人教版英语九年级全一册教案Unit4SectionA1a2d语文doc.docx

1、人教版英语九年级全一册教案Unit4SectionA1a2d语文docUnit4 SectionA（1a-2d） 教案【教材版本与册数】新目标人教版九年级上册 【单元名称】Unit4 I used to be afraid of the dark.【课时】Section A 1a-2d （第1课时）【课型】Listening and Speaking（听说课） 教材分析【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】理解、掌握和运用used to结构。【教材内容拆分分析】Section A从描写外貌和个性相关的词汇入手，展开了简单描述“过去”的

2、听力、会话和阅读活动，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。Section A (1a1c)复习和巩固学生已学过的有关个性和外貌的词汇，同时通过听说活动导入used to这一语言结构，并借助主题图创设的语境，模拟生活情境，引导学生开展初步的对话操练。1a中的主题图为本单元目标语言used to提供了一个主题情境。1b是本单元基础的听力输入，内容浅显，让学生通过听初步感知本单元目标语言used to。1c是在听力输入基础上的控制性口语输出used to。Section A （2a2d）通过新一轮的听说活动，介绍更多描述性格的形容词，并通过

3、倾听关于人们今昔变化的对话，让学生体会used to 真实的日常交际中的运用，进而理解其功能意义。【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。教学目标语言知识目标：1.通过教师自身的情景式导入和与学生互动的问答形式

4、，学习和巩固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：humorous, silent, helpful, score.短语：used to, from time to time, on a swim team, get good scores.交际：(1)-Did Mario use to be short?-Yes, he did./No, he didnt. (2)-Paula used to be really quiet? -I know. She was always silent in class.(3)-You used to be shor

5、t, didnt you? - Yes, he did./No, he didnt.语法：（1）学习used to 的肯定句、否定句、一般疑问句和反意疑问句及疑问句式的答语。（2）used to do sth,be used to doing sth,be used to do sth和be used for doing sth的区别。Y 语言技能目标：（ （1）有听前对听力材料内容的预测能力。（ （2）听力中能够扑捉有关人物外貌、性格和爱好的名词和形容词。（ （3）学会使用used to谈论自己及他人在外貌、性格的变化。 情感态度价值观目标：引导学生关注和关心自己及身边家人、朋友的变化。教学

6、重难点教学重点：1.used to 的用法。2. 2.学会用used to谈论自己及他人在外貌、性格和爱好方面的变化。教学难点：学 学会用used to谈论自己及他人在外貌、性格和爱好方面的变化。建议教法词汇教学:重点突破，情境操练、反复运用；口语教学：采用pair work，group work方式互相操练；听力教学：采取扑捉细节信息的方式；语法教学：总结规律、比较异同、模仿操练。 教学流程 （详见相应教学设计） 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

7、的活动设计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】步骤过程措施（教师活动与学生活动）目的持续性评价DELC41预备与激活先期知识Step 1Greeting and Leading in ( 3mins )1.Greet the class as usual.2. Show some pictures on the screen，Lead Ss to describe what they are like now and her appearance in the past by comparing. E.g:T: What is Yang Mi

8、 like?S:She has curly hair T:What was she like in the past?S:She had straight hair in the past .T:She has curly hair.but She had straight hair in the past. She used to have straight hair.Help students to understand the new sentence.Ask Ss to read it aloud and say out the Chinese meaning of “used to”

9、.利用IQEE策略,利用旧的描述人物外貌和性格的方法和词汇与本堂课的话题词汇及目标语言结构 “used to”建立起记忆连接，简单有效的激活与此话题相关的背景知识和前期知识，培养学生良好的预习习惯。1.通过课前的预习，培养学生的“IQEE”学习策略。2.学生能利用老师提供的信息初步了解used to。DELC52获取新知识Step2Pre-listening（听前） (3 mins)Step 3While-listening（听中）(6mins)1.Get students to have a brainstorm of the words about appearance and perso

10、nality in groups and finish 1a.2.Encourage students to use words and phrases in 1a to describe each other now and what they used to be like in the past? E.g. I used to be short, but I am tall.Tom used to have curly hair, but he has Straight hair.She used to have short hair,but she has long hair now.

11、3.Get the students to focus in the picture in 1a and talk about the people in the picture. let students predict what the people are talking about.Work on 1b:1.Lead Ss to understand the contents of the title in 1b and read the sentences.2.Ss only listen for the first time；listen again and fill in the

12、 blanks in 1a.3.Ss listen again and check the answers with the class. Mario used to be short. He used to wear glasses.Amy used to be tall She used to have short hair.Tina used to have red an curly hair. 4.Listen and read after the tape.1.进行词汇分类，为后续听力活动中谈论过去经常有的习惯做准备。Appearance(外貌词汇)(1) Height:tall ,

13、short，medium height(2) Build:heavy, fat, thin, medium build(3).Haircuts: long, short, straight, curly.(4) others: wear glasses, young, oldPersonality（个性词汇）outgoing, funny, friendly, brave, serious, active, quite, kind, shy, smart2.帮助学生理解巩固目标句型，为后续听力做准备和铺垫,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。I used to be sho

14、rt, but I am tall.Tom used to have curly hair, but he has Straight hair.掌握利用听中聚焦关键信息和关注细节的策略，给予学生有效的听力学法指导，容易完成听力任务，达到used to 语言输入的目的。1.学生能总结和区分外貌词汇和个性词汇。2.学生两人一组能利用目标句型进行描述变化。3.学生能利用图片预测将学内容。部分学生应该能利用此策略获取有效信息。Step 4Post-listening（听后） (5 mins)Pair work(1c)1. Call students attention to the conversat

15、ion in the box. Ask students to read it to the class.2.Ss use information in 1a and 1b to make their own conversations . E g. A: Did Maria use be short? B: Yes, he did. He used to be really short. A: Whats he like now? B: He is tall now. A: People sure change!3. Ask pairs to act out conversations in

16、 front of class.在情景中操练used to 目标句型，引入used to结构的一般疑问句，反义疑问句及应答语，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。大部分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。DELC63深度加工知识Step 5Pre- listening(听前)(3mins)1.learn the new words like this:T:What do you think of your math teacher?S:He is friendly ,serious, humorous,silent.Make students read a

17、nd understand the new words.2.Let some Ss read the words in 2a aloud. Make sure Ss know the meaning of each word.3.Look at the picture in 2a and ask students what is happening.1.学习和巩固关于性格特征的词汇，为后续听力做准备和铺垫。Personality（个性词汇）：outgoing, funny，friendly, brave, serious，active, quite, kind, silent, humorou

18、s，helpful.2.推测图片事件情景和人物之间的关系。学生能朗读和理解描述人物性格特征的目标性词汇。Step 6While-listening（听中）(10 mins)Work on 2a:1. Listen for the first time and check the words you hear.2. Play the recording a second time and Check the answers with the class.Answers: friendly outgoing silent active brave quiet Work on 2b: 1.Let S

19、s read the sentences and guess the answers.2.Play the recording for the Ss to fill in the blanks with the right words. In the pastPaula used to be really quiet . She was always silent in class. She wasnt very outgoing . She was never brave enough to ask questions.She got good grades in science. She

20、was also good in music class. She used to play the piano .NowNow shes more interested in sports. She plays soccer almost every day. Shes also on a swim team.She still plays the piano from time to time.3. Play the recording again to check the answers.通过新的听力任务，对谈到的人物性格进进行细节信息的扑捉和完成表格获得完整的语篇信息，巩固并检测学生所

21、学的目标词汇及句型是否掌握，为下一步表演对话奠定基础。部分学生应该能利用此策略获取有效信息。Step 7Post-listening（听后） (5 mins)Work on 2c: 1.Focus students on the conversation in Activity 2c and understand 2c.2.Ask students to read it to the class in pairs.3.Make conversations using the information in 2b.(Move around the room listening in on vari

22、ous pairs and offering help if necessary.)E.g. A:Paula used to be really quiet.B:I know. She was always silent in class.4.Check and call on different pairs to say their conversations to the class. 根据听力信息，两两对话，分角色表演有利于学生积极性提高，有助于对used to目标句型的掌握和运用，为下一步长对话奠定基础。大部分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。DELC74评价学生学习

23、Step 8Role-play （5 mins）Work on 2d:1.Read the conversation and Let Ss read after the record.2. Read the conversation again and complete the blanks. Bill has changed so much! He used to be _ and_. His face always _ _ when he talked to girls! I used to see him_ in the library. He studied hard and got

24、good _ on his exams. He used to _glasses. He used to be _, but now he is _ and _.Answers: shy , quiet ; turned , red; reading; scores; wear; thin; big , strong.3. Ask students to role-play the conversation in groups。 4.Try to act out the conversation in front of the class. 5.Deal with the difficult

25、points with the students(1) used to(2) This party is such a great idea.(3)Its been three years since we last saw our primary school classmates.SummaryT uses a simple mind-map to let Ss review what they have learned this class and check whether they can say the topic words or not.Ss remember what the

26、y have learned and say the key Words by thinking overHomeworkDescribe your past. Make at least six sentences with “used to”.通过不同的方式反复练习对话，让学生理解，掌握和运用目标语言点。， 1.通过阅读和模仿朗读，使学生达到掌握对话 大 话大意的目的。2.通过阅读对话完成表格,在获取信息的同时持续内化used to结构。3.通过分角色表演对话，达到语言真实运用的目的。 人引导学生善于发现自己或他人所发生的变化，培养学生学会观察、总结和归纳并形成判断的思维品质，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。进一步巩固used to目标语言。1.学生能朗读和模仿目标句型。2.学生能完成表格获取有效信息。3.部分学生能进行角色表演，达到语言真实运用的目的。 通过思维导图形式能让大多数学生清晰回顾本堂课的课脉结构。通过课后对过去的描述，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。