人教版新目标九年级英语Unit12单元集体备课教案

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人教版九年级英语全册Unit12SectionA(1a2d)教学设计

2.重点：提高学生的听力理解能力，能够从听力材料中获取关键信息。
难点：在真实的语言环境中，快速准确地进行信息捕捉和处理。
3.重点：通过阅读理解，培养学生分析和推理的能力。
难点：将阅读材料中的信息内化，形成自己的见解和思考。
（二）教学设想
1.针对词汇和语法的教学：
-采用实物、图片、情境等多种教学手段，生动形象地展示词汇，帮助学生记忆和理解。
（三）情感态度与价值观
在本章节的学习中，学生将培养以下情感态度与价值观：
1.培养学生对英语学习的兴趣和自信心，激发他们学习英语的热情。
2.培养学生尊重和欣赏名人的成就，学会从名人的经历中汲取正能量。
3.培养学生的团队协作精神，学会在合作中相互帮助、共同进步。
4.培养学生具有拼搏、进取的精神，明白成功需要付出努力和坚持。
4.词汇练习：结合本节课所学词汇，设计一份词汇填空或搭配练习，让学生在课后巩固词汇知识，提高词汇运用能力。
5.家庭作业：布置一份综合练习，包括听力、阅读、语法和写作等各个方面，旨在全面检测学生对本节课所学内容的掌握程度。
注意事项：
1.作业难度适中，确保学生在完成作业的过程中既能巩固所学知识，又能提高自身能力。
2.学生分享自己在小组讨论和课堂练习中的收获，互相鼓励和借鉴。
3.教师强调学习英语的重要性，激发学生持续学习的热情，鼓励他们在今后的学习和生活中，勇敢追求自己的梦想。
五、作业布置
为了巩固本节课所学知识，提高学生的英语综合运用能力，特布置以下作业：
1.写作作业：请学生选择一位他们感兴趣的名人，运用一般过去时和一般将来时，描述该名人的成就、经历以及对他们的影响。要求不少于100词，旨在培养学生的写作能力和对名人的深入了解。

新目标九年级英语unit12教案

新目标九年级英语unit12教案第一篇：新目标九年级英语unit12教案教案课目：新目标九年级Unit12 You are supposed to shake hands section A 3a,3b ＆4 on page 96授课对象：初中三年级学生授课重点：本单元重点句式：You are supposed to do something.在掌握3a内容的基础上完成3b中的活动；最后以作业的形式引导学生将课内外的知识紧密结合，将课本知识运用到生活交际中。

教具：课本、纸质同步练习时间：20分钟教学设计：一、内容：复习本单元重点句式：You are supposed to do something.形式：翻译练习（将本句式与本单元所学新单词紧密结合进行练习）教具：纸质练习题用时：3分钟二、内容：进入3a部分的学习预计用时12分钟形式：1、快速阅读并将文中出现的连词划出来预计用时:2分钟2、进行判断练习，纸质练习题预计用时1分钟3、齐读课文，填表（课本P96），划出文中答句用时:3分钟4、将划线句子逐个进行同义句转换板书举例;If you tell a friend you are …a bit late.→When you tell a friend …,you are supposed to…校对后齐读巩固预计用时4分钟5、板书讲解对文中其他重点短语预计用时2分钟①we’re pretty relaxed about time②Spending time with family and friends is ve ry important to us.③drop by our friends’ homes.④ make plans to meet our friends.⑤walk around the town center,⑥seeing as many of our friends as we can！三、内容：3b pair work形式：填空练习，校对，齐读教具:纸质练习用时：3分钟四、内容：part4,page96形式：布置作业；结合生活情境填表，然后将各个句子改成You are supposed todo something.的形式。

人教版英语九年级全册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。

人教版英语九年级全册Unit12SectionA(3a3b)优秀教学案例

针对九年级学生的知识深度，本案例将重点关注学生的词汇掌握、语法运用、阅读理解以及口语表达等方面。在教学过程中，教师应以学生为主体，注重启发式教学，引导学生主动探究、积极互动，从而提高他们的英语学习兴趣和自信心。
为了达到良好的教学效果，教师还需充分运用多样化的教学手段，如多媒体课件、网络资源、小组讨论等，以激发学生的学习兴趣，拓展他们的知识视野，提高他们的实践能力。同时，注重课内外相结合，引导学生将所学知识运用到实际生活中，以提高他们的语言运用能力。
二、教学目标
（一）知识与技能
1.让学生掌握Unit12 SectionA(3a3b)中的主要单词和短语，如“historical site”、“symbol”、“Congress”、“Democratic”等，并能熟练运用这些词汇和短语进行阅读和口语表达。
2.掌握一般现在时的被动语态，能够正确运用一般现在时的被动语态进行阅读和口语表达。
（四）总结归纳
1.教师引导学生回顾本节课所学内容，让学生总结出一般现在时的被动语态的构成和用法。
2.教师帮助学生梳理美国的历史和地理知识，让学生形成系统的知识结构。
3.强调本节课的学习重点和难点，鼓励学生在课后进行巩固和拓展。
（五）作业小结
1.教师布置作业，让学生运用所学知识进行阅读和写作。例如，让学生写一篇关于美国历史或地理的小短文。
3.了解美国的历史和地理背景，能够理解并描述美国的一些历史事件和地理特点。
（二）过程与方法
1.通过自主学习、合作学习和探究学习等方式，提高学生的阅读理解能力，使他们能够快速准确地获取文章中的关键信息。
2.运用任务型教学法，让学生在完成任务的过程中，提高听、说、读、写等综合语言运用能力。
3.利用多媒体课件、网络资源和实物等教学资源，为学生提供丰富的语言输入和输出机会，激发他们的学习兴趣。

人教版英语九年级全册Unit12优秀教学案例

2.鼓励学生通过绘画、制作海报等方式，展示自己的学习成果。
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。

Unit12SectionA(3a-3c)教案2023-2024学年人教版九年级英语全册

3. 学生可能遇到的困难和挑战：在学习Unit12 Section A (3a－3c)的过程中，学生可能会遇到一些困难。首先，部分学生可能对环境保护的专业词汇和表达方式不太熟悉，影响阅读理解。其次，听力练习可能会对一些学生构成挑战，特别是对听力较弱的学生。此外，如何在实际情景中运用所学知识进行环保话题的讨论，也是学生需要克服的困难。教师应针对这些困难提供适当的辅导和支持，帮助学生克服问题，提高学习效果。
2. 学生的学习兴趣、能力和学习风格：九年级的学生对实际生活中的问题较感兴趣，特别是与环境保护相关的话题。在学习能力方面，大部分学生应具备一定的自主学习能力和合作学习能力，能够通过小组讨论和听力练习提高自己的语言运用能力。在学习风格上，学生们可能更偏好通过互动和实践活动来学习，因此教师应设计更多互动式和参与式的教学活动。
- 观看环保纪录片：建议学生观看关于环境保护的纪录片，了解地球生态环境的现状，增强环保意识。
- 阅读环保文章：鼓励学生阅读关于环境保护的文章，思考人类与自然的关系，培养学生的环保思维。
- 玩环保互动游戏：推荐学生玩一些关于环境保护的互动游戏，巩固所学知识，提高学生的环保素养。
课后作业
1. 请用英语描述一种你认为最重要的环保措施，并解释为什么你认为它是重要的。
3. 实验器材：如果本节课需要进行实验，确保实验器材的完整性和安全性。例如，如果进行垃圾分类的实验，需要准备不同类型的垃圾容器和分类标签，以及相关的实验指导资料。
4. 教室布置：根据教学需要，布置教室环境，以创造一个有利于学习的氛围。例如，可以根据小组讨论和实验操作的需要，将教室布置成分组讨论区和实验操作台。在分组讨论区，可以设置一些舒适的座椅和桌子，以便学生进行小组讨论和合作学习；在实验操作台，可以准备一些实验器材和实验指导资料，以便学生进行实验操作和观察。

人教新目标九年级英语下册教学设计Unit 12 Section B教案

Unit 12 Life is full of the unexpected.Section B Period 1 Section B 1a-2e本单元围绕“The unexpected things”这个话题展开教学活动，告诉学生Life is not always perfect 。

让学生了解生活中发生的事情不是总能预测的，无论发生的是好的或坏的, 最终使学生明白一点，生活不总是完美的。

遇到困难时刻，我们要保持冷静，想出最好的办法解决它。

本课重点学习一些重要的单词，短语及句型。

本课话题能激起学生的好奇心，调动学生学习英语的积极性。

【知识与能力目标】1) 能掌握以下单词：fool, costume, embarrassed, costume party, announce, spaghetti, hoax, sell out, discovery, lady, cancel, officer, believable, disappear, embarrassing 2) 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。

【过程与方法目标】本课主要采用任务型教学法，情景教学法以及多媒体辅助教学，充分发挥教师的主导作用和学生的主体地位。

利用现代化教育技术优化教学过程，通过课件为学生创设更多生动活泼的语言环境，把学生吸引到活动中去，并激发他们主动参与学习的欲望，努力培养学生自主学习的能力。

【情感态度价值观目标】1）了解部分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。

【教学重点】1) 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。

2）培养学生的阅读能力，理解关键词和短语的能力。

【教学难点】培养学生的听力和阅读能力。

1.准备录音机和磁带；2.设计课后巩固练习；3.ppt；Step 1. Warm- up and revision1. Daily greetings.2. Exercises根据对话内容，从方框内选择合适的句子补全对话。

新课标人教版新目标九年级英语第12-13单元全套教案

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．3．Moral ObjectsBefore you meet foreigners, you should some customs．In this way, you can act politely and properly．Ⅱ．Teaching Key PointsTarget 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 Aids1．A tape recorder2．A map of the worldⅥ．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?S1: Do you know where I can get a book?S2: Could you tell me how to get to the library?S3: Can you please tell me where I can buy a book?Ask students to repeat this example．Then ask students to tell about some things that are good to do in school．They may say things such as, You should do your homework every day; You should raise your hand before you talk．Rephrase each of these sentences using supposed to and ask students to repeat: You‟re supposed to do your homework every day．You‟re supposed to raise your hand before you talk．Step Ⅱ 1aThis activity introduces some target language．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．Suggested answers1．Brazil is in South America, next to Peru．2．The United States is in North America, next to Canada．3．Japan is in East Asia, to the east of China,4．Mexico is in North America, on the south of America．5．Korea is in East Asia, It is our neighbor．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．Answers1．c 2．b 3．a 4．b 5．aStep Ⅲ 1bThis 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,1．c 2．b 3．a 4．b 5．aThis activity provides guided oral practice using the target language．Read the instructions to the whole class．Point out the example in the box．Ask two students to read it to the class．S A: What are people in Korea supposed to do when they meet for the first time?S B: They‟re supposed to bow．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．Step Ⅴ SummaryIn this class, we‟ve learned some i mportant 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．Step Ⅵ HomeworkReview the target language．Step Ⅶ Blackboard DesignUnit 12 You‟re supposed to shakehands．Section AThe First PeriodTarget Language:A: What are people in Korea supposed to dowhen they meet for the first time?B: They‟re supposed to bow．Unit 12 You‟ re supposed to shake handsThe 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 Methods1．Listening method to improve students‟ listening abil ity．2．PairworkⅤ．Teaching AidA tape recorderⅥ．Teaching ProceduresStep Ⅰ RevisionCheck homework．Ask some pairs to act out their conversations according to Activity 1a．S A: What are people in Mexico supposed to do when they meet for the first time?S B: They‟re supposed to how．Step Ⅱ 2aHelp 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 lookcomfortable? （No．）Read the instructions and point to the four mistakes on the list．Ask different students to read the mistakes to the class．Maria‟s mistakes________arrived late________ate the wrong food________greeted Paul‟s mother the wrong way________wore the wrong clothes√ arrived late____ate wrong food√ gre eted Paul‟s mother the wrong way√ wore the wrong clothesStep 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．Answers1．arrive at 7:002．come later3．shake hands4．wearStep Ⅳ 2cLook at the example in the box．Ask two students to read the conversation to the class．2b．Encourage students to express emotions such as disappointed or embarrassment as they say their conversations．Step Ⅴ Grammar FocusReview the grammar box．Get different students to say the questions and answers．Step Ⅵ SummaryIn 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? Step Ⅶ HomeworkAsk students to write at least two sentences with the sentence starters in Grammar Focus．Step Ⅷ Blackboard DesignUnit 12 You‟re supposed to shake hands．Section AThe Second Period1．Target Language:How was the dinner at Paul‟s ho use last night?Well, it was OK, but I made some mistakes．I was supposed toarrive at 7:00,but I arrived at 8:00．2．What are you supposed to do when…You‟re… You‟re not…When were you supposed to…I was…I wasn‟t…Unit 12 You‟ re supposed to shake hand sThe 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．3．Moral ObjectsDifferent countries have different customs．So you are supposed to do in Rome as theRomans do．Ⅱ．Teaching Key PointTrain students‟ integrating skills．Ⅲ．Teaching Difficult PointHow to improve students‟ integrating skills．Ⅳ．Teaching Methods1．Fast reading to let students get the general idea of the text．2．PairworkⅤ．Teaching Aids1．A projector2．The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionT: In last period, we summed up the expressions for telling what you are supposed to do．Step Ⅱ 3aDo you know what an opinion is?Ask a student to answer it．（An opinion iswhat 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．Correct the answers with the class．AnswersColombi an: We‟re pretty relaxed about time．We often just drop by our friends‟ home．We don‟t have to make plans when we get together with friends．Switzerland: 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 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 to read the conversation to the class．S A: What kinds of rules do they have in Colombia?S B: Well, they have pretty relaxed rules．S A: Like what?S B: 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．Have students work in pairs．Ask some different pairs to say their conversations to the class．Suggested answersS A: What kinds of rules do you have in your opinion?S B: Well, we have relaxed rules．S A: Like what?S B: Well, it‟s OK if we visit a friend‟s house without calling first．Step Ⅴ SummaryIn 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．Step Ⅵ Homework1．Write a conversation using the information in Part 4．2．Finish off the exercises on pages 49～50 of the workbook．Step Ⅶ Blackboard DesignUnit 12 You‟re supposed to shakehands．Section AThe Third PeriodTarget Language:A: Can you tell me the things I‟m Supposed to do?B: The first thing is to greet the teacher．A: Okay．What should I say?B: You‟re supposed to say "good morning, teacher"．Unit 12 You‟ re supposed to shake handsThe 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．3．Moral ObjectsIn order to behave politely at the dinner table, you‟re supposed to learn some talbe manners．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 Methods1．Listening method2．PairworkⅤ．Teaching AidA tape recorderⅥ．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 1This 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．（A family is eating a meal．）Look at the title, Mind your manners!Ask．What do you think it might mean?（It means be careful of how you act．）Correct the answers with the class．Answers1．T 2．F 3．F 4．F 5．TStep Ⅲ 2aYou 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．AnswersThe pictures should be numbered in the following order:2 1 4 3Step Ⅳ 2bThis 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．You will hear the same recording again．This time as you listen, write the letter of the correct sentence ending after each sentence starter．Look at the sample answer．Read the correctly completed sentence to the class:1．You aren‟t suppo sed to eat or drink while walking down the street．Play the recording again．Ask students to write the letters in the blanks alone．Check the answers with the class．Answers1．d 2．a 3．b 4．cStep 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．S A: We‟re supposed to…S B: Yes, and it‟s rude to…Now, complete each one with a true statement about table manners in your country．Ask two students to read their sentences．S A: We‟re supposed to eat with chopsticks．S B: Yes, and it‟s rude to eat with our hands．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 Ⅵ SummaryIn 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．Step Ⅶ HomeworkTalk about the table manners in your country using the sentence starters inActivity 2b．Step Ⅷ Blackboard DesignUni t 12 You‟re supposed to shake hands．Section BThe Fourth Period1．Sentences in Activity 2b:（1）You aren‟t supposed to eat or drink while walking down thestreet．（2）It‟s polite to make noise while eating noodles．（3）It‟s rude to stick your chopsticks i nto your food．（4）You shouldn‟t point at anyone with your chopsticks．2．Target language:A: We‟re supposed to eat with chopsticks．B: Yes, and it‟s rude to eat with our hands．Unit 12 You‟ re supposed to shake handsThe 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．3．Moral ObjectsWith the development of society, table manners are more and more important．Sometimes they can help people succeed．So you have to learn more table manners．Ⅱ．Teaching Key PointPractise reading and writing using the target language．Ⅲ．Teaching Difficult PointHow to write an e-mail message．Ⅳ．Teaching Methods1．Reading comprehension to help students grasp the main idea of the text．2．Writing method3．Groupwork to make every student work in class,Ⅴ．Teaching Aids1．A projector2．The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionReview the target language presented in this unit．Check homework．Ask two students to read out their sentences．S A: You aren‟t supposed to visited a friend‟s house without calling first．S B: It‟s polite to be on time．Step Ⅱ 3aThis activity provides reading practice using the target language．Teach the new words．Show the following new words on the screen by a projector．Manner n．礼貌；风格；习惯table manners 餐桌礼仪behave v．行为表现；举止be／get used to…习惯于……cut up切开；切碎fork n，叉；餐叉full adj．饱的；吃胀了的lap n．（人坐着时）腰以下到膝为止的部分；大腿elbow n．肘；肘部gradually adv．逐渐地；渐渐地compliment n．称赞；恭维toast v．敬酒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．Answers1．Her French was not very good．2．Her host family was really nice．3．Her French has improved．4．You put your bread on the table, not on the plate．（note the exclamation mark in the reading）5．One particular challenge is learning how to behave at the dinner table．Notes1．go out of one‟s way = make a special effort2．cut up= cut into piecesStep Ⅲ 3bRead 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．A sample answerHere are some things you need to know about table manners when you visit Japan．First of all, you should make noise while eating noodles．It‟s polite to do that．It‟s very different from your country．Second, it‟s rude to stick your chopsticks into your food．And you shouldn‟t point at anyone with your chopsticks．Last, this isn‟t about table manners exactly, but you should know that you aren‟tsupposed to eat or drink while walking down the street．So much for the table manners．I‟ll write again．Hoping you‟re having a good time．Steve Step Ⅳ3cRemind 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．A sample answerDear John,Thanks for your message．Now I tell you some things you need to know about table manners when you are in China．Firstly, you‟re supposed to eat with chopsticks．It‟s rude to eat with your hands．Secondly, you shouldn‟t make noise whi le eating．It‟s not polite to do that．Lastly, you shouldn‟t point at anyone with your chopsticks．I believe you‟ll get used to these table manners, I‟ll write again．Hope you‟re having a great time in China．Li Ping 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 Ⅵ SummaryIn this class, we‟ve d one a lot of reading, writing and speaking practice using the target language．Step Ⅶ Homework1．Read the e-mail message in Activity 3a again．2．Write an e-mail message to a friend about table manners．StepⅦ Blackboard DesignUnit 12 You‟re supposed to s hake hands．Section BThe Fifth PeriodAnswers to Activity 3a:1．Her French was not very good．2．Her host family was really nice．3．Her French has improved．4．You put your bread on the table, not on tile plate．5．One particular challenge is learninghow to behave at the dinner table．Unit 12 You‟ re supposed to shake handsThe 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 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．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．Suggested answers1．When you‟re invited to dinner, you should arrive on time．2．When you meet someone for the first time, you‟re supposed to shake hands．3．We should spend much time learning English．4．The children don‟t know how to behave．5．I cannot imagine what he is doing．Step Ⅲ Part 2Invite 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．Notes1．Unfamiliar——the opposite of familiar, means not having a good knowledge of2．set-number of things of the same kind, that belong together because they are similar or complementary to each otherStep 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．Check the answers with the whole class．AnswersDOWN: 1．bow 2．shake 3．kissACROSS: 4．chopsticks 5．knifeStep 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, 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．StepⅦ Blackboard DesignUnit 12 You‟re supposed to shake hands．Self checkThe Sixth PeriodSuggested answers to Activity 1:1．When you‟re invited to dinner, you should arrive on time．2．When you meet s omeone for the first time, you‟re supposed to shakehands．3．We should spend much time learning English．4．The children don‟t know how to behave．5．I cannot imagine what he is doing．Unit 12 You‟ re supposed to shake handsThe Seventh PeriodReading：Parent helps childⅠ．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．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 V ocabularyThis 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 V ocabularyThis activity introduces the key vocabulary words．Show the following vocabulary on the screen by a projector．at the end of在……结尾；在……末端dead adj．死亡的；无生命的dead-end adj．无出路的；没有发展前景的die v．死；死亡succeed v．成功；做成get into trouble 陷入困境；因做某事而招致不幸或处罚等give up放弃；抛弃subject n．题目；主题slip v．失足；滑倒military adj．军事的；军用的army n．军队soldier n．士兵；战士sacrifice v．& n．牺牲；奉献path n．路；小路；小径Say the words and have students repeat them again and again until they can pronounce them fluently and accurately．Step Ⅱ Part 1This activity allows students to activate their background knowledge before attempting the reading．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 to support him and the family．Westley understood he hadto 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．Look 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．Answersdead-end road f; give up d;keep slipping b; military school a;sacrifice c; honor e; Get students to makesentences with the words and expressions．Answers to this activity will vary．Thenask a student to write his answers on theblackboard Help correct any mistakes．Sample answers1．We don‟t walk down a dead-end road, 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 military school, but he has to ． 5． He succeeded at the sacrifice of his health ． 6． We should show honor to our teachers ． their answers with the class ． Sample answers Activities Reasons Visit very old places ． Students will find history is interesting ． Buy some books about sports ． Students are interested in them ． Go to the music concerts ． ┆ Students like music very much, especially pop music ． ┆ Culture note Independence is much different for young people in the West than in China ． In America, 16 year-olds often learn to drive and have their own cars ． By the age of 18 or 19, it‟s common for young people to …move out‟, leaving home for their own rented accommodation ． The age for marrying is quite low for both young men and young women, usually in their late teens and there are no restrictions on the age for having children or number of children on can have ． Step Ⅶ Summary In this class, we‟ve practised a lot of reading and writing ． Step Ⅷ Homework 1． Read the story in Activity 2 again for further comprehension ． 2． Revise the target language in this unit ． Step Ⅸ Blackboard Design Reading ：Parent helps child ． The Seventh Period Sample answers to Activity 2 Main idea Detail Westley 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 to support 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 ． Sample answers to Activity 3 1． We don‟t walk down a dead-end road, 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 military school, but he has to ． 5． He succeeded at the sacrifice of his health ． 6． We should show honor to our teachers Unit 13 Rainy days make me sad ．Ⅰ． Analysis of the Teaching Material 1． Status and Function In this unit, students learn to talk about how things affect them ． The topic is meaningful and practical to students, It is very useful ． It can help students express their own opinions in their daily life ． It conti nues to train students‟ speaking ability and integrating skills ． After studying this unit, students will be in charge of their attitude and they can do everything better ．（1） The first period mainly gives students listening and oral practice using the targ et language I‟d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I‟m eating ． OK, really? Loud music makes me energetic ． Not me! Loud music makes me stressed out ．（2） The activities in the second period give students more listening and speaking practice as well as grammar focus to practise the target language ． The practice can help students improve their listening。

人教新目标九年级英语unit12备课

课题：Unit 13 Rainy days make me sad.主备人：雷月玮周节次：授课人：授课时间：组长审阅：主管领导审阅：洛滨中学教学工作要求一、关于备课：（一）总的原则：精于集备、简化个备、分工撰写、资源共享、重视反思、突出个性。

（二）备课流程：1、主备环节：教师在组长的安排下，按照分工，对要备写的课程形成书面教案，完成在“一次备课”栏内（要求环节齐全，包括分层作业、当堂练习内容，若有教辅资料内容注明页码即可）。

2、集体备课环节：组长负责，主备人带领全组教师进行集备，主备人准备工作包括以下几个方面：a) 统一当节所讲的内容、围绕本册书、本单元的教学目标，确定当节目标；b）搜集课程资源、疏通知识点、统一教法、统一学法；c）统一分层次作业、统一当节的课堂训练题、统一辅导内容；d）讨论疑难问题，在主备人备课的基础上提出建议（将建议手写在“集体研讨”栏内）。

3、教师个人二次备课环节：在集体备课的基础上，教师个人根据班情、学情进行二次备课，并手写在“二次备课”栏内。

4、坚持集体备课提前一周审批制度：主备人备好后，周一集体研讨，主备人进行修订；组长审批后，方可印发（周三前完成审批及印刷工作）。

(三)备课检查：坚持周查制度，由年级领导主查，校长抽查。

二、关于作业布置作业实施分层布置，具体步骤：（一）学生编组的分层（教师个人进行）各科任教师根据学生学习情况、能力倾向和学习目标，将班级学生划分为三个层次：a层次（a宏志组）、b层次（b提高组）、c层次（c奋进组）。

学生分组进行动态管理，即经过一阶段时间学习后，教师应适时地根据学生变化，适当进行动态调整。

分层后，要让学生明确自己当前所处的层次。

（二）做好分层作业设计（备课组统一）作业的分层设计是关键和难点，要求教师在认真钻研教材的基础上，要精心设计作业。

要求在每次作业中，设置基础题、提高题、探究题三个层次的作业题目，要求a层次学生三类题都必须完成，b层次学生完成A、B层次作业题，c层次学生要求完成A层次作业题。

(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。

(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。

人教版新目标英语九年级Unit12教学设计(5课时)

Find out the difficult points.Explain the difficult points.
Task 4
Recite some of the phrases and sentences.
反
馈
点
拨
1. Life is Full of the Unexpected
unexpected作形容词，意为“想不到的；料不到的；意外的”。
3.他直到7点钟才能到机场。
He didn't get to ______ ______ ______ 7:00 a.m.
课堂小结
知识方面：过去完成时的用法和结构。
思想方法：多读多背多记忆，夯实基础。
课后作业
必做题：整理课上学习的重要短语，句子，知识点。
选做题：背诵知识点和课文中的句子。
板
书
设
计
Unit 12 Period 2
2.disbelief作名词，表示“不相信；怀疑”。
3.above作介词，意为“（表示程度）超过；（表示等级）在…之上；（表示位置）在…正上方”。对应词是below.
当堂
测试
1.飞机就要起飞了。The plane ____ about ____ ____ ______ him.
7.学习过去完成时的基本结构和用法。
8.掌握语法规则，练习巩固所学。
重点
过去完成时的基本结构和用法。
难点
过去完成时的含义、结构、用法。
教法
先学后教，当堂训练
学法
自主学习，学练结合
教学
准备
教师
PPt课件；
学生
课前简单预习，笔记本；
教学流程
师生活动

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。

新目标英语九年级教案示例第十二单元教学设计

新目标英语九年级教案示例第十二单元教学设计新目标英语九年级教案示例第十二单元教学设计Unit 12 Part 1 Teaching design Part 1: Teaching design (第一部分：教学设计) Structures: Supposed to ＋infinitive 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. Vocabulary: kiss, bow, table manners, chopstick, fork, spoon, napkin, greet, rude, wipe, point, stick, shake hands, be supposed to, drop by, pick up, You should… Learning strategies: Comparing, Listening for key words Section A Goals ●To learn to use the structure Supposed to ＋infinitive ●To listen and talk about wh at people are supposed to do Procedures Warming up by learning about the structure Supposed to ＋ infinitive Turn to page 95 first. Look at the sentences. Do you see how the structure Supposed to ＋infinitive is used? What are you supposed to do when you meet someone? Youre supposed to kiss. Youre not supposed to shake hands. When were you supposed to arrive? I was supposed to arrive at 7:00. You should have asked what you were supposed to wear. 1a Looking, listening and matching Hello, class. What are we supposed to do next? Yes, you are right. We are going to look, listen and match. Now turn to page 94. Look at the picture and listen to the recording for what people do when they meet for the first time. Tapescript Boy1: What are people supposed to do when they meet in your country, Celia? Girl1: Well, do you mean when friends meet for the first time? Boy1: Yeah. Girl1: Well, in Brazil, friends kiss. Boy1: What about in Mexico, Rodriguez? Boy2: In Mexico we shake hands. Boy3: We bow. Girl2: And in Korea we also bow. Boy1: Well,I guess in most Western countries we shakehands. 1b Listening and checking You are supposed to listen for a second time to check your answers in 1a. Countries Customs 1.c Brazil a. bow b. shake hands c. kiss 2. b the United States 3. a Japan 4. b Mexico 5. a Korea Now you can turn to page 135 to read the tapescript. While reading circle the connectives and underline the expressions. 1c Doing pairwork What do people do when they meet for the first time? Now in pairs tell each other what you know about meeting for the first time. You are supposed to use the Supposed to ＋ infinitive structure, OK? A: What are people in Korea supposed to do when they meet for the first time? B: They’re supposed to bow. A: What are people in the United States supposed to do when they meet for the first time? B: They’re supposed to shake hands. A: What are people in China supposed to do when they meet for the first time? B: They’re supposed to shake hands. A: What are people in Mexico supposed to do when they meet for the first time? B: They’re supposed to shake hands. A: What are people in Brazil supposed to do when they meet for the first time? B: They’re supposed to kiss. A: What are people in your city supposed to do when they meet for the first time? B: Th ey’re supposed to wave their hands. 2a Listening and checking Maria, an exchange student from India, went to her American Friend Dan’s place and had dinner there. Now listen to the tape for the mistakes Maria made there. Tapescript Boy: Hi, Maria. How was Paul’s party? Girl: Oh, Dan, it was a disaster. Boy: It was? Girl: Uh-huh. Boy: What happened? Girl: Well, I was supposed to arrive at 7:00 but I arrived at 8:00. Boy: Oh, so you were lage. Girl: Yeah, but in my country it’s different. When youre invite d for 7:00, youre supposed to come later! Boy: I see. Girl: Then when I met Pauls mom, I kissed her. Boy: And you were supposed to shake hands instead. Girl:Thats right. AND I wore a fancy dress. Boy: Whats wrong with that? Girl: Well, it was a barbecue, Dan. Everyone else was wearing a T-shirt and jeans. Boy: I guess you should have asked what you were supposed to wear. Now you may check√the mistakes by Maria on page 95. Maria’s mistakes √Arrive late; ate the wrong food; √greeted Paul’s mother the wrong way; √wore the wrong clothes 2b Listening and filling To fill in the blanks on page 95 you are supposed to listen to the tape one more time. T apescript MariA: I was supposed to arrive at 7:00 but I arrived at 8:00. MariA: In my country it’s different. When you’re invited for 7:00, you’re supposed to come later. Dan: Boy: And you were supposed to shake hands instead. MariA: That’s right. And I wore a fancy dress. Dan: I guess you should have asked what you were supposed to wear. Next you are supposed to make a conversation based on 2b. You are supposed to say anything you like. Li Hong: I was supposed to get up at 7:00 but I got up at 8:00. Li Hong: In my home it’s different. When you’re asked to get up at 7:00, you’re supposed to get up later. Wang Bin: And you were supposed to do the morning exercise instead. Li Hong: That’s right. And I took my school backpack. Wang Bin: I guess you should have asked what you were supposed to take. 2c Doing pairwork You are supposed to role play the conversation between Maria and Dan. And you are supposed to use the information from activities 2a and 2b. A: How was the dinner at Paul’s house last night? B: Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8:00. A: Why was that? Why didn’t you arrive earlier? B: But in my country it’s different. A: What is the difference? B: When you’re invited for 7:00, you’re supposed to come later! A: So you didn’t arrive at 7:00.. B: When I met Paul’s mom, I kissed her.A: But you were supposed to shake hands instead. We don’t kiss each other when we are only friends. B: But I didn’t know that then. A: What did you wear? B: I wore a fancy dress. A: What’s wrong with that? B: It was a barbecue, you know. Everyone else was wearing a T-shirt and jeans. A: Oh, you made another mistake. I think you should have asked when you were supposed to arrive and what you were supposed to wear. 3a Reading and filling On page 96 are two exchange students, one from Colombia, the other from Switzerland, talking about their own home culture. Now read their speech, blacken the connectives and underline the expressions. Teresa Lopez From Cali, Colombia Marc LeBlanc From Lausanne, Swizerland Where I’m from, we’re pretty relaxed about time. If you tell a friend you’re goin g to their house for dinner, it’s okay if you arrive a bit late. Spending time with family and friends is very important to us. We often just drop by our friends’ homes. We don’t usually have to make plans to meet our friends. Often we just walk around the town center, seeing as many of our friends as we can！In Switzerland, it’s very important to be on time. We’re the land of watches, after all！If someone invites you to meet them at 4:00, you have to be there at 4:00. If you are even fifteen minutes late, your friend may get angry. Also, we never visit a friend’s house without calling first. We usually make plans to see friends. We usually plan to do something interesting, or go somewhere together. And now you are supposed to fill in the chart. Attitude a bout… Colombia Switzerland Being on time Pretty relaxed about time very important to be on time Visiting a friend’s house Often just drop by friends’ house never visit a friend’s house without calling first Making plans with friends Dont usually have to make plans to meet friends usuallyplan to do something interesting, or go somewhere together 3b Doing pairwork Next you are supposed to role play a conversation between Teresa and Marc, telling about the different attitudes of life in their home countries. A: What kinds of rules do they have in Colombia? B: Well, they have pretty relaxed rules. A:。

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.。