老师会对课本中的主要教学内容整理到教案课件中，到写教案课件的时候了。将教案课件的工作计划制定好，才能够使以后的工作更有目标性！你们清楚有哪些教案课件范文呢？为满足您的需求，小编特地编辑了“Unit 4 I used to be afraid of the dark. Section A教案设计”，欢迎阅读，希望您能够喜欢并分享！

Unit4Iusedtobeafraidofthedark.

SectionA(1a-2c)

PeriodOne

基础达标

Ⅰ.根据句意及首字母（汉语）提示，补全单词

1.Mariousedtohave____________(直的)hair.

2.Paulausedtobequite.Butheiso_________________.

3.Steveusedtobe__________(严肃的)，didn’the?

4.Iu________tohavecurlyhair.

5.Peoplesure_______(改变).

Ⅱ.词组翻译

1.过去常常_____________2.害怕_______________________

3.看起来像_____________4.等一会儿__________________

5.弹钢琴_________________6.对---感兴趣______________________

7.在游泳队里_________________8.在四年后__________________

Ⅲ.根据所给的汉语提示完成句子

1.我过去害怕黑暗。

I______________________________thedark.

2.Bob在四年后第一次见一些朋友。

Bobisseeingsomefriends__________infouryears.

3.他的朋友过去是什么样子？

¬whatdidhisfriends___________________?

4.她过去常常留着卷发。

Sheusedto_________________.

能力提升

Ⅰ.单项选择

()1.She_______tohavelongcurlyhairayearago.

A.useB.usesC.usedD.isused

()2.Iusedtobeafraid_______thedark.

A.atB.forC.ofD.to

精解精析

★usedto与beusedto

(1)“usedto”后接动词原形，意思是“过去常常”，表示过去经常发生的动作(或存在的状态)现在已不再发生(或存在)了。例如：(1)Peopleusedtothinkthesuntravelledroundtheearth.人们过去曾经认为太阳绕地球转动。(暗指人们现在并不这样认为了。)usedto的否定式可用didntuseto.

(2)“beusedto+名词或v-ing”意思是“习惯于”。试比较：①Heusedtowalktoschool.他过去总是步行到校。

②Heisusedtowalkingtoschool.他现在习惯于步行上学了。

★反意疑问句

反意疑问句是提出情况或看法，问对方是否同意的句子。其结构有两种，其一为前肯后否，其二为前否后肯。Eg:

(1)TheywillgotoBeijing,won’tthey?他们要去北京，是吗？

()3.Sheusedto________icecreamwhenshewasachild.

A.likedB.likingC.likesD.like

()4.Mario,youusedtobeshort,_______you?

A.aren’tB.weren’tC.don’tD.didn’t

()5.—Iwasn’tveryoutgoing.

—_____________.Youusedtoveryshy.

A.No,youwere.B.No,youweren’t.

C.Yes,youwere.D.Yes,youweren’t.

()6.Heisusedto________basketballafterclass.

A.playingB.playedC.playsD.play

()7.TheTVshowis_______.Andthechildrenare_______init.

A.interesting,interestedB.interested,interesting

C.interesting,interestingD.interested,interested

()8.Steveusedtobe________.Nowhe’sveryfunny.

A.quiteB.seriousC.smartD.strong

Ⅱ.根据要求完成句子。

1.Hersisterusedtobeveryshort.(对画线部分提问)

didhersisterusetobe________?

2.Heusedtoplaysoccer,_____________?(改为反意疑问句)

3.Aliceusedtoplaythepianoonweekends.(改为否定句)

Alice_____________toplaythepianoonweekends.

4.Thegirlshowsgreatinterestinherspeech.(改为同义句)

Thegirl______________________inherspeech.

5.FewstudentspassedthemathexamonTuesday,_______________?(改为反意疑问句)

拓展探究

书面表达。

写一篇短文，介绍一下你的一位同学，她/他刚入学时是什么样子，性格怎样；她/他现在什么样子，性格怎样，有什么变化。

要求：1.语言流畅，规范；

2.包含提示内容，并作适当发挥；

3.60词左右。

4.注意运用usedto结构。

(2)Youarenotgoingouttoday,areyou?你今天不出去，是吗？

如果反意疑问句前一部分中含有否定词no,never,nothing,few,hardly,little等时，后一部分用肯定形式。Theyhardlyeverseethefilms,dothey?他们几乎从不看电影，是吗？

★interesting与interested

1.interesting意思“是令人感兴趣的”,表示本身具有使人发生兴趣,引起人们注意之处.

eg:

Thestoryisveryinteresting.

这个故事很有趣。

2.interested意思是“感兴趣的”,常用beinterestedinsth/indoingsth表示“某人对...感兴趣”.eg:

Heisinterestedincollectingstamps.

他对集邮感兴趣。

相关推荐

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

Unit4Iusedtobeafraidofthedark.
Reading(总第八课时)
[学习目标]
1．熟记并灵活运用本课的单词和短语：death,cause,patient,intheend=atlast,makeadecision,toone’ssurprise,exactly,eventhough,nolonger,takepridein,payattentionto,giveup
[学习重点]掌握usedto句型。
[学习过程]
I.热身
1、听写前一课的内容。
2、检查新单词。
II.知识呈现
Section1.BeforeYouRead
小组讨论：Whenyouhaveaproblem,howdoyourparentshelpyou?
Section2.WhileYouRead
1.Readthepassagequicklyandfindthemainidea.
2.Readitagainandputthemissingsentencesintothecorrectplacesinthereading.(3a)
3.Readitcarefullyandfindoutthelanguagepoints.
小组讨论，然后交流展示合作的成果。
(1).affordsth/todosth负担得起
Hecouldn’taffordtopayforhischild’seducation.
(2)..causealotoftrouble(forsb.)引起很多麻烦
(3).getintotroublewiththepolice陷入警察手里
(4).bepatientwithsb对…有耐心
(5).finally=intheend=atlast最后
(6).makeadecisiononsth/doingsth决定做某事
=makeupone’smindtodosth=decidetodosth
(7).It’snecessarytodosth必须做某事
(8).toone’ssurprise使某人吃惊
besurprisedatsth吃惊于…
Tomysurprise,aphonecallchangedhislife.
(9).eventhough=evenif(+让步状语从句)即使
Eventhoughheiseighty,helooksyoungandhealthy.
(10).nolonger=not...anylonger不再(延续性)
nomore=not…anymore不再(短暂性)
(11).takepridein=feel/beproudof为…而自豪
ItakeprideinbeingaChinese.
Iam/feelproudofbeingaChinese.
(12).payattentiontosth/thegrammar注意语法
4.小组合作找出文章中的语言点，质疑解惑。
5.听录音跟读，纠正发音。
Section3.AfterYouRead
小组讨论完成3b
Section4.GoForIt!
Discussitingroupandfinishthechart.
IV.习题精选
一、英汉互译。
1.我过去怕黑。
_____________________________________________
2.Igotosleepwithmybedroomlighton.
_____________________________________________
3.Iusedtospendalotoftimeplayinggameswithmyfriends.
_____________________________________________
4.我几乎没有时间去听音乐会.(hardlyever)
_____________________________________________
5.在过去的几年里，我的生活发生了很大的变化。
_____________________________________________
二、阅读理解。
Grown-upsarealwaystellingkidswhattodo.Doyoulistentothem?Usually,theyknowwhatisbestforyou,butsometimestheycanbewrong.
So,Chinahasaspeciallawtokeeppeopleunder18safe.ItiscalledtheUnderageProtectionLaw（《未成年人保护法》）.
Teacherscanpunish(惩罚)badstudents,buttheycannotjustdoanythingtheylike.Ifateachertriestogetyououtofclass,youcangototheheadmasterandtellhimyouhavetherighttostayinschool.
Schoolbuildingsandplaygroundsmustalsobesafeforchildren.IfthethingsyouuseinP.E.classareunsafe,theschoolmustfixthemorgetnewones,accordingtotheUnderageProtectionLaw.
Doyouknowanyonewhocan’tgotoschoolbecausetheirparentsaren’twillingtopayforit?Thisisalsoagainstthelaw,whichsaysparentsmustpayfortheirkids’education.
Kidshavearighttoprivacy(隐私)underthelaw,whichsaysparentsandteacherscan’treadchildren’sownletters.
Thelawalsoprotectschildren’shealth.Itsaysthereshouldbenosmokinginschoolsandotherplaceswheremanyteenagersgo.
Haveyoueverwondered(想知道)whyticketsforparksandmuseumsarecheaperforstudents?It’salsobecauseoftheUnderageProtectionLaw.Itsaysthatkidsneedtohavelotsofchancestolearn.
1.TheUnderageProtectionLawkeeps_____safe.
A.allthepeopleB.onlypeopleunder16
C.peopleunder18D.kidsandwomen
2.TheUnderageProtectionLawprotectsyourright______.
A.whenateachertriestokickyououtofclass
B.whenthethingsyouuseinP.E.classareunsafe
C.whenyourparentsdon’t’allowyoutogotoschool
D.alloftheabove
3.Whocanreadchildren’sownletters?
A.Children’sparents.B.Children’steachers.
C.Children’sfriends.D.Childrenthemselves.
4.Whyareticketsforparksandmuseumscheaperforstudents?
A.Becausefewstudentsliketogotothoseplaces.
B.Becausestudentshavenomoneytobuytickets.
C.BecausetheUnderageProtectionLawsaysstudentshavetheright.
D.Becausestudentsdon’tneedtohavelotsofchancestolearn.
5.HowmanyrightsdoestheUnderageProtectionLawsayinthe
passage?
A.Three.B.Six.C.Five.D.Seven.
V.作业布置
1、完成《同步》。2、units31a-2c,听音。

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 Section A 学案

一般给学生们上课之前，老师就早早地准备好了教案课件，大家在用心的考虑自己的教案课件。只有写好教案课件计划，才能促进我们的工作进一步发展！你们会写教案课件的范文吗？急您所急，小编为朋友们了收集和编辑了“Unit 4 I used to be afraid of the dark Section A 学案”，但愿对您的学习工作带来帮助。

Unit4Iusedtobeafraidofthedark学案

SectionA（1a-2c）

学习目标

1.掌握描写人物的技巧和词汇。

2.掌握下列知识点：

■重点词汇：sure,used

■重点短语：①usedto②waitaminute③playthepiano④beinterestedin⑤ontheswimteam

■重点句型：

①Mario，youusedtobeshort,didntyou?

②Dontyourememberme?

■语法：usedto句式的用法

预习导学

Ⅰ.英汉短语互译。

1.过去经常2.ontheswimteam

3.弹钢琴4.waitaminute5.对……感兴趣

Ⅱ.预习SectionA（1a-2c）部分，完成下列句子。

6.I（过去）beshort，butnowIamtall.

7.Mysisterusedto（害怕）thedark.

8.Heusedtobequiet，（是吗）?

合作研讨

一、重点单词与短语

1.sureadv.的确

（1）besure一定要；务必

（2）makesure弄清楚；确保

（1）人的确在变化。

Peoplechange.

2.playthepiano弹钢琴

play与乐器类名词连用时，名词前要加定冠词the,而与球类名词连用时，名词前不要加定冠词the。

例如：playtheviolin拉小提琴；playsoccer踢足球

(2)她在四岁时学习弹钢琴。

Shelearnedtoattheageoffour.

3.beinterestedin对……感兴趣，后跟名词、代词、动名词或从句。

其同义短语为takeaninterestin

（3）我对他说的话感兴趣。

Iwhathesaid.

二、重点句型与语法

■句型

Mario，youusedtobeshort，didntyou?

玛利奥，你过去个子矮，是不是?

usedto意为“过去经常；以前常常”，后跟动词原形，“usedtodosth.”这一结构表示“过去常常做某事”，暗指现在不再做了。

（4）他以前放学后常常踢足球。

Heplaysoccerafterschoo1.

usedtodo/be(get)usedtodoing/beusedtodo/beusedfor/beusedby

①be（get）usedtodoing意为“习惯于……”，短语中的to为介词，后跟动名词。

②beusedtodo意为“被用来做某事”；beusedfor意为“被用于做某事”,后跟动名词；beusedby意为“被……使用”,后跟动作的执行者。三个短语都是use的被动语态。

(5)我爸爸以前常常晚饭后看电视，现在他习惯于散步。

MyfatherwatchTVahersupper.

Nowhetakingawalk.

(6)刀被用来切东西。

Knivescuttingthings。

■语法

usedto结构

①usedto的用法

usedto表示“过去经常；以前常常”，指过去的习惯性动作或状态，现在已不再存在，其中to是动词不定式符号，后接动词原形。

例如：Motherusedtogetupearly.我妈妈过去经常起得很早。

②一般疑问句：Usedsb.to...或Didsb.useto...

否定句:usedto的否定形式为didntuseto或usedntto，口语中常用usedntto。

(7)Heusedtobeoutgoing；（变为否定句）

Hebeoutgdng.

③反意疑问句：含有usedto的句子，其反问部分用didnt或usednt。

(8)他过去吸烟，是吗?

Heusedtosmoke，?

④thereusedtobe意为“过去曾经有”。

(9)这座房子前面曾经有一棵大树。

atalltreeinfrontofthehouse.

当堂检测

I.根据句意及首字母提示完成单词

1.Sheiso.She1ikesmakingfriends.

2.MrWangisverys.Henever1aughs.

3.Mario，youusedtobeShort，dyou?

4.HarryPotterisanibookforchildten，butmylittlebrotherisnt

iinit.

5.Imsourteamwillwin.

Ⅱ.根据汉语提示完成句子

6.请等一会儿，汤姆马上来。

P1ease.Tomiscomingatonce.

7.难道你不记得我的名字了吗?

youmyname?

8.我喜欢游泳，我在游泳队。

I1ikeswimmingandIalm.

9.你过去常常踢足球吗?

youplayfootball?

课后练习

Ⅰ.单项选择

（）1.Sheinatoyfactory，butnowshehasashopofherown.

A.isusedtoworkB.wasusedtowotkC.usedtoworkingD.usedtowork

（）2.—Theelectrkfancanblowawaytheter-riblesmellintheroom，canit?

—Itishardtosay，butyoumayhaveatry.

A.easilyB.hardlyC.quicklyD.finally

（）3.Thereaswimmingpoo1here.

A.usedtohaveB.wasusedtobeC.usedtobeD.isusedtohaving

（）4.—Dontyoulikeplayingsoccer?—.Ioftenplayafterschoo1.

A.YeS，IdoB.No,IdontC.YeS，IdontD.NO,Ido

（）5.—Iusedtogooutforawalkaftersupper.—.

A.SodoIB.SodidIC.SocanID.SoamI

Ⅱ.完形填空

Sixtyyearsago，Guangzhouwasasmallandpoorclty.Peopleintheclty1iveda6life.People7o1dc1othesandtheco1oroftheirclotheswasverysingle.Peoplealwaysatefishandvegetablesbecausetheywere8Theyateothermeatonlyatthe9.ThebuildingsinGuangzhou10o1dandsmall.

Now11yearshaspassed.PeOples1ifehaschanged12.Whenyouwalkonthestreet，youcanseemanytallbuildings.Manyofthemaremorethantwenty

13.Thepeopletherewearco1orfulandbeauUfulclothes,andtheyalsowearc1othesmade14thewotld.Theycanalsoeatmanykindsofforeignfood.Theycaneata11kindsofmeat15anytimewhenthey1ike.Whohasmadethesechangesa11a-bove?Ourgreatgovernment!Thegovernmentalwaysputspeopleinthefirstplacewhenmakingpo1icy（政策）.

（）6.A.hardB.richC.happyD.good

（）7.A.putB.woreC.madeD.bough

（）8.A.dearB.poorC.cheapD.beautiful

（）9.A.dayB.nightC.morningD.festival

（）10.A.wereB.areC.isD.was

（）11.A.twentyB.sixtyC.fiftyD.thirty

（）12.A.afewB.kindsOfC.alotD.lotsof

（）13.A.houseB.roomC.familyD.floors

（）14.A.a11overB.morethanC.overthereD.toomany

（）15.A.onB.inC.atD.of

Unit2

SectionA（3a——4）

学习目标

1.运用usedto结构，谈论自己的过去和现在。

2.掌握下列知识点：

■重点词汇：airplane,terrify,on

■重点短语：①beterrihedof②gotosleep③bealone④beafraidof

■重点句型：

Igotosleepwithmybedroom1ighton.

预习导学

Ⅰ.预习单词：根据旬意及汉语提示完成句子。

1.Idont1iketravelingby（飞机）.

2.Areyou（害怕）ofthedark?

3.Mypartnerisstillofspeaking（在……前面）agroup.

Ⅱ.预习SectionA3a的内容，写出你、你的同桌或你的家人过去害怕的东西或事情。

4.Iusedtobeafraidof.

5.Mydeskmateusedto.

合作研讨

一、重点单词与短语

1.terrify.使害怕；使恐惧

例如：Dontterrifythelmleboywithghoststories.不要用鬼故事吓唬这个小孩。

beterrifiedof意为“非常害怕的；极度恐惧的”，后跟名词、代词或动名词。其同义短语为beafraidof。

(1)Sheusedtobeafraidofsnakes（同义句转换）

Sheusedtosnakes.

2.aloneadj&adv.独自；单独

例如：Theo1dmanliyesalone.那位老人单独居住。

短语1eave/1etsb.alone意为“别打扰某人”。

辨析：alone/1onely

alone意为“独自；单独”，不含有感情色彩；10nely指人孤独、寂寞，有浓厚的感情色彩。

（2）尽管我独自居住，但我并不感到孤独。

AlthoughI1ive,Idontfeel.

二、重点句子

Igotosleepwithmybedroomlighton.

我开着卧室的灯睡觉。

①gotosleep意为“入睡；睡着”，指渐渐睡着的过程。

gotobed/gotosleep/sleep/asleep

gotobed指“上床睡觉；就寝”，强调动作；gotosleep指“入睡”，强调过程；sleepv.意为“睡觉”，besleeping正在睡觉；asleepadj.意为“睡着的”，强调“睡着的”状态，短语：fdlasleep入睡；beasleep睡着。

(3)DontrumontheTV.Grandmanow.

A.issleepingB.willsleepC.sleptD.sleeps

②withmybedroomlighton意为“开着卧室的灯”’on为形容词，意为“开着的；接通的；工作着的”。

turnon打开（电器、电源等）；onTV通过电视；ontheswimteam在游泳队；onMondaymorning在星期一早上

(4)房间的灯亮着，我想他可能在家。

Thelightisintheroom.Ithinkhemightbeathome.

“with+名词+介词/形容词”结构，在句中作状语，表示伴随状况。

(5)夏天我喜欢开着窗子睡觉。

Iliketosleepthewindowinsummer.

(6)老师手里拿着一本书走进了教室。

Myteacherwentintotheclassroomabookhishand.

当堂检测

Ⅰ.根据旬意及首字母提示完成单词

1.Heutobelateforschoo1，didnthe?

2.LittleTomisveryiinscience.

3.You1ikemusic.Whatabout（she）?

Ⅱ.用所给单词的适当形式填空

4.Hesafra（swim）intheriver.

5.Lucywas（terrify）bywhatIsaidjustnow.

6.Areyouafraidof（be）alone?

Ⅲ.根据汉语提示完成句子，

7.他以前经常在电视上观看NBA比赛。

HeusedtoNBAgames.

8.我喜欢开着卧室的灯睡觉。

I1iketosleepmybedroomlight.

9.你过去常常留长发吗?

youtohavelonghair?

10.Larry现在仍然害怕在众人面前说话。

Larryisstillspeakinginfrontofagroup

课后练习

Ⅰ.单项选择

（）1.Idont1iketogotosleepthe1ighton.

A.inB.toC.withD.and

（）2.Myteacheroftentellsusnottobeafraidofmistakes.

A.doB.doingC.makeD.making

（）3.Hisbrotherisgoodatfootball，andheishisschoo1team.

A.atB.inC.onD.of

（）4.Iusedtolate，butnomIamusedtoearly.

A.getup；getupB.getup；gettingup

C.gettingup；getupD.gettingup；gettingup

（）5.—Oh，Steve.Overhere.Dontyonrememberme?—.YonrePaula，arentyou?

A.Yes，IdidntB.Yes，IdoC.NO，IdoD.NO，Idid

（）6.Theo1dman1ives，butheneverfeels.

A.alone；a1oneB.lonely；1onelyC.1onely；a1oneD.alone；lonely

（）7.DaVidhardlyhastimeforparty，he?

A.dontB.doesntC.doesD.do

（）8.Todaycomputersinbothcitiesandtowns.

AwereusingB.areusedC.wereusedD.areusing

（）9.MrsWhiteareporter.Shehasretired.

A.usedtobeB.usestobeC.isusedtobeD.usedto

（）10.Weinthispoolwhenwewereyoung，butnowisfish.

A.areusedtoSwim；usedtoB.areusedtoswimming；isusedtokeep

C.usedtoswinn；usedtokeepD.usedtoswim；isusedforkeeping

Ⅱ.用所给单词的适当形式填空

MrTurnerused11（go）hshinginthecountrysideeveryweek.Itwashisfavoritesport.Heoftenfishedforseveralhourswithout12（catch）anythingata11.Butthisdidntworryhim.Healwayswentwithanemptybag.“Youmustgiveup13（fish），”hisfriendssaid.“Itsawasteoftime.”“Buttheydontrealizeonething.Ionlyenjoy14（sit）inaboatanddoingnothingata11.Fishingcanmakeme15（forget）thenoiseofthecityand1ivequietlyforsometime.“Healwayssaidtohimself.

11.12.13.14.15.

Ⅲ.阅读理解

IusedtotravelbyairagreatdealwhenIwasaboy.Myparentsusedto1iveinSourhAmericaandIusedtoflytherefromEuropeintheho1idays.AflightattendantWouldtakechargeofmeandIneverhadanunpleasantexperience.1amusedtotravelingbyairandonlyononeoccasionhaveIeverfeltfrightened.Aftertakingoff，wewereflyinglowoverthecityandslowlygainingheight,whentheplanesuddenlyturnedroundandflewbacktotheairport.Whilewewerewaitingtoland，aflightattendantto1dustokeepcalmandtogetofftheplanequicklyassoonasithadtoucheddown.Eve-ryoneonboardwasworriedandwewerecurioustofindoutwhathadhappened.Laterwelearntthattherewasavetyim-portantpeopleonboard.Thepo1icehadbeento1dthatabombhadbeenplantedontheplane.Afterwehad1anded，theplanewassearchedthoroughly（彻底地）.Fortunately，nothingwasfoundandfivehours1aterwerereabletotakeoffagain.

根据短文内容，判断正（T）误（F）

（）16.Thewriterusedtotakethebuswhenhewasaboy.

（）17.Thewritersparentsusedto1iveinSouthAfdca.

（）18.Whiletheywerewaitingto1and，anairhostessto1dthemtobecalna.

（）19.Nothingwasfoundandninehourslatertheycouldtakeoffagain.

（）20.Therewasreallyabombontheplane.

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