Unit4 I used to be afraid of the dark教案

Unit4 I used to be afraid of the dark
一、Analysis of Teaching Material
Status and Function
In this unit, Ss learn to talk about what they used to be like. Such topic reminds Ss of the days of their childhood. It’s helpful to raise learning interesting of Ss and Ss are sure to be active in all the activities in this unit.
⑴.The first period introduces a lot of words describing people first. And then Ss are provided listening and oral practice using the target language: Mario used to be short .Yes, he did. Now he is tall.
⑵.In the second period, Ss learn yes/no questions and short answers using the structure used to. Using the target language, Ss get more detailed information of their classmates. Ss are fond of such activities. So they are helpful to improve Ss’ spoken English.
⑶.A lot of situations in the third period are designed for Ss to talk about what they are still afraid of. In this way, Ss know that they should take good care the process of their growth.
⑹ The Self Check in the sixth period is designed to give Ss more reinforced practice, especially writing practice. In the way, Ss better understand how to apply what they’ve learned in this unit to their daily life.
⑺ In this period, Ss will learn to understand some words and expressions. After reading the text Ss will find it a little easier to learn English well.
Teaching Aims and Demands
Knowledge Objects
⑴In this unit, Ss learn to talk about how they have changed. To make Ss learn and grasp the structure used to, including statements and yes/no questions and short answers.
⑵Ability Objects
To train Ss’ listening, speaking, reading and writing skills.
To train Ss’ integrating skills.
⑶Moral Objects
To enable Ss to know that everyone surely change. If you are afraid of speaking in front of the class, encourage yourself not to be shy. More practice, and you’ll feel more confident.
3. Teaching Key Points
To learn the key vocabulary and the target language.
To learn the usage of the structure used to.
4. Teaching Difficult Points
To improve Ss’ listening, speaking, reading and writing skills.
To enable Ss to grasp the usage of the structure used to.
5. Studying Way
Teach Ss hoe to use the structure used to to compare the past with now.
二、Language Function
Talk about what you used to be like
三、Target Language
1 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.
四、Structures
1. used to
2. Conjunction “but”
五、Vocabulary
Used to chat afford patient cause waste insect
六、Recycling
Alone quiet snake outgoing friendly serous funny tall shy short straight long hair
七、Teaching Time
Seven period
The First Period
一、Teaching Aims and Demands
1 Knowledge Objects
⑴ Key words
Used to dark
⑵Target language
Mario used to be short.
Yes, he did. Now he is tall.
2 Ability Objects
⑴ Train Ss’ listening skill.
⑵ Train Ss’ communicative competence
3 Moral Objects
Don’t judge a person by his appearance.
二、Teaching Key Points
1 Target language
2 The structure: used to
三、Teaching Difficult Point
The structure used to
四、Teaching Method
Teaching by induction
Pair work
五、Teaching Procedures
Step One Revision
1． Check the homework
2． Ask some individual Ss their ways of learning English.
Step Two 1a
The activity introduces the key vocabulary.
1．Call Ss’ attention to the chart with the headlines Appearance and Personality.
Say, the word appearance will describe how people look and the word personality will describe what people are like. Ask two Ss to say the sample answers. Then elicit one answer to each column from the class.
2 Get Ss to fill in the chart individually.
3 Check the answers by asking different Ss to read their lists to the class. Make sure that all the Ss understand what each word means.
Note: Answers will vary from the sample answers below.
Appearance: tall straight hair long hair short hair surly hair short fat thin slim good-looking pretty
Personality: outgoing funny quiet kind warm-hearted friendly shy easygoing
Step Three 1b
The activity gives Ss practice in understanding the target language in spoken conversation.
1 Write two dates side by side on the Bb. The first is today’s date, including the year and the second is the same day, but ten years ago.
2 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: No, she is short.
T: She has long hair. Did she have long hair ten years ago?
S2: No, she has short hair.
T: …
Ensure that the Bb ends up like this:
Sep.10, 2005 Sep.10, 2000
tall short
long hair short hair
… …
3 Say, 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.
4 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 blanks with words you hear. Play the recording for the first time, Ss only listen. Play the recording again. This time, Ss listen and fill in the blanks.
Step Four 1c
This activity provides oral practice using the target language.
1 Read the instructions to the class.
2 Call Ss’ attention to the conversation in the box. Invite a pair of Ss to read it to the class.
3 Write it on the blackboard.
Step Five 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 is tall.
Step Six Homework
Collect some of your favorite stars’ photos. Write something about the persons in the picture as they are now and as they were ten years ago.
Step Seven Blackboard Design
Unit 4 I used to be afraid of the dark.
Section A The First Period
1 The structure: used to
Sep. 10, 2005 Sep. 10 2000
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 is tall.
Teaching postscript（教学后记）:
The Second Period
I. Teaching Aims and Demands
1 Knowledge Objects
⑴ Key Vocabulary
be interested in sure
⑵ Target language
1 I used to be really quiet.
2 Did you used to have straight hair? Yes, I did.
3 Did you used to play the piano? No, I didn’t.
2 Ability objects
1 Train Ss’ listening skill.
2 Train Ss’ integrating skills
3 Moral Object
You should have the courage of your opinions.
II Teaching Key Points
1 I used to be really quiet.
2 Did you used to have straight hair? Yes, I did.
3 Did you used 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 Pair work
V Teaching Procedures
Step 1 Review
Check the homework. Ask a student to read the article he/she writes about his/her favorite star.
Step 2 2a
This activity provides listening practice using the target language.
1 Point to the picture and ask Ss what is happening. Elicit answers from Ss.
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.
2 Points to the six words in the box and ask Ss to repeat each one. Make sure Ss know the meaning of each word.
Say, you’ll hear a boy and a girl talking to each other at a party. Listen and check the words you hear.
3 Check the answers.
*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 everyday .it’s a very informal room. Most families use the family’s room more than the other rooms.
Step 3 2b
This activity gives Ss practice understanding the target language in spoken conversation.
1 Ask Ss to point to the blank lines in the conversation. Say, you’ll write one word on each blank line. Read the conversation aloud saying blank when coming to a blank line.
2 Check the answers.
Step 4 2c
This activity provides oral practice using the target language.
1 Focus Ss on the conversation in activity 2b. Ask a pair of Ss to read it aloud.
2 Ask Ss to work in pairs to make conversations about themselves.
3 Ask some pairs to perform.
Step 5 Grammar Focus
1 Ask different Ss to read the sentences. Write them on the Bb.
2 Ask a student to the front to circle the words “used to”.
3 Ask Ss to find the usage of the words “used to”. And make some sentences with the structure.
Step 6 Summaries and Homework.
1 Say, in this class, we’re mainly learned the “used to” questions and “used to” statements.
2 Ask Ss to write a short report about what he was like five years ago. Suggest Ss to add pictures to their written work.
Step 7 Blackboard Design
Unit 4 I used to be afraid of the dark.
Section A The Second Period
Target language:
I used to be really quiet.
I used to have long hair.
Did you used to have straight hair? Yes, I did.
Did you used to play the piano? No, I didn’t.
Teaching postscript（教学后记）:
The Third Period
I. Teaching Aims and Demands
1 Knowledge Objects
⑴ Key Vocabulary
Terrify be terrified of on
⑵ talk about what you used to be afraid of and what you are still afraid of.
2 Ability objects
⑴ Train Ss’ integrating skills
3 Moral Object
Are you afraid of speaking in front of a group? Don’t be shy. Be confident of yourself. Practice more, and you’ll sure change.
II Teaching Key Points
1 Did you used to be afraid of the dark? Yes, I did.
2 --Are you still afraid of the dark?
--No, I’m not. How about you?
--Me? Oh. Yes! I’m terrified of the dark.
--So, what do you do about it?
--I go to sleep with my bedroom light on.
III Teaching Difficult Points
Talk about what you used to be afraid of and what you are still afraid of using the target language.
IV Teaching Methods
1 Teaching by demonstration
2 Pair work and group work
V Teaching Procedures
Step 1 Review
Check the homework.
Step 2 3a &3b
This activity provides reading and writing practice using the target language.
1 first talk about something about the pictures in 3a.
Say, in the first picture, the boy is afraid of the dark.
In the second one, the boy is afraid of flying in an airplane.
In the last one, the boy is afraid of high places.
Ask Ss, How about you? Here is a list of things many people are afraid of .which of these things did you afraid of? And which things are you still afraid of?
Check Ss’ answers. The answers may vary.
Ss can report their answers like this: I used to be afraid of the dark. But now I don’t afraid of it …
Now you are reports. Your task is interviewing one student in your class about the things in the box in activity 3a.
The sentences may help you to finish it well.
Did you use to …? Yes, I did. /No, I didn’t.
Are you still afraid of …? Yes, I am. No, I’m not.
Ss report.
Ask two Ss to read the conversation in 3b.
Explain the sentence. I go to sleep with my bedroom light on.
Step 3 Part 4
1 Ask Ss, “What did you use to do when you were younger?
What did you use to eat? Did you use to eat chocolate?
What do you do now?”
Look at the box in part 4, first fill in the blanks about yourself and then ask your partner about these things.
Ss report the results.
Step 4 Homework
Do a survey. Ask Ss to find out what their parents, grandparents, classmates, old friends used to be afraid of when they were children.
Teaching notes:
1 With +n. + adj. 表示伴随或附带情况．
E.g.: She left with the door open.
terrify v.使害怕，使恐惧，使惊吓，吓倒．
terrified adj.惊恐的，害怕的　be terrified of 对…感到惊恐
be terrified at/with　被…吓了一跳
used to do something 过去常常干某事
否定：sb. didn’t use to do something/used not do something.
疑问：Did sb. use to do something? /Used sb. to do something?
Teaching postscript:
The Fourth Period
I. Teaching Aims and Demands
1 Knowledge Objects
⑴ Key Vocabulary
Spider insect chew gum
⑵Target language
I used to eat candy all the time. Did you?
Yes, I did. And I used to chew gum a lot.
2 Ability objects
⑴Train Ss’ ability to talk about what they used to be/do.
3 Moral Object
People surely change. Ss should take good care of their 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 Points
Talk about what you used to be /do.
IV Teaching Methods
Practice method
V Teaching Aids
A tape recorder
A picture with spiders and a picture with insects
A gum
VI Teaching Procedures
Step 1 Review
Check the homework. Ask different Ss to report their results of the survey in activity 4 in page 12 and what their grandparents, parents or old friends used to be afraid of when they were children.
Step 2 section B 1a
This activity provides new vocabulary words and provides practice with the target language.
Using pictures, teach Ss to practice the words spider and insect.
Teach the words gum by holding a gum.
And teach the verb chew by chewing the gum.
2 Call Ss’ attention to the pictures. Ask: what are they doing in the pictures?
S1: The girl is exercising in gym class in picture 1.
S2: The girl is painting pictures in picture 2.
S3: Students are singing in music class in picture3.
S4: A boy is looking at the spiders and other insects in picture 4.
Ask Ss to check the things you like to do when you were a child.
Check the answers by asking different Ss to report his work like this: When I was a child, I used to like painting pictures and singing in music class…
Step 31b
This activity provides Ss to practice using the target language.
Ask, what other things did you use to like to do when you were younger?
Write Ss’ answers on the Bb.
Ask Ss to discuss in pairs.
Step 4 2a & 2b &2c
The activity provides Ss listening and writing practice in using the target language.
2a 1 Set Ss a time limit of one minute. Ask Ss to look through the sentences in the box. You will hear a conversation about things in the past and now between a boy and a girl. Listen and check the sentences you hear.
2 Check the answers.
2b 1 Play the recorder again. Ss listen and fill the blanks.
2 Listen and repeat some key sentences.
2c 1 Pair work. Ask two Ss to read the conversation in 2c. Ss then work in pairs to make their own conversation.
Step 5 Summary and Homework
Say, in this class, we’ve learned the new vocabulary words “spider, insect, gum, chew” and the target language I used to do something. Homework for you, Please preview the article in 3a.
Teaching postscript:
The Fifth Period
I. Teaching Aims and Demands
1 Knowledge Objects
⑴Key Vocabulary
Right comic
⑵ Practice reading and writing using the target language.
2 Ability objects
⑴ Train Ss’ ability to get information in reading or in conversation.
⑵ Train Ss’ ability to express their ideas using the target language.
3 Moral Objects
Talk to your parents as often as possible so that you can understand your parents better.
II Teaching Key Points
Practice reading and writing using the target language.
III Teaching Difficult Points
Write a passage about how someone’s life has change.
IV Teaching Methods
Practice method
V Teaching Procedures
Step 1 Review
Review the target language presented in this unit.
Invite a student to the front and demonstrate an activity. The rest of the class guess what he is doing.
Then make sentences using the words “used to” and the guessed activity. Demonstrate how to play the game.
Example: S1 demonstrate of “drink milk”. Ss: I used to like drink milk. But I don’t drink it any more. Or, I didn’t use to drink milk, but I like drink milk very much now…
Step 2 3a
This activity provides reading practice using the target language.
1 Teach the new words “right” and “comic”.
2 Call Ss’ attention to the article. Invite an advanced student to read it to the class. Correct any pronunciation errors to make sure the Ss provide a good model for the rest the class.
3 Point out the chart. Elicit the first answer from the class. Then give Ss five minutes to finish the task.
4 Correct the answers.
5 Answer the problems from the Ss and explain some grammar points.
6 If necessary, play the recorder for Ss.
Step 3 3b&3c
These activities provide reading and writing practice using the target language.
1 Read the instruction to the class. Ask one student to read it to class.
Ask Ss, “What did you used to do when you were in your primary school?” Write down Ss’ answers on the Bb. “And what about now? What do you do? What would you like to do?”
In primary school Now
Play chess study every night
like drawing like singing
play ping-pong like playing basketball
… …
2 Ask one student to read his article. Ss then read their article to their partner.
Step 4 Summary
Say, in this class, we’ve done much practice in reading and writing as well as speaking the target language.
Step 5 Homework
Excise in class
Write an article about how your life has changed since primary school.
2 Homework
Talking to your parents, fill in the information in the chart in activity 4a.
Teaching postscript:
The Sixth Period
I Teaching Aims and Demands
1 Knowledge Objects
⑴ Fill in the blanks and make sentences using miss, be afraid of, used to, have to, worry about
⑵ Writing an article using the target language.
2 Ability objects
Train Ss’ 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 Points
Make sentences using miss, be afraid of, used to, have to and worry about.
IV Teaching Methods
Teaching by explanation
V Teaching Procedures
Step 1 Review
1 Check homework.
2 Ask some Ss to read the story about Rose Tang. Correct the pronunciation mistakes that Ss made.
3 Warming up. Oral practice. Ask some Ss to say their changes about their daily life in activity 4. After S1 speaking, ask another one to repeat his sentences.
Example: S1: I used to like reading comics. But now I like reading magazines.
S2: She used to like reading comics. But now she likes reading magazines.
Step 2 Part 1
This activity provides a comprehensive review of vocabulary presented in this unit.
Ask one student to read these vocabulary words and explain them.
Ss fill in the blanks with the words.
Ss will have a competition of making sentences.
Step 3Part 2&Just For Fun
This activity focuses on the grammatical structures and the key vocabulary introduced in this unit.
Ss read the instructions.
Guide Ss to understand the meaning of the pictures and describe the pictures.
Ask Ss to say some sentences about the pictures. Then connect these sentences into an assay.
Ask one student to read the sentence in Just For Fun.
Step 3 Summary and Homework
Say, in this class, we’ve done a lot of writing practice using the key vocabulary words and the target language presented in this unit. After class, please write a letter to your friends to tell her/him about your change.
Teaching Postscript:
The Seventh Period
I Teaching Aims and Demands
1 Knowledge Objects
Key vocabulary
Death, 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 , attention, pay attention to, give up, waste, not…any more
Reading: He used to cause a lot of trouble.
2 Ability objects
Train Ss’ reading and writing skills.
Train Ss’ ability to fill in the blanks in context.
3 Moral Object
You may find it hard to learn English well. Never give it up, Try to get information around the word or phrase you don’t know. If you learn English in this way, you may find it a little easier.
II Teaching Key Points
1 Train Ss’ reading and writing skills.
2 Read the reading to fill in the blanks in context
III Teaching Difficult Points
Train Ss’ reading and writing skills.
Train Ss’ ability to fill in the blanks in context.
IV Teaching Methods
Up-down reading method
V Teaching Procedures
Step 1 Review
Check homework.
Step 2 Key Vocabulary
Learn the new vocabulary words and phrases in this text.
Step 3 Before You Read
This section is designed to make preparations for the reading.
Say something about Miss Wu’s experience: I didn’t use to study hard in the second year of my Senior Middle School. Because my family was poor at that time and I didn’t think they can afford my education. So I played all the day and I got bad grades. I appreciate my brother. He helped me a lot. And he let me understand that it’s very important for me to study well at school. And I needn’t worry about anything. All the things I should do were studying hard.
Step 4 While You Read
This section is designed to train Ss’ reading skill.
Read and translate the title. Ask Ss to read the five sentences in activity 3a.
Play the recorder for Ss. Ss listen and try to get a general idea and fill in the blanks using the context.
After some time, ask Ss to discuss their answers.
Give some explanation of this article and finish the reading exercises...
Ss read the article again.
Step5 After You Read
This activity is to train Ss writing skill.
Ask one student to read the instruction. Ask another one to read the sentence in the “in the past” column. The third student to read the sentence in the “Now” column.
Group work. Say, please think of things you used to do first. Then write the sentence for your group.
As Ss are doing this, walk around the room offering language help as needed.
Step6 Summary and Homework
Say, this class provides us with a lot of reading as well as writing practice. And we know using context to get information. Homework for you: finish your textbooks of unit 2.
Teaching postscript: