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。
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.
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.
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