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视频课题：初中英语人教版九年级unit4 I used to afraid of the dark台州
教学设计、课堂实录及教案：初中英语人教版九年级unit4 I used to afraid of the dark台州市白云学校
教学目标
1. The main task (Outcome)
The students will be able to critical think and tell their own changes and future with the target language.
本节课的主要任务是通过对文章的阅读，了解Candy Wang在生活变化，并进行评判性思考，用目标语言谈自己近几年的变化和对未来生活的追求。
2. Language focus：
The students will be able to know meanings of the following sentence patterns and phrases and try to use them in
proper situations:
deal with;
take up doing;
You really require a lot of talent and hard work to succeed. Only a very small number of people can make it to the
top.
本篇文章是一个采访报道，通过一个女孩从内向到歌手的变公以及她提出的一些忠告，突出目标语言used to。 学生阅读的目的通过对比感受她前后生活状态的变化，通过朗读感受她对青少年提出的忠告的内涵，并评判性的思考探讨她是否过上成功的生活。
3. Language skills
The students will be able to practice skimming for the general idea of each paragraph;
The students will be able to practice scanning for the specific information;
The students will be able to better understand the passage through further or critical thinking.
除了skimming&scanning这两项常规技巧，本节课会通过critical thinking的形式引导学生做评判性的思考并发表自己的看法。
4. Affection
The students will be able to discuss if Candy is living a successful life and talk about their own changes and some plans for the future.
初三阶段的学生应该更注重分析和评判能力的培养。因此要由单纯的理解性学习过渡到感悟性思考性学习。
2重点难点
The students might find it not so easy to express their changes during the past few years because most of them haven’t changed actually.
解决方法：教师适当提供支架。并且提出如果想不出什么大的变化，可以谈谈十年后你想有什么变化，是什么造成了这种变化等。
3教学过程
3.1第二学时
3.1.1教学活动
活动1【导入】I. Pre－reading activities
Teacher's:
1.Warming-up: a guessing game
(Read some notes written by their English teacher and get the students guess who he/she is)
2. About me: two are true one is false
(fill in the information gap between the students and me)
3. To let students predict according to the picture and title.
Students'
1. To listen to the notes about the changes and descriptions of some of them and guess who he/she is. Talk about the changes.
2. To decide which statement about me is false and why.
3. To predict what this article is about, using used to and now.
因为借班上课，与学生之间存在信息沟需填补，运用目标语言used to进行猜测活动。并通过猜测教师的信息进行有效的热身活动以顺利进入文章阅读。
预测有助于培养学生阅读时的信心和兴趣。
活动2【活动】II. While－reading activities
Part one: Skimming
Teacher's:
To let students read the article and identify the paragraphs in which the following information appears.
To read the first sentence of each paragraph and number the information (1-3) and briefly tell the reasons.
快速阅读能帮助学生更好地了解文章的结构，有助于后一步对课文的深入剖析。
Part two: careful reading
1. To let students read again more carefully and complete the sentences on 3b.
2. To let students say out more details about Candy changes.
3. To let students listen and then read Candy’s advice to young people.
Students':
1. To decide what these sentences are about and ready to read.
2. To complete the sentences according to paragraph 1 and 2.
3. To understand some new words according to the context and learn more details about Candy’s changes.
4. To listen and read aloud Candy’s advice, pay attention to the stress and understand what she wants to express.
呈现3b在的句子后先让学生通过这些句子的结构归纳这些是关于Candy的什么。学生通过比较可以概括出是关于changes。所以事先在PPT 上列出这一标题以便在学生说完之后点出。
在理解更多细节的过程中通过上下文理解生词并适当举例帮助理解，学会应用。
通过听并正确朗读理解Candy所要表达的意思。朗读是语言学习和感悟的一个有效途径。
活动3【活动】III. Postreading activities
Teacher's:
1. To let students make an interview according to the article. Before doing that, guide them to think up questions the interviewer might ask and how to begin and finish the interview.
2. To lead students to critical thinking: Is Candy living a successful life now?
Before students’ discussion, get students to read out two different opinions from their English teacher Helen and another teacher Ivy. Also tell them my opinion.
4. To let students talk about their changes.
Students':
1. To think up questions that the interviewer might ask and how to begin and finish the interview.
2. To get ready for the interview.
3. To act out the interview.
4. To think critically: Is Candy living a successful life now?
5. To think, then pairwork and then share with class about their changes.
1. 这篇文章本身是一个采访报道，把文章改成采访对话是锻炼学生的语言应用能力。
2. 评判性思考是学生能抓住要领，善于质疑辨析，基于严格推断，富于机智灵气，清晰敏捷的日常思维。在评判之前给了学生三个立场不同并理由充分的观点有助于帮助学生打开思路，更加客观地进行思考、评判。
3.由此再引发Follow up，学生更加有话可讲，表述更加具体。
活动4【作业】IV. Homework
Must-do:
1. Read the article again and retell it.
2. Polish your passage.
Challenge yourself:
Try to find out some other (famous) people’s changes and share with us in next class.
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