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1、Unit 12 Life is full of the unexpected.第一课时 Section A (la2d)类别课时要点重点单词adj.出乎意料的n.背包，旅行包3. oversleep v.睡过头 4. ring v.鸣，响重 点 词 组a shower洗浴my backpack at home把背包忘在家里3. get back to school 返 1可学校teaching 开始教学5. go off响铃 out the door冲出房门7. give sb a lift 捎某人一程 least 至少重 点 句 式the time I got up, my brother
2、had already gotten in the shower.当我起 床时，我哥哥已经进了浴室了。2. By the time I got outside, the bus had already gone.当我出来时，公 汽己经走了。3. You were only five minutes late for class. 你只迟到了五分钟。4. When I got to school, I realized I had left my backpack at home.S 我到达学校时，我才意识到我把背包忘在家里了。5. By the time I walked into class
3、 the teacher had started teaching already.当我走进教室时，老师已经开始讲课了。6. I didnt even brush my teeth or wash my face.我甚至没有刷牙也没 有洗脸。自主学习案根据汉语提示完成单词。1. I got to school late because I overslept(Iiyk)this morning.2. When I got home. I realized I had Ieft(ig)my English book at school.3. Its cold outside(在外面),youd
4、better wear more clothes.4. When I got to school, I realized(意识到)1 forgot to bring my homework.5. Youd better put your homework in your backpack(背包).课堂导学案Step 1 准备与热身(Preparation)Teacher： For one or more times in our school times ， we are late for you ever been late for school? Can you tell me why?
5、And what happened to you that day?Students： Yes, I have been late for school one times.Because, ,I was nearly late for class one day and-Step 2 呈现与输入（Presesntation）1 .要求学生翻开课本P89,迅速阅读la部分的内容。并按要求完成课本上相应的任务：Look at ihe pictures what happened to the girl.（l 分钟）2 .检查答案，先要求全班一起给出答案并检杳讨论。然后要求23名同学就What d
6、o you usually do in the morning?给出自己的答案，并把收集的答案列举在黑板上。（3分钟）Teacher： What do you usually do in the morning?Students： I.put on my clothes and get upcook breakfastride to schoolStep 3呈现与体验(Practice)1 .要求学生听第遍录音，并完成课本上1b的听力任务:Listen to Mary talking about her (he sentences： 读出序号一读出所填单词一读出完整的句子(2分钟)2 .要求学
7、生听第二遍录音，并逐句进行跟读。(2分钟)3 .完成教材1c的任务，要求学生模仿la内容，进行对话练习。并邀请23对同学当堂进行演示。(3分钟) 小结训练：要求学生在规定的时间内完成一个小练习。并请若干学生给出自己的答案。有错误的话及时解 决纠正。(2分钟)用所给动词的正确形式填空：1. By the time I got up, my mother had already cooked (cook)breakfast yesterday morning.2. When Jack got home his sister had、vashed (wash)thc clothes.3. We ha
8、d learned (1 earn)over 2, 000 English words by the end of last term.4. What happened (happcn)to you last week?- I had my bike stolen.5. The boy never realizes (rcalize)his mistakes until his teacher points them out.通过学习la,使学生对过去完成时态有所了解，并拓宽了思路；通过1b,锻炼学生的听力及抓取关键信息 的能力：通过1c的训练锻炼学生的口头表达能力，同时巩固对本课内容的认识。
9、Step 4 运用与生成(Production)1 .要求学生翻开课本P90。播放录音一遍，完成2a, 2b的听力任务，然后个别检查，统一核对答案。(2分 钟)2 .要求学生听第二遍录音，并逐句进行跟读。(2分钟)3 .听力内容巩固训练。要求学生根据所听到的内容完成下列各句。完成后要求若干学生给出自己的答案。 以巩固对听力内容的了解。(4分钟)1)1 ran home to get my backpack.2)1 ran back to school without my keys or my hackpack.3)She asked for our homework, but of cour
10、se I didnt have it.4 .大声朗读听力材料。(1分钟)5 .放下听力材料，要求学生模仿听力内容，利用2a, 2b的信息编写故事的结尾，并和同伴分角色练习对话 练习。然后邀请23对同学当堂演示。看哪一对的表现最佳。(5分钟)6 .播放2d的对话录音，让学生跟读，模仿并理解大意。然后让学生分角色朗读并表演2d的对话。(5分钟)Step 5巩固与提高(Progress)探究点一By the time I got up, my brother had already gotten in the shower.当我起床时，我哥哥已经在洗淋浴 J。【点拨】(l)bythetimc ”到时
11、为止，在以前”，引导时间状语从句。其引导的从句如果用一般过去 式，则主句常用过去完成时。e. the time wc entered the hall, they had ordered the dishes.我们进入大厅时，他们已经点好菜了。(2)already作副词，意为“已经”，多用于肯定的陈述句，常用于完成时态，多位于句中或句末。e. have already visited the zoo.我已经去过那个动物园了。Anna has read the book已经读过这本书。针对训练(B ) the time I got to the cinema, the movie for ten
12、 minutes.A. had begunB. had been onC. has startedD. has been on(B )2.Will you please go to see the movie with me?No, I wonit already.A. saw B. have seen C. see D. will see 探究点二 辨析：already, yet与stillalready常用于肯定句中，可置于句中或句末。1. have already finished my homework.我的作业已经做完了。yet意为“还、仍然、已经”，常用于疑问句或否定句中，多位于句
13、末。2. you found you ruler yet?你已经找到你的尺子了吗？He has been ill and isnt fit fbr work yet.他一直在生病，尚不能工作。still意为“还、仍然”，常用于肯定句中，也可用在疑问句或否定句中，在否定句中须放在否定词not之 刖。3. am still busy, I have not finished my work yet.我仍然很忙，我还没有干完活儿。Does he still work in the factory?他还在那个工厂上班吗？They still havent gotten more information
14、.他们直到现在还是没有得到更多的信息。针对训练用 already, yet 或 still 填空。4. Its only 11 oclock and they already had lunch.5. My neighbor hit my car last week and he still hasnt apologized.6. John, have you finished that report yet ?教学反思：本课教学通过课前的一个师生问答互动引入新课的话题，通过la的任务型学习，使学生对过 去完成时态有所了解，并拓宽了思路；1b主要是提高学生的听力能力，1c的学习提高了学生的II
15、头表达能力， 同时巩固对本课内容的认识。通过2a2d的学习，将听、说、读、写的任务结合起来不仅锻炼了学生的语言综合运用能力，还巩固了学 生对目标语言的学习、识记和运用。小组对话训练了同学们的合作意识和团队精神。教学方法的改进：在演示教学过程，要求学生积极主动地参与，对于表现突出者，提出表扬，以便调动其他 学生的主观能动性，取得更好的教学效果。第二课时 Section A (3a3c)类别课时要点重点单词V.错过，未得到adj.出乎意料的3. block n.街区 n.工作者5. stare v.盯着看，凝视 n.不信，怀疑7. above adv.在上面v.着火；燃烧；9. alive adj
16、.活着的；有生气的； n.飞机场11. till conj.& prep.直到 adv.向西重 占 八、 词 组both events错过两个事件of ihe unexpected充满着不可预知性3. wait in line 排队 about to do sth 正要做某事5. stare in disbelief at难以置信地盯着6. raise above the burning building从正在燃烧的楼上升起7. jump oul of bed跳下床 tooneself暗想，自言自语9. turn into 变成重was about to go up when I decide
17、d to get a coffee first.我正准备上去，点我突然决定先喝一杯咖啡。句 式2. As I was waiting in line with other office workers I heard a loud sound.正当我和其他的员工在排队等候时，我听到了一声巨响。3. Before I could join the others outside to see what were going on, (he first plane had already hit my office building.我还没来得及和其他人到 外面看发生什么事，第一架飞机已经撞上了我办
18、公室的楼房。4. But by the time I got to the airport, my plane to New Zealand had already taken off.但是当我到达飞机场时，我的飞往新西兰的飞机已 经起飞了。5. My bad luck had unexpectedly turned into a good thing.我的封；运气 出乎意料地变成了好事。自主学习案根据汉语提示完成单词。1. I didnt call him up because I wanted to give him an unexpected （出乎意料的）surprise.2. The
19、 woman stared in disbelief （不信）at the large pile of money on the table.3. Every morning, when I wake up, I will thanks God that I am still alive （舌着）.4. Two hours later, the fireman got to the burning （燃烧）house.5. After Bert got up, he drove to （he airport （飞知L场）to meet.课堂导学案Step 1 准备与热身（Preparation
20、）播放一段美国恐怖袭击或日本大地震，菲律宾海啸的视频，让同学回答这分别是什么事件，并询问他们在 生活中是否碰到过一些意想不到的事。（4分钟）环节说明：通过上述图片或影片的介绍，使学生对这两个短文有了一定的了解，从而达到导入新课的目的。 引起学习短文的兴趣。Step 2 呈现与输入（Presesntation）1 .要求学生快速默读短文，熟知大意，并完成课本3a的任务。然后邀请几位同学给出自己的答案，全班一 起检查讨论。（3分钟）（1 ）one is The terrorist attacks in New York and the other is New Zealand big earthq
21、uake.（2）His bad luck had unexpectedly turned into good thing.2 .先邀请几位同学朗读短文，教师要注意语音，及时纠正。然后播放录音，全班同学一起跟读。（3分钟）Step 3练习与体验（Practice）3 .短文内容巩固练习。让学生用自己的话复述短文内容。（4分钟）4 .完成教材3b的任务，要求学生再次阅读短文，找出与3b的方框中所给单词意思相反的单词并用每个单 词造一个句子。（5分钟）Step 4 运用与生成（Production）让学生以小组为单位，用3c所给词的提示复述其中的一个故事。将听、说、读、写的任务结合起来不仅锻炼了学生
22、的语言综合运用能力，还巩固了学生对目标语言的学习、 识记和运用。Step 5巩固与提高（Progress）探究点 We stared in disbelief at the black smoke rising above the burning feit lucky to be alive.我们难以 置信地看着那烧着的楼房上升起的黑烟，我庆幸自己还活着。【点拨】1.句中above意为“在上面”above, over, on三者都可以表示“在上面”，三者的区别如下：above的意思是“在之上” “高于”，表示相对高度，不一定是正上方，它的反义词是below。e. plane flew abov
23、e the clouds.飞机在云层上面飞行。ver意为“在之上”表示在垂直之上，其反义词是under。e. is a bridge over the river.河上有座桥。There is a boat under the bridge.桥下有一只船。n意为“在上面”表示与表面接触。e. put the book on the desk.他把书放在课桌上。【点拨】在句中意为“活着”，作表语。词语辨析:alive, living, livelyalive主要用作表语（有时可用作后置定语，但不可用作前置定语），意为“活着的，有生气的”，可用于人 或物。e. must be still aliv
24、e.他一定还活着。He thinks he is the happiest man alive.他认为他是世界上最幸福的人。living作形容词时意为“活的、现存的、逼真的”，在句中作表语或定语。亦可作名词，意为“生活、生 存、生计”。c. his grandparents still living?他的祖父母还健在吗？Both plants and animals are living things.动物和植物都是生物。Toni makes a living by sending newspaper.Tom以送报为生。注意：alive和living表示活着的，两者含义很接近，只要句法适合，有
25、时可互换。e. g.谁是当代最伟大的诗人？可译为：若严格区分两者仍有差别，living通常是客观描述某人“尚在人间”或“健在”，而alive则主要指“生与死 的界线”。e. was still alive when I reached the hospital.当我赶到医院时他还活着。lively意为“活泼的、快活的、生动的，可指人或物，可作定语或表语，但它不能表示“活着的”。e. children arc usually lively.小孩子们通常是活泼的。He told a very lively story.他讲了一个非常生动的故事。针对训练(D ) lived in a room th
26、e shop.A. overB. onC. atD. above(A ) Brown always makes his class and keeps his students in class.A. lively； interested B. lively； interestingC. alive： interested D. alive： interesting教学反思：本课教学通过事先准备的图片或影片的介绍，使学生对这篇短文有一定的了解，从而达到导入 新课的目的。引起学生的学习兴趣。在3a的教学中，将听、说、读、写的任务结合起来不仅锻炼了学生的语言综合运用能力，还巩固了学生对 目标语言的
27、学习、识记和运用。教学方法的改进：充分利用图片教学法的直观性，来加强学生的形象记忆，强化知识的信息。第三课时 Section A (Grammar Focus4c)类别课时要点重点单词n.奶油，乳脂；n.果馅饼；n.豆荚；n.集市；重占八、词组the math homework收数学作业2. complete the work for my boss 完成老板的工作3. make the apple pie制作苹果馅饼4. show up赶到，出现5. add the green beans添加绿豆荚6. leave for school后程去学校7. by the end of在末尾重the
28、 time I got back to school, the bell had点 句 式rung.当我返回学校时，上课铃已响了。2. Before I got to the bus stop, the bus had already left.在我到达公交站之前，公汽已离开了。3. By the time I arrived at the party everyone else had already showed up.当我到达晚会时，其他的每个人都已经到了。4. When he put the noodles into the bowl, he realized he had forgo
29、tten to add the greenbeans.当他把面条放进碗里时，他意识到他忘了添加绿豆荚了。5. Before she got a chance to say goodbye he had gone into the building.在她得到一个向他告别的机会之前，他已经进入楼房了。6. The teacher had collected the math homework when I got to school.当我到校时老师已把数学作业收了。7. When she arrived at the cinema, she remembered she had forgotten
30、 to feed the dog.当她到影剧院时她才记起她忘了喂狗。自主学习案根据汉语提示完成单词。1. Dad, I am going to be late for you give me a lift?2. My alarm clock didnt ring off , so I overslept this morning.3. Why do you all stare me in disbelief? Dont you believe me?4. This fish isnt dead but it is still alive. Look! It is still moving.5.
31、 I would tell you the truth unless the sun raised from the west.课堂导学案Step 1 准备与热身(Preparation)Teacher： It seems that everyone is busy in the never have enough time on school mornings.(Show a flash on the seems more lively and interesting.)What do you usually do in the morning?Students： . I put on my
32、 clothes and get up. I brush my teeth and wash my face and so on Step 2 呈现与输入(Presesntation)要求学生分角色问答并翻译表格中的句子。出说过去完成时的句型结构及基本用法。并能造出相仿的句子Step 3 练习与体验(Practice)1. 要求学生翻开课本P92,参照例句用bythetime或before造句。给出5分钟的时限，然后请5位同学朗读句子，全班集体核对答案。(5分钟)The answers：2. Before I put cream in the coffee the coffee had bec
33、ome cold.3. By the time I got to school, the teacher had collected the math homework.4. Before (he workday ended, I had completed (he work for my boss.5. By the time I arrived at the cinema, the movie had started.6. By the time I got home from my language course, my mother had finished making the ap
34、ple pie.7. 用4b方框中所给单词的正确形式填空完成句子，给出5分钟的时限，然后请6位同学朗读句子，全班集体 核对答案。(5分钟)1. had, showed up, forgotten， rushed out4. had, forgotten at gone intoStep 4 运用与生成(Production)根据你昨天的活动，写出两个正确的陈述和一个错误的陈述，然后让你的同伴猜出错误的陈述。(2分钟)将听、说、读、写的任务结合起来不仅锻炼了学生的语言综合运用能力，还巩固了学生对目标语言的学习、识记和运用。Step 5巩固与提高(Progress)探究点一过去完成时1 .过去完成
35、时表示在过去某一时间或动作之前已经发生或完成的动作，它表示动作的时间是“过去的过去，02 .构成：肯定句：助动词had(适合一切人称)+过去分词否定句：had not(had not可缩写成hadnl)+过去分词一般疑问句：Had+主语+过去分词？3 .用法：(1)常与before, by, bythetime, bytheend。偌引导的时间状语(从句)连用，从句的谓语动词要用一般过去时。e. the time I was six, I had started playing ping-pong.到我六岁时，我已经开始学打乒乓球了。We had reached the top of the
36、mountain before nine yesterday.昨天九点前我们已经到了山顶。(2)由“过去的过去”来判断，动作有先后关系，先发生的用过去完成时，后发生的用一般过去时。f. I had finished reading the magazine, I went to sleep.我读完杂志后，就去睡觉了。(3)表示从过去某一时间开始，持续到过去另一时间的动作或状态。与“for+时间段”连用时，主句谓语动 词只能用延续性动词。g. had been ill fbr a week when we learnt about it.当我们知道这件事时他已经病了一周了。(4)在主句谓语动词为
37、一般过去时(said, asked,d, thought)的宾语从句中，从句常用过去完成时。c. Zhang said that he had lived in this city fbr ten years.张先生说他已经在这个城市住了十年。针对训练(B ) I off to (he bus stop, the bus had already left.A. runB. ranC. have runD. had run(C ) didnt go to buy a bike because my uncle one fbr me as the birthday present.A. bough
38、t B. will buy C. had bought D. was buying(A ) parents to work by the time the girl up.A. had gone； woke B. have gone； wakeC. went； wake D. have been to； wake4 .我来教室之前就已经看过这本书。I had read the book before I came to the classroom.5 .他们赶到时比赛都进行了半个小时了。The match had been on for half an hour when they got t
39、here.探究点二When I got to school, I realized that I had left my backpack at home.当我到了学校之后，才意识到我把背包忘在家里了。【点拨】(Idealize作及物动词，意为“意识到、认识到”后接名词、代词或从句。e. havent realized the importance of the passage.我还没意识到这篇文章的重要性。The boy cried when he realized what had happened.当那个男孩意识到发生了什么时便哭了起来。You will realize the mist
40、ake you made in future.你将来会意识到你犯的错。(2)left在本句中是leave的过去分词，在此处意为“遗忘、忘带、丢下”。leave sth in/at/on some place把某物忘在某处。e. ve left my math book at home.我把我的数学书落在家里了。注意：leave当“遗忘”讲时，常与表示地点的词连用，而forget则不可以与表示地点的词连用。针对训练(B )6.Can I use your dictionary? I mine at home.Of it is.A. forget B. left C. remembered D. stayed教学反思：本课教学通过课前一个问题Whaldo you usually do in themorning?进行师生互动引入新课。在GrammarFocus的教学中，呈现过去完成时的句型结构及其用法。学生学习积极，模仿第造句，把过去完成时态学以致用O在4a-4c教学中，将听、说、读、写的任务结合起来不仅锻炼了学生的语言综合运用能力，还巩固了学生 对目标语言的学习、识记和运用。教学方法的改进：通过自测发现，针对基础较差的学生，必须加强本单元的语法重点训练，反更操练，以 达到全体学生共同提高的目的。