幼兒園知識教案

Unit 4 I used to be afraid of the dark. 重點知識歸納解析。

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Unit4Iusedtobeafraidofthedark.重點知識歸納解析

1.humorousadj.有幽默感的;圖

2.silentadj.沉默的；

3.helpfuladj.有用的，有幫助的：

4.scoreninterestedB.somethinginteresting;interesting

C.somethinginteresting;interestedD.somethinginterested;interesting

形容詞修飾不定代詞時，應(yīng)該放在其后面，可先排除A。另外，修飾某物時要用interesting，可排除D。第二空的you是人，故要用beinterestedin結(jié)構(gòu)。答案選擇C。

b.句式包：

1.Mario,youusedtobeshort,didn’tyou?馬里奧，你過去很矮，對嗎？

usedtodosth意為“過去常常做某事”，特指在過去經(jīng)常發(fā)生的動作，而現(xiàn)在已不再發(fā)生，其中usedto可以看作情態(tài)動詞，用于各種人稱。

Heusedtoplaysoccerwhenhewasyoung.他年輕時經(jīng)常踢足球。（現(xiàn)在不踢了）

SheusedtobeanEnglishteacher.她過去是一位英語老師。（現(xiàn)在不是英語老師了）

1.其否定句為didn’tusetodo或usednottodo，usednot可縮寫為usedn’t。

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

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

Didsheusetogetupearly?=Usedhetogetupearly?她過去經(jīng)常早起嗎？

3.usedto的反意疑問句也用助動詞did(n’t)或used(n’t)構(gòu)成。

Mariousedtobelateforschool,didn’t/usedn’the?馬里奧以前上學(xué)經(jīng)常遲到，對不對？

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

前一空是usedtodosth結(jié)構(gòu)，后一空是beusedtodoing結(jié)構(gòu)。若第二空采用beusedtodosth結(jié)構(gòu)，主語she不能成為use的承受者。另外，由butnow可知前一句說的是過去的情況，后一空說的是現(xiàn)在的情況。正確答案是B。

2.Iusedtogooutsideonweekends.(改為否定句)I________togooutsideonweekends.

本題考查usedtodo的否定結(jié)構(gòu)。其否定句為didn’tusetodo或usednottodo。正確答案是didn’tuse/usednot。

2.Whatdidhisfriendsusedtolooklike?他的朋友過去長得什么樣子？

Whatdoessblooklike?只用來詢問某人的外貌長相，相當于Whatissblike?,like在句中作介詞，意為“像”。

—WhatdoesTomlooklike?(=WhatisTomlike?)湯姆長得什么模樣？

—Heisverymuchlikehisfather,tallanddark.他非常像他的父親又高又黑。

Whatissb/sthlike?故答案選D。

2.giveup放棄

后接動詞-ing形式或名詞，但不能接動詞不定式。后接代詞作賓語時，代詞應(yīng)放在give和up之間。

Youshouldgiveupsmoking.你應(yīng)該戒煙。

Mathistoodifficultforme.IthinkI’llgiveitup.數(shù)學(xué)對我來說太難。我想我會放棄它。

give的相關(guān)短語

givein屈服，讓步；giveback歸還；giveaway分發(fā)，贈送；givesbahand幫某人的忙

—Ishestillraisingmoneyforcharity?

—Yes.Henever_____hopeofhelpingpoorchildren.?

A.givesupB.givesoutC.takesoffD.takesout?

givesout“分發(fā)”；takesoff“脫下‘起飛”；takesout“拿出”。根據(jù)上句Ishestillraisingmoneyforcharity?及答語Yes可知答案選A，意為“放棄”。

b.句式包：

1.Candytoldmethatsheusedtobereallyshyandtookupsingingtodealwithhershyness.凱迪告訴我她以前真的很害羞并且開始唱歌來應(yīng)對她的害羞。

這是由that引導(dǎo)的賓語從句。

①takeup:開始從事

Jacktookuprunningforexercisetoloseweightthismonth杰克這個月在跑步鍛煉來減肥。

takeup的用法

(1)占，占地方

Thatbigtabletakesuptoomuchroom.那張大桌子占的地方太大了。

LearningEnglishtakesupalotofmytime.學(xué)英語占了我許多時間。

(2)開始從事

Wetookupphysicalchemistryatcollege.在大學(xué)我們選學(xué)了物理化學(xué)課。

(3)討論discuss

Wewilltakethenextlessonuptomorrow.我們明天將要討論下一課。

(4)從事；經(jīng)手

Theteachertookupthelessonwhereshestopped.老師從昨天留下的部分開始講。

(5)讓乘客上車；接納

Thebusstoppedtotakeupthestudents.公共汽車停下來，讓這些學(xué)生上車。

—What’syourplanforthenewschoolyear?

—Oh,Iamgoingto_____anewhobbybylearningtoplaytheguitar.

A.takepartB.takeupC.takebackD.takecare?

此題考查take相關(guān)的短語，由題意可知，我打算通過學(xué)彈吉它開始一項新愛好。答案選B。

②dealwith“對付”、“應(yīng)付”

Theyoungwomanteacherdidn’tknowhowtodealwiththenoisyclass.

這位年輕的女教師不知道如何應(yīng)對喧鬧的課堂。

dealwith與dowith

1.dowith常與連接代詞what連用，而dealwith常與連接副詞how連用

Idon’tknowhowtheydealwiththeproblem.=Idon‘tknowwhattheydowiththeproblem.

我不知道他們?nèi)绾翁幚磉@個問題。

2.這兩個詞組在使用時有細微的差別。一般地說，do側(cè)重對象，deal側(cè)重方式方法；dowith表示“處置”、“忍受”、“相處”、“有關(guān)”等。dealwith意義很廣，常表示、“處理”、“安排”、“論述”、“涉及”等。

1.Theyfoundawaytodowiththeelephant.他們找到對付那頭大象的辦法了。

2.Theycouldproperlydealwithallkindsofsituations.他能恰當?shù)貞?yīng)付各種局面。

1.Thebossfoundtwoboysstealinghisbreadbuthedidn’tknow_____

A.howtodowithB.whattodowiththem

C.howtodealwithitD.whattodealwith

dealwith與dowith都是處理，應(yīng)對的意思，故選A。dowith常與連接代詞what連用，而dealwith常與連接副詞how連用.故選C。

2.Onlyaverysmallnumberofpeoplemakeittothetop.只有少量的人才成功地到達頂峰。

asmallnumberof意為：“少量的，為數(shù)不多的”。Makeit意為“辦成，做到；成功”；用來表示達到預(yù)定目標。

Todaymakeitclosetobelateforclass.今天我差一點都遲到了。

makeit的用法

一、用來表示規(guī)定時間，常與can,let等詞連用。

A：Shallwemeetnextweek?下星期我們見面，好嗎？

B：Yes.Let’smakeitnextSunday.好的，讓我們約定下星期日吧。

二、用來表示達到預(yù)定目標；辦成，做到；成功；發(fā)跡。：

TellhimIwanttoseehimtonight,atmyhouseifhecanmakeit.

告訴他今晚我要見他，行的話就在我家。

三、用來表示及時抵達；趕上。：

HewontbeabletomakeithomeatChristmas.圣誕節(jié)時他到不了家。

四、用來表示(疾病)等得到好轉(zhuǎn)；得救。：

Thedoctorknewthatthepatientwasunlikelytomakeit.醫(yī)生知道那個病人沒什么希望了。

五、用來表示相處得很好，受歡迎(或尊重)，被接受(與with連用)。：

ShefinallymadeitwiththecrowdinHollywood.她終于受到好萊塢人的歡迎。

六、用來表示預(yù)定小吃。：

Makeitacakeandabottleoforange.來一塊蛋糕和一瓶橘汁。

Don’tgiveup!Comeon.Iknowyoucanmake____.

A.itB.thisC.thatD.so

[解析]makeit為固定搭配，意為：“辦成，做到；成功”；用來表示達到預(yù)定目標。[答案]A．

SectionB（1a~1e）

a.詞匯包：

allthetime一直；總是相當于always。

Ihavebeenbusyallthetime.我一直很忙。

time的相關(guān)短語

intime及時ontime按時forthefirsttime第一次

atthesametime同時haveagoodtime過得愉快；玩得開心attimes(=sometimes)有時

Look!Themonkeysarejumping_____.

A.intimeB.forthefirsttimeC.allthetimeD.attimes

根據(jù)句意“瞧！這些猴子一直在跳”可確定答案是C。

SectionB（2a~2f）

a.詞匯包

1.cause(v.)造成；使發(fā)生

作動詞，常見用法有：

(1)后接名詞或代詞。

Whatcausehisillness?是什么使他生??？

(2)后接雙賓語，即causesbsth，意為“給某人帶來……”。

I’mafraidI’mgoingtocauseyoumuchtrouble.恐怕我會給你添很多麻煩。

(3)后接動詞不定式作賓補，即causesb/sthtodosth，意為“促使某人做某事”。

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

cause作名詞

cause作名詞時，意為“原因”，近義詞為reason。表示“……的原因”常用thecauseof或thereasonfor。

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

Givemeyourreasonfordoingthat.給我你那樣做的理由。

Everyyeardrivingafterdrinkingwine_____alotoftrafficaccidents.

A.happensB.providesC.causesD.affords

happen“發(fā)生”；provide“提供”；affords“買得起”。根據(jù)句意“每年酒后駕車引發(fā)大量交通事故”可確定選C。

2.waste(v.)浪費；濫用

作動詞，表示浪費時間、精力、財力和物力等，常接名詞作賓語。另外waste還可用于wastesthonsth/sb和wastesth(in)doingsth結(jié)構(gòu)。

Heneverwastedamoment.他從不浪費一刻時間。

Don’twasteyourtimeonthesethings.不要把你的時間浪費在這些事上。

Hewastedlotsoftimeinplayingcomputergames.玩電腦游戲浪費了他很多時間。

1.你不要把時間浪費在看電視上。Don’twasteyourtime________TV.

2.讓那個孩子不要浪費時間了。Askthechild____________time.

1.inwatching2.nottowaste

3.makeadecision下決定；下決心

該短語相當于動詞decide。decision是動詞decide的名詞形式。

Shecouldnotmakeadecisionaboutthedresses.她對（買不買）這衣服下不了決心。

Weneedtomakeadecisiononthisbynextweek.我們得在下周前就這一問題作出決定。

—Jack,willyourfamilymovetoShanghai?

—Yes.That’saverybigmyparentsmade.

A.decideB.decisionC.educationD.difference

decide是動詞，意為“決定”；decision是名詞，意為“決定”；education是名詞，意為“教育”；difference是名詞，意為“差異，不同”。根據(jù)句意“那是我父母做的一個大決定”以及空格前的a確定用decide的名詞形式，故選B。

4.nolonger不再；已不

Igotherenolonger.我不再去那兒了。

Shenolongerneededtheshoe!她不再需要那只鞋子了。

not…anylonger¬anymore

1.not…anylonger

意為“不再”，?？膳cnolonger替換，多指過去持續(xù)的動作或存在的狀態(tài)現(xiàn)在已不能再繼續(xù)下去，側(cè)重指時間上不再延長。

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

2.not…anymore

也意為“不再”，可與nomore替換，多指再也不重復(fù)過去反復(fù)做或發(fā)生的具體動作。

Thebabydidn’tcryanymore.=Thebabynomorecried.那個嬰兒不再哭了。

Henolongerliveshere.(同義句轉(zhuǎn)換)He________here________.

doesn’tlive,anylonger。

5.takepridein對……感到自豪

在此短語中，pride為名詞，意為“驕傲”。另外beproudof也意為“為……感到自豪”，但proud是形容詞。同時我們要注意這兩個短語中的介詞不同。

Theytakeprideintheirdaughter,whoisnowamoviestar.

=Theyareproudoftheirdaughter,whoisnowamoviestar.

女兒成為電影明星，他們感到很自豪。

Wefelt________whenLiuXiangwonthefirstprizeagainintherace.

A.prideB.proudC.successfulD.worried

pride是名詞，意為“驕傲，自豪”；proud是形容詞，意為“驕傲的，自豪的”；successful是形容詞，意為“成功的”；worried是形容詞，意為“焦慮的”，feel在此是連系動詞，后接形容詞作表語，排除A。再根據(jù)whenLiuXiangwonthefirstprizeagainintherace確定選B。

b.句式包：

Hehasbeenworkinghardandisnowoneofthebeststudentsinhisclass.

他一直非常努力學(xué)習(xí)，現(xiàn)在是班上最出色的學(xué)生之一。

“oneof+the+形容詞最高級＋復(fù)數(shù)名詞”意為“最……之一”。

Tomisoneoftheyoungeststudentsinourschool.

在我們學(xué)校里，湯姆是年紀最小的學(xué)生之一。

InEngland,oneofthemostpopularkindsoffoodisfishandchips.

在英國，最受歡迎的食品之一是炸魚和炸土豆條。

“oneof+復(fù)數(shù)名詞或代詞”

“oneof+復(fù)數(shù)名詞或代詞”意為“……中的一個”，作主語時，謂語動詞用單數(shù)形式。

Oneofthebrothersisascientist.那些兄弟中有一位是科學(xué)家。

1.October12thwasoneofdayin2005,forShenzhouVIwassentupsuccessfullyintothespace.

A.excitingB.moreexcitingC.muchexcitingD.themostexciting

“oneof+the+形容詞最高級＋復(fù)數(shù)名詞”結(jié)構(gòu)。exciting的最高級形式是themostexciting。正確答案是D。

2.劉翔是世界上最受歡迎的體育明星之一。________________________________________

LiuXiangisoneofthemostpopularsportsstarsintheworld.

精選閱讀

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.英文教案

教案課件是每個老師工作中上課需要準備的東西，大家正在計劃自己的教案課件了。教案課件工作計劃寫好了之后，這樣接下來工作才會更上一層樓！你們清楚教案課件的范文有哪些呢？以下是小編收集整理的“Unit 4 I used to be afraid of the dark.英文教案”，希望能為您提供更多的參考。

學(xué)科English課時1年級9年級

課題Unit4Iusedtobeafraidofthedark.

教學(xué)

要求1.Learnthenewwords:usedto,beinterestedin,beonateam2.Talkaboutwhatyouusedtobelike.3.Beabletodescribepeoplebyusing“usedto”4.Master“usedto”

教學(xué)重難點1．Targetlanguage

2．Thestructure:usedto教法任務(wù)型教學(xué)法

功能意念法

教學(xué)過程及教師活動學(xué)生活動設(shè)計意圖

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.

復(fù)習(xí)。

復(fù)習(xí)詞匯，為聽力做準備。

從說到聽，逐步遞進。

訓(xùn)練聽力。

反復(fù)練習(xí)，把知識口語化，達到熟練運用。

作業(yè)

布置Callstudentsattentiontotheconversationinthebox.Inviteapairofstudentstoreaditnextclass.

教

學(xué)

反

思

學(xué)科English課時2年級9年級

課題Unit4Iusedtobeafraidofthedark.

教學(xué)

要求1.Learnthenewwords:airplane,terrify,beterrifiedof,gotosleep,on

2.Beabletotalkaboutthingsinthepastandnowbyusing“usedtobeafraidof…”3.Fosterthestudents’abilitytousethelanguage4.Beabletofinishsomesimpletasks

教學(xué)重難點1．Iusedtobereallyquiet.2．Didyouusetohavestraighthair?

Yes,Idid./No,Ididnt.3．Yes/Noquestionswithusedto4．Statementswithusedto教法交際法

活動教學(xué)法

3P教學(xué)法

教學(xué)過程及教師活動學(xué)生活動設(shè)計意圖

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.

通過復(fù)習(xí)，使學(xué)生對上節(jié)課所學(xué)知識進行溫習(xí)。

Unit 4 I used to be afraid of the dark.教學(xué)設(shè)計 Section A

Unit4Iusedtobeafraidofthedark.教學(xué)設(shè)計

SectionA3a—SectionB2c

PeriodTwo

基礎(chǔ)達標

Ⅰ.根據(jù)句意及首字母（漢語）提示，補全單詞

1.Iusedtobeafraidofflyinginana____________.

2.Mostgirlsaret__________ofsnakes.

3.Paulausedtolikespidersandotheri_________.

4.Eatingtoomuchc__________isbadforyourteeth.

5.Thelittlegirlenjoysp__________picturesverymuch.

Ⅱ.詞組翻譯

1.在…前面__________________2.非常害怕的_______________

3.入睡___________________4.畫畫____________________

5.為…擔心________________6.一直，總是___________________

Ⅲ.根據(jù)所給的漢語提示完成句子

1.我的同伴過去害怕獨處。

Mypartnerusedtoafraidof____________.

2.你怎樣處理它呢？

Whatdoyoudo___________?

3.我開著臥室的燈睡覺。

?Igotosleep_______mybedroom_______________.

4.我們過去每天步行去學(xué)校。

Weusedto_____________schooleveryday.

能力提升

Ⅰ.選擇填空

()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

語法要點：

★alone與lonely

(1)alone表示“單獨，獨自”，不帶感情色彩。

Helivesaloneintheforest.

他獨自一個人住在森林里。

(2)lonely指人孤獨寂寞，指某個地方很荒涼，帶有濃厚的感情色彩。

Canyougivesomeadvicetothelonelyboy?

你能給這個孤獨的孩子一些建議嗎？

Themountainvillageisverylonely.

這個山村很荒涼。

★Igotosleepwithmybedroomlighton.句中“on”為“開著的，接通的”的意思。這時，其反義詞為“off”

Isthelightonintheroom?

屋里的燈開著嗎？

Pleaseturnoffthelightwhenyouleave.

你離開時請關(guān)掉燈。

()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.根據(jù)要求完成句子

1.Mypartnerusedtobeafraidofthedark.(改為一般疑問句)

______________partner______tobeafraidofthedark?

2.Mariousedtogotoschoolonfoot.(改為同義句)

Mariousedto____________school.

3.Steveisstillafraidofspeakinginfrontofagroup.(改為同義句)

Steveisstill________________________infrontofagroup.

4.Thedoorwasopen.Myfriendwassleeping.(合為一個句子)

Myfriendwassleeping_______thedoor______.

拓展探究

假如你(Peter)遇見一位老同學(xué)，但你沒認出他，經(jīng)他自我介紹后，你感到十分驚喜，兩人高興地聊了起來。請根據(jù)此情景補全對話。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與alotof

(1)alot意思是“很

HeisalotheavierthanIam.

他比我重很多。

I’velearnedalotfromyou.

我從你那里學(xué)到了很多東西。

(2)alotof=lotsof意思是“許多”，可以修飾可數(shù)名詞，也可以修飾不可數(shù)名詞。

Studentshavealotofbooksonthedesk.

多，非?！?。在句中作狀語，也可作賓語。

學(xué)生們在課桌上有很多書。

Hehasalotofmoneyatpresent.

目前他有很多錢。