九年級(jí)英語(yǔ)上冊(cè)教案（一）
上期學(xué)生學(xué)習(xí)情況分析
通過(guò)兩年的英語(yǔ)學(xué)習(xí)，學(xué)生已掌握了一千多個(gè)單詞和短語(yǔ)，懂得了英語(yǔ)的基本句子結(jié)構(gòu)。學(xué)習(xí)了一般現(xiàn)在時(shí)、一般過(guò)去時(shí)、現(xiàn)在進(jìn)行時(shí)、過(guò)去進(jìn)行時(shí)和一般將來(lái)時(shí)。能讀懂一定的英語(yǔ)短文，能聽(tīng)懂語(yǔ)速適當(dāng)?shù)膶?duì)話(huà)和獨(dú)白。大多數(shù)學(xué)生有了一定的英語(yǔ)基礎(chǔ)，為今后的學(xué)習(xí)奠定了基礎(chǔ)。
本期教材基本內(nèi)容分析
本期教材仍然分為四個(gè)單元，每個(gè)單元有三個(gè)話(huà)題。每個(gè)話(huà)題都以一件事為中心學(xué)習(xí)一個(gè)時(shí)態(tài) 語(yǔ)態(tài)或一個(gè)語(yǔ)法知識(shí)點(diǎn)。大致是Section A,B為語(yǔ)法知識(shí)點(diǎn)的學(xué)習(xí)，Section C為閱讀知識(shí)的訓(xùn)練，Section D為總結(jié)提升。
本期教材重點(diǎn)
各單元的單詞和短語(yǔ)的掌握及運(yùn)用。
本期教材的難點(diǎn)
閱讀能力與寫(xiě)作能力的提升。
本期的教學(xué)目的與要求
1. 掌握各話(huà)題出現(xiàn)的生詞、短語(yǔ)及語(yǔ)法現(xiàn)象。
2. 培養(yǎng)閱讀、分析、理解能力
3. 提升日�？谡Z(yǔ)的運(yùn)用能力。
4. 提高聽(tīng)力理解能力。
5. 培養(yǎng)書(shū)面表達(dá)能力。
具體方法措施
1. 備熟教材，掌握重難點(diǎn)
2. 先備課后上課
3. 創(chuàng)設(shè)英語(yǔ)學(xué)習(xí)環(huán)境
4. 課堂以學(xué)生為主，少講多練
5. 常鞏固 練習(xí)
6. 嘗試高效課堂
教學(xué)進(jìn)度計(jì)劃
本教材共四個(gè)單元十二個(gè)話(huà)題，一周一個(gè)話(huà)題，每學(xué)完三個(gè)話(huà)題復(fù)習(xí)鞏固一周一共需要一十六周時(shí)間
九年級(jí)英語(yǔ)上冊(cè)教案（二）
Unit 1How do you study for a test?
Page 2, 1a, 1b, 1c
課 時(shí)： Period 1
教學(xué)目的： Talk about how to study.
Learn the use of “by doing something”
重點(diǎn)難點(diǎn)： Useful expressions-How do you study …? I study by doing …
教學(xué)步驟：
Step 1. Self-introduction
The new term has come. Ask the students to introduce themselves to the others and the teacher. Then ask what they did in the summer holiday. If possible, ask how they did that.
Help the students use the construction “I …by doing…”.Explain “by”.
Step 2. Discussion
Have the students say what they think of English.
Then tell each other how they study for an English test. See the phrases shown in the courseware, which is similar to 1a. Remind them to use “by doing…”
Step 3. 1a. Checking the ways you study
Ask students to finish the task. They can add something else.
Step 4. 1b.Listening
Listen to the listening stuff of 1b, which is recorded in the courseware (convenient to be repeated). Finish the task. Then the teacher asks, ”How did Mei/ Pierre / Antonio study?” Have some students give the answers, i.e. repeat the sentences by using “by doing”
Step 5. 1c. Making dialogues
Work in pairs or groups. Discuss first. Then make a short dialogue.
Have the students share their work.
Step 6. Writing.
See the courseware. Fill in the blanks. Write down the answers on a piece of paper. Ask students to read their work.
課 時(shí)： Period 2
教學(xué)內(nèi)容： Page 3, 2a, 2b, 2c and the grammar focus.
教學(xué)目的： Talk about how to learn English.
Consolidate the use of “by doing something”
重點(diǎn)難點(diǎn)： Useful expressions-Do you study …by doing…? Yes /No... (reason).
教學(xué)步驟：
Step 1. Revision
Make a dialogue between the teacher and some students. Ask whether they like English, then tell the reason. Ask how they learn English.
Step 2. 2a. Listening
See the courseware. Explain any difficult points. Listen to the stuff, and check the answers.
Have students repeat some main sentences, ready to practice dialogues.
Step 3. 2b.Listening
Finish the task.
Step 4. 2c.Doing a pairwork
Give students some time to talk about the contents of 1a and 1b.
See the courseware. Some patterns will help, such as “Do you.../ What about.../ Have you ever.../ How do you…?” and the possible answers.
Share their dialogues.
Step 5. Make a conversation.
Ask students to tell the others their own experience about studying English by working in pairs or groups. Then make a conversation respectively.
They can also use indirect speech, such as “... says she learns ... by ...”etc.
Step 6. Summary
Point out the main contents learnt these two days.
課 時(shí)： Period 3
教學(xué)內(nèi)容： Page 4, 3a, 3b,
教學(xué)目的： Practice reading.
Learn useful expressions.
Practice writing.
重點(diǎn)難點(diǎn)： v + ing phrase used as a subject
find / think + O + OC
教學(xué)步驟：
Step 1. Make a statement.
Firstly the teacher asks a student a question and the student answers. Ask several.
Then have many more students make a statement one by one to introduce how he / she learns English.
Step 2. 3a. Reading
Firstly, read to the tape aloud. Pay attention to the pronunciation and the intonation.
Read again, underline the useful expressions.
Read once more. Fill in the chart. Check the answers.
Step 3. Learn the useful expressions.
1. Ask students to say the useful expressions they have underlined.
2. Add if the students miss some.
3. Learn some grammar:
Ask a student to tell us how many sentences, which include v-ing phrase as a subject, are in the text. Point out the constructions. Explain why they are used.
Teach the structure ”find / think + O + OC” and other grammar.
Step 4. 3b. Pairwork
Give the students a little time to prepare a role play.
Ask some to share their work with the whole class.
Step 5. Consolidation
In Chinese, teacher says some important phrases from the text. Have the students tell us the English ones as quickly as possible.
Unit 2 I used to be afraid of the dark.
The First Period
Teaching Contents: Section A 1a，1b，1c，2a，2b，2c
Step IOrganization of class
1.Greeting
2.Warming up
Step IIPresentation
1.Words Competition
Show the class many words of appearance and personality. Get them to put the words in the right place.
2.Guess: Who is the boy?
Show the class some information about Harry Potter:
He is a boy. He is not tall. He has curly hair. He is easygoing. He is very smart. He can see strange things and so on.
3.Show two photos of the teacher — five years ago/ now. Ask the students some questions: What did I look like five years ago? What do I look like now?
4.Introduce the new conversations in Unit 2.
I used to be fat.I am thin now.
I used to have long hair. I have short hair now.
I used to play basketball. I play ping-pong now.
Step lIlTeaching Tasks
1.Task One (Pairwork): Listening to the tape
(1) Show the students two pictures and say something about the people in the picture.
(2) Listen to the tape. Then fill in the blanks in lb，2a，2b.
2.Task Two (Groupwork): Describing different persons
(1) Show the students a set of pictures, such as a movie star, a sportsman, a teacher.
(2) Get the students to discuss in groups and take notes, such as: Jacky Chan used to have big eyes, but now he has small eyes.
(3) Ask two or three groups to present their answers.
(4) Which group does best?
3.Task Three (Team work): Survey
(1) Ask the students to bring two photos of themselves to class.
(2) Get the students to talk about the changes of their classmates and write down the key words in the form.
(3) Let the team leader present their survey results.
(4) Who has changed most in your team?
(5) Which is the best team?
Step IVSummary
Step VAssign homework
Write a composition about your classmate before and now.
The Second Period
Teaching Contents： Section A 3a，3b，4
Step IOrganization of class
1.Greetings
2.Singing an English song
Step IIRevision
1.Revise the conversations that the students learned in the first period. Ask them to talk about some pictures.
2.Check the homework. Talk about what one person used to be like and she/ he is like now.
Step IIlPresentation
1.Show the class a picture of a big dog，then introduce the new conversations in 3a：
I used to be afraid of big dogs.／I’m still afraid of big dogs.
2.Ask the students some questions like this：
What did you use to be afraid of?／Are you still afraid of...?
Step IVTeaching Tasks
1.Task One (Pairwork)：Match the pictures with the phrases.
(1) Show the students six pictures about the phrases in 3a.
(2) Ask the students to talk about the pictures in pairs and match them.
2.Task Two：Put checks in the first two columns.
(1) Show the students the first two columns about “I”, then get them to put checks.
(2) Ask a group of students to read out their answers like this:
I used to be afraid of... / I’m still afraid of...
3.Task Three(Pairwork)：Put checks in the last two columns.
(1) Show the students the last two columns about “My Partner”.
(2) Get the students to practice the dialogs in 3b.
(3) Put checks in the columns.
(4) Ask several pairs to present their answers.
(5) Choose the best pair.
4.Task Four(Groupwork): A survey
(1) Show the students a form about the activities.
(2) Get the students to fill in the blanks about “I”.
(3) Get the students to ask their classmates and fill in the blanks about “My classmate”.
(4) Ask the students to ask questions like this:
What did you use to eat?/ What do you eat now?
(5) Let two or three groups present their results.
(6) Which is the best group?
5.Task Five (Teamwork): How has Zhongshan（中山）changed?
(1) Show the class several pictures of Zhongshan city — Past and Now.
(2) Get the students to talk about the pictures and write down the key words on the paper.
(3) Ask two or three team leaders to present their opinions.
Step VSummary
Step VIAssign homework
Get the students to write a composition about“Zhongshan has changed a lot!”
The Third Period
Teaching Contents: Section B la, lb, 2a, 2b, 2c, 3a
Step IOrganization of class
Warming up
Step IIChecking up the homework
1.Ask two students to read out their compositions (Zhongshan has changed a lot!).
2.Get students to discuss the compositions.
Step IIIPresentation
1.Show the class four pictures in la.
2.Ask students to describe what is happening in each picture:
A girl is exercising in gym class.
A girl is painting a picture.
A boy is singing.
A boy is looking at some insects.
3.Ask students to check the things they liked to do when they were very young.
Step IVTeaching Tasks
1.Task One (Pairwork): I used to like to...
(1) Poi
nt out the lines under the picture in lb.
(2) Ask students to write down different things that they used to like to do.
(3) Get students to discuss the answers in pairs, then ask some students to read out their sentences.
2.Task Two: Listening practice (2a, 2b)
(1) Ask students to listen to a dialog between a boy and a girl.
(2) Ask students to check the sentences on the list that they hear on the recording.
(3) Check the answers in 2a.
(4) Play the recording again. Ask students to fill in the blanks with the words they hear.
(5) Correct the answers in 2b.
3.Task Three (Pairwork): Making up dialogs
(1) Teach students the conversation in 2c.
(2) Say some sentences using Did you...? and the answers Yes, I did./ No, I didn't.
(3) Ask students to make similar dialogs in pairs.
(4) Call on different pairs to read out their conversations to the class.
4.Task Four (Groupwork): A debate
(1) Show students a survey that the teacher did before the class.
(2) Get them to discuss their hairstyles in the past and now like this:
I used to have ... hair, but now I have ... hair.
(3) A debate──Should students choose their own hairstyle? Why or why not?
5.Task Five: Reading Practice
(1) Get students to read the story in 3a.
(2) Ask students to complete the chart about Rose Tang then and now.
(3) Check the answers.
Step VSummary
Step VIAssign homework
1.Ask students to Complete the letter in 3b (How I've changed!).
2.Get students to talk to their parents and fill in the chart in 4a.
The Fourth Period
Teaching Contents: Section B 3b, 3c, 4a, 4b, Self Check.
Teaching Procedures:
Step IOrganization of class
Step IIChecking up the homework
1.Ask some students to read out the letter (How I've changed!).
2.Get students to discuss their answers and choose the best one.
Step lIITeaching Tasks
1.Task One (Pairwork)
Ask students to finish 4a before the class-Talk to their parents and fill in the chart in 4a.
2.Task Two (Groupwork)
(1) Ask students to talk about the contents in 4a with their classmates.
(2) Choose two groups to present their answers.
3.Task Three (Teamwork): How has Yu Mei changed!
(1) Get students to talk about the pictures in Self Check 2.
(2) Ask students to use the drills in Unit 2 to describe the pictures.
(3) Ask students to write down a composition about Yu Mei on the paper.
(4) Ask two or three of them to read out their compositions in class.
(5) Choose the best one.
4.Task Four (Teamwork): A survey── How has our life changed?
(1) Show students some information in Unit 2.
(2) Ask students to talk about how their life has changed since primary school and fill in the blanks in the survey form.
(3) Ask the team leaders to present their survey results.
(4) Choose the best team.
九年級(jí)英語(yǔ)上冊(cè)教案（三）
重點(diǎn)短語(yǔ)
1.work with sb與某人一起學(xué)習(xí)
2.make word cards制作單詞卡片
3.listen to tapes聽(tīng)錄音磁帶
4.ask sb for help向某人求助
5.watch videos看錄像
6.have conversations with sb同某人談話(huà)
7.too...to..太...而不能...
8.give a report作報(bào)告
9.at first起初
10.word by word逐詞逐句地
11.the secret to.... ...的秘訣
12.be afraid to do sth害怕做某事
13.fall in love with愛(ài)上...
14.body language肢體語(yǔ)言
15.as well也
16.a piece of cake小菜一碟；很容易的事
17.look up查閱；查找
18.so that以便；為了
19.repeat out loud大聲跟讀
20.take notes記筆記
21.sentence pattens句型
22.spoken English英語(yǔ)口語(yǔ)
23.make mistakes in在...方面犯錯(cuò)
24.the ability to do sth做某事的能力
25.depend on視...而定；取決于；依靠
26.pay attention to注意；關(guān)注
27.connect...with... 把...和...連接或聯(lián)系起來(lái)
28.get bored感到厭煩
29.try to do sth盡力做某事
30.be stressed out焦慮不安的
31.be afraid of害怕...
32.each time每當(dāng)；每次
重點(diǎn)句型
1.“越...越...”的表達(dá)法:you read, you’ll be.
2.so...that..引導(dǎo)結(jié)果狀語(yǔ)從句：The teacher spoke I did not understand her most of the time.
3.so that引導(dǎo)目的狀語(yǔ)從句：I want to learn new words and more grammar I can have a better understand of English movies.
4.談?wù)撟鍪路绞剑?/p>
�。�1）— learn English? —I learn with a group.
�。�2）—learn EnglishYes, I do. It helps my pronunciation.
5.whether引導(dǎo)主語(yǔ)從句：But or not you can do this well depends on your learning habits.
語(yǔ)法知識(shí)點(diǎn)
1）by+交通工具，“乘/坐...” by bus
2）by+地點(diǎn)，
“在...的旁邊；靠近...”by the lake
3）by+時(shí)間，“截止到...；不遲于...”by ten
3. 2.What about reading aloud to practice pronunciation?朗讀練習(xí)發(fā)音呢？（P2）
1）What about...?= How about...?“...怎么樣？”
Eg. Reading aloud is different from reading loudly.朗讀課文與大聲地讀課文是有區(qū)別的。 Don’t talk so loud.不要那么高聲的談話(huà)。
3）practice，動(dòng)詞，“練習(xí)”，后加名詞、代詞、動(dòng)名詞。
練習(xí)：They practice _____(speak) English every day.
3.It’s too hard to understand spoken English. 聽(tīng)懂英語(yǔ)口語(yǔ)太難了。
1）It+be+adj+for/of sb+ to do sth.
Eg. It’s dangerous for children to play with fire.
2）too...to...“太...而不能...”.Eg. He is too young to join the party.
注意：not...enough to.../ so...that...
練習(xí)：The girl is ____ tired ____ she could walk any more.
A.too; to B.not; enough C.so; that
4.The more you read, the faster you’ll be.(P2)你讀的越多，你閱讀的速度就越快。
“the+比較級(jí)...，the+比較級(jí)...”，意為“越...越...”
Eg. The more you smile, the happier you will feel.
拓展：“比較級(jí)+and+比較級(jí)”意為“越來(lái)越...”
Eg. The weather becomes colder and colder.
5.Although I could not understand everything the characters said, their body language and the expressions on their faces helped me to get the meaning.(P3)盡管我并不能聽(tīng)懂各個(gè)角色說(shuō)的所有臺(tái)詞，但他們的肢體語(yǔ)言和面部表情幫助我理解意思。
1）although“盡管；雖然”，引導(dǎo)讓步狀語(yǔ)從句，相當(dāng)于though，不能與but同時(shí)出現(xiàn)在一個(gè)句子中。
Eg. Although it rained, the boys still played outside.=It rained, but the boys still played outside.
2）help sb （to）do sth；help sb with sth；help （to） do sth
Eg. She often helps me with my English.
6.I want to learn new words and more grammar so that I can have a better understanding of English movies.(P3)我想學(xué)習(xí)新單詞和更多的語(yǔ)法，以便更好地理解英文電影。
so that引導(dǎo)目的狀語(yǔ)從句，“以便；為了”，相當(dāng)于in order that...結(jié)構(gòu)。其從句中謂語(yǔ)動(dòng)詞常和can、may、should等情態(tài)動(dòng)詞及be able to連用。
Eg. My father bought me a bicycle so that I can go to school quickly.
辨析：so that與so...that
I am so tired that I can’t walk any further.
7.But whether or not you can do this well depend on your learning habits.但是你是否能學(xué)好取決于你的學(xué)習(xí)習(xí)慣。（P6）
1）whether or not“是否”，whether引導(dǎo)主語(yǔ)從句，不能與if替換。
Eg. Whether she will come or not is still a problem.
2)depend on“視...而定；取決于；依靠”，后加名詞、代詞、動(dòng)名詞。不能用于進(jìn)行時(shí)態(tài)和被動(dòng)語(yǔ)態(tài)。
Eg. We depend on the newspaper for daily news. You may depend on his coming.
8.Even if you learn something well, you will forget it unless you use it.即使是你學(xué)得好的東西，如果你不使用，就會(huì)忘記。（P6）
1）even if“即使；縱然；盡管”，引導(dǎo)讓步狀語(yǔ)從句，有退一步的意味，相當(dāng)于even though。 Eg. I’ll help you, even if I must stay up the whole night.
2）forget/remember
辨析：remember/forget to do和remember/forget doing
3）unless“除非；如果不”，引導(dǎo)條件狀語(yǔ)從句，相當(dāng)于if...not。
Eg. Don’t come unless I call you.
17. 9.They also look for ways to review what they have learned.他們?cè)O(shè)法復(fù)習(xí)已經(jīng)學(xué)過(guò)的知識(shí)。（P6）
練習(xí)
1.You can improve your English______practicing more.
A.by B.with C.of D.in
2.Linda’s father hates waiting in long lines. I think he’s not very ______.
A.patient B.talented C.popular D.powerful
3.-Tommy, you can never let others know what I have told you today.
-Don’t worry,. I will keep the _____.
A.secret B.moneyC.addressD.grade
4.You don’t have to _____every new word in the dictionary while reading.
A.look forB.look upC.look at D.look after
5._____you’re tasted it, you can’t imagine how delicious the dishes are.
A. Because B. Although C. When D. unless
6.-Mr Li, I can’t understand everything in class.
-Don’t worry. I’ll ____the main points at the end.
A.recordB.review C.require D.remember
7.He was____tired_____he could not go on walking.
A.too;to B.such;that C.so;that D.not;enough
8. —Laura enjoys _______ story books.
—Me, too.
A. readB. reads C. to read D. reading
9. Ba Jin, one of the greatest writers in China, _______ as “People’s Writer”.
A. is regardedB. has regarded
C. is regardingD. regards
10. —Excuse me, Mr. Li, I don’t know the meaning of the whole sentence.
—You’d better first _______ the new words.
A. look forB. look up
C. look at D. look through
根據(jù)漢語(yǔ)完成句子
1. 你知道學(xué)好英語(yǔ)最好的辦法嗎？
Do you know __________________________ English?
2. 我不知道如何使用電腦。
I don’t know ______________________.
3. 他去年加入了英語(yǔ)俱樂(lè)部練習(xí)說(shuō)英語(yǔ)。
He joined the English club _____________________.
4. 我們?cè)谟⒄Z(yǔ)課堂上經(jīng)常會(huì)話(huà)。
We often ________________________ in class.
5. 他經(jīng)常給我們講笑話(huà)逗我們發(fā)笑。
He often tells us jokes ___________________.
6. 這首歌的旋律很酷。
________________ is very cool.
7. 我哥哥擅長(zhǎng)用手機(jī)發(fā)送信息。
My brother is good at __________________________.
8. 他們可能在中國(guó)結(jié)束旅行。
They may _________ in China.
9. 這個(gè)小女孩害怕在課堂上說(shuō)英語(yǔ)。
The little girl ______________ in class.
[九年級(jí)英語(yǔ)上冊(cè)課件]相關(guān)文章：