九年级英语学生教案
九年级英语学生教案都有哪些？英语音系学是指对英语音系的研究。正如所有语言，无论考虑历史与否，英语口语的发音因不同方言而异。下面是小编为大家带来的九年级英语学生教案七篇，希望大家能够喜欢！
九年级英语学生教案【篇1】
Starter Unit1
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。
九年级英语学生教案【篇2】
一、说教材：
1、教材简析：
我说课的内容是江苏牛津中学英语教材9A第3单元Teenage problems中的Integrated skills部分。本单元通过青少年中存在的问题和困扰这一主题，引出话题，谈论话题。由于学生对这一话题极感兴趣，我在教学中准备使用多种教学手段设置情景，有效地把单词和句型情景相结合，注重听说训练，使语言点的训练密切联系生活实际，达到灵活运用，学以致用的目的。
2、教学目标：
依据英语新课标所提出的总目标并根据本年段学生认知水平，我制定了如下教学目标：
a、 能听懂、会说、会读和会拼写单词和词组.
b、能听懂、会说、会读和会写句型.
c、 能正确地听懂、掌握A板块前半部分听力内容，并能以较好的语音语调流畅地朗读后半部分的课文填空。
d、能用本课所学语言讨论青少年中存在的问题
3、教学重点、难点：
教学重点：正确拼读本课四会单词和句型，能流利地用所学句型进行情景会话。
二、说教法和学法
根据我对《英语课程标准》的理解和九年级学生的生理和心理特点，我将教学本课的指导思想确定为：让学生主体参与，主动探究，合作互动，充分发展。具体采用如下教学方法：
1、情景教学法：
通过设置较为真实的情景，使学生产生身临其境的感觉，激起学生情感上的共鸣，从而引导学生从整体上理解和运用语言，促进学生的语言能力及情感、意志、想象力、创造力等整体发展。
2、小组学习法：
每4人一组，可两两交流，也可自由选择，在互动中互相启发发生思维的碰撞。同时注意保证每个学生都有机会参与学习，培养学生与伙伴合作的意识和策略，提高人际交往能力。
3、练习法：
把大多课堂时间留给学生，使学生在多信息、高密度、快节奏的灵活操练中拓宽学习渠道。
另外，考虑到B板块为对话教学部分，我在这一环节的教学中主要侧重于学生朗读能力的培养，在训练听说的同时加强朗读指导，一方面可以培养学生朗读的基本技巧，另一方面也可以检查学生对课文理解的情况，进而培养学生的自主学习能力。
三、说教学程序
1、对话导入，学习新知
a、 以“Teenage problems”为主题及线索组织教学。课前在教室里头稍作布置，背景音乐的选择体现了牛津初中英语板块之间的自由组合，也为后面的教学做了一个提早渗透，这样，学生在轻松愉快的气氛中进入本课的学习，接着我向学生展示课件，引出青少年问题的话题，同时教授新词。由介绍学生自己的问题入手无形中拉近了与学生的距离，使学生备感亲切。
b、在学生展示自己作品的语境中，用多种手段，如:作品、图片、照片、简笔画等呈现。学生边学边进行听、说、拼读及运用，坚持循序渐进，由易而难的原则教学新知识。
2、巩固拓展，强化新知
a、 在情境中不断使用新句型，学生不仅学会了新的词组，而且不可避免地涉及到了旧知。同时也激发了学生的求知欲，想学更多的有关的词汇来介绍自己的问题，并向他人寻求有效的建议和意见，达到了学中用，用中学的目的，给予他们成功的乐趣。
b、仍以“Teenage problems”为场景由学生分小组自创小对话进行表演。要求问到前面所学句型并要求用到本课时所学的交际用语。通过这样的练习形式让学生主体参与，学生的思维处于积极兴奋的状态，有利于提高课堂学习效率。
3、指导朗读，感知课文
a、 在小对话表演告一段落时，自然导入A部分对话教学。然后播放多媒体课件让学生感知课文，为了让学生在听的过程中有所侧重，引起他们的有意注意，让他们带着问题去听。
b、播放录音再感知课文，以选择题的形式检查学生理解课文的情况。
c、跟读课文，为避免反复朗读时的过于枯燥，设计小小配音员的训练环节。
d、学生分角色朗读对话，指导学生在朗读时利用手势、表情、动作、声音等手法，以加强语言的表现力，更生动地传达说话人的思想和感情，使学生能在熟练朗读的基础上更深地理解对话内容。
4、面向全体，作业分层
为了满足不同类型不同层次学生的需求，在作业布置上我尝试进行分层教学即让程度较差的学生做a类作业;程度中等的学生做b类作业;程度较好的学生做c类作业，当然，也可以根据自己的兴趣特长进行自由选择。
a、朗读并抄写要求四会掌握的单词和词组;
b、听录音，朗读课文，并根据所学话题进行自由交谈并形成文字稿。
通过这样的作业形式争取让每一个孩子都学有所获，从而达到激励全体学生努力学习的目的。
九年级英语学生教案【篇3】
Unit 11 Could you please tell me where the restrooms are?
The First Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects(1) Key Vocabulary: restroom, shampoo, stamp
(2) Target Language: Excuse me. Can you please tell me where I can get a dictionary?
Sure. There’s a bookstore on River Road.
2. Ability Objects: 1)Train students’ listening ability.
(2)Train students’ communicative competence.
Teaching Step 1: Revision
T: You’re new to this school. You need to know where the main office is.How can you ask where the main office is?
S1: Where’s the main office?
T: That’s one way to ask. But there is a more polite way you can ask. You can say, "Can you tell me where the main office is?" Class repeat. Can you tell me where the main office is?
Ss: Can you tell me where the main office is?
T: That’s correct. Now let’s say you want to know where Classroom 1 is. How can you ask?
S2: Can you tell me where Classroom 1 is?
T: Good! There’s another polite way you can ask: Could you tell me how to get to Classroom 1? Class repeat. Could you tell me how to get to Classroom 1?
Ss: Could you tell me how to get to Classroom 1?
T: That’s right. Very good.
Step Ⅱ 1a
Go through the instructions with the class.
Read the list of things to the class. To review the meaning of each item on the list, invite different students to say each phrase in their own words.
Point to the lettered parts of the picture one by one.
Ask a student: What kind of place is this?
What do they sell there? Do we have one in our community? What is the name of the one in our community?
Point out the sample answer. Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store. There may be more than one correct answer for some blanks.
While students are working, move around the room offering help as necessary.
Step Ⅲ 1b
Read the instructions to students. Point out the two conversations that are shown in the picture.
As you listen, fill in the blanks with words you hear in the recording.
Play the recording the first time.Students only listen.
Play the recording a second time.This time ask them to fill in the blanks with the words you hear.
Check the answers with the whole class.
Step Ⅳ 1c
Read the instructions to the class.
Point out the list of things people need and the pictures of the places in activity 1a. Say. Look at activity la. Have a conversation with a partner. Ask your parter politely where you can do these thing and then answer your partner’s questions.
As students work, listen to some pairs in order to check the progress and help with pronunciation as needed.
After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations.
The Second Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects: 1) Key Vocabulary: escalator, furniture, exchange money, elevator
(2) Target Language: Excuse me. Do you know where I can exchange money?
Sure. There’s a bank on the second floor. Take the escalator to the second floor and turn right. The bank is next to the bookstore.
2. Ability Objects
(1)Train students’ listening ability.
(2)Train students’ communicative competence.
3. Moral Objects
If someone asks you how to get to the place he wants to go to, you should tell him the way correctly.
Ⅱ. Teaching Key Points
1. Key Vocabulary
exchange money
2. Target Language
Excuse me. Do you know where I can exchange money?
Sure. There’s a bank on the second floor.
3. Structures
Do you know where I can buy shampoo?
Could you tell me how to get to the post office?
Can you please tell me where I can get a dictionary?
Ⅲ. Teaching Difficult Points
1. Indirect questions.
2. How to improve students’ listening ability.
Ⅳ.Teaching Procedures
Step Ⅰ Revision
Check homework.
Step Ⅱ 2a
Read the instructions and point to the list of directions.
Get students to name the items in the picture such as escalator, elevator, shoe store, and so on.
Play the recording. Students only listen.
Tell them that the picture may help them understand what they are hearing.
Play the recording again. This time ask students to write a number next to four of the directions.
Check the answers with the whole class.
Step Ⅲ 2b
Point to the picture. Say, now you will hear the recording again. This time show where the boy went as he followed the directions to the drug store. Draw a line on the picture in your book.
Play the recording again and ask students to draw the line on their own. Check the answer with the class.
Step Ⅳ 2c
Ask a pair of students to read the sample conversation aloud to the class.
Read the instructions aloud. Say. Make conversations using information about the places in the picture with your partners.
As students work, move around the classroom checking the progress of the pairs and offering help as needed.
Ask one or two pairs to say their conversations to the class. Ask the rest of the class to look at the picture as they listen.
Step Ⅴ Homework
Ask the students to write three sentences with the starters of the structures.
The Third Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects: (1) Key Vocabulary
hang out, fresh, advantage, disadvantage, block
(2)Target Language: Go out the front door and take a right. Walk about three blocks. Go past the park, and turn left onto Oak Street.
3. Moral Objects
Anything has both advantages and disadvantages. We should treat everything correctly.
Ⅱ. Teaching Key Point
Train students’ listening, speaking, reading and writing ability.
Ⅲ. Teaching Difficult Points
How to improve students’ integrating skills.
Ⅳ. Teaching Procedures
Step Ⅰ Revision: T: Yesterday we learned the structures.
Do you know where…? Could you tell me how to get to…? Can you please tell me where…? Now who can make sentences by using the structures?
Step Ⅱ 3a
Read the instructions. Point out the blank lines under the words Advantages and Disadvantages below the interview.
You will write your answers in these blanks.
Read the first two sentences at the top of the article.
Explain that the interviewer will talk to several teenagers.
Get students to read the interview on their own quickly.
When they have finished, ask if there are any words or sentences they don’t understand. If there are, explain them.
Ask students to read the interview again and write the advantages and disadvantages. Check the answers with the whole class.
Step Ⅲ 3b
Read the instructions. Point out the conversation in the box and invite two students to read it to the class.
Point out the list of advantages and disadvantages in Activity 3a. Say, You can use these items and any other items you can think of as you talk about places you usually hang out.
Ask students to work in groups of four or five. As they work, move around the classroom helping the groups as necessary. Make sure they talk about both advantages and disadvantages.
Ask several groups to act out part of their conversation to the class.
Step Ⅳ 4
Read the instructions to the class. Get students to look back at the picture and activities on the first page of this unit.
Point out the sample language in the box. Invite a student to read it to the class.
Ask students to say the names of some stores and other places in the community and write them on the board. Say,
Each group can choose three of these places to write about, or you can choose another place you know of
Write careful directions from the school to each place, but do not say the name of the place. You can use the words this place instead. In order to help students work, draw a simple map showing the school and several nearby streets.
When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about.
Step Ⅴ Homework
1. Ask students to choose two places in the community and write careful directions from the school to each place.
2. Finish off the exercises on pages 46～47 of the workbook.
The Fourth Period
Ⅰ. Teaching Aims and Demands: 1. Knowledge Objects(1)Key Vocabulary
fascinating, convenient, safe, restroom, inexpensive(2)Target Language
Can you tell me where there’s a good place to eat? Of course. What kind of food do you like?
2. Ability Objects
(1) Train students’ writing and speaking ability.
(2) Train students’ ability to understand the target language in spoken conversation.
(3) Train students’ ability to use the target language.
Ⅱ. Teaching Key Points 1. Key Vocabulary convenient, safe, restroom inexpensive
2. Target Language Can you tell me where there’s a good place to eat?
Of course. What kind of food do you like?
Ⅲ. Teaching Difficult Points
1. How to improve students’ writing and speaking ability.
2. How to use the target language.
Ⅳ. Teaching Procedures
Step Ⅰ Revision Check homework.
Step Ⅱ 1a Go through the instructions with the class.
Read the words in the box to the class and ask if there are any of these words that students don’t understand. If so, help students to explain the meaning of the word.
Then read the instructions again and point out the sample answer. Get a student to read the sample answer to the class. Point out that students can also write other words after the word clean.
Ask students to write words from the box in the blanks on their own. Help students if needed.
Correct the answers by having students read what qualities he or she listed.
Step Ⅲ 1b Read the instructions to the class.
Point out the example in the box. Invite two students to read it to the class.
Now work with a partner. Look at the words in the box and use them to talk about places in your own city. As students talk, move around the classroom checking their work. Offer language support as needed.
Invite several pairs of students to say their conversations to the class.
Step Ⅳ 2a
Point to the picture and ask students to tell what is happening. If necessary, explain that the scene shows a family on vacation. They are asking the man for information about various things to do in Sunville.
Go through the instructions and point to the chart.
Play the recording. Students only listen the first time.
Play the recording again. Ask students to write the places people ask about.
Check the answers with the whole class.
Step Ⅴ 2b
Read the instructions and point to the chart.
You will hear the same recording again.
This time listen carefully to the answers the cleck gives. Write the answers in the blanks alone.
Point out the sample answer.
Play the recording again. Ask students to write their answers in the blanks.
Check the answers.
Step Ⅵ 2c
Point to the sample conversation. Invite two students to read it to the class.
Read the instructions. Role play the conversations you hear on the tape.
Get students to work in pairs. Move around the room checking the progress of the pairs and offering help as needed.
Ask one or two pairs to say their conversations to the class.
Step ⅦHomework
Talk about some places using the words in la, then write down the conversations.
九年级英语学生教案【篇4】
Unit 1 The Developing World
Topic 1 Our country has developed rapidly.
Section A
The main activities are 1a and 2. 本课重点活动是1a和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?)
九年级英语学生教案【篇5】
一、指导思想：
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，使他们在学习过程中发展综合语言运用能力，提高人文素养，增强实践能力，培养创新精神;
2、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，发展心智和拓展视野;
3、培养初步运用英语交际的能力和自学能力。
二、学生情况分析
今年任教的两个班英语，学生的基本情况较差，部分学生已经对英语失去了信心，还有一部分学生觉得英语越来越难，渐渐力不从心了，不感兴趣了，据老师反馈上课的注意力也不集中了，发言也不是很活跃。针对这种情况，教学的时候需要注意在备课中增加趣味性，以此来提高学生对英语学习的兴趣。
三、教材分析 教学目的
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。 具体目标： 针对实际情况，我制定了以下二方面的教学目标： 1.语言技能： 听： 1、能听懂课文大致内容;2、能抓住简单语段中的观点; 说：
1、能使用恰当的语调和节奏表达课文大意;
2、能经过准备就一般话题作短暂表达 读：
1、能理解阅读材料中不同的观点和态度; 2、能识别不同文体的特征; 3、能通过分析句子结构理解难句和长句; 写：
1、能简单写出连贯且结构较完整的句子， 2、能默写课文;3、能在写作文中基本做到文体较规范、语句较通顺;
2.语言知识：
语音： 1、逐步做到语音、语调自然、得体;2、根据语音辨别和书写不太熟悉的单词或简单语句。
词汇： 1、运用词汇描述比较复杂的事物、行为和特征，说明概念等;2、尽可能学会使用规定的习惯用语或固定搭配。
语法：
1、进一步掌握描述时间、地点、方位的表达方式; 2、进一步理解、掌握比较人、物体及事物的表达方式;3、使用适当的语言形式进行描述和表达观点、态度、情感等; 4、学习、掌握基本语篇知识并根据特定目的有效地组织信息。
功能： 1、掌握询问信息、谈论物件，表示否定，表示不肯定，表示发生在某一过去时间之前的行为。2、灵活运用已经学过的常用功能项目，进一步学习并掌握如何描写与分类，描写物体，和叙述等语言功能项目;
3、恰当理解和表达道歉和应答，忠告等交际功能;四、课时安排 每周7节，共2个单元，期中考试前完成第1,2单元内容。
四、教学具体措施
1.认真专研教材和课标，精心备课，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.充分利用现有的现代化教学设备，加强直观教学，提高课堂效率。
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.积极开展丰富多彩的英语活动，提高学生兴趣。如英语朗读比赛、单词听写比赛、学唱英文歌曲，课前五分钟活动等。
5.注重个别辅导，在面向全体学生的基础上，培优补差。
6.不断学习，加强自身素质和业务能力的提高。
7、摸清学生基本情况，逐步激励学生对英语产生学习兴趣。
8、重视课堂教学质量，逐步提高学生英语交际能力。
9、有意识培养学生听力、表述、朗读、书写和作业的基本能力。
10、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。
五、彻底复习，迎接学业水平测试
全面复习，迎接学业水平测试(大约在6月28日左右) 总之，这个学期学生毕业，我针对种种问题，在本期的英语教学中，一方面应加强基础知识的讲解和基本技能的训练，让学生掌握词汇、语法、句型等基础知识和听、说、读、写等基本技能，为进一步学习英语打下坚实的基础;另一方面，又要采取多种措施，注意培养学生对英语的兴趣;让学生掌握记忆单词、听音、写作等英语学习技艺，培养良好的学习习惯和自主探索，合作探究能力。充分调动学生的学习积极性和主动性。教学上采取任务型教学，
运用灵活多变的方法，实现学生语言运用能力的迁移和拓展。还要注意培养良好的师生注意培养良好的师生关系，尊重理解学生，与学生一起分享学习中的苦与乐。使每一位学生都能在学习中取得很大成绩，有所进步。
九年级英语学生教案【篇6】
一年一度的中考即将来临，众所周知，初三的下半学期是孩子们一生中最重要、最关键的阶段，也可以说这段时期决定了孩子们的前途和命运。而中考英语成功与否关键在于复习，复习阶段的成功与否也决定着中考英语的成绩。因此，我深知自己身上的任务很重，责任更重。但无论怎样辛苦，我都会努力去克服，帮助孩子们顺利地迈出人生这关键的一步。为使英语教学工作能有条不紊的进行，为今后工作中能取得更好的成绩。特制定九年级英语教学和复习计划。
一、总体目标
1、加强课堂教学改革，真正转变课堂教学方式，提高学生的学习能力，争取把课堂变成学生学习的乐园。
2、做好中考总复习工作，抓好尖子生，提高临界生，盯住所有学生，不让一个学生漏掉，鼓励学生向目标迈进，中考争取稳中有升。
二、遵循原则
以纲为纲，以本为本的原则，着重把握中考要求及考试 范围，对《课标》和《考纲》要反复研究。关注学生的全面发展，整体提高;注重双基，夯实基础，强化学生能力。练习过程中注重精讲精练，精雕细刻，决不漏掉一个知识点。同时培养学生将所学的词汇、短语、句型、句法应用到实际中，提高日常交际能力，解决实际问题。
三、具体工作措施
加强学习，认真学习新课程标准，专研七、八、九年级五本教材，形成固定的知识体系，研究2013和2014年的考试说明，精选13和14年的中考题。
继续大练基本功，提高自己的教学能力。
实行课堂教学改革，创建新型教学模式。
走进学生家庭，走进学生的内心世界，挖掘学生的心理资源，建立新型的师生关系，既是教师，又是家长和朋友。
指导学生如何预习、听课、记笔记、复习、做作业、小结和讨论，帮助学生养成良好的学习习惯。
四、总体复习思路
1、按单元复习。通览初中教材，进行单元知识点扫描。目的是对基础知识和基本技能进行系统的复习，把好“基础关”;任务是掌握各单元知识结构，全面地复习知识点，完成理解记忆;重点是重视课标要求与教材的基础作用，强化基础知识和基本技能的训练;面向全体，面向基础。
2、语法专项复习。钻研考试标准和考试说明，进行语法、词法、句子、时态和话题专项复习。统揽初中教材中的重点语法项目，使学生从整体上把握初中教材内容。
3、题型专练，模拟演练。按照中考题型(单项选择、补全对话、句子翻译、完型填空、阅读理解和书面表达)进行题型专练，了解学生对基础知识和基本技能的掌握情况，抓住中考题型变化，确定训练方式，进行查缺补漏。最后进行几次中考模拟演练，演练之后教师要精讲精炼，在讲题上下功夫。
五、具体复习内容
第一轮：
时间安排：3月1日----4月24日
主要内容：初中教材课文中出现的单词、短语、常用句型;熟记对话和课文，理解所学语法内容。
阶段目标：完成理解性记忆内容，熟记课文中出现的单词、短语、常用句型;熟练掌握对话和课文内容，所学语法能达到一定的应用程度。
具体思路：第一轮复习应以大纲为依据，教材内容为根本，按教材的编排顺序进行单元复习。每复习一单元之前，教师布置学生认真记忆书后单词和短语;课上检验，然后让大家找出本单元的知识点，总结用法，教师再做以适当的补充;这一阶 段的复习，应充分发挥学生的主观能动性，以教师总结为辅，学生复习为主。注重学生归纳，教师总结指导应注意事项。对学生已掌握的内容少讲或不讲，对学生不够熟练的要重点讲。同时教师要根据每单元的重点内容有针对性地设计一些练习题，巩固所复习的知识点。最后，再将本单元的知识点赋予下一单元书后的单词和短语中，进行再一次检测。
具体时间安排：
3.2————3.20 结束新课(Unit13-15)
3.23————4.24 第一轮复习(全部课本1-5册)
4.27————5.31 第二轮复习 (专项复习)
6.1———6.13 第三轮复习 (模拟训练)
第二轮：
时间安排：4月27日———5月31日
名词、数词、介词和介词短语、连词、形容词、副词、冠词、动词、句子。掌握动词六种时态的构成及基本用法和被动语态，即现在进行时、一般现在时、一般过去时、一般将来时、现在完成时、过去进行时。句法包括掌握陈述句、疑问句、祈使句和感叹句的构成和基本用法，掌握简单句的五种基本句型、并列句、宾语从句、定语从句和状语从句。
阶段目标：熟练的掌握知识要点，使知识形成系统。教师传授解题技巧，提高学生的综合分析能力，提高学习成绩和学习效率。
具体思路：这一阶段我将语法分成几大块复习，应充分发挥学生的主观能动性，以教师总结为辅，学生复习为主。注重学生归纳，教师总结指导应注意事项。对学生已掌握的内容少讲或不讲，对学生不够熟练的要重点讲，在此基础上，结合所复习的语法内容，按中考题型精选练习题，使学生每天复习的知识都能够加以巩固。
重点语法内容举例：
比如在动词时态的复习中，一般现在时重点抓主语为第三人称单数的句子变 化，如将She often does her homework at home every day.变否定句和一般疑问句，作肯定、否定回答，分别对主语，宾语，定语，频度状语和地点状语提问等。
复习现在完成时，要把它同一般过去时作比较，为说明与现在完成时连用的时间状语，要求学生分清持续性动词 与非持续性动词的区别。
如在复习含有时间、条件状语从句的复合句中，若主句的谓语为一般将来时，那么从句的谓语要用一般现在时;在复习含有宾语从句的复合句中，如主句的谓语为过去时，那么从句的谓语多半用相应的过去时形式;在复习since引导的时间状语从句时，要向学生强调只要从句用了一般过去时，那么主句则一定要用现在完成时;在总结归纳重点句子时如：By the time we got there ,the bus had already gone.要对学生说明此句前面的从句用了一般过去时，那么后面的主句就要用过去完成时。
复习宾语从句时从以下几个方面入手：宾语从句的概念:宾语从句属于名词性从句，在句中作主句的宾语。!宾语从句三要素:引导词(连接词);语 序;时态 引导词：由从属连词that引导的宾语从句注：that 在句中无词汇意义，在从句中不能充当成分，在口语当中往往省略
由从属连词whether, if 引导的宾语从句“是否”，说明对陈述的事物不明确或不清楚。常用在ask, wonder, can(could) you tell me 等后。
由连接代词 Who, whom, whose, which, what 和连接where,how,why,when引导的宾从J,[代词或副词连接主句和从句，并在从句中担任句子成分，具有一定的意义，不可省略。
B.语序：陈述句语序 即：主句+连接词+从句(主+谓+其他)Do you remember __(他多大岁数)? C.时态：主句用现在时或将来时，从句可用任何时态.
主句用过去时，从句用与过去相关的时态。(1).从句说明的是一般真理、客观事实、自然现象、名言时，仍用现在时。2).从句中有具体时间状语，即使从句动作发生在主句动作前，仍用一般过去时。第三轮：
时间安排：5月1日———中考前
主要内容：题型专练，模拟演练。
阶段目标：查缺补漏，帮助学生找出发生错误的原因，使其能够及时改正，并记住正确的方法，迅速提高成绩。
具体思路：按照中考题型(单项选择、补全对话、句子翻译、完型填空、阅读理解和书面表达)进行题型专练。教师选取适当的模拟试题对学生进行测试，这一阶段要通过对学生测试，使他们把所学的知识上升为综合运用能力，逐步适应中考要求。同时对2008和2009年中考试题加以认真研究，教学生答题技巧。并对学生进行心理健康教育，减轻压力，稳定情绪，自如的应对中考，取得好成绩。
六、各种题型具体解题方法：
第一、单选题一定要把握好所学的短语和句型，结合语境将所学的语法应用到合适的语境中。在做题时可以采用多种方法解题。教育学生注意即使一看就能看出答案，甚至不看选项就能胸有成竹地填上答案时，也不要过分自信而放弃审题，重要的是要给每个选项的题目找到它不符合题意的原因，若找不出错误，则应回过头来把原选项与找不出错的选项进行对比，找出他们之间的区别，看哪个更符合题干的要求;可以采用排除法、比较法、逻辑推理法、固定搭配法及关键词法等进行解题应用。
第二、 阅读理解，解答这类题目，一般采用三个步骤;
首先通读全文，迅速抓住文章内容，在不影响理解的前提下，尽可能快速阅读，并重抓住主要信息。
阅读短文后的选择题，包括题干和选择项，明确问题的要求后，再细读全文或有关段落，最后选定答案。
(3)答完一篇短文的全部题目后，再把短文读一遍，逐一核对答案。
指导他们采用“五要”、“五不要”的阅读解题技巧。“五要”是：①要特别注意文章的标题;②要快速浏览全文，掌握主旨和大意;③要抓住文中的重点段、段中的重点句型和句中的关键词;④要尽快浏览课文后的思考题，尽量带着问题读;⑤要把有关WHO，WHAT，WHERE，HOW和WHY等方面的内容用笔圈画出来。“五不要”是：①不要在默读时发出声音;②不要逐字逐句分析;③不要常回视已读部分;④不要用手或笔指着一个个单词阅读;⑤平时训练时不要一遇到生词就查词典。学生只有掌握好阅读技巧，才能大大提高解题的速度和效率。
第三、完形填空，做此题型要从以下几个方面入手。
(1) 重视首句的开篇启示作用。
(2) 通读全文，弄懂大意。
(3)符合短文内容，遵循语法规则。
(4)复读全文，核定答案。
第四、完成对话，要求学生在一定的情景语境中选择或填上所缺的选项，而且这个选项用在对话中必须符合英美人的情景交流习惯。对于这种题目，一般所给选项都是完整的句子，并且句子本身是正确的;有时从汉语习惯上看，意思也正确，所以教育学生在做这类题时既不要考虑句子的语法结构，更不能一中国的常理判断意思，而是要根据对话的情景和上下句的句意关系，再根据英语的习惯表达来完成选项。初中涉及到的重点对话有：
(1 ) Making telephones
(2) Seeing the doctor
(3) Asking the way
(4) Shopping
(5)going on vacation
(6) Giving a gift
(7) Talking about the weather
(8) Talking about the things等等。
第五、汉译英题则一定要学生把握好所学的短语和句型，尤其是动词词组，应告诉学生要认真、仔细的分析句子应用的时态和语态，避免麻痹大意，马虎出错;保证抓住基础不放松，能会的不丢分。
第六书面表达题，一定要认真审题，端正书写。平时让学生写作文，互相修改，进行点评，从自己和别人的作文中发现错误，改正错误，总结错误，同时还要对学生讲清日记、书信、通知、电话留言等小作文的写作方法。
总之，我会尽自己的努力圆满地完成本学期的教学工作,争取让学生在中考中取得好成绩，让有升学希望的学生都能升入理想的高中。
九年级英语学生教案【篇7】
一、教材分析：
1、教材的地位及作用：
第二册第五单元第二节课，本单元围绕做“比较”( Makingcomparison) 这个题材开展多种教学活动，它与上一单元联系紧密，是它的延续。本节课是本单元的重点，表示数量的some,few的比较。通过学习的比较等级，进一步加 深对比较等级的语法现象的理解和运用。同时通过some,few比较等级在陈述句与疑问句中的操练，进一步提高学生听、说、读、写综合素质能力。
2、教学目标：(知识目标、能力目标、德育目标)
知识目标：
(1)学习、掌握some,few的比较等级;
(2)学习单词strong。
能力目标：提高学生听、说、读、写及知识自学的综合能力。
德育目标：教育学生热爱劳动。不劳无获(No pains,no gains)。
确立教学目标的依据：
根据英语教学大纲规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基 础。此外，根据我国国情和外语教学大纲的要求，现阶段外语教学的素质教育主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培养等 四方面。
3、重点与难点：
重点：学习表示数量some, a few的比较等级。
难点：some, a few的比较等级在实际生活中的应用。
确立重点与难点的依据：
根据教学大纲的要求，及本课在教材中所处的地位和作用。
二、教材处理：
根据以上对教材的分析，同时针对中国学生学习外语存在一定困难的实际情况。首先给学生创造外语语言氛围，身临其境地把学生带到农场里。同时激发学生学习兴 趣，使学生在参与农场的一系列活动中，掌握知识。最后通过做游戏对学生所学知识点进行训练，从而达到巩固知识的目的。
三、教学方法：
通过五步教学法，精讲巧练，由浅入深，由易到难，由已知到未知，循序渐进地深化教学内容。展开以教师为主导，以学生为主体的师生双边活动。
四、教学手段：
主要以现代化电教手段--多媒体辅助教学，贯穿整个教学过程。增加了直观性和趣味性，加大了课堂密度，提高了教学效果。
五、教学程序：
1、新课导入
为了激发学生的学习兴趣，引起注意，拉近师生距离，首先告诉学生这节课我将带他们去一个有趣的地方，并请他们依据我的提示猜测要去哪里?当学生猜出去农场 时， 我们便“上车”， 一路欢歌(PickingApples)去农场。随着“嘎”的刹车声，电脑打出农场全景， 给学生一种身临其境的感觉，导入正课。
2、新课的讲解
本课利用多媒体教学手段展示了一幅幅色彩逼真、形象生动的画面，配有汽车声、动物的叫声，栩栩如生。以学生在农场里劳动为主线，通过树上结多少苹果，学生 摘多少苹果，卡车运多少苹果筐，以及劳动后学生吃多少苹果的比较，将some,few的比较等级在一系列既关联又相对独立的语境中详细讲解，反复演练，使 学生全面掌握。其中多媒体展示的动画部分更具特色，充分地调动了学生的积极性，吸引了全体学生的注意力，达到了教育教学目的，培养学生思想素质、情感素质 和英语语言素质。
3、反复操练和巩固应用
为了调动学生的积极性，利用Work in threes,in pairs,in row,in group,及Boys ask,Girls answer等多种不同方式操练巩固。使学生处于积极思维的状态之中，全方位、多角度培养学生运用英语的能力。
4、反馈练习
本课的又一次高潮是将游戏与练习有机结合，融为一体。设计下棋游戏，棋盘为20个格，每格均为在苹果园里劳动的情景，并配有本课的重点--比较等级的练习 题。棋盘的上一男一女分别代表男生和女生两大组，值得一提的是决定男女生在棋盘上走几步的转盘，是用本课重点词汇fewest,fewer,a few,some,more和most组成，使学生在玩中进一步体会数量some,a few的比较等级的运用。学生通过转轮，边做游戏边做练习，寓教于乐，极大地激发学生学习兴趣，同时巩固了学生所学的知识。
5、归纳总结
本课除了板书所呈现的重点内容外，又把本课内容浓缩成韵律诗形式，巧妙地总结本课重点、难点，学生又通过优美的旋律、音韵动力听的节奏。进一步巩固，加强对本课内容的理解和运用。
6、展示板书
Unit 5 Lesson 18
Kate some apples.
Jim has more apples than Kate.
Meimei the most of all.
The first truck a few baskets.
The second one is carrying fewer tham the first.
The third one the fewest of all.
本课以素质教育为目的，结合教材重点、难点及英语学科特点，利用多媒体辅助教学，从视、听、说等方面使学生得到锻炼，在愉快、轻松的氛围中温故而知新，达到初步运用英语交际的能力。