版九年级全Unit 2 I used to be afraid of the dark全单元6课时教案.docx

版九年级全Unit 2 I used to be afraid of the dark全单元6课时教案.docx

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版九年级全Unit2Iusedtobeafraidofthedark全单元6课时教案

Unit2Iusedtobeafraidofthedark.

一、教材分析

本单元是初中英语新教材第三册第2单元，本单元的核心话题为“talkaboutwhattheyusedtobelike”，围绕着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、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。

2．教学目标

（1）知识目标

重点词汇Usedto,dark,spider,insect

Usedto

Conjunctionbut

重点句型Mariousedtobeshort.

Yes,hedid.Nowhe’stall

Iusedtoeatcandyallthetime.

Didyou?

Yes,Idid.AndIusedtochewgumalot.

（2）能力目标

1）依托本单元的语言素材提高学生听、说、读、写及自学、创新和沟通能力。

熟练掌握“usedto”句型，培养学生运用语言的能力。

2）培养学生善于听说、乐于听说的良好习惯和学习能力。

3）运用CAI或图片，充分调动学生的感官，培养观察力和注意力。

4）在表演中培养学生乐于表达的人际交往能力和知识创新能力。

（3）、重点和难点

　重点：

usedto句型。

难点：

usedto句型在日常生活中的运用。

确立重点与难点的依据：

根据教学大纲的要求，及本单元在教材中所处的地位和作用。

Period1

教学目标：

1.KnowledgeObjects

（1）KeyVocabulary：

usedto,dark

（2）TargetLanguage

2.AbilityObjects

（1）Trainstudents’listeningskill.

（2）Trainstudents’communicativecompetence.

教学重难点：

1.掌握usedtodo及其相关的用法

2.理解并正确运用shy,serious,friendly,outgoing等表示性格特征的形容词

教学过程：

StepⅠRevision

（1）Checkthehomeworkexercises.

（2）AsksomeindividualstudentstheirwaysoflearningEnglish.

T:

HowdoyoulearnEnglish,A?

SA:

IlearnEnglishbylisteningtocassettes.

T:

Whataboutyou,B?

SB:

Istudywithagroup.

T:

DoyoulearnEnglishbypracticingconversationswithfriends,C?

SC:

Yes,Ido.Ithinkithelps.

T:

…

StepⅡ1a

Theactivityintroducestilekeyvocabulary.Callstudents’attentiontothechartwiththeheadlinesAppearanceandPersonality.

Say,Youaretofillinthechartwithwordsdescribingpeople.ThewordsunderAppearancewilldescribehowpeoplelookandthewordsunderPersonalitywilldescribewhatpeoplearelike.Asktwostudentstosaythesampleanswers.Thenelicitoneanswertoeachcolumnfromtheclass.

Getstudentstofillinthechartindividually.

Checktheanswersbyaskingdifferentstudentstoreadtheirliststotheclass.

Makesurethatallthestudentsunderstandwhateachwordmeans.

Note:

Answerswillvaryfromthesampleanswersbelow.

Sampleanswers

Appearance:

tall,straighthair,longhair,shorthair,curlyhair,short,fat,thin,slim,good-looking,pretty

Personality:

outgoing,funny,quiet,kind,warm-hearted,friendly,shy,easygoing

StepⅢ1b

Theactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.

Writetwodatessidebysideontheblackboard.Thefirstistoday’sdate,includingtheyear,andthesecondisthesameday,buttenyearsago.

Askastudenttostandup.Usewordsorphrasestodescribethatstudentnow.AskstudentstosuggestwordsOrphrasesthatdescribehim/hertenyearsago.

Asksomemorequestionsandaddmoreexamplestobothcolumns.

Ensurethattheblackboardendsuplikethis:

Sep.10,2004Sep.10,1994

Tallshort

longhairshorthair

……

Say,weuse"usedto"totalkaboutthingsthathavechanged.

Readtheinstructionstotheclass.

Pointoutthesampleanswer.Say,YouwillhearsomeoneintherecordingsaythatMariousedtobeshort.Listenandfillintheotherblankswithwordsyouhear.

Playtherecordingforthefirsttime.

Studentsonlylisten.

Playtherecordingagain.Thistime,studentslistenandfillintheblanks.

Checktheanswers.

Answers

Mariousedtobeshort.Heusedtowearglasses.

Amyusedtobetall.Sheusedtohaveshorthair.

Tinausedtohaveredandcurlyhair..

StepⅣ1c

Thisactivityprovidesoralpracticeusingthetargetlanguage.

Readtheinstructionstotheclass.

Callstudents’attentiontotheconversationinthebox.Inviteapairofstudentstoreadittotheclass.

SA:

Mariousedtobeshort.

SB:

Yes,hedid.Nowheistall.

Writeitontheblackboard.Thendemonstrateanewconversationwithanotherstudent.

T:

Mariousedtowearglasses.

SC:

Yes,hedid.Nowhewearscontactlenses.

Say,lookatthepictureinActivity1b.

Haveaconversationwithapartneraboutpeopleinthepicture.TalkabouthowthePeoplelooknowandhowtheyusedtolook.

Asstudentswork,listeninonvariouspairscheckingprogressandhelpingwithpronunciationasneeded.

Afterstudentshavehadachancetopracticeseveralexchanges,askpairstocomethefrontoftheroomandactouttheirconversations.

Stepv2a

Thisactivityprovideslisteningpracticeusingthetargetlanguage.Pointtothepictureandaskstudentswhatishappening.Elicitanswersfromstudents.

Checktheanswers.

Answers

Checkedwords:

quiet,outgoing,friendly

Culturenote

ManyhousesintheUnitedStateshaveafamilyroom.Thefamilyroomiswherefamiliesrelax.WatchTV,playgames,andlistentomusiceveryday.Itisaveryinformalroom.Mostfamiliesusethefamilyroommoreoftenthantheotherrooms.

StepVI2b

Thisactivitygivesstudentspracticeunderstandingthetargetlanguageinspoken

Conversation.

Askstudentstopointtotheblanklinesintheconversation.Say,Youwillwrite

onewordoneachblankline.

Readtheconversationaloudsayingblankwhencomingtoablankline.

Playtherecording.Studentsfillintheblankswiththewordstheyhear.

Correcttheanswers.Readtheconversationaloud,fillinginthemissingwords.

Studentschecktheiranswers.

Answers

quietoutgoingfriendlysports

Studentsonlylisten.

Step　ⅥIHomework

Takeoutthepicturesofpeoplecutoutfrommagazinesornewspapers.Handthemouttostudents.It’sbettertofindcolorful,full-lengthphotos.Askstudentstowriteaboutthepersoninthepictureastheyarenowandastheyweretenyearsago.Studentsmaycollectpicturesandinformationofthepersontheylikebest.

Thenwriteapassageabouttheperson.

Period2

教学目标：

1.理解并掌握下列单词、词组

airplaneterrifybeterrifiedofgotosleepsleepwithmybedroomlighton

2掌握下列重点句子

1）Iusedtobeafraidof…,I’mstillafraidof…

2）---Didyouusetobeafraidofthedark?

---Yes,Idid.

3）,Igotosleepwithmybedroomlighton.

教学重点与难点：

运用usedto来讨论过去的事情

教学过程：

StepⅠRevision

Checkhomework.Askdifferentstudentstoreadtheirreportsabouthisfavoritefilmstarorascientist.Thencollecttheirwritingsandwritecommentsoneachpaperbeforereturningthem,Displaysomebetteronesintheclassroom.

Showastudent’sworkonthescreenbyaprojector.Helphim/hercorrectanyerrors.

StepⅡ3a

Thisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.

Pointtothepicturesandaskstudentstotellwhatishappening.

S1:

InPicture1,thepersonisafraidofthedark.

S2:

InPicture2,thepersonisafraidofflyinginanairplane.

S3:

InPicture3,thepersonisafraidofhighplaces.

Drawstudents’attentiontothechart.

Readeachofthefourheadlinesandthelistofitemsinthefirstcolumntotheclass.

Demonstratehowtofillinthechartwithagoodstudentorally.

T:

Didyouusetobeafraidofthedark?

S:

Yes.Iwasafraidtowalkhomewhenitwasdark.

T:

Areyoustillafraidofthedark?

S:

No,I’mnot.

Tellstudentswheretoputacheckinthechart.

Askstudentstocompletethe"I"columnofthechartontheirownbycheckingtheitemsthattheyusedtobeafraidofandthattheyarestillafraidof.

Checktheanswers.

Note:

Answerswillvary,Askdifferentstudentstoreporthis/heranswerslikethis:

S:

Iusedtobeafraidofthedarkandhighplaces.ButnowI’mafraidofneither.

StepⅢ3b

Thisactivityprovidesoralpracticeusingthetargetlanguage.Focusattentionontheconversation.Askapairofstudentstoreadittotheclass.

Writetheconversationontheblackboard.

PointoutthelistofitemsinthefirstcolumnofActivity3a.Say,Askyourpartnerabouttheseitemsandcompletethe"Mypartner"columnsofthechartinpairs.

Askstudentstoworkwithpartners.

Walkaroundtheroomcorrectinganyerrorsinpronunciation.

Askseveralpairstosharetheirconversationswiththeclass.

Whenallthestudentshavefinishedthechart,Say,Nowlet’schecktoseehowmanystudentsusedtobeafraidorarestillafraidofthesamethings.Inviteastudenttoaskquestions.

S:

Whousedtobeafraidofthedark?

Raiseyourhands.

（Countthehandsandletstudentskeeparecord.）

S:

Whoisstillafraidofthedark?

Raiseyourhands.

（Countthehandsandletstudentskeeparecord.）

Dothesameapproachwiththeotheritems.

StepⅣPart4

Thisactivitygivesstudentsanopportunitytousethetargetlanguagetotalkaboutthemselves.

Readtheinstructionstotheclass.Askagoodstudenttogiveanexamplefromhisorherownexperience.Forexample,forthewordeat,astudentmightsay,Iusedtoeatchocolate.NowIliketoeatfruitsofdifferentkinds.Ithinkchocolateisrichincaloryandfatwhilefruitsarerichinvitamin,whichisgoodforhealth.

Helpstudentstowritechocolateandfruitsinthechart.

Askstudentstocompletetheworkingroupsoffour.Walkaroundtheclassroomlisteninginondifferentgroupsandofferinghelpwithpronunciationandwriting.

Askafewstudentstotelltheclassabouttheotherstudentstheyhavetalkedto.

Forexample,astudentmaysay,mydesk-mateWeiMeiusedtoeatalotofchocolate.Nowshelikestoeatfruits.Shethinkskeepingfitisofgreatimportance.

Note:

answerstothechartwillvary.

StepⅤSummary

Say,Inthisclass,we’vetalkedaboutwhatyouusedtobeafraidofandwhatyouarestillafraidofusingthetargetlanguageofthisunit.

StepⅥHomework

Askstudentstofindoutwhattheirgrandparents,parents,aunts,unclesandoldfriendsusedtobeafraidofwhentheywerechildren.Whatdidthesepeopleusedtobeafraidofthattoday’schildrenarenotafraidof?

Period3

教学目标：

1.KnowledgeObjects

（1）KeyVocabulary：