摘要：
九上英语人教版ppt课件英语在我们的生活当中虽然不常用，但是知识还是要学习的，九年级的英语应该如何教学呢？以下是为大家整理的人教版英语九年级课件，希望对你们有所帮助！Uni... 九上英语人教版ppt课件
英语在我们的生活当中虽然不常用，但是知识还是要学习的，九年级的英语应该如何教学呢？以下是为大家整理的人教版英语九年级课件，希望对你们有所帮助！
Unit 1
Self-check and Reading
学习目标
1.通过学习短文，掌握如何处理我们在学习、生活中遇到的问题和挑战。
2.掌握下列知识点：
■重点词汇：soft，unless，solve，regard，influence，friendship，lose，development
■重点短语：①look up ②write down ③make up ④deal with
⑤regard as ⑥be angry with ⑦go by ⑧as a second language
■重点句型：
①If you don't know how to spell new words，look them up in a dictionary.
②As young adults，it is our duty to try our best to deal with each challenge in our education with the help of our teachers.
预习导学
Ⅰ.预习单词，完成下列各词。
（形容词
（副词）
（反义词
（反义词
Ⅱ.预习Reading部分，回答下列问题。
do we deal with our problems?
合作研讨
一、重点单词与短语
conj.如果不；除非
例如：l won't go to the party unless I am invited.
除非我受到邀请，否则我不会去参加晚会的。
【拓展】unless 作连词，引导条件状语从句，含有否定意义，相当于if...not...
【跟踪训练】
（1）You will fail the exam unless you work harder.（同义句转换）
You will fail the exam the exam you work harder.
.将……视为
【拓展】regard...as...意为“把……当作……”，后接名词或形容词。
【跟踪训练】
（2）我们把老师当作最好的朋友。
We our teachers our best friends.
with处理；应对
例如：How do you deal with your challenges in your study?
你如何处理学习中的挑战?
【辨析】deal with/do with
deal with的同义短语为do with，意为“处理”。deal with与how连用；do with与what连用。
【跟踪训练】
例如：How do we deal with our problems?（同义句转换）
Do we our problems?
二、重点句型
you don't know how to spell new words，look them up in a dictionary.
如果你不知道如何拼写生词，查一下词典。
【精解】①证引导条件状语从句，主句是一般将来时、祈使句或含有情态动词can、may等时，从句要用一般现在时。
【跟踪训练】
（4）如果明天下雨我就不去公园了。
I go to the park if it tomorrow.
【精解】②look up“动词+副词”短语，意为“查阅；查找”，若名词作宾语，可以置于副词叩之前或之后；若代词作宾语，只能置于look叩中间。例如：look the new words up＝look up the new words查阅生词；look it/them up查阅。
【辨析】look up/look at
Look at“动词+介词”型短语，意为“看……”，名词或代词作宾语时，只能置于介词之后，而不能置于短语中间。
【跟踪训练】
（5）—His telephone number is 701-5538 —Have you ?
A. Written it down B. written down it C .written them down D. written down them
young adults，“is our duty to try our best to deal with each challenge in
our education with the help of our teachers.
作为年轻人，在老师的帮助下尽最大努力来应对教育中的每一个挑战是我们的义务。【精解】①It is +n./adj.（for sb.）to do sth.意为“做某事（对某人来说）是....”，其中北是形式主语，真正的主语是后面的动词不定式。
【跟踪训练】
（6）学好英语对我们来说不容易。
It’s not easy for us my teachers.
【精解】②with the help of sb.意为“在某人的帮助下”，同义短语为with one’s help。
【跟踪训练】
（7）I passed the exam with my teachers’ help（同义句转换）
I passed the exam my teachers.
当堂检测
Ⅰ. 根据句意及首字母提示完成单词
you tell me the truth，I won’t believe you.
students r me as their best friend.
is an important part of our d .
go home. Your mother is w about you.
Ⅱ.用所给单词的适当形式填空
5 .The math problem isn't difficult. I can work it out （easy）.
Stephen Hawking has many physical problems, he becomes very famous and （success）.
（friend）has 1asted for years.
has failed four times，but he wanted to have a （hive）time.
Ⅲ.根据汉语提示完成句子
9.昨天我妈妈生我气了。
My mother me yesterday
10.保护环境是我们的责任。
to protect the environment.
11.我们应当把这个难题当作一次新的挑战。
We should the problem a new challenge.
课后练习
Ⅰ.单项选择
（ ） was angry with Tom. So I decided to our friendship.
A .break down B .break off C .break into D .break through
（ ）2. the help Of our teachers，we can organize the party.
A .Under B .Using C .By D .With
（ ） won’t succeed you work harder than before.
A .if B .unless C .whether D .why
（ ） will get easier as time
A .past B. went by C. goes by D .have passed
（ ） don’t waste money on the clothes.
A. too many B too much C .much too D .many too
Ⅱ. 阅读理解
We are 1earning English，but how can we 1earn English well? A student can know a 1ot about English，but maybe he can’t speak English. If you want to know how to swim，you must get into the river. And if you want to be a football player，you must play football.
So you see，you can learn by using it. You should 1isten to your teacher in class. You should speak English to your classmates every day and also you could write something in English. Then one day you may find your English very good.
（ ） know a lot about English，but maybe it.
A. you can speak B. you can study C. you can’t speak D .you can’t study
（ ） must go into the river
A .to 1earn how to swim B .to skate C .to jump D .to play
（ ） you want to be a football player?P1ease !
A. buy a football B play football C. have some lessons D read some books
（ ） can 1earn by using it. Fore example
to your teacher in class
B. speak English to your class mates every day
C. write something in English
D .all above
（ ） do you think is the best title（标题）for this article?
A. How to swim B. How to play football
C. We can know a lot about English D. How can we learn English well
九年级上册英语人教版ppt课件
课件实质是一种软件，是在一定的学习理论指导下，根据教学目标设计的、反映某种教学策略和教学内容的计算机软件。下面是我精心整理的九年级英语课件，欢迎阅读，希望大家能够喜欢。
教学目标：
1.语言知识
(1)能听懂、会说、认读和书写下列词汇：cloudy, sunny, windy，warm, cool, how, weather。
(2) 能听懂、会说、理解并运用句型：How’s the weather today ? It’s ______.
(3)能理解字母组合ir, ur, er, or在单词中的发音及规则。
2.语言技能
(1)在具体的情境中，运用所学新词，描绘不同的天气情况。
(2)运用新句型和同伴交流和描述天气情况。
3.情感态度
感知大自然美丽的四季和千变万化的天气，了解相关知识，保护自然环境。
4.学习策略
(1)了解名词结尾加y构成形容词的构词方法。
(2)在小组学习中，培养自主、探究的学习策略。
(3)运用本课所学的语音规律，尝试拼读新单词。
5.文化意识
了解不同的地区有不同的天气变化。
教学重点：
1.能听懂、会说、认读和书写下列词汇：cloudy, sunny, windy，warm, cool, how, weather
2.能听懂、会说、理解并运用句型：How’s the weather today ? It’s ______.
教学难点：
在具体的情境中，运用本课描述天气情况的单词及句型谈论生活中的天气情况。
教学方法：
为了更好地实现教学目标，有效地突出重点、突破难点，我在教学中采取了合作式的教学方法。利用网络查找学习资料，充分调动学生学习的积极性、主动性和创造性，极大地激发他们学习英语的兴趣，让学生在实际交际运用中，主动地获取知识、发展能力，从而提高学生的听、说、读、写水平和自主学习意识。
教学过程：
1.课堂导入
通过小小预报员引出“天气”话题 教学伊始，点击网站上的小小预报员栏目，然后提出问题：“Do you want to be a reporter? Can you talk about the weather in English? ” 给学生设置任务“用英语谈论天气”，进而引出本课的语言主题“天气”。
2.学习新知
(1)复习snow，wind，rain，cloud，sun
首先利用网站中“单词袋袋裤”中的“温故”栏目出示天气图片，学生看图片猜单词，从而复习snow, wind ,sun ,cloud ,rain这几个单词，同时板书单词。
【设计意图：学生复习snow，wind，rain，cloud，sun几个名词，引出cloudy，rainy，snowy，sunny，windy的学习，并为对比名词和形容词做准备。】
整合点：运用网站展示图片使教学内容更直观、更形象，从而帮助学生更好的掌握有关天气的单词。
(2)学习新知snowy，windy，rainy，cloudy，sunny
T: Please look out of the window. The sun comes out. The weather is sunny. It’s warm.板书sunny,和sun对比。
学生小组讨论在snow，wind，rain，cloud的后面做怎样的变化形成本课所要学习的形容词。此时充分调动学生的学习主动性，小组派代表汇报结果，同时板书单词，之后通过网站中“单词袋袋裤”的“知新”栏目查找这些单词的汉意，教师指导学生进行单词的朗读。
【设计意图：学生通过比较，初步了解本课中的天气词汇与上一课学习的名词的联系。】
(3)通过网站自学第一部分
点击网站的“看图识天气”栏目播放课文第一部分的flash课件，学生结合具体情境进行一对一的跟读模仿。
【设计意图：通过一对一的跟读模仿，培养学生自主学习的能力。】
整合点：通过网站播放学习内容，将静态的文字转化成动态的情境，刺激学生的.多种感官，有利于学生更好的模仿和实践。
(4)填一填
通过“填一填”栏目，复习本课形容天气的词汇，学生输入答案，回答正确与否会有相应的提示音。
【设计意图：通过操练，培养学生正确运用天气词汇。】
(5)学习句型How’s the weather today? It’s _______.
学生先整体感知，自主学习网站上的视频对话，进行一点一说的学习，跟读对话。然后结合实际情况教师提问：“How’s the weather today?” “How’s the weather in (月份)?”师生对话、生生对话，充分练习此句型。
【设计意图：学生学会使用How’s the weather today? It’s ______.句式问答天气。】
整合点：学生通过网站的视频资源自主学习，充分发挥了学生的自主能动性。
3.巩固操练
(1)点击“智力大冲浪”栏目，出现相应的日期和天气情况，生生操练句型“What day is it?” “How’s the weather today?”
(2)然后点击网站中的“天气转转转”栏目，转出相应的城市天气，师生对话、生生对话，讨论此城市的天气状况。
【设计意图：在轻松愉快的气氛中，学生巩固运用本课描述天气的词汇和句型，做到学以致用，语言输出。】
整合点：利用网站，学生自己亲自操作电脑，师生对话和生生对话，使英语课堂变得丰富多彩，增加趣味性。
(3)找规律，学习字母组合ir, ur, er, or在单词中的发音
将这些不同字母组合的单词打乱顺序，学生将这些单词分类，然后指导学生读一读，找到规律后，尝试读新的单词。
【设计意图：通过找规律、总结，学生掌握字母组合在单词中的发音。】
整合点：学生在电脑上通过拖动完成单词分类，实现了人机互动，激发了学生的学习兴趣和参与热情。
4.自我展示
这节课我们学习了五个描述天气的形容词，但是在实际的生活中，天气情况远不止这些，学生通过网站拓展栏目查找foggy等更多描述天气的词汇，然后通过中国天气网，观察图片，选择某一城市结合之前学过的句型What day is it? What do you wear? 及本课新句型创编对话。
5.结束课堂
Homework:选一个季节，和同学或父母谈论这个季节的天气情况。
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词： chopsticks, coin, fork, blouse, silver, glass, cotton, steel, grass, leaf, produce, widely, be known for, process, pack
能掌握以下句型：
① —This ring looks nice. Is it made of silver?
—Yes, and it was made in Thailand.
② What is it made of/from?
③ China is famous for tea, right?
④ Where is tea produced in China?
2) 能够用英语描述及询问物品的制作材料，正确理解被动语态的用法及句子结构。
2. 情感态度价值观目标：
了解一些日常用品的制成材料，增加生活常识，养成良好的生活习惯；了解一些地方知名产品或传统艺术品的制作过程以及制作材料，培养学生的民族自豪感及爱国主义精神。
二、教学重难点
1. 教学重点：
1) 掌握本课时中出现的生词
2) 能够用英语描述及询问物品的制作材料
3）正确理解被动语态的用法及句子结构。
2. 教学难点：
理解被动语态的用法及句子结构。
三、教学过程
Ⅰ. Lead in
1. 播放动画片《造纸过程》的视频，让学生们了解这个中国传统发明的情况。
T: Who invented paper first?
S1: Can Lun invented it in Han dynasty.
T: What was paper made of then?
S2: It was mainly made of bamboo.
T: was it easy for people to make paper then?
S1: No, it was very difficult then.
T: What is paper made of now?
S3: It’s mainly made of wood, bamboo, and cotton.
…
Ⅱ. Presentation
1. Present the sentence structure, using the pictures on the big screen:
—What’s the golden medal made of?
—It’s made of gold.
—Is this table made of wood?
—No, it isn’t. It’s made of glass.
—Is Butter made from meat?
—No. It’s made from cream?
让学生们学习掌握be made of/from句型的用法，及be made of与be made from的区别。
两词组都是“由……制成的”之意。be made of 指从原料到制成品只发生了形状变化，没有发生本质变化（属物理变化）
be made from指从原料到制成品发生了质的变化，已无法复原（属化学变化）。
Ⅲ. Learning
1. Show some pictures on the big screen. Try to learn the new words using “be made of” structure.
Learn the new words: chopsticks, coin, fork, blouse, silver, glass, cotton, steel, grass, leaf
. This pair of chopsticks are made of bamboo.
This coin is made of silver.
Is this blouse made of cotton?
No, it isn’t. It’s made of silk.
What’s the fork made of?
It’s made of steel.
These pigs like grass very much.
a piece of leaf
Kolas like leaves.
2. Ss discuss with their partner and try to learn the new words.
3. Give Ss five more minutes to remember the new words.
Work on 1a:
Let Ss read the things and materials in 1a. Discuss with their partners and match them with the materials. More than one answer is possible.
What are these things usually made of? Match them with the materials. More than one answer is possible.
1. chopsticks
2. window
3. coin
4. stamp
5. fork
6. blouse
a. wood
b. gold
c. silver
d. paper
e. silk
f. glass
Check the answers with the Ss.
Ⅳ. Listening
1. T: Tell Ss they will hear a conversation about some things and material. Listen and match the products with what they are made of and where they were made.
Things Made of Made in
shirts cotton Korea
chopsticks silver Thailand
ring steel America
2. Let one student read the words in the box, Play the recording for the Ss to listen.
3. Ss try to listen and match the things with the material and here they were made.
4. Play the recording again. Let Ss check the facts they hear.
5. Check the answers
Ⅴ. Pair work
1. Read the conversation in the box in 1c.
2. Ss try to made conversations using the information in 1b.
. A: Your new shirt looks very nice. Is it made of cotton?
B: No, it isn’t. It’s made of silk.
3. Let some pairs read out their conversations.
Ⅵ. Listening
Work on 2a:
T: Let’s listen to another conversation between Nick and Marcus.
1. What are they talking about? First, let’s look at the pictures and the phrases in 1a.
(Let one students read the phrases in 2a.)
Listen and check ( √ ) the main topic of Nick and Marcus’ conversation.
____ the science museum
____ the art and science fair
____ environmental protection
____ a model plane
____ a beautiful painting
____ grass and leaves
2. Play the recording for the Ss to listen and check the phrases.
3. Play the recording again to check the answers.
Work on 2b:
1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they know what to do.
2. Let Ss read the questions in 2b. Make sure they understand the meaning of each question.
Play the recording for the Ss to answer the questions. (If necessary, using the pause button.)
1) Where is the art and science fair?
_________________________
2) Do Nick and Marcus have to pay to go?
_________________________
3) What is the model plane made of?
_________________________
4) What is the painting made from?
__________________________
3. Play the recording again to check the answers.
4. Play the recording again. Let Ss fill in the blanks of the conversation.
Ⅶ. Pair work
1. Tell Ss to make a conversation using the information in 2a and 2b.
.
A: What did you see at the art and science fair?
B: I saw a model plane.
A: What is it made of?
B: It’s made of steel, glass, and plastic.
2. Let Ss make their own conversations.
3. Practice their conversations in pairs.
Ⅷ. Role-play
1. Work on 2d
Read the conversation and complete the blanks.
1) Chinese _____________ tea both in the past and now.
2) _________ I know, tea plants _________ on the sides of mountains.
3) When the leaves are ready, they _______ by hand and then _______ for processing.
4) The tea ____________ and sent to many different countries and places around China.
5) People say that tea ___________ ____ health _____ business!
2. Read the conversations and Let Ss read after the teacher.
3. Explain some new words and main points in the conversation.
4. Ask Ss to role-play the conversation in groups.
X. Language points
1. What is the model plane made of?
What is the painting made from?
be made of与be made from 辨析
两词组都是“由……制成的”之意。be made of 指从原料到制成品只发生了形状变化，没有发生本质变化（属物理变化）
be made from指从原料到制成品发生了质的变化，已无法复原（属化学变化）。
. Glass is made of glass. 玻璃杯是由玻璃制成的。
The paper is made from wood. 纸是木头做的。
2. For example, Anxi and Hangzhou are
widely known for their tea.
widely adv. 广泛地；普遍地
wide (形容词) + ly → widely (副词)
. Gas is widely used for cooking and heating.
天然气被广泛地用于做饭和取暖。
3. Where is tea produced in China?
produce v. 生产；制造；出产
英语中有produce, grow和plant三个动词均可用来描述农作物及植物的“种植；
生产；生长”，但有所区别。
produce指农作物成产量化地“出产”，或自然地“生长出；长出；结出(果实)”。
. This region produces over 50% of the country’s rice.
这个地区出产整个国家50%以上的大米。
These trees can produce very good apples.
这些树能结出优质的苹果。
grow表示“种植；使生长”，着重指种植以后的栽培、生长过程。
. These plants grow from seeds. 这些植物从种子生长而来。
The villagers grow coffee and corn to sell in the market.
村民们种植咖啡和玉米好拿到市场上去卖。
plant侧重“栽种；播种”这一行为，指把种子或秧苗种到土壤里使之生长。
. How many trees have you planted this year? 今年你们种了多少棵树？
They planted tomatoes and carrots in their backyard.
他们在后院栽种了西红柿和胡萝卜。
3. For example, Anxi and Hangzhou are widely known for their tea.
be known for 以……闻名；为人知晓
be known for = be famous for
. Suzhou is known for its beautiful gardens.
苏州以其美丽的园林而闻名于世。
be known as和be known for
be known as意为“作为……而著名”。be known for意为“因……而著名”。
根据句意用be known as或be known for的适当形式填空。
1) Han Han ____________ his writings.
2) As we know, Yao Ming __________ a basketball player.
Homework
I. Recite the conversation in 2d after school.
II. Translation.
1. 这个戒指是银制的。
2. 这种纸是由树木制成的。
3. 油漆是由什么制成的。
4. 杭州因其茶叶而为人知。
5. 据我所知，茶树被种植于山坡上。
教学内容：
九年级英语书面表达专题复习
教学目标：
1.指导学生掌握书面表达语篇结构的组织技巧。
2.帮助学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性。
3.培养学生在有限的时间内快速构思、罗列提纲的能力。
4. 指导学生小组合作评改学生习作。
教学重点：
1.帮助学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性。
2. 培养学生在有限的时间内快速构思、罗列提纲及扩展成文的能力
教学难点：
1.帮助学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性。
2. 培养学生在有限的时间内快速构思、罗列提纲及扩展成文的能力讨论法
教学方法：
自主学习，合作学习
教学辅助手段：
电脑(或实物投影仪)
学情分析：
1. 书面表达是写的一种途径，是英语交际的重要组成部分。初中阶段对于英语写作的要求，实际上是“有指导的写作”(Guided Writing)。它通过提供情景(文字、图画、表格)，让学生用学过的英语语言来描述事物或事件并表达一定的思想，以此达成和检验对所学英语语言知识的实践应用能力。客观地说，书面表达一直是我们英语教学的一个难点，也是学生应试的一个难点。
从中考英语试卷的抽样调查情况来看，英语写作是得分最为薄弱的一个题项。究其原因，一是学生写作练习的时间少，二是教师平时缺乏对学生进行系统的写作知识的指导。(比如，如何用词、句、组段、谋篇等)。这些原因造成了学生从最初不会写盲目写到不愿写。惧怕写，直至最后拒绝写的恶性循环。
2. 学生分析 我校学生生源较差，学生英语学习两级分化严重，因此尽管经过3年的学习与训练，仍有相当一部分学生作文得分在6-7分之间甚至更低。书面表达中式英语较多，连贯性较差。很多学生对书面表达中快速构思和罗列提纲能力较差。本堂课希望通过指导、帮助提高学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性,帮助学生在有限的时间内快速构思、罗列提纲能力。
课后反思：
本节课从提问学生写作中最大的困惑入手，引出本节课的主要教学目标，在写作中学会构思和使用连词。通过比较两篇学生的英语习作，让学生认识到连词在英语写作中的重要性。通过分析一篇学生的范文，让学生了解怎样去运用关联词，怎样去组织一篇文章，最后让学生根据提供的材料完成一篇习作，并互相评价，修改。
我认为本节课在以下几个方面处理得较好：
1. 课堂教学组织严谨，教学各个环节环环相扣，很流畅，由提问引出主题，通过比较学生习作认识到连词使用的重要，通过分析学生习作教学生学会怎么运用，最后进行实践。
2. 学生书信写作练习的设计比较新颖。从一位学困生的角度，用广州话说出对老师的感激，及今后的打算，容易引起学生写作的兴趣。
3. 考虑到本校学生生源的实际情况，写作任务经过了层层分解，从文章结构的构思，到语言的组织，时态的运用等给足了提示，使写作任务的难度降低了，让大部分学生都可以完成写作任务。
不足方面：因时间关系，学生写作的时间不太够，还有一小部分学生没有按时完成写作任务。习作的点评也不够时间处理，只点评了一篇习作，如果能找各个层次的学生习作进行点评就更好。
九年级上册英语ppt课件人教版
课件实质是一种软件，是在一定的学习理论指导下，根据教学目标设计的、反映某种教学策略和教学内容的计算机软件。下面是我精心整理的九年级英语课件，欢迎阅读，希望大家能够喜欢。
教学目标：
1.语言知识
(1)能听懂、会说、认读和书写下列词汇：cloudy, sunny, windy，warm, cool, how, weather。
(2) 能听懂、会说、理解并运用句型：How’s the weather today ? It’s ______.
(3)能理解字母组合ir, ur, er, or在单词中的发音及规则。
2.语言技能
(1)在具体的情境中，运用所学新词，描绘不同的天气情况。
(2)运用新句型和同伴交流和描述天气情况。
3.情感态度
感知大自然美丽的四季和千变万化的天气，了解相关知识，保护自然环境。
4.学习策略
(1)了解名词结尾加y构成形容词的构词方法。
(2)在小组学习中，培养自主、探究的学习策略。
(3)运用本课所学的语音规律，尝试拼读新单词。
5.文化意识
了解不同的地区有不同的天气变化。
教学重点：
1.能听懂、会说、认读和书写下列词汇：cloudy, sunny, windy，warm, cool, how, weather
2.能听懂、会说、理解并运用句型：How’s the weather today ? It’s ______.
教学难点：
在具体的情境中，运用本课描述天气情况的单词及句型谈论生活中的天气情况。
教学方法：
为了更好地实现教学目标，有效地突出重点、突破难点，我在教学中采取了合作式的教学方法。利用网络查找学习资料，充分调动学生学习的积极性、主动性和创造性，极大地激发他们学习英语的兴趣，让学生在实际交际运用中，主动地获取知识、发展能力，从而提高学生的听、说、读、写水平和自主学习意识。
教学过程：
1.课堂导入
通过小小预报员引出“天气”话题 教学伊始，点击网站上的小小预报员栏目，然后提出问题：“Do you want to be a reporter? Can you talk about the weather in English? ” 给学生设置任务“用英语谈论天气”，进而引出本课的语言主题“天气”。
2.学习新知
(1)复习snow，wind，rain，cloud，sun
首先利用网站中“单词袋袋裤”中的“温故”栏目出示天气图片，学生看图片猜单词，从而复习snow, wind ,sun ,cloud ,rain这几个单词，同时板书单词。
【设计意图：学生复习snow，wind，rain，cloud，sun几个名词，引出cloudy，rainy，snowy，sunny，windy的学习，并为对比名词和形容词做准备。】
整合点：运用网站展示图片使教学内容更直观、更形象，从而帮助学生更好的掌握有关天气的单词。
(2)学习新知snowy，windy，rainy，cloudy，sunny
T: Please look out of the window. The sun comes out. The weather is sunny. It’s warm.板书sunny,和sun对比。
学生小组讨论在snow，wind，rain，cloud的后面做怎样的变化形成本课所要学习的形容词。此时充分调动学生的学习主动性，小组派代表汇报结果，同时板书单词，之后通过网站中“单词袋袋裤”的“知新”栏目查找这些单词的汉意，教师指导学生进行单词的朗读。
【设计意图：学生通过比较，初步了解本课中的天气词汇与上一课学习的名词的联系。】
(3)通过网站自学第一部分
点击网站的“看图识天气”栏目播放课文第一部分的flash课件，学生结合具体情境进行一对一的跟读模仿。
【设计意图：通过一对一的跟读模仿，培养学生自主学习的能力。】
整合点：通过网站播放学习内容，将静态的文字转化成动态的情境，刺激学生的.多种感官，有利于学生更好的模仿和实践。
(4)填一填
通过“填一填”栏目，复习本课形容天气的词汇，学生输入答案，回答正确与否会有相应的提示音。
【设计意图：通过操练，培养学生正确运用天气词汇。】
(5)学习句型How’s the weather today? It’s _______.
学生先整体感知，自主学习网站上的视频对话，进行一点一说的学习，跟读对话。然后结合实际情况教师提问：“How’s the weather today?” “How’s the weather in (月份)?”师生对话、生生对话，充分练习此句型。
【设计意图：学生学会使用How’s the weather today? It’s ______.句式问答天气。】
整合点：学生通过网站的视频资源自主学习，充分发挥了学生的自主能动性。
3.巩固操练
(1)点击“智力大冲浪”栏目，出现相应的日期和天气情况，生生操练句型“What day is it?” “How’s the weather today?”
(2)然后点击网站中的“天气转转转”栏目，转出相应的城市天气，师生对话、生生对话，讨论此城市的天气状况。
【设计意图：在轻松愉快的气氛中，学生巩固运用本课描述天气的词汇和句型，做到学以致用，语言输出。】
整合点：利用网站，学生自己亲自操作电脑，师生对话和生生对话，使英语课堂变得丰富多彩，增加趣味性。
(3)找规律，学习字母组合ir, ur, er, or在单词中的发音
将这些不同字母组合的单词打乱顺序，学生将这些单词分类，然后指导学生读一读，找到规律后，尝试读新的单词。
【设计意图：通过找规律、总结，学生掌握字母组合在单词中的发音。】
整合点：学生在电脑上通过拖动完成单词分类，实现了人机互动，激发了学生的学习兴趣和参与热情。
4.自我展示
这节课我们学习了五个描述天气的形容词，但是在实际的生活中，天气情况远不止这些，学生通过网站拓展栏目查找foggy等更多描述天气的词汇，然后通过中国天气网，观察图片，选择某一城市结合之前学过的句型What day is it? What do you wear? 及本课新句型创编对话。
5.结束课堂
Homework:选一个季节，和同学或父母谈论这个季节的天气情况。
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词： chopsticks, coin, fork, blouse, silver, glass, cotton, steel, grass, leaf, produce, widely, be known for, process, pack
能掌握以下句型：
① —This ring looks nice. Is it made of silver?
—Yes, and it was made in Thailand.
② What is it made of/from?
③ China is famous for tea, right?
④ Where is tea produced in China?
2) 能够用英语描述及询问物品的制作材料，正确理解被动语态的用法及句子结构。
2. 情感态度价值观目标：
了解一些日常用品的制成材料，增加生活常识，养成良好的生活习惯；了解一些地方知名产品或传统艺术品的制作过程以及制作材料，培养学生的民族自豪感及爱国主义精神。
二、教学重难点
1. 教学重点：
1) 掌握本课时中出现的生词
2) 能够用英语描述及询问物品的制作材料
3）正确理解被动语态的用法及句子结构。
2. 教学难点：
理解被动语态的用法及句子结构。
三、教学过程
Ⅰ. Lead in
1. 播放动画片《造纸过程》的视频，让学生们了解这个中国传统发明的情况。
T: Who invented paper first?
S1: Can Lun invented it in Han dynasty.
T: What was paper made of then?
S2: It was mainly made of bamboo.
T: was it easy for people to make paper then?
S1: No, it was very difficult then.
T: What is paper made of now?
S3: It’s mainly made of wood, bamboo, and cotton.
…
Ⅱ. Presentation
1. Present the sentence structure, using the pictures on the big screen:
—What’s the golden medal made of?
—It’s made of gold.
—Is this table made of wood?
—No, it isn’t. It’s made of glass.
—Is Butter made from meat?
—No. It’s made from cream?
让学生们学习掌握be made of/from句型的用法，及be made of与be made from的区别。
两词组都是“由……制成的”之意。be made of 指从原料到制成品只发生了形状变化，没有发生本质变化（属物理变化）
be made from指从原料到制成品发生了质的变化，已无法复原（属化学变化）。
Ⅲ. Learning
1. Show some pictures on the big screen. Try to learn the new words using “be made of” structure.
Learn the new words: chopsticks, coin, fork, blouse, silver, glass, cotton, steel, grass, leaf
. This pair of chopsticks are made of bamboo.
This coin is made of silver.
Is this blouse made of cotton?
No, it isn’t. It’s made of silk.
What’s the fork made of?
It’s made of steel.
These pigs like grass very much.
a piece of leaf
Kolas like leaves.
2. Ss discuss with their partner and try to learn the new words.
3. Give Ss five more minutes to remember the new words.
Work on 1a:
Let Ss read the things and materials in 1a. Discuss with their partners and match them with the materials. More than one answer is possible.
What are these things usually made of? Match them with the materials. More than one answer is possible.
1. chopsticks
2. window
3. coin
4. stamp
5. fork
6. blouse
a. wood
b. gold
c. silver
d. paper
e. silk
f. glass
Check the answers with the Ss.
Ⅳ. Listening
1. T: Tell Ss they will hear a conversation about some things and material. Listen and match the products with what they are made of and where they were made.
Things Made of Made in
shirts cotton Korea
chopsticks silver Thailand
ring steel America
2. Let one student read the words in the box, Play the recording for the Ss to listen.
3. Ss try to listen and match the things with the material and here they were made.
4. Play the recording again. Let Ss check the facts they hear.
5. Check the answers
Ⅴ. Pair work
1. Read the conversation in the box in 1c.
2. Ss try to made conversations using the information in 1b.
. A: Your new shirt looks very nice. Is it made of cotton?
B: No, it isn’t. It’s made of silk.
3. Let some pairs read out their conversations.
Ⅵ. Listening
Work on 2a:
T: Let’s listen to another conversation between Nick and Marcus.
1. What are they talking about? First, let’s look at the pictures and the phrases in 1a.
(Let one students read the phrases in 2a.)
Listen and check ( √ ) the main topic of Nick and Marcus’ conversation.
____ the science museum
____ the art and science fair
____ environmental protection
____ a model plane
____ a beautiful painting
____ grass and leaves
2. Play the recording for the Ss to listen and check the phrases.
3. Play the recording again to check the answers.
Work on 2b:
1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they know what to do.
2. Let Ss read the questions in 2b. Make sure they understand the meaning of each question.
Play the recording for the Ss to answer the questions. (If necessary, using the pause button.)
1) Where is the art and science fair?
_________________________
2) Do Nick and Marcus have to pay to go?
_________________________
3) What is the model plane made of?
_________________________
4) What is the painting made from?
__________________________
3. Play the recording again to check the answers.
4. Play the recording again. Let Ss fill in the blanks of the conversation.
Ⅶ. Pair work
1. Tell Ss to make a conversation using the information in 2a and 2b.
.
A: What did you see at the art and science fair?
B: I saw a model plane.
A: What is it made of?
B: It’s made of steel, glass, and plastic.
2. Let Ss make their own conversations.
3. Practice their conversations in pairs.
Ⅷ. Role-play
1. Work on 2d
Read the conversation and complete the blanks.
1) Chinese _____________ tea both in the past and now.
2) _________ I know, tea plants _________ on the sides of mountains.
3) When the leaves are ready, they _______ by hand and then _______ for processing.
4) The tea ____________ and sent to many different countries and places around China.
5) People say that tea ___________ ____ health _____ business!
2. Read the conversations and Let Ss read after the teacher.
3. Explain some new words and main points in the conversation.
4. Ask Ss to role-play the conversation in groups.
X. Language points
1. What is the model plane made of?
What is the painting made from?
be made of与be made from 辨析
两词组都是“由……制成的”之意。be made of 指从原料到制成品只发生了形状变化，没有发生本质变化（属物理变化）
be made from指从原料到制成品发生了质的变化，已无法复原（属化学变化）。
. Glass is made of glass. 玻璃杯是由玻璃制成的。
The paper is made from wood. 纸是木头做的。
2. For example, Anxi and Hangzhou are
widely known for their tea.
widely adv. 广泛地；普遍地
wide (形容词) + ly → widely (副词)
. Gas is widely used for cooking and heating.
天然气被广泛地用于做饭和取暖。
3. Where is tea produced in China?
produce v. 生产；制造；出产
英语中有produce, grow和plant三个动词均可用来描述农作物及植物的“种植；
生产；生长”，但有所区别。
produce指农作物成产量化地“出产”，或自然地“生长出；长出；结出(果实)”。
. This region produces over 50% of the country’s rice.
这个地区出产整个国家50%以上的大米。
These trees can produce very good apples.
这些树能结出优质的苹果。
grow表示“种植；使生长”，着重指种植以后的栽培、生长过程。
. These plants grow from seeds. 这些植物从种子生长而来。
The villagers grow coffee and corn to sell in the market.
村民们种植咖啡和玉米好拿到市场上去卖。
plant侧重“栽种；播种”这一行为，指把种子或秧苗种到土壤里使之生长。
. How many trees have you planted this year? 今年你们种了多少棵树？
They planted tomatoes and carrots in their backyard.
他们在后院栽种了西红柿和胡萝卜。
3. For example, Anxi and Hangzhou are widely known for their tea.
be known for 以……闻名；为人知晓
be known for = be famous for
. Suzhou is known for its beautiful gardens.
苏州以其美丽的园林而闻名于世。
be known as和be known for
be known as意为“作为……而著名”。be known for意为“因……而著名”。
根据句意用be known as或be known for的适当形式填空。
1) Han Han ____________ his writings.
2) As we know, Yao Ming __________ a basketball player.
Homework
I. Recite the conversation in 2d after school.
II. Translation.
1. 这个戒指是银制的。
2. 这种纸是由树木制成的。
3. 油漆是由什么制成的。
4. 杭州因其茶叶而为人知。
5. 据我所知，茶树被种植于山坡上。
教学内容：
九年级英语书面表达专题复习
教学目标：
1.指导学生掌握书面表达语篇结构的组织技巧。
2.帮助学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性。
3.培养学生在有限的时间内快速构思、罗列提纲的能力。
4. 指导学生小组合作评改学生习作。
教学重点：
1.帮助学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性。
2. 培养学生在有限的时间内快速构思、罗列提纲及扩展成文的能力
教学难点：
1.帮助学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性。
2. 培养学生在有限的时间内快速构思、罗列提纲及扩展成文的能力讨论法
教学方法：
自主学习，合作学习
教学辅助手段：
电脑(或实物投影仪)
学情分析：
1. 书面表达是写的一种途径，是英语交际的重要组成部分。初中阶段对于英语写作的要求，实际上是“有指导的写作”(Guided Writing)。它通过提供情景(文字、图画、表格)，让学生用学过的英语语言来描述事物或事件并表达一定的思想，以此达成和检验对所学英语语言知识的实践应用能力。客观地说，书面表达一直是我们英语教学的一个难点，也是学生应试的一个难点。
从中考英语试卷的抽样调查情况来看，英语写作是得分最为薄弱的一个题项。究其原因，一是学生写作练习的时间少，二是教师平时缺乏对学生进行系统的写作知识的指导。(比如，如何用词、句、组段、谋篇等)。这些原因造成了学生从最初不会写盲目写到不愿写。惧怕写，直至最后拒绝写的恶性循环。
2. 学生分析 我校学生生源较差，学生英语学习两级分化严重，因此尽管经过3年的学习与训练，仍有相当一部分学生作文得分在6-7分之间甚至更低。书面表达中式英语较多，连贯性较差。很多学生对书面表达中快速构思和罗列提纲能力较差。本堂课希望通过指导、帮助提高学生学会使用常用的连接词、过渡词和过渡句，提高文章的连贯性,帮助学生在有限的时间内快速构思、罗列提纲能力。
课后反思：
本节课从提问学生写作中最大的困惑入手，引出本节课的主要教学目标，在写作中学会构思和使用连词。通过比较两篇学生的英语习作，让学生认识到连词在英语写作中的重要性。通过分析一篇学生的范文，让学生了解怎样去运用关联词，怎样去组织一篇文章，最后让学生根据提供的材料完成一篇习作，并互相评价，修改。
我认为本节课在以下几个方面处理得较好：
1. 课堂教学组织严谨，教学各个环节环环相扣，很流畅，由提问引出主题，通过比较学生习作认识到连词使用的重要，通过分析学生习作教学生学会怎么运用，最后进行实践。
2. 学生书信写作练习的设计比较新颖。从一位学困生的角度，用广州话说出对老师的感激，及今后的打算，容易引起学生写作的兴趣。
3. 考虑到本校学生生源的实际情况，写作任务经过了层层分解，从文章结构的构思，到语言的组织，时态的运用等给足了提示，使写作任务的难度降低了，让大部分学生都可以完成写作任务。
不足方面：因时间关系，学生写作的时间不太够，还有一小部分学生没有按时完成写作任务。习作的点评也不够时间处理，只点评了一篇习作，如果能找各个层次的学生习作进行点评就更好。
人教版九年级英语课件ppt
课件是根据教学大纲的要求，经过教学目标确定，教学内容和任务分析，教学活动结构及界面设计等环节，而加以制作的课程软件。下面是我整理的关于九年级英语五单元课件，欢迎阅读参考。
教学目标
1. 词汇
A. 单词
四会: lose (lost), past, corner, or, travel, lie (lay), library,
medicine, hurry
三会: accident, motor, motorbike, suddenly, land, gate keeper,
crowd, while
B. 词组/句型
wash clothes make a dress
ride a motorbike write a letter
… , if you can have a little accident
see sb do sth walk past
give sth back to sb ride along the road
play with sb worry about
a traffic accident leave school
shout to sb be badly hurt
stop the traffic carry sb/sth to …
It's really nice of you.
crowd round …
in the school library
as quickly as one could, …
the school office
hurry off to do sth
try to do sth
hurry over It's nothing.
move away
tell sb about sth
a medicine box
hurry yp
take sb/sth to…
get help from …
call to do sth
2.日常用语
* I forgot the time.
* You'd better go to bed earlier tonight, if you can.
* What happened?
* How kind!
* It's really nice of you.
* It's nothing.
* You'll be OK.
* As quickly as she could, Miss Zhao got a medicine box.
* Please hurry up.
3. 语法: 过去进行时态
Statement forms陈述句形式
I/He/She/It was (not) travelling too fast.
We/You/They were (not) travelling too fast.
Question forms疑问句形式
Was I/he/she/it travelling too fast?
Were you/we/they travelling too fast?
教学重点与难点：
Blacks布莱克一家
在人的姓前面用定冠词the，后面加s，指该人的全家或其夫妇两人，代表的是复数概念，作主语时，其谓语应用复数形式。
When I got there, the Turners were having dinner.
当我到那儿的时候，特纳一家正在吃晚饭。
The Smiths live upstairs.
史密斯一家住在楼上。
The Greens are all doctors.
格林一家都是医生。
2. … , if you can. 如果能够的话，…
You'd better go to bed earlier tonight, if you can.
如果可以的话，你今晚最好早点上床睡觉。
Do it by yourself, if you can.
如果可以的话，请亲自做这件事情。
a (little) accident发生一点意外(事故)
I had a little accident last Sunday.
上周日，我发生了一点意外。
I had an accident on my way home.
在回家的路上，我发生了意外。
She died in a traffic accident.
她在一次交通事故中死去。
There was a car / a railroad / an airplane accident yesterday.
昨天发生了一起汽车/火车/飞机事故。
4. happen vi. (偶然地)发生
The accident happened at the corner.
这起事故是在那个角落里发生的。
How did it happen?
那是怎么发生的？
What happened next?
下面发生了什么事情？
5. see sb do sth
表示感觉的动词，如：see, watch, hear, feel等，其宾语后面的不定
式，一般不带to，作宾语补足语。
A woman saw it happen when she was walking past.
一位妇女走过的时候，她看见了（这件事的发生过程）
I saw him walk across the street.
我曾经看到他穿过大街。
I watched him go into the house and come out again a few minutes later.
我看到他走进了那所房子，并且在几分钟之后有出来了。
I often hear her sing this song.
我经常听到她唱这首歌。
I felt the earth move just now.
刚刚我感到大地动了一下。
具有使动意义的动词let和make后面的不定式也不带to.
After the boys moved away the bag, the girls let the traffic go again.
在男孩子们挪开那个袋子之后，女孩子们才让车辆通过。
The teacher made the boy stand at his desk the whole class.
老师让这个男孩子在他的桌子旁站了一节课。
sth back to sb. 把…归还给某人
= give sb back sth
= return sth to sb (return sb sth)
She picked it up and gave it back to me.
她把它捡了起来，并把它还给了我。
Don't forget to give the money back to Jim.
= Don't forget to give Jim back the money.
别忘了把钱还给杰姆。
Please remember to return the bicycle to Li Lei.
= Please remember to return Li Lei the bicycle.
= Please remember to give Li Lei back the bicycle.
= Please remember to give the bicycle back to Li Lei.
请记着将自行车还给李雷。
adj. 幸运的，好运的
I was lucky enough to ge
t a job.
我很幸运能够得到一份工作。
8. worry about … 对…感到忧虑；为…担忧
worry about和be worried about两种表达法均正确。前者常用于语气较强的祈使句中，后者一般用于陈述句中，有时两者也有混用的情况。
Don't worry about any new words.
不要为生词担忧。
Don't worry about my health. I can look after myself.
不要为我的健康担忧。我会照顾好自己的。
She is worried about her daughter's studies at school.
她为她女儿在学校的学习着急。
9. land vt. & vi. (飞机)降落，使降落；（人）上岸，使上岸
It landed in the middle of the road.
它落在了马路中间。
The plane landed an hour later.
飞机是在一个小时之后降落的。
The spaceship landed in the sea this morning.
太空船今天早上降落在海面上。
The pilot landed the plane safely in the heavy snow.
在大雪中，飞行员将飞机安全地降落了。
10. shout at/to sb. 对某人大声喊叫
Don't shout at me. I can hear you.
别向我大喊大叫的。我听得见你的话。
We shouted to her to be careful.
我们大声告诉她一定要当心。
11. or的用法
1)（用肯定句）或…, 还是…, 或是…
She or I have to bring it.
要么她要么我必须带上它。
Is it green or blue?
它是绿色的还是兰色的？
Which do you like better, apples or oranges?
苹果或是橘子你更喜欢哪个？
Are you going to leave or stay?
你打算离开还是留下来？
2)（用否定句）…和…都不
He doesn't smoke or drink.
他既不抽烟也不喝酒。
3)（用命令句之后）要不然，否则
Let's move that bag, or there may be an accident.
咱们挪开那个袋子，否则会发生事故的。
Get up or you'll be late for school.
快起床，否则你会迟到的。
Take this bus or (else) you won't get there in time.
坐这辆公共汽车，否则你是无法及时赶到那儿的。
12. move
1) vt. 搬动（某一物体）
Let's move the big stone away from the road.
咱们把那块大石头从马路上挪开吧。
You'd better move your chair to the door. It's cool there.
你最好把椅子挪到门口那儿去，那儿凉快。
2) vi. 搬家，移动
When are you going to move into your new house?
你打算什么时候搬入新房？
The Greens moved to Beijing last week.
格林一家在上周搬家到了北京。
He hurt his leg and couldn't move.
他伤到了腿，无法移动。
move away sth. 把…搬开
I'll go and move away the bag of rice with Lin Tao.
我去和林涛一起把那袋米搬开。
Please move away the desk and the chair.
请把那个桌子和那把椅子搬开。
13. not … until … 直到…才…
这一结构中的not…until要结合起来理解，不要分开理解。
until可作介词，接表示时间的名词，也可作连词，接一个表示时间的状语从句。
Kate didn't go to bed until 10 o'clock.
凯特直到10点才上床睡觉。
Kate didn't go to bed until her mother came back.
凯特直到她妈妈回来才上床睡觉。
I didn't finish my homework until ten o'clock last night.
昨天晚上我直到10点才完成作业。
He won't get up until I call him.
直到我叫他，他才起床。
14. lie (lay, lying) vi. (人、动物)躺，卧
The man lay on the road.
这个男人躺在马路上。
The boy lay on the sofa.
这个男孩子躺在沙发上。
They lay on the grass.
他们躺在草地上。
lie on one's back/side/stomach仰卧，侧卧，俯卧
15. stop v. 停止（车、机器）
They go round the corner and stop the traffic.
他们走到拐弯处，阻止车辆继续前行。
I stopped the car.
我将汽车停了下来。
The policeman stopped the truck at the gate.
警察将卡车停在了大门口处。
16. It is nice of + n. (sb.) + to do (某人)真亲切做…
It is nice of you to ask me to your party tonight.
今晚你能邀请我参加你的晚会真是太好了。
round团团围住…
Don't crowd round him.
别挤在他的周围。
The girls crowded around the film star.
女孩子们挤在这个电影明星周围。
The students crowded round the teacher to ask questions.
学生们围在老师的周围问问题。
18. as … as one can = as … as possible尽可能地
As quickly as she could (= As quickly as possible), Miss Zhao got a medicine box.
赵老师尽可能快地去拿了一个药箱。
The boy ran towards school as fast as he could (= as fast as possible).
这个男孩子尽可能快地向学校跑去。
You must be as careful as you could (= as careful as possible) when you cross the road.
当你过马路的时候，你一定要尽可能的小心。
19. hurry up vi. 赶快（不用于否定句，常用于命令句）
Hurry up, or you will be late.
快点，否则你要迟到的。
hurry off / away vi. & vt. 匆匆离去
Miss Zhao hurried off to look after the man.
赵老师匆匆赶去照看那个人。
the medicine under her arm, Miss Zhao hurried off to look after the man.
with + 名词 + 介词短语：这一结构可用作状语，表示伴随状况。
The teacher came
in with a book under his arm.
老师胳膊下夹着一本书进来了。
The poor woman walked through the street with a baby on her back.
这个可怜的妇女背上背着一个婴儿穿过了马路。
21. A gets help from B = B gives help to A
Jim gets help from Tom. = Tom gives help to Jim.
吉姆从汤姆那儿得到帮助。= 汤姆向吉姆提供帮助。
同步练习
I. 找出含有题前所给单词划线部分发音的词。
1. lose A. move B. drop C. both D. nose
2. while A. politely B. luckily C. police D. winner
3. crowd A. know B. enough C. sound D. draw
4. language A. past B. basketball C. village D. travel
5. passed A. crowded B. stopped C. traveled D. hurried
II. 用括号中所给词的适当形式填空。
1. How many ______ are there in the city? (library)
2. What ______ the Smiths ______ (do) when you went there?
3. There was a book ______ on the desk. (lie)
4. The bell rang while we ______ (play) pingpong.
5. He was ______ to win the match. (luck)
6. While my parents ________ (watch) TV, I ________ (do) my homework.
7. He was _______ hurt in this accident. (bad)
8. The children were shouting loudly but the driver ______ (not hear) them.
9. ________ (work) hard at your lessons and ______ (not talk) in class.
10. What does that man do? He is a gate ______ (keep).
III. 按括号内的要求改变下列句子。
1. They were travelling too fast. (该成一般疑问句)
───────────────────
2. You'd better give him a ring at once. (改为否定句)
______________________________________
3. The twins went to bed after they finished their homework.
(用not … until改写句子)
______________________________________
4. The girls let the traffic go again at 12 o'clock. (用not…until改写句子)
______________________________________
5. Please crowd round the teacher.(改为否定句)
────────────────────
IV. 单项选择.
1. --- _____ Wei Fang learning Russian last night?
--- Yes.
A. Is B. Was C. Were D. Did
2. It's warmer today. You'd better ______ your thick sweater.
A. put on B. wear C. take off D. put in
3. Yesterday Tom climbed a tree and fell ________ .
A. away B. out C. from D. off
4. Be quick, ________ we'll be late for school.
A. and B. so C. when D. or
5. My uncle always sleeps ________ his eyes open.
A. and B. but C. when D. with
6. After I used his bike, I ________ .
A. gave him back to it B. gave him back it
C. gave it back him D. gave it back to him.
7. I heard them ________ about you yesterday.
A. to talk B. talked C. talk D. were talking
8. The Greens ________ at table when I went in.
A. sat B. was sitting C. were sitting D. is sitting
9. The boy was just looking out of the window ________ the teacher called him.
A. before B. until C. when D. and
10. When we do our homework, we must be ________ .
A. as carefully as we can B. as careful as we can
C. as we can as carefully D. as we can as careful
11. When she ________ , she dropped her pen.
A. pasted B. walked passed C. past D. walked past
12. We went to move the bag away and let the girls ________ help from the school.
A. to go and find B. go and to find
C. go and find D. went and found
13. Look, our books are on the floor. Please ________ .
A. pick it up B. pick up it C. pick them up D. pick up them
14. You can borrow this book, but please give it back to me as ________ as you can.
A. soon B. quick C. quicker D. quickest
15. I ________ breakfast at 7:30 this morning.
A. am having B. was having C. had D. were having
V. 阅读短文，并判断正误。
John lived with his mother in a rather big house, and when she died, the house became too big for him so he bought a smaller one in the next street. There was a very nice old clock in his first house, and when the man came to take his furniture (家具) to the new house, John thought, “I'm not going to let them carry my beautiful old clock in their truck. Maybe they'll break it, and then mending it will be very dear.”So he picked it up and began to carry it down the road under his arms.
It was heavy, so he stopped two or three time
s to have a rest.
Then suddenly a small boy came along the road. He stopped and looked at John for a few seconds (秒). Then he said to John,“You're a stupid (愚蠢) man, aren't you? Why don't you buy a watch like everybody else?”
( ) 1. John and his mother lived in a big house.
( ) 2. John bought a small house in the next street.
( ) 3. John had a beautiful new clock.
( ) 4. John and his friend carried the clock to his new house.
( ) 5. John was a stupid man.
VI. 完形填空。
Mrs Smith was looking out of her window, when ___1___ saw a truck and a big car ___2___ each other. She ran out to help. There ___3___ only one man in the truck and one woman in the car, and neither of them was hurt, but the car was damaged (损坏).
The lady ___4___ very white and her hands were shaking (发抖), ___5___ Mrs Smith invited her ___6___ her house and gave her some tea. She was a pleasant woman of about 50 years old. She drank the tea and soon looked ___7___. Then she said to Mrs Smith, “Have you ___8___ a telephone, please? I would like to ___9___ my husband. We have a kind of custom (习惯) --- whenever I have an accident with the ___10___ , I telephone him.
( )1. A. she B. he C. it D. I
( )2. A. blew B. beat C. met D. met
( )3. A. were B. was C. has been D. have been
( )4. A. seemed B. became C. looked D. was
( )5. A. and B. but C. as D. so
( )6. A. in B. into C. to D. at
( )7. A. more worse B. much worse C. more better D. much better
( )8. A. bought B. got C. kept D. made
( )9. A. phone B. help C. answer D. tell
( )10 A. bus B. taxi C. truck D. car
阅读课时英语考试必须的题目之一。我为大家整理的九年级英语阅读课课件，希望大家喜欢。
一、教材分析
本节课是新版新目标八年级上册Unit8 How do you make a banana milk shake? SectionB 2a—2e,以感恩节及传统节日的食物的制作过程为话题，围绕感恩节及传统节日的食物的制作过程开展教学，指导学生利用节假日积极参加各种家务劳动或社会公益活动，养成热爱劳动的良好习惯。
二、教学目 标
1.知识目标
1)通过看图说话、师生问答、调查报告、听录音、角色扮演等形式，使学生掌握本课时词汇Thanksgiving, pepper, oven, plate, gravy, traditional, autumn, traveler, celebrate, mix, fill, cover, sever, temperature等;让学生学会表达某一传统节日的食物的制作过程。
2) 通过师生问答、调查报告、听录音、调查采访、做游戏、观看视频等形式，使学生学会“…is a time to give thanks for food in the autumn.” “Here is one way to make turkey for a thanksgiving dinner.”等句子，并能用英语描述一种食物的制作过程。
2.能力目标：通过本节课的学习，能够通过阅读文章获取传统节日的信息及结合图片等手段介绍传统节日食物的制作过程，培养学生的阅读能力。
3.情感目标：指导学生利用节假日积极参加各种家务劳动或社会公益活动，养成热爱劳动的良好习惯
三、教学重点
本课时的词汇、短语和重点句型
四、教学难点
1.了解世界各地传统节日及传统食物的制作过程。
2. 学会询问和描述做一件事情的过程。
五、课型
阅读课
六、教学方法
任务型语言教学法
七、教具准备
A projector and some pictures
一、教学课型：
阅读课
二、教材分析：
本节课课型是阅读课，内容是一名学生在网页上找到一篇关于圣经中的英语文章。通过这节课的学习，给学生提供一个了解英语中习语的机会，从而使学生更好的了解不同的信念，宗教以及中西方的文化差异。
三、学情分析：
该年级段的学生有一定的英语基础，对根据具体语境猜测习语意思有浓厚的兴趣，因此教师要给学生表现的机会，指导他们积极主动地阅读。
四、教学目标：
1、知识目标
（1）、重点词汇：in other words ,among other things ,by and by ,have a vague or loose connection to/with ,kill the fatted calf, develop a high level of competence in communication skills……
(2)、重点句子：It comes from a story in the Bible, where a son returned to his family after …, …among other things, and unless you recognize when an idiom is being used，you can easily misunderstand……
2、能力目标：培养学生的阅读能力和知识运用能力。
3、情感目标：通过本文的学习，帮助学生更好地提高阅读理解能力，了解这些习语能培养学生更高水平的交流技巧。
五、教学重难点：
1、培养学生的阅读能力，如略读、精读等能力。
2、提升学生综合运用语言的能力，如交际能力等。
六、教学过程：
Step1: Lead in
Ask the students to read the following sentence and guess what the idiom means: I took my mother’s car without asking for permission. She is angry at me. I ’m in hot water now! (in trouble )
【设计说明】以有据可依的语境导入，活跃了课堂气氛又恰当的引入了本节课的主题“Biblical idioms in English ”
Step2: Fast reading
Read the article quickly and answer the following questions:
1、What is an idiom?
2、Which language was the Bible first written in?
3、Which idiom is often used to describe children?
【设计说明】简要的问题使学生对文章内容有大概的了解，为下一步的careful reading 奠定基础。
Step3: Careful reading
Part1: Answer questions
1 Why does the Bible have a lot of idioms?
2 What did ‘by and by’ originally mean in the Bible?
3 What does ‘by and by’ mean today?
4 How many years ago was the Bible translated into English?
5 What does “feet of clay” mean?
6 Which animals are featured in the idioms in the article?
7 Which foods are included in the idioms in the article?
8 How is studying idioms useful in language learning?
【设计说明】这是对文章的细节理解，同时也使学生学习了这部分的知识点。
Part2: Choose the best idiom from the text to fill in the blanks
1 Sarah’s grandmother adores her; Sarah is_________________________________.
2 Wilson was disappointed when he learnt that the coach had ____________________.
3 She knew it might take a long time for her teammates to change their minds, but she believed that the new plan would work_________________________________.
4 The people in my village are very honest and hard-working; they are______________________.
5 When my brother came back home from his trip to Europe, we _________________for him.
6 She would not say who told her about the surprise party. She just said ___________________.
【设计说明】换一种语境让学生更好体会文中出现的习语的用法。
Step3: Careful reading
Read a short passage about idioms from the Bible and full in the blanks with the words blow.
Hidden underline weaknesses translated idioms group Greek
Soon concept bird
An idiom is a _______of words that has a special meaning which is not usually apparent. If you already have a good understanding of English and want to polish up and sharpen your language skills, studying_______ can be a good way to do so.
Many of the idioms used in English are from the Bible was ________ from Hebrew into _______ and later into English. Take ‘by and by’ as an example. It originally meant ‘immediately’, but now it means ‘________’.
Idioms can be used to ______ the moral of a story. One idiom about ‘feet of clay’ stresses the ________ that things or people that seem perfect, like a person we admire or respect, can have hidden _________. Another idiom, ‘a little________ told me’, is used to say that you know something but you do not want to tell others how you know it. Some Bible idioms use things related to food such as salt or apples to make a point more clear.
From now on, whenever I read an idiom, I will remember that there could be a ________ meaning in it.
【设计说明】这个环节可以从另一个侧面检验学生对文章线索的掌握。既是对文章内容的延伸，又是对文章的综合概括，并可以借此提高学生的词汇运用能力。
Step4: Appreciation: Enjoy some idioms
1 A little learning is a dangerous thing.
2 Life is made up of little things.
3 A high building, a low foundation.
4 Many a little makes a miracle.
5 Many hands make light work..
6 Actions speak louder than words.
7 Better to arrive late in this world than early in the next.
8 When in Rome, do as the Romans do.
Step5: Homework
(1) Shorten the passage using your own words.
(2) Try to collect some idioms.
(3) Find useful and .difficult language points from the passage.
人教版九年级英语ppt课件
英语在我们的生活当中虽然不常用，但是知识还是要学习的，九年级的英语应该如何教学呢？以下是为大家整理的人教版英语九年级课件，希望对你们有所帮助！
Unit 1
Self-check and Reading
学习目标
1.通过学习短文，掌握如何处理我们在学习、生活中遇到的问题和挑战。
2.掌握下列知识点：
■重点词汇：soft，unless，solve，regard，influence，friendship，lose，development
■重点短语：①look up ②write down ③make up ④deal with
⑤regard as ⑥be angry with ⑦go by ⑧as a second language
■重点句型：
①If you don't know how to spell new words，look them up in a dictionary.
②As young adults，it is our duty to try our best to deal with each challenge in our education with the help of our teachers.
预习导学
Ⅰ.预习单词，完成下列各词。
（形容词
（副词）
（反义词
（反义词
Ⅱ.预习Reading部分，回答下列问题。
do we deal with our problems?
合作研讨
一、重点单词与短语
conj.如果不；除非
例如：l won't go to the party unless I am invited.
除非我受到邀请，否则我不会去参加晚会的。
【拓展】unless 作连词，引导条件状语从句，含有否定意义，相当于if...not...
【跟踪训练】
（1）You will fail the exam unless you work harder.（同义句转换）
You will fail the exam the exam you work harder.
.将……视为
【拓展】regard...as...意为“把……当作……”，后接名词或形容词。
【跟踪训练】
（2）我们把老师当作最好的朋友。
We our teachers our best friends.
with处理；应对
例如：How do you deal with your challenges in your study?
你如何处理学习中的挑战?
【辨析】deal with/do with
deal with的同义短语为do with，意为“处理”。deal with与how连用；do with与what连用。
【跟踪训练】
例如：How do we deal with our problems?（同义句转换）
Do we our problems?
二、重点句型
you don't know how to spell new words，look them up in a dictionary.
如果你不知道如何拼写生词，查一下词典。
【精解】①证引导条件状语从句，主句是一般将来时、祈使句或含有情态动词can、may等时，从句要用一般现在时。
【跟踪训练】
（4）如果明天下雨我就不去公园了。
I go to the park if it tomorrow.
【精解】②look up“动词+副词”短语，意为“查阅；查找”，若名词作宾语，可以置于副词叩之前或之后；若代词作宾语，只能置于look叩中间。例如：look the new words up＝look up the new words查阅生词；look it/them up查阅。
【辨析】look up/look at
Look at“动词+介词”型短语，意为“看……”，名词或代词作宾语时，只能置于介词之后，而不能置于短语中间。
【跟踪训练】
（5）—His telephone number is 701-5538 —Have you ?
A. Written it down B. written down it C .written them down D. written down them
young adults，“is our duty to try our best to deal with each challenge in
our education with the help of our teachers.
作为年轻人，在老师的帮助下尽最大努力来应对教育中的每一个挑战是我们的义务。【精解】①It is +n./adj.（for sb.）to do sth.意为“做某事（对某人来说）是....”，其中北是形式主语，真正的主语是后面的动词不定式。
【跟踪训练】
（6）学好英语对我们来说不容易。
It’s not easy for us my teachers.
【精解】②with the help of sb.意为“在某人的帮助下”，同义短语为with one’s help。
【跟踪训练】
（7）I passed the exam with my teachers’ help（同义句转换）
I passed the exam my teachers.
当堂检测
Ⅰ. 根据句意及首字母提示完成单词
you tell me the truth，I won’t believe you.
students r me as their best friend.
is an important part of our d .
go home. Your mother is w about you.
Ⅱ.用所给单词的适当形式填空
5 .The math problem isn't difficult. I can work it out （easy）.
Stephen Hawking has many physical problems, he becomes very famous and （success）.
（friend）has 1asted for years.
has failed four times，but he wanted to have a （hive）time.
Ⅲ.根据汉语提示完成句子
9.昨天我妈妈生我气了。
My mother me yesterday
10.保护环境是我们的责任。
to protect the environment.
11.我们应当把这个难题当作一次新的挑战。
We should the problem a new challenge.
课后练习
Ⅰ.单项选择
（ ） was angry with Tom. So I decided to our friendship.
A .break down B .break off C .break into D .break through
（ ）2. the help Of our teachers，we can organize the party.
A .Under B .Using C .By D .With
（ ） won’t succeed you work harder than before.
A .if B .unless C .whether D .why
（ ） will get easier as time
A .past B. went by C. goes by D .have passed
（ ） don’t waste money on the clothes.
A. too many B too much C .much too D .many too
Ⅱ. 阅读理解
We are 1earning English，but how can we 1earn English well? A student can know a 1ot about English，but maybe he can’t speak English. If you want to know how to swim，you must get into the river. And if you want to be a football player，you must play football.
So you see，you can learn by using it. You should 1isten to your teacher in class. You should speak English to your classmates every day and also you could write something in English. Then one day you may find your English very good.
（ ） know a lot about English，but maybe it.
A. you can speak B. you can study C. you can’t speak D .you can’t study
（ ） must go into the river
A .to 1earn how to swim B .to skate C .to jump D .to play
（ ） you want to be a football player?P1ease !
A. buy a football B play football C. have some lessons D read some books
（ ） can 1earn by using it. Fore example
to your teacher in class
B. speak English to your class mates every day
C. write something in English
D .all above
（ ） do you think is the best title（标题）for this article?
A. How to swim B. How to play football
C. We can know a lot about English D. How can we learn English well
