作为一名辛苦耕耘的。教育工作者，通常会被要求编写教案，编写教案助于积累教学经验，不断提高教学质量。那么什么样的教案才是好的呢？这里快回答为大家分享了8篇新目标九年级英语教案，希望在新目标九年级英语教案的写作这方面对您有一定的启发与帮助。

u14.doc(新目标版九年级英语教案教学设计 篇一

Unit 14 Have you packed yet?

Part 1: Teaching design (第一部分：教学设计)

Structures: Present perfect with already and yet

Target language: Have you watered the plants yet? Yes, I have already watered them?

Vocabulary: watered, travel guidebook, suitcase, beach towel, bathing suit, refrigerator, member, cleaned out, turned off

Learning strategies: Brainstorming, Role playing

Section A

Goals

●To learn to use Present perfect with already and yet

●To listen and talk about having a vacation

Procedures

Warming up by studying grammar

Grammar is so important that it should always be learned and made use of in class.

Today we shall learn to use “ Present perfect with already and yet”

Look at the two sentences:

Have you watered the plants yet? Yes, I have already watered them?

Do you understand the structure of the two sentences?

We shall make more sentences like those.

Have you finished your homework yet? Yes, I have already finished it?

Have you found your bike yet? Yes, I have already found it?

To use the “ Present perfect with already and yet” more in communication, let’s go on to page 110.

1a Thinking and writing

Have you been on a beach vacation yet? If you go on a beach vacation, what three things would you pack?

Think and write your ideas in the chart on page 110.

A beach vacation Sightseeing in a city

1. bathing suit 1. camera

2. umbrella 2. mobile phone

3. drinking water 3. bike

1b Listening and checking

A family are packing things for a beach vacation. Now listen to their talk, paying attention to the “ Present perfect with already and yet”。

Tapescript

Woman: Have you packed the beach towels yet?

Boy: No, I haven’t. Can’t Judy pack them?

Woman: No, she’s busy. Could you please water the plants?

Boy: I’ve already watered them.

Woman: Oh, thanks.

Man: What about the travel guidebook and the street map?

Woman: I’ve already bought the travel guidebook, but I haven’t got the street map yet.

Man: That’s OK. I’ll get it. Have you packed the camera?

Boy: Yup. I’ve already put it in my suitcase.

Woman: Well, I guess that’s everything.

Boy: Almost everything. We haven’t locked the windows yet.

And now check√ the chores listed below the family have already done.

√Packed the camera √Watered the plants

× Locked the window √Bought a travel guidebook

× Bought a street map × Packed the beach towels

1c Doing pairwork

Imagine that you are going to the beach for the vacation. Ask your family members if they have already made a good preparation. Paying attention to the “ Present perfect with already and yet” structure.

A: Have you watered the plants yet?

B: Yes, I have already watered them.

A: Have you packed the camera yet?

B: Yes, I have already packed the camera.

A: Have you bought a street map yet?

B: Yes, I have already bought a street map.

A: Have you locked the window yet?

B: Yes, I have already locked the window.

A: Have you packed the beach towels yet?

B: Yes, I have already packed the beach towels.

A: Have you bought a travel guidebook yet?

B: Yes, I have already bought a travel guidebook.

2a Listening and writing

Next is another recording of a conversation about chores done or to be done. Listen to the conversation for what Mark did and what Tina did. While listening also pay attention to the “ Present perfect with already and yet” structure.

Tapescript

Boy: Mom and Dad said they want to leave in ten minutes. Are you ready, Tina?

Girl: No. I haven’t cleaned out the refrigerator yet. I have to do that right now.

Boy: Tina! You’re unbelievable. What about your bike?

Girl:I’ve already put it in the garage. But I haven’t locked the

garage yet. That’s your job, Mark.

Boy: I know. I’ve already done most of my jobs. I’ve taken out the trash.

Girl: Have you fed the cat yet?

Boy: Not yet. I’ll do it in a minute. Have you turned off your radio?

Girl: Yes, I have. I think we’re almost ready.

Now on page 111write before the 6 sentences M for Mark or T for Tina.

1.No. I haven’t cleaned out the refrigerator yet.

2.I’ve already put it in the garage.

3.But I haven’t locked the garage yet.

4.I’ve already done most of my jobs.

5.Not yet. I’ll do it in a minute.

6.Yes, I have. I think we’re almost ready.

2b Listening and matching

To match the questions below with the answers above in 2a, you shall listen to the tape again.

Have you fed the cat yet? →5

What about your bike? →2

Are you ready, Tina? → 1

Have you turned off your radio? →6

2c Doing pairwork

To practice spoken English you are to role play a conversation using the information from 2a and 2b.

A: Are you ready, Tina?

B: No, I haven’t cleaned out the refrigerator.

B: No, I haven’t put the food in the garage yet.

B: No, I haven’t locked the garage yet.

B: No, I haven’t done my jobs yet.

B: No, I haven’t taken out the trash.

B: No, I haven’t fed the cat yet?

B: No, I haven’t turned off my radio yet.

3a Reading and underlining

Here on page 112 is an e-mail message from Crystal. Now read it and underline all the different chores mentioned in it.

Subject: So busy！ From: Crystal

Hi Jake,

Sorry I couldn’t get back to you sooner. I have so many chores to do today. I have to do my homework, of course. I started about an hour ago, but I haven’t finished. Then I have to take the dog for a walk, water my mom’s plants, and do some shopping. I haven’t done any of those things yet because my grandfather came to chat to me. He loves talking, and I love listening to him. He started telling me about all of the chores he had to do when he was a kid. He had to get up at 5 am and chop wood and light the fire for breakfast. Then he had to collect water from the village well. Then he had to feed the animals-he and his family lived on the farm.

Anyway, I have to run now.

Take care,

Crystal

Now read the message again to blacken the expressions and circle the “Present perfect with already and yet” structure.

3b Doing groupwork

On page 112 in the middle is a chart with hours and chores done.

9:00 am Do my homework Water the plants Buy a newspaper

10:00 am Buy a newspaper Feed the dog Do my homework

11:00 am Feed the dog Do my homework Clean the room

12:00 noon

1:00 pm Water the plants Clean the room Water the plants

2:00 pm Clean the room Buy a newspaper Feed the dog

Now in groups of four, ask your partner what he or she has done, using “Present perfect with already and yet” structure.

A: Have you bought a newspaper?

B: Yes, I’ve already bought a newspaper.

A: Have you done your homework?

B: Yes, I’ve already done your homework.

A: Have you feed the dog?

B: Yes, I’ve already feed the dog.

A: Have you watered the plants?

B: Yes, I’ve already watered the plants.

A: Have you cleaned the room?

B: Yes, I’ve already cleaned the room.

4 Doing groupwork

What are you going to do this week? Now you are supposed to make a list of the things done and things to be done. You have to ask two of your classmates for their things done and to be done.

You Xu Lanfang Li Baoli

Things I have done Write a research paper Write a news report Go abroad

Things I haven’t done yet Visit my mother Find a friend Read a novel

Closing down by singing a song

Happy Birthday

Happyh birthday to you. Happy birthday to you.

Happy birthday, dear. Happy birthday to you.

Happyh birthday to you. Happy birthday to you.

Happy birthday, dear. Happy birthday to you.

九年级英语教案unit 篇二

九年级英语教案unit3

Unit 3 Teenagers should be allowed to choose their own clothes.   单元整体说明 单元教材分析 本单元围绕“允许做什么、不允许做什么”这一话题，设计了三个任务型活动。任务一：谈论自己想做的事情；任务二： 我可以做什么、不可以做什么。任务三：讨论自己想做什么、自己需要什么样的生活。 单元总体目标 通过本单元的学习让学生学会用不同的句型来谈论应该允许做什么、不允许做什么、同意和不同意。 单元重难点一览 重难点词汇： 1.at that age  2.instead of 3.the other day4.be a good way to do 5.keep sb happy  6.at present 7.the same as8.be proud of 9.give directions  10.way cool= very cool 11.learn from sb 12.agree with 13.disagree with 14.in fact 15.take time to do sth 16.chat with 重难点句式 1.I think sixteen-year-olds should be allowed to drive. 2.Do you think thirteen-year-olds should be allowed to have part-time jobs? 3.The young should be proud of their culture. 单元教学建议 采用Concluding，Accumulating，Roleplaying和Comparing的学习策略，利用多媒体课件，来展开课堂Pairwork问答式的口语交际活动和讨论活动来谈论允许做什么和不允许做什么。本单元的教学法建议：词汇教学：情景操练、反复使用；口语教学：师生互动，生生互动、对话练习、交际活动；阅读教学：寻找关键语句、对文中任务和事物发表见解；语法教学：总结规律、比较异同、模仿操练。 单元课时分配 本单元用4课时教学 Section A 部分用 2 课时 Section B，Self Check 部分用 2 课时 Section A 教学课题 Unit 3:Teenagers should be allowed to choose their own clothes. （Section A） 学科 英语 授课教师   授课班级 初三九班 授课时间 /4 教学目标 1.知识目标：掌握 agree and disagree 的用法。学会使用 I think ...  I agree ... 和 I dont think ...  I dont agree ... 来表达自己的意见。 2.能力目标：对所学知识的灵活运用及用所学知识解决生活中实际问题的能力。 3.情感目标：培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。 教学分析 1.教材分析：Section A 主要围绕着 agree 和 diagree 这一话题来进行课堂教学和语言实践。Section A 中主要涉及到的语法项目是被动语态，要求学生熟练模仿及操练这一语态的句型转换，为以后的谈论和交际做好铺垫。 2.学生分析：初三的`学生有较丰厚的语言积累和知识储备，他们有较强的求知欲和好奇心，在课堂上他们善于表现自我，乐于积极思考，敢于发表自己的观点，这些个性心理特点都有利于师生在课堂上进行交流。 3.重点及其突出方法：被动语态的讲解：总结规律、比较异同、模仿操练。 4.难点及其突破方法：培养良好的语言表达习惯。发挥教师良好的示范作用，注重教师在课堂教学中对学生无意识的影响。 教学准备 1.多媒体： 多媒体，幻灯片，英语影音资料。 2.其他参考资料。 教学过程 Unit 3: Teenagers should be allowed to choose their own clothes.(Section A) Step One:   Free talk and discussion. Step Two: 1.at that age 2.instead of 3.the other day 4.be a good way to do 5.keep sb happy 6.at present 7.the same as 8.be proud of Step Three:   Finish 1a/1b. Step Four:   Practice the conversation in activity 2c. Step Five: Make a new conversation in groups according to the one in 2c.Then act it out. Step Six: Make a survey, then show the results to the whole class. Step Seven: Make a summary. Step Eight: Homework: Recite the conversation in 2a. 教学反思 1.如何在英语课堂教学中有效地进行中外文化的渗透？ 2.如何培养学生的跨文化意识？ 3.教师如何布置个性化的作业？ 4.如何解决本套教材大词汇量问题？   Section B and Self check 教学课题 Unit 3:Teenagers should be allowed to choose their own clothes.   （Section B and Self check） 学科 英语 授课教师 齐宪波 授课班级 初三九班 授课时间 2005/4 教学目标 4.知识目标：掌握 agree and disagree 的用法。学会使用 I think ... I agree ...和 I dont  think ... I dont agree ... 来表达自己的意见。 5.能力目标：对所学知识的灵活运用及用所学知识解决生活中实际问题的能力。 6.情感目标：培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。 教学分析 5.教材分析：Section B 主要围绕着现代中学生感兴趣的话题来进行课堂教学和语言实践。 6.学生分析：初三的学生有较丰厚的语言积累和知识储备，他们有较强的求知欲和好奇心，在课堂上他们善于表现自我，乐于积极思考，敢于发表自己的观点，这些个性心理特点都有利于师生在课堂上进行交流。 7.重点及其突出方法：被动语态的讲解：总结规律、比较异同、模仿操练。 8.难点及其突破方法：培养良好的语言表达习惯。发挥教师良好的示范作用，注重教师在课堂教学中对学生无意识的影响。 教学准备 3.多媒体： 多媒体，幻灯片，英语影音资料。 4.其他参考资料。 教学过程 Unit 3： Teenagers should be allowed to choose their own clothes.(Section B and self check) Step One:   Free talk and discussion. Step Two: 1.learn from sb 2.agree with 3.disagree with 4.in fact 5.take time to do sth 6.chat with Step Three:   Finish 1a. Step Four:   Practice the conversation in activity 1b. Step Five:   Make a new conversation in groups according to the one in 2c.Then act it out. Step Six:   Discuss what you are allowed to do and what you arent allowed to do during your stay at school/ home/ library and so on. Step Seven:   Read the text then suggest the questions according to the text. Step Eight:   Discuss what is cool in your mind. Step Nine:   Homework:   Write some sentences about “cool”。 教学反思 1.如何在英语课堂教学中有效地进行中外文化的渗透？ 2.如何培养学生的跨文化意识？ 3.教师如何布置个性化的作业？ 4.如何解决本套教材大词汇量问题？

新目标九年级英语教案示例第九单元 Period 1 Vocabulary 篇三

新目标九年级英语教案示例第九单元 Period 1 Vocabulary building

Unit 9 Period 1 Vocabulary building   Language goals 语言目标 1. Words & expressions生词和短语 invent, scoop, adjustable, operate, mistake, thin, sprinkle, sweet, salty, crispy, sour, discover, annoying, special, ancient, legend, boil, fire, nearby, remain, notice, produce, pleasant, throw, thousand, century, taste, smell, create, divide, shoot 2. Key sentences重点句子 (P71) Who invented them? They were invented in 1863. Ability goals能力目标 Enable the students to understand and use the new words of this unit. Emotion & attitude goals 情感和态度目标 Enable the students to be aware of different inventions around them. Strategy goals 策略目标 Enable the students to use what they know to explain new words. Teaching important points教学重点 Understand and use the new words and phrases. Teaching procedures and ways 教学过程与方式   Step I  Lead-in T: Good morning / afternoon, boys and girls. This week we will begin a new unit about inventions. You can see inventions all around us, from TV to car, from food to clothing. We should say nobody can live without them. Don’t you think so? Can you imagine one day without inventions? Ss: That’s impossible. T: Yes, we live in a world of inventions. These inventions make our life easier and more comfortable. In this unit, we will learn some inventions and their history. First, let’s get to know some new words.   Step II  Card Game Ask the students to play a card game to help them remember the new vocabulary of this unit.  T: Close your books. Here are some cards. On each card there is a word with English spelling. When I hold up a card, you must tell me what it means in Chinese, how to read it and some words related to it. Are you clear? Show the cards to the students one by one. Correct their mistakes in pronunciation and understanding. …   Step III  Practice the new vocabulary Ask the students to explain in their own words the words in Section A in the workbook. T: Very good. Please turn to Section A of workbook, the first part. Discuss these words in groups and explain their meanings in your own words. Sample answers: S1: Invent: There was not such a thing in the world. Someone made it and then there is such a thing. So we can say someone invented it. S2: Discover: There is a thing. But people don’t know it or few people know it. Someone find it and make it known to people. We can say someone discovers it. S3: Scoop: When it is a noun, it means a short-handled tool for taking up and moving something. When it is a verb, it means lifting something with a scoop. S4: Mistake: If I say 2 and 2 is 1, you can say I make a mistake. S5: Annoying: make one angry, unhappy or uncomfortable. S6: Adjustable: that can be made more helpful or useful. S7: Microwave: very short wave. S8: Braces: something used to tighten. Ask the students to circle the words in the table. T: Very good. Now please find these words and circle them in the table. Volunteers? Show a hanging chart with the same table to the students. Ask them to come to the front and circle the words in the table in the hanging chart. Check the answers and correct the mistakes if there are any.   Step IV  Words about food taste(1a, 1b: P71) Ask one student to come to the front to do a blind taste test. Show a bag to the students. T: Look, there are 4 kinds of food in it. I will let one of you come to the front and taste them. But I will use a piece of cloth to cover his or her eyes. After tasting, he or she has to tell how each food tastes and what food it is. Are you clear? Sophie, please. Cover Sophie’s eyes and give her the food one by one. Sophie tastes each food and tries to guess what it is. S: It is sweet. I think it is an apple. They are salty and crispy. I think they are potato crisps. It is sour. I think it is a tomato. It is salty. But I don’t think I have eaten this food before. It is delicious. T: Do you enjoy the food? Now you can take off the cloth. The last one is Pizza, which is popular with westerners. You can take it with you and go back to your seat. Thank you. Sophie goes back to her seat. T: Hi, class. What are the four different tastes of the food Sophie had? S: They are sweet, crispy, salty and sour. T: Yes. They are words used to describe different tastes of food. Try to use them to describe the food in the picture of 1a, Section B. Ask the students to read the pictures of 1a in Section B and describe how the food tastes. T: Now, look at the four pictures. What are they? Ss: They are potato chips, lemon, ice cream and tea. T: You are right. Please use the words we’ve just learnt to describe how they taste. S1: Potato chips are crispy. Lemon is sour. Ice cream is sweet. Tea is sweet. T: How about you? Do you have a different idea? S2: Potato chips are crispy and salty. Lemon is sour. Ice cream is sweet. Tea is sweet. T: Good. I think S2’s answer is better. Now let’s repeat the description together. Ss: ... Ask the students to write the name of a different food after each word in 1b of Section B. T: Now, write the names of different foods after each taste as many as possible. I think this is an easy job for you. Think of the food you eat everyday at home or in restaurants. Collect the answers and put them down on the blackboard. Sample answers: sweet: apple, orange, banana, honey, orange juice, cakes and candies crispy: salad, potato chips, lettuce and cucumber  salty: pizza, French fries, olives sour: grapes, pickle and vinegar   Step V  Do a quiz Ask the students to finish the following exercises in 10 minutes. T: Next we’ll do a quiz. Your task is to finish the exercises in 10 minutes. Anyone who does his best without looking at the textbooks will be invited to my home this Sunday for a pizza meal. When I say “begin”, you can begin. After you finish, hold up your hands and let me know. Are you ready? One, two, begin! Fill in the blanks with the words you’ve learnt according to the Chinese. 1. Who _______ the telephone? ( 发明) 2. When was the car ________? (发明) 3. It ______ _______ _______ scooping really cold ice cream. (被用来……) 4. What do you think is the most _______ invention? (令人烦恼的') 5. The potato chips were invented _________ ______. (错误地) 6. The customer thought that the potatoes weren’t ______ enough. (薄) 7. The customer was happy __________ _______ ______. (最终) 8. The customer said they weren’t _____ enough. (咸) 9. The chef ________ lots of salt on the potato chips. (撒) 10. The tea was invented ______ ______. (偶然地) 11. This beverage was _______ (发现) over 3 _____(千) years ago. 12. ______ _______ (根据) this legend, people _______(煮) water to drink over an open fire. 13. He ______ ______ the river yesterday. (掉进) 14. She ______ beautiful after these years. (保持) 15. The emperor ______ (发现) that the leaves in the water _______ (发出) a pleasant smell. 16. Dr Naismith ______ (分) the men in his class into two teams. 17. Dr Naismith _______ (创造) a game to be played on a hard wooden floor. 18. Many young people _____ _____ (梦想) becoming famous basketball players. 19. Here is a ________ present for you. (特别的) 20. Can you _______ the computer? (操作) Sample answers: 1. invented 2. invented 3. is used for 4. annoying 5. by mistake  6. thin  7. in the end  8. salty 9. sprinkled 10. by accident 11. discovered, thousand 12. According to, boiled 13. fell into  14. remains 15. discovered, produced 16. divided 17. created 18. dream of  19. special 20. operate T: Lily, you are the one who finished the exercises fastest and correctly, so I will invite you to my house and I will cook some pizza for you.   Step VI Homework Review new words and phrases learnt in this period. Finish the following exercises on homework paper. Homework paper 1. Fill in the blanks and translate the sentences. (1) When ______ the car ______? (被发明) (2) What ____ the heated ice cream scoop _____ ______? (被用来……

九年级新目标英语复习计划 篇四

--英语中考备考计划

刘必辉

一、指导思想：

我将本着以《英语新课程标准》为依据，以考纲为标准，以教材、指导丛书、复习指导为具体内容，根据国家提出的素质教育的要求，结合我校实际情况，制订了中考备考计划，引导学生学好课本知识，进行全面复习，稳打稳扎，提高学生的听、说、读、写能力，发展学生的综合语言运用能力；面向全体学生，为学生全面发展奠定基础，为今后的进一步学习作好充分准备。

二、学习和复习策略

1．第一学期完成unit1-unit12, 第二学期利用3周时间完成九年级课本。

2.完成系统归纳，分清脉络。依纲扣本，注重双基，夯实基础（词汇，语法，句型），帮助学生学会复习，学会考试。

3. 以学生为主体，坚持讲练结合的教学模式。并注重感情投资，利用学生的心理优势，多关注，多表扬，树立学生的自信心。

三、情况分析

人教版新目标英语共有五本书，七年级上下册和八年级上册比较简单，主要是词汇量的积累，简单的口语表达，八年级下册，九年级着重是语法，阅读。指导丛书中要求，在语言知识方面，学生学会使用四会单词和习惯用语或固定搭配；在听力技能方面，能听懂有关日常生活中的熟悉的话题；在阅读技能方面，能阅读各种体裁和题材的简短的书面材料；在写作技能方面，能使用所学语言基础知识，以语篇为单位，清楚，连贯地进行控制性和开放性写作；在口语技能方面，能使用所学的语音，语法和词汇等基础知识，以口头的形式清楚，流利地表达自己的意思。根据考试的内容和考试的难易度比例，合理安排复习时间和复习方法很有必要。

四、时间安排：

整个复习分三个阶段

五、复习内容与要求

从近三年的中考试题来看，年年有变化，但不是很大，总之，其试题容量大，覆盖面广，要求越来越高，越来越灵活，不仅加强了对英语基础知识的考查，更突出了对运用知识的能力的考查。我们采用“三轮复习法”要求先全面学习，后进行重点复习和适应性考试复习，做到着眼全面，突出重点，点面结合，把全面复习和重点复习有机的结合起来，这样既系统全面又有所侧重，能使学生较好地掌握所学知识，考出优异的成绩。

第一轮复习，依纲扣本，整合课本内容，梳理知识结构，巩固基础知识，训练基本技能，要求学生一步一个脚印，扎扎实实搞好基础

知识的复习。因为万变不离其宗，如果没有最基本的词汇和语法，从何谈能力。所以课堂上主要以教材为主，以《初中学生学业考试手册—英语》为辅，引导学生按教材顺序复习各单元的知识点，这一轮不是炒“冷饭”，而是“温故而知新”。充分发挥学生的学习主动性，课堂上引导学生归纳知识点，并与其它知识做横向、纵向比较，帮助学生巩固运用。一方面激发学生学习积极性，另一方面及时查漏补缺，巩固好基础知识。早自习要求学生在教室里大声朗读，早读的材料可以是课本，单词表和课后的听力材料，也可以是练习册中的作文或平时阅读时发现的写得好的一些文章，同时注重词汇，词组，句型的过关，每天早自习下课前的十分钟，对学生所复习的内容进行检测，课后通过配套练习，巩固所复习的内容。同时在这一轮的复习中我们还准备采取一些措施来激励和督促学生自觉学习，比如，每学完一部分后，进行阶段性测试，并将成绩通报给家长，与家长一起共同督促学生努力学习，以便更好更快地提高教学质量。

第二轮复习，专题讲解与训练，重，难点突破，实现能力升华；在这一阶段复习过程中防止简单的重复，反对面面俱到，遵循精讲多练的原则，做到讲—练—评结合。在课堂上主要是根据中考指导丛书并结合《英语综合练习册》和我们自己出的练习题，按词汇（构词法，名词，代词，形容词，副词，冠词，动词）语法（宾语从句，状语从句，定语从句，被动语态，动词时态等）进行复习，有的强讲，有的略讲，让学生建立一个完整的知识网络。并通过《20英语考试纲要》中的专题讲解与训练来复习检测形成能力。

第三轮复习，综合模拟训练，把握中考脉络，合理安排好答题时间。在这一阶段主要目的是侧重培养学生审题和解题的能力，要求学生在教师的指导下进行综合练习和模拟测试，通过知识考查与能力考查并重，提高学生的应试技巧，使学生在答题时做到灵活运用，触类旁通，举一反三。有了前两轮的复习，学生对知识已经有了一定程度的掌握，因此通过模拟的中考试卷为真正的中考做好充分的准备。

九年级新目标英语复习计划 篇五

九年级英语中考复习计划

土门中学九年级英语组

中考复习是中考前教学中最重要的环节，复习的好坏直接关系到学生的中考成绩。我们九年级英语老师结合中考复习教学方法的有关理论，结合其他多年教九年级的老师的教学经验，结合邬阳民族中心学校学生的实际情况，特制订了九年级英语中考复习备考计划。

第一阶段：以教材为本，回顾基础知识，并配以相应的练习加以巩固活用。（3月12日――4月30日）

这一阶段让学生以教材内容顺序，抓纲靠本，回顾七年级、八年级、九年级课本上的单词和知识要点，以知识点扫描为主夯实基础，将课文中的重要的知识点条理化、系统化。针对学生对已学基础知识部分已遗忘的共性，本着温故而知新的原则，主要是按教材顺序归纳语言点，对各单元的知识要点进行梳理，同时注重词汇、词组、常用句型和主要语法等知识，并通过配套练习培养运用语法知识的能力。在教学方法的选用上，坚持打破传统的复习模式，不搞填鸭式、满堂灌，而是利用提问式、讨论式、辩论式、启发式等方法让学生归纳、总结，群策群力，互相补充或由师生共同归纳出各个阶段的知识要点、难点及考点。让学生有思考的时间，有发言的。权利，有查漏补缺的机会。

第二阶段：语法专题复习。（5.1――5.19）

根据中考考纲中要求掌握的语法项目，使学生从零散的语法知识过度到系统的归纳和掌握上，使语法知识更加条理化，扎扎实实搞好语法知识的复习，对各个语法点的知识加以归纳和梳理，结合近几年的中考题加以训练。在复习语法的过程中，复习几个语法内容，进行一次测验，找出学生仍存在的共性问题，再加以查缺补漏。让学生体会英语语法的实际应用。句法以掌握五种基本句型为核心，还要复习宾语从句，状语从句、定语从句等，在掌握句法的基础上，分析理解词法。词法以动词为重点，掌握正确的时态用法。在复习中要注意理清语法知识脉络，使之系统化。在感性认识的基础上归纳语法规则，再以语法规则指导语言实践，从而提高理解语法概念和规则的能力以及运用规则的能力。

第三阶段：中考模拟题训练。（5.20——6.2）

模拟训练是考前大练兵，是中考前的热身训练阶段。在前两轮复习的基础上以《中考说明》上的试卷为主进行模拟训练，以学生为主，对所学的知识重新整理，彻底消除学生的模糊意识，强化考点。运用一些模拟题、模拟考试时间、答题方式和答题卡等，对学生进行应试技巧的训练，培养学生的临场发挥能力和应变能力。

第四阶段：典型题型训练。（六月初-——-中考)

我们知道中考是以检查基础知识和基本技能为主，同时还要考查学生综合运用英语的能力。所以，我们在让学生牢固基础的前提下还要注重典型题型的训练。比如，第一：进行强化性听力训练，熟悉测试题型，让学生熟练掌握做听力题的技巧。第二：训练学生阅读理解的速度和理解能力。有意识的进行技巧训练，如精读、略读、速读和带着问题读等。第三：强化书面表达能力的培养，通过典型的范文，大量的习作练习和指导，不断提高学生组织文章的能力，运用已学词汇进行描写的能力。

在进行文化课辅导的同时，还要针对我校学生的实际情况，在考前对具体个性不同的学生，给予不同的心理辅导，排除他们的考前紧张心理。让他们树立考试的信心，努力克服困难，正确面对中考。力争让他们以最佳状态迎接考试，取得中考的最后胜利！

九年级英语复习时间安排：

3．12-13 Grade 7（上）

Units 1-12

3．13-14

3.15-17

3.18-20

3.21-23 Grade 7(下) Unit 1---12 Grade 8(上) Unit 1-8 Grade 8(上) Unit 9-12 Units1-3

Grade 8（下）

1、考点疏理日常交际用语； 2、时刻的表达方式； 3、情态动词can的用法； 1、考点疏理日常交际用语； 2、问路的表达方式； 3、征求意见句型； 1. 现在进行时。 2. 不可数名词 1、考点疏理，日常交际用语； 2、一般过去时； 3、祈使句 1、考点疏理，日常交际用语； 2、形容词、副词的比较等级

3.24-26 Units 4-6

Grade 8（下） 1、考点疏理，日常交际用语； 2、have to 的使用

3．一般将来时

1、考点疏理，日常交际用语；

2、重温：一般现在时、过去时

自习时间：1。过去进行时

2．以if引导状语从句

自习时间：1、现在完成进行时

2、现在完成时

1、考点疏理，日常交际用语；

2、被动语态

1、考点疏理，日常交际用语；

2、真实条件和虚拟条件句

1、考点疏理，日常交际用语；

2、can、may、must表示推测的用法；

1、考点疏理，日常交际用语

2、定语从句

1、考点疏理，日常交际用语；

2、将来时归纳

3．宾语从句归纳

1、考点疏理，日常交际用语；

2、被动语态归纳

1、考点疏理，日常交际用语；

2、过去完成时；

3.27-28 3.29-4.1 4.4 4.8-9 4.10-11 4.112-13 4.14-15 4.16-17 Units7-10 Grade 8（下） 八年级自测 评讲试卷 Units1-3 Grade 9 Units4-5 Grade 9 Units6-7 Grade 9 Units8-9 Grade 9 Units9-10 Grade 9 4.17-18 4.19-4.20 4.21-27

二、分类复习

5.1 Units11-12 Grade 9 Units513--15 Grade 9 导引测试 1,使用复习导引

3、名词的单、复数及不规则形式

4、代词分类及使用 名词、代词、数词 2、可数名词，不可数名词；

5.3 1，使用复习导引

冠词、介词和连词 2、冠词的使用；

3、初中所学介词；

4、连词分类

5.5

5.7 动词 形容词和副词 1，使用复习导引 2、在句中的使用； 3、比较等级； 1，使用复习导引

2、动词时态、语态；

3、非谓语动词；

5.9

构词法 1，使用复习导引 2、合成法；

3、派生法；

4、转化法；

5.11

5．13-14

5.15

5.16-17

5.18 并列句和复合句 句子种类和 There be 第二次质量检测

引语

三、综合训练 考试

5.20

5.21

5.22

5.23

5.24

5.25

5.26

6.2 讲卷 讲评试卷 听力训练 听力训练 听力训练 听力训练 听力训练 考查 考试复习导引专练 考试复习导引专练 自习时间：评卷 考试复习导引专练 考试复习导引专练 考试复习导引专练 1、听对话、选图画； 2、听对话、回答问题 1、听对话、选图画； 2、听对话、回答问题 1、听短文、选答； 2、听短文、填表格 1、听短文、选答； 2、听对话、填表格 1、听短文、选答； 2、听对话、填表格 1．对学生听力全面检测 直接引语与间接考试复习导引专练；

2．县四套模拟题（一）

6.3

6.4

6.5

6.6

6.9

6.10

6.11

6.12 阅读训练 阅读训练 阅读训练 完形填空 完形填空 完形填空 书面表达 考查 科普、生活、故事、寓言类 人物轶事及科普文章 任务含回答问题，填空，完成句子等类型的阅读 1．解题技巧指导 2．县四套模拟题（二） 方法、技巧训练 训练学生理解能力，综合分析能力和运用语言的实践能力 作文训练 1．生活常识：电话记录，请假条，便条、通

知、招领启事，招聘等应用文

2．县四套模拟题（三）

6.13

6.16-6．19

写作表达 写作表达 写作表达 考查 看图作文 话题作文 从审、编、写、查等方面训练解题技巧 听力、完形填空，阅读理解，写作考查

3月5日

新目标初中英语教案 篇六

人教版新目标初中英语教案模板

人教版新目标初中英语教案模板【1】

Unit 11 could you please clean your room?

Period 1

本课是Unit11的第一课时。

其主目标是能用 “Could you please do things?” “Could I please do things?”谈论如何委婉地提出请求或征求别人的许可，

及回答语“Sure / Certainly / I’m glad to .”能礼貌地拒绝，“Sorry, I / you can’t,. I / you have to do…”并表达自己的理由， 陈述自己的好恶。

以do housework 和调查做力能所及的事为话题，学会运用“Could you please do things?” “Could I please do things?”是本课的语言目标。

一、 教学内容Section A 1a----1c

二、 教学目标

1.学习词汇

do the dishes, sweep the floor, take out the trash. fold your clothes, clean the living room, do chores, have to do sth, like to do (doing) sth, make dinner, make your bed

2.句型

---Could you please clean your room?

---Yes, sure.

---Could you please do the dishes?

--- Sorry, I can’t. I have to do my homework.

三。单元重点和难点

1.重点。

1)学习一些常用的动词短语。

2)委婉地提出请求、征求许可做某事。

Could you/I please do things? Yes, Sure. / 。

I/You can.

Sorry, I / you can’t,.., I / you have to do…”

2.难点。

在实际的生活中委婉地表达自己的请求和征求许可。

三、 教学过程

Pre-task

1. Warming up

看动画片段《灰姑娘》导如入本课话题和新词汇“chores”美丽善良的灰姑娘因继母的嫉妒，每天得做所有的家务。

片段的主题使学生联想到本课的话题。

2. learn some new words and phrases

Look! What is she / he doing? 看图学习动词词组do chores, do the dishes, make the bed, take out the trash, fold the clothes, do the laundry, clean the living room.

3. Guessing game.

According the phases that they have learned, the teacher asks some students to do some actions one by one. Then ask the others to answer these questions:

What is she doing? What is he doing?

通过记忆力游戏，让学生适时对所学词汇进行回忆以及进一步的巩固。

并适当活跃课堂气氛。

4. Pair work. 1a, Do you do these things at home? Write “Y” for “yes” and “N” for “no”。

5. Listening . 1b , Peter’s chores or Mom’s chores?

理解目标语Could you please clean your room? Yes, sure.

Write “M” for Mom’s chores, “P” for Peter’s chores in the chart.

6. Pairwork,1c

Look at the picture, Ask your partner to do the chores that you see.

7. Interview

Who is the most able at home?

1) What chores do you do at home? How often do you do the chores? Work in four, interview each of the students in the group, fill in the chart.

2) Then one student make a report to the class. “In my group…. Does the dishes every day,…We think … is the most able one in our group.”

3) 颁奖。

给每个小组里的最能干者发奖。

适时给学生爱劳动，爱父母的教育

8. 总结本节课的教学重点。

9.Homework

Read the words and phrases you learn today.

make a dialogue between you and your parent about doing the chores.

五。教学反思

本节课主要谈论家务，话题贴近生活，,,在热身阶段， 以灰姑娘的动画片段导入动词词组，猜图游戏使词汇得到巩固，为下面的活动做好铺垫。

新词汇结合学生的生活实际， 掌握运用target language礼貌提出请求， 并使学生受到爱劳动的教育。是本课的重点。。

Period 2

一、 教学内容Section A 2a-4

二、 教学目标

1.词汇：

stay out late, work on the computer, get a ride,

use the car, go to a meeting, hate to do /dong sth

2.句型：

---Could I please go to the movies?

---Yes, you can.

---Could I please use the computer?

--- No, you can’t. You must do the dishes at first.

三。单元重点和难点

1.重点。

1)学习和复习一些常用的动词短语。

2)委婉地提出请求、征求许可做某事。

---Could I please use your computer?

---Sorry, you can’t..

---Could I please watch TV?

---Yes, you can. But you have to clean your room first..

3)学习如何请求他人的帮助。

2.难点。

1)表达看法：

I like doing dishes because it’s relaxing, but I hate to do…because it’s boring.

2)区别make与do的用法

四。 教学过程。

1.Warming up

Game “Chain drill”。

运用上节课的target language “Could you please do…?”依次问答，其中的动词短语不能重复 ,复习动词短语。

2.Listening. 2a ,2b

Read the instructions. Learn the key vocabulary.

stay out late, use the car, get a ride, go to a meeting, clean your room,

1) Peter ask his father if he can do four things. Check “yes” or “no”

2) Listen again, Why does Peter’s father say “no”

Draw lines to the reasons in the chart.

3. Present target language

由听的活动2a 引入target language：

A: Could I please get a ride? B: Yes, you can.

A: Could I please get a ride? B: Sorry, you can’t, I have to go to a meeting.

4. Pair work 2c

According the sample conversation, ask and answer in pairs. Then ask and answer in pairs in class.

5. 3a Fill in the blanks with “make” and ”do”。 Get the students to read the dialogue in pairs, then act out it.

6. 3b Chores that you like or dislike,

1) 呈现 like doing/to do, hate doing

2) Make a list of chores that you like and dislike.

3) Pairwork.谈论喜欢和不喜欢的家务，并表达自己的看法。

A: Do you like doing dishes?

B: Yes, I like …because it’s relaxing,

No, I hate to do…because it’s boring.

7. Make a survey.

Discuss in groups of four. Draw a smiling face on the chore you like and draw a crying face on the chore you dislike. Then give a report.

九年级英语教案unit 篇七

九年级英语教案unit4

Unit 4 What would you do? Part 1: Teaching design (第一部分：教学设计) Structures: Second conditional, Should for advice Target language: What would you do if you won a million dollars? I’d give it to medical research. I can’t sleep the night before an exam. What should I do? If I were you, I’d take a long walk before going to bed. Vocabulary: million, charity, pimple, confident, shirt, tie, medical research Learning strategies: Matching, Listening for key words SECTION A Goals ●To learn to use Second conditional and Should for advice ●To listen and talk about imagined life Procedures Warming up by learning about Second conditional and Should for advice The second conditional (also called conditional type 2) is a structure used for talking about unreal situations in the present or in the future. This page will explain how the second conditional is formed, and when to use it. The structure of a second conditional sentence Like a first conditional, a second conditional sentence consists of two clauses, an if clause and a main clause: if clause main clause If I had a million dollars, I would buy a big house. If the if clause comes first, a comma is usually used. If the if clause comes second, there is no need for a comma: main clause if clause I would buy a big house if I had a million dollars. We use different verb forms in each part of a second conditional: if clause if subject simple past verb* main clause subject would verb 1a Talking about imaginary situations What would you do if you had a lot of money? If I had a lot of money, I would give it to charity. If I had a lot of money, I would buy snacks. If I had a lot of money, I would give it to Hope Project. If I had a lot of money, I would buy books for the poor. 1b Listening and numbering Now you are going to listen and number the pictures 1 to 3 in the order you hear them. Tapescript Girl1: Hey, did you see this newspaper article? An old man had a million dollars. And he gave it to charity. Boy1: Wow, what a nice man! Girl1: What would you do if you had a million dollars? Boy1: If I had a million dollars, I’d give the money to the zoo. I want to help the pandas. Girl1: That’s a gook idea! I know what I’d do. I’d buy a big house for my family. Girl2: Really? I’d put the money in the bank. Then I’d just watch it grow! Boy2: Hmmmm… I think I’d give the money to medical research. I’d want to help other people. Now listen again and write down the sentences with Second conditional and Should for advice 1c Doing pairwork Let’s pretend that we are the people in the picture on page 26. Talk with your partner about what you would do if you had a million dollars. Look. This old man had a million dollars, and he gave it to charity. Wow! What would you do if you won a million dollars? I’d give it to medical research. I’d take a chance to achieve my dream of flying to the moon. If I won a million dollars, I’d stop working and become a professional runner. I’d go to an old people’s home to help them. I’d volunteer at the hospital twice every week. 2a Listening and circling Listen to the tape and circle the reasons in the box on page 27 why Larry is nervous. Tapescript Girl1: Where are you going, Larry? Boy1: To Tom’s party. Girl1: Lucky you! I’d love to go to that party! Boy1: Yeah, well, I’m a little nervous. I don’t know what to wear. Girl1: If I were you, I’d wear a shirt and tie. Boy1: And I don’t have a present. What if everyone brings a present? Girl1: If I were you, I’d take a small present―a pen or something. Keep it in your pocket and if everyone has a present, you can give him yours. If not, you can keep it. Boy1: OK. But what if I don’t know anyone? Girl1: If you don’t know anyone, you can talk to Tom. He’ll introduce you to people. Boy1: I guess I can do that. Girl1: Look! You’re sure to have fun. But if you’re still nervous, you can leave. Now listen again and write down all the expressions onto your phrase book. go to that party, a little nervous, wear a shirt and tie, have a present, bring a present, take a small present, keep…in your pocket, know anyone, talk to…, introduce… to …, have fun 2b Listening and checking Listen to the tape again and check on page 27 the four things Larry’s sister says to him. 2c Doing pairwork Xu Linfeng, you are Larry. Men Yating, you are Larry’s sister. Xu is going to talk about his worries and Men is going to give him advice. X: I don’t know what to wear. M: If I were you, I’d wear a shirt and tie. X: I don’t have a present. What if everyone else brings a present? M: If I were you, I’d take a small present―a pen or something. X: What if I don’t know anyone? M: If you don’t know anyone, you can talk to Tom. He’ll introduce you to people. … … 3a Reading and matching Go to page 28. Read the problems in the boxes and match them with the correct advice. And now write down all the expressions into your phrase book. be really shy, enjoy parties, get nervous before big parties, get pimples, look terrible, the night before…, take a big exam, do well, help with…, eat lots of fruits, drink lots of water, take a long walk, go to bed, look friendly, feel shy 3b Thinking and role playing Next you are going to think of different advice for the problems in activity 3a. Role play conversations with your partner. A: I am really shy. I don’t enjoy parties. B: If I were you, I’d go and shout in the street. I’d set up parties and invite all my classmates to come and sing and dance. A: I get nervous before big parties and I get pimples. B: Pimples look good to me. They are not terrible at all. If I were you, the night before the big exam I’d lie in bed counting the cows, the sheep, the cattle and the horses. Then I’d have a nice sleep. If you count as many cows as possible you’d do well in the exam. A: I can’t lose my weight. B: If I were you, I’d eat lots of fruits, drink lots of water and take a long walk before going to bed every evening. 4. Doing group work You are put into pairs and find out each other’s problems at school and at home. Then give each other advice. I really want to go to the mall with my parents, but I don’t have the time. Finish your homework at school and stop going to Sunday classes. You’ll find time that way. I failed the driver’s exam and cannot get my driver’s license. Go practicing driving more often and go over the textbook three more times. You won’t fail next time. My father does not want me to get my ears pierced. If I were you, I’d go to my mother for support. Or you can ask your mother to have her ears pierced first. I have to go to school on foot. I want to take the bus. Going to school on foot is good for your health. Go on going to school, to any places nearby on foot. It save money, too. I like to choose my own clothes, but my mother doesn’t allow me to do that. Wear your school uniforms while you are still a student. Wait till you are a big man and you’d have the right to choose your own clothes. … … Closing down by taking a test on Second conditional Match up the parts of the sentence 1. If I lost my job, a) wed both benefit. b) Id have a lot of problems getting another one. c) youd be more aware of what people really felt. d) we wouldnt be so behind technologically. 2. If I were in your position, a) Id resign rather than wait to be sacked. b) Id have a lot of problems getting another one. c) youd be more aware of what people really felt. d) we wouldnt be so behind technologically. 3. If I spoke Japanese as well as you do, a) Id resign rather than wait to be sacked. b) Id try to find a job with one of the Japanese banks. c) wed both benefit. d) we wouldnt be so behind technologically. 4. If we spent more on Research and Development, a) Id resign rather than wait to be sacked. b) Id have a lot of problems getting another

新目标九年级英语教案示例第十四单元第二课时教学设计 篇八

新目标九年级英语教案示例第十四单元第二课时教学设计

新目标九年级英语教案示例第十四单元第二课时教学设计作者：思全英语辅导第二课时教学设计

教学目标

1.能进一步用所学的目标语言谈论现实生活中已经发生的事情。

2.能理解3a的内容，并完成相应的练习。

教学方式

任务型教学法，多媒体辅助教学等等。

教学设计

复习旧课(Revision)：

老师通过一个一个地提问学生来复习昨天所学的目标语言。T：Have you finished yesterday's homework yet?Have you cleaned the classroom yet?Have you reviewed your lesson?Have you past the test?.也可以让学生相互问答。

呈现新课(Presentation)：

老师介绍自己最近的情况。T：I am very busy recently.I have so many chores to do every day.But Iam busy with my work every day.So Ihaven't done most of them.I have already done.I haven't done.yet.

(通过老师介绍自己最近的情况，引出本课的话题，自然流畅。同时，让学生更多地了解生活中的老师，拉近了师生间的关系，为进一步学好英语打下基础。)

阅读3a.

(1)介绍完自己后，马上转入本课的话题。How about Crystal?What chores does she have to do?Read 3a,underline the different chores.

(通过让学生找出作者及其祖父所要做的不同的家务，锻炼学生泛读课文，找出文章主要内容的能力。)

(2)仔细读课文，回答以下几个问题：

a.Why didn't Crystal get back to Jake sooner?

b.When did she start her homework?

c.Why hasn't she done any of the things yet?

d.What chores did her father often do when he was akid?

(通过让学生回答以上有关细节部分的问题，进一步锻炼了学生仔细精读课文能力，同时，学生进一步理解了课文中的较难句子。)

(3)学生再次读课文，加深对课文的理解。

操练(Practice)：

(1)老师读本部分的指示语，帮助学生理解指示语的意思。

(2)老师简单介绍三幅图画中的人物，以及时间表中的内容。

(3)学生读表中的词组，确保学生理解每个词组的意思，并要求学生把其中的'动词原形转化成过去分词。为操练对话做准备。

(4)学生读右边的对话。

(5)老师让一位好学生协助老师做一个示范。假设老师是图片中的三个人中的一个，学生通过提问来猜出老师到底是哪一位。可以多做几个示范。

(6)学生按照指示语的要求，仿照右边的对话，四人一组进行操练。三位学生通过轮流提问来猜出另一位学生，到底是图片中的哪一位。

(本环节是通过游戏来操练本单元的目标语言，生动有趣。)

4.Groupwork.

(1)老师读指示语，确保学生明白指示语的意思。

(2)要求大家一起说出本星期应该做的事情。(have aclass/grade/school meeting,havean exam,run for charity,have abasketball match,make astudy plan,clean up the school,.)为以下的操练提供素材。

(3)据大家提供的素材，学生在表格中填上自己已经完成的事情，以及还没有完成的事情。

(4)做一个调查报告，运用所学的目标语言，调查两位同学，在本星期内已经做了哪些事，还没有做哪些事。

A：What have you done in this week?B：I have already had aclass meeting.

A：Have you had an English exam?B：No,I have had it yet.

巩固和拓展(Consolidation and Extension)：

完成一个任务。今年是初三年级的最后一个学期，为了考上理想的高中，自己已经做了哪些事情，还有哪些没有做到，今后还应该怎样做。运用所学的目标语言，以小组为单位，用英语进行交流和讨论。最后，老师抽查几位学生。

(通过这个活动，学生进一步巩固和拓展了所学的目标语言，同时，通过交流和谈论，学生们反省了近期来自己的优点和缺点，为取得更大的进步打下基础。)

作业布置(Homework)：

要求学生运用目标语言，写一篇周记，小结这一个星期来，自己已经做了哪些事，还有哪些事没有做，为了取得更大进步，今后还应该怎样做。

MSN（中国大学网）

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