九年级下英语教案
教案中对每个课题或每个课时的教学内容，教学步骤的安排，教学方法的选择，板书设计，教具或现代化教学手段的应用，下面小编为大家带来九年级下英语教案，希望对大家有帮助！
九年级下英语教案一
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects:
（1） Key Vocabulary
hang out, fresh, advantage, disadvantage, block
（2）Target Language: Go out the front door and take a right． Walk about three blocks． Go past the park, and turn left onto Oak Street．
3． Moral Objects
Anything has both advantages and disadvantages． We should treat everything correctly．
Ⅱ． Teaching Key Point
Train students’ listening, speaking, reading and writing ability．
Ⅲ． Teaching Difficult Points
How to improve students’ integrating skills．
Ⅳ． Teaching Procedures
Step Ⅰ Revision: T: Yesterday we learned the structures．
Do you know where…? Could you tell me how to get to…? Can you please tell me where…? Now who can make sentences by using the structures?
Step Ⅱ 3a
Read the instructions． Point out the blank lines under the words Advantages and Disadvantages below the interview．
You will write your answers in these blanks．
Read the first two sentences at the top of the article．
Explain that the interviewer will talk to several teenagers．
Get students to read the interview on their own quickly．
When they have finished, ask if there are any words or sentences they don’t understand． If there are, explain them．
Ask students to read the interview again and write the advantages and disadvantages． Check the answers with the whole class．
Step Ⅲ 3b
Read the instructions． Point out the conversation in the box and invite two students to read it to the class．
Point out the list of advantages and disadvantages in Activity 3a． Say, You can use these items and any other items you can think of as you talk about places you usually hang out．
Ask students to work in groups of four or five． As they work, move around the classroom helping the groups as necessary． Make sure they talk about both advantages and disadvantages．
Ask several groups to act out part of their conversation to the class．
Step Ⅳ 4
Read the instructions to the class． Get students to look back at the picture and activities on the first page of this unit．
Point out the sample language in the box． Invite a student to read it to the class．
Ask students to say the names of some stores and other places in the community and write them on the board． Say,
Each group can choose three of these places to write about, or you can choose another place you know of
Write careful directions from the school to each place, but do not say the name of the place． You can use the words this place instead． In order to help students work, draw a simple map showing the school and several nearby streets．
When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about．
Step Ⅴ Homework
1． Ask students to choose two places in the community and write careful directions from the school to each place．
2． Finish off the exercises on pages 46～47 of the workbook．
九年级下英语教案二
Ⅰ Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary
image, adventure, jealousy, hero, crime, journey, brave, no longer, show interest
in, take it easy, become interested in, plain looks
（2）Text: Grown-ups like cartoons, too．
2． Ability Objects
（1） Fast-reading to get a general idea of the text．
（2） Careful-reading to get the detailed information in the text．
（3） Learn the words and phrases from the context．
Ⅱ． Teaching Key Points
1． Key vocabulary．
2． Train students’ reading and writing skills．
Ⅲ． Teaching Difficult Point
Train students’ reading and writing skills．
Ⅳ． Teaching Procedures Step I Key Vocabulary Say the words and have students repeat them again and again until they can pronounce them fluently and accurately．
Step Ⅱ Part 1
Read the title Grown-ups like cartoons, too． To the class． Ask, what do you think the article is about? Look at the picture． Ask students to describe what is happening in the picture． Ask students to answer the five questions． But don’t look at the reading text．
Instead, they use their background knowledge to try to answer the questions． As students work, walk around, looking at their progress． When most students finish the task, ask students to answer the questions with a parter． Elicit answers from the students． Ask if other students have the same or different answers． Do not give the correct answers to the students at this point． Wait until students have finished the reading and let them revise their answers accordingly．
Step Ⅲ Part 2
Read the text quickly, then summarize each paragraph in your own words． As the students are doing this, move around the classroom to make sure they can do the task in English． Ask five students to report their answers． Draw students’ attention to the instructions． Ask students to complete the task individually or in pairs．
As they work, walk around the classroom to make sure students discuss their reasons in English．
Have students report their answers． Encourage students to use complete sentences．
Step Ⅳ Part 3
Point to the story． Look at the words indicated in bold． Ask different students to guess the meaning． Don’t give them the correct answers． Ask students to read the article once． Say, pay attention to the bold words and expressions． And note any other words or sentences, you don’t understand． Read in context, guessing their meanings from the other words around them． Ask students to read the article again for comprehension． Read the instructions with the students and have them look at the example． Then ask students to match the correct meanings with the correct words and expressions． Allow them one or two minutes to do this．
Check the answers: Get students to make sentences with the words and expressions． Remind them to look at the article again for extra help． Answers to this activity will vary． Then ask a students to write his/her answers on the blackboard． Help correct any mistakes．
Step Ⅴ Part 4
Read the instructions to the class． Elicit the first answer from the students from memory． Make sure that they understand what they need to do． Ask students to do the activity on their own or in pairs． As they work, walk around the classroom offering help students may need． Check the answers．
Step Ⅵ Part 5
Read the task with the students．
Ask students to do the activity in small groups． Try to put creative and artistic students in each group．
Check the answers and have students show or act out their cartoons for the class．
Optional activity
As an optional in-class or homework activity, remind students to find some cartoons and cut out the speech bubbles．
Students can then write their own English stories in the speech bubbles．
Step Ⅶ Homework
1． Read the story in 2 again for further comprehension．
2． Revise the target language in this unit．
九年级下英语教案三
We’re trying to save the manatees!
一、重点难点
1. I am like this animal because I am strong and intelligent.
be(am/is/are) like像 He is like his father。他像他的父亲。
look like 看起来像 He looks like his father.
be similar to sb/sth 和….相似 take after sb 和某人长得像或性格像
2. How big are manatees? 海牛有多大？
How big... 询问体重。以how组合的疑问词组有很多，如：how old（询问年龄），how often（询问频率），how long（询问动作持续的长短或东西的长度），how much（询问质量或者价钱），how far（询问距离）how many（询问数量，且为可数的东西），how soon （询问过多久）
英语中表示长度、高度、宽度、深度和重量的表达法有：
eg. The bridge is nearly 2000 meters long. 这座桥长将近2000米。 eg. This elephant is 1000 pounds heavy./This elephant weighs 1000 pounds. 这头象重1000吨。
3….they weigh about 1,000 pounds……他们大约重1000磅。
weigh 称……重量，测……重量。如：
He weighed the stone in his hand.他用手掂了掂这块石头的重量。
The piece of meat weighs four pounds.这块肉重四磅。
weight 名词，重量。如： What is your weight？
4. We’re trying to save the manatees. 我们正在竭尽全力拯救海牛.
Try to do =try one’s best to do努力去做某事。如：
Every student should try to study hard in order to study in a university.
5. I’m writing to say that I am against building a new zoo in our town.
be against / for doing 反对/赞成做某事
against 介词，表反对，相反的，如Are most people against the proposal?
against 介词还有触,碰,倚,靠的意思.如:
Put the piano there, with its back, against the wall.把钢琴放在那里,背靠着墙.
6. I’ve visited a lot of zoos in my life, and I have never seen one I liked or one that was suitable for animals to live in.
(1) be suitable for sb to do sth. 表示 “适合某人做某事”,这里suitable 是suit的形容词形式,表示 “合适的”.如:
This kind of bamboo is not suitable for pandas to eat.
这种竹子不适合给熊猫吃.
(2)to live in 在此处作animals的后置定语. 英语中动词不定式短语做名词定语,放在后面.如: 我们没有什么可以担心的'.
8.I was surprised to find hardly anyone there.我非常惊讶地发现在那几乎没有人. 常用词组:be surprised at sth对某事感到惊讶.
be surprised to do sth很惊讶地做某事.
in surprise 惊奇地 to one’s surprise 使某人惊奇地.如:
I was surprised at the news to hear the news. 听到这个消息我很吃惊.
His words surprised me.（做动词，使惊讶）
他的话使我大吃一惊.
It is surprising news. I was/feel surprised at the news.(ed的形容词修饰人，ing的形容词修饰物)
9. They provide homes for many endangered animals, and help to educate the public about caring for them.(动物园)他们为许多濒危的动物提供了家,也有助于教育众人来关心这些动物.
provide sb with sth. = provide sth for sb 提供给某人某物
The firm provided me with a car.公司给我一辆汽车.
Can you provided accommodation for thirty people?你能为30人提供住宿吗?
the public 指 “民众,公众”.在英语中,定冠词the 后接形容词表示一类人.如: The young 年轻人 the wounded 受伤的人
care for 可做 “照顾,照料,看护”的意思; take care of sb/sth = look after sb/sth
10. I urge all of your readers to visit our wonderful zoo soon.
我们竭力主张你们所有的读者赶快来参观我们的很棒的动物园.
urge 力劝,鼓励,怂恿,极力主张,强调.如: They urged us to go with them. urge sb to do sth强烈要求/力劝某人做某事
11. You have probably never heard of Amy Winterbourne.
(1) hear 听见(过去式heard,过去分词heard)
hear sb do/doing sth .听见某人做/正在做某事. 如:
I listened carefully but heard nothing . 我仔细听但是什么也没听到.
I often hear him sing in the next room. 我常听他在隔壁唱歌.
词组:hear of /about “听说, 听到”, 强调从别人那里间接得到的信息.
(2)hear from “收到……的来信, .如:
I haven’t heard from him for a long time.我好长时间没收到他的来信了.
12. Amy recently won…艾米最近赢得了……
win 赢(过去式 won ,过去分词won,现在分词winning)如:
win a race /a battle /a prize 赢得赛跑/战役/战争/奖品.
beat 也表示 “赢,打败(常接对象)”,如:
Beat Class 3 /Mary /No 1. Middle School’s football team.赢/打败3班/玛丽/第一中学足球队.
lose 失败, lose to sb,败给某人. winner 胜利者.
13….and sells them to raise money for the Children’s Hospital……..
raise (1)集结,召集,筹措,如: raise an army ; raise funds for a holiday
(2)举起，抬起,
raise one’s hope 燃起某人的希望. raise one’s glass to sb 向某人敬酒
raise one’s hand to sb. 象某人伸拳raise one’s voice 提高声音
(3)提出(意见/看法)， 如:
raise a new point 提出一新论点. raise a new question 提出一新问题.
(4) 抚养,饲养,. 如: raise pigs 养猪
I was born in Wuhan and raised in Wuhan.我生在武汉,长在武汉.
14. turn off表示“关掉”，用在关掉收音机，煤气，自来水等场合。与其相关的几个短语是turn on“打开”，turn down“关小”，turn up“开大”。
15.in one’s spare/ free time 在某人业余/休闲时间
16.She is a most unusual woman. (P122)她是一个十分不寻常的女性。
【知识归纳】a most, the most与most的用法 （1）a most的用法。在“a most+形容词+名词”结构中，most是副词，意为“很，非常”，相当于very,用来修饰它后面的形容词，本句就是这一用法。 Guilin is a most beautiful city.桂林是座非常美丽的城市。
（2）the most 的用法
◎在“the most+形容词+名词”结构中,most 是副词，表示程度，意为“最”，与其后的形容词一起构成形容词的最高级。
He is one of the most famous writers in China. 他是中国最著名的作家之一。
◎在“动词+the most”结构中，most 也是副词，其作用和意思是“最”其位置通常在动词后。
They like English the most. 他们最喜欢英语。
（3）most 通常有两种用法
◎在“most+副词或形容词”结构中，most 是副词，意为“很，非常，十分”。 I shall most certainly go there. 我十分肯定会到那里去。
◎在“most+名词”结构中，most 是形容词，意为“大部分的，大多数”或“最多的”。 Most students like English. 大多数学生喜欢英语。
17. The walls are made from old glass bottles that are glued together. (P122) 墙是由旧玻璃瓶粘在一起建成的。
be made from/of意为“由……（原料）制成”，后面一般接物质名词。接from则表示某物品制成后，已看不出原材料是什么，原材料在制作过程中已起了化学变化；接of表示某物品制成后，仍可看得出原材料，其原料在制作过程中未发生化学变化。
Wine is made from grapes. The desk is made of wood.
◎ be made up of表示某物或某组织由一种种成分或一个个成员组成。 The world is made up of matter.世界是由物质构成的。
◎ be made into意为“把……做成……”，主语在意义上为原材料，介词宾语在意义上为制成品。 Bamboo is also made into paper.竹子也可以用来造纸。
◎be made in意思是“在……（地点）制造”，介词in后接产地。 This kind of computer is made in the USA．这种电脑是美国制造的。 ◎be made by意思是“由……制造”，介词by后跟动作的执行者。
This model ship is made by Uncle Wang. 这个轮船模型是由王叔叔制作的。
18. Amy recently won an award from the Help Save Our Planet Society. (P122)艾米最近获得了“救助地球”协会的奖励。
（1）recently 表示“最近”，既可以用于表示一段时间，也可以表示一点时间，多用于完成时态。
Have you hear from Michael recently?你最近接到迈克尔的来信吗？
二、时态和语态
1.be (am/is/are/was/were)ding 现在进行时，表示正在发生，提示词有now/look/listen等。
2.一般现在时，用动词原形或动词的三单形式，表示经常发生的动作，提示词有often/usually/every day等。
3.一般过去时，用动词的过去式形式，表示发生在过去的动作，提示词有yesterday/last week等表示过去的时间。
4.一般将来时，be going to do 或者will do,表示将来发生，提示词是tomorrow/next week 等表示将来的时间。
5.现在完成时，has/have done,动作发生在过去，强调对现在的影响；或者动作可能一直持续到现在，提示词有recently/since/up to now/in the last(past)years…
6.过去完成时，had done, 表示过去的过去，提示词有by the time/before/by+过去时间等（从句用一般过去时，主句用过去完成时）
7.被动语态，be done 表示被做
具体形式：am/is/are done was/were done
has/have been done can/must/should/may/will be done
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