2023-2024学年人教版英语九年级全册 Unit 4 I used to be afraid of the dark. 大单元教学设计（表格式）

人教版九年级英语（全）册
《Unit 4 I used to be afraid of the dark.》
（大单元教学设计）
一、备课素材
备 课 人 XXX 备课学科 九年级英语
备课年级 九年级 备课时间 2024年X月
辅助备课 新课标、教材、PPT课件、练习题
备课分类 新教师 后优教师 优秀或老教师
Section A
课程导入设计 导入一　视频或图片导入： 利用视频，提供几组和“人物变化”有关的图片，根据提供的视频及图片内容，引导学生使用used to be描述图片中的人物在外貌或性格等方面的变化，以导入新课。 T: The girl has long hair, doesn't she S: Yes, she does. But she used to have short hair. T: Did the boy use to... S: Yes, he did./No, he didn't. 导入二　复习导入： 教师利用七下Unit 9和八上Unit 3的主题图，帮助学生回顾所学的内容。下列问题可以供参考： (1)What's the title of this unit (2)What's the topic of this unit (3)What adjectives can you think of (要求部分学生列举相关词汇，教师将描述人物外貌特征和性格的单词及短语分别写在黑板上，为接下来的学习做好铺垫。)
课堂活动设计 （一）听说训练 【活动 1】　2b　Listening 1. 听前预习： (1)引导学生观察2b表格中的句子，提问题： What do we know about Paula in the past and now (2)学生浏览句子，熟悉听力的主题和细节内容。 2. 启发学生根据已知信息进行推测，可以参考以下问题： (1)Was she good at schoolwork in the past (2)Did she like music in the past (3)Does she often do any sports now (4)Has she said goodbye to music now (5)How do we know all these things 【活动 2】Role play（分角色表演，帮助学生整体理解对话，引导学生学习对话中出现的的语言现象) Step 1　学生默读对话，教师提出简单的问题供学生思考并回答： (1)Where are the speakers (2)What's the relationship between Alfred and Gina (3)What are they talking about Step 2 　要求学生根据下表梳理Billy的前后变化。 What was Billy like in the past？What is Billy like now？
　 Step 3 　学生分角色试读，找出困难所在。教师根据反馈，分析学生存在的语言障碍，简要讲解语言难点。 Step 4 　全班齐读对话，然后分角色朗读对话，达到熟练程度。 （二）语法突破设计 突破 used to结构描述或询问过去的情况 【观察】 I used to be afraid of the dark. Did Jerry use to be short You used to be short, didn't you 【探究】 used to意为“过去常常”，暗指现在已经不存在的动作或状态，后接动词原形。 used to的否定式通常为didn't use to。 含有used to的句子变为一般疑问句时，可用“助动词Did ＋主语＋use to do sth.？”结构。 肯定回答用Yes, sb. did.；否定回答用No, sb. didn't.。 含有used to的特殊疑问句的结构为“疑问词＋助动词did＋主语＋use to do...？”。 反意疑问句中如果陈述部分含有used to，附加疑问部分通常使用助动词did来引导。 （三）阅读突破设计 突破一　任务教学 1. Read the passage again and check (√) the things that happened in the story. (1)Candy Wang is an African pop star. (2)Traveling and meeting people are good things for Candy Wang. (3)Only a small number of people can become famous. [答案] (1)×　(2)√　(3)√ 2. Read the passage for a third time and answer the following questions. (1)What did Candy Wang use to be like (2)How did she change herself (3)What does she think of tons of attention (4)How can young people succeed [答案] (1)She used to be really shy. (2)She took up singing to deal with her shyness. (3)Too much attention can also be a bad thing. (4)They really require a lot of talent and hard work to succeed. 突破二　辅助教学 Retell the passage according to the key words in the form below. From Shy Girl to Pop Star Candy's BackgroundCandy used to...So she took up ... to .... As she ...， she dared to ... in front ...， and then for .... Now, she's not ... and loves singing...How Candy's life has ChangedAfter she became ...， there are many ... She is able to... and meet new people ... Now she gets ... everywhere, she ... However, there are many ... She has to worry about how ... and she has to be very ... about what ... And she doesn't have much private... Hanging out with ... is almost ... because there are ...Candy's advice to young people So she wants to ... who want to ... some advice. They have to be ... to give up ... They have to face how ... They really require ... and ... to succeed, because only ... can make it.
Section B
课程导入设计 导入一　视频或图片导入： 利用视频，提供几组和“活动”有关的图片，引导学生使用used to句式对图片进行简单的描述，然后让学生根据自己的情况，介绍他们小时候喜欢或讨厌做的事情，然后导入新课。 S: I used to hate P．E. class. T: Why did you use to hate it S: Because I... 导入二　对话导入： T: Do you have many hobbies Ss: Yes. T: What kind of things do you like best S1: I like singing best. S2: I like playing basketball best. S3: I like ... S4: I like ... S5: I like ... T: We have many hobbies now. And we also had many hobbies when we were young.
课堂活动设计 （一）准备活动设计 1. 课前教师收集一些与乡村儿童相关的图片或信息。在课堂上，将收集到的图片进行展示，同时，借助于图片和相关的故事信息呈现词汇。（2a） 2. 呈现2b中的图片以及课文标题“He Studies Harder Than He Used to”，介绍文中的主人公Li Wen的家庭背景，提出下列问题让学生思考： How might Li Wen feel when his parents are away from home What kind of problems might he have 3. 引导学生带着问题去阅读文章，寻找答案。 （二）听说训练 突破一　任务教学 任务一　Read the statements and circle (T) for True or (F) for False. 1. When he was young, Li Wen used to be a good boy.T　F 2. His parents sent him to a boarding school before he moved in with his grandmother.T　F 3. Li Wen's parents took pride in everything that Li Wen did.T　F 4. It's his parents that helped Li Wen feel good about himself.T　F [答案] 1－4　TFFT 任务二　Read the passage and answer the questions. 1. When did Li Wen's life become more difficult 2. Why did Li Wen do so many wrong things 3. What is very important for children in Li Wen's opinion [答案] 1. After his parents moved to the city to work. 2. He was afraid of being alone and wanted to make his parents pay more attention to him. 3. To be there with their parents is very important. 突破二　辅助教学 利用表格信息，让学生根据提示用自己的话复述课文。 How was Li Wen like before the conversation？How is Li Wen like now？felt lonely and unhappy less interested in studying was absent from classes failed his examinations was shy was not able to make friends quickly more outgoing some friends in school join the school basketball team become active in many other activities much happier work even harder
二、单元导航
主要内容 本单元话题涉及谈论过去的性格、外貌、特点及喜好等，借此学习used to...这一特有的用来表述过去经历和习惯的语言结构。 Section A通过对人物性格特点和相貌的今昔对比让学生感知新语言内容的结构特征，体会其用法。这阶段教学结束时，学生应当重点掌握并能够正确运用used to描述同学曾经的性格特点和相貌；学习表现性格和相貌的新词汇，复现巩固旧词；学会used to ...结构的陈述句、疑问句及其简短回答； Section B部分为Section A的话题基础上进行延伸和拓展，由描述人物性格、外貌变化转向讨论人物行为习惯、爱好的改变;在语言上，该部分除了进一步巩固 Section A所学重点语言内容外，还复习巩固了有关行为习惯及爱好的短语，同时还通过语篇呈现了其他词汇;从技能上看，该部分由听、说转向综合性的听、读、写的训练;从学习策略上看，教材侧重训练学生利用上下文线索进行推导判断、确认语句位置及解读词语含义的阅读策略及能力。另外，Section B的阅读部分介绍了一位乡村少年的成长故事，题材发人深省，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理的健康和成长。
教学目标 通过对本单元的学习，学生应做到： 1. 知识目标： （1）掌握与描述我们所发生的变化相关的词汇。 （2）掌握谈论对人物性格特点和相貌的今昔对比的句型。 —You used to be short，didn't you —Yes，I did./No，I didn't. —Did Mario use to be short —Yes，he did./No，he didn't. Tina used to have long and straight hair. I didn't use to be popular in school,but now I get tons of attention everywhere I go. 2. 能力目标：通过对描述我们所发生的变化相关词汇和句型的学习，感知新语言内容的结构特征，体会其用法。 3. 德育目标：通过本单元的学习，学生可以学会描写人的外貌和性格，培养生活中的良好人格，思考如何实现自我完善。鼓励学生提高自己，不要害怕自己的消极性格。
教学重、难点 重点： 1.学习并积累一些与表现性格和相貌有关的词汇。 2.学会used to ...结构的陈述句、疑问句及其简短回答。 3.能够正确运用used to描述同学曾经的性格特点和相貌。 难点： 如何使用used to…在肯定句、否定句、疑问句和反意疑问句中使用。
词汇和常用表达 1. 能够正确使用下列词汇 humorous, silent, helpful, Asian, private, European, African, British,proud, absent, general, score, background, ton, guard, speech,public, ant, examination, pride, introduction, interview, dare, require, influence, fail, seldom, exactly 能正确使用下列常用表达 from time to time, deal with, in public, in person, take pride in,be proud of 能认读下列词汇 shyness, crowd, insect, boarding school
学习策略 1.能根据上下文语境推测生词或短语的含义 2.能根据篇章内容的前后逻辑联系判断缺失信息 3.能灵活运用不同的短语表达同样的含义
文化知识 1.谈论他人相貌、性格并进行今昔对比时的语言运用得体性 2.自我完善( Self-improvement )
三、个人备课
课时内容 第1课时 Section A （1a~2d）
教学目标 【知识与技能】 能掌握下列词汇： humorous，silent，helpful，score, used to，from time to time，get good grades 2.能掌握以下句型： (1) —You used to be short，didn't you —Yes，I did./No，I didn't. (2) —Did Mario use to be short —Yes，he did./No，he didn't. (3) Tina used to have long and straight hair. 【情感、态度与价值观】 通过本单元的学习，学生可以学会描写人的外貌和性格，培养生活中的良好人格，思考如何实现自我完善。鼓励学生提高自己，不要害怕自己的消极性格。
教学重点 1.学习并积累一些与表现性格和相貌有关的词汇。 2.学会used to ...结构的陈述句、疑问句及其简短回答。 3.能够正确运用used to描述同学曾经的性格特点和相貌。
教学难点 used to ...结构的相关用法
教学准备 多媒体课件或其他教学所需的工具
教学过程
教学过程 Step 1: Leading in Show the picture of Unit 9 Grade 7 (volume 2) from the textbook to Ss. Help them to remember the title and the topic of that unit. Ask Ss to work in pairs or groups of four and write down words that can be used to describe a person’s appearance. (提示:老师可以在黑板上画一个图表，告诉学生他们要做一个形容词列表。给学生几分钟讨论并写下形容词。当他们完成后，老师可以让一两个小组把他们的单词写在黑板上) T shows the picture of Unit 3 Grade 8 (volume 1) from the textbook to Ss. Help them to remember the title and the topic of that unit. T asks each S to take out a piece of paper and write down adjectives to describe a person’s personality. When they finished, T can ask Ss to share their words with their partners. Step 2:Presentation Pre-listening Ask Ss to open their books and finish the task in 1a. Answers: Appearance: tall, straight hair, short, fat, thin, long hair, curly hair, glasses ... Personality: outgoing, funny, quiet, shy, cheerful, lazy, hard-working, friendly ... Ask Ss to think of one aspect of their appearance or personality that has changed since they became teenagers. Write them down and tell their partners. (学生必须使用“I used to be / have...”这个句型。，但现在我是/有……”。老师可以解释used to...的意思。如有需要，可向老师查询。) While-listening Ask Ss to look at the picture in 1a and introduce the characters to Ss. Ask Ss to make predictions about the missing words in 1b. Ask Ss to close their books and watch a video. Remind them to focus on the details. (提示:告诉学生他们可以做一些关键信息的笔记。) Ask Ss to open their books and finish the task. Tell Ss to check the answers with their partners before giving them the correct answers. Optional choice: Play the recording of the first conversation again and ask Ss to answer the questions. 1. What did Mario used to be like 2. What did Mario used to wear Ask them to listen to the second and the third conversation again and complete the conversation orally.Show Ss listening material if necessary. Post-listening Ask Ss to look at the picture in 1a and make conversations following the example. (提示:在他们开始对话之前，让学生选择一个伙伴。接下来，让每两个学生组成一组，在图片中选择一个人物。然后第一个学生会告诉他们的搭档他/她选择的角色有什么变化。然后对方会问第一个学生：“你确定吗 ”这个问题的答案一定是：“是的，因为……第一个学生应该根据他们在图片中看到的内容来解释他/她的答案。然后他们应该重复同样的练习，但这次是第二个学生和他/她在图片中选择的角色。) Optional Choice: Activity: Walk around in the classroom Ask each S to prepare a small piece of paper, write down their names and their changes in appearance and personality. Tell Ss to change their paper with anyone they want in the class. Ask them to find a new partner, tell their partner whose paper he/she has got. The Ss should take turns to talk about the changes of that person. When both of them have finished, they need to find a different partner and repeat the activity. (Tip: T can encourage Ss to talk freely or make conversations following the example in 1c.) Step 3:Work on 2a,2b,2c & 2d 1．Listen for the general idea of 2a and 2b. T: Some children are having a party. Two of them are talking. Do you know what they are talking about S1: I think they're talking about some of their friends. T: Can you guess who they are talking about S2: Maybe their teacher. S3: Maybe Paula. Ss: … T: Did you guess correctly Please come to 2a to see. The general idea of the conversation is about ________． A. the teacher's change B. Paula's change C. the school's change 2．Listen for the specific ideas of 2a and 2b. (1)T: Class, we all know they are talking about Paula's change in the conversation. Let's listen for the specific ideas. Listen and check (√) the words you hear. ____ friendly　　　____outgoing　　　____serious humorous ____silent ____active brave ____quiet ____ helpful (2)T: Now let's listen again and complete the chart how Paula has changed. In the pastNow1.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.
Post-listening Tell Ss that they can only use the notes they had taken while listening to make conversations about Paula. Encourage Ss to add more things to their notes and make things more interesting.(2c) Ask Ss to work in pairs. One of them should talk about the Paula in the past while the other should talk about the Paula in the present (refer to the sample conversation in the textbook). The Ss in each pair can then switch the roles. Role play the conversation T: Boys and girls, we know people have differences between the past and now. Now let's read the conversation in 2d. Please read the conversation in 2d fast and get the main idea of it. (1)Read for the main idea of 2d. The main idea of 2d is ________． A. Alfred's change B. Gina's change C. Billy's change (2)Let students answer the questions. Then let students read them loudly in pairs. Last let them ask and answer in pairs in front of the class without looking at the books. ①How long haven't they seen each other _______________________________________________________________ ②What did Billy use to be like _______________________________________________________________ ③How did Billy study Is he a good student _______________________________________________________________ （提示：通过略读和细读，培养学生获取主旨大意和利用关键信息处理细节问题的能力，学生两人一组大声朗读、互相问答，既提高了口语表达能力，又为下面的角色扮演做了准备。） (3)Use flash player to help the students to listen and repeat. Then ask students to practice the conversation for some minutes. Ask some pairs to go to the front of the classroom and perform it to the whole class. Step 4: Language points 【知识讲解】 1.反意疑问句 反意疑问句是表示说话人对所陈述的事情有所怀疑或不肯定，需要询问对方的看法。反意疑问句由“陈述句 + 附加疑问句”构成，若陈述句为肯定形式，则附加疑问句要用否定形式；若陈述句为否定形式，则附加疑问句要用肯定形式，即“前肯后否；前否后肯”。同时，前后两部分的人称、数、时态等都要保持一致。附加疑问句一般由“助动词、be动词或情态动词的肯定形式或否定形式 + 人称代词”构成，且否定形式常用缩写形式。 注意：当陈述句中含有no, never, seldom, hardly, little, few, nothing, nobody等表示否定意义的词时，附加疑问句要用肯定形式。当陈述句中含有unhappy, dislike, unfriendly等带否定前缀的派生词时，当作肯定句处理，附加疑问句要用否定形式。 You saw him yesterday, didn’t you 你昨天看见过他，是吗？ This is a beautiful picture, isn’t it 这是一幅美丽的图画，是吗 Lucy can’t play the piano, can she 露西不会弹钢琴，是吗？ There is little food at home, is there 在家里几乎没有食物，是吧？ He looks unhappy, doesn’t he 他看上去不高兴，是吧 2.used to （1）used to do sth.意为“过去常常做某事”。其中，used to是一个情态动词，用于过去持续或经常发生的事，意为“曾经”，只用于过去时态。当used to用于反意疑问句中时，附加疑问句部分通常用didn’t / usedn’t + 人称代词的主格。其否定形式通常为didn’t use to, 它的另一种否定形式used not to（简写成usedn’t to）是一种相当正式的用法。构成疑问句时，常用did, 即Did sb./ sth. use to…？而另一种疑问句结构Used sb./ sth. to…？是一种过时且非常正式的用法，通常作书面语。 （2）used to do sth., be /get used to (doing) sth. 与be used to do sth. /for (doing) sth.的辨析。 used to do sth.意为“过去常常做某事”。其中，used to是一个情态动词He used to go to our school. 他曾在我们学校就读。be /get used to (doing) sth.意为“习惯于（做）某事”。其中，used是形容词I am /get used to getting up early every day. 我习惯每天早起。be used to do sth./for (doing) sth.意为“被用来做某事”。其中，used 是动词use的过去分词The knife is used to cut things. /The knife is used for cutting things。 刀被用来切东西。
He used to play here, didn’t / usedn’t he 他过去常常在这里玩，是吗？ She didn’t use / usedn’t to listen to music. 她过去不常听音乐。 Did you use / Used you to go to church？ 你以前经常去教堂吗？ 3.such的用法 such det. “如此，这么”, 用于名词或名词短语前表示强调。 such的常用搭配有： such + a /an + adj. + 单数名词 such + adj. + pl. / 不可数名词 such ... that从句 such和so的区别：such主要修饰名词，so主要修饰形容词和副词。 4.since的用法 since是连接时间状语从句的从属连词，意思是“自从……，从……以来”。since作连词还可以表示“因为；既然”。 5.see sb. doing sth.和see sb. do sth.的区别 see sb. soing sth.的意思是“看见某人正在做某事”，强调动作正在进行。see sb. do sth.的意思是“看见某人做某事”, 强调看见了动作发生的全过程或经常看见某一动作的发生。 6.score的用法 get good scores = get good grades意思是“取得好成绩”。score既可以作动词也可以作名词，意思是“分数；得分”。 Step 5: Summary 建议：让学生自己总结本节课主要学习了什么，还有哪些疑惑？For example: How to ask the way politely (1)I used to be afraid of the dark. (2)He used to wear glasses. (3)She used to have long curly hair. (4)Did Tom use to be short (5)She was never brave enough to ask questions. (6)Now he is more interested in music. (7)It's been three years since we last saw our primary school classmates. (8)That's because he is a really good student. (9)How big and strong he is now!
课堂作业 1.Review the conversation in 2d. 2.Preview the passage in 3a.
板书设计 Unit 4 I used to be afraid of the dark. Section A（1a～2d） be used to do sth.,be used to doing sth.和used to do 　　　↓　　　　　　↓　　　　　　　↓ 　　　用于　　　　 习惯于　　　　 过去常常 He used to be short,but he is tall now. She used to have short hair,but she has long hair now. He used to be short,didn’t he Yes,he did./No,he didn’t.
教学反思 1.这是单元的第一个课时。我们最好复习一下前面单元中关于外貌和性格的单词，因为在这个单元中它们是重复的。我们关注主体结构——used to。学生必须学会陈述句和疑问句。他们应该练习听力，并做足够的口语练习。 2.在这一阶段，学生们复习和学习了更多描述一个人性格的形容词。他们应该在句型“used to...”中练习这些形容词。听力和口语练习在这个时期很重要。学生应该养成良好的听力习惯，他们需要关注细节并做笔记。此外，学生在听力练习后需要进行口语输出。
个人备课
课时内容 第2课时 Section A （3a~4c）
教学目标 【知识与技能】 1.能掌握下列词汇： background,interview,Asian,deal,dare,ton,private,guard,require,European,African, British,speech,public,deal with,in public,dare to,tons of,be prepared to, give up...,make it to the top,care about 2.能掌握以下句型： (1)I didn't use to be popular in school,but now I get tons of attention everywhere I go. (2) Candy told me that she used to be really shy and took up singing to deal with her shyness. (3) Many times I thought about giving up,but I fought on. (4) Only a very small number of people make it to the top. (5) Emily didn't use to eat a lot of vegetables,but now she loves carrots and tomatoes. 【情感、态度与价值观】 通过本单元的学习，学生可以学会描写人的外貌和性格，培养生活中的良好人格，思考如何实现自我完善。鼓励学生提高自己，不要害怕自己的消极性格。
教学重点 1.学会如何描述过去与现在的对比变化; 2.通过交流表达和阅读训练,进一步巩固used to do sth.句型。
教学难点 如何使用used to…在肯定句、否定句、疑问句和反意疑问句中使用。
教学准备 音频和课件。
教学过程
教学过程 Step 1:Leading in Quickly ask questions about their appearance in the primary school and get individuals to describe themselves by using “used to”. Read aloud the conversation in 2d. Step 2:Finish the task in 3a Pre-reading Show the picture in P27 from the textbook to Ss. Ask them to look at the picture and answer the questions: 1. What do you think the girl in the picture is doing 2. What’s in her hand What’s she like 3. Is she outgoing or is she shy Write the title of the article on the board. Ask Ss to look at the title and answer the questions: 1. What was the girl like in the past 2. What kind of music does she like 3. What do you think the reading passage is about While-reading Ask Ss to read the article quickly and finish the task in 3a. Answers: 2, 3, 1 Ask Ss to read the article again and explain the following phrases according to the context: take up, hang out, fight on, make it to the top / make it (提示:老师可以让学生解释他们是如何理解这些短语的意思的。) This time, ask them to read for the details. Tell them that they need to make a comparison of how Candy has changed in her personality, behavior, troubles and worries. (提示:我可以在黑板上画同样的图表，并邀请学生完成黑板上的图表。) Step 3:Finish the task in 3b Without having Ss read the passage again, ask them to fill in the blanks in 3b. Ss can try to guess the answer based on the construction and context of the sentence. (学生将所读的内容与活动中的句子联系起来。) Answers: 1.anymore 2.popular 3.hang out 4.worry about Optional Choice: Ask Ss to read the second paragraph again and find out the advantages and disadvantages of becoming famous. (提示:可以鼓励学生与同伴核对答案。) Read the third paragraph again and answer the question: What suggestions did Candy give to those who want to become famous Step 4:Finish the task in 3c Ask students to prepare questions for the interview. Then ask and answer in pairs. Step 5 Finish Grammar Focus Ask Ss to read the sentences in the chart. Ask them find out more sentences that contain “used to” in Section A. Step 6:Finish the task in 4a Ask Ss to write sentences about the past using used to. Answers: 2. My mom used to have curly hair. She didn’t use to have straight hair. 3.Jerry used to read books on European history. He didn’t use to read books on African culture. 4.Sandy used to teach British English. She didn’t use to teach American English. Step 7:Finish the task in 4b(finish it after class as homework) Answers: 1. Emily used to listen to pop music, but now she enjoys country music. 2. Emily used to watch scary movies, but now she hates scary movies. 3. Emily didn’t use to read a lot of books, but now she reads at least six books a year. Step 8:Finish the task in 4c Ask Ss to think about what things they used to be afraid of and fill in the box in 4c, then interview their partners. (提示:有可能学生并不害怕所列出的五件事中的任何一件。如果是这种情况，允许学生添加另外两个他们过去害怕的东西和另外两个他们仍然害怕的东西。他们的伴侣可能也希望使用这些新物品。） Step 9:Language points 【知识讲解】 一、interview的用法 interview v. 采访；面试 n. 面试；访谈 interview的常用短语有： interview sb. 采访某人 interview sb. about sth. 就某事采访某人 have an interview with sb. 采访某人 二、take up的用法 take up “(通常作为爱好）开始学习，开始练习”，后面可以接名词或动名词（短语）。take up还有“占据”的意思。 They’ve taken up basketball. 他们学起打篮球来了。 The young girl wants to take up teaching English to little kids. 这个姑娘想开始从事幼儿英语教学。 三、dare的用法 (1)dare v.“敢于；胆敢”，多用于表示做危险的或害怕做的事情，通常不用于进行时态，dare作实义动词时后面跟动词不定式(to + v.)作宾语，构成dare to do sth.结构，有人称和数以及时态的变化。构成疑问句和否定句时常借助助动词do。 don’t you dare 你敢，谅你不敢（用于口语，表示让人绝不要做某事）。 how dare you 你竟敢（用于口语，表示对某人的行为或话语很气愤） I dare say 我想；可能；大概 Only a few journalists dared to report the event. 只有少数几名记者敢于报导这一事件。 (2)dare 也可以作情态动词，常用于疑问句、否定句和条件从句中。 四、the road to success的用法 the road to success “通向成功的路”，其中to是介词，后面跟名词或v.-ing形式。 the road to sth.是英语的一种固定表达方式，此处road并非指真实的“道路”，属于修辞手法，意指“途径；通道”。它可以独立使用，承担句子的主语、宾语等。但更多时候，the road to ...会与系动词be及其他一些行为动词搭配，构成to be on / along the road to ...等句式，表达出“快速地；不多久”这样的意思，汉语通常译作“很快就要……；不久就会……”。 五、deal with deal with 是一个固定短语，意为“应付；处理”，在特殊疑问句中； 常与how连用；近义词do with，常与what连用。 Do you have any good ideas to deal with the problem 你有解决这个问题的好办法吗？ 六、shyness shyness 是shy的名词形式，有些英语形容词以在其后面加上后缀-ness,变为名词。例如：happy—happiness kind—kindness busy—business Step 10: Summary 鼓励学生总结本节课的重点，帮助学生巩固所学知识。
课堂作业 1.Try to retell the story. 2.Make sentences with these words:interview;deal with;dare to...;not...any more; require;used to
板书设计 Unit 4 I used to be afraid of the dark. Section A（3a～4c） Key sentences： I used to be short. I didn’t use to be popular in school. She didn’t use to like tests. —You used to be short,didn’t you —Yes,I did./No,I didn’t. Did he use to wear glasses Grammar： used to...结构的用法
教学反思 1.在这一课时，阅读练习是很重要的。当我们阅读的时候，我们学到了很多新单词和短语。学生们在完成任务的同时必须对3a中的生词给予足够的重视。让他们写下阅读材料中有用的短语是个好主意。他们可以从这些模式中学习，并在写自己的文章时复制它们。 2.当我们有足够的语言知识时，我们总是学习语法。在语法方面，我们可以让学生总结或总结本单元所学的内容，然后学习结构和句型练习。在学习了语法重点框架中的主体结构后，学生应该在不同的活动中进行练习。在口语和阅读之后，我们最好给他们一些书面作业。
个人备课
课时内容 第3课时 Section B （1a~2f）
教学目标 【知识与技能】 能掌握下列词汇： ant,seldom,influence,absent,fail,examination,exactly,pride,proud, on the soccer team,be nervous about tests,in person,take pride in,be proud of, a normal 15-year-old boy,do well in,have difficulties in,look for a job, take care of,become less interested in,be absent from school, fail the examination,make friends,take a 5-hour bus ride,to be there for 2. 能掌握以下句型： (1)It is hard to believe that he used to have difficulties in school. (2)She advised them to talk with their son in person. (3)It was exactly what I needed... (4)They take pride in everything good that I do. 【情感、态度与价值观】 通过本单元的学习，学生可以学会描写人的外貌和性格，培养生活中的良好人格，思考如何实现自我完善。鼓励学生提高自己，不要害怕自己的消极性格。
教学重点 1.学会用used to描述过去的行为。 2.通过交流表达和听力训练,引入谈论变化的表达方式。
教学难点 练习谈论小时候喜欢或讨厌或做的事情。
教学准备 录音机、CAI或多媒体课件。
教学过程
教学过程 Step 1: Warming up 建议：游戏导入 Game: Who he / she is (1)Take out a piece of paper, write down what you used to be like. (2)Give your paper to the teacher. (3)Teacher chooses one paper and read it out. (4)The class should guess who he / she is according to the description. Step 2:Presentation (1a) Ask them to look at the pictures and answer the question:What did these kids use to like when they were young Show the same pictures again. This time, ask Ss to check the things thy used to like when they were a child. (提示:让学生与同伴分享答案。) Step 3:Practice (1b) Ask Ss to write down some other things they used to like when they were a child, then discuss in a group of four. (提示:告诉学生需要轮流采访别人。老师可用例子来说明如何进行面试。) Step 4:Listening (1c－1d) Before playing the recording, tell Ss that the conversation is between a boy and a girl. Ask them to guess what the conversation might be about. (同学们应该知道，对话的主题是比较过去和现在。) Tell Ss that they will have to listen for the exact sentences that they read in their textbooks. Answers: 1. I didn’t use to like tests. 2.I used to hate P.E. class. Before playing the recording again, get Ss to fill in their answers in the blanks and then exchange their textbooks with a partner. When playing the recording again, partners need to check their friend’s answers and mark the correct ones. (在录音结束时，让他们归还课本，他们可以结对讨论答案。) Answers: Step 5:Pair work (1e) Ask Ss to write down five things about themselves. Find a partner they have never worked with in the class. Share the five things both of them have written down. Compare what they have written: Are any the same Are they all different Ask Ss to use Venn Diagram to make comparison between themselves and their partners. Step 6:Leading in T: Do you often have problems in your life Ss: Yes. T: Who do you ask for help when you have problems S1: Parents. S2: Teachers. S3: Friends. S4: … T: How do your parents help you Do you want to be a good student Today we will learn how Li Wen became a good student. Step 7:Skip the passage and find out the answer(略读，了解大意) 1. The general idea of the article is about _______． A. a problem child's change B. living with his grandmother C. a boarding school Answer:A 2. Read for the general idea of each paragraph. Paragraph 1 _______ Paragraph 2 _______ Paragraph 3 _______ Paragraph 4 _______ A. His parents had a conversation with Li Wen. B. How does Li Wen change from the past to the present C. Li Wen has really changed well. D. After he moved in with his grandmother, Li Wen began to change. Answers:BDAC Step 8:Careful reading Read the passage carefully and put the sentences [A D] in the correct places in 2b. Step 9:Retell the story 让学生根据提示用自己的话复述课文。 Step 10:Practice The activity is to provide Ss with practice in identifying suitable situations for different ways of making requests. The T can make Ss read the sentences in the first column and then check whether these questions are polite or not. Then Ss can work in pairs to do the task in 2d and have a discussion if they have different opinions. Answers: 1.A; restaurant/home 2.B;street 3.A/B; any public place/home 4.B; street 5.B;movie theatre/concert hall 6.A; home 7.B; street Step 11: Language points 一、复合形容词 Li Wen is a normal 15-year-old boy who works hard in school and gets good grades. 15-year-old为复合形容词，在句中作定语修饰后面的名词boy。其结构为“数词+名词+形容词”，其中名词必须用单数形式，连字符不能省略。当该类词修饰表泛指的单数可数名词时，要根据数词开头的音素决定冠词用a还是an。 She is a seven-year-old girl. 她是一个7岁大的女孩。 二、be proud of be proud of 意为“以……为骄傲；感到自豪”, 后可以接名词或代词作宾语。其中，proud是形容词，意为“骄傲的；自豪的”。be proud后可以接动词不定式（to do）和that从句。proud的名词形式是pride，意为“骄傲；自豪”。take pride in意为“为……感到自豪”，相当于be proud of。 He was proud of himself for not giving up. 他为自己没有放弃而自豪。 I’m very proud to be a part of this team. 能成为队中的一员我感到十分荣幸。 She was proud that her daughter had so much talent. 女儿这么有天赋令她骄傲。 三、make a decision to do sth make a decision to do sth.表示“决定做某事”，相当于decide to do sth.。其中，make a decision意为“作决定”，相当于decide。 He made a decision to study English well.= He decided to study English well. 他决定学好英语。 四、seldom的用法 seldom的意思是“不常; 很少”，seldom具有否定意义, 用于反意疑问句时, 附加问句要用肯定形式。 五、influence的用法 influence既可作动词也可作名词，意思是“影响”。influence的常见搭配有：influence sb. / sth. 影响某人或某事 influence sb. to do sth. 影响某人做某事 have an influence on 对......有影响 under the influence of 受到......的影响 六、absent的用法 absent是形容词，意思是 “缺席;不在”, 常见搭配有：be absent from ... absent的名词形式是absence，意思也是“缺席，不在”。 七、fail的用法 fail是动词，意思是“不及格；失败；未能（做到）”。fail的常见搭配有：fail in sth. 在某方面失败fail to do sth. 未能做到某事 八、advise的用法 advise是动词，意思是“建议”，其常见搭配有： advise sb. (not) to do sth. 建议某人（不要）做某事 advise doing sth. 建议做某事 Step 12: Summary 老师鼓励学生总结本节课的重点，帮助学生巩固所学知识。
课堂作业 1.Read and recite the passage in 2b. 2.Do the exercises in students’ book.
板书设计 Unit 4 I used to be afraid of the dark. Section B（1a～2f） It is hard to believe that he used to have difficulties in school. She advised them to talk with their son in person. It was exactly what I needed... They take pride in everything good that I do.
教学反思 在本节课中，学习内容从谈论过去的外表和性格扩展到谈论过去的好恶。因此，学生在听力和口语中练习许多其他单词。话题仍然是关于他们在学校的生活。在听说练习中提高语言组织能力和口语输出能力。像往常一样，我们可以在他们练习听力和口语后给他们一些书面作业。我们可以用“get used to”和“used to”来让学生比较这两个短语之间的区别。 在这节课，在这一阶段，学生将学习和练习如何在阅读李文的故事时结合上下文猜测生词的意思。这是培养学生快速有效阅读能力的好时机。因此，我们通过一遍又一遍地阅读文章来处理新单词和短语。他们必须学习一些新单词和新语言项目。阅读策略是有用的，他们必须学会使用它们。 另一个重要的事情是要求学生从故事中的人物身上学习，学会克服他们的困难。阅读后，我们可以讨论阅读文章，并讨论李文和他的父母可能会谈论什么。
个人备课
课时内容 第4课时 Section B （3a~Self Check）
教学目标 【语言知识目标】 1. 能掌握下列词汇： general,introduction, the changes in your life,in the last few years 能掌握以下句型： (1) My life has changed a lot in the last few years. (2) The biggest change in my life was... (3) This is the most important change because... 【情感态度价值观目标】 通过本单元的学习，学生可以学会描写人的外貌和性格，培养生活中的良好人格，思考如何实现自我完善。鼓励学生提高自己，不要害怕自己的消极性格。
教学重点 1.学会用used to描述过去的行为。 2.通过交流表达和听力训练,引入谈论变化的表达方式。
教学难点 综合运用used to结构、一般过去时和一般现在时谈论自己在外貌、性格和爱好方面的变化。
教学准备 设计并制作课文中所涉及的图片、教学幻灯片。
教学过程
教学过程 Step 1:Warming up 建议：猜谜导入 1.T thinks of one S in his / her mind and tells everyone the gender of the S. 2.Ss ask questions about the chosen one using the sentence structure “Did he / she use to ... ” 3.T can only answer the questions using “yes” or “no”. 4. Ss guess who he / she is. (提示:老师可以让学生知道，随着时间的流逝，一个人可能会有很多变化。) Step 2:Work on 3a Encourage Ss to write down three changes (in appearance, personality and hobbies) that they haven’t talked about before. Then ask them to talk with a partner about their changes. (提示:老师可以鼓励学生进行对话，谈论他们的变化。) Step 3:Work on 3b Show and explain the instruction about the writing task to Ss. Encourage Ss to write two paragraphs. Tell Ss that they can incorporate the three changes from 3a but they can also include more changes to make their piece more interesting. (提示:老师可以给学生看写作范例，给他们更多的想法。) Step 4:Writing Write a passage about how you have changed using the notes in 3a. Use the following expressions to help you: My life has changed a lot in the last... years. 在过去的……年里，我的生活发生了很大的变化。 He/She used to... Now he/she is... 他/她过去常常…… 现在，他/她…… She/He is interested in... 他/她对……感兴趣。 The biggest change in my life was... 在我的生活中，最大的挑战是…… This is the most important change because... 这是最大的变化，因为…… Step 5:Exercises Self Check 1 Self Check 2 Step 6:Summary 可以鼓励学生总结本节课的重点，帮助学生巩固所学知识。
课堂作业 1.Practice talking about their changes in appearance，personality and hobbies. 2．Write an e-mail to your friend about how you have changed in the last few years. 3. Preview the Unit 5.
板书设计 Unit 4 I used to be afraid of the dark. Section B （3a~Self Check） Key sentences： 1.My life has changed a lot in the last few years. 2.The biggest change in my life was... 3.This is the most important change because...
教学反思 在本单元的最后一节课中，我们对写作练习给予了足够的重视。试着让学生运用他们在单元中学到的知识。老师应该帮助学生总结他们所学的所有单词和短语。给他们举例子，让他们有足够的时间去练习。他们必须做大量的工作来练习词汇和表达来谈论他们是如何改变的。他们必须自己完成这项工作。