人教版九年级上册英语Unit4教案

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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usedto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。

人教版英语九年级全一册教案：Unit4 SectionA(3a-3c)

人教版英语九年级全一册教案：Unit4 SectionA（3a-3c）Unit4 SectionA（3a-3c）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 3a-3c（第2课时）【课型】Reading（阅读课）第 2 页第 3 页教材分析第 4 页教学目标教学重难点教学重点：1.正确使用Section A 3a-3c所有重点单词，短语和句型；正确使用used to结构，包括肯定、否定、疑问及其回答。

2.学习用描述人的个性的词汇描述人的变化。

教学难点：学用描述人的个性的词汇描述人的变化。

建议教法以任务型教学作为课堂教学理念、利用引导法和三步阅读教学法完成相应阅读任务。

Pre-reading: lead in-PresentationWhile-reading: Skimming- Scanning– Intensive reading-Listening and readingPost-reading: Retelling-Discussion-Inference-Different activities第 5 页教学流程（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.读中的活动设计遵循语言规律，符合阅读课目标，由浅入深，环环相扣，能兼顾边缘生。

3.读后的活动设计体现运用教材有创造性，补充内容有针对性，拓展知识有可行性，课后作业能体现知识的迁移性。

有利于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DELC4 1预备与激活先期知识Step 1Greeting andLeading in( 3mins)Greet the class as usual and ask Ss to reviewusing “used to” and “ now”. E.g.T:What did you use to be like？S: I used to be shy.T:Are you still now?S: No, I’m not.I am popuar..2.T asks Ss some students.(1) How have you changed since you was a child?(2) What does it help you with?利用IQEE策略,利用复习所学描述人物外貌和性格的方法及词汇，通过老师询问学生从小到大的转变的问题与本堂课的话题Candy的人生经历变化建立起记忆连接。

人教版九年级英语unit4全英文教案

Unit 4 what would you do?I. Analysis of the Teaching Material1. Status and FunctionIn this unit students learn to talk about imaginary situations. Such topic enables students to activate their imagination and raises learning interest of students.All the students are active in such activities.(1) The first period introduces the key vocabulary words and the target language in this unit. The topic, what would you do if you had a lot of money, makes the introduction easier.(2) In the second period, students will learn to give advice to someone who is in an embarrasing situation by listening and pairwork activities with the target language.(3)All the activities in the third period are designed to give students a reinforced practice in the use of the target language.(4)In the fourth period, the first part is a vocabulary expansion activity. The other activities provide students with much integrating practice using the old and new target language.(5) The fifth period provides students with much reading and writing practice. So it’s helpful to improve students’ reading and writing skills.(6)The Self check in the sixth period shows students what they have learned. The making sentences and writing an e-mail activities are used to train students’ ability of reading and writing.2. Teaching Aims and Demands(1)Knowledge ObjectsTo make students grasp how to talk about imaginary situations.To make students grasp how to give advice using the target language.(2) Ability ObjectsTo train students’ listening, speaking, reading and writing skills.To train students’ communicative competence.(3) Moral ObjectsImaginary situations are unreal. Do remember: it’s really cool to realize your dream through great efforts.Two heads are better than one. Be ready to help others.In the United States, teenagers get their pocket money by helping parents with housework. It is a little different from that in China.3. Teaching Key PointsTo learn the key vocabulary words and the target language.To make students use the target language to give advice.4. Teaching Difficult PointTo train students’ listening, speaking, reading and writing skills by many different kinds of activities.5. Studying WaysTeach students how to communicate with others.Teach students how to give advice when someone is in trouble.Ⅱ. Language FunctionTalk about imaginary situations.Ⅲ. Target Language1. What would you do if you won a million dollars?I’d give it to medical research.2.I can’t sleep the night before an exam.What should I do?If I were you, I’d take a long walk before going to bed.Ⅳ.Structures1. Second conditional2. Should for adviceⅤ. Vocabularylottery, million, pimple, energetic, confident, shirt, tie, medical researchⅥ. Recyclingcharity, present, fruit, vegetable, snack, shy, creative, outgoing, nervous, relax,late, tiredⅦ. Learning Strategies1. Matching9. Listening for key wordsⅧ. Teaching TimeSeven periodsThe First PeriodⅠ. Teaching Aims and Demands1.Knowledge Object(1) Key Vocabularylottery, million, medical, research(2) Target LanguageLook. This girl won a million dollars in the lottery.Wow! What would you do if you won a million dollars?I’d give it to medical research.(3)StructureI would/I’d do2. Ability Objects(1) Train students’ listening skill.(2) Train students’ communicative competence.3. Moral ObjectIf you won a million dollars, you’d buy a big house, buy a car and so forth. However do remember it’s really being cool to realize your dream through great efforts.Ⅱ.Teaching Key Points1. Target language2. The structure: I would/I’d doⅢ. Teaching Difficult PointThe structure: I would/I’d doⅣ. Teaching ProceduresStep ⅠRevisionReview the structure "should be allowed to" by asking students to make sentences about school rules. Step Ⅱ1aThis activity focuses on vocabulary and structures introduced in the unit.Read the instructions to the class.Call students’ attention to the words in the box. Ask a student to read them to the class.Say, What would you do if you had a lot of money? Add more ideas to the list.Then share your answers with other students.Get students to complete the task. First individually, then in groups.As they work, walk around the room checking progress and offering any help they may need. Collect answers from students on the blackboard.Answers will vary but should include a mixture of ideas for helping themselves and others.Step Ⅲ1bThis activity gives students practice understanding the target language in spoken conversation. Read the instructions to the class.Read the question in the speech bubble.Explain the word lottery to students.Say, You will hear teenagers talking about what they would do if they won the lottery.Point to the pictures. Ask students to describe them one by one.For example, for Picture One, a student might say, "If I won the lottery, I’d buy a big house."Point out the sample answer. Say, The first picture you will hear about has the number one on it.Play the recording for the first time. Students only listen.Play the recording again. This time students listen and number the pictures in the order they hear them.Check the answers. Answers:2,1,4,3Step Ⅳ1cThis activity provides oral practice using the target language.Read the instructions to the class.Call students’attention to the conversation in the box. Explain the vocabulary words million and medical research. Invite a pair of students to read it to the class.S A :Look! This girl won a million dollars in the lottery.S B: Wow ! What would you do if you won a million dollars?S A: I’d give it to medical research.Write it on the blackboard.Say, Pretend you are the people in the picture. Talk with your partner about what you would do if you won a million dollars.Get students to work in pairs. As they work in pairs together, walk around the room offering language support as needed.After students have had a chance to practice several exchanges, ask pairs to come to the front of the classroom and act out their conversations.Step ⅤSummaryIn this class, we’ve learned some vocabulary words and the target language what would you do if you won the lottery? I’d give it to medical research.Step ⅥHomeworkIf you had a large amount of money, e, g. ￥100,000 what would you buy? Please write down each item and its cost to see when you will spend the full amount. And bring your lists to class tomorrow. Step ⅦThe Second PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabulary tie(2) Target LanguageWhat would you do if you won a million dollars?I’d give it to charities.If I were you, I’d wear a shirt and tie.If I were you, I’d take an umbrella.2. Ability Objects(1)Train students’ listening skill. (2) Train students’ communicative competence.3. Moral ObjectTwo heads are better than one. Give some direction to those who are in trouble.Ⅱ.Teaching Key Points :1．Listening Practice 2．Target languageⅢ. Teaching Difficult Point :Train students’ ability to use the target language.Ⅳ. Teaching ProceduresStep ⅠRevisionCheck homework. Students talk about how to spend a large amount of money.Invite a student to come to the front of The class and ask, if you had 100,000 yuan, what would you buy? Students take turns answering his/her question.Step Ⅱ2aThis activity provides practice understanding the target language in spoken conversation.Focus attention on the picture. Ask students to describe it. Help students say that the boy is going to somewhere, but he doesn’t know what to wear. The girl is helping him to pick out clothes.Point to the list of reasons. Invite a student to read them to the class. Say, You are to listen to a conversation between Larry and the girl and circle the reasons. Play the recording the first time. Students only listen. Play the recording a second time. This time students listen and circle the reasons. Check the answers.Answers:Circle items:2,3,5Step Ⅲ2bThis activity provides listening practice using the target language.Read the instructions to the class.Point to the list of sentences. Invite a student to read them to the class.Say, You will listen to the same conversation again. This time you are to check the four things Larry’s sister says to him.Play the recording again. Students listen and check the things.Check the answers. Answers:Checked items: 1,2,4,5Step Ⅳ2cThis activity provides oral practice using the target language.Point to the list of Larry’s worries in the box. Invite a student to read them to the class.Ask students to look back at the list of checked sentences.Read the instructions to the class. Say,Please make conversations using information from Activities 2b and 2c.Ask a pair of students to demonstrate a conversation to the class.S A: I don’t know what to wear.S B: If I were you, I’d wear a shirt and tie.Get students to work in pairs. As the pairs work together, walk around the room listening in on various pairs and giving language and pronunciation support as needed.After all the students have a chance to play both parts, stop the activity. Ask different students to perform their conversations.Optional activity:Ask students to write down a problem they have on a piece of paper. Have students exchange papers with one another and read the one they receive. Then ask students to write two piecesof advice they would give the other student. Ask a student to read his/her advice to the class. The rest guess the problem.Step ⅤGrammar FocusAsk different students to read the question and answer and the statements to the class.Ask students questions pointing to the picture.T: Have you ever been in a lion’s cage?S s: No.T: That’s right. None of us has ever been in a lion’s cage. What would you do if you were in a lion’s cage? (Write the question on the blackboard.)S1:I’d call for help. (Write the sentence on the blackboard.)T: What about you?S1:I’d get out fast. (Write the sentence on the blackboard. )Get several more examples from other students.Say, When we talk about things that haven’t happened, we often use the word would (underline the word would in the question). Apostrophe’d is the abbreviation of the word would( underline the abbreviation ‘d in the answers).Then underline the word were in the two statements. Say, When you tell someone what you would do, you use the expression if I were you. Get all the students to read the target language on the blackboard.Pronunciation noteWhen saying the words would you in phrases such as what would you do…,English speakers often run the words together and pronounce these words as if they were spelled wudjuh.Step ⅥSummarySay, In this class, we’ve learned the target language I’d give it to charities and If I were you, I’d wear a shirt and tie. And we’ve also done much listening practice using the target language.Step ⅦHomeworkSay, If your teacher criticized you, but in fact it isn’t your fault, what would you do? Get students to make a list.StepⅧThe Third PeriodⅠ. Teaching Aims and Demands1.Knowledge Objects(1) Key Vocabulary: pimple, trouble(2) Target LanguageI can’t sleep the night before an exam.Then I’m too tired to do well. What should I do?If I were you, I’d take a long walk before going to bed.I really want a dog, but my parents won’t let me have one.Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish.That’s a good idea.2. Ability Objects:(1) Train students’ reading skills. (2) Train students’ integrating skills.3. Moral ObjectEveryone may have some trouble. Don’t worry.Ⅱ.Teaching Key Points :1. Reading 2. Target languageⅢ. Teaching Difficult Point:Give advice using the target language.Ⅳ. Teaching ProceduresStep ⅠRevisionCheck homework. Get students to talk about what they would do if a teacher criticized them. For example, a student might say I’d explain to the teacher and so forth.Step Ⅱ3aThis activity provides reading practice using the target language. Point to the problems on the left. Ask different students to read them to the class.Point out the pieces of advice on the right. Get different students to read them to the class.Point out the sample answer. Invite a pair of students to read the problem and the piece of advice to the class.S A: I’m really shy and I just don’t enjoy parties. I don’t know what to say or do.S s: If I were you, I’d talk to someone who looks friendly. Then you won’t feel so shy.Say, Please match each problem on the left with the correct advice on the right.Get students to complete the activity on their own. As they work individually, move around the room answering any questions students raise and offering help as needed.Check the answers.Answers 1. c 2. a 3. bStep Ⅲ3bThis activity provides oral practice using the target language.Read the instructions to the class. Invite a pair of students to read the sample conversation.S A:I can’t sleep the night before an exam. Then I’m too tired to do well.What should I do?S B: If I were you, I’d take a long walk before going to bed. That should help you relax.Say, Please think of different advice for the problems in Activity 3a.Collect suggestions from students. For example, for the third problem, a student might say, If I were you, I’d watch TV to relax my mind.Ask students to make conversations with partners using new suggestions to each problem. As they work in pairs, walk around the room offering language support as needed.After each student has a chance to play both parts, stop the activity. Get several pairs of students to say their conversations.Step ⅣPart 4This activity provides writing, listening and speaking practice using the targetlanguage.Read the instructions to the class. Get a pair of students to say the sample conversation to the class.S A:I really want a dog, but my parents won’t let me have one.S B:Well, dogs can be a lot of trouble.Maybe you should get a small pet, like a goldfish.S A:That’s a good idea.Write the conversation on the blackboard.Point out the sample answers in the chart.Say, What problems do you have at home? At school? Make a list in the chart. Then ask your classmates for advice and write their advice in the chart too.Get students to complete the activity in groups of four. As the groups work together, move around the room to make sure students discuss the topic in English and know how to fill in the chart.Check the answers by asking different pairs of students to say their conversations to the class.Answers will vary.Optional activityAsk, What would you do if there were no classes tomorrow? Ask students to write as many answers as they can. Then get students to work in pairs. One ask the other the question and see how many new answers the other is able to think of.Step ⅤSummarySay, In this class, we’ve done a lot of reading, speaking and writing practice using the target language. Step ⅥHomework(1) Review the target language by reading the conversations in Activity 3a.(2)Finish off the exercises on pages 11～12 of the workbook.StepThe Foruth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabulary:be strict with, take a test, pass a test, fail a test(2)Target LanguageI think Peter should be allowed to take the test later.I don’t agree.I think the school has to have rules.2. Ability Objects(1) Train students’ listening skill.(2) Train students’ ability to talk about agreement and disagreement.3. Moral Object: It’s good manners to be on time.Ⅱ.Teaching Key Points1.Review some key vocabulary words and target language.2.2. Talk about agreement and disagreement.Ⅲ. Teaching Difficult Point:Talk about agreement and disagreement.Ⅳ.Teaching ProceduresStep ⅠRevision(1)Check the homework.(2) Competition: Write "are allowed to" and "aren’t allowed to" on the blackboard, Divide the class into groups.Each group is asked to write down as many things as they can think of about what teenagers are or aren’t allowed to do. See which group can think of the most items for each category. StepⅡ1aThis activity reviews the use of always, sometimes, usually and never.Point to the picture. Ask students to describe what is happening in the picture.Help students to say, The boy is late for class. Invite a student to read the four questions in the box to the class.Read the instructions and remind students of the exact meanings of the adverbs of frequency.Say, Please write A after things you always do, U after things you usually do, S after things you sometimes do and N for things you never do.Get students to finish the task on their own.Answers to this activity will vary.Step ⅢlbThis activity provides oral practice using the target language.Point out the sample conversation. Ask a pair of students to say it to the class.S A: Do you ever get to class late?S B: Yes, I sometimes get to class late.Say, Talk with your partner about your answers in Activity 1a.As the pairs work together, walk around the room offering help if necessary.Ask several pairs to share their conversations with the class.Step Ⅳ2aThis activity provides practice in understanding the target language in spoken conversation. Point out the four items in Activity 1a.Say, You will listen to a conversation and circle the things on the list that you hear. Play the recording for the first time. Students only listen.Play the recording a second time. This time students listen and circle the things that they hear. Check the answers.AnswersCircled items: 1,4StepⅤ2bThis activity provides listening practice using the target language.Point to both the numbered and lettered lists of item in the box.Point out the sample answer. Read the sentence "Peter is going to fail a math test to the class."Say, I’ll play the same recording again.You are to match the sentence parts as you hear on the tape.Play the recording for students to do the activity.Check the answers.Answers1. c 2. e 3. a 4. b 5. dStep Ⅵ2cThis activity provides oral practice using the target language.Call students’ attention to the statements in the box. Say them to the class.Ask three students to read the sample conversation to the class, completing the sentences.S A:I think Peter should be allowed to take the test later.S B:I don’t agree.S C:I think the school has to have rules.Write the conversation on the blackboard.Divide the class into groups of four. Say,Now discuss the statements with your group.As the groups work together, walk around the room offering help as needed.Ask some groups to say a few lines of their conversations to the class.NotesParents should not be too strict with teenagers. Note the word be strict with.Generally speaking, we say be strict with sb. but be strict in sth. For example, Our teachers are strict with us. He is strict in his work.Step ⅦSummary and HomeworkSay, In this class, we’ve learned to talk about agreement and disagreement. And we’ve also reviewed adverbs of frequency. Have you ever been late for school?Write a passage to describe what was happening that day.Step ⅧBlackboard DesignThe Fifth PeriodⅠ. Teaching Aims and Demands1.knowledge Objects(1) Key Vocabularypretty, social, bother, slight, in the slightest, fairly, plenty, plenty, get along with, listener(2) Reading (3) Writing2. Ability Objects(1) Train students’ ability of reading comprehension.(2) Train students’ ability of writing.3. Moral ObjectsSometimes you might annoy people because you are so confident. In fact, being a good listener is an art.Ⅱ.Teaching Key Points:1. Reading 2. Writing 3. Key vocabularyⅢ. Teaching Difficult Point:1. Reading 2. WritingⅣ. Teaching ProceduresStep ⅠRevisionHold a quick survey around the class. Ask what would you do if…(1) the teacher asked you to give a speech in front of the whole school?(2) your brother borrowed your clothes without permission?(3) someone asked you to be in a movie?(4) you wanted to be friends with a new student? Encourage students to give different answers to each question.Step Ⅱ3aThis activity introduces key vocabulary words and provides reading practice using the targetpersonality survey results in the box. Set a time limit of two or three minutes. Have students read the three paragraphs silently. Mean while, write the new words on the blackboard. Ask students to look at the questions and answers on the survey in Activity 2a. Say, The letter a answers all describe one type of person. The letter b answers describe another and c still another type.Read the Activity 3a instructions to the class. Ask students to reread the personality survey results and decide which letter goes in each paragraph. Point out the sample answer.Get students to complete the activity on their own.Check the answers.Answers1. c 2. a 3. bStep Ⅲ3bThis activity provides reading and writing practice using the target language.Read the instructions to the class.Invite a student to say the example to the class.T: What kind of person is question a asking about? Ss: Outgoing.T: What about b? Ss: Shy. T: What about e? Ss: Pretty confident.Say, You are to write your own personality survey. You can write any questions you want, but each question must be about a different personality type.Give another example on the blackboard. If a friend misunderstood you, would you…a. tell him/her it is a misunderstanding at once?b. want to explain to him/her, but have no courage?c. invite him/her to dinner and explain?Get students to work individually. Remind them to use the ones in the book and on the blackboard as a model.As they work, move around the room checking their works and offering language support.Step ⅣPart 4This activity provides oral practice using the target language.Read the instructions to the class.Point out the sample conversation in the box. Invite a pail of students to read it to the class.Divide the class into groups of five. Ask students to give their survey to each person in their group, and circle the answers.Say, Having given your survey, talk about what you learned. Use the sample conversation in the box as a model. As the groups work together, walk around the room offering any help they may need.Ask several students to read his/her question and tell the class about the results. Optional activityDivide the class into groups and ask each group to write a question with three choices. Collect the results. After class, combine the survey questions into a new survey. Make a survey to the class tomorrow.Step ⅤSummarysay, In t his class, we’ve learned some new vocabulary words. And we’ve also done much reading and writing practice using the target language.Step ⅥHomeworkAsk students to reread the three paragraphs under the headline personality survey results for further comprehension.Step ⅦThe Sixth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularyrepresent, let…down, come up with(2)Fill in blanks and make sentences with the words nervous, shy, tired, terrible, friendly.(3)Read the email from Fran, and write a reply.2. Ability Objects(1) Train students’ ability of reading comprehension.(2) Train students’ ability of writing.3. Moral ObjectThe reason why you are shy may be that you are afraid of being laughed at. Encourage students to be confident.Ⅱ.Teaching Key Points1. Fill in blanks and make sentences with vocabulary words.2. Write a reply using the target language.Ⅲ. Teaching Difficult PointMake sentences with vocabulary words.Ⅳ. Teaching ProceduresStep ⅠRevisionGo on doing the optional activity last class.Show the personality survey made up of students’ questions on the screen by a projector. Ask students to choose an answer to each question. Discuss the personality survey results along with students. Vote on the most popular personality.Step ⅡPart 1This activity provides a comprehensive review of vocabulary presented in the unit.Focus attention on the box. Invite a student to read the vocabulary words at the top.Say, You are to fill in the blanks with the words. In some cases, you may need to use another form of the word, for example adjusting for tense or subject/verb agreement.Ask students to fill in the blanks on their own.Check the answers. Five students each read a sentence, filling in the blanks. The rest of students check their answers.Answers1. tired2. nervous3. friendly4. terrible5. shyAsk students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room. Collect a few students’ answers with mistakes on the blackboard. Help correct the mistakes.Sample answers1. Are you tired?2. Don’t be nervous. It’s nothing serious.3. We must be friendly and patient to the old.4. --What’s wrong with you?--I’ve got a terrible headache.5. She is so shy a girl that she daren’t speak in public.Step ⅢPart 2This activity provides reading and writing practice using the target language.Read the instructions to the class. Teach students to practice the words represent, let…down and come up with.Read the e-mail from Fran to the class. Set a time limit of five minutes. Students read the email again carefully and discuss what they are going to write in the reply. Move around the room answering any questions students have in the reading.Get students to write a reply on their own. Say, Your reply will involve telling Mei not to be shy, explaining how she is the best person for the job and encouraging her to practice in various ways. As students do this, walk around the room offering any help they may need.Ask a few students to read their replies to the class and share their solutions.Answers to this activity will vary,A sample versionDear Fran,I’m very glad to hear that Mei is so good at English. In my opinion, she should take part in the contest. It is a chance to show herself and learn from others. She is very clever. She can speak English really well. And she always comes top in the school exam. So she is sure to win the contest. There is no need for her to be shy. Tell her that the teacher and the whole class will help her prepare for the contest and encourage her to practice in various ways. With the help of the teacher and the classmates, she will succeed. Do remember: Try, then you’ll make it.Step ⅣJust for Fun!This activity provides reading and speaking practice with the target language.Ask students to read the cartoon story in pairs. Ask, Why, is it funny? Help students to answer. The mouse can scare the kitten, but a big cat can scare the mouse.Step ⅤSummaryIn this class, we’ve done much reading and writing practic e using the key vocabulary words and the target language presented in this unit.Step VI Homework（1）Read the email from Fran again.（2）Finish off the workbook exercises on pages 12～14 of the workbook.Step ⅦReading: What would you do if ……The Seventh PeriodⅠ. Teaching Aims and Demands1.Knowledge ObjectsKey vocabularyShelf,come out, cover, ppress, deep, downstairs,hurt, knee, offer, refuse , helpful and so forth.Text: What would you do if ……2.Ability ObjectsTrain students’ ability of reading for special information.Train students’ ability of understanding words in context.Train students, writing skill.3. Moral ObjectBasketball is popular among people all over the world. Not only does it build our body, but it also brings us entertainment. Thank the inventor, James Naismith.Ⅱ.Teaching Key PointsKey vocabularyRead the text for special information.Read the text to understand words in context.Make a list of good things and difficult things about being a basketball player.Ⅲ. Teaching Difficult PointTrain students’ reading skill.Ⅳ. Teaching ProceduresStep I Key VocabularyThis activity introduces the key vocabulary words.Show the vocabulary on the screen by a projector.Have students repeat again and again until they can pronounce them fluently and accurately.Step ⅡPart 1This activity is designed to activate students’ background knowledge before attempting the reading. Read the title The history of basketball to the class. Ask, What do you think the article is about? Read the instructions to the class.Point to the four questions in the box.Say, Please discuss the questions with your partner to see how much you know about basketball. But don’t look at the reading. Instead, use your background knowledge.Get students to complete the task in pairs. As the pairs work together, walk around the room. Ensure that they are discussing the questions in English.When most students are finished, invite pairs of students to report their results.Don’t say yes or no to their answers.Step ⅢPart 2This activity provides practice in scanning for specific information. Look at the picture. Ask students to describe what is happening in the picture.Read the instructions and draw students’ attention to the chart. Get a student to say the sample answer using a complete sentence, e. g. Basketball’s inventor was born in 1861.Say, Please read through the article silently. Find information for the years in the chart. Remember to skim for the key ideas rather than read slowly.Get students to work on their own. As they are doing this, move around the classroom answering questions they may have and offering language support as needed.Check the answers.Step IV Part 3This activity encourages students to use the strategy of reading in context.。

人教版九年级英语全一册第四单元Unit4教案

7. private adj.私人的，私密的8. require v.需要；要求；
9. European adj.欧洲的；10. British adj.英国的；
11. speech n.讲话；发言；12. ant n.蚂蚁；
13. insect n.昆虫14. influence n &v影响；
15. proud adj.自豪的，骄傲的；16. seldom adv.不常，很少；
5. deal with对付，应对6. get tons of attention得到大量的关注
7. read books on European history阅读有关欧洲历史的书
8. African culture非洲文化9. be alone独处
10. give a speech in public作一个公开演讲11. paint pictures画画
1.其否定句为didn’t use to do或used not to do，used not可缩写为usedn’t。
【例句】
Mr. Li didn’t use to drink beer. =Mr. Li usedn’t to drink beer.李先生不常喝啤酒。
ed to的疑问句形式是“Did…use to do?”或“Used…to do”。
一对一辅导教案
学生姓名
性别
年级
初三
学科
英语
授课教师
上课时间
年月日
第（）次课
共（）次课
课时：课时
教学课题
1、复习九年级上Unit4知识点；
2、讲解反义疑问句；
3、掌握used to do, be used to doing的用法；

新目标人教版九年级英语Unit4-What-would-you-do-教案

Unit4 What would you do?The First PeriodI. Teaching Aims and Demands1. Knowledge Object(1)Key V ocabularymillion, medical, research(2)Target LanguageLook. This old man had a million dollars, and he gave it to charity. Wow! What would you do if you had a million dollars?I’d give it to medical research.(3)StructureI would/I’d do2. Ability Objects(1)Train students’ listening skill.(2)Train students’ communicative competence.3. Moral ObjectIf you had a million dollars, you’d buy a big house, buy a car and so forth. However, we would help other people who need help if we had a lot of money.II. Teaching Key Points1. Target language2. The structure: I would/I’d doIII. Teaching Difficult PointThe structure: I would/I’d doIV. Teaching Methods1. Scene teaching Method2. Teaching by induction3. PairworkV. Teaching AidA projectorVI. Teaching ProceduresStep I. lead-inShow the pictures of Lijiacheng and Bill Gates to the class, asking “who is he?” Get students to focus attention to the class.“They are rich men. Both of them have a lot of money”Show the picture of money. And lead the students to learn and read the new vacabulary million.T: “Do Lijiacheng and Bill Gates have a million dollars?”Ss: “Yes.”Ss: “No.”T: “Well. I don’t have a million dollars, either. It doesn’t matter. Let’s imagine that if the money were yours.”T: “What would you do if you had a million dollars? You can answer me with ‘I would…’ Here, more pictures may help you.”Show the pictures for the students to brainstorm.Step II. Activitiy 1a1.WritingGet the students to add more ideas and fill in the chart.Invite some students to share their answers in the sentences patterns as following:T: “What would you do if you had a million dollars?”Ss: “I would…”The teacher introduce more materials for the class. Lead them to know that money can do many things like helping other people.2. Grammar: the subjunctive moodSummarize the meanings and the structure of the subjunctive mood.The meaning: to describe the imaginary situations.“If +S+the past tence of the verb/were, S+would+verb.”Then ask the students to make sentences individually:Invite some of them to present their ideas.Step III. 1b Listening1.Play the recording. The first time, the students listen and number the pictures[1-3] in the order. Ask one student to answer. Then correct it. Correct answer: 2,1,4,32.Play again. This time, the students should fill in the chart.3.Then fill in the blanks using the informaion they heard and say out each of the whole sentence by a group.Step IV. Oral practice and pairworkShow the sentence patterns on screen. Ask the students to do the pairwork with their partners.Then gether the pictures for the students to do the pairwork.A: What would you do if you had a million dollars?B: If I had a…, I would/ I’d… .Step V. Practice1. Provide more topics for the class to discuss.“If I were my mother, I would/I’d…”“If I were a spacewoman, I would/I’d…”“If I were Bill Gates, I would/I’d…”Ask some students to show their opinions.2. Rush to answer: fill in the blanks and translate the sentences.i.What would you do if you ______ (step)on the moon?ii.What would you do if you ______ (get) lost on your way home?iii.What would you do if you ______ (be)your parent?iv.如果我有一百万美圆,我就会买一栋大房子.v.如果我是你, 我就会去那里。

人教版英语九年级全一册unit4教案.docx

Unit 4I used to be afraid of the dark.一、教学目标：知识与技能： Knowledge and Ability Objects1.会写 , 会读 , 会用本节课的重点单词短语。

2. 熟练运用 used to do sth 谈论自己、他人过去的习惯、爱好、形象及经常做的事情。

过程与方法 : Method Objects in Teaching1.本课的生词和短语。

2. 通过听力练习，进一步掌握用 Used to do 谈论过去的喜好 3. 能够表达自己现在和过去在外表、性格、爱好等方面的变化。

通过阅读技巧的学习，让学生了解如何通过上下文猜测词意。

情感态度与价值观：培养学生克服困难，战胜自己的勇气，特别是如何用爱来感动学友。

二、教学重点：掌握 used to do句型三、教学难点：学会表达自己现在和过去在外表、性格、爱好等方面的变化四、教具准备： PPT录音机五、授课类型：新授课六、课时安排：本单元共 5 课时：Section A （1a— 2d）1 课时Section A( 3a—4c)1 课时Section B （1a— 1e）1 课时Section B （2a— 2f ）1 课时Section B (3b-self check)1课时七、备课时间： 2015.9.22八、教学过程Section A (1a-2d)复备栏1.情景引学Step 1: Lead-inWe have been together for over two years. Do you remember whathe was like before? /in Grade One? What does he look like now?Compare two or three students or teachers. Let students tellsomething about their appearance or personality.Write “ He was short in Grade OneBut. he is tall now.”Today we learn a new sentences He used“ to be short. But heis tall now . ”2. 自主探学Step 2: explain “ usedto be/do ” “He used to play computergames every day. But now he study really hard.”Let students describe their partner. Please use“ used to do /be”Step 3: Deal with activity 1aTurn to p25, let’ s look1aat.Please write down the words as manyas possible. if you want to know others’ appearance or personality, we can ask:“ What does he look like?/ What’ s he like?”3.合作研学Now I want to know something about yourself. “ What’yourschange? ” Please use “ I used to ⋯I ,but⋯”nowFour students a group.4.变换拓学Step 4: Deal with 1b and 1c.Let ’looks at the picture. and could you tell us what are theirchanges?Listen to the tape and do 1bStep 5: deal with 2a and 2b.Listen to the tape and do 2a and 2b重点句型：1. I used to be afraid of the dark.我过去常常怕黑。

人教版九年级英语Unit4教案

Unit 4 What would you do?备课人：谢桂华教学内容分析：一、教学目标1、语言目标Talking about imaginary situations .(谈论虚构情景)2、知识目标表示现在及将来情况的虚拟条件句所引起的虚拟语气的用法与结构。

3、能力目标根据本单元所学知识，让学生能对与现在事实，过去事实及将来事实相反的事用虚拟条件句表达。

二、重点知识1、重点单词:Medical research tie worry energetic confident permission herself bother annoy fairly plenty listener knowledgable rest shelf cover deep correct burn knee hurt offer refuse helpful基本要求会读会写会用2、重点短语:What if ……., not……in the slightest ,plenty of , get along with….., let……down, come up with , come out , rather than , hide……from , take a long walk , ask one’s permission , right away .基本要求会读会写会用3、重点语法:1）、Grammar : 条件状语从句2）、if 引导的非真实性条件状语从句即基本要求理解其含义，会用虚拟条件句表达不能实现的愿望、假设、怀疑、建议、猜测、可能或纯粹的空想。

课时划分：第一课时：Section A: 1a-1c第二课时：Section A: 2a-4第三课时：Section B: 1a-2c第四课时：Section B: 3a-4第五课时：Self chelf第六课时：ReadingPeriod 1教学目标：Section A 1a---1c语言目标:1.生词和短语: million, medical, research2.重点句子:What would you do if you had a lot of money?能力目标:Enable the students to understand and talk about imaginary situations.教学重点: Talk about imaginary situations, worries/problems.教学过程:Step 1 Revision and Lead-inAsk one or more students to show their work.T: In the last unit, you were asked to do a pro ject on a famous person’s childhood and how he/she became successful. Now who’d like to display your project on the classroom wall? Eg , EdisonThen ask the students to tell what they can learn from Edison.T: Edison had a really different childhood from us. He was the greatest inventor in the nineteenth century. Of all his inventions, electric bulb, is one of the most important. But just imagine what the world would be if there is no electric bulb? Today we’re going to learn how to talk about things that haven’t happened.Step II Listing and SpeakingAsk the students to read the picture on Page 26.T: When we talk about things that haven’t happened, we can use the words I would or I’d. Now look at the picture on Page 26. What can you see in the picture?S: We can see some people, a school, a zoo, a research lab, a bank.T: What are the people in the lower part of the picture doing?S1: Maybe they are thinking about the answers to the question shown in the picture.S2: The woman is reading a newspaper and they are all thinking of the answers to the question.T: Pretend you are the people in the picture, what would you do if you had a million dollars? S3: I’d buy a beautiful car.Write buy a beautiful car on the blackboard.S4: I’d build a research lab.S5: I’d give it to the Hope Project.S6: I’d travel around the world.S7: I’d give it to medical research.Ask for more ideas from the students. Write their ideas on the blackboard.buy a beautiful car,travel around the world, give it to the Hope Project, build a school for the poor children, build a library for our school, build a research labShow the following to the students and then ask them to practice in pairs.-What would you do if you had a million dollars?-I would (I’d) ____________.T: Now work in pairs and make dialogues.Sample dialogues:1.– What would you do if you saw someone stealing something?–I’d call the police.2.– What would you do if you lost your bike?–I’d buy a new one.3.– What would you do if you saw a girl crying in the street.–I’d help her find her mother.4.– What would you do if the teacher asked you to sing a song to the class?–I’d say yes. Step III ListeningAsk the students to listen to the recording and compare their answers with those in the recording.T: Next w e’ll hear a conversation about how to spend a million dollars. The recording will be played twice. For the first time, listen to get the order you hear.Play the tape for the first time.T: For the second time, please number the picture in the order you hear them.Play the tape for the second time. Then check the answers.Notes:1.hundred, thousand , million, billion (十亿)词前面有数词或several一词时要不能加s ，反之，则要加s 并与of 连用，表示数量很多如：several hundred/ thousand/ million/ billion people几百/千/百万/十亿人hundreds of trees 上百棵树2. 1.if 引导的非真实性条件状语从句，即虚拟语气通过动词形式的变化来表示说话人对发生的动作或存在的状态所持的态度或看法的动词形式称为语气，虚拟语气表示说话人所说的话不是事实，而是一种祝愿，建议或是与事实相反的假设等。

人教版九年级英语上册教案Unit 4

Unit 4I used to be afraid of the dark.知识目标Section A重点单词humorous,silent,helpful,score,background,interview,Asian,deal,shyness,dare,crowd,ton,private,guard,require,European,African,British,speech,public重点短语used to,get good scores/grades,be good in,from time totime,wear glasses,take up,deal with,dare to do sth.,in frontof,be able to do,all the time,get tons of attention,hang outwith,give up,fight on,a small number of,be afraid of重点句子1.Mario,you used to be short,didn't you？2.What's he like now？3.It's been three years since we last saw our primary schoolclassmates.4.Candy told me that she used to be really shy and took upsinging to deal with her shyness.5.Now she's not shy anymore and loves singing in front ofcrowds.Section B重点单词ant,insect,seldom,influence,absent,fail,examination,exactly,pride,proud,general,introduction重点短语worry about,be nervous about,do well in,look for,take careof,be absent from,make the decision to do sth.,in person,eventhough,take pride in,be proud of,in the last few years,have agreat influence on sb.重点句子1.I used to be nervous about tests all the time.2.Finally,Li Wen's parents made the decision to send him to aboarding school.3.He found life there difficult.4.Now I understand that even though they are busy,they arealways thinking of me.5.It's very important for parents to be there for their children.6.My life has changed a lot in the last few years.7.Kate's grandparents have had a great influence on her.语法目标让学生掌握used to结构的用法技能目标让学生学会用used to结构谈论人/物的变化。

人教版九年级英语全册教案Unit4教案

Unit 4 I used to be afraid of the dark.第一课时Section A(1a〜2d)教学设计画画画瓯图置瓯围§自主学习案翻译下列词组和句子。

1.过去常常干某事used_ to_ do sth.2.对... 感兴趣be interested in3.惧怕黑暗be afraid of the dark4.时常from time to time5.如此好的一个主意such a good idea6.取得好的分数get good grades7.你过去常常弹钢琴吗？Did you use to play the piano?8.我过去不喜欢穿红色的衣服。

I didn't use _to like wearing red clothes.§课堂导学案Step 1 准备与热身(Preparation)T: Twenty years ago, I was a student.But now, I'm a teacher.That is to say, I used to be a student.(write the sentence on the bd.)To get them to understand better, show them an old photo of a classmateT: This is •••He was really short then, but now he is so tall.So he used to be really short.Questions：Teacher: Can you tell me what you looked like five years ago?Students：.①I used to have big eyes, but now I have small ones.②I used to like math, but I like English now.Show two different pictures of some famous people.Talk about their differences.Step 2 呈现与输入(Presentation)1.要求学生翻开课本P25迅速阅读1a部分的内容。

人教版英语九年级全册-Unit 4 Section A (1a—2d)教案

Unit 4I used to be afraid of the dark.Section A (1a—2d)一、教学目标1. 熟练掌握下列词汇和短语：humorous, silent, helpful, score, from time to time, used to…2. 掌握并运用下列句型：Did Mario use to be short?Yes, he did. He used to be really short.What’s he like now?He’s tall n ow.Paula used to be really quiet.I know. She was always silent in class.3. 能够听懂关于人们今昔变化的对话，运用used to结构描述自己和同学曾经的性格特点和相貌。

4. 能够准确描述自己或他人在外表、性格、兴趣等方面所发生的变化。

5. 培养学生积极健康的心态，学会谈论事情的发展和变化。

二、教学重点及难点重点：1. 掌握本单元出现的与性格和外貌相关的词汇、短语及目标语言。

2. 学会用used to描述自己或他人的变化。

难点：准确运用used to准确描述自己或他人在外表、性格、兴趣等方面所发生的变化。

三、教学准备教师：教学课件；多媒体设备学生：课前预习四、教学过程Task 1Step 1 Warming-upFree talkT show some pictures, and ask Ss to describe his/her appearance.T: What is he/she like?Ss: He / She is…【设计意图】利用图片复习描述人物外貌和性格的词汇和句型，温故知新。

Step 2 Pre-listeningWork on 1a1. Fill in the chart with words to describe people2. Look at the pictures and compare the differences.【设计意图】学习有关人物外貌特征和性格的单词和短语，为下面的听力教学做铺垫。

【人教版九年级英语上册】Unit4SectionB(1a-1e)教案

Unit 4 I used to be afraid of the dark.Section B (1a~1e)教课目标【知识与技术】1.掌握句型： 1) I didn't use to like tests.2) I used to be nervous about tests all the time.2. 掌握本课词汇 : ant，on the soccer team，be nervous about tests【感情、态度与价值观】1. With the help of this unit's study，students can think about how to achieve their self －improvement.2. Encourage the students to improve themselves and not to be afraid of their negative personality.教课重难点【教课要点】Practice talking about the things they used to like or hate or do in the childhood.【教课难点】Practice talking about the things they used to like or hate or do in the childhood.教课过程Step 1 Leading in1．Greeting2．Brainstorming & reviewAsk free questions and get their answers about what they used to be like in appearance and personality. Read the article in 3a.3．Get the students to say about their changes in 4b.Step 2 Finish the tasks in 1a and 1b①Look at the pictures in 1a.The teacher asks questions to help students describe the pictures. Use the structure．“ used to”②Get the students to write down the things they used to do when they were children.③Discuss them with their partners. Then report in English.Step 3 Finish the task in 1c①Read aloud the sentences in 1c.Make sure the students understand the meaning.②Play the recording for the first time. Students check the sentences they hear.Step 4 Finish the task in 1dStep 5 Finish the task in 1eHomework1．Make more conversations to compare their past with now after class.2．Write a conversation to talk about their changes.3．Translate the following sentences into English.(1)我从前不喜爱体育。

人教版九年级英语上册单元教案-第四单元

人教版九年级英语上册全册教案(4单元）Unit 4 I used to be afraid ofthe dark.Section A 1(1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词： humorous, silent, helpful, from time to time, score能掌握以下句型：① Paula used to be really quiet.②—Did Mario use to be short? —Yes, he did.③—What’s he likenow?—He’s tallnow.2) 能够用英语描述自己或他人过去常常做的事情；发现自己或他人在外表、性格、兴趣等方面所发生的变化。

2. 情感态度价值观目标：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。

二、教学重难点1. 教学重点：1)掌握本课时中出现的生词humorous, silent, helpful, from time to time, score2) 学会描述自己或他人过去常常做的事情基本句型：I used to…3）发现自己或他人在外表、性格、兴趣等方面所发生的变化。

2. 教学难点：used to do/be 句型三、教学过程Ⅰ. Lead in1. 大屏幕展示Ryan Carter的几张照片，引导学生们来描述他的长相特点。

T: What does helook like?S1：He has long curly blonde hair.S2: He has a roundface, two big eyes. He’s a little heavy.T: Does he likehis hair? Can you guess?S1：No, he does. He wants to cut it short.S2: …T: Do you want toknow about his story?S3: Sure. We’dlove to.T: Ryan’s hair issoft and beautiful. His mother thinks it’s really wonderful. So she can’t standcutting his beautiful hair. But some of Ryan’s friends say that Ryan can’t playwith them because he looks like a girl.Ⅱ. Words presentation1. Look at thechart in 1a, then discuss with your group mates. Try to fill in the cha rt withwords to describe people.Appearance Personalitytallstraight hairoutgoingfunny2. Let some Ss saytheir answers. Let other Ss add more.Appearance: tall,straight hair, short, of medium height, straight/curly hair, long/short hair,heavy, thin, of medium built …Personality:Outgoing, shy, funny, serious, cute, quiet, kind, brave, friendly, active3. Lear the newwords with the Ss: humorous, silent, helpful, from time to time, score Ⅲ. PresentationShow two different pictures of some famouspeople. Talk about their differences.1. Jiang Wen:Jiang Wen used towear glasses, but he doesn’t wear glasses now.2. Zhang yishanZhang yishan usedto be short, but he is tall now.T: Explain the use of “used to do/be …”to theSs.Ⅳ. Listening1. T: Bob hasn’tseen some of his friends for four years. Now he’s seeing his friends. What didhis friends use to like? Listen and fill in the blanks.1) Mario used tobe ______. He used to wear _______.2) Amy used to be_____. She used to have _______ hair.3) Tina used tohave ______ and ______ hair.Keys: short glassestallshortredcurly2. Play therecording for the Ss to listen.3. Ss listen andtry to fill in the blanks with the right words.4. Play therecording again. Let Ss check their answers.Ⅴ. Pair work1. Look at thepicture in 1a and make conversations in pairs.2. Ss work inpairs to ask and answer the appearance about Mario, Amy and Tina.3. Let some pairsask and answer in pairs.e.g. A: Did Mario use to be short?B: Yes, he did. Heused to be really short.A: What’s he likenow?B: He’s tallnow.Ⅵ. ListeningWork on 2a:T: Paula haschanged a lot in the past few years. Do you want to know what she used to be?1. Look at thewords in 2a. Let some Ss read the words aloud. Make sure all the Ss know themeaning of the words.___ friendly ___outgoing___ serious___ humorous ___silent ___ active___ brave___quiet ___ helpful1) humorous adj. 有幽默感的；滑稽有趣的humor (幽默) + ous →有幽默感的e.g. Cartoons arehumorous pictures with words.漫画是附有文字的幽默图片。

人教版九年级英语全一册Unit4第2课时教案

课题
Unit4 I used to be afraid of the dark.
课时
第2课时Section A 3a-4c
课型：阅读课+语法课
时间：
教学/学习目标：
一、知识与技能
1.学习掌握下列词汇：background, interview, Asian, deal with, dare, private, guard, require
dare v.敢于；胆敢dare to do sth.敢于做某事。
e.g. He doesn’t dare to jump from the top of the wall.他不敢从墙上跳下来。
4. Now she’s not shy anymore and loves singing in front of crowds.
2.方法指导：先读懂所给的三个句子的意思，明确段落大意。然后快速阅读短文，争取在较短的时间内，确定每个段落的大意。
3.学生们按老师指导的方法进行阅读，确定每个段落的大意。
4.最后，教师让部分说出自己的答案，并校对答案。
Careful Reading
1. Read the first paragraph again and answer these questions:
2. Candy told me that she used to be really shy and took up singing to deal with her shyness.
take up开始；从事；接纳；占据；继续做
e.g. The table takes up too much room.这桌子太占地方了。
2. Read the second paragraph and fill in the chart.

《Unit 4 Section B 2a-2f》教案人教版英语九年级上册

2. Check answers in class.
3. Make Ss read 3a again and match each paragraph with the main idea.
4. Check answers.
阅读时学习运用线索来推测文中单词的意思。快速阅读之后将文中所缺的句子填出来。找出每段段落大意。
教学反思
1.本文里讲述李文在成长过程中前后生活和学习态度的变化。
2.除了学习本文的语言点之外，还应该培养学生通过上下文推测词义的阅读策略。
3.通过李文的变化，引导学生关注社会问题，试着解决这些问题。
3. Read paragraph 3 and make a conversation.
4. Read Paragraph 4 and fill in the blanks.
设计课文细读部分的任务，为了让学生带着问题进行阅读，能够更深刻的理解每一段所表达的段落大意和深层内涵，从而提高他们的英语阅读能力以及分析解决问题的能力。
Work on 2c.
Read the passage again and underline the problems that Li Wen used to have.
Work on 2d.
Use clues from the passage to help you guess the meanings of the words in the box.
novel
play
football
basketball
eat
apple
burger
设计该作业使学生们熟练运用有些used to be /do描述现在和过去的变化。
板书设计
Unit 4 I used to be afraid of the dark.

人教版九年级英语Unit4《I used to be afraid of the dark》教案

Unit 4 I used to be afraid of the dark.Section A 1 (1a-1c)教学设计一、教学目标：1. 语言知识目标：1) 能掌握以下单词：tall, short, straight hair, curly hair, ugly, strong, heavy, wear glasses, outgoing, quiet, funny, lazy, hard-working, patient, appearance, personality, muscle, strict, handsome,honest,humorous,bald能掌握以下句型：①—He used to be short. —But he is tall now.②—She used to have straight hair? —But she has curly hair now.③—Did he used to be short? —Yes, he did./No, he didn’t—Used he to wear glasses? —Yes, he did./No, he didn’t.2) 能了解以下语法：—used to be+adj 或used to do 结构的用法以及表示的含义。

3）—used to be+adj 或used to do 结构怎么变成一般疑问句，及其肯定、否定回答。

2. 情感态度价值观目标：学会用used to be+adj 或used to do结构进行信息交流，帮助学生学会珍惜时间，感受父母的不易。

二、教学重难点1. 教学重点：1) 用所学的句型结构问答过去的某人是什么样子的。

2) 掌握本课时出现的新词汇。

2. 教学难点：1) used to be+adj 或used to do 结构变成一般疑问句有两种情况。

2) 此结构中所涉及的时态问题。

三、教学过程Ⅰ. Lead-in1. 通过看图片来进入本课时的主题，讨论一个人从小到大有了怎样的变化。

人教版英语九年级全册-Unit 4 Section A (3a—3c)教案

Unit 4I used to be afraid of the dark.Section A (3a—3c)一、教学目标1. 熟练掌握下列词汇和短语：background, interview, Asian, deal, dare, ton, private, guard, require, deal with, take up, dare to, give up2. 熟练掌握下掌握和运用下列句型：Candy told me that she used to be really shy and took up singing to deal with her shyness.As she got better, she dared to sing in front of her class, and then for the whole school. “Well,” she begins slowly, “you have to be prepared to give up your normal life.”She used t o be shy, but now she’s no t shy anymore.She didn’t use to be popular in school, but now she gets lots of attention.3. 能够运用查读、细读的方式阅读短文，按要求获取相关的信息，并且通过阅读训练来提高阅读能力。

4. 能够用英语描述自己或他人过去常常做的事情；发现自己或他人在外表、性格、兴趣等方面所发生的变化。

5. 让学生意识到成功的不易，培养学生积极向上的心态，并鼓励学生乐观面对生活中的挫折打击，永不放弃，努力追求成功。

二、教学重点及难点重点：1. 掌握本部分出现的生词和词组，达到熟练运用的目标。

2. 能够用used to描述自己或他人过去常常做的事情。