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。

相关推荐

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.

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