人教版新目标九年级英语Unit4单元集体备课教案

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九年级英语全册《Unit4Whatwouldyoudo？》教案人教新目标版.docx

山西省太谷县明星中学九年级英蚩册Unit 4 What would youdo?》教案人教新目标版I. Teaching aims(1) Knowledge and skillsA: Key words: million, medical, research, worry, what if, would, should, etc.B: Target I anguage:(D -What would you do if you had a million dollar s?-I would buy snacks / give it to charity / travel all over the world / put __ it in the bank.②一I want to help …③一What if ...?④“I f I were you, I 'd… I 'd=l wouldC: Learn to talk about what people often do in imaginary situations (second conditional) and give their reasons(want ) , and then give them proper advice (should for advice)(2) Processes and methodsWith the learning strategies of matchi ng and listening for key words, students learn to imagine different kinds of interesting and embarrassing situatio ns and give their reasons, and then give their own advice on these situations by doing some ac tivities and tasks individually, in pair or in group・(3) Emotion, attitudes and value : To imagine about your future and care about oth ers. / Money isn 'teverything.II. Important and difficult points(1) Talk about what people often do in imaginary situations (second conditional)and give their reasons (want).(2) Give proper advice on different situations (should for advice).(3) Listening practice: Listen for key words.(4) Group work: My dream.III. Teachi ng and lear ning methods(1) Four-in-one teaching approach (preparati on, prese ntation, practice andproduction).(2) Task-based teaching method, including activities like free talk, etc.(3) Communicative teaching method, including question-and 一answering, groupdiscussion, etc.(4) Cooperative learning method, including activities like pair work and groupwork.(5) In dependent lear ning method, in cludi ng activities stude nts do before or afterclass.IV Teachi ng stepsStepl Free talk ・Ask and answer.1 .Do you want to win in a lottery ?2. What would you do if you had a lot of money ?Step 2 Review1. Review the sentences what we ' ve learned.A: What would you do if you had one million Yuan ?B： If I had one million yuan ,l would •…2 Review the pharese .Pay more attention to “put ” “make ”.3.Studnts make their own conversations with the phrases ・Step 3 Listening .First ,students talk about the pictures ,like : If he /she had one million dollars ,he /she would •…Then listen to the tape ,put the pictures in the right order.Step 4 PresentationI want to go to a party ,but I am ne rvous .Can you help me ?Students talk about in pairs .A:What wou Id Iwear if I were going to a party ton ight?B: If I were you ,l would wear •…A::What would I wear if I were going to a party tonight?B: If I were you ,l would bring •…2. T: Look at the boy. He is Larry and he seems nervous? What are his worries? Now,let 's listen and check Larry 's worries.(Play the rec ording)3. Listen to the tape (2 a 2b)Step 5 Pairwork .Student A is Kate. Student B is Betty. Student A talk about troubles. Student B,give advice.Step 6 Make a surveyReport: If Lily were a teacher, she would be frien dly to her students ・ If Nancy were•••Step 7 Exercise.Do some exercises・Step 8 Homework.Write a composition :What would you do if you were a teacher?。

人教版新目标九年级英语全册Unit4Section A 3a—3c 教案

Unit 4 I used to be afraid of the dark.Section A 2 (3a-3c)一、教学目标：1. 语言知识目标：1) 学习掌握下列词汇：background, interview, Asian, deal with, dare, private, guard, require2) 阅读短文，能按要求获取相关的信息。

3) 通过阅读训练来提高学生们的阅读能力。

4) 学习运用used to来表达“过去常常”存在的状态或的发生的动作。

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. 教学难点：1) 阅读短文，获得相关的信息的能力。

2) 理解并运用所学的词汇及表达方式。

三、教学过程Ⅰ. RevisionTranslate the sentences into English.1. 马里奥以前很矮，他戴着眼镜。

___________________________________2. 他现在长什么样子？___________________________________3. 保拉以前很安静，她在班上总是很沉默。

___________________________________4. 她总是不够勇敢去问问题。

___________________________________Ⅰ. Learning objectives1. Read to learn about how Candy Wang has changed.2. To talk about what Candy used to be like and how she has changed.3. To learn the new words and phrases: deal with, interview, private, guard, require…Ⅲ.Warming upShe ______ have long hair, but now she have short hair.She ______ be a shy girl, but now she is a pop star.Do you know the beautiful and outgoing girl?Can you guess what she was like in the past?Do you want to know her story?Ⅰ. ReadingFast readingWork on 3a.Tell Ss to read the article and identify the paragraphs [1-3] in which the information appears.____ how Candy’s life has changed____ Candy’s advice to young people____ Candy’s backgroundSs read the article quickly and try to number the information.Careful reading1. Read the first paragraph and fill in the blanks:Ss try to read and find the answers to these questions.Then check the answers with the Ss2. Read the second paragraph and fill in the blanks.Candy’s life was quite different after she became famous. She didn’t ___________ popular in school, but now she ___________________ and she has to be________________ what she says or does. And she doesn’t have much __________ anymore.Check the answers with the Ss:3. Read the third paragraph and fill in the blanks.1. According to Candy, what are the difficulties on the road to become famous?2. After reading Candy’s story, what can you learn from her?What should you do when you face difficulties?Check the answers with the Ss.Find out the sentences with used to + v. in the passage.Post reading1. Ask Ss to retell the passage.Para. 1Asian pop star…used to be...dare to...love singing...Para. 2Life was different after she became famous.good things:travel and meet ...get tons of attention...bad things:worry about...don’t have private time...guards around ...Para. 3Advice:be prepared to ...the road to success...require...make it to the top2. Work on 3bAsk Ss to complete the sentences about Candy.1)She used to be shy, but now she’s not shy ________.2)She didn’t use to be _______ in school, but now she gets lots of attention.3)She used to ________ with friends, but it is almost impossible now.4)She didn’t use to ___________ how she appears to others, but now she does. IV. Pair workWork on 3c. Suppose you are the interviewer and your partner is Candy. Ask and answer questions.Give Ss some examples:—Hi, Candy. It’s a great pleasure to interview you.—Hi, Amy. Glad to see you!—You used to be shy, didn’t you?—Yes, I did. I used to be shy and took up singing to deal with my shyness.…V. SummaryVI. Exercises根据句意及所给汉语提示，写出句中所缺单词。

新目标九年级英语Unit 4教案共分为六个课时

I . Teaching contents : P. 26-27II. Language goals : Talk about imaginaryIII. target language : what would you do ?IV. V ocabulary : million medical research tie worry what ifV. Task .Step 1 Present the subjuctive moodIf I were a bird , I would fly. If I were you , I would do it. If I had time , I would help you.2. The form : if + past form , S + would + V3. Do more practice.Step 2 Activity 1a1.Free ask and answer : what would you do if you have a lot of money ?2.Add more ideal to the list and share your answers in class.Step 3 Activity 1b1.Play the tape. The Ss listen and number the pictures 1-3 in the order you hear them.2.Check up the answers.3.Read the tapescript.Step 4 Activity 1c1.Read the conversations in the box.2.Pretend you are the people in the picture. Talk with your partner about what you would do ifyou had a million dollars.3.Get some pairs to act it out.Step 5 Activity 2a1.Read the sentences in the box.2.Play the tape . The Ss listen and circle the reasons.3.Check the answers.4.Play the tape again. The Ss listen and check the four things Larry’s sister says to him.5.Check the answers.Step 6 Activity 2c1.First ask some students do 2c in class as examples.2.Students work in pairs to act Larry and her sister.3.Get some pairs to act it out in class.Step 7 Grammar focus.1.Read grammar focus.The useful expressions : by snacks give it to charity be late for if/ whether worry about what if a medical researchHomework : copy the new words and grammar focus.Teaching notes :I . Teaching contents : P. 28II. Language goals : What would you do ?IV. V ocabulary : pimple examV. Task .Step 1 RevisionRevise the target language in this unit ?If you had a lot of money , what would you do ?What would you do if you were in Grade I ?What would you do if you ….Step 2 Activity 3a1.Read the sentences in the box.2.Say out the problems and give out the advice.3.Match each problem with the correct advice.4.check the answers.Step 3 Activity 3b1.Read the conversation in the box.2.Think of different advice for the problems in activity 3a. Role play conversationswith your partner.Step 4 Activity 41.what problems do you have at home ? At school ? Fill in the list.2.Read the conversations in the box. Ask your classmates for advice.3.Get some pair to ask and answer in class.Summary :Get nervous get pimples look terrible I’m too tired to do well .take a long walkHomework :1.Copy the new words2.Investigate your classmates’ problems and give advice .Teaching notes :I . Teaching contents : P. 29II. Language goals : Talk about imaginary situations.III. target language : What would you do ?IV. V ocabulary : energetic confident permission herselfV. Task .Step 1Revise the language points and the target language in 3a.What’s your problem at home / at school ?Step 2 Activity 1a1.Ask and answer in class. Describe your classmates. What’s she/ he like ?2.What are you like ?Learn the new words : energetic confident permission herself3.fill in the blanks in the sentences below with words from the box.4.Check the answers.Step 3 Activity 2a-2b1.Read the sentences in the box.2.Play the tape . The Ss listen and check the questions Celia asks.3.Check the answers.4.Play the tape again. The Ss listen and circle Bill ‘s responses.Step 4 Activity 2c1.Read the conversations in the box.2.Ask and answer the questions in the personality survey.3.Get some pairs to ask and answer.Summary :Creative easygoing moody interesting charming energeticGive a speech in front of withour permission ask.. permission introduce oneself to sb invite sb to …hardlyHomework:1.copy the new words2. A composition My best friendI . Teaching contents : P. 30II. Language goals : Talk about personalityIII. target language : What would you do if …IV. V ocabulary : bother slight in the slightest annoy fairly plenty plenty of get along with circle listenerV. Task . fairly know the personality of yourself.Step 1. RevisionRevise Activity 1-2What are you like ?Step 2 Activity 3a1. Learn the new words : bother slight in the slightest annoy fairlyplenty plenty of get along with circle listener2.Scan the passage in three minutes.3.Fill in the blanks with a b c . and check the answers.4.Answer the questions :If you answer a / b / c most of the questions , what are you like ?5.Play the tape. The Ss listen and read aloud.6.The language points:In the slightest annoy sb bother sb plenty of the company of other people be easy to get along with rather than would rather… than Step 3 Activity 3b1.Look at Activity 2a and write your own personality survey.2.Read the examples3.Do the same .Step 4 Activity 41.Read the conversations .2.Ask students in your group the questions from your survey. Discuss the resultswith them.Homework :1.Copy the words.2.Write and describe what you are like in five sentences.Teaching notes:Unit 4 Period 5I . Teaching contents : P. 32-33II. Language goals : Talk about accident and problems.III. target language : If cut yourself by accident you would….IV. V ocabulary : aid first aid nearby shelf come out cover press deep downstairs correct burn knee plain hurt safety offer refuse helpful treat burn spottedV. Task . Talk about accident and problems and give advice.Step 1 Section 11.Discuss in class what is accidents ? what do you know about accidents ?Traffic accident airplane accident2.what is the biggest problem a teenager has ?3.fill in the blanks.4.Read some better results in class.Step 2. Section 2 while you read1. Learn the new words:aid first aid nearby shelf come out cover press deep downstairs correct burn knee plain hurt safety2.Scan the passage .3.Answer the questions : How many accidents did the Martin refer to ?What do you think it the most serious ?How many problems are there ? what are they ?4.Play the tape /. The Ss listen and read.5.the language points : experience u.n deal with come outin …situations page from…cover with fall dwonstaire by accident talk to sb about sth agree to in a public place go alone ask forStep 3 Section 31.Discuss these questions with a partner.2.Tell the reasons in class.3.Rank the accidents and problems in the list. Discuss them in class.4.find out one accident or problem in the reading that you have experienced. And ifyou have followed the instructions.Step 4 Section 4 Go for it1.Add one more accident and one more problem to Dr Robinson’s book.2.Write your advice on it.Homework : 1. copy and memorize the new words.Teaching notes:Unit 4 Period 6I . Teaching contents : P. 31II. Language goals :III. target language :IV. V ocabulary : knowledge represent let…down come up with rest V. Task . Self checkStep 1 Activity 11.Learn the new words :knowledge represent let…down come up with rest2.Fill in blanks with the words given in the box.3.check the answers.4.Make sentences with the words given.Step 2 Activity 21.Read the e-mail in 3 minutes.2.Answer the questions.Who is Mei ?What will be held next month ?What is she like ?3.Play the tape. The Ss listen and read aloud.nguage points:Represent come top let sb down be terrified of come up with the rest of….Step 3 summary of the useful expressions :by snacks give it to charity be late for if/ whether worry about what if a medical research Get nervous get pimples look terrible I’m too tired to do well .take a long walk Creative easygoing moody interesting charming energetic Give a speech in front of withour permission ask.. permission introduce oneself to sb invite sb to …hardly In the slightest annoy sb bother sb plenty of the company of other people be easy to get along with rather than would rather… than6.experience u.n deal with come out in …situations pagefrom…cover with fall dwonstaire by accident talk to sb about sth agree to in a public place go alone ask forHomework : 1. Write a reply 2. Write down the useful expressions Teaching notes :。

九年级英语全册Unit4Whatwouldyoudo教案人教新目标版

Unit 4: What would you do?Part 1: Teaching Design第一部分:教学设计Period 1: Adding, Listening and Speaking (Page 26)(What would you do if you had a million dollars?)Objectives●To learn to understand and use second conditional sentences●To listen and speak about what you would doProcedures■Warming up by studying the second conditional sentenceHello, class. We learned the structure “What will you do?” a long time ago. This time we will learn to understand and use “What you would do?” Do you see the differences between them?The structure of a second conditional sentenceLike a first conditional, a second conditional sentence consists of two clauses, an "if" clause and a main clause:if clause main clauseIf I had a million dollars, I would buy a big house.If the "if" clause comes first, a comma is usually used. If the "if" clause comes second, there is no need for a comma:main clause if clauseI would buy a big house if I had a million dollars.We use different verb forms in each part of a second conditional:if clause if + subject + simple past verb*main clause subject + would + verb1a Talking and addingWe have heard sentences like: What will you do if you have a lot of money? This sentence is OK. It is right to say that way. But if we talk about imaginary situations, we can say: What would you do if you had a lot of money? Now add more ideas to the list on page 26.1b Listening and numberingNow you are going to listen and number the pictures 1 to 3 on page 26 in the order you hear them. While listening, pay your attention to examples of “second conditional: s hould for advice”and useful expressions in it. Now read the tapescript on page 129 to underline all the useful expressions and all the second conditional sentences.Now let’s talk as they do in the conversation. We are going to talk in imitation of the conversation we have just heard and read.1c Pairing and speakingPretend that you are the people in the picture on page 26. Talk with your partner about what you would do if you had a million dollars.Period 2: Listening and Speaking (Page 27)(If I were you, I’d wear a shirt and tie.)Objectives●To learn to understand and use second conditional sentences●To listen and speak about what you would doProcedures■Warming up by studying the sentence If I were you, I’d wear a shirt and tie.Good morning, class. Look at the sentence: If I were you, I’d wear a shirt and tie. Could you find out its structure? Yes, it is:Could you make more such sentences?2a Listening and circlingListen to the tape and circle the reasons in the box on page 27 why Larry is nervous. While listening, pay your attention to the structure of the sentence and the useful expressions in it.Now let’s talk as they do in the conversation. We are going to talk in imitation of the conversation we have just heard and read.2b Listening and checkingListen to the tape again and check on page 27 the four things Lar ry’s sister says to him.2c Pairing and speakingXu Linfeng, you are Larry. Men Yating, you are Larry’s sister. Xu is going to talk about his worries and Men is going to give him advice.Period 3: Reading and Speaking (Page 28)(If I were you, I’d take a long walk.)Objectives●To learn to understand and use second conditional: should for advice●To read and speak about what you should doProcedures■Warming up by studying grammarHello, class. First look at this sentence from the text today: If I were you, I’d take a long walk.What does it mean? Could you put it into Chinese?Could you make more such sentences?3a Reading and matchingGo to page 28. Read the problems in the boxes and match them with the correct advice. And now write down all the expressions into your notebook.3b Thinking and role playingNext you are going to think of different advice for the problems in activity 3a. Role play conversations with your partner.4. Grouping and speakingYou are put into pairs and find out each other’s problems at school and at home. Then give each other advice.Period 4: Completing, Speaking and Listening (Page 29)(I just did a personality survey…)Objectives●To find out about people’s pers onalities●To learn to understand and use the second conditional structureProcedures■Warming up by making sentences with the given wordsHi, class. Read after me the five words, adjectives, on the top of page 29. Now let’s make sentences using each of the five words.1a Describing and fillingTurn to page 29 and fill in the blanks with words given.1b Pairing and speakingWhich words in activity 1a describe you? Tell your partner.2a Listening and checkingCelia is asking Bill questions from a personality survey. Check the questions Celia asks. While listening, pay your attention to the structure of the sentence and the useful expressions in it.2b Listening and circlingYou shall listen again to the recording and circle Bill’s responses. Now let’s talk as they do in the conversation. We are going to talk in imitation of the conversation we have just heard and read.2c Pairing and speakingIn pairs ask and answer the questions in the personality survey on page 29.Period 5: Reading, Writing and Speaking (Page 30)(Personality survey results)Objectives●To read, write, and speak about personalities with second conditional sentences Procedures■Warming up by reading aloud the textReading aloud to the recording can be the best way to improve reading and speaking. Using a tape recorder is very rewarding. You can enjoy reading aloud even more if you don’t understand the text completely.Now read aloud the text on page 30.3a Reading and fillingLook at the survey in 2a and read the personality survey result on page 30. Fill in the blanks with a, b or c.Now let’s try to translate the text into Chinese.3b Looking and writingNext you are to write your own personality survey based on that in 2a.4 Grouping and speakingAsk students in your group the questions from your survey. Discuss the results.。

新目标英语九年级unit4全套教案及习题[总结]

a long
should
you
.
3. 我不知道说什么或做什么。
I
know what
.
舒兰市第三十一中学校英语教案
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年级
课题教学目标
重点难点
课前准备
九年级
设计者
关星使用者
Unit4 What would you do? (SectionB1a-2c)
1. 词汇: energetic, confident, permission, herself 2. 短语：in public, give a speech, the whole school,
三、用所给动词的适当形式填空
练
1. He doesn’t know where
(park 停，泊) the car.
2.If I
(be)you, I
(will)wear a shirt and tie.
3. What would you do if you
(win) a million dollars.
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舒兰市第三十一中学校英语教案
文档从互联网中收集，已重新修正排版，word 格式支持编辑，如有帮助欢迎下载支持。
年级
课题
教学目标
九年级
设计者关星
使用者
Unit4 What would you do? (SectionA3a-4)
1. 词汇: pimple 2. 句型 : If I were you, I’d take a long walk before going.
Review the language points in this class and preview new words.

山东省人教版新目标九年级英语Unit4教案1

备课日期：2014-10-13 编号：016
学习目标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 like now? —He’s tall now.
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。

重点1)掌握本课时中出现的生词humorous,
silent, helpful, from time to time, score
2) 学会描述自己或他人过去常常做的事情基
本句型：
I used to…
难
点
used to
do/be 句型
教材
本节课的核心话题为“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。

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.。

人教版英语九年级全册Unit4优秀教学案例

5.教学策略的运用：本节课运用了情景创设、问题导向、小组合作和反思与评价等多种教学策略，使学生在生动、活泼、有效的课堂氛围中学习。这些教学策略不仅提高了学生的学习效果，还培养了学生的学习能力。
在教学过程中，我以一位教师的角色，设计了一系列的教学活动，旨在帮助学生掌握一般过去时态的用法，提高他们的英语语言运用能力。针对九年级学生的知识深度，我注重引导学生在语境中感知语言，通过合作、探究的学习方式，激发学生的学习兴趣，培养他们的自主学习能力。
在教学设计中，我充分考虑了学生的实际需求和兴趣点，将教材内容与学生的生活实际相结合，创设真实、有趣的学习情境。通过运用多媒体教学资源，如图片、视频等，丰富教学手段，提高学生的学习积极性。同时，我还注重培养学生的团队协作精神，通过小组讨论、表演等形式，让学生在互动中提高英语口语表达能力。
五、案例亮点
1.情景创设：本节课通过播放视频、使用图片和道具等教学资源，创设了真实、有趣的学习情境，使学生在情境中感知、理解和运用语言。这种情境创设的方式不仅激发了学生的学习兴趣，还提高了学生的学习积极性。
2.问题导向：教师在教学过程中提出了与本节课相关的问题，引导学生思考、讨论，激发了学生的求知欲。通过探究问题，学生自主发现了知识规律，提高了解决问题的能力。
2.学生完成作业，教师及时批改和反馈，给予鼓励和建议。
3.教师根据学生的作业表现，总结本节课的学习情况，为下一节课做好准备。
本节课通过导入新课、讲授新知、学生小组讨论、总结归纳和作业小结等环节，系统地教授了动词的一般过去时态。教师关注学生的学习过程，引导学生在实践中感知、理解和运用语言，提高学生的英语语言运用能力。同时，教师运用人性化的语言和教学策略，营造一个积极、和谐的学习氛围，激发学生的学习兴趣和动力。

人教版新目标版九年级英语全册 Unit 4 I used to be afraid of the dark Period 4教案

Unit 4 I used to be afraid of the darkⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularyspider, insect, chew, gum(2) Target LanguageI used to eat candy all the time. Did you?Yes, I did. And I used to chew gum a lot.2. Ability ObjectTrain students’ ability to talk about what they used to be/do.3. Moral ObjectPeople surely change. Students should take good care of the 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 PointTalk about what you used to be/do.Ⅳ. Teaching MethodPractice methodⅤ. Teaching Aids1. A tape recorder2. A picture with spiders and a picture with insects.3. A gumⅥ. Teaching ProceduresStep 1 RevisionCheck homework. Invite different students to report what his/her grandparents, parents, aunts, uncles, or old friends used to be afraid of when they were young.Step2 1aThis activity introduces new vocabulary words and provides practice with the target language. Using pictures, teach students to practice the words spider and insect. Teach theword gum by holding up a gum. And teach the verb chew by chewing the gum.This activity provides practice with the target language.Point out the box under the pictures.Read the instructions to the class. Say,You are to w rite some other things that you used to like to do when you were a children on the lines in the box. Remind students to write sentences.As students work, move around the room offering language support and helpi ng them with any words they want to use.Get a student to write his/her sentences on the blackboard. Help correct any errors.Sample answers1. I used to play football with my brother.2. I used to eat hamburgers a lot.3. I used to watch cartoons.4. I used to run with my father in the morning.Step 4 2a 2bThis activity provides listening practice using the target language.Set a time limit of one minute. Ask students to look through the sentences in the box.Say, You will hear a boy and a girl ta lking about how life used to be when they were much younger on the recording. Listen and check the sentences you hear.Point out the sample answer. Play the recording for the first time. Students only listen.Play the recording again. This time students check the sentences they hear.Check the answers.AnswersChecked sentences: 1,2,3TapescriptGirl 1: My six-year-old brother started school this week.Boy 1: He’s really lucky. Life was great when I was six.Girl 1: Really? Why?Boy 1: Oh, schoolwork was really easy.Girl 1: Not for me. I didn’t use to like tests. Now I don’t worry about tests.Boy 1: And we used to play every d ay after school. Now we just study all the time.Girl 1: Yeah, but we used to walk to school. Now we have to take the bus.Boy 1: I remember one thing. I used to hate gym. Now I love gym class.Girl 1: Me, too.Step 5 2cThis activity provides oral practice using the target language.Ask a pair of students to read the sample conversation to the class.Optional activityAsk students to talk about good and bad habits. Then make sentences with “used to”to show which habits they have stopped and make sentences with “still” to show which ones they still have. Step 6 Summary and HomeworkSay, In this c lass, we’ve learned the new vocabulary words spider, insect, gum and chew and the target language I used to do sth. After class, finish writing the sentences in Optional Activity.。

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人教版新目标九年级英语Unit4单元集体备课教案XXX: Unit 4 - I Used to Be Afraid of the DarkPrepared by: First Backup XXXXXX:Knowledge Objectives:Important words: humorous。

silent。

helpful。

scoreImportant phrases: used to。

be afraid of。

wear glasses。

from time to time。

such a great idea。

get good scores XXX:1."。

you used to be short。

didn't you?"2."What's he like now?"3."It's been three years since we last saw our primary school classmates."Ability Objectives:Students XXX affirmative。

interrogative。

negative。

and tag ns with "used to" to XXX.XXX:XXX evolving。

XXX.XXX and Difficulties:Focus: The usage of "be used to do sth."。

"be used to doing sth."。

and "used to do".Difficulties: XXX.XXX:Inductive teaching methodXXX methodXXX methodXXX:Step 1: nXXX: "Twenty years ago。

I was a student。

But now。

I'm a teacher。

That is to say。

I used to be a student." (Write the sentence on the board and show an old photo of a classmate.) XXX: "This is。

He was really short then。

but now he is so tall。

So he used to be really short."ns:XXX: "Can you tell me what you looked like five years ago?"Step 2: XXXXXX: "Now。

let's learn how to use 'used to' to XXX." (Write the three usages on the board.)XXX: "First。

'be used to do sth.' means to be accustomed to doing something。

For example。

'I am used to getting up early in the morning.'"XXX: "Second。

'be used to doing sth.' means to be accustomed to the process of doing something。

For example。

'I am used to XXX.'"XXX: "Finally。

'used to do' means that something happened regularly in the past。

but not anymore。

For example。

'I used to play basketball every day。

but now I don't have time.'"Step 3: PracticeActivity 1: Inductive TeachingXXX: "Let's read the passage together and find out how the author's XXX." (Distribute the passage to students.)XXX: "Now。

let's discuss the XXX."ns:1.What was the author afraid of when he was young?2.How did the author e his fear?3.How does the author feel about the dark now?Activity 2: Interactive TeachingXXX: "Now。

let's play a game。

I will XXX using 'used to' and you have to guess who it is."XXX: "This person used to wear glasses。

but now they don't."Student: "Is it。

"XXX: "Yes。

it is."Activity 3: XXXXXX: "Now。

let's work in groups of three。

Each group will create a dialogue using 'used to' to XXX."XXX: "After you finish。

one person from each group will perform the dialogue in front of the class."Step 4: Summary and HomeworkXXX: "Today。

we learned how to use 'used to' to XXX to use 'be used to do sth.'。

'be used to doing sth.'。

and 'used to do' correctly."Homework:Write a short paragraph about how your XXX over the years using 'used to'.1.要求学生翻开课本P26，快速阅读2a部分的内容。

并按要求完成课本上相应的任务。

(1分钟)2.检查答案，先要求全班一起给出答案并检查讨论。

然后要求2-3名同学就“What did you use to do when you were a child?”给出自己的答案，并把收集的答案以“used to…”的形式出示在黑板上。

(3分钟)参考案例did you use to do when you were a child?①play with dolls②watch cartoons③climb XXX3.要求学生听第一遍录音，并完成课本上2b的听力任务。

(1分钟)4.要求学生听第二遍录音，并逐句进行跟读。

(2分钟)5.完成教材2c的任务，要求学生利用2a的信息，模仿2c方框中的对话编造自己的对话。

并邀请2-3对同学当堂进行演示。

(3分钟)6.完成教材2d的任务，要求学生根据自己的实际情况，写一篇短文，描述自己小时候的生活和现在的生活。

并邀请2-3名同学当堂朗读自己的短文。

(4分钟)环节说明:通过研究2a，使学生掌握used to do结构的用法；通过2b，锻炼学生的听力及抓取关键信息的能力；通过2c的训练锻炼学生的口头表达能力，同时巩固对used to do结构的认识；通过2d的任务，让学生综合运用所学知识，提高综合语言运用能力。

1.要求学生翻开课本第26页，听第一遍录音，完成2a和2b的听力任务。

（1分钟）2.让学生听第二遍录音，并逐句跟读。

（2分钟）3.巩固听力内容。

要求学生根据所听到的内容完成下列句子。

完成后，让若干名学生给出自己的答案，以巩固对听力内容的理解。

（4分钟）1) 四年没见过Bob了。

2) 以前矮吗？是的，他是。

3) XXX以前很安静，但现在很外向。

4) XXX以前会弹钢琴，但现在喜欢运动，比如足球和游泳。

4.大声朗读听力材料。

（1分钟）5.放下听力材料，让学生模仿听力内容，利用2a和2b的信息分角色练对话。

然后邀请2-3对同学当堂演示，看哪一对的表现最佳。

（5分钟）6.播放2d的对话录音，让学生跟读，模仿并理解大意。

然后让学生分角色朗读并表演2d的对话。

（5分钟）7.对话内容巩固训练。

要求学生根据2d的对话内容完成下列句子。

完成后，让若干名学生给出自己的答案，以巩固对对话内容的理解。

（4分钟）补全对话：Lucy：嗨，你是XXX吗？Jack：Lucy！见到你真好！你怎么样？Lucy：1.D 你呢？Jack：2.B Lucy，你以前头发很短，对吧？Lucy：是啊。

你以前很矮，对吧？Jack：是的，我是。

3.ALucy：我知道。

现在你非常外向。

Jack：谢谢！等一下！4.FLucy：是的，我是。

5.CJack：哇！人们确实会变啊。

A。

我以前非常安静。

B。

一样。

C。

但现在我更喜欢运动。

D。

嗯，一般般。

E。

你不记得我了吗？XXX: Unit 4.Lesson 2: Personal XXXn:In this lesson。

we will be discussing personal experiencesand how they shape us as individuals。

We will also be learning how to use the "used to" structure in XXX.Knowledge Objective:Important words: background。

interview。

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