新目标英语 九年级英语第 十二 单元教案
Unit 12 You’re supposed to shakehands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。
非限制性定语从句对所修饰的名词没有限制意义的作用，而只是补充一点情况，与主句关系不是很密切，把它们去掉主句照样成立，它们和所修饰的名词之间常加一个逗号。
常见的关系代词有which, who, whose, whom。
Mr. Li, who came to see me yesterday, is an old friend of mine.The orphan comes from Jilin province, which is far from here.教学安排4课时第一课时：Section A: 1a, 1b, 1c, 2a, 2b, 2c第二课时：Section A: 3a, 3b, 4第三课时：Section B: 1, 2a, 2b, 2c第一课时：Section B: 3a, 3b, 3c, 4 and Self CheckUnit 12 第二课时Teaching aims1、学习一些见面礼仪、生活习俗和对时间的看法；2、通过听力训练和口语练习加深学生对目标语言的认识；3、掌握be supposed to句型；Teaching of new lesson1、Warm-up版书：Right WrongS: Please tell me things these are good to do in school and these are not good to do in school.让学生讲出他们的suggestion, 例如：S ask: Is it a good idea to come to class late ? T answer: NoS say: That’s right. It’s not a good idea to come to class late. You’re not supposed to come to class late.版书：come to school late写在wrong的下面学生可能会说出：eat in class, do homework everyday, rise one’s hand before talking等等。
同时引出：You’re supposed to do your homework every day.等句型。
2、Presentation出示一幅世界地图，提问学生每个国家的位置：T: Do you know where Brazil is? 引导学生回答：1)Brazil is in South America, next to Peru;2)The United States is in North America, next toCanada.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’s our neighbor.T: Do you know what people do when they meet for the first time?引出本节课的学习目标。
3、Teaching and Practice(1) 学生看书本上1a的插图，根据图画内容，让学生说说图画中的握手、接吻、鞠躬是属于哪些国家的礼仪，然后，按要求把书本给出的“国家”和“习俗”联系起来。
(2) 1b，听力训练。
首先，帮助学生明确本题要求。
Now listen to the recording and check your answers to activity 1a. 接着，听力练习，学生根据听到的录音内容检查自己在1a的答案，介绍本单元的目标语言be supposed to do sth.(3) 1c两人小组活动。
让学生运用刚刚学习的目标语言，谈论不同国家的人初次见面的礼仪、包括录音里听到的，和他们自己知道的。
4. Consolidation and Extension任务一：玛丽亚做错了什么？利用2a和2b的听力材料，训练学生的听力。
老师说：Maria is an exchange student. Last night she had dinner at an American friend’s house. Listen and check the mistakes Maria made.朗读Grammar Focus中的句子，进一步向学生讲解本单元的目标语言。
Homework1、根据2a和2b的材料，以“玛丽亚做错了什么”为题目，写一段话？2、熟记本课所掌握的单词。
3、用目标语言be supposed to造句。
Unit 12 第三课时Teaching aims1、能熟练地表达问路和为他人指明方向；2、能通过阅读对所去的地方进行评价；3、引导学生正确利用业余时间，提高对公共场所地位置的认识；4、学会运用Do you know where I can……? Could you tell me how to ……? Can you please tell me where I ……？等句型Teaching of new lesson1. Reading and practice通过阅读使学生更好地使用目标语言。
(1) 版书：advantages disadvantages，请学生用他们自己的话或举例解释这个词的意思。
What are some advantages and disadvantages to owning a car ?(2) 学生朗读短文，把去商业区的利弊列出来，培养学生搜集信息，归类信息的能力。
①Reading the instructions. Help students give example of advantages and disadvantages from their own lives.②Point out the blanks lines under the words Advantages and Disadvantages below the interview. Say, you will write your answers in these blanks.③Read the first two sentences at the top of the article. explain that the interviewer will talk to several teenagers.④Ask students to read the interview on their own.⑤Then ask students to read the interview again and write the advantages and disadvantages.(3) 讲解课文，强调本单元的目标语言。
同时检查学生的答案。
最后让学生听录音，模仿朗读课文。
（通过阅读，培养学生理解课文，获取信息的能力）2. Consolidation and Extension任务一：你在什么地方打发时光？让学生四人一组进行讨论，你经常和你的朋友到什么地方闲逛。
用Where do you usually hang out with friends? At your house? At school? At a mall? 让他们进行讨论，对去每一个地方的利弊进行辩论，并说出自己的理由。
任务二：方向大挑战向学生提供一张本地地图或一张村示意图，学生四人小组活动，学生先把自己想去的地方写在一张纸上，其中一个学生按指定的出发地点，说自己要走的线路，其他同学猜他要去的地方，猜对的同学得5分，依次轮流说出自己要走的路线，看谁分数最高。
Homework1、翻译句子(1) 你能告诉我在哪儿可以买些书写用的纸吗？(2) 你能告诉我怎样去邮局吗？(3) 在第三层有一间书店。
(4) 乘坐电动扶梯到第二层，然后右转。
2、熟读3a的对话3、复习已经学习过的形容词。
4、写一段短文，描写从车站到你们学校的路如何走最近。
新版人教版新目标九年级英语unitunit 12-5教案
新版人教版新目标九年级英语unitunit
12-5教案
新版人教版新目标九年级英语unit 12-5教案
教学目标
- 学生通过本节课的研究，能够掌握与旅游相关的词汇，如旅行目的地、交通方式、旅行活动等。
- 学生能够运用所学的词汇和句型，描述自己的旅行计划。
教学重点
- 词汇：目的地、交通方式、旅行活动等。
- 句型：我打算去...；我想坐...去...。
教学准备
- 教材：新版人教版新目标九年级英语教材Unit 12-5部分
- 多媒体设备：投影仪、音频设备等
教学过程
导入（5分钟）
- 利用图片或视频引入旅游的话题，激发学生的研究兴趣。
概念理解（10分钟）
- 呈现目的地、交通方式等词汇的图片或卡片，并与学生一起复和研究相关词汇。
- 利用问题和例句帮助学生理解词汇的用法和意义。
例句模仿（15分钟）
- 提供一些与旅游相关的情景，让学生利用所学词汇和句型进行模仿和练。
- 引导学生使用第一人称表达自己的旅行计划，并与同学一起分享。
练巩固（15分钟）
- 在课堂上设计一些小组活动或游戏，让学生以小组形式进行练和巩固所学内容。
- 鼓励学生积极参与，提高口语表达和合作能力。
作业布置（5分钟）
- 布置相关的作业，如写一篇关于自己旅行计划的短文或制作旅行计划的海报等。
教学延伸
- 鼓励学生展示自己的旅行经历和心得体会，促进彼此之间的交流和分享。
- 引导学生研究关于旅游的文化知识和俗，增加跨文化的理解和认知。
新目标九年级英语unit12教案
新目标九年级英语unit12教案第一篇：新目标九年级英语unit12教案教案课目：新目标九年级Unit12 You are supposed to shake hands section A 3a,3b ＆4 on page 96授课对象：初中三年级学生授课重点：本单元重点句式：You are supposed to do something.在掌握3a内容的基础上完成3b中的活动；最后以作业的形式引导学生将课内外的知识紧密结合，将课本知识运用到生活交际中。
教具：课本、纸质同步练习时间：20分钟教学设计：一、内容：复习本单元重点句式：You are supposed to do something.形式：翻译练习（将本句式与本单元所学新单词紧密结合进行练习）教具：纸质练习题用时：3分钟二、内容：进入3a部分的学习预计用时12分钟形式：1、快速阅读并将文中出现的连词划出来预计用时:2分钟2、进行判断练习，纸质练习题预计用时1分钟3、齐读课文，填表（课本P96），划出文中答句用时:3分钟4、将划线句子逐个进行同义句转换板书举例;If you tell a friend you are …a bit late.→When you tell a friend …,you are supposed to…校对后齐读巩固预计用时4分钟5、板书讲解对文中其他重点短语预计用时2分钟①we’re pretty relaxed about time②Spending time with family and friends is ve ry important to us.③drop by our friends’ homes.④ make plans to meet our friends.⑤walk around the town center,⑥seeing as many of our friends as we can！三、内容：3b pair work形式：填空练习，校对，齐读教具:纸质练习用时：3分钟四、内容：part4,page96形式：布置作业；结合生活情境填表，然后将各个句子改成You are supposed todo something.的形式。
新目标英语九年级Unit12单元设计
Unit12 You’re supposed shake hands.一、教学内容及分析本单元的话题是customs,功能是tell what are you supposed to do 主要句子结构是be supposed to, 所学的词汇是kiss,bow,hug,shake hands.通过教学,让学生了解各国的文化习俗,社交礼仪,风土人情,感受各民族文化的魅力. 整个单元教材内容如下：Section A 该部分有4个模块：第一模块围绕What do people do when they meet for the first time?这一话题展开思维（1a）、听力（1b）、口语（1c）训练；第二模块围绕Maria’s mistakes at an American friend’s house进行听力（2a-2b）、口语（2c）训练；第三模块围绕不同国家的风俗习惯这一话题展开训练，训练形式为阅读填表（3a）和角色表演（3b）；第四模块就What are people supposed to do?这一话题以小组活动形式展开讨论（4）。
Section B 该部分有4个模块：第一模块要求学生就各国餐桌礼仪判断正误，激活学生相关背景知识（1）。
第二、三模块都围绕table manners这一话题分别展开听力（2a-2b）、口语（2c)、阅读(3a)和写作（3b-3c）训练。
第四模块就What are you supposed to do in different situations in China?这一话题以listing的形式展开小组活动（4）。
Self check 该部分有3个模块：第一模块对所学词汇进行填空(1)训练；第二模块就一个故事展开阅读和写作训练（2）；第三模块是一个猜词活动(3)，要求学生根据所给解释猜出单词。
Reading 该部分共设置了5项任务：第一项任务以问题讨论的方式激活学生相关知识联系(Section 1)；第二项任务要求学生通过快速阅读获取信息(Section 2)；第三项任务利用归纳、选择等练习形式进一步加深学生对阅读内容的理解(Section 3)；第四项任务要求学生继续围绕e-mail的写作方式展开讨论(Section4)；第五项任务要求学生运用所学知识进行写作练习(If you have time)。
新版人教版新目标九年级英语unitunit 12-2教案
新版人教版新目标九年级英语unitunit12-2教案新版人教版新目标九年级英语Unit 12-2教案Lesson Overview本节课主要教授与物理和科技有关的词汇和句型，以及通过听力练和交流活动来提高学生的听说能力。
Learning Objectives- 学生能够掌握与物理和科技有关的词汇和句型，如“heat up,” “cool down,” “digital,” 等等。
- 学生能够通过听力练理解有关物理和科技的对话和文章。
- 学生能够在交流活动中运用所学词汇和句型进行口语表达。
Materials Needed- 教材：新目标九年级英语教材第十二册（2）单元- 板书、PPT等教学辅助工具Lesson Plan1. 导入（5分钟）- 通过展示有关物理和科技的图片或展示实物引起学生的兴趣。
2. 听力练（15分钟）- 播放录音，让学生听力理解有关物理和科技的对话和文章。
- 听力练材料可从教材中选取。
3. 词汇和句型研究（20分钟）- 教授与物理和科技有关的词汇和句型，如“heat up,” “cool down,” “digital,” 等等。
- 通过示范和练，让学生掌握这些词汇和句型的用法。
4. 交流活动（20分钟）- 将学生分成小组，让他们运用所学词汇和句型进行交流活动，如讨论自己使用的科技产品，描述物理实验等。
5. 小结（5分钟）- 回顾本节课所学的重点内容，强调学生的研究成果。
6. 作业布置（5分钟）- 布置相关的阅读或写作作业，巩固学生对物理和科技词汇的掌握。
Assessment- 教师可通过观察学生在课堂交流活动中的表现来评估他们对词汇和句型的掌握情况。
- 可以布置写作作业来进一步评估学生对物理和科技词汇的应用能力。
Extension- 学生可通过查找更多与物理和科技有关的资料来扩展自己的知识。
- 可以进行科技相关的实验或小项目，让学生亲身体验物理和科技的应用。
Additional Resources- 在老师用课堂教学中，可以准备一些物理和科技相关的视频或在线资源，增加学生对相关话题的兴趣和理解。
新版人教版新目标九年级英语unitunit 12-1教案
新版人教版新目标九年级英语unitunit12-1教案新版人教版新目标九年级英语教案Unit 12-1教学目标- 研究并掌握本单元的词汇和短语- 听、说、读、写与本单元话题相关的内容- 运用所学的语言进行交流和表达- 培养学生的合作与沟通能力教学准备- 教材：新版人教版九年级英语教材- 多媒体设备：投影仪、电脑- 研究资源：练册、单词卡片、图片教学过程1. 导入新课- 通过展示相关图片和单词卡片，引出本单元的话题：“旅行”。
2. 温故知新- 让学生回顾并复上一单元的相关内容，引出本单元的新词汇和短语。
3. 研究新知- 逐步介绍本单元的新词汇和短语，通过图片和例句的形式帮助学生理解和记忆。
4. 听说训练- 播放录音，让学生跟读并模仿语音语调。
- 通过小组活动和角色扮演，让学生运用所学语言进行对话练。
5. 读写训练- 学生朗读课文并展示理解。
- 分组进行阅读理解练，学生互相提问和回答问题。
- 写作练：要求学生根据所学内容，写一篇与旅行相关的短文。
6. 练与巩固- 练册相关练，巩固所学知识点。
- 小组活动：让学生在小组内编写一个模拟旅行的对话，并进行表演。
7. 总结与反思- 回顾本课所学内容，进行总结和复。
- 让学生分享他们对本单元的理解和研究体会。
教学评价- 观察学生的参与度和表现，进行口头评价。
- 收集并批改学生的书面作业，并给予指导和反馈。
- 学生小组表演和讨论的观察评价。
拓展延伸- 布置一些与旅行相关的项目作业，鼓励学生开展实际调查和研究。
- 鼓励学生使用所学语言进行真实情境的交流和表达。
参考资料- 新版人教版九年级英语教材- 练册- 多媒体资源。
新目标英语九年级英语第十二单元教案
Unit 12 You’re supposed to shake hands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。
新目标九年级英语units 12教案
Unit 12 You’ re supposed to shake handsThe First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularybow, kiss, be supposed to, shake hands, customs（2）Target’ LanguageWhat are people in Korea supposed to do when they meet for the first time?They’re supposed to bow．2．Ability Objects（1）Train students’ listening ability．（2）Train students’ communicative competence．Ⅱ．Teaching Key PointsTarget languageⅢ．Teaching Difficult Points1．How to train students’ listening ability．2．How to train students’ communicative competence．Ⅳ．Teaching ProceduresStep ⅠRevisionT: Yesterday we finished Unit 11．In this unit, we learned some ways of asking for information politely．Now if you want to go to a library to get a book, how can you ask?Write the two column headings on the board: Right and Wrong．Say, Please tell me things that are good to do in school and that are not good to do in school．Write each suggestion under the appropriate heading on the board．T: Is it a good idea to come to class late?S1: No．T: That’s right, It’s not a good idea to come to class late．You’re not supposed to come to class late．Class repeat．You’re not supposed to come to class late．S s: You’re not supposed to come to class late．T: （Writes come to class late under wrong）What are some things you shouldn’t do?S2: We shouldn’t eat in class．T: Right．You’re not supposed to eat in class．Ask students to repeat this example．Then ask students to tell about some things that are good to do in school．They may say things such as, You should do your homework every day; You should raise your hand before you talk．Rephrase each of these sentences using supposed to and ask students to repeat: You’re supposed to do your homework every day．You’re supposed to raise your hand before you talk．Step Ⅱ1aLet students read the instructions．Point to the two lists of words．Read each word and ask students to repeat it．Put up a map of the world on the board．Ask students to explain where each of the countries is．Ask different students to act out the action described by each word or phrase—bow, shake hands, and kiss．Read the instructions again and ask students to match the customs lettered a, b and c with the numbered countries．Look at the sample answer．Tall students to guess if they aren’t sure．Step Ⅲ1bGo through the instructions with the class．Point to the lists in Activity la and say, Now you will hear a conversation between a boy and a girl．Their conversation contains the answers to the questions in Activity 1a．Play the tape for the first time．This time, students only listen．Play the tape a second time．Ask them to listen to the recording and check their answers to Activity 1a．Check the answers with the class．Invite a student to read the answers．Step Ⅳ1cRead the instructions to the whole class．Point out the example in the box．Ask two students to read it to the class．Point to the lists of customs and countries in Activity la．Tell students to first talk about these countries and customs, and then talk about other countries and customs they know about．As students work together, move around the classroom checking their work．Ask different pairs of students to ask and answer a question for the class．Step ⅤHomeworkReview the target language．The Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularygreet, be supposed to（2）Target LanguageHow was the dinner at Paul’s house last night?Well, it was OK, but I made some mistakes．I was supposed to arrive at 7:00, but I arrived at 8:00．2．Ability Objects（1）Train students’ listening ability．（2）Train students’ communicative competence．3．Moral ObjectsWhen you’re invited to a place, you mustn’t be late, greet people the wrong way and wear the wrong clothes．That is, you should act according to your host’s customs．Ⅱ．Teaching Key Points1．Key V ocabularygreet, be supposed to2．Target LanguageHow was the dinner at Paul’s house last night?Well, it was OK, but I made some mistakes．I was supposed to arrive at 7:00, but I arrive at 8:00．3．StructureWhat are you supposed to do when you meet someone?Ⅲ．Teaching Difficult Points1．the target language2．How to improve students’ listening ability．Ⅳ．Teaching ProceduresStep ⅠRevisionCheck homework．Ask some pairs to act out their conversations according to Activity 1a．Step Ⅱ2aLook at the picture and ask students to tell What is happening．Help students understand that the people are at a picnic．Point to Maria and ask, what’s Maria wearing? （She is wearing a dress．）Ask, Does she look comfortable? （No．）Read the instructions and point to the four mistakes on the list．Ask different students to read the mistakes to the class．Listen to Maria talking to a boy about what happened at the picnic．She made several mistakes．Listen to the recording and check the mistakes she made．Play the recording．Students only listen the first time．Play the recording again．Get students to check the mistakes Maria made．Check the answers with the class．Step Ⅲ2bGo through the instructions with the class．Point out the blanks in the four sentences．Invite a student to read the first sentence．Play the recording again．Let students fill in the blanks with the words they hear alone．Correct the answers with the class．Step Ⅳ2cRead the instructions for the activity to the class．Look at the example in the box．Ask two students to read the conversation to the class．Point out the mistakes in Activity 2a and the sentences in Activity 2b．Role play Dan and Maria’s conversation using information from Activities 2a and 2b．Ask students to work in pairs．As they work, move around the classroom checking the progress of the pairs and offering help as needed．Check the answers by calling on different pairs to say their conversations to the class．Step ⅤGrammar FocusReview the grammar box．Get different students to say the questions and answers．Step ⅥHomeworkAsk students to write at least two sentences with the sentence starters in Grammar Focus．The Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyland, drop by, after all, relaxed, a bit（2）Target LanguageCan you tell me the things I’m supposed to do?The first thing is to greet the teacher．Okay．What should I say?You are supposed to say "good morning, teacher．"2．Ability Objects（1）Train students’ integrating skills．（2）Train students’ communicative competence．Ⅱ．Teaching Key PointTrain students’ integrating skills．Ⅲ．Teaching Difficult PointHow to improve students’ integrating skills．Ⅳ．Teaching ProceduresStep ⅠRevisionT: In last period, we summed up the expressions for telling what you are supposed to do．Now I’ll check your homework．I’ll ask some pairs to act out the conversations before the class．Step Ⅱ3aRead the instructions．Do you know what an opinion is?Ask a student to answer it．（An opinion is what you think or how you feel about something．）Look at the chart．Point to the word attitude on the chart and say, An opinion is like an attitude．Tell students what they will write in the chart．Ask students to read the first paragraph on their own．When they read, move around the classroom helping them as necessary．Then ask students to read the second paragraph．Again, as they read, move around the classroom answering any questions．Then read the instructions again and point out the chart．Point to the words attitude toward and ask what other words in the instruction line mean the same thing（opinions of）．Invite a student to read the sample answer to the class．Then let him point out which sentence the answer is found in．Ask students to read the paragraphs again and complete the chart on their own．Correct the answers with the class．Step Ⅲ3bGo through the instructions for the activity with the class．Look at the example in the box．Ask two students to read the conversation to the class．First practice this conversation with a partner．Then talk about your attitude toward being on time and getting together with your friends．Use true information．Have students work in pairs．Ask some different pairs to say their conversations to the class．Step ⅣPart 4Let students read the instructions．Ask a pair of students to model the sample dialogue．Correct any pronunciation errors to make sure the students are providing a good model for the rest of the class．Get students to complete the work in pairs．As they work, walk around the classroom offering help as needed．Review the task．Ask a few students to share their conversations with the whole class．Step ⅤHomework1．Write a conversation using the information in Part 4．2．Finish off the exercises on pages 49～50 of the workbook．The Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularywipe, napkin, stick, chopstick, rude, point, pick up（2）Target LanguageWe’re supposed to eat with chopsticks．Yes, and it’s rude to eat with our hands．2．Ability Objects（1）Train students’ listening ability．（2）Train students’ ability to understand the target language in spoken conversation．（3）Train students’ ability to use the target language．Ⅱ．Teaching Key Points1．Key V ocabularywipe, stick, chopstick, rude, point, pick up2．Target LanguageWe’re supposed to eat with chopsticks．Yes, and it’s rude to eat with our hands．Ⅲ．Teaching Difficult Points1．Flow to improve students’ listening ability．2．How to use the target language．Ⅳ．Teaching ProceduresStep ⅠRevisionCheck homework．Get some students to read out their conversations using the target language in Section A 4．Collect their conversations and help correct their errors．Step ⅡPart 1Look at the picture and ask students to say what is happening in it．Look at the title, Mind your manners!Ask．What do you think it might mean?Read the instructions and point to the five statements about manners．Ask students to read the statements．Review the five statements to be sure students understand what each one means．Ask students to act out them．Then ask students to complete the quiz on their own．Correct the answers with the class．Step Ⅲ2aRead the instructions to the class．Review what an exchange student is and what table manners are．If necessary, translate them into Chinese．Look at the four pictures．You will hear the exchange student Steve, talking with his Japanese friend, Satoshi．Satoshi is explaining some things you are and aren’t supposed to do when eating in Japan．Point to the boxes where students are supposed to write a number next to each picture．Say, Number these 1 through 4 to show the order you hear Satoshi talk about, these things in the recording．Play the recording the first time．Students only listen．Play the recording a second time．As they listen to the recording this time, let students number the pictures．Correct the answers with the class．Step Ⅳ2bRead the instructions and point to the numbered list of sentence starters and the lettered list of sentence endings．Ask different students to read the two lists．You will hear the same recording again．Play the recording again．Ask students to write the letters in the blanks alone．Check the answers with the class．Step Ⅴ2cGo through the instructions for the activity with the class．Look at the example in the box．Ask two students to read the sentence starters．Now, complete each one with a true statement about table manners in your country．Ask two students to read their sentences．Point out the sentence starters in Activity 2b．Say, Have a conversation about table manners in your country with a patter．You can use the sentence starters in Activity 2b to help you get started．Have students work in pairs．Ask one or two pairs of students to say their conversations to the class．Step ⅥHomeworkTalk about the table manners in your country using the sentence starters inActivity 2b．The Fifth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularytable manners, behave, be/get used to, cut up, full, fork, You should…（2）Practise reading an article．（3）Practise writing something using the target language．2．Ability Objects（1）Train students’ reading ability．（2）Train students’ writing ability．Ⅱ．Teaching Key PointPractise reading and writing using the target language．Ⅲ．Teaching Difficult PointHow to write an e-mail message．Ⅳ．Teaching ProceduresStep ⅠRevisionReview the target language presented in this unit．Check homework．Ask two students to read out their sentences．Step Ⅱ3aCall attention to the e-mail message．Invite a student to read the article aloud to the class．Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．Read the instructions to the class．Ask students to read the e-mail again．Say,Now read the e-mail．Answer the questions in your exercise book．As students work, move around the classroom and offer help as necessary．Check the answers with the class．Step Ⅲ3bRead the instructions to the class．Point to the beginning of the e-mail message．Read it to the class．Here are some things you need to know about table manners when you visit Japan．First of all, you should…Look back at the pictures in Activity 2a and the matching exercise in Activity 2b．You can use the pictures and information in Activities 2a and 2b to help you write your letters．Ask students to finish the activity on their own．As they work, walk around the classroom offering help and answering questions as needed．Check the answers with the class．Ask a student to read his completed article to the class．Step Ⅳ3cRead the instructions and ask students to look back at Activity 2c．Remind students that they made conversations about table manners in their own country．Say．You can use the ideas you talked about in Activity 2c as you write your email messages．Get students to finish the activity on their own．As students work, move around the room offering help as needed．Ask a student to read his or her message to the class．Have other students add any information that is missing from the first student’s report．Step ⅥHomework1．Read the e-mail message in Activity 3a again．2．Write an e-mail message to a friend about table manners．The Sixth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Fill in blanks and make sentences using arrive, meet, spend, behave and imagine．（2）Finish the story．（3）Complete the crossword．2．Ability ObjectsTrain students’ writing ability．3．Moral ObjectsYou are supposed to learn much more table manners, It is very useful and helpful, especially when you are in foreign countries．Ⅱ．Teaching Key Points1．Fill in blanks and make sentences．2．Finish the story．Ⅲ．Teaching Difficult Points1．Make sentences using arrive, meet, spend, behave and imagine．2．Finish the story．Ⅳ．Teaching ProceduresStepⅠRevisionCheck homework．Ask a student to read the e-mail message in Activity 3a．Then ask a student to read his/her own e-mail message．StepⅡPart 1Look at the words in the box．Ask a student to read them．Make sure students understand the meaning of the words．Then say, Fill in the blanks with the words．In some cases, students may need to use another form of the word, for example adjusting for tense or subject/verb agreement．Ask students to fill in the blanks on their own．Check the answers．Five students each read a sentence, filling in the blanks．The rest of the students check their answers．Ask students to make their own sentences with the words, preferably sentences that are meaningful．Move around the classroom．Collect a few students’answers with mistakes on the blackboard．Then help students correct the mistakes．Step ⅢPart 2Go through the instructions with the class．Explain them to students．Get students to complete the work in pairs．Invite a few students to read the end of the story．Answers will vary but will probably include watching what others do first or asking the host or hostess or one of the guests．A sample end of the story…What I finally decided to do was to watch what others do and follow them．Step ⅣPart 3Do the example with the class to show them how to do a crossword puzzle．Ask students to complete the crossword puzzle on their own．Check the answers with the whole class．Step ⅤJust for Fun!This activity provides reading and speaking practice with the target language．Ask students what is funny about the cartoon．Help students to explain．The little boy bought his grandmother a cat instead of a hat, but his grandmother loves it anyway．Step ⅥSummary and HomeworkIn this class, we’ve done much writing practice using the key vocabulary words．After class, please finish off the story in 2 in your textbooks．Then finish off the exercises on pages 50～52 of the workbook．The Seventh PeriodⅠ．Teaching Aims and Demands1．Knowledge ObjectsKey V ocabularydie, succeed, sacrifice, path, honor, dead-end road, get into trouble, give up, keep shipping, military school2．Ability ObjectsImprove students’ reading and writing skills．Ⅱ．Teaching Key PointTrain students’ reading and writing skills．Ⅲ．Teaching Difficult PointTrain students’ reading and writing skills．Ⅳ．Teaching ProceduresStep ⅠKey V ocabularyShow the following vocabulary by cards．Careful-reading to get the detailed information．Say the words and have students repeat them again and again until they can pronounce them fluently and accurately．Step ⅡPart 1Read the title Parent helps child to the class．Ask, What do you think the article is about, based on the title?Look at the picture．Ask students to describe what is happening in the picture．Ask students to discuss the four questions．Students do not look at the reading text．Instead, they use their background knowledge to try to answer the questions．As they work, walk around, looking at their progress．When most students finish the task, ask students to compare their answers with a partner,Elicit answers from the students．Ask, Do you have any other answers? Do not give the correct answers to the students at this point．Wait until students have finished the reading and let them revise their answers accordingly．Step ⅢPart 2Go through the instructions with the class．Ask students to complete the task individually or in pairs．Make sure students discuss their reasons in English．As they work, walk around the classroom offering help as necessary．Ask students to read their answers．Encourage students to use complete sentences．Step ⅣPart 3Look at the story．Pay attention to the words indicated in bold．Ask different students to guess the meaning．Don’t give them the correct answers．Ask students to read the article once．Say, Pay attention to the bold words and expressions．And note any other words or sentences you don’t understand．Read in context, guessing the meanings of words and phrases from the other words around them．Ask students to read’ the article again for comprehension．Go through the instructions with the students and have them look at the example．Ask students to complete the next word on the list on the left．Students are matching words to meanings．As they work, walk around the classroom offering help as necessary．Students complete the task．Remind them to look at the story again for extra help．Have students report their answers．Encourage them to use complete sentences．Step ⅤPart 4Go through the task with students．Elicit the first answer from students from memory．Check that they understand what they need to do．Ask students to do the activity on their own or in pairs．Students should try to remember or guess theanswers before looking at the reading．As they work, walkaround the classroom offering help students may need．Check the answers．Invite different students to give their answers and give the correct statements for the ones that are false．Step ⅥPart 5Read the instructions with the students．Divide the class into small groups to do the activity．Give students help thinking of different fun and educational activities．Walk around the classroom offering help as needed．Cheek the answers．Have students share their answers with the class．StepⅦSummaryIn this class, we’ve practised a lot of reading and writing．Step ⅧHomework1．Read the story in Activity 2 again for further comprehension．2．Revise the target language in this unit．。
九年级英语unit12教学设计
新目标英语九年级Unit12教学设计一、教学内容及分析本单元是新目标英语九年级Unit12You’re supposed to shake hands. 其话题是：谈论习俗（Talk what you are supposed to do），了解各地不同的风俗习惯，从而让学生知道那些事应该做的，哪些是不应该做的，要学会尊重不同的文化知识，提高学生对文明生活的认识，加深学生对中外文化的了解，拓展学生的文化视野，养成良好的行为习惯，培养学生的学习兴趣。
Section A 1a-2c引出本单元的话题和新的目标语言：be supposed to do sth，并通过交换生在一位美国朋友家吃晚饭时所犯的一些礼仪错误的学习，进一步训练目标语言，并进行更多的听说训练。
3a-4这部分通过阅读训练，学习两个不同国家的不同时间观念,训练学生的阅读能力和写作能力。
Section B学习运用目标语言，谈论一些国家的餐桌礼仪，并引导写出中国的餐桌礼仪，激励学生了解更多的风俗文化知识。
Self check用来检测本单元所学的语言知识，加强写作训练。
Reading,通过让学生阅读教材，了解电子邮件的优点及电子邮件的使用环境并学会使用电子邮件。
学生在这一部分学习理解一些有用的词汇的短语，并训练学生的阅读能力。
因为本单元涉及的国家比较多，而且风俗文化各不相同，在教学中要善于归纳总结，便于学生更容易的掌握。
二、学习者特征分析学生在八年级上册第2单元“What’s the matter?”中已学过情态动词should /shouldn’t 的用法。
而本单元的话题是谈论习俗，通过用新的目标语言：be supposed to do sth来谈论，让学生知道那些事应该做的，哪些是不应该做的。
在表达“应该做与不应该做”时两种方法都行，所以在学生掌握了“谈论习俗”的基本用法后就能够运用新的目标语言进行交际，来谈论各国的不同的文化习俗。
三、单元整体目标分析1、知识与能力：1）语言技能目标（1）能运用be supposed to do sth 来谈论各国不同的风俗文化。
新目标英语九年级Unit 12 Section A (1a-2d) 教案
Finally, the teacher says “ Life is full of the unexpected. ”
3. Let students look at the pictures in 1a and say what happened to the girl. Then ask some students to describe the pictures.
1. Students answer the question: What do you usually do in the morning before school?
T: What do you think of the people in these pictures?
S: They look bad.
T: Have you ever been late for school?
S: Yes, I have.
T: I was late for school today. When I got up, I found my clock had rung. It was 7: 30.
Review words and phrases:
leave, take a shower, get up, alarm clock, wake up etc.
Then work on 1a: Match new words with its opposite.
人教新目标英语九年级 Unit12 Section A 3a4c 教案
计57节课题Unit12 Life is full of the unexpected.Section A 3a—4c 授课时间45’课型讲练课教学目标1、能够熟练运用过去完成时和时间状语从句描述过去突发事件。
2、能够通过阅读描述“过去的过去”的活动，对过去完成时和时间状语从句进总结和应用。
教学资源准备本课时教材中所涉及的图片或教学幻灯片，由物品产地和标注的地图、课后巩固的幻灯片、多媒体等。
重点难点1.读懂用过去完成时写成的有关突发事件的短文，正确使用过去完成时和时间状语从句描述“过去的事件”。
2.时间状语从句中主从句的时态搭配。
教学过程教学环节教师活动学生活动时间Step1 Lead in& Revision 分角色表演上节课的对话复习旧课，导入新课。
3’Step 2 Unexpected events in life. (3a) 1、阅读短文，并回答问题。
2、学习词语○1miss v t. 错过；漏掉；想念n.[Miss]小姐常用短语○2be about to do sth正想做某事○3disbelief n. 不相信；怀疑○4till prep.直到···为止pron.直到···为止辨析:till 和untill○5unexpectedly adv.未料到地；意外的5’[来源:]Step3 Theoppositemeanings tothe words.(3b)学生完成3b 学生完成3b 7’Step4 Retell one of the ev ents to your partner. 学习单词(1)Stare v.盯着看；凝视n.凝视(2) above prep.超过；在…上面；高学生完成3c。
10’(3c) 于adj.上面的；以上的adv.在上面；超过；更重要的；上文Step5 Grammar F ocus 1.学生朗读句子2.进一步总结过去完成时的用法(1)概念：表示过去某一时间或某一动作之前已经发生的动作或状态。