下面是小编给大家带来九年级英语教案，本文共19篇，一起来阅读吧，希望对您有所帮助。
篇1：九年级英语教案
九年级英语教案
Unit 8 I’ll help clean up the city parks． 课时安排四课时 第一课时： Section A 1a―2c 第二课时： Section A 3a―4 第三课时： Section B 1a---2c 第四课时： Section B 3a―4 教学目标：1、会表达提供帮助； 2、会正确使用常用动词短语； 3、谈论自己喜欢并愿意从事的志愿者工作。 语言功能：学会掌握表达提供帮助 语言结构：一般将来时、情态动词 语言目标：I’d like to work outside I’ll help to clean up the city parks You’ll give out of food at a tood bank 重点词汇及短语：Put off hand out call up give away run out of clean up set up take after fix up cheer up give out hunger sign repair 教学重点：正确使用常用动词短语 教学难点：掌握并能区别常用动词短语 学习方式：自主、合作学习情感目标：通过谈论自己喜欢并愿意从事的志愿者工作，激发学生对他人、对社会的关爱之情。 课前任务：任务1、了解志愿者工作的性质和种类。任务2、了解本地区志愿者工作开展情况。 单元目标与要求 第一课时 ●○教学内容与分析 ,教学内容:Section A 1a―2c 教学目标: (1) 认知目标: A. Vocabulary : clean up, homeless, cheer up, give out, clean-up, sign, advertisement, put off, set up, establish, think up B. Sentence: 表示意愿:I’d like to… I’ll help …… We need to ….. We are going to ….. 提出建议: You could ….. 能够熟练的运用这些句型,帮助别人和对人提出建议. ●教学重点,难点分析 ,教学重点:基本单词,词汇和句型 ,教学难点:能够运用所学句型,谈论所做的事情. ●,教学设计: 教 学 步 骤 建 议 和 说 明 K热身(Warm-up) Greeting and free talk ,Ask and answer (1),What do you usually do on weekends? (2) What will you do this weekends? S1: … S2….. (3), What do you so to be volunteers? (4), What other ways could you help people? KLead--in Watch a video By asking: What could you help people? How do you help them? ,Teach: clean up, hunger, cheer give out, clean-up, sign advertisement, put off, set up, establish, think up KWork on SB Page60 1a. Point to the sentences and read the sentences, explain the language points. ,Write out the sentences you could help people. K Work on SB Page 60,1b. ,Listen to the tape. 建 议 与 说 明 教 学 步 骤 ,Listen again and complete the sentences and check the answers. 让学生掌握所学句型,通过说出类似的句子,激发兴趣. KPairwork 1c Practice the conversation in the picture above,then have similar conversations using the information in 1b. KListening 通过听力掌握,巩固重点短语. A group of students are planning a City Parks Clean-up Day.They are talking about ways to tell people about the Clean-Up Day. Play the recording .Ss listen carefully. ,Let Ss listen again and fill in the blanks. KPairwork 培养学生说的习惯,并通过小组合作扩展,深入所学内容. Role play the conversation in 2b. A: We need to come up with a plan. B:Let’s have lunch first. A: No, we can put off making a plan.Clean-Up Day id only two weeks from now. Make new conversations in groups. K Task 1.Make a conversation Make a conversation of offering help.Work it in pairs. Share some of their conversations. Task 2.Make a plan for the school sports meeting.Offer help to the students they are going to take part in it. Homework. Revise the new words and sentences. Finish off the Wb.exercises. Blackboard Design Unit8 I’ll help clean up the city parks. Period one I’d like to work outside. You could help clean up the city parks. You could …. We can’t put off making a plan. Cheer up set up think up=come up with Language points 1,come up with=think up 2,put off 延迟,取消 Don’t put off what we can do today. 今日事,今日毕. We’ll put off the sports meeting. 3,set up 建立,创立,开办. We’re going to set up a food bank to help hungry people. 引入新课教学,巩固落实所学知识,同时以旧带新,导入新课的教学. 本活动的目标是训练学生听的能力,然后让学生更准确的说出这些句子. 通过图画,呈现新句型,使学生学起来容易掌握. 由平常的问候,自然引入到本单元的话题.同时,为下面内容的引出做铺垫. 第二课时 ●○教学内容与分析 教学内容: Section A 3a--4 ,教学目标:从阅读材料中获取信息,并能运用这些信息完成任务. ●○,教学重难点: ,本课重点是掌握并进一步巩固第一课时的句型,要求学生能应用他们,在实际情景中运用自如. ,重点词语及句型: major,commitment,elementary.,coach,ceterinarian What kind of volunteer work do you think I could do? You could start a Chinese History Club. I’d like to join the school volunteer project. ●○,课前准备:: ,本课时的教学课件. ,课前发给学生表格,布置学生任务:在表格中写出自己喜爱做的志愿工作和能做的志愿 工作. ●○,教学设计. 教 学 步 骤 建 议 与 说 明 KRevision , Greet the class and check the homework. ,Ask a pair of students to say their conversation. S1: To be a volunteer is great. S2: We need to come up with a plan. S3: Let’s make a volunteer project for our school. K Lead Cin T: Do you know what kind of work the volunteer do? Collect the students answers and tell them..Being a volunteer is to help other people.It is a commitment. KReading P62,3a. Fast reading 带着悬念和好奇,更能激发学生的阅读欲望,也培养他们在迅速获取所需信息的`能力.. 选取上一课时的材料,作为课堂的切入点.既起到复习巩固作用,又能以旧带新,自然引出新课. 呈现一些图片,让学生体会各种职业. 深化拓展知识,对已学语言目标进行复习. 教 学 步 骤 建 议 与 说 明 What kinds of volunteer work the students do?,Read again and complete the table. ,Finish 3b to check if the students have understood the article well. ,Play the tape for the students to listen and repeat. ,Get the students to make the report according to the form and some key words. KPairwork 3c. Role play.Take turns being one of the people in 3b.Ask for and give advice. KPairwork 4 Write down three things you like to do. Ask your partner for advice about the kinds of volunteer work you could do. Things I like to do Volunteer work I could do K Writing Write down the volunteer work you like to do . Homework Read 3a and copy new words and phrases. ,Finish some homework in this period. Blackboard Design Unit 8 I’ll help clean up the city parks Being a volunteer is great! What kinds of work the volunteer could do? Why so they like their work? The three students plan to set up a student volunteer project at their school. Don’t put it off. To help other people is a commitment. 深化拓展知识,对已学语言目标进行复习. 尽可能的让学生模仿跟读,听地道的英语,模仿表达是自由表达的基础,让学生根据已有信息把3a的内容说出 通过参与和合作等途径,充分掌握已学知识. 培养学生的写作能力. 第三课时 ●○教学内容与分析 教学内容: Section B 1a―2c ,教学目标:从阅读材料中获取信息,并能运用这些信息完成任务 语言技能：（1） Train the students’ reading, writing, speaking and listening skills with the target language． （2） Train the students to use the new phrasal verbs． 情感目标：Come up with a good idea to help others． It will bring you much enjoyment．. ●○,教学篇2： 九年级英语教案
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。
难点：听力训练；用功能语言句进行口语训练。
三、教学准备：图片、录音机等
四、教学过程：
1、课前任务设置，在课前，我让学生提前预习单词。另一方面铃声响的时候，首先检查学生对第五单元单词的识记情况，让学生看着图片，用“what is it？”等句子问，用新单词回答，在此期间，让学生感知“What are they made of？ Where are they made of”的重点句型结构，把单词教学融入句型，培养学生情境中理解记忆单词的能力。
2、为了更好的提高学生观察能力，以任务型教学为理念，让学生有目的的结合重要句型完成Activity 1a的部分。
3、完成1a部分后，为了更好的巩固学生对上面方框中重点单词的理解程度，让他们通过听觉进行训练，培养学生在用中学、学中用的能力。
4、通过单词记忆、听力训练中，学生们对重要句型的初步接触和熟悉，请学生讲解重要短语be made of/be made from/be made into/be made in/be made by/be made up of和重要的语法：被动语态。掌握被动语态的用法和结构。为下一步准确说话做铺垫。
5、为了更好的运用重点句型结构，我让学生在1c部分读完对话后，用1b里边的句子进行对子活动，进而提高学生的口语表达能力。
6、通过列举世界知名品牌：中国瓷器、美国的李维斯牛仔裤、意大利的普拉达眼镜、瑞士手表的图片，进行师生问答，进一步巩固所学语法。并进行情感教育：中国需要努力，你们需要努力。之后通过六个基础题型来检测他们对本节课重点知识的掌握。
5、总结本节课所学的知识，梳理知识结构，并通过家庭作业让他们更好的掌握本节课内容。
总之，整节课，我始终遵循任务型教学的理念，以学生为主体，以任务为中心，以交际为目的，以课程标准为理论依据，以高效课堂为载体，坚持让学生学会在生活中运用语言，始终遵循一个原则，就是让学生乐学，因为兴趣是最好的教师，整个过程中我也一直采用激励机制给有所表现的学生以鼓励，以增强他们学习英语的信心。
篇3： 九年级英语教案
一、教材分析
定语从句是本单元的语法要点，是在1―8单元已经对该语法知识有所渗透的前提下安排的。本节课话题是让学生体会音乐在生活中无处不在，体会不同类型音乐的特点，学会热爱生活；能用简单的定语从句形式表述自己的观点。通过本节的学习，增强学生对复合句的理解，提高其对此句式的应用能力。
二、三维目标
1、知识目标：
掌握本单元的基本词汇，学会恰当的使用引导词that ，who
2、能力目标
（1）掌握功能句“What kind of music do you like ？ I like music that I can dance to 。 I love singers who can write their ownmusic。”
（2）能够自如地谈论自己所喜欢的音乐以及音乐家。
（3、情感目标：
通过学生谈论对音乐和音乐家的好恶，从而使学生学会欣赏音乐的美。
三、教学重点
（1）本节课的教学重点是学会并掌握先行词为物或者人时，引导词“that ，who ”的使用方法。
（2）“prefer …to…”的用法
（3）掌握有关音乐的.词汇和相关的词组，能够比较流利地描述自己喜欢的音乐，运用功能句 “What kind of music do you like ？ I like music that I can dance to 。 I love singers who can write their own music。”
四、教学难点
定语从句运用
五、教学策略
采用任务型语言教学，实施情境教学法、小组合作探究法、情感激励法。
六、教学准备
自制多媒体课件（PowerPoint）；录音机（A tape recorder）
七、教学环节
1、课堂导入
⑴ Warming up
⑵ Discuss： Do you like music？ What kind ofmusic do you know？
⑶ There aremany kinds of music such as pop ，jazz， rock…… Let Sstalk about the kinds of music。（多媒体出示）
⑷Let Ss read 1a。 Explain the sentences：
I prefermusic that has great lyrics=I like music that has great lyrics better。
lyrics：the plural form is often used。
Ask Ss topractice in pairs then make up a short passage using the four sentences on thescreen。
2、课堂讲授
Explain attributive clauses。
定语从句：在复合句中修饰名词或者代词的从句叫做定语从句。先行词是“人”时，用关系代词who引导，先行词是“物”时，用关系代词that来引导
I love singers who write their ownmusic。
I like music that I can dance to。
a、that即可代表事物也可代表人，which代表事物；它们在从句中作主语或宾语，that在从句中作宾语时常可省略关系词，which在从句中作宾语则不能省略。而且，如果which在从句中作“不及物动词＋介词”的介词的宾语，注意介词不要丢掉，而且介词总是放在关系代词which的前边，但有的则放在它原来的位置
b、which作宾语时，根据先行词与定语从句之间的语义关系，先行词与which之间的介词不能丢
c、代表物时多用which，但在带有下列词的句子中用that而不用which，这些词包括all，anything，much等，这时的that常被省略
d、who和whom引导的从句用来修饰人，分别作从句中的主语和宾语，whom作宾语时，要注意它可以作动词的宾语也可以作介词的宾语
e、where是关系副词，用来表示地点的定语从句
3、课堂练习
Fill inthe blank with who that。
（1）。I have a brother _______likes soccer。
（2）Tom doesn’t like movies_______are too long and too scary。
（3） We prefer groups ________ play loud and energetic songs。
（4） He likes friends_________ often help each other。
4、课堂活动
（1） Askand answer in pairs：
What kindof music do you like best？ Why？
I like popmusic/classical music/jazz music/country music/dance music， etc And tell thereasons。
（2） Listento four pieces of music 。Then practice the conversation in pairs。
（3） Showseveral pictures and introduce their favorite singers ，groups and so on。
（4） Practice in pairs and talk about their favorite kinds ofsongs， singers and groups。
（5） Listenand complete 1b，2a and 2b。
5、课堂小结
在定语从句中，先行词是“人”的时候，用关系代词who来引导，先行词是“物”时，用关系代词that来来引导。
I like singers who write their own music。
I love music that I can dance to。
who / that 在定语从句中做主语的时候，谓语动词的单复数应该与先行词保持一致
I prefershoes that are cool。
I like apizza that is really delicious。
I lovesingers who are beautiful。
I have afriend who plays sports。
6、作业布置
Write a composition about the kinds of the friends they likeand dislike。
篇4：九年级英语教案优秀
teaching materials analyzing andrearranging教材分析与重组
1. 教材分析
本单元以i like music that i can dance to为话题,共设计了四个部分的内容：
section a
该部分有4个模块：第一模块围绕the music that…这一话题展开思维(1a)、听力(1b)、口语(1c)训练;第二模块围绕music进行听力(2a-2b)、口语(2c)训练;第三模块继续就music这一话题展开训练，训练形式为阅读配对(3a)和角色表演(3b);第四模块仍就one’spreferences以pairwork的形式进行讨论，展开口语训练(4)。
section b
该部分有4个模块：第一模块就one’sfavorite展开思维训练;第二模块就两个孩子的对话继续对things onelikes进行听力(2a-2b)、口语(2c)训练;第三模块继续围绕上一话题展开阅读(3a-3b)和写作(3c)训练;第四模块仍就whatwould you prefer to do这一话题以口语训练形式为主展开小组活动(4)。
self check
该部分有2个模块：第一模块对所学词汇进行填空训练(1);第二模块就一封笔友来信展开阅读和写作训练(2)。
reading
该部分共设置了3项任务：第一项任务以问题讨论的方式激活学生相关背景知识(section1);第二项任务要求学生运用所供策略完成阅读;第三项任务要求学生通过快速阅读获取信息(section 2, section3);第四项任务通过讨论、写作等形式要求学生进行一次class survey. (section 4)。
iii教学策略
通过任务型的教学，让学生学会自主学习，归纳总结，培养主动学习的能力。尤其对所学内容能主动复习并加以整理和归纳的能力。
1)合作学习：合作学习是指学生通过分工合作共同达成学习目标的一种学习方式。本节课将在课堂活动中把学生分成四人一小组的学习小组，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。
2)创设情景和有意义的任务活动，激发学生的学习热情，培养他们的概括和推理能力，发挥他们自己的'主观能动性，把被动的学习变为主动学习。
iv教学手段：多媒体
vi. teaching procedures and ways教学过程与方式
period 1 new functionpresenting
language goals 语言目标
1. words & expression_r_rs 生词和短语
prefer, lyrics, gentle, energy, interest, known,sing along with, remind sb. of
2. key sentences 重点句子
i prefer music that has greatlyrics. (p44)
i love music that i can singalong with. (p44)
rosa likes music that’s quietand gentle. (p45)
ability goals 能力目标
enable the ss to talk about different kinds ofmusic and their own preferences.
emotion & attitude goals 情感和态度目标
enable the ss to enjoy kinds of music.
strategy goals 策略目标
listening for key words.
culture awareness goals文化意识目标
people’s different preferences to different kindsof music.
teaching important points 教学重点
1. 由that 引导的定语从句，其先行词为物。关系代词that 作主语和作宾语两种情况。
i like the music that has great lyrics.
i like the music that i can dance to.
2. 由who 引导的定语从句，其先行词为人。关系代词who 做主语。
i like the musician who writes his own songs,
teaching procedures and ways 教学过程与方式
step i warming-up
play the beautiful, lyric song like do, re, mi inthe movie “the sound of music”. (让学生在轻松、愉快的情境中进入新课)
step ii lead-in and presentation. (呈现歌词并句子)(师生互动，学习探究)
1.the music has great lyrics.
2.the music is loud and energetic.
3.the music isn’t too loud.
将三个句子转化成定语从句：
1. i like the music that has great lyrics.
2. i like the music that is loud and energetic.
3. i like the music that isn’t too loud.
并说明，that 在从句中做主语。总结：1+1=“1”
(设计目的：延伸、拓展教材内容，创造性的使用教材，这样训练即能让学生体会不拘于教材的学习，又能拓展他们的思维。)
使用练习加强巩固。
(设计目的：让学生在教师创设的情境中，操练新句型，学会使用定语从句表达自己喜欢的音乐类型。)
step iii listening (1b: p44)
ask the students to listen to the dialogue betweentony and betty
t: now let’s listen to the tape and find what kindof music tony and betty like. look at 1b on p44. tickle the kindsof music that tony and betty like while listening.
ask a student to read the three headings to theclass.
t: first let’s guess what kinds of music they willtalk about by reading the three headings given.
ss: music that one can dance to, that has greatlyrics and that one can sing along with.
play the tape. and then check the answers.
(设计目的：训练学生听力技巧，培养学生听的能力。听的环节是“输入”的过程，带着问题听，让学生在听的过程中有的放矢，有效捕捉信息，同时又提醒学生注意观察并发现需要注意的表达方式，为后面的语言实践准备实用句型。)
step iv oral practice (1c:p44)
ask the students to talk about the music theylike.
t: as we all know, different people may havedifferent ideas on the same question, and different people may havedifferent preferences. then talk with your partners about the kindsof music you prefer. first, who’d like to read the example in thebox? ok, you two, please.
ask two ss to read the example first.
t: now work with your partners, talking about musicyou prefer with the help of the expression_r_rs here.
show the following.
be awarded prizes, be full of energy, interestsomebody,
known to many people, reminds somebody of, showlove to …
sample dialogue 1:
s1: what kind of music do you like?
s2: i like music that is played by famous bands.what about you?
s1: i prefer music that makes me happy.
(设计目的：新课程标准倡导主动参与，乐于探索，勤于思考，培养学生收集和处理语言信息的能力。通过这一环节的练习，不但学生的语言技能得到了提高，而且他们的情感态度和学习策略都得到了培养，同时他们的语言知识还得到了复习和巩固。这样的练习可以充分调动学生的参与热情，激发学生的学习兴趣。)
step vi summary and homework
t: this period, we’ve learnt how to express ourpreferences to different music. after class, please,
1. listen to the conversations again.
2. try to talk about the kinds of music you likewhy you like or dislike them.
(设计目的：通过书面作业，使学生巩固本节课所学的内容，拓展学生的课外知识，同时也可以弥补口头报告的不足。也为下一节课的知识提供铺垫。)
篇5：九年级英语教案unit4
九年级英语教案unit4
Unit 4 What would you do? Part 1: Teaching design (第一部分：教学设计) Structures: Second conditional, Should for advice Target language: What would you do if you won a million dollars? I’d give it to medical research. 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. Vocabulary: million, charity, pimple, confident, shirt, tie, medical research Learning strategies: Matching, Listening for key words SECTION A Goals ●To learn to use Second conditional and Should for advice ●To listen and talk about imagined life Procedures Warming up by learning about Second conditional and Should for advice The second conditional (also called conditional type 2) is a structure used for talking about unreal situations in the present or in the future. This page will explain how the second conditional is formed, and when to use it. The structure of a second conditional sentence Like a first conditional, a second conditional sentence consists of two clauses, an if clause and a main clause: if clause main clause If I had a million dollars, I would buy a big house. If the if clause comes first, a comma is usually used. If the if clause comes second, there is no need for a comma: main clause if clause I would buy a big house if I had a million dollars. We use different verb forms in each part of a second conditional: if clause if subject simple past verb* main clause subject would verb 1a Talking about imaginary situations What would you do if you had a lot of money? If I had a lot of money, I would give it to charity. If I had a lot of money, I would buy snacks. If I had a lot of money, I would give it to Hope Project. If I had a lot of money, I would buy books for the poor. 1b Listening and numbering Now you are going to listen and number the pictures 1 to 3 in the order you hear them. Tapescript Girl1: Hey, did you see this newspaper article? An old man had a million dollars. And he gave it to charity. Boy1: Wow, what a nice man! Girl1: What would you do if you had a million dollars? Boy1: If I had a million dollars, I’d give the money to the zoo. I want to help the pandas. Girl1: That’s a gook idea! I know what I’d do. I’d buy a big house for my family. Girl2: Really? I’d put the money in the bank. Then I’d just watch it grow! Boy2: Hmmmm… I think I’d give the money to medical research. I’d want to help other people. Now listen again and write down the sentences with Second conditional and Should for advice 1c Doing pairwork Let’s pretend that we are the people in the picture on page 26. Talk with your partner about what you would do if you had a million dollars. Look. This old man had a million dollars, and he gave it to charity. Wow! What would you do if you won a million dollars? I’d give it to medical research. I’d take a chance to achieve my dream of flying to the moon. If I won a million dollars, I’d stop working and become a professional runner. I’d go to an old people’s home to help them. I’d volunteer at the hospital twice every week. 2a Listening and circling Listen to the tape and circle the reasons in the box on page 27 why Larry is nervous. Tapescript Girl1: Where are you going, Larry? Boy1: To Tom’s party. Girl1: Lucky you! I’d love to go to that party! Boy1: Yeah, well, I’m a little nervous. I don’t know what to wear. Girl1: If I were you, I’d wear a shirt and tie. Boy1: And I don’t have a present. What if everyone brings a present? Girl1: 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. Boy1: OK. But what if I don’t know anyone? Girl1: If you don’t know anyone, you can talk to Tom. He’ll introduce you to people. Boy1: I guess I can do that. Girl1: Look! You’re sure to have fun. But if you’re still nervous, you can leave. Now listen again and write down all the expressions onto your phrase book. go to that party, a little nervous, wear a shirt and tie, have a present, bring a present, take a small present, keep…in your pocket, know anyone, talk to…, introduce… to …, have fun 2b Listening and checking Listen to the tape again and check on page 27 the four things Larry’s sister says to him. 2c Doing pairwork Xu Linfeng, you are Larry. Men Yating, you are Larry’s sister. Xu is going to talk about his worries and Men is going to give him advice. X: I don’t know what to wear. M: If I were you, I’d wear a shirt and tie. X: I don’t have a present. What if everyone else brings a present? M: If I were you, I’d take a small present―a pen or something. X: What if I don’t know anyone? M: If you don’t know anyone, you can talk to Tom. He’ll introduce you to people. … … 3a Reading and matching Go to page 28. Read the problems in the boxes and match them with the correct advice. And now write down all the expressions into your phrase book. be really shy, enjoy parties, get nervous before big parties, get pimples, look terrible, the night before…, take a big exam, do well, help with…, eat lots of fruits, drink lots of water, take a long walk, go to bed, look friendly, feel shy 3b Thinking and role playing Next you are going to think of different advice for the problems in activity 3a. Role play conversations with your partner. A: I am really shy. I don’t enjoy parties. B: If I were you, I’d go and shout in the street. I’d set up parties and invite all my classmates to come and sing and dance. A: I get nervous before big parties and I get pimples. B: Pimples look good to me. They are not terrible at all. If I were you, the night before the big exam I’d lie in bed counting the cows, the sheep, the cattle and the horses. Then I’d have a nice sleep. If you count as many cows as possible you’d do well in the exam. A: I can’t lose my weight. B: If I were you, I’d eat lots of fruits, drink lots of water and take a long walk before going to bed every evening. 4. Doing group work You are put into pairs and find out each other’s problems at school and at home. Then give each other advice. I really want to go to the mall with my parents, but I don’t have the time. Finish your homework at school and stop going to Sunday classes. You’ll find time that way. I failed the driver’s exam and cannot get my driver’s license. Go practicing driving more often and go over the textbook three more times. You won’t fail next time. My father does not want me to get my ears pierced. If I were you, I’d go to my mother for support. Or you can ask your mother to have her ears pierced first. I have to go to school on foot. I want to take the bus. Going to school on foot is good for your health. Go on going to school, to any places nearby on foot. It save money, too. I like to choose my own clothes, but my mother doesn’t allow me to do that. Wear your school uniforms while you are still a student. Wait till you are a big man and you’d have the right to choose your own clothes. … … Closing down by taking a test on Second conditional Match up the parts of the sentence 1. If I lost my job, a) wed both benefit. b) Id have a lot of problems getting another one. c) youd be more aware of what people really felt. d) we wouldnt be so behind technologically. 2. If I were in your position, a) Id resign rather than wait to be sacked. b) Id have a lot of problems getting another one. c) youd be more aware of what people really felt. d) we wouldnt be so behind technologically. 3. If I spoke Japanese as well as you do, a) Id resign rather than wait to be sacked. b) Id try to find a job with one of the Japanese banks. c) wed both benefit. d) we wouldnt be so behind technologically. 4. If we spent more on Research and Development, a) Id resign rather than wait to be sacked. b) Id have a lot of problems getting another篇6：九年级英语教案unit3
九年级英语教案unit3
Unit 3 Teenagers should be allowed to choose their own clothes. 单元整体说明 单元教材分析 本单元围绕“允许做什么、不允许做什么”这一话题，设计了三个任务型活动。任务一：谈论自己想做的事情；任务二： 我可以做什么、不可以做什么。任务三：讨论自己想做什么、自己需要什么样的生活。 单元总体目标 通过本单元的学习让学生学会用不同的句型来谈论应该允许做什么、不允许做什么、同意和不同意。 单元重难点一览 重难点词汇： 1.at that age 2.instead of 3.the other day4.be a good way to do 5.keep sb happy 6.at present 7.the same as8.be proud of 9.give directions 10.way cool= very cool 11.learn from sb 12.agree with 13.disagree with 14.in fact 15.take time to do sth 16.chat with 重难点句式 1.I think sixteen-year-olds should be allowed to drive. 2.Do you think thirteen-year-olds should be allowed to have part-time jobs? 3.The young should be proud of their culture. 单元教学建议 采用Concluding，Accumulating，Roleplaying和Comparing的学习策略，利用多媒体课件，来展开课堂Pairwork问答式的口语交际活动和讨论活动来谈论允许做什么和不允许做什么。本单元的教学法建议：词汇教学：情景操练、反复使用；口语教学：师生互动，生生互动、对话练习、交际活动；阅读教学：寻找关键语句、对文中任务和事物发表见解；语法教学：总结规律、比较异同、模仿操练。 单元课时分配 本单元用4课时教学 Section A 部分用 2 课时 Section B，Self Check 部分用 2 课时 Section A 教学课题 Unit 3:Teenagers should be allowed to choose their own clothes. （Section A） 学科 英语 授课教师 授课班级 初三九班 授课时间 /4 教学目标 1.知识目标：掌握 agree and disagree 的用法。学会使用 I think ... I agree ... 和 I dont think ... I dont agree ... 来表达自己的意见。 2.能力目标：对所学知识的灵活运用及用所学知识解决生活中实际问题的能力。 3.情感目标：培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。 教学分析 1.教材分析：Section A 主要围绕着 agree 和 diagree 这一话题来进行课堂教学和语言实践。Section A 中主要涉及到的语法项目是被动语态，要求学生熟练模仿及操练这一语态的句型转换，为以后的谈论和交际做好铺垫。 2.学生分析：初三的`学生有较丰厚的语言积累和知识储备，他们有较强的求知欲和好奇心，在课堂上他们善于表现自我，乐于积极思考，敢于发表自己的观点，这些个性心理特点都有利于师生在课堂上进行交流。 3.重点及其突出方法：被动语态的讲解：总结规律、比较异同、模仿操练。 4.难点及其突破方法：培养良好的语言表达习惯。发挥教师良好的示范作用，注重教师在课堂教学中对学生无意识的影响。 教学准备 1.多媒体： 多媒体，幻灯片，英语影音资料。 2.其他参考资料。 教学过程 Unit 3: Teenagers should be allowed to choose their own clothes.(Section A) Step One: Free talk and discussion. Step Two: 1.at that age 2.instead of 3.the other day 4.be a good way to do 5.keep sb happy 6.at present 7.the same as 8.be proud of Step Three: Finish 1a/1b. Step Four: Practice the conversation in activity 2c. Step Five: Make a new conversation in groups according to the one in 2c.Then act it out. Step Six: Make a survey, then show the results to the whole class. Step Seven: Make a summary. Step Eight: Homework: Recite the conversation in 2a. 教学反思 1.如何在英语课堂教学中有效地进行中外文化的渗透？ 2.如何培养学生的跨文化意识？ 3.教师如何布置个性化的作业？ 4.如何解决本套教材大词汇量问题？ Section B and Self check 教学课题 Unit 3:Teenagers should be allowed to choose their own clothes. （Section B and Self check） 学科 英语 授课教师 齐宪波 授课班级 初三九班 授课时间 2005/4 教学目标 4.知识目标：掌握 agree and disagree 的用法。学会使用 I think ... I agree ...和 I dont think ... I dont agree ... 来表达自己的意见。 5.能力目标:对所学知识的灵活运用及用所学知识解决生活中实际问题的能力。 6.情感目标：培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。 教学分析 5.教材分析：Section B 主要围绕着现代中学生感兴趣的话题来进行课堂教学和语言实践。 6.学生分析：初三的学生有较丰厚的语言积累和知识储备，他们有较强的求知欲和好奇心，在课堂上他们善于表现自我，乐于积极思考，敢于发表自己的观点，这些个性心理特点都有利于师生在课堂上进行交流。 7.重点及其突出方法：被动语态的讲解：总结规律、比较异同、模仿操练。 8.难点及其突破方法：培养良好的语言表达习惯。发挥教师良好的示范作用，注重教师在课堂教学中对学生无意识的影响。 教学准备 3.多媒体： 多媒体，幻灯片，英语影音资料。 4.其他参考资料。 教学过程 Unit 3： Teenagers should be allowed to choose their own clothes.(Section B and self check) Step One: Free talk and discussion. Step Two: 1.learn from sb 2.agree with 3.disagree with 4.in fact 5.take time to do sth 6.chat with Step Three: Finish 1a. Step Four: Practice the conversation in activity 1b. Step Five: Make a new conversation in groups according to the one in 2c.Then act it out. Step Six: Discuss what you are allowed to do and what you arent allowed to do during your stay at school/ home/ library and so on. Step Seven: Read the text then suggest the questions according to the text. Step Eight: Discuss what is cool in your mind. Step Nine: Homework: Write some sentences about “cool”. 教学反思 1.如何在英语课堂教学中有效地进行中外文化的渗透？ 2.如何培养学生的跨文化意识？ 3.教师如何布置个性化的作业？ 4.如何解决本套教材大词汇量问题？篇7：九年级新目标英语教案
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，最好一大一小，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。这个练习最好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. 在序数词和形容词最高级前。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。
篇8：外研社九年级英语教案
外研社九年级英语教案
教学目标
Key vocabulary: ancient, club, composition, pupil, meeting, call, even
Key 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 listening
1. 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 reading
1. (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 English
Step 3 Do Exercises
1. 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 points
Step 5 Pronunciation and speaking
1. Listen to the sentences.
2. Listen and repeat.
3. Say the sentences aloud.
Step 6 Homework
Finish 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.
篇9：九年级英语教案lesson 61
九年级英语教案lesson 61
Lesson 61
Properties: Recorder, Overhead Projector
Teaching Objectives:
1. Understand the dialogues.
2. Learn some useful expressions.
Teaching Procedures:
I. Showing the teaching aims
II. Revision
Check the homework, then let the students act out their dialogues.
III. Leading in
T: Today there is a football match, Did Jim watch the football match? Did Li Lei watch it? Play the tape for the students to find the answer, then check the answers with the whole class.
IV. Presentation
Let the students go through the questions of Exercise 1 in the workbook, read the dialogue on P76. Answer these questions, then check the answer.
V. Practice
Play the tape for the students to listen to and repeat, then go through the dialogue. Explain some language points: 1. win - won - won/ winner, 2. beat somebody 3 .win the game/ match 4. think of
Let the students practise the dialogue, then act out the dialogue, then do Exercise 3 in the workbook. The answers are: saw, already, win, team, stronger, beat, thank, told, place, important.
VI. Teaching grammar
Draw this line on the blackboard:
now
before
last Sunday
before last Sunday
having a lesson
has (never)seen
watched a match
had (never)seen
Ask the students some questions:
1. What are you doing now? (having a lesson)
2. What did you do last Sunday? (watched a match)
3. Was it a good match? (Yes, a very good one)
4. Had you ever seen a good match before?
No, I had never seen such a good match before.
Yes, I had seen many like that one.
Explain: The Past Perfect Tense shows an action happening before a certain time in the past. Give the students more examples:
A: Li Lei said he had seen it.
B: The train had already left when I got to the station.
C: She had finished her homework by the end of last year.
D: They had never seen such beautiful places before they came to China.
VII. Practice
Look at Exercise 2 in the workbook. Let the students match the two halves to make true sentences, then practise the dialogue with the whole class.
VIII. Summary
Exercises in class
Complete the following sentences after the model.
Model: the bell ring, I, finish, the exercises
When the bell rang, I had finished the exercises.
1. I, come to Jim's home, he, go out for a walk
2. they, get to the station, the train, leave
3. we, reach the farm, the farmers, pick a lot of apples
4. by the end of last month, we, learn about, 1000 English words
5. by 1990, the worlds population, reach five billion
IX. Homework
1. Revise the Grammar: The Past Perfect Tense.
2. Make up four sentences using when, before, after, by. .
篇10：人教九年级英语教案
人教九年级英语教案
人教九年级英语教案
Unit 3 Could you please tell me where the restrooms are?
一、教学目标：
1、语言知识目标
基本词汇：restroom, stamp, bookstore, postcard, pardon, washroom, bathroom, normal, rush, suggest, staff, grape, central, mail, east, fascinating, convenient, mall, clerk, corner, polite, politely, speaker, request, direction, correct, direct, whom, address, underground
基本句型：Excuse me, do you know where I can buy some medicine?
Sure. There’s a supermarket down the street.
Could you please tell me how to get to the post office?
Sorry, I’m not sure how to get there.
I wonder where we should go next.
Could you tell us when the band starts playing this evening?
You should try that new ride over there.
2、 技能目标：
（1）能用宾语从句礼貌的寻求帮助。
（2）能用正确的方法指路。
3、情感目标： 培养学生尊重他人，对人有礼貌，热爱生活。
二、教学重难点：
1、教学重点：
（1）礼貌的向他人寻求帮助。
（2）正确使用宾语从句。
2、 教学难点：运用宾语从句礼貌的寻求帮助。
三、教学步骤：
Section A 1 (1a-2d)
Step 1 Warming –up
Greeting
Step 2 Presentation
（1）Guessing game
Show pictures to the whole class, one student explains the places in English and another one who doesn’t look at the blackboard guesses what place it is. For example, one student say： We can save money or exchange money in this place, another one guess it is a bank. Get students to guess the places like bank, post office, bookstore, museum, bathroom, washroom, mall and so on.
（2）Show some stamps to students and present the new sentences：
Could you tell me where I can buy some stamps?
Could you please tell me where I can get a dictionary?
Do you know where I can get some magazines?
Step 3 Practice
1) Match each thing with a place in the picture in 1a.
2) Read the phrases.
___ get some money
___ get some magazines
___ have dinner
___ get a dictionary
___ get some information about the town
___ buy a newspaper
___ buy some stamps
___ get a pair of shoes
Step 4 Listening
Listen and complete the conversations in the picture in 1a. Then check the answers with the whole class.
Step 5 Practice
Make conversations using the information in 1a. Then talk about your own city. For example：
A： Excuse me, could you please tell me how to get to the bookstore?
B： Sure, just go along Main Street until you pass Center Street. The bookstore is on your right, beside the bank.
A： Thanks. Do you know when the bookstore closes today?
B： It closes at 7：00 p.m. today.
A： Thank you!
B： You’re welcome.
Step 6 Listening
1. Listen and number the directions in the order that you hear them.
2a You will hear some of the directions below. Number the directions in the order you hear them.
___ Go to the bird floor.
___ Turn left.
___ Go to the second floor.
___ Turn right.
___ The supermarket is between the flower store and the bookstore.
___ Go past the bookstore.
2. Listen again. Show how the boy walks to the supermarket. Draw a line in the picture in 2a. Then get one student draw the line on the blackboard.
3. Listen the third time and answer the questions.
1) Excuse me, can you tell me where I can buy some medicine?
2) Do you know how to go there?
3) OK, great. Oh, and one more thing. Do you know when this shopping center closes tonight?
4) OK, thanks a lot.
Step 7 Pairwork
Make conversations about the other places in the picture in 2a.
A： Excuse me. Can you tell me where I can buy some stamps?
B： Yes, there’s a post office in this shopping center.
A： Do you know how to go there?
B： Yes. Go to the third floor and turn right. Then go past the bank. The post office is between museum and library. You should be able to get stamps.
A： OK, great. Oh, and one more thing. Do you know …
B： I’m not sure, but you …
A： OK, thanks a lot.
B： You’re welcome.
Step 8 Reading
1. Read the conversation in 2d and answer the questions.
2. Role – play the conversation.
3. Explain the language pints in 2d.
(1) Go along Main Street until you pass Center Street.
1) until和 till同义为“直到……” ，till多用于口语，until可以放在句首，till则不能放在句首。
2) not...until“直到……才”，表示直到某一时间, 某一行为才发生, 之前该行为并没有发生。
e.g. I did not study English until 9 o'clock last night.
(2) Pardon? Restroom? You already want to rest? But we haven’t even started yet!
1) pardon用作动词，后面既可以跟宾语，也可以跟双宾语；pardon sb. for doing sth.意为“原谅/宽恕某人做某事”
e.g. Can you pardon me for not passing the exam, Mom?
2) 在没有听懂对方的话，请对方重复一 下时也可说 pardon。
e.g. Pardon? I’m sorry I can’t follow you.
(3) I’m excited to try the rides!
excited和 exciting的区别：
1) excited意为“激动的.；兴奋的”，作表语时，主语通常是人；作定语时，常用来修饰人，说明激动的表情。
e.g. All of us were excited when we heard the good news.
The excited child opened his present quickly.
2) exciting意为“激动人心的”，作表语时，主语通常是物；作定语时，常用来修饰物。
e.g. The movie is very exciting.
My father told me an exciting story.
(4) I mean … you know, a washroom or bathroom.
mean作动词有以下含义：
1) 有……的意思，指（多作及物动词），其后可跟名词或代词，也可跟从句。
e.g. What does this word mean?
2）意味（着）（及物动词），常跟名词，有时可跟动词-ing形式或从句。
e.g. Carl really could not do that — it would mean the end of his career.
3）有……意图，打算，想，常跟名词、代词或动词不定式。跟带不定式
的复合结构时，还可用于被动语态。
e.g. I never meant to hurt you.
四、总结
（略）
篇11：外研版九年级上册英语教案
外研版九年级上册英语教案
外研版九年级英语上册 Module 10 Unit 1教案
设计的基本理念：依托外研版九年级新教材第十模块，根据新课标的崭新理念，以培养学生自主、合作、探究精神，突出培养学生的综合英语语言运用能力为指导思想而设计。
课 型：Listening and speaking
教学内容分析：
1．单元教材内容贴近学生生活，主要涉及运动训练、健康饮食以及身体健康等，易于学生接受。同时，前面几个模块已对定语从句进行了学习，已有一定基础，对培养学生发散思维和锻炼口语有着积极的作用。
2．教材内容的前几个模块一直都在学习定语从句which ,that, who的用法，经过前几个单元的铺垫，本单元whose引导的定语从句教学就不是难点。
学生分析：
1．已处于九年级上学期，经过初中阶段两年多的系统学习，已具有一定的认知水平和对英语语言的运用水平。
2．学生的主动思考与口语水平不高。所以在这一单元的`学习中，可能很多学生的参与性较差，所以应该采取有效的措施，提高学生开口的安全感，引导学生积极参与学习过程，实实在在地提高教学的实效性。
教学目标：
1． 正确使用下列单词和词组：ache ，exercise ,weight, give up ,interest.
Behave, persuade ，ban, educate等。
2．掌握并运用下列词组： give up, need to do,bump into等。
3．掌握whose 引导的定语从句并灵活运用。
教学策略：
1. 开放式教学策略。以有限的课堂为载体，带学生进入广阔的知识天地。
2. 兴趣激发策略。有了兴趣，学生才会有了参与的欲望，才能点燃他们的思维火花。
3. 任务型活动策略。在做中学，在做中练，在做中巩固往往有良好的效果。
学习策略：
1. 课前预习，找出文章重难点与重点的短语语句。
2. 合作学习。学会倾听、学会表达、学会讨论，学会合作学习。注意学习方法，在小组合作中、在班级合作中，学习他人长处，学习沟通技巧，最终在学习中不断成长。
教学手段：
本课采用任务型教学法，用多媒体、录音机等辅助教学手段进行，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。
教学重点：
1.重点词汇：ache，exercise, weight, give up, interest. behave, persuade ，ban, educate等
2.重点句型： whose 引导的定语从句
教学难点：定语从句的理解和运用
教学过程
一、
1）The teacher asks：
How are you?
Do you often do sports?
What’s your favourite sports?
Answer the questions. (展开竞赛，学生抢答，激发学生参与课堂的积极性)
2）Lead the students’ attention to the pictures and the new words on the book.
Say something about the pictures. Read the words on the book.
利用图片与文字的联系，建立概念与所指之间的直接关联，减少母语的干扰。同时，锻炼了学生们听、说的能力，动静结合，使学生们在适当的情境中，快乐的学习本单元所学词汇和短语。为接下的听说做好铺垫。
3) 听力训练
Do Activity 2.
依据目标：采用活动途径，倡导体验参与，掌握运用语言的能力。
Play the tape and ask： What does Tony do to keep fit? What do his classmates think of it?Listen to the tape and answer the questions.
简单易答的问题入手，使学生敢于发言.
Ask them match the words in Activity 5.
SS do these parts according to the aims.
充分调动各类学生积极参与英语课堂和自主学习英语的能力。使学生通过亲身体验，合作式的完成任务，通过交流、最终培养了学生良好的综合语言运用的能力。
二、合作探究
1）Read the dialogue by themselves ,then act it in groups to grasp it 。
2）at the same time ,find “whose “modle” ，and write them down.
3) groups show the dialogue in class.
4)Solve the problems in the dialogue, find out the difficults and important points.
三、知识点精析
1）a bit 意为“有点儿”，可修饰形容词及其比较级。
He is a bit tired..
知识拓展：a bit 与a little
(1) 当肯定句中修饰形容词或副词是，可互换。
(2) 修饰不可数名词时，a little= a bit of.
(3) 与not 连用时，not a bit表示“一点也不” not a little“非常”，相当于very.
He’s not a bit tired. 他一点也不累。 He’s not a little tired. 他非常累。
2）give up 意为“放弃”，其后常接名词、代词或动名词，若是人称代词，只放中间。 Though English is hard to learn, you shouldn’t give it up.
3)He doesn’t look like someone whose fitness and health interest him very much.
“interest”作动词，意为“使。。。。。感兴趣”。也可用作名词，意为“兴趣，爱好”常用于词组“feel/have/show/take/an interest in sb./sth.
四．巩固提升。
合并复合句
1. There is a girl. Her glasses are red.
______________________________________.
2. We went back to help the girl. The girl’s bike is broken.
_______________________________________________.
3. This is a book.I’m looking for the book.
____________________________________________.
五．达标测试。
根据汉语意思完成句子。
1. 如果你想保持身体健康的话就不要放弃。
Don’t ______ ______ if you want to _____ ________.
2. 汤姆对这部有趣的电影很兴趣。
Tom _____ _____ ＿＿the ______film.
3. 厨房里还有点面包。
There is ____ ____ ____ bread in the chicken.
六．课后提升。
What’s the best way to stay fit and healthy? Why? 结合所学内容以及自己的感悟写一篇60词左右的小文章。
课后反思：
本节课健康训练与保持为话题展开教学，进行多层次的听力训练，由浅入深，由易到难不同学生都能学有所获，之后进行学生自己以及小组的对话练习与展示，使学生进一步加强对素材的熟悉，然后进行小组合作探究处理教材重难点，在设置写的训练，效果较好，但小组的评价时机要进一步做好处理。
篇12：英语教案
英语教案
初三英语：Lesson 23教学设计方案 Period: The third Period Content: Lesson 23 Properties: Recorder Teaching Objectives: Students should master the dialogues, useful expressions about the present perfect tense and the object clause. Language Focus: 1. How long have you lived in…? I ve live here since… 2. How long have you been doing sth.? I ve been doing sth. for… 3. What s the longest time you ve been down? I ve been down as long as… 4. … says (that)… Teaching Procedures: Ⅰ. Organizing the class Greetings and a duty report. Ⅱ. Revision To dictate the words last time. Check homework Ⅲ. Presentation Present the sentence: How long have you learned English? Ask some students to answer. Then go on: Do you like learning English? Have the students practice this dialogue in Pairs, in groups. At last, act out the dialogue Ⅳ. Read and say Play the tape for the students to listen and repeat Then ask: How long has Lin Yang lived in Honolulu? How long has Lin Yang been surfing? Have the students ask the questions, check with the whole class. Ⅴ. Practice Practice the dialogue in Pairs, then in groups. Then act out the dialogue. Ⅵ. Ask and answer Talk about the dialogue of Part 2 in Pairs. Finish the sentences in Pairs. Ⅶ. Practice Talk in groups of three. The first student says something, the second student may ask: What does he / she say? The third student repeats using the Object Clause: He / She says that… Ⅷ. Homework Finish off the exercises in the workbook. Ⅸ. Summary Exercise in class: Rewrite the following sentences with the Object clause. 1. Physics isn t easy to learn He says… 2. Who does live in the room? Do you know… 3. You have passed the exam. I m glad… 4. He ll be back in a month. I hear… 5. Whose dictionary is this? Tom asked… Answers: 1. He says (that) physics isn t easy to learn. 2. Do you know who lives in the room? 3. I m glad that you have passed the exam. 4. I hear he ll be back in a month. 5. Tom asked whose dictionary this was.
篇13：英语教案
Good morning, teachers! My name is Hanchunhui, Iam 23 years old and Ill graduate from zhoukou normal university inthis June. Today my topic is Festivals andcelebrations. Festival is familiar to us, forexample: Spring Festival in ChIna. This text is mainly from four aspects to introducethe festivals around the world. First, Festivals of the Dead, such as Japanese festivalObon, the Western holiday Halloween. Second, Festivals to honourpeople, such as The Dragon Boat Festival in China, Columbus Day inthe USA. Third, Harvest Festivals,such as Thanksgiving Day inEuropean, Mid-autumn Day in China and Japan. Fourth,Spring Festivals, such as Spring Festival inChina, Easter in the Western, Japanese Cherry BlossomFestival. Festival is the worlds people to meet the needsof production and living together to create a folk culture, is animportant part of folk culture. Understand the origins of festivalsand the methods to celebrate help students better understand theworld culture and expand theirknowledge.Teachingaims :
1、Let the students learn the useful new words andexpressions in this part；
2、Let the students learn about history and basicknowledge of festivals both in and out ofChina;
3、Develop students’reading ability and let themlearn different reading skills
;Teaching importantpoints:
1、Let students learn moreabout history and knowledge offestivals.
2、Get students to learndifferent reading skills.
Teaching difficultpoints:
1、Develop students’ readingability.
2、Enable students to talkabout festivals and celebrations.Teachingaids:Multimedia,a recorder and other normal teaching tools willbe used.Teaching methods:
1、task―basedteaching.（任务教学）
2、cooperativelearning.（合作学习）
3、discussion.（讨论）
Ask them thefollowing questions:
1)Do you have a good time in your winterholiday?
2)Whendid you feel most happy andexcited?Why?
Step 2 : Warmingup
1)Letstudents brainstorm the other Chinese festivals.(LanternFestival,Pure Brightness Festival,Dragon Boat Festival,Mid-AutumnDay,New Year’s Day,Chung YeungFestival……)
2)Talkabout some foreign festivals with students.(Christmas,AprilFools’Day,Easter,Halloween,Valentine’s Day,ThanksgivingDay……)
篇14：英语教案格式
词汇、语法课教案格式
School_____Junior or Senior Section______
Class ________ Grade ________
Size _________ Time________ Date ______
Materials ________Type of lesson______
Contents: 1. Vocabulary
2. Structure/grammar/phonetics
3. Dialogue/Reading/Writing
Objectives:
1. Instructional objectives (language knowledge and
language skills)
1)
2) …
2. Educational objectives (affect, learning strategy and
cultural awareness)
1)
2)…
3. Personal objectives
Focal points:
Difficult points:
Aids:…
Procedures and Time Allotment
1. Getting ready for learning
2. Revision ( … minutes)
3. Presentation (… minutes) 语法课和词汇课
4. Drills (… minutes)
Types of drill: There are several types of
drill you can use
1) Choral repetition ( whole class together )
2) Groups A and B ( dividing the class in half )
3) Rows or lines
4) Teams
5)Boys or girls
6)Ripple drill: A---A+B---A+B+C--- A+B+C+D
7) Back-chaining
8) Chain drills
5. Practice(… minutes)
6. Production/Consolidation (… minutes)
1) Oral work 2) Written work
7. Assigning homework
1) Conclusion2) Homework
Self- evaluation
对话课、阅读课、写作课教案格式
School_____Junior or Senior Section______
Class ________ Grade ________
Size _________ Time________ Date ______
Materials ________Type of lesson______
Contents: 1. Vocabulary
2. Structure/grammar/phonetics
3. Dialogue/Reading/Writing
Objectives:
1. Instructional objectives (language knowledge and
language skills)
1)
2) …
2. Educational objectives (affect, learning strategy and
cultural awareness)
1)
2)…
3. Personal objectives
Focal points:
Difficult points:
Aids:…
Procedures and Time Allotment
1. Getting students ready for learning( … mins)
1) Greetings
2) Routine task
2. Revision ( … mins)
3. Pre-reading (… mins)
此步骤包括词汇、语法教学等
4. While-reading
5. Post-reading (… mins)
1) Oral work 2) Written work
6. Assigning homework
1) Conclusion 2) Homework
Self-evaluation
供参考的范例
Module 1 Unit 2 Heroes Lesson 1 Modern Heroes
说课教案
（一） 教学内容
1． 本课是Unit 2 heroes Lesson 1 Modern Heroes 的第一课时。本单元分别介绍了National hero， History makers，Sports stars 和 Superhero。这几篇文章的主题都是hero，但涉及的领域不同，它们融会贯通，承上启下，融为一体。
2． 本课是介绍National Hero，是学生比较熟悉和感兴趣的话题，前部分需要介绍杨利伟和神州五号，让学生掌握有关词汇；后一部分是介绍杨利伟乘坐神州五号宇宙飞船遨游太空的情况。
3． 本课文出现了较多的定语从句，还有生词较多（有些单词表没有而初中又没有学过），在这样的困难前提下，我引导学生通过 culture and background knowledge，结合课本内容丰富自己的知识面，拓宽学生对航天知识的了解，让学生了解航天英雄的成功之路，激发他们的民族自豪感。
（二） 学生分析
1． 组成情况
职业高中高一学生年龄都在14－16岁之间，大多数学生由于初中的知识基础打得不扎实，而且缺乏主动学习的能动性，自学能力差，对学习没有持有探究性和方向性，也没有养成良好英语学习习惯，所以学习成绩不太理想。
2． 学生的知识与技能水平
职业高中招生的学生，基础知识比较薄弱，甚至连音标都不会读，词汇的掌握范围狭窄，影响了阅读，听力和作文。学生的表达能力还是停留在比较低级的水平，面对每幅图片或某个主题只能说出一两句话，而且在阅读上，未能掌握泛读和精读的技巧和方法，课后的预习和复习能力较差，缺乏总结归纳的能力。
3． 学生已掌握的学习策略
尽管学生的知识和技能水平一般，但经过了一定时间的训练后，他们还是掌握了pair work, group work, using the culture and background knowledge的阅读技巧。
（三） 教学目标
1． 通过快速阅读文章，学生能够对每段文章进行归纳总结，准确地把段落主题与所给的headings联系起来。
2． 通过仔细阅读，学生能够回答关于文章的.细节问题。
3． 通过进一步阅读，学生能够学生能用英语对采访自己心目中的民族英雄。并尝试复述课文。
（四） 教学策略
教学方法：使用交际法，充分调动学生的积极性，积极参与到课堂教学中，通过师生互动，小组表演的形式，完成各种任务，以达到完成教学任务的途径。
（五） 教学过程
第一步 导入
T: Good morning, Everyone! Do you like watching movies? Do you know Jet Lee (李连杰)？Do you know one of his famous movie called HERO? What does ?hero? mean? Who are the heroes in your heart? Do you know Yan Liwei, our national hero?
第二步介绍文章人物
T: Open your books, and turn to page 100 and 101. Let?s read two passages about Shenzhou V and Yang Liwei.
Shenzhou V is China?s first manned spaceship. It lifted off at 9 a.m. on Wednesday, October 15th, in Jiuquan, Gansu Province. It was carrying Yang Liwei. It was launched very successfully and landed in Inner Mongolia safely.
Yang Liwei is China?s first astronaut. He was a pilot in the army. He was chosen from 1,500 other army pilots and started training for his space flight in . During the 21-hour space flight, he circled the earth 14 times. When the spaceship was doing its seventh circle, Yang Liwei showed the flags of China and the United Nations, expressing the wishes of the Chinese people to explore and use space peacefully. 介绍文章时，展示文章中的生词，让学生猜测词意，带读并加以巩固。
第三步阅读文章
（1） Fast Reading
呈现六个headings，让学生快速阅读，要求归纳每段的主题。
a. Astronaut lands safely
b. Welcome home
c. International good wished
d. An exciting lift-off
e. Introdution
f. During the flight
学生单个回答并集体讨论改正错误。
(2) Careful Reading
学生通过fast reading,完成了headings后，基本对课文有一定的了解，然后呈现出五道问题，要求学生再进行第二次阅读，对课文进行更深入的了解。
1. How did Yang Liwei feel duing the flight? How did he feel afterwards?
2. What did Yang Liwei do during the Shenzhou V?s seventh circle of the earth?
3. How many circles did the spaceship complete while Yang Liwei was sleeping?
4. What were helicopters doing as Yang Liwei returned to the earth?s atmosphere?
5. What did Yang Liwei do when he came out of the spaceship?
第四步 巩固练习
通过两次阅读让学生对课文熟悉，训练学生的阅读速度和解题技巧，最后通过ask and answer in pairs，培养学生的口语能力，并强迫他们记住文章的主要内容，为下一步语言运用打下基础。
第五步 语言运用
为提高学生对生活中的热点问题发表自己观点的能力，让学生运用自己学过的语言知识，对自己心目中的民族英雄进行模拟采访。把全班同学分成若干个小组，每个小组有一名同学扮演“杨利伟”，其他同学为全国各地新闻媒体记者，他们自由设计问题，对“杨利伟”进行采访。
教师巡视课堂，发现表现出色的小组，让他们到台前表演。
教师总结评价。
第六步 布置作业
让学生准备复述杨利伟的故事，要求说出自己的民族自豪感。
A Teaching Plan for Unit 3 Celebration Lesson 1 Festivals
HUANG SHUI PING
General objectives:
1.To read to learn the main Chinese seasonal festivals and their history origin and meanings.
2.To help them learn some phrasal verbs and functional items about the topic and try to use them. Language aim:
1.Phrases:
Be celebrated by, fall on , mark, be decorated with, tradition/traditional, serve, take part in, get together
2.important sentences:
The Mid-Autumn Festival is celebrated by Chinese people.
The Lantern Festival falls on the fifteenth day of the first lunar month.
It marks the beginning of the hottest season of the year.
Ability aim:
1).Improving the ability of getting the general information and specific information from reading a text.
2). Using own words to describe some important Chinese festivals.
Emotion aim:
To promote students? qualities of a patriotism(爱国主义精神，爱国心) by learning the main Chinese festivals and learn their history origin and their meanings。
Teaching important points and difficult points:
1).To get information from reading
2).To talk about festivals freely in English.
Teaching methods:
Brainstorming, task-based teaching method , heuristic teaching method , group work.
Teaching aids:
a recorder, a computer, and blackboard
Teaching procedures:
Step1. Greeting and reviewing.
Greet the class as usual.
Ask: what we can celebrate in our life? Get students to answer using the key words in warming up. eg, Graduation, a birthday, Christmas, passing an exam, winning a scholarship, a sporting victory, the Mid-Autumn Festival, the New Year, a wedding, Halloween, the Dragon Boat Festival
Step2. Leading-in.
Show students many pictures of different seasons on the screen , asking: What?s your favourite season? Why? Help students answer using the words that they have already learned. Then ask: What festivals happen during your favourite seasons? Show more pictures about different festivals on the screen to help them to answer.
Students can work together to answer this question. Eg,
T:What is your favorite season? What festivals happen during your favorite season? ( have a discussion) (S1: I liker summer. There are Children?s Day, Dragon-boat Festival and Mother?s Day.
S2: My favorite season is winter. They are Spring Festival and Lantern Festival and Christmas Day. S3: ……
T：Well done. Thank you.
Explain the differences between Day and Festival.
Step3.While-reading
Activity1.Fast-reading
Get students to read the text quickly, match the pictures with the festivals.
Activity2. Guessing.
Show some describing sentences on the screen to let students read and guess the names of the three festivals .
Activity3. Careful-reading
篇15：英语教案格式
?教学内容分析（Analysisoftheteachingcontents）：?学生分析（Analysisofthestudents）：
?教学目标(Objectives)
1．语言知识目标(Languageknowledge)：
2．语言技能目标(Languageskills)：
3．情感态度目标(sentiment)：
4．学习策略目标(Learningstrategy)：
5．文化意识目标(Culturalconsciousness)：（不一定每课写）?教具(TeachingAims)：
?教学过程(可按实际情况写，每步骤后写目的)：一、热身准备（WarmingCup）:
二、呈现与操练（Presentationandpractice）：
三、巩固(Consolidation)
四、发展(Development)
五、作业(Homework)：
?板书设计：
?附上练习：
范例一：Unit3Let’stalk第一课时小学三年级
教学重点：Howareyou?Fine,thankyou.等问候语的学习。教学难点:1、Howareyou?的得体运用。
2、Fine,thankyou.中fine一词字母i的发音不容易到位。教具准备：1、本课Let’stalk/A部分的教学课件。
2、教师为学生准备3―4个扩音器。
3、本课时教学配套的录音带，以及歌曲“Hello”
“Head,shoulders,kneesandtoes”的录音带。
4、Mr.Black,MissWhite,MissGreen的头饰
教学过程：
1、热身、复习(Warming-up/Revision)
（1）师生共同唱歌曲SinganEnglishtogether.“Head,shoulders,kneesandtoes”，复习人体部位的单词，并集中学生注意力，调动学生学习兴趣。
（2）游戏Doagame.“SIMONSAYS”指令可以是一二单元Let’sdo(A/B)的内容。
（3）师生同唱歌曲“Hello”。教师可以边唱边用手势示意学生，将歌曲中的人名改为同班同学的名字。
（4）教师用头饰介绍人物。例如：教师举起Mr.Black的头饰说：ThisisMr.Black.然后戴上Mr.Black的头饰说：Goodmorning,boysandgirls.I’mMr.Black.Nicetomeetyou.让学生回答：Nicetomeetyou,too.
用同样的方法介绍MissWhite,MissGreen，并要求学生和这些人物打招呼。
（5）请三个学生扮演Mr.Black,MissWhite,MissGreen，用唱歌的形式互相问候:“Hello”。
2、呈现新课(Presentation)
（1）师生观看教学课件。课件内容为Let’stalk/A的内容。教师利用与教材内容相同的教学课件，使学生一目了然，既了解了句型的含义，又了解句型运用的情景。
（2）再次观看课件，教师提问：T:Whataretheydoing?他们在干什么？S:在打招呼。
（3）教师演示Let’stalk/A的内容，使学生进一步理解对话。方法为：教师左手举起MissWhite的头饰，右手举起MissGreen的头饰时，用不同声调引出对话内容。在此次演示活动中，教师强调Nicetomeetyou.Nicetomeetyou,too.两句话。
（4）教师提问：Mr.Black和MissGreen是怎样用英语打招呼的'。能力强的学生或学过英语的学生尝试性的说Howareyou?Fine,thankyou.
（5）听本课时Let’stalk/A教学配套的录音带，学生跟读并模仿发音。教师注意带读不易掌握的读音，如：Fine,thankyou.一句中fine中的元音字“i”的读音是[ai]，提示学生口型要略大些。而thank一词中的th在发音时，要让舍尖处于上下齿之间，教师可以夸大口型，让学生了解发音方法。教师要适当纠正，切不可一味的纠正发音，打击孩子学习的积极性。
（6）第三次观看Let’stalk/A部分的教学课件。使学生进一步了解对话内容和含义。在此基础上告诉学生，Howareyou?与以前所学Hello./Hi.等问候语不同点在于：Howareyou?是用于熟人之间有一段时间未见面，或是对
方身体欠佳，或是较正式的向别人打招呼等场合。因此，同学们不必每次见面都问Howareyou?，每天见面时，只要说Hello.和Hi.就可以了。
（7）趣味操练游戏----传口令
教师分别在每组第一个学生的耳边轻轻的说：Howareyou?Fine,thankyou.学生依次传递。以传递准确，速度又快的为胜。
（8）为学生准备3―4个扩音器/麦克风和头饰，让学生做“今天我配音”的活动。学生给课件中的人物配音，再次巩固练习新句型。学生在学、练的同时，掌握并理解教学的重、难点。
3、趣味操练(Practice)
（1）游戏：开火车六至七人一组，做开火车的游戏。教师在每组选出一名“质量监督员”，监督每个同学提问的完整性和正确率。从第一个学生开始
Hi/Hello/Goodmorning,A.Howareyou?第二个学生回答I’mfine./Fine,thankyou.并提问Howareyou?以此类推。（A代表学生姓名）。
（2）演一演：学生戴上Mr.Black,MissWhite,MissGreen的头饰，分角色练习、表演对话。
（3）游戏：击掌问候
做Let’splay部分的活动，教师让学生按教材的方法两人一小组的活动，两人相互击掌问好，如：
S1:Hi/Hello/Goodmorning,Peter.Howareyou?
Peter:I’mfine./Fine,thankyou.。
在同桌练习之后，在进行前、后两人一组练习。目的是再次强调练习Let’stalk部分的内容。练习时训练学生彼此倾听发音，纠正发音，从而感悟英语的语音、语调的知识。
4、课堂评价(Assessment)
（1）教师让学生根据自己两个单元的获奖情况，制定本单元获奖目标。
（2）做活动手册第三单元第1部分的练习。
5、扩展性活动(Add-activities)
可将趣味操练中的游戏2扩展为“找朋友”的游戏。
让学生在教室自由走动，击掌向她想打招呼的同学问好，教师可放音乐来规定时间，音乐停的时候，击掌最多的学生为胜利者。教师可给前五名发小奖
教学内容：牛津小学英语3AUnit5A(12)B(Threewords)
一、教学目标：
1、能学会使用问候语“Howareyou?”及其回答：Fine,thankyou.Andyou?I’mfine,too.
2、能会说以下三个学习用品单词：pencil---pencils、book---books、
rubber---rubbers初步了解单词的复数的读音。
3、通过唱歌、游戏、表演问候语等形式，激发小学生学习英语的兴趣。
二、教学重、难点：
目标1、2
三、教学用具：
实物、图片、头饰、录像，投影、布偶等。
四、教学过程：
Step1Singasong:Hello!
Step2Revision
1、Freetalk.
2、Actoutsomedialogues.
Theway:A:T----Ss;B:T---S;:S----S;
Step3Presentationanddrill
一、Teachthedialogues:
1、Askandanswer
(1).Teach:Howareyou?Fine,thankyou.(出示布偶)
T(布偶1):Hi，MrMonkey.Nicetomeetyou.
T(布偶2):Hello,MissDuck.Nicetomeetyou,too.
T1:Howareyou?
T2:Fine,thankyou.(重复几次，注意语气)
（板书呈现）a.Readaftertheteacher.
b.Drillthedialogue.(T---Ss;Ss---Ss)
(2).Teach:Andyou?I’mfine,too(布偶对话)inthesameway.
2、WatchTV
3、Readafterthetape.(板书呈现)
4、Readaftertheteacher.（打开书本）
5、Readinsomeways.(T---Ss;Ss---Ss;?
二、Teachthreewords:(由Askandanswer引入)
(1)Teach“pencil---pencils”(头饰)
Theway:A:Askandanswer:(Lookandlisten)
T:Hello,What’syourname?
S:I’m××.What’syourname?
T:I’mMrPencil.(出示图片，单词)
B:Readaftertheteacher.
C:Showme./Touch./Putit/themon/in?
(2)Teach“book---books”、“rubber---rubbers”inthesameway.
(3)Playagame“Touchandguess”
Step5Consolidation
Makedialogues:
(1)Makeamodel.
(2)Actthedialogues.(出示情景)
(3)Singasong:《Hello,howareyou》
篇16：英语教案格式
小学英语教案格式
一、要求
1、教案请按下面所列格式编写，页面设置为上下左右2厘米；
2、三年级每单元3课时，四-六年级每单元4-5课时；
3、第一、第二课时教案请从实际需要出发编写，不要简单地把以前的教案调换次序，；
4、教案完成后，请教研组长把关；
5、文件名为：游小吴蓉4AU1.doc，??（署编写者姓名）。
6、文件请通过白下教育网文件交换系统上传，上传码为xxyy。
7、四-六年级教案于7月1日前完成上传，三年级教案于8月20日前完成。）
二、模板
Unit 6 At a PE lesson (Comic Sans MS，加粗三号)
一、教学要求（黑体，加粗四号）
1、 能听得懂，会说，会读和会拼写单词time, left, right, touch, an arm, a hand, a leg, a foot. （宋体，小四）
二、单元教材分析（黑体，加粗四号）
本单元通过一堂体育课引出“按指令做动作”这一语言项目（中文：宋体，小四；英文：Comic Sans MS，小四）
Unit 6 （第一课时）(Comic Sans MS，三号)
一、教学内容（黑体，加粗四号）A Read and say
二、教学目标（黑体，加粗四号）
1．会听、说、读日常交际用语： Stand in a line. Let’s do some exercise.
（中文：宋体，小四；英文：Comic Sans MS，小四）
三、教学重点（黑体，加粗四号）
1．会听、说、读、写单词：time, left, right, stop, touch.
（中文：宋体，小四；英文：Comic Sans MS，小四）
四、教学难点（黑体，加粗四号）
1．单词time, back, right, with意思和句子Touch ? with ?的意义。
五、教学准备（黑体，加粗四号）
1．教具准备：录音机、磁带、人体各个部位的图片、单词卡片和投影片。 （中文：宋体，小四；英文：Comic Sans MS，小四）
六、教学过程（黑体，加粗四号）
Step 1．Free talk (Comic Sans MS，加粗四号)
1. T: Good morning, boys and girls.
（Comic Sans MS，小四）
七、作业设计（黑体，加粗四号）
1． Read the text three times after the tape.
（Comic Sans MS，小四）
八、板书设计（黑体，加粗四号）
Unit 6 At a PE lesson（A）
（Comic Sans MS，小四）
篇17：英语教案参考
课 时 教 案
课题
Unit 1 My friends (1)
教 学目 的
1. To learn the adjectives
2. Use adjectives to describe people
教材分析
重点
Vocabulary
难点
The spelling and pronunciation of the new words
课前准备
教具
Flash cards, wall picture, projector, blackboard
学具
Pencils, books
课件
教学过程
Ⅰ Greetings
Ⅱ Warming up questions
Ⅲ Presentation
1. lead-in
Look at Miss Zhu. I am (strong). Can you give me some other adjectives?
Things People
Long, short fat, thin, tall, short, beautiful,
Big, small handsome, strong, good, clever, foolish
2. Teach the adjectives using the wall picture and the flash cards. T may describe a situation first, encourage the students to say out the adjective, e.g. John always helps his mother feed the dog. He is a good boy. He is (helpful).
3. Ask Ss to match the flash cards with the right child in the wall picture. Ask them to make sentences like that:
Charlie is naughty. Or I can see Charlie. He is naughty.
Ⅳ Summary
板书设计
Unit 1 My friends
Things People
Long, short fat, thin, tall, short, beautiful,
Big, small handsome, strong, good, clever, foolish
作业设计
Following the models, write eight sentences according to the pictures in copybook①
单元教学反思
英语教案－ My friends
篇18：英语教案
英语教案范例
教学主题：
一到三单元知识回顾
教学重难点：
重点单词及句型
教学过程：
1.导入
课文的流利朗读
2.呈现
can you play…with me ?
What are you going to do ?
Do you have ….?
play baseball,
play ping-pong,
go ice-skating.
fly a kite, plant trees,
make a cake,make a card,
see the monkeys at the zoo,
make a card
go for an outing
plant a tree
flag,yellow,watch,from,square,black,shape,round,circle,now,try,ship.
Sentences:How many stars are there?
Look at our national flag.
There are ….
What’s….like?
I see…in the …flag.
Phrases:small,shaor,big,old,young,red,green,pink,black.
What are you going to do ?
Do you have ….?
play baseball,
play ping-pong,
go ice-skating.
fly a kite, plant trees,
make a cake,make a card,
see the monkeys at the zoo,
make a card
go for an outing
plant a tree
2.呈现
Words:flag,yellow,watch,from,square,black,shape,round,circle,now,try,ship. Sentences:How many stars are there?
Look at our national flag.
There are ….
What’s….like?
I see…in the …flag.
Phrases:small,shaor,big,old,young,red,green,pink,black
3.练习与检测
4.小结
Words:watch,from,square,black,shape,round.
I have a new watch.
What ‘s it like?
It’s square,and it’s black.
It’s my favourite colour.
I see …in the …flag.
flag,yellow,watch,from,square,black,shape,round,circle,now,try,ship.
Sentences:How many stars are there?
Look at our national flag.
There are ….
What’s….like?
I see…in the …flag.
Phrases:small,shaor,big,old,young,red,green,pink,black.
What are you going to do ?
5.作业
完成练习册第二单元检测题
篇19：英语教案格式
[教学目标]
1. 能够听、说、读、写以下动词短语：learned Chinese，sang and danced，took pictures，climbed a mountain，ate good food。
2. 能够询问别人在假期里所做的事情并做答。
[教学重点和难点]
1. 本课时的教学重点是掌握五个动词短语的过去式形式。
2. 本课时的教学难点是以下六个单词的拼读和拼写：took，learned，sang，danced，ate，climbed。教师要多示范，通过有针对性地反复操练直到学生熟练掌握。
[教学准备]
本课时的动词短语卡片;照相机、食物、一首歌曲，一张照片;本课时的单词卡片。
[教学过程]
(一)Warm-up
1. 教师放五年级下册的歌谣“Let's go on a field trip...” 学生边唱歌边跟教师做相应的动作。
2. 教师放Let's chant的录音，学生跟着录音说。
(二)Preview
1. “猜一猜”游戏：教师呈现学生小时候的照片问：Who's he/she? 引导学生回答。然后教师拿出自己小时候的照片让学生猜。学生猜出后，教师指着照片说：Yes, it's me. I was ... years old then. 教师依次拿出几张风景照，问：Guess. What place is it? 引导学生回答。
2. Let's start
教师展示本部分的挂图问：Do you like holidays? What do you usually do on your holiday? Do you go on trip? What do you usually do during your trips? 引导学生根据提示图回答。
(三)Presentation and Practice
Let's learn
1. 教师问一名学生：What's your hobby? 引导学生回答。教师指着自己说：I like taking pictures. I have many beautiful pictures. 然后拿出一张风景照说：Look at this picture. I took the picture last week. 教师板书took pictures和take pictures，请学生认真观察并说出两个短语的不同之处，然后指导学生拼写。
2. 教师拿出一张自己爬山的照片，说：I went to Xinjiang/...last year. Guess. What did I do there? 请学生猜。如果有学生猜到climb a mountain，教师就向学生展示照片：Yes, that's right. I climbed a mountain. 教师板书climbed a mountain，带读，引导学生对动词原形和过去式进行比较。教师继续问：Have you ever been to any famous mountains? Where have you been? 引导学生说：I climbed Hua/Yandang/...Mountain.教师可继续提问：When did you climb Yandang Mountain? I climbed Yandang Mountain in spring/April 8th.
3. 教师再次展示爬山的照片，说：I climbed Huang Mountain. Then I was hungry. I went to a restaurant. Guess. What did I do there? 如果学生猜到吃东西，教师就拿出一张美食的照片说：Yes, I ate. I ate good food. 板书ate good food和eat good food，带领学生比较不同之处。教师带读，注意强调ate的发音。
4. 教师依次出示爬山和美食的照片说：I climbed a mountain. I ate good food, too. What else did I do there? Guess.
5. 教师放课前准备的歌曲录音，放完一遍后，问学生：Do you like it? Would you like to sing along? 教师和学生一起跟着录音哼唱歌曲。教师问学生：What did we do just now? 引导学生回答：We sang a song. 教师板书sang和sing，带领学生进行比较。教师带读单词。教师边做动作边说：People in Xinjiang like singing. They like dancing, too. 教师板书sang and danced，带读。
6. 教师出示本部分的教学挂图，介绍说：Mike and John went to Xinjiang together. Mike likes taking pictures. He took many pictures. What else did he do? 手指Mike学中文的图说：He learned Chinese. 板书 learned Chinese，带读。教师再问学生：What did John do? 引导学生回答：He climbed a mountain. He ate good food. He sang and danced.
7. 教师放A Let's learn部分的录音，学生跟读。
8. 教师带领学生说唱下面的歌谣：
What did you do on your holiday?
What did you do on your holiday?
I took, took pictures.
What did you do on your holiday?
I climbed, climbed a mountain.
What did you do on your holiday?
I learned, learned Chinese.
What did you do on your holiday?
I sang, sang and danced.
9. 快速抢答：全班学生分成四个大组。请一名学生上来抽取两张卡片并依次做相应的动作，四个组的学生根据表演者的动作猜：He ate good food/ ... and climbed a mountain/... 哪个小组首先猜出正确答案就得一分，最后总分最高的小组获胜。
10. 学生两人一组，轮流抽取学生卡片编对话。
★英语教案
★新目标九年级英语教案示例Review of units 11-15第一课
文档为doc格式
