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九年级英语第二单元教案

Unit 2 I used to be afraid of the dark .

一、教学目标

1．语言目标1）学会陈述自己过去常做的事。2）学会陈述自己过去的爱好等。2．知识目标1）used to do sth 的用法

2）be afraid /terrified的用法

3．能力目标1）能够表达自己现在和过去在外表、性格、娱乐等方面的变化。2）能够表达朋友、家人等现在和过去的变化。二、重点知识

1．重点单词alone quiet by outgoing friendly serious funny spider dark insect tall shy impress short terrify straight hardly enough 基本要求：会读、会写、会用。

2．重点短语be afraid of sth in front of worry about sb/sth used to do sth all the time all day no longer be interested in as well as 基本要求：会读、会写、会用。3．重点语法1）used to do sth 的用法

2）be afraid to do sth /be afraid of doing sth 的用法

基本要求：理解其含义，学以致用三、导学案Section A ●例析导学

1．I used to be afraid of the dark .

1)dark n.&adj. 黑色(的), 深色(的), 其反义词是light 例如: In winter it gets dark early here. Can cats see in the dark?

2)be afraid of + n./ving 意为―害怕‖

例如：Mary was afraid of snakes when she was young . Don‘t be afraid of making mistakes. 【拓展】1) be afraid to do sth 意为―害怕去干谋事‖He is afraid to go there at night. 2) be afraid 后可跟that 意思是―恐怕‖I‘m afraid that I can‘t go there with you. 2. People sure change. sure adv. 无疑,确实

【拓展】1) sure adj. 确信的,有把握的be sure to do sth /that 一定干谋事be sure of sth /doing sth 干谋事有把握,有信心例如:He is sure to come on time . It is sure that he will come on time.

He is sure of passing the exam.=He is sure that he will pass the exam . 2) make sure 确保, 弄清楚, 弄明白Make sure that you get home before dark. 3. terrify v. 使害怕,使恐惧

其后接宾语,常构成词组be terrified of 意为―恐惧……‖例如：The animals were terrified by the storm . I was terrified of the tiger when I first saw it. 4. But now I‘m more interested in sports 。

be interested in 意为―对……感兴趣‖, 介词in后常接名词或动词v-ing 形式例如:Peter is interested in moths., but his sister is interested learning English .

【拓展】interested为表语形容词,只做表语,不做定语. interesting 可做定语也可做表语, 例如: We are interested in the interesting film . 5.I go to sleep with my bedroom light on . 1)go to sleep 意为―入睡,睡着‖例如:He went to sleep late last night .

【拓展】go to sleep 和go to bed 都有―睡觉‖的意思但go to bed 指―就寝‖―上床去睡‖这个动作；而go to sleep 是指―入睡‖―进入梦乡‖这个过程,相当于fall asleep。例如：I went to bed at ten last night , but I didn‘t go to sleep at twelve . 2) with my bed light on 是―with +复合宾语‖结构，在句中做状语例如：With no one in the room ,he felt a bit afraid . 3）on 可表示工作着（的），开着（的）（与off相对）例如：Don‘t leave the tap on . 【拓展】1）with 有―和……一起‖之意例如：Would you like to go with us ？

2）带有，具有……特征

例如：The car is running with its light on . 3）用某种工具

例如：He open the car with a knife . 7. Don‘t you remember me ? remember v. 想起,记起【拓展】1) remember to do sth. 记得干谋事( 还没做) remember doing sth. 记得已干谋事( 已经做了) 例如:Remember to mail the letter for me . Do you remember asking the same question ? 2) 代某人向……问好

例如: Remember me to your mother . ●专项练习

1.I am _____( terrify ) of spiders .

2.He is afraid of ______( see ) strangers .

3.It is not a good habit _____( chew )gum in the public places.

4.The little child was _____( terrify ) of _____( be ) left alone in the house .

5.It is said that _____( chew ) gum is good for our teeth .

6.He hardly _____( have ) time for concerts ,did he ? 7。Lily is interested in ______( play ) the piano .

8.He wasn‘t feeling well . So he had to stop _____( work ). ●句析导学

1．I used to be afraid of the dark . Did you use to play the piano.

以上句式都表示过去常做谋事,而现在不复存在的习惯. used to do sth 表示―过去常常，以前常常‖

例如：I used to get up at half past six in the morning ，now I usually get up at seven . 【拓展】1)be used to sth / doing sth

get used to sth / doing sth 意为―习惯于做谋事‖其中to 为介词

例如: Mr. Liu is used to hard work . He got used to working at night .

2)be used to do sth 意为―被用来做谋事‖常含有被动的含义例如：Knives are used to cut .

3) be used for doing sth 意为―被用来做谋事‖，介词for用来表示用途或用于什么目的例如：A pen is used for writing .

4）be used as …意为―被用做……‖―把……当作……来用‖，介词as表示―作为‖。例如：English is used as a second language in many country 。2．You used to be short , didn ‘t you ?

改句为反意疑问句，反意疑问句是提出情况或看法，问对方是否同意的句子。反意疑问句的结构有两种情况，其一为前肯后否，其二为前否后肯。例如：You aren‘t going out today ，are you ？

【拓展】反意疑问句的几种特殊情况

1）当陈述部分no ，never ，hardly ，little ，few 等含有否定意义的词时简略句用否定形式，

例如：The little boy can hardly speak ，can he ？

2）陈述句的主语为名词或代词，简略问句的主语为相应的人称代词；陈述句的主语为指示代词this ，that ，不定代词something ，nothing 等，不定式，动名词或从句时，简略问句的主语为it；陈述句的主语为指示代词these ，those 不定代词everyone，nobody ，everyone等时，简略问句的主语为they ；陈述句为there be 句型时，简略问句中重复使用there 。

To see is to believe ，isn‘t it ？

There will be a meeting tomorrow ，won‘t there ？

3）陈述部分是复合句时，简略问句的主语与助动词和主句一致。例如：She lived in Beijing when she was young ,didn‘t she ? 但如果主句的谓语动词是

think , suppose ,believe ,imagine ,expect ,feel等,且主语为第一人称或第二人称时,简略问句的主语和时态却要和宾语从句一致,而肯定和否定,则要与主句一致。例如: I don‘t think you are a student , are you ? 4)祈使句也可加简略问句,不表示反意,只表示语气。否定祈使句+ will you ？

肯定祈使句+ won‘t you ？（表示邀请）肯定祈使句+ will you ？（表示请求）

Let‘t （包括对方）+ …，shall we ？（表示建议）Let us （不包括对方）+ …，will you ？（表示请求）Let +第三人称+ …，will you ？

●专项练习

1. Let the students talk with their partner about how you have changed. That is What did you used to do when you were younger? What do you do now ?

Then make a conversation with each other.

2. Let the students make a conversation according to Section A 3A. ●教学设计

本节课以过去和现在的变化为话题，重点是介绍一个人在过去常做的事及爱好等，Section A 就是紧紧围绕该话题，以听说方式展开学习运用的。

教学目标

知识目标：1、会写，会读，会用本节课的重点单词短语。2、熟练运用used to do sth和be afraid to do sth 的用法。能力目标1、能够听懂有关学习方法的简短对话。2、能运用used to 来谈论过去。教学重难点1、熟记重点单词短语。

2、used to do sth和be afraid to do sth 的用法。课型：听说课教学过程预习词汇

布置学生预习Section A的词汇，能够根据音标读出单词并了解汉语意思，使学生养成自主学习的习惯。

课前朗读

朗读本课的新单词、短语等，先领读后齐读的方式，领读保证了发音的正确性，齐读进一步加强了训练，课前朗读可使学生快速进入学习状态，养成良好的学习习惯。

一、新课导入1．检查词汇预习：

让学生朗读本课的重点单词和短语，注意发音。对个别单词的发音进行强调和纠正，并将发音归类。

2．展示新知识：从谈论一个人的外表及性格，从而导入本课的话题。3．专项练习

1）让学生根据Section A的1a中由What does he /she look like？What is he/she like ？及He used to be quiet ，din?t he？让学生根据自己的实际情况来进行模仿性练习。

2）让学生进一步作对话练习，展开小组合作，并讨论一下，你的过去和现在有那些变化。

二、听力训练1．多层听

听（1）：通过听力，了解对话中人物不同的学习方法，此项活动可以更好的练习掌握本单元的词汇短语。

听（2）：通过听力，判断一下所听到的句子是那些。

听（3）对听力材料进行进一步的练习，找出你所听到问题的答案，提高了难度，也加深了对听力材料的理解。

以上活动有易到难，实现了材料的一材多用，使学生确实得到了更为扎实有效的听力训练。2．听后说

因为听力材料有一定的难度，学生在回答问题，讲答案的同时就进行了一个说的过程。三、对话处理1．读前听

听（1）：让学生根据听力内容进行对话练习，练习用used to do sth 来讨论过去。听（2）：听后，选择答案，也就是完成2b。听力结束后，先让学生小组内交流答案，再以小组的形式向其他同学公布答案。然后让学生根据听力内容进行对话练习。以上对同一听力内容进行了辆次练习，该设计主要是在灵活运用教材的基础上，使学生基本掌握对话的主要内容进行听力训练和对话练习。

2．听后读

引导学生找出在对话中的语言点，分别是used to do sth ，be afraid to do sth ，be terrified of

sth 及on等词的用法，然后对这些语言点根据听力内容进行对话练习和造句，使他们更好的掌握这些语言点。3．学后读

先让学生根据自己的实际情况，然后完成3a下面的表格，并找出里面出现的重难点，然后小组讨论共同处理出现的难点。对于比较难的问题，老师进行必要的讲解和指导。再让学生自己熟读课文，掌握要点。为以后说的练习打好基础。

四、说的训练

1．根据从课文中出现的要点，以小组为单位进行合作，开展人人参与的口头作文，说说文中人物的英语学习方法。

2．鼓励学生大胆介绍自己的学习方法，尽可能用上文中出现的短语词汇。

3．五、学以致用

1．设计一个针对本节课语言要点的综合性练习，来进一步练习掌握好这一部分的内容。

2．进行一个小结，总结本节课的学习内容，让学生对本节课的学习内容有一个清晰的概念，也便于学生课下复习。

●教学设计

预习词汇

布置学生预习Section B的词汇，能够根据音标读出单词并了解汉语意思，使学生养成自主学习的习惯。

课前朗读

复习检测

（1）检查词汇预习：有布置有检查，采用多种形式检查学生对词汇的预习情况，可以采取学生结对、小组查等形式。

（2）采用多种形式对听说课学习内容进行复习。

2．课前导入设计情景，激发学生的学习兴趣或简介文章内容导入阅读。3．泛读训练

（1）根据阅读素材和阅读规律，深入挖掘素材，设计多层次的阅读任务，引导学生逐步掌握文章信息，并训练处理信息的能力。

（2）对较长的文章可采用总—分—总的形式。4．精读足练

（1）学生先自主精读课文，找出疑难问题，然后结对或小组内进行交流，不能明确的问题，由教师点拨或指导。

（2）精讲知识点，辅以造句、对话等多种形式的充足练习，使学生掌握并能灵活运用。

5．写作训练

（1）写作训练遵循词组—短句—长句—短篇—长篇的循序渐进原则。

（2）写作形式可以先引导学生仿写、改写，再运用所学知识进行独立写作，以实现从语言的输入到输出，由学到用的目的。

（3）写作交流学生将自己的作品在小组内或班内交流，交流的数量尽可能的多。●词语辨析

1.have to 与must 的区别

1) have to do sth. ―不得不干谋事‖具有客观性,即不以人们的意志未转移.而must 强调主观性,即随人们的意志而改变。例如: I must learn more English .

I have to get up early to catch the early bus.

2) 可以用于各种时态,而只用于一般现在时和一般过去时,两种时态中, 例如:I had to tell

his the news .

2. no more 与no longer 的区别no more ==not …any more no longer ==not …any longer

1) no more 可用来修饰名词例如: There is no more food in my house .

2) no more 或not …any more 一般指动作和行为的不再发生或重复例如: They no more use animals to do the farm work .

no longer 或not …any longer指情况或状态不再存在或延续例如: I am no longer younger . 3. spend ,pay ,cost 的区别

1) spend 意为―花费‖，常用作，spend time /money （in）doing sth. 花费某人多长时间/多少金钱做谋事;

spend time /money on sth. 在谋事上花费了某人多少时间或多少金钱例如：I spend an hour reading .

His doesn‘t spend much time on his homework. 2) cost 常用做: sth cost sb. money 例如: This watch cost him 9 dollars .

3) take 作―花费，需‖解时，常用于时间，主语一般用it ，但有时也可用人，常用句式It takes sb. some time to do sth.

例如：It took me a week to read the book .

4)pay 作―花费，付‖解时，只用于钱，用―人‖作主语，后跟宾语人或钱，常以pay …for 出

5)现。

6)例如：I paid 20 yuan for the book. ●专项练习句型转换

7)1. He paid 5 yuan for the book .( 同义句)

8)_______________________________________________ 2.I took him an hour to work out the problem . ( 同义句) _________________________________________________ 3.He used to be alone .( 改为一般疑问句)

9)_________________________________________________ 4.She has to finish the work by 5 o‘clock . ( 改为否定句) ___________________________________________________ 动词填空

10)5. He used to ____( stay ) up late , but now he is used to _____( go ) to sleep early . 6.He is ______( worry )about his mother‘s illness . 7. She spends half an hour _____( read ) every day .

9. It took him several days _____( travel ) here . 答案Section A 例析导学

11) 1. terrified 2.seeing 3. to chew 4.terrified being 5. chewing 6. had 7.playing 8. working 句析导学答案略

12)1-----4 B C B B 5----8 C B A C Section B 例析导学

13)1. hardly 2. chatting 3.worried 4. playing 5. pride 6. with 7. used 8.

九年级英语unit13教案

九年级英语unit13教案【篇一：九年级英语第十三单元教案unit 13 we】 unit 13 we’re trying to save the earth! 一、教学目标： 1. 语言知识目标基本词汇：litter, advantage, bottom, fisherman, coal, ugly, cost, wooden, plastic, takeaway, bin, shark, fin, method, cruel. harmful, chain, ecosystem, industry, law, scientific, afford, reusable, transportation, recycle, napkin, upside, gate, bottle, president, inspiration, iron, work, metal, creativity, 基本词组：be harmful to, at the top(of sth.), take part in, turn off, take action, throw away, put sth. to good use, pull… down, bring back 基本句型：we’re trying to save the earth! the river used to be so clean. the air is badly polluted. no scientific studies have showed that shark fins are good for health. we should help save the sharks. 2. 技能目标: 能正确运用现在进行时，现在完成时，被动语态，情态动词和used to 句型。 3. 情感目标: 有环境危机意识，学会关注环境保护环境。二、教学重难点： 1. 教学重点：（1）能正确运用现在进行时，现在完成时，被动语态，情态动词和used to 句型。（2）保护环境的措施方法。 2. 教学难点：能正确运用现在进行时，现在完成时，被动语态，情态动词和used to 句型。三、教学步骤: unit 13 section a 1 (1a-2d) i. presentation show the picture of the earth and tell students the earth is polluted now. for example: (1) the factories that burn coal pollute the air with a lot of black smoke.

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