教师在撰写教案时，需细致思考学科要求，以确保内容与教学标准相契合，我们可以通过教案来跟踪学生的表现和进步，高中范文网小编今天就为您带来了人教版英语9教案优秀7篇，相信一定会对你有所帮助。
人教版英语9教案篇1
教学目标
1 、能听懂会说本课单词和对话，能初步使用“mr/miss+姓”的表达方式，要求发音准确，语调自然流畅。
2、能用“how are you?”引导的对话大胆、自然、灵活地响别人问候。
3、激发兴趣，培养学生大声说话的习惯。
4、了解“how are you?”的文化内涵，将其与中国打招呼用语进行简单比较，渗入跨文化交际意识。
5、学习新的颜色类单词，通过游戏将学过的颜色类单词做一个小结。
6、在歌曲和小诗的教学过程中，要注意培养学生积极思维的习惯，并有一定的情感体验，能主动、大胆的表演
教学重难点
1、本课单词的发音，特别要注意son dauhter和brown这三个单词的发音。
2.、对话以及灵活使用“how are you?”和相关回答与人交往。
3、感谢对方的`问候以后，要继续询问对方，不要让对话中断。
4、激发学生学习英语的兴趣，鼓励她们大声说话，大胆交往。
课时
1-2课时
教学过程
一、师生问候
二、教学对话how are you?
三、学习let’s sing；how are you? 四、学magic box
1.复习mummy,dadady学习mum,dad.brown,son,daughter。
2.复习miss 学习mr
3、操练。
a.教师按不同顺序读，生指书中图画。
b.师指黑板单词，生猜读。
五、教学新对话
六、let’s sing；how are you? 七、let’s chant : mum 八、文化介绍
九、做《课堂活动评价手册》 十、homework.
今天回家后把学习的英语和爸爸妈妈说一说并且听磁带。
人教版英语9教案篇2
教学目标
to learn to talk about kinds of music
to learn to read about bands
to study the attributive clause (in/ for/ with/ by+which/ whom)
to learn to write an e-mail
教学重难点
to study the attributive clause (in/ for/ with/ by+which/ whom)
to learn to write an e-mail
教学工具
课件
教学过程
i. warming up
warming up by describing
good morning, class. today we are going to talk about an interesting topic --- music. as we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. listening to music also makes people feel happy and nice. how many do you know about music? can you tell about different kinds of music? now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. see if you can guess which music matches with which picture.
warming up by discussing
hi, everyone. do you like music? how much do you know about music? can you tell about the different kinds of music? please turn to page 33. look at the pictures. let’s listen to some music. let’s see if you can guess which music matches with which picture.
classical music country music rock ‘n’ roll
rap orchestra folk music
yes, you are right. i’m sure you will really enjoy yourselves after listening to all these beautiful music. what kind of music do you like better, chinese or western, classical or modern? why? how does music make you feel? why do you like to listen to music? let’s discuss these questions in small groups. try to share your opinions with one another.
ii. pre-reading
1.thinking and saying
have you heard about any of the famous bands in the world? list some if you can.
for reference: i’ve heard about “the beatles”, “back street boys”, “the eagles”, “west life” and “pink floyd”.
2.listening, talking and sharing
let’s listen to some pieces of music from different bands. work in groups of four. tell your group mates which band you like best. why? then the group leader is to stand up and share the group idea with the class.
for reference: i am from group 1. our group likes “the beatles” best. we like their style of performances. listening to their performances, we will feel relaxed, amused, and their performances make us think a lot about life.
do you know anything about “the monkees”?
for reference: “the monkees” is a band that was first popular in the 1960s in america. unlike most bands of the time, the monkees were not formed by its members but rather by tv producers. they were a fictional band in the tv show of the same name. the band was composed of mike nesmith, mickey dolenz, davy jones, and peter tork. all the members had some musical experience. let’s come to the reading --- the band that wasn’t and find more about them.
iii. reading
1.reading aloud to the recording
now please listen and read aloud to the recording of the text the band that wasn’t. pay attention to the pronunciation of each word and the pauses within each sentence. i will play the tape twice and you shall read aloud twice, too.
2.reading and underlining
next you are to read and underline all the useful expressions or collocations in the passage. copy them to your notebook after class as homework.
collocations from the band that wasn’t
dream of doing , at a concert , with sb. clapping and enjoying …, sing karaoke , be honest with oneself, get to form a band, high school students, practice one’s music, play to passers-by, in the subway, earn some extra money, begin as a tv show, play jokes on…, be based loosely on…, the tv organizers, make good music, put an advertisement in a newspaper, look for rock musicians, pretend to do sth., the attractive performances, be copied by…, support them fiercely, become more serious about…, play their own instruments, produce one’s own records, start touring, break up, in the mid-1980s, a celebration of one’s time as a real band
3.reading to identify the topic sentence of each paragraph
skim the text and identify the topic sentence of each paragraph. you may find it either at the beginning, the middle or the end of the paragraph.
1st paragraph: how do people get to form a band?
2nd paragraph: most musicians meet and form a band.
3rd paragraph: one band started as a tv show.
4th paragraph: “the monkees” became even more popular than “the beatles”.
3.reading and transferring information
read the text again to complete the tables, which list how people formed a band and how the monkees was formed by the tv organizers and became a real band.
how do people get to form a band?
members high school students
reasons they like to write and play music.
places they practice their music in someone’s home.
forms they may play to passers-by in the street or subway.
results they can earn some extra money. they may also have a chance to dream of becoming famous.
how was the monkees formed and became a real band?
the monkees in 1968 (left to right): micky dolenz, peter tork, mike nesmith & davy jones
beginning of the band it began as a tv show.
style of the performance they played jokes on each other as well as played music.
first music and jokes most of them were based loosely on the band called “the beatles”.
development of the band they became more serious about their work and started to play their own instruments and write their own songs like a real band. they produced their own records and started touring and playing their own music.
changes of the band the band broke up in about 1970, but reunited in the mid-1980s. they produced a new record in 1996, which was a celebration of their time as a real band.
4. reading and understanding difficult sentences
as you have read the text times, you can surely tell which sentences are difficult to understand. now put your questions concerning the difficult points to me.
iv. closing down
closing down by doing exercises
to end the lesson you are to do the comprehending exercises no. 1, 2, 3 and 4.
closing down by having a discussion
do you think the tv organizers were right to call “the monkees” a band when they did not sing or write their own songs? why?
for reference: i don’t think the tv organizers were right to call “the monkees” a band when they did not sing or write their own songs because singing and writing its own songs was the basis of a band.
do you agree that the jokes were more important than the music for this band? give a reason.
for reference: yes. i think it is the jokes that really attract more fans.
no. i think the purpose of forming a band is getting people to enjoy the spirit of music. it’s more important than playing jokes just to make people laugh.
closing down by retelling the form of the band the monkees.
i shall write some key words and expressions on the board. you are to retell the form of the band according to these words.
课后小结
学了这节课你有什么收获?
课后习题
完成课后习题一、二。
板书
unit 5 music
人教版英语9教案篇3
教材分析：单元的教学内容都是围绕“家”这一学生喜闻乐见的主题展开的。本节课是第四单元的第一课时，教学内容是要学习有关房间的五个单词及进行简单的对家的介绍，本课时是本单元的重点，所以首先应让学生掌握各个房间的名称，再通过let’s do等tpr活动进行巩固操练，本节课掌握的好坏程度，直接会影响到本单元后阶段有关“描述和询问东西在哪里”的对话和故事的掌握，因此在本单元教学中具有举足轻重的地位。
theaching goal：
1、能够听、说、认读五个有关房间的单词 study, kitchen, bedroom, bathroom, living room。
2、能够用this is my home. you can see a living room…句型简单介绍房子。
3、能够听懂“let’s do”的指令，并做出相应的动作。
4、 培养学生对家的热爱，提高学生的口语表达能力和交际能力。
theaching key:
熟练认读有关房间的五个单词。
theaching difficulty:单词bathroom, living room,的正确发音。
theaching aid: cards tape recorder cai
theaching method: tpr pairwork groupwork
theaching steps
step 1 warm-up
1、 good morning. boys and girls. how are you? nice to meet you.
2.let’s sing《in the classroom》，ok?
step 2 preview
1.show the cai(door ，window) what’s this? this is my home, there are many room are there? do you visit my home? now, let’s study unit4 《my home》。
step 3 presentation
1、(show the cai)。 this is my home, you can see a bedroom, a living room, a study ，a kitchen and a bathroom.
2.look ，what’s this?（客厅） there are five words on the blackboard, listen to me and guess, which word is “living room”？teach“living room”。 there is a tv in the living room. what can you do in the living room? teach“watch tv”。chant “living room,living room ， watch tv.”
3、(show the cai)。 。look ，what’s this?（书房） listen to me and guess, which word is “study”？teach“study”。 there are many books in the study. what can you do in the study? teach“read a book”。chant “study,study, read a book”。
4、(show the cai)。 。look ，what’s this?（厨房） listen to me and guess, which word is “kitchen”？teach“kitchen”。 what can you do in the study? teach“have a snack”。chant “kitchen ，kitchen,have a snack”。
5、(show the cai)。 。look ，what’s this?(bathroom) listen to me and guess, which word is “bathroom”？teach“bathroom”。 what can you do in the bathroom? teach“take a shower”。chant “bathroom ，bathroom ，take a shower”。
6、（show the cai)。 。look ，what’s this?(bed ） what’s this? (room) what’s this? (bedroom)teach“bedroom”。 there is a bed in the bedroom. what can you do in the bedroom? teach“have a sleep”。chant “bedroom bedroom, have a sleep”。
7.listen to the tape and read after the tape.
8.let’s do.
show the “go to the ”， put the “living room, study ， kitchen, bathroom, bedroom” on, then t act “go to the living room, watch tv. go to the study, read a book. go to the kitchen,have a snack. go to the bathroom ，take a shower. go to the bedroom, have a sleep”。
now let’s do, ok? follow me.
step 4 practice
now, this group is team one, this group is team two. let’s go,ok?
1、炸地雷: let’s play a game, ok? who can read? read together.
2.close your eyes, what’s missing? guess, then tell us.
3.now,look at the screen, guess, what’s this? （show the cai ） the student guess.
4.look, this is my home,you can see a bedroom, a living room, a study ，a kitchen and a bathroom.
who can do like me ？ tell us what’s your room like?
the students look and say.
homework:
1.tell your home to your friend.2. prepare the“lets talk.”
五、blackblard design:
unit4 my home
living room watch tv
study read a book
kitchen have a snack
bathroom take a shower
bedroom have a sleep
人教版英语9教案篇4
一、教学内容简述
小学英语（pep）三年级下册unit3 part a let's talk部分，主要通过情景会话，让学生学习询问别人看见多少样东西以及如何赞美别人的东西，并且在实际情景中灵活运用。
二、教学设想
（一）教学目标：
1、学生能听懂并在情景中灵活运用句型：how many...can you see? i can see..从而提高学生运用语言的能力。
2、学生能够灵活运用交际语，并在教学活动中进行拓展练习。
3、培养学生用新语言做事情的兴趣及与他人合作的意识。
（二）教学重点难点：
本课的教学重点与难点就是熟练掌握句型how many..can you see? i can see...
(三）教学准备
录音带、铅笔，风筝等实物，动物图片，头饰、单词卡。
三、教学流程
step 1:warm up
greetings
t:good moring boys and girls
s:good moring mr liu
t:how are you?
s:fine thank you
t:i am fine too.
step 2:pressentation
1、从猜数字游戏中自然引出“how many"
2、出示事先准备好的实物。
t：look! how many pencils? how many books.. s:1——15
t:how many 后面词有什么特点。
s：名词复数...
3、找一名学生做助手，利用how many进行对话。 t：hello
ss: hello!
t:how many pencils
ss:two
t:ask your friend, ok?
(全班进行操练）
step3: study"let' talk"学习对话。
1、出示风筝：
t：what is this ? is it beautiful?
s:yes
t:beautfuil!
t:let us look at this picture.
2、教师用自问自答法导入对话。
3、放录音，学生跟读，教师领读。 step4: practice。
1、同桌练习对话。
2、两人一组对话。
3、引导学生观察教师里的东西，让学生进行练习对话。
教学反思：
（一）、成功之处
在教学中，我遵循以学生为中心，以兴趣为支点，以交际为目的的原则 ，开展教学活动，整个活动，让学生在情感中感知，在活动中训练，在实际中交际，在任务中运用。学生始终处于积极参与的状态之中。在教学中，我注意引导学生丰富多彩的活动中主动学习，创造性地学习，并且面向全体学生，实现了在玩中学，学中玩的教学理念，并且利用图片、实物等多种形式营造学英语的氛围，调动学生多种感官，在情境中感知，在兴趣中运用所学知识和学习新知识。在教学中通过设计多样的教学活动，不但激发了学生的学习兴趣，培养了学生积极的态度，而且还培养了学生一定的语感，使他们形成了用英语进行交流的能力。学生们通过表演很好的发展了学生的表演能力为学生非智力因素的培养打下了坚实的基础。
（二）、不足之处
1、在整堂教学中，部分后进生表现不够积极。
2、环节的过渡语言组织也不够到位，给人的感觉跳跃性很大，让人听起来很不舒服。
（三）、改进措施
在以后的教学中 ,我要多关注学生的学习方式和思维方式，根据不同内容采取不同的呈现方式，做到因材施教。
人教版英语9教案篇5
一、教学目标
1、语言知识
did you …？
yes,i did./no,i didn’t.
2、语言技能
能运用did you …？句型询问对方是否做过某事，对方根据具体情况作出应答yes,i did./no,i didn’t.培养学生在具体情景中正确运用该语言的交际能力。
3、情感态度
培养学生团队协作能力和与他人合作的精神以及用英语做事情的基本技能，激发学生竞争意识。
4、学习策略
培养学生积极与他人合作，主动学习，积极运用英语进行表达和交流，与同学共同完成学习任务的能力。
二、教学重难点
能熟练运用did you …？句型对过去发生的事情进行推测。
Ⅰ.warm-up
1.came:
①教师快速出示动词或动词词组，让学生快速做出该动作。
②让学生从另一组动词过去式中找出与图片配对的单词，学习和巩固不规则动词过去式。如：go-went, meet-met, run-ran, buy-bought, eat-ate, see-saw.
2.free talk用“旅游日记”或“假期影集”与组员谈论假日生活。
如：where did you go on vacation?
what did you do?
did you……?
when did you come back?
Ⅱ.pre-task【任务呈现——最快乐的一天】
1、教师出示提前收集的名胜风景区明信片，提问：“did you go to ……？” did you see……? did you buy……？
2、教师出示英国伦敦的名胜风景区明信片，提问：“where did lingling go?”学生回答：“london”.教师问：“where did she go？what did she see/meet/buy?”学生回答后，教师引出课文活动5的歌曲：“listen to a song from amy”，学唱歌曲。
3、[任务呈现]——寄一张风景明信片给你的朋友
教师展示伦敦明信片，并介绍：“this is from amy to daming.what did she say? let’s go and see.then please write about your yesterday to amy or your friends.”让我们一起瞧一瞧怎样写明信片呢？
Ⅲ.while-task【任务实施】
1、播放课文录音，并让学生回答课文活动的问题。
2、让学生再听一遍录音，并勾出dear, love, went to the park, met john, bought ice creams, went home, ran to the bus, dropped,并请学生跟读。
3、[活动]——talk课堂活动用书out your yesterday
师：“can you write about your yesterday to amy? what did you do?”学生答：“i watched tv ./i played computer games./…”师问：“did you go to school? did you walk to school?/…”
4、小记者采访
同桌两人一组，用活动3的问题采访同桌，了解对方的生活。
5、完成活动6的游戏
6、完成活动用书
练习1，了解小明上周的生活。
Ⅳ.post-task【任务展示——最快乐的一天】
①学生四人一组展开活动，轮流讲述自己快乐的昨天，用过去时描述自己做了哪些事情。学生进行信息交换，评选出最快乐的一天向全班汇报。
②教师介绍daming’s letter ——写给amy的回信。
“i met our chinese teacher by the river yesterday.she walked with her cat.then we saw a rabbit and a hen .they played with an apple.”
板书chinese, teacher, river, rabbit, letter, hen, cat, apple,让学生读出单词、听录音思考并回答划线处的发音;然后完成课堂活动用书练习3，请学生边听边划出每组单词中有着特定发音的字母或字母组合。
v．homework【作业超市】
1、朗读课文，表演对话。
2、完成课堂活动用书练习4和练习5。
选做：
1、给lingling回信，介绍自己最快乐的一天。
module 2 shopping unit 1 how many do you want?
人教版英语9教案篇6
教学内容：
单词：festival， card， stocking， present， bell
词组：santa claus， christmas tree，
日常用语：merry christmas! you too. here’s a present for you. thank you.
教学目标：
认知目标
1、能听说认读本课单词和词组
2、能使用本课日常用语：merry christmas! you too. here’s a present for you. thank you.
3、能初步了解感受和体验中西方文化
情感目标
能够通过本单元学习培养学生热爱祖国、热爱生活的情感。
学习策略目标
1、培养学生的注意力、观察力，激发学生积极思维。
2、通过小组活动，培养学生积极与他人合作，共同完成学习任务。
3、在任务中，引导学生积极运用所学英语进行表达与交流。
教学重点：
1、能听说认读本课单词和词组
2、能使用本课日常用语：merry christmas! you too.
教学难点：
1.christmas失去爆破的读音
2.festival， stocking， present等多音节单词的读音
教学准备：
教学挂图，教学录音磁带，单词卡片，圣诞老人服饰、小铃铛、长筒袜、贺卡等
教学过程：
step 1. warming up （热身活动）
1.duty report
2.listen to a song and follow the song
step 2. reviewing and leading in （复习并导入新课）
一名学生戴圣诞老人帽从门外走进来（唱歌时老师布置好）
t： who are you?
s： guess!
t： who knows who he is?
ss： 圣诞老人。——引出新名词santa claus（学习）
step 3. learning（学习新课）
1、教师出示一张朋友送的圣诞卡片——引出新名词card（学习）
2、图片或实物出示christmas tree， stocking， present（逐一学习）
eg： t： （指铃铛）bell， bell， this is a bell.
t： （指长筒袜）stocking， stocking， this is a stocking.
1、简笔画进行名词操练
2、学生6人一组，找一组，教师说英文，学生走向图片
eg： amy， you are santa claus.（学生amy，走向santa claus的图片）
3、给一组学生单词卡片，组员迅速站到和自己一致的简笔画旁
4.learn a new chant ——compete
5.t： when we bless someone on christmas day. we say…
merry christmas!——学习
6.listen and repeat
step 4. practicing （操练）
1.group work——show
2、设置情景对话（父母与子女，同学之间，朋友之间）
教师示范：（教师是圣诞老人）
t： here is a present for you.
s： thank you.
t： merry christmas!
s： you too!
3.group work——show
4、学生画出自己喜爱的礼物
5.pair work——用英文表达相互赠送
step 5. summary （小结）
1、学会了单词：festival， card， stocking， present， bell词组：santa claus， christmas tree
2、学会了日常用语：merry christmas! you too. here’s a present for you. thank you.
3、了解了西方文化
step 6. homework （家庭作业）
1.copy new words
2.draw what you like and give your parents saying：“ here’s a present for you.”
它山之石可以攻玉，以上就是一秘为大家带来的7篇《冀教版小学英语教案》，希望可以对您的写作有一定的参考作用。
人教版英语9教案篇7
教学目标：
1. 听、说、认读water, milk, juice, coke, coffee, tea.
2.饮料句称的区别；let’s do 内容的理解和动作的模仿。
过程与方法：通过教师提问复习上节课所学知识，通过师生合作和生生合作完成新知的学习和巩固。
情感态度价值观：培养学生合作学习的习惯。
重点：单词：water, milk, juice, coke, coffee, tea.
难点：饮料句称的区别；let’s do 内容的理解和动作的模仿。
教具准备：
l.教师准备 water， milk，juice，coke， coffee， tea的实物、图片、单词卡片。
2.教师准备let’s do的动作图卡、 a部分单词的词卡和图卡。
3.学生准备water，milk，juice，coke，coffee，tea的实物。
教学过程：
1.热身／复习（ warm－up／ revision）
（1）日常口语会话活动。
（2）教师播放歌曲“let’s have a picnic today”，学生一起拍手演唱。
（3）游戏：找一找，拍一拍
教师将本课a、b部分所学单词的图片卡贴在黑板上，找两个学生各手持一把新苍蝇拍，教师读出一个单词，学生就要马上找出来并拍立一下。第一个拍的学生获胜。
（4）教师准备一个小场景：将所有学过的食品及饮料或模型放在一个铺着台布的桌上，请学生根据a、b部分的let’s talk进行自由会话。
2.新课展示（presentation）
（1）本课时let’ s learn中的单词认读教学，可继续采用a部分第二课时的教学方法，利用课件，让学生利用已掌握的拼读规则，认读和学习新单词。
（2）让学生听let’s learn的录音，一边听，一边指着书上相应的图，力求做到“眼到，手到，口到，心到”。
（3）用一组连贯的动作教let’s do中的动词pour，smell，taste，drink。首先，教师左手端着一个茶壶，右手拿一茶杯，对全班说：look！i’m pouring the tea. pour the tea.（边倒茶，边说两遍）。接着，教师端起茶杯，凑到鼻子前做闻的动作并说：now smell the tea.（两遍）接着说：ok.now taste the tea.（说两遍，边说边做尝味道的动作）最后，教师说： mm…good drink the tea。教师演示完，请学生说出这几个动作的意思。
（4）让学生一边听let’s do的录音，一边跟读并做动作。
3.趣味操练（practice）
（l）选词竞赛
将学生分为两大组，每组每次各派一个选手，教师说六个新词中的一个，选手跑步，快速在讲台上找到所说词的词卡，并举起词卡大声读出单词，谁先完成即为胜利者，可为本组赢得一分。
（2）游戏：什么不见了（what’s missing？）
教师将单词先面朝上贴在黑板上，给学生10－20秒记住这些单词的.顺序，然后请学生闭上眼睛，教师从中拿走一张，再请学生说出是哪个词不见了。
（3）让学生听录音，边说边做let’s do部分的活动。
（4）教师将let’s do图卡打乱顺序，贴在黑板上，教师说一个指令，请学生指出正确的图片。正确的可为本组赢一分。
4.课堂评价（ assessment）
做活动手册本单元第5部分练习。方法和步骤参考第一单元。
5.课外活动（add－activities）
（l）听录音，仿读句子。
（2）将所学的有关食物和饮料，用英语说给家长听。
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