人教版九年级英语12单元教案

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人教版九年级英语下册Unit 12教案导学案有反思

Unit 12Life is full of the unexpected.第一课时Section A(1a－2d)Target Navigation【目标导航】Key words and phrases：unexpected，backpack，oversleep，give…a lift，by the time(that)Key sentences：(1)By the time I got up，my brother had already gotten in the shower.(2)When I got home，I realized I had left my keys in the backpack.(3)When I woke up it was already 8：00 a．m.!(4)Before I got to the bus stop，the bus had already left.Skills：能听懂别人叙述过去的事情，能初步运用由when/before/by the time(that)引导的时间状语从句叙述过去的事件。

Emotion：通过让学生叙述过去发生的事件，让学生学会倾听，学会关心别人。

The guidance of learning methods【学法指导】听说法，小组合作角色扮演。

Learning important and difficult points【学习重难点】1．能听懂别人叙述过去的事情。

2．能初步运用由when/before/by the time引导的时间状语从句叙述过去的事件。

3．掌握Key sentences中的四个句型。

Teaching Steps【教学过程】Autonomous Learning Scheme【自主学习方案】☞预习指导与检测(一)预习指导1．预习Page 89、90的生词和短语，根据音标会读记。

2．朗读Page 89、90的句子，能英汉互译。

人教版九年级英语全一册第十二单元Unit12教案

—By the time I was five, I ____English. —Really?
A. had started learningB. have started learningC. started to learnD. started learning
【解析】by the time所引导的从句是一般过去时，其主句要用过去完成时。正确答案是A。
19. embarrassed adj.窘迫的；害羞的；20.announce v.宣布
21. spaghetti n.意大利面条22. hoax n.骗局；恶作剧
23. discovery n.发现，发觉; 24. lady n.女士
25. cancel v.取消，终止；26. officer n.军官
A. were learningB. have learntC. learnt D. had learnt
【解析】由时间状语By the end of last year可知应用过去完成时，即“had+过去分词”。正确答案是D。
3. Since 2000, Nanchang has become a new city. Everything ____.
当他把面条放进碗里时，他意识到他忘了添加绿豆荚了。
7. Before she got a chance to say goodbye, he had gone into the building.
在她得到一个向他告别的机会之前，他已经进入楼房了。
Section A（1a ~ 2d）
a.词汇包：by the time到……时候
b.句式包：
1.By the time I got outside, the bus had already left.当我出来的时候，公共汽车已经走了。

【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。

人教版九年级英语12单元教案

Unit12 You are supposed to shake hands.重点短语词组应该做某事be to do sth 握手访问by 毕竟本应该做但没做have done 餐桌礼仪table到达at/in 有点晚late习惯于某事be/get to sth 习惯于做某事be/get sth 被用于做某事be sth 被用作.... Be过去常常做某事sth 特地，不怕麻烦的做某事使某人感到宾至如归计划做某事sth没有理由have 注意你的行为your manners发出噪音make (a) 做鬼脸make自学....by oneself 在适当的时间at the time 以......开始begin 忍不住做某事can't sth代替of 对某事随意be sth邀请某人做某事sb sth 指向重点短语句型讲解：1. Y ou should have asked what you were supposed to wear.你本应该问清楚怎么样穿才得体。

中的“should have asked”是“情态动词＋现在完成时”表示过去本应该做某事，事实上没有做，这是虚拟语气的一种表达方式。

如：She should have gone to Beijing. 她本应该去了北京。

（没有去）同时was/were supposed to do sth 表示过去本该做某事而实际上并没有做，就相当于should have done sth.2. make (some) mistakes 犯了(一些)错误。

make a mistake 犯错误（一个）与mistake相关的短语by mistake 错误地mistake…for…把..误认为…5.relaxed:用来形容人，表示人本身很放松，主语一般是人。

relaxing:指物，表示事物可使人很放松。

I feel really after the vacation.经过这次令人放松的假期后我感到很放松。

人教版新目标九年级英语Unit12单元集体备课教案

2)When Jack got home,his sisterhad washed(wash) the clothes.
3)Wehad learned(learn) over 2,000 English words by the end of last term.
4)－Whathappened(happen) to you last week?
5.放下听力材料，要求学生模仿听力内容，利用2a及2b的信息编写故事的结尾，并和同伴分角色练习对话。然后邀请2-3对同学当堂演示。看哪一对的表现最佳。(5分钟)
6.播放2d的对话录音，让学生跟读、模仿并理解大意。然后让学生分角色朗读并表演2d的对话。(5分钟)
环节说明:将听、说、读、写的任务结合起来不仅锻炼了学生的语言综合运用能力，还巩固了学生对目标语言的学习、识记和运用；同时，小组合作对话训练了同学们的合作意识和团队精神；对话的当堂演示使同学们有了学英语的成就感，张扬了性。
参考案例
Teacher:What do you usually do in the morning？
Students:I .____________________________
①put on my clothes and get up
②cook breakfast
③ride to school
…
环节说明:通过上述图片或影片的介绍，使学生对这篇短文有一定的了解，从而达到导入新课的目的。引起学生学习短文的兴趣。
Step 2完成教材3a-3c的任务
【操作案例】
1.要求学生快速默读短文，熟知大意，并完成课本3a的任务。然后邀请几位同学给出自己的答案，全班一起检查讨论。(3分钟)
The answers:

人教版九年级英语第十二单元教案

Unit 12 Life is full of the unexpected. 全单元教案【单元教学内容分析】本单元围绕“Bad days ”这一话题进行教学活动。

运用“By the time…,sb had already done….”句型谈论发生在身边的令人尴尬或难忘的事，学习和巩固过去完成时态。

本单元的核心语言项目是“Narrate past events”，通过一系列的听说读写的训练，加深学生对过去完成时态的理解，在学习和运用过去完成时态的过程中，进一步掌握动词的过去式和过去分词的变化规则，区别现在完成时及过去完成时的用法，最终达到将目标语言运用到真实的生活语境的目的，让学生在用中学，在学中用。

【教学目标】知识目标：1.用过去完成时态来谈论过去发生的事情。

2.正确运用一般过去时,现在完成时,过去完成时叙述自己的难忘经历,并注意事情发展的先后顺序.3.谈论愚人节发生的一些有趣的故事。

语言功能：用过去完成时态来谈论过去发生的事情。

语言结构：过去时态和过去完成时。

重点词汇及短语：oversleep, exhausted, embarrassed, fool, rush, describe, lock, flee, reveal, convince, get married, on time, empty, show up, break down, get dressed.重点句型：What happened?I overslept. And by the time I got up, my brother had already gotten into the shower.When I got to school, I realized I had left my backpack at home.情感目标：1.学会合理安排时间,养成良好的习惯,增强做事的计划性.2.能通过交流分享难忘的经历,增进彼此的了解,学会沟通3.了解西方国家愚人节发生的事情,学会理智地分析事件,不愚弄人.【教学重点】过去完成时的构成及应用。

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）。

人教版九年级英语上册Unit12 Life is full of the unexpected. 复习教案

UNIT 12 Life is full of the unexpected.生活中充满了意外学习目标1. 语言目标：narrate past events2. 掌握时态：Past perfect tense学习重点和难点：过去完成时知识点一．单词二．短语 1. give …a lift 稍……2. show up 赶到； eg. He said he would come to the party, but he didn 他说要来参加聚会，拓展：show sb sth.=show sth. to sb show sb. around … 带某人参观……（be ）on show 展出；展览 3. walk into 走进……4. sell out 卖光；买完be sold out 是其被动形式，意为“被卖光”。

The little girl didn ’t sell out her matches.That style of clothes has been sold out.who （人物）： worker （工人） fool （愚人） lady （女士） officer （军官） what （物品）: backpack （背包） cream （奶油）pie （果馅饼）bean （豆子） costume （特定场合穿的服装） spaghetti （意大利面条）注意： sth sells well 某物卖得好（主动形式表示被动意义）This kind of bread sells well.5.be full of 充满，装满讲解：be full of （full 是形容词，此处强调满满的状态）=be filled with（filled 时fill的过去分词，此处强调动态的过程）Eg. Her eyes were full of tears.Her eyes were filled with tears.她眼汪汪的。

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。

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”。

人教新目标英语九年级12单元第一课时教案

这里的like作介词，意思为“像”，like还可做动词用，表示“喜欢”，like（doing）sth.喜欢做某事。如：
He likes his father very much.他很喜欢他的父亲。
Mary likes playing volleyball.玛丽喜欢打排球。
教研说课：
个人二次备课：
课后反思：
Teaching steps:
1.Show some pictures of animals and describe them. Learn the new adj. like furry, aggressive and so on.
2.Talk about the animals in the picture and try to use the words the students just learned.
3.Listen and circle. Finish 1b.
4.Game time: Guess what animal is in sb’s mind by listening to his or her description.
5.Finish some exercises about the lesson.
Words:manatee, furry, enormous, playful, aggressive, gray, spotted, kangaroo, chimpanzee, cheetah
Teaching skills:
1.Classifying
2. Listening for specific information
Teaching notes:
重点句：I am like this animal because I am strong and intelligent.

九年级英语第十二单元教案人教版

3、Teaching and Practice (1) 学生看书本上 1a 的插图，根据图画内容，让学生说说图画中的握手、接吻、鞠躬是属于哪些国家的礼仪，然后，按要求把书本给出的“国家”和“习俗”联系起来。 (2) 1b，听力训练。首先，帮助学生明确本题要求。 Now listen to the recording and check your answers to activity 1a. 接着，听力练习，学生根据听到的录音内容检查自己在 1a 的答案，介绍本单元的目标语言 be supposed to do sth. (3) 1c 两人小组活动。让学生运用刚刚学习的目标语言，谈论不同国家的人初次见面的礼仪、包括录音里听到的，和他们自己知道的。 4. Consolidation and Extension 任务一：玛丽亚做错了什么？利用 2a 和 2b 的听力材料，训练学生的听力。老师说：Maria is an exchange student. Last night she had dinner at an American friend ’ s house. Listen and check the mistakes Maria made. 朗读 Grammar Focus中的句子，进一步向学生讲解本单元的目标语言。
③ Read the first two sentences at the top of the article. explain that the interviewer will talk to several teenagers.
④ Ask students to read the interview on their own. ⑤ Then ask students to read the interview again and write the advantages and disadvantages. (3) 讲解课文，强调本单元的目标语言。同时检查学生的答案。最后让学生听录音，模仿朗读课文。（通过阅读，培养学生理解课文，获取信息的能力） 2. Consolidation and Extension

(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。

人教版九年级12-15单元教案

人教版九年级英语12-15单元教案Unit 12 You’ re supposed to shake hands第一课时Ⅰ．三维目标：1． 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?They’re supposed to bow．3． Moral ObjectsBefore you meet foreigners, you should some customs．In this way, you can act politely and properly．Ⅱ． Teaching Key Points Target 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 Aids 1． A tape recorder 2． A map of the worldⅥ． Teaching ProceduresStep ⅠRevision T: 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? S1: Do you know where I can get a book? S2: Could you tell me how to get to the library?Step Ⅱ1a This activity introduces some targetlanguage． Let 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 Ⅲ1b This activity gives students practice understanding the target language in spoken conversation．Go 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．Step Ⅳ1c This activity provides guided oral practice using the target language．Read theinstructions to the whole class． Point out the examplein the box．Ask two students to read it to the class． SA: What are people in Korea supposed to do when they meet for the first time?StepⅤ板书设计：Unit 12 You’ re supposed to shake hands第一课时What are people in Korea supposed to do when they meet for the first time?Step Ⅵ教后反思：In this class, we’ve learned some important words, such as bow, kiss, be supposed to, shake hands． We’ve also learned the target language What are people in Korea supposed to do when they meet for the first time? They’re supposed to bow．第二课时Ⅰ．教学三维目标1． Knowledge Objects2． Ability Objects3． Moral ObjectsⅡ．Teaching Key Points 1．Key Vocabulary 2． Target Language 3． StructureⅢ． Teaching Difficult Points 1． the target language 2． How to improve students’ listening ability．Ⅳ． Teaching MethodsTeaching ProceduresStep Ⅰ Revision Check homework． SA: What are people in Mexico supposed to do when．Step Ⅱ2a This activity provides guided listening practice using the target language．Look at the picture and ask students to tell What ishappening．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．Step Ⅲ2b This activity gives students practice in understanding the target language in spoken conversation． Go 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 Ⅳ2c This activity provides guided oral practice using the target language．Read the instructions for the activity to the class． Look at the example in the box． Ask twostudents to read the conversation to the class． Point out the mistakes in Activity 2a and the sentences in Activity 2b． Role play Dan andMaria’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．Step ⅤGrammar Focus Review the grammar box． Get different students to say the questions and answers．Write these sentences starters: on the board as pairs of incomplete questions and answers: Ask different pairs of students to take turns completing each pair of questions and answers． Give cues to help the students make questions and answers．StepⅥ板书设计：Unit 12 You’ re supposed to shake hands第二课时What are people in Mexico supposed to do when．Step Ⅶ HomeworkAsk students to write at least two sentences with the sentence starters in Grammar Focus．StepⅧ教后反思：In this class, we’ve learned key vocabulary greet and be supposed to, the target language 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 at 8:00 and the sturcture What are you supposed to do when you meet someone?第三课时Teaching ProceduresStep Ⅰ Revision T: 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 Ⅱ 3a This activity provides reading and writing practice using the target language．Show the key words on the screen by a projector．Read the words and have students repeat again and again until they can pronounce the words fluently and accurately．Read the instructions． Do you know what an opinion is?Ask a student to answer it． 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 classroomhelping them as necessary．Ask students to read the paragraphs again and complete the chart on their own．Correct the answers with the class．AnswersColombian: We’re pretty relaxed about time．We often just drop by ourfriends’ home． We don’t have to make plans when we get together with friends．Step Ⅲ 3bThis activity provides guided oral practice using the target language．Go through the instructions for the activity with the class．Look at the example in the box． Ask two students toread the conversation to the class．SA: What kinds of rules do they have in Colombia? SB: Well, they have pretty relaxed rules．SA: Like what?SB: Well, it’s OK if you’re not on time．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．Step Ⅳ Part 4This activity provides reading, Writing, listening and speaking practice using the target language．Let 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．SA: Can you tell me the things I’m supposed to do? SB: The first thing is to greet the teacher．SA: Okay． What should I say?SB: You’re supposed to say "good morning, teacher．"Get students to complete the work in pairs． As they work, walk around the classroom offering help as needed．Step Ⅴ板书设计：Unit 12 You’ re supposed to shake hands第三课时It’s very important to be on time． We never visit a friend’s house without calling first． We usually make plans to meet friends．Step Ⅵ Homework1． Write a conversation using the information in Part 4．2． Finish off the exercises on pages 49～50 of the workbook．StepⅦ教后反思：In this class, we’ve learned some key vocabulary words land, drop by and after all, and the target language Can 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"． We’ve also done a lot of reading, speaking and writing practice using the target language．第四课时Teaching ProceduresStep ⅠRevision Check homework．Get some students to read out their conversations using thetarget language in Section A 4．Collect their conversations and help correct their errors．Step Ⅱ Part 1 This activity introduces new vocabulary and provides reading practice using the target language． Look 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 Ⅲ2a This activity gives students practice in understanding the target language in spoken conversation．Read the instructions to theclass．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．．Step Ⅳ2bThis activity provides listening practice using the target language．Read 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．1． You aren’t supposed to…a． to make noise while eating noodles．2． It’s polite… b． to stick your chopsticks into your food．3．It’s rude…c．point at anyone with your chopsticks．4．You shouldn’t…d．eat or drink while walking down the street．Step Ⅴ 2cThis activity provides guided oral practice using the target language．Go through the instructions for the activity with the class．Look at the example in the box． Ask two students to read the sentence starters．SA: We’re supposed to…SB: Yes, and it’s rude to…Now, complete each one with a true statement about table manners in your country．Step Ⅵ板书设计：Unit 12 You’ re supposed to shakehands第四课时Satoshi is explaining some things you are and aren’t supposed to do when eating in Japan．StepⅦ、HomeworkTalk about the table manners in your country using the sentence starters inActivity 2b．StepⅧ、教后反思：In this class, we’ve learned some key vocabulary, such as wipe, rude, point, pick up．We’ve also learned the target language by listening and speaking．第五课时Ⅰ、三维目标：1． Knowledge Objects2． Ability Objects3． Moral ObjectsⅡ． Teaching Key Point Practise reading and writing using the target language．Ⅲ． Teaching Difficult Point How to write an e-mail message．Ⅳ． Teaching Methods 1． Reading comprehension to help students grasp the main idea of the text． 2． Writing method 3． Groupwork to make every student work in class,Ⅵ． Teaching ProceduresStep Ⅰ RevisionReview the target language presented in this unit． Check homework．Ask two students to read out their sentences．Step Ⅱ3a This activity provides reading practiceusing the target language．Teach the new words．Show the following new words on the screen by a projector．Call 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 3b This activity provides reading and writing practice using the target language．Read the instructions to the class．Point to the beginning of the e-mail message．Read it to the class． Here are some things you needto know about table manners when you visit Japan． First of all, you should… Look back at thepictures 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 Ⅳ3c This activity provides writing practice using the target language．Read the instructions and ask students to look back at Activity 2c．Remind students that they made conversations abouttable manners in their own country．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．Optional activityHave students work with the same partner they worked :with when doing Acvity 2c． Ask each pair of students to work together to write a single e-mail message telling someone from ‘another country bout the table manners in their own country．Step Ⅴ Part 4This activity provides reading, writing, listening and speaking practice using thetarget language．Go through the instructions with the class．Ask agood student to give an example．Get students to complete the work in small groups．Cheek the answers． Ask a few students to tell the class about what one should do in different situations． Answers will vary, but should emphasize politeness．Step Ⅵ、板书设计：Unit 12 You’re supposed to shake hands第五课时Section 3a 3b 3c part4Step Ⅶ Homework1． Read the e-mail message in Activity 3a again．2． Write an e-mail message to a friend about table manners．StepⅧ、教后反思：In this class, we’ve done a lot of reading, writing and speaking practice using the target language．Unit 12 You’ re supposed to shake hands第六课时Ⅰ、三维目标：1． 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 Methods1． Teaching by explanation．2． Speaking methodⅤ． Teaching Aids1． The blackboard2． A projectorⅥ． Teaching ProceduresStepⅠ RevisionCheck 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．StepⅡ Part 1This activity focuses on vocabulary introduced in the unit．Look 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．Show the answers on the screen by a projector．1． People in Japan and people in America behave differently at the dinner table．2． You can imagine how different the table manners are from ours．3．In Singapore, the trains always arrive on time． They are never late．4． On Chinese New Year, people like to spend time with their families．5． I usually meet my friends in the library on Friday nights．Ask students to make their own sentences with the words, preferably sentencesthat are meaningful．Move around the classroom．Collect a few students’answers with mistakes on the blackboard．Then help students correct the mistakes．Step Ⅲ Part 2This activity provides reading and writing practiceusing the target language．Go 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．Step Ⅳ Part 3This activity focuses on the new vocabulary introduced in this unit．Do the example with the class to show them how to do a crossword puzzle． Ask students to complete the crossword puzzle on their own．StepⅤ、板书设计：Unit 12 You’re supposed to shake hands．Self check第六课时Step .Ⅵ、Homeworkplease finish off the story in 2 in your textbooks． Then finish off the exerciseson pages 50～52 of the workbook．Step Ⅶ、教后反思： In this class, we’ve done much writing practice using the key vocabulary words．第七课时Reading： Parent helps childⅠ． 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．3． Moral ObjectsMother is willing to do whatever she can to love us． So we should understand our mothers and love them too, and we must study hard to reward our mothers．Ⅱ． Teaching Key PointTrain students’ reading and writing skills．Ⅲ． Teaching Difficult PointTrain students’ reading and writing skills．Ⅳ． Teaching MethodsFast-reading to improve students’ reading ability．Careful-reading to get the detailed information．Ⅴ． Teaching AidA projectorⅥ． Teaching ProceduresStep Ⅰ Key VocabularyThis activity introduces the key vocabulary words．Show the following vocabulary on the screen by a projector．Careful-reading to get the detailed information．Ⅴ．Teaching AidA projectorⅥ．Teaching ProceduresStep Ⅰ Key VocabularyThis activity introduces the key vocabulary words．Show the following vocabulary on the screen by a projector．Step Ⅱ Part 1This activity allows students to activate their background knowledge before attempting the reading．Read the title Parent helps child to the class． Ask, What do you think thearticle 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． Answers will vary．Step Ⅲ Part 2This activity encourages students to read quickly for detail．Go 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．Sample answersMain idea DetailWestley was a bad boy．He was in trouble at school and with the police．His mother did a lot for him．She had three jobs tosupport him and the family．Westley understood he had to change．His mother explained her sacrifices．The writer gives some advice for parents and children．Get children interested in reading．Step Ⅳ Part 3This activity encourage students to use the strategy of reading in context．Step Ⅴ Part 4This activity helps students read for specific information and paraphrase ideas．Go 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．Step Ⅵ Part 5This activity helps students work in a group and think critically about what they have read．Cheek the answers．Have students share their answers with the class．StepⅦ、板书设计：Reading：Parent helps child．The Seventh Period1． We don’t walk down a dead-endroad, or we’ll fail．2． You must give up smoking．3． Don’t keep slipping again．4． He doesn’t want to go to a militaryschool, but he has to．Step Ⅷ、 Homework1．Read the story in Activity 2 again for furthercomprehension．2． Revise the target language in this unit．StepⅨ、教后反思：In this class, we’ve practised a lot of reading and writing．Unit 13 Rainy days make me sad．第一课时Ⅰ三维目标：1． Knowledge Objects（1） Key Vocabularysad, energetic, stressed out, soft（2）Target LanguageI’d rather go to the Blue Lagoon Restaurant because I like to listen to quietmusic while I’m eating．Oh, really? Loud music makes me energetic．Not me! Loud music makes me stressed out．2． Ability Objects（1） Improve students’ listening ability．（2） Help students to express their opinion freely．3．Moral objectsIt is important to choose a suitable place． It is good for your study and life．Ⅱ． Teaching Key PointTarget LanguageⅢ． Teaching Difficult Points1． How to improve students’ listening ability．2．How to help students to express their opinion freely．Ⅳ． Teaching Methods1．Listening-and-answering activity to help the students go through with the listening material．2． Pairwork to make every student work in class．Ⅴ． Teaching Aids1． A tape recorder2． The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionT: Yesterday we finished Unit 12．In this unit, we learned how to tell what we are supposed to do． Now tell me some things that are good to do in school and that are not good to do in school．S1: We’re supposed to do our homework every day．S2: We’re supposed to raise our hands before we talk．S3: We’re supposed to come to class on time．S4: We are not supposed to be late for class．S5: We’re not supposed to eat in class．How do you feel about parties? Happy? Excited? Nervous?S1: Nervous．T: Oh, so parties make you nervous．S1: Yes．T: Class repeat． Parties make me nervous．Ss: Parties make me nervous．T: Now what about school vacations?How do you feel about them?S2: Happy．T: So, school vacations make you happy．S2: Yes．StepⅡ 1aThis activity introduces new vocabulary and provides oral practice using the target language．Step Ⅲ 1bThis activity gives students practice in understanding the target language in spoken conversation．Ask students to read the instructions．Look at the chart and point out the two headings: The Rockin’ Restaurant and The Blue Lagoon． Look at the sample answer．Step Ⅴ、板书设计：Unit 13 Rainy days make me sad．Section AThe First PeriodTarget languageA: I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．B: Oh, really? Loud music makes me energetic．A: Not me! Loud music makes me stressed out．Step Ⅵ HomeworkReview the target language．Step Ⅶ、教后反思：In this class, we’ve learned some important words, such as sad, energetic, stressed out．We’ve also learned the target language I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．Unit 13 Rainy days make me sad．第二课时Ⅰ.三维目标：1． Knowledge Objects（1） Key Vocabularytense, have fun, angry, cry．（2）Target LanguageLoud music makes me tense．Loud music makes me want to dance．That movie made me sad．2． Ability Objects（1） Train students’ listening ability．（2） Train students’ speaking ability．3． Moral ObjectsEnjoying yourself is very important．But no matter what hobbies you have, do remember they must be good for health and study．Ⅱ． Teaching Key Points1． Key Vocabularytense, angry, cry．2． Target LanguageLoud music makes me tense．Loud music makes me want to dance．That movie made me sad．3． StructuresLoud music makes me tense．Loud music makes me want to dance．Ⅲ． Teaching Difficult Points1． The target language2． How to train students’ listening ability．Ⅳ． Teaching Methods1．Listening method to improve the students’listening ability．2． Pairwork．Ⅴ． Teaching AidA tape recorderⅥ． Teaching ProceduresStep Ⅰ RevisionCheck homework． Invite a pair of students to read the conversation in Activity 1c．Step Ⅱ 2aThis activity gives students practice in understanding the target language in spoken conversation．Look at the pictures．Ask, What are they doing? Please guess．（In Picture 1, two women are eating and smiling． Maybe the food is very delicious． In Picture 2, the two women are crying． Maybe they are seeing a sad movie．In Picture 3, one of the two women is very tense that because of the loud music． In Picture 4, one woman is waiting for the bus or someone． Waiting makes her angry．）Correct the answers with the class．AnswersStep Ⅳ 2cThis activity provides oral practice using the target language．Look at the sample conversation betweenTina and John． Invite a pair of students to read it to the class．John: Did you have fun with Amy last night?Tina: Well… yes and no． She was really late．lass．SA: Did you have fun with Li Ping last night?SB: Well…yes and no． She was late again as usual．SA: So, waiting for her made you angry．Where did you go?SB: We went to a small restaurant． It was quiet and clean． The food was delicious． The soft music made me very happy．SA: Did you go to see a movie?SB: Yes． We saw Love Me Once More, Mother．It was a very good movie．It was also moving and sad． It made us cry．SA: Really? You sound just like my mother．Step Ⅴ Grammar FocusLook at the grammar box． Invite a student to read the sentences to the class．Loud music makes me tense．Loud music makes me want to dance．That movie made me sad．Give students two minutes to finish the sentences．Then ask some students to read their sentences．S1: Long movies make me want to leave．S2: Long movies make me want to cry．S3: Hot weather makes me want to go swimming．S4: Hot weather makes me want to drink a lot of water．StepⅥ、板书设计Unit 13 Rainy days make me sad．Section AThe Second Period1．Target languageLoud music makes me tense．Loud music makes me want to dance．That movie made me sad．2．…makes me…Long movies make me…Hot weather makes me…Step Ⅶ HomeworkGet students to write some sentences according to the target language．Step Ⅷ、教后反思：In this class, we’ve learned key vocabulary tense and the target language Loud music makes me tense． Loud music makes me want to dance． That movie made me sad．Unit 13 Rainy days make me sad．第三课时Ⅰ.三维目标：1． Knowledge Objects（1） Key Vocabularyowner, scientific, pink, knowledge, serve, uncomfortable, endangered．（2） Target LanguageHow do you feel about pollution?It makes me kind of angry． How about you?I2． Ability Objects（1）Train students’ integrating skills．（2）Train the ability of expressing students’own opinions．3． Moral ObjectIn our lives, we should express what we feel clearly．Ⅱ． Teaching Key PointTrain students’ integrating skills．。

【优质教案】PEP-英语九年级(全册)单元教案：Unit 12 Life is full of the unexpected.

Unit 12Life is full of the unexpected.第1课时Section A (1a～2d)【教学目标】1．要求对过去完成时态有所了解。

2．通过听力训练，提高学生提取关键信息的能力。

3．锻炼学生的口头表达能力。

【教学重难点】重点：掌握单词和短语unexpected，backpack，oversleep，by the time，be full of，get up。

难点：by the time短语的用法。

【自主学习案】1．预习课本P89～90新单词并背诵，完成下面的汉译英。

(1)出乎意料的；始料不及的unexpected(2)背包；旅行包backpack(3)睡过头；睡得太久oversleep(4)(钟、铃等)鸣；响ring2．认真预习课本P89～90的内容，找出下列短语和句型。

(1)在……以前by__the__time(2)睡醒wake__up(3)至少at__least (4)捎(某人一程)give…a__lift(5)在我到达车站之前，公交车已经离开了。

Before__I__got__to__the__bus__stop,__the__bus__had__already__left.(6)卡尔的爸爸在街上见到我，捎了我一程。

Carl's__dad__saw__me__on__the__street__and__gave__me__a__lift__in__his__car.【课堂导学案】Step 1情景导入(3分钟)T：It seems that everyone is busy in the morning.We never have enough time on school mornings.(Show a flash on the screen.It seems more lively and interesting.)环节说明：通过课前的一个师生问答互动引入新课的话题；通过图片的展示和语言的描述创设了情境，激发了学生的学习兴趣和表达欲望。

九年级英语第12单元第4课时教案

九年级英语第12单元第4课时教案Unit 12 Life is full of the unexpected.Section B 1a—1e3.Activity 1dListen to the tape for the second time and finish 1d.1)Listen again. Who says each of the phrases below? Write D forDave, N for Nick and J for Joe.1. ______ a costume party2. ______ my alarm went off3. ______ stayed up all night4. ______ was tired5. ______ was really embarrassed6. ______ the other kids showed up2) Read the conversation again and fill in the blanks.Someone has ever tricked Dave on April Fool’s Day. A friend once invited him to a costume party. Finally he found he was the only person wearing a , and he was really .Last April Fool’s Day, when Nick’s alarm clockI got up, took a shower, and went to school. But the school was empty. An hour later, the other kidsAnd he realized that his brother him. Hethe clock to an hour earlier.Joe’ s friend told him they had a math test the next day.he got the math class, he was tired because hestudying. Then he found out that his friends had fooled him. They didn’t have a test at all.4. Language points1).fool 作可数名词，意为“愚人，傻瓜；受骗者”，常用短语：make a fool of … 意为“取笑，捉弄”，如：Don't be such a fool! 别这么傻了！fool还可作动词，意为“愚弄；欺骗”，过去式fooled，过去分词为fooled，现在分词为fooling ，第三人称单数为fools。

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