九年级英语unit2教案新目标人教版.doc

备课正文
个人札记
Unit 2 I used to be afraid of the dark.
Ⅰ. Analysis of the Teaching Material
1. Status and Function
In this unit, students learn to talk about what they used to be like. Such topic reminds students of the days of their childhood. It is helpful to raise learning interest of students and students are sure to be active in all the activities in this unit.
(1)The first period introduces a lot of words describing people first. And then students are provided listening and oral practice using the target language Mario used to be short. Yes. he did. Now he’s tall.
(2) In the second period, students learn yes, no questions and short answers using the structure used to. Using the target language, students get more detailed information of their classmates. Students are fond of such activities. So they are helpful to improve students’ spoken English.
(3)A lot of situations in the third period are designed for students to talk about what they used to be afraid of and what they are still afraid of. In this way, students know that everyone sure changes and that they should take good care the process of their growth.
(4)In the fourth period, the vocabulary extension activity introduces more words to students. The other activities provide more listening and oral practice using both the old and new target language. All the activities are helpful to improve students listening and speaking skills.
(5) In the fifth period, students practice reading and writing using the vocabulary words and the target language presented in the preceding classes. Such practice is useful to improve students integrating skills.
(6)The Self check in the sixth period is designed to give students more reinforced practice, especially writing practice. In this way, students better understand how to apply what they’ve learned in this unit to their daily life.
2. Teaching Aims and Demands
(1) Knowledge Objects
In this unit, students learn to talk about how they have changed.
To make students learn and grasp the structure used to, including statements and yes/no questions and short answers.
(2) Ability Objects
To train students’ listening, speaking, reading and writing skills.
To train students’ integrating skills.
(3) Moral Object
To enable students to know that everyone surely changes. If you are afraid of speaking in front of the class, encourage yourself not to be shy. More practice, and you’ll feel more confident.
3. Teaching Key Points
To learn the key vocabulary and the target language.
To learn the usage of the structure used to.
4. Teaching Difficult Points
To improve students’ listening, speaking, reading and writing skills.
To enable students to grasp the usage of the structure used to.
5. Studying Way
Teach students how to use the structure used to to compare the past with now.
Ⅱ. Language Function
Talk about what you used to be like.
Ⅲ. Target Language
1. Mario used to be short.
Yes, he did. Now he’s tall.
2. I used to eat candy all the time. Did you?
Yes, I did. And I used to chew gum a lot.
Ⅳ. Structures
1. Used to
2. Conjunction but
Ⅴ. Vocabulary
used to, dark, spider, insect
Ⅵ. Recycling
alone, quiet, snake, outgoing, friendly, serious, funny, tall, shy, short, straight, long hair
Ⅶ.Learning Strategies
1. Brainstorming
2. Comparing
Ⅷ.Teaching Time
Seven Periods
The First Period
Ⅰ.Teaching Aims and Demands
1.Knowledge Objects
(1)Key Vocabulary：used to, dark
(2)Target Language
Mario used to be short.
Yes, he did. Now he’s tall.
2. Ability Objects
(1) Train students’ listening skill.
(2) Train students’ communicative competence.
3.Moral Object
Don’t judge a person by his appearance.
Ⅱ.Teaching Key Points
1. Target language
2. The structure: used to
Ⅲ. Teaching Difficult Point
The structure: used to
Ⅳ. Teaching Methods
1. Teaching by induction
2. Pairwork
Ⅴ. Teaching Aids
1. A tape recorder
2. Pictures of people cut out from magazines or newspapers
Ⅵ. Teaching Procedures
Step Ⅰ Revision
(1) Check the homework exercises.
(2) Ask some individual students their ways of learning English.
Step Ⅱ 1a
The activity introduces tile key vocabulary. Call students’ attention to the chart with the headlines Appearance and Personality.
Say, You are to fill in the chart with words describing people. The words under Appearance will describe how people look and the words under Personality will describe what people are like. Ask two students to say the sample answers. Then elicit one answer to each column from the class.
Get students to fill in the chart individually. Check the answers by asking different students to read their lists to the class.
Step Ⅲ 1b
The activity gives students practice in understanding the target language in spoken conversation.
Write two dates side by side on the blackboard. The first is today’s date, including the year, and the second is the same day, but ten years ago.
Ask a student to stand up. Use words or phrases to describe that student now. Ask students to suggest words Or phrases that describe him/her ten years ago. Ask some more questions and add more examples to both columns.
Play the recording for the first time. Students only listen.
Play the recording again. This time, students listen and fill in the blanks.
Check the answers.
Step Ⅳ 1c
This activity provides oral practice using the target language.
Read the instructions to the class.
Call students’ attention to the conversation in the box. Invite a pair of students to read it to the class. Say, look at the picture in Activity 1b.
Have a conversation with a partner about people in the picture. Talk about how the People look now and how they used to look.
Step Ⅴ Summary
Say, In this class, we’ve learned the key vocabulary words used to and dark. And we’ve also learned the target language Mario used to be short. Yes, he did. Now he’s tall
Step　Ⅵ Homework
Take out the pictures of people cut out from magazines or newspapers. Hand them out to students. It’s better to find colorful, full-length photos. Ask students to write about the person in the picture as they are now and as they were ten years ago. Students may collect pictures and information of the person they like best.
Then write a passage about the person.
Step Ⅶ　Blackboard Design
Unit 2 I used to be afraid of the dark.
Section A
The First Period
1. The structure: used to
Sep. 10,2004 Sep. 10,1994
tall short
long hair short hair
… …
Liu Chang used to be short, but she is tall now.
She used to have short hair, but she has long hair now.
2. Target language:
A: Mario used to be short.
B: Yes, he did. Now he’s tall

The Second Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1)Key Vocabulary be interested in, sure
(2)Target Language
I used to be really quiet, I know. Now you’re very outgoing.
Did you use to have straight hair? Yes, I did.
Did you use to play the piano? No, I didn’t.
2. Ability Objects
(1) Train students’ listening skill.
(2) Train students’ integrating skills.
3. Moral Object
You should have the courage of your opinions.
Ⅱ. Teaching Key Points
1. I used to be really quiet.
I know. Now you are very outgoing.
2. Did you use to have straight hair?
Yes, I did.
3. Did you use to play the piano?
No, I didn’t.
Ⅲ. Teaching Difficult Points
1. Yes/No questions with used to
2. Statements with used to
Ⅳ. Teaching Methods
1. Teaching by explanation
2. Pairwork
Ⅴ. Teaching Aids
1. Pictures of people cut out from magazines or newspapers
2. A tape recorder
Ⅵ. Teaching Procedures
Step Ⅰ Revision
Check homework. Ask a student to hold up the picture given to him yesterday or a picture he/she collected himself/herself to the class. Then let him/her read out his/her article about the person in the picture.
Step Ⅱ 2a
This activity provides listening practice using the target language. Point to the picture and ask students what is happening. Elicit answers from students.
Point to the six words in the box and ask students to repeat each one. Make sure students know the meaning of each word.
Say, You will hear a boy and a girl talking to each other at a party. Listen to the recording and check the words you hear they say. Point out the sample answer.
Play the recording for the first time. Students only listen.
Play the recording a second time. This time ask students to put a check in front of the words they hear. Check the answers.
Step Ⅲ 2b
This activity gives students practice understanding the target language in spoken
Conversation.
Ask students to point to the blank lines in the conversation. Say, You will write
one word on each blank line.
Read the conversation aloud saying blank when coming to a blank line.
Play the recording. Students fill in the blanks with the words they hear.
Correct the answers. Read the conversation aloud, filling in the missing words.
Students check their answers.
Step Ⅳ 2c
This activity provides oral practice using the target language. Focus students on the conversation in Activity 2b. Ask a pair of students to read it to the class.
Point to the sample conversation. Get another pair of students to read it to the class.
Say, Now work with a partner. Start by reading the conversations in Activities 2b and 2c. Then make conversations about yourselves.
Have students work in pairs. Move around the room listening in on various pairs and offering help if necessary. Check the answers by calling on different pairs to say their conversations to the class. Note: Answers will vary.
Step Ⅵ Summary
Say, In this class, we’ve mainly learned the "use to" questions and "used to" statements.
Step Ⅶ Homework
Ask students to write a short report about what a favorite film star or a famous scientist was like when he/she was a child. Suggest students to add pictures to their written work.
Step　Ⅷ Blackboard Design

Unit 2 I used to be afraid of the dark.
Section A
The Second Period
Target language:
1. I wasn’t very outgoing.
2. You used to have long hair.
3. Did you use to have straight hair?
Yes, I did.
4. Did you use to play the piano?
No, I didn’t.

The Third Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1)Talk about what you used to be afraid
of and what you are still afraid of.
(2) Key Vocabulary
terrify, be terrified of, on
2. Ability Object
Train students’ integrating skills.
3. Moral Object
Are you afraid of speaking in front of a group? Don’t be so shy. Be confident of yourself. Practice more, and you will sure change.
Ⅱ. Teaching Key Points
Target Language
Did you use to be afraid of the dark?
Yes, I did.
Are you still afraid of the dark?
No, I’m not. How about you?
Me? Oh, yes! I’m terrified of the dark.
So, what do you do about it?
I go to sleep with my bedroom light on.
Ⅲ. Teaching Difficult Point
Talk about what you used to be afraid of and what you are still afraid of using the target language.
Ⅳ. Teaching Methods
1. Teaching by demonstration. 2. Pairwork 3. Groupwork
Ⅴ. Teaching Aid
A projector
Ⅵ. Teaching Procedures
StepⅠRevision
Check homework. Ask different students to read their reports about his favorite film star or a scientist. Then collect their writings and write comments on each paper before returning them, Display some better ones in the classroom.
Show a student’s work on the screen by a projector. Help him/her correct any errors.
Step Ⅱ 3a
This activity provides reading and writing practice using the target language.
Point to the pictures and ask students to tell what is happening.
Draw students’ attention to the chart. Read each of the four headlines and the list of items in the first column to the class. Demonstrate how to fill in the chart with a good student orally.
Tell students where to put a check in the chart.
Ask students to complete the "I" column of the chart on their own by checking the items that they used to be afraid of and that they are still afraid of.
Check the answers.
Step Ⅲ 3b
This activity provides oral practice using the target language. Focus attention on the conversation. Ask a pair of students to read it to the class. Write the conversation on the blackboard. Point out the list of items in the first column of Activity 3a. Say, Ask your partner about these items and complete the "My partner" columns of the chart in pairs. Ask students to work with partners.
Ask several pairs to share their conversations with the class.
Step Ⅳ Part 4
This activity gives students an opportunity to use the target language to talk about themselves.
Read the instructions to the class. Ask a good student to give an example from his or her own experience. For example, for the word eat, a student might say, I used to eat chocolate. Now I like to eat fruits of different kinds. I think chocolate is rich in calory and fat while fruits are rich in vitamin, which is good for health.
Help students to write chocolate and fruits in the chart.
Ask students to complete the work in groups of four. Walk around the classroom listening in on different groups and offering help with pronunciation and writing.
Ask a few students to tell the class about the other students they have talked to.
For example, a student may say, my desk- mate Wei Mei used to eat a lot of chocolate. Now she likes to eat fruits. She thinks keeping fit is of great importance.
Step Ⅴ Summary
Say, In this class, we’ve talked about what you used to be afraid of and what you are still afraid of using the target language of this unit.
Step Ⅵ Homework
(1) Ask students to find out what their grandparents, parents, aunts, uncles and old friends used to be afraid of when they were children. What did these people used to be afraid of that today’s children are not afraid of?
(2)Finish off the exercises on pages 6～7 of the workbook.
Step Ⅶ Blackboard Design

Unit 2 I used to be afraid of the dark.
Section A
The Third Period
Target language:
A: Did you use to be afraid of the dark? B: Yes, I did.
A: Are you still afraid of the dark? B: No, I’m not. How about you?
A: Me? Oh, yes! I’m terrified of the dark.B: So, what do you do about it?
A: I go to sleep with my bedroom light on.

The Fourth Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1) Key Vocabulary spider, insect, chew, gum
(2) Target Language
I used to eat candy all the time. Did you?
Yes, I did. And I used to chew gum a lot.
2. Ability Object
Train students’ ability to talk about what they used to be/do.
3. Moral Object
People surely change. Students should take good care of the process of their growth.
Ⅱ. Teaching Key Points
1. Key Vocabulary spider, insect, chew, gum
2. Target Language
I used to eat candy all the time. Did you?
Yes, I did. And I used to chew gum a lot.
Ⅲ. Teaching Difficult Point
Talk about what you used to be/do.
Ⅳ. Teaching Method