九年级英语优秀教案
九年级英语unit11英文教案（含5篇）
九年级英语unit11英文教案（含5篇）第一篇：九年级英语unit11英文教案Unit 11 Could you please tell me where the restrooms are? Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary restroom, shampoo, stamp（2）Target Language Excuse me． Can you please tell me where I can get a dictionary? Sure．There’s a bookstore on River Road． 2． Ability Objects （1）Train students’ listening ability．（2）Train students’ communicative competence．3．Moral Object Helping each other is very important． It is a good quality．Ⅱ． Teaching Key Point Target Language Ⅲ． Teaching Difficult Points 1．How to train students’ listening ability．2．How to train students’ communicative competence．Ⅳ．Teaching Procedures Step Ⅰ Revision T: You’re new to this school． You need to know where the main office is．How can you ask where the main office is? S1: Where’s the main office? T: That’s one way to ask． But there is a more polite way you can ask．You can say, “Can you tell me where the main o ffice is?” Class repeat． Can you tell me where the main office is? Ss: Can you tell me where the main office is? T: That’s correct．Now let’s say you want to know where Classroom 1 is． How can you ask? S2: Can you tell me where Classroom 1 is? T: Good!Ther e’s another polite way you can ask: Could you tell me how to get to Classroom 1? Class repeat． Could you tell me how to get to Classroom 1? Ss: Could you tell me how to get to Classroom 1? T: That’s right． Very good．Step Ⅱ 1a Go through the instructions w ith the class．Read the list of things to the class． To review the meaningof each item on the list, invite different students to say each phrase in their own words．Point to the lettered parts of the picture one by one． Ask a student: What kind of place is this? What do they sell there? Do we have one in our community? What is the name of the one in our community? Point out the sample answer．Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store．There may be more than one correct answer for some blanks．While students are working, move around the room offering help as necessary．Step Ⅲ 1b Read the instructions to students． Point out the two conversations that are shown in the picture． As you listen, fill in the blanks with words you hear in the recording． Play the recording the first time．Students only listen．Play the recording a second time．This time ask them to fill in the blanks with the words you hear． Check the answers with the whole class．Step Ⅳ 1c Read the instructions to the class．Point out the list of things people need and the pictures of the places in activity 1a．Say．Look at activity la．Have a conversation with a partner． Ask your parter politely where you can do theseThe First Period thi ng and then answer your partner’s questions．As students work, listen to some pairs in order to check the progress and help with pronunciation as needed．After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations．Step Ⅴ Homework Review the target language．Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary escalator, furniture, exchange money, elevator（2）Target Language Excuse me．Do you know where I can exchange money? Sure．There’s a bank on the second floor． Take the escalator to the second floor and turn right． The bank is next to the bookstore．2．Ability Objects（1）Train students’ listening ability．（2）Train students’ communicative competence． 3． Moral Objects If someone asks you how to get to the place he wants to go to, you should tell him the way correctly．Ⅱ．Teaching Key Points 1．Key Vocabulary exchange money 2． Target Language Excuse me． Do you know where I can exchange money? Sure．There’s a bank on the second floor．3．Structures Do you know where I can buy shampoo? Could you tell me how to get to the post office? Can you please tell me where I can get a dictionary? Ⅲ． T eaching Difficult Points 1． Indirect questions．2．How to improve studen ts’ listening ability．Ⅳ．Teaching Procedures Step Ⅰ Revision Check homework．Step Ⅱ 2a Read the instructions and point to the list of directions．Get students to name the items in the picture such as escalator, elevator, shoe store, and so on．Play the recording． Students only listen．Tell them that the picture may help them understand what they are hearing．Play the recording again． This time ask students to write a number next to four of the directions．Check the answers with the whole class．Step Ⅲ 2b Point tothe picture． Say, now you will hear the recording again． This time show where the boy went as he followed the directions to the drug store． Draw a line on the picture in your book．Play the recording again and ask students to draw the line on their own． Check the answer with the class．Step Ⅳ 2c Ask a pair of students to read the sample conversation aloud to the class．Read the instructions aloud．Say．Make conversations using information about the places in the picture with your partners．As students work, move around the classroom checking the progress of the pairs and offering help as needed．The Second Period Ask one or two pairs to say their conversations to the class． Ask the rest of the class to look at the picture as they listen．Step Ⅴ Homework Ask the students to write three sentences with the starters of the structures．The Third Period Ⅰ．Teaching Aims and Demands 1．Knowledge Objects（1）Key Vocabulary hang out, fresh, advantage, disadvantage, block（2）Target Language Go out the front door and take a right． Walk about three blocks． Go past the park, and turn left onto Oak Street．3．Moral Objects Anything has both advantages and disadvantages．We should treat everything correctly．Ⅱ．Teaching Key Point Train students’ listening, speaking, reading and writing ability．Ⅲ．Teaching Difficult Points How to improve students’ integrating skills．Ⅳ．Teaching Procedures Step Ⅰ Revision T: Yesterday we learned the structures．Do you know where…? Could you tell me how to get to…? Can you ple ase tell me where…? Now who can make sentencesby using the structures? Step Ⅱ 3a Read the instructions． Point out the blank lines under the words Advantages and Disadvantages below the interview．You will write your answers in these blanks．Read the first two sentences at the top of the article．Explain that the interviewer will talk to several teenagers．Get students to read the interview on their own quickly．When they have finished, ask if there are any words or sentences they don’t understand． If there are, explain them．Ask students to read the interview again and write the advantages and disadvantages．Check the answers with the whole class．Step Ⅲ 3b Read the instructions． Point out the conversation in the box and invite two students to read it to the class．Point out the list of advantages and disadvantages in Activity 3a． Say, You can use these items and any other items you can think of as you talk about places you usually hang out．Ask students to work in groups of four or five． As they work, move around the classroom helping the groups as necessary．Make sure they talk about both advantages and disadvantages．Ask several groups to act out part of their conversation to the class．Step Ⅳ 4 Read the instructions to the class． Get students to look back at the picture and activities on the first page of this unit．Point out the sample language in the box． Invite a student to read it to the class．Ask students to say the names of some stores and other places in the community and write them on the board． Say, Each group can choose three of these places to write about, or you canchoose another place you know of Write careful directions from the school to each place, but do not say the name of the place． You can use the words this place instead． In order to help students work, draw a simple map showing the school and several nearby streets．When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about．Step Ⅴ Homework 1． Ask students to choose two places in the community and write careful directions from the school to each place．2． Finish off the exercises on pages 46～47 of the workbook．Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary fascinating, convenient, safe, restroom, inexpensive（2）Target Language Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? 2．Ability Objects（1）Train students’ writing and speaking ability．（2）Train students’ ability to understand the target language in spoken conversation．（3）Train students’ ability to use the target language．Ⅱ． Teaching Key Points 1． Key Vocabulary convenient, safe, restroom inexpensive 2．Target Language Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? Ⅲ． Teaching Difficult Points 1．How to improve students’ writing and speaking ability．2．How to use the target language．Ⅳ．Teaching Procedures Step Ⅰ Revision Check homework．Step Ⅱ 1a Go through the instructions with the class．Read the words in the box to the class and ask if there are any of these words that students don’t understand． If so, helpstudents to explain the meaning of the word．Then read the instructions again and point out the sample answer．Get a student to read the sample answer to the class． Point out that students can also write other words after the word clean． Ask students to write words from the box in the blanks on their own．Help students if needed．Correct the answers by having students read what qualities he or she listed．Step Ⅲ 1b Read the instructions to the class．Point out the example in the box．Invite two students to read it to the class．Now work with a partner．Look at the words in the box and use them to talk about places in your own city．As students talk, move around the classroom checking their work． Offer language support as needed．Invite several pairs of students to say their conversations to the class．Step Ⅳ 2a Point to the picture and ask students to tell what is happening． If necessary, explain that the scene shows a family on vacation．They are asking the man for information about various things to do in Sunville．Go through the instructions and point to the chart．Play the recording． Students only listen the first time．Play the recording again． Ask students to write the places people ask about．Check the answers with the whole class．Step Ⅴ 2b Read the instructions and point to the chart． You will hear the same recording again．This time listen carefully to the answers the cleck gives． Write the answers in the blanks alone．The Fourth Period Point out the sample answer．Play the recording again．Ask students to write their answers in the blanks． Check the answers．Step Ⅵ 2c Point to the sample conversation． Invite two students to read it to theclass． Read the instructions． Role play the conversations you hear on the tape．Get students to work in pairs．Move around the room checking the progress of the pairs and offering help as needed．Ask one or two pairs to say their conversations to the class．Step ⅦHomework Talk about some places using the words in la, then write down the conversations．Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary water slide, clown, dress up, have fun（2）Practise reading an article．（3）Practise writing something using the target language．2．Ability Objects（1）Train students’ reading ability．（2）Train students’ writing ability．Ⅱ． Teaching Key Point Practise reading and writing using the target language．Ⅲ． Teaching Difficult Point How to write a guide to a place．Ⅳ．Teaching Procedures Step I Revision Review the target language presented in this unit． Check homework． Step Ⅱ 3a Invite a student to read the article aloud to the class． Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．Ask students to read the article again and complete the chart． Get students to do the work on their own or in pairs． As they work, move around the classroom and offer help as necessary． Check the answers． Step m 3b Read the instructions to the class． Point to the first two sentences and ask a student to read these sentences to the class．Look back at Activities 2a and 2b． Use this information to help you complete the guide to Sunville． Ask the students to complete the brochure on their own． As they work, walk around the classroom offering help and answering questions as needed．Invite a student to read the completed article to the class．Step Ⅳ 3c Read the instructions to the class．Ask students to say the names of some of the places they might write about． Write a list of these places on the board for students to use as they write their guides．Ask students to work on their own． Tell them that they can use what they wrote for activity 3b as a guide． They can write the guide for all tourists, teenagers, families, or people on a budget． As they work, move around the room offering help as needed．Correct the students’ work． Ask some students to read their guides and correct them．Step Ⅴ Part 4 G o through the instructions with the class．Get students to look back at the guides they wrote in Activity 3c．Ask students to work in groups of four or five students． Let different students play the role of the booth worker and the different tourists．Make sure every student has a chance to participate．Ask one or two groups to say one of their conversations to the class．The Fifth Period Step Ⅵ Homework 1． Read the article in 3a again． 2． Write a guide to our city．Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Fill in blanks and make sentences using beautiful, safe, delicious, convenient, fascinating．（2）Write some questions using the target language．2．Ability Objects Train students’ writing ability．Ⅱ．Teaching Key Points 1．Fill in blanks and make sentences．2．Write questions using the target language．Ⅲ． Teaching Difficult Point Make sentences using “beautiful, safe, delicious, convenient,fascinating”．Ⅳ．Teaching Procedures Step Ⅰ Revision Check homework． Ask a few students to read the article in 3a． Then ask a few students to read their guides．Step Ⅱ Part 1 Look at the words in the box． Ask a student to read them． Make sure the students understand the meaning of the words． You are to fill in the blanks with the words． In some cases, students may need to use another form of the word, for example adjusting for tense or subject/ verb agreement．Ask students to fill in the blanks on their own． Check the answers．Step ⅢPart 2 Go through the instructions with the class．Look at the example with the students．Ask students what the answer would be．Ask a student to read the question and answer it．Excuse me, could you tell me where the bank is, please? The bank is across the street from the shopping malt． Get students to complete the work in pairs．Check the answers．Ask a few students to read their questions．Step Ⅳ Just for Fun!Ask all the students to read the conversation．Ask: What is funny about this cartoon? Help students to explain． A Martian is a person from the planet Mars．There is no such thing as Martian food on Earth, and the clerk looks silly because he is trying to think of where there is a Martian restaurant．Invite some pairs of students to present this conversation to the rest of the class．Step Ⅴ Summary and Homework In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit． After class, please finish the questions in 2 in your exercise books．Then finish the exercises on pages 47～48 of the workbook as well．The Sixth PeriodThe Seventh PeriodⅠ Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary image, adventure, jealousy, hero, crime, journey, brave, no longer, show interest in, take it easy, become interested in, plain looks（2）Text: Grown-ups like cartoons, too． 2． Ability Objects（1）Fast-reading to get a general idea of the text．（2）Careful-reading to get the detailed information in the text．（3）Learn the words and phrases from the context．Ⅱ． Teaching Key Points 1． Key vocabulary．2．Train students’ reading a nd writing skills．Ⅲ．Teaching Difficult Point Train students’ reading and writing skills．Ⅳ． Teaching Procedures Step I Key Vocabulary Say the words and have students repeat them again and again until they can pronounce them fluently and accurately． Step Ⅱ Part 1 Read the title Grown-ups like cartoons, too．To the class． Ask, what do you think the article is about? Look at the picture．Ask students to describe what is happening in the picture． Ask students to answer the five questions．But don’t look at the reading text．Instead, they use their background knowledge to try to answer the questions． As students work, walk around, looking at their progress．When most students finish the task, ask students to answer the questions with a parter．Elicit answers from the students． Ask if other students have the same or different answers． Do not give the correct answers to the students at this point． Wait until students have finished the reading and let them revise their answers accordingly． StepⅢ Part 2 Read the te xt quickly, then summarize each paragraph in your own words． As the students are doing this, move around the classroom to make sure they can do the task in English． Ask five students to report their answers．Draw students’ attention to the instructions．Ask students to complete the task individually or in pairs．As they work, walk around the classroom to make sure students discuss their reasons in English． Have students report their answers．Encourage students to use complete sentences．Step Ⅳ Part 3 Point to the story． Look at the words indicated in bold．Ask different students to guess the meaning．Don’t give them the correct answers． Ask students to read the article once． Say, pay attention to the bold words and expressions． And note any other words or sentences, you don’t understand． Read in context, guessing their meanings from the other words around them． Ask students to read the article again for comprehension．Read the instructions with the students and have them look at the example．Then ask students to match the correct meanings with the correct words and expressions． Allow them one or two minutes to do this．Check the answers: Get students to make sentences with the words and expressions． Remind them to look at the article again for extra help．Answers to this activity will vary．Then ask a students to write his/her answers on the blackboard．Help correct any mistakes．Step Ⅴ Part 4 Read the instructions to the class． Elicit the first answer from the students from memory．Make sure that they understand what they need to do．Ask students to do the activity on their own or in pairs． Asthey work, walk around the classroom offering help students may need． Check the answers．Step Ⅵ Part 5 Read the task with the students．Ask students to do the activity in small groups． Try to put creative and artistic students in each group． Check the answers and have students show or act out their cartoons for the class． Optional activityAs an optional in-class or homework activity, remind students to find some cartoons and cut out the speech bubbles．Students can then write their own English stories in the speech bubbles．Step Ⅶ Homework 1．Read the story in 2 again for further comprehension．2．Revise the target language in this unit．第二篇：九年级英语unit 15教案雨龙中学高效课堂(二次备课)导学案课题：Unit 15 We’re trying to save the manatees!备课组：英语主备教师：杨翠芳授课时间：3.8—3.12授课班级：82,83,84备课组长审核签字：【预习导学——不看不讲】一、明确目标：1.学会区分并正确使用“一般现在时，现在进行时，现在完成时，to + 动词原形，被动语态”；2.阅读3a与3b,并按要求完成课后练习；3.掌握课文中出现的重点词组;4.保护动物，人人有责；二、自主学习：1.翻译GF部分，并区分相应语法和时态;2.翻译词组：(1)反对做某事；(2)适合；(3)对…感到吃惊；(4)活生生的教科书；(5)为某人提供某物；(6)关心、照顾；(7)同意；(8)不同意；三、检查释疑：各小组中对子相互检查自主学习部分，并说说不同答案的理由；【合作探究——不议不讲】一、合作学习： 2.Read a letter to the editor in 3b and give your opinion.3.Debate二、探究展示：各小组对子相互检查合作学习部分的答案，对疑问点提出自己的意见；【导学测评——不练不讲】一、导学测评（一）基础题——初显身手同步解析与测评：单项选择4，5, 8, 9 ；（二）能力题——挑战自我译一译：1.我不同意你的观点，我认为动物园是动物生活的好地方。
九年级英语备课教案大全5篇
九年级英语备课教案大全5篇九年级英语备课教案大全5篇教案是教师备课的重要参考资料，包括所需教材、教具、课件等。
教案中提供了相关的背景知识，教师可以更加有效地进行教学，提高学生的学习效果。
下面给大家分享九年级英语备课教案，欢迎阅读！九年级英语备课教案【篇1】一、教材分析1、教学内容本单元以“产品制造”为话题，共设计了四大部分的内容。
以“What are the shirts made of？”为主线，围绕着谈论某东西在那制造，原材料是什么等语言功能展开一系列的任务活动，通过第一部分的学习，要求学会有关things和materials等基础词汇，并了解、学会基本句型的应用。
教材内容从基本语言知识到语言综合知识的运用，层层递进，以一种循序渐进的生活化的学习程序，引导学生在做事中有目的的学习语言。
2、教学目标①知识目标：1、掌握本课时重点单词和短语be made of 、be made in。
2、了解一般现在时态和一般过去时被动语态的结构和用法。
3、归纳和掌握make构成的短语。
②能力目标：学会谈论产品是由什么制成的及它们是在何处制造③情感目标：学会赞美他人的物品，并能就此话题礼貌的进行交谈，树立品牌意识，努力学习的态度。
3、教法策略以任务型教学策略为主，采用情景教学法（如本单元新知识推导时）、听力训练法（处理听力材料）、并辅助个人自学、小组讨论和图片等兴趣策略教学。
如在新授单词时，通过一些图片，进行分析教学，以致于从视角引起他们注意从而记住单词。
采取任务型教学策略的目的是主要是让学生多练多用，在做中学、学中乐、乐中掌握。
4、学习策略采用合作式学习方式，有目的的让学生预习，在完成任务的活动中主动的学习语言，养成继续学习英语和学好英语的良好习惯。
强调学生不仅要在课上积极发言、多练，并鼓励他们课后积极进行英语学习、积极参加训练。
二、重难点分析重点词汇通过图片和对话解决。
如：chopsticks，coin，blouse，silver，ilk，be made of等。
初三英语教案模板5篇
初三英语教案模板5篇初三英语教案模板5篇作为一位无私奉献的人民教师，就有可能用到教案，教案有利于教学水平的提高，有助于教研活动的开展。
那么你有了解过初三英语教案吗？以下小编在这给大家整理了一些初三英语教案模板，希望对大家有帮助！初三英语教案模板（精选篇1）一、教材分析定语从句是本单元的语法要点，是在1-8单元已经对该语法知识有所渗透的前提下安排的。
本节课话题是让学生体会音乐在生活中无处不在，体会不同类型音乐的特点，学会热爱生活；能用简单的定语从句形式表述自己的观点。
通过本节的学习，增强学生对复合句的理解，提高其对此句式的应用能力。
二、三维目标1、知识目标：掌握本单元基本词汇，学会恰当的使用引导词that ,who2、能力目标1）掌握功能句“What kind of music do you like I like music that I can dance to . I love singers who can write their ownmusic.”2）能够自如地谈论自己所喜欢的音乐和音乐家。
3、情感目标：通过学生谈论对音乐和音乐家的好恶，从而使学生学会欣赏音乐的美。
三、教学重点1）本节课的教学重点是学会并掌握先行词为物或者人时，引导词“that ,who ”的使用方法。
2）“prefer …to…”的用法3）掌握有关音乐的词汇和相关的词组，能够比较流利地描述自己喜欢的音乐，运用功能句“What kind of music do you like I like music that Ican dance to . I love singers who can write their own music.”四、教学难点定语从句运用五、教学策略采用任务型语言教学，实施情境教学法、小组合作探究法、情感激励法。
六、教学准备自制多媒体课件（PowerPoint）；录音机(A tape recorder)七、教学环节1、课堂导入⑴ Warming up⑵ Discuss: Do you like music What kind ofmusic do you know⑶ There aremany kinds of music such as pop ,jazz, rock……. Let Sstalk about the kinds of music..（多媒体出示）⑷Let Ss read 1a. Explain the sentences:I prefermusic that has great lyrics=I like music that has great lyrics better.lyrics:the plural form is often used.Ask Ss topractice in pairs then make up a short passage using the four sentences on thescreen.2、课堂讲授Explain attributive clauses.定语从句：在复合句中修饰名词或者代词的从句叫做定语从句。
九年级英语教案(优秀5篇)
九年级英语教案（优秀5篇）篇一：九年级英语的教案篇一Properties:Recorder, Overhead Projector.Teaching Objectives:1、 Revise the grammar: the Adverbial Clause and the Infinitive.2、Revise the use of “who, that, which”。
Language Focus: so thatThe Infinitive: to + Verb（原形）Teaching Procedures:I. Showing the teaching aimsII. RevisionCheck homework, ask some students to retell the story. III. PresentationGive the students some sentences for example to help them understand the structure:so + adj. /adv. + that（结果）1、 I am so angry that I can39;t say a word.2、 The teacher spoke so fast that we couldn39;t catchup with him.3、 The classroom is so dirty that we must clean it. Ask the students to make up some sentences with “so… that”， then give same more sentences.1、 He got up late so that he was late for school.2、 He ran very fast so that he hit the electric pole. Ask the students to do some practice.IV. PracticeLook at Exercise 1, ask the students to answer the questions with so that…。
九年级英语教案5篇
九年级英语教案5篇九年级英语教案篇1一、教学目标：1. 语言知识目标：1)掌握本单元基础知识，掌握过去完成时的结构和用法。
2)能够根据所学知识进行写作，提高学生的写作能力。
2. 情感态度价值观目标：二、教学重难点过去完成时的用法三、教学过程Ⅰ. Warming up and revision1. Have adictationof the new words and expressions this unit.2. Retellthestories of April Fool’s Day .根据句意，用括号内所给动词的适当形式填空。
1) By the endoflast year, I ___________ (be) to the West Hill Farm three times.2) By the time Igotup, Mom _________ (go) out for some exercise.3)I______________(learn) 1,000 English words by last term.4) By 9 o’clocklastnight, we __________ (get) 200 pictures from the spaceship.5) When I wentintothe classroom, the final bell ___________ (ring).I was happy that Iwasn’tlate.Keys: hadbeenhadgonehad learnedhad gottenhad rung根据句意和汉语提示，填写恰当的短语完成下列句子。
1) He ___________(醒来) very early and went out for a walk inthepark.2) I______________(让她搭便车), so she invitedme to have dinner.3) I hope thatallof you will come to the meeting ____________ (准时).4) Hiscar___________ (出故障), so he had to getit repaired.5) This Mondaymyalarm clock didn’t __________ (发出响声) and I got uplate.Keys: woke up gave her a lifton timebroke downgo offⅡ. Lead-inDo you haveanyexperience on April Fool’s day Now can youremember a lucky or an unlucky dayWhat happened Make some notes about whatyou remember.III. Practice.1. Work on 3a.Makenotes.Can you rememberalucky or an unlucky day What happened Make some notes about whatyouremember.What was thedateWhat happenedfirstWas this luckyorunlucky WhyWhathappenednextHow did thedayendHow did youfeelabout this day2. Share yourideaswith others in class.IV. Writing1. Write astoryabout your lucky or unlucky day and tell your story to a partner or e your notes to write a story about your lucky or unlucky day.写作指导：常见的表达句型：My lucky/unlucky dayI willalwaysremember the date…This wastheluckiest /unluckiest day of my life…When I woke upthatmorning…Later that day…I co uldn’tbelieve…Then/After that…Finally…I think….What alucky/anunlucky day!2. Ask Ss to writeapassage in class.3. Tell yourstoryto your partner or the class.Example:My lucky dayI willalwaysremember the date –April Fool’s D ay last year.This wastheluckiest day of my life.When I woke upthatmorning, I brushed my teeth, washed my face, then I read English for halfanhour. It was time to eat my breakfast. My little brother gave me a pieceofOreo. I was very glad to eat itfirst. Then I felt strange. It tastedspecial.What was it I looked at my little brother. He laughed loudly and saidnothing.Later that day,Iknew he put toothpaste (牙膏) into the Oreo. Icouldn’t believe I wasfooled by him. I brushed my teethagain. After tha t, my brother gave me a box ofOreo, and said “Happy April Fool’s Day.”Finally I washappyto get these delicious biscuits.I think I hadahappy and lucky day.What a lucky day!V. Self-check.Work on SelfCheck1:1. Let some Ssreadthe words in the box. Make sure all the Ss know the meaning of the words.2. Let Ss readthesentences in Self check 1. Then Ss try to fill in the blanks with thecorrectforms of the words in the box.cancelmiss west accidentladyofficermarketunexpectedLast Saturdayaftermy French course, I decided to drive to the________ to buy a meat piefordinner. As I was heading ________, I saw a huge truck in the middle of theroad.There had beena(n)_________ and there were many police _______ around. I turned around anddecidedto go to a nearby mall.However, I________the road that led to the mall. Then I saw a restaurant that soldchickennoodles. I went inside and the _____, who was the owner, served me themostdelicious bowl of chicken noodles ever. I had made a(n) ____________discovery!I’mso glad that I_________ my plan to go to the market.1. Letsome Ss read their answers. Check theanswers with the Ss.Keys: market west accident officersmissedlady unexpected canceled Work on Self check21. Tell Ss thattheyhave to fill in the blanks with Past Perfect Tense. More than one answersmay bepossible.2. Ss think andtryto complete the sentences by themselves.3. Let some Ssreadtheir answers to the class.4. Sharetheiranswers together.e.g.1) A: Why didn’tyouhand in your science homeworkB: Before Icould start working on it, mybaby brother started crying and I had to lookafter him as my mother was sick.2) A: Why didn’tyoutake a shower this morningB: By the time Igotup, my sister had already gone into the bathroom and the bus was honkingfor meto hurry up.3) A: Why didyou have to walk home from schoolB: By the timeIleft my school, the school bus had already left.VI. Exercise1. We ______fourthousand new words by the end of last year.A. learnedB.had learnedC. have learnedD.willlearn2. He told usthathe ______ the letters in the morning.A. willpostB.havepostedC. waspostingD. had posted3. —Did you seeMr Smith when you were in France—No. When I_______ France, he _______ to China.A. had arrivedin;had goneB. arrived in;hasbeenC. got to;hadgoneD. had got to;hadbeenVII. Homework1. 复习本单元内容。
九年级英语仁爱版实用教案5篇
九年级英语仁爱版实用教案5篇九年级英语仁爱版实用教案篇1一、教学目标：1. 语言知识目标：1) 学习掌握下列词汇：France, no matter,local, brand, avoid, product,handbag,mobile, everyday九年级英语仁爱版实用教案篇2学习目标1.重点单词：expression，discover，secret，grammar2重点短语：an English movie called Toy Story，fall in love with，as well，look up3重点句式：The teacher spoke so quicklythat I did not understand her most of the time.I was afraid to ask questionsbecause of my poor pronunciation.I can find the meaningof new words by looking them up in a dictionary.学习重点1.重点短语和句型2.学习英语的方法学习难点学习英语的方法自主学习一、预习课本P3新单词并背诵，完成下面的汉译英。
1.表达_________2.发现________3.秘诀_______4.语法______二、认真预习P3找出下列短语和句型。
1.一部叫做Toy Story的电影2.喜欢上3.也4.老师说得如此的快以至于我大多数时间都不明白。
5.因为我的发音很差，我害怕问问题。
6.我通过在字典里查询找到新单词的意思。
课堂导学Step 1情景导入Teacher：Wei Fen really likes English and sheis a student who is good at English but she didnt use to like English.Do you knowwhat has changed her?Lets read the passageto find the answer.环节说明：由Wei Fen英语成绩的变化为话题，引起学生的好奇，同时又引出要学的内容。
九年级英语教案大全
九年级英语教案大全九年级英语教案大全【篇1】Starter Unit1Good morning!一、单元教材分析本单元要求学生掌握英文字母A—H，能认读其印刷体和手写体字母的大小写等四种形式。
书写(大写和小写，笔顺，笔画)基本合乎要求。
学习一些简单的英文名字，注意区别性别，并为自己取一个英文名字。
能看、听、说、唱本单元所列的日常交际用语，重点学会打招呼、相互问候并做到语音语调正确。
注意一些字母及日常交际用语的发音，总结元音字母a和e的发音规则。
二、单元学情分析本单元围绕“问候他人”这一话题，展开听、说、读、写的教学活动。
为了创设较为真实的语言环境，首先让学生们认识一些较为简单的英文名字，并让学生们为自己取一个英文名字，让学生们感知、认识英语，并尽快进入英语的环境中。
在教学过程中应让学生体会打招呼用语的奥妙所在，做到灵活运用。
刚开始学习英语，学生们肯定对学习英语的兴趣非常深厚，教师一定要利用好这一点，让学生在学习英语中能获得乐趣。
并逐步让学生们形成稳定的学习兴趣。
三、单元教学建议采用自主学习、小组合作学习、Role playing、 pair work等方式开展听、说、读、写的学习活动。
教师要尽量利用幻灯片、挂图、实物等给学生创造较为真实的英语情景。
在教学中创设切实可行的任务型教学活动、突出交际性。
引趣激趣策略，创设情景调节气氛，引发激发学生兴趣。
教师可以用手势，表情，动作等示意，帮助学生听懂课堂用语和日常交际用语，不讲或少讲汉语。
四、单元课时分配本单元可用2课时完成教学任务：(1a-2e) 用1课时(3a-4d) 用1课时(1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下词汇：字母Aa ~ Hh, good, morning, Good morning!, hi, hello2) 能掌握以下句型：① Good morning, Helen!② Hello, Frank!③ Hi, Bob!3) 能理解用英语打招呼的不同说法，并能灵活运用。
人教版九年级上册英语教案5篇
人教版九年级上册英语教案5篇人教版九年级上册英语教案（篇1）一、指导思想以我区初中英语教学教研工作为指导，立足学校整体教学工作，以提高教研质量为目标，增强学习意识、服务意识、教研意识、质量意识、合作意识，充分发挥专业职能作用，以新课改为契机，以更新教育教学理念为导向，以课堂教学改革为重点，并注重培养学生的创新精神和实践能力，从而不断深化课堂教学改革，全面提升我校英语教研水平。
二、工作要点：1.加强教学常规的精细化管理，全面提高教学质量。
1）.强化教学常规的落实，提高课堂教学效率，组织教师认真学习学校教学常规，指导检查教师的教学工作，进一步加强学科教学五环节的研究与管理，特别抓好“备课”、“上课”、“课后辅导”、“培优辅导”等主要环节，本学期聚焦“上课、作业”环节，注重教学的有效性。
特别在作业上统一标准，统一格式，统一订正，同时根据学生不同情况作业有分层。
2)组织英语课外活动和比赛。
做好期中期末命题的双向分析，跟踪补缺补差学生的成绩，加强月考命题分析的讨论和实施。
及时了解学生学习情况，调整教学和命题。
在教研组内部建立教学评价和质量保证体系，达到自我诊断、自我调节、自主发展的目的。
在英语教学中，我们提倡精选练习，精心编练，因材施教。
进一步做好英语方面的差距和差异的弥补。
加强九年级毕业班工作研究，提高毕业班教学效率。
加强对中考走势的信息收集和测试研究，集中精力，争取在九年级中考中取得一个满意的成绩。
2.?以教科研引领，为教师的专业化成长打造新的平台。
1）.大力开展校本教研，拓宽教师课程视野，逐渐成为学习型、反思型教师。
通过同伴互动。
充分发挥学校骨干教师、优秀教师的作用,通过“共享式的集体备课”、“探究式的课堂实践活动”和“专题式的学习讨论活动”等促进教师之间的互动，营造“集体备课、资源共享、个人加减、教后反思”的教研氛围。
结合优质课堂活动，并且推出一节具有代表性的研讨课。
（陈美红老师开课）2）.根据各年级特点，进行一次主题教研活动。
九年级英语教案(精选10篇)
九年级英语教案(精选10篇)九年级英语教案篇1一、教学目标：1. 语言知识目标：1) 学习掌握下列单词和短语：block, in linewith, worker, stare, disbelief, above,burn, burning, alive, airport, till ,west2) 能掌握以下句型：Life is full oftheunexpected.I was about to goupwhen I decided to get a coffee first.As I was waitinginline with other office workers, I heard a loud sound.Before I coldjointhe others outside to see what was going on, the first plane had alreadyhit myoffice building.3) 进一步熟练掌握过去完成时的用法。
2. 情感态度价值观目标：1) 通过学习使学生认识到生活中充满着许多出乎预料的事件，培养学生正确看待事物的积极心态。
2)能运用所掌握的语法，句型和词汇进行交流。
3)能比较流利地讲述自己曾经有的特别的一天。
二、教学重难点1. 教学重点：1)掌握本课时中出现的生词block, in linewith,worker, stare, disbelief, above, burn, burning, alive, airport, till ,west2) 学会用过去完成时叙述自己曾经有的特别的一天。
2. 教学难点：用过去完成时叙述自己曾经有的特别的一天。
三、教学过程Ⅰ. Revision1. Could youpleasemake sentences with these words and phrases below?unexpectedadj. 出乎意料的by the time …在……以前backpackn. 背包oversleepv. 睡过头;睡得太久2. Please makeyourown sentences.By the time Igothome, _____________.By the time Icamein, ______________.By the time I gottoschool, __________.By the time thebellrang, ___________.By the time Igotup, _______________.3. Retell thestoryof Mary’sbad day according to the pictures in 1a and 2a.Ⅱ. DiscussionTell Ss Life isfullof the expected. Did you experience the expected things? Share your storywiththe class.Ⅲ. ReadingWork on 3a. Readthepassage and answer the questions:1) Which twoeventsdoes the writer mention?2) How didthewriter end up missing both events?1. Ask Ss to havealook at the questions before they start.2. Let Ss completethework on their own.3. After awhile,ask some students to report their answers to the class.Write the events on the blackboard as theyreport.Keys: 1. Thewritermentions the September 11 attack in New York and theearthquake inNewZealand.2. The writerwent to get a coffee first andwas not in the office when the plane hit theWorld Trade Center. He/she hadoverslept and missed his/her flight, so he/shewas able to avoid theearthquake.4. Aftercheckingthe answers, tell students to read the article again more carefully.Tell them tofindout the words or sentences which they can’tunderstand this time.Do someexplanationand make sure that the students make everything clear about thearticle.5. Ask studentstopick out the sentences with the Past Perfect Tense.Tell them to underline them and come upwith thereason to use the tense.阅读方法指导：快速阅读全文，注意描述事件的关键词或短语，有助于整篇*的理解。
九年级英语教案大全
九年级英语教案大全九年级英语教案大全1一. 教学目标1. 掌握宾语从句的构成和用法.2. 正确利用宾语从句:重点掌握注意宾语从句的三类引导词,从句的语序及主从句的时态呼应关系,不能忽视宾语从句的一些特殊情况.二. 教学重点目标1和目标2三.教学难点目标2四.教学过程Step1.Warming-upT ask: Do you know this teacher?(point to a teacher)Ss:T say: I know the teacher.I know she is a very good teacher.T ask: Is she a beautiful girl?(point to a girl)Ss:T say: I think she is beautiful.T ask S1: How old are you?S1: I am...Then ask Ss: What did she say just now?九年级英语教案大全2一.学习目标：知识目标：能正确使用Module 6 中的单词和短语;能力目标：能掌握谈论环境的日常交际用语，并能简单介绍环保举措，劝说人们加强环保意识;情感目标：引导学生提升环保意识。
二.重点、难点：重点：1. 掌握句型It’s+adj.+to do sth.;2. 掌握短语throw away, instead of, do harm to, make a difference to，stop…from …的用法;3. 初步了解前缀和后缀。
难点：1. for example, such as 与like的区别;2. instead of 和rather than的辨析;3. 前缀，后缀构词法的构成。
三.知能提升：(一)重点单词[单词学习]1. waste【用法1】n. 浪费【例句】These meetings are a waste of time. 这些会议真是浪费时间。
人教版九年级英语全册教案4篇
人教版九年级英语全册教案4篇人教版九年级英语全册教案篇1一、教学目标：1. 语言知识目标：1) 学习掌握下列词汇：France, no matter,local, brand, avoid, product,handbag,mobile, everyday2)阅读短文，能按要求找到相应的信息。
3)通过阅读提高学生们的阅读能力。
4) 了解“中国制造”已在世界各国广泛存在，并被世界人民所认可。
2. 情感态度价值观目标：通过阅读短文，让学生们明白中国在近代的发展状况，认识到我们伟大的中国正在快速崛起，从以前依赖进口国外工业产品，到中国制造，中国已加入工业大国之列。
二、教学重难点1. 教学重点：1) 掌握本部分出现的生词和词组，达到熟练运用的目标。
2) 阅读短文，获得相关的信息。
通过阅读练习，来提高阅读能力。
2. 教学难点：1) 阅读短文，获得相关的信息的能力。
2) 理解并运用所学的词汇及表达方式。
三、教学过程Ⅰ. Revision1. Ask Sstorole-play the conversation in 2d.2. Checkthehomework. Let some Ss tell read their sentences.(1). This ringismade of silver.(2). This kindofpaper is made from wood.(3). What ispaintmade from?(4). Hang Zhouisfamous for tea.(5). As far asIknow, tea plants are grown on the sides of the mountains.Ⅱ. Lead in1. 展示一段伦敦奥运会礼品的视频，让学生了解中国制造已被世界人民所接受。
Then ask Sssomequestions:T: As we know,thereare so many things made in China in England. What about in America andothercountries in the world? Now let’s read the passage of 3a.First, readquickly and find the answer to this question:1) Where did KangJianvisit last year?2) Were theremanythings made in China in the US?3) What twothingsdid Kang Jian want to buy in the US?4) Where weretheymade?Ss read thearticlequickly and try to answer the questions:2. 方法指导：带着问题，然后快速阅读短文，争取在较短的时间内，找到答案。
九年级英语教案模板人教版5篇
九年级英语教案模板人教版5篇九年级英语教案人教版1学习目标1.重点单词：repeat，note，pal，physics，chemistry，memorize，pattern2.重点短语：take notes，write in an English diary，using an English dictionary3.重点句式：—Do you learn English by reading aloud?—Yes，I do.It helps my pronunciation.—How can I improve my pronunciation?—One way is by listening to tapes.学习重点1.学习英语的方法2.How 对方式提问及用by+doing进行回答学习难点1.学习英语的方法2.How 对方式提问及用by+doing进行回答自主学习一、预习课本P4新单词并背诵，完成下面的汉译英。
1.重复________2.笔记________3.朋友________4.物理________5.化学________6.模式________二、认真预习Grammar Focus-4c找出下列短语和句型。
1.做笔记2.写英语日记3.使用字典4.—你通过大声朗读来学习英语吗?—是的，它对我的发音有帮助。
5.—我怎么能提高我的发音?—一个方法就是听录音。
课堂导学Step 1情景导入Teacher：How do you study English?Student1：I study English by working with friends.Teacher：How do you study for an English test?Student2: I study for anEnglish test by asking the teacher for help....环节说明：通过师生互动问答，对前两节课所学的重要的句型和短语进行了复习。
英语教案九年级范文七篇
英语教案九年级范文七篇英语教案九年级范文七篇英语教案九年级都有哪些？《牛津英语字典》（第二版）收录了超过五十万个条目，标准比较宽松：“包括文学与日常对话中的标准词汇，无论当代、废弃或古语，也包括主要的科技词汇和大量方言、俚语。
” 下面是小编为大家带来的英语教案九年级范文七篇，希望大家能够喜欢！英语教案九年级范文（精选篇1）教学目标1、知识目标：能听、说、认、读四会单词：boat. ball.kite. plane. doll. car. ballooon2、技能目标：能根据指令做动作，练习并运用所学的单词，从而提高学生综合运用语言的能力。
3、情感目标：增加学生对英语学习的信心和兴趣，培养学生有兴趣听英语，乐于模仿，敢于开口，积极参与的情感态度。
教学重难点教学重点：学生能听、说、认、读单词boat .ball. kite.plane .doll .car. ballooon.教学难点：能根据指令做出相应的动作，单词kite的发音。
教学过程一、Warm-up/Review(热身/复习)1、Greeting(师生互相问候)T：Good morning,boys and girls. (面带微笑并打手势)Ss：Good morning Miss Chen. T：How are you(教师双手摊开)Ss：Fine, thank you.T：Sit down., please.(手势示意学生坐下)(设计意图)：课前亲切自然的问候，拉近师生的距离2、Count the numbers from 1 to 10 and 10 to 1。
T：Do you remember the numbers Ss：Yes. T：Let’s count from 1 to 10, Ok Ss：Ok. (师生共做手势共数) T：Great ! Let’s count from 10 to 1 , Ok Ss：Ok.(师生共数，共做手势)[设计意图]：数字的复习为下面歌曲的演唱做好充分的准备。
新目标九年级英语教案(10篇)
新目标九年级英语教案(10篇)新目标九年级英语教案篇一Ⅰ．Teaching Aims and Demands1．Knowledge Objects:（1）Key Vocabularyhang out, fresh, advantage, disadvantage, block（2）Target Language: Go out the front door and take a right．Walk about three blocks．Go past the park, and turn left onto Oak Street．3．Moral ObjectsAnything has both advantages and disadvantages．We should treat everything correctly．Ⅰ．Teaching Key PointTrain students’ listening, speaking, reading and writing ability．Ⅰ．Teaching Difficult PointsHow to improve students’ integrating skills．Ⅰ．Teaching ProceduresStep Ⅰ Revision: T: Yesterday we learned the structures．Do you know where…? Could you tell me how to get to…? Can you please tell me where…? Now who can make sentences by using the structures?Step Ⅰ 3aRead the instructions．Point out the blank lines under the words Advantages and Disadvantages below the interview．You will write your answers in these blanks．Read the first two sentences at the top of the article．Explain that the interviewer will talk to several teenagers．Get students to read the interview * *on their own quickly．When they have finished, ask if there are any words or sentences they don’t understand．If there are, explain them．Ask students to read the interview again and write the advantages and disadvantages．Check the answers with the whole class．Step Ⅰ 3bRead the instructions．Point out the conversation in the box and invite two students to read it to the class．Point out the list of advantages and disadvantages in Activity 3a．Say, You can use these items and any other items you can think of as you talk about places you usually hang out．Ask students to work in groups of four or five．As they work, move around the classroom helping the groups as necessary．Make sure they talk about both advantages and disadvantages．Ask several groups to act out part of their conversation to the class．Step Ⅰ 4Read the instructions to the class．Get students to look back at the picture and activities on the first page of this unit．Point out the sample language in the box．Invite a student to read it to the class．Ask students to say the names of some stores and other places in the munity and write them on the board．Say,Each group can choose three of these places to write about, or you can choose another place you know ofWrite careful directions from the school to each place, but do not say the name of the place．You can use the words this place instead．In order to help students work, draw a simple map showing the school and several nearby streets．When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about．Step Ⅰ Homework1．Ask students to choose two places in the munity and write careful directions from the school to each place．2．Finish off the exercises on pages 46～47 of the workbook．新目标九年级英语教案篇二Paragraph 1When you visit a foreign country, it is important to know how to ask for help politely (adv. 礼貌地)….Paragraph 2Good speakers change the way they speak in different situations. …Paragraph 3Usually polite questions are longer. They include expressions such as “Could you please …?” or “May I ask …?”Paragraph 4However, it is important to learn how to use the right language in different situations. …2) Read the article again and answer the questions.Read paragraph 1 and answer the question.What else do we need to learn besides asking a question correctly when you ask for help?We need to learn how to be polite when we ask for help.Read paragraph 2 and answer the question.What do we need to think about when you talk to different people?We need to think about whom we speak to or how well we know them.Read paragraph 3 and answer the question.What can lead in to a request with a stranger on the street?“Excuse me, I wonder if you can help me” or “I’m sorry to trouble you, but …” before asking for help.2c Find all the direct questions and polite requests from the passage.Direct questions Polite requests1. 1. Where are the restrooms?2. When is the school trip?3. Peter, tell me your e-mail address.4. Where’s the post office?1. Could you tell me where the restrooms are?2. Excuse me, Mr. West.Do you know whenthe school trip is?3. Peter, could youplease tell meyour e-mail address?4. Pardon me, could you please tell me where to park my car?2d Read the requests below. In the second column, write A if you would say it to someone you know and B if you would say it to a stranger. In the last column, write where you think these people are.Request Person Place1. Will you pass the salt? A home2. Do you know where I can change some money, please? B street3. Could you tell me what just happened? A/B any public place/home4. Can you please tell me where the nearest station is? B street5. Excuse me, do you know what time it begins, please? B movie theater6. Let me know when you’re ready, OK? A home7. Could you possibly tell me the way to the village school? B streetStep 9 Language points1. Both are correct, but the first one sounds less polite.less + 形容词或副词，构成降级比较形式，相当于中文“不那么；稍许不……”之意。
人教版九年级上册英语教案(优秀8篇)
人教版九年级上册英语教案（优秀8篇）作为一位兢兢业业的人民教师，总归要知道如何编写一份优秀的教案。
这次为您整理了8篇《人教版九年级上册英语教案》，亲的肯定与分享是对我们最大的鼓励。
九年级上册英语教案篇一一、教学内容本课是第二单元的最后一课，阅读课，是本单元话题过去的某种状态的延伸和继续。
文章讲得主要内容是一个老是惹麻烦的男孩在明白了母亲对他的爱之后变成一个好孩子的故事。
二、教学目标⑴掌握一些主要的词汇和句型used to be like 等。
⑴引导学生理解课文内容，掌握阅读技巧，如扫读、细读、概括文章大意，利用上下文信息猜词等。
⑴通过阅读课文，并设计各种活动训练学生运用英语进行听说读写各种活动的能力。
⑴激发学生感恩父母，热爱父母，关注身边的人的情感。
三、教学重点和难点⑴训练学生利用上下文信息填写词汇和句子的能力。
⑴培养学生的阅读策略和写作能力。
⑴利用本课所学知识表达个人意见，对课文进行深层理解。
四、设计理念依据纽南(David Nunan)所提出的任务型及合作式教学原则，使学生在小组学习中获取信息，处理信息和运用信息，激发学生用所学语言进行交际的愿望和自信心，促进合作精神和文化意识的发展。
五、教学设计1. 总体思路：本节课是在多媒体的课堂教学环境下实施的大容量、快节奏的课堂教学。
笔者先让学生简短描述父母以前和现在的职业，外貌，性格，爱好再欣赏英文歌曲thank you, dad. 导入，酝酿了一种感激父母的氛围，接着引导他们畅诉父母对自己的帮助的故事，然后让学生阅读短文，感受母亲爱的伟大。
在阅读过程中，通过让学生看标题，预测课文内容、概括文章段落大意、根据上下文填所缺的句子，判断正误等各种方式提高阅读技能。
最后，笔者提供关键词让学生复述课文，使其能熟练得掌握所学的重点词汇、短语和句子。
阅读后，笔者抛出这样的问题让学生讨论：我们该用什么方式报答父母？培养学生反哺意识。
最后通过写作，提高学生综合运用语言的能力。
英语九年级全一册教案5篇范文
英语九年级全一册教案5篇范文英语九年级全一册教案1一、教学目标：1. 语言知识目标：1) 学习掌握下列词汇：boss,Germany,surface, material, traffic, postman, cap, glove2) 进行一步复习巩固学习Section A 部分所学的生词和词组。
3) 对询问物品的制作材料、生产地点、生产制作过程等语句进行归纳总结和探究学习。
4) 掌握被动语态的用法，并通过不同方式的练习，来熟练掌握被动语态。
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;二、教学重难点1. 教学重点：1) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。
2) 被动语态的用法。
2. 教学难点：1) 探究学习询问物品的制作材料、生产地点、生产制作过程等句型。
2) 被动语态的用法。
三、教学过程Ⅰ. Warming- up and revision1. Have adictationof the new words learned in the last class.2. Review somemainphrases we learned in the last class. Check the homework.Ⅱ. Grammar Focus.1. 学生阅读Grammar Focus中的句子，然后做填空练习。
①你的衬衫是棉的吗?____ yourshirts____ ____ cotton?②是的，而且它们产于美国。
Yes. And theywere_____ ___ the US.③飞机模型是由什么制成?______ themodelplane ______ of ?④它是由旧木头和玻璃制成。
It’smade of _____ ______ and ______⑤茶产自中国哪里?_______ ____tea___________ in China?⑥茶产自很多不同的地区。
九年级英语市公开课获奖教案省名师优质课赛课一等奖教案人教版
九年级英语教案人教版教案一：Unit 1-3 Lessons：课堂活动与教学秩序设计教学目标：1. 学生能够掌握词汇和短语，包括日常生活和学习用语。
2. 学生能够理解并运用本单元的语法知识。
3. 学生能够运用所学的知识和技能进行交际和表达。
4. 学生能够培养积极参与课堂活动和团体合作的能力。
教学重点：1. 词汇和短语的学习和运用。
2. 日常生活和学习用语的掌握。
3. 语法知识的理解和运用。
教学难点：1. 语法知识的运用。
2. 交际和表达能力的培养。
教学准备：1. 多媒体教学课件。
2. 学生课本和练习册。
教学过程：Step 1: 课堂导入利用图片和简单问答的方式复习上节课所学的内容，引导学生进入本节课的学习氛围。
Step 2: 词汇和短语学习介绍本节课所要学习的新词汇和短语，通过多种教学方式加深学生对这些词汇和短语的理解和记忆。
Step 3: 学习语法知识通过教师的讲解和示范，引导学生理解和掌握本节课的语法知识。
并通过举例和练习来巩固学生对语法知识的认识和运用能力。
Step 4: 情景对话练习学生分组进行情景对话练习，通过实际情境的模拟，培养学生的交际和表达能力。
Step 5: 听力训练播放录音让学生进行听力训练，提高学生的听力理解和应对听力材料的能力。
Step 6: 集体讨论和展示学生进行小组或全班讨论，展示他们在课堂上学到的知识和技能，增强学生的团队合作和展示能力。
Step 7: 课堂总结和归纳对本节课学习的重点进行总结和归纳，巩固学生的学习成果。
教学延伸：可以要求学生在课后进行相关练习，巩固所学的知识和技能。
同时可以组织学生进行小组活动，提高学生的合作和沟通能力。
教学反思：本节课通过多种教学方式和活动形式，使得学生能够积极参与到课堂活动中，达到了预期的教学目标。
但在教学过程中，需要更加注重学生的实际操作和语言输出能力，以进一步提高学生的学习效果。
九年级上册英语教案【建议6篇】
九年级上册英语教案【优秀6篇】你知道如何写一篇英语教案呢？关注每个学生的情感，激发他们学习英语的兴趣。
它山之石可以攻玉，下面本文范文为您精心整理了6篇《九年级上册英语教案》，希望能够满足亲的需求。
九年级英语上册教案篇二一、教学内容Let’sChant二、教学目标（一）语言技能目标1.能理解小诗的意义，并能朗读小诗。
2.能够表演小诗。
(二)学习策略目标1.在学习新单词时要注意观察老师的发音，乐于模仿。
2.建立起词组和方位之间的联想，能根据发音认出相应的词组。
3.借助情景，理解新知识。
4.积极参加活动，大胆表现自己。
(三)情感态度目标1.通过玩游戏、读小诗培养学生的学习兴趣，使学生产生爱上英语课的积极情感。
2.通过学习，加深过马路要遵守交通规则的意识。
三、教学策略1.通过模拟的场景，加深学生对小诗的印象。
2.通过游戏、练习，帮助学生认读词组。
3.在学生输出语言前为他们提供大量的语言输入，为学生输出语言提供坚实的保障。
四、教学重点和难点教学重点：朗读小诗。
教学难点：部分单词的发音，特别是between和must的读音。
五、资源准备自制红绿灯(也可以用颜色卡片)、自制词组卡、金太阳教学软件。
六、教学过程(一)复习热身1.唱歌曲rainbow。
目的在于让学生回忆一年级所学过的颜色，为今天要学的小诗中出现的颜色作铺垫。
在此过程中，老师可以不断地出示在rainbow中出现的颜色，或者由学生代替老师出示颜色卡片。
2.游戏：两种游戏可任选一样，不一定要两种游戏都玩，可视学生情况而定，第2个游戏难度稍大，要考学生的记忆力还有单词的读法。
1)快速翻转卡片，让学生猜猜老师手中卡片的颜色。
2)What’smissing?让学生看看这七种颜色中少了哪种颜色。
(二)呈现与操练1.创设情景1)从刚才的颜色卡片中拿出红、黄、绿三种颜色，把它拼凑成交通灯，贴在黑板上，让学生猜猜是什么，使学生认识trafficlight。
2)让学生知道日常生活中遇到交通灯时，我们应该怎么做。
初三英语教案模板5篇
初三英语教案模板5篇初三英语教案模板5篇作为一位无私奉献的人民老师，就有可能用到教案，教案有利于教学水平的提高，有助于教研活动的开展。
那么你有了解过初三英语教案吗？以下我在这给大家整理了一些初三英语教案模板，盼望对大家有关心！初三英语教案模板（精选篇3）教学目标1、能够圈出相同的字母，娴熟认读26个英文字母。
2、数出文具单词的数量，听说认读AB部分Let’s learn的8个文具的单词：crayon，pencil，pen，eraser，ruler，bag，book，pencil-box。
教学重难点教学重点：1、字母的认读;2、听说认读8个文具的单词：crayon，pencil，eraser，ruler，bag，book，pen，pencil box。
教学难点：较精确读出各单词，尤其是crayon和eraser两个单词的发音。
教学工具ppt课件教学过程ⅠGreetingsT: Hello,boysand girls. Ss: Hello, Miss Ren.T: Hello,I’mMiss Ren. S: Hello,I’m....T: Hello,What’syour name? S: My name’s.....ⅠPresentation1、I have somefriends.Let’s say hello to them.通过与字母打招呼，复习26个字母。
2、We have somany new friends. Are you happy? Let’s sing together.师生齐唱字母歌，复习巩固字母。
3 、the letter“a”made some new friends.He has a show for us. 通过字母秀的形式引出文具单词，并通过短语Showme your..... Open your.... Close your.... Carry your....操练单词。
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九年级英语优秀教案【篇一：初中英语优质课教案】初中英语优质课教案授课日期：2009年10月27日执教教师：姚乾兴工作单位：望谟县打易中学一、教学内容：unit4 how do you get to school?二、教学目标：1、知识目标：单词：subway take the subway train ride a bike walk 等。
2、语言目标：how引导的特殊问句；肯定句与否定句。
听：能听懂谈话出行的方式。
说：能表达自己想到达目的的出行方式。
读：能正确朗读本单元的对话和句型。
写：能写本单元的单词和句型。
3、学习策略：注意通过语言语调的表达来推测词义，也可借手势动作和表情来完成。
（主动参与学习，善于和他人合作交流）。
4、情感目标：学会在交流活动中尊重和理解别人，学会交换不同的看法，了解他人的生活习惯，增进情谊。
5、德育目标：在歌曲和游戏中习他人积极、乐观、努力进取的团队合作精神。
6、多元智能：人际交往逻辑表达个性呈现7、文化意识：了解英、美国家中小学生上学的方式，培养世界意识。
了解中西文化的差异。
三、教学重点、难点：1. how /how far /how long 引导的特殊疑问句.2. 乘坐交通工具的表示方法.3. it takes /will take/took sb. some time to do sth.四、课前准备：cards and a tape-recorder .五、教学运用：情景交际法、游戏法等。
六、教学手段：多媒体演示、flash动画、ppt演示、歌曲游戏及肢体语言的应用。
七、教学过程：step 1.warming up.great the class as usual.talk about the weather .t: how’s the weather today?t：how was the weather like yesterday? ?? point student a say “ hello! listen to me ok ?.i will sing a song to you .but you must ?”.(用手指作安静动作)listening to a song歌曲欣赏，创造轻松愉快的学习气氛, 激发学生的好奇心，为学习新课打下伏笔。
step 2 、games用肢体语言表达让学生猜测意思，完成交通工具词汇的预知。
step 3、play多媒体技术呈现以上预知的词汇导入新句型how do you get to ?.?的学习。
ask students to try to read these words :bike train subway car boat .and correct the wrong pronunciation of these words .then do a words game .(比记忆力)。
step 4、listening .过渡到section a 1a 1b的学习，并逐步完成课文1b的填空。
using the picture on the screen. ask students some questions about the picture.t: what can you see in the picture?t: how many people are there in the picture?t: what are they doing?after this, play the recording for two times, ask students to finish activity 1b and write down the phrases of the transports. takes the train, takes the subway, takes the busthen ask students to repeat the conversation and check the answers together.the teacher give the correct answers on the screen.(通过听说使学生领悟如何表达使用交通工具)。
step 5、structures（操练词汇及句型）a、show the pictures to students and read these phrases , ask students to repeat.b、show the pictures to them and ask them to say each phrase one by one.c、then show the pictures to students and ask students to answer the question “how do you go to school?” one by one.d、then do another exercise.（完成第三人称的转换，目的是从“句子接龙”中让学生达到听与说的结合。
） step 6、pairworkask two students to read the dialogue about 1a.then ask students to work in pairs. ask and answer how students get to school in the picture.as they work, move around the room, offering language or pronunciation support as needed.finally ask some pairs of students to present their conversations to the class.（通过情景对话让学生更好的掌握所学的句型。
）step 7： exercises1. ( ) do you get to school?i take the bus.a. whyb. howc. whend. where2. how ( ) dave ( ) to school yester day?a. does; getb. did; gotc. does; gotd. did; get3. she goes to the library ( ).a. walkb. on footc. by footd. in foot4. how ( ) tom and marry ( ) home?a. do; get tob. does; get toc. do; getd. does; get（通过练习巩固所学内容，特别是练习3强调了步行用“on foot”练习4强调了地点副词“home”前不用介词“to”）step 8 ：homework:write down your own conversations in pairwork.interview ten students how they get to someplace, make a list.八、板书设计：unit4 how do you go to school?how do you go to school?takes the train takes the bustakes the subway walki go to school by??.九、教学反思：1) 基本按照新课标的要求让学生成为课堂的主体，遵循学习认知规律，通过设疑、提问、启发、诱导、游戏、多媒体动画等方法，调动学生积极性，使整个教学呈现轻松的发展过程。
2) 多媒体教学使课堂生动活泼，增加了教学容量，使老师更好的利用和节省时间。
3) 随堂的几道习题帮助学生更好的掌握了所学。
4)多设计一些合适的活动吸取他人经验改进自己的教学方法，这节课一定会取得更好的效果。
【篇二：九年级英语优秀教案5】初中非谓语动词专项复习【篇三：人教版九年级英语unit 1教学设计】九年级课本教学设计unit 1 how can we become good learners ?葛店中学陈家顺section a1教学目标language aims:1. marst the words like expression, discover, secret, look up, grammer…… 2 .marst the sentence: ..find it difficult to learn english.i fell in love with this exciting and funny movie!.ability aim: use by to talk about the way of your study .emotion aim: learn how to study better.2学情分析学生对于课程的学习，很有兴趣，与学生现实生活结合紧密。
3重点难点by doing4教学过程初中英语人教2011课标版4.1 第一学时教学活动活动1【导入】复习并导入新课step1 revision.a: do you like english?b: yes, i do. i like it best of all the subjects.a: how do you study english?b: i study english by….step2. present new words, and phrases.i am an english teacher. but i didn’t use to like english. i found it difficult to learn it well. i was afraid to speak english in frontof the class. i found the secret to language learning after i saw an english cartoon. i fell in love with it. the expressions ontheir faces interested me so much. sometimes i didn’t understand the key words. so i looked them up in a dictionary. in this way, my english has improved. 活动2【讲授】讲授新课step 3 learning.when i was a junior student, i had a best friend, wei fen. she is beautiful, guess what she is doing? … she likes english, too. can you guess how she studies english?read and choose t or f .yes, all of you did a good job. next, let’s read it again, carefully. read and answer the questions .complete the sentences.step 4 summarytry to find out the language pionts.活动3【活动】任务型活动step 5 retelling the article.step 6 task 1 do a surveyfind out the best ways to study different subjects .step 7 task 2 writing。