(共19张PPT)
Unit 12
Life is full of the unexpected.
Section B 3a-selfcheck
Learning Objectives
1. To learn to write a passage about
your lucky or unlucky day.
2. Finish Self Check.
Why didn’t you hand in your science homework
Before I could start working on it,
2. Why didn’t you take a shower this morning
By the time I got up,
3. Why did you have to walk home from school
By the time I left my school,
my baby
brother started crying and I had to look after him as my mother was sick .
my sister had already gone into the bathroom and the bus was honking for me to hurry up.
the school bus had already left
3a
Can you remember a lucky or an unlucky day What happened Make some notes about what you remember.
An unforgetable experience
What was the date
What happened first
Was this lucky or unlucky Why
What happened next
How did the day end
How did you feel about this day
写作指导：
常见的表达句型：
I will always remember the date…
This was the luckiest /unluckiest day of my life…
When I woke up that morning…
Later that day…
I couldn’t believe …
Then/After that…
Finally…
I think….
What a lucky/ unlucky day!
Write a story about your lucky or unlucky day and tell your story to a partner or the class.
3a
【写作任务】
请以“My lucky day”为题，写一篇英语短文，记叙你经历过的幸运的一天，讲讲那天都发生了些什么事情，然后给某中学生英文杂志的“Your Voices”专栏投稿。
【思路点拨】
1. 定基调
体裁：记叙文
时态：过去时态
人称：第一人称和第三人称
2. 列提纲、写句子
列提纲 写句子
开篇点题 I will always remember the date September 14th, 2016.This was the luckiest day of my life.
阐述经历 幸运事件1 When I woke up that morning, it was raining. (1)___________________________________________________________________________________________ (我正要去公交车站坐车去上学，这时我叔叔打来了电话).2)___________________________________________________(我叔叔说他可以捎我一程).
I was about to go to the bus station to take the bus to school when my uncle called me up
My uncle said (that) he could give me a lift in his car
列提纲 写句子
幸运事件2 (3)Later that day, _________________________________________________ (我意识到我把钱包忘在家里了) and couldn’t buy lunch.My best friend Lisa said she could share her lunch with me.(4)______________________(我吃了一顿免费的午餐).
幸运事件3 After that, I was praised by my math teacher.(5)_____________________________________ (我数学考试得了最高分).I couldn’t believe that I did so well, and neither could my parents.
I realized that I had left my wallet at home
I had a free lunch
I got the highest score in the math exam
列提纲 写句子
幸运事件4 (6)That night my parents were so happy that _________________________________________________________ (他们答应我将给我买一辆自行车作为奖励).
总结感慨 I think that was the best day I’d had in a long time.What a lucky day!
they promised me that they would buy a bike for me as a prize
3. 巧衔接
在连句成篇时，前后句之间有因果关系，可以用because或so来连接。
此外，在阐述经历时，本文使用了表示时间顺序的表达 (如When I woke up that morning ..., Later that day ..., After that ... 和That night ...) 将几件幸运的事情串联起来，这样做使得上下文之间联系更紧密，文章的脉络更清晰。
4. 成篇章
My lucky day
I will always remember the date September 14th, 2016. This was the luckiest
day of my life.
When I woke up that morning, it was raining. I was about to go to the bus station
to take the bus to school when my uncle called me up. He said he could give me a lift in his car. Later that day, I realized I had left my wallet at home and couldn’t buy lunch. My best friend Lisa said she could share her lunch with me, so I had a free lunch. After that, I was praised by my math teacher because I got the highest score in the math exam. I couldn’t believe that I did so well, and neither could my parents.
That night they were so happy that they promised me that they would buy a bike for me as a prize.
I think that was the best day I’d had in a long time. What a lucky day!
匆忙去……
超过；多于
逃离
在上学第一天
转向；回转
上交
rush to ...
more than
run away from
on the first day of school
turn around
hand in
Self Check 1
2. Read the sentences in Self check 1. Then try to fill in the blanks with the correct forms of the words in the box.
Last Saturday after my French course, I decided to drive to the ________ to buy a meat pie for dinner. As I was heading ______, I saw a huge truck in the middle of the road.
There had been a(n) ________ and there were many police _______ around. I turned around and decided to go to a nearby mall.
cancel miss west accident
lady officer market unexpected
market
west
accident
officers
However, I _______ the road that led to the mall. Then I saw a restaurant that sold chicken noodles. I went inside and the _____, who was the owner, served me the most delicious bowl of chicken noodles ever. I had made a(n) ___________ discovery! I’m so glad that I _________ my plan to go to the market.
cancel miss west accident
lady officer market unexpected
missed
lady
unexpected
canceled
2. Think of ways to finish the answers.
1. A: Why didn’t you hand in your science homework
B: Before I could start working on it,
________________________________
_________________________________.
2. A: Why didn’t you take a shower this morning
B: By the time I got up, ____________
______________________________________.
3. A: Why did you have to walk home from school
B: By the time I left my school,
____________________________.
my baby brother started crying and I had to look after him as my mother was sick
my sister had
already gone into the bathroom
the school bus had already left
谢谢
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Unit12 Life is full of the unexpected 单元整体教学设计
单元主题意义 本单元的主题属于“人与社会、人与自我”范畴。本单元主题学习如何讲述过去发生的事情，话题是谈及始料未及的事件，贴近学生生活实际，能引起学生许多学习欲望，进而引导学生拥有良好的行为习惯。
单元教学目标 通过本单元的学习，学生能够： 目标a：能够正确运用本单元的关键词语、词组。 目标b：掌握过去完成时的结构、用法、并能根据事物发生的先后顺序用用过去完成时正确表达。 目标c：能小组活动、听力训练、写作训练等，培养学生积极向上、要求进步的精神，进而帮助其克服自己缺点，增强时间观念。 与核心素养的关系： 语言能力方面：学生能讲述过去的事情，掌握过去完成时用法。学习能力方面：学生能够利用听力图片信息，对听力内容进行合理的预测。根据语篇总段落首句，激活相关的背景只是，对文章内容进行符合逻辑的预测。通过学习，能够谈论有关令人尴尬或令人难忘的事情，引导学生理智地分析所发生的事情。思维品质方面：通过阅读培养学生积极向上、要求进步的精神，进而帮助其克服自己缺点，增强时间观念。 文化意识方面：学生从文化差异角度体验、理解愚人节等西方国家的传统节日，能够进行有效沟通和交流；通过学习，能够谈论幸运日和不幸日。
整体教学思路及教学结构图 1.来源& 内容： 本单元是《新目标英语》系列教材之一!第十二单元的内容，本单元主要学习如何讲述过去发生的事情。能够了解过去完成时，能正确使用有when,before ,as,by the time引导的时间状语从句别欧式过去发生的事情。话题贴近学生生活实际，能引起学生的学习欲望。 2.纵向知识关联： 功能： 讲述过去发生的事情Narrate past events . 话题： 难以预料的事情unexpected events. 语言知识： 能正确使用下列词汇： unexpected ,backpack,oversleep,ring,block,worker,above,alive,airport,till,west,cream,pie,bean,market,fool,discovery,lady,cancel,officer,believable,disappear 能正确使用下列常用表达： by the time , give a lift ,in line with , show up ,costume party ,sell out 能通过谈论发生在过去的事情，培养学生对发生的事情进行客观评论的能力，增强学生自主解决问题的能力。 能根据自己的生活经历写关于幸运日和不幸日的故事。 掌握文章中的逻辑线索，依据一定的逻辑线索谈论令人难忘的事情，帮助学生理智地分析所发生的事情。 3.横向知识关联： （1 ）复习八年级的相关词汇； （2 ）本单元出现过去完成时用法，为高中打基础。 教学结构图：
单元课时安排
语篇 课型 课时 课时目标 评价任务
Section A 1a-2d 听说课 第一课时 能够掌握并熟练运用本课重点词汇；掌握过去完成时的结构及用法。初步运用本课重点目标语言描述过去发生的事。 通过Pair-work的形式对学习方法谈论，评价学生的对目标句型的认知；通过可视化思维工具整理重点学习方法短语，评价学生对课堂内容的理解与整合；通过听力联系，评价学生准确使用本单元功能性语言。
Section A 3a-4c 读写课 第二课时 通过学习重点词汇句型，使学生认识到生活中充满着许多出乎意料的时间，培养学生正确看待事物的积极心态，流利地讲述自己曾经的特别的一天。 通过读课文找出描述过去的句子，评价学生对目标句型的认知；通过提取描述关于学习障碍的关键信息，并完成问题，评价学生的信息提取和整合能力；在图片和文字提示下，复述课文，评价学生对语言结构和词汇的理解；通过编写对话和角色表演进行口头输出，评价学生的英语思维和语言表达能力。
Section B 1a-1d 听说课 第三课时 培养学生从所听到的对话中获取基本信息的能力。 通过问题启发式评价引导学生，评价学生对语篇主题的理解；通过个人思考和合作交流，评价学生主动参与到学习中的能力。
Section B 2a-2e 阅读课 第四课时 培养学生的阅读能力，理解关键词和短语的能力；帮助学生了解愚人节，开玩笑不能伤害别人的感情。 通过问题启发式评价引导学生从整体到具体的认识，并提取关键信息完成思维导图，评价学生对文本第一段的理解和信息提取能力；通过读文章，定位、获取、整合信息，评价学生对文章第二段的理解和信息整合的能力；通过对话编写和角色表演进行口头输出，并通过书面表达的形式，评价学生对句型的掌握
Section B 3a-Self check 写作课 第五课时 学生能够总结、归纳、巩固、运用本单元所学的重点短语；能根据所学知识进行写作，提高学生的写作能力。 通过书面表达的形式，评价学生写作的能力。
第5课时 教学设计
课题 Unit 12 Life is full of the unexpected . Section B 3a-Self Check 写作课
教材（语篇）分析： 【what】 本节课是一节写作复习课。在前面听、说、读的基础上，让学生尝试写作。 【why】 活动3a-3b是相互练习的一个整体任务，要求学生写出自己幸运或不幸运的一天。 【how】 3a要求学生先回答what , was , how等问题，这些问题旨在打开学生思路，从多方面把握写作要点，在内容上解决些什么和怎么写的问题。3b为学生提供了参考的句型和词组，旨在从语言上减低学生写作的难度，帮助他们顺利完成写作的任务。Self Check 氛围两个部分活动，第一个活动让学生选择适当的次，并填写该单词的正确形式来检测学生对本单元词汇的掌握和对阅读篇章的理解能力。活动二是一个半开放的活动，给学生提供了一定的情景，需要学生发挥自己的想象了，相处尽可能多的方式来回答问题。这和活动既能检测对语法的掌握情况，又能锻炼学生的想象力和创造性思维。
学情分析： 自然情况 本单元已经基本结束， 本单元重点句型已经基本了解。 （二）已有基础 九年级的学生，语言能力比较强。 （三）存在问题
但是如何用语言目标表达观点上还学进行相关的学做练习和指导。 （四）解决措施 通过学生对单元话题结构、功能都有了一定了解和掌握，并且能够初步运用。
教学目标： 通过本课学习，学生能够： 掌握本单元基础知识，掌握过去完成时的结构和用法。 （学习理解） 学生能够根据所学知识进行写作，提高学生的写作能力。 （应用实践） 要注意人们所持文化认同感和对玩笑忍度的差异，愚弄他人时应持审慎及得当的态度。 （迁移创新）
教学重难点 重点：掌握一般过去时和过去完成时的用法。 难点：能够在写作中熟练运用这两种态度。
学习活动设计 教师活动学生活动环节一：Activity 1 教师活动1 Lead-in Tell students that they have to fill in the blanks with past perfect tense . More than one answer may be possible: Students think and try to complete the sentences by themselves. Let some students read their answers to the class. Share their answers together . 学生活动1 Answer the questions and discuss 活动意图说明： 复习过去完成时，促进积极思考。让学生在规定的时间内想出尽可能多的答案，然后小组分享，小组推选出最有创意的答案，这是一个半开放的活动，给学生提供了一定的情景，需要学生发挥自己的想象力，相处尽可能多的方式来回答问题。 环节二：Activity 2 教师活动2 Work on 3a Task 1: Can you remember a lucky or an unlucky day What happened Make some notes about what you remember . Task 2 :根据要点，口头叙述自己的故事。 学生活动2 Work in pairs Discussion . 活动意图说明： 独立完成表格，写下自己故事的要点。为口头叙述故事、书面表达做准备。 环节三：Activity 3 教的活动3 Practice writing Write a story about your lucky or unlucky day and tell your story to a Partner or the class. My lucky /unlucky day I will always remember the date_____ This was the luckiest /unluckiest day of my life . When I woke up that morning ._____ Later that day , _____ I couldn’t believe____ Then/After that _____ Finally ____ I think ____ After finishing , check it with your partner . 学的活动3 Express their own opinions . 活动意图说明： 根据要点和提示的短语，独立完成写作，训练书面写作能力。 环节四：Activity 4 教的活动 Work on Self Check 1 Let some students share their stories with the whole class. 学的活动4 Work on 3b 学的活动3 1. Ss observe the images and understand the situation. 2. Ss complete the questions and answers using past future tense. 活动意图说明： 通过展示自己的故事，让学生互相学习优点，纠正错误，老师可在此过程中观察并及时给与由针对性的指导，提高教学效率。 环节五： Activity 5 教的活动 5 Work on Self Check Let some students read the words in the box. Make sure all the students know the meaning of the words . Let students read the sentences in Self check 1. Then students try to fill in the blanks with the correct form of the words in the box. 学的活动5 Finish Self Check 活动意图说明： 让学生选择适当单词，并填写该单词的正确形式来检测对本单元的掌握和对阅读篇章的理解能力。
板书设计 Unit 12 Life is full of the unexpected . Period 5 Section B 3a-Self Check My lucky /unlucky day beginning :when , where , who , what body: And what happened next What’s the end of the story Ending : How do you feel What do you think
分层作业设计 基础巩固： 复习本单元内容 设计意图：熟记本课重点单词和短语。 能力提升： Finish the competition 设计意图：预习巩固重点单词及短语。
教学反思与改进 本节课学生积极参与口头语言与写作技巧训练，大多数学生的写作很棒，但仍又部分学生的写作水平有待提高。
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