新目标九年级英语教案【汇编4篇】

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新目标九年级英语教案【第一篇】

Unit 3 Could you please tell me where the restrooms are?

一、教学目标：

1、语言知识目标

基本词汇：restroom, stamp, bookstore, postcard, pardon, washroom, bathroom, normal, rush, suggest, staff, grape, central, mail, east, fascinating, convenient, mall, clerk, corner, polite, politely, speaker, request, direction, correct, direct, whom, address, underground

基本句型：Excuse me, do you know where I can buy some medicine?

Sure. There’s a supermarket down the street.

Could you please tell me how to get to the post office?

Sorry, I’m not sure how to get there.

I wonder where we should go next.

Could you tell us when the band starts playing this evening?

You should try that new ride over there.

2、 技能目标：

（1）能用宾语从句礼貌的寻求帮助。

（2）能用正确的方法指路。

3、情感目标： 培养学生尊重他人，对人有礼貌，热爱生活。

二、教学重难点：

1、教学重点：

（1）礼貌的向他人寻求帮助。

（2）正确使用宾语从句。

2、 教学难点：运用宾语从句礼貌的寻求帮助。

三、教学步骤：

Section A 1 (1a-2d)

Step 1 Warming –up

Greeting

Step 2 Presentation

（1）Guessing game

Show pictures to the whole class, one student explains the places in English and another one who doesn’t look at the blackboard guesses what place it is. For example, one student say： We can save money or exchange money in this place, another one guess it is a bank. Get students to guess the places like bank, post office, bookstore, museum, bathroom, washroom, mall and so on.

（2）Show some stamps to students and present the new sentences：

Could you tell me where I can buy some stamps?

Could you please tell me where I can get a dictionary?

Do you know where I can get some magazines?

Step 3 Practice

1) Match each thing with a place in the picture in 1a.

2) Read the phrases.

___ get some money

___ get some magazines

___ have dinner

___ get a dictionary

___ get some information about the town

___ buy a newspaper

___ buy some stamps

___ get a pair of shoes

Step 4 Listening

Listen and complete the conversations in the picture in 1a. Then check the answers with the whole class.

Step 5 Practice

Make conversations using the information in 1a. Then talk about your own city. For example：

A： Excuse me, could you please tell me how to get to the bookstore?

B： Sure, just go along Main Street until you pass Center Street. The bookstore is on your right, beside the bank.

A： Thanks. Do you know when the bookstore closes today?

B： It closes at 7：00 today.

A： Thank you!

B： You’re welcome.

Step 6 Listening

1. Listen and number the directions in the order that you hear them.

2a You will hear some of the directions below. Number the directions in the order you hear them.

___ Go to the bird floor.

___ Turn left.

___ Go to the second floor.

___ Turn right.

___ The supermarket is between the flower store and the bookstore.

___ Go past the bookstore.

2. Listen again. Show how the boy walks to the supermarket. Draw a line in the picture in 2a. Then get one student draw the line on the blackboard.

3. Listen the third time and answer the questions.

1) Excuse me, can you tell me where I can buy some medicine?

2) Do you know how to go there?

3) OK, great. Oh, and one more thing. Do you know when this shopping center closes tonight?

4) OK, thanks a lot.

Step 7 Pairwork

Make conversations about the other places in the picture in 2a.

A： Excuse me. Can you tell me where I can buy some stamps?

B： Yes, there’s a post office in this shopping center.

A： Do you know how to go there?

B： Yes. Go to the third floor and turn right. Then go past the bank. The post office is between museum and library. You should be able to get stamps.

A： OK, great. Oh, and one more thing. Do you know …

B： I’m not sure, but you …

A： OK, thanks a lot.

B： You’re welcome.

Step 8 Reading

1. Read the conversation in 2d and answer the questions.

2. Role – play the conversation.

3. Explain the language pints in 2d.

(1) Go along Main Street until you pass Center Street.

1) until和 till同义为“直到……” ，till多用于口语，until可以放在句首，till则不能放在句首。

2) not...until“直到……才”，表示直到某一时间， 某一行为才发生， 之前该行为并没有发生。

I did not study English until 9 o'clock last night.

(2) Pardon? Restroom? You already want to rest? But we haven’t even started yet!

1) pardon用作动词，后面既可以跟宾语，也可以跟双宾语；pardon sb. for doing sth.意为“原谅/宽恕某人做某事”

Can you pardon me for not passing the exam, Mom?

2) 在没有听懂对方的话，请对方重复一 下时也可说 pardon。

Pardon? I’m sorry I can’t follow you.

(3) I’m excited to try the rides!

excited和 exciting的区别：

1) excited意为“激动的；兴奋的”，作表语时，主语通常是人；作定语时，常用来修饰人，说明激动的表情。

All of us were excited when we heard the good news.

The excited child opened his present quickly.

2) exciting意为“激动人心的”，作表语时，主语通常是物；作定语时，常用来修饰物。

The movie is very exciting.

My father told me an exciting story.

(4) I mean … you know, a washroom or bathroom.

mean作动词有以下含义：

1) 有……的意思，指（多作及物动词），其后可跟名词或代词，也可跟从句。

What does this word mean?

2）意味（着）（及物动词），常跟名词，有时可跟动词-ing形式或从句。

Carl really could not do that — it would mean the end of his career.

3）有……意图，打算，想，常跟名词、代词或动词不定式。跟带不定式

的复合结构时，还可用于被动语态。

I never meant to hurt you.

四、总结

（略）

新目标九年级英语教案【第二篇】

教学目标：

1语言目标：掌握本单元重点词汇及复习语言点。

2 技能目标：能谈论过去和未来的生活。

3 情感目标：珍惜初中生活的点滴，培养对高中、未来生活的憧憬。树立远大人生目标。

教学重点：

词汇: survey, standard, row,keyboard, method, instruction, text, level, degree, manager, gentleman, task,wing, double, shall, overcome, congratulate, caring, senior, thirsty, thankful,separate, ours, ahead

短语: in a row, lookback at, make a mess, keep one’s cool, senior high, go by, believe in, first ofall, be thirsty for, be thankful to sb., ahead of, along with, be responsiblefor, set out, separate from

句子: She helped you to worked outthe answers yourself no matter how difficulty they were.

How have you changed since you startedjunior high school?

I’ve become much better at speakingEnglish.

What are you looking forward to?

I’m looking forward to going to seniorhigh school.

教学难点：对过去事件的描述。

课时划分：

Period 1 Section A 1 1a – 2d

Period 2 Section A 2 3a-3c

Period 3 Section A 3Grammar Focus-4b

Period 4 Section B 1 1a-2e

Period 5 Section B 2 3a-Self Check

Section A 1 (1a – 2d)

I. Warming up

1. Do you have any special memories ofjunior high school?

2. Which teachers will you miss the mostafter junior high school?

II. Work on 1a.

Check the things you remember doing at junior high school. Add more to the list.

Practice in pairs using the information in 1a.

At junior high school,

I remember:

_____winning a prize

_____being a volunteer

_____doing a school survey

_____a friend helping me with a problem

Learn the new word: survey

III. Listening

1. Work on 1b. Listen and match the memory with the person.

First, let Ss understand the meaning of thesesentences. Then play the record. Check the answer with the Ss.

Learn the new word: standard

2. Listenagain and answer the questions.

1) What did Mary lose in Grade 7?

2) Who helped her find it?

3) What kind of person is Mr. Brown? Is he strictwith students?

4) What did Peter do to meet Mr. Brown’s standards?

3. Work on 1c. Listsome memories and experiences from junior high school. Share your lists withyour partner.

Possible answers:

I remember...

scoring two goals in a rowduring a soccer competition.

winning a basketball competition.

putting a plastic snake into a classmate's desk.

getting a wish card in Christmas Day.

I have...

learnedto play the keyboard in music class.

learnedto sing many English songs.

learnedto play basketball with my friends.

Learn some new words.

4. Work on 2a. Listen to the conversation. Check(√) thefacts you hear.

First, let Ss read the sentences. Then play therecord and check the answer.

______Someone didn’t like

______Someone was advised to take a break fromrunning by a teacher.

______Someone had a health problem.

______Someone joined the school band.

______Someone liked Mr. Hunt’s teaching methods.

5. Work on again. Match each question with the name of the person.

6. Listen again and fill in the blanks.

Lisa remembers they had a great _____ teacher. He gave clear ___________and he was ______, too. Luke remembers when That’s life _______ at school. Theywrote a _____ to the band _______ to come.

Juniorhigh has been ______, but it has been a lot of __________.

IV. Practice

1. Work on 2c. Role-play a conversation in your group usingthe information in 2a and2b.

A:Do you remember Mr. Hunt?

B: Of course! He isa great teacher. He gave really clear instructions during the class.

C: Yeah, he was kindwhen I hurt my knee. He told me to take a break from running.

Learn the new word:instruction.

2. Workon 2d. Role-play the conversation.

LetSs read the text and answer the questions.

1)Which teachers will they miss?

2)What subjects do the teachers teach?

3)Why will they miss them?

4)What will they do to thank them?

V. Language points

1. I remember scoring two goals in a rowduring a soccer competition.

in a row连续几次地

This is the third Sunday in a row that it's rained.

这是接连着的第三个星期天下雨了。

2. … I put in more effort and my examscores doubled.

doublev.加倍； 是……的两倍

adj.两倍的； 加倍的

They bought a double bed.

他们买了一张双人床。

I think we can double our marks in one year.

我认为我们可以在一年内把成绩翻一番。

3. Shall we get each of them a card andgift to say thank you?

shall modal v.将要； 将会

Shall we all go to the film tonight?

我们今晚都去看电影吗？

Everything shall be in good order.

一切都应该井然有序。

I shall follow all yourinstructions.

我一定照您的指示去做。

VI. Homework

1. Recite the conversationin 2d.

2. Finish the exercises inthe workbook.

新目标九年级英语教案【第三篇】

一。教材分析

1.教材的地位和作用

本说课是九年级《go for it》第九单元“When was it invented?”本单元涉及内容是本书当中比较重要的一部分。被动语态结构及运用是教学中一个难点和重点，也是学生比较不容易理解的部分，因为它是建立在各种时态之上的。

另外通过对我们熟悉经常使用的发明物的历史来开阔眼界，丰富学生的阅历，使学生养成勤于思考，善于总结的好习惯。

2.教学目标

1)知识目标 扩容新单词，提高阅读能力。理解和良好运用被动语态。

2)技能目标 能谈论重要发明的历史及用途，能针对各项发明的用处及特点，发表自己的看法，并说明理由。

3)情感目标 使学生懂得人类的科学发明创造了丰富的物质文明。培养学生的创造发明的能力和愿望

3.教学重点 掌握一般过去时的被动语态

4.教学难点 弄清主动语态与被动语态的差异，通过练习和运用加以巩固

二。学情分析

1.初中生的抽象能力较低，形象思维能力强。但***容易分散。本单元通过多**课件和教师亲和力的语言，增强兴趣和***。

2.初中生的学习心理特点

1)兴趣 对英语普遍感兴趣，求知欲盛。

2)记忆 对刺激记忆**多的知识记忆深刻，遵从记忆规律。

3)评价 主要通过他人评价初步形成对自己的评价，所以很在乎他人的评价。同时自我意识不断增强。因此在本课教学过程中，注意采用任务型教学为主，通过任务和不同的评价方式，提高学生参与意识。

3.初三上学期学生有较明确的学习动机和态度。本单元通过发明为载体，各种发明和发明家激励学生求知的欲望。

三。教法渗透

1、教学设计思路与教材处理：

《新目标英语》中的具体语言目标是通过各种各样的Tasks来实现的；学生需要运用具体而特定的行动来完成一定的交际任务。整个教学过程中，各种语言结构与语言功能与不同的学习任务有机的结合。任务活动所谋求的效果不是一种机械的语言训练，而是侧重在执行任务中学生自我完成任务的能力和策略的培养；重视形式在完成任务过程中的参与和在交流活动中所获得的经验。因此本节课我将始终引导学生通过完成具体的任务活动来学习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得和积累相应的学习经验，让学生在用中学，在学中用。

2、教学原则

l 活动性原则 提倡学生主动参与，体验，交流，合作，探究等多种学习。

l 合作性原则 以学生为主体，师生合作，生生合作，体现教与学的互动，交往。

l 任务型原则 任务驱动—激发动机；任务完成—激励学习积极性；执行任务—培养责任 心和合作精神。

l 情感性原则 激发学生学习英语的兴趣和始终保持良好的学习情绪。

3、教法运用：

本单元主要采用任务型教学

在本课的任务型语言教学中，我将依据课程的总体目标并结合教学内容，创造性地设计贴近学生生活实际的任务活动，吸引和**他们积极参与，使学生通过观察、思考、讨论、交流和合作等方式，在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。

4.教学**

1) 多**辅助：使用自制的课件，使抽象的语言变得直观，为学生运用英语进行交际创设情景，实现师生互动，生生互动和人机互动的多向交流。

2)非测试性评价：传统的评价观念的出发点是学科本位，只重学科，不重学生发展。 要体现新课程标准的实施效果，评价体系应该“正确反映外语学习的本质和过程，满足学生发展的需要”。为了达到这一目标，唯有重视形成性评价，充分发挥其积极作用，促进新的评价体系的形成。因此，本课我将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价**，帮助学生学会自主学习，学会与人合作，培养创新意识以及具备科学的价值观。

四、学法指导

新制定的《英语课程标准》把“培养学生学习英语的兴趣，树立自信心，培养良好学**惯和形成有效策略，发展自主学习和合作精神”放在了首位。依据课改的精神，我从以下几个方面对学生进行学法指导。

1、学习方法的指导

培养学生观察力，想象力，记忆力以及思维能力。用生动的课件调动学生的感官进行听说读写的训练。

2、学习积极性的调动

我在教学过程中创造一种开放的，**的，积极互动的语言氛围，把课堂变成有声有色的舞台，让学生在乐中学。

3、学习能力的培养

通过连贯的听说读写，游戏，竞赛等，培养学生的交际能力，发展他们的思维能力。

4、学习策略的指导

本节课将在课堂活动中把学生分成四人小组的学习小组，让他们围绕着课堂任务分工合作，在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情感体验，发展他们的能力。创建开放式，探究式的课堂，有意识渗透学习策略的训练。我让学生观察课件画面，回答问题，让学生学会使用认知策略；让学生表演对话，实现交际策略；引导学生交际，主动练习和实践，是调控策略的体现。充分利用多**，录音，卡片等是资源策略。

五。教学效果预测；

1. 能够掌握被动语态，并运用到一定的语言环境。

2. 通过多**和任务的完成学生会突破难点，产生一定创造精神。

3. 能完成教学目标，调动学生学习热情。

六．课堂教学过程：

Ⅵ．Teaching Procedures

Step Ⅰ Lead-in (2 minutes)

We have inventions everywhere .Inventions make us live easily and happily. Without inventions,our lives will be much more difficult. Today, we will know about a few inventions and talk about the history of them.

Show the pictures of five inventions on the screen: a car,a Tv set, a telephone, a calculator and a com*r.

T:Now look at these are they?In what order do you think they were invented? Number them(1-5) (1=first,5=last)

Volunteers report the answes.

S1:I think the calculator was invented before the com*r.

S2:Idon’t think so. I think the calculator was invented after the com*r.

Step Ⅱ 1a

This activity reviews vocabulary and introduces new vocabulary which can be used to talk about inventions.

Read the inventions to the students.

Call the students' attention to the five pictures. Tell thestudents that all of these things were invented in the last 150 years. Point to each picture and let the students tell what it is.

Write the names of the five inventions on the blackboard.

com*r, car, calculator, telephone, TV set

Have several different students guess and write the dates on the board.

Ask the class to repeat the questions and answers like this.

T: When was the com*r invented? Class repeat.

Ss: When was the com*r invented?

T: Good. Now Tom, what is your guess?

S1: 1965.

T: OK. Tom, repeat after me. The com*r was invented in 1965.

T: Class, please repeat.

Ss: The com*r was invented in 1965.

Repeat the process with several different inventions.

Tell the children that they will find out the real dates after they complete the lesson.

After that, ask the students the questions below:

Questions:

one do you think is the oldest?

one is the newest?

one do you think is the oldest or the first invention?

one is the newest or last invention?

Ask different students to answer the questions.

Have the students look at the example conversation in the box. Ask two students to read this conversation to the class.

A: I think the telephone was invented before the car.

B. Well, I think the telephone was invented after the car.

Read the instructions again to the students. Remind them to remember the inventions from first to last.

Then have the students talk about the five inventions in groups of four, using the sample conversation as a model.

Ask several groups to tell the class their answers. The rest of the class listen to them and show they have different answers by raising their hands.

In the next activity you will find out the real dates.

Step Ⅲ 1b

This activity gives students practice in understanding the target language in spoken conversation.

Get the whole class to read the instruction together.

Call the students' attention to the five inventions in the picture. Ask five students to say the names of them.

Then ask them to see the five dates with a blank line in front of each.

We'll listen to a girl and a woman talking about the five inventions. They will talk about when they were invented. Listen carefully and match the inventions and the dates. Write the correct letter in front of each date as the sample given. Ask them to have a look at the sample answer. Tell them the answer in front of 1876 is d. That means that the telephone, which is letter d, was invented in 1876. Play the recording the first time. The students only listen and try to catch the main idea.

Play the recording a second time. Let the students match the inventions and the dates. Check the answers by asking several to say the answers to the class.

If some of the answers are hard to get for the children, tell them not to worry and they will make it next.

Then play the recording again. Pause after each sentence and let the students repeat. For some difficult sentences, get the students to repeat several times. Be sure that they make everything clear.

Answers

d 1876 a 1885 e 1927 c 1971 b 1976

Step Ⅳ 1c

This activity provides guided oral practice using the target language.

Read the instructions and point to the list of dates in Activity 1b.

You will be talking about the dates things were invented with a partner.

Call the students' attention to the example in the box. Ask a pair of the students to read this conversation to the class.

SA: When was the telephone invented?

SB: I think it was invented in 1876.

Write the conversation on the blackboard. Then get thestudents to practice in pairs, using the information in Activity 1b. Tell them to do it like this:

Student A, covers the dates. Students B, asks Student A when the things in the picture above were invented. Then change roles and practice again.

Ask several pairs to share their conversations with the class.

Step Ⅴ Summary

In this class, we've learned to talk about the history of inventions with passive voice. We've also done some listening practice in understanding the target language in spoken conversation. And we've done much oral practice, using the target language.

Step Ⅵ Homework

out two conversations in Activity 1a.

out two conversations in Activity 1 c.

Step Ⅶ Blackboard Design

二。学情分析

1.初中生的抽象能力较低，形象思维能力强。但***容易分散。本单元通过多**课件和教师亲和力的语言，增强兴趣和***。

2.初中生的学习心理特点

1)兴趣 对英语普遍感兴趣，求知欲盛。

2)记忆 对刺激记忆**多的知识记忆深刻，遵从记忆规律。

3)评价 主要通过他人评价初步形成对自己的评价，所以很在乎他人的评价。同时自我意识不断增强。因此在本课教学过程中，注意采用任务型教学为主，通过任务和不同的评价方式，提高学生参与意识。

3.初三上学期学生有较明确的学习动机和态度。本单元通过发明为载体，各种发明和发明家激励学生求知的欲望。

三。教法渗透

1、教学设计思路与教材处理：

《新目标英语》中的具体语言目标是通过各种各样的Tasks来实现的；学生需要运用具体而特定的行动来完成一定的交际任务。整个教学过程中，各种语言结构与语言功能与不同的学习任务有机的结合。任务活动所谋求的效果不是一种机械的语言训练，而是侧重在执行任务中学生自我完成任务的能力和策略的培养；重视形式在完成任务过程中的参与和在交流活动中所获得的经验。因此本节课我将始终引导学生通过完成具体的任务活动来学习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得和积累相应的学习经验，让学生在用中学，在学中用。

2、教学原则

The First Period

教学内容：新目标九年级Unit 9 When was it invented?第一课时

一。教材分析

1.教材的地位和作用

本说课是九年级《go for it》第九单元“When was it invented?”本单元涉及内容是本书当中比较重要的一部分。被动语态结构及运用是教学中一个难点和重点，也是学生比较不容易理解的部分，因为它是建立在各种时态之上的。

另外通过对我们熟悉经常使用的发明物的历史来开阔眼界，丰富学生的阅历，使学生养成勤于思考，善于总结的好习惯。

2.教学目标

1)知识目标 扩容新单词，提高阅读能力。理解和良好运用被动语态。

2)技能目标 能谈论重要发明的历史及用途，能针对各项发明的用处及特点，发表自己的看法，并说明理由。

3)情感目标 使学生懂得人类的科学发明创造了丰富的物质文明。培养学生的创造发明的能力和愿望

3.教学重点 掌握一般过去时的被动语态

4.教学难点 弄清主动语态与被动语态的差异，通过练习和运用加以巩固

新目标九年级英语教案【第四篇】

Unit 1 It was great t see her again.

Teaching gals 教学目标

1. Language gals 语言目标

a. e vcabular 重点词汇和短语

Gegraph, phsical, PE, neither, reall

b. e sentences 重点句子

Did u d anthing interesting?

It isn’t as big as urs.

What’s it lie?

Which schl is better, ur schl r Par Schl?

Bth schls are ver nice.

Neither schl has anthing the ther hasn’t gt.

2. Abilit gals 能力目标

Enable students t listen t and tal abut the schl life.

3. Learning abilit gals 学能目标

Help the students learn hw t tal abut the schl life.

Teaching ethds 教学方法

Listening and speaing.

Teaching iprtant/difficult pints教学重难点

Hw t tal abut schl life using the cparisn.

Teaching aids 教具准备

A tape recrder, a prectr and a c*r.

Step 1: Greeting

Step 2: Waring up and lead-in

In this prcedure, tr t ae students spea ut the naes f schl buildings and subects.

T: Tda we are ging t tal abut schl life. First, let’s l at the pictures n the screen. This is ur schl, d u lie it?

Ss: es, we all lie it ver uch.

T: Can u sa what buildings r special rs ur schl has?

S1:There are an buildings, such as the labratries, the c*r r, the librar, the eeting r, the big and bright classr and s n.

S2:And there is a swiing pl in ur schl, t. It’s ver big and bright. I can swi in it. I lie swiing ver uch.

S3:…

T:Gd! Please l at the screen. Our schl has an buildings , can u sa the naes f the ludl?

Ss:es. ( Read after the teacher ludl)

gegraph garden labratr swiing pl librar