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Unit 2 I used to be afraid of the dark

I. Learning objectives 教學(xué)目標(biāo)

Skill

Focus

Talk about appearances and personalities.

Talk about experiences.

Listen, and write the comparison between the past and no

Talk about what you used to be like

Language

Focus

功

能

句

式

Talk about appearances (P10—11)

-ario used to be short.

-Yes, he did. Now he is tall.

-Did you use to have straight hair?

-No, I didn’t

Talk about personalities (P11)

-I used to be really quiet.

- I kno Now you are very outgoing.

Talk about experiences(P11—12)

-Did you use to play the piano?

-No, I didn’t,

-Did you use to be afraid of the dark?

-Yes, I did.

詞

匯

1. 重點詞匯

chew chat afford cause waste insect gum comic death patient decision attention candy airplane daily.

2. 認(rèn)讀詞匯

airplane, terrify, insect, chew, gum, chat, daily, exactly

3. 詞組

be interested in be terrified of go to sleep in the end make a decision head teacher. to one’s surprise even though

no longer not… any more give up pay attention to.

語法

The usage of “used to do”

He didn’t used to like tests.

Did he used to like tests?

Yes, he did. /No, he didn’t

Strategy

Focus

1. Brainstorming

2. comparing

Culture

Focus

What do you think of the changes of people?

How to deal with changes?

II. Teaching materials analyzing and rearranging 教材分析和重組

本單元以I used to be afraid of the dark 為話題，共設(shè)計了四個部分的內(nèi)容。

1． 教材分析

Section A

該部分有4個內(nèi)容模塊：第一塊圍繞What did he use to look like?為話題展開思維（1a）、聽力（1b）口語（1c）訓(xùn)練；第二模塊圍繞What did you use to do? 為話題進(jìn)行聽力（2a-2b）、口語訓(xùn)練（2c）；第三模塊在以上兩模塊的基礎(chǔ)上以Did you use to be afraid of the dark 為話題展開訓(xùn)練，訓(xùn)練形式為填寫表格（3b）；第四模塊拓展思維，讓學(xué)生隨意談?wù)撟约旱倪^去與現(xiàn)在，并簡單陳述一下發(fā)生變化的原因。

Section B

該部分仍為4個模塊；第一模塊是思維（1a）與口語（1b）訓(xùn)練；第二模塊就used to do 句式進(jìn)行聽力（2a-2b）與口語（2c）訓(xùn)練；第三個模塊What did you use to do 這一話題進(jìn)行閱讀(3a)與寫作（3b-3c）訓(xùn)練；第四模塊讓學(xué)生進(jìn)行調(diào)查活動（4a-4b），從而提高他們的口語表達(dá)能力。

Self Check

該部分分為2個模塊；第一個模塊以填空形式對新詞匯進(jìn)行訓(xùn)練；第二模塊要求學(xué)生跟句圖畫中所提供的信息展開寫作訓(xùn)練。

Reading

該部分設(shè)置了5項任務(wù)；第一項任務(wù)以對話形式啟發(fā)學(xué)生介紹自己的過去與現(xiàn)在，為下一任務(wù)作鋪墊；第二項任務(wù)讓學(xué)生快速閱讀，了解大意；第三項任務(wù)以填空形式讓學(xué)生了解段與段，句與句之間的關(guān)系；第四項任務(wù)要求學(xué)生了解的細(xì)節(jié)；第五項任務(wù)要求學(xué)生用新學(xué)知識展開活動，具備真正運用語言的能力。

2． 教材重組

Period 1 New function presenting

Period 2 Practice

Period 3 Integrative skills

Period 4 Reading

Ⅲ. Teaching procedures and ways 教學(xué)過程與方式

Period 1 New function presenting

Teaching goals 教學(xué)目標(biāo)

Language goals語言目標(biāo)

1. Words ＆ expressions.

used to，be interested in

2. ey sentences

ario, you used to be short, didn’t you? Yes I did (P10)

Did you use to play the piano? No, I didn’t.(P11)

Ability goals 能力目標(biāo)

Enable the students to talk about appearances and personalities.

Emotion ＆ attitude goals 情感和態(tài)度目標(biāo)

Enable the students to deal with changes correctly.

Strategy goals 策略目標(biāo)

Enable the students to describe appearances and personalities by comparing.

Culture awareness goals化意識目標(biāo)

People have different behaviors during different ages in different countries.

Teaching important points教學(xué)重點

The structure “used to ”and its negative and interrogative forms.

Step I Revision

Ask the students to talk about the ways they have used in English learning before.

T: Since English learning is such a popular topic among middle school students, nearly every one of us are thinking about one question: how can we improve our English quickly. As a teacher, I think the first thing to do is to improve our ways of learning English. What ways of learning did you use before? Did the ways you used before help you a lot?

S1: I think my ways of learning English has helped me a lot. And my English is always the best. The most important thing in learning English is, I think, to practice what we have learned every day, to read aloud, to write more often…

S2: I’m not good at English. There must be something wrong with my way of studying English. It doesn’t work at all even if I work harder. I read and write the new vocabulary many times every evening and only to find that I can’t remember them all. What should I do now?

If such problems arises, offer some suggestions and discuss with the students.

T: In my point of view, it is not very useful to remember some neords by merely read and write them time and again. The best way to learn new vocabulary is to practice them in the sentences. Just compare your way of learning English with the that of the first student. You can find that he/she never remember words by writing or reading words only. After we learned Unit 1, I believe most of us have changed some of your bad ways in English learning. This is very important. Everything changes except change itself. We are making progress in English learning. So come on. You are the best. Learn from your past and make more change!

Step II Lead-in

T: As time goes on, we are changing every day. For example, we are growing taller and our hair longer and longer day by day. Our appearances, personalities, etc. change with the growing years. Now think about your changes in the past years. Here’s a very useful expression to help you express yourself.

Show the following expression to the students.

used to be + adj: 過去常常是(現(xiàn)在已非如此)

used to + v: 過去常常做(現(xiàn)在已非如此)

T: It’s very easy to put the expression in use. Look at the following examples.

Show the following examples and ask the students to read it repeatedly.

She used to be short.

He used to be naughty.

Tom used to be better.

I used to write diary myself when I was his age.

We used to swim every day when we were children.

We used to grow beautiful roses.

I get on well with him. Better than I used to.

She didn’t used to do it, did she?

You usedn’t to make that mistake.

Used you to make that stories u p out your own head?

Used you to play basketball?

It used not be so hot in summer in former years.

You used to live in London, usedn’t you?

There used to be some trees in this field, usedn’t there?

Step III Listening (1b: Page 10)

Ask the students to read the instructions and sentences in 1b first, then listen to the recording between Bob and his friends.

T: How time flies! Bob and his friends haven’t seen each other for four years. Now they see each other again on a sunny day. Look at the picture on Page 10. What changes can we find about his friends?

S1: They all grows taller than before. They all used to be shorter.

S2: Tina’s hair is longer no But she used to have short hair.

S3: Amy used to be short and she used to wear curly hair. But she is tall and has straight hair now!

T: Good guesses! Now listen to the dialogue between them. They all changed a lot. Will Bob feel surprised?

Play the recording for the first time.

T: For the first time, listen and find out how does Bob feel about his friends’ changes?

Check and discuss the answers with the students, reminding the students of the intonation of Bob in the recording. Then ask the students to listen for the second time.

T: For the second listening, please pay attention to the changes of his friends. You may write down the key words you hear.

Play the recording for the second time. Then ask them to fill in the blanks and check the answers with them.

Step IV Listing (1a: Page 10)

Ask the students to list the words to describe people’s appearances and personalities.

T: From the above picture and recording, we found that many changes have take place in Bob’s friends. Noork in groups and try to list the words to describe people’s appearances and personalities.

Sample lists:

light-brown hair, curly hair, black hair, brown hair, brown eyes, blue eyes, pale, attractive, fat, thin, cool, slim, healthy, strong, good-looking, handsome, pretty, beautiful, sick, long

Ask the students to fill in the chart. Then check the answers.

Step V Listening (2a, 2b & 2c: Page 11)

Ask the students to do the listening work.

T: Next you will hear some other words used to describe people’s appearances and personalities. Listen and check the words you hear.

Play the recording. Then check the answers.

T: Listen again and fill in the blanks in the dialogue with the words you hear.

Play the recording again, then check the answers. Then ask the students to practice the dialogue.

Sample dialogue:

S1: Hi, there. Don’t you remember me?

S2: Oh, sorry. I can’t remember no

S1: I’m Jessie. We were in the same class when we studied in Nanshan Primary School.

S2: Oh, I got it. Jessie, you used to really short, didn’t you?

S1: Yeah. I wasn’t very tall.

S2: No, you weren’t. but you were always happy. Wait a minute! Did you used to play basketball after school?

S1: Yes, I did. But now I’m more interested in playing volleyball. I play volleyball and I’m on the volleyball team.

S2: Wow! People sure change.

Step VI Homework

T: In this period, we mainly learned “used to” questions and “used to” statements.

Show the following to the students. Ask them to read the example sentences.

used to→ Did…+ use to do” →didn’t

e.g. 1. He used to be quiet.

2. They used to play soccer.

3. -Did you use to play computer games?

-Yes, I did.

4.- Did she use to have short hair?

-No, she didn’t.

Then ask them to write a short passage about the change of themselves. And pre-read 3a on Page 12.

本文來自：逍遙右腦記憶 http://www.2rcoc.com/chusan/40587.html

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