课题 Unit 4 I used to be afraid of the dark. Section A 2a-2d
课型 新授课 复习课□ 试卷讲评课□ 其它课□
教学内容分析Section A从描写外貌和个性相关的词汇入手，展开了简单描述“过去”的听力、会话和阅读活动，对人物的个性、外貌和经历作今昔对比，使学生感知新语言内容used to 的结构特征，体会其用法。Section A (3a-3c)的活动让学生通过阅读了解一位性格腼腆的亚裔女孩转变为流行歌星的故事，在拓展运用知识、发展技能及阅读策略的同时，向学生传递出关注自我发展和自我完善的重要性。3a描述一位性格腼腆的亚裔女孩转变为流行歌星的故事，从而进一步理解和掌握描述人物个性变化的方法。3b通过从短文中寻找描述个人变化的词汇和表达方式，增加对此表达方式的理解和运用。3c是3b和3c的拓展和延伸，培养合作意识和创新精神，引领学生关心他人，完善自我。
学情分析 该话题贴近学生的生活。学生在前期的英语学习中已经会熟练运用描写外貌、性格和爱好的生词和短语，但是used to结构是新授内容。需要学生在原有的基础上能够运用used to 描述过去的形象，性格，爱好及经历。这是本单元的重难点和突破点。
学习目标语言知识目标：1,通过教师自身的情景式导入和与学生互动的问答形式，学习和巩固该话题下的词汇句型，激发调动学生的求知欲，熟练使用以下词汇、短语和句型：单词： background interview Asian dare ton private guard require短语： deal with 句型：①Candy told me that she used to be really shy and took up singing to deal with her shyness.②She didn’t used to be popular in school, but now she gets lots of attention.③I always have to worry about how I appear to others and I have to be very careful about what I say or do.④Hanging out with friends is almost impossible for me now because there are always guards around me⑤You really require a lot of talent and hard work to succeed语法：used to 结构的运用。Y 语言技能目标：（（1）有读前对阅读材料内容的预测能力。（（2）读中能够运用略读、扫读和细读方法，通过找关键词和总结段落大意等阅读技能的培养，提升学生的阅读理解能力并理解关于个人的经历变化化。（（3）读后的采访、复述和口语等活动设计将帮助学生内化目标结构和语言并在语语境中使用语言，培养综合的语言运用能力。 情感态度价值观目标：运用得体语言谈论人物相貌、个性和经历并进行今昔对比，让学生明白事物是在不断发展、变化，培养学生积极向上的心态。
重难点通过教师自身的情景式导入和与学生互动的问答形式，学习和巩固该话题下的词汇句型，激发调动学生的求知欲，熟练使用以下词汇、短语和句型：单词： background interview Asian dare ton private guard require短语： deal with 句型：①Candy told me that she used to be really shy and took up singing to deal with her shyness.②She didn’t used to be popular in school, but now she gets lots of attention.③I always have to worry about how I appear to others and I have to be very careful about what I say or do.④Hanging out with friends is almost impossible for me now because there are always guards around me⑤You really require a lot of talent and hard work to succeed
教学评活动过程教学目标教学活动教学评价设计意图教师活动学生活动目标1.活动1.Warming up.Sing a songSing the song with the teacher.评价1.通过英文歌曲,创设和谐亲切的开课氛围。活动2.Lead in.Task 1:Greet the class as usual and ask Ss to review using “ used to” and “ now ”. E.g.T:What did you use to be like？S: I used to be shy.T:Are you still now S: No, I’m not.I am popuar..2.T asks Ss some students.(1) How have you changed since you was a child (2) What does it help you with (3)Is it easy to change yourselves How to deal with the problem Answer the teacher’s question.评价2.通过询问，引出本课时的核心问题——购物。活动3.Task 2: T Shows some pictures of Candy Wang and lead Ss to ask the following questions according to the pictures. The title of the article can also help to predict these.(1) Who’s the beautiful and outgoing girl (2) Can you guess what she was like (3) Do you want to know her story T: She took up singing to deal with her shyness. As she got better, she was not shy anymore and loved singing in front of crows. Now she’s the Asian pop star. Task 3:1.Work on 3a (fast reading).T tells Ss to read the article and identify the paragraphs in which the following information appears. Number the information [1-3]. 2. Work on .these tasks ( careful reading)(1)T tells Ss to read the first paragraph again and answer these questions: ① How old is Candy Wang ② What was she like ③Why did she take up singing ④ What’s she like now Task4:3. Work on 3b (careful reading )T tells s to read again and complete 3b.Task 5 Post reading Suppose you are the reporter and your partner is Candy. Role play the conversation. Give Ss an example. E.g. A: Hello, Candy. I’m a reporter from CCTV, may I ask you some questions B: Yes, of course.A: Did you use to be shy How do you deal with your shyness Are you still shy now Was your life different after being famous What are the secret of being famous What do you want to say to young people ……A: Thank you, Candy B: You’re welcome1.Ss give the answers:(1) She’s the famous singer Candy Wang.(2) She used to be a shy girl.(3) She took up singing to deal with her shyness.As she got better, she was not shy anymore and loved singing in front of crows. Now she’s the Asian pop star. 2.Ss understand the information in 3a and read the article quickly ,then try to number the information.___ how Candy’s life has changed ___ Candy’s advice to young people ___ Candy’s backgroundAnswers: 2 3 13.Ss read the sentences in 3b and understand them, then read the article carefully and complete 3b.Ss can have a discussion and check the answers.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) Ss work in pairs and try to ask and answers according to the passage.Then act out in front of class.5.Group WorkOne acts the sale man, and the other three act the customers.评价3.1.Task1 利用IQEE策略,利用复习所学描述人物外貌和性格的方法及词汇，通过老师询问学生从小到大的转变的问题与本堂课的话题Candy的人生经历变化建立起记忆连接。简单有效的激活与此话题相关的背景信息，激活学生的前期知识，培养学生良好的预习习惯。2.Task 2利用图片和标题，通过问题设置悬念，启发学生分析预测文章内容,帮助学生把握焦点，培养其逻辑思维和判断能力，极大地激发学生的兴趣，提高阅读效果，为下一步了解Candy的变化做好阅读准备。3.Task 3运用略读、扫读和细读等方法进行阅读，通过总结段落大意、回答问题、完成表格等练习，提高学生的阅读理解能力，给予学生有效的阅读学法指导，使学生容易完成阅读任务，并深入理解Candy个人的经历变化。4.Task 5开展采访问答的方法或创设实际情境进行询问和回答，可以进一步加深学生对Candy及他人人生经历的理解，又能培养学生的口语表达能力、创新能力和思维能力，使学生明白事物是在不断发展变化的道理，培养学生积极向上的心态。活动4.T uses a simple mind map to let Ss review what they have learned this class and check whether they can say the topic words or not.Ss remember what they have learned and say the key Words by thinking over评价4.全面概括本节课重点短语和句型，培养学生及时回顾，概括总结能力。
板书设计
作业与拓展学习设计 Summarize what you have learned in this class and write down the conversations you have made in your group.教学设计
课题 Unit 4 I used to be afraid of the dark. Section B 1a-1c
课型 新授课 复习课□ 试卷讲评课□ 其它课□
教学内容分析Section B在Section A的话题基础上进行延伸和拓展。主要围绕“过去的爱好”而进行，从听、说“过去的学校生活”到对“过去行为”的读、写进行了语言综合性的训练。1a-1b进一步拓展丰富了本单元的话题内容，同时为后面听力活动进行预热。1c-1d第三次听力输入，在Section A的基础上语言难度加大，语言更丰富。1e要求学生在就所听内容与同伴交流。
学情分析 该话题贴近学生的生活。学生在前期的英语学习中已经会熟练运用描写外貌、性格和爱好的生词和短语，但是used to结构是新授内容。需要学生在原有的基础上能够运用used to 描述过去的形象，性格，爱好及经历。这是本单元的重难点和突破点。
学习目标语言知识目标：1.通过教师自身的情景式导入和与学生互动的问答形式，学习和巩固该话题下的词汇句型，激发调动学生的求知欲，熟练使用以下词汇、短语和句型：单词: ant, insect短语: hate P.E class , worry about, on the soccer team, be nervous about句型：掌握描述或询问人物过去的行为习惯、爱好的表达方式。例如：I used to be nervous about tests all the time. I used to hate P.E. class.语法：正确使用used to结构。语言技能目标：（1. 有听前对听力材料内容的预测能力。（2. 听中能够扑捉有关描述人物过去的行为习惯、爱好的表达方式的关键词。 （3. 运用used to结构描述或询问人物行为习惯、爱好的变化。 情感态度价值观目标：1.运用得体语言谈论人行为习惯、爱好,并进行今昔对比。2.让学生明白事物是在不断变化发展的，学生要用发展的眼光经常进行自我检查，改进不足，不断完善自我，培养其积极向上的心态。
重难点通过教师自身的情景式导入和与学生互动的问答形式，学习和巩固该话题下的词汇句型，激发调动学生的求知欲，熟练使用以下词汇、短语和句型：单词: ant, insect短语: hate P.E class , worry about, on the soccer team, be nervous about句型：掌握描述或询问人物过去的行为习惯、爱好的表达方式。例如：I used to be nervous about tests all the time. I used to hate P.E. class.
教学评活动过程教学目标教学活动教学评价设计意图教师活动学生活动目标1.活动1.Warming up.Sing a song.Sing the song with the teacher.评价1.通过英文歌曲,创设和谐亲切的开课氛围。活动2.Lead in.Task 1:T shows some pictures and Lets some Ss talk about how they have changed using used to and now3. T shows some pictures of the school activities, such as having P.E class, having music class, eating ice-cream and so on. Ss talk about the activities you used to like or dislike very much like this:E.g. S1: I used to like P.E. class when I was a child. S2: I used to hate music class when I was a child. S3: ... 评价2.通过询问，引出本课时的核心问题——购物。活动3：Presentation.Task 2: Work on 1a1.Show some pictures and learn the new words like this:T: Did you use to like this when you were a child S: I used to like (catching) ants/(watching)insects.T teaches the new words, Ss read and understand them.2.Call Ss’ attention to the pictures in 1a. Try to understand the activities in the pictures.E. g T: what are they doing in Picture 1 S: They are having a music class. 3.Ask Ss to check the things they like to do when they were a child. Ss finish 1a 4.Check the answers by asking different Ss to report his work .Work like this.T: What did you use to like to do when you were a child.S:I used to like painting pictures when I was a child. Task 3:1.T asks “what other things did you use to like to do when you were a child ”. Ss try to write some sentences in the box above. Then ask some students to write their sentences on the blackboard.. .I used to like animals when I was a child. I used to like playing soccer when I was a child.I used to spend a lot of time playing games I used to live with my grandmother.I used to raise a big dog. Task4:Work on 1c1. Tell Ss to read the sentences in 1c and try to understand the meaning of them. 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.2. Play the recording for the Ss. Ss just listen for the first time. Then play the recording again and Ss check the sentences they hear in 1c.3. Check the answers. Answers: 1 3Task 5 1. Ss read the sentences in 1d first.2. Play the recording. Listen and fill in the chart. 3. Play the recording again. Ss listen to the recording carefully and try to correct the words. 4. Check the answers by asking volunteers to read out the sentences. Task 6 1.Ss think about some changes in their life and write down their own sentences like this:①I used to forget my mom’s birthday. Now I kiss my mom and say “I love you” on her birthday.②I used to spit in the street. Now I become a volunteer in an environment group. ③... 1.Let the Ss finish 1a 2.2. work in pairs and discuss with their partners.S1:What did you use to like when you were a child S2: I used to like playing soccer when I was a child.S1:Did you use to like swimming when you were a child S2:Yes, I did. I used to like swimming when I was a child.S1: Me, too.Ss just listen for the first time. Then play the recording again and Ss check the sentences they hear in 1c.3.2.Ss compare yourself with your partner and discuss in pairsT encourages Ss to show their work. Ss role play their work in pairs in class. 评价3.Task1通过真实情景式导入话题，激发学生的学习兴趣。Task2听前扫清词汇障碍，为后续听力活动中谈论过去的学校生活做准备。听前强化语言目标的学习，帮助学生理解巩固目标句型，有助于下一部分听力任务的完成，培养学生听前预测和聚焦关键信息和关注细节问题的听力策略。3.Task 3& 4能逐步掌握利用听中聚焦关键信息和关注细节的策略，给予学生有效的听力学法指导，容易完成听力任务，达到语言输入的目的活动4：SummaryLet ss think about what we have learned in this class.Think about what we have learned in this class.评价4.
板书设计教学设计
课题 Unit 4 I used to be afraid of the dark. Section A 1a-1c
课型 新授课 复习课□ 试卷讲评课□ 其它课□
教学内容分析Section A从描写外貌和个性相关的词汇入手，展开了简单描述“过去”的听力、会话和阅读活动，对人物的个性、外貌和经历作今昔对比，使学生感知新语言内容used to 的结构特征，体会其用法。Section A (1a~1c)复习和巩固学生已学过的有关个性和外貌的词汇，同时通过听说活动导入used to这一语言结构，并借助主题图创设的语境，模拟生活情境，引导学生开展初步的对话操练。1a中的主题图为本单元目标语言used to提供了一个主题情境。1b是本单元基础的听力输入，内容浅显，让学生通过听初步感知本单元目标语言used to。1c是在听力输入基础上的控制性口语输出used to。Section A （2a~2d）通过新一轮的听说活动，介绍更多描述性格的形容词，并通过倾听关于人们今昔变化的对话，让学生体会used to 真实的日常交际中的运用，进而理解其功能意义。
学情分析该话题贴近学生的生活。学生在前期的英语学习中已经会熟练运用描写外貌、性格和爱好的生词和短语，但是used to结构是新授内容。需要学生在原有的基础上能够运用used to 描述过去的形象，性格，爱好及经历。这是本单元的重难点和突破点。
学习目标1.通过教师自身的情景式导入和与学生互动的问答形式，学习和巩固该话题下的词汇句型，激发调动学生的求知欲，熟练使用以下词汇、短语和句型：单词：humorous, silent, helpful, score.短语：used to, from time to time, on a swim team, get good scores.交际：(1)-Did Mario use to be short -Yes, he did./No, he didn’t. (2)-Paula used to be really quiet -I know. She was always silent in class.(3)-You used to be short, didn’t you - Yes, he did./No, he didn’t.语法：（1）学习used to 的肯定句、否定句、一般疑问句和反意疑问句及疑问句式的答语。（2）used to do sth,be used to doing sth, be used to do sth和be used for doing sth的区别。Y 语言技能目标：（ （1）有听前对听力材料内容的预测能力。（ （2）听力中能够扑捉有关人物外貌、性格和爱好的名词和形容词。（ （3）学会使用used to谈论自己及他人在外貌、性格的变化。 情感态度价值观目标：引导学生关注和关心自己及身边家人、朋友的变化。
重难点通过教师自身的情景式导入和与学生互动的问答形式，学习和巩固该话题下的词汇句型，激发调动学生的求知欲，熟练使用以下词汇、短语和句型：单词：humorous, silent, helpful, score.短语：used to, from time to time, on a swim team, get good scores.交际：(1)-Did Mario use to be short -Yes, he did./No, he didn’t. (2)-Paula used to be really quiet -I know. She was always silent in class.(3)-You used to be short, didn’t you - Yes, he did./No, he didn’t.
教学评活动过程教学目标教学活动教学评价设计意图教师活动学生活动目标1.活动1.Warming up.Sing a song.Sing the song with the teacher.评价1.通过英文歌曲,创设和谐亲切的开课氛围。活动2.Lead in.Task 1:Show some pictures on the screen，Lead Ss to describe what they are like now and her appearance in the past by comparing. E.g:T: What is Yang Mi like S:She has curly hair T:What was she like in the past S:She had straight hair in the past .T:She has curly hair.but She had straight hair in the past. She used to have straight hair.Help students to understand the new sentence.Ask Ss to read it aloud and say out the Chinese meaning of “used to”.Answer the teacher’s question.评价2.通过询问，引出本课时的核心问题——购物。活动3：Presentation.Task2: 1.Get students to have a brainstorm of the words about appearance and personality in groups and finish 1a.2..Encourage students to use words and phrases in 1a to describe each other now and what they used to be like in the past E.g. I used to be short, but I am tall.Tom used to have curly hair, but he has Straight hair.She used to have short hair,but she has long hair now.3.Get the students to focus in the picture in 1a and talk about the people in the picture. let students predict what the people are talking about.Task 3:Work on 1b:1.Lead Ss to understand the contents of the title in 1b and read the sentences.2.Ss only listen for the first time；listen again and fill in the blanks in 1a.3.Ss listen again and check the answers with the class. ①Mario used to be short. He used to wear glasses.②Amy used to be tall She used to have short hair.③Tina used to have red an curly hair. Listen and read after the tape.Task4:Pair work(1c)1.Call students' attention to the conversation in the box. Ask students to read it to the class.2.Ask pairs to act out conversations in front of class.Task5：1.learn the new words like this:T:What do you think of your math teacher S:He is friendly ,serious, humorous,silent...Make students read and understand the new words.2.Let some Ss read the words in 2a aloud. Make sure Ss know the meaning of each word.3.Look at the picture in 2a and ask students what is happening.Task 6： Work on 2a: 1. Listen for the first time and check the words you hear.2. Play the recording a second time and Check the answers with the class.Answers: friendly outgoing silent active brave quiet 1. students have a brainstorm of the words about appearance and personality in groups and finish 1a.2.students use words and phrases in 1a to describe each other now and what they used to be like in the past 3.focus in the picture in 1a and talk about the people in the picture and predict what the people are talking about.4.Pair workSs use information in 1a and 1b to make their own conversations .E g. A: Did Maria use be short B: Yes, he did. He used to be really short. A: What’s he like now B: He is tall now. A: People sure change!Work on 2b: （1）Let Ss read the sentences and guess the answers.(2) Play the recording for the Ss to fill in the blanks with the right words.评价3.1.Task 1利用IQEE策略,利用旧的描述人物外貌和性格的方法和词汇与本堂课的话题词汇及目标语言结构 “used to”建立起记忆连接，简单有效的激活与此话题相关的背景知识和前期知识，培养学生良好的预习习惯。2. Task 2.3进行词汇分类，为后续听力活动中谈论过去经常有的习惯做准备。帮助学生理解巩固目标句型，为后续听力做准备和铺垫,培养学生听前预测和聚焦关键信息和关注细节问题的听力策略。掌握利用听中聚焦关键信息和关注细节的策略，给予学生有效的听力学法指导，容易完成听力任务，达到used to 语言输入的目的。3.Task4在情景中操练used to 目标句型，引入used to结构的一般疑问句，反义疑问句及应答语，进一步巩固听力内容，拓展学生思维，从而掌握和运用目标语言。4.Task 5学习和巩固关于性格特征的词汇，为后续听力做准备和铺垫。推测图片事件情景和人物之间的关系。5.Task 6通过新的听力任务，对谈到的人物性格进进行细节信息的扑捉和完成表格获得完整的语篇信息，巩固并检测学生所学的目标词汇及句型是否掌握，为下一步表演对话奠定基础。活动4：SummaryLet ss think about what we have learned in this class.Think about what we have learned in this class.评价4.全面概括本节课重点短语和句型，培养学生及时回顾，概括总结能力。
板书设计Unit 4 I used to be afraid of the dark.
作业与拓展学习设计Summarize what you have learned in this class and write down the conversations you have made in your group.
教学反思与改进本节课体现“以人为本，以学生为主体，以教师为主导”的新理念，主要运用“任务型”的教学模式，采用灵活多样的教学形式，使学生能愉快地、积极地、高效地对新学语言“used to do”进行感知、体验、学习和运用。在本节课的设计中，我努力地使本节课具有交际性、实用性、趣味性。各个环节的设置层层递进，每个活动的设计紧跟目标的达成。单词的复习，激活孩子们的旧知并卷入新知，两人一组的活动进一步巩固练习核心句型，最后小组活动是本节课的一个总结和升华。孩子们练习的积极性比较高，课堂气氛很活跃，每个学生的活动参与率较高。但在学生展示的环节中过于仓促，缺少应有的激励机制，今后应在此方面多做研究，争取有新的突破。
