新版人教版新目标九年级英语unitunit 12-1教案
人教版九年级英语上册unit12新目标(Go for it)版九年级Unit 12 Life i(1
Life is full of the unexpected.
Look at the following pictures and talk about what you usually do in the morning.
I am waken up by the clock.
Then, I stay sleepy for a while.
一、概念 过去完成时表示一个动作或状态在过去某一 时间或动作之前已经完成或结束，也可能是 早已完成或结束，即“过去的过去”；也可
以 指过去的动作延续到过去的某个时刻。 二、结构 “had +动词的过去分词”
三、用法
1. 表示过去某一时间或动作之前已经发生或完 成的动作或存在的状态。句中常用by, before, when, until等词引导时间状语。 它是以过去某一时间为起点，所以过去完成 时是一个相对的时态，表示的是“过去的过 去”。只有和过去某时间或某动作相比较时 才能用到它。
6. Before she got a chance to say goodbye, he h_a_d__g_o_n_e__in_t_o_ the building.
4c Write two true statements and one false statement about your day yesterday. Then ask your classmates to guess the false statement.
② +过去的时间点，主句用过去完成时； 例：By yesterday, the building had been
completed. 截止昨天，这个建筑就已经完成了。 ③ +将来的时间点，主句用将来完成时。 例：By tomorrow, all the students will have been out of the school. 到明天所有的学生 都将离校。
新版人教版新目标九年级英语unitunit 12-1教案
新版人教版新目标九年级英语unitunit12-1教案新版人教版新目标九年级英语教案Unit 12-1教学目标- 研究并掌握本单元的词汇和短语- 听、说、读、写与本单元话题相关的内容- 运用所学的语言进行交流和表达- 培养学生的合作与沟通能力教学准备- 教材：新版人教版九年级英语教材- 多媒体设备：投影仪、电脑- 研究资源：练册、单词卡片、图片教学过程1. 导入新课- 通过展示相关图片和单词卡片，引出本单元的话题：“旅行”。
2. 温故知新- 让学生回顾并复上一单元的相关内容，引出本单元的新词汇和短语。
3. 研究新知- 逐步介绍本单元的新词汇和短语，通过图片和例句的形式帮助学生理解和记忆。
4. 听说训练- 播放录音，让学生跟读并模仿语音语调。
- 通过小组活动和角色扮演，让学生运用所学语言进行对话练。
5. 读写训练- 学生朗读课文并展示理解。
- 分组进行阅读理解练，学生互相提问和回答问题。
- 写作练：要求学生根据所学内容，写一篇与旅行相关的短文。
6. 练与巩固- 练册相关练，巩固所学知识点。
- 小组活动：让学生在小组内编写一个模拟旅行的对话，并进行表演。
7. 总结与反思- 回顾本课所学内容，进行总结和复。
- 让学生分享他们对本单元的理解和研究体会。
教学评价- 观察学生的参与度和表现，进行口头评价。
- 收集并批改学生的书面作业，并给予指导和反馈。
- 学生小组表演和讨论的观察评价。
拓展延伸- 布置一些与旅行相关的项目作业，鼓励学生开展实际调查和研究。
- 鼓励学生使用所学语言进行真实情境的交流和表达。
参考资料- 新版人教版九年级英语教材- 练册- 多媒体资源。
人教版新目标九年级英语Unit12Lifeisfulloftheunexpected教学设计
Unit 12 Life is full of unexpected教学设计Ⅰ.Teaching objectives:1.Knowledge and abilities:to let students master the new words and phrases about the topic shows: tricks, celebration, Spaghetti, announce, cancel, reply, response, result, special,April Fool’s Day, run out of, hoax, embarassing, flee, Italy…to let students learn the culture of April Fool’s Day and jokes, get the sense of the grammar “the past perfect tense”eg.: All of the spaghetti across the country had been sold out.2. Procedures and methods:to help students learn how to use the reading strategies in the reading comprehension, such as prediction, skimming, scanning, and guessing the meaning of the words from the context…to help students get the main idea of the text by the mind map.3. Emotional attitudes and moral values:to let students believe in themselves.“Jokes are common in our lives. Life is full of unexpected(意外). Accept it, enjoy it and challenge it”Ⅱ.Teaching key points and difficult points:Key points: 1.to let the students learn how to use the reading strategies in reading comprehension.2.to learn the grammar words and structures “the past perfect tense”totalk about this topic: Life is full of unexpected.Difficult points:1. to let the students learn how to use the reading strategies in different reading comprehension.2. to learn the grammar words and structures to talk about the similartopics.Ⅲ.Teaching methodsTask-based teaching method assisted with activity approach and audio-visual methodⅣ.Teaching aids: the CAIⅤ.Teaching proceduresStep 1 Pre-reading and Lead in通过前几天大雪的话题引出a joke及people play jokes on each other，导入过程渗透本节课出现的生词与词组。
人教版英语九年级全册Unit12优秀教学案例
3.提醒学生按时提交作业，并告知作业的评价标准。
作为一名特级教师，我深知教学内容与过程的重要性，因此，在教学过程中，我会精心设计每一个环节，关注学生的学习进度，调整教学策略，以确保每个学生都能在课堂上充分参与，提高自己的英语水平。同时，我还会注重引导学生将所学知识运用到实际生活中，让学生真正体会到英语学习的乐趣和价值。
3.任务型教学法：本案例采用任务型教学法，设计各种任务活动，让学生在实践中学习、运用语言，提高其语言实际运用能力。同时，任务型教学法有助于培养学生的团队协作能力和解决问题的能力。
4.情感态度与价值观的培养：本案例注重对学生情感态度与价值观的培养，引导学生关注日常饮食与健康，培养学生养成良好的饮食习惯，提高其健康意识。同时，通过本节课的学习，使学生形成积极、向上的价值观，明白只有身体健康，才能更好地面对生活的挑战。
3.各小组派代表进行汇报，其他小组成员进行评价，教师给予指导和建议。
（四）总结归纳
1.教师引导学生总结本节课所学内容，如核心词汇、句型等。
2.让学生谈谈自己对本节课内容的理解和感悟，培养其反思能力。
3.强调在日常生活中保持健康饮食习惯的重要性，引导学生关注健康。
（五）作业小结
1.布置作业：要求学生运用本节课所学知识，写一篇关于自己饮食习惯的短文。
（二）问题导向
1.针对本节课的学习内容，设计相关问题，引导学生进行思考，激发其求知欲。
2.采用问答的形式，让学生主动参与到课堂中来，培养其思维能力和解决问题的能力。
3.鼓励学生提出问题，培养学生敢于质疑的精神，使其在学习过程中始终保持积极的状态。
（三）小组合作
1.将学生分成若干小组，鼓励他们相互合作，共同完成任务。
人教新目标九年级英语unit12备课
课题：Unit 13 Rainy days make me sad.主备人：雷月玮周节次：授课人：授课时间：组长审阅：主管领导审阅：洛滨中学教学工作要求一、关于备课：（一）总的原则：精于集备、简化个备、分工撰写、资源共享、重视反思、突出个性。
（二）备课流程：1、主备环节：教师在组长的安排下，按照分工，对要备写的课程形成书面教案，完成在“一次备课”栏内（要求环节齐全，包括分层作业、当堂练习内容，若有教辅资料内容注明页码即可）。
2、集体备课环节：组长负责，主备人带领全组教师进行集备，主备人准备工作包括以下几个方面：a) 统一当节所讲的内容、围绕本册书、本单元的教学目标，确定当节目标；b）搜集课程资源、疏通知识点、统一教法、统一学法；c）统一分层次作业、统一当节的课堂训练题、统一辅导内容；d）讨论疑难问题，在主备人备课的基础上提出建议（将建议手写在“集体研讨”栏内）。
3、教师个人二次备课环节：在集体备课的基础上，教师个人根据班情、学情进行二次备课，并手写在“二次备课”栏内。
4、坚持集体备课提前一周审批制度：主备人备好后，周一集体研讨，主备人进行修订；组长审批后，方可印发（周三前完成审批及印刷工作）。
(三)备课检查：坚持周查制度，由年级领导主查，校长抽查。
二、关于作业布置作业实施分层布置，具体步骤：（一）学生编组的分层（教师个人进行）各科任教师根据学生学习情况、能力倾向和学习目标，将班级学生划分为三个层次：a层次（a宏志组）、b层次（b提高组）、c层次（c奋进组）。
学生分组进行动态管理，即经过一阶段时间学习后，教师应适时地根据学生变化，适当进行动态调整。
分层后，要让学生明确自己当前所处的层次。
（二）做好分层作业设计（备课组统一）作业的分层设计是关键和难点，要求教师在认真钻研教材的基础上，要精心设计作业。
要求在每次作业中，设置基础题、提高题、探究题三个层次的作业题目，要求a层次学生三类题都必须完成，b层次学生完成A、B层次作业题，c层次学生要求完成A层次作业题。
九年级英语Unit 12-1学案设计
义务教育基础课程初中教学资料Unit 12 Life is full of the unexpected.Period 1 Section A 1a-2d【课型】听说课学习目标1.能够掌握并熟练运用本课重点词汇:backpack,oversleep,give...a lift,by the time,ring。
2.能够掌握过去完成时的结构及用法。
过去完成时用法:(1)构成:由“助动词had(用于各种人称和数)+过去分词”构成。
否定式:had not+过去分词。
(2)初步运用本课重点目标语言描述过去发生的事。
本课重点句如下:1)By the time I got up,my brother had already gotten in the shower.2)By the time I got outside,the bus had already left.3)When I got to school,I realized that I had left my backpack at home.4)By the time I got back to school,the bell had rung.5)By the time I walked into the class,the teacher had started teaching already.3.能够基本听懂含有本课重点词汇和目标语言的听力材料。
初步了解听前的预测技巧,听的过程中有目的地获取信息,同时听的过程中初步感知过去完成时的结构的句子。
学习过程【自主学习】预习本课生词,会拼写:backpack,oversleep,give...a lift。
简单讲述自己或他人的一次迟到经历:My/His bad day。
【新课导入】谈论自己迟到的经历:I had a bad day last month.When I...【新知呈现】观察图片,讨论问题并预测,学习新知:What happened to Mary?oversleep-overslept-overslept by the timerush out the door whenran all the way to...realized...had left...at home【课堂探究一】Listen to1b,and complete the sentences.(1)By the time I got up,my brother already in the shower.(2)By the time I got outside,the bus already.(3)When I got to school,I realized I my backpack at home.【观察与思考1】比较上面三个句子有什么共同特点?是什么复合句?连接词是,主句的时态是,从句的时态是过去完成时态的结构。
新人教版九年级英语 unit 12-1-优质教案.docx
English
年级
9
班级
课型
fresh
课时
1 / 6
媒体
a tape recorder, CAI
课题
Unit 12 Life is full of the unexpected.Section A 1a~1c
话题
Unexpected events
功能
Narrate past events
教
学
目
标
2.Ask the students to pay attention to the pictures in activity 1a. Ask students to tell what they see.
Picture1: She overslept.
Picture2:She wants to go into the bathroom. She can't because someone is taking a shower.
When I got to school, I realized Ihad leftmy backpack at home.
Structure：had + done
反
思
知识
技能
1.Target language:
By the time I got up, my brotherhadalreadygotten.
When I got to school, I realized Ihad leftmy backpack at home.
2.Grammar:
Know about the past perfect tense: had + v-ed
九年级英语unit12第一课时教案
Unit 12 You're supposed to shake hands.Section A(1a-2c)Ⅰ.Teaching Aims and Demands1.Knowledge Objects(1) Key V ocabularybow, kiss, be supposed to, shake hands, custom，greet(2) Target LanguageWhat are people in Korea supposed to do when they meet for the first time?They're supposed to bow.How 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 at8 : 00.2.Ability Objects(1) Train students' listening ability.(2) Train students' communicative competence.3.Moral ObjectsBefore you meet foreigners, you should learn some customs. In this way, you can act politely and properly. When 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 PointsTarget languageⅢ.Teaching Difficult Points1.How to train students' listening ability.2.How to train students' communicative competence.Ⅳ.Teaching Methods1.Scene teaching method2.Listening-and-answering activity to help the students go through with the listening material.Ⅴ. Teaching ProceduresBefore class, play a song “Hello, hello〞Step 1. Greetings and duty report.First, let’s have a duty report. Who’s on duty today?Ask students to tell about some things that are good and bad to do in school.We should do our homework every day. We should raise our hands before we talk. We shouldn’t arrive late for class…Ask some questions according to the report.Step 2. Leading inBefore class, we heard a beautiful song “Hello, hello〞When are we supposed to say “hello〞? (when we meet someone)In our country, when you meet someone for the first time, what should you do?Present “shake hands〞〔板书〕This class, we’ll begin to learn Unit 12 You're supposed to shake hands. 〔板书〕Step 3. Presentation1. In China, we should shake hands.(we can also say)= In China, we are supposed to shake hands.2. Different countries have different customs.(习惯, 风俗)For example,In India, they are supposed to put hands together in front of the chest.In some countries, people are supposed to…bow.In some countries, people are supposed to…kiss.Read and write the words, please.3. Show the national flags of some countries.Do you know these countries? Say them one by one.4. 1a. What are people supposed to do when they meet for the first time?Match the countries with the customs.If you are not sure, you can guess or discuss.Step4. Listening 1b1. Please listen carefully and say if you’re right.Check the answers with the class. Invite students to read the answers.Answer like this: In…, they are supposed to…2. Listen again and fill in the blanks.A1: What are people__________ to do whenthey meet in your country, Celia?B1: Well, do you mean when people meet forthe first time?A1: Yeah.B1: Well, in Brazil, friends ____.A1: What about in Mexico, Rodrigo?A2: In Mexico we ____________.A1: How about in Japan, Yoshi?A3: We bow .B2: And in Korea we also _____.A1: Well, I guess in most Western countries, we shake hands.3. Read aloud.Step 5. Pair work 1cA: What are people in… supposed to do when they meet for the first time?B: They’re supposed to…They’re not supposed to …Point out the example in the box. Ask two students to read it to the class.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 6. Let’s have a competition:get presentsIf you know the answers, please stand up quickly and answer it. I will score it for you. Let’s see who are the winners, boys or girls? Are you clear? Ok, let’s begin.Step 7. ListeningWe are supposed to know some customs about other countries.If you don’t know the customs of other countries, you may make some mistakes.2a Look at the picture and ask students to tell what is happening.This is Maria. Ask, what's she wearing? (She is wearing a dress.)Does she look comfortable? (No.)Do you know why?Read the instructions and point to the four mistakes on the list.Last night Maria had dinner at an American fri end’s, but she made some mistakes. Please listen carefully and check the mistakes she made.Ask different students to read the mistakes to the class.2b Listen again and fill in blanks.Correct the answers with the class.Step8. pairwork 2cPoint 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.Check the answers by calling on different pairs to say their conversations to the class. Encourage students to express emotions such as disappointed or embarrassment as they say their conversations.Step 9 WritingWrite a short passage about Maria's mistakes.Last night Maria had dinner at an American friend’s, but she made some mistakes. First, ..., but she arrived at 8:00 because…it was different. Second, when she met Paul's mom,... instead of … What was worse, ..., but she wore a fancy dress. She should have asked... So, it’s really a disaster(灾难〕for Maria.Step 10.Tell them:When in Rome, do as the Romans do. 入乡随俗Step 11. SummaryWhat have we learned today?Step 11. Evaluation1. Recite the Grammar Focus.2.我校准备评选文明标兵，请写出你心目中的文明标兵的标准，至少五条。
九年级英语全册《Unit 12 Life is full of the unexpected(第1课时)》教案 (新版)人教新目标版
1).Listen to the conversation for the first time, and then answer the questions.
What happened to Kevin today?
Why was Kevin late for school?
How did Kevin get to school?
2). Listen again and fill in the chart.
Alarm
clock
Time to
wake up
So
The bus
How to
get to school
8:00
2.1a
Have students look at the five pictures and guess what happened to Mary. Teacher gives the key words to help students understand the pictures..
1)wake up late
Sample: The teacher looked at Mary and asked her if she had finished the homework. Mary told her the unexpected things she met with this morning but they sounded like excuses to the teacher. Therefore, Mary was asked to finish the homework in the class. What an unforgettable day it was for Mary.
(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。
人教版英语九年级全册Unit12Lifeisfulloftheunexpected单元教学设计
3.学生能够运用目标句型进行交流，如：“What did you do when...?”, “I never expected that...”, “I predict that...”等。
-学会使用目标句型进行情景对话，描述生活中的意外事件。
-在日常生活中，尝试用英语预测可能发生的事情，并记录预测的结果。
在本环节中，教师将设计丰富的练习活动，帮助学生巩固所学知识。
1.听力练习：播放一段关于生活意外的录音，让学生回答问题，提高他们的听力理解能力。
2.口语练习：学生两人一组，进行角色扮演，模拟生活中的意外场景，运用所学句型和词汇进行交流。
3.阅读练习：让学生阅读本单元的课文，分析文章结构，掌握作者的写作手法。
3.学生能够通过本单元的学习，培养良好的价值观，如：尊重他人、关爱自然、珍惜友情等。
-结合课文内容，引导学生树立正确的价值观。
-通过课堂讨论，培养学生关爱他人、关爱环境的意识。
4.学生能够积极参与课堂活动，发挥自己的潜能，不断提升英语水平。
二、学情分析
九年级的学生已经具备了一定的英语基础，他们对英语学习有着较高的兴趣和热情。在此基础上，他们对本单元的主题“Life is full of the unexpected”具有较强的共鸣，因为生活中充满意外的事件，学生们都有自己的经历和感受。在语言技能方面，学生们已经掌握了基本的语法知识，能够运用不同的时态描述事件，但在实际运用中仍需加强巩固。此外，他们对词汇的积累和运用能力有待提高，尤其是对一些本单元的重点词汇和短语。
-总结文章中的关键信息，分析作者如何运用时态、词汇和句型来描述事件。
4.创作作业：
-以小组为单位，编写一个简短的小剧本，围绕生活中的意外事件展开，要求每个成员都有参与。
人教版新目标九年级英语Unit12单元集体备课教案
首备人授课人课题教学目标重点难点教学方法教学过程人教版新目标九年级英语Unit12 单元集体备课教案九年级组复备人课型授课时间授课班级Unit 12 Life is full of the unexpected.第一课时Section A (1a-2d)【知识目标】Important words:unexpected,backpack,oversleep,block,worker,aboveImportant phrases:by the time,go off,give sb.a lift,miss bothevents,full of the unexpected,be about to do sth.,stare indisbelief at,rise above the burning building,jump out of bedImportant sentences:(1)B y the time I got up,my brother had already gotten in the shower.(2)W hen I got to school,I realized I had left my backpack at home.(3)I was about to go up when I decided to get a coffee first.【能力目标】能用过去完成时叙述过去的事件。
【情感目标】通过学习使学生认识到生活中充满了许多出乎预料的事件,培养学生辩证地看待问题。
过去完成时的定义及基本结构。
导学互学Step 1 情景导入参考案例Teacher:For one or more times in our school times,we are late for school.Have youever been late for school?Can you tell me why?And what happened to you that day?Students:①Yes,I have been late for school once.Because…②I was nearly late for class one day and……环节说明:通过课前的一个师生问答互动引入新课的话题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。
新版人教版新目标九年级英语unitunit 12-1教案
新版人教版新目标九年级英语unitunit12-1教案Unit 12: Life is Full of the UnexpectedIn this English lesson。
we will be focusing on unexpected events and how to narrate past events using the past perfect tense。
This lesson is intended for fresh students in grade 9 and will take 9 class hours。
We will be using a XXX.Firstly。
let's go over some target language for this lesson。
For example。
"By the time I got up。
my brother had already left." Another example is。
"When I got to school。
I realized I had left my backpack at home." We will also be learning about the past perfect tense。
which is formed by using "had" and the past participle of the verb.In n to the target language。
we will also be learning somenew words and XXX "unexpected," "backpack," and "oversleep."We will also be using XXX like "by the time," "first of all," "get dressed," and "no wonder."During the lesson。
英语人教版九年级全册Unit 12 教学设计
Unit 12 Life is full of the unexpectedSection A (1a-2c)一、教学目标1、知识目标(1) 掌握下列单词和短语: unexpected, backpack, oversleep(2) 理解并掌握下列句子:By the time I got up, my brother had already gotten in the shower.But before I got to the bus stop, the bus had already left.(3) 掌握语法:2、技能目标：学会使用过去完成时叙述过去发生的事情。
3、情感与态度It’s a good habit to go to bed early in the evening and get up early in the morning. So you will never be in a hurry in the morning.二、教学重点1. Train the students to narrate past events with the Past Perfect Tense.2. Train the students to understand the target language in spoken conversation.三、教学难点：学会使用过去完成时。
四、教学过程Step 1 Warming up1. Check homework.2. New words(1)Read the new words together. (加强读音训练)(2)Ask some individuals to read the new words.(发现读音问题,正音)(课前朗读可使学生快速进入学习状态,养成良好的学习习惯。
)Step 2 Leading inDiscussion1. Do you like mornings? Why or why not?2. When do you get up in the morning every day?3. What do you usually do in the morning before school?4. Have you ever been late for school? What happened?(大脑风暴,打开学生思维,初步感知目标语言。
人教版九年级英语下册教案Unit 12Unit 12 第1课时
Unit 12Life is full of the unexpected. 单元目标第一课时Section A(1a－2d) 课时目标重点单词unexpected adj.出乎意料的；始料不及的backpack n．背包；旅行包oversleep v ．睡过头；睡得太久重点短语by the time 在……以前give...a lift 捎……一程重点句子1.When I got to school,I realized I had left my backpack at home.当我到达学校的时候,我意识到我把背包忘在家里了。
2．By the time I got up,my brother had already gotten in the shower.我起床的时候,我弟弟已经在洗澡了。
3．My alarm clock didn't go off！我的闹钟没响！4．I kept sleeping, and when I woke up it was already 8：00 a．m.！我继续睡,当我醒来的时候已经是早上8点钟了！5．But before I got to the bus stop, the bus had already left.但是在我赶到公交站之前,公交车已经开走了。
6．Well, at least by the time you got to school, you were only five minutes late for class.嗯,至少在你到学校以前,你上课只迟到了5分钟。
教学难点让学生能够用适当的时态叙述过去发生的事情,特别是意想不到的事件自主学习根据句意及音标提示写出单词及其汉语意思。
1．Life is full of the unexpected /ˌʌnɪk'spektɪd/.出乎意料的2．I lost my backpack /ˌbæk'pæk/.背包3．Set your alarm clock,and you won't oversleep /ˌəʊvə(r)'sliːp/.睡过头教学过程环节1新课导入教师向学生展示下列图片。
新目标九年级Unit 12英文教案(共七课时)
新目标九年级Unit 12英文教案(共七课时)unit 12 you re supposed to shake handsthe first periodⅰ. teaching aims and demands1. knowledge objects〔1〕key vocabularybow, kiss, be supposed to, shake hands, customs 〔2〕target languagewhat are people in korea supposed to do when they meet for the first time?theyre 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 ⅰ revisiont: 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: thats right, its not a good idea to come to class late. youre not supposed to come to class late. class repeat. youre not supposed to come to class late.ss: youre not supposed to come to class late.t: 〔writes come to class late under wrong〕what are some things you shouldnt do?s2: we shouldnt eat in class.t: right. youre 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: youre supposed to do your homework every day.youre supposed to raise your hand before you talk. step ⅱ 1alet 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 phrasebow, 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 arent sure.step ⅲ 1bgo 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 ⅳ 1cread 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 vocabularygreet, be supposed to〔2〕target languagehow was the dinner at pauls 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 youre invited to a place, you mustnt be late, greet people the wrong way and wear the wrong clothes. that is, you should act according to your hosts customs.ⅱ. teaching key points1. key vocabularygreet, be supposed to2. target languagehow was the dinner at pauls 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 ⅰ revisioncheck homework. ask some pairs to act out their conversations according to activity 1a.step ⅱ 2alook 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, whats maria wearing? 〔she is wearing a dress.〕ask, does she look comfortable? 〔no.〕read the instructions and point to the four mistakes onthe 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 ⅲ 2bgo 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 ⅳ 2cread 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 marias conversationusing 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 ⅴ grammar focusreview the grammar box. get different students to say the questions and answers.step ⅵ homeworkask students to write at least two sentences with the sentence starters in grammar focus.the third period ⅰ. teaching aims and demands1. knowledge objects〔1〕key vocabularyland, drop by, after all, relaxed, a bit〔2〕target languagecan you tell me the things im 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 ⅰ revisiont: in last period, we summed up the expressions for telling what you are supposed to do. now ill check your homework. ill ask some pairs to act out the conversations before the class.step ⅱ 3aread 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 thesecond 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 ⅲ 3bgo 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 ⅳ part 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 ⅴ homework1. 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 vocabularywipe, napkin, stick, chopstick, rude, point, pick up 〔2〕target languagewere supposed to eat with chopsticks.yes, and its 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 vocabularywipe, stick, chopstick, rude, point, pick up2. target languagewere supposed to eat with chopsticks.yes, and its 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 ⅰ revisioncheck 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 ⅱ part 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 ⅲ 2aread 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 arent 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 ⅳ 2bread 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 ⅴ 2cgo 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 vocabularytable 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 ⅰ revisionreview the target language presented in this unit. check homework.ask two students to read out their sentences.step ⅱ 3acall 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 ⅲ 3bread 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 tablemanners 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 ismissing from the first students report.step ⅵ homework1. 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, behaveand imagine.2. finish the story.ⅳ. teaching proceduresstepⅰ revisioncheck homework. ask a student to read the e-mail message in activity 3a. then ask a student to readhis/her own e-mail message.stepⅱ part 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 are meaningful. movearound the classroom. collect a few students answers with mistakes on the blackboard. then help students correct the mistakes.step ⅲ part 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 storywhat i finally decided to do was to watch what others do and follow them.step ⅳ part 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 ⅴ just 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 ⅵ summary and homeworkin this class, weve 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 vocabularydie, succeed, sacrifice, path, honor, dead-end road, get into trouble, give up, keep shipping, military school 2. 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 ⅰ key vocabularyshow 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 ⅱ part 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 ⅲ part 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 ⅳ part 3look at the story. pay attention to the words indicated in bold. ask different students to guess the meaning. dont 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 dont 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 to complete the next word on the list on the left. students arematching 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 ⅴ part 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, walk around 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 ⅵ part 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 classroomoffering help as needed.cheek the answers. have students share their answers with the class.stepⅶ summaryin this class, weve practised a lot of reading and writing. step ⅷ homework1. read the story in activity 2 again for further comprehension.2. revise the target language in this unit.。
九年级英语unit12教学设计
新目标英语九年级Unit12教学设计一、教学内容及分析本单元是新目标英语九年级Unit12You’re supposed to shake hands. 其话题是：谈论习俗（Talk what you are supposed to do），了解各地不同的风俗习惯，从而让学生知道那些事应该做的，哪些是不应该做的，要学会尊重不同的文化知识，提高学生对文明生活的认识，加深学生对中外文化的了解，拓展学生的文化视野，养成良好的行为习惯，培养学生的学习兴趣。
Section A 1a-2c引出本单元的话题和新的目标语言：be supposed to do sth，并通过交换生在一位美国朋友家吃晚饭时所犯的一些礼仪错误的学习，进一步训练目标语言，并进行更多的听说训练。
3a-4这部分通过阅读训练，学习两个不同国家的不同时间观念,训练学生的阅读能力和写作能力。
Section B学习运用目标语言，谈论一些国家的餐桌礼仪，并引导写出中国的餐桌礼仪，激励学生了解更多的风俗文化知识。
Self check用来检测本单元所学的语言知识，加强写作训练。
Reading,通过让学生阅读教材，了解电子邮件的优点及电子邮件的使用环境并学会使用电子邮件。
学生在这一部分学习理解一些有用的词汇的短语，并训练学生的阅读能力。
因为本单元涉及的国家比较多，而且风俗文化各不相同，在教学中要善于归纳总结，便于学生更容易的掌握。
二、学习者特征分析学生在八年级上册第2单元“What’s the matter?”中已学过情态动词should /shouldn’t 的用法。
而本单元的话题是谈论习俗，通过用新的目标语言：be supposed to do sth来谈论，让学生知道那些事应该做的，哪些是不应该做的。
在表达“应该做与不应该做”时两种方法都行，所以在学生掌握了“谈论习俗”的基本用法后就能够运用新的目标语言进行交际，来谈论各国的不同的文化习俗。
三、单元整体目标分析1、知识与能力：1）语言技能目标（1）能运用be supposed to do sth 来谈论各国不同的风俗文化。
人教版九年级下册英语教案Unit12教案讲课教案
课题Unit 12 Life is full of the unexpected.（第1课时）教学批注教学设计一、教学三维目标1.知识与技能：语言知识目标：1) 能掌握以下单词及短语：unexpected, by the time, backpack, oversleep, ring, give …a lift,2）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.过程与方法：3.情感态度与价值观：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、教学重点、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、教学准备四、教学课时7课时五、教学过程Period 1Section A (1a-2d)Ⅰ. Warm-upGreeting.Ⅱ. 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 Iwent out, I found my motorbike 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)。
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利用本单元图片信息，预测听力内容。
重点
Target Language
难点
Train the students to narrate past events with the Past Perfect Tense..
教学内容及问题情境
学生活动
设计意图
Step 1 Revision
Dictate the following words:
5．Teach narrate past eventsStructure：had +done
Ⅱ.1b
1.Ask the students to read these sentences, and guess what they will hear.
2.listen to the tape ,and complete the sentences.
3.Check the answers by asking some students to tell their answers. Commend the students who get the answers correctly by guessing.
Ⅲ.1c
1.Ask the students to make conversations in pairs, Each of them take turns being Tina. Look at the pictures in Activity1ato help them. Tell your partner what happened to you this morning.
Picture3:When she got to the bus stop, the bus had already left.
Picture4: She had to run to school.
Picture5: After she got to school, she realized she had left her backpack at home.
by mistake, by accident, according to , fall into
Step 2 Presentation
Ⅰb
1.Ask the students to discuss these questions in a group.
What do you usually do in the morning before school?
3.Words and expressions;
(1)Curriculum words:unexpected, backpack, oversleep (overslept),
(2)Useful expressions:by the time…, first of all, get dressed,
no wonder, leavesth. + a place
过程
方法
Train the students to narrate past events with the past perfect tenseby speaking.
情感
态度
It’s a good habit to go to bed early in the evening and get up early in the morning. So you’ll never be in a hurry in the morning.
4.Teach key vocabulary, ask students to make their own sentences.
by the time ---- not later than,before
eg.By the time the teacher came in, the students had begun reading English.
知识
技能
1.Target language:
By the timeIgot up, my brotherhadalreadygotten.
WhenIgot to school,IrealizedIhad leftmy backpack at home.
2.Grammar:
Know aboutthepast perfect tense: had + v-ed
3. Tell students to talk about the pictures in groups of four.
Maryoverslept in the morning. She wanted to go to the bathroom, but her brother had already gotten in the shower. When she got to the bus stop, the bus had already left. She had to run to school. After she got to school, she realized she had left her backpack at home. The sentences can vary, but should be correct.
学科
English
年级
9
班级
课型
fresh
课时
1பைடு நூலகம்/ 6
媒体
a tape recorder, CAI
课题
Unit 12 Life is full of the unexpected.Section A 1a~1c
话题
Unexpected events
功能
Narrate past events
教
学
目
标
2.Ask the students to pay attention to the pictures in activity1a. Ask students to tell what they see.
Picture1: She overslept.
Picture2:She wants to go into the bathroom. She can't because someone is taking a shower.