新目标英语九年级Unit4：Whatwouldyoudo?1stperiod教学设计。
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新目标英语九年级Unit4：Whatwouldyoudo?1stperiod教学设计
（The1stperiodSectionA1a---SectionA2b）
Time:ThethirdperiodofOctober,13th,2005.(Thursday)
Place:Class4Grade9.Numberofstudents:48
I.Teachingaimsandteachingdemands:
通过大量听说训练和交际教学,突破语法难点,形成学生自我评价
Inthisunit:
1)Studentslearntoreportwhatsomeonesaid.
2)Studentslearntowriteareportcardandreporttheirgradestoothers.
一、教学目标languagegoal:
1．通过本单元的学习学会谈论一些假设的、虚幻的情况；
2．通过本单元的学习达到如何使用虚拟句提出建议的目标；
3．学会表示与现在的情况相反的虚拟语气的结构；
4．学会用虚拟语气表述自己的还没有实现的愿望。
II.Teachingkeyanddifficultpoints:
A.Vocabulary
million、pimple、energetic、confident、shirt、tie、medical、research
B.Targetlanguage
Whatwouldyoudoifyouwonamilliondollars？
I’dgiveittomedicalresearch.
Ican’tsleepthenightbeforeanexam.WhatshouldIdo？
IfIwereyou,I’dtakealongwalkbeforegoingtobed.
C.Structures
Reportedspeech
Simplepasttense
Canforability
III.Teachingmethods:Audio-videolingualmethods
IV.Teachingaids:Powerpoint;flash;Surveyforms.
V.LearningStrategies:1.Listeningforkeywords.2.Self-evaluating
VI.TeachingProcedures(MainSteps)
Unit4Whatwouldyoudo？
二、教学向导
1、语言功能
谈论一些假设的、虚幻的情况
2、语言目标
3、语言结构
使用should为他人提供建议
4、重点词汇
5、学习策略与思维技巧
在学习中积极思考
根据情景现象，进行发散思维训练
6、多元智能
想象能力
逻辑表述
三、主题词表
lottery、million、getalongwith、let……down、comeupwith、
trouble、energetic、confident、inpublic、social.
四、教学步骤
SectionA
Leadingin
T:Ialwayshaddreams，lastnightIhadadreamagain.Inmydream,Igotone
milliondollars.Now,inmylife,ifIhadonemilliondollars,Iwouldtravel
allovertheworld.Alltheclass,pleasetellme:Whatwouldyoudoifyou
hadonemilliondollars?
S1:IfIhadonemilliondollars,Iwouldhaveacar,atallbuildingandabeautifulgarden.
T:(toS2)Whataboutyou?
S2:IfIhadonemilliondollars,Iwould……
T:(toS3)Whataboutyou?
S3:IfIhadonemilliondollars,Iwould……
T:(toS4)Andyou?
S4:IfIhadonemilliondollars,Iwould……
Thengetmanystudentstotalkaboutthequestion.
T:Ifyouwereinalion’scage,whatwouldyoudo?
S1:IfIwasinalion’scage,Iwouldcallforhelp.
Getmanystudentstoanswerthequestion.
Say:Whenwetalkaboutthingsthathaven’thappened,wecanusethewords
IwouldorI’d
Activity1a
Readtheinstructions
Askstudentstoreadtheexample.
Askafewstudentstosharetheirideaswiththeclass.
Askstudentstocompletethetask.
Writeanumberofstudents’answerontheboard.
Activity1b
Readtheinstructions
Pointtothepicturesonebyone.
Pointoutthesampleanswer.
Playtherecordingthefirsttime.studentsonlylisten.
Playtherecordingagain.Askthestudentstowriteintheiranswers.
Thenchecktheanswers.
Order:2143
Activity1c
Readtheinstructionstotheclass.
Pointouttheexampleinthebox.
Getthestudentstodothepairwork,astheytalk,offersomelanguagesupportasneeded.
Askseveralpairsofstudentstosaytheirconversationstotheclass.
Activity2a
AskthestudentstolistentothedialogueaboutLarry’sworries.
Playtherecordingforthefirsttime.
T:Listenagainandcircletheanswerinthebox.
Playtherecordingforthesecondtime.Thenchecktheanswer.
T:Afterlistening,weknowthatLarrygadalotofworriesbeforegoingtoTom’sparty.IfIwereLarry,Iwouldbringaflowerasapresent.Whatwouldyoudo?
Nowmakedialogueusingthepatters.
Showthefollowingonthescreen.
WhatwouldyoudoifyouwereLarry?
IfIwereLarry,I’d……
Getseveralpairsofstudentstoshowthedialogue.
Activity2b
Readtheinstructionsandpointtothelistofsentencesin
activity2b
Playthetapeagain.
Askthestudentstofillintheiranswers.Thenchecktheanswers.
Answers:1245
Activity2c
PointtotheboxaboutLarry’sworries.Askonestudenttoreadittotheclass
Readtheinstructions.
AskSstoworkinpairs.
Askoneortwopairstosaytheirconversationstotheclass.
GRAMMARFORCUS
Reviewthegrammarbox.Askastudenttoreadthesentencetotheclass.
Askastudenttowritethequestionandanswerthequestionontheboard.
AskstudentstowritethetwosentencesIfIwereyou…ontheboard.
Circlethewordwereinthetwosentences.
Whenyoutellsomeonewhatyouwoulddo,youusetheexpressionifIwereyou,
notifIwasyou.
Activity3a
Readtheinstructions.
Thenpointtotheblanklineineachiteminthefirstcolumnandsay,Youcanwritetheletterofthecorrectadvicefromthesecondcolumnhere.
Askdifferentstudentstoreadtheproblemsandpiecesofadvicetotheclass.
Askthestudentstocompletetheactivityontheirown.
Activity3b
Readtheinstructions.
Askstudentstoworkwithpartnerastheytalkabouttheirproblemsandgiveeachotheradvice.
Askseveralpairsofstudentstosaytheirconversationstotheclass.
4Readtheinstructionstotheclass.
Helpthestudentsformgroupsoffourorfive.
Askthegroupstoaskeachothertheirlistofquestionsandlistentotheanswer.
SectionB
1a
Readtheinstructionstotheclass.
Pointtothewordsinthebox.
Readthesentencestotheclasssayingblankinplaceoftheblanklines.
Askstudentstofillintheblanksontheirown.
Thenchecktheanswers.
Answers:
1.confident2.outgoing3.creative4.shy5.energetic
1b
Readtheinstructions.
Pointouttheexampleinthebox.
Askseveralpairsofstudentstosaytheirconversationstotheclass.
2a
Pointtothechartandtellstudentsthatitisaquizfromateenmagazine.
Readtheinstructionsandpointtothefourquestions.
Playtherecording.
Playtherecordingagain.
Thenchecktheanswers.
2b
Readtheinstructionsandpointtothelistofquestionsandanswersinactivity2a.Readthequestionsoraskstudentstodoit.
Playtherecordingagain.Thenchecktheanswers.
2c
Readtheinstructionsfortheactivity.
Pointtothesampleconversationinthebox.
Pointtothepersonalitysurveyinactivity2b.
Thenhavestudentsworkinpairs.
Askseveralpairstosaytheirconversationstotheclass.
3a
CallattentiontothethreeparagraphsundertheheadingPersonalitySurveyResults.
Nextpointtothequestionsandanswersonthesurveyinactivity2a.
Readtheactivity3ainstructionstotheclassagain.
Askstudentstofinishontheirown.
Thenchecktheiranswers.
Answers
1.c2.a3.b
3b
Readtheinstructions.
Readtheexampletotheclass.
Say,Nowwriteyourownpersonalitysurvey.
Youcanusetheoneinactivity2basasample.Writeasmanyasyoucan.
Readtheinstructionstotheclass.
Helpthesampleconversationinthebox.
Askapairofstudentstoreadittotheclass.
Whenthegroupsfinishaskingquestionsandtalkingpointoutthesampleconversationsintheboxagain.
Callonstudentsinseveralofthegroups.
SelfCheck
Section1
Askstudentstofillintheblanksontheirown.Thenchecktheanswers.
Askstudentstomaketheirsentenceswiththewords,preferablysentencesthat
Aremeaningful/
Answers:
1.tired2.nervous3.friendly4.terrible5.shy
2.Readtheinstructionstoptheclass.
Askapairofstudentstomodelthesamplee-mail
Askstudentstocompletetheworkontheirown.
Reviewthetask.
Reading:
1a
Drawapictureofasadfaceontheboard.Askstudentswhatthingsintheirlivesmakethemsad.Writeupexamplestheygivewhichcouldbeclassifiedasaccidentsontheleft,andexamplesofproblemsontheright.
Dividetheclassintogroups.
Shareeachgroup’sideasandcomparetheresults.
Section2
Askstudentstolookattheartworkandthecartoon,andthendrawontheir
Knowledgetosaywhatthisreadingis.
Answer:Twopagesfromabookgivingadviceaboutaccidentsandproblems
Askstudentstonoticetheformat.AskhalfoftheclasstobeQuestion,andtheotherhalfoftheclasstobetheDoctor’sanswer.ReadPage18aloudtogether.StudentschangerolesforPage45,andreadaloudtheProblemsandAdvice.
Askstudentstorepeatthereadingaloudinpairs,changingoverforeachpage.
Section3
3a
Askstudentstopooltheknowledgetheyhavetoanswerthetwoquestions.
Discusstheanswers.
3b
Askstudentstogothroughtheaccidentsmentionedinthereading,anddiscusshowseriouseachoneis.
3c
Askeachstudentstoanswerthequestionandcheck,ornotcheckthebox.
Haveaclassdiscussiontoseehowmanystudentssharethesameexperience,
Andfollowedtheadvicegiveninthebook.
Section4
Goforit!
Askstudentstowriteonemore‘accident’QuestionandDoctor’sanswer,andonemore‘ProblemandAdvice‘usingthesamelanguagestyleasinthereading.
Taketheexamplesofeachstudentandwritethemuponacomputerifavailable.
Pointoutthe‘newpages’forDr.Robinson’sbook,anddisplaythemontheclassroomwall.
Teachingsteps
Thethirdperiod:(FromSectionB1atoSectionB4)
StepsTeacher’sactivitiesStudents’activities
Step1(5’)Warmingup1,ShowthestudentstwomovieclipsofMickeyMouse;DonaldDuckandSnoopy.Askthemtorememberthelines.2.Asksomestudents:Q:WhatdidMickeyMouse/DonaldDuck/Snoopysayinthemovie?
1.Studentswatchthemoviesandtrytorememberthelines.
2.Individualstudenttrytospeakfrommemory.A:Inthemovie,MickeyMouse/DonaldDuck/Snoopysaid….
Step2(5’)Lead-in1.Showaphotoofhimselfandmakeabriefintroduction.T:Thisisaphotoofme.I’mhardworking;I’mgoodatspeaking.I’mlazysometimes.InEnglishI’mbetteratreadingthanlistening.Icandobetterinmath.2.AsktheSs“WhatdidIsay?”1Listentotheteachercarefully.2.LookatthescreenandreportwhatMrChensaidquickly.“MrChensaidhewashardworking;Hewasgoodatspeaking;Hewaslazysometimes.InEnglishHewasbetteratreadingthanlisteningandhecoulddobetterinmath.”
Step3(10’)SurveyChartPairwork
1.Handouttheformof______’sSelfEvaluationtotheSs.Eachstudentwillhavetwo.
2.Askastudentthefollowingfourquestions:a)Whatdoyoulooklike?b)Whatareyoulike?c)Whatsubjectareyougoodat?d)Whatwillyoubewhenyougrowup?
3.Teachergiveshim/herevaluationfromtimetotime.Si:I’mugly.T:Idon’tthinkso.Ithinkyouarepretty.Si:Iamlazy.T:Really?Ithinkyouarehard-workingthisterm.Si:IdoworseinEnglish.T:Idon’tthinkso,Ithinkyoucandobetter.
4.Asksomeindividualstudenttosaysomethingaboutthemselvesandtheirpartner.
1.Readthroughtheitemsofthesurveyform.
2.Listentothemodeldialoguebetweentheteacherandthestudent.
3.Fillinthefirstformwiththeirpersonalinformation.
4.Asktheirpartnerquestions,andfillinthesecondformfortheirpartner.
5.FourSstomakeasurveyreportoftheirdeskmate,usingthefollowingsentences:Si:Mypartnersaid/toldme(that)he/she…
Step4(10’)ListeningPractice2a/2b
1.Showthematimetableandareportcardandaskandanswerquestionswiththeclasslikethis:T:What’sthisinEnglish?Ss:(behelpedtosay)It’sareportcard(repeattwice).T:Andthis?(Showthemthetimetable)Ss:功课表(shoutinChinese)T:Timetable.Ss:Timetable(repeattwice)T:Howmanysubjectsdoyoustudyatschool?Ss/T:(counttogether):English;Chinese;math;history;geography;biology;PE.music,art;politics;physics;computerscienceandsoon.T:(Showthesubjectnamesonthescreen)
2.PointtothethreepicturesandaskSstotellwhattheysee:T:Whatsubjectdoeshe/sheteach?Ss:Ithinkheteachesmath/geography//Sheisageographyteacher.T:No,thewomenteacherinPicture2isalanguageteacher.SheteachesSpanish.ThebaldmaninPicture3isahistoryteacher.TheyarealltheboyScott’steacher.NowScottistalkingwithhisparentsabouthisreportcard.Let’slistenandfindout“Whatdohisteacherssayabouthisstudy?”
3.Playthetapeforthefirsttime.
4.Playthetapeforthesecondtime,pressthepausebuttonifnecessary.
5.ChecktheanswerwiththeSs1.Learnsomenewwordswiththeteacher.2.Saysomethingaboutthepictures.3.Listentothetapeonceandfillinthespeechbubbles.4.ListenagainandtickoutScott’sreportcard.5.Checktheanswerwiththeteacher.
Step5(5’)OralPractice(Pairwork)
1.TalkaboutScott’sreportcardwithsomeSslikethis:
T:PleaselookatScott’sreportcard?Whatdidhismathteachersay?“Youarehardworking.”(murmurstoS1)
S1(behelpedtosay):HesaidScottwashardworking.
T:WhatdidhisSpanishteachersay?“Youaregoodatspeaking.”(murmurstoS2)
S2:Shesaidhewasgoodatspeaking?T:Whatdidhishistoryteachersay?
S3:HesaidScottcoulddobetter.
2.Readtheinstructions,thenhaveSsworkinpairs,talkabouttheotherthreereportcards.
3.Callon3pairstoactoutthedialoguebetweenaschoolboy/girlandhis/herparentsabouthis/hergrades.1.Listentothedialoguebetweentheteacherandthreeindividualstudents.2.Ssworkinpairs,talkabouttheotherthreereportcards.3.Threedemonstrationpairstoactoutthedialogue.
Step6(5’)Readingpractice
1.Readtheinstructions,lettheSsknowwhattheyaregoingtodo.T:ThisisaletterfromAllantohisgrandmother.It’sabouthisstudy,let’sreadquicklyandfindoutwhichisAllan’srepordcardin2b.
2.AskSstoreadtheletterontheirownquickly,underlinethesubjectsandfindoutAllan’sgradesasquicklyaspossible.
3.PresentsomeAfter-Readingquestionstotheclass.a)WhatwasthematterwithAlan’sgrandmotherlastweek?b)Whendidhegethisreportcard?c)Whatisthegoodnews?d)Whatisthebadnews?
4.Explainsomelanguagepoints.(Showthemonthescreen)a)ingoodhealth=healthyb)end-of-yearexams=FinalExams(期末考试)c)Ihadareallyhardtimewithscience.=Ihadtroublestudyingscience.=Ifounditdifficulttostudysciencewell.1.Listentotheteacher’sinstructions.2.ReadtheletterquicklyandtickoutAlan’sreportcardin2b.3.AnswertheAfter-Readingquestionswiththehelpoftheteacher..4.Takenotes.
Step7(5’)WritingPracticeonspot
1.Readtheinstructions.
2.Pointtothereportcard
3in2bT:ThisisScott’sreportcard.UsetheinformationonthisreportcardtowriteyourletterforScott.YoucanalsolookatP92forhelp.3.Ask1-2Sstoreadhis/herletteraloudtotheclass1.Listentotheteacher’sinstructions.2.WritetheletterwiththehelpofthereportcardandthetapescriptonP92.3.OneortwoSsreadhis/herletteraloudtotheclass:
HomeworkAssignment:(Chooseeitherofthem)T:Afterschool,youcanhavealookatyourreportcardoflastterm,oryoucanaskyourfriend/classmate/teacher“Whatdoyouthinkofme/myEnglish?”andwritedowntheiranswerintheform,oryoucanwritealettertooneofyourrelativeorafriendaboutyourreportcard(“Whatisgood/badnews?)1.Makefulluseofthesurveyform,finishthelasttwoitems(YourClassmates’/Friends’Evaluation/Yourteachers’evaluationofyou)2.Writealettertosomeoneaboutyourlasttermreportcard.
相关阅读
Unit1Howdoyoustudyforatest—1stperiod
Unit1Howdoyoustudyforatest—1stperiod
Ⅰ.AnalysisoftheTeachingMaterial
1.StatusandFunction
Inthisunit,studentslearntotalkabouthowtostudy.Suchtopicisveryusefultostudents.It’shelpfultoraiselearninginterestofallthestudents.Eithermoreorlessadvancedstudentswillbenefitalot.
(1)Thefirstperiodmainlygivesstudentslisteningandoralpracticeusingthetargetlanguage"Howdoyoustudyforatext?Istudybydoing…"
(2)Theactivitiesinthesecondperiodgivestudentsmorelisteningandoralpracticeusingmoretargetlanguage.Theyarehelpfultoimprovestudents’listeningandspeakingskills.
(3)Inthethirdperiod,studentslearnto
getdetailedinformationfromanarticle.Itisabasicreadingskillandis
agreathelptoimprovestudents’readingskill.
(4)Thefourthperiodnotonlyintroducessomenewwordsbutalsoprovidesstudentswithmanydifferentkindsofactivities.Inthisclass,studentslearntogiveadvicetothosewhohavedifficultyinstudyingusingthetargetlanguage.
(5)Thefifthperiodisdesignedtotrainstudents’readingandwritingskills.
(6)Alltheactivitiesinthelastperiodinthisunitareusedtoprovidewritingpracticeusingthetargetlanguage.
2.TeachingAimsandDemands
(1)KnowledgeObjects
Inthisunit,studentslearntotalkabouthowtostudyforatestandgiveadvicetothosewhohavedifficultyinstudying.
(2)AbilityObjects
Totrainstudents’listening,speaking,readingandwritingskillsusingthetargetlanguage.
(3)MoralObject
Everyonelearnsadifferentway.
Thebestoneistodo.Thatis,nopains,nogains.
3.TeachingKeyPoint
Tomakestudentslearnandgraspthekeyvocabularywordsandthetarget
language.
4.TeachingDifficultPoint
Totrainstudents’listening,speaking,readingandwritingskills.
Totrainstudents’communicativecompetence.
5.StudyingWay
Teachstudentshowtobesuccessfullanguagelearners.
Ⅱ.LanguageFunction
Talkabouthowtostudy.
Ⅲ.TargetLanguage
1.Howdoyoustudyfortests?
Well,Istudybyworkingwithmyclassmates.
2.Haveyoueverstudiedwithagroup?
Yes,Ihave.I’velearnedalotthatway.
3.Idon’thaveapartnertopractiseEnglishwith.
MaybeyoushouldjoinanEnglishclub.
Ⅳ.Structure
verb+bywithgerund
Ⅴ.Vocabulary
1.flashcard,takenotes,frustrating,memorize,aloud,comma,makemistakes,pronunciation,beafraidto
2.Whatabout…?
3.Whydon’tyou…?
Ⅵ.Recycling
vocabularylist,cassette,conversation,improve,forget,test,notebook,friend,Englishlanguage,study,video,popsong,speak,learn,watch,work,join,listen,write,practice
Ⅶ.Learningstrategies
1.Personalizing
2.Roleplaying
Ⅷ.TeachingTime
Sevenperiods
TheFirstPeriod
Ⅰ.TeachingAimsandDemands
1.KnowledgeObjects
(1)KeyVocabulary
flashcard
(2)TargetLanguage
Howdoyoustudyforatest?
Istudybyworkingwithagroup.
2.AbilityObjects
(1)Trainstudents’listeningskill.
(2)Trainstudents’communicativecompetence.
3.MoralObject
Studyingtherightwayishelpful,Ithelpsyougetgoodgrades.
Ⅱ.TeachingkeyPoint
TargetLanguage
Ⅲ.TeachingDifficultPoints
1.Trainstudents’listeningskill.
2.Trainstudents’communicativecompetence.
Ⅳ.TeachingMethod
Sceneteachingmethod
Ⅴ.TeachingAids
1.Ataperecorder
2.Realobjects
Ⅵ.TeachingProcedures
StepⅠGreetings
Welcomethestudentsbacktoschoolandaskthemiftheyhadagoodtimeduringthesummerholidays.Invitedifferentstudentstodescribewhattheydidinthesummervacation.
StepⅡ1a
Thisactivityreviewsearliervocabularyandintroducessomenewwords.
Readtheinstructionstotheclass.
Callstudents’attentiontothebox.Readthelistofwaysofstudyingtotheclass.
Thenholdupaflashcard,acassette,ashoppinglistandatextbookbroughttoclassorpointtotheitemsintheillustrationtoshowthemeaningofeachitem.
PleasecheckthewaysyouusuallystudyforanEnglishtest.Whilethestudentsaredoingthis,writethelistofwaysofstudyingontheblackboard.Aftertheyhavefinishedcheckingtheways,askthestudentstolookattheblackboard.Ask,whostudybyworkingwithfriendsforanEnglishtest?Pleaseraiseyourhands.
Writethenumberofhandsyouseeafterbyworkingwithfriendsonthelist.Repeatthesameapproachwiththeotherwaysofstudyingonthelist.Thendiscusswhicharethemostpopularandleastpopularwaysofstudying.
Say,Andnowpleaseaddotherwaysyouusesometimes.Whilethestudentsaredoingthis,movearoundtheroomtoofferlanguagesupportasneeded.Inviteseveralstudentstoreadtheirwaystotheclass.
Sampleanswers
1.byjoiningastudygroup
2.bypractisingconversationswithmyfriends
3.byreadingaloudeverymorning
4.bywatchingEnglish-languageTV
Note
Aflashcardisapieceofpaperorcardwhichstudentswriteawordonanduse
tomemorizeinformation.
StepⅢ1b
Thisactivityprovidesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Readtheinstructionstotheclass.
Focusattentionontheillustration.Pointtothepictureslabeleda,bandcandelicit
howeachstudentisstudying.ThenpointtothepictureswithnamesMei,Antonio
andPierreunderneath.Say,Youwillhearoneconversation.Youareaskedtowrite
theletterofeachpictureinfrontofthenameofthepersonwhostudiesthatway.
Pointoutthesampleanswertotheclass.
Callstudentsattentiontothespeechbubbleintheillustration.Say,Meisays,"Istudybymakingflashcards."sotheanswertonumber1isa.
Playtherecordingforthefirsttime.
Studentsonlylisten.Playtherecordingasecondtime.Studentswriteintheiranswers.Checktheanswerswiththewholeclass.
Answers
1.a2.c3.b
Tapescript
Boy1:Hey,Gang.There’sabigtestonTuesday.Ireallyneedsomehelp.
Canyoutellmehowyoustudyforabigtest?
Voices:Sure!Yes.Surewewill.
Boy1:YoudidreallywellonlastEnglishtest,didn’tyou,Mei?
Girl1:Yeah,IdidOK.
Boy1:Well,howdidyoustudy?
Girl1:Bymakingflashcards.
Boy1:MaybeI’lltrythat.Howdidyoustudy,Pierre?
Boy2:Byaskingtheteacherforhelp.ShewasreallyhappywhenIasked.
Boy1:That’sinteresting.Howdoyoustudy,Antonio?
Boy3:Iliketostudybylisteningtocassettes.ButsometimesmymotherthinksI’mlisteningtomusic.Andthenshegetsmad.
Boy1:Oh,well…
StepⅣ1c
Thisactivitygivesstudentsoralpracticeusingthetargetlanguage.
Readtheinstructionstotheclass.
Callstudents’attentiontotheconversationinthebox.Inviteapairofstudentstoreadittotheclass,
S1: Howdoyoustudyforatest?
S2:Istudybyworkingwithagroup.
Writeitontheblackboard.Thendemonstrateanewconversationwithanotherstudent.
T:Howdoyoustudyforatest?
S3:Istudybymakingflashcards.
Say,Nowworkwithapartner.Startbyreadingtheconversationintheboxwith
yourpartner.ThenlookattheotherwaysofstudyinginActivity1andaskyour
partnerhowheorshestudiesforatest.
Asstudentswork,listeninonvariouspairscheckingprogressandhelpingwith
pronunciationasneeded.
Afterstudentshavehadachancetopracticeseveralexchanges,askpairstocome
tothefrontoftheroomandactouttheirconversations.
StepⅤSummary
Say,Inthisclass,we’velearnedsomekeyvocabularywords,suchasflashcard,cassette.Andwe’vealsolearnedthetargetlanguageHowdoyoustudyforatest?Istudybyworkingwithagroup.
StepⅥHomework
Askstudentstointerviewstudentsinotherclasses,familymembers,andfriendstotrytodiscoversomenewwaysofstudyingthathaven’tbeenintroducedinthebookorinclass.
StepⅦBlackboardDesign
Unit1Howdoyoustudyforatest?
SectionA
TheFirstPeriod
1.Waysofstudying:
byworkingwithFriends
bymakingflashcards
byreadingthetextbook
bymakingvocabularylists
bylisteningtocassettes
byaskingtheteacherforhelp
2.Targetlanguage
A:Howdoyoustudyforatest?
B:Istudybyworkingwithagroup.
新目标九年级英语下Unit4教案
Unit4Period1
I.Teachingcontents:P.26-27
II.Languagegoals:Talkaboutimaginary
III.targetlanguage:whatwouldyoudo?
IV.Vocabulary:millionmedicalresearchtieworrywhatif
V.Task.
WrittenDesign
WordsandexpressionsIfIwereyou,I’dwearashirt.
Teachingprocedure:
Step1PresentthesubjuctivemoodIfIwereabird,Iwouldfly.IfIwereyou,Iwoulddoit.IfIhadtime,Iwouldhelpyou.2.Theform:if+pastform,S+would+V3.Domorepractice.Step2Activity1a1.Freeaskandanswer:whatwouldyoudoifyouhavealotofmoney?2.Addmoreidealtothelistandshareyouranswersinclass.Step3Activity1b1.Playthetape.TheSslistenandnumberthepictures1-3intheorderyouhearthem.2.Checkuptheanswers.3.Readthetapescript.Step4Activity1c1.Readtheconversationsinthebox.2.Pretendyouarethepeopleinthepicture.Talkwithyourpartneraboutwhatyouwoulddoifyouhadamilliondollars.3.Getsomepairstoactitout.Step5Activity2a1.Readthesentencesinthebox.2.Playthetape.TheSslistenandcirclethereasons.3.Checktheanswers.4.Playthetapeagain.TheSslistenandcheckthefourthingsLarry’ssistersaystohim.5.Checktheanswers.Step6Activity2c1.Firstasksomestudentsdo2cinclassasexamples.2.StudentsworkinpairstoactLarryandhersister.3.Getsomepairstoactitoutinclass.Step7Grammarfocus.1.Readgrammarfocus.Theusefulexpressions:bysnacksgiveittocharitybelateforif/whetherworryaboutwhatifamedicalresearchHomework:copythenewwordsandgrammarfocus.Teachingnotes:Unit4Period2
I.Teachingcontents:P.28
II.Languagegoals:Whatwouldyoudo?
IV.Vocabulary:pimpleexam
V.Task.
WrittenDesign
WordsandexpressionsIfIwereyou,I’dtakealongwalkbeforegoingtobed
Teachingprocedure:
Step1Revision
Revisethetargetlanguageinthisunit?
Ifyouhadalotofmoney,whatwouldyoudo?
WhatwouldyoudoifyouwereinGradeI?
Whatwouldyoudoifyou….
Step2Activity3a
1.Readthesentencesinthebox.
2.Sayouttheproblemsandgiveouttheadvice.
3.Matcheachproblemwiththecorrectadvice.
4.checktheanswers.
Step3Activity3b
1.Readtheconversationinthebox.
2.Thinkofdifferentadvicefortheproblemsinactivity3a.Roleplayconversationswithyourpartner.
Step4Activity4
1.whatproblemsdoyouhaveathome?Atschool?Fillinthelist.
2.Readtheconversationsinthebox.Askyourclassmatesforadvice.
3.Getsomepairtoaskandanswerinclass.
Summary:
GetnervousgetpimpleslookterribleI’mtootiredtodowell.
takealongwalk
Homework:
1.Copythenewwords
2.Investigateyourclassmates’problemsandgiveadvice.
Teachingnotes:
Unit4Period3
I.Teachingcontents:P.29
II.Languagegoals:Talkaboutimaginarysituations.
III.targetlanguage:Whatwouldyoudo?
IV.Vocabulary:energeticconfidentpermissionherself
V.Task.
WrittenDesign
WordsandexpressionsWhatareyoulike?
I‘mcreativeandoutgoing.
Teachingprocedure:
Step1
Revisethelanguagepointsandthetargetlanguagein3a.
What’syourproblemathome/atschool?
Step2Activity1a
1.Askandanswerinclass.Describeyourclassmates.What’sshe/helike?
2.Whatareyoulike?
Learnthenewwords:energeticconfidentpermissionherself
3.fillintheblanksinthesentencesbelowwithwordsfromthebox.
4.Checktheanswers.
Step3Activity2a-2b
1.Readthesentencesinthebox.
2.Playthetape.TheSslistenandcheckthequestionsCeliaasks.
3.Checktheanswers.
4.Playthetapeagain.TheSslistenandcircleBill‘sresponses.
Step4Activity2c
1.Readtheconversationsinthebox.
2.Askandanswerthequestionsinthepersonalitysurvey.
3.Getsomepairstoaskandanswer.
Summary:
Creativeeasygoingmoodyinterestingcharmingenergetic
Giveaspeechinfrontofwithourpermissionask..permissionintroduceoneselftosbinvitesbto…hardly
Homework:
1.copythenewwords
2.AcompositionMybestfriend
Unit4Period4
I.Teachingcontents:P.30
II.Languagegoals:Talkaboutpersonality
III.targetlanguage:Whatwouldyoudoif…
IV.Vocabulary:botherslightintheslightestannoyfairlyplenty
plentyofgetalongwithcirclelistener
V.Task.fairlyknowthepersonalityofyourself.
WrittenDesign
WordsandexpressionsYouwouldrather…than
Rather…than
Teachingprocedure:
Step1.Revision
ReviseActivity1-2
Whatareyoulike?
Step2Activity3a
1.Learnthenewwords:botherslightintheslightestannoyfairlyplentyplentyofgetalongwithcirclelistener
2.Scanthepassageinthreeminutes.
3.Fillintheblankswithabc.andchecktheanswers.
4.Answerthequestions:
Ifyouanswera/b/cmostofthequestions,whatareyoulike?
5.Playthetape.TheSslistenandreadaloud.
6.Thelanguagepoints:
Intheslightestannoysbbothersbplentyofthecompanyofotherpeoplebeeasytogetalongwithratherthanwouldrather…than
Step3Activity3b
1.LookatActivity2aandwriteyourownpersonalitysurvey.
2.Readtheexamples
3.Dothesame.
Step4Activity4
1.Readtheconversations.
2.Askstudentsinyourgroupthequestionsfromyoursurvey.Discusstheresultswiththem.
Homework:
1.Copythewords.
2.Writeanddescribewhatyouarelikeinfivesentences.
Teachingnotes:
Unit4Period5
I.Teachingcontents:P.32-33
II.Languagegoals:Talkaboutaccidentandproblems.
III.targetlanguage:Ifcutyourselfbyaccidentyouwould….
IV.Vocabulary:aidfirstaidnearbyshelfcomeoutcoverpressdeepdownstairscorrectburnkneeplainhurtsafetyofferrefusehelpfultreatburnspotted
V.Task.Talkaboutaccidentandproblemsandgiveadvice.
WrittenDesign
WordsandexpressionsIfcutyourselfbyaccidentyouwould
Teachingprocedure:
Step1Section1
1.Discussinclasswhatisaccidents?whatdoyouknowaboutaccidents?
Trafficaccidentairplaneaccident
2.whatisthebiggestproblemateenagerhas?
3.fillintheblanks.
4.Readsomebetterresultsinclass.
Step2.Section2whileyouread
1.Learnthenewwords:
aidfirstaidnearbyshelfcomeoutcoverpressdeepdownstairscorrectburnkneeplainhurtsafety
2.Scanthepassage.
3.Answerthequestions:HowmanyaccidentsdidtheMartinreferto?
Whatdoyouthinkitthemostserious?
Howmanyproblemsarethere?whatarethey?
4.Playthetape/.TheSslistenandread.
5.thelanguagepoints:experienceu.ndealwithcomeoutin…situationspagefrom…coverwithfalldwonstairebyaccidenttalktosbaboutsthagreetoinapublicplacegoaloneaskfor
Step3Section3
1.Discussthesequestionswithapartner.
2.Tellthereasonsinclass.
3.Ranktheaccidentsandproblemsinthelist.Discusstheminclass.
4.findoutoneaccidentorprobleminthereadingthatyouhaveexperienced.Andifyouhavefollowedtheinstructions.
Step4Section4Goforit
1.AddonemoreaccidentandonemoreproblemtoDrRobinson’sbook.
2.Writeyouradviceonit.
Homework:1.copyandmemorizethenewwords.
Teachingnotes:
Unit4Period6
I.Teachingcontents:P.31
II.Languagegoals:
III.targetlanguage:
IV.Vocabulary:knowledgerepresentlet…downcomeupwithrest
V.Task.Selfcheck
WrittenDesign
Wordsandexpressions
Teachingprocedure:
Step1Activity1
1.Learnthenewwords:
knowledgerepresentlet…downcomeupwithrest
2.Fillinblankswiththewordsgiveninthebox.
3.checktheanswers.
4.Makesentenceswiththewordsgiven.
Step2Activity2
1.Readthee-mailin3minutes.
2.Answerthequestions.
WhoisMei?
Whatwillbeheldnextmonth?
Whatisshelike?
3.Playthetape.TheSslistenandreadaloud.
4.Languagepoints:
Representcometopletsbdownbeterrifiedofcomeupwiththerestof….
Step3summaryoftheusefulexpressions:
bysnacksgiveittocharitybelateforif/whetherworryaboutwhatifamedicalresearchGetnervousgetpimpleslookterribleI’mtootiredtodowell.
takealongwalkCreativeeasygoingmoodyinterestingcharmingenergeticGiveaspeechinfrontofwithourpermissionask..permissionintroduceoneselftosbinvitesbto…hardlyIntheslightestannoysbbothersbplentyofthecompanyofotherpeoplebeeasytogetalongwithratherthanwouldrather…than
6.experienceu.ndealwithcomeoutin…situationspagefrom…coverwithfalldwonstairebyaccidenttalktosbaboutsthagreetoinapublicplacegoaloneaskfor
Homework:1.Writeareply2.Writedowntheusefulexpressions
Teachingnotes:
人教版新目标九年级英语Unit4单元教案
教案课件是老师需要精心准备的，大家应该开始写教案课件了。只有写好教案课件计划，可以更好完成工作任务！你们会写教案课件的范文吗？下面是小编帮大家编辑的《人教版新目标九年级英语Unit4单元教案》，欢迎阅读，希望您能阅读并收藏。
Unit4 Iusedtobeafraidofthedark.
SectionA(1a－2d)
学习目标
1．重点单词：humorous，silent，helpful，score
2．重点短语：usedto，beafraidof，getgoodscores，fromtimetotime
3．重点句式：—DidMariousetobeshort?
—Yes，hedid.Heusedtobereallyshort.
—Whatshelikenow?
—Hestallnow.
Shewasneverbraveenoughtoaskquestions.
Thispartyissuchagreatidea!
Itsbeenthreeyearssincewelastsawourprimaryschoolclassmates.
Billyhaschangedsomuch!
Iusedtoseehimreadinginthelibraryeveryday.
学习重点
1．重点短语和句型
2．能够用usedto叙述过去的事情
学习难点
1．重点短语和句型
2．能够用usedto叙述过去的事情
自主学习
一、预习课本P25－26新单词并背诵，完成下面的汉译英。
1．有幽默感的__________ 2.不说话的__________
3．有帮助的__________4.进球__________
二、认真预习1a－2d找出下列短语和句型。
1．过去经常________________________________________________________________________
2．害怕________________________________________________________________________
3．得高分________________________________________________________________________
4．时常；有时________________________________________________________________________
5．—Mario过去很矮。
—他现在长得什么样呢？
—他现在很高。
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6．她从来都不勇敢提问。
________________________________________________________________________
7．聚会是一个很好的主意。
________________________________________________________________________
8．自从我们上一次见小学同学已经有三年了。
________________________________________________________________________
9．Billy已经改变了很多。
________________________________________________________________________
课堂导学
Step1 情景导入
Teacher：Astimegoeson，wearechangingeveryday.Forexample，wearegrowingtallerandourhairlongerandlongerdaybyday.Ourappearances，personalitieschangewiththegrowingyears.Nowthinkaboutyourchangesinthepastyears.
Heresaveryusefulexpressiontohelpyouexpressyourself.
Showthefollowingexpressionstothestudents.
①usedtobe＋adj.过去常常是(现在已非如此)
②usedto＋v.过去常常做(现在已非如此)
T：Itsveryeasytoputtheexpressionsinuse.Lookatthefollowingexamples.
Showthefollowingexamplesandaskthestudentstoreaditrepeatedly.
①Sheusedtobeshort.
②Sheusedtohavelonghair.
Nowpleasepracticetheconversationlikethiswithyourpartners.
环节说明：由过去的自己和现在的自己作比较引出usedto的用法，引起学生的学习兴趣，同时学生的口语能力得到提高。
Step2 完成教材1a－1c的任务
1．在1a中的表格中写出表示人物外貌和性格的形容词，完成后小组内互相交流，然后大声朗读所写单词。(3分钟)
2．学生自读1b中的句子，为听力做好准备。(2分钟)
3．听录音，根据听力内容写出Bob的朋友四年前的样子，完成后集体核对答案。(3分钟)
4．再听一遍录音，并跟读对话。(2分钟)
5．结对练习1c中的对话，并请一些学生表演出他们的对话。(3分钟)
6．模仿1c中的对话，根据1a图片中人物的今昔对照，与同伴编练新对话，并邀请几组学生表演对话。(5分钟)
参考案例
A：DidMariousetobeshort?
B：Yes，hedid.Heusedtobereallyshort.
A：Whatshelikenow?
B：Hestallnow.
7．小结训练。(3分钟)
(A)1.Whenmybrotherwasveryyoung，heusedto________basketball.
A．playB．playsC．played D．playing
(B)2.Thelittlegirlwasafraidof________toothers.
A．talkB．talkingC．talkedD．talks
(B)3.I________playbasketball，butnowIhavenotimetoplayit.
A．beusetoB．usedto
C．beusedtoD．useto
(C)4.—________？
—Sheisveryoutgoingandtall.
A．Whyisthegirlhere
B．Whenwillthegirlcomeback
C．Whatsthegirllike
D．Whatdoesthegirldo
环节说明：听说结合，第一时间向学生传达语言目标，通过结对对话练习和小结训练，使语言目标得以强化。
Step3 完成教材2a－2c的任务
1.学生自读2a中的单词，为听力做好准备。(3分钟)
2．听录音，在2a中圈出听到的单词，集体核对答案。(3分钟)
3．再听一遍录音，根据录音内容把2b中的表格填写完整，完成后集体核对答案。(3分钟)
3．听第三遍录音，学生跟读。(3分钟)
4．根据2b中的听力内容，两人一组仿照2c中的对话形式讨论Paula的变化，并要求多组同学表演对话。(5分钟)
参考案例
A：Paulausedtobereallyquiet.
B：Iknow.Shewasalwayssilentinclass.
5．小结训练。(3分钟)
(D)1.Thegirlusedto________thedark，butnowsheisusedto________athomealoneatnight.
A．isafraidof；stayB．isafraidto；staying
C．beafraidto；liveD．beafraidof；staying
(B)2.—________getgoodscoresonhisexams?
—Yes，healwaysworkedhard.
A．DidhimusedtoB．Didheuseto
C．DoheusedtoD．Dohisuseto
(C)3.Myparents________tolikedancing，butnowtheygoouttodanceontimeeveryday.
A．doesntuseB．doesntused
C．didntuseD．didntused
环节说明：通过听、说、读、写学习训练让学生掌握语言目标，并且使学生的口语表达能力在这一环节得到提升。
Step4 完成教材2d的任务
1．学生自读对话，回答下面的问题。(5分钟)
1)WhendidAlfredandGinaseetheirprimaryschoolclassmates?
2)WhatwasBillylikethreeyearsago?
3)WheredidGinausetoseeBillyeveryday?
2．大声朗读2d中的对话，读熟后与同伴结对练习，分角色表演对话。(3分钟)
3．邀请三组学生来表演对话。(5分钟)
4．小结训练。(3分钟)
1．自从我们上次见小学同学已经有三年了。
Its_been_three_years_since_we_last_saw_our_primary_school_classmates.
2．Billy已经改变了很多。
Billy_has_changed_so_much.
3．他过去很害羞很安静。
He_used_to_be_so_shy_and_quiet.
环节说明：将对话问题化，既能锻炼学生的思维能力又能加深对课文的理解。小结训练又对对话中的重要句型进行了巩固加深。
Step5 问题探究
1．usedto的用法
1)他过去经常打篮球。He_used_to_play_basketball.
2)当我还是孩子的时候，我不喜欢苹果。
When_I_was_a_child，I_didnt_use_to/usednt_to_like_apples.
3)你来这之前住在哪里？
Where_did_you_use_to_live_before_you_came_here?
usedto意思是过去常常做某事，暗指现在已经不存在的动作或状态，后跟动词原形。否定形式为：usednt或didnt_use_to。疑问形式为：did...use_to或used...to。
2．beafraidof
1)你害怕蛇吗？Are_you_afraid_of_snakes?
2)他害怕在夜里独自外出。
He_is_afraid_of_going_out_alone_at_night.
beafraidof意为“害怕……”，后面可以接名词、代词和动名词。
beafraid后面还可以跟动词不定式和that从句。
( )3.Itsbeenthreeyearssincewe________lasttime.
A．hasmeetB．meet
C．metD．meeting
答案选择C，本题中含有句型：Itis/hasbeen＋时间＋since＋过去的时间点或过去时态的从句”，表示“自从……以来到现在已有多久。”
当堂评价
请学生们做前面课时训练部分。
SectionA(3a－3c)
学习目标
1．重点单词：background，interview，Asian，dare，ton，private，guard，require
2．重点短语：dealwith，dareto，fighton，averysmallnumberof
3．重点句式：
Sheusedtobereallyshyandtookupsingingtodealwithhershyness.
Shedaredtosinginfrontofherclass.
IhavetobeverycarefulaboutwhatIsayordo.
Youhavetobepreparedtogiveupyournormallife.
Youcanneverimaginehowdifficulttheroadtosuccessis.
ManytimesIthoughtaboutgivingup,butIfoughton.
学习重点
1．重点短语和句型
2．熟练掌握usedto的用法
学习难点
1．重点短语和句型
2．熟练掌握usedto的用法
自主学习
一、预习课本P27新单词并背诵，完成下面的汉译英。
1．背景________2.采访________
3．亚洲的________4.敢于________
5．私人的________6.警卫________
7．要求________
二、认真预习3a－3c找出下列短语和句型。
1．处理________________________________________________________________________
2．敢于________________________________________________________________________
3．一小部分的________________________________________________________________________
4．继续奋斗________________________________________________________________________
5．她过去真的很害羞并且总是用唱歌的方式来应对她的羞涩。
________________________________________________________________________
6．她敢在她的同学面前唱歌。
________________________________________________________________________
7．我必须对我所说的或所做的多加小心。
________________________________________________________________________
8．你必须准备好放弃你正常的生活。
________________________________________________________________________
9．你绝对想象不到通往成功的路有多难。
________________________________________________________________________
10．很多次我都想放弃，但我还是继续奋斗。
________________________________________________________________________
课堂导学
Step1 情景导入
Teacher：CandyWangisanAsianpopstar，herlifehaschangedinthelastfewyears.Doyouwanttoknowwhatsheusedtobelikeandwhatsheislikenow？Doyouwanttoknowhowshechangedsomuch，andwhatwecangetfromhersuccess？NowpleaseletslearnthearticleFromShyGirltoPopStar.
环节说明：由CindyWang的转变入手引出本节课要学的内容，过渡自然，引起学生的兴趣。
Step2 完成教材3a－3b的任务
1．阅读3a中的短文，将方框中的段落大意与段落相匹配，完成后小组内核对答案，教师点拨。(3分钟)
2．认真阅读短文，根据短文内容将3b中的句子补充完整，小组内互相交流核对答案后大声朗读句子。(5分钟)
3．再次细心阅读短文，理解每一句话的意思，小组合作解决遇到的疑难问题。(5分钟)
4．教师点拨短文中出现的重难点。(3分钟)
5．熟读短文，识记并背诵知识要点。(5分钟)
6．小结训练。(3分钟)
(B)1.—Howdidyou________thebagthatyoupickeduponyourwaytoschool?
—Igaveittomyteacherjustnow.
A．dowithB．dealwith
C．dowellD．dealfor
(D)2.—Idared________swimintheriver.
—Youdbetternotdoitagain.Theriverisverydeep，anditisverydangerous.
A．inB．forC．atD．to
(B)3.Thestudentsdidnttalk________whentheteachercamein.
A．nomoreB．anymore
C．nolongerD．anylong
(B)4.—Excuseme，didheusetolikeplayingbasketball?
—He________playit，butnowheneverplaysit.
A．usedforB．usedto
C．wasusedtoD．gotusedto
环节说明：通过阅读分析文章，学生的阅读分析能力在这一环节得到提升；小结训练又及时巩固强化了重要的知识点。
Step3 完成教材3c的任务
1.认真阅读3a中的短文，根据对话内容提出问题。(3分钟)
2．两人一组就各自的问题向对方提问。(3分钟)
环节说明：通过这个环节的学习让学生对短文有了更深刻的了解，同时也锻炼了学生的概括总结能力和口语表达能力。
Step4 问题探究
1．dare的用法
( )1.Iwonderhowhedares________suchthings.
A．sayB．saying
C．tosayD．AandC
答案选择C，dare可用实意动词和情态动词。用作情态动词时，意思是“敢”，没有人称和数的变化，其后接动词原形，通常只用于否定句或疑问句以及if或whether之后，一般不用于肯定句；dare用作实意动词时意为“敢于”，可以有各种词形变化，可用于各类句型(肯定句、否定句、疑问句及各类从句等)中，其后多接带to的不定式，有时to也可省去(尤其是在否定句或疑问句中)。
2．Howdoyoudealwiththemoney？(同义句改写)
What_do_you_do_with_the_money?
dowith与dealwith都可作“处置”讲。dowith常与连接代词what连用，而dealwith常与连接副词how连用。如：Idontknowhowtheydealwiththeproblem.＝Idontknowwhattheydowiththeproblem.(我不知道他们如何处理这个问题。)上面两句，介词with的宾语都是theproblem，而deal是不及物动词，不带宾语，do是及物动词，其宾语是连接代词what.
当堂评价
请学生们做前面课时训练部分。
SectionA(GrammarFocus－4c)
学习目标
1．重点单词：European，African，British，speech，public
2．重点词组：inpublic，giveaspeech
3．重点句式：Iusedtobeshort.
Iusedtobeafraidofgivingaspeechinpublic.
学习重点
usedto的各种句型
学习难点
usedto的各种句型
自主学习
一、预习课本P28新单词并背诵，完成下面的汉译英。
1．欧洲的________2.非洲的________
3．英国的________4.发言________
5．民众________
二、认真预习GrammarFocus－4c找出下列短语和句型。
1．在公众面前________________________________________________________________________
2．演讲________________________________________________________________________
3．我过去长得矮。________________________________________________________________________
4．我过去害怕在公众面前演讲。
________________________________________________________________________
课堂导学
Step1 情景导入
Teacher：Wehavelearnedhowtotalkaboutwhatsomebodyusedtobelike.Todaywewilldosomepracticetorememberitwell.
环节说明：开门见山的提出本节课的学习目标——用usedto描述过去发生的事情。
Step2 完成教材GrammarFocus的任务
1．学生大声朗读GrammarFocus中的句子。(2分钟)
2．小结训练。(2分钟)
I_used_to_be_short.
(我过去长得矮。)
I_didnt_use_to_be_popular_in_school.
(我过去在学校不受欢迎。)
Paula_used_to_be_really_quiet.
(保拉过去真的很安静。)
She_didnt_use_to_like_tests.
(她过去不喜欢考试。)
You_used_to_be_short，didnt_you?
(你过去很矮，是吗？)
Yes，I_did.(是的，我很矮。)
No，I_didnt.(不，我不矮。)
Did_he_use_to_wear_glasses?
(他过去戴眼镜吗？)
Yes，he_did.(是的，他戴。)
No，he_didnt.(不，他不戴。)环节说明：通过对GrammarFocus句型的填空练习能够使学生更好地理解和掌握本单元的重点语法和句型。
Step3 完成教材4a－4c的任务
1.认真阅读4a中的例句，然后仿照例句完成剩余的句子，完成后教师点拨核对答案，学生大声朗读句子，掌握usedto的否定句式。(2分钟)
2．认真阅读4b中的例句，用所给的信息仿照例句写句子，完成后小组内互相交流所写句子。(3分钟)
3．阅读4c表格中的事情，勾画出你过去害怕的事情和现在仍然害怕的事情，然后再询问你的搭档这个问题，完成4c中的表格。
4．小结训练。(4分钟)
(B)1.—________studyatthatschool?
—Yes.Istudiedtherefornearlysixyears.
A．DidyouusedtoB．Didyouuseto
C．DoyouusedtoD．Doyouuseto
(B)2.—Who________livetherewith?
—Mysister.
A．didyouusedtoB．didyouuseto
C．useyoutoD．youusedto
(B)3.—Whydidyouthinkthegirlcried?
—Becauseshewasafraidof________thebigsnake.
A．seeB．seeing
C．sawD．seen
环节说明：通过本环节的学习，让学生对前一阶段所学的知识进行了复习和巩固。
Step4 问题探究
( )1.He________English，butnowhe________Englisheverymorning.
A．usedtohate；isusedtoread
B．isusedtohate；usedtoread
C．usedtohate；isusedtoreading
D．isusedtohate；isusedforreading
答案选择C。usedto意为“过去常常”，可看作半助动词或情态动词，其后跟动词原形，表示过去的习惯或经常发生的动作或状态；beusedtodoingsth.表示“习惯于做某事”，其中to是介词，后接名词或动名词。beusedto还可用getusedto表示“渐渐习惯于……”；beusedtodosth.＝beusedfordoingsth.表示“被用来做某事”。根据句意“他过去讨厌英语，但是现在他已经习惯了每天早上读英语”，答案选择C。
当堂评价
请学生们做前面课时训练部分。
SectionB(1a－1e)
学习目标
1．重点单词：ant，insect
2．重点句式：
Iusedtobeonthesoccerteam.
Iusedtobenervousabouttestsallthetime.
学习重点
能够用usedto句型谈论过去的事情
学习难点
能够用usedto句型谈论过去的事情
自主学习
一、预习课本P29新单词并背诵，完成下面的汉译英。
1．昆虫________ 2.蚂蚁________
二、认真预习1a－1e找出下列句型。
1．我过去参加过足球队。
________________________________________________________________________
2．我过去总是对考试感到紧张。
________________________________________________________________________
课堂导学
Step1 情景导入
Teacher：Nowpleasetalkaboutyoursubjectswithyourpartnerslikethis：
WhenIwasachild,IusedtoplaybasketballinP．E.class.
环节说明：本环节复习了usedto的用法，同时锻炼了学生的口语表达能力。
Step2 完成教材1a－1b的任务
1．两人一组互相提问1a中的短语。(3分钟)
2．当你是个小孩的时候，你喜欢什么事情，在1a中勾画出你喜欢的事情。(2分钟)
3．除了1a中勾画出来的事情，你小时候还喜欢什么事情，在横线上写出来，然后和小组成员交流，完成1b。(4分钟)
4．小结训练。(2分钟)
(B)1.Jimusedtolikereadingbooks，________？
A．usedhe B．didnthe
C．doesheD．doesnthe
(B)2.Iusedto________toschool，butnowIgettoschoolbybus，becauseImoveaway.
A．walkingB．walk
C．walkedD．walks
(C)3.Someyoungpeoplelike________withothersonline.
A．chatB．chats
C．chattingD．tochatting
(C)4.Alice________wearjeans，shethoughtitisnotuncomfortable.
A．dontusedtoB．doesntusedto
C．didntusetoD．notusedto
环节说明：通过本环节的学习让学生能够灵活运用了所学的重要知识点。
Step3 完成教材1c－1e的任务
1.认真听录音，勾画出你听到的句子，集体核对答案。(3分钟)
2．再听一遍录音，根据对话内容，完成1d的填空，完成后请几个学生展示答案，教师点拨。(5分钟)
3.再听一遍录音，并跟读，整体感知对话。(3分钟)
4．仿照1c的形式和搭档练习对话，彼此进行比较，并邀请学生表演对话。(5分钟)
参考案例
A：Iusedtobenervousabouttestsallthetime.Whataboutyou?
B：Yes，metoo.AndIusedto...
5．小结训练。(3分钟)
1．I，time，used，the，to，all，be，about，nervous，tests
I_used_to_be_nervous_about_tests_all_the_time．
2．the，tests，girl，like，didnt，to，use
The_girl_didnt_use_to_like_tests．
3．did，team，you，soccer，use，the，to，on，be
Did_you_use_to_be_on_the_soccer_team?
Step4 问题探究
( )1.Mybrotherusedtobe________thesoccerteam.
A．to B．on C．for D．at
答案选择B，on意为“是……的成员，在……供职”；而in表示从事于、参加(职业、活动等)。
当堂评价
请学生们做前面课时训练部分。
SectionB(2a－2f)
学习目标
1．重点单词：influence，seldom，proud，absent，fail，examination，boarding，exactly，pride，grandson
2．重点短语：beproudof，makeadecision，inperson，takecareof，takepridein
3．重点句式：
Hewasnolongerinterestedinstudying.
Hewasoftenabsentfromclasses.
Heusedtobreakthemallthetime.
Theheadteacheradvisedhisparentstotalkwiththeirsoninperson.
Myparentshelpedmetounderstandhowmuchtheyhadgivenme.
Irealizedthatsincemyparentsmovedaway，Ivebeenafraidofbeingalone.
Hisparentslovehasmadehimfeelgoodabouthimself.
Itsveryimportantforparentstobetherefortheirchildren.
学习重点
1．重点短语和句型
2．根据上下文来理解单词和词组
学习难点
1．重点短语和句型
2．根据上下文来理解单词和词组
自主学习
一、预习课本P30－31新单词并背诵，完成下面的汉译英。
1．影响________ 2.很少________
3．自豪的________4.缺席________
5．失败________6.考试________
7．确切地________8.自豪________
9．孙子________
二、认真预习2a－2f内容找出下列短语和句型。
1．感到自豪________________________________________________________________________
2．做决定________________________________________________________________________
3．亲自________________________________________________________________________
4．照顾________________________________________________________________________
5．为……感到自豪________________________________________________________________________
6．他对学习不再感兴趣。________________________________________________________________________
7．他经常缺课。________________________________________________________________________
8．他总是违反纪律。________________________________________________________________________
9．校长建议他的父母亲自和他们的儿子交谈下。
________________________________________________________________________
10．我的父母帮助我明白了他们对我付出很多。
________________________________________________________________________
11．我意识到自从我的父母搬走之后，我就害怕孤单。
________________________________________________________________________
12．他父母的爱已经使他自己感觉良好。
________________________________________________________________________
13．对于父母来说和孩子在一起是非常重要的。
________________________________________________________________________
课堂导学
Step1 情景导入
Teacher：Hello，everyone.Weallknowthatparentsarethemostfamiliarandlovedpersonstous.Theyarehelpfulinourlife.Nowpleasetellyourpartneraboutanoccasionwhenyourparentswerehelpful.
环节说明：易于引起学生的的学习兴趣，导入新课，同时能够让学生学会感恩父母。
Step2 完成教材2a－2d的任务
1．李文是一个15岁的男孩，他的父母在另外一个城市工作，看2b短文的标题，猜测一下李文可能会有什么问题，小组内互相交流发表看法。(3分钟)
2．速读2b中的文章，勾画出李文的问题，完成后请学生展示答案，教师点拨。(3分钟)
3．再认真阅读一遍短文，根据文章内容把2c中的句子放到文章中合适的地方，完成后请学生展示答案，教师点拨。(3分钟)
4．学生根据文中的线索猜测黑体单词或词组的意思，让几位学生回答问题，教师点拨，完成2d。(5分钟)
5．再次细心阅读短文，理解每一句话的意思，小组合作解决遇到的疑难问题。(5分钟)
6．教师点拨短文中出现的重点和难点。(3分钟)
7．熟读短文，识记并背诵知识要点。(5分钟)
8．小结训练。(4分钟)
(D)1.Thisis________novel.
A．a80word B．an80words
C．a80wordsD．an80word
(A)2.Theyareallnationalheroes，andwealltake________inthem.
A．prideB．prides
C．proudD．proudly
(D)3.Wehaventseeneachotherfortwentyyears.________oursurprise，hehasntchangedatall.
A．In B．WithC．For D．To
(A)4.Theboyisverylazy，andhedoesntdoanythingbutplayingcomputergames________.
A．allthetimeB．thealltime
C．alltimeD．ontime
(D)5.Dontyouthinkitisagoodchance________him________hisspokenEnglish?
A．of；toimproveB．for；improve
C．of；improvesD．for；toimprove
环节说明：通过本环节的学习不仅锻炼了学生的阅读能力，而且通过小结训练让学生对重要知识点进行了巩固练习。
Step3 完成教材2e－2f的任务
1.学生两人一组互相提问2e方框中的单词和短语。(3分钟)
2．根据文章内容，用方框中的单词或短语的正确形式完成2e的短文填空，完成后小组内交流答案，然后再让学生展示答案，教师点拨。(5分钟)
3．你认为李文和他的父母会谈论什么问题，根据2f方框中的提示写一个李文和他父母的对话，然后小组内互相交流，并推荐好的对话展示给全班学生。(5分钟)
环节说明：通过这一环节的学习，锻炼了学生的阅读能力和口语表达能力以及语言组织能力。
Step4 问题探究
( )1.________Icanstillremember，________itwassolongago.
A．Eventhough；butB．/；Eventhough
C．But；/D．though；but
答案选择B，eventhough意为“虽然”，在句子中不能和“but”同时出现在句子中。
( )2.He________liveshere.
A．nolongerB．nomore
C．notanylongerD．notanymore
答案选择A。no与瞬时动词连用，表程度不再增加，次数不再重复；nolonger与延续性动词或表示状态的词连用，表示时间上的“不再”持续。nolonger＝not...anylonger；nomore＝not...anymore，所以答案选择A。
3．Hisfatheralwaystakesprideinhim.(改为同义句)
________________________________________________________________________
takeprideinsb.意为“为……而自豪”其同义词组为“beproudofsb.”，因此答案为：Hisfatherisalwaysproudofhim。
4．advise的用法
1)他建议早点动身。He_advised_setting_off_early.
2)他建议我买台电脑。
He_advised_me_to_buy_a_computer.
advise意为“建议”，常用句式：建议做某事advise_doing_sth.；建议某人做某事advise_sb._to_do_sth.。其否定句式为advise_sb.not_to_do_sth.。注：其后不能直接跟不定式作宾语。
( )5.Thisthingisveryimportant，soyouaresupposedtodoit________.
A．forpersonB．inperson
C．bypersonD．ofperson
答案选择B，inperson意为“亲自”。
当堂评价
请学生们做前面课时训练部分。
SectionB(3a－SelfCheck)
学习目标
1．重点单词：general，introduction
2．重点句式：
Mylifehaschangedalotinthelastfewyears.
Katesgrandparentshavehadagreatinfluenceonher.
学习重点
能够对过去和现在的自己进行对比。
学习难点
能够对过去和现在的自己进行对比。
自主学习
一、预习课本P31－32新单词并背诵，完成下面的汉译英。
1．常规的________ 2.介绍________
二、认真预习3a－SelfCheck找出下列句型。
1．我的生活在过去几年改变很多。
________________________________________________________________________
2．Kate的祖父母对她的影响很大。
________________________________________________________________________
课堂导学
Step1 情景导入
Teacher：Talkabouthowyouhavechangedinyourappearance,personalityandhobbieswithyourpartners.
环节说明：谈论自己在外貌、性格和兴趣爱好方面的变化，既可以完成本节课的学习目标，又能活跃课堂气氛，使学生的口语表达能力和语言组织能力都得到了提升。
Step2 完成教材3a－3b的任务
1．将你在外貌、性格和兴趣方面的变化记录下来，然后和你的搭档谈论发生在你身上的变化。(7分钟)
2．结合3a的记录内容，以及3b的要求写一篇文章，介绍自己的变化，写作时可以参考给出的句型及短语。完成后小组内互相交流纠错，借鉴好词好句，教师抽查点拨。(10分钟)
参考案例
Mylifehaschangedalotinthelastfewyears.Iusedtohavelonghair，butnowmyhairisshort.Iusedtobefat，butnowIgetthinnerbydoingexerciseevery
day.Iusedtobeveryquiet，butnowIamveryoutgoing，IamfriendlytoallmyclassmatesandImakefriendswiththem.
ThebiggestchangeinmylifewasthatIlikereadingbooksnow.Ididntusetolikereading.Whatwasworse，Iwasnotgoodatwriting.Iseldomgotgoodgrades.Myparentswereveryworriedaboutme.Mybestfriend，John，atopstudentintheclass，decidedtodosomethingtohelpme.Heoftenusedtotalkwithmetoletmeknowtheimportanceofreading.Healsohelpedmereadbooks.Attheendoftheschoolyear，IdidbetterintheexamsandImadegreatprogressinreadingandwriting.Now，withthehelpofJohn，Iamcarefulaboutreadingandwriting.Iamtryingmybesttodoitbetter.
环节说明：通过这个教学环节锻炼了学生的写作能力和口语表达能力。
Step3 完成教材SelfCheck的任务
1.两人一组互相提问1中的单词和词组，然后用单词和词组的正确形式补全句子，完成后学生展示答案，教师点拨重难点及易错点。(4分钟)
2．大声地朗读核对答案后的句子，体会单词的用法。(2分钟)
3．当你在小学的时候你是什么样子的，根据2中的提示完成句子，完成后小组内互相交流。(5分钟)
环节说明：通过1这一环节让学生熟练掌握了重点单词和词组的用法。通过2环节的训练，让学生熟练掌握了usedto的用法。
Step4 问题探究
( )1.Heisverylazy，andhe________doesthehousework.
A．always B．usually C．yetD．seldom
答案选择D,根据句意“他太懒了，他很少做家务。”seldom意为“很少”。可知，应选D。
当堂评价
请学生们做前面课时训练部分。
