铭钔釺唫
一份好的课件不仅可以让学生在课堂上学到知识，还可以让学生对英语产生强烈的兴趣。我为大家整理的九年级的下册英语课件，希望大家喜欢。
Language goal
In this unit students learn to talk about past events.
New language
Where did you go on vacation? I went to the mountains.
Where did they go on vacation? They went to New York.
Where did he go on vacation? He stayed at home.
Where did she go on vacation? She visited her uncle.
Did you go to the beach? Yes, I did. /No, I didn't.
Section A
Ask questions about what students did last Saturday.Write some past tense statements on the board. Ask,Who went to the movies last Saturday? Point to a student who raises his or her hand. Sara went to the movies last Saturday. Repeat. Write this sentence on the board.Underline the word went. Ask, Who visited a friend last
Saturday? Point to a student who raises his or her hand.Carlos visited a friend last Saturday. Repeat. Write this"sentence on the board. Underline the word visited.
Point to the words went and visited in the sentences on the board. Say, We use these words to talk about things that happened in the past.
Then write these pairs of words on the board: go-went,visit-visited. Ask a student to point out the words that talk about the past.
1 a This activity introduces the key vocabulary.
Focus attention on the picture. Ask students to tell what they see. Say, Each picture shows something a person did in the past. Name each activity and ask students to repeat:went to the mountains, went to New York City, went to summer camp, visited my uncle, stayed at home, went to the beach, and visited museums.
Point out the numbered list of activities. Say each one again and ask students to repeat.
Then ask students to match each phrase with one of the pictures. Say, Write the letter of each picture next to the name of the activity. Point out the sample answer.
Check the answers.
1 b This activity gives students practice in understanding the target language in spoken conversation.
Point to the picture. Ask students to tell what the person did in each scene. For example, Tina went to the mountains or She went to the mountains.
Play the recording the first time. Students only listen.
Play the recording a second time. This time say, There are three conversations. The people talk about what they did on vacation. Listen to the recording and write numbers of the names in the white boxes in the picture. Please write only five numbers. Point out the sample answer next to the picture showing went to the mountains.
Correct the answers.
1 C This activity provides guided oral practice using the target language.
Point out the example conversation. Ask two students to read the dialogue to the class.
Say, Now work with a partner. Make your own conversations about the pictures.
Say the dialogue in the picture with a student. Do a second example, if you wish.
Then have students work in pairs. As they talk, move around the room monitoring their work.
Offer language or pronunciation support as needed.
2a This activity gives students practice in understanding the key vocabulary in spoken conversation.
Point to the three people's names and read the names to the class. Point to the three vacation activities and ask a student to read the activities to the class.
Say, This is a recording about three people's vacations. Please match the people with the places they went to on vacation.
Play the recording the first time. Students only listen.
Play the recording a second time. This time, ask students to write the letters of where people went on vacation next to their names. Point out the sample answer next to item 1.
Correct the answers.
2b This activity provides more listening practice using the target language.
Call attention to the chart. Ask a student to read through the names and activities listed.
Say, Now listen to the recording again. This time,please listen to the conversations and put a checkmark in the "Yes, I did." or "No, I didn't." blank after each activity. |Play the recording the first time. Students only listen.
Point out the sample answer under Yes, I did in the first blank after the words "Nancy... go to Central Park?" Say, Did Nancy go to Central Park? Yes, she did.
Play the recording again. Ask students to put checkmarifl in the correct blanks.
2c This activity provides guided oral practice using the target language.
Say, Get into groups of three. One of you will be Nancy, one will be Kevin, and one will be Julie. Ask each other about the vacations. You can talk about the activitiesfrom the chart in 2b or about any other activities you like.
As students talk, move around the room, monitoring the conversations and offering support as needed.
You may want to have a group of students present their conversation to the class.
3a This activity provides reading and writing practice using the target language.
Point out the pictures in the photo album. Ask students to describe what they see. (In picture 1 there is a man with a bowl of soup. There is also a waiter. He looks angry. In picture 2 there is a beautiful beach. There is a man. He looks unhappy.)
After that, read the first two lines of the dialogue to the class. Point out the answer was in the first line.
Then point out the blanks in the rest of the lines of the dialogue. Read the conversation to the class saying the word blank for each blank line: How blank the beaches?
Then say, Write the word was or were in each blank.Ask students to complete the activity on their own.
Correct the answers.
3b This activity provides guided oral practice using the target language.
Point to each of the pictures and ask students to say what they see. Then read the words under each picture. Pronounce any new words and explain what they mean, if necessary. For example, In this picture a girl is on a bus. The girl is taking a bus trip. Ask, What does relaxing mean? Does it mean you are excited or quiet? How do you look when you relax? If students don't know the meaning of relaxing, demonstrate by leaning back in your seat and half-closing your eyes.
Say,Now work with a partner. Make your own conversations about the pictures.
Say a dialogue with a student. Point to the food picture.Ask, How was the food? The student replies, It was awful.Do a second example, if you wish.
Then have students work in pairs. As they talk, move around the room monitoring their work. Offer language or pronunciation support as needed.
4. This activity provides speaking practice using the target
language.
Explain to the students that they are going to make a vacation photo album and talk about it with their classmates. You may want to provide students with magazines which they can cut up for their photo albums, or askthem to draw the photos or have them make their photo albums at home for homework.
Once students have completed their photo albums, draw students' attention to the vacation pictures in the student book. Tell them that they are pictures from your last vacation. Using the simple past tense, point to each picture and describe a few things about your time in each place. Write wh- questions on the board (where,
what, who, why, when, how). Remind students that the photos in the book in activity 4 are photos from your vacation. Encourage the class to ask you wh- questions about your vacation.
Have students interview their classmates about their vacation photo albums.
When students have interviewed several classmates,have them discuss in pairs where in China they think would be the best place for a vacation. It could be somewhere one of them has been to, or just somewhere they have heard of and would like to visit.
Have several pairs explain their choices of vacation destination to the rest of the class.
复习目标：
1、复习本模块的词汇短语，翻译本模块的重点句子
2、体会定语从句及其他重点句型
3、根据所学定语从句知识，选择引导词，并说明理由。
4、根据汉语意思，翻译简单的定语从句。
教学难点：
根据所学定语从句知识，选择引导词，并说明理由；分析句中定语从句的先行词，学会翻译定语从句。
教学过程：
一、自主复习
(一)、Work in pairs.
Go over the module, check each other. (6’)
1、Translate .
standardgeneralrecentlymenudifficultyfeelingsubject headmaster 授予获胜者 今晚 女衬衫 祝贺 的确 与…相比 朗读 使…不受
2、Translate into English.
1. 我认为你有获胜的机会。
2. 我感觉我们能解决这些小问题。
3. 他就是去年赢得摄影比赛的那个男孩。
4. 他们选择今年的课题是什么？
5. 我确信你有机会赢。
6. 今晚我很高兴来宣读摄影部赛的冠军们。
7. 这是一个身穿衬衫和裙子的美丽女孩，她正在保护着她的书不被雨淋。
8. 现在让我们欢迎我们的校长为获胜者颁奖。
9. 赢得自然主题的冠军是15岁的李炜。
10. 与往年相比，我们收到了更多的照片。
二、拓展
1.我们对今年的摄影比赛十分满意。
We were very pleased with our competition this year.
be pleased with是固定搭配，表示“对……感到高兴、满意”。
拓展：be pleased to do sth 乐意干某事
eg: （1）、我很高兴接受你的邀请。
I am pleased to accept your invitation.
我对你这学期的表现感到很满意。
（2）、I’m reallypleased with your work this term.
（3）、— What does your father think of your school report this term?
— The smile on his face shows he is ______ what I did in my study.
A. worried aboutB. sorry for
C. angry withD. pleased with
2.我肯定你有获胜的机会！
I’m sure you’re in with a chance!
be in with a chance是非正式英式英语，表示“有可能；有机会”。
拓展：be in with a chance of“有….的可能”
我认为我有可能获得这份工作。
I think I’m in with a chance of getting the job.
我认为我们很有可能打败他们。
I think we’re in with a good chance of beating them.
3.祝贺获奖者，并感谢所有参赛者。
Congratulations to our winners and thanks to everyone who entered the competition.
congratulations to sb. (on sb.)表示“（因某事）向某人表示祝贺”。 thanks to 表示“感谢” 后跟人； thanks for 表示“因……而感谢”
拓展： thanks to 还表示“幸亏、由于”，后跟人或物均可
Eg: Thanks to our teacher, we finished the work.
多亏了我们的老师，我们完成了我们的作业。
三、Read the following sentences of the attributive clauses(定语从句) ，experience (体会) the following sentencesin your group.
1.He’s the boywho won the photo competition last year.
2. The photowhich we like best in the City and People groupwas taken by Zhao Min.
3. A group of photoswhich show Beijing and Cambridge in Englandhas won the prize.
4. The onewho took photos at the school dance?
5. The personwho won the prize for the subject Natureis fifteen-year-old Li Wei.
6. It is a beautiful girlwho is wearing a blouse and skirt, andwho is protecting her books against the showers.
7. He Zhong manages to show how this great new band moves and sounds, and the good timewhich their fans are having.
8. …and thanks to everyonewho entered the competition.
填空
1. He’s the boy ______ won the photo competition last year.
2. The photo ______ we like best in the City and People group was taken by Zhao Min.
3. A group of photos _______ show Beijing and Cambridge in England has won the prize.
4. The one _______ took photos at the school dance?
5. The person _______ won the prize for the subject Nature is fifteen-year-old Li Wei.
6. It is a beautiful girl _______ is wearing a blouse and skirt, and _______ is protecting her books against the showers.
7. He Zhong manages to show how this great new band moves and sounds, and the good time _______ their fans are having.
8. …and thanks to everyone _______ entered the competition.
四、学以致用
I. Complete with which, that or who, more than one answer.
1The photos _________ you send should include some words about them.
2 The size of the photos ________ you take should be 9cm ×13cm.
3Students _________ enter the competition should be between 10 and 16 years old.
4 The last date _________ you should send your photos on is 30th November.
5 The lucky person _________ wins the competition will receive a new camera.
(3中如果表物的先行词前有最高级，序数词，或the only 修饰时用that不用which )
Ⅱ. 单项选择。
1. I still remember the college and the teachers ______ I visited in London years ago.
A. whatB. whoC.thatD. which
（注意：先行词既有人也有物时只用that）
2. — Look! That is the woman ______ I met yesterday.
— Oh? She’s my aunt.
A.whatB. whoC. whereD. when
3. Most students like the teachers ______ understand them well.
A. whichB. whoC. whereD. when
4. Liu Yang is the first Chinese woman astronaut ______ has ever traveled in space.
A. whomB. whichC. whoD. whose
5. There will be a flower show in the parkwe visited last week.
A. whoB. whenC. whatD. which
6. I hate people ______ talk much but do little.
A. whoB. which
C. whoseD. whom
III. Translate in English。
1. 正在写字的那个男孩是我的弟弟。
The boy who is writing is my younger brother.
______________________________________________________________
2. 我喜欢我妈妈给我买的这些书。
I like the books which my mother bought for me.
____________________________________________________________
五、Homework
1. 完善writing and speaking.
2.复习本课所学内容，整理好课堂笔记，掌握词汇、短语等。
3.预习M12单词。
白色犬犬
新目标英语九年级UNIT1知识点精讲
单词识记：
1. pronunciation n. 发音，发音法; pronounce v. 发……音
2. differently adv. 不同地，有区别地; different adj. 不同的; difference n. 不同; be differentfrom ... 与……不同
3. frustrate v. 使沮丧，使失望; frustrating adj. 令人沮丧的，令人失望的; frustrated adj. 感到灰心丧气的
4. quickly adv. 快地,迅速地; more quickly 更 快地; most quickly 最迅速地; 反义词: slowly; quick adj. 快的; 迅速的
5. excited adj. 激动的,兴奋的; be / get excited at / about sth. 对……感到兴奋; exciting adj. 令人兴奋的
6. spoken adj. 口语的，口说的,口头的; spoken English 英语口语; an English speakingcountry 说英语的国家
7. mistake n. 错误，过失，误解; by mistake 错 误地; make a mistake 犯错误; v. 弄错; 出错; mistake sb. for sb. 把某人误认为某人
8. realize v. 实现;意识到，明白; 近义词： understand
9. afraid adj. 怕的，害怕的; be afraid of + n. / pron. 害怕……; be afraid to do sth. 害怕做某事
10. complete adj. 完整的，完全的; v. 完成; 近义词：finish
11. secret n. 秘密, 诀窍; adj. 秘密的; secretary n. 秘书
12. trouble n. 困难，苦恼，忧虑; be in trouble 处于困境之中;ask / look for trouble 自讨苦吃; get into trouble 陷入困境; make trouble 闹事; have trouble in doing sth. 做某事有困难
13. soft adj. 软的; 反义词： hard 坚硬的
14. deal v. 处理, 应付; deal with = do with 处 理，料理
15. regard v. 将……视为; regard sb. as ... 把 某人视为……; as regards 关于，至于
16. duty n. 责任,义务; on duty 值日
17. easily adv. 容易地, 简单地; easy adj. 简单的, 容易的
短语小结：
1. make vocabulary lists 列词汇表
2. by listening to tapes 通过听磁带的方式
3. study by working with a group 通过参加学习小组进行学习
4. practice doing sth. 练习做某事
5. improve one’s speaking skills 提高说的技 能
6. too ... to ...太……而不能……
7. specific suggestions 明确的建议
8. add to 增加; add ... to 把……加到……;add on 附加，加上; add together 加起来; add up to 总共, 总计
9.not ... at all 根本不……; 一点也不……
10. have fun doing sth. 做某事很开心
11. get the pronunciation right 把单词正确发 音
12. first of all 首先
13. laugh at 嘲笑……; 因……而发笑
14. later on 后来
15. take notes 做笔记
16. enjoy doing sth. 喜欢做某事
17. impress sb. with sth. 将某事铭刻在某人的记忆里(= impress sth. on / upon sb. = impress sth. on / upon one’s mind)
18. make up 组成, 构成
19. be angry with sb. 生某人的气
20. try one’s best to do sth. 尽力做某事
21. look up (在词典或参考书中)查阅(词或 资料)
句子精讲：
1. This week we asked students at New Star High School about the best ways to learn more English. 这个星期我们询问了新星中学的学生们掌握更多英语的最好方法。
【精讲】 the way to ...后接表地点的名词时意为“去……的路”;后接动词原形时意为“做……的方式”。要特别注意的是该词组中的介词to不能误用of。类似结构的词组还有：the ticket to the movie 这场电影的入场券;the key to the door 这扇门的钥匙;the answer to this question 这个问题的答案等。
2. I don’t know how to use commas.我不知道怎样使用逗号。
【精讲】句中的how to use commas由“特殊疑问词 + 动词不定式短语”构成 (这种结构习惯上被称为动词不定式的复合结构)，在句中充当know的宾语，意思上相当于I don’t know how I should use commas. 含有动词不定式复合结构的句子通常可以改为宾语从句。
3. You said you couldn’t understand people who talked fast. 你说你听不懂那些讲话太快的人。
【精讲】 该句中的who talked fast充当people的定语，是一个定语从句，people是先行词，who是引导词。定语从句的引导词有that, which, who, what, where, why等，根据先行词的性质和在从句中充当的成分选用。
4. I don’t have a partner to practice with. 我没有互相练习说英语的同伴。
【精讲】 当动词不定式充当定语修饰名词或代词时，不定式和被修饰词之间有一种逻辑上的动宾关系，若这种情况下动词不定式中的动词是不及物动词，需在其后加上必要的介词构成及物动词短语。例如，所例举的课文原句中的practice是不及物动词，它和 a partner 构成动宾关系时，需在practice之后加上介词with。
5. Perhaps we have seen young children playing together. 也许我们看见小孩们在一起玩。
【精讲】1) 在主动句中，see之后可接动词原形和v-ing两种形式，构成词组see sb. do sth. 和see sb. doing sth.。前者意为“看到某人做了某事”或“看到某人常做某事”; 后者意为“看到某人正在做某事”。
2)在被动句中，see之后接动词不定式to不能省略。
6. If you don’t know how to spell new words, look them up in a dictionary.如果你不知如何拼读新单词，要在词典中查找它们。
【精讲】 look up, turn on, turn off, pick up, put away等“动词+副词”结构的词组后接代词作宾语时，充当宾语的代词要放在这些词组中的动词和副词之间。
7. And unless we deal with our problem, we can easily become unhappy. 除非我们处理好我们的麻烦事，否则我们很容易变得不高兴。
【精讲】 if和unless等连词用来引导条件状语从句。学习条件状从句一定要注意主从句的时态的呼应：如果主句是祈使句或是所叙述动作还未发生，从句要用一般现在时表示动作将要发生。
8. They might feel they have too much work to do sometimes. 他们可能有时会感到有太多的事要做。
【精讲】 too much和 much too两个词形似意迥。too much的中心词是much，表示“太多”，修饰不可数名词;much too的中心词是 too, 表示“太”，修饰形容词。
语法在线：
1. how 引导的特殊疑问句。
2. by + doing sth. 表示通过某种方法或手段做某事。
3. 现在完成时的用法。
4. 动名词短语作主语的用法。
能力迁移：
1. 谈论怎样学习。
2. 了解学习英语的重要性及最佳的学习方法。
3. 掌握短语by doing sth. 式。
