2024年新人教版教材九年級英語第四單元全單元教案解析

Unit4Iusedtobeafraidofthedark一、教材內(nèi)容分析：本單元是初中英語新教材第三冊第四單元，本單元的關(guān)鍵話題為“talkaboutwhattheyusedtobelike”，圍繞著談?wù)撨^去自已和他人過去常常做的事，談?wù)撟砸押退诉^去的外貌\性格\愛好，以觀測圖片、聽力理解、閱讀理解等訓(xùn)練方式和獨立學(xué)習(xí)、合作交流、完畢任務(wù)等形式完畢目的語言的輸入，學(xué)習(xí)句型Usedto為重要學(xué)習(xí)任務(wù)，并且設(shè)置任務(wù)型綜合性語言實踐活動，讓學(xué)生在交際活動中，學(xué)會怎樣對的地用英語體現(xiàn)自已的意見和提議，重在培養(yǎng)學(xué)生的習(xí)得語言運用能力、實踐能力、合作能力及創(chuàng)新意識。二、總體教學(xué)目的：1.知識目的A.學(xué)習(xí)并掌握下列重點詞匯，如airplane,terrify,insect,candy,chew,gum,chat,daily,comic,death,afford,cause,patient,decision,necessary,exactly,attention,waste,intheend,toone’ssurprise,nolonger,takepridein,giveup,payattention,not…anymore.

B.掌握一般過去時的使用方法及其與一般目前時的區(qū)別。C.理解并對的運用下列短語：usedtodosth,sleepwithmybedroomlighton,nolonger/not…anymore.…2.能力目的A.能客觀公正地審閱過去，以使對未來做事進行對的定位。B.能根據(jù)本單元內(nèi)容學(xué)會綜合談?wù)撊说淖兓?.情感文化目的A.培養(yǎng)自已對已發(fā)生的事刊登主觀見解和客觀分析的能力。B.認(rèn)識到目前存在的局限性，能對的地區(qū)別是與非，克服局限性，以誠待人，健康向上。三、教學(xué)重點、難點：A.重點：usedto句型·B.難點：usedto句型在平常生活中的運用。四、教學(xué)措施：視聽法、問答法和情景交際法五、課時分派：本單元用七課時；第一課時―――SectionA1a第二課時―――SectionA3a-3b第三課時―――SectionB1a第四課時―――SectionB3a第五課時———Reading(1)》第六課時———Reading(2)第七課時———Reading(3)課時教學(xué)設(shè)計Thefirstperiod教學(xué)內(nèi)容:SectionA1a,1b,1c,2a,2b,2c.教學(xué)目的：1.知識目的：掌握詞匯：usedto,darkbeinterestedin重點句型：Mariousedtobeshort.Yes,hedid.Now,he’stall!！Youusedtobeshort,didn’tyouYes,Idid./No,Ididn’t.2.能力目的：初步掌握usedtodosth的使用方法和反意疑問句的使用方法。3.情感目的：通過過去與目前的比較，懂得不能以貌取人的道理。教學(xué)重點與難點：1.掌握usedtodosth.及其有關(guān)的使用方法。2.理解并對的運用shy,serious,friendly,outgoing等表達性格特性的形容詞。3.一般過去時及其與一般目前時的區(qū)別。三、學(xué)情分析、本單元重要內(nèi)容是讓學(xué)生學(xué)會usedto構(gòu)造。Usedto+動詞原形表達過去常常、此前常常，只用于過去式中，用來表達目前已不存在的習(xí)慣或狀態(tài)，同步也規(guī)定學(xué)生學(xué)會運用usedto構(gòu)造，談?wù)撨^去，并能把自已的過去和目前的不一樣進行比較。根據(jù)學(xué)生特點，采用課堂上競爭比賽問答方式。四、教學(xué)資源準(zhǔn)備：taperecorderflashcards五、教學(xué)措施：聽說法，合作法。六、教學(xué)過程：教學(xué)環(huán)節(jié)Step1.Revisionandlead-in1.Lookataphotoofachildtalkabouthim,toreviewthevocabulariesofappearance&personality.T:Whatdoeshelooklike|S1:Heissmart.S2:Hehasshorthair.S3:…2.Reviewthevocabulariesofappearanceandpersonality.3.Dothebrainstormingtorememberthevocabularies.Step2.Fillinthechart(1a)CallSs’attentiontothechartwiththeheadlines.Thenaskthemtofillinthechartwithwordsdescribingpeopleindividually.,Step3.GameSsguess,whoishe/shewiththewordsdescribingpeople.A:WhoisheB:HeisHarryPotter.Step4.PresentationSslookattwodifferentpicturestolearnthephrases“usedto”.Hewasshortwhenhewasachild,butheistallnow.=Heusedtobeshort,butnowheistall.<Step5.MakesentencesLookatsomedifferentpicturesandtalkaboutthem.He/Sheusedtobe/have/wear…,butnowhe/sheis/has/wears….Step6.Listening(1b.2a.2b)workon1btodothelistening.listen&repeat3.ThenSsdothepairwork:A:Hi,areyou…B:Yeah.I’m…Ihaven’tseenyouforyears.A:Didyouusetobe/have/wear…B:Yes,Idid./No,Ididn’t.A:Youusedtobe/have/wear…,didn’tyouB:Yes,Idid./No,Ididn’t.4.Lookatthepictureandlearnthephrase,beinterestedin。Heusedtoplaybasketballinthefreetime,butnowheisinterestedinplayingfootball.on2a&2btofinishthelistening.】6.ThenSslisten&repeat.Step7.SurveySsdothesurvey,whohaschangedmostinsmallgroupsHairHeightBuildPersonality；Hobby/habitPastNowThendothereport:Step8.Sumup1.usedto+動詞原形-表達過去常常，此前常常，只用于過去式中，用來表達目前已不存在的習(xí)慣或狀態(tài)。theexercise完畢下列反意疑問句Heisastudent,Heisn’tastudent,Helikesbasketball,They’llgotoBeijingtomorrow,Yourmothercan’tswim,'Tomhashadhissupper,LiPingisplayingfootball,Hewenttoschoolyesterday,Homework:1.Copythenewwords.2.Recite2b.3.*Unit2I*Unit2IusedtobeafraidofthedarkUsedtoMariousedtobeshort,nowheistall.beinterestedinA:Youusedtobeshort,didn’t,didn’tyouB:Yes,Idid./No,Ididn’t.{課後反思：%Thesecondperiod一、教學(xué)內(nèi)容:SectionA3a,3b,4二、教學(xué)目的：1.知識目的：掌握詞匯:airplane,terrify,beterrifiedof,sleepwithmybedroomlighton.—重點句型:DidyouusetobeafraidofthedarkYes,Idid.Igotosleepwithmybedroomlighton.2、能力目的：掌握并能運用usedto在一般疑問句中的使用方法，并學(xué)會談?wù)撨^去。3、情感目的：在目前與過去的對比中，發(fā)現(xiàn)缺陷，發(fā)揚長處，樹立自信心。教學(xué)重點與難點：1.能談?wù)撨^去及目前喜歡及膽怯的事物。to在一般疑問句中的使用方法。三、學(xué)情分析本課時為第二單元第二課時內(nèi)容。以一篇短文為重要引線學(xué)習(xí)怎樣用usedtodosth來能精確地描述自已或他人的外貌、性格的變化，更能靈活運用usedto構(gòu)造處理和傳遞信息。同步可以根據(jù)學(xué)生狀況合適布置寫作的任務(wù)?！克?、教學(xué)資源準(zhǔn)備：taperecorderflashcards五、教學(xué)措施：問答法，合作交際法。六、教學(xué)過程：Step1.Revision:Lookatsomepicturesofthegirl,YuMei.Sstalkaboutthemusethephrase“usedto”Step2.GuessWorkinsmallgroups,onestudenttalkaboutamemberinthegroup,letothergroupsguesswhohe/sheis.Report:Heusedto…butnowhe….《Sheusedto…,butnowshe….Whoishe/sheStep3.PresentationLookatthepictureofsomebigdogs.T:AreyouafraidofdogsI’mafraidofbigdogs.Ss:…Thenlearnthesentence.Iusedtobeafraidofbig’mstillafraidofbigdogs.Step4.LearnandPractice(3a)1.Learnthewordsorphraseswiththepictures,bigdogs/snakes/highplaces/thedark/beingalone/flyinginanairplane/speakinginfrontofagroup.|2.ThenSstalkaboutthemselves.Iusedtobeafraidof….I’mstillafraidof…3.Workon3a.Ssputchecks(√)inthefirsttwoinpairs.A:DidyouusetobeafraidofsnakesB:Yes,Idid.A:AreyoustillafraidofsnakesB:No,I’mnot.Step5.Pairwork(3b)1.Learnthephrase,beterrifiedof.…2.Workon3b,Ssputchecks(√)inthelasttwocolumns.thepairworkA:DidyouusetobeafraidofthedarkB:Yes,Idid.A:AreyoustillafraidofthedarkB:No,I’mnot.HowaboutyouA:MeOh,yes.I’mterrifiedofthedark.B:So,whatdoyoudoaboutitA:Igotosleepwithmybedroomlighton.*Step6.Survey(4)1.Ssdothesurveytofillinthechartwiththequestions.WhatdidyouusetoeatWhatdoyoueatnow…ActivityEat…Read…Watch…onTVDo…atschool

?PastNowonestudentmakeareport.Myfriend…usedtoeat…,butnowhe/sheeats….Step7.Srmup1.Iusedtobeafraidofthedark.`2.ExerciseI.寫出下列各詞的反義詞：1.thin2.short3.quiet4.curly5.upset6.dullII.完畢下列句子1.—Didyou—Yes,Iusedtobeserious.2.—do—No,shedidn’t.Sheusedtoplaythepiane.;3.——Yes,hedid.Andheisstillafraidofbeingalone.4.—What—I’mafraidofhighplaces.III.翻譯下列句子。1.我此前是很外向，隨和的。2.我的妹妹此前留長發(fā)。3.你此前常常彈鋼琴嗎不，我常常拉小提琴。4.你此前怕黑嗎[5.我過去怕在他人面前說話。Homework:1.Copythenewwords.2.Recite2b.3.Unit2Iusedtobeafraidofthedarkthedarkbeafraidofsnakes=beterrifiedof[課後反思：Period3教學(xué)內(nèi)容：SectionB1a、Ⅰ、教學(xué)目的知識目的:Getthestudentstograsptheuseof“usedtodosth.”andsomeotherphrasesandpatterns.能力目的:Helpthestudentstoimprovetheirreadingability.Developthestudents’abilityofdealingwithdifferentproblems.Ⅱ、教學(xué)重難點:Understandingofthepassages.Methodsofexpressingwaysofstudyingdifferentsubjects.Ⅲ、學(xué)情分析<本課時是第一單元第三課時。本單元的話題非?？拷鼘W(xué)生的現(xiàn)實生活，談?wù)搫傔^去的生活是學(xué)生較喜歡、較樂于去交流的話題。通過本單元的學(xué)習(xí)，引導(dǎo)學(xué)生學(xué)會使用討論合作、信息采集、比較等學(xué)習(xí)方略。Ⅳ、Teachingtools:Atape-recorder.Severalflashcards.Ⅴ、Teachingmethods:Helpthestudentstousedictionariesinreadingtodealwiththenewwordsandtrytounderstandthemaccordingtothecontext.VI、Teachingprocess:Step1

Revision&AsksomestudentshowtheystudyEnglish,getthemtoanswerindividually.Step2

ReadingSBPage4,3a.1.First,askonevolunteertoreadthearticlealoudtotheclass.2.

Havestudentsreadthroughthepassageoneortwotimesandcompletethechartontheirown.3.

Correcttheanswers.Step3

PairworkSBPage4,3b.#1.

Readtheinstructionstotheclassandaskapairofstudentstopracticethesampleconversation.2.

Theninpairs,havestudentsmaketheirownconversationaccordingtoactivity3a.3.

Asksomepairstopresenttheirconversations.SBPage4,Part4.1.

AskstudentstocheckwhattheydotolearnEnglishinthechart.Thengetthemtoworkinpairstointerviewtheirpartner.2.

Callsomepairstoactouttheirdialoguesinfrontoftheclass.Step4

PracticeSBPage5,1a&1b.(1.Askonestudenttoreadthesentencestotheclass.2.

Thenhavestudentscheckthestatementswhicharetrueforthemandaskthemtoaddsomeotherdifferentthings.3.

Askseveralstudentstowritetheirlistsontheblackboardanddiscussthemwiththewholeclass.Step5

ListeningSBPage5,2a&2b.1.

Asktwostudentstoreadthechallengesandsolutions.Ifnecessary,havestudentsrepeatafteryou.2.

Playtherecordingtwoorthreetimes,letstudentslistenandfinishthework.3.

Askonestudenttohavehis/heranswerswiththeclass.~4.

Correcttheanswers.Step6

PairworkSBPage5,2c.Inpairs,studentsroleplayconversationsusingtheinformationfromactivity2aand2b.Thenasksomepairstopresenttheirdialoguetotheclass.Step7

HomeworkWriteanarticletointroducehowyoustudyEnglish.板書設(shè)計：$Unit2Iusedtobeafraidofthedark課後反思：（Period4教學(xué)內(nèi)容:SectionB3a,3b,3c,Ⅰ、教學(xué)目的知識目的:Makethestudentsgrasptheusageof“usedtodosth.”能力目的:Helpthestudentstodescribeapersonusingthematerialsoffered.Teachthestudentstolovestudyingandtrytofindthebestandmostsuitableway.~Ⅱ、教學(xué)重難點Howtouseverbs.Describingaperson.Ⅲ、學(xué)情分析本課時SectionB的3a是一篇中長文章內(nèi)容重要是作者談到他目前碰到的最在問題，同樣也是以比較的形式來描述。3b補全一篇短文，加深對usedto的運用,提高學(xué)生的寫作能力。3c重要是運用usedto寫一篇自小學(xué)以來自已各方面發(fā)生了哪些變化。Ⅴ、教學(xué)資源:Multi-mediaequipment.VI、教學(xué)措施:·Focusonthestudents’training.Trytofindoutandsolveproblemsthroughpracticalapplying.VII、教學(xué)過程:Step1

Revision1.

Greetings.2.

Checkthehomework.Step2

ReadingSBPage6,3a.1.

Readtheinstructionsandmakesurestudentsknowwhattodo.&2.

Givestudentsseveralminutestoreadthearticleandfinishthetask.3.

Afterstudentsfinished,askonestudenttowritehis/heranswersontheblackboard.4.

Correcttheanswers.5.

Askonevolunteertoreadthearticlealoudtotheclass,offerassistanceifnecessary.Step3

WritingSBPage6,3b.First,havestudentsfinishtheletterontheirown,whiletheyareworking,walkaroundandgivethemsomehelp.Thenasktwostudentstoreadtheirletteraloudtotheclass.Finallyanswersomequestionsthestudentsmayhave.Step4

Interview:SBPage6,Part4.1.

Readtheinstructionsandexplainhowtofinishthistask.2.

Dividetheclassintogroupsoffour.Ineachgroup,eachstudenttakesturninterviewingtheotherstudentsandtakenotes.3.

Asksomegroupstotelltheclassabouttheiranswers.Step5

Self-checkSBPage7,Part1.1.

Studentsfinishitontheirownfirst,thenchecktheanswerswiththewholeclass.2.

Asksomestudentstomaketheirownsentenceswiththesewordsorally.~SBPage7,Part2.1.

First,readtheinstructionsandexplainsomethinginthenotes.2.

Askstudentstowriteanarticle.3.

Asksomeonetoreadhisarticletotheclass.Step6

HomeworkSBPage6,3c.Havestudentsfinishthearticleastheirhomework板書設(shè)計：—Unit2Iusedtobeafraidofthedark課後反思$Period5教學(xué)內(nèi)容:SelfCheckⅠ.教學(xué)目的：

Objects

(1)KeyVocabulary

beinterestedinsure

(2)TargetLanguage

Iusedtobereallyquiet.

Iknow.Nowyou'reveryoutgoing.

Didyouusetohavestraighthair？

Yes.Idid.

Didyouusetoplaythepiano？

No,Ididn't.

Objects

(1)Trainstudents'listeningskill.

(2)Trainstudents'integratingskills.

Object

Youshouldhavethecourageofyouropinions.

Ⅱ.TeachingKeyPoints

usedtobereallyquiet.

Iknow.Nowyouareveryoutgoing.

youusetohavestraighthair？

Yes,Idid.

youusetoplaythepiano？

No,Ididn't.

II.教學(xué)重難點：

Noquestionswithusedto

withusedto

Ⅲ、學(xué)情分析本課時為第一單元第五課時內(nèi)容。重點復(fù)習(xí)本單元的重點語法和知識點。怎樣運用本單元所學(xué)體現(xiàn)談?wù)撟砸鸦蛩诉^去做的事。處理重點的關(guān)鍵是掌握usedtodo的提問與回答，對的區(qū)別usedtodo,beusedtodo,beusedfordoing,beusedtodoing。根據(jù)學(xué)生掌握狀況，深入加強操演，鞏固目的語言，使聽說讀寫到達合一。

Ⅳ.教學(xué)措施:

byexplanation

Ⅴ.教學(xué)工具:

ofpeoplecutoutfrommagazinesornewspapers

taperecorder

VI、教學(xué)過程:

StepⅠRevision

Checkhomework.Askastudenttoholdupthepicturegiventohimyesterdayorapicturehe/shecollectedhimself/herselftotheclass.Thenlethim/herreadouthis/herarticleaboutthepersoninthepicture.

StepⅡ2a

Thisactivityprovideslisteningpracticeusingthetargetlanguage.Pointtothepictureandaskstudentswhatishappening.Elicitanswersfromstudents.

T:Wheredoyouthinktheyare？

Ss:Theyareinafamilyroom.

T:Whataretheydoing？

Ss:Theyarehavingaparty.

Pointtothesixwordsintheboxandaskstudentstorepeateachone.Makesurestudentsknowthemeaningofeachword.

Say,Youwillhearaboyandagirltalkingtoeachotherataparty.Listentotherecordingandcheckthewordsyouheartheysay.Pointoutthesampleanswer.

Playtherecordingforthefirsttime.

Studentsonlylisten.

Playtherecordingasecondtime.Thistimeaskstudentstoputacheckinfrontofthewordstheyhear.

Checktheanswers.

Answers

Checkedwords:quiet,outgoing,friendlyTapescript

Girl1:Hey,Steve!Overhere!Don'tyourememberme？

Boy1:Oh,wow!You'rePaula,aren'tyou？

Girl1:That'right.

Boy1:Butyouusedtobereallyquiet,didn'tyou？

Girl1:Yeah,Iwasn'tveryoutgoing.

Boy1:No,youweren't.Butyouwerealwaysfriendly.Waitaminute.Didyouusetoplaythepiano？

Girl1:Yes,Idid.ButnowI'mmoreinterestedinsports.IplaysoccerandI'montheswimteam.

Boy1:Wow!Peoplesurelychange.

Culturenote

ManyhousesintheUnitedStateshaveafamilyroom.Thefamilyroomiswherefamiliesrelax.WatchTV,playgames,andlistentomusiceveryday.Itisaveryinformalroom.Mostfamiliesusethefamilyroommoreoftenthantheotherrooms.

StepⅢ2b

Thisactivitygivesstudentspracticeunderstandingthetargetlanguageinspokenconversation.

Askstudentstopointtotheblanklinesintheconversation.Say,Youwillwriteonewordoneachblankline.

Readtheconversationaloudsayingblankwhencomingtoablankline.

Playtherecording.Studentsfillintheblankswiththewordstheyhear.

Correcttheanswers.Readtheconversationaloud,fillinginthemissingwords.

Studentschecktheiranswers.

Answers

quietoutgoingfriendlysports

StepⅣ2c

Thisactivityprovidesoralpracticeusingthetargetlanguage.FocusstudentsontheconversationinActivity2b.Askapairofstudentstoreadittotheclass.

SA:Hey,Steve!Overhere!Don'tyourememberme？

SB:Oh,wowIYou'rePaula,aren'tyou？

SA:That'sright.

SB:Youusedtobereallyquiet,didn'tyou？

SA:Yeah,Iwasn'tveryoutgoing.

SB:No,youweren't.Butyouwerealwaysfriendly,Waitaminute.Didyouusetoplaythepiano？

SA:Yes,Idid.ButnowI'mmoreinterestedinsports,IplaysoccerandI'montheswimteam.

SB:Wow!Peoplesurelychange.

Pointtothesampleconversation.Getanotherpairofstudentstoreadittotheclass.

SC:Iusedtobereallyquiet.

SD:Iknow.Nowyou'reveryoutgoing.

Say,Nowworkwithapartner.StartbyreadingtheconversationsinActivities2band2c.Thenmakeconversationsaboutyourselves.

Havestudentsworkinpairs.Movearoundtheroomlisteninginonvariouspairsandofferinghelpifnecessary.

Checktheanswersbycallingondifferentpairstosaytheirconversationstotheclass.Note:Answerswillvary.

Sampleanswers

A:Iusedtoplaythepiano.

B:Iknow.Nowyou'rebusywithyoursubjects.

StepⅤGrammarFocus

Askdifferentstudentstosaythestatementsandthequestionsandanswers.

S1:Iwasn'tveryoutgoing.

S2:Youusedtohavelonghair.

S3:Didyouusetohavestraighthair？

S4:Yes,Idid.

S3:Didyouusetoplaythepiano？

S4:No,Ididn't.

Writethemontheblackboard.Askastudenttocirclethewordsusedto,useto,didanddidn't.Thefollowingarenoteworthy:

wewritestatements,weusethewordsusedto.

wewritequestions,weusethewordsdid+useto.

weansweraquestionwithusedto,weuse