初中英语人教新目标 (Go for it) 版九年级全册Section A教案设计

这是一份初中英语人教新目标 (Go for it) 版九年级全册Section A教案设计，共4页。教案主要包含了教材版本与册数，教材分析，学情分析，设计思路，教学目标，教学重难点，教学策略，教学准备等内容，欢迎下载使用。
Unit 4  I used to be afraid of the dark. Section A  Grammar Focus 4a-4c教案【教材版本与册数】新目标人教版九年级上册  【课型】Grammar（语法课）【教材分析】本单元围绕“我们发生了怎样的变化”为话题，谈论“过去经常有的习惯”。Section A从描写外貌和个性相关的词汇入手，展开了简单地描述“过去”的听力、会话和阅读等活动，对人物的个性、外貌和经历作今昔对比，使学生感知新语言内容used to 的结构特征，体会其用法。本节课Section A（Grammar Focus-4c）突出学习和总结归纳语法used to句型结构，包括肯定、否定和疑问结构及其回答。“Grammar Focus”明确呈现出语言点，便于学生自我探究及归纳总结。其中4a侧重语句构建训练，旨在帮助学生强化语言结构；4b借助Emily的过去、现在的变化的对比，引导学生对比性地使用语言，反馈学生对重点语言学习内容的掌握情况；4c突出个性化语言交际，以填表活动为学生创设运用所学语言结构进行交流，获取信息的平台。【学情分析】      本节课的授课对象为初三的学生。从小时候成长到一名初中生，学生在外貌性格等方面都有很大的变化。经过了初一到现在两年多的英语学习，学生已经有了比较扎实的英语基础，能够较熟练的运用相关词汇描述人的外貌和性格等方面的变化。学生在本节课前学生已经对used to的结构和用法有了初步的掌握。【设计思路】     本节课为一堂语法课，重点是对used to的结构和用法进行反复操练，让学生熟练掌握和运用。针对以上对教材和学生情况的分析，我充分利用多媒体技术，采用情景教学法和任务型教学法相结合，将班上学生的今昔对比变化作为线索来设计本堂课的教学内容。首先教师通过播放自己制作的关于全班同学过去和现在对比的一个视频来引入，通过一个guessing game 来复习和练习used to的用法，引起学生的学习兴趣。接下来整堂课的活动设计都是以学生的变化为线索，让学生运用used to来进行造句、编对话、写作、表演情景剧等输出练习，并且巧妙地将教材上的4a、4b、4c三个练习穿插在整节课的活动设计中，让学生进行了非常充分的输出练习。除此之外，在整节课的活动设计中，将语法课的“4P”教学模式，即Preparation、Presentation、Practice、Production贯穿始终。最后情感升华部分通过让学生关注到同学和父母的变化，学会关心他人、感恩父母。                                                                                                                                                                                                                                                  【教学目标】语言知识目标：新单词短语： European, African, British, speech, public, in public句型：巩固复习used to…陈述句、疑问句及其简单回答。语法：总结used to结构。语言技能目标： 能够使学生通过体验、对比、发现used to的结构特征并归纳总结其语言规律，然后进行不同层次 的练习，让学生主动理解和掌握语法知识并体验到语言学习的快乐性。 课后的活动设计将帮助学生内化目标结构和语言，在新的语境中运用语言，能更好地检测学生的掌握程度，从而获得理性认识。 　 情感态度价值观目标： 能够通过对比，让学生学会关注周围同学父母的变化和关心他人。深刻意识到父母对他们的爱，学会感恩父母。【教学重难点】1.复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。2.对used to结构进行总结和运用。正确使用used to结构描述或询问过去的外貌、性格特点及经历。【教学策略】采取情景教学法和任务性教学法以及语法课的“4P”教学模式 ：                                                                                                                                                                                                                                                         Preparation        Presentation         Practice         Production引导通过自主学习、 自主探究、 小组合作与交流、 总结归纳和操练的方式达成目标。【教学准备】 根据教学内容，优化教学设计，制作教学课件。 搜集全班学生小时候的照片和现在的照片，下载音频，制作视频。【教学流程】Preparation        Presentation        Practice        Production(Step 1-2)               (Step 3 - 6)                  (Step 7-9)阶段教师活动学生活动设计意图Preparation(Step 1-2)Step 1 RevisionReview the usage of “used to”Teacher raises a question to lead to the phrase “used to”T presents some interesting pictures and asks students to make sentences with “used to”according to the pictures and key words that are shown on the PPT. Students make sentences with “used to” To help students to consolidate what they’ve learnt last classStep 2 Lead-inT presents a video about the students’ past and  present life.2.  Play a guessing game: T gives some descriptions about some students in the classroom with “used to & didn’t use to”, let students guess who he/she is.  Ss watch the video and play the guessing gameThe video can help Ss recall their past life. The guessing game can arouse Ss’ interest and pepare them for the subsequent task.  Presentation and Practice(Step 3 - 6)Step 3 Practice and pair workT presents pictures of more students and asks them to make sentences with “used to & didn’t use to”. Sum up different aspects of students’ changes.Ask Ss to work in pairs, introduce themselves and their partner to the whole class about their past life in different aspects.Pay attention to use the sentence patterns: Introduce yourself:I use to be/do ...  I didn't use to be/do ...Introduce your partner: She/He used to be/do ...She/He didn't use to be/do ...  Ss use the sentence patterns to introduce themselves and their partners. To get Ss to take part in the class more actively and practise the target language in different aspects.To help them learn more about their classmates.Step 4  4aT asks Ss to observe the phrases and explains the new words: European, American...T asks Ss to finish exercise 4a: write sentences about the past using “used to”.3.Check the answers with the students.Ss observe the phrases in exercise 4a, finish this exercise and check answers. To provide Ss with more practice about the usage of “used to” in declarative sentences.Step 5 4cLead-in: T raises two questions and asks students to answer.Q1:Did you use to be afraid of something?Q2: Are you still afraid of it?T presents some pictures to explain the new words in the chart. Eg.the dark, being alone, giving a speech...Ask students to think of more things or more situations that they are afraid of.Ask Ss to work in pairs and act out the interview with their partners. Using the sentence patterns below:A: Did you use to be afraid of … ?B: -Yes, I did. I used to be afraid of …-No, I didn’t. I didn’t use to be afraid of ...A: Are you still afraid of … ?B: -Yes, I am. I am still afraid of …-No, not any more.Ask Ss to do a report about the results of the interview. Ss anwer the two questions.Learn the new words and phrasesThink of more things or more situations that they are afraid of.Have an interview with their partner and act it out.Do a report about the results of the interview.  To create some situations and help Ss do more practice about the usage of “used to” in question format and the ways to anwser.The interview can help Ss to apply what they have learned.The report can improve Ss’ language organization ability.Step 6 4bLead-in: T presents two photos which show a student’s changes and asks the following questions: Q1: What did Roy look like years ago?  Q2: What does Roy look like now?Lead in the sentence pattern: ... use to..., but now...Present more pictures to practise the sentence pattern.Ask students to read the chart in 4b and try to write sentences about Emily with the information. E.g. Emily didn’t use to eat a lot of vegetables, but now she loves carrots and tomatoes.Sum up the aspects that are introduced about Emily in the chart: eating habits/ hobbies/ behaviors/ habits. Ss answer the two questions and make sentences with “... use to..., but now...”Finish exercise 4b and sum up Emily’s changes in different aspects. To get Ss to pay attention to people’s changes in differents aspects by practising using the sentence patterns and prepare for the subsequent task.Production(Step 7-9)Step 7  WritingT asks Ss to write a short article about their changes.  These aspects should be included: appearance, habits, hobbies, personality, behaviors...At least five sentences.Ask Ss to share their writing with other students.Ss write a short article and read it out to other classmates.To provide Ss with writing practice in using the target language.Step 8  A short playAsk Ss to work in groups and make a short play :Ten years later, you meet your classmates who you studied with in Junior Middle School. All of you have changed a lot. Make a short play to talk about your changes. Pay attention to use “used to”.Ask Ss to act out the short play. Ss make a short play in groups and act it out.To improve Ss’ speaking ability and provide them with an opportunity to practise what they have learned today.Step 9  Sublimate emotion and give homeworkT: You have changed a lot, so do your parents. Do you still remember what your parents used to be like? Have you ever paid attention to their changes? Parents are the people who love you most in the world and they have done a lot of things for you. I hope you can always remember their love and care about them.  HomeworkWrite a short article about the changes of your parents and show your appreciation to them. Ss recall what their parents used to be like, think about their changes and prepare to write an article after class. To guide Ss to pay attention to their parents’ changes and then conduct emotional education for students.Blackboard Design:Unit 4  I used to be afraid of the dark.I                                ①  He    used to/didn’t use to ...She② ... used to/didn’t use to ... , but now ...③ Did you use to be afraid of ... ?-Yes, I did. /No, I didn’t.