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Unit 4 I used to be afraid of the dark.
单元分析
人教版九年级（全）
目录
单元主题意义分析
1
单元内容与核心素养的关联分析
单元语篇内容分析
单元语言知识解析
2
3
4
单元主题意义分析
本单元人教版九年级全册第4单元，标题为：I used to be afraid of the dark. 话题为：How we have changed，语言功能是“谈论你的过去”，语法是“used to结构的用法”。
本单元的主题是“人与自我”下的“生活与学习”，归属于“自我认识、自我提升”这一子主题内容。
本单元以听力、阅读共6个多模态语篇阐述这一主题。整个单元以语篇为依托，旨在通过呈现一个人的外貌、性格、对事物态度的变化让学生感受到随着时间的推移，一个人是会成长和改变的，并让学生注意到自身在成长过程中发生的变化。同时，语篇也通过呈现一个人的成长经历让学生意识到，在成长的过程中，我们需要不断进行自我完善、自我提升。
单元主题分析
话题 主题 范畴 主题群 子主题内容 主题 主题意义
I used to be afraid of the dark. 人与自我 生活与学习 自我认识，自我提升 正视成长变化，不断自我完善 让学生注意到自身在成长过程中发生的变化。同时让学生意识到，在成长的过程中，我们需要不断进行自我完善、自我提升。
Unit 4 I used to be afraid of the dark.
一个人的自我成长经历
Section A 1b: 一个人外貌的变化
Section A 2a-2b：一个人性格的变化
Section A 2d: 一个人外貌+性格的变化
Section B 1c-1d: 男孩和女孩回忆上小学的经历，并和高中生活作对比
Section A 3a：19岁的女孩Candy Wang从一个害羞的女孩成长为流行歌手的故事
Section B 2b: 15岁的农村男孩Li Wen的成长故事
通过谈论过去，意识到自身发生的变化，明白自我完善的重要性
成长过程中一个人外貌和性格的变化
成长过程中一个人对事物态度的变化
单元内容与核心素养的关联分析
语言能力 语言能力：掌握谈论人物性格、外貌、特点及喜好的词汇；掌握并运用used to结构描述人物曾经的性格特点和相貌；能够正确运用used to 结构的陈述句、疑问句及其简短的回答。能够读懂描述个人成长蜕变的阅读材料，掌握记叙文的文体特征及写作手法。
语言技能：能够在听力中捕捉有关人物“今昔差异”的关键信息；能够描述人物的成长变化；能够提取、梳理、分析、整合书面语篇的主要或关键信息并能够以书面的形式描述个人成长各方面的变化及感悟。
文化意识 谈论他人相貌、性格并进行今昔对比时的语言运用具有得体性。能够在成长的过程中不断地进行自我完善。
思维品质 能够以对比的方式总结在成长过程中自身的变化，并能够理性地看待。能够从不同的角度分析现在的自己和现在的生活，并思考如何自我提升。
学习能力 通过小组合作讨论、对话、完成任务，发展合作能力。
通过自评、互评发展自学能力和反思能力。
（此部分请结合实际教学设计修改）
单元语篇内容分析
[What]
该听力材料包含三段对话，均为好久不见的同学再次见面，感叹对方外貌上的变化。
[Why]
让学生关注到成长给人带来的外貌上的改变。
[How]
三段听力材料通过对比的手法呈现了主人公在外貌上的变化。在描述主人公过去的样貌时，对话使用了used to结构：you used to be short; you used to wear glasses; you used to have short hair; you used to be really tall; it (hair) used to be red and curly.
在描述主人公现在的样貌时使用了一般现在时：Now, I’m tall. / You’re taller than me now. / And it’s (hair) straight.
同时，对话还复习用于描述外貌的形容词：short, tall, blonde, straight, curly.
[What]
Paula和Steve是初中同学，两人再次见面，Steve惊讶于Paula性格上的改变。Paula曾经十分内向，现在却开朗活泼。
[Why]
引导学生关注到，在成长过程中除了外貌，一个人的性格也会发生变化。
[How]
这段对话主要使用一般过去时描述Paula曾经的性格特点：were always silent in class; wasn’t very outgoing; were always friendly。在展现性格变化时，Paula通过“举例子”让自己的性格反差表现得更强烈。例如，她形容以前的自己是：was never brave enough to ask the teachers any questions。现在的Paula十分活跃，例如：more interested in sports; play soccer almost every day; on a swim team。 这些事例可以让人更深刻地感受到Paula的变化，也让对话更饱满。
此外，这段对话还复习了描述人物性格特征的形容词：quiet, silent, brave, friendly, active。
[What]
Alfred和Gina去参加同学聚会，他们发现三年不见，小学同学Billy无论是外貌还是性格都发生了巨大的变化。
[Why]
通过阅读，学生能够从外貌和性格两方面描述一个人的变化，同时能够思考为什么一个人会发生这样的变化。
[How]
对话从外貌和性格两方面谈论了Billy的变化。对话用used to结构+一般过去时描述了过去Billy的样貌和性格：used to be thin and wear glasses; used to be shy and quiet; face always turned red when talked to girls; reading in the library every day。对话用一般现在时描述了Billy现在的样貌和性格：big and strong; so popular; lots of girls around him。
这段对话是对Section A 1b及2a-2b语言点的综合运用。
[What]
本文为阅读文本From Shy Girl to Pop Star，记录了作者对19岁亚洲流行歌手Candy Wang的采访经历，讲述了Candy Wang成名前后生活的变化以及她给“想成名”的年轻人的建议。
[Why]
激励学生在成长的道路上不断完善自我、提升自我。同时，也让学生意识到自我提升的过程充满了艰辛和困难。
[How]
本文是一篇记叙文，共包含3个段落，按照顺序式结构展开，每一段的中心思想非常明确，且有明显的主题句。
第一段简述了Candy学唱歌的原因：She used to be shy and took up singing to deal with her shyness. 和学唱歌对她的改变：She’s not shy anymore and love singing in front of crowds.
[How]
第二段描写了Candy成名前后生活的变化。成名前：She didn’t use to be popular in school; 成名后：travel and meet new people all the time; get tons of attention everywhere she goes。成名让她享受瞩目的同时也让她承受压力：always has to worry about how she appears to others; have to be very careful about what she says or does; doesn’t have much private time; impossible to hang out with friends。
第三段叙述了Candy给想要成名的年轻人的建议，让人们看到成名的路上布满了荆棘和挑战。追求成功的人很多，但是最终能站在顶峰的人只是少数，因此成功意味着付出和牺牲：have to be prepared to give up your normal life; can never imagine how difficult the road to success is; thought about giving up but still fought on; really require a lot of talent and hard work to succeed.
文章运用“对比”的手法让读者清晰地看到了Candy的成长变化。在描写Candy的成功之路时，文章运用了被动语态 (you have to be prepared to give up)和表示频次
[How]
和程度的副词及短语 ( you can never imagine; many times I thought about giving up; you really require a lot of talent）去展现Candy一路走来的艰辛与不易。在描写Candy成名后的生活时，文章反复运用have to和否定结构 ( I always have to worry about ...; I have to be very careful about ...; I don’t have much private time; ... is almost impossible)去展现Candy承受的压力与无奈，让这篇文章的语言更有力量。
本文的配图为Candy戴着耳机唱歌，图中的Candy自信、开朗、充满热情，这幅配图不仅让人们看到了Candy从一个shy girl到一个阳光、自信、充满感染力的歌手的蜕变，也让人们感受到了Candy在自我成长这条路上的诸多不易，让这篇文章更丰满。
[What]
男孩和女孩回忆他们上小学的经历。
[Why]
引导学生回忆过去的经历，并让学生感受到，随着时间的推移，一个人在对待事物态度上会发生变化。
[How]
对话展现了交谈双方对小学和高中生活截然不同的态度。女孩like high school more than primary school，因为：she didn’t use to like test; used to be very nervous about tests; used to have to wear the school uniform; hate P.E. class。而到了高中：she doesn’t worry about tests; can wear whatever she likes。但是从男生的谈话中，我们可以推测出他对小学生活更为怀念，因为：school was really easy，表现为：tests in primary school were easy; used to play every day after school; don’t like thinking about what to wear every day。而高中的生活是：just study all the time。
对话依然使用used to结构、一般过去时、一般现在时描述过去和现在的生活。
[How]
从对话可以看出，女孩不太喜欢上小学的经历是因为那个时候她不太适应考试。而现在她对考试的态度是有变化的：从used to be very nervous到don’t worry about tests。男孩对体育课的态度也有变化，从：used to hate P.E.转变为love it。
对话依然使用used to结构、一般过去时、一般现在时描述过去和现在的生活。
[What]
15岁的农村男孩Li Wen在父母进城务工后性格变得敏感内向，对学习也失去了兴趣。经老师沟通，Li Wen的父母从外地赶回，帮他解开心结，Li Wen又逐渐变得开朗、乐观，也再次感受到了父母的关爱。
[Why]
通过讲述Li Wen的变化让人们意识到父母在孩子成长过程中发挥的重要作用。同时，也引导学生思考应该如何处理与父母之间的关系，应当如何体谅父母。
[How]
本文为阅读语篇He Studies Harder Than He Used to，文体为记叙文。本文有非常明显的记叙文六要素：
Who: Li Wen, his teacher, his parents
Where: a boarding school in the countryside
When: before and after his parents went to work in the city
What: the changes of his life and his performance in school
Why: his parents worked in the city; he felt lonely and
unhappy
How: 1. Li Wen changed for the better
[How]
2. his parents spent more time on him and had much more communication with him
本文的写作逻辑可以按照两个维度划分：
时间顺序，展现了Li Wen由“好——变坏——变好”的过程：
父母进城务工前Li Wen的生活状态（works very hard and does well in school; his family spent a lot of time together)
父母进城务工后Li Wen在学校的表现 (became less interested in studying; sometimes absent from classes and failed his examinations; shy and was not able to make friends quickly in school)
父母返乡和Li Wen交谈后Li Wen的变化 (become more outgoing; made some good friends; joined the school basketball team; become more outgoing in many other activities; much happier and work harder than he used to)
本文还可以按照因果关系整理逻辑关系，找到导致Li Wen行为变化的原因。
behaviour reasons
works very hard and does well his family spent a lot of time together
less interested in studying sometimes absent from classes failed examinations shy and was not able to make friends quickly in school wanted to leave school his parents moved to the city to look for jobs
his grandparents came to take care of him
he missed his parents so much
felt lonely and unhappy
become more outgoing made some good friends in school joined the school basketball team become active in many other activities work even harder than he used to his parents took a 24-hour train and a 5-hour bus ride to get to his school to have a talk with him
they had more communication than they used to
本文在叙述时使用了一些直接引语，用Li Wen的话直接表达他的内心世界: “It was exactly what I needed.””It’s very important for parents to be there for their children.”etc. 直接引语的使用增强了故事的真实感和客观性。
本文还配有一幅插图，呈现了一个小男孩在课堂上痛苦地撑着头的画面。通过这张图片，我们也可感受到Li Wen内心的挣扎与煎熬。
单元语言知识解析
How to describe the changes
appearance:
short, tall, big and strong, blonde, red (hair), straight, curly, wear glasses, ...
personality:
quiet, silent, brave, friendly, active, shy, serious, helpful, ...
hobbies and interests:
reading in library, singing, P.E. classes, painting pictures, music class, spiders and insects, school basketball team, do sports, play the piano, ...
key sentence structures:
You used to be ..., didn’t you
Did you use to ...
You used to ...
(I remember) you were always ...
I was never brave enough to ...
(I remember) you were really good in ...
I didn’t use to ...
I wasn’t used to ... yet.
We used to have to ...
grammar: 能正确使用used to结构描述或询问过去的情况
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