九年级英语教案

㈠ 初中英语教案范文

八年级下英语Unit6 Section A(1a-2c) 第一课时
学习目标；1.掌握本课的单词
2.能用新句型进行对话，了解完成时态的用法。
3.培养学生们的交际能力，以及相互帮助和合作的能力。
学习重点； 1.现在完成时态的构成及用法，标志词.
2.have /has been and have/has gone 的区别.
预习任务；
任务一：自主完成以下词汇
收集___________ 贝壳____________ 一双 __________ 溜冰鞋 ________ 自从____________-
马拉松赛跑 ___________ 一双溜冰鞋 ___________在马拉松赛中_______________
任务二：自主预习1b,2a,2b的听力
1；译一下的句子I’ve been skating for five hours.
I skated for four hours.
2;以上两个句子有什么区别_________________
3;拓展练习
a. 自从八点开始，我就已经滑冰了。____ ______________________
b. 我读过这本书._________________
c. 我收集贝壳已经两年了。_________________________________
4;自主区别for /since用于现在完成进行时的用法__________________________
任务三：how 的相关词组:
How____多少（钱） how ____多少(人)
How_____多远 how ____多久一次
How____多大 how ____ 多久以后
任务四：自主归纳现在完成时态的构成及用法，标志词
构成；______________
标志词;_________________________ （1）
用法; ________________________________ _________________
预习质疑；在预习中那些地方不明白或不理解
——————————————————————————————

㈡ 人教版九年级英语中考复习教案

The Passive Voice 教学设计
河北省卢龙县双望镇中学 张洁清
教材依据：人民教育出版社九年义务教育三年制初级中学教科书九年级第九单元。
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).
刺激学生的视觉感官，激发学生的学习积极性，让学生在轻松愉快的氛围中进入本节的目标学习。
Step 2: Task One.
Ⅰ.Lead-in1(slide):
We speak Chinese . 我们说汉语。
Chinese is spoken by us . 汉语被我们说。
1．The teacher and the students analyse the relation of “we”, “Chinese” and “speak” together.Then point out we是 speak（动作）的执行者，Chinese是speak(动作)的承受者。
2． The teacher and the students analyse in Sentence “We speak Chinese”,we 是主语而且是动作的执行者,so lead to The Active Passive;In sentence “Chinese is spoken by us”,Chinese 是主语而且是动作的承受者,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):
主动语态：主语是动作的执行者。
英语动词:
被动语态：主语是动作的承受者。
Step 3 :Task Two.
Ⅰ.Lead-in2(slide):
We speak Chinese.(主动)
Chinese is spoken by us.(被动)
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):
被动语态的构成：助动词be+及物动词的过去分词
Ask the students to discuss the structure of The Passive Voice we have learned different kinds of tenses.(教师先提示：在被动语态中，动词过去分词永远不变，所有的变化都体现在助动词be的变化上,be相当于各种时态中的动词)
Show(多媒体) 各种时态的被动语态构成:
Student 1: 一般现在时 am/is/are+动词过去分词
Student 2: 一般过去时 was/were+动词过去分词
Student 3: 现在进行时 am/is/are being +动词过去分词
Student 4: 过去进行时 was/were being +动词过去分词
Student 5: 一般将来时 will be +动词过去分词
Student 6: 现在完成时 have/has been+动词过去分词
Student 7: 含有情态动词情 情态动词+be+动词过去分词
Step4: Task Three.
Ⅰ.Lead-in 3(slide):
We speak Chinese.
主语 谓语动词 宾语
Chinese is spoken by us
主语 谓语动词过去分词(被) 宾语
1. Help the students analyse how to change The Active Voice into
the Passive Voice.(用三种颜色标出对应部分,学生能一目了然地说出主动变被动分三步走)
2. Ask the students to discuss and then ask a student to sum up.
3. The teacher check.
Ⅱ.Presentation 3(slide):
主动语态变被动语态的步骤：
1.原主动句中的宾语变成被动语态的主语。
2.谓语动词变成被动语态结构“be +动词过去分词” ，注意be要随新主语的人称和数进行变化，时态要与原主动句的时态保持一致。
3.原主动句中的主语变成被动语态的宾语，人称代词用宾格，其前用介词by(被),其他成分(定语,状语)不变。
Step5: Task Four ( Practice and Consolidation 1)：
给出汉语“我每周写一封信”让学生给出英语，并用所给时间状语（yesterday, now, at this time yesterday, tomorrow, already, can）将该句翻译成对应时态的英语，再把各句变成对应的被动语态，这样学生既复习了所学的各钟时态的结构，又练习巩固了被动语态结构，达到了突出本节重点，突破难点的效果。
Ask the students to discuss and then say the answers.
Show（多媒体）
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 .
被动语态的构成：助动词be + 及物动词的过去分词
各种时态被动语态的构成：
一般现在时 am/is/are+动词过去分词
一般过去时 was/were+动词过去分词
现在进行时 am/is/are being +动词过去分词
过去进行时 was/were being +动词过去分词
一般将来时 will be +动词过去分词
现在完成时 have/has been+动词过去分词
含有情态动词情 情态动词+be+动词过去分词

教学流程

教学反思
教材依据：人民教育出版社九年义务教育三年制初级中学教科书九年级第九单元。教学内容：被动语态The Passive Voice 。
贯穿本节课的主线是被动语态,我围绕这条主线本着以学生为主体的角度来设计教学内容,活动的设计前后相连,层层深入，使教学呈阶梯式层层推进,并积极采用现代化的教学手段——运用多媒体辅助教学,提高教学效率。在各项活动中，学生的大脑始终处于一种激活状态，整个学习过程都是积极主动的，学生获得的不仅仅是现成的知识，还有语言运用的能力，并在完成任务过程中体验成功的喜悦，获得成就感，实现自我价值。学生在本节课中不但明白了英语动词有主动语态和被动语态两种语态，而且掌握了被动语态的结构，并做到了主动与被动的互相转换，这正是教学目的的所在。
课前让同学们在愉快柔和的歌曲声中轻松进入了本节学习，上课后首先展示了教学目标，同学们明白了本节的学习任务。整节课我精神饱满，情绪高涨，自然激励了学生们浓厚的学习兴趣。授课过程中始终贯穿一个主线——被动语态，层次清晰，脉络清楚且层层深入，学生活动量大，思维敏捷，充分体现了学生为主体，教师为主导的教学原则。尤其是练习与巩固任务中体现了以点带面，使得同学们即复习了学过的知识，又巩固了本节的新知识。总之，整节课气氛活跃，师生情绪激昂，重点突出，实实在在，非常适合农村孩子的口味。本节课是一堂语法课，本来枯燥无味，但我利用多媒体教学手段使得本节课生动有趣，圆满完成了教学任务，达到了预期效果，是非常成功的一节语法新授课。但也有不足之处，学生活动范围小；课堂上使用的语言文字较多。
今后，我要不断的提高自身素质，多和同学们沟通,发挥学生的聪明和智慧,总结出通俗易懂的规则运用到自己的教学当中,课堂上让学生全员参与，尽量使用课堂用语，不断反思自己教学中的不足,更新观念,与新课程共同成长。

㈢ 初中英语教案

七年级英语《Unit 3 How do you get to school SectionA（1a-3c）》教案
第一课时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.乘火车________ 2.乘公共汽车 _____________
3.乘地铁___________ 4. 骑自行车_________
5.步行____________ 6. 一百零五________
7.某人花费时间做某事__________
Ask the Ss to translate the followingsentences.
（1）--你怎样到学校？
--我骑自行车。
__________________________________________________________________________________________________________________________________________
（2）--玛丽怎样到学校？ 她乘地铁。
__________________________________________________________
（3）--从你家到学校有多远？大约10公里。
__________________________________________________________
（4）--需要花费多长时间？大约15分钟。
__________________________________________________________
（5）--我不确定。
__________________________________________________________
（6）--乘公共汽车大约需要20分钟。
__________________________________________________________
（设计说明：预习体现了以学生为中心的思想，强调学生的参与、体验、感知、实践和交流，以学定教。）
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.
(设计说明：导入联系所学的内容，从真实的语境出发，激发学生兴趣，使学生自然而然地进入新课的学习。）
4. New words
(1)Teacher checks the Ss’ pronunciation.
(2)Can you say?
Words:

phrases:

(设计说明：检测学生对单词的预习情况，纠正发音，便于以学定教。）
(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. 询问去某地的交通方式用疑问副词______,
询问他人身体状况也可以用_____
2. get to school意为____________
get to 意为_____,get to + _____
但是后跟副词时，则省略_______
二、观察句子，总结规律。

I take the bus to school.

I get to school by bus.

take the +交通工具= ____ +交通工具“ 表示乘坐某种交通工具”

骑自行车____________________=___________________

步行______________ =__________________
(设计说明：句子的学习先以口语的输出为主，让学生能熟练的表达。然后让学生自主探究，完成学习任务。教师点拨，再进一步深化。）
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.
(设计说明：本部分的内容重在培养学生们听大意和关键信息的能力。数字听写是难点。)
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 …
(设计说明：本部分重在培养学生们口头表达的能力，同时引导学生更好地内化语言知识。让学生在用中学，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. 知识点拨
一、 I ride it to school every day.
我每天骑车去学校。
to 意为_______,后跟地点名词。
（1）我开车到学校。
I drive thecar ___ ________.
（2）他们坐火车去北京。
They take thetrain _____ ________.
二、 How long does it take you to get to school?
你到学校要用多少时间？
It takes sb. some time to do sth是固定用法意为___________
How long 意为____________
若对时间段提问要用___________
练一练：
我花了半小时做作业。
It ______me half an hour___ ________homework.
It takes me 15minutes to get home.
______ _______ does it ______ you_____ get home?
3. 听录音跟读，模仿语音语调。
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、对划线提问
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、根据要求完成句子。
1. She gets to school on foot. (同义句)
She ________to school．
2. He gets to school by bike. (同上)
He ____his____to school．
3. It takes us 20 minutes _________(walk) home.（用所给单词的适当形式填空。）
4. How long does it take you _____________(watch)TV?（(同上)
5. The bus ride _____ ______ _____ _____( 花费大约20分钟）.
（设计意图：通过检测学生的学习情况，有助于以学定教。）
Step VI. Homework
1.Read 2e after the tape and recite them.
2.Preview section B.
希望能够帮到你，祝你学习进步，生活愉快！

㈣ 九年级英语教案的课后反思怎么写

教学有法，但教无定法；摸石头过河，各显风采。现将教学工作中的一些想法及做法反思总结如下：

一、下功夫狠抓英语学习习惯的养成教育。

跟班而上，执教毕业班，我深感学生的英语学习习惯养成较差，40%的学生书写太差。如大写字母W、M的拼写，r、v写得分辩不出来，单词的各个字母之间空隙太大等等；2、绝大部分学生不识音标，不会根据音标拼读单词；3、有一多半的学生写句子时，第一个单词的第一个字母竟不大写，句末不加标点符号；4、学生懒于动笔，绝大部分学生有“一看就会、一写就错”的毛病；5、对于单词，几乎全部的学生只注重它们的拼写，不注重它们的用法；6、学生对时态一窍不通。有一节课上，我写了这个句子：Shestudieshard.让学生将其变成一般疑问句。全班只有一个同学（龙莹）做对了。一多半学生对英语毫无兴趣。今年的这一班，学生英语基础略差：我现在所教的九年级学生，在八年级期末考试中算是最好的，但基础不够扎实，面对这种现状，我首先从教音标入手，从练习字母的写法开始，两周的时间学生改掉了一些不良习惯：如班级中有一半的学生书写正规、认真了；大部分学生写句子知道加标点了等等。当然，好习惯的形成需要一个漫长的过程。只耍肯努力，那一定有希望。

二、抓主线，搞好课堂教学，向45分钟要质量。

针对学生英语基础较差这种情况，我从讲解最简单最基本的知识入手，激发他们学习英语的兴趣，让他们觉得英语并不难学。每节课前，我都认真钻研教材，对教材的基本思想、基本概念甚至每句话、每个单词都弄清楚，了解教材的结构，如重点与难点，考虑学生原有的知识水平、实际情况，找出适合他们的教学方法，考虑他们接受知识的过程中可能会有哪些困难，怎样采取相应的预防措施等等。备课充分，课堂上就能有的放矢。上课时我想方设法让学生全身心投入。关注全体学生，精讲多练，语言简洁明了，提问面向全体学生，对不同知识水平的学生提问不同的问题。对于后进生，多提问，多巡视，多辅导，让他们回答最简单的问题，使他们体会到学习英语的乐趣，树立起他们学习的信心。向高标准进军。

三、搞好课外辅导，解诀实际问题丨

课外作业，布置得少而精，绝不是机械重复的作业，并且针对不同英语水平的学生布置不同的作业，真正做到因材施教。对于优等生，课堂上讲的知识他们能立刻掌握，因此课后作业侧重于培养他们运用英语的能力。对于英语学习吃力的学生，除了课堂上给予特殊照顾外，我还利用课余时间，在他们自愿的基础上给他们补课。自从每天晚饭后训练听力半小时以来，考虑到学生的听力水平较差，教师不在学生纪律不能保证，录音机经常坏了学生会束手无策等问题，我每天都来校陪学生训练，维持他们的纪律，处理他们遇到的难题，两周来从没缺席一次。

四、奉献真诚，做学生喜欢的老师。

亲其师，才能信其道。学生喜欢崇拜老师，自然而然就愿意上听他的课。首先我尊重学生，用欣赏的眼光去看待每个学生，将学生当作自己的孩子来管，对于他们的困难力所能及地帮助解决。对所有的学生我都一视同仁，从不说一句挖苦、讽刺的话，对他们多表扬鼓励，少批评甚至不批评。尤其是对待那些差生，我注意观察他们身上的闪光点，给予恰如其分的表扬。特别是有些英语基础不好的后进生，我鼓励他们从最基本的入手学起，对他们的进步进行大力表扬，让他们时时体会到成功的喜悦。当我出现错误，例如某个单词音读不准或误解了某个学生时，我会公开当面道歉。这样用我的诚心来换学生的真心：班上每个学生的情况我已基本了解，虽然刚刚教了他们两周，竟有好几个学生向我倾诉他们的心理话；更另我感到欣喜的是，每班都有七、八个英语基础很差的学生能很认真地听课，并且能努力按时完成作业了,成绩得到了提高。

㈤ 初中英语教案范文有没有全英文的

网上有好多的，例如：初中英语教案范例
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 初中英语课堂教学教案

科目 English 年级 Grade 2 班级 时间 年 月 日
课题 Unit 5 If you go to the party, you’ll have a great time. 课型 New
（知识、能力、情感）
教 学 目 标 (1) Listening and speaking methods.
(2) Communicative approach.

（重点、难点）
教材分析 Key Points : let in
Difficulty : Learn the key structures.
时序 教学操作过程设计（重点写教师怎么教及学生怎么学，
要创造性设计课堂结构和教学模式，要明确呈现教师活动与学生活动）
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 允许进入，允许参加
Jeans: 牛仔库
Consequence: 结果，后果，因果关系
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 学 反 思

㈦ 初中英语优秀教案

初中英语优秀教案内容包括：
牛津初中英语教案
初中英语教案设计
初中七年级英语教案
初中英语教学教案http://mianfeiyibgyu123.blog.hexun.com/26428271_d.html
初中一年级英语教案
初中三年级英语教案
初中英语说课教案
初中二年级英语教案
人教版初中英语教案