九年级英语教案范文汇总.docx

九年级英语教案范文九年级英语教案范文1 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: Its 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. Its hard / easy to work out these maths problem. 2. Its exciting to watch football matches. 3. Its interesting to read history books. 4. Its 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. Im 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. 我须要一些喝的东西。 3. 他有很多家务要做。 4. 她叫我说慢一点。 5. 在街上踢足球很危急。 6. 学外语不简单。 7. 我不知道去哪里。 8. 叫他不要迟到。 X. Homework 1. Revise the use of the grammar. 2. Make sentences with the Infinitive. 九年级英语教案范文2 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: Whats the population of China and whats 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). Thats to say Indias population is smaller than Chinas .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 dont 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. 九年级英语教案范文3 Properties: Computer, Projector, PPT document provided. Teaching Objectives: 1. Let the students understand the dialogue and learn new words. 2. Go over the Past Perfect Tense. Language Focus: New words: British, fail, summit, misty, mist Useful expressions: disappear into, the first men to do tins, try to reach the top of Teaching Procedures: I. Showing the teaching aims II. Revision Ask the students to act out the dialogue is provided in Lesson 69-1.asf III. Lead in Give the students some information and pictures about Mount Qomolangma, and check their homework. Let them speak something about the history of climbing the Mount Qomolangma. For example: It was formed 60million years ago and ascends to the height of 8850. Surveyor General Andrew Waugh proposed to name the mountain Everest after his predecessor, George Everest. This name prevailed until today, although the mountain has two local names - Qomolangma in Tibetan, Sagarmatha in Nepali. IV. Watch and listen Ask the students to watch the flash Because it is there.swf which is provided. Listen the text carefully, and finish the questions: True or False 1. Mount Qomolangma is the tallest mountain in the world. () 2. George Mallory is a professional (职业的) mountain climber. () 3. Mallory had tried four times to reach the top of the mountain. () 4. In 1921 he tried to climb the mountain for the first time. () 5. Edmund Hillary and Tenzing Norgay were thought to be the first men to reach the top of the mountain. () 6. Edmund Hillary found Mallorys body in 1999. () Answers： 1. 2. × 3. × 4. 5. 6. × V. Read the text Let the students read the text carefully and grasp the main idea of this article. And find out what happened in different years (1921, 1922, 1924, 1953, 1999). Main idea: A story about George Mallorys climb of Mount Qomolangma. VI. Explanation mist mist n. 雾，a thin fog made by very small drops of water in the air. 其形容词为misty，比较级为mistier，级为mistiest。 wonder v. = question是“想要知道”的意思，它常跟宾语从句。同时它还有“感到惊异”之意。 aliveE5laivadj.活着的，come alive表示“活跃起来”，stay alive表示“接着活着;幸存”的意思。 be busy dong sth 是“忙于做某事”的意思。 VII. Practise Show the film of Lesson 70-2.asf which is provided. Finish the exercises 2 on Page 88, and practise the sentences one by one. VIII. Homework Why Because its there is used as the topic of this article? What spirit do this sentence show us? Write something about it. 九年级英语教案范文4 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运用。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： 驾驭： 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识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。老师同时要以特别的表达导入介词“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.主谓一样，即be动词的单复数。 Where is/ Wheres ? It is/ Its on/ in/behind/near/under the Where are/ Wherere ? They are/ Theyre on/ in/behind/near/under the 留意语序： 特别疑问句： 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 / cant see Can you see ? Where is /Wheres? It is / Its in, behind, near, under the Where are /Wherere ? They are / Theyre 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学问，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，旁边)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。 为了使学生能够准确把握介词的特点，我们在训练的最初阶段应当集中展示两个物体之间的改变，不要过早的变换物体，这样学生就能全神贯注的体会位置表达的基本方法。留意以下几点： 1.创设一个合乎生活逻辑的语境。 2.找寻一个非设计空间表达不行的动机。如：找寻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。- Wheres the brush? - Its under the teachers table.老师也可自问自答。尽量从交际动身，削减纯句型练习。 3.确定对话参加者之间的特定关系。 在物体选择上，一大一小，构成一主一从的格局。建议老师运用一个色调显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，引起学生更大的爱好。 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，告知学生东西的位置。这个练习事先和课代表打算好。课上给全班同学演示。其目的是告知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: Its 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，但肯定是课堂上反复练习过的。多用直观的方式供应物体的位置，适量中文。留意以下几点： 1.清晰的展示物体的位置。 2.严格限定表示条件。 3.快速反馈改正信息。 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。 情感教化建议 通过本课的确定位置，以及找寻物品，告知学生应养成放好自己的物品，不乱扔乱放东西的习惯，培育学生乐于助人，帮助别人找寻东西，以及拾到东西应交公或交还失主的良好品德。 可利用本课所供应的内容，Taiwan, Hong Kong, Macao, SAR, 进行爱国主义教化。 情景教学 学习方位表达在日常生活中很有用。我们身边有许多可就地取材的东西，建议老师在教、学生在学的时候，都不要忽视了身边的实物。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娴熟自然，学以致用。看地图讲地名，要求学生有地理学问。老师不妨在课前让学生熟识一下地图，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，巩固所学学问，提高学习爱好。 九年级英语教案范文5 The First Period .TeachingAimsandDemands 1.KnowledgeObjects (1)KeyVocabulary restroom,shampoo,stamp (2)TargetLanguage Excuseme.CanyoupleasetellmewhereIcangetadictionary? Sure.TheresabookstoreonRiverRoad. 2.AbilityObjects (1)Trainstudentslisteningability. (2)Trainstudentscommunicativecompetence. 3.MoralObject Helpingeachotherisveryimportant.Itisagoodquality. .TeachingKeyPoint TargetLanguage .TeachingDifficultPoints 1.Howtotrainstudentslisteningability. 2.Howtotrainstudentscommunicativecompetence. .TeachingProcedures StepRevision T:Yourenewtothisschool.Youneedtoknowwherethemainofficeis.Howcanyouaskwherethemainofficeis? S1:Wheresthemainoffice? T:Thatsonewaytoask.Butthereisamorepolitewayyoucanask.Youcansay,Canyoutellmewherethemainofficeis?Classrepeat.Canyoutellmewherethemainofficeis? Ss:Canyoutellmewherethemainofficeis? T:Thatscorrect.NowletssayyouwanttoknowwhereClassroom1is.Howcanyouask? S2:CanyoutellmewhereClassroom1is? T:Good!Theresanotherpolitewayyoucanask:CouldyoutellmehowtogettoClassroom1?Classrepeat.CouldyoutellmehowtogettoClassroom1? Ss:CouldyoutellmehowtogettoClassroom1? T:Thatsright.Verygood. Step1a Gothroughtheinstructionswiththeclass. Readthelistofthingstotheclass.Toreviewthemeaningofeachitemonthelist,invitedifferentstudentstosayeachphraseintheirownwords. Pointtotheletteredpartsofthepictureonebyone. Askastudent:Whatkindofplaceisthis? Whatdotheysellthere?Dowehaveoneinourcommunity?Whatisthenameoftheoneinourcommunity? Pointoutthesampleanswer.Say,Thelettercisinfrontofthewordsbuyshampoobecauseyoucouldbuyshampooinadepartmentstore.Theremaybemorethanonecorre