为了促进学生掌握上课知识点，老师需要提前准备教案，大家应该在准备教案课件了。用心制定好教案课件的工作计划，这对我们接下来发展有着重要的意义！有没有出色的范文是关于教案课件的？为满足您的需求，小编特地编辑了“Unit 4 I used to be afraid of the dark. 重点知识归纳解析”，供大家借鉴和使用，希望大家分享！

Unit4Iusedtobeafraidofthedark.重点知识归纳解析

1.humorousadj.有幽默感的;图

2.silentadj.沉默的；

3.helpfuladj.有用的，有帮助的：

4.scoreninterestedB.somethinginteresting;interesting

C.somethinginteresting;interestedD.somethinginterested;interesting

形容词修饰不定代词时，应该放在其后面，可先排除A。另外，修饰某物时要用interesting，可排除D。第二空的you是人，故要用beinterestedin结构。答案选择C。

b.句式包：

1.Mario,youusedtobeshort,didn’tyou?马里奥，你过去很矮，对吗？

usedtodosth意为“过去常常做某事”，特指在过去经常发生的动作，而现在已不再发生，其中usedto可以看作情态动词，用于各种人称。

Heusedtoplaysoccerwhenhewasyoung.他年轻时经常踢足球。（现在不踢了）

SheusedtobeanEnglishteacher.她过去是一位英语老师。（现在不是英语老师了）

1.其否定句为didn’tusetodo或usednottodo，usednot可缩写为usedn’t。

Mr.Lididn’tusetodrinkbeer.=Mr.Liusedn’ttodrinkbeer.李先生不常喝啤酒。

2.usedto的疑问句形式是“Did…usetodo?”或“Used…todo”。

Didsheusetogetupearly?=Usedhetogetupearly?她过去经常早起吗？

3.usedto的反意疑问句也用助动词did(n’t)或used(n’t)构成。

Mariousedtobelateforschool,didn’t/usedn’the?马里奥以前上学经常迟到，对不对？

beusedtodosthreadB.read;readingC.reading;readD.reading;reading

前一空是usedtodosth结构，后一空是beusedtodoing结构。若第二空采用beusedtodosth结构，主语she不能成为use的承受者。另外，由butnow可知前一句说的是过去的情况，后一空说的是现在的情况。正确答案是B。

2.Iusedtogooutsideonweekends.(改为否定句)I________togooutsideonweekends.

本题考查usedtodo的否定结构。其否定句为didn’tusetodo或usednottodo。正确答案是didn’tuse/usednot。

2.Whatdidhisfriendsusedtolooklike?他的朋友过去长得什么样子？

Whatdoessblooklike?只用来询问某人的外貌长相，相当于Whatissblike?,like在句中作介词，意为“像”。

—WhatdoesTomlooklike?(=WhatisTomlike?)汤姆长得什么模样？

—Heisverymuchlikehisfather,tallanddark.他非常像他的父亲又高又黑。

Whatissb/sthlike?故答案选D。

2.giveup放弃

后接动词-ing形式或名词，但不能接动词不定式。后接代词作宾语时，代词应放在give和up之间。

Youshouldgiveupsmoking.你应该戒烟。

Mathistoodifficultforme.IthinkI’llgiveitup.数学对我来说太难。我想我会放弃它。

give的相关短语

givein屈服，让步；giveback归还；giveaway分发，赠送；givesbahand帮某人的忙

—Ishestillraisingmoneyforcharity?

—Yes.Henever_____hopeofhelpingpoorchildren.?

A.givesupB.givesoutC.takesoffD.takesout?

givesout“分发”；takesoff“脱下‘起飞”；takesout“拿出”。根据上句Ishestillraisingmoneyforcharity?及答语Yes可知答案选A，意为“放弃”。

b.句式包：

1.Candytoldmethatsheusedtobereallyshyandtookupsingingtodealwithhershyness.凯迪告诉我她以前真的很害羞并且开始唱歌来应对她的害羞。

这是由that引导的宾语从句。

①takeup:开始从事

Jacktookuprunningforexercisetoloseweightthismonth杰克这个月在跑步锻炼来减肥。

takeup的用法

(1)占，占地方

Thatbigtabletakesuptoomuchroom.那张大桌子占的地方太大了。

LearningEnglishtakesupalotofmytime.学英语占了我许多时间。

(2)开始从事

Wetookupphysicalchemistryatcollege.在大学我们选学了物理化学课。

(3)讨论discuss

Wewilltakethenextlessonuptomorrow.我们明天将要讨论下一课。

(4)从事；经手

Theteachertookupthelessonwhereshestopped.老师从昨天留下的部分开始讲。

(5)让乘客上车；接纳

Thebusstoppedtotakeupthestudents.公共汽车停下来，让这些学生上车。

—What’syourplanforthenewschoolyear?

—Oh,Iamgoingto_____anewhobbybylearningtoplaytheguitar.

A.takepartB.takeupC.takebackD.takecare?

此题考查take相关的短语，由题意可知，我打算通过学弹吉它开始一项新爱好。答案选B。

②dealwith“对付”、“应付”

Theyoungwomanteacherdidn’tknowhowtodealwiththenoisyclass.

这位年轻的女教师不知道如何应对喧闹的课堂。

dealwith与dowith

1.dowith常与连接代词what连用，而dealwith常与连接副词how连用

Idon’tknowhowtheydealwiththeproblem.=Idon‘tknowwhattheydowiththeproblem.

我不知道他们如何处理这个问题。

2.这两个词组在使用时有细微的差别。一般地说，do侧重对象，deal侧重方式方法；dowith表示“处置”、“忍受”、“相处”、“有关”等。dealwith意义很广，常表示、“处理”、“安排”、“论述”、“涉及”等。

1.Theyfoundawaytodowiththeelephant.他们找到对付那头大象的办法了。

2.Theycouldproperlydealwithallkindsofsituations.他能恰当地应付各种局面。

1.Thebossfoundtwoboysstealinghisbreadbuthedidn’tknow_____

A.howtodowithB.whattodowiththem

C.howtodealwithitD.whattodealwith

dealwith与dowith都是处理，应对的意思，故选A。dowith常与连接代词what连用，而dealwith常与连接副词how连用.故选C。

2.Onlyaverysmallnumberofpeoplemakeittothetop.只有少量的人才成功地到达顶峰。

asmallnumberof意为：“少量的，为数不多的”。Makeit意为“办成，做到；成功”；用来表示达到预定目标。

Todaymakeitclosetobelateforclass.今天我差一点都迟到了。

makeit的用法

一、用来表示规定时间，常与can,let等词连用。

A：Shallwemeetnextweek?下星期我们见面，好吗？

B：Yes.Let’smakeitnextSunday.好的，让我们约定下星期日吧。

二、用来表示达到预定目标；办成，做到；成功；发迹。：

TellhimIwanttoseehimtonight,atmyhouseifhecanmakeit.

告诉他今晚我要见他，行的话就在我家。

三、用来表示及时抵达；赶上。：

HewontbeabletomakeithomeatChristmas.圣诞节时他到不了家。

四、用来表示(疾病)等得到好转；得救。：

Thedoctorknewthatthepatientwasunlikelytomakeit.医生知道那个病人没什么希望了。

五、用来表示相处得很好，受欢迎(或尊重)，被接受(与with连用)。：

ShefinallymadeitwiththecrowdinHollywood.她终于受到好莱坞人的欢迎。

六、用来表示预定小吃。：

Makeitacakeandabottleoforange.来一块蛋糕和一瓶橘汁。

Don’tgiveup!Comeon.Iknowyoucanmake____.

A.itB.thisC.thatD.so

[解析]makeit为固定搭配，意为：“办成，做到；成功”；用来表示达到预定目标。[答案]A．

SectionB（1a~1e）

a.词汇包：

allthetime一直；总是相当于always。

Ihavebeenbusyallthetime.我一直很忙。

time的相关短语

intime及时ontime按时forthefirsttime第一次

atthesametime同时haveagoodtime过得愉快；玩得开心attimes(=sometimes)有时

Look!Themonkeysarejumping_____.

A.intimeB.forthefirsttimeC.allthetimeD.attimes

根据句意“瞧！这些猴子一直在跳”可确定答案是C。

SectionB（2a~2f）

a.词汇包

1.cause(v.)造成；使发生

作动词，常见用法有：

(1)后接名词或代词。

Whatcausehisillness?是什么使他生病？

(2)后接双宾语，即causesbsth，意为“给某人带来……”。

I’mafraidI’mgoingtocauseyoumuchtrouble.恐怕我会给你添很多麻烦。

(3)后接动词不定式作宾补，即causesb/sthtodosth，意为“促使某人做某事”。

Successcauseshimtoworkhard.成功促使他更加努力工作。

cause作名词

cause作名词时，意为“原因”，近义词为reason。表示“……的原因”常用thecauseof或thereasonfor。

Whatwasthecauseoftheaccident?这起事故的原因是什么？

Givemeyourreasonfordoingthat.给我你那样做的理由。

Everyyeardrivingafterdrinkingwine_____alotoftrafficaccidents.

A.happensB.providesC.causesD.affords

happen“发生”；provide“提供”；affords“买得起”。根据句意“每年酒后驾车引发大量交通事故”可确定选C。

2.waste(v.)浪费；滥用

作动词，表示浪费时间、精力、财力和物力等，常接名词作宾语。另外waste还可用于wastesthonsth/sb和wastesth(in)doingsth结构。

Heneverwastedamoment.他从不浪费一刻时间。

Don’twasteyourtimeonthesethings.不要把你的时间浪费在这些事上。

Hewastedlotsoftimeinplayingcomputergames.玩电脑游戏浪费了他很多时间。

1.你不要把时间浪费在看电视上。Don’twasteyourtime________TV.

2.让那个孩子不要浪费时间了。Askthechild____________time.

1.inwatching2.nottowaste

3.makeadecision下决定；下决心

该短语相当于动词decide。decision是动词decide的名词形式。

Shecouldnotmakeadecisionaboutthedresses.她对（买不买）这衣服下不了决心。

Weneedtomakeadecisiononthisbynextweek.我们得在下周前就这一问题作出决定。

—Jack,willyourfamilymovetoShanghai?

—Yes.That’saverybigmyparentsmade.

A.decideB.decisionC.educationD.difference

decide是动词，意为“决定”；decision是名词，意为“决定”；education是名词，意为“教育”；difference是名词，意为“差异，不同”。根据句意“那是我父母做的一个大决定”以及空格前的a确定用decide的名词形式，故选B。

4.nolonger不再；已不

Igotherenolonger.我不再去那儿了。

Shenolongerneededtheshoe!她不再需要那只鞋子了。

not…anylonger¬anymore

1.not…anylonger

意为“不再”，常可与nolonger替换，多指过去持续的动作或存在的状态现在已不能再继续下去，侧重指时间上不再延长。

Ican’twaitforyouanylonger.=Ican’tnolongerwaitforyou.我不能再等到你了。

2.not…anymore

也意为“不再”，可与nomore替换，多指再也不重复过去反复做或发生的具体动作。

Thebabydidn’tcryanymore.=Thebabynomorecried.那个婴儿不再哭了。

Henolongerliveshere.(同义句转换)He________here________.

doesn’tlive,anylonger。

5.takepridein对……感到自豪

在此短语中，pride为名词，意为“骄傲”。另外beproudof也意为“为……感到自豪”，但proud是形容词。同时我们要注意这两个短语中的介词不同。

Theytakeprideintheirdaughter,whoisnowamoviestar.

=Theyareproudoftheirdaughter,whoisnowamoviestar.

女儿成为电影明星，他们感到很自豪。

Wefelt________whenLiuXiangwonthefirstprizeagainintherace.

A.prideB.proudC.successfulD.worried

pride是名词，意为“骄傲，自豪”；proud是形容词，意为“骄傲的，自豪的”；successful是形容词，意为“成功的”；worried是形容词，意为“焦虑的”，feel在此是连系动词，后接形容词作表语，排除A。再根据whenLiuXiangwonthefirstprizeagainintherace确定选B。

b.句式包：

Hehasbeenworkinghardandisnowoneofthebeststudentsinhisclass.

他一直非常努力学习，现在是班上最出色的学生之一。

“oneof+the+形容词最高级＋复数名词”意为“最……之一”。

Tomisoneoftheyoungeststudentsinourschool.

在我们学校里，汤姆是年纪最小的学生之一。

InEngland,oneofthemostpopularkindsoffoodisfishandchips.

在英国，最受欢迎的食品之一是炸鱼和炸土豆条。

“oneof+复数名词或代词”

“oneof+复数名词或代词”意为“……中的一个”，作主语时，谓语动词用单数形式。

Oneofthebrothersisascientist.那些兄弟中有一位是科学家。

1.October12thwasoneofdayin2005,forShenzhouVIwassentupsuccessfullyintothespace.

A.excitingB.moreexcitingC.muchexcitingD.themostexciting

“oneof+the+形容词最高级＋复数名词”结构。exciting的最高级形式是themostexciting。正确答案是D。

2.刘翔是世界上最受欢迎的体育明星之一。________________________________________

LiuXiangisoneofthemostpopularsportsstarsintheworld.

相关阅读

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。

Unit 4 I used to be afraid of the dark.英文教案

教案课件是每个老师工作中上课需要准备的东西，大家正在计划自己的教案课件了。教案课件工作计划写好了之后，这样接下来工作才会更上一层楼！你们清楚教案课件的范文有哪些呢？以下是小编收集整理的“Unit 4 I used to be afraid of the dark.英文教案”，希望能为您提供更多的参考。

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.

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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