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Unit4 I used to be afraid of the dark.
Section A 1 (1a-2d)
单元 Unit4 课时 第1课时
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
教学
在外表、性格、兴趣等方面所发生的变化。
目标
学习能力：
1． 通过互动、小组合作、游戏等方式完成课堂学习任务。
2． 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。
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：
教学
I used to…
重难点
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 IWB, PPT
工具
教学 任务型教学法、情景交际法
方法
教学过程
教学步骤 课堂活动 学生活动 设计意图
Step 1 T: What does he look like? 大 屏 幕 展 示Lead-in S1 ： He has long curly blonde Ryan Carter 的 利用动画和情境问
hair. 几张照片，引导 答，复习关于长相
S2: He has a round face, two big 学生们来描述他 的形容词与提问。
eyes. He’s a little heavy. 的长相特点。 并且引入新课。
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.
Step 2 1. Look at the chart in 1a, then 观察表格，利用 通过已学内容的图
Pre-listening discuss with your group mates. 表格中的与同伴 片，引导学生进行
Try to fill in the chart with words 讨论并描述人 回顾，整合单元所
to describe people. 物。 学描述外貌与性格
Appearance 的形容词。
请几个同学回
outgoing 答，并且让其他
funny 的学生做补充。 通过读前观察图
Personality 片，获取信息，回
观察书本上的两 答问题，培养学生
tall
2. 张图片并听新单 的阅读技能，掌握
straight hair
Let 词，并根据图片 文章主旨方向。
some Ss say their answers. Let 信息回答问题。
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
1. T asks students to finish the
task in 2a-- Find the male and
female first names in this unit and
write them.
2. 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?
Step 3 Show two different pictures of 1.找不同，找出 通过圈人名的活动
While-listening some famous people. Talk about 两张图片过去与 培养学生的阅读策
their differences. 现在不同。学习 略--寻读(scanning)
1. Jiang Wen: 重 点 used to 用于查找特定的信
Jiang Wen used to wear glasses, be/do句式。 息。
but he doesn’t wear glasses
now.
2. Zhang yishan
Zhang yishan used to be short,
but he is tall now. 通过要求学生用完
T: Explain the use of “used to 整句型回答问题，
do/be …” to the Ss. 培养学生的造句能
Listening 力，以及操练学生
1. T: Bob hasn’t seen some of his 如何介绍家庭成员
friends for four years. Now 的能力，为之后的
he’s seeing his friends. 写作输出打好基What did his friends use to 2.学生结合上面 础。
like? Listen and fill in the 的图片，做听
blanks. 力。
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.
脱离文本，将图片
根据听力提示， 内容进行问答，帮
回答问题。老师 助学生熟悉文本内
检查答案。 容，为之后的复述
打好基础。
Step 4 1. Look at the picture in 1a and 分组问答，练习 通过练习编写对
Post-listening make conversations in pairs. 对话。 话，帮助学生更好
2. Ss work in pairs to ask and 的消化记忆文本。
answer the appearance about 复述文本活动有利
Mario, Amy and Tina. 于学生对知识点和
3. Let some pairs ask and answer 目标语言的应用。
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? 学生听 2a,并掌. Look at the words in 2a. Let 握新单词的用法
some Ss read the words aloud. 和意思.
Make sure all the Ss know the
meaning of the words.
Step 5 T explains knowledge points. 将知识点做好笔 将本节课重点汇总
Language 记。 系统的进行讲解和
Points 分析，帮助学生形
Explanation 成语言体系。
Step6 T assigns the test. 完成课堂练习。 让学生在课上练习
Exercises 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 Summarize the key content in 跟随老师一起进 总结本课所学内
Summary this lesson. 行内容总结。 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 1. Read and recite the 将家庭作业做好 检查学习效果，加
Homework passage in 2b. 记录。 深对知识的理解和
2. Do the exercises in 记忆。
students’ book.
板书设计：
New words Sentences
Male：father，grandfather，uncle，brother， Here are…
cousin These are…
Female：mother，grandmother，aunt，cousin …are in the first photo.
Both：parents，grandparents …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.
