人教版九年级英语全册教案：Unit 12 教案
Unit 12Life is full of the unexpected.第一课时Section A (1a～2d)
类别课时要点
重点单词1.unexpected adj.出乎意料的 2.backpack n．背包，旅行包
3．oversleep v．睡过头 4. ring v．鸣，响
重点词组1.take a shower洗浴 2.leave my backpack at home把背包忘在家
里
3．get back to school返回学校 4.start teaching开始教学5．go off响铃 6.rush out the door冲出房门
7．give sb a lift捎某人一程8.at least 至少
重点句式1.By the time I got up，my brother had already gotten in the shower.当我
起床时，我哥哥已经进了浴室了。
2．By the time I got outside，the bus had already gone.当我出来时，公
汽已经走了。
3．You were only five minutes late for class。你只迟到了五分钟。4．When I got to school，I realized I had left my backpack at home.当我到达学校时，我才意识到我把背包忘在家里了。
5．By the time I walked into class，the teacher had started teaching already.当我走进教室时，老师已经开始讲课了。
6．I didn't even brush my teeth or wash my face.我甚至没有刷牙也没
有洗脸。
§自主学习案
根据汉语提示完成单词。
1．I got to school late because I overslept(睡过头)this morning.
2．When I got home，I realized I had left(遗忘)my English book at school.
3．It's cold outside(在外面)，you'd better wear more clothes.
4．When I got to school，I realized(意识到)I forgot to bring my homework.
5．You'd better put your homework in your backpack(背包)．
§课堂导学案
Step 1准备与热身(Preparation)
Teacher：For one or more times in our school times ，we are late for school.Have you ever been late for school? Can you tell me why? And what happened to you that day?
Students：________
①Yes，I have been late for school one times.
Because…
②I was nearly late for class one day and…
Step 2呈现与输入(Presesntation)
1．要求学生翻开课本P89，迅速阅读1a部分的内容。并按要求完成课本上相应的任务：
Look at the pictures what happened to the girl.(1分钟)
2．检查答案，先要求全班一起给出答案并检查讨论。然后要求2－3名同学就What do you usually do in the morning？给出自己的答案，并把收集的答案列举在黑板上。(3分钟) Teacher：What do you usually do in the morning?
Students：I ________________．
①put on my clothes and get up
②cook breakfast
③ride to school…
Step 3呈现与体验(Practice)
1．要求学生听第一遍录音，并完成课本上1b的听力任务：Listen to Mary talking about her https://www.360docs.net/doc/7f11597712.html,plete the sentences：读出序号－读出所填单词－读出完整的句子(2分钟) 2．要求学生听第二遍录音，并逐句进行跟读。(2分钟)
3．完成教材1c的任务，要求学生模仿1a内容，进行对话练习。并邀请2－3对同学当堂进行演示。(3分钟)
小结训练：要求学生在规定的时间内完成一个小练习。并请若干学生给出自己的答案。有错误的话及时解决纠正。(2分钟)
用所给动词的正确形式填空：
1．By the time I got up，my mother _had already cooked(cook)breakfast yesterday morning.
2．When Jack got home，his sister had_washed (wash)the clothes.
3．We had_learned (learn)over 2，000 English words by the end of last term.
4．－What happened (happen)to you last week?
－I had my bike stolen.
5．The boy never realizes (realize)his mistakes until his teacher points them out.
通过学习1a，使学生对过去完成时态有所了解，并拓宽了思路；通过1b，锻炼学生的听力及抓取关键信息的能力；通过1c的训练锻炼学生的口头表达能力，同时巩固对本课内容的认识。
Step 4运用与生成(Production)
1．要求学生翻开课本P90。播放录音一遍，完成2a，2b的听力任务，然后个别检查，统一核对答案。(2分钟)
2．要求学生听第二遍录音，并逐句进行跟读。(2分钟)
3．听力内容巩固训练。要求学生根据所听到的内容完成下列各句。完成后要求若干学生给出自己的答案。以巩固对听力内容的了解。(4分钟)
1)I ran home to get my backpack.
2)I ran back to school without my keys or my backpack.
3)She asked for our homework，but of course I didn't have it.
4．大声朗读听力材料。(1分钟)
5．放下听力材料，要求学生模仿听力内容，利用2a，2b的信息编写故事的结尾，并和同伴分角色练习对话练习。然后邀请2—3对同学当堂演示。看哪一对的表现最佳。(5分钟) 6．播放2d的对话录音，让学生跟读，模仿并理解大意。然后让学生分角色朗读并表演2d的对话。(5分钟)
Step 5巩固与提高(Progress)
探究点一
By the time I got up，my brother had already gotten in the shower.当我起床时，我哥哥
已经在洗淋浴了。
【点拨】(1)by the time“到……时为止，在……以前”，引导时间状语从句。其引导的从句如果用一般过去式，则主句常用过去完成时。
e．g.By the time we entered the hall，they had ordered the dishes.我们进入大厅时，他们已经点好菜了。
(2)already作副词，意为“已经”，多用于肯定的陈述句，常用于完成时态，多位于句中或句末。
e．g.I have already visited the zoo.我已经去过那个动物园了。
Anna has read the book already.Anna已经读过这本书。
针对训练
( B )1.By the time I got to the cinema，the movie ________ for ten minutes.
A．had begun B．had been on C．has started D．has been on ( B )2.—Will you please go to see the movie with me?
—No，I won't.I ________ it already.
A．saw B．have seen C．see D．will see
探究点二辨析：already，yet与still
①already常用于肯定句中，可置于句中或句末。
e．g.I have already finished my homework.我的作业已经做完了。
②yet意为“还、仍然、已经”，常用于疑问句或否定句中，多位于句末。
e．g.Have you found you ruler yet?
你已经找到你的尺子了吗？
He has been ill and isn't fit for work yet.
他一直在生病，尚不能工作。
③still意为“还、仍然”，常用于肯定句中，也可用在疑问句或否定句中，在否定句中须放在否定词not之前。
e．g.I am still busy，I have not finished my work yet.
我仍然很忙，我还没有干完活儿。
Does he still work in the factory?
他还在那个工厂上班吗？
They still haven't gotten more information.
他们直到现在还是没有得到更多的信息。
针对训练
用already，yet或still填空。
3．It's only 11 o'clock and they __already__ had lunch.
4．My neighbor hit my car last week and he __still__ hasn't apologized.
5．John，have you finished that report __yet__？
§教学反思：本课教学通过课前的一个师生问答互动引入新课的话题，通过1a的任务型学习，使学生对过去完成时态有所了解，并拓宽了思路；1b主要是提高学生的听力能力，1c 的学习提高了学生的口头表达能力，同时巩固对本课内容的认识。
通过2a－2d的学习，将听、说、读、写的任务结合起来不仅锻炼了学生的语言综合运用能力，还巩固了学生对目标语言的学习、识记和运用。小组对话训练了同学们的合作意识和团队精神。
教学方法的改进：在演示教学过程，要求学生积极主动地参与，对于表现突出者，提出表扬，以便调动其他学生的主观能动性，取得更好的教学效果。
第二课时Section A (3a～3c)
类别课时要点
重点单词1.miss v．错过，未得到 2.unexpected adj.出乎意
料的
3．block n．街区 4.worker n．工作者
5．stare v．盯着看，凝视 6.disbelief n．不信，怀疑
7．above adv.在上面8.burn v．着火；燃烧；
9．alive adj.活着的；有生气的；10.airport n．飞机场
11．till conj.& prep.直到12.west adv.向西
重点词组1.miss both events错过两个事件 2.full of the unexpected充满着
不可预知性
3．wait in line 排队 4.be about to do sth正要做某事
5．stare in disbelief at难以置信地盯着
6．raise above the burning building 从正在燃烧的楼上升起
7．jump out of bed跳下床8.think to oneself 暗想，自言自语
9．turn into变成
重点句式
1.I was about to go up when I decided to get a coffee first.我正准备上
去，我突然决定先喝一杯咖啡。
2．As I was waiting in line with other office workers，I heard a loud sound.正当我和其他的员工在排队等候时，我听到了一声巨响。3．Before I could join the others outside to see what were going on，the first plane had already hit my office building.我还没来得及和其他人到外面看发生什么事，第一架飞机已经撞上了我办公室的楼房。4．But by the time I got to the airport，my plane to New Zealand had already taken off.但是当我到达飞机场时，我的飞往新西兰的飞机已
经起飞了。
5．My bad luck had unexpectedly turned into a good thing.我的坏运气
出乎意料地变成了好事。
§自主学习案
根据汉语提示完成单词。
1．I didn't call him up because I wanted to give him an unexpected (出乎意料的)surprise.
2．The woman stared in disbelief (不信)at the large pile of money on the table.
3．Every morning，when I wake up，I will thanks God that I am still alive (活着)．
4．Two hours later，the fireman got to the burning (燃烧)house.
5．After Bert got up，he drove to the airport (飞机场)to meet Mr.Black.
§课堂导学案
Step 1准备与热身(Preparation)
播放一段美国9.11恐怖袭击或日本大地震，菲律宾海啸的视频，让同学回答这分别是什么事件，并询问他们在生活中是否碰到过一些意想不到的事。(4分钟)
环节说明：通过上述图片或影片的介绍，使学生对这两个短文有了一定的了解，从而达到导入新课的目的。引起学习短文的兴趣。
Step 2呈现与输入(Presesntation)
1．要求学生快速默读短文，熟知大意，并完成课本3a的任务。然后邀请几位同学给出自己的答案，全班一起检查讨论。(3分钟)
(1)one is The 9.11 terrorist attacks in New York and the other is New Zealand big earthquake.
(2)His bad luck had unexpectedly turned into good thing.
2．先邀请几位同学朗读短文，教师要注意语音，及时纠正。然后播放录音，全班同学一起跟读。(3分钟)
Step 3练习与体验(Practice)
1．短文内容巩固练习。让学生用自己的话复述短文内容。(4分钟)
2．完成教材3b的任务，要求学生再次阅读短文，找出与3b的方框中所给单词意思相反的单词并用每个单词造一个句子。(5分钟)
Step 4运用与生成(Production)
让学生以小组为单位，用3c所给词的提示复述其中的一个故事。
将听、说、读、写的任务结合起来不仅锻炼了学生的语言综合运用能力，还巩固了学生对目标语言的学习、识记和运用。
Step 5巩固与提高(Progress)
探究点We stared in disbelief at the black smoke rising above the burning building.I felt lucky to be alive.我们难以置信地看着那烧着的楼房上升起的黑烟，我庆幸自己还活着。
【点拨】1.句中above意为“在……上面”
above，over，on三者都可以表示“在……上面”，三者的区别如下：
①above的意思是“在……之上”“高于……”，表示相对高度，不一定是正上方，它的反义词是below。
e．g.The plane flew above the clouds.
飞机在云层上面飞行。
②over意为“在……之上”表示在垂直之上，其反义词是under。
e．g.There is a bridge over the river.河上有座桥。
There is a boat under the bridge.桥下有一只船。
③on意为“在……上面”表示与表面接触。
e．g.He put the book on the desk.他把书放在课桌上。
【点拨】2.alive在句中意为“活着”，作表语。
词语辨析：alive，living，lively
①alive主要用作表语(有时可用作后置定语，但不可用作前置定语)，意为“活着的，有生气的”，可用于人或物。
e．g.He must be still alive.他一定还活着。
He thinks he is the happiest man alive.
他认为他是世界上最幸福的人。
②living作形容词时意为“活的、现存的、逼真的”，在句中作表语或定语。亦可作名词，意为“生活、生存、生计”。
e．g.Are his grandparents still living?
他的祖父母还健在吗？
Both plants and animals are living things.
动物和植物都是生物。
Tom makes a living by sending newspaper.
Tom以送报为生。
注意：alive和living表示活着的，两者含义很接近，只要句法适合，有时可互换。
e．g.谁是当代最伟大的诗人？
可译为：
若严格区分两者仍有差别，living通常是客观描述某人“尚在人间”或“健在”，而alive 则主要指“生与死的界线”。
e．g.He was still alive when I reached the hospital.
当我赶到医院时他还活着。
③lively意为“活泼的、快活的、生动的”，可指人或物，可作定语或表语，但它不能表示“活着的”。
e．g.Young children are usually lively.
小孩子们通常是活泼的。
He told a very lively story.
他讲了一个非常生动的故事。
针对训练
( D )1.He lived in a room ________ the shop.
A．over B．on C．at D．above
( A )2.Mr Brown always makes his class ________ and keeps his students ________ in class.
A．lively；interested B．lively；interesting
C．alive；interested D．alive；interesting
§教学反思：本课教学通过事先准备的图片或影片的介绍，使学生对这篇短文有一定的了解，从而达到导入新课的目的。引起学生的学习兴趣。
在3a的教学中，将听、说、读、写的任务结合起来不仅锻炼了学生的语言综合运用能力，还巩固了学生对目标语言的学习、识记和运用。
教学方法的改进：充分利用图片教学法的直观性，来加强学生的形象记忆，强化知识的信息。
第三课时Section A (Grammar Focus～4c)
类别课时要点
重点单词1.cream n．奶油，乳脂；2.pie n．果馅饼；3.bean n．豆荚；4.market
n．集市；
重点词组
1.collect the math homework收数学作业2．complete the work for my boss 完成老板的工作3．make the apple pie制作苹果馅饼
4．show up赶到，出现
5．add the green beans添加绿豆荚
6．leave for school启程去学校
7．by the end of 在…末尾
重点句式1.By the time I got back to school，the bell had rung.当我返回学校时，
上课铃已响了。
2．Before I got to the bus stop，the bus had already left.在我到达公交
站之前，公汽已离开了。
3．By the time I arrived at the party，everyone else had already showed up.当我到达晚会时，其他的每个人都已经到了。4．When he put the noodles into the bowl，he realized he had forgotten to add the green beans.当他把面条放进碗里时，他意识到他忘了添加绿
豆荚了。
5．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。6．The teacher had collected the math homework when I got to school.
当我到校时老师已把数学作业收了。
7．When she arrived at the cinema，she remembered she had forgotten to feed the dog.当她到影剧院时她才记起她忘了喂狗。
§自主学习案
根据汉语提示完成单词。
1．Dad，I am going to be late for school.Can you give me a l ift?
2．My alarm clock didn't ring off ，so I o verslept this morning.
3．Why do you all stare me in d isbelief? Don't you believe me?
4．This fish isn't dead but it is still a live．Look! It is still moving.
5．I would tell you the truth unless the sun raised from the w est．
§课堂导学案
Step 1准备与热身(Preparation)
Teacher：It seems that everyone is busy in the morning.We never have enough time on school mornings.(Show a flash on the screen.It seems more lively and interesting.)
What do you usually do in the morning?
Students：________．
①I put on my clothes and get up.
②I brush my teeth and wash my face and so on…
……
Step 2呈现与输入(Presesntation)
要求学生分角色问答并翻译表格中的句子。出说过去完成时的句型结构及基本用法。并
能造出相仿的句子。
Step 3练习与体验(Practice)
1．要求学生翻开课本P92，参照例句用by the time或before造句。给出5分钟的时限，然后请5位同学朗读句子，全班集体核对答案。(5分钟)
The answers：
2．Before I put cream in the coffee，the coffee had become cold.
3．By the time I got to school，the teacher had collected the math homework.
4．Before the workday ended，I had completed the work for my boss.
5．By the time I arrived at the cinema，the movie had started.
6．By the time I got home from my language course，my mother had finished making the apple pie.
2．用4b方框中所给单词的正确形式填空完成句子，给出5分钟的时限，然后请6位同学朗读句子，全班集体核对答案。(5分钟)
1．had，showed up 2.had，forgotten 3.had，rushed out
4．had，forgotten 5.arrived at 6.had gone into
Step 4运用与生成(Production)
根据你昨天的活动，写出两个正确的陈述和一个错误的陈述，然后让你的同伴猜出错误的陈述。(2分钟)
将听、说、读、写的任务结合起来不仅锻炼了学生的语言综合运用能力，还巩固了学生对目标语言的学习、识记和运用。
Step 5巩固与提高(Progress)
探究点一过去完成时
1．过去完成时表示在过去某一时间或动作之前已经发生或完成的动作，它表示动作的时间是“过去的过去”。
2．构成：
肯定句：助动词had(适合一切人称)＋过去分词
否定句：had not(had not可缩写成hadn't)＋过去分词
一般疑问句：Had＋主语＋过去分词……？
3．用法：
(1)常与before，by，by the time，by the end of等引导的时间状语(从句)连用，从句的谓语动词要用一般过去时。
e．g.By the time I was six，I had_started playing ping－pong.
到我六岁时，我已经开始学打乒乓球了。
We had_reached the top of the mountain before nine yesterday.
昨天九点前我们已经到了山顶。
(2)由“过去的过去”来判断，动作有先后关系，先发生的用过去完成时，后发生的用一般过去时。
e．g.After I had_finished reading the magazine，I went to sleep.
我读完杂志后，就去睡觉了。
(3)表示从过去某一时间开始，持续到过去另一时间的动作或状态。与“for＋时间段”连用时，主句谓语动词只能用延续性动词。
e．g.He had_been ill for a week when we learnt about it.
当我们知道这件事时他已经病了一周了。
(4)在主句谓语动词为一般过去时(said，asked，told，thought)的宾语从句中，从句常用过
去完成时。
e．g.Mr Zhang said that he had_lived in this city for ten years.
张先生说他已经在这个城市住了十年。
针对训练
( B )1.When I ________ off to the bus stop，the bus had already left.
A．run B．ran C．have run D．had run
( C )2.I didn't go to buy a bike because my uncle ________ one for me as the birthday present.
A．bought B．will buy C．had bought D．was buying
( A )3.The parents ________ to work by the time the girl ________ up.
A．had gone；woke B．have gone；wake
C．went；wake D．have been to；wake
4．我来教室之前就已经看过这本书。
I __had_read__ the book before I came to the classroom.
5．他们赶到时比赛都进行了半个小时了。
The match __had_been_on__ for half an hour when they got there.
探究点二
When I got to school，I realized that I had left my backpack at home.当我到了学校之后，才意识到我把背包忘在家里了。
【点拨】(1)realize作及物动词，意为“意识到、认识到”后接名词、代词或从句。
e．g.I haven't realized the importance of the passage.
我还没意识到这篇文章的重要性。
The boy cried when he realized what had happened.
当那个男孩意识到发生了什么时便哭了起来。
You will realize the mistake you made in future.
你将来会意识到你犯的错。
(2)left在本句中是leave的过去分词，在此处意为“遗忘、忘带、丢下”。
leave sth in/at/on some place把某物忘在某处。
e．g.I've left my math book at home.
我把我的数学书落在家里了。
注意：leave当“遗忘”讲时，常与表示地点的词连用，而forget则不可以与表示地点的词连用。
针对训练
( B )6.—Can I use your dictionary？I ________ mine at home.
—Of course.Here it is.
A．forget B．left C．remembered D．stayed
§教学反思：本课教学通过课前一个问题What do you usually do in the morning？进行师生互动引入新课。在Grammar Focus的教学中，呈现过去完成时的句型结构及其用法。学生学习积极，模仿第造句，把过去完成时态学以致用。
在4a－4c教学中，将听、说、读、写的任务结合起来不仅锻炼了学生的语言综合运用能力，还巩固了学生对目标语言的学习、识记和运用。
教学方法的改进：通过自测发现，针对基础较差的学生，必须加强本单元的语法重点训练，反复操练，以达到全体学生共同提高的目的。
第四课时Section B (1a～1e)
类别课时要点
重点单词1.fool n．蠢人，傻瓜；v.愚弄 2.costume n．服装，装束
3．embarrassed adj.窘迫的；害羞的
重点词组
1.get dressed紧张
2.show up出现3．invite sb to sw.邀请某人去某地 4.costume party化装舞会
5．happen to sb某人发生某事
重点句式
1.—What happened to Dave on April Fools Day?
——在愚人节，大卫出了什么事？
—Well，a friend invited him to a costume party.
——一个朋友邀请他参加化装舞会。
2．When I got there，I found that he had fooled me.当我到那时，我发
现他愚弄了我。
3．When I got to the math class.I was so tired because I had stayed up all night studying.当我到数学课时，我是如此的累因为我熬了一整夜学
习。
§自主学习案
根据汉语提示完成单词。
1．The classroom is e mpty．There is nobody in it.
2．There is going to be a c__ostume__ party in the school and I need some unusual clothes and masks(面具)．
3．Yesterday my friend i nvited me to watch some videos at her house.
4．On April Fool's Day，we can hear many different kinds of j okes .
5．It's Peter's 18th birthday，he got d ressed in red.
§课堂导学案
Step 1准备与热身(Preparation)
回顾：在前面的课程我们已经学习并了解了用过去完成时态叙述过去发生的事情。下面提几个简单的问题来回顾上节课的内容：
1．Have you ever locked your keys in your house?
________________________________________________________________________
2．What happened to you that day?
________________________________________________________________________
3．Did you get into your house finally?
________________________________________________________________________
环节说明：课前的师生问答互动不仅让学生回顾了上节课的内容，引导他们运用过去时态和过去完成时态，同时，让他们知道生活中的不如意可以通过自己的努力来改变，而且还可以很自然的导入到本节课的内容。
Step 2呈现与输入(Presesntation)
1．要求学生翻开课本P93，迅速阅读1a部分的内容。并按要求完成课本上相应的任务：给所给单词按词性分类，放入表格中正确的栏目中，注意有些单词可能放入不止一个栏目中。然后要求4名同学给出自己的答案，并进行个读，齐读。(4分钟)
2．要求学生完成1b部分的任务：告诉你的同伴你最近发生的一些事。(2分钟)
Step 3练习与体验(Practice)
1．听第一遍录音，完成课本上1c部分的任务：听录音把每个人的名字写在正确的图片下面。(2分钟)
2．听第二遍录音，完成课本上2b部分的任务：Listen again.Who says each of the phrases below and write D for Dave，N for Nick and J for Joe.(2分钟)
3．听力内容巩固训练。要求学生根据所听到的内容完成下列对话。完成后要求若干学生给出自己的答案。以巩固对听力内容的了解。(3分钟)
1)Dave：A friend once __invited__ him __to_a_costume_party__．When he got there，he __found__ that his friend __had_fooled__ him.He was the only person wearing a costume.He was really __embarrassed__．
2)Nick：When his alarm clock __went_off__，he got up，took a shower，__got_dressed__，and went to school.But when he got there，the school was __empty__．After an hour，the other kids __showed_up__，and he realized his brother __had_changed__ the clock __to_an_hour_earlier__．
3)Joe：He was sick last April first.His friend called and told him they had a test __the_next_day__．By the time he got to math class，he was __exhausted__because he __had_stayed__ up all night studying.Then he __found__ out that they didn't have a test at all.
Step 4运用与生成(Production)
1．听第三遍录音，并打开听力材料，全班逐句进行跟读。(2分钟)
2．放下听力材料，要求学生模仿听力内容，参照1e提供的对话，利用1c，1d的信息分角色练习对话练习。然后邀请2－3对同学当堂演示。看哪一对的表现最佳。(5分钟) Step 5巩固与提高(Progress)
探究点一一词多性，一词多义
fool愚弄、欺骗、愚人、白痴
fool用作动词意为“愚弄、欺骗”，作名词时意为“傻子、白痴”，其形容词是foolish，意为“愚蠢的、蠢笨的”。
e．g.You can't fool me！I don't believe you.
你骗不了我！我不相信你。
You are a fool.你是个傻瓜。
I think Jim is a foolish man.我认为Jim是个愚蠢的人。
针对训练
( D )1.Many people ________ on April Fool's Day every year.
A．fool B．foolish C．is fooled D．are fooled
探究点二get dressed穿好衣服
【点拨】get dressed“穿好衣服”相当于be dressed，dressed为动词dress的过去分词形式。
e．g.After I got dressed，I had breakfast.我穿好衣服后就吃早饭。
Let's get dressed and leave at once.咱们穿好衣服马上出发。
【拓展】dress作及物动词时，后不接clothes之类的表示衣服的名词，而是接表示人的名词或代词，意为“给……穿衣服”，若接表衣服的词，需用介词in，当表示自己穿衣服时则用反身代词。
e．g.Wake up children and dress them.叫醒孩子，给他们穿上衣服。
She always dresses in green.她总是身穿绿色的衣服。
She isn't old enough to dress herself.她太小不会自己穿衣服。
针对训练
( A )2.—David，can you ________ yourself?
—Of course，I can.
A．dress B．put on C．wear D．take off
§教学反思：本课教学通过师生互答导入新课，不仅让学生回顾了上节课的内容，引导他们运用过去时态和过去完成时态，而且还让他们领悟到过去生活中的不如意可以通过自己的努力来改变。
在1a－1e的任务教学中，将听、说、读、写的任务结合起来不仅锻炼了学生的语言综合运用能力，还巩固了学生对目标语言的学习、识记和运用。
教学方法的改进：针对本课的听力检测结果适当地改进方法，为了保证听力效果，英语课文必须反复地听，持续跟读，只有这样循序渐进，才能保证教学效果不断提高。
第五课时Section B (2a～Self Check)
类别课时要点
重点单词1.discovery n．发现，发觉 2.cancel v．取消，
终止
3．believable adj.可相信的，可信任的 4.disappear v．消失；不见5．announce v．宣布 6. officer n．军官
重点词组
1.take place发生
2．play all kinds of tricks and jokes on each other相互开各种玩笑
3．sell out卖完，售完
4．lose weight减肥
5．by the end of that day到那天结束时
6．end up以……结束
7．get married结婚
8．have a happy ending有一个幸福的结局9．fear spread across the whole country恐惧席卷整个国家
重点句式
1.By the time people realized that the story was a hoax，all of the spaghetti across the country had been sold out.当人们意识到这个故事是个骗局时，全国各地所有的意大利面条已经被卖完了。2．By the end of the day，more than 10，000 people had phoned the TV station to find out how to get this water.到那天结束时，已有一万多人打电话给电视台去查寻怎样得到这种水。
3．By the time police officers announced that the story was a hoax，thousands of people had left their homes.当警察官员宣布这个故事是个骗局时，成千上万的人已经离开了他们的家园。
§自主学习案
根据汉语提示完成单词。
1．He announced(宣布)he would marry a French girl next month.
2．The ending(结局)of the novel is very surprising.
3．Because of the heavy rain，the school talent show was canceled(取消)．
4．The old man said what the boy said is believable(可信的)．
5．When I rushed out of my house，the thief had disappeared(消失)．
§课堂导学案
Step 1准备与热身(Preparation)
1．情景导入：
本课时的主要内容是一篇小短文，在学习短文之前教师可准备几个与短文内容相关的问题，然后邀请几位同学就提出的问题给出自己的答案或见解。(4分钟)
Questions：
1．Do you believe all news from the radio?
________________________________________________________________________
2．What will happen if the radio tells lies?
________________________________________________________________________
Step 2呈现与输入(Presesntation)
1．要求学生快速默读短文，熟知大意，并找出各段的主题大意。然后邀请几位同学给出自己的答案，全班一起检查讨论。(3分钟)
3→2→4→1
2．先邀请几位同学阅读短文(可一人一段)，教师要注意语音，及时纠正。然后播放录音，全班同学一起跟读。(3分钟)
通过学生反复阅读短文，限时独立完成所给问题，使学生循序渐进地了解文章大意，训练筛选信息的能力，感知重要的知识点，直至综合语言，深入了解文章，培养学生的全面素质。
Step 3练习与体验(Practice)
1．让学生再细读短文，回答2c的问题。给出5分钟的时限，然后找5位同学回答问题，并集体核对答案．(5分钟)
The answers：
(1)Because a reporter in England announced that there would be no more spaghetti because the spaghetti farmer in Italy had stopped growing spaghetti.
(2)They said this water would help people lose weight.
(3)Because the TV star lost his girlfriend and his show was cancelled.
(4)He told the news in October rather than April in 1938.
(5)Because he made it sound so real.
The answers to 6and 7 are varies.
2．用2d所给句子中的所给词的适当形式填空。
The answers：
(1)appeared，had rushed(2)found out，had disappeared
(3)ended，had called (4)ended，had lost
(5)told，had run away
Step 4运用与生成(Production)
1．让学生分别向全班同学讲述自己最可笑的事，然后全班投票选出，a.最可笑的笑话，b．最令人尴尬的笑话，c.最有创意的笑话。
将听、说、读、写的任务结合起来不仅锻炼了学生的语言综合运用能力，还巩固了学生对目标语言的学习、识记和运用。
2．根据课文95页3a的所给的提示，你能想起你的幸运的或不幸运的一天所发生的事吗，把你所想到的记下来。
3．根据3a 写的提要以及3b所给的提示，写一篇短文讲述你的幸运的或不幸运的一天所发生的事。
学生完成后评出优秀的作文在班上展示。
环节说明：本节主要是将读、写的任务结合起来不仅锻炼了学生的写作及对语言综合运用能力，还巩固了学生对目标语言的学习、综合运用。
4．用方框中所给单词的正确形式填空完成短文，给出3分钟的时限，并请1位同学朗读短文并核对答案。
Step 5巩固与提高(Progress)
探究点He asked her to marry him.The lady was so happy because she really wanted to get married.他请求她嫁给他，那女子很开心，因为她真的想结婚。
【点拨】marry作及物动词时意为“嫁、娶、与……结婚”。常用于以下句型：
(1)marry sb嫁/娶某人，与某人结婚。
e．g.She married a millionaire last Sunday.
上个星期日她与一个百万富翁结婚了。
(2)be/get married(to sb)(与某人)结婚。
e．g.He was married to a teacher.
他和一位老师结婚了。
His parents were/got married in 1981.
他的父母于1981年结婚。
(3)marry sb to sb意为“把某人嫁给某人，为某人娶某人”。
e．g.He married his daughter to a soldier.
他把他的女儿嫁给了一位士兵。
注意：marry和get married都是非延续性动词，不可与表示一段时间的状语连用，若表示结婚有一段时间，应用be married。
e．g.The couple have been married for thirty years.
这对夫妇结婚已30年了。
针对训练
( C )1.Lucy and John ________ for nearly two months.
A．married B．have married C．have been married D．have got married ( A )https://www.360docs.net/doc/7f11597712.html,st week the beautiful girl ________ a doctor.
A．married B．married to C．got married D．married with
§教学反思：本课教学通过老师提出问题，学生带着问题去学习短文，从而达到导入新课的目的，而且也可以使学习结合生活实际，从所学短文得到启示。在2a－2b的教学中，通过反复的阅读短文，限时独立完成所给问题，训练学生筛选信息的能力，感知重要知识点，深入了解文章，培养学生的全面素质。
在2c－2e的教学中，将听、说、读、写的任务结合起来不仅锻炼了学生的语言综合运用能力，还巩固了学生对目标语言的学习、识记和运用。
教学方法的改进：主要针对本单元的目标语言进行加强巩固训练，通过检测，及时反馈普遍存在的问题，使全体学生的学习效果明显提高。
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2014新版人教版九年级英语Unit13教案unit 13-5
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notice produce pleasant smell taste metal pie bakery throw special abacus century telescope camera term 2．重点短语 experience airplane India develop 二、日常用语 1. --- When was the car invented ---It was invented in 1985.
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