教学设计英语九年级上册Unit-4-I-used-to-be-afraid-of-the-dark
九年级英语Unit 4 I used to be afraid of the dark.优秀教案
Unit 4 I used to be afraid of the dark.Section B 2 (3a-3b)一、教学目标：1. 知识与技能:通过写作，内化本单元所学目标语言—used to do...表示过去曾经的习惯和常有的行为现在不再有。
2. 情感态度价值观目标：正确面对困难，努力完善自己，生活和事业才会更容易成功。
3.文化意识：个人形象的完善〔如外貌、性格、能力等〕的完善是一个全球性的问题。
当然个人改变也会随文化意识和周边环境的影响。
4.学习策略：通过题目要求确定写作要点，再根据要点进行联想构思进而完成写作。
二、教学重难点1、明确写作要点，通过要点进行构思病完成写作同事内化used to 正确使用。
2、意识到改变是必然的，正确面对困难，努力完善自我。
三、教学过程Ⅰ. lead in：Show mey pictures to talk about my changes.Did I use to be thin?Did I use to be outgoing?what did I use to like ?NOw,I am not ...anymore.I am ....I am ... I like....What is my biggist change in my life?My biggest change in my life is that ...How did it happen ?10years ago ,I was not healthy enough.It was coomon for me to....II.Talk about Billy’s changes.( in 2d )people sure change .Billy has changed a lot.(appearance/personality/hoobies)He used to be...but ow he is not...anymore. He used to like...A: Did you use to have short hair?B: Yes. I used to have short straight hair.Now I have long curly hair.A: Did you use to be shy?B: Yes. I used to be shy. But now I amoutgoing.A: What is your biggest change?B: My biggest change is that I am popular now.I am not arfaid of talking with girs anymore.A: wow,you have changed so much .How did it happen?B: ...III. Work on 3a:1. Tell Ss to work in pairs. First try to takes notes about how you have changed in your appearance/personality/hobbies.Write the notes on a piece of paper.2. Then talk with a partner about the changes that have happened to you.e.g.A: Oh, Maria. You have changed so much. You used to be short, didn’t you?B: Yeah, I used to be short and thin. But now I’m tall.A: Did you use to have short hair?B: Yes. I used to have short straight hair. Now I have long curly hair.A: Did you use to be shy?B: Yes. I used to be shy. But now I am outgoing.A:what do you think is the biggest change for you?B:My biggest change is that...A:How did it happen?B:When I was...IV. WritingWork on 3b:1. Tell Ss what they should do.In this step, Ss should write about how they have changed. What did they use to like? Which change is the most important one, and why?2. 阅读指导：➢写作中可尝试将短文写成两个段落。
九年级英语 Unit 4 I used to be afraid of the dark教案
Unit 4 I used to be afraid of the darkSection A 3a-3c本课分析本课是该单元的第二课时，包括3a-3c以及语法内容，活动3a-3c让学生通过阅读了解一位性格腼腆的亚裔女孩变为明星的故事，在拓展技能及阅读策略的同时，向学生传递出关注自我发展和自我完善的重要性。
语法突出学习 used to 句型结构，包括肯定、否定和疑问结构及其应答。
学情分析通过上节课的学习，学生已经学会了用目标语言used to 描述自己和他人过去经常做的事情，也会对人物的外貌和性格的变化做出描述，基本达成语言目标，这是学习本课时的优势。
但是学生对于情感目标“事物在不断变化，养成积极向上的心态”可能理解得还不够透彻，本课在进一步拓展语言知识，发展语言技能的同时，可以着重向学生进行情感目标的渗透。
一、教学目标：1. 语言知识目标：1) 学习掌握下列词汇：interview, require, take up, in front of, not……anymore,give up, deal with, private, , require, dare.2）阅读短文，能按要求获取相关的信息，并且通过阅读训练来提高学生的阅读能力。
进一步复习巩固学习Section A 部分所学的生词和词组。
3）掌握如何表达过去常常做的事情或状态的句型。
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：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. 教学难点：1) 学习运用表达过去常常做的事情或状态的句型，掌握used to的用法。
2）理解并运用所学的词汇及表达方式。
3）培养阅读短文并获取相关信息的能力。
课时安排：课前准备： 1. 调查学生以前和现在害怕的事物，为4c语言输出作准备。
2. 制作多媒体课件和学案。
教学方法：任务型教学法、情境交际法、自主学习和合作学习相结合。
人教版英语九年级Unit 4《I used to be afraid of the dark》全单元
人教版英语九年级Unit 4《I used to be afrd of the dark》全单元教学设计一. 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”，主要讲述了人们过去和现在的变化。
本单元包括两个部分：Part A和Part B。
Part A包含一个听力任务、一个口语任务和三个阅读任务，而Part B包含一个口语任务、两个阅读任务和一个写作任务。
教材内容丰富，旨在提高学生听说读写四项基本技能，同时培养他们的文化意识和跨文化交流能力。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够运用所学知识进行简单的交流。
但是，他们在词汇、语法和听力方面还存在一定的困难。
因此，在教学过程中，教师需要关注学生的个体差异，充分调动他们的学习积极性，激发他们的学习兴趣。
三. 教学目标1.知识目标：学生能够掌握本单元的重点词汇和语法知识，正确运用一般过去时描述过去和现在的变化。
2.能力目标：学生能够在不同情境下运用所学知识进行听说读写操作，提高他们的语言运用能力。
3.情感目标：学生能够了解并尊重文化差异，培养跨文化交流的能力。
四. 教学重难点1.重点：本单元的重点词汇和语法知识，以及一般过去时的运用。
2.难点：一般过去时的运用，以及如何在实际情境中进行跨文化交流。
五. 教学方法1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高他们的实践能力。
2.情境教学法：创设真实的情境，帮助学生理解并运用所学知识。
3.交际法：鼓励学生积极参与课堂交流，提高他们的口头表达能力。
六. 教学准备1.教师准备：备好相关教学材料，如PPT、听力材料、阅读材料等。
2.学生准备：预习本单元内容，完成相关的自主学习任务。
七. 教学过程1.导入（5分钟）教师通过提问方式引导学生回顾上一单元学过的内容，激发学生的学习兴趣。
例如：“Do you remember what we learned in the last unit? How was your weekend?”2.呈现（10分钟）教师通过展示PPT或实物，呈现本节课的主题“I used to be afrd ofthe dark”，引导学生关注一般过去时的运用。
Unit 4 I used to be afraid of the dark Section B (2a--2f)教学设计
Unit 4 I used to be afraid of the dark.Section B (2a--2f)教材版本：人教版新目标年级：九年级册别：九年级全一册单元：Unit 4章节：Section B (2a--2f)作者单位：遵化市第二中学作者姓名：田争Unit 4 I used to be afraid of the dark.Section B (2a--2f)教学设计一、整体设计思路、指导依据说明：初中英语新课标的五级要求是培养学生综合语言运用能力，有较明确的英语学习动机和积极主动的学习态度。
对阅读的要求是能根据阅读目的运用适当的阅读策略，能根据提示起草和修改小作文，能与他人合作解决问题并报告结果共同完成学习任务。
本课为一节阅读课，在设计环节上，我主要是采用了阅读前--阅读中--阅读后的阅读策略，有效检测了学生的阅读效果，并符合学生的认知规律。
2a是阅读前的预热活动。
2b-2e是阅读理解活动.2b要求学生快速阅读文章把握文章要点，完成本任务。
2c让学生细读文章，并获取细节信息，完成任务。
2d引导学生根据上下文语境猜测方格中所列词的含义并简单解释判断理由。
2f是阅读后的延伸性的口语交流，引导学生结合语篇内容，根据自我理解，充分发挥想象力，共同商讨对话内容，合作交流。
二、教学背景分析：1、教学内容分析：本课时为本单元Section B阅读部分。
介绍了一位乡村少年的成长故事，题材发人深省，目的在于唤起学生们的关爱之心，懂得体会亲情的可贵，理解父母的责任，并能在成长的道路上注重心理的健康和成长。
Section B部分是在Section A的基础上进行的延伸和拓展，由描述人物性格，外貌变化转向讨论人物行为习惯、爱好的改变；在语言上，该部分除了进一步巩固Section A所学重点语言内容外，还复习巩固了有关行为及爱好的短语，同时还通过语篇呈现了其它词汇；从技能上看，该部分由听说转向综合性的听、读、写的训练；从学习策略上看，教材侧重训练学生利用上下文线索进行推导判断，确认语句位置及解读词语含义的阅读策略及能力。
人教版九年级全册Unit 4 I used to be afraid of the d写作课教学设计
丰南区初中英语教学设计教学目标通过本课时的学习，学生能够：1. 能够围绕“我们所发生的变化”的话题，通过总结本单元所学重点句型，学会描述自己的变化；能够正确使用used to结构等多种时态谈论人物和环境所发生的变化。
（学习理解）2. 能够在老师的帮助下，通过学习，总结有关“我们所发生的变化”的语言知识；在写作中，注意到语篇的整体性、结构性、逻辑性。
（应用实践）3. 能够学会珍惜并接受身边事物的变化，明白事物是在不断发展、变化的道理，培养其积极向上的心态。
（迁移创新）教学重难点重点：本单元所学关于“我们所发生的变化”话题下的词汇和used to结构的正确运用；学会写作，描述自己生活中的一些变化情况；难点：采取说明文的体裁，运用多种时态，有逻辑、有条理、有感情地描述自己生活中的一些变化情况。
教学过程教学目标学习活动效果评价1. 能够围绕“我们所发生的变化”的话题，通过总结本单元所学重点句型，学会描述自己的变化；能够正确使用used to结构等多种时态谈论人物和环境所发生Activity 1: Lead-inReview the changes of Candy Wang and Li Wen.Let’s read the article about Candy Wang and Li Wen.Candy used to …, but now she is …Candy suggests that …Li Wen used to…, but now he is …观察学生回答问题的表现，预判学生的能力并了解学生的已知内容,根据需要给予必要的指导的变化。
（学习理解）Li Wen realizes that …2. Now we talk about their changes.Do you have similar experience? How did you deal with it?设计意图：复习小阅读和大阅读的重点句型和结构，用所学知识引导学生写作。
九年级Unit4-i-used-to-be-afraid-of-the-dark第二课时教学设计
新目标英语九年级Unit4 I used to be afraid of the dark. 教学设计Section A (3a—3c)一、教材分析：1. 单元分析及教材处理：本单元话题涉及谈论过去的性格、外貌、特点及喜好，借此学习used to…这一特有的用来表述过去经历和习惯的语言结构。
Section A通过对人物性格特点和相貌的今昔对比让学生感知新语言内容的结构特征，体会其用法。
本课的阅读篇章描述了一个性格腼腆的小姑娘实现自我完善成为流行歌星的故事，属于人物专访，是典型的叙事性文体。
文章首先介绍篇章人物背景，其次介绍主人翁的变化或成就，最后概述主人翁给读者带来的经验或启迪。
因此我在教学中有意识地引导学生关注文体特点，因为如果学生建立起这类文章的结构意识，无疑对他们写作谋篇会形成积极的帮助。
2．教学目标：Teaching aims(1)知识与能力knowledge and ability :a. words and expressions: background, interview, Asian, dare, private, guard, require, Europe, African, British, speech, public, deal with, in public, dare to do，not …anymore, hang outb. main sentences:1. Candy told me that she used to be really shy and took up singing to deal with her shyness.2. I didn’t use to be popular in school, but now I get tons of attention everywhere I go.3.Hanging out with friends is almost impossible for me now because there are always guards around me.4.You can never imagine how difficult the road to success is. Many times I thought about giving up, but I fought on.5.However, too much attention can also be a bad thing.(2)技能目标: 要求学生能用英语谈论自己的过去与现在的情况。
九年级上册Unit4Iusedtobeafraidofthedark九年级Unit4教案
Unit 4 I used to be afraid of the dark.Section B (1a-1e)I. Teaching ContentsUnit 4 I used to be afraid of the dark. Section B (1a-1e)II. Teaching Aims and Demands:i. Knowledge Objects(i). Key vocabularyant, insect, used to(ii). StructuresTalk about the past using “used to”, and the present.(iii). Target languageI used to like playing basketball, but now I like to play soccer.I didn’t use to play soccer, but now I like it.I usedn’t to play soccer, but now I like it.ii. Ability Objects(i). Students learn to talk about the past using “ used to”.(ii). Train students listening, speaking, reading and writing skills.iii. Moral Objects(i). Everything changes. Try to change better.III. Teaching Key PointLet students master the key vocabulary and the target language of this period.IV. Teaching Difficultiesi. Let students use the target language to improve students’ ability of listening, speaking, reading and writing.ii. Complete all the task-based activities of this period.V. Teaching and Learning MethodsCommunicative Approach.Audio-lingual methods and Task-based Language Teaching.Pairwork.VI. Teaching AidsBlackboard.Tape and a tape recorder.CAI.VII. Teaching ProceduresStep 1. GreetingsSay “hello” to the students and talk about the weather with them.Step 2. Revision and lead inFree talk: (Show a photo of the teacher)T：Look! It’s a photo of me. I was in the middle school at that time. Can you find any differences?Ss：You used to have short hair, but now I have long hair…(Ask some students to express)(Give help if necessary.)Tell students more about the life at that time. (Show the pictures)T：In fact, life at that time is different from now. I used to walk to school, but now I usually take a bus. There weren’t so many phones, so we used to write letters to keep touch with my friends and relatives.T：Can you tell me about your life in the past?Ss：Yes…Step 3. Pairwork and Presentation(1). Set an example for studentsT：How was your life in the past ?S1: It was great. I used to be a basketball player, and basketball is my favorite. But now I just play it when I am free because of the schoolwork.T: How about you?S2: Hard. I used to hate singing because I was kind of shy at that time. But I had music almost every school day.(2). Work in pairs (Task 1)Practice the conversations and make their own conversations.Ask some pairs to act out. (Give help if necessary.)Step 4. PracticeTask 2 (We’ll hear a conversation between a girl and a boy. They are talking about things in the past and now. Listen and do the exercises. )(1). Activity 1c (Train students’ listening and speaking skills.)Listen.Listen and check the sentences you hear.Listen and check the answer.(2). Activity 1d (Train students’ listening, reading and speaking skills.)Listen.Listen and fill in the chart.Listen and check the answer.(3). Pairwork (Train students’ speaking skills.)Listen and repeat.Role play the conversation.Step 5. PairworkTask 3 (Train students’ listening and speaking skills.)Talk about the pictures in 1a. (Learn new words and phrases.)Make conversations in 1b using the phrases above . (Review new words and phrases.)Step 6. GroupworkTask 3 (Train students’ listening, speaking and writing skills.)Work in four. Do a survey about the likes and dislikes in the past and now between your self and the partners.Write down and Report:In my group, Li Chen used to like..., and Amy used to…Ask some groups to act out.Step 7. Summary and Homework(1). Task 4This class we’ve learnt some key vocabulary and now let’s do some practice.(2). HomeworkToday, we learn to talk about the past using “used to”. We all know everything changes. Change can make things better or worse. We should try our best to make a great difference.Now，homework.Write down the report.Preview of “He Studies Harder Than He Used to”.Blackboard Design:Unit 4 I used to be afraid of the dark.I used to have short hair, but now I have long hair.I didn’t use to wear glasses, but now I wear glasses.。
人教版九年级英语全册Unit4Iusedtobeafraidofthedark
1.教师引导学生回顾本节课所学内容，总结“used to do sth.”句型和一般过去时态的用法。
2.学生分享在本节课中的收获，包括语言知识、情感体验等方面。
3.教师强调恐惧是正常的心理现象，鼓励学生在生活中勇敢面对恐惧，克服困难。
4.布置课后作业，要求学生运用所学知识，写一篇关于自己恐惧经历的小短文。
（3）鼓励学生分享自己的经历，学会倾听他人的故事，增进彼此之间的了解和友谊。
四、教学内容与过程
（一）导入新课
1.教师通过展示一组与恐惧相关的图片，如黑暗中的房间、恐怖的鬼屋等，引发学生对恐惧话题的兴趣。
2.邀请学生分享他们曾经害怕的事物或经历，让学生在轻松的氛围中进入本节课的主题。
3.引导学生思考：“Do you still feel afraid now? What did you used to be afraid of when you were a child?”，从而自然导入本章节的学习内容。
4.分析课文中的一般过去时态，引导学生注意动词过去式的变化。
（三）学生小组讨论
1.学生分成小组，讨论以下问题：“What did you used to be afraid of? Do you still feel afraid now? How did you overcome your fear?”。
-使用“used to do sth.”句型至少两次
-描述克服恐惧的方法和过程
-体现自己在面对恐惧时的心理变化
4.家长参与作业：
-家长与学生一起分享自己的恐惧经历，鼓励学生勇敢面对恐惧。
-家长督促学生完成作业，关注学生的学习进度，适时给予鼓励和指导。
5.预习下一课的内容，提前了解一般将来时态，为接下来的学习打下基础。
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教学设计
九年级上册unit4 sectionA 第三课时
学科 English 课型 3 年级
9年级
课题
Unit 4 I used to be afraid of the dark.
教学 要求 1. Learn the new words: insect, candy, chew, gum, spiders2. Be able to talk about things in the past and now by using “used to „”3. Foster
the students’ ability to use the language 4. Be able to finish some
simple tasks
教学
重难
点
1.Target Language.
2.Talk about what you used to be afraid of and
3.what you are still afraid of using the target
language.
教法 交际法 五步教学法
合作学习法
教学过程及教师活动 学生活动 设计意图
Step1 Revision Check homework. Ask different students to read their reports about his favorite film star or a scientist. Then collect their writings and write comments on each paper before returning them. Display some better ones in the classroom. Show a student's work on the screen by a projector. Help him/her correct any errors. Step 2 Presentation I.3a This activity provides reading and writing practice using the target language. Point to the pictures and ask students to tell what is happening. Draw students' attention to the chart. Read each of the four headlines and the list of items in the first column to the class. Demonstrate how to fill in the chart with a good student orally. Tell students where to put a check in the Show their homework. Think and say. Listen only.
培养学生独立阅
读能力。
chart. Ask students to complete the “I” column of the chart on their own by checking the items that they used to be afraid of and that they are still afraid of. II. 3b This activity provides oral practice using the target language. Focus attention on the conversation. Ask a pair of students to read it to the class. Point out the list of items in the first column of Activity 3a. Ask students to work with partners. Walk around the room correcting any errors in pronunciation. Ask several pairs to share their conversations with the class. Check to see how many students used to be afraid or are still afraid of the same things. Invite a student to ask questions. Step3 Consolidation and extension Part 4 This activity gives students an opportunity to use the target language to talk about themselves. Ask students to complete the work in groups of four. Walk around the classroom listening in on different groups and offering help with pronunciation and writing. Read the conversation in pairs. Ask their partner about these items and complete the “My partner” columns of the chart in pairs. Ask and answer. Give the example. Work in groups.
培养学生的合作
能力。
通过此活动，让学
生对本课内容进
一步掌握。。
作业 Ask a few students to tell the class about the other students they have
talked to.
教
学
反
思