人教版九年级英语下册Unit9SectionAGrammarFocus-4c课件
This is a dream which/that will never come true.
The dog has been found. The dog was lost. The dog which was lost has been found. 例句：
1. This is the house which is for sale. 2. The book which is lying on the floor is mine.
from my sister. 3. I hate people _w_h_o__/ _th__a_t_ talk much but do little. 4. The car _w__h_i_c_h_/_t_h_a_t__ my father bought last
month is very beautiful.
This is the film star who is very popular in China. (作主语)
例句： 1. The boy who broke the window is called Roy. 2. Do you know the man who spoke at the meeting
关系代词who, that, whom引导的定语从句: 如果先行词是表示人的名词或代词，关系代 词应用who, that (作主语或宾语) whom (作宾语)
who / that 作主语. (不能省)
This is the film star. The film star is very popular in China.
5. She like singers who/that sing the words clearly.
4c Make conversations about the kind of
things you like and dislike.
To know more about others’ preferences and improve their ability to appreciate beauty.
To use Attributive Clauses in that/which/ who properly.
➢ Warming-up
5. 先行词同时包括人或物时，关系词用that. The man and his dog that I always meet are standing by the gate.
whose 作定语, 表示所属关系。
The boy is my classmate. The boy’s father is a policeman.
人教版九年级英语下册
Unit 9
I like music that I can dance to.
Section A Grammar Focus-4c
➢ Objectives
To learn the usages of Attributive Clauses in that/which/who.
which / that 作宾语 ： （可省略） This is the card. I’ve just received the card. This is the card (which / that ) I’ve just received.
例句：
1. This is the mistake (which /that) I always make. 2. I still keep the letters (which) she wrote to me. 3. I lost the pen (which) my father bought me.
关系代词
which, who, whom, whose, that
定语从句 关系副词
where, when
关系代词that, which引导的定语从句:
如果先行词是表示物的名词或代词，关系 代词应用that, which. (作主语或宾语)
which / that 作主语. (不能省) This is a dream. The dream will never come true.
your favorite CD? The music is great because you can dance Why do you like the to it. You can take this CD to a party. Also,
CD?
these musicians write their own lyrics.
movies
that / which/ who
funny /
comfortable /
slow /
is /are
inexpensive / sweet / salty /
loud /
interesting /
intelligent
Play the sentence games
1. I like food that is sweet. I don’t like food... 2. He likes music that’s loud. He doesn’t like... 3. She prefers clothes that are comfortable... 4. They like actors who are funny/intelligent... 5. I can’t stand the music/movies/food...
that/which...
4b
Read Jennifer’s CD review. Then complete the sentences using that, which or who.
e-mail address: jennifer@ What’s the name of It’s Dance, Dance, Dance.
The boy whose father is a policeman is my classmate.
用关系代词填空。 1. The boy __w_h__o_/_t_h_a_t__ is playing ping-pong is my
classmate. 2. The e-mail _w_h_i_c_h_/_t_h_a_t_ I received yesterday was
who指代人， which指代物， that把他们都代替！ 关系代词作从句主语， 谓语动词要与先行词一致！ 关系代词作从句宾语， 省略、省略、省略！
有时只能用 that , 不用 which, 常见的情况有五种：
1. 当先行词是 all, any, few, little, none, anything, everything, nothing, everybody, nobody, everyone, no one 或被它们修饰时。 That’s all that I know. Is there anything that I can do for you? He answered few questions that the teacher asked.
2. 当先行词被形容词最高级或序数词修饰时 That is the most interesting book that I have ever read.
The first thing that I should do is to review my lessons. 3. 当先行词有the very, the only, the same等修饰时。 That’s the only thing that I can do now. These are the very words that he used. 4. 当主句以 who 或 which开头时，定语从句的关系词用 that, 而不用 which 或 who. Who is the girl that spoke to you just now? Which is the pen that you lost ?
5. My father and his teacher talked a lot about the persons and things __th_a_t__ they couldn’t remember.
6. Say all ___th_a_t___ you know. 7. Is there anything __th_a_t__ I can do for you?
house.
Language points
什么是定语从句呢？
修饰前面某一名词或代词的从句叫 定语从句。 结构: 先行词 + 关系词 + 句子
Mary is a girl.
合并为一个句子
Mary has long hair.
Mary is 关系词
What do you dislike Some songs are too long. Some of the
about this CD?
singers don’t sing the words clearly.
1.
It’s
the
kind
of
the
music
that/which to.
you
can
Which house is mine?
My house
The house whose roof is yellow is mine.
Which baby is Jack?
Jack 穿红裤子的baby是Jack。 The baby whose trousers are red is Jack. The baby who is wearing red trousers is Jack.
The dog has been found. The dog was lost. The dog which was lost has been found. 例句：
1. This is the house which is for sale. 2. The book which is lying on the floor is mine.
from my sister. 3. I hate people _w_h_o__/ _th__a_t_ talk much but do little. 4. The car _w__h_i_c_h_/_t_h_a_t__ my father bought last
month is very beautiful.
This is the film star who is very popular in China. (作主语)
例句： 1. The boy who broke the window is called Roy. 2. Do you know the man who spoke at the meeting
关系代词who, that, whom引导的定语从句: 如果先行词是表示人的名词或代词，关系代 词应用who, that (作主语或宾语) whom (作宾语)
who / that 作主语. (不能省)
This is the film star. The film star is very popular in China.
5. She like singers who/that sing the words clearly.
4c Make conversations about the kind of
things you like and dislike.
To know more about others’ preferences and improve their ability to appreciate beauty.
To use Attributive Clauses in that/which/ who properly.
➢ Warming-up
5. 先行词同时包括人或物时，关系词用that. The man and his dog that I always meet are standing by the gate.
whose 作定语, 表示所属关系。
The boy is my classmate. The boy’s father is a policeman.
人教版九年级英语下册
Unit 9
I like music that I can dance to.
Section A Grammar Focus-4c
➢ Objectives
To learn the usages of Attributive Clauses in that/which/who.
which / that 作宾语 ： （可省略） This is the card. I’ve just received the card. This is the card (which / that ) I’ve just received.
例句：
1. This is the mistake (which /that) I always make. 2. I still keep the letters (which) she wrote to me. 3. I lost the pen (which) my father bought me.
关系代词
which, who, whom, whose, that
定语从句 关系副词
where, when
关系代词that, which引导的定语从句:
如果先行词是表示物的名词或代词，关系 代词应用that, which. (作主语或宾语)
which / that 作主语. (不能省) This is a dream. The dream will never come true.
your favorite CD? The music is great because you can dance Why do you like the to it. You can take this CD to a party. Also,
CD?
these musicians write their own lyrics.
movies
that / which/ who
funny /
comfortable /
slow /
is /are
inexpensive / sweet / salty /
loud /
interesting /
intelligent
Play the sentence games
1. I like food that is sweet. I don’t like food... 2. He likes music that’s loud. He doesn’t like... 3. She prefers clothes that are comfortable... 4. They like actors who are funny/intelligent... 5. I can’t stand the music/movies/food...
that/which...
4b
Read Jennifer’s CD review. Then complete the sentences using that, which or who.
e-mail address: jennifer@ What’s the name of It’s Dance, Dance, Dance.
The boy whose father is a policeman is my classmate.
用关系代词填空。 1. The boy __w_h__o_/_t_h_a_t__ is playing ping-pong is my
classmate. 2. The e-mail _w_h_i_c_h_/_t_h_a_t_ I received yesterday was
who指代人， which指代物， that把他们都代替！ 关系代词作从句主语， 谓语动词要与先行词一致！ 关系代词作从句宾语， 省略、省略、省略！
有时只能用 that , 不用 which, 常见的情况有五种：
1. 当先行词是 all, any, few, little, none, anything, everything, nothing, everybody, nobody, everyone, no one 或被它们修饰时。 That’s all that I know. Is there anything that I can do for you? He answered few questions that the teacher asked.
2. 当先行词被形容词最高级或序数词修饰时 That is the most interesting book that I have ever read.
The first thing that I should do is to review my lessons. 3. 当先行词有the very, the only, the same等修饰时。 That’s the only thing that I can do now. These are the very words that he used. 4. 当主句以 who 或 which开头时，定语从句的关系词用 that, 而不用 which 或 who. Who is the girl that spoke to you just now? Which is the pen that you lost ?
5. My father and his teacher talked a lot about the persons and things __th_a_t__ they couldn’t remember.
6. Say all ___th_a_t___ you know. 7. Is there anything __th_a_t__ I can do for you?
house.
Language points
什么是定语从句呢？
修饰前面某一名词或代词的从句叫 定语从句。 结构: 先行词 + 关系词 + 句子
Mary is a girl.
合并为一个句子
Mary has long hair.
Mary is 关系词
What do you dislike Some songs are too long. Some of the
about this CD?
singers don’t sing the words clearly.
1.
It’s
the
kind
of
the
music
that/which to.
you
can
Which house is mine?
My house
The house whose roof is yellow is mine.
Which baby is Jack?
Jack 穿红裤子的baby是Jack。 The baby whose trousers are red is Jack. The baby who is wearing red trousers is Jack.
合集下载
人教版九年级英语 Unit 9 Section A (Grammar focus~4c) 精品课件
Warming-up Presentation
Practice Production Summary
people
1. I like musicians who play different kinds of music. people
2. I love groups that play quiet and slow songs. thing
movies → try; story → was; actor → plays 主谓一致
Warming-up Presentation
Practice Production Summary
Observe and tick
Is the relative pronoun the subject or object of each clause?
S2.Biblioteka I prefer movies that give me something to think about.
O
3. The CD that I bought yesterday is great.
S
4. The actor who plays the hero used to be a schoolteacher!
Warming-up Presentation
Practice Production Summary
Read and choose She is the beautiful girl. You will never forget (her).
She is the beautiful girl that you never forget.
A defining relative clause contains important information.
人教版英语九全Unit9SectionA(GrammarFocus4c)教学设计
2.技能方面：能够运用过去进行时描述过去某个时间正在进行的动作，提高听说读写能力；能够通过小组合作，运用所学知识进行真实场景的交流。
（二）过程与方法
本节课采用以下过程与方法，帮助学生达成教学目标：
1.过程方面：通过图片、情景、语境等引入过去进行时，引导学生观察、思考、总结语法规则；设置不同类型的练习，如填空、改错、对话等，巩固所学知识。
2.方法方面：
（1）采用任务型教学法，以小组合作、讨论等形式，激发学生的主动性和积极性，提高课堂参与度。
（2）运用情景教学法，创设真实语境，让学生在实际运用中掌握语法知识。
（3）利用多媒体辅助教学，展示图片、视频等，增强学生的学习兴趣，提高教学效果。
（三）情感态度与价值观
1.情感态度方面：培养合作意识，学会与同学分享、交流，增强团队精神；增强学习英语的兴趣，树立自信心，敢于开口说英语。
（三）学生小组讨论
1.教学内容：教师将学生分成小组，每组选择一张图片，讨论并用过去进行时描述图片中的场景。
2.教学活动：各小组进行讨论，然后派代表进行展示。
3.教学目的：通过小组合作，让学生在实际语境中运用过去进行时，提高学生的合作意识和口语表达能力。
（四）课堂练习
1.教学内容：设计不同类型的练习，如填空、改错、对话等，巩固过去进行时的点
1.教学重点：
（1）掌握过去进行时的结构（was/were + doing）及其用法；
（2）运用过去进行时描述过去某个时间正在进行的动作；
（3）熟练运用本节课所学的动词短语。
2.教学难点：
（1）如何让学生在实际语境中灵活运用过去进行时；
（2）如何引导学生正确使用过去进行时描述过去正在进行的动作；
4.多元化评价，关注个体差异：
（二）过程与方法
本节课采用以下过程与方法，帮助学生达成教学目标：
1.过程方面：通过图片、情景、语境等引入过去进行时，引导学生观察、思考、总结语法规则；设置不同类型的练习，如填空、改错、对话等，巩固所学知识。
2.方法方面：
（1）采用任务型教学法，以小组合作、讨论等形式，激发学生的主动性和积极性，提高课堂参与度。
（2）运用情景教学法，创设真实语境，让学生在实际运用中掌握语法知识。
（3）利用多媒体辅助教学，展示图片、视频等，增强学生的学习兴趣，提高教学效果。
（三）情感态度与价值观
1.情感态度方面：培养合作意识，学会与同学分享、交流，增强团队精神；增强学习英语的兴趣，树立自信心，敢于开口说英语。
（三）学生小组讨论
1.教学内容：教师将学生分成小组，每组选择一张图片，讨论并用过去进行时描述图片中的场景。
2.教学活动：各小组进行讨论，然后派代表进行展示。
3.教学目的：通过小组合作，让学生在实际语境中运用过去进行时，提高学生的合作意识和口语表达能力。
（四）课堂练习
1.教学内容：设计不同类型的练习，如填空、改错、对话等，巩固过去进行时的点
1.教学重点：
（1）掌握过去进行时的结构（was/were + doing）及其用法；
（2）运用过去进行时描述过去某个时间正在进行的动作；
（3）熟练运用本节课所学的动词短语。
2.教学难点：
（1）如何让学生在实际语境中灵活运用过去进行时；
（2）如何引导学生正确使用过去进行时描述过去正在进行的动作；
4.多元化评价，关注个体差异：
人教版九年级下册英语Unit 9 Section A (Grammar Focus-4c)课件
【运用】 将下列各题中的两个句子合并为含有 that/which/who引导的定语从句的复合 句。
1. The pot is very expensive. It was used by my mom yesterday. T__h_e_p_o_t__th_a_t_/__w_h_i_c_h_w__a_s _u_s_e_d_b_y__m__y__ m__o_m__y_e_s_t_er_d_a_y__i_s _v_e_r_y_e_x_p_e_n_s_iv_e_._____
【例句】 1. China is a country which/that has a long
history. 2. This is the book which/that my mother
bought me yesterday. 3. The man who/that is standing by the door
I like music that most people like. that 引导的从句修饰先行词 music that 在从句中做宾语(可以省略)
I like singers. The singers sing the lyrics clearly.
I like singerswho sing the lyrics clearly. who 引导的从句修饰先行词 singers who 在从句中做主语(不能省略)
3. The dog is cute. Tom is looking after it. T__h_e_d_o_g__(_th_a_t_/__w_h_i_c_h_) _T_o_m__i_s_lo_o_k__in_g_ a_f_t_e_r_i_s _c_u_te_.______________________
人教版九年级英语全册Unit9SectionA(GrammarFocus4c)教学设计
2.每个小组选择一个代表来分享他们的答案。
3.教师对每个小组的回答进行点评，指出正确之处和需要改进的地方。
（四）课堂练习
为了巩固学生对“must have done”结构的掌握，我会设计一系列课堂练习：
1.填空题：让学生在句子中正确使用“must have done”。
2.改错题：找出句子中使用不当的地方，并进行修改。
2.利用多媒体教学资源，如听力材料和图片，引导学生进行听力和阅读训练，提高学生的语言感知能力。
3.创设真实的语境，让学生在实际交流中运用所学语法知识，培养学生的语言运用能力。
4.采用任务型教学法，设计各种练习和活动，帮助学生巩固所学知识，提高学习效果。
（三）情感态度与价值观
1.培养学生积极向上的学习态度，激发他们对英语学习的兴趣，增强自信心。
（二）讲授新知
在导入环节之后，我会明确本节课的教学目标，即掌握“must have done”结构来表达对过去行为的肯定推测。我会通过以下步骤来进行新知识的讲授：
1.通过更多例句，展示“must have done”的用法，让学生观察和总结其结构特点。
2.解释“must have done”表示的是对过去某个动作的推测，并且这种推测有一定的把握或确定性。
人教版九年级英语全册Unit9SectionA(GrammarFocus4c)教学设计
一、教学目标
（一）知识与技能
1.学生能够理解并掌握本节课所学的语法知识点，即情态动词"must"的用法，以及其对过去行为的推测。
2.学生能够运用"must have done"结构来表达对过去情况的肯定推测，并能准确运用其进行日常交流。
b.总结性评价：在学习单元结束时，进行一次综合测试，检验学生对"must have done&#为了激发学生对本节课的兴趣，我设计了一个简短而有趣的导入环节。首先，向学生展示一张描绘一个忙碌早晨的图片，图片中有许多线索暗示着过去发生的事情。然后，提出问题：“What do you think happened this morning?”让学生们根据图片进行猜测。
3.教师对每个小组的回答进行点评，指出正确之处和需要改进的地方。
（四）课堂练习
为了巩固学生对“must have done”结构的掌握，我会设计一系列课堂练习：
1.填空题：让学生在句子中正确使用“must have done”。
2.改错题：找出句子中使用不当的地方，并进行修改。
2.利用多媒体教学资源，如听力材料和图片，引导学生进行听力和阅读训练，提高学生的语言感知能力。
3.创设真实的语境，让学生在实际交流中运用所学语法知识，培养学生的语言运用能力。
4.采用任务型教学法，设计各种练习和活动，帮助学生巩固所学知识，提高学习效果。
（三）情感态度与价值观
1.培养学生积极向上的学习态度，激发他们对英语学习的兴趣，增强自信心。
（二）讲授新知
在导入环节之后，我会明确本节课的教学目标，即掌握“must have done”结构来表达对过去行为的肯定推测。我会通过以下步骤来进行新知识的讲授：
1.通过更多例句，展示“must have done”的用法，让学生观察和总结其结构特点。
2.解释“must have done”表示的是对过去某个动作的推测，并且这种推测有一定的把握或确定性。
人教版九年级英语全册Unit9SectionA(GrammarFocus4c)教学设计
一、教学目标
（一）知识与技能
1.学生能够理解并掌握本节课所学的语法知识点，即情态动词"must"的用法，以及其对过去行为的推测。
2.学生能够运用"must have done"结构来表达对过去情况的肯定推测，并能准确运用其进行日常交流。
b.总结性评价：在学习单元结束时，进行一次综合测试，检验学生对"must have done&#为了激发学生对本节课的兴趣，我设计了一个简短而有趣的导入环节。首先，向学生展示一张描绘一个忙碌早晨的图片，图片中有许多线索暗示着过去发生的事情。然后，提出问题：“What do you think happened this morning?”让学生们根据图片进行猜测。
初中英语九年级 Unit 9 Section A(Grammar focus-4c) 教学设计
初中英语九年级 Unit 9 Section A(Grammar focus-4c) 教学设计一. 教材分析本节课是九年义务教育初中英语教材九年级Unit 9 Section A(Grammar focus-4c)。
本节课主要讨论了关于过去发生的事情的句子结构，即used to do和be used to do。
同时，本节课还涉及到一些日常生活中的习惯和行为。
通过本节课的学习，学生将能够掌握这两个句式的用法，并能够运用它们来描述自己和别人的习惯和行为。
二. 学情分析九年级的学生已经掌握了英语学习的基本语法和词汇，具备一定的听说读写能力。
但是，对于一些复杂的语法结构，如used to do和be used to do，可能还有一定的困难。
因此，在教学过程中，需要老师耐心引导，让学生通过大量的练习来掌握这两个句式的用法。
三. 教学目标1.能够理解并运用used to do和be used to do这两个句式来描述过去发生的事情和日常习惯。
2.能够通过听力、阅读和写作等活动，运用这两个句式来描述自己和别人的习惯和行为。
3.能够提高自己的听说读写能力，提高英语综合素质。
四. 教学重难点ed to do和be used to do这两个句式的用法。
2.如何运用这两个句式来描述过去发生的事情和日常习惯。
五. 教学方法采用任务型教学法，通过大量的练习和活动，让学生在实践中掌握used to do和be used to do这两个句式的用法。
同时，运用合作学习法，让学生在小组活动中互相交流、互相学习，提高英语综合素质。
六. 教学准备1.教学PPT2.录音机和录音带3.相关图片和视频资料七. 教学过程1.导入（5分钟）通过播放一段关于日常习惯的短片，引导学生思考日常生活中有哪些习惯，以及这些习惯是如何形成的。
2.呈现（10分钟）通过PPT展示used to do和be used to do这两个句式的用法，并用例句进行解释。
人教英语九下Unit9第3课时(SectionA Grammar Focus-4c)
that/which 指代groups，指物，作主语
play quiet and slow songs.
love、prefer、like是 表达喜好的三个动词。
What kind of movies do you like?
What kind of musicians does Carmen like?
➢ This is the city in which Tom lives.
3. 先行词为that或those时。
➢ What is that which he bought yesterday?
四、引导定语从句的关系副词 关系副词所代替的先行词是表示时间、地点或原因的 名词，在句中作状语。 ➢ It happened in November when the weather was wet and
that/which 指代music， 指物，作宾语，可省略
What kind of music do I love music that/which I can
you like?
sing along with.
What kind of groups does Xu Fei like?
He prefers groups that/which
likes?
先行词是人 关系代词用 that/who
在从句中作主 语，不能省略
She likes musicians who play different kinds of music.
She likes musicians that play different kinds of music.
定语从句 复合句中，修饰某一名词或代词的从句叫作定语 从句。 被定语从句所修饰的词叫作先行词，定语从句一
play quiet and slow songs.
love、prefer、like是 表达喜好的三个动词。
What kind of movies do you like?
What kind of musicians does Carmen like?
➢ This is the city in which Tom lives.
3. 先行词为that或those时。
➢ What is that which he bought yesterday?
四、引导定语从句的关系副词 关系副词所代替的先行词是表示时间、地点或原因的 名词，在句中作状语。 ➢ It happened in November when the weather was wet and
that/which 指代music， 指物，作宾语，可省略
What kind of music do I love music that/which I can
you like?
sing along with.
What kind of groups does Xu Fei like?
He prefers groups that/which
likes?
先行词是人 关系代词用 that/who
在从句中作主 语，不能省略
She likes musicians who play different kinds of music.
She likes musicians that play different kinds of music.
定语从句 复合句中，修饰某一名词或代词的从句叫作定语 从句。 被定语从句所修饰的词叫作先行词，定语从句一
SectionA+Grammar+Focus-4c课件+2024-2025学年人教版英语九年级全册+
can 表示有把握的推测。一般不用于肯定句。can't表示有把握的否定推测，意为“不可 能”，后跟动词原形。can可用于疑问句和否定句中 I'm not sure about it. You could be right.
You couldn’t have left it on the bus,could you?
_C_a_n__/_C_o_u__ld_ this be true?
8. 它太大了而不可能是狗。
_I_t _w_a_s__to_o__b_ig__t_o_b_e__a_d_o_g_.__________ 9. 这个地区的一个妇女看到有东西在逃跑。
_A__w_o_m__a_n__in__th__is_a_r_e_a__sa_w__s_o_m__e_th_i_n_g__ _r_u_n_n_i_n_g_a_w__a_y_. ____________________ 10. 噪音制造者正享受着在街区制造害怕的 乐趣。
4. A: Whenever I try to read this book, I feel sleepy.
B: It can’t _____b_e__th__a_t_b_o__ri_n_g____________.
4c Look at this picture of a room. How much can
could表示不太有把握的推测，意为“可能”，后跟动词原形ቤተ መጻሕፍቲ ባይዱ可用于肯定句、疑 问句和否定句中，否定形式是could not或couldn't，意为“不可能”。
情态动词can/could表推测的练习
1.选词填空。 You _c_o__u_l_d be right, but I don't think so. (need/could)
You couldn’t have left it on the bus,could you?
_C_a_n__/_C_o_u__ld_ this be true?
8. 它太大了而不可能是狗。
_I_t _w_a_s__to_o__b_ig__t_o_b_e__a_d_o_g_.__________ 9. 这个地区的一个妇女看到有东西在逃跑。
_A__w_o_m__a_n__in__th__is_a_r_e_a__sa_w__s_o_m__e_th_i_n_g__ _r_u_n_n_i_n_g_a_w__a_y_. ____________________ 10. 噪音制造者正享受着在街区制造害怕的 乐趣。
4. A: Whenever I try to read this book, I feel sleepy.
B: It can’t _____b_e__th__a_t_b_o__ri_n_g____________.
4c Look at this picture of a room. How much can
could表示不太有把握的推测，意为“可能”，后跟动词原形ቤተ መጻሕፍቲ ባይዱ可用于肯定句、疑 问句和否定句中，否定形式是could not或couldn't，意为“不可能”。
情态动词can/could表推测的练习
1.选词填空。 You _c_o__u_l_d be right, but I don't think so. (need/could)
Unit9 Section A Grammar focus-4c课件人教版九年级全册英语
important in life, such as love , beauty
and family. (Unit 5 P38)
5.This is because sometimes a few people
may invent things _w__h_ic_ha\re nearly the
same. (Unit 6P48) that
3. Susan wanted the dress. It is made of real
silk. _S_u_s_a_n__w_a_n_t_e_d__th_e__d_r_e_ss__w_h_i_c_h_/_t_h_a_t_i_s_m__ade of real silk.
4. The visitor comes from Australia. He visited
Activity1 经典例句重现
1. They carry people’s wishes to the families
_____they love and miss. (Unit 2 P11)
2. It is about an old man named Scrooge _w_h_o_\that
6
Activity2 4a Choose words from the different
columns to make sentences.
I/You/ like(s) food/ that/ is/ funny/
He/She love(s) /We/ preferThey (s)
clothes/ people /music/ actors /singers /movies
never laughs or smiles. (Unit 2 P14)
Unit9+Section+A++Grammar+Focus-4c 人教版九年级英语全册
4a Choose words from the different columns to
make sentences.
I/You/ He/She/ We/ They
like(s) love(s) prefer(s)
food/ clothes/ people /music/ actors /singer-s /movies
make sentences.
1. I like clothes which are comfortable. 1.I love food that is sweet. 2.I prefer music that is slow. 3.I like actors who are funny.
4b Read Jennifer’s CD review. Then complete the sentences using that,
14．scared, it, doesn't, feel, so __I_t__d_o_e_s_n_'t__f_ee_l__s_o__sc_a_r_e_d________．
15．clothes, that, she, are, prefers, comfortable, the __S_h_e__p_r_e_fe_r_s__t_h_e__c_lo_t_h_e_s__th_a_t__a_r_e__c_o_m_f_o_r_ta_b__le____．
The man is a worker. 分解
The man is speaking at the meeting.
作主语
✓Whom 作定语从句的宾语
The woman whom they wanted to visit is a teacher.
初中英语九年级Unit9SectionA(Grammarfocus-4c)说课稿
初中英语九年级 Unit 9 Section A(Grammar focus-4c) 说课稿一. 教材分析《人教版新目标英语》九年级Unit 9 Section A(Grammar focus-4c)主要讨论了关于过去发生的事情的句子构造。
这一部分的内容对于学生来说是一个重要的语法点，因为它涉及到过去时态的运用。
教材通过丰富的语境和真实的例句，帮助学生理解和掌握过去时态的用法，同时培养学生的阅读理解能力和语言表达能力。
二. 学情分析九年级的学生已经掌握了基本的英语语法和词汇，具备一定的阅读理解能力。
但是，对于过去时态的运用，部分学生可能还存在一定的困难。
因此，在教学过程中，教师需要关注学生的个体差异，针对性地进行教学，帮助学生巩固和提高英语水平。
三. 说教学目标1.知识目标：让学生掌握过去时态的构成和用法，能够正确地构造关于过去发生的事情的句子。
2.能力目标：培养学生阅读理解能力和语言表达能力，提高学生的英语水平。
3.情感目标：激发学生学习英语的兴趣，培养学生的团队合作意识和自主学习能力。
四. 说教学重难点1.重点：过去时态的构成和用法。
2.难点：过去时态在实际语境中的运用。
五. 说教学方法与手段1.采用任务型教学法，让学生在完成任务的过程中，自然地学习和掌握过去时态的用法。
2.运用多媒体教学手段，如PPT、视频等，为学生提供丰富的教学资源，提高课堂趣味性。
3.分组讨论，鼓励学生积极参与，培养学生的团队合作意识和自主学习能力。
六. 说教学过程1.导入：通过一个简单的谜语，引发学生对过去时态的好奇心，激发学生的学习兴趣。
2.新课呈现：讲解过去时态的构成和用法，让学生通过例句理解并掌握过去时态的运用。
3.任务型练习：设计一个关于过去发生的事情的对话，让学生在角色扮演的过程中，运用过去时态进行交流。
4.分组讨论：让学生围绕一个主题，运用过去时态进行讨论，培养学生的团队合作意识和自主学习能力。
5.课堂展示：邀请部分学生上台展示他们的讨论成果，鼓励其他学生进行评价和补充。