday.

2) Let themwrite two true statements and onefalse statement about their day yesterday.

3) Ask theirclassmates to guess the falsestatement.

e.g. 1. By thetimeI left for school in the morning, ___________________________.

2. By the end oftheschool day, _____________________

3. By dinnertime,_____________________________

VI. 如果有时间的话，再做以下练习吧!

用括号里所给词的适当形式填空。

1. When Tim getbackhome, he started to realize that the thief ________ (come) to his house.

2. By the timeIreceived the letter, I ____________ (tell) the content of it.

3. When I wasborn,I _____ (cry) heavily the first time in my life.

1. had come2.hadbeen told3. cried

翻译下列句子：

1.当他到达学校的时候，老师已经开始上课了。

2.当我出来的时候，我爸爸已经离开家了。

3.在我拿书包以前我把门锁上了。

4.在她做完作业之前我妈妈已经回来了。

VII. Homework

1. 复习Grammar Focus 中的内容。Try tomakesentences with before, by the time and be doing … when, and make use of the pastperfect tense.

2. 写作：描述一次难忘的经历。

九年级英语课件 篇2

教学目标：

1.学生能够熟练使用表达旅游的常用词汇和句型，如“I am going to”、“We went to”、“It’s good to”等。

2.学生能够描述自己和家人的旅行经历，包括旅游地点、时间、活动和感受等。

3.学生能够听懂、理解和表达关于旅游的相关信息，如旅游计划、交通方式、旅游费用等。

4.学生能够发挥自己的创意，用英语描述自己未来的旅行计划。

教学重点：

1.学生能够使用英语描述旅游经历和旅行计划。

2.学生能够使用常用的表达方式，如“I am going to”、“We went to”、“It’s good to”等。

教学难点：

1.学生能够理解并运用英语中的语法和词汇，如“we went to”、“to be going to”等。

2.学生能够在表达自己的旅行经历和计划时，准确地使用语言，如“I like to”、“We want to”等。 教学过程：

Step 1: 导入新课

1.播放一段关于旅游的视频或音频，引起学生对旅游的兴趣。

2.教师简单介绍本单元的`主题和目标，引导学生了解旅游和旅行的意义和乐趣。

Step 2: 听力训练

1.播放一段关于旅游计划的对话，要求学生听懂并记录下来，然后让学生分组进行讨论，并展示自己的理解。

2.播放一段关于旅游景点介绍的音频，要求学生听懂并描述该景点的特点和特色。

Step 3: 阅读训练

1.给学生阅读一篇关于旅游经历的短文，并让学生回答相关问题。

2.学生分组进行小组讨论，分享彼此的旅游经历，并提出建议和意见。

Step 4: 写作训练

1.教师出示一张旅游地图，让学生根据地图提供信息，进行小组讨论，并写出一份旅游计划。

2.学生分享自己的旅游计划，并互相交流意见和建议。

Step 5: 总结和评价

1.教师对本节课的教学内容和学生的表现进行总结和评价。

2.教师引导学生总结本单元的重点和难点，并给出下一步的学习建议。

教学反思：

通过本节课的教学，学生对旅游的兴趣和热情得到了提高，他们对英语表达的能力也有了进一步的提高。同时，本节课的教学方法多样，学生参与度高，使得学生的英语水平得到了很好的锻炼。不过，本节课中的口语练习较少，可以在下一次教学中增加更多的口语练习，以提高学生的口语表达能力。

九年级英语课件 篇3

1. this 指离说话人较近的人或物, that 则指离说话人较远的人或物。如:

This is a book. 这是一本书。(指近处)

That is a banana tree. 那是一棵香蕉树。(指远处)

2. 向别人介绍某人时,要说“ This is …”,而不说“ That is …”,也不能说“ He is …”或“ She is …”。如:

This is Li Mei. Li Mei,this is Wei Hua.

这是李梅。李梅,这是魏华。

3. 叙述在一起的两样东西时,先说的用 this ,后说的用 that .如:

This is a computer. That is a TV set.

这是一台电脑,那是一台电视机。

4. 在回答 this 或 that 作主语的疑问句时,要用 it 代替 this 或 that .如:

- What's this? 这是什么?

- It's a ruler. 这是尺子。

- Is that a car? 那是一辆小汽车吗?

- Yes, it is. 是的。

其实,我们平时在第一次提到某物时,常用 this 或 that 来指代,后文中再出现此物时,就用 it 来代替 this 或 that 了。

5. 有时候,人们在打电话时,向对方介绍自己用 this 指代“我( I )”,询问对方则用 that 指代“你( you )”。如:

- Hello, is that Mike? 喂,你是迈克吗?

- No, this is Tom. 不,我是汤姆。

此时切不要用“ I am …”、“ Are you … ? ”或“ Who are you? ”等句式,但可以用 it 替换 this 或 that .如:

- Hello,is it Mr Green? 你好!你是格林先生吗?

- Yes,it is Mr Green. Who is it?

是的,我是格林先生。你是谁?

6. 当指性别不明的婴儿、身份不明的人或是只闻其声不见其人的时候,用 it 而不用 this 或 that .如以下敲门时的对话:

- Who's it? 是谁呀?

- It's me. 是我。

最后提醒同学们注意: this 和 is 不能缩写,但 that 、 it 与 is 连用时可分别写为 that's 和 it's .如:

This is a bike. (不可写成: This's a bike. )

It is a pencil-box. (可以写成: It's a pencil-box. )

九年级英语课件 篇4

Unit 2.

plain to …… about …… 向 ……抱怨……

74.post sth. for sb. 替某人寄某物

ok/make dinner 做晚饭

76.do the laundry 做洗衣服的活

77.make the bed 整理床铺

78.iron the shirts 熨烫衬衫

79.sweep the floor 扫地

80.explore dangerous places 探测危险的地方

81.own a robot 拥有机器人

82.change one's life a lot 改变某人的生活许多

83.buy … from … 从…… 买……

84.sell … to … 把……卖给……

85.do housework 做家务活

86.do homework 做家庭作业

87.stay in bed 呆在床上

88.return home from work /school 下班回家/ 放学回家

89.be happy / pleased / satisfied with 对……满意

90.be ready for sth. 为……做好了准备

91.be ready to do sth. 为做某事做好了准备

92.get ready for sth. 为……做准备

93.get ready to do sth. 为做某事做准备

94.go wrong 出毛病， 走错路

95.catch a virus 染上病毒

96.cause a lot of problems 引起许多麻烦

97.wake sb. up 叫醒某人

98.wake up 醒来

99.knock sth. over 碰翻

100.knock on /at sth. 敲（门……）

101.do with（what） 处理 ，对付

102.deal with （how） 处理，对付

103.return sth. to sb. = give back sth. to sb .把……还给……

104.return to sp.=go / come back to sp. 回到某地

105.fall to the ground 掉到地上

106.eat sth. for sb. 替某人吃某物

107.make a mess 搞成一团糟

108.throw sth. into sp.along with sth. 把……和……一道扔进……里

109.use sth. to do sth. 用……做某事

110.keep my flat as clean as new 保持我的公寓和新的一样干净

111.pay for 支付

112.That sounds good. 那听起来很好。

113.get tired = be tired 疲惫

114.last for= go on for 持续 ……

115.sth. needs doing/ to be done 某事需要被做

116.expect to do sth. 期盼做某事

117.expect sb. to do sth. 期盼某人做某事

118.expect that 从句 期盼……

119.get sth. back = have sth. back 取回，拿回

120.You are welcome to do sth. 欢迎你做某事

121.reply to 回复，答复

122.look forward to doing sth. 盼望做某事

123.hear from sb. =get a letter from sb.

=receive a letter from sb. 收到某人来信

124.clear up sth. 清理 , 整理

九年级英语课件 篇5

一、教师简介：

二、教材版本：oxford english s henzhen edition

三、课题名称：7a chapter 3 troubles

1.认知目标：

课标词汇dial, ambulance, fire service, trouble, tourist, stare, steal, purse, missing, hurry, report, gate

拓展词汇ferry, argue, aboard, theft, handcuffs

2.能力发展目标：

1）培养学生通过课前预测（predicting），略读（skimming），找读（scanning），了解重点大意（major ideas）等阅读微技能来逐步提高阅读水平。

2）帮助学生建立初步的语篇结构意识。

3.情感目标：

当别人遇到困难时，学会即保护自己，又能帮助到别人。

（二）教材分析：

本节课是深圳版《牛津初中英语》（初一）第3单元的导入课。该教材的导入课分为漫画、单元导入（a）及单元导入（b）三部分。教师紧扣单元主题，增加了两个教学环节：①小偷video的导入环节；②遇到困难时即能保护自己又能帮助别人的group work.

（三）学生分析：

刚刚开始初中生活的'学生，对事物充满了好奇心，能积极主动的参与课堂。但大部分学生还没有完全适应初中英语的教学模式，并且学生的英语程度参差不齐，自主学习的能力较弱。

（五）教学方法：

warming up由视觉感官冲击引入本单元主题show a series of pictures a bout police, ambulance and fire service.ask students what the pictures are about and what number do we dial to call them.multi-

leading-in引出本节课主题，激发学生的学习兴趣。show the students a video of a theft. answer two questions, and lead in the topic: “dealing with trouble”. multi-

pre-reading结合本课主题，引导学生达到情感目标的培养。do a questionnaire: what will you do if you see a thief? work in groups an d d iscuss the question with classmate.multi-

培养学生搜寻细节信息的能力。look at the title, the introduction and two picturesfind the answers of the two questions.multi-

while-reading任务型教学play the tape.answer the questions with true or false after listening.tape recorder

培养学生搜寻信息的能力guide the students to read through the text.reading the text by themselves and find the answers.m ulti-

show time在理解课文的基础上，根本对话将课文内容展现出来。get the students to work in groups and practice the work. then act out the dialogue.

homework巩固课堂所学，为下节课做准备read the text by themselves and finish the paper.

二、课后反思：

通过对本节课的学习，培养学生通过课前预测（predicting），略读（skimming），找读（scanning），了解重点大意（major ideas）等阅读微技能来逐步提高阅读水平。学生理解了课文的内容，并能用英语将课文的内容通过表演的方式呈现出来。并且懂得了当别人遇到困难时，学会即保护自己，又要帮助别人。

本节课的设计简易明了，并且能够层层深入，通过运用不同的教学方式来设置活动，达到学生对课文的理解。运用了角色扮演的方式，来激发学生对故事的重现，扩展了学生的思维。增强了课堂教学的趣味性和实用性。

video部分的失误成了这节课最不应该出现的问题。

三、课例点评：

1.赵老师在课堂上教态亲切、自然、有激情。口语流利，能用全英语驾驭教学。

2.这节课采用多媒体教学，课件精细，设计构思精巧，准备充分。

3.课堂引入真实、有趣。教学环节衔接自然。在教学过程中，培养了学生听、说、读、表演的能力。

4.整节课自始至终激发学生积极参与、体验、合作与交流，充分发挥了学生的主体作用。

建议：1.课堂上问题的设置应该考虑到学生的各个层面，有难有易，有梯度。

2.课后要布置预习作业。

九年级英语课件 篇6

教学目标：

1.能够听懂、理解和使用与自我介绍相关的日常用语。

2.能够正确书写、发音和拼读与自我介绍相关的单词。

3.能够流利、准确地进行简单的自我介绍。

教学重点：

1.自我介绍相关的日常用语和单词。

2.自我介绍的`表达和方法。

教学难点：

1.掌握自我介绍的表达方法。

2.自我介绍的准确性和流利性。

教学准备：

1.教师准备PPT、教学课件、自我介绍卡片。

2.学生准备自我介绍卡片。

教学过程：

Step 1. 导入

1、引入话题

教师：Hello, class. Today were going to learn about self-introduction. Do you know what self-introduction is?

学生：（回答）Introducing oneself to others.

教师：Yes, thats right. Lets begin.

2、热身练习

教师：Lets start with some warm-up exercises. Can anyone introduce themselves to the group?

学生：（轮流自我介绍）

Step 2. 学习新知

1、教学内容

What are your hobbies?

What is your name?

What is your age?

What is your family like?

Where are you from?

Do you have any siblings?

2、教学过程

（1）听力练习

教师：Now lets listen to some dialogues. Repeat after me.

（2）语言操练

教师：Now its your turn to introduce yourself. Write down your name and your hobbies. Please say your name and your hobbies three times.

Step 3. 课堂作业

1、学生作业

Write down your name and your hobbies.

Say your name and your hobbies three times.

2、教师作业

Check the homework.

Give feedback to the students.

Step 4. 总结

教师：Thank you for your attention. Have a good day!

教学反思：

在本次课堂教学中，我通过引入话题、热身练习、听力练习、语言操练等环节，使学生更好地掌握了自我介绍的表达方法和日常用语。在学生作业的过程中，我通过教师作业对学生进行了检查和反馈，并对他们的进步进行了肯定。通过这次教学，我深刻体会到了教师的作用是引导和激励学生，帮助他们掌握知识和技能。在今后的教学中，我将更加注重培养学生的自信心和表达能力，为他们的成长打下坚实的基础。

九年级英语课件 篇7

一、教学目标

1.掌握句型：Whats your name? 你叫什么名字？My name is ... 我的名字是 ...

2.能听懂、会说、会读、会写以下单词：name、boy、girl、father、mother、grandfather、grandmother

3.能听懂、会说、会读、会写以下句子：My name is... 我叫 ...，Im ... years old. 我今年 ... 岁了。

4.能听懂、会说、会读、会写以下问题：Whats your name? 你叫什么名字？

二、教学重点

1.掌握句型：Whats your name? 你叫什么名字？My name is ... 我的名字是 ...

2.能听懂、会说、会读、会写以下单词：name、boy、girl、father、mother、grandfather、grandmother

三、教学难点

1.理解以下句子：Im ... years old. 我今年 ... 岁了。

2.学会正确使用介词。

四、教学过程

Step 1. 导入新课（5分钟）

1.展示一些人物照片，询问学生他们的名字，并让学生自己介绍自己的名字和年龄。

2.给学生发放教材，引导学生学习本单元的.主题。

Step 2. 学习新词汇（10分钟）

1.教师通过图片或图表展示本单元的新词汇，例如：name、boy、girl、father、mother、grandfather、grandmother。

2.教师提醒学生要记住每个词的拼写和发音。

3.教师组织学生进行小组讨论，并给出正确答案。

Step 3. 学习新句型（10分钟）

1.教师通过课件展示本单元的新句型，例如：Whats your name? 你叫什么名字？My name is ... 我的名字是 ...

2.教师让学生跟读并模仿，逐步加深对新句型的理解和掌握。

3.教师让学生进行角色扮演，让他们模拟和使用新句型。

Step 4. 巩固练习（15分钟）

1.教师给学生发放练习题，要求学生回答有关本单元新词汇和新句型的问题。

2.教师鼓励学生互相帮助，解决彼此遇到的问题。

Step 5. 课堂小结（5分钟）

1.教师通过课件展示本单元的学习目标和重点，并对学生进行课堂小结。

2.教师鼓励学生积极思考和参与课堂讨论，提高他们的口语表达能力。

反思：

本次教学的重点是学生对于英语基础词汇和基础句型的掌握。在课堂上，我注重引导学生进行小组讨论和角色扮演，让他们更好地理解和掌握新词汇和新句型。在巩固练习环节，我采用了多种方式，包括问答练习和游戏活动，让学生在轻松愉快的氛围中巩固所学内容。在教学过程中，我发现学生对于介词的掌握还需加强，需要更多的练习和讲解。此外，在今后的教学中，我还需加强学生口语表达的训练，提高他们的英语口语水平。

九年级英语课件 篇8

一、说教材

本课是九年级第六单元第一课，本单元以music(音乐)为中心话题，让学生学会用定语从句谈论自己所喜爱或偏好的艺术，学习表达自己的爱好。从结构内容上说，定语从句是初中阶段必需了解的一种句法结构。本单元将通过一系列的练习(句型结构练习、听力练习、精读写作练习、自我检测、泛读练习)来达到学习目的，完成学习任务。本单元共需要七个课时。本课时所进行的是基本的句型结构和部分听力练习，是整个单元学习的双基——基本和基础。

知识目标：

The key word: prefer，lyric Language goals: what kind of music do you like? Why?

What kind of singers do you like? Why?

Teaching goals:

To learn to use Relative clause with that and who.

I like music that I can dance to.

I like music that has great liyrics.

I like music that I can sing along with.

I like music that isn’t too loud.

过程与方法， 在听说读写的教学环节中，采用看图说话和编造对话方式进行授课。

情感态度与价值观，让学生学会用定语从句谈论自己所喜爱或偏好的艺术，学习表达自己的爱好。

二、说教法

这一节课我分为两个部分：第一部分引入定语从句的学习;第二部分围绕I like music that I can dance to.这一话题展开思维(1a)、听力(1b)、 口语 (1c) 训练进行授课,最终完成本课时的教学任务。采用情景教学、看图说话、小组对话以及听力训练的方法进行教学。

三、说学法

虽然学生在以前所学的内容当中已经有所接触定语从句，但仅仅是了解而已，对于定语从句地系统地掌握需要一定地强化，因此，本课地目标语言就变为本课地难点了。在解决这一问题上，让学生通过“情景教学、看图说话、小组对话以及听力训练”的方法、经过反复练习的.方法，让其达到掌握并运用的目的。

四、说过程

首先,我将采用音乐视频片段导入新课，引出这一单元地主题：I like music that I can dance to , 然后再运用幻灯片来展现以前在课文和听力中出现地定语从句，从而加强对定语从句的理解与掌握。同时运用幻灯片，将学生对定语从句地认识从音乐扩展到更大地层面，比如人物、衣服动物等方面;其次，运用幻灯片将本课出现地目标语言让学生加以练习(1a)，在掌握目标语言地基础上完成听力训练，并完成对听力(1b)习题的处理，让学生在听力中对目标语言加以应用，达到巩固地目的。

同时利用本课地目标语言和幻灯片，进行口语训练，同时加以拓展练习，让学生对所学内容进行“消化、吸收”，达到应用地目的。

最后，对于定语从句地构成进行总结，归纳，让学生再次对所学地知识加以巩固。

九年级英语课件 篇9

1. try to do sth.尽力做某事

2. play a part in doing sth.参加做某事

3. used to do sth.过去常常做某事

4. instead of doing sth. 代替做某事

5. start doing sth.开始做某事

6. remember to do sth.记住去做某事

7. can’t afford to do sth. 担负的起做某事

8. by doing sth.通过做某事

9. be good at doing sth.擅长做某事

10. plan to do sth.计划做某事

11. hope to do sth. 希望做某事

12. need to do sth.需要做某事

13. loud music/soft music 强劲/轻柔的音乐

14. have fun doing sth 做某事很有趣

15. make money(=earn money) 赚钱

16. save money 存钱

17. learn from向某人学习

18. scientific study科学研究

19. soft colors柔和的色彩

20. blue light浅蓝色

21. soft lighting柔和的灯光

22. serve sb招待某人

23. heavy traffic 繁忙的交通

24. endangered animals濒临灭绝的动物

25. keep out不让进入

26. pros and cons 利和弊

27. in the modern world再现代社会

28. advertising is everywhere.广告到处都是

29. aim at瞄准，针对

30. more than多于

九年级英语课件范文

根据教学要求，教师需要在授课前做好备课工作，包括准备教案和课件。因此，教师会精心安排教案和课件的重点和难点。编制教案是教育教学实践的必备环节。您可以参考一下“九年级英语课件”，或许会有所启发。欢迎阅读，希望您能喜欢并分享！

九年级英语课件(篇1)

Unit 2 I think that mooncakes are deliciou

掌握生词lantern /lnt (r)n/ n. 灯笼 p.9

掌握短语What a great day!                  kind of like

你知道下面这4种节日的英语说法吗？试试吧！

有关这4种节日的来源、传说、习俗、饮食、文化、庆祝方式有哪些？你能说出一些吗？

泼水节   Water Festival    龙舟节  the Dragon Boat Festival

春节  The Spring Festival   元宵节  the lantern Festival

2、  Listen and circle T for true or F for false.

Bill: Yes, it was really fun !

Mary: What did you like best?

Bill: I loved the         ! They were really        to watch. How fantastic the         boat teams were!

Mary: Yes! And look at the colors of the boats. How         they were!

Bill: I agree! But I guess it was a little too         .

Mary: I don’t know…I kind of like to have more people around. It makes things          exciting.

Bill: That’s true. Oh, and I really liked          zongzi.

Mary: Oh, me too! The sweet ones are my favorite.

Bill: I            if they’ll have the races again next year.

Mary: Of course! They have them every year.

Bill: Then I believe that I’ll be back again next year to watch the races!

What a great day!                  kind of like

It makes things more exciting         be back again to + V

感叹句是表示喜怒哀乐等强烈感情的句子。一般说来，感叹句是由 what 或 how 开头的,其余与陈述句结构相同, 句末用感叹句，朗读时用降调。

what修饰名词或名词短语，有以下两种形式：

1. What+a(an)+（形容词）+单数可数名词+主语+谓语！如：

What an apple this is!

What a fine day it is!

2. What+(形容词）+可数名词复数或不可数名词+主语+谓语！

What kind women they are!

What nice music it is!

how用来修饰形容词、副词或动词。其结构是：How+形容词（副词）+主语+谓语！   How hard the worker are working!

How clever the girl is!

How quickly the boy is writing!

6、给下列句子加上适当的`主句Mary Bill thinks guesses believse让其成为宾语从句：

They were really interesting to watch

The colors of the boats were pretty

It was a little too crowded.

It makes things more exciting.

They’ll have the races again next year.

I’ll be back again next year to watch the races!

引述别人的原话叫直接引语，用自己的话转述别人的话叫间接引语。一这两种引语都是宾语从句，但直接引语放在引号内，不用连词连接；间接引语不用引号，通常用连接词与主句连接.

典型例句：1. She said ,” I like English very much. “ （直接引语）

典型例句：2. She said she liked English very much.  （间接引语）

人称变化可以遵循如下顺口溜“一随主，二随宾，第三人称不更新”。

“一随主”是指在直接引语变间接引语时，如果从句中的主语是第一人称或被第一人称所修饰。从句中的人称要按照主句中主语的人称变化

Eg：She said. “My brother wants to go with me.”

→She said her brother wanted to go with her.

“二随宾”是指直接引语变间接引语时，若从句中的主语及宾语是第二人称，或被第二人“你”所修饰，从句中的人称要跟引号外的主句的宾语一致。如果引号外的主句没有宾语，也可以用第一人称

Eg：He said to Kate，“How is your sister now?”

→He asked Kate how her sister was then.

“第三人称不更新”是指直接引语变间接引语时，如果从句中的主语及宾语是第三人称或被第三人称所修饰从句中的人称一般不需要变化

Eg：Mr. Smith said，“Jack is a good worker.”

→Mr. Smith said Jack was a good worker.

1. ____ great fun it is to swim!    2._________  useful book this is !

3._____  a fine day it is today !      4._______ hard work it is !

5.______ bad weather it was  yesterday!  6.______ hard job this is!

7.______ terrible news we heard last night

8.______ good time we have every weekend!

9.______ long the bridge is!         10.______  long bridge this is!

11. ______ happy children !         12. ______ friendly these kids!

13. ______ interesting book he has!  14. ______ time flies!

II 将下列直接引语变为间接引语。

1.Miss Gao said,“I like living here.”

Miss Gao said that              living       .

2.He said,“I’ll go tomorrow.”

He said that he                                   .

3.My mother said：“I am going to make dumplings”.

__________________________.

4.She said：“I do homework every day.”____________________________________.

5.He said：“I will play basketball this night.”

_________________________________.

1. 李明说他对玩电脑游戏感兴趣。

Li Ming says _______ _______ interested in playing computer games.

2. 我认为玛丽不回来了。

I don’t think Mary ______ ______.

3. 山姆给我说他准备去上海。

Sam told me that he _______ _______ for Shanghai.

4. 请你告诉我去钟楼怎麽走吗？

Could you tell me _______ I can get to the Bell Tower?

5. 父亲说他买了一台新电脑。

Father said that he ________ ________ a new computer..

执  笔 龚琴 审    核 初三英语组 课   型 听说课 课    时 1

Unit 2   I think that mooncakes are deliciou

stranger /streind (r)/ n. 陌生人 relative /reltiv/ n. 亲属；亲戚

句子June would be a perfect time for you to visit.

【学法指导】自学单词---听说句子----听力练习----巩固练习

在假期中你去过哪儿？做了些什么？说出来与同学们分享一下。

Where have you been in this summer holiday?

When did you go ?

Why did you go there ?

stranger /streind (r)/ n. 陌生人p.10

relative /reltiv/ n. 亲属；亲戚    p.10

put on  穿上  put on weight  put on ten kilos

3、pound  n.    磅（重量单位）英镑（英国货币单位）

The apples cost one dollar a pound.

I am new in this city , so I am a ___________.

He often eats a lot,so he           20 pounds again.

Jenny is the only           in that big city.

Read the sentencs in 2a,try to know their meanings

Listen to the conversation between Wu Ming and Harry and CIRCLE the correct words in  the sentences.

Listen again, Wu Ming did a lot of fun activities, but there were also downsides. Listen again and fill in the chart.

Check the answers to 2a and 2b in pair.

Harry: What did you do on your vacation, Wu Ming?

Wu Ming: I visited my aunt and uncle in Hong Kong.

Harry: Wow! So what did you do?

Wu Ming: Well, we          out a lot.

I believe that we ate at least five meals a day!

How delicious the food is! I’ve      put on five pounds!

Harry: Haha! Yes, the food in Hong Kong i s delicious.

What else did you do?

Wu Ming: Shopping, of course. Hong Kong is a great place for shopping! I spent so much money.

Harry: So what was the best        of the trip?

Wu Ming: Oh, the Dragon Boat Festival for        .

They had teams from all over the world!

Harry: I’m planning a        to Hong Kong next year.

I wonder whether June is a good time.

Wu Ming: Yes, if you want to see the boat races.

But it’s        hot in June. That’s one thing I didn’t like.

Harry: Oh, I don’t mind hot          .

Wu Ming: OK, then I think that June would be a perfect time for you to visit.

eat out a lot               at least

five meals a day           put on five pounds!

What else did you do ?        a great place for shopping!

for sure                  a trip to+地点名词

June would be a perfect time for you to visit.

直接引语在改为间接引语时，时态需要做相应的调整。其基本法则和我们刚刚学过的宾语从句的时态变化一致，也就是说从句时态要和主句时态一致。如果从句是过去时，主句要向后退一格时态，变成一种过去时。

1. She said. “I have lost a pen.” →She said she had lost a pen.

2. She said. “We hope so.” →She said they hoped so.

3. She said,“He will go to see his friend。”

→She said he would go to see his friend. (一般将来 → 过去将来)

但要注意在以下几种情况下。在直接引语变为间接引语时，时态一般不变化。

①直接引语是客观真理。

Eg： “The earth moves around the sun and the moon moves around the earth”, the teacher told me.

→ The teacher told me the earth moves around the sun and the moon moves around the earth。

②直接引语是过去进行时，时态不变。

Eg：Jack said, “John, where were you going when I met you in the street?”

→Jack asked John where he was going when he met him in the street.

③直接引语中有具体的过去某年、某月、某日作状语，变为间接引语时，时态不变。

Eg： Xiao Wang said，“I was born on April 20, 1980.”

→Xiao Wang said he was born on April 20, 1980.

④直接引语如果是一般现在时。表示一种反复出现或习惯性的动作，变间接引语，时态不变。

Eg：He said, “I get up at six every morning.”

→He said he gets up at six every morning.

⑤如果直接引语中的情态动词没有过去时的形式（例：ought to，had better，used to)和已经是

过去时的形式时，（例：could, should, would, might）不再变。

Eg：Peter said，“You had better come have today.”

→Peter said I had better go there that day.

九年级英语课件(篇2)

主题：我的假期计划

暑假即将来临，我的假期计划已经整整一个月被我规划着。在我看来，假期是一段宝贵的时间，也是让我充电一下的机会。因此，我的假期计划充实而有意义。

首先，我打算将大部分时间用于学习和阅读。这个假期，我要完成初中学习的基础知识，为高中的学习打下坚实的基础。此外，读书是我一直以来非常喜欢的活动，假期里我计划要看一些精选书籍，用阅读来丰富自己的知识储备和生活阅历。

其次，我也希望假期中放松一下身心，拓宽视野。我计划去旅游，给自己带来新的视觉和感受。旅游可以使我体验到不同地区的文化、历史和美食，也可以让我接触到不同的人和事，为我未来的学习和生活奠定更加丰富多彩的基础。

另外，我也希望能够积极参与一些志愿者活动。照顾老人和孩子，帮助清洁环境等，这些都是令人愉悦的事情。以我微薄之力去为社会贡献一点点力量，也是共建美好社会的一种方式。

最后，我希望在假期的时光里，能够也多和家人和好友相处，分享每一刻的快乐和收获，增进彼此之间的感情和了解。

这个假期，我有多项计划，似乎时间有些紧迫。但是我相信，只要按照计划前进，即使路途漫漫，最终一切都会被我充实而未来充满希望。

九年级英语课件(篇3)

各位老师，下面就是为大家带来的额人教版九年级上册英语课件，希望这一课件教案可以帮助大家。

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：

①  —This ring looks nice. Is it made of silver?

—Yes, and it was made in Thailand.

②  What is it made of/from?

③  China is famous for tea, right?

④  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。

3）正确理解被动语态的用法及句子结构。

2. 教学难点：

1. 播放动画片《造纸过程》的视频，让学生们了解这个中国传统发明的情况。

T: Who invented paper first?

S1: Can Lun invented it in Han dynasty.

T: What was paper made of then?

S2: It was mainly made of bamboo.

T: was it easy for people to make paper then?

S1: No, it was very difficult then.

T: What is paper made of now?

S3: It’s mainly made of wood, bamboo, and cotton.

1. Present the sentence structure, using the pictures on the big screen:

—What’s the golden medal made of?

—It’s made of gold.

—Is this table made of wood?

—No, it isn’t. It’s made of glass.

—Is Butter made from meat?

—No. It’s made from cream?

让学生们学习掌握be made of/from句型的用法，及be made of与be made from的区别。

两词组都是“由……制成的”之意。be made of 指从原料到制成品只发生了形状变化，没有发生本质变化（属物理变化）

be made from指从原料到制成品发生了质的.变化，已无法复原（属化学变化）。

1. Show some pictures on the big screen. Try to learn the new words using “be made of” structure.

Learn the new words: chopsticks, coin, fork, blouse, silver, glass, cotton, steel, grass, leaf

e.g. This pair of chopsticks are made of bamboo.

This coin is made of silver.

Is this blouse made of cotton?

No, it isn’t. It’s made of silk.

What’s the fork made of?

It’s made of steel.

These pigs like grass very much.

Kolas like leaves.

2. Ss discuss with their partner and try to learn the new words.

3. Give Ss five more minutes to remember the new words.

Work on 1a:

Let Ss read the things and materials in 1a. Discuss with their partners and match them with the materials. More than one answer is possible.

What are these things usually made of? Match them with the materials. More than one answer is possible.

Check the answers with the Ss.

1. T: Tell Ss they will hear a conversation about some things and material. Listen and match the products with what they are made of and where they were made.

2. Let one student read the words in the box, Play the recording for the Ss to listen.

3. Ss try to listen and match the things with the material and here they were made.

4. Play the recording again. Let Ss check the facts they hear.

1. Read the conversation in the box in 1c.

2. Ss try to made conversations using the information in 1b.

e.g.  A: Your new shirt looks very nice. Is it made of cotton?

B: No, it isn’t. It’s made of silk.

3. Let some pairs read out their conversations.

Work on 2a:

T: Let’s listen to another conversation between Nick and Marcus.

1. What are they talking about? First, let’s look at the pictures and the phrases in 1a.

(Let one students read the phrases in 2a.)

Listen and check ( √ ) the main topic of Nick and Marcus’ conversation.

2. Play the recording for the Ss to listen and check the phrases.

3. Play the recording again to check the answers.

Work on 2b:

1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they know what to do.

2. Let Ss read the questions in 2b. Make sure they understand the meaning of each question.

Play the recording for the Ss to answer the questions.  (If necessary, using the pause button.)

1) Where is the art and science fair?

2) Do Nick and Marcus have to pay to go?

3) What is the model plane made of?

4) What is the painting made from?

3. Play the recording again to check the answers.

4. Play the recording again. Let Ss fill in the blanks of the conversation.

1. Tell Ss to make a conversation using the information in 2a and 2b.

e.g.

A: What did you see at the art and science fair?

B: I saw a model plane.

B: It’s made of steel, glass, and plastic.

2. Let Ss make their own conversations.

3. Practice their conversations in pairs.

Read the conversation and complete the blanks.

1) Chinese _____________ tea both in the past and now.

2) _________ I know, tea plants _________ on the sides of mountains.

3) When the leaves are ready, they _______ by hand and then _______ for processing.

4) The tea ____________ and sent to many different countries and places around China.

5) People say that tea ___________ ____ health _____ business!

2. Read the conversations and Let Ss read after the teacher.

3. Explain some new words and main points in the conversation.

4. Ask Ss to role-play the conversation in groups.

1. What is the model plane made of?

What is the painting made from?

两词组都是“由……制成的”之意。be made of 指从原料到制成品只发生了形状变化，没有发生本质变化（属物理变化）

be made from指从原料到制成品发生了质的变化，已无法复原（属化学变化）。

e.g. Glass is made of glass. 玻璃杯是由玻璃制成的。

The paper is made from wood. 纸是木头做的。

2. For example, Anxi and Hangzhou are

widely known for their tea.

e.g. Gas is widely used for cooking and heating.

天然气被广泛地用于做饭和取暖。

3. Where is tea produced in China?

英语中有produce, grow和plant三个动词均可用来描述农作物及植物的“种植；

生产；生长”，但有所区别。

produce指农作物成产量化地“出产”，或自然地“生长出；长出；结出(果实)”。

e.g. This region produces over 50% of the country’s rice.

这个地区出产整个国家50%以上的大米。

These trees can produce very good apples.

这些树能结出优质的苹果。

grow表示“种植；使生长”，着重指种植以后的栽培、生长过程。

e.g. These plants grow from seeds. 这些植物从种子生长而来。

The villagers grow coffee and corn to sell in the market.

村民们种植咖啡和玉米好拿到市场上去卖。

plant侧重“栽种；播种”这一行为，指把种子或秧苗种到土壤里使之生长。

e.g. How many trees have you planted this year?  今年你们种了多少棵树？

They planted tomatoes and carrots in their backyard.

他们在后院栽种了西红柿和胡萝卜。

3. For example, Anxi and Hangzhou are widely known for their tea.

e.g. Suzhou is known for its beautiful gardens.

苏州以其美丽的园林而闻名于世。

be known as意为“作为……而著名”。be known for意为“因……而著名”。

根据句意用be known as或be known for的适当形式填空。

1) Han Han ____________ his writings.

2) As we know, Yao Ming __________ a basketball player.

I. Recite the conversation in 2d after school.

II. Translation.

1. 这个戒指是银制的。

2. 这种纸是由树木制成的。

3. 油漆是由什么制成的。

4. 杭州因其茶叶而为人知。

5. 据我所知，茶树被种植于山坡上。

九年级英语课件(篇4)

一、说教材

本课是九年级第六单元第一课，本单元以music(音乐)为中心话题，让学生学会用定语从句谈论自己所喜爱或偏好的艺术，学习表达自己的爱好。从结构内容上说，定语从句是初中阶段必需了解的一种句法结构。本单元将通过一系列的练习(句型结构练习、听力练习、精读写作练习、自我检测、泛读练习)来达到学习目的，完成学习任务。本单元共需要七个课时。本课时所进行的是基本的句型结构和部分听力练习，是整个单元学习的双基——基本和基础。

知识目标：

The key word: prefer，lyric

Language goals: what kind of music do you like? Why?

2、 What kind of singers do you like? Why?

Teaching goals:

To learn to use Relative clause with that and who

I like music that I can dance to、

I like music that has great liyrics、

I like music that I can sing along with、

I like music that isn’t too loud、

过程与方法， 在听说读写的教学环节中，采用看图说话和编造对话方式进行授课。

情感态度与价值观，让学生学会用定语从句谈论自己所喜爱或偏好的艺术，学习表达自己的爱好。

二、说教法

这一节课我分为两个部分：第一部分引入定语从句的学习;第二部分围绕I like music that I can dance to、这一话题展开思维(1a)、听力(1b)、 口语 (1c) 训练进行授课,最终完成本课时的教学任务。采用情景教学、看图说话、小组对话以及听力训练的方法进行教学。

三、说学法

虽然学生在以前所学的内容当中已经有所接触定语从句，但仅仅是了解而已，对于定语从句地系统地掌握需要一定地强化，因此，本课地目标语言就变为本课地难点了。在解决这一问题上，让学生通过“情景教学、看图说话、小组对话以及听力训练”的方法、经过反复练习的方法，让其达到掌握并运用的目的。

四、说过程

首先,我将采用音乐视频片段导入新课，引出这一单元地主题：I like music that I can dance to , 然后再运用幻灯片来展现以前在课文和听力中出现地定语从句，从而加强对定语从句的理解与掌握。同时运用幻灯片，将学生对定语从句地认识从音乐扩展到更大地层面，比如人物、衣服动物等方面;其次，运用幻灯片将本课出现地目标语言让学生加以练习(1a)，在掌握目标语言地基础上完成听力训练，并完成对听力(1b)习题的处理，让学生在听力中对目标语言加以应用，达到巩固地目的。

同时利用本课地目标语言和幻灯片，进行口语训练，同时加以拓展练习，让学生对所学内容进行“消化、吸收”，达到应用地目的。

最后，对于定语从句地构成进行总结，归纳，让学生再次对所学地知识加以巩固。

九年级英语课件(篇5)

以《考试说明》为依据，以新课程标准为准绳，制订详细周密的复习计划，切实抓好初三英语复习工作。密切关注中考动态，联系学生实际，通过教材梳理，专项和综合训练，努力提高学生运用英语知识的能力和答题技巧，以适应新的中考形式和要求。

我校学生从初一入学时就能看出有很多学生都接处过英语，通过初中三年的学习有了一定的进步，也取得了一定的成绩，但是从试卷分析来看，我校九年级学生在阅读、写作和一些基础知识方面离中考和我们的要求还有一定的差距。

指导思想：通过不同题型的专项训练，熟悉各题型的命题特点，解题思路和方法夯实“常考点”，突破“失分点”，研讨“新考点”。

综合训练贯穿在初三英语教学的始终。该阶段重点培养学生应试能力，积累学生考试的经验。教师要细致分析各层次学生的知识和能力现状，对学生进行针对性的指导。教法上要帮助学生克服在解题中存在的主要问题，积累解题经验，以良好的心态确保该得到的分不丢失。要求教师根据各自班级常见的知识层面上的“失分点”，有针对性地制定 “个性化复习方案”，在梳理知识网络的过程中，突出易错、易混内容。薄弱环节，重点突破。教师分析近三年中考试卷，对中考趋势进行合理预测。

3 考前10天，再次细化复习迎考计划，精选精讲试题，帮助学生查漏补缺，指导学生复习迎考的方法，调整学生的生物钟，确保他们以最佳状态参加中考考试。

人教版九年级英语课件

每位教师都需要在上课之前准备一份完整的教案课件，我相信对于这种编写教案课件的工作，老师们并不陌生。要顺利进行课堂教学，老师们必须按照教案课件进行授课。这份独特的"人教版九年级英语课件"肯定会给您带来不同的体验，请别忘了将这个网页添加到您的书签夹中！

人教版九年级英语课件【篇1】

九年级英语教案

Unit 8 I’ll help clean up the city parks．   课时安排四课时 第一课时：  Section A 1a―2c 第二课时： Section A 3a―4 第三课时： Section B 1a---2c 第四课时： Section B 3a―4 教学目标：1、会表达提供帮助；   2、会正确使用常用动词短语；   3、谈论自己喜欢并愿意从事的志愿者工作。 语言功能：学会掌握表达提供帮助 语言结构：一般将来时、情态动词 语言目标：I’d  like  to  work  outside   I’ll  help  to  clean  up  the  city  parks   You’ll  give  out  of  food  at  a  tood  bank 重点词汇及短语：Put off hand out call up  give away run out of clean up set up take after fix up cheer up give out hunger  sign  repair 教学重点：正确使用常用动词短语 教学难点：掌握并能区别常用动词短语 学习方式：自主、合作学习情感目标：通过谈论自己喜欢并愿意从事的志愿者工作，激发学生对他人、对社会的关爱之情。 课前任务：任务1、了解志愿者工作的性质和种类。任务2、了解本地区志愿者工作开展情况。   单元目标与要求     第一课时 ●○教学内容与分析 ,教学内容:Section A 1a―2c 教学目标: (1) 认知目标: A. Vocabulary : clean up, homeless, cheer up, give out, clean-up, sign, advertisement, put off, set up, establish, think up B. Sentence: 表示意愿:I’d like to… I’ll help …… We need to ….. We are going to ….. 提出建议: You could ….. 能够熟练的运用这些句型,帮助别人和对人提出建议. ●教学重点,难点分析 ,教学重点:基本单词,词汇和句型 ,教学难点:能够运用所学句型,谈论所做的事情. ●,教学设计:   教  学 步 骤 建 议 和 说 明 K热身(Warm-up) Greeting and free talk ,Ask and answer (1),What do you usually do on weekends? (2) What will you do this weekends? S1: … S2….. (3), What do you so to be volunteers? (4), What other ways could you help people? KLead--in Watch a video  By asking: What could you help people?   How do you help them? ,Teach: clean up, hunger, cheer give out, clean-up, sign advertisement, put off, set up, establish, think up KWork on SB Page60 1a. Point to the sentences and read the sentences, explain the language points. ,Write out the sentences you could help people. K Work on SB Page 60,1b. ,Listen to the tape.   建 议 与 说 明 教  学  步 骤   ,Listen again and complete the sentences and check the answers.   让学生掌握所学句型,通过说出类似的句子,激发兴趣. KPairwork 1c   Practice the conversation in the picture above,then have similar conversations using the information in 1b.   KListening   通过听力掌握,巩固重点短语.  A group of students are planning a City Parks Clean-up Day.They are talking about ways to tell people about the Clean-Up Day.   Play the recording .Ss listen carefully. ,Let Ss listen again and fill in the blanks. KPairwork   培养学生说的习惯,并通过小组合作扩展,深入所学内容. Role play the conversation in 2b.    A: We need to come up with a plan.  B:Let’s have lunch first.  A: No, we can put off making a plan.Clean-Up Day id only two weeks from now. Make new conversations in groups. K Task 1.Make a conversation Make a conversation of offering it in pairs. Share some of their conversations. Task 2.Make a plan for the school sports meeting.Offer help to the students they are going to take part in it. Homework. Revise the new words and sentences. Finish off the Wb.exercises.   Blackboard Design   Unit8  I’ll help clean up the city parks. Period one I’d like to work outside. You could help clean up the city parks. You could …. We can’t put off  making a plan. Cheer up set up  think up=come up with     Language points 1,come up with=think up 2,put off 延迟,取消  Don’t put off what we can do today.  今日事,今日毕.  We’ll put off  the sports meeting. 3,set up  建立,创立,开办.   We’re  going to set up a food bank to help hungry people.     引入新课教学,巩固落实所学知识,同时以旧带新,导入新课的教学. 本活动的目标是训练学生听的能力,然后让学生更准确的说出这些句子. 通过图画,呈现新句型,使学生学起来容易掌握. 由平常的问候,自然引入到本单元的话题.同时,为下面内容的引出做铺垫.     第二课时 ●○教学内容与分析 教学内容:  Section A 3a--4 ,教学目标:从阅读材料中获取信息,并能运用这些信息完成任务. ●○,教学重难点: ,本课重点是掌握并进一步巩固第一课时的句型,要求学生能应用他们,在实际情景中运用自如. ,重点词语及句型: major,commitment,elementary.,coach,ceterinarian   What kind of volunteer work do you think I could do?   You could start a Chinese History Club.   I’d like to join the school volunteer project. ●○,课前准备:: ,本课时的教学课件. ,课前发给学生表格,布置学生任务:在表格中写出自己喜爱做的志愿工作和能做的志愿 工作. ●○,教学设计.   教 学 步 骤 建 议 与 说 明 KRevision , Greet the class and check the  homework. ,Ask a pair of students to say their conversation.  S1: To be a volunteer is great.  S2: We need to come up with a plan.  S3: Let’s make a volunteer project for our school. K Lead Cin T: Do you know what kind of work the volunteer do? Collect the  students answers and tell them..Being a volunteer is to help other people.It is a commitment. KReading P62,3a.  Fast  reading   带着悬念和好奇,更能激发学生的阅读欲望,也培养他们在迅速获取所需信息的`能力.. 选取上一课时的材料,作为课堂的切入点.既起到复习巩固作用,又能以旧带新,自然引出新课. 呈现一些图片,让学生体会各种职业. 深化拓展知识,对已学语言目标进行复习.   教 学  步 骤 建 议 与 说 明 What kinds of volunteer work the students do?,Read again and complete the table. ,Finish 3b to check  if  the students have understood the article well. ,Play the tape for the students to listen and repeat. ,Get the students to make the report according to the form and some key words. KPairwork 3c. Role play.Take turns being one of the people in 3b.Ask for and give advice. KPairwork 4  Write down three things you like to do. Ask your partner for advice about the kinds of volunteer work you could do. Things I like to do Volunteer work I could do                 K Writing Write down the volunteer work you like to do .  Homework Read 3a and copy new words and phrases. ,Finish some homework in this period.     Blackboard  Design   Unit 8  I’ll help clean up the city parks Being a volunteer is great! What kinds of work the volunteer could do? Why so they like their work? The  three students plan to set up a student volunteer project at  their school. Don’t put it off. To help other people is a commitment.   深化拓展知识,对已学语言目标进行复习. 尽可能的让学生模仿跟读,听地道的英语,模仿表达是自由表达的基础,让学生根据已有信息把3a的内容说出 通过参与和合作等途径,充分掌握已学知识. 培养学生的写作能力.         第三课时 ●○教学内容与分析 教学内容:  Section B  1a―2c ,教学目标:从阅读材料中获取信息,并能运用这些信息完成任务 语言技能：（1） Train the students’ reading, writing, speaking and listening skills with the target language． （2） Train the students to use the new phrasal verbs． 情感目标：Come up with a good idea to help others． It will bring you much enjoyment．. ●○,教学

人教版九年级英语课件【篇2】

题目：我的暑假计划

暑假即将来临，为了充实自己的暑假生活，我制定了一份详细的暑假计划。

首先，我将参加社会实践活动。我认为，通过社会实践可以增长知识、锤炼意志、培养责任感和团队合作能力。我将投入一个月的时间，参加志愿者服务、文化体验、农村支教等活动。我希望通过这些活动，了解更多的社会现象，帮助需要帮助的人，展现当代青年的责任与担当。

其次，我将继续学习，扩充自己的知识面。我计划在暑假期间阅读大量的书籍，包括文学、历史、哲学、科学等多个领域。同时，我还将参加一些文化课程和兴趣培训班，学习音乐、美术、编程等。我相信，这些综合性的学习和体验，将会为我的人生道路打下更坚实的基础。

最后，我将享受放松的时光，和家人一起旅行。我还计划参加一些户外运动，如爬山、露营、骑行等。这不仅可以促进身体健康，也可以增强家庭的感情交流。

总之，我期待一个充实而丰富的暑假生活，全面展现出自己的多方面优势和特长，为自己的未来打下更坚实的基础。

人教版九年级英语课件【篇3】

1.教学挂图。

2.教学投影片。

3.教学录音磁带。

4.单词卡片。

5.主线人物Bill，Joy，Lily，Angel的人物形象图片。

A Let's talk.

1.本部分是几个主线人物到小动物家做客，小动物向客人们介绍自己的家庭成员的情景图。所涉及到的内容分别为：(1)Bill到小熊家做客;(2)Lily和Joy到小猴家做客;(3)Angel拜访小兔一家。

2.设计的意图是为教师和学生提供一个复习操练前两课单词和介绍家庭成员的句型，以及操练询问某人是谁的问句及相应答句的真实情景，从而为学生练习、运用本单元单词和句型进行交流、沟通提供必要的语言参照。

3.教学的重点是学习运用三组交际用语：Who is he? Who is she? He / She is.... This is my dad \ grandma \ sister \ .... Where is... ? She is at home.Nice to meet you.对于学生而言，这三组交际用语都不是新句型。

4.左图提供的是主线人物Bill到小熊家做客，他想知道照片上是谁，于是，他问小熊：Who is he? 小熊介绍说：He is my dad.

5.右侧上图Lily和同伴到小猴家找小猴的妹妹玩。在大门口，她们遇到了小猴，Lily问到：Where is your sister? 小猴说：She is at home.

6.右侧下图是Angel来拜访小兔子一家，小兔子向Angel介绍：Angel, this is my grandpa and grandma.Angel非常礼貌地向爷爷奶奶问好：Nice to meet you!

B Let's act.

1.本部分的主要活动是让学生感知语言在生活中使用的情境。

2.学生应在教师的带领下，复习前两课所学的句子和单词，并在此基础上进行角色表演活动。

3.教师在带领学生做表演活动时，应尽量创设与本课一致或其他一些真实的生活情境，使学生自然地习得语言。

1.建议教师可以根据学生的不同情况，采取不同的方法进行本课时的教学。

2.学生可先观看教学挂图，复习家庭、家庭成员、服装、房间物品等词汇和画面中的人物，分别说出他们的姓名、所在位置，并描述他们的外貌长相。

3.在复习的基础上，教师播放录音，请学生仔细听录音，然后请学生说一说听到了什么(学生可以直接把听到的英语句子讲出来，重复全句有困难的话，也可以只说出其中的短语或单词)。

4.教师引导学生根据录音中声音的不同，猜测、判断对话人物是谁。学生再听录音，模仿录音中的声音、语调和速度进行说话练习。

5.为使学生更熟练地掌握对话，表达更自如，教师可多次重复播放每组对话，让学生跟读、模仿，直到将3组对话分别都练熟了。教师要努力创设情境，让学生多听几遍，再尝试着请能力强一些的同学重复，万不可只听一遍就急于让学生输出。因为这样一来，学生一旦出现错误，学习积极性难免会受到挫伤，这对于培养良好的语音语调也不利。

6.在练习的基础上，教师再组织学生开展group work和pair work活动，让学生进行两两对话。同座位的同学可分别练习1.2.3组对话;每个小组可分别安排或自愿读某一组对话，然后小组内部相互轮换，以充分练习对话。

7.在练习的基础上，小组同学可做角色表演。(全组同学分3小组站在不同的位置，然后按录音中的对话顺序进行。之后可交换角色再练习。)

8.学生在分组活动以后可进行全班的汇报表演。教师从1.2.3组或4.5.6组分别抽出表演一组对话的学生，按顺序完整地表演3段对话，然后请全班学生给予评价。此活动可进行多次。也可由一组学生表演完整的3段对话，其他组依次上台表演，最后进行评比。

9.教师应鼓励学生自己发挥想象，创造新的情景及内容进行对话和表演。如：在适当的情境下，添加些有关问候、物品的位置、外貌特征等内容。

10.教师在可能的条件下，要积极鼓励学生进行故事改编。例如：变更介绍人物的场所，变更人物等。有的学生可能会从家庭成员间的介绍扩展到老师、同学或朋友间的介绍，教师应充分给予肯定。这样，教师一方面可以逐步培养学生综合运用语言的实践能力，另一方面可以为学生今后的学习奠定良好的基础。

Lily: Where is your sister?

Rabbit: Angel, this is my grandma.

1.教师指导学生把掌握有关家庭成员的单词和介绍家庭成员的句子的情况及其运用所学句子进行问答的情况用 和符号记入学习档案。学习档案的记录内容可以选择以下项目：

—教师将学生为同桌记录听录音、并跟录音模仿说对话情况的评价放入学习档案。

—教师将小组活动中能开展问答对话学生的姓名及表现的评价放入学习档案。

—教师对学生跟录音唱歌和参与课堂活动的态度进行评价，将评价放入学习档案。

—教师对有创造性思维和有创造性语言表达的学生情况进行记录并放入学习档案。

2.教师具体而简要地记录学生当堂表现：

—能够认真听录音并跟录音大声模仿说对话的学生有多少人?

—能够在小组活动中对别人提问的学生有多少人?

—能回答别人问题的学生有多少人?

—能够真实介绍自己的家庭成员的学生有多少人?

3.本课对学生掌握学习内容情况的评定方法：

—教师播放录音让学生听，并要求学生响亮地重复录音中的对话。教师进行现场记录。

—教师教学生学唱歌曲，并跟随录音音乐边唱边表演。教师进行现场记录。

—教师出示家庭场景与人物图片，要求学生看图说出句子。教师进行现场记录。

—要求学生就所学内容对同学提问，并回答他人的问题。对于不能提问的学生，教师应启发他们努力去听别人的问题，争取听懂并做出正确的回答。教师记录此类学生的回答情况。

人教版九年级英语课件【篇4】

一． 教学目的和要求（Teaching aims and demands）

1． 词汇 grateful tail lonely success make up one’s mind mostly pig education countryside treat before long regard regard…as… exactly keep experience painful rock as if at sea story two-story grab crash mobile phone at all least at least

rewarding wag vet heal injection earthquake

2． 日常交际用语 Do you like being a doctor for animals?

Vets helped heal horses,…

He started treating…

Is it easy to heal…?

It isn’t easy to give the baby an injection.

It is important to do what the doctor tells you .

It is a little painful to get an injection.

To help animals is helping people.

1． 检查家庭作业。

2． 复习可作为宠物的名字：dog, cat, snake, parrot, rabbit, fish. 问：Does anyone have a pet?让学生讨论他们拥有什么样的宠物动物。

教师问：Why do people have pets? What does the pet do for them? Where do people take their pets if they get sick?让学生两人一组套讨论这些问题。然后全班一起讨论这些问题。

学生用书第71页第1部分。口语录音带第57课，让学生合上书。问学生：What animal does the dad like best? 放录音，让学生寻找答案。全班核对答案：He doesn’t have a favourite animals.让学生打开书。再放一遍录音，让学生边听边重复。让学生通过上下文猜测生词：rewarding ,grateful, wag, tail, lonely等。如果学生猜不出来，可以允许他们查字典。

做练习册第57页练习1。全班核对答案。让学生两人一组练习朗读这个对话。让几组学生为全班表演这个对话。

练习册第57课练习2和练习3。两人一组做练习2。

完成联系册中的练习。

1． 检查家庭作业。

2． 让学生通过讨论宠物来复习词汇。

学生用书第72页第1部分。让学生分小组讨论这些读前的问题，然后全班一起讨论这两个问题。

学生用书第72页第2部分。口语录音带第58课。让学生看课文标题。问学生：What do you think this story is about ？学生两人一组讨论这个问题。然后叫几组学生说出他们的观点。然后再问：Who is the man who loved dogs?学生快速阅读课文寻找答案（James Herriot）。然后让学生再次快速阅读课文并划出不熟悉的词语。这些单词和短语应包括：Scotland, make up one’s mind, vet, mostly, heal, education, Yorkshire, countryside, treat, before long, regard, regard…as, exactly, keep, experience 等。你可以用简单的英语解释其中的一些词语，如：

make one’s mind = make a decision

vet = veterinarian which is a doctor for animals.

continue = to keep doing something and stopping.

做练习册第58课练习1。

再放一遍录音，让学生边听边重复。让学生注意语音语调。

练习册第58课练习2--4。独自做练习2。

两人一组做练习3造句子。

把练习册第58课练习3的句子写下来。

1． 检查家庭作业。

2． 复习第58课的故事，可用练习册第58课练习1中的问题作为指导。

教师说：I don’t like going to the doctor’s because I don’t like injections。出示一张打针的图片，说：When I have to get an injection, I make a face like this（痛苦的怪相）because it’s a little painful. However ,I let the doctor give me an injection because it’s necessary。当你说这些生词时把这些生词（injection, painful, necessary）写在黑板上。说：Now let’s interview each other to see how you feel about going to the doctor’s。问学生：What are some questions you can ask each other？帮助学生回答下列问题：Do you like going to the doctor’s? What do you have to get an injection? Would you like to be a doctor?等。让学生两人一组活动，相互采访。叫一组学生向全班汇报他们的采访结果。

学生用书第73页第2部分，和学生一起过一遍这些句子。保证他们知道做什么。让学生两人一组像本课第2步一样进行采访，在他们相互采访时完成这个对话。叫几组学生向全班汇报他们的采访结果。

参考答案：interesting, a good job, they are so pretty, it is very difficult

学生用书第73页第1部分。和学生一起过一遍这些句子。然后让学生两人一组看图并讨论。全班一起，让学生改变这些句子，并给出他们所想的更多的句子。答案如下：

1． It’s important to do what the doctor tells you.

2． It is a little painful to get an injection.

3． It is not easy to give the baby an injection.

4． It is necessary to take medicine on time.

5． It is not interesting to work in the hospital.

练习册第59课练习1--3。两人一组做练习1。课堂上口头做练习2。

做练习3时，先个人读一读，然后两人一组回答问题。

完成练习册中的练习。

1． 检查家庭作业。

2． 复习不定式，把下列句子写在黑板上：It is important to do what the doctor tells you. It’s a little painful to get an injection. It’s necessary to take medicine on time. It’s interesting to work in a hospital.让学生把不定式放在句首来改变这些句子。

学生用书第74页第1部分。听力训练录音带第60课。让学生合上书：告诉学生：There’s something wrong with Tom’s dog .The doctor gives him some pills.？（如有必要，解释pills的意思）.What colour are the pills?放录音，学生寻找答案（red, yellow和 white）。然后读练习册第60课练习1的表格。保证学生知道做什么。再放一、二遍录音，让学生寻找答案。学生两人一组讨论答案。最后全班一起核对答案。

听力原文：

Cody felt ill. His nose was warm and he just lay around. His owner, Joe, took him to the animal doctor.

The doctor said, “Listen carefully. I’m going to give you three different medicines. First, I’m going to give you these red pills. I want you to give one pill three times a day to Cody. Now , look at these yellow pills. I want you to give one to Cody every night before he goes to sleep. Now look at these white pills. Give him two every time his is warm, but NEVER give him more than four in a day. Do you understand?”

“ Yes, doctor.” Said Joe, “thank you very much.”

Joe took Cody home and did as the doctor told him. Soon Cody was running around as happily as ever before.

答案：

1. C 2. C 3. B 4. A 5. A 6 B.

学生用书第74页第2部分。口语录音机第60课。问学生：学生快速阅读课文并寻找答案：He grabbed the baby in his mouth. 然后让学生再认真地读一遍课文。让学生猜测下列词语：earthquake, rock, as if ,at sea, story（另一种拼写形式为storey）, two-story, grab, crash, mobile phone, least和 at least.

做练习册第60课练习2。让学生自己做这个练习，并与同伴检查答案，然后全班核对答案。

学生用书第75页第3部分。让学生两人一组自己编造谚语。让学生说明这些谚语在什么情景下使用。例如，有人犯了错误，他/她的朋友会告诉他/她：“To make a mistake is human.”建议性谚语如下：

To read every day is a door to knowledge.

To work hard is the key to happiness.

It is better to listen , than to speak and let everyone know you are a

fool.

To drive fast in the middle of town is to invite a policeman to your

car.

To help animals is the same as helping people.

学生用书第75页第4部分。首先让学生写一段关于他们父母的情况，在写作中至少要用上两处不定式。然后让他们向其同伴展示其作文。同伴为其改正错误。然后按同伴的修改意见修改作文。教师在教室内巡视，必要时提供帮助。作文样张如下：

My father is a teacher and my mother is a doctor. They both think that to work hard is the key to success. Since I was in primary school, they have always wanted me to do well in school. Even though they are both very busy, they always have time to help me with my homework. However, they also teach me to be resposible at home as well. Since I was 8 years old, I have always had jobs to do around the house. I have to keep my room clean and take out the rubbish every day. When the dog needs to go outside, it is my job to take her. I also have to walk her for at least 30 minutes a day. I’m glad my parents have taught me how to work hard. This will help me in the future.

过一遍本单元的复习要点15。必要时再给学生一些练习：可以复习前几课的对话。花点时间练习一下常用短语。复习本单元的词汇，处理学生提出的任何问题。

听写下列内容，按要求停顿。

Tom and his mother* are at the doctor ‘s.* Tom says * he has got a headache and a cough. He says * he feels very bad and tired .* But Tom has caught a bit of cold. * He thinks* that the boy will be fine* after the biggest football match of the year.

做练习册第60课练习3--6。练习3和练习5可以单独做。

练习4应首先全班一起做。然后让学生两人一组练习对话。如果时间允许，让几组学生为全班说一说他们的对话。

练习6可以两人一组做，也可以以小组的形式做。当他们完成写作之后，让他们读他们的故事。

复习本单元的内容。

把练习册的练习4的对话写在练习本里。

把练习本练习6里的故事写在练习本里。

人教版九年级英语课件【篇5】

Teaching Important Points　【教学重点】

Key words & phrases：

international，find out，fly a kite

Key sentences：

1.The international kite festival is held in Weifang every year.

2.Some of the kites were made of silk or paper.

3.Some were painted with colorful drawings.

Key structure：

be+past participle verb+…

eg：What are kites made of?

Teaching Difficult Points　【教学难点】

★Talk about what kites are made of in the listening and speaking practice.

Teaching Aids　【教学工具】

A tape recorder，pictures of kites and used materials，CAI or multimedia courseware.

Teaching Steps　【教学过程】

★Step 1Leading in　【新课导入】

1.Greeting

2.Brainstorming

Show different things which kites can be made of/from.Help students to review and learn new words.

3.Ask students to think of anything a kite may look like.

★Step 2Cooperative inquiry　【合作探究】

1.Finish the task in 1a

①Think of different materials that can be used in making kites in English.

②Read aloud the words.

2.Finish the task in 1b

3.Finish the task in 1c

①Look at the five sentences with blanks in 1c.

②Play the recording for the second time.Students write L or Z in the blanks.

③Ask them to find the sentences having the same or similar meaning in the listening.

4.Finish the task in 1d

5.Finish the task in 1e

①Read the sample conversation in 1e.

②Write some key words on the board to help.Students work in pairs.Role-play.

③Act out their conversations to the class.

④For the poor students，the teacher can help them with the questions.And get them to answer.

★Step 3Homework

1.Role-play the conversation like that in 1e after class.

2.Write a short passage about Weifang kite festival.

3.Translate the following sentences into English.

(1)山东潍坊每年都举行国际风筝节。

________________________________________________________________________

(2)有些风筝是纸质的或丝绸的。

________________________________________________________________________

(3)他的脸被涂上一面小国旗。

________________________________________________________________________

Board Design板书设计

人教版九年级英语课件【篇6】

1. mystery. 神秘的事；不可思议的事。

Her sudden disappearance was a complete mystery.他的突然失踪是一件不可思议的事。

It’s a mystery to me how she passed the exam.她是如何通过考试的对我来说是一个谜。

The mysterious disappearance of Jim upset everyone.吉姆的神秘失踪使大家心烦意乱。

2. sorry, I didn’t recognize you.对不起，我刚才没认出你来。

本句话中所用的时态是一般过去时。因为说话时让娜已经知道对方是谁，所以应该用与现在无关的时态，即过去时。

I never thought you were going to bring me a gift.我没想到你会给我带礼物。

The problem is so simple. I wonder why I didn’t think of that.我刚才怎么没想到呢。

Oh, it’s you, I’m sorry I didn’t know you were here.抱歉我不知道你在这。

*recognize (recognize): Vt. 没有进行式

Dogs recognize people by their smell.狗凭嗅觉认人

The town has changed so much you wouldn’t recognize it.这个城镇变化太大你会认不出它的

②承认recognise sb/sth (as sth) recognize sb/sth (to do)

Everyone recognize him to be a good man./as a good man.大家都承认他是个好人

He didn’t recognize that he was wrong.他不承认他错了

*recognise与know比较，前者指“认出，辨认”，为短暂性动词。而know指“知道，认识”， 为延续性动词。

I recognize my son’s voice on the phone. 从电话中我认出是我儿子的声音。

Tom pretended that he didn’t know the old man. 汤姆假装不认识那位老人。

3. “ Years of hard work, very little food ……a moment’s rest.”

多年的辛勤劳作，食不果腹，居住的房间很小，从来没有片刻的休息。

这段话由四个名词构成，表明了四个完整意思，这种结构叫单成分句。它本身就是一个相对完整的语言单位，无须补充其他句子成分。使用单成分句显得言简意赅，深刻感人。

“…only a small cold room to live in”是不定式作定语。不定式作定语通常放在它所修饰的名词后面，与该名词在逻辑上有动宾关系。

Could you find me a job to do?帮我找个工作做？

Do you have anything to say on this question?

如该动词是不及物动词，应该加上适当名词。

There is nothing to worry about.没什么好担心的。

Please give me a knife to cut with.

I need some paper to write on.我需要一些写字的纸。

4．surely. adv.

①surely作“无疑，当然”讲，表示说话人对句子主语将发生的事相当有把握。

He will surely succeed in passing the exam.他一定会成功通过考试的

Careless driving will surely cause accidents.粗心驾车一定会导致事故

②surely还可以用来表示“对所说的内容确信无疑，或者表示对某事的惊讶”

I surely met him somewhere in Beijing.我一定在北京的某个地方见过他

Surely you are not going to eat that! 你不至于吃那种东西吧？

③surely也可以作“当然，没问题”

-Can I use your car for a while?

-Surely.

explain sth (to sb). explain + (to sb) + that/wh-

The lawyer explained the new law (to us).

Can you explain what this word means? 你能解释一下这个词的意思吗？

He explained to the policeman that his driving licence was lost. 他向警察解释他的驾驶执照丢了。

6．jewelly. 珠宝，首饰 a jewelly box珠宝盒

This necklace is my most valuable piece of jewelly.这个项链是我最贵重的珠宝

She locked her jewels in the safe. 她把她的首饰锁在保险箱里了。

7. Can’t you just wear a flower instead? 你不能只戴朵花吗？

本句话是表示否定的疑问句。否定疑问句一般用在表示请求，发表个人看法或是表示惊讶的情况下。

Can’t you finish such an easy job in so long a time? （表示惊讶）

否定疑问句一般都是期待对方的肯定回答，或者不打算对方回答。回答的时候，肯定回答用yes，但要翻译成“不”，相反，则用no。

-Don’t you like your present?

-Yes, I do. 不，我喜欢。

-Isn’t he a writer?

-No, he isn’t. 对，他不是。

8. continue. vi(+with)& vt （使）继续；（使）延续

the fighting continued for a week.战斗持续了一个星期。

How long can they continue (with) this damaging strike?他们这种破坏性罢工能持续多久？

she continued to make progress in her lesson.她继续在学习中取得进步。

he continued writing his diaries until he died.他坚持写日记直到去世。

The brain needs a continuous supply of blood.大脑需要不断的供血

9. call on, call at, visit, drop in

call on sb 拜访某人 call at some place访问某地

I decide to call on mr smith and hope to ask him for some good advice.

I called at my friend’s office during my stay in shanghai.

visit既可做动词，宾语可以是人，又可以是物。也可做名词，和pay构成短语,

He was happy to have a chance to visit Canada.

He often pays a visit to the poor areas of his own country.

drop in “顺便拜访”，指未事先通知的非正式访问。是不及物动词短语，通常需要接介词on和at. drop in on sb drop in at some place

Please drop in when you’re free.

Tom often drops in on me.

On my way home, I dropped in at Li Hua’s house.

call forth 使产生…；唤起… call in请…；招请

call up打电话给…

10．Pierre and I did have a good time at the ball.……确实在舞会上玩的很开心。

在本句话中，did是助动词，用在肯定句中起强调作用。译为“确实。的确”。

I did see him on my way to school yesterday. 我在上学途中确实看到他了。

My father does enjoy traveling.我父亲的确喜欢旅游

They do come here every Saturday morning.他们确实每周六早晨来这里。

：由于助动词已经体现了句子中的时态和数，所以谓语动词应该用原形。

*have a good/pleasant/wonderful time (=enjoy onself) 过得愉快

*have a hard/bad time过得艰难；日子过得不好

人教版九年级英语课件【篇7】

1Able to use the sentences: What ‘s your hobby? I like collecting stamps. He likes collecting stamps, too. Does he live in the city? Yes, he does he teach English? No, he doesn’t. He teaches art.

2Learn the new words and expressions in A and B

What ‘s your hobby? I like collecting stamps. He likes collecting stamps, too. Does he live in the city? Yes, he does he teach English? No, he doesn’t. He teaches art.

Let the Ss talk freely .

1 Listen to the tape and answer the questions

2 Let the Ss understand the sentence :

Do the Ex Say “YES” or “NO”

Teach the Ss how to write the sentences

教学反思：

人教版六年级英语教案3：Let’sstartALet’slearnGroupworkCLet’ssing

1.能够听说读写本课单词：singer, writer, actress, actor, TV report

2.能够理解、认读白体句子：what does your father /mother do?He’s a---

3.能够听懂、会唱歌曲“My family”

1.重点是掌握A let’learn部分的五种英语表达，并能简单问答、介绍，表达自己的理想

2.本课难点是在正确区分运用冠词an和a,如：an actress,a writer

教师把doctor,teacher,nurse,farmer,baseball palyer等单词卡片朝下放在桌上。一名学生抽一张卡片，用动作表演卡片上的职业，其他学生猜职业名称。第一个猜出的同学抽下一张卡片继续做游戏。

教师展示本部分的挂图，然后对学生说：“I am a teacher .I teacher English.”教师板书：teach,teacher.注意：teach,teacher用不同颜色的笔标出来。请学生观察两个词并说出差别。教师通过一些动作给学生以提示，帮助学生理解几种职业的含义。注意提示学生dancer,driver,writer三个词是直接在原动词后面加r.

(1)教师出示singer图片，示范朗读，让学生跟说并做动作。

(2)教师出示一名歌手的照片，问：“what does he/she do?”引导学生回答：“she/he is a singer.”启发学生说出更多歌手的名字。

(3)用同样的方法学习其他职业：writer,TV reporter.教师依次拿出几张演员的照片，问学生：“What does he do?”引导学生回答：“She is an actress.”教师提示学生在actress和actor前面要用an. 修改意见

教师快速出示一张本部分的单词卡片，学生争取首先拼出单词。

教师同时快速出示一张职业图片和she,he,Sarah中的任一张卡片，学生根据卡片上的内容快速说出一个句子，如：She is an actress.

(7)教师向学生展示杂志上的名人照片，问：“who’s he/she?what does he/she do?”引导学生回答：“That’s---He’s/She’s a---”

学生把本课职业单词卡片正面朝上放在课桌上,随意抽一张.教师也从自己的卡片中抽一张,然后和学生同时说:”What does she do?”教师迅速向学生展示自己的卡片,和教师选同一张卡片的学生起立根据卡片内容回答:She’s a---

(1)教师依次戴上Amy,Chen Jie,等人物的头饰,并介绍说:I am Amy.I am going to be an artist.I am John.I am going to be a/an---”然后向一名学生提问:What are you going to be?”引导学生回答:I am going to be a/an---

(2)学生翻开课本第58页,在表格第一列填入要采访的同学名字,然后在教师里走动调查,完成表格,找出最受学生欢迎的职业.

教师放“My family”的录音,然后向学生解释歌词大意.学生跟读歌词,跟录音唱歌曲.

学生五人一组,每组使用一套本课单词卡片,每个学生抽取一张卡片.教师打乱顺序说出卡片上的职业.为了增加游戏的难度,教师可以变换单词的顺序,逐渐加快速度.

人教版九年级英语课件【篇8】

1.教学挂图。

2.教学投影片。

3.教学录音磁带。

4.单词卡片。

A Let's chant.

1.本部分利用生活实景图画引出7个有关家庭及成员的单词：family, grandpa, grandma, dad, mom, brother, sister。

2.学生借助图画和录音学习7个有关家庭及成员的单词。

3.歌谣和单词的录音材料为学生提供了规范的语音输入，便于学生模仿和正确朗读。

4.本课所选的表示“爸爸”、“妈妈”的英文单词是“dad”、“mom”。在美国，此称呼在儿童口语中较“father”、“mother”更常见。

5.本部分的教学难点是：单词brother中th字母组合的发音。教师在教学时要准确示范，引导学生认真观察后，再让学生初步模仿。

B Let's say.

1.本部分与A部分共用一幅图画。

2.学生在A部分训练的基础上，进一步复习有关家庭成员的单词。

1.教师出示本课图片，请学生边看边听录音，让学生首先从听觉上和视觉上对新内容有一个感性认识。

2.教师出示教学卡片，带领学生说出单词;然后，请学生观察模仿图片上的家庭成员的动作，并说出单词。

3.教师引导学生通过观察和做动作识记单词，把所学的知识与生活实际结合起来。例如：请学生扮演自己家的一名家庭成员，做一个该成员的习惯动作，请其他同学说一说他扮演的是谁;也可以请这位同学用学过的英文作自我介绍：“I am dad.\ I am sister.”

4.教师可以设计听说的游戏活动，帮助学生巩固所学单词。如：

(1)教师念单词，学生举起相应的单词卡片。

(2)让学生将家庭成员的图片摆放在课桌上，教师播放录音，学生根据录音指出相应图片。教师也可以请学生边指边说出单词。

(3)教师发指令：Show me grandpa \ grandma \ dad \ brother.... 请学生指出相应的图片或从教科书中找出相应的图画或做出相应动作。

(4)教师可以请会说单词的学生发指令，其他学生听指令用简笔画画出爸爸、妹妹、妈妈等形象。

(5)教师请学生进行pair work活动：学生两人一组，其中一人背向另一人做动作，让后者用本课所学的单词猜一猜。猜对可继续进行;猜错两人就交换角色，再开始游戏。

(6)教师要充分利用教学图片，创设多种游戏活动。

5.在学习本课歌谣的过程中，教师可请学生跟随自己边听录音边表演。教师通过夸张的动作表演出不同家庭成员的特点，使学生加深对6个有关家庭成员单词的理解和记忆，同时激发学生学习的兴趣和参与的强烈愿望。

6.在复习A部分单词的基础上，教师可以让学生拿出自己的家庭合影照片，并引导学生逐步学会介绍：This is my mom, my dad and my sister....

7.简笔画教学与训练：

教师可以在本课教会学生画不同的家庭成员。

Dad and mom, I love you.

Grandma and grandpa I love you too.

I love my brother.

My sister loves me.

I have a happy family.

Sister, brother, mom, three.

Grandpa, grandma, dad, three.

Six and me is family.

NEW WORDS：family, grandpa, grandma, dad, mom, brother, sister.

Girl: Look! This is my grandpa, grandma, dad, mom, brother, and little sister.I love them.

1 father, 1 sister, 1 brother,

1 grandpa, 1 grandma, 1 mother,

1, 2, 3, 4, 5, 6 and me,

Together we are a family.

One is my grandma.

Two is my mother.

Three is my grandpa.

Four is my brother.

Five is my sister.

Six is me.

Seven is my father.

1.教师指导学生把学习有关家庭成员的6个单词的情况用☆符号记入学习档案。学习档案的记录内容可以选择以下项目：

—教师请同桌学生相互记录听指令做动作的情况，并将填有记录结果的表格放入学习档案。

—教师将6个家庭成员的简笔画制成表格发给每个学生，请学生用勾和叉记录反应结 果。课后教师将表格收回，并进行正确与错误的统计，最后将表格放入学习档案。

—教师还可以参考使用下面的评价工具:

此表格可以让学生在学校填写，也可以留做家庭作业，请家长帮助完成。完成后，教师或家长指导学生将表格放入学习档案。

2.教师具体而简要地记录学生当堂表现:

—对本课学习内容有浓厚兴趣的学生有多少人?

—听单词，能正确指出图片的学生有多少人?

—指图片，能正确说出单词的学生有多少人?

—能说出歌谣的学生有多少人?

—能积极参与pair work活动的学生有多少人?

3.本课对学生掌握学习内容情况的评定方法：

—教师给学生播放歌谣录音，请学生听录音，并根据听到的单词做出相应的动作反应。教师进行现场记录。

—通过听、说歌谣，并进行表演，检查学生掌握有关家庭成员单词的熟练程度。

—通过B 部分的pair work活动，检查学生是否能够运用本课所学单词及简单句型进行介绍。

—要求学生听词画人物形象图。教师有选择地收集学生图画作品，并进行口头评价，或用某种有激励作用的方式把对作品的评价记录在案。

—鼓励学生听音模仿单词、用TPR表演听到的单词，并大胆模仿说歌谣。

—请学生回家拿出家庭合影向家长介绍照片上的人物。家长写出对孩子看照片表达的评价意见，教师将其存入学习档案。