九年級的英語教學有着一定的難度，那麼相關的課堂教案到底應該要怎麼制定呢？下面就隨小編一起去閱讀九年級英語的課堂教案，相信能帶給大家啓發。
九年級英語的課堂教案一
一、教材分析
本單元要求學會談論重要發明的歷史及用途，然後針對各項發明的用處及特點，發表自己的看法，並說明理由。話題一直是圍繞着歷史上和日常生活中的重要發明，通過使用“Passive Voice”（被動語態）形式的句型，循序漸進地展開討論。課本設計的活動情景能夠自然地引發學生的好奇心，大家積極地投入到話題討論中，寓教於樂，容易引起學生的興趣；同時，它也有利於開闊學生的思路，培養創造精神，激勵他們展開豐富的想象翅膀，人人都能成爲“小發明家”。
二、教學目標
語言目標
重點詞彙：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
重點句型：When was the telephone invented? I think it was invented in 1876.
技能目標
能夠談論發明的歷史和用途
能夠對生活中的發明發表自己的看法
能夠解決生活問題，設計新發明
情感目標
充滿想象力，善於觀察事物
面對難題，用積極的態度解決，發揮創造能力
認識世界，改造世界
三、重點難點
重點
討論重要發明的時間、發明者和用途，學習使用句型“When was the telephone invented?”,“Who was it/were they invented by?”,“What is it/are they used for?”和答語。
難點
如何描述一項新發明的來歷和用途
四、課前準備老師準備
“大百寶箱”（由中等大小的盒子、彩紙等DIY而成），flashcards；
a package of potato chips, some bars of chocolate.
學生準備
上課前引導學生使用互聯網等工具查詢1a圖片中5項以及自己感興趣的發明物的來歷，然後在準備好的卡片反面寫上關於這項發明的日期、發明者和用途等信息（如果學生查到的信息是用中文描述的，要求簡單地翻譯成爲英文信息），正面寫上發明物的名稱，存放在自己製作的“小百寶箱”裏。這個過程幫助學生們在進入新課程之前熟悉新單詞，爲操練目標語言做準備。它有助於學生養成自主學習、解決問題的能力，不但能夠了解課本知識，而且發現了許多課外知識、增長了見識。
九年級英語的課堂教案二
一、教學內容
本課是第二單元的最後一課，閱讀課，是本單元話題過去的某種狀態的延伸和繼續。文章講得主要內容是一個老是惹麻煩的男孩在明白了母親對他的愛之後變成一個好孩子的故事。
二、教學目標
⑴掌握一些主要的詞彙和句型 used to be like 等。
⑵引導學生理解課文內容，掌握閱讀技巧，如掃讀、細讀、概括文章大意，利用上下文信息猜詞等。
⑶通過閱讀課文，並設計各種活動訓練學生運用英語進行聽說讀寫各種活動的能力。
⑷激發學生感恩父母，熱愛父母，關注身邊的人的情感。
三、教學重點和難點
⑴訓練學生利用上下文信息填寫詞彙和句子的能力。
⑵培養學生的閱讀策略和寫作能力。
⑶利用本課所學知識表達個人意見,對課文進行深層理解.
四、設計理念
依據紐南(David Nunan)所提出的任務型及合作式教學原則,使學生在小組學習中獲取信息,處理信息和運用信息,激發學生用所學語言進行交際的願望和自信心,促進合作精神和文化意識的發展.
五、教學設計
1. 總體思路：
本節課是在多媒體的課堂教學環境下實施的大容量、快節奏的課堂教學.筆者先讓學生簡短描述父母以前和現在的職業,外貌,性格,愛好再欣賞英文歌曲thank you, dad. 導入，醞釀了一種感激父母的氛圍，接着引導他們暢訴父母對自己的幫助的故事，然後讓學生閱讀短文，感受母親愛的偉大。在閱讀過程中，通過讓學生看標題，預測課文內容、概括文章段落大意、根據上下文填所缺的句子，判斷正誤等各種方式提高閱讀技能。最後，筆者提供關鍵詞讓學生複述課文，使其能熟練得掌握所學的重點詞彙、短語和句子。閱讀後，筆者拋出這樣的問題讓學生討論：我們該用什麼方式報答父母？培養學生反哺意識。最後通過寫作，提高學生綜合運用語言的能力。
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.)
設計說明
通過談論父母以前和現在的外貌，個性，愛好職業等既複習了本單元的語言功能項目，延續了本單元的話題，又能成功地引進本課要談論和閱讀的'內容：父母的愛。
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.
設計說明：
播放 Thank you，dad 歌曲，既可以吸引學生的注意力，激發學習英語的興趣，又可以引起學生的深思，營造一種對父母無限感激的氛圍。
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.
設計說明：
a. 通過交流父母在孩子成長過程中對孩子的幫助的故事，使學生體會到父母對自己的恩情，對自己的愛;
b. 使學生再一次創造性地靈活運用目標語言USED TO，談論過去的經歷，延續和深化本單元的話題，提高口語能力，併爲下一任務閱讀做好準備。
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.
設計說明：
通過讓學生在不預習課文的情況下根據文章標題猜測文章內容旨在培養其預測文章大意的能力，並通過下一階段的閱讀來檢驗學生對標題的預測是否正確。在教學中，教師提醒學生注意USED TO這個詞語。
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.
設計說明：
概括全文大意和各段落大意旨在幫助學生整體把握課文的脈絡，提高分析綜合能力和概括能力。
2. Detailed reading
⑴ Finish Section3, 3a Put the missing sentences back in the correct place in the reading.
設計說明：
培養學生利用上下文的信息猜詞和學習新詞彙的能力。
⑵Finish Section3. 3b
Read the statements below. Circle “True”. False”. Or “Don't know”
According to the reading.
設計說明：
設計此活動的目的是讓學生帶着問題細讀文章,加深對文章的理解,並提高閱讀能力.
⑶let the students design questions according to the text and then ask answer in pairs
設計說明:
提高學生獲取文章細節的能力.
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…
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…
設計說明:
提供關鍵詞,讓學生在小組裏輪流複述課文,讓朗讀有了目的,使學生牢固地掌握課文裏的詞彙短語和句
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.
設計說明:
猜測作者寫作意圖，使學生明白寫作目的及閱讀目的，領會文章精髓
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 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 “樹欲靜而風不止，子欲養而親不待”。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.
設計說明：
通過例舉向父母表達愛的方式，在學生心中樹立反哺的概念，讓他們明白愛是相互的，並讓他們付之於行動。
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.
設計說明：
課堂上大量的語言輸入爲學生的語言輸出做好了準備，對父母強烈的愛和感激之情使他們有了寫作的慾望;此項課外作業能引導學生更多地關注父母，關注周圍的人，學會愛人。
