九年级英语unit4教学设计

2d学习（1）Teacher asks questions

1.Who are they?

2. what are they doing?

3. where are they?

（2）let students try to fill in the blanks and try to make a dialogue to talk about the changes of Bill.

（3）Let the students try to remember the phrases.

turn red

see sb doing sth.→do sth.

1学生回答问题

2学生填表格

3学生记住词组

设计意图

1.总结复习目标语言，使学生能够进一步牢固地掌握目标句型

2.体现基础知识的当堂检测与及时反馈，并让学生能再次巩固和运用课堂的基础知识

3.通过让学生回顾Bill 过去与现在的变化，让学生学会 不断改变自己，让自己变得越来越好。

.

设计意图

让学生一个调查报告，按照本课时学习的内容完成过去、现在发生的变化及原因。

姓 名

**

学校（全称）

巩义市米河镇

第二初级中学

联系电话

**

学段年级

九年级

课时名称

Unit 4 I used to be afraid of the dark.

Section A (3a-3c)

课题

Unit 4 I used to be afraid of the dark. Section A (3a-3c)

课型

新授课☑ 复习课□ 试卷讲评课□ 其它课□

1.教学内容分析

本课是一节阅读课。3a的阅读篇章描述了一个性格腼腆的小姑娘实现自我完善成为流行歌星的故事，属于人物专访，是典型的叙事性文体。3a活动引导学生进行快速阅读，概括每段段落大意；3b活动借用used to结构进行人物的今昔对照，巩固语言知识的同时获取细节信息；3c活动引导学生将语篇进行对话创编，考查学生的综合语言运用能力。

2.学情分析

对于本文涉及话题，学生很感兴趣，且短文情节内容并不复杂，文中所出现的新词汇也基本不影响学生理解文章大意，在前一课时中，学生已了解了used to表述过去经历和习惯的语言结构，这是学习本课的优势所在。对于本课时中的人物专访类语篇，学生在之前的学习中接触不多，故教师应在教学中有意识地引导学生关注本文的文体特点，如在阅读初期开展快速阅读，找出各段主旨，在读后阶段指导学生分析文章结构特征，使其意识到在写作中可以借用这种文体结构进行谋篇布局。

学习目标

1.在语境中理解、识记和运用本课时单词、短语：background, interview,Asian, dare, private, deal with…

2.能根据文章标题和图片预测文章大意，根据各段落内容概括段落大意，运用阅读策略（略读，寻读，细读）进行文本解读，获取女孩从过去到现在的变化细节及如何实现变化，提高阅读能力。

3.通过学习本文，让学生明白事物是在不断发展、变化的道理，培养学生积极向上的心态。让学生意识到成功的不易，并鼓励学生乐观面对生活中的挫折打击，永不放弃，努力追求成功,并且只有坚定不移地努力才是成功的途径。

4.评价任务

Assessment1: 通过迪丽热巴前后的变化图片语境学习识记单词与词组完成学习目标一。

Assessment2: 通过文章标题和图片预测文章大意，根据各段落内容概括段落大意，运用阅读策略（略读，寻读，细读）进行文本解读完成学习目标二。

Assessment3：通过文本的升华学习与同伴讨论，让学生意识到成功的不易，并努力追求成功完成学习目标三。

5.教学评活动过程

教师活动

学生活动

环节一：Lead in

Show an English video about a girl called “courtney” to lead into the title“From shy girl to pop star”

观看视频

设计意图:

通过观看视频,激发学生的学习兴趣。

通过不同图片的比较，使学生能够自己总结出used to的不同用法，通过迪丽热巴的改变来进行过

渡，对重点词汇进行呈现，接下来的阅读文本做好铺垫。

环节二：Pre-reading

1.Compare Dilraba’s different pictures to present the use of “used to”.

2.Show students about Dilraba’s changes, and then present “deal with, dare to do sth, tons of, private”and so on

设计意图

通过不同图片的比较，使学生能够自己总结出used to的不同用法，通过迪丽热巴的改变来进行过

渡，对重点词汇进行呈现，接下来的阅读文本做好铺垫。

环节三：While-reading

活动1：Pre-reading

1. Make a prediction about what the passage is about according to the picture and the title.

2.Show a tip of reading skills.

活动2：Fast reading:

Ask Ss to skim the article and find out the type of the main idea of each paragraph

活动3：

Careful reading.:

1)Let Ss scan the paragraph 1, and then finish the mind map of Candy’s background.

2)Let Ss scan the paragraph 2, and then fill in the chart about how Candy’s life has changed.

3)Let Ss scan the paragraph.3, and then complete Candy’s advice on success.

4）Let Ss work on 3b.

.

活动1：Read the title and picture in the passage, then predict what the passage is about ?Tip: We can get some information from the title and the picture.

活动2：

Task 1：Read the article quickly to infer that “The type(体裁) of the passage ”，“the interviewer”and“the interviewee”.

Task 2： 3a. Read the article and identify the paragraphs in which the following information appears. Number the information [1-3].

Tip: Pay attention to the key words of each paragraph.

活动3：

Task 1：Read Para.1 and finish Candy’s ID card and know the personality changes.

Task 2：Read the second paragraph and fill in the chart about Candy’s life changes and retell Para.2 .

Task 3：Read Para. 3 and answer the questions.

Task 4：3b. Read the article again and complete the sentences about Candy.

设计意图

1通过对图片和标题的解读，有效的帮助学生对文本进行预测。

2学会根据图片及标题对文本进行猜测。

3阅读策略培训——略读，让学生关注各段中心词，推断文章体裁，锁定每段的段落大意。

4阅读策略培训——细读，寻找文章中的关键词/句，通过问题链的设置和思维导图结

构的架设，帮助学生充分理解每一句话的意思，梳理文章内容要点，并引发学生深层次的思考。

Let Ss think and talk“What other qualities are required? ”

Ss think and talk“What other qualities are required? ”

设计意图

向学生传递关注自我发展和自我完善的重要性，关注其心智发展

Level A:Suppose you are the interviewer and your partner is Candy. Ask and answer questions.

Level B:Read the article and memorize the useful expressions.

Ss do exercise carefully according to the mind map

设计意图

巩固复习文本中的重点单词和短语以及文本结构。

姓 名

**

学校（全称）

巩义市米河镇

第二初级中学

联系电话

**

学段年级

九年级

课时名称

Unit 4 I used to be afraid of the dark.

Section A（Grammar Focus-4c）

课题

Unit 4 I used to be afraid of the dark. Section A（Grammar Focus-4c）

课型

新授课☑ 复习课□ 试卷讲评课□ 其它课□

1.教学内容分析

本单元以 “how we have changed” 为核心话题，涉及谈论过去的性格、外貌、特点及喜好等，借此学习used to ...这一特有的用来表述过去经历和习惯的语言结构。。在拓展语言知识、发展技能的同时，向学生传递出关注自我发展和自我完善的重要性。

2.学情分析

九年级的学生差异较大，因此在任务设计上我注重分层，面向全体，充分调动每个学生的积极性，鼓励他们大胆开口，运用英语表达与此话题有关的内容，以此对学生进行情感态度的培养。

学习目标

1.识记以下词汇与句型：

Key vocabularies: used to, European , African, British, dark, be afraid of

Target Language:

—Mario used to be short, didn’t he? —Yes, he did. Now he's tall.

—Did you use to play the piano? —Yes, I did./ No, I didn’t.

I used to be quiet. I didn’t use to be short.

2.能运用used to的各种句型描述别人或自己。

3.让学生理解事物都会发展变化，培养学生积极的心态并能适应各种变化。

教学重点：能熟练掌握used to的用法，并能区别与“ be / get used to doing ” 以及 “ be used to do / for doing ” 的用法。

教学难点：用“ used to ”结构讨论并描述自己以及周围人的变化。

4.评价任务

1通过pair work和Group work练习完成目标一

2通过writing完成目标二三

5.教学评活动过程

教师活动

学生活动

环节一：Lead in

Show two pictures of the students (Li Xinyu and Ding Guanru) to describe the appearance and personality of the two classmates.

Play a guessing game. Guess who the students are.

设计意图: 师生互相问候用一个猜测游戏引入，激发学生的兴趣，并对上节课的内容进行简单复习。

环节二：Presentation

1. Show a video of Li Xinyu and Ding Guanru. They meet each other after five years in a bookstore.

2. Check the memories. Let the students to complete the sentences with “used to” or “didn’t use to”.

3. Free talk:

Give the students one minute to work in pairs and talk about what they used to do and what they didn’t use to do.

Work on 4a

Talk about the four people in 4a, and write sentences about the past using used to.

(1) Show a two-year-old little boy’s photo.

(2) Talk about what he used to be afraid of and what he is still afraid of.

(3) Continue to show some pictures

设计意图

巩固练习“used to ”相关句型的转换,增强同学间的交流,巩固所学内容。

环节三：Group work

(1)Ask the students to do a survey, and find out how many students in the group used to be afraid of and are still afraid of: the dark, being alone, flying, high places, giving a speech in public.

(2)Give each group a topic.

(3)Finish 4b

.

(1) Work in groups.

(2) Make the conversations.

(3) The group leader writes down the result on the screen and gives the result to the whole class.

设计意图

学生小组合作完成调查，并大量运用本任务中的句型结构,经过大量的练习，学生能容易的完成本部分的任务。

(1) Ask the students to write a letter to introduce themselves to Emily(include appearance, personality, hobbies, weekends activities and so on.).

(2) Ask some of the students to show their letters to the whole class.

(3) Make comment on the students’ letters.

Write the letters like this:

Dear Emily,

My name is ... I used to be... but now I am... I used to have …, but now I have … I used to … on weekends…, but now I ... on weekends ...

Show some of the letters.

设计意图

展示学生作文，降低作文的难度,激发学生学习英语写作的兴趣。

1) Write a report about your family members using “ used to... But now...”.

2) Prepare for the next lesson.

本节课知识进行总结，加深记忆。

设计意图

本节课知识进行总结，加深记忆。

姓 名

**

学校（全称）

巩义市米河镇

第二初级中学

联系电话

**

学段年级

九年级

课时名称

Unit 4 I used to be afraid of the dark.

Section B 2a-2e （reading）

课题

Unit 4 I used to be afraid of the dark.Section B 2a-2e （reading）

课型

新授课☑ 复习课□ 试卷讲评课□ 其它课□

1.教学内容分析

This period is a reading material which is about how a boy changed his behavior because of changes in his life. It aims to teach the students how important parents’ love is and to always believe that their parents’ love will never change even things in life change.

2.学情分析

With the help of the knowledge got before, the students are sure to understand the reading material without problems. But it may be difficult for them to analyze the passage, especially how changes influence a person’s behavior.

3.学习目标

Linguistic Competence：

To learn and master some new and useful words and sentences. And be able to use them in the practical exercises correctly.

Cultural Awareness：

To be aware that it is a unchangeable truth that everything is always changing. And try to make good changes to oneself and things around.

Thinking Quality：

Be able to realize that our parents are always there if they spend less time with us because of working hard, so we should work hard as well.

Learning Capacity :

To reinforce one’s reading skills and ability;

To use Li Wen’s story to encourage oneself to be independent and keep working hard.

教学重点

Key words:

seldom, influence, absent, fail, examination, exactly, pride, proud

Key phrases:

boarding school, in person, take pride in, be proud of

Key sentences:

He studies harder than he used to.

It is hard to believe that he used to have difficulties in school.

When he was a little boy, he seldom caused any problems.

She advised them to talk with their son in person.

They take pride in everything good I do.

It is very important for parents to be there for their children.

教学难点

How to make the students believe that no matter what changes, our parents’ love will not change, and we should keep on working hard

4.评价任务

通过听写单词完成目标一

通过快读，细读的方法完成目标二三

5.教学评活动过程

教师活动

学生活动

环节一：Warm up

Dictation：Read the dictating content loudly and clearly enough to the students, each item three times.

Pre-teach

1.Present the students the learning goal of this period;

2.Show the key vocabulary that the students need to master this period, and give them time to find out the meanings and memorize them.

3.Test how well the students master the new vocabulary.

Dictation：Listen to the teacher carefully enough and try to take down the words, phrases, or sentences all correctly.

Pre-teach

1.Get to know the learning targets;

2.Read the vocabulary and look them up and write down their meanings at the right place. And memorize them for a while.

Compete to raise one’s hand to say out the meanings of the vocabulary.

设计意图:

利用听写和重点单词的图片讲解了解学生掌握单词的程度

环节二：Pre-reading（读前）

Send the students the quiz of 2b onto their pads, and ask them to finish it within 6 minutes.

设计意图

通过2b的测试来理解整篇文章

环节三：While Reading（读中）

Fast-reading:2b【8min】

Ask the students to read the article quickly and answer the questions below:

1.What is the change of Li Wen?

2.What caused his change?

3.How did he change?

Careful-reading Passage analysis【10min】

Ask the students to read the article carefully, and:

1.Try to summarize the main idea of each paragraph;

2.Think about the function and structure of each paragraph.

Read the passage quickly and try to find out the correct answers to the questions.

a.His parents’ moving to the city changed him from a good boy to a bad boy.

b.His parents’ love and care changed him from a bad student to a good one.

Read the passage carefully this time and:

1.Try to come up with the main ideas of the passage;

2.Try to conclude the structure

设计意图

通过快读和细读方法提高学生的阅读能力。

环节四：Post-reading activities

1Ask the students to finish the task in 2e without reading the passage. then check the answers.

2Let the students have a group discussion and then give a presentation.

.

1Try to complete the passage with proper forms of the words and phrases in the box in 2e without reading the article this time.

Then revise one’s answers.

2Discuss the questions in 2f with one’s group members.

Then give a report in front of the class.

设计意图：通过2e的练习和小组讨论巩固本节所学

.

姓 名

**

学校（全称）

巩义市米河镇

第二初级中学

联系电话

**

学段年级

九年级

课时名称

Unit 4 I used to be afraid of the dark.Section B（1a，1e-3a，self check）

课题

Unit 4 I used to be afraid of the dark.Section B（1a，1e-3a，self check）

课型

新授课☑ 复习课□ 试卷讲评课□ 其它课□

1.教学内容分析

Section B部分：是知识的扩展和综合的语言运用，进一步强化前面的语言学习。本部分注重学生的个人表达能力的训练，重点练习谈论自己及他人的过去与现在的变化，巩固语言功能项目。

Self-check：针对单元语言功能项目进行词汇、语法和写作练习。

2.学情分析

学生已经完成section A部分的学习，对本单元的语法结构进行了详细地学习，本节课的内容延续了本单元的教学话题，继续对过去到现在发生的变化进行讨论和描述，并进行相关的听说练习。

4.学习目标

1.Key vocabulary: ant, insects, used to, be on the soccer team, all the time, walk to school, worry about, paint pictures, hate/love sth, like to do/doing sth.

2.Target language: I didn't use to like tests. I used to hate P.E. class.

I don't worry about tests now. We used to wear school uniforms to school.

We can wear whatever we like to school. I used to be nervous about tests all the time.

3.To train students’ listening ability and communicative competence.

4.评价任务

能结合上节所学短文的内容，完成写段落关键词及短文填空的任务。掌握本单元所学used to句型的用法，并能正确运用此句型来进行表达。能综合运用就本单元所学习的语言知识来写作与过去相比所发生的一些变化。

5.教学评活动过程

教师活动

学生活动

环节一：Warm up and lead in

T: What are your hobbies?

T: We have many hobbies now. And we also had many hobbies when we were young. What did they use to do when they were a child in the following pictures?

S1: I like singing best.

S2: I like playing basketball best.

S3: I like…

设计意图:

利用图片帮助学生复习used to结构。

环节二：Pre-listening（听前）

T: How about your childhood? Did you use to have the same experience as the following?

(1) T: Now, let's check (√) the things you used to like when you were a child in 1a.

(2) T: What other things did you use to like when you were a child? Write sentences. Then discuss them with a partner.

(3) Check their work with several students.

设计意图

为下文的听力做好铺垫

环节三：While-listening（听中）

1. Listen for the general idea of 1c.

The general idea of the conversation is about________．A. changes

2. Listen for the specific ideas of 1c.

(1)T: Class, we all know they are talking about their changes. Now, let's check (√) the sentences you hear.

(2)T: Listen again. What do the girl and the boy say about things in the past and now? Fill in the chart.

Listen to the tape and work on 1c

设计意图

听取对话大意的能力，利用细听训练来培养学生听细节、听关键信息的能力

1. Listen to the tape and repeat.

2. Now you can talk about what the girl and the boy say about the things in the past and now in pairs to practice.

3. Group work. Compare yourself with your partner.

Fill in the chart.

设计意图：通过pair work和Group work巩固听力的目标语言

环节五：3a-self-check

1Work on 3a:

2Work on 3b:

3Work on Self Check

1Write the notes on a piece of paper.

In the past

Now

appearance

personality

hobbies

1.Read the conversations in 1b

2. Preview P30－P31 (★)

.