unit 2 I used to be afraid of the dark[上学期]

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名称 unit 2 I used to be afraid of the dark[上学期]
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版本资源 人教新目标(Go for it)版
科目 英语
更新时间 2007-08-29 14:16:00

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第一课时:
Unit 2 I used to be afraid of the dark.Ⅰ. Analysis of the Teaching Material1. Status and FunctionIn this unit, students learn to talk about what they used to be like. Such topic reminds students of the days of their childhood. It is helpful to raise learning interest of students and students are sure to be active in all the activities in this unit. (1)The first period introduces a lot of words describing people first. And then students are provided listening and oral practice using the target language Mario used to be short. Yes. he did. Now he’s tall. (2) In the second period, students learn yes, no questions and short answers using the structure used to. Using the target language, students get more detailed information of their classmates. Students are fond of such activities. So they are helpful to improve students’ spoken English. (3)A lot of situations in the third period are designed for students to talk about what they used to be afraid of and what they are still afraid of. In this way, students know that everyone sure changes and that they should take good care the process of their growth. (4)In the fourth period, the vocabulary extension activity introduces more words to students. The other activities provide more listening and oral practice using both the old and new target language. All the activities are helpful to improve students listening and speaking skills. (5) In the fifth period, students practice reading and writing using the vocabulary words and the target language presented in the preceding classes. Such practice is useful to improve students integrating skills. (6)The Self check in the sixth period is designed to give students more reinforced practice, especially writing practice. In this way, students better understand how to apply what they’ve learned in this unit to their daily life.2. Teaching Aims and Demands (1) Knowledge Objects In this unit, students learn to talk about how they have changed. To make students learn and grasp the structure used to, including statements and yes/no questions and short answers. (2) Ability Objects To train students’ listening, speaking, reading and writing skills. To train students’ integrating skills. (3) Moral Object To enable students to know that everyone surely changes. 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 students’ listening, speaking, reading and writing skills. To enable students to grasp the usage of the structure used to. 5. Studying Way Teach students how to use the structure used to to compare the past with now.Ⅱ. Language Function Talk about what you used to be like.Ⅲ. 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.Ⅳ. Structures 1. Used to 2. Conjunction butⅤ. Vocabulary used to, dark, spider, insectⅥ. Recycling alone, quiet, snake, outgoing, friendly, serious, funny, tall, shy, short, straight, long hairⅦ.Learning Strategies 1. Brainstorming 2. ComparingⅧ.Teaching Time Seven PeriodsThe First PeriodⅠ.Teaching Aims and Demands1.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 Points1. Target language2. The structure: used toⅢ. Teaching Difficult PointThe structure: used toⅣ. Teaching Methods1. Teaching by induction2. PairworkⅤ. Teaching Aids1. A tape recorder2. Pictures of people cut out from magazines or newspapersⅥ. Teaching ProceduresStep 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 1aThe 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 answersAppearance: tall, straight hair, long hair, short hair, curly hair, short, fat, thin, slim, good-looking, prettyPersonality: outgoing, funny, quiet, kind, warm-hearted, friendly, shy, easygoingStep Ⅲ 1bThe 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.T: Liu Chang is tall now. Was she tall ten years ago S1: No, she was short.T: She has long hair. Did she have long hair ten years ago S2: No, she has short hair. (You may wish to ask Liu Chang to answer the question)T: …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.Write the following on the blackboard:Liu Chang used to be short, but she is tall now.She used to have short hair, but she has long hair now.Read the instructions to the class.Point out the sample answer. Say, You will hear someone in the recording say that Mario used to be short. Listen and fill in the other blanks with words you hear.Play the recording for the first time.Students only listen.Play the recording again. This time, students listen and fill in the blanks.Check the answers. AnswersMario used to be 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.TapescriptConversation 1Boy 1: Mario, is that you Boy 2: Yeah it is. It’s Bob! Hey, guys, it’s Bob! I haven’t seen you in four years !Boy 1: Yeah. I’m here with my parents.We’ve visiting for a couple of days. Wow, Mario, you look different! You used to be short, didn’t you Boy 2: Yes, I did. NOW I’m tall. And so are you!Boy 1:That’s true…. And you used to wear glasses.Boy 2: You have a great memory. Now I wear contact lenses!Conversation 2Boy 1: Hey. Amy, it’s great to see you.Girl1: Hi, Bob. How are you Boy 1: Fine. Wow, you’ve changed!Girl1: Really How Boy 1: Well, you used to have short hair.Girl 1: You remember that Yes, I did.Boy 1: And you used to be really tall!Girl I: Not any more. You’re taller than me now, Bob.Conversation 3Girl 2: Hiya, Bob.Boy 1: Hi, Tina. You’ve changed too.Girl 2 :Oh, yeah Boy 1: You have blond hair!Girl 2: Yeah, it used to be red, didn’t it Boy 1: And it’s straight!Girl 2: It used to be curly.Step Ⅳ 1cThis activity provides oral practice using the target language.Read the instructions to the class.Call students’ attention to the conversation in the box. Invite a pair of 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 SummarySay, 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 tallStep Ⅵ HomeworkTake 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 DesignUnit 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
第二课时
The Second PeriodⅠ. Teaching Aims and Demands1. 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 Points1. 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 Points1. Yes/No questions with used to2. Statements with used toⅣ. Teaching Methods1. Teaching by explanation2. PairworkⅤ. Teaching Aids1. Pictures of people cut out from magazines or newspapers2. A tape recorderⅥ. Teaching ProceduresStep Ⅰ RevisionCheck 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 2aThis activity provides listening practice using the target language. Point to the picture and ask students what is happening. Elicit answers from students.T: Where do you think they are Ss: They are in a family room.T: What are they doing Ss: They are having a party.Point to the six words in the box and ask students to repeat each one. Make sure students know the meaning of each word.Say, You will hear a boy and a girl talking to each other at a party. Listen to the recording and check the words you hear they say. Point out the sample answer.Play the recording for the first time.Students only listen.Play the recording a second time. This time ask students to put a check in front of the words they hear.Check the answers.AnswersChecked words: quiet, outgoing, friendlyTapescriptGirl 1: Hey. Steve! Over here! Don’t you remember me Boy 1: Oh, wow! You’re Paula, aren’t you Girl 1: That’s right.Boy 1: But you used to be really quiet, didn’t you Girl1: Yeah, I wasn’t very outgoing.Boy l: No, you weren’t. But you were always friendly. Wait a minute. Did you use to play the piano Girl 1: Yes, I did. But now I’m more interested in sports. I play soccer and I’m on the swim team.Boy 1: Wow! People surely change.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 Ⅲ 2bThis 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 writeone word on each blank line.Read the conversation aloud saying blank when coming to a blank line.Play the recording. Students fill in the blanks with the words they hear.Correct the answers. Read the conversation aloud, filling in the missing words.Students check their answers.Answersquiet outgoing friendly sportsStep Ⅳ 2cThis 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.SA: Hey, Steve! Over here! Don’t you remember me SB: Oh, wow! You’re Paula, aren’t you SA: That’s right.SB: You used to be really quiet, didn’t you SA: Yeah, I wasn’t very outgoing.SB: No, you weren’t. But you were always friendly. Wait a minute. Did you use to play the piano SA: Yes, I did. But now I’m more interested in sports. I play soccer and I’m on the swim team.SB: Wow! People surely Change.Point to the sample conversation. Get another pair of students to read it to the class.SC :I used to be really quiet.SD: I know. Now you’re very outgoing.Say, 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.Sample answersA: I used to play the piano.B: I know. Now you’re busy with your subjects.Step Ⅴ Grammar FocusAsk different students to say the statements and the questions and answers.S1:I wasn’t very outgoing.S2: You used to have long hair.S3: Did you use to have straight hair S4: Yes, I did.S3: Did you use to play the piano S4: No, I didn’t.Write them on the blackboard. Ask a student to circle the words used to, use to, did and didn’t. The following are noteworthy: 1. When we write statements, we use the words used to. 2. When we write questions, we use the words did + use to. 3. When we answer a question with used to, we use did or didn’t. Dictate the following for further understanding: 1. You used to be short. 2. He used to play soccer. 3. Did you use to draw pictures Yes. I did. 4. Did she use to have long hair No, she didn’t. Pronunciation note English speakers usually pronounce the words used to and use to exactly the same way. They run the words together and pronounce these words as if they were spelled ustuh. say the statements and questions and answers in the grammar box to demonstrate this pronunciation. Get students to repeat several times using the ustuh.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 DesignUnit 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.
第三课时:
The Third Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1)Talk about what you used to be afraid
of and what you are still afraid of.
(2) Key Vocabulary
terrify, be terrified of, on
2. Ability Object
Train students’ integrating skills.
3. Moral Object
Are you afraid of speaking in front of a group Don’t be so shy. Be confident of yourself. Practice more, and you will sure change.
Ⅱ. Teaching Key Points
Target Language
Did you use to be afraid of the dark
Yes, I did.
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 Point
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. Pairwork
3. Groupwork
Ⅴ. Teaching Aid
A projector
Ⅵ. Teaching Procedures
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.
Stephen Hawking was born in Oxford, England in 1942.As a student, he didn’t use to work hard. He usedto be a lazy student and do very little work. At the age of 20,he got an incurable illness. At first, he used to be very depressed. But he didn’t lose heart. He went on to do some of the most important scientific research after coming out of hospital. Now he works at Cambridge University as a professor.
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
(1) 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
(2)Finish off the exercises on pages 6~7 of the workbook.
Step Ⅶ Blackboard Design
Unit 2 I used to be afraid of the dark.Section AThe Third PeriodTarget language:A: Did you use to be afraid of the dark B: Yes, I did.A: Are you still afraid of the dark B: No, I’m not. How about you A: Me Oh, yes! I’m terrified of the dark.B: So, what do you do about it A: I go to sleep with my bedroom light on.
第四课时:
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.
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
Tapescript
Girl 1: My six-year-old brother started school this week.
Boy 1: He’s really lucky. Life was great when I was six.
Girl 1: Really Why
Boy 1: Oh, schoolwork was really easy.
Girl 1: Not for me. I didn’t use to like tests. Now I don’t worry about tests.
Boy 1: And we used to play every day after school. Now we just study all the time.
Girl 1: Yeah, but we used to walk to school. Now we have to take the bus.
Boy 1: I remember one thing. I used to hate gym. Now I love gym class.
Girl 1: Me, too.
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.
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.
第五课时:
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.
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.
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
第六课时:
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. For example, a student might say like this:
My friend Wei Hua likes reading books on science. In his spare time, he likes playing computer games and surfing the Internet. His father is fond of chess. He spends most of his spare time playing chess with his friends.
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. Five students each read a sentence, filling in the blanks. The rest of the students check their answers.
Answers
1. am afraid of
2. worry about
3. have to
4. miss
5. used to
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.
Sample answers
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.
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 finish the 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.
Answers
(in clock wise order)It seems that Yu Mei has changed a lot. She used to be short when she was young, but now she is tall. Yu Mei used to have long hair, but now she has short hair. Yu Mei used to play soccer, but now she plays tennis. Yu Mei used to be very quiet, but now she is outgoing.
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.
第七课时:
: E-mail EnglishThe Seventh PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects Key Vocabulary chatline, be made up of, symbol, secret code, comprehend and so forth. Text: E-mail English2. Ability Objects Train students’ ability of identifying main idea. Train students’ ability of understanding words in context. Train students’ ability of reading for special information. Train students’ writing skill.3. Moral Object E-mail English makes it easier and more convenient to send e-mails.Ⅱ. Teaching Key PointsKey vocabularyRead the text to identify main idea.Read the text to understand words in context.Read the text for special information.Write a passage using the e-mail English.Ⅲ. Teaching Difficult PointsTrain students’ reading skill.Train students’ writing skill.Ⅳ. Teaching MethodsUp-down reading methodPairworkⅤ. Teaching AidA projectorⅥ. Teaching ProceduresStep I Key VocabularyThis activity introduces the key vocabulary words.Show the following vocabulary on the screen by a projector.save v.节省;节约seek v.寻找chatline n.(电话,互联网等)热线交谈服务type v.打字bored adj.厌倦的;厌烦的mostly adv.多半;几乎全部地,主要地be made up of由……组成;由……构成acronym n.首字母缩拼词;首字母组合词homephone n.同音异义词combination n.组合;合并sound like 听起来像……take sb.…to do sth.花费某人(多长时间)去做某事can’t stop doing禁不住做某事;忍不住去做某事seal v.封;密封kiss n.吻;亲吻instead of 代替;而不是……emotive n.表情符号make faces 做鬼脸sideways adv.斜着;斜向一边地colon n. 冒号bracket n.括号;方括号punctuation n.标点;标点法mark n.符号;记号indicate n.标示;指示expression n.表情;表示;表达;措辞secret adj.秘密的;机密的code n.代码;代号comprehend v.理解;懂;领会consist v由……组成;由……构成consist of由……组成;由……构成describe v.描绘;描述Say the words and have students repeat again and again until they can pronounce them fluently and accurately.Step Ⅱ Part 1This 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.AnswersBTW by the wayF2F face to faceOIC oh. I seeCU see you(good bye)How RU how are youGR8 greatEncourage students to try to think of some more.Sample answersBRB I’ll be right back.CU 2morrow See you tomorrow.ASAP as soon as possibleStep Ⅲ Part 2This 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.AnswersParagraph 1:cParagraph 2: aParagraph 3: dParagraph 4: bParagraph 5: fParagraph 6: eStep Ⅳ Part 3This 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.Answerschatline c, (is) made up of a, symbol b, secret code e,comprehend dGet 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 4This 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. commonStep Ⅵ Part 5This 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 HomeworkSay, 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.Step Ⅷ Blackboard DesignReading: Email EnglishThe Seventh PeriodSample answers to activity 3:1. 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 e-mails.4. A secret code keeps things hidden.5. This text is too hard for me to comprehend.