九年級英語的課堂教案
九年級的英語教學有著一定的難度，那么相關的課堂教案到底應該要怎么制定呢？下面就隨小編一起去閱讀九年級英語的課堂教案，相信能帶給大家啟發(fā)。
九年級英語的課堂教案一
一、教材分析
本單元要求學會談論重要發(fā)明的歷史及用途，然后針對各項發(fā)明的用處及特點，發(fā)表自己的看法，并說明理由。話題一直是圍繞著歷史上和日常生活中的重要發(fā)明，通過使用“Passive Voice”（被動語態(tài)）形式的句型，循序漸進地展開討論。課本設計的活動情景能夠自然地引發(fā)學生的好奇心，大家積極地投入到話題討論中，寓教于樂，容易引起學生的興趣；同時，它也有利于開闊學生的思路，培養(yǎng)創(chuàng)造精神，激勵他們展開豐富的想象翅膀，人人都能成為“小發(fā)明家”。
二、教學目標
語言目標
重點詞匯：salty, sweet, sour, crispy, pleasant, potato chips, slipper, leaf, fire, scoop, light bulb, microwave oven, abacus, camera, beverage, be invented by, be used for, by mistake, by accident
重點句型：When was the telephone invented? I think it was invented in 1876.
技能目標
能夠談論發(fā)明的歷史和用途
能夠對生活中的發(fā)明發(fā)表自己的看法
能夠解決生活問題，設計新發(fā)明
情感目標
充滿想象力，善于觀察事物
面對難題，用積極的態(tài)度解決，發(fā)揮創(chuàng)造能力
認識世界，改造世界
三、重點難點
重點
討論重要發(fā)明的時間、發(fā)明者和用途，學習使用句型“When was the telephone invented?”,“Who was it/were they invented by?”,“What is it/are they used for?”和答語。
難點
如何描述一項新發(fā)明的來歷和用途
四、課前準備老師準備
“大百寶箱”（由中等大小的盒子、彩紙等DIY而成），flashcards；
a package of potato chips, some bars of chocolate.
學生準備
上課前引導學生使用互聯(lián)網(wǎng)等工具查詢1a圖片中5項以及自己感興趣的發(fā)明物的來歷，然后在準備好的.卡片反面寫上關于這項發(fā)明的日期、發(fā)明者和用途等信息（如果學生查到的信息是用中文描述的，要求簡單地翻譯成為英文信息），正面寫上發(fā)明物的名稱，存放在自己制作的“小百寶箱”里。這個過程幫助學生們在進入新課程之前熟悉新單詞，為操練目標語言做準備。它有助于學生養(yǎng)成自主學習、解決問題的能力，不但能夠了解課本知識，而且發(fā)現(xiàn)了許多課外知識、增長了見識。
九年級英語的課堂教案二
一、教學內容
本課是第二單元的最后一課，閱讀課，是本單元話題過去的某種狀態(tài)的延伸和繼續(xù)。文章講得主要內容是一個老是惹麻煩的男孩在明白了母親對他的愛之后變成一個好孩子的故事。
二、教學目標
�、耪莆找恍┲饕脑~匯和句型 used to be like 等。
�、埔龑W生理解課文內容，掌握閱讀技巧，如掃讀、細讀、概括文章大意，利用上下文信息猜詞等。
⑶通過閱讀課文，并設計各種活動訓練學生運用英語進行聽說讀寫各種活動的能力。
�、燃ぐl(fā)學生感恩父母，熱愛父母，關注身邊的人的情感。
三、教學重點和難點
�、庞柧殞W生利用上下文信息填寫詞匯和句子的能力。
�、婆囵B(yǎng)學生的閱讀策略和寫作能力。
�、抢帽菊n所學知識表達個人意見,對課文進行深層理解.
四、設計理念
依據(jù)紐南(David Nunan)所提出的任務型及合作式教學原則,使學生在小組學習中獲取信息,處理信息和運用信息,激發(fā)學生用所學語言進行交際的愿望和自信心,促進合作精神和文化意識的發(fā)展.
五、教學設計
1. 總體思路：
本節(jié)課是在多媒體的課堂教學環(huán)境下實施的大容量、快節(jié)奏的課堂教學.筆者先讓學生簡短描述父母以前和現(xiàn)在的職業(yè),外貌,性格,愛好再欣賞英文歌曲thank you, dad. 導入，醞釀了一種感激父母的氛圍，接著引導他們暢訴父母對自己的幫助的故事，然后讓學生閱讀短文，感受母親愛的偉大。在閱讀過程中，通過讓學生看標題，預測課文內容、概括文章段落大意、根據(jù)上下文填所缺的句子，判斷正誤等各種方式提高閱讀技能。最后，筆者提供關鍵詞讓學生復述課文，使其能熟練得掌握所學的重點詞匯、短語和句子。閱讀后，筆者拋出這樣的問題讓學生討論：我們該用什么方式報答父母？培養(yǎng)學生反哺意識。最后通過寫作，提高學生綜合運用語言的能力。
Step1 Pre-reading
1. Get the students to describe their parents
T: Parents are the most familiar and loved person to you. Can you give a brief description of them? You can describe what they used to be like and what they are like now.
(students may describe their age, appearance, personality, hobbies they used to be and now.)
設計說明
通過談論父母以前和現(xiàn)在的外貌，個性，愛好職業(yè)等既復習了本單元的語言功能項目，延續(xù)了本單元的話題，又能成功地引進本課要談論和閱讀的內容：父母的愛。
2. Play the song “thank you, dad” for the students and enjoy it with them.
Thank you, Dad
Thank you, Dad
Thank you, Dad
Thanks for loving me
Hugs and Kisses, hugs and kisses
Comes to you from me
Thank you, Dad
Thank you, Dad
You are such a friend
On this day I'd like to say
On you I can depend.
T: It is great you know much about your parents. Do you know when is Father's day and mother's day?
S: Mother's day is the second Sunday of May and Father's Day is the third Sunday of June.
T: Great. These two holidays are taken for us to thank our parents. Now let's enjoy a song for Father's Day.
設計說明：
播放 Thank you，dad 歌曲，既可以吸引學生的注意力，激發(fā)學習英語的興趣，又可以引起學生的深思，營造一種對父母無限感激的氛圍。
3. pair work
�、臫: Don't you think it's a beautiful song? I think so. It reminds me think of my own father. He has done so much for me. I used to be a shy person when I was a middle school student. I didn't use to dare to speak in front of class or facing a crowed of people. My father encouraged me to believe in myself. And now I'm outgoing. I'm grateful to my father, he is so patient and helpful. I'm sure your parents are the same. Would you like to share the stories you parents help you solve problems with your partner and then make notes on the context?
⑵ ask some volunteers to tell class his own or partner's stories.
設計說明：
a. 通過交流父母在孩子成長過程中對孩子的幫助的故事，使學生體會到父母對自己的恩情，對自己的愛;
b. 使學生再一次創(chuàng)造性地靈活運用目標語言USED TO，談論過去的經(jīng)歷，延續(xù)和深化本單元的話題，提高口語能力，并為下一任務閱讀做好準備。
Step 2 While reading
1. Introduce the title of the passage- He used to cause a lot of trouble
T: Your stories really moved me, Today we'll read a connected story,
“He used to caused to cause a lot of trouble”, according to the title, what might be talked about in this passage? Would you might to make a list? Please pay attention to the word used to.
The students may give such answers:
What troubles he used to cause
The reason he used to cause so much trouble
What made him change
He is now a good person.
設計說明：
通過讓學生在不預習課文的情況下根據(jù)文章標題猜測文章內容旨在培養(yǎng)其預測文章大意的能力，并通過下一階段的閱讀來檢驗學生對標題的預測是否正確。在教學中，教師提醒學生注意USED TO這個詞語。
2. Fast reading
⑴What is the passage mainly about?
�、艭ompare what the students predicted with the content given by the author
�、莝tick out the key sentences and give the main idea of each paragraph in group and then report to class.
Para.1 After father's death, Martin's life became difficult.
Para.2 The troubles Martin used to cause.
Para.3 A conversation with his mother on the phone changed his life.
Para.4 What is Martin now like.
設計說明：
概括全文大意和各段落大意旨在幫助學生整體把握課文的脈絡，提高分析綜合能力和概括能力。
2. Detailed reading
⑴ Finish Section3, 3a Put the missing sentences back in the correct place in the reading.
設計說明：
培養(yǎng)學生利用上下文的信息猜詞和學習新詞匯的能力。
�、艶inish Section3. 3b
Read the statements below. Circle “True”. False”. Or “Don't know”
According to the reading.
設計說明：
設計此活動的目的是讓學生帶著問題細讀文章,加深對文章的理解,并提高閱讀能力.
�、莑et the students design questions according to the text and then ask answer in pairs
設計說明:
提高學生獲取文章細節(jié)的能力.
4．Explain some difficult phrases and sentences in the text and help solve the problems students raise
5. Retell the text in group one by one according to the key words below then choose one to report to class
Retell the text
1…problem child…a recent conversation… not used to…after his father’s death…difficult…not afford…to do this…
2.look after…cause problems…not interested in… get into troubles…
…patient…make a decision…h(huán)ate… leave…waste…
3…necessary…call…change…need…h(huán)elp…understand…no longer…
watch…take pride in…decide to …realize… be afraid of…pay more attention to…
4…h(huán)as changed…work hard…a top student… how…mother’s love…important…
設計說明:
提供關鍵詞,讓學生在小組里輪流復述課文,讓朗讀有了目的,使學生牢固地掌握課文里的詞匯短語和句
6. Discuss in class: Why did the author write the Passage?
S1: The author wants to tell us: Mother's love is great.
S2:He wants to tell us: Communication between children and parents can help them understand each other better.
設計說明:
猜測作者寫作意圖，使學生明白寫作目的及閱讀目的，領會文章精髓
Step 2 Post reading
3. Disscuss in group: What are nice ways for you to express your feelings and love to your parents ?
�、� T: Don't you think parents' love is magical? It makes Martin, a troublesome boy change into a top student. We can't imagine what would happen to Martin without his mother's love and help.We can say parents are the most unselfish persons. They are someone who listens suggests and defends. They are the givers, but not expect your repay. They are the persons deserving your most respect and love. We should do something for them, too. we can't only receive but not give.. In China, there is an old saying “樹欲靜而風不止，子欲養(yǎng)而親不待”。We can't wait until it's too late. We should do something to make them happy and let them know we love them. Do you think what are nice ways for us to express our feelings to our parents? Please share your ideas in group and then report to class.
�、� Choose a representative of a group to report and ask other groups to supplement. The student may give such answers.
a. to share homework with parents
b. to send parents small gifts on parent's day or their birthday
c. to write a letter or a card to express how much we love them
d. to try to study hard
e. to do a part-time job to reduce parents' burden.
f. ...
⑶ ask students to do some activities to show their love to parents after school.
設計說明：
通過例舉向父母表達愛的方式，在學生心中樹立反哺的概念，讓他們明白愛是相互的，并讓他們付之于行動。
4. Homework: writting
Write a passage of stories happened between you and your parents. The passage may include
a. what is your comment or feeling on your fathermother
b. give some examples of your father/mother helped you solve problems you met.
c. What you have done or want to do to show your love to your fathermother.
設計說明：
課堂上大量的語言輸入為學生的語言輸出做好了準備，對父母強烈的愛和感激之情使他們有了寫作的欲望;此項課外作業(yè)能引導學生更多地關注父母，關注周圍的人，學會愛人。