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学科English课型GrammarFocus年级9课题Unit4Iusedtobeafraidofthedark.SectionAGrammarFocus教学媒体video,PPT,白板教学目标语言知识目标1.Keyvocabularies:usedto,European,Afric

an,British,dark,beafraidof2.TargetLanguage:—Mariousedtobeshort,didn’the?—Yes,hedid.Nowhe'stall.—Didyouuseto

playthepiano?—Yes,Idid./No,Ididn’t.—Iusedtobequiet.—Ididn’tusetobeshort.能力目标能运用usedto的各种句型描述别人或自己。情感态度让学生理解事物都会发展变化，培养学生积极向上的心态并

能适应各种变化。教学重点1.掌握usedto的各种句型，通过大量的练习，熟练运用这些句型。2.熟练掌握usedtobeafraidof„和bestillafraidof„句型描述别人及自己。教学难点Ho

wtowellexpressandusethestructure“usedto”inpractice.教学内容及教师活动学生活动设计意图Step1I.Greetings1．Greetthestudentsasusual.2．Asksomequestions.II.Lead-inS

howtwopicturesofthestudents,(LiXinyuandDingGreettheteacherandanswerthequestions.Playaguessinggame,guesswhothestuden

ts师生互相问候用一个猜测游戏引入，激发学Guanru)describetheappearanceandpersonalityofthetwoclassmates.Step2Presentation1.ShowavideoofLiXinyuandDingGuanru.Theymeeteachot

herafterfiveyearsinabookstore.2.Checkthememories.Letthestudentstocompletethesentenceswith“usedto”or“didn’tu

seto”.3.Freetalkgivethestudentsoneminutetoworkinpairsandtalkaboutwhattheyusedtodoandwhattheydidn’tus

etodo.Step34aTalkaboutthefourpeoplein4a,writesentencesaboutthepastusingusedto.Step4(1)Showatwo-year-oldli

ttleboy’sphoto.(2)Talkaboutwhatheusedtobeafraidofandwhatheisstillafraidof.(3)Continuetoshowsomepictures.are.StudentslookatthevideoFillintheblanksa

ndcompletethesentences.PairworkStudentslookatthepicturesandsaythesentences,thenwritedownthemonthebook.（1）Saysomethingaboutthel

ittleboywith“usedtobeafraidof”and“bestillafraidof”（2）TalkmoresomepicturessuchasLiangTianyi,bigdogs,snakes,test.生的兴趣

，并对上节课的内容进行简单复习学生自己拍的视频，假设五年之后在图书馆相遇，她们的对话围绕着五年前相互的外貌，性格特点等的变化展开，大量运用句型“usedto”和“didn’tuseto”.学生继续大量练习句型“usedto”和“didn’tuseto”.为学生完成下一个环节的4a做好铺垫。顺

利完成4a的任务。由两岁小孩曾经害怕和依然害怕的两件事情如：怕黑，怕孤单。自然引出本环节的句型“usedtobeafraidof”and“bestillafraidof”并Step5Groupwork(1)Askthestudentst

odoasurvey,findouthowmanystudentsinthegroupusedtobeafraidofandarestillafraidof:thedark,beingalone,flyin

g,highplaces,givingaspeechinpublic.(2)Giveeachgroupatopic.Step6Practice(1)Continuetoshowthepicturesofthelittleboywith“usedto...butnow..

.”(2)Finish4b.LookattheinformationandwritesentencesaboutEmily.Step7Writingpractice(1)AskthestudentstowritealettertointroducethemselvestoEmil

y(includeappearance,personality,hobbies,weekendsactivitiesandsoon.(2)Asksomeofthestudentstoshowtheirletterstothewholeclass.(3)Makecommentonthestudent

s’letters.(1)Workingroups.(2)Maketheconversations.(3)Thegroupleaderwritedowntheresultonthescreenandgive

theresulttothewholeclass.Talkaboutthepictures.Practicethesentencestructer:“usedto...butnow...”Writetheletterslikethis

:DearEmily,Mynameis...Iusedtobe„butnowIam„Iusedtohave„,nowIhave„Iusedto„onweekends,nowI„onweekends...Showsomeoftheletters进行训练。学生小组合作完成调查

，并大量运用本任务中的句型结构。经过大量的练习，学生能容易的完成本部分的任务。给学生展范文的模版从而降低作文的难度。展示学生作文，激发学生学习英语写作的兴趣。Step8.SummarySummarizewhatwehavelearnedinthisclass.Step9.H

omework1)Writeareportaboutyourfamilymembersusing“„usedto„Butnow„2)Prepareforthenextlesson.Step10.Enduptheclassbylis

teningabeautifulsong“Iwonder”.Haveasummary对本节课知识进行总结，加深记忆。板书设计Unit4Iusedtobeafraidofthedark.SectionAGrammar

FocusIusedtobeshort.Shedidn’tusetoliketests.Youusedtobeshort,didn’tyou?Didheusetowearglasses?—Yes,hedid./

No,hedidn’t.Beafraidof„Bestillafraidof教学反思本节课用学生的照片和学生自己拍摄的视频引入并呈现主要句型，学生比较感兴趣，同时也调动了课堂氛围。为后面内容的学习奠定了一定的基础，师生互动环节开展的也

不错，本节课学生能积极参与课堂活动，踊跃发言，充分体现了学生在课堂上的主体地位。