九年级英语7单元教案

教案是一种相对程式化的教学设计方案,体现了设计者精心预设的较为完美的活动流程。教案是开展教学的凭证,教案设计是否符合学情,直接影响着教学的实效性。下面是小编为大家整理的《九年级英语7单元教案》，希望对大家有所帮助。

第一篇：九年级英语7单元教案

九年级化学第7单元教案

实验活动3 燃烧的条件

【知识与技能】

(1)加深对燃烧条件的认识，进一步了解灭火的原理。 (2)体验实验探究的过程，学会运用控制变量法进行实验探究。 【过程与方法】

(1)通过活动与探究，初步学习利用对比思想设计探究实验，并对获得的实验事实进行分析得出结论的科学方法。

(2)能主动与他人进行交流和讨论，清楚地表达自己的观点。 【情感态度与价值观】

通过动手实验感受实验探究的过程，体验实验探究的乐趣，发展善于合作、勤于思考、严谨求实、勇于创新和实践的科学精神。

【重点】

通过实验加深对燃烧条件的认识。 【难点】

实验方案的设计及实验操作的规范性。

知识点 燃烧的条件 【自主学习】

阅读教材第150页，并分组进行实验活动，然后完成下列填空：

实验一：分别将蘸有酒精和水的棉花球放在酒精灯火焰上加热片刻，观察到的现象是__蘸有酒精的棉花球燃烧，蘸有水的棉花球不燃烧__。

实验二：(1)取一小块乒乓球碎片和滤纸碎片，分别用坩埚钳夹住，放在酒精灯的火焰上加热，观察到的现象是__乒乓球碎片和滤纸碎片都燃烧__，说明乒乓球碎片和滤纸碎片都是__可燃物__;

(2)将一小片(同样大小)的乒乓球碎片和滤纸碎片分开放在一块薄铜片的两侧，加热铜片的中部，观察到的现象是__乒乓球碎片先燃烧，滤纸碎片后燃烧__。

实验三：将直立于桌面上的两支燃着的蜡烛，其中的一支用烧杯罩住，观察到的现象是__用烧杯罩住的蜡烛很快熄灭，另一支蜡烛正常燃烧__。 经过交流讨论实验结果得到燃烧的条件有：实验一：__燃烧需要可燃物__;实验二：__燃烧需要温度达到可燃物的着火点__;实验三：燃烧需要__氧气(或空气)__。物质燃烧需同时满足这三个条件。

【合作探究】

1.实验一中，如果在酒精灯上加热时间较长，会发生什么现象?你能解释其中的原因吗?

答：如果加热时间够长，蘸有水的棉花球也会燃烧。原因是：棉花球中的水受热蒸发掉了，棉花也是可燃物，在酒精灯上加热时会燃烧。

2.如果将实验二步骤(2)中的乒乓球碎片和滤纸碎片换成木屑和煤粉进行实验，会有什么现象发生?说明了什么?

答：现象：木屑先燃烧，煤粉后燃烧。该现象说明木屑的着火点比煤粉低，同时进一步说明燃烧需要达到可燃物的着火点。

【教师点拨】

1.在设计物质燃烧条件的探究实验方案时，要运用控制变量法并紧扣燃烧的三个条件。 2.实验一中要注意加热时间不能过长，实验二中乒乓球碎片和滤纸碎片不能过大。 【跟进训练】

1.用火柴可点燃酒精灯，但不能引燃煤块，原因是( A ) A.煤的着火点比酒精高 C.煤块与空气的接触面积小

B.煤是固体

D.酒精易燃，煤不易燃

2.下图四支蜡烛都将熄灭，其中一支熄灭的原因与另外三支不同的是( B )

A

B

C

D 3.为探究物质燃烧的条件，某同学做了如图所示实验：已知白磷的着火点为40 ℃，红磷的着火点为240 ℃;发现水中白磷和铜片上的红磷都没燃烧，铜片上的白磷着火燃烧。对此实验的认识错误的是( D )

A.物质燃烧必须要与氧气接触 B.物质燃烧温度必须要达到着火点 C.烧杯中热水的作用既供热，又使白磷Ⅱ与氧气隔绝 D.铜片上的红磷没燃烧，因为红磷不是可燃物

完成本课相应练习部分，并预习下一课的内容。

第二篇：九年级英语总复习七上 7-9 单元单词 ,短语,句子汇总

Unit 7

Words:

Numberpants = trousers 长裤shorts短裤skirt 裙子shirt衬衫dollar美元(复数dollars) 人民币 元(yuan) 无复数形式pound 英镑(复数pounds) clothes 服装总称buy 买(单三 buys, 过去式 bought)

each 每个(个体)every 每个(全体)yourself 你自己(复数yourselves) Phrases:

how much 多少钱on sale 廉价出售at a good price 价格很合理、便宜 have a look at = look at看一看……

Sentences:

How much is / are …… ?= What is / are the price of ……?It’s / They’re ……Can I help you? = What can I do for you?我能为你做什么吗?

I’ll take it = I’ll buy it. 这个我要了、买了。Here you are. 给你。

Unit 8

Words:

Monthfirst 第一(1st)second 第二(2nd)third 第三(3rd)five (fifth 第五)5th eight ( eighth 第八) 8thnine ( ninth 第九)9thtwelve ( twelfth 第十二)12th twenty ( twentieth 第二十)20thart 艺术(artist 艺术家)festival 节日 Phrases:

birthday party 生日聚会birthday present 生日礼物how old 多大年纪

Speech Contest 演讲比赛Art Festival 艺术节School Day 校庆日years old 年龄 date of birth生日

Sentences:

When is your birthday?My birthday is October tenth. / It’s October 10th.

How old are you? =What’s your age?I’m 15 (years old).

Unit 9

Words:

go goes went 去act v. 表演actor n. 演员action movie 动作片

thriller 恐怖片thrilling 令人恐惧的find(过去式found) 找的结果look for 找的动作 scary可怕的，吓人的scared感到恐惧的sad 悲伤(反义词happy)

successful 成功的succeed (vi. 如愿以偿，达到预期目的的)success (n.成功，成绩，成就) weekend 周末weekday 周内

Phrases:

go to a movie = go to movieslearn about 学习关于on weekend 在周末 want to do sth / would like to do sth / want sb. to do sth. / want sth. 想要…

Sentences:

What kind of movies do you like? / does he like?I like / He likes ……

第三篇：九年级英语上册第一单元教案设计

内江市五初中 吴腊梅

Ⅰ、Teaching aims: Knowledge aim: Get the students to grasp the use of “by doing sth.”and some other phrases and patterns. Skill aim:Help the students to improve their reading ability. Emotion aim:Develop the students’ ability of dealing with different problems. Ⅱ、Key and difficult points:

1. Understanding of the passages. 2. Methods of expressing ways of studying different subjects. Ⅲ、Teaching tools: 1. A tape-recorder. 2. Several flashcards. Ⅳ、Teaching methods: Help the students to use dictionaries in reading to deal with the new words and try to understand them according to the context. Ⅴ、Teaching process:

Step 1: 1. Greeting. 2. Check up the new words. Step 2: Presentation Ask the students to talk in pairs about how they study English. Then get several of them to tell the class their ways. And I’ll ask the others to discuss if they are successful or unsuccessful ways. Step 3:Tasks Task 1

1. Here I have an interview in which three students told us how they studied English. Let’s listen to the tape and try to find whose ways are successful and whose are not. 2. Play the tape twice for the students. Then I’ll show them the following chart to complete. Ways of learning English Not successful OK Successful Lillian Li Wei Ming Liu Chang

I’ll ask several students to tell us their answers and the others will correct their possible mistakes. 3. Play the tape again for them to understand it better. 4. Have the students read the article in Section A, 3a and see if they have any difficulties in understanding the passage. Then I’ll explain to them some language points. ① frustrating/frustrated e.g. I find it frustrating that I can’t speak other languages. As a nurse she got very frustrated, but being an administrator seems to suit her.

Other words that have the same usage are “interested/interesting, excited/exciting” and “bored/boring”. ② not … at all e.g. I like milk very much. I don’t like coffee at all. ③ get excited about=be excited about e.g. Are you excited about going to Beijing? ④ end up doing sth.

e.g. We didn’t like it at first, but we ended up cheering. Task 2 1. I know that all of you want to learn English well, but it’s not easy for every one of you to do so. Next one student will tell us how he is successful in learning English, which will be very helpful to us. OK, let’s listen to the tape and try to find how he did it. 2. Play the tape for the students to listen and understand. 3. Ask the students to summarize the way that the student used to learn English in small groups. 4. The students look at Section B, 3a and listen to the tape once more to understand the article better and find out the difficulties in it. 5. Explain to the students the following. ① begin with

e.g. We began our lesson with a song. ② be afraid to e.g. She is afraid to go out at night. Task 3 1. Now, everybody, I know you all have your own successful ways of learning different subjects. Would you like to write them out and share with us? I’ll offer you several minutes to think about it and them try to form it an article. 2. I’ll give the students some necessary guides while they are writing. 3. “Who likes to tell us your ways? Now stand up and do it.” Next I’ll encourage them to offer their ways and exchange with each other. 4. Now, please read the article “How do we deal with our problems?” Try to use your dictionaries to help you as much as possible. When they are reading, I’ll provide them what they need. Step 4: Summary

This class we mainly learned how to study through reading several articles.

Step 5: Homework Write a short passage to sum up the ways of learning English that they have been using and analyze if they are successful or not and tell us how you will do later on.

Blackboard-writing design

Unit 1 How do you study for a test?

How do you study for a test? By using English.

memorizing words. reading.

Ways of learning English watching English-language TV

studying grammar taking grammar notes

九年级英语第一单元教学反思

本节重点以使用“by ”来阐述或表达做事的方法，在教学设计中我重点强调了如何用“by” 说、写，用“I study English bylistening to music” 导入，之后让学生discuss学习中的策略，对程度较差的学生要求能用by 说一句话，对程度较好的学生要求用“by ”表达学习方法并能表明理由。这样做就是最大限度的为听力、阅读文章作出铺垫，而在文章的教学上首先让学生找出显在的方法句(即由“by ”引导的)和隐性的方法句(即没有“by ”引导，但仍然呈现一种方法)，紧接着就是词汇的训练，将其体现在句子中，由词至句的操练，帮助学生明白意思并能掌握用法，而整个教学过程的检测体现于pair work和group work之中。本节着重从以下几点入手

1、了解个体差异，对不同程度的学生设计不同水平的问题，保证学生在原有基础上逐步提高;

2、 对难以启齿的学生采用鼓励的策略，尽管学生回答问题是被动的，但目的是解决又说的强压到释言的心理变更过程，使他们明白学习英语不能是心明，而更要脑清、嘴顺，善于表达个人意见;

3、词汇训练这一关，突破“死记”，在“活用”方面取得进展。

第四篇：新目标英语九年级上册第一单元教案



新目标英语九年级上册

Unit1 How do you study for a test?

SectionA(1a-2c) Shangma Primary School Zhao Xiaoyan 教案设计

一、Teaching aims:(教学目标) Language goal(知识目标)：

掌握以下词汇：flashcard，vocabulary,aloud,pronunciation Talk about how to study English Ability goal(能力目标)：

学习使用“How do you study …? ”及其答语“I study by …” 句型

Emotion goal(情感目标)：

Talk about the ways of studying English ;(谈论学好英语的方法) Give them the confidence to learn and enjoy English.(帮他们树立学好英语的信心)

二.Teaching importance and difficulties(教学重难点) how 副词，“怎样，如何”,对于方式，手段等的提问;

by 介词，“用……的方式”, “以……的方法”,后跟名词或动词的-ing形式

How do you study for a test /learn English? I study/learn by listening to tapes/ by working with friends…/by studying with a group... 三.Teaching steps(教学步骤)

Step 1 Lead-in with a free talk(自由对话导入新课)(2分钟)

Greeting with the students; Hello,everyone1Welcome back to school.I’m very happy to see you again.Most of you got good grades last term ,congratulations!Of course,don’t lose your heart if you didn’t get good grades. OK , Today ,let‟s talk about how to study for a test and how to learn English well. (展示课题)

Step 2 Pre-task (3分钟 )

T:Learning to learn is very important.And learning to pass a test is also important.You know we can study by many different ways.Now Let’s ask you how to study for a test.

T:How do you study for a test,Lili? S:read the textbook.

T:Oh,you study by reading the textbook.

让学生给出不同的回答，强调语言结构verb+by/with gerund.,教师不断强化句型，让学生有个模式进行训练。

Step 3 While-task( 38分钟 )

1. Task1 1a checking the ways you study

Ask a student to read the ways.

T:Check the ways you study for an English test and add other ways you sometimes use. Then ask questions to check their answers. 2 Task 2 1b Listen carefully for the tape (仔细听力练习) First let the students look at the picture,and say how do they study.: By making flashcard, by listening to tapes, by asking the teacher for help Then listen to the tape, write the letters from the picture above. Next check the ansers: (1) Mei studies by making flashcards, so the answer is „„a”. (2) Pierre(皮埃尔) studies by asking the teacher for help, so the answer is „„c” (3) Antonio(安东尼奥) studies by listening to the tape, so the answer is „„b”.

3 Task3 Pairwork

Talk about the ways of stuying with your partner? A:How do you study for a test?

B:I study by working with a group. 4Task4 2a Listen to the tape, check the questions you hear Ask the students to read through the questions.Then ask them to listen to the tape careful. Check the answers. 2a Listen again and match the answers. Ask them to read the answers,then match the answers with the qustions above. Finally,check the answers. 5Task5 2c Pairwork

Make conversations using the information from 2a and 2b. A; Have you ever studied with a group? B：Yes ,I have. I‟ve learned a lot that way./ No ,I haven‟t. Step4 Homework( 1分钟 )

1,Finish Self-check. 2,write down the ways of learning you know. Step5 Ending words.(总结下课)(1分钟)

Well ,that‟s all our today‟s lesson .I had a great time with you .. See you later. 板书

Unit 1 How do you study for a test? How do you study for a test? I study by reading textbook.

by making vocabulary lists.

by asking the teacher for help.

by listening to the teachers. read aloud

speaking skills How/What about doing sth.? too… to…

第五篇：人教版九年级英语Unit8-15单元教案

Unit 8 I’ll help clean up the city parks.

The 1st period

Ⅰ. Teaching Aims and Demands

1. Knowledge Objects

(1) Key Vocabulary

clean up, hunger, homeless, cheer up, give out, volunteer, food, bank

(2) Target Language

I’d like to work outside.

You could give out food at a food bank.

2. Ability Objects

(1) Train the students to express offering to help with the target language.

(2) Train the students’ listening skill.

3. Moral Object

Offer help to the others as much as possible.

Ⅱ. Teaching Key Points

1. Key Vocabulary

clean up, hunger, homeless, cheer up, give up

2. Target Language

How to express offering to help with target language.

Ⅲ. Teaching Difficult Points

1. Teach the students how to use the new phrasal verbs.

2. Teach the students to express offering to help with target language.

Ⅳ. Teaching Methods

1. Teaching by giving sample sentences and making up sentences.

2. Teaching by showing pictures.

Ⅴ. Teaching Aids

1. A tape recorder

2. Some pictures on volunteer’s offering help

Ⅵ. Teaching Procedures

Step Ⅰ Revision

1. Revise the language points in Unit 7.

Ask some questions like this: Where would you like to go on vacation? (I’d like to/I’d love to/l hope to… )Why?

(Because…)

2. Revise the contents in Unit 7. Say to the class like this:

Who can say something about Singapore?

What things do you like there and what things don’t you like about it?

Ask them to give the answers without looking at the books.

3. Check homework by asking some students to read their sentences they’ve made with the verbs. Let them hand in their homework.

4. Dictate ten words in Unit 7.

Step Ⅱ la

This activity introduces the key vocabulary and provides some writing practice.

In this unit we learn to offer to help.

We’ll use some phrasal verbs. Each phrasal verbs has two or three words, such as clean up, cheer up, give out.

Here is an example on how to use clean up. Look at the title of Unit 8. I’ll help clean up the city parks. Repeat it twice, please.

Ask the children to read the title twice.

Then go on saying, "clean up means make a place clean and tidy, put things there in order". Let’s see another example, We should always clean up after a picnic.

Who can explain this sentence in your own, words?

Ask one student to explain the sentence.

He or she may say like this. This sentences means we should burn wastepaper, collect litter and empty bottles, etc.

Then ask the class. Who can make more sentences with clean up?

Ask several students to share their sentences to the class.

Do the same with the other phrasal verbs.

Some sample sentences

1. clean up—make a place clean and tidy, put things in order

We should always clean up the dirty parts of the sea.

2. cheer up—make someone feel happy

The good news cheers everyone up.

3. give out—hand out, distribute

Lin Tao helped the teacher give out the new textbooks to the class.

Read the instructions to the students.

Please look at the picture now. We can see a bulletin board and two children in it. What is the bulletin board about?

Help students to answer: Volunteer Today!

Then continue saying, "Who can tell me the meaning of volunteer?"

Ask one student to try to explain it. Then tell them the meaning of it. Volunteer means a person who offers to do something unpleasant or dangerous. It means a person who offers to help the others sometimes. Volunteer is used as a verb in this lesson.

Draw the students’ attention to the three posters on the board.

We can see one sentence in each poster.

And we can see some people in each poster, too. What are the volunteers doing in each poster? Please work in pairs and talk about the posters.

Give the students a few minutes to talk about what they will say. Let them talk about all the three items. Move around and help the pairs as needed.

Then read the sentences in the posters to the class. Ask the pairs of students to e