遼寧省開(kāi)原五中九年級(jí)英語(yǔ)全冊(cè)《Unit 2 I used to be afraid of the dark》教學(xué)設(shè)計(jì) 北師大版

1、Unit 2 I used to be afraid of the dark.I. Programs for the Unit 1. Teaching Goals (1). In this unit, students learn to talk about what they used to be like. (2). In this unit, students learn the usage of used to2. Important words and expressions used to, dark, spider, insect 3. Target Language Mario

2、 used to be short. Yes, he did. Now hes tall. I used to eat candy all the time. Did you? Yes, I did. And I used to chew gum a lot.II. Teaching Time Four periods Period 1Teaching Aims and Demands1. Knowledge and Ability Objects (1). Key vocabulary:used to, be interested in (2). Key structures:You use

3、d to have long hair, didnt you?Did you use to have straight hair?Yes, I did.2. Teaching Difficulty To master the structure: used to do sth.3. Teaching Aids A tape recorder Some photos or picturesTeaching ProceduresStep I. Greetings and Lead-in1. Show a photo, and say, This photo shows what I used to

4、 be like. I used to be shy. Now I am outgoing. 2. Write the pattern on the blackboard. Then show another two photos and describe them with a student in a conversation using “used to do sth”.Step II. Language Study1. Ask students to make conversations with “used to”. They can use their photos or pict

5、ures to show how sb or sth changes 2. Ask some pairs to present their conversations.3. Tell students the usage of “used to do sth”. Add “be used to doing sth”.Step III. 1a1. Read the instructions to the class.2. Students fill in the chart.3. Ask some students to read their words and ask the others t

6、o add what they dont have.Step IV. 1b1. T: Bob is going to see some friends for the first time in four years. They have changed a lot. What did they use to look like? Lets listen and fill in the chart. 2. Students listen and fill in the chart. 3. Check the answers with the students.Step V. 1c Pair w

7、ork1. Read the instructions and the conversation to the class, and then ask students to make similar conversations.2. Ask some pairs to present their conversations. Step VI. 2a1. Describe the picture and ask students what they are doing.2. Read the instructions to the class.3. Listen and check. 4. L

8、isten again and check the answers with the students.Step VII. 2b1. T: Lets listen to the conversation again and complete the conversation.2. Listen and complete.3. Listen again and check the answers with the students.Step VIII. 2c Pair work1. Read the instructions to the class.2. Ask students to wor

9、k in pairs.3. Ask several pairs to present their conversations. Step IX. Summary Ask one or two students to tell what they learned in this class.Step X. HomeworkMake five sentences with “used to do sth”Make five sentences with “be used to doing sth”教學(xué)反思：1.注重課堂教學(xué)效率的提高，要切實(shí)抓好備課這一環(huán)節(jié)，即備課要精，練習(xí)要精，作業(yè)要精。同時(shí)，我們要積極進(jìn)行教學(xué)反思，由教師自己及時(shí)反省、思考、探索和解決教學(xué)過(guò)程中存在的問(wèn)題，及時(shí)調(diào)整教學(xué)方法，優(yōu)化教學(xué)過(guò)程。在課堂教學(xué)中強(qiáng)調(diào)基礎(chǔ)知識(shí)的學(xué)習(xí)。教師要突破現(xiàn)行教材的局限性，在重點(diǎn)語(yǔ)法項(xiàng)目上有系統(tǒng)的強(qiáng)化訓(xùn)練。在句法上不能拘泥于傳統(tǒng)的語(yǔ)法層面，要搜集材料，適當(dāng)拓寬。 2.要強(qiáng)化分層次教學(xué)與輔導(dǎo)，通過(guò)分層次教學(xué)和輔導(dǎo)提升學(xué)生的成績(jī)，從方法上，要抓住學(xué)生學(xué)習(xí)的薄弱點(diǎn)，區(qū)別不同情況，有針對(duì)性輔導(dǎo)。從策略上，加強(qiáng)學(xué)生實(shí)際問(wèn)題的研究，做到缺什么、補(bǔ)什么，從對(duì)象上，要重點(diǎn)關(guān)注學(xué)科明顯薄弱的學(xué)生，采用教師定學(xué)生、師生結(jié)對(duì)、輔導(dǎo)等有效