2022年UnitIusedtobeafraidofthedark7.docx

《2022年UnitIusedtobeafraidofthedark7.docx》由会员分享，可在线阅读，更多相关《2022年UnitIusedtobeafraidofthedark7.docx（9页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、Unit 2 I used to be afraid of the dark. Analysis of the Teaching Material1. Status and FunctionIn this unit, students learn to talk about what they used to be like. Such topic reminds students of the days of their childhood. It is helpful to raise learning interest of students and students are sure

2、to be active in all the activities in this unit.(1) The first period introduces a lot of words describing people first. And then students are provided listening and oral practice using the target language Mario used to be short. Yes. he did. Now he s tall.(2) In the second period, students learn yes

3、, no questions and short answers using the structure used to. Usingthe target language, students get more detailed informationoftheirclassmates. Students are fond of such activities. So they are helpful to improve students spok English.(3) A lot of situations in the third period are designed for stu

4、dents to talk about what they used to be afraid of and what they are still afraid of. In this way, students know that everyone sure changes and that they should take good care the process of their growth.(4) In the fourth period, the vocabulary extension activity introduces more words to students.Th

5、e other activities provide more listening and oral practice using both the old and new target language. All the activities are helpful to improve students listening and speaking skills.(5) In the fifth period, students practice reading and writing using the vocabulary words and the target language p

6、resented in the preceding classes. Such practice is useful to improve students integrating skills.(6) The Self check in the sixth period is designed to give students more reinforced practice, especially writingpractice. In this way, students better understand how to apply what they ve learned in thi

7、s unit to their daily life.2. Teaching Aims and Demands(1) Knowledge ObjectsIn this unit, students learn to talk about how they have changed.To make students learn and grasp the structure used to, includingstatements and yes/no questions and short answers.(2) Ability ObjectsTo train students listeni

8、ng, speaking, reading and writing skills. To train students integrating skills.(3) Moral ObjectTo enable students to know that everyone surely changes. Ifyou are afraid of speaking in front of the c and you ll feel more confident.3. Teaching Key PointsTo learn the key vocabulary and the target langu

9、age. To learn the usage of the structure used to.4. Teaching Difficult PointsTo improve students listeneinagk,insgp, reading and writing skills. To enable students to grasp the usage of the structure used to.5. Studying WayTeach students how to use the structure used to to compare the past with now.

10、9 / 9 . Language FunctionTalk about what you used to be like. . Target Language1. Mario used to be short.Yes, he did. Now he s tall.2. I used to eat candy all the time. Did you. Yes, I did. And I used to chew gum a lot. . Structures1. Used to2. Conjunction but . Vocabularyused to, dark, spider, inse

11、ct . Recyclingalone, quiet, snake, outgoing, friendly, serious, funny, tall, shy, short, straight, long hair .Learning Strategies1. Brainstorming2. ComparingPeriod .Teaching Aims and Demands1. Knowledge Objects 1Key Vocabulary used to, dark 2Target LanguageMario used to be short.Yes, he did. Now he

12、s tall.2. Ability Objectslass, encourage yourself not to b1 Train students listening skill.2 Train students communicative competence.3. Moral ObjectDon t judge a person by his apeparance. .Teaching Key Point s1. Target language2. The structure: used to . Teaching Difficult PointThe structure: used t

13、o . Teaching Methods1. Teaching by induction2. Pairwork . Teaching Aids1. A tape recorder2. Pictures of people cut out from magazines or newspapers . Teaching Procedures Step Revision(1) Check the homework exercises.(2) Ask some individual students their ways of learning English. T: How do you learn

14、 English, A.SA: I learn English by listening to cassettes. T: What about you, B.SB: I study with a group.T: Do you learn English by practicing conversations with friends, C. SC: Yes, I do. I think it helps.T: Step 1aThe activityintroduces tilekey vocabulary. Call students headlines Appearance and Pe

15、rsonality.attention to the chart with theSay, You are to fill in the chart with words describing people. The words under Appearance will describe how people look and the words under Personality will describe what people are like. Ask two students to say the sample answers. Then elicit one answer to

16、each column from the class.Get students to fill in the chart individually.Make sure that all the students understand what each word means. Note: Answers will vary from the sample answers below.Sample answers. More practice Appearance: tall, straight hair, long hair, short hair, curly hair, short, fa

17、t, thin, slim, good-looking, prettyPersonality: outgoing, funny, quiet, kind, warm-hearted, friendly, shy, easygoingStep 1bWrite two dates side by side on the blackboard. The first is today s date, including the year, and the second is the same day, but ten years ago.Ask a student to stand up. Use w

18、ords or phrases to describe that student now. Ask students to suggest words Or phrases that describe him/her ten years ago.T: Liu Chang is tall now. Was she tall ten years ago.S1: No, she was short.T: She has long hair. Did she have long hair ten years ago.S2: No, she has short hair. You may wish to

19、 ask Liu Chang to answer the question T:Ask some more questions and add more examples to both columns. Ensure that the blackboard ends up like this:Sep. 10,2004Sep. 10,1994Tallshortlong hairshort hairSay, we use used to to talk about things that have changed. Write the following on the blackboard:Li

20、u Chang used to be short, but she is tall now.She used to have short hair, but she has long hair now.Read the instructions to the class.Point out the sample answer. Say, You will hear someone in the recording say that Mario usedto be short. Listen and fill in the other blanks with words you hear.Pla

21、y the recording for the first time. Students only listen.Play the recording again. This time, students listen and fill in the blanks. Check the answers.Step 1cRead the instructions to the class. SA : Mario used to be short.SB: Yes, he did. Now he is tall.Write it on the blackboard. Then demonstrate

22、a new conversation with another student. T: Mario used to wear glasses.SC :Yes, he did. Now he wears contact lenses. Say, look at the picture in Activity 1b.Have a conversation with a partner about people in the picture. Talk about how the People look now and how they used to look.As students work,

23、listen in on various pairs checking progress and helping with pronunciation as needed.Step SummarySay, In this class, we ve learned the key vocabulary words used to and dark. And welearned the target language Mario used to be short. Yes, he did. Now he s tallStep HomeworkTake out the pictures of peo

24、ple cut out from magazines or newspapers. Hand them out to students. It s better to find colorful-,lefunllgth photos. Ask students to write about the person in the picture as they are now and as they were ten years ago. Students may collectpictures and information of the person they like best.Then w

25、rite a passage about the person.Unit 2 I used to be afraid of the dark. Section AThe First Period1. The structure: used toSep. 10,2004Sep. 10,1994tallshortlong hairshort hairLiu Chang used to be short, but she is tall now.She used to have short hair, but she has long hair now.2. Target language:A: M

26、ario used to be short.B: Yes, he did. Now he s tallStep Blackboard DesignPeriod. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularybe interested in, sure(2) Target LanguageI used to be really quiet,I know. Now you re very outgoing. Did you use to have straight hair.Yes, I did.Did you u

27、se to play the piano. No, I didn t.2. Ability Objects(1) Train students listening skill.(2) Train students integrating skills.3. Moral ObjectYou should have the courage of your opinions. Teaching Key Points1. I used to be really quiet.I know. Now you are very outgoing.2. Did you use to have straight

28、 hair. Yes, I did.3. Did you use to play the piano.No, I didn t. Teaching Difficult Points1. Yes/No questions with used t2. Statements with used to. Teaching Methods1. Teaching by explanation2. Pairwork. Teaching Aids1. Pictures of people cut out from magazines or newspapers2. A tape recorder. Teach

29、ing Procedures Step RevisionCheck homework. Ask a student to hold up the picture given to him yesterday or a picture he/shecollected himself/herself to the class. Then let him/her read out his/her article about the person in the picture.Step 2aThis activityprovides listening practice using the targe

30、t language. Point to the picture and ask students what is happening. Elicit answers from students.T: Where do you think they are. Ss: They are in a family room.T: What are they doing.Ss: They are having a party.Point to the six words in the box and ask students to repeat each one. Make sure students

31、 know the meaning of each word.Say, You will hear a boy and a girl talking to each other at a party. Listen to the recording and check the words you hear they say. Point out the sample answer.Play the recording for the first time. Students only listen.Play the recording a second time. This time ask

32、students to put a check in front of the words they hear.Step 2bThis activity gives students practice understanding the target language in spoken Conversation.Ask students to point to the blank lines in the conversation. Say, You will writeone word on each blank line.Read the conversation aloud sayin

33、g blank when coming to a blank line. Play the recording. Students fill in the blanks with the words they hear.Correct the answers. Read the conversation aloud, filling in the missing words. Students check their answers.Answersquiet outgoing friendly sportsStep 2cThis activity provides oral practice

34、using the target language. Focus students on the conversation in Activity 2b. Ask a pair of students to read it to the class.SA: Hey, Steve. Over here. Don t you remember me.SB: Oh, wow. You re Paula, aren t you. SA : That s right.SB: You used to be really quiet, didn t you.SA: Yeah, I wasn t very o

35、utgoing.SB: No, you weren t. But you were always friendly. Wait a minute. Did you use to play the piano.SA: Yes, I did. But nowI m more interested in sports. I play soccer and I m on the swim team. SB: Wow. People surely Change.Point to the sample conversation. Get another pair of students to read i

36、t to the class. SC :I used to be really quiet.SD: I know. Now you re very onugt.goiSay, Now work with a partner. Start by reading the conversations in Activities 2b and 2c. Then make conversations about yourselves.Have students work in pairs. Move around the room listening in on various pairs and of

37、fering help if necessary.Check the answers by callingon differentpairs to say their conversations to the class. Note: Answers will vary.Sample answersA: I used to play the piano.B: I know. Now you re busy with your subjects.Step Grammar FocusAsk different students to say the statements and the quest

38、ions and answers. S1:I wasn t very outgoing.S2: You used to have long hair.S3: Did you use to have straight hair. S4: Yes, I did.S3: Did you use to play the piano. S4: No, I didn t.Write them on the blackboard. Ask a student to circle the words used to, use to, did and didn t. The following are note

39、worthy:1. When we write statements, we use the words used to.2. When we write questions, we use the words did + use to.3. When we answer a question with used to, we use did or didn.tDictate the following for further understanding:1. You used to be short.2. He used to play soccer.3. Did you use to dr

40、aw pictures. Yes. I did.4. Did she use to have long hair. No, she didn t. Pronunciation noteEnglish speakers usually pronounce the words used to and use to exactly the same way. They run the words together and pronounce these words as if they were spelled ustuh.saythe statements and questionsand ans

41、wers inthe grammarboxtodemonstrate thispronunciation. Get students to repeat several times using the ustuh.Step SummarySay, In this class, we ve mainly learned the use to questions and used to statements.Step HomeworkAsk students to write a short report about what a favorite film star or a famous sc

42、ientist was like when he/she was a child. Suggest students to add pictures to their written work.Step Blackboard DesignUnit 2 I used to be afraid of the dark. Section AThe Second Period Target language:1. I wasn t very outgoing.2. You used to have long hair.3. Did you use to have straight hair. Yes,

43、 I did.4. Did you use to play the piano. No, I didn t.The Third Period . Teaching Aims and Demands1. Knowledge Objects(1) Talk about what you used to be afraid of and what you are still afraid of.(2) Key V ocabulary terrify, be terrified of, on2. Ability ObjectTrain students integrating skills.3. Mo

44、ral ObjectAreyou afraid of speaking in front of a group. Don tbe so shy. Be confidentof yourself. Practice more, and you will sure change. . Teaching Key PointsTarget LanguageDid you use to be afraid of the dark. Yes, I did.Are you still afraid of the dark.No, I m not. How about you.Me. Oh, yes. I m

45、 terrified of the dark. . Teaching Difficult PointTalk about what you used to be afraid of and what you are still afraid of using the target language. . Teaching Methods1. Teaching by demonstration.2. Pairwork3. Groupwork . Teaching AidA projector . Teaching Procedures Step RevisionCheck homew films

46、tar or a scientist. Then collect their writingsand write comments on eachpaper before returning them, Display some better ones in the classroom.Show a student s work on the screen by a projector. Help him/her correct any errors.Stephen Hawking was bornin Oxford, England in 1942.As a student, he didn

47、 tuse to work hard. He used to be a lazy student and do verylittle work. At the age of 20,he got an incurable illness.At first, he used to be very depressed. But he didnheart. He went on to do some of the most important scientific research after coming out of hospital. Now he works at Cambridge University as a professor. t lose