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人教版九年级英语（全）册
《 Unit 12 Life is full of the unexpected 》
（大单元教学设计）
一、备课素材
备 课 人 XXX 备课学科 九年级英语
备课年级 九年级 备课时间 2024年X月
辅助备课 新课标、教材、PPT课件、练习题
备课分类 新教师 后优教师 优秀或老教师
Section A
课程导入设计 导入一　图片导入 Let students to look at the five pictures on Page 89 and ask them to say the following phrases: · be late for school · miss the bus · leave the schoolbag at home · lose the keys 导入二　情境导入 What happened to Mary this morning Let's come to 1a and make conversations. T: Look at Picture 1.What did she do S1: She overslept and got up late. T: What did she do next Talk about it in groups and then make a report. Ss: ... …
课堂活动设计 （一）听说训练 活动1　小组讨论 Step 1: 教师展示主题图，要求学生说出相关的词组，例如：be late for school, miss the bus, leave the schoolbag at home, lose the keys等。 Step 2: 教师将这些词组写在黑板上，要求学生继续补充其他同类型词组。 Step 3: 教师根据1a中的五幅图片进行提问，要求学生看图回答问题：Did the girl have a good day or a bad day？ Step 4: 让学生分组讨论：What happened to the girl Step 5: 教师抽选部分学生回答问题，要求学生参考板书中的词组，使用完整的句子描述图片的内容。 活动2　角色表演 Step 1: 教师引导学生观察2a中的图片，根据图片猜测对话内容。 Step 2: 学生分组讨论并回答问题，然后猜想故事的结局。 Step 3: 学生自行阅读2d的对话，然后两人一组分角色交换练习对话。 Step 4: 教师播放录音，学生听对话填动词短语。 Step 5: 学生读出完整的句子，全班核对答案，再次阅读对话。 Step 6: 教师播放录音，学生模仿语音和语调。教师提醒学生注意连读、重读、弱读和意群停顿。 Step 7: 学生分角色练习对话，教师请几组学生示范对话，其他学生进行评价。 （二）语法突破设计 过去完成时 【观察】 By the time he was twelve, Edison had begun to make a living by himself. We had learned 11 units by the end of last week. 【讲解】 过去完成时表示过去某一时间或动作之前已经发生或完成了的动作。它表示动作发生的时间是“过去的过去”。表示过去某一时间可用by, before等构成的短语，也可用when, before等引导的从句。过去完成时由“助动词had＋过去分词”构成。
Section B
课程导入设计 导入一　对话导入 教师通过询问一些有关愚人节的问题，引导学生谈论愚人节时自己遇到了哪些趣事，引导学生以对话的方式导入新课。 T: When is April Fool's Day S: It's on April 1st. T: What do people usually do on April Fool's Day S: People usually play tricks on others. T: Have you ever played jokes on others, especially on April Fool's Day Have you ever been fooled by others S: ... 导入二　视频导入 利用视频展示有关愚人节的相关信息。让学生通过视频了解愚人节的历史和西方文化，可以从听、说、读、写四个方面的技能展开讨论。 It is celebrated every year on the first day of April. It has been popular since the 19th century. The day is not a national holiday in any country, but it is well-known in Europe, Australia, Brazil and the United States.
课堂活动设计 （一）听说训练 活动1　小组比赛 把班上学生分成几个小组，讨论一下问题并进行小组比赛，看哪一组完成得又快又好！ 1. Which is more believable Why Joke 1: An English reporter announced that there would be no more spaghetti because the Italian farmers had stopped growing spaghetti. Joke 2: An English TV show reported the discovery of special water. They said the water could help people lose weight. 2. Why did the TV star's joke have a bad ending Because it was not funny. 3. Read Paragraph 4, and complete the form. WhenWhoWhatResult
活动2　课文复述 利用表格，帮助学生用自己的话复述课文。 Life Is Full of the UnexpectedTimeEventResultSeptember 11, 2001 Arrived at...8:30...was about to...when... As...waiting...heard... Before...the first plane...Felt lucky...February 21, 2011 His alarm...jumped out...went straight... By the time he got to...he had missed... The other...full...had to...The next morning, he heard about... His bad...turned into...
（二）阅读能力突破设计 Step 1: 训练学生通过快速阅读捕捉文章主要信息的能力。 Have the students match each paragraph with the main idea according to the passage in 2b. Paragraph 1—An introduction to April Fool's Day Paragraph 2—Examples of funny stories that happened on April Fool's Day Paragraph 3—A sad story that happened on April Fool's Day Paragraph 4—The most famous trick played Step 2: 利用思维导图中的关键词提示，帮助学生用自己的话复述课文。
二、单元导航
主要内容 本单元主题属于“人与社会”范畴，涉及“个人感受与见解，倾听、体谅他人，包容与宽容”。以“陈述过去事件”为交际功能，重点在这些语境中学习和运用过去完成时，同时复习时间状语从句。 Section A的中心话题是“发生过的意想不到的事情”，学习的语言项目是了解过去完成时描述过去某一时间或动作之前已经发生或完成了的动作，运用一般过去时描述过去某个时间里发生的动作或存在的状态。这部分的重点是让学生能够用适当的时态叙述过去发生的事情，特别是意想不到的事件。教学难点是让学生明白一般过去时和过去完成时的区别，并能正确运用这两种时态叙述过去发生的事情。 Section B依旧围绕“让人出乎意料的事件”这一话题展开，内容从学生的生活琐事、意外事故过渡到生活中出其不意的玩笑，特别是愚人节发生的让人难以预料的事情。这部分的学习重点依旧是掌握一般过去时和过去完成时，学习难点是能够在写作中熟练运用这两种时态。
教学目标 通过对本单元的学习，学生应做到： 1. 知识目标： (1)掌握本单元的重点单词和短语。 (2)能够运用过去完成时描述自己曾经历过的事情。 2. 能力目标：能够用适当的时态叙述过去发生的事情；能够掌握一般过去时和过去完成时；能够在写作中熟练运用这两种时态。 3. 德育目标：从文化差异角度体验、理解愚人节等西方国家的传统节日，从而进行更有效的沟通和交流。通过谈论发生在过去的事情，培养学生对已发生的事情进行客观评价的能力，并提高学生自主解决问题的能力。
教学重、难点 重点： 掌握过去完成时的结构及用法。 难点： 让学生明白一般过去时和过去完成时的区别，并能正确运用这两种时态叙述过去发生的事情。
词汇和常用表达 1. 能够正确使用下列词汇 backpack, block, worker, airport, cream, pie, bean, market, fool, discovery, lady, officer, oversleep, ring, burn, cancel, disappear, unexpected, alive, believable, above, till, west 2. 能够正确使用下列常用表达 by the time, give...a lift, in line with, show up, by the end of, costume party, sell out 3. 能够认读下列词汇 stare, disbelief, burning, workday, costume, embarrassed, announce, spaghetti, hoax, embarrassing, New Zealand, Italy, Mars
学习策略 1. 利用本单元听力图片信息； 2. 根据语篇中的段落首句，激活相关背景知识，预测文章内容。
文化知识 了解国外愚人节风俗
三、个人备课
课时内容 第1课时 Section A （1a~2d）
教学目标 1. 能掌握下列词汇： unexpected, by the time, backpack, oversleep, give …a lift 2. 能掌握以下句型： (1)By the time I got outside, the bus had already left. (2)When I got to school, I realized I had left my backpack at home. 3. 能学会以下技能： (1)能够讲述过去发生的事情。 (2)能够准确使用过去完成时。
教学重点 过去完成时的用法。
教学难点 用过去完成时叙述过去的事件。
教学准备 1. 音频、课件。 2. 用于辅助陈述事件过程的图片。
教学过程
教学过程 Step 1: Leading in 1. Ask students to watch photos of the last Tree-Planting Day activities, and then ask them two questions about it: What do you remember about the last Tree-Planting Day activities What do you think of them 2. Teach these expressions to students: colorful, interesting, unexpected... Then lead to the topic sentence: His life is full of the unexpected. Step 2: Presentation 1. Divide students into five groups. Ask students to discuss what happened to the girl. (Attention: Show students the key verbal phrases.) 2. List the temporal adverbials (by the time and when). (Answers: She got up late / overslept. By the time she got up, her brother had already gotten in the shower. She had to rush to the school. By the time she got outside, the bus had already left. When she got to school, she realized that she had left her backpack at home.) Step 3: Listening 1. Ask students to listen to Mary talking about her morning and complete the sentences. (Attention: Students are asked to read the questions first, and then close the book. Let the students listen carefully without taking notes, and then fill in the blanks with memory.) 2. Play the recording again, and ask student to check their answers. (Answers:1. had, gotten 2. had, left 3. had left) Step 4: Pair work Take turns being Mary. Look at the pictures 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. Step 5: Listening 1. Divide students into five groups. Ask students to discuss what happened to the girl. Ask students some questions to give some clues about the story. (1)Where is Mary in the pictures (2)Is anything good or bad happening to her (3)What do you think it is about 2. Listen to Mary continue her story and number the pictures in the correct order. (Answers: 3, 1, 2, 4) 3. Ask the students to fill in the blanks with the correct forms of the verbs in brackets. 4. Let some students to write their answers on the blackboard. 5. Check the answers. If there is something different for them, teacher can let them listen it again. (Answers: 1. got, had left 2. got, had rung 3. walked, had started 6. Ask two pairs of students to role-play the listening material of 2b. 7. Look at the pictures in 1a and 2a and retell the story. Step 6: Group work 1. Ask students to make up an ending for the story and share it with their partners. 2. The teacher divides the class into five groups, one of whom continues the story by saying one sentence, and at last, the five sentences must be a complete story. Step 7: Role-play 1. Read the conversation in 2d and answer the questions below. (1)Why was Kevin late for class (2)How did Kevin get to school 3. Ask students to read the dialogues of 2d carefully in pairs. (Attention: Teachers can remind students of the stress, conjunctions, intonation, and intonation of words before they read together.) Step 8: Language points 1. unexpected unexpected 意为“出乎意料的；始料不及的”。 It will not be unexpected if Tom comes late again, because he is always like this. 如果汤姆又迟到了，一点也不意外，因为他一向如此。 2. by the time by the time 意为“在……以前”，常引导表示过去的时间状语从句，主句常用过去完成时，即“had+动词过去分词”。 By the time I got there, he had already left. 在我到那儿之前，他已经离开了。 3. rush out rush out 意为“冲出去，冲出”。 Henry rushed out the room and disappeared in the rain. 亨利冲出房间，消失在了雨中。 4. give sb. a lift gave sb. a lift 意为“捎某人一程”。 Jim gave me a lift on my way home yesterday. 吉姆昨天在我回家的路上捎了我一程。
课堂作业 1. 记住语言要点和语法。 2. 背诵2d部分的对话。 3. 完成练习册上的练习。
板书设计 Unit 12 Life is full of the unexpected. Section A（1a～2d）
Key words and phrases： unexpected adj. → expect v. oversleep over- 前缀 by the time give...a lift Key sentences： 1. By the time I got outside, the bus had already left. 2. When I got to school, I realized I had left my backpack at home.
教学反思 本节课的主要教学点之一是练习听说。第二是帮助学生复习一些动词和短语的过去形式，帮助他们在练习用时态和状语从句讲故事。这也是学生们面临的困难。
三、个人备课
课时内容 第2课时 Section A （3a~4c）
教学目标 1. 掌握以下词汇和短语： block, in line with, worker, stare, disbelief, above, burn, burning, alive, airport, till , west 2. 熟练掌握以下句型： (1)Life is full of the unexpected. (2)I was about to go up when I decided to get a coffee first. (3)As I was waiting in line with other office workers, I heard a loud sound. (4)Before I cold join the others outside to see what was going on, the first plane had already hit my office building. 3. 掌握本单元语法： 过去完成时的用法
教学重点 1. 掌握本部分出现的生词和词组，达到熟练运用的目标。 2. 学会用过去完成时叙述自己曾经有的特别的一天。
教学难点 用过去完成时叙述自己曾经有的特别的一天。
教学准备 音频和课件。
教学过程
教学过程 Step 1: Leading in 1. Show students the picture of tsunami and introduce the topic of this lesson: Life is full of the unexpected. 2. Lead students to say these phrases about unexpected events: flood, earthquake, typhoon, sandstorm, snowstorm, mudslide, tsunami. 3. Ask some students to talk freely about the unexpected events. Teachers can give an example, and then let them talk about the things they met in the past. Step 2: Preparation 1. Introduce the background knowledge of 911 terrorist attacks and the earthquake in Christchurch, New Zealand to students. 2. Show students the real situation of two major international events through pictures and videos. Step 3: Reading 1. Ask students to read the passage and find the following key clues (where,when,what). 2. Divide students into groups of four. Give students some time, ask them to make a summary of the passage by drawing a mind map. 3. When students have finished their own mind maps, pick some students to draw their mind maps on the board. 4. Ask students a question: “What can we learn from the passage ” Students can discuss with their partners and then give their own reflections. Step 4: Pair work Work in pairs, and ask students to retell one of the events to his / her partner. Tell students that they can use the words in the box of 3c to help them. Step 5: Language points 1. be about to be about to do意为“正要做；即将做”，侧重于表示动作马上就要发生，常与when引导的从句连用，但不与具体的时间状语连用。 One of my friends is about to have her second baby. 我的一个朋友马上就要生第二个小孩了。 2. even though even though “即使，虽然，尽管”，用于引导让步状语从句。 He’s the best teacher, even though he has the least experience. 他虽然经验最少，却是最好的老师。 3. stare stare “盯着看，凝视”表示看得比较仔细，有时候也带有吃惊的意味去看，常与at, into连用。 Don’t stare at me like that. 别那样盯着我看。 4. in disbelief in disbelief “不相信，疑惑，怀疑”。 Tamara stared at him in disbelief, shaking her head. 塔玛拉一边狐疑地盯着他看，一边摇着头。 5. above (1)表示位置“在……正上方；高于”，与 below相对。 That big high-rise above us is where Brian lives. 我们上面的那座摩天大楼就是布赖恩住的地方。 (2)表示在地位、级别、能力、资历、重要性等方面“超过”、“在……之上”、“比……强”。 He is above the others in ability. 他的能力优于其他人。 6. burn 动词burn意为“着火，燃烧”，(burnt, burnt / burned, burned)，burning是形容词，意为“着火的；燃烧的”。 Ouch! The sand is so hot! I can burn my feet. 哎哟！沙子这么烫！会烫伤脚的。 He was trapped in a burning house. 他被困在正在燃烧的房屋里。 7. alive alive 一般作表语，也可以作后置定语或宾补，表示“活(着)的；在世的；(继续)存在的”，反义词是dead。 Do you know she’s alive 你知道她还活着吗？ People alive should try their best to live better. 活下来的人应该尽力生活得更好。 辨析：alive, living和lively ①alive “活着的”，在句中常作表语或定语。作表语时，常可与living互换；作定语时，常要放在被修饰词之后。 ②living“活着的”，在句中用作表语或定语。 ③lively“活泼的”，在句中可作表语或定语。 8. take off take off 意为“脱掉；起飞”。 He took off his hat and bowed as he passed. 他经过时脱帽鞠躬。 We eventually took off at 11 o’clock and arrived in Venice at 1:30. 我们终于在11点起飞，1:30 到达威尼斯。 Step 6: Grammar points 过去完成时用法 1. 构成：由“助动词had (用于各种人称和数) + 过去分词”构成 否定式：had not + 过去分词 缩写形式：hadn’t + 过去分词 2. 用法：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了的动作。 3. 它所表示动作发生的时间是“过去的过去”。 (1)表示过去某一时间可用by, before 等构成的短语来表示。 (2)也可以用when, before 等引导的时间状语从句来表示。 (3)还可以通过状语从句或通过上下文暗示。 When I got there, you had already eaten your meal. 当我到达那里时，你已经开始吃了。 By the time he got here, the bus had left. 在他到达那里之前，汽车已经离开了。 Step 7: Practice 1. Work on 4a. Ask students to make sentences using by the time or before. Students make full sentences on their own, the teacher reminds them of the tenses. Get students to check their answers in pairs. (Answers: 1. By the time Mary got up,Tim had already gone into the bathroom. 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. I had completed the work for my boss before the workday ended. 5. The movie had started before I arrived at the cinema. 6. By the time I got home from my language course, my mother had finished making the apple pie.) 2. Work on 4b. Ask students to fill in the blanks with the correct forms of the words in the box. (Answers: 1. had, shown up 2. had forgotten 3. had, rushed out 4. had found out 5. arrived at 6. had gone into) Step 8: Writing 1. Show the half sentences and ask different students to say their sentences. Make as many sentences as they can. 2. Get the students to write two true sentences and one imaginary sentences. Ask some students to read out their sentences. Let others to guess which sentence is imaginary. Tell the reasons.
课堂作业 1. 复习今天学的新单词和表达方式。 2. 做本节课件末尾的练习题。
板书设计 Unit 12 Life is full of the unexpected. Section A（3a～4c）
Key words and phrases： worker n. → work v. disbelief n. → dis-否定前缀 →反义词belief →believe v. burn v. → burning adj. block, in line with, stare, above, alive, airport, till , west Key sentences： 1. Life is full of the unexpected. 2. I was about to go up when I decided to get a coffee first. 3. As I was waiting in line with other office workers, I heard a loud sound. 4. Before I cold join the others outside to see what was going on, the first plane had already hit my office building. Grammar： 过去完成时 肯定式：had + 过去分词 否定式：had not + 过去分词
教学反思 在这节课上，老师给学生足够的时间练习过去完成时，这不仅可以巩固本课所学的语言目标，还可以开拓学生的思维。教师也应该提高学生使用语言解决实际问题的能力。
三、个人备课
课时内容 第3课时 Section B （1a~2e）
教学目标 1. 能掌握以下词汇： fool, costume, embarrassed, costume party, announce, spaghetti, hoax, sell out, discovery, lady, cancel, officer, believable, disappear, embarrassing 2. 能掌握以下句型： (1)What happened to Dave on April Fool's Day (2)By the time people realized that the story was a hoax, all of the spaghetti across the country had been sold out. (3)By the end of the day, more than 10,000 people had phoned the TV station to find out how to get this water.
教学重点 1. 掌握本课时出现的新词汇。 2. 进行听力训练，提高综合听说能力。 3. 阅读短文，获得相关信息，提高学生们的综合阅读能力。
教学难点 培养学生的阅读能力，理解关键词和短语的能力。
教学准备 1. 设计并制作本课时所涉及的图片、教学幻灯片。 2. 本课的音频。
教学过程
教学过程 Step 1: Leading in 1. Ask students a few questions about the April Fool’s Day, so that the teacher can check how much the students know about the it. 2. Introduce some knowledge about the April Fool’s Day to the students. Step 2: Pair work 1. Ask students to put the words in the box of 1a in the correct columns. Some words can go in more than one column. (Answers: Nouns: fool, costume, change, clock Verbs: fool, invite, go off, get dressed, show up, realize, change, stay up Adjectives:embarrassed, empty, tired) 2. Tell your partner something that happened to you recently. Use two or more words in 1a. (Example: Last Friday night, my friend invited me to his birthday party. When I got there, I found it was a costume party. I was the only person who wasn’t wearing a costume. I was really embarrassed.) Step 3: Listening 1. Asks students to look at the people in the picture and guess their feelings. (Attention: Ask students to use an adjective to describe how they would feel when they encountered the situation in each picture.) 2. Ask students to listen and write each person’s name under the correct picture. (Answers: b-Joe, c-Nick, d-Dave) 3. Before playing the recording again, tell students that they can create a chart to take notes. This will help since there are three speakers. A chart with the three speakers’ names at the top will help students keep track of who said what. (Answers: 1. D 2. N 3. J 4. J 5. D 6. N) 4. Listen and read the listening material. Step 4: Group work 1. In groups of three, get students to decide which boy’s story they want to retell using the third person. 2. Give students time to retell the stories. 3. Get students to switch roles and tell the stories using the first person. This means that each students will tell another boy’s story as if he / she were that boy. Step 5: Preparation for 2b Ask students to work in pairs, and then share their experience of playing jokes on others. (Attention: The teacher can invite some students to share their experiences to the class.) Step 6: Reading 1. Ask students to read the passage and then match each paragraph with its main idea. (Answers: Paragraph 1- An introduction to April Fool’s Day Paragraph 2 - Examples of funny stories that happened on April Fool’s Day Paragraph 3 - A sad story that happened on April Fool’s Day Paragraph 4 - One of the most famous trick played) 2. Ask students to read the passage and explain the key words and phrases to students. 3. Divide the class into groups of four. Tell students to close their textbooks. Read the questions in 2c aloud to the class one by one, and then get students to discuss and answer the questions in sequence in their groups. 4. Give students a minute or two to discuss and come up with their group answer. After you have read aloud all the questions, allow students to open their textbooks and check their answers. (Answers: 1. A reporter announced that there would be no more spaghetti because spaghetti farmers in Italy had stopped growing spaghetti. 2. It was said that the special water would help people lose weight. 3. He lost both his girlfriend and his show. 4. It was in October 1938. 5. Orson Welles made it sound so real that hundreds of people believed the story.) 5. Get students to fill in their blanks in 2d before sharing their answers with a partner. Next ask them to look at the sentences again and share with each other the pattern in the sentences, if any. (Attention: Students should be able to see that for all the sentences that have “by the time” in it, the answers contain both the simple past and the past perfect tense. This is because the sentence is expressing the idea that one thing occurred before another in the past.) (Answers: 1. appeared, rushed 2. found out, had disappeared 3. ended, had called 4. ended, had lost 5. told, had run away) Step 7: Group work 1. Divide the class into groups of three or four. Tell students to share their individual funny stories with the members of their group. 2. Each group will then vote for the best story, and the student with the best story in the group will then represent his / her group and share his / her story with the rest of the class. 3. After the representatives from all the groups have shared their stories, the class will vote for the funniest, most embarrassing and most creative ones. Step 8: Language points 1. fool (1)fool作名词时意为“傻瓜；愚人；受骗者”。 People always think I'm a fool, and I dare say they're right. 人们总认为我是个傻瓜，想必他们是对的。 (2)fool作动词时意为“愚弄，欺骗”。 He was fooled by his friend on April Fool’s Day. 愚人节那天他被他的朋友愚弄了。 2. embarrassed 形容词embarrassed意为“局促不安的；为难的；尴尬的；窘迫的”；embarrassing意为“使人尴尬的，令人为难的”。 He looked a bit embarrassed. 他看起来有点尴尬。 That was an embarrassing situation for me. 那种情形让我难堪。 3. sell out sell out 意为“卖完；售完；出售”。 The next day the bookshops sold out. 第二天书店就卖断了货。 4. discovery discovery 意为“发现，发觉；（剧情的）发展；被发现的事物”，对应的动词是discover。 He knows that he had made a real discovery. 他知道他已经发现了一件真正的珍品。 5. marry (1)动词marry意为“嫁，娶，结婚”。 Henry didn’t marry until he was over fifty. 亨利直到过了50岁才结婚。 (2)marry sb. 表示“嫁给某人”“娶了某人”或“和某人结婚”，相当于get/be married to sb.。 John is going to marry Jane. 约翰要和简结婚了。 6. show up show up 意为“露面，到场；（使）看得见”。 We waited until five o'clock, but he did not show up. 我们一直等到了5点，但是他始终没有露面。 7. end up doing sth. (1)end up (doing sth.)“（以……）结束；最终成为；最后处于”。 Every time she tried to argue with her husband, she ended up crying her eyes out. 每回她试着和她丈夫争辩，她总是以流泪结束。 (2)end up with sth. “（以……）结束”。 The students began with speaking English, but ended up with speaking Chinese. 同学们以说英语开始，却以说汉语结束。
课堂作业 1. 用自己的语言复述2b的课文内容。 2. 做本节PPT课件末尾的练习。
板书设计 Unit 12 Life is full of the unexpected. Section B（1a～2e）
Key words and phrases： embarrassed感受→embarrassing 特征 discovery n. → discover v. officer n. 人→ office n. 场所 believable → 反义词unbelievable disappear →反义词appear fool, costume, announce, sell out, lady, cancel Key sentences： 1. What happened to Dave on April Fool's Day 2. By the time people realized that the story was a hoax, all of the spaghetti across the country had been sold out. 3. By the end of the day, more than 10,000 people had phoned the TV station to find out how to get this water.
教学反思 培养学生快速高效阅读的能力很重要。在阅读中，他们可以做很多练习。阅读后，他们用单词和短语讲述自己的故事。通过这种方式，他们可以很好地学习并记住新单词和短语。
三、个人备课
课时内容 第4课时 Section B （3a~Self Check）
教学目标 1. 复习本单元所学习的单词和短语。 2. 复习过去完成时的用法。 3. 学会用过去完成时讲述发生在自己身上的事情，并陈述从中的收获。
教学重点 1. 熟练掌握过去完成时的用法。 2. 会用过去完成时讲述故事。
教学难点 将已学词汇和语法知识运用到写作中。
教学准备 设计并制作课文中所涉及的图片、教学幻灯片。
教学过程
教学过程 Step 1: Revision 1. Talk about the theme “Life is full of the unexpected”. Ask the question: What happened to the man or the girl This can help students organize their languages and review the words and expressions. 2. Ask students to complete the chart of 3a by answering the questions. (1)Get the students to read the questions in 3a and write the answers to these questions. (2)Ask and answer these questions orally. And make a short passage to tell about a person or an event and report to the class. Step 2: Writing 1. Ask each student to write a passage about his / her lucky day or unlucky day. (1)Tell students the structure of writing a narrative. (2)Tell students the five elements of narratives. (3)Let each student to write their own passage. (Attention: The teacher can also let students to work in groups of four and ask each group to write a passage. In the process of group cooperative writing, some group leaders organize team members to describe their views on the theme, provide universal sentences or excellent sentences, and then use these sentences to form a complete article as a demonstration.) 2. 写作指导： (1)话题解读： 本单元以“Unexpected events”为话题，此话题涉及的内容较多，可以讲述发生在自己身上的事，自己所做的一件事情或是看到的事情。该话题的命题形式通常采用语言描述形式和看图作文等，涉及日记、记叙文等文体。写作时要注意正确使用时态，准确地表达内容。 (2)常用句型： By the time I…, …had already left. 到我……的时候，……已经离开了。 I said that I had forgotten… 我说我忘记了…… She had learned…before she… 在她……之前，她已经学了…… When I got to…, I realized I had… 当我到达……的时候，我意识到我…… Step 3: Self Check 1. Work on Self Check 1: Ask students to complete the passage using the word in the box. （Answers: 1. market 2. west 3. accident 4. officers 5. missed 6. lady 7. unexpected 8. canceled) 2. Work on Self Check 2: There are many ways that the sentences can be written for this activity. Get students to pair up and ask them to come up with five possible answers for each one. Challenge students to think about different scenario and not just change a word or two in all their five sentences. (Answers: 1. my baby brother started crying and I had to look after him as my mother was sick 2. my sister had already gone into the bathroom and the bus was honking for me to hurry up 3. the school bus had already left) Step 4: Summary Encourage students to summarize the key points of this class to help student consolidate the knowledge.
课堂作业 写作练习 李明是一个善良的男孩，乐于助人。一天早晨，在他上学的路上发生了一件事。请你根据下面的图示和提示词，叙述事情的经过。 要求：1. 情节完整，条理清晰，可适当发挥； 2. 词数：80—100词。 提示词： fall跌倒；careless粗心的；pity遗憾
板书设计 Unit 12 Life is full of the unexpected. Section B （3a~Self Check）
Key words： backpack, block, worker, airport, cream, pie, bean, market, fool, discovery, lady, officer, oversleep, ring, burn, cancel, disappear, unexpected, alive, believable, above, till, west Key phrases： by the time, give...a lift, in line with, show up, by the end of, costume party, sell out Key sentences： 1. When I woke up, it was already 8:00 a.m. 2. Before I got to the bus stop, the bus had already left. 3. As I was waiting in line with the other office workers, I heard a loud sound. 4. By the time I got to the airport, my plane to New Zealand had already taken off.
教学反思 学生们将用他们所学到的东西来写下他们幸运或不幸的一天。我们将做大量的练习单词和短语。我们将在写文章时练习这些单词和短语。一些书面作业可以在课后完成。

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