人教版九年级英语12单元教案
人教版九年级英语全册Unit12sectionB教学设计
（一）导入新课
在导入新课环节，我首先通过展示一些志愿者的照片或视频，引导学生思考志愿者的工作和价值。我会提问学生：“你们认为志愿者的工作是什么？他们为什么愿意无私奉献自己的时间和精力？”通过这样的问题，激发学生的思考和兴趣，引发他们对志愿者工作的关注。
接着，我会告诉学生：“今天我们将学习一个关于志愿者的故事，故事发生在中国四川地震后的灾区。让我们一起来了解志愿者在灾区的工作和经历。”通过这样的导入，将学生的注意力引到本节课的主题上，激发他们的学习兴趣。
1.语言知识：本节课涉及到的词汇和短语较多，如volunteer, earthquake, survival, relief等。同时，学生还需要掌握一些特定的表达方式，如“做某事的志愿者”可以用“volunteer to do something”来表达。
2.时态运用：本节课的主要时态是一般过去时。学生需要能够正确运用一般过去时描述过去发生的事情，以及运用一般现在时描述现在的状态。
3.学习需求：学生对真实语境中的语言运用有一定的需求。他们希望通过学习英语能够更好地理解和表达真实情境中的信息。因此，在教学过程中，我需要提供更多的语言实践机会，让他们能够在实际情境中运用所学知识。
4.学习困难：学生在语言运用方面存在一定的困难。他们往往能够在理解上取得较好的成绩，但在将所学知识运用到实际交流中时，可能会出现表达不准确或语法错误的情况。此外，一些学生可能在听力方面存在一定的困难，需要通过更多的练习来提高他们的听力理解能力。
4.个性化辅导：针对学生的学习困难，提供个性化的辅导和指导。例如，对于一些在语言运用方面有困难的学生，可以针对性地进行口语练习，帮助他们提高语言表达的准确性。
5.反馈与评价：在教学过程中，及时给予学生反馈和评价，帮助他们发现和纠正自己的错误。同时，鼓励学生进行自我评价和同伴评价，培养他们的自我反思和评价能力。
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。
人教版九年级英语下册Unit 12教案导学案有反思
Unit 12Life is full of the unexpected.第一课时Section A(1a－2d)Target Navigation【目标导航】Key words and phrases：unexpected，backpack，oversleep，give…a lift，by the time(that)Key sentences：(1)By the time I got up，my brother had already gotten in the shower.(2)When I got home，I realized I had left my keys in the backpack.(3)When I woke up it was already 8：00 a．m.!(4)Before I got to the bus stop，the bus had already left.Skills：能听懂别人叙述过去的事情，能初步运用由when/before/by the time(that)引导的时间状语从句叙述过去的事件。
Emotion：通过让学生叙述过去发生的事件，让学生学会倾听，学会关心别人。
The guidance of learning methods【学法指导】听说法，小组合作角色扮演。
Learning important and difficult points【学习重难点】1．能听懂别人叙述过去的事情。
2．能初步运用由when/before/by the time引导的时间状语从句叙述过去的事件。
3．掌握Key sentences中的四个句型。
Teaching Steps【教学过程】Autonomous Learning Scheme【自主学习方案】☞预习指导与检测(一)预习指导1．预习Page 89、90的生词和短语，根据音标会读记。
2．朗读Page 89、90的句子，能英汉互译。
九年级英语第 十二 单元教案人教版
Unit 11 Could you please tell me where therestrooms are ?第一课时单元分析与提示教学目标语言目标：1、了解一些国家的饮食起居、生活习惯和文化异同，并用学习的知识表达自己对生活习惯的看法。
2、掌握一些与礼节、就餐等相关的词和词组。
3、加强对外国风俗和了解，扩大知识面。
认知目标1、掌握的词汇和目标语言be supposed to do; shake hands (with); drop by;should have done sth; a bit; make plans to do sth/for sthafter all; pick up; point at, point to, point out的用法；thanks for……的用法; except, besides, but的用法区别；most, mostly, the most的用法区别；be used to do sthused to do sth, be used to do sth, be/get used to sth/doing sth的用法2、学习感叹句、表语从句及非限制性定语从句情感目标本单元以谈论“习俗“为话题，了解各地不同的文化知识，从而让学生知道哪些是应该做的，哪些是不应该做的，要学会尊重不同的文化，养成良好的行为习惯，培养学生的学习兴趣。
教学重、难点感叹句常见的感叹句有两种句式：1、What a/an + adj. + n.（单数）+主语+谓语部分！What + adj. + n.（复数）+ 主语+谓语部分！What + adj. + n. （不可数）+ 主语+ 谓语部分！2、How + adj./adv. +主语+ 谓语部分！What a clever boy Tom is!What beautiful flowers they got!How quickly Lucy is running !注: How I wish to see you !我多么希望见到你啊！How they want to go there !他们多想去那儿呀！非限制性定语从句This is because they come from a computer program called ICQ, which means I seek you.句中which means I seek you属于非限制性定语从句。
人教版九年级英语全一册第十二单元Unit12教案
A. had started learningB. have started learningC. started to learnD. started learning
【解析】by the time所引导的从句是一般过去时，其主句要用过去完成时。正确答案是A。
19. embarrassed adj.窘迫的；害羞的；20.announce v.宣布
21. spaghetti n.意大利面条22. hoax n.骗局；恶作剧
23. discovery n.发现，发觉; 24. lady n.女士
25. cancel v.取消，终止；26. officer n.军官
A. were learningB. have learntC. learnt D. had learnt
【解析】由时间状语By the end of last year可知应用过去完成时，即“had+过去分词”。正确答案是D。
3. Since 2000, Nanchang has become a new city. Everything ____.
当他把面条放进碗里时，他意识到他忘了添加绿豆荚了。
7. Before she got a chance to say goodbye, he had gone into the building.
在她得到一个向他告别的机会之前，他已经进入楼房了。
Section A（1a ~ 2d）
a.词汇包：by the time到……时候
b.句式包：
1.By the time I got outside, the bus had already left.当我出来的时候，公共汽车已经走了。
人教版九年级英语12单元教案
Unit12 You are supposed to shake hands.重点短语词组应该做某事be to do sth 握手访问by 毕竟本应该做但没做have done 餐桌礼仪table到达at/in 有点晚late习惯于某事be/get to sth 习惯于做某事be/get sth 被用于做某事be sth 被用作.... Be过去常常做某事sth 特地，不怕麻烦的做某事使某人感到宾至如归计划做某事sth没有理由have 注意你的行为your manners发出噪音make (a) 做鬼脸make自学....by oneself 在适当的时间at the time 以......开始begin 忍不住做某事can't sth代替of 对某事随意be sth邀请某人做某事sb sth 指向重点短语句型讲解：1. Y ou should have asked what you were supposed to wear.你本应该问清楚怎么样穿才得体。
中的“should have asked”是“情态动词＋现在完成时”表示过去本应该做某事，事实上没有做，这是虚拟语气的一种表达方式。
如：She should have gone to Beijing. 她本应该去了北京。
（没有去）同时was/were supposed to do sth 表示过去本该做某事而实际上并没有做，就相当于should have done sth.2. make (some) mistakes 犯了(一些)错误。
make a mistake 犯错误（一个）与mistake相关的短语by mistake 错误地mistake…for…把..误认为…5.relaxed:用来形容人，表示人本身很放松，主语一般是人。
relaxing:指物，表示事物可使人很放松。
I feel really after the vacation.经过这次令人放松的假期后我感到很放松。
人教版九年级英语第十二单元教案
Unit 12 Life is full of the unexpected. 全单元教案【单元教学内容分析】本单元围绕“Bad days ”这一话题进行教学活动。
运用“By the time…,sb had already done….”句型谈论发生在身边的令人尴尬或难忘的事，学习和巩固过去完成时态。
本单元的核心语言项目是“Narrate past events”，通过一系列的听说读写的训练，加深学生对过去完成时态的理解，在学习和运用过去完成时态的过程中，进一步掌握动词的过去式和过去分词的变化规则，区别现在完成时及过去完成时的用法，最终达到将目标语言运用到真实的生活语境的目的，让学生在用中学，在学中用。
【教学目标】知识目标：1.用过去完成时态来谈论过去发生的事情。
2.正确运用一般过去时,现在完成时,过去完成时叙述自己的难忘经历,并注意事情发展的先后顺序.3.谈论愚人节发生的一些有趣的故事。
语言功能：用过去完成时态来谈论过去发生的事情。
语言结构：过去时态和过去完成时。
重点词汇及短语：oversleep, exhausted, embarrassed, fool, rush, describe, lock, flee, reveal, convince, get married, on time, empty, show up, break down, get dressed.重点句型：What happened?I overslept. And by the time I got up, my brother had already gotten into the shower.When I got to school, I realized I had left my backpack at home.情感目标：1.学会合理安排时间,养成良好的习惯,增强做事的计划性.2.能通过交流分享难忘的经历,增进彼此的了解,学会沟通3.了解西方国家愚人节发生的事情,学会理智地分析事件,不愚弄人.【教学重点】过去完成时的构成及应用。
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9年级全册Unit12_SectionA(1a-2d)教案
Unit12 SectionA（1a-2d）教案1.0Teaching Analysis教情分析1.1Teaching Objectives 教学目标1.1.1Language goals 语言目标1.1.1.1 Key Words and Chunks1.1.1.1.1 For applying: ring, go off, wake up, already, put on, brush one’steeth, wash one’s face, be late for, at least1.1.1.1.2 For comprehending: give … a lift, rush out, luckily1.1.1.3 Sentence Structures1)W hat happened?2)L ife is full of the unexpected!3)B y the time I got up, my brother had already got in the shower.4)W hen I got to school, I realized I had forgotten my backpack at home.5)M y alarm clock didn’t go off! I kept sleeping, and when I woke up it wasalready 8:00 a.m.!6)S o I just quickly put on some clothes and rushed out the door.7)L uckily, Carl’s dad saw me on the street and gave me a lift in his car.8)B ut before I got to the bus stop, the bus had already left.9)W ell, at least by the time you got to school, you were only five minuteslate for class.1.1.1.4 Grammar Focus1)B y the time I got up, my brother had already got in the shower. (by thetime引导时间状语从句，had + 动词过去分词形式表示过去完成时态)2)W hen I got to school, I realized I had forgotten my backpack at home.（when引导时间状语从句，had + 动词过去分词形式表示过去完成时态）3)W ell，before I got to the bus stop, the bus had already left. （before引导时间状语从句，had + 动词过去分词形式表示过去完成时态）1.1.2Ability goals 能力目标1.1.2.1 学会用when/ by the time引导时间状语从句，用“had+动词过去分词形式”谈论过去的事情。
人教版九年级英语Unit 12 Life is full of the unexpected. 全单元教案
Unit 12Life is full of the unexpected.Language Goal【语言目标】Narrate past events Knowledge Goals【知识目标】Key Wordsunexpected，backpack，oversleep，block，worker，above，burn，alive，airport，till，west，cream，pie，bean，market，fool，discovery，lady，cancel，officer，believable，disappearKey Phrases by the time，give…a lift，in line with，show up，by the end of，costume party，sell outKey Sentences1.When I woke up it was already 8：00 a．m.! 2．Before I got to the bus stop，the bus had already left.3．As I was waiting in line with the other officeworkers，I heard a loud sound.4．By the time I got to the airport，my plane to NewZealand had already taken off.Key GrammarUnderstand past perfect tense.Learn to use adverbial clauses with when，before，as，by the time to narrate past events.Ability Goals 【能力目标】1.Develop listening，speaking，reading and writing skillsby using the target languages.2．Learn to narrate past events using adverbial clauses with “when，before，as，by the time”.Moral Goals 【情感目标】1.With the help of this unit's study，students learn to paymore attention to safety.2．Learn something about April Fool's Day.Teaching Time【课时】Five periodsPeriod 1Section A(1a－2d)Period 2Section A(3a－4c)Period 3Section B(1a－1e)Period 4Section B(2a－2e)Period 5Section B(3a－3b) & Self Check本单元Section A的中心话题是讲述发生过的意想不到的事情，学习的语言项目是了解过去完成时态描述过去某一时间或动作之前已经发生或完成了的动作，运用一般过去时态描述过去某个时间里发生的动作或存在的状态。
人教版英语九年级全册Unit12 SectionB(1a-1e)名师教案
Unit12 SectionB〔1a-1e〕名师教案1.0 Teaching objectives 教学目标Language targets 语言目标1.1.1.1Key Words and Chunks1.1.1.1.1 For applying: fool, discovery, get dressed, show up, change, invite, stay up, all night1.1.1.1.2 For comprehending: costume, embarrassed, costume party1.1.1.2Sentence Structures1) Last Friday night, my friends invited me to his birthday party…2) The other kids showed up, and I realized that my brother had fooled me.3) What happened to Dave on April Fool’s Day?4) Has someone ever tricked you on April Fool’s Day?5) When I got there, I found that it wasn’t a costume party.6) I was the only person wearing a costume, and I was really embarrassed.7) By the time I got to math class, I was tired because I had stayed up all night studying.1.1.1.3Grammar Focus1) When I got there, I found that it wasn’t a costume party. (that引导宾语从句，可以省略)2〕I was the only person wearing a costume, and I was really embarrassed.〔现在分词wearing 做定语，表示状态〕1.1.2 Ability goals 能力目标1.1.2.1 学会描述过去发生的事情。
(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。
英语人教版九年级全册Unit 12教案
Unit12 life is full of unexpected(sectionA 1a-2d) 教学准备一．教学目标1.能正确使用有when,before,as,by the time引导的时间状语从句表达过去发生的事情。
2.了解过去完成时3.能讲述过去发生的事情。
二．教学重点/难点1.when,before,as,by the time引导的时间状语从句表达过去发生的事情2.过去完成时（had +动词的过去分词）三.教学过程Step 1 Lead inT: What do you usually do in the morning before school?S1: (get up, brush my teeth, take a shower, …)T: Do you like mornings? Why or why not?S2: Yes/No…Because…T: Have you ever been late for school? Why or why not?S3: Yes/No…Because…[设计意图：创造真实的语言环境，师生互动交流，谈论自己早晨做的事情，由此导入新课。
]Step 2 Practice (1a)T: Look at Picture 1 on Page 89. What did the girl do?S1: She overslept and got up late.T: What did she do next?…Get the students to talk about Mary's morning in groups and then report to the whole class.[答案] 1.She woke up late.2．She wanted to use the bathroom but someone was in the bathroom.3．She ran to catch the bus.4．The bus had already left.5．She got to school and realized she had left her backpack at home.[设计意图：呈现不同的图片，通过小组讨论有关Mary的清晨活动内容，锻炼口语表达能力。
人教版九年级12-15单元教案
人教版九年级英语12-15单元教案Unit 12 You’ re supposed to shake hands第一课时Ⅰ．三维目标：1． Knowledge Objects（1）Key Vocabularybow, kiss, be supposed to, shake hands, customs （2） Target’ LanguageWhat are people in Korea supposed to do when they meet for the first time?They’re supposed to bow．3． Moral ObjectsBefore you meet foreigners, you should some customs．In this way, you can act politely and properly．Ⅱ． Teaching Key Points Target languageⅢ． Teaching Difficult Points1． How to train students’ listening ability．2．How to train students’communicative competence．Ⅳ． Teaching Methods1． Scene teaching method2．Listening-and-answering activity to help the students go through with the listening material．Ⅴ． Teaching Aids 1． A tape recorder 2． A map of the worldⅥ． Teaching ProceduresStep ⅠRevision T: Yesterday we finished Unit 11． In this unit, we learned some ways of asking for information politely． Now if you want to go to a library to get a book, how can you ask? S1: Do you know where I can get a book? S2: Could you tell me how to get to the library?Step Ⅱ1a This activity introduces some targetlanguage． Let students read the instructions．Point to the two lists of words． Read each word and ask students to repeat it．Put up a map of the world on the board. Ask students to explain where each of the countries is．Ask different students to act out the action described by each word or phrase—bow, shake hands, and kiss． Read the instructions again and ask students to match the customs lettered a, b and c with the numbered countries.Look at the sample answer．Tall students to guess if they aren’t sure．Step Ⅲ1b This activity gives students practice understanding the target language in spoken conversation．Go through the instructions with the class． Point to the lists in Activity la and say, Now you will hear a conversation between a boy and a girl．Step Ⅳ1c This activity provides guided oral practice using the target language．Read theinstructions to the whole class． Point out the examplein the box．Ask two students to read it to the class． SA: What are people in Korea supposed to do when they meet for the first time?StepⅤ板书设计：Unit 12 You’ re supposed to shake hands第一课时What are people in Korea supposed to do when they meet for the first time?Step Ⅵ教后反思：In this class, we’ve learned some important words, such as bow, kiss, be supposed to, shake hands． We’ve also learned the target language What are people in Korea supposed to do when they meet for the first time? They’re supposed to bow．第二课时Ⅰ．教学三维目标1． Knowledge Objects2． Ability Objects3． Moral ObjectsⅡ．Teaching Key Points 1．Key Vocabulary 2． Target Language 3． StructureⅢ． Teaching Difficult Points 1． the target language 2． How to improve students’ listening ability．Ⅳ． Teaching MethodsTeaching ProceduresStep Ⅰ Revision Check homework． SA: What are people in Mexico supposed to do when．Step Ⅱ2a This activity provides guided listening practice using the target language．Look at the picture and ask students to tell What ishappening．Help students understand that the people are at a picnic． Point to Maria and ask, what’s Maria wearing? （She is wearing a dress．）Ask, Does she look comfortable? （No．） Read the instructions and point to the four mistakes on the list．Step Ⅲ2b This activity gives students practice in understanding the target language in spoken conversation． Go through the instructions with the class．Point out the blanks in the four sentences．Invite a student to read the first sentence． Play the recording again． Let students fill in the blanks with the words they hear alone． Correct the answers with the class．Step Ⅳ2c This activity provides guided oral practice using the target language．Read the instructions for the activity to the class． Look at the example in the box． Ask twostudents to read the conversation to the class． Point out the mistakes in Activity 2a and the sentences in Activity 2b． Role play Dan andMaria’s conversation using information from Activities 2a and 2b． Ask students to work in pairs． As they work, move around the classroom checking the progress of the pairs and offering help as needed．Step ⅤGrammar Focus Review the grammar box． Get different students to say the questions and answers．Write these sentences starters: on the board as pairs of incomplete questions and answers: Ask different pairs of students to take turns completing each pair of questions and answers． Give cues to help the students make questions and answers．StepⅥ板书设计：Unit 12 You’ re supposed to shake hands第二课时What are people in Mexico supposed to do when．Step Ⅶ HomeworkAsk students to write at least two sentences with the sentence starters in Grammar Focus．StepⅧ教后反思：In this class, we’ve learned key vocabulary greet and be supposed to, the target language How was the dinner at Paul’s house last night? Well, it was OK, but I made some mistakes． I was supposed to arrive at 7: 00, but I arrived at 8:00 and the sturcture What are you supposed to do when you meet someone?第三课时Teaching ProceduresStep Ⅰ Revision T: In last period, we summed up the expressions for telling what you are supposed to do． Now I’ll check your homework．I’ll ask some pairs to act out the conversations before the class．Step Ⅱ 3a This activity provides reading and writing practice using the target language．Show the key words on the screen by a projector．Read the words and have students repeat again and again until they can pronounce the words fluently and accurately．Read the instructions． Do you know what an opinion is?Ask a student to answer it． Look at the chart． Point to the word attitude on the chart and say, An opinion is like an attitude． Tell students what they will write in the chart．Ask students to read the first paragraph on their own． When they read, move around the classroomhelping them as necessary．Ask students to read the paragraphs again and complete the chart on their own．Correct the answers with the class．AnswersColombian: We’re pretty relaxed about time．We often just drop by ourfriends’ home． We don’t have to make plans when we get together with friends．Step Ⅲ 3bThis activity provides guided oral practice using the target language．Go through the instructions for the activity with the class．Look at the example in the box． Ask two students toread the conversation to the class．SA: What kinds of rules do they have in Colombia? SB: Well, they have pretty relaxed rules．SA: Like what?SB: Well, it’s OK if you’re not on time．First practice this conversation with a partner． Then talk about your attitude toward being on time and getting together with your friends．Use true information．Step Ⅳ Part 4This activity provides reading, Writing, listening and speaking practice using the target language．Let students read the instructions．Ask a pair of students to model the sample dialogue． Correct any pronunciation errors to make sure the students are providing a good model for the rest of the class．SA: Can you tell me the things I’m supposed to do? SB: The first thing is to greet the teacher．SA: Okay． What should I say?SB: You’re supposed to say "good morning, teacher．"Get students to complete the work in pairs． As they work, walk around the classroom offering help as needed．Step Ⅴ板书设计：Unit 12 You’ re supposed to shake hands第三课时It’s very important to be on time． We never visit a friend’s house without calling first． We usually make plans to meet friends．Step Ⅵ Homework1． Write a conversation using the information in Part 4．2． Finish off the exercises on pages 49～50 of the workbook．StepⅦ教后反思：In this class, we’ve learned some key vocabulary words land, drop by and after all, and the target language Can you tell me the things I’m supposed to do? The first thing is to greet the teacher． Okay．What Should I say? You are supposed to say "good morning, teacher"． We’ve also done a lot of reading, speaking and writing practice using the target language．第四课时Teaching ProceduresStep ⅠRevision Check homework．Get some students to read out their conversations using thetarget language in Section A 4．Collect their conversations and help correct their errors．Step Ⅱ Part 1 This activity introduces new vocabulary and provides reading practice using the target language． Look at the picture and ask students to say what is happening in it． Look at the title, Mind your manners! Ask．What do you think it might mean?Read the instructions and point to the five statements about manners．Ask students to read the statements． Review the five statements to be sure students understand what each one means．Ask students to act out them．Then ask students to complete the quiz on their own．Correct the answers with the class．Step Ⅲ2a This activity gives students practice in understanding the target language in spoken conversation．Read the instructions to theclass．Review what an exchange student is and what table manners are． If necessary, translate them into Chinese． Look at the four pictures． You will hear the exchange student Steve, talking with his Japanese friend, Satoshi．Satoshi is explaining some things you are and aren’t supposed to do when eating in Japan．Point to the boxes where students are supposed to write a number next to each picture．．Step Ⅳ2bThis activity provides listening practice using the target language．Read the instructions and point to the numbered list of sentence starters and the lettered list of sentence endings． Ask different students to read the two lists．1． You aren’t supposed to…a． to make noise while eating noodles．2． It’s polite… b． to stick your chopsticks into your food．3．It’s rude…c．point at anyone with your chopsticks．4．You shouldn’t…d．eat or drink while walking down the street．Step Ⅴ 2cThis activity provides guided oral practice using the target language．Go through the instructions for the activity with the class．Look at the example in the box． Ask two students to read the sentence starters．SA: We’re supposed to…SB: Yes, and it’s rude to…Now, complete each one with a true statement about table manners in your country．Step Ⅵ板书设计：Unit 12 You’ re supposed to shakehands第四课时Satoshi is explaining some things you are and aren’t supposed to do when eating in Japan．StepⅦ、HomeworkTalk about the table manners in your country using the sentence starters inActivity 2b．StepⅧ、教后反思：In this class, we’ve learned some key vocabulary, such as wipe, rude, point, pick up．We’ve also learned the target language by listening and speaking．第五课时Ⅰ、三维目标：1． Knowledge Objects2． Ability Objects3． Moral ObjectsⅡ． Teaching Key Point Practise reading and writing using the target language．Ⅲ． Teaching Difficult Point How to write an e-mail message．Ⅳ． Teaching Methods 1． Reading comprehension to help students grasp the main idea of the text． 2． Writing method 3． Groupwork to make every student work in class,Ⅵ． Teaching ProceduresStep Ⅰ RevisionReview the target language presented in this unit． Check homework．Ask two students to read out their sentences．Step Ⅱ3a This activity provides reading practiceusing the target language．Teach the new words．Show the following new words on the screen by a projector．Call attention to the e-mail message． Invite a student to read the article aloud to the class．Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．Read the instructions to the class． Ask students to read the e-mail again． Say,Now read the e-mail． Answer the questions in your exercise book． As students work, move around the classroom and offer help as necessary．Check the answers with the class．Step Ⅲ 3b This activity provides reading and writing practice using the target language．Read the instructions to the class．Point to the beginning of the e-mail message．Read it to the class． Here are some things you needto know about table manners when you visit Japan． First of all, you should… Look back at thepictures in Activity 2a and the matching exercise in Activity 2b．You can use the pictures and information in Activities 2a and 2b to help you write your letters．Ask students to finish the activity on their own． As they work, walk around the classroom offering help and answering questions as needed． Check the answers with the class． Ask a student to read his completed article to the class．Step Ⅳ3c This activity provides writing practice using the target language．Read the instructions and ask students to look back at Activity 2c．Remind students that they made conversations abouttable manners in their own country．Ask a student to read his or her message to the class． Have other students add any information that is missing from the first student’s report．Optional activityHave students work with the same partner they worked :with when doing Acvity 2c． Ask each pair of students to work together to write a single e-mail message telling someone from ‘another country bout the table manners in their own country．Step Ⅴ Part 4This activity provides reading, writing, listening and speaking practice using thetarget language．Go through the instructions with the class．Ask agood student to give an example．Get students to complete the work in small groups．Cheek the answers． Ask a few students to tell the class about what one should do in different situations． Answers will vary, but should emphasize politeness．Step Ⅵ、板书设计：Unit 12 You’re supposed to shake hands第五课时Section 3a 3b 3c part4Step Ⅶ Homework1． Read the e-mail message in Activity 3a again．2． Write an e-mail message to a friend about table manners．StepⅧ、教后反思：In this class, we’ve done a lot of reading, writing and speaking practice using the target language．Unit 12 You’ re supposed to shake hands第六课时Ⅰ、三维目标：1． Knowledge Objects（1） Fill in blanks and make sentences using arrive, meet, spend, behave and imagine．（2） Finish the story．（3） Complete the crossword．2． Ability ObjectsTrain students’ writing ability．3． Moral ObjectsYou are supposed to learn much more table manners, It is very useful and helpful, especially when you are in foreign countries．Ⅱ． Teaching Key Points1． Fill in blanks and make sentences．2． Finish the story．Ⅲ． Teaching Difficult Points1．Make sentences using arrive, meet, spend, behave and imagine．2． Finish the story．Ⅳ． Teaching Methods1． Teaching by explanation．2． Speaking methodⅤ． Teaching Aids1． The blackboard2． A projectorⅥ． Teaching ProceduresStepⅠ RevisionCheck homework． Ask a student to read the e-mail message in Activity 3a． Then ask a student to read his/her own e-mail message．StepⅡ Part 1This activity focuses on vocabulary introduced in the unit．Look at the words in the box． Ask a student to read them．Make sure students understand the meaning of the words．Then say, Fill in the blanks with the words． In some cases, students may need to use another form of the word, for example adjusting for tense or subject/verb agreement．Ask students to fill in the blanks on their own．Check the answers．Five students each read a sentence, filling in the blanks．The rest of the students check their answers．Show the answers on the screen by a projector．1． People in Japan and people in America behave differently at the dinner table．2． You can imagine how different the table manners are from ours．3．In Singapore, the trains always arrive on time． They are never late．4． On Chinese New Year, people like to spend time with their families．5． I usually meet my friends in the library on Friday nights．Ask students to make their own sentences with the words, preferably sentencesthat are meaningful．Move around the classroom．Collect a few students’answers with mistakes on the blackboard．Then help students correct the mistakes．Step Ⅲ Part 2This activity provides reading and writing practiceusing the target language．Go through the instructions with the class． Explain them to students．Get students to complete the work in pairs．Invite a few students to read the end of the story．Answers will vary but will probably include watching what others do first or asking the host or hostess or one of the guests．Step Ⅳ Part 3This activity focuses on the new vocabulary introduced in this unit．Do the example with the class to show them how to do a crossword puzzle． Ask students to complete the crossword puzzle on their own．StepⅤ、板书设计：Unit 12 You’re supposed to shake hands．Self check第六课时Step .Ⅵ、Homeworkplease finish off the story in 2 in your textbooks． Then finish off the exerciseson pages 50～52 of the workbook．Step Ⅶ、教后反思： In this class, we’ve done much writing practice using the key vocabulary words．第七课时Reading： Parent helps childⅠ． Teaching Aims and Demands1． Knowledge ObjectsKey Vocabularydie, succeed, sacrifice, path, honor, dead-end road, get into trouble, give up, keep shipping, military school 2． Ability ObjectsImprove students’ reading and writing skills．3． Moral ObjectsMother is willing to do whatever she can to love us． So we should understand our mothers and love them too, and we must study hard to reward our mothers．Ⅱ． Teaching Key PointTrain students’ reading and writing skills．Ⅲ． Teaching Difficult PointTrain students’ reading and writing skills．Ⅳ． Teaching MethodsFast-reading to improve students’ reading ability．Careful-reading to get the detailed information．Ⅴ． Teaching AidA projectorⅥ． Teaching ProceduresStep Ⅰ Key VocabularyThis activity introduces the key vocabulary words．Show the following vocabulary on the screen by a projector．Careful-reading to get the detailed information．Ⅴ．Teaching AidA projectorⅥ．Teaching ProceduresStep Ⅰ Key VocabularyThis activity introduces the key vocabulary words．Show the following vocabulary on the screen by a projector．Step Ⅱ Part 1This activity allows students to activate their background knowledge before attempting the reading．Read the title Parent helps child to the class． Ask, What do you think thearticle is about, based on the title?Look at the picture． Ask students to describe what is happening in the picture．Ask students to discuss the four questions． Students do not look at the reading text． Instead, they use their background knowledge to try to answer the questions． As they work, walk around, looking at their progress．When most students finish the task, ask students to compare their answers with a partner,Elicit answers from the students． Ask, Do you have any other answers? Do not give the correct answers to the students at this point． Wait until students have finished the reading and let them revise their answers accordingly． Answers will vary．Step Ⅲ Part 2This activity encourages students to read quickly for detail．Go through the instructions with the class．Ask students to complete the task individually or in pairs． Make sure students discuss their reasons in English． As they work, walk around the classroom offering help as necessary．Ask students to read their answers．Encourage students to use complete sentences．Sample answersMain idea DetailWestley was a bad boy．He was in trouble at school and with the police．His mother did a lot for him．She had three jobs tosupport him and the family．Westley understood he had to change．His mother explained her sacrifices．The writer gives some advice for parents and children．Get children interested in reading．Step Ⅳ Part 3This activity encourage students to use the strategy of reading in context．Step Ⅴ Part 4This activity helps students read for specific information and paraphrase ideas．Go through the task with students．Elicit the first answer from students from memory． Check that they understand what they need to do．Ask students to do the activity on their own or in pairs． Students should try to remember or guess the answers before looking at the reading．Step Ⅵ Part 5This activity helps students work in a group and think critically about what they have read．Cheek the answers．Have students share their answers with the class．StepⅦ、板书设计：Reading：Parent helps child．The Seventh Period1． We don’t walk down a dead-endroad, or we’ll fail．2． You must give up smoking．3． Don’t keep slipping again．4． He doesn’t want to go to a militaryschool, but he has to．Step Ⅷ、 Homework1．Read the story in Activity 2 again for furthercomprehension．2． Revise the target language in this unit．StepⅨ、教后反思：In this class, we’ve practised a lot of reading and writing．Unit 13 Rainy days make me sad．第一课时Ⅰ三维目标：1． Knowledge Objects（1） Key Vocabularysad, energetic, stressed out, soft（2）Target LanguageI’d rather go to the Blue Lagoon Restaurant because I like to listen to quietmusic while I’m eating．Oh, really? Loud music makes me energetic．Not me! Loud music makes me stressed out．2． Ability Objects（1） Improve students’ listening ability．（2） Help students to express their opinion freely．3．Moral objectsIt is important to choose a suitable place． It is good for your study and life．Ⅱ． Teaching Key PointTarget LanguageⅢ． Teaching Difficult Points1． How to improve students’ listening ability．2．How to help students to express their opinion freely．Ⅳ． Teaching Methods1．Listening-and-answering activity to help the students go through with the listening material．2． Pairwork to make every student work in class．Ⅴ． Teaching Aids1． A tape recorder2． The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionT: Yesterday we finished Unit 12．In this unit, we learned how to tell what we are supposed to do． Now tell me some things that are good to do in school and that are not good to do in school．S1: We’re supposed to do our homework every day．S2: We’re supposed to raise our hands before we talk．S3: We’re supposed to come to class on time．S4: We are not supposed to be late for class．S5: We’re not supposed to eat in class．How do you feel about parties? Happy? Excited? Nervous?S1: Nervous．T: Oh, so parties make you nervous．S1: Yes．T: Class repeat． Parties make me nervous．Ss: Parties make me nervous．T: Now what about school vacations?How do you feel about them?S2: Happy．T: So, school vacations make you happy．S2: Yes．StepⅡ 1aThis activity introduces new vocabulary and provides oral practice using the target language．Step Ⅲ 1bThis activity gives students practice in understanding the target language in spoken conversation．Ask students to read the instructions．Look at the chart and point out the two headings: The Rockin’ Restaurant and The Blue Lagoon． Look at the sample answer．Step Ⅴ、板书设计：Unit 13 Rainy days make me sad．Section AThe First PeriodTarget languageA: I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．B: Oh, really? Loud music makes me energetic．A: Not me! Loud music makes me stressed out．Step Ⅵ HomeworkReview the target language．Step Ⅶ、教后反思：In this class, we’ve learned some important words, such as sad, energetic, stressed out．We’ve also learned the target language I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．Unit 13 Rainy days make me sad．第二课时Ⅰ.三维目标：1． Knowledge Objects（1） Key Vocabularytense, have fun, angry, cry．（2）Target LanguageLoud music makes me tense．Loud music makes me want to dance．That movie made me sad．2． Ability Objects（1） Train students’ listening ability．（2） Train students’ speaking ability．3． Moral ObjectsEnjoying yourself is very important．But no matter what hobbies you have, do remember they must be good for health and study．Ⅱ． Teaching Key Points1． Key Vocabularytense, angry, cry．2． Target LanguageLoud music makes me tense．Loud music makes me want to dance．That movie made me sad．3． StructuresLoud music makes me tense．Loud music makes me want to dance．Ⅲ． Teaching Difficult Points1． The target language2． How to train students’ listening ability．Ⅳ． Teaching Methods1．Listening method to improve the students’listening ability．2． Pairwork．Ⅴ． Teaching AidA tape recorderⅥ． Teaching ProceduresStep Ⅰ RevisionCheck homework． Invite a pair of students to read the conversation in Activity 1c．Step Ⅱ 2aThis activity gives students practice in understanding the target language in spoken conversation．Look at the pictures．Ask, What are they doing? Please guess．（In Picture 1, two women are eating and smiling． Maybe the food is very delicious． In Picture 2, the two women are crying． Maybe they are seeing a sad movie．In Picture 3, one of the two women is very tense that because of the loud music． In Picture 4, one woman is waiting for the bus or someone． Waiting makes her angry．）Correct the answers with the class．AnswersStep Ⅳ 2cThis activity provides oral practice using the target language．Look at the sample conversation betweenTina and John． Invite a pair of students to read it to the class．John: Did you have fun with Amy last night?Tina: Well… yes and no． She was really late．lass．SA: Did you have fun with Li Ping last night?SB: Well…yes and no． She was late again as usual．SA: So, waiting for her made you angry．Where did you go?SB: We went to a small restaurant． It was quiet and clean． The food was delicious． The soft music made me very happy．SA: Did you go to see a movie?SB: Yes． We saw Love Me Once More, Mother．It was a very good movie．It was also moving and sad． It made us cry．SA: Really? You sound just like my mother．Step Ⅴ Grammar FocusLook at the grammar box． Invite a student to read the sentences to the class．Loud music makes me tense．Loud music makes me want to dance．That movie made me sad．Give students two minutes to finish the sentences．Then ask some students to read their sentences．S1: Long movies make me want to leave．S2: Long movies make me want to cry．S3: Hot weather makes me want to go swimming．S4: Hot weather makes me want to drink a lot of water．StepⅥ、板书设计Unit 13 Rainy days make me sad．Section AThe Second Period1．Target languageLoud music makes me tense．Loud music makes me want to dance．That movie made me sad．2．…makes me…Long movies make me…Hot weather makes me…Step Ⅶ HomeworkGet students to write some sentences according to the target language．Step Ⅷ、教后反思：In this class, we’ve learned key vocabulary tense and the target language Loud music makes me tense． Loud music makes me want to dance． That movie made me sad．Unit 13 Rainy days make me sad．第三课时Ⅰ.三维目标：1． Knowledge Objects（1） Key Vocabularyowner, scientific, pink, knowledge, serve, uncomfortable, endangered．（2） Target LanguageHow do you feel about pollution?It makes me kind of angry． How about you?I2． Ability Objects（1）Train students’ integrating skills．（2）Train the ability of expressing students’own opinions．3． Moral ObjectIn our lives, we should express what we feel clearly．Ⅱ． Teaching Key PointTrain students’ integrating skills．。
人教版英语九年级全册Unit12 SectionB(1a-2e)精品教案
Unit12 SectionB〔1a-2e〕精品教案一、教学目标：1. 语言知识目标：1) 能掌握以下单词：fool, costume, embarrassed, costume party, announce, spaghetti, hoax, sell out, discovery, lady, cancel, officer, believable, disappear, embarrassing2) 能掌握以下重难点句子：3) 提高学生的听力技能。
培养学生从所听到的对话中获取信息的能力。
4〕培养学生的阅读能力，理解关键词和短语的能力。
2. 情感态度价值观目标：1〕了解局部西方节日的文化常识。
2〕了解不及时做某事而造成的危害，培养学生养成良好的行为习惯。
二、教学重难点1. 教学重点：根据所学词组写一篇短文。
2. 教学难点三、教学过程Ⅰ. Warming- up and revision1. Daily greeting.2. Exercise根据对话内容，从方框内选择适宜的句子补全对话。
〔有两项多余)A: Can I ask you some questions, Lisa?B: Sure.A: (1) _________B: Yes, I have. But only once last term.A: (2) _________B: I stayed up watching the football match the evening before, so I overslept the next morning.A: What did you do after you got up?B: (3) _________ But unfortunately, by the time I got there, the bus had already left. A: Poor guy! And then?B: So I started walking. Luckily, my uncle drove by and gave me a ride.A: But you didn’t make it in the end, did you?B: No, I didn’t. (4) _________A: What did your teacher say?B: (5) _________A: Yes, he is right. Thanks for your answering.B: It’s my pleasure.Keys: 1—5 D A F G EⅡ. Lead in1. Finish 1a. Put these words in the correct columns in the chart. Some words can go in more than one column.fool invitecostume embarrassedgo off callget dressed emptyshow up realizechange clocktired stayupNouns(people, place, things) Verbs(action words)Adjectives(descriptionwords)2. Tell Ss nouns are probably about people, things, places. Verbs are about action words. Description words are probably adjectives.3. Work on 1a.4. Share the answers with others in class.5. Ask Ss make sentences with the words in 1a.Keys: fool costume change clockfool invite go off get dressed show up realize changestay upembarrassed tired emptyExercises:Fill in the blanks with the correct forms of the words or phrases.1.I was waiting for the school bus but it didn’t come. Then I ________ it wasSaturday.2.I woke up late this morning. I had to really ______ to get to school on time.3.There’s a good TV show tonight but it’s at 1:00 am. I don’t want to _________that late.4.Sally _______ me to her birthday party. It’s at her house on Saturday.5.Do you know where John is? He was going to meet me earlier but he didn’t_________.1. realized2. rush3. stay up4. invited5. show upIII. Work in pairs.1b Tell your partner something that happened to you recently. Use two or more words in 1a.Last Friday, my friend invited me to his birthday party…..Ⅳ. PresentationAsk the students what they know about April Fool’s Day.What did you do on Last April Fool’s Day?BBC——飞翔的企鹅2021年，BBC摄制组在南极附近拍摄了自然历史系列?进化的奇迹?〔Miracles of Evolution〕。
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人教版九年级英语12单元教案-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIANUnit12 You are supposed to shake hands.重点短语词组应该做某事 be to do sth 握手访问 by 毕竟本应该做但没做 have done 餐桌礼仪 table到达 at/in 有点晚 late习惯于某事 be/get to sth 习惯于做某事 be/get sth被用于做某事 be sth 被用作.... Be过去常常做某事 sth 特地，不怕麻烦的做某事使某人感到宾至如归计划做某事 sth没有理由 have 注意你的行为 your manners发出噪音 make (a) 做鬼脸 make自学 ....by oneself 在适当的时间 at the time以......开始 begin 忍不住做某事can't sth代替 of 对某事随意 be sth邀请某人做某事 sb sth 指向重点短语句型讲解：1. Y ou should have asked what you were supposed to wear.你本应该问清楚怎么样穿才得体。
中的“should have asked”是“情态动词＋现在完成时”表示过去本应该做某事，事实上没有做，这是虚拟语气的一种表达方式。
如：She should have gone to Beijing. 她本应该去了北京。
（没有去）同时was/were supposed to do sth 表示过去本该做某事而实际上并没有做，就相当于should have done sth.2. make (some) mistakes 犯了(一些)错误。
make a mistake 犯错误（一个）与mistake相关的短语 by mistake 错误地 mistake…for…把..误认为…5.relaxed:用来形容人，表示人本身很放松，主语一般是人。
relaxing:指物，表示事物可使人很放松。
I feel really after the vacation.经过这次令人放松的假期后我感到很放松。
3. …it’s okay if you arrive a bit late….即使你晚到一会也没关系。
a little 与 a bit 二者都是“有点儿”的意思。
(1)二者相同之处在于①都可做状语，修饰比较级 He is a bit/ a little older than you.②都可做主语或宾语。
Please give me a bit/ a little.(2)不同之处在于：两者修饰名词时，a little可以直接加名词，a bit必须加of后才能接名词。
A little money = a bit of money4. drop by 顺便拜访串门We just dropped by our friends’homes.我们刚刚去朋友家串门。
drop in/on sb 顺便走访某人。
Would you drop in/on us this evening for a chat你今晚过来和我们聊聊好吗5. invite sb. to do sth. 邀请某人做某事如：Lily invited me to have dinner.莉莉请我吃晚饭。
6. without .prep.没有. 其后常接名词、代词和动词ing形式。
Jim今天早上没吃早饭就去学校了。
7. around the world == all over the world 全世界8.at the table 在饭桌旁 at table 在吃饭类似的短语还有： in hospital by sea 由海路 in future从今以后in the hospital by the sea在海岸上 in the future在将来9.pick up sth 捡起挑选如：He picked up his hat. 他捡起他的帽子。
如果宾语是代词需置于pick与up之间 pick it up10. start doing == start to do 开始做某事如He started reading.== He started to read. 他开始读。
11. point at 指着 at是介词，后跟动作的目标。
女孩正指着墙上的地图。
point to 指向 to是介词，后跟动作的方向。
当point做及物动词讲时，常用于point sth at sth 用…指着You shouldn’t point your finger at anyone.你不应该用手指任何人。
12. stick v. 剌截stick…into….把…插入…别把叉子插入食物中。
n. 棒，棍请递给我那根棍子。
chopsticks 筷子是由chop(砍)＋stick(棒)合成，通常用复数形式：chopsticks13. be different from 与…不同 Chinese food is different from theirs. 中国菜与他们的不同.be different in…在…方面不同这两件毛衣在颜色上不一样。
14.I find it difficult to remember everything. 我发现要记住每一样事是困难的。
形式宾语真正宾语常见的形式宾语有：find / think + it/them +形容词 to do sth. 如：I think it hard to study English.15.Everying was unfamiliar.一切都是那样的陌生。
Be familiar/unfamiliar to sb 为某人所熟悉/不熟悉That face is unfamiliar to me.Be familiar/unfamiliar with sth 对某物熟悉/生疏 I’m unfamiliar with that face.16. And I had not just one set to use, but two or three of each.Not…but…不是…而是…，用来连接连个并列成分。
他们不是需要钱，而是需要时间。
Not…but…连接两个主语时，谓语动词遵循就近原则。
不是黎明而是黎明的父母去了长城。
17. Was I supposed to begin with the largest ones or the smallest?Begin with 以…开始第二课以一首歌开始。
n, beginning from the beginning 自始，从一开始at the beginning of …在…的开始（初） from beginning to end 至始至终at the beginning of December at the beginning of Winter18.E-mail English is a new kind of written English that is being used to save time.电子邮件英语是一种新型的用来节省时间的书面英语。
(1)that is being used…是一个定语从句，修饰前面的written English. 定语从句用的是现在进行时的被动语态，that在定语从句中做主语，不能省略。
(2)written English 书面英语 spoken English 英语口语 written 与 spoken 是过去分词形式，均表被动关系，充当形容词，做前置定语。
(3)在英语中表示“被动关系”的有两种形式，一种是过去分词做定语，一种是被动语态。
The novels written by Lu Xun are very educational.鲁迅写的小说很具有教育意义。
The novels are written by Lu Xun.这些小说史鲁迅写的。
英语中表示“正在进行”的有两种形式，一种是现在分词做定语/宾补，一种是进行时态。
I found a wallet lying on the ground. (做宾补)The girl singing the song is my younger sister. (做定语)19.This is because they come from a computer program called ICQ, which means I seek you.20. can’t stop doing 忍不住做某事=can’t help doing sth.I can’t stop laughing. 我忍不住笑.当听到这个消息，我忍不住哭了。
21…..it’s created by combining letters and symbols or numbers to sound like other words….(1)be created by 由……组成，by是介词，后接名词、代词或动名词作宾语。
(2) combine .v. (使) 结合，混合 combine…and…将…和…混合起来combine…with…将…与…合并 Combine “tele” with “communication”, we’ll get a new word “telecom”.22.Do these two on your own…独自做这两道题….On one’s own 独自的，主动的，自愿的。
在句中做状语。
他现在自食其力。
Of one’s own 属于某人自己的，of前常接名词或不定代词。
We have no house of our own.With one’s own 用某人自己的， own后接名词。
Remember to do everything with your own ideas. 记着用你自己的想法去做事情。
23. cut up 切开切碎如：Let’s cut up the water melon. 让我们切开这个西瓜吧。
make faces做鬼脸 face to face 面对面练习题Section A一、选词填空（用wear , put on, dress的适当形式填空）1. It’s very cold outside, ________ your coat.2. The girl who ________ in light blue is my sister.3. Many girls ________ shirts in summer time.4. Sally’s sister is old enough to ________ herself.5. “Could you ________ the children for me ”she asked her husband.6. She ________ a new sweater today.7. Lily ________a flower in her hair yesterday.8. He ________ his glass to read the letter.二、单项选择( )1. They _____ a football match if it _____ fine next Thursday afternoon.A. will have; will beB. have; will beC. will have; is( )2.----Shall I ask Lillian to see the film with us?---- I don’t think she will. She _____ it twice. A. saw B. has seen C. sees( )3.Qingdao is one of the best places for _____ in China. A. surfing B.surf C. surfs( )4. We _____ shake hands when we meet someone for the first time.A. supposeB. suppose ofC. are supposed to( )5. Li Ying told me _____ for her at home. A. waits B. wait C. to wait( )6. I _____ my homework already. A. finish B. have finished C. finished( )7. ---- If you _____ a new idea, please call me as soon as possible.---- Sure, I will. A. keep up with B. catch up with C. come up with( )8.Most of the girls in our class enjoy _____ music.A. listening B. listen to C. listening to ( )9. Ted ten dollars on the shirt yesterday. A. cost B. spent C. paid( )10. I want to know whether . A. will he give back the bookB. he gives back the bookC. he will give back the book( )11.They some plans for the coming summer vacation.A. have madeB. has madeC. makes( )12. Lily planed her uncle the next day. A. to visit B. visiting C. visit( )13. Do you know Mr Green come to China A. when B. what C.where( )14. --- Would you like something to drink---- .A. No, thanks.B. Yes.C. Not at all.( )15. Do you know a sports meeting next FridayA. what there will to beB. if there is going to beC. there was going to have( )16. Who can help me do the workA. otherB. elseC. another( )17. ---- May I speak to Li Hua, please----I’m afraid he isn’t in. Would you like to a messageA. takeB. writeC. leave( )18. ---- Do you want a pear of an orange--- . I really don’t mind.A. NeitherB. EitherC. Both( )19. ---Excuse me, I want to know . ---I parked it behind this building.A. where did you park my carB. where you parked my carC. how you parked my car( )20. I can’t say I want to visit my grandpa. It’s a long time since we met last time.A. how oftenB. how longC. how soon D how much( )21. Thanks for me with my English. A. help B. helping C. helped( )22. He the phone and began to dial the number.A. pick upB. picks upC. picked up( )23. The hand of the clock is pointing eleven o’clock. A. to B. at C.out( )24. I’m really thirsty. I’ll stop .A. to take a drink B. taking a drink C. take a drink ( )25. Don’t . Your father is sleeping. A. turn off the TV B. make any noise C. be quiet ( )26. Nothing can make him his goals. A. to give up B. give in C. give up( )27. ---- were you away from home last year?---- About one month. A. How often B. How far C. How long( )28. He didn’t understand yesterday.A. what the teacher says.B. what the teacher saidC. what did the teacher say( )29. Could you tell me A. how long the Fujiang River was B. how long was the Fujiang RiverC. how long the Fujiang River isD. how long is the Fujiang River( )30. Traveling by train is cheaper and enjoyable than by air.A. more; much moreB. quite; much tooC. very; very muchD. much; far more( )31. It’s rude you to speak loudly in public. A. of B. for C. to( )32. The room was of smoke. A. full B. fill C. filled( )33. good information he has got! A. What a B. What C. How a( )34. clever boy he is ! A. What B. What a C. How a( )35. Could you please help me cut these potatoesA. upB. offC. down( )36. A good idea occur him. A. to B. at C. for( )37. It was eleven o’clock when he arrived Paris. A. in B. at C. to( )38. My grandpa is used to a walk in the morning. A. have B. has C. having( )39. Great changes in my hometown.A. have been taken placeB. have taken placeC. has taken place( )40. --- Bob is late for school. ----Neither am I .A. always B. never C. ever.( )41. The problem is we should do at first. A. that B. what C. which( )42. Mr Gereen has got used to with chopsticks. A. eat B. ate C. eating( )43. The girl is making plans her little brother with his lessons.A. helpsB. to helpC. helping( )44. What you to do before going to bed?A. did; supposeB. are ; supposingC. are ; supposed( )45. Without a word, he left home. A. says B. say C. saying( )46. The street is people on Sunday. A. crowded with B. crowd with C. crowd( )47. Bob, there is a book on the floor, please .A. pick it up B. pick up it C. picks it up( )48. Xiao Lin is a good students, he behaves .A. well B. good C. badly( )49. The town we visited a few years ago is much larger than before.A. itB. whoC. which( )50. --- You will go swimming this Saturday, won’t you?--- . I have to work this Saturday. A. Yes, I will B. Yes, I won’t C. No, I won’t三、完成句子1. There’s only (一点儿，少许)milk left, could you get some on your way home?2. Do you (握手)with each other when you meet someone for the first time?3. I (拜访)the writer on my way home yesterday.4. Though he (犯了一些错误), he is still a good boy.5. He said, “Miss Li, I’m sorry for (迟到).”6. I had a stomachache because of (错吃了食物).7.You (本应该完成家庭作业) yesterday but you didn’t’8. They (计划)take a vacation next week.9. The students are (制订计划) for the new term.10. ---- How’s everything---- .(还不错)11. He smiled, (毕竟) he succeeded at last.12. I don’t think English is (难得多) than Chinese.13. They (特地)to see me every month.14. You (本应该到达)here at 8 o’clock, but you’re late.15. The little girl (擦去)off the tears and laughed.16. 除最后一个问题没答外，其余问题他都答了。