一份好的課件不僅可以讓學(xué)生在課堂上學(xué)到知識(shí)，還可以讓學(xué)生對(duì)英語(yǔ)產(chǎn)生強(qiáng)烈的興趣。小編為大家整理的九年級(jí)的下冊(cè)英語(yǔ)課件，希望大家喜歡。
九年級(jí)的下冊(cè)英語(yǔ)課件1
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.
九年級(jí)的下冊(cè)英語(yǔ)課件2
復(fù)習(xí)目標(biāo)：
1、復(fù)習(xí)本模塊的詞匯短語(yǔ)，翻譯本模塊的重點(diǎn)句子
2、體會(huì)定語(yǔ)從句及其他重點(diǎn)句型
3、根據(jù)所學(xué)定語(yǔ)從句知識(shí)，選擇引導(dǎo)詞，并說(shuō)明理由。
4、根據(jù)漢語(yǔ)意思，翻譯簡(jiǎn)單的定語(yǔ)從句。
教學(xué)難點(diǎn)：
根據(jù)所學(xué)定語(yǔ)從句知識(shí)，選擇引導(dǎo)詞，并說(shuō)明理由；分析句中定語(yǔ)從句的先行詞，學(xué)會(huì)翻譯定語(yǔ)從句。
教學(xué)過(guò)程：
一、自主復(fù)習(xí)
(一)、Work in pairs.
Go over the module, check each other. (6’)
1、Translate .
standardgeneralrecentlymenudifficultyfeelingsubject headmaster 授予獲勝者 今晚 女襯衫 祝賀 的確 與…相比 朗讀 使…不受
2、Translate into English.
1. 我認(rèn)為你有獲勝的機(jī)會(huì)。
2. 我感覺(jué)我們能解決這些小問(wèn)題。
3. 他就是去年贏得攝影比賽的那個(gè)男孩。
4. 他們選擇今年的課題是什么？
5. 我確信你有機(jī)會(huì)贏。
6. 今晚我很高興來(lái)宣讀攝影部賽的冠軍們。
7. 這是一個(gè)身穿襯衫和裙子的美麗女孩，她正在保護(hù)著她的書(shū)不被雨淋。
8. 現(xiàn)在讓我們歡迎我們的校長(zhǎng)為獲勝者頒獎(jiǎng)。
9. 贏得自然主題的冠軍是15歲的李煒。
10. 與往年相比，我們收到了更多的照片。
二、拓展
1.我們對(duì)今年的攝影比賽十分滿意。
We were very pleased with our competition this year.
be pleased with是固定搭配，表示“對(duì)……感到高興、滿意”。
拓展：be pleased to do sth 樂(lè)意干某事
eg: （1）、我很高興接受你的邀請(qǐng)。
I am pleased to accept your invitation.
我對(duì)你這學(xué)期的表現(xiàn)感到很滿意。
�。�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.我肯定你有獲勝的機(jī)會(huì)！
I’m sure you’re in with a chance!
be in with a chance是非正式英式英語(yǔ)，表示“有可能；有機(jī)會(huì)”。
拓展：be in with a chance of“有….的可能”
我認(rèn)為我有可能獲得這份工作。
I think I’m in with a chance of getting the job.
我認(rèn)為我們很有可能打敗他們。
I think we’re in with a good chance of beating them.
3.祝賀獲獎(jiǎng)?wù)�，并感謝所有參賽者。
Congratulations to our winners and thanks to everyone who entered the competition.
congratulations to sb. (on sb.)表示“（因某事）向某人表示祝賀”。 thanks to 表示“感謝” 后跟人； thanks for 表示“因……而感謝”
拓展： thanks to 還表示“幸虧、由于”，后跟人或物均可
Eg: Thanks to our teacher, we finished the work.
多虧了我們的老師，我們完成了我們的作業(yè)。
三、Read the following sentences of the attributive clauses(定語(yǔ)從句) ，experience (體會(huì)) 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、學(xué)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中如果表物的先行詞前有最高級(jí)，序數(shù)詞，或the only 修飾時(shí)用that不用which )
Ⅱ. 單項(xiàng)選擇。
1. I still remember the college and the teachers ______ I visited in London years ago.
A. whatB. whoC.thatD. which
（注意：先行詞既有人也有物時(shí)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. 正在寫(xiě)字的那個(gè)男孩是我的弟弟。
The boy who is writing is my younger brother.
______________________________________________________________
2. 我喜歡我媽媽給我買(mǎi)的這些書(shū)。
I like the books which my mother bought for me.
____________________________________________________________
五、Homework
1. 完善writing and speaking.
2.復(fù)習(xí)本課所學(xué)內(nèi)容，整理好課堂筆記，掌握詞匯、短語(yǔ)等。
3.預(yù)習(xí)M12單詞。
[九年級(jí)的下冊(cè)英語(yǔ)課件]相關(guān)文章：
7.九年級(jí)下冊(cè)數(shù)學(xué)課件下載