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Unit 4 I used to be afraid of the dark 第三课时（教学设计）
教学目标 1.语言能力：能够通过观察归纳、交流合作等方式，正确理解和使用used to结构的意义和功能，询问并表达自己和他人过去各方面的变化； 2.文化意识：让学生明白事物是在不断发展、变化的道理，培养学生积极向上的心态。 3.思维品质：能够通过观察、讨论、归纳等课堂活动，探究used to结构表述过去经历和习惯的用法，以及这个短语和其他类似短语的区别。加强学生语言表达的准确性； 4.学习能力：能在学习活动中积极与他人合作，共同探究完成学习任务；能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，并学会举一反三。
教学重点 与难点 重点：正确理解和使用used to结构表达表述过去经历和习惯的用法；区分used to,be used to doing sth.和be used to do sth.的区别。 难点: 理解并运用所学词汇及表达方式；掌握used to的用法，学习表达过去常常做的事情或状态的句型。
教学准备 教具准备: ppt，教材
教学过程 老师活动 学生活动 设计意图
Lead in (2minutes) Lead Ss to talk about different kinds of changes. Talk about different kinds of changes. 通过谈论不同人的变化，复习前面课时所学重点句型，为后面语法总结做好铺垫。
Grammar (23minutes) 小组合作探究 Lead Ss to work in groups and discuss the important points. 一、used to的含义 1.Lead Ss to find out the important points about the meaning of“used to”. 二、used to的基本句式 Ask Ss to summarize the structure of “used to” 三、易混短语辨析 Guide Ss to look at the pictures and read the examples to tell the differences among the similar structures. 四、Let’s practice Lead Ss to finish some exercises about these phrases. Work in groups and discuss the important points. 1.Find out the important points about the meaning of“used to”. 2.Summarize the structure of “used to”. Look at the pictures and read the examples to tell the differences among the similar structures. 4.Finish some exercises about these phrases. 小组合作探究弄清本单元的重点语法——used to的含义以及基本句式。再通过实战演练巩固所学知识。 引导学生区分几组类似短语，培养学生的思辨能力。 学习之后，通过练习巩固所学知识。
Practice (7 minutes) 1.Work on 4a Ask Ss to write sentences about the past using “used to”. 2.Work on 4b Ask Ss to look at the information and write sentences about Emily. Work on 4c Tell Ss to read the chart in 4c and finish “Me” part on their own. Then ask them to work in groups and interview other group members about what they used to be afraid of and what they are afraid of. Finish the tasks in 4a and 4b. Read the chart in 4c and finish “Me” part on their own. Then ask them to work in groups and interview other group members about what they used to be afraid of and what they are afraid of. 拓展学生思维，通过课后练习，进一步巩固所学知识。 4c要求学生灵活运用used to结构和现在时态自编对话，调查询问并汇报表达自己和他人过去和现在所害怕的事物，检验学生备课所学以及锻炼学生的语言表达能力。
Summary (2 minutes) Summarize what they have learned in this class. Summarize what they have learned in this class. 总结本堂课的目标语言，深层次加工所学语言，加深印象。
Exercises (6 minutes) Ask Ss to finish the exercises on ppt. Finish the exercises on ppt. 及时练习，检测学生本堂课知识掌握情况。
Homework Level B: Review the language points and grammar we’ve learned today. Level A: Talk about the changes in your hometown by using the key sentences.
板书设计Unit 4 I used to be afraid of the dark. 第四课时（教学设计）
教学目标 1.语言能力： 在“童年回忆”的情境中正确使用新词汇和used to结构。理解和谈论自己和他人行为习惯、爱好等方面的变化；提升学生听的技能。 2.文化意识： 通过谈论过去所发生的事情，培养学生用英语表达观点及看法的能力。通过回忆童年美好时光，体会现在幸福生活，学会感恩父母，老师；珍惜亲情和友情。 3.思维品质： 能够在听说活动中准确获取并清晰表达有关自己和他人在行为习惯、爱好等方面的今昔变化方面的信息，提高思维的逻辑性、深刻性和批判性； 4.学习能力： 让学生学会运用目标语言结构来对比现实生活中的改变，学以致用。能够通过谈论童年和现在的变化，提升学生英语学习兴趣；
教学重点 与难点 教学重点： 运用used to结构来谈论改变，行为习惯及爱好的词汇短语。 教学难点： 1.used to结构的陈述句、疑问句及其简短答语的正确运用。 2.听听力获取有效信息，并根据句意运用单词的恰当形式完成填空。
教学准备 教具准备: ppt，教材
教学过程 老师活动 学生活动 设计意图
Lead in (5minutes) 1. Show Ss a video and have a free talk with them. 2.Lead Ss to learn how to describe changes. 1.Watch the video and talk about the cartoons they used to watch. 2.Learn how to describe changes. 1.通过关于童年的短视频，导入本课话题，激发学生的学习兴趣，并激活其所掌握的有关词汇。 2.通过让学生观察图片，并引导其回答老师的问题，温习旧知，了解话题内容，为下一步的活动奠定基础。
Pre-listening (4minutes) 1.Lead Ss to review the ways to talk about changes. 2.Lead Ss to check the things they used to like when they were a child. Report their answers then. 3.Encourage Ss to talk about other things they used to like when they were a child. 1.Review the ways to talk about changes. 2.Check the things they used to like when they were a child. Report their answers then. 3.Talk about other things they used to like when they were a child. 复习谈论变化的重点方面。巩固所学知识。 引导学生用目标句型谈论自己的变化，并在语境中渗透词汇教学。为后续的听力教学扫清障碍。 进一步提高学生在实际情景中使用所学语言的能力。提炼出听力内容里的重点短语，为学生听力扫除障碍。
While-listening (10minutes) 1.Lead Ss to listen to the conversation and check the sentences they hear in 1c. 1.Listen to the conversation and check the sentences they hear in 1c. 1.初步听力，找出所提句型，让学生对听力材料有初步的了解。
2.Before listening,show Ss some listening tips.Then listen again and fill in the blanks with what the girl and the boy say about things in the past and now. 3.Encourage Ss to retell the changes of the girl and the boy. 2. Listen again and fill in the blanks with what the girl and the boy say about things in the past and now. 3.Retell the changes of the girl and the boy. 进一步训练学生听力能力，帮助学生进一步理解听力内容。听前，给学生一些听力指导，扫清听力障碍。 通过复述，帮助学生巩固听力重点内容，并根据听力示例学会谈论自己和他人的变化。
Post-listening (12minutes) 1.Pair work. Encourage Ss to make a conversation with their partners. 2.Lead Ss to talk about their changes. 1.Make a conversation with their partners. 2.Talk about their changes. 为学生创设交流情景，鼓励学生勇敢表达，提高学生知识运用能力和口语表达能力。 根据本课所学，鼓励学生谈论自己的变化，学会用目标语言描述自己的变化，达到内化迁移的目的。
Summary (3 minutes) Summarize what they have learned in this class. Summarize what they have learned in this class. 总结本堂课的目标语言，深层次加工所学语言，加深印象。
Exercises (6 minutes) Ask Ss to finish the exercises on ppt. Finish the exercises on ppt. 及时练习，检测学生本堂课知识掌握情况。
Homework Level B: Make conversations with your partner about what your childhood used to be like. Level A :Make a survey about your partners’ changes and give a report in the next class.
板书设计Unit 4 I used to be afraid of the dark. 第二课时（教学设计）
教学目标 1.语言能力： 正确使用所学生词和used to结构，以读、说、写等方式理解和表达人物的今昔对比变化；通过略读、词义推测等技能的运用，提高学生的阅读理解能力； 2.文化意识： 能够懂得关注自我和自我完善的重要性，同时明白成功的道路充满了坎坷，没有人能随便成功，但所有的努力都是通往成功路上的基石的道理； 3.思维品质： 通过自主、合作、探究学习，提取、整理、概括语篇中关关键信息，推断语篇的深层含义，提高思维的逻辑性、批判性和创新性； 4.学习能力： 通过略读、词义推测等阅读策略的感悟、体验和学习，促进阅读理解能 力的提升；能在学习活动中积极思考、主动探究，并与他人合作，共同 完成学习任务。
教学重点 与难点 重点： 掌握本课时出现的生词和词组，达到熟练运用的目标；阅读短文，获得相关的信息，提升阅读能力； 难点： 阅读技巧及能力的培养；灵活运用used to结构，表达过去常常做的事情或状态。
教学准备 教具准备: ppt，教材，听力材料
教学过程 老师活动 学生活动 设计意图
Lead-in (3minutes) 1.Show Ss a video and ask them what they know about Yi Yangqianxi. 2.Lead Ss to talk about his changes. 3.Lead Ss to think about problems he meets. 1.Watch a video and ask them what they know about Yi Yangqianxi. 2.Talk about his changes. 3.Think about problems he meets. 1.利用易烊千玺的事例导入课堂，激发学生的学习兴趣。 2.利用照片引导学生讨论他的变化。学会使用used to句型和本文的重点句型。 3.谈论成名后所遇到的问题，导入本堂课主人公的故事。
Pre- reading (2minutes) 1.Lead into the story and ask Ss to answer some questions according to the passage. 1. Answer some questions according to the passage. 导入有类似经历的本文主人公，引导学生快速阅读，寻找关键信息。
While- reading (15minutes) 1.Ask Ss to read the passage quickly and natch the main ideas. 1.Read the passage quickly and natch the main ideas. 通过快速阅读，训练学生快速捕捉文章及段落首尾部分关键信息获取主旨大意的能力，潜移默化地学习并掌握skimming的阅读策略。
2.Lead Ss to read Para.1 and finish the ID card. 3.Encourage Ss to read Para.2 and find out Candy’s change. 4.Ask Ss to read Para.3 and find out Candy’s advice to young people. 5.Read the article again and complete the sentences about Candy. 2.Read Para.1 and finish the ID card. 3.Read Para.2 and find out Candy’s change. 4.Read Para.3 and find out Candy’s advice to young people. 5.Read the article again and complete the sentences about Candy. 通过阅读第一段，完成主人公背景信息。梳理文章内容要点，并引发学生深层次的思考。 通过精读，了解主人公变化中的利弊，引发学生进行深度思考。 通过本文主人公的例子，引发学生思考，成功之路不易。 再次阅读文章，理清思路，加深印象。
Post- Reading (10 minutes) 1.Encourage Ss to retell the story according to the mind map. 2.Lead Ss to role play the story. 3.Lead Ss to think what they can learn from Candy. 1.Retell the story according to the mind map. 2.Role play the story. 3.Think what they can learn from Candy. 通过思维导图对课文信息进行系统梳理，帮助学生形成完整的脉络，通过复述课文提高口语表达能力和语言组织能力。 鼓励学生进行角色扮演，帮助学生熟悉本堂课重点，并能有效输出。 通过讨论主人公身上的优秀品质，达成本堂课的价值观目标。
Language points (5 minutes) Explain language points in this class. Get to the important language points in this class. 学会正确使用本堂课的目标语言。
Summary (2 minutes) Ask Ss to work together and summarize what they have learned in this class. Work in groups and summarize what they have learned in this class. 通过短语总结，帮助学生巩固本堂课所学知识。
Exercises (3 minutes) Ask Ss to finish the exercises on ppt. Finish the exercises on ppt. 及时练习，检测学生本堂课知识掌握情况。
Homework Level B : Try to draw your own mind map about Candy Wang. Level A: Write a short passage about How I've Changed.
板书设计
Unit 4 I used to be afraid of the dark. Section A(3a-3c)Unit 4 I used to be afraid of the dark. 第六课时（教学设计）
教学目标 1.语言能力： 能够围绕“我们所发生的变化”的话题，通过总结本单元所学重点句型，学会描述自己的变化；能够正确使用used to结构等多种时态谈论人物和环境所发生的变化； 2.文化意识： 能够学会珍惜并接受身边事物的变化，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； 3.思维品质： 能够在老师的帮助下，通过学习，总结有关“我们所发生的变化”的语言知识；在写作中，注意到语篇的整体性、结构性、逻辑性； 4.学习能力： 能够通过多种渠道学习和复习，保持英语学习兴趣；认识到写作的步骤有遣词造句、提纲罗列、修改提升等。
教学重点 与难点 重点： 本单元所学关于“我们所发生的变化”话题下的词汇和used to结构的正确运用；学会写作，描述自己生活中的一些变化情况； 难点： 采取说明文的体裁，运用多种时态，有逻辑、有条理、有感情地描述自己生活中的一些变化情况。
教学准备 教具准备: ppt，教材，worksheet
教学过程 老师活动 学生活动 设计意图
Lead in (3minutes) 1.Lead Ss to review the changes of Candy Wang and Li Wen. 1.Review the changes of Candy Wang and Li Wen. 复习小阅读和大阅读的重点句型和结构，用所学知识引导学生写作。
Pre-writing (15 minutes) Brainstorm:let students to talk about their changes from personality、appearance、hobby and others and guide students to use different sentence patterns. 2.Read for writing:give students 5 minutes to answer the questions. 1)What’s the biggest change of the writer 2)When did the change happen 3)Who plays an important role in changing 4)How did the change happen 5)What’s the result of change 6)What did the writer learn from the change 3.Let S’s make a conclusion by themselves about how to describe the biggest change from what、how、when、who、result and the lesson. 4.Let S’s talk with their partners about the biggest change and then share it in front of the whole class. 1.Talk about their changes from personality、appearance、hobby and others by using different sentence patterns. 2.Read and answer the questions. 3. Make a conclusion by themselves about how to describe the biggest change from what、how、when、who、result and the lesson. 复习谈论变化的重点方面。既巩固了所学知识，又为后续写作做好了铺垫。 以读促写，为后续写作结构做好了铺垫。
While-writing (10 minutes) Give students 10 minutes to about a passage about Growing Change. And walk around to give necessary support) Write a passage about favorite festivals in 10 minutes and pay attention to the writing tips. To train students to write in limited time.
Post-writing (10minutes) 1.Ask Ss to evaluate their passages by themselves and in pairs. 2.Choose some lucky students and ask them to share their passage and other students evaluate it. 4.Finish the tasks in Self Check. 1.Evaluate their passages by themselves and in pairs. 2.Share their passage and other students evaluate it. 4.Finish the tasks in Self Check. 训练学生的现实写作能力 完成自我检测部分习题，巩固所学知识。
Summary (2 minutes) Lead Ss to summarize what they have learned in this lesson. Summarize what they have learned in this lesson. To deepen students’ impression of what they have learned by making a summary.
Exercises (5 minutes) Ask Ss to finish the exercises on ppt. Finish the exercises on ppt. 及时练习，检测学生本堂课知识掌握情况。
Homework 1.Level B:Improve your writing according to your classmates’ advice. 2.Level A: Search for more information online and design an activity to spread Chinese traditional culture.
板书设计
Unit 4 I used to be afraid of the dark. Section B 3a-Self CheckUnit 4 I used to be afraid of the dark. 第一课时（教学设计）
教学目标 1.语言能力： 在语境中理解、识记并运用本课时单词、短语：humorous, silent, helpful, score, background, deal with等。 2.文化意识： 让学生明白事物是在不断发展、变化的道理，培养学生积极向上的心态。 3.思维品质： 能够在听说活动中获取并表达有关人物的外貌、性格等方面对比的信息，培养学生的逻辑性思维。 4.学习能力： 能运用听力技巧和阅读策略获取2d对话中关于谈论他人今昔变化的大 意和细节信息，体会used to在日常交际中的运用。
教学重点 与难点 教学重点： 1.能听懂听力材料中关于过去和现在的谈论，独立完成听力任务。 2.能够正确使用“used to”结构描述和询问过去的情况，准确地谈论自己及他人发生的变化。 教学难点： 能够正确使用“used to”结构描述和询问过去的情况，准确地谈论自己及他人发生的变化。
教学准备 教具准备: ppt，教材，听力材料
教学过程 老师活动 学生活动 设计意图
Lead-in (5minutes) Set a real situation for students and ask them to think about their changes. 2.Set the teacher as an example and talk about the changes. Talk about their changes in the past three years. 2.Talk about the teacher’s changes. 1.通过设立真实情境导入话题，激发学生学习兴趣。 2.利用老师自己的照片引导学生讨论老师的变化。学会使用used to句型。
3.Show Ss some pictures of his or her daughter or son,and ask Ss to talk the changes. Show Ss some pictures of their classmates and talk about their changes. 3.Watch the pictures and talk about changes. 4.Watch the pictures and talk about their changes. 3.利用老师孩子的照片进一步引导学生讨论老师孩子的变化。学会使用used to的更多句式变化。 4.展示同学的照片，谈论同学之间的变化，实践应用used to 相关句型。
Pre- listening (2minutes) Lead Ss to brainstorm and talk about words to describe changes. 1. Brainstorm and talk about words to describe changes. 1.填写描述外貌类和性格类的词汇，让学生头脑风暴想出尽可能多的词汇，复习并扩充词汇量。
While- listening (15 minutes) Listen to 1b
1.Work on1b ① Listen and fill in the blanks. ②Listen again and fill in the blanks. 2.Work on 1c Look at the picture in 1a and make conversations. Listen and finish the tasks in1b. Then listen again and fill in the blanks. Look at the picture in 1a and make conversations. 根据听力内容补全对话，锻炼学生听取所需信息的能力。 通过填空的形式让学生抓住对话的重要信息和重要词汇，从而学会如何谈论变化。 让学生使用1b听力材料中的问句对话谈论自己的同学和朋友的改变，练习使用used to的疑问句和肯定句。
Listen to 2a and 2b
1.Work on 2a Listen and circle the correct words . 2.Work on 2b 1.Finish the task in 2a and 2b. 让学生选出听到的形容词，本节让学生关注描述人物性格的形容词。
Listen again and complete the chart about how Paula has changed. 让学生根据听力内容完成细节填空，考察及锻炼学生听取细节信息的能力。
Post- listening (10 minutes) 1.Work on 2c Try to talk about Paula's changes. 2.Work on 2d First, lead Ss to read the conversation and fill in the chart. 3.Ask Ss to read after the tape and pay attention to their tone and pronunciation. 1.Work in groups and talk about the changes. 2.Read the conversation and fill in the chart. 3.Listen to the recorder and role-play the conversation in 2d. Pay attention to their tone and pronunciation. 为学生提供练习口语以及输出本节课目标语言的机会。 让学生细读文章完成练习填空，锻炼学生运用细读的策略获取细节信息的能力，同时让学生把握对话中的重要知识点。 根据对话信息，两两对话，分角色表演有利于积极性提高，且有助于对本部分目标句型的掌握。
Language points (5 minutes) 1.Explain language points in this class. 2.Ask Ss to share their photos with their group members.Make a report about their changes. Get to the important language points in this class. Work in groups and make a report. 学会正确使用本堂课的目标语言。 小组合作做调查。利用目标语言谈论比较自己和同学的今昔变化，以达到本节课重点知识的输出。
Summary (2 minutes) Ask Ss to work together and summarize what they have learned in this class. Work in groups and summarize what they have learned in this class. 通过短语总结，帮助学生巩固本堂课所学知识。
Exercises (3 minutes) Ask Ss to finish the exercises on ppt. Finish the exercises on ppt. 及时练习，检测学生本堂课知识掌握情况。
Homework Level B: Summarize the phrases and sentences to talk about changes. Level A :Talk about your family members’ changes from appearance,personality and other aspects.
板书设计
Unit 4 I used to be afraid of the dark. Section A(1a-2d)Unit 4 I used to be afraid of the dark. 第五课时（教学设计）
教学目标 1.语言能力： 能够掌握本课的目标词汇和目标句型。 能够用英语描述自己或他人过去喜欢做的事情；让学生明白事物是在不断发展、变化的道理。 2.文化意识： 让学生明白事物是在不断发展、变化的道理，培养学生积极向上的心态。珍惜父母及亲人对自己的爱，努力学习回报社会。 3.思维品质： 通过课堂活动的体验，能创造性地表达自我，提高跨文化交际意识。 训练阅读的寻读策略，使用词典的学习策略。 4.学习能力： 通过互动、小组合作、游戏等方式完成课堂学习任务。 阅读短文，获得相关信息，提高学生们的综合阅读能力。
教学重点 与难点 重点： 重点：能够比较熟练地运用英语语音知识朗读篇章；能够表达自己现在和过去在外表、性格、娱乐等方面的变化。 难点： 学生捕捉语篇主题，理解细节，并推断语篇深层意思的能力。
教学准备 教具准备: ppt，教材，听力材料
教学过程 老师活动 学生活动 设计意图
Lead-in (3minutes) 1.Show Ss a video and ask them who they are and where their parents are. 2.Lead Ss to talk about left-behind children’s feelings and what problems they may have. 1.Watch a video and ask them who they are where their parents are . 2.Talk about left-behind children’s feelings and what problems they may have. 1.利用视频导入课堂，激发学生的学习兴趣。 2.利用照片引导学生讨论留守儿童的感受以及谈论他们可能会遇到的问题，帮助学生对后续文章谈论的问题建设预设。
Pre- reading (2minutes) Look at the title of the passage and the picture below. What problems do you think he might have Talk about what problems he might have. 根据标题和图片预测本文可能会谈论到的问题，培养学生的预测能力。
While- reading (15minutes) 1.Ask Ss to read the passage quickly and natch the main ideas. 2.Lead Ss to read the passage and put the sentences [A-D] in the correct places. 1.Read the passage quickly and natch the main ideas. 2.Read the passage and put the sentences [A-D] in the correct places. 通过快速阅读，训练学生快速捕捉文章及段落首尾部分关键信息获取主旨大意的能力，潜移默化地学习并掌握skimming的阅读策略。 根据上下文选择最佳答案，培养学生利用上下文关键信息的能力。
3.Ask Ss to read Para.1 carefully and choose T or F. 4.Ask Ss to read Para.2 and answer the following questions. 5.Ask Ss to read Para.3 and answer the following questions. 6.Lead Ss to read Para.3&4 and fill in the blanks. 3.Read Para.1 carefully and choose T or F. 4.Ask Ss to read Para.2 and answer the following questions. Read Para.3 and answer the following questions. 6.Read Para.3&4 and fill in the blanks . 细读第一段，判断正误，培养学生抓住关键信息的能力。 细读第二段，并引导学生思考和分析变化背后的原因，把握文章主要感情线索。 细读第三段，找出指代对象以及找出李文的转变。 细读文章，找出李文各方面的转变。
Post- Reading (10 minutes) Further thinking 1.Encourage Ss to think about the following questions. (1)What made Li Wen change so much (2)What did Li Wen finally understand (3)What can we learn from the story of Li Wen 2.Complete the passage with the proper forms of the words and phrases in the box. 3.2f What do you think Li Wen and his parents talked about in their conversation. 4.Retell Li Wen’s story according to the mind map 1.Think about the following questions. 2.Finish the task in 2e. 3.Finish the task in 2f. 4.Retell the story. 通过思维导图对课文信息进行系统梳理，帮助学生形成完整的脉络，通过复述课文提高口语表达能力和语言组织能力。 根据文本内容完成2e任务，加强学生对文本的理解。 创设对话情景，激发学生充分发挥想象力，利用小组合作共同商讨内容，创编李文与父母间的对话，合理想象所提问的问题和可能的答案，并有感情的表演出来，提高学生的综合语言运用能力。 4.根据思维导图复述文章，帮助学生理清文章脉络，提升学生的语言表达能力。
Language points (5 minutes) Explain language points in this class. Get to the important language points in this class. 学会正确使用本堂课的目标语言。
Summary (2 minutes) Ask Ss to work together and summarize what they have learned in this class. Work in groups and summarize what they have learned in this class. 通过短语总结，帮助学生巩固本堂课所学知识。
Exercises (3 minutes) Ask Ss to finish the exercises on ppt. Finish the exercises on ppt. 及时练习，检测学生本堂课知识掌握情况。
Homework Level B: Make a conversation between Li Wen and his parents.Try to act t out. Level A :Write about your changes. (study,personality,feelings...etc)
板书设计
Unit 4 I used to be afraid of the dark. Section B(2a-3f)

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