九年級下英語教案

　　教案中對每個課題或每個課時的教學內(nèi)容，教學步驟的安排，教學方法的選擇，板書設(shè)計，教具或現(xiàn)代化教學手段的應用，下面小編為大家?guī)�來九年級下英語教案，希望對大家有幫助！

　　九年級下英語教案一

　　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．

　　九年級下英語教案二

　�、� Teaching Aims and Demands

　　1． Knowledge Objects

　�。�1） Key Vocabulary

　　image, adventure, jealousy, hero, crime, journey, brave, no longer, show interest

　　in, take it easy, become interested in, plain looks

　�。�2）Text:  Grown-ups like cartoons, too．

　　2． Ability Objects

　�。�1） Fast-reading to get a general idea of the text．

　�。�2） Careful-reading to get the detailed information in the text．

　�。�3） Learn the words and phrases from the context．

　�、颍� Teaching Key Points

　　1． Key vocabulary．

　　2． Train students’ reading and writing skills．

　�、螅� Teaching Difficult Point

　　Train students’ reading and writing skills．

　�、簦� Teaching Procedures   Step I Key Vocabulary  Say the words and have students repeat them again and again until they can pronounce them fluently and accurately．

　　Step Ⅱ Part 1

　　Read the title Grown-ups like cartoons, too． To the class． Ask, what do you think the article is about?  Look at the picture． Ask students to describe what is happening in the picture．  Ask students to answer the five questions． But don’t look at the reading text．

　　Instead, they use their background knowledge to try to answer the questions． As students work, walk around, looking at their progress． When most students finish the task, ask students to answer the questions with a parter．  Elicit answers from the students． Ask if other students have the same or different answers． Do not give the correct answers to the students at this point． Wait until students have finished the reading and let them revise their answers accordingly．

　　Step Ⅲ Part 2

　　Read the text quickly, then summarize each paragraph in your own words． As the students are doing this, move around the classroom to make sure they can do the task in English．  Ask five students to report their answers．  Draw students’ attention to the instructions．  Ask students to complete the task individually or in pairs．

　　As they work, walk around the classroom to make sure students discuss their reasons in English．

　　Have students report their answers． Encourage students to use complete sentences．

　　Step Ⅳ Part 3

　　Point to the story． Look at the words indicated in bold． Ask different students to guess the meaning． Don’t give them the correct answers． Ask students to read the article once． Say, pay attention to the bold words and expressions． And note any other words or sentences, you don’t understand． Read in context, guessing their meanings from the other words around them． Ask students to read the article again for comprehension． Read the instructions with the students and have them look at the example． Then ask students to match the correct meanings with the correct words and expressions． Allow them one or two minutes to do this．

　　Check the answers:  Get students to make sentences with the words and expressions． Remind them to look at the article again for extra help．  Answers to this activity will vary． Then ask a students to write his/her answers on the blackboard． Help correct any mistakes．

　　Step Ⅴ Part 4

　　Read the instructions to the class． Elicit the first answer from the students from memory． Make sure that they understand what they need to do． Ask students to do the activity on their own or in pairs． As they work, walk around the classroom offering help students may need．   Check the answers．

　　Step Ⅵ Part 5

　　Read the task with the students．

　　Ask students to do the activity in small groups． Try to put creative and artistic students in each group．

　　Check the answers and have students show or act out their cartoons for the class．

　　Optional activity

　　As an optional in-class or homework activity, remind students to find some cartoons and cut out the speech bubbles．

　　Students can then write their own English stories in the speech bubbles．

　　Step Ⅶ Homework

　　1． Read the story in 2 again for further comprehension．

　　2． Revise the target language in this unit．

　　九年級下英語教案三

　　We’re trying to save the manatees!

　　一、重點難點

　　1. I am like this animal because I am strong and intelligent.

　　be(am/is/are) like像 He is like his father。他像他的父親。

　　look like 看起來像 He looks like his father.

　　be similar to sb/sth 和….相似 take after sb 和某人長得像或性格像

　　2. How big are manatees? 海牛有多大？

　　How big... 詢問體重。以how組合的疑問詞組有很多，如：how old（詢問年齡），how often（詢問頻率），how long（詢問動作持續(xù)的長短或東西的長度），how much（詢問質(zhì)量或者價錢），how far（詢問距離）how many（詢問數(shù)量，且為可數(shù)的東西），how soon （詢問過多久）

　　英語中表示長度、高度、寬度、深度和重量的表達法有：

　　eg. The bridge is nearly 2000 meters long. 這座橋長將近2000米。 eg. This elephant is 1000 pounds heavy./This elephant weighs 1000 pounds. 這頭象重1000噸。

　　3….they weigh about 1,000 pounds……他們大約重1000磅。

　　weigh 稱……重量，測……重量。如：

　　He weighed the stone in his hand.他用手掂了掂這塊石頭的重量。

　　The piece of meat weighs four pounds.這塊肉重四磅。

　　weight 名詞，重量。如： What is your weight？

　　4. We’re trying to save the manatees. 我們正在竭盡全力拯救海牛.

　　Try to do =try one’s best to do努力去做某事。如：

　　Every student should try to study hard in order to study in a university.

　　5. I’m writing to say that I am against building a new zoo in our town.

　　be against / for doing 反對/贊成做某事

　　against 介詞，表反對，相反的，如Are most people against the proposal?

　　against 介詞還有觸,碰,倚,靠的意思.如:

　　Put the piano there, with its back, against the wall.把鋼琴放在那里,背靠著墻.

　　6. I’ve visited a lot of zoos in my life, and I have never seen one I liked or one that was suitable for animals to live in.

　　(1) be suitable for sb to do sth. 表示 “適合某人做某事”,這里suitable 是suit的形容詞形式,表示 “合適的”.如:

　　This kind of bamboo is not suitable for pandas to eat.

　　這種竹子不適合給熊貓吃.

　　(2)to live in 在此處作animals的后置定語. 英語中動詞不定式短語做名詞定語,放在后面.如: 我們沒有什么可以擔心的'.

　　8.I was surprised to find hardly anyone there.我非常驚訝地發(fā)現(xiàn)在那幾乎沒有人. 常用詞組:be surprised at sth對某事感到驚訝.

　　be surprised to do sth很驚訝地做某事.

　　in surprise 驚奇地 to one’s surprise 使某人驚奇地.如:

　　I was surprised at the news to hear the news. 聽到這個消息我很吃驚.

　　His words surprised me.（做動詞，使驚訝）

　　他的話使我大吃一驚.

　　It is surprising news. I was/feel surprised at the news.(ed的形容詞修飾人，ing的形容詞修飾物)

　　9. They provide homes for many endangered animals, and help to educate the public about caring for them.(動物園)他們?yōu)樵S多瀕危的動物提供了家,也有助于教育眾人來關(guān)心這些動物.

　　provide sb with sth. = provide sth for sb 提供給某人某物

　　The firm provided me with a car.公司給我一輛汽車.

　　Can you provided accommodation for thirty people?你能為30人提供住宿嗎?

　　the public 指 “民眾,公眾”.在英語中,定冠詞the 后接形容詞表示一類人.如: The young 年輕人 the wounded 受傷的人

　　care for 可做 “照顧,照料,看護”的意思; take care of sb/sth = look after sb/sth

　　10. I urge all of your readers to visit our wonderful zoo soon.

　　我們竭力主張你們所有的讀者趕快來參觀我們的很棒的動物園.

　　urge 力勸,鼓勵,慫恿,極力主張,強調(diào).如: They urged us to go with them. urge sb to do sth強烈要求/力勸某人做某事

　　11. You have probably never heard of Amy Winterbourne.

　　(1) hear 聽見(過去式heard,過去分詞heard)

　　hear sb do/doing sth .聽見某人做/正在做某事. 如:

　　I listened carefully but heard nothing . 我仔細聽但是什么也沒聽到.

　　I often hear him sing in the next room. 我常聽他在隔壁唱歌.

　　詞組:hear of /about “聽說, 聽到”, 強調(diào)從別人那里間接得到的信息.

　　(2)hear from “收到……的來信, .如:

　　I haven’t heard from him for a long time.我好長時間沒收到他的來信了.

　　12. Amy recently won…艾米最近贏得了……

　　win 贏(過去式 won ,過去分詞won,現(xiàn)在分詞winning)如:

　　win a race /a battle /a prize 贏得賽跑/戰(zhàn)役/戰(zhàn)爭/獎品.

　　beat 也表示 “贏,打敗(常接對象)”,如:

　　Beat Class 3 /Mary /No 1. Middle School’s football team.贏/打敗3班/瑪麗/第一中學足球隊.

　　lose 失敗, lose to sb,敗給某人. winner 勝利者.

　　13….and sells them to raise money for the Children’s Hospital……..

　　raise (1)集結(jié),召集,籌措,如: raise an army ; raise funds for a holiday

　　(2)舉起，抬起,

　　raise one’s hope 燃起某人的希望. raise one’s glass to sb 向某人敬酒

　　raise one’s hand to sb. 象某人伸拳raise one’s voice 提高聲音

　　(3)提出(意見/看法)， 如:

　　raise a new point 提出一新論點. raise a new question 提出一新問題.

　　(4) 撫養(yǎng),飼養(yǎng),. 如: raise pigs 養(yǎng)豬

　　I was born in Wuhan and raised in Wuhan.我生在武漢,長在武漢.

　　14. turn off表示“關(guān)掉”，用在關(guān)掉收音機，煤氣，自來水等場合。與其相關(guān)的幾個短語是turn on“打開”，turn down“關(guān)小”，turn up“開大”。

　　15.in one’s spare/ free time 在某人業(yè)余/休閑時間

　　16.She is a most unusual woman. (P122)她是一個十分不尋常的女性。

　　【知識歸納】a most, the most與most的用法 （1）a most的用法。在“a most+形容詞+名詞”結(jié)構(gòu)中，most是副詞，意為“很，非�！�，相當于very,用來修飾它后面的形容詞，本句就是這一用法。 Guilin is a most beautiful city.桂林是座非常美麗的城市。

　�。�2）the most 的用法

　　◎在“the most+形容詞+名詞”結(jié)構(gòu)中,most 是副詞，表示程度，意為“最”，與其后的形容詞一起構(gòu)成形容詞的最高級。

　　He is one of the most famous writers in China. 他是中國最著名的作家之一。

　　◎在“動詞+the most”結(jié)構(gòu)中，most 也是副詞，其作用和意思是“最”其位置通常在動詞后。

　　They like English the most. 他們最喜歡英語。

　�。�3）most 通常有兩種用法

　　◎在“most+副詞或形容詞”結(jié)構(gòu)中，most 是副詞，意為“很，非常，十分”。 I shall most certainly go there. 我十分肯定會到那里去。

　　◎在“most+名詞”結(jié)構(gòu)中，most 是形容詞，意為“大部分的，大多數(shù)”或“最多的”。 Most students like English. 大多數(shù)學生喜歡英語。

　　17. The walls are made from old glass bottles that are glued together. (P122) 墻是由舊玻璃瓶粘在一起建成的。

　　be made from/of意為“由……（原料）制成”，后面一般接物質(zhì)名詞。接from則表示某物品制成后，已看不出原材料是什么，原材料在制作過程中已起了化學變化；接of表示某物品制成后，仍可看得出原材料，其原料在制作過程中未發(fā)生化學變化。

　　Wine is made from grapes. The desk is made of wood.

　　◎ be made up of表示某物或某組織由一種種成分或一個個成員組成。 The world is made up of matter.世界是由物質(zhì)構(gòu)成的。

　　◎ be made into意為“把……做成……”，主語在意義上為原材料，介詞賓語在意義上為制成品。 Bamboo is also made into paper.竹子也可以用來造紙。

　　◎be made in意思是“在……（地點）制造”，介詞in后接產(chǎn)地。 This kind of computer is made in the USA．這種電腦是美國制造的。 ◎be made by意思是“由……制造”，介詞by后跟動作的執(zhí)行者。

　　This model ship is made by Uncle Wang. 這個輪船模型是由王叔叔制作的。

　　18. Amy recently won an award from the Help Save Our Planet Society. (P122)艾米最近獲得了“救助地球”協(xié)會的獎勵。

　�。�1）recently 表示“最近”，既可以用于表示一段時間，也可以表示一點時間，多用于完成時態(tài)。

　　Have you hear from Michael recently?你最近接到邁克爾的來信嗎？

　　二、時態(tài)和語態(tài)

　　1.be (am/is/are/was/were)ding 現(xiàn)在進行時，表示正在發(fā)生，提示詞有now/look/listen等。

　　2.一般現(xiàn)在時，用動詞原形或動詞的三單形式，表示經(jīng)常發(fā)生的動作，提示詞有often/usually/every day等。

　　3.一般過去時，用動詞的過去式形式，表示發(fā)生在過去的動作，提示詞有yesterday/last week等表示過去的時間。

　　4.一般將來時，be going to do 或者will do,表示將來發(fā)生，提示詞是tomorrow/next week 等表示將來的時間。

　　5.現(xiàn)在完成時，has/have done,動作發(fā)生在過去，強調(diào)對現(xiàn)在的影響；或者動作可能一直持續(xù)到現(xiàn)在，提示詞有recently/since/up to now/in the last(past)years…

　　6.過去完成時，had done, 表示過去的過去，提示詞有by the time/before/by+過去時間等（從句用一般過去時，主句用過去完成時）

　　7.被動語態(tài)，be done 表示被做

　　具體形式：am/is/are done was/were done

　　has/have been done can/must/should/may/will be done

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