新目标九年级英语unit12导学案
新目标九年级英语unit12教案
新目标九年级英语unit12教案第一篇：新目标九年级英语unit12教案教案课目：新目标九年级Unit12 You are supposed to shake hands section A 3a,3b ＆4 on page 96授课对象：初中三年级学生授课重点：本单元重点句式：You are supposed to do something.在掌握3a内容的基础上完成3b中的活动；最后以作业的形式引导学生将课内外的知识紧密结合，将课本知识运用到生活交际中。
教具：课本、纸质同步练习时间：20分钟教学设计：一、内容：复习本单元重点句式：You are supposed to do something.形式：翻译练习（将本句式与本单元所学新单词紧密结合进行练习）教具：纸质练习题用时：3分钟二、内容：进入3a部分的学习预计用时12分钟形式：1、快速阅读并将文中出现的连词划出来预计用时:2分钟2、进行判断练习，纸质练习题预计用时1分钟3、齐读课文，填表（课本P96），划出文中答句用时:3分钟4、将划线句子逐个进行同义句转换板书举例;If you tell a friend you are …a bit late.→When you tell a friend …,you are supposed to…校对后齐读巩固预计用时4分钟5、板书讲解对文中其他重点短语预计用时2分钟①we’re pretty relaxed about time②Spending time with family and friends is ve ry important to us.③drop by our friends’ homes.④ make plans to meet our friends.⑤walk around the town center,⑥seeing as many of our friends as we can！三、内容：3b pair work形式：填空练习，校对，齐读教具:纸质练习用时：3分钟四、内容：part4,page96形式：布置作业；结合生活情境填表，然后将各个句子改成You are supposed todo something.的形式。
初中英语_Unit12Lifeisfulloftheunexpected教学设计学情分析教材分析课后反思
教学设计本节课出自人教版新目标英语九年级全册Unit 12life is full of the unexpected. Section A部分（1a-2c）本单元以“unexpected events”为中心话题，围绕“叙述过去事情”展开，复习运用一般过去时讲述过去发生的事情和学习运用过去完成时讲述过去事情的先后顺序。
本单元内容与实际生活息息相关，是学生感兴趣的话题，难点是让学生明白一般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。
1a-1c主要通过围绕女孩某天早上意想不到的事件，看图说话，听力训练，对话展开导入本单元新的语法结构—过去完成时态。
2a-2c 是一个完整的听说任务链活动，是前面故事的延续。
根据听力完成排序、填空，对话等。
巩固一般过去时和过去完成时两种主要的语法结构的认知，并为后面的语法学习做了铺垫。
教学目标1.知识与能力：能听懂谈论过去发生的突发事件的对话，并学会运用过去完成时谈论日常生活中的意外事件；能读懂有关描述突发事件的短文；能简单叙述日常生活当中的一次经历2.过程与方法：利用本单元听力图片信息预测听力内容；根据所提供的情境训练巩固学生掌握过去完成时态的句式结构3.情感态度与价值观：学会合理安排时间，养成良好的学习习惯，增强做事的计划性；通过交流分享难忘的经历，增进彼此的了解，学会沟通教学重点：1. 语法复习，能正确使用由when, before, as引导的时间状语从句表达过去发生的事情2. 了解过去完成时态，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3. 能够运用所学分享交流过去的一次经历教学难点：1. 掌握重点词汇和句型，并正确使用2. 能够明白一般过去时态和过去完成时态的区别，并能正确运用这两种时态叙述过去发生的事情教学步骤Step 1. Warm upPlay a song “Where are we going, dad?”.Ask students, have you heard this song? What is it? Who are the kids? Ss: Cindy, Angela, Tiantian…T: Ok. Let’s watch some short videos. Find what happened to Angela last Friday morning.【设计意图】通过学生熟悉的歌曲激发学生的学习兴趣，活跃课堂气氛，让尽可能多的学生动起来，迅速调整到上课的状态中来。
新目标九年级英语units 12教案
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 are meaningful．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 to complete 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 theanswers 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．。
九年级英语新教材unit 12导学案
Unit 12 Life is full of the unexpected.单元备课Unit 12 Life is full of the unexpected.导学案The little boy wants ___ ___ ___ ___ possible.3. 我下个月底会回来。
I will be back ___ ___ ____ ____ last month.4. 这家商店的衬衫都卖光了。
The shop ____ ____ all their shirts.5. 我穿好衣服就去吃早餐。
I ____ ____ and had breakfast.【教学反思】执笔审核初三英语组课型阅读课课时 1 【教材分析】【课题】Unit 12 Life is full of the unexpected.Section B 1a-1e 教师复备栏【学习目标】掌握生词Embarrassed, costume掌握短语costume party,掌握过去完成时【学习重点难点】重点难点：掌握过去完成时的用法【导学准备】PPT，录音机【导学过程】一、自主学习，明确目标I. 写出下面单词的意思。
1. fool _____2. discovery ______ _3. lady _____4. cancel _________5. officer ______6. believable _______7. disappear _____II.连线匹配，完成短语1. sell out A. 穿衣服2. get dressed B. 卖光3. stay up C. 到……末为止4. take place D. 熬夜5. by the end of E. 发生III. 根据汉语意思完成下面的句子。
1. 人们相互开各种各样的玩笑。
People ___ all kinds of ____ ____ each other.2. 她父亲抚养她直到她结婚。
人教版新目标九年级英语Unit12单元集体备课教案
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:
【2013最新】新目标人教版九年级英语Unit 12精美导学案(共10页)
新目标板九年级导学案Unit 12 You’re supposed to shake handsPeriod1 Section A 1a—2c学习指标: 知识目标：口头及书面掌握下列句子：1. What are you supposed to do when you meet someone for the first time?2. You are supposed to shake hands./You are not supposed to kiss.3. — How was the dinner at Paul’s house last night?4. Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00,but I arrived at 8:00.熟练掌握词汇：kiss, shake, shake hands, custom, bow.技能目标：能听懂并运用be supposed to 谈论自己或他人在不同场合应该做什么。
情感态度：了解世界各地的风俗习惯，能够礼貌与人相处，学会入乡随俗。
课前准备I.请上网查询你所感兴趣的国家的见面礼仪，并把你查询到的信息整理下来。
II. 在中国，当你被邀请去别人家里做客时，你知道哪些是你应该做的，哪些是你不应该做的吗？试着用英语把它们写下来吧。
I’m supposed toI’m not supposed to学习过程Before listening1.以小组为单位，交流课前准备I中你所查询到得一些国家的见面礼仪，选出几个小组长进行汇报，其余各组加以补充。
2.结合课前准备的情况，根据你对Brazil, the United states, Japan,Mexico, Korea 这些国家第一次见面礼仪的了解，完成1a 的搭配练习。
While listening 模块一1.听1b的录音，检查1a的答案是否正确，改正错误的答案。
新目标九年级Unit12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?they’re supposed to bow.2. ability objects（1）train students’ listening ability.（2）train students’ communicat ive 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 theboard.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.ss: 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 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 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 theyaren’t 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。
人教版九年级英语全册导学案Unit12Lifeisfulloftheunexpected.全单元学案
九年级英语 Unit 12 Life is full of the unexpected 单元总览单元话题In this unit, students learn to talk about narrate past unexpected events要点单词1.miss v. 错过，未获得；2.unexpected adj. 预料之外的；3.block n. 街区4.worker n. 工作者5.stare v. 盯着看，凝望6.disbelief n. 不信，思疑7.above adv. 在上边8.burn v. 着火；焚烧；9.alive adj. 活着的；有生气的；10.airport n. 飞机场11.till conj. Prep. 直到12.west adv. 向西13.cream n. 奶油，乳脂；14.pie n. 果馅饼；15.bean n. 豆荚；16.market n. 市集；17.fool n, 蠢人，傻瓜；v.捉弄；18.costume n. 服饰，装扮；19. embarrassed adj . 窘况的；害羞的；20.annoounce v. 宣告21.spaghetti n. 意大利面条22.hoax n. 骗局；恶作剧23.discovery n. 发现，觉察 ;dy n. 女士25.cancel v. 撤消，停止；26.officer n. 军官27.believable adj . 可相信的，可相信的；28.disappear v. 消逝；不见；29.embarrassing adj. 令人害羞的。
30.backpack n. 背包，旅游包；31. oversleep v. 睡过头；要点词组1.take a shower 沐浴2.leave my backpack at home 把背包忘在家里3.get back to school 返回学校4.start teaching 开始教课5.go off 响铃6.rush out the door 冲出房门7.give sb a lift 捎某人一程8.miss both events 错过两个事件9.full of unexpected 充满着不行预知性10.be about to do sth 正要做某事11.stare in disbelief at 难以置信地盯着 .12.raise above the burning building从正在焚烧的楼上涨起13.jump out of bed 跳下床14.collect the math homework 收数学作业plete the work for my boss达成老板的工作16.make the apple pie 制作苹果馅饼17.show up 赶到 ,出现18.add the green beans加绿豆荚19.get dressed 紧张20. hand in homework 上交作业21.costume party 化妆舞会22.take place 发生23. play all kinds of tricks and jokes on each other互相开各样玩笑24.sell out 卖完，售完25.lose weight 减肥26.by the end of that day 到那一天结束时27.end up 以结束28.get married 成婚29.have a happy ending 有一个幸福的结局30.fear spread across the whole country 惧怕席卷整个国家31. the unluckiest day of my life一世中最不幸的一天32.head west 向西行驶33.n the middle of the road 在路中间 i34.turn around 调头35.make an unexpected discovery 作一个预料之外的发现36.cancel the plan 撤消计划要点句式1. By the time I got up, my brother had already gotten in the shower.当我起床时，我哥哥已经进了浴室了。
(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。
Unit 12 You’re supposed to shake hands.导学案
九年级英语《Unit 12 You are supposed to write quickly》教学案1 人教新目标版教学目标词汇：Brazil, the United States, Japan, Mexico, Korea, country, custom bow, shake hands, kiss句型：be supposed to do sth. = should do sth.教学重点通过介绍不同国家的见面礼仪及风俗习惯，了解中西方文化的差异。
教学难点能够正确运用句型表达不同国家的见面礼仪，并通过小组讨论向大家介绍不同国家的风俗习惯。
课时安排 1 教具准备录音机教法自主学习学习过程自主空间【自主学习】Task1. 写出下列国家的名称：中国 _________ 日本_________ 巴西__________美国 _________ 墨西哥 __________ 韩国 _________【词句理解】：1. be supposed to do= should do“被期望，应该”表示劝告，建议等，否定形式be not supposed to do.Eg :You are supposed to go to school at 7:30. (用should改写原句)_________________________________________________.He should bow when he meet a Korean. (be supposed to…)_________________________________________________.2. shake – shook- shaken v. 摇动，震动 . shake hands with sb.和某人握手Eg: Trees are ___________________in the wind .（树在风中摇晃）People in China ________________when they meet .（彼此握手）3. should have done “过去应该做的谋事，但是没有做”虚拟语气的表达方式。
九年级Unit12导学案1
2.用在宾语从句中，表示从句的动作或状态发生在主句的动作之前。
He said he had already had supper.
3.句中无时间状语，动作发生的先后，需从上下文中来判断。
( )5．I ______ this morning and missed the early bus.
A．overslept B．slept C．held D．caught
Ⅱ.根据汉语提示完成下面的句子，每空一词。
1．在我出来前，公交车已经离开了。________ ________ ________I got outside ,the bus had already left.
StepⅡ【合作探究】
1．By the time I got outside，the bus had already left.
“by the time”表示“当/到……时”，引导时间状语从句。如果从句中用了一般过去时，主句中常用过去完成
By the time I got up，he had already left.当我起床时，他已经离开了。
I met my best friend yesterday .We _______ (not see)for ten years.
1) By the time the firemen arrived, the big fire___________ (put)out.
2)He_______(go)to work after he ______________(take)a shower.
A．by the time B．at this timeC．at that time D．at a time
(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。
Unit12第2课时(SectionA3a-3c)(导学案)九年级英语全一册(人教版)
3.What event is it?
4.What was the date in the picture?
5.Can you predict what the passage mainly talks about?
______________________________________________________________
4.What was the date in the picture?September 11th, 2001.
5.Can you predict what the passage mainly talks about?
__Unexpected things happened in the writer’s life.____
4.watch a video and think about life
总结
课堂练习
Ⅰ完成句子
1.瞧！你没有与别人成一排。
Look! You are not _____ _____ _____ the others.
2.她心中想：“真冷啊！”
She was _______ _____ _____, “How cold it is!”
2. You should stand in line with other children.
3.Sometimes bad things can turn into something good.
作业
1.Remember and retell the passage in 3a
2.Finish the exercises on the students’book.
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。
九年级英语全册Unit12Lifeisfulloftheunexpected导学案4人教新目标版
Unit 12 Life is full of the unexpected第四课时Section B(1a－1e）【学习目标】1．能掌握以下单词：fool,costume,embarrassed，costume party。
2．提高学生的听力技能，培养学生从所听到的对话中获取信息的能力。
3．了解部分西方节日的文化常识.【学习重点】根据所学词组写一篇对话.【学习难点】通过听说活动了解Nick/Dave/Joe所谈论的愚人节的事情,并能相互叙述愚人节的故事，培养学生和别人一起分享过去的事情的能力。
The interaction between teacher and students before class not only lets the students review the contents of the last lesson,guides them to use the past tense and past perfect tense,at the same time, lets them know life disappointments can change through their own efforts,but also very naturally lead into the contents of this lesson.Task 1Read the new words by phonetic symbols on P93.Then draw new words in line and mark Chinese meanings。
Finish the tasks in 1a and 1b in the end.【学法指导】◆fool n. 傻瓜;愚人；受骗者vt。
愚弄，欺骗◆embarrassed adj。
局促不安的；为难的；尴尬的；窘迫的如： He looked a bit embarrassed。
人教版九年级英语Unit 12 SectionA 导学案
Unit 12 Life is full of the unexpected.Section A 导学案学习目标：1.学习使用“Unexpected events”话题相关的单词及短语，能够正确运用此话题的目标语言进行初步表达。
2.能够就“Unexpected events”这一话题与同伴进行交流会话，谈论发生在过去的事情，增强初步叙述事件能力。
3.运用不同的阅读策略阅读文本材料Life is full of the unexpected.完成相应的阅读任务，提高阅读有效性及阅读技能。
4.通过谈论发生的事情，培养学生对发生事情进行辩证看待的能力，增强学生自主解决，应对问题的能力。
5.理解并应用过去完成时；能够用by the time和before把两个句子合并成一个时间状语从句；能够运用和区分过去时和过去完成时。
学习重难点：1.能掌握本单元的重点词汇及相关短语，并灵活运用2.以适当的时态讲述过去发生的事情。
3.对意外之事表达自己的看法。
学习过程：课前学习任务：（预习任务单）【单词】1. v. （钟、铃）鸣、响____________2. n. 工作者、工人_______________3. prep. 在…上面____________4. v. 着火、燃烧_________________5. adj. 活着的、有生气的______________6. n. 机场____________7. prep. 到；直到________________ 8. adv.向西；朝西_____________________ 9. n. 果馅饼___________________ 10. n. 市场_____________11. n. 奶油，乳脂________________ 12. adj. 出乎意料的_________________【短语】1.在……以前______________2.充满______________3.捎某人一程______________4.（铃）响______________5.冲出______________6.醒来______________7.至少______________ 8.发生______________9.变成______________ 10.起飞______________11.与……成一排______________ 12. show up _____________13. by the end of… ______________ 14. arrive at/in ______________15. be about to __________________ 16. __________________________17. think to oneself _______________ 18. in disbelief __________________19. even though __________________ 20. hear about ______________________【句型】23. When I got to school, I realized I had left my backpack at home._______________________________________________________24. By the time I got back to school, the bell had rung.._______________________________________________________25. But before I got to the bus stop, the bus had already left._______________________________________________________【Exercise 】完成句子。
锦程学校开放日英语公开课导学案 新目标9年级英语12单元 unit12 section b 第三课时
１Unit 12 You ’re supposed to shake hands.Section B 1---2c 导学案Class ： Name ：【学习目标】：1. 熟记单词及课文涉及的短语2. 掌握句型：It ’s polite/ rude to …3. 了解其他国家的餐桌文化。
通过你的努力，你一定会扫除下列障碍。
1．自学新单词、短语，在课本P97中划出并翻译。
1) 擦；抹 _______________2) 餐巾 ______________3) 筷子 _____________4) 粗鲁的 _____________5) 刺；戳；插 ______________ 6) 餐桌礼仪_______________ 7) 发出令人不愉快的声____________ 8) 指向某人 _______________ 9) 用手吃 ______________ 10) 捡起；拾起 _______________2. 你还有什么关于单词、短语方面的疑惑呢？让我们探讨一下吧。
善于发现，展现风采！1． Y ou are not supposed to eat with hands. It ’s rude. 你能把两句话合二为一吗？_________ _________ to eat with hands.2. Pair work, 和你的搭档谈论一下中国的table manners ，编成简单的对话。
A : We are supposed to ……?B: Yes, and it’s rude to ……入乡随俗。
3. 同学们，让我们谈谈日本的table manners。
1)It’s rud e to _________ your chopsticks _________ your food.2)You aren’t supposed to _________ __________ anyone with your chopsticks.3)It’s polite to _______ _________ while eating noodles.4)You shouldn’t eat and drink while ________ _________ the street.4. 孩子们，大家行动起来，请根据你收集到的各国餐桌礼仪的资料，用所学句型be supposed to或it’s rude/ polite to介绍这个国家的餐桌礼仪。
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Unit 12 Life is full of the unexpected导学案Section A 总第56课时(1a ~ 2d)班级：姓名：时间： 2015年月日课型：New 课时：1 主备人：审核：九年级英语组、【学习目标】1、学习单词和词组：unexpected，backpack，oversleep，ring，give… a lift等。
（重点）2、能够描述过去发生的意想不到的事情。
【学习重难点】掌握过去完成时【预习指导】(一) 自我预习一、扫清障碍根据音标读出1a---2d的单词,并记住。
二、课本预习：熟读1a并根据图中的信息填空，组织1c对话听力练习，完成1b,（二）预习效果检查1、洗浴 2.把背包忘在家里3.返回学校4. 开始教学5. 响铃6.冲出房门7.捎某人一程8.睡过头【课内学习】一、教材处理：1. 检查1a2c的预习效果。
2. 听力练习：听1b,2a,2b.完成课本上的内容。
3. 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的对话二、组内探讨：小组合作探讨：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。
本句是by the time引导的时间状语从句，从句是I got up，是一般过去时。
主句the bus had already left是过去完成时。
过去完成时表示在过去某个时间之前已经发生的动作或一直延续的动作或状态。
它表示的动作所发生的时间是“过去的过去”，常用“助动词had+过去分词”构成。
常与过去完成时连用的时间状语有：by(the end of)+过去的时间，for+段时间，since+点时间，when引导的时间状语从句(从句中谓语动词用过去时)等。
例：By the end of the match, they had kicked two goals and we had kicked four.到比赛结束时，他们已踢进两个球，我们进了四个球。
”By the time she got up, her brother had already gone into the bathroom.在她起床之前，她的弟弟已经进了盥洗室。
by the time作连词引导时间状语从句，当从句用一般过去时，主句用过去完成时；当从句用一般现在时，主句用一般将来时或将来完成时。
例：By the time he was ten, Tom built a chemistry lab himself.等到了十岁的时候，汤姆自己建了一个化学实验室。
I’ll be in bed by the time you get home.你到家时，我已经上床睡觉了。
学习成果展示用所给词的适当形式填空。
1、By the time I got up, my motheralready (cook) breakfast yesterday morning.2、When Jack got home, his sister (wash) the clothes.3、We(learn) over 2,000 English words by the end of last term.4、－What (happen) to you last week?－I had my bike stolen.5、The boy never (realize) his mistakes until his teacher points them out. 【反思提高】Unit 12 Life is full of the unexpected导学案Section A 总第57课时(3a ~ 3c)__________________________________________________班级：姓名：时间： 2015年月日课型：New 课时：2 主备人：审核：九年级英语组【学习目标】1.学习单词和短语：block ，worker ，above，burn，alive ，airport，till，west，cream，pie ，show up , bean ,market ,by the end of 等（重点）2.掌握by the end of和before 在过去完成时中的应用（重点）3.能够理解生活中充满了很多意想不到的事情。
【学习重难点】掌握by the end of和before 在过去完成时中的应用【预习指导】(一) 自我预习一、扫清障碍阅读3a,找出不理解的句子并会翻译。
二、课本预习：熟读3a,完成3b。
（二）预习效果检查,写出下列词组重点单词：1. 活着的；有生气的；2. n. 不信，怀疑重点词组：1. 错过两个事件2. 充满着不可预知性3. 正要做某事4. 难以置信地盯着5. 从正在燃烧的楼上升起6. 跳下床7. 走向某人8.一个职员9.排队等候10.变成【课内学习】一、教材处理：1. 检查3a及3b的预习效果。
2.根据3b 小组合作完成。
二、组内探讨：1. alive, living 与live1. alive 主要用作表语（有时可用作后置定语，但不用作前置定语），可用于人或动物。
如：He must be still alive. 他一定还活着。
注：若alive 本身有修饰语，则也可用作前置定语。
如：He is a really alive student. 他的确是一个十分活跃的学生。
2. living 可用作表语或定语，可用于人或物。
如：Are your grandparents still living？你的祖父母还健在吗？alive 和living 表示“活着的”，两者含义很接近，只要句法适合，有时可互换。
如：谁是当代最伟大的诗人？正：Who is the greatest living poet？正：Who is the greatest poet alive？若需严格区分，两者仍有差别：living 通常是客观描述某人“尚在人间”或“健在”，而alive 则主要指生与死的“界限”。
如：He was still alive when I reached the hospital. 当我赶到医院时他还活着。
3. live 通常只用作定语（前置），可用于动物或植物，但一般不用于人。
如：He bought some live fish. 他买了几条活鱼。
Only a few live trees were left after the fire.火灾之后只剩下几棵树还活着学习成果展示根据汉语提示完成单词。
1. I didn’t call him up because I wanted to give him an (出乎意料的) surprise.2. The woman stared in (不信) at the large pile of money on the table.3. Every morning, when I wake up, I will thanks God that I am stil(活着)。
4. Two hours later, the fireman got to the （燃烧）house.5. After Bert got up, he drove to the (飞机场) to meet Mr. Black.【反思提高】Unit 12 Life is full of the unexpected导学案总第58课时(Section AGrammar focus ~ B1e)班级：姓名：时间： 2015年月日课型：New 课时：3 主备人：审核：九年级英语组【学习目标】__________________________________________________1.能够听懂Dave ,Nick 和Joe 在愚人节所发生的故事。
2.了解愚人节的相关文化知识。
【学习重难点】能够用过去完成时态描述听力文中所发生的故事。
【预习指导】(一) 自我预习课本预习：1熟读Grammar focus, 复习本单元的重要句型.2.完成4a,4b,4c.（二）预习效果检查1. .当我返回学校时，上课铃已响了。
___________________________________________________________2.在我到达公交站之前，公汽已离开了。
________________________________________________________3.当他把面条放进碗里时，他意识到他忘了添加绿豆荚了。
______________________________________________________________4生活充满了意外_____________________________________________________________【课内学习】一、教材处理：1.检查预习效果学生口译听到的句子(Grammar focus)2. 要求学生翻开课本P92，参照例句用by the time或before造句。
.然后请5位同学朗读句子，全班集体核对答案。
3. .用4b方框中所给单词的正确形式填空完成句子，，然后请6位同学朗读句子，全班集体核对答案。
4. 听听力完成1c、1d5、放下听力材料，要求学生模仿听力内容，参照1e提供的对话，利用1c，1d的信息分角色练习对话练习。
然后邀请2-3对同学当堂演示。
看哪一对的表现最佳。
二、组内探讨：1、show up 出席；露面例：Why didn't youat the meeting yesterday?昨天的会你怎么没来参加？（1.）show sb around意为“带某人参观”。
Would you like me to show you around?让我带你转转好吗？Before you start work I'll show you around the office.你开始工作前，我将带你参观一下办公室。
（2.）show off意为“炫耀”。
The children always like to show off when we have guests.有客人的时候孩子们总喜欢表现自己。
2、Last Friday night, my friend invited me to his birthday party.上周五晚上，我朋友邀请我参加他的生日晚会。
invite sb to a place（或一活动、聚会）意为“邀请某人到某一地方或参加某一活动”学习成果展示1. Teachers are often compared to _____ candles.A. burntB. is burningC. burnedD. burning2. Miss Lee didn’ t __ our party because she forgot.A. show upB. come upC. get upD. take up3. If you must go, at least wait ____ the rain stops.A. unlessB. tillC. beforeD. for4. I don’t like vegetables ____ they are good for my health.A. becauseB. even thoughC. after allD. so that【反思提高】Unit 12 Life is full of the unexpected导学案Section B 总第59课时(2a ~ 2e)班级：姓名：时间： 2015年月日课型：New 课时：4 主备人：审核：九年级英语组【学习目标】1.掌握本节课单词、短语及重点句子。