新目标九年级英语教案 新目标九年级英语教案最新5篇
作为一名辛苦耕耘的。教育工作者，通常会被要求编写教案，编写教案助于积累教学经验，不断提高教学质量。那么什么样的教案才是好的呢？下面是书包范文为小伙伴们分享的新目标九年级英语教案最新5篇，希望对朋友们有所帮助。
新目标英语九年级全套教案 新目标u13.doc(新目标版九年级英语教案教学设计 篇一
Unit 13 Rainy days make me sad.
Part 1: Teaching design (第一部分：教学设计)
Structures: make/s me ＋ infinitive, make/s me ＋ adjective
Target language: I’d rather go to the Blue Lagoon restaurant because I like to listen to quiet music while I’m eating. Me too! Loud music makes me tense. I agree. Loud music makes me uncomfortable.
Vocabulary: lighting, mysterious, tense, silky, owner, product, knowledge, for instance, shiny, skin, cream, toothpaste, endangered, uncomfortable, useful
Learning strategies: Personalizing, Matching
Section A
Goals
●To learn to use make/s me ＋ infinitive, make/s me ＋ adjective
●To listen and talk about eating in a restaurant
Procedures
Warming up by learning to use make/s me ＋ infinitive, make/s me ＋ adjective
On page 103 is the grammar focus chart. Read the three sentences and try to understand its structure.
Loud music makes me tense.
Loud music makes me want to dance.
That movie made me sad.
Now you are supposed to make as many sentences with the
make/s me ＋ infinitive, make/s me ＋ adjective structure as possible.
1a Looking and saying
On page 102 is a picture of restaurants. Which one would you like to go? And why?
◆ I like to go to the one on the left because the music there would make me excited.
◆ I like to go to the one on the right because the music there would make me quiet.
◆ I like to go to the one on the left because the pictures there would make me tense.
◆ I like to go to the one on the right because the things there would make me happy.
1b Listening and completing
Listen to a conversation between Amy and Tina talking about eating in restaurants.
While listening, pay attention to the “make/s me ＋ infinitive, make/s me ＋
adjective structure” .
Tapescript
Girl1: I’m hungry, Amy.
Girl2: So am I. Why don’t we get something to eat?
Girl1: Yeah. Let’s go to the Rockin’ Restaurant. I love their hamburgers.
Girl2: Oh, Tina… I hate the Rockin’ Restaurant.
Girl1: Why? The food is great, isn’t it?
Girl2: The food’s fine. I just don’t like the atmosphere. Those awful pictures on the walls make me sad, and the loud music makes me tense.
Girl1: OK. So where do you want to go, Amy?
Girl2: Let’s go to the Blue Lagoon. The soft music makes me relaxed.
Girl1: Not me. It makes me sleepy.
And now complete the unfinished sentences in the chart on page 102.
The Rockin’s Restaurant The Blue Lagoon
The awful pictures make Amy sad. The soft music makes Amy relaxed.
The loud music makes Amy tense. The soft music makes Tina sleepy.
Now you are supposed to read the tapescript. While reading, underline the expressions and circle the connectives.
1c Doing pairwork
What are your opinions about the two restaurants? Which on would you like better?
A: I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating.
B: Me, too! Loud music makes me tense.
A: I agree! Loud music makes me uncomfortable.
A: I’d rather go to the Rockin’s Restaurant because I like to listen to loud music while I’m eating.
B: Me, too! Loud music makes me excited.
A: I agree! Loud music makes me happy.
2a Listening and numbering
3 4
2 1
A boy and a girl are talking about their past experiences. Listen to their talk and number the pictures on page 103.
Tapescript
Boy: Did you and Amy have fun last night, Tina?
Girl: Well, John… yes and no.
Boy: Was Amy late as usual?
Girl: Yes, she was. And waiting for her made me angry.
Boy: Where did you go?
Girl: First we went to the Rockin’ Restaurant, but Amy didn’t want to stay. She said that loud music made he tense.
Boy: That’s funny. Loud music always makes me want to dance.
Girl: Me too. So then we went to the Blue Lagoon. It was quiet and the food was great. We had a good time.
Boy: Then did you go to the concert at the high school?
Girl: No. We decided to go to the movies. We saw Remember Me Forever. It was a really good movie, but it was so sad it made us cry.
Boy: Sad movies don’t make me cry. They just make me want to leave!
Girl: You sound just like my brother!
2b Listening and checking
You are supposed to listen to the conversation once again. Before you listen, go over the seven sentences said by Tina and John in the box on page 103. While you listen, check √the things said by them respectively. After you listen, check your answers against each other’s.
√Waiting for her made me angry.
√She said that loud music made her tense.
×Loud music makes me happy.
√Loud music always makes me want to dance.
√It was so sad it made me cry.
√Sad movies don’t make me cry. They just make me want to leave!
×It made me sad.
All right now, you are supposed to read the tapescript. While
Reading, try to circle the “make/s me ＋ infinitive, make/s me ＋ adjective structure”, underline the expressions and blacken the connectives.
2c Doing pairwork
Go over the activities in 2a and 2b. Then in pairs try to role play the conversation between Tina and John. You may make use of the examples on page 103 to begin with.
John: Did you have fun with Amy last night?
Tina: Well…yes and no. She was really late.
John: Amy was late as usual, wasn’t she?
Tina: Yes, she was.
John: And waiting for her made me angry?
Tina: Yes, it made me angry.
John: What did you do?
Tina: First we went to the Rockin’ Restaurant.
John: Did you stay long there?
Tina: No, we didn’t because Amy didn’t want to stay.
John: Why?
Tina: She said that loud music made he tense.
John: That’s strange. Loud music always makes me excited and want to dance.
Tina: Me too.
John: So then you went to the Blue Lagoon as usually, didn’t you?
Tina: yes, you guess right.
John: It was quiet and the food was great there. Did you have a good time there?
Tina: Yes, we did.
John: Where did you go then?
Tina: I wanted to go to the concert at the high school. But Amy didn’t like to go there. We decided to go to the movies.
John: What movie did you watch?
Tina: We saw Remember Me Forever.
John: It was a really good movie, wasn’t it?
Tina: Yes, it was, but it was so sad it made us cry.
John: Sad movies make me want to leave!
Tina: You behave just like my brother!
3a Reading and answering
On page 104 is an article about restaurant science. Before you read, imagine just what a restaurant science is. While you read, try to divide the sentences into parts, underline the expressions and, blacken the connectives and circle the “make/s me ＋ infinitive, make/s me ＋ adjective” structure.
Restaurant science
Restaurant owners have to know how to make food. They also have to know how to make money. Here are some things they’ve learned from scientific studies. The color red makes people hungry. Red also makes customers eat faster. Many fast food restaurants, therefore, have red furniture or walls. Soft colors like pink and light blue ma ke people relaxed, so they spend more time eating their meals. Soft lighting makes people look good, but it makes food look bad. Loud music may be nice at first, but it soon makes people want to leave. Hard seats also make customers want to eat quickly and leave. Many restaurants, especially fast food restaurants, use this knowledge to make customers eat faster. Customers only sit for about 20 minutes before they leave. Because customers don’t stay very long, small restaurants can serve many people every day.
Now you are to answer the three questions on page 104 in the box.
1.What does the color red make most people feel? →The color red makes people
hungry. Red also makes customers eat faster.
2.Why do so many fast food restaurant paint their walls red, play loud music, and have hard seats? →Because red color makes customers eat faster, loud music makes people want to leave and hard seats also make customers want to eat quickly and leave.
3.Do you think it’s fair that some restaurants are designed to be uncomfortable. → No, I don’t think so. The restaurant owners are running the restaurants in order to make money. They want more customers to come to spend money in their restaurants.
3b Doing groupwork
Now let’s play a game. Tell your group members about a place you know well. Let them try to guess the name of the place.
A: The seats are very hard.
The white walls make me stressed.
B: Is it this classroom?
A: No, it isn’t.
B: Is it a hospital?
A: Yes, that’s right.
A: The house is very big.
The noise makes me tense.
B: Is it a railway station?
A: No, it isn’t.
B: Is it a dancing hall?
A: No, it isn’t.
B: Is it a therter?
A: Yes, that’s right.
4 Completing and surveying
1) How do you feel about pollution?
2) It makes me kind of angry. How about you?
3) It makes me want to join a clean-up campain.
A survey about…
How do you feel about…? You Zhao Mingyuan Li Baoguo
Pollution Makes me uncomfortable Makes me unhealthy Makes me headache
Heavy traffic Makes me tense Makes me go on foot Makes me stay indoors
Loud music Makes me excited Makes me shut my ears Makes me crazy
Endangered animals Makes me sad Makes me unable to fall asleep Makes me stop eating meats
Smoking Makes me sick Makes me stressed Makes me cry
People who keep you waiting Makes me angry Makes me hungry Makes me thirsty
Closing down by looking and saying
九年级英语教案 篇二
一、教材分析
定语从句是本单元的语法要点，是在1―8单元已经对该语法知识有所渗透的前提下安排的。本节课话题是让学生体会音乐在生活中无处不在，体会不同类型音乐的特点，学会热爱生活；能用简单的定语从句形式表述自己的观点。通过本节的学习，增强学生对复合句的理解，提高其对此句式的应用能力。
二、三维目标
1、知识目标：
掌握本单元的基本词汇，学会恰当的使用引导词that ，who
2、能力目标
（1）掌握功能句“What kind of music do you like ？ I like music that I can dance to 。 I love singers who can write their ownmusic。”
（2）能够自如地谈论自己所喜欢的音乐以及音乐家。
（3、情感目标：
通过学生谈论对音乐和音乐家的好恶，从而使学生学会欣赏音乐的美。
三、教学重点
（1）本节课的教学重点是学会并掌握先行词为物或者人时，引导词“that ，who ”的使用方法。
（2）“prefer …to…”的用法
（3）掌握有关音乐的。词汇和相关的词组，能够比较流利地描述自己喜欢的音乐，运用功能句 “What kind of music do you like ？ I like music that I can dance to 。 I love singers who can write their own music。”
四、教学难点
定语从句运用
五、教学策略
采用任务型语言教学，实施情境教学法、小组合作探究法、情感激励法。
六、教学准备
自制多媒体课件（PowerPoint）；录音机（A tape recorder）
七、教学环节
1、课堂导入
⑴ Warming up
⑵ Discuss： Do you like music？ What kind ofmusic do you know？
⑶ There aremany kinds of music such as pop ，jazz， rock…… Let Sstalk about the kinds of music。（多媒体出示）
⑷Let Ss read 1a。 Explain the sentences：
I prefermusic that has great lyrics=I like music that has great lyrics better。
lyrics：the plural form is often used。
Ask Ss topractice in pairs then make up a short passage using the four sentences on thescreen。
2、课堂讲授
Explain attributive clauses。
定语从句：在复合句中修饰名词或者代词的从句叫做定语从句。先行词是“人”时，用关系代词who引导，先行词是“物”时，用关系代词that来引导
I love singers who write their ownmusic。
I like music that I can dance to。
a、that即可代表事物也可代表人，which代表事物；它们在从句中作主语或宾语，that在从句中作宾语时常可省略关系词，which在从句中作宾语则不能省略。而且，如果which在从句中作“不及物动词＋介词”的介词的宾语，注意介词不要丢掉，而且介词总是放在关系代词which的前边，但有的则放在它原来的位置
b、which作宾语时，根据先行词与定语从句之间的语义关系，先行词与which之间的介词不能丢
c、代表物时多用which，但在带有下列词的句子中用that而不用which，这些词包括all，anything，much等，这时的that常被省略
d、who和whom引导的从句用来修饰人，分别作从句中的主语和宾语，whom作宾语时，要注意它可以作动词的宾语也可以作介词的宾语
e、where是关系副词，用来表示地点的定语从句
3、课堂练习
Fill inthe blank with who that。
（1）。I have a brother _______likes soccer。
（2）Tom doesn’t like movies_______are too long and too scary。
（3） We prefer groups ________ play loud and energetic songs。
（4） He likes friends_________ often help each other。
4、课堂活动
（1） Askand answer in pairs：
What kindof music do you like best？ Why？
I like popmusic/classical music/jazz music/country music/dance music， etc And tell thereasons。
（2） Listento four pieces of music 。Then practice the conversation in pairs。
（3） Showseveral pictures and introduce their favorite singers ，groups and so on。
（4） Practice in pairs and talk about their favorite kinds ofsongs， singers and groups。
（5） Listenand complete 1b，2a and 2b。
5、课堂小结
在定语从句中，先行词是“人”的时候，用关系代词who来引导，先行词是“物”时，用关系代词that来来引导。
I like singers who write their own music。
I love music that I can dance to。
who / that 在定语从句中做主语的时候，谓语动词的单复数应该与先行词保持一致
I prefershoes that are cool。
I like apizza that is really delicious。
I lovesingers who are beautiful。
I have afriend who plays sports。
6、作业布置
Write a composition about the kinds of the friends they likeand dislike。
九年级英语教案unit 篇三
九年级英语教案unit3
Unit 3 Teenagers should be allowed to choose their own clothes. 单元整体说明 单元教材分析 本单元围绕“允许做什么、不允许做什么”这一话题，设计了三个任务型活动。任务一：谈论自己想做的事情；任务二： 我可以做什么、不可以做什么。任务三：讨论自己想做什么、自己需要什么样的生活。 单元总体目标 通过本单元的学习让学生学会用不同的句型来谈论应该允许做什么、不允许做什么、同意和不同意。 单元重难点一览 重难点词汇： 1.at that age 2.instead of 3.the other day4.be a good way to do 5.keep sb happy 6.at present 7.the same as8.be proud of 9.give directions 10.way cool= very cool 11.learn from sb 12.agree with 13.disagree with 14.in fact 15.take time to do sth 16.chat with 重难点句式 1.I think sixteen-year-olds should be allowed to drive. 2.Do you think thirteen-year-olds should be allowed to have part-time jobs? 3.The young should be proud of their culture. 单元教学建议 采用Concluding，Accumulating，Roleplaying和Comparing的学习策略，利用多媒体课件，来展开课堂Pairwork问答式的口语交际活动和讨论活动来谈论允许做什么和不允许做什么。本单元的教学法建议：词汇教学：情景操练、反复使用；口语教学：师生互动，生生互动、对话练习、交际活动；阅读教学：寻找关键语句、对文中任务和事物发表见解；语法教学：总结规律、比较异同、模仿操练。 单元课时分配 本单元用4课时教学 Section A 部分用 2 课时 Section B，Self Check 部分用 2 课时 Section A 教学课题 Unit 3:Teenagers should be allowed to choose their own clothes. （Section A） 学科 英语 授课教师 授课班级 初三九班 授课时间 /4 教学目标 1.知识目标：掌握 agree and disagree 的用法。学会使用 I think ... I agree ... 和 I dont think ... I dont agree ... 来表达自己的意见。 2.能力目标：对所学知识的灵活运用及用所学知识解决生活中实际问题的能力。 3.情感目标：培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。 教学分析 1.教材分析：Section A 主要围绕着 agree 和 diagree 这一话题来进行课堂教学和语言实践。Section A 中主要涉及到的语法项目是被动语态，要求学生熟练模仿及操练这一语态的句型转换，为以后的谈论和交际做好铺垫。 2.学生分析：初三的`学生有较丰厚的语言积累和知识储备，他们有较强的求知欲和好奇心，在课堂上他们善于表现自我，乐于积极思考，敢于发表自己的观点，这些个性心理特点都有利于师生在课堂上进行交流。 3.重点及其突出方法：被动语态的讲解：总结规律、比较异同、模仿操练。 4.难点及其突破方法：培养良好的语言表达习惯。发挥教师良好的示范作用，注重教师在课堂教学中对学生无意识的影响。 教学准备 1.多媒体： 多媒体，幻灯片，英语影音资料。 2.其他参考资料。 教学过程 Unit 3: Teenagers should be allowed to choose their own clothes.(Section A) Step One: Free talk and discussion. Step Two: 1.at that age 2.instead of 3.the other day 4.be a good way to do 5.keep sb happy 6.at present 7.the same as 8.be proud of Step Three: Finish 1a/1b. Step Four: Practice the conversation in activity 2c. Step Five: Make a new conversation in groups according to the one in 2c.Then act it out. Step Six: Make a survey, then show the results to the whole class. Step Seven: Make a summary. Step Eight: Homework: Recite the conversation in 2a. 教学反思 1.如何在英语课堂教学中有效地进行中外文化的渗透？ 2.如何培养学生的跨文化意识？ 3.教师如何布置个性化的作业？ 4.如何解决本套教材大词汇量问题？ Section B and Self check 教学课题 Unit 3:Teenagers should be allowed to choose their own clothes. （Section B and Self check） 学科 英语 授课教师 齐宪波 授课班级 初三九班 授课时间 2005/4 教学目标 4.知识目标：掌握 agree and disagree 的用法。学会使用 I think ... I agree ...和 I dont think ... I dont agree ... 来表达自己的意见。 5.能力目标：对所学知识的灵活运用及用所学知识解决生活中实际问题的能力。 6.情感目标：培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。 教学分析 5.教材分析：Section B 主要围绕着现代中学生感兴趣的话题来进行课堂教学和语言实践。 6.学生分析：初三的学生有较丰厚的语言积累和知识储备，他们有较强的求知欲和好奇心，在课堂上他们善于表现自我，乐于积极思考，敢于发表自己的观点，这些个性心理特点都有利于师生在课堂上进行交流。 7.重点及其突出方法：被动语态的讲解：总结规律、比较异同、模仿操练。 8.难点及其突破方法：培养良好的语言表达习惯。发挥教师良好的示范作用，注重教师在课堂教学中对学生无意识的影响。 教学准备 3.多媒体： 多媒体，幻灯片，英语影音资料。 4.其他参考资料。 教学过程 Unit 3： Teenagers should be allowed to choose their own clothes.(Section B and self check) Step One: Free talk and discussion. Step Two: 1.learn from sb 2.agree with 3.disagree with 4.in fact 5.take time to do sth 6.chat with Step Three: Finish 1a. Step Four: Practice the conversation in activity 1b. Step Five: Make a new conversation in groups according to the one in 2c.Then act it out. Step Six: Discuss what you are allowed to do and what you arent allowed to do during your stay at school/ home/ library and so on. Step Seven: Read the text then suggest the questions according to the text. Step Eight: Discuss what is cool in your mind. Step Nine: Homework: Write some sentences about “cool”。 教学反思 1.如何在英语课堂教学中有效地进行中外文化的渗透？ 2.如何培养学生的跨文化意识？ 3.教师如何布置个性化的作业？ 4.如何解决本套教材大词汇量问题？新目标九年级英语教案示例第九单元 Period 1 Vocabulary 篇四
新目标九年级英语教案示例第九单元 Period 1 Vocabulary building
Unit 9 Period 1 Vocabulary building Language goals 语言目标 1. Words & expressions生词和短语 invent, scoop, adjustable, operate, mistake, thin, sprinkle, sweet, salty, crispy, sour, discover, annoying, special, ancient, legend, boil, fire, nearby, remain, notice, produce, pleasant, throw, thousand, century, taste, smell, create, divide, shoot 2. Key sentences重点句子 (P71) Who invented them? They were invented in 1863. Ability goals能力目标 Enable the students to understand and use the new words of this unit. Emotion & attitude goals 情感和态度目标 Enable the students to be aware of different inventions around them. Strategy goals 策略目标 Enable the students to use what they know to explain new words. Teaching important points教学重点 Understand and use the new words and phrases. Teaching procedures and ways 教学过程与方式 Step I Lead-in T: Good morning / afternoon, boys and girls. This week we will begin a new unit about inventions. You can see inventions all around us, from TV to car, from food to clothing. We should say nobody can live without them. Don’t you think so? Can you imagine one day without inventions? Ss: That’s impossible. T: Yes, we live in a world of inventions. These inventions make our life easier and more comfortable. In this unit, we will learn some inventions and their history. First, let’s get to know some new words. Step II Card Game Ask the students to play a card game to help them remember the new vocabulary of this unit. T: Close your books. Here are some cards. On each card there is a word with English spelling. When I hold up a card, you must tell me what it means in Chinese, how to read it and some words related to it. Are you clear? Show the cards to the students one by one. Correct their mistakes in pronunciation and understanding. … Step III Practice the new vocabulary Ask the students to explain in their own words the words in Section A in the workbook. T: Very good. Please turn to Section A of workbook, the first part. Discuss these words in groups and explain their meanings in your own words. Sample answers: S1: Invent: There was not such a thing in the world. Someone made it and then there is such a thing. So we can say someone invented it. S2: Discover: There is a thing. But people don’t know it or few people know it. Someone find it and make it known to people. We can say someone discovers it. S3: Scoop: When it is a noun, it means a short-handled tool for taking up and moving something. When it is a verb, it means lifting something with a scoop. S4: Mistake: If I say 2 and 2 is 1, you can say I make a mistake. S5: Annoying: make one angry, unhappy or uncomfortable. S6: Adjustable: that can be made more helpful or useful. S7: Microwave: very short wave. S8: Braces: something used to tighten. Ask the students to circle the words in the table. T: Very good. Now please find these words and circle them in the table. Volunteers? Show a hanging chart with the same table to the students. Ask them to come to the front and circle the words in the table in the hanging chart. Check the answers and correct the mistakes if there are any. Step IV Words about food taste(1a, 1b: P71) Ask one student to come to the front to do a blind taste test. Show a bag to the students. T: Look, there are 4 kinds of food in it. I will let one of you come to the front and taste them. But I will use a piece of cloth to cover his or her eyes. After tasting, he or she has to tell how each food tastes and what food it is. Are you clear? Sophie, please. Cover Sophie’s eyes and give her the food one by one. Sophie tastes each food and tries to guess what it is. S: It is sweet. I think it is an apple. They are salty and crispy. I think they are potato crisps. It is sour. I think it is a tomato. It is salty. But I don’t think I have eaten this food before. It is delicious. T: Do you enjoy the food? Now you can take off the cloth. The last one is Pizza, which is popular with westerners. You can take it with you and go back to your seat. Thank you. Sophie goes back to her seat. T: Hi, class. What are the four different tastes of the food Sophie had? S: They are sweet, crispy, salty and sour. T: Yes. They are words used to describe different tastes of food. Try to use them to describe the food in the picture of 1a, Section B. Ask the students to read the pictures of 1a in Section B and describe how the food tastes. T: Now, look at the four pictures. What are they? Ss: They are potato chips, lemon, ice cream and tea. T: You are right. Please use the words we’ve just learnt to describe how they taste. S1: Potato chips are crispy. Lemon is sour. Ice cream is sweet. Tea is sweet. T: How about you? Do you have a different idea? S2: Potato chips are crispy and salty. Lemon is sour. Ice cream is sweet. Tea is sweet. T: Good. I think S2’s answer is better. Now let’s repeat the description together. Ss: ... Ask the students to write the name of a different food after each word in 1b of Section B. T: Now, write the names www.shubaoc.com of different foods after each taste as many as possible. I think this is an easy job for you. Think of the food you eat everyday at home or in restaurants. Collect the answers and put them down on the blackboard. Sample answers: sweet: apple, orange, banana, honey, orange juice, cakes and candies crispy: salad, potato chips, lettuce and cucumber salty: pizza, French fries, olives sour: grapes, pickle and vinegar Step V Do a quiz Ask the students to finish the following exercises in 10 minutes. T: Next we’ll do a quiz. Your task is to finish the exercises in 10 minutes. Anyone who does his best without looking at the textbooks will be invited to my home this Sunday for a pizza meal. When I say “begin”, you can begin. After you finish, hold up your hands and let me know. Are you ready? One, two, begin! Fill in the blanks with the words you’ve learnt according to the Chinese. 1. Who _______ the telephone? ( 发明) 2. When was the car ________? (发明) 3. It ______ _______ _______ scooping really cold ice cream. (被用来……) 4. What do you think is the most _______ invention? (令人烦恼的') 5. The potato chips were invented _________ ______. (错误地) 6. The customer thought that the potatoes weren’t ______ enough. (薄) 7. The customer was happy __________ _______ ______. (最终) 8. The customer said they weren’t _____ enough. (咸) 9. The chef ________ lots of salt on the potato chips. (撒) 10. The tea was invented ______ ______. (偶然地) 11. This beverage was _______ (发现) over 3 _____(千) years ago. 12. ______ _______ (根据) this legend, people _______(煮) water to drink over an open fire. 13. He ______ ______ the river yesterday. (掉进) 14. She ______ beautiful after these years. (保持) 15. The emperor ______ (发现) that the leaves in the water _______ (发出) a pleasant smell. 16. Dr Naismith ______ (分) the men in his class into two teams. 17. Dr Naismith _______ (创造) a game to be played on a hard wooden floor. 18. Many young people _____ _____ (梦想) becoming famous basketball players. 19. Here is a ________ present for you. (特别的) 20. Can you _______ the computer? (操作) Sample answers: 1. invented 2. invented 3. is used for 4. annoying 5. by mistake 6. thin 7. in the end 8. salty 9. sprinkled 10. by accident 11. discovered, thousand 12. According to, boiled 13. fell into 14. remains 15. discovered, produced 16. divided 17. created 18. dream of 19. special 20. operate T: Lily, you are the one who finished the exercises fastest and correctly, so I will invite you to my house and I will cook some pizza for you. Step VI Homework Review new words and phrases learnt in this period. Finish the following exercises on homework paper. Homework paper 1. Fill in the blanks and translate the sentences. (1) When ______ the car ______? (被发明) (2) What ____ the heated ice cream scoop _____ ______? (被用来……九年级新目标英语复习计划 篇五
九年级英语中考复习计划
土门中学九年级英语组
中考复习是中考前教学中最重要的环节，复习的好坏直接关系到学生的中考成绩。我们九年级英语老师结合中考复习教学方法的有关理论，结合其他多年教九年级的老师的教学经验，结合邬阳民族中心学校学生的实际情况，特制订了九年级英语中考复习备考计划。
第一阶段：以教材为本，回顾基础知识，并配以相应的练习加以巩固活用。（3月12日――4月30日）
这一阶段让学生以教材内容顺序，抓纲靠本，回顾七年级、八年级、九年级课本上的单词和知识要点，以知识点扫描为主夯实基础，将课文中的重要的知识点条理化、系统化。针对学生对已学基础知识部分已遗忘的共性，本着温故而知新的原则，主要是按教材顺序归纳语言点，对各单元的知识要点进行梳理，同时注重词汇、词组、常用句型和主要语法等知识，并通过配套练习培养运用语法知识的能力。在教学方法的选用上，坚持打破传统的复习模式，不搞填鸭式、满堂灌，而是利用提问式、讨论式、辩论式、启发式等方法让学生归纳、总结，群策群力，互相补充或由师生共同归纳出各个阶段的知识要点、难点及考点。让学生有思考的时间，有发言的。权利，有查漏补缺的机会。
第二阶段：语法专题复习。（5.1――5.19）
根据中考考纲中要求掌握的语法项目，使学生从零散的语法知识过度到系统的归纳和掌握上，使语法知识更加条理化，扎扎实实搞好语法知识的复习，对各个语法点的知识加以归纳和梳理，结合近几年的中考题加以训练。在复习语法的过程中，复习几个语法内容，进行一次测验，找出学生仍存在的共性问题，再加以查缺补漏。让学生体会英语语法的实际应用。句法以掌握五种基本句型为核心，还要复习宾语从句，状语从句、定语从句等，在掌握句法的基础上，分析理解词法。词法以动词为重点，掌握正确的时态用法。在复习中要注意理清语法知识脉络，使之系统化。在感性认识的基础上归纳语法规则，再以语法规则指导语言实践，从而提高理解语法概念和规则的能力以及运用规则的能力。
第三阶段：中考模拟题训练。（5.20——6.2）
模拟训练是考前大练兵，是中考前的热身训练阶段。在前两轮复习的基础上以《中考说明》上的试卷为主进行模拟训练，以学生为主，对所学的知识重新整理，彻底消除学生的模糊意识，强化考点。运用一些模拟题、模拟考试时间、答题方式和答题卡等，对学生进行应试技巧的训练，培养学生的临场发挥能力和应变能力。
第四阶段：典型题型训练。（六月初-——-中考)
我们知道中考是以检查基础知识和基本技能为主，同时还要考查学生综合运用英语的能力。所以，我们在让学生牢固基础的前提下还要注重典型题型的训练。比如，第一：进行强化性听力训练，熟悉测试题型，让学生熟练掌握做听力题的技巧。第二：训练学生阅读理解的速度和理解能力。有意识的进行技巧训练，如精读、略读、速读和带着问题读等。第三：强化书面表达能力的培养，通过典型的范文，大量的习作练习和指导，不断提高学生组织文章的能力，运用已学词汇进行描写的能力。
在进行文化课辅导的同时，还要针对我校学生的实际情况，在考前对具体个性不同的学生，给予不同的心理辅导，排除他们的考前紧张心理。让他们树立考试的信心，努力克服困难，正确面对中考。力争让他们以最佳状态迎接考试，取得中考的最后胜利！
九年级英语复习时间安排：
3．12-13 Grade 7（上）
Units 1-12
3．13-14
3.15-17
3.18-20
3.21-23 Grade 7(下) Unit 1---12 Grade 8(上) Unit 1-8 Grade 8(上) Unit 9-12 Units1-3
Grade 8（下）
1、考点疏理日常交际用语； 2、时刻的表达方式； 3、情态动词can的用法； 1、考点疏理日常交际用语； 2、问路的表达方式； 3、征求意见句型； 1. 现在进行时。 2. 不可数名词 1、考点疏理，日常交际用语； 2、一般过去时； 3、祈使句 1、考点疏理，日常交际用语； 2、形容词、副词的比较等级
3.24-26 Units 4-6
Grade 8（下） 1、考点疏理，日常交际用语； 2、have to 的使用
3．一般将来时
1、考点疏理，日常交际用语；
2、重温：一般现在时、过去时
自习时间：1。过去进行时
2．以if引导状语从句
自习时间：1、现在完成进行时
2、现在完成时
1、考点疏理，日常交际用语；
2、被动语态
1、考点疏理，日常交际用语；
2、真实条件和虚拟条件句
1、考点疏理，日常交际用语；
2、can、may、must表示推测的用法；
1、考点疏理，日常交际用语
2、定语从句
1、考点疏理，日常交际用语；
2、将来时归纳
3．宾语从句归纳
1、考点疏理，日常交际用语；
2、被动语态归纳
1、考点疏理，日常交际用语；
2、过去完成时；
3.27-28 3.29-4.1 4.4 4.8-9 4.10-11 4.112-13 4.14-15 4.16-17 Units7-10 Grade 8（下） 八年级自测 评讲试卷 Units1-3 Grade 9 Units4-5 Grade 9 Units6-7 Grade 9 Units8-9 Grade 9 Units9-10 Grade 9 4.17-18 4.19-4.20 4.21-27
二、分类复习
5.1 Units11-12 Grade 9 Units513--15 Grade 9 导引测试 1,使用复习导引
3、名词的单、复数及不规则形式
4、代词分类及使用 名词、代词、数词 2、可数名词，不可数名词；
5.3 1，使用复习导引
冠词、介词和连词 2、冠词的使用；
3、初中所学介词；
4、连词分类
5.5
5.7 动词 形容词和副词 1，使用复习导引 2、在句中的使用； 3、比较等级； 1，使用复习导引
2、动词时态、语态；
3、非谓语动词；
5.9
构词法 1，使用复习导引 2、合成法；
3、派生法；
4、转化法；
5.11
5．13-14
5.15
5.16-17
5.18 并列句和复合句 句子种类和 There be 第二次质量检测
引语
三、综合训练 考试
5.20
5.21
5.22
5.23
5.24
5.25
5.26
6.2 讲卷 讲评试卷 听力训练 听力训练 听力训练 听力训练 听力训练 考查 考试复习导引专练 考试复习导引专练 自习时间：评卷 考试复习导引专练 考试复习导引专练 考试复习导引专练 1、听对话、选图画； 2、听对话、回答问题 1、听对话、选图画； 2、听对话、回答问题 1、听短文、选答； 2、听短文、填表格 1、听短文、选答； 2、听对话、填表格 1、听短文、选答； 2、听对话、填表格 1．对学生听力全面检测 直接引语与间接考试复习导引专练；
2．县四套模拟题（一）
6.3
6.4
6.5
6.6
6.9
6.10
6.11
6.12 阅读训练 阅读训练 阅读训练 完形填空 完形填空 完形填空 书面表达 考查 科普、生活、故事、寓言类 人物轶事及科普文章 任务含回答问题，填空，完成句子等类型的阅读 1．解题技巧指导 2．县四套模拟题（二） 方法、技巧训练 训练学生理解能力，综合分析能力和运用语言的实践能力 作文训练 1．生活常识：电话记录，请假条，便条、通
知、招领启事，招聘等应用文
2．县四套模拟题（三）
6.13
6.16-6．19
写作表达 写作表达 写作表达 考查 看图作文 话题作文 从审、编、写、查等方面训练解题技巧 听力、完形填空，阅读理解，写作考查
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