人教版九年级Unit 4 I used to be afraid of the dark.-Section A Grammar focus 4a—4c-教案、教学设计-公开课-(配套课件编号：8073c).docx

1、教学设计 一、整体设计思路，指导依据说明 这节课是九年级第 4 单元语第 3 课时，从 grammar focus 到 4c。整节 课的内容主要是围绕含 used to 变成不同种类句型展开，以新课标下 本节课的知识目标为基础。本来语法教学是枯燥无味的，我在设计教 学任务是创设了大量的教学情景，优化教学过程，给学生提供一种自 然的情景学英语。使学生随着活动的完成而掌握巩固知识点，同时也 获得成就感，激发学生参与探索与创新。尤其是在本节课设置讨论本 班同学在过去与现在的变化时， 让学生有话而谈。 在本节课中Free talk 的环节， 让学生自己讨论对于自己的改变， 自己的想法和努力的方向， 落

2、实教育学生努力奋斗， 勇于拼搏， 实现自我梦想和价值的核心素养。 二、教学内容分析 本节课的重点就是掌握，含 used to 的肯定句，一般疑问句，否定句， 反义疑问句的结构式及用法。还有以下三 种句型的拓展： 人 be used to doing，人习惯做某事 物 be used to do，物被用于做某事 物 be used for doing，物被用于做某事。 三、学情分析 九年级的学生处于两极分化的突出时候，学生差异较大，因此，在任 务设计上我注重分层面向全体学生，充分调动每个学生的积极性。 四、教学目标 1. Knowledge and ability Learn new words

3、 and phrases. Learn different kinds of sentences of “used to ”. 2. Procedure and method Learn new words and phrases by matchingword cards. Learn the different kinds of sentences of “used to ” by listening method and deductive method. Enhance the sentences of “used to” by doing drills 、group work and

4、 pair work . 3. Emotional value People have surely changed, but all of us should work hard to make us be the best of ourselves. The harder we work, the luckier we will be. 五、教学重难点 重点： 1. 掌握含 used to 的肯定句、一般疑问句、否定句和反义疑问句的句 型结构。 2. 掌握人 be used to doing，人习惯做某事 物 be used to do，物被用于做某事 物 be used for doin

5、g，物被用于做某事的句型结构，并且会 灵活运用。 难点： 用以上短语和句型去描述每个人过去与现在的变化。 六、教学方法 1.运用恰当的多媒体辅助教学，如音频，微课等。提高课堂效率，增 加趣味性。 2.以学生为中心开展 pair workgroup work ，英语教学活动。 3.注重分层教学，尊重差异，让不同层次的学生都能参与，获得成就 感。 4.任务型活动策略，做中考题，任务明确，活动面广，使学生在实战 中，运用所学知识。 七、教学过程 Step 1 Organization Teacher and students greet as usual. Step 2 Warming 1. Tea

6、cher shows a picture of “the ugly duckling” 2. Teacher asks students to look though the 5 questions in 30 seconds. 3. Teacher plays the micro class which was made by teacher for students to listen and finish 5 questions as quickly as possible. 4. Students answer questions individually. （Design purpo

7、se: students have the conception of “used to” by the story “the ugly duckling” which they are familiar to. It will be interesting and useful for the class） Step 3 Grammar learning Teachers shows some grammatical rule of sentences which are including “used to” Sentence patterns: Statement clause Nega

8、tive clause General question clause Tag question 人 be used to doing，人习惯做某事 物 be used to do，物被用于做某事 物 be used for doing，物被用于做某事。 Teacher helps students understand all these grammar by using deductive method、chorus . (Design purpose: teacher adopts different kinds of teaching methods to enhance the un

9、derstanding of grammar patterns intuitively. It can turn the grammar from boring and difficult aspect into interesting and easy aspect.) Step 4 Game The Teacher shows some sentences and asks students to fill the blank as quickly as possible. (Design purpose: Its bored for most students to study gram

10、mar, so I want to check whether they have got it by playing games, which also makes the English class lively and interesting.) Step 5 consolidation 1. Teacher shows the way of making sentence. 2. Teacher asks students to finish 4a, each group does one. (when the students discuss the question with gr

11、oup member, teacher walks around the classroom to offer the help.) 3. Teacher helps students to check the answers. (Design purpose: this part is mainly set up for the contrast between the statement clause and negative clause. The students in the fourth group should make new sentences, it will cultiv

12、ate their creative ability.) Step 6 presentation 1. Teacher shows the way of making sentence. 2. Teacher asks students to finish 4a, each group does one. (when the students discuss the question with group members, teacher walks around the classroom to offer the help as it is needed.) 3. Teacher help

13、s students to check the answers. 4.Teacher asks students to have a brainstorm about their food、movies、 music and book. 5.Teacher shows two pictures about 4 students and asks them to make new sentences. 6.Teacher invites 8 students to show their sentences. (Design purpose: teacher collects some pictu

14、res from their QQ, student dont know their pictures on show in the class, it sets up the good background for students to apply the sentence pattern in to the presentation. Its easy for students to create the presentation.) Step 7 Pair work Teacher turns the Chart into a dialog between two students.

15、1. Teacher invites a student to perform the dialog together as an example. 2. Teacher show 5 more situations to help students to practice between desk mates. (When the students discuss the question with group member, teacher walks around the classroom to offer the help.) 3. Teacher asks three pairs

16、of students to perform the dialog. (Design purpose: the teacher turns the Chart into a dialog between two students. It can change the boring presentation into an interesting communication. The dialog not only practices the target language, but also helps the students know each in a new way.) Step 8

17、Exercise Teacher shows some exercise to test whether they have mastered the knowledge in this class. All questions are taken from the test paper during the past five years. Step 9 Summary Step 10 Homework. 八、教学反思 在这节课中，出现了三处亮点： 1.在 game 环节，学生说出了 used 的否定形式句子：主语+usednt to do sth.和 一般疑问句： Used +主语+to

18、do sth. ? 及反义疑问句： used + 主语？或者 usednt +主语？我在备课的时候，其实注意到含 used 的 变成否定句、一般疑问句和反义疑问句有两种表达方式。但是考虑学 生课堂中说出的句型， 被考试的几率不大， 因此我就没有想告诉学生。 但是出乎意料地是： 学生已经将学习的过程由被动转化成了主动学习 状态，他是自己预习学习中，翻阅了课外资料发现的，通过此事，在 今后的备课中，尤其是知识点上，还是要备课充分。 2. 课堂中， 学生在自由发挥造句子时， 一个学生回答道： I used to eat shark fins。 由于是公开课， 所以学生的回答声音很小， 当我听明白后， 我的回答为：肯定了他的语法结构，但是这种行为是不对的，因此产 生了英语学科核心素养：No buying，no harming。 3.针对学生对自己的改变， 让学生谈及自己的感受， 三个学生站起来， 说道感觉自己进步了很多， 也谈及到自己的目标高中以及以后将在学 习上会更加努力，实现自己更高的人生目标。