中小学教育资源及组卷应用平台
Unit 4 I used to be afraid of the dark .单元整体教学设计
单元主题意义 本单元的主题属于“人与自我 ”范畴，本单元是《新目标英语》系列教材之一!第四单元的内容，本单元话题设计谈论自己和他人过去的性格、外貌及爱好等，借此学习used to 这一特有的用来表达过去经历和习惯的语言结构。本单元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里的健康和成长。
单元教学目标 通过本单元的学习，学生能够： 目标a：学习理解层面，学生能够通过听、说、读、写更深层次地理解中西放文化，并通过学习树立文化自信，增强国家情怀，形成结构行知识。 目标b：应用实践层面，学生能够使用听、说、读、写技能使用目标语言。 目标c：迁移创新层面，通过学习能够有描述任务性格、外貌变化转向讨论人物行为习惯、爱好的改变。 目标d：迁移创新层面，完成本单元学习后，学生能够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里的健康和成长。 与核心素养的关系： 在大单元主题理念下，将本单元碎片化的知识以“子主题”形式有效整合，是落实英语学科素养的有效手段，通过本单元的学习，在语言能力方面，学生能够使用used to结构，谈论学生自己怎样与过去不同，能准确地描述自己的外貌、性格的变化，灵活运用used to结构处理和传递信息；在文化意识方面，培养学生积极的健康的心态，学会谈论事物的发展和变化，明白事物是不断发变化的道理；在学习能力方面，能够培养学生获取、分析、处理和使用信息的能力；在思维品质方面，学生能够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。
整体教学思路及教学结构图 1.来源& 内容： 本单元是《新目标英语》系列教材之一!第四单元的内容，本单元的核心本单元话题设计谈论自己和他人过去的性格、外貌及爱好等，借此学习used to 这一特有的用来表达过去经历和习惯的语言结构。 2.纵向知识关联： 功能： 我们所发生的变化。 话题： 能谈论人物过去的特点。 语言知识： 能正确使用used to结构描述或询问过去的情况。 3.横向知识关联： （1 ）复习七年级下册Unit 9有关外貌的话题； （2 ）本单元出现已学过的used to 句型，巩固已学。 教学结构图：
单元课时安排
语篇 课型 课时 课时目标 评价任务
Section A 1a-2d 听说课 第一课时 学生通过对目标语言的听力训练，能让学生用英语描述自己或他人过去常常做的事情；使学生发现自己或他人在外表、性格、兴趣等方面所发生的变化。 通过Pair-work的形式对学习方法谈论，评价学生的对目标句型的认知；通过可视化思维工具整理重点学习方法短语，评价学生对课堂内容的理解与整合；通过听力联系，评价学生准确使用本单元功能性语言。
Section A 3a-4c 读写课 第二课时 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；总结used to的不同句型。 通过读课文找出描述过去的句子，评价学生对目标句型的认知；通过提取描述关于学习障碍的关键信息，并完成问题，评价学生的信息提取和整合能力；在图片和文字提示下，复述课文，评价学生对语言结构和词汇的理解；通过编写对话和角色表演进行口头输出，评价学生的英语思维和语言表达能力。
Section B 1a-1e 听说课 第三课时 帮助学生巩固used to结构；复习巩固有关行为习惯及爱好的短语，让学生学会目标语言结构来对比显示生活中的改变，学以致用。 通过问题启发式评价引导学生，评价学生对语篇主题的理解；通过个人思考和合作交流，评价学生主动参与到学习中的能力。
Section B 2a-2f 阅读课 第四课时 学生在学习语言的同时提升学生利用上下文线索进行推到判断，确认语句位置及解读词语含义的阅读策略及能力；引导学生灵活运用不同的短语表达同样的含义。 通过问题启发式评价引导学生从整体到具体的认识，并提取关键信息完成思维导图，评价学生对文本第一段的理解和信息提取能力；通过读文章，定位、获取、整合信息，评价学生对文章第二段的理解和信息整合的能力；通过对话编写和角色表演进行口头输出，并通过书面表达的形式，评价学生对句型的掌握
Section B 3a-Self check 写作课 第五课时 学生能运用书面表达自己的改变，在练中学，培养学生语言运用能力。 通过书面表达的形式介绍礼貌的寻求表达信息，评价学生写作的能力。
第1课时 教学设计
课题 Unit 4 I used to be afraid of the dark .
课型 听说课√ 语法课口 阅读课口 写作课口 其它课__________
教材（语篇）分析： 【what】 本节课是一节听说课。作为第一课时，其基础地位和铺垫作用应予以高度重视。 【why】 首先1a-1c既巩固和复习学生已学的有关表示人物的性格和相貌的词汇，又通过听说活动导入used to这一语言活动，并借助主题图创设的与语境，模拟生活情境，引导学生开展初步的对话操练。活动2a-2d向学生介绍更多描述性格的形容词，并通过倾听关于人们今昔变化的对话，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。 【how】 教师通过创设情境，创造“问题契机”进而引导学生进行互动交流，既遵循 “情节设定-问题生成-寻觅答案”的基本思路。提出问题引发他们对学校生活的回顾。呈现新授单词及目标语言，并为听力作铺垫。
学情分析： 自然情况 在学习本单元之前，九年级学生已经学习过一些表示人物的外貌和性格的词汇和句型。 （二）已有基础 对于本课时的学习内容，大部分学生已经有了一定的学习基础，而且谈论性格外貌的变化贴近学生生活，是学生比较感兴趣的话题，这是学习本课的优势。
（三）存在问题
由于学生的自觉性差，很少自觉地复习预习，学过的词汇句型可能已经步再熟悉。 （四）解决措施 教师可以要求他们翻看、复习七年级和八年级的相关内容，并完成1a的活动。
教学目标： 通过本课学习，学生能够： 学生能学会重点词汇以及目标语言。 （学习理解） 重点单词及短语：humorous , silent , helpful , from time to time , score . 目标语言：Paula used to be really quiet . -Did Mario use to be short -Yes, he did . -What’s he like now -He’s tall now . 能让学生用英语描述自己或他人过去常常做的事情，使学生发现自己或他人再外表、性格、兴趣等方面所发生的变化。 （应用实践） 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。 （迁移创新）
9教学重难点 重点：学生能学会重点词汇以及目标语言 学会描述自己或他人过去常常做的事情的基本句型：I used to.. 发现自己或他人在外表、性格、兴趣等方面所发生的变化。 难点：掌握used to do /be句型。
学习活动设计 教师活动学生活动环节一：Activity 1 教师活动1 Lead-in Show some pictures of Doraemon , and ask students to describe his appearance . T:What does he look like S1: He has a round face. S2: He has two big eyes . He’s a little fat and he is short . 学生活动1 Make conversations . 复习功能句型以及借此词组的正确使用。 活动意图说明： 绝大多数学生认识并喜欢哆啦A梦，所以回答他的外貌会非常积极。通过回答问题，唤起它们对学过的用来描述人物外貌的词语的回忆，以便展开下列教学活动。 环节二：Activity 2 教师活动2 Presentation Ask students to look at the chart in 1a , and then discuss with groupmates . Try to fill in the chart with words to describe people . Appearance Personality tall outgoing straight hair funny
Let some students say their answers . Let other student and more. 学生活动2 Discuss with groupmates . Act out . 活动意图说明： 通过小组讨论的方式让学生填写表示人物外貌和性格的词语，充分发挥合作学习的作用，帮助基础一般的学生回顾、复习课本知识，激励学有余力的学生探寻更多词汇。 环节三：Activity 3 教的活动3 Presentation Show two different pictures of Cindy . Talk about the differences . Cindy used to have straight hair , but now she has curly hair . 学的活动3 Show pictures and talk about differences . 活动意图说明： 通过展示人物的对比照，使学生初步感知used to 结构的用法和意义，使学生乐于和易于接受。 环节四：Activity 4 教的活动4 Listening to 1b Before listening Show the picture in 1a , and tell students Bob hasn’t seen some of his friend for four years and now he’s talking with his friends. Ask students to describe their appearances and guess what his friends used to look like . 学的活动4 观察和思考 仔细观察1a图片上人物过去和现在的样子，你认为这些横线上应该填什么？ Mario used to be_____ . He used to wear ____ . Amy used to be_____ . She used to have _____ hair . Tina used to have _____ and ____ hair . 学的活动3 1. Ss observe the images and understand the situation. 2. Ss complete the questions and answers using past future tense. 活动意图说明： 让学生观察课本主题图，结合途中场景和语言内容引导他们推测，预填空缺的单词，培养学生观察图片猜测的能力。 环节五：Activity 5 教的活动5 Work on 2a&2b While listening Play the recording for the first time . Students only listen . Play the recording for the second time . Student s listen and try to fill in the blank with the right words. Play the recording again . Let students check their answers . 学的活动5 Listen to the recording twice . Finish 2a and 2b Check the answer 活动意图说明： 通过听的方式输入功能句型，先听后读，并指导如何听到信息后快速地记下来。同时听的过程中也对功能句型等语言知识的巩固。 环节六：Activity 6 Work on 1c教的活动6 After listening Ask students to look at the picture in 1a and make conversations in pairs . The teacher moves around the classroom while they are practicing . Give them some help if necessary . Students work in pairs to ask and answer the appearances about Mario , Amy and Tina . Ask some pairs to role-play the conversations . A:Did Mario use to be short B: Yes, he did . He used to be really short . A: What’s he like now B: He’s tall now. 学的活动6 Read aloud and understand . Role play the conversation . 活动意图说明： 引导学生运用合作学习的方法巩固所学的功能句型，实践语言；鼓励学生张口大胆模仿表达，培养较好的语言表达习惯，培养学生运用目标语言进行交际的能力。环节七：Activity 7 教的活动7 Listening work on 2a Before listening Ask students to look at the picture in 2a and answer: Where are they What are they doing T:Paula has changed a lot in the past few years . Do you want to know what she used to be Look at the words in 2a . Let some students read words aloud . Make sure all the students know the meaning of the words. While listening Play the recording for the first time . Students only listen. Play the recording for the second time . Students listen and check the words they hear . Play the recording again to check the answers . 学的活动7 Make conversations . Look at the picture and answer friendly outgoing serious humorous silent active brave quiet helpful 观察与思考 仔细观察2a中图片上的场景和人物，以及所列的词语，你认为他们在哪里？ 在谈论什么？ 活动意图说明： 在听听力之前，让学生先通过观察图片猜测他们在哪里，在干什么，有助于学生提前感知所要听到的内容。然后让学生朗读所列词汇，目的在于获取反馈后领读单词，让学生熟练掌握词汇的正确发音。只有这样，才能在听的过程中借助准确的语言特征去捕捉和分析对话中交流者所使用的词汇。 环节八：Activity 8 教的活动：Work on 2b Before listening Let students read the sentences in the chart . Ask them :what do we know about Paula in the past and now While listening Play the recording for the first time . Students only listen . Play the recording for the second time. Students fill in the chart with the right words . Play the recording again to check the answers . After listening Ask some students to say “what was Paula like in the past and what is he like now”, and then all the students read the sentences in the chart together . 学的活动 Read aloud and answer . Listen the recording for three times . 观察与思考 仔细观察表格里的内容，关于Paula的过去和现在，你能知道哪些？ 活动意图说明： 听前让学生通过观察表格中的句子回答问题，有助于让学生通过浏览句子熟悉听力的主题和细节内容。在听力活动之后让学生以独白的方式叙述Paula过去的特点和现在的变化以及学生齐读，目的是确保学生获得正确答案并再次整体感知目标语言used to的意义及用法。 环节九：Activity 9教的活动：Pair work Tell students to make conversations about Paula using the information in 2b . Let some pairs act out their conversations before the class. eg. A:Paula used to be really quiet . B: I know . She was always silent in class. 学的活动： Make conversations and act out 活动意图说明： 听后活动，让学生仿照2c示范对话，利用2b所提供的信息结伴开展的信息结伴开展口语操练并在课堂上展示，使学生进一步熟悉并运用所学知识进行语言的输出训练，提高学生综合运用用语言的能力。 环节十： Activity 10 教的活动： Ask students to look at the picture and read the conversation and then answer : Where are the speakers What’s the relationship between Alfred and Gina What are they talking about Let students read the conversation after the teacher . Read the conversation again and complete the passage. Billy has changed so much . He used to be so ____ and ____ . His face always turned ____ when he talked to girls ! He studied hard and got good ____ on his exams. He used to be ____ , but now he is ____and ____ . 学的活动： Look at the conversation and answer the questions . Read aloud . According to the passage , fill in the blanks . 活动意图说明： 让学生观察图片及对话，最后分角色表演，目的在于让学生体会used to 在真实的日常交际中的运用，进而理解其功能意义。
板书设计 Unit 4 I used to be afraid of the dark . Period 1 Section A 1a-2d Appearance : tall , short , straight /curly/long /short hair , of medium height . Personality : outgoing ,shy , funny , serious , cute , quiet , kind , brave , friendly , active . A:Did Mario use to be short B: Yes, he did . He used to be really short .
分层作业设计 基础巩固： 单词拼写： He has plenty of _______ (幽默的）stories to tell me . You’d better keep ______ (沉默）about what happened . 设计意图：熟记本课重点单词和短语。 能力提升： 翻译句子 他过去常常在卧室抽烟. ______________________________________ 汤姆过去常常去那儿看电影，但现在他不去了。 ____________________________________________
教学反思与改进 本节课的设计体现了任务型教学的特点，由易至难，层层递进，由任务推动教学，使每个学生尽可能地参与到课堂之中，但在具体的操练过程中，操练的方法还有待于进一步改进，应加上自己和同伴的前后变化或加上更多的活动和游戏来调动学生参与的积极性，以达到更好的教学效果。
21世纪教育网(www.21cnjy.com)(共26张PPT)
Unit 4
I used to be afraid of the dark.
Section A (1a~2d)
After learning this lesson, you can:
1. 学生能学会重点词汇以及目标语言。 （学习理解）
重点单词及短语：humorous , silent , helpful , from time to time , score .
目标语言：Paula used to be really quiet .
-Did Mario use to be short -Yes, he did .
-What’s he like now -He’s tall now .
2. 能让学生用英语描述自己或他人过去常常做的事情，使学生发现自己或他人再外表、性格、兴趣等方面所发生的变化。 （应用实践）
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。 （迁移创新）
Lead in
A person
appearance
personality
hair
build
height
short /long
straight /curly
black /brown/ blonde...
thin/heavy /fat
of medium build
big /strong
tall
of medium height
short /long
friendly , humorous , brave , outgoing , serious , active , helpful , funny
What does she look like
What is she like
Presentation
in the past
now
vs
She had blonde straight hair in the past .
She has black curly hair now .
She used to have blonde straight hair , but now she has black curly hair .
Presentation
Yao Ming was very short in the past .
Yao Ming is tall now .
Yao Ming used to be short , but now he is tall.
Yao Ming
VS
in the past
now
Presentation
in the past
now
VS
Xiaowan
She had short hair in the past.
She has long hair now .
She __________ short hair , but now she ______ long hair .
Pairwork
Introduce yourself to your partner.
I used to (be) __________ , but now I __________ .
shy
short
funny
be interested in drawing
like cartoons
curly hair
didn’t wear glasses ...
outgoing
tall
serious
be interested in thinking
like movies
straight hair
wear glasses ...
Before-Listening
What have they changed
1b. Bob is seeing some friends for the first time in four years. What did his friends use to look like
1. Mario used to be ______. He used to wear_______.
2. Amy used to be ___. She used to have ________.
3. Tina used to have____and ______hair.
curly
glasses
tall
short hair
short
red
Mario
Amy
Tina
Steve
Paula
They were in the same science class during Grade 8
Listen and check (√) the words you hear.
___ friendly ___ outgoing ___ serious
___ humorous ___ silent ___ active
___ brave ___ quiet ___ helpful
√
√
√
√
√
√
Listen again and complete the sentences about how Paula has changed.
quiet
music
piano
sports
swim
outgoing
soccer
science
In the past
Now
1. Paula used to be really _____.
She was always silent in class. She wasn’t very ________. She was never brave enough to ask questions.
2. She got good grades in _______. She was also good in ______ class. She used to play the ______.
1. Now she’s more interested in ______. She plays ______ almost every day. She’s also on a _____ team.
2. She still plays the ______ from time to time.
Guessing game
Who is he
1. He comes from a famous cartoon .
2. He used to be short .
3. He used to be naughty (顽皮，顽劣）
4. People used to be afraid of him.
5. He didn’t use to have many friend.
6. But , now he is the super hero in Chen STangguan .
2d
Read the conversation and answer the questions.
1.Where are the speakers
2. What’s the relationship between
Alfred and Gina
3. What are they talking about
Read the conversation again and complete the blanks.
2d
Bill has changed so much! He used to be ____ and _____. His face always ______ ___ when he talked to girls! He studied hard and got good ______ on his exams. He used to be ____, but now he is ___ and _______.
Role-play
This party is such a great idea!
2d
I agree. It’s been three years since we last saw our primary school classmates.
It’s interesting to see how people have changed.
Billy has changed so much! He used to be so shy and quiet.
Yeah, his face always turned red when he talked to girls!
I used to see him reading in the library every day.
That’s because he was a really good student. He studied hard and got good scores on his exams.
Did he use to wear glasses
Yes, and he used to be thin, too. But look how big and strong he is now!
He’s so popular now. Look at all the girls around him!
A．used to 的用法
1.used to do sth. “过去常常做某事”表示过去的习惯性动作或状态，现在已不再发生或不存在。
e.g：I never used to eat cakes, but I eat a lot now.
过去我从不吃蛋糕，但是现在我吃很多。
2. used to do sth.的否定形式：used not to do sth.或 didn’t use to do sth. （常用第二个）
一般疑问句形式： Did sb. use to do sth.
或 Used sb. to do sth. （常用第一个）
知识点小结
B．silent adj.安静的，沉默的，不说话的。其同义词为quiet, silent的名词形式为silence。
C．see sb. doing sth.看见某人正在干……
类似结构的动词还有：hear, watch，find等。
hear /watch /see sb. do sth.听见／看见某人干……／ 干过……
D. so和such,“那么”
(1)so+ adj. /adv.；so many／much /few /little+ n.
(2)such＋a /an＋(adj.)＋ n. (单)；
such＋adj.＋n. (复)；such＋adj.＋n.(不可数)
E. 其他重点短语：
get good grades in /get good scores on 在……上取得好成绩；
(2)on the…team 加入……队；
(3) from time to time 有时，时常
F. What be sb. like 对性格提问
What do/does sb. look like 对外貌、长相提问
G. humorous （adj.） 有幽默感的，滑稽有趣的
humor （n.）幽默，诙谐
humorist （n.） 有幽默感的人
Please think about the changes you and your family , then fill in the chart and write a report.
Appearance Personality Hobby
Name in the past now in the past now in the past now
I
My father
My mother
I 'm Keddy. I used to be ...... , but now I ... ...
谢谢
21世纪教育网（www.21cnjy.com)
中小学教育资源网站
兼职招聘：
https://www.21cnjy.com/recruitment/home/admin
