九年级英语的教案
写教案时，需要注重教学策略和教学方法的设计，选择合适的教学手段，以便提高教学效果。写好九年级英语的教案有什么技巧？这里给大家整理九年级英语的教案，方便大家学习。
九年级英语的教案篇1
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词： chopsticks,coin, fork, blouse, silver, glass,cotton, steel, grass, leaf, produce, widely,be known for, process, pack
能掌握以下句型：
① —This ring looks nice. Is it made of silver?
—Yes,and it wasmade in Thailand.
② What is it made of/from?
③ China is famous for tea, right?
④ Where is tea produced in China?
2) 能够用英语描述及询问物品的制作材料，正确理解被动语态的用法及句子结构。
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;了解一些地方知名产品或传统艺术品的制作过程以及制作材料，培养学生的民族自豪感及爱国主义精神。
二、教学重难点
1. 教学重点：
1) 掌握本课时中出现的生词
2) 能够用英语描述及询问物品的制作材料
3)正确理解被动语态的用法及句子结构。
2. 教学难点：
理解被动语态的用法及句子结构。
三、教学过程
Ⅰ. Lead in
1. 播放动画片《造纸过程》的视频，让学生们了解这个中国传统发明的情况。
T: Whoinventedpaper first?
S1: Can Luninventedit in Han dynasty.
T: What waspapermade of then?
S2: It wasmainlymade of bamboo.
T: was it easyforpeople to make paper then?
S1: No, it wasverydifficult then.
T: What ispapermade of now?
S3: It’smainlymade of wood, bamboo, and cotton.
…
Ⅱ. Presentation
1. Presentthesentence structure, using the pictures on the big screen:
—What’s the goldenmedal made of?
—It’s made ofgold.
—Isthis tablemade of wood?
—No, it isn’t. It’s made of glass.
—Is Butter made from meat?
—No. It’s made from cream?
让学生们学习掌握be made of/from句型的用法，及be made of与be madefrom的区别。
两词组都是“由……制成的”之意。be made of 指从原料到制成品只发生了形状变化，没有发生本质变化(属物理变化)
be made from指从原料到制成品发生了质的变化，已无法复原(属化学变化)。
Ⅲ. Learning
1. Showsomepictures on the big screen. Try to learn the new words using “bemade of”structure.
Learn the newwords:chopsticks, coin, fork, blouse, silver, glass, cotton, steel, grass,leaf
e.g. This pairofchopsticks are made of bamboo.
This coin is madeofsilver.
Is this blousemadeof cotton?
No, it isn’t.It’smade of silk.
What’sthe forkmade of?
It’smade ofsteel.
These pigslikegrass very much.
a piece of leaf
Kolaslikeleaves.
2. Ss discusswiththeir partner and try to learn the new words.
3. Give Ss fivemoreminutes to remember the new words.
Work on 1a:
Let Ss readthethings and materials in 1a. Discuss with their partners and match them withthematerials. More than one answer is possible.
What arethesethings usually made of? Match them with the materials. More than oneanswer ispossible.
1. chopsticks
2. window
3. coin
4. stamp
5. fork
6. blouse
a. wood
b. gold
c. silver
d. paper
e. silk
f. glass
Check theanswerswith the Ss.
Ⅳ. Listening
1. T:Tell Ss they will hear a conversationabout some things and material. Listen andmatch the products with what theyare made of and where they were made.
Things Made of Madein
shirts cotton Korea
chopstickssilver Thailand
ring steel America
2. Let onestudentread the words in the box, Play the recording for the Ss tolisten.
3. Ss try tolistenand match the things with the material and here they were made.
4. Playtherecording again. Let Ss check the facts they hear.
5. Check theanswers
Ⅴ. Pair work
1. Readtheconversation in the box in 1c.
2. Ss try tomadeconversations using the information in 1b.
e.g. A: Yournew shirt looks very nice. Is it madeof cotton?
B: No, it isn’t.It’s made of silk.
3. Let somepairsread out their conversations.
Ⅵ. Listening
Work on 2a:
T: Let’slisten toanother conversation between Nick and Marcus.
1. What aretheytalking about? First, let’s look at the picturesand the phrases in 1a.
(Let onestudents read the phrases in 2a.)
Listen andcheck ( √ ) the maintopic of Nick and Marcus’ conversation.
____ thesciencemuseum
____ the artandscience fair
____ environmentalprotection
____ a model plane
____ abeautifulpainting
____ grassandleaves
2. Playtherecording for the Ss to listen and check the phrases.
3. Playtherecording again to check the answers.
Work on 2b:
1. Let Ss readthesentences below. Explain some main sentences for the Ss. Make sure theyknowwhat to do.
2. Let Ss readthequestions in 2b. Make sure they understand the meaning of each question.
Play therecordingfor the Ss to answer the questions. (Ifnecessary, using thepause button.)
1) Where is theart andscience fair?
_________________________
2) Do NickandMarcus have to pay to go?
_________________________
3) What is themodelplane made of?
_________________________
4) What isthepainting made from?
__________________________
3. Playtherecording again to check the answers.
4. Playtherecording again. Let Ss fill in the blanks of the conversation.
Ⅶ. Pair work
1. Tell Ss to makeaconversation using the information in 2a and 2b.
e.g.
A: What didyou see at the art and sciencefair?
B: I saw amodel plane.
A: What isit made of?
B: It’smade of steel, glass, and plastic.
2. Let Ss maketheirown conversations.
3. Practicetheirconversations in pairs.
Ⅷ. Role-play
1. Work on 2d
Readtheconversation and complete the blanks.
1)Chinese_____________ tea both in the past and now.
2) _________ Iknow,tea plants _________ on the sides of mountains.
3) When theleavesare ready, they _______ by hand and then _______ for processing.
4) The tea____________and sent to many different countries and places around China.
5) People saythattea ___________ ____ health _____ business!
2. Readtheconversations and Let Ss read after the teacher.
3. Explain somenewwords and main points in the conversation.
4. Ask Sstorole-play the conversation in groups.
X. Language points
1. What is themodelplane made of?
What is thepainting made from?
be made of与be made from 辨析
两词组都是“由……制成的”之意。be made of 指从原料到制成品只发生了形状变化，没有发生本质变化(属物理变化)
be made from指从原料到制成品发生了质的变化，已无法复原(属化学变化)。
e.g. Glass ismadeof glass. 玻璃杯是由玻璃制成的。
The paper ismade from wood. 纸是木头做的。
2. For example,Anxiand Hangzhou are
widely knownfor their tea.
widely adv.广泛地;普遍地
wide (形容词) + ly → widely (副词)
e.g. Gas iswidelyused for cooking and heating.
天然气被广泛地用于做饭和取暖。
3. Where isteaproduced in China?
produce v. 生产;制造;出产
英语中有produce,grow和plant三个动词均可用来描述农作物及植物的“种植;生产;生长”，但有所区别。
produce指农作物成产量化地“出产”，或自然地“生长出;长出;结出(果实)”。
e.g. Thisregionproduces over 50% of the country’s rice.
这个地区出产整个国家50%以上的大米。
These treescan produce very good apples.
这些树能结出优质的苹果。
grow表示“种植;使生长”，着重指种植以后的栽培、生长过程。
e.g. Theseplantsgrow from seeds. 这些植物从种子生长而来。
Thevillagers grow coffee and corn to sell inthe market.
村民们种植咖啡和玉米好拿到市场上去卖。
plant侧重“栽种;播种”这一行为，指把种子或秧苗种到土壤里使之生长。
e.g. How manytreeshave you planted this year? 今年你们种了多少棵树?
They plantedtomatoes and carrots in theirbackyard.
他们在后院栽种了西红柿和胡萝卜。
3. For example,Anxiand Hangzhou are widely known for their tea.
be known for 以……闻名;为人知晓
be known for =befamous for
e.g. Suzhou isknownfor its beautiful gardens.
苏州以其美丽的园林而闻名于世。
be known as和be known for
be known as意为“作为……而著名”。be known for意为“因……而著名”。
根据句意用be known as或be knownfor的适当形式填空。
1) HanHan____________ his writings.
2) As we know, YaoMing__________ a basketball player.
Homework
I. Recitetheconversation in 2d after school.
II. Translation.
1. 这个戒指是银制的。
2. 这种纸是由树木制成的。
3. 油漆是由什么制成的。
4. 杭州因其茶叶而为人知。
5. 据我所知，茶树被种植于山坡上。
九年级英语的教案篇2
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 revision
1. 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 off
Ⅱ. Lead-in
Do you haveanyexperience on April Fool’s day? Now can youremember a lucky or an unlucky day?What 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 thedate?
What happenedfirst?
Was this luckyorunlucky? Why?
Whathappenednext?
How did thedayend?
How did youfeelabout this day?
2. Share yourideaswith others in class.
IV. Writing
1. Write astoryabout your lucky or unlucky day and tell your story to a partner or theclass.Use 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 day
I willalwaysremember the date…
This wastheluckiest /unluckiest day of my life…
When I woke upthatmorning…
Later that day…
I couldn’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 day
I willalwaysremember the date –April Fool’s Day 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 it first. 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 that, 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 accident
ladyofficermarketunexpected
Last 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 check2
1. 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 homework?
B: 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 morning?
B: 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 school?
B: By the timeIleft my school, the school bus had already left.
VI. Exercise
1. We ______fourthousand new words by the end of last year.
A. learned B.had learned
C. have learnedD.willlearn
2. He told usthathe ______ the letters in the morning.
A. willpost B.haveposted
C. wasposting D. had posted
3. —Did you seeMr Smith when you were in France?
—No. When I_______ France, he _______ to China.
A. had arrivedin;had gone
B. arrived in;hasbeen
C. got to;hadgone
D. had got to;hadbeen
VII. Homework
1. 复习本单元内容。
2. 对家人进行调查，看他们在生活或工作中有没有被人愚弄或是否愚弄过别人，写篇短文，和大家分享。
九年级英语的教案篇3
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词及短语：unexpected, by thetime, backpack, oversleep, ring,give …a lift,
2) 掌握By the time I gotoutside, the bus had already left.When I got toschool, I realized I had left mybackpack at home.
3) 掌握过去完成时时态，结构及用法。
2. 情感态度价值观目标：
能学会合理安排自己的学习和生活，做到守时守信。
二、教学重难点
1. 教学重点：过去完成时的用法。
2. 教学难点：用过去完成时叙述过去的事件。
三、教学过程
Ⅰ. Warm-up
Greeting.
Ⅱ. Lead-in
Do you rememberanyunexpected situation in your daily life?
展示几张尴尬的人的图片。
Ask: What doyouthink of the people in these pictures?
Ss: Theylookscared/bad.
T: What happenedtothe boy?
Ss: He brokehisarm. He is getting an electric shock.
T: I was late forworktoday. When I got up, I found my clock had rung. It was 7:30.
By the time Iwentto the bathroom, my son had been in. So I had to wait. When I went out, Ifoundmy motorbike had broken down. (老师讲述自己迟到的经历，激起学生对一下内容的学习)。
Now look atthepicture, let’s learn somethingabout Tina’s bad day。
Ⅲ. Presentation
1. Work on 1a.AskSs to look at the pictures in 1a and ask: What happened to the girl?
2. Think anddiscussin group: What happened to the girl?
Possibleanswers:She got up late. By the time she got up, someone had already gotten inthebathroom. She rushed out the door. The bus had left before she got tothestation. When she got to school, she realized she had left her backpackathome. ….
3. Ask Ss to tellastory about the girl.
Ⅳ. Listening
Work on 1b.
1. Listen tothetape of 1b. Complete the sentences.
1. By the time Igotup, my brother _____ already _______ in the shower.
2. By the time Igotoutside, the bus _____ already ______.
3. When I gottoschool, I realized I _____ ______ my backpack at home.
2. 过去完成时用法：
(1) 构成：由“助动词had (用于各种人称和数) + 过去分词”构成
否定式：had not+ 过去分词
缩写形式：hadn’t
(2) 用法：过去完成时表示在过去某一时间或动作之前已经发生或完成了的动作。
(3) 它所表示动作发生的时间是“过去的过去”。
①表示过去某一时间可用by, before 等构成的短语来表示。
②也可以用when, before 等引导的时间状语从句来表示。
③还可以通过状语从句或通过上下文暗示。
例如：
When I gotthere,you had already eaten your meal.
当我到达那里时，你已经开始吃了。
By the time hegothere, the bus had left.
在他到达那里之前，汽车已经离开了。
V. Pair work
Work on 1c.Taketurns being Mary. Look at the pictures and talk about what happened thismorning.
A: What happened?
B: I overslept.Bythe time I got up, my brother had already gotten in the shower.
…
VI. Listening
3. Listen to the tape for the first time andfinish 2a.
Listen toMarycontinue her story. Number the pictures [1-4] in the correct order.
4. Listen to the tape for the second time andfinish 2b.
Fill in theblankswith the correct forms of the verbs in brackets. Then listen again andcheckyour answers.
1. When I_______(get) home, I realized I ________ (leave) my keys in the backpack.
2. By the timeI_____ (get) back to school, the bell _________ (ring).
3. By the timeI_______ (walk) into class, the teacher __________ (start) teaching already.
3. Retell thestory.
通过听力训练，进一步熟悉练习过去完成时的构成和用法。
VII. Practice
1. Finish 2c.Makeup an ending for the story and share it with your partner.
The teacherlookedat Mary and asked her if she had finished the homework. Mary told hertheunexpected things she met with this morning but they sound like excuses totheteacher. Therefore, Mary was asked to finish the homework in the class. Whatanunforgettable day it is for Mary!
2. Askseveralstudents to tell their stories in class.
VIII. Role-play.
1. Ask Sstorole-play the conversation in 2d.
2. Answerthequestions:
1) Why wasKevinlate for class?
2) How didKevin get to school?
IX. Consolidation
Finish atask: 想想自己是否有倒霉的经历，向全班同学讲述自己的事情的经过。
I had a bad daylastweekend…..
通过完成一个任务，让学生运用所学内容，既巩固了所学的语言目标，又拓展了学生的思维，培养学生在实际生活中运用所学知识解决实际问题的能力。
X. Language points
1. Life is fullofthe unexpected.
unexpected adj. 出乎意料的;始料不及的
e.g. It will notbeunexpected if Tom comes late again, because he is always like this.
如果汤姆又迟到了，一点也不意 外，因为他一向如此。
2. By the time Igotup, my brother had already gotten in the shower.
by the time 在……以前,常引导表示过去的时间状语从句，主句常用过去完成时，即had+动词过去分词
e.g. By the timeIgot there, he had already left.
在我到那儿之前，他已经离开了。
3. So I justquicklyput on some clothes and rushed out the door.
rushout 冲出去, 冲出……
e.g. Henryrushedout the room and disappeared in the rain.
亨利冲出房间, 消失在了雨中。
Julia rushedout and didn’t return. 朱丽叶冲了出去, 再没回来。
4. Luckily, Carl’sdadsaw me on the street and gave me a lift in his car.
gave …a lift 捎……一程
e.g. Could yougiveme a lift, please?
请问你能否捎我一程?
Jim gave me alift on my way home yesterday.
吉姆昨天在我回家的路上捎了我一程。
如果有时间的话，再做以下练习吧!
Exercises
用方框内短语的适当形式填空。
1. Tom__________,running after his brother in the dark night yesterday.
2. __________ Iwas10, I had been able to either play piano or violin.
3. _________,Sammy!I have been late for you to go to school.
根据句意和汉语提示，填写单词。
1. There will bean__________ (意外的) surprise.
2. Thechildren_________ (冲，奔) out the schoolwhen the bell rang.
3. Yesterdaythegirl ________ (违反) the rule and herteacher was angry.
4. When I wasaboutto read my book, I found I ________ (忘了带) it athome.
XI. Homework
Write out thestoryof Mary, note to use the target language.
九年级英语的教案篇4
StarterUnit1
Goodmorning!
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、Roleplaying、pairwork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,Goodmorning!,hi,hello
2)能掌握以下句型：
①Goodmorning,Helen!
②Hello,Frank!
③Hi,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.Leadin
Listentoa“Goodmorning!”song.ThenSslearntosingthissong.
(利用JEFC教材中的Goodmorning!歌曲导入新课.)
Ⅱ.Presentation
1.ComeintotheclassroomandgreettheclasswithasmileandsayGoodmorning!Now,introducethewords“teacher”and“class”byusinggestures.Repeatthisseveraltimesandhavetheclassrepeatafteryou.Studentscananswerasawholegroup,asrowsandasindividuals.
T:(Bygestures)Teacher;Class
Ss:(Repeatafterteacher)Teacher;Class
2.PointtoyourselfandsayI’mMiss/Mr.…Havethemrepeat.ExplainthetermsMissandMr.inChinese.Ssrepeatthisafewtimeswithrowsandindividuals.
Ss:Miss/Ms.…(Ssrepeat)
Ss:Morning,Miss/Ms.…(Ssrepeat)
Ss:Goodmorning,Ms.,Mr.…(Ssrepeat)
3.Leavetheclassroom,returnandsayGoodmorning,class!HelpthestudentsrespondwithGoodmorning,Miss/Mr.…SaySitdown,please.Nowlet’sstartthelesson.
(Practiceitseveraltimes.)
Ⅲ.Game(ChooseanEnglishname.)
1.T:Wehavemanynewfriendsinourclassthisyear.TheyarefromtheU.S.A.andEngland.Whoarethey?Doyouwanttoknowthem?Nowpleaselookatthescreen.
(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。)
(ShowthepictureofBob.)
T:ThisisBob.(TeachSsBob)
Ss:Bob(Ssreadaftertheteacher.)
(Thenteachthename:Dale,FrankandEricinthesameway.TellSsthey&39;reboys.)
(ShowthepictureofGrace.)
T:ThisisGrace.(TeachSsGrace)
Ss:Grace(Ssreadaftertheteacher.)
(Thenteachthename:Helen,CindyandAliceinthesameway.TellSsthey&39;regirls.)
2.Ssreadthenamesaloud.ThenletsomeSsreadthenamestotheclass.
3.T:Nowlet&39;sworkon1a.Lookatthepicturein1aandwritedownthenamesinthepicture.Attention:Whichareboys&39;namesandwhicharegirls&39;names?
4.Chooseanameforyourselfinagroup.Thenpracticesaying:I&39;m…”(用汉语说明I&39;m…意为“我叫„„名字。”)
S1:I&39;mAlice.
S2:I&39;mBob.
…
Ⅳ.Listening
1.TellSsthatournewfriendsaregreetingeachother.Pleasekeepquiteandlistentherecording.
(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.Sslistenandrepeataftertherecording.
Ⅴ.Pairwork
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:YouareBob,yourpartnerisHelen.YouareDale,yourpartnerisEric.ThenyouareCindy,yourpartnerisAlice.Practicetheconversations.
Sspracticetheconversationsinpairs.
T:Exchangetheroles.Andpracticetheconversationsagain.
Ssexchangetherolesandpracticetheconversationsagain.
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:Goodmorning,Cindy!
S2:Hello,Frank!
S3:Goodmorning,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.LetsomeSsreadoutthelettersAa~Hh.(注意纠正学生们不准确的读音)
4.LetSstrytorememberthelettersAa~Hh.
5.Nowlet&39;sworkon2b.Listenandnumberthelettersyouhear[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:Nowlet&39;slearnhowtowritetheseletters.Firstlookatthepicturecarefullyin2c.ThentellushowtowritetheseEnglishletters.
2.SsreadandfindoutthewritingrulesofthelettersAa~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.Sstrytocopythelettersbythemselves.Tgoesaroundtheclassroomtogiveanyhelp.
4.LetsomeSscometotheBb,andwritedownthelettersontheBb.Checkwiththewholeclass.Ⅷ.Practice
1.TellSstolookatthepicturein2d.First,readthelettersaloud.ThenletsomeSsreadtheletterstotheclassaloud.
2.LetSstrytowritedownthemissingletters.Checktheanswerswithyourpartner.
3.LetsomeSscometheBbandwritemissinglettersontheBb.
(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.ReadandTalk
1.LetSslookatthepicturesin2e.LetsomeSsreadthelettersbeloweachpicture.
2.LetsomeSstalkaboutthemeaningofeachpicture.
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
Letthestudentsdosomelettersgamestoenjoyyourlesson，thefollowingistheinstruction.
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。
九年级英语的教案篇5
Ⅰ.Teachingaimsanddemands教学目标
1.Learnsomenewwordsandusefulexpressions:
cruel,proper,bytheway,bell,chairwoman,yet,grandson
2.Learnthepresentperfecttense:
Youhavejustcomebackfromyourhometown.
Wherehaveyoubeen,Jane?IhavebeentoMountHuangwithmyparents.
Bytheway,where’sMaria?ShehasgonetoCubatobeavolunteer…
3.Learnsomefunctionalsentences:
Ifeltsorryforthem.
Theregoesthebell.
Ⅱ.Teachingaids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-fingerTeachingPlan五指教学方案
Step1Review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!Thebellisringing.Let’sbeginourclass!(老师解释Thebellisringing等于Theregoesthebell，板书bell，要求学生掌握)
bell
Nicetoseeyouagain.Didyouenjoyyoursummerholidays?
Ss:Yes.
T:(问其中一学生)Hi,LiXueqing,wheredidyougoduringyoursummerholiday?
S1:Iwenttomygrandparents’home.
T:Whatdidyoudothere?
S1:Iwentfishing,swimmingandsoon.
T:WangXue,wheredidyougo?
S2:IwenttoWestLakewithmyfather.
T:Wow!WestLakeisabeautifulplace.Whatdidyoudothere?
S2:Ienjoyedthebeautifulscenery,tookphotosandboughtmanybeautifulcards.
T:LiYang,whataboutyou?
S3:Ihadtostayathometohelpmymotherwiththehousework.
T:Oh.Ifeelgladforwhatyoudid,andIthinkyou’reagoodgirl.You’rehelpful.S4,didyougotosummerclasses?
S4:Yes.Idid.IwenttoanEnglishtrainingschooltoimprovemyEnglish.IthinktheEnglishtrainingschoolisaniceplaceformetoimprovemyEnglish.
T:TheEnglishtrainingschoolisaproperplacetoimproveyourEnglish.
(板书生词，请学生猜汉语意思并领读，要求掌握。)
proper
Step2Presentation第二步呈现(时间:12分钟)
1.(创设对话情境。Mr.Smith组织Class2去野营。在校门口集合时发现Jim没来。对话呈现have/hasgoneto…，完成2。)
Smith:Hello!Everyone.Areweallhere?
Ss:No,Jimisn’there.
Smith:Doyouknowwhereheis?(教师帮助学生用hasgoneto和volunteer回答。)
Ss:Yes.HehasgonetoBeijingtobeavolunteerfortheOlympics.
(板书volunteer，让学生猜出意思。然后板书have/hasgoneto，解释并稍加操练。)
volunteer
have/hasgoneto…
(星期一Jim返回学校，Mr.Smith和Jim展开对话，呈现have/hasbeento…)
Jim:Goodmorning,Mr.Smith.
Smith:Goodmorning,Jim.YouhavejustcomebackfromBeijing.Howwasyourtrip?
Jim:Cool!AndIhavebeentomanyplacesofinterest.
(教师可用简笔画呈现have/hasbeento和have/hasgoneto，并讲解它们的区别。)
Hehasbeentoschool.
Hehasgonetoschool.
2.T:Mr.Smithandhisclasshadagoodtime.Bytheway,doyouknowwhatRita,JaneandKangkangdidduringtheholiday?
(板书bytheway，要求学生掌握)
bytheway
T:Now,listento1a.Kangkangandhisfriendsaretalkingabouttheirdifferentexperiences
duringtheirholidays.Payattentiontowhattheyhavedone.
(播放1a录音，注意文中主人公在暑假中的活动。)
T:From1a,weknowsomeonehasjustcomebackfromIndia.Whoisshe,SallyorRita?
(教师加重语气读hasjustcomeback。)
S1:Rita.
(学生若有疑问或答错，可再播放一遍录音。)
T:Yes.Youhavetherightanswer.RitahasbeentoherhometowninIndiainhersummerholiday.ButnowsheisinChina.WecansayshehasbeentoIndia.WherehasJanebeen?
S2:MountHuang.
(教师引导学生用现在完成时表达。)
T:Yes.ShehasbeentoMountHuang.WherehasKangkangbeen?
S3:HehasbeentoanEnglishtrainingschool.
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:Listentothetapeagain.Andthentalkaboutwhattheyhavedone.
(多媒体展示康康、简、丽塔和玛丽亚的图像和hasbeento。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:Kangkanghasbeento…
Ritahasbeento…
Janehasbeento…
…
(教师展示印度童工图画。)
T:Theyareasoldasyou.Whatweretheydoing?
S4:Theywereworking.Theylookedsotiredandthin.
T:RitasawthemworkingforacruelbossinherhometowninIndia.Theycouldn’tgotoschool.Theylivedapoorlife.Ifeltsorryforthem.
(板书cruel，要求学生掌握)
cruel
Step3Consolidation第三步巩固(时间:10分钟)
1.T:Now,openyourbooks.Pleaseread1a.Andthenfillinthechartin1b,accordingto1a.
(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/hasbeento这一基本句型。)
2.T:KangkanghasbeentoanEnglishtrainingschooltoimprovehisEnglish.RitahasbeentoIndia.Whataboutyou?Wherehaveyoubeen?Andwhatdidyoudo?Pleaseworkingroupstotalkaboutyoursummerholidays.
(学生三人一组进行问答。)
T:Whowilltrytoactitoutinfrontofclass?
(挑几组学生进行表演，并对学生进行适时指导和鼓励。)
Forexample:
S1:IhavebeentoWestLake.
S2:(指S1问S3)Wherehashe/shebeen?
S3:He/ShehasbeentoWestLake.
S2:(问S1)Whatdidyoudothere?
S1:Iwentboatingonthelake.
S2:(指S1问S3)Whatdidhe/shedothere?
S3:He/Shewentboatingthere.
(教师引导学生区别一般过去时与现在完成时。)
Step4Practice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.Wherehaveyoubeen?
B:IhavebeentoShanghai.
A:Whendidyougothere?
B:Iwenttherethissummerholiday.
…
C:Hi,D.WherehasLucygone?
D:ShehasgonetoMountTai.
C:Whydidshegothere?
D:Becauseshewantedtoseethesunrisethere.
…
2.(根据呈现的have/hasbeento…和have/hasgoneto…，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)Myteachergaveusthepanswer.(首字母填空)
(2)Ialsowanttobeavforthe2008Olympics.(首字母填空)
(3)These(chairwoman)can’tagreewitheachother.(适当形式填空)
(4)—Hi,Michael.Howwasyourholiday?
—Wonderful!BecauseItomanyfamousmountains.(单项选择)
A.wentB.havebeenC.havegoneD.hasgone
(5)—Where’sJane,Maria?
—Sheherhometowntoseehergrandparents.(单项选择)
A.returntoB.hasgonetoC.hasbeentoD.havegoneto
Step5Project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。)
NameWherehashe/shebeen?Whatdidhe/shedo?
…
…
2.Homework:Writeasurveyreport.
(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?)
九年级英语的教案篇6
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
2)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. Revision
1. 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 in
1. 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。
3. 学生们，按老师指导的方法进行阅读，并快速回答这二个问题。
4. 最后，教师让部分学生回答答案，并校对答案。
III. Reading
Work on 3b:
1. 告诉学生们再次阅读短文内容，并完成3b中的问题。
2. 让学生们先读这五个问题，确信所有的学生都能理解这些问题的意思。
3. 然后仔细回读短文，在短文的相关信息处划线，并回答出问题。
3. 让学生们回答问题，校对答案。
Ⅳ. Careful Reading
Work on 3c
1. 告诉学生们本学习活动的要求：写出下列指示代词在短文所指代的事物。
2. 让学生们读3d中的内容，理解黑体指示代词所处的句子的意思，及其上下文的意思，开动自己大脑进行思维，确定它们所指的内容。
3. 如果不能确定，可以在小组内进行讨论。
4. Checktheanswers.
V. Post reading
Ask Ss to fillinthe blanks to complete the passage.
Kang Jian isa____________ student from Shanghai. Last year he went to visit his auntanduncle in San Francisco. He ______ it interesting that so many _________ inthelocal shops ______________ China. She wanted to buy a _________ for hiscousin,but even though most of the toys were _______ brands, they were madein________.
Read thesecondparagraph and fill in the blanks.
Toys are nottheonly things made in China. ______, there were many other things madeinChina--footballs, handbags, pet food, mobile phones. Even ______________aremade in China. He ________that Americans could_______ ______ ______productsmade in China.
He thinks it’sgreatthat China is so good at ________ these _________ _________. He wishesthatChina will also get better at making ________________ __________ in thefuture.And people can buy those products in ______ ______ of the world.
Ss try to fill intheblanks by themselves.
Check theanswerswith the Ss.
VI. Explanations
1. no matter 无论;不论
no matter意为“无论”与“what, who, which,where, how”等疑问词连用，引导让步状语从句。
e.g. No matterwhatyou say, I won’tbelieve you.
无论你说什么，我都不会相信你。
No matterwhen you are free, you can come herefor a cup of tea.
无论你什么时候有空，都可以来这里喝杯茶。
2.localadj. 当地的;本地的
e.g. Thelocalpeople are always friendly to tourists. 当地人对游客一向很热情。
3. avoidv. 避免;回避
avoid doing sth.避免做某事
avoid 后面常跟名词、代词或动名词作宾语，但不能跟不定式作宾语。
e.g. They triedtoavoid making Mrs. Li angry. 他们尽量避免让李老师生气。
Jack keptback his anger and avoided a fight.
杰克压住了怒火，避免了一场斗殴。
4. mobileadj. 可移动的;非固定的
mobile phone 手机
e.g. Wouldyouplease give us some details of your mobile phone?
你能给我们一些你的手机的细节吗?
5. everydayadj. 每天的;日常的
everyday是every和day构成的合成词。everyday是形容词, 仅用在名词前作定语，不能单独使用。
e.g. everyday life日常生活everydayactivities 日常活动
everyday与every day 辨析
every day是副词短语，意为“每天”，用作时间状语。
e.g. Theteacherasked us to read English books every day.
老师让我们每天都要读英语。
VII. Exercises
用括号中单词的适当形式填空
1. One who goesto______ (French) never fails to visit Paris.
2. How soonwouldyou like to have these ___________ (product) done?
3. In the crowd,Samlooked aside to avoid _________ (see) Jane and Mary.
4. Is this kindofbicycle______ (make) in Shanghai?
5. The______(locally) government listed him as an elderly person of no home.
Homework
1. Read thepassageseveral times after school.
2. Makesentenceswith these words:
no matter, bemade in, find it + adj. that…,even though, avoid doingsth., everyday things
九年级英语的教案篇7
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, glove
2) 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 revision
1. 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。
It’sproduced inmany ________ _______.
⑦茶是如何制成的?
_____ istea__________?
⑧茶树种植在山坡上。当茶叶长成后，它们被手工采摘下来，然后送去加工。
Tea plants____________ on the sides of the mountains. When the leaves are ready they___________ by hand and then ______ ______for _________.
⑨在杭州人们种植茶叶。
People_______________ in Hang Zhou.
Tea _____________(by people) in Hang Zhou.
Ⅲ. Summary
一、被动语态
当主语为动作的执行者时, 谓语的形式为主动语态;当主语为动作的承受者时, 谓语要用被动语态。
e.g. Manypeoplespeak English.
(主动语态, 句子的主语manypeople是动作speak的执行者)
English is spokenbymany people.
(被动语态, 句子的主语English是动作speak的承受者)
二、被动语态的构成
被动语态由“助动词be + 及物动词的过去分词”构成。与主动语态一样，被动语态也有时态、人称和数的变化, 其变化规则与be作为连系动词时完全一样。
肯定式 否定式 疑问式
一般
现在时 Iam asked …
He/She is asked …
We/You/They are
asked… I am not asked…
He/She is notasked…
We/You/They arenotasked … Am I asked …?
Is he/she asked …?
Are we/you/they
asked …?
IV. Practice
1. Work on 4a:
Tell Ss to readthesentences in 4a and try to fill in the blanks with the correct forms oftheverbs in brackets.
Learn somenewwords.
2. Work on 4b:
1) 让学生们阅读句子，理解句子的意思，为进行句子转换做好准备。
2) 将主动语态句变为被动语态句时，应先确定句子的谓语动词，并找出句子的宾语。然后，将句子的宾语变成被动句的主语，将谓语动词变成be+ V-ed形式。
3) 逐句进行分析推敲，确定括号中单词的恰当时态。
4) 最后，通读一遍句子，进行综合理解，看句子是否通顺，合理。
5) Check theanswerswith the Ss.
Learn somenewwords.
V. Talking
1. Askfiveclassmates about something they are wearing or have in their schoolbags.Thelist of words below may help you. (Learn some new words.)
2. Let one pairreadout the conversation in the box as a model.
3. 提示学生们运用左侧方框中的示例词。
4. 让学生们以小组为单位分别自主发挥，用英语谈论自己的物品的制作材料及生产地点。
Homework
将下列句子变成被动语态句
1. We usecomputersto search information.
2. The teacheroftenrepeats the story.
3. They don’tallowfishing here.
4. Bill looksafterhis cat carefully.
5. We don’toftenspeak English at home.