九年级英语英语教案8篇

教师编写详细的教案可以更好地指导学生进行学习目标的达成，教案是教师教学过程中的重要参考依据，确保教学质量，以下是28好文网小编精心为您推荐的九年级英语英语教案8篇，供大家参考。

九年级英语英语教案8篇

九年级英语英语教案篇1

一、教学设计思路、指导依据说明：

本话题是仁爱英语八年级上册第二单元的第二个话题，主要学习个人卫生和饮食健康等内容，也是中考中一个重要的话题。本话题主要通过谈论如何养成良好习惯，保持健康，学习掌握重要句型和词汇;并通过阅读有关饮食健康的文章，引入更多的词汇，同时学会运用简单的阅读策略获取信息和学会保持良好的习惯。最后以project探究形式对所学内容进行运用，培养学生的综合语言运用能力。即是能将所学的语言组织起来，写成语句连贯、表意准确的短文。

二、教学目标分析：

1.学会描述良好的生活习惯。

2.根据所学的词或词组, 写出关于如何保持健康的重要性并给出好的建议的文章。

三、重点和难点分析：

描述出保持健康的方法，以及自己的看法。

四、教学过程设计：

step 1. lead in: 通过讨论下面的问题，引出本节课的大任务。吸引学生，激发其学习兴趣，提高学生作为学习主体课堂参与意识。

列一个目录在黑板

1. how often do you exercise ?

2. how often do you eat vegetables?

3. how often do you eat fruit ?

4. how many hours do you sleep every night ?

5. how often do you drink milk ?

6. how often do you eat junk food ?

7. how often do you drink coffee ?

step 2.revision 让学生先以小组的形式复习section a 和section b的内容，使用大脑风暴法(让学生brainstorm)说出一些食物名称和healthy 有关的单词短语和句子，目的是激活学生头脑中和写作话题keep healthy 相关的东西来酝酿写作的思路，以便写作时能选择有意义的东西。

同时通过ppt出示一些good habits or bad habits及一些建议的短语：

taking a walk after meals. taking a walk after meals. drinking enough water every day. washing hands before meals eating too much meat. going to bed late and getting up late.

throwing litter around.

going to school without breakfast problems: unhealthy advice

1. should eat a lot of vegetables

2. should eat a lot of fruits

3. can drink milk every day

4. don’t drink coffee

5. shouldn’t eat junk food

6.exercise every day

7.should have eight hours’ sleep

8.don’t play computer games or watch tv too much

step3. 展示作文题目，指导学生如何谋篇布局，规划文章结构,起草文章,组织语言。

请根据课文所给的关于饮食和运动的.信息提示, 以 “ how to keep healthy” 为题写一篇70个词左右的短文。

step4指导学生写作。

1. 通过链接让学生了解如何写好作文，并分析文章的结构：采用“总—分—总|的结构

来写。本篇习作重在how to, 通过阐述好的生活习惯对健康的重要性来提倡健康的生活方式。

2. 让学生了解中考作文评分标准。

step5. 出示一篇例文，让学生了解文章结构，并动手起草写作文。

step6. share the writing.

1.小组成员互评互改：教师简要传授修改策略，同桌互相阅读作品，并做必要的修改,并用红笔划出好词、好句。草稿必须签上批改同学的名字后上交。

2.在班上朗读一篇优秀的作文和中等的作品并一一进行点评。

点评两篇学生习作，选自一位基础较好的同学和一位基础一般的同学的作文。教师根据上述提供的写作标准，详细点评两篇习作的篇章结构和句法的功能。目的是使学生尽力领会教师对文章的点评，培养学生选词和用词的能力，指导学生多模仿好文章的优点。

step7. homework.把修改好的作文公整地抄作文本上。

五、教学反思：

本课的设计使学生从学习中学会了如何谈论保持身体健康，提高了学生学习兴趣,增加了学生的知识面，提供了一定的语言实践，锻炼了学生运用语言的能力。不足的是孩子们对写句子还是存在很大的问题，一些学生还是中式思维句式，逻辑思维也较混乱。在以后的英语写作中，讨论部分应该加进去多些句子，这样能更好的拓展学生的思路。还要教给学生如何去修改自己的作文。另外在今后的教学中还要增加其他不同类型的写作训练，以提高学生的写作能力。

九年级英语英语教案篇2

本学期由我教九（3），（4）班的英语，我要在这样的环境下，努力挑战自己的能力极限，严格规范课前准备，立足提高课堂效率，重视课后反思，努力探索教育教学规律，争做研究型的教师。下面就本学期的教学计划及复习计划做如下安排：

一、教学目标

参照国家教委颁发的《九年制义务教育全日制初级中学英语教学大纲》。通过训练学生的听、说、读、写，使学生掌握最基本的语言知识和语言技能，从而培养学生初步运用英语进行交际的能力；寓教于乐，使学生养成良好的外语学习习惯，为将来的学习打下坚实的基础。

以教材为载体，密切结合教材，在课堂上努力创设各种情景夯实语言知识及语言技能，从而激发学生主动学习英语的兴趣，提高学生的记忆、观察、思维及想象能力，为学生的终身学习奠定基础。

二、课时安排

本教材共有六单元，包括复习课。周课时量为7课时。在一学期（约17周）内完成。第1周到第12周，每周一个新课。后五周进行复习。

三、具体实施

1课堂上随堂安排口头练习。课前进行复习提问及听写，记录成绩，分期汇总。

每两周进行一次单元测试，每学期安排单元检查两次，期中检查，期末检查各一次。

2第1周到第12周，讲解课文；第13周开始进行复习。将每课出现的单词、词组、语法、句型结构及交际功能用语进行一周一次的专项练习。

3复习计划

1）在讲解新课时，向45分钟要质量。以课文内容

（talklikethis、lookandsay）为基础，运用情景教学法及多种教学形式，如集体活动、小组活动、两人一组活动等形式，努力在课堂上给学生创设一个模拟环境，使学生在仿真的环境下反复强化每课所学的句型及交际功能用语，鼓励学生在积极使用已学的语言材料基础上进行略有发挥性的交际活动。以此来提高学生的听、说、读、写及实际运用能力，使学生在用中学，在用中练。

2）每单元给学生补充一些与课文有关的知识性、趣味性较强的阅读文章。增加学生学习外语的兴趣。

3）对单词、词组、句型的复习

（1）了解并掌握基本构词法，如派生词、合成词、前缀、后缀等。掌握构词法可以大大增加学生的词汇量。从而掌握背词技巧，减少背词压力。

（2）运用选择、判断及对话等多种形式，将各课的词组、句型归纳起来，做专项练习。将单词融入词组、句型中。在复习词组、句型的同时，也复习了单词，使这三项练习融会贯通，融为一体。

4）对语法的复习

首先掌握6种词类（名词、代词、动词、数词、形容词和副词）的词性变化及基本用法。复习本教材中出现的语法项目，如动词不定式、过去完成时、宾语从句、过去将来时。

（1）介绍每种语法的基本概念及用法。

（2）结合课文中的句子进行操练。这样既复习了本书中出现的语法项目，又巩固了课文中的句子。可谓一举两得。

初三阶段的复习工作十分关键。本学期我担任初三年级两个班的外语课，而且这两个班的程度相差很大。在这种情况下，就需要更加深入地研究教材，根据学科特点及学生特点研究切实可行的课堂教学模式。努力探索适合学生特点、学生乐于接受的教学方法及模式。同时，要进行分层次教学。对于好的班级要加大知识的容量，拓展知识的层面，使好班更上一层楼；对于差班要因势利导，因材施教，使差班在原有的基础上有所提高。

九年级英语英语教案篇3

odule 1 travel

unit 1 the flight was late.

target language 语言目标:

1. key vocabulary 重点词汇

airplane coach departure lounge transport

2. key phrases 重点短语

departure lounge full of because of have a good time by bus/coach

3. key structures 重点句式

the trip back was very long.

i had to stand for over six hours.

it’s the busiest season in china because of spring festival.

better get back to work.

we’ll have a great time.

language skill 能力目标:

enable the students to listen to and talk about trips.

to improve listening and speaking ability.

teaching methods 教学方法

listening and speaking, pairwork, group work

teaching important/difficult points教学重难点

how to talk about trips.

teaching aids 教具准备

tape recorder, a projector and a computer.

teaching procedures and ways 教学过程

step 1 greeting

step 2 warming up and lead-in

in this procedure, try to make students understand the new words.

t: do you like trvelling, tony?

s: yes, i like it a lot.

t: how do you often travel?

s: i often travel by plane.

t: what about you, jim?

s: i often travel by train.

t: we all like travelling. it’s very exciting and interesting. ok, let’s look at the pictures on the screen and talk about them.

bike car subway coach

taxi train airplane ship

encourage the students to make a conversation in pairs.

t: do you know what are these?

ss: …(speaking the new words out)

t: good! these are some tools of transport. now ask and answer in pairs like this:

a: which of these forms of transport do you …

1. like most 2. like least 3. use most often 4. use least often

b: i like train most.

a: why?

b: because it’s comfortable.

ss: … (working in pairs)

step 3 listening and speaking

ask students to listen and answer the questions in activity 2.

listening

t: here’s a recording about tony and his father. now listen and answer the questions by using the words in the box.

1.what form of transport are they going to take?

2.what has happened?

3.what do they have to do?

check the answers with the class. then play the tape again and ask the students to complete the table in activity 3.

speaking

after finishing the listening exercises, let the students practice speaking.

t: now, we have got the right answers to the listening exercises. then i want you to

ask and answer in pairs according to the information you have got.

the teacher should give the students a few minutes to practice by themselves and then ask some pairs to speak out.

step 4 listening and reading

ask the students to listen to the conversation and answer the teacher’s questions.

listening

t: well done! next we are going to listent to a dialogue and try to answer my questions.

q1: how many people can you hear in the dialogue?

q2: what are they talking about?

ss: …(listening to the tape and answering the questions)

check the answers with the whole class.

t: listen again and complete the chart in activity 5.

ss: …(listening and filling in the blanks)

ask the students to check in pairs.

the sample answers:

holiday place holiday activity form of transport

betty beijing going sightseeing going to the summer palace and going for a long talk. bus, taxi, and coach

daming hong kong going to landu island and disneyland plane and boat

lingling henanprovince / train

tony uk / plane

reading

t: well done, everyone! next please listen to the conversation and follow it, ok?

ss: ok. (following the tape)

in this procedure, let the students read the conversation and do activity 6 and 7.

t: please read the conversation carefully and answer the questions in activity 6.

show the questions on the screen.

1. when do you think the conversation takes place?

2. did llingling generally enjoy her holiday?

3. why is travel “so difficult in winter”?

4. what are daming, lingling and betty looking forward to this term?

the sample answers:

1. i think the conversation takes place in winter, during spring festival.

2. yes, she did. her trip was not bad, although the trip back was very tiring.

3. because it’s the busiest season in china because of spring festival.

4. they are looking forward to the school trip, the school leavers’ party, the visit to the english-speaking theatre in beijing and the trip to los angeles.

step 5: everyday english

1 …the trip back was very long.

返回的旅途很长。

2 better get back to work.

最好还是回来学习。

九年级英语英语教案篇4

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。

1.unfair(反义词)________ 2.friend(形容词________ 3.easy(副词)

4.important(反义词________ 5.agreement(反义词

Ⅱ.预习reading部分，回答下列问题。

6.how do we deal with our problems

合作研讨

一、重点单词与短语

1.unless 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.

2.regardv.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)我们把老师当作的朋友。

we ________ our teachers ________ our best friends.

3.deal 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

1.if 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

2.as 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

1.u ________ you tell me the truth，i won’t believe you.

2.my students r ________ me as their best friend.

3.education is an important part of our d ________ .

4.p1ease 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).

6.though stephen hawking has many physical problems, he becomes very famous and (success).

7.our ________ (friend)has 1asted for years.

8.he 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.

unit 2

section b(1a—2c)

学习目标

1.谈论自己过去喜欢的事情。

2.掌握下列知识点：

■重点词汇：hate，candy，chew，gum

■重点短语：①walk to school ②on the soccer team ③all the time

④worry about ⑤chew gum

■重点句型：

we have to take the bus to schoo1.

■语法：反意疑问句

预习导学

Ⅰ.英汉短语互译。

1.步行去上学

2.chew gum

3.一直;总是

4.nt he soccer team

Ⅱ.预习section bla,1b,写出你小时候喜欢的事情。

5.i used to like

6.i used to

7.i used

合作研讨

一、重点单词与短语

1.hateu.讨厌;恨;不喜欢

例如：i used to hate music class.我过去讨厌音乐课。

?拓展】hate后跟名词、代词、动名词或不定式作宾语,同义词为dislike，反义词like。

?跟踪训练】

(1)他不喜欢在晚上开车

he hates________________at night.

2.chew.嚼;咀嚼

?跟踪训练】

(2)吃饭要细嚼慢咽。

you must________________your food well before you swallow it.

3.worry about担心;焦虑

?拓展】与be worried about同义

?跟踪训练】

(3)不要担心她。

don'ther.

二、重点句型与语法

■句型

we have to take the bus to schoo1.

我们不得不乘公共汽车去上学。

?精解】①have to意为“必须;不得不”，后跟动词原形。

?辨析】have to/must

have to具有客观性，不以人的主观意志为转移;而must强调主观性。have to可以用于各种时态，而must则不能。

?跟踪训练】

(4)他不得不早起赶早班车。

heget up early to catch the early bus。

(5)我们必须学好英语。

we________________learnenglish________________.

?精解】②take the bus意为“乘公共汽车”,“take+the+交通工具”，相当于“by+交通工具”。

?跟踪训练】

(6) go to school by bus every day.(同义句转换)

i ________________to schoo1 every day.

■语法

反意疑问句

反意疑问句，表示说话人提出某种情况或建议，询问对方是否同意。

(1)反意疑问句的结构

反意疑问句是由“陈述句+反意疑问部分”构成，其反意疑问部分的结构是：be动词/助动词/情态动词+主语。否定形式要用缩略形式。

①主句为肯定陈述句，反意疑问部分为否定形式，即“前肯后否”式。

?跟踪训练】

(7)you are a student,

②主句为否定陈述句，反意疑问部分为肯定形式，即“前否后肯”式。

?跟踪训练】

(8)he hasn't finished his homework，

(2)反意疑问部分的主语和谓语的确定

①反意疑问部分的主语用代词而不用名词。

?跟踪训练】

(9)my brother likes playing basketball,

②陈述句中含有否定意义的词，如little，few, never ,hardly，nothing，nobody等，其反意疑问部分用肯定形式。

?跟踪训练】

(10)he knows little english，

③陈述句是“there be”结构时，其反意疑问部分用“be+there。

?跟踪训练】

(11)there is a post office near the school,

④以let's开头的祈使句，反意疑问部分为shall we;以let us开头的祈使句，反意疑问部分为will you;主句为祈使句，反意疑问部分为will you。

?跟踪训练】

(12)let's go home，

(13)don't be late again，

⑤陈述句中含有情态动词must时，若must表示“必须”时，反意疑问部分用needn't。若must表示推测“一定;想必”之意时，其反意疑问部分的动词应根据must后面的动词来确定。

?跟踪训练】

(14)we must work hard，

(15)she must have finished her homework,

⑥当陈述句为含有宾语从句的主从复合句时，反意疑问部分的动词和主语通常与主句的动词和主语保持一致。若主句的主语是第一人称i/we，其谓语动词又是think，sup-pose，believe，imagine等，则反意疑问部分的主语和动词应与从句的主语和动词保持一致。

?跟踪训练】

(16)tom said that he would visit china next month，

(17)i think she can solve the problem，

(3)反意疑问句的答语

应根据具体的语言环境确定用肯定回答或否定回答，即根据事实回答。对“前否后肯”式的反意疑问句的回答要注意其回答形式要一致，即肯定用yes，后面的部分用肯定形式，yes译为“不”;否定用no，后面的部分用否定形式，no意为“是的”。

?跟踪训练】

(18)—your father isn't a doctor, is he -(不,他是).

当党检测

Ⅰ.根据句意及首字母或汉语提示完成单词

1.i used to c________________gum a lot. what about you

2.一do you like________________(糖果) 一no，i don't.

3.some students usually go to school on(步行).

4.she used to________________(讨厌)gym class.

5.he is a basketball p________________.

Ⅱ.根据汉语提示完成句子

6.i don't(担心)tests.

7.li lei often(乘公共汽车)to school.

8.she(不得不)look after her little brother because her mother isn't at home.

九年级英语英语教案篇5

good 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, hello

2) 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。

4) 能掌握字母aa ~ hh的字母顺序，读音及书写。

2. 情感态度价值观目标：

让学生们在相互问候的过程中，学会礼貌待人，与同学之间友好相处。万事开头难，首先利用这个单元培养学生们对英语的兴趣，因为兴趣是的老师。

二、教学重难点

1. 教学重点：

1) 认识一些简单的英文名字，并为自己取一个英文名字。

2) 学习用英语进行见面打招呼，并能体会不同的打招呼用语的奥妙所在，做到灵活运用。

3) 学习掌握字母aa ~ hh的字母顺序，读音及书写。

2. 教学难点：

1) 学习掌握字母aa ~ hh的字母顺序，读音及书写。

2) 认识一些简单的英文名字，并为自己取一个英文名字。

三、教学过程

Ⅰ. lead in

listen to a “good morning!” song. then ss learn to sing this song.

(利用jefc教材中的good morning!歌曲导入新课.)

Ⅱ. presentation

1. come into the classroom and greet the class with a smile and say good morning! now, introduce the words “teacher” and “class” by using gestures. repeat this several times and have the class repeat after you. students can answer as a whole group, as rows and as individuals.

t: (by gestures) teacher; class

ss: (repeat after teacher) teacher; class

2. point to yourself and say i’m miss/mr. … have them repeat. explain the terms miss and mr. in chinese. ss repeat this a few times with rows and individuals.

ss: miss/ ms. … (ss repeat)

ss: morning, miss/ms. … (ss repeat)

ss: good morning, ms., mr. … (ss repeat)

3. leave the classroom, return and say good morning, class! help the students respond with good morning, miss/mr. … say sit down, please. now let’s start the lesson.

(practice it several times.)

Ⅲ. game (choose an english name.)

1. t: we have many new friends in our class this year. they are from the u.s.a. and england. who are they? do you want to know them? now please look at the screen.

(过大屏幕展示第一页上的彩图，然后再展示单张图片，并分别与名字相对应。)

(show the picture of bob.)

t: this is bob. (teach ss bob)

ss: bob (ss read after the teacher.)

(then teach the name: dale, frank and eric in the same way. tell ss they're boys.)

(show the picture of grace.)

t: this is grace. (teach ss grace)

ss: grace (ss read after the teacher.)

(then teach the name: helen, cindy and alice in the same way. tell ss they're girls.)

2. ss read the names aloud. then let some ss read the names to the class.

3. t: now let's work on 1a. look at the picture in 1a and write down the names in the picture. attention: which are boys' names and which are girls' names?

4. choose a name for yourself in a group. then practice saying: i'm …” (用汉语说明i'm… 意为“我叫„„名字。”)

s1: i'm alice.

s2: i'm bob.

…

Ⅳ. listening

1. tell ss that our new friends are greeting each other. please keep quite and listen the recording.

(教师播放录音三次，第一次学生们仅听，第二次和第三次学生们跟读。注意可运用暂停键来

让学生们有足够的时间读完。)

2. ss listen and repeat after the recording.

Ⅴ. pair work

1.(让学生们看1a图画中的人物的对话，告诉学生图画中有三组对话，分别是bob与helen的对话;dale与eric及frank的对话;cindy与alice的对话。)

t: you are bob, your partner is helen. you are dale, your partner is eric. then you are cindy, your partner is alice. practice the conversations.

ss practice the conversations in pairs.

t: exchange the roles. and practice the conversations again.

ss exchange the roles and practice the conversations again.

2. 运用刚学的句型，并用刚才自己所选择的英文名字来相互问候。

s1: good morning, cindy!

s2: hello, frank!

s3: good morning, grace!

s4: hi, bob!

Ⅵ. listening

1. (告诉学生们英语中有26个英语字母，它们就像我们汉语的笔画一样是构成单词的要素。下面我们先来学习字母aa ~ hh。其中a、b、c、d、e、f、g、h是大写字母;a、b、c、d、e、f、g、h是小写字母。)

2. 教师播放录音三次，第一次学生们仅听，第二次和第三次学生们跟读。注意可运用暂停键来让学生们有足够的时间读完。

3. let some ss read out the letters aa ~ hh. (注意纠正学生们不准确的读音)

4. let ss try to remember the letters aa ~ hh.

5. now let's work on 2b. listen and number the letters you hear [1-8].

(教师播放录音三次，第一次学生们仅听，第二次听录音填编号、第三次听录音校对答案。) Ⅶ. writing

1. t: now let's learn how to write these letters. first look at the picture carefully in 2c. then tell us how to write these english letters.

2. ss read and find out the writing rules of the letters aa ~ hh.

s1：大字字母都是占上两格。

s2：字母a、c、e占中间的一格。

s3：字母b、d、h占上两格。

s4：字母g占下两格。

s5：字母f占三格。

3. ss try to copy the letters by themselves. t goes around the classroom to give any help.

4. let some ss come to the bb, and write down the letters on the bb. check with the whole class. Ⅷ. practice

1. tell ss to look at the picture in 2d. first, read the letters aloud. then let some ss read the letters to the class aloud.

2. let ss try to write down the missing letters. check the answers with your partner.

3. let some ss come the bb and write missing letters on the bb.

(注意看学生们的字母笔顺是否正确，纠正不正确的笔顺，并让其他学生引起注意。) Ⅸ. read and talk

1. let ss look at the pictures in 2e. let some ss read the letters below each picture.

2. let some ss talk about the meaning of each picture.

s1: hb (铅笔芯)硬黑

s2: cd 光盘;激光唱片

s3: bbc 英国广播公司

Ⅹ. game

let the students do some letters games to enjoy your lesson，the following is the instruction.

1. 第一轮：抢读字母游戏：教师将全班分成若干小组，然后逐个出示字母卡片，学生们举手抢答。教师让最先举手的学生读出该字母，读对的给该组记2分。

2. 第二轮：写字母游戏：限定五分钟的时间，各小组成员默写字母aa ~ hh。然后，各小组交换，校对答案。

3. 评价：得分最多的组为优胜组。

九年级英语英语教案篇6

教学目标(teaching aims)

通过本课教学，使学生初步学会说：什么东西或什么人在什么地方，即人或物所在的位置。并要求学生尽可能在交际场合使用。本课只教学生静态位置的表达。(动态位置以后再学)要学习be动词，介词in, on, near, behind, under以及定冠词the和不定冠词a/an的用法。

词汇学习：掌握： of, classroom, answer, blackboard, some, schoolbag, flower, find, window

理解： broom, raincoat, cap, hong kong, macao, sar

语音： /i:/ e /e/ e /k/ k /^ / g /s/ s /z/ s

教学建议

本课主要学会表达大范围 (where is beijing?) 和小范围 (where is my desk?) 的空间关系。小范围的空间关系，可利用教室里的物品练习句型。老师可不断的变换物品的位置让学生熟悉前面提到的几个介词。

大范围的空间关系，老师可利用地图让学生确认我国主要城市的位置。老师同时要以特殊的表达导入介词“特指the”与“泛指a/an”用法。

以上表达应会听、说、(包括会问回答)读，语调语、音基本正确。

辅音音标的发音不必一步到位。如; /s/, /z/

教学重难点分析

1.句型

a.主谓一致，即be动词的单复数。

where is/ where’s …?

it is/ it’s on/ in/behind/near/under the…

where are/ where’re …?

they are/ they’re on/ in/behind/near/under the…

注意语序：

特殊疑问句：疑问词 + 是动词 + 主语 + 问号

b. 介词in, on, near, behind, under的用法; 可组成介词短语。

介词 + 定冠词 + 名词

如：in the morning, at night, in the desk, on the table, near the door等。

2. 日常交际用语

look at the picture. what can you see …? i can / can’t see… can you see …?

where is /where’s…? it is / it’s in, behind, near, under the…

where are /where’re …? they are / they’re in, behind, near, under the…

单词训练建议

classroom, blackboard, schoolbag, raincoat，football 均为合成词。可让学生利用所学过的单词知识，自学这些单词。

学生能自学的词尽量让学生自学，老师可稍加引导，以下单词可迁移，让学生自己读 behind → find room →broom

口语训练建议

本课的口语训练应放在空间关系上。并应当贯穿始终。口语训练重要的一环就是正确引入“位置”所谓概念。这与中文有较大的差异。中文说：在… 里，(上，后面，附近)的结构，英文只用一个介词，不同的介词比表达了不同的位置，而且一般要与定冠词the连用。向学生们介绍介词时，多用直观展示，适当用中文。

为了使学生能够确切把握介词的特点，我们在训练的最初阶段应当集中展示两个物体之间的变化，不要过早的变换物体，这样学生就能聚精会神的体会位置表达的基本方法。注意以下几点：

1.创设一个合乎生活逻辑的语境。

2.寻找一个非设计空间表达不可的动机。如：寻找一个提问者看不见的东西。老师上课找不见黑板擦，问一个学生。---- where’s the brush? ---- it’s under the teacher’s table.老师也可自问自答。尽量从交际出发，减少纯句型练习。

3.确定对话参与者之间的特定关系。

在物体选择上，一大一小，构成一主一从的格局。建议教师使用一个色彩鲜明的大纸盒和一个具有对比色度的小球，然后再换成玩具小动物，如小狗或小猫等，引起学生更大的兴趣。

画一只猫和一个盒子，这只猫分别在盒子的四个位置，即在上、在下、在里、在后。

运用型训练建议

老师可设计一个让学生去办公室去拿东西的情景，告诉学生东西的位置。这个练习事先和课代表准备好。课上给全班同学演示。其目的是告诉学生们介词在生活中的运用。

eg.

teacher: could you help me?

student: sure.

t: go to my office and fetch your notebooks.

s: where are our notebooks?

t: they are on my table.

s: where is your table?

t: it’s near the second window.

s: ok.

笔头训练建议

老师可设计一些基本的测试性的笔头练习，但一定是课堂上反复练习过的。多用直观的方式提供物体的位置，适量中文。注意以下几点：

1.清楚的展示物体的位置。

2.严格限定表示条件。

3.迅速反馈改正信息。

语法训练建议

冠词训练

a. 第一次提到用a/an。

b. 定冠词特指后接单述或复数名词。

可指教室里存在的东西，如：地面、时钟、桌椅等，大家都知道的物品。

c. 位置介词的用法。

in the bag, under the table, on the desk , on the table等。

情感教育建议

通过本课的确定位置，以及寻找物品，告诉学生应养成放好自己的物品，不乱扔乱放东西的习惯，培养学生乐于助人，帮助别人寻找东西，以及拾到东西应交公或交还失主的良好品德。

可利用本课所提供的内容，taiwan, hong kong, macao, sar, 进行爱国主义教育。

情景教学

学习方位表达在日常生活中很有用。我们身边有很多可就地取材的东西，建议老师在教、学生在学的时候，都不要忽略了身边的实物。如：书包在哪里，书在哪里，桌椅在哪里等。同学们要尽可能练到脱口而出，这样在交际时才能做到熟练自然，学以致用。看地图讲地名，要求学生有地理知识。老师不妨在课前让学生熟悉一下地图，知道三亚在海南，西安在陕西。此后再学用英语表达难度会小些。如有可能，再让学生看看美国地图、英国地图，谈谈伦敦在哪儿，华盛顿、纽约在哪儿，巩固所学知识，提高学习兴趣。

冠词a/an, the的用法

冠词是用在名词前帮助说明所指的人或事物。其分为不定冠词(a, an)和定冠词(the)。

不定冠词a和an的功能

1、指人或事物的某一种类。例如：he is a student..他是学生。

2、指人或某事物，但不具体说明何人或何物。例如;a boy is over there.

3、表示数量“一”的概念。例如：i have a bike, a computer and a small room. 我有一辆自行车、一台电脑和一个小房间。

4、用于某些固定词组中。例如：have a look, have a seat等。

定冠词the的用法描述

1. 用来特指某些人或某些事物。例如：the books on the desk are our teachers(books被on the desk所限定).桌上的书是我们老师的。

2. 常用在上文提到过的人或事物的名词前。例如：there is a chair in the room. a woman is on the chair. the woman in lilys mother.房间里有一把椅子，一位妇女坐在椅子上，那位妇女是莉莉的妈妈。

3. 用来指说话人双方都知道的人或事物。例如：where is the teacher?老师在哪儿(双方都知道指的是哪个老师)?

4.在世界上独一无二的事物前。如：the moon

5. 在序数词和形容词级前。如：the youngest boy(最年轻的男孩) the first lesson(第一课)

6. 用在乐器类前。如：play the violin(拉小提琴)

7. 用在“姓”前，且“姓”后面加-s，表示“一家人” 如：the greens are not here

8. 用在一些习惯用语中。例如：in the morning, in the same class等。

何时不用冠词?

1. 在专用名词前。例如： in china; in grade one等。

2. 名词前已有了做定语用的形容词、某些代词、名词所有格等修饰词语时。例如：this pencil; his knife等。

3. 表示一类人和事物的复数名词前。例如：these are oranges.

4. 在称呼语或头衔的名词前。例如：this is miss gao/ mr. wang/ mrs. liu.

5. 在某些习惯用语中。例如：go home; go to school等。

九年级英语英语教案篇7

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 that

the infinitive: to + verb(原形)

teaching procedures:

i. showing the teaching aims

ii. revision

check homework, ask some students to retell the story.

iii. presentation

give 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 can't say a word.

2. the teacher spoke so fast that we couldn't catch up 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. practice

look at exercise 1, ask the students to answer the questions with so that…. the answers are:

1. i stayed at home so that i could go swimming when i had finished it.

2. lucy saved her money so that she could buy her mother a birthday present.

3. ling feng was going to changsha the next week so that he could visit his sick grandmother.

4. i was doing my homework so that i could ask him to help me with my physics.

5. i was looking for lin tao so that he could visit sick grandmother.

v. presentation

get the students to make up some sentences like:

1. i don't know how to get to the station.

2. she doesn't know which sweater to choose.

ask the students to pay attrition to the infinitive. give them more examples to understand better, e. g.

1. i don't know what to do next.

2. they don't know where to go.

3. we didn't know when to start.

focus on the use of the infinitive, then give another example:

it’s very important to learn english well:

to learn english well is very important.

let the students make more sentences, pay attention to the use of the infinitive.

vi. practice

look at exercise 2, make sentences with partners. the answers are:

1. it’s hard / easy to work out these maths problem.

2. it’s exciting to watch football matches.

3. it’s interesting to read history books.

4. it’s hard / easy to learn foreign languages.

vii. leaning and practice

do exercise 3, complete the sentences using who/ that/ which. the answers are:

1.which 2.who 3.who 4.which 5.who 6.which 7.which 8.who

viii. workbook

do exercise 1, let the students translate the sentences alone then check the answers with the students.

answers: 1. we arc hungry. we need to buy something to eat. 2. she is very busy today. she has a lot of work to do. 3. please be quiet! i have something important to tell you. 4. will you please tell him to turn down the tv a little? 5. nobody knows what to do next? 6. i’m going to the post office to buy a few stamps this afternoon.

for exercise 2. join the two parts and make the students read together.

for exercise 3. get the students to read the story, and fill in the blanks. the answers are: which, who, who, who, who

ix. summary

exercise in class

l. 昨天他想借我的收音机.

2. 我需要一些喝的东西。

3. 他有许多家务要做。

4. 她叫我说慢一点。

5. 在街上踢足球很危险。

6. 学外语不容易。

7. 我不知道去哪里。

8. 叫他不要迟到。