2019-2020年九年级英语全册 Unit 2 I used to be afraid of the dark单元整理教案 人教新目标版.doc

2019-2020年九年级英语全册 Unit 2 I used to be afraid of the dark单元整理教案 人教新目标版Teaching Aims and Demands1Knowledge Objects(1) Key Vocabulary：used to, dark(2) Target LanguageMario used to be short.Yes, he did. Now hes tall.2Ability Objects(1) Train students listening skill.(2) Train students municative petence.3Moral Object：Dont judge a person by his appearance.Teaching Key Points1Target language 2The structure: used toTeaching Difficult Point：The structure: used toTeaching Methods：1Teaching by induction 2Pair workTeaching Aids1A tape recorder2Pictures of people cut out from magazines or newspapersTeaching ProceduresStep Revision(1) Check the homework exercises.(2) Ask some individual students their ways of learning English.Step 1aThe activity introduces the key vocabulary. Call students attention to the chart with the headlines Appearance and Personality.Get students to fill in the chart individually.Check the answers by asking different students to read their lists to the class. Make sure that all the students understand what each word means.Note: Answers will vary from the sample answers below.Step 1bThe activity gives students practice in understanding the target language in spoken conversation.Write two dates side by side on the blackboard. The first is todays date, including the year, and the second is the same day, but ten years ago.Ask a student to stand up. Use words or phrases to describe that student now. Ask students to suggest words or phrases that describe him/her ten years ago. Ask some more questions and add more examples to both columns.Write the following on the blackboard:Liu Chang used to be short, but she is tall now.She used to have short hair, but she has long hair now.Read the instructions to the class.Point out the sample answer. Say, You will hear someone in the recording say that Mario used to be short. Listen and fill in the other blanks with words you hear.Play the recording for the first time. Students only listen.Play the recording again. This time, students listen and fill in the blanks.Check the answers.Step 1cThis activity provides oral practice using the target language.Read the instructions to the class.Call students attention to the conversation in the box. Invite a pair of students to read it to the class.Write it on the blackboard. Then demonstrate a new conversation with another student.Step SummarySay, In this class, weve learned the key vocabulary words used to and dark. And weve also learned the target language Mario used to be short. Yes, he did. Now hes tall.Step HomeworkTake out the pictures of people cut out from magazines or newspapers. Hand them out to students. Its better to find colorful, full-length photos. Ask students to write about the person in the picture as they are now and as they were ten years ago. Students may collect pictures and information of the person they like best.Then write a passage about the person.Step Blackboard DesignUnit 2 I used to be afraid of the dark.Section AThe First Period1The structure: used toSep.10,xx Sep.10,1994tall shortlong hair short hair Liu Chang used to be short, but she is tall now.She used to have short hair, but she has long hair now.2Target language:A: Mario used to be short.B: Yes, he did. Now hes tall.Unit 2 I used to be afraid of the dark.The Second PeriodTeaching Aims and Demands1Knowledge Objects(1) Key Vocabulary：be interested insure(2) Target LanguageI used to be really quiet.I know. Now youre very outgoing.Did you use to have straight hair ?Yes. I did.Did you use to play the piano?No, I didnt.2Ability Objects(1) Train students listening skill.(2) Train students integrating skills.3Moral Object：You should have the courage of your opinions.Teaching Key Points1I used to be really quiet. I know. Now you are very outgoing.2Did you use to have straight hair? Yes, I did.3Did you use to play the piano? No, I didnt.Teaching Difficult Points1Yes/No questions with used to2Statements with used toTeaching Methods：1Teaching by explanation 2Pair workTeaching Aids1Pictures of people cut out from magazines or newspapers2. A tape recorderTeaching ProceduresStep RevisionCheck homework. Ask a student to hold up the picture given to him yesterday or a picture he/she collected himself/herself to the class. Then let him/her read out his/her article about the person in the picture.Step 2aThis activity provides listening practice using the target language. Point to the picture and ask students what is happening. Elicit answers from students.Point to the six words in the box and ask students to repeat each one. Make sure students know the meaning of each word.Play the recording for the first time. Students only listen.Play the recording a second time. This time ask students to put a check in front of the words they hear.Check the answers.：quiet, outgoing, friendlyStep 2bThis activity gives students practice understanding the target language in spoken conversation.Ask students to point to the blank lines in the conversation. Say, You will write one word on each blank line.Read the conversation aloud saying blank when ing to a blank line.Play the recording. Students fill in the blanks with the words they hear.Correct the answers. Read the conversation aloud, filling in the missing words.Students check their answers：quiet outgoing friendly sportsStep 2cThis activity provides oral practice using the target language. Focus students on the conversation in Activity 2b. Ask a pair of students to read it to the class.Have students work in pairs. Move around the room listening in on various pairs and offering help if necessary.Check the answers by calling on different pairs to say their conversations to the class. Note: Answers will vary.Step Grammar FocusAsk different students to say the statements and the questions and answers.say the statements and questions and answers in the grammar box to demonstrate this pronunciation. Get students to repeat several times using the ustuh.Step SummarySay, In this class, weve mainly learned the “use to” questions and “used to” statements.Step HomeworkAsk students to write a short report about what a favorite film star or a famous scientist was like when he/she was a child. Suggest students to add pictures to their written work.Step Blackboard DesignUnit 2 I used to be afraid of the dark.Section AThe Second PeriodTarget language:1. I wasnt very outgoing.2You used to have long hair.3Did you use to have straight hair? Yes, I did.4Did you use to play the piano?No, I didnt.Unit 2 I used to be afraid of the dark.The Third PeriodTeaching Aims and Demands1Knowledge Objects(1) Talk about what you used to be afraid of and what you are still afraid of.(2) Key Vocabulary：terrify, be terrified of, on2Ability Object：Train students integrating skills.3Moral ObjectAre you afraid of speaking in front of a group? Dont be so shy. Be confident of yourself. Practice more, and you will sure change.Teaching Key PointsTarget LanguageDid you use to be afraid of the dark?Yes, I did.Are you still afraid of the dark?No, Im not. How about you?Me? Oh, yes! Im terrified of the dark.So, what do you do about it?I go to sleep with my bedroom light on.Teaching Difficult PointTalk about what you used to be afraid of and what you are still afraid of using the target language.Teaching Methods1Teaching by demonstration. 2Pairwork GroupworkTeaching Aid：A projectorTeaching ProceduresStep RevisionCheck homework. Ask different students to read their reports about his favorite film star or a scientist. Then collect their writings and write ments on each paper before returning them. Display some better ones in the classroom.Step 3aThis activity provides reading and writing practice using the target language.Point to the pictures and ask students to tell what is happening.Draw students attention to the chart. Read each of the four headlines and the list of items in the first column to the class.Demonstrate how to fill in the chart with a good student orally.Tell students where to put a check in the chart.Ask students to plete the “I” column of the chart on their own by checking the items that they used to be afraid of and that they are still afraid of.Check the answers.Step 3bThis activity provides oral practice using the target language. Focus attention on the conversation. Ask a pair of students to read it to the class.Write the conversation on the blackboard.Point out the list of items in the first column of Activity 3a. Say, Ask your partner about these items and plete the “My partner” columns of the chart in pairs.Ask students to work with partners.Walk around the room correcting any errors in pronunciation.Ask several pairs to share their conversations with the class.When all the students have finished the chart, Say, Now lets check to see how many students used to be afraid or are still afraid of the same things. Invite a student to ask questions.Step Part 4This activity gives students an opportunity to use the target language to talk about themselves.Read the instructions to the class. Ask a good student to give an example from his or her own experience. For example, for the words eat, a student might say, I used to eat chocolate. Now I like to eat fruits of different kinds. I think chocolate is rich in calory and fat while fruits are rich in vitamin, which is good for health.Help students to write chocolate and fruits in the chart.Ask students to plete the work in groups of four. Walk around the classroom listening in on different groups and offering help with pronunciation and writing.Ask a few students to tell the class about the other students they have talked to. For example, a student may say, my desk-mate Wei Mei used to eat a lot of chocolate. Now she likes to eat fruits. She thinks keeping fit is of great importance.Note: answers to the chart will vary.Step SummarySay, In this class , weve talked about what you used to be afraid of and what you are still afraid of using the target language of this unit.Step Homework(1) Ask students to find out what their grandparents, parents, aunts, uncles and old friends used to be afraid of when they were children. What did these people used to be afraid of that todays children are not afraid of?(2) Finish off the exercises on pages 67 of the workbook.Step Blackboard DesignUnit 2 I used to be afraid of the dark.Section AThe Third PeriodTarget language:A: Did you use to be afraid of the dark?B: Yes, I did.A: Are you still afraid of the dark?B: No, Im not. How about you?A: Me? Oh, yes! Im terrified of the dark.B: So, what do you do about it?A: I go to sleep with my bedroom light on.教学反思：（七）年 月 日上完整节课后，发现活动设计基本合理，从简单到难有坡度感，并且重难点突出，课堂气氛还算不错，基本上能够突破教学难点，巩固教学重点，完成教学任务。不过部分活动可以新颖些，过度语言或许可以丰富点，与学生的交流可以加强些，还有一个重要问题就是没有很好的利用自己设计的评价体系，只把它作为了一个摆设，在课堂中应该时刻鼓励落后的Team，最后应该称赞胜利的冠军等。Unit 2 I used to be afraid of the dark.The Fourth PeriodTeaching Aims and Demands1Knowledge Objects(1) Key Vocabulary：spider, insect , chew, gum(2) Target LanguageI used to eat candy all the time. Did you?Yes, I did. And I used to chew gum a lot.2Ability ObjectTrain students ability to talk about what they used to be/do.3Moral ObjectPeople surely change. Students should take good care of the process of their growth.Teaching Key Points1Key Vocabulary：spider, insect, chew, gum2Target LanguageI used to eat candy all the time. Did you?Yes, I did. And I used to chew gum a lot.Teaching Difficult Point：Talk about what you used to be/do.Teaching Method：Practice methodTeaching Aids1A tape recorder 2A gum 3A picture with spiders and a picture with insects.Teaching ProceduresStep RevisionCheck homework. Invite different students to report what his/her grandparents, parents, aunts, uncles, or old friends used to be afraid of when they were young.Step 1 aThis activity introduces new vocabulary words and provides practice with the target language.Using pictures, teach students to practice the words spider and insect. Teach the word gum by holding up a gum. And teach the verb chew by chewing the gum. Call students attention to the pictures.Ask, What is happening in each picture?Ask students to plete the work individually.Check the answers.Step 1bThis activity provides practice with the target language.As students work, move around the room offering language support and helping them with any words they want to use.Get a student to write his/her sentences on the blackboard. Help correct any errors.Step 2aThis activity provides listening practice using the target language.Set a time limit of one minute. Ask students to look through the sentences in the box.Point out the sample answer. Play the recording for the first time. Students only listen. Check the answers： 1, 2, 3Step 2bThis activity gives students practice in understanding and writing the target language.Call students attention to the chart with the headlines In the past and Now.Set a time limit of one minute for students to look through the unpleted sentences.Play the recording again. Students listen and fill in the blanks. Ask a student to read these sentences, filling in the blanks, the rest of the class check their answers.Step 2cThis activity provides oral practice using the target language.Ask a pair of students to read the sample conversation to the class.As they are working in pairs, move around the room offering language and pronunciation support as needed.Check the answers by calling on different pairs to say their conversations to the class.Step Summary and HomeworkSay, In this class, weve learned the new vocabulary words spider, insect, gum and chew and the target language I used to do sth. After class, finish writing the sentences in Optional Activity.Step Blackboard DesignUnit 2 I used to be afraid of the dark.Section BThe Fourth Period1Sample answers to Activity 1b:(1) I used to play football with my brother.(2) I used to eat hamburgers a lot.(3) I used to watch cartoons.(4) I used to run with my father in the morning.2Target language:A: I used to eat candy all the time. Did you?B: Yes, I did. And I used to chew gum a lot.Unit 2 I used to be afraid of the dark.The Fifth PeriodTeaching Aims and Demands1Knowledge Objects(1) Key Vocabulary：right, ic(2) Practice reading and writing using the target language.2Ability Objects(1) Train students ability to get information in reading or in conversation.(2) Train students ability to express their ideas using the target language.3Moral ObjectTalk to your parents as often as possible so that you can understand each other better.Teaching Key PointPractice reading and writing using the target language.Teaching Difficult PointWrite a passage about how someones life has changed.Teaching Method：Practice methodTeaching Aids：1A projector 2A sample versionTeaching ProceduresStep RevisionReview the target language presented in this unit. Invite a student to e to the front of the classroom and demonstrate an activity. The rest of the class guess what he/she is doing first. Then make sentences using the words “ used to” and the guessed activity, Demonstrate how to play the game.A student pretends that he/she is drinking milk.Step 3aThis activity provides reading practice using the target language.Teach the words right and ic.Call students attention to the article. Invite a student to read it to the class. Correct any pronunciation errors to make sure the student provides a good model for the rest of the class.Get students to do the work on their own. As they work, move around the classroom and offer help if necessary.Step 3bThis activity provides reading and writing practice using the target language.Read the instructions to the class.Read the letter to the class. Do the first one or two fill-ins with the class.Ask students to work individually. Walk around the room checking progress answering questions as needed.Ask different students to read their pleted letters to the class.Note: Answers will vary.Step 3cThis activity provides writing practice using the target language.Read the instructions to the class.Show the following sample version on the screen by a projector as a guide.Ask students to read their articles to a partner.Step 4aThis activity provides reading, writing, listening and speaking practice using the target language.Read the instructions to the class.Ask students to plete the work on their own. They may remember or guess what their parents used to do. Assign part of their task to homework so that students may talk to their parents. Answers will vary.Step 4bThis activity provides oral practice using the target language.Ask students to plete the work in groups.Ask a few students to tell the class about the other students they have talked to.Step SummarySay, In this class, weve done much practice in reading and writing as well as speaking the target language.Step Homework(1) Talking to their parents, students fill in the information in the chart in Activity 4a.(2) Finish off the activity in Activity 4b. Write a passage about students and their parents.Step Blackboard DesignUnit 2 I used to be afraid of the dark.Section BThe Fifth Period1Used to Nowplay chess study very latedraw pictures wear glassesnot wear glasses like maths2I My parents used to reading I like reading ics.listening to music I like listening to pop music.sportsUnit 2 I used to be afraid of the dark.The Sixth PeriodTeaching Aims and Demands1Knowledge Objects(1) Fill in blanks and make sentences using miss, be afraid of , used to, have to , worry about(2) Write an article using the target language.2Ability Object：Train students writing skill.3Moral ObjectEveryone surely changes. You should care for your own growth.Teaching Key Points1Fill in blanks and make sentences.2Write an article using the target language.Teaching Difficult PointMake sentences using miss, be afraid of, used to, have to and worry about.Teaching Method：Teaching by explanation.Teaching Aids：1The blackboard 2A projectorTeaching ProceduresStep RevisionCheck homework. Ask students to exchange their articles in Activity 4b with a partner. Read each others work. Then invite a few students to tell the class about his/her partner.Step Part 1This activity provides a prehensive review of vocabulary presented in the unit.Focus attention on the box. Invite a student to read the vocabulary words at the top.Say, You are to fill in the blanks with the words. In some cases, you may need to use another form of the word, for example adjusting for tense or subject/verb agreement.Ask students to fill in the blanks on their own.Check the answers. Five students each read a sentence, filling in the blanks. The rest of the students check their answers.Answers：1am afraid of 2worry about3have to 4Miss 5used toAsk students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room. Collect a few students answers with mistakes on the blackboard. Help correct the mistakes.Step Part 2This activity focuses on the grammatical structures and the key voca