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視頻標(biāo)簽：afraid of,the dark
所屬欄目：初中英語優(yōu)質(zhì)課視頻
視頻課題：人教版新目標(biāo)九年級U4 I used to be afraid of the dark. Section A Grammar Focus 4a-4c四川省 - 成都
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Unit 4 I used to be afraid of the dark.
Section A Grammar Focus 4a-4c教案 成都市實驗外國語學(xué)校（西區(qū)）尹紅
【教材版本與冊數(shù)】新目標(biāo)人教版九年級上冊 【課型】Grammar（語法課） 【教材分析】
本單元圍繞“我們發(fā)生了怎樣的變化”為話題，談?wù)?ldquo;過去經(jīng)常有的習(xí)慣”。Section A從描寫外貌和個性相關(guān)的詞匯入手，展開了簡單地描述“過去”的聽力、會話和閱讀等活動，對人物的個性、外貌和經(jīng)歷作今昔對比，使學(xué)生感知新語言內(nèi)容used to 的結(jié)構(gòu)特征，體會其用法。本節(jié)課Section A（Grammar Focus-4c）突出學(xué)習(xí)和總結(jié)歸納語法used to句型結(jié)構(gòu)，包括肯定、否定和疑問結(jié)構(gòu)及其回答。“Grammar Focus”明確呈現(xiàn)出語言點，便于學(xué)生自我探究及歸納總結(jié)。其中4a側(cè)重語句構(gòu)建訓(xùn)練，旨在幫助學(xué)生強化語言結(jié)構(gòu)；4b借助Emily的過去、現(xiàn)在的變化的對比，引導(dǎo)學(xué)生對比性地使用語言，反饋學(xué)生對重點語言學(xué)習(xí)內(nèi)容的掌握情況；4c突出個性化語言交際，以填表活動為學(xué)生創(chuàng)設(shè)運用所學(xué)語言結(jié)構(gòu)進行交流，獲取信息的平臺。 【學(xué)情分析】
本節(jié)課的授課對象為初三的學(xué)生。從小時候成長到一名初中生，學(xué)生在外貌性格等方面都有很大的變化。經(jīng)過了初一到現(xiàn)在兩年多的英語學(xué)習(xí)，學(xué)生已經(jīng)有了比較扎實的英語基礎(chǔ)，能夠較熟練的運用相關(guān)詞匯描述人的外貌和性格等方面的變化。學(xué)生在本節(jié)課前學(xué)生已經(jīng)對used to的結(jié)構(gòu)和用法有了初步的掌握。 【設(shè)計思路】
本節(jié)課為一堂語法課，重點是對used to的結(jié)構(gòu)和用法進行反復(fù)操練，讓學(xué)生熟練掌握和運用。針對以上對教材和學(xué)生情況的分析，我充分利用多媒體技術(shù)，采用情景教學(xué)法和任務(wù)型教學(xué)法相結(jié)合，將班上學(xué)生的今昔對比變化作為線索來設(shè)計本堂課的教學(xué)內(nèi)容。首先教師通過播放自己制作的關(guān)于全班同學(xué)過去和現(xiàn)在對比的一個視頻來引入，通過一個guessing game 來復(fù)習(xí)和練習(xí)used to的用法，引起學(xué)生的學(xué)習(xí)興趣。接下來整堂課的活動設(shè)計都是以學(xué)生的變化為線索，讓學(xué)生運用used to來進行造句、編對話、寫作、表演情景劇等輸出練習(xí)，并且巧妙地將教材上的4a、4b、4c三個練習(xí)穿插在整節(jié)課的活動設(shè)計中，讓學(xué)生進行了非常充分的輸出練習(xí)。除此之外，在整節(jié)課的活動設(shè)計中，將語法課的“4P”教學(xué)模式，即Preparation、Presentation、Practice、Production貫穿始
終。最后情感升華部分通過讓學(xué)生關(guān)注到同學(xué)和父母的變化，學(xué)會關(guān)心他人、感恩父母。 【教學(xué)目標(biāo)】 語言知識目標(biāo)：
新單詞短語： European, African, British, speech, public, in public 句型：鞏固復(fù)習(xí)used to…陳述句、疑問句及其簡單回答。 語法：總結(jié)used to結(jié)構(gòu)。 語言技能目標(biāo)：
1. 能夠使學(xué)生通過體驗、對比、發(fā)現(xiàn)used to的結(jié)構(gòu)特征并歸納總結(jié)其語言規(guī)律，然后進行不同層次 的練習(xí)，讓學(xué)生主動理解和掌握語法知識并體驗到語言學(xué)習(xí)的快樂性。
2. 課后的活動設(shè)計將幫助學(xué)生內(nèi)化目標(biāo)結(jié)構(gòu)和語言，在新的語境中運用語言，能更好地檢測學(xué)生的掌握程度，從而獲得理性認識。 情感態(tài)度價值觀目標(biāo)：
能夠通過對比，讓學(xué)生學(xué)會關(guān)注周圍同學(xué)父母的變化和關(guān)心他人。深刻意識到父母對他們的愛，學(xué)會感恩父母。 【教學(xué)重難點】
1.復(fù)習(xí)鞏固Section A 部分所學(xué)的生詞和詞組，達到熟練運用的目標(biāo)。
2.對used to結(jié)構(gòu)進行總結(jié)和運用。正確使用used to結(jié)構(gòu)描述或詢問過去的外貌、性格特點及經(jīng)歷。 【教學(xué)策略】
采取情景教學(xué)法和任務(wù)性教學(xué)法以及語法課的“4P”教學(xué)模式 ： Preparation Presentation Practice Production
引導(dǎo)通過自主學(xué)習(xí)、 自主探究、 小組合作與交流、 總結(jié)歸納和操練的方式達成目標(biāo)。 【教學(xué)準(zhǔn)備】
1. 根據(jù)教學(xué)內(nèi)容，優(yōu)化教學(xué)設(shè)計，制作教學(xué)課件。
2. 搜集全班學(xué)生小時候的照片和現(xiàn)在的照片，下載音頻，制作視頻。 【教學(xué)流程】
Preparation Presentation Practice Production (Step 1-2) (Step 3 - 6) (Step 7-9) 階段
教師活動
學(xué)生活動 設(shè)計意圖 Preparation (Step 1-2) Step 1 Revision
Review the usage of “used to”
1. Teacher raises a question to lead to the phrase “used to”
2. T presents some interesting pictures and asks students to make sentences with “used to”according to the pictures
and key words that are shown on the PPT.
Students make sentences with “used to”
To help students to consolidate what they’ve learnt last class
Step 2 Lead-in
1. T presents a video about the students’ past and
present life.
2. Play a guessing game:
T gives some descriptions about some students in the classroom with “used to & didn’t use to”, let students guess who he/she is.
Ss watch the video and play the guessing game
The video can help Ss recall their past life.
The guessing game can arouse Ss’ interest and pepare them for the
subsequent task.
Presentation and
Practice
(Step 3 - 6)
Step 3 Practice and pair work
1. T presents pictures of more students and asks them to make sentences with “used to & didn’t use to”. 2. Sum up different aspects of students’ changes.
3. Ask Ss to work in pairs, introduce themselves and their partner to the whole class about their past life in different aspects.
Pay attention to use the sentence patterns: Introduce yourself:
I use to be/do ... I didn't use to be/do ... Introduce your partner: She/He used to be/do ... She/He didn't use to be/do ...
Ss use the sentence patterns to introduce themselves and their partners.
1. To get Ss to take part in the class more actively and practise the target language in different aspects.
2. To help them learn more about their classmates.
Step 4 4a
1. T asks Ss to observe the phrases and explains the new words: European, American...
2. T asks Ss to finish exercise 4a: write sentences about
the past using “used to”.
3.Check the answers with the students.
Ss observe the phrases in exercise 4a, finish this
exercise and check answers.
To provide Ss with more practice about the usage of “used to” in declarative sentences.
Step 5 4c 1. Lead-in: T raises two questions and asks students to answer. Q1:Did you use to be afraid of something? Q2: Are you still afraid of it?
2. T presents some pictures to explain the new words in the chart. Eg.the dark, being alone, giving a speech...
3. Ask students to think of more things or more situations that they are afraid of.
4. Ask Ss to work in pairs and act out the interview with their partners. Using the sentence patterns below: A: Did you use to be afraid of … ? B: -Yes, I did. I used to be afraid of …
-No, I didn’t. I didn’t use to be afraid of ... A: Are you still afraid of … ?
B: -Yes, I am. I am still afraid of … -No, not any more.
5. Ask Ss to do a report about the results of the interview.
1. Ss anwer the two questions.
2. Learn the new words and phrases 3. Think of more things or more situations that they are afraid of. 4. Have an
interview with their partner and act it out.
5. Do a report about the results of the interview.
1. To create some situations and help Ss do more practice about the usage of “used to” in
question format and the ways to anwser. 2. The interview can help Ss to apply what they have learned.
3. The report can improve Ss’ language
organization ability.
Step 6 4b
1. Lead-in: T presents two photos which show a student’s changes and asks the following questions: Q1: What did Roy look like years ago? Q2: What does Roy look like now?
Lead in the sentence pattern: ... use to..., but now... 2. Present more pictures to practise the sentence pattern. 3. Ask students to read the chart in 4b and try to write sentences about Emily with the information.
E.g. Emily didn’t use to eat a lot of vegetables, but now she loves carrots and tomatoes.
4. Sum up the aspects that are introduced about Emily in the chart: eating habits/ hobbies/ behaviors/ habits.
1. Ss answer the two questions and make sentences with “... use to..., but now...”
2. Finish exercise 4b and sum up Emily’s changes in different aspects.
To get Ss to pay attention to people’s changes in differents aspects by practising using the sentence patterns and prepare for the subsequent task.
Production (Step 7-9)
Step 7 Writing
1. T asks Ss to write a short article about their changes. These aspects should be included: appearance, habits, hobbies, personality, behaviors...At least five sentences. 2. Ask Ss to share their writing with other students. Ss write a short article and read it out to other classmates. To provide Ss with writing practice in using the target language.
Step 8 A short play
1. Ask Ss to work in groups and make a short play :
Ten years later, you meet your classmates who you studied with in Junior Middle School. All of you have changed a lot. Make a short play to talk about your changes. Pay attention to use “used to”. 2. Ask Ss to act out the short play.
Ss make a short play in groups and act it out.
To improve Ss’ speaking ability and provide them with an opportunity to practise what they have learned today. Step 9 Sublimate emotion and give homework
1. T: You have changed a lot, so do your parents. Do you still remember what your parents used to be like? Have you ever paid attention to their changes? Parents are the people who love you most in the world and they have done a lot of things for you. I hope you can always remember their love and care about them. 2. Homework
Write a short article about the changes of your parents and show your appreciation to them.
Ss recall what their parents used to be like, think about their changes and prepare to write an article after class.
To guide Ss to pay attention to their parents’ changes and then conduct
emotional education for students.
Blackboard Design:
Unit 4 I used to be afraid of the dark.
I
① He used to/didn’t use to ...
She
② ... used to/didn’t use to ... , but now ... ③ Did you use to be afraid of ... ? -Yes, I did. /No, I didn’t
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