九年级英语课件
发布时间:2023-06-24 九年级英语课件九年级英语课件实用。
常言道，优秀的人都是有自己的事先计划。在日常的学习工作中，幼儿园教师都会提前准备一些能用到的资料。资料意义广泛，可以指一些参考素材。资料对我们的学习工作发展有着重要的意义！你是否收藏了一些有用的幼师资料内容呢？小编经过整理，为你编辑了九年级英语课件实用，还请多多关注我们网站！
九年级英语课件 篇1
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2
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。
九年级英语课件 篇3
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4
本学期我任教九年级（2）班的英语课。经过以往几年的学习，大部分学生都能端正学习态度，主动参与学习活动。不少学生都打下了良好的英语基础，积累了一定的学习经验，掌握了行之有效的学习方法，形成了自己学习英语的学科理念，具备了较高的英语素质。但也有部分学生有求知欲，没自信心；有学习的潜力，却没良好的学习习惯，自控力极差。这诸多原因造成他们学习困难，衍生出厌学情绪。期末测试题目偏难，所以上学期的学科检测情况总体不好 ，两个班的合格率都有所下滑，优等生的人数更少 。总之，这批学生的优势和不足并存，希望与困难相伴，我们要发挥学生们的优势，弥补他们的不足，一方面集中力量培养一批优等生，另一方面又要帮助带动每一位学习困难的同学都能学好英语课，达到共同提高的总体目标。
本学期的中心任务是：疏导心理，激发兴趣，指导学法，夯实基础，培养能力。
在今后的教学活动中，教师需注意以下几点：
1、结合社会大环境，引导学生信仰学习，崇尚知识。
2、帮助学生树立起学习英语的自信心。
3、帮助学生制定自己的学习小计划，找出适合自己的学习方法。
5、激励学生主动、持久、高效地学习。
6、学习过程中注意因材施教，爱心感染。
向青春期过度的孩子们情绪不稳，明辨是非的能力较差，叛逆心理严重，这就要求教师必须耐心细致，严以律己，言行一致，脚踏实地，持之以恒地去工作，督促指导学生努力地、科学地学习，成为造福社会的栋梁之材！
本学期的任务有两项：一是完成九年级英语第二学期的教学任务，二是系统复习七八九三个年级的所学全部内容，为最后的学业水平测试做准备。九年级英语第二学期的教学任务是11---15共5个单元的新授及Units 11-15的一个复习单元。其主要内容涉及现在完成时，现在进行时，被动语态等。其特点是生词量大，知识点零碎。我们应重在练习，加强巩固。
七年级教材内容侧重基础，难度不是很大，在考试中所占比例也不大。复习时要以点带面，精讲多练，教师只起一个点拨的作用即可。八年级教材所涉及的词汇、短语、句型结构明显增多，难度加大，阅读量增加，是复习的重中之重。九年级教材所涉及的词汇、短语、句型结构、语法更多，内容贴近生活，词汇量大而且难记，在中考中所占比例最大，是复习时的重点更是难点。
在复习过程中，要夯实基础，注重知识间的联系与区别，并以中考题型为参照，加强题型和做题方法的探讨和研究，给予学生精要的指导和引导，是他们掌握知识的同时，更能学得做人做事的道理和方法。
三、本学期要达到的教学目标（包括知识与技能、过程与方法、情感态度三个方面的目标）
（一）知识与技能：
1、能够系统掌握七至九年级相关的教学内容，牢固掌握基础知识。
2、各知识间的区别于联系要明确，并在测试中做到不混淆。
3、由知识到能力的转化，技能明显提高，能够将知识和能力做到有机统一。
1、狠抓过程中基础知识的落实，以此促进能力的提高。
2、引导学生通过自主学习，进行知识的归纳、总结，使总结知识的过程成为掌握、提高、锤炼的过程。
3、抓好过程的调控，因材施教，并注重反馈和总结。
1、培养学生的积极性和良好的习惯。
2、促进学生间的合作，并体验创作的快乐。
3、对比中外文化的差异，开阔视野。
4、磨练意志，达到自我教育的目的。明辨是非，形成正确的人生观、世界观、价值观。
1、教材处理方面：深入学习新课标，领略其精髓所在。总览教材，把握重点，勾划难点。遵循由易到难，由点及面的教学规律，把它作为一种课内教育资源，进行创造性地使用。
2、教学研究方面：与时俱进，学习先进的教育理论，更新教育观念，把任务型教学的精神实质实践于英语课堂中。真正做到“以学生的发展为本”，把课堂还给学生，提高学生用英语交际的能力。加强集体备课的力度，学人之长，补己之短，团结合作，共同提高。
3、培优转差方面：学会赏识每一个学生，尤其关爱中下游学生。加大对优等生的培养力度，鼓励他们拔尖，发挥榜样带头作用，带动中下游学生，大面积提高学习质量。
4、思想教育渗透方面： 把爱国主义情感、集体主义道德、个人自立精神以及崇尚科学的精神融于日常教学之中。增强人口意识、环境意识，帮助学生形成正确的人生观、价值观。
尊重学生的个性差异，及时赏识学生。鼓励他们创新。利用学习互助小组，大力开展合作学习，在合作中培养责任感，并品尝成功的快乐，使其更爱学习。
利用计算机辅助教学，渗透信息技术教育，拓宽学生视野。
四、教学进度：
1 Unit 11 Unit 11 Section A-Section B(2C)
2 Units11-12 Unit 11 Section B(3a)- Reading -Unit 12Section A(2c)
3 Unit 12 Unit 12Section A(3a)-Reading
4 Units13 Unit 13Section A-- Section B(2C)
5 Units13--14 Unit 13 Section B(3a)-Reading -Unit 14 Section A(2c)
6 Unit14 Unit 14Section A(3a)-Reading
8/9 专项复习名词、冠词、数词、代词、介词、连词、形容词、副词
13 题型训练 阅读理解,完型填空,
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新目标九年级英语课件
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新目标九年级英语课件(篇1)
广州市东圃中学 张虹
1、单词
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
2、短语
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
3、句子
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2)
新课程标准感知
知识要点 本单元用虚拟句谈论一些假设的情况
本单元要点如下
1． 学会谈论一些假设的、虚幻的情况；
2． 达到如何使用虚拟句提出建议的目标；
3． 学会表示与现在的情况相反的虚拟语气的结构；
4． 学会用虚拟语气表述自己的还没有实现的愿望
一.重点词汇
million、pimple、energetic、confident、shirt、tie、medical、research lottery、million、
trouble、energetic、confident、in public、social
二.重点短语
1. won the lottery 赢得抽奖 2. in public 公共的、公众的
2. in the slightest 一点也；根本 4. plenty of 很多的、足够的
get along with 与…相处 6. let …down 使…失望、沮丧
7. come up with 提出、想出（问题） 8. medical research 医学研究
9. what if 如果…怎么办 10. be late for 迟到…
11. be nervous 紧张的 12. get nervous （变得）紧张的
13. take a long walk 散步 14. ask one’s permission 征求某人的许可
15. without permission 没得到许可 16. introduce oneself 自我介绍
17. rather than 而不是 18. a circle of good friends 朋友圈子
三.交际用语
1. If I were you , I’d wear a shirt and tie. 如果我是你，我就会穿衬衫打领带。
2. If I were you , I’d take an umbrella. 如果我是你，我就带把伞。
3. What would you do if you won a million dollars ? 如果你赚了一百万美元，你会做什么？
4. What if I don’t know anyone ? 如果我一个人也不认识怎么办？
5. You should eat lots of fruits and vegetable and drink lots of water.你应该吃大量水果、蔬菜，大量喝水。
6. What are you like ? I think I’m outgoing. 你的性格如何？我想我很外向。
四.语法聚焦
What would you do if you won a million dollars ？
I’d give it to medical research .
I can’t sleep the night before an exam .What should I do ？
If I were you , I’d take a long walk before going to bed .
第一课时
Section A
Step 1 Free Talk
Talk about good habits of the students. Say, “ Wd all have some good habits. Can you tell the other students what good habits you have.” For example, getting up early, reading, helping others, not wasting money, etc.
When they talk, write some on the blackboard. Get the students to think about if they don’t hav have these good habits what will happen.
Step2 Talking and writing
Say, “Please imagine, what would you do if you had a lot of money?” The students discuss with the partners. Then get them to write some other situations in the list and share the answers. Point out: The sentences here are imaginary situations. They may not come true, just imaginary. So we often use the past tense and “would ” to express this kind of situation.
Step 3 Listening and talking
1b. First talk about some information in the picture. Say, “ We are going to listen to a conversation about their ideas about how to spend a million dollars.”
Students listen to the tape and number the pictures.
Then help the students practice the similar dialogue simply in 1c.
Step 4 Listening
First ask “ What would you do if you went to a party? What would you wear? What would you bring? What would you feel if you don’t know anyone at the party?”
After talking about the questions, come up with the question in 2a “ Why is Larry nervous?” Then listen.
2b. Listen again. Check the four things Larry’s sister says to him. Then check the students’ answers.
Step 5 Pairwork
According to the listening Text above, get the students to practice the conversation by looking at the instruction in 2c.
Ask some pairs to act out their own dialogues.
第二课时
Step 1 Free talk
Say “Imagine, what would you do if you were very old?”
“What would you do if you were teachers?”
“ What would you do if you had a lot of money?”
Get the students to talk about the questions. Collect their answers and write some on the blackboard.
Step 2 Grammar Focus
Point out the sentences on the blackboard all belong to imaginary situations. Ask the students to find out the rules in the sentences. Then look at the sentences in Grammar Focus. Comprehend them. Talk about some information about imaginary situations.
Step 3 Reading and watching
Ask “ Do you have some trouble during your daily life?” The students talk about their trouble and ask the other students to give advice. Then 3a, ask the students match each problem with the correct advice. Check the answers. Then comprehend the sentences.
Step 4 Game
Ask the students to write their problems on a piece of paper. Ask one student to choose some paper with problems on and read the problems. After he / she reads one problem, the other students try to give advice by using “ You should…” or “ If I were you…”.
Exercises:
完成句子：
1. He doesn’t know ______________( 穿什么) at the party.
2. _____________ (如果我是你), I would buy a small present.
3. What would you do ______________ (如果你获得了第一名)？
4. You’d take a long walk ______________ (在吃过晚餐之后).
5. I ______________(变得紧张) before big exams.
第三课时
Section B
Step 1 Word competition
Say “ We usually use adjectives to describe a person. Do you know those words? Let’s have a competition.”
Get representatives of boys and girls to come to the front and write the words about description on the blackboard as many as they can.
Step 2 Giving definitions
Say “ Just now we had the word competition. Then let’s try to give definitions of these words in English.” Discuss with partners and give definitions.
Step 3 Writing and competition
Get the students to understand the instructions in 1a. Understand the meaning of every word. Then fill in the blanks with the words. Check the answers.
After students write the words, have a competition of making up sentences. Say, “ Please make up sentences by using these words. Let’s see who can make up more sentences , boys or girls?”. Then do it.
Step 4 Listening
2a. At first help the students understand the instruction. Look at the personality survey. Explain “ give a speech, without permission, introduce oneself to sb.” Then listen. Check the questions Celia asks.
Some points:
1. give a speech = make a speech, give a talk 演讲
2. without permission （未经允许） with permission （经过允许）
permission n. “允许” permit v. “允许”
permit sb to do sth 相当于allow sb to do sth 意思是“允许某人做某事”
例：The teacher didn’t permit us to swim in this river.
= We can’t swim in this river without the teacher’s permission.
3. introduce oneself to sb. 意思是“向某人自我介绍”
例：Let me introduce myself to you. I am Jim.
2b. Listen again. Circle Bill’s responses. Then check the answers.
Step 5 Practice
Get the students to practice the similar conversation in 2c by looking at the personality survey.
Exercises:
翻译句子：
1． 他害怕在公众场合讲话。
2． 这个女孩很善交际。她有许多朋友。
3． 莫扎特是个很有创造力的音乐家。
4． 男孩们总是精力旺盛。他们几乎从不感觉到累。
第四课时
Step 1 Free talk
Ask questions like “What would you do if the teacher asked you to give a speech in front of the whole school? What would you do if someone took away your things without permission? What would you do if someone asked you to be in a movie? What would you do if you wanted to be friends with a new student?”
Get the students to talk about them.
Step 2 Reading
Ask the students to read the passage in 3a and fill in the blanks in the results with “a”, “b” or “c” according to the survey in 2a. Then help the students comprehend the whole passage.
Some points:
1. pretty ① 相当，非常 相当于very, quite
② 漂亮 相当于beautiful
2. in the slightest 意思是“根本，一点也”
not….in the slightest 意思是“根本不，一点也不”，相当于not…. at all.
slight 是adj. 表示“轻微的，不重要的”
例：I have a slight cold. 我有点轻微的感冒。
3. company ① 陪伴 （不可数n.）
② 公司 （可数n.）
例：I feel at home in your company. 和你在一起令我轻松自在。
He is a driver in a bus company. 他是一家汽车公司的司机。
4. rather than, would rather…than 意思是“与其……倒不如”，“宁愿…...而不愿”
例：I want to stay at home rather than go to school.
I would rather stay at home than go to school.
这两个短语前后都连接两个相同的成分。
After explaining the points, ask the students to read the passage.
Step 3 Groupwork
Divide the students into several groups with four students in each. Design a personality survey according to the example in 3b. The survey must include at least two questions. Then discuss about the questions with the group members.
At last share the students’ answers and make a conclusion, such as “Student….. is very outgoing. Student … is very friendly” and so on.
Homework:
Recite the passage in 3a.
第五课时
Step 1 Warming up
Ask the students make examples about good or bad personality. Discuss about the personality the students like.
Step 2 Self check
For Ex 1, fill in each bland with the correct word given. Understand the Chinese meaning of every sentence.
For Ex 2, read the e-mail and comprehend it.
Then read the passage. Write a reply according to this email. Ask some students to read their replies.
Step3 Just for fun
Students read the funny cartoons at last.
第六课时
Step 1 Warming up
Talk about the questions “ Do you often surf the Internet? Do you have a net friend? What would you do if the net friend wanted to meet you?”
Step 2 Reading
Say “ In our daily life, we would meet lots of situations. And what would you do if something happened? Then let’s study the passage.”
Give a reading task to the task to the students. “ Find out all the accidents and problems in the reading text.” After the students finish the task, help them comprehend the passage.
Some points:
1. If I were you, I’d have a first-aid…..
此句使用了虚拟语气，对现在的事情进行假设，表示与现在事实相反的一种假设。此时，主句中谓语动词使用“should / would + v原形”的结构。If从句中谓语动词使用一般过去时态，如果该动词是be动词，则一律用were.
例：If I knew this, I would tell you.
2. burn-burned – burned 或burn – burnt – burnt 意思是“烧伤，烧坏”
例：The house is burning.
如果表示“被烧死”，则常用be killed by fire / in the fire, 也可用be burnt to death.
3. injure “伤害，损伤”，指事故中肉体上受到伤害，也指精神上的损伤，常用人作主语。
例：She was badly injured in an accident.
4. hurt “疼痛”，可用疼痛的具体部位作主语，也可用人作主语。
例：My head hurts.
She hurt herself yesterday.
Read the passage, and 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
London伦敦 Germany德国 Spain西班牙 term学期
Walu华露 India 印度 New Zealand 新西兰
Moscow莫斯科 Toronto 多伦多 Madrid马德里 building大楼
New York纽约 Singapore新加坡 Berlin柏林 Italy 意大利
class teacher班主任 Auckland 奥克兰 Paris巴黎 Tokyo东京
2、短语
on weekdays周一至周五 at the age of ten 在十岁时
answer the questions回答问题 far from远离
3. 句子
1）I hope you all become good friends. 我希望你们都成为好朋友。
2）A good beginning helps to make a good end.
好的开头有助于取得好的结果。
3）How are you? I’m very well. 你（身体）好吗？我很好（健康）。
4) How do you do? 你好吗？
5) Do you often get to school early ? 你经常早上很早上学吗？
新目标九年级英语课件(篇4)
学习目标
1.熟记学过的单词
2.重点短语：on your own，bit by bit，instead of
3.重点句型：Are you stressed out each time youhave a test?
学习重点
能够应用所学的知识完成本单元的写作
学习难点
能够应用所学的知识完成本单元的写作
自主学习
一、认真预习3a-SelfCheck找出下列短语和句型。
1.靠你自己
2.逐渐地
3.取代
4.你每次考试的时候紧张吗?
课堂导学
Step 1 情景导入
Teacher：We have learnt some ways to learnEnglish well.Can you remember them?Nowplease say some good ways to learn English well with your partners in groups.
环节说明：通过这个环节复习了本单元的重要的短语和句型，同时又为本节课的写作训练做好了铺垫。
Step 2 完成教材3a的任务
1.你的好朋友想要提高他的英语，他现在向你寻求帮助，请你在3a的表格中写出你给的方法及原因。(3分钟)
2.根据3a表格中的内容及3b方框中的提示，给你的朋友写一封信，告诉他学习英语的一些好的建议。完成后小组内互相交流纠错，教师抽查点评，完成3b。(10分钟)
参考案例
There are three good waysto learn English.I think you should be interested in what you do.If you
are interested in something, your brain will bemore active and remember it very quickly.It's also a good idea to watch Englishmovies.You can watch the actors say the words.In this way you can remember the wordsvery well.You could also try to improve your English by joining an English club，there you can speak Englishwith other people.It can improve your spoken English.I am sure that if you finda good way and don't give it up，you will do well in English.
环节说明：通过这个教学环节，让学生熟练掌握描述学习英语的方法的句型并且能够针对他人的问题提出建议。
Step 3 完成教材Self Check的任务
1.组长领读SelfCheck 1中的单词和短语，组员跟读并弄懂每个单词和短语的意思，为短文填空做好铺垫。(2分钟)
2.认真阅读2中的句子，然后将它们按正确的顺序排列，完成后集体核对答案，然后两人一组练习对话，并邀请几组学生表演对话。(5分钟)
3.根据3中Jane,Li Ming和Meiping的问题给出自己的建议，完成后小组内互相交流答案。(5分钟)
环节说明：这一环节通过训练，让学生对本单元的语言目标——提建议得以更灵活的运用。
Step 4 问题探究
( )1.We can learn English bit ________bit，dayby day.
A.buyB.withC.to D.by
答案选择D，bit by bit 意为“逐渐地，一点一点地”。
( )2.The box is very heavy.I can't carryit ________ my own.
A.on B.with C.to D.by
答案选择A，on my own=all by myself意为“靠我自己”。
当堂评价
请学生们做前面课时训练部分。Unit2 Ithink that mooncakes are delicious!
新目标九年级英语课件(篇5)
本学期我任教九年级（2）班的英语课。经过以往几年的学习，大部分学生都能端正学习态度，主动参与学习活动。不少学生都打下了良好的英语基础，积累了一定的学习经验，掌握了行之有效的学习方法，形成了自己学习英语的学科理念，具备了较高的英语素质。但也有部分学生有求知欲，没自信心；有学习的潜力，却没良好的学习习惯，自控力极差。这诸多原因造成他们学习困难，衍生出厌学情绪。期末测试题目偏难，所以上学期的学科检测情况总体不好 ，两个班的合格率都有所下滑，优等生的人数更少 。总之，这批学生的优势和不足并存，希望与困难相伴，我们要发挥学生们的优势，弥补他们的不足，一方面集中力量培养一批优等生，另一方面又要帮助带动每一位学习困难的同学都能学好英语课，达到共同提高的总体目标。
本学期的中心任务是：疏导心理，激发兴趣，指导学法，夯实基础，培养能力。
在今后的教学活动中，教师需注意以下几点：
1、结合社会大环境，引导学生信仰学习，崇尚知识。
2、帮助学生树立起学习英语的自信心。
3、帮助学生制定自己的学习小计划，找出适合自己的学习方法。
5、激励学生主动、持久、高效地学习。
6、学习过程中注意因材施教，爱心感染。
向青春期过度的孩子们情绪不稳，明辨是非的能力较差，叛逆心理严重，这就要求教师必须耐心细致，严以律己，言行一致，脚踏实地，持之以恒地去工作，督促指导学生努力地、科学地学习，成为造福社会的栋梁之材！
本学期的任务有两项：一是完成九年级英语第二学期的教学任务，二是系统复习七八九三个年级的所学全部内容，为最后的学业水平测试做准备。九年级英语第二学期的教学任务是11---15共5个单元的新授及Units 11-15的一个复习单元。其主要内容涉及现在完成时，现在进行时，被动语态等。其特点是生词量大，知识点零碎。我们应重在练习，加强巩固。
七年级教材内容侧重基础，难度不是很大，在考试中所占比例也不大。复习时要以点带面，精讲多练，教师只起一个点拨的作用即可。八年级教材所涉及的词汇、短语、句型结构明显增多，难度加大，阅读量增加，是复习的重中之重。九年级教材所涉及的词汇、短语、句型结构、语法更多，内容贴近生活，词汇量大而且难记，在中考中所占比例最大，是复习时的重点更是难点。
在复习过程中，要夯实基础，注重知识间的联系与区别，并以中考题型为参照，加强题型和做题方法的探讨和研究，给予学生精要的指导和引导，是他们掌握知识的同时，更能学得做人做事的道理和方法。
三、本学期要达到的教学目标（包括知识与技能、过程与方法、情感态度三个方面的目标）
（一）知识与技能：
1、能够系统掌握七至九年级相关的教学内容，牢固掌握基础知识。
2、各知识间的区别于联系要明确，并在测试中做到不混淆。
3、由知识到能力的转化，技能明显提高，能够将知识和能力做到有机统一。
1、狠抓过程中基础知识的落实，以此促进能力的提高。
2、引导学生通过自主学习，进行知识的归纳、总结，使总结知识的过程成为掌握、提高、锤炼的过程。
3、抓好过程的调控，因材施教，并注重反馈和总结。
1、培养学生的积极性和良好的习惯。
2、促进学生间的合作，并体验创作的快乐。
3、对比中外文化的差异，开阔视野。
4、磨练意志，达到自我教育的目的。明辨是非，形成正确的人生观、世界观、价值观。
1、教材处理方面：深入学习新课标，领略其精髓所在。总览教材，把握重点，勾划难点。遵循由易到难，由点及面的教学规律，把它作为一种课内教育资源，进行创造性地使用。
2、教学研究方面：与时俱进，学习先进的教育理论，更新教育观念，把任务型教学的精神实质实践于英语课堂中。真正做到“以学生的发展为本”，把课堂还给学生，提高学生用英语交际的能力。加强集体备课的力度，学人之长，补己之短，团结合作，共同提高。
3、培优转差方面：学会赏识每一个学生，尤其关爱中下游学生。加大对优等生的培养力度，鼓励他们拔尖，发挥榜样带头作用，带动中下游学生，大面积提高学习质量。
4、思想教育渗透方面： 把爱国主义情感、集体主义道德、个人自立精神以及崇尚科学的精神融于日常教学之中。增强人口意识、环境意识，帮助学生形成正确的人生观、价值观。
尊重学生的个性差异，及时赏识学生。鼓励他们创新。利用学习互助小组，大力开展合作学习，在合作中培养责任感，并品尝成功的快乐，使其更爱学习。
利用计算机辅助教学，渗透信息技术教育，拓宽学生视野。
四、教学进度：
1 Unit 11 Unit 11 Section A-Section B(2C)
2 Units11-12 Unit 11 Section B(3a)- Reading -Unit 12Section A(2c)
3 Unit 12 Unit 12Section A(3a)-Reading
4 Units13 Unit 13Section A-- Section B(2C)
5 Units13--14 Unit 13 Section B(3a)-Reading -Unit 14 Section A(2c)
6 Unit14 Unit 14Section A(3a)-Reading
8/9 专项复习名词、冠词、数词、代词、介词、连词、形容词、副词
13 题型训练 阅读理解,完型填空,
新目标九年级英语课件(篇6)
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7)
Unit 15 We’re trying to save the manatees!
Part 1: Teaching design (第一部分：教学设计)
Structures: Review of structures
Target language: I think that animals should not live in zoos. I disagree with you. I feel that zoos provide clean and safe places for endangered animals to live.
Vocabulary: manatee, cheetah, kangaroo, chimpanzee, recycle, aquatic, habitat, gentle, aggressive, playful, furry, gray, enormous, strong, spotted, underwater, mangrove, vegetation, swamp, save, environment, educate, public, politely
Learning strategies: Classifying, Listening for specific information
Section A
Goals
● To review structures learned
● To listen and talk about animals
Procedures
Warming up by learning about animals
Animals are living things. Plants can make their own food or
energy from the light of the sun, but animals can't do this.
Animals have to eat plants or other animals to get energy to live.
Some animals eat only plants. We say that these animals are herbivores. Some animals eat onlymeat. We say that these animals are carnivores. Some animals eat both plants and meat. We say that these animals are omnivores. Plants can't move around, but most animals can move around. Animals are divided into groups.
1a Looking and describing
On page 118 in the picture you will see a zoo with animals and visitors. Now choose adjectives listed in the box to describe the six animals.
African elephants
Chimpanzees
Kangaroos Manatees
Cheetahs Polar bears
enormous
noisy playful gentle,
shy
spotted,
fast
Furry,
aggressive
1b Listening and circling
Victor and Ginny are talking about animals. They are describing them with many different words.
Now listen to their talk and circle the words used in 1a to describe the animals.
星沙英语网整理
Tapescript
Boy: Hey, Ginny. What’s that big, furry animal in the pond?
Girl: It’s a polar bear, Victor. They’re kind of aggressive.
Boy: Are they? Looks like they really love water.
Girl: Uh-huh.
Boy: And what do you call those big, gray things in the water?
Girl: They’re called manatees.
Boy: What?
Girl: Manatees. They’re very gentle and very shy.
Girl: They’re cheetahs. The cheetah is the fastest animal on earth
1c Doing groupwork
We humans are animals, too. So we are like animals in some ways. Now in groups of four, you are going to think of an animal that is the same as you are in some ways. Then you are to describe the animal and the others are to guess its name.
A: I am like this animal because I am strong and intelligent. I like water, and I like to eat vegetables.
B: You’re like an elephant.
A: No.
B: You’re like a manatee.
A: Yes!
A: I am like this animal because I am heavy and enormous. I like forests, and I like to go around the mountain.
B: You’re like a chimpanzee.
A: No.
B: You’re like an elephant.
A: Yes!
A: I am like this animal because I like spotted clothing and I run the fastest in my school.
B: You’re like a manatee.
A: No.
B: You’re like a cheetahs.
A: Yes!
2a Listening and matching
A boy is asking a man about animals he likes.
Tapescript
Boy: Can you tell us about the manatees, please?
Man: Sure. We’re trying to save them.
Boy: Why? Are they endangered?
Man: Yes. There used to be a lot of manatees, but now there aren’t very many of them.
Boy: Do you know how many there are?
Man: At this point, there are only about 2, 500 in the U.S. In 1927, it was discovered that they were endangered. Since then, the government has passed laws to protect them.
Boy: Where do they live?
Man: Their favorite habitat is the water under the trees in mangrove swamps.
Boy: And why are they endangered?
Man: Some of the swamps have become polluted. Also, there sometimes isn’t enough food for all of them. As you can see, they’re large. The average manatee is about ten feet long and weighs about 1, 000 pounds. They need about 100 pounds of aquatic feed a day.
Boy: Aquatic feed?
Man: Oh, that’s underwater plants and vegetation. That’s what they eat.
Now listen to their talk and match the words with the definitions in the box on page 119.
1. endangered →b. there aren’t very many of them.
2. mangrove swamps → d. a place where trees grow in water
3. habitat → a. the place where something lives
4. aquatic feed → underwater plants and vegetation
2b Listening and completing
Next you are going to complete the chart on page 119 in the middle. Listen to the talk once more for the necessary information.
Kind of animal Manatee
Number 2,500 in the US
Habitat the water under the trees in
mangrove swamps
Reason why they are endangered Some of the swamps have become polluted. Also, there sometimes isn’t enough food for all of them.
description The average manatee is about
ten feet long and weighs about
1, 000 pounds. They need
about 100 pounds of aquatic feed a day.
In the end you are going to read the tapescript. While reading, you must try to blacken all the predicates, underline all the expressions and circle all the connectives.
2c Doing pairwork
You are going to interview a zoo attendant. Now use the facts from above activities to role play a conversation between you and the attendant.
A: How big are manatees?
B: They’re about 10 feet long and they weigh about 1,000 pounds.
A: How much do they eat everyday?
B: They need about 100 pounds of aquatic feed a day.
A: What is Aquatic feed?
B: It is underwater plants and vegetation.
A: That’s what they eat?
B: Yes, it is.
A: Are manatees endangered?
B: Yes, they are endangered. But, we’re trying to save them.
A: Wait a moment. Why are they endangered?
B: Because their homes are disappearing.
A: Where do they live?
B: They live in the swamps. And they have become polluted. They are endangered also because there sometimes isn’t enough food for all of them.
A: I am sorry to hear that. There used to be a lot of manatees, but now there aren’t very many of them left, I think.
B: You are right. At this point, there are only about 2, 500 in the
U.S.
A: Are there any laws to protect them.
B: Since 1927 laws have been passed protect them.
A: Thank you for your information.
3a Reading and underlining
Turn to page 120. Disgusted has written a letter to the editor. Now read it to underline the reasons why Disgusted is opposed to zoos. While reading remember to box all the connectives, blacken all the predicates. That’s grammar study.
Dear Editor,
I am writing to say that I am against building a new zoo in our town. Zoos are terrible places for animals to live. I've visited a lot of zoos in my life, and I have never seen one I liked or one that was suitable for animals to live in. Just last week, I visited a zoo and couldn’t believe what I saw. The animals are kept in tiny cages and can hardly move at all. And they are only given food once a day. Is this a good way for animals to live? I don't think so.
Sincerely
Disgusted
3b Reading and writing
A man called Animal Friend wrote a letter to the editor, too. Now read this letter on 120. While reading, underline all the expressions, box all the connectives, and blacken all the predicates. That’s grammar study, too.
Dear Editor.
I visited our zoo yesterday and I was very surprised to find hardly anyone there. Zoos are very important places. They are like living textbooks for young people. They provide homes for many endangered animals, and help to educate the public about caring for them. If we don’t support our zoos, they won't have enough money to take care of so many fine animas. I urge all of your readers to visit our wonderful zoo soon.
Sincerely, Animal friend
4 Debating
Next we are going to have a new activity-to debate.
Let’s make two teams. Team A is to debate against keeping animals in the zoos, and Team B is to debate for keeping animals in the zoos for protection and education of the people.
Useful expressions
I think that… I agree with you.
I believe that… I disagree with you.
I feel that… I agree with…
A: I think that animals should not live in the zoos.
B: I disagree with you. I feel that zoos provide clean and safe places for endangered animals to live.
A: I don’t think so.
B: A zoo is a place where many different species of animal are kept and usually can be seen by members of the public.
A: Why can people go and see the animals in the forest?
B: In that case, more harm will be done to the animals.
A: Kept in the zoos animals are losing their natural nature of living.
B: Most modern zoos are also centers where animals are studied so that more animals in the forest could be saved and protected.
A: Some rare animals are dying out.
B: Yes, they are. Rare animals could be preserved when they are in danger of dying out.
A: You are right in saying that. But I still think that it is not right to put animals in the zoos. They belong to the forest, the river, the sky and the sea.
Closing by learning about Brown Eared-pheasant（褐马鸡）
To end this period we shall turn our attention to a rare animal found almost only in Shanxi, China, Brown Eared-pheasant, or褐马鸡 in Chinese.
This species qualifies as Vulnerable because it may have a small population, and although its numbers within protected areas appear to be stable, elsewhere remaining unprotected and isolated populations are declining (potentially rapidly) through ongoing habitat loss and hunting.
新目标九年级英语课件(篇8)
教学综述
一. 本周教学内容：
Unit 10 By the time I got outside, the bus had already left.
一. 学习目标（Language Goal）
1. Learn to narrate past events. 学会描述过去所发生的事情。
2. Learn to express something with Past Perfect Tense.
学习使用过去完成时态。
3. Strengthen the consciousness of doing things regularly.
做事加强连续性，有条不紊。
二. 语言结构（Language Structures）
1. Past perfect Tense过去完成时
2. “By the time”和“when”引导的时间状语从句
三. 目标语言（Target language）
1. By the time she got up, her brother had already gone into the bathroom.
2. By the time she went outside, the bus had already gone.
3. By the time she got to class, the teacher had already started teaching.
4. When she got to school, she realized she had left her backpack at home.
5. Have you ever overslept?
6. Have you ever been late for school?
四. 重点词组（Key phrases）
1. by the time 到…时候为止
2. get outside 到外边
3. get to school 到学校
4. get up 起床
5. get into the shower 去洗澡
6. get home 到家
7. start doing/ to do sth 开始做某事
8. be late for 迟到
9. go off （闹钟）闹响
10. wake up 醒来
11. come out 出来，出现
12. run off 迅速离开，跑掉
13. on time 准时
14. in time 及时
15. come by （走）过来
16. give sb a ride 让某人搭车
17. break down 损坏，坏掉
18 show up 出席，露面
19. stay up 熬夜
20. a costume party 一个化装舞会
21. sth happen to sb 某事发生在某人身上
22. so …that … 如此…以至于
23. set off 出发，开始
24. April Fool’s Day 愚人节
25. get married 结婚
26. marry sb 与某人结婚
27. both …and… 二者…都…
28. get dressed 穿好衣服
29. on the first day 在第一天
五. 语法重点（Grammar Focus）
1. Past perfect Tense过去完成时
构成：had +过去分词（had没有人称和数的变化）
过去完成时可以表示过去某一时刻或某一动作之前完成的动作或呈现的状态。也就是说发生在“过去的过去”。既然过去完成时的动作发生在过去某一时间之前，那么，使用过去完成时就必须先有这样一个过去的时间。
e.g. I had finished my homework before supper.
我在晚饭前把作业做完了。
句中的supper既是过去某一时间，而had finished这一动作就是在supper之前完成的。如果只说I had finished my homework. 听者会觉得难以理解。由此可见，过去完成时是个相对的时态，它不能离开过去的时间而独立存在。
e.g. By the end of that year Henry had collected more than one thousand foreign stamps.
到那年年底，亨利已经收集了一千多张外国邮票。（过去时间是the end of that year）
e.g. When we got there, the football match had already started.
当我们到那里时，足球比赛已经开始了。（过去时间是when从句）
2. when和by the time引导的时间状语从句
by the time到…时候为止，指从过去某一点到从句所示的时间为止，这一时间段。
when 当…时候，指过去的某一时间点。从句用一般过去时，主句为过去完成时。
e.g. By the time she got up, her brother had already gone into the bathroom.
到她起床的时候，她的弟弟已经去洗澡间了。
By the time she went outside, the bus had already gone.
到她走到外面的时候，公共汽车已经走了。
When she got to school, she realized she had left her backpack at home.
当她到学校的时候，她意识到她把书包放在家里了。
（在这句话中，过去的时间点为“到校”的时候，“她把书包放在家里”则发生在“过去的过去”。）
3. How to narrate past events.
如何描述过去的事件。
描述过去的事件，首要注意一点是时态。由于事情发生在过去，因此一定要用过去的某种时态。但如果是直接引语（如在双引号“”之内），则根据当时的情况来决定。
请看例文1：
It was Sunday. I went to a pool to fish. I thought there must be some fish for me to catch. I held my fishing pole, waiting patiently. Suddently a big fish was caught. I was glad and put it into my little basket. Before long my sister came. Without a word she put back the fish into the water. I was astonished. I really thought she became mad. She ordered me to put down the fishing pole and led me to a place not far away. There stood a sign, reading “No fishing”. I realized that I was making a mistake.
（注意观察文中时态的应用）
例2：请大声朗读Section A 3a，并找出其中用到的时态。
六. 疑难解析（Key Points）
1. 关于get的词组小结
在本单元出现大量关于get的词组，要注意背诵
get to school 到学校 get to class 到班级
get into the shower 去洗澡
get outside 到外边
get home 到家
get up 起床
get married 结婚
get dressed 穿好衣服
2. I’ve never been late for school, but yesterday I came very close.
我上学从不迟到，但是昨天我险些迟到。
close adv. （副词）邻近地、接近地，意思是接近上课时间才到校。
3. Have you ever been an April fool?
你曾经做过愚人节傻瓜吗？
April Fool’s Day愚人节 每年的四月一日，在那天，如果被人愚弄的人就被称为April fool. （愚人节傻瓜）
4. He had changed the clock to an hour earlier.
他把表调快了一个小时。
change…to（into）… 把…变成…
e.g. Please change these sentences into English.
请把这些句子译成英文。
5. I only just made it to my class.
我刚好赶上上课。
only just“刚刚才、恰好”
eg. They’ve only just gotten up. 他们刚刚起身。
make it 办成功，做到、赶到
eg. You can’t make it to the other shore in this weather.
天气这样恶劣，你可到不了对岸。
6. Welles was so convincing that hundreds of people believed the story, and panic set off across the whole country.
Welles是如此地让人信任，以致于成百上千的人都相信了这个故事，进而激起了全国性的恐慌。
（1）so …that…句型中，so后面应加一个形容词或副词，意为“如此…以至于…”
eg. This book is so interesting that everybody in our class wants to read it.
这本书是如此的有趣以至于全班同学都想看看。（so+形容词）
He ran so fast that I couldn’t catch up with him.
他跑得那么快，以致于我跟不上他。（so+副词）
so…that引导的是表示结果的状语从句，但不一定要死套“如此…以至于”的模式来译成汉语。
eg. It was so dark that he couldn’t see the faces of his companions.
天太黑了，他不能看见同伴的脸。
（2）so that主要用来引导目的状语从句，其从句中的谓语动词通常和can, may, should等情态动词连用，而且主句和从句之间不使用逗号意为“以便，使能够”。
e.g. They set out early so that they might arrive in time.
他们早早地出发以便按时到达。
Let’s take the front seats so that we may see more clearly.
我们坐在前排吧，以便可以看得更清楚。
7. By the time the authorities revealed that the story was a hoax, thousands of people had fled from their homes.
当权威机构揭露这个故事是一个骗局时，成千上万的人已经逃离家园。
8. The TV star lost both his girlfriend and his show.
那个电视明星既失去了他的女朋友，也失去了他的电视节目。
both …and… 二者都
The First Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
(1) Key Vocabulary
oversleep
(2) Target Language
What happened?
I overslept. And by the time I got up, my brother had already gotten in the shower.
2．Ability Objects
(1) Teach the students to use the new words.
(2) Train the students to narrate past events with the Past Perfect Tense.
(3) Train the students' listening and speaking skills with the target language.
3．Moral Object
It's a good habit to go to bed early in the evening and get up early in the morning. So you'll never be in a hurry in the morning.
Ⅱ．Teaching Key Points
1．Key Vocabulary
oversleep
2．Target Language
Narrate past events with the Past Perfect Tense
Ⅲ．Teaching Difficult Points
1．Train the students to narrate past events with the Past Perfect Tense.
2．Train the students to understand the target language in spoken conversation.
Ⅳ．Teaching Methods
1．Thinking of examples from the students' real lives.
2．Making sentences by looking at the pictures.
Ⅴ．Teaching Aid
A tape recorder
Ⅵ．Teaching Procedures
Step Ⅰ Revision
1．Revise the language points in Unit 8. Ask some questions like this: What volunteer work would you like to do? Help the students to answer, I'd like to …/I love to …/I hope to …
2．Practice the dialogue in Activity 3c on page 62 again. Get students to role play the similar dialogues with the following.
SA: I'd like to join the school volunteer project, but I'm not sure what I should do.
SB: What do you like doing?
SA: I love playing football.
SB: Well, you could help coach a football team for little kids. Let the children practice in pairs.
3．Check the students' homework by asking some students to read their sentences with the phrasal verbs. Then ask the students to hand in their homework.
4．Dictate the following words:
clean up, cheer up, give out, put off, set up, run out of, take after, fix up, give away, call up, hand out, work out, hunger, establish, commitment, veterinarian, strategy
Step Ⅱ 1a
This activity introduces new vocabulary which can be used to narrate past events. First write by the time on the blackboard, and tell the class the meaning of it.
“by the time” means not later than, before, as soon as, or when the indicated comes. When we use the words. “By the time … ,” we are talking about two different things that happened in the past. Say this sentence to the class; By the time the teacher came in, the students had begun reading English.
Tell them to note the struture “had begun” in this sentence. Begun is the past participle of begin. When we talk about two events both happened in the past, the one which happened earlier should use and plus a past participle. The words following By the time … talk about the thing that happened later. And tell the students when they use had plus a past participle, they are using the Past Perfect Tense. Also explain what is the past participle form of a verb for the students. Tell them it is as the same as the past form for a regular verb. And they have to remember the irregular verbs' participles one by one.
Play a game to help the students understand the sentences with the words By the time … Do it like this:
Pretend that the teacher will leave the classroom and the students will do some things. When the teacher returns, the class will make statements starting with By the time …
Write By the time I came back … on the blackboard.
Say to the class, By the time I came in, what had happened?
Help one student to answer like this,
By the time the teacher came in, Don had written his name on the blackboard.
Then get more students to answer differently, such as,
By the time the teacher came in, we had discussed an English problem.
By the time the teacher came in, I had drawn a picture.
Write these sentences on the blackboard, and teach the students to read several times.
Read the instructions to the students and read these questions to the class as well, What do you usually do in the morning before school? Do you like morning? Why or why not?
Choose one good student to answer them by saying something he or she usually does in the morning.
He or she may answer like this,
I usually get up early, wash my face and have breakfast. I like mornings because the air is fresh. or I usually get up as late as possible. Then I have to wash my face and have breakfast in a hurry. I often rush to school without breakfast. Sometimes I forget something at home. I don't like morning, because I am always too busy.
Then have the whole class practice in pairs. Ask each other the questions.
After they finish talking, ask one or two pairs to say their conversations to the class. Correct the mistakes they may make with the other students.
Call the students' attention to the pictures in Activity 1a. Ask students to tell what they see.
Say, Any sentences which make sense are accepted to describe the pictures. The girl in the pictures is Tina. Present the new words by providing sentences showing the meanings of them like this: T; What can you see in Picture 1?
S1: She slept a long time.
T: That's correct. She slept too late. She overslept. Class repeat. She overslept.
Ss: She overslept.
T: What do you see in Picture 2?
S2: Her brother or sister is in the bathroom
T: That's correct. She wants to go into the bathroom. She can't because someone is taking a shower. Class repeat. Someone is taking a shower.
Ss: Someone is taking a shower.
Write these words on the blackboard:
overslept, taking a shower, had left, left her backpack at home.
Then tell students to talk about the pictures in groups of four. Move around the classroom, listening to students and offering help. Make sure that they talk in English.
After they all finish talking, ask different groups to tell the class about the pictures. They may say like this:
Tina overslept in the morning. She wanted to go to the bathroom, but her brother had already gotten in the shower. When she got to the bus stop, the bus had already left. She had to run to school. After she got to school, she realized she had left her backpack at home. The sentences can vary, but should be correct.
Step Ⅲ 1b
This activity gives students practice in understanding the target language in spoken conversation.
Ask the students to read the instructions together. Have them look at the two columns, A and B. in the chart. Point out the sample answer. Read the two parts of the sentence.
Then go over the other unconnected parts of sentences, too.
You will connect the two parts of the sentences, connect a sentence beginning in the first column with the end of that sentence in the second column. Please guess the other two sentences before I play the tape.
I guess most of the children can get the correct sentences by guessing. So just let them guess. Don't tell them whether their answers are right or wrong.
OK, just keep your answers by guessing. Let's decide if they are right by listening to the tape now.
Play the recording for the first time. Students only listen. Then play it a second time. Let students match two parts of each sentence. Check the answers by asking some students to tell their answers. Make sure that all of them have got the correct answers by listening. Say congratulations to the students who get the answers correctly by guessing.
Answers
1．b 2．a 3．c
Tapescript
Boy: Hi, Tina. You look stressed out.
Girl: I am. I had a bad morning.
Boy: Really? What happened?
Girl: Well, first of all I overslept. By the time I got up, my brother had already gotten in the shower.
Boy: Oh, what a pain!
Girl: So, after he got out of shower, I took a quick shower and got dressed. But by the time I went outside, the bus had already left.
Boy: Oh, no!
Girl: Oh, yes! So I ran all the way to school. But when I got to school, I realized I had left my backpack at home.
Boy: No wonder you look stressed out.
Step Ⅳ 1c
This practice provides guided oral practice using the target language.
First play the recording in Activity 1b again and let the students read after it. Do it at least twice.
Then read the instructions together with the whole class.
You will make conversations in pairs. Each of you will have to take turns being Tina. Look at the pictures in Activity 1a to help you. Tell your partner what happened to you this morning. Ask a pair to read the example to the class before they begin.
SA: What happened?
SB: I overslept. And by the time I got up, my brother had already gotten in the shower.
Write the conversation on the blackboard.
Have the students work in pairs. Move around the room offering language support as needed.
After they all finish talking, ask some pairs to say their conversations to the class.
Step Ⅴ Summary
Say, In this class, we've learned how to narrate past events, using the Past Perfect Tense. We've also done some listening practice in understanding the target language in spoken conversation. Also, we've done much oral practice using the target language.
Step Ⅵ Homework
1．Write out the story of Tina, Note to use the target language.
2．Revise when to use the Past Perfect Tense and the verb structure of it.
Step Ⅶ Blackboard Design
Unit 9 By the time I got outside, the
bus had already left.
Section A
The First Period
1．By the time …
By the time the teacher came in, the students had begun reading.
By the time the teacher came in, Don had written his name on the blackboard.
By the time the teacher came in, we had discussed an English problem.
2．Some words to describe the pictures
overslept, taking a shower, had left, left her backpack at home.
3．Target Language:
A: What happened?
B: I overslept. And by the time I got up, my brother had already gotten in the shower.
The Second Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
(1) Target Language
By the time she got to class, the teacher had already started teaching.
When she got to school, she realized she had left her backpack at home.
When I got home, I realized I had left my keys in the backpack.
(2) The Three Forms of the verbs.
2．Ability Objects
(1) Train the students' listening skill.
(2) Train the students' writing skill with the target language.
(3) Train the students' speaking skill.
(4) Train the students to use the three forms of the verbs.
3．Moral Object
Try to be a careful person and do everything carefully. Remember not to be as careless as Tina.
Ⅱ．Teaching Key Points
1．Listening practice with the target language.
2．Use the correct verb forms to fill in the blanks by listening.
3．Make sentences using the Past Perfect Tense.
4．The three forms of the verbs.
Ⅲ．Teaching Difficult Points
1．Write an ending for the story in Activity 2c.
2．The three verb forms in Grammar Focus.
Ⅳ．Teaching Methods
1．Listening
2．Pairwork
Ⅴ．Teaching Aids
A tape recorder
Ⅵ．Teaching Procedures
Step Ⅰ Revision
1．Revise what happened to Tina in the morning by asking one or two students to tell the stroy on page 68.
They may say like this:
Tina had a bad morning. First of all she overslept. By the time she got up, her brother had already gotten in the shower. And by the time she went outside, the bus had already left. She had to run all the way to school. When she got to school, she realized she had left her backpack at home. All these made her look stressed out. After that, ask the whole class to work in pairs. telling the stroy and helping each other in turns. Remind them to use the correct verb forms.
2．Ask students to check each other's homework in pairs, pointing out all the mistakes they might have made.
3．Revise the Past Perfect Tense by asking the children when to use it and what its verb structure is.
Step Ⅱ 2a
This activity provides guided listening practice using the target language.
We have known Tina had a bad morning. But something worse happened to Tina later. Let's go to Activity 2a on page 69 and see what happened to Tina later in the morning.
Read the instructions to the class. Be sure that all of them know what to do. Call the students' attention to the four pictures. Get them to guess the correct order of the pictures first. The first one is given as a sample. Ask one or two children to tell their stories by describing the pictures according to their own order.
Then, we will hear Tina talking about what happened to her after she got to school. We can see there is a small box in each picture. Please write a number from 1 to 4 in each box to show each picture's correct order. The first one has been given as a sample. Get the children to get ready to listen to Tina continue her story.
Play the recording the first time, students only listen. Play the recording again and ask the children to number each picture. Check the answers with the class and see who have ever got the correct answers without listening.
Answers
The pictures should be numbered in this order:
3 1 2 4
Tapescript
Boy: So then what did you do, Tina?
Girl: Well, I ran home to get my backpack. But when I got home, I realized I had left my keys in the backpack.
Boy: You're kidding!
Girl : So I ran back to school without my keys or my backpack. And by the time I got back to school, the bell had rung.
Boy: Oh, no!
Girl: And by the time I walked into class, the teacher had started teaching already. She asked for our homework, but of course I didn't have it.
Step Ⅲ 2b
This activity gives students practice in understanding and writing the target language.
Ask the students to read the instructions together. Point out the blanks in the sentences and the verbs in the brackets.
This activity has two parts. First let's fill in the blanks with the correct verb forms. We can see some verbs in the brackets. They are the base forms of the given verbs. For example, get and got, Get is the base form of the verb. Your job is to write the correct forms of these verbs in the blanks. Look at number one. A sample answer is given.
Let the students fill in the blanks with the correct forms individually.
Move around the classroom collecting the common mistakes they may make.
After they all finish writing, tell them to get ready to listen to the conversation and check their answers.
I will play the recording again. Please check your answers and correct any mistakes you might have made while listening. Play the recording. Students listen and check their answers. Correct the answers by asking seven different students to say theirs to the class.
Answers
1．got home 2．realized 3．had left 4．got 5．had rung 6．walked 7．had started
Step Ⅳ 2c
This activity gives students oral practice with the target language.
Ask the whole class to read the instructions together.
We have a new task now. We know Tina was late for class. What do you think happened after Tina was late for class Work with a partner. Make up an ending for the story by continuing it. The beginning has been given.
Get students to discuss in pairs, Complete the ending. Make sure they are talking in English. Move around the classroom, offering language support if needed. After ten minutes, ask students to stop discussing. Get some pairs of students to tell the class how they think the story ended. And let the whole class decide whose ending is the best. Tell each pair to write down their ending, or do it after class if time is not enough.
Sample ending of the story
The teacher looked at Tina and said, “Why are you late and where is your homework, Tina?”
“I had a bad morning today. ”Tina said sadly.
“I'm sorry to hear that, but may I know what happened?”said the teacher.
Then Tina told the teacher and the whole class her story. All her classmates laughed loudly after it. Some of them said,“Poor Tina!”
Bob, one of Tina's classmates, stood up and said, “ Well, Tina, I'd love to help you. Why not let me keep the keys for you? I would put your keys in my backpack. ”
Step Ⅴ Grammar Focus
This activity introduces the target language of this unit. Call students' attention to the sentences on the left. Ask four different students to read the four sentences and point out where had plus a past participle is used. Write the sentences on the blackboard.
Draw a simple time line for each sentence to help students to understand the grammar focus. For example:
Then get the students to look at the box. Teach students to read the three forms of each verbs first. Then ask several students to read the verbs to the class to see if they can read. Write the verbs on the blackboard.
Ask the students to make sentences correctly using each form of the verbs in the box. For example:
I usually get up at 6:30.
I got up at 5:30 yesterday.
By the time I got up, my sister had already gotten in the shower.
Tell the students when we talk about the first thing that happened. We use had plus a past participle (had gotten) and when we talk about the second thing that happened, we use the simple past tense (got up) . Ask some to read their sentences to the class.
Ask the students to make their own lists of other verbs used in this unit. Tell them to put the lists in their notebooks using a three-column format like the one in the Look! section. The lists have to include these verbs: leave, walk, start, oversleep, ring, be.
Check the answers.
Some sample sentences with the three verb forms
1．I got up at 6 : 30 every day.
I got up at 6 : 00 yesterday.
By the time I got up, my sister had already gotten in the shower.
2．We usually go to school at 7 : 30.
We went to school at 8:30 yesterday.
By the time we got to the classroom, the students had gone to the chemistry lab.
3．My father leaves home at 8:30.
He left home at 9:30 this morning.
When my father went outside, the bus had left.
4．The teacher often starts teaching at 9:00.
The teacher started teaching at 8:30 the day before yesterday.
When Tina got to class, the teacher had already started teaching.
The three forms of the verbs used in this unit:
leave left left
walk walked walked
start started started
oversleep overslept overslept
ring rang rung
be was/were been
Step Ⅵ Summary
Say, In this class, we've done much listening and writing practice with target language. We've also done some oral practice in pairs. And we've discussed the Grammar Focus of this unit.
Step Ⅶ Homework
1．Write down the ending of Tina's story.
2．Make sentences using each form of the verbs below:
leave, walk, start , oversleep, ring, be
3．Review the Grammar Focus.
Step Ⅷ Blackboard Design
Unit 9 By the time I got outside, the
bus had already left.
Section A
The Second Period
Target Language:
1．By the time she got up, her brother had already gone into the bathroom.
2．By the time she went outside, the bus had already gone.
3．By the time she got to class, the teacher had already started teaching.
4．When she got to school, she realized she had left her backpack at home.
Verbs:
get got gotten
go went gone
leave left left
start started started
The Third Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
(1) Key Vocabulary
bell, ring, go off, rush, run off, on time, give sb. a ride, lock, break down
(2) Target Language
By the time I got there, the bus had already left.
By the time I woke up, my father had already gone into the bathroom.
2．Ability Objects
Train the students' reading skill with target language.
Train the students' speaking skill with target language.
3．Moral Object
Have you ever done anything carelessly?
Share your story with your friends.
Ⅱ．Teaching Key Points
1．Guide the students to read the article in activity 3a.
2．Help the students do the oral practice with the target language.
Ⅲ．Teaching Difficult Points
1．Help improve the students' reading skill by, Activity 3a.
2．Help the students describe what has happened to them with the target language.
Ⅳ．Teaching Methods
1．Get the main idea by reading.
2．Pairwork.
Ⅴ．Teaching Aid
A projector
Ⅵ．Teaching Procedures
Step Ⅰ Revision
1．Revise what happened to Tina by asking several students to tell the story.
2．Revise the three forms of the verbs in Grammar Focus by asking four students to write them out on the blackboard.
3．Check homework by asking one or two to read their own endings of the stroy.
4．Check homework by asking some students to read the sentences which they made.
5．Ask the students to hand in their homework.
Some sample sentences with the verbs used in this unit:
1．I leave home at 7:30 every morning.
I left home at 8:00 this morning.
By the time I got to the airport, the plane had left.
2．I walk to school sometimes.
I walked to school yesterday afternoon.
When I got there, the sick girl had walk away.
3．The meeting start at 3: 00 every Wednesday afternoon.
The meeting started at 3: 30 last Wednesday afternoon.
As soon as Mr. Jones got to the meeting room, the meeting had already started.
4．Tina seldom oversleeps.
Tina overslept this morning.
Tina said she had never overslept before.
5．The bell rings at 8:10 every morning.
The bell rang at 7:10 this morning.
When I got to school, the first bell had rung.
6．I am here now.
I was at home last night.
I had been here for 20 years by the end of .
Step Ⅱ 3a
This activity provides reading and writing practice using the target language.
Show the vocabulary on the screen by a project:
bell n 钟；铃
ring v. 鸣；响
go off 闹钟(闹响)
rush v. 冲；奔
rush off 跑掉；迅速离开
on time 准时
give sb. a ride 让某人搭便车
lock v. 锁；锁上
break down 损坏；坏掉
Point to the words one by one and teach the students to read them. Do it several times. Then ask several students to read the words to see if they can pronounce each word correctly.
Ask the whole class to read the instructions together. There is an article in Activity 3a. Your task is to read the stroy and write the events in the correct order. Have a look at the sample answer on the right of the article before you start. Then let the children complete the work on their own. After a while; ask some students to report their answers to the class. Write the events on the blackboard as they report, putting the events in the correct order.
After checking the answers, tell students to read the article again more carefully. Tell them to find out the words or sentences which they can't understand this time.
A few minutes later ,let the students ask questions on the words and sentences which they can't understand. Do some explanation and make sure that the students make everything clear about the article. Then ask the students to read the article aloud. Move around the classroom while they are reading, offering help as needed. Next ask students to pick out the sentences with the Past Perfect Tense. Tell them to underline them and come up with the reason to use the tence.
Ask two students to read their answers and explain the sentences.
Answers
1．alarm clock didn't go off
2．father went to bathroom
3．woke up late
4．took shower
5．had some breakfast
6．bus left
7．ran to bus stop
8．started walking
9．got a ride with a friend
10．bell ringing
11．got to school
12．got to class
Sentences with the Past Perfect Tense in the article:
1．…by the time I woke up, my father had already gone into the bathroom and …
2．Unfortunately, by the time I got there, the bus had already left.
Step Ⅲ 3b
This activity provides reading and writing practice using the target language.
Call the students' attention to the photo of the woman sleeping. The girl is sleeping. She may oversleep. How about you? Have you ever overslept?
Get a students to answer the question simply, such as Yes, I have. /No, I haven't.
Then ask one student to read the instructions to the class.
We can see six questions in the box.
You'll have to read the questions in the box and you have to describe the circumstances in which these things happened. Explain that describe the circumstances means to tell when, where and how the things happened.
Ask one student who has ever overslept to answer the first question and describe the circumstance. Help him or her use the Past Perfect Tense to describe the circumstance.
Then ask students to read the questions and write their answers in their exercise books. Tell them that they have to describe the circumstances if their answers are Yes, and there should be at least one sentence with the Past Perfect Tense in each description. Move around the classroom providing sentences to the ones who need. Ask several students to share their stories with the class. Correct any mistakes they may make. Let them check the answers in pairs.
Step Ⅳ 3c
This activity provides listening and speaking practice using the target language. Ask the whole class to read the instructions together. Then call the students' attention to the sample conversation on the right. Ask a pair of the students to read the conversation to the class. Please ask your partner the questions in Activity 3b. Ask more questions if he or she says “Yes”.
Ask the students to work in pairs. Encourage them to ask as many questions as they can. As they work, move around the room offering help and answering questions as needed. Ask some pairs to say their conversations to the class.
Step Ⅵ Summary
Say, In this class, we've learned an article. And we've done much practice in reading, listening, speaking and writing. We've done much practice with the target language.
Step Ⅶ Homework
1．Write the answers to the questions in Activity 3b.
2．Write a conversation in Activity 3c.
Step Ⅷ Blackboard Design
Unit 9 By the time I got outside, the
bus had already left.
Section A
The Third Period
Answers to Activity 3a:
1．alarm clock didn't go off
2．father went to bathroom
3．woke up late
4．took shower
5．had some breakfast
6．bus left
7．ran to bus stop
8．started walking
9．got a ride with a friend
10．bell ringing
11．got to school
12．got to class
The Fourth Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
(1) Key Vocabulary
costume, show up, exhausted, embarrassed, empty, fool, April Fool's Day, go off, stay up
(2) Target Language
When I got there, I found that he had fooled me.
After an hour, the other kids showld up, and I realized that my brother had fooled me.
By the time I got to match class, I was exhausted because I had stayed up all night studying.
I found out that my friend had fooled me.
2．Ability Objects
(1) Train the students' writing, listening and speaking skills with the target language.
(2) Train the students to use the new vocabulary.
3．Moral Object
Have you ever been fooled on April Fool's Day? Share your story with your friends.
Ⅱ．Teaching Key Points
1．Train the students' listening and speaking skills with target language.
2．Teach the students the new vocabulary.
Ⅲ．Teaching Difficult Points
1．Guide listening and oral practice using the target language.
2．Help learn to use the new vocabulary correctly.
Ⅳ．Teaching Methods
1．Listening
2．Pairwork and groupwork
Ⅴ．Teaching Aid
A tape recorder
Ⅵ.Teaching Procedures
Step Ⅰ Revision
1．Revise the article in Activity 3a on page 70 by asking several students to read it.
2．Dictate the following words and phrases:
bell, ring, go off, rush, run off, on time, give sb. a ride lock, break down.
3．Check the homework.
Step Ⅱ 1a
This activity reviews vocabulary, introduces some new vocabulary, and provides writing practice.
Read the instructions to the students. Remember to read the sentence in the brackets. Point to the chart with the three headings-Nouns, Verbs and Adjectives. Read the words in the brackets to the students and help the students to understand the meanings of nouns, verbs and adjectives.
Teach the students to read the new vocabulary below:
costume, show up, exhausted, embarrassed, empty, fool.
April Fool's Day
Write them on the blackboard or show them on a screen by a projector while teaching. Tell the children the meaning of each word and do a little explanation.
Then call the students' attention to the list of the words on the left. Ask a student to read them and tell the meanings at the same time. Find out the words which the students don't understand and give some explanation.
Please put these words in the correct columns in the chart. Some words can be put in more than one column.
Get a student to read the sample answers to the class before they start say, Fool can also be a verb. For example, He fooled me. So it is pat in both Column Nouns and Column Verbs.
Ask the students to complete the chart on their own.
Correct the answers by asking three students to read their answers to the class.
Answers
Nouns: fool, costume, change, clock
Verbs: fool, invite, empty, go off, get up, get dressed, show up, realize, change, stay up
Adjectives : embarrassed, empty, exhausted
Step Ⅲ 1b
This activity provides guided oral practice using the target language.
Ask a student to read the instructions to the class.
Ask another student to read the example on the right.
Work in pairs now. Tell your partner about something that has happened to you recently. Note to use two or more phrases from the list in Activity 1a. Get the students to talk in pairs. Move around the classroom checking their work and offering language support as needed.
After they all finish talking, ask some pairs to say their conversations to the class.
Step Ⅳ 2a
This activity provides guided listening practice using the target language. Say something about April Fool's Day to the students like this:
Every year on the first tit April, Americans do silly things to surprise each other. For example, someone might tell you to go to the teacher's office to get your new book. But there is no book at all !Call the students' attention to the four pictures. Ask the student, what is happening in each picture.
Ask four different students to describe the pictures. For example, they can describe Picture 1 like this:
A boy was told to take part in a costume party. So he dressed himself up like a monster. But when he got there, he found that his friend had fooled him. It wasn't a costume party. He frightened the others. Read the instructions to the class.
You'll listen to three boys, Dave, Nick and Joe, talking about April Fool's Day. There is a box under each picture where you can write each boy's name. Now listen to the tape and write the name of each boy under his picture. I have to tell you there will be one picture without a name under it.
Tell them to see the example for Picture c. Play the tape the first time. The students only listen. Then play the tape again. Ask the students to write each boy's name in the correct box. Check the answers by asking different students to tell their own answers.
Answers
a. No name b. Joe c. Nick d. Dave
Tapescript
Boy 1 : Have you ever been an April fool, Dave?
Boy 2 : Yes, I have. A friend once invited me to a costume party. When I got there, I found that he had fooled me. It wasn't a costume party. I was the only person wearing a costume. I was really embarrassed. How about you, Nick?
Boy 1: Well, last April Fool's Day, when my alarm went off I got up, took a shower, got dressed, and went to school. But when I got there, the school was empty. I was the only one there. After an hour, the other kids showed up, and I realized that my brother had fooled me.
Boy 3: He had?
Boy 1: Uh-huh. He had changed the clock to an hour earlier. What happened to you on April Fool's Day, Joe?
Boy 3: Well, I was sick last April first. My friend called me and told me we had a maths test the next day. By the time I go to maths class, I was exhausted because I had stayed up all night studying. Then I found out that my friend had fooled me. We didn't have a test at all!
Step Ⅴ 2b
This activity provides guided listening practice using the target language.
Read the instructions to the class. There are six phrases in the box. Your task is to find out who says each of the phrases, Dave, Nick or Joe after listening to the same recording. And write “D” for Dave, “N” for Nick and “J” for Joes on the short lines before the phrases. Look at the first one. The answer has been given as a sample.
Play the recording the first time. The students only listen. Then play the recording again. Ask the students to write the letters in the blanks. Ask six different students to report their answers to the class. Check the answers with the class.
Answers
1．D 2．N 3．J 4．J 5．D 6．N
Step Ⅵ 2c
This activity provides oral practice using the target language.
First play the recording again. Pause after each sentence and get the students to repeat.
Do it at least twice.
Ask a student to read the instructions to the class. Then have them look at the sample conversation on the right. Ask a pair of the students to read and try to continue it like this:
SA: What happened to Dave on April Fool's Day?
SB: Well, a friend invited him to a costume party. When he got there, he found that he had fooled him. It wasn't a costume party. He was the only person wearing a costume. He was really embarrassed.
Then ask the students to work in pairs. Each pair makes two. conversations using information from the earlier activities.
Move around the room as they work, offering help as needed. Ask one or two pairs to say their conversations to the class.
Step Ⅶ Summary
Say, In this class, we've learned some new words. And we've done much listening and oral practice. We have enjoyed some interesting stories happened on April Fool's Day.
Step Ⅷ Homework
1．Write something that has happened to you recently. Use two or more phrases from the list in Activity 1a.
2．Write a conversation in Activity 2c.
Step Ⅸ Blackboard Design
Unit 9 By the time I got outside, the
bus had already left.
Section B
The Fourth Period
1．Answers to Activity 1a:
Nouns: fool, costume, change, clock
Verbs: fool, invite, empty, go off, get up, get dressed, show up, realize, change, stay up
Adjectives: embarrassed, empty, exhausted
2．Target language:
A: What happened to Dave on April Fool's Day?
B: Well, a friend invited him to a costume party. When he got there, he found that he had fooled him. it wasn't a costume party. He was the only person wearing a costume. He was really embarrassed.
The Fifth Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
(1) Key Vocabulary
announce, describe, convince, panic, set off, authority, reveal, hoax, flee/fled/fled, spaghetti, girl-friend, show, marry, thrill, get married, reply, ending
(2) The reading passages about April Fool's Day.
(3) W rite stories happened on April Fool's Day.
2．Ability Objects
(1) Train the students' reading skill.
(2) Train the students' writing and speaking skills.
3．Moral Object
Try to collect the jokes happened on April Fool's Day and share them with your friends.
Ⅱ．Teaching Key Points
1．Teach the students the new vocabulary.
2．Help the students understand the three articles.
3．Guide the students to write stories happened on April Fool's Day.
Ⅲ．Teaching Difficult Points
1．Help the students understand the three articles.
2．Help the students write the stories happened on April Fool's Day.
Ⅳ．Teaching Methods
1．Reading method.
2．Write a passage using the notes.
3．Tell jokes.
Ⅴ．Teaching Aids
A project and a tape recorder.
Ⅵ．Teaching Procedures
Step Ⅰ Revision
1．Revise the three boy's stories happened on April Fool's Day. Ask three different students to tell their stories to the class.
2．Check the homework. Ask some students to read their stories and conversations to the class. Then have them check each other's homework in pairs.
Step Ⅱ 3a
This activity provides reading practice using the target language.
Show the new words and expressions on the screen by a projector.
announce v. 宣告；通告
describe v. 描述；描绘
convince v. 使确信；使信服
panic n. 恐慌；惊恐
set off 激起；引起
authority n. 权威机构；行政管理机构
reveal v. 揭示；揭露
hoax n. 骗局；恶作剧；玩笑
flee n. 逃跑；逃走
spaghetti n. 意大利式细面条
girlfriend n. 女朋友
show n. 演出；展示；炫耀
marry v. 嫁；娶；与……结婚
thrill v. 回答；答复
ending n. 结局；结尾
get married 结婚
reply v. 回答；回复
Call the students' attention to the screen.
Point to the words on the screen one by one.
And Teach the students to read the words several times. Make sure that the students can read each word correctly.
Read the instructions to the students.
You'll have to read three articles. The three articles are about three different stories happened on April Fool's Day. Not all of them are true. Tell which of these stories is the most believable and which is the least believable. And you have to tell the reasons as well. At last, think over if you would be fooled by any of the stories.
Read the first article to the class. The students look at their books, listen to the teacher and find out the answers to the questions in the instructions.
After reading, ask the students if it is believable and why. Ask several students to tell their opinions on the believability of the first article. They may say like this: I think it is believable because the exact time and person's name are given in the first sentence. or, I don't think it's believable because I think no one dared to fool the people like that.
Do the same with the two articles left. Ask two good students to read the articles instead of the teacher. Elicit students' reasons for their answers. At last tell the students the correct answer.
Answers
The first story really happened. The radio program was called “The War of the World. ”
Step Ⅲ 3b
This activity provides reading and writing practice using the target language.
Read the instructions to the class. Play the recording again to help the students, Ask three different students to read the notes to the class.
Help the students make sentences with the notes first.
Look at the first line of the notes, please. Let's see what happened first by making sentences using the notes.
Let the students make sentences with the phrases given in the first line orally, based on the story happened to Nick. For example, when the alarm went off, Nick got up, took a shower, got dressed, and went to school. Then go on with the second line. They may say:
But when he got to school, the school was empty, An hour later, the other kids showed up.
The sample sentence for the third line.
He realized that his brother had fooled him.
After making sentences, ask the students to write a magazine story about Nick in Activities 2a and 2b. using the notes below. As they write, move around the room offering help and answering questions as needed.
After around ten minutes, ask a student to read the completed article to the class. The rest of the class help correct the mistakes the student may have made. Get them to check each other's writing carefully in pairs.
A sample answer
On April Fool's Day Nick's alarm went off. He got up and took a shower. Then he got dressed and went to school. When he got to school, the building was empty. An hour later the other kids showed up. Then he realized that his brother had fooled him. His brother had set his alarm an hour earlier.
Step Ⅳ 3c
This activity provides writing practice using the target language.
Read the instructions to the class. Be sure that the students know what they are asked to do. At first, have the students think what they might write about.
Then tell them to make a list of ideas before starting writing. The list should include the three parts, what happened first, what happened next, and what you finally realized. They can use the notes in Activity 3b as samples.
Write a sample list on the blackboard:
What happened first; school gate/met Don/Li Lei/waiting for/on the playground/ran to the playground.
What happened next: got to the playground/no one was there.
What I realized: Don/fooled me Next ask the students to write their jokes. Tell them they can use the article they wrote for Activity 3b as a model. After they start to write, move around the room providing help as needed.
Ask some students to read their' articles to the class. Correct as many of the articles as possible in class.
A sample writing
On April Fool's Day I met Don at the school gate. He told me that Li Lei was waiting for me on the playground. Then I ran to the playground. When I got there. I found no one was on the playground. Then I realized that Don had fooled me.
Step Ⅴ 4
This activity provides reading, speaking and listening practice using the target language.
Read the instructions to the class. Review the meanings of funniest, most embarrassing and most creative. Say, Each of you has to read your joke to the class. The class will vote on the funniest joke, the most embarrassing joke and the most creative joke.
Have the class have a look at the sample conversation in the box before reading. Ask a pair of the students to read it to the class.
SA: What's your joke?
SB: Well, last year, on the first day of school, my sister put a piece of paper on my back that said “Please say hello. ” All day at school, many strange said hello to me.
Write the conversation on the blackboard. Then ask the students to read their stories to the class. After all of the students have read, ask the class to vote for the funniest, most embarrassing and most creative stories.
Step Ⅵ Summary
In this class, we read three articles first. And then we wrote a magazine story based on some notes. Next we wrote a joke. At last, we voted for the funniest joke, the most embarrassing joke and the most creative joke. However, we've done much reading, writing and speaking practice.
Step Ⅶ Homework
1．Read the three articles aloud after class.
2．Correct the magazine story and the joke you have written.
3．Try to remember the new vocabulary.
Step Ⅷ Blackboard Design
Unit 9 By the time I got outside, the
bus had already left.
Section B
The Fifth Period
1．Sample notes to Activity 3c:
What happened first; school gate/met Don/Li Lei/waiting for/on the playground/ran to the playground.
What happened next; got to the playground/no one was there.
What I realized: Don/fooled me.
2．Target language:
A: What's your joke?
B: Well, last year, on the first day of school, my sister put a piece of paper on my back that said “Please say hello. ”All day at school, many strangers said hello to me.
The Sixth Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
(1) Verbs
rush, realize, invite, show up, stay up.
(2) Write an article according to the pictures given.
(3) Vocabulary
homework, look, costume, empty
2．Ability Objects
(1) Train the students to use these verbs correctly:
rush, realize, invite, show up, stay up.
(2) Train the students writing skill.
3．Moral Objects
Have you ever had a similar Sunday with Ming? Tell your own story to your classmates.
Ⅱ．Teaching Key Points
1．Help the students have a self check on the key words and target language of this unit.
2．Practise using these verbs: rush, realize, invite, show up, stay up.
3．Review the new vocabulary introduced in this unit: homework, lock, costume, empty.
4．Direct the students to write an article according to the pictures given.
Ⅲ．Teaching Difficult Points
1．Help the students make sentences with the verbs.
2．Direct the students to write an article with the pictures given.
Ⅳ．Teaching Methods
1．Teaching by providing sample sentences.
2．Teaching by describing the pictures.
Ⅴ．Teaching Aid
Just the blackboard.
Ⅵ．Teaching Procedures
Step Ⅰ Revision
1．Revise the contents in the three articles in Activity 3a on page 72 by asking the question below
Questions
(1) What did a radio program announce in 1938?
(2) What had happened by the time the authorities revealed the story was a hoax?
(3) What did a reporter announce on April Fool's Day?
(4) What had happened by the time people realized that the story was a hoax?
(5) What did a famous TV star once do on April Fool's Day?
(6) What was the ending of the last story?
2．Ask three different students to read the articles.
3．Dictate the following words:
announce, convince, panic, authority, reveal, spaghetti, describe, hoax, thrill, flee/fled/fled.
Step Ⅱ Part 1
This activity focuses on vocabulary introduced in the unit. Focus attention on the box. Invite a student to read the vocabulary words at the top.
You are asked to fill in the blanks with the words. In some cases, you may need to use another form of the word, for example, adjusting for tense or subject/verb agreement.
Ask students to fill in the blanks on their own. Check the answers. Five students each reads a sentence, filling in the blanks. The rest of the students check their work.
Answers
1．realized 2．rush 3．stay up 4．invite 5．show up
Ask students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room. Collect a few students' answers with mistakes on the blackboard. Along with the students' help correct the mistakes.
Suggested answers
1．As soon as the bell rang, the students rushed to the playground.
2．By the time he got to the office he realized that he had locked all his keys at home.
3．Mr. Green invited his good friends to have a big dinner at home last Sunday.
4．We have to finish the task before the boss shows up.
5．Jack stayed up very late last night. He couldn't wake up on time this morning.
Step Ⅲ Part 2
This activity provides writing practice using the target language.
Have the students look at the seven pictures. Tell the children that the pictures are connected to each other in an order.
Ask: What is happening to Ming?
Get the whole class to read the instructions. Then ask the students to describe each picture in order. Write some useful sentences on the blackboard. For example, for the first picture, help the students to say Ming wakes up at 10: 00 and thinks she is late for school.
The sentences can vary.
After describing each picture, ask the students to write a story about Ming's day on their own. Walk around the room offering language support if needed.
After a while, ask a few students to tell the class about Ming's day. Let the rest of the class help correct the mistakes that they may have made.
Tell them to exchange their articles with their partners and help each other correct the mistakes. Ask the students to rewrite their articles to make the articles perfect after class.
A sample answer
Ming woke up at 10; 00 o'clock in the morning. She thought that she must be late for school. So she got up and rode a bike to school was empty. She was the only one there. Then she realized That it was Sunday.
Her good friend, Han Mei, came to see her after she had got home. Ming told Han Mei the whole story happened in the morning earlier. It made Han Mei laugh a lot.
Ming went to her grandparents' house with her parents. They had dinner together and talked happily.
Ming watched TV in the evening and she went to bed at 10 : 00.
Step Ⅳ Part 3
This activity focuses on the new vocabulary introduced in this unit.
Call the students' attention to the box Have them look at the four groups of words. Get the students to read the instructions together. Ask them to circle the words that don't belong in each group.
The first one has been given as a model. Ask some students to tell their answers to the class. Check the answers with the whole class.
Answers
1．homework 2．lock 3．costume 4．empty
Step Ⅴ Just for Fun!
This activity provides reading and speaking practice with the target language.
Call the students' attention to the cartoon pictures. Tell them to see what happens.
Ask the students to read the sentences under the pictures together.
Then ask the children what is funny about this cartoon. Help the students to answer like this:
The boy saw the clouds and he felt the rain long before he got home. He should have realized much sooner that he had forgotten his umbrella.
Step Ⅵ Summary
In this class, we've practiced using some verbs and we've written an article based on the pictures given. At last, we enjoyed a funny cartoon. All of you have done very well!
Step Ⅶ Homework
1．Revise all the language points in this unit.
2．Finish off the exercises on pages 36～38 of the workbook.
3．Make another more sentence with each verb below, rush, realize, invite, show up, stay up.
4．Rewrite the article.
Step Ⅷ Blackboard Design
Unit 9 By the time I got outside, the
bus had already left.
Self check
The Sixth Period
Answers to Activity 1 :
1．realized
2．rush
3．stay up
4．invite
5．show up
Sample answers to Activity 1:
1．As soon as the bell rang, the students rushed to the playground.
2．By the time he got to the office, he realized that he had locked all his keys at home.
3．Mr. Green invited his good friends to have a big dinner at home last Sunday.
4．We have to finish the task before the boss shows up.
5．Jack stayed up very late last night. He couldn't wake up on time this morning.
Reading : Changing English
The Seventh Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
Key Vocabulary
quarter, normal, traffic light, competition, significant, position and so on.
2．Ability Objects
Train students' ability of identify main idea.
Train students' ability of understanding words in context.
Train students' ability of reading for special information.
3．Moral Object
If you can speak both good English and your native language, it may help you get more chances in searching jobs.
Ⅱ．Teaching Key Points
Key vocabulary
Read the text to identify main idea.
Read the text to understand words in context.
Read the text for special information.
Ⅲ．Teaching Difficult Points
Train students' reading skill.
Ⅳ．Teaching Methods
1．Up-down reading methods.
2．Pairwork.
3．Groupwork.
Ⅴ．Teaching Aid
A projector.
Ⅵ．Teaching Procedures
Step Ⅰ Key Vocabulary
This activity introduces the key vocabulary words.
Show the following vocabulary on the screen by a projector.
quarter n. 四分之一
population n. 人口
native adj. 本国的；本地的
speaker n. 说话者；演讲者
wherever adv. 无论哪里
Singaporean n. 新加坡人
adj. 新加坡人的；新加坡的
India n. 印度
Hindi n. 印地语；印地人
adj. 印度北部的
German n. 德语；德国人
adj. 德语的；德国(人)的
invention n. 发明；创造
business n. 生意；商业
Say the words and have students repeat several times until they can pronounce them fluently and accurately.
Step Ⅱ Part 1
This activity is designed to activate students' background knowledge before attempting the reading.
Read the title Changing English to the class. Ask, What do you think the article is about?
Read the instructions to the class.
Point to the three questions in the box. Say, You are to discuss the questions about English with your partner. But don't look at the reading. Use your background knowledge instead.
Get students to complete the task in pairs. As the pairs work together, walk around the room. Ensure that they are discussing the questions in English.
When most students are finished, invite pairs of students to report their results. Don't say yes or no to their answers.
Step Ⅲ Part 2
This activity provides practice in scanning for specific information.
Look at the picture. Ask students to describe what is happening in the picture.
Read the instructions and draw students' attention to the list of numbers. Get a student to say the sample answer like this: In 1950 English started being more popular for science.
Please read through the article silently. Find information for the numbers. Remember to skim for the key ideas rather than read slowly. Get students to work on their own. As they are doing this, move around the classroom answering questions they may have and offering language support as needed.
Check the answers.
Answers
1950-In this year English started being more popular for science.
10 000-number of words in the South African dictionary not found elsewhere in the world.
a hundred-number of years ago that German was the most popular language for science.
one billion-number of people learning English.
375 million-the number of native speakers of English.
Step Ⅳ Part 3
This activity encourages students to use the strategy of reading in context.
Ask students to read the article once.
Say, Pay attention to the bold word and expressions. And note any other word or sentence you don't understand. Read in context, guessings their meanings from the other words around them.
A few minutes later, ask different students to say the meanings of the words and expressions indicated in bold by guess. Don't give them the correct answers. Let students look at the words and expressions and their meanings in the box. Point out the sample answer. Then ask students to match the correct meanings with the correct words and expressions. Allow them one or two minutes to do this.
Check the answers.
Answers
quarter d, normal a, traffic light e, competition f , significant b, position c
Get students to make sentences with the words and expressions. Remind them to look at the article again for extra help. Answers to this activity will vary. Ask a student to write his/her answers on the blackboard.
Sample answers
1．A quarter of students in my class are girls.
2．I hope the situation will soon return to normal.
3．When the traffic lights are red, you must stop.
4．He took part in a swimming competition.
5．Listening, speaking, reading and writing are four significant skills in learning English.
6．She is fit for the position.
Step Ⅴ Part 4
This activity helps students read for specific information.
Read the instructions to the class. Call students' attention to the chart. Ask a student to read the five sentences to the class. Say, You are to read the article again and decide if these sentences are true or false. And correct the false sentences. Give students a sample answer to the first sentence.
T: Do you think the first sentence is true or false?
Ss: False.
T: Why is it false?
Ss: Because Egyptians say Welcome to Egypt.
Get students to do the activity on their own. As students work, move around the room answering any questions they may have.
Check the answers. Ask different students to give their answers. For the false sentence, have them give the correct statement.
Answers
F Egyptians say Welcome in Egypt.
F Traffic lights in South Africa are called robots.
T
T
F Hinglish of Chinese and English is called Chinglish.
Step Ⅵ Part 5
This activity lets students work in groups and think critically about what they have read.
Read the instructions to the class.
Call students' attention to the chart. Set a time limit for students to go through all the sentences and the lettered languages. Say, The underlined words come from different languages. You are to read the sentences again and guess where these words come from or look them up in a dictionary. Try to match them with the languages they come from.
Give students a sample answer to the first s
新目标九年级英语课件(篇9)
九下第15单元短语
big are manatees?海牛多大？ /ten feet long10英尺长 /two meters tall两米高
pounds重1000在磅（How heave are the …） used to be a lot of manatees.过去曾有许多海牛 against/for doing sth/sth反对、赞成做某事 suitable for对……适用
sth in tiny cages把某物保存在小笼子里 for sb(them)关心、照顾他们 animals濒是临灭绝的动物 in cars坐车兜风 a bike骑自行车 house of trash垃圾房
/make sth out of /of/from sth由…建成的 built/made out of/of/from sth被用….建成的 down推倒
an inspiration to us对某人来说是个灵感
her spare/free time在他的空闲时间
money for the Children’s Hospital为儿童医院募集钱 do sth强烈要求某人做某事
of ＝hear about听说 from 收到…的来信 sth for sb =provide sb with sth 为某人提供某物 sb about sth 教育某人某事 不规则动词
burned preferred/ preferredburntburnt
threwthrown shot stuckstuck fedfedlightedlighted
1.海牛多大？ 英尺长 3.两米高
4重1000在磅（How heave are the …）5.过去曾有许多海牛 6.反对、赞成做某事 7.对……适用
8.把某物保存在小笼子里 9.关心、照顾他们10.濒是临灭绝的动物 11.坐车兜风 12.骑自行车 13.垃圾房 14.由…建成的 15.被用….建成的 16.推倒
17.对某人来说是个灵感
18.在他的空闲时间 19.为儿童医院募集钱 20.强烈要求某人做某事 21.听说23.收到…的来信 24.为某人提供某物 25.教育某人某事 不规则动词
新目标九年级英语课件(篇10)
单元背景 本单元是继第六单元定语从句重点语法学习的基础上，重点学习定语从句中先行词在从句中做状语的情况，即关系副词wherewhenwhy的选择使用。单元以旅行为话题展开学习，教学重点是关系副词的使用，难点是旅行中对所遇到的景观和人物等的表达。根据教材编排顺序和教学的需要我把教材分为四个课时：第一课时语法讲解和听力练习；第二课时话题展开和学习，包括3a的两篇短文阅读；第三课时Reading部分，重点培养学生的阅读理解能力；第四课时练习巩固。主要采用多媒体和学生的亲身经历的点滴事迹来展开学习，达到学生会说会用的目的。本节课是第一课时
课时设计说明 1.必备单词：capital，beach，jungle，fall，sight，tower,cathedal,church,wine,firm,pacific,programming,translator,conclusion
常考短语：by taxi,be supposed to do,take it easy,in general…
经典句型: I love the places where the people are really friendly
For your next vacation,why not consider visiting paris
It’s best to travel with…
2.本节课为本单元第一课时，主要是让学生理解和运用本课的重点单词和句型。本单元的话题学生都很熟悉，有很大的习兴趣。我将要求学生结合实际，用所学的句型谈论他们喜欢去的地方，并用形容词描述他们地点的特点及他们的感受。
1.七八年级我们已经学过Where did you go on vacation? What are you doing for vacation? Have you ever been to amusement park?来谈论假日的活动，对这种接近生活的话题有较大的兴趣，新的表达方式也不难，加上操练，应该很容易掌握。
2.本单元有个重难点即定语从句，在unit6的作业中体现出学生对关系代词的掌握还是不好，如果在本单元接着讲关系副词，容易混淆，需要更细致地教学。。
学习目标 1、知识目标：重点词汇--educational, fascinating, thrilling, peaceful, jungle等；
重点句型---Where would you like to visit?
---I'd like /love/ I hope to visit...
2、能力目标：使学生能够用目标语言谈论想参观的地方；能够用不同形容词描绘假期；使学生掌握听力技巧。
Maybe some words can not be read out correctly
Leading to read is useful to master the words.
1）Qs：where did you go this summer vacation?what do you think of the **?do you like it?”
2)Make Ss read the new words by themselves in 2 minutes;
Correct the wrong place;
Ss descdibe the place in the picture using the new adj.
Ss lead to read the words appeared just now 认真完成老师布置的预习作业，在上课前摆好课本、练习本，并安静。
And in 3),it is a little difficult to guess the vacations and change the simple sentences to Complex Sentence 1)1a, Q:what do you think of the vacations in 1a?
Read adj.together twice.
Guess where sam/gina would like to visit?
Let's listen,check where they would like to go and why?
Check the answers.
2)2a,Q:where would you like to visit this winter vacation?why?
Listen,some friends are talking about their plans, number them in the order,then check the answers.
3)2b,listen again,why do they decide not to visit these places? check
show pictures and guess my friends’vacation plan.(Garfield,Ba Jie,Backkom,dore emeng) 认真听课，积极进行课堂学习活动。并有自已独立的见解。
Practice the new sentence patterns Pairwork: show pictures on places in the worlds and work in paris,practice,then act it out 积极参加小组活动，爱动手、动口、动脑能力强，与同学合作愉快。
Read aloud Read Grammar focus Preview section A 3a 按时保质保量独立完成。
课后反思 本节课较为成功之处有以下几点：
1.以学生为中心，通过活动让学生进行口头表达；
2.创新，同时追求学以致用。所以关注细节，使教学步步推进，自然流畅；
3.用提问的方式引导学生循序渐进,顺利进入话题.
新目标九年级英语课件(篇11)
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
八年级上册英语课件(实用13篇)
每个老师都需要使用教案课件，这是不可或缺的工具。因此，老师应该认真撰写每个教案课件。教案可以提高学生的学习兴趣和积极性，是一个有效的方法。栏目小编花费了许多心力将创意融入到制作中，打造了这份名为“八年级上册英语课件”的教案课件，欢迎您把它分享给身边的朋友们！
八年级上册英语课件(篇1)
本学期的英语教学主要以围绕培养学生的语言运用能力的同时，更加重视培养学生的语言学习策略和技能，这些策略和技能是帮助学生进一步学好英语的基础，让学生掌握了一定语言运用技巧后，能够学会用英语表达思想、与人交流。
本学期教材设计具有交际意义的任务和活动，目的是让学生在课堂上“活起来，“动”起来，希望学生充分参与，能够与老师合作。
教材分析：
本套教材根据学生心理特点、认知水平和兴趣爱好来编写。
1、教材不仅帮助学生学习英语语言知识，更重要的是帮助学生发展语言运用能力，让学生学会用英语表达思想、学会交流。
2、教材充分考虑学生的生活实际和学习需要，教材的内容和活动都与学生的生活和兴趣紧密相连，目的是让学生在英语学习中不感到枯燥乏味，而是有话可说、有话想说、有活能说。
3、教材进一步丰富了文化教学的内容，包括民族文化。英语国家的文化和非英国国家的文化。通过文化内容的.学习，使学生视野更开阔，思想更丰富，思维更活跃，交流更得体。
学情分析：
八年级学生，总体基础明显参差不齐，有几个学生根本没有学习目标，一两个完全放弃学习，纪律不够好，这成了班级英语成绩的总体提高的拦路虎。另外，学生在情感态度、学习策略等方面还存在诸多需要进一步解决的问题。例如：很多学生不明确英语学习的目的;有些学生在学习中缺乏小组合作意识;大多数同学没有养成良好的学习习惯，不能做好课前预习课后复习，学习没有计划性和策略性;不善于发现和总结语言规律。
教学重难点：
重点： 继承学习词汇和习惯用语，语法知识点：频率副词、询问情况、方式状语、提出邀请、形容词比较级、最高级等。 重难点：
1、状语从句和形容词。
2、Wh-引导的特殊疑问句，表示频率的副词，情态动词should/shouldnt的用法，When 引导的状语从句，被动语态。
教学措施：
1、认真钻研教材，提高自己驾驭教材的能力。
2、准确引导优秀生，抓好中等生，辅导好学困生。
3、作业批改到位，发现问题及时反溃或单独辅导。
4、认真备课，认真上课，尽量提高课堂的效率。
5、要求学生背诵并默写部分对话，培养语感。
6、认真贯彻晨读制度：规定晨读内容，加强监督，保证晨读效果。
八年级上册英语课件(篇2)
How do you get to school？教案高青县教研室 刘林华 陈永兵 郭丽佳 Section A 完成任务所需词汇和句型： 1.words and phrases: subway take the subway train minute kilometer how far school bus by boat car bicycle 2.sentences: How do you get to school? I ride my bike/ walk to school. How does he/ she get to school? He/ She takes the bus. How long dies it take? It takes about forty minutes. How far is it from your home to school? It’s 3 miles. 活动任务一： 课前准备： 让学生搜集或绘制各种类型的交通工具的图片并标上英语单词。 课堂活动： 让学生展示自己搜集或绘制的有关交通工具的图片和英文单词。利用图片教学有关交通工具的英文单词。两人一组，一人出示图片，一人快速的说出相关的单词。然后做贴图游戏。在黑板上出示交通工具的'单词，分成两个大组，每组分别选派不同的代表，在规定的时间内，将图片贴在相对应的单词旁边，贴的数量多的小组获胜。 完成任务所需的词汇： subway train school bus boat car bicycle bus plane motorbike… 活动任务二： 四人一组，调查家庭成员上学或上班的方式。完成下列表格，先在小组内交流，然后选择几名学生在班内作汇报。 Members How do you/ does your father… go to school/go to work? Father Mother Sister or brother ** 完成任务所需要的词汇和句型： subway take the subway train school bus by boat car bicycle How do you get to school? How does your father/ mother/ sister/ brother go to work? 活动任务三： 四人一组，调查小组成员的上学方式及花费的时间。完成下表，先在小组内交流，然后每组选派代表在班内作汇报。 Name How How long 完成任务所需要的句型： How do you get to school? I ride my bike / walk to school. How long dies it take? It takes about forty minutes. 活动任务四： 听录音回答下面三个问题 Lin Fei’s home is about 10 kilometers from school. He gets up at six o’clock every day, showers, and has a quick breakfast. Then he leaves for school at around half past six. First, he rides his bike to the bus station. That takes about ten minutes. Then the early bus takes him to school. The bus ride usually takes about 25 minutes. 1.How does he get to school? 2.How long does it take? 3.How far is it from his home to school? Section B 活动任务五 就自己同学的上学情况或同学父母的上班情况作一次采访，完成下表，然后形成一篇报道，向全班同学汇报。 Name How to get to school How long How far 完成任务所需要的句型： How do you get to school? I ride my bike / walk to school. How long dies it take? It takes about forty minutes. How far is it from your home to school? It’s 3 miles. 活动任务六： 阅读3a的短文，完成下面表格，并且复述。 place How to get to school North America Japan Big cities of China Hongshanhu and Kaishandao Self Check 活动任务 七 Free talk Report your survey about your classmates in your group. 活动任务 八 1. Fill in the blanks with the words given. 2. Check the answers. 3. Make four sentences with each given word by using different people and places. 4.Pairwork Read the sentences that you made to your parts. 活动任务 九 1. Complete the conversation. 2. Pairwork Act out the conversation. 3. Act out Student A chooses student B by himself or herself, and then act out the conversation. Homework Survey and writing Survey your family members about the following questions, and fill in the chart. How do you get to work? How far do you live from the workplace? How long does it take to get to work? What do you think of the transportation in your town? Do you have any good idea for the transportation? Members Answers Father Mother Uncle Aunt Others
八年级上册英语课件(篇3)
新目标英语八年级上册Unit 5 教学设计
一，教学目标：（1）知识目标：
通过本单元的学习让学生掌握有关发出邀请和请求许可的的用语。学习委婉地有礼貌的拒绝邀请及合理的解释，谈论自己或别人必须做的事情；学会根据日程表中的计划安排自己的活动。并学会制作邀请及及训练对回复邀请函的书面表达。（2）能力目标：
学会礼貌的发出，接受，拒绝邀请；谈论自己和别人必须做的事情；学会根据日程表中的计划安排自己的活动。
二，教学重点及难点：
重点：
本课的重点词汇短语：study for a test, go to the doctor, have a piano lesson, help my parents, visit my anut, thanks a lot for sth, have to culture club及时间短语；on Saturday afternoon，the day after tomorrow，the whole day等。
重点句型：can开头发出邀请的一般疑问句，和接受及拒绝的答句。Sure,I’d love to, sorry,I can’t, thank you for your invitation/asking, sorry I have to… 及用现在进行时表示将来计划或行动
难点：目标词汇和句型在实际情况中的运用。
三，教学方法：
任务教学法为主体，以小组活动，游戏，听力，动手练习和笔头练习为载体展开教学。
四，教学安排：4课时。
SectionA The 1st period 一，新课导入（cead-in）1，用unit3 What are you doing for vacation?来提问，这样既可复习旧的句型，也可以图片呈现方式引处新的短语：study for a test, go to the doctor, have a piano lesson, help my parents, visit my aunt.2，下对全体同学：Halloween is coming ,I will have a party, can you come to my party?启发学生基础。
Students: Sure ,I’d love to.和I’m sorry I have to go to the doctor 以及Sorry, I can’t, I am studying for a test.etc.3，小组操练，就上述导入的新句型反复操练，进行强调及反复练习。并鼓励学生，发挥自己想象力，根据自己的实际情况创立真实的情境练习发出邀请，及接受或拒绝邀请。4，听力练习，完成1B，再让学生复述听力原文。
5，Guess game
Can you guess why? 准备一些遮住一部分的图片，然后逐步露出图片，让学生猜：
T :I invited come of my friend to my birthday party, but they have some plans, so they can’t come to my party, Can you guess why? Keys:Can he come to my party?No,he can’t ,He has to go to the movies.Etc He is playing soccer on starday? 这一部分即使一个猜图片的游戏，也是对Can引导的一般疑问句和have to及用现在进行时表示将来计划或行动的练习。6，导入听力，完成P26-2a,2b，Can jeff/many/may/claudia/poul come to the party? 7，pairwork(张靓颖本周来葫芦岛开演唱会，你有两张票，邀请你的同学和你一块去)
A:Can you go to the concert whit me?
操作建议：
1，学生两人一组结对活动，一个学生询问同伴是否愿意和自己一块去音乐会，另一学生接受或拒绝邀请，如拒绝给出理由。
2，学生与其他人在结对活动，直到找到同伴一块去为止。8，小结。
SactionB The 2nd period 一，导入新课
展示一份教室课前准备的未来一周的日程安排。
并向学生介绍一周安排（如P27 4表格）二，设计日程表
Task：学生独立设计假期某一周的日程安排，再设计过程中要尽可能合理安排好学习，休息，娱乐等各项活动，并留有一些空闲时间。
注意事项：
1，学生独立设计的日程表活动要丰富，设计要合理，同时留有一些空间随时安排活动。
3，学生之间相互展示自己的日程安排表，选出最好的。完成任务所需要的语言结构：
Go to the piano lesson at 9:00 am.Visit my grand ma at 3:00 pm.Go to the concert in the evening.Watch a football game in the afternoon.三，教师呈现课前准备的几分邀请卡并教会学生阅读邀请卡，并设计几个问题，提问学生完成。以此为契机，讲解应用阅读理解的解题思路及方法。并选择一到两篇相应的应用文阅读理解，限时完成。为进一步提高阅读能力奠定基础。并完成P27-3a。
四，写邀请卡，注意邀请信的写作格式。
1)每个学生设想一项自己打算举办的活动。
2)学生根据设计的活动，要说明活动举办的时间，地点，五，发出邀请卡。
此活动为全班活动，学生向其他同学发出邀请，收到邀请卡的其他同学对照自己的日程表安排，接受或拒绝邀请。
六，写作训练。
发出邀请卡的同学个写一份小结报告，一共有多少同学参加，不能参加的同学理由是什么？
此项任务，是本课的一个拓展与延伸环节，也是本课知识的一个生成。
七，让学生宣读自己的小结报告，作为本课知识学习的成果展示。
Saction The 3rd period 一，导入新课。
P29 3a 听力形式呈现，听后回答问题。
What is Sonia’s doing on Monday—Friday?
二，3a语言点，及回复信的格式及书写要求为下一环节做铺垫。
Thank you for doing sth.Have tennis training.On Friday evening etc.三，完成3b P29
四，书面表达训练。
操作建议：
1，上一节课学生制作的一周的日程安排表和接受到的邀请函为依据。
2，3a为范文，写一篇不少于80词的短文。
3，并挑选2篇不同层次的书面表达进行全班评讲，并给出等级，以此达到训练的目的。
五，Homework(给一定信息写一篇回复信)你的好朋友Anna邀请你去看演唱会，你不能去，原因如下： 1，你将为周一的物理考试做准备。
2，如果上周去了大连旅游，你妈妈要安排你本周去她家浇花。3，周日全家去东湖野营。
4，下周有一部精彩电影上映邀请他一同去，并说出见面的具体时间和地点。
The fourth period 一，导入新课（lead-in）（准备一份台历）
（完成Scation B 1a）What’s the date today? What was the date yesterday? What day is it today?(tomorrow, the day after fromm并引出What’s today、It’s nonday the 14th
二，listening 完成P28 2a 2b 三，pairwork 引导学生根据2A录音内容，分小组展开课堂Pairwork对话及交流活动，培养口语能力，完成2C内容。
三，完成p30 slef cheak
并用Play soccer come to… have to 口头操练，以此夯实基础。
四，1，完成P30 2 当堂评讲，2，补充练习题《中学生英语》P30 1-10
八年级上册英语课件(篇4)
八年级英语上册单词表
1模块
1、相关的两个人，一对。
3、拼写；拼字
5、练习
7、意义；意思
9、句子
11、语法
13、查，查找
15、犯错误
17、建议；意见
19、可能的21、笔记本
23、发……的音
25、电台，广播
27、关键行动，非常重要的29、极好的；极好的31、同意某人
33、请求给予
35、主要的；基础的
37、向…提出意见；建议；忠告
39、,交谈；谈话
41、合理的；合乎常情的
43、放置 2模块
1、小山；小丘
3、宽的，宽阔的5、相当地，非常，很
7、比
9、北，北方；北方的；朝北的
2、改正；纠正。正确的；对的；
4、单词；字；词
6、找到与…相配之物，使成对；使相配
8、把…填完整；使完全。
10、字典；词典
12、信；字母
14、错误；过错
16、理解；明白
18、应该
20、写下；记下
22、忘，忘记
24、大声地；出声地
26、发音
28、主要的，最大的30、同意；赞同
32、词汇；词汇量
34、改善，改进
36、回；次
38、害羞的；腼腆的40、迅速地；快地
42、提议，建议
2、,某一地区人口，全体居民
4、百万
6、相当好，很好
8、成为；变成
10、,南方，南；朝南的，在南方的
11、西；西方在西方的；朝西的13、特别；尤其
15、大学
17、区域，地区
19、山；山岳
21、雨伞 3模块
1、棒球
3、无聊的；烦人的
5、令人愉悦的；使人轻松的
7、已经，早已
9、怎么了？
11、有乐趣的；令人愉快的
13、体育场
15、介意，讨厌；反对
17、大量；众多
19、粗心的；疏忽的
21、教练
23、在比赛或战斗中对某人或某事物
25、练习
27、热身；做准备活动
29、更好地；更好的
31、开心的；满足的
33、可惜；遗憾
35、大声地，响亮地
4模块|1||
1、尤指公路，路
3、除…之外
5、同班同学
12、故乡；家乡
14、因…而闻名
16、岛；岛屿
18、低的，矮的 20、农村地区，乡下；
2、排球
4、使人兴奋的；令人激动的
6、体育比赛中得分；记分
8、问题；麻烦
10、使受伤；使疼痛
12、奥林匹克运动会
14、未击中；未达到
16、大量；众多
18、战胜；打败
20、…用欢呼声激励；为…加油
22、球迷或影迷、歌迷俱乐部
24、体育训练；操练
26、使暖和；使…温暖
28、通常的，平常的 30、下午放学后的，课外的
32、,传送；传递
34、机会，可能性
36、自信的
2、交通事故；意外事件
4、选择
6、远；遥远地；远的；遥远的
7、远离
9、拥挤的；人数过多的11、旅行；旅程
13、停放车；泊车
15、然而；但是
5模块
1、女演员
3、提议；提出
5、最后，终于
7、戏剧，歌剧的一幕
9、普通的；一般的
11、描述，描写
13、校长
15、小说
17、表条件如果；若
6模块
1、蛇
3、细长的；瘦的5、处于危险中
7、关心的，感兴趣的
9、想到，想出
11、野生的；野生环境
13、夺去；拿走
15、和平；太平
17、告示，布告
19、抚养；筹集钱款；养育；
21、婴儿，婴孩
23、科学家
25、,西南西南的；朝西南的
8、距离上近点，接近的。距离上接近地
10、一直；不断地
12、预订
14、,在…范围之外
16、花费；价钱为。费用，代价，成本
2、尤指亚洲的茶馆
4、时间的最后一段；末尾。结束
6、不知道
8、显示；展示；演出；表演
10、第二十
12、社会
14、大学；学院
16、给…取名；给…命名
18、魔术的；戏法的
2、脖子；脖子
4、危险；危害
6、终于；最后
8、允许；准许
10、保护，防卫
12、逐渐变得；生长
14、充分的；足够的
16、和平地；平静地
18、照顾；照看 20、研究；探讨
22、,情况；形势
24、生育；繁殖
26、为了
27、政府
29、开办；设立；创办；建立
31、自然公园
33、喂养；饲养
7模块
1、下落；跌落
3、洞，孔；洞穴
5、嘘示意某人不要说话
7、茶会
9、偶尔；一两次
11、粉红的。粉红色
13、田地；牧场
15、从顶部向下深的
17、降落或挑落、跌落
8模块
1、苍白的
3、转到某物的另一边
5、使碰撞
7、及时
9、风险；危险
11、注意；留心
13、并排地；肩并肩地
15、爬；攀爬
17、投；掷
19、疼痛；痛
21、药；药物 9模块
1、噪音；杂音
3、笔记；随笔
28、设置；设定 30、大自然；自然界
32、研制；制定
34、象征；标志
2、跟随；紧跟
4、兔子，家兔
6、地面
8、两次；两倍
10、突然地；出乎意料地
12、口袋；衣袋
14、考虑
16、当……的时候
18、干的；干燥的
2、出现；显露
4、街角，拐角
6、高兴的；欢喜的
8、…从…跌落
10、注意力
12、物体或形状的侧面
14、咬；叮
16、躲藏；躲
18、冰箱
20、更坏的；更坏的。更糟；更坏
2、准备；预备
4、报告；汇报
5、增长、增大
7、引起；造成9、增大；增长
11、十亿
13、口稍等
15、垃圾，废弃物
17、当地的；本地的
19、污染
21、服务，公共服务
10模块
1、云；云雾
3、雪；下雪
5、多云的
7、下雪的，多雪的
9、多风的，刮大风的
11、厚的13、开玩笑；说笑话
15、温度
17、度数；度
19、湿的；下雨的
21、可怕的；使人烦恼的
23、可能；或许
25、英里
27、,西北。西北的；向西北的
29、有时；间或 11模块
1、有檐的帽子
3、同类事物的一套、副、组
5、筷子
6、巨大的；庞大的
8、麻烦；问题
10、出生
12、第五；五分之一
14、套房；公寓
16、安静的；寂静的
18、学生；尤指小学生 20、公众的；公共的
22、解决问题
2、阵雨
4、暴风雨；
6、下雨的；多雨的
8、晴朗的
10、滑冰
12、冰
14、可能；也许
16、零下的；负的
18、然而，尽管 20、,某人或某事物也不
22、但愿；希望
24、快点
26、围绕地
28、,东南。东南的；朝东南的2、国际象棋
4、一副国际象棋
6、玩具
7、电子视频的9、礼物
11、立即，立刻
13、收受；接受
15、例子；实例
17、必须；应该
19、认真严肃的；不开玩笑的
21、经验；经历
23、某人；有人
25、三明治；夹心面包
27、炸鱼加炸薯条
29、先生；男士
12模块
1、破碎的
3、楼梯；梯级的复数
5、急救
7、想像；设想
9、…在…的底部
11、…怎么了？
13、举起；提起；抬起。电梯
15、有害的
17、训练；培训
19、盖；盖上
21、警告，告诫
23、在…正下方；在…下面
25、保持；留在
27、…不和…接触
29、勇敢的；无畏的
31、电力
8、电子游戏
10、惊奇；意外之事。使某人吃惊
12、差异；差别
14、传统习俗
16、例如
18、月；月份
20、有…的味道；味道；滋味
22、逗留；停留
24、首次；初次
26、炸土豆条；炸薯条
28、在…之上；向……之上 30、肩，肩膀
2、玻璃
4、援助；帮助
6、医学的；医疗的
8、底部；下端
10、错误的；有毛病的。错误地；不正确地
12、麻烦；烦恼；困难
14、抬起；提起
16、投下；使落下
18、确保；确认 20、地震
22、里面；内部；在里面；
24、窗；窗户
26、不挨…太近的；清除；清理；移走
28、镇静的，沉着的 30、提供帮助的；有用的
八年级上册英语课件(篇5)
一、教师寄语
A bold attempt is half success.（勇敢的尝试是成功的一半）
二、学习目标
知识目标：
Words:
milk, junk food, health, unhealthy, habit, exercise, most, result, try, different maybe, although,
Phrases:
junk food, as for, on weekends, no students, try to do, look after, kind of
Sentences:
1.But my mother wants me to drink it.
2.She says it’s good for my health
3.I try to eat a lot of vegetables.
4.Is her lifestyle the same as yours or different?
能力目标:
学会谈论饮食习惯。
能了解哪些饮食习惯是健康的。
能阅读介绍饮食习惯方面的文章。学会养成良好的生活习惯和饮食习惯。
情感目标:
培养学生的逻辑表述能力，激发学生的积极思维，并使学生互相了解，增进友谊，
加强人际交往，以形成良好的人际关系。
三、教学重、难点
区分How many /how much, health/healthy, different/difference
四、学习过程
Step1. Free talk
同桌练习How often do you ……?及其回答
Step 2．1.Talk about the pictures. Practice the key words.完成1a
2. Pairwork Ask the Ss to show their works and perform it.
Step 3．Listening 完成2a,2b Check the answers
Step 4.合作探究
课文解析. 3a 3b
1.Warm up and Lead in: Say something about your eating habits
Talk about their eating habits.
2. Play the recorder. Listen and read 3a
3. Answer the questions .Try to answer these questions
4. Ask the Ss to sum up the language points Sum up the language points Textbook
5. Read and finish 3b Complete the article
讲解：
1.pretty:adj. 漂亮的，美丽的 adv.很，相当
2. when:conj. 当…的时候. 引导时间状语从句
3. eating habits饮食习惯
4. try to do sth.尽力做/努力做…. Try doing sth.试图做….
5. look after 照顾=take care of ，关注，注重
6. get good grades:得到好的成绩
7. help sb. (to) do sth.
8. the same as和…相同
9. different (adj.)- (n.)difference good –better-best
10. although虽然，尽管,引导让步状语从句，与though同义，但不能与but 同
时出现在一个复合句中，可与still, yet同用。
11. maybe:或许，大概,常放在句首
Step 5. 梳理归纳 Section B 词组归纳：
1) be good for 对什么有益 2) be bad for对什么有害
3) want to do sth 想做某事 4) want sb to do sth想某人做某事
4) 5)try to do sth 尽量做某事
6) come home from school放学回家
7) of course = certainly = sure当然
8）get good grades取得好成绩
9) some advice
10）hardly=not nearly / almost not几乎不
11) keep/be in good health保持健康
12）pretty healthy 相当健康
13) my eating habits 我的饮食习惯
14）drink milk 喝牛奶
15)so you see 正如你所看到的
16）look after 照顾
17)my healthy lifestyle 我的健康饮食习惯
18）help sb.do sth 帮助某人做某事
19)the same as 和….一样
20）be different from 与….不同
Step 6．达标检测 根据汉语意思完成下列各句，每空一词。
1. 做眼保健操对你的眼睛有好处。
Doing eye exercises _______ _______ _______ your eyes.
2. 我们尽量准时到达那里。
We _______ _______ get there on time.
3. 散步有助于保持健康。
Walking helps to keep ______ _______ ________.
4. —你多长时间看一次电影？ —我一个星期看两次。
— ______ _______ do you watch TV?
— I watch TV twice a week.
5. 每天运动对我们的健康有好处。
It’s good for our health ______ _______ every day.
Step7. 完成综训section B
Step8. 课后反思
我的收获：
我的不足：
我的疑问：
八年级上册英语课件(篇6)
【重要词组】
do the dishes，sweep the floor，take out the trash.fold your clothes，clean the living room，do chores，have to do sth，like to do（doing）sth，make dinner，make your bed
重要句型及语法如下：
Could you please clean your room？Yes，sure.
Could you please do the dishes？Sorry，I can’t.I have to do my homework.
Could I please go to the movies？Yes，you can.
Could I please use the computer？No，you can’t.You must do the dishes at first.
二、学生学情分析
本课话题来自学生的生活经历，学生在初一已经学习了许多动词短语，为表达提供了语言基础，此外，学生已初步掌握了用祈使句和Can you…？/Can I…？提出请求和建议，为本课的学习打下了铺垫。
活动设计的话题从谈论家务———对家务的看法（好恶）———父母和孩子之间承担的家务————社交、休闲活动等生活的各个方面，各任务层层递进，与学生的生活紧密相连，又是学生饶有兴趣的内容，为表达提供了真实的材料，使得学生在各个活动中想说、有话说，使活动参与的范围广，达到任务的真实性，有效性。
在学习中学生受到爱的教育，学会爱父母，爱家庭，爱劳动，学会如何与人交往，学会表达自己对事情的看法，使他们的个性得到张扬。
三、单元重点和难点
1、重点。
1）学习和复习一些常用的动词短语。
2）委婉地提出请求、征求许可做某事。
Could you/I please do things？Yes，Sure./ .I/You can.
Sorry，I / you can’t，，I / you have to do…”
3）学习如何请求他人的帮助。
2、难点。
在实际的生活中委婉地表达自己的请求和征求许可，获取帮助
四、教学过程
1、 Warming up
Enjoy ourselves.Watch cartoon Small Potato’s Sunday.
看动画片段《小土豆的星期天》导入本课话题和新词汇“chores”。小土豆周末一人在家。他过了一个非常快乐而充实的星期天。帮助父母做了许多家务活。片段的主题使学生联想到本课的话题。
2、 Learn new words and phrases
What kind of chores can you find in the cartoon？
学生通过在动画片段里找家务活，利用已学的简单词汇如make breakfast等导入新单词的学习。
Look！What is it used for？
看图。通过问学生这些清洁用品的用处学习动词词组do chores，do the dishes，make the bed，take out the trash，fold the clothes，clean the living room.
3、 Memory game.
What is she doing？Do you still remember？
通过记忆力游戏，让学生适时对所学词汇进行回忆以及进一步的巩固。并适当活跃课堂气氛。从这里开始对学生的活动进行分组竞赛。
4、 Discuss.
What do you usually do on Sunday？
先通过已学的简单句型，让学生再一次对所学的词汇进行练习。并在讨论后让学生做Pair work来热身。
5、 Listening.1b
Peter’s chores or Mom’s chores？
通过听力来巩固目标词汇。
6、 Make a survey.
Discuss in groups of four.
Draw a smiling face on the chore you like and draw a crying face on the chore you dislike
Then give a report.
通过做调查，复习句型I like … because…以及I don’t like … because…
学生在做调查的过程中了解自己同学的喜欢，为下一步如何委婉地提出请求做好铺垫。
调查表格附下：
Chores Like Don’t like
do the dishes
sweep the floor
take out the trash
make your bed
fold your clothes
clean the living room
7、 Pair work
Ask your partner for help
告诉学生可以向同桌寻求帮助，请求别人帮助你做自己不喜欢干的家务活。
导入目标语言Could you please do things？Yes，Sure.
Sorry，I have to do…
并进行对话练习。
8、Game
哑剧表演。一位学生利用Could you please do things？委婉地提出请求。另一位学生表演动作。活跃课堂气氛。
9、Pair work
Act out strict father or mother.
角色扮演。一位学生扮演严格的父母。一位学生扮演孩子。
学习目标语言如何征求许可做某事。Could I please do things？Yes，Sure.No，you must …
并做Pair work
10、Interview
How to be a better boy and girl？
让学生以小组的形式，采访自己的同学。讨论一次自己的周末计划。要帮助爸爸妈妈做什么家务活。在学习中学生受到爱的教育，学会爱父母，爱家庭，爱劳动。并且复习已学句型I’m going to do…
11、颁奖。给每个小组里的最能干者发奖。适时给学生爱劳动，爱父母的教育
12、 总结本节课的教学重点。
13、 Homework
Read the words and phrases you learn today.
Make a dialogue between you and your parent about doing the chores.
八年级上册英语课件(篇7)
新目标英语八年级上Unit5 Section A 教学设计
上传: 郑家梅
更新时间：2017-6-7 10:10:29
新目标英语八年级上unit5 section a 教学设计
一.教学目标:(知识目标、能力目标、德育目标)(1)知识目标:通过本单元的学习让学生掌握有关邀请和请求许可的用语,拒绝邀请及合理的解释,在互动的交流中学会谈论自己的计划安排.并学会制作邀请函.(2)能力目标:通过在真实情境中的对话操练,听力练习,游戏以及制作邀请函,培养学生动脑,动口和动手的能力.和语言在真实情境中运用的能力.(3)德育目标:在交际,操练和动手操作的合作学习过程中,培养同学们的合作意识,增进同学间的友谊,并培养学生礼貌的接受和合理的拒绝别人请求的意识.教学重点及难点: 重点:本课的重点词汇短语:study for a test, go to the doctor, have a piano lesson ,help my parents, visit my aunt.以及时间短语on Saturday afternoon等.以can开头的一般疑问句,can和can't的区分,和sure, I'd love to.sorry, can't, thank you for asking, maybe another time, i have to…等答句.难点:目标词汇和句型在实际情况中的运用.三.教学方法: 任务型教学法为主体,以小组活动,两人协作,为依托.以游戏,听力,动手练习和笔头练习为载体开展教学.四.学具准备: 教学课件,电脑,学生自制的邀请函所需要用的卡片.五.教学程序: 1.热身(warm-up)在课间就开始播放英文故事视频短片,和中学生英文演讲比赛的片断,吸引学生的注意力,培养学生的预感,增强学习英语的兴趣.课前duty:把全班按座位分成三组,每组确定任务,给出中心话题,group 1 take a vacation ,group 2 keep healthy, group 3get to school.让学生以两人一问一答的对话形式,复习前几单元的知识,只要与所给话题相关的问答都可以.(3)课前展标:展示本课的学习目标.2.新课导入(lead-in)猜词游戏:以一个小的猜词游戏导入新课, 用变化字体错综排列的三个字母,c a n让学生从猜 字母入手,然后启发他们猜猜可以组成什么单词,学生可以猜到是can,这也是本课的要训练的重要词汇情态动词.然后复习can引导的一般疑问句,如“can you sing a song? Can you swim? can you play basketball?”等,继而引出“can you come to my party?”这一本课的题目.这个导入环节是从猜词游戏入手激发学生的兴趣,吸引学生的目光和注意力,并自然的引出本课主题,还可以对相关的知识进行复习.3.新授课过程
(1)新授 短语:本课新授短语有study for a test, go to the doctor, have a piano lesson, help my parents, visit my aunt.t: this Sunday is my birthday, i will have a party, can you come to my party?问全体同学 s: sure/yes/ok.T: thank you, and i also invited my friends to my party, but they have a lot of things to do.用师生间的对话引出本课短语,这时候展示图片,练习短语,并用unit3学过的话题“what's he/she doing for weekend?”来提问,这样即可以复习旧的句型,也可以练习新的短语.看图识图以后,让学生one by one的形式看图说短语,或说句子,以达到熟练掌握,人人都会的程度.(2)填图练习:完成书上的section a 1a用这个填图练习来巩固刚学过的短语.(3)小组合作:就刚才练习短语的图片询问 can you come to my party?启发学生答出sure, i'd love to.和i'm sorry, I can't.i have to go to the doctor.以及sorry, I can't.I'm helping my parents.等.在大屏幕中出示这些句子,让学生有一个视觉上的印象,另外对have to 句型进行强调和反复练习.进一步提问三人称“can he come to my party?”以及三人称的答句.师生之间的简短的示范练习之后,让学生根据大屏幕上的语言提示以小组为单位进行对话练习.运用所学短语,也鼓励学生发挥自己的想 像力,根据自己的实际情况练习一 人称和三人称的邀请和拒绝邀请.(4)听力练习:为了巩固所学句型进行听力练习.完成1b.一遍听内容填图,核实答案,一遍看原文复听,最后让学生两人协作复述或阅读听力原文.(5)游戏时间:大段的听力练习过后学生有了些疲劳的情绪,这个时候要积极调动学生的学习兴趣,刺激学习的兴奋点,所以在这里准备了一个游戏,名字叫“can you guess?”准备一些遮住一部分的图片,然后逐步露出图片,让学生猜: t: i invited some of my friends to my party, but they have some weekend plans, so they can't come to my party, can you guess why? keys: can he come to my party? no, he can't.he has to go to the doctor.etc.这一部分即是一个猜图片的游戏,也是对can引导的一般疑问句和have to的三人称的练习,达到了一箭双雕的目的.(6)导入听力:三段听力练习连续而至,势必会使学生有一些懈怠,此处运用一个小的看图练习导入,并对can和can't进行区分练习.准备两个小图片,笑脸和哭脸,笑脸代表can而哭脸代表can't,给出句子,让学生根据是笑脸或是哭脸说出can或can't的句子.如,jeff come to the party.mary swim in the pool.(7)完成2a 2b让学生从听觉上区分情态东西can和否定形式can't, 并进一步强化拒绝邀请的方式和合理的理由.依然采取让学生复述或阅读原文的形式来核对答案.4.动手练习:(1)准备工作:在大屏幕上展示已做好的邀请函,解释邀请函上要出现的信息,提出问题“what is it about? whose invitation is it? when is the party? where is the party?”启发学生了解邀请函上要具备那些信息.完成3a,并请同学两人协作填出正确答案.(2)做一做:拿出准备好的硬纸板,制作自己的邀请函,此时在大屏幕上给出邀请函的模板,让学生能够明确邀请函要包含的信息内容.(3)展示并演练:用实物投影仪展示制作优秀的邀请函,用这样的方法鼓励和表彰制作的优秀的同学,让大家了解他的作品,并以两人协作的方式就此邀请函内容模仿3a进行对话练习.这部分也是本课的一个拓展和延伸的环节也是本课知识的一个生成,跳出了party 这一话题的局限,启发学生就其他方面的邀请制作和讨论邀请函,如it's a sports meeting, it's a movie, it's an English club , etc.给出keys: can you come to my party on Sunday? When is it? where is it? How can I get there? etc.让学生利用本课所学的知识畅所欲言,作为本课知识学习的成果展示.5.小结: 小结部分,本着“把小结换给学生的理念”,在幻灯片中给出总结提示,让学生们参照总结提示,总结本课所学的知识点,和语法项目要点.给出语言提示“can…? sure,…….Sorry ,I can't I have to…….”启发学生说出本课所学到的短语,句子,或有用的表达方式.6.课堂练习: 为了巩固本课所学的知识,为学生及时补充了一些配套的笔头练习,让学生学会运用,和对自己进行检测.1.“can you go to the movie with us on Sunday?” “of course._ it is”5:00 in the afternoon.“ a.where b.what time c.how soon d.when 2.”would you like to join us in basketball?“ ____but I'm afraid I have to study for my science test.” a.I wouldn't b.Id love to c..I don't like it 3.thanks___ your help, and now i have made great progress in my English.a.to b.with c.for d.by 4.the poor lady had to go out for food ____a cold morning.a.in b.at c.on d.
八年级上册英语课件(篇8)
一．说教材
1．教材的地位与作用：Unit10 I’m going to be a basketball player.这单元通过复习和学习一些关于职业的词汇，用be going to谈论长大以后打算做什么以及打算怎样实现目标，与七年级（下）Unit 4 I want to be an actor.学习关于职业的词汇以及用want to bedo谈论将来，和八年级(上)Unit 3 What are you doing for vacation?用be doing谈论将来的打算有着密切的联系。本课是这单元的第一课和重点课，学好本课将为进一步学习一般将来时打下良好的基础。
2．教学目标：
(1).知识目标:掌握本课重点词汇computer programmer, computer science, engineer, pilot, professional ….本课主要句型：What are you going to be when you grow up? I’m going to be an engineer. How are you going to do that? I’m going to study math hard.
语法：用be going to表示一般将来时。
(2).能力目标：培养学生应用英语谈论将来计划，提高学生听、说、读、写等能力。
(3).情感目标：通过谈论将来打算做什么以及准备怎样实现目标，让学生考虑自己的将来，及早为将来做好准备。培养学生学习英语的强烈兴趣，乐于参加各种活动的积极情感，善于合作，培养学生团结协作精神。
(4).教学重、难点：重点是掌握本课computer programmer, computer science, engineer, pilot, professional等重点词汇，What are you going to be when you grow up? I’m going to be an engineer. How are you going to do that? I’m going to study math hard.等重点句型和语法：用be going to表示一般将来时。
难点是一般将来时be going to中be的具体形式和后面接动词原形的用法,而学生根据自己喜欢的职业，运用所学知识谈论自己打算怎样做来实现目标则既是难点，又是能力训练点。
确立教学目标的依据：根据英语课程标准规定，通过听、说、读、写的训练，使学生
获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习
打好初步的基础。此外，根据我国国情和外语教学大纲的要求，现阶段外语教学的素质
教育主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培
养等四方面。
二.说教法
1．“Teach English in English”:即新课标倡导的“用英语教英语”，尽量用英语教学，创造英语课堂良好的听的环境，让学生充分感知，积极体验，大胆实践，把握用英语交际的机会，鼓励学生大胆开口说英语。
2．突出重点，突破难点：通过听力训练、做调查、小组竞赛等多种形式反复操练重点句型，巩固所学知识，提高灵活运用能力，通过操练中人称的变化和幻灯片展示帮助学生更好地领会语法。
3．任务型教学法：倡导体验参与，培养自主学习能力。课前布置任务，要求学生复习七年级（下）Unit 4中关于职业的词汇，预先读本课新词，让学生带着任务有目的地上课，并在课堂学习中不断获得完成此任务所必须的知识、能力、技能等，为最终完成任务作全面的准备。
4.游戏教学法：新课标倡导的“玩中学，学中玩”的理念很受学生欢迎。设计猜谜游戏复习七年级（下）Unit 4中学到的关于职业的词汇，既达到以旧带新的目的，又有效地激发了学生的学习兴趣，活跃了课堂气氛。
5.竞赛教学法：根据初中生争强好胜的性格特征，在课堂内引进小组竞争机制，提高团体活动效率，加强团体凝聚力，激发学生的求知欲和参与意识。
6．借助多媒体辅助教学，形象、生动，使课堂容量相对增加，给学生提供更多的语言实践机会，有利于综合语言运用能力的提高。
7．教具：电脑多媒体、谜语卡片、录音机等。
三．说学法
1.学会预习：发挥学生的主观能动性，变被动学习为主动学习，带着问题有目的地听课，可以更好地把握课堂的`重点和难点，提高课堂效率。
2．在游戏中学习：在“玩中学，学中玩”，好玩是学生的天性，让学生轻松学习，体会学英语原来可以这么有趣，提高学习兴趣与热情。
3．合作学习：积极参与2人或4人小组对话或活动，相互交流，互帮互助，合作完成任务，培养团队精神，更好地掌握本课所学知识。
4．“为用而学，用中学，学了就用”：善于抓住用英语交际的机会，充分感知，联系实际，积极体验，大胆实践。
四．说学生：
1．大班教学，学生语言实践机会少，程度不一，整体教学中较难兼顾到具体对象，容易两极分化，通过各种合作学习的活动，可以照顾学习英语有困难的学生，尽可能多地为他们创造语言实践的机会，促使学生互相学习，互相帮助，体验集体荣誉感和成就感，发展合作精神。
2．农村学生学英语起步晚，底子薄，脸皮薄，怕犯错，不敢开口，“哑巴英语”的现象比较严重，在教学中关注学生的情感，努力营造宽松、民主、和谐的教学氛围，尊重每个学生，积极鼓励他们大胆尝试，保护他们的自尊心和积极性。
3．中学生活泼、好动、好胜心强、可塑性大，在教学过程中，注意设置情境，倡导其活动参与，并引进小组竞争机制，更好地激发学生的学习兴趣，提高课堂效率。
五．说教学过程：根据英语五步教学法“组织课堂、复习、导入新课、讲授新知识、操练巩固”来开展教学，通过小组竞猜复习学过的关于职业的词汇，多媒体展示图片学习关于职业的新单词，通过联系实际介绍自己的个人成长计划，导入新用法What are you going to be when you grow up?进一步谈论How are you going to do that?引导学生用be going to谈论将来的计划，并通过听力训练、做调查、小组竞赛等形式进行操练，使学生更快更好地识记，巩固所学知识，提高灵活运用能力。
学生活动调查表：
Unit 10 I am going to be a basketball player.
Name What is he/she going to do when he/she grows up? How is he/she going to do that?
Unit10 Section A Period1(Go for it 2A)教案
1.课题：I’m going to be a basketball player.
2.主题:人生目标。
3.功能:谈论将来计划。
4.教学目标：
(1).知识目标:掌握本课重点词汇computer programmer, computer science, engineer, pilot, professional ….本课主要句型：What are you going to be when you grow up? I’m going to be an engineer. How are you going to do that? I’m going to study math hard.
语法：用be going to表示一般将来时。
(2).能力目标：培养学生应用英语谈论将来计划，提高学生听、说、读、写等能力。
(3).情感目标：通过谈论将来打算做什么以及准备怎样实现目标，让学生考虑自己的将来，及早为将来做好准备。培养学生学习英语的强烈兴趣，乐于参加各种活动的积极情感，善于合作，培养学生团结协作精神。
(4).教学重、难点：重点是掌握本课computer programmer, computer science, engineer, pilot, professional等重点词汇以及What are you going to be when you grow up? I’m going to be an engineer. How are you going to do that? I’m going to study math hard.等重点句型和语法：用be going to表示一般将来时。
难点是一般将来时be going to中be的具体形式和后面接动词原形的用法,而学生根据自己喜欢的职业，运用所学知识谈论自己打算怎样做实现目标则既是难点，又是能力训练点。
5.教具：电脑多媒体、谜语卡片、录音机等。
6．教学过程：
Step1 Organization and duty report
Step2 Revision
1. Revise the words about jobs by playing a guessing game.
2. Ask students to say jobs we’ve learned.
通过猜谜的形式复习旧单词,调动学生的学习积极性。
Step3 Presentation
1. Teach new words and expressions by showing the pictures.
利用多媒体展示图片引入新词汇，直观、形象，印象深刻。
2. Present What are you going to be when you grow up? How are you going to do that?
3. Ask What’s heshe going to be when heshe grows up? How’s heshe going to do that?
结合实际谈论自己的个人成长计划，引导学生谈论自己的将来计划。
Step4 Listening
Listen and match the items in 1b,then listen and repeat.
通过听、说、读，进一步巩固所学知识。
Step5 Practice
Ask the students to make an investigation about their future plans in groups of four.
通过小组调查活动操练本课重点句型。
Step6 Sum up
In this class we learn to use “be going to” to describe future plans.
通过小结，回顾本课主要内容
Step7 Homework
Read the four conversations in 1b, recite one of them.
Make their own conversation in pairs, write it on the exercise books.
布置两人合作做对话，促使学生加强合作，互相帮助。
八年级上册英语课件(篇9)
How do you make a banana smoothie？教案示例 I. 学习目标 1．学会描述混合饮料、沙拉、三明治等食品的制作程序。 2．学会区分可数名词和不可数名词及如何表示量。 3．学会写菜谱。 4．学会描述某个过程。 II. 学习向导 语言目标 学习策略与思维技巧 重点词汇 How do you make…? Peel the bananas. How many apples do we need? How much milk do we need? First, cut up the bananas. Then, … 通过对话练习，巩固所学知识。 通过上下文进行逻辑排序。 通过合作学习，启发思维，培养动手能力与合作精神。 first, next, then, finally cut up, peel, put, mix up, turn on salad, sandwich, hamburger watermelon, lettuce, onion, turkey, relish honey, mayonnaise, 语言结构 语言功能 跨学科学习可数名词和不可数名词 How many/How much 问句 叙述过程的词： first, next, then, finally 谈论自己喜爱的食物 描述制作食物的过程 社会实践：制作食物 文化：了解其他国家的饮食文化。 III．疑点、难点解析 1．cut：切，割，剪，割破；cut up：切碎，粉碎，捣毁。 如： I cut my finger when I cooked dinner yesterday. 昨天我做晚饭时割破了手指。 The butcher cut up the meat. 屠夫把肉切碎. 2．可数名词和不可数名词量的表示方法。特别注意不可数名词要加表示容器或体积大小的名词，与of构成短语才能表示量。 如： a piece of paper， two teaspoons of cinnamon，a cup of yogurt，a bar of chocolate 3．add…to 把…加到…上。 如: If you add 5 to 6, you get 11. 五加六得十一。 4．在描述一件事情的先后顺序时，恰当地使用副词first、next、then 和 finally，既能使说话人喘口气，又能使听话者感到句子的连贯性。 IV. 补充的词汇 1．碟子 dish 7. 苏打水 soda 13. 酱油 sauce 2．盘子 plate 8. 奶油 cream 14. 香油 sesame oil 3．汤匙 spoon 9. 桃 peach 15. 黄油 butter 4．刀子 knife 10. 梨 pear 16. 色拉油 salad oil 5．叉子 fork 11. 葡萄 grape 17. 花生酱 peanut butter 6．打蛋器 egg beater 12. 草莓 strawberry 18. 芝麻酱 sesame paste V. 能力训练 一、补全对话 A: Let’s______ fruit salad. B: OK, good idea. How ______cinnamon _____we need? A: One teaspoon. B: And how _______ apples do we need? A: Let me think… We ______two apples. B: OK, and how much mayonnaise do we need? A: Two teaspoons should ______enough. 二、重新安排下面句子的'顺序，使其成为一个完整的对话。 1. I’m hungry. Let’s make a fruit smoothie. 2. What else do we need? 3. Two teaspoons should do it. And we need two teaspoons of yogurt. 4. We need three. 5. How many bananas do we need? 6. That sounds good. What fruit do we need? 7. How much mayonnaise do we need? 8. OK, three bananas, two teaspoons of mayonnaise and two teaspoons of yogurt. 9. We need mayonnaise. 10. We need bananas. 三、选择填空。 1. You should ______ the bananas and put them in the blender. A. cut down B. cut up C. cut in 2. Mon, can I turn _____ the TV? I want to watch the soccer game. A. on B. offC. up 3. How _______ yogurt do you need? A. manyB. a little C. much 4. I need ______________. A. two slices of bread B. two slices bread C. two slice of bread 5. How ____ cups of milk do you drink every day? A. muchB. manyC. a little 四、根据句意，用括号中所给单词的适当形式填空。 1. How many ______ (teacher) are there in your school? 2. I have three _______( watch ). 3. There are some _______( orange) on the table. 4. I like _______(tomato) and _______ ( chicken). 5. How much _______( honey ) do we need? 6. Tina, let’s _________(make) fruit salad. 7. Oh, it ______(rain) last night, so the ground is wet now. 8. Tom is a little _________ ( strong) than Mike. 9. I think English is ________________(important) than any other subject. 10. My mother ________( take) the bus to work every day. 五、完形填空 The Right Place for the Reece Mr Reece worked on a farm. He and his wife grew a lot of things and they had some cows. Every day they worked hard 1 morning till night. One day, Mr Reece 2 his wife. “Let’s go to Portsmouth next Sunday. We can 3 a good lunch there and then we can go to the cinema.” His wife was very happy when she 4 this, because they always ate a lot, and she didn’t 5 cooking three times a day. They went to Portsmouth by plane and walked about 6 an hour. Then, when it was twelve o’clock, they wanted to 7 . They looked at four restaurants(饭店). In front of one restaurant, they 8 a notice(公告). It read, “Lunch: 12:30 to 2:30, 1.5 pounds.” “Well, that’s 9 ,” Mrs Reece said. “We can eat for two hours for 1.5 pounds here! This is 10 for us.” 1. A. at B. from C. in D. on 2. A. told to B. asked C. spokeD. said to 3. A. cookB. smellC. haveD. buy 4. A. heard from B. heard of C. heard D. listened 5. A. thinkB. wish C. wantD. like 6. A. for B. by C. at D. in 7. A. have a rest B. have lunch C. take a bus D. go home 8. A. saw B. heard C. watched D. looked for 9. A. terrible B. well C. badD. great 10.A. the news B. the thing C. the place D. the shop 六、书面表达 下周末，同学们准备开一次聚会，在聚会上，大家想自己动手制作一些喜欢吃的东西，许多同学爱吃水果沙拉，你会做吗？请你根据下面所给的材料，写出制作水果沙拉的过程。 three bananas, three apples， a watermelon， a bowl， cinnamon， yogurt. _________________________________________________________________ __________________________________________________________________ _________________________________________________________________ __________________________________________________________________ _________________________________________________________________ __________________________________________________________________ VI. Culture(文化): 1. How to keep table manners: * Fingers: We eat with chopsticks, forks, knives and spoons. But we eat some foods with fingers. For example: grapes, pizza, fries and fried chicken. * Elbow: Where do you put your elbows when you are eating? Remember to keep them off the table. * Mouth: Chew with your mouth closed. 2. Eating habit: * Indian use hands to eat meals, southerners use two hands when they are eating, but the northerner just use the left hand to eat. * Arab families use only the first three fingers of the right hand to eat. * American people don’t like to eat up all food when they are eating, they believe that will bring them bad luck and it’s rude. 3. 白族筷子趣话筷子： 白族人民对筷子的偏爱，不仅和其他民族一样在生活中离不开它，而且还形成了独特的习俗。一般请客吃饭，用一般的竹筷子。而在婚礼上使用的筷子，一律都用红颜色染就加工的竹筷子。因此，主人家在婚庆之前要砍回一些竹子请人加工削成筷子，然后用红颜色染红。这一是取红为吉利，二则是借用红字的谐音，取“和睦”之意。而前来参加喜庆婚宴的客人都要把自己使用的那双红筷子带回家、借主人家喜庆庆贺自家“和和气气”、“和睦相处。因而要准备多很多的＂红筷子＂。有趣的是新媳妇吃饭要用十多双红筷子扎成一把吃饭，据说这是图多子的意思。 答案及简析 一、 A: Let’s make fruit salad. B: OK, good idea. How much cinnamon do we need? A: One teaspoon. B: And how many apples do we need? A: Let me think… We need two apples. B: OK, and how much mayonnaise do we need? A: Two teaspoons should be enough. 二、 1 6 10 5 4 2 9 7 3 8 三、 1. B cut up有: 切碎，粉碎，捣毁 的意思. 2. A turn on 的意思是: 打开(电视机) 3. C yogurt是不可
八年级上册英语课件(篇10)
新目标英语八年级上Unit5教案
一、教学目标： 1.语言知识目标：
1)能掌握以下单词：sitcom, news, soap, educational, plan, hope, find out, discussion, stand, happen, may, expect 能掌握以下句型：
① What do you want to watch? ② What do you think of talk shows? ③ I can’t stand them.④ I don’t mind them.⑤ I like/love them./ I don’t like them.2)能了解以下语法：
动词不定式结构做动词的宾语；后面接动词不定式做宾语的动词。3）学会陈述自己的看法；学会谈论自己的喜好。2.情感态度价值观目标：
学会谈论流行文化，了解各类电视和电视节目的名称和自己的喜欢。注意引导学生们形成正确的文化观念，大力培养学生们的跨文化意义，形成自己独立的个性。
二、教学重难点 1.教学重点：
1)学习掌握各类电视和电视节目的名称。
2)掌握动词不定式结构做动词的宾语；了解后面接动词不定式做宾语的动词。
2.教学难点：
掌握动词不定式结构做动词的宾语；了解后面接动词不定式做宾语的动词。
三、教学过程 Step 1 Lead-in 学生们根据图片提示学习各类电视节目并且练习运用What do you think of…? Step 2 New words Learn the names of the TV shows.Step 3 Game 1.引导学生们看1a中的图片，根据提示依次说出每一部TV Show的名称。2.让学生们看图片及1a中的词汇，将图片与正确的词汇相连。3.Check the answers with the Ss.Step 4 Listening 1.T: Tell Ss to read the shows in the box.Make sure they know the meaning of the shows.2.Play the recording for the Ss to listen and number the shows1-4.3.Play the recording again.Check the answers with the Ss.Step 5 Pair work 1.Let Ss look at the pictures in the box.Then explain the meaning of each expression to the Ss.2.Let Ss read the conversation after the teacher.Then let Ss make their own conversation using the shows and expressions in the box.3.Let some pairs ask and answer about the shows.Step 6 Listening Work on 2a: 1.Read the shows in the box of 2a.Tell Ss to remember the information.2.Play the recording for the Ss to listen and number the TV shows [1-5].3.Play the recording again to check the on 2b: 1.Let Ss read the sentences below.Explain some main sentences for the Ss.Make sure they know what to do.2.Play the recording for the Ss to write the correct words in the blanks.3.Play the recording again to check the answers.Step 7 Pair work 1.Tell Ss ask and answer questions about the TV shows in 2a.They can use the information that is true for them.2.Let Ss read conversation after the teacher.3.Explain some main points for the Ss.4.Ss act the conversation in pairs.Ask some pairs to act out their conversations.
一年级语文秋天课件(实用九篇)
俗话说，凡事预则立，不预则废。当一次工作学习即将开始时，我们通常会提前查阅一些资料。资料是作用于人类社会实践的一种可供参考的材料。参考资料有利于我们完成相应的学习工作目标。既然如此，你知道我们的幼师资料有哪些内容啊？或许你正在查找类似"一年级语文秋天课件(实用九篇)"这样的内容，请收藏并分享给你的朋友们吧！
一年级语文秋天课件【篇1】
《jqx》教学设计
教学目标：
1、学会ｊ、ｑ、ｘ3个声母，读准音，认清形，正确书写。
2、初步掌握ü上两点省写规则。
3、学会ｊ、ｑ、ｘ与单韵母拼读音节及带调拼读音节，准确拼读ｊ、ｑ、ｘ开头的三拼音节。
4、认识5个字，会读儿歌。
教学重点:
学会j、q、x三个声母，认清形、读准音，能正确书写。学会j、q、x与ü相拼两点省略的规则。教学难点：
难点是j、q、x与ü相拼时，ü上两点省略。教学过程：
一、复习导入
同学们，你们还记得我们学过哪些声母吗？谁来说一说？
学生回答。
出示学过的声母ywbpmfdtnlgkh，我们一起来把它们读出来。
二、借助图片，学习jqx
同学们，今天又有三个声母来到了我们的课堂，但是这三个声母有些害羞，它们就藏在这张图中，看哪位细心的小朋友能把它们找出来？
学生观察图片并回答。
（一）学习声母j
1、出示图片大公鸡
讲解发音：大公鸡的“鸡”读的短一些，轻一些就是声母j的发 音，跟着老师来读一遍。
谁来当小老师领着大家读一遍，点名读。为了方便同学们记忆，老师编了一句顺口溜，母鸡捉虫j j j跟着老师来读一读。
2、出示音节
J带来了它的好朋友i和大家见面了，你能把它们正确的拼读出
来吗？指名读，老师要增加难度了，带上声调你还会读吗？指名读，男女赛读。
第 1 页
（二）学习声母q
1、出示图片气球
讲解发音：气球的“气”读的轻一些短一些就是声母q的发音。跟着老师读声母q，谁来试着读一读。指名读。老师也给q编了一句顺口溜左上半圆q q q，跟着老师来读一读。
2、出示音节
Q也带来它的好朋友给大家认识，你们想认识它们吗？跟着老师 来读一读。多种方式读。
（三）学习声母x
1、出示图片西瓜
同学们读的有点累了吧，老师给大家带来了西瓜，西瓜的西读的
短一些，轻一些就是声母x的发音，再跟着老师来读一读，我看谁读得好，一会请他来当小老师领着大家来读。
2、出示音节
小i又来和大家打招呼了，你能正确的读出来吗？指名读，加上 声调后你还能正确的读出来吗？排火车读。
三、学习jqx与ü相拼规则 1出示ü
jqx有一个共同的好朋友，今天也带来和大家见面了，我们一起 来叫出它的名字：ü。
师：ü先和j见面了，你要仔细观察了。看看ü有什么变化？出示动态图
学生观看并说说你观察的结果，谁来说一说，学生回答。依次出示q、x与ü的动态图学生观察并总结。
师：老师编了一句顺口溜，小ü 小ü真礼貌，见到 j q x，帽子就摘掉。来听老师读一读。我们一起来读一读。
2、游戏巩固
请同学来带上代表jqx与小ü 的帽子，当jqx与小ü 在一起时，ü 的帽子要摘掉。
第 2 页 3出示音节，填空
刚才我们做了有趣的游戏，老师要来考一考大家了，谁来回答。j—ü→（ju）q—ü→（qu）x—ü→（xu）
四、学习儿歌
1、出示图片
老师给大家带来了两张图，先来看第一张，你能说说图中有谁它 在干什么吗？学生回答，出示词语，你能借助今天学的声母把它们拼读出来吗。
2、出示儿歌
我们学习了声母jqx，下面这首儿歌你会拼读了吗？自己试着来 读一读。不认识的字圈出来。自由读。
小手指着听老师来读一读，齐读。学生认读
五、学写声母
同学们认识了声母jqx，也学会有jqx来拼读音节了，下面我们就来写一些这三个声母。
1、出示声母jqx
请同学们来观察j如何书写，写到四线三个的哪个格中。学生回答
2、书空
教师讲解，学生书空。
3、练写
学生进行书写，教师巡视，评议。
六、游戏巩固
第 3 页 今天我们学了三个声母，也学会了用这三个声母来拼读音节，小猴子送来了许多桃子，我们一起来把桃子上的音节和字正确的读出来吧！
七、作业布置
今天我们学习了声母jqx，课下请把今天学的儿歌读给你的好伙伴听吧。
第 4 页
一年级语文秋天课件【篇2】
本组教材是以“感受大自然”为专题编排的。本单元选择了四篇课文《秋天》、《小小的船》、《江南》、《四季》。内容意在诵读儿歌、儿童诗；展示想象，获得初步的情感体验，感受语言的优美。能借助汉语拼音认读汉字，掌握多种识字方法，初步感受汉字的美。掌握汉字的基本笔画和常用的偏旁部首，能按笔顺规则写字。
本单元还有“口语交际”和“语文园地四”。
秋天 本文抓住时间特点选取初秋季节典型景物的变化，从整体入手，由天空到田野，由植物到动物，形象直观地写秋天丰收的景象，描绘出一幅天高云淡、五谷丰登的秋景图，展现出作者对秋天的喜爱、赞美之情。
小小的船 课文以优美的语言。形象的比喻，描绘了一幅奇妙的夜景图——月儿是小船，“我”正坐在“船上”看着蓝蓝的天空和闪闪的星星。
江南 本课是一首古诗，选自《汉乐府》，写的是江南水乡人们采莲的情景。这首诗共七行三句话。诗句的前两行直接介绍了江南的水乡是采莲的好地方，后五行是写鱼儿在莲叶下面嬉戏的情景。整首诗语言生动活泼，通俗易懂，适合儿童阅读。
四季 本课富有童真的诗歌，通过对春天的草芽、夏天的荷叶、秋天的谷穗和冬天的雪人这几种代表性事物的描述，表现四季的特征。
1.认识45个生字，1个多音字，会写16个生字，认识“ ”5种笔画和“ 、口”等偏旁。
2.学习正确、流利、有感情地朗读课文，背诵课文。
3.采用多种方法主动识字，感受汉字与实际生活的联系，体会学习汉字的乐趣。
4.在田字格中正确书写，养成良好的写字习惯。
5.读懂课文，培养学生的想象能力和热爱大自然的感情。
1.掌握多种识记生字的方法，能够正确规范书写。
2.指导学生有感情地朗读课文，背诵课文。
3.感受大自然的美丽，培养学生们想象能力和热爱大自的感情。
1.《秋天》…………………………………………………………2~3课时
2.《小小的船》……………………………………………………2~3课时
3.《江南》…………………………………………………………2~3课时
4.《四季》…………………………………………………………1~2课时
语文园地四…………………………………………………………4~5课时
在本单元的生字学习中，鼓励学生采用多种识字方法进行识记。在学生识记生字的基础上，指导学生正确流利有感情地朗读课文，背诵课文，创设情景，给学生直观、形象的感受，感受大自然的美丽。
设计说明 阅读一篇文章就是打开阅读世界的一扇窗户。这篇课文，描绘了秋天美丽迷人的景色，表达了作者热爱大自然、亲近大自然的情感。本课旨在引导学生在朗读中展开想象，乐于表达，结合图画感知自然美。可以采取图文结合，以读代讲的教学策略，让学生在反复诵读中感受秋天的美丽，低年级识字、写字是教学重点，因此，在教学中充分利用儿童的生活经验培养学生自主识字的能力，注意教识字的方法，力求识用结合。
学习目标 1.认识10个生字，会写4个生字，认识新笔画“乛”。
2.学习观察图画的方法，仔细观察图画，看懂图意。
3.认识大自然，理解课文内容，知道秋天的一些特征。初步背诵课文。
学习重点 1.认识10个生字，认识自然段。
2.理解课文内容，知道秋天的特征。
一、出示图片，谈话导入。（用时：5分钟） 1.（出示图片）创设情景，引出课文：你们知道这是什么季节的景色吗？
2.引入新课《秋天》。 1.学生按顺序观察。
2.学生自由讨论，再回答。
2.教师引导学生读文要求对照拼音把字读准确、画出生字。
3.指导学生认识自然段。
4.教师可指导学生学习生字。
（1）出示10个生字。
（2）教师引导开火车读。
（3）小老师带读。
（4）指导学生认识“木、口、人”3个偏旁。
（5）教师引导采用多种方法识记生字。
（6）组织学生游戏。
5.指导学生分自然段练习朗读。 1.学生听老师范读课文，听准字音。
2.学生自由读文，对照拼音把字读准确，画出生字。
3.学生认识自然段，并且用序号标注。
4.学生识字。
（1）学生齐读。
（2）开火车读。
（3）小老师带读。
（4）认识“木、口、人”3个偏旁。
（5）学生自主识字，汇报识字方法。
（6）游戏巩固。学生开展摘果子游戏活动，如果摘果子的学生读对了，其他学生跟读。
5.三名同学来读课文，其他学生倾听思考共有几句话。 1.填一填。
这篇课文有 个自然段。
2.给正确的音节涂上喜欢的颜色。
3.给下面的字加一笔组成新字再组词。
三、理解课文，指导朗读。（用时：10分钟） 1.课件出示第1自然段，教师引问：这个自然段介绍了秋天的哪些特征？
2.引导学生看图第2个自然段引问。
（1）这段话共有几句话？每一句话写什么？
（2）大雁是怎样飞的？
（3）理解“一会儿”。
（4）引导同学找“一”字的不同读音。
（5）指导学生朗读。
3.引导学习第3自然段。
（1）指导看图，读课文，回答这个自然段有几句话？说的是什么？
（2）引导学生理解“啊”表示什么？
（3）你还从哪些地方知道秋天到了。
4.指导学生读课文，读出赞美之情。
5.指名读。
2.看图学习第2个自然段，思考回答。
（1）数出有1句话，写了什么。
（2）学生看图，回答：“大雁一会儿排成个‘人’字，一会儿排成个‘一’字”。
（3）理解“一会儿”。
（4）学生明白：“一群、一会儿”、“一”字，“一”字变调的不同读法。
（5）学生有感情地朗读这个自然段。
3.学生学习第3自然段。
（1）学生看图，读课文，回答问题。
（2）学生理解“啊”表示明白。
（3）学生各抒己见，回答问题。
4.学生自由读课文。
5.2~3名学生读课文。 4.我知道“一”字的读音。
“人”字，一会儿排成个“一”字。
2.师生会背。
3.指名背诵。 1.学生看图，练习背诵。
2.师生会背。
3.师生独立背诵。 5.用填空形式练习背诵。
天气（ ）（ ）,树叶（ ）（ ），一（ ）（ ）叶子（ ）（ ）（ ）落下来。
教学反思 在教学中我尽量引导学生在朗读中感受和体会秋天的景物特征，整节课中，
利用多种形式的自由读，分段读，齐读，调动学生的读书热情。在朗读中感受秋天的美丽，大自然的绚丽多彩。激发了学生发现美的情趣，培养学生爱美的`情操。课堂中，利用多媒体使学生认识了自然段，利用多媒体课件展示秋天美丽迷人的景色，创设情境，给学生身临其境的感觉，激发学生的想象力。
学习目标 1.会写4个生字，能在田字格中规范书写生字。
2.正确、流利地朗读课文，继续练习背诵课文。
3.能够用“一会儿……一会儿……”说话。
2.继续背诵课文，练习用“一会儿……一会儿”说话。
一、复习引入。（用时：8分钟） 1.引导复习上节课学习的生字。（出示生字卡片）
2.检查背诵情况。 1.学生认读生字。
（1）开火车认读生字。
2.学生背诵课文。 6.读一读，记一记。
2.教师引导观察生字的字形特点。
3.教师重点指导生字。
4.教师范写。
5.描红。教师巡视指导。 1.学生认读“了、子、人、大”。
2.学生自己观察生字的笔顺和笔画特点。
3.学生仔细观察生字笔画占格位置。
4.（1）学生独立书写，同桌互评，互相借鉴。
（2）学生在书上描红，仔细观察，掌握结构，体验自己书写与书中的不同之处。
（3）学生在生字本上正确、规范地书写每个生字，在班级展示。 7.填空。
（1）“了”字共（ ）画，第二画是（ ）。
（2）“子”字共（ ）画，第三画是（ ）。
（3）“人”共（ ）画，笔顺是（ ）。
（4）“大”共（ ）画，笔顺是（ ）。
三、指导口头造句。（用时：8分钟） 1.出示课文中带有“一会儿”的原句。
2.指导说说有什么事情可以在很短的时间里进行。
3.指导用“一会儿……一会儿……”练习说话。
1.学生读句子。
2.学生交流汇报。
3.学生口头造句。
（1）自己练说。
（2）指名说。 8.我会说。
下课了，同学们一会儿 ，一会儿 ，玩得可开心了。
四、总结全文，布置作业。（用时：8分钟） 1.今天我们学习了《秋天》，你喜欢秋天吗？看到这么美的秋天的景色你想说点什么？
2.回家后请把你眼中的秋天画出来，然后拿来让我们共同感受美丽的秋天。 1.学生各抒己见。
2.学生完成教师布置的作业。 9.画一画你眼中的秋天。
五、总结全课，深化认识。（用时：5分钟） 通过这节课的学习，你有哪些收获？ 学生围绕新认识的生字，展开交流。
教学反思 这节课我把范写指导贯穿学生书写的整个过程。对于一年级学生来说，指导书写必须细致。不仅要从整体上观察生字的结构，还要对笔画的占格位置、正确笔顺、生字的大小，甚至笔画从哪里起笔，怎样收笔也要进行提醒。在学生沉浸在秋天美景意犹未尽之时，设计了让学生“用手中彩笔画出心中最美的秋天”这一环节，在读、说、画中引导学生主动探究，使三维目标在教学过程中得到落实。
一年级语文秋天课件【篇3】
●教学要求：
1、学会5个生字，认识8个字。
2、朗读课文,通过讨论知道秋天是什么颜色的。
3、会背诵课文。感受秋天景色的美丽，秋天的丰富多彩，激发学生对秋天的喜爱之情。
●教学重点：
识字，朗读课文。
●教学难点：
正确，流利，有感情朗读课文。
●教具准备：
多媒体课件
●教学时间：
1课时
●教学过程：
一、导入：
1、现在是什么季节？你知道哪些描写秋天的儿歌呀？
2、秋天是什么样的呢？今天我们就一起去寻找秋天？
3、（电脑出示课题）齐读课题。
二、初读课文：
1、自己小声的读一读课文，要求把字音读准确了。
2、请同学们再读一遍课文，一边读一边把生字用笔圈出来，然后同桌两个同学互相检查一下生字的读音。
3、出示生字卡片，开火车认读。
4、电脑出示词语，认读理解。
寻找野外（是哪？）蓝色的（）黄色的（）红色的（）到底
5、再读课文，边读边数一数课文一共有几句话？看看你在数话中会发现什么？
6、认识：？（电脑出示问号、引号。）
7、你能说一句话用上？号吗？
8、那课文到底有几句话呢？找5个同学读课文。
三、朗读课文，理解内容。
1、自读课文，想一想你从课文中知道了什么？
2、指名读。学生回答
3、第一句。
（1）你从哪知道的，给大家读一读。
（2）野外刚才我们说过了是哪儿呀？
（3）老师带小朋友到野外寻找秋天，当时小朋友们的心情是怎样？
（4）在读这一句话时应该读的怎么样？（高兴）谁来读一读。
4、第二、三、四句。
（1）你从哪儿知道的？读一读。
（2）电脑出示三句话，指名读。
（3）为什么说秋天是蓝色的、红色的、黄色的？
（4）电脑加重：蓝色的、红色的、黄色的
（5）学生回答。同时电脑打出：小文说：秋天是蓝色的，因为？填空并读一读。
（6）你认为秋天是什么颜色的呢？说说你的理由
5、小组讨论：秋天到底是什么颜色的？
四、小节：秋天是五彩缤纷的，秋天是丰富多彩的，下面我们休息一会儿欣赏一下秋天美丽的景色？（电脑出示秋天景色的图片）
五、指导朗读、背诵。
1、看了刚才的秋天的景色，你想说些什么？
2、让我们带着对秋天的喜爱之情读一读课文。（配乐）
3、指名读。
4、老师给你3分钟时间，自己试着背一背课文。
5、指名背诵。
六、指导书写生字。
1、认读生字。
2、笔顺跟随。（电脑演示生字笔顺）
3、看看哪个字你认为最难写？
4、师范写，生自己写。
一年级语文秋天课件【篇4】
教学目标：
1、正确、流利、有节奏地朗读课文，并能熟练背诵。
2、引导学生通过学习课文和生活中的观察，了解秋天的特点。
3、培养学生善于观察的习惯和兴趣，从而激发学生热爱大自然、走进大自然和亲近大自然的情感。
教学重点、难点
有感情的朗读课文，能够用一会儿一会儿造句。
教学过程：
一、导入
一年有四个季节，春夏秋冬。那么现在是什么季节？这节课就让我们到大自然中去欣赏秋天那美丽的景色。
（板书课题）指名读课题，齐读课题。
二、初读课文，认读生字
1、自由读课文。看音节，自由读课文，注意读准字音。
2、自由读圈画生字。看看课文一共有几个自然段，标上序号。（学生标序号）
按自然段再来读一读，把课后我们要认识的、要会写的字画出来，借助拼音读一读
3、读带拼音词语。藏在课文里的生字宝宝，相信大家都认识他们了吧？现在它们来到屏幕上了。
快和它们打个招呼吧！（自己练习读一读）（指名领读、开火车读）
4、现在拼音宝宝和它们的词语朋友分手了，请你再读一读。（指名读，同桌互查）
5、摘掉拼音帽子，你还认识他们吗？（指名读）
6、下面，让我们把生字送回课文中，自由读一读，看谁能把课文读的更通顺，更流利。
三、理解课文，指导朗读
1、老师请三位同学每人读一个自然段，谁来读第一段？第二段？第三段？
秋天到了，我们周围发生了很多变化，那么课文里写了哪些变化呢？（天气、树叶、天空、大雁、田野）板书
2、我们一起来看课文的第一自然段：
指名读。
秋天到了，天气凉了。如果换成天气冷了行不行？为什么？你试着填上合适的词。
（课件）树叶黄了，一片片叶子从树上落下来。理解一片片叠词的使用。
读的时候语速慢些。叶子是慢慢从树上落下来，读的时候也的慢点。
3、秋天的天空是什么样子的？
天空那么蓝，那么高。抬头看看外面的蓝天，没有那么多云，看起来真的是又蓝又高。那么那么一群大雁往南飞，一会儿排成个人字，一会儿排成个一字。秋天，大雁要飞到南方去--过冬，大雁是怎么飞的呢？一会儿一会儿在很短的时间里做不同的事情，所以读的时候语速要快点。（指导读）
你能用一会儿一会儿也说一句话吗？师生合作读。
4、秋天的天空是又蓝又高。那么秋天的田野是什么样的呢？第三自然段。
田野里，棉花白了，高粱红了，稻子黄了，丰收的季节到了。在这段里，老师发现了好多表示颜色的词，你找到了吗？用笔圈起来。这些词在读得时候可以读得重一点，庄稼成熟了，丰收的季节到了。你高不高兴啊？那就读出喜悦的心情吧！（看图背诵）秋天到了，我们身边的事物也发生了许多变化，你发现了吗？
5、秋天是这么美丽，充满了收获的喜悦，让我们美美的把课文完整的读一读，试着背一背。（借助板书，引导背诵）
四、总结全文。
你喜欢秋天吗？看到这么美丽的秋天的景色你想说点什么？这个星期天，你和爸爸妈妈一起到大自然中去感受秋天的美丽，你们说好吗？
一年级语文秋天课件【篇5】
一年级语文上册《秋天》第2时教案人
教新标
教学目标：
1会写4个生字，能在田字格中规范书写生字。
2正确、流利地朗读文，继续练习背诵文。
3能够用“一会儿……一会儿……”说话。
教学重点：
1会写4个生字：“了、子、人、大”。
2继续背诵文，练习用“一会儿……一会儿”说话。
学前准备：
多媒体，出示卡片。（教师）
教学过程：
一、复习引入。（用时：8分钟）
1引导复习上节学习的生字。（出示生字卡片）
2检查背诵情况。
二、学习生字。（用时：16分钟）
1教师多媒体出示生字。
2教师引导观察生字的字形特点。
3教师重点指导生字。
4教师范写。
描红。教师巡视指导。
三、指导口头造句。（用时：8分钟）
1出示文中带有“一会儿”的原句。
2指导说说有什么事情可以在很短的时间里进行。
3指导用“一会儿……一会儿……”练习说话。
四、总结全文，布置作业。（用时：8分钟）
1今天我们学习了《秋天》，你喜欢秋天吗？看到这么美的秋天的景色你想说点什么？
2回家后请把你眼中的秋天画出来，然后拿来让我们共同感受美丽的秋天。
五、总结全，深化认识。（用时：分钟）
通过这节的学习，你有哪些收获？
板书设计：
一年级语文秋天课件【篇6】
教具使用：
1、自制投影片。
2、自制生字卡片
3、小黑板。
4、卡片。
教学过程
第一课时
一、故事导入，提示课题：
1、(屏显插图)传说，嫦娥是后羿的妻子，因偷吃了长生不老，奔上了月宫，成为天上的仙女。她上天后，一直在思念着家乡。在1999年11月21日夜晚，她在太空中遇到了一艘飞船。想知道他们间发生了什么故事吗?这就是我们要学习的一篇新课文。
2、出示课题。读题。
二、初读指导。
1、配乐范读。
2、学生自由读课文两遍，要求读准字音，读通句子。标出自然段序号。
3、检查生字词读音。
(卡片出示)
指名读，指点学生读准平、翘舌音，前、后鼻音，三拼音。
4、文共几个自然段?
5、指名分自然段读课文，正音，指导句间停顿。
三、学习生字。
1、出示：天飞在你来
2、学习新笔画：横折斜钩、横钩
3、自学生字。
看笔顺图，记忆字形、笔顺，并分别给它们找个朋友。
交流。
4、指导写字。
①教师范写，指导学生按笔顺提示描写。
②学生描红，教师行间巡视指导。教学过程
第二课时
一、检查复习，巩固旧知。
1、出示：天飞在你来
2、认读。
3、给“天”“飞”找朋友。
二、精读训练。
1、学习第一自然段。
(1)指名读第一自然段。
(2)多媒体演示无人飞船在太空中散步的情景。
“太空”即很高的天空。
飞船在太空中看到了什么?
(3)嫦娥姐姐对飞船说了什么?
出示：小弟弟，你从哪里来?以前怎么没见过你?
①“小弟弟”指谁?“你”指谁?
②嫦娥姐姐问了飞船哪两个问题?她为什么要这样问?
简介：无人宇宙飞船是中国航天技术发展的新成果，能到离地球很远的宇宙中搞科学研究，只需科学家在地面控制就行了，一号飞船于1999年11月才发射升空，嫦娥以前当然不会见到了。
③谁来学嫦娥姐姐问一句?(亲切、惊讶、
2、学习第二自然段。
(1)指名读第二自然段。
(2)飞船弟弟是怎么回答的?
(3)启发看图想象，理解“思考”。
出示：我叫“神舟号”，从中国来，科学家派我来作飞行试验。
①讨论：从飞船的话中你知道了什么?
②交流。
A：名字——神舟号
这是神奇的飞船的意思。
B：家乡——中国。
C：任务——科学家派来作飞行试验的。
③谁来学飞船弟弟，回答嫦娥姐姐的话?(自豪的语气)
3、学习第三自然段。
嫦娥姐姐听了飞船弟弟的话以后有什么反应呢?
(1)指名朗读第三自然段。
(2)嫦娥姐姐怎么说的?
(3)出示：小弟弟，你回去的时候，一定要把我带上，我真想回家看看。
①嫦娥姐姐为什么要回家看看?
②是啊，嫦娥姐姐离家这么多年了，现在“神舟号”可自由来回，她当然想回家看看。
③谁来学嫦娥姐姐说一说?
嫦娥姐姐跟随飞船弟弟回到了家乡，我们准备怎么样接待她呢?
三、总结课文
祖国的科技发展日新月异，更先进的飞船还等待着你们这一代去创造发明。
四、分角色朗读课文，背诵课文。
五、学习生字。
1、出示字卡：问以前的
2、自学生字
看笔顺图，记忆字形、笔顺，并给他们找朋友。
3、指导写字。
①教师范写。
②学生描红。
③学生在《习字册》上练写。
一年级语文秋天课件【篇7】
四、总结课文布置作业
秋天是美丽的，秋天的小树叶更惹人喜爱，希望小朋友们能把这份美丽送给你的爸爸妈妈。然后再和你的爸爸妈妈一起欣赏秋天的美。
第二课时
一、游戏导课
教师活动学生活动
1、三星点将：出示秋天的树，自己选择树叶，树叶上有生字，能读出字音的一颗星，能说出有这个字的词语两颗星，能分析字形的三颗星。2、送字宝宝回家。3、找朋友：你的词语库里肯定有许多的词语朋友了吧！现在请你把课文读一读,将课文中你喜欢的词语纳入你的词语库,让他们成为你的新朋友。4、4、教师小结。1、进行游戏。2、学生自主积累词语。
二、我是小小朗诵家
教师活动学生活动
1、评选金喇叭。教师提出要求：每小组选派两名代表读课文，小组成员帮助指导，若取胜该组则获得金喇叭奖。2、我是小小朗诵家。配乐朗读课文，感悟秋天落叶的美。1、学生自由朗读准备后，进行比赛评奖。2、学生朗读课文
三、我是小小书法家
教师活动学生活动
1、教学笔画：（1）今天老师给你们带来了两个新朋友（出示新笔画），你认识他们吗？（2）指导书写笔画。2、寻宝。教师出示生字，请小朋友在其中找出有的生字读一读，并把他写进事先准备好的田字格。3、我和老师比写字。（1）师出示写有生字的田字格，说说谁写得棒？为什么？（2）教师在田字格中指导书写。（3）师巡视指导。4、评选小小书法家，评好后贴在学习园地中。1、（1）学生说笔画名称（2）生书空。2、学生找生字并书写。3、学生评后书写生字。
板书设计：
10金色的秋天
秋风起
天气凉
树叶落
一年级语文秋天课件【篇8】
学目标：
1、学会7个生字：秋、园、红、黄、劳、动、笑；认识4个偏旁：禾木旁、绞丝旁、力字旁、竹字头；认识全包围结构；理解秋天果园果子人们劳动等词语；会用秋天看图说完整的句子。
2、能正确朗读课文。
3、了解秋天果园里的果子熟了，知道秋天是个丰收的季节，认识到丰收及喜悦是辛勤的劳动换来的。
课时安排：3课时
第一课时
教学目标：
初读课文，学会秋园两个生字，理解秋天果园果子等词语，看图说话。
教学过程：
一、揭示课题，了解大意。
1、秋天到了，你知道有哪些变化？
2、出示课题秋天的果园。
果园什么意思？园还可以跟哪些字做朋友？这个园字怎么记？我们还学过一个全包围的字，是什么？（国）
3、秋天的果园是怎么样的？听老师读课文。
二、学生边看图，边听老师范读课文。
三、初读课文，一学字词。
1、学生轻声自由读课文，带拼音的字多读几遍。
2、指名按课文顺序组词读带有拼音的字，读得好的同学可领读。
3、读生字卡片，师生共同正音。
黄(hung)熟(sh)还(hi)串(chun)欢(huān)苹(png)
4、指名试读课文，师生共同评议。
5、说说秋天的果园是怎样的？
四、指导书写。
秋：先认识禾木旁，注意禾字一捺改一点。
园：全包围结构，注意先里面，再封口。
第二课时
教学目标：
理解课文意思，学会生字红、黄、劳、动、笑，理解欢笑劳动等词语。
教学过程：
一、复习检查：
1、用卡片认读生字词和偏旁。
2、口头组词：红、黄、动
3、指名朗读课文，并说说这篇课文一共有几句话？
二、朗读、理解课文第1句。
1、指名读，这一句告诉我们什么？
2、什么叫果子熟了？（熟了就是可以吃了，应该收获了。）
3、果园里哪些果子熟了？它们是什么样的？（用线划出）
板书：苹果红梨黄葡萄紫
4、自由读读句子，说说红红的苹果，黄黄的梨后面要加一个还有？看图，为什么说一串串葡萄，而不说一串？
5、指导朗读这一句：要是你到果园去，看到那么多的果子成熟了，会怎样？（用高兴的语气来读读。）
红红的/苹果，黄黄的/梨，还有一串串的/紫葡萄。（注意：一串串的一读第二声，第二个串读轻声。）
6、谁知道除了苹果、梨、葡萄是秋天成熟的以外，还有什么水果也成熟了？
三、理解第二句。
1、指名读第二句。（板书：劳动）什么叫劳动？举例说说。
（板书：欢笑）什么叫欢笑？人们为什么欢笑？（因为果子丰收了，辛勤的劳动换来了好收成。）
2、指导朗读：人们/在/劳动，人们/在/欢笑。（用轻松的语气读，在读重音。）
句式训练：用谁在什么地方干什么？的句式说话。
四、指导书写：
1、认识偏旁：立刀旁、绞丝旁、竹字头。
2、你用什么方法记住这些生字的？（自由介绍）
红、黄：表示颜色的词。
劳动：因为要用力气，所以都有一个力字。
五、练习：回家背诵课文。
第三课时
教学目标：
看图说话，朗读指导与训练，完成作业。
教学过程：
一、复习检查：
1、指名书空黄。口头组词笑
2、听写词语。
3、指名背诵课文。
二、朗读、总结课文。
1、朗读课文，要求读得正确、流利。注意句与句之间的停顿。
2、秋天，果子成熟，丰收了。你还知道哪些庄稼也是秋天成熟的？（稻子、玉米、棉花）所以，秋天是一个丰收的季节。
3、学了这一课，你还懂得了什么？（只有人么辛勤劳动，才换来丰收的欢笑。）
三、指导课堂作业。
1、课后练习3：先说说这些偏旁的名称，再写出带有这些偏旁的字。
2、课后练习4：看图，说说这两幅图都画的是什么季节的事？要求用秋天，什么怎么样的句式说话。
一年级语文秋天课件【篇9】
一、观察说话，激发兴趣
1、上课开始，老师把课文中的插图制作的图画贴在黑板上，学生顿时被美丽的画面吸引了。老师趁机问：孩子们，这幅画美吗？孩子们兴趣盎然，师进一步引导学生观察图画，你在图上看到了什么？孩子们会七嘴八舌地说自己看到的景物。蓝天、白云、金色的稻子、飘飞的黄叶只要学生观察到图画上一个景物，教师就应给他充分的肯定。
在此基础上，教师进一步启发：你知道这是什么季节的景色吗？学生调动自己的生活经验，会意识到这就是秋天。师据学生的回答板书：秋天
（用美丽的图画引起小学生的注意力，激发他们的学习兴趣）
2、你平时看到的秋天是什么样子的？在你的小组内给大伙儿说说。
学生会联系自己的生活实际，说出秋天的许多特征：树叶变黄了，有的落下来，稻子也熟透了，金灿灿的，果子也变黄了，可以摘来吃了，小草变黄了，枯死了
（教师要充分肯定学生在生活中观察到的秋天的特征，鼓励他们多观察，做生活的有心人，就会有惊喜的发现。）
多媒体出示句子：春天是五彩的，夏天是绿色的，秋天是（），冬天是白色的。
师启发；你准备用什么词来形容秋天的颜色？
根据学生的回答，师补充板书：金色的
（调动学生的生活经验，鼓励学生动脑思考，把学生思考的结果写上黑板，让学生认为自己的思考得到了老师的肯定，这样容易激发学生的学习兴趣。）
生齐读课题。
二、朗读欣赏，读中感悟
1、指导学生翻开书，听老师范读课文。
（低年级语文教学中教师的范读非常重要，不可忽视。）
2、生自由朗读课文。把你喜欢的句子多读几遍，可以加上你的想象，用表演把你的感情读出来。
3、汇报读书情况。
（1）课件出示秋风阵阵吹，白云朵朵飘，天气一天天凉了的句子。谁会读这句话？指名读。
如果学生读得很正确，要多多鼓励，并让他向全班同学介绍怎样认识秋风吹朵朵凉这几个生字的，并让学生教读，识记；如果学生朗读时遇到生字障碍，就适时调出生字，认读，并引导学生说说如何记住这些生字。
（随文识字是《语文课程标准》提倡的识字方法，效果比单独识字更好。）
（2）你还想读哪些句子？让学生尽情地展示自己。
（选择自己喜欢的句子进行朗读，让学生用有更多的自主学习的空间。）
（3）屏幕显示画面：一片片树叶在风中飞舞。师启发学生观察想像：你看到了什么？你觉得这些落叶像什么？对学生合理的想像要多加赞扬。
（培养学生的想像力，保护他们的好奇心，是语文教学的重要任务。）
（4）指导学生读好一片片树叶在风中飞舞，好像一只只美丽的蝴蝶。
（5）认读片树叶三字。
鼠标将正在风中飞舞的树叶点击三下，有三片树叶显出三个字，片树叶，谁认识这三个字？你怎么认识的？
（6）教师再捡几片落叶给孩子们细细看看。鼠标一点，几片树叶真的落下来，教师好像真的弯腰捡起来，拿出事先准备好的几片树叶，分发给学生，让学生观察手中树叶的颜色。观察后汇报完树叶颜色。
（实物总能给学生的课堂增添许多乐趣。）
（7）指导朗读有红的，有黄的，还有半黄半绿的。
（8）认读生字半向告别，并说如何记住这些字。教师提醒大家，这些漂亮的树叶背后都有字，翻过来看看，你认识这些字吗？把它大声地响亮地读出来。
（9）创设情境，理解告别一词。
谁向树妈妈告别？假如你就是树妈妈，你会怎样跟树叶告别？启发学生发挥想像，尽量多说。
假如老师就是树妈妈，你们是飘落的树叶，你们该怎样向我告别？创设情境，鼓励学生上台表演。
（创设具体的语言环境来理解词句的意思，不仅可以激发学习兴趣，还能引导学生进行语言实践，激发学生的创新意识。）
（10）指导朗读它们飞呀，飘哇，纷纷向树妈妈告别。
4、配乐朗读全文。指名读，齐读。
（让学生在音乐中感受秋天的美，接受美的熏陶。）
三、激情总结，延伸拓展
孩子们，学了课文，你觉得秋天美吗？你喜欢不喜欢？那好，现在你就用自己的方式表达对秋天的喜爱吧。可以是唱一首赞美秋天的歌，也可以是画一幅表现秋天景色的画，还可以朗诵《金色的秋天》这篇课文，甚至你还可以写一首赞美秋天的小诗
（扩大语文教学的空间，进行学科间融合，校内外沟通是扩大空间的有效办法。）
四、布置作业：放学回家时拾几片落下的树叶，明天向大家说说它们的样子和颜色，并请同学猜猜是什么树叶。
四年级英语上册课件九篇
古人云，工欲善其事，必先利其器。幼儿园教师在平时的学习工作中，都会提前准备很多资料。资料可以指生产、生活中必需的东西。如：生产资料；生活资料。有了资料的帮助会让我们在工作中更加如鱼得水！那么，你知道优秀的幼师资料是怎样的呢？于是，小编为你收集整理了四年级英语上册课件九篇。在此温馨提醒你在浏览器收藏本页。
四年级英语上册课件【篇1】
教材分析：
本课时是PEP小学英语六年级上册第三单元第四课时的内容，包括“Let’s learn” “Let’s play” “Let’s try”。课文以图文并茂的形式呈现了一般将来时的表达方式。在“Let’s play” 中，学生将在小组中运用所学句型来购买书籍，具有较强的交际性。
教学目标：
(一)知识能力目标
1.让学生理解并运用句子“What are you going to do? I’m ....When are you going? This afternoon. .”
2.使学生能听懂会说单词post card, dictionary,magazine,comic book,newspaper.
3.让学生掌握一般将来时的基本形式。
(二)情感态度目标
1.培养学生学习英语的良好习惯，上课要积极思考，踊跃发言.
2.培养学生小组合作学习的精神.
教学重点：
1.学会新单词 post card, dictionary, magazine, comic book, newspaper.
2.学会一般将来时的基本表达形式be going to 句型.
3.掌握购物的基本用语.
教学难点：
1.Dictionary中字母组合tion 的发音及magazine的重音.
2.Be going to 句型在句子中的运用.
教学方法：
“任务型”教学方法。
在本课的教学中，学生要完成购买书籍这样一个任务.这给学生创造了一个真实的语境去运用所学的句子进行交际.教师安排了4个活动：单词操练游戏、小组竞赛、小组活动和购物。
教学准备：
(一)教师准备：1.单词卡片。2.课件。3.各种书籍。
(二)学生准备：各种书籍.
学习策略：
在本节课上，学生可以通过多种方法来学习并记忆单词，如跟读、拼读、分音节、读看实物说单词、听单词拿实物等等.小组竞赛能激发学生的学习热情，鼓励学生表现自己.
教学过程：
一、复习和热身(Warm up)
1. 唱英语歌曲.
2.朗读“口语天天练”的句子.
3.日常对话.
二、呈现新课(Presentation)
1. 播放课件，呈现单词.学生跟读单词.
2.学习新单词.
(1)教师带读单词，学生跟读.
(2)拼读单词.
(3)学生熟读单词.
三、操练(Practice)
1.播放课件，学生拼写单词.
2.教师说单词，学生展示书籍.
3.教师展示书籍，学生说单词.
4.听录音，学习句子.
5.翻译句子.
6.分组操练句子.
7.听力练习：Let’s try.
四、小组活动(Activity)
1.播放课件，展示一组购物的动画和对话.
1.学生朗读对话.
3.小组中开展购物的的活动.
4.每个小组向全班展示.
五、课堂小节
1.小节本课所学内容.
2.表扬获胜小组及同
3.布置家庭作业.
4.布置预习新课.
板书设计：
Unit 4 What are you going to do?
What are you going todo ? I’m going to …。
When are you going ? This afternoon.
四年级英语上册课件【篇2】
各位评委老师好，今天我说课的内容是PEP教材四年级上册Unit 2My schoolbag中的第一课时，其包括：说教材，说目标，说教材重难点，说学生，说教学方法和教具以及说教学过程这六部分。
首先是，说教材
本节课是人教版小学英语PEP教材四年级上册Unit 2My schoolbag中的第一课时，内容包括P.A Let’s learn、P.C Let’s sing 两部分。本课的主要内容是学习关于书本的生词，以及会运用句型How many„do you have? I have„；会唱歌曲“Books and pencils”。学好本课为更好地学习本单元有关学习用品的话题奠定了基础，也为下面第四册Unit 1 Our school的学习做好了铺垫。
其次是，说目标
1、教学目标：依据新课标要求、本课的内容和学生现有的认知水平我确定以下教学目标：A知识目标：能够听、说、认、读本课六个生词English book，math book, Chinese book, story-book, notebook, schoolbag，会运用句型How many„do you have? I have„.并通过创设真实情境来运用及交流；学唱歌曲“Books and pencils”。B技能目标：能综合运用所学语言进行交流，将新学词汇运用于句型中，发展学生自主学习的能力。C情感目标：通过本课的学习使学生乐于听、说英语，乐于模仿，积极参与，培养学生的合作精神。
然后是说，教学重难点
a本课的重点是掌握单词,做到能听、说、认、读，并学会歌曲“Books and pencils”；b难点是将新学词汇运用于句型How many„do you have? I have„中，联系生活来运用及交流 下面是、说学生
1、四年级学生的年龄在十岁左右，他们活泼好动，表现欲、参与欲非常强烈，喜欢直观形象思维，对歌曲、游戏、模仿特别感兴趣。针对其年龄特点，课堂上要以表扬为主，注重培养学习英语的兴趣，把知识融合在符合他们兴趣的任务活动中。
接着是，说教法
英语的习得过程是新旧语言知识不断交替复现的过程。在本节课导入新课时，我充分利用新旧知识的联系温故知新。在操练单词时，利用新旧知识之间的相同点强化记忆。我还发挥英语歌曲、chant、游戏比赛以及TPR活动的激趣作用，让学生在愉快的气氛中，通过多种活动来操练重点单词和句型，突破教学重难点，并在教学过程中贯穿对学生的形成性评价。再者是，说过程
首先，我会问学生书包里都有什么，让学生积极主动地参与课堂学习。然后再拿出自己的书包，让学生猜测老师书包里有什么。在此过程中，再一一拿出六本书，边拿边说：I have 6 books: an English book, a Chinese book, a math book, a notebook and two story-books.接着出示单词卡片，老师一一教授本课生词：English book, math book, Chinese book, story-book, notebook, schoolbag。
接着，进行单词识记练习。多媒体屏幕上出现图片及单词，五秒钟后图片及单词消失，让学生凭记忆找出相对应的单词和图片，老师给找对的同学给小贴贴奖励或给该组记分。通过单词练习引出句型，引导学生用数字回答句型How many„do you have?，先个别操练，再分组，后全班练习。
然后是学唱歌曲“Books and pencils”，要求学生边听音乐边配以恰当的动作，边唱边做。（拓展练习这三个环节的设计，既让学生在活动中运用了所学的语言，又激发了学生学习的兴趣。最后一首歌把整堂课的气氛推向了高潮，使整堂课显得更加完整、有序。）最后布置学生的: Homework。
四年级英语上册课件【篇3】
Unit 6 Meet my family
第一课时
教学内容: A/Let’s learn Let’s play 教学目标: 1.能听、说、认读单词：family，parents，uncle，aunt，baby brother.2.能用英语简单介绍自己的家庭。
3.了解英语国家中家庭成员之间的称呼习俗。教学重点：
听说认读四会单词：family parents uncle aunt baby brother 教学难点：
理解parents uncle aunt baby brother等词的含义。教学准备：Family tree,本课时单词图片、课件。教学过程：
（一）热身／复习（Warm-up/Revision）
1、播放第二册学生用书Unit 2《Father and mother》的歌曲，让孩子边唱边表演。
2、教师在黑板上画出family tree，请孩子把father mother等贴在family tree相应的位置上，大声读一读。
3、教师出示课件（自己的家庭照片），用This is my„.She/He is.„进行介绍和描述。
（二）呈现新课（Presentation）
1、教师出示课件说：“Do you know this is my family? 教师把family这个单词贴在黑板上family tree的顶端。教师：I have a big family.How many people in my family? 学生回答。再问：How many people
in your family.鼓励孩子回答。This is my mother.This is my father.They are my parents.教师带读，学生练词。教师把parents贴在family tree上相应的位置。教师指自己的家庭成员说：“This is my uncle.This is my aunt。”并把两个单词贴在family tree上，说：“My uncle is my father’s or mother’s brother.My aunt is my father’s or my mother’s sister.”
2、播放课件：教师说：“This is Amy’s family.How many people in Amy’s family.Who are they? ”指课件中的单词认读。
3、教师分别出示Amy的家庭成员的照片，让孩子说说单词。让孩子扮演Amy。其他孩子表演Amy的家庭成员，孩子用“This is my„.” 介绍家庭成员。
（三）趣味操练（Practice）
1、Listen to a song 《Come and see my family 》
2、听一听，画一画
学生相互描述自己的家庭成员，同组同学根据描述画出来。看看描述的是否准确。
(四)扩展性活动（Add-activities）边看视频边学唱《Come and see my family 》 课后反思：
第二课时
教学内容：
A/Let’s talk Let’s count 教学目标：
1.能听懂、会说本课对话，并能在情景中进行运用。
2.能听、说、认读本课句型How many people are there in your family ?并能进行替换练习。3.了解英语国家的一些称谓方式。教学重点：
熟练掌握句型How many „are there„?的用法并能在实践中运用。教学难点：
理解Let’s talk中句子的含义，并能进行初步的运用。教学准备：Let’s learn图片，本课时课件 教学过程：
（一）热身／复习（Warm-up/Revision）
1、Sing the song(上节课扩展练习的中的歌曲)鼓励孩子边唱边演
2、单词抢答: 教师出示单词卡片，学生快速抢答
3、教师少拿一张卡片，让孩子猜猜。“How many cards in my hand?” 教师将卡片码成一沓，问：“How many cards in my hand?” 教师将卡片藏在身后，问：“How many cards in my hand?”
（二）呈现新课（Presentation）
1、教师出示上一课Let’s learn部分的课件。说：“This is Amy’s family.How many people are there in my family? Who are they?” 引导学生回答：“They are my father, my mother, my aunt ,„”
2、猜一猜：
教师分别请几名学生拿着自己的家庭照片提问：How many people are there in my family? Who are they?”大家试着猜一猜，用句子:”There are „people in the picture.They are my„.”来回答。
3、教师让学生猜一猜自己的照片：（把照片在孩子面前晃一下）问：How many people are there in my family?。学生说：“There are 6 people in your family.”教师说：“My family has 6 members.”
4、教师提问一些学生How many people are there in the picture?将答案写在黑板上，再请孩子用My family has „ members.的句型说一说。
学生在小组中进行问答练习。
5、教师指着人数较少的家庭说：“That’s only 3”学生跟读练习。
6、教师出示课件：
播放课件，让孩子边听边看。但学生在最后一组对话发生疑问时，教师说：“But, that’s only 6.”学生提出疑问时，教师指着小狗说：“Gee, and my little puppy.”puppy的含义。让孩子跟读课文。
7、Let’s count(本节课授课中，根据各小组回答问题和听讲情况，教师为每组设立一个苹果树，随时根据学生的表现贴苹果评价)教师和学生一起总结：问：“How many apples are there on the tree?”引导学生回答。
然后看书中的练习，孩子两人一小组作问答练习
（三）趣味操练（Practice）
1、Who are they? 教师快速出示Amy 的家庭成员照片，让孩子猜猜Who are they?
学生小组游戏。
2、猜一猜
一学生蒙上眼睛，几组学生分别clap hands、step feet、knock at the door, 让孩子猜一猜How many people are there? 运用句型： How many people are there in your family? Who are they? My family has „members 课后反思：
第三课时
教学内容：A/Let’s spell 教学目标：
1.通过观察，读词，复习几个元音字母在单词中的发音。
2.能正确判断所听到的单词中包含的元音字母的发音，并选择出正确的单词。
3.能正确规范的在四线三格中进行单词的书写。教学重点：
观察回忆元音字母在每个单词中的发音并总结出规律，本课几个单词的正确书写。教学难点：
观察元音字母在每个单词中的发音并总结出规律以及听单词进行选择。
教学准备：Let’s spell 动画课件
教学过程：
一）热身／复习（Warm-up/Revision）1． 让学生背诵字母表或唱字母歌。2． 复习五个元音字母的发音
（二）呈现新课（Presentation）1． 呈现单词，学生自读。
1）自己读词。2）小组读词。
3）观察每个词中不同颜色的字母是什么? 4）每个词的发音有什么规律？ 5）你能举出其他的例子吗？ 2．全班总结
1）学生发言 2）学生补充 3）教师强调 3．听力练习4．书写单词
1）教师范写 2）学生练习书写
（三）趣味操练（Practice）
游戏1：小组比赛书写
书写完之后小组评一评写的最规范最漂亮的是谁。
游戏2：看谁记得快
写完单词，进行单词的记忆，看哪个小组最先全都完成单词记忆。课后反思：
第四课时
教学内容：
B/Let’s talk Let’s play 教学目标：
1.能听、说、认读单词:doctor,nurse,driver,farmer和baseballplayer,并能介绍人物的职业。
2.能够听懂、会说句型What’s your father?My mother is a doctor.并能做替换练习。
3.会唱歌曲“Father and Mother” 教学重点：
词汇：doctor, nurse, driver, farmer, baseball player.句型：What’s your father? My father is a doctor.教学难点：
单词发音：baseball player My father is a doctor.中的“a” 的强调。教学准备：B Let’s learn 单词图片，本课时课件。教学过程：
（一）热身／复习（Warm-up/Revision）
1．做游戏：教师出示单词father, mother, brother, sister, grandfather, grandmother, 让学生认读。2．教学歌谣：可爱的home。Home是我可爱的家，墙上的picture美佳佳。
右边的woman是mother, 左边的man是father.可爱的friend是谁呀？
是我student 人人夸。
3．Sing a song《Come and see my family》
（二）呈现新课（Presentation）
1．Talk about the family: How many people are there in your family? Who are they? 2.模仿老师说句子，做连锁游戏：My mother is thin, she likes music.What about your mother/father/brother/sister„? 3.教师指着自己说：I’m a teacher.再指着一名学生说：He is a student.然后自问自答：What’s he? He is a student.教师问学生：What’s he? 引导他们说出：He is a student.4． 教师出示画有医生、护士和农民的图片，问学生：What’s he/she?引导他们说出：He/ She is a doctor/nurse/farmer.并教读这三个单词。
5．教师分别出示画有football player和driver的图片，启发学生通过提问What’s he/she?来得知答案。并学习football player, driver.6．看教学视频课件做对话练习。可参考的对话内容：
What’s your father? My father is a doctor.He’s tall.He likes sport.What’s your brother? He’s a football player.He’s strong.He likes sports.What’s your mother? My mother is a nurse.She’s thin.She likes music.What’s your father? My father is a driver.He’s fat.He likes playing computer games.What’s your grandpa? He’s a farmer.He likes painting.7．跟读课文。
8．看B/Let’s learn的课件，学习单词。
9．教师引导学生模仿从事各种职业的动作，教师发指令“Act like „” 10．两人一组操练Let’s play的内容，一人发指令，一人做动作。教师可适当告诉学生一些其他职业的词汇。
（三）趣味操练（Practice）
1．猜猜看。教师请一个学生上来表演人物，要求表演出人物的职业、外貌特征和兴趣爱好，让其他学生猜：He is a„/ He’s „/He likes„ 2．计时猜词竞赛
每个小组5－6人，小组之间进行计时猜词比赛。
比赛规则：教师准备好写有英文单词doctor, farmer, nurse, driver, teacher, student, baseball player的单词卡。每个小组依次到教室前面参加比赛。比赛前，小组内的第一名学生坐在椅子上，其他学生面对该名学生蹲在地上。教师站在这名学生的椅子后面，手拿单词卡放在他的头上。比赛计时3分钟，教师最好指派一名学生帮忙计时。比赛开始，教师出示第一张单词卡，蹲在地上的学生要看着这个单词用动作或语言来表述出此单词的含义。（如用语言表达则不能直接说出单词的中文意思，如果说出，视为犯规。）坐在椅子上的学生要根据组内同学的表述来说出英文单词。猜对计分并换人。第二名学生坐在椅子上，继续猜词。如有学生没猜对单词则不能换人，教师出示下一张单词卡让该学生继续猜，直到猜中单词时才可换人。按此规则小
组内的学生轮流坐到椅子上进行猜词，直到计时停止，比赛结束。最后看哪个小组猜对的词最多，得分最多，哪个小组就获胜。课后反思：
第五课时
教学内容：
B/Draw and say Read and write 教学目标：
1.能听、说、认读本课句型Is this your father?What’s your mother? He looks strong.并能在情景中运用。
2.能听懂、会说本课对话，并在实际情景中运用。3.理解会说Read and write 部分内容。教学重点：
理解句型Is this your„? What’s his/her job? 教学难点：
句型： Are they farmers?的运用 教学准备：Read and write 动画课件 教学过程：
（一）热身／复习（Warm-up/Revision）
1.让学生认读单词：baseball player, driver, doctor, farmer, nurse 2.Look and
write:
Act
like
a teacher/doctor/nurse/farmer/driver/baseball player.（二）呈现新课（Presentation）
1.教师提问：What’s your mother/father? 学生回答问题后，继续问其他学生。
2.教师指着一学生家庭照片上的人物问：Is this your mother/father? 启发学生回答：Yes, she /he is.No, she/he isn’t.3.教师指着一学生照片上的两位老人说：They look old.Are they your grandpa and grandma?引导学生回答：Yes, they are my grandpa and grandma.教师再继续问：Are they workers ?鼓励学生用Yes, they are.No, they aren’t.来回答。
4.教师分别出示Amy的叔叔，姨，爸爸、妈妈和爷爷、奶奶的图，问学生：Who are they? 5.让学生观看教学课件后回答问题。
出示uncle的图片问：Who’s this man? What’s his job? 出示aunt的图片问：Is this Amy’s aunt? What’s her job? 出示father的图片问：Is this Amy’s father? What’s his job? 出示mother的图片问：What’s her mother? What’s her job? 出示grandpa和grandma的图片问：Who are they? Are they farmers? 6.跟读课文。
（三）趣味操练（Practice）猜猜看
1.教师课前收集学生父母的照片，分别出示给全班学生看，让他们用句型Is this your„?来猜照片上是谁的父母。
2.教师每次找三至四个学生到前面来，小声告诉他们一种职业，让
他们用肢体语言表现出
来。其他学生通过他们的动作表情，用Are they„?来猜他们所表演的是哪种职业。课后反思：
第六课时
教学内容：
B/Let’s check Story time.教学目标：
1.通过对本单元的学习，能够正确完成Let’s check等的练习。2.学会唱英文歌曲。
3.通过自己阅读，小组交流，教师解疑等方式，能理解Story time.教学重点：
能够正确完成Let’s check等的练习。教学难点：
通过自己阅读，小组交流，教师解疑等方式，能理解Story time。教学准备：Let’s check 动画课件，Let’s sing 动画。教学过程：
（一）热身／复习（Warm-up/Revision）1． 指教室中的各个事物复习单词。
2． 游戏：教师念单词的前一个或两个字母，学生迅速从指出并读出单词。
（二）呈现新课（Presentation）
1． 小组合作，完成课本练习。1）自己做 2）组内交流
3）班内回报 2．Let’s check 1）做练习2）朗读句子 3． 学唱歌曲 Let’s sing 4．Story time 1）自己阅读 2）小组讨论交流 3）回答教师问题 4）跟读句子 5）尝试表演
（三）趣味操练（Practice）游戏1：看谁敲得快
学生准备好铅笔、尺子等可以用来敲打物品的东西，教师说单词学生要用最快的速度去敲击与所听相符的单词或图片，最快最准的获胜。
游戏2：猜字母
学生两人一组。一个学生在另一个学生的后背上用手书写字母，让他凭着感觉来猜出书写的是哪个字母。然后相互交换。课后反思：
四年级英语上册课件【篇4】
PEP小学英语四年级上册第六单元B部分第五课时教案
教学内容：PEP Unit 6 Part B Let's learn &Let’s play 教学目标：
1、能够听、说、读、写单词：doctor, nurse, farmer, driver,cook.2、能够根据单词中字母的发音尝试认读并记忆单词。
3、能用Come and meet my family.What’s your farher’s job? He / She is a doctor /..来介绍自己的一个亲人。
4、能做Let's play的动作。
5、教育学生热爱自己的家庭，热爱亲人。
6、对学生进行理想教育，教育学生要为自己的理想而努力学习。教学重点：
1、听、说、读、写单词：doctor, nurse, farmer, driver, cook.2、能够根据单词中字母的发音尝试认读并记忆单词。教学难点：
1、能够听、说、认读单词：job
2、能用Come and meet my family.He / She is a doctor /..来介绍自己的一个亲人。教学准备：
1、单词卡片。
2、简笔画。教学过程： 1.Preparation Greetings.T: Good morning / afternoon!Boys and girls.Ss: Good morning / afternoon!Mr / Miss...T: Nice to meet you.Ss: Nice to meet you, too.T：How are you ? Ss: Fine, thank you.And you?
T：I'm fine, too.(I'm very well!)thank you.Sit down, please.(用手示意学生坐下）Ss：Thank you!
（2）Review the old words.T：How many people are there in your family ? S: …….T: Who are they?（设计意图：引导学生复习家庭成员称呼，可以检查学生对单词的掌握程度.）S: …….2.Presentation T: What’s your farher’s job? S: He is a doctor /..教师教读单词doctor.（课件出示穿着医生服装图片）Look！What is his or her job?He or she is a doctor.教师教读单词doctor 2次。接着用单词卡片，进行班—组—个人的操练。T: Can you spell it? Ss: Yes!T: Show me your fingers.You spell,I write.（学生拼读，老师将这个单词写在黑板上）再指单词卡问： What is his or her job? Ss: She or he is a doctor.T: Who can act like a doctor? 让一名学生表演一下医生，边做动作边说doctor, doctor，act like a doctor.(2)教学farmer，出示farmer的单词卡。She or he is a farmer.Look carefully!F--/f/ , AR--/a/,连起来读什么？
Ss: /fa/.(由于我的电脑没有装音标输入系统，此处我找不到合适的音标，我用汉语拼音来代替，老师们在教的时候一定要把音给教准就可以了。下同，不再一一解释。）T: Good.Go on!M--/m/, ER--/ / ,拼在一起读什么？ Ss:/ mə /.T:两个音节连起来，试着读一读。Ss: farmer.T: Good.(点名让三四个学生读。读的时候要求学生升调、降调各读一遍，如果学生没有按升降调读，老师就领读一遍，再让他读，领读的目的就是提示他用升降调，最好是用手势告诉学生读升降调。）T: Can you spell it? Ss: Yes!T: Show me your fingers.You spell, I write.（学生拼读，老师将这个单词写在黑板上）再指单词卡问： What is his or her job? Ss: She or he is a farmer.T: Who can act like a farmer? 让一名学生表演一下农民，边做动作边说farmer, farmer，act like a farmer.用同样的方法教学driver,cook, nurse。出示driver,cook, nurse的图片，说: Look!What is his or her job?
2、单词游戏：老师用贴在黑板上的单词卡问，学生抢答。
(设计的意图：通过直观图片引出新词，再通过游戏巩固，避免枯燥的操练形式。)
3、Practice(1)T: Now, you do an action,anther guess the word.Do you understand? Ss: Yes.做动作，学生猜单词。这个活动速度可以快些，简单表示动作，学生直接一齐说出单词来。猜完之后老师接着说：Very good!Now let's do.Stand up, please.duction(1)当学生做完动作之后，教师说：Great!Sit down, please.用手敲击黑板说: Look at the blackboard and follow me.What's your father’s job?边领读边板书。在领读三四遍时板书完毕，注意书写不要太慢，但一定要认真。
领读并板书完之后，指板书用升降调有节奏的领读一遍。说：let's play.请打开你们的课本，看着第62页。老师只示范说第一句，由一个学生来做，老师问，其他学生说。
教师出示单词卡，再编一个chant。（不需要浪费时间，老师展示着图片，带着学生跟老师一起说即可。）
（2）T:OK!Now look at the blackboard.现在我们来分析如何记忆四线格中的单词。No1, farmer，/f/是哪个字母发的音？
Ss: F.T: /a:/ 呢? Ss: AR.T: /m/
Ss: M
T: /ə/
Ss: ER.T: /fa:mə/ Ss: F-A-R-M-E-R----farmer.T: Very good!Look at “doctor”./d/ 是哪个字母的音？
Ss: D T: /ao/
Ss: O T: /k/
Ss: C
T: /t/
Ss: T T:/ə/
Ss: ER T: /dэktə/
Ss: D-O-C-T-O-R----doctor.T: Very good!Look at “driver”./dr/ 是哪个字母的音？
Ss: DR.T: /ai/
Ss: I
T: /v/
Ss: V T:/ə/
Ss: ER T: /draivə/ Ss: D-R-I-V-E-R----driver T: Very good!Look at “nurse”./n/ 是哪个字母的音？ Ss: N.T: /ə:/
Ss: U R T: /s/
Ss: S T: 字母E在这里不发音，但是写的时候千万不要忘记。那么/nə:s/应该怎么拼读？ Ss: N-U-R-S-E----nurse..(3)OK!用刚才和老师一起分析单词的方法，在小组内逐个分析这四个单词，用字母的发音将单词写法记住。Let's begain。（学生在小组内分析单词，可以是小组长说音标，组员说字母或字母组合。然后同位之间再互相说。这个活动和过程可以稍长一点）(4)OK!Stop here!出示练习题，完成填空。让四名学生分别说答案。
学生在说的时候，一定是先说单词，再拼读一遍。如：No1, nurse.N--U-R-S-E。T: Who is all right? Very good!You are all clever!Progress.(1)T: boys and girls.Everybody has a good dream!每个人都有自己的理想，10年、20年之后，你理想的职业是什么呢？在英语中，我们可以用I'm going to be a...来表示。边说边把这句话贴在黑板上。领读两遍，带入具体单词再说两遍。
T: I'm going to be a teacher.What are you going to be? 如果你想做的职业我们还没学，你可以用汉语说，例如: I'm going to be a 宇航员。
提问四五个学生。提问时注意变换方式，What are you going to be ? What about you?交叉使用。当学生说完自己的理想后，老师要及时评价。可以说：I think , you will be a great teacher.Yes, you are a good doctor.Wow!you are a super 宇航员！等等，评价一定要针对学生的回答。
T: 是啊！你们每个人的理想都是美好的。但是理想和现实之间还有一定的距离，为了实现我们的理想，我们应该怎么办？ Ss：努力学习！
T: 对，只有努力学习，从现在开始打好基础，学好文化知识，才能成功地走向美好的明天！好，今天这节课就上到这里，听好你们的家庭作业： 1.读单词，看谁记得快。
2.把今天学会的单词教给爸爸妈妈。3.把你的家人用英语介绍给同伴。后记：
这是一节let’s learn与read and write的整合课，主要是通过语音的基本知识记忆单词并培养学生综合运用语言的能力。在我们进行直拼法单词教学实验的起始阶段，让学生在已经掌握的语音知识的基础上，学习并记忆单词。我们的做法是：从三年级开始教给学生每个字母的直拼音（当然，这与纯粹的音标教学不同，我们只是简单地渗透一点语音知识。）并将这些简单的语音知识运用于单词教学之中，让学生通过直拼法来掌握单词的听说读写四项基本技能。经过几年的实验，我们感觉这种方法比单纯的读、写、背要好的多。同时也为小学英语课时少、内容多找到了一条暂时的解决办法。
本课就是将原本两课时的内容整合到一节课中，并且让学生在学习单词的过程中复习了前面描写人物的句子，为学生的口语交际提供了示范并得到大量练习，同时也为高年级的写作打下了坚实的基础。
四年级英语上册课件【篇5】
我说课的内容是小学四年级英语上册Unit 3, Lesson 17。借助“任务型”教学通过听、说、玩、演、唱等一系列教学活动，充沛利用电化教学媒体，创设更多、更完善的情景，以生动、直观、形象、新颖的特征优化课堂教学，给同学提供更多的、更真实的语言实践机会，发挥同学的主动性、积极性和创新精神，让同学在融洽、和谐的氛围中达到对所学知识的意义建构，培养和发展同学的外语素质。
课文分析：
本课包括三局部，Just speak、Just read and Let’s play.第一局部的Just speak是一个情景对话，几个小同学在做猜一猜游戏，通过动手摸猜是什么水果或蔬菜，以旧引新。第二局部是两个三会单词eggplant and green pepper和一个四会单词tomato。第三局部Let’s play.是组织同学游戏活动。
教学目标：
1、知识目标：
（1）正确听、说、读、写单词“tomato” ，听、说、认读单词“eggplant，green pepper” 。
（2）能够在情境中理解、会说、会用“Let’s play a game. Are you sure? Is it green or red?” 。
2、能力目标：
（1）通过本课会话培养同学综合、灵活运用所学语言进行简单交流的能力。
（2）运用“Let’s play” 等活动培养同学的观察力、想象力和快速反应能力。
3、情感目标：
通过“奖励贴画”这一评价方式，鼓励同学课上积极发言，激发同学的学习兴趣。
情感态度与价值观：
1.培养同学乐于参与的精神。
2.注意饮食健康。
教学重难点：
1.本课三会四会单词和句型。
2.灵活运用所学语言。
教学模式：
任务型教学模式。
英语课程的学习，既是同学通过英语学习和实践活动，逐步掌握语言知识、语言技能、提高语言实际运用能力的过程；又是他们陶冶情操，拓宽视野，发展个性，形成有效的学习战略的过程。所以整个教学程序我采用了听、说、读、写、唱、玩、演、练等一系列教学活动，具体设计为：
一、热身/复习
1.课前先播放英语歌曲 Fruit song,让同学跟唱（利用课件出现歌词中相对应的水果）
2.进行Chant,渲染气氛(利用课件出现歌谣中相对应的`蔬菜)
二、情景导入
值日生组织做“Touch and guess” 游戏。通过“摸一摸，猜一猜”这个游戏，教师和同学进行对话，同学和同学进行对话，不只是复习了所学过的单词、句型，更主要的是游戏吸引了同学的注意力，增强了同学的参与意识。同时，教师用到了“Let’s play a game. Are you sure? Is it…or…?” ，为新授课的教学活动做好了铺垫。
三、学习新知
1.学习新单词：
继续做复习环节的游戏，引出“eggplant”和“green pepper”。寓单词教学于游戏之中，使枯燥无味的单词教学变得生动、自然，极大地调动了同学的各种感官参与学习活动，同学对新单词的印象更加深刻。
2.学习新句型：
在黑板上贴一张西红柿的图片，但只露出一角，让同学认为是苹果。然后问同学：“Guess what this is?” 同学也许回回答“It’s an apple.” ，师问：“Are you sure?” ，同学回回答：“Yes!” 。然后再图片进行类似练习.。环节的内容是本节课的教学重点之一。设计恰当的教学情景是学习和运用语言的关键，通过设悬念，促使同学去质疑；通过猜想游戏，激发同学运用语言的积极性；通过游戏中的形成性评价，使同学获得成绩感。
3.学习对话：
a.利用课件看一段短片，熟悉一下本课内容，并培养了同学的模仿能力。
b.利用课件出现本课图片，然后播放录音，句子随录音逐次出现。
c.同学利用课前准备好的实物，先分组练习，再到前面来扮演。
四、趣味操练
1、谜语
课件出现谜语内容，教师读完后，如同学猜中，点击出相应的水果或蔬菜，并奖励贴画。
2、Listen and do.
教师把课前准备的图片、实物发给同学，然后让同学听指令完成任务。
T: Pass me the… Show me the… Peel the … Eat the …
这样可以把本课知识与前几课书的知识有机结合，而且培养了同学的快速反应能力。
3、听力练习
通过课件出现出一种水果，然后播放录音，让同学判断对错，点击不同的答案得到不同的反馈，生动有趣，提高了同学的学习兴趣。
五、运用拓展
1、让同学自由结组编排一段新的对话。
2、课后同学之间继续做猜东西游戏。
四年级英语上册课件【篇6】
Unit4 At the farm
一、教材内容分析
本单元教学内容： 本单元通过农场里农作物以及各种动物的学习，从而展现了农场中缤纷多彩的生活。虽然与学生的实际生活相隔甚远，但其内容与学生的日常生活联系紧密。要求学生能用本单元的句型与单词进行有关农场里各种动物和各种农作物的表达。
二、教学目标：
1、能够区分农场上常见的蔬菜和牲畜，如： tomato, potato, green beans, carrot, horse, cow, sheep, hen
2、能够运用句型，如: ——Are these „？——Yes, they are./No, they aren’t.——What are these/those? ——They are „.——How many„ do you have？
3、能够根据图画，用英语说出一些农场常见的畜牲和蔬菜的名称。
三、教学重点：
1、单词:tomato, potato, green beans, carrot, horse, cow, sheep, hen及其复数形式的表达；
2、句型: ——Are these „？
——Yes, they are./No, they aren’t.——What are these/those? ——They are „.——How many„ do you have？
四、教学难点：
1、单词复数形式的表达 –s 和-es ；
2、字母组合 or 在单词中的发音。
三、教学用具：教学过程中所需要的实物、图片、录音、课件以及本单元的单词卡。
四、单元教学措施：
1、在教学过程中，对于学习困难的学生，可通过请学生复述老师的话或是复述同学的回答，让学生对老师和同学的发言引起注意，让学生意识到要仔细听别人的说话。
2、对于学习还不错，但是不愿或害怕发言的学生，课堂中教师主动请他们表达其意见，培养他们良好的学习英语的习惯。
3、充分运用英语名、英文歌、儿歌、绕口令、顺口溜、谜语等，给予小学生语言感染的机会。还可开展各种活动，鼓励学生交际。
五、单元教学反思：
第一课时
一、教学目标：
1、听、说、认读主要语言结构： What are these？Are these…? 并能根据实际情况进行简略回答。
2、能够准确朗读对话。
二、教学重点： 句型 What are these？ Are these…? 及其简略回答。
三、教学难点： these 的发音。
四、教具准备： 教学光盘、单词卡片。
五、教学过程：
1、Warming up and reviewing（1）教师和学生聊一聊每个人喜爱的蔬菜。（I like…Do you like…?）（2）教师说谜语，引导学生用 Are they…?来猜猜是什么蔬菜。
①They are red.They look like apples, but they aren’ t apples.What are they? ②They are tender and green.What are they? ③They are long and orange.Rabbits like eating them.What are they? ④They are round, pink and white.What are they? ⑤They are brown.French fries are made of them.What are they? 学生猜对了，教师回答 Yes，they are.并拿出相应的单词卡片请学生拼读；如果猜错了，教师回答No, they aren’ t.再请其他人猜, 直到猜对为止。
2、New step（1）教师请学生将装有蔬菜卡片的盒子盖好放在桌子上，然后走到同学们中间，随意指着几个盒子问： Are these…? 并引导学生根据实际用 Yes, they are./ No, they aren’ t.如果学生回答的是No, they aren’t.教师继续问：What are these？ 并引导学生用 They are …回答,适时板书句型框架。
（2）教师将自己带来的蔬菜实物分别放在几个盒子里，请几个学生过来边摸边问： Are these…?或 What are these？ 教师做出相应的回答。
（3）学生两人一组运用黑板上的句型互相猜猜对方盒内的蔬菜。（4）播发 Let’ s talk 的录音，学生听录音，后跟读模仿。（5）分小组做对话练习。
3、Consolidation
1、完成 Let' s play 部分，操练句型： What are these？ Are these…?
六、Homework
1、听读第P38的A Let’ s talk 部分的录音，读给同伴、朋友或家长听。
七、板书设计
八、教学反思
第二课时
一、教学目标：
1、能听、说、认读单词： tomato、green beans、potato、carrot 以及它们的复数形式。
2、通过说唱 B Let’s chant的歌谣巩固所学单词的复数形式。
二、教学重点： 单词： tomato、cucumber、potato、onion、carrot
三、教学难点： potato 和 tomato 的复数形式。
四、教具准备：
1、Let’ s learn B 部分的课件和录音。
2、相关的单词卡片。
3、所学蔬菜的实物。
4、Let’ s chant 的录音。
五、教学过程：
1、Warming up and reviewing（1）回顾上节课所交句型
（2）请学生欣赏 Let’ s chant 部分歌谣，教师要根据歌词适时举起相应的图片。
2、New step（1）教师手举一个西红柿，说：I like tomatoes.Do you like tomatoes?引导学生用 I like …或 I don’ t like…根据自己的实际情况表达。（2）教师再拿起一夹青豆，边说边完全呈现： Oh，it’s long and green.They are green beans.Do you like green beans? 让学生在回答中学习单词。
（3）出示土豆：Do you know it？ French fries are made of it.It’s a potato.Do you like potatoes? 学生根据用 I like …或 I don’ t like…根据自己的实际进行情况表达。
（4）请学生猜谜语：They are long and orange.Rabbits like eating them? What are they? 学习单词 carrot。
（5）教师将四种蔬菜分别放在教室的不同位置，然后说单词，请学生指出相应的实物。
3、Consolidation（1）教师请学生看着书听歌谣。
（2）让学生观察歌谣中 like 后的蔬菜单词和 Let’ s learn 中的单词有什么不同。启发学生说出 like 后的名词是以复数形式出现的。教师适当强调 tomato和 potato 的复数形式拼写的变化，carrot 的复数形式读音的变化。
六、Homework（1）读课文第 39 页并背诵 Let' s chant。（2）抄写新单词
七、板书设计
八、教学反思
第三课时
一、教学目标：
（1）让学生掌握含有字母组合 or 的单词发音和认读书写。（2）能听、说、读、写 horse, fork, homework, world map 四个词语。
二、教学重点： 能听、说、读、写 horse, fork, homework, world map 四个词语。
三、教学难点： 正确书写 horse, fork, homework, world map 四个词语。
四、教具准备： 教学光盘、单词卡片。
五、教学过程：
1、Warming up and reviewing（1）师生做日常口语练习: T: What are these? Ss :They are„T: Are these„? Ss: Yes, they are./No, they aren' t.（2）请学生表演 A 部分 Let’ s talk 的对话。
2、New step（1）播放 Read, listen and chant 的录音，让学生听歌谣。
（2）让学生跟着动画学说歌谣，同时可用手打节奏。
（3）播放 Read, listen and number 的录音, 让学生给单词排序。
（4）听音后反复读四个单词，在此基础上进行描红，达到书写格式正确的目的。
3、Consolidation 完成 Look, listen and write 部分的练习。
六、布置作业 ：听A Let’s spell 录音。
七、板书设计
八、教学反思
第四课时
一、教学目标：
（1）能听懂“What are those? Are they...? How many...?”，并能在情景运用。
（2）进一步巩固名词复数及读音规则。
（3）通过小组活动的形式培养学生的合作意识。
二、教学重点： 句型 What are those? Are they…？ How many…do you have？ 的理解与应用。
三、教学难点： 名词复数及其读音规则。
四、教具准备： 教学光盘、单词卡片。
五、教学过程：
1、Warming up and reviewing（1）欣赏本单元歌曲。
（2）提问： What can you hear in this song ？ 学生说出在歌中听到的动物的单词。
2、New step（1）教师拿起几支笔握在手中，不要露出笔尖。引导学生用 Are they 来猜猜是什么笔, 教师根据实际回答：Yes, they are./No, they aren’ t.（2）教师随手拿起几个笔袋： Are they pencil-boxes？学生回答： Yes, they are.或 No, they aren’ t.然后教师说： They are not pencil-boxes.They are pencil-cases.（3）组织学生分组利用自己的学习用品问答 A： Are they …? B： Yes, they are./No, they aren' t.（4）学生汇报练习情况，当学生对话后，教师要接着问： How many…do you have？ 引导学生答出相应的数量。
（5）打开 Let’ s talk 部分课件，学生观看1-2遍，在情景中理解对话的语句。
（6）教师就对话内容提问，检查学生的理解情况。（显示课件的插图）Are they sheep？ / goats？ / horses？ / donkeys？ /hens？ / cows？ How many …?
（7）跟录音朗读对话，注意模仿语音语调。
（8）小组分角色表演对话，教师巡视指导。
3、Consolidation 启发学生替换有关动物单词，创新对话。A： Are they …? B： Yes，they are./ No, they aren’ t.(They are …)A： How many … do you have? B： I have „
六、布置作业：向同伴、朋友或家长了解更多的关于农场上的动物的知识。
七、板书设计
八、教学反思
第五课时
一、教学目标：
（1）能够听、说、认读单词： sheep，hen，cow，horse。
（2）了解单词 sheep，hen，cow，horse 的复数形式。
二、教学重点：
（1）单词： sheep，hen，cow，horse 及其复数形式的表达。
（2）句型： What are they？ 和 Are they…?的问答。
三、教学难点： horse，sheep，goat 的复数形式表达。
四、教具准备： 教学光盘、单词卡片。
五、教学过程：
1、Warming up and reviewing（1）教师提问： I love animals very much.Do you love animals？ What animals do you know?
（2）学生说说自己知道的动物单词，一旦学生说出本课涉及到的单词，教师要及时拿出卡片，请这位同学来教大家读。
2、New step（1）教师说： Do you know a farm？ There are many animals at a farm.Let’ s go and have a look 教师出示 Let’ s learn（A）部分挂图，说： Look，it is a farm.So many animals.What can you see?（2）学生听懂后，教师可先试着让学生指图回答，能说出英文的学生给与表扬，也可让学生用中文回答。
（3）告诉学生我们要学习有关 farm 的内容，教读 farm。
（4）让学生观看课件 2 遍，教师只点击有关单词部分，学生跟读。（5）教师出示单词卡： sheep，hen，cow，horse，goat，lamb，让学生进行认读，教师可以将一些发音规律，帮助学生记忆单词。如： ee 在 sheep 中发[i： ]ow在 cow 中发[aU]，oa 在 goat 中发音等等，也可以启发学生说说怎样记住每个单词。（将卡片贴到黑板上）
（6）巩固单词：a、教师说单词，学生指图。b、教师指图，学生说单词。c、一个学生说任意一个单词，其他学生举起相应的图片。
3、Consolidation（1）请一位同学拿一张卡片（复数形式的图片）站在前面，不让全班看到正面是什么，其他人用 Are they…?来猜图片内容。猜错了，该同学要说：No，they aren’ t.猜对了，说：Yes, they are.2、学生两人一组做猜卡片的游戏。
六、布置作业 ：将 Let’ s learn 部分的图讲给家长听。
七、板书设计
八、教学反思
第六课时
一、教学目标：
（1）能让学生运用These/Those are...写句子。
（2）能听懂录音。
（3）会唱 Let’ s sing 的歌曲。
（4）能听懂 Story time 的内容。
二、教学重点： 掌握两个重点句子： “These/Those are...” 的正确书写。
三、教学难点： 在四线格中的正确书写 These/Those are...四、教具准备： 教学光盘、单词卡片。
五、教学过程：
1、Warming up and reviewing（1）日常口语交流。A: What are these/those? B: They are...A: Are these/those...? B: Yes, they are./No, they aren' t.（2）复习A、B 两部分的词语及对话。
2、New step（1）让学生练习运用 These/Those are...练习说句子。（2）在学生能说的基础上在让学生书写这样的句子。
3、Consolidation（1）读短文并打勾。
（2）听录音并打勾。（3）看一看并连线。
（4）唱 Let’ s sing 的歌曲。
（5）听录音看动画理解 Story time 的内容。
六、布置作业
（1）唱第 40 页的歌曲给家长听；（2）听录音并跟读 Story time。
七、板书设计
八、教学反思
四年级英语上册课件【篇7】
教学目标：1. 能在情景中运用Where is…? It’s in/on/under/near…询问和回答物品的位置。
2. 听懂、会说表建议的句子"Let's go and have a look."
3. 能听懂、会说并能恰当使用表示方位的词near。
教学分析：
重点：学习句子What’s in the classroom? Let’s go andsee!以及Where is it? 学习用near表示方位。
难点：What 和where 学生比较容易混淆。
教具：1.学生自带一件物品，最好是有关已学过的英文单词。
2. Amy, Mike 和Zhang Peng的面具。
3.一张画有教室的大幅图片。
4.教材相配套的教学课件。[Unit 1 A Let’s talk]
5.教材相配套的教学录音带。
教学过程：
(一)热身、复习(Warm-up/Revision)
1.复习已学句型：This is… I have… 教师手拿一个毛绒玩具，说：I have a dog , this is mynew dog.
2.让学生用事先准备好的实物模仿句子
3.当学生能够说出句子时，教师可提问：Where is it? 启发学生用学过的知识回答：It’s on/in/under/the …
4.在学生回答Where is it?时，教师可以适当的加入near 一词，It’s near the… 让学生在实际的情景中理解near 的含义并运用。
(二)呈现新课(Presentation)
1.教师介绍新人物并展示情景对话：出示面具This is Zhang Peng.She isSarah.They have a new classroom. Do you want to have a look? Ok, Let’s go andhave a look.(间接引出新句子) 教师出示一张教室图并把它贴到黑板上：This is a new classroom.提问：What’s in the classroom? (让学生先熟悉一下对话情景。)
2.让学生带着问题观看本部分的教学课件。[Unit 1 Let’s talk/A]
What’s in the classroom?
Where is Sarah’s picture?
3.让学生通过视听来回答教师所提出的问题，有困难的地方教师要做必要的帮助。
4.学生跟读并模仿Let’s talk部分的内容。(使用教材相配套的教学录音带)
5.师生利用教室中的文具物品进行问答。
教师出示一本新书，提问：What’s this?并将该物品放在课桌或椅子的不同位置，再提问：Where is it?学生根据实际所见逐一回答。
(三)Let’s paly
本活动可穿插在Let’s talk的教学过程中，如教学话轮Where is …? It’s…之后，教师利用挂图或课件出示本部分图片，说：I see something in thepicture. It’s begins with “c”。 What is it ?再引导学生提问：Where is it?找出正确答案。
然后，教师用简单指令语说：Now I see a “p”。再示范一次。教师也可将指令说成有节奏的句子，如：I spy.I spy. I see aletter “p”。请个别学生发指令，也可请学生两两组合进行练习。
(五)布置作业(Homework)
1. Listen tothe tape after class and try to imitate the accent.
2.Read the text smoothly.
四年级英语上册课件【篇8】
一、教材分析
前两课我们学习了my family. 学会了 my dad， my mum，my uncle， my aunt， my cousin，以及他们的names。这一课我们来了解一下我们家还有什么人。当然还有我的爷爷grandpa和奶奶grandma。现在我们有a big family,一大家子人了。
二、教学目的`及重难点分析：
1.会说会用这些句子：
Who are they?
They are kind.
I love them.
2.会说会用会写这些单词grandpa grandma love kind 。
3. 学会用 lovely kind friendly来描述某人怎么样。
4．了解they和them的用法区别，还可拓展到he-him, she-her,I-me的用法。
三、课前准备：
1．教师准备第18页挂图。
2．教师准备自家的全家福照片。
3．学生准备自家的全家福照片 。
4．教师准备grandpa grandma love kind lovely friendly 单词卡片。
四、教学过程
1.Warming up
展示第10页挂图 ，让学生看图，教师同学生进行对话复习上节课知识 ：
T: Look at this picture again. The girl is lovely. Who is the girl?
Ss:She is Linda Smith.
T:Who is the man?
Ss:He is Linda’s dad.
T:What’s his name?
Ss:His name is Bob Smith.
T:The lady is friendly.Who is she?
Ss:She is Linda’s mum. Her name is Ann Smith.
T:Is this lady Linda’s aunt?
Ss:Yes, she is.Her name is Nancy Smith.
T:This is her uncle,am I right?
Ss:Yes. His name is Sam Smith.
T:The boy is lovely.Who is he?
Ss:His name is Billy Smith.He is Linda’s cousin.
2. New Presentation
学习句型和词汇：
1）老师指着自己全家福上的家人，同学生采取谈话的方式介绍生词
Who is he ? Who are they?
He is my dad .
Who is she?
She is my mum.
Who are they?
They are my mum and dad. They are my parents. I love them.
四年级英语上册课件【篇9】
Unit Two My schoolbag
第三课时教学设计
教学重点
1 学习在四线三格中正确书写英文字母Jj, Kk, Ll, Mm, Nn的大小写。
2 学习单词jigsaw puzzle, jacket, nurse, noodles。
3 学习拼写单词bag, pencil, pen。
教学难点
1 大写J, K, M, N的笔顺和小写j, k的书写格式。
2 单词jigsaw puzzle, kangaroo, lion的发音。
教具准备
1 图片jigsaw puzzle, jacket, key, kangaroo, lion, lock, nurse, noodles 2 写有大小写Jj, Kk, Ll, Mm, Nn的字母卡
3 单词卡jeep, kite, lamp, monkey, man, mouse , nose
4 教材相配套的教学录音带
教学过程
一热身、复习Warm-up/Revision
1 听写。教师发给学生每人一张四线三格纸，教师随意读出字母Aa-Ii，学生要在纸上书写所听到的字母。听写完毕后学生要把写好字母的纸交给教师。
2教师出示字母卡让学生认读字母。
3复习单词。要求听说的单词让学生看图说单词。要求听、说、认读的单词让学生看单词卡读单词并说出中文含义。
二呈现新课Presentation
1 教学字母Jj和教学单词jigsaw puzzle, jacket。
教师出示单词卡jeep，让学生读出来并说出中文。教师问学生jeep的第一个字母是什么What letter is this? 学生回答：j。教师出示字母卡，让学生辨别字母Jj的大小写。教师出示图片，教读jigsaw puzzle和jacket。这两个单词的发音有些难度，对发音不准的学生教师要及时给与帮助。
教师：这三个词都是以字母j打头的单词。谁还记得怎样写大小写Jj？可让学生书空或在黑板上书写。对书写笔顺正确的学生给与表扬。教师在四线三格中教学字母大小写Jj。注意让学生区分大写J的手写体和书写体。可同时出示手写体和印刷体的单词卡让学生观察，让学生记住手写体的大写J没有横。要让学生仔细观察小写j 占了几个格几条线，提醒学生在书写这个字母时注意占格位置。
2 教学字母Kk。
教师出示图片袋鼠让学生说出单词kangaroo。教师从兜里拿出一把钥匙，问学生What’s this? 让学生说出单词key。教师出示单词卡kite, 让学生读出来并说出中文。教师问：谁知道这三个单词的第一个字母是什么？学生回答：k。教师出示字母卡，让学生辨别字母Kk的大小写。让学生说出大小写字母Kk的笔顺并书空。教师在四线三格中教学字母大小写Kk。教学中告诉学生大写K的右边是一笔写出的，上下两部分的交点在第二线。小写k的手写体与印刷体不同，让学生看着字母卡指出哪个是手写体，哪个是印刷体。让学生看着教师在黑板上写的小写k，告诉他们小写k的第二笔的起笔是从第二条线下边开始的。3 教学字母Ll。
教师出示图片狮子和锁，让学生说出单词lion和lock。教师出示单词卡lamp, 让学生读出来并说出中文。教师让学生说出这三个单词的第一个字母是Ll。教师出示字母卡，让学生辨别字母Ll的大小写。让学生说出大小写字母Ll的笔顺并书空。教师在四线三格中教学字母大小写Ll。教师出示写有手写体和印刷体的单词卡让学生辨认。告诉学生我们要学写手写体。4 教学字母Mm。
教师出示单词卡monkey, man, mouse,让学生读出来并说出中文。教师让学生看着单词说出它们的第一个字母是什么。学生回答m。教师出示字母卡,让学生辨认字母Mm的大小写。让学生说出大小写字母Mm的笔顺并书空。教师在四线三格中教学字母大小写Mm。教师要让学生观察出大写M下面都要到达第三线上。5 教学字母Nn和教学单词noodles, nurse。
教师出示单词卡nose,让学生读出来并说出中文。教师问学生nose的第一个字母是什么What letter is this? 学生回答:n。教师出示字母卡,让学生辨别字母Nn的大小写。教师出示图片,教读nurse, noodles。教师:这三个词都是以字母n打头的单词。谁还记得怎样写大小写Nn?让学生书空或在黑板上书写。对书写笔顺正确的学生给与表扬。教师在四线三格中教学字母大小写Nn。教师要提醒学生在书写时记住大写N的笔顺,第二笔不要写反。6 让学生在练习本上把所学字母Jj-Nn每个写一行。教师在教室中巡视,及时给学生进行辅导。
7 让学生听录音带跟读模仿。
8 学习拼写单词bag, pencil, pen。
教师分别拿实物书包、铅笔和钢笔问学生:What’s in English? 学生回答:bag, pencil, pen。教师问:Can you spell these words? 如有学生能够拼出单词,教师要给与表扬.然后出示单词卡。教师说:我们学习单词不仅要会说还要会写,今天我们就来学习几个单词的拼写看谁学得快。然后出示单词卡。让学生看单词卡拼读单词。教师让学生看单词回答:How many letters in this word? 学生回答后,让他们背着拼出单词。教师让学生在四线三格中默写字母b, a, g, p, e, n, c, i, l, 教师教学生在四线三格中书写单词。告诉学生首先要把每个字母书写正确.然后按照单词的拼写把字母写在一起,注意单词的每个字母间要有一点距离。让学生照板书抄字头,然后每个单词写一行。三趣味操练Practice
游戏1看谁拿得快
教师将字母Jj, Kk, Ll, Mm, Nn的大小写字母打乱顺序分别贴在黑板上,然后请两组学生，每组5名出列。教师报一个字母,让每组的第一个学生快速地跑近黑板,将该字母的大写与小写分别取下。先拿到正确的大小写字母卡的小组为胜者,可获一分。计算最后结果,给与优胜小组奖励。
游戏2拼图说单词
教师把与本课单词有关的图片剪成几块,然后让学生分小组进行拼图比赛。拼出后让学生说出单词以及该单词的第一个字母。拼出图形加一分,说对单词加一分,说出字母加一分,最后看哪个小组得分最多,哪个小组就取得胜利。 四扩展性活动Add-activities 本项活动复本课时所学的单词及字母。
a.让学生两人一组分别选一张大写的J, K, L , M ,和N字母卡。b.将小写字母及本课时出现的词汇扣在桌面上。
c.每人一次翻开一张卡片,如果卡片上的单词第一个字母和手中的字母一致就赢得这张卡如果不一致放回原处。
d.继续翻卡片直到翻开所有的卡片。卡片多的学生获胜。e.让学生读出手中卡片的单词核对卡片。板书设计
Unit 1 My classroom
上课前打好的四线三格在课堂上随讲随写的字母Jj, Kk, Ll, Mm, Nn
教学反思：
本课时重点教学字母Jj Kk Ll Mm Nn及相关的单词。其中有个别词较难。如：jigsaw puzzle kangaroo，只要求认读就好。还有一个重点，教学三个四会单词：bag pen pencil。本课让学生认读单词，找出单词中的相同字母，然后导入字母的教学。重点教学字母的笔顺及引导学生区分书写体和印刷体的不同。特别强调的是Gg和 Jj，Mm 和Nn 读音容易混淆，字母Ｋ，Ｍ，Ｎ的笔顺容易出错，在教学中应及时提醒学生。对于三个四会单词，本课时由于内容较简单，时间充裕，可以当场让学生记忆这三个单词，并进行抽查，了解学生的掌握情况。
人教版九年级英语课件12篇
本文主要是对“人教版九年级英语课件”进行了简要介绍，希望大家会喜欢。同时也希望这篇文章能够激发你学习和工作的热情。在开学前，老师们需要准备好教案和课件，每个人都要为自己的教案和课件做出计划。教案的质量高低是衡量教学水平的重要标志。
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
1、导入：前一学期我们学习了选自《列子》的作品《两小儿辩日》，体悟了前人的智慧。这堂课，我们学习另一篇选自《列子》的作品--《愚公移山》，我们一起去感受一下一位“年且九十”的老者不惧困难、坚持不懈的精神。
高万仞（rèn） 出入之迂（yū）
亡（wú)以应 一厝(cuò)朔东
方七百里 汝心之固,固不可彻
年且九十 河曲智叟亡以应
其妻献疑；
遗男跳往助之；
①愚公的妻子与智叟面对愚公移山所说的话，情感上又什么不同？
妻子是关心，智叟则是嘲笑。
②遗男与智叟行为是一组鲜明的对比，这样写有什么好处？
①假设你是愚公，面对“惩山北之塞，出入之迂”的处境，你会怎么做？
②如果你是智叟，面对愚公移山，你会怎么做？
先鼓励愚公移山，等到他明白移山不具有可行性的时候，劝阻其搬家。因为：
一、尊重他的选择。
一个人，只要他愿意为他的选择承担责任，付出代价，无论这个选择怎么样，我们都没有任何理由不尊重这种选择。鼓励愚公移山，是尊重他的选择，尽管这种选择没有可行性。
二 、等待时机。
解决问题的时机不成熟。愚公当时坚信能够移走大山，并且兴致勃勃，去劝阻他的话，愚公很可能产生逆反心理，达不到劝阻的目的。鼓励他移山，可以用事实在无言中证明移山的不可行(人为地促进矛盾激化，推动事物发展、质变）。为劝阻其放弃移山作基础。这样做，既尊重了愚公的选择，又解决了具体问题，何乐而不为呢？
①我们应该学习愚公坚持不懈、不怕困难的精神，但不能学习愚公那样的行径。
②我们要学会尊重别人的选择。
人教版九年级英语课件 篇3
八年级英语教学设计
Unit2 I`ll help clean up the city parks
SectionA(3a-4)
一、教学目标
1、知识目标
（1）、掌握词汇及短语：spend…doing ,set up ,put…to good use ,not only…but also ,put off ,coach ,cheer up(2)、运用提供帮助的句型：You could help coach a football team
2、能力目标
（1）、运用目标语言，能比较流利地讲述自己能够做的事情。（2）、理解not only…but also 句型的用法。
3、情感目标
通过学习增强实际交际能力，培养学生为他人着想，热爱公益事业，乐于助人的优良品质。
二、教学重点
1、能够运用语言和语法知识进行阅读并理解文章意思。
2、学会如何提供帮助。
三、教学难点
理解句子Not only do I fell good about helping other people ,but I get to spend time doing what I love to do
四、教具：录音机
五、课堂教学设计
1、Duty report
2、Warm-up，学校打算开展志愿者活动，根据自己的兴趣爱好设计自己能够做的事情，激发学生的学习兴趣。
3、Lead-in,老师提问，T:There three special students in No.77 High School,do you want to know them?展示书上的图片，让学生提问，阅读理解短文，设法找出学生提出的问题的答案，当学生阅读时，教师列出重点词汇、句式，加深学生的印象，最后放录音，巩固课文内容。
4、教学操练3b、4 让学生小组讨论解决的方法，由两三组同学表演他们的对话，使他们能流利地用英语进行交流，引导学生关心和帮助他人。
5、Survey : 利用课文4的表格，询问同学的兴趣爱好以及根据自己的兴趣爱好可以做哪些帮助人们的事，培养学生在设计生活中运用本课所学内容，解决现实生活中问题的能力。
6、难点破解
（1）、not only…but also，用来连接两个并列的成分，also可以省略，连接并列主语时，谓语动词用就近原则，Not only the students but also the teacher is running.（2）、连接两个并列句，以not only开头的句子要倒装。（3）、否定式为neither …nor.7、小结
（1）、掌握本课生词及重点用法。（2）、能用所学内容给他人提供帮助。
8、布置作业
假设你们班打算去敬老院慰问，根据他们的爱好，为他们安排合适的事情。
教学反思
通过本节课的学习，学生能学习到一定的阅读策略，通过复述和写作环节学生的书面表达能力会有所提高。
人教版九年级英语课件 篇4
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5
教学目标
1. 能力目标
能听、说、认读一些常见的动物单词cat，dog， monkey， duck， panda， rabbit， 并能用英语介绍这些小动物。
能听懂一些简单的指示语，并能按照指令模仿动物做出相应的动作。
2. 情感目标
培养学生爱护动物、保护动物的意识。
教学重难点
能听、说、认读一些常见的动物单词cat，dog， monkey， duck， panda， rabbit， 并能用英语介绍这些小动物。
能听懂一些简单的指示语，并能按照指令模仿动物做出相应的动作。
教学工具
ppt课件。
教学过程
1、Warm-up
（1）Free talk（1分钟）
a. ---- Good afternoon， Fangfang.
---- Good afternoon， Lanlan.
b. ---- Hello， Xiaoling. How are you？
---- Hi， I＇m fine， thank you. And you？
---- Very well， thank you.
（2）播放歌曲 Teddy Bear（要求学生边拍手边吟唱，营造一个欢乐活泼的英语气氛。）（1分钟）
（3）大小声游戏：rabbit， monkey， panda， zoo（1分钟）
教师轻声说一个单词，学生则需大声朗读。教师大声说，学生则轻声说。
（设计思路：活跃气氛，融洽师生情感，激发学生参与课堂活动的热情，使学生迅速进入英语学习的状态，并帮助学生巩固了上节课的单词。）
2.entation
教师课前在黑板上用彩色粉笔画一个动物园的图案。
（1）教学duck
a.教师画一个duck的简笔画，微笑着问学生：Hello， boys and girls. What＇s this？ Do you know？ 你们认识它吗？它的叫声是怎样的呢？
b.课件出现duck的画面及叫声
T： Look at my mouth. d-u-c-k， d-u-c-k （注意元音字母u的发音）然后把图片鸭子贴在黑板上。
（2）教学rabbit
T： Hello. I＇m an animal. I have two long ears， and I have a white body. And， I have two red eyes. Do you know？ What am I？ 从此谜语中引出单词 rabbit。
（设计思路：悬念式激情导入，激发学生的好奇心和兴趣，提高学生的听力水平。）
（3）教学panda
出示课件。
T： Look， it＇s a lovely animal. What＇s this？
引出熊猫单词panda，出示卡片，领读，进行音标渗透。然后说：Hello！ My name is Panda. Nice to meet you.（引导学生用所学问候语向熊猫打招呼。）
（设计思路：在熟知的语言中呈现单词，在真实的情境中交际，避免了枯燥无意义的机械重复，使课堂生动、鲜活、富有生活情趣。）
（4）老师模仿声音Woof！Woof！引出单词 dog. I＇m a dog. （做小狗的动作）Dog， dog， I＇m a dog， woof woof woof. 声音woof 引出单词dog。
接着出示cat的图片，引导学生说出Cat， cat， I＇m a cat， meow， meow， meow. 同法教学monkey.
（设计思路：在展示单词的同时，配上相应的动物动作。小学生的自控力不是很强，很难长时间保持注意力，所以动手，动脑，惟妙惟肖的滑稽动作，让学生体会到了英语学习的乐趣。）
（5）教师以故事形式出示课件，引导学生再次认读动物单词。
（设计意图：根据学生好表现的心理，一步一步循序渐进，层层深入，由易到难地从本课单词迁移到课外内容，既激发了学生的学习兴趣，又丰富了课堂内容。）
3.tice
（1）让学生拿出准备的玩具或头饰，扮演自己喜爱的动物。
（设计意图：小学生都非常喜爱小动物，每位学生最喜爱的动物也不同，针对这一生活实际，通过学生戴上自己最喜爱的头饰，介绍自己，提高了学单词的趣味性，使每位学生都跃跃欲“说”，即能寓教于乐。）
（2）教师播放Let＇s learn部分的课件，让学生跟着说，注意语音语调。
（3）教师示范表演，学生模仿。看谁表演得最逼真、最生动。
4. Consolidation
（1）教师让学生手拿自己的玩具，两至四人一组练习说 Look！I have a rabbit / dog ...其他同学说上节课学过的感叹词：Cool！ Super！ Great！ Wow！
（2）比一比，看谁模仿的动物叫声最逼真。
（3）赛一赛，看谁模仿的动物形体特征最生动。
5. Add-activities
（1）教师将一只大萝卜放在讲台台上，并戴上rabbit的头饰，并找若干名学生，师生同表演“拔萝卜”故事情节。
（2）Let＇sChant
Cat， cat， I＇m a cat， meow， meow， meow.
Dog， dog， I＇m a dog， woof， woof， woof.
Duck， duck， I＇m a duck， quack， quack， quack.
Monkey， monkey， I＇m a monkey， hei， hei， hei.
Rabbit， rabbit， I＇m a rabbit， jump， jump， jump.
Panda， panda， I＇m a panda， ha， ha， ha.
6. Homework
（1） 把你知道的动物单词说给家长听。
（2） 和同伴一起做模仿动物表演。
（3） 小组合作进行编对话或儿歌。
人教版九年级英语课件 篇6
新目标英语九年级第八单元短语动词小结
常见短语动词结构有下面几种：
1.动词+副词 如：give up 放弃 turn off 关掉 stay up 熬夜
这种结构有时相当于及物动词，如果其宾语是代词，就必须放在动词和副词之间，如果是名词，则既可插在动
词和副词之间，也可放在短语动词后。2.动词+介词 如：listen of 听 look at 看 belong to 属于这种结构相当于及物动词，后面跟宾语。
3.动词+副词+介词 如：come up with 提出，想出 run out of 用完，耗尽
4.动词+名词(介词)如：take part in参加 catch hold of 抓住 1.cheer(sb.)up使(某人)高兴、振作 如：cheer me up 使我高兴 clean up 打扫 clean-up n.打扫
2.homeless adj.无家可归的 a homeless boy 一个无家可归的男孩
home n.家
3.hand out 分发 hand out bananas give out 分发 give out sth to sb.分….给某人
give up doing 放弃… give up smoking 放弃吸烟
give away 赠送 捐赠 give away sth.to ….give away money to kids
give sb.sth.给某人某东西 give me money 给我钱
give sth.to sb.给某人某东西 give money to me 给我线 4.sick adj.生病的 作表语、定语 ill adj.生病的 作表语，不能作定语
5.volunteer to do v.志愿效劳、主动贡献 volunteer n.志愿者
e up with 提出 想出 === think up 想出
catch up with 赶上 追上
7.put off doing 推迟做某事
put on 穿上(指过程)put up 张贴
8.write down 写下 记下
9.call up 打电话
make a telephone call 打电话
10.set up 成立 建立
The new hospital was set up in 2000.这座医院是在2000年成立的。11.each 每个 各自的 强调第一个人或事物的个别情况 常与of 连用
every 每个 每一个的 一切的 则有“全体”的意思不能与of 连用
12.put …to use 把… 投入使用，利用
They put the new machine to use.他们把新机器投入使用
13.help sb.(to)do 帮助某人做某事 help him(to)study help sb.with sth.帮助某人做某事 help him with English help do 帮助做某事 help study 14.plan to do 计划做某事
plan + 从句
I plan to go to Beijing.=== I plan(that)I will go to Beijing.我计划去北京。15.spend … doing 花费…做… I spent a day visiting Beijing.我花了一天的时间去参观北京。
spend… on sth.花费…在… I spent 3 years on English.16.not only … but(also)… 不但… 而且… 用来连接两个并列的成分
(1)引导以 not only …but(also)… 开头的句子往往引起部分倒装。
因此 ⑴Not only do I feel good but(also)….是倒装句。
也是说得要把前面的句子中的助动词或者是情态动词放在主语的前面。如：
①Not only can I do it but(also)I can do best.我不仅能做到而且做得最好。
⑵Not only…but(also)… 接两主语时，谓语动词随后面的主语人称和
数的变化 也就是就近原则 如：
①Not only Lily but(also)you like cat.不仅莉莉而且你也喜欢猫。
②Not only you but(also)Lily likes cat.不仅你而且莉莉喜欢猫。常见的就近原则的结构有：
Neither… nor…即不…也不…(两者都不)Neither you nor I like him.我和你都不喜欢他。
Either… or… 不是…就是…(两者中的一个)Either Lily or you are a student.Not only …but(also)…
There be 17.join 参加(指参加团体、组织)如：join the Party 入党
take part in 参加(指参加活动)如： take part in sports meeting 参加运动会 18.①run out of == use up 用完 用尽
I have run out of money.== I have used up money.我已经用完了钱。
②run away 逃跑 The monkey has run away from the zoo.这只猴子已经从动物园里逃跑了。
③run to + 地方 跑到某地
19.take after(在外貌、性格等方面)与(父母等)相像
be similar to 与..相像
take after 相像
look after 照顾
take care of 照顾 out 算出 结局
The situation worked out quite well.情况的结局非常好 Have you worked out this math problem? 你已经算出这道数学问题了吗？ 21.hang out 闲荡 闲逛
I like to hang out at mall with my friends.我喜欢和我的朋友一起去购物中心闲荡。22.be able to do 能 会
be unable to do 不能 不会
23.thank you for doing 谢谢做某事 如： thank you for helping me 谢谢做帮助我
人教版九年级英语课件 篇7
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8
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9
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10
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11
二、教学目标：
1、掌握形容词以及比较级的使用。
2、能听得懂、会说、会读和会拼写tall ,light ,young ,old ,heavy。
3、掌握会话中出现的三会单词和词组twin ,minute ,centimeter, child ,cute, also, chat.
4、能听得懂、会说、会读和会写四会句型：Who taller than David?
Gao Shan is taller than David .
5、能听得懂、会说、会读日常交际用语. Whose bag is heavier ,yours or mine ? I'm as tall as you . SuYang is younger than Su Hai .
6、了解字母组合or在单词中的读音。
三、教学重、难点：
正确掌握B部分出现的四会单词light lighter , heavy heavier和句型Who is taller ,you and SuYang? Whose ruler is longer ,yours or mine?
2 、练习题的投影片。
3 、课前写好本课的课题。
2、让学生复述A部分第一段和会话。
3、学生小组内表演会话内容。
My pencil is longer than ___'s...
5、让学生看黑板，朗读、拼读刚才教师板书的四会单词。
6、学生拿出课前准备好听写本，听写本课四会单词。
D、学生一齐拍手唱歌谣两遍。
E、Practice and consolidation练习和巩固
六、布置作业：
1、朗读本课的会话，要求学生能够复述、背诵。
2 、学会唱歌曲。
人教版九年级英语课件 篇12
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。
