人教版英语九年级全一册教案Unit4SectionA

Unit4 SectionA （1a-2d）教课方案
【教材版本与册数】新目标人教版九年级上册
【单元名称】 Unit4I used to be afraid of the dark.
【课时】 Section A 1a-2d（第 1课时）
【课型】 Listening and Speaking（听闻课）
【本单元话题】环绕“我们发生了如何的变化”为话题，讨论“过去常常有的习惯”。

【本单元要点掌握目标】
理解、掌握和运用 used to构造。

【教材内容拆分剖析】
Section A 从描绘相貌和个性有关的词汇下手，睁开了简单描述“过去”的听力、会话和阅读活动，对人物的个性、相貌和经历作今昔对照，使学生感知新语言内容used to 的构造特点，领会其用法。

Section A(1a~1c)复习和稳固学生已学过的有关个性和相貌的词汇，同时经过听闻活动导入used
to这一语言构造，并借助主题图创建的语境，模拟生活情境，指引学生睁开初步的对话演练。

1a中的主题图为本单元目口号言used to供给了一个主题情境。

1b是本单元基础的听力输入，内容浅易，让学生经过听初步感知本单元目口号言used to。

1c是在听力输入基础上的控制性口语输出used to。

Section A（2a~2d）通过新一轮的听说活动，教材剖析介绍更多描绘性格的形容词，并经过聆听对于人们今昔变化的对话，让学生领会used to 真切的平时社交中的运用，从而理解其功能意义。

【经过本单元的学习，学生需掌握哪些综合技术】
1. 需理解、掌握和运用描绘相貌、性格和喜好的生词和短语；需理解、掌握和运用used to构造。

2.能在听力练习中可以捕获有关人物生活变化方面的细节信息。

3.运用 used to 描绘过去的形象，性格，喜好及经历。

4.可以经过新旧对照，学会关注别人的变化和关怀别人，意会人生的转折和掌握命运的方法。

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，提升阅读理解的有效性。

语言知识目标：
1.经过教师自己的情形式导入和与学生互动的问答形式，学习和稳固该话题下的词汇句型，激发调换学生的求知欲，
娴熟使用以下词汇、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.
社交：
(1)-Did Mario use to be short?-Yes, he did./No, he didn’t.
(2)-Paula used to be really quiet?
教课目的-I know.She was always silent in class.
(3)-You used to be short,didn’tyou?
- Yes, he did./No, he didn’t.
语法：（ 1）学习 used to 的一定句、否认句、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的差别。

Y语言技术目标：
（（1）有听前对听力资料内容的展望能力。

（（2）听力中可以扑捉有关人物相貌、性格和喜好的名词和形容词。

（（3）学会使用 used to讨论自己及别人在相貌、性格的变
化。

感情态度价值观目标：
指引学生关注和关怀自己及身旁家人、朋友的变化。

教课要点：
ed to的用法。

教课重难点
2. 2. 学会用 used to讨论自己及别人在相貌、性格和喜好方面的变化。

教课难点：
学学会用 used to讨论自己及别人在相貌、性格和喜好方面的变化。

词汇教课 :要点打破，情境演练、频频运用；
建议教法口语教课：采纳pairwork ，groupwork 方式相互演练；
听力教课：采纳扑捉细节信息的方式；
语法教课：总结规律、比较异同、模拟演练。

教课流程（详见相应教课方案）
1.本课时的目标设计清楚可操作，活动的设计紧扣目标要求并与目标达成一致。

教课评论 2. 听中的活动设计按照语言规律，由易到难逐层递进，充分表现语言输入到语言输出的完好过程。

3.听后的活动设计表现对文本内容的深度发掘和文本再构，表现了对学生思想品行的训练与培育。

【本课时教课方案】
步骤过程举措（教师活动与学生活动）
Step 1 1.Greet the class as usual.
DELC4 Greetin 2. Show some pictures on the screen， Lead Ss to 1 g and describe what they are like now and her appearance 预备与激Leading in the past by comparing.E.g:
活先期知in T: What isYang Mi like? S:She has curly hair
识( 3mins 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. 目的连续性评论
利用 IQEE 策略 ,利用旧的描绘人物 1. 经过课前的预习，相貌和性格的方法和词汇与本堂课培育学生的“ IQEE”的话题辞汇及目口号言构造“used学习策略。

to”成立起记忆连结，简单有效的激活
与此话题有关的背景知识和先期知
识，培育学生优秀的预习习惯。

2.学生能利用老师提
供的信息初步认识
used to。

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”.
1.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 phrases in 1a to describe each other now and what they used to be like in the past? 1.进行词汇分类，为后续听力活动中
讨论过去常常有的习惯做准备。

Appearance(相貌词汇 )
(1)Height : tall ,short，medium height
1. 学生能总结和划分
外貌词汇和个性词
汇。

E.g.
Build: heavy, fat, thin, medium
(2)
I used to be short, but I am tall.
build
Tom used to have curly hair, but he has Straight hair.
straight,
(3). Haircuts: long, short,
She used to have short hair,but she has long hair
curly.
now.
3.Get the students to focus in the picture in 1a (4) others: wear glasses, young, old
Step2 andtalk
Pre- about the people in the picture. let students predict
Personality（个性词汇）
DELC5 listening what thepeople are talking about.
funny, friendly, brave,
outgoing,
2 （听前）
serious, active, quite, kind, shy, 获得新知(3 mins)
smart
识
2.帮助学生理解稳固目标句型，为后
续听力做准备和铺垫 ,培育学生听前
展望和聚焦要点信息和关注细节问
Work on 1b:
题的听力策略。

2. 学生两人一组能利用目标句型进行描绘变化。

3.学生能利用图片预测将学内容。

Step 4 Post- Steplistening3 While（听后）- listening(5mins) （听中）(6mins) 1.Lead Ss to understand the contents of the title in 1b
Pair work(1c)
and read the sentences.
1.Call students' attention to the conversation in the
2.Ss only listen for the first time；listen again and fill
inbox.theAskblanksstudentsin1a.to read it to the class.
2.Ss useinformation in 1a and 1b to make their own
3.Ss listen againand check the answers with the
class.conversations ..
E g.A: Did Maria use be short?
①Mario used to be short. He used to wearglasses.
②B: Yes, he did. He used to be really short. Amy used to be
tall She used to have short hair.
③A: What ’s he like now?
Tina used to havered an curly hair.
B: He is tall now.
4.Listen and read after the tape.
A: People sure change!
3.Ask pairs to act out conversations in front of class.
I used to be short, but I am tall.
Tom used to have curly hair, but he
has Straight hair.
在情形中演练 used to 目标句型，引
入 usedto 构造的一般疑问句，反义
疑问句及应答语，进一步稳固听力内掌握
利用听中聚焦要点信息和关注
容，拓展学生思想，从而掌握和运用细节的
策略，赐予学生有效的听力学
目口号言。

法指导，简单达成听力任务，达到
used to 语言输入的目的。

大多半学生能在老师
的指引下使用目标词
汇和句型创编新的对部
分学生应当能利用
话。

此策略获得有效信
息。

1.learn the new words like this:
T:What do you think of your math teacher?
S:He is friendly ,serious,humorous,silent...
DELC6 Step 5 Make students read and understand the new words.
3 Pre- 2.Let some Ss read the words in 2a aloud. Make sure 深度加listening( Ss know the meaningof each word.
工知识听前 ) 3.Look at the picture in 2a and ask students what is (3mins) happening.
Work on 2a:
Step 6 1. Listen for the first time and check the words you
While-hear.
listening 2.Play the recording a second time and Check the
（听中）answers with the class.
(10Answers: friendly outgoing silent
mins)active brave quiet
Work on 2b: 1.学习和稳固对于性格特点的词汇，
为后续听力做准备和铺垫。

Personality（个性词汇）：学生能朗诵和理解描 outgoing, funny ， friendly, brave, 述人物性格特点的目
serious，标性词汇。

active, quite, kind, silent, humorous，
helpful.
2.推断图片事件情形和人物之间的关
系。

经过新的听力任务，对谈到的人物性格
进进行细节信息的扑捉和达成表格获部分学生应当能利用得完好的此策略获得有效信语篇信息，稳固并检测学生所学的目标息。

词汇及句型能否掌握，为下一步表演对
话确立基础。

1.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 past
①Paula used to be really quiet. She was always
silent in class. She wasn’tvery outgoing . She was
never brave enough to ask questions.
②She got good grades in science. She was also good
in music class. She used to play thepiano .
Now
①Now she’s more interested in sports. She plays
soccer almost every day. She’s also on aswimteam.
②She still plays thepiano from time to time.
3. Play the recording again to check the answers.
Step 7 Work on 2c: 依据听力信息，两两对话，分角色表大多半学生能在老师Post- 1.Focus students on the conversation in Activity 2c 演有益于学生踊跃性提升，有助于对的指引下使用目标词listening and used to 目标句型的掌握和运用，为汇和句型创编新的对（听后）understand 2c. 下一步长对话确立基础。

话。

(5 mins) 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 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.
Step 8 Work on 2d:
Role-pla 1.Read the conversation and Let Ss read after the 经过不一样的方式频频练习对话，让学生
y record. 理
DELC7 （5 2. Read the conversation again and complete the 解，掌握和运用目口号言点。

4 mins）blanks. ， 1.经过阅读和模拟朗诵，使学生达到掌 1. 学生能朗诵和模拟评论学Bill has changed so much! He used to be 握对话大话粗心的目的。

目标句型。

生学习and____. His face always ___ ___ when he talked to 2.经过阅读对话达成表格 ,在获守信息的
girls! I used to see him___ in the library. He studied 同 2. 学生能达成表格获
hard and got good _____ on his exams. He used to 时连续内化 used to构造。

取有效信息。

___glasses.He used to be ____, but now he is ___ 3. 经过分角色表演对话，达到语言真
and ______. 实运用的目的。

3. 部分学生能进行角
Answers: shy , quiet ; turned , red; reading; scores;人色表演，达到语言
wear; thin; big , strong. 真切运用的目的。

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 points with the students
(1)used to
(2)This party is such a great idea.
(3)It ’s been three years since we last saw our
primary school classmates.
Summary
T 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. 指引学生擅长发现自己或别人所发生经过思想导图形式能
的变化，培育学生学会察看、总结让大多半学生清楚回Ss remember what they have learned and say the key
Words by thinking over 和概括并形成判断的思想质量，让顾本堂课的课脉结
学生理解事物是在不停发展、变化构。

的道理，培育学生踊跃向上的心态。

changes
others
appearance personality
height hair
build
humorous ,
silent⋯
Homework
Describe your past. Make at least six sentences with
“used to”.进一步稳固used to目口号言。

经过课后对过去的描
述，检测学生在课后
能否能基本运用本堂
课的目口号言，表现
对学生的可连续性评
价。

11 / 11。