Unit7Iusedtobeafraidofthedark課題

1、課題Unit7 I used to be afraid of the dark.課型 Listening and Speaking教材分析本課出自英語(yǔ)教材魯教版初三下冊(cè)第七單元第一課時(shí)，即SectionA 1a2c的內(nèi)容。本課的課型為聽說課，同時(shí)也涵蓋了讀寫的任務(wù)活動(dòng)，圍繞著談?wù)撨^去的性格、外貌、特點(diǎn)及喜好等，借此來學(xué)習(xí)used to 這一特有的用來表述過去經(jīng)歷和習(xí)慣的語(yǔ)言結(jié)構(gòu)。通過對(duì)教材的分析我對(duì)教材內(nèi)容進(jìn)行了整合，對(duì)部分教學(xué)資源進(jìn)行了取舍。學(xué)情分析1、知識(shí)基礎(chǔ)分析：在學(xué)習(xí)本課之前，學(xué)生對(duì)于一般過去時(shí)的表達(dá)已經(jīng)有了較深入的學(xué)習(xí)，因此對(duì)于used to這一句型的掌握并不困難

2、，完全可以通過例句觀察討論并總結(jié)出其相關(guān)用法。對(duì)于口語(yǔ)表達(dá)中需要用到的詞匯，如有關(guān)相貌和性格描述的詞匯，學(xué)生早已學(xué)過，這里只是在復(fù)習(xí)鞏固的基礎(chǔ)上進(jìn)行靈活的表達(dá)運(yùn)用。2、學(xué)習(xí)難度分析：對(duì)于大部分學(xué)生來說，本課教學(xué)內(nèi)容難度不高，任務(wù)活動(dòng)的創(chuàng)設(shè)也貼近現(xiàn)實(shí)，非常的真實(shí)具體，易于表達(dá)。在任務(wù)活動(dòng)的設(shè)計(jì)上我遵循了由易到難、由淺入深、由機(jī)械性操練到綜合性表達(dá)層層遞進(jìn)的原則，符合學(xué)生的認(rèn)知規(guī)律。另外，我在各個(gè)任務(wù)環(huán)節(jié)都為低層次的學(xué)生提供了相關(guān)的詞匯及語(yǔ)言支持，這對(duì)于部分學(xué)困生來說很大程度上降低了操練難度，更易于他們的掌握和表達(dá)，更多地為他們創(chuàng)造了語(yǔ)言實(shí)踐的機(jī)會(huì)。課程標(biāo)準(zhǔn)1、課程性質(zhì)：工具性、 人文性2、綜合語(yǔ)

3、言運(yùn)用能力：語(yǔ)言知識(shí)，語(yǔ)言技能，文化意識(shí)，學(xué)習(xí)策略，情感態(tài)度教學(xué)目標(biāo)1、知識(shí)與技能：（1）能夠熟練掌握used to結(jié)構(gòu)的陳述句、否定句、疑問句及反義疑問句的表達(dá)；（2）能夠準(zhǔn)確運(yùn)用used to描述人們過去的相貌和性格特點(diǎn)。2、過程與方法：通過體驗(yàn)、實(shí)踐、討論、合作、探究等方式，發(fā)展學(xué)生聽、說、讀、寫的綜合語(yǔ)言技能。3、情感態(tài)度與價(jià)值觀：（1）通過各種合作學(xué)習(xí)的活動(dòng)促使學(xué)生互相學(xué)習(xí)、互相幫助，體驗(yàn)集體榮譽(yù)感和成就感，發(fā)展合作精神；（2）通過對(duì)過去和現(xiàn)在的對(duì)比，讓學(xué)生體會(huì)人生變化，向?qū)W生傳遞出關(guān)注自我發(fā)展和自我完善的重要性。教學(xué)重難點(diǎn)1、學(xué)習(xí)表現(xiàn)相貌和性格的新詞匯。2、used to結(jié)構(gòu)的陳述

4、句、否定句、疑問句及反義疑問句的表達(dá)。教學(xué)過程（教師活動(dòng)與學(xué)生活動(dòng)）   教學(xué)環(huán)節(jié)（課堂七步）備注I.【W(wǎng)arm-up and Lead- in】  2Let students enjoy a song “Change myself” and some nice pictures which are about peoples changes. Let them perceive the new structure , then lead into the new lesson.II.【Show the studying aims】 

5、 1Show Ss the studying aims today and let them know what todo clearly:1. Can master the usage of “used to”.2. Can use “used to ” to talk about the changes of people.III.【Learn the new structures】 5Task1（任務(wù)1） : Look at the pictures about different people.Let Ss compare their outlo

6、oks and personalities now with thatin the past. Ø      Intention（意圖）: Encourage students to use the new  structure “used to” to talk about the differences:Eg: 1.I used to be very thin, but now I am a little heavy.2.He used to be&#

7、160;short, but now he is really tall.3.She used to have short hair, but now she has long hair.Ø      Checking（檢查）: individuallyØ      Award（獎(jiǎng)勵(lì)）: one point for the group.Task 2 （任務(wù)2）: Sum up the meanin

8、g and usage of “used to”.Ø      Intention（意圖）: Encourage students to discuss in their  groups and try to sum up the meaning and usage of “used to”:1) Meaning: used to 意為 “_” ,表示過去的習(xí)慣性動(dòng)作或經(jīng)常性狀態(tài)，常與now 引導(dǎo)的現(xiàn)在的情況作對(duì)比。2) 用法: used to + _ 

9、/ used to be + _,   可用于_ 人稱。Ø      Checking（檢查）: individuallyØ      Award（獎(jiǎng)勵(lì)）: one point for the group.IV.【Free Talk 】  5Task（任務(wù)）: Group competitionØ    &#

10、160; Intention（意圖）: Encourage students to have a free talk about their changes using the structure “I used to but now”. Give them 2 minutes to discuss in their groups and get ready. All the group member should take part in the competition. The group which can say the mo

11、st sentences in 30 seconds will be the winner. Tips: Give them some adjective words about appearance and personalities which can help Ss to express.Ø      Checking（檢查）: four groupsØ      Award（獎(jiǎng)勵(lì)）: 4 point for

12、best group.                                3 point for the second group                                2 point for the third group 

13、60;                             1 point for the last groupV.【The basic sentence patterns】 10Task1（任務(wù)1） : Sum up the basic sentence patterns of “used to”.Ø      Intention（意圖）:

14、 Encourage students to discuss in their groups and try to sum up the basic sentence patterns of “used to”:肯：You used to be quiet.否：You _ _ _ be quiet.疑：_ you _ _ be quiet?答：Yes, I _. / No, I _.反問：You used to be quiet, _ _?      You didnt use to be quiet , _ _?Ø

15、;      Checking（檢查）: individuallyØ      Award（獎(jiǎng)勵(lì)）: one point for the group.Task2（任務(wù)2） : Write down the basic patterns of the followingsentences:Ø      Intention（意圖）:  Wri

16、te by themselves first, then who write fastest can go to the front and write the answers on the blackboard.Ø      Checking（檢查）: Individually.Ø      Award（獎(jiǎng)勵(lì)）: one point for the group who can change correctly.Ta

17、sk3（任務(wù)3）：Pair workØ      Intention（意圖）: Work in pairs to make up a new dialogue  with the new patterns.Ø      Checking（檢查）: IndividuallyØ      Award（獎(jiǎng)勵(lì)）: one point for th

18、e pair who can talk correctly and fluently.VI.【Listening】 6Before Listening practice, be sure to lead Ss to review the listeningskills.Task1（任務(wù)1）：2a: Listen and check the words you hear.Talk2（任務(wù)2） : 2b: Listen again and complete the chart abouthow Paula has changed.Ø  &

19、#160;   Checking（檢查）: Individually.Ø      Award（獎(jiǎng)勵(lì)）: one point for the one who answers the question correctly.VII.【W(wǎng)riting and Guessing】10Task（任務(wù)）：Talk about a person you love or admire, such as yourparents, your teachers or your classmates

20、 .Ø      Intention（意圖）: Set an example first, then let Ss discuss in groups and try to write a new one. (Group work) 5 minutes later, show their passages and others try to guess who he/she is.Ø      Checking（檢查）:

21、60;Individually.Ø      Award（獎(jiǎng)勵(lì)）： one point for the groups which write well and for the groups which can guess.VIII. 【Homework and evaluating】1 1. Homework（作業(yè)）: Rewrite the passage to describe the changes of the people around you. (Topic: P

22、eople Sure Change)2. Evaluating（評(píng)價(jià)）:  Sum up the total points of each group and choose the winners. The winners dont need to do homework today and they will have the chance to be teachers to check the homeworkfor others.Use a picture of myself to lead in the comparation. Then talk about ot

23、her people.discuss in groups, then sum up the usage.    find student to say what he/she have found.     let students say as much as possible.     ask four groups to take part in the competition.     discuss in groups, then sum up the usage.        write down the sentence patterns tomake sure.