九年级的英语教程

一份好的课件不仅可以让学生在课堂上学到知识，还可以让学生对英语产生强烈的兴趣。我为大家整理的九年级的下册英语课件，希望大家喜欢。

Language goal

In this unit students learn to talk about past events.

New language

Where did you go on vacation? I went to the mountains.

Where did they go on vacation? They went to New York.

Where did he go on vacation? He stayed at home.

Where did she go on vacation? She visited her uncle.

Did you go to the beach? Yes, I did. /No, I didn't.

Section A

Ask questions about what students did last Saturday.Write some past tense statements on the board. Ask,Who went to the movies last Saturday? Point to a student who raises his or her hand. Sara went to the movies last Saturday. Repeat. Write this sentence on the board.Underline the word went. Ask, Who visited a friend last

Saturday? Point to a student who raises his or her hand.Carlos visited a friend last Saturday. Repeat. Write this"sentence on the board. Underline the word visited.

Point to the words went and visited in the sentences on the board. Say, We use these words to talk about things that happened in the past.

Then write these pairs of words on the board: go-went,visit-visited. Ask a student to point out the words that talk about the past.

1 a    This activity introduces the key vocabulary.

Focus attention on the picture. Ask students to tell what they see. Say, Each picture shows something a person did in the past. Name each activity and ask students to repeat:went to the mountains, went to New York City, went to summer camp, visited my uncle, stayed at home, went to the beach, and visited museums.

Point out the numbered list of activities. Say each one again and ask students to repeat.

Then ask students to match each phrase with one of the pictures. Say, Write the letter of each picture next to the name of the activity. Point out the sample answer.

Check the answers.

1 b    This activity gives students practice in understanding the target language in spoken conversation.

Point to the picture. Ask students to tell what the person did in each scene. For example, Tina went to the mountains or She went to the mountains.

Play the recording the first time. Students only listen.

Play the recording a second time. This time say, There are three conversations. The people talk about what they did on vacation. Listen to the recording and write numbers of the names in the white boxes in the picture. Please write only five numbers. Point out the sample answer next to the picture showing went to the mountains.

Correct the answers.

1 C    This activity provides guided oral practice using the target language.

Point out the example conversation. Ask two students to read the dialogue to the class.

Say, Now work with a partner. Make your own conversations about the pictures.

Say the dialogue in the picture with a student. Do a second example, if you wish.

Then have students work in pairs. As they talk, move around the room monitoring their work.

Offer language or pronunciation support as needed.

2a    This activity gives students practice in understanding the key vocabulary in spoken conversation.

Point to the three people's names and read the names to the class. Point to the three vacation activities and ask a student to read the activities to the class.

Say, This is a recording about three people's vacations. Please match the people with the places they went to on vacation.

Play the recording the first time. Students only listen.

Play the recording a second time. This time, ask students to write the letters of where people went on vacation next to their names. Point out the sample answer next to item 1.

Correct the answers.

2b    This activity provides more listening practice using the target language.

Call attention to the chart. Ask a student to read through the names and activities listed.

Say, Now listen to the recording again. This time,please listen to the conversations and put a checkmark in the "Yes, I did." or "No, I didn't." blank after each activity.                                    |Play the recording the first time. Students only listen.

Point out the sample answer under Yes, I did in the first blank after the words "Nancy... go to Central Park?" Say, Did Nancy go to Central Park? Yes, she did.

Play the recording again. Ask students to put checkmarifl in the correct blanks.

2c    This activity provides guided oral practice using the target language.

Say, Get into groups of three. One of you will be Nancy, one will be Kevin, and one will be Julie. Ask each other about the vacations. You can talk about the activitiesfrom the chart in 2b or about any other activities you like.

As students talk, move around the room, monitoring the conversations and offering support as needed.

You may want to have a group of students present their conversation to the class.

3a   This activity provides reading and writing practice using the target language.

Point out the pictures in the photo album. Ask students to describe what they see. (In picture 1 there is a man with a bowl of soup. There is also a waiter. He looks angry. In picture 2 there is a beautiful beach. There is a man. He looks unhappy.)

After that, read the first two lines of the dialogue to the class. Point out the answer was in the first line.

Then point out the blanks in the rest of the lines of the dialogue. Read the conversation to the class saying the word blank for each blank line: How blank the beaches?

Then say, Write the word was or were in each blank.Ask students to complete the activity on their own.

Correct the answers.

3b   This activity provides guided oral practice using the target language.

Point to each of the pictures and ask students to say what they see. Then read the words under each picture. Pronounce any new words and explain what they mean, if necessary. For example, In this picture a girl is on a bus. The girl is taking a bus trip. Ask, What does relaxing mean? Does it mean you are excited or quiet? How do you look when you relax? If students don't know the meaning of relaxing, demonstrate by leaning back in your seat and half-closing your eyes.

Say,Now work with a partner. Make your own conversations about the pictures.

Say a dialogue with a student. Point to the food picture.Ask, How was the food? The student replies, It was awful.Do a second example, if you wish.

Then have students work in pairs. As they talk, move around the room monitoring their work. Offer language or pronunciation support as needed.

4.  This activity provides speaking practice using the target

language.

Explain to the students that they are going to make a vacation photo album and talk about it with their classmates. You may want to provide students with magazines which they can cut up for their photo albums, or askthem to draw the photos or have them make their photo albums at home for homework.

Once students have completed their photo albums, draw students' attention to the vacation pictures in the student book. Tell them that they are pictures from your last vacation. Using the simple past tense, point to each picture and describe a few things about your time in each place. Write wh- questions on the board (where,

what, who, why, when, how). Remind students that the photos in the book in activity 4 are photos from your vacation. Encourage the class to ask you wh- questions about your vacation.

Have students interview their classmates about their vacation photo albums.

When students have interviewed several classmates,have them discuss in pairs where in China they think would be the best place for a vacation. It could be somewhere one of them has been to, or just somewhere they have heard of and would like to visit.

Have several pairs explain their choices of vacation destination to the rest of the class.

复习目标：

1、复习本模块的词汇短语，翻译本模块的重点句子

2、体会定语从句及其他重点句型

3、根据所学定语从句知识，选择引导词，并说明理由。

4、根据汉语意思，翻译简单的定语从句。

教学难点：

根据所学定语从句知识，选择引导词，并说明理由；分析句中定语从句的先行词，学会翻译定语从句。

教学过程：

一、自主复习

(一)、Work in pairs.

Go over the module, check each other. (6’)

1、Translate .

standardgeneralrecentlymenudifficultyfeelingsubject headmaster 授予获胜者 今晚 女衬衫 祝贺 的确 与…相比 朗读 使…不受

2、Translate into English.

1. 我认为你有获胜的机会。

2. 我感觉我们能解决这些小问题。

3. 他就是去年赢得摄影比赛的那个男孩。

4. 他们选择今年的课题是什么？

5. 我确信你有机会赢。

6. 今晚我很高兴来宣读摄影部赛的冠军们。

7. 这是一个身穿衬衫和裙子的美丽女孩，她正在保护着她的书不被雨淋。

8. 现在让我们欢迎我们的校长为获胜者颁奖。

9. 赢得自然主题的冠军是15岁的李炜。

10. 与往年相比，我们收到了更多的照片。

二、拓展

1.我们对今年的摄影比赛十分满意。

We were very pleased with our competition this year.

be pleased with是固定搭配，表示“对……感到高兴、满意”。

拓展：be pleased to do sth 乐意干某事

eg: （1）、我很高兴接受你的邀请。

I am pleased to accept your invitation.

我对你这学期的表现感到很满意。

（2）、I’m reallypleased with your work this term.

（3）、— What does your father think of your school report this term?

— The smile on his face shows he is ______ what I did in my study.

A. worried aboutB. sorry for

C. angry withD. pleased with

2.我肯定你有获胜的机会！

I’m sure you’re in with a chance!

be in with a chance是非正式英式英语，表示“有可能；有机会”。

拓展：be in with a chance of“有….的可能”

我认为我有可能获得这份工作。

I think I’m in with a chance of getting the job.

我认为我们很有可能打败他们。

I think we’re in with a good chance of beating them.

3.祝贺获奖者，并感谢所有参赛者。

Congratulations to our winners and thanks to everyone who entered the competition.

congratulations to sb. (on sb.)表示“（因某事）向某人表示祝贺”。 thanks to 表示“感谢” 后跟人； thanks for 表示“因……而感谢”

拓展： thanks to 还表示“幸亏、由于”，后跟人或物均可

Eg: Thanks to our teacher, we finished the work.

多亏了我们的老师，我们完成了我们的作业。

三、Read the following sentences of the attributive clauses(定语从句) ，experience (体会) the following sentencesin your group.

1.He’s the boywho won the photo competition last year.

2. The photowhich we like best in the City and People groupwas taken by Zhao Min.

3. A group of photoswhich show Beijing and Cambridge in Englandhas won the prize.

4. The onewho took photos at the school dance?

5. The personwho won the prize for the subject Natureis fifteen-year-old Li Wei.

6. It is a beautiful girlwho is wearing a blouse and skirt, andwho is protecting her books against the showers.

7. He Zhong manages to show how this great new band moves and sounds, and the good timewhich their fans are having.

8. …and thanks to everyonewho entered the competition.

填空

1. He’s the boy ______ won the photo competition last year.

2. The photo ______ we like best in the City and People group was taken by Zhao Min.

3. A group of photos _______ show Beijing and Cambridge in England has won the prize.

4. The one _______ took photos at the school dance?

5. The person _______ won the prize for the subject Nature is fifteen-year-old Li Wei.

6. It is a beautiful girl _______ is wearing a blouse and skirt, and _______ is protecting her books against the showers.

7. He Zhong manages to show how this great new band moves and sounds, and the good time _______ their fans are having.

8. …and thanks to everyone _______ entered the competition.

四、学以致用

I. Complete with which, that or who, more than one answer.

1The photos _________ you send should include some words about them.

2 The size of the photos ________ you take should be 9cm ×13cm.

3Students _________ enter the competition should be between 10 and 16 years old.

4 The last date _________ you should send your photos on is 30th November.

5 The lucky person _________ wins the competition will receive a new camera.

(3中如果表物的先行词前有最高级，序数词，或the only 修饰时用that不用which )

Ⅱ. 单项选择。

1. I still remember the college and the teachers ______ I visited in London years ago.

A. whatB. whoC.thatD. which

（注意：先行词既有人也有物时只用that）

2. — Look! That is the woman ______ I met yesterday.

— Oh? She’s my aunt.

A.whatB. whoC. whereD. when

3. Most students like the teachers ______ understand them well.

A. whichB. whoC. whereD. when

4. Liu Yang is the first Chinese woman astronaut ______ has ever traveled in space.

A. whomB. whichC. whoD. whose

5. There will be a flower show in the parkwe visited last week.

A. whoB. whenC. whatD. which

6. I hate people ______ talk much but do little.

A. whoB. which

C. whoseD. whom

III. Translate in English。

1. 正在写字的那个男孩是我的弟弟。

The boy who is writing is my younger brother.

______________________________________________________________

2. 我喜欢我妈妈给我买的这些书。

I like the books which my mother bought for me.

____________________________________________________________

五、Homework

1. 完善writing and speaking.

2.复习本课所学内容，整理好课堂笔记，掌握词汇、短语等。

3.预习M12单词。

面对九年级的学生，英语老师应该怎样改善自己的 教学 方法 ?下面是我给大家整理的 九年级英语 教学方法，供大家参阅! 浅谈九年级英语教学方法 九年级是整个初中阶段的重要一年,也是最关键的一年,以前英语教学多年来一直沿袭课堂讲授模式:教师是课堂的中心,学生只是被动地接受知识。长此以往的结果是英语初学者的热情减退,难以激发学习兴趣。在学生升入高一级学校时,英语仍是“夹生饭”。 为使学生在英语这门学科上取得更大的进步,在中考中取得优异的成绩,我在教学中尝试了一些教学方法,借此以资共赏。 一、树立信心,明确目标 信心是动力,目标是方向。我们知道九年级英语生词多,课文长而且难,听、说、读、写要求高。学生在学习中将会遇到许多困难,因此,信心十足,目标明确是成功地进行英语教学的一个重要因素。首先,教师要上好课。如:备好课,吃透教材,抓住重点、难点,做到有的放矢。其次,教师要提高授课的效率,注重授课的,活跃课堂气氛,激发学习兴趣,采用灵活多变的教学方法。 英语学习 切不可盲目,一定要制定一个切实可行、周密有效的计划。同时老师要给学生明确各阶段的学习目标,并制定相应的 措施 来保证目标的实施,要加大督促检查的力度,并在此基础上进行。在教学过程中,应注意思想 教育 与知识教学互相渗透,寓思想素质教育于知识教育之中,如:向学生讲述的迅猛急需大量的外语人才、北京奥运会的举办更需要更多的人会讲英语等,让学生认识到学英语的重要性,鼓励学生树立远大的理想,努力学好英语。 二、夯实基础,查缺补漏 英语基础对于英语学习至关重要,对英语基础不好的同学更应加强这一要求。如何在较短的时间内做到这一点呢? 1.立足课本,夯实基础 我们知道,九年级英语学习主要是以深化基础知识为主。我想,在学习中要分阶段学习,在第一阶段要以大纲为标准,以课本为依据,按照课本的编排顺序,每一册、每一单元、每一课都要细致地学习,力求基础,全面。所谓基础,是指学习要抓住“三基”,即基础知识、基本技能和基本解题方法。所谓全面,一是指学习要全面覆盖所学知识,不遗漏任何一个知识点,二是要面向全体学生,防止“片面追求高分”现象,绝不能冷落“差生”。 2.找出不足,查缺补漏 查缺补漏主要体现在语音、词汇、日常交际用语上。语音和词汇的补漏工作应穿插在教学单词的时候进行。在教新词的过程中及时讲解有关的语言知识和单词辩音,及时归纳所学过的单词;在复习时要善于触类旁通,形 成语 音类、单词串,力争使没有掌握的语音、词汇逐一巩固。日常交际用语的补漏要融汇于“四会”的语言运用中。要努力使基础知识转化为技能,要不断提高英语的日常交际能力,力争做到听得懂、说得脱、读得畅、写得神。 三、模拟训练,综合提高 查缺补漏后,学生的基础知识已比较全面、系统、完整。但是对于重点内容还要以专题的形式进行训练,以便于进一步突出重点。同时要强化易错点,为达到这一目的,教师要选取高质量的模拟训练题进行训练,然后进行讲评。那么,如何讲评呢?好的讲评应该在讲评之前认真地分析,找出学生的错点,并在课堂上讲评时抓住这些错点,帮助学生弄清出错的原因,使学生及时纠正错误。同时 ,讲评不能就题论题,而是应该抓住试题中的典型题目,讲清原理,归纳方法, 总结 ,并对典型题目进行引申、推广。要做好这一点,需要注意以下两方面: 1.课本为主,资料为辅 那种迷信资料而放弃课本的做法是本末倒臵的,同时,那种排斥资料中所提供的先进信息的做法是固步自封的。无庸质疑,课本是基础,而好的资料则是加深课本、提高能力的重要手段。任何资料都不能代替课本,但资料可以突出课本的重要内容,可以提供课本中所不具有的先进理念和与时俱进的信息。因此,无论是开始复习的夯实基础阶段,还是构建知识、归纳基本方法及技巧阶段,都要在立足于课本的基础上进行。但同时,也要精选有典型性和针对性的资料,这样有利于学生掌握解题方法和解题。 2.讲练结合,练重于讲 基础知识的、知识网络的构建、基本方法和技巧的归纳都离不开讲,但更离不开练。不练习,学生所获得的知识就不牢固,更不能深化,因此,练比讲更重要。要精讲,也就是要突出重点,抓住关键;要多练,就是让学生做足量练习,但杜绝那种不加选择的重复练习,要有针对性。 总之,九年级阶段学习的方法很多,但正确把握以上三点是学好英语行之有 效的方法。只有让学生们树立必胜的信心,夯实基础并有针对性的训练,才会提高学习效果,从容应对各种挑战,在竞争中立于不败之地,圆满地完成任务。 浅谈初中英语教学方法 【摘要】 如何搞好初中英语教学是每一位初中英语教师所探讨的问题。适合的教学方法可以充分发挥学生的主观能动性，可以帮助学生认识学习对象，明确学习任务，确立学习目标;可以提高学生认知领域里的思维活动，能力领域里的训练活动，情感领域里的心理活动。其次就是发展学生的个性。多年来英语教学一直重视知识性目标的达成，忽视学生情感、态度、价值观的发展。教师是课堂的中心,学生只是被动地接受知识。长此以往的结果是英语初学者的热情减退,难以激发学习兴趣。探索和运用新的、好的教学方法，不仅是必要的更是必需的。我们每一位教师应该“突出学生为主体，尊重学生个体”的基本理念。 【关键词】 初中英语 教学方法 【正文】 学生在 学习英语 的过程中，特别是初中生刚刚接触到这门外语时，总会遇到一些不能理解的东西，若用强行的方式来规范他们，只会让学生形成心理障碍，甚至对英语学习失去信心。学生是认识的主体，要注意激发主体的学习兴趣，培养他们良好的学习习惯。因为任何科学的外语 学习方法 ，都必须经主体在听、说、读、写的活动中去实践，去体验，创造出更多、更好、更适合自己情况的学习方法。这就要求我们以“突出学生为主体，尊重学生个体”的理念来让学生把英语学习成为他们 兴趣 爱好 。兴趣是最好的老师，它能唤起学生的好奇心和迫切的求知欲。古人说：“知之者，不如好之者;好之者，不如乐之者”。兴趣爱好比智力技能更能促进学生勤奋学习，它是我们真正能把英语学好的一个非常重要的条件。 课堂教学千变万化，没有统一的僵化的模式，这就决定了师生在课堂教学中的具体表现是多方面的，又是难以预测的。课堂教学本身就是一门艺术，而这门艺术水平的高低，又是和教师与学生共同的创造性努力分不开的。课堂教学是丰富多彩的，每一节课都是丰富复杂的综合体，它需要教师充分利用自己的知识、能力，结合自己的个性特点，发挥每个人的创 造性。 英语教学中方法的选择,从很大程度决定课堂教学的效果,好的教学方法会使老师教得,学生学得轻松,教会学生学习英语这一国际语言,同样,在当代改革的大形势下,教师的教育理念越发显得关键。使学生在英语这门学科上取得更大的进步,在考试中取得优异的成绩,我在教学中做了以下一些教学方法尝试。 一、树立信心,明确目标 首先老师要信心十足，目标坚定。有什么样的老师就会带出什么样的学生。学生在学习中将会遇到许多困难,因此,要让他们信心十足,目标明确是，这成功地进行英语教学的一个重要因素。首先,教师要上好课。如:备好课,吃透教材,抓住重点、难点,做到有的放矢。其次,教师要提高授课的效率,注重授课的,活跃课堂气氛,激发学习兴趣,采用灵活多变的教学方法。 英语学习切不可盲目,一定要制定一个切实可行、周密有效的计划。同时老师要给学生明确各阶段的学习目标,并制定相应的措施来保证目标的实施,要加大督促检查的力度,并在此基础上进行。在教学过程中,应注意思想教育与知识教学互相渗透,寓思想素质教育于知识教育之中,如:向学生讲述的迅猛急需大量的外语人才、北京奥运会的举办更需要更多的人会讲英语等,让学生认识到学英语的重要性,鼓励学生树立远大的理想,努力学好英语。 二、注重交际教学法。 我们学英语的最终目标就是要会说英语。听说英语也是英语教学中所追求的最核心目标。交际教学法可以根治英语学习中的“聋哑症”，听力训练对学生的语言技能发展，运用英语教学进行交际起着推动作用。交际法提倡在使用中学习目 标语 ,其目的是要培养学习者的交际能力。不论从其手段还是目的来看,交际法都是符合语言习得和功能的完美方法。语言是一种交际工具。九年义务教育初中英语教学大纲在教学目的中明确规定：通过听，说，读，写的训练，使学生获得英语基础知识，培养学生在口头上和书面上初步运用英语进行交际的能力。因此，整个中学英语教学的目的不仅仅是让学生获得一定量的语言知识，更重要的是让获得初步运用英语进行交际的能力。， 三、模拟训练,综合提高 对于重点内容还要以专题的形式进行训练,以便于进一步突出重点。同时要强化易错点,为达到这一目的,教师要选取高质量的模拟训练题进行训练,然后进行讲评。那么,如何讲评呢?好的讲评应该在讲评之前认真地分析,找出学生的错点,并在课堂上讲评时抓住这些错点,帮助学生弄清出错的原因,使学生及时纠正错误。同时 ,讲评不能就题论题,而是应该抓住试题中的典型题目,讲清原理,归纳方法,总结,并对典型题目进行引申、推广。要做好这一点,需要注意以下两方面: 1.课本为主,资料为辅 无庸质疑,课本是基础,而好的资料则是加深课本、提高能力的重要手段。任何资料都不能代替课本,但资料可以突出课本的重要内容,可以提供课本中所不具有的先进理念和与时俱进的信息。因此,无论是开始复习的夯实基础阶段,还是构建知识、归纳基本方法及技巧阶段,都要在立足于课本的基础上进行。但同时,也要精选有典型性和针对性的资料,这样有利于学生掌握解题方法和解题。 2.讲练结合,练重于讲 基础知识的、知识网络的构建、基本方法和技巧的归纳都离不开讲,但更离不开练。不练习,学生所获得的知识就不牢固,更不能深化,因此,练比讲更重要。要精讲,也就是要突出重点,抓住关键;要多练,就是让学生做足量练习,但杜绝那种不加选择的重复练习,要有针对性。 初中英语学习的方法很多,但正确把握以上三点行之有效的方法外，我们还应注意到现代课堂教学评价标准应体现当前教育发展的趋势，培养具有开拓创新精神的高素质人才。应该知道现代课堂教学评价标准是开放性的，和教学目标设计的拓展性。在注重知识技能目标的基础上，要根据具体的学科内容，尽可能地挖掘教学活动组织形式本身所具有的育人价值， 如注重学生的情意发展，关注学生在课堂中所表现出的情绪、感情、态度以及关心、合作、交往等。教学目标设计的灵活性。在设计教学目标时，要给学生留有自主发展的时间和空间，让学生生动活泼地发展。以突出学生学习的主体地位，给学生主体性发展留有空间。 总之，只有坚持以上的这些方法,不断在理论的跟随下，注重学生的个性并有针对性的训练,在英语教学中会有新的起色，我们要对胜利充满信心，善于总结 经验 教顺，不断努力追求，面对各种问题,在学习中不断进步，不断更新自己的教学方法，我们一定能在英语教学中取得巨大进步。 初中英语教学方法与策略 英语教学方法与策略 [内容摘要]：好的教学策略和方法可以提高学生的学习兴趣，引导学生少走弯路，形成良好的英语学习习惯，还能使有限的英语学习环境和时间变得无限，变得高效。 [关键字]：教学策略 改进教法 放手 提高 解放 新目标英语要求教师要给学生充分的发展空间，让每一个人都拥有自信并在学习中获得成功的快感。采取有效的教学措施，教学方法灵活多样，能够提高学生学习的兴趣，让学生在轻松愉快的环境中学习，从而通过课堂教学提高教学效率。 关注全体学生，面向全体学生的素质教育，我认为最主要的还是老师给所有孩子的爱和关怀。作为老师我们很容易带着有色眼镜看人，觉得这个孩子这门课学的好在自己心中就是好孩子，肯定，给予他们;表扬，给予他们;关怀，给予他们。而对那些学不好本门课的学生则给予他们的是斥责、是批评、是蔑视。换个角度想想，其实这样的孩子更需要肯定和支持，而老师对他们稍微的关注将温暖他们的心，进而让他们养成好的学习习惯。心理学者告诉我们：一个人只要体验一次成功的喜悦，便会激起无休止的追求和力量。教师要充分利用学生的成功的愿望，在课堂教学中争取让每个学生都能得到成功人体验，使每个学生在不断获得成功的过程中，产生快感，获得更大成功的愿望。 我在平时的教学中，对教学内容的设计上，首先关注的是大部分学生，不过我也会对后进生进行分析，然后依据个人情况分派任务。比如，词汇量差得学生，我会让他每天坚持在我这里默写5到10个单词;而阅读能力差得，我会让他们坚持每天在我这里大声朗读或背诵;对语法差得学生，我会让他们把当天的作业亲自拿来我批阅。如果自己忙不过来，还可以找小帮手，结 对子 学习，这在我的教学中很有帮助，对学生的学习帮助也很大。我在教学中还发现，如果教师大包大揽，全方位的把每一个知识点讲得清清楚楚，爱学习的孩子跟着走，大部分孩子只是被动接受或被迫接受，时间长了，培养的是学生的依赖心里和懈怠习惯，学生就是张着嘴等饭吃，主动学习的快乐以及创造力的培养无从谈起。如果哪一 天强硬要求学生完成预习任务，并第二天进行检查。上课时让学生讲，学生虽然讲的不是很到位，但经过多方补充，知识点基本就讲清楚了。最主要的是，课堂比较活跃，学生得意之情不予言表，他们感受到了成功的快乐，我心情也很愉快。只是这样的课太少，而且能讲的学生也太少。从初一开始就努力培养他们的预习习惯，尽力创造条件让每一个人开口说，哪怕一个词，一个 短语 ，一个 句子 ，尽力让每一个学生跑的离起跑线远一些。 新课程标准要求教学面向全体，那么针对一个班级参差不同的学生，教学内容应以“小台阶”逐级升高的形式呈现。也就是说根据知识的难易程度知识的呈现不能一次就到位，起点要合理，要考虑学困生的接受能力，让他们一开始能跟得上。然后环节与环节之间的空挡不能太大，让学困生和中等生稍微努力就不会掉队。学生对知识的掌握不是一蹴而就的，有一个水到渠成的过程，所以要“多重现”。从不同角度反复呈现投射所学知识，给学生留下深刻影响。知识的呈现要注意“高密度”，高节奏，也就是一浪紧跟着高过一浪，随时抓取学生的注意力，如果节奏太慢，无论优等生或学困生都在精神或情绪上处于一种慵懒的状态，学习的兴趣被抑制，主动性大打折扣。 比如学习九年级第七单元Where would you like to visit?教材的语言目标是让学生能描述想去哪里和为什么要去那里的原因。我班的学生整体水平不是太高，因此在让学生描述前，第一步我先让学生通过图片了解一些风景名胜地区以及它们最简单的特点，顺便熟悉一些形容词，如，beautiful,relaxing... 第二步然后示范说，There will be a seven- day vocation.I would like to go to the Great Wall,because it is famous and great.I would love to trek through the jungle too,because I like exciting vacations. I hope to go to Hong kong ,because it has lots of sights.How about you? Where would you like to go on vacation? 让学生自由看图片模仿说“I would like to...because...”学生可根据自身水平说出一句、两句或三句。 第三步然后让学生开火车练习“Where would you like to go on vacation?I would like /love/hope to...because...” 第四步给出图片关键词，让男女生角色互换问答。 第五步让学生自由写出或抢答去某地考虑最多的因素。如：not too hot, warm,near the ocean,friendly, interesting，has too much delicious food, many things that can do...somewhere beautiful... 第六步师范说：“I love places where the people are really friendly.I like places where the weather is always warm,too.”What about you? 通过手势或图片让学生理解后六人一组合作说。 第七步展示。让一两个学生在前面提问“Where would you like to go on vacation?”“I love/like places where ...”学生自由点名回答。 第八步呈现一些节假日人多垃圾遍地或沙漠高寒地带的图片，让学生同桌讨论说出最初印象。如，It's too dirty/touristy/dry.nothing that can do... 第九步游戏。老师以图片随机试问：“Would you like to go on vacation to Mexico?”帮助学生答：“ No,I don't know the language.”“Would you like to go on vacation to Hainan?No,I don't like flying.”再对其他地名进行问答，引导学生从反面思考，进行听力准备。 第十步完成听力。这一部分的口语交际内容大体就结束了。 经过这样的“小台阶 多重现 高密度”层次呈现知识，不同层次的学生会各有所得，该课时教学目标也就完成了。 放手让学生参与甚至主导学习过程，满足他们需要欣赏的心理，充分培养他们的自信心，培养他们的自主学习能力，激发他们的创造力，教师再加以灵活引导补充，然后在师生合作的氛围中共同完成学习任务!这样适当放手的结果是学生提高了，在提高中获得了成功的快感就喜欢学习了，那么教师也就从逼着学生学的巢臼中解脱出来，引导比着学的学生向前走，那该是多么幸福的境地啊!