第一篇：九年级英语unit13教案
一、说教材
(一)教材的作用和地位
“牛津英语”教材把语言结构、语言功能和主题内容有机地结合起来, 所以语言的信息输入量大, 选材广泛、主体有序、内容集中, 学习内容非常贴近学生的生活实际和思想实际。本节课的内容是：Unit 4 的综合技能训练(Integrated Skills)，是将听说读写糅合在一起进行综合训练，以提高学生综合应用英语的能力。我要求学生直接借助于网络进行查阅相关资料，并在此基础上进行归纳，使学生的信息量有了大大的增加，由学生的被动的接受变成了主动的学习.(二)教学目标
1.知识目标：学会一些表示动物名称的单词，学会运用动词smell, understand, believe, remember等。能熟练运用所学句式描述、询问奇闻轶事，并对别人的描述作出反应。
2.技能目标：通过真实的语境，重点培养学生听、说及综合运用语言的能力。
3.情感目标：培养学生的参与意识、竞争意识和合作精神，激发学生对我们所处的世界的热爱和不断探索未知世界的兴趣。
二、说教法
(一)教学设计的原则坚持“自主学习,合作学习”的教学原则
教师打破了以教师为中心, 单项灌输的陈旧模式, 在课堂教学中尽可能发挥学生的主动性和合作精神, 营造了良好的学习氛围, 更重要的是在频繁的交流中, 学生的语言表达能力提高了。遵循英语教学的交际性原则
交际性原则是英语教学中的一个指导性原则, 教学最终的目的不仅要使学生掌握知识, 更重要的是使学生在理解的基础上, 在交际性练习中培养交际能力，而培养这种交际能力, 就是反映在课堂教学中学生以主人翁态度, 积极、主动、大胆地参与英语课堂练习活动的主体意识上。追求和谐的课堂活动
学生主体性的发挥, 要在民主,平等的氛围中体现, 更要在科学, 和谐的教学活动中进行.课堂教学不仅要处理好老师、学生、教材等关系, 还要尽可能地发挥三者各自的特长, 这就是教学的最优化。在课堂教学中, 既要有意识的让学生去感知、理解,又要让学生不断地感悟。拓宽学生的视野
现代外语教学理论认为, 一定量的语言输入是语言输出的基础, 即语言的输出有赖于语言的输入。只有在大量吸收的基础上才能提高表达的技能, 也只有在吸收信息和表达自己意愿的过程中才能培养语言交际的能力。因此,教师根据教材做了很大的扩展, 要求学生尽可能用英语向同学展示你学习后的成果, 你的爱好及缘由等, 使教学更趋向真实。
(二)教学手段
1、教法：运用情景、听说、直观、游戏等方法，展开以教师为主导，以学生为主体的师生、生生多边的交互式活动。
2、学法：自主、合作学习。创设教学情景，使学生好学、会学、乐学。
3、主要以现代化电教手段--多媒体辅助教学，贯穿整个教学过程。以此期望增加直观性和趣味性，加大课堂密度，提高教学效果。
三、说教学程序(Teaching procedures)
第一部分：听
Step 1：听前：(Pre-listening)
1.热身(warming up): 以游戏“which is missing”让学生迅速根据图片说出动物的名称，将学生的热情调动起来，并了解了本课的主题与动物用关。
2.呈现生词，为下一步听扫除障碍。
a.通过free talk, 引出生词bone, smell.b.通过英文释义，图片连线的形式呈现表示动物的4个单词，同时链接了giraffe、tortoise和camel相关的信息，扫除听的过程中的障碍。
Step 2 听中。(while-listening)
1.听整段对话，完成P66的notes。听前要求学生先阅读notes，让学生了解所缺信息，以便学生听时有重点的听。
2.对话巩固。学生获取所缺信息后，大声朗读完整的句子，并进行一分钟的快读竞赛。然后通过对话形式进行pair work, 再次进行巩固。同时，在对话中自然呈现remember, believe, words等词，并且使他们在情境中得到了操练。
3.精听。截取整段对话中的一个段落，提供给学生进行精听。听前先设疑：What's the use of camels' eyelids, do you understand?激发学生听的兴趣，培养学生通过听获得细节信息的能力。
Step 3 听后。(post-listening)
1.运用所听信息完成书上短文，并熟练朗读。
2.就短文中的细节展开讨论：
If you see ants on your dinner table,what will you do?
How can you keep ants away?
并留以足够的时间让学生就这个开放型的问题发表自己不同的见解。
第二部分：说
Step 1 Present.运用书上的对话先设计了一个听的任务：Listen and do T or F。并且在核对答案之后通过图片巧妙生动的呈现对话中的生词weight。
Step 2 Practise.1.开书跟读，训练语音语调。
2.运用对话中的结构：
Is there anything about...?
Yes, it says that....That's...来谈论本课所出现过的amazing things.这样，既复习了本单元前一阶段的所学的奇闻趣事，又在情境中操练了上述新授句式。
Step 3 Produce.1.由书内延伸到书外，为学生提供一些useful expressions，并引导学生借助这些习惯表达谈论自己从电视、广播、因特网上所了解到的各种各样的奇闻趣事，这样，就为学生创造了真实的交际环境，并让学生通过自主的交流，享受了合作学习的乐趣。
2.在学生小组自由交流并在全班汇报之后，让学生用信的形式描述自己了解的奇闻趣事。这时候，学生在前面的学习步骤中大量输入的基础上在进行笔头的输出，就是轻而易举、水到渠成了。
Step 4 Homework.1.完成信,并展览。
2.在“讲英语时间”与学习伙伴交流更多的奇闻趣事。通过这样的作业，旨在培养学生的竞争意识、合作精神及探索精神，为学生的终生学习打下基础。
7B Unit 4 Integrated skills
课堂教学评析要点
每一个教学环节的设计都从学生的兴趣出发，符合初中生的心理需求，贴近他们的生活，从而使他们整节课至始至终都兴趣盎然。学生和老师在整节课中都保持了学习的激情。对于学生的回答和表述，老师及时给以后续性的评价，拉近的师生间的距离，学生在获取知识技能的同时，也享受了用英语交流和被老师赏识的快乐。课堂活动丰富，通过生生互动、师生互动，学生合作、探究学习，达到了本课预定的知识、技能和情感目标。提高了学生的人文素养，培养了终身学习的能力。
本堂课采用任务型教学策略，让学生在完成任务的过程中体验、实践、参与、交流与合作，实现任务目标，主要呈现以下亮点：
注重发展学生学习策略，培养和提高学生的创新精神和语言运用能力。让学生走出课堂，从网上、报上寻找相关资料，直接接触地道语言，使他们有足够的空间和自由度，进行自主学习，促使学生个性发展。
2.利用小组讨论交流形式，使学生在活动过程中，互相学习，互相交流，培养他们团结合作精神。
3.这堂课注重学生听、说能力的培养，尤其能通过填表格回答问题形式让学生对自寻资料进行归纳，提高他们的语言理解能力。
4.教师本身教态自然大方，素养较好，整堂课结构合理，各环节目标明确，以学生为主体进行教学，体现了二期课改精神，是一堂较为成功的课。
第二篇：九年级英语unit 15教案
雨龙中学高效课堂(二次备课)导学案
课题：Unit 15 We’re trying to save the manatees!
备课组：英语主备教师：杨翠芳授课时间：3.8—3.12授课班级：82,83,8
4备课组长审核签字：
【预习导学——不看不讲】
一、明确目标：
1.学会区分并正确使用“一般现在时，现在进行时，现在完成时，to + 动词原形，被动语态”；
2.阅读3a与3b,并按要求完成课后练习；
3.掌握课文中出现的重点词组;
4.保护动物，人人有责；
二、自主学习：
1.翻译GF部分，并区分相应语法和时态;
2.翻译词组：
(1)反对做某事；(2)适合；(3)对…感到吃惊；(4)活生生的教科书；
(5)为某人提供某物；(6)关心、照顾；(7)同意；(8)不同意；
三、检查释疑：
各小组中对子相互检查自主学习部分，并说说不同答案的理由；
【合作探究——不议不讲】
一、合作学习： 2.Read a letter to the editor in 3b and give your opinion.3.Debate
二、探究展示：
各小组对子相互检查合作学习部分的答案，对疑问点提出自己的意见；
【导学测评——不练不讲】
一、导学测评
（一）基础题——初显身手
同步解析与测评：单项选择4，5, 8, 9 ；
（二）能力题——挑战自我译一译：
1.我不同意你的观点，我认为动物园是动物生活的好地方。
2.抽烟对你的身体有害。
（三）拓展题——勇攀高峰
同步解析与测评：完形填空；
教学反思:
本课时中学生最易掌握的内容是3a和3b部分，且准确度很高；但时态的区分以及准确运用存在很大的难度。
小组组名：________小组组训：____________________________小组组歌：__________________小组评价：______
第三篇：九年级英语unit 15教案
雨龙中学高效课堂(二次备课)导学案
课题：Unit 15 We’re trying to save the manatees!
备课组：英语主备教师：杨翠芳授课时间：3.8—3.12授课班级：82,83,8
4备课组长审核签字：
【预习导学——不看不讲】
一、明确目标：
1.我们能为拯救地球做些什么？
2.Listening practice；
3.Reading;
4.保护动物，人人有责；
二、自主学习：
1.Complete 1a, then talk about “What can we do for saving endangered animals ?”
2.Read and translate the following phrases:
(1)打开；(2)关闭；(3)调低、关小；(4)餐巾纸；(5)回收纸张；(6)听说；(7)古老的建筑物；
(8)由…制成；(9)摧毁、推倒；(10)模型玩具；(11)业余时间；(12)儿童医院；
三、检查释疑：
各小组中对子相互检查自主学习部分，并说说不同答案的理由；
【合作探究——不议不讲】
一、合作学习：
1.Rank the items in 1a(1--5);
2.Listen and check the things that Julia and Jack talk about in 2a.3.Read and translate activity 3a.二、探究展示：
各小组对子相互检查合作学习练习的答案，对疑问点提出自己的意见；
【导学测评——不练不讲】
一、导学测评
（一）基础题——初显身手
同步解析与测评：单项选择6，7, 10；
（二）能力题——挑战自我译一译：
1.张先生曾经去过北京三次。
2.应该拆掉这些旧房子，建一些新房子。
3.回收利用纸张是很重要的。
（三）拓展题——勇攀高峰
以“My favorite animal”为题，写一篇小短文，内容包括“what is you favorite animal? What it looks like, where to live, what to eat, Is it endangered? why?”
教学反思:
本课时中学生最易掌握的内容是1a, 3a部分，且准确度很高；但听力效果则不太理想，难度大的同时，要边听边记，在短时间内追求较好的效果很难。
小组组名：________小组组训：____________________________小组组歌：__________________小组评价：______
第四篇：人教版九年级英语Unit 3 教案
教案
（九年级英语）
Unit
3Teenagers should be allowed to choose their own clothes.东城区邓庄中学 杨笑丽
Unit 3 Teenagers should be allowed to choose their own clothes.【Teaching aims】
1.Language goals：
A.Key words and phrases: allow, pierce, license, silly, earring, instead of, drive, driver’s license，B.Target language:
——I think students should be allowed to do homework with friends.——I disagree.They talk instead of doing homework.——Do you think sixteen-year-olds should be allowed to choose their own clothes? ——Yes, I do./No, I don’t.2.Ability goals: Students can learn to talk about what they are allowed to do.They also learn to agree and disagree.【Important points】
——I think sixteen-year-olds should be allowed to drive.——I disagree.I think sixteen is too young.【Difficult points】
Learn to talk about what they are allowed to do;agree and disagree.【Teaching methods】
Scene teaching, activities teaching, task-based teaching method and so on.【Teaching aids】
A tape recorder, a little blackboard, pictures, CAI and so on.【Teaching procedures】
Warm-up:
1、show some pictures about a few activities，go out at night, surf the Internet, play basketball, drive a car, have part-time jobs...What do you usually do after school? Can you surf the Internet at home after school?
2、Let students talk about what he/she can do or what he/she can’t do at home and show “can do” /”can’t do”.can do
can’t do play basketball
surf the Internet …
… Presentation:
1、Introduce the new structure： be allowed to do
Cross out the headings and write these headings in their place: “is allowed to” and” isn’t allowed to”.Say each sentence first with “can do “or “can’t do”, then with
Section A
“ is allowed to” or “isn’t allowed to”, and ask students to repeat each one.is allowed to
isn’t allowed to play basketball
surf the Internet …
…
S: Mike can play basketball at home, that means he is allowed to play basketball at home……
Let the students practice with all items on the lists.2、Read the instructions in1a to the class.Say: all the sentences are things students are or are not allowed to do.Then read each item to the class.Ask students to explain what each sentence means in their own words:
When students have explained all the items, ask students to circle A for agree or D for disagree for each item.Raise your hand if you circled A.Write the total of As and Ds for each item and discuss the results with the class.3、Read the instructions in1b to the class.Say: you will hear a conversation between Anna and her mother.They don’t agree about everything.Play the recording two times, and then check the answers:
4、Use the statements in 1a to make conversations like this: A: I don’t think sixteen-year-olds should be allowed to drive.B: I agree, they aren’t serious enough.5、Point to the picture of 2a and ask students to say something about it.What is the boy doing? What are the girls doing? Read the instructions and point to the sentences.Ask a student to do it.Then point to the list of responses: Agree, Disagrees, and Doesn’t know.You’ll hear two girls having a conversation.Kathy will make some statements.Listen to what Kathy says and see if Molly agrees, disagrees, or doesn’t know what she thinks.Play the recording and then check the answers.6、Read the instructions in 2b and point to the list of reasons from the conversation.Ask different students to read the sentences to the class.Say: you will hear the same recording again.This time please number these reasons in the order you hear them on the recording.Point the sample answer.Say: Young people need to sleep is the first reason you will hear on the recording.Play the recording and then check the answers.7、Read the instructions in 2c to the class.Point to the sample conversation in the box.Ask two students to read it to the class.For example: A: Do you think teenagers should be allowed to get their ears pierced？ B: Yes, I do./ No, I don’t.Consolidation and extension:
Say: you can look back at activities 1a and 2a to get ideas for your list.Ask students for suggestions for their lists and write some of their statements on the board.For example:
go out at night, have part-time jobs, smoke, surf the Internet, play basketball, get their ears pierced, drive, watch TV Next give students five minutes to make their own lists.Then ask students to work in pairs and discuss their lists.Ask one or two pairs to present their conversations to the class.Homework:
1、Review grammar focus.2、List some other things about what they can do or can’t do using the structure “be allowed to”
Blackboard Design:
Unit 3 Teenagers should be allowed to choose their own clothes.Section A He is allowed to play basketball at home.He isn’t allowed to surf the Internet.Teenagers should be allowed to get their ears pierced.Teenagers shouldn’t be allowed to work on school nights.be(not)allowed to do
should(not)be allowed to do
get something done / have something done not calm enough instead of
第五篇：仁爱英语九年级Unit 6教案
Teaching Plan Unit 6 Entertainment and Friendship
Topic 1 Do you like watching TV Key words and phrases: alive, upon, hide, honest, compare, advertisement, raise, would rather…than…, fall in love, depend on, once upon a time Grammar focus: Review Attributive Clause Sentence patterns: 1.Could you teach me how to play? 2.It’s hard for me to learn to play Chinese chess.3.I hope someday I can take part in a quiz show and win a prize.4.— Which programs do you prefer, TV shows or sports shows? — I would rather watch TV shows than sports shows.5.They are kind and always ready to help others.6.However, sometimes you do not forgive others.7.The words about plants and animals are used in positive or negative ways in different cultures.8.Television has a huge influence on our lives.9.Television sometimes is like a baby-sitter.It spends more time with children than parents do.10.They spend less time playing soccer or walking in the park or playing games in the yard.Teaching Procedures: Section A Step 1 Ask and answer, according to some daily lives.Step 2 Introduce some kinds of TV programs.Students look at the screen and talk about them.Learn the dialog in Part 1a and answer the questions.Explain some language items in the dialog.Step 3 Students look at the screen and talk about the TV programs, using the sentence patterns: would rather… than…, prefer… to… , I like… best, my favorite TV programs is… etc.Step 4 Look at the screen and talk about each picture, then match the picture with its description in 1c.Check the answers.Step 5 Listening comprehension.Listen to the tape and choose the correct answers.Introduce the film Jane Eyre to the students in brief words.Step 6
Sum up the language points in this section.Step 7 Homework assignment.Section B Step 1 Ask students to talk about their favorite TV programs in pairs.Step 2 Introduce the twelve star signs to the students.And ask what star sign they are under.Step 3 Listen to the tape in 1a and answer the questions in 1b.Step 4 Talk about the story about Scorpio in 2a.Ask students to try to say more about it.Pick up some language points and explain them for the students.Step 5 Read the story again and discuss the questions in 2b.Step 6 Summary and homework.Ask students to search for more information about the star signs and talk about the characteristics of the people under the same star sign.Section C Step 1 Talk about the characteristics of people who under the same star sign with you.Work in pairs or groups.Then ask some of them to present it.Step 2 Look at the pictures in 1a and talk about each of them, three or more sentences for each.Then make dialogs about them, following the models in 1a.Step 3 Listen to the tape and number the pictures in 1a.Step 4 Read and understand.Read the passage in 2a, Different countries have different cultures.Explain the differences between western culture and Chinese culture.Ask the students to say more about it.Step 5 Students read the passage again and try to retell it in class.Step 6 Fill out the form in 2b, check the answers.Encourage the students to say more about the differences between western culture and Chinese culture.Step 7 Sum up the language points together with the students.Homework assignment.Section D Step 1 Talk about the sayings about “dog” and “cat” in Chinese and English.Say something more about the differences between Chinese culture and western culture.Step 2 Read the passage in 1a and find out its main idea.Pick up some language points.Step 3 Ask the students to show their own opinions about the TV.Then share their ideas together.The statement in 1b may help them.Step 4 Get students to sum up the useful expressions together.Step 5 Learn something about the debate.Show the students how to debate.Help them to find an interesting topic to have a try.Step 6 Ask students to review the whole section.Get ready for the test.Topic 2 The Monkey King is my favorite character.Key words and phrases: bee, keep on, get stuck, be known for Grammar:(1)Attributive clause(2)Adverbial clause(3)Object clause Sentence patterns:(1)It’s a pity that he died when he was very young.(2)If you work hard at painting, it won’t be difficult for you to succeed.(3)Well, that depends on what kind of paintings you want to learn.(4)While you are there, you can also learn about the lives of the artists.(5)What kind of art do you prefer, modern art or traditional art?(6)The way he shows things in the distance is different from the way Gu Kaizhi does.(7)Perhaps that is the reason why I prefer to paint landscapes.(8)Could you tell me something about the Monkey King?(9)One tree can’t make a forest.(10)During the journey they had an argument, ….(11)They kept on walking until they found a pond.(12)…, but luckily he was saved by his friend.After that, he carved on a stone, …(13)When someone hurts you, you should write it in the sand from which the wind can erase it easily.(14)Do you agree that it is good to forgive your friends when they hurt you?(15)But we like him for different reasons.Teaching procedures: Section A Step 1 Ask students to look at the screen and try to say something about the pictures — Vincent van Gogh and his most famous painting, Vase with twelve sunflowers.Introduce the new lessons.Step 2 Students listen to the tape and answer the questions.Explain “Dutch, painter, It’s a pity that …”.Step 3 Students discuss whether they want to be an artist.And show the reasons, with the help of the statements in 1b.Step 4 Group work.Students talk about their favorite artists and paintings.And ask some of them to present their opinions.Step 5 Look at the screen and talk about the paintings and their authors.Help students say more about them.And mention the background of each painting, help them to understand art better.Step 6 Make a survey about the classmates’ favorite kinds of paintings.Then fill our the forms according to the results of the survey.Step 7 Homework.Section B Step 1 Students talk about the pictures in 3a, Section A.Step 2 Introduce Gu Kaizhi, the father of landscape paintings in ancient China.And show his most famous painting — Luoshenfu.Ask students to say something about it.Step 3 Listen to the tape and answer the questions.Get students to make a comparative between the paintings by Gu Kaizhi and Vincent van Gogh.Step 4 Discuss and fill out the form in 1b.Ask students to show their ideas about the two painters.Step 5 Listen to the tape and number the pictures in the correct order.Then say something about the birth of the Monkey King.Step 6 Homework assignment.Section C Step 1 Students tell the story of Journey to the west.Step 2 Say something about the novel Journey to the west and Harry Potter.Talk about the main characters in both novels.Step 3 Listen to the tape and answer the questions.Explain some items for the students.Help them to say more about the novels.Step 4 Discuss and fill in the form in 1b.Check the answers.Step 5 Read and understand the passage in 2a.Sand and Stone.Get students to sum up the main idea of the passage.Make the students talk about the true friendship.Step 6 Look at the two pictures in 3, and choose one of them and describe it.Write a short story about it after class.Step 7 Summary and homework.Section D Step 1 Talk about the pictures in 3, Section C.Step 2 Listen to the tape and complete the passage with the correct words.Check the answers with the students.Get students to sum up some grammar focus in the passage themselves.Step 3 Talk about your favorite hero in literature in pair.Ask some of them to present their opinions.Step 4 Get students to sum up the useful expressions in this topic together.Step 5 Look at the screen, talk about these famous people and their works.Ask them to search for more information about them.Step 6 Class activities.Read and enjoy.Students read the poem A Fantasy loudly.Step 7 Homework assignment.Topic 3 I will never forget our friendship.Key words and phrases:
chalk, handwriting, dozen, cheap, package, smooth, pound, dollar, penny, hurry, head, awake, dozens of, to one’ joy, hurry up, at any time now, in the future Sentences patterns:(1)How time flies!(2)It’s a piece of cake.(3)We have worked so hard that we will be able to pass it easily.(4)Where there is a will, there is a way.(5)Although they are cheap, they are valuable to remember our friendship.(6)As the saying goes, It’s the thought than counts.(7)You don’t need to say sorry.(8)What I will remember are all the good times we’ve spent together.(9)I’ve learned a lot from you all, my dear teachers and my good friends.(10)To my great joy, I won the Excellent Student Award in my class.(11)Thanks to my teachers and friends, I’ve made so much progress.(12)After graduation, I will keep on working hard to realize my dreams.(13)The graduation ceremony is exciting because it marks the end of a period in a student’s school life.(14)She will miss her plane if she doesn’t hurry up.(15)I’m sad to be here watching you all head back home.(16)I’m sorry I have to go now.(17)Keep in touch.(18)Have a safe flight!
Teaching procedures: Section A Step 1 Students listen to the songs the sound of silence and Auld Lang Syne.Step 2 Listen and read the passage in 1a.Retell it.Fill in the blanks in 1b.Pick up some language points for students.Step 3 Group work.Talk about what you will do before leaving school and report to your class.Step 4 Listen , read and say in 3a.Ask some of the students to act out the dialog.Step 5 Make dialog about shopping for the coming graduation ceremony.Step 6 Listen comprehension.Listen and mark the statements T or F.Step 7 Get students to sum up the language items in this section.Step 8 Homework.Section B Step 1 Retell 1a in Section A.Step 2 Listen to the tape and answer the questions.Fill in the blanks in 1b.Check the answers.Explain some sentences.Step 3 Read and understand.Speeches during the Graduation Ceremony.Answer the questions on the screen.Explain some language points.Step 4 Read 2a again and choose similar meanings for the underline parts.Check the answers together.Step 5 Pair work.Discuss with your partner what you are going to say at the graduation ceremony.Then give a report.Step 6 Homework assignment.Section C Step 1 Give your own speech for the coming graduation ceremony in front of the class.Step 2 Introduce the new lessons, about graduation ceremony.Read and understand.Read the passage and answer the questions to help students to understand the passage well.Step 3 Get students to pick up some language points in the passage themselves.And then sum up.Step 4 Work alone.Fill in the form in 1c.Step 5 Choose the best answers to complete the dialog and then practice it with your partner.Step 6 Homework.What will you say to your old friends and how will you feel during graduation ceremony? Write a short passage about it.Section D Step 1 Students talk about the procedures at graduation ceremony.Step 2 Listen to the tape and answer the questions.Students pick up the language points themselves.Step 3 Read the dialog again and ask some students to act out the dialog.Step 4 Read the e-mail from Maria to Jane, and fill in the blanks in right forms of the words given.Check the answers.Step 5 Get students to sum up the useful expressions in this topic.Step 6 Ask students to try their best to finish the final project.Step 7 Review the whole topic and assign the homework.
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