九年级英语教案

九年级英语人教版教案

九年级的英语教学有一定的难度，那么相关的教案又应该怎么制定呢？下面就随小编一起去阅读九年级英语人教版教案，相信能带给大家帮助。

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 lef ……此处隐藏7191个字……： Fast Reading

1. 请学生快速阅读课文并回答问题：What are the three ways of dealing with our problems？

在此过程中教师渗透学习策略：有时可以通过速读来获取信息，速读时，文中的副标题非常有帮助。

设计意图：训练学生的速读能力和对文章结构的整体把握。

Step Four： Detail Reading

1. 教师出示阅读任务： （1） 为判断正误，（2）至（4）为回答问题，（5） 为翻译句子。

Stephen Hawking， a famous psychologist，

becomes successful by regarding his problems as unimportant. （T or F）

If we don’t deal with our problems， what will happen？

What can we learn from children to help deal with problems？

Why do many students often complain about school？

Let’s not worry about our problems. Let’s face the challenges instead.

2. 请学生认真阅读课文并写出答案，要求书写工整，清晰。

3. 核对答案，小组交流解决疑难，教师巡视，并向学生提供必要的帮助。

4. 全班范围内学生交流，分享自己的翻译句子，学生自评，选出最佳译文。

设计意图：培养学生寻找相关细节回答问题或进行判断的能力，训练学生根据文意选择恰当词意，培养学生小组交流、合作的精神和认真倾听，主动评价的意识。

Step Five：Vocabularies And Expressions

1. 请学生独立大声朗读课文并找出下列短语，若需要可向组员寻求帮助：

（1）处理， 应对 （2）担忧 （3）学习做某事 （4）生某人的气 （5）决定不做某事

（6）将…视为… （7）抱怨… （8） 努力做某事 （9）在某人的帮助下 （10） 中断

2. 小组内朗读、记忆上述短语。

3. 教师组织小测试进行检测，以小组竞赛形式进行。测试题注重短语在具体情境中的应用。

（1） I have trouble ______ all the problems in such a short time. 应付

（2） ______， I finished writing this essay easily . 在她的帮助下

（3）Our teacher ______ because of his cheating in the exam. 生他的气

（4） He ______ to learn English and caught up with his classmates at last. 努力

（5） The young mother ______ her son’s illness for quite a few days. 担忧

设计意图：培养学生自主学习的能力，培养学生的合作精神和竞争意识。

Step Six： Grammar Study

1. 教师出示含有“unless”的例句，学生朗读、体会、感悟。

2. 教师讲解“unless”，带领学生辨析归纳unless， when， as soon as， if的用法。

3. 教师提供“unless， when， as soon as， if”的相关练习供学生巩固。

（1） We will go bike riding __ it rains tomorrow.

A. because B. unless

C. if D. when

（2） My brother is going to look for another job____ the company offers him more money.

A. after B. when

C. unless D. because

（3） Anybody can learn English well____he works hard at it.   （A） if B. unless

C. when D. but

（4） Tom will call me ____ he gets home.

A. until B. unless

C. as if D. before

4. 核对答案，小组交流解决疑难，教师提供必要的讲解。

设计意图：关注语法重点，提升能力的同时兼顾中考基础知识的考察。

Step Seven： Homework

1. 请学生欣赏Sara Teasdale的励志小诗“Like barley bending”并选出自己喜欢的句子。

Like barley bending

In low fields by the sea，

Singing in hard wind

Ceaselessly.

Like barley bending

And rising again，

So would I， unbroken，

Rise from pain；

So would I， softly，

Day long， night long，

Change my sorrow

Into song.

------ By Sara Teasdale

我们应该如何面对生活中的困难？请用三五句话写出你的想法并与同学交流。

设计意图： 开拓视野，涉猎西方文学作品，陶冶情操，启迪心灵。

六、教学评价设计

教学评价设计：

评价内容：

学生的课堂发言。

学生英译汉的译文。

基本词汇知识的掌握。

unless， when， as soon as， if用法的掌握与辨析。

评价方法：

对学生的课堂发言，教师应及时给出鼓励性的评价。

选出最佳英译汉译文的环节，鼓励学生自评，生生互评，以达到美文共赏的目的。

词汇部分检测以竞赛方式进行，引导学生自评学习效果，并解决出现的问题。

对语法项目的讲解采取了当堂检测的方式进行评价。