Unit 4 I used to be afraid of the dark.（5课时教案）

Unit
4　I
used
to
be
afraid
of
the
dark.
Section
A(1a－2d)
【教学目标】
1.能掌握以下单词：humorous，silent，helpful，from
time
to
time，score。
能掌握以下句型：
①Paula
used
to
be
really
quiet.
②—Did
Mario
use
to
be
short
—Yes，he
did.
③—What’s
he
like
now
—He’s
tall
now.
2.能让学生用英语描述自己或他人过去常常做的事情；使学生发现自己或他人在外表、性格、兴趣等方面所发生的变化。
3.让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。
【教学重难点】
重点：1.掌握本课时中出现的生词humorous，silent，helpful，from
time
to
time，score。
2.学会描述自己或他人过去常常做的事情的基本句型：I
used
to...
3.发现自己或他人在外表、性格、兴趣等方面所发生的变化。
难点：掌握used
to
do/be句型。
【课前准备】
1.搜集描述人物外貌、性格等的词汇及短语。
2.了解学生喜欢的明星形象。
3.准备好录音机，制作多媒体课件和学案。
┃教学过程设计┃
　　一、创设情境，切入主题Step
1：
( http: / / www.21cnjy.com )Lead inShow
some
pictures
o
( http: / / www.21cnjy.com )f
Doraemon，and
ask
students
to
describe
his
appearance.设计意图：绝大多数学生认识并喜欢哆啦A梦，所以回答他的外貌会非常积极。通过回答问题，唤起他们对学过的用来描述人物外貌的词语的回忆，以便展开下列教学活动。
　　二、展开过程，探究新知Step
2：Words
presentation1.Ask
students
to
loo
( http: / / www.21cnjy.com )k
at
the
chart
in
1a，and
then
discuss
with
group
members.Try
to
fill
in
the
chart
with
words
to
describe
people.2.Let
some
students
say
their
answers.Let
other
students
add
more.设计意图：通过小组讨论的方
( http: / / www.21cnjy.com )式让学生填写表示人物外貌和性格的词语，充分发挥合作学习的作用，帮助基础一般的学生回顾、复习课本知识，激励学有余力的学生探寻更多词汇。Step
3：PresentationShow
two
different
pictures
of
Cindy.Talk
about
the
differences.Cindy
used
to
have
straight
hair，but
now
she
has
curly
hair.设计意图：通过展示人物的对比照，使学生初步感知used
to
结构的用法和意义，使学生乐于和易于接受。Step
4：Listening
to
1bBefore
listening1.Show
the
picture
( http: / / www.21cnjy.com )in
la，and
tell
students
that
Bob
hasn’t
seen
some
of
his
friends
for
four
years
and
now
he’s
seeing
his
friends.2.Ask
students
to
( http: / / www.21cnjy.com )
describe
their
appearances
and
guess
what
his
friends
used
to
look
like.设计意图：让学生观察课本主题图，结合图中场景和语言内容引导他们推测、预填空缺的词语，培养学生观察图片猜测的能力。While
listening
1.Play
the
recording
for
the
first
time.Students
only
listen.2.Play
the
record
( http: / / www.21cnjy.com )ing
for
the
second
time.Students
listen
and
try
to
fill
in
the
blanks
with
the
right
words.3.Play
the
recording
again.Let
students
check
their
answers.After
listeningThe
teacher
gives
explanations
of
1b.设计意图：通过听的方式输入本节课功能句，学习句型，达到知识目标。在听的过程中先总体感知再寻找答案，培养学生学习英语的良好习惯。Step
5：Work
on
1c1.Ask
students
to
look
( http: / / www.21cnjy.com )
at
the
picture
in
1a
and
make
conversations
in
pairs.The
teacher
moves
around
the
classroom
while
they
are
practicing.Give
them
some
help
if
needed.2.Students
wo
( http: / / www.21cnjy.com )rk
in
pairs
to
ask
and
answer
the
appearances
about
Mario，Amy
and
Tina.3.Ask
some
pairs
to
role play
the
conversations.设计意图：引导学生用合作
( http: / / www.21cnjy.com )学习法进行语言的初步实践，有利于提高课堂效率。引导学生开口，养成善于表达的习惯，让学生在语境中感知并模仿所学语言，培养学生运用目标语言进行交际的能力。Step
6：ListeningWork
on
2aBefore
listeningMake
sure
all
the
students
know
the
meanings
of
the
words.Work
on
2bStep
7：PairworkTell
students
to
ma
( http: / / www.21cnjy.com )ke
conversations
about
Paula
using
the
information
in
2b
and
let
some
pairs
act
out
their
conversations
before
the
class.设计意图：听后活动，让学生仿照2c示范
( http: / / www.21cnjy.com )对话，利用2b所提供的信息结伴开展口语操练并在课堂上展示，使学生进一步熟悉并运用所学知识进行语言的输出训练，提高学生综合运用语言的能力。Step
8：Role play1.Ask
students
to
( http: / / www.21cnjy.com )
look
at
the
picture
and
read
the
conversation.Then
answer：(1)Where
are
the
speakers (2)What’s
the
relationship
between
Alfred
and
Gina (3)What
are
they
talking
about 2.Let
students
read
the
conversation
after
the
teacher.3.Read
the
conversation
again
and
complete
the
passage.Billy
has
changed
so
( http: / / www.21cnjy.com )
much！He
used
to
be
so
________
and________.His
face
always
turned
________
when
he
talked
to
girls！He
studied
hard
and
got
good
________
on
his
exams.He
used
to
be
________，but
now
he
is
________
and
________.4.Ask
students
to
role play
the
conversation
in
groups.设计意图：学生观察图片及对话，最后分角色表演，目的在于让学生体会used
to在真实的日常交际中的运用，进而理解其功能意义。
　　三、布置作业口头作业：Recite
the
co
( http: / / www.21cnjy.com )nversation
in
2d
after
school
and
try
to
role play
it.书面作业：抄写1b、2b中的功能句。
┃教学小结┃
【板书设计】
Unit
4　I
used
to
be
afraid
of
the
dark.
Section
A(1a－2d)
Appearance：tall，short，straight/curly/long/short
hair，of
medium
built
Personality：outgoin
( http: / / www.21cnjy.com )g，shy，funny，serious，cute，quiet，kind，brave，friendly，active
A：Did
Mario
use
to
be
short
B：Yes，he
did.He
used
to
be
really
short.
Section
A(3a－4c)
【教学目标】
1.语言知识目标
(1)学习掌握下列词汇：bac
( http: / / www.21cnjy.com )kground，interview，Asian，deal
with，dare，private，guard，require，European，African，British，speech，public，in
public并复习巩固上一课时所学的生词和词组，达到熟练运用的目标。
(2)阅读短文，能按要求获取相关的信息，并且通过阅读训练来提高学生的阅读能力。
(3)总结used
to的不同句型，学习运用used
to句型结构来表达“过去常常”存在的状态或发生的动作。
2.情感态度价值观目标
让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。
【教学重难点】
重点：1.掌握本部分出现的生词和词组，达到熟练运用的目标。
2.阅读短文，获得相关的信息。通过阅读练习，来提高阅读能力。
难点：1.培养阅读短文并获得相关信息的能力。
2.理解并运用所学的词汇及表达方式。
3.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。
【课前准备】
1.调查学生以前和现在害怕的事物，为4c语言输出作准备。
2.制作多媒体课件和学案。
┃教学过程设计┃
　　一、创设情境，切入主题Step
1：Lead inShow
the
picture
of
( http: / / www.21cnjy.com )
Candy
Wang
and
give
the
following
questions
for
students
to
discuss：1.What
do
you
think
the
girl
in
the
picture
is
doing 2.What’s
in
her
hand 3.What’s
she
like？Is
she
outgoing
or
shy 设计意图：发挥课本图片对学生阅读、理解文章的引导作用，让学生通过图片讨论推测，为阅读作铺垫。
　　二、展开过程，探究新知step
2：PresentationShow
the
title
of
the
( http: / / www.21cnjy.com )
passage
From
Shy
Girl
to
Pop
Star
and
ask
the
students
to
discuss
some
questions
about
the
passage.设计意图：向学生展示题目，通过题目让学生推测所要读的文章内容，也是向学生呈现一种重要的阅读策略。Step
3：ReadingFast
Reading
and
work
on
3a设计意图：首先通过快速浏览文章让学生把握各个段落的中心思想，把握文章结构。Work
on
3bAfter
readingWork
on
3c设计意图：进一步让学生理解文本内容，同时训练学生的语言输出能力。Step
4：Grammar
Focus1.Ask
students
( http: / / www.21cnjy.com )
to
read
the
sentences
in
Grammar
Focus，and
find
out
all
the
sentences
with
the
structure“used
to”.2.Students
work
in
( http: / / www.21cnjy.com )groups
of
four
and
try
to
find
out
the
different
sentence
patterns
about“used
to”.3.Students
read
together
again.设计意图：首先让学生齐读Grammar
( http: / / www.21cnjy.com )
Focus中的句子让学生感知其用法，然后小组讨论used
to的用法，通过讨论让学生理解得更加透彻。Step
5：PracticeWork
on
4a1.Let
students
look
( http: / / www.21cnjy.com )through
the
words
in
each
sentence
and
guess
the
meaning
of
the
sentence，getting
ready
for
writing
sentences.2.Ask
students
to
try
to
write
correct
sentences.3.Check
the
answers
with
the
students.设计意图：侧重语句构建训练，目的在于帮助学生强化语言结构。Work
on
4b1.Tell
students
to
rea
( http: / / www.21cnjy.com )d
the
chart
in
4b
and
try
to
write
sentences
about
Emily
with
the
information.2.Students
try
to
write
sentences
by
themselves.3.Ask
some
student
( http: / / www.21cnjy.com )s
to
show
their
sentences
and
explain
the
difficult
points.设计意图：四组句子通过人物过去、现在变化的对比，引导学生对比性的使用语言，反馈学生对重点语言学习内容的掌握情况。Step
6：Group
WorkWork
on
4c1.Ask
students
to
read
the
chart.2.Students
check
the
boxes
according
to
their
own
opinions3.Students
ask
two
( http: / / www.21cnjy.com )or
three
partners
in
the
group
and
check
the
boxes.My
partnerMy
partner
used
to
be
afraid
of...My
partner
is
still
afraid
of...the
darkbeing
aloneflyinghigh
placesgiving
a
speech
in
public4.Show
in
front
of
the
class.设计意图：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。
　　三、布置作业1.Read
the
( http: / / www.21cnjy.com )passage
several
times
after
school
and
try
to
recite
it.2.Make
a
survey：What
did
your
family
members
use
to
be
afraid
of
Write
a
report
and
show
it
to
your
classmates.
┃教学小结┃
【板书设计】
Unit
4　I
used
to
be
afraid
of
the
dark.
Section
A(3a－4c)
1.Mary
used
to
be
very
short，but
now
she’s
very
tall.
2.—Did
Mary
use
to
be
very
short
—Yes，she
did./No，she
didn’t.
3.Mary
used
to
be
very
short，didn’t
she？
Section
B(1a－1e)
【教学目标】
1.帮助学生巩固使用used
to结构。
2.帮助复习巩固有关行为习惯及爱好的短语，让学生学会新词汇：ant，insect。
3.让学生学会运用目标语言结构来对比现实生活中的改变，学以致用。
【教学重难点】
重点：运用used
to结构来谈论改变，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。
【课前准备】
课本、录音机、多媒体课件和学案。
┃教学过程设计┃
　　一、创设情境，切入主题Step
1：Lead in1.Lead
students
t
( http: / / www.21cnjy.com )o
observe
and
describe
the
pictures
according
to
the
teacher’s
questions，such
as“What
did
the
girl/boy
use
to
like
when
she/he
was
young？”“What
did
these
kids
like
to
do？”2.Ask
students“Amo
( http: / / www.21cnjy.com )ng
these
things，what
did
you
use
to
like
when
you
were
a
child？”and
to
check
them.3.Let
students
thin
( http: / / www.21cnjy.com )k
about
other
things
that
they
used
to
like
when
they
were
a
child.Write
down
the
sentences.设计意图：通过让学生观察活动图片，并引导学生回答老师的问题，让学生温习旧知，了解话题内容，加强学生的知识积累，为下一步的活动奠定基础。
　　二、展开过程，探究新知
Step
2：Presentation
Let
them
ask
a
( http: / / www.21cnjy.com )nd
answer
questions
in
pairs
according
to
the
information.设计意图：通过对内容的展示以及学生初步的训练，观察学生对于目标语言的运用，查缺补漏，为下一步更好地领会听力内容打下基础。Step
3：Listening
1c1.Before
list
( http: / / www.21cnjy.com )ening，let
students
get
familiar
with
the
sentences
in
1c.2.Play
the
recording
and
let
students
check
the
sentences
they
hear.3.Check
the
answers.设计意图：让学生先了解听力内容有助于他们更好地把握听力中出现的关键的信息，提高学生把握有效信息、处理信息的能力。Listening
1d1.Before
listening，lo
( http: / / www.21cnjy.com )ok
through
the
chart
and
get
to
know
the
content.2.Play
the
recording
f
( http: / / www.21cnjy.com )or
the
first
time.Let
students
pay
attention
to
the
voices
of
two
students.3.Play
the
recording
f
( http: / / www.21cnjy.com )or
the
second
time
and
let
students
fill
in
the
chart.4.Check
the
an
( http: / / www.21cnjy.com )swers
and
repeat
after
the
recording.Pay
attention
to
the
intonation
and
pronunciation.设计意图：浏览题意，了解听力内容
( http: / / www.21cnjy.com )可以提升学生对听力材料的记忆意识并且听前预填可以减轻学生在听的过程中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，不会因为拼写词汇的速度而干扰对信息的理解和获取，从而导致无法有效完成任务。Step
4：PracticeAsk
students
to
retel
( http: / / www.21cnjy.com )l
the
information
of
the
chart
by
comparing
the
girl
and
the
boy
in
the
past
and
now.设计意图：复述听力内容能帮助学生更好地理解信息，通过自主归纳表达，能有效提高学生的语言表达能力。Step
5：Group
work1.Ask
students
to
w
( http: / / www.21cnjy.com )ork
in
groups
of
four
to
compare
themselves
with
their
partners.Make
a
conversation.2.Ask
some
pairs
to
act
out
their
conversations.设计意图：通过为学生创设情景，鼓励学生勇敢表达，能有效检测学生知识掌握程度，并有针对性地查缺补漏，提高学生知识运用能力和口语表达能力。
　　三、布置作业1.Listen
to
1c
an
( http: / / www.21cnjy.com )d
ld，try
to
copy
the
tapescript
onthe
exercise
books.2.Act
it
out.
┃教学小结┃
【板书设计】
Unit
4　I
used
to
be
afraid
of
the
dark.
Section
B(1a－1e)
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.
used
to
do
sth.
过去常常
get
used
to
doing
sth.
习惯于做某事
be
used
to
do
sth.
被用来做某事
be
used
for
doing
sth.
被用来做某事
Section
B(2a－2f)
【教学目标】
1.能正确使用下列词汇以及常用表
( http: / / www.21cnjy.com )达：seldom，influence，absent，fail，examination，exactly，take
pride
in，be
proud
of，in
person。
2.帮助学生训练利用上下文线索进行推导判断、确认语句位置及解读词语含义的阅读策略及能力。
3.引导学生灵活运用不同的短语表达同样的含义。
4.唤起学生们的关爱之心，懂得体会亲情的可贵，在成长的道路上注重心理的健康。
【教学重难点】
重点：重点词汇和表达方式的使用；利用上
( http: / / www.21cnjy.com )下文线索进行推导判断、确认语句位置，掌握解说词语含义的阅读策略及能力；培养学生灵活运用不同的短语表达相同的含义的能力。
难点：利用上下文线索进行推导判断、确认语句位置，掌握解说词语含义的阅读策略及能力。
【课前准备】
准备好课本，制作多媒体课件和学案。
┃教学过程设计┃
　　一、创设情境，切入主题Step
1：Lead inRead
the
title
of
2a
and
ask
the
students
the
below
questions：(1)How
might
Li
Wen
feel
when
his
parents
are
away
from
home (2)What
problems
do
you
think
he
might
have 2.Students
discuss
and
answer
the
questions.
　　二、展开过程，探究新知Step
2：Fast
Reading1.Ask
students
to
( http: / / www.21cnjy.com )
read
the
passage
and
put
the
sentences
[A－D]
in
the
correct
places.2.Students
read
an
( http: / / www.21cnjy.com )d
fill
in
the
blanks，and
then
discuss
with
the
partner.3.Check
the
answers
with
the
class.设计意图：通过快速浏览文章把文章补充完整，给学生理解文章流畅性的机会，学会通过对上下文的理解来推测文章进展的阅读策略。Step
3：Careful
ReadingWork
on
2c设计意图：让学生使用目标语言“used
to”进行阅读训练。Step
4：After
readingWork
on
2d1.Tell
students
tha
( http: / / www.21cnjy.com )t
they
have
to
use
the
clues
from
the
passage
to
help
them
guess
the
meanings
of
the
words
in
the
box.Make
sure
students
know
what
to
do.2.Students
r
( http: / / www.21cnjy.com )ead
the
passage
again
and
try
to
guess
the
meanings
of
the
words.3.Let
some
students
say
their
answers.4.Check
their
answers
with
the
class
and
tell
students
the
reason.设计意图：训练学生使用上下文推测词义的能力。Work
on
2e1.Tell
students
t
( http: / / www.21cnjy.com )hat
they
should
complete
the
passage
with
the
proper
forms
of
the
words
and
phrases
in
the
box.2.Students
work
by
themselves.3.Check
the
answers
with
the
class.Work
on
2f1.Finish
the
2f.使用目标语言进行口语输出训练。训练学生使用目标语言和词汇填空，以此进一步让他们掌握目标语言。2.Discussion
Did
you
use
to
have
problems
in
school Did
you
talk
with
your
parents
　　三、布置作业口头作业：Retell
Li
Wen’s
story.书面作业：2b中出现的功能句。
┃教学小结┃
【板书设计】
Unit
4　I
used
to
be
afraid
of
the
dark.
Section
B(2a－2f)
influence　absent　boarding
school
in
person　
be
proud
of/take
pride
in
Section
B(3a－Self
Check)
【教学目标】
1.复习巩固本单元常用词汇与表达方式。
2.让学生运用书面形式表达自己的改变，在练中学，培养学生语言运用能力。
【教学重难点】
重点：掌握本单元常用词汇与表达方式。
难点：运用书面形式表达自己的改变。
【课前准备】
准备好课本，制作多媒体课件和学案。
┃教学过程设计┃
　　一、创设情境，切入主题Ste
( http: / / www.21cnjy.com )p
1：Lead inShow
teacher
( http: / / www.21cnjy.com )’s
own
pictures
several
years
ago.Say
out
the
changes
from
appearance，personality
and
hobbies，etc.For
example，look
at
this
photo.It
was
taken
five
years
ago
and
I
was...years
old.I
used
to
have
long
hair
but
now
I
have
short
hair...Write
down
the
sentences
on
the
blackboard
for
students
to
review.设计意图：运用自己曾经的照片来进行变化的对比，可以增强学生学习的兴趣，提高他们的参与度，表达的过程也是对已学内容的回顾，为下一步的书面表达打下基础。
　　二、展开过程，探究新知Step
2：SpeakingLet
students
wor
( http: / / www.21cnjy.com )k
in
pairs
to
talk
about
their
changes
from
different
aspects.Write
notes
about
how
they
have
changed
in
their
appearance，personality
and
hobbies.设计意图：通过充分的表达，进行头脑风暴，调动自己的知识储备，为下面的写作奠定基础。Step
3：WritingTell
students
to
( http: / / www.21cnjy.com )write
about
how
they
have
changed.Try
to
write
two
paragraphs.Paragraph
1：General
introduction
about
the
changes
in
your
lifeParagraph
2：The
most
important
change
and
how
it
happened设计意图：通过写作的训练过程，学生们可以运用所学过的内容表述自己的观点，这是知识的输出过程，也是学生归纳、总结、提升的过程。Step
4：Exercises设计意图：一定的训练可以及时有效地夯实基础。Work
on
1
and
2
in
Self
Check.
　　三、布置作业Get
( http: / / www.21cnjy.com )to
know
the
changes
of
life
in
the
past
ten
years
from
your
parents.Write
a
passage
to
introduce
the
changes.
┃教学小结┃
【板书设计】
Unit
4　I
used
to
be
afraid
of
the
dark.
Section
B(3a－Self
Check)
How
I
’ve
Changed!
My
life
has
cha
( http: / / www.21cnjy.com )nged
a
lot
in
the
last
few
years...I
used
to...Now
I’m...The
biggest
change
in
my
life
was...This
is
the
most
important
change
because...