新目标(Go for it)版九年级全Unit 2 I used to be afraid of the dark.全单元（6课时教案）

Unit 2 I used to be afraid of the dark.
一、教材分析
本单元是初中英语新教材第三册第2单元，本单元的核心话题为“talk about what they used to be like”，围绕着谈论过去自己和他人过去经常做的事，谈论自己和他人过去的外貌\性格\爱好，以观察图片、听力理解、阅读理解等训练方式和独立学习、合作交流、完成任务等形式完成目标语言的输入，学习句型Used to 为主要学习任务，并且设置任务型综合性语言实践活动，让学生在交际活动中，学会如何正确地用英语表达自己的意见和建议，重在培养学生的习得语言运用能力、实践能力、合作能力及创新意识。
2．教学目标
（1）知识目标
重点词汇 Used to, dark, spider, insect
Used to
Conjunction but
重点句型 Mario used to be short.
Yes, he did. Now he’s tall
I used to eat candy all the time.
Did you
Yes, I did. And I used to chew gum a lot.
（2）能力目标
1）依托本单元的语言素材提高学生听、说、读、写及自学、创新和沟通能力。熟练掌握“used to” 句型，培养学生运用语言的能力。
2）培养学生善于听说、乐于听说的良好习惯和学习能力。
3）运用CAI或图片，充分调动学生的感官，培养观察力和注意力。
4） 在表演中培养学生乐于表达的人际交往能力和知识创新能力。
（3）、重点和难点
　 重点： used to句型。　
难点：used to句型在日常生活中的运用。
确立重点与难点的依据：
根据教学大纲的要求，及本单元在教材中所处的地位和作用。
Period 1
教学目标：
1.Knowledge Objects
(1)Key Vocabulary：used to, dark
(2)Target Language
2. Ability Objects
(1) Train students’ listening skill.
(2) Train students’ communicative competence.
教学重难点：
掌握used to do 及其相关的用法
理解并正确运用shy, serious, friendly, outgoing等表示性格特征的形容词
教学过程：
Step Ⅰ 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 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 Ⅱ 1a
The activity introduces tile key vocabulary. Call students’ attention to the chart with the headlines Appearance and Personality.
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 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 answers
Appearance: tall, straight hair, long hair, short hair, curly hair, short, fat, thin, slim, good-looking, pretty
Personality: outgoing, funny, quiet, kind, warm-hearted, friendly, shy, easygoing
Step Ⅲ 1b
The activity gives students practice in understanding the target language in spoken conversation.
Write 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 words or phrases to describe that student now. Ask students to suggest words Or phrases that describe him/her ten years ago.
Ask some more questions and add more examples to both columns.
Ensure that the blackboard ends up like this:
Sep. 10,2004 Sep. 10,1994
Tall short
long hair short hair
… …
Say, we use "used to" to talk about things that have changed.
Read the instructions to the class.
Point out the sample answer. Say, You will 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.
Answers
Mario used to be short. 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 Ⅳ 1c
This 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 students to read 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 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, 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 the front of the room and act out their conversations.
Step v 2a
This activity provides listening practice using the target language. Point to the picture and ask students what is happening. Elicit answers from students.
Check the answers.
Answers
Checked words: quiet, outgoing, friendly
Culture note
Many 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 VI 2b
This 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 write
one 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 the words they hear.
Correct the answers. Read the conversation aloud, filling in the missing words.
Students check their answers.
Answers
quiet outgoing friendly sports
Students only listen.
Step　ⅥI Homework
Take out the pictures of people cut out from magazines or newspapers. Hand them out to students. It’s better to find colorful, 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.
Period 2
教学目标：
1.理解并掌握下列单词、词组
airplane terrify be terrified of go to sleep sleep with my bedroom light on
2掌握下列重点句子
1）I used to be afraid of …,I’m still afraid of …
2 ) ---Did you use to be afraid of the dark
---Yes, I did.
3 ),I go to sleep with my bedroom light on.
教学重点与难点：
运用used to来讨论过去的事情
教学过程：
StepⅠRevision
Check 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 correct any errors.
Step Ⅱ 3a
This 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 person 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 chart 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 the 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 Ⅲ 3b
This activity provides oral practice 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 students used to be afraid or are still afraid of the same things. Invite a student to ask questions.
S: Who used to be afraid of the dark
Raise your hands.
(Count the hands and let students keep a record.)
S: Who is still afraid of the dark Raise your hands.
(Count the hands and let students keep a record. )
Do the same approach with the other items.
Step Ⅳ Part 4
This activity gives students an opportunity to use the target language to talk about themselves.
Read the instructions to the class. Ask a good student to give an example from his or her own experience. For example, for the word eat, a student might say, I used to eat chocolate. Now I like to eat fruits of different kinds. I think chocolate is rich in calory and fat while fruits are rich in vitamin, which is good for health.
Help students to write chocolate and fruits in the chart.
Ask students to complete the work in groups of four. Walk around the classroom listening in on different groups and offering help with pronunciation and writing.
Ask a few students to tell the class about the other students they have talked to.
For example, a student may say, my desk- mate Wei Mei used to eat a lot of chocolate. Now she likes to eat fruits. She thinks keeping fit is of great importance.
Note: answers to the chart will vary.
Step Ⅴ Summary
Say, In this class, we’ve talked about what you used to be afraid of and what you are still afraid of using the target language of this unit.
Step Ⅵ Homework
Ask students to find out what their grandparents, parents, aunts, uncles and old friends used to be afraid of when they were children. What did these people used to be afraid of that today’s children are not afraid of
Period 3
教学目标：
1. Knowledge Objects
(1) Key Vocabulary：spider, insect, chew, gum
(2) Target Language
2. Ability Object
Train students’ ability to talk about what they used to be/do.
3. Moral Object
People surely change. Students should take good care of the process of their growth.
教学重难点：
1. Teaching Key Points
Key Vocabulary：spider, insect, chew, gum
Target Language
I used to eat candy all the time. Did you
Yes, I did. And I used to chew gum a lot.
2. Teaching Difficult Point
Talk about what you used to be/do.
教学过程：
Step Ⅰ Revision
Check homework. Invite different students to report what his/her grandparents, parents, aunts, uncles, or old friends used to be afraid of when they were young.
Step Ⅱ 1a
This activity introduces new vocabulary words and provides practice with the target language.
Using pictures, teach students to practice the words spider and insect. Teach the word gum by holding up a gum. And teach the verb chew by chewing the gum.
Call students’ attention to the pictures.
Ask, What is happening in each picture
S1: A girl is exercising in gym class in Picture 1.
S2: A girl is painting a picture in Picture 2.
S3: Students are singing in music class in Picture 3.
S4: A boy is looking at spiders and other insects in Picture 4.
Say, Please check the things you liked to do when you were a child.
Ask students to complete the work individually.
Check the answers by inviting different students to report his/her work like this:
When I was a child, I used to like painting pictures and singing in music class.
Say each number to the class and ask students to raise their hands for each thing they used to like to do. Then discuss the results with the class.
Step Ⅲ 1b
This activity provides practice with the target language.
Point out the box under the pictures.
Read the instructions to the class. Say,
You are to write some other things that you used to like to do when you were a children on the lines in the box. Remind students to write sentences.
As students work, move around the room offering language support and helping them with any words they want to use.
Get a student to write his/her sentences on the blackboard. Help correct any errors.
Sample answers
1. I used to play football with my brother.
2. I used to eat hamburgers a lot.
3. I used to watch cartoons.
4. I used to run with my father in the morning.
Step Ⅳ 2a
This activity provides listening practice using the target language.
Set a time limit of one minute. Ask students to look through the sentences in the box.
Say, You will hear a boy and a girl talking about how life used to be when they were much younger on the recording. Listen and check the sentences you hear.
Point out the sample answer. Play the recording for the first time. Students only listen.
Play the recording again. This time students check the sentences they hear.
Check the answers.
Answers
Checked sentences: 1,2,3
Step Ⅴ 2b
This activity gives students practice in understanding and writing the target language.
Call students’ attention to the chart with the headlines In the past and Now.
Set a time limit of one minute for students to look through the uncompleted sentences.
Say, You are to listen to the conversation again and fill in the blanks with the words you hear. Point out the sample answers.
Play the recording again. Students listen and fill in the blanks. Ask a student to read these sentences, filling in the blanks, the rest of the class check their answers.
Answers
In the past: tests, play, walk, gym
Now: tests, study, take the bus, love
Step Ⅵ 2c
This activity provides oral practice using the target language.
Ask a pair of students to read the sample conversation to the class.
SA: I used to eat candy all the time. Did you
SB: Yes, I did. And I used to chew gum a lot.
Write the conversation on the blackboard.
Ask students to pay special attention to the question “Did you ” and the answer“Yes, 1 did.”Remind students of the negative answer No, I didn’t. Say, Now work with a partner. Start by reading the sample conversation with your partner. Then make new conversations.
As they are working in pairs, move around the room offering language and pronunciation support as needed.
Check the answers by calling on different pairs to say their conversations to the class.
S1:I used to be afraid of the nurse. Did you
S2: Yes, I did.
S3:I used to be afraid of speaking in the front of the class.
S4 :Yes, I did. Now I am not afraid of that.
Optional activity
Ask students to talk about good and bad habits. Then make sentences with “used to”to show which habits they have stopped and make sentences with “still” to show which ones they still have.
Step Ⅶ Summary and Homework
Say, In this class, we’ve learned the new vocabulary words spider, insect, gum and chew and the target language I used to do sth. After class, finish writing the sentences in Optional Activity.
Period 4
教学目标：
1. Knowledge Objects
(1)Key Vocabulary：right, comic
(2) Practice reading and writing using the target language.
2. Ability Objects
(1)Train students’ ability to get information in reading or in conversation.
(2)Train students’ ability to express their ideas using the target language.
3. Moral Object
Talk to your parents as often as possible so that you can understand each other better.
教学重难点：
1. Teaching Key Point
Practice reading and writing using the target language.
2. Teaching Difficult Point
Write a passage about how someone’s life has changed.
教学过程：
Step I Revision
Review the target language presented in this unit. Invite a student to come to the front of the classroom and demonstrate an activity. The rest of the class guess what he/she is doing first. Then make sentences using the words "used to" and the guessed activity. Demonstrate how to play the game.
A student pretends that he/she is drinking milk.
T: What is he/she doing
Ss: He/She is drinking milk.
T: You are right. OK. Please make sentences using "used to" and "drink milk".
S1：I used to drink milk a lot. Now I don’t like to drink milk at all.
S2:I didn’t use to drink milk. But now I like milk very much.
S3:…
Step Ⅱ 3a
This activity provides reading practice using the target language.
Teach the words right and comic.
Call students’ attention to the article. Invite a student to read it to the class. Correct any pronunciation errors to make sure the student provides a good model for the rest of the class.
Point out the chart. Elicit the first answer from the class: Rose Tang then. had so much time. Guide students to find out the information in the reading. It says
when I was young, I used to have so much time,…
Say, Now read the article and complete the chart.
Get students to do the work on their own. As they work, move around the classroom and offer help if necessary.
Correct the answers.
Answers
Rose Tang then: had so much time; spent a lot of time playing games with my friends; watching TV or chat with my grandmother; went to concerts with my father Rose Tang now, gets up early and stays in school all day; has no time for playing games; has to study; has no time for concerts; does homework and goes to bed
Step Ⅲ 3b
This activity provides reading and writing practice using the target language.
Read the instructions to the class.
Read the letter to the class. Do the first one or two fill-ins with the class.
Say, Please complete the letter on your own. You may use the information from the chart in Activity 2b.
Ask students to work individually. Walk around the room checking progress answering questions as needed.
Ask different students to read their completed letters to the class.
Note: Answers will vary.
Step Ⅳ 3c
This activity provides writing practice using the target language.
Read the instructions to the class.
Demonstrate how to do the activity. Ask students to take turns suggesting things that they used to do and that they still do. Make two columns with the headlines Used to and Now on the blackboard.
Say, Write an article about the things that you used to do and that you still do to describe how your life has changed since primary school. Use these suggestions on the blackboard with your ideas to write your article. You may also use the articles in Activities 3a and 3b as a model.
Show the following sample version on the screen by a projector as a guide.
My life has changed a lot since primary school.I used to like different things when I was a child.I used to play chess with my grandfather. I used to like drawing pictures. But now I have to study very late every night. I didn’t use to wear glasses. But now I have to wear them. To my joy, I didn’t use to like maths, now it’s my favourite subject. I got an A in the last maths exam. I’m very glad.
Ask students to do the activity individually. As they begin to write, move around the room providing help as needed. It doesn’t matter whether they only write a sentence or a longer article.
Ask students to read their articles to a partner.
If there isn’t enough time for all the students to finish the article, allow them to finish it after class.
The answer will vary.
Step Ⅴ 4a
This activity provides reading, writing, listening and speaking practice using the target language.
Read the instructions to the class.
Focus attention on the chart. Set a time limit of one minute. Students read the headlines at the top and at the sides.
Demonstrate how to fill in the chart with a good students to provide a good model for the rest of the class.
T: What kind of books do you like reading, Wei Ming
W: I like reading comics.
T: How about music
W: I like listening to pop music.
T: …
Make a simple chart on the blackboard and ask Wei Ming to fill in his information in the chart.
I… My Parents used to…
Reading I like reading comics.
Listening to music I like listening to pop music.
Sports
Ask students to complete the work on their own. They may remember or guess what their parents used to do. Assign part of their task to homework so that students may talk to their parents. Answers will vary.
Step Ⅵ 4b
This activity provides oral practice using the target language.
Read the instructions to the class.
Ask students to complete the work in groups.
Ask a few students to tell the class about the other students they have talked to.
Step　Ⅶ Summary
Say, In this class, we’ve done much practice in reading and writing as well as speaking the target language.
Step　Ⅷ Homework
(1) Talking to their parents, students fill in the information in the chart in Activity 4a.
(2)Finish off the activity in Activity 4b.
Write a passage about students and their parents
Period 5
教学目标：
1. Knowledge Objects
Key Vocabulary： be made up of, symbol, secret code, comprehend and so forth.
Text: E-mail English
2. Ability Objects
Train students’ ability of identifying main idea.
Train students’ ability of understanding words in context.
3. Moral Object
E-mail English makes it easier and more convenient to send e-mails.
教学重难点：
1. Teaching Key Points
Key vocabulary
Read the text to identify main idea.
Read the text to understand words in context.
2. Teaching Difficult Points
Train students’ reading skill.
Train students’ writing skill.
教学过程：
Step I Key Vocabulary
This activity introduces the key vocabulary words.
Say the words and have students repeat again and again until they can pronounce them fluently and accurately.
Step　Ⅱ Part 1
This activity is designed to activate students’ background knowledge before attempting the reading.
Read the title E-mail English to the class. Ask, What do you think the article is about
Focus attention on the short words in the box. Ask, Do you know what they mean Say, Please fill in the chart with your partner. But don’t look at the reading. Instead, use your background knowledge. Point out the sample answer.
Get students to work in pairs. As they work, move around the classroom checking progress
and offering any help as needed.
When most students finish filling in the chart, say, Please talk about your answers with a partner.
Check the answers.
Answers
BTW by the way
F2F face to face
OIC oh. I see
CU see you(good bye)
How RU how are you
GR8 great
Encourage students to try to think of some more.
Sample answers
BRB I’ll be right back.
CU 2morrow See you tomorrow.
ASAP as soon as possible
Step Ⅲ Part 2
This activity provides practice in identifying main ideas.
Read the instructions to the class.
Draw students’ attention to the main ideas in the box. Point out the line between Paragraph 1 and c. Where e-mail English comes from. Say, Paragraph 1 is about where e-mail English comes from. Now, you are to read the article silently. Match each paragraph with its main idea. Remember to skim for the key ideas rather than read slowly. Get the students to work in pairs. As they are doing this, move around the room to make sure students discuss the topic in English.
Check the answers.
Answers
Paragraph 1:c
Paragraph 2: a
Paragraph 3: d
Paragraph 4: b
Paragraph 5: f
Paragraph 6: e
Step Ⅳ Part 3
This activity encourages students to use the strategy of reading in context.
Ask students to read the article once.
Say, Pay attention to the bold words and expressions. And note any other word or sentence you don’t understand. Read in context, guessing their meanings from the other words around them.
A few minutes later, ask different students to say the meanings of the words and expressions indicated in bold by guess. Don’t give them the correct answers.
Let students look at the words and expressions and their meanings in the box.
Point out the sample answer. Then ask students to match the correct meanings with the correct words and expressions.
Allow them one or two minutes to do this.
Check the answers.
Answers
chatline c, (is) made up of a, symbol b, secret code e,comprehend d
Get students to make sentences with the words and expressions. Remind them to look at the article again for extra help.
Answers to this activity will vary. Ask a student to write his/her answers on the blackboard. Help correct any mistakes.
Sample answers
1. Our class is made up of fifty students.
2. Chatline is more and more popular with people.
3. Acronyms, homephones, emotives and symbols make it convenient to send emails.
4. A secret code keeps things hidden.
5. This text is too hard for me to comprehend.
Step Ⅴ　Part 4
This activity helps students read for specific information.
You will read the article again and find words or phrases for 1～5.
Elicit the first answer from the class(1. do things quickly save time). Get students to do the activity individually. Encourage them to predict the words or phrases before reading the article.
Check the answers.
Answers
1. save time
2. ICQ or I see you
3. bored
4. homephone
5. common
Step Ⅵ Part 5
This activity provides writing practice using the e-mail English.
Draw students’ attention to the examples at the top of the reading on page 16.
Ask students for some ideas about what they might write about.
Have students do the activity in pairs.
Ask different pairs of students to read their emails to the class.
Answers to this activity will vary.
Step Ⅶ Summary and Homework
Say, This class provides us a lot of reading and writing practice. It also trains students’ ability to understand words in context. Homework for today:
1. Ask students to make a list of e-mail terms and emotives.
2. Ask students to make a list of advantages and disadvantages of e-mails. Remind them to go beyond the reading and think of other reasons.