Unit 4 第1课时 (Section A 1a-2d)（教学设计）-2023-2024学年九年级英语全一册同步备课系列（人教新目标Go For It!）

Unit4 I used to be afraid of the dark. Section A 1 (1a-2d) 单元Unit4课时第1课时教学 目标语言知识： 1) 能掌握以下单词： humorous, silent, helpful, from time to time, score 能掌握以下句型： ① Paula used to be really quiet. ② —Did Mario use to be short? —Yes, he did. ③ —What’s he like now? —He’s tall now. 2) 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。 学习能力： 通过互动、小组合作、游戏等方式完成课堂学习任务。 通过预测和抓关键词，能够对文章主要内容进行推断并理解文章细节，进行文章的复述。 文化意识： 让学生明白事物是在不断发展、变化的道理，培养学生积极向上的心态。 思维品质： 通过课堂活动的体验，能创造性地表达自我，提高跨文化交际意识，提升对家庭的归属感。教学 重难点1)掌握本课时中出现的生词humorous, silent, helpful, from time to time, score 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）发现自己或他人在外表、性格、兴趣等方面所发生的变化。 2.used to do/be 句型 教学 工具IWB, PPT教学 方法任务型教学法、情景交际法教学过程教学步骤课堂活动学生活动设计意图Step 1 Lead-in T: What does he look like? S1：He has long curly blonde hair. S2: He has a round face, two big eyes. He’s a little heavy. T: Does he like his hair? Can you guess? S1：No, he does. He wants to cut it short. S2: … T: Do you want to know about his story? S3: Sure. We’d love to. T: Ryan’s hair is soft and beautiful. His mother thinks it’s really wonderful. So she can’t stand cutting his beautiful hair. But some of Ryan’s friends say that Ryan can’t play with them because he looks like a girl. 大屏幕展示Ryan Carter的几张照片，引导学生们来描述他的长相特点。  利用动画和情境问答，复习关于长相的形容词与提问。并且引入新课。 Step 2 Pre-listening 1. Look at the chart in 1a, then discuss with your group mates. Try to fill in the chart with words to describe people. Appearance outgoing funny  Personality tall straight hair 2. Let some Ss say their answers. Let other Ss add more. Appearance: tall, straight hair, short, of medium height, straight/curly hair, long/short hair, heavy, thin, of medium built … Personality: Outgoing, shy, funny, serious, cute, quiet, kind, brave, friendly, active 3. Lear the new words with the Ss: humorous, silent, helpful, from time to time, score T asks students to finish the task in 2a-- Find the male and female first names in this unit and write them. The activity is to provide reading practice with the target Language. Before reading, the T can ask Ss to observe the two pictures and answer the following questions: How many people can you see in the first picture? How many people can you see in the second picture? What else can you see in the second picture?观察表格，利用表格中的与同伴讨论并描述人物。 请几个同学回答，并且让其他的学生做补充。 观察书本上的两张图片并听新单词，并根据图片信息回答问题。通过已学内容的图片，引导学生进行回顾，整合单元所学描述外貌与性格的形容词。 通过读前观察图片，获取信息，回答问题，培养学生的阅读技能，掌握文章主旨方向。Step 3 While-listening  Show two different pictures of some famous people. Talk about their differences. 1. Jiang Wen: Jiang Wen used to wear glasses, but he doesn’t wear glasses now. 2. Zhang yishan Zhang yishan used to be short, but he is tall now. T: Explain the use of “used to do/be …” to the Ss. Listening 1. T: Bob hasn’t seen some of his friends for four years. Now he’s seeing his friends. What did his friends use to like? Listen and fill in the blanks. 1) Mario used to be ______. He used to wear _______. 2) Amy used to be _____. She used to have _______ hair. 3) Tina used to have ______ and ______ hair. 2. Play the recording for the Ss to listen. 3. Ss listen and try to fill in the blanks with the right words. 4. Play the recording again. Let Ss check their answers.1.找不同，找出两张图片过去与现在不同。学习重点used to be/do句式。 2.学生结合上面的图片，做听力。 根据听力提示，回答问题。老师检查答案。通过圈人名的活动培养学生的阅读策略--寻读(scanning)用于查找特定的信息。 通过要求学生用完整句型回答问题，培养学生的造句能力，以及操练学生如何介绍家庭成员的能力，为之后的写作输出打好基础。 脱离文本，将图片内容进行问答，帮助学生熟悉文本内容，为之后的复述打好基础。Step 4 Post-listening 1. Look at the picture in 1a and make conversations in pairs. 2. Ss work in pairs to ask and answer the appearance about Mario, Amy and Tina. 3. Let some pairs ask and answer in pairs. e.g. A: Did Mario use to be short? B: Yes, he did. He used to be really short. A: What’s he like now? B: He’s tall now. Listening Work on 2a: T: Paula has changed a lot in the past few years. Do you want to know what she used to be? . Look at the words in 2a. Let some Ss read the words aloud. Make sure all the Ss know the meaning of the words.分组问答，练习对话。 学生听2a,并掌握新单词的用法和意思.通过练习编写对话，帮助学生更好的消化记忆文本。 复述文本活动有利于学生对知识点和目标语言的应用。Step 5 Language Points ExplanationT explains knowledge points.将知识点做好笔记。将本节课重点汇总系统的进行讲解和分析，帮助学生形成语言体系。Step6 ExercisesT assigns the test. 完成课堂练习。让学生在课上练习消化知识点，及时操练重点知识点和目标语言，让教师把握学情。Step 7 SummarySummarize the key content in this lesson. 跟随老师一起进行内容总结。总结本课所学内容，巩固加深印象。 利用将思维导图给学生进行有序的梳理。Step 8 HomeworkRead and recite the passage in 2b. Do the exercises in students’ book.将家庭作业做好记录。检查学习效果，加深对知识的理解和记忆。板书设计： New wordsSentencesMale：father，grandfather，uncle，brother，cousin Female：mother，grandmother，aunt，cousin Both：parents，grandparentsHere are… These are… …are in the first photo. …is in my family, too.教学反思：In the process of English teaching, teachers should try their best to encourage students to participate in the discussion and do not overemphasize the correct answers. This can not only broaden students' thinking space, help the development of creative thinking ability, but also help students master the language in use.