Unit 4 I used to be afraid of the dark Section B (3a-3b)教案（表格式）2023-2024学年人教版英语九年级全册

人教版英语九年级上册
Unit4 I used to be afraid of the dark 教学设计
课题名称 Unit 4 I used to be afraid of the dark Section B 3a-3b
执教教师 学校名称
学科 英语 学段 九年级
内容分析 本节课是人教版新目标九年级上册第四单元的写作课。本课时围绕我们所发生的变化话题展开，学习运用used to这一句型来表述过去经历和习惯的语言结构，通过谈论自己和他人过去与现在的性格、外貌、兴趣等方面的变化，激发学生的英语学习兴趣，让其体会语言运用的得体性，向其传递关注自我发展和自我完善的重要性，让学生明白事物是在不断变化发展的道理，培养其积极向上的心态。
学情分析 九年级学生已具备一定的英语听力理解和口语交际能力。之前学生已学习过一些表示人物的外貌和性格方面的词汇和句型，也熟知一般过去时它的意义和用法，具有一定的学习基础。在本课时中，学生第一次接触used to句型结构，好奇心和求知欲有助于学生学习和接受新知识，而且本话题和实际生活密切相关，阅读材料的内容也很容易让学生自然融入语言学习的环境中，这是本课的优势所在。教师需设计更多类型的听说及阅读任务，帮助学生不断理解和内化目标语言，以极高的热情参与到语言实践活动中来。
教学目标 本单元整体教学目标是以读促写，帮助学生掌握、运用used to 句型谈论今昔变化。本节课的教学目标是：语言知识：能够正确使用本单元新词汇和常用表达以及used to结构。以读促写等方式描述或询问过去的情况，能够学会根据上下文语境推测生词或短语含义，根据语篇内容的前后逻辑联系判断缺失信息，灵活运用不同的短语表达相同的含义等学习策略，提高英语的综合语言运用能力。学习能力：1.能熟练运用used to句型结构书写个人的过去生活；2.能够综合运用所掌握的知识与句型来描述对比自己过去和现在的生活；3.通过教---学---评一体化，建构写作框架并提升写作水平。文化意识：能够明白事物是在不断发展、变化的，明白自我发展和自我完善的重要性。思维品质：能够在活动中联系自身实际，有逻辑、辩证地、创新地表达个人看法，实现知识与思维能力的迁移。
四、重点难点 重点：本课时新词汇，humorous, silent, helpful, from time to time, score正确使用used to结构，描述自己或他人过去常常做的事情，发现自己和他人的外貌、性格、兴趣等方面所发生的变化。难点：能掌握正确运用used to do/be句式结构。
五、教学资源 及环境准备 IWB, PPT
六、教学过程
教学环节 教学内容 设计意图
Lead-in 1.Greeting.2.Show two pictures of me before and now and ask students the questions, “Who is the lady/the little girl ”. make the students guess. 1.To activate Ss’ learning desire.2.To lead into today’s topic.
Chant The teacher says, “Do you want to know more about me ” the students say：“Yes!”The teacher says, “I will tell you with a chant!After listening,lead the students read the sentences：When I was a little girl,short and cute,now I am a lady,tall and pretty.I used to like drawing and do some reading,Now I like doing sports and traveling.I used to be quiet,didn’t talk much,Now I am a teacher, and become outgoing.Guide the Ss to review the sentence pattern‘I used to do/be...’.. .Use interesting questions and let students think carefully. 2.Review some words and sentences and prepare for writing.
Reading 1.Show some pictures about Li Wen , then let Ss read the passage about him.Ask ss to fill in the blanks with the words in the box.Check the answers.Ask students to read the passage.T: What’s the passage about Ss: It’s about Li Wen’s changes.3.Task 1: Fill in the chart with words and phrases.The teacher leads Ss to find out the words and phrases about changes from these three aspects4.Task2 Find the sentences that describe the past and now. 1.Guide students to read the whole passage and complete the letter. 2.Improve students’ reading skills by looking for some specific information.3.Guide the students to read the passage carefully to better understand its structure.
Discussion Talk about yourself by using the sentenceI used to be ...,but now...I used to do ...,but now...My biggest change is/was... To make students master the sentence pattern.
Pre-writing The teacher shows the writing practice and make the Ss think about how to write the passage.2. Analyze the elements. (1)Examine the topic. Students should find out the topic.Examine the person (3)Examine the tense .Examine the type of the composition.3.Make an outline. 4 .Tips of writing:Tips1.Add some linking words（连接词）to make the passage more logical.Students can use some words like firstly, secondly, thirdly, what’s more, because, if...Tip2:Changeable sentence patterns(多变的句型）Tip 3: Add more details to make the passage richer. 1.Help students understand the outline of the article2.Beginning(topic.)Body(changes)Ending (sum-up and call-up. 3..Improve students’writing skills
Writing 1.The teacher leads Ss to write their draft.2.T shows the writing structure and asks students to follow the prompts to complete their article. 1.Write the article by using the key words ,phrases and sentences.2.Use different sentence structures and pay attention to handwriting.
Evaluation Let students to show their articles and evaluate.The teacher chooses one draft and teach students how to evaluate. Let students take out their paper with the standards for evaluation.And help them know how to evaluate classmates’ drafts.2.The teacher evaluates this draft and give the score. Students exchange letters with each other and evaluate their deskmates’ letters according to the stanards of writing. Let one student evaluates the deskmates’ letter. 1.Further know how to write their changes.2.Encourage students to think more.Practice more and learn from each other.4.Know how to express correctly. 5.By evaluating, develop their writing abilities.
Summary After writing, summarize what we learnt in this lesson Summarize what students’ have learnt in this lesson.
Homework Homework is divided into two parts.1.Must do:Students must continue to polish the letter.Can do: Do a survey by interviewing your family about the great changes in Jiaozuo over the years. Improve students’ writing according to their group members’ advice.By doing a survey, students can use different tenses in order to better understand the great changes in Jiaozuo over the years.
板书设计 Unit 4 Writing
八、教学反思
Writing is the most important ability in English teaching. And teaching students how to write is the key point. In this lesson, the students learn how to write the changes in the past and now. Students should master the writing structure and mainly write about some aspects about changes, such as appearance, personality, hobbies. According to the topic, students should use correct tense, the correct judgment of genre, accurate use of tense, correct use of grammar knowledge, correct spelling to express their views and attitudes in the article. Follow the teacher to carry on imitative exercises and learn useful sentences in order to ensure that students have a certain interest, gradually improve students' writing ability.