九色鹿教學設計

新目標英語九年級Unit4：Whatwouldyoudo?1stperiod教學設計。

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新目標英語九年級Unit4：Whatwouldyoudo?1stperiod教學設計

（The1stperiodSectionA1a---SectionA2b）

Time:ThethirdperiodofOctober,13th,2005.(Thursday)

Place:Class4Grade9.Numberofstudents:48

I.Teachingaimsandteachingdemands:

通過大量聽說訓練和交際教學,突破語法難點,形成學生自我評價

Inthisunit:

1)Studentslearntoreportwhatsomeonesaid.

2)Studentslearntowriteareportcardandreporttheirgradestoothers.

一、教學目標languagegoal:

1．通過本單元的學習學會談論一些假設的、虛幻的情況；

2．通過本單元的學習達到如何使用虛擬句提出建議的目標；

3．學會表示與現(xiàn)在的情況相反的虛擬語氣的結構；

4．學會用虛擬語氣表述自己的還沒有實現(xiàn)的愿望。

II.Teachingkeyanddifficultpoints:

A.Vocabulary

million、pimple、energetic、confident、shirt、tie、medical、research

B.Targetlanguage

Whatwouldyoudoifyouwonamilliondollars？

I’dgiveittomedicalresearch.

Ican’tsleepthenightbeforeanexam.WhatshouldIdo？

IfIwereyou,I’dtakealongwalkbeforegoingtobed.

C.Structures

Reportedspeech

Simplepasttense

Canforability

III.Teachingmethods:Audio-videolingualmethods

IV.Teachingaids:Powerpoint;flash;Surveyforms.

V.LearningStrategies:1.Listeningforkeywords.2.Self-evaluating

VI.TeachingProcedures(MainSteps)

Unit4Whatwouldyoudo？

二、教學向導

1、語言功能

談論一些假設的、虛幻的情況

2、語言目標

3、語言結構

使用should為他人提供建議

4、重點詞匯

5、學習策略與思維技巧

在學習中積極思考

根據(jù)情景現(xiàn)象，進行發(fā)散思維訓練

6、多元智能

想象能力

邏輯表述

三、主題詞表

lottery、million、getalongwith、let……down、comeupwith、

trouble、energetic、confident、inpublic、social.

四、教學步驟

SectionA

Leadingin

T:Ialwayshaddreams，lastnightIhadadreamagain.Inmydream,Igotone

milliondollars.Now,inmylife,ifIhadonemilliondollars,Iwouldtravel

allovertheworld.Alltheclass,pleasetellme:Whatwouldyoudoifyou

hadonemilliondollars?

S1:IfIhadonemilliondollars,Iwouldhaveacar,atallbuildingandabeautifulgarden.

T:(toS2)Whataboutyou?

S2:IfIhadonemilliondollars,Iwould……

T:(toS3)Whataboutyou?

S3:IfIhadonemilliondollars,Iwould……

T:(toS4)Andyou?

S4:IfIhadonemilliondollars,Iwould……

Thengetmanystudentstotalkaboutthequestion.

T:Ifyouwereinalion’scage,whatwouldyoudo?

S1:IfIwasinalion’scage,Iwouldcallforhelp.

Getmanystudentstoanswerthequestion.

Say:Whenwetalkaboutthingsthathaven’thappened,wecanusethewords

IwouldorI’d

Activity1a

Readtheinstructions

Askstudentstoreadtheexample.

Askafewstudentstosharetheirideaswiththeclass.

Askstudentstocompletethetask.

Writeanumberofstudents’answerontheboard.

Activity1b

Readtheinstructions

Pointtothepicturesonebyone.

Pointoutthesampleanswer.

Playtherecordingthefirsttime.studentsonlylisten.

Playtherecordingagain.Askthestudentstowriteintheiranswers.

Thenchecktheanswers.

Order:2143

Activity1c

Readtheinstructionstotheclass.

Pointouttheexampleinthebox.

Getthestudentstodothepairwork,astheytalk,offersomelanguagesupportasneeded.

Askseveralpairsofstudentstosaytheirconversationstotheclass.

Activity2a

AskthestudentstolistentothedialogueaboutLarry’sworries.

Playtherecordingforthefirsttime.

T:Listenagainandcircletheanswerinthebox.

Playtherecordingforthesecondtime.Thenchecktheanswer.

T:Afterlistening,weknowthatLarrygadalotofworriesbeforegoingtoTom’sparty.IfIwereLarry,Iwouldbringaflowerasapresent.Whatwouldyoudo?

Nowmakedialogueusingthepatters.

Showthefollowingonthescreen.

WhatwouldyoudoifyouwereLarry?

IfIwereLarry,I’d……

Getseveralpairsofstudentstoshowthedialogue.

Activity2b

Readtheinstructionsandpointtothelistofsentencesin

activity2b

Playthetapeagain.

Askthestudentstofillintheiranswers.Thenchecktheanswers.

Answers:1245

Activity2c

PointtotheboxaboutLarry’sworries.Askonestudenttoreadittotheclass

Readtheinstructions.

AskSstoworkinpairs.

Askoneortwopairstosaytheirconversationstotheclass.

GRAMMARFORCUS

Reviewthegrammarbox.Askastudenttoreadthesentencetotheclass.

Askastudenttowritethequestionandanswerthequestionontheboard.

AskstudentstowritethetwosentencesIfIwereyou…ontheboard.

Circlethewordwereinthetwosentences.

Whenyoutellsomeonewhatyouwoulddo,youusetheexpressionifIwereyou,

notifIwasyou.

Activity3a

Readtheinstructions.

Thenpointtotheblanklineineachiteminthefirstcolumnandsay,Youcanwritetheletterofthecorrectadvicefromthesecondcolumnhere.

Askdifferentstudentstoreadtheproblemsandpiecesofadvicetotheclass.

Askthestudentstocompletetheactivityontheirown.

Activity3b

Readtheinstructions.

Askstudentstoworkwithpartnerastheytalkabouttheirproblemsandgiveeachotheradvice.

Askseveralpairsofstudentstosaytheirconversationstotheclass.

4Readtheinstructionstotheclass.

Helpthestudentsformgroupsoffourorfive.

Askthegroupstoaskeachothertheirlistofquestionsandlistentotheanswer.

SectionB

1a

Readtheinstructionstotheclass.

Pointtothewordsinthebox.

Readthesentencestotheclasssayingblankinplaceoftheblanklines.

Askstudentstofillintheblanksontheirown.

Thenchecktheanswers.

Answers:

1.confident2.outgoing3.creative4.shy5.energetic

1b

Readtheinstructions.

Pointouttheexampleinthebox.

Askseveralpairsofstudentstosaytheirconversationstotheclass.

2a

Pointtothechartandtellstudentsthatitisaquizfromateenmagazine.

Readtheinstructionsandpointtothefourquestions.

Playtherecording.

Playtherecordingagain.

Thenchecktheanswers.

2b

Readtheinstructionsandpointtothelistofquestionsandanswersinactivity2a.Readthequestionsoraskstudentstodoit.

Playtherecordingagain.Thenchecktheanswers.

2c

Readtheinstructionsfortheactivity.

Pointtothesampleconversationinthebox.

Pointtothepersonalitysurveyinactivity2b.

Thenhavestudentsworkinpairs.

Askseveralpairstosaytheirconversationstotheclass.

3a

CallattentiontothethreeparagraphsundertheheadingPersonalitySurveyResults.

Nextpointtothequestionsandanswersonthesurveyinactivity2a.

Readtheactivity3ainstructionstotheclassagain.

Askstudentstofinishontheirown.

Thenchecktheiranswers.

Answers

1.c2.a3.b

3b

Readtheinstructions.

Readtheexampletotheclass.

Say,Nowwriteyourownpersonalitysurvey.

Youcanusetheoneinactivity2basasample.Writeasmanyasyoucan.

Readtheinstructionstotheclass.

Helpthesampleconversationinthebox.

Askapairofstudentstoreadittotheclass.

Whenthegroupsfinishaskingquestionsandtalkingpointoutthesampleconversationsintheboxagain.

Callonstudentsinseveralofthegroups.

SelfCheck

Section1

Askstudentstofillintheblanksontheirown.Thenchecktheanswers.

Askstudentstomaketheirsentenceswiththewords,preferablysentencesthat

Aremeaningful/

Answers:

1.tired2.nervous3.friendly4.terrible5.shy

2.Readtheinstructionstoptheclass.

Askapairofstudentstomodelthesamplee-mail

Askstudentstocompletetheworkontheirown.

Reviewthetask.

Reading:

1a

Drawapictureofasadfaceontheboard.Askstudentswhatthingsintheirlivesmakethemsad.Writeupexamplestheygivewhichcouldbeclassifiedasaccidentsontheleft,andexamplesofproblemsontheright.

Dividetheclassintogroups.

Shareeachgroup’sideasandcomparetheresults.

Section2

Askstudentstolookattheartworkandthecartoon,andthendrawontheir

Knowledgetosaywhatthisreadingis.

Answer:Twopagesfromabookgivingadviceaboutaccidentsandproblems

Askstudentstonoticetheformat.AskhalfoftheclasstobeQuestion,andtheotherhalfoftheclasstobetheDoctor’sanswer.ReadPage18aloudtogether.StudentschangerolesforPage45,andreadaloudtheProblemsandAdvice.

Askstudentstorepeatthereadingaloudinpairs,changingoverforeachpage.

Section3

3a

Askstudentstopooltheknowledgetheyhavetoanswerthetwoquestions.

Discusstheanswers.

3b

Askstudentstogothroughtheaccidentsmentionedinthereading,anddiscusshowseriouseachoneis.

3c

Askeachstudentstoanswerthequestionandcheck,ornotcheckthebox.

Haveaclassdiscussiontoseehowmanystudentssharethesameexperience,

Andfollowedtheadvicegiveninthebook.

Section4

Goforit!

Askstudentstowriteonemore‘a(chǎn)ccident’QuestionandDoctor’sanswer,andonemore‘ProblemandAdvice‘usingthesamelanguagestyleasinthereading.

Taketheexamplesofeachstudentandwritethemuponacomputerifavailable.

Pointoutthe‘newpages’forDr.Robinson’sbook,anddisplaythemontheclassroomwall.

Teachingsteps

Thethirdperiod:(FromSectionB1atoSectionB4)

StepsTeacher’sactivitiesStudents’activities

Step1(5’)Warmingup1,ShowthestudentstwomovieclipsofMickeyMouse;DonaldDuckandSnoopy.Askthemtorememberthelines.2.Asksomestudents:Q:WhatdidMickeyMouse/DonaldDuck/Snoopysayinthemovie?

1.Studentswatchthemoviesandtrytorememberthelines.

2.Individualstudenttrytospeakfrommemory.A:Inthemovie,MickeyMouse/DonaldDuck/Snoopysaid….

Step2(5’)Lead-in1.Showaphotoofhimselfandmakeabriefintroduction.T:Thisisaphotoofme.I’mhardworking;I’mgoodatspeaking.I’mlazysometimes.InEnglishI’mbetteratreadingthanlistening.Icandobetterinmath.2.AsktheSs“WhatdidIsay?”1Listentotheteachercarefully.2.LookatthescreenandreportwhatMrChensaidquickly.“MrChensaidhewashardworking;Hewasgoodatspeaking;Hewaslazysometimes.InEnglishHewasbetteratreadingthanlisteningandhecoulddobetterinmath.”

Step3(10’)SurveyChartPairwork

1.Handouttheformof______’sSelfEvaluationtotheSs.Eachstudentwillhavetwo.

2.Askastudentthefollowingfourquestions:a)Whatdoyoulooklike?b)Whatareyoulike?c)Whatsubjectareyougoodat?d)Whatwillyoubewhenyougrowup?

3.Teachergiveshim/herevaluationfromtimetotime.Si:I’mugly.T:Idon’tthinkso.Ithinkyouarepretty.Si:Iamlazy.T:Really?Ithinkyouarehard-workingthisterm.Si:IdoworseinEnglish.T:Idon’tthinkso,Ithinkyoucandobetter.

4.Asksomeindividualstudenttosaysomethingaboutthemselvesandtheirpartner.

1.Readthroughtheitemsofthesurveyform.

2.Listentothemodeldialoguebetweentheteacherandthestudent.

3.Fillinthefirstformwiththeirpersonalinformation.

4.Asktheirpartnerquestions,andfillinthesecondformfortheirpartner.

5.FourSstomakeasurveyreportoftheirdeskmate,usingthefollowingsentences:Si:Mypartnersaid/toldme(that)he/she…

Step4(10’)ListeningPractice2a/2b

1.Showthematimetableandareportcardandaskandanswerquestionswiththeclasslikethis:T:What’sthisinEnglish?Ss:(behelpedtosay)It’sareportcard(repeattwice).T:Andthis?(Showthemthetimetable)Ss:功課表(shoutinChinese)T:Timetable.Ss:Timetable(repeattwice)T:Howmanysubjectsdoyoustudyatschool?Ss/T:(counttogether):English;Chinese;math;history;geography;biology;PE.music,art;politics;physics;computerscienceandsoon.T:(Showthesubjectnamesonthescreen)

2.PointtothethreepicturesandaskSstotellwhattheysee:T:Whatsubjectdoeshe/sheteach?Ss:Ithinkheteachesmath/geography//Sheisageographyteacher.T:No,thewomenteacherinPicture2isalanguageteacher.SheteachesSpanish.ThebaldmaninPicture3isahistoryteacher.TheyarealltheboyScott’steacher.NowScottistalkingwithhisparentsabouthisreportcard.Let’slistenandfindout“Whatdohisteacherssayabouthisstudy?”

3.Playthetapeforthefirsttime.

4.Playthetapeforthesecondtime,pressthepausebuttonifnecessary.

5.ChecktheanswerwiththeSs1.Learnsomenewwordswiththeteacher.2.Saysomethingaboutthepictures.3.Listentothetapeonceandfillinthespeechbubbles.4.ListenagainandtickoutScott’sreportcard.5.Checktheanswerwiththeteacher.

Step5(5’)OralPractice(Pairwork)

1.TalkaboutScott’sreportcardwithsomeSslikethis:

T:PleaselookatScott’sreportcard?Whatdidhismathteachersay?“Youarehardworking.”(murmurstoS1)

S1(behelpedtosay):HesaidScottwashardworking.

T:WhatdidhisSpanishteachersay?“Youaregoodatspeaking.”(murmurstoS2)

S2:Shesaidhewasgoodatspeaking?T:Whatdidhishistoryteachersay?

S3:HesaidScottcoulddobetter.

2.Readtheinstructions,thenhaveSsworkinpairs,talkabouttheotherthreereportcards.

3.Callon3pairstoactoutthedialoguebetweenaschoolboy/girlandhis/herparentsabouthis/hergrades.1.Listentothedialoguebetweentheteacherandthreeindividualstudents.2.Ssworkinpairs,talkabouttheotherthreereportcards.3.Threedemonstrationpairstoactoutthedialogue.

Step6(5’)Readingpractice

1.Readtheinstructions,lettheSsknowwhattheyaregoingtodo.T:ThisisaletterfromAllantohisgrandmother.It’sabouthisstudy,let’sreadquicklyandfindoutwhichisAllan’srepordcardin2b.

2.AskSstoreadtheletterontheirownquickly,underlinethesubjectsandfindoutAllan’sgradesasquicklyaspossible.

3.PresentsomeAfter-Readingquestionstotheclass.a)WhatwasthematterwithAlan’sgrandmotherlastweek?b)Whendidhegethisreportcard?c)Whatisthegoodnews?d)Whatisthebadnews?

4.Explainsomelanguagepoints.(Showthemonthescreen)a)ingoodhealth=healthyb)end-of-yearexams=FinalExams(期末考試)c)Ihadareallyhardtimewithscience.=Ihadtroublestudyingscience.=Ifounditdifficulttostudysciencewell.1.Listentotheteacher’sinstructions.2.ReadtheletterquicklyandtickoutAlan’sreportcardin2b.3.AnswertheAfter-Readingquestionswiththehelpoftheteacher..4.Takenotes.

Step7(5’)WritingPracticeonspot

1.Readtheinstructions.

2.Pointtothereportcard

3in2bT:ThisisScott’sreportcard.UsetheinformationonthisreportcardtowriteyourletterforScott.YoucanalsolookatP92forhelp.3.Ask1-2Sstoreadhis/herletteraloudtotheclass1.Listentotheteacher’sinstructions.2.WritetheletterwiththehelpofthereportcardandthetapescriptonP92.3.OneortwoSsreadhis/herletteraloudtotheclass:

HomeworkAssignment:(Chooseeitherofthem)T:Afterschool,youcanhavealookatyourreportcardoflastterm,oryoucanaskyourfriend/classmate/teacher“Whatdoyouthinkofme/myEnglish?”andwritedowntheiranswerintheform,oryoucanwritealettertooneofyourrelativeorafriendaboutyourreportcard(“Whatisgood/badnews?)1.Makefulluseofthesurveyform,finishthelasttwoitems(YourClassmates’/Friends’Evaluation/Yourteachers’evaluationofyou)2.Writealettertosomeoneaboutyourlasttermreportcard.

相關知識

新目標九年級英語下Unit4教案

I.Teachingcontents:P.26-27

II.Languagegoals:Talkaboutimaginary

III.targetlanguage:whatwouldyoudo?

IV.Vocabulary:millionmedicalresearchtieworrywhatif

V.Task.

WrittenDesign

WordsandexpressionsIfIwereyou,I’dwearashirt.

Teachingprocedure:

Step1PresentthesubjuctivemoodIfIwereabird,Iwouldfly.IfIwereyou,Iwoulddoit.IfIhadtime,Iwouldhelpyou.2.Theform:if+pastform,S+would+V3.Domorepractice.Step2Activity1a1.Freeaskandanswer:whatwouldyoudoifyouhavealotofmoney?2.Addmoreidealtothelistandshareyouranswersinclass.Step3Activity1b1.Playthetape.TheSslistenandnumberthepictures1-3intheorderyouhearthem.2.Checkuptheanswers.3.Readthetapescript.Step4Activity1c1.Readtheconversationsinthebox.2.Pretendyouarethepeopleinthepicture.Talkwithyourpartneraboutwhatyouwoulddoifyouhadamilliondollars.3.Getsomepairstoactitout.Step5Activity2a1.Readthesentencesinthebox.2.Playthetape.TheSslistenandcirclethereasons.3.Checktheanswers.4.Playthetapeagain.TheSslistenandcheckthefourthingsLarry’ssistersaystohim.5.Checktheanswers.Step6Activity2c1.Firstasksomestudentsdo2cinclassasexamples.2.StudentsworkinpairstoactLarryandhersister.3.Getsomepairstoactitoutinclass.Step7Grammarfocus.1.Readgrammarfocus.Theusefulexpressions:bysnacksgiveittocharitybelateforif/whetherworryaboutwhatifamedicalresearchHomework:copythenewwordsandgrammarfocus.Teachingnotes:Unit4Period2

I.Teachingcontents:P.28

II.Languagegoals:Whatwouldyoudo?

IV.Vocabulary:pimpleexam

V.Task.

WrittenDesign

WordsandexpressionsIfIwereyou,I’dtakealongwalkbeforegoingtobed

Teachingprocedure:

Step1Revision

Revisethetargetlanguageinthisunit?

Ifyouhadalotofmoney,whatwouldyoudo?

WhatwouldyoudoifyouwereinGradeI?

Whatwouldyoudoifyou….

Step2Activity3a

1.Readthesentencesinthebox.

2.Sayouttheproblemsandgiveouttheadvice.

3.Matcheachproblemwiththecorrectadvice.

4.checktheanswers.

Step3Activity3b

1.Readtheconversationinthebox.

2.Thinkofdifferentadvicefortheproblemsinactivity3a.Roleplayconversationswithyourpartner.

Step4Activity4

1.whatproblemsdoyouhaveathome?Atschool?Fillinthelist.

2.Readtheconversationsinthebox.Askyourclassmatesforadvice.

3.Getsomepairtoaskandanswerinclass.

Summary:

GetnervousgetpimpleslookterribleI’mtootiredtodowell.

takealongwalk

Homework:

1.Copythenewwords

2.Investigateyourclassmates’problemsandgiveadvice.

Teachingnotes:

Unit4Period3

I.Teachingcontents:P.29

II.Languagegoals:Talkaboutimaginarysituations.

III.targetlanguage:Whatwouldyoudo?

IV.Vocabulary:energeticconfidentpermissionherself

V.Task.

WrittenDesign

WordsandexpressionsWhatareyoulike?

I‘mcreativeandoutgoing.

Teachingprocedure:

Step1

Revisethelanguagepointsandthetargetlanguagein3a.

What’syourproblemathome/atschool?

Step2Activity1a

1.Askandanswerinclass.Describeyourclassmates.What’sshe/helike?

2.Whatareyoulike?

Learnthenewwords:energeticconfidentpermissionherself

3.fillintheblanksinthesentencesbelowwithwordsfromthebox.

4.Checktheanswers.

Step3Activity2a-2b

1.Readthesentencesinthebox.

2.Playthetape.TheSslistenandcheckthequestionsCeliaasks.

3.Checktheanswers.

4.Playthetapeagain.TheSslistenandcircleBill‘sresponses.

Step4Activity2c

1.Readtheconversationsinthebox.

2.Askandanswerthequestionsinthepersonalitysurvey.

3.Getsomepairstoaskandanswer.

Summary:

Creativeeasygoingmoodyinterestingcharmingenergetic

Giveaspeechinfrontofwithourpermissionask..permissionintroduceoneselftosbinvitesbto…h(huán)ardly

Homework:

1.copythenewwords

2.AcompositionMybestfriend

Unit4Period4

I.Teachingcontents:P.30

II.Languagegoals:Talkaboutpersonality

III.targetlanguage:Whatwouldyoudoif…

IV.Vocabulary:botherslightintheslightestannoyfairlyplenty

plentyofgetalongwithcirclelistener

V.Task.fairlyknowthepersonalityofyourself.

WrittenDesign

WordsandexpressionsYouwouldrather…than

Rather…than

Teachingprocedure:

Step1.Revision

ReviseActivity1-2

Whatareyoulike?

Step2Activity3a

1.Learnthenewwords:botherslightintheslightestannoyfairlyplentyplentyofgetalongwithcirclelistener

2.Scanthepassageinthreeminutes.

3.Fillintheblankswithabc.andchecktheanswers.

4.Answerthequestions:

Ifyouanswera/b/cmostofthequestions,whatareyoulike?

5.Playthetape.TheSslistenandreadaloud.

6.Thelanguagepoints:

Intheslightestannoysbbothersbplentyofthecompanyofotherpeoplebeeasytogetalongwithratherthanwouldrather…than

Step3Activity3b

1.LookatActivity2aandwriteyourownpersonalitysurvey.

2.Readtheexamples

3.Dothesame.

Step4Activity4

1.Readtheconversations.

2.Askstudentsinyourgroupthequestionsfromyoursurvey.Discusstheresultswiththem.

Homework:

1.Copythewords.

2.Writeanddescribewhatyouarelikeinfivesentences.

Teachingnotes:

Unit4Period5

I.Teachingcontents:P.32-33

II.Languagegoals:Talkaboutaccidentandproblems.

III.targetlanguage:Ifcutyourselfbyaccidentyouwould….

IV.Vocabulary:aidfirstaidnearbyshelfcomeoutcoverpressdeepdownstairscorrectburnkneeplainhurtsafetyofferrefusehelpfultreatburnspotted

V.Task.Talkaboutaccidentandproblemsandgiveadvice.

WrittenDesign

WordsandexpressionsIfcutyourselfbyaccidentyouwould

Teachingprocedure:

Step1Section1

1.Discussinclasswhatisaccidents?whatdoyouknowaboutaccidents?

Trafficaccidentairplaneaccident

2.whatisthebiggestproblemateenagerhas?

3.fillintheblanks.

4.Readsomebetterresultsinclass.

Step2.Section2whileyouread

1.Learnthenewwords:

aidfirstaidnearbyshelfcomeoutcoverpressdeepdownstairscorrectburnkneeplainhurtsafety

2.Scanthepassage.

3.Answerthequestions:HowmanyaccidentsdidtheMartinreferto?

Whatdoyouthinkitthemostserious?

Howmanyproblemsarethere?whatarethey?

4.Playthetape/.TheSslistenandread.

5.thelanguagepoints:experienceu.ndealwithcomeoutin…situationspagefrom…coverwithfalldwonstairebyaccidenttalktosbaboutsthagreetoinapublicplacegoaloneaskfor

Step3Section3

1.Discussthesequestionswithapartner.

2.Tellthereasonsinclass.

3.Ranktheaccidentsandproblemsinthelist.Discusstheminclass.

4.findoutoneaccidentorprobleminthereadingthatyouhaveexperienced.Andifyouhavefollowedtheinstructions.

Step4Section4Goforit

1.AddonemoreaccidentandonemoreproblemtoDrRobinson’sbook.

2.Writeyouradviceonit.

Homework:1.copyandmemorizethenewwords.

Teachingnotes:

Unit4Period6

I.Teachingcontents:P.31

II.Languagegoals:

III.targetlanguage:

IV.Vocabulary:knowledgerepresentlet…downcomeupwithrest

V.Task.Selfcheck

WrittenDesign

Wordsandexpressions

Teachingprocedure:

Step1Activity1

1.Learnthenewwords:

knowledgerepresentlet…downcomeupwithrest

2.Fillinblankswiththewordsgiveninthebox.

3.checktheanswers.

4.Makesentenceswiththewordsgiven.

Step2Activity2

1.Readthee-mailin3minutes.

2.Answerthequestions.

WhoisMei?

Whatwillbeheldnextmonth?

Whatisshelike?

3.Playthetape.TheSslistenandreadaloud.

4.Languagepoints:

Representcometopletsbdownbeterrifiedofcomeupwiththerestof….

Step3summaryoftheusefulexpressions:

bysnacksgiveittocharitybelateforif/whetherworryaboutwhatifamedicalresearchGetnervousgetpimpleslookterribleI’mtootiredtodowell.

takealongwalkCreativeeasygoingmoodyinterestingcharmingenergeticGiveaspeechinfrontofwithourpermissionask..permissionintroduceoneselftosbinvitesbto…h(huán)ardlyIntheslightestannoysbbothersbplentyofthecompanyofotherpeoplebeeasytogetalongwithratherthanwouldrather…than

6.experienceu.ndealwithcomeoutin…situationspagefrom…coverwithfalldwonstairebyaccidenttalktosbaboutsthagreetoinapublicplacegoaloneaskfor

Homework:1.Writeareply2.Writedowntheusefulexpressions

Teachingnotes:

Unit1Howdoyoustudyforatest—1stperiod

人教版新目標九年級英語Unit4單元教案

教案課件是老師需要精心準備的，大家應該開始寫教案課件了。只有寫好教案課件計劃，可以更好完成工作任務！你們會寫教案課件的范文嗎？下面是小編幫大家編輯的《人教版新目標九年級英語Unit4單元教案》，歡迎閱讀，希望您能閱讀并收藏。

Unit4　Iusedtobeafraidofthedark.

SectionA(1a－2d)

學習目標

1．重點單詞：humorous，silent，helpful，score

2．重點短語：usedto，beafraidof，getgoodscores，fromtimetotime

3．重點句式：—DidMariousetobeshort?

—Yes，hedid.Heusedtobereallyshort.

—Whatshelikenow?

—Hestallnow.

Shewasneverbraveenoughtoaskquestions.

Thispartyissuchagreatidea!

Itsbeenthreeyearssincewelastsawourprimaryschoolclassmates.

Billyhaschangedsomuch!

Iusedtoseehimreadinginthelibraryeveryday.

學習重點

1．重點短語和句型

2．能夠用usedto敘述過去的事情

學習難點

1．重點短語和句型

2．能夠用usedto敘述過去的事情

自主學習

一、預習課本P25－26新單詞并背誦，完成下面的漢譯英。

1．有幽默感的__________　2.不說話的__________

3．有幫助的__________4.進球__________

二、認真預習1a－2d找出下列短語和句型。

1．過去經(jīng)常________________________________________________________________________

2．害怕________________________________________________________________________

3．得高分________________________________________________________________________

4．時常；有時________________________________________________________________________

5．—Mario過去很矮。

—他現(xiàn)在長得什么樣呢？

—他現(xiàn)在很高。

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

6．她從來都不勇敢提問。

________________________________________________________________________

7．聚會是一個很好的主意。

________________________________________________________________________

8．自從我們上一次見小學同學已經(jīng)有三年了。

________________________________________________________________________

9．Billy已經(jīng)改變了很多。

________________________________________________________________________

課堂導學

Step1　情景導入

Teacher：Astimegoeson，wearechangingeveryday.Forexample，wearegrowingtallerandourhairlongerandlongerdaybyday.Ourappearances，personalitieschangewiththegrowingyears.Nowthinkaboutyourchangesinthepastyears.

Heresaveryusefulexpressiontohelpyouexpressyourself.

Showthefollowingexpressionstothestudents.

①usedtobe＋adj.過去常常是(現(xiàn)在已非如此)

②usedto＋v.過去常常做(現(xiàn)在已非如此)

T：Itsveryeasytoputtheexpressionsinuse.Lookatthefollowingexamples.

Showthefollowingexamplesandaskthestudentstoreaditrepeatedly.

①Sheusedtobeshort.

②Sheusedtohavelonghair.

Nowpleasepracticetheconversationlikethiswithyourpartners.

環(huán)節(jié)說明：由過去的自己和現(xiàn)在的自己作比較引出usedto的用法，引起學生的學習興趣，同時學生的口語能力得到提高。

Step2　完成教材1a－1c的任務

1．在1a中的表格中寫出表示人物外貌和性格的形容詞，完成后小組內(nèi)互相交流，然后大聲朗讀所寫單詞。(3分鐘)

2．學生自讀1b中的句子，為聽力做好準備。(2分鐘)

3．聽錄音，根據(jù)聽力內(nèi)容寫出Bob的朋友四年前的樣子，完成后集體核對答案。(3分鐘)

4．再聽一遍錄音，并跟讀對話。(2分鐘)

5．結對練習1c中的對話，并請一些學生表演出他們的對話。(3分鐘)

6．模仿1c中的對話，根據(jù)1a圖片中人物的今昔對照，與同伴編練新對話，并邀請幾組學生表演對話。(5分鐘)

參考案例

A：DidMariousetobeshort?

B：Yes，hedid.Heusedtobereallyshort.

A：Whatshelikenow?

B：Hestallnow.

7．小結訓練。(3分鐘)

(A)1.Whenmybrotherwasveryyoung，heusedto________basketball.

A．playB．playsC．played　D．playing

(B)2.Thelittlegirlwasafraidof________toothers.

A．talkB．talkingC．talkedD．talks

(B)3.I________playbasketball，butnowIhavenotimetoplayit.

A．beusetoB．usedto

C．beusedtoD．useto

(C)4.—________？

—Sheisveryoutgoingandtall.

A．Whyisthegirlhere

B．Whenwillthegirlcomeback

C．Whatsthegirllike

D．Whatdoesthegirldo

環(huán)節(jié)說明：聽說結合，第一時間向學生傳達語言目標，通過結對對話練習和小結訓練，使語言目標得以強化。

Step3　完成教材2a－2c的任務

1.學生自讀2a中的單詞，為聽力做好準備。(3分鐘)

2．聽錄音，在2a中圈出聽到的單詞，集體核對答案。(3分鐘)

3．再聽一遍錄音，根據(jù)錄音內(nèi)容把2b中的表格填寫完整，完成后集體核對答案。(3分鐘)

3．聽第三遍錄音，學生跟讀。(3分鐘)

4．根據(jù)2b中的聽力內(nèi)容，兩人一組仿照2c中的對話形式討論Paula的變化，并要求多組同學表演對話。(5分鐘)

參考案例

A：Paulausedtobereallyquiet.

B：Iknow.Shewasalwayssilentinclass.

5．小結訓練。(3分鐘)

(D)1.Thegirlusedto________thedark，butnowsheisusedto________athomealoneatnight.

A．isafraidof；stayB．isafraidto；staying

C．beafraidto；liveD．beafraidof；staying

(B)2.—________getgoodscoresonhisexams?

—Yes，healwaysworkedhard.

A．DidhimusedtoB．Didheuseto

C．DoheusedtoD．Dohisuseto

(C)3.Myparents________tolikedancing，butnowtheygoouttodanceontimeeveryday.

A．doesntuseB．doesntused

C．didntuseD．didntused

環(huán)節(jié)說明：通過聽、說、讀、寫學習訓練讓學生掌握語言目標，并且使學生的口語表達能力在這一環(huán)節(jié)得到提升。

Step4　完成教材2d的任務

1．學生自讀對話，回答下面的問題。(5分鐘)

1)WhendidAlfredandGinaseetheirprimaryschoolclassmates?

2)WhatwasBillylikethreeyearsago?

3)WheredidGinausetoseeBillyeveryday?

2．大聲朗讀2d中的對話，讀熟后與同伴結對練習，分角色表演對話。(3分鐘)

3．邀請三組學生來表演對話。(5分鐘)

4．小結訓練。(3分鐘)

1．自從我們上次見小學同學已經(jīng)有三年了。

Its_been_three_years_since_we_last_saw_our_primary_school_classmates.

2．Billy已經(jīng)改變了很多。

Billy_has_changed_so_much.

3．他過去很害羞很安靜。

He_used_to_be_so_shy_and_quiet.

環(huán)節(jié)說明：將對話問題化，既能鍛煉學生的思維能力又能加深對課文的理解。小結訓練又對對話中的重要句型進行了鞏固加深。

Step5　問題探究

1．usedto的用法

1)他過去經(jīng)常打籃球。He_used_to_play_basketball.

2)當我還是孩子的時候，我不喜歡蘋果。

When_I_was_a_child，I_didnt_use_to/usednt_to_like_apples.

3)你來這之前住在哪里？

Where_did_you_use_to_live_before_you_came_here?

usedto意思是過去常常做某事，暗指現(xiàn)在已經(jīng)不存在的動作或狀態(tài)，后跟動詞原形。否定形式為：usednt或didnt_use_to。疑問形式為：did...use_to或used...to。

2．beafraidof

1)你害怕蛇嗎？Are_you_afraid_of_snakes?

2)他害怕在夜里獨自外出。

He_is_afraid_of_going_out_alone_at_night.

beafraidof意為“害怕……”，后面可以接名詞、代詞和動名詞。

beafraid后面還可以跟動詞不定式和that從句。

(　)3.Itsbeenthreeyearssincewe________lasttime.

A．hasmeetB．meet

C．metD．meeting

答案選擇C，本題中含有句型：Itis/hasbeen＋時間＋since＋過去的時間點或過去時態(tài)的從句”，表示“自從……以來到現(xiàn)在已有多久。”

當堂評價

請學生們做前面課時訓練部分。

SectionA(3a－3c)

學習目標

1．重點單詞：background，interview，Asian，dare，ton，private，guard，require

2．重點短語：dealwith，dareto，fighton，averysmallnumberof

3．重點句式：

Sheusedtobereallyshyandtookupsingingtodealwithhershyness.

Shedaredtosinginfrontofherclass.

IhavetobeverycarefulaboutwhatIsayordo.

Youhavetobepreparedtogiveupyournormallife.

Youcanneverimaginehowdifficulttheroadtosuccessis.

ManytimesIthoughtaboutgivingup,butIfoughton.

學習重點

1．重點短語和句型

2．熟練掌握usedto的用法

學習難點

1．重點短語和句型

2．熟練掌握usedto的用法

自主學習

一、預習課本P27新單詞并背誦，完成下面的漢譯英。

1．背景________2.采訪________

3．亞洲的________4.敢于________

5．私人的________6.警衛(wèi)________

7．要求________

二、認真預習3a－3c找出下列短語和句型。

1．處理________________________________________________________________________

2．敢于________________________________________________________________________

3．一小部分的________________________________________________________________________

4．繼續(xù)奮斗________________________________________________________________________

5．她過去真的很害羞并且總是用唱歌的方式來應對她的羞澀。

________________________________________________________________________

6．她敢在她的同學面前唱歌。

________________________________________________________________________

7．我必須對我所說的或所做的多加小心。

________________________________________________________________________

8．你必須準備好放棄你正常的生活。

________________________________________________________________________

9．你絕對想象不到通往成功的路有多難。

________________________________________________________________________

10．很多次我都想放棄，但我還是繼續(xù)奮斗。

________________________________________________________________________

課堂導學

Step1　情景導入

Teacher：CandyWangisanAsianpopstar，herlifehaschangedinthelastfewyears.Doyouwanttoknowwhatsheusedtobelikeandwhatsheislikenow？Doyouwanttoknowhowshechangedsomuch，andwhatwecangetfromhersuccess？NowpleaseletslearnthearticleFromShyGirltoPopStar.

環(huán)節(jié)說明：由CindyWang的轉變?nèi)胧忠霰竟?jié)課要學的內(nèi)容，過渡自然，引起學生的興趣。

Step2　完成教材3a－3b的任務

1．閱讀3a中的短文，將方框中的段落大意與段落相匹配，完成后小組內(nèi)核對答案，教師點撥。(3分鐘)

2．認真閱讀短文，根據(jù)短文內(nèi)容將3b中的句子補充完整，小組內(nèi)互相交流核對答案后大聲朗讀句子。(5分鐘)

3．再次細心閱讀短文，理解每一句話的意思，小組合作解決遇到的疑難問題。(5分鐘)

4．教師點撥短文中出現(xiàn)的重難點。(3分鐘)

5．熟讀短文，識記并背誦知識要點。(5分鐘)

6．小結訓練。(3分鐘)

(B)1.—Howdidyou________thebagthatyoupickeduponyourwaytoschool?

—Igaveittomyteacherjustnow.

A．dowithB．dealwith

C．dowellD．dealfor

(D)2.—Idared________swimintheriver.

—Youdbetternotdoitagain.Theriverisverydeep，anditisverydangerous.

A．inB．forC．a(chǎn)tD．to

(B)3.Thestudentsdidnttalk________whentheteachercamein.

A．nomoreB．a(chǎn)nymore

C．nolongerD．a(chǎn)nylong

(B)4.—Excuseme，didheusetolikeplayingbasketball?

—He________playit，butnowheneverplaysit.

A．usedforB．usedto

C．wasusedtoD．gotusedto

環(huán)節(jié)說明：通過閱讀分析文章，學生的閱讀分析能力在這一環(huán)節(jié)得到提升；小結訓練又及時鞏固強化了重要的知識點。

Step3　完成教材3c的任務

1.認真閱讀3a中的短文，根據(jù)對話內(nèi)容提出問題。(3分鐘)

2．兩人一組就各自的問題向對方提問。(3分鐘)

環(huán)節(jié)說明：通過這個環(huán)節(jié)的學習讓學生對短文有了更深刻的了解，同時也鍛煉了學生的概括總結能力和口語表達能力。

Step4　問題探究

1．dare的用法

(　)1.Iwonderhowhedares________suchthings.

A．sayB．saying

C．tosayD．AandC

答案選擇C，dare可用實意動詞和情態(tài)動詞。用作情態(tài)動詞時，意思是“敢”，沒有人稱和數(shù)的變化，其后接動詞原形，通常只用于否定句或疑問句以及if或whether之后，一般不用于肯定句；dare用作實意動詞時意為“敢于”，可以有各種詞形變化，可用于各類句型(肯定句、否定句、疑問句及各類從句等)中，其后多接帶to的不定式，有時to也可省去(尤其是在否定句或疑問句中)。

2．Howdoyoudealwiththemoney？(同義句改寫)

What_do_you_do_with_the_money?

dowith與dealwith都可作“處置”講。dowith常與連接代詞what連用，而dealwith常與連接副詞how連用。如：Idontknowhowtheydealwiththeproblem.＝Idontknowwhattheydowiththeproblem.(我不知道他們?nèi)绾翁幚磉@個問題。)上面兩句，介詞with的賓語都是theproblem，而deal是不及物動詞，不帶賓語，do是及物動詞，其賓語是連接代詞what.

當堂評價

請學生們做前面課時訓練部分。

SectionA(GrammarFocus－4c)

學習目標

1．重點單詞：European，African，British，speech，public

2．重點詞組：inpublic，giveaspeech

3．重點句式：Iusedtobeshort.

Iusedtobeafraidofgivingaspeechinpublic.

學習重點

usedto的各種句型

學習難點

usedto的各種句型

自主學習

一、預習課本P28新單詞并背誦，完成下面的漢譯英。

1．歐洲的________2.非洲的________

3．英國的________4.發(fā)言________

5．民眾________

二、認真預習GrammarFocus－4c找出下列短語和句型。

1．在公眾面前________________________________________________________________________

2．演講________________________________________________________________________

3．我過去長得矮。________________________________________________________________________

4．我過去害怕在公眾面前演講。

________________________________________________________________________

課堂導學

Step1　情景導入

Teacher：Wehavelearnedhowtotalkaboutwhatsomebodyusedtobelike.Todaywewilldosomepracticetorememberitwell.

環(huán)節(jié)說明：開門見山的提出本節(jié)課的學習目標——用usedto描述過去發(fā)生的事情。

Step2　完成教材GrammarFocus的任務

1．學生大聲朗讀GrammarFocus中的句子。(2分鐘)

2．小結訓練。(2分鐘)

I_used_to_be_short.

(我過去長得矮。)

I_didnt_use_to_be_popular_in_school.

(我過去在學校不受歡迎。)

Paula_used_to_be_really_quiet.

(保拉過去真的很安靜。)

She_didnt_use_to_like_tests.

(她過去不喜歡考試。)

You_used_to_be_short，didnt_you?

(你過去很矮，是嗎？)

Yes，I_did.(是的，我很矮。)

No，I_didnt.(不，我不矮。)

Did_he_use_to_wear_glasses?

(他過去戴眼鏡嗎？)

Yes，he_did.(是的，他戴。)

No，he_didnt.(不，他不戴。)環(huán)節(jié)說明：通過對GrammarFocus句型的填空練習能夠使學生更好地理解和掌握本單元的重點語法和句型。

Step3　完成教材4a－4c的任務

1.認真閱讀4a中的例句，然后仿照例句完成剩余的句子，完成后教師點撥核對答案，學生大聲朗讀句子，掌握usedto的否定句式。(2分鐘)

2．認真閱讀4b中的例句，用所給的信息仿照例句寫句子，完成后小組內(nèi)互相交流所寫句子。(3分鐘)

3．閱讀4c表格中的事情，勾畫出你過去害怕的事情和現(xiàn)在仍然害怕的事情，然后再詢問你的搭檔這個問題，完成4c中的表格。

4．小結訓練。(4分鐘)

(B)1.—________studyatthatschool?

—Yes.Istudiedtherefornearlysixyears.

A．DidyouusedtoB．Didyouuseto

C．DoyouusedtoD．Doyouuseto

(B)2.—Who________livetherewith?

—Mysister.

A．didyouusedtoB．didyouuseto

C．useyoutoD．youusedto

(B)3.—Whydidyouthinkthegirlcried?

—Becauseshewasafraidof________thebigsnake.

A．seeB．seeing

C．sawD．seen

環(huán)節(jié)說明：通過本環(huán)節(jié)的學習，讓學生對前一階段所學的知識進行了復習和鞏固。

Step4　問題探究

(　)1.He________English，butnowhe________Englisheverymorning.

A．usedtohate；isusedtoread

B．isusedtohate；usedtoread

C．usedtohate；isusedtoreading

D．isusedtohate；isusedforreading

答案選擇C。usedto意為“過去常常”，可看作半助動詞或情態(tài)動詞，其后跟動詞原形，表示過去的習慣或經(jīng)常發(fā)生的動作或狀態(tài)；beusedtodoingsth.表示“習慣于做某事”，其中to是介詞，后接名詞或動名詞。beusedto還可用getusedto表示“漸漸習慣于……”；beusedtodosth.＝beusedfordoingsth.表示“被用來做某事”。根據(jù)句意“他過去討厭英語，但是現(xiàn)在他已經(jīng)習慣了每天早上讀英語”，答案選擇C。

當堂評價

請學生們做前面課時訓練部分。

SectionB(1a－1e)

學習目標

1．重點單詞：ant，insect

2．重點句式：

Iusedtobeonthesoccerteam.

Iusedtobenervousabouttestsallthetime.

學習重點

能夠用usedto句型談論過去的事情

學習難點

能夠用usedto句型談論過去的事情

自主學習

一、預習課本P29新單詞并背誦，完成下面的漢譯英。

1．昆蟲________　2.螞蟻________

二、認真預習1a－1e找出下列句型。

1．我過去參加過足球隊。

________________________________________________________________________

2．我過去總是對考試感到緊張。

________________________________________________________________________

課堂導學

Step1　情景導入

Teacher：Nowpleasetalkaboutyoursubjectswithyourpartnerslikethis：

WhenIwasachild,IusedtoplaybasketballinP．E.class.

環(huán)節(jié)說明：本環(huán)節(jié)復習了usedto的用法，同時鍛煉了學生的口語表達能力。

Step2　完成教材1a－1b的任務

1．兩人一組互相提問1a中的短語。(3分鐘)

2．當你是個小孩的時候，你喜歡什么事情，在1a中勾畫出你喜歡的事情。(2分鐘)

3．除了1a中勾畫出來的事情，你小時候還喜歡什么事情，在橫線上寫出來，然后和小組成員交流，完成1b。(4分鐘)

4．小結訓練。(2分鐘)

(B)1.Jimusedtolikereadingbooks，________？

A．usedhe　B．didnthe

C．doesheD．doesnthe

(B)2.Iusedto________toschool，butnowIgettoschoolbybus，becauseImoveaway.

A．walkingB．walk

C．walkedD．walks

(C)3.Someyoungpeoplelike________withothersonline.

A．chatB．chats

C．chattingD．tochatting

(C)4.Alice________wearjeans，shethoughtitisnotuncomfortable.

A．dontusedtoB．doesntusedto

C．didntusetoD．notusedto

環(huán)節(jié)說明：通過本環(huán)節(jié)的學習讓學生能夠靈活運用了所學的重要知識點。

Step3　完成教材1c－1e的任務

1.認真聽錄音，勾畫出你聽到的句子，集體核對答案。(3分鐘)

2．再聽一遍錄音，根據(jù)對話內(nèi)容，完成1d的填空，完成后請幾個學生展示答案，教師點撥。(5分鐘)

3.再聽一遍錄音，并跟讀，整體感知對話。(3分鐘)

4．仿照1c的形式和搭檔練習對話，彼此進行比較，并邀請學生表演對話。(5分鐘)

參考案例

A：Iusedtobenervousabouttestsallthetime.Whataboutyou?

B：Yes，metoo.AndIusedto...

5．小結訓練。(3分鐘)

1．I，time，used，the，to，all，be，about，nervous，tests

I_used_to_be_nervous_about_tests_all_the_time．

2．the，tests，girl，like，didnt，to，use

The_girl_didnt_use_to_like_tests．

3．did，team，you，soccer，use，the，to，on，be

Did_you_use_to_be_on_the_soccer_team?

Step4　問題探究

(　)1.Mybrotherusedtobe________thesoccerteam.

A．to　B．on　C．for　D．a(chǎn)t

答案選擇B，on意為“是……的成員，在……供職”；而in表示從事于、參加(職業(yè)、活動等)。

當堂評價

請學生們做前面課時訓練部分。

SectionB(2a－2f)

學習目標

1．重點單詞：influence，seldom，proud，absent，fail，examination，boarding，exactly，pride，grandson

2．重點短語：beproudof，makeadecision，inperson，takecareof，takepridein

3．重點句式：

Hewasnolongerinterestedinstudying.

Hewasoftenabsentfromclasses.

Heusedtobreakthemallthetime.

Theheadteacheradvisedhisparentstotalkwiththeirsoninperson.

Myparentshelpedmetounderstandhowmuchtheyhadgivenme.

Irealizedthatsincemyparentsmovedaway，Ivebeenafraidofbeingalone.

Hisparentslovehasmadehimfeelgoodabouthimself.

Itsveryimportantforparentstobetherefortheirchildren.

學習重點

1．重點短語和句型

2．根據(jù)上下文來理解單詞和詞組

學習難點

1．重點短語和句型

2．根據(jù)上下文來理解單詞和詞組

自主學習

一、預習課本P30－31新單詞并背誦，完成下面的漢譯英。

1．影響________　2.很少________

3．自豪的________4.缺席________

5．失敗________6.考試________

7．確切地________8.自豪________

9．孫子________

二、認真預習2a－2f內(nèi)容找出下列短語和句型。

1．感到自豪________________________________________________________________________

2．做決定________________________________________________________________________

3．親自________________________________________________________________________

4．照顧________________________________________________________________________

5．為……感到自豪________________________________________________________________________

6．他對學習不再感興趣。________________________________________________________________________

7．他經(jīng)常缺課。________________________________________________________________________

8．他總是違反紀律。________________________________________________________________________

9．校長建議他的父母親自和他們的兒子交談下。

________________________________________________________________________

10．我的父母幫助我明白了他們對我付出很多。

________________________________________________________________________

11．我意識到自從我的父母搬走之后，我就害怕孤單。

________________________________________________________________________

12．他父母的愛已經(jīng)使他自己感覺良好。

________________________________________________________________________

13．對于父母來說和孩子在一起是非常重要的。

________________________________________________________________________

課堂導學

Step1　情景導入

Teacher：Hello，everyone.Weallknowthatparentsarethemostfamiliarandlovedpersonstous.Theyarehelpfulinourlife.Nowpleasetellyourpartneraboutanoccasionwhenyourparentswerehelpful.

環(huán)節(jié)說明：易于引起學生的的學習興趣，導入新課，同時能夠讓學生學會感恩父母。

Step2　完成教材2a－2d的任務

1．李文是一個15歲的男孩，他的父母在另外一個城市工作，看2b短文的標題，猜測一下李文可能會有什么問題，小組內(nèi)互相交流發(fā)表看法。(3分鐘)

2．速讀2b中的文章，勾畫出李文的問題，完成后請學生展示答案，教師點撥。(3分鐘)

3．再認真閱讀一遍短文，根據(jù)文章內(nèi)容把2c中的句子放到文章中合適的地方，完成后請學生展示答案，教師點撥。(3分鐘)

4．學生根據(jù)文中的線索猜測黑體單詞或詞組的意思，讓幾位學生回答問題，教師點撥，完成2d。(5分鐘)

5．再次細心閱讀短文，理解每一句話的意思，小組合作解決遇到的疑難問題。(5分鐘)

6．教師點撥短文中出現(xiàn)的重點和難點。(3分鐘)

7．熟讀短文，識記并背誦知識要點。(5分鐘)

8．小結訓練。(4分鐘)

(D)1.Thisis________novel.

A．a(chǎn)80word　B．a(chǎn)n80words

C．a(chǎn)80wordsD．a(chǎn)n80word

(A)2.Theyareallnationalheroes，andwealltake________inthem.

A．prideB．prides

C．proudD．proudly

(D)3.Wehaventseeneachotherfortwentyyears.________oursurprise，hehasntchangedatall.

A．In　B．WithC．For　D．To

(A)4.Theboyisverylazy，andhedoesntdoanythingbutplayingcomputergames________.

A．a(chǎn)llthetimeB．thealltime

C．a(chǎn)lltimeD．ontime

(D)5.Dontyouthinkitisagoodchance________him________hisspokenEnglish?

A．of；toimproveB．for；improve

C．of；improvesD．for；toimprove

環(huán)節(jié)說明：通過本環(huán)節(jié)的學習不僅鍛煉了學生的閱讀能力，而且通過小結訓練讓學生對重要知識點進行了鞏固練習。

Step3　完成教材2e－2f的任務

1.學生兩人一組互相提問2e方框中的單詞和短語。(3分鐘)

2．根據(jù)文章內(nèi)容，用方框中的單詞或短語的正確形式完成2e的短文填空，完成后小組內(nèi)交流答案，然后再讓學生展示答案，教師點撥。(5分鐘)

3．你認為李文和他的父母會談論什么問題，根據(jù)2f方框中的提示寫一個李文和他父母的對話，然后小組內(nèi)互相交流，并推薦好的對話展示給全班學生。(5分鐘)

環(huán)節(jié)說明：通過這一環(huán)節(jié)的學習，鍛煉了學生的閱讀能力和口語表達能力以及語言組織能力。

Step4　問題探究

(　)1.________Icanstillremember，________itwassolongago.

A．Eventhough；butB．/；Eventhough

C．But；/D．though；but

答案選擇B，eventhough意為“雖然”，在句子中不能和“but”同時出現(xiàn)在句子中。

(　)2.He________liveshere.

A．nolongerB．nomore

C．notanylongerD．notanymore

答案選擇A。no與瞬時動詞連用，表程度不再增加，次數(shù)不再重復；nolonger與延續(xù)性動詞或表示狀態(tài)的詞連用，表示時間上的“不再”持續(xù)。nolonger＝not...anylonger；nomore＝not...anymore，所以答案選擇A。

3．Hisfatheralwaystakesprideinhim.(改為同義句)

________________________________________________________________________

takeprideinsb.意為“為……而自豪”其同義詞組為“beproudofsb.”，因此答案為：Hisfatherisalwaysproudofhim。

4．a(chǎn)dvise的用法

1)他建議早點動身。He_advised_setting_off_early.

2)他建議我買臺電腦。

He_advised_me_to_buy_a_computer.

advise意為“建議”，常用句式：建議做某事advise_doing_sth.；建議某人做某事advise_sb._to_do_sth.。其否定句式為advise_sb.not_to_do_sth.。注：其后不能直接跟不定式作賓語。

(　)5.Thisthingisveryimportant，soyouaresupposedtodoit________.

A．forpersonB．inperson

C．bypersonD．ofperson

答案選擇B，inperson意為“親自”。

當堂評價

請學生們做前面課時訓練部分。

SectionB(3a－SelfCheck)

學習目標

1．重點單詞：general，introduction

2．重點句式：

Mylifehaschangedalotinthelastfewyears.

Katesgrandparentshavehadagreatinfluenceonher.

學習重點

能夠對過去和現(xiàn)在的自己進行對比。

學習難點

能夠對過去和現(xiàn)在的自己進行對比。

自主學習

一、預習課本P31－32新單詞并背誦，完成下面的漢譯英。

1．常規(guī)的________　2.介紹________

二、認真預習3a－SelfCheck找出下列句型。

1．我的生活在過去幾年改變很多。

________________________________________________________________________

2．Kate的祖父母對她的影響很大。

________________________________________________________________________

課堂導學

Step1　情景導入

Teacher：Talkabouthowyouhavechangedinyourappearance,personalityandhobbieswithyourpartners.

環(huán)節(jié)說明：談論自己在外貌、性格和興趣愛好方面的變化，既可以完成本節(jié)課的學習目標，又能活躍課堂氣氛，使學生的口語表達能力和語言組織能力都得到了提升。

Step2　完成教材3a－3b的任務

1．將你在外貌、性格和興趣方面的變化記錄下來，然后和你的搭檔談論發(fā)生在你身上的變化。(7分鐘)

2．結合3a的記錄內(nèi)容，以及3b的要求寫一篇文章，介紹自己的變化，寫作時可以參考給出的句型及短語。完成后小組內(nèi)互相交流糾錯，借鑒好詞好句，教師抽查點撥。(10分鐘)

參考案例

Mylifehaschangedalotinthelastfewyears.Iusedtohavelonghair，butnowmyhairisshort.Iusedtobefat，butnowIgetthinnerbydoingexerciseevery

day.Iusedtobeveryquiet，butnowIamveryoutgoing，IamfriendlytoallmyclassmatesandImakefriendswiththem.

ThebiggestchangeinmylifewasthatIlikereadingbooksnow.Ididntusetolikereading.Whatwasworse，Iwasnotgoodatwriting.Iseldomgotgoodgrades.Myparentswereveryworriedaboutme.Mybestfriend，John，atopstudentintheclass，decidedtodosomethingtohelpme.Heoftenusedtotalkwithmetoletmeknowtheimportanceofreading.Healsohelpedmereadbooks.Attheendoftheschoolyear，IdidbetterintheexamsandImadegreatprogressinreadingandwriting.Now，withthehelpofJohn，Iamcarefulaboutreadingandwriting.Iamtryingmybesttodoitbetter.

環(huán)節(jié)說明：通過這個教學環(huán)節(jié)鍛煉了學生的寫作能力和口語表達能力。

Step3　完成教材SelfCheck的任務

1.兩人一組互相提問1中的單詞和詞組，然后用單詞和詞組的正確形式補全句子，完成后學生展示答案，教師點撥重難點及易錯點。(4分鐘)

2．大聲地朗讀核對答案后的句子，體會單詞的用法。(2分鐘)

3．當你在小學的時候你是什么樣子的，根據(jù)2中的提示完成句子，完成后小組內(nèi)互相交流。(5分鐘)

環(huán)節(jié)說明：通過1這一環(huán)節(jié)讓學生熟練掌握了重點單詞和詞組的用法。通過2環(huán)節(jié)的訓練，讓學生熟練掌握了usedto的用法。

Step4　問題探究

(　)1.Heisverylazy，andhe________doesthehousework.

A．a(chǎn)lways　B．usually　C．yetD．seldom

答案選擇D,根據(jù)句意“他太懶了，他很少做家務。”seldom意為“很少”?？芍瑧xD。

當堂評價

請學生們做前面課時訓練部分。