Unit 4 I used to be afraid of the dark. Section A 教案（表格式，共4课时） 2024-2025学年人教版英语九年级全册

Unit 4 I used to be afraid of the dark.
Section A（1a-1c）
Teaching Aims 1.语言能力：积累描述人物外貌和性格的相关词汇。 2.文化意识：了解人们过去和现在的不同，感受变化之大。 3.思维品质：能够用“used to”结构谈论别人过去的样子。 4.学习能力：学会描述别人过去和现在的样子。
Teaching Difficulties 能够用“used to”结构谈论别人过去的样子。
Teaching Aids multimedia courseware or other realia that the T needs for teaching
Teaching Procedures Tips
Step 1 Warming up 学生在七年级下册U9和八年级上册U3学习过描述人物外貌和性格的单词。本课1a的任务刚好与之相关，且在这一单学生也会学习从外貌、性格、爱好这些方面对比一个人过去和现在的变化。所以，本课warm up帮助学生对旧知识进行回顾并为学习新知识做铺垫。
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. (Tip: T can draw a chart on the board and tell Ss that they are going to make an adjective word list. Give Ss a few minutes to discuss and write down the adjectives. When they finished, T can ask one or two groups to write their words on the board.) Show PPT P8 to Ss and add more words to the word list. 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. Then, T can show PPT P11 to Ss.
Step 2 Presentation & Practice 学生编对话前的小活动目的在于帮助学生理解图片，并建立图片信息之间的联系。
Pre-listening 1a Ask Ss to open their books and finish the task in 1a. Suggested 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. (Tip: Ss are required to use the sentence structure “I used to be / have ..., but now I am / have ...”. T can explain the meaning of “used to ...” to Ss if necessary.) While-listening 1b 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. (Tip: Tell Ss they can take notes for some key information.) 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 Show PPT P18&P19 to Ss, 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 1c Ask Ss to look at the picture in 1a and make conversations following the example. (Tip: Before they make conversations, ask Ss to pick a partner. Next ask each S in a pair to choose a character in the picture. The first S will then tell their partner what has changed about the character he/she has chosen. The partner will then ask the first S, “Are you sure ” The answer to this must be, “Yes, because ...” and the first S should explain his/her answer based on what they see in the picture. They should then repeat the same exercise but this time with the second S and his/her choice of the character in the picture.) 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 Language points learning
used to的用法 used to do sth. “过去常常做某事”, 表示过去经常性或习惯性的动作或状态,暗指现在已经不存在了,强调过去与现在的对比。 used to的其他用法：be used to do sth. 被用来做某事；be used to doing sth. 习惯于做某事；be used for doing sth. 被用于做某事 反义疑问句 反义疑问句指的是在陈述句之后加上一个意思与之相反的简短问句，用以向对方证实所叙述的事情的句子。 反义疑问句必须由意思相反的两部分组成，在前一部分（陈述句）之后用逗号，后一部分（简短问句）之后用问号。 反义疑问句的否定句必须用缩略形式，同时它的主语必须用人称代词，不能用名词。 反义疑问句有下面两类： 前一部分为肯定式，后一部分是否定式。 前一部分是否定式，后一部分是肯定式。 在使用反义疑问句时需要注意： 1. 陈述句和简短问句在人称、数和时态上必须保持一致，且简短 问句的主语必须为代词。 2. 陈述部分含有nothing, never, hardly, little等表示否定意义的词 简短问句要用肯定形式。
Step 4 Summary & Homework
Summary Ask Ss to do the exercises from PPT P31-32. Homework: Preview the conversation in 2d. Do the exercises in students’ book.
Teaching Reflection This is the first period of the unit. We’d better review the words of appearance and personality in the former units because in this unit they are repeated. We focus on the main structure－used to. Students must learn the statement form, and question form. They should practice in listening and make enough oral practice.
Unit 4 I used to be afraid of the dark.
Section A（2a-2d）
Teaching Aims 1.语言能力：从语篇中找出Billy的变化。 2.文化意识：了解人们过去和现在的不同，感受变化之大。 3.思维品质：能够用“used to”结构谈论别人过去的样子。 4.学习能力：学会描述别人过去和现在的样子，体会“used to”在真实的日常交际中的运用。
Teaching Difficulties T should make connections between the previous lessons and the new lesson.
Teaching Aids multimedia courseware or other realia that the T needs for teaching
Teaching Procedures Tips
Step 1 Warming up 学生是否能够听懂并理解2a词汇关系到后面的练习是否能够顺利进行，故此处设计填词练习来介绍这些单词。
Show PPT P6 to Ss and ask them to complete the words, then read these words aloud. (Tip: T should explain the words that Ss don’t know. )
Step 2 Presentation & Practice 因为学生学生在完成2b练习的时候需要用到部分2a的词汇，故此处设计练习考察部分2a中会听到词汇的意思。 对于2b的练习，回答问题和让学生对比Paula过去和现在都是在帮助学生熟悉听力材料，做听力预测。
Pre-listening Show PPT P7 to Ss and ask them to fill in the blanks using the words in the box. (Tip: 1. T can ask Ss to share their answers to the class. 2. If Ss are familiar with these words, T can ask them to make sentences using the words in the box.) Ask Ss to look at the chart in 2b and answer the questions: 1. Was Paula 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 you know all these things After answering the questions, ask Ss to write down what they know about Paula in the past and now, then talk with their partners. While-listening 2a Play the recording and ask Ss to finish the task in 2a. Answers: friendly, brave, outgoing, silent, active 2b Play the recording again. Ask Ss to close their books and take notes for the details while listening. Tell them that they are going to fill in the chart in 2b based on their notes and the words in 2a. (Tip: Ask Ss to share their answers before T show them the correct answers. Show Ss the listening material when necessary.) Answers: In the past :1.quiet, outgoing 2.science, music, piano Now: 1.sports, soccer, swim 2.piano Post-listening 2c 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. 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.
Step 3 Presentation & Reading
Pre-reading Show the questions on PPT P16 to Ss. Ask them to answer the questions after reading the conversation. 1. Where are the speakers 2. What’s the relationship between Alfred and Gina 3. What are they talking about While-reading Show the chart on PPT P17 to Ss. Ask them to watch a video and fill in the chart. (Tip: T can draw the same chart on the board and invite Ss to complete the chart on the board.) Ask Ss to role-play the conversation. (Tip: Remind Ss to pay attention to the punctuation, pronunciation and intonation.)
Step 4 Language points learning
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。 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”。 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。 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 & Homework
Post-reading Set a scene for Ss and ask them to make a new conversation. The Ss have graduated from school and haven’t seen each other for ten years. One day, they are going to have a classmates reunion party and all the Ss will take part in. Ask Ss to work in pairs and make a conversation to describe the changes of their classmates and their feelings to see each other again. Summary Ask Ss to do the exercises from PPT P31-32. Homework: Preview the passage in 3a. Do the exercises in students’ book.
Teaching Reflection In this period，the students review and learn more adjectives to describe a person personality. They should practice these adjectives in sentence pattern “used to ...”. Listening and oral practice are important in this period. Students should develop a good listening habit and they need to focus on details and take notes. Also, Ss need to have oral output after listening practice.
Unit 4 I used to be afraid of the dark.
Section A（3a-3c）
Teaching Aims 1.语言能力：从文章中找出Candy Wang的变化。 2.文化意识：懂得关注自我发展和自我完善的重要性。 3.思维品质：能够用“used to”结构谈论别人过去的样子。 4.学习能力：学会用“sb. used to..., but now...”句型描述一个人的变化。
Teaching Difficulties 在阅读课中练习“used to”的用法
Teaching Aids multimedia courseware or other realia that the T needs for teaching
Teaching Procedures Tips
Step 1 Warming up
Show PPT P7 to Ss, ask the question and encourage Ss to talk freely with their partners. Did you have any change in your personality, hobby or behavior in the past years
Step 2 Presentation & Reading 文中有一些短语是可以通过上下文推测出意义的。U2 Section B的阅读里学了inferring这种阅读策略，此处可做实操。
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 3a 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 (Tip: T can ask Ss to explain how they get the meaning of the phrases.) Show the chart on PPT P16 to Ss. 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. (Tip: T can draw the same chart on the board and invite Ss to complete the chart on the board.) 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. (Ss should make some connection between what they have read and the sentences in the activity.) 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. (Tip: T can encourage Ss to check the answers with their partners.) Read the third paragraph again and answer the question: What suggestions did Candy give to those who want to become famous
Step 3 Language points learning
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 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。 dare的用法 dare v. “敢于；胆敢”，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，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 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......”。 此处只摘录教学课件中的部分语法点。
Step 4 Summary & Homework
Post-reading Ask Ss to pair up and decide who will be the interviewer and who will be Candy. Get Ss attempt an interview using the information only in paragraph 2. After that, they should switch roles and attempt an interview using the information in paragraph 3. (Tip: Ask Ss to notice that in the article when interviewer states one question Candy seems usually gives a very long reply. This may not always be the case and more often than not, people tend to give shorter answers. Tell the Ss playing the role of Candy that they should not be giving all the answers at once. They will need to give a little a time and allow the interviewer to ask more questions or prompt them to say more.) Optional Choice: T can guide Ss to think more about “fame” by asking the following questions: In the article Candy said, “you have to be prepared to give up your normal life. You can never imagine how difficult the road to success is.” However, many young people in the limelight do not realize that fame often comes at a price. How do you think about that How do the celebrities influence young people Summary Ask Ss to do the exercises from PPT P45-47. Homework: Preview the grammar points in U4. Do the exercises in students’ book.
Teaching Reflection In this period，reading practice is important.We learn a lot of new words and expressions while we are reading.The students must pay enough attention to the new words in 3a as well as they finish the task. It is a good idea to ask them write down the useful phrases in the reading materials. They can learn from these models and copy them when writing their own articles.
Unit 4 I used to be afraid of the dark.
Section A（GF-4c）
Teaching Aims 1.语言能力：熟练使用“used to”句型的肯定句、否定句和疑问句及其回答。 2.文化意识： 3.思维品质：能够用“used to”结构谈论别人过去的样子。 4.学习能力：学会描述别人过去和现在的样子。
Teaching Difficulties Ss need to know how to use the sentence structure “used to ...” in affirmative sentences, negative sentences, interrogative sentences and disjunctive questions.
Teaching Aids multimedia courseware or other realia that the T needs for teaching
Teaching Procedures Tips
Step 1 Warming up
Game: Exchange the information Step 1: Prepare the following information about yourself: one physical trait that you used to have when you were younger one personality trait that you used to have one hobby that you used to like Step 2: You will be divided into several groups. Give a name to your group. Step 3: Your groups will be paired up, e.g. Group A with B, C with D. Step 4: Each of you need to interview one S from other group and find out the information you have prepared. Step 5: Go back to your group and exchange information with others. (Attention: Tell Ss that when one S shares the information, other person needs to take notes.T will pick a few Ss to share what they have learned and will ask for confirmation from those who have supplied the information.)
Step 2 Presentation & Practice
Grammar Focus Ask Ss to read the sentences in the chart. Show Ss PPT P10, ask them find out more sentences that contain “used to” in Section A. (Tip: T can encourage Ss to share their answers.) used to的用法 used to意为“过去常常”，用于表示过去习惯性的动作或存在的状态（强调与现在的对比，暗示现在不做了）。其中to为不定式符号，后面跟动词原形。used to只用于一般过去时态，没有人称和数的变化。 used to的句型结构 肯定句 主语 + used to + 动词原形（ + 其他） 否定句 主语 + used not to / didn’t use to + 动词原形 + 其他 一般疑问句 Did + 主语 + used to be / do + 其他？ 反义疑问句 主句 + didn’t + 人称代词？ 拓展 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. 4b Ask Ss to look at the information and write sentences about Emily. 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. 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. (Tip: It is possible that Ss are not afraid of any of the five things listed. If this is the case, allow Ss to add two other items that they used to be afraid of and two others they are still afraid of. Their partners may also wish to use these new items.
Step 3 Summary & Homework
Summary Ask Ss to do the exercises from PPT P25-26. Homework Preview Section B 1a-1d. Do the exercises in students’ book.
Teaching Reflection We always learn grammar when we have enough language knowledge. When dealing with grammar, we can get the students to conclude or sum up what they have learned in this unit and then learn the structure and the pattern drills. After they learn the main structure in the grammar focus frame, the students should practice in different activities. And we’d better give them some written work after speaking and reading.