68（九年级）Unit 12 Section A (3a-3c)（教案1）

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Unit 12 Life is full of the unexpected.
Section A（3a-3c）

Teaching Aims	Language goals   To learn to narrate unexpected things using past perfect tense.    Key words and phrases block, in line with, worker, stare, disbelief, above, burn, alive, airport, till, west Key sentences I was about to go up when I decided to get a coffee first. Before I could join the others outside to see what was going on,the first plane had already hit my office building. But by the time I got to the airport,my plane to New Zealand had already taken off.
Teaching Difficulties	Use the past perfect tense fluently to talk about a special day you had.
Teaching Aids	CAI, multimedia courseware or other realia that the T needs for teaching

Teaching Procedures	Tips
Step 1 Lead-in
Lead-in Show Ss the picture of tsunami and introduce the topic of this lesson “Life is full of the unexpected.” T can lead students to say these phrases about unexpected events: flood, earthquake, typhoon, sandstorm, snowstorm, mudslide, tsunami. Free Talk Ask some students to talk freely about the unexpected events.Teacher can give an example,then let them talk about the things they met in the past.
Step 2 Reading &Presentation	图片和视频导入是常见的导入方式，这种导入方式有利于学生通过对背景知识的理解来对课文内容进行深层次挖掘和探究。 在思维导图阅读训练法中，学生通过对思维导图的完成可以加深对文章的理解，同时这个题型符合中考题型，所以对考试也有益处。
Pre-reading Teacher can introduce the background knowledge of 911 terrorist attacks and the earthquake in Christchurch, New Zealand to Ss. Teacher can show students the real situation of two major international events through pictures and videos. While-listening Teacher sets six tasks for students to help them understand the article well. Task 1 Skimming and underlining Find the following key clues (where,when,what) and the key sentence through reading the first paragraph. Task 2 Mind-mapping Divide students into groups of four. Ask each group to complete the mind map. After all the groups have finished, the teacher can invite some students to share their answers to the class. Task 3 Scanning and answering Teacher asks students to practice reading skills by answering questions. Answers: 1.The writer arrived at World Trade Center at around 8:30 a.m. 2.The writer decided to get a coffee first. 3.It was two blocks east from his office. Task 4 Mind-mapping The teacher asks students to complete the mind map. In this way, the teacher can know whether the students can understand the second paragraph or not. Task 5 Reordering Read para. 2 carefully and put the sentences in the right order. (To complete this task,students should focus on the action verbs and adverbials of time.) Answers: 5,1,3,4,2 Task 6 Summary Give students some time, ask them to make a summary of the passage by drawing a mind map. The teacher can use the mind map on PPT P18 as an example. When students have finished their own mind maps, the teacher can pick some students to draw their mind maps on the board. Post-listening Teacher asks students a question “What can we learn from the passage?” Students can discuss with their partners and then give their own reflections. Presentation Teacher asks Ss to read the passage carefully and underline the important words and phrases.Then finish the following tasks. 3a Answer the questions in 3a. Answers: 1.The writer mentioned the September 11 attacks in New York and the February 21 earthquake in New Zealand. 2.The writer went to get a coffee first and was not in the office when the plane hit the World Trade Center. He/ She had overslept and missed his/ her flight, so he/ she was able to avoid the earthquake. 3b Finish the tasks of 3b. Answers: 1.found      I found a pen on the desk. 2.east        The sun rises in the east. 3.above      There was a plane flying above us. 4.alive       She was so happy to hear he was still alive. 5.full        The room is full of people. 3c Work in pairs, 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. Answers will vary.
Step 3Language points learning
be about to do sth.意为“刚要做某事，即将做某事”，表示即将发生的动作，在时间上指最近的将来。 be about to do sth.通常不与具体的时间状语连用，而常与when引导的时间状语从句连用。 alive是形容词,侧重说明生与死之间的界限，既可指人，也可指物。可用来作表语，后置定语或宾补等。虽有死的可能，但还活着。 living 意为“活着的”，强调说明“尚在人间”，“健在”，可用来指人或物，作定语或表语。My first teacher is still living.我的启蒙老师仍健在。 live 意为“活的”，通常指物，不指人，常用作定语放在名词的前面。 它还可指“实况转播的”。He said he had seen a live whale.他说他看见过活鲸鱼。 lively 意为“活泼的；活跃热情的；充满活力的”，可作定语、表语或宾补，既可指人，也可指物。Jenny is a lively girl.珍妮是个活泼的女孩。 stare v. 后常接介词at/into，意为“凝视，盯着”，指由于好奇、惊讶、赞叹等原因而瞪大眼睛长时间地、直接地注视，有时含有粗鲁无礼的意思。 look at指集中注意力地看，是有意的，强调“看”的动作。 in disbelief 不相信，疑惑，怀疑 above  prep. 1)（表示位置）在……正上方；高于”（与 below相对）。 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”。 注意：on, over与above都可以表示“在……上”。
Step 4  Exercises,Summary & Homework	一节课后的练习是必不可少的环节，学生通过练习可以加强对基础知识的巩固。
Exercises Complete pages from 35 to 36 of the PPT. Summary The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge. Homework Read and recite the passage in 3a. Do the exercises in students’ book.
Teaching Reflection	In this lesson, the teacher gives students enough time to read the passage by themselves. Also, the teacher gives students lots of chances to do the group discussion, and the students can understand the passage better through group work.