人教版九年级英语课件 篇1
教材分析：单元的教学内容都是围绕“家”这一学生喜闻乐见的主题展开的。本节课是第四单元的第一课时，教学内容是要学习有关房间的五个单词及进行简单的对家的介绍,本课时是本单元的重点，所以首先应让学生掌握各个房间的名称，再通过Let’s do等TPR活动进行巩固操练，本节课掌握的好坏程度，直接会影响到本单元后阶段有关“描述和询问东西在哪里”的对话和故事的掌握，因此在本单元教学中具有举足轻重的地位。
Theaching goal：
1.能够听、说、认读五个有关房间的单词 study, kitchen, bedroom, bathroom, living room。
2.能够用This is my home. You can see a living room…句型简单介绍房子。
3.能够听懂“Let’s do”的指令，并做出相应的动作。
4. 培养学生对家的热爱，提高学生的口语表达能力和交际能力。
Theaching key:
熟练认读有关房间的五个单词。
Theaching difficulty:单词bathroom, living room,的正确发音。
Theaching aid: Cards Tape recorder CAI
Theaching method: TPR Pairwork Groupwork
1. Good morning. Boys and girls. How are you? Nice to meet you.
2.Let’s sing《In the Classroom》,OK?
the CAI(door ,window) What’s this? This is my home, there are many room are there? Do you visit my home? Now, let’s study Unit4 《My Home》.
1.(Show the CAI). This is my home, you can see a bedroom, a living room, a study ,a kitchen and a bathroom.
2.Look ,what’s this?(客厅) There are five words on the blackboard, listen to me and guess, which word is “living room”?Teach“living room”. There is a TV in the living room. What can you do in the living room? Teach“watch TV”.Chant “living room,living room , watch TV.”
3.(Show the CAI). .Look ,what’s this?(书房) Listen to me and guess, which word is “study”?Teach“study”. There are many books in the study. What can you do in the study? Teach“read a book”.Chant “study,study, read a book”.
4.(Show the CAI). .Look ,what’s this?(厨房) Listen to me and guess, Which word is “kitchen”?Teach“kitchen”. What can you do in the study? Teach“have a snack”.Chant “kitchen ,kitchen,have a snack”.
5.(Show the CAI). .Look ,what’s this?(bathroom) Listen to me and guess, which word is “bathroom”?Teach“bathroom”. What can you do in the bathroom? Teach“take a shower”.Chant “bathroom ,bathroom ,take a shower”.
6.(Show the CAI). .Look ,what’s this?(bed ) What’s this? (room) What’s this? (bedroom)Teach“bedroom”. There is a bed in the bedroom. What can you do in the bedroom? Teach“have a sleep”.Chant “bedroom bedroom, have a sleep”.
7.Listen to the tape and read after the tape.
8.Let’s do.
Show the “Go to the ”, put the “living room, study , kitchen, bathroom, bedroom” on, then T act “Go to the living room, watch TV. Go to the study, read a book. Go to the kitchen,have a snack. Go to the bathroom ,take a shower. Go to the bedroom, have a sleep”.
Now let’s do, ok? Follow me.
Now, this group is team one, this group is team two. Let’s go,ok?
1.炸地雷: Let’s play a game, Ok? Who can read? Read together.
2.Close your eyes, what’s missing? Guess, then tell us.
3.Now,look at the screen, Guess, what’s this? (Show the CAI ) The student guess.
4.look, this is my home,you can see a bedroom, a living room, a study ,a kitchen and a bathroom.
Who can do like me ? Tell us what’s your room like?
The students look and say.
Homework:
1.Tell your home to your friend.2. Prepare the“Lets talk.”
五、Blackblard design:
① 能听、说、认读主要单词father(dad) mother(mom)man、woman .
② 能听懂、会说Who’s that woman/man? She/He’s my mother/father. 并能在情境中运用;能够介绍自己和询问他人的家庭成员。
② 教育学生热爱自己的家，热爱自己的家人。
教学重点：
能熟练使用句型Who’s that woman/man? She/He’s my mother/father. 教学生学会如何询问他人家庭成员。
教学难点：
如何正确使用人称代词he和she。
学生分析：
三年级学生才接触英语，对英语学习很感兴趣，充满好奇。他们活泼，喜欢开展英语活动，爱好游戏。
教学内容分析：
从学生的学习实践出发，注重学生的能力培养，让学生在具体的语言情境中学习Who’s that woman/man? She/He’s my mother/father.的句型，充分考虑到学生的年龄特征和认知规律。
教学媒体资源的选择与运用：
英语卡片，英语磁带和光盘，多媒体等。
课前准备：
1、教师准备主要人物的图片，教师、明星和家庭成员照片及教学课件。
2、学生准备家人和朋友的照片。
教学过程：
① Sing an English song : boys and girls .
A:Good morning . I’m… I’m from…
Where are you from ?
A:Nice to meet you . Hi ! This is…(名字). My new friend . ……
1、出示教师演示文稿，教师扮演这个新朋友，问一位学生：What’s your name ? 引导这个女生回答：My name’s Linda . 教师及时对其他学生说:She’s Linda . 并示意学生跟着重复这句话。
2、教师指着离自己稍远的女生问：“Who’s that girl ?”引导学生回答：She’s… 3、同样的方法，教师指着离自己稍远的男生问：Who’s that boy ?引导学生回答：He’s…
4、让学生指着班里的同学做回答：Who’s that girl ? She’s…Who’s that boy ? He’s…
5、教师拿出学生们所熟悉的教师的照片询问学生：Who’s that man ? Who’s that woman ?由此引出man和woman并引导学生回答：He’s Mr Black . She’s Miss White .
6、教师可向学生出示几张同学们喜欢的几张明星的图片，让学生做Who’s that man ? Who’s that woman ?的回答练习。
7、教师出示自己的家庭照片说：This is my family . Do you know who they are ?鼓励学生对照片中的人物提问，教师用She’s my mother . He’s my father .来回答，并重复单词mother , father。教师再次用mom、dad代替mother , father进行回答，然后带读它们。并向学生指出mom和dad更多地用于日常用语中。
8、让学生观看教学课件Let’s talk的内容。
9、跟读课文对话。
10、学生分角色进行表演。
请一名学生到讲台前，并蒙住他(她)的眼睛，再叫一名学生说几句英语，让全班学生问：Who’s that boy/girl?猜的人说：He’s…/She’s…猜对了，就蒙住说话学生的眼睛，继续游戏。
2、Who’s family is this ?
教师先收集几张学生的全家福，出示其中一张问：Who’s family is this ?引导该家庭的学生迅速作反应：This is my family .然后让其他的同学对照片中的人物发问，该生回答。
3、同桌两人一组，各自出示自己的家庭照片进行操练。
发给学生每人一张纸，让学生以最快的速度画出自己的父母或好朋友。以小组为单位，根据画的画进行句型练习：Who’s that boy/girl/woman/man ? He’s… She’s…
教师对学生的表现进行评价，看看哪个同学掌握得。
学生各自拿着全家福课后互问互答。
人教版九年级英语课件 篇2
plaint n.诉苦, 抱怨, 牢骚, complain v.
They complained about the food. 他们抱怨这糟糕的食物。
1)He is always complaining .
2)She complained to me about his bad manners.
3)He complained that nothing came out the way he had expected.
4)I have no complaint about my pay.
5)They are full of complaints about their labour conditions.
vt.使心烦，使不安(upset, upset, upsetting);弄翻
I upset the soup all over the table. 我把汤打翻在桌上了。
He was upset when he heard the news.
His stomach is upset.
I was upset by what he did yesterday.
He upset the milk.
You are upset about the poor service.
They are looking into the cause of the accident.
Look over, look for; look at; look down upon; look after; look up;
The police looked into this matter soon.
Please write to me every now and then.
This sweater makes my arm itch.
get an itch to travel;有旅游的渴望 have an itch for knowledge 渴求知识
1) Many people have an itch for excitement.
2) They have an itch to travel abroad
3)I have an itch for knowledge.
4)I itch all over.
5)The insect bite itched all night.
6)he cannot resist the itch to travel
On both sides of us stretched the wet plain“在我们的两边延伸着湿润的原野”
He stretched out his arm and took down a book.
The river stretches as far as the eyes could see一望无际
I went to downtown to do some shopping today.
. She got tired of cooking for her family every day.
Visitors who get tired of the sand and the sun can cool off in one of the many shops.游客们在阳光的沙滩上玩累了可以在商店里凉快一下。
Located in southern Austria ,it is a paradise for skiers.
位于奥地利南部，它是滑雪运动爱好者的天堂。
The plane flied at the altitude of 8,000.
What’s the altitude of the village?
Many shopkeepers guarantee satisfaction to customers.
许多店主对顾客许诺定让他们满意。
The rain guarantees a good crop this year.
This restaurant is my favorite resort.
这饭馆是我最爱去的地方。
The world’s best and fastest skiers gather here once a years to complete in the downhill race that everyone wants to win.
世界上最优秀的，速度最快的滑雪运动员每年都在这儿集会一次，参加速滑比赛，他们人人都想在比赛中获胜。
The teacher gathered the pupils round her.
老师把小学生们聚集在她周围。
Experienced travelers may prefer to make their own arrangement.
make an arrangement/come to an arrangement
A walk around the West Lake is feast for the eyes.
在西湖漫步能让你一饱眼福。
to give a feast举行宴会he feasted his friends.Feast sb. on
Should you have enough energy left after a day on the slopes, you can take a dip in the pool.如果你在山坡上玩了一天后还有足够的精力，你还可以到游泳池里泡一
She dipped her hand in the sea to find out how cold it was.
18.analyse vt.分析, 分解analysis n.分析, 分解
The coach tried to analyse the cause of our defeat.
教练努力设法分析我们失败的原因。
analyse the text, analyse the information
I want to chat to you about the party on Sunday.我想跟你聊聊周日的晚会。
20.budget预算，预算案,
a family budget 家庭预算a government budget 政府预算
By comparing prices and offers, you can also make your travel budget last longer.将各种价格和服务进行比较，还可以将使你的旅游预算持续的时间更长。
21.rate比率, 速度, 等级, 价格, 费用估价, 认为,
The birth rate; the exchange rate; at the rate/ speed of 60 miles an hour.
How do you rate her as a singer?作为一个歌手你认为她怎么样？
1.to look into 2. was cooled off 3 Getting tired of 4. to guarantee 5 Gathering 6 analyse 7.Rated
plaint n.诉苦, 抱怨, 牢骚, complain v.
They complained about the food. 他们抱怨这糟糕的食物。
1)他总是抱怨__________________________
2)她向我抱怨他的坏举止_____________________________
3)He complained that nothing came out the way he had expected。____________
4)I have no complaint about my pay.___________________________
5)他们对住房条件充满着抱怨_________________________
2.Upset adj. 苦恼的，心烦的vt.使心烦，使不安(upset, upset, upsetting);弄翻
I upset the soup all over the table. 我把汤打翻在桌上了。
当他听到这个消息是如此不安。_______________________
I was upset by what he did yesterday._________________
The police looked intothe box but saw nothing.
Look after ________ look for _________
Look down upon/on ______________Look forward to ….____________
Look out _________________look like _________________
Please write to me every now and then.
This sweater makes my arm itch.
get an itch to travel;_______________
have an itch for knowledge _________________
He cannot resist the itch to travel_________________.
On both sides of us stretched the wet plain“在我们的两边延伸着湿润的原野”
He stretched out his arm and took down a book.
The river stretches as far as the eyes could see_______________
I went downtown to do some shopping today.
. She got tired of cooking for her family every day.
游客们在阳光的沙滩上玩累了可以在商店里凉快一下。
______________________________________
Located in southern Austria ,it is a paradise for skiers.
位于奥地利南部，它是滑雪运动爱好者的天堂。
The plane flied at the altitude of 8,000.
What’s the altitude of the village?
The rain guarantees a good crop this year._____________
许多店主对顾客许诺定让他们满意。____________________________.
This restaurant is my favorite resort.
The world’s best and fastest skiers gather here once a years
Experienced travelers may prefer to make their own arrangement.
make an arrangement/come to an arrangement
A walk around the West Lake is feast for the eyes.
he feasted his friends.______feast sb on________
Should you have enough energy left after a day on the slopes, you can take a dip in the pool.
_________________________________
她把手放入海水中看看它有多凉。
18.analyse vt.分析, 分解________ n.分析, 分解
教练努力设法分析我们失败的原因。
analyse the text, analyse the information
20.budget预算，预算案,
a family budget 家庭预算a government budget 政府预算
21.rate比率, 速度, 等级, 价格, 费用估价, 认为,
The birth rate________ the exchange rate_______
at the rate/ speed of 60 miles an hour._________
How do you rate her as a singer?____________
At any rate不管怎么样 无论如何At this/ that rate 照这种那种情形看
人教版九年级英语课件 篇3
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4
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 篇5
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6
一、教学目标：
1. 语言知识目标：
1) 学习掌握下列词汇：France, no matter,local, brand, avoid, product,handbag,
mobile, everyday
2)阅读短文，能按要求找到相应的信息。
3)通过阅读提高学生们的阅读能力。
4) 了解“中国制造”已在世界各国广泛存在，并被世界人民所认可。
2. 情感态度价值观目标：
通过阅读短文，让学生们明白中国在近代的发展状况，认识到我们伟大的中国正在快速崛起，从以前依赖进口国外工业产品，到中国制造，中国已加入工业大国之列。
二、教学重难点
1. 教学重点：
1) 掌握本部分出现的生词和词组，达到熟练运用的目标。
2) 阅读短文，获得相关的信息。通过阅读练习，来提高阅读能力。
2. 教学难点：
1) 阅读短文，获得相关的信息的能力。
2) 理解并运用所学的词汇及表达方式。
三、教学过程
Ⅰ. Revision
1. Ask Sstorole-play the conversation in 2d.
2. Checkthehomework. Let some Ss tell read their sentences.
(1). This ringismade of silver.
(2). This kindofpaper is made from wood.
(3). What ispaintmade from?
(4). Hang Zhouisfamous for tea.
(5). As far asIknow, tea plants are grown on the sides of the mountains.
Ⅱ. Lead in
1. 展示一段伦敦奥运会礼品的视频，让学生了解中国制造已被世界人民所接受。
Then ask Sssomequestions:
T: As we know,thereare so many things made in China in England. What about in America andothercountries in the world? Now let’s read the passage of 3a.First, readquickly and find the answer to this question:
1) Where did KangJianvisit last year?
2) Were theremanythings made in China in the US?
3) What twothingsdid Kang Jian want to buy in the US?
4) Where weretheymade?
Ss read thearticlequickly and try to answer the questions:
2. 方法指导：带着问题，然后快速阅读短文，争取在较短的时间内，找到答案。
3. 学生们，按老师指导的方法进行阅读，并快速回答这二个问题。
4. 最后，教师让部分学生回答答案，并校对答案。
III. Reading
Work on 3b:
1. 告诉学生们再次阅读短文内容，并完成3b中的问题。
2. 让学生们先读这五个问题，确信所有的学生都能理解这些问题的意思。
3. 然后仔细回读短文，在短文的相关信息处划线，并回答出问题。
3. 让学生们回答问题，校对答案。
Ⅳ. Careful Reading
Work on 3c
1. 告诉学生们本学习活动的要求：写出下列指示代词在短文所指代的事物。
2. 让学生们读3d中的内容，理解黑体指示代词所处的句子的意思，及其上下文的意思，开动自己大脑进行思维，确定它们所指的内容。
3. 如果不能确定，可以在小组内进行讨论。
4. Checktheanswers.
V. Post reading
Ask Ss to fillinthe blanks to complete the passage.
Kang Jian isa____________ student from Shanghai. Last year he went to visit his auntanduncle in San Francisco. He ______ it interesting that so many _________ inthelocal shops ______________ China. She wanted to buy a _________ for hiscousin,but even though most of the toys were _______ brands, they were madein________.
Read thesecondparagraph and fill in the blanks.
Toys are nottheonly things made in China. ______, there were many other things madeinChina--footballs, handbags, pet food, mobile phones. Even ______________aremade in China. He ________that Americans could_______ ______ ______productsmade in China.
He thinks it’sgreatthat China is so good at ________ these _________ _________. He wishesthatChina will also get better at making ________________ __________ in thefuture.And people can buy those products in ______ ______ of the world.
Ss try to fill intheblanks by themselves.
Check theanswerswith the Ss.
VI. Explanations
1. no matter 无论;不论
no matter意为“无论”与“what, who, which,where, how”等疑问词连用，引导让步状语从句。
e.g. No matterwhatyou say, I won’tbelieve you.
无论你说什么，我都不会相信你。
No matterwhen you are free, you can come herefor a cup of tea.
无论你什么时候有空，都可以来这里喝杯茶。
2.localadj. 当地的;本地的
e.g. Thelocalpeople are always friendly to tourists. 当地人对游客一向很热情。
3. avoidv. 避免;回避
avoid doing sth.避免做某事
avoid 后面常跟名词、代词或动名词作宾语，但不能跟不定式作宾语。
e.g. They triedtoavoid making Mrs. Li angry. 他们尽量避免让李老师生气。
Jack keptback his anger and avoided a fight.
杰克压住了怒火，避免了一场斗殴。
4. mobileadj. 可移动的;非固定的
mobile phone 手机
e.g. Wouldyouplease give us some details of your mobile phone?
你能给我们一些你的手机的细节吗?
5. everydayadj. 每天的;日常的
everyday是every和day构成的合成词。everyday是形容词, 仅用在名词前作定语，不能单独使用。
e.g. everyday life日常生活everydayactivities 日常活动
everyday与every day 辨析
every day是副词短语，意为“每天”，用作时间状语。
e.g. Theteacherasked us to read English books every day.
老师让我们每天都要读英语。
VII. Exercises
用括号中单词的适当形式填空
1. One who goesto______ (French) never fails to visit Paris.
2. How soonwouldyou like to have these ___________ (product) done?
3. In the crowd,Samlooked aside to avoid _________ (see) Jane and Mary.
4. Is this kindofbicycle______ (make) in Shanghai?
5. The______(locally) government listed him as an elderly person of no home.
Homework
1. Read thepassageseveral times after school.
2. Makesentenceswith these words:
no matter, bemade in, find it + adj. that…,even though, avoid doingsth., everyday things
人教版九年级英语课件 篇7
教学目标
1.能听、说、认读单词red、yellow、green、blue并能在实际情境中运用。
2. 通过用Lets do部分“Show me...”的指令练习和运用有关颜色的单词，训练学生的动手能力。
3.通过学习，学生能根据自己喜欢的颜色设计东西，培养其动手的能力。
教学重难点
重点：掌握颜色单词red、yellow、green、blue。
难点： 会用句型I see...描述自己看到的颜色。
教学工具
PPT课件、人物头饰、单词卡片、图片。
教学过程
1、Warm-up
（1）T：Hello，boys and girls.I’m your newteacher name is you can call me g
g.
T：Today we will learn Unit2 Colours（课件出示Colours单词，教师领读），Doyou know colours？
引导学生也可用汉语回答颜色
T：Let’ssing a song about colours，the song’s name is《colours》，Please stand up，clap your hands.（师生齐唱歌曲）
2.entation
（1）课件出示学校的平面图和本课中出现的人物图，让生进行操练，为本课的学习做好铺垫。
T：Let’s go on，Look，what’s this？（课件出示学校图）引导学生说出school，教师领读（注意升降调）At school，we have many friends，Look，they are coming.（教师逐一介绍四个人物的名字） Let’s say “hello” tothem.
（2）课件出示公园图片，引导学生说出在公园里看到的景色，同时呈现本课的录音视频。
T：Today is a very sunny friends are going to the park（呈现公园图片） 领读单词 you want to gothere？Let’s go，Listen（课件播放公园里鸟的叫声）What do you see in the park？（学生也可用汉语回答）
T：Yes，it’s a beautiful you see the flowers？Do you see thetrees？Do you see the rainbow？
Ss： Yes/No.
T：What do you see in the park？ Let’s go，listen carefully（播放课文录音，让学生仔细的听）
T：What do you see in the park？ Do you remember？引导学生利用句型I see...（板书）进行描述。
引导学生分别说出：I see red/yellow/green/blue.（出示四种颜色的图片贴到黑板上）
T：How many colours do you see in the park？Do you remember？Let’s listenagain，This time pay attention to the words.（再次播放视频让学生跟读）
T：How many colours do you see in the park？（课件出示四种颜色的图片，引导学生说出这几种颜色）Theyare red/yellow/green/blue.（板书四个单词，同时对学生进行书写规范训练）
播放chant伴奏，让学生看黑板跟唱。操练四个颜色单词。
T：OK，Ihave these （分别呈现四个单词卡片）
教师领读、齐读、分组读
（3）T：OK，now，listen（再次播放chant伴奏，师生看黑板齐唱）
（4）活动：I say，you do
T：Here are the colours，（出示四种颜色的彩笔）Look，on your desk， you have the crayons，listen，when I say red，youcan take up the red crayon quickly，let’s try.
（5）课件出示四个句子，让学生进行操练。
T：Look here，In the park，we see many colours（课件呈现四个人物说的句子，学生齐读）OK，showme your finger（让生手指四个句子齐读）
（6）让生打开课本自己读，然后呈现chant文本，让生跟唱。
（7）活动：Colour your park
T：Now you have a new park，colour your park colourful.
学生开始活动，教师在下面巡视指导。
（8）找学生汇报自己的作品，利用句子I see...进行描述。
3、Homework
绘制一个公园和你的家人一起分享。
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 and match.
1.本部分的图画是两名学生分别向大家介绍自己的家庭成员。
2.通过歌曲引出本单元的主要交际用语：Who's he? \ Who's she?
3.画面中的问答对话和录音材料为学生操练Who's he? \ Who's she? 交际用语提供了必要的语言参照。
4.图画中两名学生家庭成员的照片是混排在一起的，学生通过观察人物外形及特征，将两家人分别连线。
B Let's draw and talk.
1.本部分提供了一组头部为虚线的家庭成员图片。学生根据图片人物的服饰，判断家庭成员身份，并画出相应的头部图画。
2.学生通过画头部图画，进一步复习巩固本课所学的交际用语。
3.学生把右侧穿背带裤的孩子画成男孩或女孩都可以。
4.家庭成员身份从左至右分别为：男孩、祖母、爸爸、妈妈、爷爷、男孩(或女孩)。
1.教师在进行A部分教学任务之前，可以选择多种方法帮助学生复习学过的家庭成员的单词。如：
(1)猜一猜游戏：教师可以把家庭成员的图片盖住，只露出一角，请学生猜一猜图中的人物是谁。
(2)教师可以让学生拿出自己家的合影照片，向全班同学介绍：Look! This is my grandpa, my grandma, my dad, my mom....
2.教师可以让学生进行看图听歌曲的活动。具体方法是：教师先将两个对话人物的图片出示在黑板上，然后播放歌曲，请学生将唱到的家庭成员照片逐一贴在黑板上。
3.教师播放录音，同时请6位同学到教室前面，分别戴上头饰，扮演歌中唱到的家庭成员。唱到某个成员时，扮演该成员的学生就站出来，做一个该成员经常做的动作。
4.教师可先播放录音几遍，之后带领学生读歌词，让学生跟录音学唱歌曲。教师可以请会唱的学生给大家表演，并用语言鼓励学生自我表现，帮助学生树立自信，从而带动更多的学生大胆地唱。学生不可能在一节课上学会歌曲，教师应该告诉他们需要回家多听录音和在以后的课上不断地复习、巩固。因此，本节课只要求学生跟随录音大概模仿唱出。
5.在进行B部分Act 活动时，教师利用学生自带的家庭成员照片开展pair work活动，同桌就对方手里的照片进行问答练习：Who's he? My dad.\ He is my dad.Who's she? My sister. / She is my sister.教师应鼓励学生就照片上人物的衣着、长相及所在位置等内容进一步交流。如：He has big eyes.She has a long nose.She is under the tree.He has a new yellow dress.... 对于能够主动用英语交谈的学生，教师应给予鼓励，并可以记录在学习档案中。
6.教师还可以组织学生进行group work活动：4名学生分为一个小组，由小组长带领大家把每个同学妈妈的照片收集起来，然后小组内的同学根据人物长相特点猜一猜照片上的人物分别是谁的妈妈。这个活动也可以在小组与小组之间进行。
7.在B部分活动中，教师可以请学生画一画自己的家庭成员，然后在小组内用本课所学的新句型进行交流。
Who's he?
Who's she ?
Dad, mom, family.
Who's he?
Who's she?
Brother, sister, family.
1.教师指导学生把学习询问并回答他(她)是谁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：
—教师观察学生唱歌时的表现，并对表现进行评价，然后将评价放入学习档案。
—将学生对自己画图及对图进行描述的评价收集起来并记入学习档案。
—让小组长将组员进行pair work活动后，就相互问答给出的成绩收集起来并放入学习档案。
—教师可鼓励学生创作一幅包含有两个或两个以上外貌形象特点的人物画，学生可以尝试将相应的家庭成员的名词临摹在图画上，教师收集后存入学习档案。
—教师布置学生回家向父母介绍自己所画的家庭成员并对其外貌特征进行简要的描述。教师收集家长的评价意见并存入学习档案。
2.教师具体而简要地记录学生当堂表现：
—能够迅速、准确说出家庭成员称谓的学生有多少人?
—能够就课文对话进行问答的学生有多少人?
—能够就自己画出的人物形象进行问答对话的学生有多少人?
—能够与同学一起唱歌，并表演(用动作或手势体现人物特征)的学生有多少人?
3.本课对学生初步掌握询问第三人称他(她)是谁的评定方法：
—教师说问句，学生用本单元的名词回答。教师进行现场记录。
—教师分别邀请数名学生发问，其他学生根据具体情况进行回答。教师进行现场记录。
—教师组织学生进行group work活动，相互介绍自己的家庭成员及其五官特点和喜好。教师对学生表现进行现场记录。
