九年级英语unit4说课课件
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。
最新人教版九年级英语unit4英文版说课稿
Unit 4 What would you do?Good morning, ladies and gentlemen, nice to meet you here! I amZou Yanni from Qili Middle School, It’s my great honor to stand hereto share my teaching ideas with you. Today I am going to talk aboutthe first period in Section A of Unit 4 What would you do?which is taken from Go for it, Book 5.My presentation consists of six parts: analysis of the teaching material, teaching methods, guide of studying ways, teaching procedures and teaching reflections.I. Analysis of the teaching materiali)Status and functionThe topic of this unit is about imaginary situations. Such a topic enables Ss to activate their imagination and raises their learning interests. The first period serves as an introduction and a lead-in part. The topic “What would you do if you had lots of money?” makes the introduction easier.ii) Teaching aims and demands1. Knowledge ObjectsIn this lesson, Ss should master the new word “million ,medical and research”. At the same time, they should know how to use the target language: Look. 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.And the structure: I would/I’d do2. Ability ObjectsIn this lesson, I’ll mainly train th e Ss listening and speaking abilities and develop the Ss’ abilities of communication by learning the useful structures.3. Moral ObjectsIf you won a million dol lars, 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.4.Teaching keys and difficultiesTeaching Key Points1. Target language2. The structure: I would/I’d doTeaching Difficult PointThe structure: I would/I’d do5．Teaching aidsA tape recorder and a computer .II.Analysis of the studentsThe Ss have learned English for two and a half years, they can express their thought and communicate with each other with English well. And all the Ss will be interested in the topic, which is related to their real life.. It’s helpful for our study of this lesson.III.Teaching methodsIn this lesson, I’ll mainly use the following teaching method:1. Scene teaching Method2. Teaching by induction3. PairworkIV．Guide of studying waysIn order to guide the Ss better, develop the Ss’ abilities, in this lesson, the Ss will learn how to be a good language learner, and how to communicatewith others. It will be very helpful for their learning in the future.I think good studying ways can help the Ss to be good language learners.V．Teaching proceduresStep1. RevisionReview the structure "should be allowed to" by asking students to make sentences about school rules.Purpose of my designing: I think it is important to review the knowledge we have learned.Step 2 PresentationRead the instructions to the class.Call students’ attention to the words in the box. Ask a stud ent 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.Purpose of my designing: This activity focuses on vocabulary and structures introduced in this unit.Step3 Listening practiceRead 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：2,1,4,3）Purpose of my designing: It gives Ss practice in understanding the target language in spoken conversations.Step4. Pairwork 1cRead 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.Purpose of my designing: Task-based teaching method is used here to develop Ss’ ability of communication and also their ability of co-operation will be well trained.Step6. SummaryIn th is 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.Purpose of my designing: At the end of the class, we should help the Ss to summarize what we have learned in this lesson.Step7.HomeworkIf 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.Purpose of my designing: It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.Blackboard designUnit 4 What would you do?Section A The First PeriodA: Look. This girl won a million dollars in the lottery.B: Wow! What would you do if you won a million dollars?A: I’d give it to medica l research.VI. Teaching reflectionThere are three new words in this lesson: million, medical and research.During my preparation, I prepared a lot of pictures to realize the revision and teaching of the new words. I found that they were quite attractive when students saw them during the teaching. In terms of my organization of the class, there were five steps in detail. They were revision, presentation, listening, pairwork and summary. Revision occupied about 6 minutes; presentation occupied 9 minutes; pairwork accounted for half of the class; listening lasted about 6 minutes. I was quite satisfied with the part of oral practice, because every student participated in listening and talking. They could give correct answers when they stood up. The feedback information was ideal at this point. Meanwhile, I was not satisfied with the listening part. If I had five more minutes, I would play the tape recorder for another time and let them repeat what they heard.Because of the limited time, I just let them listen and check the answers, I think it’s not enough if I want to develop their listening and speaking abilities.That’s all about my class. Thank you for listening.。
北师大版英语九年级Unit4SpaceCommunicationWorkshop说课稿
北师大版英语九年级Unit 4 Space Communication Workshop 说课稿一. 教材分析北师大版英语九年级Unit 4 Space Communication Workshop的主题是关于太空通信。
本节课的主要内容是让学生了解太空通信的基本原理和应用，以及我国在太空通信领域的发展。
教材通过丰富的图片、图表、文字资料和实践活动，激发学生对太空通信的兴趣，培养学生的探究能力和团队合作精神。
二. 学情分析九年级的学生已经具备了一定的英语基础，对于太空这一主题，他们充满好奇，希望通过学习本节课，能够进一步了解太空通信的相关知识。
在教学过程中，教师应关注学生的个体差异，充分调动学生的积极性，引导他们主动参与课堂活动。
三. 说教学目标1.知识目标：让学生掌握太空通信的基本原理和应用，了解我国在太空通信领域的发展。
2.能力目标：培养学生运用英语进行听说读写的能力，提高他们的信息获取和处理能力。
3.情感目标：激发学生对太空通信的兴趣，培养他们的探究精神和团队合作意识。
四. 说教学重难点1.重点：太空通信的基本原理和应用，我国在太空通信领域的发展。
2.难点：如何用英语准确表达太空通信的相关概念和信息。
五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在完成任务的过程中，掌握太空通信的相关知识。
2.教学手段：利用多媒体课件、网络资源、图片图表等，丰富教学内容，激发学生的学习兴趣。
六. 说教学过程1.导入：以我国太空通信的发展为切入点，引导学生进入本节课的主题。
2.呈现：通过展示太空通信的相关图片和图表，让学生了解太空通信的基本原理和应用。
3.讲解：简要介绍我国在太空通信领域的发展，引导学生用英语进行讨论。
4.实践：让学生分组进行实践活动，运用英语编写关于太空通信的短文。
5.展示：各组学生展示自己的作品，进行交流和评价。
6.总结：对本节课的内容进行总结，布置课后作业。
七. 说板书设计板书设计应突出本节课的主题，清晰地展示太空通信的基本原理和我国在太空通信领域的发展。
Unit 4单元说课课件-2023-2024学年人教版英语九年级全一册
目录
CONTENTS
1 单元主题分析 2 单元内容分析 3 单元目标分析
1 单元主题分析
Unit 4 I used to be afraid of the dark.
单元主题： How we have changed
Grammar Focus 部分主要以语言知识 学习为主，内容主要涉及日常生活中行 为习惯的变化。4c部分还谈论到人的一 些特点是不容易改变的，如恐高等。
Section B 部分的听力1语篇是学生对 话。对话主要谈论了学生对于学校生活 变化的看法。
Section B 部分的阅读语篇介绍了一 位乡村少年在教师和家长的帮助下积极 应对变化成长的故事。
下，积极应对改变，实现自我成长的故事， ）
认识到在成长过程中主动积极改变，实现自
我提升的重要性。
Section B
2a-2f
（2课时
）
目标分析
单元教学目标
语篇
反思 改变
， 完善 自我
9.综合本单元所学内容，以书面形式描述自己
的变化，并反思自己的变化，阐述自己对于变 Section B
化的认识，提高寻求更好发展，自我完善的意 3a-3b
词汇短语 [已学] have to worry about, have to be very careful about, have to be prepared to give up your normal life, fought on, make it to the top, watch a lot of TV/movies, didn’t eat a lot of vegetables, love carrots and tomatoes, listened to pop music, enjoy country music, watched scary movies, hates scary movies, didn’t read a lot of books, reads at least six books a year, the dark, being alone, flying, high places [未学] European history, African culture, teach British/American English, giving a speech in public, to deal with her shyness, don’t have much private time anymore
Unit4 SectionA GrammarFocus-3c 课件 人教版九年级英语全册
Yes, I did./No, I didn’t.
Did he use to wear glasses? Yes, he did./No, he didn’t.
反义疑问句：主 +used to＋动原, didn’t +主? 主 + didn’t use to＋动原, did +主?
回答根据实际情况
Grammar Focus
词条 used to do sth.
含义 过去常做
used to be
曾经是
be/get used to doing sth. 习惯于做某事
there used to be
be used to do = be used for doing
过去曾有 被用于做某事
例句 他过去戴眼镜。 He used to wear glasses. 他过去很幽默。 He used to be very humorous.
4.我以前在学校不受欢迎。
I didn’t use to be popular in school.
5.他过去常常去博物馆吗？
—Did he use to go to museums? —Yes, he did. / No, he didn’t.
6.Paula以前真正安静吗？
Did Paula use to be really quiet ?
② I didn’t use to be popular in school. ③ Did he use to wear glasses?
3.Grammar：How to use “used to” to describe or ask about the past
More words (Appearance)
人教新课标九年级英语 说课课件：Unit 4《 I used to be afraid of the dark》(Period 1)(共25张PPT)
How can we describe people’s appearance?
Sb. have/has
short/long/black/blonde/strai ght / curly/… hair.
Sb. be
Appearance
(am/is/are /was/were) Sb. wear/wears
He used to have short hair.
He has long hair.
In the past:
Now: She is outgoing.
used to be quiet. She ___________ used to have short straight She ___________ hair.
She has long curly hair.
Litening practice .
Listen. What did his friends use to look like?
short 1. Mario used to be _________. He used to wear glasses ___________.
生产生畏难情绪丧失学习英语的兴趣与信心。另一方面，让学生在充分
自主合作的基础上完成各种听读活动。
教学目标
一、熟练掌握词汇：humorous, silent, helpful, from time to time, score 二、通过学习，熟练掌握以下句型： 1. A: Mario used to be short, didn’t he? B: Yes, he did. Now he’s tall! 2. A: Did you use to play the piano? B: Yes, I did. / No, I didn’t. 3. I used to be quiet. 4. I didn’t use to like tests. 三、能用used to结构（肯定．否定及疑问句形式）描述人物过去的 外貌和性格，并与现在的外貌和性格做简单的对比。 四、学会谈论人物的发展与变化。
九年级英语unit4ppt演示文稿
否定句1.Mario didn’t use to be short.
2.Amy didn’t use to be tall.
3.Tina didn’t use to have red hair.
肯定句
否定句
used to
didn’t use to
肯定句1.Mario used to be short.
Bob :That’s true. And you used to_w_e_a_r_g_l_a_s_se_s.
(2) Conversation two
Bob : Hey, Amy, it’s great to see you. Amy: Hi, Bob. _H__o_w__ar_e_y_o_u_______? Bob: Fine. You’ve changed! You used
didn’t you? Bob: And it’s straight Tina: yeah, it used to be _c_u_r_ly_.
五 Grammar Focus
肯定句1.Mario used to be short.
2.Amy used to be tall.
3.Tina used to have red hair.
2.Amy used to be tall.
初中英语九年级 Unit 4 第1课时 (Section A 1a-2d)(说课稿)
初中英语九年级 Unit 4 第1课时 (Section A 1a-2d)（说课稿）一. 教材分析《初中英语九年级 Unit 4 第1课时 (Section A 1a-2d)》是人教版初中英语教材九年级上册的一篇文章。
本节课主要讲述了一对夫妇在业余时间如何安排他们的生活。
通过本节课的学习，学生可以掌握一般现在时态的用法，学会描述日常生活中的活动和安排。
教材内容贴近学生的生活，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英语学习的基本语法和词汇，具备一定的听、说、读、写能力。
但部分学生对一般现在时态的用法还不够熟练，需要在课堂上进行针对性的训练。
此外，学生的学习动机、学习习惯和学习方法等方面存在差异，教师需要关注每个学生的个体差异，因材施教。
三. 说教学目标1.知识目标：学生能够掌握一般现在时态的构成和用法，正确运用一般现在时态描述自己和别人的日常生活。
2.能力目标：学生能够听懂、会说、会读、会写本节课的重点单词和句型，提高英语表达能力。
3.情感目标：学生能够培养良好的学习习惯，积极参与课堂活动，增强自信心。
四. 说教学重难点1.教学重点：一般现在时态的构成和用法，以及如何运用一般现在时态描述日常生活。
2.教学难点：一般现在时态的用法，尤其是如何正确运用一般现在时态描述生活习惯和安排。
五. 说教学方法与手段1.教学方法：采用任务型教学法、情境教学法和交际法，引导学生通过完成任务、参与情境和互动交流来学习英语。
2.教学手段：利用多媒体课件、图片、卡片等辅助教学，激发学生的学习兴趣和积极性。
六. 说教学过程1.导入：通过提问学生日常生活中的活动和安排，引出本节课的主题。
2.新课呈现：展示教材中的1a-2d部分，让学生听懂对话内容，并回答相关问题。
3.语法讲解：讲解一般现在时态的构成和用法，让学生对比过去时态，加深对一般现在时态的理解。
4.实践环节：学生分组进行角色扮演，运用一般现在时态描述自己和别人的日常生活。
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3、教学目标
（1）知识目标 （2）能力目标
（3）情感目标
依据：根据英语课程标 准规定，通过听、说、 读、写的训练，使学生 获得初步运用英语的能 力
3、教学重点和难点 重点： used to句型。 难点：used to句型在日常生活中的运用。
三、说教法：
1．任务型教学法
2．视听法
3. 问答情景交际法：
4.竞赛教学法：
依据：“Teach English in English”:鼓 励学生大胆开口说英语。
四．说学法
1．活动学习：
依据：农村学生“哑巴 英语”的现象比较严重。 以及中学生活泼、好动、
可塑性大的特点。
2. 合作学习：
五、说教学过程（教学程序设计如下：）
Step1 Warm up （1分钟） Step2 Review（3分钟） Step3 Preseatation（8分钟） Step4 Practice（6分钟）
step7.Speaking（6分钟）
Guiyang has changed a lot
意 设 培养学生说的能力，突 图 计 破本节课的难点。
NanMing Lake
Hebing Park Hua Guo Yuan
Step 8. Summary（2分钟）
* 教师要给学生进行合理的课堂评价。 *学生总结归纳出自己在本节课中所学的知识，used to的用法。
人教版新目标英语九年级上册
Unit 4 I used to be afraid of the dark
(Section A 1a-1c)
说课内容：
一、说教材 二、说教法 三、说学法 四、说教学过程 五、教学反思
一、说教材
1、教材内容分析：
本单元的核心话题为“talk about what they used to be like”，围绕着谈论过去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。以观察图片，听力理解，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，学习句型used to为主要学习任务，并设 置任务型综合型语言实践活动，让学生在交际活动中，学会 如何正确地用英语表达自己的意见和建议，重在培养学生的 习得语言运用能力，实践能力，合作能力和创新意识。
Step9. Homework（1分钟）
板书设计：
Unit 4 I used to be afraid of the dark.
You used to be short, didn’t you? Yes, I did. Now I’m tall.
You used to have long hair. used to +V原
意 图
He used to be naughty, but now he is really cool
Step5. listening（10分钟）
1. 播放录音，学生完成课文1b的听力练习,核对1b的答 案。
2. 通过额外设计的题目在听一遍并填空。 3. 用对话的形式展示听力内容。
提高学生的听力技巧， 及时检查学生对used
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读书破万卷，下笔如有神--杜甫
English song :
设 计Step2. Review （3分钟）
猜单词竞赛：(把全班学生分成两大组，贴单词卡片到黑板上)
Personality
Appearance
shy outgoing friendly serious …
tall short straight hair…
to句型的掌握程度
设计意图
Step6. Group Work(8分钟)
name used to now
hair build
设计意图
让学生明确任务，有目的， 有意识地学习，巩固本节课 重点used to 句型的应用。
movie sport
每合 组作 六学 人习
（每组派两名代表）Report: People sure change!
设计 意图
激发学生的学习的学习热情，为新知识的 学习奠定基础。
Step3. Preseatation（8分钟）
Guess(who is the person?)
设计意图
He used to be short. He was fat.
引出本节课目标语 言used to 句型，激 发学生的求知欲
He is tall now. He is thin now.
依据：英语五步教学法 “组织课堂——复习—— 导入新课——讲授新知
识——操练巩固，
Step5 Listening（10分钟）
Step6 Group Work（8分钟）
Step7 Speaking（6分钟）
Step8 Summary（2分钟）
Step9 Homework（1分钟）
Step1、Warm up（1分钟）
2.学生情况分析
➢ 我校是一所农村中学，对于大多数九年级的学生来说，优 生少，差生多，主动学习的少，被动，应付学习的多。家长关 心学生学习的少，督促更少。加上英语学科的特殊性，缺少语 言环境，所以，基础差的学生占多数。对学生进行听说能力训 练和提高学生在任务中学习的能力，要考虑教学方式的趣味性 和有效性。针对学生学习外语存在一定困难的实际情况，首先 要给学生创造外语语言氛围，创设一定的语言情景以激发学生 学习兴趣，使学生参与学习活动中。再通过小组活动和对话活 动对学生进行知识点进行训练，从而达到巩固知识的目的。
She used to have curly hair.
五、教学反思：
本节课我始终遵循任务型教学的教学理念， 以学生为主体，以任务为中心，以交际为目的的 原则，倡导学生积极体验，大胆实践。并在教学 过程中渗透德育教育，树立学生正确的人生观。 让学生感受到学习英语的快乐。
Thanks for listening!
Step 4 Practice（6分钟）
学生两人一组进行对话
He used to be ugly, but now he is really handsome.
She used to like
reading,
but now she likes singing.
设 让学生理解和应用used to 句型,同时通过 计 过去和现在的对比对学生进行情感教育。