1、Unit 4I used to be afraid of the dark. SectionAGrammar Focus 4a-4c 教案教案 【教材版本与册数】【教材版本与册数】新目标人教版九年级上册 【课型】【课型】Grammar（语法课） 【教材分析】【教材分析】 本单元围绕“我们发生了怎样的变化”为话题，谈论“过去经常有的习惯”。Section A 从描写外貌和个性 相关的词汇入手，展开了简单地描述“过去”的听力、会话和阅读等活动，对人物的个性、外貌和经历作今昔对比， 使学生感知新语言内容 used to 的结构特征，体会其用法。本节课 Section A（Grammar Focus-
2、4c）突出学习和总 结归纳语法 used to 句型结构，包括肯定、否定和疑问结构及其回答。“Grammar Focus”明确呈现出语言点，便 于学生自我探究及归纳总结。其中 4a 侧重语句构建训练，旨在帮助学生强化语言结构；4b 借助 Emily 的过去、现 在的变化的对比， 引导学生对比性地使用语言， 反馈学生对重点语言学习内容的掌握情况； 4c 突出个性化语言交际， 以填表活动为学生创设运用所学语言结构进行交流，获取信息的平台。 【学情分析学情分析】 本节课的授课对象为初三的学生。从小时候成长到一名初中生，学生在外貌性格等方面都有很大的变化。经 过了初一到现在两年多的英语学习，学生已经有
3、了比较扎实的英语基础，能够较熟练的运用相关词汇描述人的外貌 和性格等方面的变化。学生在本节课前学生已经对 used to 的结构和用法有了初步的掌握。 【设计思路设计思路】 本节课为一堂语法课，重点是对 used to 的结构和用法进行反复操练，让学生熟练掌握和运用。针对以上对 教材和学生情况的分析，我充分利用多媒体技术，采用情景教学法和任务型教学法相结合，将班上学生的今昔对比 变化作为线索来设计本堂课的教学内容。首先教师通过播放自己制作的关于全班同学过去和现在对比的一个视频来 引入，通过一个 guessing game 来复习和练习 used to 的用法，引起学生的学习兴趣。接下来整堂课的
4、活动设计都 是以学生的变化为线索，让学生运用 used to 来进行造句、编对话、写作、表演情景剧等输出练习，并且巧妙地将 教材上的 4a、4b、4c 三个练习穿插在整节课的活动设计中，让学生进行了非常充分的输出练习。除此之外，在整 节课的活动设计中，将语法课的“4P”教学模式，即 Preparation、Presentation、Practice、Production 贯穿始 终。最后情感升华部分通过让学生关注到同学和父母的变化，学会关心他人、感恩父母。 【教【教学目标学目标】 语言知识目标： 新单词短语： European, African, British, speech, public
5、, in public 句型：巩固复习 used to陈述句、疑问句及其简单回答。 语法：总结 used to 结构。 语言技能目标： 1. 能够使学生通过体验、对比、发现 used to 的结构特征并归纳总结其语言规律，然后进行不同层次 的练习，让 学生主动理解和掌握语法知识并体验到语言学习的快乐性。 2. 课后的活动设计将帮助学生内化目标结构和语言，在新的语境中运用语言，能更好地检测学生的掌握程度，从 而获得理性认识。 情感态度价值观目标： 能够通过对比，让学生学会关注周围同学父母的变化和关心他人。深刻意识到父母对他们的爱，学会感恩父母。 【教【教学重难点学重难点】 1.复习巩固 Sect
6、ion A 部分所学的生词和词组，达到熟练运用的目标。 2.对 used to 结构进行总结和运用。正确使用 used to 结构描述或询问过去的外貌、性格特点及经历。 【教【教学策略学策略】 采取情景教学法和任务性教学法以及语法课的“4P”教学模式 ： PreparationPresentationPracticeProduction 引导通过自主学习、 自主探究、 小组合作与交流、 总结归纳和操练的方式达成目标。 【教学【教学准备准备】 1. 根据教学内容，优化教学设计，制作教学课件。 2. 搜集全班学生小时候的照片和现在的照片，下载音频，制作视频。 【教学【教学流程流程】 Prepara
7、tionPreparationPresentationPresentationPracticePracticeProductionProduction (Step(Step 1-2)1-2)(Step(Step 3 3 - - 6)6)(Step(Step 7-9)7-9) 阶段阶段教师活动教师活动学生活动学生活动设计意图设计意图 Preparation (Step 1-2) Step 1 Revision Review the usage of “used to” 1. Teacher raises a question to lead to the phrase “used to” 2.
8、T presents some interesting pictures and asks students to make sentences with “used to”according to the pictures and key words that are shown on the PPT. Students make sentences with “used to” To help students to consolidate what theyve learnt last class Step 2 Lead-in 1. T presents a video about th
9、e studentspast and present life. 2.Play a guessing game: T gives some descriptions about some students in the classroom with “used to & didnt use to”, let students guess who he/she is. Ss watch the video and play the guessing game The video can help Ss recall their past life. The guessing game can a
10、rouse Ss interest and pepare them for the subsequent task. Presentation and Practice (Step 3 - 6) Step 3 Practice and pair work 1. T presents pictures of more students and asks them to make sentences with “used to & didnt use to”. 2. Sum up different aspects of students changes. 3. Ask Ss to work in
11、 pairs, introduce themselves and their partner to the whole class about their past life in different aspects. Pay attention to use the sentence patterns: Introduce yourself: I use to be/do .I didnt use to be/do . Introduce your partner: She/He used to be/do . She/He didnt use to be/do . Ss use the s
12、entence patterns to introduce themselves and their partners. 1. To get Ss to take part in the class more actively and practise the target language in different aspects. 2. To help them learn more about their classmates. Step 44a 1. T asks Ss to observe the phrases and explains the new words: Europea
13、n,American. 2. T asks Ss to finish exercise 4a: write sentences about the past using “used to”. 3.Check the answers with the students. Ss observe the phrases in exercise 4a, finish this exercise and check answers. To provide Ss with more practice about the usage of “used to” in declarative sentences
14、. Step 5 4c 1. Lead-in: T raises two questions and asks students to answer. Q1:Did you use to be afraid of something? Q2:Are you still afraid of it? 2. T presents some pictures to explain the new words in the chart. Eg.the dark, being alone, giving a speech. 3. Ask students to think of more things o
15、r more situations that they are afraid of. 4. Ask Ss to work in pairs and act out the interview with their partners. Using the sentence patterns below: A: Did you use to be afraid of ? B: -Yes, I did. I used to be afraid of -No, I didnt. I didnt use to be afraid of . A:Are you still afraid of ? B: -
16、Yes, I am. I am still afraid of -No, not any more. 5. Ask Ss to do a report about the results of the interview. 1. Ss anwer the two questions. 2. Learn the new words and phrases 3. Think of more things or more situations that they are afraid of. 4. Have an interview with their partner and act it out
17、. 5. Do a report about the results of the interview. 1. To create some situations and help Ss do more practice about the usage of “used to” in question format and the ways to anwser. 2. The interview can help Ss to apply what they have learned. 3. The report can improve Ss language organization abil
18、ity. Step 6 4b 1. Lead-in: T presents two photos which show a students changes and asks the following questions: Q1: What did Roy look like years ago? Q2: What does Roy look like now? Lead in the sentence pattern: . use to., but now. 2. Present more pictures to practise the sentence pattern. 3. Ask
19、students to read the chart in 4b and try to write sentences about Emily with the information. E.g. Emily didnt use to eat a lot of vegetables, but now she loves carrots and tomatoes. 4. Sum up the aspects that are introduced about Emily in the chart: eating habits/ hobbies/ behaviors/ habits. 1. Ss
20、answer the two questions and make sentences with “. use to., but now.” 2. Finish exercise 4b and sum up Emilys changes in different aspects. To get Ss to pay attention to peoples changes in differents aspects by practising using the sentence patterns and prepare for the subsequent task. Production (
21、Step 7-9) Step 7Writing 1. T asks Ss to write a short article about their changes. These aspects should be included: appearance, habits, hobbies, personality, behaviors.At least five sentences. 2. Ask Ss to share their writing with other students. Ss write a short article and read it out to other cl
22、assmates. To provide Ss with writing practice in usingthetarget language. Step 8A short play 1. Ask Ss to work in groups and make a short play : Ten years later, you meet your classmates who you studied with in Junior Middle School. All of you have changed a lot. Make a short play to talk about your
23、 changes. Pay attention to use “used to”. 2. Ask Ss to act out the short play. Ssmakeashort play in groups and act it out. To improve Ss speaking ability and provide them with an opportunity to practise what they have learned today. Step 9Sublimate emotion and give homework 1. T: You have changed a
24、lot, so do your parents. Do you still remember what your parents used to be like? Have you ever paid attention to their changes? Parents are the people who love you most in the world and they have done a lot of things for you. I hope you can always remember their love and care about them. 2. Homewor
25、k Write a short article about the changes of your parents and show your appreciation to them. Ss recall what their parents used to be like,thinkabout theirchangesand prepare to write an article after class. To guide Ss to pay attention to their parentschanges and then conduct emotional education for students. Blackboard Design: Unit 4I used to be afraid of the dark. I Heused to/didnt use to . She . used to/didnt use to . , but now . Did you use to be afraid of . ? -Yes, I did. /No, I didnt.
