人教版九上英語教案7篇

教案的反饋機制應該鼓勵學生積極參與，以促進他們的學習動力，教案扮演了指導教學的重要角色，它是為教師有效地傳授知識和技能而制定的路線圖，以下是本站小編精心為您推薦的人教版九上英語教案7篇，供大家參考。

人教版九上英語教案篇1

1. over the years 經過許多年後

2. have an effect on 對…有影響 (=affect)

3. make good money 很賺錢

4. raise／keep/feed pigs 養豬

5. make use of 利用

6. take note of 記錄； 記筆記

7. as far as i can see 依我看（=in my opinion）

8. as…as possible 儘可能

9. bring in 帶來； 引進

10. the international exchange of delegations 代表團之間的交流

11. be harmful to 對…有害

12. depend on 依靠；依賴 （rely on）

13. as well as 也， 還

14. not only …but also.. 引導並列句，前句倒裝

not only is reading important, but also speaking is a necessary part of learning english.

15. not…but… 不是…而是…

16. protect…from… 保護…免受…的傷害

17. stand for 代表

18. in other words 換句話說

19. a variety of 各種各樣的 （=various）

20. do research into 對…進行研究

21. learn from 向…學習

22. instructions for making wine 釀酒說明

23. a practical guide to farming 很實用的農耕指南

24. at the right/correct/wrong time of the year （不）適時的

25. go against 違反；違背

26. remove weeds 除草

27. plough deep the first time 第一次深耕

28. year after year 年復一年 （＝every year）

29. harvest good crops 獲得好收成

30. pass on (from generation to generation) （一代一代）傳下來

workbook

1. be short of 缺乏；短缺

2. add…to… 把…新增到…

3. from time to time = now and then 時不時的； 偶爾的

4. at an early age 小時候

5. fall in love with sb. 愛上某人 （短暫性）

be in love with sb 愛著某人 （持續性）

6. rise up to the sky 上天

7. search for 尋找 （＝look for; hunt for）

8. all of this is new. 這一切都是嶄新的。

9. in the past 過去

10. wash away 沖走

11. as a result (of…) （由於…的）結果

12. be covered with 被…覆蓋

13. to one’s joy/delight 使某人感到高興的是

人教版九上英語教案篇2

教學目標：

where does daming fly kites？

he flies kites in the park、

教學重點：

描述物品的位置

教學用具：

a recorder， word cards， pictures

教學過程：

一、熱身複習

老師發指令，學生做動作，複習運用“on，in，under”。指令內容可以滑稽有趣些，例如：“put your nose on the pencil box、 put your hand on your head、 put your foot on the desk、”老師發出指令後，可以問學生：“where’s your nose？ where’s your hend？ where’s your foot？”學生做出回答。

二、課文匯入

老師問學生：“how many seasons are there in a year？ what are they？”以此複習表示四季的單詞。然後老師將表現四季的圖片貼在黑板上，問學生：“what do you do in spring/summer/autumn/winter？”老師根據學生的回答繼續問：“where do you、、、？”

三、課文教學

1、老師問學生：“what does daming do in spring/summer/autumn/winter？”老師播放錄音或教學vcd，呈現sb unit2活動1，請學生熟悉課文內容。老師再放錄音，出示daming活動的圖片，請學生根據錄音內容將圖片貼在相應的季節圖片處。

2、再次播放錄音，請學生模仿跟讀。其後，請學生以小組為單位朗讀課文。鼓勵學生根據黑板上的圖片描述課文內容。

3、以小組為單位表演課文。學生可以分工合作，盡力創設情境，展示課文內容。

4、完成sb unit2活動2。老師根據黑板上的圖片體溫：“where does daming fly kites？”學生回答：“he flies kites in the park、”請學生在小組內針對其他圖片進行練習。

5、完成sb unit2活動3。請學生仔細看圖和示例，瞭解題目意圖，然後在小組內開展問答練習。

四、課文學習

1、學習sb unit2活動4的歌曲。放錄音，請學生熟悉曲調和歌詞。放朗讀歌詞的錄音，請學生逐句跟讀。再放歌曲錄音，請學生跟唱。

2、學習sb unit2活動6的字母。老師領讀，學生跟讀，注意糾正學生的發音。老師板書這些字母的大小寫。

3、把字母和單詞相結合，編成歌謠並學習。然後請學生進行單詞的擴充套件練習。

五、課後作業

1、聽錄音，朗讀課文，並試著背誦。

2、畫一張自己在四季的活動圖，並向同學、朋友及家人進行描述。

人教版九上英語教案篇3

教學目標：

1、會使用可數名詞和不可數名詞開購物單。為後兩課學習購物做準備。

2、學會討論吃什麼飯，買什麼東西。

3、複習一些禮貌用語和習慣表達，如：how about…？ what about…？ can you come with me? what do you have for dinner this evening? let me and have a look.等。

教學用具：

lesson115 ppt教學演示

教學步驟：

step 1 revision

[課件演示]值日生duty report。

教師讓學生根據課件中的對話模式，兩人一組自行演示。

step 2 presentation

[課件演示]引出今日新單詞：pork。也可根據學生的水平適當補充一些新單詞。如：大酬賓銷售 bargain sales 銷價20% 20% off 甩賣 reduction sales

step 3 read and act

聽錄音一遍後問學生：where are they?

聽錄音一遍後問學生: what does tom want to buy? what else? how many? how much are they?

聽第三遍，模仿跟讀，直至練熟。

step 4 practice

複習第二部分句型，練習買東西。

模擬幾種商店，並列出價目表。

把這些價目表都用投影打出，供學生們編對話。

編對話的話題仍然可使用教參(p.124)提供的幾個話題。

這裡再提供幾個。

1、教師節給老師買禮物。

2、六一兒童節給幼兒園小朋友買禮品。

3、八一建軍節用班費給軍屬買禮物。

4、你班有一位同學生病住院，買些禮物去看看他/她。

step 5 listen and answer

做workbook p.145

homework

blackboard handwriting

unit 29 shopping

參考詞

new words: pork how much is the meat? it’s 10 yuan a ain sales

useful expressions:20% off

how much is it? it is …yuan a bag / bottle / kilo?reduction sales

how much are they? the are …a kilo.

how many / how much do you want?

i. analysis of the teaching material

1、 status and function

the topic of this unit is about food. the students will learn how to order food or

take-away. in this unit, the students will be able to use “would like” to express their need

for food and learn how to ask others‟ information and provide their personal information

during the process.

2、 teaching aims and demands

1)。 knowledge objects

a. to master how to order food or take-away;

b. to master the modal verb “would” and “what” questions.

c. to master the usage of countable nouns and uncountable nouns.

2)。 ability objects

d. to use “would like” to talk about the need for food.

e. to improve students‟ ability of communication and social practice.

3)。 sensibility objects:

let the students experience the happiness of learning english, cultivate their ability

to do things and foster the spirit of cooperation in group activities.

3、 teaching difficult points and focus:

1)to learn the names of food and the countable and uncountable nouns.

2)to learn how to order food.

3)to use “would like” to express their need for food and learn how to order food.

ii. target language

1) what would you/he/they like to eat?

i‟d /he‟d /they‟d like some.。.

2) what kind of noodles would you/he/they like?

i‟d/he‟d /they‟d like beef and tomato noodles

iv. vocabulary

noodles, beef, chicken, mutton, potatoes, tomato, cabbage,carrot, dumplings, porridge, soup, green tea, orange juice, would like…

v. teaching time

45 minutes

vi. teaching procedures

step 1. warm up.

1) show some pictures about sports and let the students answer the questions below:

after doing these sports, what‟s your feeling?

are you tired ？

are you hungry?

2) let the students thinking the question: if you are hungry, what would you like to eat?

3) show some pictures of food that they have learned.

step 2. lead into.

1)t: “no food left! but don‟t worry, let‟s go to the restaurant to have a big meal.

look! what can you see in the restaurant?

yes, there are many kinds of food there. you can choose whatever you like”。

2)show the new words.

3)questions:

a: what kind of vegetables/meat/food/drink would you like?

b: i‟d like some…

let the students to learn the names of food and the countable and uncountable nouns. let the students make some dialogue.

step 3. let’s chant.

step 4. noodle house.

1) show some pictures about noodle specials.

meat+vegetables → special2…。

（let the students to guess the meaning of the word „special‟）

2) make dialogue

a: what kind of noodles would you like?

b: i‟d like…and…noodles.

step 5. pairwork and guessing game

1) pairwork 。 （make dialogues.）

2) game: who is the winner?

ask a boy and a girl come before the blackboard, and then ask two students to make a

dialogues. the boy or the girl who find the right special will win one score…。after

some pairwork, see who is the winner? the boy or the girl.

3) guessing game.

step 6. role play (in the nodle house)

a customer and a waiter. (make a dialogue)

let the students express their need for food and learn how to order food.

step 7. summary

step 8. apothegm

step 9 a flash → “i’m hungry”

learn the song.

step 10. homework

國中英語教案格式

一、說教材（教材分析） analyzing teaching material

1、 說課型 lesson type (dialogue/ reading/ listening/ revision)

2、 本課在教材中的地位 status and function

lesson 33 saving the earth is a dialogue. the lesson is focused on the topic of the problems of the earth and the functional items of supposition/ intentions/ conjecture/ prohibition. since it is a dialogue / reading. it’s helpful to improve the ss communicative/ reading ability.

3、 說教學指導思想 teaching guideline

(teaching syllabus: language is for communication, develop their four skills, lay special emphasis on reading; grellet put it well in his book developing reading skills: develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; reading is for information, for fun; use top- down model or bottom- up model to activate ss schemata; interactive model)

4、 說教學目標和要求 teaching aims and demands （…be intended for ss in key schools）

1)認知目標 knowledge objects

a. enable the ss to remember the following new words & phrases:

damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into

b. get the ss to be familiar with this sentence pattern:

if the population keeps growing so quickly, there will only be standing room left…

give the ss a reinforced practice on the functional item supposition.

c. activate ss schemata regarding the topic of pollution and help ss to know more about the problem of pollution.

2)智慧目標 ability objects

a. ask the ss to make up a similar dialogue.

b. help them to understand the dialogue better and improve the four skills.

c. develop their ability of thinking independently.

d. cultivate their ability to discover, analyze and solve problems.

e. train them to collect information from the internet.

f. train them with some effective learning methods to optimize ss’ learning results.

3)德育目標 moral objects

a. arouse their interest in learning english;

b. help them to understand the background of pollution.

c. enable the students to love our earth and the nature.

d. be aware of the importance of stopping pollution & protecting out environment.

e. encourage the ss to do something to save the earth.

5、 說教學重點 teaching important points （生詞、句型；培養閱讀技能）

a. new words and phrases

b. sentence pattern: if- clause

c. improve their reading skills.

d. talking about problems of the earth.

6、 說教學難點 teaching difficult points （語法；發展交際能力）

a. functional item: supposition.

b. develop their communicative ability. act out their own dialogue.

7、 說教具 teaching aids (multi-media computer, software, ohp)

the teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. it’s of great help to increase the class density and improve our teaching result. it can also make the ss reach a better understanding of the text by making the classes lively and interesting. at the same time, it arouses the ss’ interest in learning english.

二、說教法 teaching methods

five step method; audio-video; communicative approach;

task-based learning: new syllabus design encourages teachers to use this teaching method. tblt can stimulate ss’ initiative in learning and develop their ability in language application. make the ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.

三、說學法 study methods

1、 teach ss how to be successful language learners.

2、 teach ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;

3、 get the ss to form good learning habits.

四、說教學過程teaching procedures

i. 複習 (revision) 5min (daily report; 詞彙diagram; brainstorming; activate schemata)

activity 1: imagination

1)。 suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? （wash it? or throw it away?）

2)。 suppose you catch a bad cold, what’s to be done?

3)。 suppose your bike is broken, what’s to be done?

4)。 and suppose the earth, on which we all live, is damaged, what’s to be done?

_what can you think of when you see “pollution” this word?（waste, environment, air, water, factory, desert, climate.。. try to activate the ss schemata regarding the topic of pollution.）

ii. 呈現 (presentation) 5min

activity 2: presentation

play the song “earth song” sung by michael jackson. (create an atmosphere)

a lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.

ss’ presentation on pollution. attract their attention, arouse their interest, and create a good atmosphere for communication.

_activate their schemata and cultivate their ability in collecting information from the internet and develop their ability in thinking independently.

iii. 對話 / 閱讀 (dialogue)18m

1、 pre- reading

activity 3: prediction

1st listening/ fast reading, one guided q to help ss to get the main idea:

what do you think is discussed at the conference?

2、 while- reading

activity 4: read and answer

2nd listening/ careful reading, more qs to get the detailed information. develop their reading skills: skim & scan. pay attention to the pronunciation, stress & intonation.

_閱讀: pre-reading; while-reading; post-reading （fast reading/ careful reading; skim/ scan; 識別關鍵詞key words;確定主題句；創設資訊差information gap;t or f; 填表格chart/diagram; predicting; make a timeline; make a story map。達到對課文的整體理解和掌握。so that they can have a good understanding of the whole text.）

3、 post- reading

activity 5: language focus

while ss are answering the qs, the teacher deals with some key language points.

a. is being caused b. and so on c. go on doing

d. be fit for e. standing room f. if- clause

iv. 操練 (practice) 10m

activity 6: retell

use your own words to retell the dialogue in the 3rd person.

activity 7: acting out

activity 8: drill – supposition

purpose: practise the functional item of supposition. (p. 33 part 2; p.113, wb ex. 3)

(retell; act out; role play)

v. 鞏固 (consolidation) 6m

(discussion; interview; press conference; debate; quiz)

activity 9: role play

suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.

_the ss are encouraged to use the words and expression_r_rs like pollution, damage, be fit for, turn into, the if- clause, etc.

activity 10: discussion

think of the question: are we causing damage to the world?

what should we do to save the earth and protect our environment especially in our daily life?

collect their answers and form a report.

vi. 作業 (homework) 1m (writing; continue the story; recite; retell)

write a letter to the mayor, telling him sth. about the pollution around your school.

period one

課前準備

教師：準備遊戲時所用的圖片（食物、蔬菜、動物）。

學生：準備表演時所需道具（服裝、假髮）。

教學設計

step one :present the sentence patterns.

1、 play a game “how many words do you know?”（利用小遊戲調動學生的積極性，同時通過對冠軍的介紹引出本課。）

teacher: after the study of the first three starters, i think most of the students must have known a lot of words. how many words do you know? let’s play a game to see who know? let’s play a game to see who knows the most.

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

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

2、 introduce the champion group to the class.（引課方式貼近生活，學生易於接受）

teacher: congratulations, now group 2 is the champion. but i don’t know your names. would you like to introduce yourselves to us?

s1& s2:yes.

s1: name is li lei. nice to meet you.

ss: hello, li lei. nice to meet you ，too.

ss: hello! what’s your name?

s2:i’m sun ping. how do you do?

ss: how do you do ？

step two: drills.

1、 make introductions.（通過句型的操練使學生更加熟練掌握所學的句式。）

teacher: the new term begins. everyone will meet many new classmates. do you want to make friends with them? if your answer is “yes”， please introduce yourself in your group.

example:

sa: hello! i’m li lei. what’s your name?

sb: my name’s zhang feng. nice to meet you.

sa: nice to meet you, too. and what’s your name, please?

sc: lin li. how do you do?

sa：how do you do?

2、 listen and number the conversations.

teacher: today i have good news for you. three new students will come to our class. they are from other countries. do you want to know them? let’s listen to the recording of 1b in section a.

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

step three: make friends.

1、 make new friends.（用談話的方式完成任務，生動活潑，同時更容易向學生進行美德教育。）

teacher: now everyone has some new friends. do you want others to know them? do you want more friends? let’s introduce our new friends to others, ok?

ss: ok.

example:

sa: this is my new friend. his name is sun nan.

sb: hello, sun nan. nice to meet you.

sc: nice to meet you, too. look! this is my new friend. her name is he lu.

ss: how do you do?

sd: how do you do?

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

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

teacher: just now i said three new students from other countries would come to our class. now, look! they are here. let’s give them a warm welcome.

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

teacher: it’s their first time to come to china. would you like to listen to their introductions?

ss: yes.

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

step three: sum up.

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

homework

“how do you meet new visitors at home?

period two

課前準備

教師：準備歌曲磁帶（歌詞）、情景圖片及上課所需表格。

學生：需要向父母瞭解自已名字的含義。

教學設計

step one: revise the sentence patterns.

1、 sing an english song.（用唱歌的方式既帶動了氣氛，又複習了所學內容。）

teacher: yesterday we’ve known each other already. do you remember your new friends’names? if you do, let’s sing the song “what’s your name?”。

hello! hello! what’s your name? my name’s gina.

hello! hello! what’s his name? his name’s peter.

hello! hello! what’s her name? her name’s anna.

2、 listen to the conversations and finish the exercises.

teacher: yesterday i made a new friend. her name is jenny. she is very lovely. she introduces many friends of hers to me. do you want to know about them? let’s listen to the tape and find out some useful information.

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

3、 act out the dialogues.（在特定的情景下表演對話更符合實際，更貼近生活。）

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

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

example:

(at a party)

sa: hello! i’m lucy green. what’s your name?

sb: my name is kate brown, jim’s classmate. nice to meet you.

sa: nice to meet you, too. i’m jim’s sister. welcome to jim’s birthday party. make yourself at home.

sb: thanks, i will.

step two: choose english names.

1、 play a name game.（有效引出“英文名字”這一主題。）

teacher：as we know, everyone has a name. each name has its special meaning and so do english names. do you want to have an english name? if you do, let’s play a name game. the winners of the game will get english names.

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

example:

s1: my name’s tony.

s2: his name’s tony. my name’s linda.

s3: his name’s tony. her name’s linda. my name’s nick.

s4: his name’s tony. her name’s linda. his name's nick. my name's kim.

s5:……。

2、 choose english names.

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

teacher: congratulations to the winners. now you choose english names from the box. but before you choose names, you must know english names have two parts: first name and last name. look at the box, can you classify them according to the demands?

language goals

in this unit students learn to describe animals and express preferences and give reasons,

new language

why do you like koala bears?。 because they're cute,they're pretty interesting, they're kind of shy, they're very big.

names of animals such as tiger, elephant, koala bear, dolphin

description words such as smart, cute, intelligent

names of countries: australia, south africa,

recycled language

between, across from

he's/she's from 。.。 he's / she's five years old.

name of countries; china, japan, brazil

section a

additional materials to bring to class:

coins or other markers for the bingo game in 4.

ask students to name as many animals as they can in english. write the list on the board,

ask students to describe each animal in some may tell its color or tell if it is big or small.

say, today we are going to learn the names of some more animals. well also leam how to say which ones we like and tell why we like them.

la this activity introduces the key vocabulary.

focus attention on the map of the zoo showing pictures of animals. ask students to point to and name any animals they can.

point to the animals one by one and say the name of each. ask students to repeal.

point out the numbered list of words. say each one and ask students to repeat.

then ask students to match each word with one of the pictures. say, write the letter of each animal in the blank by that animal's name. point out the sample answer.

check the answers.

1 b this activity gives students practice in understanding the target language in spoken conversation.

point to the animals in 1a- ask students to point to and name the animals.

say, i'm going to play recordings of three conversations. listen carefully as you look at the words in a checkmark in front of the name of each animal you hear.

play the recording the first time. students only listen.

play the recording a second time. this time students check each animal name they hear.

correct the answers.

1 c this activity provides guided oral practice using the target language.

call attention to the example conversation in the picture. ask two students to read it to the class. answer any questions they may have.

point out the four description words. ask a student to read them aloud. review the meaning of each word.

say, now you can make conversations about conversations can be like the example. use these description words.

ask students to work in pairs. have them take turns saying both parts.

if students need help getting started, demonstrate another conversation with a student. for example:

teacher: let's see the elephant.

student: why do you want to see the elephant?

teacher: because it's very smart.

ask some students to present their conversations to the class.

2a this activity provides listening practice using the target language.

call attention to the two blank lines on the left. say,you will hear a recording of a conversation. listen carefully. then write the names of the two animals you hear on these lines.

play the recording the first time. students only listen.

play the recording a second time. this time students write in the names of the animals.

check the answers.

point out the adjectives listed on the right. ask a student to say the words.

say, now i will play the recording again. this time draw a line between each animal and the adjective you hear.

play the recording and have students match each animal with an adjective.

correct the answers.

2b this activity provides listening and writing practice using the target language.

call attention to the conversation and the blank lines in it say, you will hear the recording again. this time please write a word from the box on each blank line. some words can be used more than one time.

ask a student to read the words in the box.

play the recording. check to see that students are writing a word from the box on each line of the conversation.

go over the answers.

2c this activity provides guided oral practice using the target language.

call attention to the conversation in the picture. ask two students to read it to the class.

say, now you can have conversations like this the words in box 1, box 2, and box 3 in your conversations.

demonstrate a conversation with a student. for example:

student: do you like penguins?

teacher: yes, i do.

student: why?

teacher: because they're very cute.

3a this activity provides reading practice using the target language.

point to and say the names of the three countries on the maps and ask students to repeat

point to the three animals and ask a student to name them.

say, now draw a line between each animal and the country it comes from.

correct the answers.

3b this activity provides guided oral practice using the target language.

point to the conversation in the picture. ask a pair of students to read it to the class.

ask students to work in pairs. say, now you can talk about where animals come from. point to the map and animals students matched up in 3a-

say, work with a partner. take turns asking and answering questions about the countries and animals in 3a.

after a few minutes, ask several pairs to say the conversation for the class.

section b

additional materials to bring to class:

pictures of household pets and zoo animals cut out of magazines for follow-up activity 1.

1 this activity introduces more key vocabulary,

call attention to the animals in the picture and ask a student to say the name of each one.

point out the list of eight numbered adjectives at the top.

say, now please match the adjectives at the top with the animals in the picture. write the letter of the animal on the line after the adjective. point out the sample answer.

as students work, move around the room offering to answer questions as needed.

correct the answers-

2a this activity provides listening practice with the target language.

say, now i will play a recording of a conversation between tony and maria. this time circle the adjectives you bear on the list for la.

play the recording again. students circle the adjectives they hear.

correct the answers.

2b this activity provides listening and writing practice using the target language.

call attention to the three headings. animal, maria's words and tony's words, and the write-on lines under each.

say, now i will play the recording again. this time please write the name of the animals each person talks about and the words they say.

play the first four lines of recording and stop the tape. ask, what animal are they talking about? (the elephant) what words does maria use to describe the elephant? (interesting, intelligent)

point out the write-on lines where students can write these words.

play the whole recording and have students write the words they hear on the chart.

check the answers.

3 this activity provides guided oral practice using the target language.

call attention to the dialogue next to the picture. ask two students to read it to the class.

say, work in pairs. use sentences like these to say what you think about different animals.

demonstrate the activity with one or two students. for example, say, i like dolphins. they're intelligent.

ask students to work in pairs. as they work, move around the room checking on progress.

ask some pairs to present their conversations to the class.

3a this activity provides reading practice using the target language.

point out the three descriptions of animals. ask students to take turns reading one aloud.

then draw attention to the pictures of animals , write the letter of the animal in the blank lines above its description. there is one animal that is not described.

check the answers.

3b this activity introduces some new vocabulary words and provides reading and writing practice using the target vocabulary.

call attention to the pictures of animals in 3a, and draw attention to the grass, leaves, and meat. ask a student to explain each word or use it in a sentence to show he or she understands what it means. teach the expression sleeps.

point out the description in 3b with blank lines where some words are missing. read it to the class saying blank each time you come to a blank line.

point out the six words in the box. say, you can write these words in the blanks. use each word only once.

as students work, move around the room checking progress and offering language support as needed.

check the answers.

3c this activity provides reading and writing practice using the target language,

say, now you can write a description like the one in 3b. you can use some of the same words. write about any animal you like.

you may wish to do a sample description with the class. choose an animal's name and write it on the board. then ask students to make statements about the each statement and then write on the board. you can ask leading questions such as. is it big? is it lazy? does it eat grass?

ask students to write their own descriptions. you may wish to have less fluent students work with a more fluent partner,

ask students to share their writing with others in the class.

after you have reviewed the students' work, you may wish to have some students recopy their work so that you can post it on the classroom bulletin hoard.

language goal

in this unit, students learn to talk about jobs.

new language

what do you do? i'm a reporter

what does he do.' he's a student.

what do you want to be? i want to be an actor 。

what does she want to be? she wants to be a police officer

names of jobs and professions

section a

brainstorm with students a list of jobs that friends or relatives do. （"brainstorming" is an activity in which you set a topic and students say whatever words they can think of relating to that topic.） write the word jobs on the board and list all the jobs students mention.

point to the jobs one by one and ask students to say what ever they can about these jobs. accept single word answers or simple sentences such as, it's fun. it's a good job.

la this activity introduces the key vocabulary.

focus attention on the art. ask students to tell what they see in each scene. ask students to name as many of the jobs shown as they can. then point to a scene, name the job, and ask students to repeat.

point to the numbered list of words. say each one and ask students to repeat.

then ask students to match each word wllfa one of the scenes. say, write the letter of each scene next to one of the ivords. point to the sample answer.

1 b this activity gives students practice in understanding the target language in spoken conversation.

point to the different people shown in the various students to tell what they do as you point to each one,

say, now you will hear three conversations. the conversations are about three of the people in this picture.

play the recording the first time. students only listen.

play the recording a second time. this time ask students to write a number 1 next to the person being talked about in conversation 1. have students put a 2 and 3 next to the people being talked about in conversations 2 and 3.

correct the answers.

1 c this activity provides guided oral practice using the target language-

ask a student to read the example conversation with you. hold up the book and point to the doctor in the picture.

say, now work with your partner. make your own conversations about the picture. you can use sentences like the ones in activity 1b.

say a dialogue with a student. point to a picture of one of the people. guide the student to answer using one of the words in activity 1a.

as students work in pairs, move around the room monitoring their work. oner language or pronunciation support as needed.

2a this activity gives students practice in understanding the target language in spoken conversation.

ask students to look at the three pictures. ask different students to tell you what they sec in each picture. what are the people doing? what jobs do they have?

play the recording the first time. students only , you will hear conversations about the people in these pictures.

play the recording a second time. say, write the number of each conversation below the picture of the person being talked about.

correct the answers.

2b this activity gives students practice in understanding the target language in spoken conversation.

point to the three headings in the chart and read the headings to the class. ask students, what does "wants to be" mean? （it is not the job the person lias now. it is the job the person wants in the future.）

play the recording the first time. students only , you wiu hear about the people in these pictures. you will hear the job they haw now and the job they want in the future.

play the recording a second time. this time ask students to fill in the blanks with the jobs the people have now and the ones they want in the future. point out the sample

2c this activity provides guided oral practice using the target language.

point out the pictures in activity 2a. ask who each person is. （they are susan's brother. anna's mother, and tony's father.）

say, now work with your partner. ask and answer questions about the pictures. ask, "what does he or she do?" then ask, "what does he or she want to be?"

say a dialogue with a student. point to anna's mother and then to the example in the speech balloons. practice the dialogue with a student.

as students work in pairs, move around the room monitoring their work. offer language support as needed.

3a this activity introduces the names for the places where people work, and gives reading practice using the target language.

call attention to the pictures. ask students to read the name for each place. as they name each place, write the word on the board and-ask the class to repeat it.

point out the list of jobs with the numbers next to each. then call attention to the people in the pictures and the speech bubbles. point out the sample answer and have a student read out the speech bubble.

ask students to work alone. say, write the number of each job in the square next to each workplace.

check the answers.

3b this activity provides guided oral practice using the target language.

point out the pictures in activity 3a. ask students to name the workplace shown in each picture.

then point out the conversation in the speech bubbles. ask two students to read it to the class.

say, wow work with a partner. first practice the conversation in the picture. then make new conversations. use jobs and places from activity 3a.

say a dialogue with a student. point to the word waiter in activity 3a and then to the picture of the restaurant. ask a student. where does he work? guide the student to answer using the correct place: he works in a ask. what does he do? and guide the student to answer, he's a waiter.

as students work in pairs, move around the room monitoring their work. offer language support as needed.

4 this activity provides listening and speaking practice using the target language.

call attention to the pictures in the book showing how to play the game. say, you will draw a picture of someone working. other students will ask questions about the kind of job you are drawing. after two questions someone can try to guess the job.

demonstrate by drawing a picture on the board of a stick figure reporter. add details （microphone, notebook,etc.） until st mudents guess what job it is.

ask a student to go to the board. say, draw a picture of a person working. if necessary, help the student add details that show the job the person is doing. he or she can add a bank interior to show that the person is a bank clerk. a student could also use an eye chart on the wall to show that the place is a doctor's office and the person is a doctor.

ask two different students to ask questions about the job, and then ask a third student to guess what job it is.

play the game using drawings by several different students.

alternative: if you do not want students to move from their seats, then you can ask them to do this activity sitting down in groups of four. they will need pieces of paper on which to draw their pictures. they will also need pencils.

section b

new language

words that describe jobs, such as exciting, dangerous,boring, difficult, busy, fun

additional materials to bring to class:

help wanted ads from an english-language newspaper

1 a this activity introduces the key vocabulary.

focus attention on the six pictures. ask, what job does the person have? where does the person ivnrk?

point out the numbered list of words. say each one and ask students to repeat. then use simple explanations and short sample sentences to help students understand what each word means. for example, exciting means very interesting and very fast-moving. a police officer has an exciting job. the job is always changing. something is always happening. for dangerous you might say, dangerous means not safe. you might be hurt or killed in a dangerous job.

then ask students to match each word with one of the pictures. say, write the letter of each picture next to one of the words. point out the sample answer.

check the answers.

1 b this activity provides guided oral practice using the target language.

call attention to the picture in this activity and ask a student to read the statement to the class. then point to the picture of the police officer and say. it's an exciting job. ask the class to repeat. then say, what else can you say about being a police officer? someone may answer, it's a dangerous job. ask the class to repeat each correct answer.

then ask students to work in pairs. suggest that they each point to the pictures of the workers and make statements about them. as students practice, move around the classroom monitoring their work.

1 c this activity provides an opportunity for oral practice.

say, name some of the jobs from this unit. write this list of jobs on the board. say, can you name some other jobs? add any new jobs to the list.

ask some students to make statements about jobs on the list using the words in activity la. you may wish to write some of the sentences on the board so that students can copy the sentences into their notebooks.

2a this activity provides listening and writing practice with the target language.

call attention to the two headings and ask a student to read die headings to the class.

point out the blank lines where students will write the name of a job (under the words wants to be)。

play ihe recording the first time. students only listen.

say, now i will play the tape again. this time write the name of a job under the words "wants to be."

2b this activity provides listening and writing practice with the target language,

call attention to the second heading and ask a student to read it to the class. say, this time you will unite why each person wants the job.

play the recording again. students only listen.

then say, now i will play the tape again. this time write the reason the person wants the job under the word "why?"

play the recording. students write their answers.

check the answers.

2c this activity provides open-ended oral practice using the target language.

say, what do you want to be? what words describe each job? help the class make up a list of jobs they might like to do. as students suggest possible jobs, ask the class to suggest words to describe them. use a bilingual dictionary, if necessary, to find the names of jobs and words to describe each one.

then ask students to work in small groups. they tell each other what they want to do and why. encourage students to use dictionaries if necessary. move from group to group offering assistance as needed.

ask individual students to tell the class about what they want to be and why.

3a this activity provides reading and writing practice using the target language.

call attention to the three newspaper ads and read these ads to the class. say blank each time you come to a blank line.

then read each ad again separately, pausing to allow students to ask questions about anything they don't understand. for example, in the first ad, students may not know that working late means "working at night." to work hard means to use a lot of energy to do the job.

ask students to fill in (he blanks in the ads using the words actor, reporter, and waiter.

check the answers.

3b this activity provides reading and writing practice using the target language.

call attention to the newspaper ad and ask a student to read it, saying blank for each blank line.

ask students to fill in the blanks using words from this section. say,look at the pictures next to each blank line. the pictures will help you guess the correct est that they look at the names of jobs and the words that describe jobs in the first part of section b.

check the answers,

3c this activity provides writing practice using the target

language.

point out the blank strip of newspaper where students can write their own ads.

ask one or two students, what are you going to write about? repeat each of the students' sentences and ask the class to repeat the sentences after you. for example: do ^om want an interesting but dangerous job? do you want to meet new people? we need a police the smithtown police station at 555-2323.

ask students to read their ads to a partner. ask the pairs to correct each other's work.

4 this activity provides guided oral practice using the

target language.

ask two students to read the conversation in the speech bubbles. answer any questions students may have about it.

then say, new please work in groups. ask efuestions to find out what jobs each person wrote about. you can use sentences like the ones we just read.

as students ask questions, move from group to group. rephrase any incomplete or incorrect rephrase any inaccurate answers.

英語教案怎麼寫

1、寫課題(topic)和課型(lesson type)

課題相當於文章的標題，講課時要首先告訴學生，並寫在黑板上。因此要寫得準確。課型是指該節課的講授型別。國中英語的主要課型有：：新授課(new lesson)、鞏固課(reinforcement lesson)、複習課(revision lesson)、語音課(phonetic lesson)、聽力課(listening lesson)、聽說課(aural-oral lesson)、閱讀課(reading lesson)、語法課(grammar lesson)等。不同的課型應用不同的授課方式或方法，只有確定了課型，才能選擇有效的素質教育教學方法。

2、寫教學目標(teaching objective)

教學目標是教案的核心內容，是教師施教的準繩。教學目標要符合大綱對教材的要求。由於教學目標要在課堂上展示給學生，讓學生明確，所以寫素質教育目標時，要力求簡明扼要，淺顯易懂，便於操作和檢測，一般3~4個目標為宜。

3、寫教學的重點(main/focal points)、難點(difficult points)和關鍵點(key points)

教學重點是課堂教學的主要任務；教學難點是師生順利完成教學任務的障礙；素質教學關鍵是攻克教學難點的突破口。在教案中寫清一節課的教學重點、難點和關鍵點，能提醒教師在講課時注意突出重點、突破難點、抓住關鍵。

4、寫教具(teaching tools)

課堂上需要什麼教具要寫清楚，如錄音機、教材錄音帶、教學掛圖、卡片、實物（或模型）、小黑板、刻印好的練習題、彩色粉筆、幻燈片等。

5、寫教學過程(teaching procedure)

教學過程是教案的主要部分。寫教學過程主要寫以下幾方面的內容：

a、 寫教學環節。教學環節即教學任務是什麼要寫清楚，做到心中有數。目前有些教師採用"三階段六環節"教學模式，即：準備階段（自由交流、複習檢查）、講練階段（匯入課程、分層操練）和發展階段（鞏固發展、佈置作業）。

b、 寫知識點和所用時間。寫好知識點，教師使用教案時能一目瞭然，有的放矢。寫好所用時間，能使教師從容掌握教學速度，合理安排每個教學環節所需的時間，充分利用課堂時間。

c、 寫教師活動。不僅要寫教師"教什麼"，還要寫出教師"怎樣教"，即寫清楚教師要教的內容，寫出講授這些內容的方法。寫出課堂用語和各環節的過渡語。課堂用語要求簡練、口語化，用學生已經學過的熟悉的、聽得懂的英語來解釋或表達新的教學內容。各環節之間的過渡語要自然流暢。寫出使用教具的時機和方法，寫板書內容等。

d、 寫學生活動。寫出學生學習的內容和學習方法，特別是怎樣學應寫清楚。不能簡單地把學生活動寫成聽、讀、思考、操練、做題等。

國中英語教案與其他科目的教案寫法大致是一樣的，知識牽涉到英語的表述，對部分考生來說可能相對陌生一些，不過沒關係，只要勤加練習一定能順利通過教師資格證考試。

1、教學內容：

本單元是——（下）unit—。主要圍繞""這一主題展開各種教學活動，並以這一主題引出xx等語言功能。本單元旨在創造一個輕鬆，愉快的學習，交流環境，通過聽，說，讀，寫來培養學生綜合運用這些知識的能力。並讓學生能在"做中學"（learningbydoing），通過有限的課堂實踐活動，拓展以往的經歷，能準確地用英語來表達。

2、教材的地位和作用：

——年級——單元

講述的是——的用法，這是國中非常重要的時態之一。學生們能夠用現在——來表達自己的經歷，來體會別人的感受是很重要的。這個單元一定要體會現在——的真正含義和用法。要避免混淆幾個重點片語的使用。

我們更要使學生不僅理解枯燥的語法，還要讓學生們會用新學的語法知識來表達思想。

3、教材的處理：

根據《英語課程標準》（實驗稿）關於總目標的具體描述，結合本單元這部分的教學內容及基於對教材的分析，我對本單元的內容進行如下處理，目的是突出重點，使課堂節奏緊湊，銜貫。本單元分為四課時，第一課時是sectiona，第二課時是sectionb，第三課時是selfcheck，第四課時是——，最後一部分是做練習，以學生的自測為主，然後予以校對。

我們教學的物件是八年級學生（好，中，差等生都有），他們學習英語既感到好奇又擔憂，希望能得到他人的肯定。因此我在教學活動中儘量讓他們參與到活動中來，有更多的機會來說英語，減少他們的恐懼感，通過學生間的合作學習，降低他們的學習難度，使他們體驗到成功的喜悅。同時在閱讀和書面表達中加以落實，提高他們綜合運用語言的能力，使各層次的學生都有所收穫。

根據以上我對本單元教材內容的分析和新課標的指導，我確定以下幾個為本單元的教學目標：語言知識，語言技能，學習策略，情感態度和文化意識五個方面。

1、語言知識：

本單元要求學生掌握以下詞彙——

語言功能：學習和增加閱讀技巧和閱讀策略。

語言結構：——

2、語言技能：

（1）能用——的各種形式進行準確的描述和表達——經歷。

（2）能掌握——時態中幾個片語的正確使用。

（3）能在日常生活中恰當理解和運用本單元的話題範圍內的單詞和習慣用語。

3、學習策略：

通過本單元的教學，我要求學生能通過上下文內在的邏輯聯絡和在一定的語境中正確理解並運用——（時態）來準確地表達所發生過去的經歷。

4、情感態度：

通過對本單元的任務性活動，我的目的是讓學生們用英語描述他們過去的經歷，同時能提高他們的觀察能力和表達能力，激發他們對學習英語的興趣和熱情，在接近生活常態的交際中能樂於模仿，敢於開口，積極參與，主動請教。

5、文化意識：

通過他們描述過去的經歷，瞭解一些西方國家的風土人情。

基於上述對教材的分析，我確定本單元的教學重點為——的用法。

教學難點為——含義和用法，能在交際中準確地運用——來描述或表達。

教法：情境教學法、語法翻譯法、直接法、聽說法、交際法、全身反應法

學法：自主、合作、探究

教法分析：

（1）——是國中非常重要的語法專案，而本單元的話題源自生活，立足這一點，我充分利用學生已有的知識和生活經驗，讓他們講述去過的國家或地方，創設生活化的真實情境引導學生在運用語言中學習語言，然後在學習新的語言知識後創造性地運用語言（為用而學，在用中學，學了就用）。

（2）開展多種型別的任務型活動，提供給學生合作交流的空間和時間，促使學生為完成任務和同學進行合作，為完成任務進行探究性學習。

unit9

thefirstperiod（sectiona）

step1warmingup

（"良好的開端是成功的一半"，因此，我認為能以一種新穎的問候方式或複習方式進入一節課，就能喚起學生的興趣，使學生保持一種積極的學習狀態，或循序漸進地匯入所學的內容，那麼可為這節課的成功打下基礎，同時也能給自己適當的減壓。）

t：aboutyou？

接下來教師讓幾個學生講述他們去過的`城市或國家，讓其他學生用英語來猜測。（目的是為本節課的現在完成時作好鋪墊）

step2presentation

教師出示幾張圖片，引出現在完成時的結構和用法。

t：haveyoubeentoanaquarium？

yes，ihave。

t：haveyoubeentoawaterpark？

no，ihavent。

這樣設計的目的是讓學生在交際情景中感受出現在完成時的結構和用法。

然後叫學生歸納出現在完成時的結構句型。

一、教材分析：

1、教學內容：

本單元是——（ 下 ） unit —。主要圍繞""這一主題展開各種教學活動，並以這一主題引出_____等語言功能。本單元旨在創造一個輕鬆，愉快的學習，交流環境，通過聽，說，讀，寫來培養學生綜合運用這些知識的能力。並讓學生能在"做中學"(learning by doing)，通過有限的課堂實踐活動，拓展以往的經歷，能準確地用英語來表達。

2、教材的地位和作用：

——年級——單元

講述的是——的用法，這是國中非常重要的時態之一。學生們能夠用現在——來表達自己的經歷，來體會別人的感受是很重要的。這個單元一定要體會現在——的真正含義和用法。要避免混淆幾個重點片語的使用。

我們更要使學生不僅理解枯燥的語法，還要讓學生們會用新學的語法知識來表達思想。

3、教材的處理：

根據《英語課程標準》（實驗稿）關於總目標的具體描述，結合本單元這部分的教學內容及基於對教材的分析，我對本單元的內容進行如下處理，目的是突出重點，使課堂節奏緊湊，銜貫。本單元分為四課時，第一課時是section a，第二課時是section b， 第三課時是self check， 第四課時是——，最後一部分是 做練習，以學生的自測為主，然後予以校對。

二、學情分析：

我們教學的物件是八年級學生（好，中，差等生都有），他們學習英語既感到好奇又擔憂，希望能得到他人的肯定。因此我在教學活動中儘量讓他們參與到活動中來，有更多的機會來說英語，減少他們的恐懼感，通過學生間的合作學習，降低他們的學習難度，使他們體驗到成功的喜悅。同時在閱讀和書面表達中加以落實，提高他們綜合運用語言的能力，使各層次的學生都有所收穫。

三、教學目標：

根據以上我對本單元教材內容的分析和新課標的指導，我確定以下幾個為本單元的教學目標：語言知識，語言技能，學習策略，情感態度和文化意識五個方面。

1、語言知識：

本單元要求學生掌握以下詞彙——

語言功能：學習和增加閱讀技巧和閱讀策略。

語言結構：——

2、語言技能：

（1）能用——的各種形式進行準確的描述和表達——經歷。

（2）能掌握——時態中幾個片語的正確使用。

（3）能在日常生活中恰當理解和運用本單元的話題範圍內的單詞和習慣用語。

3、學習策略：

通過本單元的教學，我要求學生能通過上下文內在的邏輯聯絡和在一定的語境中正確理解並運用——（時態）來準確地表達所發生過去的經歷。

4、情感態度：

通過對本單元的任務性活動，我的目的是讓學生們用英語描述他們過去的經歷，同時能提高他們的觀察能力和表達能力，激發他們對學習英語的興趣和熱情，在接近生活常態的交際中能樂於模仿，敢於開口，積極參與，主動請教。

5、文化意識：

通過他們描述過去的經歷，瞭解一些西方國家的風土人情。

四、教學的重、難點：

基於上述對教材的分析，我確定本單元的教學重點為——的用法。

教學難點為——含義和用法，能在交際中準確地運用——來描述或表達。

五、教學方法：

教法：情境教學法、語法翻譯法、直接法、聽說法、交際法、全身反應法

學法：自主、合作、探究

教法分析：

（1）——是國中非常重要的語法專案，而本單元的話題源自生活，立足這一點，我充分利用學生已有的知識和生活經驗，讓他們講述去過的國家或地方，創設生活化的真實情境引導學生在運用語言中學習語言，然後在學習新的語言知識後創造性地運用語言（為用而學， 在用中學，學了就用）。

（2）開展多種型別的任務型活動，提供給學生合作交流的空間和時間，促使學生為完成任務和同學進行合作，為完成任務進行探究性學習。

六、教學過程設計

unit 9

the first period (section a)

step 1 warming up

（"良好的開端是成功的一半"， 因此，我認為能以一種新穎的問候方式或複習方式進入一節課，就能喚起學生的興趣，使學生保持一種積極的學習狀態，或循序漸進地匯入所學的內容，那麼可為這節課的成功打下基礎，同時也能給自己適當的減壓。）

t：i like travelling. i have been to dalian and many big cities. what about you?

接下來教師讓幾個學生講述他們去過的城市或國家，讓其他學生用英語來猜測。（目的是為本節課的現在完成時作好鋪墊）

step 2 presentation

教師出示幾張圖片，引出現在完成時的結構和用法。

t： have you been to an aquarium?

yes,i have.

t： have you been to a water park?

no,i haven't.

這樣設計的目的是讓學生在交際情景中感受出現在完成時的結構和用法。

然後叫學生歸納出現在完成時的結構句型。

它山之石可以攻玉，以上就是差異網為大家整理的9篇《人教版國中英語教案設計模板》，希望可以啟發您的一些寫作思路，更多實用的範文樣本、模板格式盡在差異網。

人教版九上英語教案篇4

教學目標：

1、知識目標

a、會認讀單詞pet,turtle,parrot,goldfish，its

b 、能運用句型what pet do you have ? i have ……/ what’s its name ? its name is……進行實際交流。

2、能力目標

能夠運用本課所學內容就寵物的話題用英文與他人進行簡單的交流。

3、情感態度與價值觀

教育學生熱愛小動物。鼓勵學生用英語交流，營造和諧的課堂教學氛圍。

教學重點：

學習有關寵物的單詞和交際用語，能簡單的描述自己的寵物。

教學難點：

1、單詞：turtle,parrot,goldfish

2、its和it’s的不同含義

3、句型what’s its name ? its name is ……的表達

教學策略：

多媒體輔助法、情境法等多種教學方法。堅持以free talk(圍繞本單元句型交談)為核心，以功能、結構為主線，以任務型活動安排本課教學。

學習方法：

在課堂中運用多種方法促使學生多聽、多讀、多說，形成自主、探究性學習，學生在互動、交流的活動中建立起自信，享受到學習的快樂，得到相關的知識，培養學生對英語運用的實踐能力，讓他們成為學習的主人。

評價方法：

以表揚激勵為主，鼓勵學生大膽表達，保護學生的自尊心，提高學生學習英語的積極性，使每個學生都享受成功的快樂。

課前準備：

多媒體課件、動物卡片

教學流程：

一、啟動熱身

t:hello ! boys and girls !

t:at first let’s chant ok ?

chant《follow me》

二、複習啟用

t：some animal friends come to our class .

who are they ?

遊戲：猜動物

cat dog rabbit chicken monkey fish

[設計意圖：通過猜動物這個遊戲複習以前學過的知識，活躍課堂氣氛。]

三、知識新授

1、t：they come from pet shop.[他們來自寵物店]

guess “ pet shop”what’s meaning ?

[設計意圖：通過猜測寵物店這一片語學習寵物這個單詞，並引出本課課題。]

t：so ,“pet” what’s meaning ?

ss:寵物

t: yes . do you know “my pet”what’s meaning ?

ss:我的寵物

t：板書課題

2、t:there are many pets there . look they are coming .

oh , what’s this ?

t:yes , it’s a turtle .

練習單詞turtle的發音

3、學習單詞parrot

4、學習單詞goldfish

5、遊戲鞏固單詞

[設計意圖：貓捉老鼠的遊戲幫助學生進一步鞏固新學習的三個動物名稱單詞。]

6、t：this is my pet shop h one do you like?

[設計意圖：教師創設寵物店的情境讓學生練習句子what pet do you have ?i have ……]

7、t：this is my pet ’s brown about your pet ?

(學生練習描述寵物的顏色。)

8、what’s its name ? its name is coco . how about your pet ?

(學生練習描述寵物的名字。)

四、鞏固應用

1、listen and speak .

2、分角色朗讀

五、拓展延伸

1、work in pairs .(合作練習)

2、展示你的寵物。

六、佈置作業

p42 c read and write .

人教版九上英語教案篇5

教學內容：

單詞：festival， card， stocking， present， bell

片語：santa claus， christmas tree，

日常用語：merry christmas! you too. here’s a present for you. thank you.

教學目標：

認知目標

1.能聽說認讀本課單詞和片語

2.能使用本課日常用語：merry christmas! you too. here’s a present for you. thank you.

3.能初步瞭解感受和體驗中西方文化

情感目標

能夠通過本單元學習培養學生熱愛祖國、熱愛生活的情感。

學習策略目標

1.培養學生的注意力、觀察力，激發學生積極思維。

2.通過小組活動，培養學生積極與他人合作，共同完成學習任務。

3.在任務中，引導學生積極運用所學英語進行表達與交流。

教學重點：

1.能聽說認讀本課單詞和片語

2.能使用本課日常用語：merry christmas! you too.

教學難點：

stmas失去爆破的讀音

ival， stocking， present等多音節單詞的讀音

教學準備：

教學掛圖，教學錄音磁帶，單詞卡片，聖誕老人服飾、小鈴鐺、長筒襪、賀卡等

教學過程：

step 1. warming up (熱身活動)

report

en to a song and follow the song

step 2. reviewing and leading in (複習並匯入新課)

一名學生戴聖誕老人帽從門外走進來(唱歌時老師佈置好)

t： who are you?

s： guess!

t： who knows who he is?

ss： 聖誕老人。——引出新名詞santa claus(學習)

step 3. learning(學習新課)

1.教師出示一張朋友送的聖誕卡片——引出新名詞card(學習)

2.圖片或實物出示christmas tree， stocking， present(逐一學習)

eg： t： (指鈴鐺)bell， bell， this is a bell.

t： (指長筒襪)stocking， stocking， this is a stocking.

1.簡筆畫進行名詞操練

2.學生6人一組，找一組，教師說英文，學生走向圖片

eg： amy， you are santa claus.(學生amy，走向santa claus的圖片)

3.給一組學生單詞卡片，組員迅速站到和自己一致的簡筆畫旁

n a new chant ——compete

5.t： when we bless someone on christmas day. we say…

merry christmas!——學習

en and repeat

step 4. practicing (操練)

p work——show

2.設定情景對話(父母與子女，同學之間，朋友之間)

教師示範：(教師是聖誕老人)

t： here is a present for you.

s： thank you.

t： merry christmas!

s： you too!

p work——show

4.學生畫出自己喜愛的禮物

work——用英文表達相互贈送

step 5. summary (小結)

1.學會了單詞：festival， card， stocking， present， bell片語：santa claus， christmas tree

2.學會了日常用語：merry christmas! you too. here’s a present for you. thank you.

3.瞭解了西方文化

step 6. homework (家庭作業)

new words

what you like and give your parents saying：“ here’s a present for you.”

人教版九上英語教案篇6

一、教材分析：

1、教學內容：

本單元是——（ 下 ） unit —。主要圍繞""這一主題展開各種教學活動，並以這一主題引出_____等語言功能。本單元旨在創造一個輕鬆，愉快的學習，交流環境，通過聽，說，讀，寫來培養學生綜合運用這些知識的能力。並讓學生能在"做中學"(learning by doing)，通過有限的課堂實踐活動，拓展以往的經歷，能準確地用英語來表達。

2、教材的地位和作用：

——年級——單元

講述的是——的用法，這是國中非常重要的時態之一。學生們能夠用現在——來表達自己的經歷，來體會別人的感受是很重要的。這個單元一定要體會現在——的真正含義和用法。要避免混淆幾個重點片語的使用。

我們更要使學生不僅理解枯燥的語法，還要讓學生們會用新學的語法知識來表達思想。

3、教材的處理：

根據《英語課程標準》（實驗稿）關於總目標的具體描述，結合本單元這部分的教學內容及基於對教材的分析，我對本單元的內容進行如下處理，目的是突出重點，使課堂節奏緊湊，銜貫。本單元分為四課時，第一課時是section a，第二課時是section b， 第三課時是self check， 第四課時是——，最後一部分是 做練習，以學生的自測為主，然後予以校對。

二、學情分析：

我們教學的物件是八年級學生（好，中，差等生都有），他們學習英語既感到好奇又擔憂，希望能得到他人的肯定。因此我在教學活動中儘量讓他們參與到活動中來，有更多的機會來說英語，減少他們的恐懼感，通過學生間的合作學習，降低他們的學習難度，使他們體驗到成功的喜悅。同時在閱讀和書面表達中加以落實，提高他們綜合運用語言的能力，使各層次的學生都有所收穫。

三、教學目標：

根據以上我對本單元教材內容的分析和新課標的指導，我確定以下幾個為本單元的教學目標：語言知識，語言技能，學習策略，情感態度和文化意識五個方面。

1、語言知識：

本單元要求學生掌握以下詞彙——

語言功能：學習和增加閱讀技巧和閱讀策略。

語言結構：——

2、語言技能：

（1）能用——的各種形式進行準確的描述和表達——經歷。

（2）能掌握——時態中幾個片語的正確使用。

（3）能在日常生活中恰當理解和運用本單元的話題範圍內的單詞和習慣用語。

3、學習策略：

通過本單元的教學，我要求學生能通過上下文內在的邏輯聯絡和在一定的語境中正確理解並運用——（時態）來準確地表達所發生過去的經歷。

4、情感態度：

通過對本單元的任務性活動，我的目的是讓學生們用英語描述他們過去的經歷，同時能提高他們的觀察能力和表達能力，激發他們對學習英語的興趣和熱情，在接近生活常態的交際中能樂於模仿，敢於開口，積極參與，主動請教。

5、文化意識：

通過他們描述過去的經歷，瞭解一些西方國家的風土人情。

四、教學的重、難點：

基於上述對教材的分析，我確定本單元的教學重點為——的用法。

教學難點為——含義和用法，能在交際中準確地運用——來描述或表達。

五、教學方法：

教法：情境教學法、語法翻譯法、直接法、聽說法、交際法、全身反應法

學法：自主、合作、探究

教法分析：

（1）——是國中非常重要的語法專案，而本單元的話題源自生活，立足這一點，我充分利用學生已有的知識和生活經驗，讓他們講述去過的國家或地方，創設生活化的真實情境引導學生在運用語言中學習語言，然後在學習新的語言知識後創造性地運用語言（為用而學， 在用中學，學了就用）。

（2）開展多種型別的任務型活動，提供給學生合作交流的空間和時間，促使學生為完成任務和同學進行合作，為完成任務進行探究性學習。

六、教學過程設計

unit 9

the first period (section a)

step 1 warming up

（"良好的開端是成功的一半"， 因此，我認為能以一種新穎的問候方式或複習方式進入一節課，就能喚起學生的興趣，使學生保持一種積極的學習狀態，或循序漸進地匯入所學的內容，那麼可為這節課的成功打下基礎，同時也能給自己適當的減壓。）

t：i like travelling. i have been to dalian and many big cities. what about you?

接下來教師讓幾個學生講述他們去過的城市或國家，讓其他學生用英語來猜測。（目的是為本節課的現在完成時作好鋪墊）

step 2 presentation

教師出示幾張圖片，引出現在完成時的結構和用法。

t： have you been to an aquarium?

yes,i have.

t： have you been to a water park?

no,i haven't.

這樣設計的目的是讓學生在交際情景中感受出現在完成時的結構和用法。

然後叫學生歸納出現在完成時的結構句型。

i. analysis of the teaching material

1、 status and function

the topic of this unit is about food. the students will learn how to order food or

take-away. in this unit, the students will be able to use “would like” to express their need

for food and learn how to ask others‟ information and provide their personal information

during the process.

2、 teaching aims and demands

1)。 knowledge objects

a. to master how to order food or take-away;

b. to master the modal verb “would” and “what” questions.

c. to master the usage of countable nouns and uncountable nouns.

2)。 ability objects

d. to use “would like” to talk about the need for food.

e. to improve students‟ ability of communication and social practice.

3)。 sensibility objects:

let the students experience the happiness of learning english, cultivate their ability

to do things and foster the spirit of cooperation in group activities.

3、 teaching difficult points and focus:

1)to learn the names of food and the countable and uncountable nouns.

2)to learn how to order food.

3)to use “would like” to express their need for food and learn how to order food.

ii. target language

1) what would you/he/they like to eat?

i‟d /he‟d /they‟d like some.。.

2) what kind of noodles would you/he/they like?

i‟d/he‟d /they‟d like beef and tomato noodles

iv. vocabulary

noodles, beef, chicken, mutton, potatoes, tomato, cabbage,carrot, dumplings, porridge, soup, green tea, orange juice, would like…

v. teaching time

45 minutes

vi. teaching procedures

step 1. warm up.

1) show some pictures about sports and let the students answer the questions below:

after doing these sports, what‟s your feeling?

are you tired ？

are you hungry?

2) let the students thinking the question: if you are hungry, what would you like to eat?

3) show some pictures of food that they have learned.

step 2. lead into.

1)t: “no food left! but don‟t worry, let‟s go to the restaurant to have a big meal.

look! what can you see in the restaurant?

yes, there are many kinds of food there. you can choose whatever you like”。

2)show the new words.

3)questions:

a: what kind of vegetables/meat/food/drink would you like?

b: i‟d like some…

let the students to learn the names of food and the countable and uncountable nouns. let the students make some dialogue.

step 3. let’s chant.

step 4. noodle house.

1) show some pictures about noodle specials.

meat+vegetables → special2…。

（let the students to guess the meaning of the word „special‟）

2) make dialogue

a: what kind of noodles would you like?

b: i‟d like…and…noodles.

step 5. pairwork and guessing game

1) pairwork 。 （make dialogues.）

2) game: who is the winner?

ask a boy and a girl come before the blackboard, and then ask two students to make a

dialogues. the boy or the girl who find the right special will win one score…。after

some pairwork, see who is the winner? the boy or the girl.

3) guessing game.

step 6. role play (in the nodle house)

a customer and a waiter. (make a dialogue)

let the students express their need for food and learn how to order food.

step 7. summary

step 8. apothegm

step 9 a flash → “i’m hungry”

learn the song.

step 10. homework

以上內容就是差異網為您提供的9篇《最新人教版國中英語教案》，希望可以對您的寫作有一定的參考作用。

人教版九上英語教案篇7

1.教學目標

1.培養學生能聽、說、讀、寫字母xx，yy，zz

2.認讀以這些字母開頭的單詞fox，box，yellow，yo-yo，zoo，zebra。

3.會唱歌曲let’s sing。

2.教學重難點

教學重點：

本部分主要是培養學生聽、說、讀、寫字母xx，yy，zz以及讓學生聽懂並會說帶有這些字母的單詞fox，box，yellow，yo-yo，zoo，zebra。

教學難點：

字母zz的發音。

3.教具準備

錄音機、磁帶、圖片、a—z的字母卡。

4.教學過程

step1:warm up

talk

hello!what’s your name?

whereisyourpen/pencil/ruler/pencil-case/…?

can i use your pen/…?

’s do

播放錄音讓學生聽a部分let’sdo的內容，邊聽邊做動作。

3.用字母卡複習所學字母，並搶答以這個字母開頭的單詞。

step2:presentation

1.學習字母xx和單詞box、fox。

(1)教師出示box的圖卡，問：what’s this?生：it’s a box．板書box並進行教讀。教師指著圖卡下面單詞的最後一個字母，先問學生：what letter is this?如學生不會，再告訴他們是x，並出示x的字母卡，大小寫字母先同時呈現，再分別進行書空與認讀。（在四線三格中書寫字母大小寫xx。讓學生觀察並做空中書寫練習。）然後教師出示課本中fox在盒子裡的圖，問學生：what’s in the box?yes，it’s a fox．然後出示fox的單詞卡，讓學生跟讀。

(2)用同樣的方法學習yy和zz。利用顏色卡複習yellow，利用圖卡學習yo-yo和zebra。

(3)出示作業紙學生進行書寫練習。

練習中教師先進行強調注意事項，學生開始書寫教師進行巡視，及時進行糾正錯誤。

(4)聽錄音，用手指著字母及單詞，跟讀let’s say部分。

(5)聽let’s sing部分，出示字母卡隨著歌曲複習字母a--g。歌曲處理教師進行適當講解與領唱讓學生全部能掌握。讓學生跟著錄音一起學唱歌曲，學生在唱歌時打出相應的節拍並做出相應的動作。通過遊戲，激發學生學習興趣，使學生在相對寬鬆的情景下鞏固複習所學內容。

step3：practice

game1：找朋友

將x—z的字母卡貼在黑板上，將大小寫分貼兩行，然後打亂順序，讓學生將大寫字母與相應的小寫字母連線。

xyz

zyx

game2：看一看，寫一寫

將fox，box，yo-yo，zebra，zoo的圖分別貼在黑板上，讓學生看完圖後在教師提供的作業紙上把缺少的單詞字母寫出來。並能夠做到認讀。

step4:production

1.出示學生學過的aa-zz的字母卡片。請學生說出每個單詞的首字母，在認讀單詞。做到聽、說、認讀以及用正確的筆畫和筆順書寫的能力。（引導學生觀察字母的筆畫和筆順。）

’s check.

第一遍學生聽音選擇。

第二遍進行聽音核對答案。

step5:progress

1.做基礎訓練配套練習題。

work

書寫本課所學字母。把歌曲《hideandseek》唱給家長聽。

5.教學反思：

本節課教師通過實物來進行字母的教學，讓簡單的字母教學融入具體事物中，最後通過歌曲的教授更加鞏固了本堂課的知識要點。