Unit 12 Life is full of the unexpected. Section A (1a - 2d)教学设计2025-2026学年人教版英语九年级全册

本文围绕“Unit 12 Life is full of the unexpected. Section A (1a - 2d)”展开，聚焦过去完成时等核心知识点。承接日常英语学习背景，为后续复杂时态学习奠基，呼应生活中意外事件的单元主题。通过听、说、读等环节，强化学生语言能力，在讨论意外事件中培育文化意识、提升思维品质与学习能力。 本设计创新点在于创设真实情境，运用交际、任务及视听等多元教法，借助多媒体等教具。学生能提升语言运用与思维能力，教师获清晰授课路径，课堂互动性增强，有效突破过去完成时的教学难点。

Unit 12 Life is full of the unexpected. Section A (1a - 2d)教学设计 I. Teaching Aims 1. Knowledge Aims Students are able to master the key words and phrases, such as “unexpected, by the time, backpack, oversleep, ring, give...a lift”. Students can understand and use the target sentences: “By the time I got outside, the bus had already left.” “When I got to school, I realized I had left my backpack at home.” Students can learn the structure and usage of the past perfect tense: had + past participle. 2. Ability Aims Through listening practice, students can improve their listening skills, especially the ability to catch key information about past events. By participating in speaking activities, students can enhance their oral English skills, expressing past unexpected experiences using the target language fluently. Students' reading ability will be developed as they analyze the text and understand the sequence of events. 3. Emotional Aims Students can recognize that life is full of unexpected situations and learn to face them with a positive attitude. They can also improve their sense of responsibility and time - management skills through discussing these unexpected events. II. Teaching Key Points and Difficult Points 1. Key Points The usage of the past perfect tense to describe actions that occurred before a specific past time. Mastering key vocabulary and sentence patterns related to unexpected events. 2. Difficult Points Differentiating between the past perfect tense and the simple past tense accurately in various contexts. Applying the past perfect tense correctly and fluently in speaking and writing to narrate past events. III. Teaching Methods Communicative Teaching Method: Create real - life communication situations to let students practice using English to talk about their experiences. Task - based Teaching Method: Design a series of tasks, like listening tasks, speaking tasks, and role - playing tasks, to help students achieve learning goals. Audio - visual Teaching Method: Utilize multimedia resources, such as pictures, recordings, and videos, to arouse students' interest and help them better understand the content. IV. Teaching Aids Multimedia courseware Tape recorder Blackboard and chalk V. Teaching Procedures Step 1 Lead - in Show students a short video about a person's chaotic morning, like oversleeping, missing the bus, and then running to school only to find the school gate closed. After watching, ask students: “What can you see from the video?” Guide them to answer “Life is full of the unexpected.” Then introduce the topic of this lesson. Step 2 Presentation 1a Let students look at the pictures in 1a. Ask them to describe what happened to the girl in each picture. For instance, in the first picture, ask “What's wrong with the girl?” Students may answer “She overslept.” Do the same for the other pictures. Then introduce the sentence structure “By the time...,... ” Explain that it is used to talk about two past events, where the action in the main clause happened before the action in the “by the time” clause. Write some examples on the blackboard: By the time I arrived at the party, everyone had already started dancing. Activity: Pair - work. Students work in pairs. One describes an event using “by the time”, and the other makes a response. Step 3 Listening 1b Tell students they will listen to Mary talking about her morning. Before listening, let them look at the sentences in 1b and predict what words might be missing. Play the recording for the first time. Students just listen. Then play it again, and students complete the sentences. Check the answers together. Play the recording one more time, pausing at key sentences for students to repeat and imitate the pronunciation. 2a Let students look at the pictures in 2a. Ask them some pre - listening questions, such as “Where do you think Mary is in these pictures?” “What might happen to her next?” Play the recording. Students listen and number the pictures in the correct order. Check the answers and play the recording again for students to double - check. Step 4 Speaking 1c Ask students to take turns being Mary. Look at the pictures in 1a and talk about what happened this morning. Encourage them to use the past perfect tense and the sentence structures they've learned. For example, “I had a terrible morning. First, I overslept. By the time I woke up, my sister had already finished breakfast.” Invite some pairs to act out their conversations in front of the class and give them feedback. 2c Ask students to work in pairs. Make up an ending for Mary's story in 2a and 2b. Then share their endings with the class. Step 5 Role - play 2d First, let students read the questions below 2d: “Why was Kevin late for class?” “How did Kevin get to school?” Play the recording of 2d. Students listen and answer the questions. Explain some new words and phrases in the conversation, like “stare in disbelief at” “be about to do sth.” Divide students into pairs. They role - play the conversation between Kevin and the teacher. Encourage them to act out the emotions and expressions in the conversation. Invite some pairs to perform in front of the class. After the performance, ask other students to give their comments. Step 6 Summary and Homework Summary Summarize the key points of this lesson on the blackboard, including new words, phrases, sentence patterns, and the usage of the past perfect tense. Ask students to copy them down in their notebooks. Homework Ask students to write a short passage about an unexpected event in their lives, using the past perfect tense. They should write at least 80 words. Suggest students to listen to the recordings of this lesson again to improve their listening skills. 1 学科网（北京）股份有限公司 $$