人教版英语九下教案 Unit12
人教版英语九年级全册Unit12写作课教学设计
-培养学生构建合理的文章结构，使用恰当的过渡句和连接词，使文章逻辑清晰、内容连贯。
2.教学难点：
-帮助学生克服词汇运用上的困难，特别是对于一些抽象词汇的理解和运用。
-指导学生如何在写作中运用复杂的语法结构，如定语从句、宾语从句等，以提高写作的复杂性和准确性。
5.教师对学生的作文进行批改和反馈，指出错误，指导学生进行修改。
（三）情感态度与价值观
本章节的情感态度与价值观目标如下：
1.培养学生对英语写作的兴趣和自信心，使他们愿意主动参与写作活动。
2.通过写作，培养学生关注生活、关注社会的意识，激发他们对美好生活的向往。
3.引导学生学会尊重他人，理解他人，培养良好的人际沟通能力。
-话题建议：My memorable experience, The person I admire, My dream job等。
-完成时间：课后一周内。
2.词汇积累：收集并学习与本单元主题相关的词汇和短语，每人至少积累10个，并在下周课堂上与同学分享。
3.同伴互评：与同桌交换作文，相互进行评价和修改。要求从以下几个方面给出建议：
4.培养学生的责任感和使命感，使他们明白自己的努力对个人和社会的意义。
二、学情分析
针对人教版英语九年级全册Unit12写作课，进行以下学情分析：
1.学生已具备一定的英语词汇、语法和句型基础，但在实际运用中仍存在困难，尤其是词汇的灵活运用和语法结构的正确使用。
2.九年级学生正处于青春期，思维活跃，有较强的表达欲望，但写作能力参差不齐，部分学生对写作存在恐惧心理。
2.讨论过程：小组成员相互交流想法，分工合作，共同完成以下任务：
人教版英语九年级全册Unit12Lifeisfulloftheunexpected教学设计
3.能够理解并运用一般过去时和现在完成时来描述过去发生的事情及其对现在的影响。
2.培养学生关爱他人，乐于助人的品质，通过分享和倾听他人的经历，学会理解和关心他人。
3.引导学生认识到生活中的每一次经历都是一次成长，学会从挫折中汲取教训，成为更强大的人。
4.培养学生珍惜当下，勇敢面对未来的态度，明白生活充满变数，但同时也充满希望和机遇。
5.通过学习本章节，让学生明白英语学习不仅仅是为了应付考试，更重要的是为了丰富自己的人生经历，拓展视野。
4.鼓励学生在课后继续关注生活中的意外事件，尝试用所学英语进行描述和表达。
五、作业布置
1.根据本节课所学内容，要求学生完成课后练习册中与本章节相关的练习题，巩固词汇、语法和句型的运用。
-填空题：选取课文中的重点词汇和短语，设计填空题，帮助学生记忆和掌握。
-选择题：针对一般过去时和现在完成时的用法，设计选择题，提高学生对该语法点的理解。
此外，学生在团队合作方面已具备一定的基础，但仍有待提高。在本章节的教学中，教师应充分调动学生的积极性，鼓励他们参与小组讨论和互动活动，以提高他们的团队协作能力和沟通技巧。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本章节的核心词汇和短语，以及一般过去时和现在完成时的运用。
难点：如何引导学生将所学的词汇和语法知识灵活运用到描述生活中的意外事件和表达情感。
2.重点：培养学生的听说能力和阅读理解能力。
【精选】人教版九年级下册英语第十二单元《Unit 12 Life is full of the unexpected》优秀教案
Unit 12 Life is full of the unexpected.Section A (1a－2d)【学习目标】1．重点单词：unexpected，backpack，oversleep，ring2．重点短语：leave my keys in the backpack，go off，wake up，at least，give...a lift，by the time...3．重点句式：Life is full of the unexpected.By the time I got up，my brother had already gotten in the shower.Before I got to the bus stop，the bus had already left.Carl's dad saw me on the street and gave me a lift in his car.【学习重点】1．重点短语和句型2．过去完成时态【学习难点】过去完成时态【自主学习】一、预习课本P89－90新单词并背诵，完成下面的汉译英。
1．背包______________2．睡过头______________3．出于意料的______________4．(钟、铃等)鸣；响______________二、认真预习1a－2d找出下列短语和句型。
1．在……以前2．(钟表)发出声响3．睡醒4．至少5．捎(某人一程)6. 把我的钥匙丢落在背包里。
7．生活充满了出乎意料的事情。
8. 当我起床的时候我的弟弟已经进去洗澡了。
9．在我到达车站之前，公交车已经离开了。
10. 卡尔的爸爸在街上见到我，捎了我一程。
【课堂导学】Step 1情景导入Teacher：When was the telephone invented？Whom was it invented by?Student 1：The telephone was invented by Bell in 1876.Teacher：When was the TV invented？Whom was it invented by?Student 2：The TV was invented by Belld in 1927.Teacher：That is to say，when Belld invented TV in 1927，Bell had invented telephone in 1876.环节说明：本环节既复习了被动语态又引出了本节课的重点——过去完成时态。
Unit 12 第2课时 (Section A 3a-3c)(教学设计)-九年级英语全一册(人教版)
教学准备
教具准备: ppt，教材，阅读材料
教学过程
老师活动
学生活动
设计意图
Lead-in
1.Greeting.
2.Watch a video. Get the student to know that life is full of the unexpected.
1.Work on 3a. Read the passage and answer the questions.
Which two events does the writer mention?
How did the writer end up missing both event?
What do you think of the writer?
Unit 12Life is full of the unexpected ?
第二课时（教学设计）
教材
分析
What：本文主要讲述了主人公遇到的意外事件，其中包括211恐怖袭击事件以及航班延误事件。经历过这样变化作者的心态变化。
Why：3a引导学生阅读了解211双子楼遭遇恐怖袭击事件和10年后作者晚起却发现飞机延误了的情况。掌握3b词汇的运用，3b通过造句的方式加强学生的基础词汇的掌握。3c的复述环节可以加强学生对于阅读文本的熟悉。
arrive at, in line with,even though, wake up, go off, take off
教学反思：
本单元Topic“unexpected things”，要求学生学会用“By the time/when+从句,I had already done sth”阅读故事发生的先后顺序表达，使学生学习并掌握过去完成时态的结构和用法；在进行语言实践的同时，既有难忘尴尬的经历又有幽默风趣的故事，容易引起共鸣，进一步让学生体会人生中有很多事情是值得回忆的。
九年级英语下教案人教版Unit 12 You’ re supposed to shake hands 重难点解析1
Unit 12 You’ re supposed to shake hands 重难点解析1［教材全析］ 友情提示 SECTION ALanguage Goal:Tell what you are supposed to do.语言目标： 讲一下你应该干什么。
例题探究:He is supposed ________ (ask) what to do. 解析：be supposed to do sth. 答案：to ask1a What do people do when they meet for the first time?Match the countries and the customs.当人们第一次见面时，他们干什么？将国家和其风俗习惯对应起来。
In your country,what are you supposed to do when you meet someone for the first time?在你们国家，你第一次遇见一个人应该干什么？ You’re supposed to shake hands. 你应该握手。
1c Talk about what people in different countries do when they meet for the first time.Tell about the countries listed above or other countries you know about.谈论在不同的国家里当人们第一次见面时他们干什么。
谈一谈上面列举的或者你知道的国家。
A:What are people in Korea supposed to do when they meet for the first time?在朝鲜，人们第一次见面应该干什么？ B:They’re supposed to bow. 应该鞠躬。
2a Maria is an exchange st night she had dinner at anbe supposed to do sth.应该干某事， 被期望做某事shake hands 握手shake head 摇头 1a 答案:2.b3.a4.b5.afor the first time 第一次， 注意for 的用法:第几次前要用for 。
九年级英语教案 Unit 12 Life is full of the unexpected
Unit 12Life is full of the unexpected一、教材分析本单元主要是围绕着“Life is full of the unexpected”这个话题，通过了解不及时做某事而造成的危害培养学生养成良好的行为习惯。
二、三维目标【学习目标】1. 掌握重点词汇：by the time , gotten ,oversleep2. 学习重点句型:( 1 ).By the time she got up , her brother had already gone into the bathr oom. ( 2 ) When she got t o school , she realized she had left her backpack at home . 【能力目标】培养听说能力。
A．能运用以下句型进行交际：By the time I got outside，the bus had already left．When I got to school，I realized I had left my backpack at home．B．能从所听到的对话中获取信息。
C．掌握词汇及短语：get outside，get to school，by the time，start doing，be late for【情感目标】培养学生养成良好的行为习惯三、教学重点过去完成时态的构成及用法。
四、教学难点过去完成时态与一般过去时的不同用法。
五、教学策略以讨论有关“mor ning”的两个问题(1a)引入单元话题，通过听力练习（1b）和对话练习（1c）让学生掌握一个过去完成时的句型；第二模块继续就第一模块的听力材料进行内容和时态练习（2a-2b）以及口语训练（2c）；第三模块以一个“hurried morning”的故事展开训练，训练形式为阅读排序（3a）和回答问题（3b）以及口语练习（3c）。
人教版九年级英语全一册Unit12Lifeisfulloftheunexpected
-通过让学生造句，巩固词汇运用。
2.讲解一般过去时态的用法，特别是动词过去式的变化规则。
-通过例句和表格形式展示动词过去式的变化规律，让学生观察、总结。
-设计练习，让学生在实际操作中掌握一般过去时态的用法。
（三）学生小组讨论
在本环节中，教师将组织学生进行以下活动：
针对以上情况，教师应关注以下几点：
1.注重分层教学，针对不同水平的学生设计难易适度的教学活动，使每个学生都能在课堂上得到锻炼和提升。
2.创设轻松、愉快的课堂氛围，鼓励学生积极参与，提高学生的口语表达能力和自信心。
3.加强听力训练，培养学生从语流中捕捉关键信息的能力，提高英语听力水平。
4.结合学生的生活实际，设计富有情境的教学活动，激发学生的学习兴趣，提高英语学习积极性。
2.学习并运用一般过去时态描述过去发生的事情，掌握动词过去式的变化规则。
3.能够理解并运用目标语言描述生活中意想不到的事情，提高英语口语表达能力。
4.学会通过听、说、读、写等方式获取和传递信息，提高英语综合运用能力。
（二）过程与方法
在本章节的学习过程中，学生将通过以下方法培养英语学习能力：
1.通过小组合作、讨论等形式，让学生在互动交流中掌握目标语言，培养合作精神。
-教师对学生的表演给予评价，指出优点和不足，并提出改进建议。
（五）总结归纳
在本环节中，教师将进行以下总结：
1.回顾本节课所学词汇、短语和一般过去时态的用法，帮助学生巩固记忆。
-通过问答方式检验学生对词汇和语法的掌握情况。
-梳理动词过去式的变化规则，提醒学生注意易错点。
2.鼓励学生运用所学知识描述生活中的意想不到，激发他们对英语学习的兴趣。
九年级英语下教案人教版Unit 12 You’ re supposed to shake hands
Unit 12 You’ re supposed to shake handsThe First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularybow, kiss, be supposed to, shake hands, customs（2）Target’ LanguageWhat are people in Korea supposed to do when they meet for the first time?They’re supposed to bow．2．Ability Objects（1）Train students’ listening ability．（2）Train students’ communicative competence．Ⅱ．Teaching Key PointsTarget languageⅢ．Teaching Difficult Points1．How to train students’ listening ability．2．How to train students’ communicative competence．Ⅳ．Teaching ProceduresStep ⅠRevisionT: Yesterday we finished Unit 11．In this unit, we learned some ways of asking for information politely．Now if you want to go to a library to get a book, how can you ask?Write the two column headings on the board: Right and Wrong．Say, Please tell me things that are good to do in school and that are not good to do in school．Write each suggestion under the appropriate heading on the board．T: Is it a good idea to come to class late?S1: No．T: That’s right, It’s not a good idea to come to class late．You’re not supposed to come to class late．Class repeat．You’re not supposed to come to class late．S s: You’re not supposed to come to class late．T: （Writes come to class late under wrong）What are some things you shouldn’t do?S2: We shouldn’t eat in class．T: Right．You’re not supposed to eat in class．Ask students to repeat this example．Then ask students to tell about some things that are good to do in school．They may say things such as, You should do your homework every day; You should raise your hand before you talk．Rephrase each of these sentences using supposed to and ask students to repeat: You’re supposed to do your homework every day．You’re supposed to raise your hand before you talk．Step Ⅱ1aLet students read the instructions．Point to the two lists of words．Read each word and ask students to repeat it．Put up a map of the world on the board．Ask students to explain where each of the countries is．Ask different students to act out the action described by each word or phrase—bow, shake hands, and kiss．Read the instructions again and ask students to match the customs lettered a, b and c with the numbered countries．Look at the sample answer．Tall students to guess if they aren’t sure．Step Ⅲ1bGo through the instructions with the class．Point to the lists in Activity la and say, Now you will hear a conversation between a boy and a girl．Their conversation contains the answers to the questions in Activity 1a．Play the tape for the first time．This time, students only listen．Play the tape a second time．Ask them to listen to the recording and check their answers to Activity 1a．Check the answers with the class．Invite a student to read the answers．Step Ⅳ1cRead the instructions to the whole class．Point out the example in the box．Ask two students to read it to the class．Point to the lists of customs and countries in Activity la．Tell students to first talk about these countries and customs, and then talk about other countries and customs they know about．As students work together, move around the classroom checking their work．Ask different pairs of students to ask and answer a question for the class．Step ⅤHomeworkReview the target language．The Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularygreet, be supposed to（2）Target LanguageHow was the dinner at Paul’s house last night?Well, it was OK, but I made some mistakes．I was supposed to arrive at 7:00, but I arrived at 8:00．2．Ability Objects（1）Train students’ listening ability．（2）Train students’ communicative competence．3．Moral ObjectsWhen you’re invited to a place, you mustn’t be late, greet people the wrong way and wear the wrong clothes．That is, you should act according to your host’s customs．Ⅱ．Teaching Key Points1．Key V ocabularygreet, be supposed to2．Target LanguageHow was the dinner at Paul’s house last night?Well, it was OK, but I made some mistakes．I was supposed to arrive at 7:00, but I arrive at 8:00．3．StructureWhat are you supposed to do when you meet someone?Ⅲ．Teaching Difficult Points1．the target language2．How to improve students’ listening ability．Ⅳ．Teaching ProceduresStep ⅠRevisionCheck homework．Ask some pairs to act out their conversations according to Activity 1a．Step Ⅱ2aLook at the picture and ask students to tell What is happening．Help students understand that the people are at a picnic．Point to Maria and ask, what’s Maria wearing? （She is wearing a dress．）Ask, Does she look comfortable? （No．）Read the instructions and point to the four mistakes on the list．Ask different students to read the mistakes to the class．Listen to Maria talking to a boy about what happened at the picnic．She made several mistakes．Listen to the recording and check the mistakes she made．Play the recording．Students only listen the first time．Play the recording again．Get students to check the mistakes Maria made．Check the answers with the class．Step Ⅲ2bGo through the instructions with the class．Point out the blanks in the four sentences．Invite a student to read the first sentence．Play the recording again．Let students fill in the blanks with the words they hear alone．Correct the answers with the class．Step Ⅳ2cRead the instructions for the activity to the class．Look at the example in the box．Ask two students to read the conversation to the class．Point out the mistakes in Activity 2a and the sentences in Activity 2b．Role play Dan and Maria’s conversation using information from Activities 2a and 2b．Ask students to work in pairs．As they work, move around the classroom checking the progress of the pairs and offering help as needed．Check the answers by calling on different pairs to say their conversations to the class．Step ⅤGrammar FocusReview the grammar box．Get different students to say the questions and answers．Step ⅥHomeworkAsk students to write at least two sentences with the sentence starters in Grammar Focus．The Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyland, drop by, after all, relaxed, a bit（2）Target LanguageCan you tell me the things I’m supposed to do?The first thing is to greet the teacher．Okay．What should I say?You are supposed to say "good morning, teacher．"2．Ability Objects（1）Train students’ integrating skills．（2）Train students’ communicative competence．Ⅱ．Teaching Key PointTrain students’ integrating skills．Ⅲ．Teaching Difficult PointHow to improve students’ integrating skills．Ⅳ．Teaching ProceduresStep ⅠRevisionT: In last period, we summed up the expressions for telling what you are supposed to do．Now I’ll check your homework．I’ll ask some pairs to act out the conversations before the class．Step Ⅱ3aRead the instructions．Do you know what an opinion is?Ask a student to answer it．（An opinion is what you think or how you feel about something．）Look at the chart．Point to the word attitude on the chart and say, An opinion is like an attitude．Tell students what they will write in the chart．Ask students to read the first paragraph on their own．When they read, move around the classroom helping them as necessary．Then ask students to read the second paragraph．Again, as they read, move around the classroom answering any questions．Then read the instructions again and point out the chart．Point to the words attitude toward and ask what other words in the instruction line mean the same thing（opinions of）．Invite a student to read the sample answer to the class．Then let him point out which sentence the answer is found in．Ask students to read the paragraphs again and complete the chart on their own．Correct the answers with the class．Step Ⅲ3bGo through the instructions for the activity with the class．Look at the example in the box．Ask two students to read the conversation to the class．First practice this conversation with a partner．Then talk about your attitude toward being on time and getting together with your friends．Use true information．Have students work in pairs．Ask some different pairs to say their conversations to the class．Step ⅣPart 4Let students read the instructions．Ask a pair of students to model the sample dialogue．Correct any pronunciation errors to make sure the students are providing a good model for the rest of the class．Get students to complete the work in pairs．As they work, walk around the classroom offering help as needed．Review the task．Ask a few students to share their conversations with the whole class．Step ⅤHomework1．Write a conversation using the information in Part 4．2．Finish off the exercises on pages 49～50 of the workbook．The Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularywipe, napkin, stick, chopstick, rude, point, pick up（2）Target LanguageWe’re supposed to eat with chopsticks．Yes, and it’s rude to eat with our hands．2．Ability Objects（1）Train students’ listening ability．（2）Train students’ ability to understand the target language in spoken conversation．（3）Train students’ ability to use the target language．Ⅱ．Teaching Key Points1．Key V ocabularywipe, stick, chopstick, rude, point, pick up2．Target LanguageWe’re supposed to eat with chopsticks．Yes, and it’s rude to eat with our hands．Ⅲ．Teaching Difficult Points1．Flow to improve students’ listening ability．2．How to use the target language．Ⅳ．Teaching ProceduresStep ⅠRevisionCheck homework．Get some students to read out their conversations using the target language in Section A 4．Collect their conversations and help correct their errors．Step ⅡPart 1Look at the picture and ask students to say what is happening in it．Look at the title, Mind your manners!Ask．What do you think it might mean?Read the instructions and point to the five statements about manners．Ask students to read the statements．Review the five statements to be sure students understand what each one means．Ask students to act out them．Then ask students to complete the quiz on their own．Correct the answers with the class．Step Ⅲ2aRead the instructions to the class．Review what an exchange student is and what table manners are．If necessary, translate them into Chinese．Look at the four pictures．You will hear the exchange student Steve, talking with his Japanese friend, Satoshi．Satoshi is explaining some things you are and aren’t supposed to do when eating in Japan．Point to the boxes where students are supposed to write a number next to each picture．Say, Number these 1 through 4 to show the order you hear Satoshi talk about, these things in the recording．Play the recording the first time．Students only listen．Play the recording a second time．As they listen to the recording this time, let students number the pictures．Correct the answers with the class．Step Ⅳ2bRead the instructions and point to the numbered list of sentence starters and the lettered list of sentence endings．Ask different students to read the two lists．You will hear the same recording again．Play the recording again．Ask students to write the letters in the blanks alone．Check the answers with the class．Step Ⅴ2cGo through the instructions for the activity with the class．Look at the example in the box．Ask two students to read the sentence starters．Now, complete each one with a true statement about table manners in your country．Ask two students to read their sentences．Point out the sentence starters in Activity 2b．Say, Have a conversation about table manners in your country with a patter．You can use the sentence starters in Activity 2b to help you get started．Have students work in pairs．Ask one or two pairs of students to say their conversations to the class．Step ⅥHomeworkTalk about the table manners in your country using the sentence starters inActivity 2b．The Fifth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularytable manners, behave, be/get used to, cut up, full, fork, You should…（2）Practise reading an article．（3）Practise writing something using the target language．2．Ability Objects（1）Train students’ reading ability．（2）Train students’ writing ability．Ⅱ．Teaching Key PointPractise reading and writing using the target language．Ⅲ．Teaching Difficult PointHow to write an e-mail message．Ⅳ．Teaching ProceduresStep ⅠRevisionReview the target language presented in this unit．Check homework．Ask two students to read out their sentences．Step Ⅱ3aCall attention to the e-mail message．Invite a student to read the article aloud to the class．Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．Read the instructions to the class．Ask students to read the e-mail again．Say,Now read the e-mail．Answer the questions in your exercise book．As students work, move around the classroom and offer help as necessary．Check the answers with the class．Step Ⅲ3bRead the instructions to the class．Point to the beginning of the e-mail message．Read it to the class．Here are some things you need to know about table manners when you visit Japan．First of all, you should…Look back at the pictures in Activity 2a and the matching exercise in Activity 2b．You can use the pictures and information in Activities 2a and 2b to help you write your letters．Ask students to finish the activity on their own．As they work, walk around the classroom offering help and answering questions as needed．Check the answers with the class．Ask a student to read his completed article to the class．Step Ⅳ3cRead the instructions and ask students to look back at Activity 2c．Remind students that they made conversations about table manners in their own country．Say．You can use the ideas you talked about in Activity 2c as you write your email messages．Get students to finish the activity on their own．As students work, move around the room offering help as needed．Ask a student to read his or her message to the class．Have other students add any information that is missing from the first student’s report．Step ⅥHomework1．Read the e-mail message in Activity 3a again．2．Write an e-mail message to a friend about table manners．The Sixth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Fill in blanks and make sentences using arrive, meet, spend, behave and imagine．（2）Finish the story．（3）Complete the crossword．2．Ability ObjectsTrain students’ writing ability．3．Moral ObjectsYou are supposed to learn much more table manners, It is very useful and helpful, especially when you are in foreign countries．Ⅱ．Teaching Key Points1．Fill in blanks and make sentences．2．Finish the story．Ⅲ．Teaching Difficult Points1．Make sentences using arrive, meet, spend, behave and imagine．2．Finish the story．Ⅳ．Teaching ProceduresStepⅠRevisionCheck homework．Ask a student to read the e-mail message in Activity 3a．Then ask a student to read his/her own e-mail message．StepⅡPart 1Look at the words in the box．Ask a student to read them．Make sure students understand the meaning of the words．Then say, Fill in the blanks with the words．In some cases, students may need to use another form of the word, for example adjusting for tense or subject/verb agreement．Ask students to fill in the blanks on their own．Check the answers．Five students each read a sentence, filling in the blanks．The rest of the students check their answers．Ask students to make their own sentences with the words, preferably sentences that aremeaningful．Move around the classroom．Collect a few students’answers with mistakes on the blackboard．Then help students correct the mistakes．Step ⅢPart 2Go through the instructions with the class．Explain them to students．Get students to complete the work in pairs．Invite a few students to read the end of the story．Answers will vary but will probably include watching what others do first or asking the host or hostess or one of the guests．A sample end of the story…What I finally decided to do was to watch what others do and follow them．Step ⅣPart 3Do the example with the class to show them how to do a crossword puzzle．Ask students to complete the crossword puzzle on their own．Check the answers with the whole class．Step ⅤJust for Fun!This activity provides reading and speaking practice with the target language．Ask students what is funny about the cartoon．Help students to explain．The little boy bought his grandmother a cat instead of a hat, but his grandmother loves it anyway．Step ⅥSummary and HomeworkIn this class, we’ve done much writing practice using the key vocabulary words．After class, please finish off the story in 2 in your textbooks．Then finish off the exercises on pages 50～52 of the workbook．The Seventh PeriodⅠ．Teaching Aims and Demands1．Knowledge ObjectsKey V ocabularydie, succeed, sacrifice, path, honor, dead-end road, get into trouble, give up, keep shipping, military school2．Ability ObjectsImprove students’ reading and writing skills．Ⅱ．Teaching Key PointTrain students’ reading and writing skills．Ⅲ．Teaching Difficult PointTrain students’ reading and writing skills．Ⅳ．Teaching ProceduresStep ⅠKey V ocabularyShow the following vocabulary by cards．Careful-reading to get the detailed information．Say the words and have students repeat them again and again until they can pronounce them fluently and accurately．Step ⅡPart 1Read the title Parent helps child to the class．Ask, What do you think the article is about, based on the title?Look at the picture．Ask students to describe what is happening in the picture．Ask students to discuss the four questions．Students do not look at the reading text．Instead, they use their background knowledge to try to answer the questions．As they work, walk around, looking at their progress．When most students finish the task, ask students to compare their answers with a partner,Elicit answers from the students．Ask, Do you have any other answers? Do not give the correct answers to the students at this point．Wait until students have finished the reading and let them revise their answers accordingly．Step ⅢPart 2Go through the instructions with the class．Ask students to complete the task individually or in pairs．Make sure students discuss their reasons in English．As they work, walk around the classroom offering help as necessary．Ask students to read their answers．Encourage students to use complete sentences．Step ⅣPart 3Look at the story．Pay attention to the words indicated in bold．Ask different students to guess the meaning．Don’t give them the correct answers．Ask students to read the article once．Say, Pay attention to the bold words and expressions．And note any other words or sentences you don’t understand．Read in context, guessing the meanings of words and phrases from the other words around them．Ask students to read’ the article again for comprehension．Go through the instructions with the students and have them look at the example．Ask students tocomplete the next word on the list on the left．Students are matching words to meanings．As they work, walk around the classroom offering help as necessary．Students complete the task．Remind them to look at the story again for extra help．Have students report their answers．Encourage them to use complete sentences．Step ⅤPart 4Go through the task with students．Elicit the first answer from students from memory．Check that they understand what they need to do．Ask students to do the activity on their own or in pairs．Students should try to remember or guess the answers before looking at the reading．As they work, walkaround the classroom offering help students may need．Check the answers．Invite different students to give their answers and give the correct statements for the ones that are false．Step ⅥPart 5Read the instructions with the students．Divide the class into small groups to do the activity．Give students help thinking of different fun and educational activities．Walk around the classroom offering help as needed．Cheek the answers．Have students share their answers with the class．StepⅦSummaryIn this class, we’ve practised a lot of reading and writing．Step ⅧHomework1．Read the story in Activity 2 again for further comprehension．2．Revise the target language in this unit．。
人教版英语9年级全册Unit12_SectionA(1a-2d)教案
Unit12 SectionA（1a-2d）教案1.0Teaching Analysis教情分析1.1Teaching Objectives 教学目标1.1.1Language goals 语言目标1.1.1.1 Key Words and Chunks1.1.1.1.1 For applying: ring, go off, wake up, already, put on, brush one’steeth, wash one’s face, be late for, at least1.1.1.1.2 For comprehending: give … a lift, rush out, luckily1.1.1.3 Sentence Structures1)W hat happened?2)L ife is full of the unexpected!3)B y the time I got up, my brother had already got in the shower.4)W hen I got to school, I realized I had forgotten my backpack at home.5)M y alarm clock didn’t go off! I kept sleeping, and when I woke up it wasalready 8:00 a.m.!6)S o I just quickly put on some clothes and rushed out the door.7)L uckily, Carl’s dad saw me on the street and gave me a lift in his car.8)B ut before I got to the bus stop, the bus had already left.9)W ell, at least by the time you got to school, you were only five minuteslate for class.1.1.1.4 Grammar Focus1)B y the time I got up, my brother had already got in the shower. (by thetime引导时间状语从句，had + 动词过去分词形式表示过去完成时态)2)W hen I got to school, I realized I had forgotten my backpack at home.（when引导时间状语从句，had + 动词过去分词形式表示过去完成时态）3)W ell，before I got to the bus stop, the bus had already left. （before引导时间状语从句，had + 动词过去分词形式表示过去完成时态）1.1.2Ability goals 能力目标1.1.2.1 学会用when/ by the time引导时间状语从句，用“had+动词过去分词形式”谈论过去的事情。
人教版九年级英语Unit 12 Life is full of the unexpected. 全单元教案
Unit 12Life is full of the unexpected.Language Goal【语言目标】Narrate past events Knowledge Goals【知识目标】Key Wordsunexpected，backpack，oversleep，block，worker，above，burn，alive，airport，till，west，cream，pie，bean，market，fool，discovery，lady，cancel，officer，believable，disappearKey Phrases by the time，give…a lift，in line with，show up，by the end of，costume party，sell outKey Sentences1.When I woke up it was already 8：00 a．m.! 2．Before I got to the bus stop，the bus had already left.3．As I was waiting in line with the other officeworkers，I heard a loud sound.4．By the time I got to the airport，my plane to NewZealand had already taken off.Key GrammarUnderstand past perfect tense.Learn to use adverbial clauses with when，before，as，by the time to narrate past events.Ability Goals 【能力目标】1.Develop listening，speaking，reading and writing skillsby using the target languages.2．Learn to narrate past events using adverbial clauses with “when，before，as，by the time”.Moral Goals 【情感目标】1.With the help of this unit's study，students learn to paymore attention to safety.2．Learn something about April Fool's Day.Teaching Time【课时】Five periodsPeriod 1Section A(1a－2d)Period 2Section A(3a－4c)Period 3Section B(1a－1e)Period 4Section B(2a－2e)Period 5Section B(3a－3b) & Self Check本单元Section A的中心话题是讲述发生过的意想不到的事情，学习的语言项目是了解过去完成时态描述过去某一时间或动作之前已经发生或完成了的动作，运用一般过去时态描述过去某个时间里发生的动作或存在的状态。
人教版九年级英语全册Unit12sectionA教学设计
3.能够理解并运用文章中的连接词，如"however", "in addition", "on the other hand"等，使文章结构更加清晰。
4.提高阅读理解能力，通过阅读课文，了解并掌握关于未来职业规划、环保等方面的信息。
-创设轻松、愉快的课堂氛围，鼓励学生大胆开口说英语。
-设计各种角色扮演、小组讨论等活动，提高学生的听说积极性。
-利用听力材料，进行听力训练，提高学生的听力水平。
4.情感态度与价值观的引导：
-结合教学内容，引导学生关注未来规划，树立正确的人生观和价值观。
-通过讨论环保问题，培养学生的环保意识和社会责任感。
1.学生在语法方面，对将来时态的掌握程度不同，部分学生可能存在运用不当的问题，需要针对性地进行巩固和指导。
2.在词汇方面，学生对与未来规划、环保等主题相关的词汇掌握不足，需要通过丰富多样的教学活动，帮助学生拓展词汇量。
3.阅读理解能力方面，学生对文章结构的分析、连接词的运用尚显不足，需要在教学过程中逐步引导和培养。
作业布置时，教师需注意以下几点：
1.作业量适中，避免给学生造成过重的负担。
2.关注学生的个体差异，适当调整作业难度，使每位学生都能在完成作业的过程中得到提高。
3.鼓励学生主动参与，培养他们的自主学习能力。
4.及时批改作业，给予学生反馈，帮助他们发现问题并及时改正。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本章节的重点在于学生对将来时态的掌握，以及与未来规划、环保等主题相关的词汇运用。
难点：学生对一般将来时态的运用，以及文章中连接词的准确使用。
新人教版九年级英语下册《nit 12 Life is full of the unexpected. Section A 3a—3c》教案_13
Unit12 SectionA（3a-3c）教学设计I. Teaching objectives 教学目标nguage goals 语言目标Key Words and phrases: find a job, arrive at, be about to, even though, be eastfrom, loud, rise, go straight, be full, turn into, until/till,unexpected, stare, above, take off, go on, hear about, theWorld Trade Center, in line, in disbelief, to be alive, endupSentence Structures:1)I was about to go up when I decided to get a coffee first.2)I went to my favorite coffee place even though it was two blocks eastfrom my office.3)A s I was waiting in line with other office workers, I heard a loud sound.4)B efore I could join the others outside to see what was going on, the firstplane had already hit my office building.5)I felt lucky to be alive.6)a nd realized that my alarm never went off.7)B y the time I got to the airport, my plane to New Zealand had alreadytaken off.8)W hat bad luck!9)M y bad luck had unexpectedly turned into a good thing.Grammar Focus1）I went to my favorite coffee place even though it was two blocks east from my office. (even though…在本句中引导一个让步状语从句，意为“即使，尽管”。
九年级英语第十二单元教案Unit-12--Life-is-full-of-the-unexpecte
Unit 12 Life is full of the unexpected.Unit 12 Section A 1 (1a-2d)一、教学目标：1. 语言知识目标：…a lift,1) 能掌握以下单词及短语：unexpected, by the time, backpack, oversleep, ring, give2) 掌握By the time I got outside, the bus had already left.When I got to school, I realized I had left my backpack at home.3) 掌握过去完成时时态，结构及用法。
2. 情感态度价值观目标：能学会合理安排自己的学习和生活，做到守时守信。
二、教学重难点1. 教学重点：过去完成时的用法。
2. 教学难点：用过去完成时叙述过去的事件。
三、教学过程I . Warm-upGreeting.I.Lead-inDo you remember any unexpected situation in your daily life? 展示几张尴尬的人的图片。
Ask: What do you think of the people in these pictures?Ss: They look scared/bad.T: What happened to the boy?Ss: He broke his arm. He is getting an electric shock.T: I was late for work today. When I got up, I found my clock had rung. It was 7:30.By the time I went to the bathroom, my son had been in. So I had to wait. When I went out, I found mymotorbike had broken down. (老师讲述自己迟到的经历，激起学生对一下内容的学习)。
人教版九年级英语Unit 12 Life is full of the unexpected Section A 教案
人教版九年级英语Unit 12 Life is full of the unexpected第一课时Section A（1a ~ 2d）I. I. 知识目标II. 课堂环节§自主学习方案【自学自查】根据汉语提示完成单词。
1. I got to school late because I overslept（睡过头）this morning.2. When I got home, I realized I had left (遗忘)my English book at school.3. It’s cold outside (在外面), you’d better wear more clothes.4. When I got to school, I realized（意识到）I forgot to bring my homework.5. You’d better put your homework in your backpack (背包).§课堂导学方案Step 1 情景导入Teacher: For one or more times in our school times, we are late for school. Have you ever been late for school? Can you tell me why? And what happened to you that day?Students: ___________.①Yes, I have been late for school one times. Because…②I was nearly late for class one day and ……Step 2 完成教材1a-1c的任务【操作案例】1. 要求学生翻开课本P89，迅速阅读1a部分的内容。
并按要求完成课本上相应的任务: Look at the pictures what happened to the girl.（1分钟）2. 检查答案，先要求全班一起给出答案并检查讨论。
(完整版)人教新目标九年级英语Unit12SectionA(1a-2d)教案
Unit 12 Life is full of the unexpected.Section A 1a-2d 教学设计内容分析本课是人教版九年级第12单元的教学内容。
本单元主要学习如何讲述过去发生的事情。
能够理解过去完成时（past perfect tense)，能正确使用有when, before, as, by the time引导的时间状语从句表示过去发生的事情。
话题是unexpected events,贴近学生生活实际，能引起学生的学习欲望。
Section A部分的中心话题是讲述发生过的意想不到的事情。
教学重点是让学生明白过去时态和过去完成时态的区别，并能运用这两种时态叙述过去发生的事情。
本课是一节听说课。
学习内容围绕女孩Mary因为晚起导致上学迟到等一系列后果。
本课是本单元的第一课时，在整个单元中起着话题导入的作用。
内容贴近学生的生活实际，所含功能句都是日常生活用语，因此课堂任务应侧重培养叙述的语言实践能力。
1a-1c用五福主题图片呈现了女孩Mary遭遇到的一系列意想不到的事件场景：睡过头、浴室被占用、跑步出门、错过校车和把书包落在家。
活动围绕这五幅图片，以看图说话、听力及对话展开是整个Section A 部分的基础。
这部分还引入了新的语法结构：过去完成时。
学情分析本节课的中心话题是围绕女孩Mary因为晚起导致一系列意想不到的事件。
在讲述过程中，when, before, as, by the time引导的时间状语从句用一般过去时态，这个时态由于是复习，学生易于掌握。
同时导入过去完成时，让学生了解过去完成时态描述过去某一时间或动作之前已经发生或完成的动作。
这是重点也是难点。
由于话题贴近学生生活实际，在学习的过程中，结合女孩Mary 的bad day的情景讲述，很容易激发学生的同感并引起其学习兴趣。
【教学目标】：1. 语言知识目标：（1）学生能掌握以下单词及短语：unexpected, by the time, backpack, oversleep, ring, give …a lift,（2）学生能够掌握过去完成时的结构和用法。
初中英语人教版九年级Unit12《Section A 3a—3c》省级名师优质课教案比赛获奖教案示范课教案公开课教案
初中英语人教版九年级Unit12《Section A 3a—3c》省级名师优质课教案比赛获奖教案示范课教案公开课教案【省级名师教案】1教学目标1. 语言知识目标:1) 学习掌握下列单词和短语:block, in line with, worker, stare, disbelief,above, burn, burning, alive, airport, till, west2) 能掌握以下句型:Life is full of the unexpected.I was about to go up when I decided to get a coffee first.As I was waiting in line with other office workers, I heard a loud sound.Before I cold join the others outside to see what was going on,the first plane had already hit my office building.3) 进一步熟练掌握过去完成时的用法。
2. 情感态度价值观目标:1) 通过学习使学生认识到生活中充满着许多出乎预料的事件,培养学生正确看待事物的积极心态。
2)能运用所掌握的语法,句型和词汇进行交流。
3)能比较流利地讲述自己曾经有的特别的一天。
2学情分析从整体来说,学生的学习积极性还是比较强的,大多数学生学习态度较端正。
部分学生学习的兴趣不够浓厚,学习的主动性不强,两极分化现象比较严重,尖子生不够突出。
从几次小考的情况看,学生各学科之间发展不平衡,存在着偏科的现象,尤其是英语学科,有一部分学生(特别是男生)英语特别差,独立解决问题的能力也比较差。
大部分学生还存在着依赖性,不愿意自己探究知识,没有好的学习习惯,还要教师在今后的学习中进行渗透。
3重点难点1)掌握本课时中出现的生词block, in line with, worker, stare, disbelief, above, burn, burning, alive, airport, till , west 2) 学会用过去完成时叙述自己曾经有的特别的一天。
人教版英语九年级全册Unit12 SectionA(3a-3c)精品教案
Unit12 SectionA〔3a-3c〕精品教案一、教学目标：1. 语言知识目标：1) 学习掌握以下单词和短语：block, in line with, worker, stare, disbelief, above,burn, burning, alive, airport, till , west2) 能掌握以下句型：Life is full of the unexpected.I was about to go up when I decided to get a coffee first.As I was waiting in line with other office workers, I heard a loud sound.Before I could join the others outside to see what was going on, the first plane had already hit my office building.3) 进一步熟练掌握过去完成时的用法。
2. 情感态度价值观目标：1) 通过学习使学生认识到生活中充满着许多出乎预料的事件，培养学生正确对待事物的积极心态。
2〕能运用所掌握的语法，句型和词汇进展交流。
3〕能比拟流利地讲述自己曾经有的特别的一天。
二、教学重难点1. 教学重点：1)掌握本课时中出现的生词block, in line with, worker, stare, disbelief, above, burn, burning, alive, airport, till , west2) 学会用过去完成时表达自己曾经有的特别的一天。
2. 教学难点：用过去完成时表达自己曾经有的特别的一天。
三、教学过程Ⅰ. Revision1. Could you please make sentences with these words and phrases below? unexpected adj.出乎意料的by the time … 在……以前backpack n. 背包oversleep v. 睡过头；睡得太久2. Please make your own sentences.By the time I got home, _____________.By the time I came in, ______________.By the time I got to school, __________.By the time the bell rang, ___________.By the time I got up, _______________.3. Retell the story of Mary’s bad day according to the pictures in 1a and 2a.Ⅱ. DiscussionTell Ss Life is full of the expected. Did you experience the expected things? Share your story with the class.Ⅲ. ReadingWork on 3a. Read the passage and answer the questions:1) Which two events does the writer mention?2) How did the writer end up missing both events?1. Ask Ss to have a look at the questions before they start.2. Let Ss complete the work on their own.3. After a while, ask some students to report their answers to the class．Write the events on the blackboard as they report．Keys: 1). The writer mentions the September 11 attack in New York and the earthquake in New Zealand.2). The writer went to get a coffee first and was not in the office when the plane hit the World Trade Center. He/she had overslept and missed his/her flight, so he/she was able to avoid the earthquake.4. After checking the answers, tell students to read the article again more carefully．Tell them to fin d out the words or sentences which they can’t understand this time．Do some explanation and make sure that the students make everything clear about thearticle．5. Ask students to pick out the sentences with the Past Perfect Tense．Tell them to underline them and come up with the reason to use the tense．阅读方法指导：快速阅读全文，注意描述事件的关键词或短语，有助于整篇文章的理解。
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复习课Grade9 Unit 12复习目标：1. 复习12单元的所有单词；熟练掌握12单元中的加粗单词、重点短语、重点句子和语法。
熟练运用过去完成时来谈论一些过去生活中意想不到的事情。
2. 复述Unit12A--3a, Unit12B--2b;掌握Unit12Grammar Focus中的过去完成时。
根据思维树复述A3a和B2b。
3.根据以上3a和2b的所学知识结合学生学习和生活的实际，谈一下自己经历过的意想不到的事情。
4.查缺补漏，巩固所学内容。
5.培养青少年自我判定是非的能力.自主复习内化：一、根据下列汉语默写单词。
第一种：名词1.背包_____2.服装3.街区4.豆荚5.骗局6.机场7.市场8.奶油9.傻瓜10.果馅饼_______11.意大利面条____12.女士_________ 13.军官_________ 14.工人__________15.工作日___________ 16.不信______ 17.发现，发觉________第二种: 形容词1.出乎意料的2.着火的3.是人害羞的_______4.活着的5.窘迫的________6.可相信的_______第三种：动词1.睡过头(过去式，过去分词）________ ________ ________2.铃响(过去式，过去分词）_________ _______ _________3.盯着看(过去式，过去分词）_______ ________ ________4.着火，燃烧(过去式，过去分词）________ _______ _______5.宣告，宣布(过去式，过去分词）_______ _______ _______6.取消，终止(过去式，过去分词）______ _______ ________7.消失，不见(过去式，过去分词）________ ______ _______二、根据下列汉语默写短语。
1. 在.......以前2. 出现，露面3.排队等候4.和某人成一排5.熬夜做某事6. 某人发生某事7.碰巧做某事8. 给某人开玩笑9.开始做某事10.卖光11.用光12.到.......时13.发出响声14.醒来，叫醒15.充满，装满16.捎某人一程17.盯着看18..结束做某事19.放弃做某事20.决定做某事21.怀疑地做某事.22.穿衣23.转变成24.打算做某事25冲出前门26.听说27.逃跑。
28.错误地做某事29.偶然地做某事30.着陆31.起飞32.发生33.结婚34.减肥三．把下面的句子翻译成英语。
1. 生活充满了意外。
Life______ ______ _______ the unexpected.2.在我起来的时候，我弟弟已经进入了浴室。
____ _____ ______I got up, my brother______ ______ _______ in the shower.3.因此我很快地穿上衣服，冲出门去。
So I just quickly put on some clothes and _______ _____ ______ _______.4.幸运的是，Carl的爸爸在街上看见我并捎了我一程。
_______, Carl’s dad saw me on t he street and _____ ______ _____ ______ in his car.6. 当我打算上楼，决定先喝杯咖啡。
I ____ _____ _____ go up when I _____ _____ get a coffee first.7. 就在我和别的工作人员一起排队等候的时候，听到了一个巨大的声响。
As I ______ _______ ______ ______ with the other office workers, I ______ _____ _____ ____ .8.我们怀疑地盯着那黑烟在燃烧的大楼上冉冉升起。
We ______ ____ _____ _____ the black smoke rising above the burning building.9.当我到达机场时，我的去新西兰的飞机已经起飞了。
But _____ _____ _____I got to the airport, my plane to New Zealand _____ ______ _____ ______10.当我到达学校的时候，我才意识到我把书包忘在家里了。
When I got to school, I realized I ______ ______ my backpack at home.11.到我返回学校的时候，铃声已经响过了。
_____ _____ _____ I got back to school, the bell ______ _______.12.我到达公共汽车站之前，汽车已经离开了。
Before I _____ _____ the bus stop, the bus ______ _______ _______.13.许多人跑向当地的超市去尽可能多地买意大利面条。
Many people ran to their supermarkets to buy ____＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿．１４．许多愚人节的笑话可能结束不是非常有趣。
Many April Fool’s jokes may ＿＿＿＿＿＿＿＿＿＿not very funny.１５．我是如此地高兴以至于我取消了去市场的计划。
I’m ＿＿glad ＿＿I _________ my ＿＿＿＿＿＿go to the market.（设计意图：复习是对旧知识的巩固提高。
因此不能对课本知识简单的重复。
因此要针对知识进行组合加工，由词到句。
）四、根据图画把对话用自己的话复述出来。
五、根据下表复述Unit12 Section A 3a内容。
Time Event ResultSeptember 1,2001Arrived at...8:30...wasabout...when...As...waiting...heard....Before...the first plane...Felt lucky.......February 21,2001His alarm...jumped out...went straight...Bythe time he got to...he missed...Theother...full...had to...The next morning, he heard...His bad...turned...六、根据下表复述Unit12 Section B 2b 内容。
...JokeResultOne April Fool’s Day A reporter...there would...because... Many people...to buy...By thetime...all of... Another famous trickA TV show...The discovery...The watercould...and... By the endof...telephoned...to find... Many...may end up not...A famous TV star..He asked...to...When she...hereplied... ...didn’t have...He lost...andhis show... In 1938Welles...the mars...He madeit so...that...By the time...had left...（设计意图：听力内容对学生来说一直是很难的。
利用好课本的听力材料进行基础练习，然后再提高。
）七．复习语法：Grammar Focus:八．根据语法翻译句子。
1.当我到达学校时，我意识到我把书包忘在家里了。
When I got to school, I realized that I had left my schoolbag at home.2.到我返回学校时，铃声已经响了。
By the time I got back to school, the bell had already rung.3.在我到达公共汽车站以前，车已经离开了。
Before I got to the bus stop, the bus had already left.4.汤姆说他已经完成了家庭作业。
Tom said that he had already finished his homework.5.老师问我们是否已经吃过了午饭。
The teacher asked us if we had already eaten lunch.九．Homework ：对家人进行调查，看他们在生活或工作中有没有被人愚弄或是否愚弄过别人，写篇短文，和大家分享。
当堂检测巩固班级：姓名：等级：一、完形填空（15分）阅读下列短文，选择可以填入空白处的最佳选项。
I enjoy telling stories. To those parents and teachers who 16 telling children’s stories, I have an important 17 —tell your story seriously. No matter how silly you think it is, 18 it is good enough to tell, you should tell it seriously. You should tell the story 19 the attitude of the children towards it. Perhaps I can make it 20 by telling a story.A few students of a class had prepared the story of “The Fisherman and His Wife”. The first girl felt that it was a silly story. She tried to tell it 21 , but some parts of it 22 her feel ashamed (难为情的). When she came to the words, “Oh, man of the sea, come, listen to me. For Alice, my wife …” she said them very23 . The next time she came to the same words, she said them so fast and so low that they24 be heard. And when she tried to repeat the words the last time, she could 25 go on. Of course everybody laughed, but the flavor (意味) of the story was broken.Now, it was Kate’s turn to tell the26 story. Each of her rising and falling tones (声调) showed her 27 attitude to the story. When she repeated the words, “Oh, man of the sea, come …”, the whole class could 28 the fisherman’s feeling.Those words may 29 silly, but they are important for expressing the fisherman’s feeling. If the person who tells the story thinks they are silly, 30 can see no flavor at all! So please tell your story seriously.( )16. A. forget B. finish C. prefer D. hate( )17. A. mistake B. trouble C. decision D. suggestion( )18. A. so B. until C. if D. although( )19. A. in B. with C. about D. without( )20. A. clearer B. louder C. more important D. more successful( )21. A. simply B. well C. badly D. quietly( )22. A. left B. got C. watched D. made( )23. A. slowly B. easily C. quickly D. impolitely( )24. A. need B. needn’t C. could D. couldn’t( )25. A. hardly B. still C. always D. mostly( )26. A. latest B. oldest C. same D. different( )27. A. negative B. serious C. general D. strange( )28. A. hide B. change C. invent D. imagine( )29. A. sound B. taste C. smell D. feel( )30. A. tellers B. listeners C. singers D. members三、阅读理解（10分）Although I was never a thin girl, I was always fit because I played basketball from the 5th graderight through college. But after graduation, I got married and gave up playing basketball. Then I started eating too much. In 10 years, my weight increased from 175 to 245 pounds. What was even worse, my son picked up a bad eating habit. As a four-year-old boy, he liked having French fries because he often saw me put those things into my mouth.I read an article in my husband’s health magazine. It said that being too fat can shorten a person’s life b y five to ten years. That was scary. I didn’t want to leave my son because of my poor eating habits. After that, every time I wanted to have French fries. I would think that I could be here a little bit longer if I just ate better.One of my friends told me that an organization was offering a free course to help people lose weight, so I decided to join it. The teacher gave each type of food a certain number of calories, and how many calories we needed to eat a day. After I came home from the first class, I calculated (计算) the calories of food in my meal. If I wanted, I could have pizza every night. But when I learned that one piece had a lot of calories, I decided not to eat as many pieces as I wanted. Finally, I succeeded in losing 50 pounds. In February, 2012, I was on the cover of a health magazine. And my husband always told other people that I looked better than ever.根据短文内容，选择最佳选项。