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

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【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 A
教材导学　　　　　　　　　　　　　　　　　　　　　　　　　
课标落实　　　　　　　　　　　　　　　　　　　　　　　　　
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
　　Ss: Yes, she does. But she used to have short hair.
　　T: Did the boy use to…
　　Ss: 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:
◆What's the title of this unit
◆What's the topic of this unit
◆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。)
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动 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:
◆Was she good at schoolwork in the past
◆Did she like music in the past
◆Does she often do any sports now
◆Has she said goodbye to music now
◆How do we know all these things
活动 2d　Role-play (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:
◆Where are the speakers
◆What's the relationship between Alfred and Gina
◆What are they talking about
Step 2 　要求学生根据下表梳理Billy过去和现在的变化。
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。
阅读突破　　　　　　　　　　　　　　　　　　　　　　　　　
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.
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
◎Key: (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 background Candy used to… So she took up…to… As she…, she dared to…in front of…, and then for… Now she's not…and loves singing…
how Candy's life has changed After 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…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.
语法探究　　　　　　　　　　　　　　　　　　　　　　　　　
　　Step 1　观察及探究
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”,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。
Step 2　练习巩固
根据汉语意思完成句子。
1.她过去没有留长发。
She 　didn't　 　use　 　to　 have long hair.
2.“你过去弹钢琴吗 ”“是的,我弹。/不,我不弹。”
— 　Did　 　you　 　use　 　to　 play the piano
—Yes, I did./No, I didn't.
3.“你过去做什么 ”“我过去集邮。”
—What did you use to do
—I 　used　 　to　 　collect　 stamps.
4.这所房子过去是一家商店,是吗
The house 　used　 　to　 　be　 a shop, 　didn't　 it
Section A
第一课时(1a-2d)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What:
This section contains five conversations about the changes in youth. The first three dialogues present the changes in appearance of friends. The fourth dialogue further solidifies the use of “used to do” by talking about the changes in personality and hobbies of a classmate. The fifth conversation talks about various changes of a classmate, too.
Why:
1a introduces the topic of the unit through a picture and lets students collect some useful words in preparation for listening. 1b presents the use of “used to do” through listening. 1c lets students practice target language by speaking out. 2a-2c expand the topic and language structures through listening and speaking. 2d demonstrates the real-life use of “used to do” through a conversation about the changes of a classmate.
How:
The five conversations gradually reveal the use of “used to do”. Listening and speaking practice allows students to perceive the use of target language through the demonstration of talking about the changes of people around us.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
1.To be able to understand relevant information about changes in youth, and be able to recognize, understand, and use the target language.
2.To be able to accurately extract key information and exercise the logic of thinking through listening exercises.
3.To be able to recognize the changes in their own youth and be a better person.
Teaching Focus and Difficulty　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Focus:
1.To be able to ask and answer questions about personal changes.
2.To be able to listen and understand key information in listening and complete listening tasks independently.
Teaching Difficulty:
To be able to understand the usage of “used to do”.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Step 1　Warming-up
T: What does your English teacher look like
Ss: She has long hair. She is of medium build. She wears glasses…
T: What is your English teacher like
Ss: She is friendly and helpful…
Teacher helps students review the description of appearance and personality.
Purpose To stimulate students' interest and present the topic of this unit.
Step 2　Presentation (1a)
Fill in the chart with words to describe people.
Teacher helps students brainstorm and put the words into groups. Then teach the use of “used to do”.
Step 3　Listening (1b)
Predict the conversation first. Listen. Bob is seeing some friends for the first time in four years. What did his friends use to look like (详见课件资源)
Purpose Let students look at the picture carefully and predict listening content.
Step 4　Pair-work (1c)
1.Suppose you were Bob. You would be talking with Peter about your friends' changes in appearance. e.g.
Bob: Mario/Amy/Tina has changed a lot.
Peter: Are you sure
Bob: Yes, because he/she used to…, but now he/she…
Peter: Did he/she use to…
Bob: Yes/No, he/she used to…, but now he/she…
2.Check their work with several pairs.
Purpose To output new language through simple speaking activities.
Step 5　Listening (2a-2b)
1.Finish 2a. Listen and check (√) the words you hear.
2.Listen again and complete the chart about how Paula has changed.
Step 6　Post-listening activities (2c)
1.Pair work on 2c. Make conversations about Paula using the information in 2b.
e.g.
A: Paula used to be really quiet.
B: I know. She was always silent in class.
A: Yeah, she wasn't very outgoing. She was never brave enough to ask the teachers any questions!
B: Well, but she was always friendly.And she got a better grade in science than I did.…
2.Ask some pairs to present their conversations to the class.
Purpose To improve students' ability of finding key information and using “used to do”.
Step 7　Role-play (2d)
1.Students look at the picture and answer the questions to predict.
(1)Where are they
(2)Is this party formal or informal
(3)What's their relationship
(4)What is the boy like
2.Read the conversation in 2d and answer the questions below.
(1)Where are the speakers
(2)What's the relationship between Alfred and Gina
(3)What are they talking about
◎Key:
(1)They are at a party.
(2)They are primary school classmates.
(3)They are talking about Billy's changes.
3.Find out in which aspects Billy has changed.
4.Role-play the conversation.
Purpose To help students find details. To role-play the conversation and put the new language into action.
Step 8　Language points
score; from time to time…
Step 9　Exercise(详见课件资源)
Step 10　Homework
1.Required:
(1)Memorize new words and expressions learned in this lesson.
(2)Act out 2d with partners.
2.Optional: Write a short paragraph about the changes in your youth.
第二课时(3a-3c)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What:
This is an expository essay on the great changes of a girl. It tells her background, how her life has changed and her advice to young people.
Why:
3a can train students' skimming skill by matching the main idea of each paragraph after reading quickly. 3b can train students' scanning skill by reading quickly and filling in the blanks. 3c is a consolidation activity that integrates vocabulary and linguistic structures to help students master the use of “used to do”.
How:
The article is divided into three paragraphs. The first paragraph tells Candy's background. The second paragraph introduces how her life has changed. The third paragraph shows her advice to young people. By learning this article, students can learn more about changes and difficulties in youth, and increase their recognition of themselves. The exercise below can help students enhance the ability to talk about changes.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
1.To be able to understand the usage of “used to do” around the topic of changes, and to improve reading skills effectively.
2.To be able to use reading skills to accurately obtain the main idea of an article, and to retell Candy's information, her changes and her advice.
3.To be able to increase their recognition of themselves and learn to face the difficulties in youth.
Teaching Focus and Difficulty　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Focus:
To be able to improve reading skills through reading exercises.
Teaching Difficulty:
To be able to describe Candy's changes.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Step 1　Lead-in
1.First, greet the class.
2.Free talk: I used to…But now…
Purpose Have a short review. Use “used to” to describe your changes.
Step 2　Pre-reading
Let students look at the title and the picture of this passage, and answer three questions.
1.What did Candy use to be like
2.What kind of music does she like
3.Can you guess what this passage is about
A. A girl's experience.　　　　　　　　　　　　
B. A girl's hobby.
C. A girl's school life.
◎Key: 1. She used to be shy.　2. She likes pop music.　3. A
Step 3　While-reading (3a)
1.Finish 3a. Read the passage quickly and match each paragraph with its main idea.
　2　 how Candy's life has changed
　3　 Candy's advice to young people
　1　 Candy's background
Tell students the “topic sentence” is often at the beginning or at the end of each paragraph.
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.Careful reading: let students read Paragraph 1 carefully and answer the following questions.
(1)How old is Candy Wang
(2)What does she do
(3)How did she deal with her shyness
◎Key:
(1)She is 19 years old.
(2)She is an Asian pop star.
(3)She took up singing to deal with her shyness.
3.Let students further fill in the blanks of Candy's changes.
Personality changes　　　　　
In the past Now
She 　used to be　 really shy. She is not shy 　anymore　. She 　dares to sing　 in front of the class. She loves singing 　in front of crowds　.
4.Careful reading: let students read Paragraph 2 carefully and fill in the chart.
How Candy's life has changed
Good things Bad things
1.Be able to travel and 　meet new people　 all the time. 2.Be popular in school and get 　tons of attention　 every-where she goes. 1.She always 　worries about　 how she appears to others. 2.She has to be 　careful about　 what she says or does. 3.She doesn't have much 　private time　 anymore. 4.There are always 　guards　 around her.
Purpose To develop students' reading skills and certain test-taking skills.
5.Further thinking: Do you think Candy is living a happy life now Why (详见课件资源)　
6.Read Paragraph 3 again and complete the sentences.
How to become famous 　A very small number of people　 make it to the top.
Step 4　Post-reading (3b-3c)
1.Discussion: Is it easy or difficult to make it to the top What should you do if you want to make it to the top
Invite some students to share their ideas.
2.Pair work on 3c. Suppose you are the interviewer and your partner is Candy. Ask and answer the questions.e.g.
(1)Did you use to be…
(2)Are you still shy now
(3)What are good things/bad things of being famous
(4)Do you have time to stay with your family now
(5)When do you feel happy being a pop star
(6)What do you want to say to teenagers
…
3.Finish and check 3b.
(1)She used to be shy, but now she's not shy 　anymore　.
(2)She didn't use to be 　popular　 in school, but now she gets lots of attention.
(3)She used to 　hang out　 with friends, but it is almost impossible now.
(4)She didn't use to 　worry about　 how she appeared to others, but now she does.
Step 5　Language points
interview; take up; guard…
Step 6　Exercise(详见课件资源)
Step 7　Homework
1.Required:
Draw a mind map and retell the passage.
2.Optional:
(1)Remember the words and phrases in this lesson.
(2)Write a short passage about the changes of yourself.
第三课时 (Grammar Focus-4c)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What:
This lesson is about the grammar of the unit, focusing on the use of “used to do”, including declarative sentences, general questions, special questions and answers.
Why:
Through what they have learned before, students have initially perceived and tried to use “used to do”, and through the design of activities such as observing, summarizing and exploring, it can further help students to master the use of target patterns. It will stimulate students to explore the rules of the English language actively.
How:
4a lets students write sentences with “used to do” to help students master key structures. 4b helps students further practice the target language and consolidate the grammatical structures in the form of writing. 4c helps students recognize their changes and use the sentence pattern correctly by having conversations.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
1.To be able to correctly derive the basic structure of “used to do” in different sentences through observation and generalization.
2.To be able to understand and use the sentence pattern to talk about changes in life.
Teaching Focus and Difficulty　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Focus:
1.Review and consolidate the vocabulary and phrases learned in Section A to achieve the goal of skillful use.
2.The use of “used to do”.
Teaching Difficulties:
1.Explore and learn the sentence pattern of “used to do”.
2.Talk about changes in life using the target pattern correctly.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Step 1　Presentation
Ask students “What have I changed ” and let them answer freely.
Show students some pictures and let them present correctly.
T: What have you changed
S1: I used to be afraid of insects. But now I like studying them.
T: What has he changed
S2: He used to be short. But now he's tall.
T: Did he use to be short
Ss: Yes, he did.
T: What has she changed
Ss: She used to…
Purpose To help students review what they have learned by talking about something they are familiar with.
Step 2　Grammar Focus
1.Let students look at Grammar Focus, and circle the structure of “used to do”.
2.Show the examples of declarative sentences, general questions, special questions and answers. Let students find out the sentence structures.
Purpose To further reinforce the basic structure of “used to do” by summarizing the structures in the examples.
3.Let students do different kinds of exercises.
(1)My grandpa 　used to use　(use) notes.
(2)It was difficult for kids to get candies in the past. They 　used to get　(get) candies as rewards.
(3)Chicken and duck 　used to be tasted　(taste) at special times, such as the Spring Festival.
(4)Most people used to live in mud houses. (改为否定句)
Most people 　didn't use to live　 in mud houses.
Most people 　used not to live　 in mud houses.
(5)People used to communicate through letters.(改为一般疑问句并作肯定和否定回答)
—　Did　 people 　use to　 communicate through letters
—　Yes, they did.　/—　No, they didn't.　
(6)补充反意疑问句
①Tina used to get good scores in English exams, 　didn't/usedn't　 　she　
②Li Lei didn't use to live here, 　did　 　he　
4.Present the usage of “used to do sth., be used to doing sth., be used to do sth.” and do some exercises to help students distinguish them.(详见课件资源)
Step 3　Exercise (4a-4c)
1.4a. Write sentences about the past using “used to”.
◎Key:
(1)Grace used to watch a lot of TV. She didn't use to watch a lot of movies.
(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.
2.4b. Look at the information and write sentences about Emily.
Five years ago Now
didn't eat a lot of vegetables loves carrots and tomatoes
listened to pop music enjoys country music
was afraid of insects likes studying ants
didn't read a lot of books reads at least six books a year
e.g. Emily didn't use to eat a lot of vegetables, but now she loves carrots and tomatoes.
◎Key:
e.g.
Emily used to listen to pop music, but now she enjoys country music.
Emily used to be afraid of insects, but now she likes studying ants.
3.4c. Which of these things did you use to be afraid of Which ones are you still afraid of Check the boxes and then ask your partner.
◎Key:
e.g.
A: What did you use to be afraid of
B: I used to be afraid of the dark and high places.
A: What are you still afraid of
B: I am still afraid of high places. What about you …
Purpose To provide students with the opportunity to output the language. Build up their confidence and put the new knowledge to use.
Step 4　Summary(详见课件资源)
Step 5　Homework
1.Required:
(1)Grammar exercises.
(2)Make more conversations about 4c.
2.Optional:
Write a short paragraph about your parents' changes.
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