Unit4 Section A 3a-4c.教学设计和课时作业含答案 人教版九年级英语全册

Unit4 I used to be afraid of the dark.
第二课时教学设计和课时作业
The Second Period (Section A 3a---4c)
Teaching Aims
1. Knowledge Objects：
(1)Function:
Talk about what you used to be like and what he used to do.
(2)Key Vocabulary:
Ss can master the following new words and phrases: background, interview, Asian, dare, private, guard, require, European, African, British, speech, public, take up, deal with, not…anymore, tons of, be careful with, hang out, fight on, make it to the top, be afraid of , give a speech, in public
(3)Target Language:
Candy told me that she used to be really shy and took up singing to deal with her shyness.
I didn’t use to be popular in school, but now I get tons of attention everywhere I go.
I always worry about how I appear to others, and I have to be careful about what I say or do.
I used to be afraid of the dark.
(4)Structure:
Used to and its negative and interrogative forms.
2. Ability Objects
①Learn and master the key vocabulary and target language.
①To read the passage, learn and master how to talk about what someone used to be like and what he used to do
①To learn to grasp and use used to + verb in statements, negations and questions.
3. Moral Objects
Don’t be so shy. Be confident of yourself. Practice more, and you will sure change.
Teaching Key Points：
① Learn and master the key vocabulary and target language.
①To learn to understand and use used to + verb in statements, negations and questions.
Teaching Difficult Points ：
①Learn and master used to + verb in statements, negations and questions correctly.
①To understand the passage, practice how to talk about what someone used to be like and what he used to do
Teaching Methods ：
The Situational Teaching Approach, Task -based language teaching method, The Gaming teaching Method.
Teaching Aids ：
The pictures about amusement park, PPT
Teaching Procedures ：
Step 1 Review （About 4 minutes ）
Greet the class as usual.
Show the photos of Han Hong and talk about them
with students.
T: Did she use to be thin?
Ss: Yes, she used to be really thin.
T: What’s she like now?
Ss: He’s heavy now.
Have students use “used to” and “now” to talk about the following picture with their partners.
Step 2 Play a game （About 5 minutes ）
Play a guessing game.
Choose a student in each group to describe another student’s appearance, personality or hobby in the past, then the others guess who he/she is. The group that has correct descriptions is the winner.
Step 3 Practice（About 6 minutes）
Have a free talk with a student.
T: S1, what did you like doing three years ago?
S1: Umm, I liked playing basketball.
T: You used to play basketball, didn’t you?
S1: Yes, I did.
T: Did you use to play the piano?
S1: No, I didn’t.
T: (to the class) S1 didn’t use to play the piano.
Teacher writes the sentence on the Bb and tells students that it’s a negative sentence of “used to”.
Help students find out how to turn the statement into negative form. Then explain it to the students and give an example.
Subject + used to do sth.→Subject +didn’t use to do sth.
He used to have short hair. →He didn’t use to have short hair.
Have students read the example in 4a. Then ask them to write sentences using “used to” according to the example. Move around and give them some help if they need.
Call some different students to say their sentences and check them in class.
Step 4 Grammar Focus (About 4 minutes)
Have the students read and remember the sentences in Grammar Focus by themselves, and then have them sum up the forms of the declarative sentence, negative sentence and interrogative sentence of “used to”. Teacher writes the structures on the Bb and gives some explanations.
Subject + used to do sth. →Subject +didn’t use to do sth.
→Did + Subject + use to do sth.?
Then have the students read and remember the responses in Grammar Focus, tell them how to answer the questions.
Present three sentences and ask students to turn them into negative sentences and questions.
1. She used to be quiet.
2. He used to wear glasses.
3. I used to play computer games.
Ask the students to work individually. Then call some students to report in class and praise the students who don’t have any mistakes.
Step 5 Writing practice （About 5 minutes）
Have students read the information about Emily in the chart of 4b, and then call one student to read the first line and the example. Tell them they need write a sentence with the information given. Remind them to pay attention to describe the past things using “used to” or “didn’t use to”.
Have students write the sentences individually according to the information given. Then call different students to read their sentences and help them correct any mistakes.
Have students put the sentences together into a passage about Emily. Ask two students to read their passages and see how Emily has changed.
Step 6 Reading (About 11 minutes)
Lead-in:
T: People sure change. We have seen how Emily has changed. How has Asian pop star Candy Wang changed? Now let’s read the article together and find how Candy has changed.
While-reading:
First, have students to read the information about Candy in the box and tell them the information appears in different paragraphs. Ask them to listen to the article in 3a and identify the paragraphs in which the information is.
Play the recording and ask them to number the information 1-3.
Teach some new words. Then call three students to read the article and check the answer. At the same time, have other students find out key phrases and key sentences.
Show the following questions, have students read the passage with the questions and find the answers to the questions.
①What did Candy use to be like?
①Did she use to be popular in school? What about now?
①Why does Candy think too much attention is a bad thing?
①How does Candy think young people can succeed?
Call some students to answer the questions and check the answers in class.
Have students read the article again and complete the sentences in 3b by themselves. Then have different students say the answers and check them in class.
Help students sum up some key language points and the teacher help explain the things they don’t understand.
After-reading:
T: Suppose you are the interviewer and you’ll interview Candy, what questions will you ask? Please list your questions.
Have students list their interview question, then interview their partners using the questions.
Call some pairs to have an interview in front of class. Choose a best “interviewer” and a best “star” and praise them.
Step 7 Pairwork（About 6 minutes）
T: (Show a picture of giving a speech) I used to be really shy and I used to be afraid of giving a speech in public. Did you use to be afraid of giving a speech in public?
Teach the new words “speech” and “in public” with the picture.
Show the pictures and ask “Did you use to be afraid of…” and “Are you still afraid of…?, have students answer and check the boxes in 4c.
Play an interview game.
Have students interview their partners about what they used to be afraid of and are still afraid of now. Then change roles to practice.
A sample example:
A: Did you use to be afraid of the dark?
B: Yes, I did.
A: Are you still afraid of the dark?
B: No, I’m not. How about you?
A: Me? Oh, I used to be afraid of the dark, but now I’m not afraid of it.
B: Wow! You are really brave.
Call several pairs to role-play their conversations in class.
Step 7 Summary（About 3 minutes）
Today we have learned an article about Asian pop star Candy and known how she has changed from a shy girl to a pop star. It tells us that one shouldn’t be shy and be confident of himself and he will sure change.
Ask students to sum up the important phrases and the key sentence they learned.
Call some students to explain how to change the declarative sentences of “used to” into negative sentences and questions.
Step 8 Homework（About 1 minutes）
Write a passage about a family member who has changed most. What did he /she use to be afraid of and like? What about now?
Blackboard Design：
Unit4 I used to be afraid of the dark.
Section A 3a-4c
Subject + used to do sth. →Subject +didn’t use to do sth. S1 didn’t use to play the piano.
→Did + Subject + use to do sth.? Did you use to play the piano?
Yes, …did./No, …didn’t
she used to be really shy.
I didn’t use to be popular in school.
课时作业设计
①.根据句意、汉语意思和首字母提示完成句子。

1. The reporter of our school newspaper i____ (采访)the headmaster and asked a lot of questions about Art Festival.
2. More and more people want to buy p______(私人的) cars in China.
3. If you r______(需要) further information, please visit our website on the Internet.
4. In the end David decided to take part in the s______ (演讲).
5. A number of museums are open to the p______ (公众) with free admission in USA.
①. 选择填空。

1. After leaving the college, Jane her job as a teacher in the countryside.
A. made up
B. put up
C. took up
D. set up
2. I don’t know how to the problems in my English study.
A. work with
B. end up with
C. do with
D. deal with
3. As a famous singer, she has to what she says or does in public.
A. be careful for
B. be careful about
C. be worried about
D. be excited about
4. The girl used to be afraid of strangers.
A. see
B. saw
C. seeing
D. to see
5. Mary looked a bit nervous because it was the first time she had made a_____ in public.
A. talk
B. joke
C. speech
D. story
①. 句型转换。

1. I used to get up early in the morning.（改为一般疑问句）
you to get up early in the morning?
2. The little boy used to wear a pair of glasses. (改为否定句)
The little boy to wear a pair of glasses.
3. My father used to watch TV at her supper. (变成反意疑问句)
My father used to watch TV after supper, ?
4. As a famous singer, Candy doesn’t have much private time anymore. (改为同义句)
As a famous singer, Candy has much private time.
5. Jim used to watch some scary movies. (划线提问)
did Jim to watch？
教学反思
本节课是一节读写课，各教学环节环环相扣，设计精妙，相互呼应，铺垫自然。

开始时，复习后的描述同学的游戏让学生对学习充满兴趣，很快地进入了学习状态，并能在竞争中感受英语学习的乐趣。

全部教学活动处处以学生为中心，任务活动层层深入，让学生在练中学，学中练，真正达到了“学为了使用”的目的。

读写教学围绕与学生密切相关、所熟知的材料展开，由于谈论的是与自己相关的情况，学生们积极性高，都有着强烈的表达欲望。

听说读写相互融合，从知识的感知、领悟再到运用，最后完成由知识向能力的迁移。

语法教学没有拘泥于单纯地讲解，而是把语法的训练和谈论人的变化融合在一起，不会显得枯燥，学生也更容易掌握。

由于教学内容较多，思想教育方面挖掘不够深入，应注意从个人变化的原因入手，进一步培养学生自信、奋进向上的生活态度。

第二课时作业设计答案
①. 1. interviewed 2. private 3. require 4. speech 5. public
①.1-5CDBBC
①. 1. Did; use 2. didn’t; use 或used not 3. didn’t /usedn’t ; he 4. no; more 5. What; use。