染雾版九年级英语教案 篇一
标题：Teaching the Present Perfect Tense
教学目标：
1. 学生能够理解并正确运用现在完成时态；
2. 学生能够区分现在完成时态和一般过去时态；
3. 学生能够运用现在完成时态进行口头和书面表达。
教学重点：
1. 现在完成时态的构成和用法；
2. 区分现在完成时态和一般过去时态。
教学准备：
1. 板书：The Present Perfect Tense的构成和用法；
2. 多媒体课件和录音机。
教学过程：
Step 1：导入
1. 引入新课题：教师出示一幅图片，让学生描述图片中的人物及他们的经历，引出现在完成时态。
2. 学生讨论并回答问题，教师引导学生思考现在完成时态的特点。
Step 2：讲解
1. 教师通过多媒体课件详细讲解现在完成时态的构成和用法，包括助动词have/has和过去分词的用法。
2. 教师通过例句和练习帮助学生理解现在完成时态的用法。
Step 3：练习
1. 学生进行口头练习，用现在完成时态描述自己的经历或朋友的经历。
2. 学生进行书面练习，完成练习册上的相关练习。
Step 4：操练
1. 教师通过多媒体课件展示一些图片，让学生进行口头操练，用现在完成时态描述图片中的情景。
2. 学生分组进行对话练习，用现在完成时态进行对话。
Step 5：总结
1. 教师带领学生总结现在完成时态的构成和用法。
2. 学生回答相关问题，巩固所学内容。
Step 6：拓展
1. 学生自由发挥，用现在完成时态编写一篇小短文，描述自己或他人的经历。
2. 学生互相分享自己的短文，并互相提出改进意见。
Step 7：作业布置
1. 学生完成练习册上的相关练习；
2. 学生用现在完成时态写一篇关于自己一次有趣经历的短文。
篇二
标题：Teaching Vocabulary for Travel
教学目标：
1. 学生能够掌握与旅行相关的词汇；
2. 学生能够理解并运用这些词汇进行口头和书面表达；
3. 学生能够通过词汇训练提高听、说、读、写的综合能力。
教学重点：
1. 与旅行相关的词汇；
2. 词汇的拼写和发音。
教学准备：
1. 板书：Travel Vocabulary；
2. 多媒体课件和录音机。
教学过程：
Step 1：导入
1. 引入新课题：教师播放一段旅行相关的视频，让学生观看并回答问题，引出旅行词汇。
2. 学生讨论并回答问题，教师引导学生思考旅行词汇的重要性。
Step 2：讲解
1. 教师通过多媒体课件详细讲解与旅行相关的词汇，包括旅行方式、旅游景点、行李等。
2. 教师通过例句和练习帮助学生理解词汇的用法。
Step 3：练习
1. 学生进行口头练习，用旅行词汇描述自己或他人的旅行经历。
2. 学生进行书面练习，完成练习册上的相关练习。
Step 4：操练
1. 教师通过多媒体课件展示一些图片，让学生进行口头操练，用旅行词汇描述图片中的情景。
2. 学生分组进行对话练习，用旅行词汇进行对话。
Step 5：总结
1. 教师带领学生总结与旅行相关的词汇。
2. 学生回答相关问题，巩固所学内容。
Step 6：拓展
1. 学生自由发挥，用旅行词汇编写一篇小短文，描述自己或他人的旅行经历。
2. 学生互相分享自己的短文，并互相提出改进意见。
Step 7：作业布置
1. 学生完成练习册上的相关练习；
2. 学生用旅行词汇写一篇关于自己梦想中的旅行的短文。
版九年级英语教案 篇三
Teaching goals(教学目标)
1.Vocabulary: hard-working ,report card ,can do better ,speaking ,listening ,average ,surprise .
2.Patterns: What did your math teacher say ? He said he could speak three languages .
3.直接引语和间接引语的转换。
4.写成绩报告单，并能将自己的成绩报告给他人。
Important and difficult points (教学重难点)
1.个人Report card 的写作。
2.直接引语转换间接引语中，注意一些关键动词的变化和人称代词的变化。(宾语从句)
Teaching aids(教具)：teaching cards , pictures and a tape recorder .
第一课时
Teaching contents(教学内容)
SectionA 1a,1b,1c,2a,2b,2c,Grammar focus .
Teaching procedures(教学步骤) :
Step 1 Leading in(导入话题，激活背景知识)
Ask several Ss what they are going to do after school .Write their sentences on the Bb .
Step 2 Pre-task(任务前活动)
Say, These Ss talk about what they are going to do after school ,if you want to tell a friend what they said ,how would you tell him ?
Write the words “He said” and “She said” on the Bb .Say,We can use the words “He said” and “She said” to tell your friend like this :He/She said he/she was going to play basketball after school .Get the Ss to repeat .
Repeat this process with the other sentences on the Bb .
Step 3 While-task(任务中活动)SB Page 26 , 1a .
1.Ask a student to read the four questions .
2.point out the TV screens in the picture .Ask one student to read what the person says in the first picture .Then ask another student :What did she/he say ? Help to answer :She/He said she/he was having a surprise party for Lana on Friday night .
3.Repeat with the other pictures .
SB Page 26 , 1c .Pairwork.First Ss work in pairs ,then ask some pairs to present their dialogues to the class .
SB Page 26 , 1b .Play the recording and correct the answers .
Step 4 Post-task(任务后活动)SB Page 27 , 2a & 2b .
1.Ask several Ss to read these sentences .
2.Play the recording .Ss circle their answer . 3.Check the answers .
Step 5 Grammar Focus
1.Review the grammar box by ask Ss to say the statements .
2.Explain: In each case ,the direct speech talks about present situations and the reported speech talks about past situations .
Step 6 Homework(家庭作业)
用she/he said 将直接引语改为间接引语。
1. I am a clever girl . 2. I am having lunch at school .
3. I can dance well . 4. I play football every day .
5. I don’t like my younger brother .
教学后记:
第二课时
Teaching contents (教学内容):
SectionA 3a ,3b ,4 ,SectionB 2a ,2b ,2c .
Teaching procedures(教学步骤) :
Step 1 Leading in(导入话题，激活背景知识)
Check the Homework(家庭作业) .Ask several students to read their sentences to the class .
Step 2 Pre-task(任务前活动)SB Page 28 , 3a .
1.Read the article to the class .
2.Ask Ss to fill in the blanks on their own . 3.Correct the answers .
SB Page 28 , Part 4 .Ss work in groups of four to complete the role plays .Ask a few Ss to show their role plays to the class .
Step 3 While-task(任务中活动)SB Page 29 , 1a .
1.Read the sentences to the class and teach new words .Then ask Ss to check the sentences that are true for themselves .
2.Ask one student to read each sentence to the class and ask Ss to raise their hands if they checked that answer .
SB Page 29 , 2a & 2b .
1.Read the instructions to Ss .Make sure they know what to do .
2.Play the recording two or three times .Correct the answers .
Step 4 Post-task(任务后活动)SB Page 29 , 2c .
Pairwork . In pairs ,get Ss to choose a report card from activity 2b to talk about .Then ask some pairs to present their dialogues .
Step 5 Homework(家庭作业)
SB Page 28 , 3b .Ask Ss to write anything they want .
教学后记:
第三课时
课前准备：
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的学习用具
Teaching contents(教学内容)
SectionB 3a , 3b , 3c , 4 , selfcheck .
Teaching procedures(教学步骤) :
Step 1 Leading in(导入话题，激活背景知识)
Check the Homework(家庭作业) .Ask several students to read their episodes to the class .
Step 2 Pre-task(任务前活动)SB Page 30 , 3a .
1.Read the instructions and ask Ss to read the letter on their own and write Alan’s name on his report in activity 2b .
2.Correct the answer .
SB Page 30 , 3b .
1.Get Ss to use the information from activity 2b to write a letter to a relative or a friend about their report cards .
2.Ask a student to read his or her completed letter to the class .Orally correct any mistakes .
Step 3 While-task(任务中活动)
SB Page 30 , 3c .Ask Ss to write their own report cards .While Ss work ,walk around and offer assistance if necessary .
SB Page 30 , Part 4 .
1.Get Ss to make up their teachers comments .
2.Pairwork. In pairs ,talk about their report cards .
3.Ask several pairs to share their conversations .
Step 4 Post-task(任务后活动)SB Page 31 ,Selfcheck ,Part 1.
1.Ask Ss to fill in the blanks on their own . 2.Correct the answers.
3.Have Ss make sentences with the words .
SB Page 31 , Selfcheck , Part 2 .
1.Ask Ss to read the story . 2.In pairs ,have Ss to make conversations according to the story .
3.Ask some Ss to share their conversations with the class .
Step 5 Homework(家庭作业)
Ask students to write their conversations on their exercise books .
教学后记:
第四课时
Teaching contents:
Reading :She said helping others changed her life .
Teaching procedures(教学步骤) :
Step 1 Leading in(导入话题，激活背景知识)
Ask Ss to think of people who need help and write some ideas .Then discuss with their partner .
Step 2 Pre-task(任务前活动)SB Page 32 , Section 2 .
1.Have Ss read the passage first for meaning .
2.Ask Ss to read it again and fill in the blanks .
3.Check the answers .
Step 3 While-task(任务中活动)
1.SB Page 33 , Section 3 , 3a .
(1).Ask Ss to read through again to find the relevant information for Yang Lei’s students .
(2).Ask Ss to complete the information under “you” , saying what is true for their own lives .
(3).Have Ss discuss their answers with their partner .
2.SB Page 33 , Section 3 , 3b . In pairs ,ask and answer the questions .
3.SB Page 33 , Section 3 , 3c .Have Ss write a summary of the reading and share the summaries in groups of five .
Step 4 Post-task(任务后活动)SB Page 33 , Section 4 .
1.Have a class discussion about the work each organization does .
2.Ask some Ss to say which organization they would like to work for and why .
Step 5 Homework(家庭作业)
Write the summary of the reading on their exercise books .
教学后记:
第五课时：测试课
一. 单项选择。
( )1. I ________ he ________ go there by himself.
A. think; won’t B. don’t think; will C. don’t think; is D. think; isn’t going to
( )2. The teacher told us the moon ________ around the earth.
A. went B. goes C. going D. move
( )3. DO you think _________ an English film tomorrow night?
A. is there B. there is going to be C. there is going to have D. will there be
( )4. Mary _______ my umbrella and she didn’t ________ it yet.
A. borrow; return B. borrowed; return C. borrow; return back D. borrowed; return back
( )5. I don’t know if she _______ tomorrow. If she ________ tomorrow, I’ll call you.
A. comes; comes B. comes; will come C. will come; comes D. will come; is coming
( )6. Do you think it is difficult _________?
A. study English well B. studies English well
C. studying English well D. to study English well
( )7. She told us things there were ________ better than before.
A. more B. much C. very D. nice and
( )8. ______ a librarian, what do you have to do every day?
A. Like B. As C. Because D. Since
( )9. Could you ________ me how to ________ it in Chinese?
A. say; speak B. speak; say C. tell; say D. say; tell
( )10. What happened ________ “Young Lives” last night?
A. on B. in C. to D. of
( )11. I finished my ________ exam last week.
A. end of year B. end of year’s C. end-of year’s D. end-of-year
( )12. I’m at Mary’s house ________ a homework project.
A. work on B. working on C. work D. working
二、用所给单词的适当形式填空。
1. The ___________ (disappoint) result made him very sad.
2. You got the best. How __________ (luckily) you are!
3. Which do you like _________ (well), this one or that one?
4. He told us that there ________ (be) a wonderful party tomorrow afternoon.
5. What _______ you _______ (do) when your father came back home?
6. She said that the sun ________ (rise) in the east.
7. He often ________ (stand) in front of the library.
8. My mother _________ (come) to see me next week.
9. My grandpa is in hospital. He is __________(health).
10. He was born in ________ and he can speak _________. (Spain)
三、介词填空。
1. He told Judy that he would bring some books ________ her house _______ Wednesday night.
2. What are some things that happen _______ soap operas?
3. I’m better ________ listening than writing.
4. Please pass _______ this message ______ Ben, and then give his answer _______ me.
5. _______ ten years, he will be a doctor.
6. He said he would live _______ a space station.
7. I don’t want to talk _______ it ______ the phone.
8. What was the girl doing when the UFO took ________?
9. What will teenagers do _______ fun 10 years _______ now?
10. Teaching high school students in a poor mountain village may not sound _____ fun ___you.
四、用所给动词的适当形式填空：
1. Thank you for ______(help)me carry the basket.
2. Look! One of them ______(swim)in the lake.
3. ______(watch)TV too much is bad for your health.
4. ______(close)your eyes and listen to me.
5. Mother told her little son ______(not go)out the next day, because it would be windy.
6. Don’t sleep very late, you will be as ______(health)as I.
7. “Why are you late today? ”my father said ______(angry).
8. The room is ______(noise). I can’t hear anything.
9. As soon as I lay down, I fell ______(sleep)last night.
10. They come from Canada. They are ______(Canada).
五、 句型转换。
1. Mary is good at music. (同义句) Mary _____ _______ _______ music.
2. He is very healthy. (同义句) He is ____ ______ _______.
3. I think it is a good idea. (否定句) I _____ _______ it’s a good idea.
4. He said I was hard-working. (划线提问) What _____ _____ ______?
5. My teacher was very angry with me. (同义句) My teacher was very ____ ______ me.
6. My sister said to me “I’m going to help you. ”(同义句)
My sister _____ me that _______ _____ going to help ________.
版九年级英语教案 篇四
Unit 2 What should I do ?
Teaching goals (教学目标)
1.Words & phrases : keep out , loud , argue , What’s wrong ? football , either , except , themselves , include ,etc .
2.情态动词could /should 的用法。
3.Why don’t you … ?结构表建议的运用。
4.如何谈论问题及提出建议。
5.在处理问题中学会自省与人际交往。
Important and difficult points (教学重难点)
1.should /could 情态动词的用法。
2.如何提出建议。
教具： a tape recorder5 , cards .
第一课时
课前准备：
教师：录音机，所学物品的图片、教学挂图。
学生：英语点金教练及相关的学习用具
Teaching procedures(教学步骤) (教学过程)
Step 1 Leading in(导入话题，激活背景知识)
1. Greetings and free talk .
2. Check the Homework(家庭作业) .
Step 2 Pre-task(任务前活动)
T: I want to buy a new guitar but I don’t have enough money .What should I do ?
Ss think it over ,and try to give his/her advice .
Write their advice on the Bb .
1. Borrow one . 2. Buy a second-hand guitar .
3. Get a part-time job . 4. Don’t buy a guitar .
5. Wait until next year .
Practice reading the advice by the Ss .
导入: In this unit we are going to talk about problems people have and learn how to give these people advice –to tell people what we think they should do .
Step 3 While-task(任务中活动)SB Page 10 , 1a .
1. Read the instructions to the Ss . 2. Read the problems by the Ss .
3. Ask Ss to write the problems in the “Serious” or “Not serious” columns .
4.Explain . 5. Talk about the answers with the class .Practice reading .
SB Page 10 , 1b .
Make sure the Ss understand what should they do .Play the tape twice .Ss circle the problems they hear .Play the tape a third time .Check the answers .
Step 4 Post-task(任务后活动)SB Page 10 , 1c .
Look at the problems in activity 1a and make conversations .
Step 5 While-task(任务中活动)SB Page 11 , 2a .
1. Read the instructions .Make sure the Ss understand what should they do .
2. Point to the sentences below .
3. Play the tape the first time .Ss only listen .Pay attention to Peter’s friend’s advice .
4. Play the tape again .Ss circle “could” or “should” .
5. Correct the answers .
SB Page 11 , 2b .
Read the instructions .Pay attention to Peter’s answers .Play the tape again .Check the answers .
Step 7 Post-task(任务后活动)
Make conversations with peter and his friend with the help of 2a & 2b .
Step 8 Grammar Focus
Review the grammar box .Ss say the questions and the responses .Explain the differences between could/should .
Homework(家庭作业):
1. Go over the words .
2. My clothes are out of style ,what should I do ? Please give the advice .
教学后记:
第二课时
课前准备：
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的学习用具
Teaching procedures(教学步骤) :
Step 1 Leading in(导入话题，激活背景知识)
1. Greeting and free talk .
2. Check the Homework(家庭作业) .Collect the students’ advice .Write it down on the Bb .
Step 2 Pre-task(任务前活动)
1.Review the differences between “could /should” .
2. Learn the new words in Page 12 .
Step 3 While-task(任务中活动)SB Page 12 , 3a .
1. Read the instructions .
2. Read the conversations by Ss or listen to the tape .Then write “good idea” “okay idea” or “bad idea” .
3. Talk about the students’ answers .
4. Make sure the students understand the dialogue.Practice reading
Step 4 Post-task(任务后活动)SB Page 12 , 3b .
1. Read the instructions .Point out the example conversation and ask two students to read it to the class .
2. Use your head .Find some other ways to get money that aren’t in the book .
3. Ask Ss to work with partner as they ask for and give advice .
4.Pairwork .
5. Act out the conversations to the class .
Step 5 While-task(任务中活动)SB Page 12 , Part 4 .
1. Read the instructions .Make sure the Ss understand what they should do .
2. To students read the dialogue .
3. Practice reading .
4. Ask another pair to give their advice on another topic .
5. Pairwork .(互助活动)
Homework(家庭作业) :
将下列短语或句型译为汉语
1. keep out 2. out of style 3. What’s wrong ?
4. call sb up 5. pay for 6. ask for something
7. summer camp 8. stay at home
教学后记:
第三课时
Teaching procedures(教学步骤):
Step 1 Leading in(导入话题，激活背景知识)
1. Greetings and free talk . 2. Check the Homework .
Step 2 Pre-task(任务前活动)SB Page 13 , 1a .
1. Read the instructions to the students .
2. Read the sentences and ask a student to read the sentences to the class .
3. Write NI , I , VI for each statement .
4. What is important to you when you choose clothes ?”Write one or more of their statements to the class .
Talk about the answers with the class .
Step 3 While-task(任务中活动)SB Page 13 , 2a .
1. Read the instructions .Make sure the Ss understand what they should do .
2.Read the three sentences in the box .You will be listening to a radio advice program .They will be talking about one of these problems .
3. Play the tape twice .Ss check the problem they hear .
4. Play the tape again ,Ss correct the answers .
SB Page 13 , 2b .
1.Read the instructions .Make sure Ss understand what they should pay attention to .
2. Look at the chart .There are three persons ,Kim , Nicole , Emilio .Who will give Erin some advice ?What are they ? Read each name for the class .
3. Play the recording again .Ss write their answers .
4. Play the recording again ,one sentence by one sentence .Check the answers .
Step 4 Post-task(任务后活动)SB Page 13 , 2c .
1.Point out the example in the sample dialogue .Ss practice reading .
2. Pairwork: What do you think Erin should do ?
3. Share their conversations with whole class .
Homework(家庭作业) :
You left your Homework(家庭作业) at home ,what should you do ? Please give your advice .
教学后记:
第四课时
课前准备：
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的学习用具
Teaching procedures(教学步骤) :
Step 1 Leading in(导入话题，激活背景知识)
1. Greetings & free talk .
2. Check the Homework(家庭作业) :I left my Homework(家庭作业) at home ,what should I do ? Share some students’ advice .
Step 2 While-task(任务中活动)SB Page 14 , 3a .
1. Scan this letter ,underline the problem .
2. Read the letter again , tick out the new words . 3. Explain something :
(1)except=but 除…之外(不包括在内)
(2)besides 除…之外(包括在内)
Eg.All the students went to the park except him .
Lucy and Lily will come to the party besides me .
(3)find out = learned 了解到 find 找到
Eg.I just find out there is a dance tomorrow .
4. Listen to the recording .Ss practice reading . SB Page 14 , 3b .
5. Pairwork: Give some advice to the lonely kid in 3a .
6. Suppose you’re Mary .Write the letters on your own .
7. Read the letters to the class .
SB Page 14 , Part 4 .
1. Read the problem in the box .
2. Two students read the dialogue .
3. Pairwork : Think them over and give your advice .
4. Groupwork: See which classmate has the best advice .
Step 3 Post-task(任务后活动)SB Page 15 , Selfcheck .
1. Fill in the blanks with the words given .Try to make your own sentences with the words .
2. Read the letter to Aunt Chen’s advice column and then write some advice .
Homework(家庭作业) :
What’s your problem ? Please write your own letter to an advice column .
教学后记:
第五课时
课前准备：
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的学习用具
Teaching procedures(教学步骤) :
Step 1 Leading in(导入话题，激活背景知识)
1. Greetings and free-talk .
2. Check the Homework:Read the letter out in the class ,the other Ss give their advice .
Step 2 Pre-task(任务前活动)
1.What after-school activities can you think of .Write what you do and what you don’t do .
2. SB Page 16 , 1b .Read the words and guess the meaning .if there are some new words in the box , look up in the dictionary .
Step 3 While-task(任务中活动)SB Page 16 .
1. Read the passage quickly and get the main idea .
2. Listen to the recording .Circle the words in the box in 1b .
3. Explain something :
(1)busy enough (2) It’s time for sth . (3)the + 姓s : 夫妇/一家
SB Page 17 , 3a .
1. Read these statements .
2.Pairwork: Number each pair 1-5 around the class .Ask each pair to discuss only the question with their number .
3.After a while .All pairs with the same number from a group and compare ideas .
4.After five minutes .Each group report their ideas to the class .
Homework(家庭作业) :
1.Write four sentences using one of the words from 1b in each sentence .
2.Are you or your friends under pressure ? Do a survey to find out .
教学后记:
第六课时：测试课
一、 翻译下列短语：
1.留在外面，不进人_________________ 2.打电话给某人_________________
3.与......相同______________________4.为.....做好准备_____________
5.过时的;落伍的______________________6.与某人争吵__________________
7.为...付款;付钱____________________8.向某人借某物_________________
9.给某人提建义________________________10.找出_____________________
11.enough money_________________ 12.leave my homework at home_______
13..have a fight with… _________________ 14.get a part-time job_______________.
15.get on well with sb____________________.
二、词形变化：
1.argue (名词) ______________ 2.wrong(反义词)___________
3. we (反身代词)_______________
三、选择
( )1.My parents want me _____at home every night
A. stay B. staying C. to stay D. staies
( )2.I argue ______ my best friend . A .with B. about C. at D. and
( )3.He doesn’t have any money , ______. A. either B. too C. also D. but
( )4. My friend _____the same clothes . A. wear B. wears C. put on D. puts on
( )5.Could you give me _____ advice A. some B. any C. many D. a lot
( )6.My friend is angry with me . What should I _____to him ?
A . say B. speak C. argue D. talk
( )7.He could do nothing except_____ TV.
A. watch B. watches C. watching D. will watch
( )8.Please ______ who broke the window .
A. find out B. find C. look for D. look out
( )9.He _____ the pen on the ground just now .
A. droped B. dropped C. falls D. fell
( )!0. He’s used to _____ in the afternoon . A. play B. plays C. playing D. played
( )11. Maybe he put it in his pocket , ______ he ?
A. does B. doesn’t C. did D. didn’t
( )12. The boy is ______to go to school .
A. enough old B. enough young C. old enough D. young enough
( )13.Please show me the ticket ______the concert A. of B. for C. to D .on
( )14.I need to get some money to _____the summer camp .
A . pay on B. pay in C. pay with D. pay for
( )15.When I arrived home , I remembered that I ______ my key in the classroom .
A. forget B. forgot C. leave D. left
( )16. They are ____ the summer holiday .
A. planning B. planing C. planned D. plans
( )17. I ______
it everywhere , but I didn’t _____ it .
A . looked for , looked for B. looked for , find C. found , looked for D. find , look for
( )18.Our teacher often tells us _____ to the old politely .
A. speak B .speaking C. to speak D. speak in
( )19.I really don’t know _________.
A. what should I do B. what to do C. what does D. what doing
( )20. They are good friends , but sometimes they ______each other .
A. argue of B. argue C. argue to D. argue with
四、句型转换
1.You should write him a letter. (就划线部分提问)
__________ _________ _________do?
2. I think you should finish your homework first(改为否定句)
3. You are not as popular as your best friend.(同义句)
Your best friend is________ _________than you.
4. The bike is his.(就画线部分提问 ) ________ is the bike?
5. He has some money ,too.(改为否定句)
He ________ ________ ________money, ________.
五、 用所给动词的正确形式填空
1. You should _(go) to see a doctor. 2. Mother asked me _(get) up early.
3. They are ______(plan) how to spend the summer holiday.
4. Let’s _______(try) our best to make our world more beautiful.
5. He ________(leave) his bag at school yesterday.
六、根据汉语提示完成下列句子
1.这种款式的女装，现在正流行。This style of dress ________ _______ _________ now.
2.我不喜欢这部电脑，已经过时了。
I don’t like this computer, it’s _______ _________ _________.
3.同学之间不能相互吵架。
The students shouldn’t __________ _________ __________ ___________.
4.如果你有什么需要问我的，请给我打电话。
If you have something to ask me, please ________ ________ _________.
5.也许你可以给他一张球票。
Maybe you could _________ him _______ ________ ______ a ball game.
6. 我不想在电话上谈这事。 I don’t want to talk about it _________ ________ __________.
版九年级英语教案 篇五
Unit 3 What were you doing when the UFO arrived ?
Teaching goals (教学目标)
1.Words : barber shop , well , bathroom , accident , earth , silence , playground , around , strange , kitchen , modern , follow , shirt .
2.when , while 引导的时间状语从句。
3.学习过去进行时态。
4.利用知识谈论过去发生的事情。
5.复习过去式，学会讲故事。
6.了解一些自然科学知识和社会科学知识。
Important and difficult points：(教学重难点)
1.when , while 引导的时间状语从句。 2.学习过去进行时态。
Teaching aids : a tape-recorder , cards .
Teaching procedures(教学步骤) :
Step 1 Leading in(导入话题，激活背景知识)
1.Greetings and free-talk . 2.Check the Homework(家庭作业) .
3.Dictate the words in Unit 2 .
Step 2 Pre-task(任务前活动)SB Page 18 , 1a .
1.Point to the sentences .Read the sentences .Explain what each one means .
2.Look at the picture .Point out the six people .Match the statements with the people in the picture .
3.Check the answers .
4.Practice reading .
Step 3 While-task(任务中活动)SB Page 18 , 1b .
1.Read the instructions .Make sure the Ss understand what they should do .
2.Look at the dialogue in the picture .
语法：
过去进行时态的构成: was / were + doing .
用法:表示过去某一时刻或某一段时间正在进行的动作，一般用时间状语来表示。
I was standing in front of the library when the UFO arrived .
3.Play the tape twice . Circle the correct responses . 4.Check the answers .
Step 4 Post-task(任务后活动)
Talk about what people were doing when the UFO arrived .
Step 5 While-task(任务中活动)SB Page 19 , 2a .
1.Read the sentences .Make sure the Ss understand what they mean .
2.Play the tape twice .Order these statements .
3.Play the tape again ,correct the answers .
SB Page 19 , 2b .
1.Read the instructions . 2.Play the recording .Write “when” or “while” on each line .
3.Play the recording again ,correct their answers .
Notice: when / while
※ When comes before a quick action that happens only once .The word “while” comes from an action that continues for some time .
Step 6 Post-task(任务后活动)SB Page 19 , 2c .
1.Point ort the picture .Ask what each person is doing .
2.Groupwork : Ask “What was …doing when the UFO arrived ?”
3.Ask a group to say its conversation to the class .
Step 7 Grammar Focus
Review the grammar box by asking some students to read the sentences .
Homework(家庭作业) :
1.Go over the words in this unit
2.用介词或介词短语填空。
① They were talking the phone .
② I was he barber’s chair .
③ The boy was walking the street when a UFO landed .
④ I had a very unusual experience Sunday .
⑤ The alien visited the Museum Flight .
教学后记:
版九年级英语教案 篇六
各位老师：
大家好，今天我要说课的内容是初二英语上册第6单元SectionA的前部分，Title(题目)是I`m more outing than my sister.其主要的内容是：“Talk about personal traits and how to compare people.”一话题。由于本单元具有两部分：SectionA和SectionB， 从教材的整合来说本部分即有形容词用法的延续，又为后面形容词级的学习打下基础，具有承上启下的作用;再则，从本单元来说它既是本单元的基本语言内容，又为本单元知识扩展和综合语言运用奠定坚实的基础。因此，上好SectionA的前部分，既可让知识学习具有一定的延续性，又可为下面的教学做好铺垫，对完成本单元和今后的英语教学具有重要的意义。
对于SectionA前部分的教学，我准备把对词汇的掌握和听力的理解作为重点，把结对活动的核心对话(即学生说的能力培养)作为难点。这是因为我校地处农村，学生在英语学习方面没有一个好的语言氛围，有些学生不能拥有自己的一套磁带，更不用说拥有其他的听力辅助材料，因此解决这一重点，能让学生进一步感受英语语言的美，激发他们的学习兴趣，这为突破难点作好铺垫;而难点的确立是由于本套教材的特点是采用任务型语言教学模式，融汇话题、交际功能和语言结构，形成了一套循序渐进的生活化的学习程序并结合我校“新课程与学习方式的转变”课题实践，从而突出学生参与探究活动的主体作用。
基于以上的分析，本节的教学要达到以下几个目标：
在“知识目标”中，通过教学让学生掌握本课的词汇运用;“能力目标”方面：指导学生在自主探究和任务型教学模式中，让学生学会用英语与他人谈论人的个性特征和形容词的比较的话题，以及进一步提高听力能力和英语语言表达能力;“情感、态度、价值观”方面：通过师生在教学的双边活动中主动性和创造性的发挥，激发学生的学习兴趣，体验英语语言的美，体验知识间的相互应用、相互依存、联系，让学生充满自信，体验成就感和合作精神。
为达到以上的教育教学目标，根据英语“课标”中强调课程要从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程以及我校学生的实际，我将在教学中采用多媒体辅助教学、任务型教学模式，结合听说法、竞赛法以循序渐进的方式来进行教学。
首先，采用听说法和多媒体辅助教学来导入和呈现本节的基本词汇和句型，目的在于用师生、学生与学生互动的方式，共同观察图片、视屏，激活学生对所学知识的已有体验，使学生对新词语的识记经过一个由形象思维到抽象思维的转化过程，因此记忆效果更好。
其次，采用任务型教学途径，在活动中以循序渐进法、竞赛法来突破重点，培养学生综合语言运用能力，这样不仅激活学生的主体意识，而且激活了英语语言，这样在活学活用知识的过程中，学习的自信感逐步增强，从而体验到成功的喜悦。
教法的选择固然重要，但学法也是必不可少的，我们都知道，学生的学习过程并不是只孤立与课堂教学之中，应遵循学生的身心发展规律和学习规律，指导学生进行个性化的学习，让学生在活动与交流中产生个性化的体验。教师在教学的过程中要倡导学生体验、实践、参与、合作与交流的学习方式，瑞士心理学家让?皮亚杰的“建构主义理论”指出：学习是获取知识的过程，但知识不是通过教师传授得到的，而是学习者在一定的情景即社会文化背景下，借助他人(包括教师和学习伙伴)的帮助，利用必要的学习资料，通过意义建构的方式而获得的，以及结合我校的学情，在本节教学中主要采用小组自由合作学习的方式，全班学生自由组合4-6人一小组(但原则上各小组要有各个层次的学生)，因为这样的合作学习方式能突出以人为本的教育思想，符合教育的宗旨，能激发学生求真、向善的潜能，使学生会用心去体验集体的力量，去感悟合作的无穷魅力，在活动中体验合作成功的快乐，体验实现自我价值的幸福。
接下来是教学程序，我主要采用任务型的教学模式，分五个活动进行：
活动一：课堂激趣
在本活动中通过听说法配合多媒体辅助教学导入新课，进行师生互动活动引出本课的话题，用多媒体显示图画，如用姚明来让学生感觉单词tall，并以一个矮个short的人物来形成比较，通过连续几幅夸张的比较图片让学生认识并掌握本课所要学的基本词汇，并引出比较级的句子，如：He is taller than him./Sam is wilder than Tom.等句式，本环节以学生原有的知识为切入点谈论过去所做的活动，不知不觉地将学生引入教学交往的境地，进入本课的话题，达到润物细无声之效果，使学生形成积极的情感，主动思维，并形成良好的语感。
活动二：激趣后的体验
本人认为要充分挖掘教材的内涵，利用1b来培养学生的听力能力，并结合学生的猜猜他人的游戏(一个学生描述班里一位同学并和自己作比较，其他同学猜所描述的人是谁)，如：He/She is ┅than I. But I’m ┅than he/she is.使此活动是在激趣环节上的再一次升华，不仅反馈于第一环节的活动，也为本节的重点突破环节打下基础。
活动三：生生的互动探讨和体验
采用任务型教学途径及学生小组自由合作学习的方式，这个环节分为两个小步骤：1.分小组展开竞赛，由每个小组自选一个同学上来进行比较的描述，其他组的同学来回答。2.利用多媒体制作动画，进行小组抢答的形式，激起学生的求胜心和参与率，同时达到训练学生快速思维的能力。
活动四：听力能力的反馈
采用分层的形式完成听力能力的培养(针对学生的个体差异进行听力训练)，在利用2a及2b的多种听力形式材料的同时，又反馈于1a及1b，，使学生能更进一步对声音语言进行体会、感受，这就是本课的重点突破环节。
活动五：知识的拓展迁移
此环节是在活动三的基础上，再次通过任务型教学途径，分小组.结合循序渐法进行活动：假设班上要派一名交换生到美国学习，小组讨论谁是合适的人选，如描述Frank is smarter. I think he should be the exchange student./Frank is smarter, but I think Jack is more independent. He can take care of himself等等，最后全班汇集候选人，共同讨论谁最合适。在讨论、进行交际互动的过程中，使学生的口语交际能力提高到一个新的高度，激起学生的交际欲望，让学生体验到成就感和合作精神，从而突破本课的难点。
《英语课程标准》建议教师把“任务型”教学活动延伸到课堂之外的学习和生活之中。因此，我在家庭作业布置中，分常规性作业和合作探究性作业：
1. 常规性作业主要完成WORKBOOK的练习。
2. 合作探究性作业主要分为两层：
⑴成绩较差的成员让小组同学根据本节课的内容完成问、答操练(由易到难的渐进方式)，以次来巩固重、难点。
⑵各小组总结本课形容词比较级的形式，如+er、/chang y into i+er/加more 的形式以及他们的读音规律，进而培养学生的自主探究能力和合作精神。
以上的教学过程注重学生的兴趣，贯穿“快乐教学”为指导思想，寓教于乐，把掌握知识，形成技能，发展能力与培养学生个性健康发展有机结合起来，让学生在集体合作中，发挥每个人的长处，是学生在合作中能互补、启发，形成立体的、交互的思维网络，产生1+1?2的效果。
