Unit 12 Section A (2a-2d)（Word教案）-【优翼·学练优】2025-2026学年九年级英语下册同步备课（人教版）

该初中英语教案聚焦过去完成时的运用，涵盖核心词汇“give ... a lift”及关键句型。导入通过复习短语游戏、自由讨论早晨活动和意外事件，融入新词汇，搭建旧知到新知的学习支架，为后续听力与语法学习铺垫。 此教案亮点在于多维活动设计，游戏和讨论激发学习积极性（学习能力），听力前问题预测培养逻辑思维（思维品质），续写故事与角色扮演提升口语表达（语言能力），视频辅助直观理解听力内容，语言点易混辨析巩固基础，助力学生综合语言运用和思维发展，为教师提供结构化教学流程。

Unit 12 Life is full of the unexpected. Section A（2a-2d） Teaching Aims · Language goals learn to narrate past events using past perfect tense. · Key words and phrases give ... a lift. · Key sentences 1. But before I got to the bus stop,the bus had already left. 2. At least by the time you got to school,you were only five minutes late for class. 3. When I got home,I realized I had left my keys in the backpack. Teaching Difficulties Practice the past perfect tense and the adverbial clauses with when,before,as,by the time to narrate past events. Teaching Aids CAI,multimedia courseware or other realia that the T needs for teaching Teaching Procedures Tips Step 1 Warming up&Lead-in 游戏导入可以让学生更快进入课堂，而且当前的游戏将本节课的重点词汇结合在一起，加强了他们对于学习的积极性。 Warming up · Revision Show students the phrases on PPT P6. The teacher asks each student to write down a translation for each phrase on the paper, then ask students to check the answers with their partner. If all the translations are correct, each student can get two points. The teacher then designates the individual student to make sentences using the phrases, and the student who answers well will receive another point. · Free talk What do you usually do in the morning before school? T can teach these expressions to Ss: brush teeth,go to school,have breakfast, take a shower. Lead-in Brainstorm(Discussion) · Do you like mornings? Why or why not? · Did anything unexpected happen this morning? · How did it make you feel? T can lead students to say these phrases about unexpected events:be late for school, miss the bus, lose the key, leave the backpack at home, forget to bring homework, receive a birthday present, oversleep Step 2 Listening &Presentation 问题导入是常见的导入方式之一，这种导入方式有利于学生通过问题提前预测听力的动词甚至内容。 续写故事的设计旨在检测学生对于听力部分内容以及重点词句的掌握，同时对与学生口语表达能力和逻辑思维能力也有一定促进作用。 PPT 中的视频里的对话内容就是书本2d的听力内容，通过视频可以让学生更直观地感受听力中Kevin身上发生的事， 可以帮助学生缓解部分听力压力。 Pre-listening · Divide Ss into five groups. Ask Ss to discuss what happened to the girl. T can ask Ss some questions to give some clues about the story. Where is Mary in the pictures? Is anything good or bad happening to her? What do you think it is about? (Tip: T can ask Ss to share what they have discussed before giving them the answers. Ensure they truly understand what happened in the story.) While-listening 2a · Listen to Mary continue her story and number the pictures in the correct order. Answers:3,1,2,4 2b · First ask the Ss to fill in the blanks with the correct forms of the verbs in brackets. Then let some students to write their answers on the blackboard. Finally teacher checks the answers. (If there is something different for them, teacher can let them listen it again.) Answers: 1.got,had left 2.got,had rung 3.walked,had started · Role-play Ask two pairs of students to role-play the listening material of 2b. Post-listening Look at the pictures in 1a and 2a and retell the story. 1. 1. 1. Key words in 2a 1. ran home, got home, had left my keys, ran back to school, had rung, walked into class, had started teaching 1. 1. Key words in 1a 1. overslept, got up，shower, went outside, had left, ran, got to school, backpack Presentation 2c · Teacher asks Ss to make up an ending for the story and share it with their partners. The teacher divides the class into five groups, one of whom continues the story by saying one sentence, and at last, the five sentences must be a complete story. 2d · Read the conversation in 2d and answer the questions below. 1. Why was Kevin late for class? 2. How did Kevin get to school? · Ask students to read the dialogues of 2d carefully in pairs. Teachers can remind students of the stress, conjunctions,intonation, and intonation of words before they read together. · Watch a video about the story of 2b. Prepare for the retelling of the story. Step 3 Language points learning leave v. 忘了带；丢下 1. leave+宾语+地点状语 把······忘在某地 leave 1. leave sb. by oneself 把某人单独留下 【易混辨析】leave与forget 两词都可以表示“遗忘”的意思，其区别如下： leave 通常与地点状语连用，表示将某物遗忘在某地。 forget 不与地点状语连用，表示忘记带某物。 put on 穿上 put on是动副短语，强调动作，反义短语是take off。其宾语若是代词，代词要放在put与on中间。 【拓展】put on的其他用法： （1）增加（体重）；发胖 （2）上演；举办 Step 4 Exercises& 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 26 to 26 of the PPT. Homework · Preview the passage on Page 91. · Preview the new words and phrases. · Do the exercises in students’ book. Teaching Reflection This is the second period of the unit. Our main task is to get the students to learn the structure “make＋sb.＋do sth.” and “make＋sb.＋adj.”. The teacher should teach the main structure by giving students a lot of oral and listening practice and then let them read a short conversation and learn some idioms and useful expressions.Tell the students to remember these idioms when learning English. Have the students learn the structure by comparing and making summaries. 学科网（北京）股份有限公司 $