Unit 4 I used to be afraid of the dark.Section B【2024秋人教九（全）英语精彩课堂（备课素材+精品教案）】

中小学教育资源及组卷应用平台
【2024秋人教九（全）英语精彩课堂（备课素材+精品教案）】
Unit 4　I used to be afraid of the dark.
Section B
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…
T: We have many hobbies now. And we also had many hobbies when we were younger.
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动 2a　Warming-up
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,同时借助图片和相关的故事信息呈现词汇。
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。
阅读突破　　　　　　　　　　　　　　　　　　　　　　　　　
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 his grandparents came to him. 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
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
◎Key: 1.After his parents moved to the city to look for jobs.
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。
What was Li Wen like before the conversation What is Li Wen like now
felt lonely and unhappy became less interested in studying was absent from classes failed his examinations was shy was not able to make friends quickly become more outgoing make some friends in school join the school basketball team become active in many other activities is much happier work even harder
Section B
第一课时(1a-1e)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What:
On the basis of Section A, this part further consolidates and deepens the topic content of this unit. The speaking and listening materials introduce the changes of two students in the aspects of habits, hobbies and preferences.
Why:
Activities in 1a-1e are a complete chain of listening and speaking tasks. 1a and 1b allow students to use “used to do” to talk about changes in their growth. 1c and 1d let students process the information in listening in different forms to improve their listening skills. 1e asks students to compare themselves with their partners, so as to promote their comprehensive language skills.
How:
Students can brainstorm to describe their changes in different aspects using “used to do”. In listening practice, both checking and filling in the chart require students to listen to key words to understand the details, so as to improve their listening skills. Pair work dialogue allows students to improve their speaking skills and use the target pattern correctly.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
1.To be able to understand and talk about different changes in growth.
2.To be able to help students sort out the key information of listening by means of checking and filling in the chart.
3.To be able to enhance students' recognition of the changes in themselves.
Teaching Focus and Difficulty　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Focus:
1.Listen and complete the listening tasks in this lesson.
2.Use “used to do” to describe changes in growth.
Teaching Difficulty:
The usage of “used to do” in real life.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Step 1　Warming-up
1.Let students use “used to…, but now…” to describe the changes in their life.
e.g.
I used to like meat when I was a child, but now I like fruit and vegetables.
I used to like watching TV after supper, but now I like playing tennis.
2.Ask students: Did you have a happy childhood When you were a child, what did you use to do
Ask some students to share their answers.
Purpose To let students review the grammar of the last lesson and talk about something they are familiar with.
Step 2　Pre-listening (1a-1b)
1.1a. Check (√) the things you used to like when you were a child.
2.1b. What other things did you use to like when you were a child Write sentences in the box above. Then discuss them with a partner.
e.g.
I used to like/enjoy/have fun 　　　　　　　　.
I used to be interested in 　　　　　　　　.
I used to be crazy about 　　　　　　　　.
A: What did you use to like when you were a child
B: I used to like…
A: Did you use to like…
B: Yes, I did./No, I didn't.
A: What else did you use to like
B: I used to like…
Purpose Encourage students to have a conversation in pairs to improve students' speaking and writing abilities.
3.Think and discuss: What subject did you use to like/hate Do you like/hate it now
Step 3　Listening (1c)
Listen and check (√) the sentences you hear.
1.(　√　)I didn't use to like tests.
2.(　　　)We used to walk to school.
3.(　√　)I used to hate P.E. class.
4.(　　　)I used to be on the soccer team.
Step 4　Listening (1d)
1.Listen again. What do the girl and the boy say about things in the past and now Fill in the chart.
In the past Now
Girl I didn't use to like 　tests　. I don't worry about 　tests　.
We used to wear 　school uniforms　 to school. We can wear 　whatever we like　 to school.
Boy We used to 　play　 every day after school. We 　study　 all the time.
I used to hate 　P.E. class　. I 　love　 P.E. class.
2.Listen carefully and try to retell the conversation.
The girl didn't use to like 　tests　. Now she doesn't 　worry about　 tests. She really used to be very 　nervous　 about them. But the boy thought the 　tests　 in primary school were 　easy　! The girl still likes high school 　more than　 primary school.
They used to play every day after school. Now they just 　study all the time　.They used to have to wear the 　school uniform　. Now they can wear 　whatever　 they like. The boy doesn't mind 　wearing　 a school uniform. The boy used to hate 　P.E. class　. Now he 　loves　 it.
Step 5　Post-listening (1e)
1.Compare yourself with your partner.
e.g.
A: I used to be nervous about tests all the time. What about you
B: Yes, me too. And I used to be afraid of talking in front of crowds.
A: I used to hate reading a lot of books. What about you
B: Yes, me too. And I used to hate having English class.
2.Let students think about the following questions and discuss with each other.
(1)Are you satisfied with your own changes Do you become better or worse
(2)What did you use to be like What did you use to like doing What are the changes
(3)How will you make your changes better
(4)In the past, did you use to do something not very good And do you do it better now
Step 6　Exercise(详见课件资源)
Step 7　Summary(详见课件资源)
Step 8　Homework
1.Required:
(1)Memorize the key expressions in this lesson.
(2)Make a conversation about more changes in your life.
2.Optional:
Interview your teachers about their changes in their youth and now and share in the next class.
第二课时(2a-2f)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What:
The content of this lesson is the reading section of the unit, and it introduces the changes of a child who was left behind by his parents. Students can learn more about left-behind children in this article and learn to understand their parents and study harder to be a better person.
Why:
Through different reading practice, students can improve their intensive reading and extensive reading skills, and can also deepen their understanding of texts through deep thinking. Through discussion and role-play, students are able to practice and improve their logical thinking and expressing ability.
How:
2a asks about the problems that left-behind children have to activate students' background knowledge about the reading topic and generate expectations for the content. 2b captures details to train students' fast reading skills and logical thinking. 2c helps students better grasp the content and details of the passage by underlining certain information. 2d lets students guess the meanings of new words through the context. 2e lets students master key expressions by reading the context and filling in the blanks. 2f is an open task that requires the understanding of the passage, oral speaking and expressing skills.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
1.To be able to introduce the changes of a left-behind child and correctly use “used to do”.
2.To be able to further improve their comprehensive reading skills.
3.To be able to learn to cherish their life and communicate more with their parents, and be a better person.
Teaching Focus and Difficulty　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Focus:
1.Master the words that appear in this lesson and their usage.
2.Read the article to get certain information and improve students' comprehensive reading ability.
Teaching Difficulties:
1.Read the article in 2b and finish the related tasks.
2.Help students develop an awareness of left-behind children.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Step 1　Lead-in
T: What did you use to be afraid of
S: I used to be afraid of…
T: How about now
S: …
Purpose To raise students' interest, activate their background knowledge and pave the way for the topic of this lesson.
Step 2　Pre-reading (2a)
1.Students read the title of the passage and look at the picture and answer:
What's the general idea(主旨大意) of the passage (　A　)
A. It's about Li Wen's changes.　　　　　　
B. It's about Li Wen's school.
C. It's about Li Wen's hobbies.
2.Students discuss 2a. Li Wen is a 15-year-old boy from the countryside. His parents are working in the city. Look at the title of the passage and the picture below. What problems do you think he might have
Purpose Students predict the content of the text to make preparation for this lesson's tasks.
Step 3　While-reading (2b-2c)
1.Let students skim the passage quickly. Match the main idea of each paragraph.
Para.1　 A.The problems Li Wen used to have.
Para.2 B.Li Wen's background. His life became difficult after his parents moved to the city.
Para.3 C.What Li Wen is like now.
Para.4 D.A conversation with his parents changed his life.
Purpose Set up a matching exercise for the main idea of each paragraph to deepen the understanding of the reading text as well as to further develop students' ability to grasp key information.
2.Finish 2b. Read the passage and put the sentences [A—D] in the correct places.
After finishing, the teacher asks some students to share their answers and reasons to improve students' logical thinking.
◎Key: C; D; A; B
3.Students work on 2c. Read the passage again and underline the problems that Li Wen used to have.
◎Key:
felt lonely and unhappy; became less interested in studying; was absent from classes; failed his examinations; was shy and was not able to make friends quickly; wanted to leave the school
4.Students read Para.1 carefully and answer the questions.
(1)What was Li Wen like before his parents moved to the city Why
(2)What happened to Li Wen a few years ago
(3)Was Li Wen happy at that time Why
◎Key:
(1)He seldom caused any problems. Because his family spent a lot of time together.
(2)His parents moved to the city to look for jobs, and his grandparents came to take care of him.
(3)No, he wasn't. Because he missed his parents so much and he often felt lonely and unhappy.
5.Students read Para.2 carefully and answer the questions.
(1)How did Li Wen's unhappiness influence his schoolwork
(2)Did Li Wen like the boarding school How do you know
(3)What did Li Wen's teacher do when he wanted to leave
(4)How did Li Wen's parents get to his school
◎Key:
(1)He became less interested in studying. Sometimes he was absent from classes and failed his examinations.
(2)No, he didn't. He wasn't able to make friends quickly and he wanted to leave the school.
(3)She called his parents and advised them to talk with him in person.
(4)They took a 24-hour train and a 5-hour bus ride.
6.Students read Paragraphs 3—4 carefully and underline Li Wen's changes.
◎Key:
He has become more outgoing and made some good friends in school.
He has even joined the school basketball team and become active in many other activities.
“I'm much happier now, and I work even harder than I used to.”
7.Read Paragraphs 3—4 again and fill in the blanks to answer “Why did Li Wen change so much after the talk ”
　Even though　 his parents are busy, they are always 　thinking of　 him.
His parents 　take pride in　 everything good that he does.
His parents 　love　 him, and they 　are proud of　 him.
Purpose To develop certain reading skills by finishing different forms of questions in search of details.
8.Think and discuss:
How do you understand the sentence “It's very important for parents to be there for their children.” What should parents do for their children 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 (详见课件资源)
Step 4　Post-reading (2d-2f)
1.Finish 2d and check the answers. Use clues from the passage to help you guess the meanings of the words in the box.
influence　　　absent　　　boarding school　　　in person
2.Finish 2e and check the plete the passage with the proper forms of the words and phrases in the box.(详见课件资源)
3.Group work on 2f. What do you think Li Wen and his parents talked about in their conversation Write a conversation and role-play it with your group. Think of the following things:
Possible questions Li Wen might ask his parents
Questions his parents might ask Li Wen
Possible answers from Li Wen and his parents
Or group work on the following activity:
Li Wen has changed a lot after communicating with his teacher and parents. Work in groups, role-play the conversations among them.
e.g.
(1)The teacher & Li Wen　(2)The teacher & Li Wen's parents　(3)Li Wen's parents & Li Wen
T: Li Wen, are you free now I have something to say.
L: Yes, Miss/Mr…
T: I find you become less interested in studying. What happened to you
L: Nothing.
T: So why are you absent from classes
L: …
4.Deep thinking:
What do you think we should do to help the left-behind children What advice do you have for those children
Purpose To help students develop an awareness of people in need and be willing to help others.
Step 5　Language points(详见课件资源)
Step 6　Exercise(详见课件资源)
Step 7　Homework
1.Required:
(1)Memorize key expressions in the text.
(2)Retell the passage using your own words.
2.Optional:
Search more information about left-behind children and write a letter to them.
第三课时(Writing)
Step 1　Presentation
1.话题解读:
本单元的写作任务是描述过去经常做的事,以及自己或他人过去的外貌、性格、爱好等,描述生活中发生的变化,以及发生此变化的原因。
2.常用句型:
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……
He/She is interested in… 他/她对……感兴趣。
The biggest change in my life was… 在我的生活中,最大的改变是……
This is the most important change because… 这是最重要的改变,因为……
Step 2　Take notes
Get the students to write notes about how they have changed in their appearance, personality and hobbies. And ask the students to fill in the following chart.
Appearance Personality Hobbies
Two years ago
Now
Step 3　Practice
Have the students talk with a partner about the changes in their life. And then check their work with several pairs.
Step 4　Guidance on writing methods
Step 5　Writing
T: Write about how you have changed. What did you use to be like Which change is the most important one, and why
Get the students to write a composition in 3b according to the notes in 3a.
Step 6　After-writing
After finishing the writing, get the students to check their work in pairs. And then ask some students to present their work to the class.
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