九年級英語教科書教案都有哪些？英語在下列國家和地區是第一語言：英國、美國、加拿大、澳大利亞、新西蘭、愛爾蘭、巴哈馬、巴巴多斯、百慕大群島、圭亞那、牙買加、圣基茨和尼維斯和特立尼達和多巴哥。下面是小編為大家帶來的九年級英語教科書教案七篇，希望大家能夠喜歡！

九年級英語教科書教案（精選篇1）

Unit 1 Will people have robots ?

Teaching goals:

1. Words&phrases: robot, paper, less, fewer, simple, unpleasant, factory, seem, etc .

2. Future with will .Yes/No questions with short answers ..

3. The drill of There be and the using of it .

4. Quantities with more , less , fewer .

5. Learn Future with will .Yes/No questions with short answers .

6 Review five years ago ,today ,in five years ，Using the truth pictures,improve the students interest.

7. Review The Simple Past Tense ;The Present Tense and practise Future will will.

Important and difficult points :

1. The drills Future with will。

2. The drill of There be and the using of it 。

3. The using of more , fewer , less 。

4. How to make predictions .

Period 1

Teaching procedures:

Step 1 Leading in

1. Greetings: Welcome to school .

What’s the date today ? Who’s on duty today ?

Do you enjoy your winter holiday ?

Do you finish your homework ?

Do you want to live on the moon ?

Can you guess what will happen in ten years ?

Collect the Ss’ answers and say something about their predictions .

Step 2 Pre-task

SB Page 2 ,1a .

1. Look at the picture :How will the world be different in the future ,one hundred years from now ?We’re going to talk about sth in one hundred years .

2. Read each predictions to the class .Explain the new vocabulary .

3. Read the instructions .Make sure Ss know what they should do .

4. Do it by themselves .

5. Talk about the answers with the class .

Explain : The future with will

構成: will / be going to + Verb

Step 3 While-task

SB Page 2 ,1b .

1. Practise reading the six predictions .

2. Read the instructions to Ss .Circle the things you hear on the recording .

3. Play the tape twice .

4. Play the tape a third time .At the same time ,check the answers .

SB Page 2 , 1c .

1. Pay attention to the dialogues .

2. Read the dialogues fluently .

3. Pairwork .Work in pairs to make predictions according to the sample .

4. Ask several pairs to share their conversations to the class .

SB Page 3 , 2a & 2b .

1. Read the predictions .

2. Read the instructions and point out the sample answer .

3. Play the tape twice .Ss circle the word they hear in each sentences: more , less , fewer .

4. Check the answers .

Discuss The differences between less and fewer 。

Step 4 Post-task

1. Point to the example in the sample dialogue .Practice reading .

2. Look at activity 2b .Groupwork:Take turns to make conversations about the predictions .

Grammar Focus:

1. Review the grammar box .Ss say the statements and responses .

2. Make summaries about “will” ,“fewer” and “less” .

Homework:

1. Make predictions about yourself in 10 years .Write down four sentences .

2. Go over the new words .

Teacher notes:

Period 2

Teaching procedures :

Step 1 Leading in

1. Greetings and free talk .

2. Check their homework :Ask two or three Ss to speak out what they wrote down .(The teacher gives the opinions)

Step 2 Pre-task

1. Go over what we learnt yesterday .

2. Compare the times. Review The Simple Past Tense ;The Present Tense。

Step 3 While-task

SB Page 4 , 3a .

1. Point to the three picture and say :This is Sally .The first picture is Sally five years ago ,the second one is Sally now ,and the third one is Sally five years in the future .

2. Read the instructions .

3. Complete filling in the blanks individually .

4. Check the answers .

5. Practise reading .Then ask some Ss read them out .

SB Page 4 , 3b .

1. Look at activity 3a .Make predictions about Sally .

2. Point to the example in the sample dialogue .Ask two Ss to read the dialogue to the class .

3. Practise reading .

4. Pairwork .Make their predictions about Sally .

Step 4 Post-task

1. Write about yourself .

With the help of the sample of Sally .We can write sth about ourselves five years ago ,today and in five years .

2. Complete the work individually .

3. Review the task .Ask a few more Ss for answers .

Homework :

Draw a picture of the city in 30 years .Describe it to the class .

Period 3

Teaching procedures :

Step 1 Leading in

1. Greetings .

2. Say yourselves :five years ago , today and in five years .

3. Check the homework.

Step 2 Pre-task

SB Page 5 , 1a .

1. Look at the form and read the headings to the class .Make sure the Ss know what they mean .

2. Read the list of seven words .Explain the new words .

3. Write each word in the correct column .Check the answers.

SB Page 5 , 1b .

1. Read the words already written on the chart .

2. Groupwork: Think about what we learned before .Write some words in the chart above .Divide the class into groups of four ,let them have a competition .

Step 3 While-task

SB Page 5 , 2a .

1. Look at the pictures carefully .Can you guess what we’ll listen ?Talk about them .

2. Read the instructions .We’ll listen to 3 conversations .Number the pictures 1-3 .

3. Play the tape twice .Check the answers .

SB Page 5 , 2b .

This activity is easy ,I think .For we know the conversations are talking about Alexis 10 years ago ,today and in 10 years .

1. Read the instructions .

2. Pay attention to the sentences and the verbs in the box .

3. Play the tape and correct the answers .

Step 4 Post-task

1. Read the instructions .

2. Pairwork. One is Alexis, one is Joe .

3. Point out the example in the sample dialogue .Read it to the Ss .

4. Talk about Joe’s life now , ten years ago and in ten years .

5. Ask some pairs of Ss to say their dialogues .

Homework:

1. Go over the words .

2. Write an article about the study and life in the future .Use about fifty words。

Period 4

Teaching procedures:

Step 1 Leading in

1. Greetings .

2. Ask two Ss to say sth about Joe .

3. Check their homework .

Step 2 While-task

SB Page 6 , 3a .

1. Read the instructions .

2. Give Ss 3 minutes to read the passage , tick out the new words.

3. Explain the new words and practice reading .

4. Point out the chart .Read the column headings to the class .

5. Read the passage again .Write words from her answers in the correct columns below .

6. Check the answers .

7. Practise reading .

SB Page 6 , 3b .Playing a game :Who write it ?

1. Ss write about their life in ten years on a piece of paper but don’t write names on the paper .

2. Put all the Ss’ papers together .

3. Take turns reading the paper .The other Ss guess who wrote it .

Step 3 Post-task

SB Page 6 , Part 4 .

1. Read the questions below .

2. Ask two Ss to read the dialogue .

3. Answer the questions .

4. Pairwork. Get your partner’s answers .

5. Share a few Ss’ conversations .

Homework:

1. Finish selfcheck as their homework .

2. Go over the words in this unit .

Period 5

Teaching contents:

Reading :Do you think you will have your own robot ?

Teaching procedures :

Step 1 Leading in

1. Greetings and free talk .

2. If possible,draw a robot on the Bb or put up a picture of a robot.

Tell :What does it look like ? What can it do ?

3. Tell your partner what you know about robots .

Step 2 Pre-task

SB Page 8 , 1b .

1. Read the title of the passage .

2. Look at the picture together .Ask a few Ss to describe What they see .

3. Read the words and phrases in the box .Practice reading the words .

4. Circle the words you think you will read in the passage .

Step 3 While-task

SB Page 8 .

1. First let Ss scan the passage for the main idea .

2. Explain something .

help sb with sth /do sth / do the same as …

make sb do sth /It takes /took /will take …

3. Ask a few comprehension questions around the class .

4. Read the passage by the Ss .

Step 4 Post-task

1. Go through the reading again .

How many words in 1b did you correctly predict ?

2. Go over the structures in SB Page 9 , 3b .

Make their own sentences .

Homework:

1. To make sure the Ss understand the passage .and I want to know whether they’re careful in the class ,let Ss translate the passage into Chinese .

2. Go over this unit .

3. Make their own sentences .

4. What ways do you think a robot will help you and your family in the future .Write your ideas .

Teacher notes:

九年級英語教科書教案（精選篇2）

各位評委下午好!

今天我說課的內容是新目標八年級英語教材上冊Unit4 How do you get to school?

一、 教材分析：

教材的地位及作用：

1、單元分析及教材處理

本課是新目標英語八年級上冊第4單元第一課.本單元圍繞談論交通工具(transportation)和距離為中心話題,這個題材開展多種教學活動，與上一單元聯系緊密.本節課是本單元的重點.通過學習談論交通方式,為今后學習合理安排行程,合理選用交通工具以及設計實踐調查報告并提出解決問題的簡單方案打下基礎,同時通過How do you get to sp?以及pairwork的反復操練，進一步提高學生聽、說、讀、寫綜合素質能力。

2、教學目標：

知識目標：

(1)Language goal:How do you get to schl

I take the bus.How does he go to school? He take the bus.

(2)學習單詞:subway,train, take,復習學過的bus、ride bike、wake、car這些表交通方式的單詞[我對單詞的處理:利用PPt演示圖片教學與復習]

能力目標：通過學習，掌握現代生活中常用的交通工具，學會談論交通方式。提高學生聽、說、讀、寫綜合能力，提高學生對一般現在時態用法、結構的理解和使用。

情感目標：通過本課學習,使學生在人際交往中學會尊重和理解別人，學會交換不同的看法，了解他人的喜好，增進情誼。

確立教學目標的依據：

根據英語教學大綱規定，通過聽、說、讀、寫的訓練，使學生獲得英語基礎知識和為交際初步運用英語的能力，激發學生的學習興趣，為進一步學習打好初步的基礎。此外，也根據我國國情和外語教學大綱的要求，根據現階段外語教學的素質教育的要求.

3、重點與難點：

重點：掌握各種交通工具的名稱，學會表述自己和談論他人的交通方式。

句型:How引導的特殊疑問句

難點：一般現在時態第一到第三人稱表述詞形的變化

確立重點與難點的依據：

根據教學大綱的要求，本課在教材中所處的地位和作用，及學生實際學習中的普遍反應。

教材處理：

根據以上對教材的分析，同時針對中國學生學習外語存在一定困難的實際情況。首先通過PPt給學生創造情景，真實的感官感受，身臨其境地把學生帶到所設計的語言情景中,激發學生學習興趣，使學生在參與的一系列活動中，掌握知識。最后通過Pairwork、groupwork及練習達到突破難點和鞏固的目的。

教法和學法：

通過情景教學法、任務型教學法，由聽到說，已知到未知，循序漸進地深化教學內容。展開教師為主導，以學生為主體的師生雙邊教學活動。

1、教學手段：多媒體輔助：使抽象的學習內容直觀化，創設情景，實現師生互動，生生互動和人機互動的多向互動,增加了直觀性和趣味性，加大了課堂密度，提高了教學效果。

2、學法指導：

新制定的《英語課程標準》把“培養學生學習英語的興趣，樹立自信心，培養良好學習習慣和形成有效策略，發展自主學習和合作精神”放在了首位.根據依據課改的精神,遵循學生的認知規律，從單詞—句子—情景對話—情景短劇—實際應用，采取循序漸進的原則，由淺入深，由易到難。情景興趣教學。

如何使用英語，如何在理解的基礎上習得語言。在用中學，學中用。學會自己自主推測發現歸納提高，提高學習自主性和互助能力。

三、教學程序：

1、新課導入

師生間，生生間問答星期，日期，天氣;用where， who， when， how long談論假期。然后采用聽說法和多媒體輔助教學來導入和呈現本節課的基本詞匯和句型，目的在于用師生、學生與學生互動的方式，共同觀察圖片、視屏，激活學生對所學知識的已有體驗，使學生對新詞語和基本語言目標的識記，經過一個由形象思維到抽象思維的轉化過程，因此記憶效果更好。

2、新課的講解

本課利用多媒體教學手段展示了一幅幅色彩逼真、形象生動的畫面，復習和學習新詞，將how所引導的特殊疑問句在一系列既關聯又相對獨立的語境中詳細講解，反復演練，使學生全面掌握。任務性聽力訓練1B.以及1c,pairwork其中多媒體展示的動畫，充分地調動學生的積極性，吸引全體學生的注意力，達到教育教學目的，培養學生思想素質、情感素質和英語語言素質。

3、反復操練和鞏固應用

為了調動學生的積極性，利用,inpairs,inrow,ingroup,及Boysask,Girlsanswer等多種不同方式操練鞏固。使學生處于積極思維的狀態之中，全方位、多角度培養學生運用英語的能力。

4、反饋練習

這一環節也是鞏固和突破難點的環節，設計練習，讓學生在做題過程中暴露問題，通過自主發現并改正錯誤等方式達到更好的理解和鞏固一般現在時態的用法。

5、歸納總結

本課除了板書所呈現的重點內容外，又把本課內容以練習的方式，巧妙地鞏固了本課重點、難點..進一步鞏固，加強對本課內容的理解和運用。

6、展示板書

Unit 4 How do you get to school?

A: How do you get to school? A：How does he get to school?

B: I walk. B：He walks。

ride the bike. rides the bike

take the bus takes the bus

take the train takes the train

take the subway takes the subway

7.作業：布置作業：

這一環節既為這一課做好鞏固，收尾，又為下節課做好鋪墊和準備工作，故非常

重要。其一，針對整篇文章重點,首先讓學生變換人稱練習，來培訓學生組織語言、應用語言的綜合能力。其二，將此篇對話改寫成一個短劇，由小組合作完成，發揮學生的創造力和想象力，把語言切實應用到生活實際中來。最后，預習下一課內容。

結束：以上，我僅從說教材，說學情，說教法，說學法，說教學程序上說明了“教什么”和“怎么教”，闡明了“為什么這樣教”，有不妥之處還望各位給以指導，謝謝!

九年級英語教科書教案（精選篇3）

一、說教材

(一)、教材的地位和作用

本單元以How do you get to school?為中心話題，圍繞交通方式而展開，主要運用How long/How far 詢問“去某地的交通方式、時間、距離。”簡單描述路線。這一話題貼近學生們的日常生活，它繼第三單元談論“假日計劃”后安排這樣一個話題，符合學生的認知結構和年齡特征，它將為后幾個單元的學習打下堅定的語言基礎。而SeetionA第一課時重點則采訪同學們上學的交通方式，及花費的時間、距離等等。

(二)、教學目標(語言知識 能力目標 情感目標)

語言知識：

1、語言目標，掌握語匯subway 、train、 bus、 car、bus stop等。

語言功能：學會談論并描述交通方式

語言結構：學習掌握How引導的特殊疑問句：

How do you get to school?

How long does he get to school?

How long does it take?要求學生掌握好助動語do在不同人稱，特別是第三人稱單數后的變化。

2、語言技能

1、能根據錄音判斷交通的方式，花費的時間及距離。

2、能詢問他人到達某地的交通方式并轉述。

能力目標：

1、培養學生聽、說、讀、寫的能力。

2、訓練學生小組合作的能力。

3、讓學生通過有用的目標語言學會與他人交流的能力。

情感目標：

鼓勵學生學會關心別人，幫助別人。

(三)、教學重點和難點

重點：幫助學生學會使用How do you get to school?

I take the train to school.

How does he get to school?

He takes the bus to school.進行交際

難點:區別take 的用法。

二、說教學方法

(一)、學情分析

1、初二學生經過小學和初中的學習，已經有了一定的英語基礎知識和聽說能力，正逐漸向讀寫過渡，同時，學生們對英語學習還保持著較濃厚的興趣。在加上受新課程理念的熏陶及實踐，能鞏固所學知識，又能提高解決問題的能力以及綜合運用語言的能力。

2、從年齡特征看，學生們也很在乎他人的評價。在學習過程中通過“兵教兵”小組訓練，鼓勵性評價等措施，提高學生綜合語言技能。

(二)、學習策略

教學生要善于抓住英語交際的機會，主動參與學生活動，形成自主學習的能力。

(三)、教學手段

用幻燈片將本課所需要的錄音、圖片、文字、制成多媒體課件，使抽象的語言變得直觀，為學生運用英語進行交際創設情景，實現師生互動，生生互動和人機互動的多向交流。

(四)、教學原則：

1、任務型原則，在整個教學過程中，各種語言結構、語言功能與不同的學習任務有機的結合。因此本節課我將始終引導學生通過完成具體的任務活動來學習語言，讓學生為了特定的學習目的去實施特定的語言行動，通過完成特定的交際任務來獲得和積累相應的學習經驗，讓學生在用中學，在學中用

2、合作性原則，以學生為主體，師生合作，生生合作，體現教與學的互動交往。

3、情感性原則，激發學生學習英語的興趣和始終保持良好的學習情緒。

(五)、學法指導

1、學習方法的指導，用生動的課件調動學生進行聽、說、讀、寫、訓練。

2、學習積極性的調動。

我在教學過程中創造一種開放的、和諧的積極互動的語言氛圍，把課堂變為有聲有色的舞臺，讓學生在樂中學。

3、學習能力的培養。

通過連貫的聽、說、讀、寫，培養學生的交際能力，發揮他們的思維能力。

三、說教學過程

在整個教學活動中，我通過設計不同的四個任務，讓學生在小組中交流、合作、競爭，每個任務都存在著一定的“信息差”，易于激發學生的表達欲望和急于知道最終結果的心情，在活動中他們一定會努力表現自己，做到。四個任務所側重的訓練學生的語言能力的要求也各有不同，他們分別側重訓練學生的聽、說、讀、寫的能力。把任務活動放在小組中進行，還可以解決“大班”難于操練的難題，學生在小組中有更多的時間來運用英語表達自己的思想。

(一)、在復習環節中，通過問學生 What are you doing this Sunday? What is he doing tomorrow? What are you doing for vocation?來了解學生對上一單元知識的掌握情況。

(二)、在導入新課中：先通過讓同學們看圖片，回答下面的問題，What is the boy doing?Does he often ride a bike to school? How do you get to school?引入目標語言，并幫助他們回答：I take the subway to school. I take the train to school等。

在列舉許多交通方式后，讓同學們完成 1a。然后檢測學生們的答案。

(三)、在聽力練習上。教學設計共插入了三個聽力訓練。

1、讓學生結合圖片，分辯交通工具。并與圖中的人物結合起來。

2、能聽辯數字。

3、通過讓學生們聽，然后說出五種交通工具并把這種交通工具和它花費的時間相匹配。

(四)、在小組練習中，我讓學生四人一組進行這樣對話練習

A：How do you get to school?

B: I take the subway to school.

C:: How does B get to school?

D: He takes the subway to school?

A: How long does it take?

B: It takes about 25 minutes

重點鞏固第三人稱單數這種情況。鼓勵學生們用不同的詞替換來反復操練這個句型.突破教學重點。

(五)、小結：最后總結take的用法，消化教學難點。

(六)、家庭作業：仿寫四個句型，并使用不同的交通工具。

(七)、板書設計：

Unit 4 How do you get to school? forty

take the train How do you get to school fifty

take the subway I ride my bike. sixty

walk How does he get to school? seventy

ride the bike he walks to school eighty

Take the bas How long does it take? ninety

It takes a bout farty minutes.

九年級英語教科書教案（精選篇4）

Teaching objectives:

1. To locate specific information by scanning the text.

2. To read for specific information and to think about related points.

Teaching aids: tape recorder, a computer.

Teaching method: TPR, Aural-oral Method.

Teaching procedure:

( Daily report )

Step 1. Warming-up

Show a big picture about fashion show on the screen.

Step 2. Presentation

1. Listen to the whole text with some questions

eg: When did the students give a fashion show? Why? …

2. Ask some students to read the text one by one.

Help students and have a look around the full text.

3. Ask students to find out the paragraph which describes the four students from Class 1 Grade 7. Students neck read the paragraph they found out.

4. Study the description about four people together.

5. Students fill in a form themselves.

Step 3. Practice

1. Four in a group, choose one person to describe with their own.

2. Let some students choose and describe.

Step 4. Consolidation

1. Do the exercises on P90.

2. Read the whole text together.

Step 5 Class work

Students finish the exercises in the paper

Step 6 Homework

Do the exercises period 2 in workbook

九年級英語教科書教案（精選篇5）

教學目標

1.識別there be句型和have/has的區別。

2. 熟練掌握 there be句型，包括肯定、否定和疑問形式。

教學內容

詞匯: bottle, noodle, wow

詞組: a carton of

句型: There is (not) a banana on the table.

There is (not) too much sugar in them.

There are(not) many potatoes on the table.

教學準備：多媒體(電腦)

教學過程：

Step1 呈現

1. 呈現課本P67(或相似)的圖片,讓同桌間就該圖進行對話操練，引入there be 句型。

A: What can you see on the table?

B: I can see …

A: Are /Is there …on the table?

B: Yes, there are/is.

No, there aren’t/isn’t.

在此過程中，鼓勵學生能用完整的句子對there be 句型進行回答，如There are/is …on the table./ There are/is not…on the table.

2. 指導學生就教室中的物品用there be句型進行對話操練。

A: What can you see in our classroom?

B: I can see …

A: Are / Is there …in our classroom?

B: Yes, there are/is.

(There are/is …in our classroom.)

No, there aren’t/isn’t.

(There aren’t /isn’t …in our classroom.)

3.指導學生根據以上對話操練歸納出there is 和there are 句型的區別。

4.給出一系列和there is/are及have/has有關的句型，讓學生用這些詞(組)的正確形式填空。

5.指導學生歸納出there is/are及have/has的區別。

Step2 練習

1.完成一組用there is/are或have/has的正確形式填空，以檢驗學生是否已掌握什么情況下用there is, there are, have, has以及它們各自的不同用法。

1). How many days _______ in a month? _______thirty or thirty-one days in a month.

2). How many legs ______ the chair _______ ? It ______ only two . It is broken.

3). What’s in the shopping mall ? _______ a supermarket, some restaurants and different kinds of shops.

4). Look! The clocks _______ round faces and on the faces _______ three legs.

5). Can you see the tall building in the centre of the city? It _______ 38 floors .

_______ many companies and shops in it .

6). ________ some chicken on the plate.。 _______ any noodles in the bowl .

7). _______ you _______ much homework to do every day ? Yes. _______ no time for us to

watch TV.

8). Who ________ a Chinese-English dictionary? Nobody________ . I think _________ some in the teacher’s office.

2.指導學生完成課本67頁練習，掌握there be 句型的正確用法。

3.用there be句型的正確形式完成一組新對話。

Kitty: I am hungry.

Amy: Me too.

Kitty: _________ a restaurant around here?

Amy: I don’t think so. ________ not one that I know of.

Kitty: Then _________a supermarket nearby?

Amy: Let me think. Well, ________ a big supermarket at the end of this street.________ a lot of things we can eat there.

Kitty: That’s great, but _______always many people there too?

Amy: I think so.

Kitty: Oh, I hate too many people. Look, _______ a snack bar over there. Shall we go there?

Amy: OK.

4.學生運用已學的there be 句型，參照以上練習中出現的對話自由發揮，同桌間編對話進行操練。

Step3 Homework

九年級英語教科書教案（精選篇6）

教學目標：

1。識別并使用頻度副詞;

2.識別并使用可數名詞和不可屬名詞;

3。能夠將可數名詞變成正確的復數形式，包括規則變化和不規則變化。

4。能正確使用量詞修飾名詞。

教學內容：

詞匯：free, story, potato, shelf, knife, sheep, salt, tea, kilo, buy, grandpa

詞組：in front of, a packet of, a kilo of,

句型：

1. He often plays football after school.

2. She seldom plays badminton.

3. She always swims after school.

4. He never plays football.

5. She always dances after school.

6. Millie sometimes goes roller skating.

7. What do we need to buy?

教學準備：數碼投影或食物實物。

教學過程：

Step 1: Introduction

① Revise the names of the food: What’s your favourite food? …

② Do you drink milk every day?

Do you have an apple every day?

Do you run every day or every week?

…

Introduce the new words: always; usually; often; sometimes; seldom; never.　領讀并突出發音規則.

Step 2: Presentation

① 教師向學生介紹他的生活方式：My lifestyle.

I always go to school by bike.

I usually have milk for breakfast.

I often eat fruit at lunchtime.

I sometimes play badminton in the afternoon.

I seldom play football.

I never drink Coke.

②參見PPT讓學生理解六個頻度副詞所表示的做事情的頻率。

③自己仿照教師的示例，讓學生談自己的生活方式。

④完成A練習，并請學生讀出答案。

⑤看著食物圖片，用六個頻度副詞來表示自己的飲食習慣;學習新單詞potato; salt; tea

(這是一個承上啟下的環節，既讓學生用頻度副詞來練習，又引出下面的名詞的學習)

Step 3: Practice

① 區分圖中食物的哪些是可數的，哪些是不可數的;指導學生使用名詞的時候要考慮用法。

② 可數名詞的用法：讓學生總結“a”、“an”的用法;尤其是在字母前的使用;復數的變形方式，閱讀書中表格，掌握可數名詞變形的技巧。

③ 在語境中具體使用的練習。

④ 不可數名詞：可以用量詞來表達一定的數量概念。提供量詞，讓學生與不可數名詞搭配。(提醒：當然量詞也可以和可數名詞搭配)

⑤ 完成B的練習，全班朗讀;

⑥ 總結對話中出現的可數名詞單/復數、不可數名詞。

Step 4: Homework

1. 掌握頻度副詞的用法;

2. 配以練習，鞏固名詞的用法。

九年級英語教科書教案（精選篇7）

Topic:Countries, nationalities, and languages

Functions:

Talk about countries, nationalities and languages

Ask and tell about where people live

Structure:

Where's/Where're ...from?

Where does/do ...from?

What questions----What language does/do ...speak?

Target language:

Where is she from? She is from....

Where does she live? She lives in....

What language does she speak? She speaks....

Vocabulary:

words about countries, languages

Teaching design:

The whole unit needs 5 periods, 4 for new lessons and 1 for test

Period 1 ( 1a----Grammar Focus )

Key points:

Where is your/John's pen pal from? He/She is from...

Where does he/she live? He/She lives in....

(Homework for preview)Pre-task:

Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speak.

T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大，法國，日本，美國，澳大利亞，新加坡，英國，中國( The Ss can look them up in the dictionary if they are new for them)

The example is following:

Name: Curry Muray

Age: 75

From(Nationality): the United States

City: New York

Language: English

Teaching Steps:

Key points:

Where is your/John's pen pal from? He/She is from...

Where does he/she live? He/She lives in....

(Homework for preview)Pre-task:

Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speak

T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大，法國，日本，美國，澳大利亞，新加坡，英國，中國( The Ss can look them up in the dictionary if they are new for them)

The example is following:

Name: Curry Muray

Age: 75

From(Nationality): the United States

City: New York

Language: English

Teaching Steps:

Step 1 Leading-inThe information of the teacher's own pen pal's information.

"I have a pen pal. His name is Curry Muray. He is from the United States. Do you have a pen pal? Where is your pen pal from? What's your pen pal's name?"

Different students say the information about their own pen pals. T should choose the different countries. T writes the different countries on the Bb(both Chinese and English)

Step 2 Learning

Section A 1a Learn the new words on the Bb. The new words are:

pen pal; Canada; France; Japan; the United States(the US/the USA/America); Australia; Singapore; the United Kingdom(the U.K./Great Britain/England)

Pay attention to the pronuciation of the new words.

Step 3 Listening

1b Listen and circle the countries in 1a they learned

Step 4 Competition

Two groups of students to write the new words to see which group does better. First write down the Chinese words with looking at the English meanings, then write down the English words with looking at the Chinese meanings.

(This step is a memory game. It can help the Ss consolidate the new words they learned)

Step 5 Pairwork

1c Practise the following conversation:

---Do you have a pen pal? ---Yes, I do.

---Where's your pen pal's from? ----He/She is from ....(Write it down on the Bb)

First T has a conversation with one student as an example then let the Ss practise in pairs. At last let several pairs do it again in class.

Step 6 Leading-in

Revise the countries names with looking at the Bb. Then T writes down the city names on the Bb. Let the Ss try to find out which countries the cities are in. The city names are following:

Toronto; Paris; Tokyo; New York; Sydney; Singapore; London;

Step 7 Learning

2a Learn the city names together with the whole class just like Step 2

2b Listen and circle the cities and countries

2c Listen and complete the chart

Have a similar competition to consolidate the new words in this part.

Step 8 Pairwork

T has a conversation with one student like the following:

---Do you have a pen pal? ---Yes, I do.

---What's your pen pal's name? ---His/Her name is....

---Where is your pen pal from? ---He/She is from...

---Where does he/she live? ---He/She lives in....(Write it down on the Bb)

Let the Ss practise after the T's example in pairs then several pairs do it in class.

Step 9 Exercise

My pen pal is from Australia.(劃線提問)

John's pen pal is from Japan. (劃線提問)

He lives in Paris. (劃線提問)

Homework:

Read and copy the new words .

Copy the sentences in Grammar Focus

Make up the questions about Jodie in 2c The questions are:

Does Jodie have a pen pal? Where is Jodie's pen pal from? Where does he/she live? What's his/her name?(This one can be chosen by themselves)