人教版九年级英语第四单元第一课时Unit 4 Section A 1a-1c

He used to run,usedn’t he?
He/She used to be/have/wear…, but now he/she is/has/wears ….
short/tall
young/old
heavy/thin
Fill in the chart with words to describe people.
long hair short hair straight hair curly hair blonde hair brown hair … …
Lead-in
He was short when he was a child, but he is tall now. He used to be short, but now he is tall.
She used to be a teacher.
他过去常常跑步。（现在不跑了)
He used to run.
否定句： He didn’t use to run.
He usedn’t to run.
一般疑问句：Did he use to run?
Used he to run?
反意疑问句:He used to run,didn’t he?
A: Did he use to …? B: Yes, he did. He used to … A: What does he look like now? B: She’s … now.
Read the listening material and finish the passage.
What is he \she like ?
serious 严肃的
光头的
humorous 幽默的
height
tall medium height short heavy medium build thin hair
build
have/has (big) eyes, Wear(s) glasses/clothes …
Appearance tall Personality outgoing
straight hair
beautiful
funny
angry careful happy hard-working strange
black
dirty
hungry
sad tired
noisy
选词完成句子 short, hard-working, quiet, play, outgoing quiet but now he is outgoing. 1. He used to be _______, short but now I am tall. 2. I used to be _______, outgoing but her twin sister is a little 3. She is _______, shy. 4. You should be ____________ hard-working to achieve success.
1b
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 ______. short He used to wear glasses _______. 2. Amy used to be _____. tall She used to have short hair. _______ curly hair. 3. Tina used to have _____ red and _____
Unit 4 I used to be afraid of the darks
Period 1 Section A 1a— 1c
Teaching aims
1 、熟练运用used to do sth谈论他人过去的形象。 2 、能够听懂与used to do sth有关的的简短对话。
tall
short
What does he \she look like ?
strong / heavy 强壮的/重的
thin 瘦的
What does he \she look like ?
wear glasses
戴眼镜
wear contact [ˈkɑnˌtækt] lenses [lenziz] 戴隐型眼镜
She used to be alone.
Now she has many friends.
She used to be short.
Now she is tall.
ed to be 过去是；曾经是
used to do 过去常常做某事
there used to be 曾经有
她曾经是一个老师。(现在不是了）
A: Did she use to …? B: Yes, she did. She used to … A: What does she look like now? B: She’s … now.
A: Did she use to …? B: Yes, she did. She used to … A: What does she look like now? B: She’s … now.
What is he \she like ?
quiet
文静的
outgoing
shy 怕羞的
外向的/好交际的
What is he \she like ?
friendly友好的
funny 有趣的
What does he \she look like ?
curWhat does he \she look like ?
short hair
long hair
What does she look like ?
long / black hair 长 / 黑色头发
cheerful [ˈtʃɪrfəl] looking
可爱的长相
What does he look like ?

合集下载

人教版九年级英语上册Unit 4 Section A (1a-1c)

他们用刀切肉。 be used to do sth. 被用来做某事
e.g. This kind of wood is used to make paper. 这种木头是被用来做纸的。
be / get used to sth. / doing sth. 习惯于某事 / 做某事
e.g. Lucy has been used to (eating) Chinese food. Lucy已经习惯(吃)中餐了。 I think you’ll get used to the climate soon. 我想不久你就会习惯这种气候的。
*used to用于疑问句时，可借助助动词did，也可以将used提到主语前。 e.g. They used to be good friends.
他们过去是好朋友。 (暗示现在不是了)
Mrs. Brown didn’t use to / usedn’t to
travel in summer. 布朗夫人过去夏天不旅游。 Did you use to / Used you to play the guitar? 你过去弹吉他吗？
小试牛刀从方框中选择适当的单词完成句子。
quiet, shy, funny, outgoing, friendly 1. My uncle is very _f_u_n__n_y_. He often tells
jokes.
2. His cousin is very _s_h_y__. He is afraid to
►为你理想的人，否则，爱的只是你在他身上找到的你的影子。 ►有时候，我们愿意原谅一个人，并不是我们真的愿意原谅他，而是我们不愿意失去他。不想失去他，惟有假装原谅他。不管你爱过多少人，不管你爱得多么痛苦或快乐。最后，你不是学会了怎样恋爱，而是学会了，怎样去爱自己。

新人教版九年级全一册英语 Unit4 第1课时教学课件

新人教版九年级全一册英语 Unit4 第1课时教学课件
科目：英语适用版本：新人教版适用范围：【教师教学】
Unit 4 I used to be afraid of the dark.
Section A 1a-2d
第一页，共二十九页。
学习目标 Curriculum words: humorous，silent，helpful，score Useful expressions: used to，get good scores，from time to time Sentences:1.—Did Mario use to be short?
2. Amy used to be ___t_a_ll. She used to have ______sh_ohratir.
3. Tina used to have _____ and _____ hair.
red
curly
第七页，共二十九页。
新课讲解 1c Look at the picture in 1a and make conversations.
第十九页，共二十九页。
新课讲解
2d Read and answer the uestions.
1. What are they doing? They are having a party.
2. Who are they talking about? They are talking about Billy.
_P__a_u_la__is__m_o_r_e_i_n_t_e_r_es_t_e_d_i_n_s_p_o_r_t_s_n_o_w__. _
第十六页，共二十九页。
新课讲解
Make conversations about Paula using the

人教版九年级英语Unit4 SectionA第1课时(1a-2c)课件

B.Jim shouldn't do anything stupid like that.
C.Jim always does stupid things.
C.Lily. C.In China.
二、补全对话，其中有两项多余。
A: Hi, Bella. Don't you recognize me? B: Oh, you're Alice. 1._D__ A: Yeah. We were in the same history class in university. B: Yes. I remember it. The classroom was huge. There were almost 100 students in that class. A: That's right. You used to be shy. You never answered the teacher' s questions.
B: Yes. 2._G__ A: But you studied hard and always got good grades. B: Thank you. 3._C__ You had so many friends. A: Haha, you know I'm outgoing and I like making friends. B: Yeah. 4._B__ A: Now I like long curly hair. What do you think of my hairstyle? B: Beautiful. You work in Hangzhou, don't you? 5._A__ A: Yes. I am here for my friend's wedding. B: Oh, I see…

人教版九年级英语Unit4教案

Unit 4 What would you do?备课人：谢桂华教学内容分析：一、教学目标1、语言目标Talking about imaginary situations .(谈论虚构情景)2、知识目标表示现在及将来情况的虚拟条件句所引起的虚拟语气的用法与结构。

3、能力目标根据本单元所学知识，让学生能对与现在事实，过去事实及将来事实相反的事用虚拟条件句表达。

二、重点知识1、重点单词:Medical research tie worry energetic confident permission herself bother annoy fairly plenty listener knowledgable rest shelf cover deep correct burn knee hurt offer refuse helpful基本要求会读会写会用2、重点短语:What if ……., not……in the slightest ,plenty of , get along with….., let……down, come up with , come out , rather than , hide……from , take a long walk , ask one’s permission , right away .基本要求会读会写会用3、重点语法:1）、Grammar : 条件状语从句2）、if 引导的非真实性条件状语从句即基本要求理解其含义，会用虚拟条件句表达不能实现的愿望、假设、怀疑、建议、猜测、可能或纯粹的空想。

课时划分：第一课时：Section A: 1a-1c第二课时：Section A: 2a-4第三课时：Section B: 1a-2c第四课时：Section B: 3a-4第五课时：Self chelf第六课时：ReadingPeriod 1教学目标：Section A 1a---1c语言目标:1.生词和短语: million, medical, research2.重点句子:What would you do if you had a lot of money?能力目标:Enable the students to understand and talk about imaginary situations.教学重点: Talk about imaginary situations, worries/problems.教学过程:Step 1 Revision and Lead-inAsk one or more students to show their work.T: In the last unit, you were asked to do a pro ject on a famous person’s childhood and how he/she became successful. Now who’d like to display your project on the classroom wall? Eg , EdisonThen ask the students to tell what they can learn from Edison.T: Edison had a really different childhood from us. He was the greatest inventor in the nineteenth century. Of all his inventions, electric bulb, is one of the most important. But just imagine what the world would be if there is no electric bulb? Today we’re going to learn how to talk about things that haven’t happened.Step II Listing and SpeakingAsk the students to read the picture on Page 26.T: When we talk about things that haven’t happened, we can use the words I would or I’d. Now look at the picture on Page 26. What can you see in the picture?S: We can see some people, a school, a zoo, a research lab, a bank.T: What are the people in the lower part of the picture doing?S1: Maybe they are thinking about the answers to the question shown in the picture.S2: The woman is reading a newspaper and they are all thinking of the answers to the question.T: Pretend you are the people in the picture, what would you do if you had a million dollars? S3: I’d buy a beautiful car.Write buy a beautiful car on the blackboard.S4: I’d build a research lab.S5: I’d give it to the Hope Project.S6: I’d travel around the world.S7: I’d give it to medical research.Ask for more ideas from the students. Write their ideas on the blackboard.buy a beautiful car,travel around the world, give it to the Hope Project, build a school for the poor children, build a library for our school, build a research labShow the following to the students and then ask them to practice in pairs.-What would you do if you had a million dollars?-I would (I’d) ____________.T: Now work in pairs and make dialogues.Sample dialogues:1.– What would you do if you saw someone stealing something?–I’d call the police.2.– What would you do if you lost your bike?–I’d buy a new one.3.– What would you do if you saw a girl crying in the street.–I’d help her find her mother.4.– What would you do if the teacher asked you to sing a song to the class?–I’d say yes. Step III ListeningAsk the students to listen to the recording and compare their answers with those in the recording.T: Next w e’ll hear a conversation about how to spend a million dollars. The recording will be played twice. For the first time, listen to get the order you hear.Play the tape for the first time.T: For the second time, please number the picture in the order you hear them.Play the tape for the second time. Then check the answers.Notes:1.hundred, thousand , million, billion (十亿)词前面有数词或several一词时要不能加s ，反之，则要加s 并与of 连用，表示数量很多如：several hundred/ thousand/ million/ billion people几百/千/百万/十亿人hundreds of trees 上百棵树2. 1.if 引导的非真实性条件状语从句，即虚拟语气通过动词形式的变化来表示说话人对发生的动作或存在的状态所持的态度或看法的动词形式称为语气，虚拟语气表示说话人所说的话不是事实，而是一种祝愿，建议或是与事实相反的假设等。

人教版英语九年级全册-Unit 4 Section A (1a—2d)教案

Unit 4I used to be afraid of the dark.Section A (1a—2d)一、教学目标1. 熟练掌握下列词汇和短语：humorous, silent, helpful, score, from time to time, used to…2. 掌握并运用下列句型：Did Mario use to be short?Yes, he did. He used to be really short.What’s he like now?He’s tall n ow.Paula used to be really quiet.I know. She was always silent in class.3. 能够听懂关于人们今昔变化的对话，运用used to结构描述自己和同学曾经的性格特点和相貌。

4. 能够准确描述自己或他人在外表、性格、兴趣等方面所发生的变化。

5. 培养学生积极健康的心态，学会谈论事情的发展和变化。

二、教学重点及难点重点：1. 掌握本单元出现的与性格和外貌相关的词汇、短语及目标语言。

2. 学会用used to描述自己或他人的变化。

难点：准确运用used to准确描述自己或他人在外表、性格、兴趣等方面所发生的变化。

三、教学准备教师：教学课件；多媒体设备学生：课前预习四、教学过程Task 1Step 1 Warming-upFree talkT show some pictures, and ask Ss to describe his/her appearance.T: What is he/she like?Ss: He / She is…【设计意图】利用图片复习描述人物外貌和性格的词汇和句型，温故知新。

Step 2 Pre-listeningWork on 1a1. Fill in the chart with words to describe people2. Look at the pictures and compare the differences.【设计意图】学习有关人物外貌特征和性格的单词和短语，为下面的听力教学做铺垫。

人教版英语九年级全一册教案：Unit4 SectionA(1a-2d)

Unit4 SectionA（1a-2d）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 1a-2d （第1课时）【课型】Listening and Speaking（听说课）第1页/共13页第2页/共13页教学目标交际：(1)-Did Mario use to be short?-Yes||，he did./No||，he didn’t.(2)-Paula used to be really quiet?-I know. She was always silent in class.(3)-You used to be short||，didn’t you?- Yes||，he did./No||，he didn’t.语法：（1）学习used to 的肯定句、否定句、一般疑问句和反意疑问句及疑问句式的答语||。

（2）used to do sth||，be used to doing sth||，be used to do sth和be used for doing sth的区别||。

Y 语言技能目标：（（1）有听前对听力材料内容的预测能力||。

（（2）听力中能够扑捉有关人物外貌、性格和爱好的名词和形容词||。

（（3）学会使用used to谈论自己及他人在外貌、性格的变化||。

情感态度价值观目标：引导学生关注和关心自己及身边家人、朋友的变化||。

教学重点：ed to 的用法||。

第3页/共13页【本课时教学设计】第4页/共13页第5页/共13页第6页/共13页第7页/共13页第8页/共13页第9页/共13页第13页/共13页。

人教版九年级英语(全一册)Unit4SectionA1a-2d

outgoing quiet friendly funny shy smart serious active …
Sheusedtobe…,butnowsheis…
He____________________inthefreetim usedtoplaybasketball e,butnowheisinterestedin___________ playingfootball ___.
DidAmyusetohavelonghai Shehaslonghairnow. r?
No,shedidn’t.Sheusedtoh What’sshelikenow? aveshorthair.
DidTinausetohaveredand Shehaslongandblackha straighthair? irnow.
silent helpful fromtimetotime score
adj.有幽默感的；滑稽有趣的 adj.不说话的；沉默的 adj.有用的；有帮助的时常；有时 n.&v.得分；进球
Howcanwedescribetheper sonality?
tall/goodlooking 卷发高curlyhair /相貌好看的 short/brownhair 短/黄头发
握緊拳頭好像抓住許多東西, 其實,連空氣都沒抓到!
張開雙臂好像雙手空空, 但全世界都在你手心!
Unit4 Iusedtobeafraidofthe dark
SectionA 1a-2d
QingtangMiddleSchoolbyMr.Zhou.
Todaywe’lltalka boutwhatpeople usedtobelike.
now outgoing tall serious beinterestedinthin king likemovies straighthair

人教版英语九年级全册Unit4 SectionA(1a-2d)名师教案

Unit4 SectionA〔1a-2d〕名师教案
【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 1a-2d 〔第1课时〕
【课型】Listening and Speaking〔听说课〕
〔〔1〕有听前对听力材料内容的预测能力。

〔〔2〕听力中能够扑捉有关人物外貌、性格和爱好的名词和形容词。

〔〔3〕学会使用used to谈论自己及他人在外貌、性格的变化。

情感态度价值观目标：
引导学生关注和关心自己及身边家人、朋友的变化。

教学重难点教学重点：
ed to 的用法。

used to谈论自己及他人在外貌、性格和爱好方面的变化。

教学难点：
学学会用used to谈论自己及他人在外貌、性格和爱好方面的变化。

建议教法词汇教学: 重点突破，情境操练、反复运用；
口语教学：采用pair work，group work方式互相操练；听力教学：采取扑捉细节信息的方式；
语法教学：总结规律、比拟异同、模仿操练。

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.听中的活动设计遵循语言规律，由易到难逐层递进，充分表达语言输入到语言输出的完整过程。

3.听后的活动设计表达对文本内容的深度挖掘和文本再构，表达了对学生思维品格的训练与培养。

【本课时教学设计】。

2024年人教版九年级英语上册Unit 4第一课时 Section A (1a—2d)

第一课时Section A (1a—2d)教学目标通过本课的学习,学生能够:1.获取本课有关描述人物过去的性格、外貌等的基本句型以及重点词汇:humorous、silent、score等。

(获取信息)2.运用阅读题干信息预测听力内容等听力策略对语篇信息进行梳理,并在创设的主题语境中正确理解目标语言的运用。

(梳理整合)3.正确表述过去的经历和习惯,认识到关注自我发展和自我完善的重要性。

(内化应用)4.借助小组活动,在合作探究中增进团队合作精神,并积极进行自我管理,达到自我提升。

(迁移创新)语篇研读What:本课语篇是四组对话,对话通过对人物性格特点和相貌的今昔对比让学生感知本课语言结构。

1b听力材料模拟生活情景,围绕相貌变化展开对话;2a、2b的对话则围绕性格、爱好变化展开对话;2d是Alfred和Gina就Billy在外貌、性格以及兴趣等方面发生的变化展开对话。

Why:通过对话帮助学生深刻体会used to在日常交际中的运用,进一步加强对学生听说能力的训练并拓展语言知识,培养阅读技能及阅读策略,让学生明白事物在不断发展、不断变化,培养学生积极向上的心态。

How:本课语篇采用对话方式,借助主题图创设的语境,模拟真实的生活场景,引导学生开展对话操练。

通过倾听关于今昔变化的对话,让学生体会used to在真实的日常交际中的运用,进而理解其功能意义。

教学过程设计理念:以《义务教育英语课程标准(2022年版)》核心素养为导向,以单元主题为引领,基于语篇的育人理念,体现《义务教育英语课程标准(2022年版)》“学思用创”的英语学习活动观和“教—学—评”一体化设计理念。

教学目标学习活动效果评价Lead-in通过照片讨论外貌、性格等方面的变化,为后面的学习做铺垫According to the pictures,describethe changes of a person’s appearanceand personality:He used to…,but he…now.观察学生的表现,预判学生的能力,并根据学生的回答情况给予帮助和鼓励设计意图通过描述他人的外貌、性格变化,激发学生的表达欲望,从而更快地进入学习主题Activity1:Pre-listening完成表格填写,学习相关表达1.Work on1a.Fill in the chart with words todescribe people.2.Read the words and phrases.观察学生能否完成听力任务,并给出指导设计意图听前通过填写表格复习相关单词,熟悉听力1b中出现的单词,降低听力的难度,为接下来的听力活动做铺垫【学习理解】Activity2: While-listening通过听力完成填空Work on1b.Listen.Bob is seeing some friends forthe first time in four years.What didhis friends use to look like?观察学生能否准确完成练习,并给出指导设计意图通过练习,锻炼学生抓取关键信息的能力;同时感受used to结构的用法【学习理解】Activity3:Pair work对话练习,对used to 结构进行巩固训练Work on1c.Look at the picture in1a and make conversations.观察学生是否能够举一反三进行对话练习,并给出指导设计意图通过两人合作,创设口语活动,内化语料内容,操练目标对话,为后面的练习作铺垫【应用实践】Activity4:Work on2a&2b再次通过听力练习,获取有效信息1.Work on2a.Listen and check(√)the words youhear.2.Work on2b.Listen again and complete the chartabout how Paula has changed.观察学生能否准确获取具体信息,并且根据学生完成情况给出指导设计意图通过多种听力题型的练习,学生培养在听中捕捉所需信息的能力,引导学生进一步掌握听力做题技巧【学习理解】Activity5:Pair work对话练习,对文本内容进行深度解析Work on2c.Make conversations about Paulausing the information in2b.观察学生能否合理构建对话,培养学生的语言应用能力设计意图通过口语输出和合作学习,复习巩固目标语言used to结构的意义及用法【应用实践】Activity6:Work on2d深度学习,知识迁移1.Work on2d.Role-play the conversation.2.Read the conversation and fill in观察学生完成任务的情况,根据学生的表现给出指the blanks.导和反馈设计意图检测学生对本课对话内容的掌握情况及对语言的综合运用能力,让学生明白事物是在不断发展、变化的道理,引导学生关注自我发展和自我完善,培养积极向上的心态【应用实践】板书设计Unit 4I used to be afraid of the dark.Section A (1a—2d)作业设计基础型作业:Review the phrases and sentences of this class.实践型作业:Write a short passage about Billy’s change according to the conversation in 2d.拓展型作业:Draw two pictures of your friend before and now,then describe them to your classmates.教学反思。