人教英语九年级教案

人教英语九年级教案（精选6篇）

篇1：人教英语九年级教案

Learning by yourself(老师相信只要你认真预习,一定能找到学习英语的自信和乐趣.)

一:Learning aims:

1. Read and memorize the new words on Page 62.

2. Read the article in 3a and translate them into Chinese.

Write down the new phrases

自愿花费时间干某事 充分利用

在市医院 使高兴起来

不但….而且… 花费时间干某事

计划干某事 建立，创立 推迟，拖延

二.Learning steps:

Step1 Check self-learning (Take to heart)

:Write down the new words:

主要的，重大的奉献，忠诚

基础的，初级的 兽医 训练，指导

Step2 work in groups

1. Lead-in.

2. Do 3b.

3.Ask and answer(3c)

Eg: A: I’d like to join the school volunteer project, but I’m not sure what I should do.

B: What do you like doing?

A: I love playing soccer.

B: Well,you could help coach a soccer team for little kids.

4.Read 3a three times.

(1) After the first time,find out the sentences you don’t understand.

(2) After the second time,find out the important phrases.

(3) After the third time,finish the tasks.

Step3 Feedback

让我们一起总结一下Section A所出现过得短语吧!

(1) 打扫干净 (2)使振奋，使高兴

(3) 创立，建立 (4) 写下，记录下

(5)提出，想出(主意，计划)

(6)推迟，拖延(7)张贴，举起 (8)分发，发放

Step4 Extinsion(Come on)

根据句意和首字母提示完成单词，并使句子意思完整。

1.Don’t you see the s “No smoking!” on the wall.

2.He was so kind-hearted that he v his time to help the poor.

3.He looks so sad today .Let’s c him up.

4.After the Wenchuan Earthquake many people were left h .

5.Now there are many a on TV.Sometimes it is boring.

6.My brother is good at football,so he wants to c a football team in his school.

7.Zhu Ming wants to be a p singer.He should go to college for further study.

8.We’re going to set up a food bank to help h people.

篇2：人教英语九年级教案

知识

技能 1. Listening practice using the target language.

2. Oral practice usin g the target language.

过程

方法 1. According to listening to train students’ listening skill.

2.According to oral practice to train students’ speaking skill.

情感

态度

教学

重点 1. Listening practice using the target language.

2. Oral practice using the target language.

教学

难点 Train students’ l istening skill and speaking skill.

教学内容及问题情境 学生活动 设计意图

Step1 Revision

1. Dictate some vocabulary words in units 1～5.

2. Choose four or five words. Encourag e students to make sentences with them.

Step 2 Presentation.

Ⅰ.1a

1. Check that they understand what they need to do by having one or two students complete other answers.

2. Ask the student s to do the crossword individually or in pairs.

3. Check the answers.

Ⅱ1b

1.Explain to students that they need to write clues like the clues for the crossword in activit y 1a.

2.Ask the students to work in pairs.

Ⅲ. 2a

1.Ask the students to pay attention to the four pictures.

2.Play the recording ,students listen and match the conversations with the correct pictures by writing the numbers in the boxes.

3.Check the answers.

Ⅳ.2b

1.Set a time limit of two minutes. Students go through the lists of questions.

2.Ask t he students to listen to the same recording again, complete the four different questions next to the pictures in Activity 2a.

3.Let students check their answers in pairs, and then with the whole class.

Ⅴ. 2c

1.Read the instructions to the class.

Point out the sample conversation in the box. Invite a pair of students to read it to the class.

2.Ask the students to work with a partner and use the information in activity 2b.

3.Ask several pairs of students to say their conversations to the class.

Step 3 Summary

Train students’ listening skill and speaking skill.

Step 4 Homework

完成辅导册上相关内容。

Write some vocabulary on their exercise book ,and make sentences with some of them.

Read the cl ues and complete the crossword.

Choose words from units 1-5 and write a clue for each word . Read the clues to your partner. He or she guesses the words.

Listen and match the conversations with the correct pictures by writing the numbers in the b oxes.

Listen again . Complete the four different questions next to the pictures in Activity 2a.

Role play ,

Practice the conversations in activity 2b with their partner.

复习1-5单元重点短语，进行知识巩固。

游戏方式复习已学短语。

运用已学语言创作有特色的语言。

运用已学知识，进行听力练习。

运用所学知识进行口语练习，提高口语表达能力。

板书设计

Review of units 1～5

The First Period

Target Language:

A: What would you do if you saw a big bicycle accident?

篇3：人教英语九年级教案

所用教科书:Go For It

所教年级:九年级

所教册次、单元: 九年级第一单元

一、整体设计思路、指导依据说明

教学设计整体思路:

主要以reading的文本为载体, 通过具体教学活动来激发学生的阅读兴趣, 训练学生速读和根据所给问题寻找相关细节的能力。此外, 在教学过程中渗透学习策略, 指导学生如何利用上下文的帮助猜测新词词意和从多个词条解释中选择最恰当的词意。在这一部分阅读训练中, 针对任务型阅读这一学生的薄弱之处, 我设计了一系列题目, 希望学生通过一定量的常规练习, 感受任务型阅读, 减少畏难情绪, 更好的适应这一河北省的新题型。

对文本中的词汇和语法教学, 我把它们分成了两部分来处理。教师着重教授语法重难点“unless”一词的用法, 并带领学生进行知识的拓展, 归纳类比其它经常用于主将从现的连词:as soon as, if, when。其它文本中的短语相对简单, 主要通过学生自学和小组合作学习的方式来解决, 教师根据课堂情况做适当的点拨。作业我选择了美国女诗人Sara Teasdale的一首优美的励志小诗“Like barleybending”

供学生欣赏, 希望学生在接触到原汁原味的英美文学作品, 体会阅读之美的同时, 心灵上受到鼓舞, 乐观、勇敢的面对生活中的挫折与挑战。

整个课程设计凸显阅读课的特点, 对课本内容进行了内部整合与外部拓展, 同时也兼顾中考的要求对基本词汇和重要语法点用不同的方法加以处理。课堂活动利用学习小组, 以学生活动为主, 教师主要是倾听、引导与点拨。

教学设计指导依据说明:

依据新课程标准, 基础教育阶段英语课程不仅仅要使学生掌握一定的听、说、读、写技能, 形成一定的综合语言运用能力, 还注重激发和培养学生学习英语的兴趣, 使学生养成良好的学习习惯和形成有效的学习策略, 发展学生自主学习的能力和合作精神, 帮助学生拓展视野, 了解世界和中西方文化的差异。

课程标准对学生“读”的目标描述中, 九年级学生应能根据上下文和构词法推断、理解生词的含义, 能根据不同的阅读目的运用简单的阅读策略获取信息, 能利用字典等工具书进行学习等。

二、教学背景分析

教学内容分析:

本课时是本单元的第五课时, 前面四个课时的学习已经为本课做了一定的铺垫。学生在前面SectionA和Section B的3a阅读中也初步实践了一些阅读方法, 本课的学习, 将是前面小块阅读训练的延续与提升, 内容更为集中, 方法针对性更强, 阅读课的特色更加突出。

学生情况分析:

学生通过初一、初二两年的英语学习, 已积累一定的阅读量与阅读体验, 但是面对阅读中较难的体裁如:科普文、议论文和阅读中较难的题型如:主旨概括, 词意猜测, 根据细节进行推理判断还是感到力不从心, 因此阅读策略的渗透和阅读技能的训练就显得尤为重要。我们旨在通过对教材中Reading阅读材料的整合与延伸, 让学生通过实践, 结合教师的点拨与精讲, 提升自身的阅读能力, 形成自己的有效阅读策略。

三、教学目标分析

教学目标分析:

知识目标:

学习并能在具体上下文情境中运用下列基本 短语:deal with, worry about=beworried about, learn to do sth, be angrywith sb, go by, decide not to do sth, regard…as…, complain about…, tryone’s best to do sth= do one’s best to dosth, with the help of sb, break off

学习连词“unless”的用法, 复习“when, if, as soon as”的用法。

能力目标:

学习如何通过上下文的帮助猜测新词词意和从多个词条解释中选择最恰当的词意。

训练学生速读和根据所给问题寻找相关细节的能力。

情感目标:

通过文本的学习, 鼓励学生做个坚强、快乐的人, 积极、勇敢地直面生活中的挫折与困难。

四、教学重点、难点分析

教学重点、难点分析:

(一) 教学重点:

1. 在于具体的阅读能力的训练:培养学生借助上下文的帮助获得恰当词意的能力;训练学生速读和根据所给问题寻找相关细节的能力。

2. unless的用法;主将从现常用连词“unless, when, if, as soon as”的归纳与运用。

(二) 教学难点:

1. 如何寻找有效的上下文

2. “unless, when, if, as soon as”用 法的辨析与结合情境的具体运用。

(三) 突破方法:

能力的提升借助具体的语篇和引导性较强的题目, 于潜移默化中让学生自己体会、感悟, 教师精讲巧点拨。

语法难点通过教师讲解, 小组互助学习来解决, 并通过巩固练习, 在具体情境中辨析、运用进一步巩固。

五、教学过程设计

Step One: Leading In

1. 教师出示图片和语篇。 (见图 1、2)

Do you still remember the dancerswho performed at 2005 Spring Gala?How beautiful and charming they are!However, they can’t hear or talk, becausethey are disabled people. But they facethe challenges bravely instead of giving up.

2. 请学生猜测 disable 和 face 两词在 文中的词意。

3. 学生讨论词意, 交流方法。教师倾听, 点评, 及时鼓励。

在此过程中, 教师渗透学习策略, 点拨学生利用上下文的提示:They can’thear or talk, because they are disabledpeople. 上下文互为解释。They face thechallenges bravely. bravely副词的运用提示此处face是动词, 故应为面对之意。

设计意图:激发兴趣, 渗透策略:根据上下文猜测词意。

Step Two: Pairwork

1. 口语热身。教师出示话题及要求: Can you think of any problems you havehad recently ? Tell a partner how youdealt with them.

设计意图:阅读前的热身, 也是话题的衔接过渡:面对困难, 我们该如何做?

Step Three: Fast Reading

1. 请学生快速阅读课文并回答问题: What are the three ways of dealing withour problems?

在此过程中教师渗透学习策略:有时可以通过速读来获取信息, 速读时, 文中的副标题非常有帮助。

设计意图:训练学生的速读能力和对文章结构的整体把握。

Step Four: Detail Reading

1. 教师出示阅读任务: (1) 为判断正误, (2) 至 (4) 为回答问题, (5) 为翻译句子。

Stephen Hawking, a famous psychologist, becomes successful by regarding his problemsas unimportant. (T or F)

If we don’t deal with our problems, what will happen?

What can we learn from children tohelp deal with problems?

Why do many students often complainabout school?

Let’s not worry about our problems.Let’s face the challenges instead.

2. 请学生认真阅读课文并写出答案, 要求书写工整, 清晰。

3. 核对答案, 小组交流解决疑难, 教师巡视, 并向学生提供必要的帮助。

4. 全班范围内学生交流, 分享自己的 翻译句子, 学生自评, 选出最佳译文。

设计意图:培养学生寻找相关细节回答问题或进行判断的能力, 训练学生根据文意选择恰当词意, 培养学生小组交流、合作的精神和认真倾听, 主动评价的意识。

Step Five:Vocabularies And Expressions

1. 请学生独立大声朗读课文并找出下列短语, 若需要可向组员寻求帮助:

(1) 处理, 应对 (2) 担忧 (3) 学习做某事 (4) 生某人的气 (5) 决定不做某事

(6) 将…视为… (7) 抱怨… (8) 努力做某事 (9) 在某人的帮助下 (10) 中断

2. 小组内朗读、记忆上述短语。

3. 教师组织小测试进行检测, 以小组竞赛形式进行。测试题注重短语在具体情境中的应用。

(1) I have trouble ______ all theproblems in such a short time. 应付

(2) ______, I finished writing thisessay easily . 在她的帮助下

(3) Our teacher ______ because ofhis cheating in the exam. 生他的气

(4) He ______ to learn English and caught up with his classmates at last.努力

(5) The young mother ______ herson’s illness for quite a few days. 担忧

设计意图:培养学生自主学习的能力, 培养学生的合作精神和竞争意识。

Step Six: Grammar Study

1. 教师出示含有“unless”的例句, 学生朗读、体会、感悟。

2. 教师讲解“unless”, 带领学生辨析归纳unless, when, as soon as, if的用法。

3. 教师提供“unless, when, as soonas, if”的相关练习供学生巩固。

(1) We will go bike riding __ it rainstomorrow.

A. because B. unless

C. if D. when

(2) My brother is going to look foranother job____ the company offers himmore money.

A. after B. when

C. unless D. because

(3) Anybody can learn Englishwell____he works hard at it.

(A) if B. unless

C. when D. but

(4) Tom will call me ____ he getshome.

A. until B. unless

C. as if D. before

4. 核对答案, 小组交流解决疑难, 教师提供必要的讲解。

设计意图:关注语法重点, 提升能力的同时兼顾中考基础知识的考察。

Step Seven: Homework

1. 请学生欣赏Sara Teasdale的励志小诗“Like barley bending”并选出自己喜欢的句子。

Like barley bending

In low fi elds by the sea,

Singing in hard wind

Ceaselessly.

Like barley bending

And rising again,

So would I, unbroken,

Rise from pain;

So would I, softly,

Day long, night long,

Change my sorrow

Into song.

------ By Sara Teasdale

我们应该如何面对生活中的困难?请用三五句话写出你的想法并与同学交流。

设计意图: 开拓视野, 涉猎西方文学作品, 陶冶情操, 启迪心灵。

六、教学评价设计

教学评价设计:

评价内容:

学生的课堂发言。

学生英译汉的译文。

基本词汇知识的掌握。

unless, when, as soon as, if用法的掌握与辨析。

评价方法:

对学生的课堂发言, 教师应及时给出鼓励性的评价。

选出最佳英译汉译文的环节, 鼓励学生自评, 生生互评, 以达到美文共赏的目的。

词汇部分检测以竞赛方式进行, 引导学生自评学习效果, 并解决出现的问题。

篇4：人教英语九年级教案

一、 教材分析

（一）教材内容

本课主要学习19世纪和20世纪10项发明（汽车、电视、电话、计算机……）的时间及用途。语法项目是一般过去时的被动语态结构。

（二）教学特点

本课教材的特点是语法项目和日常交际用语自然结合，内容形象直观。通过操练when 开头的特殊疑问句把学生引入话题（谈论重要发明的历史及用途）的语境中。

（三）教学目标

1. 知识目标

通过本课学习学生能掌握10项发明的英语名称及由when引导被动语态一般过去时的特殊疑问句的结构及用法。

2.能力目标

能运以下句型进行对话：When was the telephone invented ?

It was invented in 1876.

What was it used for ?

It was used for talking to people in other places.

培养学生的观察、分析能力，快速反应能力，自学能力和用英语交流的能力。

3.德育目标

教育学生爱学习，爱科学，开阔学生的思路，培养学生的创造精神。

（四） 教学重点和难点

重点：口头掌握本课核心句型

When was the telephone invented ?

It was invented in 1876.

What was it used for ?

It was used for talking to people in other places.

难点：when引导被动语态一般过去时的特殊疑问句的结构及用法。

二、 学习分析

苏霍姆林斯基认为：“教给学生方法比教给学生知识更重要。”建构主义是近年来介绍到我国的一种新兴教育理论，它认为知识不是通过教师传授得到，而是学习者在一定的情境即社会文化背景下，借助学习过程中其他人（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获得的。基于这样的认识，结合本课内容和初三年级学生的特点及学习经历，在教学中我侧重指导学生采用以下三种学习方法：

1. 合作学习法。合作意识和合作能力是社会的需要，也是学习本身的需要，它有利于培养主动学习过程的合作性，以弥补独立学习之不足，增进学生之间情感沟通与智力互补。学生通过对所学内容进行讨论，刺激学生的交流欲望，达到相互启发，加深理解，提高课堂学习效率的目的。

2. 情景交际法。即学生通过交际活动理解和运用语言知识，用所学到的知识进行对话表演、问答，从而达到脱口而出的交流目的。

3. 联想法。看图联想，营造真实的语言运用氛围，以最佳的情景和语言效果刺激学生的感官引发学生联想，激活学生的思维和想象，达到发散创新的目的。

三、 教法分析

根据这节课的教学内容以及学生的实际，从培养学生能力和发挥学生主体作用的角度出发，我采用“技能训练—生生互动—师生互动”教学模式。这种模式便于充分发挥教师的主导作用和学生的主体作用，能增强课堂教学的实效性。采用情境教学法和功能交际法。（采用这两种方法的目的旨在）优化教学过程，通过布置任务“最有用的发明”，让学生在课前根据自己的兴趣，通过上网、查看书籍等形式，查找自己认为最有用的发明物的资料，在课堂上展示，开阔同学们的思路，激起学习兴趣和主动参与学习的欲望。适当安排竞猜抢答、快速反应、角色扮演、小组讨论、记者采访等活动，激励学生大胆开口说英语，提高他们运用语言的能力，变“学会”为“会学”。建构一种新型的现代教育模式，让学生在轻松愉快的环境下获得更多的信息交流。

四、 教学程序设计

根据识记认知规律和教学原则，我把教学程序分为以下几个环节；复习—引入新课—操练—运用—巩固练习。

1. 激趣抢答，温故知新：告诉学生我们将玩一个游戏——考考你。

快速展示一组图片，如：电话、电视机、电脑、计算器、飞机等，然后提问学生：

A. How many things have you seen ?

B. What are they?

C. What was invented before the car ?

活动设计意图：以抢答形式完成，目的在于吸引学生的注意力，激起他们的学习兴趣。在回答问题的过程中，激活学生与本课学习目标相关的原有知识基础，开阔学生的思维，达到温故知新的目的，为引入新知作好铺垫。

2. 设问置疑，导入新课。

展示一幅计算机的图片，然后提问学生：

A. Do you like computers ?

B. If you want to know more information about the inventions, what will you do ?

C. So computer is very important for us to know more besides books, isn’t it ?

学生回答这些问题后，及时导入新课，提问：

Do you know who invented the computer ?

When was it invented ? Now , let’s come to Unit 9 Section A to find out the answers.

活动设计意图：“良好的开端是成功的一半”，我根据课文内容和学生的年龄特点创设这一情境，激发学生的求知欲，使学生进入最佳的学习状态，在这种状态下接着讲授新课。

展示电视机图，提问：

1）What’s this in English ? Is it a computer ?

2）Who was the inventor of TV ?

3）Is this invention useful ?

这几个问句引出本课的生词：

inventinventioninventorinventive

老师讲解词义和构词法，接着展示其他几幅图，学生轮流用英语快速说出所有物品名称，然后回答下列问题：

What’s the most useful invention ?

Who invented it ?

When was it invented ?

What was it used for ?

从而巧妙地引出本课的重点句型，然后让学生运用这些句型分小组进行操练。这一环节，贯彻了直观性和循序渐进的原则。

活动设计意图：通过提问和抢答实现了两个教学目标—— 单词和句型的掌握和运用。

3. 视听联想，加深理解

告诉学生准备好辨图、听声，然后说出物品发明时间及用途，（简笔画）黑板上画简笔画，让学生分组抢答后，请1-2个学生用下面的语言结构说出：

The invention is …It was invented in…by… And it is used for…

接着播放汽车喇叭声、自行车铃声及电话铃声等，让学生听声音说出物品的名称、发明的时间和用途。

以上操练利用了视听联想手段，发挥学生的想象力，培养他们的发散思维和观察、分析问题的能力，通过积极思维达到自主学习的目的。

4. 合作小结，拓展延伸

为了让学生学懂会用，学以致用。我创设以下语言情境：

（1） 设置几个问题让学生分组讨论

A. If you are a scientist , what do you want to invent most ? Why ?

B. Who do you think is the greatest inventor in the world ? Why ?

C. What do you think is the most interesting invention ? Why ?

D. If you had money, what would you like to own ? Why ?

小组成员对讨论的结果进行整理后，请一名代表向全班同学展示小组讨论结果。

（2） 发明给我们带来了什么？

学生分小组列出教室里或书包内的十项发明，并填入表格。

在小组内根据发明的用途进行讨论，哪些发明对人类有益，哪些发明给人类带来了烦恼。

What do you think is the most helpful invention ?

What do you think is the most boring invention ?Why ?

活动设计意图：这一环节体现了学以致用的语言教学原则，优化英语课堂教学过程的其中一个重要方面便是丰富和拓宽教学内容，培养学生的创造精神以及发散思维。给学生提供一种协作学习的环境。这种形式有利于师生之间、学生之间相互传递和接受信息，有利于激励学生参与，实现课堂教学交际化。

5. 探究应用，练中巩固

为了引导学生牢固地掌握所学过的知识，结合本课语法，被动语态过去时的用法，我设计了以下练习：

（1） 听力练习

完成课本上Ib Listen and match the inventions with the date .

（2） 选择填空

1. The cup is used for _______ tea.

A. drinkB. drinks C. drinking D. to drink

2. The tall building near here _______ in 1987.

A. was put up B. was putting up C. is built D. has built

3. This kind of knife ______ for cutting paper many years ago.

A. is used B. were used C. was used D. will be used

4. —— Who ______ the electric light lamp ______ ?

—— It was invented by Edison.

A. was; invented B. is; invented C. did; invent D. was; invented by

5. —— ______was the telephone invented ?

—— I’m not sure. Maybe hundreds of years ago.

A. Where B. WhenC. How many D. How long

（3） 写作

根据问题写5—8个句子

What can you invent in the future ?

Have you ever invented something ?

篇5：人教英语九年级教案

（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

篇6：人教英语九年级教案

Unit 11 教案

The First Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary restroom, shampoo, stamp（2）Target Language

Excuse me． Can you please tell me where I can get a dictionary? Sure． There’s a bookstore on River Road．

2． Ability Objects

（1）Train students’ listening ability．

（2）Train students’ communicative competence．

3． Moral Object

Helping each other is very important． It is a good quality．

Ⅱ． Teaching Key Point Target Language

Ⅲ． Teaching Difficult Points

1． How to train students’ listening ability．

2． How to train students’ communicative competence．

Ⅳ． Teaching Procedures Step Ⅰ Revision

T: You’re new to this school． You need to know where the main office is．How can you ask where the main office is? S1: Where’s the main office?

T: That’s one way to ask． But there is a more polite way you can ask． You can say, “Can you tell me where the main office is?” Class repeat． Can you tell me where the main office is?

Ss: Can you tell me where the main office is?

T: That’s correct． Now let’s say you want to know where Classroom 1 is． How can you ask?

S2: Can you tell me where Classroom 1 is? T: Good!There’s another polite way you can ask: Could you tell me how to get to Classroom 1? Class repeat． Could you tell me how to get to Classroom 1? Ss: Could you tell me how to get to Classroom 1? T: That’s right． Very good．

Step Ⅱ 1a

Go through the instructions with the class．

Read the list of things to the class． To review the meaning of each item on the list, invite different students to say each phrase in their own words．

Point to the lettered parts of the picture one by one．

Ask a student: What kind of place is this?

What do they sell there? Do we have one in our community? What is the name of the one in our community?

亿库教育网 http:// 亿库教育网 http:// Point out the sample answer． Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store． There may be more than one correct answer for some blanks．

While students are working, move around the room offering help as necessary．

Step Ⅲ 1b

Read the instructions to students． Point out the two conversations that are shown in the picture．

As you listen, fill in the blanks with words you hear in the recording．

Play the recording the first time．Students only listen．

Play the recording a second time．This time ask them to fill in the blanks with the words you hear．

Check the answers with the whole class．

Step Ⅳ 1c

Read the instructions to the class．

Point out the list of things people need and the pictures of the places in activity 1a． Say． Look at activity la． Have a conversation with a partner． Ask your parter politely where you can do these thing and then answer your partner’s questions．

As students work, listen to some pairs in order to check the progress and help with pronunciation as needed．

After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations．

Step Ⅴ Homework

Review the target language．

The Second Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

escalator, furniture, exchange money, elevator（2）Target Language

Excuse me． Do you know where I can exchange money? Sure． There’s a bank on the second

floor． Take the escalator to the second floor and turn right． The bank is next to the bookstore．

2． Ability Objects

（1）Train students’ listening ability．

（2）Train students’ communicative competence．

3． Moral Objects

If someone asks you how to get to the place he wants to go to, you should tell him the way correctly．

亿库教育网 http:// 亿库教育网 http://

Ⅱ． Teaching Key Points 1． Key Vocabulary exchange money

2． Target Language

Excuse me． Do you know where I can exchange money? Sure． There’s a bank on the second floor．

3． Structures

Do you know where I can buy shampoo?

Could you tell me how to get to the post office? Can you please tell me where I can get a dictionary?

Ⅲ． Teaching Difficult Points 1． Indirect questions．

2． How to improve students’ listening ability．

Ⅳ．Teaching Procedures Step Ⅰ Revision Check homework．

Step Ⅱ 2a

Read the instructions and point to the list of directions．

Get students to name the items in the picture such as escalator, elevator, shoe store, and so on．

Play the recording． Students only listen．

Tell them that the picture may help them understand what they are hearing．

Play the recording again． This time ask students to write a number next to four of the directions．

Check the answers with the whole class．

Step Ⅲ 2b

Point to the picture． Say, now you will hear the recording again． This time show where the boy went as he followed the directions to the drug store． Draw a line on the picture in your book．

Play the recording again and ask students to draw the line on their own． Check the answer with the class．

Step Ⅳ 2c

Ask a pair of students to read the sample conversation aloud to the class．

Read the instructions aloud． Say． Make conversations using information about the places in the picture with your partners．

As students work, move around the classroom checking the progress of the pairs and offering help as needed．

Ask one or two pairs to say their conversations to the class． Ask the rest of the 亿库教育网 http:// 亿库教育网 http:// class to look at the picture as they listen．

Step Ⅴ Homework

Ask the students to write three sentences with the starters of the structures．

The Third Period

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．

亿库教育网 http:// 亿库教育网 http:// 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．

The Fourth Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

fascinating, convenient, safe, restroom, inexpensive（2）Target Language

Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? 2． Ability Objects

（1）Train students’ writing and speaking ability．

亿库教育网 http:// 亿库教育网 http://（2）Train students’ ability to understand the target language in spoken conversation．

（3）Train students’ ability to use the target language．

Ⅱ． Teaching Key Points 1． Key Vocabulary

convenient, safe, restroom inexpensive 2． Target Language

Can you tell me where there’s a good place to eat? Of course． What kind of food do you like? Ⅲ． Teaching Difficult Points

1． How to improve students’ writing and speaking ability．

2． How to use the target language．

Ⅳ． Teaching Procedures Step Ⅰ Revision Check homework．

Step Ⅱ 1a

Go through the instructions with the class．

Read the words in the box to the class and ask if there are any of these words that students don’t understand． If so, help students to explain the meaning of the word．

Then read the instructions again and point out the sample answer． Get a student to read the sample answer to the class． Point out that students can also write other words after the word clean．

Ask students to write words from the box in the blanks on their own． Help students if needed．

Correct the answers by having students read what qualities he or she listed．

Step Ⅲ 1b

Read the instructions to the class．

Point out the example in the box． Invite two students to read it to the class．

Now work with a partner． Look at the words in the box and use them to talk about places in your own city． As students talk, move around the classroom checking their work． Offer language support as needed．

Invite several pairs of students to say their conversations to the class．

Step Ⅳ 2a

Point to the picture and ask students to tell what is happening． If necessary, explain that the scene shows a family on vacation． They are asking the man for information about various things to do in Sunville．

Go through the instructions and point to the chart．

Play the recording． Students only listen the first time．

Play the recording again． Ask students to write the places people ask about．

Check the answers with the whole class．

亿库教育网 http:// 亿库教育网 http:// Step Ⅴ 2b

Read the instructions and point to the chart．

You will hear the same recording again．

This time listen carefully to the answers the cleck gives． Write the answers in the blanks alone．

Point out the sample answer．

Play the recording again． Ask students to write their answers in the blanks．

Check the answers．

Step Ⅵ 2c

Point to the sample conversation． Invite two students to read it to the class．

Read the instructions． Role play the conversations you hear on the tape．

Get students to work in pairs． Move around the room checking the progress of the pairs and offering help as needed．

Ask one or two pairs to say their conversations to the class．

Step ⅦHomework

Talk about some places using the words in la, then write down the conversations．

The Fifth Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects（1）Key Vocabulary

water slide, clown, dress up, have fun（2）Practise reading an article．

（3）Practise writing something using the target language．

2． Ability Objects

（1）Train students’ reading ability．

（2）Train students’ writing ability．

Ⅱ． Teaching Key Point

Practise reading and writing using the target language． Ⅲ． Teaching Difficult Point How to write a guide to a place．

Ⅳ． Teaching Procedures Step I Revision

Review the target language presented in this unit． Check homework．

Step Ⅱ 3a

Invite a student to read the article aloud to the class． Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．

亿库教育网 http:// 亿库教育网 http:// Ask students to read the article again and complete the chart． Get students to do the work on their own or in pairs． As they work, move around the classroom and offer help as necessary． Check the answers．

Step Ⅲ 3b

Read the instructions to the class． Point to the first two sentences and ask a student to read these sentences to the class．

Look back at Activities 2a and 2b． Use this information to help you complete the guide to Sunville．

Ask the students to complete the brochure on their own． As they work, walk around the classroom offering help and answering questions as needed．

Invite a student to read the completed article to the class．

Step Ⅳ 3c

Read the instructions to the class．

Ask students to say the names of some of the places they might write about． Write a list of these places on the board for students to use as they write their guides．

Ask students to work on their own． Tell them that they can use what they wrote

for activity 3b as a guide． They can write the guide for all tourists, teenagers, families, or people on a budget． As they work, move around the room offering help as needed． Correct the students’ work． Ask some students to read their guides and correct them．

Step Ⅴ Part 4

Go through the instructions with the class．

Get students to look back at the guides they wrote in Activity 3c．

Ask students to work in groups of four or five students． Let different students play the role of the booth worker and the different tourists． Make sure every student has a chance to participate．

Ask one or two groups to say one of their conversations to the class．

Step Ⅵ Homework

1． Read the article in 3a again．

2． Write a guide to our city．

The Sixth Period

Ⅰ． Teaching Aims and Demands 1． Knowledge Objects

（1）Fill in blanks and make sentences using beautiful, safe, delicious, convenient, fascinating．

（2）Write some questions using the target language．

2． Ability Objects

亿库教育网 http:// 亿库教育网 http:// Train students’ writing ability．

Ⅱ． Teaching Key Points

1． Fill in blanks and make sentences．

2． Write questions using the target language．

Ⅲ． Teaching Difficult Point

Make sentences using “beautiful, safe, delicious, convenient, fascinating”．

Ⅳ．Teaching Procedures Step Ⅰ Revision

Check homework． Ask a few students to read the article in 3a．

Then ask a few students to read their guides．

Step Ⅱ Part 1

Look at the words in the box． Ask a student to read them． Make sure the students understand the meaning of the words． You are to fill in the blanks with the words． In some cases, students may need to use another form of the word, for example adjusting for tense or subject/ verb agreement．

Ask students to fill in the blanks on their own．

Check the answers．

Step ⅢPart 2

Go through the instructions with the class．

Look at the example with the students．

Ask students what the answer would be．

Ask a student to read the question and answer it．

Excuse me, could you tell me where the bank is, please? The bank is across the street from the shopping malt．

Get students to complete the work in pairs．

Check the answers． Ask a few students to read their questions．

Step Ⅳ Just for Fun!

Ask all the students to read the conversation． Ask: What is funny about this cartoon? Help students to explain． A Martian is a person from the planet Mars．

There is no such thing as Martian food on Earth, and the clerk looks silly because he is trying to think of where there is a Martian restaurant．

Invite some pairs of students to present this conversation to the rest of the class．

Step Ⅴ Summary and Homework In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit． After class, please finish the questions in 2 in your exercise books． Then finish the exercises on pages 47～48 of the workbook as well．

亿库教育网 http:// 亿库教育网 http://

The Seventh Period

Ⅰ 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．

Ⅱ． Teaching Key Points 1． Key vocabulary．

2． Train students’ reading and writing skills．

Ⅲ． Teaching Difficult Point

Train students’ reading and writing skills．

Ⅳ． 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．

亿库教育网 http:// 亿库教育网 http:// 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．