九年级英语教案设计

第一篇：九年级英语教案设计

一、教材分析

定语从句是本单元的语法要点，是在1-8单元已经对该语法知识有所渗透的前提下安排的。本节课话题是让学生体会音乐在生活中无处不在，体会不同类型音乐的特点，学会热爱生活；能用简单的定语从句形式表述自己的观点。通过本节的学习，增强学生对复合句的理解，提高其对此句式的应用能力。

二、三维目标

1、知识目标：

掌握本单元的基本词汇，学会恰当的使用引导词that ,who2、能力目标

1）掌握功能句“What kind of music do you like ? I like music that I can dance to.I love singers who can write their ownmusic.”

2）能够自如地谈论自己所喜欢的音乐以及音乐家。

3、情感目标：

通过学生谈论对音乐和音乐家的好恶，从而使学生学会欣赏音乐的美。

三、教学重点

1）本节课的教学重点是学会并掌握先行词为物或者人时，引导词“that ,who ”的使用方法。

2）“prefer …to…”的用法

3）掌握有关音乐的词汇和相关的词组，能够比较流利地描述自己喜欢的音乐，运用功能句 “What kind of music do you like ? I like music that I can dance to.I love singers who can write their own music.”

四、教学难点

定语从句运用

五、教学策略

采用任务型语言教学，实施情境教学法、小组合作探究法、情感激励法。

六、教学准备

自制多媒体课件（PowerPoint）；录音机(A tape recorder)

七、教学环节

1、课堂导入

⑴ Warming up

⑵ Discuss: Do you like music? What kind ofmusic do you know?

⑶ There aremany kinds of music such as pop ,jazz, rock…….Let Sstalk about the kinds of music..（多媒体出示）

⑷Let Ss read 1a.Explain the sentences:

I prefermusic that has great lyrics=I like music that has great lyrics better.lyrics:the plural form is often used.Ask Ss topractice in pairs then make up a short passage using the four sentences on thescreen.2、课堂讲授

Explain attributive clauses.定语从句：在复合句中修饰名词或者代词的从句叫做定语从句。先行词是“人”时，用关系代词who引导，先行词是“物”时，用关系代词that来引导

I love singers who write their ownmusic

I like music that I can dance to.a.that即可代表事物也可代表人，which代表事物；它们在从句中作主语或宾语，that在从句中作宾语时常可省略关系词，which在从句中作宾语则不能省略。而且，如果which在从句中作“不及物动词＋介词”的介词的宾语，注意介词不要丢掉，而且介词总是放在关系代词which的前边，但有的则放在它原来的位置

b.which作宾语时，根据先行词与定语从句之间的语义关系，先行词与which之间的介词不能丢

c.代表物时多用which，但在带有下列词的句子中用that而不用which，这些词包括all,anything, much等，这时的that常被省略

d.who和whom引导的从句用来修饰人，分别作从句中的主语和宾语，whom作宾语时，要注意它可以作动词的宾语也可以作介词的宾语

e.where是关系副词，用来表示地点的定语从句

3、课堂练习

Fill inthe blank with who that

1）.I have a brother _______likes soccer.2）Tom doesn’t like movies_______are too long and too scary.3）We prefer groups ________ play loud and energetic songs.4）He likes friends_________ often help each other4、课堂活动

1)Askand answer in pairs:

What kindof music do you like best? Why?

I like popmusic/classical music/jazz music/country music/dance music, etc.And tell thereasons.2)Listento four pieces of music.Then practice the conversation in pairs.3)Showseveral pictures and introduce their favorite singers ,groups and so on..4)Practice in pairs and talk about their favorite kinds ofsongs, singers and groups.5)Listenand complete 1b,2a and 2b.5、课堂小结

在定语从句中，先行词是“人”的时候，用关系代词who来引导，先行词是“物”时，用关系代词that来来引导。

I like singers who write their own music

I love music that I can dance to.who / that 在定语从句中做主语的时候，谓语动词的单复数应该与先行词保持一致

I prefershoes that are cool.I like apizza that is really delicious.I lovesingers who are beautiful.I have afriend who plays sports.6、作业布置

Write a composition about the kinds of the friends they likeand dislike

第二篇：九年级英语上册第一单元教案设计

九年级英语上册第一单元教案设计

内江市五初中 吴腊梅

Ⅰ、Teaching aims: Knowledge aim: Get the students to grasp the use of “by doing sth.”and some other phrases and patterns.Skill aim:Help the students to improve their reading ability.Emotion aim:Develop the students’ ability of dealing with different problems.Ⅱ、Key and difficult points:

1.Understanding of the passages.2.Methods of expressing ways of studying different subjects.Ⅲ、Teaching tools: 1.A tape-recorder.2.Several flashcards.Ⅳ、Teaching methods: Help the students to use dictionaries in reading to deal with the new words and try to understand them according to the context.Ⅴ、Teaching process:

Step 1: 1.Greeting.2.Check up the new words.Step 2: Presentation Ask the students to talk in pairs about how they study English.Then get several of them to tell the class their ways.And I’ll ask the others to discuss if they are successful or unsuccessful ways.Step 3:Tasks Task 1

1.Here I have an interview in which three students told us how they studied English.Let’s listen to the tape and try to find whose ways are successful and whose are not.2.Play the tape twice for the students.Then I’ll show them the following chart to complete.Ways of learning English Not successful OK Successful Lillian Li Wei Ming Liu Chang

I’ll ask several students to tell us their answers and the others will correct their possible mistakes.3.Play the tape again for them to understand it better.4.Have the students read the article in Section A, 3a and see if they have any difficulties in understanding the passage.Then I’ll explain to them some language points.① frustrating/frustrated e.g.I find it frustrating that I can’t speak other languages.As a nurse she got very frustrated, but being an administrator seems to suit her.Other words that have the same usage are “interested/interesting, excited/exciting” and “bored/boring”.② not … at all e.g.I like milk very much.I don’t like coffee at all.③ get excited about＝be excited about e.g.Are you excited about going to Beijing? ④ end up doing sth.e.g.We didn’t like it at first, but we ended up cheering.Task 2 1.I know that all of you want to learn English well, but it’s not easy for every one of you to do so.Next one student will tell us how he is successful in learning English, which will be very helpful to us.OK, let’s listen to the tape and try to find how he did it.2.Play the tape for the students to listen and understand.3.Ask the students to summarize the way that the student used to learn English in small groups.4.The students look at Section B, 3a and listen to the tape once more to understand the article better and find out the difficulties in it.5.Explain to the students the following.① begin with

e.g.We began our lesson with a song.② be afraid to e.g.She is afraid to go out at night.Task 3 1.Now, everybody, I know you all have your own successful ways of learning different subjects.Would you like to write them out and share with us? I’ll offer you several minutes to think about it and them try to form it an article.2.I’ll give the students some necessary guides while they are writing.3.“Who likes to tell us your ways? Now stand up and do it.” Next I’ll encourage them to offer their ways and exchange with each other.4.Now, please read the article “How do we deal with our problems?” Try to use your dictionaries to help you as much as possible.When they are reading, I’ll provide them what they need.Step 4: Summary

This class we mainly learned how to study through reading several articles.Step 5: Homework Write a short passage to sum up the ways of learning English that they have been using and analyze if they are successful or not and tell us how you will do later on.Blackboard-writing design

Unit 1 How do you study for a test?

How do you study for a test? By using English.memorizing words.reading.Ways of learning English watching English-language TV

studying grammar taking grammar notes

九年级英语第一单元教学反思

本节重点以使用“by ”来阐述或表达做事的方法，在教学设计中我重点强调了如何用“by” 说、写，用“I study English bylistening to music” 导入，之后让学生discuss学习中的策略，对程度较差的学生要求能用by 说一句话，对程度较好的学生要求用“by ”表达学习方法并能表明理由。这样做就是最大限度的为听力、阅读文章作出铺垫，而在文章的教学上首先让学生找出显在的方法句（即由“by ”引导的）和隐性的方法句（即没有“by ”引导，但仍然呈现一种方法），紧接着就是词汇的训练，将其体现在句子中，由词至句的操练，帮助学生明白意思并能掌握用法，而整个教学过程的检测体现于pair work和group work之中。本节着重从以下几点入手

1、了解个体差异，对不同程度的学生设计不同水平的问题，保证学生在原有基础上逐步提高；

2、对难以启齿的学生采用鼓励的策略，尽管学生回答问题是被动的，但目的是解决又说的强压到释言的心理变更过程，使他们明白学习英语不能是心明，而更要脑清、嘴顺，善于表达个人意见；

3、词汇训练这一关，突破“死记”，在“活用”方面取得进展。

第三篇：《孟子》(九年级教案设计)

一、导入新课

孔子和孟子都身处乱世，但都没有仅仅追求个人的幸福。他们认为任何人都必须并且只能在社会生活中完成他自身的价值，这种以天下国家为己任、以人为中心的人文关怀，值得我们永远去学习。今天，我们就来学习第七专题——天下国家，《孟子》是记载孟子及其学生言行的一部书。

孟子（约前372-前289），名轲，字子舆，战国中期皱国（今山东皱县东南人），离孔子的故乡曲阜不远。是著名的思想家、政治家、教育家，孔子学说的继承者，儒家的重要代表人物。孟子的出生距孔子之死（前479）大约百年左右。关于他的身世，流传下来的已很少，《韩诗外传》载有他母亲“断织”等故事，《列女传》载有他母亲“三迁”和“去齐”等故事，可见他得力于母亲的教育不少。据《列女传》和赵岐《孟子题辞》说，孟子曾受教于孔子的孙子子思。但从年代推算，似乎不可信。《史记·孟子荀卿列传》说他“受业子思之门人”，这倒是有可能的。无论是受业于子思也罢，孟子的学说都受到了子思的影响。所以，荀子把子思和孟子列为一派，这就是后世所称儒家中的思孟学派。

三、背景介绍

和孔子一样，孟子也曾带领学生游历魏、齐、宋、鲁、滕、薛等国，并一度担任过齐宣王的客卿。由于他的政治主张也与孔子的一样不被重用，所以便回到家乡聚徒讲学，与学生万章等人著书立说，“序《诗》《书》，述仲尼之意，作《孟子》七篇。”（《史记·孟子荀卿列传》）今天我们所见的《孟子》七篇，每篇分为上下，约三万五千字，一共二百六十章。但《汉书·艺文志》著录“孟子十一篇”，比现存的《孟子》多出四篇。赵岐在为《孟子》作注时，对十一篇进行了鉴别，认为七篇为真，七篇以外的四篇为伪篇。东汉以后，这几篇便相继亡佚了。赵岐在《孟子题辞》中把《孟子》与《论语》相比,认为《孟子》是“拟圣而作”。所以，尽管《汉书·文艺志》仅仅把《孟子》放在诸子略中，视为子书，但实际上在汉代人的心目中已经把它看作辅助“经书”的“传”书了。汉文帝把《论语》、《孝经》、《孟子》、《尔雅》各置博士，便叫“传记博士”。到五代后蜀时，后蜀主孟昶命令人楷书十一经刻石，其中包括了《孟子》，这可能是《孟子》列入“经书”的开始。后来宋太宗又翻刻了这十一经。到南宋孝宗时，朱熹编《四书》列入了《孟子》，正式把《孟子》提到了非常高的地位。元、明以后又成为科举考试的内容，更是读书人的必读书了。

历代为《孟子》作注释比较重要的有东汉赵岐的《孟子》注和宋代朱熹的《孟子集注》。清代的焦循总结了前人的研究成果撰成《孟子正义》一书，是集大成的著作。

孟子生活的战国中期较孔子生活的春秋末期更为变乱，社会更加动荡不安。同时，思想也更加活跃正当“百家争鸣”的时代。所以，孟子一方面继承了孔子的政治思想和教育思想等，另一方面又有所发展，形成了自己的政治和学术思想。同时，在与墨家、道家、法家等学派的激烈交锋中，孟子维护了儒家学派的理论，也确立了自己在儒学中的重要地位，成为仅次于孔子的正宗大儒。随着儒家地位的不断提高，孔子被尊为“圣人”，孟子也被称为“亚圣”。

第四篇：英语教案设计

2014-2015学年第一学期 英语教学与课程设计期中作业

学院：外国语学院 班级：英语121班 姓名: 段风珍 学号：1250401107

Background information: Students: Houde Primary School, Grade 3 Lesson duration: 40 mins Teaching objectives:

By the end of the lesson, students should be able to: a)say in English the names of foods b)ask and answer questions about one’s favorite foods.c)know the vocabulary and sentence structures of foods.d)learn to be a good listener and brave to ask questions in English.Teaching contents: Vocabulary of foods:

meat, beef, pork, rice, noodles, fish, chicken, coffee, tea, milk.Sentence structures of foods: Do you like eat …？Yes, I do./ No, I don’t.Does he / she like eat…？Yes, he/she does./ No, he/she doesn’t.I like eat…/I don’t like eat …

Teaching aids:

Tapes, blackboard, chalk, PPT, pictures Teaching procedures: Step 1.Warm-up（5 mins）

a)Oral English talking about foods

b)Sing a song in part 3 in the textbook: I like coffee, I like tea… Step 2.Learning the new words.(20 mins)a)Use pictures to introduce the new words.Use the structure:1.Do you like…？Yes, I do./ No, I don’t.2.I like…/I don’t like…

b)Students learn to say the words with the help of pictures.c)Pair-work.One asks questions, the other answers the questions.d)Ask students to perform the dialogues in pairs.Step 3.Further practice(15 mins)a)Game: write all the new words on the blackboard, then give every students a picture, ask them what food are missing? b)Tasks: filling the blanks.1---___ ___ like noodles?---___, I do.---I like beef, and do you like it?---No, I don’t.______________.3---____ Tom like rice?---Yes, he ____.Homework :

a)Recite all the new words we have learned.b)Recite the dialogues in the textbook.c)Ask your parents what food do they like to.

第五篇：英语教案设计

教学设计

名称 unit5 first aid 基本信息 白洁 执教者 课时 1

所属教材目录 人教版高二英语必修五

本案例把教材的warming up 和reading部分结合起来，旨教材分析 在通过教学，使学生了解相关的急救知识，并能用所学的有关first aid的知识，根据不同情况提出急救措施。同时通过教学激发学生进一步学习急救知识的兴趣和树立安全意识，意义重大。

1.认知基础：高二学生基本上能用英语清晰地表达个人观点，学情分析 准确地描绘生活现象或表达个人情感，能用基本的词汇、句型对有关急救知识做出基本描述。

2.心理特征：高中学生思想活跃，求知欲旺盛，学习态度明确，自我意识发展迅速并趋向成熟，独立自主性强，有一定的道德修养及正确的价值观与审美观。

3.学习能力：学生对过去分词的用法有基本的了解，其自主阅读与表达能力有一定的基础，具备良好的团体协作能力，并能进行有效成功的交流合作讨论

知识与能力学习掌握教学内容中的重点字、词、句 教学目标 目标

阅读速度和技巧的训练

过程与方法(1).训练学生的阅读速度。

目标

(2).训练学生的阅读技巧。

(3)提高学生对篇章的内容和结构的分析水平。

情感态度与(1).使学生在小组活动中提高团队合作意识 价值观目标

(2).帮助学生了解基本的急救知识。

(3).通过课堂组织各种活动，激发学生学习英语的 兴趣

如何帮助学生掌握针对不同题材的文章使用不同的 阅读技巧

(1).如何更好地理解文章内容。教学重难点 重点 难点

(2).如何培养学生针对突发情况，实施正确的的急

救措施。

教学策略主要以任务型教学(task-based teaching)为主，通过教学策略与 多媒体课件以及安排多个课堂教学活动贯穿整个课时，侧重培养学生的阅读能力。

设计说明

教学过程

教学环节（注教师活动 学生活动 设计意图 明每个环节

预设的时间）

step1.greet the whole class greet the 互相问候 warming up teacher

.watch and answer.show students 通过展示图1分钟 pictures and find out the watch carefully 片让学生形

questions: and work in 象、直观地step2 groups to give 感受first leading-in(1).what has happened in each the answers aid，从而自

picture? 然导入新5分钟 look the picture 课。采用

(2).discuss what kind of first aid carefully 小组合作、stept3 you should give in the following and discuss 抢答形式竞situations.in groups.赛，激发学pre-reading choose one 生的合作意1.present a picture and ask: member to give 识。5分钟(1).what has happened? the answers:

(2).what sorts of injuries(1).boiling 利用教材中step4 will the child have?(3).what water has poured 的图片导入while-kind of first aid would you into the little 本课的主题perform? girl.(2).she first aid reading will have for burns reading for general idea.1.make burned.30分钟 the students to skim the passage 在整个的阅(3).answers can in limited time and get a 读过程中,vary.general idea of the passage 对学生进行

students skim 限时阅读,reading for details the passage and 培养学生的

work in groups 快速阅读能 1).tell if the following to find out the 力。培养学statements are true or false: answers.生通过略读

获得文章大 1.our skin has three layers.2.students read 意的能力。we will never get burned by the the whole sun.3.burns are divided into passage to find 培养学生通three degrees according to the the answers 过跳读,找degree of pain.4.third degree 寻所需信息burns are the most serious and students skim 的能力。培painful.5.put cool water on and scan the 养学生根据any burns to cool them.6.don’whole passage to 已知信息进

t rub the burns 7.it’s better that find the right 行推理判定you put some butter or oil on answers 的能力 burns

part1.the 训练学生通

2).answer the purpose of 过阅读把握questions 1.why should you put skin 文章细节的cold water on a burn? 2.why 能力。

causes of doesn’t a third degree burn part2.burns 培养学生文hurt? 3.why do you think

章结构和内clothes and jewellery near burns

part3.types of 在逻辑进行should be removed? 4.if someone

burns 分析的能力 has a third degree burn, why might

you see tissue?

then find out how many parts there

are and the main idea of each part

2分钟

part1.the purpose / function of skin

part2.causes of burns hot liquids, steam, fire, radiation，the sun, electricity, chemicals

part3.types of burns: 课堂小结 本节课主要是使学生了解急救知识和培养学生的阅读能力布置作业 写一篇有关急救方面的小作文，100字左右 分钟 板书设计 unit5 first aid

first degree burns, second degree burns, third

degree burns

part4.characteristics of burns

part5 first aid treatment

本课围绕first aid展开教学，通过阅读课文first aid for 教学反思 burns的教学，使学生充分理解急救的重要意义，突出了安全意识和救护知识的重要性和实用性。

阅读课文的内容、结构相对简单，我对学生阅读能力的培养主要在阅读速度、掌握大意、细节理解和根据所学信息进行判断这些方面上。上课过程中，学生学习兴趣较浓，小组活动和讨论气氛活

跃（这与课文内容与生活实际联系密切有关）。急救知识小测试一方面活跃课堂，另外也使得学生进一步掌握了一些正确的救护知识。同时这节课很好地落实了情感教育目标，即培养学生临危不乱和助人为乐的精神。课后作业的布置延伸了课内所学，也为这一单元接下来的教学做好了铺垫。总体来讲，教学的各个环节都得到了很好落实。

我认为限时阅读这一环节很重要，它能培养学生快速阅读的能力和通过略读理解大意独立完成，培养学生独立学生的能力，同时也是为了充分了解学生的课文理解情况。培养学生把握文章细节的能力； 培养学生通过阅读寻找所需信息的能力； 培养学生根据信息进行判断的能力。

这堂课基本达到了预期的效果，从学生的作业看，基本了解了急救知识，并能够用简单的句子表达出来。

听课老师的点评：本教学设计体现了课改精神，设计的每一个活动都以学生为中心，突出了学生的主体地位。教师有意识地教授阅读技能和阅读策略，如阅读教学读前、读中、读后，有很多技能，利用文章的标题推测、预测等等。对教材的使用非常灵活，根据教学实际有自己的选择和侧重。重视对学生语言运用能力的培养，有指导有点拨。