九年级英语上册教案锦集10篇。
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九年级英语上册教案 篇1
1. It is nice of you to bring me the newspaper. (It’s nice of sb. to do sth. 某人做某事真是太好了，形容词表示人的品质特征时，介词用of)
2. It says I’ll have lots to eat and drink today. (报纸、杂志、牌子、广告等上写着用 says)
3. You shouldn’t worry about not having breakfast. (担心没有早饭吃) (worry about (not) doing sth. 担心（不）做某事，动名词的否定形式是在动名词前面加not)
4. A year is divided into (被分成)12 different star signs.
5. The time of your birthday decides your star sign.
6. People born under the same star sign (出生在同一星座下的人)share similar characteristics.
(be similar to = be the same as 和……相同，与…….相似)
7. take an active part in 积极参加 be impatient with sb. 对某人没有耐心
be patient with sb. 对某人有耐心 give up easily 轻易放弃
be curious about… 对……感到好奇 be kind / friendly / nice to sb. 对某人友好
be confident of sth. 对……有信心/把握 pay attention to details 注重细节
buy your friends nice gifts = buy nice gifts for your friends 给朋友买漂亮的礼物
have lots of energy = energetic 精力充沛 keep secrets 保守秘密
enjoy life 热爱生活 have a good sense of humour 有幽默感
be successful in doing sth. 成功地做某事 dream about everything 梦想一切
8. You love peace(热爱和平) and do not like to argue with others.（和别人争吵）
（ argue with sb. about sth. 因某事和某人争吵）
9. It is silly of you not to forgive others for their faults.
(原谅别人的过失) (forgive sb. for sth. 原谅某人某事)
（动词不定式的否定放在不定式前面 not to do sth.）
10. You are patient enough（enough 修饰形容词放在形容词后面，patient 是形容词，前面要用be动词）to wait without getting angry. （介词后面用动词ing 形式）
11. You hate to be like anyone else（ else修饰特殊疑问词、不定代词，放在它们后面） and try everything just to be different.
12. A fair person treats everyone equally.(平等地对待每个人，一视同仁)
13. A confident person feels sure about his own abilities.
( be / feel sure /certain of / about sth. 对感到自信/ 有把握)
14. make friends with him 和他交朋友 tell jokes 讲笑话
take care of = look after 照顾，照料 share food with others和别人分享食物
15. 反义词： active---inactive, modest---proud, patient---impatient, fair---unfair,
correct---incorrect, polite---impolite, selfish---generous,
16. It is thoughtful of Andy to play his CDs for us. （Andy为我们播放CD，他考虑得真周到）
17. It is typical of Simon to make such a mess. （把事情搞得乱七八糟是Simon的典型特征。）(make a mess 把……搞得乱七八糟)
18. each of us 我们每个人 at all times 一直，始终
travel around the world 周游世界 travel to different places 去不同的地方旅行
pass the football to Peter = pass Peter the football 把足球传给Peter
plan to go out 计划外出 pack one’s bag整理行李
19. Sandy has been on the phone for hours. (Sandy已经打了好几个小时的电话了。)
20. This month（这个月，不用介词） you will have a lot to celebrate.
21. You will have success at school or work(学业有成，事业有成) around the middle of the month.（大约在本月中旬）
22. You will be given some money.
23. For more details, please call Master Zhang on 5556 0678.
（call+人+on + 号码, 表示按….. 号码给……打电话）
24. a mixture of good luck and bad luck （好运和厄运的混合体）
25. go to a party 去参加聚会 have problems with my health 健康有问题
be suitable for the post 适合这个职位 run for the post 竞争这个职位
26. I don’t think he would be able to(=can) organize things well.
27. He is imaginative enough to come up with new ideas. 他富有充分的想象力来产生一些新的观点。(imaginative是形容词，前面要用be 动词，enough放在形容词之后)
28. Who else would be suitable (for the post)? 还有谁合适（这个职位）呢？
29. recommend David for the post / job 推荐David 担任这个职位/做这项工作(for +职位)
recommend David as the new chairperson of the Students’ Union
recommend a good dictionary to me (recommend sth. to sb. 向某人推荐某物)
recommend us to read this book (recommend sb. to do sth. 推荐某人做某事)
30. He is a Gemini. = His star sign is Gemini. 他是双子座。
31. The only thing is that David has much more hair than my uncle.
32. We think he will be an excellent chairperson because he has many good personal qualities.
33. He thinks he can do anything if he tries his best.
34. He is never afraid of making a speech（发言） in assembly（在晨会上）.
(be afraid of doing sth. 害怕做某事) （他在晨会上发言从未害怕过/ 拘束过）
35. He will / would not mind doing extra work for the Students’ Union.
（不介意为学生会做额外的工作）（mind doing sth. 介意做某事）
36. He always gets good marks in tests. ( 在测试中成绩一直名列前茅)
37. He even got full marks(得满分) once in an English test.
38. He never forgets to do the things he needs to do. （从不忘记去做他需要做的事）
39. He has joined the Computer Club（参加电脑俱乐部） this year because he wants to learn to use the computer to help himself get more organized.（帮助自己工作起来更有效率）
40. We think that David has all the qualities to be a good chairperson.(具备了一个优秀学生会 主席应该具备的各项素质)
41. We hope that you agree with us.
42. ---It was kind of you to recommend me as the new chairperson.
= Thank you for recommending me as the new chairperson. (谢谢你们推荐我当新任主席)
---It’s our pleasure. = Not at all. = You are welcome. 不用谢。
43. You are the most suitable person.
44. Mr Wu spends a lot of time explaining things to us.
(spend ….doing sth.花时间做某事) （explain sth. to sb. 向某人解释某事）
45. Daniel is very clever, but he never shows off.(买弄，炫耀)
九年级英语上册教案 篇2
Unit1 Topic 2 Where are you from?
Section C
学习目标：
1.学习数字0-10 及短语zero, one, two, three, four, five, six, seven, eight, nine, ten ,telephone, number
2. 学习如何询问别人的电话号码及应答
What’s his telephone number?
His telephone number is (010)8267-6790.
3.了解单词音节和重音。做到语音正确。
学习重点：
数字的灵活运用 学习难点：听音辨词
学习过程：
Step 1复习导入
1. (复习上节课的重要知识点。)
2. (朗读句子，并标出语调,巩固be from在不同人称的应用，复习国家名称。) Step2 问题导学 A.选择最佳答案
( )1 —Are they from Canada? —No, they ____.
A. are B. aren’t C. isn’t
( )2. —What’s ____ telephone number?
—It’s 8265-3412.
A. you B. your C. my
( )3. —____ are they? —They are XiaoLi and Jane.
A. Who B. What C. Where
( )4.. Mary ____ from Cuba.
A. is B. am C. are
( )5. “One one zero” 表示 ____。
A. 火警 B. 匪警 C. 急救中心
( )6.. —Is he Li Ping? —Yes, ____.
A. I’m B. he’s C. he is
B.根据句意及首字母提示填词。(5分)
1. —W____ are you from? 2. —What’s y____ name? —I’m from Shanghai. —My name is David.
3. —Are you f____ Zhengzhou? —No, we aren’t.
4. —What’s your telephone n ?—It’s (010)8659-7981.
5. —E me, are you Frank? —Yes, I am.
Step 3 呈现
1. (示范每个数字的'读音，要求学生先静听，再模仿。)
2. (师连续读出这11个数字，强调前10个数字用升调，最后一个用降调，并要求学生跟读，培养学生语感。)
3.(做出打电话的动作，理解telephone number的意思。)
T:What’s your telephone number?
S1:My telephone number is
Step 4. 精讲点拨
1— W____ is he? —He i____ Xiao Ming.
2. —Is she ____ Japan? —No, she ____.
3. —W ____ are they from? —They are from C____.
4. —What’s y____ QQ number?
—____ QQ number is 158141028.
5. —____ she Jane? —____, she is.
归纳小结：
重点句型:
What’s your telephone number? My telephone number is
What’s his telephone number?His telephone number is
当堂检测 A从Ⅱ栏中选出Ⅰ栏的正确应答语。 Ⅰ
( ) 6. How old are you?
( ) 7. Where are you from?
( ) 8. What’s your telephone number?
( ) 9. Is Miss Yang your English teacher?
( ) 10. Glad to meet you.
B.用适当的词填空。 Hello! My 1 is Kangkang. 2 am from China. This 3 my friend. 4 is his name? His name is Mike. 5 is from the U.S.A. His phone 6 is (010)6534-8719. Miss Zhao 7 my teacher. 8 is she from? She is from China, 9 . She is fine. 10 telephone number is (010)6534-8897.
1. ___________ 2. ___________ 3. ___________ 4. ___________
5. ___________ 6. ___________ 7. ___________
9. ___________ 10. ___________ 8. ___________
九年级英语上册教案 篇3
Module3 unit2 language
Welcome
1. in a broad sense从广义上讲
2. transmit information传播信息
3. various forms of language语言的各种形式
4. stand for a beaming smile代表灿烂的微笑
5. all over the world/ throughout the world全世界
6. fly in circles 绕圈飞行
7. inform sb of/ about sth.通知某人某事
keep sb informed of sth使某人被通知
8. including sth/ sth included包括某事
9. share sth with sb与某人分享某物
10. make a special Internet language构成一种特殊的因特网语言
11. have some effective methods for studying the English language
有一些学习英语的特殊方法
Reading
1. throughout history贯穿历史；throughout the world/ all over the world
2. be made up of/consist of由…组成
3. a language with some confusing rules 一种带有令人迷惑规则的语言
4. bring sth with sb to sp将某物待在身边带到某地
5. at the end of the 9th Century 在九世纪晚期
6. a language called Celtic一种叫做凯尔特的语言
7. be different from与……不同
8. It’s certain that… …是确定的
9. the official language of England英国官方语
10. sb find it hard to do sth觉得做某事很难
11. This is because…/ That is why…表语从句句型
12. have similar meaning in …有类似的意思
13. contribute to / result in/ lead to/cause the development of……导致……的发展
14. sb take control of控制
15. sb lose control of失去控制
16. be replaced by/ with；设备sb take the place of sb 被…代替
17. despite the fact/ in spite of the fact尽管事实如此
18. have an impact on(the English language)对…巨大冲击
19. at this point在此期间
20. raise animals 饲养动物
21. the upper/lower class上(下)层阶级
22. common people普通人（地位相对低的）
23. by the latter half of the 24th century到24世纪下半叶
24. be adopted by被…采用
25. one’s mother tongue/ one’s native language母语
26. undergo huge changes(underwent, undergone)经历巨大变化/ undergo treatment接受治疗
27. continue doing/ continue to do sth继续做某事
28. a sequence of events一系列事件
29. relate… to…与…相关
30. official occasions官方正式场合
31. modern English/life/science and technology现代英语/生活/科技
32. make a promise; keep /break one’s promise做许诺；遵守诺言/食言
33. promise to do sth许诺做某事
34. a promising boy一个有前途的男孩
35. disagree with what =everything that =all that sb say
1.The English language is made up of/consists of the rules and vocabulary each group of people brought to Britain with them.
英语是由每个进入不列颠的人群所说语言中的规则和词汇构成的。
2.They brought with them their languages, which also mixed with Anglo-Saxon.
他们带来了自己的语言，与盎格鲁萨克森语混合起来
3.The language they created is what we now call Old English.
他们创造的语言就是我们现在所说的古英语。
4.Middle English is the name given to the English used from around the 12th to the 16th century.中古英语这个名词是指大约12世纪至16世纪期间所使用的英语
5.However, the Norman conquest did not have the same result that the Germanic invasion had had about 600 years earlier.
然而，诺曼征服并没有给英语带来大约6前日耳曼入侵所带来的相同后果。
6.The question of English will continue changing in the future is easy to answer.
英语在未来是否会继续变化这个问题其实很容易回答
7.Where a person comes from will affect their style of speech.
一个人来自哪里会影响他们说话的风格
8.There are many different dialects of English depending on where people live.
根据人们居住的地方（的不同）有许多不同英语方言。
9. We sometimes find it hard to decide which words or phrases to use
我们有时发现很难决定用何词和短语。
10.This is where I disagree.
This is what I disagree to.这就是我不赞同的地方。
Word power & Grammar & Task
1. spoken English/written English口语、书面语
2. a large amount of / a great deal of+不可数n
3. a large number of/ a great(good) many+可数n复
4. a large quantity of/plenty of+可数/不可数n
5. sort out=arrange安排
6. discard=throw away丢弃
7. I regret to inform you我遗憾地通知你
8. in addition=plus除此之外
9. have a word with=speak to与某人谈话
10. have words with sb与某人吵架
11. take sth into consideration考虑某事
12. five permanent members of the UN Security Council五个联合国安理会常任理事国
13. take action/measures to do sth采取行动做某事
14. set high standards for设一个标准
15. below standard在标准以下
16. up to the required standard超过被要求的标准
17. make a decision做决定
18. at one time曾经（at times 有时候）
19. at a time一次
20. keep … pure使…纯化
21. due to/because of/thanks to/ as a result of/owing to由于
22. ban sb from doing sth阻止某人做某事
23. easily accessed television programs容易接受的电视节目have access to
24. get along/on with sb与某人相处
25. There is no need to do sth没有必要做某事
26. waste time doing sth浪费时间做某事
27. It’s a waste of time to do/doing sth
28. shorten the distance缩短距离
29. embarrass sb into doing sth做某事使某人尴尬
30. refuse to accept an idea拒绝接受一个主意
31. from across the world从全世界
32. adopt one’s suggestion/a new teaching method
采纳某人的建议/一种新的教学方法
project
1. A differ greatly from B in size and shape
A与B 在尺寸及形状方面大大不同
2. the very first Chinese characters真正第一批简体中文
3. change over time随着时间改变
4. as a whole作为整体
5. on the whole（常用于句首）
6. combine two or more elements together把两种及更多种元素结合起来
7. the symbol for a man代表人类
8. be the opposite of sth是…的相反
9. Opposite our school are two shops.（倒装句）
10. Opposite our school is a shop.
11. be highly complex非常复杂
12. reflect one’s thought反应某人的思想
13. simplified Chinese characters简体中文
14. be widely used in mainland China在中国大陆广泛使用
15. The way a written language developed can tell us just as much about a culture as the history of a spoken language.书面语发展方式表示出来的文化就像口语的历史表示出来的文化一样。
16. The Chinese language differs from many Western languages in that it uses characters which have meanings and can stand alone as words.
汉语和许多西方语言不同，区别在于汉语使用本身就有意义，可以独立成字的汉字。
17. Not all characters are used to describe objects.=
All characters are not used to describe objects.=并非所有汉字都用来描述事物的。
九年级英语上册教案 篇4
教学目标(Teaching Aims)
通过本课教学，使学生初步学会说：什么东西或什么人在什么地方，即人或物所在的位置。并要求学生尽可能在交际场合使用。本课只教学生静态位置的表达。(动态位置以后再学)要学习be动词，介词in,
on, near, behind, under以及定冠词the和不定冠词a/an的用法。
词汇学习： 掌握： of, classroom, answer, blackboard, some, schoolbag, flower, find,
window
理解： broom, raincoat, cap, Hong Kong, Macao, SAR
语音： /i:/ e /e/ e /k/ k /^ / g /s/ s /z/ s
教学建议
本课主要学会表达大范围 (Where is Beijing?) 和小范围 (Where is my desk?)
的空间关系。小范围的空间关系，可利用教室里的物品练习句型。老师可不断的变换物品的位置让学生熟悉前面提到的几个介词。
大范围的空间关系，老师可利用地图让学生确认我国主要城市的位置。老师同时要以特殊的表达导入介词“特指the”与“泛指a/an”用法。
以上表达应会听、说、(包括会问回答)读，语调语、音基本正确。
辅音音标的发音不必一步到位。如; /s/, /z/
教学重难点分析
1.句型
a.主谓一致，即be动词的单复数。
Where is/ Where’s …?
It is/ It’s on/ in/behind/near/under the…
Where are/ Where’re …?
They are/ They’re on/ in/behind/near/under the…
注意语序：
特殊疑问句： 疑问词 + 是动词 + 主语 + 问号
b. 介词in, on, near, behind, under的用法; 可组成介词短语。
介词 + 定冠词 + 名词
如：in the morning, at night, in the desk, on the table, near the door等。
2. 日常交际用语
Look at the picture. What can you see …? I can / can’t see… Can you see
…?
Where is /Where’s…? It is / It’s in, behind, near, under the…
Where are /Where’re …? They are / They’re in, behind, near, under the…
单词训练建议
classroom, blackboard, schoolbag, raincoat，football
均为合成词。可让学生利用所学过的单词知识，自学这些单词。
学生能自学的词尽量让学生自学，老师可稍加引导，以下单词可迁移，让学生自己读 behind → find room →broom
口语训练建议
本课的口语训练应放在空间关系上。并应当贯穿始终。口语训练重要的一环就是正确引入“位置”所谓概念。这与中文有较大的差异。中文说：在…
里，(上，后面，附近)的结构，英文只用一个介词，不同的介词比表达了不同的位置，而且一般要与定冠词the连用。向学生们介绍介词时，多用直观展示，适当用中文。
为了使学生能够确切把握介词的特点，我们在训练的最初阶段应当集中展示两个物体之间的变化，不要过早的变换物体，这样学生就能聚精会神的体会位置表达的基本方法。注意以下几点：
1.创设一个合乎生活逻辑的语境。
2.寻找一个非设计空间表达不可的动机。如：寻找一个提问者看不见的东西。 老师上课找不见黑板擦，问一个学生。---- Where’s the
brush? ---- It’s under the teacher’s table.老师也可自问自答。尽量从交际出发，减少纯句型练习。
3.确定对话参与者之间的特定关系。
在物体选择上，一大一小，构成一主一从的格局。建议教师使用一个色彩鲜明的大纸盒和一个具有对比色度的小球，然后再换成玩具小动物，如小狗或小猫等，引起学生更大的兴趣。
画一只猫和一个盒子，这只猫分别在盒子的四个位置，即在上、在下、在里、在后。
运用型训练建议
老师可设计一个让学生去办公室去拿东西的情景，告诉学生东西的位置。这个练习事先和课代表准备好。课上给全班同学演示。其目的是告诉学生们介词在生活中的运用。
Eg.
Teacher: Could you help me?
Student: Sure.
T: Go to my office and fetch your notebooks.
S: Where are our notebooks?
T: They are on my table.
S: Where is your table?
T: It’s near the second window.
S: OK.
笔头训练建议
老师可设计一些基本的测试性的笔头练习，但一定是课堂上反复练习过的。多用直观的方式提供物体的位置，适量中文。注意以下几点：
1.清楚的展示物体的位置。
2.严格限定表示条件。
3.迅速反馈改正信息。
语法训练建议
冠词训练
a. 第一次提到用a/an。
b. 定冠词特指后接单述或复数名词。
可指教室里存在的东西，如：地面、时钟、桌椅等， 大家都知道的物品。
c. 位置介词的用法。
in the bag, under the table, on the desk , on the table等。
情感教育建议
通过本课的确定位置，以及寻找物品，告诉学生应养成放好自己的物品，不乱扔乱放东西的习惯，培养学生乐于助人，帮助别人寻找东西，以及拾到东西应交公或交还失主的良好品德。
可利用本课所提供的内容，Taiwan, Hong Kong, Macao, SAR, 进行爱国主义教育。
情景教学
学习方位表达在日常生活中很有用。我们身边有很多可就地取材的东西，建议老师在教、学生在学的时候，都不要忽略了身边的实物。如：书包在哪里，书在哪里，桌椅在哪里等。同学们要尽可能练到脱口而出，这样在交际时才能做到熟练自然，学以致用。看地图讲地名，要求学生有地理知识。老师不妨在课前让学生熟悉一下地图，知道三亚在海南，西安在陕西。此后再学用英语表达难度会小些。如有可能，再让学生看看美国地图、英国地图，谈谈伦敦在哪儿，华盛顿、纽约在哪儿，巩固所学知识，提高学习兴趣。
冠词a/an, the的用法
冠词是用在名词前帮助说明所指的人或事物。其分为不定冠词(a, an)和定冠词(the)。
不定冠词a和an的功能
1、 指人或事物的某一种类。例如：He is a student..他是学生。
2、 指人或某事物，但不具体说明何人或何物。例如;A boy is over there.
3、 表示数量“一”的概念。例如：I have a bike, a computer and a small room.
我有一辆自行车、一台电脑和一个小房间。
4、 用于某些固定词组中。例如：have a look, have a seat等。
定冠词the的用法描述
1. 用来特指某些人或某些事物。例如：The books on the desk are our teachers(books被on the
desk所限定).桌上的书是我们老师的。
2. 常用在上文提到过的人或事物的名词前。例如：There is a chair in the room. A woman is on the
chair. The woman in lilys mother.房间里有一把椅子，一位妇女坐在椅子上，那位妇女是莉莉的妈妈。
3. 用来指说话人双方都知道的人或事物。例如：Where is the teacher?老师在哪儿(双方都知道指的是哪个老师)?
4.在世界上独一无二的事物前。如：the moon
5. 在序数词和形容词级前。如：the youngest boy(最年轻的男孩) the first lesson(第一课)
6. 用在乐器类前。如：play the violin(拉小提琴)
7. 用在“姓”前，且“姓”后面加-s，表示“一家人” 如：The Greens are not here
8. 用在一些习惯用语中。例如：in the morning, in the same class等。
何时不用冠词?
1. 在专用名词前。例如： in China; in Grade One等。
2. 名词前已有了做定语用的形容词、某些代词、名词所有格等修饰词语时。例如：this pencil; his knife等。
3. 表示一类人和事物的复数名词前。例如：These are oranges.
4. 在称呼语或头衔的名词前。例如：This is Miss Gao/ Mr. Wang/ Mrs. Liu.
5. 在某些习惯用语中。例如：go home; go to school等。
九年级英语上册教案 篇5
单元教材分析 单元学情分析
1.本单元主要是使学生学会用过去过去式态表达所做的事情，重点句型是：What did you do last weekend/yesterday? I played football. Did you read books? Yes, I did./No, I didn’t.由于涉及动词过去式的变化规则和读音规则，一般过去式有时学生的学习重难点之一。创设真实情境、组织有意义的任务或活动来展开一般过去式的教学，避免过分强调语法。本单元的内容安排体现了由浅入深、循序渐进的原则，A部分着重学习规则动词的过去式变化，而B部分的重点是不规则动词的过去式变化，如：go—went， read—read等。在教学中，要注意多创设情境，帮助学生内化，达到学以致用。
六年级学生性情稳静，理性,逻辑思维突起，有效地调动他们的学习积极性和自我表现意识是本课成功的关键。本课首先以学生的生活实际为出发点, 激发学生的好奇心，吸引他们的注意力;唤起学生的感知,调整学生投入到一种轻松,和协,快乐,高昂的学习状态。
单元教学目标：
1.能力目标
(1)能够对过去某人所做的事情进行问答，如:What did you do yesterday? I visited my grandparents.
(2)能够用一般过去式的一般疑问句形式询问别人过去某个时间所做的事情并作答。如：Did you go fishing last weekend? Yes, I did./ No, I didn’t.
(3)能够对某人过去某天所做的事情进行简单地叙述。
(4)能够唱歌曲At the Zoo
2.知识目标
(1)掌握A、B部分Let"s learn 、中的四会单词和句子,掌握一般动词过去式的变化规则，含规则变化和不规则变化。
(2)听说、认读A、B部分Let"s learn 、Let"s talk中的加粗句子。
(3)能够认读Pronunciation的音标及例词，完成单词音、形、意的连线活动。
(4)能够理解并会说唱Let"s chant。
(5)了解Story time 、Good to know、Task time等内容并尝试借助提示表演故事中的部分内容。
3.情感、策略、文化等有关目标
(1)情感态度：热爱生活，关心他人，培养学生合理安排生活的能力。
(2)学习策略：积极运用所学语言进行交流，通过完成不同形式的记忆游戏发展学生的记忆能力。
(3)文化目标：了解一些西方国家图标的意思，培养学生的环保意识。
课时教学设计
课题：Unit3 A Let’s try Let’s talk 备课人： 上课人：
教学目标：
掌握四会句型Where did you go over your holiday? I went to Mt. Tianshan, Xinjiang. 并在实际情境中灵活运用。
教学重点：
掌握四会句型Where did you go over your holiday? I went to Mt. Tianshan, Xinjiang. 并在实际情境中灵活运用。 教学难点：
1.能够听、说、读、写Where did you go over your holiday? I went to…等句型。
2. 如何在现实生活中运用所学单词、词组和句型。
教具学具课件准备：
录音机，磁带，单词卡，挂图。 第几课时：1
探索流程 个性添加(教学反思)
Step 1. Warm- up and revision
1、Enjoy the song: At the zoo
2、Daily oral practice
Good morning. Glad to meet you. How are you? What day is today? What’s the weather like today?
Step 2. Presentation
Let’s talk
设计主情景“我是小小侦探”
1、“谁打扫了教室”
教师用课件动画形式出现一个明亮干净的教室。
出现一个老师和一个学生John。
Look, our classroom. It’s very clean and tidy. But who cleaned it. I don’t know. I want to thank him. Can you help me to find him?
J: I can help you to find him.
John跑了出去，碰到了Sarah，John就问Sarah. J: What did you do last weekend?
Sarah: Hmm! I watched TV.
John跑去问了Wu Yifan.
J: What did you do last weekend?
W：Hmm! I played football.
板书句型：What did you do last weekend? I played football. 学生朗读。
教师头带John的头饰T: Look, John come to our class. He wants to find who cleaned the classroom last weekend.
T: What did you do last weekend?
S1: I …
T: What did you do last weekend?
S2: I …
T: Did you help the teacher clean the classroom?
引导学生回答。
板书help，并朗读。
Step 3. Consolidation
2、Activity 2
3、Activity 3 Make the chant.
4、“找到了”
通过课件展示John和Zoom的对话。
J: What did you do last weekend?
Z: I played football at school.
J: Did you help the teacher clean the classroom?
Z: Yes, I did.
J: Oh, Zoom. You are great!
5、听录音，跟读书本对话。
6、学生一起朗读对话。
板书设计 作业布置
Unit3 Last weekend
What did you do last weekend?
Where did you go over your holiday?
What did you do?
九年级英语上册教案 篇6
（一）（学习目标）Language Goals
1. Talk about imaginary situations. （谈论一些假设的、虚拟的情况。）
2. Hypothetical Conditionals. （初步学习虚拟语气）
3. Give some advice with the target language. （使用虚拟句提出建议）
（二）语言结构（Language Structures）
1. 虚拟语气（掌握与现在事实相反或与将来事实相反的虚拟条件句）
（三）目标语言（Target Language）
1. If I were you , I’d wear a shirt and tie.
如果我是你，我就会穿衬衫打领带。
2. If I were you , I’d take an umbrella.
如果我是你，我就带把伞。
3. What would you do if you won a million dollars ?
如果你赚了一百万美元，你会做什么？
4. What if I don’t know anyone ?
如果我一个人也不认识怎么办？
5. You should eat lots of fruits and vegetable and drink lots of water.
你应该吃大量水果、蔬菜，大量喝水。
6. What are you like ? I think I’m outgoing.
你的性格如何？我想我很外向。
（四）Key phrases （重点词组）
1. won the lottery 赢得抽奖
2. in public 公共的、公众的
3. in the slightest 一点也；根本
4. plenty of 很多的、足够的
5. get along with 与…相处
6. let …down 使…失望、沮丧
7. come up with 提出、想出（问题）
8. medical research 医学研究
9. what if 如果…怎么办
10. be late for 迟到…
11. be nervous 紧张的
12. get nervous （变得）紧张的
13. take a long walk 散步
14. ask one’s permission 征求某人的许可
15. without permission 没得到许可
16. introduce oneself 自我介绍
17. rather than 而不是
18. a circle of good friends 朋友圈子
（五）语法重点（Grammar Focus）
虚拟语气
1. 语气就是我们常说的说话人说话的口气。
在汉语中，语气是由说话人说话的语调、情节等等表现出来的，动词没有任何变化。而在英语中，除了
语调之外，最主要的是动词发生变化而表示不同的语气。
在英语中语气分为三类：陈述语气、祈使语气、虚拟语气。
2. 虚拟语气：如果我们所说的不是事实，也不是要求、命令、劝告等，而只是一种假设、愿望、建议或
是一种实现不了的空想就用虚拟语气。
3. 虚拟语气常用在条件句中，及其他一些从句中。
注意：条件句分两种，真实条件句和虚拟条件句。只有在虚拟（非真实）条件句中，才用虚拟语气，而
在真实条件句中，要用陈述语气。
请比较：
（1）If it is sunny tomorrow , we’ll go to the zoo.
如果明天天气好，我们将会去公园。在这句话中，明天天气好是完全有可能实现的，并非虚拟、幻想，
因此是真实条件句。在本句中，适用“主将从现。”
（2）If I were you , I would go at once.
（如果我是你的话，我立刻就走。）在这句话中，条件句，“如果我是你”，但事实上，我不可能成为
你，这只是假设的情况，没有实现的可能。当条件实现的可能性很小，甚至可以说没有时，就需要用虚拟语
气来表示，动词发生了变化。
4. 在虚拟语气中，句子动词的时态比真实条件句中的时态后退一步
即：
现在时→过去时（该用现在时时，用过去时）
过去时→过去完成时（该用过去时时，用过去完成时）
将来时→过去将来时（该用将来时时，用过去将来时）
过去将来时→过去将来完成时（该用过去将来时时，用过去将来完成时）
在这一单元中，我们只要求初步接触虚拟语气的用法及结构，学习表示与现在事实相反的情况下如何体
现虚拟语气。
5. “表示与现在事实相反的情况”的虚拟语气
请看例句：
If I were you , I would take a small present.
如果我是你的话，我就带上一个小礼物。
（注：在这个句子中，即“If I were you 中，一定用were ，而不能用was”）
（这句话中，是与现在的事实相反，“现在如果我是你的话。”事实上，我不可能成为你，也就根本没
有实现的可能）
请大家注意主句与条件从句中动词时态的变化。
形式：
从句（用过去时） 主句（用过去将来时）
If ＋主语＋
主语＋
注：虚拟语气中的were 除了在If I were you 的结构中不能改动外，其它情况下有时可用was。
又如：
If I won a million dollars , I’d give it to charities.
如果我赢了一百万英镑，我要捐给慈善机构。
（在此句中，If条件句中，动词用过去式won，主句则用should / would 加动词原形。现实情况是我没
赢一百万英镑；虚拟的情况是假如我赢了一百万，这种虚拟是不可能变成现实的，因此用虚拟语气。）
6. 虚拟语气的疑问式，除了动词相应的变化外，其他变化与陈述语气相同
如：
（1）What would you do if you were in the lion’s cage ?
如果你在狮子笼里，你会怎么做？
（疑问词在句首，主句中助动词提前，从句跟在主句后面。）
If I were in the lion’s cage , I’d call for help.
如果我在狮子笼里，我会大呼救命。
If I were in the lion’s cage . I’d get out fast.
如果我在狮子笼里，我会迅速出来。
（2）What would you do if you won the lottery ?
如果你赢了抽奖，你会做什么？
I’d give it to medical research.
我会用于医学研究。
Or I’d put it in the bank.
我会存到银行。
Or If I were a millionaire , I would buy a big house in the country.
如果我是百万富翁，我就在乡村买座大房子。
关于虚拟语气，我们要学习的东西还有许多，同学们会在今后的学习当中，慢慢接触到。
（六）Key points （疑难解析）
1.
bring的意思是把某人或某物“带来”，“拿来”，强调方向，即从别处拿到说话人这儿来。
e.g. Next time you come , bring me that book , please.
下次你来的时候，把我的书带来。
take的意思是把人或物“带走，拿走”，即从说话人这儿带到别处去。
e.g. Who has taken away today’s newspaper ?
谁拿走了今天的报纸？
另外，相似的词还有get 和fetch ，表示到某地找到某人或某物并带回来，强调一去一回。
e.g. Go and get some water. 去弄点水来。
Can you fetch me some paper ?
你能给我取点纸吗？
2. He might not know anyone at the party.
他可能在晚会上谁也不认识。
might 的用法如下：
（1）是情态动词may的过去式
eg. He said that I might borrow his bike.
他说我可以借他的自行车。
（2）是may的虚拟语气形式，不表示过去，而表示现在或将来“可以，可能”，但语气更委婉、客气，
有时表示对可能性有所怀疑。
e.g. a. Might I borrow your bike ?
我可能借你的自行车吗？
（语气比may更委婉）
b. He might come today .
今天他可能会来。
（对“他来”的可能性有所怀疑）
3. What if “如果…怎么办”、“即使…又有什么关系？”
这是一个固定搭配，引导带条件从句的疑问句。
eg. What if they don’t come ?
他们不来怎么办呢？
What if I don’t know anyone ?
如果我一个人也不认识，怎么办呢？
4. I get nervous before big parties.
在大的晚会之前，我会感到紧张。
get nervous 变得紧张，get是系动词，nervous 是形容词做表语。
又如：be nervous 或feel nervous 均可表达同样的含义。
5. in public 公共的、公开的
eg. Lily is very shy , and she is afraid to speak in public.
莉莉很害羞，她害怕在公众场合讲话。
6. ask one’s permission 征求某人的同意。
without permission 没有得到许可。
7. introduce vt. 介绍
introduce sb to sb. 把（某人）介绍给（某人）
eg. It’s my honor to introduce my teacher to everyone.
很荣幸，我把我的老师介绍给大家。
introduce oneself 自我介绍
8. Sometimes you might annoy people because you’re so confident.
有时候，你可能会激怒别人，因为你太自信了。
9. You would also rather stay at home and read a good book than go to a party.
你可能宁愿呆在家里读书，也不愿去参加晚会。
rather …than …宁愿…也不…（注：than与形容词比较级无关）
rather , than 既可分开用，也可合在一起用，译成“而不是”
如：
（1）rather die than surrender 宁死不屈
（2）I , rather than you , should do the work .
该做这个工作的是我，而不是你。
10. in the slightest 根本，一点也
eg. Social situations don’t bother you in the slightest.
社会环境根本影响（干扰）不了你。
11. plenty of 充足的、大量的
12. enjoy the company of other people. 享受他人的陪伴
13. a circle of good friends. 朋友圈子
14. let sb down 使（某人）失望、沮丧
15. come up with 提出问题
【模拟试题】
一. 写出下列词组
1. 一点也、根本不_________
2. 与…相处_________
3. 使…失望、沮丧_________
4. 如果…怎么办_________
5. 赢得抽奖_________
6. 变得紧张_________
7. 征求某人的许可_________
8. 宁可…也不…_________
9. 迟到_________
10. 公共的、公众的_________
二. 补充完整下面虚拟语气的句子，（注意区分主句与从句的位置变化）
1. I’d be a millionaire if __________________________
2. If I had more free time. __________________________
3. If I were you . __________________________
4. She would buy that if __________________________
5. If my house were on fire. __________________________
6. I’d travel around the world if __________________________
7. If I could change one thing about my life. __________________________
8. I wouldn’t do that if __________________________
9. If I could make three wishes. __________________________
10. I would be a better student if __________________________
三. 根据不同情境，首先判断这个情景是真实可能发生的，还是虚拟的，然后填空。
Situation A
EXAMPLE : Gao is a doctor , but if he were （be）a truck driver, he would have （have）
very different skills.
（Gao不可能是个卡车司机，因此这个情境是虚拟的）
2. Gao’s wife is a doctor , too , but she is planning to change her career . If she
_________ （change）her career , she ___________ （study）to become a lawyer.
Situation B
3. Antonieta is Brazilian , but she has lived in the United States and New Zealand , so she
speaks excellent English . If she __________ （stay）in Brazil , her English _________ （not）
（be）so good.
4. However , Antonieta _______ （speak）French too if she _________ （move）to France next
year.
Situation C
5. Mary’s car is old . If it ________（break down）, she ________ （buy）a new one.
6. Because Mary has a car , she has driven to school every day this term . But if she
_______ （not）（have）a car , she ________ （take）the bus.
Situation D
7. Marcia has applied to graduate school . She _______ （start）school next fall if she
_____（get）accepted.
8. When Marcia was twenty-one , she quit school for several years to get married and raise a
family . If she ________ （continue）her studies instead of raising a family , she _____
（begin）graduate school a long time ago.
四. 假设你现在在一个孤岛上，除了图中所示的物品，你一无所有，你该怎么办？完成下题。
Imagine you are on a desert island . You have nothing with you except these objects . What
would you do with them ?
If we were on a desert island , we would use this to
_______ . We would _______ with this
If we had this with us on the island , , we would use it to
___________ . With this , , we
_____________ . And finally , we _________ with this
五. 看图
What would you do if you were in prison ? At least 5 sentences .
假设你在监狱里，你做些什么？
【试题答案】
一. 1. in the slightest
2. get along with
3. let sb down
4. what if
5. won the lottery
6. get nervous
7. ask one’s permission
8. rather …than …
9. be late for
10. in public
二. Answers will vary . 答案可多种多样，但必须符合虚拟语气的结构
eg. I’d be a millionaire if I won the lottery.
三. 2. changes will study （真实的）
3. had stayed would not be （虚拟）
4. will speak / moves （or would speak / moved）（真实或虚拟均可）
5. breaks down will buy （真实的）
6. did not have would take （虚拟的）
7. will start gets accepted （真实的）
8. had continued would have begun （虚拟）
四. The objects are knife , sock , fishhook , rope , plastic bags .
Answers will vary.
五. Answers will vary.
九年级英语上册教案 篇7
2. pour… into… 把……排放到……
5. do harm to … / be harmful to… 对……有害
1. Look, there are several chemical factories pouring waste water into the streams.
看, 有几家化工厂正往河里排放废水.
2. Everything has changed.一切已发生了变化.
3. How long have you been like this? 你像这样多长时间了?
4. I’m always in a bad mood because I can’t stand the environment here.
我的情绪总是很差因为我受不了这里的环境.
5. However, not all people know that noise is also a kind of pollution and is harmful to humans’ health.
然而,并非所有的人都知道噪音也是一种污染, 而且有害于人类健康.
1. Granny said, “I’m feeling even worse.”
Granny said that she was feeling even worse.
2. “ Do you still want to live here, Granny?” the journalist asked.
The journalist asked Granny if she still wanted to live there.
3. “ How is the environment around this place?” the journalist asked.
The journalist asked how the environment around that place was.
九年级英语上册教案 篇8
仁爱英语九年级教案
一.教材分析
1.教材的地位和作用
本说课是九年级《go for it》第九单元“When was it invented?”本单元涉及内容是本书当中比较重要的一部分。被动语态结构及运用是教学中一个难点和重点，也是学生比较不容易理解的部分，因为它是建立在各种时态之上的。
另外通过对我们熟悉经常使用的发明物的历史来开阔眼界，丰富学生的阅历，使学生养成勤于思考，善于总结的好习惯。
2.教学目标
1)知识目标 扩容新单词，提高阅读能力。理解和良好运用被动语态。
2)技能目标 能谈论重要发明的历史及用途，能针对各项发明的用处及特点，发表自己的看法，并说明理由。
3)情感目标 使学生懂得人类的科学发明创造了丰富的物质文明。培养学生的创造发明的能力和愿望
3.教学重点 掌握一般过去时的被动语态
4.教学难点 弄清主动语态与被动语态的差异，通过练习和运用加以巩固
二.学情分析
1.初中生的抽象能力较低，形象思维能力强。但注意力容易分散。本单元通过多媒体课件和教师亲和力的语言，增强兴趣和注意力。
2.初中生的学习心理特点
1)兴趣 对英语普遍感兴趣，求知欲盛。
2)记忆 对刺激记忆手段多的知识记忆深刻，遵从记忆规律。
3)评价 主要通过他人评价初步形成对自己的评价，所以很在乎他人的评价。同时自我意识不断增强。因此在本课教学过程中，注意采用任务型教学为主，通过任务和不同的评价方式，提高学生参与意识。
3.初三上学期学生有较明确的学习动机和态度。本单元通过发明为载体，各种发明和发明家激励学生求知的欲望。
三.教法渗透
1、教学设计思路与教材处理：
《新目标英语》中的具体语言目标是通过各种各样的Tasks来实现的;学生需要运用具体而特定的行动来完成一定的交际任务。整个教学过程中，各种语言结构与语言功能与不同的学习任务有机的结合。任务活动所谋求的效果不是一种机械的语言训练，而是侧重在执行任务中学生自我完成任务的能力和策略的培养;重视形式在完成任务过程中的参与和在交流活动中所获得的经验。因此本节课我将始终引导学生通过完成具体的任务活动来学习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得和积累相应的学习经验，让学生在用中学，在学中用。
2、教学原则
l 活动性原则 提倡学生主动参与，体验，交流，合作，探究等多种学习。
l 合作性原则 以学生为主体，师生合作，生生合作，体现教与学的互动，交往。
l 任务型原则 任务驱动—激发动机;任务完成—激励学习积极性;执行任务—培养责任 心和合作精神。
l 情感性原则 激发学生学习英语的兴趣和始终保持良好的学习情绪。
3、教法运用：
本单元主要采用任务型教学
在本课的任务型语言教学中，我将依据课程的总体目标并结合教学内容，创造性地设计贴近学生生活实际的任务活动，吸引和组织他们积极参与，使学生通过观察、思考、讨论、交流和合作等方式，在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。
4.教学手段
1) 多媒体辅助：使用自制的课件，使抽象的语言变得直观，为学生运用英语进行交际创设情景，实现师生互动，生生互动和人机互动的多向交流。
2)非测试性评价：传统的评价观念的出发点是学科本位，只重学科，不重学生发展。 要体现新课程标准的实施效果，评价体系应该“正确反映外语学习的本质和过程，满足学生发展的需要”。为了达到这一目标，唯有重视形成性评价，充分发挥其积极作用，促进新的评价体系的形成。因此，本课我将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生学会自主学习，学会与人合作，培养创新意识以及具备科学的价值观。
四、学法指导
新制定的《英语课程标准》把“培养学生学习英语的兴趣，树立自信心，培养良好学习习惯和形成有效策略，发展自主学习和合作精神”放在了首位。依据课改的`精神，我从以下几个方面对学生进行学法指导。
1、学习方法的指导
培养学生观察力，想象力，记忆力以及思维能力。用生动的课件调动学生的感官进行听说读写的训练。
2、学习积极性的调动
我在教学过程中创造一种开放的，和谐的，积极互动的语言氛围，把课堂变成有声有色的舞台，让学生在乐中学。
3、学习能力的培养
通过连贯的听说读写，游戏，竞赛等，培养学生的交际能力，发展他们的思维能力。
4、学习策略的指导
本节课将在课堂活动中把学生分成四人小组的学习小组，让他们围绕着课堂任务分工合作，在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情感体验，发展他们的能力。创建开放式，探究式的课堂，有意识渗透学习策略的训练。我让学生观察课件画面，回答问题，让学生学会使用认知策略;让学生表演对话，实现交际策略;引导学生交际，主动练习和实践，是调控策略的体现。充分利用多媒体，录音，卡片等是资源策略。
五.教学效果预测;
1. 能够掌握被动语态，并运用到一定的语言环境。
2. 通过多媒体和任务的完成学生会突破难点，产生一定创造精神。
3. 能完成教学目标，调动学生学习热情。
六．课堂教学过程：
Ⅵ．Teaching Procedures
Step Ⅰ Lead-in (2 minutes)
We have inventions everywhere .Inventions make us live easily and happily. Without inventions,our lives will be much more difficult. Today, we will know about a few inventions and talk about the history of them.
Show the pictures of five inventions on the screen: a car,a Tv set, a telephone, a calculator and a computer.
T:Now look at these things.What are they?In what order do you think they were invented? Number them(1-5) (1=first,5=last)
Volunteers report the answes.
S1:I think the calculator was invented before the computer.
S2:Idon’t think so. I think the calculator was invented after the computer.
Step Ⅱ 1a
This activity reviews vocabulary and introduces new vocabulary which can be used to talk about inventions.
Read the inventions to the students.
Call the students' attention to the five pictures. Tell thestudents that all of these things were invented in the last 150 years. Point to each picture and let the students tell what it is.
Write the names of the five inventions on the blackboard.
computer, car, calculator, telephone, TV set
Have several different students guess and write the dates on the board.
Ask the class to repeat the questions and answers like this.
T: When was the computer invented? Class repeat.
Ss: When was the computer invented?
T: Good. Now Tom, what is your guess?
S1: 1965.
T: OK. Tom, repeat after me. The computer was invented in 1965.
T: Class, please repeat.
Ss: The computer was invented in 1965.
Repeat the process with several different inventions.
Tell the children that they will find out the real dates after they complete the lesson.
After that, ask the students the questions below:
Questions:
1.Which one do you think is the oldest?
2.Which one is the newest?
3.Which one do you think is the oldest or the first invention?
4.Which one is the newest or last invention?
Ask different students to answer the questions.
Have the students look at the example conversation in the box. Ask two students to read this conversation to the class.
A: I think the telephone was invented before the car.
B. Well, I think the telephone was invented after the car.
Read the instructions again to the students. Remind them to remember the inventions from first to last.
Then have the students talk about the five inventions in groups of four, using the sample conversation as a model.
Ask several groups to tell the class their answers. The rest of the class listen to them and show they have different answers by raising their hands.
In the next activity you will find out the real dates.
Step Ⅲ 1b
This activity gives students practice in understanding the target language in spoken conversation.
Get the whole class to read the instruction together.
Call the students' attention to the five inventions in the picture. Ask five students to say the names of them.
Then ask them to see the five dates with a blank line in front of each.
We'll listen to a girl and a woman talking about the five inventions. They will talk about when they were invented. Listen carefully and match the inventions and the dates. Write the correct letter in front of each date as the sample given. Ask them to have a look at the sample answer. Tell them the answer in front of 1876 is d. That means that the telephone, which is letter d, was invented in 1876. Play the recording the first time. The students only listen and try to catch the main idea.
Play the recording a second time. Let the students match the inventions and the dates. Check the answers by asking several to say the answers to the class.
If some of the answers are hard to get for the children, tell them not to worry and they will make it next.
Then play the recording again. Pause after each sentence and let the students repeat. For some difficult sentences, get the students to repeat several times. Be sure that they make everything clear.
Answers
d 1876 a 1885 e 1927 c 1971 b 1976
Step Ⅳ 1c
This activity provides guided oral practice using the target language.
Read the instructions and point to the list of dates in Activity 1b.
You will be talking about the dates things were invented with a partner.
Call the students' attention to the example in the box. Ask a pair of the students to read this conversation to the class.
SA: When was the telephone invented?
SB: I think it was invented in 1876.
Write the conversation on the blackboard. Then get thestudents to practice in pairs, using the information in Activity 1b. Tell them to do it like this:
Student A, covers the dates. Students B, asks Student A when the things in the picture above were invented. Then change roles and practice again.
Ask several pairs to share their conversations with the class.
Step Ⅴ Summary
In this class, we've learned to talk about the history of inventions with passive voice. We've also done some listening practice in understanding the target language in spoken conversation. And we've done much oral practice, using the target language.
Step Ⅵ Homework
1.Write out two conversations in Activity 1a.
2.Write out two conversations in Activity 1 c.
Step Ⅶ Blackboard Design
二.学情分析
1.初中生的抽象能力较低，形象思维能力强。但注意力容易分散。本单元通过多媒体课件和教师亲和力的语言，增强兴趣和注意力。
2.初中生的学习心理特点
1)兴趣 对英语普遍感兴趣，求知欲盛。
2)记忆 对刺激记忆手段多的知识记忆深刻，遵从记忆规律。
3)评价 主要通过他人评价初步形成对自己的评价，所以很在乎他人的评价。同时自我意识不断增强。因此在本课教学过程中，注意采用任务型教学为主，通过任务和不同的评价方式，提高学生参与意识。
3.初三上学期学生有较明确的学习动机和态度。本单元通过发明为载体，各种发明和发明家激励学生求知的欲望。
三.教法渗透
1、教学设计思路与教材处理：
《新目标英语》中的具体语言目标是通过各种各样的Tasks来实现的;学生需要运用具体而特定的行动来完成一定的交际任务。整个教学过程中，各种语言结构与语言功能与不同的学习任务有机的结合。任务活动所谋求的效果不是一种机械的语言训练，而是侧重在执行任务中学生自我完成任务的能力和策略的培养;重视形式在完成任务过程中的参与和在交流活动中所获得的经验。因此本节课我将始终引导学生通过完成具体的任务活动来学习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得和积累相应的学习经验，让学生在用中学，在学中用。
2、教学原则
The First Period
教学内容：新目标九年级Unit 9 When was it invented?第一课时
一.教材分析
1.教材的地位和作用
本说课是九年级《go for it》第九单元“When was it invented?”本单元涉及内容是本书当中比较重要的一部分。被动语态结构及运用是教学中一个难点和重点，也是学生比较不容易理解的部分，因为它是建立在各种时态之上的。
另外通过对我们熟悉经常使用的发明物的历史来开阔眼界，丰富学生的阅历，使学生养成勤于思考，善于总结的好习惯。
2.教学目标
1)知识目标 扩容新单词，提高阅读能力。理解和良好运用被动语态。
2)技能目标 能谈论重要发明的历史及用途，能针对各项发明的用处及特点，发表自己的看法，并说明理由。
3)情感目标 使学生懂得人类的科学发明创造了丰富的物质文明。培养学生的创造发明的能力和愿望
3.教学重点 掌握一般过去时的被动语态
4.教学难点 弄清主动语态与被动语态的差异，通过练习和运用加以巩固
九年级英语上册教案 篇9
【活动内容】
让学生巩固书信和E-mail的格式，掌握写信和发E-mail两种通讯方式，对比两者哪个更好。
【活动综述】
这个讨论活动的设计使学生真正把语言当作交际工具来使用，学生从自己的生活经验和认知水平出发，实践、参与、合作与交流，大胆地表达自己的观点。这次讨论活动开拓了学生的思路，激发学习的热情，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、形成自主学习能力的过程。
【活动目标】
1．让学生复习和巩固英语书信的格式，帮助学生掌握用英语发E-mail的方法。
2．通过小组讨论“写信和发E-mail哪个更好”，提高学生的会话、辩论、对比的能力，培养辩证地看问题的意识；加强学生运用现代化通讯手段的能力；培养环保意识和与时俱进的精神。
【活动准备】
1．准备一封海外来信和E-mail的范文。
2．提前安排学生用英语给老师和同学写信和发E-mail。
【活动过程】
一、活动导入，激发兴趣。
1．提问了解情况：
Do you often write to your friends who are not in China ?
Have you got any penfriends abroad?
Do you write to them in English?
2．复习英文书信的格式(包括信封和内容的格式)和E-email地址和内容的写法。
九年级英语上册教案 篇10
`九年级英语新目标第一单元教案
备课人白灵
第一单元 Section A（第一课时）
How can we become good learners? 教案设计
一、Teaching aims:(教学目标)Talk about how to study English 二Language goal（知识目标）：
学习使用“How do you study …? ”及其答语“I study by …” 句型
三Emotion goal（情感目标）：(1)Talk about the ways for studying English;(谈论学好英语的方法)（2）Give them the confidence to learn and enjoy English.（帮他们树立学好英语的信心）
四．Teaching importance and difficulties（教学重难点）
How do you study for a test /learn English? I study/learn by listening to tapes/ by working with friends…/by studying with a group..五 Teaching steps（教学步骤）
Step 1 Lead-in with a free talk(自由对话导入新课)Greeting with the students;instruction myself，I want to ask you some questions :(1.)Do you like English lessons?(2.)In the past exam, Are you satisfied with yourself?(3.)Do you learn English by studying with friends?
OK , Today ,let‟s talk about how to study for a test and how to learn English well.（展示课题）
Step 2 Activity 1----which is the most popular ways of studying（活动一：最流行的学习方式是什么）Ask the students how they usually study for a test.Use the Power-point to learn the different ways, make a simple count.Learn the new words.Flashcard（抽认卡）: It‟s a kind of card with a word or a picture on it ,and it‟s usually be used for teaching Vocabulary（词汇）:It means that all the words someone knows.Step 3 Listen to the tape carefully
Now, we divided into two teams, the girls‟ team and the boys‟ team, which team listens carefully and answers my questions quickly, I‟ll give them a star.Well, Our race is started.Listen to the tape and find how each of them is studying for a test(1)Mei studies by making flashcards, so the answer is „„a”.(2)Pierre（皮埃尔）studies by asking the teacher for help, so the answer is „„c”
(3)Antonio（安东尼奥）studies by listening to the tape, so the answer is „„b”.Step4 Activity 2-----The best ways to learn English.（活动二：最有效的学习英语的方式是什么）Listen to the tape, check the questions you hear Ask the students how they learn unt the numbers in different ways.Choose the best ways.Listen again and match the answers.Use the power-point to help the ways.Step5 Write the new words free.（自由识记新词）
Several minutes with yourself and remember the new words in this text.Step6 Read aloud with your desk-mates together(同桌小组阅读练习)练习句型：
(1)How do you study for a test?
I study by listening to tapes/working with friends/making flashcards /asking the teacher for help/by making vocabulary lists/by reading the textbook…(2)How do you learn English ?
I learn by studying with a group /by watching English-language videos/by reading aloud to practice pronunciation
(3)Do you learn English by reading aloud?
Yes ,I do /No ,I don‟t
(4)Have you ever studied with a group?
Yes ,I have.I‟ve learned a lot that way./ No ,I haven‟t.Step 7Self-check（自我检测）
Prepare a paper note with task 1.英汉短语互译
（1）用制做抽认卡的方式（2）speaking skills
（3）by making vocabulary lists（4）通过向老师求教（5）通过听录音带
（6）study with a group
2．根课文内容以及句子的意思完成单词（1）I often p conversations with my friends.(2)We study for English tests by making word card.(3)We must read aloud to practice reading.(4)I‟ve learned a lot that way.(5)Reading aloud is improves my speaking skills.3．句型转换
(1)Have you ever studied with a group?（做否定回答）
(2)I study English by asking our teacher for help.（就划线部分提问）
(3)It‟s too hard to understand the voices.(用so…that变为同义句)Step8Just for fun（轻松一刻）
Show it with the Power-point.Two mice Once two mice met in a library.One was chomping away(大口咀嚼）on an English dictionary.“What do you think you were doing ?”the other asked with a puzzled expression（表情)on her face.The first mouse let out a long sigh（长嘘一口气）and said to the other one： “ Be quiet!I am learning English!” 六．Ending words.（总结下课）
Well ,that‟s all our today‟s lesson.I had a great time with you and the winner is our …team ,let‟s congratulations to them 七Homework（作业布置）
make a conversation according to the conversation of 2d 八板书设计
unit1 How can we becomegood learners the ways to study English:
b y
asking the teacher for help
working with friends
making words card reading the textbook listening to tapes
1.知识技能： a.Master the key words and sentences.b.Learn to talk about the different festivals.c.Improve the students ’
listening and speaking skills.2.过程方法：
a.Learn the new words through word cards and conversations.b.Lead in the target language through listening and speaking practice.3.情感目标： Lead the students to learn history and cultural meanings about different festivals