新版人教版新目标九年级英语unitunit 12-2教案

合集下载

人教版英语九年级全册Unit12SectionB2a2e教学设计

人教版英语九年级全册Unit12SectionB2a2e教学设计
二、学情分析
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。

新目标九年级英语unit12教案

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。

新版人教版新目标九年级英语unitunit 12-2教案

新版人教版新目标九年级英语unitunit 12-2教案

新版人教版新目标九年级英语unitunit12-2教案新版人教版新目标九年级英语Unit 12-2教案Lesson Overview本节课主要教授与物理和科技有关的词汇和句型,以及通过听力练和交流活动来提高学生的听说能力。

Learning Objectives- 学生能够掌握与物理和科技有关的词汇和句型,如“heat up,” “cool down,” “digital,” 等等。

- 学生能够通过听力练理解有关物理和科技的对话和文章。

- 学生能够在交流活动中运用所学词汇和句型进行口语表达。

Materials Needed- 教材:新目标九年级英语教材第十二册(2)单元- 板书、PPT等教学辅助工具Lesson Plan1. 导入(5分钟)- 通过展示有关物理和科技的图片或展示实物引起学生的兴趣。

2. 听力练(15分钟)- 播放录音,让学生听力理解有关物理和科技的对话和文章。

- 听力练材料可从教材中选取。

3. 词汇和句型研究(20分钟)- 教授与物理和科技有关的词汇和句型,如“heat up,” “cool down,” “digital,” 等等。

- 通过示范和练,让学生掌握这些词汇和句型的用法。

4. 交流活动(20分钟)- 将学生分成小组,让他们运用所学词汇和句型进行交流活动,如讨论自己使用的科技产品,描述物理实验等。

5. 小结(5分钟)- 回顾本节课所学的重点内容,强调学生的研究成果。

6. 作业布置(5分钟)- 布置相关的阅读或写作作业,巩固学生对物理和科技词汇的掌握。

Assessment- 教师可通过观察学生在课堂交流活动中的表现来评估他们对词汇和句型的掌握情况。

- 可以布置写作作业来进一步评估学生对物理和科技词汇的应用能力。

Extension- 学生可通过查找更多与物理和科技有关的资料来扩展自己的知识。

- 可以进行科技相关的实验或小项目,让学生亲身体验物理和科技的应用。

Additional Resources- 在老师用课堂教学中,可以准备一些物理和科技相关的视频或在线资源,增加学生对相关话题的兴趣和理解。

新目标九年级英语units 12教案

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.。

人教新目标九年级英语课件 Unit12.2学案设计

人教新目标九年级英语课件 Unit12.2学案设计

义务教育基础课程初中教学资料Unit 12 Life is full of the unexpected.Period 2 Section A (3a-4c)【课型】阅读课学习目标1.学习掌握下列单词和短语,并能达到熟练记忆和运用:block,in line with,worker,stare,disbelief,above,burn,burning,alive,airport,till,west等2.能掌握以下句型:Life is full of the unexpected.I was about to go up when I decided to get a coffee first.As I was waiting in line with other office workers,I heard a loud sound.Before I could join the others outside to see what was going on,the first plane had already hit my office building.学习过程【自主学习】预习本课生词,会拼读:block,in line with,worker,stare,disbelief,above,burn,burning,alive,airport,till,west 等Revision:Please make your own sentences.By the time I got home, .By the time I came in, .By the time I got to school, .By the time the bell rang, .By the time I got up, .【新课导入】1.Lead-in(Before reading)Life is full of the unexpected.Did you experience the unexpected things?Share your story with the class.E.g.When I was very young,I always expected to receive a very special birthday gift from my parents.But before my10th birthday,they were so busy that they forgot to give me gift...【新知呈现】2.Learn some new words.new words:unexpected,hit【观察与思考1】the unexpected是什么用法?【课堂探究1】快速阅读全文,回答问题,了解文章大意。

人教版英语九年级全册Unit12教学设计

人教版英语九年级全册Unit12教学设计
-巩固阶段:通过课后作业、单元测试等形式,帮助学生巩固所学,及时查漏补缺。
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Unit12第2课时教案

九年级英语Unit12第2课时教案

Period 2 Section A 3a - 3c【知识与能力目标】1) 学习掌握下列单词和短语:block, in line with, worker, stare, disbelief, above, burn, burning, alive, airport, till , west2) 能掌握以下句型:Life is full of the unexpected.I was about to go up when I decided to get a coffee first.As I was waiting in line with other office workers, I heard a loud sound.Before I cold join the others outside to see what was going on, the first plane had already hit my office building. 3) 进一步熟练掌握过去完成时的用法。

【过程与方法目标】根据新课程理念,结合本课时的教学内容,开展任务型教学活动.设置多个与课文相关问题,利用略读和详读,吸引和组织他们积极参与课堂活动,学习和应用英语完成学习任务。

【情感态度价值观目标】1) 通过学习使学生认识到生活中充满着许多出乎预料的事件,培养学生正确看待事物的积极心态。

2)能运用所掌握的语法,句型和词汇进行交流。

3)能比较流利地讲述自己曾经有的特别的一天。

【教学重点】1)掌握本课时中出现的生词block, in line with, worker, stare, disbelief, above, burn, burning, alive, airport, till , west2) 学会用过去完成时叙述自己曾经有的特别的一天。

【教学难点】用过去完成时叙述自己曾经有的特别的一天。

【教学步骤】Step 1. Revision1. Could you please make sentences with these words and phrases below?unexpected adj. 出乎意料的by the time … 在……以前backpack n. 背包oversleep v. 睡过头;睡得太久2. Please make your own sentences.By the time I got home, _______________________________________.By the time I came in, ________________________________________.By the time I got to school, ____________________________________.By the time the bell rang, _____________________________________.By the time I got up, _________________________________________.3. Retell the story of Mary’s bad day according to the pictures in 1a and 2a.Step 2. DiscussionTell Ss Life is full of the expected. Did you experience the expected things? Share your story with the class.Step 3. ReadingWork on 3a. Read the passage and answer the questions:1) Which two events does the writer mention?2) How did the writer end up missing both events?1. Ask Ss to have a look at the questions before they start.2. Let Ss complete the work on their own.3. After a while, ask some students to report their answers to the class.Write the events on the blackboard as they report.Keys: 1) The writer mentions the September 11 attack in New York and theearthquake in New Zealand.2)The writer went to get a coffee first and was not in the office when the plane hit the World Trade Center. He/she had overslept and missed his/her flight, so he/she was able to avoid the earthquake.4. After checking the answers, tell students to read the article again more carefully.Tell them to find out the words or sentences which they can’t understand this time.Do some explanation and make sure that the students make everything clear about the article.5. Ask students to pick out the sentences with the Past Perfect Tense.Tell them to underline them and come up with the reason to use the tense.阅读方法指导:快速阅读全文,注意描述事件的关键词或短语,有助于整篇文章的理解。

人教版九年级英语全册教案Unit 12Life is full of the unexpected

人教版九年级英语全册教案Unit 12Life is full of the unexpected

人教版九年级英语全册教案Unit 12Life is full of the unexpected.Language GoalPeriod 5 Section 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。

这部分的重点是让学生能够用适当的时态叙述过去发生的事情,特别是意想不到的事件。

教学难点是让学生明白一般过去时态和过去完成时态的区别,并能正确运用这两种时态叙述过去发生的事情。

Section B依旧围绕“让人出乎意料的事件”这一话题展开,内容从学生的生活琐事、意外事故过渡到生活中出其不意的玩笑,特别是愚人节发生的让人难以预料的事情。

这部分的学习重点依旧是掌握一般过去时态和过去完成时态,学习难点是能够在写作中熟练运用这两种时态。

The First Period—Section A(1a-2d)Teaching Important Points【教学重点】Key words & phrases:unexpected,backpack,oversleepby the time;give…a liftKey sentences:1.What happened to the girl?2.By the time I got up,my brother had already gotten in the shower.3.When I got to school,I realized I had left my backpack at home.4.Before I got to the bus stop,the bus had already left.Key structure:had+donewhen/before/by the time+clausee.g.When I got home,I realized I had left my keys in the backpack.Teaching Difficult Points【教学难点】★Practice the past perfect tense and the adverbial clauses with when,before,as,by the time to narrate past events.Teaching Aids【教学工具】A tape recorder,pictures,CAI or multimedia courseware.Teaching Steps【教学过程】★Step 1Leading in【新课导入】1.Greeting2.Warming-upGet the students to review some verbs and their past forms.Quickly ask individual students to say out the past forms of the verbs the teacher gives.★Step 2Cooperative inquiry【合作探究】1.Finish the task in 1a①Show the pictures in 1a.Get the students to say the phrases to express the situations of the pictures.get up late,take a shower,run/hurry to…,miss the bus,left the schoolbag at home②Read these phrases and write them down.The teacher asks about the pictures.Did the girl have a good or bad day?Then discuss in pairs,asking:What happened to the girl?Get the students to answer with complete sentences,using the phrases.2.Finish the task in 1b①Read the instructions.Get the students to focus on the verb forms in the recording.②Play the recording for the first time.Students listen and try to fill in the blanks.③Play the recording a second time.Listen and check their answers.④Get the students to focus on the sentences.Teach the past perfect tense.Write the structure:had+done.3.Finish the task in 1c①Read aloud the sentences.Then read the model conversation in 1c.②Show pictures in turn and get the students to talk about what happened to Mary.Take turns to play the role of Mary.4.Finish the tasks in 2a-2b①Show PPT or pictures.Ask questions:Where is Mary in the pictures?Is anything good or bad happening to her?What is it about?②Play the recording for the first time.Number the pictures in 2a.And ask some students to say their answers.③Read the sentences in 2b.Play the recording again.Students listen and complete the sentences.④Play the tape once more.Check the answers with the whole class.Read aloud the sentences.Then students listen and repeat.5.Finish the task in 2c①Read and role-play the conversation.Then get students to retell the story about Mary.②Students tell the end of the story.First discuss in groups and then share in class.6.Finish the task in 2d①Talk about the picture and guess the conversation.Ask:What can you see in the picture?Can you guess what the dialogue is about?②Ask the students to read aloud the conversation in 2d.Then role-play it in pairs.③The teacher removes the verbs or verb phrases in the dialogue.Play the recording and get the students to fill in the blanks.④Check the answers with individual students.Write and learn these items:go off,woke up,rushed out,eat breakfast,brush my teeth,wash my face,got to,gave me a lift⑤Play the recording and get the students to follow the teacher in the recording.Then role-play the conversation.★Step 3Homework1.Retell the story about Mary's morning.2.Write the events in the five pictures in 1a.3.Translate the following sentences into English.(1)你发生了什么事?________________________________________________________________________(2)今天早晨我到学校时,迟到了10分钟。

人教版英语九年级全册Unit12SectionB2a2e优秀教学案例

人教版英语九年级全册Unit12SectionB2a2e优秀教学案例
二、教学目标
(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。

人教版九年级英语全一册Unit12第2课时教案

人教版九年级英语全一册Unit12第2课时教案
Keys:On September 11, 2001, I arrived at my building in the morning and was about to enter the office building, when suddenly I decided to buy a coffee. The unexpected thing came about when I was waiting in the line that a plane crashed the office building where I work. People were staring at the burning plane in disbelief. How dangerous it was!
Step 7Try to Find
1.由when, by the time, before等引导时间状语从句时,若描述发生在过去的事,主句常用过去完成时(had +过去分词)表示动作发生在过去的过去。
2. be about to do, be doing等表示即将或正在做某事时,常用when引导从句表示突然发生的动作,when可省略。
in disbelief不相信,疑惑,怀疑
e.g. Tamara stared at him in disbelief, shaking her head.塔玛拉一边狐疑地盯着他看,一边摇着头。
She looked at him in disbelief.她全然不信地看着他。
4)I felt lucky to be alive.
1. Ask students to have a look at the questions before they start.

(完整版)人教新目标九年级英语Unit12SectionA(1a-2d)教案

(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。

人教新目标九年级英语全册Unit 12(第2课时)学案

人教新目标九年级英语全册Unit 12(第2课时)学案

精品基础教育教学资料,请参考使用,祝你取得好成绩!Unit 12 Life is full of the unexpected.【学习目标】1. Past perfect Tense 过去完成时构成:had+过去分词2. 过去完成时可以表示过去某一时刻或某一动作之前完成的动作或呈现的状态。

也就是说发生在“过去的过去”。

【自主梳理】bell, ring, go off, rush, run off, on time, give sb. a ride, lock, break down By the time I got there, the bus had already left.By the time I woke up, my father had already gone into the bathroom【重点领悟】过去完成时可以表示过去某一时刻或某一动作之前完成的动作或呈现的状态。

也就是说发生在“过去的过去”。

【探究提升】基本用法(1)表示在过去某一时刻或动作以前完成了的动作,也可以说过去的时间关于过去的动作。

即“过去的过去”。

可以用by, before等介词短语或一个时间状语从句来表示,也可以用一个表示过去的动作来表示,还可能通过上下文来表示。

例如:By nine o’clock last night, we had gotten 200 pictures from the spaceship. 到昨晚9点钟,我们已经收到200 张飞船发来的图片。

(2)表示由过去的某一时刻开始,一直延续到过去另一时间的动作或状态,常和for, since构成的时间状语连用。

例如: I had been at the bus stop for 20 minutes when a bus finally came. 当车来的时候,我在车站已等了20分钟。

He said he had worked in that factory since 1949. 他说自从1949年以来他就在那家工厂工作。

人教版新目标九年级英语Unit12单元集体备课教案

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。

九年级英语第12单元第2课时教案

九年级英语第12单元第2课时教案

九年级英语第12单元第2课时教案Unit 12 Life is full of the unexpected.Section A 3a—3cII. 阅读训练1. Lead-in“导入新课”Watch two videos about 9.11 and the big earth in England andguess what happened.2. 速读➢Read the passage and answer the questions.1.Which two events does the writer mention?2. How did the writer end up missing both events?Check the answers.3. 细读1). Read Paragraph 1 and answer the questions below.(1). What time did the writer arrive at the World Trade Centeron September?(2).What did the writer decide to do first?讲解重要相关知识点:be about to do something表示即将或正在做某事,是一种表达将来的结构,后常用when 引导的从句表示突然发生的动作。

e.g. He was about to go to work when he remembered his keys.I was just about to leave you a message.e.g. We’re going to have a picnic this weekend.(3). How far was the coffee place away his office?2). Read the 2nd Paragraph carefully, and then put thesentences in correct order.Check the answers together.3). Read the whole story again, and fill in the blanks.Event Date Place How did the writer end upmissing both events?123. 朗读First, read after the tape twice. Then read by themselves.Next, ask some students to read aloud.4. 精读Work on 3b Find words from the passage with oppositemeanings to the words below. Then write a sentence with eachabove,on,over的用法over aboveon。

人教版新目标英语九年级全册创新教案:unit 12 period 2

人教版新目标英语九年级全册创新教案:unit 12 period 2
2. According pairwork to make every student work in class to train students’communicative competence
情感
态度
When you’re invited to a place, you mustn’t be late, greet people the wrong way and wear the wrong clothes. That is, you should act according to your host’s customs.
学科
English
课型
fresh
年级
9
课题
Unit 12 You’re supposed to shake hands.2/5
教学媒体
A tape recorder, CAI




知识
技能
Key Vocabulary
greet, be supposed to
过程
பைடு நூலகம்方法
1. According listening-and-answering activity to help the students go through with the listening material to train students’listening ability.
Step 2 Presentation
2a
1.Look at the picture and ask students to tell What is happening.
2.Ask different students to read the mistakes to the class.

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)

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.。

  1. 1、下载文档前请自行甄别文档内容的完整性,平台不提供额外的编辑、内容补充、找答案等附加服务。
  2. 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
  3. 3、如文档侵犯您的权益,请联系客服反馈,我们会尽快为您处理(人工客服工作时间:9:00-18:30)。

2.Ask the students to listen to the tape ,and number the
pictures in the correct order.
3.Ask one or two children to tell their stories by describing the pictures according to their own order.
4.Check the answers and see who have ever got the correct answers without listening.
Ⅱ 2b
1.Let the Ss fill in the blanks with the correct forms individually.
2.After they all finish writing, tell them to listen to the conversation and check their answers.
Ⅲ.2c
1.Get students to discuss in pairs,
Complete the ending. offering language support if needed.
2.Tell each pair to write down their ending,
Ⅳ. Grammar Focus
1.Draw a simple time line for each sentence to help students to understand the grammar focus. For example:
2.Ask the students to make sentences correctly using each form of the verbs in the box.
Step 3 Summary
1.Listening practice with the target language.
2.Use the correct verb forms to fill in the blanks. 3.Make sentences using the Past Perfect Tense. the pictures first, then listen to the tape ,and number the pictures, next tell their stories by describing the pictures according to their own order. Fill in the blanks with the correct forms. and then listen again an check the answers. Make up an ending for the story and share it with their partner.
Sum up the three forms of the verbs used in this unit.。

相关文档
最新文档