【#实用文# #九年级英语上册教案优选#】每个老师都需要在课前有一份完整教案课件，相信老师对要写的教案课件不会陌生。制作完整的教案是进行有效教学的重要条件之一。好工具范文网编辑对海量信息进行了整合和汇总呈现出这篇“九年级英语上册教案”，建议您将本页收藏以便后续阅读！
九年级英语上册教案(篇1)
一、重点短语
1. 从……出来 get out of ...
2. 在……的顶上 on top of ...3. 期望…… look forward to ... 4. 穿过 go through5. 朝……望过去 look across6. 同意 agree with7. 在我看来 in my opinion8. 多于 more than9. 无数的 millions of10. 加入 join in
二、重点句型
1. be not sure... 对……不确定
2. There be nothing to do... 没有什么可以……3. There be no sign of ... ……没有迹象4. I think... 我认为……5. It’s about ...wide and ...high. 大约多宽多高。
九年级英语上册教案(篇2)
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3)
小学英语《Unit 4 What can you do》教案
一、教学重点
本课时的教学重点是掌握四会句型，并能在情景中自然的加以运用。
二、教学难点
本课时的教学难点是正确拼写主要句型。
三、课前准备
1．教师准备教学过程中所需要的图片、英文卡片、声音、课件。
2．教师准备录音机及录音带。
四、教学过程
1．Warm－up（热身）
（l）Listen and do
① 教师或学生上台发指令:set the table, sweep the floor……，其余学生做动作。
② 还可以分组比赛的方式，每组各选一人，一方发指令，一方做动作，然后轮换。
此活动旨在带领学生复习本单元所有主要词组，教师特别注意要照顾到学困生，使他们也能顺利完成教学任务。
（2）Let’s play 斗牛士
① 将全班分成两组，每组请一位同学上前，两人各从教师准备的图片中抽取一张藏在背后。
② 两人同时向前走三步，然后回头，谁能最先用英语说出对方的图片，即可为本组加一分。（还可以请同学在规定的地点、时间，跳跃闪躲，先说出对方图片的同学为获胜者）
此游戏学生兴趣较大，但教师要控制好课堂纪律。两种方式可根据本班学生情况来选择，目的在于锻炼学生的英语表达及快速反应的能力。
2． Presentation（新课呈现）
（l）Read and write
① 教师可先请请学生来做介绍。教师提问，你想对机器人说什么？请3-4人说一说。
② 播放课文：画面上出现机器人和同学们的对话，点击每句话，都会听到该句声音。
③ 请学生听声音，不理解的地方，教师作必要的解释。
④ 听并且跟读，提醒学生注意语音语调。
⑤ 分组表演对话，请学生来为画面配音。
⑥ 请学生笔头完成练习题，再请同学口头回答。
画面上出示表格，学生说出正确答案后，教师点击一栏表格就会出现相应的英文和图画，重复以上步骤可完成其他内容。
⑦ 指导学生进行四会句子的书写。
利用课件循序渐进，看―听―读―演―写，使学生掌握四会句型，并能在情景中自然运用。
（2）Let’s check
① 画面上出现六条小鱼set, you, can, ?, table, the，及其他几句话。
② 教师请学生仔细观察一分钟，然后将他们按顺序排列，最后可大声读出本句。老师点击画面，出示答案。
③ 如果有时间，教师还可以准备一些句子的单词卡片，以组为单位，每组会有一个不同的句子，看哪组速度最快，即为优胜组。
连词组句是学生在测试中经常会遇到的题目，用动画和游戏的方式出现，趣味性更强，便于学生理解、操练。
3．Let’s play (趣味操练)
（1）Let’s play 猜猜我是谁
① 教师在课前准备一些小卡片，上面写有不同动物的特征。如：I can fly. I can sing. Who am I？（bird）分别发到几个组。
② 看哪个组的速度最快，能猜出卡片上的动物。
如果学生完成的很快，教师还可以提前布置一些同学把自己的特长写在纸上，让大家来猜一猜。
（2）Group work
① 教师提出要求，四人一组，模仿书上的内容轮换提问，并做好记录。推选一人为监督员，对话中不能使用中文。
② 请4-5组汇报自己组内的情况。
在分组练习之前，教师可以请两组来做示范，一定要让学生明白之后才开始操练，避免在对话中出现中文。
4．Consolidation and extension（巩固与扩展）
（l）练一练
① 让学生做本单元B Read and write部分的活动手册配套练习。P40 3/4
② 将今天的.故事讲给你的家长听。
5. 板书
Can you make the bed？No, I can’t.
Can you use a computer? Yes, I can.
I can play chess。
教案点评：
本课时主要是在前两课时的基础上，使学生能听说读写主要句型，并在合适的情景中自然的使用。Read and write 部分为学生创设了趣味性极强的情景，在活动中可以很好的完成教学目标。而Group work则为学生提供了学以致用的机会，教师应承担好主讲和指挥等多重角色，观察、监控课堂活动的进展。
我为教材来补充
――请学生为本课教材添加新词的探究活动
探究内容： 组织学生自己扩充与劳动相关的词组。
探究目的： 开阔学生思维，养成举一反三的学习习惯。
探究形式： 分组。
活动特点： 自己寻找方法巧学妙记，进一步扩充词汇量。
活动过程：
7． 教师举例clean the room, clean the windows……。
8． 以组为单位，在组长带领下，你们还能再补充多少与劳动有关的词组。
9． 教师带领总结，并评选出优胜组。
九年级英语上册教案(篇4)
一、根据提示补全单词。(10分)
1.th__ __ 那么,就 2.l __ t 让
3.s__ __ __ t __ __ __s 有时 4.g __ __ e 给
5.n __ __ __ t 夜晚 6.f __ __ m 从...起
7.pl __ __ gr__ __nd 操场，运动场 8.f __ __ 达，计
9.h__ __ vy 重的 10.t __ 直到
二、写出下列短语的汉语意思。(5分)
1.trick or treat _______________ 2.tidy up ______________
3.lots of________________ 4.tell stories________________
5.look different ________________
三、选出正确的一项。(15分)
( )1. There are many ________ over there.
A. sweet B. sweets C. egg
( )2.There ________ a clock here before.
A. is B. isn’t C. wasn’t
( )3. - Do you like the park now?
- Yes, I _______.
A. do B. did C. don’t
( )4. There ______ tall trees now.
A. were B. are C. is
( )5.There wasn’t a _______ in my family.
A. child B. children C. boys
( )6.Please help _____ put the bags in the car.
A.I B. me C. his
( )7.Many families go _____ the supermarkets together.
A. on B. at C. to
( )8.Look _____ the hats and the masks.
A. at B. in C. to
( )9.It’s ______ autumn festival in the UK.
A. a B. an C. /
( )10.How ______ eggs are there?
A. many B. much C. to
( )11.Children wear ______ clothes at Halloween.
A. beautiful B. big C. scary
( )12.How _______ your school?
A. at B. many C. about
( )13.I’m going __________.
A. playing football B. to play football C. to playing football
( )14.Please _____ to my birthday party.
A. come B. to come C. comes
( )15. - What’s that?
- ____________.
A. It’s Monday. B. It’s a cat. C. I’m eleven.
四、选出合适的汉语意思。(10分)
( )1.You were in China for two years.
A.你在中国待了两年了。 B.你在英国待了两年了。
( )2. Then let’s feed the ducks.
A.然后我们就可以吃饭了。 B.那么让我们喂这些鸭子吧。
( )3. They are my brothers and me.
A.他是我的哥哥。 B.他们是我的哥哥和我
( )4.What a big supermarket!
A.这个超市真大呀! B.我们一起去超市吧!
( )5.This one is heavy. I can’t carry it.
A.这个太沉了，我搬不动。 B.这个很轻，我能搬动。
( )6.You are helpful children.
A.你喜欢帮助孩子们。 B.你们真是乐于助人的孩子。
( )7. Sometimes there are restaurants at the supermarket.
A.有时超市里有餐馆。 B.我喜欢餐馆和超市
( )8. It’s really fun.
A.你很有趣。 B.它真的相当有趣。
( )9. Do you know why?
A.你知道为什么吗? B.你几岁了?
( )10.He’s telling a story.
A.他有许多故事。 B.他正在讲故事。
五、画出错误的单词，并在横线上改正。(10分)
1. Amy is go to see a film at the weekend. ____________
2. How many chick are there? ____________
3. They is Easter hats. ____________
4. I am going to is eleven. ____________
5. Sometime the eggs are small. ____________
六、用所给单词的适当形式填空。(10分)
1. What are you ________(do)?
2. I am going to ________(be) eleven.
3. There ________(be) lots of flowers on the hat.
4. But before that, you are going to help _______(I) tidy up.
5. Let’s ______(go) to the supermarket.
七、选择正确的词，将序号填在横线上。(10分)
A. an B. a lot of C. in D. on E. after.
1.There is ________ fruit, too.
2. Have _______ ice cream.
3. _______ lunch, we’re going to tell stories.
4.There are toy chicks _______ the hats.
5.Easter is _____ spring in the UK.
八、连词成句。(10分)
1. many They sell things different.
_______________________________________________.
2. are to going We stories tell.
_______________________________________________.
3. so You scary look.
_______________________________________________.
4. now three children There are.
_______________________________________________.
5. is the This house cat’s.
_______________________________________________.
九、阅读短文，判断正(T)误(F)。(10分)
The city is very beautiful now. There weren’t any trees. Now there are many trees. And there is a supermarket now. We can go shopping there. There was a small park there before. Now it’s big. Many people like there.
( )1. There were many trees before.
( )2. There are two supermarket now.
( )3. There was a big park here before.
( )4. Many people like the park.
( )5. The city is very beautiful now.
十、阅读短文，选择正确的答案。(10分)
There is a shop near our home. It isn’t a big shop. But it sells different thins. It sells food from lots of countries. It also sell clothes, fruit and cars. All of us like the shop. Dad, Mum and I are going to go shopping at the weekend. I’m going to buy ice creams, biscuits and apples in the shop, and they are going to buy milk, bread and eggs.
( )1. There is a shop near our ______.
A. school B. home
( )2. The shop is ________.
A. big B. small
( )3. We’re going to go to shop at the _______.
A. weekend B. night
( )4.I want to buy _______, biscuits and apples.
A. milk B. ice creams
( )5.They are going to buy milk, _______ and eggs.
A. bread B. flowers
九年级英语上册教案(篇5)
新目标英语八年级上册教案Unit 4 How do you go to school?
Unit 4How do you go to school? Teaching aims: 1、技能目标：学生能听懂本课录音；能听懂师生之间就本课内容而展开的一切形式的问答；会和别人展开对话，了解和传递信息；能将本课重难点理解透彻，灵活恰当运用；无大的语言错误；就类似话题创造性地自编对话，掌握比较级的用法。 2、知识目标：掌握下面的短语take subway train 和句子How do you get to school?的用法。 3、情感目标：让学生感受到他们学习英语是为了在现实生活进行交流，而不单纯是为了英语课和应付考试而学习；让学生感受到他们是英语学习活动中的主体和中心，以此来激励他们在英语课上积极参与，追求创新，使学生爱学英语，爱说英语，想说口语。 4.学习策略目标：改变传统的死记硬背，积极主动的投入到语言的`实践中去，用英语去思考问题，在实践中提高语言的综合使用能力，加深对基础知识的掌握和记忆，学会使用brains storing 。 5、文化意识目标：中外交通规则差异 Difficult and important points: How do you get to school? I take the …/ride …/ walk… 、Teaching method 1 交际法和情景法教学。 2 以学生为中心和任务型教学，并辅助于TPR全身反应教学法及猜谜活动,调动各层次学生的自主能动性。 3 阅读文段的practice方法是： ①表层分析---复述应答：要求学生机械重复文段中的内容，使课文信息再现（是非题，课后问答题，图表填空题等） ②深层剖析---推断应答：要求学生利用信息凭借经验理解读物的“弦外之音”（指导性问题和细节性问题） ③整体评价---自由交际：要求学生用所学知识，对新情景进行交际（教师选恰当的与课文相关和有关社会热点Topics） Teaching tools：卡片、录音机、多媒体 注：1、课前已分好组，已形成合作竞争探究的教学模式。 2、多媒体辅助：用flash软件将本课所要的动画、录音、图片、文字、图表和音乐制成课件，使抽象变得直观，实现生生互动，师生互动，人机互动多向交流。 Teaching Procedures： Step 1 Warming up 1. Enjoy an English song. 《Over The Mountains》 2.Ask them”Do you remember? what transportations are in the song?” Show the words: ride a horse, take a ship, take the train, take a car. (通过看flash短片，听英语歌曲，来引入一些交通工具，让学生积极主动的思考总结，多媒体增加趣味性，效果事半功倍) Step 2 Guessing game: (进一步学习交通工具) T：What kind of transportation is it? ①--- It is very useful. You may ride it to school . --- A bike. ②--- Many people take it to work and home in the city. It’s just like a big box. --- A bus. ③--- It is a car, and you can take it to many places. But you should pay the money.--- A taxi. ④--- It is like a train but goes under the ground. --- A subway. 通过有趣的猜词活动，让学生在热闹的课堂气氛中学会并掌握新词。 Step3Presentation 1.T:There are some transportations. How do you get to school?(板书) Ss: I take the bus /plane/ boat / ship / car / taxi to school 2.Look at some pictures and have the students learn some more words and expressions about some transportations such as“take a car，by car ，ride a bike，by bike... Step 4 Game the pictures of film or sing stars and get to guess how they get to work. T: How does Yaoming / Liuyifei / Zhoujielun...get to work? S1: Yaoming rides the bike to work every day. 2.Get to ask and answer in pairs by using the pictures below How does …get to …? She/He gets to …by… 通过给学生展示喜闻乐见的明星图片，激发学生猜的兴趣，从而无形的让学生将所学的知识脱口而出，不但操练了句型和词汇，也增加学生的语言熟练程度，同时浓厚了课堂的气氛。 Step 5 Practice 1.Listen and mark of 1a in books, after that , get to ask and answer in pairs from the picture. 2.Listen and write the number of 1b in the book，get to say the answers 3. Watch a short movie and choose the right order they hear the transportations. 通过看电影短片，学生又进一步牢固地掌握了所学交通工具。利用多媒体复习所学单词，是网络与英语的经典整合。 Step 6 Make a survey Ask the classmates : “How do you get to school?” Then fill in the form. classmates How do you get to school？ 2. Make a report Bob takes the bus to school and Yang Lan rides her bike to school. But I get to school on foot. 在调查环节，学生尽情的参与活动，将本节课推向高潮。 Step 7 General training Ⅰ.Phrases 乘公共汽车步行 ____________________ 乘飞机 乘地铁________________________ 骑车 乘火车________________________ Ⅱ.Fill in the blanks with the words give already. ridetake get to by 1) How do you ________ school in the morning? 2) When it rains,I _______ a taxi. 3) I like to ______ my bike on the weekend. 4) Mary’s mother gets to work car. 5）My math teacher the bus to work. Step 8 Homework 1) Collect more pictures oftransportations. (收集交通工具的照片) 2) Make a survey--- How do your family members get to school or work?And give a report. 3)Write a composition: Where are you going for vacation? How are you getting there? Who are you going with? What are you doing there? How long are you staying? 教学感悟与反思: 本节课词汇较多，但由于词汇均涉及学生的生活实际，而且在课堂中，我采用图文并貌，突出真实性，同时，我在教学中采用了任务型教学，设计了有层次和一定剃度且有启发性的问题，让他们在富有情趣的交际中愉快地主动地接受信息、加工信息、交流信息。而且和谐、融洽的课堂气氛，有利于激发他们的学习兴趣，在有兴趣的前提下使他们的想象力得到了充分发挥，他们把学习变成了自己主动、渴望的一种行为。因此本课的教学目标在愉悦的课堂气氛中得到落实和巩固。 同伴评价： a.多媒体教学使课堂生动活泼，增加了教学容量，使老师更好的利用课堂45分钟。 b.基本按照新课标的要求让学生成为课堂的主体，让他们多说多练，教学效果较好。 c.随堂的几道习题帮助学生更好的掌握了所学。 d.由于学生较多，所以设计的活动有些进行得很仓促. e.对于基础较差的学生来说，课堂容量较大，很难进行完。九年级英语上册教案(篇6)
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7)
一、重点短语
1. 处于困境 in trouble
2. 比如 for example3. 和……比较 compare... with...4. 吵闹;喧哗 make a noise5. 隔壁;相邻 next to6. 用……填充…… fill...with7. 期待 look forward to8. 不仅……而且 as well as 9. 注意 pay attention to10. 发现;查明 find out11. 得知 learn about 12. 所有年龄段的 of all ages13. 全世界 in the whole world
二、重点句型1. It’s against ... 这是违反……
2. That’s no good. 那样不好。3. No wonder ... 难怪……
三、重点语法if 从句 1：if 从句 + 祈使句
1. 结构：“if 从句 + 祈使句”意为“如果……，就 / 要……”。
2. 用法：① “if从句+祈使句”结构中，if引导的从句可以放在主句之前，也可以放在主句之后。② if 从句在前时，主从句之间必须用逗号隔开。③ 主句是祈使句，if 从句要用一般现在时。例如：If you want to leave, drive slowly. 如果你想走，慢点开车。Stay at home if it rains. = If it rains, stay athome. 如果下雨，你就待在家。
表示禁止的结构1. “No + 名词 / 动名词!”句型常用于公共场合的提示语，意为“禁止……，不准……”。例如：No smoking! 禁止吸烟!No burning!禁止烟火!2. Don’t + 动词原形.例如：Don’t jump. 不准蹦跳。
九年级英语上册教案(篇8)
PEP小学五年级上册英语UNIT 4 What can you do? 第一课时教案
Unit 4 What can you do? Lesson 1 一、教学重点本课时的.教学重点是Let’s learn部分五种家务劳动的表达方法，要求学生做到四会，并能在情景中自然的加以运用。 二、教学难点本课时的教学难点是如何利用所提供的对话和情景，以旧引新，让学生进入学习状态。 三、课前准备1．教师准备教学过程中所需要的图片、英文卡片、声音、课件。 2．教师准备录音机及录音带。 四、教学过程1．Warm－up(热身) T: Are you ready? Ss: Yes! T: OK! Class Begin! Good morning, everyone! Ss: Good morning, Teacher. T: Sit down, please! Ss: Thank you! 2．Presentation(新课呈现) (l) Start T: Let’s learn new lesson. Unit 4 What can you do? Look here. What can you see? Who can answer this question? Please, hands up! Ss: I can see a dog. Ss: I can see a panda. Ss: I can see a mouse. Ss: I can see a boy. T: Great! What can they do? Listen carefully! Let’s chant! 放音 T: Ok! It’s nice sing! Follow me, please! Let’s chant! Dog, dog, what can you do? I can run after you. Panda, panda, what can you do? I can eat so much bamboo. Mouse, mouse, what can you do? I can hide in the shoe. Mike, mike, what can you do? I can draw animals in the zoo! Let’s sing it together. Ss: …… T: Now! Look at these pictures. What can you do? Who can answer? Hands up,please! Ss: I can jump high. I can play football. I can sing. I can row a boat. I can play table tennis. I can play basketball. I can play chess. T: You’re great! Sit down, please! (2) Let’s learn T: Hi, I will introduce a new friend for your. Look! She’s Lucy. “Hello! I’m Lucy. How are you？I’m helpful. I can help my mother to do housework. I can ……” Ok! Look at these pictures. You can see what can she do? Ss: Sweep the floor. Ss: Cook the meals. Ss: Clean the bedroom. Ss: Water the flowers. Ss: Empty the trash. T: Good job! You’re helpful! Ok! Follow me, please! One, two, begin! What can you do? I’m helpful. I can sweep the floor. Ss: …… T: What can you do? I’m helpful. I can cook the meals. Ss: …… T: What can you do? I’m helpful. I can clean the bedroom. Ss: …… T: What can you do? I’m helpful. I can water the flowers. Ss: …… T: What can you do? I’m helpful. I can empty the trash. Ss: …… 3．Let’s play (Guess) 老师做出一系列的动作，让学生猜。如扫地，让同学猜一猜并说出英文sweep the floor。看看学生新课的掌握程度和对以往知识的积累。 4．Consolidation and extension(巩固与扩展) Look and write What can they do?(他们会做什么？看图完成句子。 ) (1). Lucy can sweep the floor, water the flowers and play table tennis. (2). Tom can water the flowers and cook the meals. (3). Mary can clean the bedroom and play table tennis. (4). Ann can sweep the floor and play table tennis. 5.板书 句 型：I’m helpful! I can sweep the floor. cook the meals clean the bedroom water the flowers empty the trash九年级英语上册教案(篇9)
Unit 4 what would you do? 教案示例（1）
I. Analysis of the Teaching Material
1. Status and Function
In this unit students learn to talk about imaginary situations. Such topic enables students to activate their imagination and raises learning interest of students.
All the students are active in such activities.
(1) The first period introduces the key vocabulary words and the target language in this unit. The topic, what would you do if you had a lot of money, makes the introduction easier.
(2) In the second period, students will learn to give advice to someone who is in an embarrasing situation by listening and pairwork activities with the target language.
(3)All the activities in the third period are designed to give students a rein forced practice in the use of the target language.
(4)In the fourth period, the first part is a vocabulary expansion activity. The other activities provide students with much integrating practice using the old and new target language.
(5) The fifth period provides students with much reading and writing practice. So it’s helpful to improve students’ reading and writing skills.
(6)The Self check in the sixth period shows students what they have learned. The making sentences and writing an e-mail activities are used to train students’ ability of reading and writing.
2. Teaching Aims and Demands
(1)Knowledge Objects
To make students grasp how to talk about imaginary situations.
To make students grasp how to give advice using the target language.
(2) Ability Objects
To train students’ listening, speaking, reading and writing skills.
To train students’ communicative competence.
(3) Moral Objects
Imaginary situations are unreal. Do remember: it’s really cool to realize your dream through great efforts.
Two heads are better than one. Be ready to help others.
In the United States, teenagers get their pocket money by helping parents with housework. It is a little different from that in China.
3. Teaching Key Points
To learn the key vocabulary words and the target language.
To make students use the target language to give advice.
4. Teaching Difficult Point
To train students’ listening, speaking, reading and writing skills by many different kinds of activities.
5. Studying Ways
Teach students how to communicate with others.
Teach students how to give advice when someone is in trouble.
Ⅱ. Language Function
Talk about imaginary situations.
Ⅲ. Target Language
1. What would you do if you won a million dollars?
I’d give it to medical research.
2.I can’t sleep the night before an exam.
What should I do?
If I were you, I’d take a long walk before going to bed.
Ⅳ.Structures
1. Second conditional
2. Should for advice
Ⅴ. Vocabulary
lottery, million, pimple, energetic, confident, shirt, tie, medical research
Ⅵ. Recycling
charity, present, fruit, vegetable, snack, shy, creative, outgoing, nervous, relax,
late, tired
Ⅶ. Learning Strategies
1. Matching
9. Listening for key words
Ⅷ. Teaching Time
Seven periods
The First Period
Ⅰ. Teaching Aims and Demands
1.Knowledge Object
(1) Key Vocabulary
lottery, million, medical, research
(2) Target Language
Look. This girl won a million dollars in the lottery.
Wow! What would you do if you won a million dollars?
I’d give it to medical research.
(3)Structure
I would/I’d do
2. Ability Objects
(1) Train students’ listening skill.
(2) Train students’ communicative competence.
3. Moral Object
If you won a million dollars, you’d buy a big house, buy a car and so forth. However do remember it’s really being cool to realize your dream through great efforts.
Ⅱ.Teaching Key Points
1. Target language
2. The structure: I would/I’d do
Ⅲ. Teaching Difficult Point
The structure: I would/I’d do
Ⅳ. Teaching Methods
1. Scene teaching Method
2. Teaching by induction
3. Pairwork
Ⅴ. Teaching Aid
A tape recorder
Ⅳ. Teaching Procedures
Step Ⅰ Revision
Review the structure “should be allowed to” by asking students to make sentences about school rules.
Step Ⅱ 1a
This activity focuses on vocabulary and structures introduced in the unit.
Read the instructions to the class.
Call students’ attention to the words in the box. Ask a student to read them to the class.
Say, What would you do if you had a lot of money? Add more ideas to the list.
Then share your answers with other students.
Get students to complete the task. First individually, then in groups.
As they work, walk around the room checking progress and offering any help they may need.
Collect answers from students on the blackboard.
Answers will vary but should include a mixture of ideas for helping themselves and others.
Step Ⅲ 1b
This activity gives students practice understanding the target language in spoken conversation.
Read the instructions to the class.
Read the question in the speech bubble.
Explain the word lottery to students.
Say, You will hear teenagers talking about what they would do if they won the lottery.
Point to the pictures. Ask students to describe them one by one.
For example, for Picture One, a student might say, “If I won the lottery, I’d buy a big house.”
Point out the sample answer. Say, The first picture you will hear about has the number one on it.
Play the recording for the first time.
Students only listen.
Play the recording again. This time students listen and number the pictures in the order they hear them.
Check the answers.
Answers
2,1,4,3
Tapescript
Girl 1: Hey, did you see this newspaper article? A girl won a million dollars in the lottery. She was only 14.
Boy 1: Wow, how luck!
Girl 1: What would you do if you won the lottery?
Boy 1:If I won the lottery, I’d give the money to the 200. I want to help the pandas.
Girl 1:That’s a good idea! I know what I’d do. If I won the lottery, I’d buy a big house for my family.
Girl 2: Really? I’d put the money in the bank. Then I’d just watch it grow!
Boy 2: Hmmmm… I think I’d give the money to medical research. I’d want to help other people.
Step Ⅳ 1c
This activity provides oral practice using the target language.
Read the instructions to the class.
Call students’ attention to the conversation in the box. Explain the vocabulary words million and medical research. Invite a pair of students to read it to the class.
SA :Look! This girl won a million dollars in the lottery.
SB: Wow ! What would you do if you won a million dollars?
SA: I’d give it to medical research.
Write it on the blackboard.
Say, Pretend you are the people in the picture. Talk with your partner about what you would do if you won a million dollars.
Get students to work in pairs. As they work in pairs together, walk around the room offering language support as needed.
After students have had a chance to practice several exchanges, ask pairs to come to the front of the classroom and act out their conversations.
Step Ⅴ Summary
In this class, we’ve learned some vocabulary words and the target language what would you do if you won the lottery? I’d give it to medical research.
Step Ⅵ Homework
If you had a large amount of money, e, g. ￥100,000 what would you buy? Please write down each item and its cost to see when you will spend the full amount. And bring your lists to class tomorrow.
Step Ⅶ Blackboard Design
Unit 4 What would you do?
Section A
The First Period
Target language:
A: Look. This girl won a million dollars in the lottery.
B: Wow! What would you do if you won a million dollars?
A: I’d give it to medical research.
Unit 4 what would you do 教案示例（2）
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1) Key Vocabulary tie
(2) Target Language
What would you do if you won a million dollars?
I’d give it to charities.
If I were you, I’d wear a shirt and tie.
If I were you, I’d take an umbrella.
2. Ability Objects
(1)Train students’ listening skill.
(2) Train students’ communicative competence.
3. Moral Object
Two heads are better than one. Give some direction to those who are in trouble.
Ⅱ. Teaching Key Points
1．Listening Practice
2．Target language
Ⅲ. Teaching Difficult Point
Train students’ ability to use the target language.
Ⅳ. Teaching Methods
1．Listening to cassettes
2．Pairwork
3．Teaching by induction
Ⅴ. Teaching Aids
1．A tape recorder
2．A picture of a person in a lion’s cage
3．A projector
Ⅵ. Teaching Procedures
Step Ⅰ Revision
Check homework. Students talk about how to spend a large amount of money.
Invite a student to come to the front of The class and ask, if you had 100,000 yuan, what would you buy? Students take turns answering his/her question.
Step Ⅱ 2a
This activity provides practice understanding the target language in spoken conversation.
Focus attention on the picture. Ask students to describe it. Help students say that the boy is going to somewhere, but he doesn’t know what to wear. The girl is helping him to pick out clothes.
Point to the list of reasons. Invite a student to read them to the class.
Say, You are to listen to a conversation between Larry and the girl and circle the reasons. Play the recording the first time. Students only listen. Play the recording a second time. This time students listen and circle the reasons.
Check the answers.
Answers
Circle items:2,3,5
Tapescript
Girl 1：Where are you going, Larry?
Boy 1:To Tom’s party.
Girl 1:Lucky you! I’d love to go to that party !
Boy 1: Yeah, well, I’m a little nervous. I don’t know what to wear.
Girl 1: If I were you, I’d wear a shirt and tie.
Boy 1: What if everybody else is wearing jeans and T-shirts?
Girl 1: Oh, you shouldn’t worry about what other people are wearing.
Boy 1: And I don’t have a present. What if everyone brings a present?
Girl 1: If I were you, I’d take a small present-a pen or something.
Keep it in your pocket and if everyone has a present, you can give him yours. If not, you can keep it.
Boy 1：OK. But what if I don’t know anyone?
Girl 1: If you don’t know anyone, you can talk to Tom. He’ll introduce you to people.
Boy 1 : I guess I can do that.
Girl 1: Look! You’re sure to have fun.
But if you’re still nervous, you can leave.
Step Ⅲ 2b
This activity provides listening practice using the target language.
Read the instructions to the class.
Point to the list of sentences. Invite a student to read them to the class.
Say, You will listen to the same conversation again. This time you are to check the four things Larry’s sister says to him.
Play the recording again. Students listen and check the things.
Check the answers.
Answers
Checked items: 1,2,4,5
Step Ⅳ 2c
This activity provides oral practice using the target language.
Point to the list of Larry’s worries in the box. Invite a student to read them to the class.
Ask students to look back at the list of checked sentences.
Read the instructions to the class. Say,
Please make conversations using information from Activities 2b and 2c.
Ask a pair of students to demonstrate a conversation to the class.
SA: I don’t know what to wear.
SB: If I were you, I’d wear a shirt and tie.
Get students to work in pairs. As the pairs work together, walk around the room listening in on various pairs and giving language and pronunciation support as needed.
After all the students have a chance to play both parts, stop the activity. Ask different students to perform their conversations.
Optional activity
Ask students to write down a problem they have on a piece of paper. Have students exchange papers with one another and read the one they receive. Then ask students to write two pieces of advice they would give the other student. Ask a student to read his/her advice to the class. The rest guess the problem.
Step Ⅴ Grammar Focus
Ask different students to read the question and answer and the statements to the
class.
S1:What would you do if you won a million dollars?
S2:I’d give it to charities.
S3:If I were you, I’d wear a shirt and tie.
S4:If I were you, I’d take an umbrella.
Write them on the blackboard.
Show a picture of someone in a lion’s cage on the screen by a projector. Ask students
questions pointing to the picture.
T: Have you ever been in a lion’s cage?
Ss: No.
T: That’s right. None of us has ever been in a lion’s cage. What would you do if you were in a lion’s cage? (Write the question on the blackboard.)
S1:I’d call for help. (Write the sentence on the blackboard.)
T: What about you?
S1:I’d get out fast. (Write the sentence on the blackboard. )
Get several more examples from other students.
Say, When we talk about things that haven’t happened, we often use the word would (underline the word would in the question). Apostrophe’d is the abbreviation of the word would ( underline the abbreviation ‘d in the answers).
Then underline the word were in the two statements. Say, When you tell someone what you would do, you use the expression if I were you. Get all the students to read the target language on the blackboard.
Pronunciation note
When saying the words would you in phrases such as what would you do…,
English speakers often run the words together and pronounce these words as if they were spelled wudjuh.
Step Ⅵ Summary
Say, In this class, we’ve learned the target language I’d give it to charities and If I were you, I’d wear a shirt and tie. And we’ve also done much listening practice using the target language.
Step Ⅶ Homework
Say, If your teacher criticized you, but in fact it isn’t your fault, what would you do? Get students to make a list.
StepⅧ Blackboard Design
Unit 4 What would you do?
Section A
The Second Period
Target language:
A: What would you do if you won a million dollars?
B: I’d give it to charities.
A: If I were you, I’d wear a shirt and tie.
B: If I were you, I’d take an umbrella.
A: What would you do if you were in a lion’s cage?
B: I’d call for help.
C. I’d get out fast.
Unit 4 what would you do 教案示例（3）
Ⅰ. Teaching Aims and Demands
1.Knowledge Objects
(1) Key Vocabulary
pimple, trouble
(2) Target Language
I can’t sleep the night before an exam.
Then I’m too tired to do well. What should I do?
If I were you, I’d take a long walk before going to bed.
I really want a dog, but my parents won’t let me have one.
Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish.
That’s a good idea.
2. Ability Objects
(1) Train students’ reading skills.
(2) Train students’ integrating skills.
3. Moral Object
Everyone may have some trouble. Don’t worry.
Ⅱ. Teaching Key Point
1. Reading
2. Target language
Ⅲ. Teaching Difficult Point
Give advice using the target language.
Ⅳ. Teaching Methods
1. Reading Practice
2. Pairwork
Ⅴ. Teaching Aid
The blackboard
Ⅵ. Teaching Procedures
Step Ⅰ Revision
Check homework. Get students to talk about what they would do if a teacher criticized them. For example, a student might say I’d explain to the teacher and so forth.
Step Ⅱ 3a
This activity provides reading practice using the target language. Point to the problems on the left. Ask different students to read them to the class.
Point out the pieces of advice on the right. Get different students to read them to the class.
Point out the sample answer. Invite a pair of students to read the problem and the piece of advice to the class.
SA: I’m really shy and I just don’t enjoy parties. I don’t know what to say or do.
Ss: If I were you, I’d talk to someone who looks friendly. Then you won’t feel so shy.
Say, Please match each problem on the left with the correct advice on the right.
Get students to complete the activity on their own. As they work individually, move around the room answering any questions students raise and offering help as needed.
Check the answers.
Answers
1. c 2. a 3. b
Step Ⅲ 3b
This activity provides oral practice using the target language.
Read the instructions to the class. Invite a pair of students to read the sample conversation.
SA:I can’t sleep the night before an exam. Then I’m too tired to do well.
What should I do?
SB: If I were you, I’d take a long walk before going to bed. That should help you relax.
Say, Please think of different advice for the problems in Activity 3a.
Collect suggestions from students. For example, for the third problem, a student might say, If I were you, I’d watch TV to relax my mind.
Ask students to make conversations with partners using new suggestions to each problem. As they work in pairs, walk around the room offering language support as needed.
After each student has a chance to play both parts, stop the activity. Get several pairs of students to say their conversations.
Step Ⅳ Part 4
This activity provides writing, listening and speaking practice using the target
language.
Read the instructions to the class. Get a pair of students to say the sample conversation to the class.
SA:I really want a dog, but my parents won’t let me have one.
SB:Well, dogs can be a lot of trouble.
Maybe you should get a small pet, like a goldfish.
SA:That’s a good idea.
Write the conversation on the blackboard.
Point out the sample answers in the chart.
Say, What problems do you have at home? At school? Make a list in the chart. Then ask your classmates for advice and write their advice in the chart too.
Get students to complete the activity in groups of four. As the groups work together, move around the room to make sure students discuss the topic in English and know how to fill in the chart.
Check the answers by asking different pairs of students to say their conversations to the class.
Answers will vary.
Optional activity
Ask, What would you do if there were no classes tomorrow? Ask students to write as many answers as they can. Then get students to work in pairs. One ask the other the question and see how many new answers the other is able to think of.
Step Ⅴ Summary
Say, In this class, we’ve done a lot of reading, speaking and writing practice using the target language.
Step Ⅵ Homework
(1) Review the target language by reading the conversations in Activity 3a.
(2)Finish off the exercises on pages 11～12 of the workbook.
Step Ⅶ Blackboard Design
Unit 4 What would you do?
Section A
The Third Period
Target language:
A:I can’t sleep the night before an exam. Then I’m too tired to do well.
What should I do?
B: If I were you, I’d take a long walk before going to bed. That should help you relax
A:I really want a dog, but my parents won’t let me have one.
B: Well, dogs can be a lot of trouble.
Maybe you should get a small pet, like a goldfish.
A: That’s a good idea.
九年级英语上册教案(篇10)
【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。
