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1、Unit 4 I used to be afraid of the darkPeriod 1 Section A (1a-1c)Teaching aims: Enable Ss to describe peoples appearance and personality using certain adjectives.Teaching important and difficult points: How to lead Ss say what they want to say in English.Teaching procedures:Step 1: Greetings as usual
2、.Step II: Teaching procedures:Step 1: Lead-inT: Now tell me who is your headteacher? Of course, We know your headteacher is Mr Yang.Now can you tell me what he looks like? That means” what does he look like?”Is he hansome/tall/thin or fat/patient with you/ kind to you? Does he have short hair or sho
3、rt hair? Ss: Ss give various answers.T: Can you imagine what he looked like ten years ago? That means “What did he use to look like when he was 15 years old?” Did he use to silent/short/careless?Ss: Ss can give various answers.T: The Teacher writes these answers on the blackboard just as” fat/ hands
4、ome/ brave.”In order to make Ss say more Adjectives about peoples appearance and personality. Then The Teacher asks again.”What does your Chinese teacher look”Is she beautiful/ strict with you /slim? Does she have red or black hair? Can you imagine what she looked like when she was ten years old?Tha
5、t means “Did she use to be shy/helpful?Ss: Ss say more adjectives about peoples looks and traits.In this way , The teacher can write more adjectives on the blackboard.Then The Teacher can lead into the new lesson-Unit4.Step 2. Lets come to 1a. The Teacher asks Ss to fill in the chart in 1a using the
6、 words on the blackboard . Five minutes for Ss to fill in the blanks. After Ss finish the task, The teacher asks some Ss to say their answers.If Ss say some words that are not on the blackboard. The teacher can write these words on the blackboard so that more Ss can know them.Step 3: Lets come to 1b
7、. Listen. Bob is seeing some friends for the first time in for years. What did his friends use to look like? Before Ss do the listening. The teacher asks Ss to see what the questions are? In order to make Ss understand what questions are? The teacher can ask some Ss to translate the questions.After
8、that, ask Ss to listen to the tape carefully and write the answers .Ss can listen to the tape two times. Then check their answers together. After this, the teacher ask Ss to listen to the tape for the third time. At the same time, Ss must repeat what they hear. By doing this, Ss can improve their sp
9、eaking ability.Step 4. Lets come to 1c. First, the teacher ask Ss to read the dialogue together. Then let some Ss translate the dialogue.Meanwhile ,the teacher can explain the sentence “Whats he like now?”.At last, Five minutes for Ss to recite this dialogue. Five minutes later, the teacher asks som
10、e Ss to recite this dialogue.Step 5. Homework. Write a passage about ones own change.Step 6. Blackboard DesignPeoples appearanceTall shortHeavy fatThin slimBlack hair long hairHandsome beautifulRound face small eyesBe of medium height/weightPeoples personalitySerious activeCreative braveHumorous sil
11、entCalm shyQuiet patientStrict kindCarefull lazyStep 7. Teaching Reflections 本节课的导课相对成功。为了使学生能够说出描述人的外表和个性的形容词，我就从学生最熟悉的人物班主任开始，设置问题，与学生进行互问互答活动。经过一个多月的接触，学生应该对自已的班主任非常熟悉，能够用英语说出自已班主任的外貌和个性特征。为了避免学生无话可说，我也用一般疑问句的形式来提问，学生只用回答是或不是这两种答案，有效的避免了教学进行中可能出现的尴尬局面。同时也调动了学生的课堂气氛，鼓励学生用更多教师没有想到的形容词来描述自己班主任的外貌和个性
12、特征。为了使更多的学生参与到这个活动中来，我又提到学生的语文老师，这也是学生比较熟悉的人物，从而诱导学生说出更多的描述人物的形容词。在学生说出答案的同时，我把这些词语都板书到黑板上，为课文中1a的内容做好铺垫。但在上课过程中，出现了与教学事先设计不一样的情况，本来自已事先设计板书为描述任务形容词为一列，描述人物特性的形容词为一列，但因我自已的粗心的原因，把这两种形容词都写在了一起，导致板书不够简洁明了。因此在日后的教学中，我一定要以此为借鉴，写好自己的板书。 听力内容部分达到了预期的教学效果。不但练习了学生听的能力，同时训练了学生说的能力，在今后的教学中，我会一如既往的坚持这一做法。在练习对话部分，我让学生在给定的时间内背诵，经过检查学生背诵结果还不错，提高了单位时间内的效率。当然，这并不排除某些后进生没有背诵过对话，但至少这一部分学生应该读熟练了。不足之处在于，没有让学生模仿对话，编出新的对话内容，从而达到灵活运用的目地。在今后的教学中，我应该尽量给学生多的时间，仿照对话，用自已的语言编出更好的对话，达到语言输出的目地。