人教版九年级Unit 4 I used to be afraid of the dark.-Section A 1a—2d-ppt课件-(含教案+视频)-公开课-(编号：a03a7).zip

Section A Period One LOREM IPSUM DOLOR LOREM IPSUM DOLOR young old Father is old now. in the pastnow Father used to be young. “过去常常”-暗含现在已不是这样 But he was young in the past. strong weak have a stick in the pastnow He is weak now. He used to be strong. He has a stick now. He didnt use to have a stick. didnt have a stick now - Did she use to be young？ youngold thin fat in the past She used to be. “过去常常是” She didnt use to be. “过去不常是” - Yes,she did. / No, she didnt. now in the past young shortnaughty. strong tallresponsible. I used to be. I didnt use to be Did you use to be? You used to be, didnt you? Yes,I did.No, I didnt. Appearance Personality Fill in the chart with words to describe people. tall, short ,of medium build serious, funny, long straight hair, short curly hair shy, outgoing noisy, calm heavy, thin ,of medium height quiet in the pastnow He didnt use to wear glasses. short wear glasses He was short in the past. He used to be short. have straight hair He had straight hair in the past. He used to have straight hair. He didnt wear glasses in the past. in the pastnow She didnt use to be outgoing. outgoing quiet She was quiet in the past.She used to be quiet. She wasnt outgoing in the past. Did she use to be outgoing?No, she didnt. Use “used to ” to make sentences. He used to , now Practice He used to have short hair, now he has long hair. Who is the best drawer? He has changed a lot. He used to have short curly hair. He has short straight hair now.He used to be very short and thin. Now hes tall and strong. (appearance) He used to like watching TV .But he likes playing basketball now. (hobby) Besides, he used to be quiet, but now he is outgoing . (personality) now in the past now in the past What do you look like now? What are you like? How about five years ago? What did you look like? What were you like? I used to Now I / I didnt use toNow I Talk about yourself Group work When we become taller and taller , they become older and older. They didnt use to be strong. And I think its time for us to do something for our parents. No matter what they will change, we will love them forever. uesd to be / do 1. appearance (short, thin.) 2. personality( shy, quiet) 3. hobby( play basketball) Make sentences about changes of your family between in the past and now. “used to , but now” 第第 九九 年级年级 全一全一 册第册第 UNITUNIT 4 4 课课 Unit 4 4 I I usedused toto bebe afraidafraid ofof thethe dark.dark. 单元课程分析：单元课程分析： 新课程标准：新课程标准： 本单元主要学习怎样描述自己的变化，让学生能听懂有关过去和现在有什 么不用；会描述自己的过去和现在；学习写人物传记；掌握 used to do 的用法。 教学目标：教学目标： 1、知识技能目标： 1、掌握新的单词、词组和新句型。 2、掌握 used to do 的用法。 二、方法与过程目标： 1、通过听、说、读、写等方面训练学生学习掌握描述过去和现在的对比， 及对未来的期望。 2、采用任务型教学方式，每节课分配不同的任务让同学们来完成。 三、情感、态度、价值观目标： 1、引导学生正确认识自己的变化，包括身体和心理两方面。 2、鼓励学生大胆表达自己的感受。 重难点：重难点： 重点： 1、学习心得词汇和目标语言。 2、学会谈论过去和畅想未来。 3、掌握 used to do 的用法。 4、通过听、说、读、写各个方面的训练，提高学生综合运用语言的能力。 难点： 1、掌握 used to do 的用法。 2、提高学生综合运用语言的能力。 教学方法：教学方法： 任务教学法、启发法、总结法 单元分配：单元分配： The First Period Section A Speaking The Second Period Section A Listening 1a-2d The Third Period Section A (3a-3c) The Fourth Period Section A (4a-4c) The Fifth Period Section B (1a-1e) The Sixth Period Section B (2a-2f) The Seventh Period Section B (3a-Self Check) Unit 4 I used to be afraid of the dark. The First Period Section A Speaking Teaching aims（教学目标）（教学目标） 1.能用 used to 结构（肯定否定及疑问句形式）描述人物过去的外貌和性格及 爱好，并与现在的外貌和性格做简单的对比。 2.学会谈论人物的发展与变化。 3.Language points（语言点） 要求掌握以下句式：1. A: Mario used to be short, didnt he? B: Yes, he did. Now hes tall! 2. A: Did you use to play the piano? B: Yes, I did. / No, I didnt. 3. I used to be quiet. 4. I didnt use to like tests. 要求掌握以下词汇：humorous, silent, helpful, from time to time, score （本节课的生词较少，而且单词的拼写比较简单，所以学生学起来不会感到困 难，如果班级学生的水平较高，可以鼓励学生当堂掌握。） Difficulties（难点）：（难点）：used to 句型结构 Teaching steps（教学步骤）（教学步骤） 1.Warm-up and revision（课堂热身和复习）（课堂热身和复习） (1)Watch a video. Ask Ss to watch a video about family. 教学设计说明：教学设计说明：用关于公益广告的视频 ，引出爸爸妈妈和我变化的过程，为下文今夕对比 做好了铺垫。同时也无声的融入了感恩教育。 2.Presentation（呈现新知识）（呈现新知识） （1）Practice the new sentences. Use photos of the Family on the screen to present “used to ” Father is old now. But he was young in the past. Father used to be young. “过去常常”-暗含现在已不是这样。 教学设计说明：以公益广告的图片继续引入，以说故事的形式进行情境教学，进行初步的教学设计说明：以公益广告的图片继续引入，以说故事的形式进行情境教学，进行初步的 教学输出。教学输出。 （2）Fill in the chart with words to describe people. 教学设计说明教学设计说明:对有关外貌与性格的词汇进行复习，丰富学生的语言词汇，为下一步语言操对有关外貌与性格的词汇进行复习，丰富学生的语言词汇，为下一步语言操 练做好铺垫。练做好铺垫。 3. Practice (句型操练）句型操练） （1）Show two pictures of two people and describe them from appearance and personality. （2）Show more pictures to give the students to practice. 教学设计说明教学设计说明:第一步在半超控状态下让学生感知如何从相貌与性格两方面来描述一个人现第一步在半超控状态下让学生感知如何从相貌与性格两方面来描述一个人现 在与过去的不同，之后创设语境，让学生自己对所学的知识进行输出。在与过去的不同，之后创设语境，让学生自己对所学的知识进行输出。 4. Guessing game. Who is the best drawer? (ask students to draw his appearance in the past.) He has changed a lot. He used to have short curly hair. He has short straight hair now.He used to be very short and thin. Now hes tall and strong. (appearance) He used to like watching TV .But he likes playing basketball now. (hobby) Besides, he used to be quiet, but now he is outgoing . (personality) 教学设计说明教学设计说明: 此环节以文本形式出现，难度进一步加深，一来锻炼学生在语境中是否能此环节以文本形式出现，难度进一步加深，一来锻炼学生在语境中是否能 正确理解正确理解 used to 的句型结构，二来向学生完整呈现了如何用的句型结构，二来向学生完整呈现了如何用 used to 的句型结构从外的句型结构从外 貌、爱好与性格三个方面去描述一个人，为下文的写作做好了铺垫。貌、爱好与性格三个方面去描述一个人，为下文的写作做好了铺垫。 5. Group work Ask students to talk about themselves in different forms. 教学设计说明教学设计说明:给学生创造语言输出的机会，同时检验是否本课的教学目标已经达成。给学生创造语言输出的机会，同时检验是否本课的教学目标已经达成。 6. Emotion education When we become taller and taller , they become older and older. They didnt use to be strong. And I think its time for us to do something for our parents. No matter what they will change, we will love them forever. 教学设计说明教学设计说明: 以文本为载体，再次体现英语课程目标中的情感教育，感恩父母。以文本为载体，再次体现英语课程目标中的情感教育，感恩父母。 7. Summary. uesd to be / do 1. appearance (short, thin.) 2. personality( shy, quiet) 3. hobby( play basketball) 8. Homework Make sentences about changes of your family between in the past and now. “used to , but now” 教学设计说明教学设计说明: 对本节课要点进行整体感知，对本单元重点整体把握。对本节课要点进行整体感知，对本单元重点整体把握。 教学反思：本节课打破了传统的听说课的模式，以一节导入课的形式贯穿了整个单元。本教学反思：本节课打破了传统的听说课的模式，以一节导入课的形式贯穿了整个单元。本 课教学设计分为一明线一暗线三铺垫。课教学设计分为一明线一暗线三铺垫。 教师：明线为以教师：明线为以 used to 为切入点，先引出相貌的今夕对比，再引出性格的今夕对比，最为切入点，先引出相貌的今夕对比，再引出性格的今夕对比，最 后是爱好的今夕对比，合起来便是本单元课程目标的重难点，因此，本课起到了引领全单后是爱好的今夕对比，合起来便是本单元课程目标的重难点，因此，本课起到了引领全单 元的作用。元的作用。 暗线为本节课以感恩教育为主题，第一部分以父母的变化导入，之后涉及他人的变化，再暗线为本节课以感恩教育为主题，第一部分以父母的变化导入，之后涉及他人的变化，再 到自己的变化，最后通过父母与自己的今夕变化对比，升华了感恩父母这一教育主题。到自己的变化，最后通过父母与自己的今夕变化对比，升华了感恩父母这一教育主题。 本节课以说为主要形式，容纳了听力部分的重点句型，语法方面的重要结构，以及写作方本节课以说为主要形式，容纳了听力部分的重点句型，语法方面的重要结构，以及写作方 面的写作要点。因此为这三个方面都做好了铺垫。面的写作要点。因此为这三个方面都做好了铺垫。 学生：大部分学生对于基本句型掌握熟练，少数同学能做到当堂整体输出目标语言。学生：大部分学生对于基本句型掌握熟练，少数同学能做到当堂整体输出目标语言。 不足之出：本节课是我的课堂创新课，其中是否环节设置恰当，是否符合英语新课程标准不足之出：本节课是我的课堂创新课，其中是否环节设置恰当，是否符合英语新课程标准 的要求都还有待于专家指导。的要求都还有待于专家指导。