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视频标签：afraid of,the dark
所属栏目：初中英语优质课视频
视频课题：人教版新目标九年级Unit 4 I used to be afraid of the dark SectionB(3a- self check 写作课)吉林省优课
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初中英语人教2011课标版九年级全一册
Unit 4 I used to be afraid of the dark.(3a- self check 写作课)
一. 学情分析
九年二班的学生，在英语方面，学习积极性比较强，英语学习成绩在年级处于中上等。通过这一个单元的学习，对于本单元的目标语言已经有了系统的学习。因此把本单元所学的重点内容系统的进行复习，并让学生能正确的应用到写作中去，将是本节课的主要任务。 二. 教材分析
本课是九年级第四单元最后一课时，单元以我们所发生的变化(How we have changed)为中心话题,让学生学会用used to 的相关句型讨论自己和他人从过去到现在在样貌，性格，兴趣爱好方面发生的变化。本课时是对整个单元所学内容的复习巩固和综合应用。我将本节课分成了两部分，第一部分将围绕本单元的重点单词，短语及句型进行整理复习；第二部分将复习内容整理成为思维导图，帮助学生进行写作练习。 三. 教学目标
1. 知识目标：熟识表现人性格，样貌，兴趣和爱好的词汇
2. 技能目标：熟练掌握语言结构—used to…的用法，并将其运用到写作训练中
3. 情感目标：通过对核心话题—How we have changed的学习，认识到时间的重要性 四. 教学重难点
1. 教学重点：表现性格(outgoing, active, brave, quiet, silent, funny, friendly, humorous, shy…)，样貌(tall, short, straight hair, wear glasses…)，兴趣爱好的词汇(paint pictures, music/ P.E. class, be on the soccer team…)；Used to…结构的陈述句，疑问句及其简短回答 (used to do/be; didn’t use to do/be; Did you use to do/be…? Yes, I did. No, I didn’t.)。
2. 教学难点：Used to…结构的陈述句，疑问句及其简短回答。 五. 教学方法：
任务驱动法与练习法相结合。
任务驱动法是教师给学生布置探究性的学习任务，学生课下先进性自主学习，对知识体系进行整理，课上与其他同学进行交流，最后由教师进行总结。
练习法是语言的练习。包括本节课在口头语言和书面语言的练习，旨在培养学生的表达能力。
六. 教学工具
多媒体投影，黑板。 七. 教学过程 Step 1 导入
1. 学习目标解读。由教师对本节课的学习目标及本单元的核心话题How we have chaged进行解读。
T：Good morning, boys and girls. Today we are going to learn Unit 4 I used to be afraid of the dark (3a- self check). We’ll review the unit topic how we have changed through a writing exercise. So now let’s start our new lesson.
2. 课前self-check 检测。给学生2分钟，完成练习，由学生核对答案并讲解其中的知识点。
T: Time is up. Who want to answer the question first?
S1: The mother traveled for many hours to return home to talk to her child in person. 这位妈妈旅行了很久回到家，为了亲自和她的孩子交谈。 In person 亲自。
S2: He used to be a very quiet teenager. He remained silent most of the time and seldom talked to other people. 他以前是一个沉默的孩子，他大多数时间都保持沉默，并且很少和别人说话。 Remain silent 保持沉默， seldom 几乎，很少。
S3: If you are always absent from class, you will fail the examinations. 如果你总是课上缺席，那么你将会考试不及格。 Be absent from 缺席， fail the examinations 考试不及格。
S4: The teacher took pride in helping his students win the English competition. 老师为帮助他们赢得了英语比赛感觉到骄傲。 Take pride in 为…感到骄傲
S5: Kate’s grandparents have had a great influence on her. 凯特的祖父母对她影响很大。 Have a great influence on 对…有很大影响
S6: The British teacher is very humorous. He always tells us interesting jokes. 这个英国老师很幽默，他总是给我们讲有趣的笑话。 Humorous 幽默的
S7: People are usually required to give a general self- introduction in a job interview. 在面试中人们通常被要求进行一个自我介绍。 Be required to 被要求去做，a job interview 一个工作面试。
S8：Tina played very well in the basketball game and her parents were proud of her. 缇娜在篮球比赛中表现的很好，她的父母为她感到骄傲。 Be proud of 为…感到骄傲 Step 2 复习
1. 教师播放本单元重点词汇及表达方式的快闪视频，学生进行抢答，并可补充自己在课前总结的重点内容。
T：Now I’ll show you a short video. If you can repeat the words or phrases quickly and clearly, put up your hands. Give us the right answer, and you can get one mark. Go!
S1: tall.. S2: short…
S3: be of the medium build…
2.教师引导学生将上述的词汇分成两大类(描述性格和外貌特征)。
T：Now let’s divide these words and phrases into two parts. What are they?
Ss: One part is used to describe appearance and the other part is about personality. 3. 教师启发学生如果想描写一个人还可以从哪方面入手。并完善黑板上的写作思维导图。
T：Wow, you are all very clever. But what else can we write to describe a person? Ss：like English, play the piano
T: Yes, we call these hobbies and interests. When we describe someone, we can write these three parts in details.
4. 由描写changes,引出used to进行use相关用法的复习。课前让学生将板书书写完毕。上台前来讲解use相关的词性变化，动词短语搭配。
T：Now I will ask some of you come here to explain the usage of “use”。
S1: 我们小组总结的是use的词行变化，动词是use，名词形式是usage，表示用法，形容词形式是useful 有用的，useless 无用的，副词是usefully和uselessly.
S2: 我们小组总结的是use的相关短语，make good/ full use of 好好，充分利用；例句是 We should make full use of time. 第二个短语是be useful for, 对…来说是有用的。例句是： Exercising is useful for our health.
S3：我们小组总结的是use的短语 use up 用光，用尽；use…to do, 使用…去做。
5. 教师带领学生一起复习used to的肯定，否定，一般疑问句及肯否回答的句型，完善黑板上的写作思维导图。通过对视频中的图片，让学生四人一组进行强化练习。
T：But if we want to write someone’s changes, which sentence pattern should we use? S1: was/ were …. S2: but now … Ss:..
T: In this unit we learned that “used to do/ be “. Let’s say these patterns together. Ss: used to do/ be
didn’t use to do / be Did … use to do / be..? Yes… did. / No…didn’t.
T: Now let’s play a game together. I’ll show you a video that contains all the pictures of us. Four in a group, describe it by using these four sentence patterns.
Ss: …… Step 3 写作练习
教师讲解写作游戏规则：四人一组写一篇描述人这三年来在外貌，性格和兴趣爱好方面的变化，要求使用used to 的相关句型。五分钟后进行组间展示，其他小组进行猜测描写的人是谁。
T：Boys and girls, attentions! Now we’ll have fun together. I’ll give you five minutes and four in one group, write a short passage to describe a person around us. And then we’ll guess them together.
Step 4 总结归纳
由教师对本节课的内容进行总结，并通过中心话题How we have changed，启发学生珍惜时间，努力奋斗拼搏。
T：Today we have learned how to describe a person from three aspects. And we all know that we are changing all the time. Once I saw a sentence on the Internet, it said “Today is the best day in the rest of your life.” So I hope everyone here can treasure every minute, every second in your life.
Step 5 课后作业
基础训练：将课上的作文整理到作文本上。
能力提升：完成练习册Unit 4 3a-selfcheck的练习。
中考链接：用知识树的形式，梳理所学过的use相关用法。 八. 板书设计
Unit 4 I used to be afraid the dark. (3a-self check)
How we have changed Appearance Personality Hobbies and interests
Structures:
Used to be/do … didn’t use to be/do
Did you use to be/do …? Yes/No.
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