九年级英语的课堂教案
九年级的英语教学有着一定的难度，那么相关的课堂教案到底应该要怎么制定呢？下面就随小编一起去阅读九年级英语的课堂教案，相信能带给大家启发。
九年级英语的课堂教案一
一、教材分析
本单元要求学会谈论重要发明的历史及用途，然后针对各项发明的用处及特点，发表自己的看法，并说明理由。话题一直是围绕着历史上和日常生活中的重要发明，通过使用“Passive Voice”（被动语态）形式的句型，循序渐进地展开讨论。课本设计的活动情景能够自然地引发学生的好奇心，大家积极地投入到话题讨论中，寓教于乐，容易引起学生的兴趣；同时，它也有利于开阔学生的思路，培养创造精神，激励他们展开丰富的想象翅膀，人人都能成为“小发明家”。
二、教学目标
语言目标
重点词汇：salty, sweet, sour, crispy, pleasant, potato chips, slipper, leaf, fire, scoop, light bulb, microwave oven, abacus, camera, beverage, be invented by, be used for, by mistake, by accident
重点句型：When was the telephone invented? I think it was invented in 1876.
技能目标
能够谈论发明的历史和用途
能够对生活中的发明发表自己的看法
能够解决生活问题，设计新发明
情感目标
充满想象力，善于观察事物
面对难题，用积极的态度解决，发挥创造能力
认识世界，改造世界
三、重点难点
重点
讨论重要发明的时间、发明者和用途，学习使用句型“When was the telephone invented?”,“Who was it/were they invented by?”,“What is it/are they used for?”和答语。
难点
如何描述一项新发明的来历和用途
四、课前准备老师准备
“大百宝箱”（由中等大小的盒子、彩纸等DIY而成），flashcards；
a package of potato chips, some bars of chocolate.
学生准备
上课前引导学生使用互联网等工具查询1a图片中5项以及自己感兴趣的发明物的来历，然后在准备好的.卡片反面写上关于这项发明的日期、发明者和用途等信息（如果学生查到的信息是用中文描述的，要求简单地翻译成为英文信息），正面写上发明物的名称，存放在自己制作的“小百宝箱”里。这个过程帮助学生们在进入新课程之前熟悉新单词，为操练目标语言做准备。它有助于学生养成自主学习、解决问题的能力，不但能够了解课本知识，而且发现了许多课外知识、增长了见识。
九年级英语的课堂教案二
一、教学内容
本课是第二单元的最后一课，阅读课，是本单元话题过去的某种状态的延伸和继续。文章讲得主要内容是一个老是惹麻烦的男孩在明白了母亲对他的爱之后变成一个好孩子的故事。
二、教学目标
⑴掌握一些主要的词汇和句型 used to be like 等。
⑵引导学生理解课文内容，掌握阅读技巧，如扫读、细读、概括文章大意，利用上下文信息猜词等。
⑶通过阅读课文，并设计各种活动训练学生运用英语进行听说读写各种活动的能力。
⑷激发学生感恩父母，热爱父母，关注身边的人的情感。
三、教学重点和难点
⑴训练学生利用上下文信息填写词汇和句子的能力。
⑵培养学生的阅读策略和写作能力。
⑶利用本课所学知识表达个人意见,对课文进行深层理解.
四、设计理念
依据纽南(David Nunan)所提出的任务型及合作式教学原则,使学生在小组学习中获取信息,处理信息和运用信息,激发学生用所学语言进行交际的愿望和自信心,促进合作精神和文化意识的发展.
五、教学设计
1. 总体思路：
本节课是在多媒体的课堂教学环境下实施的大容量、快节奏的课堂教学.笔者先让学生简短描述父母以前和现在的职业,外貌,性格,爱好再欣赏英文歌曲thank you, dad. 导入，酝酿了一种感激父母的氛围，接着引导他们畅诉父母对自己的帮助的故事，然后让学生阅读短文，感受母亲爱的伟大。在阅读过程中，通过让学生看标题，预测课文内容、概括文章段落大意、根据上下文填所缺的句子，判断正误等各种方式提高阅读技能。最后，笔者提供关键词让学生复述课文，使其能熟练得掌握所学的重点词汇、短语和句子。阅读后，笔者抛出这样的问题让学生讨论：我们该用什么方式报答父母？培养学生反哺意识。最后通过写作，提高学生综合运用语言的能力。
Step1 Pre-reading
1. Get the students to describe their parents
T: Parents are the most familiar and loved person to you. Can you give a brief description of them? You can describe what they used to be like and what they are like now.
(students may describe their age, appearance, personality, hobbies they used to be and now.)
设计说明
通过谈论父母以前和现在的外貌，个性，爱好职业等既复习了本单元的语言功能项目，延续了本单元的话题，又能成功地引进本课要谈论和阅读的内容：父母的爱。
2. Play the song “thank you, dad” for the students and enjoy it with them.
Thank you, Dad
Thank you, Dad
Thank you, Dad
Thanks for loving me
Hugs and Kisses, hugs and kisses
Comes to you from me
Thank you, Dad
Thank you, Dad
You are such a friend
On this day I'd like to say
On you I can depend.
T: It is great you know much about your parents. Do you know when is Father's day and mother's day?
S: Mother's day is the second Sunday of May and Father's Day is the third Sunday of June.
T: Great. These two holidays are taken for us to thank our parents. Now let's enjoy a song for Father's Day.
设计说明：
播放 Thank you，dad 歌曲，既可以吸引学生的注意力，激发学习英语的兴趣，又可以引起学生的深思，营造一种对父母无限感激的氛围。
3. pair work
⑴T: Don't you think it's a beautiful song? I think so. It reminds me think of my own father. He has done so much for me. I used to be a shy person when I was a middle school student. I didn't use to dare to speak in front of class or facing a crowed of people. My father encouraged me to believe in myself. And now I'm outgoing. I'm grateful to my father, he is so patient and helpful. I'm sure your parents are the same. Would you like to share the stories you parents help you solve problems with your partner and then make notes on the context?
⑵ ask some volunteers to tell class his own or partner's stories.
设计说明：
a. 通过交流父母在孩子成长过程中对孩子的帮助的故事，使学生体会到父母对自己的恩情，对自己的爱;
b. 使学生再一次创造性地灵活运用目标语言USED TO，谈论过去的经历，延续和深化本单元的话题，提高口语能力，并为下一任务阅读做好准备。
Step 2 While reading
1. Introduce the title of the passage- He used to cause a lot of trouble
T: Your stories really moved me, Today we'll read a connected story,
“He used to caused to cause a lot of trouble”, according to the title, what might be talked about in this passage? Would you might to make a list? Please pay attention to the word used to.
The students may give such answers:
What troubles he used to cause
The reason he used to cause so much trouble
What made him change
He is now a good person.
设计说明：
通过让学生在不预习课文的情况下根据文章标题猜测文章内容旨在培养其预测文章大意的能力，并通过下一阶段的阅读来检验学生对标题的预测是否正确。在教学中，教师提醒学生注意USED TO这个词语。
2. Fast reading
⑴What is the passage mainly about?
⑵Compare what the students predicted with the content given by the author
⑶stick out the key sentences and give the main idea of each paragraph in group and then report to class.
Para.1 After father's death, Martin's life became difficult.
Para.2 The troubles Martin used to cause.
Para.3 A conversation with his mother on the phone changed his life.
Para.4 What is Martin now like.
设计说明：
概括全文大意和各段落大意旨在帮助学生整体把握课文的脉络，提高分析综合能力和概括能力。
2. Detailed reading
⑴ Finish Section3, 3a Put the missing sentences back in the correct place in the reading.
设计说明：
培养学生利用上下文的信息猜词和学习新词汇的能力。
⑵Finish Section3. 3b
Read the statements below. Circle “True”. False”. Or “Don't know”
According to the reading.
设计说明：
设计此活动的目的是让学生带着问题细读文章,加深对文章的理解,并提高阅读能力.
⑶let the students design questions according to the text and then ask answer in pairs
设计说明:
提高学生获取文章细节的能力.
4．Explain some difficult phrases and sentences in the text and help solve the problems students raise
5. Retell the text in group one by one according to the key words below then choose one to report to class
Retell the text
1…problem child…a recent conversation… not used to…after his father’s death…difficult…not afford…to do this…
2.look after…cause problems…not interested in… get into troubles…
…patient…make a decision…hate… leave…waste…
3…necessary…call…change…need…help…understand…no longer…
watch…take pride in…decide to …realize… be afraid of…pay more attention to…
4…has changed…work hard…a top student… how…mother’s love…important…
设计说明:
提供关键词,让学生在小组里轮流复述课文,让朗读有了目的,使学生牢固地掌握课文里的词汇短语和句
6. Discuss in class: Why did the author write the Passage?
S1: The author wants to tell us: Mother's love is great.
S2:He wants to tell us: Communication between children and parents can help them understand each other better.
设计说明:
猜测作者写作意图，使学生明白写作目的及阅读目的，领会文章精髓
Step 2 Post reading
3. Disscuss in group: What are nice ways for you to express your feelings and love to your parents ?
⑴ T: Don't you think parents' love is magical? It makes Martin, a troublesome boy change into a top student. We can't imagine what would happen to Martin without his mother's love and help.We can say parents are the most unselfish persons. They are someone who listens suggests and defends. They are the givers, but not expect your repay. They are the persons deserving your most respect and love. We should do something for them, too. we can't only receive but not give.. In China, there is an old saying “树欲静而风不止，子欲养而亲不待”。We can't wait until it's too late. We should do something to make them happy and let them know we love them. Do you think what are nice ways for us to express our feelings to our parents? Please share your ideas in group and then report to class.
⑵ Choose a representative of a group to report and ask other groups to supplement. The student may give such answers.
a. to share homework with parents
b. to send parents small gifts on parent's day or their birthday
c. to write a letter or a card to express how much we love them
d. to try to study hard
e. to do a part-time job to reduce parents' burden.
f. ...
⑶ ask students to do some activities to show their love to parents after school.
设计说明：
通过例举向父母表达爱的方式，在学生心中树立反哺的概念，让他们明白爱是相互的，并让他们付之于行动。
4. Homework: writting
Write a passage of stories happened between you and your parents. The passage may include
a. what is your comment or feeling on your fathermother
b. give some examples of your father/mother helped you solve problems you met.
c. What you have done or want to do to show your love to your fathermother.
设计说明：
课堂上大量的语言输入为学生的语言输出做好了准备，对父母强烈的爱和感激之情使他们有了写作的欲望;此项课外作业能引导学生更多地关注父母，关注周围的人，学会爱人。