我班有学生47人，经过两学年的学习，从成绩来看，两极分化非常明显。大部分学生学习目的明确，态度端正，掌握了英语学习的一些基本方法，能够积极主动认真地学习，学习成绩较好。但还有少部分学生没有明确的学习目的，缺少学习的热情和主动性，自觉性较差，相应的学习习惯也差。主要原因是没有激发学生学习英语的兴趣，学生觉得英语学习是一种负担，而不是一种乐趣。一部分学生没有掌握记忆单词的方法，连基本的单词听写也不过关，导致看不懂，听不懂，学不懂。学生的听力也还有待提高，在这方面失分也较多。主要是听的时间太少，接触英语的时间不多。针对种种问题，在本期的英语教学中，教师一方面应加强基础知识的讲解和基本技能的训练，让学生掌握词汇、语法、句型等基础知识和听、说、读、写等基本技能，为进一步学习英语打下坚实的基础；另一方面，又要采取多种措施，注意培养学生对英语的兴趣；让学生掌握记忆单词、听音、写作等英语学习技艺，培养良好的学习习惯和自主探索，合作探究能力。充分调动学生的学习积极性和主动性。教学上采取任务型教学，运用灵活多变的方法，实现学生语言运用能力的迁移和拓展。还要注意培养良好的师生关系，尊重理解学生，与学生一起分享学习中的苦与乐。使每一位学生都能在学习中取得很大成绩，有所进步。?
通过本课的学习学生们掌握了如下内容：
一、知识目标：
A: Key vocabulary:
by the time. oversleep overslept overslept
get got gotten go went gone leave left
start started started
B: Target language:
What happened?
I overslept. And by the time I got up. My
brother had already gotten in the shower.
By the time I got outside, the bus had
already left.
二、技能目标：学会使用过去完成时叙述过去发生的事情。
三、情感目标：增强做事的计划性，学会合理安排时间。
九年级的语法知识点增多，难度也有所提高，对学生的口语表达能力和阅读能力都有新的要求，这就对教师的要求有了新的提高。? 一．教师在教学的过程中首先要把握重、难点。我认为这是教学中对教师最重要的要求。如果无法很好的把握重难点，则会对重点知识的讲授蜻蜓点水，导致学生也无法分清重、难点。学生在学习的过程中把大量的时间花费在零散知识上，而忽视了重中之重。教师为了更好的把握重难点就要认真的研读教材，仔细研究教学参考，并且做好教学反思，从同学们的错误中反馈自己的失误，不断地摸索和探索。? 二．其次语法讲解一定要清楚，透彻。在讲解重点语法的过程中，教师要多举例子，并且要学生造句子，不能光停留在枯燥，抽象的讲解过程中。? 三．应加强学生的对话强度，鼓励不开口说英语的学生开口。有些学生是对自己不自信，是因为曾经对话的过程中，出现失误却被老师尖刻的言语刺伤，所以当学生出现错误的时候应微笑着让他坐下，然后再纠正错误。有些同学的对话可能会脱离现实生活，但只要开口说英语就要鼓励。
Unit 12 Life is full of the unexpected
Section A (1a-2c)
一、教学目标
?1、知识目标
(1) 掌握下列单词和短语: unexpected, backpack, oversleep
(2) 理解并掌握下列句子:
By the time I got up, my brother had already gotten in the shower.
But before I got to the bus stop, the bus had already left.
(3) 掌握语法:
2、技能目标：学会使用过去完成时叙述过去发生的事情。
3、情感与态度
It’s a good habit to go to bed early in the evening and get up early in the morning. So you will never be in a hurry in the morning.
二、教学重点
1. Train the students to narrate past events with the Past Perfect Tense.
2. Train the students to understand the target language in spoken conversation.
三、教学难点：学会使用过去完成时。
四、教学过程
?Step 1 Warming up
1. Check homework.
2. New words
(1)Read the new words together. (加强读音训练)
(2)Ask some individuals to read the new words.(发现读音问题,正音)
(课前朗读可使学生快速进入学习状态,养成良好的学习习惯。)
?Step 2 Leading in
Discussion
1. Do you like mornings? Why or why not?
2. When do you get up in the morning every day?
3. What do you usually do in the morning before school?
4. Have you ever been late for school? What happened?
(大脑风暴,打开学生思维,初步感知目标语言。)
Step 3 Listening
Before listening
Look at the girl in the pictures and describe what happened.(进一步感知目标语言,为下面的听力做铺垫。)
While listening (输入目标语言,为下面的语言输出做铺垫。)
Listen to Mary talking about her morning. Complete the sentences.
1.By the time I got up, my brother already in the shower.?
2.By the time I went outside, the bus already .?
3.When I got to school, I realized I my backpack at home.?
Check the answers together.
Answers:1.had;gotten 2.had;left 3.had left
After listening
Step4 Read the conversation aloud. (增加学生对材料的语感)
Useful language items
by the time=when 引导时间状语从句,用一般过去时态,主句用过去完成时态。如:
By the time I got home, my mother had cooked dinner.我到家时,妈妈已经做好晚饭了。
过去完成时表示在过去某个时间之前已经发生或完成的动作。如:
By the time I got up, my sister had already washed all the clothes.
我起来时,我姐姐已经洗完了所有的衣服。
Get the students to make similar sentences and read them aloud.
Step 5 Pair work
Take turns being Mary . Look at the pictures above and talk about what happened this morning.
A: What happened?
B: I overslept .By the time I got up, my brother had already gotten in the shower.
...
Step6 Act out their conversations
Step7 Learn 2a-2c
Look at the pictures and understand them .
Listen to Mary continue her story . Number the pictures 1_4 in the correct order. Then check the answers.
Listen again , fill in the blanks with the correct forms of the verbs in brackets .Then listen again and check the answers .
According to the pictures , make up an ending for the story and share it with your partner.
Step8 Exercise
一、根据括号内的汉语和句末括号内的英语单词提示完成句子：
1. 到我起来时，我哥哥已经在洗澡了。(get)
_____________ I got up, my brother _____ already ________ in
the shower.
2. 当我到达学校时，我意识到我把书包忘在家了。(leave)
When I got to school, I realized I _________ my backpack at home.
3. 到上周为止，他已学会了大约一千个单词。(learn)
He ______________ 1,000 English words by last week.
4.到上个月末，他们去过两次上海。(be)
They ______________ Shanghai twice by the end of last month.
二、用所给动词的适当形式填空：
1.By the time I _________(turn) on the TV, the TV play ______________(end) already.
2.When I got there, he _______________(play) tennis for half an hour.
3. By the time she was five, she _____________(learn) ten English songs.
4. When he came in, I _____ just ___________(finish) my homework.
5. By the time I got to the cinema, the film ____________(be) on for ten minutes.
三、用括号中所给动词的适当形式填空。
1. Father told me that he __________ (write) a new book.
2.Mother ______ (have) breakfast before seven o’clock that morning.
3. By the end of last week, we ________ (learn) 50 English songs.
4. The teacher said he ___ never ____ (make) such a foolish mistake before.
Step9 Summary
Have the students give a summary.
(总结本节课的学习内容,让学生对本节课的学习内容有一个清晰的概念,以便于学生课下复习。)?
Step10?Homework
1. Review the useful language items.
2. Preview the new words.
板书设计
?
New words and expressions
Sentences
unexpected
backpack
oversleep
By the time I got up, my brother had already gotten in the shower.
But before I got to the bus stop, the bus had already left.
?
课件30张PPT。Period 1 1a-2cUnit 12 Life is full of unexpected.Learning aims: 一知识目标 A: Key vocabulary:
by the time. oversleep overslept overslept
get got gotten go went gone leave left
start started started
B: Target language:
What happened?
I overslept. And by the time I got up. My
brother had already gotten in the shower.
By the time I got outside, the bus had
already left.
二技能目标：学会使用过去完成时叙述过去发生的事情。
三情感目标：增强做事的计划性，学会合理安排时间。
What do you usually do in the
morning before going to school?
Lead-inbrush teethhave breakfastdo sportstake a showermake the bedBrainstorm
unexpected
eventsoversleepmiss the buslose the keyleave the schoolbag at homeThe bike is broken,when you want to use it . the restroom was used by someone when you want to use it
the shower was used by someone when you want to use itThe clock didn’t ring1aMaryMary had a bad morning.What happened to her?She overslept .oversleep
v.睡过头、睡得过久oversleep--overslept--oversleptMary had a bad morning.What happened to her?By the time she got up, her brother had already gotten in the shower. get ---got ---gotten when She had to wait for him to go outMary had a bad morning.What happened to her?By the time she got outside, the bus had already left. leave--- left-----left
Mary had a bad morning.What happened to her?She had to run to the school. run --- ran ---runMary had a bad morning.What happened to her?When she got to school, she realized that
she had left her backpack at home.Marya boyBoy: Hi , Mary. You look so tired.
Mary: I am .I had a bad morning.
Boy: Really? What happened?
Mary: Well ,first of all I overslept. __________.
Boy: Oh, what a pain!
Mary: So, after he got out of the shower, I took a quick shower and got dressed. _________.
Boy: Oh, no!
Mary: Oh, yes! So I ran all the way to school. But when I got to school, _________.
Boy: No wonder you look stressed.ABCListen and complete the conversation.A. By the time I got up, my brother had already gotten in the shower.
B. But by the time I went outside, the bus had already left.
C. I realized I had left my backpack at home.
Listen to Mary talking about her
morning. Complete the sentences.1. By the time I got up, my brother ______
already ______ in the shower.
2.By the time I got outside, the bus ______ already ______ .
3.When I got to school, I realized I ______
______ my backpack at home.
hadgottenhadlefthadleft1b1. She overslept. 2.By the time she got up, her brother had already gotten in the shower.
3. By the time she got outside, the bus had already left.
4. She had to run to school quickly.5. When she got to school, she realized that she had left her backpack at home.
1. She overslept. 2.By the time she got up, her brother had already gotten in the shower.
3. By the time she got outside, the bus had already left.
4. She had to run to school quickly.5. When she got to school, she realized that she had left her backpack at home.
Mary overslept yesterday. By the time she got up, her brother had already gotten in the shower. And by the time she got outside, the bus had already left. So she had to run to school. When she got to school, she realized she had left her backpack at home. 观察与思考 2. 过去完成时可以表示过去某一时刻或某一动作之前完成的动作或存在的状态。也就是说发生在“___________”。1. 从以上两个句子看出过去完成时
构成：had＋过去分词1）By the time I got up, my brother had already gotten in the shower.
2）When I got home I realized I left my keys in the backpack.
By the time 意思是_________，相当于______，后接过去时的句子时，主句的谓语动词用__________也就是过去完成时。
had用于各种人称和数当…的时候Whenhad +过去分词过去的 过去So what did Mary do then?Listen to Mary continue her story. Number
the pictures in the correct order.32412a听力技巧：1、注意地点的变化。
2、抓住关键词。 Fill in the blanks with the correct forms
of the verbs in brackets. Then listen
again and check your answers.When I ____ (get) home, I realized I ________ (leave) my keys in the backpack.
2. By the time I _____ (get) back to school, the bell ________ (ring).
3. By the time I ________ (walk) into class, the teacher ___________ (start) teaching already.gothad leftgothad rungwalkedhad started2b听力技巧：1、关注过去完成时态用法。
2、注意过去完成时态的结构。When Mary_______, she realized she ________________________.She ________ to school ______ her
keys or backpack.By the time she _____________,
the bell ___________.By the time she _______________,
the teacher _________________ already.got homehad left her keys in the backpack.ran backwithoutgot back to schoolhad rungwalked into classhad started teachingwhen she got home, she realized she had left her keys in the backpack. So she ran back to school without her keys or her backpack. By the time she got back to school, the bell had rung. By the time she walked into class, the teacher had started teaching already . Then she ran home to get her backpack. What was worse,Mary’s bad morning What happened next ?What did the teacher do ?2c Group workDiscuss in group of four and make up an ending for the story ,share it with the rest of the class.
The teacher looked at Mary and asked her to sit back her seat. After class, the teacher asked Mary to come to her office and why she was late. Mary told her the whole story this morning. The teacher asked her to get up earlier and not to be late for class. As students , you should make plans before doing something and learn to arrange time. 世上无难事只怕有心人
Nothing is too difficult if you put your heart into it
SummarySum up what you have learnt in this class!一、根据括号内的汉语和句末括号内的英语单词提示完成句子：
1. 到我起来时，我哥哥已经在洗澡了。(get)
_____________ I got up, my brother _____ already ________ in
the shower.
2. 当我到达学校时，我意识到我把书包忘在家了。(leave)
When I got to school, I realized I _________ my backpack at home.
3. 到上周为止，他已学会了大约一千个单词。(learn)
He ______________ 1,000 English words by last week.
4.到上个月末，他们去过两次上海。(be)
They ____________ to Shanghai twice by the end of last month. By the time had gottenhad left had learnedhad been堂堂清 二、用所给动词的适当形式填空：
1.By the time I turned on the TV, the TV play ______________(end) already.
2.When I got there, he _______________(play) tennis for
half an hour.
3.By the time she was five, she _____________(learn) ten English songs.
4.When he came in, I _____ just ___________(finish) my
homework.
5.By the time I got to the cinema, the film ____________(be)
on for ten minutes.had endedhad playedhad learnthad finishedhad been教材分析
本学期英语的教学重点是如何提高学生的学习兴趣，如何更优化、更有效地提高学生的的听、说、读、写的技能是本学期教学工作的重点和难点。
教学目标：?
1、使学生的思想认识有一定的提高，能热爱自己的家，孝敬父母亲，在学校能尊敬老师，团结同学，还着重培养热爱祖国的感情。
2、在课堂上培养学生多方面的素质，不能只重视学习成绩和分数。
3、提高学生听、说、读、写的各项能力。
4、培养学生良好的阅读和学习习惯。
（二）教学重点、难点
《Go for it》九年级全册共14个单元，文化背景知识和学习策略等部分补充材料。全书采取任务型语言教学模式，融汇话题、交际功能和语言结构，形成了一套循序渐进的生活化的学习程序。每个单元都列出明确的语言目标，主要的功能项目与语法结构，需要掌握的基本词汇，并分为A、B两部分。A部分是基本的语言内容，B部分是知识的扩展和综合的语言运用。每个单元还有self check部分，供学生自我检测本单元所学的语言知识之用。它采用"语言的输入--学生的消化吸收--学生的语言输出"为主线编排的。通过确定language Goal,采用听、说、读、写，自我检测等手段，有效提高语言习得者的学习效率，有利于习得者的语言产出，体现了以学生为主体的思想。?
努力挖掘优生的潜能，完成知识的系统化，提高他们的应试能力。在抓优的同时，也注重进一步巩固并提高中等生的学习成绩。帮助差生取得适当进步，让差生在教师的辅导和优生的帮助下，逐步提高自己的学习成绩，形成基本能力。从而，让整体学生的素养和成绩得到提高。
四、完成教学任务、深化教学改革、提高教学质量的教学措施：
为了提高学生的素质，提高教学质量，将在教学中采用以下教学方法：实行分层目标教学，根据教学内容对不同层次的学生进行分层教学。力争整体提高。
（1）首先要从思想上扭转学生以往的不良学习习惯和态度，培养学生自觉的学习习惯，动脑的优良习惯，课堂上精讲多练。即将面临的是中考，学生的态度变化多变极不稳定，要动员好学生做好思想工作。
（2）根据学生各人的具体情况，要求各自提出明确的学习目标，具体的分数，每次考试都要写总结并制定下一次的目标只准前进不许后退，建立错题库自我评价。并督促为实现目标切实地进行刻苦学习．
（3）每堂课教师一定注意当堂的学习效果，突出重点难点．务必要求学生掌握必须掌握的基本的东西．注意检查学生做笔记的情况。
（4）教学过程应突出学生的实践活动，指导学生主动地获取知识，科学地训练技能，全面提高英语能力。要提倡灵活多样的教学方式，尤其是启发式和讨论式，鼓励运用探究性的学习方式。要避免繁琐的分析和琐碎机械的练习。
（5）重视创设英语学习的环境，沟通课本内外、课堂内外、学校内外的联系，拓宽学习渠道，增加学生应用的机会。作文教学与阅读教学相结合，在写作中学阅读，阅读中学写作。积累经典名言名句等。
（7）作业要天天有，作业教师要收上来改并写上评语，或者让同学之间相互改正。做得好的要表扬，没有按时完成要给予批评，并监督完成。作业上问题比较突出的要提出来讲解分析。
（8）利用课外时间进行培优补差。把学生分成两类，中上提高括充知识点，中后有一定潜力的，以抓好基础知识为重。缩小两极差异兼顾整体共同进步。
（9）要想学好英语就要用英语.学生大部分不好意思开口说话.这给听力教学和交际教学带来了严重的障碍,特别语言越来越注重交际性.好多学生学了只是为了考好试,不愿去说.为了克服这个问题,我先带好几个积极的同学,鼓励他们带动大家的积极性.以部分带动整体。
00:18:47来自：魏丽萍
情境创设形象直观。
00:00:45来自：王凤兰
朱老师设计新颖，过渡自然，目标明确，效果不错。把学习的过程操作成学习自主研究，合作探究的过程，符合学生的认知规律。
00:15:41来自：王冬梅
教态热情大方、声音悦耳清脆、音调抑扬顿挫，教学设计精心，教学过程流畅，
00:01:02来自：谢书梅
导入较好，又练习了日常交际以旧带新进行听问。
00:01:02来自：谢书梅
导入较好，又练习了日常交际以旧带新循序渐进进行听问。
00:00:33来自：徐建军
教态自然大方
00:01:35来自：liuhuimin
教师口语流利，个人素质较高
00:22:39来自：王春燕
教学思路清晰，教学效果好。
00:16:58来自：李海燕
听力任务设置层层递进，利于学生掌握。
00:00:57来自：徐建军
教学设计目标明确
00:02:30来自：王冬梅
发音清晰，口语流利，教态自然大方，亲和力强，课堂引入自然，环节过度流畅，衔接紧密
一、根据括号内的汉语和句末括号内的英语单词提示完成句子：
1. 到我起来时，我哥哥已经在洗澡了。(get)
_____________ I got up, my brother _____ already ________ in
the shower.
2. 当我到达学校时，我意识到我把书包忘在家了。(leave)
When I got to school, I realized I _________ my backpack at home.
3. 到上周为止，他已学会了大约一千个单词。 (learn)
He ______________ 1,000 English words by last week.
4.到上个月末，他们去过两次上海。(be)
They ____________ to Shanghai twice by the end of last month.
二、用所给动词的适当形式填空：
1. By the time I turned on the TV, the TV play ______________(end) already.
2. When I got there, he _______________(play) tennis for
half an hour.
3. By the time she was five, she _____________(learn) ten English songs.
4. When he came in, I _____ just ___________(finish) my
homework.
5. By the time I got to the cinema, the film ____________(be)
on for ten minutes.
课程目标的级别不完全等同于基础教育阶段的各个年级。但是，分级目标对3～6年级、7～9年级和高中各学段或年级的教学和评价以及教材编写提供了循序渐进、稳步上升的指导性要求，有利于课程的整体实施。从3年级开设英语课程的学校，3、4年级应完成一级目标，5、6年级完成二级目标；7～9年级分别完成三、四、五级目标；高中阶段完成六、七、八级目标。第九级为外国语学校和外语特色学校高中毕业课程目标的指导级，该级别也可以作为部分学校少数英语特长学生基础教育阶段的培养方向。 各地区可以根据国家课程三级管理的有关政策规定，根据当地的条件和需要，适当调整相应学段英语课程的目标。教育基础和师资条件暂不具备的地区或学校，以及把英语作为第二外语开设的学校，可以适当降低相应学段英语课程目标的要求。英语教育基础和条件较好的（如从1年级起就开设英语课程的地区或学校），在不加重学生负担的前提下，可以适当提高相应学段级别的要求。
