【核心素养目标】Unit 4 I used to be afraid of the dark. Section B (1a-1e) 表格式教案

课题 Unit 4 I used to be afraid of the dark. Section B (1a-1e) 班级 备课教师
课型 听说课 课时 4
核心素养与思政渗透 本课时依旧围绕“我们所发生的变化”话题展开，在谈论童年的语境下学习运用used to这一特有的用来表述过去经历和习惯的语言结构。通过谈论自己和他人在童年与现在的行为习惯、爱好等方面的变化，激发学生的英语学习兴趣，让学生明白事物是在不断发展、变化的，长大就意味着成长的道理，向其传递关注自我发展和自我完善的重要性，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听懂发音清晰、语速较慢的简短口头表达，获取关键信息；在听、读、看的过程中，围绕语篇内容记录重点信息，整体理解和简要概括主要内容；能围绕相关主题，运用所学语言，与他人进行日常交流，语音、语调、用词基本正确，表达比较连贯；具有国家认同感和文化自信，有正确的价值观和积极向上的情感态度；能在学习活动中积极与他人合作，共同完成学习任务。
教学目标 语言能力 能够在“回忆我的童年”的情境中正确使用新词汇和used to结构，以听、看、说等方式理解和谈论自己和他人行为习惯、爱好等方面的变化；通过抓取used to结构关键信息、信息对比描述等，提升听说技能；
文化意识 能够通过谈论自己和他人在过去和现在行为习惯、爱好等方面的变化，明白事物是在不断发展、变化的，长大就意味着成长的道理，向其传递关注自我发展和自我完善的重要性；
思维品质 能够在听说活动中准确获取并清晰表达有关自己和他人在行为习惯、爱好等方面的今昔变化方面的信息，提高思维的逻辑性、深刻性和批判性；
学习能力 能够通过谈论童年和现在的变化，保持英语学习兴趣；通过听力及口语策略的感悟、体验和学习，形成良好的学习习惯，提高学习效率；能主动参与各种英语实践活动，注意倾听，积极使用英语进行交流。
教材内容分析 本课是一节听说课，在A部分话题的基础上进行延伸和拓展，由描述人物性格、外貌变化转向讨论人物行为习惯、爱好的改变。在语言上，除了进一步巩固A部分所学重点语言内容外，还复习巩固了有关行为习惯及爱好的短语。
重点 运用used to结构来谈论改变，巩固行为习惯及爱好的词汇短语；
难点 used to结构的陈述句、疑问句及其简短答语的正确运用。
学情分析 学生在A部分已经学习了运用used to结构描述自己和同学曾经的性格特点和相貌，并且了解了used to结构的陈述句、疑问句及其简短答语。在本节课中，学生依旧需要运用used to结构来谈论人物行为习惯和爱好的改变，对于这个话题，学生已经有了一定的知识积累，要鼓励学生勇敢表达。
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Step 1. Warm up. Enjoy a song and two videos. And have a free talk with T. Sa: I used to like... , but I used to hate... . Step 2. Pre-listening. Look at and describe the pictures according to T’s questions. Ss: She used to like P.E. classes. / They used to like having science ./ ... Check the things they used to like when they were a child. Report their answers then. Write at least one sentence and then discuss with their partners. Sa: Did you use to like tests/exams Sb: Yes, I did. I used to like.../ No, I didn’t. I used to hate... . Sa: What did you use to like to do Sb: I used to like … Step 3. While-listening. Listen to the conversation twice and check the sentences they hear in 1c. In 1d, look through the chart and guess the missing words before listening. Then listen again and fill in the blanks with what the girl and the boy say about things in the past and now. Check the answers with the third person. Sa: The girl didn’t use to like... Listen once more and try to answer the questions. Sb: No, she didn’t. Sc: He thinks they were easy. Sd: Yes, they did. Se: No,he didn’t. Step 4. Post-listening. Pair work. Make a conversation with their partners. Sa: I used to be nervous about tests all the time. What about you Sb: Yes, me too. And I used to... Show Yourselves. Think about some changes in their life and write down their own sentences on sticky notes. Then they can read their sentences and stick them on Bb. Step 5. Conclusion. Have a summary of what we have learned with the help of T. Do some exercises. Play videos about “Childhood”. T: What class did you use to like when you were young Show some pictures of different subjects on the screen. Guide Ss to observe the pictures in 1a. T: What did the girl/ boy use to like when she/ he was young T: What did these kids like to do T: Among these things, what did you use to like when you were a child Let Ss think about other things they used to like when they were young and write down the sentences. E.g. I used to be nervous about tests all the time. Present more pictures for Ss to review and learn many different kinds of verb phrases and teach the new expressions. Let Ss read the sentences and make sure they can understand the meaning. Play the recording for four times. In 1d, let Ss pay attention to the voices of the two students and then fill in the chart. Provide more questions for Ss to get the detailed information. Q1. Did the girl use to like test when she was six Q2. What does the boy think of the tests in primary school Q3. Did they use to wear school uniforms when they were in primary Q4. Did the boy use to study every day after school in primary school Ask Ss to work in pairs to compare themselves with their partners. Walk around the classroom and offer help if necessary. Then invite some Ss to give a report in class. T: We must have something that we didn’t use to do well in the past, but we do it better now. And we are in Grade 9 now. Is your life quite different from before Explain the language points. 通过几个关于童年的短视频，导入本课话题，激发学生的学习兴趣，并激活其所掌握的有关学科的词汇。 通过让学生观察活动图片，并引导其回答老师的问题，温习旧知，了解话题内容，增加知识积累，为下一步的活动奠定基础。 通过自主学习和合作交流，实现对学生初步的训练，并在语境中渗透词汇教学。教师要注意观察学生对于目标语言的掌握和运用情况，查漏补缺，为下一步更好地理解听力内容打下基础。 通过层层递进的听力活动，进行知识的理解巩固和听力策略的渗透。 在1d活动中，听前可要求学生预填表格，这样可以提升学生对听力材料的记忆意识，并可以减轻学生在听中阶段可能存在的词汇填写压力，使其将注意力集中在“听”及“判断”上。 听前要引导学生审题，关注信息要点词，以便针对性地听取所需信息点。边听录音边记笔记的听力策略的及时渗透、引导小结，可帮助学生提高英语学习能力。 为学生创设交流情景，鼓励学生勇敢表达，有效检测学生知识掌握程度，并有针对性地查漏补缺，提高学生知识运用能力和口语表达能力。 从今昔对比延伸到积极的变化，既能由口头落实到简单的笔头输出，锻炼学生的语言掌握和运用能力，也可帮助学生明白事物是在不断发展、变化的，长大就意味着成长的道理，向其传递关注自我发展和自我完善的重要性，培养其积极向上的心态。
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Ⅰ. 单项选择。 ( ) 1. — I do feel a little _________ about making a speech. — Take it easy. The more you prepare, the better you will feel. A. angry B. disappointed C. nervous D. bored ( )2. A number of visitors ______ visiting the West Lake and the number of the visitors _______ increasing. A. are; is B. is; are C. are; are D. is; is Ⅱ. 按要求完成句子，每空一词。 3.Tom used to have long hair.（改为一般疑问句） _____ Tom ______ to have long hair 4.The boy used to wear glasses.（改为反意疑问句） The boy used to wear glasses, ______ ______ 5.My father often rode his bike to work last year. （改为同义句） My father _______ ______ ride his bike to work last year. 6.John used to collect stamps.（对划线部分提问） _____ _____ John ______ ____ _____ 7.She used to do exercise in the morning.（改为否定句） She ______ ______ ______ do exercise in the morning. 8.He hardly watches TV. （变为反意疑问句） He hardly watches TV, _______ ______
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Unit 4 I used to be afraid of the dark. Section B (1a-1e)
作 业 设 计
Level A Write a short passage to tell others your different opinions about three things in the past and now. Try to use “used to” in your passage.
Level B Write an article about the girl’s and the boy’s changes according to the chart in 1d.
教 学 反 思
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