1、教材分析教材分析 【本单元话题】【本单元话题】 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”。 【本单元重点掌握目标】【本单元重点掌握目标】 理解、掌握和运用 used to 结构。 【教材内容拆分分析】【教材内容拆分分析】 Section B 在 SectionA 的话题基础上进行延伸和拓展。主要围绕“过去的爱好”而进行，从听、说“过去的学校生活”到对 “过去行为”的读、写进行了语言综合性的训练。 1a-1b 进一步拓展丰富了本单元的话题内容，同时为后面听力活动进行预热。 1c-1d 第三次听力输入，在 SectionA 的基础上语言难度加大，语言更丰富。 1e 要求学生在就
2、所听内容与同伴交流。 【通过本单元的学习学生需掌握哪些综合技能】【通过本单元的学习学生需掌握哪些综合技能】 1.需理解、掌握和运用描写外貌、性格和爱好的生词和短语；需理解、掌握和运用 used to 结构。 2.能在听力练习中能够捕捉有关人物生活变化方面的细节信息。 3.运用 used to 描述过去的形象，性格，爱好及经历。 4.能够通过新旧对比，学会关注他人的变化和关心他人，领悟人生的转折和把握命运的方法。 5.需利用了略读、跳读、上下文语境或句子前后关系猜词的方式进行阅读，提高阅读理解的有效性。 语言知识目标：语言知识目标： 1.通过教师自身的情景式导入和与学生互动的问答形式，学习和巩固
3、该话题下的词汇句型，激发调动学生的求知欲， 熟练使用以下词汇、短语和句型： 单词: ant, insect 教学目标教学目标 短语: hate P.E class , worry about, on the soccer team, be nervous about 句型：掌握描述或询问人物过去的行为习惯、爱好的表达方式。 例如：I used to be nervous about tests all the time. I used to hate P.E. class. 语法：正确使用 used to 结构。 Y语言技能目标：语言技能目标： （1. 有听前对听力材料内容的预测能力。 （2.
4、 听中能够扑捉有关描述人物过去的行为习惯、爱好的表达方式的关键词。 （3. 运用 used to 结构描述或询问人物行为习惯、爱好的变化。 情感态度价值观目标情感态度价值观目标： 1.运用得体语言谈论人行为习惯、爱好,并进行今昔对比。 2.让学生明白事物是在不断变化发展的，学生要用发展的眼光经常进行自我检查，改进不足，不断完善自我，培养其 积极向上的心态。 教学重难点教学重难点 教学重点：教学重点： 1.正确使用重点单词，短语和句型。 2.能正确使用 used to 结构描述或询问人物过去的行为习惯、爱好特点，并进行今昔对比。 3. 通过听力训练，提高学生综合听说能力。 教学难点：教学难点：
5、used to 的运用。正确使用 used to 结构描述或询问人物过去的行为习惯、爱好特点，并进行今昔对比。 建议教法建议教法 情景交际法，任务型教学法，听说课的“3P”教学模式 ： P-呈现（语言输入） P-操练（1.机械操练 2. 听力训练） P-运用（语言输出） 设置情景意义操练 设计听后活动任务，先模仿再迁移 总结，听后设置任务提升学生语言运用能力 教学流程教学流程（详见相应教学设计） 教学评价教学评价 1.本课时的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致。 2.听中的活动设计遵循语言规律，由易到难逐层递进，充分体现语言输入到语言输出的完整过程。 3.听后的活动设计
6、体现对文本内容的深度挖掘和文本再构，体现了对学生思维品格的训练与培养。 【本课时教学设计】【本课时教学设计】 步骤步骤过程过程措施（教师活动与学生活动）措施（教师活动与学生活动）目的目的持续性评价持续性评价 DELC4 1 Step 1 Greetin gand 1.Greet the class as usual and Check the homework. Ss Show the homework. 2. T shows some pictures and Lets some Ss talk 1.利用 IQEE 策略复习旧的词汇和表 达方式来与本堂课的话题词汇 1.通过课前预习和复 习，
7、培养学生的 预备与激 活先期知 识 Leading in ( 3mins ) about how they have changed using used to and now 3. T shows some pictures of the school activities, such as having P.E class, having music class, eating ice-cream and so on. Ss talk about the activities you used to like or dislike very much like this: E.g. S1:
8、 I used to like P.E. class when I was a child. S2: I used to hate music class when I was a child. S3: . school life 建立起记忆连接,简单有效 地激活本堂课话题相关的背景知识， 激活学生的前期知识， 培养学生良好 的预习习惯。 2.真实情景式导入话题，激发学生的 学习兴趣。 “IQEE”学习策略。 2.学生能利用老师提 供的信息了解本堂课 的背景知识。 DE LC5 2 获 取 新 知 识 Step2 Pre- listening （听前） (6 mins) Work on 1a
9、1.Show some pictures and learn the new words like this: T: Did you use to like this when you were a child? S: I used to like (catching) ants/(watching)insects. T teaches the new words, Ss read and understand them. 2.Call Ss attention to the pictures in 1a. Try to understand the activities in the pic
10、tures. E. gT: what are they doing in Picture 1? S: They are having a music class. 3.Ask Ss to check the things they like to do when they were a child. Ss finish 1a 4.Check the answers by asking different Ss to report his work .Work like this. T: What did you use to like to do when you were a child.
11、S:I used to like painting pictures when I was a child. Work on 1b 1.听前扫清词汇障碍，为后续听力活 动中谈论过去的学校生活做准备。 2.听前强化语言目标的学习，帮助学 生理解巩固目标句型， 有助于下一部 分听力任务的完成， 培养学生听前预 测和聚焦关键信息和关注细节问题 的听力策略。 学生应能掌握有关学 校生活的语言目标词 汇。 两人一组能利用目标 语言进行对话展示。 1.T asks “what other things did you use to like to do when you were a child?”. S
12、s try to write some sentences in the box above. Then ask some students to write their sentences on the blackboard. I used to like animals when I was a child. I used to like playing soccer when I was a child. I used to spend a lot of time playing games I used to live with my grandmother. I used to ra
13、ise a big dog. 2. work in pairs and discuss with their partners. S1:What did you use to like when you were a child? S2: I used to like playing soccer when I was a child. S1:Did you use to like swimming when you were a child? S2:Yes, I did. I used to like swimming when I was a child. S1: Me, too. 能逐步
14、掌握利用听中聚焦关键信息 学生能利用目标语言 写出过去喜欢做的事 情。 学生应能利用此策略 Step 3 While- listening （听中） (14mins) Work on 1c 1. Tell Ss to read the sentences in 1c and try to understand the meaning of them. _ I didnt use to like tests. _ We used to walk to school. _ I used to hate P.E. class. _ I used to be on the soccer team. 2
15、. Play the recording for the Ss. Ss just listen for the first time. Then play the recording again and Ss check the sentences they hear in 1c. 3. Check the answers. Answers: 13 Work on 1d 1. Ss read the sentences in 1d first. 2. Play the recording. Listen and fill in the chart. 3. Play the recording
16、again. Ss listen to the recording carefully and try to correct the words. 4. Check the answers by asking volunteers to read 和关注细节的策略， 给予学生有效的 听力学法指导，容易完成听力任务， 达到语言输入的目的。 获取有效信息。 . out the sentences. Answers: In the past: (Girl) I didnt use to like tests. We used to wear school uniforms to school. (B
17、oy)We used toplayevery day after school. I used to hate exercising. Now:(Girl)I dont worry about tests. We can wear whatever we like to school We study all the time. (Boy)I love P.E. class. DE LC6 3 深 度 加 工 知 识 Step 4 Post- listening （听后） (8 mins) Work on 1e 1.Ss think about some changes in their li
18、fe and write down their own sentences like this: I used to forget my moms birthday. Now I kiss my mom and say “I love you” on her birthday. I used to spit in the street. Now I become a volunteer in an environment group. . 2.Ss compare yourself with your partner and discuss in pairs T encourages Ss t
19、o show their work. Ss role play their work in pairs in class. E.g. A: I used to be nervous about tests all the time. What about you? B: Yes, me too.And I used to hate P.E. class. 听后根据所学内容编对话， 练习学生 获取信息和提炼信息的能力， 进一步 巩固听力内容，拓展学生思维,从而 掌握和运用目标语言。 学生能利用目标语言 写出生活变化的句 子。 学生能在老师的引导 下使用目标词汇和句 型创编新的对话。 部分学生能自
20、信地展 示对话交流的结果。 DE LC7 4 评 价 学 生 学 习 Step 5 Free talk （9mins ） T asks Ss, “ You are in Grade 9 now . Is your life quite different from before?” .Lead Ss to talk about the change of their life. Ss talk about their changes of their life by using the target language in groups. Ss will make a report in cl
21、ass. T uses a simple mind-map to let Ss review what they have learned this class and check whether they can say the key points or not. Ss remember what they have learned and say the key 根据创编新对话，帮助学生内化目标结 构 和语言， 能更好地检测学生的掌握程度。 学 逐步培养学生的发展意识, 引导其用发 展 眼光进行自我检查，改进不足，不断完 善 自我，培养学生积极向上的心态。 绝大部分学生能谈论 和询问过去
22、的生活。 大部分学生轻松地而 自信展示调查结果。 Words by thinking over. . after school 利用关键词所做的思维导图，便于 学生记住所学知识，培养和发展学 生的创新思维能力和发散思维能力。 通过思维导图形式能 让学生清晰回顾本堂 课的课脉结构。 school life ( in the past and now) tests class school uniform others Homework： Learn a lot about your parents life 20 years ago. Then write a short passage and talk about the change of their life now. 巩固和提升课堂所学目标知识。通过了解二十年前父 母的生活，写一篇关 于父母现在生活变化 的短文来检测学生在 课后是否能基本运用 本堂课的目标语言， 体现对学生的可持续 性评价。
