【核心素养目标】Unit 4 I used to be afraid of the dark. Section A (GF-4c) 表格式教案

课题 Unit 4 I used to be afraid of the dark. Section A (GF-4c) 班级 备课教师
课型 语法课 课时 3
核心素养与思政渗透 本课时围绕“我们所发生的变化”话题展开，通过观察、归纳、探究等活动，帮助学生了解used to这一特有的用来表述过去经历和习惯的语言结构的用法，激发其对英语语言规则的主动探究，学会询问和表达自己和他人过去与现在的性格、外貌、兴趣等方面的变化，发表自己的观点和看法，让学生明白事物是在不断发展、变化的道理，培养其积极向上的心态。
课标分析 新课标要求九年级学生能归纳学过的语法规则；能辨识和分析常见句式的结构特征；在书面表达中，能选用不同句式结构和时态，描述和介绍身边的人、事物或事件，表达情感、态度、观点和意图等；初步具备用所学英语进行跨文化沟通与交流的能力；能多角度、辩证地看待事物和分析问题；能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。
教学目标 语言能力 能够在多种语境中，通过观察归纳、交流合作等方式，正确理解和使用used to结构的意义和功能，询问并表达自己和他人过去与现在的性格、外貌、兴趣等方面的变化；
文化意识 能够明白事物是在不断发展、变化的道理，形成积极向上的心态；
思维品质 能够在老师的引导下，通过观察、讨论、归纳等课堂活动，探究used to结构表述过去经历和习惯的语言规律，提高思维的逻辑性和深刻性，加强语言表达的准确性；
学习能力 能在学习活动中积极与他人合作，共同完成学习任务；能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。
教材内容分析 本课是一节语法课，突出学习used to句型结构，包括其肯定、否定和疑问结构及其应答。“语法聚焦”部分对语言点呈现明确，便于学生自我探索及归纳总结。相关的语言练习活动层次明确，4a侧重语句构建训练，旨在帮助学生强化语言结构；4b借助人物过去、现在变化的对比，引导学生对比性地使用语言，反馈学生对重点语言学习内容的掌握情况；4c突出个性化语言交际，以填表活动为学生创设运用所学语言结构进行交流、获取信息的平台。
重点 掌握本部分出现的生词和词组，达到熟练运用的目标；正确理解和使用used to结构表达表述过去经历和习惯的用法；
难点 理解并运用所学词汇及表达方式；掌握used to的用法，学习表达过去常常做的事情或状态的句型。
学情分析 在前两个课时的基础上，学生已经学会了用目标语言used to描述自己和他人过去经常做的事情，也会对人物的外貌和性格的变化作出描述，基本达成语言目标，这是学习本课时的优势。本课通过归纳总结，帮学生较为系统地梳理used to的用法，语法现象的总结难度不大，在实际运用中，需尽可能多地创设较真实的情境，帮助学生不断巩固熟悉目标语言，熟练使用。
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教 学 流 程
设 计 教 学 过 程 设 计 意 图
学 生 活 动 教 师 导 学
Step 1. Lead-in and revision. Role-play the conversation in 2d. Think about how Billy has changed and underline the sentences. Try to sum up the aspects Billy has changed and have a free talk about themselves. Sa: I used to be / have / wear... But now I... Step 2. Grammar Focus. Read the sentences in the box together and circle the common features. Have a discussion about the sentence structures of “used to” and then report their results in class. Step 3. Practice. Work on 4a. Write sentences about the past using “used to”. If they don’t know the answers, they may discuss them in pairs or ask T for help. Sa: Grace used to watch a lot of TV. She didn’t use to watch a lot of movies. Work on 4b. Look at the information and write sentences about Emily. After two minutes, check the answers by reading their sentences aloud in class. Sb: Emily used to listen to pop music, but now she enjoys country music. Work on 4c. Complete the chart with information they ask for. Sa: What did you use to be afraid of Sb: I used to be afraid of the dark and high places. Sa: What are you still afraid of Sb: I am still afraid of high places. What about you … Then make a report according to their charts. Sa: I used to be afraid of... I’m still afraid of... My partner Li Lei used to be afraid of... He is still afraid of... Step 4. Conclusion. Invite two pairs to act out the conversation in 2d to check their homework. T: In which aspects has Billy changed Ask Ss to read the sentences in Grammar Focus and find out all the sentences with the structure “used to”. Guide Ss to look at the pictures and read the examples to tell the differences among the similar structures. Let Ss look through the words in each sentence and guess the meaning of the sentence. Guide Ss to conclude the method. Two minutes later, check the answers. Tell Ss to read the chart in 4b and try to sum up how to express Emily’s changes five years ago and now. Ask Ss to write sentences by themselves and then check the answers. Explain the difficult points. Tell Ss to read the chart in 4c and finish “Me” part on their own. Then ask them to work in groups and interview other group members about what they used to be afraid of and what they are afraid of. Walk around the classroom and offer help if they need. Five minutes later, invite some Ss to give a report in class. 通过检查2d对话的角色扮演完成情况，导入新课语言主要项目，温故而知新。通过Billy变化内容的归类，对语篇内容进行再挖掘，鼓励学生联系自身实际情况进行口语输出。 基于Grammar Focus所列句子，让学生小组讨论总结used to结构的不同句式，发挥其在学习中的主体性作用，先让学生自己观察总结，老师再补充强化，避免单纯的知识灌输，有利于学生自主学习能力和良好学习习惯的形成。 在学生对used to结构和用法有了一些理解之后，让他们独立完成语言练习。在核对答案和点评的环节，继续通过提问巩固学生对语法知识的理解。 4a侧重语句构建训练，目的在于帮助学生强化语言结构。 4b的练习目的是借助人物过去、现在变化的对比，引导学生对比性地使用语言，反馈学生对重点语言学习内容的掌握情况,做到熟能生巧，在具体语境中灵活运用、触类旁通。 4c是一个开放性较强的口语交际活动，要求学生灵活运用used to结构和现在时态自编对话，调查询问并汇报表达自己和他人过去和现在所害怕的事物，突出个性化语言交际，以填表活动为学生创设运用所学语言结构进行交流、获取信息的平台。
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课 时 达 标 检 测
Ⅰ.单选题。 ( )1. Where _____live before you came here did you used to B. did you use to C. use you to D. do you use to ( )2. My mother is used to _____on the weekend. A. fish B. fishing C. fishes D. fished ( )3. There used to _____ a lot of fish in this river. A. have B.has C. were D. be ( )4. During the Spring Festival, the young ______ a kowtow（磕头）to the elders, but now they only give them best wishes. A. used to give B. were used to give C. were used to giving D. used to giving ( )5. Diana used to ______ to work, but now she is used to _____ because the road is crowded and she wants to keep fit. A. drive; walking B. drive; walk C. driving; walk D. driving; walking Ⅱ. 句型转换。 I used to have noodles for dinner. （改为一般疑问句并作肯定及否定回答） — ________ you _________ to have noodles for dinner —Yes, I ___________. / No, I ______________. — ___________you to have noodles for dinner —Yes, I _______________. / No, I _____________. 2. The boy liked ice cream in the past. He doesn’t like it now.(改为同义句） The boy __________ ___________ like ice cream. 3. Her sister used to be very short.(对划线部分提问） ______ did her sister __________to look like 4. He used to work late at night (对划线部分提问） What _________he use to ______at night
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课 时 教 学 设 计 尾 页
板 书 设 计
Unit 4 I used to be afraid of the dark. (Section A GF-4c) used to 的不同句型结构。 ① 否定： did not use to do sth. ② 一般疑问句： Did + 主语 + use to do sth. 回答方式：Yes，主语+ did. / No, 主语 + didn't ③反义疑问句：主语 + used to do sth. didnt + 主语？ 回答方式：Yes，主语 + did. / No, 主语 + didnt. used to be used to doing / be used to do
作 业 设 计
Level A Do a survey: What did your family members use to be afraid of Write a report and show it to your classmates.
Level B Do more exercises of “used to” structure.
教 学 反 思
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