英語九年級復(fù)習(xí)教案
英語九年級復(fù)習(xí)教案怎么寫？英語的詞匯量非常龐大（約990,000個），但如果要估計具體數(shù)字，必須先判斷哪些能夠算作其單詞。不過與其他語言不同，并沒有一個權(quán)威學(xué)術(shù)機構(gòu)來規(guī)定何為正式的詞匯。下面是小編為大家?guī)淼挠⒄Z九年級復(fù)習(xí)教案七篇，希望大家能夠喜歡！
英語九年級復(fù)習(xí)教案（精選篇1）
教學(xué)目標(biāo)：
1.能初步會聽、說、讀并拼寫單詞：a doll, a ball, a CD, a car, a robot
2.能初步聽懂、會讀、會運用句型：What’s this/that?，并會用It’s a 來回答。
3.能初步聽懂、會讀、會說、會運用句型This is for you./It’s for you.來相互贈與禮物。
4.學(xué)會新年節(jié)日祝福，禮貌用語。會表達(dá)謝意：Thank you.
5.明白中西方新年文化差異。
教學(xué)重點：
1.能初步會聽、說、讀并拼寫單詞： a robot
2.能初步聽懂、會讀、會運用句型：What’s this/that?，并會用It’s a 來回答。
3.能初步聽懂、會讀、會說、會運用句型This is for you./It’s for you.來相互贈與禮物。
教學(xué)難點：
1.能初步聽懂、會讀、會運用句型：What’s this/that?，并會用It’s a 來回答。
能初步聽懂、會讀、會說、會運用句型This is for you./It’s for you.來相互贈與禮物。
教學(xué)準(zhǔn)備：
掛圖，卡片，PPT
教學(xué)過程：
Step 1 Greeting.
1.課前準(zhǔn)備：Sing songs and say rhymes
Are you Mike? Nice clothes …
Row, row, row your boat…
讓學(xué)生自己說說學(xué)過小詩和歌曲，讓學(xué)生逐漸進(jìn)入學(xué)習(xí)英語的氣氛中提示學(xué)生說小詩Let’s learn。
T: Do you like English?
Ss: Yes, I do.
T: Let’s learn English Now.
2.Greeting
Step 2 Presentation
1.Brain storm(腦筋急轉(zhuǎn)彎)
a. What letter is an animal(動物)? B(bee)
b. What letter is a question? Y(why為什么)
c. Why are the letter G and letter S in“gloves”close(親密) to each other(互相，彼此)? Because there is love between them !
2.繞口令
a. I scream, you scream, we all scream for ice-cream!
我叫喊，你叫喊，我們都喊著要冰淇淋!
b. Can you can a can as a canner can can a can?
你能夠像罐頭工人一樣裝罐頭嗎?
3.引入課題
T：Let’s have are rest, enjoy a song, please. Guess the name.
Happy New Year!
讓學(xué)生通過猜歌名直接引出課題。
T：We know Chinese New year is coming soon.
Let’s learn ‘Unit 8 Happy New Year!’。
教師出示課題：Unit 8 Happy New Year!
全班讀課題。
4.教授單詞a doll ,a CD, a car，a ball
T: On New Year Day, what can we get from our relatives?(教師解釋)
Ss: Red packet(學(xué)生一年級學(xué)過)，gifts(提醒學(xué)生復(fù)數(shù))。
T:Yes. We can get red packets and gifts.
I have some gifts here. Can you read them?
PPT出示：a flower,a chocolate,a red packet
a doll ,a CD, a car(有學(xué)生會說toy car)，a ball.
說到ball的時候，T(教師出示足球)：Boys and girls, look.I have a ball. It’s a …
Ss:It’s a football.(一年級學(xué)過)
T：Can you play football?
S: Yes, I can./No, I can’t.
出示書本四個單詞和圖片：a doll ,a CD, a car，a ball，學(xué)生拼讀。
T：What’s this?
S: It’s a …
5.教授句型：This is for you.
當(dāng)學(xué)生說得好的時候，教師給與貼紙獎勵。當(dāng)教師給獎勵的時候，說Here you are.,提示學(xué)生回答Thank you.
PPT: Here you are.
Thank you.
讓學(xué)生先復(fù)習(xí)學(xué)過的內(nèi)容，再引出下面的教學(xué)內(nèi)容
T:I also can say ‘ This is for you.’
出示句子：This is for you.
教讀句子：教師領(lǐng)讀，學(xué)生跟讀。
T：You can answer me ‘Thank you!’。
示范練習(xí)：
This is for you
Thank you.
6.Story time 教學(xué)
a.Story time 理解
T：We know Chinese New Year is coming soon.
Helen and Mike are ready for new year.
Who gives Helen and Mike gifts? Let’s enjoy the story now.
看卡通片
教學(xué)：Uncle John
這兩個單詞都學(xué)過，所以學(xué)生比較好掌握。
Helen’s gift: a doll
Mike’s gift: a ball
Tim’s gift: a robot
教授單詞：robot
分圖理解：
Task 1 :How to greet on New Year’s Day?
Happy New Year!
If someone says it to you,you should be polite.You can say ‘Happy New year’to him.
Task 2 :When you give the gifts ,you should say:
This is for you./It’s for you.
Task 3: When you don’t know the things’ name,you can ask:
What’s this/that?
Answer:It’s a …
講解this和that的區(qū)別：
this 說話內(nèi)容離說話人近
that說話內(nèi)容離說話人遠(yuǎn)
示范：This is . That is .
b. Read Story time
(1)注意語音語調(diào)，播放錄音，學(xué)生跟讀
(2)角色扮演
Step 3 Consolidation
1.Fun time
復(fù)習(xí)What’s this/that?
It’s a …
This is for you./It’s for you.
Thank you.
a.活動：教師出示布袋：裝有上述的一些東西和其他學(xué)過的可以作為禮物的物品。全班問，讓一個同學(xué)摸，答對的可以得到獎勵。
b.Take out a paper,try to draw pictures on the paper.Guess ‘What’s this/that?’。
2.課外知識拓展
中西方新年差異
Western countries’New Year’Day : the first of January.The children can get gifts.
Chinese New Year: Spring Festival. It always comes in February. The children can get red packet.
Open the gifts:
Western countries:You should open the gifts at once.And you should praise .
China:It’s not polite to open the gifts at once.
The same: You should say ‘Thank you.’。
Step 4 Homework
Copy the new words 4 times.
Recite Story time after class.
3. Try to make a gift as a New Year present,give it to your father and mother.
板書設(shè)計：
Unit 8 Happy New Year!
What’s this? It’s a … a doll a ball a car
What’s that? a CD a robot
This is for you. Thank you.
It’s for you.
英語九年級復(fù)習(xí)教案（精選篇2）
一、教學(xué)目標(biāo)
1、能聽懂一般疑問句is this a …?,并能根據(jù)情況給予肯定答案yes, it is.
2、能聽懂、會說banana, pear, mango和 peach的單數(shù)形式，發(fā)音準(zhǔn)確。
3、能使用學(xué)過的英語與他人作簡單的交流與介紹。
二、教學(xué)重點、難點
能正確朗讀四個新學(xué)的單詞，發(fā)音準(zhǔn)確;能正確地理解，掌握對話，比較流暢地運用對話。
三、課前準(zhǔn)備
實物、圖片、掛圖等，預(yù)先寫好課題unit 5 fruit
四、教學(xué)過程
step 1singasong
組織學(xué)生齊唱歌曲apencil
step 2freetalk
t: hello ,boysandgirls .
ss: yes ?
t:(出示一個包)look , what’sthis ?
ss:(在教師的幫助下回答)thisisabag .
學(xué)生出示各自的文具，運用句型thisisa…介紹自己文具.
step 3presentation
1、引入話題
t: boys and girls, do you like riddles? here’s a riddle. can you have a try?
t: it’s a kind of fruit.
教師出示課題unit 5 fruit 教fruit
t: (出示謎語)又高又瘦，黃衣白肉;又香又甜，營養(yǎng)全面。
在教師引導(dǎo)和提示下
ss: banana!
t: well done! look! this is a banana.
教banana
2、學(xué)習(xí)單詞
1)用水果圖片，引導(dǎo)學(xué)生逐一學(xué)習(xí)單詞。(注意：mango的發(fā)音和音譯“芒果”很相似，學(xué)生很容易讀成漢語的音，教師要特別強調(diào)，及時糾錯。)
2)playagame：what’smissing ?
3、學(xué)習(xí)對話
出示課文掛圖，引導(dǎo)學(xué)生觀察圖片
t: look! this is sunshine supermarket. who’s this?
ss: this is helen.
t: is this helen’s dad?
ss: yes.
t: what’s in helen’s hand?
ss: a banana.
t: is this a banana? it’s green. let’s listen to the tape! (聽兩遍)
t: is this a banana?
ss: yes, it is.
t: you are right. now, let’s read after the tape.
step 4practice
1)聽錄音，朗讀課文。
2)出示實物或圖片，引導(dǎo)學(xué)生看圖或?qū)嵨镎f句子。
step 5assign homework
1聽錄音，朗讀對話和單詞。
2鼓勵學(xué)生平時用本單元所學(xué)的日常交際用語相互打招呼。
五、板書設(shè)計
unit 5 fruit
is this a …? yes, it is.
banana pear
mango peach
英語九年級復(fù)習(xí)教案（精選篇3）
一、教學(xué)課型： 閱讀課
二、教材分析：
本節(jié)課課型是閱讀課，內(nèi)容是一名學(xué)生在網(wǎng)頁上找到一篇關(guān)于圣經(jīng)中的英語文章。通過這節(jié)課的學(xué)習(xí)，給學(xué)生提供一個了解英語中習(xí)語的機會，從而使學(xué)生更好的了解不同的信念，宗教以及中西方的文化差異。
三、學(xué)情分析：
該年級段的學(xué)生有一定的英語基礎(chǔ)，對根據(jù)具體語境猜測習(xí)語意思有濃厚的興趣，因此教師要給學(xué)生表現(xiàn)的機會，指導(dǎo)他們積極主動地閱讀。
四、教學(xué)目標(biāo)：
1、知識目標(biāo)
(1)、重點詞匯：in other words ,among other things ,by and by ,have a vague or loose connection to/with ,kill the fatted calf, develop a high level of competence in communication skills……
(2)、重點句子：It comes from a story in the Bible, where a son returned to his family after …, …among other things, and unless you recognize when an idiom is being used，you can easily misunderstand……
2、能力目標(biāo)：培養(yǎng)學(xué)生的閱讀能力和知識運用能力。
3、情感目標(biāo)：通過本文的學(xué)習(xí)，幫助學(xué)生更好地提高閱讀理解能力，了解這些習(xí)語能培養(yǎng)學(xué)生更高水平的交流技巧。
五、教學(xué)重難點：
1、培養(yǎng)學(xué)生的閱讀能力，如略讀、精讀等能力。
2、提升學(xué)生綜合運用語言的能力，如交際能力等。
六、教學(xué)過程：
Step1: Lead in
Ask the students to read the following sentence and guess what the idiom means: I took my mother’s car without asking for permission. She is angry at me. I ’m in hot water now! (in trouble )
【設(shè)計說明】以有據(jù)可依的語境導(dǎo)入，活躍了課堂氣氛又恰當(dāng)?shù)囊肓吮竟?jié)課的主題“Biblical idioms in English ”
Step2: Fast reading
Read the article quickly and answer the following questions:
1、What is an idiom?
2、Which language was the Bible first written in?
3、Which idiom is often used to describe children?
【設(shè)計說明】簡要的問題使學(xué)生對文章內(nèi)容有大概的了解，為下一步的careful reading 奠定基礎(chǔ)。
Step3: Careful reading
Part1: Answer questions
1 Why does the Bible have a lot of idioms?
2 What did ‘by and by’ originally mean in the Bible?
3 What does ‘by and by’ mean today?
4 How many years ago was the Bible translated into English?
5 What does “feet of clay” mean?
6 Which animals are featured in the idioms in the article?
7 Which foods are included in the idioms in the article?
8 How is studying idioms useful in language learning?
【設(shè)計說明】這是對文章的細(xì)節(jié)理解，同時也使學(xué)生學(xué)習(xí)了這部分的知識點。
Part2: Choose the best idiom from the text to fill in the blanks
1 Sarah’s grandmother adores her; Sarah is_________________________________.
2 Wilson was disappointed when he learnt that the coach had ____________________.
3 She knew it might take a long time for her teammates to change their minds, but she believed that the new plan would work_________________________________.
4 The people in my village are very honest and hard-working; they are______________________.
5 When my brother came back home from his trip to Europe, we _________________for him.
6 She would not say who told her about the surprise party. She just said ___________________.
【設(shè)計說明】換一種語境讓學(xué)生更好體會文中出現(xiàn)的習(xí)語的用法。
Step3: Careful reading
Read a short passage about idioms from the Bible and full in the blanks with the words blow.
Hidden underline weaknesses translated idioms group Greek
Soon concept bird
An idiom is a _______of words that has a special meaning which is not usually apparent. If you already have a good understanding of English and want to polish up and sharpen your language skills, studying_______ can be a good way to do so.
Many of the idioms used in English are from the Bible was ________ from Hebrew into _______ and later into English. Take ‘by and by’ as an example. It originally meant ‘immediately’, but now it means ‘________’.
Idioms can be used to ______ the moral of a story. One idiom about ‘feet of clay’ stresses the ________ that things or people that seem perfect, like a person we admire or respect, can have hidden _________. Another idiom, ‘a(chǎn) little________ told me’, is used to say that you know something but you do not want to tell others how you know it. Some Bible idioms use things related to food such as salt or apples to make a point more clear.
From now on, whenever I read an idiom, I will remember that there could be a ________ meaning in it.
【設(shè)計說明】這個環(huán)節(jié)可以從另一個側(cè)面檢驗學(xué)生對文章線索的掌握。既是對文章內(nèi)容的延伸，又是對文章的綜合概括，并可以借此提高學(xué)生的詞匯運用能力。
Step4: Appreciation: Enjoy some idioms
1 A little learning is a dangerous thing.
2 Life is made up of little things.
3 A high building, a low foundation.
4 Many a little makes a miracle.
5 Many hands make light work..
6 Actions speak louder than words.
7 Better to arrive late in this world than early in the next.
8 When in Rome, do as the Romans do.
……
Step5: Homework
(1) Shorten the passage using your own words.
(2) Try to collect some idioms.
(3) Find useful and .difficult language points from the passage.
英語九年級復(fù)習(xí)教案（精選篇4）
一、說教材(教材分析) Analyzing teaching material
1. 說課型 lesson type (Dialogue/ reading/ listening/ revision)
2. 本課在教材中的地位 status and function
Lesson 33 Saving the Earth is a dialogue. The lesson is focused on the topic of the problems of the earth and the functional items of Supposition/ Intentions/ conjecture/ Prohibition. Since it is a dialogue / reading. It’s helpful to improve the Ss communicative/ reading ability.
3. 說教學(xué)指導(dǎo)思想 teaching guideline
(Teaching syllabus: Language is for communication, develop their four skills, lay special emphasis on reading; Grellet put it well in his book developing reading skills: develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; Reading is for information, for fun; Use Top- down model or Bottom- up model to activate Ss schemata; Interactive model)
4. 說教學(xué)目標(biāo)和要求 Teaching aims and demands (…be intended for Ss in key schools)
1)認(rèn)知目標(biāo) knowledge objects
a. Enable the Ss to remember the following new words & phrases:
Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into
b. Get the Ss to be familiar with this sentence pattern:
If the population keeps growing so quickly, there will only be standing room left…
Give the Ss a reinforced practice on the functional item Supposition.
c. Activate Ss schemata regarding the topic of pollution and help Ss to know more about the problem of pollution.
2)智能目標(biāo) ability objects
a. Ask the Ss to make up a similar dialogue.
b. Help them to understand the dialogue better and improve the four skills.
c. Develop their ability of thinking independently.
d. Cultivate their ability to discover, analyze and solve problems.
e. Train them to collect information from the Internet.
f. Train them with some effective learning methods to optimize Ss’ learning results.
3)德育目標(biāo) moral objects
a. Arouse their interest in learning English;
b. Help them to understand the background of pollution.
c. Enable the students to love our earth and the nature.
d. Be aware of the importance of stopping pollution & protecting out environment.
e. Encourage the Ss to do something to save the earth.
5. 說教學(xué)重點 teaching important points (生詞、句型;培養(yǎng)閱讀技能)
a. New words and phrases
b. Sentence pattern: If- clause
c. improve their reading skills.
d. Talking about problems of the Earth.
6. 說教學(xué)難點 teaching difficult points (語法;發(fā)展交際能力)
a. functional item: Supposition.
b. Develop their communicative ability. Act out their own dialogue.
7. 說教具 teaching aids (multi-media computer, software, OHP)
The teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. It’s of great help to increase the class density and improve our teaching result. It can also make the Ss reach a better understanding of the text by making the classes lively and interesting. At the same time, it arouses the Ss’ interest in learning English.
二、說教法 Teaching methods
Five step method; audio-video; communicative approach;
Task-based learning: New Syllabus Design encourages teachers to use this teaching method. TBLT can stimulate Ss’ initiative in learning and develop their ability in language application. Make the Ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.
三、說學(xué)法 Study methods
1. Teach Ss how to be successful language learners.
2. Teach Ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;
3. Get the Ss to form good learning habits.
四、說教學(xué)過程Teaching procedures
I. 復(fù)習(xí) (Revision) 5min (Daily report; 詞匯diagram; brainstorming; activate schemata)
Activity 1: Imagination
1). Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? (Wash it? Or throw it away?)
2). Suppose you catch a bad cold, what’s to be done?
3). Suppose your bike is broken, what’s to be done?
4). And suppose the earth, on which we all live, is damaged, what’s to be done?
What can you think of when you see “pollution” this word?(waste, environment, air, water, factory, desert, climate... Try to activate the Ss schemata regarding the topic of pollution.)
II. 呈現(xiàn) (Presentation) 5min
Activity 2: Presentation
Play the song “Earth Song” sung by Michael Jackson. (Create an atmosphere)
A lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.
Ss’ presentation on pollution. Attract their attention, arouse their interest, and create a good atmosphere for communication.
Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in thinking independently.
III. 對話 / 閱讀 (Dialogue)18m
1. Pre- reading
Activity 3: Prediction
1st listening/ fast reading, one guided Q to help Ss to get the main idea:
What do you think is discussed at the conference?
2. While- reading
Activity 4: Read and answer
2nd listening/ careful reading, more Qs to get the detailed information. Develop their reading skills: skim & scan. Pay attention to the pronunciation, stress & intonation.
閱讀: Pre-reading; while-reading; post-reading (fast reading/ careful reading; skim/ scan; 識別關(guān)鍵詞key words;確定主題句;創(chuàng)設(shè)信息差information gap;T or F; 填表格chart/diagram; Predicting; Make a timeline; Make a story map。達(dá)到對課文的整體理解和掌握。So that they can have a good understanding of the whole text.)
3. Post- reading
Activity 5: Language focus
While Ss are answering the Qs, the teacher deals with some key language points.
a. is being caused b. and so on c. go on doing
d. be fit for e. standing room f. if- clause
IV. 操練 (Practice) 10m
Activity 6: Retell
Use your own words to retell the dialogue in the 3rd person.
Activity 7: Acting out
Activity 8: Drill – Supposition
Purpose: Practise the functional item of Supposition. (P. 33 Part 2; P.113, wb Ex. 3)
(Retell; act out; role play)
V. 鞏固 (Consolidation) 6m
(Discussion; interview; press conference; debate; quiz)
Activity 9: role play
Suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.
The Ss are encouraged to use the words and expression_r_rs like pollution, damage, be fit for, turn into, the if- clause, etc.
Activity 10: Discussion
Think of the question: Are we causing damage to the world?
What should we do to save the earth and protect our environment especially in our daily life?
Collect their answers and form a report.
VI. 作業(yè) (Homework) 1m (Writing; continue the story; recite; retell)
Write a letter to the mayor, telling him sth. about the pollution around your school.
英語九年級復(fù)習(xí)教案（精選篇5）
【學(xué)習(xí)目標(biāo)】：1、熟悉掌握本節(jié)課的六個詞匯。
2、正確辨別英文名字的姓和名，以及和中文名字的差異.
3、學(xué)會詢問他人名和姓的句型.
【學(xué)習(xí)重點】：掌握詢問他人名和姓的句型.
【學(xué)習(xí)過程】：
一、自主學(xué)習(xí)(教師寄語：Knowledgeispower.)
學(xué)習(xí)任務(wù)一:熟悉掌握詞匯。
1、個人自讀，記憶本課單詞.
2、小組相互檢查單詞讀和寫的情況.
3,、據(jù)漢語寫出單詞,小組競賽并展示.
學(xué)習(xí)任務(wù)二:能運用句型:What'syourfirstname?
Myfirstnameis....
What'syourlastname?
Mylastnameis...進(jìn)行交際.
1、試讀下列姓名,嘗試總結(jié)歸納.
GinaMiller
Firstname:________Lastname:________
完成3a.(讓對抗號在黑板上展示)
2、理解下列對話,兩人合作練習(xí).
A:Hello!What'syourname?
B:MynameisJackSmith.
A:What'syourfirstname?
B:Myfirstnameis....
A:What'syourlastname?
B:Mylastnameis...
3、小組合作,練習(xí)自己的對話.
4、對抗小組開展競賽,展示自己的對話.(完成3b)
二、合作共建(教師寄語：Manyhandsmakelightwork.)
學(xué)會了詢問他人的名和姓的句型后，能否用his/her做替換練習(xí)。
三、系統(tǒng)總結(jié)(教師寄語：Nomancandotwothingsatonce.)
1、總結(jié)你所知道的名和姓。
2、自己編寫一個詢問他人姓和名的小對話.
四、診斷評價(一)用所給詞的適當(dāng)形式填空.
1.Nicetomeet______(your).
2._____(she)nameisHelenBlack.
3.Hisfamilyname_____(be)MrGreen.
4.______(be)youMrGreen.
5.Hi,I_____(be)Lily.
(二)據(jù)漢語完成句子
1.Brown是他的姓氏.Brownis______________name.
2.她的名是什么?____________________name?
3.你好,我是杰克.Hi,________Jack.
4.我的鋼筆是黑色的._____penis______.
5.他的名字是吉姆._______________Jim.
(三)根據(jù)上下文完成對話.
A:Hello!
B:________!
A:I'mGina,________________?
B:MynameisLindaBrown.
A:IsLindayourlastname?
B:No.Lindaismy__________.AndBrownis___________.
A:Nicetomeetyou.
B:____________________.
五、【課后反思】(教師寄語：Neverdothingsbyhalves)
英語九年級復(fù)習(xí)教案（精選篇6）
Language Goal:
Talk about what people are doing.
Teaching Aims:
The present Progressive (結(jié)構(gòu)式: Be + V-ing )
Key Points:
---What’s he doing ?
---He’s reading.
Difficult points:
現(xiàn)在進(jìn)行時的用法和動詞V-ing 形式的構(gòu)成。
Teaching Methods:
由淺入深,設(shè)置場景、對話以及表演來教授新句型。
Teaching Aids:
教學(xué)圖片、教學(xué)光盤、VCD機、錄音機
Teaching Procedures:
Step1. Warming – up
A. Duty report
Teacher: How are you, boys and girls?
S s : Fine, thank you.
Teacher: OK, who’s on duty today?
(the student who is on duty starts to make a duty report)
B. Ask and answer
(The teacher asks some Ss to answer questions and writes down the verbs in the sentences on the blackboard.)
T: Usually, what time do you go to school?
S1: ……
T: When does your father watch TV in the evening?
S2: ……
T: Do you do your homework in the evening?
S3: ……
T: When do you play soccer?
S4: ……
T: what time do you usually eat dinner?
S5: ……
(The teacher should encourage the students after questions.)
The teacher ask the students to read these five verbs for several times.
Step 2. Presentation
A. Match the words and the activities.
Ask the students to turn to page 83, and look at the pictures in 1a.
Then,the teacher ask questions:
----What’s he doing? (Picture 1)
----He’s making a telephone call.
(Help the students answer the question with body language .)
Ask and answer just like that, and finish 1a.(Ss can guess the meaning of doing homework, watching TV, cleaning, eating dinner and reading.)
The Ss read these V-ing words after the teacher.
B. Play the video.
To make the Ss clear what they are learning in this class. Mr. Gong’s words do give the teacher a big hand.
(Write down the title of Unit 14 I’m watching TV on the blackboard and ask the Ss to read it.)
C. Teach the Present Progressive.
1. Introduction
Tell the Ss what the Present Progressive is. (現(xiàn)在進(jìn)行時表示現(xiàn)在正在進(jìn)行或發(fā)生的動作, 它的表現(xiàn)形式為Be Verbs + V-ing ---- 這也即為它的結(jié)構(gòu)式.)
2. Tell the difference
Write down the V-ing forms by another lines of go, watch, do, play and eat on the blackboard. Ask the Ss to have a look and find the difference between them. For example: go and going, watch and watching, do and doing, etc. Then, ask the Ss to read them again.
3. Listen to the tape.
Let the Ss get ready to listen to the tape (paper and ball-point pen).
Check the answer: 2 4 1
4. Activities.
The teacher acts several actions and say :”What am I doing?”, help Ss answer: ”I’m opening the door.”
(The other actions: look at someone, clean the window)
Write down the three sentences on the blackboard, and ask the Ss to pay attention to the important words underlined:
n What am I doing?
n I’m opening the door.
n What am I doing?
n I’m looking at him.
n What am I doing?
n I’m cleaning the window.
5. Pairwork.
Ask and answer questions about what people are doing in the picture.
u What’s he doing?
u He’s reading.
The Ss can practice different sentences upon the verbs on the blackboard.
6. Guessing game.
The teacher prepare several pieces of paper and there are different actions on it. Ask a pair of Ss to act it out. (Each pair of Ss choose two pieces of paper and act.)
(The Ss must like to do it, so the teacher can ask many pairs to do this game and, the Ss can be familiar with the Present Progressive step by step. They can have fun in the classroom during this class, it’s the most important.)
7. Self-assessment.
The teacher prepare for the Ss some listening exercises, and play the cassette, let them finish these exercises at once. Then, check the answer. The Ss can understand whether they have learned about the Present Progressive.
8. Do the exercises.
The teacher have the Ss some exercises, and ask the Ss to do at once.
<1>--What’s Li Lei doing?
-- He_____________. ( read )
<2>--What’s his mother doing?
--She_____________. ( write )
<3>--What are they doing?
--They_____________. ( play soccer)
<4>--What are David and Mary doing?
--They_____________. (have dinner)
<5>--What’s Jenny doing?
--She______________. ( run )
(In fact, the Ss don’t have enough time to finish the exercises, so they can go on and finish these exercises after class.
Step 3. Homework
1. Finish the exercises in the class.
2. Make a conversation and act it out with your partner.
Step 4. The end
T: You are very good today, boys and girls! And thank you for listening. Bye.
英語九年級復(fù)習(xí)教案（精選篇7）
一、教學(xué)目標(biāo)：
1. 語言知識目標(biāo)：
1)
2)
① — No, I can't. / Yes, I can.
② …
③ help2.
可以培養(yǎng)學(xué)生的社會責(zé)任意識，為他人做自己力所
二、
1. 教學(xué)重點：
1) 能過聽力訓(xùn)練來提高學(xué)生們聽說能力。
2) 進(jìn)行閱讀訓(xùn)練，通過閱讀簡短的文章來學(xué)習(xí)語言知識，提高綜合運用能力。
2. 教學(xué)難點
1. 聽力訓(xùn)練
2. 閱讀2b部分的短文并完成相關(guān)要求。
三、教學(xué)過程
Ⅰ. Warming- up and revision
1. Daily greeting.
2. Check the homework. Let some Ss report what his/her family members can do.
Ⅱ. Presentation
1. T: Show some really instruments like violin, drums. Then play some of them. Tell Ss I can play the drums, I can
play the violin, I can play the violin…
Ss: Do after the teacher, Act as he/she are playing an instrument. The say: I can play the piano, I can play the piano,
I can play the drums…
Ⅲ. Game (Talent show)
1. Act and show your classmates your talent.
T: Please stand in front of your classmate. Act and say what you can. e.g.
S1: (sing and dance) I can sing and dance.
S2: (play the drum) I can play the drum.
S3: …
2. Ask as many students as possible to say their abilities.
Ⅳ. Listening
the sounds you hear in 1a.
2. Play the recording again and check the answers.
3. T: Now let's work on 1c. First, let one student read the words and phrases aloud.
Then listen to the tape and circle the words and phrase you hear.
4. Ss listen to the tape and circle the words and phrases they hear.
5. Check the answers:
tape again. Then try to fill in the blanks.
動作這兩個方面的聽清，其他作為非重點內(nèi)容。
7. Ss listen to the recording carefully and try to fill in the blanks.
8. Check the answers with the class.
Ⅴ. Group work
S1: Bill can play the guitar, but he can't sing.
S3: Frank can play the piano, but he can't sing or dance. S4: …
Ⅵ. Reading
1. T: Let's meet three new friends, Peter, Aland and Ma Huan. What can they do?Now read the descriptions and
S2: What can Alan do?
…
Ⅶ. Reading
What's each ad's title? Now let's read the three
2. 綜合廣告內(nèi)容與三個題目，看每個題目與廣告的內(nèi)容是否最為貼切。
4. Check the answers with the class.
Ⅷ. Reading
1. T: Suppose Peter, Alan and Ma Huan want to help to do something after school. Which ad is right him/her? Now
read the descriptions in 2a and the ads in 2b again. Select a right ad for each person.
2. 方法指導(dǎo)：首先，再次明確每個能做的事情，以及他/她喜歡做的事情;然后，看每則廣告中要求應(yīng)聘者去
做什么事情;最后，綜合考慮三個人的情況，做出一個選擇。
3. Ss read the descriptions in 2a and the ads in 2b again. Try to select a right ad for each person. They can talk about the answers in their groups.
4. Check the answers with the class.