人教新目标九年级英语 Unit4 单元目标解读-学习文档
英语九全人教版新目标(新版)Unit4教案(4)231
英语九全人教版新目标（新版）Unit4教案（4）Unit4 I used to be afraid of the darkThe Fourth PeriodI. Teaching Aims and Demands1 Knowledge Objects⑴Key VocabularySpider insect chew gum⑵Target languageI used to eat candy all the time. Did you?Yes, I did. And I used to chew gum a lot.2 Ability objects⑴Train Ss’ ability to talk about what they used to be/do.3 Moral ObjectPeople surely change. Ss should take good care of their process of their growth. II Teaching Key Points1 Key vocabularyspider insect chew gum2 Target languageI used to eat candy all the time. Did you?Yes, I did. And I used to chew gum a lot.III Teaching Difficult PointsTalk about what you used to be /do.IV Teaching MethodsPractice methodV Teaching AidsA tape recorderA picture with spiders and a picture with insectsA gumVI Teaching ProceduresStep 1 ReviewCheck the homework. Ask different Ss to report their results of the survey in activity 4 in page 12 and what their grandparents, parents or old friends used to be afraid of when they were children.Step 2 section B 1aThis activity provides new vocabulary words and provides practice with the target language.1Using pictures, teach Ss to practice the words spider and insect.Teach the words gum by holding a gum.And teach the verb chew by chewing the gum.2 Call Ss’ attention to the pictures. Ask: what are they doing in the pictures?S1: The girl is exercising in gym class in picture 1.S2: The girl is painting pictures in picture 2.S3: Students are singing in music class in picture3.S4: A boy is looking at the spiders and other insects in picture 4.2Ask Ss to check the things you like to do when you were a child.3Check the answers by asking different Ss to report his work like this: When I wasa child, I used to like painting p ictures and singing in music class…Step 31bThis activity provides Ss to practice using the target language.1Ask, what other things did you use to like to do when you were younger?Write Ss’ answers on the Bb.2Ask Ss to discuss in pairs.Step 4 2a & 2b &2cThe activity provides Ss listening and writing practice in using the target language.2a 1 Set Ss a time limit of one minute. Ask Ss to look through the sentences in the box. You will hear a conversation about things in the past and now between a boy and a girl. Listen and check the sentences you hear.2 Check the answers.2b 1 Play the recorder again. Ss listen and fill the blanks.2 Listen and repeat some key sentences.2c 1 Pair work. Ask two Ss to read the conversation in 2c. Ss then work in pairs to make their own conversation.Step 5 Summary and HomeworkSay, in this clas s, we’ve learned the new vocabulary words “spider, insect, gum, chew” and the target language I used to do something. Homework for you, Please preview the article in 3a.Teaching postscript:课后思考题【完形填空】完形填空。
人教版新目标九年级全册英语 Unit 4 知识点总结复习提纲
人教版新目标九年级全册英语Unit 4 知识点总结复习提纲Unit 4 I used to be afraid of the dark.【重点短语】Section Ahave straight hair / curly hair 留着直发 / 卷发be silent in class 在课堂上保持沉默be interested in ... 对……感兴趣on a basketball team 在篮球队from time to time 时常；有时turn red 变红get good scores on the exams 在考试中取得好成绩wear glasses 戴着眼镜take up singing 开始唱歌deal with her shyness 克服她的羞怯dare to do sth. 敢做某事not ... anymore 不再……in front of crowds 在众人面前all the time 频繁；反复get tons of attention 被众人所关注；吸引无数目光worry about ... / be worried about ...担心……；担忧……be careful about ... 对……小心private time 私人时间hang out with friends 和朋友们闲逛give up your normal life 放弃你正常的生活the road to success 成功之路fight on 奋力坚持下去；继续战斗require a lot of talent and hard work 需要很大的天赋和勤奋make it to the top 成功；出人头地give a speech 发表演讲in public 公开地；在别人面前Section Bbe nervous about tests 考试紧张do well in school 在学校表现好cause problems 制造麻烦move to the city 搬到城市look for jobs 找工作take care of sb. 照顾某人miss his parents 想念他的父母feel lonely and unhappy 感到孤独和不开心influence his schoolwork 影响他的学业be absent from classes 缺课；缺勤fail his examinations 他的考试不及格make the decision to do sth. 决定做某事make friends 交朋友leave the school 离开学校advise sb. to do sth. 建议某人做某事in person 亲身；亲自take a 24-hour train ride 乘坐24个小时的火车even though 即使；虽然think of sb. 想起某人take pride in / be proud of 为……骄傲；为……感到自豪become active in many other activities 在许多别的活动中变得积极have a long talk 长谈send sb. to a boarding school 将某人送到一所寄宿学校【考点详解】1. used to do sth. 过去常常做某事(这个知识点考的很多，大家要注意这个短语的意思，还要记着used后面用的是不定式to do)如：He used to play football after school.放学后他过去常常踢足球。
2014人教新目标九年级英语unit4课文及详解
Unit 4 I used to be afraid of the darkLanguage Goal:Talk about what you used to be likeSection A1b Listen. Bob is seeing some friends for the first time in four years. What did his friends use to look like?1. Mario used to be . He used to wear .2. Amy used to be . She used to have .3. Tina used to have and hair .1c Look at the picture in 1a and make conversations.A: Did Mario use to be short?B: Yes, he did. He used to be really short.A: What’s he like now?B: He’s tall now.2a Listen and check (✔) the words you hear.friendly outgoing serioushumorous silent activebrave quiet helpful2c Make conversations about Paula using the information in 2b.A: Paula used to be really quiet.B: I know. She was always silent in class.2d Role-play the conversation.Alfred: This party is such a great idea!Gina: I agree. It’s been three years since we last saw our primary school classmates.Alfred: It’s interesting to see how people have changed.Gina: Billy has changed so much! He used to be so shy and quiet.Alfred: Yeah, his face always turned red when he talked to girls!Gina: I used to see him reading in the library every day.Alfred: That’s because he was a really good student. He studied hard and got good scores on his exams.Gina: Did he use to wear glasses?Alfred: Yes, and he used to be thin, too. But look how big and strong he is now!Gina: He’s so popular now. Look at all the girls around him!艾尔弗雷德:这次聚会是如此好的一个主意!吉娜:我同意。
Unit 4(单元解读课件)九年级英语全一册(人教版)
Section B 2a-2f
05
语篇介绍了一位乡村少年的成长故事，记叙了其在 面对家庭变化时的情绪、行为变化以及这些变化对 主人公和家庭产生的影响。
单元重点知识
主题词汇
appear， personality ，humor ，silence ，helpful，interview， deal ，shyness，require ，public，Asian，African，European， British ，absent ，fail，examination ，exactly ，pride ，proud， general，introduction
have an
节信息。
庭变化时的情绪、 proud
influence on sb. 2.让学生明
take pride
白事物是不
行为变化以及这些 变化对主人公和家 庭产生的影响。
in ...=be proud of， have
communication
断发展的， 珍惜自己现 在的生活， 珍惜父母的
with
爱和现在的
学习机会。
课时内容解读 第六课时Section B 3a-self check 课例展示
单元主题：人与自我（做人与做事）
教材
Section B 3a-self check 第6课时
语篇 形式
写作
语篇内容
审视自己的成长过 程，更深刻地认识 自己。
核心词汇
本单元与学习 相关的词汇。
核心句型
技能与策略 学习要点
0 3 单元目标与课时安排
制定单元目标
统筹课时安排
新课标人教版英语九年级unit4
新课标人教版英语九年级unit4
新课标人教版英语九年级Unit 4的主题是“青少年问题”。
在这个单
元中，学生将学习如何表达和讨论青少年面临的各种问题，以及如何
寻求帮助和解决问题。
以下是这个单元的主要内容和学习目标：
1. 词汇学习：学生将学习与青少年问题相关的词汇，如“stress”
（压力）、“pressure”（压力）、“worry”（担忧）、“support”（支持）、“balance”（平衡）等。
2. 语法重点：本单元将复习和巩固一般现在时和一般过去时的使用，
同时引入一些新的语法结构，如条件句和比较级。
3. 阅读理解：通过阅读关于青少年问题的文章和故事，学生将提高他
们的阅读理解能力，并学习如何从文本中提取关键信息。
4. 听力理解：学生将通过听关于青少年问题的故事和对话来提高他们
的听力技能，同时学习如何从听力材料中获取信息。
5. 口语表达：通过角色扮演和小组讨论，学生将练习如何用英语表达
自己的感受和想法，以及如何就青少年问题进行有效的沟通。
6. 写作技巧：学生将学习如何写一封信或电子邮件来表达自己的问题
和寻求帮助，同时练习使用恰当的语言和格式。
7. 文化意识：通过探讨不同文化中青少年问题的处理方式，学生将增
强对多元文化的理解和尊重。
8. 学习策略：学生将学习如何有效地组织和规划学习时间，以及如何
利用各种资源来提高学习效率。
通过本单元的学习，学生不仅能够提高英语语言技能，还能够更好地理解和应对青少年时期可能遇到的问题，为他们的个人成长和社交技能打下坚实的基础。
人教新目标九年级英语 Unit4 单元目标解读
人教新目标九年级英语 Unit4 单元目标解读Unit4 单元目标解读【单元名称】新目标人教版九年级上册Unit4 I used to be afraid of the dark【单元话题】我们发生了怎样的变化（How we have changed）。
【教材内容】教材以“我们发生了怎么样的变化”为话题，谈论“过去经常有的习惯”为交际功能，重点在语境中学习和运用目标语言used to。
一、词汇和常用表达1. 通过课前自主预习和图片观察，能够认读和使用下列词汇和相关话题的常用表达。
（1）能正确使用下列词汇（Curriculum words）humorous, silent, helpful, score, background, interview, Asian, dare, ton, private,guard, require, European, African, British, speech, public, ant, seldom, influence,absent, fail, examination, proud, be proud of, absent, exactly, pride, proud, general,introduction（2）能正确使用下列常用表达（Useful expressions）f rom time to time, deal with, in public, in person, take pride in, be proud of.（3）能认读下列词汇（Non-curriculum words）shyness, crowd, insect, boarding school.2.通过使用描写外貌、个性和好恶等核心词汇与过去经常有的习惯的动词短语搭配学习，学生能谈论过去经常有的习惯。
（1）描写外貌、个性和好恶等核心词汇：①外貌：tall, short, fat, thin, medium height/build, young, old, straight hair, curly hair, long hair, short hair, glasses.②个性：humorous, silent, helpful, outgoing, serious, funny, smart, friendly, shy, unfriendly , hard-working, quiet, active, brave.③好恶：be afraid of, like, love, hate, worry about, be nervous about.（2）描述过去经常有的习惯的动词短语：used to（3）谈论过去经常有的习惯：① A: Did Mario use to be short?B: Yes, he did.. He used to be really short.A: What’ he like now?better,she dared to singing in front of her class,and then for the whole school.Now she’s not shy anymore and loves singing in front of crowds.并有领悟人生的转折和把握命运的方法，如：You have to be prepared to give up your normal life.You can imagine how difficult the road to success is .Many times I thought about giving up ,but I fought on .You really require a lot of talent and hard work to succeed .Only a very number of people make it to the top.四、文化意识6.了解美国教师如何教育问题学生。
人教版九年级英语unit4全英文教案新目标-人教新目标版九年级全册
Unit 4 what would you do?I. Analysis of the Teaching Material1. Status and FunctionIn this unit students learn to talk about imaginary situations. Such topic enables students to activate their imagination and raises learning interest of students.All the students are active in such activities.(1) The first period introduces the key vocabulary words and the target language in this unit. The topic, what would you do if you had a lot of money, makes the introduction easier.(2) In the second period, students will learn to give advice to someone who is in an embarrasing situation by listening and pairwork activities with the target language.(3)All the activities in the third period are designed to give students a reinforced practice in the use of the target language.(4)In the fourth period, the first part is a vocabulary expansion activity. The other activities provide students with much integrating practice using the old and new target language.(5) The fifth period provides students with much reading and writing practice. So it’s helpful to improve students’ reading and writing skills.(6)The Self check in the sixth period shows students what they have learned. The making sentences and writing an e-mail activities are used to train students’ ability of reading and writing.2. Teaching Aims and Demands(1)Knowledge ObjectsTo make students grasp how to talk about imaginary situations.To make students grasp how to give advice using the target language.(2) Ability ObjectsTo train students’ listening, speaking, reading and writing skills.To train students’ communicative competence.(3) Moral ObjectsImaginary situations are unreal. Do remember: it’s really cool to realize your dream through great efforts.Two heads are better than one. Be ready to help others.In the United States, teenagers get their pocket money by helping parents with housework. It is a little different from that in China.3. Teaching Key PointsTo learn the key vocabulary words and the target language.To make students use the target language to give advice.4. Teaching Difficult PointTo train students’ listening, speaking, reading and writing skills by many different kinds of activities.5. Studying WaysTeach students how to communicate with others.Teach students how to give advice when someone is in trouble.Ⅱ. Language FunctionTalk about imaginary situations.Ⅲ. Target Language1. What would you do if you won a million dollars?I’d give it to medical research.2.I can’t sleep the night before an exam.What should I do?If I were you, I’d take a long walk before going to bed.Ⅳ.Structures1. Second conditional2. Should for adviceⅤ. Vocabularylottery, million, pimple, energetic, confident, shirt, tie, medical researchⅥ. Recyclingcharity, present, fruit, vegetable, snack, shy, creative, outgoing, nervous, relax,late, tiredⅦ. Learning Strategies1. Matching9. Listening for key wordsⅧ. Teaching TimeSeven periodsThe First PeriodⅠ. Teaching Aims and Demands1.Knowledge Object(1) Key Vocabularylottery, million, medical, research(2) Target LanguageLook. 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.(3)StructureI would/I’d do2. Ability Objects(1) Train students’ listening skill.(2) Train students’ communicative competence.3. Moral ObjectIf you won a million dollars, 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.Ⅱ.Teaching Key Points1. Target language2. The structure: I would/I’d doⅢ. Teaching Difficult PointThe structure: I would/I’d doⅣ. Teaching ProceduresStep ⅠRevisionReview the structure "should be allowed to" by asking students to make sentences about school rules. Step Ⅱ1aThis activity focuses on vocabulary and structures introduced in the unit.Read the instructions to the class.Call students’ attention to the words in the box. Ask a student 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.Step Ⅲ1bThis activity gives students practice understanding the target language in spoken conversation. Read 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:2,1,4,3Step Ⅳ1cThis activity provides oral practice using the target language.Read 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.Step ⅤSummaryIn this 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.Step ⅥHomeworkIf 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. Step ⅦThe Second PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabulary tie(2) Target LanguageWhat would you do if you won a million dollars?I’d give it to charities.If I were you, I’d wear a shirt and tie.If I were you, I’d take an umbrella.2. Ability Objects(1)Train students’ listening skill. (2) Train students’ communicative competence.3. Moral ObjectTwo heads are better than one. Give some direction to those who are in trouble.Ⅱ.Teaching Key Points :1．Listening Practice 2．Target languageⅢ. Teaching Difficult Point :Train students’ ability to use the target language.Ⅳ. Teaching ProceduresStep ⅠRevisionCheck homework. Students talk about how to spend a large amount of money.Invite a student to come to the front of The class and ask, if you had 100,000 yuan, what would you buy? Students take turns answering his/her question.Step Ⅱ2aThis activity provides practice understanding the target language in spoken conversation.Focus attention on the picture. Ask students to describe it. Help students say that the boy is going to somewhere, but he doesn’t know what to wear. The girl is helping him to pick out clothes.Point to the list of reasons. Invite a student to read them to the class. Say, You are to listen to a conversation between Larry and the girl and circle the reasons. Play the recording the first time. Students only listen. Play the recording a second time. This time students listen and circle the reasons. Check the answers.Answers:Circle items:2,3,5Step Ⅲ2bThis activity provides listening practice using the target language.Read the instructions to the class.Point to the list of sentences. Invite a student to read them to the class.Say, You will listen to the same conversation again. This time you are to check the four things Larry’s sister says to him.Play the recording again. Students listen and check the things.Check the answers. Answers:Checked items: 1,2,4,5Step Ⅳ2cThis activity provides oral practice using the target language.Point to the list of Larry’s worries in the box. Invite a student to read them to the class.Ask students to look back at the list of checked sentences.Read the instructions to the class. Say,Please make conversations using information from Activities 2b and 2c.Ask a pair of students to demonstrate a conversation to the class.S A: I don’t know what to wear.S B: If I were you, I’d wear a shirt and tie.Get students to work in pairs. As the pairs work together, walk around the room listening in on various pairs and giving language and pronunciation support as needed.After all the students have a chance to play both parts, stop the activity. Ask different students to perform their conversations.Optional activity:Ask students to write down a problem they have on a piece of paper. Have students exchange papers with one another and read the one they receive. Then ask students to write two piecesof advice they would give the other student. Ask a student to read his/her advice to the class. The rest guess the problem.Step ⅤGrammar FocusAsk different students to read the question and answer and the statements to the class.Ask students questions pointing to the picture.T: Have you ever been in a lion’s cage?S s: No.T: That’s right. None of us has ever been in a lion’s cage. What would you do if you were in a lion’s cage? (Write the question on the blackboard.)S1:I’d call for help. (Write the sentence on the blackboard.)T: What about you?S1:I’d get out fast. (Write the sentence on the blackboard. )Get several more examples from other students.Say, When we talk about things that haven’t happened, we often use the word would (underline the word would in the question). Apostrophe’d is the abbreviation of the word would( underline the abbreviation ‘d in the answers).Then underline the word were in the two statements. Say, When you tell someone what you would do, you use the expression if I were you. Get all the students to read the target language on the blackboard.Pronunciation noteWhen saying the words would you in phrases such as what would you do…,English speakers often run the words together and pronounce these words as if they were spelled wudjuh.Step ⅥSummarySay, In this class, we’ve learned the target language I’d give it to charities and If I were you, I’d wear a shirt and tie. And we’ve also done much listening practice using the target language.Step ⅦHomeworkSay, If your teacher criticized you, but in fact it isn’t your fault, what would you do? Get students to make a list.StepⅧThe Third PeriodⅠ. Teaching Aims and Demands1.Knowledge Objects(1) Key Vocabulary: pimple, trouble(2) Target LanguageI can’t sleep the night before an exam.Then I’m too tired to do well. What should I do?If I were you, I’d take a long walk before going to bed.I really want a dog, but my parents won’t let me have one.Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish.That’s a good idea.2. Ability Objects:(1) Train students’ reading skills. (2) Train students’ integrating skills.3. Moral ObjectEveryone may have some trouble. Don’t worry.Ⅱ.Teaching Key Points :1. Reading 2. Target languageⅢ. Teaching Difficult Point:Give advice using the target language.Ⅳ. Teaching ProceduresStep ⅠRevisionCheck homework. Get students to talk about what they would do if a teacher criticized them. For example, a student might say I’d explain to the teacher and so forth.Step Ⅱ3aThis activity provides reading practice using the target language. Point to the problems on the left. Ask different students to read them to the class.Point out the pieces of advice on the right. Get different students to read them to the class.Point out the sample answer. Invite a pair of students to read the problem and the piece of advice to the class.S A: I’m really shy and I just don’t enjoy parties. I don’t know what to say or do.S s: If I were you, I’d talk to someone who looks friendly. Then you won’t feel so shy.Say, Please match each problem on the left with the correct advice on the right.Get students to complete the activity on their own. As they work individually, move around the room answering any questions students raise and offering help as needed.Check the answers.Answers 1. c 2. a 3. bStep Ⅲ3bThis activity provides oral practice using the target language.Read the instructions to the class. Invite a pair of students to read the sample conversation.S A:I can’t sleep the night before an exam. Then I’m too tired to do well.What should I do?S B: If I were you, I’d take a long walk before going to bed. That should help you relax.Say, Please think of different advice for the problems in Activity 3a.Collect suggestions from students. For example, for the third problem, a student might say, If I were you, I’d watch TV to relax my mind.Ask students to make conversations with partners using new suggestions to each problem. As they work in pairs, walk around the room offering language support as needed.After each student has a chance to play both parts, stop the activity. Get several pairs of students to say their conversations.Step ⅣPart 4This activity provides writing, listening and speaking practice using the targetlanguage.Read the instructions to the class. Get a pair of students to say the sample conversation to the class.S A:I really want a dog, but my parents won’t let me have one.S B:Well, dogs can be a lot of trouble.Maybe you should get a small pet, like a goldfish.S A:That’s a good idea.Write the conversation on the blackboard.Point out the sample answers in the chart.Say, What problems do you have at home? At school? Make a list in the chart. Then ask your classmates for advice and write their advice in the chart too.Get students to complete the activity in groups of four. As the groups work together, move around the room to make sure students discuss the topic in English and know how to fill in the chart.Check the answers by asking different pairs of students to say their conversations to the class.Answers will vary.Optional activityAsk, What would you do if there were no classes tomorrow? Ask students to write as many answers as they can. Then get students to work in pairs. One ask the other the question and see how many new answers the other is able to think of.Step ⅤSummarySay, In this class, we’ve done a lot of reading, speaking and writing practice using the target language. Step ⅥHomework(1) Review the target language by reading the conversations in Activity 3a.(2)Finish off the exercises on pages 11～12 of the workbook.StepThe Foruth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabulary:be strict with, take a test, pass a test, fail a test(2)Target LanguageI think Peter should be allowed to take the test later.I don’t agree.I think the school has to have rules.2. Ability Objects(1) Train students’ listening skill.(2) Train students’ ability to talk about agreement and disagreement.3. Moral Object: It’s good manners to be on time.Ⅱ.Teaching Key Points1.Review some key vocabulary words and target language.2.2. Talk about agreement and disagreement.Ⅲ. Teaching Difficult Point:Talk about agreement and disagreement.Ⅳ.Teaching ProceduresStep ⅠRevision(1)Check the homework.(2) Competition: Write "are allowed to" and "aren’t allowed to" on the blackboard, Divide the class into groups.Each group is asked to write down as many things as they can think of about what teenagers are or aren’t allowed to do. See which group can think of the most items for each category. StepⅡ1aThis activity reviews the use of always, sometimes, usually and never.Point to the picture. Ask students to describe what is happening in the picture.Help students to say, The boy is late for class. Invite a student to read the four questions in the box to the class.Read the instructions and remind students of the exact meanings of the adverbs of frequency.Say, Please write A after things you always do, U after things you usually do, S after things you sometimes do and N for things you never do.Get students to finish the task on their own.Answers to this activity will vary.Step ⅢlbThis activity provides oral practice using the target language.Point out the sample conversation. Ask a pair of students to say it to the class.S A: Do you ever get to class late?S B: Yes, I sometimes get to class late.Say, Talk with your partner about your answers in Activity 1a.As the pairs work together, walk around the room offering help if necessary.Ask several pairs to share their conversations with the class.Step Ⅳ2aThis activity provides practice in understanding the target language in spoken conversation. Point out the four items in Activity 1a.Say, You will listen to a conversation and circle the things on the list that you hear. Play the recording for the first time. Students only listen.Play the recording a second time. This time students listen and circle the things that they hear. Check the answers.AnswersCircled items: 1,4StepⅤ2bThis activity provides listening practice using the target language.Point to both the numbered and lettered lists of item in the box.Point out the sample answer. Read the sentence "Peter is going to fail a math test to the class."Say, I’ll play the same recording again.You are to match the sentence parts as you hear on the tape.Play the recording for students to do the activity.Check the answers.Answers1. c 2. e 3. a 4. b 5. dStep Ⅵ2cThis activity provides oral practice using the target language.Call students’ attention to the statements in the box. Say them to the class.Ask three students to read the sample conversation to the class, completing the sentences.S A:I think Peter should be allowed to take the test later.S B:I don’t agree.S C:I think the school has to have rules.Write the conversation on the blackboard.Divide the class into groups of four. Say,Now discuss the statements with your group.As the groups work together, walk around the room offering help as needed.Ask some groups to say a few lines of their conversations to the class.NotesParents should not be too strict with teenagers. Note the word be strict with.Generally speaking, we say be strict with sb. but be strict in sth. For example, Our teachers are strict with us. He is strict in his work.Step ⅦSummary and HomeworkSay, In this class, we’ve learned to talk about agreement and disagreement. And we’ve also reviewed adverbs of frequency. Have you ever been late for school?Write a passage to describe what was happening that day.Step ⅧBlackboard DesignThe Fifth PeriodⅠ. Teaching Aims and Demands1.knowledge Objects(1) Key Vocabularypretty, social, bother, slight, in the slightest, fairly, plenty, plenty, get along with, listener(2) Reading (3) Writing2. Ability Objects(1) Train students’ ability of reading comprehension.(2) Train students’ ability of writing.3. Moral ObjectsSometimes you might annoy people because you are so confident. In fact, being a good listener is an art.Ⅱ.Teaching Key Points:1. Reading 2. Writing 3. Key vocabularyⅢ. Teaching Difficult Point:1. Reading 2. WritingⅣ. Teaching ProceduresStep ⅠRevisionHold a quick survey around the class. Ask what would you do if…(1) the teacher asked you to give a speech in front of the whole school?(2) your brother borrowed your clothes without permission?(3) someone asked you to be in a movie?(4) you wanted to be friends with a new student? Encourage students to give different answers to each question.Step Ⅱ3aThis activity introduces key vocabulary words and provides reading practice using the targetpersonality survey results in the box. Set a time limit of two or three minutes. Have students read the three paragraphs silently. Mean while, write the new words on the blackboard. Ask students to look at the questions and answers on the survey in Activity 2a. Say, The letter a answers all describe one type of person. The letter b answers describe another and c still another type.Read the Activity 3a instructions to the class. Ask students to reread the personality survey results and decide which letter goes in each paragraph. Point out the sample answer.Get students to complete the activity on their own.Check the answers.Answers1. c 2. a 3. bStep Ⅲ3bThis activity provides reading and writing practice using the target language.Read the instructions to the class.Invite a student to say the example to the class.T: What kind of person is question a asking about? Ss: Outgoing.T: What about b? Ss: Shy. T: What about e? Ss: Pretty confident.Say, You are to write your own personality survey. You can write any questions you want, but each question must be about a different personality type.Give another example on the blackboard. If a friend misunderstood you, would you…a. tell him/her it is a misunderstanding at once?b. want to explain to him/her, but have no courage?c. invite him/her to dinner and explain?Get students to work individually. Remind them to use the ones in the book and on the blackboard as a model.As they work, move around the room checking their works and offering language support.Step ⅣPart 4This activity provides oral practice using the target language.Read the instructions to the class.Point out the sample conversation in the box. Invite a pail of students to read it to the class.Divide the class into groups of five. Ask students to give their survey to each person in their group, and circle the answers.Say, Having given your survey, talk about what you learned. Use the sample conversation in the box as a model. As the groups work together, walk around the room offering any help they may need.Ask several students to read his/her question and tell the class about the results. Optional activityDivide the class into groups and ask each group to write a question with three choices. Collect the results. After class, combine the survey questions into a new survey. Make a survey to the class tomorrow.Step ⅤSummarysay, In this class, we’ve learned some new vocabulary words. And we’ve also done much reading and writing practice using the target language.Step ⅥHomeworkAsk students to reread the three paragraphs under the headline personality survey results for further comprehension.Step ⅦThe Sixth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularyrepresent, let…down, come up with(2)Fill in blanks and make sentences with the words nervous, shy, tired, terrible, friendly.(3)Read the email from Fran, and write a reply.2. Ability Objects(1) Train stu dents’ ability of reading comprehension.(2) Train students’ ability of writing.3. Moral ObjectThe reason why you are shy may be that you are afraid of being laughed at. Encourage students to be confident.Ⅱ.Teaching Key Points1. Fill in blanks and make sentences with vocabulary words.2. Write a reply using the target language.Ⅲ. Teaching Difficult PointMake sentences with vocabulary words.Ⅳ. Teaching ProceduresStep ⅠRevisionGo on doing the optional activity last class.Show the personality survey made up of students’ questions on the screen by a projector. Ask students to choose an answer to each question. Discuss the personality survey results along with students. Vote on the most popular personality.Step ⅡPart 1This activity provides a comprehensive review of vocabulary presented in the unit.Focus attention on the box. Invite a student to read the vocabulary words at the top.Say, You are to fill in the blanks with the words. In some cases, you may need to use another form of the word, for example adjusting for tense or subject/verb agreement.Ask students to fill in the blanks on their own.Check the answers. Five students each read a sentence, filling in the blanks. The rest of students check their answers.Answers1. tired2. nervous3. friendly4. terrible5. shyAsk students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room. Collect a few students’ answers with mistakes on the blackboard. Help correct the mistakes.Sample answers1. Are you tired?2. Don’t be nervous. It’s nothing serious.3. We must be friendly and patient to the old.4. --What’s wrong with you?--I’ve got a terrible headache.5. She is so shy a girl that she daren’t speak in public.Step ⅢPart 2This activity provides reading and writing practice using the target language.Read the instructions to the class. Teach students to practice the words represent, let…down and come up with.Read the e-mail from Fran to the class. Set a time limit of five minutes. Students read the email again carefully and discuss what they are going to write in the reply. Move around the room answering any questions students have in the reading.Get students to write a reply on their own. Say, Your reply will involve telling Mei not to be shy, explaining how she is the best person for the job and encouraging her to practice in various ways. As students do this, walk around the room offering any help they may need.Ask a few students to read their replies to the class and share their solutions.Answers to this activity will vary,A sample versionDear Fran,I’m very glad to hear that Mei is so good at English. In my opinion, she should take part in the contest. It is a chance to show herself and learn from others. She is very clever. She can speak English really well. And she always comes top in the school exam. So she is sure to win the contest. There is no need for her to be shy. Tell her that the teacher and the whole class will help her prepare for the contest and encourage her to practice in various ways. With the help of the teacher and the classmates, she will succeed. Do remember: Try, then you’ll make it.Step ⅣJust for Fun!This activity provides reading and speaking practice with the target language.Ask students to read the cartoon story in pairs. Ask, Why, is it funny? Help students to answer. The mouse can scare the kitten, but a big cat can scare the mouse.Step ⅤSummaryIn this class, we’ve done much reading and writing practice using the key vocabulary words and th e target language presented in this unit.Step VI Homework（1）Read the email from Fran again.（2）Finish off the workbook exercises on pages 12～14 of the workbook.Step ⅦReading: What would you do if ……The Seventh PeriodⅠ. Teaching Aims and Demands1.Knowledge ObjectsKey vocabularyShelf,come out, cover, ppress, deep, downstairs,hurt, knee, offer, refuse , helpful and so forth.Text: What would you do if ……2.Ability ObjectsTrain students’ ability of reading for special information.Train students’ ability of understanding words in context.Train students, writing skill.3. Moral ObjectBasketball is popular among people all over the world. Not only does it build our body, but it also brings us entertainment. Thank the inventor, James Naismith.Ⅱ.Teaching Key PointsKey vocabularyRead the text for special information.Read the text to understand words in context.Make a list of good things and difficult things about being a basketball player.Ⅲ. Teaching Difficult PointTrain students’ reading skill.Ⅳ. Teaching ProceduresStep I Key VocabularyThis activity introduces the key vocabulary words.Show the vocabulary on the screen by a projector.Have students repeat again and again until they can pronounce them fluently and accurately.Step ⅡPart 1This activity is designed to activate students’ background knowledge before attempting the reading. Read the title The history of basketball to the class. Ask, What do you think the article is about? Read the instructions to the class.Point to the four questions in the box.Say, Please discuss the questions with your partner to see how much you know about basketball. But don’t look at the reading. Instead, use your background knowledge.Get students to complete the task in pairs. As the pairs work together, walk around the room. Ensure that they are discussing the questions in English.When most students are finished, invite pairs of students to report their results.Don’t say yes or no to their answers.Step ⅢPart 2This activity provides practice in scanning for specific information. Look at the picture. Ask students to describe what is happening in the picture.Read the instructions and draw students’ attention to the chart. Get a student to say the sample answer using a complete sentence, e. g. Basketball’s inventor was born in 1861.Say, Please read through the article silently. Find information for the years in the chart. Remember to skim for the key ideas rather than read slowly.Get students to work on their own. As they are doing this, move around the classroom answering questions they may have and offering language support as needed.Check the answers.Step IV Part 3This activity encourages students to use the strategy of reading in context.。
人教新目标英语英语九年级Unit 4 Section A Grammar Focus-4c 导学案
2020年春人教新目标英语英语九年级Unit 4 I used to be afraid of the dark.第3课时：Section A Grammar Focus-4c【学习目标】1. Key words and phrases:European African British speech public in public2. Key sentences:1）I used to be short. I didn’t use to be popular in school.2）You used to be short, didn’t you? Yes, I did./ No, I didn’t.3.Skills :1）进一步掌握用Used to do 谈论过去的喜好2）能够表达自己现在和过去在外表、性格、爱好等方面的变化4.Emotion: 能够表达自己现在和过去在外表、性格、爱好等方面的变化【学习重难点】掌握用Used to do 谈论过去的喜好【学习过程】一课前预习：(教师寄语:预习感知,有备无患。
)1.预习生词。
根据音标读出单词并了解汉语意思,养成自主学习的习惯。
本节课我们要学的单词短语是：2.朗读Section A 4a-4c，翻译下列短语。
1) 戴眼镜 2) 读很多书 3) 至少4) 英式英语______________ 5) 美式英语___________ 6) 乡村音乐7) 在公共场所_________________ 8）做演讲3.资料搜索: 调查同学们现在和过去的一些害怕的事情。
完成4c.4. 要点导学导学1 I used to be short. I didn’t use to be popular in school.used to + do sth. “过去常常”表示过去习惯性的动作或状态，但如今已不存在。
肯定句：主语＋used to ＋动词原形... （Sb used to do sth.）否定句：主语＋did not use to ＋动词原形...... （Sb didn’t use to do sth）主语＋used not to ＋动词原形...... (Sb used not to do sth. used not = usedn’t(美) )疑问句：Did ＋主语＋use to ＋动词原形...？（Did sb use to do sth ?）Used ＋主语＋to ＋动词原形...？(Used sb to do sth ?)反意疑问句：主语+used to do sth, didn’t +主语？/ used not+主语？used to用在there be结构中表示“过去经常有”的意思。
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Unit4 单元目标解读
【单元名称】新目标人教版九年级上册Unit4 I used to be afraid of the dark
【单元话题】我们发生了怎样的变化（How we have changed）。
【教材内容】教材以“我们发生了怎么样的变化”为话题，谈论“过去经常有的习惯”为交际功能，重点在语境中学习和运用目标语言used to。
一、词汇和常用表达
1. 通过课前自主预习和图片观察，能够认读和使用下列词汇和相关话题的常用表达。
（1）能正确使用下列词汇（Curriculum words）
humorous, silent, helpful, score,background, interview, Asian, dare, ton, private, guard, require, European, African, British, speech, public, ant, seldom, influence, absent, fail, examination, proud, be proud of, absent, exactly, pride, proud, general, introduction
（2）能正确使用下列常用表达（Useful expressions）
f rom time to time, deal with, in public, in person, take pride in, be proud of.
（3）能认读下列词汇（Non-curriculum words）
shyness, crowd, insect, boarding school.
2.通过使用描写外貌、个性和好恶等核心词汇与过去经常有的习惯的动词短语搭配学习，学生能谈论过去经常有的习惯。
（1）描写外貌、个性和好恶等核心词汇：
①外貌：tall, short, fat, thin, medium height/build, young, old, straight hair, curly hair, long hair, short hair, glasses.
②个性：humorous, silent, helpful, outgoing, serious, funny, smart, friendly, shy, unfriendly , hard-working, quiet, active, brave.
③好恶：be afraid of, like, love, hate, worry about, be nervous about.
（2）描述过去经常有的习惯的动词短语：
used to
（3）谈论过去经常有的习惯：
① A: Did Mario use to be short?
B: Yes, he did.. He used to be really short.
A: What’ he like now?
B: He’s tall.
② A: Paula used to be really quiet.
B: I know.She was always silent in class.
③ A: I used to be nervous about tests all the time.What about you?
B: Yes,me too.And I used to hate P.E class.
二、学习能力
3.通过情景句的呈现和学生在情景中的意义操练，学生能正确使用目标句型谈论自己或他人发生变化的话题，并能展开较为真实的交谈。
（1）A: Did Mario use to be short?
B: Yes, he did.. He used to be really short.
A: What’ he like now?
B: He’s tall.
（2）A: Paula used to be really quiet.
B: I know.She was always silent in class.
（3）A: I used to be nervous about tests all the time.What about you?
B: Yes,me too.And I used to hate P.E class.
三、情感态度价值观
4.通过对目标语言的学习,从对话中听取相关信息，归纳总结出used to的结构（详见教材P28 Grammar Focus），在情境中运用used to谈论过去经常有的习惯，并通过新旧对比，让学生明白事物是在不断变化发展的，学生要用发展的眼光经常进行自我检查，改进不足，不断完善自我，培养积极向上的心态。
如：
Gina: Billy has changed so much!He used to be so shy and quiet.
Alfred: Yeah,his face always turned red when he talked to girls.
Gina: Did he used wear glasses ?
Alfred: Yes,and he used to be thin,too.But look how big and strong he is now!
Gina: He’s so popular now.Look at all the girls around him!
5.通过对目标语言的学习，学生能阅读相关材料并在真实语境中通过新旧对比学会关注他人的变化和关心他人，从而领悟人生的转折和把握命运的方法。
Candy Wang的变化（详见教材P27），如：
Candy told me that she used to be shy and took up singing to deal with her shyness.As she got better,she dared to singing in front of her class,and then for the whole school.Now she’s not shy
anymore and loves singing in front of crowds.
并有领悟人生的转折和把握命运的方法，如：
You have to be prepared to give up your normal life.You can imagine how difficult the road to success is .Many times I thought about giving up ,but I fought on .You really require a lot of talent and hard work to succeed .Only a very number of people make it to the top.
四、文化意识
6.了解美国教师如何教育问题学生。
7.了解美国寄宿制学校。
8.能正确读出语篇中句子重音、节奏和语调。
如: You used to be short,didn’t you? You used to be short,didn’t you? You used to be short,didn’t you?。