人教版九年级英语上册 Unit 4 教案设计
人教版英语九年级全一册教案Unit4SectionA
Unit4 SectionA （1a-2d）教课方案【教材版本与册数】新目标人教版九年级上册【单元名称】 Unit4I used to be afraid of the dark.【课时】 Section A 1a-2d（第 1课时）【课型】 Listening and Speaking（听闻课）【本单元话题】环绕“我们发生了如何的变化”为话题，讨论“过去常常有的习惯”。
【本单元要点掌握目标】理解、掌握和运用 used to构造。
【教材内容拆分剖析】Section A 从描绘相貌和个性有关的词汇下手，睁开了简单描述“过去”的听力、会话和阅读活动，对人物的个性、相貌和经历作今昔对照，使学生感知新语言内容used to 的构造特点，领会其用法。
Section A(1a~1c)复习和稳固学生已学过的有关个性和相貌的词汇，同时经过听闻活动导入usedto这一语言构造，并借助主题图创建的语境，模拟生活情境，指引学生睁开初步的对话演练。
1a中的主题图为本单元目口号言used to供给了一个主题情境。
1b是本单元基础的听力输入，内容浅易，让学生经过听初步感知本单元目口号言used to。
1c是在听力输入基础上的控制性口语输出used to。
Section A（2a~2d）通过新一轮的听说活动，教材剖析介绍更多描绘性格的形容词，并经过聆听对于人们今昔变化的对话，让学生领会used to 真切的平时社交中的运用，从而理解其功能意义。
【经过本单元的学习，学生需掌握哪些综合技术】1. 需理解、掌握和运用描绘相貌、性格和喜好的生词和短语；需理解、掌握和运用used to构造。
2.能在听力练习中可以捕获有关人物生活变化方面的细节信息。
3.运用 used to 描绘过去的形象，性格，喜好及经历。
4.可以经过新旧对照，学会关注别人的变化和关怀别人，意会人生的转折和掌握命运的方法。
5.需利用了略读、跳读、上下文语境或句子前后关系猜词的方式进行阅读，提升阅读理解的有效性。
人教版英语九年级全一册教案：Unit4 SectionA(3a-3c)
人教版英语九年级全一册教案：Unit4 SectionA（3a-3c）Unit4 SectionA（3a-3c）教案【教材版本与册数】新目标人教版九年级上册【单元名称】Unit4 I used to be afraid of the dark.【课时】Section A 3a-3c（第2课时）【课型】Reading（阅读课）第 2 页第 3 页教材分析第 4 页教学目标教学重难点教学重点：1.正确使用Section A 3a-3c所有重点单词，短语和句型；正确使用used to结构，包括肯定、否定、疑问及其回答。
2.学习用描述人的个性的词汇描述人的变化。
教学难点：学用描述人的个性的词汇描述人的变化。
建议教法以任务型教学作为课堂教学理念、利用引导法和三步阅读教学法完成相应阅读任务。
Pre-reading: lead in-PresentationWhile-reading: Skimming- Scanning– Intensive reading-Listening and readingPost-reading: Retelling-Discussion-Inference-Different activities第 5 页教学流程（详见相应教学设计）教学评价1.本课时的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致。
2.读中的活动设计遵循语言规律，符合阅读课目标，由浅入深，环环相扣，能兼顾边缘生。
3.读后的活动设计体现运用教材有创造性，补充内容有针对性，拓展知识有可行性，课后作业能体现知识的迁移性。
有利于对学生思维品格的训练与培养。
【本课时教学设计】步骤过程措施（教师活动与学生活动）目的持续性评价DELC4 1预备与激活先期知识Step 1Greeting andLeading in( 3mins)Greet the class as usual and ask Ss to reviewusing “used to” and “ now”. E.g.T:What did you use to be like？S: I used to be shy.T:Are you still now?S: No, I’m not.I am popuar..2.T asks Ss some students.(1) How have you changed since you was a child?(2) What does it help you with?利用IQEE策略,利用复习所学描述人物外貌和性格的方法及词汇，通过老师询问学生从小到大的转变的问题与本堂课的话题Candy的人生经历变化建立起记忆连接。
Unit4Iusedtobeafraidofthedark.大单元整体教学设计人教版英语九年级全册
Period ⅡSection A(3a～4c)
1.复习已学过的描述人的个性的词汇。
2.学习用描述人的个性的词汇描述人的变化。
3.总结used to的用法。
1.进一步学会用used to谈论人们常常做什么，学会通过阅读分析文章信息。
2.通过阅读了解Candy Wang由害羞女孩蜕变为流行歌星的成长经历，让学生知道人是不断成长和变化的。
3.明白事物是在不断发展、变化的道理，培养积极向上的心态。
1.重点：
(1)掌握本部分出现的生词和词组，达到熟练运用的目标。
(2)阅读短文，获得相关的信息。通过阅读练习，来提高阅读能力。
2.难点：
(1)阅读短文，获得相关信息的能力。
(2)理解并运用所学的词汇及表达方式。
Period ⅢSection B(1a～1e)
学习
能力
1.能根据上下文语境推测生词或短语的含，2.能根据篇章内容的前后逻辑联系判断缺失信息，
3.能灵活运用不同的短语表达同样的含义，
4.能够用英语描述自己或他人过去常常做的事情；发现自己或他人在外表、性格、兴趣等方面所发生的变化。
思维
品质
1.通过新旧对比，领悟人生转折和把握命运的方法。
2.谈论他人相貌、性格并进行今昔对比时的语言运用得体性。
(2)阅读短文，获得相关的信息。通过阅读练习，来提高阅读能力。
2.难点：
(1)阅读短文，获得相关信息的能力。
(2)理解并运用所学的词汇及表达方式。
Period Ⅳ
Section B(2a～2d)
1.复习描述过去行为的表达：used to like/hate…
2.通过阅读学会用used to描述更广泛的过去行为。
人教版英语九年级全一册unit4教案.docx
Unit 4I used to be afraid of the dark.一、教学目标：知识与技能： Knowledge and Ability Objects1.会写 , 会读 , 会用本节课的重点单词短语。
2. 熟练运用 used to do sth 谈论自己、他人过去的习惯、爱好、形象及经常做的事情。
过程与方法 : Method Objects in Teaching1.本课的生词和短语。
2. 通过听力练习，进一步掌握用 Used to do 谈论过去的喜好 3. 能够表达自己现在和过去在外表、性格、爱好等方面的变化。
通过阅读技巧的学习，让学生了解如何通过上下文猜测词意。
情感态度与价值观：培养学生克服困难，战胜自己的勇气，特别是如何用爱来感动学友。
二、教学重点：掌握 used to do句型三、教学难点：学会表达自己现在和过去在外表、性格、爱好等方面的变化四、教具准备： PPT录音机五、授课类型：新授课六、课时安排：本单元共 5 课时：Section A （1a— 2d）1 课时Section A( 3a—4c)1 课时Section B （1a— 1e）1 课时Section B （2a— 2f ）1 课时Section B (3b-self check)1课时七、备课时间： 2015.9.22八、教学过程Section A (1a-2d)复备栏1.情景引学Step 1: Lead-inWe have been together for over two years. Do you remember whathe was like before? /in Grade One? What does he look like now?Compare two or three students or teachers. Let students tellsomething about their appearance or personality.Write “ He was short in Grade OneBut. he is tall now.”Today we learn a new sentences He used“ to be short. But heis tall now . ”2. 自主探学Step 2: explain “ usedto be/do ” “He used to play computergames every day. But now he study really hard.”Let students describe their partner. Please use“ used to do /be”Step 3: Deal with activity 1aTurn to p25, let’ s look1aat.Please write down the words as manyas possible. if you want to know others’ appearance or personality, we can ask:“ What does he look like?/ What’ s he like?”3.合作研学Now I want to know something about yourself. “ What’yourschange? ” Please use “ I used to ⋯I ,but⋯”nowFour students a group.4.变换拓学Step 4: Deal with 1b and 1c.Let ’looks at the picture. and could you tell us what are theirchanges?Listen to the tape and do 1bStep 5: deal with 2a and 2b.Listen to the tape and do 2a and 2b重点句型：1. I used to be afraid of the dark.我过去常常怕黑。
人教版新目标九年级英语Unit4单元教学设计教案
人教版新目标九年级英语Unit4单元教学设计教案教学目标1. 帮助学生掌握本单元的重点词汇和短语。
2. 培养学生听、说、读、写的能力。
3. 帮助学生理解并运用本单元的语法知识。
4. 激发学生研究英语的兴趣和自信心。
教学步骤Step 1: 导入新知- 创设情境，引发学生兴趣，激活已有知识。
- 使用图片、视频等多媒体素材，呈现本单元的话题和内容。
Step 2: 新课讲解- 通过示范和解释，讲解本单元的重点词汇和短语。
- 引导学生正确发音和记忆。
Step 3: 听力训练- 运用听力材料，让学生进行听力练。
- 提供听力策略和技巧，帮助学生提高听力能力。
Step 4: 口语练- 进行口语练活动，通过角色扮演、对话练等形式，让学生运用所学知识进行口语表达。
- 提供相关词汇和句型的情景教学，帮助学生积极参与。
Step 5: 阅读理解- 提供相关阅读材料，让学生进行阅读理解练。
- 引导学生掌握阅读技巧，如浏览、扫读、略读和深度阅读。
Step 6: 写作训练- 引导学生根据所学内容进行写作练。
- 提供写作模板和范文，帮助学生提高写作水平。
Step 7: 语法讲解- 讲解本单元的语法知识，如时态、被动语态等。
- 通过例句和练，加深学生理解和运用。
Step 8: 评价与反馈- 针对学生的表现进行评价，并提供及时反馈。
- 鼓励学生积极参与，帮助他们更好地理解和掌握所学知识。
教学资源- 人教版新目标九年级英语教材- 多媒体设备和教学素材- 相关练和评价材料教学策略- 创设情境，激发学生兴趣。
- 多媒体辅助教学，提供丰富的教学资源。
- 分组合作研究，激发学生参与和合作的热情。
- 情景教学，帮助学生在实际语境中运用所学知识。
教学评价- 针对学生在听、说、读、写等方面的表现进行评价。
- 采用课堂观察、小组讨论、作业评改等方式进行评价。
- 及时反馈学生的优点和需要改进之处。
教学反思与改进- 教师要不断反思，对课堂教学进行总结和改进。
人教版九年级英语全册Unit4SectionAGrammarFocus4c教学设计
3.教师强调现在完成时态在日常交流中的重要性，鼓励学生在课后多加练习，将所学知识运用到实际生活中。
五、作业布置
为了巩固本节课所学内容，提高学生对现在完成时态的理解和应用能力，特布置以下作业：
1.完成课本练习册中与本节课相关的练习题，包括填空、选择、改错等，以加深对现在完成时态用法和结构的掌握。
（二）讲授新知
1.教师以学生的旅行经历为例，讲解现在完成时态的用法和结构，强调它用于描述过去发生并对现在有影响的动作或经历。
2.通过PPT展示，对比现在完成时态与一般过去时的区别，让学生更好地理解现在完成时态的特点。
3.引导学生关注现在完成时态的肯定句、否定句和疑问句结构，同时讲解本节课所学的核心词汇和短语，如already, yet, just, ever, never等。
4.结合课本例句和情景，让学生模仿、练习，加深对现在完成时态的印象。
（三）学生小组讨论
1.教师将学生分成小组，每组选择一个话题，如：谈论家庭成员、朋友的旅行经历，或者描述近期的热门事件等。
2.学生在小组内用现在完成时态进行讨论，互相提问、回答，确保每位成员都能参与其中。
3.教师巡回指导，关注学生的讨论过程，及时纠正错误，解答疑惑。
5.培养学生正确的人生观和价值观，使他们懂得珍惜时间，珍惜现在所拥有的一切。
二、学情分析
九年级的学生已经具备了一定的英语基础，他们对英语学习有较高的兴趣和热情。在此基础上，他们对现在完成时态的了解可能局限于简单的句型结构，而在实际运用中可能存在一定的困难。因此，在本章节的教学中，我们需要关注以下学情：
6.多元化教学资源，丰富课堂内容：利用多媒体教学资源，如图片、视频、网络资源等，帮助学生更好地理解现在完成时态的用法。
人教版九年级英语上册单元教案-第四单元
人教版九年级英语上册全册教案(4单元）Unit 4 I used to be afraid ofthe dark.Section A 1(1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词： humorous, silent, helpful, from time to time, score能掌握以下句型：① Paula used to be really quiet.②—Did Mario use to be short? —Yes, he did.③—What’s he likenow?—He’s tallnow.2) 能够用英语描述自己或他人过去常常做的事情；发现自己或他人在外表、性格、兴趣等方面所发生的变化。
2. 情感态度价值观目标：让学生明白事物是在不断发展、变化的道理，培养学生积极向上的心态。
二、教学重难点1. 教学重点：1)掌握本课时中出现的生词humorous, silent, helpful, from time to time, score2) 学会描述自己或他人过去常常做的事情基本句型：I used to…3）发现自己或他人在外表、性格、兴趣等方面所发生的变化。
2. 教学难点：used to do/be 句型三、教学过程Ⅰ. Lead in1. 大屏幕展示Ryan Carter的几张照片，引导学生们来描述他的长相特点。
T: What does helook like?S1：He has long curly blonde hair.S2: He has a roundface, two big eyes. He’s a little heavy.T: Does he likehis hair? Can you guess?S1：No, he does. He wants to cut it short.S2: …T: Do you want toknow about his story?S3: Sure. We’dlove to.T: Ryan’s hair issoft and beautiful. His mother thinks it’s really wonderful. So she can’t standcutting his beautiful hair. But some of Ryan’s friends say that Ryan can’t playwith them because he looks like a girl.Ⅱ. Words presentation1. Look at thechart in 1a, then discuss with your group mates. Try to fill in the cha rt withwords to describe people.Appearance Personalitytallstraight hairoutgoingfunny2. Let some Ss saytheir answers. Let other Ss add more.Appearance: tall,straight hair, short, of medium height, straight/curly hair, long/short hair,heavy, thin, of medium built …Personality:Outgoing, shy, funny, serious, cute, quiet, kind, brave, friendly, active3. Lear the newwords with the Ss: humorous, silent, helpful, from time to time, score Ⅲ. PresentationShow two different pictures of some famouspeople. Talk about their differences.1. Jiang Wen:Jiang Wen used towear glasses, but he doesn’t wear glasses now.2. Zhang yishanZhang yishan usedto be short, but he is tall now.T: Explain the use of “used to do/be …”to theSs.Ⅳ. Listening1. T: Bob hasn’tseen some of his friends for four years. Now he’s seeing his friends. What didhis friends use to like? Listen and fill in the blanks.1) Mario used tobe ______. He used to wear _______.2) Amy used to be_____. She used to have _______ hair.3) Tina used tohave ______ and ______ hair.Keys: short glassestallshortredcurly2. Play therecording for the Ss to listen.3. Ss listen andtry to fill in the blanks with the right words.4. Play therecording again. Let Ss check their answers.Ⅴ. Pair work1. Look at thepicture in 1a and make conversations in pairs.2. Ss work inpairs to ask and answer the appearance about Mario, Amy and Tina.3. Let some pairsask and answer in pairs.e.g. A: Did Mario use to be short?B: Yes, he did. Heused to be really short.A: What’s he likenow?B: He’s tallnow.Ⅵ. ListeningWork on 2a:T: Paula haschanged a lot in the past few years. Do you want to know what she used to be?1. Look at thewords in 2a. Let some Ss read the words aloud. Make sure all the Ss know themeaning of the words.___ friendly ___outgoing___ serious___ humorous ___silent ___ active___ brave___quiet ___ helpful1) humorous adj. 有幽默感的；滑稽有趣的humor (幽默) + ous →有幽默感的e.g. Cartoons arehumorous pictures with words.漫画是附有文字的幽默图片。
人教版九年级英语教案设计：Unit 4 教案设计
Unit 4 Topic 1Section A定标自学一、学习目标：1、掌握：rocket, metal, satellite, spaceship ,lock, laptop, digital2、掌握：—What’s it made of/from?—It’s made of/from…—What’s it used for? —It’s used for …二、学习重点：掌握一般过去时的被动语态三、学习难点：(1) I wish I could go into space some day.(2) I hope your dream will come true.交流展示一．翻译下列短语1.不被允许做某事____________________2.对你的健康有害______________3.在…上花太多的时间__________________4.让某人看某物________5.把…发射到太空_______________6.从…中学到很多关于…的事______________7.未来某一天___8.(梦想)实现__________二．Listen to 1a,then finish 1b.三．Read 1a and finish 1c.精讲点拨1.It’s used for sending satellites or spaceships into space.点拨：a.be used for doing sth. ---(被)用来… (强调用途或作用)b.be used to do sth. --- (被)用来去做…(强调目的)c.be used as --- (被)用作…(强调被用作工具或手段)d.be used by ---被…使用，后跟人/物（强调使用者）练习：a.邮票是用来寄信的。
______________________________________b.语言是被用来描述人的感情的。
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Unit 4 I used to be afraid of the dark.Grammar FocusClass Type GrammarObjectives 1. To learn the expression of “used to”.2. To better understand and express the sentences with“used to”.Key 1. I used to be short.structure 2. She didn’t use to like tests.3. You used to be short, didn’t you?/ Did he use to wear glasses?—Yes, he did. / No, he didn’t.Difficulties How to well express and use the structure “used to”in practice.Period 1ProcedureLead-in Enjoy a song: I Wonder.Step 1 Read the sentences with “used to be” underlined.Step 2 Explanations about “used to + 动词原形”.Step 3 The negative forms and questioned forms of “used to do”, and some examples about “used to do”.Step 4 Explain the disjunctive question with some examples. Step 5 Show Ss some comparisons pictures and ask them to make sentences by using “used to”.Step 6 More exercises.1. The exchanges of sentence structures.2. Complete sentences with correct words.Step 7 Comparison.Show Ss the comparison of “be/get used to doing” and “beused to do sth.” with some examples.Step 8 More exercises about the grammar focuses.Unit 4 I used to be afraid of the dark.Section A-1Class Type Listening, reading and speakingObjectives 3. To learn to describe people.4. To know about what Bob’s friends used to look like.5. To practice talking about the conversation by listening.1. Did Mario use to be short?Keystructure —Yes, he did.2. What’s he like now? —He’s tall now.Difficulties How to describe the expression of what people look like by using “used to”.humorous, silent, helpful, scorefrom time to time, get scoresVocabularyPeriod 1ProcedureLead-in Free talk.Let Ss think and talk about the question “how do wedescribe people”?Step 1 Show Ss some vivid pictures and then ask Ss to fill in a chart with words to describe people.Step 2 List Ss a picture of the looks of people with accordingly words.Step 3 Free talk.Show Ss some pictures about Ss’ favorite people, and thenask Ss to describe what these people used to be like.Step 4 Activity.Choose the correct answers to complete these sentences. Step 5 Activity 1b.Listen and to complete the sentences of what Bob’sfriends used to look like with what you hear.Step 6 Pair works.Show Ss some comparing pictures of some famous starsand ask Ss to make conversations with the sentencestructures in 1c.Step 7 Activity 2a.Listen and check the words you hear.Step 8 Activity 2b.Listen again and complete the chart about how Paula haschanged.Step 9 Pair works.Let Ss make conversations about yourself or other peopleused to look like using the information in 2b.E.g.:A: I used to be really quiet.B: I know. Now you’re very outgoing.Step 10 Activity 2d.Read the role-play conversation and answer the questions. Step 11 Pair works.Let Ss make role-play conversations using the informationin 2d.Step 12 Language points: explain the key words and phrases in section A-1.Step 13 More exercises about language points.Unit 4 I used to be afraid of the dark.Section A-2Class Type ReadingObjectives 6. To learn the changes of Candy Wang.7. To know more about Candy Wang.Key 1. She used to be shy, but now she’s not shy anymore. structure 2. Only a very small number of people make it to the top.Difficulties How to better understand the “used to” sentences and thesigns of Candy Wang’s changes gave.Vocabulary b ackground, interview, Asian, dare, ton, private, guard, require, European, African, British, speech, public,deal with, in private, in public, be afraid ofPeriod 1ProcedureLead-in Revision.Show Ss some pictures and ask Ss to use “used to” and“now” to describe the pictures.Step 1 Free talk.Show Ss some pictures about problems and ask them tothink and talk about what is their problem.Step 2 Activity 3a.Read the article and number the information in thechart.Step 3 Read again and answer the questions.Step 4 Activity 3b.Let Ss read the article again and complete the sentencesabout Candy.Step 5 Free talk.What can we learn from Candy to deal with ourproblem?Step 6 Enjoy a song: I have a dream.Step 7 Language points: explain the key words and phrases in section A-2.Step 8 More exercises about language points.Unit 4 I used to be afraid of the dark.Section B-1Class Type Listening and speakingObjectives 1. To learn about the things you used to like when you were a child.2. To understand the sentences about the girl and theboy by listening.3. To practice talking about the things you used to be.Key structure I used to be nervous about tests all the time. What about you?—Yes, me too. And I used to …Difficulties How to better express the comparison about the things you used to do and the things that have changed now. Vocabulary ant, insectbe nervous about, all the timePeriods 1ProcedureLead-in Enjoy a song: Days of My Past.Step 1 Discussion.Show Ss some comparing pictures and ask them to talkabout pictures by using “used to” and “now”.Step 2 Free Talk.Show Ss some pictures and ask Ss about:Did they use to like this when being a child?Write down and discuss other things they used to do. Step 3 Activity 1c.Listen and complete the learning challenges he talksabout.Step 4 Activity 1d.Listen again. Talk about what do the girl and the boy sayabout things in the past and now and fill in the chart. Step 5 Free talk.Let Ss suppose to be a Grade 9 student, and talk aboutthe life’s differences from before.Step 6 Discussion.1. What did your parents use to do when they werechildren?2. How is it different from what you do?Step 7 Language points: explain the key words and phrases in section B-1.Step 8 Pair works.Let Ss to have a comparison with their partner.E.g.:A: I used to be nervous about tests all the time. Whatabout you? / Did you?B: Yes, me too. And I used to …Step 9 Examples and exercises about the language points.Unit 4 I used to be afraid of the dark.Section B-2Class Type Reading and writingObjectives 1. To understand the passage about the student Li Wen.2. To complete and better understand the retelling ofthe passage.3. To introduce to your classmates about the changesabout yourself from past to now.Key structure 1. He studies harder than he used to.2. They’re always proud of me.3. My life has changed a lot in the last few years.Difficulties How to understand the changes and the expression of “used to” and “now”.seldom, influence, absent, fail, examination, exactly,pride, proud, general, introductionVocabulary in person, take pride in, be proud ofPeriods 1ProcedureLead-in Enjoy a flash to have fun.Step 1 Free talk.Show Ss some pictures about playing and ask Ss to tellthe whole class what things they used to like doing whenbeing a child by using the sentence structure “when Iwas a child, I used to ...”.Ask Ss about the problems they want to tell in front ofthe whole class.Step 3 Activity 2a.Look at the pictures and think about the problems LiWen might have.Step 4 Activity 2b.Read the passage quickly and underline the problemsthat Li Wen used to have.Step 5 Activity 2c-1.Let Ss read the passage again and put the sentences intothe correct places.Step 6 Activity 2c-2.Read the passage again and find the clues to match thewords or phrases with correct meanings.Step 7 Activity 2c-3.Read the meanings of the words in activity 2c-2, andthen make sentences with each word or phrase.Step 8 Read and answer the questions according to the passage.Step 9 Activity 2e.Complete the passage with proper forms of the wordsand phrases in the box in Page 31.Step 10 Free talk.Let Ss supposed to be going to start a club to helpstudents who are not interested in school work.Think of two activities you can do with them, and discussthe reasons why it might help them.Step 11 Discussion.Let Ss think about the situation that they have differentopinions with their parents and then talk about howthey do to deal with that.Step 12 Enjoy a song: You Raise Me Up.Ask Ss to write about how their life has changed sinceprimary school by using the language in this unit.Step 14 Language points: explain the key words and phrases in section B-2.Step 15 More exercises about the language points.Step 16 Writing.Write a passage in about 100 words with the help of thefollowing points about changes of Zhanghua’s life. Thefirst sentence has been given.Step 17 Practice.Based on the fact that the mountain area Zhang GeZhuang is an open place, ask Ss try to write an article tointroduce the Zhang Ge Zhuang Primary School to thevisitors.。