新目标九年级英语课件

05-10

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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.

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

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