Unit 4 I used to be afraid of the dark课件001

Unit4I_used_to_be_afraid_of_the_dark课件

√ ______ active ______ helpful
adj. 有帮助的
_____quiet √
Please choose the right picture. He was quite humorous, and I liked that about him. B A
adj. 滑稽有趣的
Phil was silent for a moment as he thought about his reply. B A
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 ________. glasses short He used to wear ________. 2. Amy used to be _________. short hair. really tall She used to have _______ red curly and ______ 3. Tina used to have ______ hair.
long straight brown hair
short curly black hair
--What does she look like? --She has…
long curly blonde hair
short straight black hair
shy 怕羞的
outgoing 外向的/好交际的
2. What’s he like now? 他现在什么样子辨析：be like 和look like be like: “像…一样”，常指品德、相貌等相像，更侧重人的个性特征。 look like: “看起来像…”常指外貌上相像 ► The twin sisters are like their father. ► He looks like his mother.

unit 4 I used to be afraid of the dark section A 课件

✔ ______quiet
2b Listen again and complete the chart about how Paula
has changed.
In the past 1. Paula used to be really quiet She was always ______. Now 1. Now she’s more interested sports She plays in_________. soccer silent in class. She wasn’t ______almost every day. outgoing She was swim team. very________. She’s also on a _____ piano never brave enough to ask 2. She still plays the _______ questions. from time to time. 2. She got good grades in science ________.She was also music class good in______________. She used to play the _____. piano
Unit 4
I used to be afraid of the dark.
我过去害怕黑暗。
Look at the pictures and describe the people. What does hir
long black hair
straight hair
funny
heavy young
smart unfriendly
A: Mario, you used to be short, didn’t you? B: Yes, I did.

人教版英语九年级课件unit4iusedtobeafraidofthedarksa3a-3c公开课(35张ppt)

deal v. 对待；处理 (dealt, dealt) deal with 应对；处理 e.g. Have you dealt with these letters yet? 这些信件你处理了吗？ shy adj. 害羞的——shyness n. 害羞
2. As she got better, she dared to sing in front of her class, and then for the whole school. dare v. 敢于；胆敢 dare to do sth. 敢于做某事 e.g. Hedoesn’t dare to jumpfrom the top of the wall. 他不敢从墙上跳下来。
3.She used to
3.It’ism_p_o_s_s_ib__le___ for her
_ha_n_g__ou_t__with friends.
to stay with friends because
4_to._Sohhtoehwedrissdh.ne’apt puesaertswoo_r_ry__ab_o_utt4wh.hSeahrteeshhaaersestaoabyel_sw_vo_aer_ryd_yso_ce_gas_ur._ea_fru_d_l _as_.bout
Find the phrases
11.准备好做某事 12.放弃 13.继续奋斗 14.需要天赋和努力工作 15.许多 16.极少数
1.开始做某事 2.在人群前面 3.处理，应付 4.敢于做某事 5.不再 6.担心；担忧 7.得到太多的关注 8.私人时间 9.与朋友一起闲逛 10.准备好做某事
Find the phrases
Fast reading

Unit 4 I used to be afraid of the dark课件教版英语九年级全册

How do they feel? What problems they may have ?
feel lonely unhappy poor education lack of communication …
Unit 4 Section B 2a~2f
Pre-reading
2a Li Wen is a 15-year-old boy from the countryside. His parents are working in the city.
based on the context of the article; (Quality of thinking) 4. understand the value of family bonds(纽带), understand the responsibility
of our parents, and pay attention to mental health in the process of growing up.(Cultural awareness)
(Language ability) 2. guess and learn the meanings of new words and phrases by using the
sentence context; (Learning ability) 3. improve our logical thinking ability by completing the missing sentences
Unit 4 Section B 2a~2f
Warming Up
Let’s watch a video and then tell what it is about.

Unit4I_used_to_be_afraid_of_the_dark全单元课件

She used to be short, but now she is tall.
She used to have long hair, but now she has short hair.
I used to be afraid of snakes. But now I’m not afraid of them. How about you?
girls around him!
3. She was always silent in class. 在课堂上她总是很沉默。
silent作形容词，意为“不说话的；沉默的”，其名词形式为silence （沉默；寂静） ►She was silent when her mother asked
her questions. 她妈妈问她问题时她沉默不语。 1)Silent 的副词形式是silently (默默的；静静的) ► He went in to the classroom and sat down
From Shy Girl to Pop Star
For this month’s Young World magazine, I interviewed 19-year-old Asian pop star Candy Wang. Candy told me that she used to be really shy and took up singing to deal with her shyness. As she got better, she dared to sing in front of her class, and then for the whole school. Now she’s not shy anymore and loves singing in front of crowds.

unit 4 i used to be afraid of the dark. section b 1a--1e 课件

Unit 4 I used to be afraid of the dark.测评练习Period5 3a-Self Check本课分析：本节课是Section B第三课时，这一课时的主要内容是围绕自己各方面所发生的变化进行书面表达以及复习巩固本单元的主要表达方式与结构。

教学目标：1.复习巩固本单元常用词汇与表达方式。

2.让学生运用书面形式表达自己的改变，在练中学，培养学生语言运用能力。

3.练习写一篇关于你的外表、个性品质和习惯爱好的变化的短文。

教学重难点：重点：本单元常用词汇与表达方式；使用used to do sth.学会运用已学语言书面表达自己的改变。

难点：运用书面形式表达自己的改变。

【必备词汇】Appearance：beautiful，tall/short ，weak/strong ，thin/heavy ，straight/curly hair short/long hair，wear glasses…Personality：shy，friendly ，serious ，funny ，confident ，quiet，outgoingcreative ，patient…Hobbies: collect stamps , lay computer, read books , play the piano , play basketball go hiking…【必备句型】I used to be short. I didn’t use to be popular in school.Paula used to be really quiet. She didn’t use to like test.You used to be short, didn’t you? Yes, I did. No, I didn’t.【句型运用】What did you use to be like when you were six? Complete these statements.I used to wear__________________________when I was six .My hair used to be ____________________ when I was six.I used to watch ________________________ when I was six.I used to play __________________________ when I was six.I used to be ___________________________ when I was six.【知己知彼】Make a survey in each group of four students,one student report the changes , by comparison（通过对比）find out who has changed most ?Past Nowappearancepersonalityhobby【话题写作】Tell students to write about how they have changed. Try to write two paragraphs. Paragraph 1: General introduction about the changes in your life. Paragraph 2: The most important change and how it happened.First：写作训练提纲1.在最近几年，我的生活发生了很大的变化。

人教版九年级第四单元I-usedto-be-afraid-of-dark优秀教师-公开课课件

No,she didn't.
(不)
（是）
人教版九年级第四单元I-usedto-beafraid-of-dark优秀教师-公开课课件
2. silent adj. 不说话的; 沉默的【语境领悟】 *She was always silent in class. 她总是在课堂上保持沉默。 *They are doing homework in silence. 他们在默默地做作业。
shy friendly serious
He was short when he was a child, but he is tall now.
He used to be short, but now he is tall.
人教版九年级第四单元I-usedto-beafraid-of-dark优秀教师-公开课课件
人教版九年级第四单元I-usedto-beafraid-of-dark优秀教师-公开课课件
He used to be humorous , _d_i_d_n_`_t _h_e_? （幽默的）
Yes,he did.(是，他是）\ No,he didn't.（不，他不是）
人教版九年级第四单元I-usedto-beafraid-of-dark优秀教师-公开课课件
人教版九年级第四单元I-usedto-beafraid-of-dark优秀教师-公开课课件
Now Past
Doggy
He _u_s_e_d_t_o_p__la_y_ football, now he _p_la_y_s_basketball. He is on a basketball team. He often got a high score（得分；进球） in the game.

Unit 4 I used to be afraid of the dark.全单元教学课件(4课时

需要更完整的资源请到新世纪教育网 -
ton private guard require European African
Words and expressions adj. 英国（人）的 n. 讲话；发言 n. 民众 adj. 公开的公开地；在别人（尤指生人）面前 n. 蚂蚁 n. 昆虫
Read and learn words and expressions.
需要更完整的资源请到新世纪教育网 -
Words and expressions 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 n. 背景 v. & n.采访；面试
seldom influence absent fail examination boarding school in person
需要更完整的资源请到新世纪教育网 -
Words and expressions adv. 确切地；精确地 n. 自豪；骄傲为…….感到自豪 adj. 自豪的；骄傲的为……. 骄傲，自豪 adj. 总的；普遍的 n. 将军 n. 介绍 exactly pride take pride in proud be proud of general
需要更完整的资源请到新世纪教育网 - www.xsjjywHale Waihona Puke comintroduction
humorous
silent helpful
from time to time
score background interview
需要更完整的资源请到新世纪教育网 -
Words and expressions

课件人教版 Unit 4 I used to be afraid of the dark

Unit 4 I used to be afraid of the dark.Section B 3a-3b WritingPEP Go for it Grade 93. Bloom's Taxonomy2. The theory of Core competences1. 2022 English Curriculum Standards (thematic meaning and big idea of units, the integration of teaching evaluation)Guiding theoriesContents4. Teaching approach and aids5. Teaching procedure6. Teaching reflection01. Teaching concept1. Analysis of teaching materials2. Analysis of target students3. Teaching objectivesContentsWhyHow教材单元文本appearance (unit 9)personality comparative (unit 3)used to…changes (unit 4)WhyHow教材单元文本WhyHowSmall idea 1:changes in appearanceand hobby Small idea 2:changes in personality and theirpositive influenceSmall idea 3:Important changes can changeone’s life.The big idea: Face the changes in life correctly and regard changes as chances to become better.Why How教材单元文本Why教材单元文本Surveylanguage knowledgelanguageskills Students are able to perceive their own changes and they also have rich writing materials and enthusiasm.Most of them have known howto describe one’s appearance,personality, hobby and use somesentence patterns to compare thepast and current situations.They are able to acquire the themes anddetails of articles by listening and reading.themeExistingproblems SolutionsDevelopmentneeds1. Learn to form proper writing structures.2. Apply different kinds of sentence patterns and linking words.1. unable to form proper writing structures2. not rich in language3. unable to face changes in life correctly3. Regard changes aschances to become better. article analysis, mind maps，classroom assessmentsquestion chains，classroom assessmentsPart 2Analysis of target students02010304linguistic abilitythinking qualityFind the improper points of others’ writings and give reasonable suggestions .learning abilityIntegrate the structure, information and language points learned in this lesson and write a passage about their own changes.culture consciousnessBe positive about their changes and understand that changes can be chances to become better.Part 3 Teaching objectivesAfter learning this period, students are able to:Comb the theme, structure, detailed information and language features of the given article.keysdifficultiesTeaching approachActivity-based teaching approachSituational teaching methodTeaching aidsSeewo White Board learning guidancetextbookPart 4Teaching approach and aidsPre-writing（11 minutes) While-writing (20 minutes) Post-writing (9 minutes)Read the email for structure,information and language.Follow the examples of the teacherto write about their changes.Watch a video and read an email.Students have a free talk.Write an article of their changes.Polish their partners’ writingsand share their assessment.Summarize the key points of thislesson.学习理解（感知与注意）学习理解（获取与梳理）应用实践（内化与运用）迁移创新（批判与评价）迁移创新（批判与评价）Assess an replying email and givesuggestions in group.学习理解（概括与整合）迁移创新（想象与创造）Part 5Teaching procedurePurpose ：Lead to the theme of this class and activate students’ existing knowledge.Cognitive level ：learning and understanding （perception & attention ）Effect evaluation ：Observe students' performance during free talk and judge their familiarity with the topic.1. Free talk: Students talk about their changes in the last years. Then I play a video about me and my Korean friend Steve 12 years ago.Purpose ：Create a real writing situation and arouse students’ learning interest.2.Students read an email from Steve, then I lead them to analyze it with RAFT model – Role, Audience, Format and Topic.Effect evaluation ：Judge students’ understanding of the basic elements of the article.Cognitive level ：learning and understanding （acquiring & combing ）3. Students skim for the structure of the email.Cognitive level：learning and understanding （acquiring & combing）Purpose：Guide students to form a clear writing structure.Effect evaluation：Acquire students' ability of analyzing article structure through students' reaction.4. Students scan for the information in this email.Cognitive level：learning and understanding （acquiring & combing）Purpose：Lead students to grasp the key points of writing.Effect evaluation：Find out the students who can not find the key points of the email.5. Students read for the language points in this email.Cognitive level：learning and understanding （acquiring & combing）Purpose：Help students to realize the functions of different sentence patterns and linking words.Effect evaluation：Judge whether students can realize the functions of different sentence patterns and linking words.Objective 11. Students observe, compare and talk about theteacher’s changes in appearance, hobby and personality. Then think further and write about their own changes.Cognitive level：applying and practicing （internalizing & applying）Purpose：Taking the teacher as an example can disassemble the writing task, reduce writing difficulty, guide students to write about their own changes and lead them to confront changes in life correctly.Effect evaluation：Grasp students' mastery of the target language through the sentences they write.Part 5Teaching procedure : While-writing2. Students read a replying email and discuss in group to give assessment.Purpose ：Enhance students’ mastery of the knowledge learned through group work.Effect evaluation ：Judge whether students can give proper assessment after discussion.Cognitive level ：transferring and innovation （criticizing & assessing ）3. Students write a passage about their own changes.Cognitive level：transferring and innovation （imaging & creating）Purpose：Create a real situation for students to realize the transfer of knowledge. Effect evaluation：Check the transfer and application of knowledge learned this lesson.4. Students check their own writings from the following aspects.Purpose ：Lead students to be aware of the problems in their own articles.Effect evaluation ：Have a general idea of students’ basic writing abilities.Cognitive level ：transferring and innovation （criticizing & assessing ）Objective 21. Students polish their partners’ writings and givetheir advice. Then the teacher gives conclusions.Purpose ：To strengthen students’ understanding of vocabulary, sentence patterns, linking words, grammar knowledge and writing structure.Effect evaluation ：Students' mastery of knowledge canbe reflected through peer assessment.Cognitive level ：transferring and innovation （criticizing & assessing ）Objective 32. Students infer what they have learned fromSteve’s, the teacher’s and their own changes.Purpose ：Inspire students to understand that changes can be chances to become better.Effect evaluation ：Judge whether students can confrontchanges in life correctly.Cognitive level ：transferring and innovation （inferring & demonstrating ）Objective 41. Invite some students to summarize the writing tips, structure and key points.Cognitive level：learning and understanding （summarizing & integrating）Purpose：Help students straighten out the knowledge structure and clarify the key and difficult points of this class. Effect evaluation：Estimate the achievement of the first four objectives of this lesson.Part 5Teaching procedure : Summary作业内容作业目的作业形式作业功能预估时长必/选做网上搜索著名人物变化。

Unit 4 I used to be afraid of the dark课件001