Unit 7 I used to be afraid of the dark 课时教学设计（表格式）鲁教版（五四制）八年级下册

Unit 7 I used to be afraid of the dark.
Purpose To introduce Ss to the unit goals: talk about what you used to be like. To set the scene, increase Ss’ vocabulary and introduce the target language.
Picture There are four youngsters in the picture, two boys and two girls. The two boys (on the left side of the picture) are talking to each other, as evidenced by the speech bubbles above their heads. The first boy is commenting to the second boy, Mario, that he (Mario) used to be short and Mario is agreeing with him. There is also a thought bubble above the first boy’s head and it shows him thinking about the time when he was taller than Mario (who was shorter and wearing glasses). Standing behind Mario is a girl with long black hair. She has a thought bubble over her head that shows her with shorthair. Next to this girl is a girl with blond straight hair whose thought bubble shows her with red curly hair.
Culture Focus Genetic differences To put it very simply, your genes determine the physical traits that you have. Each gene is made up of two chromosomes, one that comes from the mother and one from the father. Certain genes are dominant and certain genes are recessive, which explains why, in some cultures, you are not likely to find certain traits, e.g. blue eyes on a Chinese baby. Blue and green eyes are recessive genes and in order for them to appear, the baby must have two recessive chromosomes. What this means is that if a child has one chromosome for blue eyes and one for brown eyes, the child will have brown eyes because brown is dominant. In the past this was very clear-cut as interracial marriages and unions were not as common. As the world becomes more globalized and more people are marrying someone not from their own culture, the possibility of a Chinese baby having blue or green eyes becomes higher. In recent years, there have even been reports of a black couple in Nigeria having a white, blonde baby.
Optional Approach How have you changed Before starting this unit and the first activity, the T can divide the class into two groups (one on the left and one on the right) . Tell Ss that they will need to think about one aspect about themselves that has changed since they became a teenager (i.e. since they turned 13). Tell the group on the left to think about a physical aspect that has changed (i.e. something about their physical appearance). This could include not having pigtails anymore or having a better/worse complexion, etc. Next, tell the group on the right to think about one aspect of their personality that has changed. This could include being more helpful or enjoying reading. Tell Ss to think of something more unusual. For example, most of them would have grown taller, so they should not give that as an answer. Give Ss about 30 seconds to think of something and write it down. Then, get Ss to share this information with the rest of the class, starting with one person from the group on the left and then continuing with someone from the group on the right. Continue to alternate groups till every S has had a chance to share his/her aspect.
Answers Suggested answers: appearance: tall, straight hair, short, fat, thin, short hair, long hair, curly hair, glasses personality: outgoing, funny, quiet, shy, cheerful, greedy, lazy, hard-working, friendly
Purpose To help Ss recognize the target language in natural speech.
Teaching Tip Visual aid There will be three conversations that Ss have to listen to and some may have problems keeping track of the conversations. To help Ss, inform them that the picture in 1a will help and they can use it to write down notes of what they hear, such as the names of the speakers.
Answers 1. short, glasses 2. tall, short hair 3. red, curly
Purpose To help Ss use the target language in natural speech.
Optional Approach Are you sure Before they make conversations, ask Ss to pick a partner. Next ask each S in a pair to decide which one of the boys/ girls in the picture he/she would like to be. The first S will then tell their partner what has changed about the boy/girl he/she has chosen. The partner will then ask the first S, “Are you sure ” The answer to this must be, “Yes, because ...” and the first S should explain his/ her answer based on what they see in the picture. They should then repeat the same exercise but this time with the second S and his/her choice of boy/girl in the picture. The aim of this is for Ss to be able to understand what is in the picture and make the connections. Once Ss have done this, they can make conversations about each of the boys/ girls in the picture using the sample conversation given.
Purpose To give Ss listening practice with the target language.
Teaching Tip Preparing to listen The T should tell Ss that the conversation they are about to listen to is between Paula and Steve, and in keeping with the topic so far, it will be about how someone used to be. For this activity, tell Ss to look at the words that they will have to listen out for and familiarize themselves with the words as they may or may not hear the words in the order they appear in the textbook.
Answers Checked: friendly,brave, outgoing, silent, quiet, active
Purpose To give Ss practice in listening for specific items in conversations.
Optional Approach Taking notes Before playing the recording again, ask Ss to close their textbooks. Tell them they should take notes as they listen to the conversation again. Prompt Ss to create a table (to list what was in the past and now) before the recording starts again so that they can write down the relevant details in the right column. This will make note-taking and referencing easier. Ss can then use their notes to fill in the chart.
Answers In the past: 1. quiet, outgoing 2. science, music, piano Now: 1. sports, soccer, swim 2. piano
Purpose To give Ss the opportunity to use the target language in conversations.
Optional Approach Using notes In pairs and using only the notes they had taken while listening to the recording a second time, ask Ss to create conversations about Paula. Get Ss to discuss the points in their pairs first. To make things more interesting, the T may wish to tell Ss that one of them should talk about the Paula in the past while the other should talk about the Paula in the present (refer to the sample conversation in the textbook). The Ss in each pair can then switch roles.
Purpose To give Ss the opportunity to use the target language in a controlled manner.
Teaching Tip Once more, with feeling! Get Ss to role-play the conversation in pairs. Remind them that role-playing a conversation is more than just reading the words; they should be playing a part. Tell Ss to look for clues in the punctuation to guide them in how a phrase, clause or sentence should be uttered. Get each pair to practice, making sure that they do so with the right intonation, stress and emotion. Then randomly, pick pairs to role-play the conversation in front of the class. Then get the class to share what they think of the pair’s performance – good points, points that need improvement, etc.
Purpose To provide Ss with reading practice using the target language.
Culture Focus Role models Regardless of the age that anyone achieves fame, that person is a role model to someone. Many young people in the limelight do not realize that fame often comes at a price, that of their privacy. Some are mindful that every little thing they say or do is reported on and they are judged based on that. They know that some of their fans and followers are young and impressionable so they make sure that whatever they do, they will be able to hold their head high. Others, however, allow the fame to get to their heads and they feel they are entitled to do whatever they want. Perhaps they are not wrong, but they often forget that their younger fans are likely to follow what they do.
Culture Focus If they behave badly, e.g. destroy hotel rooms, get plastic surgery, be mean to other people, some of their fans may think that it is OK to follow suit and do the same thing. Thus all celebrities, no matter how famous, have a social responsibility to be a role model that inspires others to be better people in this world.
Answers 2, 3, 1
Purpose To give Ss an opportunity to test their reading comprehension.
Optional Approach Make a guess Without having Ss read the passage again, ask them to fill in the blanks inactivity 3b. Ss can try to guess the answer based on the construction and context of the sentence. Ss have read the article once and will probably be able to make some connection between what they have read and the sentences in the activity. What do they think is the logical answer
Answers 1. anymore 2. popular 3. hang out 4. be careful
Purpose To give Ss an opportunity to use the target vocabulary in conversation.
Optional Approach Asking leading questions Before starting this activity, ask Ss to look at the article again. Ask them to notice that the interviewer states one question and Candy seems to give a very long reply. Tell Ss that this may not always be the case and more often than not, people tend to give shorter answers. As such, good interviewers know how to ask leading questions and also when to jump in to either prompt the interviewee to say more or to ask another related question that will keep the conversation going. This will be the task the Ss will have to attempt today. Ask Ss to pair up and decide who will be the interviewer and who will be Candy. Tell the Ss playing the role of Candy that they should not be giving all the answers at once. They will need to give a little at a time and allow the interviewer to ask more questions or to prompt them to say more. Get Ss to attempt an interview using the information only in paragraph 2. After that, they should switch roles and attempt an interview using the information in paragraph 3.
Answers 1. Grace used to watch a lot of TV. She didn’t use to watch a lot of movies. 2. My mom used to have curly hair. She didn’t use to have straight hair. 3.Jerry used to read books on European history. He didn’t use to read books on African culture. 4. Sandy used to teach British English. She didn’t use to teach American English.
Answers Suggested answers: ● Emily didn’t use to eat a lot of vegetables, but now she loves carrots and tomatoes. ● Emily used to listen to pop music, but now she enjoys country music. ● Emily used to watch scary movies, but now she hates them. ● Emily didn’t use to read a lot of books, but now she reads at least six books a year.
Purpose To give Ss the opportunity to use the target language.
Teaching Tip Flexibility to use other things It is possible that Ss are not afraid of any of the five things listed. If this is the case, allow Ss to add two other items that they used to be afraid of and two others they are still afraid of. Their partners may also wish to use these new items. The idea is give them something they can speak about which makes sense to them.
. Optional Activity: How fast can you speak
Purpose To help Ss master the target language and expand their vocabulary.
Procedure
1. Ask Ss to prepare the following information about themselves:
● one physical trait that the S used to have when he/she was younger;
● one personality trait that the S used to have;
● one hobby that the S used to like.
2. Divide the class into an even number of groups (minimum of four Ss per group) and try to ensure that each group has an even number of Ss.
3. Name each group with an alphabet.
4. Pair up Group A with B, C with D, and E with F, etc.
5. Tell Ss that each S in each group is to interview one S from the other group and find out the information they have prepared.
6. Give Ss two minutes for this.
7. Next, switch the group pairings so that B is with C, D is with E, etc., and the last group is paired up with A.
8. Tell Ss that they need to exchange information with one other S in the new group and they must tell the new person about themselves and the S they have just interviewed.
9. Also, tell Ss that they need to speak in full sentences and they must include the person’s name and the three bits of information.
10.Next, tell Ss that they will have 30 seconds for both Ss to speak to each other so one will have to speak fast and clearly while the other person takes notes quickly.
11. At the end of this activity, randomly pick a few Ss to share what they have learned about other Ss in other groups. Ask for confirmation from those who have supplied the information. Did they get the information right
Purpose To help Ss use the target language in a different context.
Teaching Tip What do you like to do The T may wish to do activity 1a and 1b together since they are related. Give Ss a bit of time to do these two activities before they share their answers with a partner. Ask Ss to also share why they used to like doing these things and whether they still like doing them.
Answers Answers will vary.
Purpose To give Ss practice using the target language in a different context.
Optional Approach More practice To give Ss more practice in using the target language, group pairs into a group of four. Get all four to share their answers with each other, with a slight twist: each pair will have to share their partner’s information with the other two. Remind Ss that they can refer to Section A, activities 2b and 2c on how to phrase their sentences.
Answers Suggested answers: ● I used to enjoy reading comics. ● I used to like swimming. ● I used to like helping my mother in the kitchen. ● I used to enjoy walking along the beach. ● I used to like playing in the mud.
Purpose To give Ss practice in listening for specific items in conversations.
Teaching Tip The exact sentence Before playing the recording, the T can tell Ss that the conversation is between a boy and a girl. Ask them to guess what the conversation might be about. The class should know by now that the conversation has something to do with the topic of comparing what used to be with the present (now). Confirm that this will be the case and the two friends will be speaking about what school was like when they were younger, compared to the present. Tell Ss that they will have to listen for the exact sentences that they read in their textbooks and put a check mark against the one(s) that they hear.
Answers Checked: 1. I didn’t use to like tests. 3. I used to hate P.E. class.
Purpose To give Ss practice in listening for specific items in conversations.
Optional Approach Exchanging textbooks Before playing the recording again, get Ss to fill in their answers in the blanks and then exchange their textbooks with a partner. As you play the recording again, partners are to check their friend’s answers and mark the correct ones. At the end of the recording, get them to return the textbooks and they can discuss the answers in pairs.
Answers In the pastNowGirlteststestsschool uniformswhatever we likeBoyplaystudyexercisinglove
Purpose To give Ss practice in asking questions in a specific format.
Optional Approach Learning something new about someone Ask Ss to write five things about themselves down on a piece of paper. This could be something they used to like, currently enjoy, or don’t like anymore. Then ask Ss to find a partner they have not worked with before. If the class is small, ask them to pair up with someone they have not worked with for some time. With this new partner, ask Ss to share the five things they have written down. Get Ss to compare what they have written. Are any the same Are they all different Get each pair to draw up a table to show the similarities and differences.
Purpose To prepare Ss for the subsequent reading activity.
Optional Approach What’s in a title Before starting this activity, get Ss to close their textbooks and get into groups of four. Write the title of the article on the board and ask them what they think the story might be, based on the title alone. Get Ss to discuss this in their groups and write down the various possibilities. Give them about five minutes for this. Next, give Ss the scenario in the book, as highlighted inactivity 2a. How does this change what they thought the story might be about Again, ask them to write down the problems Li Wen was likely to have. Get Ss to cross-reference both lists. Were any scenarios similar in both lists
Answers Answers will vary.
Purpose To give Ss an opportunity to understand the flow of information in a passage.
Teaching Tip Keep in view Some Ss may be thrown off by the blanks in the passage. Before they start reading, tell them not to worry about it too much and just “keep in view” that more information will have to be added in later on. The T may wish to tell Ss to just read what is there and guess at what the blanks should be filled in with. Ss can write down their thoughts in the margins. They can then check how close their guesses were once they complete the activity.
Answers C, D, A, B
Purpose To provide Ss with reading practice using the target language.
Culture Focus Different strokes for different folks In some families, children do not have a close bond with their parents and may be reluctant to speak with them about problems. They may instead turn to another member of their family (sibling, grandparent, aunt, uncle, cousin) or a friend for advice and help. Some may even not confide in anyone and keep the problem to themselves. There is no right or wrong method in such cases. Children should, however, be encouraged to open up and find some avenue of support even if this support is outside the home, e.g. at school. This is where parent-teacher sessions become important.
Answers Problems that Li Wen had: ● felt lonely and unhappy ● became less interested in studying ● was absent from classes ● failed his examinations ● was shy and not able to make friends quickly ● wanted to leave the school
Purpose To give Ss an opportunity to practice using context to understand meaning.
Optional Approach Using context Draw Ss’ attention to the box at the top right hand corner of the passage. Tell Ss that it is not unusual for everyone to encounter new words as they go about their daily lives. People don’t usually carry a dictionary around with them, so very often, they will have to guess the meaning of a word based on the context it is used in. Ask Ss to think about an experience of their own when they had to guess the meaning of a word based on context. This could be from an advertisement they saw on the street, or in a newspaper article, or even something someone mentioned to them. Get Ss to share this experience with a partner. He/she would need to tell his/her partner the word, the context, what the guessed meaning was and why, and the actual meaning of the word.
Answers ● influence: have an effect on; change ● absent: not present; missing from ● boarding school: a school that a student can stay in i.e. he/she does not need to go home everyday ● in person: face to face
Purpose To provide Sswith practice in using the target language and vocabulary.
Answers look after / take care of, missed / was absent from, made a decision / decided, changed / influenced, be proud of/ take pride in
Purpose To provide Ss with speaking practice using the target language.
Optional Approach Everyone has a role to play Divide Ss into groups of three and ask them to discuss what Li Wen and his parents would have talked about. Each group should draft a guideline on how the conversation would flow, keeping in mind the three points in the textbook. Each group can then write the actual dialogue and decide who in the group will play which role. The T may wish to have all groups role-play their conversations in front of the class or randomly pick some to do so if time runs short.
Purpose To prepare Ss to write using the target language.
Teaching Tip New changes It is possible that some Ss may be using the same answers for the various activities in this unit. The T can encourage Ss by saying that they may be young, but while they were growing up, they must have experienced various changes in their lives, so they should have more than a few things to share. For this activity, challenge Ss to come up with three changes (in the three areas) that they have not talked about before.
Purpose To provide Ss with writing practice using the target language.
Optional Approach Expanding on previous information The T can take a cue from what he/she had told Ss for the previous activity, and ask Ss to look at their own experiences and write down notes about how else they have changed. For the writing exercise, Ss can incorporate the three changes from 3abut they can also include more changes to make their piece more interesting.
Answers Sample writing: How I ve Changed! My life has changed a lot in the last few years. I used to be overweight but I m not anymore. I lost a lot of weight after I started playing tennis. Playing tennis three times a week is very good exercise. Now I m fitter and healthier. The biggest change in my life was becoming much better in English. This is thanks to my English teacher, Mrs. Wong, who gave me an interesting book to read. I enjoyed it so much that I started to read other books. This is the most important change because I am no longer afraid of the English language and I am doing better in my exams. This has made my parents even prouder of me.
Purpose To provide a comprehensive review of key vocabulary and functions presented in the unit.
Teaching Tip Something new For all the previous activities, Ss were just asked what they used to like or dislike when they were young. This is relative as they could interpret “young” as two years ago. For part 2 of this activity, the instructions are more specific and require Ss to think about what they used to be like when they were in primary school. Encourage Ss to come up with different answers.
Answers 1. 1. in person 2. silent, seldom 3. absent, fail 4. takes pride in 5. influence 6. humorous 7. required, interview 8. are proud of 2. Suggested answers: ● I used to wear smaller-sized clothes. ● My hair used to be curly. ● I used to watch cartoons. ● I used to play hide and seek. ● I used to be short.