Unit 2 I used to be afraid of the dark.（7课时教案）

Unit 2 I used to be afraid of the dark.
The First Period
Ⅰ.Teaching Aims and Demands
1.Knowledge Objects
(1)Key Vocabulary：used to, dark
(2)Target Language
Mario used to be short.
Yes, he did. Now he’s tall.
2. Ability Objects
(1) Train students’ listening skill.
(2) Train students’ communicative competence.
3.Moral Object
Don’t judge a person by his appearance.
Ⅱ.Teaching Key Points
1. Target language
2. The structure: used to
Ⅲ. Teaching Difficult Point
The structure: used to
Ⅳ. Teaching Methods
1. Teaching by induction
2. Pairwork
Ⅴ. Teaching Aids
1. A tape recorder
2. Pictures of people cut out from magazines or newspapers
Ⅵ. Teaching Procedures
Step Ⅰ Revision
(1) Check the homework exercises.
(2) Ask some individual students their ways of learning English.
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.
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.
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.
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. 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.
Step Ⅴ Summary
Say, In this class, we’ve learned the key vocabulary words used to and dark. And we’ve also learned the target language Mario used to be short. Yes, he did. Now he’s tall
Step　Ⅵ 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.
Step Ⅶ　Blackboard Design
Unit 2 I used to be afraid of the dark.Section AThe First Period1. The structure: used to Sep. 10,2004 Sep. 10,1994 tall short long hair short hair … … Liu 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: Mario used to be short. B: Yes, he did. Now he’s tall
The Second Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1)Key Vocabulary be interested in, sure
(2)Target Language
I used to be really quiet, I know. Now you’re very outgoing.
Did you use to have straight hair Yes, I did.
Did you use to play the piano No, I didn’t.
2. Ability Objects
(1) Train students’ listening skill.
(2) Train students’ integrating skills.
3. Moral Object
You should have the courage of your opinions.
Ⅱ. Teaching Key Points
1. I used to be really quiet.
I know. Now you are very outgoing.
2. Did you use to have straight hair
Yes, I did.
3. Did you use to play the piano
No, I didn’t.
Ⅲ. Teaching Difficult Points
1. Yes/No questions with used to
2. Statements with used to
Ⅳ. Teaching Methods
1. Teaching by explanation
2. Pairwork
Ⅴ. Teaching Aids
1. Pictures of people cut out from magazines or newspapers
2. A tape recorder
Ⅵ. Teaching Procedures
Step Ⅰ Revision
Check homework. Ask a student to hold up the picture given to him yesterday or a picture he/she collected himself/herself to the class. Then let him/her read out his/her article about the person in the picture.
Step Ⅱ 2a
This activity provides listening practice using the target language. Point to the picture and ask students what is happening. Elicit answers from students.
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 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.
Step Ⅲ 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.
Step Ⅳ 2c
This activity provides oral practice using the target language. Focus students on the conversation in Activity 2b. Ask a pair of students to read it to the class.
Point to the sample conversation. Get another pair of students to read it to the class.
Say, 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 offering help if necessary. Check the answers by calling on different pairs to say their conversations to the class. Note: Answers will vary.
Step Ⅵ Summary
Say, In this class, we’ve mainly learned the "use to" questions and "used to"
statements.
Step Ⅶ Homework
Ask 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 their written work.
Step　Ⅷ Blackboard Design
Unit 2 I used to be afraid of the dark.Section AThe Second PeriodTarget language:1. I wasn’t very outgoing.2. You used to have long hair.3. Did you use to have straight hair Yes, I did.4. Did you use to play the piano No, I didn’t.
The third period
Ⅰ.Teaching Aims and Demands
1.Knowledge Objects
(1)Key Vocabulary：used to, dark
(2)Target Language
Mario used to be short.
Yes, he did. Now he’s tall.
2. Ability Objects
(1) Train students’ listening skill.
(2) Train students’ communicative competence.
3.Moral Object
Don’t judge a person by his appearance.
Ⅱ.Teaching Key Points
1. Target language
2. The structure: used to
Ⅲ. Teaching Difficult Point
The structure: used to
Ⅳ. Teaching Methods
1. Teaching by induction
2. Pairwork
Ⅴ. Teaching Aids
1. A tape recorder
2. Pictures of people cut out from magazines or newspapers
Ⅵ. Teaching Procedures
Step Ⅰ Revision
(1) Check the homework exercises.
(2) Ask some individual students their ways of learning English.
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.
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.
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.
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. 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.
Step Ⅴ Summary
Say, In this class, we’ve learned the key vocabulary words used to and dark. And we’ve also learned the target language Mario used to be short. Yes, he did. Now he’s tall
Step　Ⅵ 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.
Step Ⅶ　Blackboard Design
Unit 2 I used to be afraid of the dark.Section AThe third Period1. The structure: used to Sep. 10,2004 Sep. 10,1994 tall short long hair short hair … … Liu 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: Mario used to be short. B: Yes, he did. Now he’s tall
The Fourth Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1) Key Vocabulary spider, insect, chew, gum
(2) Target Language
I used to eat candy all the time. Did you
Yes, I did. And I used to chew gum a lot.
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.
Ⅱ. Teaching Key Points
1. Key Vocabulary spider, insect, chew, gum
2. Target Language
I used to eat candy all the time. Did you
Yes, I did. And I used to chew gum a lot.
Ⅲ. Teaching Difficult Point
Talk about what you used to be/do.
Ⅳ. Teaching Method
Practice method
Ⅴ. Teaching Aids
1. A tape recorder
2. A picture with spiders and a picture with insects.
3. A gum
Ⅵ. Teaching Procedures
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.
Say, Please check the things you liked to do when you were a child.
Ask students to complete the work individually.
Step Ⅲ 1b
This activity provides practice with the target language. Point out the box under the pictures. Read the instructions to the class.
Get a student to write his/her sentences on the blackboard. Help correct any errors.
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.
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.
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.
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.
Check the answers by calling on different pairs to say their conversations to the class. 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.
Step Ⅷ Blackboard Design
Unit 2 I used to be afraid of the dark.Section BThe Fourth Period1. Sample answers to Activity 1b: (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.2. Target language: A: I used to eat candy all the time. Did you B: Yes, I did. And I used to chew gum a lot.
The Fifth Period
Ⅰ. Teaching Aims and Demands
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.
Ⅱ. Teaching Key Point
Practice reading and writing using the target language.
Ⅲ. Teaching Difficult Point
Write a passage about how someone’s life has changed.
Ⅳ. Teaching Method
Practice method
Ⅴ. Teaching Aids
1. A projector 2. A sample version
Ⅵ. Teaching Procedures
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.
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.
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.
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.
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.
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.
Step Ⅸ Blackboard Design
Unit 2 I used to be afraid of the dark.Section BThe Fifth Period1. Used to Now play chess study very late draw pictures wear glasses not wear glasses like maths… …I…My parentsused to…ReadingI like reading comics.Listening to musicI like listening to pop musicSports
The Sixth Period
Ⅰ. Teaching Aims and Demand:
1. Knowledge Objects
(1) Fill in blanks and make sentences using miss, be afraid of, used to, have to, worry about
(2) Write an article using the target language.
2. Ability Object
Train students’ writing skill.
3. Moral Object
Everyone surely changes. You should care for your own growth.
Ⅱ. Teaching Key Points
1. Fill in blanks and make sentences.
2. Write an article using the target language.
Ⅲ. Teaching Difficult Point
Make sentences using miss, be afraid of, used to, have to and worry about.
Ⅳ. Teaching Method
Teaching by explanation.
Ⅴ. Teaching Aids
1. The blackboard 2. A projector
Ⅵ. Teaching Procedures
Step Ⅰ Revision
Check homework. Ask students to exchange their articles in Activity 4b with a partner. Read each other’s work. Then invite a few students to tell the class about his/her partner.
Step Ⅱ Part 1
This activity provides a comprehensive review of vocabulary presented in the unit. Focus attention on the box. Invite a student to read the vocabulary words at the top. Say, You are to fill in the blanks with the words. In some cases, you may need to use another form of the word, for example adjusting for tense or subject/verb agreement. Ask students to fill in the blanks on their own.
Check the answers. Ask students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room. Collect a few students’ answers with mistakes on the blackboard. Help correct the mistakes.
Step Ⅲ Part 2
This activity focuses on the grammatical structures and the key vocabulary introduced in this unit. Read the instructions to the class. Read the beginning of the article to the class. Get students to look at the pairs of pictures carefully and finishthe writing, on their own. As they work, move around the classroom offering assistance as necessary. Have several students read out their articles to the class. Check the answers. Answers will vary slightly.
Step Ⅳ Just for Fun!
This activity provides reading and speaking practice with the target language.
Ask all the students to read the conversation. Ask, what is funny about this cartoon story Help students to answer, The caterpillar doesn’t understand that the butterfly meant she used to be a caterpillar. He thinks she means that she used to be an ugly butterfly. Invite pairs of students to present this conversation to the rest of the class.
Step 5 Summary and Homework
Say, In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit. After class, please finish off the article in Activity 2 in your exercise books.
Ask students to finish off the exercises on pages 6～7 of the workbook as well.
Step Ⅵ Blackboard Design
Unit 2 I used to be afraid of the dark.Self checkThe Sixth PeriodSample answers to activity 1:1. She is afraid of falling behind the others.2. You don’t have to worry about me.3. I have such poor sight that I have to wear glasses.4. My father works in another city. I miss him very much.5. I used to be weak when I was a child.
The seventh perod
一Teaching Aims and Demands
1. Knowledge Objects
(1).70% of the students can read and write the key vocabulary:
death, afford, cause, himself, patient, in the end, decision, make a decision, head teacher, necessary, to one’s surprise, exactly, even though, no longer, take pride in, pay attention to, give up, waste, not…any more
(2). Key structures:
By learning this leaaon，can use the structure “used to ”.
.His mother couldn’t afford to pay for her child’s education.
.Even though my father was no longer with us, he was watching me, and would always take pride in everything good I do.
2. Ability Objects
To train students’ reading ability.
3.Emotion and attitude goals:
Get the students to know their shortcomings in the past. Encourage the students to make themselves more perfect in their life and study in the future.
二、Teaching key and difficulties:：
1、Can understand the meaning of this text。
2、Can understand the new words and expession in the text.。
三、Teaching methods:
1. Group work.
2. Reading and writing.
四 、Teaching Aids
A tape recorder
五、 Teaching Procedures
六、Teaching procedures
Step 1. Greetings and Lead-in
1. T: Did your parents help you with a problem before How did they help you Please discuss in groups and take notes. Such as :got bad grades ,get on badly with your students ects.
2. Students discuss and teacher walks around to help. Students read their story
For example:
Zhang Ming didn’t use to study hard at school. He didn’t use to listen to the teacher carefully in class. He didn’t use to make notes .He used to go to school late. He got bad grades. Later on, his father knew this, he helped him to understand that it was important to do well at school .Now he listens to the teacher carefully、studies hard and goes to school early.He gets good grades.He has becomes a good student in class.
Step 2. Fast reading
1 Ask the students to read the story of page 16 and answer the following questions
read and discuss in pairs then answer .
1.)How old is Martin now
2.)What made him change a lot
3.)Did Martin’s father use to help him
4.) Did he use to give his mother many problems
5.)What changed Martin’s mind
2. Pay attention to 3a, analyze the sentences.
3. Read the article and fill in it with the sentences in 3a.
4. Check the choices together.
The keys :1.after his father’s death a few years ago
2. and didn’t give up trying to help him
3.even the teacher agreed that Martin was wasting his time
4.That’s when I decided to change
5.How was he able to change
5. Read again and circle “true”, “false” or “don’t know”.
6. Check the work. 1F 2T 3T 4Don’t know 5F
Step3 Careful reading
1. Follow the tape. Read again and guess the meaning of the new vocabulary:
death, afford, cause, patient, decision, to his surprise, take pride in, pay attention to
2. Answer students’ questions about understanding the article. Then add others that students don’t mention. Get the students to find out the following phrases and take notes.
e.g He takes pride in his son .
Step4. Talk about Martin using the pattern, Try to retell the story.
Before his father’s death …
After Martin’s father died:
Martin’s life ______________________________.
His mother ___________________________.
Martin problems: ________________________.
In the boarding school, Martin ______________.
Martin’s mother _________________
in her call.
Now, Martin has changed
Step5 Do some exercise.
Step 6 Summary
Ask one or two students to tell what they learned in this class.
Step 7. Homework
Remember the words.
Blackboard design:
Reading: He used to cause a lot of trouble.
Read and discuss in pairs then answer .
1.)How old is Martin now
2.)What made him change a lot
3.)Did Martin’s father use to help him
4.) Did he use to give his mother many problems
5.)What changed Martin’s mind
Thinking after the class:
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