【核心素养目标】Unit 12 Life is full of the unexpected. Section A (3a-3c)表格式教案

课题 Unit 12 Life is full of the unexpected. Section A (3a-3c) 班级 备课教师
课型 阅读课 课时 2
核心素养与思政渗透 本课时围绕“意想不到的事情”的话题展开，在语篇创设的两件突发事件的情境下继续引导学生学习过去完成时态和由when, before, as, by the time引导的时间状语从句讲述过去发生的事情。通过阅读作者从突发事件中转危为安的故事，帮助学生进一步感知如何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，并通过预测、略读、寻读等技能的体验与运用提升英语读写能力，在语言学习中发展思维，在思维发展中推进语言学习。同时，认识到生活中常常发生难以预料的事情，不管好与不好，都要形成坦然面对生活意外的意识。
课标分析 新课标要求九年级学生能读懂语言简单、主题相关的简短语篇，提取并归纳关键信息，理解隐含意义；能在听、读、看的过程中，围绕语篇内容记录重点信息，整体理解和简要概括主要内容，能根据读到的关键词对人物、地点、事件等进行推断；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；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；能从不同角度解读语篇，推断语篇的深层含义，作出正确的价值判断；能在学习活动中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。
教学目标 语言能力 能够在谈论突发事件的情境中，正确使用所学词汇和过去完成时态和由when, before, as, by the time引导的时间状语从句，以读、说、写等方式理解和叙述过去发生的事情，特别是意想不到的事件；通过预测、略读、寻读等技能的运用，提高学生的阅读理解能力；
文化意识 能够通过阅读作者两次转危为安的故事，认识到生活中常常发生难以预料的事情，不管好与不好，都要形成坦然面对生活意外的意识；
思维品质 能够在老师的引导下，通过自主、合作、探究学习，提取、整理、概括语篇中关于过去发生事情的关键信息，并能推断语篇的深层含义，做出正确的价值判断，提高思维的逻辑性、批判性和创新性；
学习能力 能够通过阅读有关突发事件的文章，保持英语学习兴趣；通过部分阅读策略的感悟、体验和学习，促进阅读理解能力的提升；能在学习活动中积极思考、主动探究，并与他人合作，共同完成学习任务。
教材内容分析 本课是一节阅读课。3a提供的阅读语篇是一篇两段式按时间顺序叙述的记叙文，讲述了作者从两件意想不到的突发事件中转危为安的两个小故事；3a要求学生快速阅读，掌握文章大意，回答作者避开了哪两场灾难，以及如何幸免于难的问题；3b要求学生利用所给的重点词汇复述事件内容，既能检测学生对文章大意的掌握，还能训练学生的语言组织能力和表达能力。
重点 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；理解文章信息，提高阅读技能；
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 对于911事件和新西兰地震，学生可能会感到陌生，可适当增加相关视频资料予以补充了解。通过第一课时的学习，学生们初步感知了过去完成时态和由when, before, as, by the time引导的时间状语从句的叙述过去发生之事的用法，但还需要更多的见识与练习，才能逐渐熟悉，正确恰当地运用。此外，九年级学生的阅读能力存在差距，需要教师多关注学生个体差异，多创设练习机会并进行指导。
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Step 1. Lead-in. Have a brainstorming about the unexpected. Watch the videos to learn about the accidents. Step 2. Reading. Fast reading. Guess the main idea of the article according to the picture. Careful reading. Look through the first paragraph and find out the key information according to the question words, like when, where, what and how. Sa: He felt unbelievable and lucky. Read the second paragraph and find out the key information according to the question words. Make the correct order according to the passage. Step 4. Post-reading. Finish the mind-map and try to retell the passage in pairs. Work in groups and have a discussion about how they should deal with the unexpected. Finish 3b. Find words from the passage with opposite meanings to the words below. Step 5. Conclusion. Try to have a summary about what they have learnt this lesson. T: What do you think of “the unexpected” Provide some pictures to help Ss. T: What event can it be according to the information Play two videos about the two accidents. T: Those two events are unexpected and unlucky. More unluckily, a man experienced both of them. Let's read his story in 3a. Guide Ss to analyze the information of the picture. Provide questions for Ss to catch some detailed information. T: How was the writer feel after this accident Guide Ss to list the activities and feelings. T: What happened to the writer on that day Ask Ss to list the key information in pairs and then show their results. Ask Ss to read some sentences and put them in order. Let Ss read the passage again and check if their guess is right. T: What do you think of the writer Lucky or unlucky T: How should we deal with the unexpected things correctly 通过头脑风暴导入“意想不到的事情”话题，激活学生背景知识。 利用视频资料，补充背景知识，导出生词unexpected, hit以减轻阅读时的压力，为下一步文本话题的阅读做好铺垫。 通过标题和图片，引导学生利用“五指法”进行快速阅读，猜测文章大意，渗透预测的阅读策略，激发学生的阅读兴趣和期待。 通过关于记叙文的要素点分析，训练学生快速移动眼睛寻找关键信息的能力，潜移默化地学习并掌握scanning的阅读策略。 引导学生在解读文章的过程中理解生词含义，将词汇教学渗透在语境之中进行，使学生能够充分理解和准确运用新词汇。 通过思维导图梳理故事发展线索，帮助学生理解具体细节，梳理文章内容要点，更好地理解文章内容，在语言的实践活动中提升思维品质的逻辑性和目标语言的内化，提高从阅读文本中获取信息的能力。 通过复述课文，形成思维导图，引导学生将所获取到的信息梳理成体系，内化语言知识，提升思维品质。 3b通过让学生在文中寻找反义句，帮助其巩固语言基础，丰富表达方式，为后面的写作打好基础。 情感教育，使学生懂得生活中存在意外，不管好与不好，都要坦然面对、乐观处理。
课 时 达 标 检 测
根据句意和汉语提示写出所缺的单词。 1. Go across the two (街区), and you can find the store is on your right. 2. He is a famous medical (工作者) and is always respected by lots of people. 3. The paper lantern dropped into the stove and it soon (燃烧) up. 4. Do you know what’s the fastest way to get to the (机场) 5. The old man wasn’t dead. He was still (活着的). 根据汉语和所给的提示词翻译句子 6. 当我到达那栋楼的时候，我打算先上楼。（when, arrived, about） 7. 我们必须排队在公共汽车站等候。(line) 8. 我快速跑出去看正在发生什么事。（ran, see, going） 9. 我难以置信地看到那栋楼着火了。（disbelief, burning） 10. 在我到机场之前，飞机已经起飞了。（by, already） 短文填空 用方框中所给单词的适当形式填空，使短文完整、通顺。每词限用一次。 children discourage under kiss upset shout look beg bring something
A long time ago, a man punished his 3-year-old daughter for wasting a roll of gold wrapping (包着的) paper. Money was tight and he became very angry when the child tried to decorate (装饰) a box to put 11 the Christmas tree. However, the little girl 12 the gift to her father the next morning and said, “This is for you, Daddy.” The father was 13 by his earlier overreaction (过激的反应), but his anger rose again when he found out the box was empty. He 14 at her, “Don’t you know, when you give someone a present, there should be 15 inside ” The little girl 16 up at him, tears filled in her eyes，and cried, “Oh, Daddy, it’s not empty at all. I blew 17 into the box. They are all for you, Daddy.” The father was shocked. He put his arms around his little girl, and he 18 for her forgiveness. Only a short time later, an accident took the life of the child. Her father kept that gold box by his bed for many years, and whenever he was 19 , he would take out an imaginary kiss and remember the love of his 20 who had put it there.
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板 书 设 计
Unit 12 Life is full of the unexpected. (Section A 3a-3c)
作 业 设 计
Level A Write a short passage about one of the unexpected things in your life. Try to use the target language of this lesson.
Level B Write a short passage to retell the writer’s experiences.
教 学 反 思
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