九年級英語課件？下面是我想跟大家分享的九年級英語課件,歡迎大家瀏覽。 一、教學(xué)內(nèi)容: Unit 1 Smile and Say Hello 二、教學(xué)目標(biāo) 知識目標(biāo):熟練掌握本單元課文中的單詞,短語和句型。 能力目標(biāo):培養(yǎng)學(xué)生的綜合運用知識的能力。 三、教學(xué)難點: 培養(yǎng)學(xué)生的綜合能力 四、那么，九年級英語課件？一起來了解一下吧。
九年級的英語基本上以學(xué)習(xí)語法為重，而相關(guān)的課件是怎么制定才合適呢？下面是我想跟大家分享的九年級英語課件，歡迎大家瀏覽。
一、教學(xué)內(nèi)容：
Unit 1 Smile and Say Hello
二、教學(xué)目標(biāo)
知識目標(biāo)：熟練掌握本單元課文中的單詞，短語和句型。
能力目標(biāo)：培養(yǎng)學(xué)生的綜合運用知識的能力。
三、教學(xué)難點：
培養(yǎng)學(xué)生的綜合能力
四、本單元重點知識：
單詞：本單元所有單詞(單詞表中)
短語：
1. take place 發(fā)生
2. live upstairs 住樓上
3. be afraid of 害怕……
4. keep sb. from doing sth. 阻止某人做某事
5. open one’s heart 敞開心扉
6. the answers to these questions 問題的答案
7. walk with his head down 低頭走路
8. look away from others 把視線從別人身上移走
9. pretend to do sth 假裝做某事
10. do one’s best to do sth. 竭盡全力做某事
11. with a smile 微笑著
12. smile at sb. 沖某人微笑
13. the window of the heart 心靈之窗
1 4. raise your head 抬起頭
15. as long as 只要
16. as well as 還，而且
17. give your warm hands to them 向他們伸出溫暖之手
18. good luck to you 祝你好運
19. look into sb. 正視，直視某人
20. have a good time 過得愉快
21. Beijing Foreign Language School 北京外國語學(xué)校
重點句型：
1. Both the speakers are studying history at the University of California. 兩位演講者在加州大學(xué)學(xué)習(xí)歷史。
英語雖然不是我們中國的母語，但是卻是世界上通用的語言，所以我們一定要認(rèn)真學(xué)習(xí)并掌握。下面是我整理收集的九年級第十四單元英語課件，歡迎閱讀參考！
ⅰ.根據(jù)句意及漢語提示，填寫單詞。
1. my sister likes soft colors, such as white and ________(粉紅色).
2. you shouldn’t treat him like that. i don’t think it’s ________(公平的) to him.
3.she said that loud mus ic made her _________(緊張的).
4. we feel uncomfortable to sit on _________(硬的) seats.
5. they ma de the school a place for ________(科學(xué)的) experiments.
ⅱ.根據(jù)句意,從方框內(nèi)選擇合適的動詞，并用其適當(dāng)形式填空。
lose, play, serve, smoke, wait
1. do you smoke? how do you feel about ___ _____?
2. people don’t like to be kept _________.
3. the pie can be ________ hot or cold.
4. they had fun __________ football in the park last sunday.
5. — what made you so upset?
— __________ my new bicycle.
ⅲ.根據(jù)句意，從方框內(nèi)選擇合適的 短語，并用其適當(dāng)形式填空。
學(xué)生的基礎(chǔ)知識和口語表達(dá)能力比較好，大部分學(xué)生熱愛英語，喜歡表達(dá)自己的觀點，但有一部分學(xué)生基礎(chǔ)比較差，接受能力稍弱。以下是九年級英語教學(xué)課件分享，歡迎閱讀。
【知識背景】
學(xué)生已經(jīng)接觸過被動語態(tài)的基本形式 be +p.p.
【教學(xué)內(nèi)容】
unit 3 section A ( the first period)
【教學(xué)目標(biāo)】
(1)Know how to use “should be allowed”.
(2)Talk about what you are allowed to do.
【目標(biāo)】
通過探究性學(xué)習(xí)方式將語法滲透在課堂教學(xué)中，并且創(chuàng)設(shè)情境，讓學(xué)生在訓(xùn)練中發(fā)現(xiàn)語法規(guī)則，鞏固規(guī)則，運用規(guī)則，讓學(xué)生在學(xué)習(xí)過程中發(fā)展自己的探究能力、創(chuàng)新精神和合作精神。
【任務(wù)設(shè)計】
1.Talk about what you are allowed to do
2.Agree and disagree
通過任務(wù)1中句型的操練，掌握should be + p.p.的用法，能夠運用句型組織句子;通過任務(wù)2學(xué)會熟練表達(dá)自己 的觀點，達(dá)到練中學(xué)，學(xué)中用。
外研版九年級上冊英語課件
教學(xué)目標(biāo)
Key vocabulary: ancient, club, composition, pupil, meeting, call, even
Key structures: That’s news to me! What’s it about?Listen up, everyone.
Anyone else? That’s a fantastic idea listen up
教學(xué)重點
Get to know the wonders of the world
教學(xué)難點
Language points
教具 多媒體，tape 課時 2
教學(xué)課程
Step1 Warming-up and listening
1. Look at some pictures of the wonders of the world.
2. Talk about the picture. You can use the words in the box to help you.
3. Listen and check the words you hear.
Step 2 Listening and reading
1. (Close the books) Listen to the tape carefully.
2. Ask the students to read through the conversation individually.
3. Play the tape and have them read and follow.
4. Act it out.
5. Learn Everyday English
Step 3 Do Exercises
1. Choose the best answer in Activity 4.
2. Listen again and check.
3. Answer the questions in Activity 5.
Step 4 Explain the important and difficult points
Step 5 Pronunciation and speaking
1. Listen to the sentences.
2. Listen and repeat.
3. Say the sentences aloud.
Step 6 Homework
Finish the exercises in the workbook Ex. 1, 2, 3&4
個人修改
Revise what we learnt last term.
Show the pictures and learn the new words.
Read the key sentences.
Read the dialogue in roles.
一份好的課件不僅可以讓學(xué)生在課堂上學(xué)到知識，還可以讓學(xué)生對英語產(chǎn)生強(qiáng)烈的興趣。我為大家整理的九年級的下冊英語課件，希望大家喜歡。
九年級的下冊英語課件1
Language goal
In this unit students learn to talk about past events.
New language
Where did you go on vacation? I went to the mountains.
Where did they go on vacation? They went to New York.
Where did he go on vacation? He stayed at home.
Where did she go on vacation? She visited her uncle.
Did you go to the beach? Yes, I did. /No, I didn't.
Section A
Ask questions about what students did last Saturday.Write some past tense statements on the board. Ask,Who went to the movies last Saturday? Point to a student who raises his or her hand. Sara went to the movies last Saturday. Repeat. Write this sentence on the board.Underline the word went. Ask, Who visited a friend last
Saturday? Point to a student who raises his or her hand.Carlos visited a friend last Saturday. Repeat. Write this"sentence on the board. Underline the word visited.
Point to the words went and visited in the sentences on the board. Say, We use these words to talk about things that happened in the past.
Then write these pairs of words on the board: go-went,visit-visited. Ask a student to point out the words that talk about the past.
1 aThis 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 bThis 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 CThis 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.
2aThis 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.
2bThis 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.
2cThis 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.
3aThis 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.
3bThis activity provides guided oral practice using the target language.
Point to each of the pictures and ask students to say what they see. Then read the words under each picture. Pronounce any new words and explain what they mean, if necessary. For example, In this picture a girl is on a bus. The girl is taking a bus trip. Ask, What does relaxing mean? Does it mean you are excited or quiet? How do you look when you relax? If students don't know the meaning of relaxing, demonstrate by leaning back in your seat and half-closing your eyes.
Say,Now work with a partner. Make your own conversations about the pictures.
Say a dialogue with a student. Point to the food picture.Ask, How was the food? The student replies, It was awful.Do a second example, if you wish.
Then have students work in pairs. As they talk, move around the room monitoring their work. Offer language or pronunciation support as needed.
4. This activity provides speaking practice using the target
language.
Explain to the students that they are going to make a vacation photo album and talk about it with their classmates. You may want to provide students with magazines which they can cut up for their photo albums, or askthem to draw the photos or have them make their photo albums at home for homework.
Once students have completed their photo albums, draw students' attention to the vacation pictures in the student book. Tell them that they are pictures from your last vacation. Using the simple past tense, point to each picture and describe a few things about your time in each place. Write wh- questions on the board (where,
what, who, why, when, how). Remind students that the photos in the book in activity 4 are photos from your vacation. Encourage the class to ask you wh- questions about your vacation.
Have students interview their classmates about their vacation photo albums.
When students have interviewed several classmates,have them discuss in pairs where in China they think would be the best place for a vacation. It could be somewhere one of them has been to, or just somewhere they have heard of and would like to visit.
Have several pairs explain their choices of vacation destination to the rest of the class.
九年級的下冊英語課件2
復(fù)習(xí)目標(biāo)：
1、復(fù)習(xí)本模塊的詞匯短語，翻譯本模塊的重點句子
2、體會定語從句及其他重點句型
3、根據(jù)所學(xué)定語從句知識，選擇引導(dǎo)詞，并說明理由。
以上就是九年級英語課件的全部內(nèi)容，新制定的《英語課程標(biāo)準(zhǔn)》把“培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣,樹立自信心,培養(yǎng)良好學(xué)習(xí)習(xí)慣和形成有效策略,發(fā)展自主學(xué)習(xí)和合作精神”放在了首位。依據(jù)課改的精神,我從以下幾個方面對學(xué)生進(jìn)行學(xué)法指導(dǎo)。 1、學(xué)習(xí)方法的指導(dǎo) 培養(yǎng)學(xué)生觀察力,想象力,記憶力以及思維能力。用生動的課件調(diào)動學(xué)生的感官進(jìn)行聽說讀寫的訓(xùn)練。 2、。
