资源简介

人教版九年级下unit12 Life is full of the unexpected.
Section A 3a-3c
教学设计
课文话题 Unexpected events
单元名称 Life is full of the unexpected. Section A 3a-3c
教材版本 人教版（go for it ）
授课年级 九年级
教材分析 本单元Section A部分主要谈论发生过的突发事件，该话题和学生的生活息息相关，每个人都会经历一些突发事件，该话题能够激发学生讨论，更加能够引发学生对生活的思考，面对意外我们应当学会保持清晰的头脑，积极面对生活中的问题，另外鼓励学生掌握一定的逃生知识，并且让他们能深刻意识到生活和生命的可贵，学会珍惜当下，热爱生活。
学情分析 经过两年多的英语学习，本班学生具有一定的英语知识基础，但英语基础中等，学习态度比较认真，对英语阅读有一定的兴趣。大部分学生英语思维和个人表现力中等，具备在阅读中获取相关信息的能力，部分学生能够用英语表达自己的观点，但大多数在组织语言方面有所欠缺。
设计理念 指导思想和理论依据 根据《英语课程标准2022年版》指导在语篇的学习中，能够理解记叙文语篇的主要写作目的、结构特点、语言特点和信息组织方式，并用以描述自己和他人的经历。 设计思路 本节课采用PWP 教学模式，采取读前、读中、读后三个不同的教学环节进行授课。课堂教学当中，教师通过让学生预测文章内容及参与不同的教学活动，培养学生的阅读技巧，提升学生的阅读能力，激发了学生的阅读兴趣，进而圆满地完成本节课的教学目标。
教学目标 语言能力：能学会并应用以下与本课话题相关的词语：block，in line with ,worker, stare, disbelief, above, burn, alive, airport, till, west 等；能用本课关键单词和短语来复述文章内容。
学习能力： （1）能够借助图片和标题，猜测并理解文章主要内容 （2）能够通过泛读，猜测和概括每段的主旨大意 （3）能够通过精读，寻找关键词，能根据思维导图提示描述发生的事件
文化意识： 了解国外一些突发大事件，培养人类命运共同体情怀 学生学会积极面对生活中的意外
思维品质： 能够快读准确提取、整理、概括出关键信息和主要内容 通过略读定位关键句、精读定位关键词完成相应的阅读任务 通过思考并回答拓展性问题，提升学生的批判性思维和发散性思维能力。
重难点 教学重点：理解文章内容，运用重点词汇及过去时态描述文中的事件 教学难点：能够正确应用一般过去时和过去完成时叙述过去发生的事。
教学方法 及手段 任务学习法，总结归纳法,情境教学法，听说教学法
教学过程
Process Teacher’s activity Students’ activity Teaching purpose
Step 1 leading -in (1)Do you know about these unexpected events (2) Free talk What do you know about these unexpected events Have they ever happened to you How did they make you feel What should we do in the face of the unexpected Look at the pictures and tell the unexpected events. (2)Having a free talk 图片导入能充分吸引学生的注意力，free talk引导学生打开话匣子，快速进入课堂主题中。
Step 2 pre-reading （1）Show two pictures of September 11 attack and the earthquake in New Zealand. And ask students how much they know about them. (2)Make a simple introduction of September 11 attack. ①September 11, 2001 ,19 militants hijacked four planes and carried out suicide attacks (自杀式袭击) in the United States. Two of the planes hit the twin towers of the World Trade Center in New York City. A third plane hit the Pentagon just outside Washington, D.C. The fourth plane crashed. Almost 3,000 people were killed during the 9/11 terrorist attacks. ②There was an earthquake in New Zealand on Feb. 22nd, 2011. Know more about the background of this passage 教师对事件的介绍可以激活学生的背景知识，为课文的学习做好铺垫。
Step 3 While-reading (Fast reading) Ask students to predict the main ideas of the passage according to the title and picture. Ask students scanning to answer questions: ①Which two events does the writer mention ②How did the writer end up missing both event check the answers (3)check the answers （1）According to the title and picture to get the main idea of the passage (2)Read the passage fast and find out the answers of the questions in 3a. (3)check the answers （1）学生根据看图片和标题，预测文章内容，逐步养成预测文章的能力 （2）快读帮助学生快速关键信息，提升阅读速度
Step 3 While-reading Careful reading Para1: (1)Request students to read para1 loudly and answer the questions as follows: ①What time did the writer arrive at the World Trade Center on September 11, 2001 ②What did the writer decide to do first ③How far away was the coffee place from his/her office ④What happened to the office building ⑤How did the writer feel after the event happened (2)Tell students raise their hands as quickly as possible to answer the questions. If the answer is correct, the group will get one point. (3)Ask students read para 1 again and answer the mind-map. Para 2: (1)Ask students to read Para. 2 carefully and put the sentences in the right order.(Guide them underline the key words) A.I woke up at 10:00 a.m. on February 21, 2011 and realized that my alarm had never gone off. B. By the time I got to the airport, my plane to New Zealand had already taken off. C. The next morning, I heard about the earthquake in New Zealand the day before. D. The other planes were full so I had to wait till the next day. E.I jumped out of bed and went straight to the airport. (2)check the answers (3) Ask students to read Para. 2 again and finish the mind-map. (1)Students read the passage loudly together and answer the questions （2）Raise hands as quickly as possible to answer the questions (3)Read para 1 again and finish the mind-map. Para 2: (1)Read Para. 2 carefully and according to the key words, then put the sentences in the right order as fast as possible. (2)check the answers (3)Read Para. 2 again and finish the mind-map. Para1: （1）细读文章可以加深学生的对课文的印象，也有助他们找到更多的细节信息。 （2）通过抢答方式及加分激励可以活跃课堂气氛，增加各小组之间学习的竞争力。 Para2:（1）要求学生通过画出及定位关键词的方法快速完成排序题，引导学生自主进行段落知识的梳理和理解，培养他们良好的阅读习惯。 （3）通过完成本段思维导图，学生能够掌握段落主要内容。
Step 3 post-reading Ask students to complete the chart Require students to find out the opposite meanings to the words in 3b （3）Ask students use the words and phrases in 3c to retell the events. Give them two minutes for preparation. Then invite two students retell the two events. (1)According to the passage and complete the chart （2）Work on 3b （3）Students try to use the words and phrases in 3c to retell the events. 通过表格填空的方式帮助学生梳理文章主要内容，另外学生利用关键词复述事件，不仅巩固本课所学，而且能极大地锻炼学生的表达能力。
Step 4 language points 1. I arrived at my building at around 8:30 a.m. arrive不及物动词，意为“到达”。常与介词at/in连用。 arrive at “到达小地点”,如: arrive the bus station arrive in “到达大地点”,arrive in Hangzhou 2. I was about to go up when I decided to get a coffee first. be about to do sth. 意为“即将或马上做……”，指最近的将来要干什么，故不能与after an hour或tomorrow等其他时间状语连用。 3. I went to my favorite coffee place even though it was two blocks east from my office. even though 相当于 even if, 意为“即使，尽管”引导让步状语从句。 4. As I was waiting in line with other office workers, I heard a loud sound. wait in line 意为“排队等候”。 5. But by the time I got to the airport, my plane had already taken off. take off 意为“起飞” Master the language points and take notes. 学生掌握重要知识点
Step 5 summary According to blackboard design, summarize what we have learned in this class。 summarize what we have learned in this class 带领学生总结，回顾、把握全文重点
Step 6 Homework Ⅰ. 根据句意及所给首字母提示，补全所缺单词。 1. Look! Two kites are flying a______ the building. 2. Which city is in the w______ of China, Lanzhou or Guangzhou 3. Don’t put off what you can do today t______ tomorrow. 4. Don’t get close to the b_______ building, or you’ll get burnt. 5. We checked in (办理登机手续) at the a________ an hour before our plane took off. Ⅱ. 根据汉语意思，完成英语句子，每空一词。 1. 瞧！你没有与别人成一排。 Look! You are not _____ _____ _____ the others. 2. 她心中想：“真冷啊！” She was _______ _____ _____, “How cold it is!” 3. 刚才Emma抬起眼睛，怀疑地看着我。 Emma raised her eyes and looked at me _____ _____ just now. 4. 我们正要吃晚饭，这时有人敲门。 We _______ _______ _______ __________ dinner when someone knocked at the door. 5. 那时Susan在盯着一只鸟看。 Susan was ________ _____ a bird at that time. Ⅲ.拓展提高练习。根据图片描述发生地震时的逃生方法。 提示词：hard(坚固的)，wardrobe(衣柜)，main wall(承重墙) Life is full of unexpected. When the earthquake comes, we must react immediately and learn how to help ourselves. First, Finish the homework 学生完成本课精准练习，巩固课堂所学。
Blackboard design
Teaching reflection 本节课我主要从两方面进行反思，第一方面如何在阅读课中培养学生的英语思维品质。一篇英语文章的阅读过程，学生重点参与的是思维活动，通过读前预测文章内容让学生完成读前活动，将语言进行由浅入深的思维活动。例如在本课的读中环节，引导学生完成思维导图，是学生的思维进一步缜密、细致、初步具备总体概括总结能力。为英语语言的输出提供支撑。第二方面培养学生的英语文化意识，学生了解突发大事件，引导他们热爱国家、积极面对生活中的问题，培养人类命运共同体情怀，珍惜当下的每一天。
8

展开更多......

收起↑