學生九年級英語教案都有哪些？1755年，塞繆爾·約翰遜（Samuel Johnson）出版了《英語詞典》，其中介紹了單詞的標準拼寫和用法規范。下面是小編為大家帶來的學生九年級英語教案七篇，希望大家能夠喜歡！

學生九年級英語教案（精選篇1）

一、總體目標

1、加強課堂教學改革，真正轉變課堂教學方式，提高學生的學習能力，爭取把課堂變成學生學習的樂園。

2、做好中考總復習工作，抓好尖子生，提高臨界生，盯住所有學生，不讓一個學生漏掉，鼓勵學生向目標邁進，中考爭取穩中有升。

二、遵循原則

以綱為綱，以本為本的原則，著重把握中考要求及考試 范圍，對《課標》和《考綱》要反復研究。關注學生的全面發展，整體提高;注重雙基，夯實基礎，強化學生能力。練習過程中注重精講精練，精雕細刻，決不漏掉一個知識點。同時培養學生將所學的詞匯、短語、句型、句法應用到實際中，提高日常交際能力，解決實際問題。

三、具體工作措施

加強學習，認真學習新課程標準，專研七、八、九年級五本教材，形成固定的知識體系，研究2013和2014年的考試說明，精選13和14年的中考題。

繼續大練基本功，提高自己的教學能力。

實行課堂教學改革，創建新型教學模式。

走進學生家庭，走進學生的內心世界，挖掘學生的心理資源，建立新型的師生關系，既是教師，又是家長和朋友。

指導學生如何預習、聽課、記筆記、復習、做作業、小結和討論，幫助學生養成良好的學習習慣。

四、總體復習思路

1、按單元復習。通覽初中教材，進行單元知識點掃描。目的是對基礎知識和基本技能進行系統的復習，把好“基礎關”;任務是掌握各單元知識結構，全面地復習知識點，完成理解記憶;重點是重視課標要求與教材的基礎作用，強化基礎知識和基本技能的訓練;面向全體，面向基礎。

2、語法專項復習。鉆研考試標準和考試說明，進行語法、詞法、句子、時態和話題專項復習。統攬初中教材中的重點語法項目，使學生從整體上把握初中教材內容。

3、題型專練，模擬演練。按照中考題型(單項選擇、補全對話、句子翻譯、完型填空、閱讀理解和書面表達)進行題型專練，了解學生對基礎知識和基本技能的掌握情況，抓住中考題型變化，確定訓練方式，進行查缺補漏。最后進行幾次中考模擬演練，演練之后教師要精講精煉，在講題上下功夫。

五、具體復習內容

第一輪：

時間安排：3月1日----4月24日

主要內容：初中教材課文中出現的單詞、短語、常用句型;熟記對話和課文，理解所學語法內容。

階段目標：完成理解性記憶內容，熟記課文中出現的單詞、短語、常用句型;熟練掌握對話和課文內容，所學語法能達到一定的應用程度。

具體思路：第一輪復習應以大綱為依據，教材內容為根本，按教材的編排順序進行單元復習。每復習一單元之前，教師布置學生認真記憶書后單詞和短語;課上檢驗，然后讓大家找出本單元的知識點，總結用法，教師再做以適當的補充;這一階 段的復習，應充分發揮學生的主觀能動性，以教師總結為輔，學生復習為主。注重學生歸納，教師總結指導應注意事項。對學生已掌握的內容少講或不講，對學生不夠熟練的要重點講。同時教師要根據每單元的重點內容有針對性地設計一些練習題，鞏固所復習的知識點。最后，再將本單元的知識點賦予下一單元書后的單詞和短語中，進行再一次檢測。

具體時間安排：

3.2————3.20 結束新課(Unit13-15)

3.23————4.24 第一輪復習(全部課本1-5冊)

4.27————5.31 第二輪復習 (專項復習)

6.1———6.13 第三輪復習 (模擬訓練)

第二輪：

時間安排：4月27日———5月31日

名詞、數詞、介詞和介詞短語、連詞、形容詞、副詞、冠詞、動詞、句子。掌握動詞六種時態的構成及基本用法和被動語態，即現在進行時、一般現在時、一般過去時、一般將來時、現在完成時、過去進行時。句法包括掌握陳述句、疑問句、祈使句和感嘆句的構成和基本用法，掌握簡單句的五種基本句型、并列句、賓語從句、定語從句和狀語從句。

階段目標：熟練的掌握知識要點，使知識形成系統。教師傳授解題技巧，提高學生的綜合分析能力，提高學習成績和學習效率。

具體思路：這一階段我將語法分成幾大塊復習，應充分發揮學生的主觀能動性，以教師總結為輔，學生復習為主。注重學生歸納，教師總結指導應注意事項。對學生已掌握的內容少講或不講，對學生不夠熟練的要重點講，在此基礎上，結合所復習的語法內容，按中考題型精選練習題，使學生每天復習的知識都能夠加以鞏固。

重點語法內容舉例：

比如在動詞時態的復習中，一般現在時重點抓主語為第三人稱單數的句子變 化，如將She often does her homework at home every day.變否定句和一般疑問句，作肯定、否定回答，分別對主語，賓語，定語，頻度狀語和地點狀語提問等。

復習現在完成時，要把它同一般過去時作比較，為說明與現在完成時連用的時間狀語，要求學生分清持續性動詞 與非持續性動詞的區別。

如在復習含有時間、條件狀語從句的復合句中，若主句的謂語為一般將來時，那么從句的謂語要用一般現在時;在復習含有賓語從句的復合句中，如主句的謂語為過去時，那么從句的謂語多半用相應的過去時形式;在復習since引導的時間狀語從句時，要向學生強調只要從句用了一般過去時，那么主句則一定要用現在完成時;在總結歸納重點句子時如：By the time we got there ,the bus had already gone.要對學生說明此句前面的從句用了一般過去時，那么后面的主句就要用過去完成時。

復習賓語從句時從以下幾個方面入手：賓語從句的概念:賓語從句屬于名詞性從句，在句中作主句的賓語。!賓語從句三要素:引導詞(連接詞);語 序;時態 引導詞：由從屬連詞that引導的賓語從句注：that 在句中無詞匯意義，在從句中不能充當成分，在口語當中往往省略

由從屬連詞whether, if 引導的賓語從句“是否”，說明對陳述的事物不明確或不清楚。常用在ask, wonder, can(could) you tell me 等后。

由連接代詞 Who, whom, whose, which, what 和連接where,how,why,when引導的賓從J,[代詞或副詞連接主句和從句，并在從句中擔任句子成分，具有一定的意義，不可省略。

B.語序：陳述句語序 即：主句+連接詞+從句(主+謂+其他)Do you remember __(他多大歲數)? C.時態：主句用現在時或將來時，從句可用任何時態.

主句用過去時，從句用與過去相關的時態。(1).從句說明的是一般真理、客觀事實、自然現象、名言時，仍用現在時。2).從句中有具體時間狀語，即使從句動作發生在主句動作前，仍用一般過去時。第三輪：

時間安排：5月1日———中考前

主要內容：題型專練，模擬演練。

階段目標：查缺補漏，幫助學生找出發生錯誤的原因，使其能夠及時改正，并記住正確的方法，迅速提高成績。

具體思路：按照中考題型(單項選擇、補全對話、句子翻譯、完型填空、閱讀理解和書面表達)進行題型專練。教師選取適當的模擬試題對學生進行測試，這一階段要通過對學生測試，使他們把所學的知識上升為綜合運用能力，逐步適應中考要求。同時對2008和2009年中考試題加以認真研究，教學生答題技巧。并對學生進行心理健康教育，減輕壓力，穩定情緒，自如的應對中考，取得好成績。

六、各種題型具體解題方法：

第一、單選題一定要把握好所學的短語和句型，結合語境將所學的語法應用到合適的語境中。在做題時可以采用多種方法解題。教育學生注意即使一看就能看出答案，甚至不看選項就能胸有成竹地填上答案時，也不要過分自信而放棄審題，重要的是要給每個選項的題目找到它不符合題意的原因，若找不出錯誤，則應回過頭來把原選項與找不出錯的選項進行對比，找出他們之間的區別，看哪個更符合題干的要求;可以采用排除法、比較法、邏輯推理法、固定搭配法及關鍵詞法等進行解題應用。

第二、 閱讀理解，解答這類題目，一般采用三個步驟;

首先通讀全文，迅速抓住文章內容，在不影響理解的前提下，盡可能快速閱讀，并重抓住主要信息。

閱讀短文后的選擇題，包括題干和選擇項，明確問題的要求后，再細讀全文或有關段落，最后選定答案。

(3)答完一篇短文的全部題目后，再把短文讀一遍，逐一核對答案。

指導他們采用“五要”、“五不要”的閱讀解題技巧。“五要”是：①要特別注意文章的標題;②要快速瀏覽全文，掌握主旨和大意;③要抓住文中的重點段、段中的重點句型和句中的關鍵詞;④要盡快瀏覽課文后的思考題，盡量帶著問題讀;⑤要把有關WHO，WHAT，WHERE，HOW和WHY等方面的內容用筆圈畫出來。“五不要”是：①不要在默讀時發出聲音;②不要逐字逐句分析;③不要常回視已讀部分;④不要用手或筆指著一個個單詞閱讀;⑤平時訓練時不要一遇到生詞就查詞典。學生只有掌握好閱讀技巧，才能大大提高解題的速度和效率。

第三、完形填空，做此題型要從以下幾個方面入手。

(1) 重視首句的開篇啟示作用。

(2) 通讀全文，弄懂大意。

(3)符合短文內容，遵循語法規則。

(4)復讀全文，核定答案。

第四、完成對話，要求學生在一定的情景語境中選擇或填上所缺的選項，而且這個選項用在對話中必須符合英美人的情景交流習慣。對于這種題目，一般所給選項都是完整的句子，并且句子本身是正確的;有時從漢語習慣上看，意思也正確，所以教育學生在做這類題時既不要考慮句子的語法結構，更不能一中國的常理判斷意思，而是要根據對話的情景和上下句的句意關系，再根據英語的習慣表達來完成選項。初中涉及到的重點對話有：

(1 ) Making telephones

(2) Seeing the doctor

(3) Asking the way

(4) Shopping

(5)going on vacation

(6) Giving a gift

(7) Talking about the weather

(8) Talking about the things等等。

第五、漢譯英題則一定要學生把握好所學的短語和句型，尤其是動詞詞組，應告訴學生要認真、仔細的分析句子應用的時態和語態，避免麻痹大意，馬虎出錯;保證抓住基礎不放松，能會的不丟分。

第六書面表達題，一定要認真審題，端正書寫。平時讓學生寫作文，互相修改，進行點評，從自己和別人的作文中發現錯誤，改正錯誤，總結錯誤，同時還要對學生講清日記、書信、通知、電話留言等小作文的寫作方法。

總之，我會盡自己的努力圓滿地完成本學期的教學工作,爭取讓學生在中考中取得好成績，讓有升學希望的學生都能升入理想的高中。

學生九年級英語教案（精選篇2）

1.能掌握以下單詞及短語：unexpected。

2掌握By the time I got outside和When I got to schoolackpack at home句型。

3掌握過去完成時時態結構及用法。

【學習重點】

1能聽懂別人敘述過去的事情。

2能初步運用由when/before/by the time引導的時間狀語從句敘述過去的事件。

【學習難點】

用過去完成時敘述過去的

Leading in the topic through the conversations between the teacher and students：Have you ever been late for school? Can you tell me why? And then what happened to you that day?

1

Preview the words on P89-90，read the words by phonetic symbols and mark the new words in the text.Finally finish the tasks in 1a.

【學法指導】

◆leave 用作及物動詞其用法有：

表“離開”。leave…for…意為“離開某地前往某地”。

表“剩下”。

③表“辭去(工作等);脫離(組織等)”。

也用作不及物動詞意為“去出發”。 注意：表示把某物落/忘在某地不能用forget要用leave, 結構為：leave +sth.+地點。情景導入　生成問題

Teacher: For one or more times in our school time，we are late for school.Have you ever been late for school?

Can you tell me why? And what happened to you that day?

Students：____________________________

Because ________________________________________________________________________

(2)I was nearly late for class one day and ________________________________________________________________________

自學互研　生成能力

Task 1　Let's read the new words and phrases.

1I can read.(我會讀)

預習下列單詞和短語爭取自己能正確拼讀。拼讀成功后再在課文中把單詞和短語標記出來。

2.I can write.(我會寫)

翻譯下列短語：

洗浴

(2)把背包忘在家里

(3)響鈴

(4)沖出房門out__the__door__

(5)帶某人一程

(6)刷牙

3.I can summarize.(我會總)

(1)be full of 表示“充滿”與意思相近。

意為“意外的事情”。+表示一類人或事物。如：

老年人應該被政府好好照顧。

Task 2　Let's listen to the tape and finish 1b

Task 3　Let's make conversations and interview.

1I can practice.(我會練)

根據漢語提示完成下面的句子每空一詞。

當我到車站時火車已經開走了。

time I got to the station，the train had already left.

(2)長大后他會離開這兒。

(3)當我到達電_時電影已演了五分鐘了。

on for five minutes.

2.I can make conversations.(我會編對話)

分小組輪流扮演Mary。看著上面課本中的圖片討論今天上午發生了什么。

3I can summarize.(我會總結)

過去完成時的構成：肯定句：助詞+had__+過去分詞;否定句：可縮寫hadn't__)+__過去分詞;一般疑問句： +主語+__過去分詞……?

(1)by the time等作連詞引導時間狀語從句當從句用一般過去時主句用過去完成時;當從句用一般現在時主句用一般將來時或將來完成時。

By the time he was ten，Tom built a chemistry lab himself.等到了十歲的時候湯姆自己建了一個化學實驗室。2

1.Listen to the tape and finish the listening tasks in 1b.Then students listen again and repeat.

2.Students listen to the tape and finish the listening tasks in 2a，2b.Then listen again and repeat.

Task 3

Read the contents in 1c and 2c，then finish the tasks in 1c and 2c.Students need imitate listening and have a conversation practice with your partner.

【學法指導】

By the time I got outside當我出來時公共汽車已經離開了。

表/到……時”引導時間狀語從句。如果從句中用了一般過去時主句中常用過去完成時;如果主句中用了將來時從句中常用一般現在時表將來。

如：By the time I got up當我起床時他已經離開了。

到他二十歲時他會成為一名教師。

【拓展】 by now 表示“到現在為止”通常與現在完成時連用。

如：By now I have collected 200 dolls.到現在為止我已收集了二百個布娃娃。

【備注】

過去完成時是一個相對的時態表示的是“過去的過去”只有在和過去某時或某動作相比較時才用到它因此當原句中若找不到一個“過去的時間”作為參照點時

He got to the railway station and suddenly realized that he had forgotten to bring his ticket.他到了火車站后忽然意識到他竟忘記帶車票了。(“忘記”這一動作在“意識到”這一動作之前)

你還能總結出過去完成時的其他用法嗎?

交流展示　生成新知

Preshow：Show in groups.(Time: six minutes)

Task 1：1.First

2.Ask all the students to read the textbook on P89-90 in a rapid way，then translate the phrases in “I can write” and check their answers by themselves in groups.

3.Students summarize what they have learned by themselves through previewing the textbook.

Task 2：1.Listen to the tape twice,

2.Turn to P90 and the teacher plays the tape twice to let the ss finish listening tasks in 2a and 2b.

Task 3：Firsts in pairs.

Improve by showing: Class show.(Time：sixteen minutes)

Task 1: 1.I can read.(1)Read together;(2)Sum up and explain the usage of “keep”.

2I can write.(1)Students translate the phrases into English by answering quickly; (2)Read together;(3)Spot test：Consolidate the usage of phrases by making

3.I can summarize.Sum up the usage of “be full of” and “be unexpected”.

Task 2：The teacher chooses three students from different groups to write down the listening answers of 1b and 2a2b on the blackboard，and explain the grammar about the past perfect tense.

Task 3: 1.I can practice.(1)Ask students to translate the key sentences and master the phrases “by the time” in Task 3;(2)Read together;(3)Explain the key sentences.

2I can make conversations.(1)Students make dialogues according to the tasks;(2)Set scenes to perform the dialogues.

3I can summarize.(1)Students sum up the sentences about “by the time”and make sentences with it;(2)Spot test：After ss have role-played the conversations.

當堂演練　達成目標

一、用括號內所給單詞的適當形式填空。

1Everyone thinks the new TV play's ending is unexpected(expected).

2.The boy kept watching(watch) TV the whole afternoon.

3.We were late for the film Roman Holiday，but luckily(luck) we didn't miss much.

4.Linda，there is only a little time left.We have to walk quickly(quick).

5Tom always brushes(brush) his teeth once a day.

二、根據漢語意思完成句子每空一詞。

1當地震發生的時候一些人倉促地跑出了大樓。

ome people are rushing out the building when the earthquake happened.

2.我開車送你去車站吧。

lift to the station.

3.當他走進教室時他才意識到他沒帶書包。

4.我到車站時火車已經開走了。

5.我起床晚了因為我的鬧鐘沒有響。

學生九年級英語教案（精選篇3）

Unit 11 Could you please tell me where the restrooms are?

The First Period

Ⅰ. Teaching Aims and Demands

1. Knowledge Objects(1) Key Vocabulary: restroom, shampoo, stamp

(2) Target Language: Excuse me. Can you please tell me where I can get a dictionary?

Sure. There’s a bookstore on River Road.

2. Ability Objects: 1)Train students’ listening ability.

(2)Train students’ communicative competence.

Teaching Step 1: Revision

T: You’re new to this school. You need to know where the main office is.How can you ask where the main office is?

S1: Where’s the main office?

T: That’s one way to ask. But there is a more polite way you can ask. You can say, "Can you tell me where the main office is?" Class repeat. Can you tell me where the main office is?

Ss: Can you tell me where the main office is?

T: That’s correct. Now let’s say you want to know where Classroom 1 is. How can you ask?

S2: Can you tell me where Classroom 1 is?

T: Good! There’s another polite way you can ask: Could you tell me how to get to Classroom 1? Class repeat. Could you tell me how to get to Classroom 1?

Ss: Could you tell me how to get to Classroom 1?

T: That’s right. Very good.

Step Ⅱ 1a

Go through the instructions with the class.

Read the list of things to the class. To review the meaning of each item on the list, invite different students to say each phrase in their own words.

Point to the lettered parts of the picture one by one.

Ask a student: What kind of place is this?

What do they sell there? Do we have one in our community? What is the name of the one in our community?

Point out the sample answer. Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store. There may be more than one correct answer for some blanks.

While students are working, move around the room offering help as necessary.

Step Ⅲ 1b

Read the instructions to students. Point out the two conversations that are shown in the picture.

As you listen, fill in the blanks with words you hear in the recording.

Play the recording the first time.Students only listen.

Play the recording a second time.This time ask them to fill in the blanks with the words you hear.

Check the answers with the whole class.

Step Ⅳ 1c

Read the instructions to the class.

Point out the list of things people need and the pictures of the places in activity 1a. Say. Look at activity la. Have a conversation with a partner. Ask your parter politely where you can do these thing and then answer your partner’s questions.

As students work, listen to some pairs in order to check the progress and help with pronunciation as needed.

After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations.

The Second Period

Ⅰ. Teaching Aims and Demands

1. Knowledge Objects: 1) Key Vocabulary: escalator, furniture, exchange money, elevator

(2) Target Language: Excuse me. Do you know where I can exchange money?

Sure. There’s a bank on the second floor. Take the escalator to the second floor and turn right. The bank is next to the bookstore.

2. Ability Objects

(1)Train students’ listening ability.

(2)Train students’ communicative competence.

3. Moral Objects

If someone asks you how to get to the place he wants to go to, you should tell him the way correctly.

Ⅱ. Teaching Key Points

1. Key Vocabulary

exchange money

2. Target Language

Excuse me. Do you know where I can exchange money?

Sure. There’s a bank on the second floor.

3. Structures

Do you know where I can buy shampoo?

Could you tell me how to get to the post office?

Can you please tell me where I can get a dictionary?

Ⅲ. Teaching Difficult Points

1. Indirect questions.

2. How to improve students’ listening ability.

Ⅳ.Teaching Procedures

Step Ⅰ Revision

Check homework.

Step Ⅱ 2a

Read the instructions and point to the list of directions.

Get students to name the items in the picture such as escalator, elevator, shoe store, and so on.

Play the recording. Students only listen.

Tell them that the picture may help them understand what they are hearing.

Play the recording again. This time ask students to write a number next to four of the directions.

Check the answers with the whole class.

Step Ⅲ 2b

Point to the picture. Say, now you will hear the recording again. This time show where the boy went as he followed the directions to the drug store. Draw a line on the picture in your book.

Play the recording again and ask students to draw the line on their own. Check the answer with the class.

Step Ⅳ 2c

Ask a pair of students to read the sample conversation aloud to the class.

Read the instructions aloud. Say. Make conversations using information about the places in the picture with your partners.

As students work, move around the classroom checking the progress of the pairs and offering help as needed.

Ask one or two pairs to say their conversations to the class. Ask the rest of the class to look at the picture as they listen.

Step Ⅴ Homework

Ask the students to write three sentences with the starters of the structures.

The Third Period

Ⅰ. Teaching Aims and Demands

1. Knowledge Objects: (1) Key Vocabulary

hang out, fresh, advantage, disadvantage, block

(2)Target Language: Go out the front door and take a right. Walk about three blocks. Go past the park, and turn left onto Oak Street.

3. Moral Objects

Anything has both advantages and disadvantages. We should treat everything correctly.

Ⅱ. Teaching Key Point

Train students’ listening, speaking, reading and writing ability.

Ⅲ. Teaching Difficult Points

How to improve students’ integrating skills.

Ⅳ. Teaching Procedures

Step Ⅰ Revision: T: Yesterday we learned the structures.

Do you know where…? Could you tell me how to get to…? Can you please tell me where…? Now who can make sentences by using the structures?

Step Ⅱ 3a

Read the instructions. Point out the blank lines under the words Advantages and Disadvantages below the interview.

You will write your answers in these blanks.

Read the first two sentences at the top of the article.

Explain that the interviewer will talk to several teenagers.

Get students to read the interview on their own quickly.

When they have finished, ask if there are any words or sentences they don’t understand. If there are, explain them.

Ask students to read the interview again and write the advantages and disadvantages. Check the answers with the whole class.

Step Ⅲ 3b

Read the instructions. Point out the conversation in the box and invite two students to read it to the class.

Point out the list of advantages and disadvantages in Activity 3a. Say, You can use these items and any other items you can think of as you talk about places you usually hang out.

Ask students to work in groups of four or five. As they work, move around the classroom helping the groups as necessary. Make sure they talk about both advantages and disadvantages.

Ask several groups to act out part of their conversation to the class.

Step Ⅳ 4

Read the instructions to the class. Get students to look back at the picture and activities on the first page of this unit.

Point out the sample language in the box. Invite a student to read it to the class.

Ask students to say the names of some stores and other places in the community and write them on the board. Say,

Each group can choose three of these places to write about, or you can choose another place you know of

Write careful directions from the school to each place, but do not say the name of the place. You can use the words this place instead. In order to help students work, draw a simple map showing the school and several nearby streets.

When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about.

Step Ⅴ Homework

1. Ask students to choose two places in the community and write careful directions from the school to each place.

2. Finish off the exercises on pages 46～47 of the workbook.

The Fourth Period

Ⅰ. Teaching Aims and Demands: 1. Knowledge Objects(1)Key Vocabulary

fascinating, convenient, safe, restroom, inexpensive(2)Target Language

Can you tell me where there’s a good place to eat? Of course. What kind of food do you like?

2. Ability Objects

(1) Train students’ writing and speaking ability.

(2) Train students’ ability to understand the target language in spoken conversation.

(3) Train students’ ability to use the target language.

Ⅱ. Teaching Key Points 1. Key Vocabulary convenient, safe, restroom inexpensive

2. Target Language Can you tell me where there’s a good place to eat?

Of course. What kind of food do you like?

Ⅲ. Teaching Difficult Points

1. How to improve students’ writing and speaking ability.

2. How to use the target language.

Ⅳ. Teaching Procedures

Step Ⅰ Revision Check homework.

Step Ⅱ 1a Go through the instructions with the class.

Read the words in the box to the class and ask if there are any of these words that students don’t understand. If so, help students to explain the meaning of the word.

Then read the instructions again and point out the sample answer. Get a student to read the sample answer to the class. Point out that students can also write other words after the word clean.

Ask students to write words from the box in the blanks on their own. Help students if needed.

Correct the answers by having students read what qualities he or she listed.

Step Ⅲ 1b Read the instructions to the class.

Point out the example in the box. Invite two students to read it to the class.

Now work with a partner. Look at the words in the box and use them to talk about places in your own city. As students talk, move around the classroom checking their work. Offer language support as needed.

Invite several pairs of students to say their conversations to the class.

Step Ⅳ 2a

Point to the picture and ask students to tell what is happening. If necessary, explain that the scene shows a family on vacation. They are asking the man for information about various things to do in Sunville.

Go through the instructions and point to the chart.

Play the recording. Students only listen the first time.

Play the recording again. Ask students to write the places people ask about.

Check the answers with the whole class.

Step Ⅴ 2b

Read the instructions and point to the chart.

You will hear the same recording again.

This time listen carefully to the answers the cleck gives. Write the answers in the blanks alone.

Point out the sample answer.

Play the recording again. Ask students to write their answers in the blanks.

Check the answers.

Step Ⅵ 2c

Point to the sample conversation. Invite two students to read it to the class.

Read the instructions. Role play the conversations you hear on the tape.

Get students to work in pairs. Move around the room checking the progress of the pairs and offering help as needed.

Ask one or two pairs to say their conversations to the class.

Step ⅦHomework

Talk about some places using the words in la, then write down the conversations.

學生九年級英語教案（精選篇4）

一、教學設計思路

將課文內容與多媒體緊密結合，激發學生興趣，設計活動，鼓勵學生表達，使學生在輕松的氛圍中掌握詞匯、句型和相關知識。

二、教學目標

(一)知識

1. 掌握如何談論自己的愛好和詢問他人的愛好：want, and, but, like, Do you want to …? Yes, I do./No, I don't. What kind of movies do you like? I like …

2. 掌握相關的電影詞匯：action movie, romance, thriller, comedy

3. 掌握一些品質形容詞并能用之表達喜愛或討厭某一事物的理由：fun, great, scary, funny, exciting, sad, I think …

(二)能力

能了解電影的基本知識。

(三)情感

培養、表達、交流自己的愛好。

三、教學重點

談論自己的愛好和詢問他人的愛好：want, and, but, like, Do you want to …? Yes, I do./No, I don't. What kind of movies do you like? I like …

掌握一些品質形容詞并能用之表達喜愛或討厭某一事物的理由：fun, great, scary, funny, exciting, sad

四、教學難點

正確應用品質形容詞：fun, great, scary, funny, exciting, sad

五、教學媒體

電腦，投影儀，課件(參考“優秀課件”)

六、教學過程

(一)巧妙導入

為學生放一段電影片斷，導入話題。(參考“視頻資源”)

(二)結合生活，互動練習

方法1: 讓學生觀看電影片斷，之后判斷電影的類型，并表達對這類電影的好惡。(參考“視頻資源”)

方法2: 讓學生觀看一些電影的海報及圖片，由學生說出電影的名字、種類及對電影的看法。比一比誰是電影方面的專家。(參考“圖片集錦”)

學生九年級英語教案（精選篇5）

課前準備

教師：準備游戲時所用的圖片(食物、蔬菜、動物)。

學生：準備表演時所需道具(服裝、假發)。

教學設計

Step One :Present the sentence patterns.

1. Play a game “How many words do you know?”(利用小游戲調

動學生的積極性，同時通過對冠軍的介紹引出本課。)

Teacher: After the study of the first three starters, I think

most of the students must have known a lot of words. How many

words do you know? Let’s play a game to see who know? Let’s play a game to see who knows the most.

(Divide all the students into several groups and show a picture(圖片略) to them with the computer. Every group can choose two students to join. They are asked to come to the blackboard and write down the words in 30 seconds.)

(Group 2 is the champion group. They can write 11 words.)

2. Introduce the champion group to the class.(引課方式貼近

生活，學生易于接受)

Teacher: Congratulations, now Group 2 is the champion. But I don’t know your names. Would you like to introduce yourselves to us?

S1& S2:Yes.

S1:Hello.My name is Li Lei. Nice to meet you.

Ss: Hello, Li Lei. Nice to meet you ,too.

Ss: Hello! What’s your name?

S2:I’m Sun Ping. How do you do?

Ss: How do you do ?

Step Two: Drills.

1. Make introductions.(通過句型的操練使學生更加熟練掌握所學

的句式。)

Teacher: The new term begins. Everyone will meet many new classmates. Do you want to make friends with them? If your answer is “yes”, please introduce yourself in your group.

Example:

Sa: Hello! I’m Li Lei. What’s your name?

Sb: My name’s Zhang Feng. Nice to meet you.

Sa: Nice to meet you, too. And what’s your name, please?

Sc: Lin Li. How do you do?

Sa：How do you do?

2. Listen and number the conversations.

Teacher: Today I have good news for you. Three new students will come to our class. They are from other countries. Do you want to know them? Let’s listen to the recording of 1b in Section A.

(Students listen to the tape and give the right answers.)

Step Three: Make friends.

1. Make new friends.(用談話的方式完成任務，生動活潑，同時更

容易向學生進行美德教育。)

Teacher: Now everyone has some new friends. Do you want others to know them? Do you want more friends? Let’s introduce our new friends to others, OK?

Ss: OK.

Example:

Sa: This is my new friend. His name is Sun Nan.

Sb: Hello, Sun Nan. Nice to meet you.

Sc: Nice to meet you, too. Look! This is my new friend. Her name is He Lu.

Ss: How do you do?

Sd: How do you do?

(Students can stand up and introduce their friends to others freely. They can greet each other warmly. Everyone in the class can have more friends. They can also know something else about them.)

2. The New comers.(以表演的形式完成，使課堂氣氛達到高潮。)

Teacher: Just now I said three new students from other countries would come to our class. Now, look! They are here. Let’s give them a warm welcome.

(Three “foreign” students come in and all the students clap warmly.)

Teacher: It’s their first time to come to China. Would you like to listen to their introductions?

Ss: Yes.

(Three students can make introductions and act out the dialogue vividly.)

Step Three: Sum up.

Some students are asked to sum up this lesson. It is how to make new friends and how to greet them. It is very important in the daily life.

Homework

“How do you meet new visitors at home?

Period Two

課前準備

教師：準備歌曲磁帶(歌詞)、情景圖片及上課所需表格。

學生：需要向父母了解自已名字的含義。

教學設計

Step One: Revise the sentence patterns.

1. Sing an English song.(用唱歌的方式既帶動了氣氛，又復習了

所學內容。)

Teacher: Yesterday we’ve known each other already. Do you remember your new friends’ names? If you do, let’s sing the song “What’s your name?”.

Hello! Hello! What’s your name? My name’s Gina.

Hello! Hello! What’s his name? His name’s Peter.

Hello! Hello! What’s her name? Her name’s Anna.

2. Listen to the conversations and finish the exercises.

Teacher: Yesterday I made a new friend. Her name is Jenny. She is very lovely. She introduces many friends of hers to me. Do you want to know about them? Let’s listen to the tape and find out some useful information.

(Students listen to the tape and give the right answers.)

3. Act out the dialogues.(在特定的情景下表演對話更符合實際，

更貼近生活。)

Teacher: Now you’ve known something about introductions and greetings. But if you are in other places, how do you introduce yourself and greet others? Look at the four pictures and imagine you are in such a situation, how do you get to know new friends?

(Students can choose any picture they like and act out the dialogues.)

Example:

(At a party)

Sa: Hello! I’m Lucy Green. What’s your name?

Sb: My name is Kate Brown, Jim’s classmate. Nice to meet you.

Sa: Nice to meet you, too. I’m Jim’s sister. Welcome to Jim’s birthday party. Make yourself at home.

Sb: Thanks, I will.

Step Two: Choose English names.

1. Play a name game.(有效引出“英文名字”這一主題。)

Teacher：As we know, everyone has a name. Each name has its special meaning and so do English names. Do you want to have an English name? If you do, let’s play a name game. The winners of the game will get English names.

Rules: Every student should introduce himself or herself,but at the same time he (she ) should repeat all the above-mentioned classmates' names.

Example:

S1: My name’s Tony.

S2: His name’s Tony. My name’s Linda.

S3: His name’s Tony. Her name’s Linda. My name’s Nick.

S4: His name’s Tony. Her name’s Linda. His name's Nick. My name's Kim.

S5:…….

2. Choose English names.

1).Find out first names and last names.(用小組的方式完成名字的識別。)

Teacher: Congratulstions to the winners. Now you choose English names from the box. But before you choose names, you must know English names have two parts: first name and last name. Look at the box, can you classify them according to the demands?

\

Jenny Gina Alan Mary Jim Tony Tom Bob Mike Green Miller Jack Smith Brown Linda Nick Kim Hand

\

Period Three

課前準備

教師：準備所需的歌曲磁帶、名片樣本及各項表格。

學生：制作名片所需的紙張、畫筆等。

教學設計

Step One: Present the English numbers.

1. Sing the song “Ten Little Indian Boys”.(歌曲歡快有趣，比起單純教授單詞更為有效。)

Teacher: During the first two classes, we’ve known something about new friends names. But if we want to contact them. What shall we do?

S1: A telephone call.

T: But you don’t have their telephone numbers.

S1: Ask for their telephone numbers.

T: If we want to know about their telephone numbers, we must learn how to say these numbers in English. Let’s learn to sing “Ten Little Indian Boys”.

Words

One little, two little, three little Indisns,

Four little, five little, six little Indians,

Seven little, eight little, nine little Indians,

Ten little Indian boys.

(After singing the song, tell the students not to forget “zero”.)

T: Count the number together from zero to nine.

S2: Zero…

2. Listen to the conversation and write the telephone number.(通過聽力復習單詞。)

Teacher: This is my friend’s telephone number. But I can’t hear it clearly. Could you please help me write it down?

(Students listen to the recording of 1b in Section B and give the answer.)

Step Two: Drills.

1. Make a survey about your partners’ telephone numbers.(調查組內成員的電話號碼，重點練習所學句式。)

Teacher: Thank you for your help. But do you want to know your friends’ telephone numbers? Now let’s make a survey about it and try to fill in the chart.

NameTelephone numbers

Li Lei

Liu Yu

Lin Fang

Yin Kailin

S1: Hello, Liu Yu. What’s your telephone number?

S2: My telephone number is …

S1: Oh, thank you. What about yours, Lin Fang?

S3: It’s…

S1: … And may I know your phone number, Yin Kailin?

S4: …

S1: Thank you very much. Oh, I nearly forgot. My telephone number is…

2. Report it to the class.

(After the survey, every group can choose a student to report the survey result to the class.)

Example:

My telephone number is… Liu Yu’s phone number is… Lin Fang’s telephone number is… Yin Kailin’ s phone number is…

3. Listen and match the names and telephone numbers.(制作電話號碼簿這一任務能夠大面積調動學生裝的參與意識。)

Teacher: I will play the recording twice. The first time just listen. The second time, write the letter of the person’s telephone number in the space after that person’s name.

(Students listen to the tape .)

T: Next, I’ll play the recording again. This time, fill in the missing numbers.

(Students listen to the tape again .)

T: Can you find out whose telephone numbers they are ?

S:…

4. Make an address book.

Teacher: The new term begins. Our class needs an address book to contact each other. Now we can put all the information together and then we can have our own address book. Pay attention to the address book headings “Names” and “Phone numbers”. Now work in groups of six and ask your group members “What’s his /her name? And What’s his/her phone number?”

Step Three: Make an ID card.

1. Show some different ID cards to the class and try to enjoy them.(向學生展示不同種類的名片，一方面開闊學生眼界，一方面便于學生找出名片所含內容。)(引導學生有效搜集名片上的信息，提高學生的閱讀能力。)

Teacher: Now our class has a very useful address book. We can use it to talk with others on the phone. But for most adults, ID cards are more important because they are easy to take along. What’s more, they are very enjoyable. Sometimes they can show the owners’ special personalities. Look at the ID cards below and try to enjoy them.

\

Teacher: From the cards above, what can you find out ?

S1: It must have a person’s name…

S2: Sometimes it has a motto.

T: Yes, It must have a person’s name, postcode, telephone number, home address and e-mail address. So if you have a chance to make an ID card, you must think about all the above. But before you make your card, first let’s learn how to get information from the card. It’s very important.

2. Read the ID card and answer the questions.(提供參考信息，但允許學生創新。)

Teacher: Look! Here’s an ID card of my friend’s. Please look at it and find out some useful information about her.

FIRST NAME:

Jenny

LAST NAME:

Brown

TELEPHONE NUMBER:

535-2375

1. What’s her telephone number?

2. What’s her family name?

3. What’s her first name?

Homework

1. Students are asked to make ID Cards of their own.

Demands: A. Useful information must be included.

B. It can be designed as beautifully as possible.

C. Students may show their own personalities if possible.

Personal Information

First name:________________ Last name:_________________

English name:______________ School:_____________________

Class:____________________ Phone number:______________

Home address:____________________________________________________

E-mail:__________________________________________________________

Motto:___________________________________________________________

2. Find out the information about the famous person.

Period Four

課前準備

教師:準備評價表、名人圖片和一張個人海報。

學生：準備好完成的名片參加展覽。

教學設計

Step One: Make an ID card show.

1. Show the ID cards to the students.

Teacher: Yesterday all of you made some beautiful ID cards.Today we’ll make a show here. Let’s enjoy it together and try to choose the best ones.

2. Find the owner of the card.

Teacher: The ID card show is over. All the cards are mixed together. I can’t find the owners. Who can help me?

S1:I can.(Show one of the cards to another students.)

S1:Excuse me, are you in ...?

S2:Yes, I am.

S1:What’s your telephone number?

S2:It’s...

S1:Are you...?

S2:Yes, I am.

S1:Here’s your ID card.

S2:Thank you.

(Teacher asks more students to find the owners of ID cards).

Step Two: “Face to Face”.

1. Play a guessing game.

Teacher: ID cards are useful. But some persons’names are known to all the people.They are very famous. Now look at the pictures and guess their names.

(The teacher shows some famous person’s pictures and students guess their names and give their answers.)

2. Collect useful information.

Teacher: These persons are very famous. But it’s better for us to know something else about them. Before class you’ve been asked to collect some information. Now let’s exchange it together.

3. Report it to class.

Each group can choose a student to give a report about their favourite person. The other students can ask him some questions in class.

Example:

S1:This is Michael Jordan. He’s years old. He’s... He speaks...His birth place is ... He is a famous ...player. He’s a member of six Chicago Bulls championship teams.

People like to call him “Air Jordan”.

S2:Do you like Michael Jordan? Why or Why not?

S1:Yes, I like him very much because he’s so ...

S2:Do you want to be a basketball player like him?

S1:Of course I do. That’s my dream.

Step Three: Make a poster about yourself.

Teacher: Do you want to be famous all over the world?

First you must learn to show yourself. Now you have a chance to do that. Please try to make a poster about yourself. In your poster you should try to introduce yourself.

(Students can write a passage about themselves. They can give some personal information. They can alse design the poster as well as they can.)

Homework

Students are asked to sun up this unit, especially about how to talk with others politely.

學生九年級英語教案（精選篇6）

一 教學目標

通過訓練學生的聽、說、讀、寫，使學生掌握最基本的語言知識和語言技能，從而培養學生初步運用英語進行交際的能力;寓教于樂，使學生養成良好的外語學習習慣，為將來的學習打下堅實的基礎。

以教材為載體，密切結合教材，在課堂上努力創設各種情景夯實語言知識及語言技能，從而激發學生主動學習英語的興趣，提高學生的記憶、觀察、思維及想象能力，為學生的終身學習奠定基礎。

二 學情分析

我任教九年級三，四班英語。從整體情況來看，普遍學生英語基礎較差，興趣不高，甚至有部分學生的聽說讀寫能力還不夠小學三年級水平，所以在課堂教學時，出現有學生不守課堂規則，不愿聽課、睡覺或是做與課堂無關事情的現象，難以形成英語學習氛圍。有少部分學生基礎較好，自制能力較強，能認真聽課，按老師要求完成各項任務。總的來說，這兩個班的英語教學具有挑戰性，需要耗費不少時間和精力。

三 教材分析

九年級英語是湖南教育出版社出版的仁愛版英語，教材編排有以下目的：

1.要使學生受到聽、說、讀、寫、英語的訓練，掌握最基礎的語言知識和語言技能以及培養初步援用英語交際的能力;養成良好的外語學習習慣，掌握學習外語的基本方法;為進一步學習和運用英語打下扎實的基礎。

2.使學生明確學習英語的目的性，

3.培養初步運用英語交際的能力和自學能力。

四 課時安排

本書共四個單元，每單元都有三個話題，每個話題又分A,B,C,D,四課。依據本學期的教學進度，本學期具體安排如下：

每周上一個話題，中期考試前上兩個單元，其余的兩個單元中期后上。

五 教學措施

1、依據學生基本情況，逐步激勵學生對英語產生學習興趣。

2、重視課堂教學質量，逐步提高學生英語交際能力。

3、有意識培養學生聽力、表述、朗讀、書寫和作業的基本能力。

4、重視思維過程系統編排，由淺入深，由易到難，由已知到未知，循序漸進，點面結合，逐步擴展，循環往現，以加深影響。

九年級的英語教學工作十分關鍵，而九(3，4)班的英語底子薄，興趣不高，在這種情況下，就需要更加深入地研究教材，根據學科特點及學生特點研究切實可行的課堂教學模式。努力探索適合學生特點、學生樂于接受的教學方法及模式。同時，要進行分層次教學。對于好的學生要加大知識的容量，拓展知識的層面，使好學生成績更上一層樓;對于差生要因勢利導，因材施教，使差生在原有的基礎上有所提高。

要完成每次課的教學任務，必須以教學計劃或教學大綱為準繩、以教科書為依據，明確每次課的重點、難點，以期教學時有據可依，得心應手。今天小編在這里給大家分享一些有關于九年級英語公開課教案最新例文，希望可以幫助到大家。

學生九年級英語教案（精選篇7）

面對著升學的壓力和任務，作為九年級的英語老師，我感到巨大的壓力，為了幫助學生們在中考取得良好成績，根據學科特點及學生特點研究各種教學模式，因材施教，促進學生英語的進步。

從本次期末的檢測的成績來看，學生英語水平普遍較差，成績好的不多，部分學生已經對英語失去了信心，還有一部分學生覺得英語越來越難，漸漸力不從心了，不感興趣了。針對這種情況，教學的時候需要注意在備課中增加趣味性，以此來提高學生對英語學習的興趣，同時注意在面對絕大多數學生時，注重打好基礎，從最基本的東西抓起，避免拔苗助長。

針對以上實際情況，我們準備從以下幾個方面著手，調整教學目標和教學措施：

1、大約用2周時間結束新課，接下開就進入了全面復習狀態.

2、針對學生對已學基礎知識部分已遺忘的共性，本著"依綱靠本"和"溫故知新"的原則，要求學生一步一個腳印，使學生從零散知識的學習自然過渡到知識的系統歸納上，使基礎知識更加條理化，扎扎實實搞好基礎知識的復習。

在這一階段我們計劃按教材順序歸納語言知識點，講透語言知識點的運用，對各單元的知識要點進行梳理，同時重點把握基礎詞匯、詞組、句型。從近幾年中考試題看，逐漸加強詞匯、詞組的考查。

在教材整體上開始總復習，由于時間緊任務重，我們可以重新整合教材進行復習。這樣可以節約時間，提高效率。在課上再按詞匯用法和區別總結復習一下，同時針對學生的一些薄弱知識編寫一些練習給學生加以訓練。并通過配套練習、復習檢測加以鞏固。本輪復習直接關系到中考的效果。因此在復習中要突出重點，牢固掌握。遵循精講多練的原則，做到講--練--評結合。

在本輪復習中，聽力、口語分散在每節課中，重點詞匯要求必須會寫。

針對學生對已學語法知識的遺忘和混淆，本著中考中要求掌握的語法項目，一步一個腳印，使學生從零散的語法知識過渡到系統的歸納和掌握上，使語法知識更加條理化，扎扎實實搞好語法知識的復習。

3、在這一階段我們計劃按考綱要求的語法項目，由易到難，對各個語法點的知識加以歸納和梳理，結合近幾年的中考題加以訓練。在復習語法過程中，復習幾個語法內容后，進行一次小測。找出學生仍存在的共性問題，再加以補缺。

在第一輪復習的基礎上，針對中考題型進行強化訓練，提高對各種題型的解題能力。對聽力、單項填空、閱讀理解、補全對話和書面表達等進行專項訓練，并把重點放在學法的指導、解題技巧的點撥上，引導學生了解、熟悉各個題型的特點，強化分類練習。

對所復習的知識重新整理，查漏補缺。通過精心設計的綜合練習，徹底消除學生的模糊意識，強化考點。讓學生開展討論，不懂的或不清楚的問題再由老師最后定奪，加深印象。

模擬訓練是考前大練兵，是中考前的熱身訓練階段。運用一些模擬題，模擬考試時間、考場要求、答題方式及答題卡等，對學生進行應考、應試技巧的訓練，培養學生的臨場發揮能力和應變能力。

除了掌握基本知識，考試技巧也是考場上成敗的關鍵，針對不同的考試題型給同學們講一講應試技巧是很必要的。

總之，通過上述二輪復習，使學生從不同角度得到提升，讓她們的英語能力不斷加強，堅持聽力、口語、詞匯等方面的練習，熟悉考試的套路，相信在20__年的中考一定會獲得成功。