人教新目標九年級英語第四單元教學設計

第4單元Iusedtobeafraidofthedark.

本單元的核心話題為"talkaboutwhattheyusedtobelike”圍繞著

單元談論過去自己和他人過去經常做的事，談論自己和他人過去的外貌\性格\

愛好以觀察圖片、聽力理解、閱讀理解等訓練方式和獨立學習、合作交流、

教材完成任務等形式完成目標語言的輸入。學習句型Usedto為主要學習任

務并且設置任務型綜合性語言實踐活動，讓學生在交際活動中學會如何正

分析確地用英語表達自己的意見和建議，重在培養(yǎng)學生的習得語言運用能力、

實踐能力、合作能力及創(chuàng)新意識。

1.KnowledgeObjects

(l)KeyVocabulary：usedto,dark(2)TargetLanguage:

----Mariousedtobeshort.----Yes,hedid.Nowheistall.

單

元

教

學2.AbilityObject

目

標(1)Trainstudents9listeningskillbylistening.

(2)Trainstudents9communicativecompetencebydoingsomeconversations.

3.MoralObject

Don'tjudgeapersonbyhisappearance.

單元訓練重難點

重點難點

Targetlanguage:

Talkaboutwhatyouusedtobeafraidofand

----Mariousedtobeshort.——Yes,

whatyouarestillafraidofusingthetarget

hedid.Nowheistall.

language.

Thestructure:usedto

SectionA(la-lc)1課時

SectionA(2a-2d)2課時

單元

SectionA(3a-3c)3課時

課時SectionA(2d4a-4c)4課時

安排SectionB(la-ld)5課時

SectionB(2a-2e)6課時

SectionB(3a-Selfcheck)7課時

第1課時（總計21課時）

課題Iusedtobeafraidofthedark.授課時間

1.知識與技能：(l)KeyVocabulary：usedto,dark

(2)TargetLanguage:

----Mariousedtobeshort.----Yes,hedid.Nowheistall.

教學目標2.過程與方法：(1)Trainstudents9listeningskillbylistening.

(2)Trainstudents9communicativecompetencebydoingsomeconversations.

3.情感、態(tài)度與價值觀：Don51judgeapersonbyhis叩pearance.

Targetlanguage:

教學重點----Mariousedtobeshort.——Yes,hedid.Nowheistall.

Thestructure:usedto

教學難點Thestructure:usedto

教學方法Listening,pairworkanddiscussion

教學準備Aproject

設計意圖或

教學過程及內容修改意見

Step1Revision

Checkthehomeworkexercises.

StepIIla

Theactivityintroducestilekeyvocabulary.Callstudents9attentionto

thechartwiththeheadlinesAppearanceandPersonality.

Getstudentstofillinthechartindividually.

Checktheanswersbyaskingdifferentstudentstoreadtheirliststo

theclass.

Note:Answerswillvaryfromthesampleanswersbelow.

StepIIIlb

Theactivitygivesstudentspracticeinunderstandingthetarget

languageinspokenconversation.

Playtherecordingforthefirsttime.Studentsonlylisten.

Playtherecordingasecondtime.

Thistimeaskstudentstofillintheblank.

StepIV1c

Thisactivityprovidesoralpracticeusingthetargetlanguage.

Inviteapairofstudentstoreadittotheclass.

Afterstudentshavehadachancetopracticeseveralexchanges,ask

pairstocomethefrontoftheroomandactouttheirconversations.

StepVSummary

Say,Inthisclass,we'velearnedthekeyvocabularywordsusedtoand

dark.Andwe'vealsolearnedthetargetlanguageMariousedtobe

short.Yes,hedid.Nowhe'stall

StepVIHomework

Askstudentstowriteaboutapersonastheyarenowandastheywere

tenyearsago.Studentsmaycollectpicturesandinformation

課后反思

第2課時（總計22課時）

課題Iusedtobeafraidofthedark.授課時間

Iusedtobereallyquiet.

教學重點

Iknow.Nowyouareveryoutgoing.

-Didyouusetohavestraighthair?-Yes,Idid.

Yes/Noquestionswithusedto

教學難點

Statementswithusedto.

教學方法Listen,pairworkanddiscussion.

教學準備Recorderandtape

設計意圖或

教學過程及內容

修改意見

StepIRevision

Checkhomework.Askastudentreadouthis/herarticle.

StepII2a

Thisactivityprovideslisteningpracticeusingthetargetlanguage.

Playtherecordingforthefirsttime.Studentsonlylisten.

Playtherecordingasecondtime.Thistimeaskstudentstoputa

checkinfrontofthewordstheyhear.

Checktheanswers.

StepIII2b

Thisactivitygivesstudentspracticeunderstandingthetargetlanguage

inspokenlanguage.Playtherecording.Studentsfillintheblanks

withthewordstheyhear.Correcttheanswers.

Studentschecktheiranswers.

StepIV2c

Thisactivityprovidesoralpracticeusingthetargetlanguage.Focus

studentsontheconversationinActivity2b.Askapairofstudentsto

readittotheclass.Getanotherpairofstudentstoreadittotheclass.

Thenmakeconversationsaboutyourselves.

Havestudentsworkinpairs.

StepV2d

Askastudenttoreadtheconversation.Thenstudenttsrole-playthe

conversationbythemselves.Thenleamthelanguagepoints.Andask

somestudentstoactouttheconversation.

StepVISummaryandHomework

Askstudentstowriteashortreportaboutwhatafavoritefilmstaror

afamousscientistwaslikewhenhe/shewasachild.

課后反思

第3課時（總計23課時）

課題Iusedtobeafraidofthedark.授課時間

教學重點Targetlanguage:Areyouafraidofthedark?Areyoustillafraidofthedark?

Talkaboutwhatyouusedtobeafraidofandwhatyouarestillafraidofusing

教學難點thetargetlanguage.

教學方法Teachinganddiscussion,

教學準備Aproject

設計意圖或

教學過程及內容修改意見

StepIRevision

TranslatethesentencesintoEnglish.

1.馬里奧以前很矮，他戴著眼鏡。2.他現(xiàn)在長什么樣子？

3.保拉以前很安靜，她在班上總是很沉默。

4.她總是不夠勇敢去問問題。

StepII3a

1.TellSstoreadthearticleandidentifytheparagraphsinwhichthe

llowinginformationappears.Numbertheinformation[1-3].

____howCandy'slifehaschanged

____Candy'sadvicetoyoungpeople____Candy'sbackground

2.Ssreadthearticlequicklyandtrytonumbertheinformation.

3.Ssreadandunderstandeachparagraph.

4.Checktheanswers.

StepIIICarefulReading

1.Readthefirstpassageagainandanswerthesequestions:

1)HowoldisCandyWang?2)Whatwasshelike?

3)Whydidshetakeupsinging?4)What'sshelikenow?

2.Sstrytoreadandfindtheanswerstothesequestions.

3.ThenchecktheanswerswiththeSs

4.Readthethirdparagraphandfillintheblanks.

Candy'sadvicetoyoungpeoplewhowanttobecomefamous:

1.Peoplehavetobe__________to__________your______life.

2.Youcanneverimaginehow________theroadto________is.

3.Youreallyrequirealotof________and___________tosucceed.

4.Onlyaverysmall_______ofpeoplemakeittothe_______.

StepIVCarefulReading

1.Workon3b:

Ssreadagainandfinish3b

(l).Sheusedtobeshy,butnowshe'snotshy________.

(2).Shedidn'tusetobe_______inschool,butnowshegetslotsof

attention.

(3).Sheusedto_______withfriends,butitisalmostimpossiblenow.

(4).Shedidn'tuseto___________howsheappearstoothers,butnow

shedoes.

Thenchecktheanswers.

2.Workon3c

(l).GiveSsexample:

e.g.A:Whatwereyoulike?Wereyougoodatsingingwhenyouwere

veryyoung?

B:No.Iusedtobereallyshy.Itookupsingingtodealwithmy

shyness.AsIgotbetter,Idaredtosinginfrontoftheclassandthen

forthewholeschool.

(2)..Ssworkinpairs.Trytoaskandanswersquestionsaccordingto

thepassage.

(3).Askthestudentstocompletetheworkingroups.

Thisactivitygivesstudentsanopportunitytousethetargetlanguageto

talkaboutthemselves.

(3).Askafewstudentstotelltheclassabouttheotherstudentsthey

havetalkedto.

StepVGrammarFocus

1.Youusedtobeshort.2.Heusedtoplaysoccer.

3.Didyouusetodrawpictures?Yes.Idid.

4.Didsheusetohavelonghair?No,shedidn't.

StepVIHomework

Readthepassageseveraltimesafterschool.

課后反思

第4課時（總計24課時）

課題Iusedtobeafraidofthedark.授課時間

KeyVocabulary

教學重點

TargetLanguage

教學難點Talkaboutwhatyouusedtobe/do.

教學方法Discussandpairwork

教學準備Aproject

設計意圖或

教學過程及內容修改意見

StepIReviewandsupup

一、usedto的用法

usedto意為“過去常?！?，用于表示過去習慣性的動作或存在的狀

態(tài)（強調與現(xiàn)在的對t北，暗示現(xiàn)在不做了）。其中to為不定式符號，

后跟動詞原形。usedt（）只用于一般過去時態(tài),沒有人稱和數(shù)的變化。

1.否定句

〈usednot

主語i>todosth.

Ldidn'tuse，

2.一般疑問句

Did+主語+usetodo...?答語：Yes,sbdid./No,sbdidn't.

3.反意疑問句主句，didn't+人稱代詞？

三、辨析

表示過去習慣性的動作或存在的狀態(tài)。to

usedtodosth.

后跟動詞原形，只用于一般過去時態(tài)。

beusedto+意為“習慣于……”，to是介詞，后接名詞、

n./pron./doing代詞或動名詞?？捎糜诟鞣N時態(tài)。

get/becomeusedto意為“逐漸習慣于……”，強調這一習慣的過

sth./doingsth.程，to是介詞。

意為“被用來做……”，被動語態(tài)結構，to后

beusedtodo

跟動詞原形。

beusedfordoing意為“被用來..."，介詞for表示功能、用

sth途。

StepIIWorkon4a:

1.LetSsunderstandsentences.

1)Grace/watchalotofTV/watchalotofmovies

2)mymom/havecurlyhair/havestraighthair

3)Jerry/readbooksonEuropeanhistory/readbooksonAfricanculture

4)Sandy/teachBritishEnglish/teachAmericanEnglish

2.LetSstrytowritecorrectsentences.

3.ChecktheanswerswiththeSs.

StepIIIWorkon4b:

1.TellSstoreadthechartin4aandtrytowritesentencesaboutEmily

withinformation.

2.GiveSsthewaysofwriting.

e.g.Emilydidn'tusetoeatalotofvegetables,butnowsheloves

carrotsandtomatoes.

3.Sstrytowritesentencesbythemselves.

4.Checktheanswers.

StepIVWorkon4c:

l.LetSsreadthechart.Andletthemcheckthecharteachother.

2.示例：

A:Didyouusetobeafraidofthedark?

B:No,Ididn't.ButIusedtobeafraidofbeingalone.

C:Didyouusetobeafraidofflying?

D:No,Ididn't.ButIusedtobeafraidofhighpla

StepVSummaryandhomework

課后反思

第5課時（總計25課時）

課題Iusedtobeafraidofthedark.授課時間

KeyVocabulary：spider,insect,chew,gum

教學重點TargetLanguage:-Iusedtoeatcandyallthetime.Didyou?

—Yes,Idid.AndIusedtochewgumalot.

教學難點Talkaboutwhatyouusedtobe/do.

教學方法Reading,discussion,cooperation

教學準備Aproject

設計意圖或

教學過程及內容修改意見

StepIOrganizationofclass.

Warmingup

StepIICheckingupthehomework

Asktwostudentstoreadouttheircompositions

StepIIIPresentation

1.Showtheclassfourpicturesinla.

2.Askstudentstodescribewhatishappeningineachpicture:

3.Askstudentstocheckthethingstheylikedtodowhentheywere

veryyoung.

StepIVTeachingTasks

1.TaskOne(Pairwork):Iusedtoliketo...

(1)Pointoutthelinesunderthepictureinlb.

(2)Askstudentstowritedowndifferentthingstheyusedtoliketodo.

(3)Getstudentstodiscusstheanswersinpairs,thenasksomestudents

toreadouttheirsentences.

2.TaskTwo:Listeningpractice(1c,Id)

(1)Askstudentstolistentoadialoguebetweenaboyandagirl.

(2)Askstudentstocheckthesentencesonthelistthattheyhearonthe

recording.

(3)Playtherecordingagain.Askstudentstofillintheblankswiththe

wordstheyhear.

3.TaskThree(Pairwork):Makingupdialogues

(1)Teachstudentstheconversationin2c.

(2)Askstudentstomakesimilardialogsinpairs.

(3)Callondifferentpairstoreadouttheirconversationstotheclass.

StepVSummaryandhomework

Askstudentstopracticethedialoguesinle.

課后反思

第6課時（總計26課時）

課題Iusedtobeafraidofthedark.授課時間

教學重點Practicereadingandwritingusingthetargetlanguage.

教學難點Understandthepassage.

教學方法Discussandpairwork

教學準備Recorderandtape

設計意圖或

教學過程及內容修改意見

StepICheckupthehomework

StepIILeadin

1.Showapictureofayoungstudent.TellSsthattheboyisLiWen.

He'sa15-year-oldboywhoseparentsareworkinginthecity.Look

atthetitleofthepassageandpredicttheproblemshemighthave.

HeStudiesHarderThanHeUsedto

2.Nowdiscussthemwithyourpartnerandguesstheproblemshe

mighthave.

3.AsksomeSsguesstheproblems..

StepIII2b

FastReading

1.FirstletSsreadthesentencesandmakesuretheyknowthemeanings

ofallthesentences.Thenreadthepassageandputthesentences[A-D]

inthecorrectplaces.

2.Checktheanswerswiththeclass.

CarefulReading

Workon2c

1.ReadthepassageagainandtrytounderlinetheproblemsthatLi

Wenusedtohave.

2.ChecktheanswerswiththeSs.

Postreading

Workon2d

1.TellSsthattheyhavetousethecluesfromthepassagetohelpthem

guessthemeaningsofthewordsinthebox.MakesureSsknowwhat

todo.

2.Ssreadthepassageagainandtrytoguessthemeaningofthewords.

3.LetsomeSssaytheiranswers.

4.ChecktheiranswerswiththeclassandtellSswhy.

Workon2e

1.TellSsthattheyshouldcompletethepassagewiththeproperforms

ofthewordsandphrasesinthebox.

2.Ssworkbythemselves.Iftheyhavesomequestions,theymaygo

throughtheproperparagraphsin2bagain.

3.AsksomeSswritehis/heranswersontheBb.

4.Checktheanswerswiththeclass.

Workon2f:

1.WhatdoyouthinkLiWenandhisparentstalkedaboutintheir

conversation?Writeaconversationandrole-playitwithyourgroup.

Thinkofthefollowingthings:

2.Discussion

Didyouusedtohaveproblemsinschool?

Didyoutalkwithyourparents?

StepIVLanguagepoints

AfterSslearnthelanguagepoints,theydosomeexercises.

Fillintheblankswithcorrectforms.

1)Tm________(pride/proud)tobeyourfriend.

2)Heworehismedalswith_______(pride/proud).

3)I'mproud____(of/on)myhometown.

4)Helovedhisdaughterandtookpride_____(of/in)her.

StepVHomework

Readthepassageagainafterschool.

課后反思

第7課時（總計27課時）

課題Iusedtobeafraidofthedark.授課時間

Fillinblanksandmakesentences.

教學重點

Writeanarticleusingthetargetlanguage.

教學難點Writeapassageabouthowsomeone'slifehaschanged.

教學方法Teachingandwritinging

教學準備Textandbook

設計意圖或

教學過程及內容修改意見

StepIRevision

StepIITakingnotes(Workon3a)

1.TellSstoworkinpairs.Firsttrytotakesnotesabouthowyouhave

changedinyourappearance.

Writethenotesonapieceofpaper.

2.Thentalkwithapartneraboutthechangesthathavehappenedto

you.

3.Sstalkabouthowyouhavechangedintheappearance.