人教版英语九年级全一册教案：Unit4SectionA(1a-2d)

1、Unit4 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)13 / 11【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

2、知新语言内容used to的结构特征，体会其用法。Section(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usedto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 too1盗在听力输入基础上的控制性口语输出 used td教材分析Section A(2a2d)轮 的 听 说 活介绍更多描述性格的形容词，并通过倾听关于人们今昔变化的对话，让学生体会usedto真实的日常交际中的运用，进

3、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Y语百知识目标：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

4、、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 short,didn t you?-Yes, he did./No, he didn'

5、;t.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 st和be used for doing sth勺区另U。语言技能目标：(情(1)有听前对听力材料内容的预测能力。(2)听.力中能够扑捉肩关人物外貌、性格和爱好的名词和形容词。(3)学会使用used t瞰论自己及他人在外貌、性格的变化。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。教学重难点2.学教学重点：l.used to 的用法。2.学会用used to谈论自己及他人在外

6、貌、性格和爱好方面的变化。教学难点：学会用used t瞰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：米用pairwork, groupwork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谛言规律，由易到难逐层递进，充分体现谛言输入到谛言输出的完整过程。3 .听后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

7、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 1 Greetin g 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 isYang Mi like? S:She has curly hair T:What was she like i

8、n 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 S to read it aloud and say out the Chinese meaning of used to二利用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usedt

9、o建立起记忆连接，简单启效的激活 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。s1 .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 tdDELC52状取新知识Step2Prelistening(听前)(3 mins)I.Get students to have a brainstorm of the words about appearance and personality in groups and finish 1a.2.Encourage students to use words and phrase

10、sin 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.3.Get the students to focus in the picture in 1a andtalkabout the people in th

11、e picture. let students predict what thepeople are talking about.Work on 1b:1.进行词汇分类，为后续听力活动中 谈论过去经常后的习惯做准备。Appearance9卜貌词汇)(1) Height : tall ,short, medium height(2) Build: heavy, fat, thin, medium build(3) . Haircuts: long, short, straight, curly.(4) others: wear glasses, young, oldPersonality (个性

12、词汇) outgoing, funny, friendly, brave, serious, active, quite, kind, shy, smart 2.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。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。I.Lead Ss to understand the contents of the title in 1b)I used to be short, but I am tall.Step 4P

13、ost-的酌3ngWhite-) 保te怖g (听中)(6mins)PaTcIweanhe sentences.2.CalorsWdstensfoHe能砥nstoiee coteveasatinnaindi the MtheAsiaskdieinla.to read it to the class.3.Ss wseenfoamatnandncheandt曲 answers tweth othe ciassnversations .EMario： 1ssiddMa祸 uhoReHhoJsed to wearglasses. AmBuYes,the)d囱jHesesfedp toeave幽ro r

14、hair. TinaAU sedab' havered nanwturly hair.4.Listen: andisead nftwr. the tape.A: People sure change!3.Ask pairs to act out conversations in front of class.Tom used to have curly hair, but he has Straight hair.在情景中操练used to目标句型，引 入usedto结构的一般疑问句，反义 聃顺网雁瞰如为的瞰希内 缔防前解除?翳维学刈般地朝陕洲 迅的即尸容易完成听力任务，达到 used

15、 to语百输入的目的。大部分学生能在老师 的引导下使用目标词 而到承取僦锄能躺吊 此。策略获取有效信 息。DELC63深度加工知识Step 5 Pre- 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 and understand the new words.2 .Let some Ss read the words in 2a al

16、oud. Make sure Ss know the meaningof 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, humorous, helpful.2 .推测图片事件W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。St

17、ep 6 Whilelistening (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 quietWork on 2b:通过新的听力任务，对谈到的人物性犬 进进行细节信息的扑捉和完成表格获 得完整的语篇信息，巩固并检测学生所学的目标 词汇及句

18、型是否掌握，为下一步表演又 话奠定基础。部分学生应该能利用此策略获取有效信；息。寸I.Let Ss 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 wasn't very outgoing . She was never brave enough to

19、 ask questions.She got good grades in science. She was also goo in music class. She used to play thepiano .Now Now shes more interested in sports. She plays soccer almost every day. Sh 法 also on aswimteam. She still plays thepiano from time to time.3. Play the recording again to check the answers.dS

20、tep 7Postlistening(听后)(5 mins)Work on 2c:1 .Focus students on the conversation in Activity 2c andunderstand 2c.2 .Ask students to read it to the class in pairs.根据听力缶息，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。3 .Make conversations using the information

21、 in 2b.(Move around the room listening in on various 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 theirconversations to the class.DELC74评价学 生学习Step 8Role-pla y(5 mins)Work on 2d:1 .Read

22、 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_1and. His face alwayswhen he talked togirls! I used to see himin the library. He studiedhard and got goodon his exams. He used toglasses.He used to be, but now he is and.Answers: shy , quiet ; turned , red; reading; scores ;A wear; thin; big , strong.通过不同的方式反复练习对话，让学生理解，掌握和运用目标谛言点。1 .通过阅读和模仿朗读，使学生达到掌 对话大话大意