九年級英語教案

㈠ 初中英語教案範文

八年級下英語Unit6 Section A(1a-2c) 第一課時
學習目標；1.掌握本課的單詞
2.能用新句型進行對話，了解完成時態的用法。
3.培養學生們的交際能力，以及相互幫助和合作的能力。
學習重點； 1.現在完成時態的構成及用法，標志詞.
2.have /has been and have/has gone 的區別.
預習任務；
任務一：自主完成以下詞彙
收集___________ 貝殼____________ 一雙 __________ 溜冰鞋 ________ 自從____________-
馬拉松賽跑 ___________ 一雙溜冰鞋 ___________在馬拉松賽中_______________
任務二：自主預習1b,2a,2b的聽力
1；譯一下的句子I』ve been skating for five hours.
I skated for four hours.
2;以上兩個句子有什麼區別_________________
3;拓展練習
a. 自從八點開始，我就已經滑冰了。____ ______________________
b. 我讀過這本書._________________
c. 我收集貝殼已經兩年了。_________________________________
4;自主區別for /since用於現在完成進行時的用法__________________________
任務三：how 的相關片語:
How____多少（錢） how ____多少(人)
How_____多遠 how ____多久一次
How____多大 how ____ 多久以後
任務四：自主歸納現在完成時態的構成及用法，標志詞
構成；______________
標志詞;_________________________ （1）
用法; ________________________________ _________________
預習質疑；在預習中那些地方不明白或不理解
——————————————————————————————

㈡ 人教版九年級英語中考復習教案

The Passive Voice 教學設計
河北省盧龍縣雙望鎮中學 張潔清
教材依據：人民教育出版社九年義務教育三年制初級中學教科書九年級第九單元。
Teaching Designs
Aims of basic knowledge：
1. Understand there are the Active Voice and the Passive Voice in English verb .
2 .Master the structure of the Passive Voice.
Aim of ability:
Change the Active Voice into the Passive Voice or change the Passive Voice into the Active voice.
Aims of emotion:
1. Train the students』 sprit and ability of unite and cooperation.
2. Arouse the students』interest of learning English.
Teaching Key Point:
The structure of the Passive Voice.
Teaching Difficult Point:
How to change the Active Voice into the Passive Voice or change the Passive Voice into the Active Voice.
Task Activities:
Task One: What are the Active Voice and the Passive Voice?
Task Two: What is the structure of the Passive Voice?
Task Three; How to change the Active Voice into the Passive Voice.
Task Four: Practice and Consolidation 1.
Task Five: Practice and Consolidation 2.
Teaching Proceres:
Step1: Warming-up.
Show Teaching Aims(slide).
刺激學生的視覺感官，激發學生的學習積極性，讓學生在輕松愉快的氛圍中進入本節的目標學習。
Step 2: Task One.
Ⅰ.Lead-in1(slide):
We speak Chinese . 我們說漢語。
Chinese is spoken by us . 漢語被我們說。
1．The teacher and the students analyse the relation of 「we」, 「Chinese」 and 「speak」 together.Then point out we是 speak（動作）的執行者，Chinese是speak(動作)的承受者。
2． The teacher and the students analyse in Sentence 「We speak Chinese」,we 是主語而且是動作的執行者,so lead to The Active Passive;In sentence 「Chinese is spoken by us」,Chinese 是主語而且是動作的承受者,so lead to The Passive Voice.
3.Ask a student say 「What are the Active Voice and the Passive Voice?」
4.The teacher sum up.
Ⅱ.Presentation1(slide):
主動語態：主語是動作的執行者。
英語動詞:
被動語態：主語是動作的承受者。
Step 3 :Task Two.
Ⅰ.Lead-in2(slide):
We speak Chinese.(主動)
Chinese is spoken by us.(被動)
1.The teacher and the students analyse the structure of The Passive Voice according to 「is spoken」.
2.Ask the students to discuss.
3.Ask a student sum up the structure of The Passive Voice.
4.The teacher check.
Ⅱ.Presentation2(slide):
被動語態的構成：助動詞be+及物動詞的過去分詞
Ask the students to discuss the structure of The Passive Voice we have learned different kinds of tenses.(教師先提示：在被動語態中，動詞過去分詞永遠不變，所有的變化都體現在助動詞be的變化上,be相當於各種時態中的動詞)
Show(多媒體) 各種時態的被動語態構成:
Student 1: 一般現在時 am/is/are+動詞過去分詞
Student 2: 一般過去時 was/were+動詞過去分詞
Student 3: 現在進行時 am/is/are being +動詞過去分詞
Student 4: 過去進行時 was/were being +動詞過去分詞
Student 5: 一般將來時 will be +動詞過去分詞
Student 6: 現在完成時 have/has been+動詞過去分詞
Student 7: 含有情態動詞情 情態動詞+be+動詞過去分詞
Step4: Task Three.
Ⅰ.Lead-in 3(slide):
We speak Chinese.
主語 謂語動詞 賓語
Chinese is spoken by us
主語 謂語動詞過去分詞(被) 賓語
1. Help the students analyse how to change The Active Voice into
the Passive Voice.(用三種顏色標出對應部分,學生能一目瞭然地說出主動變被動分三步走)
2. Ask the students to discuss and then ask a student to sum up.
3. The teacher check.
Ⅱ.Presentation 3(slide):
主動語態變被動語態的步驟：
1.原主動句中的賓語變成被動語態的主語。
2.謂語動詞變成被動語態結構「be +動詞過去分詞」 ，注意be要隨新主語的人稱和數進行變化，時態要與原主動句的時態保持一致。
3.原主動句中的主語變成被動語態的賓語，人稱代詞用賓格，其前用介詞by(被),其他成分(定語,狀語)不變。
Step5: Task Four ( Practice and Consolidation 1)：
給出漢語「我每周寫一封信」讓學生給出英語，並用所給時間狀語（yesterday, now, at this time yesterday, tomorrow, already, can）將該句翻譯成對應時態的英語，再把各句變成對應的被動語態，這樣學生既復習了所學的各鍾時態的結構，又練習鞏固了被動語態結構，達到了突出本節重點，突破難點的效果。
Ask the students to discuss and then say the answers.
Show（多媒體）
Student1: I write a letter every week.
A letter is written by me every week.
Student2: I wrote a letter yesterday.
A letter was written by me yesterday .
Student3: I am writing a letter now.
A letter is being written by me now.
Student4: I was writing a letter at this time yesterday.
A letter was being written by me at this time yesterday.
Student5: I will write a letter tomorrow.
A letter will be written by me tomorrow.-
Student6: I have already written a letter.
A letter has been already written by me.
Student7: I can write a letter.
A letter can be written by me .
Step 6: Task Five( Practice and Consolidation 2): Change the Passive Voice into the Active Voice.
Step 7: Sum-up : the main contents in this lesson
Step8: Homework:
Make sentences with all kinds of tenses we have learned and then change them into the Passive voice.
Blackboard Design:
Unit 9 When was it invented?
Grammar : The Passive Voice .
被動語態的構成：助動詞be + 及物動詞的過去分詞
各種時態被動語態的構成：
一般現在時 am/is/are+動詞過去分詞
一般過去時 was/were+動詞過去分詞
現在進行時 am/is/are being +動詞過去分詞
過去進行時 was/were being +動詞過去分詞
一般將來時 will be +動詞過去分詞
現在完成時 have/has been+動詞過去分詞
含有情態動詞情 情態動詞+be+動詞過去分詞

教學流程

教學反思
教材依據：人民教育出版社九年義務教育三年制初級中學教科書九年級第九單元。教學內容：被動語態The Passive Voice 。
貫穿本節課的主線是被動語態,我圍繞這條主線本著以學生為主體的角度來設計教學內容,活動的設計前後相連,層層深入，使教學呈階梯式層層推進,並積極採用現代化的教學手段——運用多媒體輔助教學,提高教學效率。在各項活動中，學生的大腦始終處於一種激活狀態，整個學習過程都是積極主動的，學生獲得的不僅僅是現成的知識，還有語言運用的能力，並在完成任務過程中體驗成功的喜悅，獲得成就感，實現自我價值。學生在本節課中不但明白了英語動詞有主動語態和被動語態兩種語態，而且掌握了被動語態的結構，並做到了主動與被動的互相轉換，這正是教學目的的所在。
課前讓同學們在愉快柔和的歌曲聲中輕松進入了本節學習，上課後首先展示了教學目標，同學們明白了本節的學習任務。整節課我精神飽滿，情緒高漲，自然激勵了學生們濃厚的學習興趣。授課過程中始終貫穿一個主線——被動語態，層次清晰，脈絡清楚且層層深入，學生活動量大，思維敏捷，充分體現了學生為主體，教師為主導的教學原則。尤其是練習與鞏固任務中體現了以點帶面，使得同學們即復習了學過的知識，又鞏固了本節的新知識。總之，整節課氣氛活躍，師生情緒激昂，重點突出，實實在在，非常適合農村孩子的口味。本節課是一堂語法課，本來枯燥無味，但我利用多媒體教學手段使得本節課生動有趣，圓滿完成了教學任務，達到了預期效果，是非常成功的一節語法新授課。但也有不足之處，學生活動范圍小；課堂上使用的語言文字較多。
今後，我要不斷的提高自身素質，多和同學們溝通,發揮學生的聰明和智慧,總結出通俗易懂的規則運用到自己的教學當中,課堂上讓學生全員參與，盡量使用課堂用語，不斷反思自己教學中的不足,更新觀念,與新課程共同成長。

㈢ 初中英語教案

七年級英語《Unit 3 How do you get to school SectionA（1a-3c）》教案
第一課時Section A (1a-2e)
LearningGoals:
Inthis lesson, the students will talk about how to get to places with suchpatterns as: How do you get to …? I take the …/Iget to …by… Talk about time and distances with Howquestions. Listen for vehicles and numbers.
Teaching and learning steps:
Step I. Pre-listening activities
1. Preview
Askthe Ss to translate the following Chinese into English. First ask the Ss to putthem into English orally。Then let them write English downwithout looking at the textbooks.
1.乘火車________ 2.乘公共汽車 _____________
3.乘地鐵___________ 4. 騎自行車_________
5.步行____________ 6. 一百零五________
7.某人花費時間做某事__________
Ask the Ss to translate the followingsentences.
（1）--你怎樣到學校？
--我騎自行車。
__________________________________________________________________________________________________________________________________________
（2）--瑪麗怎樣到學校？ 她乘地鐵。
__________________________________________________________
（3）--從你家到學校有多遠？大約10公里。
__________________________________________________________
（4）--需要花費多長時間？大約15分鍾。
__________________________________________________________
（5）--我不確定。
__________________________________________________________
（6）--乘公共汽車大約需要20分鍾。
__________________________________________________________
（設計說明：預習體現了以學生為中心的思想，強調學生的參與、體驗、感知、實踐和交流，以學定教。）
3. Lead in
Whattime do you get to school?
How do you get to school everyday?
How many transportations（交通工具） do you know? What are they?
OK, let』s come to the newwords.
(設計說明：導入聯系所學的內容，從真實的語境出發，激發學生興趣，使學生自然而然地進入新課的學習。）
4. New words
(1)Teacher checks the Ss』 pronunciation.
(2)Can you say?
Words:

phrases:

(設計說明：檢測學生對單詞的預習情況，糾正發音，便於以學定教。）
(3) 1aMatch the words with the pictures.
4. Sentences
A: How do you get to school?
B: I ________. / I get toschool by _____.

探究：
一、--How do you getto school?
--I ride my bike.
1. 詢問去某地的交通方式用疑問副詞______,
詢問他人身體狀況也可以用_____
2. get to school意為____________
get to 意為_____,get to + _____
但是後跟副詞時，則省略_______
二、觀察句子，總結規律。

I take the bus to school.

I get to school by bus.

take the +交通工具= ____ +交通工具「 表示乘坐某種交通工具」

騎自行車____________________=___________________

步行______________ =__________________
(設計說明：句子的學習先以口語的輸出為主，讓學生能熟練的表達。然後讓學生自主探究，完成學習任務。教師點撥，再進一步深化。）
StepII. While-listeningactivities
(1) Listenfor the general idea of 1b.
Thegeneral idea of the conversation is about _______
A.where they live
B.how they get to school
C.the distance from their homes to school
(2)Listen for the specific ideas of1b.
1b1 Listen andwrite the numbers to the correct students inthe picture above.
1b2 Complete thedialogue according to the tape.
Boy;How do Bob and Mary _______ to school?
Girl;Bob takes the _________ and Mary takes the subway.
Boy;How ______ John get to school?
Girl;He takes the ___________.
Boy;How _______ Paul and Yang Lan get to school?
Girl;They _______.Look, there they are now!
Boy;Does Jim _________ to school?
Girl;No, he doesn』t. He _______his bike.
(3)Listen forthe general idea of 2a.
The general idea of this part is about__________
A.some numbers
B.some ways to get to school
C.some places
(4)Listen for the specific ideas of 2a.
2aListen and repeat. Then write the correct number next to the word.
2b Listen andcomplete the chart.
(設計說明：本部分的內容重在培養學生們聽大意和關鍵信息的能力。數字聽寫是難點。)
Step III. Post-listening activities
Pairwork：
A: How do you get to school?
B: I …
A: How long does it take…?
B: It takes …
A: How far is it from … to …?
B: It』s about …
(設計說明：本部分重在培養學生們口頭表達的能力，同時引導學生更好地內化語言知識。讓學生在用中學，在用中掌握。)
Step IV. 2e
1. Read 2d and answer the questions.
(1)Does Scott have an interesting job? Why do you think so?
(2)When does she get up? Does she get up in the morning or at night?
(3)When does she eat breakfast?
2. 知識點撥
一、 I ride it to school every day.
我每天騎車去學校。
to 意為_______,後跟地點名詞。
（1）我開車到學校。
I drive thecar ___ ________.
（2）他們坐火車去北京。
They take thetrain _____ ________.
二、 How long does it take you to get to school?
你到學校要用多少時間？
It takes sb. some time to do sth是固定用法意為___________
How long 意為____________
若對時間段提問要用___________
練一練：
我花了半小時做作業。
It ______me half an hour___ ________homework.
It takes me 15minutes to get home.
______ _______ does it ______ you_____ get home?
3. 聽錄音跟讀，模仿語音語調。
4. Role-play
Role-playthe conversation in pairs. Then go to the front of the classroom and perform itto the whole class.
Step V. Exercises: the end-of- classtest
一、對劃線提問
1. He takes the bus to get to school.
_______________________________
2. It＇s about 10 kilometers from home to school.
______ ______ ___it from home to school?
3. It takes 15 minutes to get to school.
______ ______ ______ it _____to get to school?
4. It takes me about 20 minutes to get toschool.
_______ ___________it take you ______ ______ to school?
二、根據要求完成句子。
1. She gets to school on foot. (同義句)
She ________to school．
2. He gets to school by bike. (同上)
He ____his____to school．
3. It takes us 20 minutes _________(walk) home.（用所給單詞的適當形式填空。）
4. How long does it take you _____________(watch)TV?（(同上)
5. The bus ride _____ ______ _____ _____( 花費大約20分鍾）.
（設計意圖：通過檢測學生的學習情況，有助於以學定教。）
Step VI. Homework
1.Read 2e after the tape and recite them.
2.Preview section B.
希望能夠幫到你，祝你學習進步，生活愉快！

㈣ 九年級英語教案的課後反思怎麼寫

教學有法，但教無定法；摸石頭過河，各顯風采。現將教學工作中的一些想法及做法反思總結如下：

一、下功夫狠抓英語學習習慣的養成教育。

跟班而上，執教畢業班，我深感學生的英語學習習慣養成較差，40%的學生書寫太差。如大寫字母W、M的拼寫，r、v寫得分辯不出來，單詞的各個字母之間空隙太大等等；2、絕大部分學生不識音標，不會根據音標拼讀單詞；3、有一多半的學生寫句子時，第一個單詞的第一個字母竟不大寫，句末不加標點符號；4、學生懶於動筆，絕大部分學生有「一看就會、一寫就錯」的毛病；5、對於單詞，幾乎全部的學生只注重它們的拼寫，不注重它們的用法；6、學生對時態一竅不通。有一節課上，我寫了這個句子：Shestudieshard.讓學生將其變成一般疑問句。全班只有一個同學（龍瑩）做對了。一多半學生對英語毫無興趣。今年的這一班，學生英語基礎略差：我現在所教的九年級學生，在八年級期末考試中算是最好的，但基礎不夠扎實，面對這種現狀，我首先從教音標入手，從練習字母的寫法開始，兩周的時間學生改掉了一些不良習慣：如班級中有一半的學生書寫正規、認真了；大部分學生寫句子知道加標點了等等。當然，好習慣的形成需要一個漫長的過程。只耍肯努力，那一定有希望。

二、抓主線，搞好課堂教學，向45分鍾要質量。

針對學生英語基礎較差這種情況，我從講解最簡單最基本的知識入手，激發他們學習英語的興趣，讓他們覺得英語並不難學。每節課前，我都認真鑽研教材，對教材的基本思想、基本概念甚至每句話、每個單詞都弄清楚，了解教材的結構，如重點與難點，考慮學生原有的知識水平、實際情況，找出適合他們的教學方法，考慮他們接受知識的過程中可能會有哪些困難，怎樣採取相應的預防措施等等。備課充分，課堂上就能有的放矢。上課時我想方設法讓學生全身心投入。關注全體學生，精講多練，語言簡潔明了，提問面向全體學生，對不同知識水平的學生提問不同的問題。對於後進生，多提問，多巡視，多輔導，讓他們回答最簡單的問題，使他們體會到學習英語的樂趣，樹立起他們學習的信心。向高標准進軍。

三、搞好課外輔導，解訣實際問題丨

課外作業，布置得少而精，絕不是機械重復的作業，並且針對不同英語水平的學生布置不同的作業，真正做到因材施教。對於優等生，課堂上講的知識他們能立刻掌握，因此課後作業側重於培養他們運用英語的能力。對於英語學習吃力的學生，除了課堂上給予特殊照顧外，我還利用課余時間，在他們自願的基礎上給他們補課。自從每天晚飯後訓練聽力半小時以來，考慮到學生的聽力水平較差，教師不在學生紀律不能保證，錄音機經常壞了學生會束手無策等問題，我每天都來校陪學生訓練，維持他們的紀律，處理他們遇到的難題，兩周來從沒缺席一次。

四、奉獻真誠，做學生喜歡的老師。

親其師，才能信其道。學生喜歡崇拜老師，自然而然就願意上聽他的課。首先我尊重學生，用欣賞的眼光去看待每個學生，將學生當作自己的孩子來管，對於他們的困難力所能及地幫助解決。對所有的學生我都一視同仁，從不說一句挖苦、諷刺的話，對他們多表揚鼓勵，少批評甚至不批評。尤其是對待那些差生，我注意觀察他們身上的閃光點，給予恰如其分的表揚。特別是有些英語基礎不好的後進生，我鼓勵他們從最基本的入手學起，對他們的進步進行大力表揚，讓他們時時體會到成功的喜悅。當我出現錯誤，例如某個單詞音讀不準或誤解了某個學生時，我會公開當面道歉。這樣用我的誠心來換學生的真心：班上每個學生的情況我已基本了解，雖然剛剛教了他們兩周，竟有好幾個學生向我傾訴他們的心理話；更另我感到欣喜的是，每班都有七、八個英語基礎很差的學生能很認真地聽課，並且能努力按時完成作業了,成績得到了提高。

㈤ 初中英語教案範文有沒有全英文的

網上有好多的，例如：初中英語教案範例
Unit 1
Where』s your pen pal from?
Language goal
1.Function: . In this unit students learn to talk about where people are from.
2.Vocabulary: Canada ,France, Japan the United States, Australia, Singapore,
The United Kingdom, China
3.Target language:
Where is your pen pal from? /she is from Canada.
Where does she live? /She lives in Toronto.
What language does she speak? /She speaks English and French.
4.Structures Where questions /What questions
Key Points Where questions /What questions DifficultiesThe names of different countries/The languages of differentcountries/The differences of 「be」 and 「do」 in the sentence.

㈥ 初中英語課堂教學教案

科目 English 年級 Grade 2 班級 時間 年 月 日
課題 Unit 5 If you go to the party, you』ll have a great time. 課型 New
（知識、能力、情感）
教 學 目 標 (1) Listening and speaking methods.
(2) Communicative approach.

（重點、難點）
教材分析 Key Points : let in
Difficulty : Learn the key structures.
時序 教學操作過程設計（重點寫教師怎麼教及學生怎麼學，
要創造性設計課堂結構和教學模式，要明確呈現教師活動與學生活動）
Step 1. Greeting and Revision
Greeting the class as usual and check the homework.

Step 2.New words
Show the new words on the board.
Teach the new words . Read the new words to students and ask students to repeat.
Let in 允許進入，允許參加
Jeans: 牛仔庫
Consequence: 結果，後果，因果關系
Read the first two words to the class and ask them to repeat.
For the last one, tell Ss in this unit we』ll learn to talk about consequences.

Step3 Section A
Draw some pictures on the board and ask Ss to talk about what they see in them.
T: What is the boy doing in the first picture?
S1: Walking.
T: That』s correct. He』s walking to school. What are the other students doing?
S2: They』re taking the bus to school.
T: What』s happening in the second picture?
S3: He』s late.
T: That』s correct. The boy is late.
T: (Pointing to the first picture.) I』m going to talk to this boy.
Andy, you should take the bus. You shouldn』t walk to school. If you walk to school, you』ll be late.(Class repeat, if you walk to school, you』ll be late.)
And write this sentence on the board.

Step4 1a
Activity ia introces key vocabulary and provides reading practice using the target language.
Firs point out the four pictures and get Ss to tell what they see.
Then ask two students to read the conversation in the speech bubbles in the first pictures.
Sa: I think I』m going to go to the party with Karen and Ann.
Sb: If you do, you』ll have a great time.
Then have Ss look at 1a. Ask them to match the statements and responses.
Check the answers. 1-4: d a b c

Ask Ss to read each pair of sentences in groups.
Write the second pair on the board:
I think I』m going to wear jeans to party.
If you do, the teachers won』t let you in.

T: The phrase 「let sb. in」 means 「let sb. come in」.
They won』t let people in without a ticket. (Write the sentence on the board.)

Step 5 1b
This activity provides listening practice using the target languang.
T: Listen to the tape. You』ll hear four conversations. Each conversation will give you the matching responses for one of the four statement.
(Play the recording. Students listen.)

Step 6 1c Pairwork
This activity provides guided speaking and listening practice using the target language.
First ask Ss to look at the pictures and then make conversations.
Then have two students read the sample dialogue.
Sa: I think I』m going to stay at home.
Sb: If you do, you』ll be sorry.
T: Work with your partner please. Make a converstion using the things that are happening in the pictures.
(At the end ask one or two pairs of students to say their conversations to the class. They are given little presents if they do the work well.)

Step 7 Summary and homework
Today we have learnt to talk about consequences. We』ve learnt the sentence: If you…, you』ll … Do you like to go to the party? Do you like to have a party in your house? If nobody comes to your party, you』ll be sorry. Right?

Practice the target language and preview the next page.

教 學 反 思

㈦ 初中英語優秀教案

初中英語優秀教案內容包括：
牛津初中英語教案
初中英語教案設計
初中七年級英語教案
初中英語教學教案http://mianfeiyibgyu123.blog.hexun.com/26428271_d.html
初中一年級英語教案
初中三年級英語教案
初中英語說課教案
初中二年級英語教案
人教版初中英語教案