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課題 Unit 4 I used to be afraid of the dark. Section A 2a-2d
課型 新授課 復習課□ 試卷講評課□ 其它課□
教學內容分析Section A從描寫外貌和個性相關的詞匯入手，展開了簡單描述“過去”的聽力、會話和閱讀活動，對人物的個性、外貌和經歷作今昔對比，使學生感知新語言內容used to 的結構特征，體會其用法。Section A (3a-3c)的活動讓學生通過閱讀了解一位性格靦腆的亞裔女孩轉變為流行歌星的故事，在拓展運用知識、發展技能及閱讀策略的同時，向學生傳遞出關注自我發展和自我完善的重要性。3a描述一位性格靦腆的亞裔女孩轉變為流行歌星的故事，從而進一步理解和掌握描述人物個性變化的方法。3b通過從短文中尋找描述個人變化的詞匯和表達方式，增加對此表達方式的理解和運用。3c是3b和3c的拓展和延伸，培養合作意識和創新精神，引領學生關心他人，完善自我。
學情分析 該話題貼近學生的生活。學生在前期的英語學習中已經會熟練運用描寫外貌、性格和愛好的生詞和短語，但是used to結構是新授內容。需要學生在原有的基礎上能夠運用used to 描述過去的形象，性格，愛好及經歷。這是本單元的重難點和突破點。
學習目標語言知識目標：1,通過教師自身的情景式導入和與學生互動的問答形式，學習和鞏固該話題下的詞匯句型，激發調動學生的求知欲，熟練使用以下詞匯、短語和句型：單詞： background　interview 　Asian　dare　 ton 　private　guard　 require短語： deal with 句型：①Candy told me that she used to be really shy and took up singing to deal with her shyness.②She didn’t used to be popular in school, but now she gets lots of attention.③I always have to worry about how I appear to others and I have to be very careful about what I say or do.④Hanging out with friends is almost impossible for me now because there are always guards around me⑤You really require a lot of talent and hard work to succeed語法：used to 結構的運用。Y 語言技能目標：（（1）有讀前對閱讀材料內容的預測能力。（（2）讀中能夠運用略讀、掃讀和細讀方法，通過找關鍵詞和總結段落大意等閱讀技能的培養，提升學生的閱讀理解能力并理解關于個人的經歷變化化。（（3）讀后的采訪、復述和口語等活動設計將幫助學生內化目標結構和語言并在語語境中使用語言，培養綜合的語言運用能力。　情感態度價值觀目標：運用得體語言談論人物相貌、個性和經歷并進行今昔對比，讓學生明白事物是在不斷發展、變化，培養學生積極向上的心態。
重難點通過教師自身的情景式導入和與學生互動的問答形式，學習和鞏固該話題下的詞匯句型，激發調動學生的求知欲，熟練使用以下詞匯、短語和句型：單詞： background　interview 　Asian　dare　 ton 　private　guard　 require短語： deal with 句型：①Candy told me that she used to be really shy and took up singing to deal with her shyness.②She didn’t used to be popular in school, but now she gets lots of attention.③I always have to worry about how I appear to others and I have to be very careful about what I say or do.④Hanging out with friends is almost impossible for me now because there are always guards around me⑤You really require a lot of talent and hard work to succeed
教學評活動過程教學目標教學活動教學評價設計意圖教師活動學生活動目標1.活動1.Warming up.Sing a songSing the song with the teacher.評價1.通過英文歌曲,創設和諧親切的開課氛圍。活動2.Lead in.Task 1:Greet the class as usual and ask Ss to review using “ used to” and “ now ”. E.g.T:What did you use to be like？S: I used to be shy.T:Are you still now S: No, I’m not.I am popuar..2.T asks Ss some students.(1) How have you changed since you was a child (2) What does it help you with (3)Is it easy to change yourselves How to deal with the problem Answer the teacher’s question.評價2.通過詢問，引出本課時的核心問題——購物。活動3.Task 2: T Shows some pictures of Candy Wang and lead Ss to ask the following questions according to the pictures. The title of the article can also help to predict these.(1) Who’s the beautiful and outgoing girl (2) Can you guess what she was like (3) Do you want to know her story T: 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. Task 3:1.Work on 3a (fast reading).T tells Ss to read the article and identify the paragraphs in which the following information appears. Number the information [1-3]. 2. Work on .these tasks ( careful reading)(1)T tells Ss to read the first paragraph again and answer these questions: ① How old is Candy Wang ② What was she like ③Why did she take up singing ④ What’s she like now Task4:3. Work on 3b (careful reading )T tells s to read again and complete 3b.Task 5 Post reading Suppose you are the reporter and your partner is Candy. Role play the conversation. Give Ss an example. E.g. A: Hello, Candy. I’m a reporter from CCTV, may I ask you some questions B: Yes, of course.A: Did you use to be shy How do you deal with your shyness Are you still shy now Was your life different after being famous What are the secret of being famous What do you want to say to young people ……A: Thank you, Candy B: You’re welcome1.Ss give the answers:(1) She’s the famous singer Candy Wang.(2) She used to be a shy girl.(3) 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. 2.Ss understand the information in 3a and read the article quickly ,then try to number the information.___ how Candy’s life has changed ___ Candy’s advice to young people ___ Candy’s backgroundAnswers: 2 3 13.Ss read the sentences in 3b and understand them, then read the article carefully and complete 3b.Ss can have a discussion and check the answers.1) She used to be shy, but now she’s not shy anymore.2) She didn’t use to be popular in school, but now she gets lots of attention.3) She used to hang out with friends, but it is almost impossible now.4) Ss work in pairs and try to ask and answers according to the passage.Then act out in front of class.5.Group WorkOne acts the sale man, and the other three act the customers.評價3.1.Task1 利用IQEE策略,利用復習所學描述人物外貌和性格的方法及詞匯，通過老師詢問學生從小到大的轉變的問題與本堂課的話題Candy的人生經歷變化建立起記憶連接。簡單有效的激活與此話題相關的背景信息，激活學生的前期知識，培養學生良好的預習習慣。2.Task 2利用圖片和標題，通過問題設置懸念，啟發學生分析預測文章內容,幫助學生把握焦點，培養其邏輯思維和判斷能力，極大地激發學生的興趣，提高閱讀效果，為下一步了解Candy的變化做好閱讀準備。3.Task 3運用略讀、掃讀和細讀等方法進行閱讀，通過總結段落大意、回答問題、完成表格等練習，提高學生的閱讀理解能力，給予學生有效的閱讀學法指導，使學生容易完成閱讀任務，并深入理解Candy個人的經歷變化。4.Task 5開展采訪問答的方法或創設實際情境進行詢問和回答，可以進一步加深學生對Candy及他人人生經歷的理解，又能培養學生的口語表達能力、創新能力和思維能力，使學生明白事物是在不斷發展變化的道理，培養學生積極向上的心態。活動4.T uses a simple mind map to let Ss review what they have learned this class and check whether they can say the topic words or not.Ss remember what they have learned and say the key Words by thinking over評價4.全面概括本節課重點短語和句型，培養學生及時回顧，概括總結能力。
板書設計
作業與拓展學習設計 Summarize what you have learned in this class and write down the conversations you have made in your group.教學設計
課題 Unit 4 I used to be afraid of the dark. Section B 1a-1c
課型 新授課 復習課□ 試卷講評課□ 其它課□
教學內容分析Section B在Section A的話題基礎上進行延伸和拓展。主要圍繞“過去的愛好”而進行，從聽、說“過去的學校生活”到對“過去行為”的讀、寫進行了語言綜合性的訓練。1a-1b進一步拓展豐富了本單元的話題內容，同時為后面聽力活動進行預熱。1c-1d第三次聽力輸入，在Section A的基礎上語言難度加大，語言更豐富。1e要求學生在就所聽內容與同伴交流。
學情分析 該話題貼近學生的生活。學生在前期的英語學習中已經會熟練運用描寫外貌、性格和愛好的生詞和短語，但是used to結構是新授內容。需要學生在原有的基礎上能夠運用used to 描述過去的形象，性格，愛好及經歷。這是本單元的重難點和突破點。
學習目標語言知識目標：1.通過教師自身的情景式導入和與學生互動的問答形式，學習和鞏固該話題下的詞匯句型，激發調動學生的求知欲，熟練使用以下詞匯、短語和句型：單詞: ant, insect短語: hate P.E class , worry about, on the soccer team, be nervous about句型：掌握描述或詢問人物過去的行為習慣、愛好的表達方式。例如：I used to be nervous about tests all the time. I used to hate P.E. class.語法：正確使用used to結構。語言技能目標：（1. 有聽前對聽力材料內容的預測能力。（2. 聽中能夠撲捉有關描述人物過去的行為習慣、愛好的表達方式的關鍵詞。 （3. 運用used to結構描述或詢問人物行為習慣、愛好的變化。 情感態度價值觀目標：1.運用得體語言談論人行為習慣、愛好,并進行今昔對比。2.讓學生明白事物是在不斷變化發展的，學生要用發展的眼光經常進行自我檢查，改進不足，不斷完善自我，培養其積極向上的心態。
重難點通過教師自身的情景式導入和與學生互動的問答形式，學習和鞏固該話題下的詞匯句型，激發調動學生的求知欲，熟練使用以下詞匯、短語和句型：單詞: ant, insect短語: hate P.E class , worry about, on the soccer team, be nervous about句型：掌握描述或詢問人物過去的行為習慣、愛好的表達方式。例如：I used to be nervous about tests all the time. I used to hate P.E. class.
教學評活動過程教學目標教學活動教學評價設計意圖教師活動學生活動目標1.活動1.Warming up.Sing a song.Sing the song with the teacher.評價1.通過英文歌曲,創設和諧親切的開課氛圍。活動2.Lead in.Task 1:T shows some pictures and Lets some Ss talk about how they have changed using used to and now3. T shows some pictures of the school activities, such as having P.E class, having music class, eating ice-cream and so on. Ss talk about the activities you used to like or dislike very much like this:E.g. S1: I used to like P.E. class when I was a child. S2: I used to hate music class when I was a child. S3: ... 評價2.通過詢問，引出本課時的核心問題——購物。活動3：Presentation.Task 2: Work on 1a1.Show some pictures and learn the new words like this:T: Did you use to like this when you were a child S: I used to like (catching) ants/(watching)insects.T teaches the new words, Ss read and understand them.2.Call Ss’ attention to the pictures in 1a. Try to understand the activities in the pictures.E. g T: what are they doing in Picture 1 S: They are having a music class. 3.Ask Ss to check the things they like to do when they were a child. Ss finish 1a 4.Check the answers by asking different Ss to report his work .Work like this.T: What did you use to like to do when you were a child.S:I used to like painting pictures when I was a child. Task 3:1.T asks “what other things did you use to like to do when you were a child ”. Ss try to write some sentences in the box above. Then ask some students to write their sentences on the blackboard.. .I used to like animals when I was a child. I used to like playing soccer when I was a child.I used to spend a lot of time playing games I used to live with my grandmother.I used to raise a big dog. Task4:Work on 1c1. Tell Ss to read the sentences in 1c and try to understand the meaning of them. ① ____ I didn’t use to like tests.② ____ We used to walk to school.③ ____ I used to hate P.E. class.④ ____ I used to be on the soccer team.2. Play the recording for the Ss. Ss just listen for the first time. Then play the recording again and Ss check the sentences they hear in 1c.3. Check the answers. Answers: 1 3Task 5 1. Ss read the sentences in 1d first.2. Play the recording. Listen and fill in the chart. 3. Play the recording again. Ss listen to the recording carefully and try to correct the words. 4. Check the answers by asking volunteers to read out the sentences. Task 6 1.Ss think about some changes in their life and write down their own sentences like this:①I used to forget my mom’s birthday. Now I kiss my mom and say “I love you” on her birthday.②I used to spit in the street. Now I become a volunteer in an environment group. ③... 1.Let the Ss finish 1a 2.2. work in pairs and discuss with their partners.S1:What did you use to like when you were a child S2: I used to like playing soccer when I was a child.S1:Did you use to like swimming when you were a child S2:Yes, I did. I used to like swimming when I was a child.S1: Me, too.Ss just listen for the first time. Then play the recording again and Ss check the sentences they hear in 1c.3.2.Ss compare yourself with your partner and discuss in pairsT encourages Ss to show their work. Ss role play their work in pairs in class. 評價3.Task1通過真實情景式導入話題，激發學生的學習興趣。Task2聽前掃清詞匯障礙，為后續聽力活動中談論過去的學校生活做準備。聽前強化語言目標的學習，幫助學生理解鞏固目標句型，有助于下一部分聽力任務的完成，培養學生聽前預測和聚焦關鍵信息和關注細節問題的聽力策略。3.Task 3& 4能逐步掌握利用聽中聚焦關鍵信息和關注細節的策略，給予學生有效的聽力學法指導，容易完成聽力任務，達到語言輸入的目的活動4：SummaryLet ss think about what we have learned in this class.Think about what we have learned in this class.評價4.
板書設計教學設計
課題 Unit 4 I used to be afraid of the dark. Section A 1a-1c
課型 新授課 復習課□ 試卷講評課□ 其它課□
教學內容分析Section A從描寫外貌和個性相關的詞匯入手，展開了簡單描述“過去”的聽力、會話和閱讀活動，對人物的個性、外貌和經歷作今昔對比，使學生感知新語言內容used to 的結構特征，體會其用法。Section A (1a~1c)復習和鞏固學生已學過的有關個性和外貌的詞匯，同時通過聽說活動導入used to這一語言結構，并借助主題圖創設的語境，模擬生活情境，引導學生開展初步的對話操練。1a中的主題圖為本單元目標語言used to提供了一個主題情境。1b是本單元基礎的聽力輸入，內容淺顯，讓學生通過聽初步感知本單元目標語言used to。1c是在聽力輸入基礎上的控制性口語輸出used to。Section A （2a~2d）通過新一輪的聽說活動，介紹更多描述性格的形容詞，并通過傾聽關于人們今昔變化的對話，讓學生體會used to 真實的日常交際中的運用，進而理解其功能意義。
學情分析該話題貼近學生的生活。學生在前期的英語學習中已經會熟練運用描寫外貌、性格和愛好的生詞和短語，但是used to結構是新授內容。需要學生在原有的基礎上能夠運用used to 描述過去的形象，性格，愛好及經歷。這是本單元的重難點和突破點。
學習目標1.通過教師自身的情景式導入和與學生互動的問答形式，學習和鞏固該話題下的詞匯句型，激發調動學生的求知欲，熟練使用以下詞匯、短語和句型：單詞：humorous, silent, helpful, score.短語：used to, from time to time, on a swim team, get good scores.交際：(1)-Did Mario use to be short -Yes, he did./No, he didn’t. (2)-Paula used to be really quiet -I know. She was always silent in class.(3)-You used to be short, didn’t you - Yes, he did./No, he didn’t.語法：（1）學習used to 的肯定句、否定句、一般疑問句和反意疑問句及疑問句式的答語。（2）used to do sth,be used to doing sth,　be used to do sth和be used for doing sth的區別。Y 語言技能目標：（ （1）有聽前對聽力材料內容的預測能力。（ （2）聽力中能夠撲捉有關人物外貌、性格和愛好的名詞和形容詞。（ （3）學會使用used to談論自己及他人在外貌、性格的變化。　 情感態度價值觀目標：引導學生關注和關心自己及身邊家人、朋友的變化。
重難點通過教師自身的情景式導入和與學生互動的問答形式，學習和鞏固該話題下的詞匯句型，激發調動學生的求知欲，熟練使用以下詞匯、短語和句型：單詞：humorous, silent, helpful, score.短語：used to, from time to time, on a swim team, get good scores.交際：(1)-Did Mario use to be short -Yes, he did./No, he didn’t. (2)-Paula used to be really quiet -I know. She was always silent in class.(3)-You used to be short, didn’t you - Yes, he did./No, he didn’t.
教學評活動過程教學目標教學活動教學評價設計意圖教師活動學生活動目標1.活動1.Warming up.Sing a song.Sing the song with the teacher.評價1.通過英文歌曲,創設和諧親切的開課氛圍。活動2.Lead in.Task 1:Show some pictures on the screen，Lead Ss to describe what they are like now and her appearance in the past by comparing. E.g:T: What is Yang Mi like S:She has curly hair T:What was she like in the past S:She had straight hair in the past .T:She has curly hair.but She had straight hair in the past. She used to have straight hair.Help students to understand the new sentence.Ask Ss to read it aloud and say out the Chinese meaning of “used to”.Answer the teacher’s question.評價2.通過詢問，引出本課時的核心問題——購物。活動3：Presentation.Task2: 1.Get students to have a brainstorm of the words about appearance and personality in groups and finish 1a.2..Encourage students to use words and phrases in 1a to describe each other now and what they used to be like in the past E.g. I used to be short, but I am tall.Tom used to have curly hair, but he has Straight hair.She used to have short hair,but she has long hair now.3.Get the students to focus in the picture in 1a and talk about the people in the picture. let students predict what the people are talking about.Task 3:Work on 1b:1.Lead Ss to understand the contents of the title in 1b and read the sentences.2.Ss only listen for the first time；listen again and fill in the blanks in 1a.3.Ss listen again and check the answers with the class. ①Mario used to be short. He used to wear glasses.②Amy used to be tall She used to have short hair.③Tina used to have red an curly hair. Listen and read after the tape.Task4:Pair work(1c)1.Call students' attention to the conversation in the box. Ask students to read it to the class.2.Ask pairs to act out conversations in front of class.Task5：1.learn the new words like this:T:What do you think of your math teacher S:He is friendly ,serious, humorous,silent...Make students read and understand the new words.2.Let some Ss read the words in 2a aloud. Make sure Ss know the meaning of each word.3.Look at the picture in 2a and ask students what is happening.Task 6： Work on 2a: 1. Listen for the first time and check the words you hear.2. Play the recording a second time and Check the answers with the class.Answers: friendly outgoing silent active brave quiet 1. students have a brainstorm of the words about appearance and personality in groups and finish 1a.2.students use words and phrases in 1a to describe each other now and what they used to be like in the past 3.focus in the picture in 1a and talk about the people in the picture and predict what the people are talking about.4.Pair workSs use information in 1a and 1b to make their own conversations .E g. A: Did Maria use be short B: Yes, he did. He used to be really short. A: What’s he like now B: He is tall now. A: People sure change!Work on 2b: （1）Let Ss read the sentences and guess the answers.(2) Play the recording for the Ss to fill in the blanks with the right words.評價3.1.Task 1利用IQEE策略,利用舊的描述人物外貌和性格的方法和詞匯與本堂課的話題詞匯及目標語言結構 “used to”建立起記憶連接，簡單有效的激活與此話題相關的背景知識和前期知識，培養學生良好的預習習慣。2. Task 2.3進行詞匯分類，為后續聽力活動中談論過去經常有的習慣做準備。幫助學生理解鞏固目標句型，為后續聽力做準備和鋪墊,培養學生聽前預測和聚焦關鍵信息和關注細節問題的聽力策略。掌握利用聽中聚焦關鍵信息和關注細節的策略，給予學生有效的聽力學法指導，容易完成聽力任務，達到used to 語言輸入的目的。3.Task4在情景中操練used to 目標句型，引入used to結構的一般疑問句，反義疑問句及應答語，進一步鞏固聽力內容，拓展學生思維，從而掌握和運用目標語言。4.Task 5學習和鞏固關于性格特征的詞匯，為后續聽力做準備和鋪墊。推測圖片事件情景和人物之間的關系。5.Task 6通過新的聽力任務，對談到的人物性格進進行細節信息的撲捉和完成表格獲得完整的語篇信息，鞏固并檢測學生所學的目標詞匯及句型是否掌握，為下一步表演對話奠定基礎。活動4：SummaryLet ss think about what we have learned in this class.Think about what we have learned in this class.評價4.全面概括本節課重點短語和句型，培養學生及時回顧，概括總結能力。
板書設計Unit 4 I used to be afraid of the dark.
作業與拓展學習設計Summarize what you have learned in this class and write down the conversations you have made in your group.
教學反思與改進本節課體現“以人為本，以學生為主體，以教師為主導”的新理念，主要運用“任務型”的教學模式，采用靈活多樣的教學形式，使學生能愉快地、積極地、高效地對新學語言“used to do”進行感知、體驗、學習和運用。在本節課的設計中，我努力地使本節課具有交際性、實用性、趣味性。各個環節的設置層層遞進，每個活動的設計緊跟目標的達成。單詞的復習，激活孩子們的舊知并卷入新知，兩人一組的活動進一步鞏固練習核心句型，最后小組活動是本節課的一個總結和升華。孩子們練習的積極性比較高，課堂氣氛很活躍，每個學生的活動參與率較高。但在學生展示的環節中過于倉促，缺少應有的激勵機制，今后應在此方面多做研究，爭取有新的突破。

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