Unit 4 Section A 第1课时 1a～2d-【初中学霸创新题】2025-2026学年九年级全册英语同步教案(人教版)

该教案聚焦“used to”结构及外貌性格描述词汇，通过旧教材图片（七年级下册Unit 9、八年级上册Unit 3）激活学生对“描述人”主题的旧知，分组讨论构建外貌、性格形容词列表，搭建词汇与话题支架，自然衔接新旧知识。 亮点在于听说结合与情境化语法教学，听力环节设计预测、笔记、细节捕捉（如2b中Paula过去-现在变化表格），训练信息提取能力；口语输出任务（描述自身变化、角色扮演2d对话）让学生用“used to...but now...”表达，提升语言能力。通过“过去-现在”对比分析（如Paula性格变化），培养思维品质；导入环节激活旧知策略，助力学习能力提升。资料结构清晰，活动可直接复用，帮助学生夯实语法与表达基础，教师易上手。

Unit 4 I used to be afraid of the dark. 课时 第1课时 Section A （1a~2d） 课型 新授课 教学目标 【知识与技能】 1. 能掌握下列词汇： humorous，silent，helpful，score, used to，from time to time，get good grades 2.能掌握以下句型： (1) —You used to be short，didn't you? —Yes，I did./No，I didn't. (2) —Did Mario use to be short? —Yes，he did./No，he didn't. (3) Tina used to have long and straight hair. 【情感、态度与价值观】 通过本单元的学习，学生可以学会描写人的外貌和性格，培养生活中的良好人格，思考如何实现自我完善。鼓励学生提高自己，不要害怕自己的消极性格。 教学重点 1.学习并积累一些与表现性格和相貌有关的词汇。 2.学会used to ...结构的陈述句、疑问句及其简短回答。 3.能够正确运用used to描述同学曾经的性格特点和相貌。 教学难点 used to ...结构的相关用法 教学准备 多媒体课件或其他教学所需的工具 教 学 过 程 Step 1: Leading in Show the picture of Unit 9 Grade 7 (volume 2) from the textbook to Ss. Help them to remember the title and the topic of that unit. Ask Ss to work in pairs or groups of four and write down words that can be used to describe a person’s appearance. (提示:老师可以在黑板上画一个图表，告诉学生他们要做一个形容词列表。给学生几分钟讨论并写下形容词。当他们完成后，老师可以让一两个小组把他们的单词写在黑板上) T shows the picture of Unit 3 Grade 8 (volume 1) from the textbook to Ss. Help them to remember the title and the topic of that unit. T asks each S to take out a piece of paper and write down adjectives to describe a person’s personality. When they finished, T can ask Ss to share their words with their partners. Step 2:Presentation Pre-listening Ask Ss to open their books and finish the task in 1a. Answers: Appearance: tall, straight hair, short, fat, thin, long hair, curly hair, glasses ... Personality: outgoing, funny, quiet, shy, cheerful, lazy, hard-working, friendly ... Ask Ss to think of one aspect of their appearance or personality that has changed since they became teenagers. Write them down and tell their partners. (学生必须使用“I used to be / have...”这个句型。，但现在我是/有……”。老师可以解释used to...的意思。如有需要，可向老师查询。) While-listening Ask Ss to look at the picture in 1a and introduce the characters to Ss. Ask Ss to make predictions about the missing words in 1b. Ask Ss to close their books and watch a video. Remind them to focus on the details. (提示:告诉学生他们可以做一些关键信息的笔记。) Ask Ss to open their books and finish the task. Tell Ss to check the answers with their partners before giving them the correct answers. Optional choice: Play the recording of the first conversation again and ask Ss to answer the questions. 1. What did Mario used to be like? 2. What did Mario used to wear? Ask them to listen to the second and the third conversation again and complete the conversation orally.Show Ss listening material if necessary. Post-listening Ask Ss to look at the picture in 1a and make conversations following the example. (提示:在他们开始对话之前，让学生选择一个伙伴。接下来，让每两个学生组成一组，在图片中选择一个人物。然后第一个学生会告诉他们的搭档他/她选择的角色有什么变化。然后对方会问第一个学生：“你确定吗?”这个问题的答案一定是：“是的，因为……第一个学生应该根据他们在图片中看到的内容来解释他/她的答案。然后他们应该重复同样的练习，但这次是第二个学生和他/她在图片中选择的角色。) Optional Choice: Activity: Walk around in the classroom Ask each S to prepare a small piece of paper, write down their names and their changes in appearance and personality. Tell Ss to change their paper with anyone they want in the class. Ask them to find a new partner, tell their partner whose paper he/she has got. The Ss should take turns to talk about the changes of that person. When both of them have finished, they need to find a different partner and repeat the activity. (Tip: T can encourage Ss to talk freely or make conversations following the example in 1c.) Step 3:Work on 2a,2b,2c & 2d 1．Listen for the general idea of 2a and 2b. T: Some children are having a party. Two of them are talking. Do you know what they are talking about? S1: I think they're talking about some of their friends. T: Can you guess who they are talking about? S2: Maybe their teacher. S3: Maybe Paula. Ss: … T: Did you guess correctly? Please come to 2a to see. The general idea of the conversation is about ________． A. the teacher's change B. Paula's change C. the school's change 2．Listen for the specific ideas of 2a and 2b. (1)T: Class, we all know they are talking about Paula's change in the conversation. Let's listen for the specific ideas. Listen and check (√) the words you hear. ____ friendly　　　____outgoing　　　____serious humorous ____silent ____active brave ____quiet ____ helpful (2)T: Now let's listen again and complete the chart how Paula has changed. In the past Now 1.Paula used to be really ______. She was always silent in class. She wasn't very ______. She was never brave enough to ask questions. 2.She got good grades in ______． She was also good in ______class. She used to play the ______． 1.Now she's more interested in ______. She plays ______ almost every day. She's also on a ______ team. 2.She still plays the ______ from time to time. Post-listening Tell Ss that they can only use the notes they had taken while listening to make conversations about Paula. Encourage Ss to add more things to their notes and make things more interesting.(2c) Ask Ss to work in pairs. One of them should talk about the Paula in the past while the other should talk about the Paula in the present (refer to the sample conversation in the textbook). The Ss in each pair can then switch the roles. Role­play the conversation T: Boys and girls, we know people have differences between the past and now. Now let's read the conversation in 2d. Please read the conversation in 2d fast and get the main idea of it. (1)Read for the main idea of 2d. The main idea of 2d is ________． A. Alfred's change B. Gina's change C. Billy's change (2)Let students answer the questions. Then let students read them loudly in pairs. Last let them ask and answer in pairs in front of the class without looking at the books. ①How long haven't they seen each other? _______________________________________________________________ ②What did Billy use to be like? _______________________________________________________________ ③How did Billy study? Is he a good student? _______________________________________________________________ （提示：通过略读和细读，培养学生获取主旨大意和利用关键信息处理细节问题的能力，学生两人一组大声朗读、互相问答，既提高了口语表达能力，又为下面的角色扮演做了准备。） (3)Use flash player to help the students to listen and repeat. Then ask students to practice the conversation for some minutes. Ask some pairs to go to the front of the classroom and perform it to the whole class. Step 4: Language points 【知识讲解】 1.反意疑问句 反意疑问句是表示说话人对所陈述的事情有所怀疑或不肯定，需要询问对方的看法。反意疑问句由“陈述句 + 附加疑问句”构成，若陈述句为肯定形式，则附加疑问句要用否定形式；若陈述句为否定形式，则附加疑问句要用肯定形式，即“前肯后否；前否后肯”。同时，前后两部分的人称、数、时态等都要保持一致。附加疑问句一般由“助动词、be动词或情态动词的肯定形式或否定形式 + 人称代词”构成，且否定形式常用缩写形式。 注意：当陈述句中含有no, never, seldom, hardly, little, few, nothing, nobody等表示否定意义的词时，附加疑问句要用肯定形式。当陈述句中含有unhappy, dislike, unfriendly等带否定前缀的派生词时，当作肯定句处理，附加疑问句要用否定形式。 (1) You saw him yesterday, didn’t you? 你昨天看见过他，是吗？ (2) This is a beautiful picture, isn’t it? 这是一幅美丽的图画，是吗? (3) Lucy can’t play the piano, can she? 露西不会弹钢琴，是吗？ (4) There is little food at home, is there? 在家里几乎没有食物，是吧？ (5) He looks unhappy, doesn’t he? 他看上去不高兴，是吧? 2.used to （1）used to do sth.意为“过去常常做某事”。其中，used to是一个情态动词，用于过去持续或经常发生的事，意为“曾经”，只用于过去时态。当used to用于反意疑问句中时，附加疑问句部分通常用didn’t / usedn’t + 人称代词的主格。其否定形式通常为didn’t use to, 它的另一种否定形式used not to（简写成usedn’t to）是一种相当正式的用法。构成疑问句时，常用did, 即Did sb./ sth. use to…？而另一种疑问句结构Used sb./ sth. to…？是一种过时且非常正式的用法，通常作书面语。 （2）used to do sth., be /get used to (doing) sth. 与be used to do sth. /for (doing) sth.的辨析。 used to do sth. 意为“过去常常做某事”。其中，used to是一个情态动词 He used to go to our school. 他曾在我们学校就读。 be /get used to (doing) sth. 意为“习惯于（做）某事”。其中，used是形容词 I am /get used to getting up early every day. 我习惯每天早起。 be used to do sth./for (doing) sth. 意为“被用来做某事”。其中，used 是动词use的过去分词 The knife is used to cut things. /The knife is used for cutting things。 刀被用来切东西。 (1) He used to play here, didn’t / usedn’t he? 他过去常常在这里玩，是吗？ (2) She didn’t use / usedn’t to listen to music. 她过去不常听音乐。 (3) Did you use / Used you to go to church？ 你以前经常去教堂吗？ 3.such的用法 such det. “如此，这么”, 用于名词或名词短语前表示强调。 such的常用搭配有： such + a /an + adj. + 单数名词 such + adj. + pl. / 不可数名词 such ... that从句 such和so的区别：such主要修饰名词，so主要修饰形容词和副词。 4.since的用法 since是连接时间状语从句的从属连词，意思是“自从……，从……以来”。since作连词还可以表示“因为；既然”。 5.see sb. doing sth.和see sb. do sth.的区别 see sb. soing sth.的意思是“看见某人正在做某事”，强调动作正在进行。see sb. do sth.的意思是“看见某人做某事”, 强调看见了动作发生的全过程或经常看见某一动作的发生。 6.score的用法 get good scores = get good grades意思是“取得好成绩”。score既可以作动词也可以作名词，意思是“分数；得分”。 Step 5: Summary 建议：让学生自己总结本节课主要学习了什么，还有哪些疑惑？For example: How to ask the way politely (1)I used to be afraid of the dark. (2)He used to wear glasses. (3)She used to have long curly hair. (4)Did Tom use to be short? (5)She was never brave enough to ask questions. (6)Now he is more interested in music. (7)It's been three years since we last saw our primary school classmates. (8)That's because he is a really good student. (9)How big and strong he is now! 课堂作业 1.Review the conversation in 2d. 2.Preview the passage in 3a. 板书设计 Unit 4 I used to be afraid of the dark. Section A（1a～2d） be used to do sth.,be used to doing sth.和used to do 　　　↓　　　　　　↓　　　　　　　↓ 　　　用于　　　　 习惯于　　　　 过去常常 He used to be short,but he is tall now. She used to have short hair,but she has long hair now. He used to be short,didn’t he?Yes,he did./No,he didn’t. 教学反思 1.这是单元的第一个课时。我们最好复习一下前面单元中关于外貌和性格的单词，因为在这个单元中它们是重复的。我们关注主体结构——used to。学生必须学会陈述句和疑问句。他们应该练习听力，并做足够的口语练习。 2.在这一阶段，学生们复习和学习了更多描述一个人性格的形容词。他们应该在句型“used to...”中练习这些形容词。听力和口语练习在这个时期很重要。学生应该养成良好的听力习惯，他们需要关注细节并做笔记。此外，学生在听力练习后需要进行口语输出。 学科网（北京）股份有限公司 $$