人教新目标九年级英语第四单元教学设计

第4单元Iusedtobeafraidofthedark.

本单元的核心话题为"talkaboutwhattheyusedtobelike”围绕着

单元谈论过去自己和他人过去经常做的事，谈论自己和他人过去的外貌\性格\

爱好以观察图片、听力理解、阅读理解等训练方式和独立学习、合作交流、

教材完成任务等形式完成目标语言的输入。学习句型Usedto为主要学习任

务并且设置任务型综合性语言实践活动，让学生在交际活动中学会如何正

分析确地用英语表达自己的意见和建议，重在培养学生的习得语言运用能力、

实践能力、合作能力及创新意识。

1.KnowledgeObjects

(l)KeyVocabulary：usedto,dark(2)TargetLanguage:

----Mariousedtobeshort.----Yes,hedid.Nowheistall.

单

元

教

学2.AbilityObject

目

标(1)Trainstudents9listeningskillbylistening.

(2)Trainstudents9communicativecompetencebydoingsomeconversations.

3.MoralObject

Don'tjudgeapersonbyhisappearance.

单元训练重难点

重点难点

Targetlanguage:

Talkaboutwhatyouusedtobeafraidofand

----Mariousedtobeshort.——Yes,

whatyouarestillafraidofusingthetarget

hedid.Nowheistall.

language.

Thestructure:usedto

SectionA(la-lc)1课时

SectionA(2a-2d)2课时

单元

SectionA(3a-3c)3课时

课时SectionA(2d4a-4c)4课时

安排SectionB(la-ld)5课时

SectionB(2a-2e)6课时

SectionB(3a-Selfcheck)7课时

第1课时（总计21课时）

课题Iusedtobeafraidofthedark.授课时间

1.知识与技能：(l)KeyVocabulary：usedto,dark

(2)TargetLanguage:

----Mariousedtobeshort.----Yes,hedid.Nowheistall.

教学目标2.过程与方法：(1)Trainstudents9listeningskillbylistening.

(2)Trainstudents9communicativecompetencebydoingsomeconversations.

3.情感、态度与价值观：Don51judgeapersonbyhis叩pearance.

Targetlanguage:

教学重点----Mariousedtobeshort.——Yes,hedid.Nowheistall.

Thestructure:usedto

教学难点Thestructure:usedto

教学方法Listening,pairworkanddiscussion

教学准备Aproject

设计意图或

教学过程及内容修改意见

Step1Revision

Checkthehomeworkexercises.

StepIIla

Theactivityintroducestilekeyvocabulary.Callstudents9attentionto

thechartwiththeheadlinesAppearanceandPersonality.

Getstudentstofillinthechartindividually.

Checktheanswersbyaskingdifferentstudentstoreadtheirliststo

theclass.

Note:Answerswillvaryfromthesampleanswersbelow.

StepIIIlb

Theactivitygivesstudentspracticeinunderstandingthetarget

languageinspokenconversation.

Playtherecordingforthefirsttime.Studentsonlylisten.

Playtherecordingasecondtime.

Thistimeaskstudentstofillintheblank.

StepIV1c

Thisactivityprovidesoralpracticeusingthetargetlanguage.

Inviteapairofstudentstoreadittotheclass.

Afterstudentshavehadachancetopracticeseveralexchanges,ask

pairstocomethefrontoftheroomandactouttheirconversations.

StepVSummary

Say,Inthisclass,we'velearnedthekeyvocabularywordsusedtoand

dark.Andwe'vealsolearnedthetargetlanguageMariousedtobe

short.Yes,hedid.Nowhe'stall

StepVIHomework

Askstudentstowriteaboutapersonastheyarenowandastheywere

tenyearsago.Studentsmaycollectpicturesandinformation

课后反思

第2课时（总计22课时）

课题Iusedtobeafraidofthedark.授课时间

Iusedtobereallyquiet.

教学重点

Iknow.Nowyouareveryoutgoing.

-Didyouusetohavestraighthair?-Yes,Idid.

Yes/Noquestionswithusedto

教学难点

Statementswithusedto.

教学方法Listen,pairworkanddiscussion.

教学准备Recorderandtape

设计意图或

教学过程及内容

修改意见

StepIRevision

Checkhomework.Askastudentreadouthis/herarticle.

StepII2a

Thisactivityprovideslisteningpracticeusingthetargetlanguage.

Playtherecordingforthefirsttime.Studentsonlylisten.

Playtherecordingasecondtime.Thistimeaskstudentstoputa

checkinfrontofthewordstheyhear.

Checktheanswers.

StepIII2b

Thisactivitygivesstudentspracticeunderstandingthetargetlanguage

inspokenlanguage.Playtherecording.Studentsfillintheblanks

withthewordstheyhear.Correcttheanswers.

Studentschecktheiranswers.

StepIV2c

Thisactivityprovidesoralpracticeusingthetargetlanguage.Focus

studentsontheconversationinActivity2b.Askapairofstudentsto

readittotheclass.Getanotherpairofstudentstoreadittotheclass.

Thenmakeconversationsaboutyourselves.

Havestudentsworkinpairs.

StepV2d

Askastudenttoreadtheconversation.Thenstudenttsrole-playthe

conversationbythemselves.Thenleamthelanguagepoints.Andask

somestudentstoactouttheconversation.

StepVISummaryandHomework

Askstudentstowriteashortreportaboutwhatafavoritefilmstaror

afamousscientistwaslikewhenhe/shewasachild.

课后反思

第3课时（总计23课时）

课题Iusedtobeafraidofthedark.授课时间

教学重点Targetlanguage:Areyouafraidofthedark?Areyoustillafraidofthedark?

Talkaboutwhatyouusedtobeafraidofandwhatyouarestillafraidofusing

教学难点thetargetlanguage.

教学方法Teachinganddiscussion,

教学准备Aproject

设计意图或

教学过程及内容修改意见

StepIRevision

TranslatethesentencesintoEnglish.

1.马里奥以前很矮，他戴着眼镜。2.他现在长什么样子？

3.保拉以前很安静，她在班上总是很沉默。

4.她总是不够勇敢去问问题。

StepII3a

1.TellSstoreadthearticleandidentifytheparagraphsinwhichthe

llowinginformationappears.Numbertheinformation[1-3].

____howCandy'slifehaschanged

____Candy'sadvicetoyoungpeople____Candy'sbackground

2.Ssreadthearticlequicklyandtrytonumbertheinformation.

3.Ssreadandunderstandeachparagraph.

4.Checktheanswers.

StepIIICarefulReading

1.Readthefirstpassageagainandanswerthesequestions:

1)HowoldisCandyWang?2)Whatwasshelike?

3)Whydidshetakeupsinging?4)What'sshelikenow?

2.Sstrytoreadandfindtheanswerstothesequestions.

3.ThenchecktheanswerswiththeSs

4.Readthethirdparagraphandfillintheblanks.

Candy'sadvicetoyoungpeoplewhowanttobecomefamous:

1.Peoplehavetobe__________to__________your______life.

2.Youcanneverimaginehow________theroadto________is.

3.Youreallyrequirealotof________and___________tosucceed.

4.Onlyaverysmall_______ofpeoplemakeittothe_______.

StepIVCarefulReading

1.Workon3b:

Ssreadagainandfinish3b

(l).Sheusedtobeshy,butnowshe'snotshy________.

(2).Shedidn'tusetobe_______inschool,butnowshegetslotsof

attention.

(3).Sheusedto_______withfriends,butitisalmostimpossiblenow.

(4).Shedidn'tuseto___________howsheappearstoothers,butnow

shedoes.

Thenchecktheanswers.

2.Workon3c

(l).GiveSsexample:

e.g.A:Whatwereyoulike?Wereyougoodatsingingwhenyouwere

veryyoung?

B:No.Iusedtobereallyshy.Itookupsingingtodealwithmy

shyness.AsIgotbetter,Idaredtosinginfrontoftheclassandthen

forthewholeschool.

(2)..Ssworkinpairs.Trytoaskandanswersquestionsaccordingto

thepassage.

(3).Askthestudentstocompletetheworkingroups.

Thisactivitygivesstudentsanopportunitytousethetargetlanguageto

talkaboutthemselves.

(3).Askafewstudentstotelltheclassabouttheotherstudentsthey

havetalkedto.

StepVGrammarFocus

1.Youusedtobeshort.2.Heusedtoplaysoccer.

3.Didyouusetodrawpictures?Yes.Idid.

4.Didsheusetohavelonghair?No,shedidn't.

StepVIHomework

Readthepassageseveraltimesafterschool.

课后反思

第4课时（总计24课时）

课题Iusedtobeafraidofthedark.授课时间

KeyVocabulary

教学重点

TargetLanguage

教学难点Talkaboutwhatyouusedtobe/do.

教学方法Discussandpairwork

教学准备Aproject

设计意图或

教学过程及内容修改意见

StepIReviewandsupup

一、usedto的用法

usedto意为“过去常常”，用于表示过去习惯性的动作或存在的状

态（强调与现在的对t北，暗示现在不做了）。其中to为不定式符号，

后跟动词原形。usedt（）只用于一般过去时态,没有人称和数的变化。

1.否定句

〈usednot

主语i>todosth.

Ldidn'tuse，

2.一般疑问句

Did+主语+usetodo...?答语：Yes,sbdid./No,sbdidn't.

3.反意疑问句主句，didn't+人称代词？

三、辨析

表示过去习惯性的动作或存在的状态。to

usedtodosth.

后跟动词原形，只用于一般过去时态。

beusedto+意为“习惯于……”，to是介词，后接名词、

n./pron./doing代词或动名词。可用于各种时态。

get/becomeusedto意为“逐渐习惯于……”，强调这一习惯的过

sth./doingsth.程，to是介词。

意为“被用来做……”，被动语态结构，to后

beusedtodo

跟动词原形。

beusedfordoing意为“被用来..."，介词for表示功能、用

sth途。

StepIIWorkon4a:

1.LetSsunderstandsentences.

1)Grace/watchalotofTV/watchalotofmovies

2)mymom/havecurlyhair/havestraighthair

3)Jerry/readbooksonEuropeanhistory/readbooksonAfricanculture

4)Sandy/teachBritishEnglish/teachAmericanEnglish

2.LetSstrytowritecorrectsentences.

3.ChecktheanswerswiththeSs.

StepIIIWorkon4b:

1.TellSstoreadthechartin4aandtrytowritesentencesaboutEmily

withinformation.

2.GiveSsthewaysofwriting.

e.g.Emilydidn'tusetoeatalotofvegetables,butnowsheloves

carrotsandtomatoes.

3.Sstrytowritesentencesbythemselves.

4.Checktheanswers.

StepIVWorkon4c:

l.LetSsreadthechart.Andletthemcheckthecharteachother.

2.示例：

A:Didyouusetobeafraidofthedark?

B:No,Ididn't.ButIusedtobeafraidofbeingalone.

C:Didyouusetobeafraidofflying?

D:No,Ididn't.ButIusedtobeafraidofhighpla

StepVSummaryandhomework

课后反思

第5课时（总计25课时）

课题Iusedtobeafraidofthedark.授课时间

KeyVocabulary：spider,insect,chew,gum

教学重点TargetLanguage:-Iusedtoeatcandyallthetime.Didyou?

—Yes,Idid.AndIusedtochewgumalot.

教学难点Talkaboutwhatyouusedtobe/do.

教学方法Reading,discussion,cooperation

教学准备Aproject

设计意图或

教学过程及内容修改意见

StepIOrganizationofclass.

Warmingup

StepIICheckingupthehomework

Asktwostudentstoreadouttheircompositions

StepIIIPresentation

1.Showtheclassfourpicturesinla.

2.Askstudentstodescribewhatishappeningineachpicture:

3.Askstudentstocheckthethingstheylikedtodowhentheywere

veryyoung.

StepIVTeachingTasks

1.TaskOne(Pairwork):Iusedtoliketo...

(1)Pointoutthelinesunderthepictureinlb.

(2)Askstudentstowritedowndifferentthingstheyusedtoliketodo.

(3)Getstudentstodiscusstheanswersinpairs,thenasksomestudents

toreadouttheirsentences.

2.TaskTwo:Listeningpractice(1c,Id)

(1)Askstudentstolistentoadialoguebetweenaboyandagirl.

(2)Askstudentstocheckthesentencesonthelistthattheyhearonthe

recording.

(3)Playtherecordingagain.Askstudentstofillintheblankswiththe

wordstheyhear.

3.TaskThree(Pairwork):Makingupdialogues

(1)Teachstudentstheconversationin2c.

(2)Askstudentstomakesimilardialogsinpairs.

(3)Callondifferentpairstoreadouttheirconversationstotheclass.

StepVSummaryandhomework

Askstudentstopracticethedialoguesinle.

课后反思

第6课时（总计26课时）

课题Iusedtobeafraidofthedark.授课时间

教学重点Practicereadingandwritingusingthetargetlanguage.

教学难点Understandthepassage.

教学方法Discussandpairwork

教学准备Recorderandtape

设计意图或

教学过程及内容修改意见

StepICheckupthehomework

StepIILeadin

1.Showapictureofayoungstudent.TellSsthattheboyisLiWen.

He'sa15-year-oldboywhoseparentsareworkinginthecity.Look

atthetitleofthepassageandpredicttheproblemshemighthave.

HeStudiesHarderThanHeUsedto

2.Nowdiscussthemwithyourpartnerandguesstheproblemshe

mighthave.

3.AsksomeSsguesstheproblems..

StepIII2b

FastReading

1.FirstletSsreadthesentencesandmakesuretheyknowthemeanings

ofallthesentences.Thenreadthepassageandputthesentences[A-D]

inthecorrectplaces.

2.Checktheanswerswiththeclass.

CarefulReading

Workon2c

1.ReadthepassageagainandtrytounderlinetheproblemsthatLi

Wenusedtohave.

2.ChecktheanswerswiththeSs.

Postreading

Workon2d

1.TellSsthattheyhavetousethecluesfromthepassagetohelpthem

guessthemeaningsofthewordsinthebox.MakesureSsknowwhat

todo.

2.Ssreadthepassageagainandtrytoguessthemeaningofthewords.

3.LetsomeSssaytheiranswers.

4.ChecktheiranswerswiththeclassandtellSswhy.

Workon2e

1.TellSsthattheyshouldcompletethepassagewiththeproperforms

ofthewordsandphrasesinthebox.

2.Ssworkbythemselves.Iftheyhavesomequestions,theymaygo

throughtheproperparagraphsin2bagain.

3.AsksomeSswritehis/heranswersontheBb.

4.Checktheanswerswiththeclass.

Workon2f:

1.WhatdoyouthinkLiWenandhisparentstalkedaboutintheir

conversation?Writeaconversationandrole-playitwithyourgroup.

Thinkofthefollowingthings:

2.Discussion

Didyouusedtohaveproblemsinschool?

Didyoutalkwithyourparents?

StepIVLanguagepoints

AfterSslearnthelanguagepoints,theydosomeexercises.

Fillintheblankswithcorrectforms.

1)Tm________(pride/proud)tobeyourfriend.

2)Heworehismedalswith_______(pride/proud).

3)I'mproud____(of/on)myhometown.

4)Helovedhisdaughterandtookpride_____(of/in)her.

StepVHomework

Readthepassageagainafterschool.

课后反思

第7课时（总计27课时）

课题Iusedtobeafraidofthedark.授课时间

Fillinblanksandmakesentences.

教学重点

Writeanarticleusingthetargetlanguage.

教学难点Writeapassageabouthowsomeone'slifehaschanged.

教学方法Teachingandwritinging

教学准备Textandbook

设计意图或

教学过程及内容修改意见

StepIRevision

StepIITakingnotes(Workon3a)

1.TellSstoworkinpairs.Firsttrytotakesnotesabouthowyouhave

changedinyourappearance.

Writethenotesonapieceofpaper.

2.Thentalkwithapartneraboutthechangesthathavehappenedto

you.

3.Sstalkabouthowyouhavechangedintheappearance.