九上英语教案优质7篇

教案的编写需要教师的专业知识和教育经验，教案的共享和交流可以促进教育界的合作和经验分享，本站小编今天就为您带来了九上英语教案优质7篇，相信一定会对你有所帮助。

九上英语教案篇1

isquo;m a boy/girl

目标：

1、能够正确说出自己的性别。

2、乐意积极参与英语活动。

准备：

男孩、女孩的胸饰

请大班幼儿表演(2名)，枪、洋娃娃

进程：

1、师生问好

2、请大班幼儿表演

男孩(师给他穿裙子)：no，no， isquo;m a boy

女孩(师给枪他玩)：no，no， isquo;m a girl

请小朋友说出男孩与女孩的区别，教师在黑板上画下来

oys have short hair， wear trousers ， like gun

girls usualy have long hair ， wear skirt ，like doll

3、集体练习

t： is he a girl?

s： no (回答原因)

t： is she a boy ?

s：no(回答原因)

练习发音：boy girl

4、游戏巩固练习

①谁的反应快?boys stand up! girls stand up!

②找自己的图标

教师请幼儿上来找自己的图标，并大声说isquo;m a boy/girl

5、结束

boys and girls stand in a line 下楼做游戏。

九上英语教案篇2

课堂教学侧重教学目标、教学内容、教学过程、教学方法与教学手段、教学情感的五优化 。

教学过程是一个系统，施教者必须对参与这个系统的各个要素进行优化的组合，以求得最 佳的教学效果。教学过程最优化有两个标准：一是效果最优，即在现有条件下，教学设计及 实施效果达到实际可能达到的最高水平；二是时间耗费最优，即在课程计划规定的时间内最 佳地完成教学任务，收到“少投入，多产出”的效益。

实验过程中结合教材的特点，强调教师要从整体上把握好教材的教学要求、把握好每一单元 ，区别对待和处理每一个课型，要求教师设计好教学内容，设法将教材内容转换成生动活泼 的语言交际情景，让学生在真实的语言条件下，兴致勃勃地参与真实的语言实践，以保证教 学工作的完整性和系统性，从而努力做到课堂教学的最优化。

做好教学情感的最优控制，采取“赏识教育”，形成学生有效学习的策略目标。在实验过程中，我们依照教材以及学与教要达成的目标，逐步 形成了系统的帮助学生有效学习的方法。

如：创设情景与激励情意相结合；理解学生和培养学生相结合；统一要求和个别对待相 结合；教法研究与学法指导相结合。 教学过程中，要求教师设计好教学内容，设法将教材内容转换成 生动活泼的语言交际情景，让学生兴致勃勃地参与语言实践。 同时，我们还强调教师要重视教学过程中师生双方情感上的交流与沟通，设法激励学生 的情意因素，以营造和谐的学习氛围，激发学生内在的积极因素、学习热情和创造意识。

精心设计活动课，充分体现师生互动、生生互动原则。

一节成功的活动课往往需要教师的周密思考，在课程设计中，教师要尽可能多地考虑师生的 共同参与性与互动性，操练过程中的趣味性和交际性，充分体现学生学习的自主性和参与性。

学生活动的形式力求丰富多彩，定内容、定时间、定专题、定场地、定专人进行。试图通 过开展英语朗诵 比赛、单词比赛、诗歌剧表演赛、课本剧表演赛、手抄报比赛、演讲比赛，在学校范围内创设一种英语学习的氛围，丰 富学生的语言生活， 培养学生学习语言的兴趣，加强学习的自主性和目的性，从而实现学生学习方式的转变。

正确认识考试评价的功能，让学生学有长进，增添自信感和成功感。学习困难学生最害怕考试。为了帮助他们克服害怕考试的心理，提高其学习的积极性，教师 根据不同的教学目标和学生的实际程度，制定出不同的层次要求。 实验过程中，根据学生的个体差异，对学生的学习评价实行“同分不等值”，多角度、 多方位、多层面、多形式进行分层评价，合作达标，促进每个学生在最适合自己的学习环 境中求得最佳发展。 主要尝试了以下几种方法：

(1) 实行无人监考制度，让学生淡化“一考定终身”的观念，形成自主学习。

尝试无人监考时，仍需要拉开学生的座位间隔，讲明无人监考的作用与目的，让学生明确学 习的目的。起初学生颇感新鲜和高兴，一部分学生认为是机会来了，另一部分学生则由平时 考试时的埋头苦干变得东张西望，不知所措。

(2)根据学生学习的个体差异，巧妙地处理部分学生的分数，让学 生在学习中有自信心和成功感。

按照学生的学习程度与个体差异，考试制订不同的层次要求。例如：单元测根据整 体的测试情况，可以分别按a b c定出不同的分数等级为达标，这样，有助于层次教学的正 常进行，更重要的是能调动学生学习的积极性，减少两极分化，培养学习的自信心。

(3) 实行考试分层，合作达标，让各个层次的学生均能找到适合自己发展的空间。

测试设置a、b两卷，要求、难度有所不同；或进行一试两卷：

Ⅰ卷为基础达标题，人人需做 ；

Ⅱ卷为综合测试，能力达标，鼓励学生多做，中下生面较大的学校分数只做参考，不记入 总分；中等偏上学生要求一定要做，以便于挖潜能、培养尖子生、发展能力。

九上英语教案篇3

一、 教材分析

1、单元背景分析

本单元讨论的话题是“世界英语”介绍了英语在当今世界范围内人们生活中扮演的不同角色及其重要意义。尤其介绍了英美语言的差异，让学生更进一步了解学好英语的必要性和其重要意义。促使学生了解英美语言在词汇、拼写、语音等方面的区别。使学生在认识到学好英语的重要性的同时，更加热爱自己的祖国，从而培养他们的祖国意识。

2、教材内容分析

w 本课是高中一年级英语上册 ，unit 2 english around the world 中的reading.

w 本单元的中心话题是“世界英语”，具体涉及“英语在当今世界范围内人们生活中扮演的不同角色及其重要意义，以及英美语言的差异”。本课的语言知识及语言技能主要是围绕“世界英语”这一中心话题进行设计的。

w 本课时主要分为两部分:

1）pre-reading. (读前准备)

“ 读前准备”部分是reading的前奏，此部分设计了两个问题，诱发学思考。通过对问题的讨论和比较，让学生明白学好英语的重要性。

2）ing (阅读)

“阅读”部分文体为说明文，全文共分三个段落。全文阐述了一个鲜明的观点：英语的确是当今世界范围内使用最广泛的一门语言之一，也是联合国的工作语言之一，它的重要作用是其他语言不可替代的。

3）post-reading（读后）

“读后”部分共设计了两类题型：第一部分是和个问题，其中前面两个是细节理解题；第三题是一个开放性题目，鼓励学生把英语学习与现实生活相结合。第二部分是填空形式，帮助学生梳理文章，掌握文章主要细节，概括中心思想，实为文章的一个纲要。

三部分均以提高学生阅读能力为主，所以将此三部分有科学地整合成一节阅读课。

3、教学重点

1）、使学生在认识学好英语的重要性的同时，更加热爱自己的祖国。

2）、发展学生的阅读能力，尤其是归纳总结，猜词和查读（scanning）的能力。

3）、使学生通过交际性任务和合作的机会，培养他们用谚语思维和交际的能力。

4、教学难点

1）、使学生在认识到学好英语的重要性的同时，更加热爱自己的祖国，从而培养他们的祖国意识。

2）、与同伴一起讨论并找到解决问题的方法。

5、教学目标

根据课文特点及新课标对高一年级学生英语学习能力的要求，本课的教学目标我定为以下几方面：一、语言目标，二、情感目标。

1. 语言目标

本课为阅读课型，是一篇说明文，涉及了英语在当今世界范围内人们生活中扮演的不同角色及其重要意义。尤其介绍了英美英语语言的差异。通过阅读使学生了解“世界英语”的一些基本概况，包括它的重要性和英美英语的差异。教师根据课文内容用不同的形式来训练学生，提高阅读技能。由于课文讲述的是世界英语的话题，学生会感兴趣。为了引起共鸣，可把课文与生活中经历结合一起讨论。本课的目的是使学生提高听、说和阅读能力，更深的了解学好英语的重要意义。从而激发学生学习英语的兴趣。

2. 情感目标

让学生领会英美不同文化差异和风俗习惯， 领会语言丰富多彩性和发展变化的特征，使学生在认识世界英语在人们生活中扮演的不同角色的同时，更加热爱自己的祖国，从而培养他们的祖国意识。培养他们的跨国文化意识和世界意识。

二、说教法

教学环环相扣，设计紧凑。先利用学生感兴趣的话题引起兴趣，然后带着问题有目的地阅读文章。通过回答问题掌握细节，理清线索，再从整体上把握它的结构、特色，学习用英语归纳以及复述，最后以拓展课文知识小组活动完成这节课的整体教学。使他们掌握阅读技巧的同时也增加了见识。在小组讨论过程中，学会用已学词、句表达出自己的观点。学生通过体验、实践、讨论、合作和探究等方式，发展听、说、读、写的综合语言技能。

为了能很好地突出重点，突破难点，圆满完成教学任务，取得良好的教学效果，我抓住重点，联系实际，以学生为主体，教师为主导，让学生集中练习。为了激发学生的兴趣愉快地学，我采用阅读、快速阅读、判断正误等教学方法，让学生充分体现课堂教学“主体者”的身份。

三、说教学程序

1、导入：首先在学生对英语是世界上最广泛使用的语言和越来越多的人在学习英语现有情况了解的基础上，引出问题“do you know how many countries use english as their mother tongue？do you know something about english around the world？”在学生思索时，引出课题english around the world。接着再询问学生：what language has the largest number of speakers in the world? what language is the most widely spoken and used in the world? how many countries do you know use english as their mother tongue?使学生对本节课的话题有进一步了解，而且很有兴趣了解“世界英语”的具体情况。从另一个角度，先给学生一个语言上的input。激发学生的兴趣和欲望.

2、pre-reading （读前准备）：在学生回答了以上问题后，我让学生看这一部分课本上所设的两个问题： 1) how many languages do you speak? which is your native language? 2) if you speak more than one language, in what situation do you use the languages?让学生仔细思考后回答。教师不必忙着下结论，诱导他们从书中去思考寻找答案，激发他们探究的兴趣。

3、reading：使学生了解英语在当今世界范围内人们生活中扮演的不同角色及其重要意义。

任务 1：listen to the tape ，听录音，然后让学生尽力得出大意并且回答问题

1. how many countries are there where the majority of people speak english?

2. how is english used in hong kong?

3. what language should we use on the internet so that we can communicate with people around the world ?

任务2：让学生带着问题阅读课文（scanning）。有目的性阅读是阅读训练一种技巧，并且提醒学生不用太多花大多注意力在地名和新单词上面，集中精力探究文章内容。阅读后学生给出答案

（教师不要袖手旁观，可以给学生必要的引导和帮助，发展学生的自主学习能力，真正的成为学习的主体。）

任务3：根据课文内容，判断句子对与错。

1、there are more than 42 countries where the majority of the people speak english in the world.（）

2、there are more than 37,500,000 people who learn english as a second language.（）

3、new zealand, south africa, the republic of ireland and the philippines use english as their mother tongue.（）

4、more than 750,000,000 people learn english as a foreign language.（）

5、english is the only one working language of most international organizational trade and tourism.( )

（此设计是为了检查学生是否理解文章大意和一些重点细节。）

任务4：根据课文内容，完成以下五道阅读理解题。

1、 according to the text, which is true about those who use

english as a second language?

a. english is also their mother tongue.

b. they use more than two official languages in their country.

c. people enjoy talking to their family members at home in their native language.

d. they learn english at high school for about five years.

2、 what’s the situation of english used in china?

a. most chinese students learn english at school as a foreign language.

b. all chinese students speak english as a foreign language.

c. the majority of chinese students speak english at school as a second language.

d. the majority of people in hong kong use english as their mother language.

3、 what’s the main idea of the passage?

a. there are more than 42 countries where th majority of the people speak english in the world.

b. more than 750 million people learn english as a foreign language.

c. english is the language of global culture such as popular music and the internet.

d. english is the language which is the most important and widely used in the world today.

4、 which is right according to the text?

a. native speakers of english might find it unnecessary for them to learn a foreign language.

b. english will be the only english to be used in the future.

c. english is the working language of most international organizations, international trade and tourism.

d. with the development of china’s economy, chinese will be more and more important than english.

5、 which is wrong to answer the following questions.

why is it becoming more and more important to have a good knowledge of english?

a. more and more people will become interested in english.

b. english is one of the working languages of most international organizations, international trade and tourism.

c. we can communicate with people around the world everywhere through the internet by using english.

d. english has developed into the language most widely spoken and used in the world.

（这活动帮助学生梳理文章，掌握文章主要细节，概括中心思想。教师对学生的表现要及时给予评价：或表扬、或鼓励。让他们体验到成功的喜悦，努力的收获。因为愉快的体验会化为下一次成功的动力。）

4、post-reading（group-work）：

任务5：分小组讨论：1）why is it becoming more and more important to have a good knowledge of english? 2） in which countries do we find most native speakers of english? give the names of three counties. 3） living in china you can use english every day in different situations. give two examples.给学生五分钟的时间分组讨论，然后让每组的代表给出答案（完成本课教学目标）。 教师在布置任务后，应监控各小组的活动，适当的时候可以参与到学生的活动中去。在活动中，教师多用评价性语言：marvelous /excellent /fantastic /well done/great…

（这项任务型活动，使学生有机会表达自己的看法与观点，同时，让他们学会合作，发展与人沟通的能力。进一步提高语言实际运用能力，使学生的思维能力、想象力、协作和创新精神等综合素质得到发展。）

5、summing-up（总结）

through learning this passage, we have got to know that english is becoming more and more popular all over the world now. so english learning seems important to everyone, especially us students of the new century. with china’s entry into wto, english will play a more important part in business, in tourism, and even in people’s daily life. so it’s no doubt that everyone should have a good knowledge of english. and i hope everyone in our class can make an effort to learn english well. but on the other hand, it doesn’t mean english is better than chinese. we must keep it in mind that one’s mother tongue is the most beautiful language in the world. the reason why we learn english is that we should thus be more capable of building up our country. (这是个很好的机会引导学生在领会学好英语的重要性的同时，更加热爱自己的祖国，从而培养他们的祖国意识。it’s a good chance to lead the students to love our own country as well

as to learn english well.)

6、布置作业

1、课后熟读课文；

2、完成post-reading ex.2。

九上英语教案篇4

（一）活动目标：学习正确读准、认识单词daddy、mommy、grandpa、grandma，并了解其含义。

（二）活动准备：flashcard：daddy、mommy。

（三）活动过程：ello（打招呼）：

师：今天我们班上来了好多客人，小朋友们应该和客人说什么呀？（教师做hello动作提醒幼儿）

师：我们一起唱一首好听的英文歌送给大家好吗？

师幼共唱《hellosong》。

up（热身运动）：

肢体动作：standup,sitdown,run,jump,turnaround?？

hing（教学）：

①师：doyouwanttoknowwhat’sbehindme?你想知道谁在我后面吗？（想）可是啊，它要求小朋友数到3才肯出来呢！我们一起来好吗？，two,three.咦，它还是不肯出来，wetrytoagain.我们再来一次。（师互动幼儿举出手指数one,two,three）②（出示flashcard：daddy）whoishe?他是谁呢？（幼儿说说）heismydaddy!他是我的爸爸。（幼儿学念：daddy）

（出示flashcard：mommy）whoisshe?她是谁呢？（幼儿说说）sheismymommy.她是我的妈妈。（幼儿学念：mommy）

我们来和daddy,mommy打个招呼吧。say:hello,daddy!hellomommy!

③kiinggame：依次请幼儿说：hellodaddy/mommy.

inggame：

①以唱歌《where’smydaddy/mommy?》的形式请两位幼儿分别扮作daddy和mommy。②教师说明游戏规则。

③教师指挥游戏：教师随机喊daddy或mommy，两名幼儿尝试游戏。

④教师互动其他幼儿喊daddy或mommy，参与游戏幼儿进行oodbye（说再见）。

九上英语教案篇5

teaching aims(活动目标)：

1. to learn：milk

2. review：cake

3. 激发宝宝参与英语活动的兴趣。

teaching aids(活动准备)：

1. cake、milk的图片

2. 一盒milk的实物模型

3. 音乐磁带

teaching ste (活动过程)：

1. warm up：

(1)律动歌曲：《butterfly》

(2)daily talk：

t：what’s your name?

s：i’m ××.

t：how do you do!

s：how do you do!.

2. topic：

(1)t：look at me!教师出示milk的实物模型问：“what’s this?”

教授“milk”读音。

game：品尝milk

玩法：教师请幼儿上来品尝milk，然后说出品尝的东西的名称。同时纠正幼儿的`错误发音。

(2)game：run and touch

玩法：教师手上分别拿cake、milk的图片，请两名幼儿上来比赛，教师说到哪个单词，幼儿就去拍哪张卡片，反应快且拍对的幼儿可以得到奖励。

九上英语教案篇6

welcome to the unit

teaching aims and demands:

new words：ability , superdog , fly , careful , collect elderly

teaching methods: task-based approach

teaching task: 1 to revise vocabulary about helping people in the community

2 to generate ideas about ways to care for and help others

teaching aids: tape recorder

teaching procedures:

一. warm-up

talk to students about superman . guide students to understand the meanings of “can” and “can’t” .

二 main task

1 ask for suggestions of some typical ways students help you , the school , the community and others . write the words ‘ everyday hero’ on the board and then brainstorm situations in which students can be helpful .

2 ask students to look at the pictures on page73 . explain the context . check understanding of the words “ planting , clean up , elderly “ . then ask students to read descriptions a-f and de the task .

3 check answers with the class .

4 ask students to look at the pictures and statements and consider how often they engage in the activities . ask them to respond using the words “ regularly / sometimes / never “ .

5 do a class survey . then fill in the following form .

activities always usually often sometimes never

helping old men

planting trees

三 exercises :

练习一welcome to the unit

一、词汇

1 thank you for （bring） me presents and cards .

2 he is a (细心的)boy .

3 i saw a lot of smoke (come) from next door .

4 i poured some water over my jacket . that’s what i did for my (safe).

5 fire can be very (danger) .

6 it is important to be (care) with fire .

7 children should not play with (match) .

二、翻译句子

1 我们可以为希望工程捐款。

we can for .

2 她是一位细心的学生，课堂上她总能认真听讲。

she is a student . she always to the teachers .

3 少先队员们为老人们一周两次打扫房间。

the young pioneers the rooms for twice a week .

4 七年级一班的学生将去河边植树。

the students of class1grade 7 near the river .

5 李平经常帮助老人。

li ping often .

6 他经常在车上让座。

he often someone on the bus .

7 他正在为希望工程筹集东西。

he is project hope .

8 你们这星期五去老年公寓吗？

are you this friday ?

7b牛津英语unit5教案 reading a brave girl

reading a brave girl

teaching aims and demands:

new words： brave , fire , alone , smoke , hurt , pour , rush , save , blanket , burn , arm , danger , careless , by oneself , safety ,

teaching methods: task-based approach

teaching task: 1 to introduce and expand vocabulary to describe dangerous situations

2 to guess general meaning from picture , key words and context

3 to identify names of specific places and actions

4 to skim the text for overall meaning and scan for detail

teaching aids: tape recorder

teaching procedures:

一. warm-up

talk about danger and potential hazards at home . ask if any students have ever had an accident at home . talk about what to do in case of emergency .

二 main task

parta

1 review vocabulary which is relevant for this context . “ smoke , rush , danger “ .

2 encourage students to draw on their own knowledge about such incidents . have they heard about similar incidents ? what happened ? ask :

1 who had the accident ?

2 who helped in the emergency ?

3 how did it end ?

3 listening the text and repeat after the tape , then tell the you the name of the hero in the text .

4 ask six students to read one paragraph each . then ask at least “yes /no” about the article to check understanding

1 did wang fang go out on 10th may ?

2 was there a fire in the kitchen ?

3 was there a lot of smoke ?

4 did wang fang run out of the building ?

5 did the fire burn wang fang ?

6 did she stay in hospital for two months ?

5 read the text carefully again then answer the following questions :

1 what happened on 10th may ?

2 who saved mr sun ?

3 why could mr sun not get out of the kitchen ?

4 how did wang fang put out the fire ?

5 why was wang fang in hospital ?

6 explain the useful expressions in the the text

① help her neighbour out of a fire / danger

eg yesterday jim helped a little girl out of danger .

② alone = by oneself

my parents were out just now. i am alone / by myself now .

peter can do his homework alone / by himself .

③ hear someone shouting

see / watch / find / hear sb do sth ( doing sth )

eg i often see them play football on the playground .

the teacher found them talking happily when she came into the classroom .

④ 79-year-old

eg. mr sun is a 79-year-old man . = mr sun is 79 years old .

⑤ be in hospital

my friend was ill yesterday , so she is in hospital now .

⑥ it’s important / good / + 形容词 for sb to do sth .

eg. it’s good to give someone a seat on a bus .

partb

1 ask the students to identify the words in the text first and then use the information in the sentence to help them guess the meanings .

2 according to the text , use the correct words in the box to complete the conversation between wang fang and the interviewer .

3 ask students to read the conversation in pairs . then invite two or three pairs to present it to the class .

partc&d

1 read the text for this task and make sure that students understand it .

2 ask students to check the conversation individually for any words they do not so that they can work out the wrong information in the conversation easily .

3 ask them to underline the mistakes then replace the wrong words with the correct ones and read the conversation .

4 read the instructions to the class and ask students to find the correct picture on their own . check answers as a class .

5 ask them to think of any other safety advice .

eg . don’t play on the street .

cross the street at the zebra crossing .

三 exercise

一、词汇

1 that man （quick） ran away .

2 don’t (抽烟) here , please .

3 jack fell (跌倒) off the ladder and (hurt) himself .

4 we should (study) hard .

5 it’s important (learn) english well .

6 we went to visit uncle wang and (bring) some flowers to him .

7 the fire (burn) the house .

8 he can (swim) very well .

9 suddenly i heard someone (shout) to the next room .

10 the firemen rushed into the house (救) that little baby .

二、用适当的单词填空

1 that old man was ill hospital .

2 it’s important to be careful fire .

3 mr li put the fire a blanket .

4 don’t pour water her jacket .

5 i heard a strange noise next door .

6 mr fang lives next to my room . he’s my good .

7 we often cook meals in the .

8 we should be when we cross the road .

9 how the girl is ! she saved an old man from the water .

10 that girl is to go out at night . so she often stays at home and watches tv .

三、根据课文完成短文

mr sun is wang fang’s . he is years old . he

lives . one day , wang fang him “ fire , fire !” so she

out and mr sun’s house was on . mr sun his leg , he

can’t get out . what can she do ?

quickly , she back , water over her jacket , then into

the fire . she was . she helped mr sun out .

after this , wang fang often says :”fire can be very . it’s to

be with fire . “

五、翻译句子

1 玩火是危险的。

it’s fire .

2 她有一个8 岁的女儿。

she has daughter .

3 今晚我一个人在家。

i at home tonight .

4 在五月十日， 那男人从或里救出一个小女孩。

, that man a girl a fire .

5 我们应该互相帮助。

we .

6 那场火烧毁了屋子里的一切。

the fire in the house .

7 他迅速跑回公寓去取钥匙。

he quickly his flat the key .

（b）

8 他正在写一篇1500字的故事。

he is .

9 我哥哥今天不能来上学因为他的腿受伤了。

my brother because .

10 这只老鼠用牙齿咬断了绳子帮助狮子脱离了危险。

the mouse cut the rope and helped the lion .

11 孙太太住院多长时间了？

was mrs sun ?

12 我们应该互相学习， 互相帮助。

we should .

13 学好英语是非常有用的。

it’s to .

7b牛津英语unit5教案 vocabulary

vocabulary

teaching aims and demands:

new words：grateful , quick , slow , rude , recommend , award , super , sportswoman

teaching methods: task-based approach

teaching task: 1 to develop an understanding of the use of adjectives in different context

2 to use suitable adjectives to describe people’s behavior and character

teaching aids: tape recorder

teaching procedures:

1 make sure that students understand the concept of opposites , give some similar examples . eg . hot /cold , fast / slow , big / small

2 explain the concept of prefixes and suffixes students that when we add the prefix un- in front of some adjectives , it usually means ‘ not’. give some examples eg. friendly / unfriendly , healthy / unhealthy , lucky / unlucky , usual / unusual . when we add the suffix –ful to the end of some adjectives , it means ‘ full of ……’ i.e. the person or thing has that quality . when we add the suffix –less to the end of some adjectives , it means ‘ without’ or’ lacking’ .

3 ask students to look at the words in the left column of part a and do the task on their own .

4 have one student read out a word from the left column and another student give the opposite word from the right column. write the correct answers on the board .

5 explain the context of part b . you may want to remind students about prizes that can be won at your school and activate students’ knowledge about recommendation letters .

6 ask students to read two reports on their own first . ask them to try to make sense of what is being said in the reports .

7 then students read the first report again and use the mixed-up letters to help them make a suitable adjective .

8 follow the same procedure for the second report . ask students to read out the report one sentence at a time . write the missing words on the board .

9 ask students to write a report about one of the classmates using one of the reports in part b on page 77 as a model . encourage them to use as many adjectives as possible .

7b牛津英语unit5教案 grammar

grammar

teaching aims and demands:

teaching methods: task-based approach

teaching task: 1 to recognize and understand how to use “can” and “could” to express ability in the present and past .

2 to recognize and understand how to use “can” and “could” to talk about possibility in the present and past .

3 to recognize degrees of possibilities when u8sing “may and “might”

teaching aids: tape recorder

teaching procedures:

1 revise the key vocabulary about leisure activities and introduce “row a boat / ride a bike / fly a kite “ talk to students about summer camps in general and the type of activities offered /. elicit as much real information from students as possible .

2 students have already learned the use of “can” and “may” in making requests(book7a , unit2) therefore , you need to introduce the idea that here , the word “can” is used to express ability .

3 ask students to identify activities that they can do well . write students’ statements on the board . first write “ i can “ on the board .

4 ask students to say the things they can do , and sort them into categories : sports/ leisure/school subjects

5 go through the tables at the top of page 78 and explain the use of “can/could” and their negative forms . we use “can” to say that we are able to do something . we use “could” to say that we were able to do something in the past .

6 ask students to work out the rule on their own . then they check with a partner and confirm that their answer is correct with the whole class .

7 ask students to check the information table in part1 about the beijing sunshine secondary school students’ abilities . reinforce the use of “could/ could not” for the past and “can / can not” for the present . then they complete the sentences on their own .

8 check students’ understanding of the grammar tables on page79 . then explain the negative and question forms using “can /could” in part2 them to work out the correct information by referring back to the table on page78 .

9 students do part a2 first on their own and then check their completed sentences with a partner , then ask students to read the conversation in pairs .

10 check answers as a class, remind them to write the pattern into their grammar pattern books together with their own examples.

part b

1 tell students that they are now able to talk about their present and past abilities using “can/could” . introduce the idea that we also use “can/could” to express possibilities .

2 ask students to study the tables at the top of the page to clarify the use of “can/could” and their negative forms .

3 explain to students the concept of possibility . we use “can” to say that something is possible . we use “could” to something was possible . however, we are not talking about the chances that something will happen . provide examples using students’ own experience :

school finishes at 4 p.m. the bus leaves at 4:10p.m. we can take the bus home .

it will be warm tomorrow so we can wear short sleeves .

4 ask them to do partb1 in pairs , for less able students , allow them refer to the table on the top of page 80 .

5 check the answer as a class . pay special attention to any common mistakes and clarify them . choose five students to read aloud .

part c

1 introduce the idea that we also use “may” and “might” to express possibilities . students probably know how to use “may” for making polite requests but possibly will not know the meaning of “might” . tell them that “might” is the past tense form of “may” ver , we also use “might” to talk about possibility .

2 explain the context by talking to students about the class 1 grade 7 students’ summer camp and what the students may / may not or might / might not de there students through some examples using questions about everyday events at your school .

3 ask students to study the tables at the top of the page , and explain to them the difference between the uses of “may” and “might” .

4 have more able students provide other sentences to illustrate “may” and “might” urage them to think of their own examples to express degrees of possibilities .

5 explain the context of part c . ask students to read what each person is saying and underline the keywords in each speech bubble . i.e. ”maybe” , “only a small chance” , “ i’m sure” and “highly possible” . these words will determine the use of specific modal verbs .

6 then ask students to complete sentences 1-4 at the bottom of the page . check the answer as a class activity . clarify any possible problems .

九上英语教案篇7

教学目标：

知识与能力：

1、能听、说、读、写四个形容词的比较级形式heavier、stronger、bigger、thinner和smaller.

2、能准确灵活地运用上述形容词比较级来描述人物和动物的特征差异。

3、能够完成match and say练习并能正确在其中运用。

4、能理解story time中故事。

过程与方法：

学生能在小组合作中快乐学习英语

情感与价值观：

让学生了解重量计量单位，了解公斤和千克

让学生能够养成合理饮食习惯，保持身体健康

教学重点：

掌握五个四会形容词的比较级形式。

教学难点：

掌握以下形容词的比较级构词形式heavy—heavier, thin—thinner, big—bigger small—smaller , strong—stronger.

教具学具课件准备

有关卡片，磁带等。

第几课时：3

探索流程个性添加(教学反思)

1、warm-up(热身)

(1)日常口语练习

(2)复习

2、presentation(新课呈现)

let’s learn

(1)教师拿出一双大人鞋子一双小孩的鞋子作比较，让一呈现单词bigger和smaller。(板书bigger和smaller)让学生观察bigger不同。

(2)教师用ppt展示两张胖瘦人照片教授单词thinner和heavier(板书thinner和heavier)，让学生观察heavier的不同。

(3)、出示健美教练的照片进而新授单词stronger。(板书stronger)

(4)、教师出示这几个单词卡，让学生比较它们的不同，词卡上又不颜色的笔书写比较级的变化。

(5)、放录音跟读单词。

(6)、学生和自己的同伴自己练习，根据他们的实际情况，并让特征明显的同学上台表演。看谁做的又快又好。

3、practice(练习)

match and say

教师先示范和一名同学，鼓励学生说出又创意的句子，如：mike’s fish is bigger than mine.

(2)story time

学生默读后回答，“who is an excellent goalkeeper?” why?让学生说出不理解的句子，一块讨论，扫清阅读障碍。播放部分录音，学生跟读，分组练习，下节课表演。

板书设计作业布置

unit 1 how tall are you?

heavy---heavier, thin---thinner, big---bigger small---smaller , strong---stronger.

学生做活动手册配套练习。