Unit12 SEction A 3a～3c教学设计 2025-2026学年人教版九年级英语全册

本文围绕“Unit 12 Life is full of the unexpected. Section A (3a - 3c)”展开，核心知识点为过去完成时及相关词汇、句式，通过阅读两篇意外事件文章进行教学。承接日常英语学习，为后续复杂时态学习奠基，呼应单元主题。教学中，借助阅读、讨论等环节，渗透语言、文化、思维、学习能力等核心素养。 本设计创新点在于结合真实事件，采用多种教法。特色教法如任务驱动、合作学习，教具运用多媒体辅助。学生层面提升语言运用与思维能力，教师层面提供清晰授课路径，课堂效果上增强互动，有效突破教学难点。

Unit 12 Life is full of the unexpected. Section A (3a - 3c)教学设计 I. Teaching Aims 1. Knowledge Aims Students can master the new words and phrases: block, in line with, worker, stare, disbelief, above, burn, burning, alive, airport, till, west. Students can understand and use the 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.” Students can learn and understand the usage of the past perfect tense in the context of narrating unexpected events. 2. Ability Aims Students can improve their reading ability, such as skimming for the main idea, scanning for details, and making inferences. Students can use the past perfect tense and other related sentence patterns to retell the stories in the passage and talk about their own unexpected experiences. Students can enhance their logical thinking ability by analyzing the sequence and cause - effect relationship of events in the passage. 3. Emotional Aims Students can realize that life is full of unexpected events and develop a positive attitude towards them. Students can understand the importance of seizing the moment and cherish every day in life. II. Teaching Key Points and Difficult Points 1. Key Points The understanding and application of new vocabulary and sentence patterns. Grasping the main idea and details of the reading passage about two unexpected events. Comprehending and using the past perfect tense correctly in the context of past events. 2. Difficult Points Distinguishing the past perfect tense from the simple past tense accurately and using them properly in different situations. Analyzing the complex sentence structures in the passage and understanding the deep - meaning of the text, especially the change of the author's emotions and the lessons learned from the unexpected events. III. Teaching Methods Communicative Teaching Method: To create situations for students to communicate in English, such as discussing their own unexpected experiences. Task - based Teaching Method: Design various tasks like reading tasks, discussion tasks, and retelling tasks to help students achieve learning goals. Cooperative Learning Method: Organize students to work in groups to complete tasks, which can improve their cooperation ability and communication skills. IV. Teaching Aids Multimedia courseware (including pictures, videos, and audio materials related to 9/11 attacks and the New Zealand earthquake) Blackboard and chalk V. Teaching Procedures Step 1 Lead - in Show students some pictures or a short video about some unexpected events, such as natural disasters (earthquakes, tsunamis) or accidents (plane crashes, traffic accidents). Then ask students: “Have you ever experienced anything unexpected in your life? Share it briefly with your partners.” Give students 2 - 3 minutes to talk in pairs. Invite several students to share their stories with the whole class. This can arouse students' interest in the topic and lead to the reading passage smoothly. Step 2 Pre - reading Introduce some background knowledge about the 9/11 terrorist attacks in New York and the 2011 earthquake in Christchurch, New Zealand. Show some pictures or short video clips to help students have a better understanding of these two major events. Write the following words on the blackboard: “block, in line with, worker, stare, disbelief, above, burn, burning, alive, airport, till, west”. Let students guess the meanings of these words according to the context of the background introduction. Step 3 While - reading Fast - reading (Skimming) Ask students to read the passage quickly and answer the following two questions: What two unexpected events did the writer experience? What is the main idea of the passage? Give students 3 minutes to read and then check the answers. The two events are the 9/11 attacks and the New Zealand earthquake. The main idea is that the writer experienced two unexpected events and how these events changed his or her feelings about life. Careful - reading (Scanning) Task 1: Read the first paragraph carefully and answer the questions in 3a. When did the 9/11 attacks happen? (On September 11, 2001) What was the writer doing when the first plane hit the building? (The writer was waiting in line for a coffee at a coffee place two blocks east from the office.) How did the writer feel after the attack? (The writer felt lucky to be alive.) Task 2: Divide students into groups of four. Let them complete a mind - map about the first paragraph. The mind - map can include the time, place, people, events, and the writer's feelings. After 5 minutes, invite some groups to share their mind - maps on the blackboard. Task 3: Read the second paragraph and put the sentences in 3c in the correct order. Students need to pay attention to the action verbs and adverbials of time. Check the answers together. Task 4: Analyze the sentence structures and tenses in the passage. Focus on the usage of the past perfect tense. For example, “Before I could join the others outside to see what was going on, the first plane had already hit my office building.” Explain that the action “the first plane had already hit” happened before “I could join the others outside”. Compare it with the simple past tense in the passage, and let students find more examples of the past perfect tense and simple past tense, and discuss the differences. Step 4 Post - reading Group discussion Pose the following questions for students to discuss in groups: What would you do if you were in the writer's situation during the 9/11 attacks or the earthquake? Do you think these unexpected events changed the writer's life? How? What can we learn from the writer's experiences? Give students 5 minutes to discuss. Then ask each group to choose a representative to share their group's opinions with the class. Retelling Ask students to retell one of the two stories in the passage using their own words. They can refer to the mind - map and key sentences they have analyzed. First, let students practice retelling in pairs. Then invite 2 - 3 students to retell in front of the class. Step 5 Summary and Homework Summary Summarize the key points of this lesson on the blackboard, including new words, important sentence patterns, the usage of the past perfect tense, and the main idea of the passage. 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 at least three sentences with the past perfect tense. The passage should be at least 80 words. Encourage students to search for more information about other unexpected events around the world and share it in the next class. 1 学科网（北京）股份有限公司 $$