教案的详细设计可以促进学生的积极参与和互动，教案的使用可以帮助教师更好地安排教学进度和内容，大爱范文网小编今天就为您带来了九年级英语英语教案8篇，相信一定会对你有所帮助。
九年级英语英语教案篇1
学习目标
1.通过交流和表达，进一步掌握学习英语的技巧与方法。
2.掌握下列知识点：
■重点词汇：f1ashcard，vocabulary，pronunciation，a1oud
■重点短语：①study for②make flashcard③make vocabulary lists④ask the teacher for help
⑤read aloud ⑥study with a group
■重点句型：①how do you study for a test? ②what abou tlistening to tapes?
■语法：by+μing的用法
预习导学
预习单词，完成下列各词。
1.抽认卡
2.词汇
3.aloud(近义词)
4.发音(名词)
5.ever(反义词)
6.1isten(现在分词)
7.study(过去分词)
8.(如何)do you study for a test?
合作研讨
一、重点单词与短语
1.pronunciation n.发音;发音法，其动词形式pronounce
?跟踪训练】
(1)她认识很多法语单词，但发音不正确。
she knows a lot of french;words，but them incorrectl.
2.aloud adv.出声地;大声地
例如：read aloud大声朗读
?辨析】aloud/loud/loudly
aloud出声地;大声地。常与read，cail等动词连用，loud高声地;大声地;喧闹地。常用于talk，speak等动词之后;
loudly高声地;喧闹地。一般可以和10ud互换，但含有“吵闹”的意思。
?跟踪训练】
(2)老师要求我大声朗读课文。
the teacher asked me to the text .
(3)请大声点说，以便我能听清楚。
please so that i can hear you clearly.
(4)不要这么大声说，婴儿在睡觉。
don'tso.the baby is sleeping.
3.asksb.for…向某人请求
例如：ask the teacher for help向老师请求帮助
(拓展)ask sb.to do sth.请求某人干某事
ask sb.not to do sth.请求某人不要干某事
?跟踪训练】
(5)他们向我求助，
theymehelp.
4.too... to...太……而不能……
?拓展】too...to...可以与so...that(如此……以至于……)或
enough to do...(足够……以至于……)转换。
?跟踪训练】
(6)the problem is so difficult that i can’t work it out。
(同义句转换)
theproblem is difficult work out.
5.a lot表示程度，作状语，意为“很;非常”
?拓展】a lot of=lots of许多;很多。修饰可数名词复数与不可数名词。
?跟踪训练】
(7)我有许多有趣的书。
i have interesting books.
二、重点句型与语法
■句型
what about reading a1oud to practice pronunciation?
通过大声朗读来练习发音怎么样?
?精解】what/how about...?
用来征求意见或询问有关情况，意为“……怎么样”，about后跟名词、代词或动名词。
?拓展】提建议的其他表达方式有：
(1)let’s do... (2)shall we do...?(3)why don't you.../why not do...?
(4)would you mind doing...?(5)you should...(6)you’d better(not)do... •
?跟踪训练】
(8)出去散散步好吗?
going out for a walk?
(9)那个电视剧怎么样?
the tv play?
(10)我是北京人，你呢?
i am beijinger. you?
■语法
“by+υing"短语
“by+υing"短语的含义是“通过……;凭借……”，其中by为介词，后面常接动名词短语，表示通过做某事而得到某种结果;在句中常用作方式状语，表示的方法、手段等比较抽象。
例如：the old woman makes a living by collecting and selling wastes.那个老妇人以收废品和卖废品谋生o
?跟踪训练】
(11)—how do you study english so well?
— reading 1ots of books。
a.to b.of c.at d.by
当堂检测
Ⅰ. 用所给单词的适当形式填空
1.we study by (work)with a group.
2.it is agreat way (1earn)a 1anguage.
3.what about (read)a1oud (practice)pronunciation and intonation?
Ⅱ.根据汉语提示完成句子
4.have you ever (和朋友一起练习对话)friends?
5.i study english (通过制作)f1ashcards.
6. (怎么样)1istening to tapes?
7.这个问题太难了，我理解不了。
it's hard me this question.
8.朗读能提高你的口语。
can your spoken english.
课后练习
1.根据句意及首字母提示完成单词
1.i can’t get the p of the word right.
2.reading a in the morning is a good way to 1earn english well.
3.he 1earns english bymaking v 1ists。
4.do you 1earn english by w english-1anguage videos?
5.i often listen to tapes to i my listening skills。
Ⅱ.阅读理解
manychinese students don’t paymach attention to(注意)spoken english at school.they think it necessary to practicespeaking english in class，but not out of class.here is a story to show you how important it is to speak the eng1ish language freely in daily life.a foreigner once got hungry and went into a restaurant in london.he sat down at a table.when the waiter came，he opened his mouth，put his nngers into it and took them out again in order to express that he wanted something to eat forhe could not speak english.the waiter soon brought a cup of tea.the man shook(摇动)his head。the waiter then took away the tea and brought a cup of coffee.the man shook his head again.he tried again and again，but he wasn’t able to make the waiter understand him.finally，nother man came in.he spoke english clearly and fluently.in a few minutes，there was a large plate of meat and vegetables on the table before him.
sl you see a man often goes hungry if hedoesn’t master(掌握)a foreign language.
根据短文内容，判断下列句子正(t)误(f)
( )6.chinese students pay little attention to spoken english.
( )7.the students only practice speaking english in class.
( )8.the story happened in a restaurant in new york.
( )9.the man wanted to eat something because he was hungry.
( )10.another man spoke english very well.
九年级英语英语教案篇2
本学期是整个九年制义务教育的最后一个学期，学生即将面临着中考考验。这是一次真正意义上的选拔考试。迎接好这次中考就成为本学期教学的一个重要工作。因此，在教学中应该帮助学生理解、吸收、吃透教材，对教材中的知识进行内化，要有一定的时间作强化训练，通过训练，锁定差距，然后提出弥补差距的可操作性对策措施，千方百计缩小差距，改变尖子生少、中间断层、底子大的现状。对学生分批分层地辅导和督促，让他们实现最佳的成长理想，实现取得好成绩的愿望。
一、指导思想
深入贯彻教育教学理念。认真总结教学经验，努力把学生的英语基本功打扎实，同时还得加强对阅读能力和综合应用能力的培养和指导，使学生在这方面的能力有所提高，力争在今年的中考取得一个理想的成绩。
二、情况分析
1、学生情况分析
我所教九年级三四班都是35人，上学期英语最高分109.5，最低分14。从上学期成绩来看尖子生少、中间断层、底子大，参差不齐，给上课带来很大的难度。大部分学生基础差，想学的少，在里面混日子的有很的大一部分，男生居多。他们的学习情绪不稳定，也不能坚持不懈，少数几个中间生平时基本能够配合老师的教学，但自觉性和定性不足，有些默不出声，课后很少复习功课，上课不注意听讲，问题出来了不动脑筋想，而是急于去想课本上找答案，半天说不出个所以然来，学习方法不灵活，需要老师的督促才会有所作为；也有个别学生属于不思进取型，积极性和主动性极差，他们或偏科甚至对英语学习毫无兴趣。
2、教材分析
本学年英语教学内容为一册，共15个单元，从上学期结束已经上完13个单元，剩余2个单元计划在2周内完成教学任务。具体教学内容包括：
词汇：识记、理解、掌握书中的所有单词，熟练应用重点单词和短语，复习初中前四册中的所有单词。
语法：掌握８种时态，一般现在时,一般过去时,一般将来时,现在进行时,过去进行时,现在完成时,过去完成时和过去将来时。了解部分构词法，掌握英语的基本句子结构：五种简单句，并列句，复合句（状语从句及定语从句）。
阅读：主要训练学生根据问题找细节的能力。然后根据不同同学的水平，再分层次阅读。在阅读过程中针对长句子（复合句及含有多个从句的复合句）要教给学生分析句子结构的能力。
写作：书面表达是中考中失分最大的题目，所以对于大多数同学，先落实平时训练，要求学生注意主、谓、宾的基本结构及时态。并多做一些连字成句、连句成篇的训练。培养学生好的书写习惯，如大小写，标点等。
三、教学进度安排
第一周到第二周完九年级全部教学内容；第三到第九周复习七—九年级课本基础知识；第十周到第十三周进行具体、专项复习如名词、代词、数词、冠词、形容词副词、动词、句子结构、复合句、交际用语、写作。第九周到第十二周讲解会考指导，第十四周到十六周检测并讲解模拟试题，做到精讲多练，针对常考易错的再总结复习。最后做好考前动员。在复习中注重对学生难点进行突破，巩固重点，强化基础，迎接六月中旬的中考。
四、教学措施
根据学生的情况和班上的实际，本学期采用以下措施：
（1）首先要从思想上扭转学生以往的不良学习习惯和态度，培养学生自觉的学习习惯，动脑的优良习惯，课堂上精讲多练。
（2）根据学生各人的具体情况，要求各自提出明确的学习目标，具体的分数，每次考试后都要进行分析并制定下一次的目标只准前进不许后退，建立错题集，并督促为实现目标切实地刻苦学习。
（3）每堂课一定注意当堂的学习效果，突出重点难点，务必要求学生掌握必须掌握的基本的东西，注意检查学生做笔记的情况。
（4）利用课外时间进行培优补差、抓两头，促中间。把学生分成两类，中上学生提高括充知识点，后进生有一定潜力的，以抓好基础知识为重。缩小两极差异兼顾整体共同进步。
总之，本学期是非常关键和重要的一学期，抓住机遇、认真实施教学计划，尽一切力量为中考做好准备，争取让学生考出更好的成绩。
九年级英语英语教案篇3
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4
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5
Ⅰ. teaching aims and demands 教学目标
1. learn some new words and useful expressions:
cruel, proper, by the way, bell, chairwoman, yet, grandson
2. learn the present perfect tense:
you have just come back from your hometown.
where have you been, jane? i have been to mount huang with my parents.
by the way, where’s maria? she has gone to cuba to be a volunteer…
3. learn some functional sentences:
i felt sorry for them.
there goes the bell.
Ⅱ. teaching aids 教具
录音机/童工图片/小黑板/多媒体图片或幻灯片/学生的旅游纪念照
Ⅲ. five-finger teaching plan 五指教学方案
step 1 review 第一步 复习(时间:12分钟)
(通过教师询问暑期活动，导入话题，呈现现在完成时和部分生词。)
t: listen! the bell is ringing. let’s begin our class! (老师解释the bell is ringing等于there goes the bell，板书bell，要求学生掌握)
bell
nice to see you again. did you enjoy your summer holidays?
ss: yes.
t: (问其中一学生)hi, li xueqing, where did you go during your summer holiday?
s1: i went to my grandparents’ home.
t: what did you do there?
s1: i went fishing, swimming and so on.
t: wang xue, where did you go?
s2: i went to west lake with my father.
t: wow! west lake is a beautiful place. what did you do there?
s2: i enjoyed the beautiful scenery, took photos and bought many beautiful cards.
t: li yang, what about you?
s3: i had to stay at home to help my mother with the housework.
t: oh. i feel glad for what you did, and i think you’re a good girl. you’re helpful. s4, did you go to summer classes?
s4: yes. i did. i went to an english training school to improve my english. i think the english training school is a nice place for me to improve my english.
t: the english training school is a proper place to improve your english.
(板书生词，请学生猜汉语意思并领读，要求掌握。)
proper
step 2 presentation 第二步 呈现(时间:12分钟)
1. (创设对话情境。mr. smith组织class 2去野营。在校门口集合时发现jim没来。对话呈现have/has gone to…，完成2。)
smith: hello! everyone. are we all here?
ss: no, jim isn’t here.
smith: do you know where he is?(教师帮助学生用has gone to和volunteer回答。)
ss: yes. he has gone to beijing to be a volunteer for the olympics.
(板书volunteer，让学生猜出意思。然后板书have/has gone to，解释并稍加操练。)
volunteer
have/has gone to …
(星期一jim返回学校，mr. smith和jim展开对话，呈现have/has been to …)
jim: good morning, mr. smith.
smith: good morning, jim. you have just come back from beijing. how was your trip?
jim: cool! and i have been to many places of interest.
(教师可用简笔画呈现have/has been to和have/has gone to，并讲解它们的区别。)
he has been to school.
he has gone to school.
2. t: mr. smith and his class had a good time. by the way, do you know what rita, jane and kangkang did during the holiday?
(板书by the way，要求学生掌握)
by the way
t: now, listen to 1a. kangkang and his friends are talking about their different experiences
during their holidays. pay attention to what they have done.
(播放1a录音，注意文中主人公在暑假中的活动。)
t: from 1a, we know someone has just come back from india. who is she, sally or rita?
(教师加重语气读has just come back。)
s1:rita.
(学生若有疑问或答错，可再播放一遍录音。)
t: yes. you have the right answer. rita has been to her hometown in india in her summer holiday. but now she is in china. we can say she has been to india. where has jane been?
s2: mount huang.
(教师引导学生用现在完成时表达。)
t: yes. she has been to mount huang. where has kangkang been?
s3: he has been to an english training school.
3. (重放课文1a录音，核对答案，板书并领读生词cruel，要求学生掌握。)
t: listen to the tape again. and then talk about what they have done.
(多媒体展示康康、简、丽塔和玛丽亚的图像和has been to。让学生再听一遍对话，教师引导学生用现在完成时说出四人分别在暑假中的活动。)
s4: kangkang has been to…
rita has been to…
jane has been to…
…
(教师展示印度童工图画。)
t: they are as old as you. what were they doing?
s4: they were working. they looked so tired and thin.
t: rita saw them working for a cruel boss in her hometown in india. they couldn’t go to school. they lived a poor life. i felt sorry for them.
(板书cruel，要求学生掌握)
cruel
step 3 consolidation 第三步 巩固(时间:10分钟)
1. t: now, open your books. please read 1a. and then fill in the chart in 1b, according to 1a.
(学生读对话，也可以三人小组分角色读对话，教师巡视纠正学生发音。)
(学生独立完成1b的表格。教师检查学生所填内容，然后学生口头汇报，巩固现在完成时have / has been to 这一基本句型。)
2. t: kangkang has been to an english training school to improve his english. rita has been to india. what about you? where have you been?and what did you do?please work in groups to talk about your summer holidays.
(学生三人一组进行问答。)
t: who will try to act it out in front of class?
(挑几组学生进行表演，并对学生进行适时指导和鼓励。)
for example:
s1: i have been to west lake.
s2: (指s1问s3) where has he/she been?
s3: he/she has been to west lake.
s2: (问s1) what did you do there?
s1: i went boating on the lake.
s2: (指s1问s3) what did he/she do there?
s3: he/she went boating there.
(教师引导学生区别一般过去时与现在完成时。)
step 4 practice 第四步 练习(时间:6分钟)
1. (教师让学生两人一组，每人拿出提前准备好的照片或图片，操练现在完成时，并注意区别一般过去时和现在完成时，完成1c。)
a: hi, b. where have you been?
b: i have been to shanghai.
a: when did you go there?
b: i went there this summer holiday.
…
c: hi, d. where has lucy gone?
d: she has gone to mount tai.
c: why did she go there?
d: because she wanted to see the sunrise there.
…
2. (根据呈现的have/has been to…和have/has gone to…，完成2。小组完成后可讨论答案，然后教师核对。在处理2时，讲解并要学生掌握chairwoman, yet和grandson，板书并领读。)
3. (缤纷小赛场。出示幻灯片或小黑板。)
(1)my teacher gave us the p answer.(首字母填空)
(2)i also want to be a v for the 2008 olympics.(首字母填空)
(3)these (chairwoman) can’t agree with each other.(适当形式填空)
(4)—hi, michael. how was your holiday?
—wonderful! because i to many famous mountains.(单项选择)
a. went b. have been c. have gone d. has gone
(5)—where’s jane, maria?
—she her hometown to see her grandparents.(单项选择)
a. return to b. has gone to c. has been to d. have gone to
step 5 project 第五步 综合探究活动(时间:5分钟)
1. (教师制作关于暑假活动的表格，让学生相互调查完成表格。)
name where has he/she been? what did he/she do?
…
…
2. homework: write a survey report.
(课后根据本课内容，用过去式和现在完成时写一份暑假调查报告。内容包括：1.去了什么地方?2.做了什么事?)
九年级英语英语教案篇6
properties:
recorder, overhead projector and a map of world.
teaching objectives:
1. practise listening ability.
2. revise the grammar: the comparative degrees of adjective and adverbs
the past perfect tense
language focus: checkpoint 18
teaching procedures:
i. showing the teaching aims
ii. revision
check homework, then ask the students to read the partners' homework to share with each other.
revise the use of the infinitive
iii. leading in
t: today we'll learn something about coco. do you know where she is from?
iv. listening practice
play the tape or for the students to listen and find the answer, then look at the workbook, exercise 1, go through the questions with the students and make sure they can understand what they mean. play the tape again, let the students discuss their answers in pains before the teacher checks the answers with the whole class.
v. presentation
show the students a map of the world, and ask: what map is it? help the students find “china” and “india” on the map. let the students discuss the two countries: they are developing countries. they have a large population in the world.
ask: what’s the population of china and what’s the population of india? let the students read part 2 and answer the questions. (china's population is 1 328 000 000 and india's population is 1 000 000 000). that’s to say india’s population is smaller than china’s .ask the students to use the words in the box to complete the passage, then read together, finally ask the students to retell the text.
vi. practice
revise the grammar: the past perfect tense, give some examples:
1. he had left before his wife came back.
2. i remembered that peter had already got a bike.
3. by the end of last month, he had learned 2000 new words.
4. when i got to the cinema, the film had begun.
then ask the students to do exercise 3. the answers are: 1 c 2 e 3 a 4 b 5 d. let the students read these sentences together.
vii. practice
ask the students to do exercise 4 first, then check the answers. the answers are: had, in, is, more, the, had, to, in, had, that, to, us, and, to
viii. workbook
give the students five minutes to finish workbook. do exercises 1, 3 and 4. then check the answers.
the answers to exercise 1 are: took, went, found, was, called, told, had happened, said, would go, came, was found, checked, founded, said, stole, went, enjoyed, came, found, had stolen, had
the answers to exercise 3 are: i worn out 2 try on 3 slow down 4 made up my mind 5 am pleased with 6 were angry with, deserve to 7 at least 8 as if 9 carried on
ix. summary
exercises in class
fill in the blanks according to the text in this unit.
lucy and lily are___1___. they are living together___2___. but sometimes they fight. it doesn't last too___3___. they___4___very well with each other again.
they look___5__, so it's hard for people to recognize them: who is lucy___6__lily. we always___7___mistakes. they feel___8__. they like most of the same things, for example: music, food and___9__. but lily likes to___10__, lucy likes to___11__, they don’t like the same colour,____12___. so they have some___13____sometimes they disagree, but they never___14__. they love each other and they are___15___happy that they are twins.
answers: 1.twins 2.most of the time 3.long 4.get on 5.the same 6.or 7.make 8. the same 9. books 10 .dance 11. sing 12. either 13. differences 14. fight 15.both
x. homework
prepare for the final examination.
九年级英语英语教案篇7
学习目标
1. 掌握p60-61页单词： cheer up , clean up, homeless, hunger, give out, put off, set up
2. 学会用英语提供帮助
学习流程
task1: 小组自学单词并背诵
平行训练
根据句意和首字母完成单词
1. the kind man always helps the h_______ children.
2. we often see the s_________ of “no smoking” in public places.
3. the city library was e________ three months ago.
4. around fifty people die of h_______ every day in the camp.
5. if you wait to sell your old sofa, why not put an a_______ in the local paper?
task2: 小组讨论用什么方法帮助别人
task3: 听录音，完成课本1b, 2a, 2b 听力任务
task4: 大声朗科听力材料
task5: 学生分角色表演3b.
平行训练
1. will you help ___________ (clean) up the classroom?
2. tom could put off ______ (make) that plan.
3. clean-up _________ (day) is only two weeks from now.
4. we need ___________ (come) up with some ________ (idea).
5. they plan ___________ (buy) a big house.
6. _________(sing)aloud so that everyone can hear clearly.
达标测评
一. 单项选择
1.the class room is so dirty, i decided ____________.
a.clean it up b. to clean it up c. clean up it
2. you should visit the sick kids to __________.
a. cheer up them b. laugh at them c. cheer them up d. take after them
3. we have to _______ our sports meeting till next week because of the heavy rain.
a. put up b. put off c. put up d. put down
4. we have to put off ______ plans for the vacation.
a. make b. to make c. making d. made
5. the teacher is giving ______ the new books to the student.
a. to b. out c. in d. off
unit 8 i’ll help clean up the city parks.
第2课时 编写: 郝玉平 时间：
学习目标
1. 掌握p62-63 单词： major , coach, take after, similar, fix up, repair, think up
2. 讨论作为一名志愿者应该做什么
流程学习
task1: 小组自学单词
平行训练
1. the students plan _____ (buy) some flowers for miss wang.
2. the old man is an expert. he can r________ kinds of machines.
3. my clothes seem s_______ to bob’s because we like the same design.
4. the radio should be f________.
task2: 1.快速阅读3a掌握大意
2. 朗读短文，小组讨论遇到的问题
3.认真阅读短文，把志愿者做的工作及喜欢做的原因用不同的标记标出来
task3: 合作探究
分析下列句子
1. not only do i feel good about helping other people , but i get to spend time doing what i love to do.
九年级英语英语教案篇8
unit1thedevelopingworld
topic1chinahasdevelopedrapidly
inrecentyears.
sectiona
themainactivityis1a.本课重点活动是1a。
Ⅰ.teachingaimsanddemands教学目标
1.learnsomenewwordsandaphrase:
proper,bytheway,bell,grandpa,chairwoman,grandson
2.learnausefulsentence:
theregoesthebell.
3.learnthepresentperfecttense:
(1)rita,youhavejustcomebackfromyourhometown.
(2)—wherehaveyoubeen,jane?
—ihavebeentomounthuangwithmyparents.
(3)—bytheway,where’smaria?
—shehasgonetocubatobeavolunteer…
4.taltthechildren’svacationexperiences.
Ⅱ.teachingaids教具
录音机/小黑板/学生的旅游纪念照/图片/幻灯片
Ⅲ.five-fingerteachingplan
step1review
通过教师询问学生的暑期活动，导入话题，呈现部分生词。
t:listen!thebellisringing.let’sbeginourclass!(教师解释thebellisringing等于theregoesthebell，板书bell，要求学生掌握。)
bell
t:nicetoseeyouagain.didyouenjoyyoursummerholiday?
ss:yes.
t:hi,s1,wheredidyougoduringyoursummerholiday?
s1:iwentto…
t:s2,didyougotoyourgrandpa’shome?
s2:yes.
(板书grandpa，要求学生掌握。)
grandpa
t:s3,wheredidyougo?
s3:iwenttowestlakewithmyfather.
t:wow!westlakeisabeautifulplace.whatdidyoudothere?
s3:ienjoyedthebeautifulscenery,tookphotosandboughtmanybeautifulpostcards.
t:s4,whataboutyou?
s4:ihadtostayathometohelpmymotherwiththehousework.
t:oh,ifeelgladforwhatyoudid,andithin’reagoodgirl.you’rehelpful.s5,didyougotosummerclasses?
s5:yes,idid.iwenttoanenglishtrainingschooltoimprovemyenglish.ithinktheenglishtrainingschoolisaniceplaceformetoimprovemyenglish.
t:yes.theenglishtrainingschoolisaproperplacetoimproveyourenglish.
(板书生词，请学生猜汉语意思并领读，要求学生掌握。)
proper
t:oallhadagoodsummerholiday.whataboutkangkangandhisfriends?let’scometothenewunitnow.
step2presentation
创设语言情境，呈现have/hasbeento和have/hasgoneto及部分生词。
1.(创设对话情境。mr.smith星期六组织class2去野营，大家在校门口集合时发现jim没来。师生对话，呈现have/hasgoneto…)
mr.smith:hello,everyone!jimisn’there.whereishe?
s1:maybeheisathome.
s2:maybeheisill.
…
mr.smith:no.hehasgonetobeijingtobeavolunteer.
(板书并让学生了解volunteer，教师适当讲解have/hasgoneto的用法，并让学生初步掌握。)
have/hasgoneto,volunteer
(假设星期一jim返回学校，mr.smith和jim展开对话，呈现have/hasbeento。)
jim:goodmorning,mr.smith.
mr.smith:goodmorning,jim.youhavejustcomebackfrombeijing.howwasyourtrip?
jim:cool!
mr.smith:ithinhavebeentomanyplacesofinterest.
(板书并适当讲解，要求学生初步掌握。)
have/hasbeento
(教师可用简笔画呈现have/hasbeento和have/hasgoneto，讲解它们的区别并要求学生掌握。)
2.(师生对话，简单操练have/hasbeento和have/hasgoneto的用法。)
(教师特意让s3去办公室取作业。)
t:didyouhaveagoodsummerholiday,s4?
s4:yes.
t:wherehaveyoubeen?
s4:ihavebeento…
t:bytheway,whereiss3?
s4:hehasgonetotheteacher’soffice.
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