成语

九年级英语备课教案(九年级英语人教版单词朗读)

九年级英语备课教案(九年级英语人教版单词朗读)


九年级英语备课教案大全5篇

教案是教师备课的重要参考资料,包括所需教材、教具、课件等。教案中提供了相关的背景知识,教师可以更加有效地进行教学,提高学生的学习效果。下面给大家分享九年级英语备课教案,欢迎阅读!

九年级英语备课教案【篇1】

一、教材分析

1、教学内容

本单元以“产品制造”为话题,共设计了四大部分的内容。以“What are the shirts made of?”为主线,围绕着谈论某东西在那制造,原材料是什么等语言功能展开一系列的任务活动,通过第一部分的学习,要求学会有关things和materials等基础词汇,并了解、学会基本句型的应用。教材内容从基本语言知识到语言综合知识的运用,层层递进,以一种循序渐进的生活化的学习程序,引导学生在做事中有目的的学习语言。

2、教学目标

①知识目标:

1、掌握本课时重点单词和短语be made of 、be made in。

2、了解一般现在时态和一般过去时被动语态的结构和用法。

3、归纳和掌握make构成的短语。

②能力目标:学会谈论产品是由什么制成的及它们是在何处制造

③情感目标:学会赞美他人的物品,并能就此话题礼貌的进行交谈,树立品牌意识,努力学习的态度。

3、教法策略

以任务型教学策略为主,采用情景教学法(如本单元新知识推导时)、听力训练法(处理听力材料)、并辅助个人自学、小组讨论和图片等兴趣策略教学。如在新授单词时,通过一些图片,进行分析教学,以致于从视角引起他们注意从而记住单词。采取任务型教学策略的目的是主要是让学生多练多用,在做中学、学中乐、乐中掌握。

4、学习策略

采用合作式学习方式,有目的的让学生预习,在完成任务的活动中主动的学习语言,养成继续学习英语和学好英语的良好习惯。强调学生不仅要在课上积极发言、多练,并鼓励他们课后积极进行英语学习、积极参加训练。

二、重难点分析

重点词汇通过图片和对话解决。如:chopsticks,coin,blouse,silver, ilk,be made of等。

难点:听力训练;用功能语言句进行口语训练。

三、教学准备:图片、录音机等

四、教学过程:

1、课前任务设置,在课前,我让学生提前预习单词。另一方面铃声响的时候,首先检查学生对第五单元单词的识记情况,让学生看着图片,用“what is it?”等句子问,用新单词回答,在此期间,让学生感知“What are they made of? Where are they made of”的重点句型结构,把单词教学融入句型,培养学生情境中理解记忆单词的能力。

2、为了更好的提高学生观察能力,以任务型教学为理念,让学生有目的的结合重要句型完成Activity 1a的部分。

3、完成1a部分后,为了更好的巩固学生对上面方框中重点单词的理解程度,让他们通过听觉进行训练,培养学生在用中学、学中用的能力。

4、通过单词记忆、听力训练中,学生们对重要句型的初步接触和熟悉,请学生讲解重要短语be made of/be made from/be made into/be made in/be made by/be made up of和重要的语法:被动语态。掌握被动语态的用法和结构。为下一步准确说话做铺垫。

5、为了更好的运用重点句型结构,我让学生在1c部分读完对话后,用1b里边的句子进行对子活动,进而提高学生的口语表达能力。

6、通过列举世界知名品牌:中国瓷器、美国的李维斯牛仔裤、意大利的普拉达眼镜、瑞士手表的图片,进行师生问答,进一步巩固所学语法。并进行情感教育:中国需要努力,你们需要努力。之后通过六个基础题型来检测他们对本节课重点知识的掌握。

5、总结本节课所学的知识,梳理知识结构,并通过家庭作业让他们更好的掌握本节课内容。

总之,整节课,我始终遵循任务型教学的理念,以学生为主体,以任务为中心,以交际为目的,以课程标准为理论依据,以高效课堂为载体,坚持让学生学会在生活中运用语言,始终遵循一个原则,就是让学生乐学,因为兴趣是最好的教师,整个过程中我也一直采用激励机制给有所表现的学生以鼓励,以增强他们学习英语的信心。

九年级英语备课教案【篇2】

teaching materials analyzing andrearranging教材分析与重组

1. 教材分析

本单元以i like music that i can dance to为话题,共设计了四个部分的内容:

section a

该部分有4个模块:第一模块围绕the music that…这一话题展开思维(1a)、听力(1b)、口语(1c)训练;第二模块围绕music进行听力(2a-2b)、口语(2c)训练;第三模块继续就music这一话题展开训练,训练形式为阅读配对(3a)和角色表演(3b);第四模块仍就one’spreferences以pairwork的形式进行讨论,展开口语训练(4)。

section b

该部分有4个模块:第一模块就one’sfavorite展开思维训练;第二模块就两个孩子的对话继续对things onelikes进行听力(2a-2b)、口语(2c)训练;第三模块继续围绕上一话题展开阅读(3a-3b)和写作(3c)训练;第四模块仍就whatwould you prefer to do这一话题以口语训练形式为主展开小组活动(4)。

self check

该部分有2个模块:第一模块对所学词汇进行填空训练(1);第二模块就一封笔友来信展开阅读和写作训练(2)。

reading

该部分共设置了3项任务:第一项任务以问题讨论的方式激活学生相关背景知识(section1);第二项任务要求学生运用所供策略完成阅读;第三项任务要求学生通过快速阅读获取信息(section 2, section3);第四项任务通过讨论、写作等形式要求学生进行一次class survey. (section 4)。

iii教学策略

通过任务型的教学,让学生学会自主学习,归纳总结,培养主动学习的能力。尤其对所学内容能主动复习并加以整理和归纳的能力。

1)合作学习:合作学习是指学生通过分工合作共同达成学习目标的一种学习方式。本节课将在课堂活动中把学生分成四人一小组的学习小组,让他们围绕着课堂任务分工合作,在活动中相互探讨、相互交流、相互合作,从而获得知识、技能和情感体验,发展他们的能力。

2)创设情景和有意义的任务活动,激发学生的学习热情,培养他们的概括和推理能力,发挥他们自己的'主观能动性,把被动的学习变为主动学习。

iv教学手段:多媒体

vi. teaching procedures and ways教学过程与方式

period 1 new functionpresenting

language goals 语言目标

1. words & expression_r_rs 生词和短语

prefer, lyrics, gentle, energy, interest, known,sing along with, remind sb. of

2. key sentences 重点句子

i prefer music that has greatlyrics. (p44)

i love music that i can singalong with. (p44)

rosa likes music that’s quietand gentle. (p45)

ability goals 能力目标

enable the ss to talk about different kinds ofmusic and their own preferences.

emotion & attitude goals 情感和态度目标

enable the ss to enjoy kinds of music.

strategy goals 策略目标

listening for key words.

culture awareness goals文化意识目标

people’s different preferences to different kindsof music.

teaching important points 教学重点

1. 由that 引导的定语从句,其先行词为物。关系代词that 作主语和作宾语两种情况。

i like the music that has great lyrics.

i like the music that i can dance to.

2. 由who 引导的定语从句,其先行词为人。关系代词who 做主语。

i like the musician who writes his own songs,

teaching procedures and ways 教学过程与方式

step i warming-up

play the beautiful, lyric song like do, re, mi inthe movie “the sound of music”. (让学生在轻松、愉快的情境中进入新课)

step ii lead-in and presentation. (呈现歌词并句子)(师生互动,学习探究)

1.the music has great lyrics.

2.the music is loud and energetic.

3.the music isn’t too loud.

将三个句子转化成定语从句:

1. i like the music that has great lyrics.

2. i like the music that is loud and energetic.

3. i like the music that isn’t too loud.

并说明,that 在从句中做主语。总结:1+1=“1”

(设计目的:延伸、拓展教材内容,创造性的使用教材,这样训练即能让学生体会不拘于教材的学习,又能拓展他们的思维。)

使用练习加强巩固。

(设计目的:让学生在教师创设的情境中,操练新句型,学会使用定语从句表达自己喜欢的音乐类型。)

step iii listening (1b: p44)

ask the students to listen to the dialogue betweentony and betty

t: now let’s listen to the tape and find what kindof music tony and betty like. look at 1b on p44. tickle the kindsof music that tony and betty like while listening.

ask a student to read the three headings to theclass.

t: first let’s guess what kinds of music they willtalk about by reading the three headings given.

ss: music that one can dance to, that has greatlyrics and that one can sing along with.

play the tape. and then check the answers.

(设计目的:训练学生听力技巧,培养学生听的能力。听的环节是“输入”的过程,带着问题听,让学生在听的过程中有的放矢,有效捕捉信息,同时又提醒学生注意观察并发现需要注意的表达方式,为后面的语言实践准备实用句型。)

step iv oral practice (1c:p44)

ask the students to talk about the music theylike.

t: as we all know, different people may havedifferent ideas on the same question, and different people may havedifferent preferences. then talk with your partners about the kindsof music you prefer. first, who’d like to read the example in thebox? ok, you two, please.

ask two ss to read the example first.

t: now work with your partners, talking about musicyou prefer with the help of the expression_r_rs here.

show the following.

be awarded prizes, be full of energy, interestsomebody,

known to many people, reminds somebody of, showlove to …

sample dialogue 1:

s1: what kind of music do you like?

s2: i like music that is played by famous bands.what about you?

s1: i prefer music that makes me happy.

(设计目的:新课程标准倡导主动参与,乐于探索,勤于思考,培养学生收集和处理语言信息的能力。通过这一环节的练习,不但学生的语言技能得到了提高,而且他们的情感态度和学习策略都得到了培养,同时他们的语言知识还得到了复习和巩固。这样的练习可以充分调动学生的参与热情,激发学生的学习兴趣。)

step vi summary and homework

t: this period, we’ve learnt how to express ourpreferences to different music. after class, please,

1. listen to the conversations again.

2. try to talk about the kinds of music you likewhy you like or dislike them.

(设计目的:通过书面作业,使学生巩固本节课所学的内容,拓展学生的课外知识,同时也可以弥补口头报告的不足。也为下一节课的知识提供铺垫。)

九年级英语备课教案【篇3】

Unit 1 Can you play the guitar?

Section A (1a-2d)

一、教学目标:

1. 语言知识目标:

1) 能掌握以下单词:

guitar, sing, swim, dance, chess, play chess, draw, speak, speak English, join, club

能掌握以下句型:

① —Can you play the guitar? —Yes, I can./ No, I cant.

② —What can you do? —I can dance.

③ —What club do you want to join? —I want to join the chess club.

2) 能了解以下语法:情态动词can的用法

want to do sth.的用法

2. 情感态度价值观目标:

该部分内容贴近学生的生活,谈论的话题是能力。通过互相询问或谈论自己或对方在某一方面的能力,可以培养学生的一种群体意识。

二、教学重难点

1. 教学重点:

1) 学习询问和谈论彼此的能力和特长;

2) 掌握一些弹奏乐器的表达方式。

2. 教学难点:

情态动词can的构成和使用。

三、教学过程

Ⅰ. Lead in

1. 教师可携带一些易于演奏的乐器,也可带一些演奏乐器的图片,一边演示乐器,一

边说: I can play the guitar.…等;再指着图片说:He/She can play the violin.But I can’t play it.等;然后询问学生:Can you play the guitar?….并引导学生进行简单的回答。

2. Ss look at the picture in 1a. Then read the words and phrases. Let Ss match the activities

with the people.

Then Check the answers with the class together.

Ⅱ. Presentation

出示一些反映各种活动的图片、幻灯片或播放课件,引导学生谈论活动:

He/She can dance/swim/sing/"··But I can’t dance/swim/sing/...等,学习表达活动的动词短语。

Ⅲ. Game (What can I do?)

T: Tell your partners what you can do. For example:

I can play the guitar. I can sing and dance.

Ss work in groups. The let some Ss talk to their classmates in front of the class. Ⅳ. Listening

1. T: Now let’s listen to the tape, find out the right conversation, and number them 1-3. (播放lb部分的录音让学生听,引导学生根据所听到的内容,选出对话的顺序,

完成1b部分的教学任务。)

2. Check the answers:(3, 2, 1 )

Ⅴ. Pair work

1. Ask the Ss to practice the conversations in 1b with a partner. Then make their own conversations.

(引导学生展开Pairwork活动,完成lc部分口语交际的教学任务,学会运用can询问和表达能力。)

Ⅵ. Listening

1. Work on 2a;

T: Now, look at the pictures on P2, listen to the four conversations. Just listen.

(Play the recording for the first time, students only listen carefully.)

Then, listen to the recording again, and circle the clubs you hear.

Check the answers with the class.

2.

Work on 2b;

引导学生根据对话内容用正确的单词填空,补全对话,再播放听力材料一遍。让学生进行校对,练习听力和写作能力,完成2b部分的教学任务。

Check the answers with the Ss.

Ⅶ. Pair work

1. Look at 2b and talk about what the people can do and the clubs they want to join.

老师可以和一名优秀的学生做一个对话的例子,让学生们明白如何去问答,例如: T: What club does Lisa want to join?

S1: She wants to join the chess club.

T: Can she play chess?

S1: No, she cant.

2. Ss work in pairs to practice asking and answer about Lisa, Bob and Mary.

3. Ask some pairs to act out their conversations.

Ⅷ. Role-play

1. Ask Ss to look at the picture in 2d. Then Ss read the dialogue by themselves and try to

find out the answers to these questions.

① What club does Bob join?

② What club does Jane join?

Ss read the conversation by themselves and find the answers to the questions. Then check the answers:

① Bob joins the soccer club.② Jane joins the English and art club.

2. Explain something that Ss cant understand.

3. Let Ss read after the teacher or play the recording and let Ss read after the recording.

4. Ss work in pairs to act out the conversation.

5. Ask some pairs come to the front of the classroom. They try to act out the conversation. See which group is the best.

Homework:

1. Remember the new words and expressions after class.

2. Recite the conversation after class.

3. Write English names as many as possible in the exercises book.

九年级英语备课教案【篇4】

一、教学目标:

1. 语言知识目标:

1) 继续练习运用情态动词can。学会询问和谈论彼此的能力和特长。 能掌握以下句型:

① —Can you play the guitar? —Yes, I can./ No, I cant.

② —What can you do?—I can dance.

③ —What club do you want to join? —I want to join the chess club.

2. 情感态度价值观目标:

该部分学习询问或谈论自己或对方在某一方面的能力和特长,可以培养学生的一种群体意识,促进同学们对自身的认识,为将来的自我发展奠定基础。

二、教学重难点

1. 教学重点:

1) 让学生重点总结、发现情态动词can的用法。

2) 通过一些与学生们实际生活相贴近的教学活动,来达到熟练运用的`目的。

2. 教学难点:

1) 情态动词can的用法;

2) 在实际交际活动中运用can来询问与表达自己或他人的能力。

三、教学过程

Ⅰ. Warming- up and revision

1. Ask some Ss about their abilities.

T: Hi, S1! What can you do?

S1: I can sing and dance?

T: Can you play the guitar?

S1: Sorry, I cant. But I can play chess.

T: What club do you want to join?

S1: I want to join the chess club.

2. Role-play.

Let some pairs role play the conversation in 2c.

Ⅱ. Grammar Focus.

1. 阅读指导:

2. 学生阅读Grammar Focus中的句子,然后做填空练习。

① 你会游泳吗?

______ you ______?

② 是的,我会。/ 不,我不会。

Yes, ____ _______. / No, I _______.

… (其余试题见课件部分)

3. 学生们完成填空试题后,可以打开课本检查答案,对错误的'句子,单独进行强化记忆。 Ⅲ. Try to Find

老师将情态动词的can的用法,以学案的方式呈现在大屏幕上,让学生自主学习,并发现其用法。

1. 可以看出,在Can…?句型中,情态动词can没有________和_______ 的变化。

2. 用情态动词can来询问他人的能力可以归纳为以下句型:

Can + _______+ _________ + 其他?

肯定回答:_________________

否定回答: _________________

What + can + _______ + ________ ?

学生们合作学习讨论上面学案的答案,总结情态动词can的用法。

老师找部分学生对上述问题作答,并一起讨论总结情态动词can的用法。

Ⅳ. Practice

1. Look at 3a. 告诉学生们用所给的词汇来造句子。首先,用情态动词can及所给的第一个动词词组来造一个一般疑问句,并作出一个否定的回答。然后,用转折连词but及第二个词组造一个肯定句。

Teacher makes the first one as a model:

Can Wu Jun speak English? No, he cant, but he can speak Chinese.

Ss try to make sentences using the phrases in 2~5. They can discuss with their partners. Then let some Ss tell their answers to the class.

Check the answers with the class.

2. Look at 3b. Tell Ss that your school is going to have a School Show next week. What can you do? You can show your talent in it. In order to let all the students know about it. We have to write a poster. Now, read the poster below and try to complete the poster with the

words in the box.

方法指导:应通读全文,掌握短文大意;然后,仔细阅读每个句子,根据空格前后的词语进行推敲。比如,第三空格后有guitar一词,可知些空格应填play一词。其他类似。

学生们,按老师指导的方法进行阅读,并逐句推敲每空应填什么词,在实际的运用提高自己的阅读能力、分析能力及综合运用能力。

最后,教师与同学们一起校对答案,并对学生们有疑问的地方进行解释。

Ⅴ. Group work

1. What can your group do in the school show? Make a list, then report to your classmates.

2. First, work in group ask and answer about what you can do? e.g.

S1: What can you do, S2?

S2: I can do kong fu.

S1: Great! What about you S3?

S3: I can sing very well.

3. Then make a list together.

4. Everyone in your group must write a report. Then select one student to report what your group can do. e.g.

In my group, Li Ming can do kong fu. Zhang Li can sing very well. Ma Shuang can dance well…

(最后,可以经学生们评议来推举最有能力的小组)

Ⅵ. Exercises

1. If time is enough, do some more exercises on big screen.Homework

1. Read the sentences in Grammar Focus.

2. Write a report about what your family members can do.

九年级英语备课教案【篇5】

教学目标

知识目标:

1、能够听说读写句型:--How did you go there? I went by train .

2. 能听懂、会说本课对话,并能在实际情景中应用。

能力目标:

能够用一般过去式询问别人在过去的时间里乘坐什么交通工具去了哪里并作答。如Where did you go on your holiday? I went to Xinjiang. How did you go there? I went by train.

情感目标:

1能在游戏中积极参与,激发学生学习英语的热情,积极运用所学英语进行交流,加强合作式学习,共同完成学习任务。2、通过竟争,培养学生的集体荣誉感和竞争意识。

教学重难点

1,教学重点是掌握句型 How did you go there? I went by train.

2.教学难点是在实际情景中正确运用并书写所学对话。

教学过程

step1 warm up

1. let`s chant where did you go on your holiday?

2.Let` s review ;利用单词卡片复习动词短语和句型What did you do on your holiday?

3.Free talk:

what did you do on your holiday?

I took pictures.

Good !What about you?

I went ice-skating .

设计思路:Let`chant 设计是为了活跃气氛并引出本课主题:Where did you go on your holiday?Let`s review.不仅可以复习短语和句型,还为拓展本课句型做了铺垫。

step2 presentation

1.present Let`s try

What did you Chenjie do on her holiday? Let`s listen and circle.

listen again and check your answers

(设计思路)通过处理本部分, 达到呈上启下的作用。

2.Present let`s talk

What`s the weather like today?

It`s warm and sunny.

What`s the weather like in Harbin in winter?(课件出示哈尔滨的一张下雪的图片)

It`s cold and snowy.

Did you go to harbin on your holiday?

Yes, I did.

How can you go to Harbin?

I can go there by plane or by train.

That`s right .Sarah went to Harbin on her holiday.How did she go there?Let`s have a look.听录音let`s talk。

Ask and answer.

Look and repeat.

Read in roles.

Act out the dialouge.

Step3 practise

看图问(Where did you go ?How did you go ?What did you do ?学生根据图回答。

Step4 Consolidation

1、快速枪答

过程:全班学生分成4大组,请两名学生上来,A学生抽取地点卡片,B 同学抽取交通方式卡片。

(1)A同学问大家:Where did you go on your holiday?大家根据A同学的卡片回答:I went to

(2)B同学把卡片上的交通方式用动作或模拟声音表达出来,边做边问大家。How did you go there?每组同学根据表演者的动作猜并快速回答:I went....

看哪个组抢答又快有对。

(3)然后有AB两同学分别在其他组任选两个同学,做轮换练习。

2、采访活动

请一名同学任意抽取一张动词短语过去式的卡片,对任一个小组进行采访,抽取卡片的同学根据卡片内容边做动作边提问:What did you do? 被采访的小组同学看动作猜出短语是什么,并回答:I....

全体同学大声重复答I....(然后这名同学再抽取不同的卡片对其他组进行采访)

3、小组活动

学生以前后桌为单位分成若干小组,组内几人分别准备好写有交通方式、动词短语的过去形式、地点,以及时间的卡片,小组内部以表演动作并提问的方式操练整个对话。

(1)一人抽取卡片并根据卡片的内容(地点、时间)提问:Where did you go on your holiday?其他同学根据卡片上的内容回答:I went to ....

(2) 然后其他同学自由抽取卡片根据内容(交通方式或者动词短语)用动作或模拟声音表达出来并体问:How did you go there?或What did you do there?其他学生根据动作猜短语并回答。

(3)小组内部每人轮流抽卡片并体问。

教师请一名学生说出曾经去过的地方和所乘做的交通工具,学生两人一组进行调查。教师可请几名学生汇报调查结果。

设计思路:通过前面的小组活动充分为学生搭建了语言交流的平台,这一环节教师可以放手让学生自主操练,使学生积极运用所学英语进行交流,加强合作式学习,共同完成学习任务。

Step5 :Homework

1. 听音朗读对话内容并背诵、默写四会句子。

2.调查其他朋友的假期旅游情况,下节课汇报交流。

设计思路:通过课内外相结合的方式,让学生学习英语的兴趣不仅停留在课堂上,而且能延伸到课外。这一开放性的作业设计,引导学生养成课外自主学习英语的习惯,锻炼学生在生活中运用英语的能力。

六、板书设计My holiday

How did you go there? I went by train.

成语首拼