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/ 让教学更有效 高效备课 | 英语学科
Unit4 I used to be afraid of the dark Section A (1a-2c)
核心素养与思政渗透
本课时围绕“我们所发生的变化”话题展开，在“同学聚会”的语境下学习运用 used to 这一特有的用来表述过去经历和习惯的语言结构。通过谈论自己和他人过去与现在的性格、外貌、兴趣等方面的变化，激发学生的英语学习兴趣，让其体会语言运用的得体性，向其传递关注自我发展和自我完善的重要性，让学生明白事物是在不断发展、变化的道理，培养其积极向上的心态。
课标分析
新课标要求九年级学生能听懂发音清晰、语速较慢的简短口头表达，获取关键信息；能根据听到的关键词对人物、地点、事件等进行推断；能围绕相关主题，运用所学语言，与他人进行日常交流，语音、语调，用词基本正确，表达比较连贯；能提取、整理、概括关键信息；能对英语学习有持续的兴趣和较为明确的学习需求与目标；能主动参与课内外各种英语实践活动，注意倾听，积极使用英语进行交流，遇到问题主动请教，勇于克服困难。
教学目标
语言能力
能够在“同学聚会”的真实情境中，正确使用 used to 结构，以听说等方式理解和谈论自己和他人过去与现在的性格、外貌、兴趣等方面的变化；能够使用预测、听关键词等技能获取、梳理和交流、表达语篇的主旨要义和关键细节，提升听说技能；
文化意识
能够通过谈论自己与他人在外貌、性格和爱好等方面的变化，明白成长意味着变化的道理，但也是思想、行为趋于完善的过程，懂得有些宝贵的东西随着时间的推移是不会改变的，家国情怀是不会改变的。
思维品质
能够在听说活动中准确获取并表达有关人物的外貌、性格等方面今昔对比的信息，学会与人探讨、交流和表达自我观点和看法，提高思维的逻辑性、批判性和创新性；
学习能力
通过谈论变化的话题，激发对英语学习的兴趣；能在学习活动中积极与他人合作，共同完成学习任务。
教材内容分析
本课时为本单元第一课时，是一节听说课。1a-1c 既巩固和复习学生已学的有关表示人物相貌和性格的词汇，又通过听说活动导入 used to 这一语言结构，并借助主题图创设的语境，模拟生活情景，引导学生开展初步的对话操练。2a-2d 向学生介绍更多描述性格的形容词，并通过倾听关于人们今昔变化的对话，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。
重点
本课时新词汇：humorous, silent, helpful, from time to time, score；正确使用 used to 结构描述自己或他人过去常常做的事情；发现自己或他人在外貌、性格、兴趣等方面所发生的的变化；
难点 正确理解和运用 used to do/be 句式结构；
学情分析
九年级学生已具备一定的英语听力理解和口语交际能力。之前学生已学习过一些表示人物的外貌和性格方面的词汇和句型，也熟知一般过去时态的意义和用法，具有一定的学习基础。在本课时中，学生第一次接触 used to 句型结构，好奇心和求知欲有助于学生学习和接受新知识。而且，本话题与实际生活密切相关，同学聚会的情境也很容易让学生自然融入语言学习的环境中开。这是学习本课的优势所在。教师需设计多种类型的听说任务，帮助学生不断理解和内化目标语言，以极高的热情参与到语言实践活动中来。
教学过程
学生活动 教师导学 设计意图 评价任务
Step 1. Lead-in. Have a free talk with T to describe people’s appearance S1: round face, long hair, straight hair hair , tall short, heavy, thin S2: medium build, of medium height, curly hair.... S3:.fat,..... S4: outgoing ,shy ,quiet, brave....... S5: silent, funny, serious, strict..... S6:nice, kind, friendly, clever, smart..... Step2:Finish 1a Step 3:Presentation Then watch a video, they are familiar to learn “used to + do/be” structure S1: used to.... S2：I used to be short ,but now I am tall S3……. S4: He used to be short. S5: He used to be heavy. S6： He used to be cute. S. ......... Step 4:Group work A: Did he use to have long hair B: No, he didn’t. He used to have short hair. C: He used to wear glasses, didn’t he A: Yes, he did. D: Did he use to tall A: No, he didn’t. He used to be short T: Today ,we’ll learn Unit 4 I used to be afraid of the dark （1a~2c ）.First, let’s look at the objective. By the end of this class, you’ll be able to understand the usage of “used to ” through listening and speaking. And talk about people’s changes in appearance, personality and hobbies. T: Boys and girls, can you describe people’s appearance .start the brainstorm and list of all the words that you thought. Guide Ss to review how to describe people’s appearance they’ve learned before. T: Now, it’s your turn ,please finish 1a by yourself, fill in the chart with words to describe people ,2minutes. T: we know people sure change, but do you know how to describe people’s changes. Let’s listen to a song and find out what words did she sing. T:As time goes by, we may change in our appearance, personality or hobbies. Look at the picture ,Who is he Right, he is your math teacher, Can you guess what your math teacher looked like T:How time flies! You’ll graduate form this school. Looking back at these past three years, you and your classmates have many changes. Take Wang Zhao yang as an example. A group of four to make a dialogue. You must pay attention to the standards: use correct information, suitable language, proper body language and clear voice. 通过让学生回忆 曾经学过的描述 人的外貌、性格 和爱好的单词， 导入话题，带领 学生轻松进入本 课时的学习， 通过第一步的引 导，学生复习了 描述人的外貌、 性格和爱好的词 汇，1a 需要学生 落实刚才复习的 单词，为下一步 used to 句型做铺垫。 通过一首歌曲引 出“used to”句子结构，让学生猜测意思，引导学生用“used to”描述人物以前和现 在对比， 引导学生讨论他 们熟悉的数学老 师的今夕对比， 让学生在语境中 感知和尝试使用 used to 结构。 用同班同学中某 个变化最大的同 学做例子吗，学 生的表达欲望 高，有话可说， 有效地调动了学 生的学习积极 性，语言达成度 高。 Clap hands for you, you have good memory. But fat is a negative word, we’d better not used it ,we can say he is heavy. T:(点评) You are smart ,you think many words ,you did a good job. About hobby we can say he likes sports, he is interested in doing sports/running/drawing, or she is strong in...... T:(点评) You are so smart and careful. Yes， she sang “I used to be crazy, I used to be young......” so “used to be.....” 过去常常For example , I used to be heavy but now I am thin.(板书句句型)。 此时，将从语言的得体性、流畅度、连贯 性、语音语调等几个方面对学生的语言进行评价。 根据评价量表对学生的语言运用能力 进行评价。
Step 2. Listening 1b. Listen to the conversation and fill in the blanks. Then report their answers to have a check. Work in pairs and make conversations. Show themselves in class later. S1: Did Mario use to be short S2: Yes, he did. He used to be really short. S1: What's he like now S2: He's tall now. Step 6. Listening 2a~2b. Observe the picture and make predictions. Sa: I think they are talking at a party. Read the words in 2a aloud. Make sure they can know the meanings. Listen and check the description words in 2a. Read the information in 2b and try to get some useful information before listening. For example, Paula is more active than ever. Listen again and complete the chart in 2b. Listen again and answer the questions Step7:Retell Step 8. Show Time and writing. Step9:Summary and Sublimation Have a summary of the new words, grammar and sentences with the T’s help. Step10: Homework 1.Finish the writing “My changes” 2.Your parents have changed a lot since you were born. describe your parents’ changes. and say thanks to them. Ask Ss to observe the picture in 1a and try to describe the changes of the people. T: Listen. Bob is seeing some friends for the first time in four years. What did his friends use to look like Play the recording twice and check the answers. Encourage Ss to make conversations based on the picture in 1a. One minute later, invite some pairs. T: Paula has changed a lot in the past few years. Do you want to know what she used to be like Play the recording for four times. For the first time, let Ss just listen for main idea. For the second time, finish 2a. For the third time, finish 2b. For the last time, write answers to the questions. Let Ss to work in pairs and make conversations about Paula using the information in 2b. T:Give ss 2 minutes, according to 2b, retell Paula’s changes. T: From 1b to 2b ,we have learned some people’s changes. What about your changes in appearance, personality or hobbies It’s “Talk show”. I think you have changed a lot since you came here. So I will give you 3 minutes to prepare for it. Then come here to share your changes with us. T: Today we learned “used to be...”to describe people’s changes. I think change mean “creative”,” honest”,” active”, “noble”, “generous” and “excellent”. Changes means: No matter what you used to be, you are always expected to be a better person”. 通过听说任务的 完成，引导学生 听前预测、听中 记录关键信息、 听后总结句式结 构并在特定的情 境中加以巩固应 用，渗透听说技 能教学，提升语 言能力和学习能 力。 结合老同学见面 场景，创设自我 展示的机会，帮 助学生复习巩固 used to 的目标语 言，并加以鼓励， 增强自信心。 听前让学生通过 观察图片和场景 和表格中的句子 回答问题，有助 于让他们通过浏 览现有信息熟悉 听力的主题和预 测能力的培养。 通过听选形容 词、细节信息填 空、回答问题等 多种形式的听力 训练，引导学生 从主旨大意的抓 取到细节信息的 捕获，逐步提升 听力技能，养成 良好的学习习 惯。 通过前面的听力 训练，学生对 Paul 的改变又来一定的认识，那么这个任务的设置，让学生对人物的今昔外貌、性格和爱好的改变从整体感知做到最大程度的掌握，以后续的写作打下基础。通过 Talk Show 让学生进 一步巩固目标语 言结构，逐步引 导学生思考并总 结各方面的今昔 变化，引导学生 明白事物是在不 断发展、变化的 道理，关注自我 发展和自我完善 的重要性，培养 其积极向上的心 态。总结用“used to ”描述外貌、性格 和爱好等方面的 变化，明白成长 意味着变化的道 理，但也是思想、行为趋于完善的过程，懂得有些宝贵的东西随着 对学生语言的正确性和标准型进行及时点评和评价。 对学生听前预测能力和听中获取信息的能力进行及时的 评价，最后对学生的语言输出仍然从准 确度、流畅度等几个方面进行评价。 对语言的条理性、流畅性和标准型进行及时有效地评价。 除了对语言的条理性、流畅性和标准型进行及时有效地评价外，还要对语言的广度和深度进行及 时地点评和纠正。 时间的推移是不会改变的，家国情怀是不会改变的。
作 业 设 计 Level A Your parents have changed a lot since you were born. describe your parents’ changes. and say thanks to them. Level B Finish the writing “My changes”
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