欢迎来到淘文阁 - 分享文档赚钱的网站! | 帮助中心 好文档才是您的得力助手!
淘文阁 - 分享文档赚钱的网站
全部分类
  • 研究报告>
  • 管理文献>
  • 标准材料>
  • 技术资料>
  • 教育专区>
  • 应用文书>
  • 生活休闲>
  • 考试试题>
  • pptx模板>
  • 工商注册>
  • 期刊短文>
  • 图片设计>
  • ImageVerifierCode 换一换

    冀教版九年级英语上册优秀教案最新.docx

    • 资源ID:21241335       资源大小:33.38KB        全文页数:44页
    • 资源格式: DOCX        下载积分:10金币
    快捷下载 游客一键下载
    会员登录下载
    微信登录下载
    三方登录下载: 微信开放平台登录   QQ登录  
    二维码
    微信扫一扫登录
    下载资源需要10金币
    邮箱/手机:
    温馨提示:
    快捷下载时,用户名和密码都是您填写的邮箱或者手机号,方便查询和重复下载(系统自动生成)。
    如填写123,账号就是123,密码也是123。
    支付方式: 支付宝    微信支付   
    验证码:   换一换

     
    账号:
    密码:
    验证码:   换一换
      忘记密码?
        
    友情提示
    2、PDF文件下载后,可能会被浏览器默认打开,此种情况可以点击浏览器菜单,保存网页到桌面,就可以正常下载了。
    3、本站不支持迅雷下载,请使用电脑自带的IE浏览器,或者360浏览器、谷歌浏览器下载即可。
    4、本站资源下载后的文档和图纸-无水印,预览文档经过压缩,下载后原文更清晰。
    5、试题试卷类文档,如果标题没有明确说明有答案则都视为没有答案,请知晓。

    冀教版九年级英语上册优秀教案最新.docx

    冀教版九年级英语上册优秀教案冀教版九年级英语上册优秀教案1 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。 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,但不详细说明何人或何物。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、名词全部格等修饰词语时。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。 冀教版九年级英语上册优秀教案2 学习目标 1.通过学习短文,驾驭如何处理我们在学习、生活中遇到的问题和挑战。 2.驾驭下列学问点: 重点词汇:soft,unless,solve,regard,influence,friendship,lose,development 重点短语:look up write down make up deal with regard as be angry with go by as a second language 重点句型: If you don't know how to spell new words,look them up in a dictionary. As 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 .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 .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.假如不;除非 例如:l won't go to the party unless I am invited. 除非我受到邀请,否则我不会去参与晚会的。 unless 作连词,引导条件状语从句,含有否定意义,相当于if.not. (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 regard.as.意为“把当作”,后接名词或形容词。 (2)我们把老师当作的挚友。 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 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。 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. 假如你不知道如何拼法生词,查一下词典。 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。 (4)假如明天下雨我就不去公园了。 I go to the park if it tomorrow. look 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。 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。 (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化中的每一个挑战是我们的义务。 It 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。 (6)学好英语对我们来说不简单。 Its not easy for us _ _ _ _ my teachers. with the help of sb.意为“在某人的帮助下”,同义短语为with ones help。 (7)I passed the exam with my teachers help(同义句转换) I passed the exam _ _ _ _ my teachers. 当堂检测 . 依据句意及首字母提示完成单词 1.U _ you tell me the truth,I wont 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. .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. .依据汉语提示完成句子 9.昨天我妈妈生我气了。 My mother _ _ _ me yesterday 10.爱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(1a2c) 学习目标 1.谈论自己过去喜爱的事情。 2.驾驭下列学问点: 重点词汇:hate,candy,chew,gum 重点短语:walk to school on the soccer team all the time worry about chew gum 重点句型: We have to take the bus to schoo1. 语法:反意疑问句 预习导学 .英汉短语互译。 1.步行去上学 2.chew gum 3.始终;总是 4.nt he soccer team .预习Section Bla,1b,写出你小时候喜爱的事情。 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.厌烦;恨;不喜爱 例如:I used to hate music class.我过去厌烦音乐课。 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。 (1)他不喜爱在晚上开车 He hates_at night. 2.chew.嚼;咀嚼 (2)吃饭要细嚼慢咽。 You must_your food well before you swallow it. 3.worry about担忧;焦虑 与be worried about同义 (3)不要担忧她。 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。 have to意为“必需;不得不”,后跟动词原形。 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。 (4)他不得不早起赶早班车。 Heget up early to catch the early bus。 (5)我们必需学好英语。 We_learnEnglish_. take the bus意为“乘公共汽车”,“take+the+交通工具”,相当于“by+交通工具”。 (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状况或建议,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。 主句为确定陈述句,反意疑问部分为否定形式,即“前肯后否”式。 (7)You are a student, 主句为否定陈述句,反意疑问部分为确定形式,即“前否后肯”式。 (8)He hasn't finished his homework, (2)反意疑问部分的主语和谓语的确定 反意疑问部分的主语用代词而不用名词。 (9)My brother likes playing basketball, 陈述句中含有否定意义的词,如little,few, never ,hardly,nothing,nobody等,其反意疑问部分用确定形式。 (10)He knows little English, 陈述句是“there be”结构时,其反意疑问部分用“be+there。 (11)There is a post office near the school, 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。 (12)Let's go home, (13)Don't be late again, 陈述句中含有情态动词must时,若must表示“必需”时,反意疑问部分用needn't。若must表示推想“肯定;想必”之意时,其反意疑问部分的动词应依据must后面的动词来确定。 (14)We must work hard, (15)She must have finished her homework, 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样。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样。 (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 应依据详细的语言环境确定用确定回答或否定回答,即依据事实回答。对“前否后肯”式的反意疑问句的回答要留意其回答形式要一样,即确定用Yes,后面的部分用确定形式,Yes译为“不”;否定用No,后面的部分用否定形式,No意为“是的”。 (18)Your father isn't a doctor, is he -(不,他是). 当党检测 .依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_(厌烦)gym class. 5.He is a basketball P_. .依据汉语提示完成句子 6.I don't(担忧)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. 冀教版九年级英语上册优秀教案3 . 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, wheres Maria? She has gone to Cuba to be a volunteer 3. Learn some functional sentences: I felt sorry for them. There goes the bell. . 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 . Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:12分钟) (通过老师询问暑期活动,导入话题,呈现现在完成时和部分生词。) T: Listen! The bell is ringing. Lets begin our class! (老师说明The bell is ringing等于There goes the bell,板书bell,要求学生驾驭) 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 youre a good girl. Youre 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,要求驾驭。) proper Step 2 Presentation 其次步 呈现(时间:12分钟) 1. (创设对话情境。Mr. Smith组织Class 2去野营。在校门口集合时发觉Jim没来。对话呈现have/has gone to,完成2。) Smith: Hello! Everyone. Are we all here? Ss: No, Jim isnt here. Smith: Do you know where he is?(老师帮助学生用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,说明并稍加操练。) volunteer have/has gone to (星期一Jim返回学校,Mr. Smith和Jim绽开对话,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. (老师可用简笔画呈现have/has been to和have/has gone to,并讲解它们的区分。) 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,要求学生驾驭) 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,留意文中主子公在暑假中的活动。) T: From 1a, we know someone has just come back from India. Who is she, Sally or Rita? (老师加重语气读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. (老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,要求学生驾驭。) 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,老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

    注意事项

    本文(冀教版九年级英语上册优秀教案最新.docx)为本站会员(ylj18****41534)主动上传,淘文阁 - 分享文档赚钱的网站仅提供信息存储空间,仅对用户上传内容的表现方式做保护处理,对上载内容本身不做任何修改或编辑。 若此文所含内容侵犯了您的版权或隐私,请立即通知淘文阁 - 分享文档赚钱的网站(点击联系客服),我们立即给予删除!

    温馨提示:如果因为网速或其他原因下载失败请重新下载,重复下载不扣分。




    关于淘文阁 - 版权申诉 - 用户使用规则 - 积分规则 - 联系我们

    本站为文档C TO C交易模式,本站只提供存储空间、用户上传的文档直接被用户下载,本站只是中间服务平台,本站所有文档下载所得的收益归上传人(含作者)所有。本站仅对用户上传内容的表现方式做保护处理,对上载内容本身不做任何修改或编辑。若文档所含内容侵犯了您的版权或隐私,请立即通知淘文阁网,我们立即给予删除!客服QQ:136780468 微信:18945177775 电话:18904686070

    工信部备案号:黑ICP备15003705号 © 2020-2023 www.taowenge.com 淘文阁 

    收起
    展开