九年級英語教案設計都有哪些？幾乎所有的日耳曼語源字匯都相對來說更短、更非正式。法語或拉丁語源的字匯通常代表更加優(yōu)雅或更能顯示專業(yè)造詣，顯得比較有知識。下面是小編為大家?guī)淼木拍昙売⒄Z教案設計七篇，希望大家能夠喜歡！

九年級英語教案設計【篇1】

一、教材分析：

Let’s learn本部分主要學習4個有關文具的單詞crayon, pencil, eraser, ruler。單詞是學生身邊常用的物品，比較貼近生活，學習起來易產(chǎn)生學習興趣。Let’s chant部分通過有節(jié)奏、有韻律的歌謠，讓學生進一步復習和鞏固所學的詞匯。

二、教學目標：

1、能力目標：

(1)能用英語表達自己有的文具：I have a/an….

(2)能吟唱Let’s chant部分的歌謠。

2、知識目標：

(1)聽、說、認讀pencil, ruler, eraser和crayon。

(2)理解Let’s chant的內容。

(3)能聽、說句子I have a/an….

3.情感目標：激發(fā)學生學習英語的興趣，培養(yǎng)學生樂于開口,敢于開口講英語的習慣。教育學生要愛惜文具。

三、教學重、難點：

1、重點：聽、說、認讀單詞pencil, ruler,eraser,crayon.

2、難點：crayon,eraser的發(fā)音，了解a/an的區(qū)別。

四、教學過程：

教學設計參考個性化備課

Step 1 Preparation

1、 Sing a song: “Hello”.教師播放歌曲，師生拍手、揮手同唱。

2、Free talk: Hello!/Hi!師生、生生打招呼。

3.分組自我介紹。Hello!/Hi!I’m….

Step 2 Presentation

(一)創(chuàng)設情境Zip,Zoom and a bag猜一猜他們的書包里有什么。再切換到本節(jié)課的主情境圖，添加同學們猜到的文具盒，一起認識文具盒里的學習用品。

(二)單詞導呈

拿出文具盒，看文具盒里有什么，觀看對話整體感知單詞。再在下一個PPT中展示pencil, ruler, crayon, eraser四個單詞。詞形---詞音---詞義相結合學習單詞

1、教學單詞pencil

(1)教師拿出一個文具盒，在學生面前晃一晃，Guess!Whats in it?讓學生猜測里面的文具。師從盒子里拿出實物鉛筆說：“Look!A pencil”.師詢問“根據(jù)老師手中的物品和讀出的發(fā)音，請從pencil, ruler, crayon, eraser中選出所讀單詞。”(可慢讀2遍)

待到學生從形音義三方初步感受pencil后，師教讀pencil，分兩個個音素示范發(fā)音(注意cil的發(fā)音不能咬舌)、領讀---生跟讀---貼圖片或畫簡筆畫或是多媒體課件呈現(xiàn)圖---板書----整體讀---出示詞卡認讀---男女生讀---小組讀，或高低音讀---開火車讀，檢查個讀。

(2)師拿著實物鉛筆并做動作演示、說：A pencil.I have a pencil.引導學生展示鉛筆，學說I have a pencil.

2、教學單詞ruler

(1)師出示尺子，問：Whats this?生可用漢語回答，對用英語回答的學生要鼓勵。師說A ruler.師詢問“根據(jù)老師手中的物品和讀出的發(fā)音，請從pencil, ruler, crayon, eraser中選出所讀單詞?！?可慢讀2遍)

待到學生從形音義三方初步感受pencil后，師教讀ruler,分兩個音素示范發(fā)音、領讀---生跟讀---貼圖片或畫簡筆畫或是多媒體課件呈現(xiàn)圖---板書----整體讀---出示詞卡認讀---男女生讀---小組讀，或高低音讀---開火車讀，檢查個讀。

(2)師拿著實物尺子并做動作演示、說：I have a ruler.板書，引導學生展示尺子，學說I have a ruler.師回答：Me too!滲透Me too!

3.教學單詞crayon

(1)師拿出文具盒，讓學生繼續(xù)猜盒子里面有什么?Whats in it?師說Its a crayon.師詢問“根據(jù)老師手中的物品和讀出的發(fā)音，請從pencil, ruler, crayon, eraser中選出所讀單詞?！?可慢讀2遍)

待到學生從形音義三方初步感受crayon后，師教讀crayon、分兩個音素示范發(fā)音、領讀---生跟讀---貼圖片或畫簡筆畫或是多媒體課件呈現(xiàn)圖---板書----整體讀---出示詞卡認讀---男女生讀，---小組讀。高低音讀或做冷暖活動突破難點，卡片離的越近聲音越大，卡片離的越遠聲音越小---開火車讀，檢查個讀。注意糾正crayon的發(fā)音。

(3)師出示蠟筆并做動作演示，說I have a crayon.引導學生展示蠟筆，并說：I have a crayon.Me too!

4.教學單詞eraser

(1)師直接展示橡皮，師說An eraser.師詢問“根據(jù)老師手中的物品和讀出的發(fā)音，請從pencil, ruler, crayon, eraser中選出所讀單詞?！?可慢讀2遍)

待到學生從形音義三方初步感受eraser后，師教讀、分三個音節(jié)示范發(fā)音、領讀---生跟讀---貼圖片或畫簡筆畫或是多媒體課件呈現(xiàn)圖---板書----整體讀---出示詞卡認讀---男女生讀，---小組讀，或高低音讀---開火車讀，檢查個讀。注意糾正eraser的發(fā)音。

(2)師拿著實物橡皮說：I have an eraser.板書句子，用紅色粉筆標出an eraser引導學生展示橡皮，并說：I have an eraser. Me too!

5.指板書整體認讀單詞。

讓學生觀察板書句子，引導學生發(fā)現(xiàn)規(guī)律。T:What can you find?并進行總結：表達“我有一…。”用I have a….但是，我有一塊橡皮，用I have an eraser.

(三)聽音正音

放兩遍音頻，第一遍學生看，聽音，用手指，注意語音;第二遍聽音跟讀。糾正語音語調。

(三)合作學習

師做出明確要求：小組內依次，一人說，一人指詞，一人指圖，互相糾音，看誰做得。

Step 3 Practice

1、看口型猜單詞。師說一單詞但不出聲，讓學生猜是什么單詞。

2、快看快說游戲。師快速出示單詞卡片或圖片，學生快速說出英文。

3.找朋友：兩位同學到講臺前，師拿著詞片，抽取一張，讓臺下學生認讀出抽取的單詞，臺前兩位同學聽到后，把打亂順序的單詞卡和圖片迅速找到一起，給又對又快的一組加一分。

4.讓學生聽音，做Lets chant部分的活動。

Step 4 Production

1、介紹文具

(1).師先示范，拿出自己的文具盒，介紹自己的文具：Hello!/Hi!I’m Miss/Mr….I have a/an….

(2).生上前展示。

(3).小組內仿照示范進行練習，然后表演展示。

2、玩Me too游戲。

(1).師先示范，拿出文具盒的某一件文具并介紹I have a/an….拿相同文具的學生站起來說Me too.最快的同學得到一個贊。

(2).小組內仿照示范進行練習，然后表演展示。

3.Yes or no(情感教育).

教師圖片展示一些同學在平時生活或學習中對文具的管理方法，學生用手勢×或√來表明立場，教師適時進行情感教育。

Step 5 Progress

1、Summary：T:What have you learned today?生總結。

2、 Homework.：

(1)聽錄音，仿讀單詞。

(2)向家人用英語介紹文具。

九年級英語教案設計【篇2】

一、教學內容

Let’sChant

二、教學目標

（一）語言技能目標

1.能理解小詩的意義，并能朗讀小詩。

2.能夠表演小詩。

(二)學習策略目標

1.在學習新單詞時要注意觀察老師的發(fā)音，樂于模仿。

2.建立起詞組和方位之間的聯(lián)想，能根據(jù)發(fā)音認出相應的詞組。

3.借助情景，理解新知識。

4.積極參加活動，大膽表現(xiàn)自己。

(三)情感態(tài)度目標

1.通過玩游戲、讀小詩培養(yǎng)學生的學習興趣，使學生產(chǎn)生愛上英語課的積極情感。

2.通過學習，加深過馬路要遵守交通規(guī)則的意識。

三、教學策略

1.通過模擬的場景，加深學生對小詩的印象。

2.通過游戲、練習，幫助學生認讀詞組。

3.在學生輸出語言前為他們提供大量的語言輸入，為學生輸出語言提供堅實的保障。

四、教學重點和難點

教學重點：朗讀小詩。

教學難點：部分單詞的發(fā)音，特別是between和must的讀音。

五、資源準備

自制紅綠燈(也可以用顏色卡片)、自制詞組卡、金太陽教學軟件。

六、教學過程

(一)復習熱身

1.唱歌曲rainbow。目的在于讓學生回憶一年級所學過的顏色，為今天要學的小詩中出現(xiàn)的顏色作鋪墊。在此過程中，老師可以不斷地出示在rainbow中出現(xiàn)的顏色，或者由學生代替老師出示顏色卡片。

2.游戲：兩種游戲可任選一樣，不一定要兩種游戲都玩，可視學生情況而定，第2個游戲難度稍大，要考學生的記憶力還有單詞的讀法。

1)快速翻轉卡片，讓學生猜猜老師手中卡片的顏色。

2)What’smissing?讓學生看看這七種顏色中少了哪種顏色。

(二)呈現(xiàn)與操練

1.創(chuàng)設情景

1)從剛才的顏色卡片中拿出紅、黃、綠三種顏色，把它拼湊成交通燈，貼在黑板上，讓學生猜猜是什么，使學生認識trafficlight。

2)讓學生知道日常生活中遇到交通燈時，我們應該怎么做。學生可以用中文說“紅

燈停綠燈走”。(教師交代教學目標：今天我們學習的小詩就是和交通燈有關，那么“紅燈停綠燈走”用英語該怎樣說？)

3)看金太陽教學軟件，大概了解小詩的內容。

2.學習小詩中有顏色的三個句子

1)邊做動作邊進行教學，讓學生理解atthetop，between，below的意思(在教的過程中要注意正音，特別是between)，并將詞組貼在黑板上交通燈相應的顏色旁。

2)老師利用黑板上的交通燈和詞組，帶學生說句子。

3)小組操練，教師巡視指導

4)學生匯報

3.學習小詩其他的部分

1)看金太陽教學軟件，老師配以動作，學生理解意思。(在學的過程中，老師要進行交通規(guī)則的指導，邊說邊做以便加深學生的記憶。另外，要注意must的發(fā)音，很多同學會漏掉st的音，因為在小詩里，后面還有一個stop，一連讀的話，很容易漏st)，并將句子貼在黑板上相應的位置，將整首小詩補充完整。

2)老師帶讀黑板上的小詩。

3)小組操練，教師巡視指導。

4)學生匯報。

(三)鞏固與發(fā)展

1.觀看金太陽教學軟件或聽錄音。

2.跟錄音、跟老師打著拍子朗讀小詩。

3.游戲

1)聽老師說做動作：如果老師說得對，如：Redatthetop，youmuststop.學生做動作，如果老師說得不對，如：Redatthetop，youcango.學生就不做動作。

2)考反應：老師說上半部分：Redatthetop，學生說下半部分，并加動作。

4.讓三個同學分別拿著紅黃綠的顏色卡站在前面，聽老師的口令舉牌，其他學生在教室里排成四行，根據(jù)交通燈的變換情況，模擬過馬路的情景。

(四)布置作業(yè)

1.聽錄音讀小詩，并配以動作。

2.和家長一起完成表演小詩的任務。

七、板書設計

Let’schant

紅色顏色卡Redatthetop.

Youmuststop.

黃色顏色卡Yellowinbetween.

Getreadyforgreen.

綠色顏色卡Greenbelow.

Youcango.

九年級英語教案設計【篇3】

教學目標

1.正確認讀26個大小寫字母，會背字母表。

2.能找出相同的字母。

教學重難點

【教學重點】相似字母的區(qū)分和變化較大的大寫字母的記憶。

【教學難點】有些字母可能難以正確發(fā)音。

教學工具

ppt

教學過程

(一)熱身、復習(Warm-up/Revision)

1.師生做日?？谡Z練習:

A: Hi, boys and girls,,

B: Hi, Miss Zhu,,

2.Let’s sing ;Hello

3.復習文具詞匯 ,,

Find and match，看圖連線，舉手搶答，帶領同學們進行操練。

(二)呈現(xiàn)新課(Presentation)

1.課堂導入：以問題開始，如小朋友們以前有沒有聽說過26個英文字母啊?有沒有哪些朋友會讀一些字母啊?

2.watch and repeat

觀看26個字母的書寫發(fā)音視頻，認真聽并模仿朗讀。

3.Let’s learn接下來，老師逐個教學字母邊領讀邊板書，并用課件出示大小寫字母(學生一邊跟讀一邊在空中仿寫)。

Chant:

T:A is for apple

S:apple 、apple、apple

(三)趣味操練(Practice)

1.開火車按字母表順序認讀。

2.課件單個出示字母，點名認讀。

3.連線：將大小寫字母連起來(回答問題時要求先大聲念出大寫字母，再和哪一個小寫字母相連)。

4.find out完成課本上在畫中找字母任務。

(四)擴展性活動(Add-activities)

1.show time

出示小組找到的生活中的字母

2.Let’s sing ABCs song

第一遍先播放音樂學生聽

第二遍全體齊唱，可以拍手唱。給與表現(xiàn)好的同學獎勵。之后老師請一位同學來帶著大家唱，課件出示26個字母，包括大小寫，可以點唱。

3.回家復習鞏固26個字母的認讀。

九年級英語教案設計【篇4】

教學目標

1、能夠圈出相同的字母，熟練認讀26個英文字母。

2、數(shù)出文具單詞的數(shù)量，聽說認讀AB部分Let’s learn的8個文具的單詞：crayon，pencil，pen，eraser，ruler，bag，book，pencil-box。

教學重難點

教學重點：

1、字母的認讀;

2、聽說認讀8個文具的單詞：crayon，pencil，eraser，ruler，bag，book，pen，pencil box。

教學難點：

較準確讀出各單詞，尤其是crayon和eraser兩個單詞的發(fā)音。

教學工具

ppt課件

教學過程

ⅠGreetings

T: Hello,boysand girls. Ss: Hello, Miss Ren.

T: Hello,I’mMiss Ren. S: Hello,I’m....

T: Hello,What’syour name? S: My name’s.....

ⅡPresentation

1、 I have somefriends.Let’s say hello to them.通過與字母打招呼，復習26個字母。

2、 We have somany new friends. Are you happy? Let’s sing together.

師生齊唱字母歌，復習鞏固字母。

3 、the letter“a”made some new friends.He has a show for us. 通過字母秀的形式引出文具單詞，并通過短語Showme your..... Open your.... Close your.... Carry your....操練單詞。

Ⅲ Drill

1、 The letter “a”is coming. Let’s help the letter find the same friends.教師先做例子，然后學生兩人一組圈出相同的字母。

2、 The letters’show is great. Now it’s your show time.師生TPR活動操練鞏固單詞。

3、 You did a goodjob.I have some gifts for you.教師將樹葉形狀的單詞卡片做成書簽的形狀，發(fā)給學生，操練單詞的認讀情況。

Ⅳ Consolidation

The letters’show is over. They are tired. We must send them home.

通過送字母回家的活動，鞏固所學文具單詞。

We should takegood care of your stationary.

觀看視頻，引出情感教育。

ⅤHomework

Draw a pictureof stationary,and introduce them to your parents.

用所學文具畫一幅文具圖片，并介紹給父母聽。

九年級英語教案設計【篇5】

教學目標

1.能聽、說、認讀單詞red、yellow、green、blue并能在實際情境中運用。

2.通過用Lets do部分“Show me...”的指令練習和運用有關顏色的單詞，訓練學生的動手能力。

3.通過學習，學生能根據(jù)自己喜歡的顏色設計東西，培養(yǎng)其動手的能力。

教學重難點

重點：掌握顏色單詞red、yellow、green、blue。

難點：會用句型I see...描述自己看到的顏色。

教學工具

PPT課件、人物頭飾、單詞卡片、圖片

教學過程

1、Warm up

(1)T：Hello,boys and girls.I’m your newteacher today.My name is ChengGuangRui.So you can call me Mr.Cheng

Ss:Hello.Mr.Cheng.

T:Today we will learn Unit2 Colours(課件出示Colours單詞,教師領讀),Doyou know colours?

引導學生也可用漢語回答顏色

T:Let’ssing a song about colours,the song’s name is《colours》,Please stand up,clap your hands.(師生齊唱歌曲)

2.Presentation：

(1)課件出示學校的平面圖和本課中出現(xiàn)的人物圖，讓生進行操練，為本課的學習做好鋪墊。

T：Let’s go on,Look,what’s this?(課件出示學校圖)引導學生說出school,教師領讀(注意升降調)At school,we have many friends,Look,they are coming.(教師逐一介紹四個人物的名字) Let’s say “hello” tothem.

(2)課件出示公園圖片，引導學生說出在公園里看到的景色，同時呈現(xiàn)本課的錄音視頻。

T：Today is a very sunny day.Our friends are going to the park(呈現(xiàn)公園圖片)領讀單詞park.Do you want to gothere?Let’s go,Listen(課件播放公園里鳥的叫聲)What do you see in the park?(學生也可用漢語回答)

T：Yes,it’s a beautiful park.Do you see the flowers?Do you see thetrees?Do you see the rainbow?

Ss: Yes/No.

T：What do you see in the park? Let’s go,listen carefully(播放課文錄音，讓學生仔細的'聽)

T：What do you see in the park? Do you remember?引導學生利用句型I see...(板書)進行描述。

引導學生分別說出：I see red/yellow/green/blue.(出示四種顏色的圖片貼到黑板上)

T：How many colours do you see in the park?Do you remember?Let’s listenagain,This time pay attention to the words.(再次播放視頻讓學生跟讀)

T：How many colours do you see in the park?(課件出示四種顏色的圖片，引導學生說出這幾種顏色)Theyare red/yellow/green/blue.(板書四個單詞,同時對學生進行書寫規(guī)范訓練)

播放chant伴奏，讓學生看黑板跟唱。操練四個顏色單詞。

T：OK，Ihave these colours.Look(分別呈現(xiàn)四個單詞卡片)

教師領讀、齊讀、分組讀

(3)T：OK，now,listen(再次播放chant伴奏，師生看黑板齊唱)

(4)活動：I say,you do

T：Here are the colours,(出示四種顏色的彩筆)Look,on your desk, you have the crayons,listen,when I say red,youcan take up the red crayon quickly,let’s try.

(5)課件出示四個句子，讓學生進行操練。

T：Look here，In the park,we see many colours(課件呈現(xiàn)四個人物說的句子，學生齊讀)OK，showme your finger(讓生手指四個句子齊讀)

(6)讓生打開課本自己讀，然后呈現(xiàn)chant文本，讓生跟唱。

(7)活動：Colour your park

T：Now you have a new park,colour your park colourful.

學生開始活動，教師在下面巡視指導。

(8)找學生匯報自己的作品，利用句子I see...進行描述。

六、Homework：

繪制一個公園和你的家人一起分享。

九年級英語教案設計【篇6】

What should I do ?

Teaching goals :

1. Words & phrases : keep out , loud , argue , What’s wrong ? football , either , except , themselves , include ,etc .

2. The using of Modals could /should 。

3. The using of Why don’t you … ?。

4. How to talk about the questions and give the advices 。

5. Learn how to deal with the problems and think about themselves and communicate with the others 。

Important and difficult points :

1. The using of Modals should /could 。

2. How to give the advice 。

Teaching aids : a tape recorder 5 , cards .

Period 1

Teaching procedures :

Step 1 Leading in

1. Greetings and free talk .

2. Check the homework .

Step 2 Pre-task

T: I want to buy a new guitar but I don’t have enough money .What should I do ?

Ss think it over ,and try to give his/her advice .

Write their advice on the Bb .

1. Borrow one .

2. Buy a second-hand guitar .

3. Get a part-time job .

4. Don’t buy a guitar .

5. Wait until next year .

Practice reading the advice by the Ss .

In this unit we are going to talk about problems people have and learn how to give these people advice –to tell people what we think they should do .

Step 3 While-task

SB Page 10 , 1a .

1. Read the instructions to the Ss .

2. Read the problems by the Ss .

3. Ask Ss to write the problems in the “Serious” or “Not serious” columns .

4. Explain .

5. Talk about the answers with the class .Practice reading .

SB Page 10 , 1b .

Make sure the Ss understand what should they do .Play the tape twice .Ss circle the problems they hear .Play the tape a third time .Check the answers .

Step 4 Post-task

SB Page 10 , 1c .

Look at the problems in activity 1a and make conversations .

Step 5 While-task

SB Page 11 , 2a .

1. Read the instructions .Make sure the Ss understand what should they do .

2. Point to the sentences below .

3. Play the tape the first time .Ss only listen .Pay attention to Peter’s friend’s advice .

4. Play the tape again .Ss circle “could” or “should” .

5. Correct the answers .

SB Page 11 , 2b .

Read the instructions .Pay attention to Peter’s answers .Play the tape again .Check the answers .

Step 7 Post-task

Make conversations with peter and his friend with the help of 2a & 2b .

Step 8 Grammar Focus

Review the grammar box .Ss say the questions and the responses .Explain the differences between could/should .

Homework:

1. Go over the words .

2. My clothes are out of style ,what should I do ? Please give the advice .

Period 2

Teaching procedures :

Step 1 Leading in

1. Greeting and free talk .

2. Check the homework .Collect the students’ advice .Write it down on the Bb .

Step 2 Pre-task

1. Review the differences between “could /should” .

2. Learn the new words in Page 12 .

Step 3 While-task

SB Page 12 , 3a .

1. Read the instructions .

2. Read the conversations by Ss or listen to the tape .Then write “good idea” “okay idea” or “bad idea” .

3. Talk about the students’ answers .

4. Make sure the students understand the dialogue.Practice reading

Step 4 Post-task

SB Page 12 , 3b .

1. Read the instructions .Point out the example conversation and ask two students to read it to the class .

2. Use your head .Find some other ways to get money that aren’t in the book .

3. Ask Ss to work with partner as they ask for and give advice .

4. Pairwork .

5. Act out the conversations to the class .

Step 5 While-task

SB Page 12 , Part 4 .

1. Read the instructions .Make sure the Ss understand what they should do .

2. To students read the dialogue .

3. Practice reading .

4. Ask another pair to give their advice on another topic .

5. Pairwork .

Homework :

Translate them into Chinese.

1. keep out 2. out of style 3. What’s wrong ?

4. call sb up 5. pay for 6. ask for something

7. summer camp 8. stay at home

Period 3

Teaching procedures:

Step 1 Leading in

1. Greetings and free talk .

2. Check the homework .

Step 2 Pre-task

SB Page 13 , 1a .

1. Read the instructions to the students .

2. Read the sentences and ask a student to read the sentences to the class .

3. Write NI , I , VI for each statement .

4. “What is important to you when you choose clothes ?”Write one or more of their statements to the class .

Talk about the answers with the class .

Step 3 While-task

SB Page 13 , 2a .

1. Read the instructions .Make sure the Ss understand what they should do .

2. Read the three sentences in the box .You will be listening to a radio advice program .They will be talking about one of these problems .

3. Play the tape twice .Ss check the problem they hear .

4. Play the tape again ,Ss correct the answers .

SB Page 13 , 2b .

1. Read the instructions .Make sure Ss understand what they should pay attention to .

2. Look at the chart .There are three persons ,Kim , Nicole , Emilio .Who will give Erin some advice ?What are they ? Read each name for the class .

3. Play the recording again .Ss write their answers .

4. Play the recording again ,one sentence by one sentence .Check the answers .

Step 4 Post-task

SB Page 13 , 2c .

1. Point out the example in the sample dialogue .Ss practice reading .

2. Pairwork: What do you think Erin should do ?

3. Share their conversations with whole class .

Homework :

You left your homework at home ,what should you do ? Please give your advice .

Period 4

Teaching procedures :

Step 1 Leading in

1. Greetings & free talk .

2. Check the homework :I left my homework at home ,what should I do ? Share some students’ advice .

Step 2 While-task

SB Page 14 , 3a .

1. Scan this letter ,underline the problem .

2. Read the letter again , tick out the new words .

3. Explain something :

except=but 除…之外(不包括在內)

besides 除…之外(包括在內)

All the students went to the park except him .

Lucy and Lily will come to the party besides me .

find out = learned 了解到 find 找到

I just find out there is a dance tomorrow .

4. Listen to the recording .Ss practice reading .

SB Page 14 , 3b .

1. Pairwork: Give some advice to the lonely kid in 3a .

2. Suppose you’re Mary .Write the letters on your own .

3. Read the letters to the class .

SB Page 14 , Part 4 .

1. Read the problem in the box .

2. Two students read the dialogue .

3. Pairwork : Think them over and give your advice .

4. Groupwork: See which classmate has the best advice .

Step 3 Post-task

SB Page 15 , Selfcheck .

1. Fill in the blanks with the words given .Try to make your own sentences with the words .

2. Read the letter to Aunt Chen’s advice column and then write some advice .

Homework :

What’s your problem ? Please write your own letter to an advice column .

Period 5

Teaching procedures :

Step 1 Leading in

1. Greetings and free-talk .

2. Check the homework :Read the letter out in the class ,the other Ss give their advice .

Step 2 Pre-task

1. What after-school activities can you think of .Write what you do and what you don’t do .

2. SB Page 16 , 1b .Read the words and guess the meaning .if there are some new words in the box , look up in the dictionary .

Step 3 While-task

SB Page 16 .

1. Read the passage quickly and get the main idea .

2. Listen to the recording .Circle the words in the box in 1b .

3. Explain something : busy enough It’s time for sth .

the + 姓s : 夫婦/一家

SB Page 17 , 3a .

1. Read these statements .

2. Pairwork: Number each pair 1-5 around the class .Ask each pair to discuss only the question with their number .

3. After a while .All pairs with the same number from a group and compare ideas .

4. After five minutes .Each group report their ideas to the class .

Homework :

1. Write four sentences using one of the words from 1b in each sentence .

2. Are you or your friends under pressure ? Do a survey to find out .

Teacher notes:

九年級英語教案設計【篇7】

Teaching goals(教學目標)

1.Vocabulary: hard-working ,report card ,can do better ,speaking ,listening ,average ,surprise .

2.Patterns: What did your math teacher say ? He said he could speak three languages .

3.直接引語和間接引語的轉換。

4.寫成績報告單，并能將自己的成績報告給他人。

Important and difficult points (教學重難點)

1.個人Report card 的寫作。

2.直接引語轉換間接引語中，注意一些關鍵動詞的變化和人稱代詞的變化。(賓語從句)

Teaching aids(教具)：teaching cards , pictures and a tape recorder .

第一課時

Teaching contents(教學內容)

SectionA 1a,1b,1c,2a,2b,2c,Grammar focus .

Teaching procedures(教學步驟) :

Step 1 Leading in(導入話題，激活背景知識)

Ask several Ss what they are going to do after school .Write their sentences on the Bb .

Step 2 Pre-task(任務前活動)

Say, These Ss talk about what they are going to do after school ,if you want to tell a friend what they said ,how would you tell him ?

Write the words “He said” and “She said” on the Bb .Say,We can use the words “He said” and “She said” to tell your friend like this :He/She said he/she was going to play basketball after school .Get the Ss to repeat .

Repeat this process with the other sentences on the Bb .

Step 3 While-task(任務中活動)SB Page 26 , 1a .

1.Ask a student to read the four questions .

2.point out the TV screens in the picture .Ask one student to read what the person says in the first picture .Then ask another student :What did she/he say ? Help to answer :She/He said she/he was having a surprise party for Lana on Friday night .

3.Repeat with the other pictures .

SB Page 26 , 1c .Pairwork.First Ss work in pairs ,then ask some pairs to present their dialogues to the class .

SB Page 26 , 1b .Play the recording and correct the answers .

Step 4 Post-task(任務后活動)SB Page 27 , 2a & 2b .

1.Ask several Ss to read these sentences .

2.Play the recording .Ss circle their answer . 3.Check the answers .

Step 5 Grammar Focus

1.Review the grammar box by ask Ss to say the statements .

2.Explain: In each case ,the direct speech talks about present situations and the reported speech talks about past situations .

Step 6 Homework(家庭作業(yè))

用she/he said 將直接引語改為間接引語。

1. I am a clever girl . 2. I am having lunch at school .

3. I can dance well . 4. I play football every day .

5. I don’t like my younger brother .

教學后記:

第二課時

Teaching contents (教學內容):

SectionA 3a ,3b ,4 ,SectionB 2a ,2b ,2c .

Teaching procedures(教學步驟) :

Step 1 Leading in(導入話題，激活背景知識)

Check the Homework(家庭作業(yè)) .Ask several students to read their sentences to the class .

Step 2 Pre-task(任務前活動)SB Page 28 , 3a .

1.Read the article to the class .

2.Ask Ss to fill in the blanks on their own . 3.Correct the answers .

SB Page 28 , Part 4 .Ss work in groups of four to complete the role plays .Ask a few Ss to show their role plays to the class .

Step 3 While-task(任務中活動)SB Page 29 , 1a .

1.Read the sentences to the class and teach new words .Then ask Ss to check the sentences that are true for themselves .

2.Ask one student to read each sentence to the class and ask Ss to raise their hands if they checked that answer .

SB Page 29 , 2a & 2b .

1.Read the instructions to Ss .Make sure they know what to do .

2.Play the recording two or three times .Correct the answers .

Step 4 Post-task(任務后活動)SB Page 29 , 2c .

Pairwork . In pairs ,get Ss to choose a report card from activity 2b to talk about .Then ask some pairs to present their dialogues .

Step 5 Homework(家庭作業(yè))

SB Page 28 , 3b .Ask Ss to write anything they want .

教學后記:

第三課時

課前準備：

教師：錄音機，所學物品的圖片。

學生：英語點金教練及相關的學習用具

Teaching contents(教學內容)

SectionB 3a , 3b , 3c , 4 , selfcheck .

Teaching procedures(教學步驟) :

Step 1 Leading in(導入話題，激活背景知識)

Check the Homework(家庭作業(yè)) .Ask several students to read their episodes to the class .

Step 2 Pre-task(任務前活動)SB Page 30 , 3a .

1.Read the instructions and ask Ss to read the letter on their own and write Alan’s name on his report in activity 2b .

2.Correct the answer .

SB Page 30 , 3b .

1.Get Ss to use the information from activity 2b to write a letter to a relative or a friend about their report cards .

2.Ask a student to read his or her completed letter to the class .Orally correct any mistakes .

Step 3 While-task(任務中活動)

SB Page 30 , 3c .Ask Ss to write their own report cards .While Ss work ,walk around and offer assistance if necessary .

SB Page 30 , Part 4 .

1.Get Ss to make up their teachers comments .

2.Pairwork. In pairs ,talk about their report cards .

3.Ask several pairs to share their conversations .

Step 4 Post-task(任務后活動)SB Page 31 ,Selfcheck ,Part 1.

1.Ask Ss to fill in the blanks on their own . 2.Correct the answers.

3.Have Ss make sentences with the words .

SB Page 31 , Selfcheck , Part 2 .

1.Ask Ss to read the story . 2.In pairs ,have Ss to make conversations according to the story .

3.Ask some Ss to share their conversations with the class .

Step 5 Homework(家庭作業(yè))

Ask students to write their conversations on their exercise books .

教學后記:

第四課時

Teaching contents:

Reading :She said helping others changed her life .

Teaching procedures(教學步驟) :

Step 1 Leading in(導入話題，激活背景知識)

Ask Ss to think of people who need help and write some ideas .Then discuss with their partner .

Step 2 Pre-task(任務前活動)SB Page 32 , Section 2 .

1.Have Ss read the passage first for meaning .

2.Ask Ss to read it again and fill in the blanks .

3.Check the answers .

Step 3 While-task(任務中活動)

1.SB Page 33 , Section 3 , 3a .

(1).Ask Ss to read through again to find the relevant information for Yang Lei’s students .

(2).Ask Ss to complete the information under “you” , saying what is true for their own lives .

(3).Have Ss discuss their answers with their partner .

2.SB Page 33 , Section 3 , 3b . In pairs ,ask and answer the questions .

3.SB Page 33 , Section 3 , 3c .Have Ss write a summary of the reading and share the summaries in groups of five .

Step 4 Post-task(任務后活動)SB Page 33 , Section 4 .

1.Have a class discussion about the work each organization does .

2.Ask some Ss to say which organization they would like to work for and why .

Step 5 Homework(家庭作業(yè))

Write the summary of the reading on their exercise books .

教學后記:

第五課時：測試課

一. 單項選擇。

( )1. I ________ he ________ go there by himself.

A. think; won’t B. don’t think; will C. don’t think; is D. think; isn’t going to

( )2. The teacher told us the moon ________ around the earth.

A. went B. goes C. going D. move

( )3. DO you think _________ an English film tomorrow night?

A. is there B. there is going to be C. there is going to have D. will there be

( )4. Mary _______ my umbrella and she didn’t ________ it yet.

A. borrow; return B. borrowed; return C. borrow; return back D. borrowed; return back

( )5. I don’t know if she _______ tomorrow. If she ________ tomorrow, I’ll call you.

A. comes; comes B. comes; will come C. will come; comes D. will come; is coming

( )6. Do you think it is difficult _________?

A. study English well B. studies English well

C. studying English well D. to study English well

( )7. She told us things there were ________ better than before.

A. more B. much C. very D. nice and

( )8. ______ a librarian, what do you have to do every day?

A. Like B. As C. Because D. Since

( )9. Could you ________ me how to ________ it in Chinese?

A. say; speak B. speak; say C. tell; say D. say; tell

( )10. What happened ________ “Young Lives” last night?

A. on B. in C. to D. of

( )11. I finished my ________ exam last week.

A. end of year B. end of year’s C. end-of year’s D. end-of-year

( )12. I’m at Mary’s house ________ a homework project.

A. work on B. working on C. work D. working

二、用所給單詞的適當形式填空。

1. The ___________ (disappoint) result made him very sad.

2. You got the best. How __________ (luckily) you are!

3. Which do you like _________ (well), this one or that one?

4. He told us that there ________ (be) a wonderful party tomorrow afternoon.

5. What _______ you _______ (do) when your father came back home?

6. She said that the sun ________ (rise) in the east.

7. He often ________ (stand) in front of the library.

8. My mother _________ (come) to see me next week.

9. My grandpa is in hospital. He is __________(health).

10. He was born in ________ and he can speak _________. (Spain)

三、介詞填空。

1. He told Judy that he would bring some books ________ her house _______ Wednesday night.

2. What are some things that happen _______ soap operas?

3. I’m better ________ listening than writing.

4. Please pass _______ this message ______ Ben, and then give his answer _______ me.

5. _______ ten years, he will be a doctor.

6. He said he would live _______ a space station.

7. I don’t want to talk _______ it ______ the phone.

8. What was the girl doing when the UFO took ________?

9. What will teenagers do _______ fun 10 years _______ now?

10. Teaching high school students in a poor mountain village may not sound _____ fun ___you.

四、用所給動詞的適當形式填空：

1. Thank you for ______(help)me carry the basket.

2. Look! One of them ______(swim)in the lake.

3. ______(watch)TV too much is bad for your health.

4. ______(close)your eyes and listen to me.

5. Mother told her little son ______(not go)out the next day, because it would be windy.

6. Don’t sleep very late, you will be as ______(health)as I.

7. “Why are you late today? ”my father said ______(angry).

8. The room is ______(noise). I can’t hear anything.

9. As soon as I lay down, I fell ______(sleep)last night.

10. They come from Canada. They are ______(Canada).

五、 句型轉換。

1. Mary is good at music. (同義句) Mary _____ _______ _______ music.

2. He is very healthy. (同義句) He is ____ ______ _______.

3. I think it is a good idea. (否定句) I _____ _______ it’s a good idea.

4. He said I was hard-working. (劃線提問) What _____ _____ ______?

5. My teacher was very angry with me. (同義句) My teacher was very ____ ______ me.

6. My sister said to me “I’m going to help you. ”(同義句)

My sister _____ me that _______ _____ going to help ________.