1、教學(xué)設(shè)計(jì)課題名稱 Teaching Content九年級Unit 4 I used to be afraid of the dark.Section A 1a-2c Listening & Speaking教學(xué)目標(biāo)（英語核心素養(yǎng)發(fā)展） Teaching Objectives/Goals（Core Competence of English discipline）語言能力Language CompetenceTalk about what you used to be like.學(xué)習(xí)能力Learning CompetenceSum up the patterns and useful expre

2、ssions in the conversations. Master the structure “used to” to describe the things in the past.文化品格Cultural CharactersDescribe peoples appearance and personality; cultivate the good personality in life.思維品質(zhì)Thinking QualityMaster the ability to compare different things to find the differences and sim

3、ilarities, and find out the true meaning of changes.教學(xué)重點(diǎn) Teaching Key PointsLearn to use words, phrases and sentences:Humorous, silent, helpful, from time to time, score, Did Mario use to be short? Yes, he did. He used to be really short.教學(xué)難點(diǎn) Teaching DifficultiesMaster the structure “used to” to de

4、scribe the things in the past.教學(xué)策略 Teaching MethodsTablet Teaching，Task-based Language Teaching教學(xué)過程 Teaching Procedures教師活動(dòng) Teachers Activities學(xué)生活動(dòng)Students Activities設(shè)計(jì)意圖Teaching JustificationStep 1:Guessig導(dǎo)入（3min）1. Guessing:Guess who she is?What did she look like in the past?What does she look lik

5、e now?What was she like in the past?What is she like now?2. Fun times開心一刻，活躍氣氛適時(shí)和老師進(jìn)行口語互動(dòng)；針對In the past和Now的不同時(shí)期談?wù)撏瑢W(xué)的外貌和性格變化。通過學(xué)生熟悉的句型“What does he/she look like?”詢問本班學(xué)科助理過去和現(xiàn)在的外貌及性格，復(fù)習(xí)有關(guān)描述外貌和性格的單詞，切入本課主題談?wù)撨^去，為listening部分做鋪墊。Step 2: Listening Practice 1：Before- Listening （3min）引導(dǎo)學(xué)生基于熱身活動(dòng)的討論和教師板書，補(bǔ)充完

6、成1a；（引導(dǎo)學(xué)生關(guān)注結(jié)構(gòu)be+adj.和have/wear+n.）完成1a：Fill in the chart with words to describe people平板提交答案，選擇1-2位同學(xué)核對答案。指導(dǎo)學(xué)生基于口語輸入完成聽前活動(dòng)1a的復(fù)習(xí)活動(dòng)，并熟悉聽力材料的相關(guān)背景知識Step 3: While-Listening 1b呈現(xiàn)本單元主題圖，引導(dǎo)學(xué)生做聽前預(yù)測：播放聽力；關(guān)注聽力難點(diǎn)；引導(dǎo)學(xué)生關(guān)注課本上used to的用法。通過師生對話，仔細(xì)讀圖，預(yù)測聽力信息；勾畫關(guān)鍵詞；判斷詞性；聽聽力并記錄信息；同伴討論，核對答案。1. 通過聽前勾畫關(guān)鍵詞判斷詞性訓(xùn)練學(xué)生的聽力做題策略，通過

7、初聽培養(yǎng)學(xué)生聽取對話大意的能力，通過細(xì)聽培養(yǎng)學(xué)生聽取關(guān)鍵詞的能力；2. 引導(dǎo)學(xué)生學(xué)會(huì)口語運(yùn)用used to 表達(dá)不同人物外貌、性格的變化；3. 為一下環(huán)節(jié)的聽力升級活動(dòng)2a做鋪墊。Step 4: After Listening 1b呈現(xiàn)目標(biāo)聽力材料，請學(xué)生大聲朗讀對話；講解聽力材料1b知識點(diǎn)朗讀聽力材料1b并記錄知識點(diǎn)再次鞏固 used to的表達(dá)運(yùn)用；適時(shí)滲透情感價(jià)值觀：尊重他人身高、發(fā)色以及其變化。Step5: Listening Practice 2：Before- Listening 2a呈現(xiàn)2a主題圖，引導(dǎo)學(xué)生進(jìn)行讀圖，預(yù)測，提出問題： are the speakers？2. Do

8、they know each other？Why? what they are talking about？根據(jù)書上2a圖片已知信息進(jìn)行聽前預(yù)測：預(yù)測對話場景和內(nèi)容。鞏固之前的內(nèi)容并引導(dǎo)學(xué)生運(yùn)用目標(biāo)語言進(jìn)行口語交際，提高學(xué)生的口語表達(dá)能力。Step 6: While-Listening 2a & 2b1. 引導(dǎo)學(xué)生集體朗讀2a單詞；2. 講解新單詞humorous和silent，引導(dǎo)學(xué)生用音譯法humor猜測詞義為“幽默”，用近義詞quiet理解silent詞義；3. 播放聽力，關(guān)注聽力難點(diǎn)；4. 聽后核對答案，并引導(dǎo)學(xué)生關(guān)注Paula變化的方面，進(jìn)行深度思維訓(xùn)練。1. 大聲朗讀2a單詞并勾畫

9、重點(diǎn)單詞；2. 主動(dòng)發(fā)現(xiàn)新的形容詞，多發(fā)現(xiàn)別人身上的優(yōu)秀特質(zhì)；3. 勾畫2b關(guān)鍵詞并判斷每個(gè)空可能填的詞性和內(nèi)容；4. 完成聽力信息記錄并核對答案；5. 完成深度思維訓(xùn)練，找出Paula變化的方面。訓(xùn)練聽前預(yù)測的能力和聽中提取、記錄信息的能力；在做聽力填空之前，給與學(xué)生一定的聽力策略指導(dǎo)，幫助學(xué)生有針對性地聽，同時(shí)幫助他們消除對聽力的恐懼心理。Step 7: After Listening 2a & 2b : Group work-Role play引出微博上的熱門話題活動(dòng)：十年對比挑戰(zhàn)讓學(xué)生以4人為小組，基于提前準(zhǔn)備好的童年相片在組內(nèi)談?wù)撨^去和現(xiàn)在自己的變化，完成報(bào)告；完成小組活動(dòng)：Show me your photos, share your memory.Make a report：I used to bewhen I wasyears old. But now I amShe used to be/hasBut now she is./has. We sure have changed a lot.整合本課所學(xué)，創(chuàng)設(shè)真實(shí)情