人教版九年级英语Unit 4 教案

Unit 4I used to be afraid of the dark.

单元话题 In this unit, students learn to talk about how we have changed and what we used to like.

单元语法 Used to 结构

教学目标

1.能够用英语描述自己或他人过去常常做的事情；发现自己或他人在外表、性格、兴趣等方面所发生的变化。

2.学会描述自己或他人过去常常做的事情。基本句型：I used to…

3.培养学生的心理健康的能力素养以及识别真、善、美与假、恶、丑的美感素养。

第一课时Section A(1a～2d)

教学设计

§自主学习案

翻译下列词组和句子。

1．过去常常干某事__________________________

2．对……感兴趣__________________________

3．惧怕黑暗__________________________

4．时常__________________________

5．如此好的一个主意__________________________

6．取得好的分数__________________________

7. 你过去常常弹钢琴吗？

__________________________________________

8. 我过去不喜欢穿红色的衣服。

__________________________________________

§课堂导学案

Step 1 准备与热身(Preparation)

T: Twenty years ago, I was a student.But now, I'm a teacher.That is to say, I used to be a student.

(write the sentence on the bd.)

To get them to understand better, show them an old photo of a classmate：

T: This is …He was really short then, but now he is so tall.So he used to be really short.

Questions：

Teacher: Can you tell me what you looked like five years ago?

Students：__________________.

① I used to have big eyes, but now I have small ones.

② I used to like math, but I like English now.

Show two different pictures of some famous people.Talk about their differences.

……

Step 2 呈现与输入(Presentation)

1．要求学生翻开课本P25迅速阅读1a部分的内容。并按要求完成课本上相应的任务。(1分钟)

2．检查答案，先要求全班一起给出答案并检查讨论。然后要求2－3名同学就“What did you look like five years ago? And what do you look like now？”给出自己的答案，并把收集的答案以“used to…”的形式出示在黑板上。(3分钟)

参考案例

Teacher: What did you look like five years ago?

Students: I used to ________________.

① be short

② have long hair

③ wear glasses

……

3．要求学生听第一遍录音，并完成课本上1b的听力任务。(1分钟)

4．要求学生听第二遍录音，并逐句进行跟读。(2分钟)

Step 3练习与体验(Practice)

1．完成教材1c的任务，要求学生模仿听力内容，使用“—Mario used to be short.—Yes, he did.Now he is tall.”进行对话练习。并邀请2－3对同学当堂进行演示。(3分钟) 2．小结训练。要求学生在规定的时间内完成一个小练习。并请若干学生给出自己的答案。有错误的及时解决纠正。(2分钟)

用所给动词的正确形式填空，每空一词

(1)Tony used to ____(be) thin and short.

(2)I used to ______(study) English by listening to tapes, but I watch English movies now.

Step 4 运用与生成(Production)

1．要求学生翻开课本P26放录音一遍，完成2a，2b的听力任务。(1分钟)

2．要求学生听第二遍录音，并逐句进行跟读。(2分钟)

3．放下听力材料，要求学生模仿听力内容，利用2a，2b的信息分角色练习对话。然后邀请2－3对同学当堂演示。看哪一对的表现最佳。(5分钟)

4．播放2d的对话录音，让学生跟读，模仿并理解大意。然后让学生分角色朗读并表演2d的对话。(5分钟)

5．对话内容巩固训练。要求学生根据2d对话的内容完成下列各句。完成后要求若干学生给出自己的答案。以巩固对对话内容的了解。(4分钟)

Step 5巩固与提高(Progress)

探究点一

Did Mario use to be short? 马里奥以前很矮吗？

【点拨】used to意为“过去经常；以前常常”，后跟动词原形，暗指现在此状态不存在了或动作不发生了。

辨析used to do，be(get)used to doing与be used to do

(1) used to do sth.意为“过去常常做某事”，只用于过去时态。否定式为didn't use to do sth.一般疑问句为Did …use to do sth.?

e．g.The old man used to be a soldier.这位老人过去是一个士兵。

(2) be(get)used to doing意为“习惯于做某事”，后接名词或动名词。可用现在、过去、将来时态。

e．g.He is used to reading English at night.

他习惯于在晚上读英语。

(3) be used to do或者be used for doing sth.意为“被用于做某事”，是被动语态结构。

e．g.Paper is used to write letters.纸被用来写信。

针对训练

( B )1. My uncle got used to________ at weekends.

A．fish B．fishing C．fished D．fishes

( B )2.________she________get up early?

A．Did; used to B．Did; use to C．Used; used to D．Used; did

探究点二

She's more interested in sports.她对运动更感兴趣。

【点拨】介词in之后常接名词或动词-ing形式。be interested in相当于take an interest in。

【拓展】辨析interest，interesting与interested

(1)interest可用作不可数名词，意为“兴趣”。作可数名词，意为“爱好”。此外interest 还可作动词，意为“使……感兴趣”。

常用词组为

take an interest in 对……感兴趣

a place of interest 名胜古迹

e．g.He shows an interest in music.

他对音乐感兴趣。

(2)interesting是形容词，意为“有趣的”，可修饰名词或用作表语，句子主语一般是物。

e．g.The story sounds interesting.这个故事听起来很有趣。

(3)interested是形容词，意为“感兴趣的”，一般不修饰名词，常用于sb.be/become interested in这一句型结构中，且句中主语多为人。

e．g.When I was 7，I began to become interested in playing chess.

我七岁时开始对下棋感兴趣。

针对训练

( C)3.Harry Potter is an________book for children, but my cousin doesn't seem to be________in it.

A．interesting; interesting B．interested; interested

C．interesting; interested D．interested; interesting

Step 6家庭作业(Homework)

1．Recite the conversation in 2d after school.

2．完成本单元学生用书第一课时的练习。

§教学反思

第二课时Section A(3a～4c)

教学设计

§自主学习案

翻译下列词组。

1．从事__ ______ ______ ____

2．敢干__ ______ ______ ____

3．能干__ ______ ______ ____

4．和朋友闲逛__ ______ ______ ____

5．继续奋斗__ ______ ______ ____

6．成功达到顶点__ ______ ______ ____

7．考虑到__ ______ ______ ____

8．戴眼镜__ ______ ______ ____

9．恐高__ ______ ______ ____

10．在学校受欢迎__ ______ ______ ____

11．看恐怖电影__ ______ ______ ____

12．独处__ ______ ______ ____

13．作公开演讲__ ______ ______ ____

14．The old lady __ ______ ______ ____(害怕)crossing such a busy road when she was in Beijing.

15．Are you afraid of __ ______ ______ ____

独自)at home，Linda?

16．It is very expensive to __ ______ ______ ____(坐飞机)．

17．担心__ ______ ______ ____

§课堂导学案

Step 1 准备与热身(Preparation)

展示一张Candy Wang的照片，并询问学生们如下问题。

1．Who's beautiful and outgoing girl?

She's the famous singer Candy Wang.

2．Can you guess what she was like?

Yeah, she used to be very shy.

3．Do you want to know her story?

She took up singing to deal with her shyness.

As she got better, she was not shy anymore and loved singing in front of crows.Now she's the Asian pop star.

Step 2 呈现与输入(Presentation)

1．要求学生快速默读短文，熟知大意，并推断每段的大意与3a所给的哪条信息相匹配。然后邀请几位同学给出自己的答案，全班一起检查讨论。(3分钟)

2．先邀请几位同学阅读短文(可一人一段)，教师要注意语音，及时纠正。然后播放录音，全班同学一起跟读。(3分钟)

Step 3练习与体验(Practice)

短文内容巩固练习。教师可给出一篇改写了的短文，将一些重点的表达方式空出。让学生在规定的时间内补全短文。然后邀请若干同学给出自己的答案。(4分钟) Candy Wang is 19 years old and now is a famous Asian pop star. She used to be really ______ and took up singing to ______ with her shyness at school. She also didn't ______ to be popular, but now she is not shy ______ and loves singing in front of crowds and gets ______ of attention everywhere she goes. She thinks anyone who wants to be successful has to be prepared to ______ up his normal life and require a lot of ______ and hard work. Only a very small number of people make it to the top.

Step 4 运用与生成(Production)

1．完成教材3b的任务，要求学生再次阅读短文内容，完成3b中所给的有关Candy的句子。(5分钟)

参考答案

1．any more 2.popular 3.hang out 4.worry about

2．两人一组，一人是记者，另一人是Candy，相互问答有关Candy的情况。

Step 5 呈现与输入(Presentation)

学生阅读Grammar Focus中的句子，然后完成本单元学生用书单元语法小专题Grammar Focus 的精讲专练部分。

Step 6 练习与体验(Practice)

1．要求学生翻开课本P28，用4a中所给的单词，用used to结构写出关于过去的句子，第一句已作为例句给出。给出5分钟的时限，并请3位同学在黑板上做。全班集体核对答案。

参考答案

2．My mom used to have curly hair. She didn't use to have straight hair.

3. Jerry used to read books on European history. She didn't use to read books on African culture.

4. Sandy used to teach British English. She didn't use to teach American English.

2. 参照4b表格中所提供的信息和例句，写出关于Emily的句子。(2分钟)

参考答案

Emily used to listen to pop music, but now she enjoys country music.

Emily used to watch scary movies, but now she hates scary movies.

Emily didn't use to read a lot of books, but now she reads at least six books a year.

Step 7 运用与生成(Production)

1．先根据自己的实际情况填写4c的表格，然后再与同伴交流讨论，完成另一半表格。

2．小结训练。要求学生在规定的时间内完成一个小练习。并请若干学生给出自己的答案。有错误的及时解决纠正。(2分钟)

用所给词的适当形式填空。

1．Tony is afraid of ______ (be) alone at school.

2．Grace used to ______ (hate)watching scary movies.

3. The scientist will give a ______ (speak) on how to study English.

4．Mr.Chen is ______ (friend) to her students.

5. You like Chinese music but I like the ______ (Africa) music.

Step 8 巩固与提高(Progress)

探究点一

She took up singing to deal with her shyness.她开始学唱歌来克服自己的羞涩。

take up学着做，开始做(尤指为消遣)

e．g.They've taken up golf.他们学起打高尔夫球来了。

He took up basketball at the age of nine.他九岁开始打篮球。

探究点二

As she got better, she dared to sing in front of her class.

她渐渐地变得好一些了，敢在同学面前唱歌了。

dare敢于；胆敢；可以作实义动词，也可做情态动词。

(1)作情态动词后接动词原形。

e．g.They daren't ask for any more money.他们不敢再要钱了。

(2)作实义动词，后接带to的动词不定式，常用于否定句中。

dare to do 敢于做……

e．g.How do you dare to say such words？你怎么敢说这样的话？

针对训练

根据汉语完成句子。

1．这个女孩足够勇敢做她想做的事。

The girl is brave enough to __________________________________________

2．他不敢食言。

He _________________ break his promise.

探究点三

be afraid to do be afraid of doing

(1)be afraid to do不敢做某事

e．g.He is always afraid to ask questions.

他总是不敢问问题。

(2)be afraid of doing担心某事会发生

e．g.I'm afraid of upsetting her parents.我担心会使她父母不安。

针对训练

根据汉语，完成句子。

3．——你能把自行车借给我吗？

——恐怕不行。

—Can you lead me your bike?

—________________________．

4．我不敢看恐怖电影。

I _____________________scary movies.

5．我担心会把风筝折断。

I _______________________the kite.

Step 9 家庭作业(Homework)

1．背诵短文中的重点句子。

2．完成本单元学生用书第二课时的练习。

§教学反思：

第三课时Section B(1a～1e)

教学设计

§自主学习案

翻译下列词组。

1．体育课_______________________

2．担心_______________________

3．总是，一直_______________________

4．对……感到紧张_______________________

5．在足球队效力_______________________

6．画画_______________________

7. Li Lei usually _______________________ (走去学校)．

8．Don't play outside _______________________ (放学后)．

§课堂导学案

Step 1 准备与热身(Preparation)

回顾：在前面的课程我们已经学习并了解了同学们外貌和身高的变化，以及现在和以前所害怕的东西。今天，我们将一起讨论同学们的爱好。请同学们认真思考老师提出的问题，然后作出回答。(3分钟)

—What did you use to like when you were a child?

—I used to like______________.

然后，出示相关图片和短语，使同学们的表达更容易、更顺畅。

Step 2 呈现与输入(Presentation)

1．要求学生翻开课本P29，迅速阅读1a部分的内容。并按要求完成课本上相应的任务。然后要求5－8名同学给出自己的答案，教师可把这些句子在黑板上列举出来以进一步巩固used to结构。(3分钟)

参考案例

I used to like gym class.

I used to like painting pictures.

I used to like music class.

I used to like spiders and other insects.

2．先要求学生完成1b部分的任务。然后邀请几名同学给出自己的答案。并把收集的答案列举在黑板上。(2分钟)

3．针对于黑板上所列出的句子，教师让同学们大声朗读，反复朗读，以培养学生的语感。(3分钟)

4．听第一遍录音，完成课本上1c部分的任务。找4个同学核对答案。要求读出序号和完整的句子。

5．听第二遍录音，完成课本上1d部分的任务。在播放录音前，要求学生抓住要点，并注意一些听写技巧。核对答案时，要求先读出要填写的单词，然后读出完整的句子。

Step 3练习与体验(Practice)

1．听力内容巩固训练。要求学生根据所听到的内容完成下列对话。完成后要求若干学生给出自己的答案。以巩固对听力内容的了解。(3分钟)

— You look worried, Paul.

— I'm having ________ learning English.I can't get the pronunciation right.

— Listening can help.Why don't you ________ the teacher's tapes?

— I always forget a lot of ________ words.

— You can write the new words in your notebook and ________ them at home.You can even study in the train on the way to school.

—I can't understand ________ people are saying.

— Why don't you ________ an English language club to practice speaking.

2．听第三遍录音，并打开听力材料，全班逐句进行跟读。(2分钟)

Step 4 运用与生成(Production)

放下听力材料，要求学生模仿听力内容，利用1c，1d的信息分角色练习对话。然后邀请2－3对同学当堂演示。看哪一对的表现最佳。(5分钟)

Step 5 巩固与提高(Progress)

探究点

We used to wear school uniforms to school.我们过去穿校服上学。

wear v t. 穿戴，带着，留着(须，发)

e．g.Do I have to wear a tie？我得系领带吗？

She always wears a hat.她总是戴着帽子。

He decided to wear a beard.他决定留胡须。

My grandmother always wears a happy smile.我奶奶脸上总带着幸福的笑容。

【拓展】辨析wear, put on与dress

wear穿着；指状态，可用进行时；宾语除衣服、鞋、帽子外，还可以是首饰，眼镜，发型等。

put on穿，戴；用法广泛，指“穿”的动作，可用于穿鞋，戴帽，穿衣裳等。

dress穿，指动作，宾语是“人”不是衣服。

针对训练

选词填空。

从dress, wear, put on中选择一个恰当的词并用其正确形式填空。

1．She hurriedly ________ her son and took him downstairs.

2．His father ________his coat and went out.

3．I like to__________short hair.

Step 6 家庭作业(Homework)

完成本单元学生用书第三课时的练习。

§教学反思：__

第四课时Section B(2a～2f)

教学设计

§自主学习案

翻译下列词组和句子。

1．很难相信________________________

2．做决定，下决心________________________

3．令某人惊奇的是________________________

4．即使，纵然________________________

5．对……感到自豪________________________

6．逃课________________________

7．他有一个八岁的儿子。

He has ________________________

8．他从不好好学习而且经常惹事。

He never studies well and he often________________________

9. 你要更加注意你的语音。

You should pay ________________________ your pronunciation.

§课堂导学案

Step 1 准备与热身(Preparation)

1.情景导入：本课时的主要内容是一篇短文，在学习短文之前教师可准备几个与短文内容相关的问题，然后邀请几位同学就提出的问题给出自己的答案或见解。(4分钟) Question：

We all have problems in our life.

Whom will you go to if you get into trouble?

How did he or she help you?

2．进行短文学习之前，教师引导学生浏览2a关于短文的介绍。告诉学生下面的短文是关于一个叫李文的15岁男孩的故事，他的父母都在另一个城市工作，看一下短文的标题，请他们预测一下李文会出现什么样的问题。

Step 2 呈现与输入(Presentation)

1．要求学生快速默读短文，熟知大意，然后邀请几位同学给出自己的答案，全班一起检查讨论。(3分钟)

2．先邀请几位同学阅读短文(可一人一段)，教师要注意语音，及时纠正。然后播放录音，全班同学一起跟读。(3分钟)

Step 3练习与体验(Practice)

1．让学生再细读短文，把2b的表格中的句子放入短文中恰当的位置。(5分钟)

1．C 2.D 3.B 4.A

2．要求学生用短文中的句子来猜测2d方框中所给单词的意义。(3分钟)

Step 4 运用与生成(Production)

3．用2e方框中所给的单词或短语的正确形式完成与2a相似的短文。设置一个5分钟的时限，然后请一个同学朗读短文，核对答案。

参考答案

1．look after 2.missed 3.made a decision 4.changed 5.be proud of

4．让学生分组先讨论一下，李文和他的父母谈了些什么。然后根据2f方框中所给的提示，编一组李文与其父母间的对话，并分角色在班上表演。

Step 5 巩固与提高(Progress)

探究点一

They take pride in everything good that I do.他们为我所做的每件好事而自豪。

【点拨】pride作名词，意为“骄傲；自豪”。take pride in 意为“为……感到自豪”。

e．g.I take pride in my work.我为自己的工作感到自豪。

【拓展】proud为pride的形容词形式，意为“骄傲的；自豪的”。be proud of意为“为……骄傲；感到自豪”。

e．g.He was proud of himself for not giving up.他为自己没有放弃而骄傲。

针对训练

( D )1.—Hou Yifan won the first prize in the chess competition.

—Really? Her parents must ______her.

A．proud of B．are proud of C．take pride D．take pride in 探究点二

The head teacher advised his parents to talk with their son in person.班主任建议他的父母亲自与他们的儿子交谈。

【点拨】(1)advise 动词，意为“建议”。其名词形式为advice，意为“建议；意见”。advise sb.to do sth.意为“建议某人做某事”。

e．g.I'd advise you not to tell him.我建议你别告诉他。

(2)in person 意为“亲身；亲自”。

e．g.I'll talk to him in person.我会亲自跟他讲。

针对训练

2．她的母亲不在身边，无法向她提出建议。(advise)

Her mother was away and ________________________．

Step 6 家庭作业(Homework)

1．向父母亲了解你的家庭现在与十年前在生活上所发生的变化，并用英语写一篇小短文介绍给大家。

2．完成本单元学生用书第四课时的练习。

§教学反思：

第五课时Section B(3a～3b)

教学设计

§课堂导学案

Step 1 准备与热身(Preparation)

向学生展示老师自己多年前的照片，描述自己在外貌、性格和爱好等方面的变化。

For example，look at this photo.It was taken five years ago and I was…years old.I used to have long hair but now I have short hair…Write down the sentences on the blackboard for students to review.

Step 2呈现与输入(Presentation)

1．列举出自己在外表、性格及爱好等方面的变化。

2．和同伴进行交流，谈谈这些变化是怎么发生的。

Step 3练习与体验(Practice)

要求学生完成下列练习，通过练习来加强学生的理解，使所学语言得到了及时的运用。

用方框中所给短语的适当形式填空。

even though make a decision，no longer，pay attention to，take pride in，feel good about oneself

1．Because he is poor，he doesn't ________________________.

2．If you want to get good grades，you should ____________________ your teacher in class.

3．You are no ________________________a child and you should do everything by yourself.

4．My mother ________________ me because I got the first prize in the final exam last term.

5．I haven't _______________________ where to go on my next vacation，so I need to ask my friend for some advice.

6．___________________ I didn't understand the words，I know what he wanted.

Step 4 运用与生成(Production)

1．要求学生们根据3a写的提要以及3b方框中所给的句型、短语提示写出你是怎样改变的，你以前是什么样子的，哪个变化对你来说最重要，为什么？

2．学生完成后评出优秀的作文在班上展示，对于存在的问题，予以指导纠正。

Step 5 家庭作业(Homework)

完成本单元学生用书第五课时的练习。

§教学反思

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