百合妖妖1990
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。
大米粒圆又圆
学生的基础知识和口语表达能力比较好，大部分学生热爱英语，喜欢表达自己的观点，但有一部分学生基础比较差，接受能力稍弱。以下是九年级英语教学课件分享，欢迎阅读。
【知识背景】
学生已经接触过被动语态的基本形式 be +p.p.
【教学内容】
unit 3 section A ( the first period)
【教学目标】
(1)Know how to use “should be allowed”.
(2)Talk about what you are allowed to do.
【目标】
通过探究性学习方式将语法渗透在课堂教学中，并且创设情境，让学生在训练中发现语法规则，巩固规则，运用规则，让学生在学习过程中发展自己的探究能力、创新精神和合作精神。
【任务设计】
1.Talk about what you are allowed to do
2.Agree and disagree
通过任务1中句型的操练，掌握should be + p.p.的用法，能够运用句型组织句子;通过任务2学会熟练表达自己 的观点，达到练中学，学中用。
【教学步骤】
1.创设情境，激发学生探究欲望(Lead-in)。
我先通过实际生活和学生问答，引出本课的结构、功能。
T：What do your parents let you do at home?
S：My mother lets me go shopping on Sundays.
T：That sounds nice.So you are allowed to go shopping on Sundays.What about you， Tracy?
S：My father lets me watch TV at home.
T：Good.So you are allowed to watch TV at home.
几轮对话之后，教师在黑板上写出两句被动语态的句子，让学生自由讨论他们在家可以做的事情，然后列出清单。
2.布置任务，激励学生学会联系实际去运用被动语态。
任务1.收集个人资料。
任务2.将每一种情况都用被动语态表达出来。
任务3.集中各种家庭规则，讨论哪些是好的，哪些是不好的。
任务4.展开讨论。针对校规的一些内容，用“Teenagers should be allowed to do...because...“or ” Teenagers should not be allowed to do...because...”句型来阐述自己的观点。
学生在收集时对自己感兴趣的都能记下来，不过有些学生在表达时对被动语态的灵活运用有待提高，如有些学生说“ My parents should be allowed me to play computer.”以及类似的句子。通过小组合作，有学生发现这个问题，有的能纠正，有的就举手问老师，所以我在他们的训练中反复强调主语在被动句中的位置，引导他们自己纠正错误，认识到主动句中的主语和谓语动词的关系。最后很多学生收集到下面一些句子。
I am allowed to watch TV for half an hour every night.
I am allowed to go shopping with friends once a week.
I am not allowed to play computer games every night.
教师将以上句子展示出来，要求他们根据这些句子内容，谈谈自己的观点，用Teenagers should be allowed to do sth.句型来表达。
3.操练。
学生通过家里的实际情况互相沟通，并且让学生在训练中熟练掌握基本的被动语态和带有情态动词的被动语态。
4.拓展。
针对实际情况进行比较，开展讨论。学生在讨论中反复运用被动语态的句型，然后结合实际不断产出新的句子。在校规的好与不好的比较中，很多学生能表达自己的观点，并且很多学生在小组中就校规的几点规定展开讨论，比如说 “Students should be allowed to wear their own clothes at school.”有很多同学就不赞成，他们认为“Students shouldn’t be allowed to wear their own clothes.They should wear uniforms at school.”他们在争论时结合以前的一些知识来解释原因，各抒己见，但是在说英语时，虽然有一些学生太激动了说中文，但大部分学生能坚持用英语交流，使被动语态的句型得到充分的练习，并且能对现实提出自己的见解。
5.辩论。
为了使学生能创造性地使用语言，让学生在说中学，灵活运用所掌握的句型拓展内容，在课堂的结尾，我设计一个辩论赛，辩题是：“Students should be allowed to bring mobile phone to school.”让学生分成两大组，每大组再分几个小组。先小组讨论，然后将大家的观点综合起来，由大组中的小组分别发言，然后就对方的观点进行反驳 。通过辩论拓展学生的思维，培养学生的语言运用能力。最后由教师总结性发言。
6.课外巩固练习。
让学生用所学句型写出他们最希望得到允许去做的5件事情。
【反思】
教师在探究活动中的主导作用非常重要。体现在教师对教材的钻研，对整个教学过程的设计，对学生进行情感的激励，致力于探究学习氛围的营造。针对本课的知识点，我灵活设计教学活动，让学生通过探究性学习、合作学习，培养运用语言的能力和创新精神。 通过本课的讨论，学生充分运用了被动语态，并且能根据实际情况进行交流，在运用中感受自己的成就感，体会到了学英语的快乐，激发了他们学习英语的热情。
