九年级下册英语第12单元SectionB-1
人教版九年级全册英语第十二单元Unit12《单词+短语+句子》默写专项练习(含答案)
UNIT 12 Life is full of the unexpected.
Section A（1a－4c）
[限时：15分钟]
重点单词
1. adj. 出乎意料的；始料不及的
2. v. 睡过头；睡得太久
3. n. 街区
4. v. 着火；燃烧
5. adj. 活着；有生气的
6. n. 市场；集市
7. n. 背包；旅行包8. n. 工作者；工人
9. v. 盯着看；凝视
10. prep. 在……上面adv. 在上面
11. n. 机场
12. prep. & conj. 到；直到
13. adv. 向西；朝西adj. 向西的；西部的n. 西；西方
14. n. 豆；豆荚15. n. 奶油；乳脂
16. adj. 死的；失去生命的
词形变换
1. expect —（形容词）—（反义词）
2. oversleep—（过去式/过去分词）
3. burn—（过去式）—（过去分词）—（形容词）
4. fool—（形容词）
5. belief—（反义词）
重点短语
1. 在……以前
2. 捎……一程
3. 与……成一排
4. 盯着看；凝视
5. 突然响起；发出声音
6. 冲出；奔出
7. 洗淋浴8. 从……跳起来
9. 充满
10. 排队等候
1/ 6。
人教版九年级英语下册课件-Unit 12 Section B (1a-1e)
3.There’s a good TV show tonight but it’s at 1:00 am. I don’t want to stay up that late. _________ 4.Sally _______ invited me to her birthday party. It’s at her house on Saturday. 5.Do you know where John is? He was going to meet me earlier but he didn’t show up _________.
1e Tell April Fool’s Day stories in your group. Use the information in 1c and 1d. A: What happened to Dave on April Fool’s Day? B: Well, a friend invited him to a costume party …
On this day, people play jokes and hoaxes on each other. The jokes and their victims are known as "April fools". Hoax stories may be reported by the press and other media on this day and explained later.
Lead in
Do you know the history
of April Fool’s Day?
April Fools’ Day = April Fool’s Day = All Fools’ Day
英语人教版九年级全册Unit 12 Section B 1-2c
Ⅰ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularywipe, napkin, stick, chopstick, rude, point, pick up, make noise (2) Target LanguageYou’re not supposed to eat with your hands.You should wipe your mouth with your napkin every time you take a drink.It’s polite to make noise while eating noodles.It’s rude to stick your chopsticks into your food.You shouldn’t point at anyone with your chopsticks.2. Ability Objects(1) Students’ listening ability will be improved.(2) Students will understand the target language in spoken conversation.(3) Students will use the target language to talk about table manners in different countries.3. Moral ObjectIn order to behave politely at the dinner table, you’re supposed to learn some table manners.Ⅱ. Teaching Key Points1. Key Vocabularywipe, napkin, stick, chopstick, rude, point, pick up, make noise2. Target LanguageYou’re not supposed to eat with your hands.You should wipe your mouth with your napkin every time you take a drink.It’s polite to make noise while eating noodles.It’s rude to stick your chopsticks into your food.You shouldn’t point at anyone with your chopsticks.Ⅲ. Teaching Difficult Points1. It’s difficult for students to improve their listening ability.2. It’s difficult f or students to use the target language to talk about table manners in different countries.Ⅳ. Teaching Methods1. Listening method2. Pairwork3. GroupworkⅤ. Teaching AidMulti mediaⅥ. Teaching ProceduresStep Ⅰ. Warming upPlay a video about Mr. Bean. He is having dinner in a restaurant, but he didn’t behave correctly.After watching the video, talk about Mr. Bean’s behavior at the dinner table --- He did something wrong at the dinner table. --- He had bad table manners.(The video gives students a direct way to know about table manners. And students will be interested in what Mr. Bean is doing in the video. After watching the video, they may be curious about table manners.)Step Ⅱ. Competition --- How much do you know about table manners in different countries?T: Since we have learn some customs in different countries, let’s check how much you know about table manners in different countries.Show some pictures as well as statements about table manners in different countries. Students will tell if the statements about table manners in different countries are true or false according to their own opinions.1. In the United States, you’re not supposed to eat with your hands. (T)(You shouldn’t eat with your hands.)2. In Peru, You’re not supp osed to talk at the table. (F) (It’s polite to talk at the table in Peru.)3. In China, you’re not supposed to pick up your bowl to eat. (F)(In China, you should pick up your bowl of rice.)4. In Korea, the youngest person is supposed to start eating first. (F)(In Korea, it’s rude for the youngest person to start eating first.)5. In Brazil, you should wipe your mouth with your napkin every time you take a drink. (T)(In Brazil, it’s polite to wipe your mouth with your napkin eve ry time you take a drink.)At the same time, show the structures “be (not) supposed to”, “It’s polite/ rude to”. And teach the new vocabularies: wipe, napkin, rude, polite.(The students will be interested in taking part in the competition, at the same time, they will learn the new vocabularies and the new structures.)Step Ⅲ. Listening1. Before listeningT: We have known so much table manners in these countries, do you want to know more about table manners in Japan? I will introduce a new friend to you. His name is Steve. He is an exchange student. He is going to study in Japan tomorrow. He is nervous because he doesn’t know much customs in Japan. His friend Satoshi is telling him about the table manners in Japan. Before that, we will see some pictures about table manners.Show pictures and teach “stick chopsticks into food”, “make noise while eating noodles”, “eat or drink while walking down the street” and “point at anyone with your chopsticks”.(This step helps students know something about listening material, and it will make listening easier for students.)2. While listening(1) 2a. Listen and number the pictures in the order Satoshi talks about them.T: You will hear the conversation between Steve and Satoshi. While listening, you should number the pictures in the order you hear them. After listening, check the answers by asking several students to say about the picture they heard.(2) 2b. Listen again and match the sentence parts.T: Here are some sentence parts in activity 2b, you will listen to the conversation again and match the sentence parts.After listening, check the answers by inviting students to read out the whole sentence.(In this step, students will use the target language to catch the main information in the conversation they hear. And their listening ability will be improved while listening.)Step Ⅳ. Talk ShowT: Now, we have known so much about table manners in Japan. It’s time for you to talk about table manners in Japan. While talking, you can use the structures “be (not) supposed to” or “It’s rude/ politeto …” to talk about the table manners in Japan.Give students 1 minute to prepare what they will talk about. Then invite several students to say as much as they can about table manners in Japan.(In this step, students will use the target languages to talk about table manners in Japan. The target languages will be practiced in this step.)Step Ⅴ. Discussion --- Table Manners in ChinaT: We have learned so much table manners in foreign countries, it’s time for you to talk about table manners in China. Discuss it in your group, while discussing, you should take notes about what you and your group members say about table manners in China.After discussion, ask some students to report what they have discussed.(In this step, students may use target languages to talk about table manners in China. And they will learn about some customs in their own country.)Step Ⅵ. SummaryT: In this class, we talked about table manners in different countries. We also talked about table manners in Japan and discussed about table manners in China. If you went to a foreign country, you should know some customs in that country. You’d better know “When in Rome do as the Romans do.” Good behavior will help you in some way, because “Behavior is a mirror in which every one shows his image”.(In this step, students will know it’s important to know some customs in different countries and they should have good behavior.) Step Ⅶ. HomeworkWrite an e-mail message telling someone from another country about the table manners in China.Step Ⅷ. Blackboard Design。
人教版九年级英语下册教学课件《Unit 12 Section B 2a-2e》
学校说要补课
深思熟虑……
我才不会上当呢！
UNIT 12 SECTION B
2b
Read the passage quickly. Then match each paragraph with the main idea.
Paragraph 1 Paragraph 2
Paragraph 3 Paragraph 4
4. When did Orson Welles tell people about aliens from Mars landing on the earth? It was in October 1938.
5. Why did so many people believe Orson Welles? Because Orson Welles made it sound so real that hundreds of people believed the story.
UNIT 12 SECTION B
By the time police officers announced that the story was a hoax, thousands of people had left their homes.
UNIT 12 SECTION B
1. What can you see in the picture? A UFO.
UNIT 12 SECTION B
April Fool’s Day When: On April 1st What: Many people play all kinds of tricks and
jokes on each other.
Funny stories
九年级英语十二单元2b知识点
九年级英语十二单元2b知识点九年级英语的第十二个单元是2b，主要涉及一些语法和词汇的知识点。
本文将对这些知识进行详细的讲解。
首先，我们来看一下这个单元中的一些重要的词汇。
其中，有一些是表示时间的词汇，比如"nowadays"、"early"和"late"等等。
这些词汇在日常生活中经常用到，掌握它们的用法和意义对我们提供准确的时间描述非常有帮助。
另外，还有一些形容词，如"boring"、"interesting"和"amazing"等等。
这些形容词能够帮助我们准确地描述一些事物或者情感，使我们的表达更加生动。
除了词汇，这个单元还涉及到一些重要的语法知识。
其中之一是比较级和最高级的用法。
在英语中，我们可以通过添加后缀"-er"和"-est"来表示比较级和最高级。
例如，"early"的比较级是"earlier"，最高级是"earliest"。
而有一些形容词则需要在前面加上"more"和"most"来表示比较级和最高级。
例如，"interesting"的比较级是"more interesting"，最高级是"most interesting"。
掌握这些用法能够让我们在表达时更加准确地进行比较。
除了比较级和最高级，这个单元还介绍了一些表示目的和原因的连词，如"so that"、"because"和"although"等等。
这些连词在句子中起到连接不同部分的作用，使句子更加流畅和连贯。
同时，它们也是我们表达目的和原因的重要工具。
通过运用这些连词，我们能够清晰地表达我们的意思，并使读者更好地理解我们的观点。
九年级全一册英语12单元2b知识点
九年级全一册英语12单元2b知识点在九年级的英语教学中，12单元是一个重要的学习阶段。
2b 是这个单元中的一个知识点，本文将对它进行深入的探讨。
首先，我们来了解一下2b这个知识点的背景和内容。
在这个单元中，主要涉及的是一些动词的用法和搭配。
学生需要学会正确地运用这些动词，以及理解它们在不同情景下的含义。
在该单元中，我们会遇到一些常见的动词，比如imagine（想象）、remind（提醒）、suggest（建议）、admit（承认）等等。
学生需要学习它们的基本用法，并学会如何在句子中正确地使用它们。
在学习这些动词时，我们需要注意它们的搭配和常用的固定短语。
比如，imagine后面常跟从句，remind后面常跟某人of某事，suggest后面常跟动名词，admit后面常跟不定式等等。
掌握这些搭配和短语，有助于学生更好地理解和运用这些动词。
此外，我们还要注意这些动词的时态和语态的使用。
比如，imagine可以用于各种时态，suggest可以用于各种语态，remind可以用于被动语态等等。
学生需要理解并熟练运用这些时态和语态的变化，以便在书面和口头表达中更加准确地传递信息。
在练习这个知识点的过程中，我们可以运用各种不同的教学方法和资源。
比如，我们可以通过阅读、听力、口语和写作等多种方式来巩固和拓展学生对这些动词的理解和运用能力。
我们可以使用课文中的例句和对话来帮助学生更好地理解这些动词的用法和含义。
我们还可以借助多媒体资源，如图片、录音和视频等来增加学生的学习兴趣，并提供更多的实际语言运用情境。
除了灵活运用教学方法和资源，我们还可通过游戏和角色扮演等方式来激发学生的兴趣。
比如，我们可以设计一些小组活动，让学生在团队合作中运用这些动词进行角色扮演，这样既可以增加学生的互动和参与度，又可以锻炼他们的语言表达和沟通能力。
总而言之，九年级全一册英语12单元2b知识点是一个需要学生掌握的重要知识点。
学生需要理解并掌握这些动词的基本用法、搭配和常用短语，同时还要能够正确地运用它们的时态和语态。
九年级下册英语第12单元Section B-1PPT课件
.
5
On this day, people play jokes and hoaxes
on each other. The jokes and their victims are known as "April fools". Hoax stories may be reported by the press and other media on this day and explained later.
really __ru__sh__ to get to school on time.
.
15
3.There’s a good TV show tonight but it’s at 1:00 am. I don’t want to __s_t_a_y_u_p__ that late.
4.Sally _i_n_v_i_te_d_ me to her birthday party. It’s at her house on Saturday.
invite go off empty change stay up
.
costume call show up clock
8
Nouns
(people, places, things）
Verbs (action words)
Adjectives
(description words)
fool
costume call change clock
.
6
课文展现
.
7
1a Put these words in the correct columns in the chart. Some words can go in more than one column.
九年级下册人教英语Unit 12
Unit 12 Life is full of the unexpected.第一课时Section A1 (1a~2d)自主预习案学生自学新单词（教材P89-90），比一比，看谁记得又快又准。
(见多媒体)1.出乎意料的 unexpected2.背包 backpack3.睡过头 oversleep4.鸣；响 ring 学生自查并写出本课短语（教材P89-90），读一读，记一记。
(见多媒体)1.在…以前 by the time2.捎……一程 give …a lift3.（闹钟）响 go off4.迟到 be late for5.至少 at least 随堂导学案 Step 1情景导入T:For one or more times in our school more, we are late for school.Have you ever been late for school? Can you tell me why? And what happened to you that day? Ss:①Yes, I have been late for school one or times.Because … ②I was nearly late for class one day and ….环节说明：通过课前询问学生是否有上学迟到的经历,这样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1.学生迅速阅读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.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名学生就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.学生听第一遍录音，并完成课本上1b ，读出所填单词，读出完整的句子。
九年级下册英语12单元2b知识点
九年级下册英语12单元2b知识点12单元2b知识点在九年级下册英语学习的第12单元中，我们学习了许多有趣且实用的知识点。
这些知识点有助于提升我们的英语水平，让我们更加自信地运用英语进行交流和表达。
接下来，我将为大家总结这些知识点，并探讨其应用和重要性。
1. 句型转换在本单元中，我们学习了一些常用句型的转换。
通过对句子结构的调整，我们可以更灵活地表达自己的观点。
例如，我们可以通过将肯定句转换为否定句来表达不同的意思，或者颠倒句子的主语和谓语动词的位置来进行强调。
这种句型转换能够使我们的表达更加富有变化和精确。
2. 形容词和副词的比较级和最高级本单元中，我们探讨了形容词和副词的比较级和最高级形式。
这些形式的运用有助于我们描述物体、人物或事物的特征和程度。
通过运用比较级和最高级，我们可以更加准确地表达自己对事物的看法，并与他人进行有效的沟通。
3. 非谓语动词在英语中，非谓语动词是一种特殊的词形。
它们不显示动作的进行或完成，也不受主语的人称和数的变化影响。
学习非谓语动词，包括不定式、动名词和分词形式，可以使我们的表达更加简洁明了。
4. 介词短语介词短语在英语中扮演着重要的角色。
它们用于表示时间、地点、原因、目的等等。
掌握常用的介词短语使我们能够更准确地描述和定位事物，增强我们的语言表达能力。
5. 虚拟语气虚拟语气是一种用来表达假设、愿望、建议或不可能发生的情况的语法形式。
掌握虚拟语气的使用可以使我们的表达更加丰富，达到更高的语言表达水平。
这些是九年级下册英语12单元2b的重要知识点。
通过学习这些知识点，我们可以提高我们的英语能力，并更自信地表达自己。
对于在学习英语的过程中遇到的困难，我们应该保持耐心和努力。
相信通过我们的不断学习和实践，我们一定能够掌握这些知识点，取得优异的成绩。
最后，我希望我们能够在学习英语的过程中保持积极的态度，并善于运用所学知识。
只要我们持之以恒，坚持不懈，就一定能够在英语学习中取得长足的进步。
2019-2020学年人教版九年级英语Unit12sectionB(1a-1e)教案
一、教学内容
本节课为人教版九年级英语Unit 12 “Life in the Future”的section B部分，内容包括1a-1e。主要围绕未来生活的话题展开，涉及以下教学内容：
1. 1a部分：通过图片展示未来城市的面貌，让学生预测未来生活场景，培养其观察和预测能力。
在学生小组讨论中，大家围绕未来生活的应用展开了热烈的讨论。我注意到，学生在交流过程中能够互相学习、取长补短。但在引导和启发环节，我发现自己在提问时，有时未能充分考虑到学生的认知水平，导致部分学生无法完全跟上讨论的节奏。针对这一问题，我将在今后的教学中，更加注重问题的设计，使之更具针对性和层次性。
最后，我认为在今后的教学中，应更多地关注学生的个体差异，给予他们更多的鼓励和支持，帮助他们克服学习中的困难，提高英语综合运用能力。同时，我也将不断反思自己的教学方法和策略，努力提高教学质量，让每一位学生都能在英语学习中取得进步。
二、核心素养目标
本节课的核心素养目标主要包括以下方面：
1.语言能力：通过学习Unit 12 “Life in the Future”的section B，学生能够熟练运用一般将来时描述未来生活，掌握与未来相关的词汇和表达方式，提高英语口语和写作能力。
2.思维品质：培养学生对未来的观察、想象和创新能力，学会分析未来生活的利与弊，形成批判性思维。
举例：通过图片、实物或视频等辅助教学手段，帮助学生理解这些专业词汇。
（2）语法：一般将来时的不同用法，以及与现在进行时表示将来的区别。
举例：对比以下两个句子：“I will visit my grandparents next week.”和“I am visiting my grandparents next week.”，让学生明白两者的区别。