Unit12Lifeisfulloftheunexpected.SectionA(2a-2d)TeachingAimsLanguagegoalslearntonarratepasteventsusingpastperfecttense.Keywordsandphrasesgive...alift.KeysentencesButbeforeIgottothebusstop,thebushadalreadyleft.Atleastbythetimeyougottoschool,youwereonlyfiveminuteslateforclass.WhenIgothome,!realizedIhadleftmykeysinthebackpack.TeachingPracticethepastperfecttenseandtheadverbialclauseswithDifficultieswhen,before,as,bythetimetonarratepastevents.TeachingAidsCAI,multimediacoursewareorotherrealiathattheTneedsfbrteaching

TeachingProceduresTipsStep1Warmingup&Lead-in游戲?qū)肟梢宰寣W生更快進入課堂，而且當前的游戲?qū)⒈竟?jié)課的重點詞匯結(jié)合在一起，加強了他們對于學習的積極性。Warmingup>RevisionShowstudentsthephrasesonPPTP6.Theteacheraskseachstudenttowritedownatranslationfbreachphraseonthepaper,thenaskstudentstochecktheanswerswiththeirpartner.Ifallthetranslationsarecorrect,eachstudentcangettwopoints.Theteacherthendesignatestheindividualstudenttomakesentencesusingthephrases,andthestudentwhoanswerswellwillreceiveanotherpoint.>FreetalkWhatdoyouusuallydointhemorningbeforeschool?TcanteachtheseexpressionstoSs:brushteeth,gotoschool,havebreakfast,takeashower.Lead-inBrainstorm(Discussion)ADoyoulikemornings?Whyorwhynot?Didanythingunexpectedhappenthismorning?Howdiditmakeyoufeel?Tcanleadstudentstosaythesephrasesaboutunexpectedevcnts:bclatefbrschool,missthebus,losethekey,leavethebackpackathome,forgettobringhomework,receiveabirthdaypresent,oversleepStep2Listening&Presentation問題導入是常見的導入方式之一，這種導入方式有利于學生通過問題提前預測聽力的動詞甚至內(nèi)容。Pre-listening>DivideSsintofivegroups.AskSstodiscusswhathappenedtothegirl.TcanaskSssomequestionstogivesomecluesaboutthestory.存>WhereisMaryinthepictures?#anythinggoodorbadhappeningtoher?gWhatdoyouthinkitisabout?(Tip:TcanaskSstosharewhattheyhavediscussedbeforegivingthemtheanswers.Ensuretheytrulyunderstandwhathappenedinthestory.)While-listening2a>ListentoMarycontinueherstoryandnumberthepicturesinthecorrectorder.Answers:3,1,2,42b>FirstasktheSstofillintheblankswiththecorrectformsoftheverbsinbrackets.Thenletsomestudentstowritetheiranswersontheblackboard.Finallyteachercheckstheanswers.(Ifthereissomethingdifferentforthem,teachercanletthemlistenitagain.)Answers:.got,hadleft2.got,hadrung3.walked,hadstartedRole-playAsktwopairsofstudentstorole-playthelisteningmaterialof2b.Post-listeningLookatthepicturesinlaand2aandretellthestory.；\Keywordsin2aranhome,gothome,hadleftmykeys,ranbacktoschool,hadrung,walkedintoclass,hadstartedteachingKeywordsin2aranhome,gothome,hadleftmykeys,ranbacktoschool,hadrung,walkedintoclass,hadstartedteachingKeywordsin2aranhome,gothome,hadleftmykeys,ranbacktoschool,hadrung,walkedintoclass,hadstartedteachingKeywordsin2aranhome,gothome,hadleftmykeys,ranbacktoschool,hadrung,walkedintoclass,hadstartedteaching續(xù)寫故事的設計旨在檢測學生對于聽力部分內(nèi)容以及重點詞句的掌握,同時對與學生口語表達能力和邏輯思維能力也有一定促進作用。overslept,gotup,shower,wentoutside,hadleft,ran,gottoschool,Presentation續(xù)寫故事的設計旨在檢測學生對于聽力部分內(nèi)容以及重點詞句的掌握,同時對與學生口語表達能力和邏輯思維能力也有一定促進作用。2cTeacherasksSstomakeupanendingforthestoryandshareitwiththeirpartners.Theteacherdividestheclassintofivegroups,oneofwhomcontinuesthestorybysayingonesentence,andatlast,thefivesentencesmustbeacompletestory.里的對話內(nèi)容就是書本2d的聽力內(nèi)容，通過視頻可以讓學生更直觀地感受聽力中Kevin身上發(fā)生的事，可以幫助學生緩解部分聽力壓力。2d里的對話內(nèi)容就是書本2d的聽力內(nèi)容，通過視頻可以讓學生更直觀地感受聽力中Kevin身上發(fā)生的事，可以幫助學生緩解部分聽力壓力。WhywasKevinlateforclass?HowdidKevingettoschool?Askstudentstoreadthedialoguesof2dcarefullyinpairs.Teacherscanremindstudentsofthestress,conjunctions,intonation,andintonationofwordsbeforetheyreadtogether.Watchavideoaboutthestoryof2b.Preparefortheretellingofthestory.Step3Languagepointslearningleavev.忘了帶；丟下1leave+賓語+地點狀語把忘在某地leaveleavesb.byoneself把某人單獨留下【易混辨析】leave與forget兩詞都可以表示“遺忘”的意思，其區(qū)別如下:leave通常與地點狀語連用，表示將某物遺忘在某地。fbrget不與地點狀語連用，表示忘記帶某物。puton穿上puton是動副短語，強調(diào)動作，反義短語是takeoff。其賓語若是代詞,代詞要放在put與on中間?！就卣埂縫uton的其他用法：（1）增加（體重）；發(fā)胖（2?演；型Step4Exercises&Homework

ExercisesCompletepagesfrom26to26ofthePPT.HomeworkPreviewthepassageonPage91.Previewthenewwordsandphrases.Dotheexercisesinstudents9book.一節(jié)課后的練習是必不可少的環(huán)節(jié)，學生通過練習可以加強對基礎知識的鞏固。TeachingReflectionThisisthesecondperiodoftheunit.Ourmaintaskistogetthestudentstolearnthestructure“make+sb.+dosth."and“make+sb.+adjJ.Theteachershouldteachthemainstructurebygivingstudentsalotof