九年级英语上册教案

九年级英语上册教案。

我们为您挑选了一篇非常优秀的“九年级英语上册教案”文章，我相信这些技术可以帮助您更好地解决问题。教案课件是老师上课中很重要的一个课件，就需要老师用心去设计好教案课件了。教案是整合资讯化数字化科技和教育教学改革的必要途径。

九年级英语上册教案(篇1)

1. not only…but also… 不仅……而且……

1. For example, we should use both sides of paper and reuse plastic bags.

例如,我们应该用纸的两面,并且重新使用塑料袋。

2. Everyone is supposed to do that.每个人都有义务那样做.

3. First, you ought to turn off the lights when you leave a room.首先, 你离开房间时应该随手关灯。

4. Easier said than done. 说起来容易做起来难。

5. Well, actions speak louder than words.嗯, 百说不如一做。

6. There will be a lot of hard work to do tomorrow, so make sure you go to bed early tonight.

明天有许多繁重的活要干,今晚一定要早睡。

并列句：由两个或两个以上并列而又相互独立的简单句构成。

常用的并列连词有：and, or, but, while, not only… but also

e.g. 1. The river is dirty and the temperature of the earth is rising.

2. They work well, but they are slow and can’t run for long.

九年级英语上册教案(篇2)

新课程标准感知

知识要点 本单元用虚拟句谈论一些假设的情况

本单元要点如下

1． 学会谈论一些假设的、虚幻的情况；

2． 达到如何使用虚拟句提出建议的目标；

3． 学会表示与现在的情况相反的虚拟语气的结构；

4． 学会用虚拟语气表述自己的还没有实现的愿望

一.重点词汇

million、pimple、energetic、confident、shirt、tie、medical、research lottery、million、

trouble、energetic、confident、in public、social

二.重点短语

1. won the lottery 赢得抽奖 2. in public 公共的、公众的

2. in the slightest 一点也；根本 4. plenty of 很多的、足够的

get along with 与…相处 6. let …down 使…失望、沮丧

7. come up with 提出、想出（问题） 8. medical research 医学研究

9. what if 如果…怎么办 10. be late for 迟到…

11. be nervous 紧张的 12. get nervous （变得）紧张的

13. take a long walk 散步 14. ask one’s permission 征求某人的许可

15. without permission 没得到许可 16. introduce oneself 自我介绍

17. rather than 而不是 18. a circle of good friends 朋友圈子

三.交际用语

1. If I were you , I’d wear a shirt and tie. 如果我是你，我就会穿衬衫打领带。

2. If I were you , I’d take an umbrella. 如果我是你，我就带把伞。

3. What would you do if you won a million dollars ? 如果你赚了一百万美元，你会做什么？

4. What if I don’t know anyone ? 如果我一个人也不认识怎么办？

5. You should eat lots of fruits and vegetable and drink lots of water.你应该吃大量水果、蔬菜，大量喝水。

6. What are you like ? I think I’m outgoing. 你的性格如何？我想我很外向。

四.语法聚焦

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 .

第一课时

Section A

Step 1 Free Talk

Talk about good habits of the students. Say, “ Wd all have some good habits. Can you tell the other students what good habits you have.” For example, getting up early, reading, helping others, not wasting money, etc.

When they talk, write some on the blackboard. Get the students to think about if they don’t hav have these good habits what will happen.

Step2 Talking and writing

Say, “Please imagine, what would you do if you had a lot of money?” The students discuss with the partners. Then get them to write some other situations in the list and share the answers. Point out: The sentences here are imaginary situations. They may not come true, just imaginary. So we often use the past tense and “would ” to express this kind of situation.

Step 3 Listening and talking

1b. First talk about some information in the picture. Say, “ We are going to listen to a conversation about their ideas about how to spend a million dollars.”

Students listen to the tape and number the pictures.

Then help the students practice the similar dialogue simply in 1c.

Step 4 Listening

First ask “ What would you do if you went to a party? What would you wear? What would you bring? What would you feel if you don’t know anyone at the party?”

After talking about the questions, come up with the question in 2a “ Why is Larry nervous?” Then listen.

2b. Listen again. Check the four things Larry’s sister says to him. Then check the students’ answers.

Step 5 Pairwork

According to the listening Text above, get the students to practice the conversation by looking at the instruction in 2c.

Ask some pairs to act out their own dialogues.

第二课时

Step 1 Free talk

Say “Imagine, what would you do if you were very old?”

“What would you do if you were teachers?”

“ What would you do if you had a lot of money?”

Get the students to talk about the questions. Collect their answers and write some on the blackboard.

Step 2 Grammar Focus

Point out the sentences on the blackboard all belong to imaginary situations. Ask the students to find out the rules in the sentences. Then look at the sentences in Grammar Focus. Comprehend them. Talk about some information about imaginary situations.

Step 3 Reading and watching

Ask “ Do you have some trouble during your daily life?” The students talk about their trouble and ask the other students to give advice. Then 3a, ask the students match each problem with the correct advice. Check the answers. Then comprehend the sentences.

Step 4 Game

Ask the students to write their problems on a piece of paper. Ask one student to choose some paper with problems on and read the problems. After he / she reads one problem, the other students try to give advice by using “ You should…” or “ If I were you…”.

Exercises:

完成句子：

1. He doesn’t know ______________( 穿什么) at the party.

2. _____________ (如果我是你), I would buy a small present.

3. What would you do ______________ (如果你获得了第一名)？

4. You’d take a long walk ______________ (在吃过晚餐之后).

5. I ______________(变得紧张) before big exams.

第三课时

Section B

Step 1 Word competition

Say “ We usually use adjectives to describe a person. Do you know those words? Let’s have a competition.”

Get representatives of boys and girls to come to the front and write the words about description on the blackboard as many as they can.

Step 2 Giving definitions

Say “ Just now we had the word competition. Then let’s try to give definitions of these words in English.” Discuss with partners and give definitions.

Step 3 Writing and competition

Get the students to understand the instructions in 1a. Understand the meaning of every word. Then fill in the blanks with the words. Check the answers.

After students write the words, have a competition of making up sentences. Say, “ Please make up sentences by using these words. Let’s see who can make up more sentences , boys or girls?”. Then do it.

Step 4 Listening

2a. At first help the students understand the instruction. Look at the personality survey. Explain “ give a speech, without permission, introduce oneself to sb.” Then listen. Check the questions Celia asks.

Some points:

1. give a speech = make a speech, give a talk 演讲

2. without permission （未经允许） with permission （经过允许）

permission n. “允许” permit v. “允许”

permit sb to do sth 相当于allow sb to do sth 意思是“允许某人做某事”

例：The teacher didn’t permit us to swim in this river.

= We can’t swim in this river without the teacher’s permission.

3. introduce oneself to sb. 意思是“向某人自我介绍”

例：Let me introduce myself to you. I am Jim.

2b. Listen again. Circle Bill’s responses. Then check the answers.

Step 5 Practice

Get the students to practice the similar conversation in 2c by looking at the personality survey.

Exercises:

翻译句子：

1． 他害怕在公众场合讲话。

2． 这个女孩很善交际。她有许多朋友。

3． 莫扎特是个很有创造力的音乐家。

4． 男孩们总是精力旺盛。他们几乎从不感觉到累。

第四课时

Step 1 Free talk

Ask questions like “What would you do if the teacher asked you to give a speech in front of the whole school? What would you do if someone took away your things without permission? What would you do if someone asked you to be in a movie? What would you do if you wanted to be friends with a new student?”

Get the students to talk about them.

Step 2 Reading

Ask the students to read the passage in 3a and fill in the blanks in the results with “a”, “b” or “c” according to the survey in 2a. Then help the students comprehend the whole passage.

Some points:

1. pretty ① 相当，非常 相当于very, quite

② 漂亮 相当于beautiful

2. in the slightest 意思是“根本，一点也”

not….in the slightest 意思是“根本不，一点也不”，相当于not…. at all.

slight 是adj. 表示“轻微的，不重要的”

例：I have a slight cold. 我有点轻微的感冒。

3. company ① 陪伴 （不可数n.）

② 公司 （可数n.）

例：I feel at home in your company. 和你在一起令我轻松自在。

He is a driver in a bus company. 他是一家汽车公司的司机。

4. rather than, would rather…than 意思是“与其……倒不如”，“宁愿…...而不愿”

例：I want to stay at home rather than go to school.

I would rather stay at home than go to school.

这两个短语前后都连接两个相同的成分。

After explaining the points, ask the students to read the passage.

Step 3 Groupwork

Divide the students into several groups with four students in each. Design a personality survey according to the example in 3b. The survey must include at least two questions. Then discuss about the questions with the group members.

At last share the students’ answers and make a conclusion, such as “Student….. is very outgoing. Student … is very friendly” and so on.

Homework:

Recite the passage in 3a.

第五课时

Step 1 Warming up

Ask the students make examples about good or bad personality. Discuss about the personality the students like.

Step 2 Self check

For Ex 1, fill in each bland with the correct word given. Understand the Chinese meaning of every sentence.

For Ex 2, read the e-mail and comprehend it.

Then read the passage. Write a reply according to this email. Ask some students to read their replies.

Step3 Just for fun

Students read the funny cartoons at last.

第六课时

Step 1 Warming up

Talk about the questions “ Do you often surf the Internet? Do you have a net friend? What would you do if the net friend wanted to meet you?”

Step 2 Reading

Say “ In our daily life, we would meet lots of situations. And what would you do if something happened? Then let’s study the passage.”

Give a reading task to the task to the students. “ Find out all the accidents and problems in the reading text.” After the students finish the task, help them comprehend the passage.

Some points:

1. If I were you, I’d have a first-aid…..

此句使用了虚拟语气，对现在的事情进行假设，表示与现在事实相反的一种假设。此时，主句中谓语动词使用“should / would + v原形”的结构。If从句中谓语动词使用一般过去时态，如果该动词是be动词，则一律用were.

例：If I knew this, I would tell you.

2. burn-burned – burned 或burn – burnt – burnt 意思是“烧伤，烧坏”

例：The house is burning.

如果表示“被烧死”，则常用be killed by fire / in the fire, 也可用be burnt to death.

3. injure “伤害，损伤”，指事故中肉体上受到伤害，也指精神上的损伤，常用人作主语。

例：She was badly injured in an accident.

4. hurt “疼痛”，可用疼痛的具体部位作主语，也可用人作主语。

例：My head hurts.

She hurt herself yesterday.

Read the passage, and finish 3b.

九年级英语上册教案(篇3)

I. 重点词组

1. get lost 迷路

2. each other 彼此

3.at least 至少

4take place发生

5because of 因为

6.be strict with sb. 对某人严格要求

7.carry out 实行

8.be short of 缺乏

9.take measures to do sth.采取措施做某事

10.be known as… 作为……而著名

well in doing…在……方面起作用

12.a couple of 一些

13keep up with赶上,跟上

II.重点句型

1. Have you found him yet? 你已经找到他了吗?

2. ——I really hate to go shopping. 我的确讨厌购物。——So do I.我也如此。

3. But it seems that their living conditions were not very good.但是似乎他们的生活条件不太好。

4. But great changes have already taken place in China recently.但是近来中国已发生了巨大的变化。

5. Because of the one-child policy, now most families have only one child.

由于我国独生子女政策的实行，现在大部分家庭只有一个孩子。

6. What’s the population of the U.S.A.?美国的人口是多少?

7. ——What’s more, the population in developing countries is growing faster. ——So it is.

而且，发展中国家的人口在更快地发展。 的确如此。

8. Our government has taken many measures to control the population.

我们的政府已采取了许多控制人口的措施。

III.语法：

常用于现在完成时的时间状语：already, just , yet, ever, never, recently.

e.g. 1. I have just called you.

2. ——Have you ever been to France? ——No, I’ve never been to any European countries.

3. ——Have you seen him yet? ——Yes, I have seen him already.

九年级英语上册教案(篇4)

仁爱英语九年级教案

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。但注意力容易分散。本单元通过多媒体课件和教师亲和力的语言，增强兴趣和注意力。

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   对刺激记忆手段多的知识记忆深刻，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，吸引和组织他们积极参与，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.教学手段

1) 多媒体辅助：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手段，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，培养良好学习习惯和形成有效策略，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，和谐的，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。充分利用多媒体，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. 通过多媒体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 computer.

T:Now look at these things.What 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 computer.

S2:Idon’t think so. I think the calculator was invented after the computer.

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.

computer, 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 computer invented? Class repeat.

Ss: When was the computer invented?

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

S1: 1965.

T: OK. Tom, repeat after me. The computer was invented in 1965.

T: Class, please repeat.

Ss: The computer 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:

1.Which one do you think is the oldest?

2.Which one is the newest?

3.Which one do you think is the oldest or the first invention?

4.Which 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

1.Write out two conversations in Activity 1a.

2.Write 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。但注意力容易分散。本单元通过多媒体课件和教师亲和力的语言，增强兴趣和注意力。

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   对刺激记忆手段多的知识记忆深刻，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

九年级英语上册教案(篇5)

I. 重点词组

1.learn…from…向……学习

2.in order to为了

3.give support to… 为……提供帮助

4.see sth. oneself 亲眼所见某物

5.keep in touch with 与……保持联系

6.sorts of各种各样的

7.make progress 取得进步

8.thanks to 由于

II.重点句型

1. Where have you been, Jane? 你去过哪里，简?

2. She has gone to Cuba to be a volunteer.她去古巴当志愿者了。

3. There goes the bell. 铃响了。

4. Though I had no time to travel, I still felt very happy.虽然我没有时间去旅行，但是我仍然感到很开心。

5. Now our country has developed rapidly.现在我们国家发展迅速。

III.语法

1. 现在完成时态的构成：助动词have/has+动词的过去分词

e.g. You have just come back from your hometown.

2. 现在完成时态的句式:

e.g. (1) I have been to Mount Huang with my parents.

(2) I haven’t seen him for a long time.

(3) Where have you been?

(4) ——Have you ever cleaned a room? ——Yes, I have. / No, I haven’t.

3. have/ has been与 have/has gone 的区别

have/has been to sp.表示曾经到过某地—— have/has gone to sp.表示已经去了某地

e.g. (1) I have been to Mount Huang with my parents. (2) She has gone to Cuba to be a volunteer.

九年级英语上册教案(篇6)

一、重点短语

1. 从……出来 get out of ...

2. 在……的顶上 on top of ...3. 期望…… look forward to ... 4. 穿过 go through5. 朝……望过去 look across6. 同意 agree with7. 在我看来 in my opinion8. 多于 more than9. 无数的 millions of10. 加入 join in

二、重点句型

1. be not sure... 对……不确定

2. There be nothing to do... 没有什么可以……3. There be no sign of ... ……没有迹象4. I think... 我认为……5. It’s about ...wide and ...high. 大约多宽多高。

九年级英语上册教案(篇7)

1. Where have you been, Jane? 你去过哪里，简?

2. She has gone to Cuba to be a volunteer.她去古巴当志愿者了。

3. There goes the bell. 铃响了。

4. Though I had no time to travel, I still felt very happy.虽然我没有时间去旅行，但是我仍然感到很开心。

5. Now our country has developed rapidly.现在我们国家发展迅速。

e.g. You have just come back from your hometown.

2. 现在完成时态的句式:

e.g. (1) I have been to Mount Huang with my parents.

(2) I haven’t seen him for a long time.

(3) Where have you been?

(4) ——Have you ever cleaned a room? ——Yes, I have. / No, I haven’t.

3. have/ has been与 have/has gone 的区别

have/has been to sp.表示曾经到过某地—— have/has gone to sp.表示已经去了某地

e.g. (1) I have been to Mount Huang with my parents. (2) She has gone to Cuba to be a volunteer.

九年级英语上册教案(篇8)

一、教学背景分析

（一）教学内容分析

本单元的中心话题是Food，主要语言功能项目是Talk about likes and dislikes，语法结构为Present tense to like, Yes / No questions and short answers, Affirmative and negative statements。本单元Section A所呈现的是与谈论喜好与厌恶相关的基本语言知识及其初步运用。这部分内容从呈现食物词汇开始，通过视、听等方式输入信息，并引出本单元主要句型：Do you like…? 及其回答Yes,I do / No, I don’t.接着设计了一个听力练习，要求圈出所听到的食物以及补全对话，强化记忆所学词汇和初学句型。然后教材设计了一个结对活动，以此操练主语是第三人称单数时句型的变化以及回答。并借此突出本单元的语法重点。最后教材设计的Food Survey起到了引导学生初步综合运用所学语言的作用，以调查的形式使学生在富有挑战性的活动中主动运用所学语言，落实新知。Section B是在Section A基础上的知识的扩展和延伸。本单元中，Section B首先以听、说、写的形式展开了食物与名称配对以及对食物进行分类。接着设计了听力填写Sandra和Tom喜欢与不喜欢的食物；自然引到了谈论一日三餐的话题的结对活动，实现了新旧知识的综合运用；一日三餐合理健康膳食引出同步阅读；之后的写一段话谈谈Tom 的一日三餐到写一段关于自己一日三餐喜欢吃的食物，直到最后的小组活动列出购物清单，使学生从完成半真实的任务转向了完成真实的任务，从而达到了创造性活用所学语言的目的。Self check部分的主要内容是对本单元主要词汇及语言运用能力的自我评价。

综上所述，本单元以食物为主线，围绕着谈论喜欢与不喜欢以及一日三餐等语言功能项目展开了一系列任务活动。教材内容从基本语言知识到语言综合运用层层递进，听说读写依次展开，以一种循序渐进的生活化的学习程序，引导学生在做事中有目的地学习语言。

（二）教学重点和难点

教学重点：1、掌握关于食物的词汇。

2、熟练运用所学功能项目谈论喜好和厌恶。

3、能准确地用英语描述一日三餐的食谱。

教学难点：1、交际用语Do you like bananas? Yes, I do. /No, I don’t.

2、描述一日三餐的方法。

3、一般现在时，主语是三单时，助动词与动词的变化。

4、可数名词和不可数名词的区别。

（三）教学目标

《新课程标准》之基础教育阶段英语课程的总体目标是培养学生综合语言运用能力，而这种综合语言运用能力的形成是建立在语言知识、语言技能、情感态度、学习策略和文化意识的整体发展基础上的，根据本课教学内容和学生知识结构及认知特点，本单元的教学目标确定为：

1、语言知识目标：立足语言实践活动，在完成任务的过程中掌握谈论喜好和厌恶以及表述一日三餐的词汇和语言结构。

2、语言技能目标：

（1） 开展多种任务型的听力活动，获得理解、识别和处理与谈论喜好、厌恶相关的信息。

（2） 展开各种任务活动，使学生具备较熟练地运用所学语言谈论喜好与厌恶，描述一日三餐的合理搭配的能力。

（3） 引导同步阅读，使学生理解与主题相关的语言材料，并增强学生运用语言获取更多信息的能力。

（4） 进行写作练习，使学生具备初步的综合运用语言的能力。

3、情感态度目标：

（1）通过情景的设置和活动的开展，引导学生在体验、实践、参与、合作和交流中，积极主动地学习语言，体会在做事中学习英语的喜悦。

（2）讨论美食，享受生活美味，提倡健康合理膳食。

4、学习策略目标：

（1）Disscussion. 通过小组讨论、开展调查等研究，明确在用中学、交流中学习的想法。

（2）Classifying. 通过分类法，可简化学习过程，利于记忆。

（3）Guessing. 通过猜测，并大胆发言，以学习新知。

5、文化意识目标：了解中西方膳食的不同习惯以及表示喜好与厌恶的一些常用表达法。

二、教学方法和学习策略

1、教法

（1）本单元话题源自生活，立足这一点，充分利用学生已有的知识和经验，创设生活化的真实（或半真实情景）引导学生在运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言（为用而学，在用中学，学了用）。

（2）开展多种类型任务活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究学习。

2、学习策略：

（1）通过Disscussing, Classifying and Guessing等形式多样的活动，促使学生运用认知策略进行有效地学习。

（2）在与同学合作完成任务的活动中主动探究和学习语言；并运用知识内在规律帮助记忆、巩固知识。

三、课时结构

为了能较好地 实现既定的教学目标，结合本单元教学内容和学生的学习规律，将本单元授课时定为四课时。

Period 1 Section A 1a /1b /1c /2a /2b.

Period 2 Section A 2c /3 /4 .

Period 3 Section B 1a /1b /2a /2b /2c /3a /3b /3c /4a/4b.

Period 4 Summing up SectionsAand Band the grammar.

四、教学过程设计

Period One

一、教学目标

1.知识目标：

1）单词：do, don’t, does, doesn’t, strawberries, like, have, bamburgers, orange, tomatoes, icecream, broccoli, salad, French fries, bananas.

2）句型：Do you like bananas?

Yes, I do. / No, I don’t.

2.能力目标：通过学习本课，学生能够用英语互相讨论喜欢与不喜欢的食品。

3.情感目标：讨论美食，享受生活美味，提倡健康合理膳食。

二、教学重点：掌握关于食物的词汇。

三、教学难点：学会使用交际用语Do you like bananas?

Yes, I do./No, Idon’t.

四、教学设计：

Step1. 通过让学生猜冰箱里有哪些食物的形式，导出新的单词。同时让全体学生拼读每个单词、让个别学生将单词写到黑板上。

本环节课堂节录如下：

T: Today we are going to learn Unit 6. Look, what’s this?

Ss: It’s a fridge.

T: Right! There are many kinds of delicious food in it. Can you guess?

S1: Apple.

T: Yes, there are some apples in it. Are there any oranges in it?

S2: Yes.

T: OK, Maybe you are right. Now let’s open the fridge and check them out. Look, what are they?

Ss: They are bananas.

T: How do you spell it?

Ss: B-A-N-A-N-A, banana.

T: Anything else?

S: French fries.

T: Maybe you are right. Let’s see. Look! What are they?

Ss: They are French fries.

T: Can you spell it, please?

Ss: F-R-E-N-C-H, French, F-R-I-E-S, fries.

T: Yes, very good! Who can write it on the blackboard?

S: Me.

T: You please.

Step2. 布置一项任务:老师手持一个盒子，让同学猜猜老师最喜欢的食物。规则为学生只能问老师问题而老师只用 “Yes” 或 “No” 回答。

本环节课堂节录如下：

T: You see, there are so many things in the fridge. I know each of you has your favourite food. Right? I have my favourite food, too. Now I want you to guess it. You can ask me questions to find it out. Think over, what question can you ask?

S: What’s your favourite food ?

T: Yes, you can ask me in this way, but I want you to guess it. I can only answer “ Yes” or “ No”. How can you ask me?

S: Do you like bananas?

T: Yes, I do. Yes, good question! So all of you can ask me like this, clear?

Ss: Yes!

S: Do you like hamburgers?

T: No, I don’t. I don’t like hamburgers.

S: Do you like oranges?

T: Yes, I do. They’re sweet.

S: Do you like ice cream?

T: Yes, I do. It’s my favourite food in summer. OK, I think one of you has got the right answer. Now my favourite food is in this box!

Ss: Chocolate!

T: No, I don’t like chocolate. let’s open and see! Look! What’s this?

Ss: Orange!

T: Who got the right answer?

S: Me!

T: OK, congratulations! And this orange is for you!

完成Section A, 1a, 1b.

Step 3. 布置拓展性任务：要求同桌学生合作编一个小型对话，主题为询问别人喜欢或不喜欢的食物。要求使用刚学过的食物类单词以及句型，同时也可以适当地加入课外单词（老师请一程度较好的学生先进行示范）。

本环节课堂节录：

T: Now let’s do the pair work. Make a dialogue with your partners. Ask your partners like this to find out their favourite food. I will ask some pairs to act it out. Two minutes.

( Two minutes later )

T: OK, stop here. Who’d like to be the first pair? You two, please!

A: Hello.

B: Hi.

A: Let’s go to eat breakfast. Look, do you like hamburgers?

B: Yes, I do.

A: Oh, I like it, too. Do you like French fries?

B: No, I don’t. They aren’t healthy food.

A: OK, let’s eat hamburgers.

B: Great! Thank you.

Step 4. 完成课文32页Section A听力练习activity 2a, 2b。

Setp5. 当堂听写：听写单词与句型，进一步巩固本课学习内容，并将本课应掌握的单词和句型落实到“写”上，使学生不但会说同时会写。

Homework

1. Copy the new words and try to learn them by heart.

2. Make up a new dialogue about likes and dislikes then write it down in your exercise book.

五、课后反思：本单元的主题为食物，贴近学生生活，因此学生很喜欢该主题，上课气氛比较热烈。课堂布置的任务使学生在完成的过程中不知不觉地掌握了单词与句型，从而达到教学目标。

Period Two

一、教学目标

1． 知识目标：

1）能将所学单词进行归类。

2）熟练地掌握主语为第三人称单数和非第三人称的否定句、一般疑问句及其回答。

如：Do you /they like salad? Yes, I /they do. No, I /they don’t

Does he like French fries? Yes, he does. No, he doesn’t.

I (They) like oranges. I (They) don’t like bananas.

She likes bananas. She doesn’t like ice cream.

2.能力目标：能用英语熟练地交流喜欢与不喜欢的食品，并在班上提问同学展开调查。

3.情感目标：通过谈论美食，进一步引导学生享受美味生活，同时培养学生的合作学习精神。

二、 教学重点：掌握主语为三单和非三单时的陈述句、否定句、一般疑问句及其回答的形式。

三、 教学难点：主语是第三人称单数时的否定句和疑问句中的动词变化形式。

四、 教学设计:

Step 1. 复习前课所学单词与句型：通过看图片说单词的方式复习单词，并通过询问学生“Do you like bananas/ oranges…?”的形式，复习前一课的句型。

本环节课堂节录如下：

T: Yesterday, we learned many words about food, right? Do you still remember? Now please look at the screen.

T: What’s this?

Ss: Apple.

T: Do you like apples?

Ss: Yes, I do.

T: And what’s this?

Ss: Banana.

T: Yes, What about this one?

Ss: Broccoli.

T: Do you like broccoli?

Ss: No, I don’t.

…

T: Yes, good job! You have good memory!

Step 2. 导入新课：分别请一男孩和女孩回答老师的问题，说出他们喜欢与不喜欢的食物，然后就这两位学生的情况向全班提问，以此介绍主语为三单和非三单时的各种句型。

本环节课堂节录如下：

T: Now I’ll ask a boy and a girl to answer my questions. First I’d like to ask a boy.

( To a boy ) Do you like pears?

B: Yes, I do.

T: Do you like French fries?

B: No, I don’t.

T: (To the class) Class, does he like pears?

Ss: Yes, he does.

T: Does he like French fries?

Ss: No, he doesn’t.

(Then ask a girl to answer the teacher’s question.)

T: (To a girl) Do you like pears?

G: Yes, I do.

T: Do you like French fries?

G: No, I don’t.

T: (To the class) Now class, does she like pears?

Ss: Yes, she does.

T: Does she like French fries?

Ss: No, she doesn’t.

T: (Pointing to the boy and the girl) Class, do they like pears?

Ss: Yes, they do.

T: Right. They like pears. Do they like French fries?

Ss: No, they don’t.

T: Yeah, they don’t like French fries. Good job!

(边说边板书重点句型.)

Step 3 布置任务：四人小组活动。其中两位互相询问对方喜欢与不喜欢的食物，另两位转述他们所说的情况。

eg. A: I like chicken. Do you like chicken?

B: Yes, I do. / No, I don’t

C: He /She likes chicken. Does she /he like chicken?

D: Yes, he /she does. /No, He /she doesn’t.

Step 4 完成课本33页Part 3中的Pairwork. Find out what Bob and Bill like and don’t like.Then draw in the chart.

Step 5 简单总结一下语法。然后布置拓展性的任务：假如明天是你的生日，你打算邀请一些同学来你家做客，你事先已了解他们所喜欢的食物。你和妈妈讨论准备去买一些他们喜欢吃的东西。要求和同伴合作编对话，然后上台表演。(教师事先与一学生做示范.)

eg. A: Mum, tomorrow is my birthday. Jim, Kate, Lucy and Lily are coming to my party.

B: Good. Let’s give them something nice to eat. Does Jim like oranges?

A: Yes, he likes them very much.

B: Does Kate like oranges, too?

A: No, she doesn’t. She likes pears.

B: What about Lucy and Lily? Do they like ice cream?

A: Yes, they like it very much.

B: OK. Let’s go and get some oranges, pears, ice cream and some other things.

A: OK. Let’s go.

T: Good job! Next Sunday I want to invite some students to my house, please help me to make a survey in our class and tell me what they like and don’t like.

Step 6 接着完成课本33页 Part 4中的Food survey。要求学生就表格中的食物向同伴提问：Do you like…?找出他们喜欢与不喜欢的食物，填好表格，然后向全班汇报。

eg. Liu Li likes tomatoes, but Zhao Jun doesn’t like tomatoes. He likes potatoes. Liu Mei and Chen Yan like bananas, but Li Lei and Bill don’t like bananas. They like oranges. …

Homework

1. Write a report about your food survey in your class.

2. Finish off the exercises in the exercise book.

Period Three

一、教学目标

1.知识目标：

1） 单词：have, has, eat, eats, like, likes, oh, for, carrot, runner, lots of, dessert, egg, apple, chichen, fruit, vegetable, breakfast, lunch, dinner, eat, run, star, healthy, food, list

2）句型：What do you have for breakfast/ lunch/ dinner?

For breakfast, I have…

What does he/ she have for breakfast/ lunch/ dinner?

For breakfast, he/ she has….

2.能力目标：学完本课，学生能够用英语描述一日三餐的食谱。

3.情感目标：懂得一日三餐应合理搭配饮食，才会健康，快乐。

二、教学重点：掌握本课新单词。

三、教学难点：掌握描述一日三餐的方法。

四、教学设计：

Step1. Memory challenge

Show some words about the food in groups of two, four or six on the screen quickly, let the students say out the words as many as they can to revise the words.

完成Section B, 2a, 2b, 2c.

Step2. 导入新课：在大屏幕上出现三个盘子，分别代表一日三餐，并将刚复习的食物放入盘中，引导学生表述三餐的食谱。

本节课堂实录如下：

T: How many meals do we have every day?

Ss: Three.

T: Yes, and what are they?

T: Right. So I have three plates for you. The first one is for breakfast, the second one is for lunch and the third one is for dinner. Now I put the food into each plate. According to it. What do you have for breakfast?

S: For breakfast, I have hamburgers, tomatoes and salad.

T: Yes, great! Then what about lunch? What do you have for lunch?

S: For lunch, I have eggs, broccoli and carrots.

T: Right! How about dinner? What do you have for dinner?

S: For dinner, I have chicken, salad and ice cream.

T: OK. Well done!

Step3. 布置任务：要求同桌学生合作编对话，主题为询问别人一日三餐喜欢吃的食物。学生上台展示时，可使用电脑将自己选择的食物直观地放入每餐的盘中。

本节课堂实录如下：

T: Do you like the food I chose for you?

Ss: Yes/ No.

T: It’s your turn now! choose food for yourself and make a dialogue with your partners. Ask your partners what they have for three meals. Two minutes, and I will ask some pairs to come here to act it out and you can put the food into the plate by yourself. Two minutes, start!

( Two minutes later )

T: Time is up. Who’d like to be the first one?

Ss: Me/ Let me have a try.

T: OK, you two first. Let’s welcome!

A: Good morning.

B: Goodmorning.

A: What do you like for breakfast?

B: I like hamburgers and bananas.

A: What do you eat for lunch?

B: For lunch, I eat chicken, broccoli and ice cream. What do you have for dinner?

A: For dinner, I have rice, fish, vegetable soup and cucumbers.

B: I think your dinner is very delicious.

A: Thank you. Let’s go to KFC.

B: Really/ OK. Let’s go!

A: Not bad!

与学生讨论哪些是健康食品,哪些是不健康食品。

T: You have eaten healthy food. Let’s look at Sandra. What kind of food does she eat? Now let me tell you. Listen carefully and answer my questions.

Step 4. 完成34页Section B的听力练习activity 2a, 2b以及Pairwork 2c.

Step 5. 巩固描述一日三餐食谱的方法：同步阅读“ Runner eats well!” 然后完成SectionB activity 3b.

Step 6. 完成Section B Activity 3c: Write about what you like for breakfast, lunch and dinner.

Step 7. Groupwork: You are going for a picnic with a group of friends.

1. Make a list of food to buy.

2. Read your list of food to the class.

Homework

1. Eating healthily is very important.It can make you healthy and happy. Please write about what you like for breakfast, lunch and dinner.

五、 课后反思：学生在前一课的基础上进一步学会了如何表达一日三餐的食谱，也明白了合理搭配饮食，才会健康，快乐。

Period Four

一、教学目标：

1．知识目标

1) 将本单元所学内容编成一个对话。

2）巩固单元语言知识点，即可教名词与不可数名词。

2． 能力目标：学会综合运用英语交谈喜欢与不喜欢的事物以及一日三餐的食谱。

3． 情感目标：懂得饮食合理、健康。

二、教学重点：复习单词、句型以及一日三餐表达方法。

三、教学难点：可数名词、不可数名词以及有时可数名词有时不可数名词的分类。

四、教学设计：

Setp1. 复习本单元内容：要求学生编一个关于讨论喜欢的食物以及一日三餐食谱的对话。

本环节课堂实录如下：

T: Look at the screen.Who are they?

Ss: 蜡笔小新和樱桃小丸子.

T: Yes, they meet each other on Sunday. What do they talk about?

Ss: Hamburgers, French fries…

(Show the conversation.)

T: OK. Let’s read it together.

Boys: Good afternoon.

Girls: Good afternoon.

Boys: Let’s go to the KFC together.

Girls: great! I’d like to go.

Boys: What do you have for lunch?

Girls: I have hamburgers and salad. What about you?

Boys: I have rice, fish and broccoli.

Girls: What do you like for dinner in KFC?

Boys: I like hamburgers, chicken and ice cream. And you?

Girls: Me, too.

Boys: OK.Let’s go!

T: Now please make a conversation like this with your partners. Two minutes.

(Two minutes later.)

T: Now, I’d like to ask some pairs to act it out. You please.

A: Nice to meet you.

B: Nice to meet you.

A: Oh, it’s seven o’clock now. Let’s go to school.

B: OK.

A: Do you like apples?

B: Yes, I do.

A: Do you like strawberries?

B: No, I don’t. It’s too sour. Do you like French fries?

A: No, I don’t.It’s isn’t healthy food.

B: What do you have for breakfast?

A: For breakfast, I have hamburgers, eggs and orange juice. What about you?

B: I have hamburgers, French fries and coca cola.

A: Let’s have lunch together, OK?

B: OK. Bye-bye.

A: Bye.(A is a girl,B is a boy.)

Step2. 归纳本单元语言点：可数与不可数名词。（注：由于初一学生对于语法讲解不太熟悉，为便于学生们理解及掌握，本环节以中文讲解为主。）

本环节课堂实录：

T: Next let’s review the grammar together. Please take out your notebooks.

T: 英语名词可以大致分为两类，是哪两类？

Ss: 可数名词和不可数名词。

T: 对，可数名词又可以分为两类：单数和复数名词。

1．可数名词。举例：apple, orange, desk, chair, book等。

2．不可数名词。比如：water, milk, bread, news等。不可数名词一般没有复数形式。表示其数量时要用计量名词。比如a glass of water，一杯水，a piece of news一则新闻。

3．有时既可当可数名词又可当不可数名词。如：ice cream, salad, chicken.

T: 好的，接下来我们来看可数名词的复数形式。

可数名词由单数变为复数有五种情况：

1． 词尾加s，如apples,oranges.

2．以s, x, ch, sh, o结尾的加es, 如bus--buses, box--boxes, watch--watches, brush--brushes, tomato--tomatoes. 但有些例外。如：radios, photos, zoos.

3．以y结尾的，去y加ies. 如story--stories.

4．以f或fe结尾的，去f或fe加ves. 如knife--knives.

5．不规则变化：如child--children, man--men, tooth--teeth.

T: 关于名词的复数形式，清楚了吗？ Ss: 清楚。

T: 好，接着我们再看看动词变化。

1． 陈述句中，主语如果是第三人称单数，谓语动词加S

如：He likes hamburgers.

He has chicken for dinner. (have-has)

2． 否定句中，主语如果是第三人称单数，用doesn’t.主语如果是非第三人称单数，用don’t. doesn’t和don’t后面动词变原形。

如：I don’t like hamburgers

He dosen’t like ice cream.

3． 一般疑问句中，主语如果是第三人称单数，用doesn’t开头提问，主语如果是非第三人称单数，用don’t开头提问，后面动词变原形。

如：Does he like pears?

Do they like Salad?

T: OK.These are the main grammar points of unit six.Do you have any questions?

Ss: No.

Finish off Self-Check.

Do a short test about the grammer above.

Homework

1. Make a survey and write a report.(抽样调查现在中学生的早餐状况并提出合理化的建议)

九年级英语上册教案(篇9)

（一）（学习目标）Language Goals

1. Talk about imaginary situations. （谈论一些假设的、虚拟的情况。）

2. Hypothetical Conditionals. （初步学习虚拟语气）

3. Give some advice with the target language. （使用虚拟句提出建议）

（二）语言结构（Language Structures）

1. 虚拟语气（掌握与现在事实相反或与将来事实相反的虚拟条件句）

（三）目标语言（Target Language）

1. If I were you , I’d wear a shirt and tie.

如果我是你，我就会穿衬衫打领带。

2. If I were you , I’d take an umbrella.

如果我是你，我就带把伞。

3. What would you do if you won a million dollars ?

如果你赚了一百万美元，你会做什么？

4. What if I don’t know anyone ?

如果我一个人也不认识怎么办？

5. You should eat lots of fruits and vegetable and drink lots of water.

你应该吃大量水果、蔬菜，大量喝水。

6. What are you like ? I think I’m outgoing.

你的性格如何？我想我很外向。

（四）Key phrases （重点词组）

1. won the lottery 赢得抽奖

2. in public 公共的、公众的

3. in the slightest 一点也；根本

4. plenty of 很多的、足够的

5. get along with 与…相处

6. let …down 使…失望、沮丧

7. come up with 提出、想出（问题）

8. medical research 医学研究

9. what if 如果…怎么办

10. be late for 迟到…

11. be nervous 紧张的

12. get nervous （变得）紧张的

13. take a long walk 散步

14. ask one’s permission 征求某人的许可

15. without permission 没得到许可

16. introduce oneself 自我介绍

17. rather than 而不是

18. a circle of good friends 朋友圈子

（五）语法重点（Grammar Focus）

虚拟语气

1. 语气就是我们常说的说话人说话的口气。

在汉语中，语气是由说话人说话的语调、情节等等表现出来的，动词没有任何变化。而在英语中，除了

语调之外，最主要的是动词发生变化而表示不同的语气。

在英语中语气分为三类：陈述语气、祈使语气、虚拟语气。

2. 虚拟语气：如果我们所说的不是事实，也不是要求、命令、劝告等，而只是一种假设、愿望、建议或

是一种实现不了的空想就用虚拟语气。

3. 虚拟语气常用在条件句中，及其他一些从句中。

注意：条件句分两种，真实条件句和虚拟条件句。只有在虚拟（非真实）条件句中，才用虚拟语气，而

在真实条件句中，要用陈述语气。

请比较：

（1）If it is sunny tomorrow , we’ll go to the zoo.

如果明天天气好，我们将会去公园。在这句话中，明天天气好是完全有可能实现的，并非虚拟、幻想，

因此是真实条件句。在本句中，适用“主将从现。”

（2）If I were you , I would go at once.

（如果我是你的话，我立刻就走。）在这句话中，条件句，“如果我是你”，但事实上，我不可能成为

你，这只是假设的情况，没有实现的可能。当条件实现的可能性很小，甚至可以说没有时，就需要用虚拟语

气来表示，动词发生了变化。

4. 在虚拟语气中，句子动词的时态比真实条件句中的时态后退一步

即：

现在时→过去时（该用现在时时，用过去时）

过去时→过去完成时（该用过去时时，用过去完成时）

将来时→过去将来时（该用将来时时，用过去将来时）

过去将来时→过去将来完成时（该用过去将来时时，用过去将来完成时）

在这一单元中，我们只要求初步接触虚拟语气的用法及结构，学习表示与现在事实相反的情况下如何体

现虚拟语气。

5. “表示与现在事实相反的情况”的虚拟语气

请看例句：

If I were you , I would take a small present.

如果我是你的话，我就带上一个小礼物。

（注：在这个句子中，即“If I were you 中，一定用were ，而不能用was”）

（这句话中，是与现在的事实相反，“现在如果我是你的话。”事实上，我不可能成为你，也就根本没

有实现的可能）

请大家注意主句与条件从句中动词时态的变化。

形式：

从句（用过去时） 主句（用过去将来时）

If ＋主语＋

主语＋

注：虚拟语气中的were 除了在If I were you 的结构中不能改动外，其它情况下有时可用was。

又如：

If I won a million dollars , I’d give it to charities.

如果我赢了一百万英镑，我要捐给慈善机构。

（在此句中，If条件句中，动词用过去式won，主句则用should / would 加动词原形。现实情况是我没

赢一百万英镑；虚拟的情况是假如我赢了一百万，这种虚拟是不可能变成现实的，因此用虚拟语气。）

6. 虚拟语气的疑问式，除了动词相应的变化外，其他变化与陈述语气相同

如：

（1）What would you do if you were in the lion’s cage ?

如果你在狮子笼里，你会怎么做？

（疑问词在句首，主句中助动词提前，从句跟在主句后面。）

If I were in the lion’s cage , I’d call for help.

如果我在狮子笼里，我会大呼救命。

If I were in the lion’s cage . I’d get out fast.

如果我在狮子笼里，我会迅速出来。

（2）What would you do if you won the lottery ?

如果你赢了抽奖，你会做什么？

I’d give it to medical research.

我会用于医学研究。

Or I’d put it in the bank.

我会存到银行。

Or If I were a millionaire , I would buy a big house in the country.

如果我是百万富翁，我就在乡村买座大房子。

关于虚拟语气，我们要学习的东西还有许多，同学们会在今后的学习当中，慢慢接触到。

（六）Key points （疑难解析）

1.

bring的意思是把某人或某物“带来”，“拿来”，强调方向，即从别处拿到说话人这儿来。

e.g. Next time you come , bring me that book , please.

下次你来的时候，把我的书带来。

take的意思是把人或物“带走，拿走”，即从说话人这儿带到别处去。

e.g. Who has taken away today’s newspaper ?

谁拿走了今天的报纸？

另外，相似的词还有get 和fetch ，表示到某地找到某人或某物并带回来，强调一去一回。

e.g. Go and get some water. 去弄点水来。

Can you fetch me some paper ?

你能给我取点纸吗？

2. He might not know anyone at the party.

他可能在晚会上谁也不认识。

might 的用法如下：

（1）是情态动词may的过去式

eg. He said that I might borrow his bike.

他说我可以借他的自行车。

（2）是may的虚拟语气形式，不表示过去，而表示现在或将来“可以，可能”，但语气更委婉、客气，

有时表示对可能性有所怀疑。

e.g. a. Might I borrow your bike ?

我可能借你的自行车吗？

（语气比may更委婉）

b. He might come today .

今天他可能会来。

（对“他来”的可能性有所怀疑）

3. What if “如果…怎么办”、“即使…又有什么关系？”

这是一个固定搭配，引导带条件从句的疑问句。

eg. What if they don’t come ?

他们不来怎么办呢？

What if I don’t know anyone ?

如果我一个人也不认识，怎么办呢？

4. I get nervous before big parties.

在大的晚会之前，我会感到紧张。

get nervous 变得紧张，get是系动词，nervous 是形容词做表语。

又如：be nervous 或feel nervous 均可表达同样的含义。

5. in public 公共的、公开的

eg. Lily is very shy , and she is afraid to speak in public.

莉莉很害羞，她害怕在公众场合讲话。

6. ask one’s permission 征求某人的同意。

without permission 没有得到许可。

7. introduce vt. 介绍

introduce sb to sb. 把（某人）介绍给（某人）

eg. It’s my honor to introduce my teacher to everyone.

很荣幸，我把我的老师介绍给大家。

introduce oneself 自我介绍

8. Sometimes you might annoy people because you’re so confident.

有时候，你可能会激怒别人，因为你太自信了。

9. You would also rather stay at home and read a good book than go to a party.

你可能宁愿呆在家里读书，也不愿去参加晚会。

rather …than …宁愿…也不…（注：than与形容词比较级无关）

rather , than 既可分开用，也可合在一起用，译成“而不是”

如：

（1）rather die than surrender 宁死不屈

（2）I , rather than you , should do the work .

该做这个工作的是我，而不是你。

10. in the slightest 根本，一点也

eg. Social situations don’t bother you in the slightest.

社会环境根本影响（干扰）不了你。

11. plenty of 充足的、大量的

12. enjoy the company of other people. 享受他人的陪伴

13. a circle of good friends. 朋友圈子

14. let sb down 使（某人）失望、沮丧

15. come up with 提出问题

【模拟试题】

一. 写出下列词组

1. 一点也、根本不_________

2. 与…相处_________

3. 使…失望、沮丧_________

4. 如果…怎么办_________

5. 赢得抽奖_________

6. 变得紧张_________

7. 征求某人的许可_________

8. 宁可…也不…_________

9. 迟到_________

10. 公共的、公众的_________

二. 补充完整下面虚拟语气的句子，（注意区分主句与从句的位置变化）

1. I’d be a millionaire if __________________________

2. If I had more free time. __________________________

3. If I were you . __________________________

4. She would buy that if __________________________

5. If my house were on fire. __________________________

6. I’d travel around the world if __________________________

7. If I could change one thing about my life. __________________________

8. I wouldn’t do that if __________________________

9. If I could make three wishes. __________________________

10. I would be a better student if __________________________

三. 根据不同情境，首先判断这个情景是真实可能发生的，还是虚拟的，然后填空。

Situation A

EXAMPLE : Gao is a doctor , but if he were （be）a truck driver, he would have （have）

very different skills.

（Gao不可能是个卡车司机，因此这个情境是虚拟的）

2. Gao’s wife is a doctor , too , but she is planning to change her career . If she

_________ （change）her career , she ___________ （study）to become a lawyer.

Situation B

3. Antonieta is Brazilian , but she has lived in the United States and New Zealand , so she

speaks excellent English . If she __________ （stay）in Brazil , her English _________ （not）

（be）so good.

4. However , Antonieta _______ （speak）French too if she _________ （move）to France next

year.

Situation C

5. Mary’s car is old . If it ________（break down）, she ________ （buy）a new one.

6. Because Mary has a car , she has driven to school every day this term . But if she

_______ （not）（have）a car , she ________ （take）the bus.

Situation D

7. Marcia has applied to graduate school . She _______ （start）school next fall if she

_____（get）accepted.

8. When Marcia was twenty-one , she quit school for several years to get married and raise a

family . If she ________ （continue）her studies instead of raising a family , she _____

（begin）graduate school a long time ago.

四. 假设你现在在一个孤岛上，除了图中所示的物品，你一无所有，你该怎么办？完成下题。

Imagine you are on a desert island . You have nothing with you except these objects . What

would you do with them ?

If we were on a desert island , we would use this to

_______ . We would _______ with this

If we had this with us on the island , , we would use it to

___________ . With this , , we

_____________ . And finally , we _________ with this

五. 看图

What would you do if you were in prison ? At least 5 sentences .

假设你在监狱里，你做些什么？

【试题答案】

一. 1. in the slightest

2. get along with

3. let sb down

4. what if

5. won the lottery

6. get nervous

7. ask one’s permission

8. rather …than …

9. be late for

10. in public

二. Answers will vary . 答案可多种多样，但必须符合虚拟语气的结构

eg. I’d be a millionaire if I won the lottery.

三. 2. changes will study （真实的）

3. had stayed would not be （虚拟）

4. will speak / moves （or would speak / moved）（真实或虚拟均可）

5. breaks down will buy （真实的）

6. did not have would take （虚拟的）

7. will start gets accepted （真实的）

8. had continued would have begun （虚拟）

四. The objects are knife , sock , fishhook , rope , plastic bags .

Answers will vary.

五. Answers will vary.

九年级英语上册教案(篇10)

Period One

教学设计

江岸车辆厂子弟学校 韩志勇

一、 教材分析

1、 教材简析

此课为本单元的第一节课，主要谈论假想的情况，它围绕着以下

两个话题展开：

①What would you do if you had a million dollars?

②If I were you, I would ……

2、 教学目标

⑴知识目标：

① What would you do if you had a million dollars?

I’d give the money to charity.

② If I were you, I’d wear a shirt and tie.

⑵能力目标：发展学生的听及识记能力，培养学生综合语言运用

能力。

⑶情感、态度和价值观：通过本节课，激发学生对社会的关注，

增强奉献意识，使学生形成积极的情感态度，主动思维，大胆

表述，提高语言实际运用能力。

3、 重点和难点

⑴重点句子：

What would you do if you had a million dollars?

I’d give it to medical research.

If I were you, I’d take a small present.

⑵难点：2a 部分，听the reasons why Larry is nervous。

原因是语速较快且人称由I到he的转变。

4、 教学辅助工具：录音机，图片

二、 学情分析

枯燥的话题很难提期学生的学习兴趣。在这节课，通过一个

有趣的话题--假如你有一百万美元，你会怎么做来激起学生的

兴趣，让学生主动谈自己的看法，学有所得。

三、 教学方法

本课采用任务型教学法，用What would you do if you had a million dollars?这个问句，引出谈论假想情况的话题。 采用提问、启发和归纳的教法，让学生易于接受教材内容，培养学生的语言运用能力。

四、 教学过程设计

Step Ⅰ. Greet the whole class as usual.

Step Ⅱ. Warming-up

T: Do you have ten Yuan in your pocket?

S1: No, I don’t.

T: (Take out ten Yuan and give it to the student)

OK, never mind. What would you do if it was yours? What would you do if you had ten Yuan?

S1: I would buy snacks.

T: OK, thank you. Sit down, please.

(To the whole class) Just now, it was only ten Yuan. What about 100 Yuan? What would you do if you had 100 Yuan?

S2: I’d buy a beautiful jacket.

T: Thank you.

(To the whole class) Now suppose you had a million dollars, what would you do? We know that one dollar nearly equals eight Yuan, so that’s a large sum of money. Think it over carefully and tell me your ideas. What would you do if you had a million dollars?

S3: I’d buy a big house.

S4: I’d buy a sports car.

S5: I’d put it in the bank.

T: OK, stop here. Please look at the blackboard and guess what would I do if I had a million dollars?

(Teacher puts two pictures onto the blackboard and asks students to guess.)

Answers: ①I’d give the money to the zoo.

I want to help pandas.

②I’d give the money to the medical research.

I want to help the sick people.

Step Ⅲ. Listening ⅰ

1. Section A 1a.

Add more ideas and write them down,

2. Ask two students to write their answers onto the blackboard, and then correct them.

3. Section A 1b.

Listen to the tape and number the pictures 1-3.

4. Correct the answer.

Step Ⅳ. Listening ⅱ

1. Point to the picture on the book and ask students to tell what is happening.

Explain that the boy is getting ready to go to his friend Tom’s party and he’s feeling a little nervous. His sister is helping him pick out what to wear.

2. Section A 2b.

Listen and check four things Larry’s sister says to him.

Explain that Larry is nervous to go to the party so his sister gives some advice to him. What are they?

3. Check the answer.

4. 2a. Circle the reasons why Larry is nervous.

First read the five sentences. Then listen and circle the reasons. Listen to it twice.

5. Correct the answer.

StepⅤ. Pairwork

Student A is Larry and Student B is his sister.

Student A, talk about your worries;

Students B, give advice.

Example:

A: I don’t know what to wear.

B: If I were you, I’d wear a shirt and tie.

C: If I were you, I’d take a small present.

D: If I had enough money, I would send him a sports car.

Step Ⅵ. Summary and Homework

1. Read and copy the grammar focus.

2. Make five sentences according to the VP

3. Pre-read 3a on page 28.

1、这样会使学生很感兴趣；

2、 从10元到100元再到100万元，让学生的思维有准备的过程，并且使学生积极地思考，主动学习。

3、学生考虑的多是个人，而没有为社会做奉献的意识，教师应积极引导。

4、这个内容也为下一步做听力练习奠定了语言基础，适当减轻了听力难度。

5、有了热身部分的铺垫，这个听力显得很简单。

6、进一步熟悉巩固句型：

What would you do if you had a million dollars?

I’d give some to the zoo. I want to help the pandas.

7、通过读图，让学生初步了解听力内容，增强他们的学习信心。

8、这里的四条建议在听力材料中都是原话，故较简单，放在前面完成。

9、2a 相对较难,所以放在后面完成。

10、2a的难点在于人称的改变，没有录音稿的原文，需要学生理解去完成。

11、在完成2b后,对听力材料内容比较熟悉，让学生更容易完成2a的任务。

12、对话练习，培养学生运用语言的能力，谈论假想的情况。

13、进一步巩固课堂知识，并用所学内容进行操练，保证课堂效益。

14、积极预习，为下一节课做准备。

五、 板书设计

Unit 4 What would you do?

ten Yuan? I would buy snacks.

What would you do if you had one hundred Yuan? I’d buy a beautiful jacket.

a million dollars? I’d buy a big house.

I’d buy a sports car.

I’d put it in the bank.

六、教学反思

1．用提问的方式引导学生循序渐进，顺利进入话题。

2．将任务2b调整到2a之前完成，充分的考虑到了学生接受的能力，作到了根据实际情况用教材而不是死板的教教材。

3．听力练习与思考的时间较多，使得口语练习的机会相对较少。

九年级英语上册教案(篇11)

新目标英语八年级上册教案Unit 4 How do you go to school?

Unit 4How do you go to school? Teaching aims: 1、技能目标：学生能听懂本课录音；能听懂师生之间就本课内容而展开的一切形式的问答；会和别人展开对话，了解和传递信息；能将本课重难点理解透彻，灵活恰当运用；无大的语言错误；就类似话题创造性地自编对话，掌握比较级的用法。 2、知识目标：掌握下面的短语take subway train 和句子How do you get to school?的用法。 3、情感目标：让学生感受到他们学习英语是为了在现实生活进行交流，而不单纯是为了英语课和应付考试而学习；让学生感受到他们是英语学习活动中的主体和中心，以此来激励他们在英语课上积极参与，追求创新，使学生爱学英语，爱说英语，想说口语。 4.学习策略目标：改变传统的死记硬背，积极主动的投入到语言的`实践中去，用英语去思考问题，在实践中提高语言的综合使用能力，加深对基础知识的掌握和记忆，学会使用brains storing 。 5、文化意识目标：中外交通规则差异 Difficult and important points: How do you get to school? I take the …/ride …/ walk… 、Teaching method 1 交际法和情景法教学。 2 以学生为中心和任务型教学，并辅助于TPR全身反应教学法及猜谜活动,调动各层次学生的自主能动性。 3 阅读文段的practice方法是： ①表层分析---复述应答：要求学生机械重复文段中的内容，使课文信息再现（是非题，课后问答题，图表填空题等）  ②深层剖析---推断应答：要求学生利用信息凭借经验理解读物的“弦外之音”（指导性问题和细节性问题） ③整体评价---自由交际：要求学生用所学知识，对新情景进行交际（教师选恰当的与课文相关和有关社会热点Topics） Teaching tools：卡片、录音机、多媒体 注：1、课前已分好组，已形成合作竞争探究的教学模式。 2、多媒体辅助：用flash软件将本课所要的动画、录音、图片、文字、图表和音乐制成课件，使抽象变得直观，实现生生互动，师生互动，人机互动多向交流。 Teaching Procedures： Step 1 Warming up 1. Enjoy an English song. 《Over The Mountains》 2.Ask them”Do you remember? what transportations are in the song?” Show the words: ride a horse, take a ship, take the train, take a car. (通过看flash短片，听英语歌曲，来引入一些交通工具，让学生积极主动的思考总结，多媒体增加趣味性，效果事半功倍) Step 2 Guessing game: (进一步学习交通工具) T：What kind of transportation is it?  ①--- It is very useful. You may ride it to school . --- A bike. ②--- Many people take it to work and home in the city. It’s just like a big box. --- A bus. ③--- It is a car, and you can take it to many places. But you should pay the money.--- A taxi. ④--- It is like a train but goes under the ground. --- A subway. 通过有趣的猜词活动，让学生在热闹的课堂气氛中学会并掌握新词。 Step3Presentation 1.T:There are some transportations. How do you get to school?(板书) Ss: I take the bus /plane/ boat / ship / car / taxi to school 2.Look at some pictures and have the students learn some more words and expressions about some transportations such as“take a car，by car ，ride a bike，by bike... Step 4 Game  the pictures of film or sing stars and get to guess how they get to work. T: How does Yaoming / Liuyifei / Zhoujielun...get to work? S1: Yaoming rides the bike to work every day. 2.Get to ask and answer in pairs by using the pictures below How does …get to …? She/He gets to …by… 通过给学生展示喜闻乐见的明星图片，激发学生猜的兴趣，从而无形的让学生将所学的知识脱口而出，不但操练了句型和词汇，也增加学生的语言熟练程度，同时浓厚了课堂的气氛。 Step 5 Practice 1.Listen and mark of 1a in books, after that , get to ask and answer in pairs from the picture. 2.Listen and write the number of 1b in the book，get to say the answers  3. Watch a short movie and choose the right order they hear the transportations. 通过看电影短片，学生又进一步牢固地掌握了所学交通工具。利用多媒体复习所学单词，是网络与英语的经典整合。 Step 6 Make a survey Ask the classmates : “How do you get to school?” Then fill in the form.   classmates How do you get to school？             2. Make a report  Bob takes the bus to school and Yang Lan rides her bike to school. But I get to school on foot. 在调查环节，学生尽情的参与活动，将本节课推向高潮。 Step 7 General training Ⅰ.Phrases  乘公共汽车步行 ____________________ 乘飞机 乘地铁________________________ 骑车  乘火车________________________  Ⅱ.Fill in the blanks with the words give already. ridetake get to by 1) How do you ________ school in the morning? 2) When it rains,I _______ a taxi. 3) I like to ______ my bike on the weekend. 4) Mary’s mother gets to work car. 5）My math teacher   the bus to work. Step 8 Homework 1) Collect more pictures oftransportations. (收集交通工具的照片) 2) Make a survey--- How do your family members get to school or work?And give a report. 3)Write a composition:  Where are you going for vacation? How are you getting there? Who are you going with? What are you doing there? How long are you staying?   教学感悟与反思: 本节课词汇较多，但由于词汇均涉及学生的生活实际，而且在课堂中，我采用图文并貌，突出真实性，同时，我在教学中采用了任务型教学，设计了有层次和一定剃度且有启发性的问题，让他们在富有情趣的交际中愉快地主动地接受信息、加工信息、交流信息。而且和谐、融洽的课堂气氛，有利于激发他们的学习兴趣，在有兴趣的前提下使他们的想象力得到了充分发挥，他们把学习变成了自己主动、渴望的一种行为。因此本课的教学目标在愉悦的课堂气氛中得到落实和巩固。 同伴评价： a.多媒体教学使课堂生动活泼，增加了教学容量，使老师更好的利用课堂45分钟。 b.基本按照新课标的要求让学生成为课堂的主体，让他们多说多练，教学效果较好。 c.随堂的几道习题帮助学生更好的掌握了所学。 d.由于学生较多，所以设计的活动有些进行得很仓促. e.对于基础较差的学生来说，课堂容量较大，很难进行完。

九年级英语上册教案(篇12)

1. 词汇（略）。

2. 句型：1）Have you got…? 2) Have you found…yet? 3) I’m so glad.

2) I /You have just seen …? 3) Have you / I seen … yet?

4) We have just seen … 5) Have he /she /it seen …yet?

3. 语法：现在完成时态的构成：助动词 have / has + 过去分词

Recorder；Pen, pencil, pencil box ,etc..

三、课堂教学设计

Step1. Revision/ Who’s on duty?

Step2. 教师可采用以下方法导出现在完成时态：

教师走到教室门前，做开门动作。边开门边问学生：

Ss：You are opening the door.

打开门后，教师走回讲台，手指开着的门，反复说：

T：I have opened the door. Please look at the door. It is open now.

板书这个句子，用彩色粉笔写出助动词have和动词opened。

Teacher asks a students to clean the blackboard.

该同学在擦拭擦黑板时，教师向全班说：

She is cleaning the blackboard.

当该同学擦完黑板，走回座位，教师让全班看着擦干净的黑板，启发大家说出：

Ss：She has cleaned the blackboard.

Step3. 板书刚才的主要句式。向学生介绍现在完成时态这个术语，要求学生观察其构成，扼要说明这个时态表示过去的行为对现在造成的影响和结果这一用法。

Step4. 利用黑板上的句式，扼要介绍现在完成时态的构成和动词过去分词的构成方法。

step5. 打开书，学生阅读课文第 3部分，教师布置两个读前提问（Pre－reading questions）：

l）Where is the history book？ 2）Where is the dictionary？

两分钟后，请学生回答。听录音，学生跟读两遍。

Step6. 请一位同学到教室外站一会儿。让别的同学将他／她的英语书或尺子等物藏起来。请回这位同学。待他／她刚进教室，尚未走到座位之前时，教师提问：

T：Have you got an English book (or: a ruler)?

：Yes, I have.

T：Can I borrow it, please?

：Certainly.（走回自己座位，才发现东西不见了。教师要求该同学用刚刚学过的语言知识来表达）

Oh, I’ve lost my English book (Or; ruler).（问旁边的同学）Have you seen it anywhere? 如效果较好，可请几位同学反复表演。

Step7. 指导学生做练习册习题。

1）练习朗读本课对话，抄写生词；2）完成练习册习题。

Have you got …? 你有…吗？

在口语和非正式文体中，have got可以用来代替have。

在美国英语中，经常使用have或has；而在英国英语中则用have got或has got表示“有”。例如：

She has blue eyes. （美国英语；=She’s got blue eyes.）她长着蓝眼睛。

Do you have a sister？（美国英语；=Have you got a brother？）你有姐妹吗？