1.整體設計思路、指導依據說明
The students of Grade 9 have been learning English for more than two years, they have learned many new words, at the same time, and they are growing up. Their physical appearance and personality have changed a lot. This class, I will guide the students to learn to describe their changes. My teaching procedures are as follows: First of all, I will review some adjectives about describing characters appearance. Then show some of my photos about four years ago, Ask students to watch carefully then tell the differences. Ask students to use “used to” to make new sentences. I think this method can inspire students ‘interest.
2.教學背景分析
教學內容分析：
A picture in Section A 1a introduces key vocabulary for students to use while practicing the new language. This class, I will let students understand what we will talk about in this unit, and know how to use “used to” to talk about. What people used to be like. Through the teaching, let students understand that people sure change.
學生情況分析：
In our class, most of students are interested in English, but many of them are really very shy. And they don’t want to speak English in class, so I will encourage them to speak English as much as they can in class, then I will teach them the best way of learning English.
3.教學目標分析
Analysis of the teaching material:
1、 Review some adjectives about describing characters ‘appearance.
2、 Teach students to use “used to” to describe people.
4.教學重點、難點分析
教學重點：
Introduce a lot of words about describing people and give some examples. Then guide students to use “used to” to describe people’s appearance.
教學難點： Using “used to” correctly and exactly is the difficult point of this lesson.
5.教學過程設計
Step1: 複習學過的描述人物外貌和性格的形容詞，讓學生說，老師板書到黑板上。
設計意圖： 為下一步描述人物的外貌變化墊定語言基礎，豐富學生的詞彙。
Step2: Warming up.
老師說： “同學們上九年級了，現在你比前兩年的你，一定有很大變化吧，老師也一樣，想知道我 幾年前老師是什麼樣子的嗎？”老師出示一張幾年前的照片，讓學生仔細觀察，說出外貌上與現在 的不同點，並試著用英語說出來。
設計意圖： Interest is the best teacher. This can arouse the students’ interest in my class. 這 一步激發學生的求知慾、探究欲，調動學生的`學習熱情。
Step3: Show the picture in Section A 1a.
讓學生仔細觀察 Mario、Tina、Amy 的外貌變化， 並用“used to” 說句子，教師引導並舉例，如 Mario used to be short.然後讓學生依次說出圖 中人物過去的外貌特徵。
設計意圖 看圖理解應用語言。 This picture introduces key vocabulary for students to use. Students can understand and practice the new language easily.
Step4:讓學生看 1a 中的圖片，然後用 “ used to“這一結構操練句型，談談幾年前自己的外 貌特徵。
設計意圖： Let students practice target language step-by-step. Each activity focuses on the target language in an easily understand way.
Step5:讓學生創設老朋友見面的場景，相互談論彼此外貌和性格的變化，創設情景。讓學生在情 境中使用英語。
設計意圖： 語言要在生活中使用，使其為生活服務，在情境中感受語言的魅力，在語境中體會本課時的語言目標。
Step6: Play the recording.
設計意圖： The activity let students practice listening skills and using the target language.
6.教學評價設計
評價內容： 我在英語教學中採取評價內容多元化的方法，從 Emotional attitude、language knowledge 、 language skills、language strategies 等幾方面著手評價。
評價方法： 我採取以下兩種評價方法。
1、 小組評價法 將本班學生分成若干小組，老師佈置學習任務，並讓各小組協作完成，從而在競爭中評選出成績優 異的小組，並給予獎勵。
2、 分層評價法 由於學生的水平參差不齊，為了讓不同層次的學生都有所獲，從而樹立學習信心，我採取分層次評 價法，給不同的學生不同的學習任務，鼓勵其挑戰自我，努力達到自己的目標。
