2014新人教版教材九年级英语第四单元全单元教案解析
人教版英语九年级Unit4《Iusedtobeafraidofthedark》全单元说课稿
人教版英语九年级Unit 4《I used to be afrd of the dark》全单元说课稿一. 教材分析人教版英语九年级Unit 4的主题是“I used to be afrd of the dark”，通过讲述一个人过去害怕黑暗，但现在不再害怕的故事，引导学生学习一般过去时态和过去习惯的表达方式。
本单元还包括两个任务，分别是讨论过去的习惯和谈论过去发生的事情。
教材内容丰富，贴近学生生活，有利于激发学生的学习兴趣和积极性。
二. 学情分析九年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。
但他们对过去时态的理解和运用还不够熟练，需要通过本节课的学习进一步巩固。
此外，部分学生可能在表达自己的过去经历时存在语言障碍，需要教师的引导和鼓励。
三. 说教学目标1.知识目标：学生能够掌握一般过去时态的构成和用法，学会表达过去的习惯和经历。
2.能力目标：学生能够运用一般过去时态进行交流，提高口语表达能力。
3.情感目标：学生能够克服恐惧，积极面对生活中的困难。
四. 说教学重难点1.重点：一般过去时态的构成和用法。
2.难点：过去习惯的表达方式和过去发生的事情的描述。
五. 说教学方法与手段1.情境教学法：通过设定情境，让学生在实际语境中学习和运用一般过去时态。
2.任务型教学法：通过完成两个任务，引导学生积极参与课堂活动，提高口语表达能力。
3.合作学习法：学生分组讨论，互相交流，共同完成任务。
4.激励评价法：教师及时给予鼓励和评价，激发学生的学习兴趣和自信心。
六. 说教学过程1.导入：教师通过提问学生是否有过害怕黑暗的经历，引出本节课的主题。
2.新课呈现：教师通过讲解和示范，教授一般过去时态的构成和用法。
3.实践环节：学生分组讨论过去的习惯和经历，用一般过去时态进行交流。
4.任务一：学生分组完成第一个任务，讨论过去的习惯，并展示给其他小组。
5.任务二：学生分组完成第二个任务，谈论过去发生的事情，并展示给其他小组。
【新】人教版九年级英语(全一册)上册第四单元《Unit4》整单元完整优质PPT教学课件(共4课时)
1c Look at the picture in 1a and make conversations.
A: Did Mario use to be short? B: Yes, he did. He used to be really short. A: What’s he like now? B: He’s tall now.
结构一样。 如果答语是肯定的，用“Yes +肯定结构”。 如果答语是否定的，用“No +肯定结构”。
-- He enjoys dancing, doesn’t he? 他喜欢跳舞，对吗？
--Yes, he does. / No, he doesn’t. 是的，他喜欢。/不，他不喜欢。
2) 回答陈述部分为否定句的反义疑问句时， Yes或是No的汉语意思与它们本身的词义相反。 --You didn’t go to work, did you?
Gina: Did he use to wear glasses? Alfred:Yes, and he used to be thin, too. But
look how big and strong he is now! Gina: He’s so popular now. Look at
all the girls around him!
medium build
handsome medium height
Personality
（性格）
outgoing
funny friendly
shy
hard-working
honest serious
What does Tom look like?
He is tall and he has short black hair.
人教版九年级英语全一册第四单元Unit4教案
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；
人教版九年级英语全册第四单元教案
自主学习方案1.学生自学生词，并记住单词拼写和拼读。
2.预习课本，找出重点短语和句式。
（见学案中预习检测的内容）3.读记后完成预习检测作业。
课堂导学方案Step 1 复习假如一位同学邀请其他几位同学到他家开party,对方不认识路，就询问路线编对话。
Step 2 情景导入T：Hello, everyone. We all know that people sure change. Do you remember what you were like three years ago?Now, think about my question and then I’ll ask some students to talk about the changes of your appearance, hobbies, personalities and so on.环节说明：通过问题引导学生针对各自的变化来引入新课，从而轻松导入新词used to。
由于话题与学生自身息息相关，会更容易引起学生的学习兴趣。
Step 3 完成教材1a~2c部分教学任务1.带领学生快速完成1a练习。
2.听1b听力，完成1b练习。
3.练习对话（1c）,并编自己的对话（用1a的图片）。
4.听录音，完成2a、2b练习。
5.结合1b、2b示例及1a部分信息，让学生分组练习对话，注意运用新知识“used to”。
参考案例:T：What did you look like five years ago?Ss: I used to .be shorthave long hairwear glasses6.阅读2d并表演对话。
环节说明：听说结合，更容易让学生掌握新的语言知识。
Step 4 小结训练（）1.—work in Microsoft?—No, I didn’t.A. Did you used toB. Did you use toC. Do you used toD. Do you use to( )2.Jenny used to .A.be quietB. being quietC. quiet( )3.—How does Jack usually go to school?— He ride a bike, but now he there to lose weight.ed to,is used to walkB.was used to,is used to walkinged to,is used to walking( )4.—Are you “planting online vegetables”?—No.I think it’s a was te of time.A.major inB.interested inC.angry with答案：1.B 2.A 3.C 4.BStep 5 问题探究（）1. He to be polite.A.didn’t useB.didn’t usedC.don’t usedD.don’t use( ) 2. She used long hair.A.haveB.to haveC.beD.to be( )3.She a doctor,but now she not.ed to,wases to,wased to be,ises to,was答案：1.A 2.B 3.C教学反思成长的轨迹不是一成不变的。
人教版九年级英语第四单元教案
人教版九年级英语第四单元教案Unit 4I used to be afraid of the dark.课前自主预习：一、单词拼写。
请背诵词汇表，并默写单词。
名词：1.b________背景2．s________害羞；腼腆3．c________人群；观众4．t________吨；(pl.)大量；许多动词：1.d________对付；对待2．d________敢于；胆敢3．r________需要；要求形容词：1.h________有幽默感的；滑稽有趣的2．s________不说话的；沉默的3．h________有用的；有帮助的4．p________私人的；私密的兼类词：1.s________ n．& v．得分；进球2．i________ v．采访；面试n．面试；访谈3．A________ adj.亚洲(人)的n．亚洲人4．g________ n．警卫；看守v．守卫；保卫二、短语翻译。
请浏览教材，找出以下短语，并背诵之。
1．________ to do 过去常常做2．be interested ________对……感兴趣3．________ time ________ time时常；有时4．take ________从事5．deal ________应对；处理6．dare ________敢于7．all the ________一直8．worry ________担心9．be________ ________对……小心；谨慎10．give ________放弃三、完成句子。
请仔细阅读教材，补充完整下列句子。
1．Candy told me that she ________ ________ be really shy and________ ________ singing to ________ ________ her shyness.坎迪告诉我她过去真的很害羞并且用唱歌来应对她的害羞。
人教版九年级英语全册Unit4SectionA1a2d教学设计
3.培养学生独立思考、自信表达的能力，增强团队合作意识，提高人际沟通能力。
4.激发学生学习英语的兴趣，培养热爱生活、积极向上的态度，为未来的学习和发展奠定基础。
在教学过程中，教师要关注学生的个体差异，充分调动学生的积极性，鼓励他们主动参与课堂活动，提高英语综合运用能力。同时，注重培养学生的情感态度和价值观，使他们在学习英语的过程中，形成良好的品格和价值观。
3.教学步骤：
a.设计填空、选择、改错等练习，让学生在课堂上完成。
b.教师对练习进行讲解，帮助学生纠正错误，巩固知识点。
c.设计口语练习，让学生在实际情境中运用所学词汇和句型。
（五）总结归纳，500字
1.教学活动：对本节课的学习内容进行总结归纳。
2.设计意图：帮助学生巩固所学知识，提高学习效果。
3.教学步骤：
2.学会运用一般现在时和一般过去时描述人物的性格特点及行为变化，提高英语时态运用的准确性。
3.能够理解并运用本章节所学的阅读策略（如：预测、扫描、略读等）进行文章阅读，提高阅读速度和理解能力。
4.通过小组合作，学会倾听他人意见，表达个人观点，提高口语表达和交流能力。
（二）过程与方法
1.通过小组讨论、角色扮演等活动，培养学生合作学习、探究学习的能力。
3.教学步骤：
a.通过例句和情境，讲解词汇和句型的用法，让学生在实际情境中感知语言。
b.引导学生观察一般现在时和一般过去时的区别，并通过练习加以巩固。
c.采用任务型教学法，设计相关任务，让学生在小组内运用所学知识进行交流。
（三）学生小组讨论，500字
1.教学活动：组织学生进行小组讨论，讨论青春期的性格特点和行为变化。
新人教版教材九年级英语第四单元全单元教案解析
新人教版教材九年级英语第四单元全单元教案解析1.Understanding of the passages.2.Methods of expressing ways of studying different subjects.Ⅲ、学情分析本课时是第一单元第三课时。
本单元的话题非常接近学生的现实生活，谈论刚过去的生活是学生较喜欢、较乐于去交流的话题。
通过本单元的学习，引导学生学会使用讨论合作、信息采集、比较等学习策略。
Ⅳ、Teaching tools:1. A tape-recorder.2.Several flashcards.Ⅴ、Teaching methods:Help the students to use dictionaries in reading to deal with the new words and try to understand them according to the context.VI、Teaching process:Step 1 RevisionAsk some students how they study English ,get them to answer individually .Step 2 ReadingSB Page 4 , 3a .1. First ,ask one volunteer to read the article aloud to the class .2. Have students read through the passage one or two times and complete the chart on their own .3. Correct the answers .Step 3 PairworkSB Page 4 , 3b .1. Read the instructions to the class and ask a pair of students to practice the sample conversation .2. Then in pairs ,have students make their own conversation according to activity 3a .3. Ask some pairs to present their conversations .SB Page 4 , Part 4 .1. Ask students to check what they do to learn English in thechart .Then get them to work in pairs to interview their partner .2. Call some pairs to act out their dialogues in front of the class .Step 4 PracticeSB Page 5 , 1a & 1b .1. Ask one student to read the sentences to the class .2. Then have students check the statements which are true for them and ask them to add some other different things .3. Ask several students to write their lists on the blackboard and discuss them with the whole class .Step 5 ListeningSB Page 5 , 2a & 2b .1. Ask two students to read the challenges and solutions .IfTeach the students to love studying and try to find the best and most加深对used to的运用,提高学生的写作能力。
Unit4 教材分析、教学设想、重要知识点及语法解析2021-2022学年人教版九年级英语全册
Unit4 I used to be afraid of the dark.教材分析、教学设想、重要知识点及语法解析单元教材分析本单元以“我们怎样改变(how we have changed)”为核心话题，在四年后老朋友见面的情景中，围绕本单元语言交际功能项目“谈论你过去是什么样”（talk about what you used to be like），逐步展开各项听、说、读、写活动，给人们一种有趣的体验和新鲜的感受。
教学从谈论人物过去的外貌、性格，进一步延伸到谈论人物过去的心理感受，以及人物过去的爱好等，最后延伸到谈论现在的变化，将过去和现在教学进行对比。
本单元在各项语言活动中，融入大量含used to结构的语句，由于教学内容与学生的实际生活密切相关，易于激发学生学习兴趣。
通过观察图片、听说训练、阅读理解等训练方式和独立学习、合作交流、完成任务等形式完成目标语言的输入，让学生在感受、理解、体验的基础上，很容易就能掌握这个结构。
并能运用used to do sth结构谈论自己与过去的不同，准确地描述人物过得外貌、性格和心理特征。
通过学习，让学生在交际活动中，学会正确地用英语谈论事物的发展和变化，明白事物是在不断发展变化的，培养学生积极向上的健康心态。
Section A：是基本认知部分。
主要介绍单元基本的语言内容，注重学生的听说能力和短语的积累。
教材通过学习描述人物外貌和性格的形容词，利用图片设置的情景导入本单元语言功能项目“谈论你过去是什么样”（talk about what you used to be like）和语法项目“used to”结构，然后通过听力和口语训练逐步落实这些语言功能项目。
活动1a介绍描述人物外貌和性格的重要词汇和used to句型。
让学生理解表格中的词汇，学习用其它的形容词描述人物的外貌和性格，并填在表格中。
利用描述图片上人物或班级内的同学，导入新的语言功能项目，学习used to句型。
最新人教版九年级英语上册第四单元学案
人教版九年级英语上册第四单元(dānyuán)学案Unit 4 What should you do?Section A一、教师寄语：Knowledge is a treasure,but practice is the key to it.二、学习目标：1.New words and phrases:million ,medical, research,tie,worry what if2.New sentences:a.What would you do if......b.If I had a million dollars,I would......c.If I were you ,I would......3.Grammar Focus: 虚拟语气三、重难点：a.虚拟语气的基本用法b.虚拟条件句与真实条件句的区别四、学习过程：1.预习导学：a. 假如你有一百万,你会做什么?________________________________________A: 这是虚拟语气,语气是动词的一种形式,表示说话人对说话内容的看法和态度英语的语气有三种: 陈述语气,祈使语气和虚拟语气. 虚拟语气表示说话人认为所说的话是和事实相反的内容,只是一种愿望.假设.猜测或空想,本单元是虚拟语气在非真实条件句中的运用,表示说话人所陈述的内容是与事实相反或难以实现的假设。
其结构是：条件句--- if + 主语 + 动词的过去式(be用were) 主句------主语+ would + 动词原形对应训练:1) 假如我有一百万,我会把钱捐献给医学研究. ______________________________________________________ ________2) 如果我是你,我会穿衬衣打领带._____________________________________________________3) 假如我是你,我就会迟一点去._____________________________________________________4) 假如我是你,我就会带一个小礼物._____________________________________________________5) 如果我是你，我会在睡觉前好好的散步。
新人教版教材九年级英语第四单元全单元教案解析
Step 1 Revision&Ask some students how they study English ,get them to answer individually .Step 2 ReadingSB Page 4 , 3a .1. First ,ask one volunteer to read the article aloud to the class .2. Have students read through the passage one or two times and complete the chart on their own .3. Correct the answers .Step 3 PairworkSB Page 4 , 3b .#1. Read the instructions to the class and ask a pair of students to practice the sample conversation .2. Then in pairs ,have students make their own conversation according to activity 3a .3. Ask some pairs to present their conversations .SB Page 4 , Part 4 .1. Ask students to check what they do to learn English in thechart .Then get them to work in pairs to interview their partner .2. Call some pairs to act out their dialogues in front of the class .Step 4 PracticeSB Page 5 , 1a & 1b .(1. Ask one student to read the sentences to the class .2. Then have students check the statements which are true for them and ask them to add some other different things .3. Ask several students to write their lists on the blackboard and discuss them with the whole class .Step 5 ListeningSB Page 5 , 2a & 2b .1. Ask two students to read the challenges and solutions .If necessary ,have students repeat after you .2. Play the recording two or three times ,let students listen and finish the work .3. Ask one student to have his/her answers with the class .~4. Correct the answers .Step 6 PairworkSB Page 5 , 2c .In pairs ,students role play conversations using the information from activity 2a and 2b .Then ask some pairs to present their dialogue to the class .Step 7 HomeworkWrite an article to introduce how you study English.板书设计：课后反思：（$Unit 2 I used to be afraid of the darkPeriod 4教学内容: Section B 3a, 3b , 3c ,Ⅰ、教学目标知识目标: Make the students grasp the usage of “used to do sth.”能力目标: Help the students to describe a person using the materials offered.Teach the students to love studying and try to find the best and most suitable way.~Ⅱ、教学重难点3.How to use verbs.4.Describing a person.Ⅲ、学情分析本课时Section B的3a是一篇中长文章内容主要是作者谈到他现在遇到的最在问题，同样也是以比较的形式来描述。
人教版新目标九年级英语Unit4单元集体备课教案
人教版新目标九年级英语Unit4单元集体备课教案XXX: Unit 4 - I Used to Be Afraid of the DarkPrepared by: First Backup XXXXXX:Knowledge Objectives:Important words: humorous。
silent。
helpful。
scoreImportant phrases: used to。
be afraid of。
wear glasses。
from time to time。
such a great idea。
get good scores XXX:1."。
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 school classmates."Ability Objectives:Students XXX affirmative。
interrogative。
negative。
and tag ns with "used to" to XXX.XXX:XXX evolving。
XXX.XXX and Difficulties:Focus: The usage of "be used to do sth."。
"be used to doing sth."。
and "used to do".Difficulties: XXX.XXX:Inductive teaching methodXXX methodXXX methodXXX:Step 1: nXXX: "Twenty years ago。
2014新人教版教材九年级英语第四单元全单元教案
Unit 4 I used to be afraid of the dark.（Period4 SectionB2a-2f）【Teaching Aims】Knowledge Aims:1.Ss will learn the new words and phrases: seldom, influence, absent, fail,examination, boarding, in person, exactly, take pride in, be proud of, ...2.Ss will master the meaning of the passage.Ability Aims:1.Ss can use the new words and phrases freely;2.Ss can master the reading strategy of using context.3.Ss can improve their reading ability.Emotional Aims:1.Ss will know to cherish the chance of studying.2.Ss will understand their parents better.【Teaching Important Points & Difficult Points】Teaching Important Points:1.Ss will master the key words and phrases in this passage;2.Ss can use the reading strategy of using context.Teaching Difficult Points:1.Ss can improve their ability of reading and use the reading strategy. 【Teaching Aid】CAI, text book【Teaching Procedures】Steps Teacher’s activities Ss’ activities PurposeStep1Before reading 1.Warming-upAsk Ss to watch avideo about theleft-behind children.2. Ask Ss two questions:a. What problem doleft-behind children1. Ss watch the videoand knowsomething aboutleft-behindchildren.2. Ss will answer thetwo questions.1). It will helpSs relax andfocus on theclass.2). Ss will learnsome newwords andhave?b. What should those lonely and unhappy children do? phrases through answering the two questions.Step 2While reading 1. Fast readinga) Ask Ss to read thepassage quickly andput the sentences【A-D】in thecorrect places.b) Ask Ss to read thepassage quickly andthen match the mainidea of eachparagraph.2. Careful readinga) Ask Ss to read eachparagraph andanswer thequestions.b) Ask Ss to read thepassage and workon 2e1.a) Ss will read readthe passage andput the sentences【A-D】in thecorrect places.b) Ss will read thepassage andmatch the mainidea of eachparagraph.2.a) Ss will read eachparagraph andanswer thequestions.b) Ss will read thepassage andwork on 2ea) It will helpSs master thereadingstrategy ofusingcontext.b) It will helpSs get themain idea ofthe passage.2.a) It will helpSs get thedetailinformationof thepassage.b) It will helpSs master theuseful wordsandexpressionsbetter.Step3After reading 1. Ask Ss to discuss whatdo they think LiWenand his parents talkedabout and then write aconversation.1. Ss discuss and roleplay theconversation theywrite .1. It will help Ssto say out thetrue heart andimprove theirspeakingability.Homework 1.Read and try to remember the new words and phrases.2.Read the whole article four times after class.。
人教版九年级英语全册Unit4SectionA1a2d说课稿
4.个性化反馈：针对每个学生的学习进度和表现，给予个性化的反馈和指导，帮助他们建立自信，鼓励他们克服困难。
5.激励评价：通过正面的评价和奖励，激发学生的学习动力，让他们感受到学习英语的成就感和乐趣。
开
三、教学方法与手段
（二）教学反思
在教学过程中，我预见到可能出现的问题包括学生对话时的语言表达不准确，以及对一般将来时态的掌握不牢固。应对这些问题，我会通过提供更多的示例和练习机会，以及个别辅导来帮助学生提高。课后，我将通过学生的课堂表现、作业完成情况和反馈来评估教学效果。具体的反思和改进措施包括：根据学生的反馈调整教学进度和难度，对难点进行针对性讲解，以及增加互动环节以增强学生的参与感和学习动力。此外，我还会定期回顾和反思自己的教学方法和手段，根据实际情况进行调整，以不断提升教学质量。
四、教学过程设计
（一）导入新课
新课导入是激发学生学习兴趣的关键环节。我将采用情境导入法，通过播放一段与周末活动相关的短视频或图片，让学生直观地感受到即将学习的内容。例如，展示一组周末游乐园的图片，引导学生观察并讨论他们在图片中看到了什么，他们通常在周末做些什么。接着，我会提出问题：“What are you going to do this weekend?”，让学生思考和分享自己的周末计划。这种方式可以快速吸引学生的注意力，激发他们对本节课主题的兴趣。
（二）学习障碍
在学习本节课之前，学生可能已经掌握了基本的英语语法结构和一些日常交流用语。然而，他们在学习本节课时可能面临以下学习障碍：
1.对一般将来时态的理解和运用可能不够熟练，容易与现在进行时混淆。
2.对新词汇的记忆和运用可能存在困难，尤其是那些与周末活动相关的动词和名词。
最新2014年秋人教版九年级英语第四单元语法知识讲解
第四单元语法知识used to do sth的用法：过去常常做某事一、肯定句：主语+used to +动词原形+其他eg: I used to be very short.He used to play basketball after school.They used to read the newspapers.二、否定句：主语+didn’t +use to +动词原形+其他eg: I didn’t use to be very short.He didn’t use to play basketball after school.They didn’t use to read the newspapers.三、一般疑问句:Did+主语+use +to + 动词原形+其他？肯定回答：Yes, 主语+did. No, 主语+didn’t.eg: Did you use to be very short?Yes, I did. No, I didn’t.Did he use to play basketball after school?Yes, he did. No, he didn’t.Did they use to read the newspapers?Yes, they did. No, they didn’t.四、特殊疑问句：特殊疑问词+did +主语+use to+动词原形+其他？eg: What did you use to be?What did he use to do after school?What did they use to do?五、反意疑问句：(1)主语+used to +动词原形+其他，didn’t +主语？(2)主语+didn’t use to +动词原形+其他，did +主语？eg: I used to be very short, didn’t I ?Yes, you did. (是，你矮）No, you didn’t. (不，你不矮）I didn’t use to be very short, did I?Yes, you did. (不，你矮）No，you didn’t. （是，你不矮）He used to play basketball after school, didn't he?Yes, he did. (是，他打）No, he didn't. （不，他不打）He didn't use to play basketball after school, did he?Yes, he did. (不，他打）No, he didn't. (是，他不打）1. She used to have short hair? _______? A.does she B.doesn’t she C.didn’t she D.did she2.He used to ________ in the sun. A.read B.reading C.reads D.to read3.I used ___________(copy) my friend’s homework, but now I don’t.4.He used to ___________(read) in the day, but now he is used to ____________(read) at night.puters are used _______________(help) people do many things.6.My sister used to go to school on foot. （提问）________ ______ your sister _______ ______ go to school?7.My mother used to walk after supper. （一般疑问句）_____ your mother _____ _____ _____ after supper?8.我以前个子很矮。
人教版新目标九年级上册英语第四单元的说课稿全英
T:Thank you .Now suppose you had a million dollars ,what would you do ?we know that one dollar nearly equals eight yuan, so that is a large sum of money . Think it over carefully and tell me your ideas. What would you do if you had the money ?
OK,never mind ,What would you do if it was yours? What would you do if you had ten yuan ?
S:I would buy snacks
T: Thank you
(To the class )Just now ,it was ten yuan , what about 100yuan?what would you do if you had 100 yuan ?
三、Teaching objectives
1.Knowledge aims:
1.What would you do if you had a million dollars?
I would give it to the charity…
2.If I were you , I would wear a shirt and tie
四、teaching methods
The teacher may use the task—teaching Give the students the questions “What would you do if you had a million dollars ? Have them discuss it. Then make a summary about it . the students are easy to accept the content of the textbook.
新目标九年级英语第四单元说课稿
人教版新目标九年级
Unit 4 I used to be afraid of dark ? 说课稿
一、背景
新目标初中英语教材采用任务型语言教学（TASK-BASED LANGUAGE TEACHING）模式，融会话题、交际功能和语言结构，形成一套循序渐进的生活话的学习程序。
以学生语言技能、语言知识、情感态度、学习策略和文化意识的发展为基础，培养学生英语综合语言运用能力。
强调从学生的学习兴趣、生活经验和认知水平出发，形成一种师生交往、积极互动、共同发展的过程。
让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，形成积极的学习态度，促进语言实际运用能力的提高。
二、课题：
九年级英语（新目标） Unit4 I used to be afraid of dark ? Section A (1a—2c)
三、教材分析
1）本课在教材中的地位及作用
本单元的核心话题为“talk about what they used to be like”，围绕着谈论自己和他人过去经常做的事，谈论自己和他人过去的外貌\性格\爱好，通过观察图片、听力理解等训练方式和独立学习、合作交流、完成任务等形式完成目标语言的输入，以句型Used to 为主要学习任务，并且设置任务型综合性语言实践活动，让学生在交际活。
人教版九年级英语第四单元教案 (2)
英语九全人教版新目标（新版）Unit4Unit4 I used to be afraid of the dark教案（1）一、Analysis of Teaching Material1.Status and FunctionIn this unit, Ss learn to talk about what they used to be like. Such topic reminds Ss of the days of their childhood. It’s helpful to raise learning interesting of Ss and Ss are sure to be active in all the activities in this unit.⑴.The first period introduces a lot of words describing people first. And then Ss are provided listening and oral practice using the target language: Mario used to be short .Yes, he did. Now he is tall.⑵.In the second period, Ss learn yes/no questions and short answers using the structure used to. Using the target language, Ss get more detailed information of their classmates. Ss are fond of such activities. So they are helpful to improve Ss’spoken English.⑶.A lot of situations in the third period are designed for Ss to talk about what they are still afraid of. In this way, Ss know that they should take good care the process of their growth.⑹The Self Check in the sixth period is designed to give Ss more reinforced practice, especially writing practice. In the way, Ss better understand how to apply what they’ve learned in this unit to their daily life.⑺In this period, Ss will learn to understand some words and expressions. After reading the text Ss will find it a little easier to learn English well.2.Teaching Aims and DemandsKnowledge Objects⑴In this unit, Ss learn to talk about how they have changed. To make Ss learn and grasp the structure used to, including statements and yes/no questions and short answers.⑵Ability ObjectsTo train Ss’listening, speaking, reading and writing skills.To train Ss’integrating skills.⑶Moral ObjectsTo enable Ss to know that everyone surely change. If you are afraid of speaking in front of the class, encourage yourself not to be shy. More practice, and you’ll feel more confident. 3. Teaching Key PointsTo learn the key vocabulary and the target language.To learn the usage of the structure used to.4. Teaching Difficult PointsTo improve Ss’listening, speaking, reading and writing skills.To enable Ss to grasp the usage of the structure used to.5. Studying WayTeach Ss hoe to use the structure used to to compare the past with now.二、Language FunctionTalk about what you used to be like三、Target Language1 Mario used to be short.Yes, he did. Now he’s tall.2 I used to eat candy all the time. Did you?Yes, I did. And I used to chew gum a lot.四、Structures1. used to2. Conjunction “but”五、VocabularyUsed to chat afford patient cause waste insect六、RecyclingAlone quiet snake outgoing friendly serous funny tall shy short straight long hair七、Teaching TimeSeven periodThe First Period一、Teaching Aims and Demands1 Knowledge Objects⑴Key wordsUsed to dark⑵Target languageMario used to be short.Yes, he did. Now he is tall.2 Ability Objects⑴Train Ss’listening skill.⑵Train Ss’communicative competence3 Moral ObjectsDon’t judge a person by his appearance.二、Teaching Key Points1 Target language2 The structure: used to三、Teaching Difficult PointThe structure used to四、Teaching MethodTeaching by inductionPair work五、Teaching ProceduresStep One Revision1．Check the homework2．Ask some individual Ss their ways of learning English.Step Two 1aThe activity introduces the key vocabulary.1．Call Ss’attention to the chart with the headlines Appearance and Personality. Say, the word appearance will describe how people look and the word personality will describe what people are like. Ask two Ss to say the sample answers. Then elicit one answer to each column from the class.2 Get Ss to fill in the chart individually.3 Check the answers by asking different Ss to read their lists to the class. Make sure that all the Ss understand what each word means.Note: Answers will vary from the sample answers below.Appearance: tall straight hair long hair short hair surly hair short fat thin slimgood-looking prettyPersonality: outgoing funny quiet kind warm-hearted friendly shy easygoingStep Three 1bThe activity gives Ss practice in understanding the target language in spoken conversation.1 Write two dates side by side on the Bb. The first is today’s date, including the year and the second is the same day, but ten years ago.2 Ask a student to stand up. Use words or phrases to describe that student now. Ask students to suggest words or phrases that describe him/her ten years ago.T: Liu Chang is tall now. Was she tall ten years ago?S1: No, she is short.T: She has long hair. Did she have long hair ten years ago?S2: No, she has short hair.T: …Ensure that the Bb ends up like this:Sep.10, 2005 Sep.10, 2000tall shortlong hair short hair……3 Say, we use “used to”to talk about things that have changed. Write the following onthe blackboard:Liu Chang used to be short, but she is tall now.She used to have short hair, but she has long hair now.4 Read the instructions to the class. Point out the sample answer. Say, you will hear someone in the recording say that Mario used to be short, listen and fill in the blanks with words you hear. Play the recording for the first time, Ss only listen. Play the recording again. This time, Ss listen and fill in the blanks.Step Four 1cThis activity provides oral practice using the target language.1 Read the instructions to the class.2 Call Ss’attention to the conversation in the box. Invite a pair of Ss to read it to the class.3 Write it on the blackboard.Step Five SummarySay, in this class, we’ve learned the key vocabulary words “used to”and “dark”. And we’ve also learned the target language: Mario used to be short. Yes, he did. Now he is tall.Step Six HomeworkCollect some of your favorite stars’photos. Write something about the persons in the picture as they are now and as they were ten years ago.Step Seven Blackboard DesignTeaching postscript（教学后记）:课后复习单项选择。
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1.Understanding of the passages.2.Methods of expressing ways of studying different subjects.Ⅲ、学情分析本课时是第一单元第三课时。
本单元的话题非常接近学生的现实生活，谈论刚过去的生活是学生较喜欢、较乐于去交流的话题。
通过本单元的学习，引导学生学会使用讨论合作、信息采集、比较等学习策略。
Ⅳ、Teaching tools:1. A tape-recorder.2.Several flashcards.Ⅴ、Teaching methods:Help the students to use dictionaries in reading to deal with the new words and try to understand them according to the context.VI、Teaching process:Step 1 RevisionAsk some students how they study English ,get them to answer individually .Step 2 ReadingSB Page 4 , 3a .1. First ,ask one volunteer to read the article aloud to the class .2. Have students read through the passage one or two times and complete the chart on their own .3. Correct the answers .Step 3 PairworkSB Page 4 , 3b .1. Read the instructions to the class and ask a pair of students to practice the sample conversation .2. Then in pairs ,have students make their own conversation according to activity 3a .3. Ask some pairs to present their conversations .SB Page 4 , Part 4 .1. Ask students to check what they do to learn English in thechart .Then get them to work in pairs to interview their partner .2. Call some pairs to act out their dialogues in front of the class .Step 4 PracticeSB Page 5 , 1a & 1b .1. Ask one student to read the sentences to the class .2. Then have students check the statements which are true for them and ask them to add some other different things .3. Ask several students to write their lists on the blackboard and discuss them with the whole class .Step 5 ListeningSB Page 5 , 2a & 2b .1. Ask two students to read the challenges and solutions .Ifnecessary ,have students repeat after you .2. Play the recording two or three times ,let students listen and finish the work .3. Ask one student to have his/her answers with the class .4. Correct the answers .Step 6 PairworkSB Page 5 , 2c .In pairs ,students role play conversations using the information from activity 2a and 2b .Then ask some pairs to present their dialogue to the class .Step 7 HomeworkWrite an article to introduce how you study English.板书Unit 2 I used to be afraid of the dark设计：课后反思：Period 4教学内容: Section B 3a, 3b , 3c ,Ⅰ、教学目标知识目标: Make the students grasp the usage of “used to do sth.”能力目标: Help the students to describe a person using the materials offered.Teach the students to love studying and try to find the best and most suitable way.Ⅱ、教学重难点3.How to use verbs.4.Describing a person.Ⅲ、学情分析本课时Section B的3a是一篇中长文章内容主要是作者谈到他现在遇到的最在问题，同样也是以比较的形式来描述。
3b补全一篇短文，加深对used to的运用,提高学生的写作能力。
3c主要是运用used to 写一篇自小学以来自己各方面发生了哪些变化。
Ⅴ、教学资源:Multi-media equipment.VI、教学方法:Focus on the students’training. Try to find out and solve problems through practical applying.VII、教学过程:Step 1 Revision1. Greetings .2. Check the homework .Step 2 ReadingSB Page 6 , 3a .1. Read the instructions and make sure students know what to do .2. Give students several minutes to read the article and finish the task .3. After students finished ,ask one student to write his/her answers on the blackboard.4. Correct the answers .5. Ask one volunteer to read the article aloud to the class ,offer assistance if necessary .Step 3 WritingSB Page 6 , 3b .First ,have students finish the letter on their own ,while they areworking ,walk around and give them some help .Then ask two students to read their letter aloud to the class .Finally answer some questions the students may have .Step 4 InterviewSB Page 6 ,Part 4 .1. Read the instructions and explain how to finish this task .2. Divide the class into groups of four. In each group ,each student takes turn interviewing the other students and take notes .3. Ask some groups to tell the class about their answers .Step 5 Self-checkSB Page 7 , Part 1 .1. Students finish it on their own first ,then check the answers with the whole class .2. Ask some students to make their own sentences with these words orally .SB Page 7 , Part 2 .1. First ,read the instructions and explain something in the notes .2. Ask students to write an article .3. Ask someone to read his article to the class .Step 6 Homework1.SB Page 6 , 3c .Have students finish the article as their homework 板书设计：本课时为第一单元第五课时内容。
重点复习本单元的重点语法和知识点。
如何利用本单元所学表达谈论自己或他人过去做的事。
解决重点的关键是掌握used to do的提问与回答，正确区别used to do , be used to do , be used for doing ,be used to doing。
根据学生掌握情况，进一步加强操练，巩固目标语言，使听说读写达到合一。
Ⅳ.教学方法:1.Teaching by explanation2.PairworkⅤ.教学工具:1.Pictures of people cut out from magazines or newspapers2.A tape recorderVI、教学过程:Step ⅠRevisionCheck homework. Ask a student to hold up the picture given to him yesterday or a picture he/she collected himself/herself to the class. Then let him/her read out his/her article about the person in the picture.Step Ⅱ2aThis activity provides listening practice using the target language. Point to the picture and ask students what is happening. Elicit answers from students.T: Where do you think they are?Ss: They are in a family room.T: What are they doing?Ss: They are having a party.Point to the six words in the box and ask students to repeat each one. Make sure students know the meaning of each word.Say, You will hear a boy and a girl talking to each other at a party. Listen to the recording and check the words you hear they say. Point out the sample answer.Play the recording for the first time.Students only listen.Play the recording a second time. This time ask students to put a check in front of the words they hear.Check the answers.AnswersChecked words: quiet, outgoing, friendly TapescriptGirl 1: Hey, Steve! Over here! Don't you remember me?Boy 1: Oh, wow! You're Paula, aren't you?Girl 1: That' right.Boy 1: But you used to be really quiet, didn't you?Girl 1: Yeah, I wasn't very outgoing.Boy 1: No, you weren't. But you were always friendly. Wait a minute.Did you use to play the piano?Girl 1: Yes, I did. But now I'm more interested in sports. I play soccer and I'm on the swim team.Boy 1: Wow! People surely change.Culture noteMany houses in the United States have a family room. The family room is where families relax. Watch TV, play games, and listen to music every day. It is a very informal room. Most families use the family room more often than the other rooms.Step Ⅲ2bThis activity gives students practice understanding the target language in spoken conversation.Ask students to point to the blank lines in the conversation. Say, You will write one word on each blank line.Read the conversation aloud saying blank when coming to a blank line.Play the recording. Students fill in the blanks with the words they hear.Correct the answers. Read the conversation aloud, filling in the missing words.Students check their answers.Answersquiet outgoing friendly sportsStep Ⅳ2cThis activity provides oral practice using the target language. Focus students on the conversation in Activity 2b. Ask a pair of students to read it to the class.SA: Hey, Steve! Over here! Don't you remember me?SB: Oh, wow I You're Paula, aren't you?SA : That's right.SB: You used to be really quiet, didn't you?SA: Yeah, I wasn't very outgoing.SB: No, you weren't. But you were always friendly, Wait a minute. Did you use to play the piano?SA: Yes, I did. But now I'm more interested in sports, I play soccer and I'm on the swim team.SB: Wow ! People surely change.Point to the sample conversation. Get another pair of students to read it to the class.SC: I used to be really quiet.SD: I know. Now you're very outgoing.Say, Now work with a partner. Start by reading the conversations in Activities 2b and 2c. Then make conversations about yourselves.Have students work in pairs. Move around the room listening in on various pairs and offering help if necessary.Check the answers by calling on different pairs to say theirconversations to the class. Note: Answers will vary.Sample answersA: I used to play the piano.B: I know. Now you're busy with your subjects.Step ⅤGrammar FocusAsk different students to say the statements and the questions and answers.S1: I wasn't very outgoing.S2: You used to have long hair.S3: Did you use to have straight hair?S4: Yes , I did.S3 : Did you use to play the piano?S4: No, I didn't.Write them on the blackboard. Ask a student to circle the words used to, use to, did and didn't. The following are noteworthy:1.When we write statements, we use the words used to.2.When we write questions, we use the words did+use to.3.when we answer a question with used to, we use did or didn't.Dictate the following for further understanding:1.You used to be short.2.He used to play soccer.3.Did you use to draw pictures ?Yes, I did.4.Did she use to have long hair?No, she didn't.Pronunciation noteEnglish speakers usually pronounce the words used to and use to exactly the same way. They run the words together and pronounce these words as if they were spelled ustuh.say the statements and questions and answers in the grammar box to demonstrate this pronunciation. Get students to repeat several times using the ustuh.Step ⅥSummarySay, In this class, we've mainly learned the "use to" questions and "used to" statements.Step ⅦHomeworkAsk students to write a short report about what a favorite film star or a famous scientist was like when he/she was a child. Suggest students to add pictures to their written work.Step ⅧBlackboard Design板书设计：Unit 2 I used to be afraid of the dark.Target language:1.I wasn't very outgoing.2.You used to have long hair.。