Unit4IusedtobeafraidofthedarkSectionA(GrammarFocus4a4c)教学设计人教版九年级英语全册

Unit4Iusedtobeafraidofthedark.SectionA(GrammarFocus4a-4c)教学设计教学目标Bytheendoftheclass,youwillbeableto:1.watchandsayhowtomakeaffirmative,negativesentencesandquestionswith“usedto”.2.improveyourskillsofanalysisandconclusion.3.learntocareaboutothersbypractising.4.bebraveandtrythethingsyouusedtobeafraidofbytransferlearning.教学内容教学重点：1.Sswillwatchandsayhowtomakeaffirmative,negativesentencesandquestionswith“usedto”.2.Sswillimprovetheirskillsofanalysisandconclusion.

教学难点：1.Sswillknowmoreaboutthemselvesandtrytobebraveandtrythethingstheyusedtobeafraidofbytransferlearning.4.Sswilllearntocareaboutothersbypractising.教学过程学习任务师生活动设计意图核心素养提升点Step1.LeadinShowssasmallpartofvideoofthemselves,andaskthemtoanswerthequestions.T:Haveyouchangedalot?Ss:Yes,we’vechangedalot.T:Whatdidyouusetobelike?Ss:Iusedto...Showsomepictures.T:Whoishe?Ss:HeisBill.T:Whatdidheusetobelike?Ss:Hedidn’tusetowearsglasses.T:Whoishe?Ss:HeisCris.T:Whatdidheusetobelike？Ss:Heusedtobeserious.用班上学生七八九三个年级的照片变化制作视频，并以此作为导入，引起学生的注意和兴趣。让学生谈论自己过去是什么样子的。圈出图片中的某个同学，让学生观察这个同学的变化。激发学生用英语对过去进行描述的欲望。由此过渡到语法点的学习。培养学生思考，观察和语言能力。（语言能力+思维品质）Step2.WatchandSayT:Howcanwesaysomethingaboutthepast?Ss:Wecanusethephrase‘usedto’Workingroupstofindoutwhatwecanlearnfromthesentences.Asksomesstosharetheirconclusion.Andtheteacherleadthewholeclasstochecktheirconclusion.T:Justasyousay,weneedtopayattentiontothetwopoints.1.beaffirmative:usedtodo2.benegative:didn’tusetodosth.通过照片，引入语法要点中的前四句。让学生小组合作，自己通过观察，获取梳理并概括相关语法要点，提高学生的分析总结及合作学习的能力学生通过小组讨论，合作学习来提升分析和总结的能力（语言能力+学习能力+思维品质）Step3.PracticeT:Lookatthepicturesabouttheteacher.Wasshebeautiful？Ss:Yes,shewasbeautiful.T:So,wecansaysheusedto___beautiful.T:Didsheusetobeserious?Ss:No,shedidn’tT:So,wecansayshedidn’tusetobeserious.Pleasepayattentiontothephrases:usedtodo/didn’tusetodo让学生利用关于教师的搞笑图片，练习关键句型，逐步掌握知识点。学以致用，分析总结并练习。（语言能力+学习能力+思维品质）Step4.WatchandSayAsksomequestionsabouttheexercises.T:-Didsheusetobebeautiful?-Yes,shedid.①-Didsheusetobeserious?-No,shedidn’t.②LookatthesentenceinGrammarFocusagain,andconcludethelanguagepoints.(Didheusetowearglasses?--Yes,hedid/No,hedidn’t.③)Ss:Fromthesentences,wecanknowYes/NoQuestionwith‘usedto’.-Didsb.usetodosth.?-Yes,I/you/he...(Pron.)did/No,I/you/he...(Pron.)didn’t.Lookatthepictureagain.T:DidBillusetowearglasses?Ss:No,hedidn’t.T:DidFredusetowearglasses?Ss:Yes,hedid.T:There’sanotherwaytosaythesamething.Heusedtowearglasses,didn’the?Ss:Yes,hedid/No,hedidn’t.LookatGrammarFocusagain.ConcludeTagQuestionwith‘usedto’.Ss:-Sb.usedtodosth.,(beaffirmative)didn’tI/you/he...(Pron.)?(benegative)-Yes,I/you/he...(Pron.)did./No,I/you/he...(Pron.)didn’t.根据练习中的句子提问，引出usedto的一般疑问句。让学生根据语法中的句子和我们刚刚所造句子，分析总结usedto的一般疑问句的基本结构。立刻根据图片进行练习，让学生实实在在掌握usedto的一般疑问句。由一般疑问句过渡到usedto的反义疑问句。让学生更好的理解、总结。建构有关usedto的知识体系。分析总结并练习。（语言能力+学习能力+思维品质）Step5.PracticeT:Asyouknow,Emilyisnewinourclass.Let’slearnsomethingaboutherpast.Lookatthechart,andfillintheblanks.1.-DidEmily______eatalotofvegetables?-No,shedidn’t.2.-Didshe______eatalotofvegetables?-Yes,shedid.3.-Emilyusedtowatchscarymovies,_________?-Yes,shedid.4.-Shedidn’tusetoreadalotofbooks,_______?-No,shedidn’t.创设情境，让学生明白可以在何时使用目标语言。帮助学生内化知识点。让学生学会关心他人。培养学生观察分析能力。让学生学会分享并尊重他人。（语言能力+文化意识+思维品质）Step6.ConclusionT:let’sconcludewhatwe’velearnedinthisclass.1.usedtodo;beusedtodoing2.didn’tusetodo3.-Didsb.usetodosth.?-Yes,sb.(pron.)did-No,sb.(pron.)didn’t-sb.usedtodosth,didn’tsb.(pron.)?-Yes,sb.(pron.)did-No,sb.(pron.)didn’t总结概括本课要点，形成知识体系，便于复习巩固。培养学生自主学习能力。（语言能力+文化意识+思维品质）Step7.TransferLearningWatchavideo.T:Look,howoutgoingyouarenow!Youarebecomingbetterandbetter.So,don’tbeafraid.Tryit!升华主题，知识迁移，让学生明白害怕是很正常的，但是我们要学会尝试，让自己变得更好。尝试不可能（文化意识）Step8.HomeworkYoumustfinishtheexercises.YoucandrawamindmapofthechangesofJianyang/China/technology...Youcantrythethingyoushoulddo,butyouarestillafraidof.Thenshareyourfeelingswithus.分层布置作业，让学生根据自己的能力选择适当的作业内容。鼓励学生观察简阳、中国或者其他事物的变化，学会迁移创新。鼓励学生尝试应该做却不敢做的事情，让他们勇敢做更好的自己。内化知识，养成良好学习习惯（学习能力）板书设计Unit4Iusedtobeafraidofthedark.SectionA(GrammarFocu