在中國發展到今天，英語已經不僅僅是一種語言了，它還是一種渠道和溝通的橋梁，讓我們熱愛英語吧。這次小編給大家整理了冀教版九年級英語上冊優秀教案，供大家閱讀參考，希望大家喜歡。

冀教版九年級英語上冊優秀教案1

教學目標(Teaching Aims)

通過本課教學，使學生初步學會說：什么東西或什么人在什么地方，即人或物所在的位置。并要求學生盡可能在交際場合使用。本課只教學生靜態位置的表達。(動態位置以后再學)要學習be動詞，介詞in, on, near, behind, under以及定冠詞the和不定冠詞a/an的用法。

詞匯學習： 掌握： of, classroom, answer, blackboard, some, schoolbag, flower, find, window

理解： broom, raincoat, cap, Hong Kong, Macao, SAR

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

教學建議

本課主要學會表達大范圍 (Where is Beijing?) 和小范圍 (Where is my desk?) 的空間關系。小范圍的空間關系，可利用教室里的物品練習句型。老師可不斷的變換物品的位置讓學生熟悉前面提到的幾個介詞。

大范圍的空間關系，老師可利用地圖讓學生確認我國主要城市的位置。老師同時要以特殊的表達導入介詞“特指the”與“泛指a/an”用法。

以上表達應會聽、說、(包括會問回答)讀，語調語、音基本正確。

輔音音標的發音不必一步到位。如; /s/, /z/

教學重難點分析

1.句型

a.主謂一致，即be動詞的單復數。

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…

注意語序：

特殊疑問句： 疑問詞 + 是動詞 + 主語 + 問號

b. 介詞in, on, near, behind, under的用法; 可組成介詞短語。

介詞 + 定冠詞 + 名詞

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

2. 日常交際用語

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…

單詞訓練建議

classroom, blackboard, schoolbag, raincoat，football 均為合成詞。可讓學生利用所學過的單詞知識，自學這些單詞。

學生能自學的詞盡量讓學生自學，老師可稍加引導，以下單詞可遷移，讓學生自己讀 behind → find room →broom

口語訓練建議

本課的口語訓練應放在空間關系上。并應當貫穿始終。口語訓練重要的一環就是正確引入“位置”所謂概念。這與中文有較大的差異。中文說：在… 里，(上，后面，附近)的結構，英文只用一個介詞，不同的介詞比表達了不同的位置，而且一般要與定冠詞the連用。向學生們介紹介詞時，多用直觀展示，適當用中文。

為了使學生能夠確切把握介詞的特點，我們在訓練的最初階段應當集中展示兩個物體之間的變化，不要過早的變換物體，這樣學生就能聚精會神的體會位置表達的基本方法。注意以下幾點：

1.創設一個合乎生活邏輯的語境。

2.尋找一個非設計空間表達不可的動機。如：尋找一個提問者看不見的東西。 老師上課找不見黑板擦，問一個學生。---- Where’s the brush? ---- It’s under the teacher’s table.老師也可自問自答。盡量從交際出發，減少純句型練習。

3.確定對話參與者之間的特定關系。

在物體選擇上，一大一小，構成一主一從的格局。建議教師使用一個色彩鮮明的大紙盒和一個具有對比色度的小球，然后再換成玩具小動物，如小狗或小貓等，引起學生更大的興趣。

畫一只貓和一個盒子，這只貓分別在盒子的四個位置，即在上、在下、在里、在后。

運用型訓練建議

老師可設計一個讓學生去辦公室去拿東西的情景，告訴學生東西的位置。這個練習事先和課代表準備好。課上給全班同學演示。其目的是告訴學生們介詞在生活中的運用。

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.

筆頭訓練建議

老師可設計一些基本的測試性的筆頭練習，但一定是課堂上反復練習過的。多用直觀的方式提供物體的位置，適量中文。注意以下幾點：

1.清楚的展示物體的位置。

2.嚴格限定表示條件。

3.迅速反饋改正信息。

語法訓練建議

冠詞訓練

a. 第一次提到用a/an。

b. 定冠詞特指后接單述或復數名詞。

可指教室里存在的東西，如：地面、時鐘、桌椅等， 大家都知道的物品。

c. 位置介詞的用法。

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

情感教育建議

通過本課的確定位置，以及尋找物品，告訴學生應養成放好自己的物品，不亂扔亂放東西的習慣，培養學生樂于助人，幫助別人尋找東西，以及拾到東西應交公或交還失主的良好品德。

可利用本課所提供的內容，Taiwan, Hong Kong, Macao, SAR, 進行愛國主義教育。

情景教學

學習方位表達在日常生活中很有用。我們身邊有很多可就地取材的東西，建議老師在教、學生在學的時候，都不要忽略了身邊的實物。如：書包在哪里，書在哪里，桌椅在哪里等。同學們要盡可能練到脫口而出，這樣在交際時才能做到熟練自然，學以致用。看地圖講地名，要求學生有地理知識。老師不妨在課前讓學生熟悉一下地圖，知道三亞在海南，西安在陜西。此后再學用英語表達難度會小些。如有可能，再讓學生看看美國地圖、英國地圖，談談倫敦在哪兒，華盛頓、紐約在哪兒，鞏固所學知識，提高學習興趣。

冠詞a/an, the的用法

冠詞是用在名詞前幫助說明所指的人或事物。其分為不定冠詞(a, an)和定冠詞(the)。

不定冠詞a和an的功能

1、 指人或事物的某一種類。例如：He is a student..他是學生。

2、 指人或某事物，但不具體說明何人或何物。例如;A boy is over there.

3、 表示數量“一”的概念。例如：I have a bike, a computer and a small room. 我有一輛自行車、一臺電腦和一個小房間。

4、 用于某些固定詞組中。例如：have a look, have a seat等。

定冠詞the的用法描述

1. 用來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).桌上的書是我們老師的。

2. 常用在上文提到過的人或事物的名詞前。例如：There is a chair in the room. A woman is on the chair. The woman in lilys mother.房間里有一把椅子，一位婦女坐在椅子上，那位婦女是莉莉的媽媽。

3. 用來指說話人雙方都知道的人或事物。例如：Where is the teacher?老師在哪兒(雙方都知道指的是哪個老師)?

4.在世界上獨一無二的事物前。如：the moon

5. 在序數詞和形容詞級前。如：the youngest boy(最年輕的男孩) the first lesson(第一課)

6. 用在樂器類前。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. 用在一些習慣用語中。例如：in the morning, in the same class等。

何時不用冠詞?

1. 在專用名詞前。例如： in China; in Grade One等。

2. 名詞前已有了做定語用的形容詞、某些代詞、名詞所有格等修飾詞語時。例如：this pencil; his knife等。

3. 表示一類人和事物的復數名詞前。例如：These are oranges.

4. 在稱呼語或頭銜的名詞前。例如：This is Miss Gao/ Mr. Wang/ Mrs. Liu.

5. 在某些習慣用語中。例如：go home; go to school等。

冀教版九年級英語上冊優秀教案2

學習目標

1.通過學習短文，掌握如何處理我們在學習、生活中遇到的問題和挑戰。

2.掌握下列知識點：

■重點詞匯：soft，unless，solve，regard，influence，friendship，lose，development

■重點短語：①look up ②write down ③make up ④deal with

⑤regard as ⑥be angry with ⑦go by ⑧as a second language

■重點句型：

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.

預習導學

Ⅰ.預習單詞，完成下列各詞。

1.unfair(反義詞)________ 　2.friend(形容詞________ 　3.easy(副詞)

4.important(反義詞________ 　 5.agreement(反義詞

Ⅱ.預習Reading部分，回答下列問題。

6.How do we deal with our problems

合作研討

一、重點單詞與短語

1.unless conj.如果不;除非

例如：l won't go to the party unless I am invited.

除非我受到邀請，否則我不會去參加晚會的。

【拓展】unless 作連詞，引導條件狀語從句，含有否定意義，相當于if...not...

【跟蹤訓練】

(1)You will fail the exam unless you work harder.(同義句轉換)

You will fail the exam the exam ________ you ________ work harder.

2.regardv.將……視為

【拓展】regard...as...意為“把……當作……”，后接名詞或形容詞。

【跟蹤訓練】

(2)我們把老師當作的朋友。

We ________ our teachers ________ our best friends.

3.deal with處理;應對

例如：How do you deal with your challenges in your study

你如何處理學習中的挑戰

【辨析】deal with/do with

deal with的同義短語為do with，意為“處理”。deal with與how連用;do with與what連用。

【跟蹤訓練】

例如：How do we deal with our problems(同義句轉換)

Do we ________ ________ our problems

二、重點句型

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寫生詞，查一下詞典。

【精解】①證引導條件狀語從句，主句是一般將來時、祈使句或含有情態動詞can、may等時，從句要用一般現在時。

【跟蹤訓練】

(4)如果明天下雨我就不去公園了。

I go to the park if it tomorrow.

【精解】②look up“動詞+副詞”短語，意為“查閱;查找”，若名詞作賓語，可以置于副詞叩之前或之后;若代詞作賓語，只能置于look叩中間。例如：look the new words up=look up the new words查閱生詞;look it/them up查閱。

【辨析】look up/look at

Look at“動詞+介詞”型短語，意為“看……”，名詞或代詞作賓語時，只能置于介詞之后，而不能置于短語中間。

【跟蹤訓練】

(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.

作為年輕人，在老師的幫助下盡努力來應對教育中的每一個挑戰是我們的義務。

【精解】①It is +n./adj.(for sb.)to do sth.意為“做某事(對某人來說)是....”，其中北是形式主語，真正的主語是后面的動詞不定式。

【跟蹤訓練】

(6)學好英語對我們來說不容易。

It’s not easy for us ________ ________ ________ ________ my teachers.

【精解】②with the help of sb.意為“在某人的幫助下”，同義短語為with one’s help。

【跟蹤訓練】

(7)I passed the exam with my teachers’ help(同義句轉換)

I passed the exam ________ ________ ________ ________ my teachers.

當堂檢測

Ⅰ. 根據句意及首字母提示完成單詞

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.用所給單詞的適當形式填空

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.根據漢語提示完成句子

9.昨天我媽媽生我氣了。

My mother ________ ________ ________ me yesterday

10.保護環境是我們的責任。

to protect the environment.

11.我們應當把這個難題當作一次新的挑戰。

We should ________ the problem ________ a new challenge.

Unit 2

Section B(1a—2c)

學習目標

1.談論自己過去喜歡的事情。

2.掌握下列知識點：

■重點詞匯：hate，candy，chew，gum

■重點短語：①walk to school ②on the soccer team ③all the time

④worry about ⑤chew gum

■重點句型：

We have to take the bus to schoo1.

■語法：反意疑問句

預習導學

Ⅰ.英漢短語互譯。

1.步行去上學

2.chew gum

3.一直;總是

4.nt he soccer team

Ⅱ.預習Section Bla,1b,寫出你小時候喜歡的事情。

5.I used to like

6.I used to

7.I used

合作研討

一、重點單詞與短語

1.hateu.討厭;恨;不喜歡

例如：I used to hate music class.我過去討厭音樂課。

【拓展】hate后跟名詞、代詞、動名詞或不定式作賓語,同義詞為dislike，反義詞like。

【跟蹤訓練】

(1)他不喜歡在晚上開車

He hates________________at night.

2.chew.嚼;咀嚼

【跟蹤訓練】

(2)吃飯要細嚼慢咽。

You must________________your food well before you swallow it.

3.worry about擔心;焦慮

【拓展】與be worried about同義

【跟蹤訓練】

(3)不要擔心她。

Don'ther.

二、重點句型與語法

■句型

We have to take the bus to schoo1.

我們不得不乘公共汽車去上學。

【精解】①have to意為“必須;不得不”，后跟動詞原形。

【辨析】have to/must

have to具有客觀性，不以人的主觀意志為轉移;而must強調主觀性。have to可以用于各種時態，而must則不能。

【跟蹤訓練】

(4)他不得不早起趕早班車。

Heget up early to catch the early bus。

(5)我們必須學好英語。

We________________learn　English________________.

【精解】②take the bus意為“乘公共汽車”,“take+the+交通工具”，相當于“by+交通工具”。

【跟蹤訓練】

(6) go to school by bus every day.(同義句轉換)

I ________________to schoo1 every day.

■語法

反意疑問句

反意疑問句，表示說話人提出某種情況或建議，詢問對方是否同意。

(1)反意疑問句的結構

反意疑問句是由“陳述句+反意疑問部分”構成，其反意疑問部分的結構是：be動詞/助動詞/情態動詞+主語。否定形式要用縮略形式。

①主句為肯定陳述句，反意疑問部分為否定形式，即“前肯后否”式。

【跟蹤訓練】

(7)You are a student,

②主句為否定陳述句，反意疑問部分為肯定形式，即“前否后肯”式。

【跟蹤訓練】

(8)He hasn't finished his homework，

(2)反意疑問部分的主語和謂語的確定

①反意疑問部分的主語用代詞而不用名詞。

【跟蹤訓練】

(9)My brother likes playing basketball,

②陳述句中含有否定意義的詞，如little，few, never ,hardly，nothing，nobody等，其反意疑問部分用肯定形式。

【跟蹤訓練】

(10)He knows little English，

③陳述句是“there be”結構時，其反意疑問部分用“be+there。

【跟蹤訓練】

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

④以Let's開頭的祈使句，反意疑問部分為shall we;以Let us開頭的祈使句，反意疑問部分為will you;主句為祈使句，反意疑問部分為will you。

【跟蹤訓練】

(12)Let's go home，

(13)Don't be late again，

⑤陳述句中含有情態動詞must時，若must表示“必須”時，反意疑問部分用needn't。若must表示推測“一定;想必”之意時，其反意疑問部分的動詞應根據must后面的動詞來確定。

【跟蹤訓練】

(14)We must work hard，

(15)She must have finished her homework,

⑥當陳述句為含有賓語從句的主從復合句時，反意疑問部分的動詞和主語通常與主句的動詞和主語保持一致。若主句的主語是第一人稱I/we，其謂語動詞又是think，sup-pose，believe，imagine等，則反意疑問部分的主語和動詞應與從句的主語和動詞保持一致。

【跟蹤訓練】

(16)Tom said that he would visit China next month，

(17)I think she can solve the problem，

(3)反意疑問句的答語

應根據具體的語言環境確定用肯定回答或否定回答，即根據事實回答。對“前否后肯”式的反意疑問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譯為“不”;否定用No，后面的部分用否定形式，No意為“是的”。

【跟蹤訓練】

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

當黨檢測

Ⅰ.根據句意及首字母或漢語提示完成單詞

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________________(討厭)gym class.

5.He is a basketball P________________.

Ⅱ.根據漢語提示完成句子

6.I don't　(擔心)tests.

7.Li Lei often　(乘公共汽車)to school.

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

冀教版九年級英語上冊優秀教案3

Ⅰ. Teaching aims and demands 教學目標

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

錄音機/童工圖片/小黑板/多媒體圖片或幻燈片/學生的旅游紀念照

Ⅲ. Five-finger Teaching Plan 五指教學方案

Step 1 Review 第一步 復習(時間:12分鐘)

(通過教師詢問暑期活動，導入話題，呈現現在完成時和部分生詞。)

T: Listen! The bell is ringing. Let’s begin our class! (老師解釋The bell is ringing等于There goes the bell，板書bell，要求學生掌握)

bell

Nice to see you again. Did you enjoy your summer holidays?

Ss: Yes.

T: (問其中一學生)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.

(板書生詞，請學生猜漢語意思并領讀，要求掌握。)

proper

Step 2 Presentation 第二步 呈現(時間:12分鐘)

1. (創設對話情境。Mr. Smith組織Class 2去野營。在校門口集合時發現Jim沒來。對話呈現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?(教師幫助學生用has gone to和volunteer回答。)

Ss: Yes. He has gone to Beijing to be a volunteer for the Olympics.

(板書volunteer，讓學生猜出意思。然后板書have/has gone to，解釋并稍加操練。)

volunteer

have/has gone to …

(星期一Jim返回學校，Mr. Smith和Jim展開對話，呈現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.

(教師可用簡筆畫呈現have/has been to和have/has gone to，并講解它們的區別。)

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?

(板書by the way，要求學生掌握)

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錄音，注意文中主人公在暑假中的活動。)

T: From 1a, we know someone has just come back from India. Who is she, Sally or Rita?

(教師加重語氣讀has just come back。)

S1:Rita.

(學生若有疑問或答錯，可再播放一遍錄音。)

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.

(教師引導學生用現在完成時表達。)

T: Yes. She has been to Mount Huang. Where has Kangkang been?

S3: He has been to an English training school.

3. (重放課文1a錄音，核對答案，板書并領讀生詞cruel，要求學生掌握。)

T: Listen to the tape again. And then talk about what they have done.

(多媒體展示康康、簡、麗塔和瑪麗亞的圖像和has been to。讓學生再聽一遍對話，教師引導學生用現在完成時說出四人分別在暑假中的活動。)

S4: Kangkang has been to…

Rita has been to…

Jane has been to…

…

(教師展示印度童工圖畫。)

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.

(板書cruel，要求學生掌握)

cruel

Step 3 Consolidation 第三步 鞏固(時間:10分鐘)

1. T: Now, open your books. Please read 1a. And then fill in the chart in 1b, according to 1a.

(學生讀對話，也可以三人小組分角色讀對話，教師巡視糾正學生發音。)

(學生獨立完成1b的表格。教師檢查學生所填內容，然后學生口頭匯報，鞏固現在完成時have / has been to 這一基本句型。)

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.

(學生三人一組進行問答。)

T: Who will try to act it out in front of class?

(挑幾組學生進行表演，并對學生進行適時指導和鼓勵。)

For example:

S1: I have been to West Lake.

S2: (指S1問S3) Where has he/she been?

S3: He/She has been to West Lake.

S2: (問S1) What did you do there?

S1: I went boating on the lake.

S2: (指S1問S3) What did he/she do there?

S3: He/She went boating there.

(教師引導學生區別一般過去時與現在完成時。)

Step 4 Practice 第四步 練習(時間:6分鐘)

1. (教師讓學生兩人一組，每人拿出提前準備好的照片或圖片，操練現在完成時，并注意區別一般過去時和現在完成時，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. (根據呈現的have/has been to…和have/has gone to…，完成2。小組完成后可討論答案，然后教師核對。在處理2時，講解并要學生掌握chairwoman, yet和grandson，板書并領讀。)

3. (繽紛小賽場。出示幻燈片或小黑板。)

(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.(適當形式填空)

(4)—Hi, Michael. How was your holiday?

—Wonderful! Because I to many famous mountains.(單項選擇)

A. went B. have been C. have gone D. has gone

(5)—Where’s Jane, Maria?

—She her hometown to see her grandparents.(單項選擇)

A. return to B. has gone to C. has been to D. have gone to

Step 5 Project 第五步 綜合探究活動(時間:5分鐘)

1. (教師制作關于暑假活動的表格，讓學生相互調查完成表格。)

Name Where has he/she been? What did he/she do?

…

…

2. Homework: Write a survey report.

(課后根據本課內容，用過去式和現在完成時寫一份暑假調查報告。內容包括：1.去了什么地方?2.做了什么事?)

冀教版九年級英語上冊優秀教案4

學習目標

1.通過交流和表達，進一步掌握學習英語的技巧與方法。

2.掌握下列知識點：

■重點詞匯：f1ashcard，vocabulary，pronunciation，a1oud

■重點短語：①study for②make flashcard③make vocabulary lists④ask the teacher for help

⑤read aloud ⑥study with a group

■重點句型：①How do you study for a test? ②What abou tlistening to tapes?

■語法：by+μing的用法

預習導學

預習單詞，完成下列各詞。

1.抽認卡

2.詞匯

3.Aloud(近義詞)

4.發音(名詞)

5.ever(反義詞)

6.1isten(現在分詞)

7.study(過去分詞)

8.________________　(如何)do you study for a test?

合作研討

一、重點單詞與短語

1.pronunciation n.發音;發音法，其動詞形式pronounce

【跟蹤訓練】

(1)她認識很多法語單詞，但發音不正確。

She knows a lot of French;words，but them incorrectl.

2.Aloud adv.出聲地;大聲地

例如：read aloud大聲朗讀

【辨析】aloud/loud/loudly

aloud出聲地;大聲地。常與read，cail等動詞連用，loud高聲地;大聲地;喧鬧地。常用于talk，speak等動詞之后;

loudly高聲地;喧鬧地。一般可以和10ud互換，但含有“吵鬧”的意思。

【跟蹤訓練】

(2)老師要求我大聲朗讀課文。

The teacher asked me to the text .

(3)請大聲點說，以便我能聽清楚。

Please________________ ________________so that I can hear you clearly.

(4)不要這么大聲說，嬰兒在睡覺。

Don't________________so________________.The baby is sleeping.

3.asksb.for…向某人請求

例如：ask the teacher for help向老師請求幫助

(拓展)ask sb.to do sth.請求某人干某事

ask sb.not to do sth.請求某人不要干某事

【跟蹤訓練】

(5)他們向我求助，

They________________me________________help.

4.too... to...太……而不能……

【拓展】too...to...可以與so...that(如此……以至于……)或

Enough to do...(足夠……以至于……)轉換。

【跟蹤訓練】

(6)The problem is so difficult that I can’t work it out。

(同義句轉換)

The　problem is ________________difficult________________ ________________ work out.

5.a lot表示程度，作狀語，意為“很;非常”

【拓展】a lot of=lots of許多;很多。修飾可數名詞復數與不可數名詞。

【跟蹤訓練】

(7)我有許多有趣的書。

I have________________ ________________ interesting books.

二、重點句型與語法

■句型

What about reading a1oud to practice pronunciation?

通過大聲朗讀來練習發音怎么樣?

【精解】What/How about...?

用來征求意見或詢問有關情況，意為“……怎么樣”，about后跟名詞、代詞或動名詞。

【拓展】提建議的其他表達方式有：

(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... ?

【跟蹤訓練】

(8)出去散散步好嗎?

going out for a walk?

(9)那個電視劇怎么樣?

the TV play?

(10)我是北京人，你呢?

I am Beijinger. ________________ ________________you?

■語法

“by+υing"短語

“by+υing"短語的含義是“通過……;憑借……”，其中by為介詞，后面常接動名詞短語，表示通過做某事而得到某種結果;在句中常用作方式狀語，表示的方法、手段等比較抽象。

例如：The old woman makes a living by collecting and selling wastes.那個老婦人以收廢品和賣廢品謀生o

【跟蹤訓練】

(11)—How do you study English So well?

— ________ reading 1ots of books。

A.To B.Of C.At D.By

當堂檢測

Ⅰ. 用所給單詞的適當形式填空

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.根據漢語提示完成句子

4.Have you ever ________ ________ ________ (和朋友一起練習對話)friends?

5.I study English ________ ________ (通過制作)f1ashcards.

6.________ 　 　 (怎么樣)1istening to tapes?

7.這個問題太難了，我理解不了。

It's ________ hard ________ me ________ ________ this question.

8.朗讀能提高你的口語。

can ________ your spoken English.

課后練習

1.根據句意及首字母提示完成單詞

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.閱讀理解

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(搖動)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.

根據短文內容，判斷下列句子正(T)誤(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.

冀教版九年級英語上冊優秀教案5

Good morning!

一、單元教材分析

本單元要求學生掌握英文字母A—H，能認讀其印刷體和手寫體字母的大小寫等四種形式。書寫(大寫和小寫，筆順，筆畫)基本合乎要求。學習一些簡單的英文名字，注意區別性別，并為自己取一個英文名字。能看、聽、說、唱本單元所列的日常交際用語，重點學會打招呼、相互問候并做到語音語調正確。注意一些字母及日常交際用語的發音，總結元音字母a和e的發音規則。

二、單元學情分析

本單元圍繞“問候他人”這一話題，展開聽、說、讀、寫的教學活動。為了創設較為真實的語言環境，首先讓學生們認識一些較為簡單的英文名字，并讓學生們為自己取一個英文名字，讓學生們感知、認識英語，并盡快進入英語的環境中。在教學過程中應讓學生體會打招呼用語的奧妙所在，做到靈活運用。剛開始學習英語，學生們肯定對學習英語的興趣非常深厚，教師一定要利用好這一點，讓學生在學習英語中能獲得樂趣。并逐步讓學生們形成穩定的學習興趣。

三、單元教學建議

采用自主學習、小組合作學習、Role playing、 pair work等方式開展聽、說、讀、寫的學習活動。教師要盡量利用幻燈片、掛圖、實物等給學生創造較為真實的英語情景。在教學中創設切實可行的任務型教學活動、突出交際性。引趣激趣策略，創設情景調節氣氛，引發激發學生興趣。教師可以用手勢，表情，動作等示意，幫助學生聽懂課堂用語和日常交際用語，不講或少講漢語。

四、單元課時分配

本單元可用2課時完成教學任務：

(1a-2e) 用1課時

(3a-4d) 用1課時

(1a-2d)

一、教學目標：

1. 語言知識目標：

1) 能掌握以下詞匯：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) 能理解用英語打招呼的不同說法，并能靈活運用。

4) 能掌握字母Aa ~ Hh的字母順序，讀音及書寫。

2. 情感態度價值觀目標：

讓學生們在相互問候的過程中，學會禮貌待人，與同學之間友好相處。萬事開頭難，首先利用這個單元培養學生們對英語的興趣，因為興趣是的老師。

二、教學重難點

1. 教學重點：

1) 認識一些簡單的英文名字，并為自己取一個英文名字。

2) 學習用英語進行見面打招呼，并能體會不同的打招呼用語的奧妙所在，做到靈活運用。

3) 學習掌握字母Aa ~ Hh的字母順序，讀音及書寫。

2. 教學難點：

1) 學習掌握字母Aa ~ Hh的字母順序，讀音及書寫。

2) 認識一些簡單的英文名字，并為自己取一個英文名字。

三、教學過程

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!歌曲導入新課.)

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.

(過大屏幕展示第一頁上的彩圖，然后再展示單張圖片，并分別與名字相對應。)

(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 …” (用漢語說明I'm… 意為“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.

(教師播放錄音三次，第一次學生們僅聽，第二次和第三次學生們跟讀。注意可運用暫停鍵來

讓學生們有足夠的時間讀完。)

2. Ss listen and repeat after the recording.

Ⅴ. Pair work

1.(讓學生們看1a圖畫中的人物的對話，告訴學生圖畫中有三組對話，分別是Bob與Helen的對話;Dale與Eric及Frank的對話;Cindy與Alice的對話。)

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. 運用剛學的句型，并用剛才自己所選擇的英文名字來相互問候。

S1: Good morning, Cindy!

S2: Hello, Frank!

S3: Good morning, Grace!

S4: Hi, Bob!

Ⅵ. Listening

1. (告訴學生們英語中有26個英語字母，它們就像我們漢語的筆畫一樣是構成單詞的要素。下面我們先來學習字母Aa ~ Hh。其中A、B、C、D、E、F、G、H是大寫字母;a、b、c、d、e、f、g、h是小寫字母。)

2. 教師播放錄音三次，第一次學生們僅聽，第二次和第三次學生們跟讀。注意可運用暫停鍵來讓學生們有足夠的時間讀完。

3. Let some Ss read out the letters Aa ~ Hh. (注意糾正學生們不準確的讀音)

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].

(教師播放錄音三次，第一次學生們僅聽，第二次聽錄音填編號、第三次聽錄音校對答案。) 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：大字字母都是占上兩格。

S2：字母a、c、e占中間的一格。

S3：字母b、d、h占上兩格。

S4：字母g占下兩格。

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.

(注意看學生們的字母筆順是否正確，糾正不正確的筆順，并讓其他學生引起注意。) 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 (鉛筆芯)硬黑

S2: CD 光盤;激光唱片

S3: BBC 英國廣播公司

Ⅹ. Game

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

1. 第一輪：搶讀字母游戲：教師將全班分成若干小組，然后逐個出示字母卡片，學生們舉手搶答。教師讓最先舉手的學生讀出該字母，讀對的給該組記2分。

2. 第二輪：寫字母游戲：限定五分鐘的時間，各小組成員默寫字母Aa ~ Hh。然后，各小組交換，校對答案。

3. 評價：得分最多的組為優勝組。