人教版（2024）九年级全册Unit 4 I used to be afraid of the dark. Section A教学设计

这是一份人教版（2024）九年级全册Unit 4 I used to be afraid of the dark. Section A教学设计，共6页。
课程基本信息
学科
英语
年级
九年级
学期
秋季
课题
Unit 4 I used t be afraid f the dark. (Sectin A 1a-2d)
教科书
书 名：义务教育教科书（九年级）G fr it教材
出版社：人民教育出版社 出版日期：2014年3月
教学目标
Language Cmpetence:
1. 熟练掌握以下词汇和短语
humrus, silent, helpful, frm time t time, scre,brave,straight,curly,black,blnde,shrt tall,shy,utging,quiet,funny,friendly,serius,used t
2. 熟练掌握以下句型
1. I used t be ...; I used t d...
2. It’s been three years since we last saw ur primary schl classmates.
3. He used t be s shy and quiet.
Learning Ability:
1. 掌握本课时出现的新词汇，能听懂今昔对比“…used t… . But nw ….”的句型表达。
2. 通过今昔对比“…used t… . But nw ….”的对话，从性格，外貌，爱好等谈论人们的改变。
3. 通过听力练习，能听懂“used t句型 ”的话题，来描述人的性格，外貌，爱好等，参与到句型的操练中，培养和加强听、说能力。
4. 能以角色扮演的形式，用正确的语音语调运用所学句型进行对话。
Cultural Awareness:
通过今昔对比，让学生学会观察同一个事物或者人以前和现在的变化，让学生更加关注身边的美好事物。
Thinking quality:
掌握如何描述过去人们的外表和性格，思考在今后的生活中如何变得更好。
教学内容
教学重点：
能掌握本课时出现的新词汇，能听懂今昔对比“…used t… . But nw ….”的句型表达。
教学难点：
通过今昔对比“…used t… . But nw ….”的对话，从性格，外貌，爱好等谈论人们的改变。
教学过程
Steps
The teacher’s activities
Students’ activities
Lead-in
The teacher describes herself t make each ther clser.
Shw the invitatin f the classmates’ party and intrduce Bb.
Listen and lead int the tpic.
Befre Listening
Befre the party:
1.Shw the pictures f Bb, Mari, Amy and Tina and guide students t describe them nw and fur years ag. Ask students t cmplete the chart in 1a.
2.Present the new structure “used t”.
Review and describe fur peple in 1a.
Learn t use “used t” t describe peple.
While listening
1.Ask students t listen and fill in the blanks: Bb is seeing sme friends fr the first time in fur years. What did his friends use t lk like?
Check and make a cnclusin: They have all changed in appearance (height, hair and wearing glasses).
During the party:
I.Paula’s changes
1. Ask students t listen t the greeting part and answer:
①Wh are they in the picture?
②What is the girl like frm her greeting?
2.Then ask students t listen and check the wrds in 2a.
3.Ask students t listen again and cmplete Paula’s changes in 2b.
Befre listening, ask students t lk carefully and predict what can be put in the blanks. While listening, ask students t take ntes quickly by first writing dwn the first r first tw letters f each wrd.
4.After listening, ask students t make a cnclusin abut Paula’s changes and think abut thse that have never changed.
5.Ask students t retell Paula’s changes with their partners.
II. Billy’s changes
1.Shw the picture f Billy and ask students t predict his persnality.
2.Ask students t listen and answer the fllwing questins:
①Wh is he?
②What is he like nw?
③What did he use t be?
3.Read the cnversatin and check the answer.
4.Ask students t make a cnclusin abut Billy’s changes.
5.Ask students t listen and repeat. Pay attentin t thse exclamatin marks which can help t shw feelings.
6.Ask students t rle play the cnversatin with their partners.
Listen and fill in the blanks.
Predict Paula’s persnality thrugh her greeting.
Listen and check the wrds in 2a.
Listen again and cmplete Paula’s changes in 2b.
Make a cnclusin abut Paul’s changes and learn frm her.
Retell Paula’s changes with the partner.
Predict Billy’s changes frm the picture.
Listen and take ntes t answer the questins.
Read the cnversatin and check the answers.
Listen and repeat.
Rle play the cnversatin with the partner.
4.After Listening
After the party:
1.Ask students t talk abut their wn changes and changes f peple arund them in appearance, persnality and hbbies by using “used t”.
2.Ask students t assess themselves accrding t the bjectives.
Talk abut the changes with the partner.
Reflect and assess themselves.
5.Hmewrk
Level 1:
Listen and imitate 2d.
Retell Paula and Billy’s changes.
Level 2:
Listen and imitate 2d. Try t recite the cnversatin with yur partner.
Plish yur cnversatin by adding yur family members’ changes.