九年级英语第十二单元讲课教案
人教版英语九年级全册Unit12SectionB2a2e教学设计
针对人教版英语九年级全册Unit 12 Section B 2a-2e的教学内容，进行以下学情分析：
九年级学生在经过前两年的英语学习后，已经具备了一定的英语基础，包括词汇、语法和阅读能力。他们对英语学习有一定的兴趣和热情，但个体差异较大。在本章节的学习中，大部分学生能够理解并运用一般过去时和现在完成时，但在实际语境中灵活运用仍有困难。此外，他们对定语从句、宾语从句等语法结构的掌握程度不一，需要教师在教学中予以关注。
2.能够熟练运用一般过去时和现在完成时描述过去的事情，并能够运用目标句型进行表达，如：“He has achieved his goal.”、“She inspired me to study harder.”等。
3.能够理解并运用目标语法结构，如定语从句、宾语从句等，提高句子构建能力。
4.能够通过阅读理解文章，获取关键信息，提高阅读理解能力。
2.邀请学生分享他们所崇拜的人物及其成就，引导他们用一般过去时描述这些成就，为新课的学习做好铺垫。
3.教师简要介绍本节课的学习目标，让学生明确学习内容，激发学习兴趣。
（二）讲授新知
1.教师呈现新课文中的人物和事件，引导学生关注重点词汇、句型和语法结构。
2.通过对课文的分析，讲解一般过去时和现在完成时的区别与联系，举例说明两种时态在实际语境中的应用。
5.能够运用所学知识进行口头和书面表达，采用以下方法，帮助学生达成教学目标：
1.导入阶段：通过图片展示、头脑风暴等方式，激发学生的兴趣，为新课内容的学习做好铺垫。
2.讲解阶段：采用任务型教学法，引导学生自主学习，合作探究，理解并掌握重点词汇、句型和语法。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本章节的重点在于学生对重点词汇、句型和语法的掌握，以及能够运用所学知识进行阅读理解和口头、书面表达。
人教版英语九年级全册Unit12SectionB(1a1e)听说教学设计
（三）情感态度与价值观
本节课的教学目标是培养学生对英语学习的兴趣和自信心，使他们能够积极主动地参与课堂活动。通过讨论和表达个人观点，学生将能够提高他们的思辨能力和批判性思维能力。
2.听力理解：本节课的听力材料涉及对话和短文，学生可能对某些口音、语速或语调不够熟悉，导致理解困难。因此，学生需要通过多次听写、听译等练习来提高听力理解能力。
3.口语表达：学生在口语表达方面可能存在词汇量不足、语法错误、发音不标准等问题。因此，学生需要通过小组讨论、角色扮演等互动活动，以及模仿录音、跟读等练习来提高口语表达能力。
（五）总结归纳
在总结归纳环节，我会用简洁的语言对本节课的主要知识和内容进行归纳和总结，帮助学生巩固记忆。例如，“今天我们学习了不同学科和课程的特点和要求，掌握了重点单词和短语，以及句型的用法。希望大家能够将这些知识运用到实际生活和学习中，不断提高自己的英语水平。”最后，我会鼓励学生继续努力，培养正确的学习态度和价值观。
2.听力练习：要求学生听写本节课的听力材料，并回答相关问题。通过这种方式，学生可以提高听力理解和笔头表达能力。
3.口语练习：要求学生小组合作，围绕本节课的话题进行讨论，并录制成音频或视频。这样既可以提高学生的口语表达能力，也可以培养他们的合作意识。
4.语法练习：要求学生完成一些与本节课句型相关的练习题，如选择题、填空题和翻译题等。通过这种方式，学生可以巩固句型的用法，并提高自己的语法水平。
（四）课堂练习
在课堂练习环节，我会设计一些练习题，如选择题、填空题和翻译题等，让学生在课堂上完成。这些练习题将涵盖本节课的重点单词、短语和句型。在学生解答过程中，我会及时给予指导和解答疑惑。对于学生的错误，我会进行个别辅导，帮助他们改正并理解错误。此外，我还会选取一些学生的练习答案进行展示和点评，以提高学生的学习积极性。
人教版九年级英语全册Unit12SectionA(1a2d)教学设计
难点：在真实的语言环境中，快速准确地进行信息捕捉和处理。
3.重点：通过阅读理解，培养学生分析和推理的能力。
难点：将阅读材料中的信息内化，形成自己的见解和思考。
（二）教学设想
1.针对词汇和语法的教学：
-采用实物、图片、情境等多种教学手段，生动形象地展示词汇，帮助学生记忆和理解。
（三）情感态度与价值观
在本章节的学习中，学生将培养以下情感态度与价值观：
1.培养学生对英语学习的兴趣和自信心，激发他们学习英语的热情。
2.培养学生尊重和欣赏名人的成就，学会从名人的经历中汲取正能量。
3.培养学生的团队协作精神，学会在合作中相互帮助、共同进步。
4.培养学生具有拼搏、进取的精神，明白成功需要付出努力和坚持。
4.词汇练习：结合本节课所学词汇，设计一份词汇填空或搭配练习，让学生在课后巩固词汇知识，提高词汇运用能力。
5.家庭作业：布置一份综合练习，包括听力、阅读、语法和写作等各个方面，旨在全面检测学生对本节课所学内容的掌握程度。
注意事项：
1.作业难度适中，确保学生在完成作业的过程中既能巩固所学知识，又能提高自身能力。
2.学生分享自己在小组讨论和课堂练习中的收获，互相鼓励和借鉴。
3.教师强调学习英语的重要性，激发学生持续学习的热情，鼓励他们在今后的学习和生活中，勇敢追求自己的梦想。
五、作业布置
为了巩固本节课所学知识，提高学生的英语综合运用能力，特布置以下作业：
1.写作作业：请学生选择一位他们感兴趣的名人，运用一般过去时和一般将来时，描述该名人的成就、经历以及对他们的影响。要求不少于100词，旨在培养学生的写作能力和对名人的深入了解。
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。
人教版九年级英语第十二单元教案
湖口中学九年级英语学科教学设计九年级英语学科教学设计课外拓展教学反思在教学中，教师要尽量用英语进行教学，语速自然停顿恰当，不给学生在大脑中进行英汉转换的时间。
课堂上，教师如果用英语阻止课堂教学，刚开始学生可能不太适应，但如果坚持做下去，学生的听说能力，语言运用能力就会逐渐增强。
课堂应力求形式多样。
每天课前热身对话，让不少学生改掉害羞、怕开口的毛病。
从而把学生带入轻松活泼的教学活动中。
九年级英语上册期末试卷学校____________________ 姓名__________________ 准考证号__________________听力理解(共30分)一、听对话，从下面各题所给的A、B、C三个选项中选择与对话内容相符的图片。
每段对话你将听两遍。
（共5分，每小题1分）1．A．B． C.2．A．B．C．3．A．B． C.4．A．B．C．5．A．B．C．二、听对话或独白，根据对话或独白的内容，从下面各题所给的A、B、C三个选项中选择最佳选项。
每段对话或独白你将听两遍。
（共15分，每小题1.5分）请听一段对话，完成第6至第7小题。
6. What day is better for the boy to do sports?A. Monday.B. Tuesday.C. Wednesday.7. What sport does the boy like?A. Volleyball.B. Basketball.C. Tennis.请听一段对话，完成第8至第9小题。
8. What are the speakers mainly talking about?A. School life.B. Family members.C. People at the party.9. What is Jenny like?A. She is friendly.B. She is boring.C. She is quiet.请听一段对话，完成第10至第11小题。
人教版英语九年级全册Unit12教学设计
3.教学评价：
-采用形成性评价和终结性评价相结合的方式，全面评估学生的学习过程和成果。
-注重学生的自我评价和同伴评价，引导学生反思学习过程，提高自我监控和自我管理能力。
4.教学拓展：
-鼓励学生利用网络资源、英语角等平台，进行课外学习，拓宽知识视野。
-教师引导学生回顾本节课所学内容，总结语法和词汇知识。
-学生分享学习心得，交流在课堂活动中的收获和感悟。
2.教学实施：
-教师通过提问、复述等方式，帮助学生巩固记忆。
-鼓励学生提出疑问，解答学生的困惑。
3.教学目标：
-加深学生对本章节知识的理解和记忆，提高学习效果。
-培养学生的反思能力和自我评价意识，为下一节课的学习做好准备。
针对以上学情，教师在教学过程中应关注个体差异，因材施教；激发学生兴趣，提高学习积极性；注重语言实践，提高学生的语言运用能力；培养学生的自主学习能力和合作意识；关注学生情感需求，助力学生健康成长。
三、教学重难点和教学设想
（一）教学重难点
1.语法结构：一般将来时、现在进行时和被动语态的掌握和运用是本章节的语法重点，学生需要在实际语境中熟练运用这些时态。
-结合具体语境，讲解本章节的重点词汇和短语。
2.教学实施：
-教师通过示例句、情景对话等形式，生动形象地呈现语法知识。
-鼓励学生积极参与课堂活动，模仿示例句进行口头练习。
3.教学目标：
-让学生掌握本章节的语法和词汇知识，理解其在实际语境中的应用。
-培养学生的语言表达能力，提高听说读写技能。
（三）学生小组讨论
（三）情感态度与价值观
1.积极向上的心态：学生能够认识到设定目标的重要性，树立远大理想，为实现目标付出努力。
九年级英语上册第十二单元教案
九年级英语上册第十二单元教案（人教版）Unit 12 Life is full of the unexpectedSection A 1 (1a-2d)一、教学目标：1. 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. 情感态度价值观目标：能学会合理安排自己的学习和生活，做到守时守信。
二、教学重难点1. 教学重点：过去完成时的用法。
2. 教学难点：用过去完成时叙述过去的事件。
三、教学过程Ⅰ. Warm-upGreeting.Ⅱ. Lead-in hDo you remember any unexpected situation in your daily life?展示几张尴尬的人的图片。
Ask: What do you think of the people in these pictures?Ss: They look scared/bad.T: What happened to the boy?Ss: He broke his arm. He is getting an electric shock.T: I was late for work today. When I got up, I found my clock had rung. It was 7:30.By the time I went to the bathroom, my son had been in. So I had to wait. When I went out, I found 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)。
九年级英语unit12公开课教案
Unit 12 Life is full of the unexpectedPeriod 3 section A（3a--3c）说课稿赵莹2015.1.8本节课是GO FOR IT九年级Unit 12 Section A (3a-3c) 内容，是一节阅读课。
并在此基础上培养学生的阅读技巧，概括能力和语言的组织应用能力。
知识目标：让学生熟练运用本节课的重点词汇和表达方式；运用时间状语从句和过去完成是描述过去发生的事件。
能力目标：通过任务的完成及思维导图的辅助提高学生的阅读能力和语言知识的运用能力。
情感态度：通过本节课的学习，让学生认识到生活中时刻都存在着意想不到的事情，但无论遇到多大的困难，都应该积极面对，因为“塞翁失马，焉知祸福”。
教学重点：学会用时间状语从句和过去完成时描述已发生的事。
基本流畅的复述全文。
教学难点：是学生用所学知识描述自己所经历的一件特别的事。
设计意图：1.遵循化难为简的原则。
据本班学生的实情和学情，设计不同的阅读任务，让学生由浅入深，逐步理清文章的脉络，达到预定的效果。
2.课堂设计上，尽可能体现英语学习的基本特点，将听说读写融入课堂教学和课后实践中，注重学生能力的培养。
教学过程：略（见教案设计）自我反思：1.事件处理上欠妥。
2.复述提示不恰当评课记录：1.能运用不同的手法将文章分片处理，减少阅读量，化难为简。
2.2.板书设计精炼到位。
3.听力融入阅读，值得学习。
4.备课贴近学生，设计到位。
5.问题设计有待细化。
6.对本节课的重点内容应再强化。
7.给学生阅读时间有点少，导致复述有障碍。
8.课件中plane 错打成play9.提示词重心应放在after,as,when,by the time上。
10.听力挖空要深思为什么？11.听力完后应该学生1-2分钟自己讨论后完成内容。
Unit 12 Life is full of the unexpectedPeriod 3 section A（3a--3c）教案一、教学目标：让学生通过速读和精读理清文章脉络，并能熟练复述基本内容。
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。
人教版英语九年级全册Unit12SectionAGrammarFocus4c优秀教学案例
3.小组合作：将学生分成小组，鼓励他们相互讨论和交流，共同完成任务。这种合作学习的方式不仅培养了学生的团队合作精神，还提高了他们解决问题的能力，使他们在真实的交流环境中更好地运用过去进行时。
在教学过程中，我以任务型教学法为指导，注重学生的积极参与和实际操作。通过设计丰富多样的教学活动，激发学生的学习兴趣，培养他们的合作精神和创新思维。同时，我还注重情感教育的融入，关心学生的学习需求，为他们提供个性化的指导和支持，帮助他们建立自信，提高英语水平。
二、教学目标
（一）知识与技能
1.学生能够掌握过去进行时的构成，即“was/were +动词-ing”的形式。
2.设计小组讨论活动，让学生通过合作解决问题，提高他们的解决问题能力。
3.利用小组合作的方式进行角色扮演，让学生在真实的交流环境中运用过去进行时，提高他们的实际运用能力。
4.教师对小组合作情况进行观察和评价，及时给予反馈，指导学生改进学习方法。
（四）反思与评价
1.教师引导学生对自己的学习过程进行反思，帮助他们发现自己的优点和不足，提高自我调整能力。
2.利用图片、图表等视觉材料，展示过扮演活动，让学生在具体的情境中运用过去进行时进行交流，提高他们的实际运用能力。
4.利用故事情节，引导学生通过猜测、推理等方式，自主发现过去进行时的用法，培养他们的思维能力。
（二）问题导向
1.设计一系列针对过去进行时的问题，引导学生进行思考和讨论，激发他们的求知欲望。
2.设计自我评价表，让学生对自己的学习情况进行评估，培养他们的自我评价能力。
人教版九年级英语全册Unit12SectionB(3aSelfCheck)优秀教学案例
（二）讲授新知
在讲授新知环节，我会以课本Unit 12 Section B(3a Self Check)的内容为主线，结合学生的实际情况，逐步引导他们学习一般将来时态和相关的词汇、短语、句型。
1.通过对比一般现在时、一般过去时，讲解一般将来时的用法，让学生了解并掌握“will”引导的句子结构。
2.以课本中的例子为参考，讲解与未来生活相关的词汇和短语，如：robots, solar energy, pollution control等，让学生在实际语境中学习新词汇。
3.引导学生运用新学的词汇和句型，进行情景对话和角色扮演，以提高他们的语言运用能力。
（三）小组合作
小组合作是促进学生互动交流、提高团队协作能力的重要途径。我将根据学生的学习特点和兴趣，合理分组，让每个学生在小组中发挥自己的优势。
1.设计小组讨论活动，让组内成员就未来生活的话题展开讨论，共同完成任务。
2.开展小组竞赛，激发学生的学习积极性，培养团队精神。
3.鼓励小组成员互相评价、互相学习，共同提高英语水平。
3.观看一部关于未来的英文电影，记录下自己感兴趣的场景和台词，下节课与同学进行分享。
五、案例亮点
1.创设真实语境，激发学生兴趣
本案例通过多媒体展示未来生活的场景，让学生在真实语境中感知、体验英语，激发他们对英语学习的兴趣。这种情境教学法有助于提高学生的学习积极性，使他们更愿意主动参与到课堂活动中。
2.问题导向，培养思维能力
1.提出开放式问题，如：“What do you think life will be like in the future?”，鼓励学生发表个人见解。
人教版九年级英语全册Unit12sectionA优秀教学案例
4.通过设置疑问，引导学生思考旅行和探险的意义，激发他们的探究欲望。
（二）问题导向
1.设计一系列与本节课话题相关的问题，引导学生通过讨论、思考等方式，逐步揭示问题的答案。
2.鼓励学生提出自己的问题，培养他们独立思考和解决问题的能力。
（二）讲授新知
1.教师通过展示PPT或板书，向学生介绍一般过去时的基本结构和用法。
2.结合实例，讲解如何运用一般过去时描述过去的旅行经历，让学生理解并掌握该时态。
3.引入本节课的重点词汇和短语，如“travel”、“adventure”、“exciting”等，并展示例句，帮助学生理解和运用。
4.通过听力练习，让学生听懂并运用本节课的重点词汇和短语，提高他们的听力技能。
4.学生能够运用所学的知识和技能，完成相关的写作任务，如写一篇关于过去旅行的短文，或设计一个探险活动的计划等。
（二）过程与方法
1.通过多媒体教学手段，如图片、视频等，激发学生的学习兴趣，引导他们主动参与课堂活动。
2.利用小组合作学习的方式，鼓励学生互相交流、讨论，培养他们的团队合作意识。
3.采用任务型教学法，让学生在完成具体任务的过程中，运用所学知识，提高实际运用语言的能力。
四、教学内容与过程
（一）导入新课
1.利用多媒体展示一幅美丽的旅行图片，引导学生谈论旅行的话题，激发他们的学习兴趣。
2.邀请一位学生分享自己的旅行经历，让其他学生倾听并提问，营造轻松、愉快的课堂氛围。
3.教师以自己的旅行故事为切入点，引出本节课的主题——旅行和探险的经历。
4.提问学生：“你们最喜欢的旅行目的地是哪里？为什么？”引导学生思考并发表自己的观点。
人教版英语九年级全册Unit12SectionA(1a2d)听说课教学设计
2.作业量适中，避免增加学生负担，注重培养学生的自主学习能力。
3.教师应及时检查和评价学生的作业，给予反馈和鼓励，提高学生的积极性。
4.鼓励学生在完成作业过程中相互交流、合作，培养团队精神。
2.小组作业：各小组选择一个职业，合作编写一个对话，内容包括至少三个同学分别扮演不同角色，运用一般现在时描述这个职业的相关内容。要求对话内容丰富、语言流畅，并在下节课上进行展示。
3.视频观看：观看与职业相关的英语视频，如《The career series》等，了解不同职业的日常工作，拓宽视野。观看后，学生需用英语简述视频内容，并分享自己的观后感。
3.通过角色扮演活动，让学生在模拟真实场景中运用所学知识，提高实践能力。
4.引导学生总结学习策略，形成自主学习的能力。
（三）情感态度与价值观
在本章节的教学中，学生将培养以下情感态度与价值观：
1.增强学生对各种职业的了解，激发他们对未来职业的思考和规划。
2.培养学生的团队合作意识，让他们学会在合作中相互尊重、共同进步。
（二）讲授新知
1.教师播放听力材料，让学生听并回答问题，如：“What is the man's job? What does he do?”等，帮助学生理解听力材料，并学习一般现在时描述职业特点。
2.教师引导学生总结一般现在时的语法规则，并通过例句进行解释和展示。
3.教师教授本节课的重点词汇和短语，如librarian、pilot、mechanic、lawyer、engineer等，让学生跟读并模仿，加强词汇记忆。
3.口语表达：学生在小组讨论和角色扮演中需要能够流畅地表达自己的观点。
设想：提供口语表达框架，鼓励学生大胆开口，同时进行同伴互评和教师反馈，帮助学生改进发音和语调。
人教版九年级英语全册Unit12sectionA教学设计
3.能够理解并运用文章中的连接词，如"however", "in addition", "on the other hand"等，使文章结构更加清晰。
4.提高阅读理解能力，通过阅读课文，了解并掌握关于未来职业规划、环保等方面的信息。
-创设轻松、愉快的课堂氛围，鼓励学生大胆开口说英语。
-设计各种角色扮演、小组讨论等活动，提高学生的听说积极性。
-利用听力材料，进行听力训练，提高学生的听力水平。
4.情感态度与价值观的引导：
-结合教学内容，引导学生关注未来规划，树立正确的人生观和价值观。
-通过讨论环保问题，培养学生的环保意识和社会责任感。
1.学生在语法方面，对将来时态的掌握程度不同，部分学生可能存在运用不当的问题，需要针对性地进行巩固和指导。
2.在词汇方面，学生对与未来规划、环保等主题相关的词汇掌握不足，需要通过丰富多样的教学活动，帮助学生拓展词汇量。
3.阅读理解能力方面，学生对文章结构的分析、连接词的运用尚显不足，需要在教学过程中逐步引导和培养。
作业布置时，教师需注意以下几点：
1.作业量适中，避免给学生造成过重的负担。
2.关注学生的个体差异，适当调整作业难度，使每位学生都能在完成作业的过程中得到提高。
3.鼓励学生主动参与，培养他们的自主学习能力。
4.及时批改作业，给予学生反馈，帮助他们发现问题并及时改正。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本章节的重点在于学生对将来时态的掌握，以及与未来规划、环保等主题相关的词汇运用。
难点：学生对一般将来时态的运用，以及文章中连接词的准确使用。
人教版英语九年级全册Unit12SectionB2a2e优秀教学案例
（一）知识与技能
1.学生能够掌握并熟练运用本节课的重点词汇和句型，如“scenic spot”、“tourist attraction”、“mountain peak”等，以及表达旅行经历和计划的句型“I have been to...”、“I would like to visit...”等。
在教学过程中，我充分考虑了学生的年龄特点和知识水平，以人与自然和谐相处的理念贯穿整个教学环节，引导学生关注环境保护，培养他们的跨文化交际意识。在课堂导入环节，我利用多媒体展示了我国不同地区的美丽风光，激发学生的学习兴趣和欲望。接着，我组织学生进行小组讨论，让他们分享自己的旅行经历和计划，并在小组内进行互动交流，提高他们的口语表达能力。
2.设计各种小组活动，如角色扮演、编写对话等，让学生在完成任务的过程中，巩固本节课的重点词汇和句型。
3.鼓励学生进行小组合作，共同完成旅行相关的项目，如制定旅行计划、设计旅行路线等，提高他们的团队合作意识和解决问题的能力。
（四）反思与评价
1.引导学生进行自我评价，让他们反思自己在课堂上的表现和学习成果，培养他们的自我认知和自我提升能力。
2.组织学生进行互相评价，让他们评价他人的表现和成果，培养他们的团队合作意识和互相尊重的意识。
3.进行形成性评价和终结性评价相结合的评价方式，对学生的学习情况进行全面、客观的评价，及时反馈和指导学生的学习。
作为一名特级教师，我深知教学策略的重要性，因此在本节课的设计中，我注重了情景创设、问题导向、小组合作和反思与评价等多种教学策略的运用。通过这样的教学策略，我希望能够激发学生的学习兴趣，培养他感的现代人。
作为一名特级教师，我深知教学目标的重要性，因此在本节课的设计中，我注重了知识与技能、过程与方法、情感态度与价值观的全面发展。通过这样的教学目标，我希望能够激发学生的学习兴趣，培养他们的语言运用能力、团队合作意识和跨文化交际能力，使他们成为具有全球视野和社会责任感的现代人。
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。
人教版九年级英语全册Unit12SectionA3a3c教学设计
3.研究性作业：
-分组进行研究性学习，选择一种自然灾害，通过网络、书籍等途径查找相关资料，了解其成因、影响及预防措施；
-各小组制作一份关于所研究自然灾害的PPT，进行课堂分享，提高学生的团队协作能力和信息整合能力。
4.拓展作业：
2.通过听力训练，提高学生捕捉关键信息、进行信息筛选和整合的能力。
3.通过阅读课文，培养学生独立思考、分析问题和解决问题的能力。
4.通过课堂讨论，鼓励学生积极参与，提高口语表达能力。
5.通过课后作业，巩固所学知识，培养学生自主学习的能力。
（三）情感态度与价值观
在本章节的教学中，学生将形成以下情感态度与价值观：
三、教学重难点和教学设想
（一）教学重难点
1.重点：本章节的重点在于学生对自然灾害相关词汇的掌握，以及运用一般过去时描述过去发生的事件。
-词汇方面，如hurricane, earthquake, flood等单词的拼写、发音和词义理解；
-语法方面，一般过去时的构成和正确运用。
2.难点：学生对一般过去时的运用，特别是在口语和写作中的正确使用，以及听力训练中捕捉关键信息的能力。
-口语练习：设计相关话题，让学生进行角色扮演，提高口语表达能力。
2.学生在规定时间内完成练习，教师及时给予反馈和指导；
-选取部分学生的作业进行展示，共同分析、讨论。
（五）总结归纳，500字
1.教师对本节课的学习内容进行回顾和总结，强调重点知识。
-总结词汇、语法知识点，提醒学生注意一般过去时的正确运用；
-设计听力练习，如填空、选择题等，检测学生听力理解水平；
-针对听力难点，进行策略指导，提高学生听力技巧。
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.。
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九年级英语第十二单元九年级英语第12单元诊断性自测题Unit 12 Life is full of the unexpected.I. 单项填空。
( )1. — What would you like for breakfast?—I’d like some milk and pie.A. a; theB. a; /C. /; aD. the; a( )2. — Is Mount Tai the highest mountain in Shandong?— I think so. It is 1,545 meters sea level.A. underB. aboveC. pastD. along( )3. — After being trapped (困住) for 36 days, Strong Pig was still when people found it.— It was great news.A. aliveB. livelyC. livedD. live( )4. — Columbus was a man who changed the world.— I agree. His of America was one of the greatest events in human history.A. inventionB. discoveryC. appearanceD. agreement( )5. — Is the airport closed because of the bad weather?— No. But my flight to Beijing was because of it.A. lockedB. bookedC. lostD. cancelled( )6. — Did Mrs. Smith call you yesterday?— Yes. I was about for lunch when the telephone rang.A. going outB. to going outC. to go outD. go out( )7. — I want to buy a ticket to the movie.— Sorry, we have all the tickets.A. put awayB. given upC. given awayD. sold out ( )8. —James said he would come to my party, but he didn’t .—Really? He didn’t keep his word again.A. show upB. get upC. set upD. give up ( )9. — I must go home. — If you must, at least wait the rain stops.A. sinceB. asC. tillD. when ( )10. — How it was when I fell down in front of so many people.— Well, everyone can fall, right?A. embarrassB. embarrassingC. embarrassesD. embarrassed( )11. — Do you know who the award will go to?— I have no idea. We have to wait until the result .A. announcesB. will announceC. will be announcedD. is announced( )12. — Was it your first visit to the museum?— No. I had visited it . But I thought it worth a second visit.A. a day agoB. next weekC. the following dayD. the day before ( )13. —You did go to see “The Hunger Games 3” yesterday evening?—No. I it already.A. seeB. had seenC. have seenD. would see( )14. — Do you know when you arrived?— Five minutes. I missed something exciting.A. how long the show had been onB. how long had the show been onC. how long has the show been onD. how long the show has been on( )15. — Barcelona lost the match last night.— It is unbelievable. They always win.A. How come?B. Never mind.C. I can’t agree more.D. That’s common.II. 词形转换。
用括号内所给单词的适当形式填空,每空格限填一词。
1. The noodles that my mother cooks are _____________ (delicious) in the world.2. He felt __________ (lucky) that day because he lost his money on the train.3. There are __________ (hundred) of people dancing on the square now.4. The box is ___________ (fill) of books and letters.5. I have to eat lunch __________ (quick) because they are all waiting for me.6. My father works at __________ (little) ten hours every day.7. Ten years _________ (late), the girl became a college student.8. The problem ___________ (unexpected) turned into a good thing.9. What time do you get _________ (dress) every morning?10. They were __________ (real) interested in ping-pong at that time.III. 动词应用。
用括号内所给动词的适当形式填空,必要时可加助动词或情态动词。
1. If you keep _________ (work) hard, you will succeed in the end.2. When he was about __________ (leave) home, he saw a stranger come into the house.3. Have you finished __________ (read) the book?4. He had a chance _________ (learn) French in Paris last year, but he had to give it up because of his illness.5. The farmer said he would stop __________ (grow) apples because they were too cheap.6. They __________ (begin) to work before I arrived there.7. The girl said that she __________ (finish) her homework before four o’clock that afternoon.8. I don’t think what he said is __________ (believe). He is a man who often tells lies.9. I _________ (fool) by my best friend on April Fool’s Day last year. I want to play a joke on her this year.10. The movie has a bad _________ (end), many audiences cried in the theatre.IV. 完成句子。
根据所给汉语提示完成英语句子,每空一词。
1. 当我起床的时候,父母已经离开家去上班了。
_________ ________ _________ I got up, my parents _________ ________ home to work.2. 他飞快地穿上衣服跑出门去。
He quickly ________ ________ his clothes and ________ _________ the door. 3. 对不起,你能捎我一段路程吗？Excuse me, can you _________ me _________ __________?4. 我们带着怀疑的目光看着黑烟正从燃烧的大楼上方升起来。
We stared _________ ________ at the black smoke _________ above the burning building.5. 或许你的坏运气会变成好事呢。
Maybe your bad luck will _________ ________ a good thing.V. 阅读理解。
ATable manners are how to behave when you eat a meal. Different countries have different table manners. Now let’s see how to eat in public in the following countries. JapanIt is okay to make some noises when you eat noodles in Japan. Unlike making big noises, making some noises is not rude but is a compliment to the chef. The Japanese also say it tastes better if you make some noises.What else to watch: It’s important to say “thanks” before and after a meal.FranceIn France, a meal is like a ceremony (典礼). People enjoy it and make it a special event. You should never discuss money or religion (宗教信仰) over dinner, and going Dutch (各自付账) is not very polite.What else to watch: You need to finish everything on your plate.MexicoIn Mexico, whenever you catch the eye of someone who’s eating, even a stranger, it’s good manners to say “provecho”, which means “enjoy”.What else to watch: Where you sit matters in this country. Before you get seated, look for place cards, or wait until the host seat s you. And you must say “enjoy your meal” before you leave the table.根据短文内容，选择最佳选项。