Unit 4 I used to be afraid of the dark Section B 2a-2f 课堂导学作业设计 人教版九年级英语全册

九年级英语Unit4 I used to be afraid of the dark.
(Section B 2a-2f)导学作业设计
学习内容分析
本课是九年级4单元的一篇大阅读。在前面的课时当中，学生已经学习了如何描述过去和现在的外貌，性格的变化，词汇和句型有一定积累。文章的主题是关于留守儿童，这个对学生来说并不陌生，相反还很贴近他们的生活，可以通过这篇文章的学习引导学生积极面对生活的困难并不断完善自己。
学情分析
对于九年级的学生来说，部分学生已经有了一定的英语学习基础。但是学生的个体差异较大，两极分化现象严重，知识、能力分布不均衡，有的学生英语学习的兴趣不高，需要在教学中注意对学生学习兴趣的培养。从学生能力来看，多数学生没有形成良好的学习习惯。课前的预习不到位，课后的复习不及时，学习缺乏灵活性，自觉性不够。本课是关于留守儿童，班上有部分学生也是留守儿童，学生能够很好的产生共情。
教学设计
课题 Unit4 I used to be afraid of the dark.(Section B 2a-2f)
教学目标 语言能力： 1.词汇：学生能正确使用以下单词和短语。influence， absent, fail, exactly, examination, in person, take pride in, be proud of, boarding school. 2. 语法：学生能在语境中正确理解和使用used to。 3. 语篇：学生能够通过阅读把握文章的时间线索，找出主人公李文在与父母谈话前和谈话后的表现，并探讨变化背后的原因。运用联系上下文的方式理解新单词和短语的意思，解决阅读中的障碍。 二．学习能力： 1. 学生能够感知和理解文章前后的对比，获得相关信息，提高阅读理解能力。 学生能够通过图片和标题预测文章主要内容。 3. 学生能够结合上下文猜测和理解新的词汇和短语。 三．文化意识： 1. 学生能够理解父母，爱父母，学会换位思考。 2. 学生能够勇敢面对困难并付出努力去不断完善自我。 四．思维品质： 1. 学生能够利用文章信息，结合自身经历，理解父母的不易，产生共情能力。 2. 学生能够明白事物是不断发展变化的，培养积极向上的心态。
教学重难点 运用used to表达过去和现在的变化； 联系上下文猜测新单词或词组的意思。
教学方法 任务型教学法，情景交际法
教学过程
教学环节 课堂活动 学生活动 设计意图
Step1: warm up Greeting Review: show students some pictures and ask students to say: I used to _______, but now I ______. 用PPT展示图片引导学生说自己过去和现在的变化：I used to _____, but now I ______. 利用情景，结合自身，复习used to的句式，并且引入新课。
Step2: pre-reading Show students a video of the stay-at-home children. And ask students some questions. Show students the picture and the title of the passage. And ask students to discuss with their partners: What problems do you think he might have Prediction: Ask students to choose the main idea of this passage. 出示关于留守儿童的视频，让学生带着问题观看视频。 与学生互动，请学生回答问题。 展示课文的标题和书上的图片，让学生讨论问题并做分享。 利用相关视频创设情景，激发学生的学习兴趣并引出文章相关主题。 通过阅读前观察标题和图片，获取相关信息，培养学生预测文章大意的能力。
Step3: while-reading Fast reading: Let students read the passage and match the main idea with each paragraph. Let students read the passage and and put the sentences [A–D] in the correct places. Careful reading: Ask students to read paragraph 1 and finish the chart about Li Wen. Ask students to read paragraph2 and guess the meaning of the words and phrase. Ask students to read paragraph1 and 2 and underline the problems he used to have and then fill in the chart. Ask students to read paragraph3 and 4 and underline the changes and then fill in the chart. Discussion:What should we do for our parents What can we do to make us better if our parents don't have time to stay with us 让学生快速阅读文章并匹配每个段的大意。 2.让学生快速阅读文章并将A-D的句子放入文章中正确的位置。 让学生自习阅读第1段，完成李文的任务信息表格。 让学生仔细阅读第2段，结合上下文猜测新单词的意思。 让学生仔细阅读1-2段，找出李磊在与父母谈话前存在的问题，完成表格填写。 让学生仔细阅读3-4段，找出李磊在与父母谈话后的变化，完成表格填写。 通过快速阅读，能够整体理解和简要概括每个段的主要内容。 通过这个阅读任务学生能够联系上下文，判断句子之间、段落之间的逻辑关系。 学生能够通过阅读提取和整理文章中的关键信息。 学生能够通过把握文章的整体意义，联系上下文推测新词的意义。 让学生能够通过阅读文章提取和整理出关键信息和主要内容，推断文章的深层含义，做出正确的价值判断。 让学生懂得感恩父母和积极向上的情感态度。
Step4: post-reading Ask students to finish 2e. Ask students to discuss the things in 2f and write the conversation and role-play it with your partner. 让学生完成书上2e的练习。 让学生讨论2f的内容，并编写相应的对话，与搭档进行角色扮演。 学生能够整体理解文章并完善信息。 学生能够根据文章推断人物的心理，并进行合理的创编，在活动中与他人合作。
Step5: Summary Ask students to look at the mind map and summarize the passage. 带领学生一起回顾文章的主要内容。 学生能够整体把握文章意义，整理和归纳文章的主要信息。
Step6: Homework Read the passage aloud by yourself. Write a letter to your parents by using the patterns: I used to ....but from now on, I ... 让学生自己大声朗读文章。 用used to的句型写一封信给自己的家长讲述自己的变化。 学生能够通过朗读积累一些表达并培养语感。 能够用目标句式描述自身的变化，表达情感态度。
作业设计
导学作业设计
目标 作业内容 设计意图
学生能够积累重点单词和进行观点的表达； 学生能够对应于学习产生兴趣并在学习活动中积极与他人合作； 学生能够主动探究和思考问题； 学生能够把握文章整体意义，提取和整理关键信息； 学生能够通过阅读懂得感恩父母，并不断完善自我。 Pre-reading； Task1: Watch a video and answer the questions: ①Who are they？ ②Where are their parents ③Where do the left-behind children live ④How do they feel 用问问题的方式激发学生的学习兴趣并引出文章的相关话题。
Task2: See the picture and title and discuss the question: What problems do you think he might have 让学生能够在活动中积极与他人讨论和和写作，主动思考和探究。
Task3: Prediction: What’s the general idea(主旨) of the passage A. It’s about Li wen’s change. B. It’s about Li Wen’s school. C. It’s about Li Wen’s hobby. 让学生能整体把握文章的整体意义，概括文章的主要内容。
While-reading: Task4: Skimming:Match the main idea with each paragraph. Para.1 The problems Li Wen used to cause. Para.2 Li Wen’s understanding of his parents. Para.3 Li Wen changed to be better. Para.4 Li Wen’s background. 让学生能够整体理解和简要概括各段的主要内容。
Task5: Read paragraph1 and fill in the chart. Li Wen’s background cardSex(性别)Age From It's hard to believe that
1.What was he like before his parents moved to the city Why 2. What happened to him a few years ago 3. Was he happy at that time Why 让学生能够提取并整理关键信息，推断人物心理。
Task6: Read paragraph 2 and match the meanings. influence a school that a student can live here every day absent not present; missing from boarding school face to face in person have an effect on; change 让学生能够根据文章联系上下文推测词汇意思，积累词汇。
Before the talk (his problems)After the talk (his changes)He felt ____ and___. His unhappiness began to ____ his schoolwork. He ____ classes and ____ his examinations. He was ____ and was not able to ____ quickly in school. He became ______and ______. He has ____ the school basketball team and became ___. He was ____ now. He worked _____ than he used to, because he knew his parents _________.
Task7: Read the passage and finish the chart. According to Li Wen, what is the most important thing in children’s lives 让学生能把握文章的结构，提取归纳关键信息，推断文章的深层含义，让学生懂得感恩父母，培养学生不断努力进取的积极态度。
Post-reading: Task8: Make a conversation between Li Wen and his parents. Li Wen: Mom and dad, I miss you very much. Parents: We miss you ,too. Mom : Why do you want to leave school Li Wen: Because I feel ________________. Mom: _____________________________. Li Wen: ___________________________. Mom: ____________________________. Li Wen: ___________________________. ...... 学生能够根据文章内容推断人物心理，对文章进行其中的对话创编，让学生在合作中学习。
作业答案
作业答案
Pre-reading； Task1: Watch a video and answer the questions: ①Who are they？ They are left-behind children. ②Where are their parents Their parents are working in another city. ③Where do the left-behind children live They live at home. ④How do they feel They feel lonely and unhappy.
Task2: See the picture and title and discuss the question: What problems do you think he might have
Task3: Prediction: What’s the general idea(主旨) of the passage A A. It’s about Li wen’s change. B. It’s about Li Wen’s school. C. It’s about Li Wen’s hobby.
While-reading: Task4: Skimming:Match the main idea with each paragraph. Para.1 The problems Li Wen used to cause. Para.2 Li Wen’s understanding of his parents. Para.3 Li Wen changed to be better. Para.4 Li Wen’s background.
Task5: Read paragraph1 and fill in the chart. Li Wen’s background cardSex(性别)a boyAge 15 years oldFrom the countrysideIt's hard to believe that He used to have difficulties in school.
What was he like before his parents moved to the city Why He worked hard and did well in school. What happened to him a few years ago His parents moved to the city to look for jobs and his grandparents took care of him. Was he happy at that time Why No, he wasn’t. Because he missed his his parents and felt lonely.
Task6: Read paragraph 2 and match the meanings. influence a school that a student can live here every day absent not present; missing from boarding school face to face in person have an effect on; change
Task7: Read the passage and finish the chart. Before the talk (his problems)After the talk (his changes)He felt _lonely___ and_unhappy__. His unhappiness began to __influence__ his schoolwork. He _was absent___ classes and __failed__ his examinations. He was __shy__ and was not able to _make friends___ quickly in school. He became __more outgoing__and __make some good friends____. He has ___joined_ the school basketball team and became _active__. He was ___much happier_ now. He worked __harder___ than he used to, because he knew his parents ___proud of him____.
According to Li Wen, what is the most important thing in children’s lives It’s important for parents to be there for their children.
Post-reading: Task8: Make a conversation between Li Wen and his parents. Li Wen: Mom and dad, I miss you very much. Parents: We miss you ,too. Mom : Why do you want to leave school Li Wen: Because I feel ________________. Mom: _____________________________. Li Wen: ___________________________. Mom: ____________________________. Li Wen: ___________________________. ......
作业反思
在看完视频的问题互动中，部分学生没有参与到其中，可以让学生现在组内进行讨论，再请学生代表回答，以保证让更多学生参与到思考和讨论中。
猜词义部分对于基础较弱的学生完成起来有点困难，可以调整成给出选项让学生选出正确词义。
个别长难句会影响学生对文章意义的把握，对于这些长难句要设计活动让学生去重点理解和学习，并让学生反馈。
每个环节的任务完成后对这个部分进行评价，并紧扣主题升华总结，让学生在每个环节都有情感价值的体验。
对话的编写对于基础较差的学生来说比较难，让学生小组合作，尽可能的表达自己的想法，大家分工协作出对话内容，并派代表进行分享，让每个学生都发挥各自所长。