全英教案小学
发表时间：2021-04-30Unit 4 I used to be afraid of the dark.英文教案。
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学科English课时1年级9年级
课题Unit4Iusedtobeafraidofthedark.
教学
要求1.Learnthenewwords:usedto,beinterestedin,beonateam2.Talkaboutwhatyouusedtobelike.3.Beabletodescribepeoplebyusing“usedto”4.Master“usedto”
教学重难点1．Targetlanguage
2．Thestructure:usedto教法任务型教学法
功能意念法
教学过程及教师活动学生活动设计意图
Step1Revision
1．Checkthehomeworkexercises.
2．AsksomeindividualstudentstheirwaysoflearningEnglish.
Step2Presentation
I.1aThisactivityintroducesthekeyvocabulary.CallstudentsattentiontothechartwiththeheadlinesAppearanceandPersonality.
Getstudentstofillinthechartindividually.
Checktheanswersbyaskingdifferentstudentstoreadtheirliststotheclass.Makesurethatallthestudentsunderstandwhateachwordmeans.
II.1bTheactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Writetwodatessidebysideontheblackboard.Thefirstistodaysdate,includingtheyear,andthesecondisthesameday,buttenyearsago.
Askastudenttostandup.Usewordsorphrasestodescribethatstudentnow.Askstudentstosuggestwordsorphrasesthatdescribehim/hertenyearsago.
Asksomemorequestionsandaddmoreexamplestobothcolumns.
Say,weuse“usedto”totalkaboutthingsthathavechanged.
Writethefollowingontheblackboard:
LiuChangusedtobeshort,butsheistallnow.
Sheusedtohaveshorthair,butshehaslonghairnow.Playtherecordingforthefirsttime.
Playtherecordingagain.Thistime,Checktheanswers.
Step3Consolidationandextension
1cThisactivityprovidesoralpracticeusingthetargetlanguage.
Readtheinstructionstotheclass.
Callstudentsattentiontotheconversationinthebox.Inviteapairofstudentstoreadittotheclass.
Asstudentswork.Listeninonvariouspairscheckingprogressandhelpingwithpronunciationasneeded.
Afterstudentshavehadachancetopracticeseveralexchanges,askpairstocometothefrontoftheroomandactouttheirconversations.
Step4Summary
Answerthequestionsandsayouttheirways.
Workfollowtheteacher.
Lookandsay
.
Listentothetapeonly.
Studentslistenandfillintheblanks.
Read.
LookatthepictureinActivity1b.Haveaconversationwithapartneraboutpeopleinthepicture.Talkabouthowthepeoplelooknowandhowtheyusedtolook.
Showtheirwork.JaB88.com
复习。
复习词汇，为听力做准备。
从说到听，逐步递进。
训练听力。
反复练习，把知识口语化，达到熟练运用。
作业
布置Callstudentsattentiontotheconversationinthebox.Inviteapairofstudentstoreaditnextclass.
教
学
反
思
学科English课时2年级9年级
课题Unit4Iusedtobeafraidofthedark.
教学
要求1.Learnthenewwords:airplane,terrify,beterrifiedof,gotosleep,on
2.Beabletotalkaboutthingsinthepastandnowbyusing“usedtobeafraidof…”3.Fosterthestudents’abilitytousethelanguage4.Beabletofinishsomesimpletasks
教学重难点1．Iusedtobereallyquiet.2．Didyouusetohavestraighthair?
Yes,Idid./No,Ididnt.3．Yes/Noquestionswithusedto4．Statementswithusedto教法交际法
活动教学法
3P教学法
教学过程及教师活动学生活动设计意图
Step1Revision
Checkhomework.Askastudenttoholdupthepicturegiventohimyesterdayorapicturehe/shecollectedhimself/herselftotheclass.
Step2presentation
I.2aThisactivityprovideslisteningpracticeusingthetargetlanguage.Pointtothepictureandaskstudentswhatishappening.Elicitanswersfromstudents.
Pointtothesixwordsintheboxandaskstudentstorepeateachone.Makesurestudentsknowthemeaningofeachword.
Playtherecordingforthefirsttime.
Playtherecordingasecondtime.Thistimeaskstudentstoputacheckinfrontofthewordstheyhear.Checktheanswers.
II.2bThisactivitygivesstudentspracticeunderstandingthetargetlanguageinspokenconversation.
Playtherecording.
Correcttheanswers.
Step3Consolidationandextension
2cThisactivityprovidesoralpracticeusingthetargetlanguage.FocusstudentsontheconversationinActivity2b.Askapairofstudentstoreadittotheclass.
Havestudentsworkinpairs.Movearoundtheroomlisteninginonvariouspairsandofferinghelpifnecessary.
Checktheanswersbycallingondifferentpairstosaytheirconversationstotheclass.
Step4Summary
He/shereadsouthis/herarticleaboutthepersoninthepicture.
Lookatthepictureandsay.
onlylisten
Listenandcheckthequestionstheyhear.
Readtheconversationaloud
Workinpairs.
StartbyreadingtheconversationsinActivities2band2c.Thenmakeconversationsaboutthemselves.
通过复习，使学生对上节课所学知识进行温习。
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Unit 4 I used to be afraid of the dark.精品教案
Unit4Iusedtobeafraidofthedark.
Ⅰ.AnalysisoftheTeachingMaterial
1.StatusandFunction
Inthisunit,studentslearntotalkaboutwhattheyusedtobelike.Suchtopicremindsstudentsofthedaysoftheirchildhood.Itishelpfultoraiselearninginterestofstudentsandstudentsaresuretobeactiveinalltheactivitiesinthisunit.
(1)Thefirstperiodintroducesalotofwordsdescribingpeoplefirst.AndthenstudentsareprovidedlisteningandoralpracticeusingthetargetlanguageMariousedtobeshort.Yes.hedid.Nowhe’stall.
(2)Inthesecondperiod,studentslearnyes,noquestionsandshortanswersusingthestructureusedto.Usingthetargetlanguage,studentsgetmoredetailedinformationoftheirclassmates.Studentsarefondofsuchactivities.Sotheyarehelpfultoimprovestudents’spokenEnglish.
(3)Alotofsituationsinthethirdperiodaredesignedforstudentstotalkaboutwhattheyusedtobeafraidofandwhattheyarestillafraidof.Inthisway,studentsknowthateveryonesurechangesandthattheyshouldtakegoodcaretheprocessoftheirgrowth.
(4)Inthefourthperiod,thevocabularyextensionactivityintroducesmorewordstostudents.Theotheractivitiesprovidemorelisteningandoralpracticeusingboththeoldandnewtargetlanguage.Alltheactivitiesarehelpfultoimprovestudentslisteningandspeakingskills.
(5)Inthefifthperiod,studentspracticereadingandwritingusingthevocabularywordsandthetargetlanguagepresentedintheprecedingclasses.Suchpracticeisusefultoimprovestudentsintegratingskills.
(6)TheSelfcheckinthesixthperiodisdesignedtogivestudentsmorereinforcedpractice,especiallywritingpractice.Inthisway,studentsbetterunderstandhowtoapplywhatthey’velearnedinthisunittotheirdailylife.
2.TeachingAimsandDemands
(1)KnowledgeObjects
Inthisunit,studentslearntotalkabouthowtheyhavechanged.
Tomakestudentslearnandgraspthestructureusedto,includingstatementsandyes/noquestionsandshortanswers.
(2)AbilityObjects
Totrainstudents’listening,speaking,readingandwritingskills.
Totrainstudents’integratingskills.
(3)MoralObject
Toenablestudentstoknowthateveryonesurelychanges.Ifyouareafraidofspeakinginfrontoftheclass,encourageyourselfnottobeshy.Morepractice,andyou’llfeelmoreconfident.
3.TeachingKeyPoints
Tolearnthekeyvocabularyandthetargetlanguage.
Tolearntheusageofthestructureusedto.
4.TeachingDifficultPoints
Toimprovestudents’listening,speaking,readingandwritingskills.
Toenablestudentstograsptheusageofthestructureusedto.
5.StudyingWay
Teachstudentshowtousethestructureusedtotocomparethepastwithnow.
Ⅱ.LanguageFunction
Talkaboutwhatyouusedtobelike.
Ⅲ.TargetLanguage
1.Mariousedtobeshort.
Yes,hedid.Nowhe’stall.
2.Iusedtoeatcandyallthetime.Didyou?
Yes,Idid.AndIusedtochewgumalot.
Ⅳ.Structures
1.Usedto
2.Conjunctionbut
Ⅴ.Vocabulary
usedto,dark,spider,insect
Ⅵ.Recycling
alone,quiet,snake,outgoing,friendly,serious,funny,tall,shy,short,straight,longhair
Ⅶ.LearningStrategies
1.Brainstorming
2.Comparing
Ⅷ.TeachingTime
SevenPeriods
TheFirstPeriod
Ⅰ.TeachingAimsandDemands
1.KnowledgeObjects
(1)KeyVocabulary
usedto,dark
(2)TargetLanguage
Mariousedtobeshort.
Yes,hedid.Nowhe’stall.
2.AbilityObjects
(1)Trainstudents’listeningskill.
(2)Trainstudents’communicativecompetence.
3.MoralObject
Don’tjudgeapersonbyhisappearance.
Ⅱ.TeachingKeyPoints
1.Targetlanguage
2.Thestructure:usedto
Ⅲ.TeachingDifficultPoint
Thestructure:usedto
Ⅳ.TeachingMethods
1.Teachingbyinduction
2.Pairwork
Ⅴ.TeachingAids
1.Ataperecorder
2.Picturesofpeoplecutoutfrommagazinesornewspapers
Ⅵ.TeachingProcedures
StepⅠRevision
(1)Checkthehomeworkexercises.
(2)AsksomeindividualstudentstheirwaysoflearningEnglish.
T:HowdoyoulearnEnglish,A?
SA:IlearnEnglishbylisteningtocassettes.
T:Whataboutyou,B?
SB:Istudywithagroup.
T:DoyoulearnEnglishbypracticingconversationswithfriends,C?
SC:Yes,Ido.Ithinkithelps.
T:…
StepⅡ1a
Theactivityintroducestilekeyvocabulary.Callstudents’attentiontothechartwiththeheadlinesAppearanceandPersonality.
Say,Youaretofillinthechartwithwordsdescribingpeople.ThewordsunderAppearancewilldescribehowpeoplelookandthewordsunderPersonalitywilldescribewhatpeoplearelike.Asktwostudentstosaythesampleanswers.Thenelicitoneanswertoeachcolumnfromtheclass.
Getstudentstofillinthechartindividually.
Checktheanswersbyaskingdifferentstudentstoreadtheirliststotheclass.
Makesurethatallthestudentsunderstandwhateachwordmeans.
Note:Answerswillvaryfromthesampleanswersbelow.
Sampleanswers
Appearance:tall,straighthair,longhair,shorthair,curlyhair,short,fat,thin,slim,good-looking,pretty
Personality:outgoing,funny,quiet,kind,warm-hearted,friendly,shy,easygoing
StepⅢ1b
Theactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Writetwodatessidebysideontheblackboard.Thefirstistoday’sdate,includingtheyear,andthesecondisthesameday,buttenyearsago.
Askastudenttostandup.Usewordsorphrasestodescribethatstudentnow.AskstudentstosuggestwordsOrphrasesthatdescribehim/hertenyearsago.
T:LiuChangistallnow.Wasshetalltenyearsago?
S1:No,shewasshort.
T:Shehaslonghair.Didshehavelonghairtenyearsago?
S2:No,shehasshorthair.(YoumaywishtoaskLiuChangtoanswerthequestion)
T:…
Asksomemorequestionsandaddmoreexamplestobothcolumns.
Ensurethattheblackboardendsuplikethis:
Sep.10,2004Sep.10,1994
Tallshort
longhairshorthair
……
Say,weuse"usedto"totalkaboutthingsthathavechanged.
Writethefollowingontheblackboard:
LiuChangusedtobeshort,butsheistallnow.
Sheusedtohaveshorthair,butshehaslonghairnow.
Readtheinstructionstotheclass.
Pointoutthesampleanswer.Say,YouwillhearsomeoneintherecordingsaythatMariousedtobeshort.Listenandfillintheotherblankswithwordsyouhear.
Playtherecordingforthefirsttime.
Studentsonlylisten.
Playtherecordingagain.Thistime,studentslistenandfillintheblanks.
Checktheanswers.
Answers
Mariousedtobeshort.Heusedtowearglasses.
Amyusedtobetall.Sheusedtohaveshorthair.
Tinausedtohaveredandcurlyhair.
StepⅣ1c
Thisactivityprovidesoralpracticeusingthetargetlanguage.
Readtheinstructionstotheclass.
Callstudents’attentiontotheconversationinthebox.Inviteapairofstudentstoreadittotheclass.
SA:Mariousedtobeshort.
SB:Yes,hedid.Nowheistall.
Writeitontheblackboard.Thendemonstrateanewconversationwithanotherstudent.
T:Mariousedtowearglasses.
SC:Yes,hedid.Nowhewearscontactlenses.
Say,lookatthepictureinActivity1b.
Haveaconversationwithapartneraboutpeopleinthepicture.TalkabouthowthePeoplelooknowandhowtheyusedtolook.
Asstudentswork,listeninonvariouspairscheckingprogressandhelpingwithpronunciationasneeded.
Afterstudentshavehadachancetopracticeseveralexchanges,askpairstocomethefrontoftheroomandactouttheirconversations.
StepⅤSummary
Say,Inthisclass,we’velearnedthekeyvocabularywordsusedtoanddark.Andwe’vealsolearnedthetargetlanguageMariousedtobeshort.Yes,hedid.Nowhe’stall
StepⅥHomework
Takeoutthepicturesofpeoplecutoutfrommagazinesornewspapers.Handthemouttostudents.It’sbettertofindcolorful,full-lengthphotos.Askstudentstowriteaboutthepersoninthepictureastheyarenowandastheyweretenyearsago.Studentsmaycollectpicturesandinformationofthepersontheylikebest.
Thenwriteapassageabouttheperson.
StepⅦBlackboardDesign
Unit2Iusedtobeafraidofthedark.
SectionA
TheFirstPeriod
1.Thestructure:usedto
Sep.10,2004Sep.10,1994
tallshort
longhairshorthair
……
LiuChangusedtobeshort,butsheistallnow.
Sheusedtohaveshorthair,butshehaslonghairnow.
2.Targetlanguage:
A:Mariousedtobeshort.
B:Yes,hedid.Nowhe’stall
TheSecondPeriod
Ⅰ.TeachingAimsandDemands
1.KnowledgeObjects
(1)KeyVocabulary
beinterestedin,sure
(2)TargetLanguage
Iusedtobereallyquiet,
Iknow.Nowyou’reveryoutgoing.
Didyouusetohavestraighthair?
Yes,Idid.
Didyouusetoplaythepiano?
No,Ididn’t.
2.AbilityObjects
(1)Trainstudents’listeningskill.
(2)Trainstudents’integratingskills.
3.MoralObject
Youshouldhavethecourageofyouropinions.
Ⅱ.TeachingKeyPoints
1.Iusedtobereallyquiet.
Iknow.Nowyouareveryoutgoing.
2.Didyouusetohavestraighthair?
Yes,Idid.
3.Didyouusetoplaythepiano?
No,Ididn’t.
Ⅲ.TeachingDifficultPoints
1.Yes/Noquestionswithusedto
2.Statementswithusedto
Ⅳ.TeachingMethods
1.Teachingbyexplanation
2.Pairwork
Ⅴ.TeachingAids
1.Picturesofpeoplecutoutfrommagazinesornewspapers
2.Ataperecorder
Ⅵ.TeachingProcedures
StepⅠRevision
Checkhomework.Askastudenttoholdupthepicturegiventohimyesterdayorapicturehe/shecollectedhimself/herselftotheclass.Thenlethim/herreadouthis/herarticleaboutthepersoninthepicture.
StepⅡ2a
Thisactivityprovideslisteningpracticeusingthetargetlanguage.Pointtothepictureandaskstudentswhatishappening.Elicitanswersfromstudents.
T:Wheredoyouthinktheyare?
Ss:Theyareinafamilyroom.
T:Whataretheydoing?
Ss:Theyarehavingaparty.
Pointtothesixwordsintheboxandaskstudentstorepeateachone.Makesurestudentsknowthemeaningofeachword.
Say,Youwillhearaboyandagirltalkingtoeachotherataparty.Listentotherecordingandcheckthewordsyouheartheysay.Pointoutthesampleanswer.
Playtherecordingforthefirsttime.
Studentsonlylisten.
Playtherecordingasecondtime.Thistimeaskstudentstoputacheckinfrontofthewordstheyhear.
Checktheanswers.
Answers
Checkedwords:quiet,outgoing,friendly
Culturenote
ManyhousesintheUnitedStateshaveafamilyroom.Thefamilyroomiswherefamiliesrelax.WatchTV,playgames,andlistentomusiceveryday.Itisaveryinformalroom.Mostfamiliesusethefamilyroommoreoftenthantheotherrooms.
StepⅢ2b
Thisactivitygivesstudentspracticeunderstandingthetargetlanguageinspoken
Conversation.
Askstudentstopointtotheblanklinesintheconversation.Say,Youwillwrite
onewordoneachblankline.
Readtheconversationaloudsayingblankwhencomingtoablankline.
Playtherecording.Studentsfillintheblankswiththewordstheyhear.
Correcttheanswers.Readtheconversationaloud,fillinginthemissingwords.
Studentschecktheiranswers.
Answers
quietoutgoingfriendlysports
StepⅣ2c
Thisactivityprovidesoralpracticeusingthetargetlanguage.FocusstudentsontheconversationinActivity2b.Askapairofstudentstoreadittotheclass.
SA:Hey,Steve!Overhere!Don’tyourememberme?
SB:Oh,wow!You’rePaula,aren’tyou?
SA:That’sright.
SB:Youusedtobereallyquiet,didn’tyou?
SA:Yeah,Iwasn’tveryoutgoing.
SB:No,youweren’t.Butyouwerealwaysfriendly.Waitaminute.Didyouusetoplaythepiano?
SA:Yes,Idid.ButnowI’mmoreinterestedinsports.IplaysoccerandI’montheswimteam.
SB:Wow!PeoplesurelyChange.
Pointtothesampleconversation.Getanotherpairofstudentstoreadittotheclass.
SC:Iusedtobereallyquiet.
SD:Iknow.Nowyou’reveryoutgoing.
Say,Nowworkwithapartner.StartbyreadingtheconversationsinActivities2band2c.Thenmakeconversationsaboutyourselves.
Havestudentsworkinpairs.Movearoundtheroomlisteninginonvariouspairsandofferinghelpifnecessary.
Checktheanswersbycallingondifferentpairstosaytheirconversationstotheclass.Note:Answerswillvary.
Sampleanswers
A:Iusedtoplaythepiano.
B:Iknow.Nowyou’rebusywithyoursubjects.
StepⅤGrammarFocus
Askdifferentstudentstosaythestatementsandthequestionsandanswers.
S1:Iwasn’tveryoutgoing.
S2:Youusedtohavelonghair.
S3:Didyouusetohavestraighthair?
S4:Yes,Idid.
S3:Didyouusetoplaythepiano?
S4:No,Ididn’t.
Writethemontheblackboard.Askastudenttocirclethewordsusedto,useto,didanddidn’t.Thefollowingarenoteworthy:
1.Whenwewritestatements,weusethewordsusedto.
2.Whenwewritequestions,weusethewordsdid+useto.
3.Whenweansweraquestionwithusedto,weusedidordidn’t.
Dictatethefollowingforfurtherunderstanding:
1.Youusedtobeshort.
2.Heusedtoplaysoccer.
3.Didyouusetodrawpictures?
Yes.Idid.
4.Didsheusetohavelonghair?
No,shedidn’t.
Pronunciationnote
Englishspeakersusuallypronouncethewordsusedtoandusetoexactlythesameway.Theyrunthewordstogetherandpronouncethesewordsasiftheywerespelledustuh.
saythestatementsandquestionsandanswersinthegrammarboxtodemonstratethispronunciation.Getstudentstorepeatseveraltimesusingtheustuh.
StepⅥSummary
Say,Inthisclass,we’vemainlylearnedthe"useto"questionsand"usedto"statements.
StepⅦHomework
Askstudentstowriteashortreportaboutwhatafavoritefilmstarorafamousscientistwaslikewhenhe/shewasachild.Suggeststudentstoaddpicturestotheirwrittenwork.
StepⅧBlackboardDesign
Unit2Iusedtobeafraidofthedark.
SectionA
TheSecondPeriod
Targetlanguage:
1.Iwasn’tveryoutgoing.
2.Youusedtohavelonghair.
3.Didyouusetohavestraighthair?
Yes,Idid.
4.Didyouusetoplaythepiano?
No,Ididn’t.
TheThirdPeriod
Ⅰ.TeachingAimsandDemands
1.KnowledgeObjects
(1)Talkaboutwhatyouusedtobeafraid
ofandwhatyouarestillafraidof.
(2)KeyVocabulary
terrify,beterrifiedof,on
2.AbilityObject
Trainstudents’integratingskills.
3.MoralObject
Areyouafraidofspeakinginfrontofagroup?Don’tbesoshy.Beconfidentofyourself.Practicemore,andyouwillsurechange.
Ⅱ.TeachingKeyPoints
TargetLanguage
Didyouusetobeafraidofthedark?
Yes,Idid.
Areyoustillafraidofthedark?
No,I’mnot.Howaboutyou?
Me?Oh,yes!I’mterrifiedofthedark.
So,whatdoyoudoaboutit?
Igotosleepwithmybedroomlighton.
Ⅲ.TeachingDifficultPoint
Talkaboutwhatyouusedtobeafraidofandwhatyouarestillafraidofusingthetargetlanguage.
Ⅳ.TeachingMethods
1.Teachingbydemonstration.
2.Pairwork
3.Groupwork
Ⅴ.TeachingAid
Aprojector
Ⅵ.TeachingProcedures
StepⅠRevision
Checkhomework.Askdifferentstudentstoreadtheirreportsabouthisfavoritefilmstarorascientist.Thencollecttheirwritingsandwritecommentsoneachpaperbeforereturningthem,Displaysomebetteronesintheclassroom.
Showastudent’sworkonthescreenbyaprojector.Helphim/hercorrectanyerrors.
StephenHawkingwasborn
inOxford,Englandin1942.
Asastudent,hedidn’t
usetoworkhard.Heused
tobe
alazystudentanddovery
littlework.Attheageof
20,hegotanincurableillness.
Atfirst,heusedtobeverydepressed.Buthedidn’tloseheart.Hewentontodosomeofthemostimportantscientificresearchaftercomingoutofhospital.NowheworksatCambridgeUniversityasaprofessor.
StepⅡ3a
Thisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.
Pointtothepicturesandaskstudentstotellwhatishappening.
S1:InPicture1,thepersonisafraidofthedark.
S2:InPicture2,thepersonisafraidofflyinginanairplane.
S3:InPicture3,thepersonisafraidofhighplaces.
Drawstudents’attentiontothechart.
Readeachofthefourheadlinesandthelistofitemsinthefirstcolumntotheclass.
Demonstratehowtofillinthechartwithagoodstudentorally.
T:Didyouusetobeafraidofthedark?
S:Yes.Iwasafraidtowalkhomewhenitwasdark.
T:Areyoustillafraidofthedark?
S:No,I’mnot.
Tellstudentswheretoputacheckinthechart.
Askstudentstocompletethe"I"columnofthechartontheirownbycheckingtheitemsthattheyusedtobeafraidofandthattheyarestillafraidof.
Checktheanswers.
Note:Answerswillvary,Askdifferentstudentstoreporthis/heranswerslikethis:
S:Iusedtobeafraidofthedarkandhighplaces.ButnowI’mafraidofneither.
StepⅢ3b
Thisactivityprovidesoralpracticeusingthetargetlanguage.Focusattentionontheconversation.Askapairofstudentstoreadittotheclass.
Writetheconversationontheblackboard.
PointoutthelistofitemsinthefirstcolumnofActivity3a.Say,Askyourpartnerabouttheseitemsandcompletethe"Mypartner"columnsofthechartinpairs.
Askstudentstoworkwithpartners.
Walkaroundtheroomcorrectinganyerrorsinpronunciation.
Askseveralpairstosharetheirconversationswiththeclass.
Whenallthestudentshavefinishedthechart,Say,Nowlet’schecktoseehowmanystudentsusedtobeafraidorarestillafraidofthesamethings.Inviteastudenttoaskquestions.
S:Whousedtobeafraidofthedark?
Raiseyourhands.
(Countthehandsandletstudentskeeparecord.)
S:Whoisstillafraidofthedark?Raiseyourhands.
(Countthehandsandletstudentskeeparecord.)
Dothesameapproachwiththeotheritems.
StepⅣPart4
Thisactivitygivesstudentsanopportunitytousethetargetlanguagetotalkaboutthemselves.
Readtheinstructionstotheclass.Askagoodstudenttogiveanexamplefromhisorherownexperience.Forexample,forthewordeat,astudentmightsay,Iusedtoeatchocolate.NowIliketoeatfruitsofdifferentkinds.Ithinkchocolateisrichincaloryandfatwhilefruitsarerichinvitamin,whichisgoodforhealth.
Helpstudentstowritechocolateandfruitsinthechart.
Askstudentstocompletetheworkingroupsoffour.Walkaroundtheclassroomlisteninginondifferentgroupsandofferinghelpwithpronunciationandwriting.
Askafewstudentstotelltheclassabouttheotherstudentstheyhavetalkedto.
Forexample,astudentmaysay,mydesk-mateWeiMeiusedtoeatalotofchocolate.Nowshelikestoeatfruits.Shethinkskeepingfitisofgreatimportance.
Note:answerstothechartwillvary.
StepⅤSummary
Say,Inthisclass,we’vetalkedaboutwhatyouusedtobeafraidofandwhatyouarestillafraidofusingthetargetlanguageofthisunit.
StepⅥHomework
(1)Askstudentstofindoutwhattheirgrandparents,parents,aunts,unclesandoldfriendsusedtobeafraidofwhentheywerechildren.Whatdidthesepeopleusedtobeafraidofthattoday’schildrenarenotafraidof?
(2)Finishofftheexercisesonpages6～7oftheworkbook.
StepⅦBlackboardDesign
Unit2Iusedtobeafraidofthedark.
SectionA
TheThirdPeriod
Targetlanguage:
A:Didyouusetobeafraidofthedark?
B:Yes,Idid.
A:Areyoustillafraidofthedark?
B:No,I’mnot.Howaboutyou?
A:Me?Oh,yes!I’mterrifiedofthedark.
B:So,whatdoyoudoaboutit?
A:Igotosleepwithmybedroomlighton.
TheFourthPeriod
Ⅰ.TeachingAimsandDemands
1.KnowledgeObjects
(1)KeyVocabulary
spider,insect,chew,gum
(2)TargetLanguage
Iusedtoeatcandyallthetime.Didyou?
Yes,Idid.AndIusedtochewgumalot.
2.AbilityObject
Trainstudents’abilitytotalkaboutwhattheyusedtobe/do.
3.MoralObject
Peoplesurelychange.Studentsshouldtakegoodcareoftheprocessoftheirgrowth.
Ⅱ.TeachingKeyPoints
1.KeyVocabulary
spider,insect,chew,gum
2.TargetLanguage
Iusedtoeatcandyallthetime.Didyou?
Yes,Idid.AndIusedtochewgumalot.
Ⅲ.TeachingDifficultPoint
Talkaboutwhatyouusedtobe/do.
Ⅳ.TeachingMethod
Practicemethod
Ⅴ.TeachingAids
1.Ataperecorder
2.Apicturewithspidersandapicturewithinsects.
3.Agum
Ⅵ.TeachingProcedures
StepⅠRevision
Checkhomework.Invitedifferentstudentstoreportwhathis/hergrandparents,parents,aunts,uncles,oroldfriendsusedtobeafraidofwhentheywereyoung.
StepⅡ1a
Thisactivityintroducesnewvocabularywordsandprovidespracticewiththetargetlanguage.
Usingpictures,teachstudentstopracticethewordsspiderandinsect.Teachthe
wordgumbyholdingupagum.Andteachtheverbchewbychewingthegum.
Callstudents’attentiontothepictures.
Ask,Whatishappeningineachpicture?
S1:AgirlisexercisingingymclassinPicture1.
S2:AgirlispaintingapictureinPicture2.
S3:StudentsaresinginginmusicclassinPicture3.
S4:AboyislookingatspidersandotherinsectsinPicture4.
Say,Pleasecheckthethingsyoulikedtodowhenyouwereachild.
Askstudentstocompletetheworkindividually.
Checktheanswersbyinvitingdifferentstudentstoreporthis/herworklikethis:
WhenIwasachild,Iusedtolikepaintingpicturesandsinginginmusicclass.
Sayeachnumbertotheclassandaskstudentstoraisetheirhandsforeachthingtheyusedtoliketodo.Thendiscusstheresultswiththeclass.
StepⅢ1b
Thisactivityprovidespracticewiththetargetlanguage.
Pointouttheboxunderthepictures.
Readtheinstructionstotheclass.Say,
Youaretowritesomeotherthingsthatyouusedtoliketodowhenyouwereachildrenonthelinesinthebox.Remindstudentstowritesentences.
Asstudentswork,movearoundtheroomofferinglanguagesupportandhelpingthemwithanywordstheywanttouse.
Getastudenttowritehis/hersentencesontheblackboard.Helpcorrectanyerrors.
Sampleanswers
1.Iusedtoplayfootballwithmybrother.
2.Iusedtoeathamburgersalot.
3.Iusedtowatchcartoons.
4.Iusedtorunwithmyfatherinthemorning.
StepⅣ2a
Thisactivityprovideslisteningpracticeusingthetargetlanguage.
Setatimelimitofoneminute.Askstudentstolookthroughthesentencesinthebox.
Say,Youwillhearaboyandagirltalkingabouthowlifeusedtobewhentheyweremuchyoungerontherecording.Listenandcheckthesentencesyouhear.
Pointoutthesampleanswer.Playtherecordingforthefirsttime.Studentsonlylisten.
Playtherecordingagain.Thistimestudentscheckthesentencestheyhear.
Checktheanswers.
Answers
Checkedsentences:1,2,3
StepⅤ2b
Thisactivitygivesstudentspracticeinunderstandingandwritingthetargetlanguage.
Callstudents’attentiontothechartwiththeheadlinesInthepastandNow.
Setatimelimitofoneminuteforstudentstolookthroughtheuncompletedsentences.
Say,Youaretolistentotheconversationagainandfillintheblankswiththewordsyouhear.Pointoutthesampleanswers.
Playtherecordingagain.Studentslistenandfillintheblanks.Askastudenttoreadthesesentences,fillingintheblanks,therestoftheclasschecktheiranswers.
Answers
Inthepast:tests,play,walk,gym
Now:tests,study,takethebus,love
StepⅥ2c
Thisactivityprovidesoralpracticeusingthetargetlanguage.
Askapairofstudentstoreadthesampleconversationtotheclass.
SA:Iusedtoeatcandyallthetime.Didyou?
SB:Yes,Idid.AndIusedtochewgumalot.
Writetheconversationontheblackboard.
Askstudentstopayspecialattentiontothequestion“Didyou?”andtheanswer“Yes,1did.”RemindstudentsofthenegativeanswerNo,Ididn’t.Say,Nowworkwithapartner.Startbyreadingthesampleconversationwithyourpartner.Thenmakenewconversations.
Astheyareworkinginpairs,movearoundtheroomofferinglanguageandpronunciationsupportasneeded.
Checktheanswersbycallingondifferentpairstosaytheirconversationstotheclass.
S1:Iusedtobeafraidofthenurse.Didyou?
S2:Yes,Idid.
S3:Iusedtobeafraidofspeakinginthefrontoftheclass.
S4:Yes,Idid.NowIamnotafraidofthat.
Optionalactivity
Askstudentstotalkaboutgoodandbadhabits.Thenmakesentenceswith“usedto”toshowwhichhabitstheyhavestoppedandmakesentenceswith“still”toshowwhichonestheystillhave.
StepⅦSummaryandHomework
Say,Inthisclass,we’velearnedthenewvocabularywordsspider,insect,gumandchewandthetargetlanguageIusedtodosth.Afterclass,finishwritingthesentencesinOptionalActivity.
StepⅧBlackboardDesign
Unit2Iusedtobeafraidofthedark.
SectionB
TheFourthPeriod
1.SampleanswerstoActivity1b:
(1)Iusedtoplayfootballwithmybrother.
(2)Iusedtoeathamburgersalot.
(3)Iusedtowatchcartoons.
(4)Iusedtorunwithmyfatherinthemorning.
2.Targetlanguage:
A:Iusedtoeatcandyallthetime.Didyou?
B:Yes,Idid.AndIusedtochewgumalot.
TheFifthPeriod
Ⅰ.TeachingAimsandDemands
1.KnowledgeObjects
(1)KeyVocabulary
right,comic
(2)Practicereadingandwritingusingthetargetlanguage.
2.AbilityObjects
(1)Trainstudents’abilitytogetinformationinreadingorinconversation.
(2)Trainstudents’abilitytoexpresstheirideasusingthetargetlanguage.
3.MoralObject
Talktoyourparentsasoftenaspossiblesothatyoucanunderstandeachotherbetter.
Ⅱ.TeachingKeyPoint
Practicereadingandwritingusingthetargetlanguage.
Ⅲ.TeachingDifficultPoint
Writeapassageabouthowsomeone’slifehaschanged.
Ⅳ.TeachingMethod
Practicemethod
Ⅴ.TeachingAids
1.Aprojector
2.Asampleversion
Ⅵ.TeachingProcedures
StepIRevision
Reviewthetargetlanguagepresentedinthisunit.Inviteastudenttocometothefrontoftheclassroomanddemonstrateanactivity.Therestoftheclassguesswhathe/sheisdoingfirst.Thenmakesentencesusingthewords"usedto"andtheguessedactivity.Demonstratehowtoplaythegame.
Astudentpretendsthathe/sheisdrinkingmilk.
T:Whatishe/shedoing?
Ss:He/Sheisdrinkingmilk.
T:Youareright.OK.Pleasemakesentencesusing"usedto"and"drinkmilk".
S1：Iusedtodrinkmilkalot.NowIdon’tliketodrinkmilkatall.
S2:Ididn’tusetodrinkmilk.ButnowIlikemilkverymuch.
S3:…
StepⅡ3a
Thisactivityprovidesreadingpracticeusingthetargetlanguage.
Teachthewordsrightandcomic.
Callstudents’attentiontothearticle.Inviteastudenttoreadittotheclass.Correctanypronunciationerrorstomakesurethestudentprovidesagoodmodelfortherestoftheclass.
Pointoutthechart.Elicitthefirstanswerfromtheclass:RoseTangthen.hadsomuchtime.Guidestudentstofindouttheinformationinthereading.Itsays
whenIwasyoung,Iusedtohavesomuchtime,…
Say,Nowreadthearticleandcompletethechart.
Getstudentstodotheworkontheirown.Astheywork,movearoundtheclassroomandofferhelpifnecessary.
Correcttheanswers.
Answers
RoseTangthen:hadsomuchtime;spentalotoftimeplayinggameswithmyfriends;watchingTVorchatwithmygrandmother;wenttoconcertswithmyfather
RoseTangnow,getsupearlyandstaysinschoolallday;hasnotimeforplaying
games;hastostudy;hasnotimeforconcerts;doeshomeworkandgoestobed
StepⅢ3b
Thisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.
Readtheinstructionstotheclass.
Readthelettertotheclass.Dothefirstoneortwofill-inswiththeclass.
Say,Pleasecompletetheletteronyourown.YoumayusetheinformationfromthechartinActivity2b.
Askstudentstoworkindividually.Walkaroundtheroomcheckingprogressansweringquestionsasneeded.
Askdifferentstudentstoreadtheircompletedletterstotheclass.
Note:Answerswillvary.
StepⅣ3c
Thisactivityprovideswritingpracticeusingthetargetlanguage.
Readtheinstructionstotheclass.
Demonstratehowtodotheactivity.Askstudentstotaketurnssuggestingthingsthattheyusedtodoandthattheystilldo.Maketwocolumnswiththeheadlines
UsedtoandNowontheblackboard.
Say,Writeanarticleaboutthethingsthatyouusedtodoandthatyoustilldotodescribehowyourlifehaschangedsinceprimaryschool.Usethesesuggestionsontheblackboardwithyourideastowriteyourarticle.YoumayalsousethearticlesinActivities3aand3basamodel.
Showthefollowingsampleversiononthescreenbyaprojectorasaguide.
Mylifehaschangedalotsinceprimaryschool.
IusedtolikedifferentthingswhenIwasachild.
Iusedtoplaychesswithmygrandfather.Iusedtolikedrawingpictures.ButnowIhavetostudyverylateeverynight.Ididn’tusetowearglasses.ButnowIhavetowearthem.Tomyjoy,Ididn’tusetolikemaths,nowit’smyfavouritesubject.IgotanAinthelastmathsexam.I’mveryglad.
Askstudentstodotheactivityindividually.Astheybegintowrite,movearoundtheroomprovidinghelpasneeded.Itdoesn’tmatterwhethertheyonlywriteasentenceoralongerarticle.
Askstudentstoreadtheirarticlestoapartner.
Ifthereisn’tenoughtimeforallthestudentstofinishthearticle,allowthemtofinishitafterclass.
Theanswerwillvary.
StepⅤ4a
Thisactivityprovidesreading,writing,listeningandspeakingpracticeusingthetargetlanguage.
Readtheinstructionstotheclass.
Focusattentiononthechart.Setatimelimitofoneminute.Studentsreadtheheadlinesatthetopandatthesides.
Demonstratehowtofillinthechartwithagoodstudentstoprovideagoodmodelfortherestoftheclass.
T:Whatkindofbooksdoyoulikereading,WeiMing?
W:Ilikereadingcomics.
T:Howaboutmusic?
W:Ilikelisteningtopopmusic.
T:…
MakeasimplechartontheblackboardandaskWeiMingtofillinhisinformationinthechart.
I…MyParentsusedto…
ReadingIlikereadingcomics.
ListeningtomusicIlikelisteningtopopmusic.
Sports
Askstudentstocompletetheworkontheirown.Theymayrememberorguesswhattheirparentsusedtodo.Assignpartoftheirtasktohomeworksothatstudentsmaytalktotheirparents.Answerswillvary.
StepⅥ4b
Thisactivityprovidesoralpracticeusingthetargetlanguage.
Readtheinstructionstotheclass.
Askstudentstocompletetheworkingroups.
Askafewstudentstotelltheclassabouttheotherstudentstheyhavetalkedto.
StepⅦSummary
Say,Inthisclass,we’vedonemuchpracticeinreadingandwritingaswellasspeakingthetargetlanguage.
StepⅧHomework
(1)Talkingtotheirparents,studentsfillintheinformationinthechartinActivity4a.
(2)FinishofftheactivityinActivity4b.
Writeapassageaboutstudentsandtheirparents.
StepⅨBlackboardDesign
Unit2Iusedtobeafraidofthedark.
SectionB
TheFifthPeriod
1.UsedtoNow
playchessstudyverylate
drawpictureswearglasses
notwearglasseslikemaths
……
I…Myparents
usedto…
ReadingIlikereadingcomics.
ListeningtomusicIlikelisteningtopopmusic
Sports
TheSixthPeriod
Ⅰ.TeachingAimsandDemand:
1.KnowledgeObjects
(1)Fillinblanksandmakesentencesusingmiss,beafraidof,usedto,haveto,worryabout
(2)Writeanarticleusingthetargetlanguage.
2.AbilityObject
Trainstudents’writingskill.
3.MoralObject
Everyonesurelychanges.Youshouldcareforyourowngrowth.
Ⅱ.TeachingKeyPoints
1.Fillinblanksandmakesentences.
2.Writeanarticleusingthetargetlanguage.
Ⅲ.TeachingDifficultPoint
Makesentencesusingmiss,beafraidof,usedto,havetoandworryabout.
Ⅳ.TeachingMethod
Teachingbyexplanation.
Ⅴ.TeachingAids
1.Theblackboard
2.Aprojector
Ⅵ.TeachingProcedures
StepⅠRevision
Checkhomework.AskstudentstoexchangetheirarticlesinActivity4bwithapartner.Readeachother’swork.Theninviteafewstudentstotelltheclassabouthis/herpartner.Forexample,astudentmightsaylikethis:
MyfriendWeiHualikesreadingbooksonscience.Inhissparetime,helikesplayingcomputergamesandsurfingtheInternet.Hisfatherisfondofchess.Hespendsmostofhissparetimeplayingchesswithhisfriends.
StepⅡPart1
Thisactivityprovidesacomprehensivereviewofvocabularypresentedintheunit.
Focusattentiononthebox.Inviteastudenttoreadthevocabularywordsatthetop.
Say,Youaretofillintheblankswiththewords.Insomecases,youmayneedtouseanotherformoftheword,forexampleadjustingfortenseorsubject/verbagreement.
Askstudentstofillintheblanksontheirown.
Checktheanswers.Fivestudentseachreadasentence,fillingintheblanks.Therestofthestudentschecktheiranswers.
Answers
1.amafraidof
2.worryabout
3.haveto
4.miss
5.usedto
Askstudentstomaketheirownsentenceswiththewords,preferablysentencesthataremeaningful.Movearoundtheroom.Collectafewstudents’answerswithmistakesontheblackboard.Helpcorrectthemistakes.
Sampleanswers
1.Sheisafraidoffallingbehindtheothers.
2.Youdon’thavetoworryaboutme.
3.IhavesuchpoorsightthatIhavetowearglasses.
4.Myfatherworksinanothercity.Imisshimverymuch.
5.IusedtobeweakwhenIwasachild.
StepⅢPart2
Thisactivityfocusesonthegrammaticalstructuresandthekeyvocabularyintroducedinthisunit.
Readtheinstructionstotheclass.
Readthebeginningofthearticletotheclass.
Getstudentstolookatthepairsofpicturescarefullyandfinishthewriting,ontheirown.Astheywork,movearoundtheclassroomofferingassistanceasnecessary.
Haveseveralstudentsreadouttheirarticlestotheclass.
Checktheanswers.Answerswillvaryslightly.
Answers
(inclockwiseorder)ItseemsthatYuMeihaschangedalot.Sheusedtobeshortwhenshewasyoung,butnowsheistall.YuMeiusedtohavelonghair,butnowshehasshorthair.YuMeiusedtoplaysoccer,butnowsheplaystennis.YuMeiusedtobeveryquiet,butnowsheisoutgoing.
StepⅣJustforFun!
Thisactivityprovidesreadingandspeakingpracticewiththetargetlanguage.
Askallthestudentstoreadtheconversation.Ask,whatisfunnyaboutthiscartoonstory?Helpstudentstoanswer,Thecaterpillardoesn’tunderstandthatthebutterflymeantsheusedtobeacaterpillar.Hethinksshemeansthatsheusedtobeanuglybutterfly.Invitepairsofstudentstopresentthisconversationtotherestoftheclass.
Step5SummaryandHomework
Say,Inthisclass,we’vedonemuchwritingpracticeusingthekeyvocabularywordsandthetargetlanguagepresentedinthisunit.Afterclass,pleasefinishoffthearticleinActivity2inyourexercisebooks.
Askstudentstofinishofftheexercisesonpages6～7oftheworkbookaswell.
StepⅥBlackboardDesign
Unit2Iusedtobeafraidofthedark.
Selfcheck
TheSixthPeriod
Sampleanswerstoactivity1:
1.Sheisafraidoffallingbehindtheothers.
2.Youdon’thavetoworryaboutme.
3.IhavesuchpoorsightthatIhavetowearglasses.
4.Myfatherworksinanothercity.Imisshimverymuch.
5.IusedtobeweakwhenIwasachild.
Unit 4 I used to be afraid of the dark教案
一般给学生们上课之前，老师就早早地准备好了教案课件，大家静下心来写教案课件了。只有规划好教案课件计划，才能更好地安排接下来的工作！哪些范文是适合教案课件？下面是小编帮大家编辑的《Unit 4 I used to be afraid of the dark教案》，欢迎您参考，希望对您有所助益！
Unit4IusedtobeafraidofthedarkI.Learningobjectives教学目标SkillFocusTalkaboutappearancesandpersonalities.Talkaboutexperiences.Listen,andwritethecomparisonbetweenthepastandnow.TalkaboutwhatyouusedtobelikeLanguageFocus功
能
句
式
Talkaboutappearances(P10—11)-Mariousedtobeshort.
-Yes,hedid.Nowheistall.-Didyouusetohavestraighthair?
-No,Ididn’t
Talkaboutpersonalities(P11)
-Iusedtobereallyquiet.-Iknow.Nowyouareveryoutgoing.
Talkaboutexperiences(P11—12)
-Didyouusetoplaythepiano?
-No,Ididn’t,
-Didyouusetobeafraidofthedark?
-Yes,Idid.
词
汇
1.重点词汇chewchataffordcausewasteinsectgumcomicdeathpatientdecisionattentioncandyairplanedaily.2.认读词汇airplane,terrify,insect,chew,gum,chat,daily,exactly
3.词组
beinterestedinbeterrifiedofgotosleepintheendmakeadecisionheadteacher.toone’ssurpriseeventhough
nolongernot…anymoregiveuppayattentionto.
语法Theusageof“usedtodo”Hedidn’tusedtoliketests.Didheusedtoliketests?Yes,hedid./No,hedidn’tStrategyFocus1.Brainstorming2.comparingCultureFocusWhatdoyouthinkofthechangesofpeople?Howtodealwithchanges?II.Teachingmaterialsanalyzingandrearranging教材分析和重组本单元以Iusedtobeafraidofthedark为话题，共设计了四个部分的内容。1．教材分析SectionA该部分有4个内容模块：第一块围绕Whatdidheusetolooklike?为话题展开思维（1a）、听力（1b）口语（1c）训练；第二模块围绕Whatdidyouusetodo?为话题进行听力（2a-2b）、口语训练（2c）；第三模块在以上两模块的基础上以Didyouusetobeafraidofthedark为话题展开训练，训练形式为填写表格（3b）；第四模块拓展思维，让学生随意谈论自己的过去与现在，并简单陈述一下发生变化的原因。SectionB该部分仍为4个模块；第一模块是思维（1a）与口语（1b）训练；第二模块就usedtodo句式进行听力（2a-2b）与口语（2c）训练；第三个模块Whatdidyouusetodo这一话题进行阅读(3a)与写作（3b-3c）训练；第四模块让学生进行调查活动（4a-4b），从而提高他们的口语表达能力。SelfCheck该部分分为2个模块；第一个模块以填空形式对新词汇进行训练；第二模块要求学生跟句图画中所提供的信息展开写作训练。Reading该部分设置了5项任务；第一项任务以对话形式启发学生介绍自己的过去与现在，为下一任务作铺垫；第二项任务让学生快速阅读，了解文章大意；第三项任务以填空形式让学生了解文章段与段，句与句之间的关系；第四项任务要求学生了解文章的细节；第五项任务要求学生用新学知识展开活动，具备真正运用语言的能力。2．教材重组Period1NewfunctionpresentingPeriod2PracticePeriod3IntegrativeskillsPeriod4ReadingⅢ.Teachingproceduresandways教学过程与方式Period1NewfunctionpresentingTeachinggoals教学目标Languagegoals语言目标1.Words＆expressions.usedto，beinterestedin2.KeysentencesMario,youusedtobeshort,didn’tyou?YesIdid(P10)Didyouusetoplaythepiano?No,Ididn’t.(P11)
Abilitygoals能力目标Enablethestudentstotalkaboutappearancesandpersonalities.Emotion＆attitudegoals情感和态度目标Enablethestudentstodealwithchangescorrectly.Strategygoals策略目标Enablethestudentstodescribeappearancesandpersonalitiesbycomparing.Cultureawarenessgoals文化意识目标Peoplehavedifferentbehaviorsduringdifferentagesindifferentcountries.Teachingimportantpoints教学重点Thestructure“usedto”anditsnegativeandinterrogativeforms.StepIRevisionAskthestudentstotalkaboutthewaystheyhaveusedinEnglishlearningbefore.T:SinceEnglishlearningissuchapopulartopicamongmiddleschoolstudents,nearlyeveryoneofusarethinkingaboutonequestion:howcanweimproveourEnglishquickly.Asateacher,IthinkthefirstthingtodoistoimproveourwaysoflearningEnglish.Whatwaysoflearningdidyouusebefore?Didthewaysyouusedbeforehelpyoualot?S1:IthinkmywaysoflearningEnglishhashelpedmealot.AndmyEnglishisalwaysthebest.ThemostimportantthinginlearningEnglishis,Ithink,topracticewhatwehavelearnedeveryday,toreadaloud,towritemoreoften…S2:I’mnotgoodatEnglish.TheremustbesomethingwrongwithmywayofstudyingEnglish.Itdoesn’tworkatallevenifIworkharder.IreadandwritethenewvocabularymanytimeseveryeveningandonlytofindthatIcan’trememberthemall.WhatshouldIdonow?Ifsuchproblemsarises,offersomesuggestionsanddiscusswiththestudents.T:Inmypointofview,itisnotveryusefultoremembersomenewwordsbymerelyreadandwritethemtimeandagain.Thebestwaytolearnnewvocabularyistopracticetheminthesentences.JustcompareyourwayoflearningEnglishwiththethatofthefirststudent.Youcanfindthathe/sheneverrememberwordsbywritingorreadingwordsonly.AfterwelearnedUnit1,IbelievemostofushavechangedsomeofyourbadwaysinEnglishlearning.Thisisveryimportant.Everythingchangesexceptchangeitself.WearemakingprogressinEnglishlearning.Socomeon.Youarethebest.Learnfromyourpastandmakemorechange!StepIILead-inT:Astimegoeson,wearechangingeveryday.Forexample,wearegrowingtallerandourhairlongerandlongerdaybyday.Ourappearances,personalities,etc.changewiththegrowingyears.Nowthinkaboutyourchangesinthepastyears.Here’saveryusefulexpressiontohelpyouexpressyourself.Showthefollowingexpressiontothestudents.usedtobe+adj:过去常常是(现在已非如此)usedto+v:过去常常做(现在已非如此)T:It’sveryeasytoputtheexpressioninuse.Lookatthefollowingexamples.Showthefollowingexamplesandaskthestudentstoreaditrepeatedly.Sheusedtobeshort.Heusedtobenaughty.Tomusedtobebetter.IusedtowritediarymyselfwhenIwashisage.Weusedtoswimeverydaywhenwewerechildren.Weusedtogrowbeautifulroses.Igetonwellwithhim.BetterthanIusedto.Shedidn’tusedtodoit,didshe?Youusedn’ttomakethatmistake.Usedyoutomakethatstoriesupoutyourownhead?Usedyoutoplaybasketball?Itusednotbesohotinsummerinformeryears.YouusedtoliveinLondon,usedn’tyou?Thereusedtobesometreesinthisfield,usedn’tthere?StepIIIListening(1b:Page10)Askthestudentstoreadtheinstructionsandsentencesin1bfirst,thenlistentotherecordingbetweenBobandhisfriends.T:Howtimeflies!Bobandhisfriendshaven’tseeneachotherforfouryears.Nowtheyseeeachotheragainonasunnyday.LookatthepictureonPage10.Whatchangescanwefindabouthisfriends?S1:Theyallgrowstallerthanbefore.Theyallusedtobeshorter.S2:Tina’shairislongernow.Butsheusedtohaveshorthair.S3:Amyusedtobeshortandsheusedtowearcurlyhair.Butsheistallandhasstraighthairnow!T:Goodguesses!Nowlistentothedialoguebetweenthem.Theyallchangedalot.WillBobfeelsurprised?Playtherecordingforthefirsttime.T:Forthefirsttime,listenandfindouthowdoesBobfeelabouthisfriends’changes?Checkanddiscusstheanswerswiththestudents,remindingthestudentsoftheintonationofBobintherecording.Thenaskthestudentstolistenforthesecondtime.T:Forthesecondlistening,pleasepayattentiontothechangesofhisfriends.Youmaywritedownthekeywordsyouhear.Playtherecordingforthesecondtime.Thenaskthemtofillintheblanksandchecktheanswerswiththem.StepIVListing(!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--1a:Page10)Askthestudentstolistthewordstodescribepeople’sappearancesandpersonalities.T:Fromtheabovepictureandrecording,wefoundthatmanychangeshavetakeplaceinBob’sfriends.Nowworkingroupsandtrytolistthewordstodescribepeople’sappearancesandpersonalities.Samplelists:light-brownhair,curlyhair,blackhair,brownhair,browneyes,blueeyes,pale,attractive,fat,thin,cool,slim,healthy,strong,good-looking,handsome,pretty,beautiful,sick,longAskthestudentstofillinthechart.Thenchecktheanswers.StepVListening(2a,2b&2c:Page11)Askthestudentstodothelisteningwork.T:Nextyouwillhearsomeotherwordsusedtodescribepeople’sappearancesandpersonalities.Listenandcheckthewordsyouhear.Playtherecording.Thenchecktheanswers.T:Listenagainandfillintheblanksinthedialoguewiththewordsyouhear.Playtherecordingagain,thenchecktheanswers.Thenaskthestudentstopracticethedialogue.Sampledialogue:S1:Hi,there.Don’tyourememberme?S2:Oh,sorry.Ican’tremembernow.S1:I’mJessie.WewereinthesameclasswhenwestudiedinNanshanPrimarySchool.S2:Oh,Igotit.Jessie,youusedtoreallyshort,didn’tyou?S1:Yeah.Iwasn’tverytall.S2:No,youweren’t.butyouwerealwayshappy.Waitaminute!Didyouusedtoplaybasketballafterschool?S1:Yes,Idid.ButnowI’mmoreinterestedinplayingvolleyball.IplayvolleyballandI’monthevolleyballteam.S2:Wow!Peoplesurechange.StepVIHomeworkT:Inthisperiod,wemainlylearned“usedto”questionsand“usedto”statements.Showthefollowingtothestudents.Askthemtoreadtheexamplesentences.usedto→Did…+usetodo”→didn’te.g.1.Heusedtobequiet.2.Theyusedtoplaysoccer.3.-Didyouusetoplaycomputergames?-Yes,Idid.4.-Didsheusetohaveshorthair?-No,shedidn’t.Thenaskthemtowriteashortpassageaboutthechangeofthemselves.Andpre-read3aonPage12.Unit 4 I used to be afraid of the dark.教学设计 Section A
Unit4Iusedtobeafraidofthedark.教学设计
SectionA3a—SectionB2c
PeriodTwo
基础达标
Ⅰ.根据句意及首字母（汉语）提示，补全单词
1.Iusedtobeafraidofflyinginana____________.
2.Mostgirlsaret__________ofsnakes.
3.Paulausedtolikespidersandotheri_________.
4.Eatingtoomuchc__________isbadforyourteeth.
5.Thelittlegirlenjoysp__________picturesverymuch.
Ⅱ.词组翻译
1.在…前面__________________2.非常害怕的_______________
3.入睡___________________4.画画____________________
5.为…担心________________6.一直，总是___________________
Ⅲ.根据所给的汉语提示完成句子
1.我的同伴过去害怕独处。
Mypartnerusedtoafraidof____________.
2.你怎样处理它呢？
Whatdoyoudo___________?
3.我开着卧室的灯睡觉。
¬Igotosleep_______mybedroom_______________.
4.我们过去每天步行去学校。
Weusedto_____________schooleveryday.
能力提升
Ⅰ.选择填空
()1.Theoldmanlives_______,buthedoesn’tfeel_________.
A.alone,aloneB.lonely,lonelyC.alone,lonelyD.lonely,alone
()2.She__________tochewgumwhenshewasyoung.
A.didn’tuseB.didn’tusedC.don’tusedD.doesn’tused
语法要点：
★alone与lonely
(1)alone表示“单独，独自”，不带感情色彩。
Helivesaloneintheforest.
他独自一个人住在森林里。
(2)lonely指人孤独寂寞，指某个地方很荒凉，带有浓厚的感情色彩。
Canyougivesomeadvicetothelonelyboy?
你能给这个孤独的孩子一些建议吗？
Themountainvillageisverylonely.
这个山村很荒凉。
★Igotosleepwithmybedroomlighton.句中“on”为“开着的，接通的”的意思。这时，其反义词为“off”
Isthelightonintheroom?
屋里的灯开着吗？
Pleaseturnoffthelightwhenyouleave.
你离开时请关掉灯。
()3.Theboyseems________moreoutgoingthanheusedtobe.
A.alotB.lotsof
C.alotofD.alotof
()4.Hismotherusuallydoesthehousework_______theTV______.
A.with,openingB.with,onC.turn,onD.turning,open
()5.Aftertheend-yearexam,moststudentsworried_______theresults.
A.forB.aboutC.toD.of
Ⅱ.根据要求完成句子
1.Mypartnerusedtobeafraidofthedark.(改为一般疑问句)
______________partner______tobeafraidofthedark?
2.Mariousedtogotoschoolonfoot.(改为同义句)
Mariousedto____________school.
3.Steveisstillafraidofspeakinginfrontofagroup.(改为同义句)
Steveisstill________________________infrontofagroup.
4.Thedoorwasopen.Myfriendwassleeping.(合为一个句子)
Myfriendwassleeping_______thedoor______.
拓展探究
假如你(Peter)遇见一位老同学，但你没认出他，经他自我介绍后，你感到十分惊喜，两人高兴地聊了起来。请根据此情景补全对话。然后和你的同伴表演。
Jim:Hey,Peter.Nicetomeetyou.
Peter:I’msorryIdon’tknowyou.Whoareyou?
Jim:I’mJim,yourclassmate.(1)__________?
Peter:Oh,you’reJim,aren’tyou?
Jim:Yeah.
Peter:(2)________________?
Jim:Yes,butI’m1.8meterstall.
Peter:(3)________________?
Jim:Yeah,Idon’twearglassesnow.
Peter:(4)___________________?
Jim:I’minShenzhennow.
Peter:Let’sgototherestaurantfordinner,andwecanhaveachat.
Jim:(5)_____________________!
精解精析
★alot与alotof
(1)alot意思是“很
HeisalotheavierthanIam.
他比我重很多。
I’velearnedalotfromyou.
我从你那里学到了很多东西。
(2)alotof=lotsof意思是“许多”，可以修饰可数名词，也可以修饰不可数名词。
Studentshavealotofbooksonthedesk.
多，非常”。在句中作状语，也可作宾语。
学生们在课桌上有很多书。
Hehasalotofmoneyatpresent.
目前他有很多钱。
