2022年UnitIusedtobeafraidofthedark18.docx

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1、Unit 2 I used to be afraid of the dark .Section A 教案设计本节课以过去和现在的变化为话题，重点是介绍一个人在过去常做的事及爱好等，Section A就是紧紧环绕该话题，以听说方式绽开学习运用的；教案目标学问目标： 1、会写，会读，会用本节课的重点单词短语；2、娴熟运用 used to do sth和 be afraid to do sth 的用法；才能目标 1、能够听懂有关学习方法的简短对话；2、能运用 used to 来谈论过去；教案重难点 1、熟记重点单词短语；2、used to do sth和 be afraid to do sth 的用

2、法；课型：听说课教案过程预习词汇布置同学预习Section A的词汇，能够依据音标读出单词并明白汉语意思，使同学养成自主学习的习惯；课前朗读朗读本课的新单词、短语等，先领读后齐读的方式，领读保证了发音的正确性，齐读进一步加强了训练，课前朗读可使同学快速进入学习状态，养成良好的学习习惯；一、新课导入1. 检查词汇预习：让同学朗读本课的重点单词和短语，留意发音；对个别单词的发音进行强调和订正，并将发音归类；2. 展现新学问：从谈论一个人的外表及性格，从而导入本课的话题；3. 专项练习1） 让同学依据Section A的 1a 中由 What does he /she look like？ What

3、 is he/she like ？及 He used to be quiet ， din t h？e让同学依据自己的实际情形来进行仿照性练习；2） 让同学进一步作对话练习，绽开小组合作，并争论一下，你的过去和现在有那些变化；二、听力训练1. 多层听听（ 1）：通过听力，明白对话中人物不同的学习方法，此项活动可以更好的练习把握本单元的词汇短语；听（ 2）：通过听力，判定一下所听到的句子是那些；听（ 3）对听力材料进行进一步的练习，找出你所听到问题的答案，提高了难度，也加深了对听力材料的懂得；以上活动有易到难，实现了材料的一材多用，使同学的确得到了更为扎实有效的听力训练；2. 听后说由于听力材料有

4、肯定的难度，同学在回答疑题，讲答案的同时就进行了一个说的过程；三、对话处理1. 读前听听（ 1）：让同学依据听力内容进行对话练习，练习用used to do sth来争论过去 ；听（ 2）：听后，挑选答案，也就是完成2b；听力终止后，先让同学小组内沟通答案，再以小组的形式向其他同学公布答案；然后让同学依据听力内容进行对话练习；以上对同一听力内容进行了辆次练习，该设计主要是在敏捷运用教材的基础上，使同学基本把握对话的主要内容进行听力训练和对话练习；2. 听后读引导同学找出在对话中的语言点，分别是used to do sth， be afraid to do sth ， be terrified

5、of sth 及 on 等词的用法，然后对这些语言点依据听力内容进行对话练习和造句，使他们更好的把握这些语言点；3. 学后读先让同学依据自己的实际情形，然后完成3a 下面的表格，并找出里面显现的重难点，然后小组争论共同处理显现的难点；对于比较难的问题，老师进行必要的讲解和指导；再让同学自己熟读课文，把握要点；为以后说的练习打好基础；四、说的训练1. 依据从课文中显现的要点，以小组为单位进行合作，开展人人参加的口头作文，说说文中人物的英语学习方法；2. 勉励同学大胆介绍自己的学习方法，尽可能用上文中显现的短语词汇；五、学以致用1. 设计一个针对本节课语言要点的综合性练习，来进一步练习把握好这一部

6、分的内容；2. 进行一个小结，总结本节课的学习内容，让同学对本节课的学习内容有一个清楚的概念，也便于同学课下复习；Section B 教案设计预习词汇布置同学预习Section B 的词汇，能够依据音标读出单词并明白汉语意思，使同学养成自主学习的习惯；课前朗读朗读本课的新单词、短语等，先领读后齐读的方式，领读保证了发音的正确性，齐读进一步加强了训练，课前朗读可使同学快速进入学习状态，养成良好的学习习惯；复习检测10 / 10（ 1）检查词汇预习：有布置有检查，采纳多种形式检查同学对词汇的预习情形，可以实行同学结对、小组查等形式；（ 2）采纳多种形式对听说课学习内容进行复习；2. 课前导入设计情

7、形，激发同学的学习爱好或简介文章内容导入阅读；3. 泛读训练（ 1）依据阅读素材和阅读规律，深化挖掘素材，设计多层次的阅读任务，引导同学逐步把握文章信息，并训练处理信息的才能；（ 2）对较长的文章可采纳总分总的形式；4. 精读足练（ 1）同学先自主精读课文，找出疑难问题，然后结对或小组内进行沟通，不能明确的问题，由老师点拨或指导；（ 2）精讲学问点，辅以造句、对话等多种形式的充分练习，使同学把握并能敏捷运用；5. 写作训练（ 1）写作训练遵循词组 短句 长句 短篇长篇的循序渐进原就；（ 2）写作形式可以先引导同学仿写、改写，再运用所学学问进行独立写作，以实现从语言的输入到输出，由学到用的目的；

8、（ 3）写作沟通 同学将自己的作品在小组内或班内沟通，沟通的数量尽可能的多；课题Unit 2 I used to be afraid of the dark.Period 1教案目标1. Knowledge Objects1Key Vocabulary ： used to, dark 2Target Language2. Ability Objects(1) Train students listening skill.(2) Train students communicative competence. 3.Moral ObjectDon t judge a person by his a

9、ppearance.教材分析1. Teaching Key Points Target languageThe structure: used to2. Teaching Difficult Point The structure: used to实施教案过程设计Step Revision(1) Check the homework exercises.(2) Ask some individual students their ways of learning English. T: How do you learn English, A.SA: I learn English by lis

10、tening 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 activity introduces tile key vocabulary. Call studentshe acthteanrttiwonithtothte headlines Appearance and Personality

11、.Say, 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 each column from the class.Get students

12、to fill in the chart individually.Check the answers by asking different students to read their lists to the class. Make sure that all the students understand what each word means.Note: Answers will vary from the sample answers below.Sample answersppearance: tall, straight hair, long hair, short hair

13、, curly hair, short, fat, thin, slim, good-looking, pretty Personality: outgoing, funny, quiet, kind, warm-hearted, friendly, shy, easygoingStep 1bThe activity gives students practice in understanding the target language in spoken conversation.Write two dates side by side on the blackboard. The firs

14、t is today s date, including the year, aned sthame seedcaoyn,d is th but ten years ago.Ask a student to stand up. Use words 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:

15、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 ask Liu Chang to answer the questionT: Ask some more questions and add more examples to both columns. Ensure that the blackboard ends up like this:Sep. 10,2004Sep. 10,1994Tallshor

16、tlong hairshort hairSay, we use used to to talk about things that have changed. Write the following on the blackboard:Liu 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

17、hear someone in the recording say that Mario used to be short. Listen and fill in the other blanks with words you hear.Play 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.AnswersMario used to be sh

18、ort. He used to wear glasses. Amy used to be tall. She used to have short hair. Tina used to have red and curly hair.Step 1cThis activity provides oral practice using the target language. Read the instructions to the class.Call students attention to the conversation in the box. Invite a pair of stud

19、entrsetaod it to the class.SA: Mario used to be short.SB: Yes, he did. Now he is tall.Write it on the blackboard. Then demonstrate 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 conver

20、sation with a partner about people in the picture. Talk about how the People look now and how they used to look.As students work, listen in on various pairs checking progress and helping with pronunciation as needed.After students have had a chance to practice several exchanges, ask pairs to come th

21、e front of the room and act out their conversations.Step SummarySay, In this class, we ve learned the key vocabulary words used to and dark. And we Mario used to be short. Yes, he did. Now he s tallStep Homeworked the tvaergaeltsolanlegaurnageTake out the pictures of people cut out from magazines or

22、 newspapers. Hand them out to students. It s ,better to find co full-length photos. Ask students to write about the person in the picture as they are now and as they were ten years ago.Students may collect pictures and information of the person they like best.Then write a passage about the person.课题

23、Unit 2 I used to be afraid of the dark.Period 2教案目标1. Knowledge Objects1Key Vocabulary ： be interested in, sure 2Target Language2. Ability Objects(1) Train students listening skill.(2) Train students integrating skills.3. Moral ObjectYou should have the courage of your opinions.教材分析1. Teaching Key P

24、oints I used to be really quiet.I know. Now you are very outgoing. Did you use to have straight hair.Yes, I did.2. Teaching Difficult Points Yes/No questions with used to Statements with used to实施教案过程设计Step RevisionCheck homework. Ask a student to hold up the picture given to him yesterday or a pict

25、ure he/she collected himself/herself to the class. Then let him/her read out his/her article about the person in the picture.Step 2aThis activity provides listening practice using the target language. Point to the picture and ask students what is happening. Elicit answers from students.T: Where do y

26、ou 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 know the meaning of each word. Say, You will hear a boy and a girl talking to each other at a party. Listen to

27、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 students to put a check in front of the words they hear. Check the answers.AnswersChecked words: quiet, outgoin

28、g, friendly Culture noteMany houses in the United States have a family room. The family room is where families relax. Watch TV , play games, and listen to music every day. It is a very informal room. Most families use the family room more often than the other rooms.Step 2bThis activity gives student

29、s 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 saying blank when coming to a blank line. Play the recording. Students fill in the blanks with

30、the words they hear.Correct the answers. Read the conversation aloud, filling in the missing words.Students check their answers.Answersquiet outgoing friendly sports Step 2cThis activity provides oral practice using the target language. Focus students on the conversation in Activity 2b. Ask a pair o

31、f 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 outgoing.SB: No, you weren t. But you were always friendly. Wait a minute. Did you use to p

32、lay the piano.SA: Yes, I did. But now I 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 it to the class. SC :I used to be really quiet.SD: I know. Now you re very outgoing.Say, N

33、ow 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 offering help if necessary. Check the answers by calling on different pairs to say their co

34、nversations 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 questions and answers. S1:I wasn t very outgoing.S2: You used to have long hair.S3: Did y

35、ou 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 didn1. When we write statements, we use the words used to.2. When we write questions, we use the words did + use to

36、.3. When we answer a question with used to, we use did or didn t. Dictate the following for further understanding:1. You used to be short.2. He used to play soccer.3. Did you use to draw pictures. Yes. I did.4. Did she use to have long hair.t. The following arenoteworthy:No, she didn t.Pronunciation

37、 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.say the statements and questions and answers in the grammar box to demonstrate this pronunciation. Get students to repeat sev

38、eral 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 scientist was like when he/she was a child. Suggest students to add pictures to t

39、heir written work.课题Unit 2 I used to be afraid of the dark.Period 3教案目标1. Knowledge Objects(1) Talk about what you used to be afraid of and what you are still afraid of.(2) Key Vocabulary ： terrify, be terrified of, on2. Ability ObjectTrain students integrating skills.3. Moral ObjectAre you afraid o

40、f speaking in front of a group. Don t be so shy. Be confident of yourself. Practice more, and you will sure change.教材分析1. Teaching Key Points Target Language2. Teaching Difficult PointTalk about what you used to be afraid of and what you are still afraid of using the target language.实施教案过程设计StepRevi

41、sionCheck homework. Ask different students to read their reports about his favorite film star or a scientist. Then collect their writings and write comments on each paper before returning them, Display some better ones in the classroom.Show a student s work on the screen by a projector. Help him/her

42、 correct any errors.Stephen Hawking was born in Oxford, England in 1942. As a student, he didn t use to work hard. He used to be a lazy student and do very little work. At the age of 20,he got an incurable illness.At first, he used to be very depressed. But he didn t lose heart. He went on to do som

43、e of thenmt socsiteinmtipfiocrta research after coming out of hospital. Now he works at Cambridge University as a professor.Step 3aThis activity provides reading and writing practice using the target language. Point to the pictures and ask students to tell what is happening.S1:In Picture 1, the pers

44、on is afraid of the dark.S2:In Picture 2, the person is afraid of flying in an airplane. S3:In Picture 3, the person is afraid of high places.Draw students attention to the chart.Read each of the four headlines and the list of items in the first column to the class. Demonstrate how to fill in the ch

45、art with a good student orally.T: Did you use to be afraid of the dark.S: Yes. I was afraid to walk home when it was dark. T: Are you still afraid of the dark.S: No, I m not.Tell students where to put a check in the chart.Ask students to complete the I column of the chart on their own by checking th

46、e items that they used to be afraid of and that they are still afraid of.Check the answers.Note: Answers will vary, Ask different students to report his/her answers like this:S:I used to be afraid of the dark and high places. But now I m afraid of neither. Step 3bThis activity provides oral practice

47、 using the target language. Focus attention on the conversation. Ask a pair of students to read it to the class.Write the conversation on the blackboard.Point out the list of items in the first column of Activity 3a. Say, Ask your partner about these items and complete the My partner columns of the chart in pairs.Ask students to work with partners.Walk around the room correcting any errors in pronunciation. Ask several pairs to share their conversations with the class.When all the students have finished the chart, Say, Now let s check to see how many st