【核心素养目标】Unit 12 Life is full of the unexpected. Section A (1a-2d) 表格式教案

课题 Unit 12 Life is full of the unexpected. Section A (1a-2d) 班级 备课教师
课型 听说课 课时 1
核心素养与思政渗透 本课时围绕“意想不到的事情”展开，引导学生在理解和谈论女孩Mary和男孩Kevin某天早晨遇到的一系列意象不到的事件的语境下，学习并尝试运用过去完成时态和由when, before, by the time引导的时间状语从句讲述过去发生的事情，从而激发其学习英语的兴趣，促进其在语言学习中发展思维，在思维发展中学习语言，并引导学生懂得生活中常常会有意外发生，要学会坦然面对，微笑前行，同时要学会合理安排自己的学习和生活，明白计划的重要性。
课标分析 新课标要求九年级学生能听懂发音清晰、语速较慢的简短口头表达，获取关键信息；能围绕相关主题，运用所学语言，与他人进行日常交流，语音、语调，用词基本正确，表达比较连贯；有正确的价值观和积极向上的情感态度；有自信自强的良好品格，做到内化于心、外化于行；能辨识语篇中的衔接手段，判断句子之间、段落之间的逻辑关系；能根据语篇推断人物的心理、行为动机等，推断信息之间简单的逻辑关系；能主动参与课内外各种英语实践活动，注意倾听，积极使用英语进行交流；能在学习过程中积极与他人合作，共同完成学习任务。
教学目标 语言能力 能够在“糟糕的早晨”的情境中，正确使用与话题有关的词汇，过去完成时以及由when, before, by the time引导的时间状语从句，以听说等方式理解和讲述过去发生的事情；能够听懂关于“意想不到的事情”的语篇，借助图片信息进行听前预测，促进听说能力的提升；
文化意识 通过简要谈论意想不到的事情，懂得生活中常常会有意外发生，要学会坦然面对，微笑前行，同时要学会合理安排自己的学习和生活，明白计划的重要性；
思维品质 能够在听说活动中准确获取并表达有关过去发生的事情的信息，并联系自身表达个人观点和看法，提高思维的逻辑性、批判性和创新性，实现知识与思维能力的迁移；
学习能力 通过谈论生活中意想不到的事情，激发对英语学习的兴趣；通过听说等各项技能策略的感悟、体验和学习，形成良好的学习习惯，提高学习效率；能在学习活动中积极与他人合作，共同完成学习任务。
教材内容分析 本课时为本单元第一课时，是一节听说课。1a-1c为导入部分，围绕女孩Mary某天早上遇到的一系列意想不到的事件，通过看图说话、听力及对话展开，引入本单元新的语法结构——过去完成时。2a-2c是一个完整的听说任务链活动，学习内容依旧围绕女孩Mary展开，是前面故事的延续，巩固了对一般过去时和过去完成时两种主要语法结构的认知，并为后面的语法学习做了铺垫。2d作为本单元的口语范例，讲述了男生Kevin因为晚起错过校车，但却幸运搭上同学父亲的车上学的小故事，巩固了前面所学的词汇和句型结构。
重点 初步感知和尝试使用过去完成时态的语法结构和语用功能；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；
难点 明白一般过去时态和过去完成时态的区别，并能正确运用这两种时态叙述过去发生的事情；
学情分析 本节课的中心话题是围绕女孩Mary因为晚起导致一系列意想不到的事件展开的。在讲述过程中，when, before, by the time引导的时间状语从句用一般过去时态，这个时态学生在前面的学习中已经掌握。同时导入过去完成时态，让学生能够描述过去某一时间或动作之前发生或完成了的动作。由于话题贴近学生生活实际，在学习过程中，结合Mary’s bad day的情境讲述，很容易激发学生的同感并引起其学习兴趣。
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设 计 教 学 过 程 设 计 意 图
学 生 活 动 教 师 导 学
Step 1. Lead-in. Watch the video and talk about the unexpected things happened to the boy. Step 2. ListeningⅠ. Observe the pictures and match the phrases with the pictures to describe Mary’s experience. Listen to Mary talking about her morning and complete the sentences. Recognize the times things happened and try to understand the function of the past perfect tense. Listen again and fill in the blanks. Step 3. Post-listeningⅠ. Retelling. Retell the terrible things Mary had according to the pictures. Sa: Mary had a bad morning. First of all, she overslept. Pair work. Show their conversations later. Sa: What happened to him Sb: By the time he got to the bus stop, the bus had already gone. Step 4. ListeningⅡ. Look at the pictures in 2a and answer the questions. Sa: She is at school / in the classroom. Sb: There is something bad happening to her. Sc: I think it is about her schoolbag/books... Listen to Mary to continue her story. Number the pictures [1–4] in the correct order and fill in the blanks. Step 5. Post-listeningⅡ. Continue to retell Mary’s story with the help of the pictures and the key words. Sa: The teacher would ask Mary why she was late for school and remind her of being careful next time. Make up an ending for the story and share it with classmates. Step 6. Role-play. Read the conversation and answer the questions. Talk about their advice. Sa: They should set two alarm calls. Listen to the conversation and fill the blanks. Role-play the conversation. Step 7. Summary. Listen to T to explain the language points and do some exercises. Play a video about a boy’s sad, bad, terrible day. T: What happened to him T: What unexpected things ever happened in your life T: Did the girl have a good day or a bad day T: What happened to Mary Can you describe Mary’s experience Provide some phrases for Ss to match with the pictures. Play the recording and let Ss fill in the blanks. Based on the sentences, explain the past perfect tense. T: What do you think about Mary’s morning T: How will you feel if you experience such a day Let Ss fill in the blanks and tell Mary’s morning. Ask Ss to work in pairs and make conversations to talk about the unexpected things. Provide some questions. T: Where is Mary in the pictures T: Is there anything good or bad happening to her T: What do you think it is about Play the recording and let Ss finish 2a and 2b. Guide Ss to list some key words according to the pictures. T: What happened after that Provide some questions for Ss to predict. T: What can you see in the picture T: Can you guess what the dialog is about Let Ss give some advice to Mary and Kevin on being late for school. Provide a event line and let Ss finish with some useful expressions. T: Life is like a box of chocolates. You never know what you’re going to get. T: The whole day’s work depends on the plan in the morning. 通过让学生观看与话题相关的动画视频，激活背景知识，促进看的技能提高， 激发学生对此话题的学习兴趣和共鸣。 引导学生仔细观察图片，在听力前浏览和预测信息，为获得信息做好准备。短语的提供可以为学生降低难度，减轻焦虑。 通过听力填空的方式输入本课功能句型，达成知识目标。及时对新出现的时态进行引导、解释说明，帮助学生理清事件发生的时间，理解过去完成时所表达的意义和功能。 利用图片引导学生模仿、复述、表达，夯实语言基础，提高口语表达水平。 通过同伴合作，将所学知识进行迁移，讨论更多过去的事情，为学生创造更多口语表达的机会，巩固新学时态。 通过问题链引导学生继续观察图片，预测接下来的情节发展，尽快进入听力材料中的语境，渗透听力技能教学，形成信息期待。为下一步的听说活动做好铺垫。 通过两组听力任务的完成，引导学生由大意向细节的信息获取，巩固目标语言，渗透听力技能教学，促进语言能力和学习能力的提升。 通过听后的故事复述和续写尝试，帮助学生梳理信息，发散思维，促进了逻辑性、批判性、创新性思维的发展，同时促进其口语表达能力的提升。 通过回答问题，让学生对对话内容从整体感知到细节理解，做到最大程度的掌握。 通过提建议、列事件等引导学生关注细节性的语言点知识，在语言内化和能力提升中兼顾基础知识的落实。通过角色扮演的形式引导学生关注语音语调、肢体语言等。 进行知识点的处理，进行情感渗透，教育学生要坦然面对生活中的意外，微笑前行，同时要学会合理安排自己的学习和生活，明白计划的重要性。
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I.根据句意和汉语提示写出所缺的单词 1. The result was so (出乎意料的) that lots of people don’t believe it. 2. He has just bought a new (背包). 3. Mike (睡过头) this morning and he didn’t catch the early bus. 4. —What (发生) to him last night —He had a car accident and hurt his legs. 5. When I got to school, I (意识到) I had left my schoolbag at home. II. 根据汉语提示完成句子 1. 在我到大门口之前，我已经找到了我的钢笔。 I got to the gate, I already my pen. 2. 我的闹钟为什么没有响？ Why didn’t my alarm clock 3. 他同意让我搭便车。 He agreed to . 4. 他花了至少一个小时到了那里。 He spent an hour arriving there. 5. 当他醒来的时候，他看到妈妈正站在他面前。 When he , he saw his mother in front of him. III.补全对话 请阅读下面一段对话，根据其情景，从下面方框内七个选项中选出能填入对话的五个选项。 A: Did you hear about the big accident on Beijing Road this morning B: 1 A: Two cars hit each other. Then four more cars hit them! I saw it on my way to school. B: How many people were hurt in the accident A: 2 The people nearby all seemed to be OK. B: Driving a car is more dangerous than taking the bus or walking. A: 3 B: So many people drive. And some drivers are sleepy, or talking on their phones. 4 A: Very true. This is a big city, so there are many drivers. B: 5 Mr. Liu is the bus driver. He is the best driver in the city. A: When someone else is driving, you can relax! A. Why do you think that B. I usually take the bus to school. C. Many people were hurt. D. I’m not sure. E. No. What happened F. What are the drivers doing G. They aren’t watching the road.
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Unit 12 Life is full of the unexpected. (Section A 1a-2d)
作 业 设 计
Level A Everyone is really busy in the morning. Do you still remember what happened to you one morning last week Please tell us by writing a short passage about it.
Level B Write a short passage to introduce Mary’s or Kevin’s morning according to 1b and 2a, 2b or 2d.
教 学 反 思
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