编写教案可以促使教师更全面地考虑学生的学习需求，有了教案，我们可以更系统地组织教学活动，确保教学任务落实，下面是瑞文巴巴网小编为您分享的九年级英语英语教案6篇，感谢您的参阅。
九年级英语英语教案篇1
good morning!
一、单元教材分析
本单元要求学生掌握英文字母a—h，能认读其印刷体和手写体字母的大小写等四种形式。书写(大写和小写，笔顺，笔画)基本合乎要求。学习一些简单的英文名字，注意区别性别，并为自己取一个英文名字。能看、听、说、唱本单元所列的日常交际用语，重点学会打招呼、相互问候并做到语音语调正确。注意一些字母及日常交际用语的发音，总结元音字母a和e的发音规则。
二、单元学情分析
本单元围绕“问候他人”这一话题，展开听、说、读、写的教学活动。为了创设较为真实的语言环境，首先让学生们认识一些较为简单的英文名字，并让学生们为自己取一个英文名字，让学生们感知、认识英语，并尽快进入英语的环境中。在教学过程中应让学生体会打招呼用语的奥妙所在，做到灵活运用。刚开始学习英语，学生们肯定对学习英语的兴趣非常深厚，教师一定要利用好这一点，让学生在学习英语中能获得乐趣。并逐步让学生们形成稳定的学习兴趣。
三、单元教学建议
采用自主学习、小组合作学习、role playing、 pair work等方式开展听、说、读、写的学习活动。教师要尽量利用幻灯片、挂图、实物等给学生创造较为真实的英语情景。在教学中创设切实可行的任务型教学活动、突出交际性。引趣激趣策略，创设情景调节气氛，引发激发学生兴趣。教师可以用手势，表情，动作等示意，帮助学生听懂课堂用语和日常交际用语，不讲或少讲汉语。
四、单元课时分配
本单元可用2课时完成教学任务：
(1a-2e) 用1课时
(3a-4d) 用1课时
(1a-2d)
一、教学目标：
1. 语言知识目标：
1) 能掌握以下词汇：字母aa ~ hh, good, morning, good morning!, hi, hello
2) 能掌握以下句型：
① good morning, helen!
② hello, frank!
③ hi, bob!
3) 能理解用英语打招呼的不同说法，并能灵活运用。
4) 能掌握字母aa ~ hh的字母顺序，读音及书写。
2. 情感态度价值观目标：
让学生们在相互问候的过程中，学会礼貌待人，与同学之间友好相处。万事开头难，首先利用这个单元培养学生们对英语的兴趣，因为兴趣是的老师。
二、教学重难点
1. 教学重点：
1) 认识一些简单的英文名字，并为自己取一个英文名字。
2) 学习用英语进行见面打招呼，并能体会不同的打招呼用语的奥妙所在，做到灵活运用。
3) 学习掌握字母aa ~ hh的字母顺序，读音及书写。
2. 教学难点：
1) 学习掌握字母aa ~ hh的字母顺序，读音及书写。
2) 认识一些简单的英文名字，并为自己取一个英文名字。
三、教学过程
Ⅰ. lead in
listen to a “good morning!” song. then ss learn to sing this song.
(利用jefc教材中的good morning!歌曲导入新课.)
Ⅱ. presentation
1. come into the classroom and greet the class with a smile and say good morning! now, introduce the words “teacher” and “class” by using gestures. repeat this several times and have the class repeat after you. students can answer as a whole group, as rows and as individuals.
t: (by gestures) teacher; class
ss: (repeat after teacher) teacher; class
2. point to yourself and say i’m miss/mr. … have them repeat. explain the terms miss and mr. in chinese. ss repeat this a few times with rows and individuals.
ss: miss/ ms. … (ss repeat)
ss: morning, miss/ms. … (ss repeat)
ss: good morning, ms., mr. … (ss repeat)
3. leave the classroom, return and say good morning, class! help the students respond with good morning, miss/mr. … say sit down, please. now let’s start the lesson.
(practice it several times.)
Ⅲ. game (choose an english name.)
1. t: we have many new friends in our class this year. they are from the u.s.a. and england. who are they? do you want to know them? now please look at the screen.
(过大屏幕展示第一页上的彩图，然后再展示单张图片，并分别与名字相对应。)
(show the picture of bob.)
t: this is bob. (teach ss bob)
ss: bob (ss read after the teacher.)
(then teach the name: dale, frank and eric in the same way. tell ss they're boys.)
(show the picture of grace.)
t: this is grace. (teach ss grace)
ss: grace (ss read after the teacher.)
(then teach the name: helen, cindy and alice in the same way. tell ss they're girls.)
2. ss read the names aloud. then let some ss read the names to the class.
3. t: now let's work on 1a. look at the picture in 1a and write down the names in the picture. attention: which are boys' names and which are girls' names?
4. choose a name for yourself in a group. then practice saying: i'm …” (用汉语说明i'm… 意为“我叫„„名字。”)
s1: i'm alice.
s2: i'm bob.
…
Ⅳ. listening
1. tell ss that our new friends are greeting each other. please keep quite and listen the recording.
(教师播放录音三次，第一次学生们仅听，第二次和第三次学生们跟读。注意可运用暂停键来
让学生们有足够的时间读完。)
2. ss listen and repeat after the recording.
Ⅴ. pair work
1.(让学生们看1a图画中的人物的对话，告诉学生图画中有三组对话，分别是bob与helen的对话;dale与eric及frank的对话;cindy与alice的对话。)
t: you are bob, your partner is helen. you are dale, your partner is eric. then you are cindy, your partner is alice. practice the conversations.
ss practice the conversations in pairs.
t: exchange the roles. and practice the conversations again.
ss exchange the roles and practice the conversations again.
2. 运用刚学的句型，并用刚才自己所选择的英文名字来相互问候。
s1: good morning, cindy!
s2: hello, frank!
s3: good morning, grace!
s4: hi, bob!
Ⅵ. listening
1. (告诉学生们英语中有26个英语字母，它们就像我们汉语的笔画一样是构成单词的要素。下面我们先来学习字母aa ~ hh。其中a、b、c、d、e、f、g、h是大写字母;a、b、c、d、e、f、g、h是小写字母。)
2. 教师播放录音三次，第一次学生们仅听，第二次和第三次学生们跟读。注意可运用暂停键来让学生们有足够的时间读完。
3. let some ss read out the letters aa ~ hh. (注意纠正学生们不准确的读音)
4. let ss try to remember the letters aa ~ hh.
5. now let's work on 2b. listen and number the letters you hear [1-8].
(教师播放录音三次，第一次学生们仅听，第二次听录音填编号、第三次听录音校对答案。) Ⅶ. writing
1. t: now let's learn how to write these letters. first look at the picture carefully in 2c. then tell us how to write these english letters.
2. ss read and find out the writing rules of the letters aa ~ hh.
s1：大字字母都是占上两格。
s2：字母a、c、e占中间的一格。
s3：字母b、d、h占上两格。
s4：字母g占下两格。
s5：字母f占三格。
3. ss try to copy the letters by themselves. t goes around the classroom to give any help.
4. let some ss come to the bb, and write down the letters on the bb. check with the whole class. Ⅷ. practice
1. tell ss to look at the picture in 2d. first, read the letters aloud. then let some ss read the letters to the class aloud.
2. let ss try to write down the missing letters. check the answers with your partner.
3. let some ss come the bb and write missing letters on the bb.
(注意看学生们的字母笔顺是否正确，纠正不正确的笔顺，并让其他学生引起注意。) Ⅸ. read and talk
1. let ss look at the pictures in 2e. let some ss read the letters below each picture.
2. let some ss talk about the meaning of each picture.
s1: hb (铅笔芯)硬黑
s2: cd 光盘;激光唱片
s3: bbc 英国广播公司
Ⅹ. game
let the students do some letters games to enjoy your lesson，the following is the instruction.
1. 第一轮：抢读字母游戏：教师将全班分成若干小组，然后逐个出示字母卡片，学生们举手抢答。教师让最先举手的学生读出该字母，读对的给该组记2分。
2. 第二轮：写字母游戏：限定五分钟的时间，各小组成员默写字母aa ~ hh。然后，各小组交换，校对答案。
3. 评价：得分最多的组为优胜组。
九年级英语英语教案篇2
Ⅰ. teaching aims and demands 教学目标
1. learn some new words and useful expressions:
cruel, proper, by the way, bell, chairwoman, yet, grandson
2. learn the present perfect tense:
you have just come back from your hometown.
where have you been, jane? i have been to mount huang with my parents.
by the way, where’s maria? she has gone to cuba to be a volunteer…
3. learn some functional sentences:
i felt sorry for them.
there goes the bell.
Ⅱ. teaching aids 教具
录音机/童工图片/小黑板/多媒体图片或幻灯片/学生的旅游纪念照
Ⅲ. five-finger teaching plan 五指教学方案
step 1 review 第一步 复习(时间:12分钟)
(通过教师询问暑期活动，导入话题，呈现现在完成时和部分生词。)
t: listen! the bell is ringing. let’s begin our class! (老师解释the bell is ringing等于there goes the bell，板书bell，要求学生掌握)
bell
nice to see you again. did you enjoy your summer holidays?
ss: yes.
t: (问其中一学生)hi, li xueqing, where did you go during your summer holiday?
s1: i went to my grandparents’ home.
t: what did you do there?
s1: i went fishing, swimming and so on.
t: wang xue, where did you go?
s2: i went to west lake with my father.
t: wow! west lake is a beautiful place. what did you do there?
s2: i enjoyed the beautiful scenery, took photos and bought many beautiful cards.
t: li yang, what about you?
s3: i had to stay at home to help my mother with the housework.
t: oh. i feel glad for what you did, and i think you’re a good girl. you’re helpful. s4, did you go to summer classes?
s4: yes. i did. i went to an english training school to improve my english. i think the english training school is a nice place for me to improve my english.
t: the english training school is a proper place to improve your english.
(板书生词，请学生猜汉语意思并领读，要求掌握。)
proper
step 2 presentation 第二步 呈现(时间:12分钟)
1. (创设对话情境。mr. smith组织class 2去野营。在校门口集合时发现jim没来。对话呈现have/has gone to…，完成2。)
smith: hello! everyone. are we all here?
ss: no, jim isn’t here.
smith: do you know where he is?(教师帮助学生用has gone to和volunteer回答。)
ss: yes. he has gone to beijing to be a volunteer for the olympics.
(板书volunteer，让学生猜出意思。然后板书have/has gone to，解释并稍加操练。)
volunteer
have/has gone to …
(星期一jim返回学校，mr. smith和jim展开对话，呈现have/has been to …)
jim: good morning, mr. smith.
smith: good morning, jim. you have just come back from beijing. how was your trip?
jim: cool! and i have been to many places of interest.
(教师可用简笔画呈现have/has been to和have/has gone to，并讲解它们的区别。)
he has been to school.
he has gone to school.
2. t: mr. smith and his class had a good time. by the way, do you know what rita, jane and kangkang did during the holiday?
(板书by the way，要求学生掌握)
by the way
t: now, listen to 1a. kangkang and his friends are talking about their different experiences
during their holidays. pay attention to what they have done.
(播放1a录音，注意文中主人公在暑假中的活动。)
t: from 1a, we know someone has just come back from india. who is she, sally or rita?
(教师加重语气读has just come back。)
s1:rita.
(学生若有疑问或答错，可再播放一遍录音。)
t: yes. you have the right answer. rita has been to her hometown in india in her summer holiday. but now she is in china. we can say she has been to india. where has jane been?
s2: mount huang.
(教师引导学生用现在完成时表达。)
t: yes. she has been to mount huang. where has kangkang been?
s3: he has been to an english training school.
3. (重放课文1a录音，核对答案，板书并领读生词cruel，要求学生掌握。)
t: listen to the tape again. and then talk about what they have done.
(多媒体展示康康、简、丽塔和玛丽亚的图像和has been to。让学生再听一遍对话，教师引导学生用现在完成时说出四人分别在暑假中的活动。)
s4: kangkang has been to…
rita has been to…
jane has been to…
…
(教师展示印度童工图画。)
t: they are as old as you. what were they doing?
s4: they were working. they looked so tired and thin.
t: rita saw them working for a cruel boss in her hometown in india. they couldn’t go to school. they lived a poor life. i felt sorry for them.
(板书cruel，要求学生掌握)
cruel
step 3 consolidation 第三步 巩固(时间:10分钟)
1. t: now, open your books. please read 1a. and then fill in the chart in 1b, according to 1a.
(学生读对话，也可以三人小组分角色读对话，教师巡视纠正学生发音。)
(学生独立完成1b的表格。教师检查学生所填内容，然后学生口头汇报，巩固现在完成时have / has been to 这一基本句型。)
2. t: kangkang has been to an english training school to improve his english. rita has been to india. what about you? where have you been?and what did you do?please work in groups to talk about your summer holidays.
(学生三人一组进行问答。)
t: who will try to act it out in front of class?
(挑几组学生进行表演，并对学生进行适时指导和鼓励。)
for example:
s1: i have been to west lake.
s2: (指s1问s3) where has he/she been?
s3: he/she has been to west lake.
s2: (问s1) what did you do there?
s1: i went boating on the lake.
s2: (指s1问s3) what did he/she do there?
s3: he/she went boating there.
(教师引导学生区别一般过去时与现在完成时。)
step 4 practice 第四步 练习(时间:6分钟)
1. (教师让学生两人一组，每人拿出提前准备好的照片或图片，操练现在完成时，并注意区别一般过去时和现在完成时，完成1c。)
a: hi, b. where have you been?
b: i have been to shanghai.
a: when did you go there?
b: i went there this summer holiday.
…
c: hi, d. where has lucy gone?
d: she has gone to mount tai.
c: why did she go there?
d: because she wanted to see the sunrise there.
…
2. (根据呈现的have/has been to…和have/has gone to…，完成2。小组完成后可讨论答案，然后教师核对。在处理2时，讲解并要学生掌握chairwoman, yet和grandson，板书并领读。)
3. (缤纷小赛场。出示幻灯片或小黑板。)
(1)my teacher gave us the p answer.(首字母填空)
(2)i also want to be a v for the 2008 olympics.(首字母填空)
(3)these (chairwoman) can’t agree with each other.(适当形式填空)
(4)—hi, michael. how was your holiday?
—wonderful! because i to many famous mountains.(单项选择)
a. went b. have been c. have gone d. has gone
(5)—where’s jane, maria?
—she her hometown to see her grandparents.(单项选择)
a. return to b. has gone to c. has been to d. have gone to
step 5 project 第五步 综合探究活动(时间:5分钟)
1. (教师制作关于暑假活动的表格，让学生相互调查完成表格。)
name where has he/she been? what did he/she do?
…
…
2. homework: write a survey report.
(课后根据本课内容，用过去式和现在完成时写一份暑假调查报告。内容包括：1.去了什么地方?2.做了什么事?)
九年级英语英语教案篇3
properties:
recorder, overhead projector and a map of world.
teaching objectives:
1. practise listening ability.
2. revise the grammar: the comparative degrees of adjective and adverbs
the past perfect tense
language focus: checkpoint 18
teaching procedures:
i. showing the teaching aims
ii. revision
check homework, then ask the students to read the partners' homework to share with each other.
revise the use of the infinitive
iii. leading in
t: today we'll learn something about coco. do you know where she is from?
iv. listening practice
play the tape or for the students to listen and find the answer, then look at the workbook, exercise 1, go through the questions with the students and make sure they can understand what they mean. play the tape again, let the students discuss their answers in pains before the teacher checks the answers with the whole class.
v. presentation
show the students a map of the world, and ask: what map is it? help the students find “china” and “india” on the map. let the students discuss the two countries: they are developing countries. they have a large population in the world.
ask: what’s the population of china and what’s the population of india? let the students read part 2 and answer the questions. (china's population is 1 328 000 000 and india's population is 1 000 000 000). that’s to say india’s population is smaller than china’s .ask the students to use the words in the box to complete the passage, then read together, finally ask the students to retell the text.
vi. practice
revise the grammar: the past perfect tense, give some examples:
1. he had left before his wife came back.
2. i remembered that peter had already got a bike.
3. by the end of last month, he had learned 2000 new words.
4. when i got to the cinema, the film had begun.
then ask the students to do exercise 3. the answers are: 1 c 2 e 3 a 4 b 5 d. let the students read these sentences together.
vii. practice
ask the students to do exercise 4 first, then check the answers. the answers are: had, in, is, more, the, had, to, in, had, that, to, us, and, to
viii. workbook
give the students five minutes to finish workbook. do exercises 1, 3 and 4. then check the answers.
the answers to exercise 1 are: took, went, found, was, called, told, had happened, said, would go, came, was found, checked, founded, said, stole, went, enjoyed, came, found, had stolen, had
the answers to exercise 3 are: i worn out 2 try on 3 slow down 4 made up my mind 5 am pleased with 6 were angry with, deserve to 7 at least 8 as if 9 carried on
ix. summary
exercises in class
fill in the blanks according to the text in this unit.
lucy and lily are___1___. they are living together___2___. but sometimes they fight. it doesn't last too___3___. they___4___very well with each other again.
they look___5__, so it's hard for people to recognize them: who is lucy___6__lily. we always___7___mistakes. they feel___8__. they like most of the same things, for example: music, food and___9__. but lily likes to___10__, lucy likes to___11__, they don’t like the same colour,____12___. so they have some___13____sometimes they disagree, but they never___14__. they love each other and they are___15___happy that they are twins.
answers: 1.twins 2.most of the time 3.long 4.get on 5.the same 6.or 7.make 8. the same 9. books 10 .dance 11. sing 12. either 13. differences 14. fight 15.both
x. homework
prepare for the final examination.
九年级英语英语教案篇4
一、教学目标
根据国家教委颁发的《九年制义务教育全日制初级中学英语教学大纲》。通过训练学生的听、说、读、写，使学生掌握最基本的语言知识和语言技能，从而培养学生初步运用英语进行交际的能力；寓教于乐，使学生养成良好的外语学习习惯，为将来的学习打下坚实的基础。
以教材为载体，密切结合教材，在课堂上努力创设各种情景夯实语言知识及语言技能，从而激发学生主动学习英语的兴趣，提高学生的记忆、观察、思维及想象能力，为学生的终身学习奠定基础。
二、学情分析
九（1）班是原来八（1）和八（2）班学生合并而成，男生占大部分。从整体情况来看，由于以前调换老师较多，普遍学生英语基础较差，兴趣不高，甚至有部分学生的听说读写能力还不够小学三年级水平，所以在课堂教学时，出现有学生不守课堂规则，不愿听课、睡觉或是做与课堂无关事情的现象，这使得课堂难以调控，难以形成英语学习氛围。有少部分学生基础较好，自制能力较强，能认真听课，按老师要求完成各项任务，如曾燕鹏、卢杨源、丘思曼等人。总的来说，本班的英语教学具有挑战性，需要耗费不少时间和精力。
三、教材分析
九年级英语是人民教育出版社出版的新目标英语，本册书依然是分为sectiona、sectionb、self-check和阅读四部分，其中a部分为新课呈现，b部分为拓展延伸，教材编排有以下目的：
1.要使学生受到听、说、读、写、英语的训练，掌握最基础的语言知识和语言技能以及培养初步援用英语交际的能力；养成良好的外语学习习惯，掌握学习外语的基本方法；为进一步学习和运用英语打下扎实的基础。
2.使学生明确学习英语的目的性，
3.培养初步运用英语交际的能力和自学能力。
四、课时安排
本书为初三全年级用书，共15单元，每单元后都有一篇阅读文章，外加两个复习单元，依据上年度中山市的教学进度，本学期具体安排如下：
每单元约6-7课时时间，在其中考试前上完第六单元，本学期上完第十单元。
五、教学措施
1、依据学生基本情况，逐步激励学生对英语产生学习兴趣。
2、重视课堂教学质量，逐步提高学生英语交际能力。
3、有意识培养学生听力、表述、朗读、书写和作业的基本能力。
4、重视思维过程系统编排，由浅入深，由易到难，由已知到未知，循序渐进，点面结合，逐步扩展，循环往现，以加深影响。
初三阶段的英语教学工作十分关键，而九（1）班的英语底子薄，兴趣不高，在这种情况下，就需要更加深入地研究教材，根据学科特点及学生特点研究切实可行的课堂教学模式。努力探索适合学生特点、学生乐于接受的教学方法及模式。同时，要进行分层次教学。对于好的学生要加大知识的容量，拓展知识的层面，使好学生成绩更上一层楼；对于差生要因势利导，因材施教，使差生在原有的基础上有所提高。
九年级英语英语教案篇5
一、教学指导思想
在本学期的英语教学中，坚持以下理念的应用：
1、要面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心,培养创新精神;
2、整体设计目标，体现灵活开放，目标设计以学生技能，语言知识，情感态度，学习策略和文化意识的发展为基础;
3、突出学生主体，尊重个体差异，让学生在老师的指导下构建知识，提高技能，活跃思维，展现个性。;
4、采用活动途径，倡导体验参与，即采用任务型的教学模式，让学生在老师的指导下通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功;
5、注重过程评价，促进学生发展，建立能激励学生学习兴趣和自主学习能力发展的评价体系。
总之，以”为宗旨，适应新课程改革的需要，面向全体学生，提高学生的人文素养，增强实践能力和创新精神。正确把握英语学科特点，积极倡导合作探究的学习方式。培养学生积极的情感态度和正确的人生价值观，提高学生综合素质为学生全面发展和终身发展奠定基础。
二、教学工作目标和任务
1、教材分析
九年级(上册)，全书共有八个单元。本教材各单元话题灵活，贴近生活实际。本册书将学习的一些语法知识点有：一般将来时、过去进行时、现在完成时、直接引语、间接引语、时间状语从句、条件状语从句、反意疑问句等。同时每个单元后都提供了一篇阅读文章，用以训练学生的阅读能力，扩大学生的阅读量。
2、教学总目标
能听懂教师对有关熟悉话题的陈述并能参与讨论。能读供七至八年级学生阅读的简单读物和报纸杂志，克服生词障碍，理解大意。能根据阅读目的运用适当的阅读策略。能与他人合作，解决问题并报告结果，共同完成学习任务。能在学习中互相帮助，克服困难。能合理计划和安排学习任务，积极探索适合自己的学习方法。
三、教情和学情分析
1、教情分析
教材采用了交际性话题探究和功能任务型学习的编写模式。通过每个单元的学习，让学生学会就每个话题展开探究学习，并在教学过程中进行听、说、读、写的各种任务型学习。如：英语角活动，写电子邮件，唱英语歌，做英语游戏等。真正把语言学习与现实生活结合起来，让学生用所学语言做事情，在学英语中用英语，学用结合，学以致用，同时加强了学生的合作学习精神。
新课标、新教材、新环境、新要求给教学工作带来新的挑战。我校良好的人际关系，先进的教育理念，爱的氛围为教育教学提供了理想的育人环境。同时，备课组成员和睦相处为教学提供了共同进步的保障。
2、学情分析
通过初中两年的英语学习，大多数学生已能听懂有关熟悉话题的语段和简短的故事。能与教师或同学就熟悉的话题交换信息。能读懂短篇故事，能写便条和简单的书信。但由于各种因素的影响，学生发展参差不齐。有少数学生因为基础不够好，学习很吃力而自暴自弃，有的因此扰乱课堂次序，这给教学带来不少困难。另外，有些学生不能明确学习英语的目的，没有真正认识到学习英语的目的在于交流;有些同学在学习中缺乏小组合作意识;大多数同学没有养成良好的学习习惯，不能做好课前预习课后复习，学习没有计划性和策略性;不善于发现和总结语言规律，不注意知识的巩固和积累。
四、完成目标和任务的具体措施
1、教学常规方面
1)、精心备课，认真钻研教材教法，把握重点、难点、有的放矢地进行教学。认真上好每一堂课。确定每堂课的基础内容，预备内容和拓展内容，满足不同层次学生的不同需求。
2)、要充分利用现代教育技术，利用计算机和多媒体教学软件，探索新的教学模式，开发英语教学资源，拓宽学生学习渠道，改进学生学习方式，提高教学效果。
3)、多与学生沟通，了解学生学习状况和需求，及时改进教学中存在的问题和不足。
4)、.让学生在课堂上更多地使用英语，这样可以帮助学生对新语言建立自信。教师可以提问，并要求学生全部用英语回答。
5)、注重个别辅导，在面向全体学生的基础上，培优补差。对后进生进行专门辅导，布置单独的作业，让他们在小进步，小转变中体味学习的快乐，树立学习的自信，尽快成长起来。
6)、坚持月测的形成性评价制度：对英语学习实行量化制度，每日、每周、每月都要给学生检验自己努力成果的机会，让进步的同学体会到成就感，让落后的同学找出差距，感受压力。由此在班里形成浓厚的学习氛围，培养学生健康向上的人格和竞争意识。关注学生的情感，营造宽松、民主、和谐的教学氛围。
7)、实施"的教学途径，培养学生综合语言运用能力。
8)、在教学中根据目标并结合教学内容，创造性地设计贴近学生实际的教学活动，吸引和组织他们积极参与。学生通过思考、调查、讨论、交流和合作等方式，学习和使用英语，完成学习任务。
9)、加强英语教学的听力训练听、说、读、写四种能力是相互依赖、紧密联系的。说的能力很大程度上依赖于听力，大致以五个不同的方式进行：
1、课堂用语;
2、注意新语言的发音;
3、利用好录音带;
4、作好听力练习;
5、定期进行听写训练。
10)、加强英语教学的口语训练，有效地进行操练、对话及交际活动
11)、针对学生阅读能力差的问题，本学期进行阅读能力训练，每周阅读三篇英语短文，并准备专门的阅读摘抄本，定期检查。(要求：翻译并摘抄新词汇、优美句子等)
12)、提高家庭作业设计的艺术。作业设计不能局限在抄写单词短语课文等项目，要布置有针对性和实用性的任务。如用当天学过的词、短语、句型造句等，并定期或不定期的检查家庭作业，一定要提高家庭作业的质量。
2、自身学习方面
不断学习，加强自身素质和业务能力的提高。钻研新课标，提高自己的教学水平，真正做到教学相长，努力提高教学质量。
坚持每天学习教育教学新理论，做好学习笔记，并及时进行反思，提高自己的理论知识，形成自己的理论体系。
3、课题研究方面
利用好活动课时间做好课外实践活动，开展课外学习小组。积极开展丰富多彩的英语活动，提高学生兴趣。如英语演讲比赛、单词听写比赛、朗读比赛、英语手抄报比赛、学唱英文歌曲等。
五、教学进度表
第1、2周unit1theqlympics
第3、4周unit2biggest,longest,widest
第5、6周unit3buyingandselling
第7、8周unit4stayhealthy
第9、10周unit5greatpeople
第11周中段考复习及考试
第12、13周unit6accident!
第14—20周上第二学期的课
第21周期末复习及考试
九年级英语英语教案篇6
unit1thedevelopingworld
topic1chinahasdevelopedrapidly
inrecentyears.
sectiona
themainactivityis1a.本课重点活动是1a。
Ⅰ.teachingaimsanddemands教学目标
1.learnsomenewwordsandaphrase:
proper,bytheway,bell,grandpa,chairwoman,grandson
2.learnausefulsentence:
theregoesthebell.
3.learnthepresentperfecttense:
(1)rita,youhavejustcomebackfromyourhometown.
(2)—wherehaveyoubeen,jane?
—ihavebeentomounthuangwithmyparents.
(3)—bytheway,where’smaria?
—shehasgonetocubatobeavolunteer…
4.taltthechildren’svacationexperiences.
Ⅱ.teachingaids教具
录音机/小黑板/学生的旅游纪念照/图片/幻灯片
Ⅲ.five-fingerteachingplan
step1review
通过教师询问学生的暑期活动，导入话题，呈现部分生词。
t:listen!thebellisringing.let’sbeginourclass!(教师解释thebellisringing等于theregoesthebell，板书bell，要求学生掌握。)
bell
t:nicetoseeyouagain.didyouenjoyyoursummerholiday?
ss:yes.
t:hi,s1,wheredidyougoduringyoursummerholiday?
s1:iwentto…
t:s2,didyougotoyourgrandpa’shome?
s2:yes.
(板书grandpa，要求学生掌握。)
grandpa
t:s3,wheredidyougo?
s3:iwenttowestlakewithmyfather.
t:wow!westlakeisabeautifulplace.whatdidyoudothere?
s3:ienjoyedthebeautifulscenery,tookphotosandboughtmanybeautifulpostcards.
t:s4,whataboutyou?
s4:ihadtostayathometohelpmymotherwiththehousework.
t:oh,ifeelgladforwhatyoudid,andithin’reagoodgirl.you’rehelpful.s5,didyougotosummerclasses?
s5:yes,idid.iwenttoanenglishtrainingschooltoimprovemyenglish.ithinktheenglishtrainingschoolisaniceplaceformetoimprovemyenglish.
t:yes.theenglishtrainingschoolisaproperplacetoimproveyourenglish.
(板书生词，请学生猜汉语意思并领读，要求学生掌握。)
proper
t:oallhadagoodsummerholiday.whataboutkangkangandhisfriends?let’scometothenewunitnow.
step2presentation
创设语言情境，呈现have/hasbeento和have/hasgoneto及部分生词。
1.(创设对话情境。mr.smith星期六组织class2去野营，大家在校门口集合时发现jim没来。师生对话，呈现have/hasgoneto…)
mr.smith:hello,everyone!jimisn’there.whereishe?
s1:maybeheisathome.
s2:maybeheisill.
…
mr.smith:no.hehasgonetobeijingtobeavolunteer.
(板书并让学生了解volunteer，教师适当讲解have/hasgoneto的用法，并让学生初步掌握。)
have/hasgoneto,volunteer
(假设星期一jim返回学校，mr.smith和jim展开对话，呈现have/hasbeento。)
jim:goodmorning,mr.smith.
mr.smith:goodmorning,jim.youhavejustcomebackfrombeijing.howwasyourtrip?
jim:cool!
mr.smith:ithinhavebeentomanyplacesofinterest.
(板书并适当讲解，要求学生初步掌握。)
have/hasbeento
(教师可用简笔画呈现have/hasbeento和have/hasgoneto，讲解它们的区别并要求学生掌握。)
2.(师生对话，简单操练have/hasbeento和have/hasgoneto的用法。)
(教师特意让s3去办公室取作业。)
t:didyouhaveagoodsummerholiday,s4?
s4:yes.
t:wherehaveyoubeen?
s4:ihavebeento…
t:bytheway,whereiss3?
s4:hehasgonetotheteacher’soffice.
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