九年级英语学案及教学设计

九年级英语unit11英文教案（含5篇）第一篇：九年级英语unit11英文教案Unit 11 Could you please tell me where the restrooms are? 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．3．Moral Object Helping each other is very important． It is a good quality．Ⅱ． Teaching Key Point Target Language Ⅲ． Teaching Difficult Points 1．How to train students’ listening ability．2．How to train students’ communicative competence．Ⅳ．Teaching Procedures Step Ⅰ 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 o ffice 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!Ther e’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 w ith the class．Read the list of things to the class． To review the meaningof 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 theseThe First Period thi ng 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．Step Ⅴ Homework Review the target language．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． T eaching Difficult Points 1． Indirect questions．2．How to improve studen ts’ 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 tothe 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．The Second Period 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 ple ase tell me where…? Now who can make sentencesby 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 canchoose 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．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, helpstudents 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．The Fourth Period 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 theclass． 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．Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary water slide, clown, dress up, have fun（2）Practise reading an article．（3）Practise writing something using the target language．2．Ability Objects（1）Train students’ reading ability．（2）Train students’ writing ability．Ⅱ． Teaching Key Point Practise reading and writing using the target language．Ⅲ． Teaching Difficult Point How to write a guide to a place．Ⅳ．Teaching Procedures Step I Revision Review the target language presented in this unit． Check homework． Step Ⅱ 3a Invite a student to read the article aloud to the class． Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．Ask students to read the article again and complete the chart． Get students to do the work on their own or in pairs． As they work, move around the classroom and offer help as necessary． Check the answers． Step m 3b Read the instructions to the class． Point to the first two sentences and ask a student to read these sentences to the class．Look back at Activities 2a and 2b． Use this information to help you complete the guide to Sunville． Ask the students to complete the brochure on their own． As they work, walk around the classroom offering help and answering questions as needed．Invite a student to read the completed article to the class．Step Ⅳ 3c Read the instructions to the class．Ask students to say the names of some of the places they might write about． Write a list of these places on the board for students to use as they write their guides．Ask students to work on their own． Tell them that they can use what they wrote for activity 3b as a guide． They can write the guide for all tourists, teenagers, families, or people on a budget． As they work, move around the room offering help as needed．Correct the students’ work． Ask some students to read their guides and correct them．Step Ⅴ Part 4 G o through the instructions with the class．Get students to look back at the guides they wrote in Activity 3c．Ask students to work in groups of four or five students． Let different students play the role of the booth worker and the different tourists．Make sure every student has a chance to participate．Ask one or two groups to say one of their conversations to the class．The Fifth Period Step Ⅵ Homework 1． Read the article in 3a again． 2． Write a guide to our city．Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Fill in blanks and make sentences using beautiful, safe, delicious, convenient, fascinating．（2）Write some questions using the target language．2．Ability Objects Train students’ writing ability．Ⅱ．Teaching Key Points 1．Fill in blanks and make sentences．2．Write questions using the target language．Ⅲ． Teaching Difficult Point Make sentences using “beautiful, safe, delicious, convenient,fascinating”．Ⅳ．Teaching Procedures Step Ⅰ Revision Check homework． Ask a few students to read the article in 3a． Then ask a few students to read their guides．Step Ⅱ Part 1 Look at the words in the box． Ask a student to read them． Make sure the students understand the meaning of the words． You are to fill in the blanks with the words． In some cases, students may need to use another form of the word, for example adjusting for tense or subject/ verb agreement．Ask students to fill in the blanks on their own． Check the answers．Step ⅢPart 2 Go through the instructions with the class．Look at the example with the students．Ask students what the answer would be．Ask a student to read the question and answer it．Excuse me, could you tell me where the bank is, please? The bank is across the street from the shopping malt． Get students to complete the work in pairs．Check the answers．Ask a few students to read their questions．Step Ⅳ Just for Fun!Ask all the students to read the conversation．Ask: What is funny about this cartoon? Help students to explain． A Martian is a person from the planet Mars．There is no such thing as Martian food on Earth, and the clerk looks silly because he is trying to think of where there is a Martian restaurant．Invite some pairs of students to present this conversation to the rest of the class．Step Ⅴ Summary and Homework In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit． After class, please finish the questions in 2 in your exercise books．Then finish the exercises on pages 47～48 of the workbook as well．The Sixth PeriodThe Seventh PeriodⅠ Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary image, adventure, jealousy, hero, crime, journey, brave, no longer, show interest in, take it easy, become interested in, plain looks（2）Text: Grown-ups like cartoons, too． 2． Ability Objects（1）Fast-reading to get a general idea of the text．（2）Careful-reading to get the detailed information in the text．（3）Learn the words and phrases from the context．Ⅱ． Teaching Key Points 1． Key vocabulary．2．Train students’ reading a nd writing skills．Ⅲ．Teaching Difficult Point Train students’ reading and writing skills．Ⅳ． Teaching Procedures Step I Key Vocabulary Say the words and have students repeat them again and again until they can pronounce them fluently and accurately． Step Ⅱ Part 1 Read the title Grown-ups like cartoons, too．To the class． Ask, what do you think the article is about? Look at the picture．Ask students to describe what is happening in the picture． Ask students to answer the five questions．But don’t look at the reading text．Instead, they use their background knowledge to try to answer the questions． As students work, walk around, looking at their progress．When most students finish the task, ask students to answer the questions with a parter．Elicit answers from the students． Ask if other students have the same or different answers． Do not give the correct answers to the students at this point． Wait until students have finished the reading and let them revise their answers accordingly． StepⅢ Part 2 Read the te xt quickly, then summarize each paragraph in your own words． As the students are doing this, move around the classroom to make sure they can do the task in English． Ask five students to report their answers．Draw students’ attention to the instructions．Ask students to complete the task individually or in pairs．As they work, walk around the classroom to make sure students discuss their reasons in English． Have students report their answers．Encourage students to use complete sentences．Step Ⅳ Part 3 Point to the story． Look at the words indicated in bold．Ask different students to guess the meaning．Don’t give them the correct answers． Ask students to read the article once． Say, pay attention to the bold words and expressions． And note any other words or sentences, you don’t understand． Read in context, guessing their meanings from the other words around them． Ask students to read the article again for comprehension．Read the instructions with the students and have them look at the example．Then ask students to match the correct meanings with the correct words and expressions． Allow them one or two minutes to do this．Check the answers: Get students to make sentences with the words and expressions． Remind them to look at the article again for extra help．Answers to this activity will vary．Then ask a students to write his/her answers on the blackboard．Help correct any mistakes．Step Ⅴ Part 4 Read the instructions to the class． Elicit the first answer from the students from memory．Make sure that they understand what they need to do．Ask students to do the activity on their own or in pairs． Asthey work, walk around the classroom offering help students may need． Check the answers．Step Ⅵ Part 5 Read the task with the students．Ask students to do the activity in small groups． Try to put creative and artistic students in each group． Check the answers and have students show or act out their cartoons for the class． Optional activityAs an optional in-class or homework activity, remind students to find some cartoons and cut out the speech bubbles．Students can then write their own English stories in the speech bubbles．Step Ⅶ Homework 1．Read the story in 2 again for further comprehension．2．Revise the target language in this unit．第二篇：九年级英语unit 15教案雨龙中学高效课堂(二次备课)导学案课题：Unit 15 We’re trying to save the manatees!备课组：英语主备教师：杨翠芳授课时间：3.8—3.12授课班级：82,83,84备课组长审核签字：【预习导学——不看不讲】一、明确目标：1.学会区分并正确使用“一般现在时，现在进行时，现在完成时，to + 动词原形，被动语态”；2.阅读3a与3b,并按要求完成课后练习；3.掌握课文中出现的重点词组;4.保护动物，人人有责；二、自主学习：1.翻译GF部分，并区分相应语法和时态;2.翻译词组：(1)反对做某事；(2)适合；(3)对…感到吃惊；(4)活生生的教科书；(5)为某人提供某物；(6)关心、照顾；(7)同意；(8)不同意；三、检查释疑：各小组中对子相互检查自主学习部分，并说说不同答案的理由；【合作探究——不议不讲】一、合作学习： 2.Read a letter to the editor in 3b and give your opinion.3.Debate二、探究展示：各小组对子相互检查合作学习部分的答案，对疑问点提出自己的意见；【导学测评——不练不讲】一、导学测评（一）基础题——初显身手同步解析与测评：单项选择4，5, 8, 9 ；（二）能力题——挑战自我译一译：1.我不同意你的观点，我认为动物园是动物生活的好地方。

九年级英语备课教案大全5篇九年级英语备课教案大全5篇教案是教师备课的重要参考资料，包括所需教材、教具、课件等。

教案中提供了相关的背景知识，教师可以更加有效地进行教学，提高学生的学习效果。

下面给大家分享九年级英语备课教案，欢迎阅读！九年级英语备课教案【篇1】一、教材分析1、教学内容本单元以“产品制造”为话题，共设计了四大部分的内容。

以“What are the shirts made of？”为主线，围绕着谈论某东西在那制造，原材料是什么等语言功能展开一系列的任务活动，通过第一部分的学习，要求学会有关things和materials等基础词汇，并了解、学会基本句型的应用。

教材内容从基本语言知识到语言综合知识的运用，层层递进，以一种循序渐进的生活化的学习程序，引导学生在做事中有目的的学习语言。

2、教学目标①知识目标：1、掌握本课时重点单词和短语be made of 、be made in。

2、了解一般现在时态和一般过去时被动语态的结构和用法。

3、归纳和掌握make构成的短语。

②能力目标：学会谈论产品是由什么制成的及它们是在何处制造③情感目标：学会赞美他人的物品，并能就此话题礼貌的进行交谈，树立品牌意识，努力学习的态度。

3、教法策略以任务型教学策略为主，采用情景教学法（如本单元新知识推导时）、听力训练法（处理听力材料）、并辅助个人自学、小组讨论和图片等兴趣策略教学。

如在新授单词时，通过一些图片，进行分析教学，以致于从视角引起他们注意从而记住单词。

采取任务型教学策略的目的是主要是让学生多练多用，在做中学、学中乐、乐中掌握。

4、学习策略采用合作式学习方式，有目的的让学生预习，在完成任务的活动中主动的学习语言，养成继续学习英语和学好英语的良好习惯。

强调学生不仅要在课上积极发言、多练，并鼓励他们课后积极进行英语学习、积极参加训练。

二、重难点分析重点词汇通过图片和对话解决。

如：chopsticks，coin，blouse，silver，ilk，be made of等。

九年级英语全一册学案及教学设计unit 1 How do you study for a test？一、教学目标1）How do you study for a test？ I study by ving .2) the way to do sth the way of doing sthhave trouble doing sth 的用法二、重点知识1、重点单词基本要求：会读、会写、会用。

2、重点短语基本要求：会读、会写、会用。

3、重点语法 1）How 引起的特殊疑问句及其回答2）the way to do sth the way of doing sthhave trouble doing sth 的用法基本要求：理解其含义，学以致用。

●句析导学1.How do you study for a test? I study by listening to tapes.你怎样学习,准备应考？通过听录音。

How是用来提问“怎么，怎样”的疑问词，引导一个特殊疑问句，经常用by加动词的Ving 形式，表示“通过……方式，方法”或“借助某种手段”2.What about listening to tapes？听录音怎么样？What about …？相当于How about…？后面可跟名词、代词或动词Ving形式。

常用来提出建议，征求意见或询问情况。

相类似句子有Why not +v…？Let‘s +v . Shall we +v ? You’d better +v.3.It’s too hard to understand the voices .语音难以理解。

too +adj /adv +to do 表示”太……而不能……”,句中it是形式主语,真正主语是动词不定式。

可与so…that 和enough…to do sth 改写.4、…he finds watching movies frustrating because the people speak too quickly . watching movies 动名词做宾语,frustrating 形容词做宾语补足语find +宾语+形容词发现…… 不定式做宾语时,用find it adj.for sb. to do sth ● 教学设计一、新课导入1．检查词汇预习：让学生朗读本课的重点单词和短语，注意发音。

九年级英语教案（优秀5篇）篇一：九年级英语的教案篇一Properties:Recorder, Overhead Projector.Teaching Objectives:1、 Revise the grammar: the Adverbial Clause and the Infinitive.2、Revise the use of “who, that, which”。

Language Focus: so thatThe Infinitive: to + Verb（原形）Teaching Procedures:I. Showing the teaching aimsII. RevisionCheck homework, ask some students to retell the story. III. PresentationGive the students some sentences for example to help them understand the structure:so + adj. /adv. + that（结果）1、 I am so angry that I can39;t say a word.2、 The teacher spoke so fast that we couldn39;t catchup with him.3、 The classroom is so dirty that we must clean it. Ask the students to make up some sentences with “so… that”， then give same more sentences.1、 He got up late so that he was late for school.2、 He ran very fast so that he hit the electric pole. Ask the students to do some practice.IV. PracticeLook at Exercise 1, ask the students to answer the questions with so that…。

九年级英语学习教案七篇九年级英语学习教案七篇九年级英语学习教案都有哪些？日常生活中，部分所用到的词汇是日耳曼语源。

大多数法语和古拉丁语源的字汇通常用在更加正式的讲话和文章中，比如法庭发言或者编写百科全书。

下面是小编为大家带来的九年级英语学习教案七篇，希望大家能够喜欢！九年级英语学习教案（篇1）教学目标Key vocabulary: ancient, club, composition, pupil, meeting, call, evenKey structures: That’s news to me! What’s it about Listen up, everyone.Anyone else That’s a fantastic idea listen up教学重点Get to know the wonders of the world教学难点Language points教具多媒体，tape 课时 2教学课程Step1 Warming-up and listening1. Look at some pictures of the wonders of the world.2. Talk about the picture. You can use the words in the box to help you.3. Listen and check the words you hear.Step 2 Listening and reading1. (Close the books) Listen to the tape carefully.2. Ask the students to read through the conversation individually.3. Play the tape and have them read and follow.4. Act it out.5. Learn Everyday EnglishStep 3 Do Exercises1. Choose the best answer in Activity 4.2. Listen again and check.3. Answer the questions in Activity 5.Step 4 Explain the important and difficult pointsStep 5 Pronunciation and speaking1. Listen to the sentences.2. Listen and repeat.3. Say the sentences aloud.Step 6 HomeworkFinish the exercises in the workbook Ex. 1, 2, 3 4个人修改Revise what we learnt last term.Show the pictures and learn the new words.Read the key sentences.Read the dialogue in roles.九年级英语学习教案（篇2）一、教学内容本课是第二单元的最后一课，阅读课，是本单元话题过去的某种状态的延伸和继续。

九年级英语教学设计范文7篇教学设计是根据课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划。

下面是小编为大家整理的九年级英语教学设计，希望对你们有帮助。

九年级英语教学设计1教学目标1.能听、说、认读单词red、yellow、green、blue并能在实际情境中运用。

2.通过用Lets do部分“Show me...”的指令练习和运用有关颜色的单词，训练学生的动手能力。

3.通过学习，学生能根据自己喜欢的颜色设计东西，培养其动手的能力。

教学重难点重点：掌握颜色单词red、yellow、green、blue。

难点：会用句型I see...描述自己看到的颜色。

教学工具PPT课件、人物头饰、单词卡片、图片教学过程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(课件出示Colours单词,教师领读),Doyou know colours?引导学生也可用汉语回答颜色T:Let’ssing a song about colours,the song’s name is 《colours》,Please stand up,clap your hands.(师生齐唱歌曲)2.Presentation：(1)课件出示学校的平面图和本课中出现的人物图，让生进行操练，为本课的学习做好铺垫。

T：Let’s go on,Look,what’s this?(课件出示学校图)引导学生说出school,教师领读(注意升降调)At school,we have many friends,Look,they are coming.(教师逐一介绍四个人物的名字) Let’s say “hello” tothem.(2)课件出示公园图片，引导学生说出在公园里看到的景色，同时呈现本课的录音视频。

九年级英语教学设计5篇教学设计是提高学习者获得知识、技能的效率和兴趣的技术过程。

教学设计是教育技术的组成部分，它的功能在于运用系统方法设计教学过程，使之成为一种具有操作性的程序。

下面是小编为大家整理的九年级英语教学设计，希望对你们有帮助。

九年级英语教学设计1教学目标1.正确认读26个大小写字母，会背字母表。

2.能找出相同的字母。

教学重难点【教学重点】相似字母的区分和变化较大的大写字母的记忆。

【教学难点】有些字母可能难以正确发音。

教学工具ppt教学过程(一)热身、复习(Warm-up/Revision)1.师生做日常口语练习:A: Hi, boys and girls,,B: Hi, Miss Zhu,,2.Let’s sing ;Hello3.复习文具词汇 ,,Find and match，看图连线，举手抢答，带领同学们进行操练。

(二)呈现新课(Presentation)1.课堂导入：以问题开始，如小朋友们以前有没有听说过26个英文字母啊?有没有哪些朋友会读一些字母啊?2.watch and repeat观看26个字母的书写发音视频，认真听并模仿朗读。

3.Let’s learn接下来，老师逐个教学字母边领读边板书，并用课件出示大小写字母(学生一边跟读一边在空中仿写)。

Chant:T:A is for appleS:apple 、apple、apple(三)趣味操练(Practice)1.开火车按字母表顺序认读。

2.课件单个出示字母，点名认读。

3.连线：将大小写字母连起来(回答问题时要求先大声念出大写字母，再和哪一个小写字母相连)。

4.find out完成课本上在画中找字母任务。

(四)扩展性活动(Add-activities)1.show time出示小组找到的生活中的字母2.Let’s sing ABCs song第一遍先播放音乐学生听第二遍全体齐唱，可以拍手唱。

给与表现好的同学奖励。

之后老师请一位同学来带着大家唱，课件出示26个字母，包括大小写，可以点唱。

九年级英语教案(精选10篇)九年级英语教案篇1一、教学目标：1. 语言知识目标：1) 学习掌握下列单词和短语：block, in linewith, worker, stare, disbelief, above,burn, burning, alive, airport, till ,west2) 能掌握以下句型：Life is full oftheunexpected.I was about to goupwhen I decided to get a coffee first.As I was waitinginline with other office workers, I heard a loud sound.Before I coldjointhe others outside to see what was going on, the first plane had alreadyhit myoffice building.3) 进一步熟练掌握过去完成时的用法。

2. 情感态度价值观目标：1) 通过学习使学生认识到生活中充满着许多出乎预料的事件，培养学生正确看待事物的积极心态。

2)能运用所掌握的语法，句型和词汇进行交流。

3)能比较流利地讲述自己曾经有的特别的一天。

二、教学重难点1. 教学重点：1)掌握本课时中出现的生词block, in linewith,worker, stare, disbelief, above, burn, burning, alive, airport, till ,west2) 学会用过去完成时叙述自己曾经有的特别的一天。

2. 教学难点：用过去完成时叙述自己曾经有的特别的一天。

三、教学过程Ⅰ. Revision1. Could youpleasemake sentences with these words and phrases below?unexpectedadj. 出乎意料的by the time …在……以前backpackn. 背包oversleepv. 睡过头;睡得太久2. Please makeyourown sentences.By the time Igothome, _____________.By the time Icamein, ______________.By the time I gottoschool, __________.By the time thebellrang, ___________.By the time Igotup, _______________.3. Retell thestoryof Mary’sbad day according to the pictures in 1a and 2a.Ⅱ. DiscussionTell Ss Life isfullof the expected. Did you experience the expected things? Share your storywiththe class.Ⅲ. ReadingWork on 3a. Readthepassage and answer the questions:1) Which twoeventsdoes the writer mention?2) How didthewriter end up missing both events?1. Ask Ss to havealook at the questions before they start.2. Let Ss completethework on their own.3. After awhile,ask some students to report their answers to the class.Write the events on the blackboard as theyreport.Keys: 1. Thewritermentions the September 11 attack in New York and theearthquake inNewZealand.2. The writerwent to get a coffee first andwas not in the office when the plane hit theWorld Trade Center. He/she hadoverslept and missed his/her flight, so he/shewas able to avoid theearthquake.4. Aftercheckingthe answers, tell students to read the article again more carefully.Tell them tofindout the words or sentences which they can’tunderstand this time.Do someexplanationand make sure that the students make everything clear about thearticle.5. Ask studentstopick out the sentences with the Past Perfect Tense.Tell them to underline them and come upwith thereason to use the tense.阅读方法指导：快速阅读全文，注意描述事件的关键词或短语，有助于整篇*的理解。

人教版九年级英语全册教案4篇人教版九年级英语全册教案篇1一、教学目标：1. 语言知识目标：1) 学习掌握下列词汇：France, no matter,local, brand, avoid, product,handbag,mobile, everyday2)阅读短文，能按要求找到相应的信息。

3)通过阅读提高学生们的阅读能力。

4) 了解“中国制造”已在世界各国广泛存在，并被世界人民所认可。

2. 情感态度价值观目标：通过阅读短文，让学生们明白中国在近代的发展状况，认识到我们伟大的中国正在快速崛起，从以前依赖进口国外工业产品，到中国制造，中国已加入工业大国之列。

二、教学重难点1. 教学重点：1) 掌握本部分出现的生词和词组，达到熟练运用的目标。

2) 阅读短文，获得相关的信息。

通过阅读练习，来提高阅读能力。

2. 教学难点：1) 阅读短文，获得相关的信息的能力。

2) 理解并运用所学的词汇及表达方式。

三、教学过程Ⅰ. Revision1. Ask Sstorole-play the conversation in 2d.2. Checkthehomework. Let some Ss tell read their sentences.(1). This ringismade of silver.(2). This kindofpaper is made from wood.(3). What ispaintmade from?(4). Hang Zhouisfamous for tea.(5). As far asIknow, tea plants are grown on the sides of the mountains.Ⅱ. Lead in1. 展示一段伦敦奥运会礼品的视频，让学生了解中国制造已被世界人民所接受。

Then ask Sssomequestions:T: As we know,thereare so many things made in China in England. What about in America andothercountries in the world? Now let’s read the passage of 3a.First, readquickly and find the answer to this question:1) Where did KangJianvisit last year?2) Were theremanythings made in China in the US?3) What twothingsdid Kang Jian want to buy in the US?4) Where weretheymade?Ss read thearticlequickly and try to answer the questions:2. 方法指导：带着问题，然后快速阅读短文，争取在较短的时间内，找到答案。

九年级英语教案模板人教版5篇九年级英语教案人教版1学习目标1.重点单词：repeat，note，pal，physics，chemistry，memorize，pattern2.重点短语：take notes，write in an English diary，using an English dictionary3.重点句式：—Do you learn English by reading aloud?—Yes，I do.It helps my pronunciation.—How can I improve my pronunciation?—One way is by listening to tapes.学习重点1.学习英语的方法2.How 对方式提问及用by+doing进行回答学习难点1.学习英语的方法2.How 对方式提问及用by+doing进行回答自主学习一、预习课本P4新单词并背诵，完成下面的汉译英。

1.重复________2.笔记________3.朋友________4.物理________5.化学________6.模式________二、认真预习Grammar Focus-4c找出下列短语和句型。

1.做笔记2.写英语日记3.使用字典4.—你通过大声朗读来学习英语吗?—是的，它对我的发音有帮助。

5.—我怎么能提高我的发音?—一个方法就是听录音。

课堂导学Step 1情景导入Teacher：How do you study English?Student1：I study English by working with friends.Teacher：How do you study for an English test?Student2: I study for anEnglish test by asking the teacher for help....环节说明：通过师生互动问答，对前两节课所学的重要的句型和短语进行了复习。