2023学年完整版九年级Unit4Iusedtobeafraidofthedark教 -

Unit4Iusedtobeafraidofthedark.SectionB(2a-2c)新津中学外国语实验学校：李铮铮TextbookAnalysis:Thelanguagefunctionistoconsolidatetheusageof“usedto”byexperiencingthechangesoftheleft-behindchildLiWen.Readingstrategyistohavestudentspredictthemaincontentofeachparagraphandcompletethemissinginformationbybrowsingthetitle,illustrationsandstrategyhintsofthearticle.StudentsAnalysis:Ninthgradersalreadyhavetheabilitytounderstandthearticleandcompletethemissinginformationaccordingtothekeyhints(thetitle,illustrationsandstrategyhintsofthearticle).Ninthgradersalreadyhaveacertainunderstandingofthissentencepattern“usedto”.Thisclasswillfurtherconsolidatethestudyofthissentencepattern.TeachingAims:LanguageFocus:TakingLiWen′sstoryasthemainline,furtherexpandandconsolidatethetargetsentencepattern“usedto”inthisunit,anddiscussmoretopicsclosetolife.UsefulExpressions:usedto,takepridein,fail,influence,seldom,beabsentfromLearningStrategies:Bybrowsingthetitle,illustrationsandstrategyhintsofthearticle,havestudentspredictthemaincontentofeachparagraphandcompletethemissinginformationaccordingtothecontext.Improvestudents’readingabilityandreadingskills.CultureFocus:Goodfamilycommunicationisveryimportanttochildren’sgrowth.Havestudentsrealizethevalueoffamilyaffection,understandtheirparentsandpayattentiontotheirowngrowth.TeachingProcedures:Step1.Lead-inTheteacherasksthestudentstowatchashortvideotogetherabouttheleft-behindchildren,whichleadstothetopicofthisclass.T:Nowadays,therearemanystay-at-homechildreninthecountryside.Afterwatchingthevideo,howdoyoufeel?Theteacherexplains“stay-at-homechildren”.Step2.Pre-readingT:Today,I’llintroduceafriendtoyou.ThisisLiWen.Heisa15-year-oldboyfromthecountryside.Hisparentsareworkinginthecity.Heisastay-at-homechild.Soeverybodypleasetrytoguesswhatproblemsdoyouthinkhemighthave?Theteacherasksthestudentstothinkaboutthequestionandexplainsthesewordsandwritethemdownontheblackboard:seldom=hardly,fail=notsucceed,examination=exam,beabsentfromThroughtheguidanceoftheteacher,thestudentsthinkaboutthepossibleproblemsLiWenmighthave.Step3.While-readingⅠ.SkimmingT:ReadthepassageasfastaspossibleandputthesentencesA-Dinthecorrectplaces.Theteachersasksthestudentstopayattentiontothereadingstrategies:Whenwereadfast,weshouldfirstthinkaboutwhatwewanttowatchfor.Trytousethekeywordsandpronounstofinisheachsentence.Afterthestudentsfinishthetask,theteachercheckstheanswersandexplainsthereasons.Ⅱ.ScanningT:Readthepassageagainandtrytofindtheanswerstothesequestions.Q1:DidLiWenhavetheseproblemsfromthebeginning?Q2.HowmanychangeshasLiWenexperienced?Whatledtothem?Theteachersasksthestudentstopayattentiontothereadingstrategies:Moveyoureyesquicklytofindspecificinformation.Theteacherexplainsthesewords:influence(v.)=haveaninfluence(n.)on,exactly(adv.)=justandwritethemdownontheblackboard.Ⅲ.IntensivereadingT:Readthepassagecarefullytofindmoredetails.Answerthesequestions.Q1:WhatwasLiWenlikebeforehisparentsleft?Q2:Whatproblemsdidhehaveafterthen?Q3:Howdidhechangeafterthelongtalk?Thistime,Iwantyoutoanswerquestionslikethis“…usedto…,butnow…”Theteacherwritesdownthesentencepatternontheblackboard.Thestudentsanswerquestionswiththetargetsentencepattern.Step4:After-readingT:Afterreadingthepassage,pleasethinkaboutthequestion:WhatwasbehindtheconversationthatcausedLiWen’schange?LiWenoncesaid,itwasexactlywhatIneeded.SowhatdidLiWenreallyneed?TheteacherplaysanEnglishsongYOURAISEMEUPandleadsstudentstothinkaboutwhatchangedLiWen,andhavestudentsrealizethevalueoffamilyaffection:Timecanmakepeopleloseeverything,butthefamilyisnottogiveup.Evenifoneday,thefamilyleft,buttheirlovewillstaywiththechildreninthesoul.Ithas