Unit4
I
used
to
be
afraid
of
the
dark.
第四课时教学设计和课时作业
The
Fourth
Period
(Section
B
2a---3b,
Self
Check
1)
Teaching
Aims
1.
Knowledge
Objects：
(1)Function:
Talk
about
what
you
used
to
be
like.
(2)Key
Vocabulary:
Ss
can
master
the
following
new
words
and
phrases:
influence,
seldom,
proud,
absent,
fail,
examination,
exactly,
pride,
grandson,
general,
introduction,
be
proud
of,
no
longer,
be
absent
from,
make
a
decision,
boarding
school,
advise
sb.
to
do
sth.,
in
person,
go
back
to,
to
one’s
surprise,
take
pride
in,
pay
attention
to,
move
away,
feel
good
about
oneself,
tell
jokes.
(3)Target
Language:
It
is
hard
to
believe
that
he
used
to
be
a
“problem
child”
until
a
conversation
with
his
parents
influenced
his
way
of
thinking.
As
a
small
child,
he
seldom
gave
his
parents
any
problem,
and
they
were
proud
of
him.
He
was
often
absent
from
classes,
and
he
failed
his
examinations.
There
were
many
rules,
and
he
used
to
break
them
all
the
time.
To
everyone’s
surprise,
this
conversation
changed
Li
Wen’s
life.
I
realized
that
since
my
parents
moved
away,
I’ve
been
afraid
being
alone,
and
have
tried
to
make
my
parents
pay
more
attention
to
me.
(4)Structure:
To
talk
about
how
we
have
changed
by
using
“used
to”.
2.
Ability
Objects
①
Learn
to
understand
and
master
new
words
and
phrases
in
context.
②
Read
the
context
and
train
students’
ability
of
filling
the
blanks
in
context.
③
Be
able?to
identify
main
idea
of
the
passage
by
using
context
and
other
reading
strategies
and
develop
students’
reading
and
writing
skills.
3.
Moral
Objects
Everyone
surely
changes.
You
should
care
for
your
own
growth.
Educate
students
to
love
their
parents
and
learn
to
be
grateful
for
their
parents.
Teaching
Key
Points：
⑴
Learn
to
understand
and
master
new
words
and
phrases
in
context.
⑵
Enable?the?students?to?identify
main
idea
of
the
passage
and
fill
the
blanks
correctly
by
using
context.
Teaching
Difficult
Points：
Train
students’
ability
of
filling
the
blanks
in
context
and
develop
students’
ability
of
reading
and
writing.
Teaching
Methods：
The
Task-based
Language
Teaching
Method,
The
Cooperative
Learning
Method,?The
Activity
Teaching
Method
Teaching
Aids：
Pictures
about
troubles,
Chart
about
changes,
PPT
Teaching
Procedures：
Step
1
Review
and
warming
up（About
4
minutes）
Greet
the
class
as
usual.
Have
two
students
to
talk
about
what
they
used
to
do
and
how
they
have
changed.
Listen
to
the
English
song
Trouble
is
Friend
together.
Then
ask
them:
Have
you
had
any
problems?
What’s
your
problem?
Step
2
Groupwork（About
5
minutes）
Show
some
pictures
and
have
a
free
talk
with
students.
T:
We
may
meet
a
lot
of
troubles
in
our
life.
Look
at
Picture
1
and
say
what
problem
they
have.
Ss:
They
have
too
many
exams.
T:
What
about
other
pictures?
S1:
The
problem
in
Picture
2
is
to
quarrel
with
others.
S2:
The
boy
is
leaving
school
without
permission.
S3:
They
are
absent
from
school.
S4:
They’re
fighting.
T:
As
students,
we
might
have
these
problems.
When
you
are
in
trouble,
what
will
you
do?
Why?
Ss:
We
will
ask
others
for
help.
T:
I
think
talking
to
others
is
helpful.
If
so,
who
would
you
like
to
talk
about
your
problems?
Ss:
Parents.
/
Close
friends.
/Teachers…
T:
Great.
Parents
are
the
best
helpers
when
you
are
in
trouble.
Parents’
love
never
changes.
I
think
talking
with
parents
may
help
us
to
solve
problems.
Today,
we’ll
learn
a
passage
“He
used
to
cause
a
lot
of
trouble”.
Let’s
see
what
problem
Li
Wen
had.
Call
a
student
read
the
instructions
in
2a
and
have
them
discuss
in
groups
and
predict
the
problems
Li
Wen
might
have.
Moves
around
and
offer
some
help
if
they
need.
Call
each
group
to
say
their
answers
and
list
the
possible
problems
that
Li
Wen
might
have.
Step
3
Pre-reading（About
4
minutes）
T:
While
reading
a
passage,
maybe
we
often
meet
some
new
words.
Don’t
be
afraid
of
them,
you
can
try
to
guess
them.
Here
is
a
learning
strategy
to
help
you.
Let’s
get
to
know
it.
Have
students
read
the
strategy
and
understand
that
they
can
use
the
sentence
context
to
help
guess
and
learn
the
meanings
of
new
words
and
phrases.
Have
students
read
the
passage
quickly
and
look
for
the
new
words
and
phrases
they
can’t
understand.
Then
guess
their
meanings
using
the
sentences
context.
Show
the
words
and
phrases
in
bold
from
the
passage.
Call
some
students
to
explain
how
they
guess
the
meanings
according
the
context
clues.
Give
them
some
explanations
if
necessary.
Step
4
While-reading（About
8
minutes）
Have
students
read
the
passage
and
find
the
problems
that
Li
Wen
used
to
have
and
underline
them.
Call
some
students
to
say
the
problems
they
find
and
compare
these
problems
with
their
prediction.
Let
students
to
read
the
passage
quickly
and
there
are
5
sentences
missing
in
2c.
Put
the
sentences
into
the
correct
place
in
the
reading.
Then
check
answers
with
the
class.
Show
a
chart
on
the
screen,
ask
students
to
read
the
passage
in
2b
carefully
and
fill
in
the
blanks.
Before
his
parents
move
to
Guangzhou
to
work
He
didn’t
use
to______
____and
his
parents
him.
After
his
parents
move
to
Guangzhou
to
work
He
began
to
cause
problems
for
___
_.
He
was
___
__
interested
in
studying.
He
was
often
and
his
examinations.
In
the
boarding
school,
he
used
to
___
__
all
the
time
and
wanted__
__.
After
the
conversation
with
his
parents
He
has
been
________
and
is
now
one
of
_________in
his
class.
Call
different
students
to
say
the
answers.
Step
5
After-reading（About
5
minutes）
T:
After
you
read
the
passage,
do
you
think
what
really
changed
Li
Wen?
Have
students
discuss
in
groups.
Then
call
several
students
to
answer
the
question.
Encourage
students
to
say
their
own
opinions.
Ask
students
to
read
the
words
and
phrases
in
the
box
in
2e.
Help
them
understand
the
meanings
of
the
words
and
phrases
in
each
group.
Then
choose
the
proper
words
or
phrases
to
complete
the
passage
in
2e
individually.
Remind
them
of
the
right
forms
of
the
words
or
phrases.
Call
one
student
to
report
their
answers
to
the
class.
Then
invite
two
students
to
retell
the
story.
Step
6
Groupwork（About
5
minutes）
T:
The
conversation
with
his
parents
changed
Li
Wen’s
life.
You
must
be
interested
in
the
conversation.
What
do
you
think
they
talked
about?
Now
please
list
the
possible
questions
they
might
ask
and
the
possible
answers
they
might
say,
and
then
discuss
in
groups
and
write
a
conversation
between
them
and
role
play
it
with
your
group.
Have
students
work
in
groups,
then
ask
some
groups
to
role-play
their
conversations.
Choose
the
best
conversation
and
praise
them.
Step
7
Practice（About
3
minutes）
T:
Today
we
learn
to
use
the
sentences
context
to
guess
and
learn
the
meanings
of
new
words
and
phrases.
This
is
a
useful
way.
Next
we
practice
using
these
words
and
phrases.
Please
read
the
sentences
in
Self
check
1
and
fill
in
blanks
with
the
correct
forms
of
words.
First,
have
students
to
read
and
explain
the
words
and
phrases
in
the
box
in
Self
Check
1.
The
teacher
can
give
some
help
if
necessary.
Then
let
students
work
individually
and
fill
in
blanks
with
the
words
in
the
box.
Remind
them
of
the
right
forms
of
the
words
or
phrases.
Call
some
students
to
report
their
answers
and
check
the
answers
in
class.
Step
8
Survey（About
4
minutes）
T:
People
surely
change.
We
all
have
changed
a
lot.
Please
write
notes
about
you
have
changed
in
your
appearance,
personality
and
hobbies
in
the
chart.
Then
talk
with
your
partner
about
the
changes.
Elements
Changes
Appearance
Personality
Hobbies
Have
students
write
down
their
changes
in
the
chart,
then
talk
about
the
changes
that
have
happened
to
them
in
pairs.
Invite
some
pairs
to
talk
about
their
changes
in
class.
Step
9
Writing（About
4
minutes）
Have
students
read
the
instructions
in
3b.
Then
ask
each
student
to
answer
the
questions
according
to
the
survey
above.
Ask
them
read
the
instructions
in
the
box
and
write
a
two-paragraph
passage
to
introduce
their
changes
by
using
the
frame
given.
Have
each
student
read
his/her
own
passage
in
groups
and
help
each
other
to
correct
any
mistakes.
Each
group
chooses
a
good
article
to
present
to
the
class.
Step
10
Summary（About
2
minutes）
In
this
class,
we've
learned
a
passage
about
Li
Wen.
It
tells
us
that
we
should
care
for
our
own
growth
and
parents’
love
can
make
us
feel
good
about
ourselves.
We
should
love
our
parents.
Ask
two
students
to
sum
up
the
key
phrases
and
sentence
patterns.
Step
11
Homework（About
1
minutes）
Everyone
surely
changes.
Our
environment
also
changes.
Please
write
a
passage
about
the
changes
in
your
hometown
according
to
the
information
in
the
following
chart.
Changes
in
my
hometown
Past
Now
old
house
many
new
tall
buildings
dirty
river
clear
river
on
foot
or
by
bikes
by
bus
or
by
car
Blackboard
Design：
Unit4
I
used
to
be
afraid
of
the
dark.
Section
B
2a---3b,
Self
Check
1
He
used
to
cause
a
lot
of
trouble
using
sentences
context
Li
Wen
used
to….
influenced
be
absent
from
classes,
fail
his
exams,
break
school
rules
absent
Now
he…..
boarding
school
work
hard,
one
of
the
best
students
in
person
Why?...
第四课时作业设计
Ⅰ.根据句意、汉语意思和首字母提示完成句子。
1.
You
will
f______(失败)
in
this
exam
unless
you
do
it
carefully.
2.
The
volunteers
were
p
(自豪的)
to
help
so
many
poor
people
in
need.
3.
You
should
not
be?a______(缺席的)?from
class
without
leave.
4.
In
order
to
keep
slim,
she
does
exercise
every
morning
and
s______(很少)
eats
meat.
5.
The
mobile
phone
has
i
(影响)
people’s
life
a
lot
since
it
was
invented.
Ⅱ.用所给词的正确形式填空。
1.
As
you
see,
David
didn’t
pay
much
attention
to
(play)
the
piano.
2.
Bob
thinks
he
should
be
allowed
to
make
the
(decide)
by
himself.
3.
The
doctor
advised
me
______(eat)
more
fruit
and
vegetables.
4.
Mo
Yan
is
one
of
(good)
writers
in
China.
5.
She
used
to
watch
TV
at
home
after
supper.
But
now
she
is
used
to
_____(go)
out
for
a
walk.
Ⅲ.
选择填空。
1.
---Chinese
astronauts
can
also
walk
in
space
now.
---Yes,
they're
our
nation.
A.
proud
of
B.
pleased
with
C.
the
pride
of
D.
known
for
2.
A
good
teacher
has
a
great
??on
his
pupils.
A.
start
B.
history
C.
chance
D.
influence
3.
---Dear,
you
need
to
by
next
week,
to
go
to
university
at
home
or
to
go
abroad.
You
are
going
on
eighteen.
---
OK,
Mum.
I
am
considering
which
one
to
choose.
A.
make
an
appointment
B.
make
a
suggestion
C.
make
a
decision
D.
make
a
plan
4.
_______
our
surprise,
the
twin
sisters
went
to
Peking
University
at
the
same
time
last
year.
A.
To
B.
In
C.
With
D.
For
5.
This
project
is
very
important.
You
must
go
and
speak
to
them______
tomorrow.
?
A.
in
public
B.
in
person
C.
in
silence
D.
in
surprise
教学反思
本节课的重点是阅读教学，教学过程中重点强调阅读方法的培养。一方面注意教会学生利用上下文内容猜测、学习生词和短语，并引导他们练习使用；另一方面引导学生快速阅读找到各段落的中心，正确地把几个句子放到文章里，这就要求学生掌握skimming的阅读技巧才能完成教学任务。正是运用了skim等各种阅读方法，学生才能快速高效地理解课文，取得很好的课堂效果。
教学过程中始终贯串思想教育。无论是导入谈话，短文阅读，还是读后延伸，都贯穿一条热爱父母思想教育的主线。教育学生感恩父母无私的爱和关心，从而升华本课的主题。
任务活动设计层次分明，重视学生学习特点。设计的各项活动由浅入深，衔接自然，前一个活动任务都是下一个活动的基础，很好的训练了学生的说、读和写的能力。每项读写活动之前都做了很好的铺垫，既降低了难度，又提高了学生学习兴趣，开发了学生的思维，促进了学生语言综合能力的提高。
第四课时作业设计答案
Ⅰ.
1.
fail
2.
proud
3.
absent
4.
seldom
5.
influenced
Ⅱ.
1.
playing
2.
decision
3.
to
eat
4.
the
best
5.
going
Ⅲ.
1-5CDCABUnit4
I
used
to
be
afraid
of
the
dark.
第三课时教学设计和课时作业
The
Third
Period
(Section
B
1a---1e)
Teaching
Aims
1.
Knowledge
Objects：
(1)Function:
Talk
about
what
you
used
to
like
and
what
he
used
to
do.
(2)Key
Vocabulary:
Ss
can
master
the
following
new
words
and
phrases:
ant,
insect,
paint
picture,
on
the
soccer
team,
be
nervous
about.
(3)Target
Language:
I
used
to
like
painting
pictures.
I
didn’t
use
to
like
tests.
I
used
to
hate
P.E.
class.
I
used
to
be
nervous
about
tests
all
the
time.
(4)Structure:
To
talk
about
what
you
used
to
like
or
do
by
using
Used
to.
2.
Ability
Objects
①To
learn
how
to
talk
about
what
you
used
to
like
or
do
by
using
“Used
to”
and
improve
students’
ability
of
listening
and
speaking.
②To
grasp
and
use
“used
to
+
verb”
in
the
declarative
sentences
and
negative
sentences.
3.
Moral
Objects
People
surely
change.
Students
should
take
good
care
of
the
process
of
their
growth.
Teaching
Key
Points：
⑴
To
learn
how
to
talk
about
what
you
used
to
like
or
do
by
using
“Used
to”.
⑵
To
improve
students’
ability
of
listening
and
speaking.
Teaching
Difficult
Points：
Enable
students
to
talk
about
what
you
used
to
like
and
what
he
used
to
do.
Teaching
Methods：
The
Situational
Teaching
Approach,
Task-based
language
teaching
method,
The
Cooperative
Learning
Method,?The
Communicative
Approach.
Teaching
Aids：
The
pictures
about
ants,
butterflies
and
insects,
PPT
Teaching
Procedures：
Step
1
Review（About
6
minutes）
Greet
the
class
as
usual.
Have
a
free
talk
with
students.
T:
Boys
and
girls,
do
you
remember
what
you
used
to
be
like
when
you
were
in
primary
school?
Ss:
Yes.
T:
S1,
what
did
you
used
to
be
like?
S1:
I
used
to
be
really
short.
T:
What
about
you,
S2?
S2:
I
used
to
be
shy.
I
was
afraid
of
speaking
in
front
of
people.
T:
But
now
you
are
outgoing
and
often
speak
in
class.
You
have
changed
a
lot.
Now
please
look
at
Self
Check
2
on
Page
32.
Read
the
information
given,
and
then
write
some
sentences
about
what
you
used
to
be
like.
You
can
say
your
change.
Have
students
finish
Self
Check
2
individually
and
call
three
students
to
report
the
answer.
Step
2
Presentation（About
9
minutes）
Lead-in
Have
a
free
talk
about
what
they
used
to
be
afraid
of
with
students
and
teach
new
words.
T:
What
did
you
use
to
be
afraid
of?
S3:
I
used
to
be
afraid
of
snakes.
S4:
Me
too.
And
I
used
to
be
afraid
of
dogs.
T:
Oh.
S3
and
S4
didn’t
used
to
like
snakes.
(Show
the
pictures
of
butterflies
and
ants)
Did
you
use
to
be
afraid
of
butterflies?
Ss:
Yes,
we
did.
They
are
very
beautiful.
T:
Yes.
A
butterfly
is
an
insect.
(Read
the
word
“insect”
and
have
them
repeat.)
You
used
to
like
them,
didn’t
you?
Ss:
Yes.
T:
(Show
the
pictures
of
ants)
Did
you
use
to
be
afraid
of
ants?
(Have
them
repeat
“ant”
with
you.)
S5:
No
I
didn’t.
They
are
interesting.
S6:
Yes,
I
did.
They
can
hurt
us.
T:
S5
used
to
like
ants,
but
S6
didn’t
use
to
like
ants.
Next
let’s
look
at
some
pictures
and
check
the
things
you
used
to
like
when
you
were
a
child.
Present
the
pictures
in
1a
and
have
different
students
describe
them.
S1:
A
girl
is
exercising
in
gym
class
in
picture
1.
S2:
A
girl
is
painting
a
picture
in
picture
2.
S3:
The
students
are
singing
in
music
class
in
picture
3.
S4:
A
boy
is
looking
at
ants
and
other
insects
in
picture
4.
Ask
students
to
check
the
things
they
used
to
like
when
they
were
a
child.
Then
write
sentences
using
“I
used
to
like…,
but
I
didn’t
use
to
like….”.
Call
some
students
to
report
their
sentences,
and
tell
them
that
we
can
use
“I
used
to
hate
…”
to
express
“I
didn’t
use
to
like…”.
Step
3
Practice（About
6
minutes）
T:
What
other
things
did
you
use
to
like
to
do
when
you
were
a
child?
Please
write
your
sentences
in
the
box
above.
Have
students
work
individually.
As
students
work,
move
around
the
room
offering
language
support
and
helping
them
with
any
words
they
want
to
use.
Call
some
students
to
report
their
sentences
and
see
if
the
things
they
used
to
like
are
the
same.
Then
have
students
discuss
them
with
a
partner.
Step
4
Listen
and
check（About
6
minutes）
T:
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.
Ask
students
to
look
through
the
sentences
1c.
Play
the
recording
the
first
time.
Students
only
listen.
Then
play
the
recording
again.
Ask
some
students
to
check
the
sentences
they
hear.
Check
the
answers
in
class.
Step
5
Listen
and
complete（About
7
minutes）
Call
students’
attention
to
the
chart
with
the
headlines
“In
the
past”
and
“Now”.
Then
ask
them
to
look
through
the
uncompleted
sentences
in
1d
individually.
Have
students
listen
to
the
conversation
again
and
fill
in
the
blanks
with
the
words
you
hear.
Play
the
recording
again
and
ask
the
students
to
fill
in
the
blanks.
Play
the
recording
for
the
fourth
time
and
ask
them
check
the
answers
by
themselves.
Then
invite
a
student
to
read
these
sentences,
filling
in
the
blanks,
the
rest
of
the
class
check
their
answers.
Step
6
Pairwork（About
7
minutes）
T:
Just
now,
we
heard
a
boy
and
a
girl
talking
about
how
life
used
to
be.
We
have
known
what
they
used
to
like
or
hate.
What
about
you?
Please
compare
yourself
with
your
partner
and
then
make
a
new
conversation.
Invite
two
students
read
the
sample
conversation
in
1e.
Then
ask
students
to
make
up
their
own
conversations
in
pairs.
Remind
them
of
the
negative
answer.
While
they
are
working
in
pairs,
move
around
and
offer
language
and
pronunciation
support
if
they
need.
Check
the
answers
by
calling
on
different
pairs
to
say
their
conversations
to
the
class.
A
sample
conversation:
A:
I
used
to
be
afraid
of
snakes
all
the
time.
What
about
you?
B:
Yes,
me
too.
And
I
used
to
be
afraid
of
insects.
A:
I
used
to
hate
summer
all
the
time.
What
about
you?
B:
No,
I
didn’t.
I
used
to
like
swimming
in
the
summer.
Step
7
Summary（About
3
minutes）
In
this
class,
we’ve
mainly
learned
how
to
talk
about
what
someone
used
to
like,
hate
or
do.
We
mastered
the
target
language
“I
used
to
do
sth.”
and
“I
didn’t
use
to
do
sth.”
by
listening
and
speaking.
And
we
also
practiced
talking
about
our
own
things
that
we
used
to
do
and
like.
Step
8
Homework（About
1
minutes）
You
must
have
a
happy
life
when
you
were
a
child.
What
did
you
use
to
like
(doing)?
Do
you
still
like
doing
it
now?
Write
a
60-word
passage
to
tell
your
partner.
Blackboard
Design：
Unit4
I
used
to
be
afraid
of
the
dark.
Section
B
1a-1e
I
used
to
like…
I
didn’t
use
to
like…
=I
used
to
hate
…
I
used
to
like
painting
pictures.
I
didn’t
use
to
like
tests.
I
used
to
hate
P.E.
class.
A:
I
used
to
be
nervous
about
tests
all
the
time.
What
about
you?
B:
Yes,
me
too.
And
I
used
to…
课时作业设计
Ⅰ.根据句意、汉语意思和首字母提示完成句子。
1.
I
like
p_______
(画画)?.
I
want
to
be
an
artist
when
I
grow
up.
2.
When
I
was
a
child,
I
often
watched
ants
and
other
i
(昆虫)
outside
my
house.
3.
Don’t
w_______(担心)?about
your
son.
He
isn’t
a
child
any
longer.
4.
She
used
to
h_______
(讨厌)
climbing
mountains.
5.
He
always
feels
n
(紧张的)
when
he
speaks
before
people.
Ⅱ.单项选择。
1.
He
used
to
get
up
at
six
.
A.
all
time
B.
all
the
time
C.
at
a
time
D.
all
the
way
2.
What
about
to
the
shopping
center
this
afternoon?
A.
going
B.
go
C.
to
go
D.
went
3.
---I’m
really
before
the
speech.
---Take
it
easy.
You’re
the
best.
A.
surprised
B.
nervous
C.
sad
D.
confident
4.
Mary
used
to
hate
rock
music.
A.
to
listen
B.
listen
to
C.
listening
to
D.
to
hear
5.
David
used
to
the
school
soccer
team.
A.
on
B.
in
C.
be
for
D.
be
on
Ⅲ.句型转换。
1.
Lucy
is
never
worried
about
her
English
exams.（改为同义句）
Lucy
never
her
English
exams.
2.
I
used
to
wear
sports
clothes
to
school.
(改为否定句)
I
to
wear
sports
clothes
to
school.
3.
My
father
didn’t
use
to
like
shopping.
(改为同义句)
My
father
used
to
.
4.
Tom
is
always
helping
others.
(改为同义句)
Tom
is
helping
others
.
5.
Jim
didn’t
use
to
like
music
class.
(改为反意疑问句)
Jim
didn’t
use
to
like
music
class
?
教学反思
本节课以听说为主，以听说练习来提升学生的语言综合技能。
课堂设计层次清楚，遵循了循序渐进的原则。复习导入、描述图画都以used
to结构为重点进行说和写的训练，帮助学生熟悉了听力内容，为听力打下语言基础。听力训练重视听力策略的培养，根据侧重点不同，注意引导学生捕捉关键信息，提高了学生的听力技巧。
注重说的训练，以说促听，以说促写。教学中无论知识点的训练，还是听力练习，都围绕学生的说进行。一方面学生敢于开口说，克服哑巴英语的现象，提高了口语交际能力，同时学生造句、编写对话也就水到渠成。另一方面大量的说的训练给学生创造展示自我的机会，提升了学生学习的自信心，也促进了学生之间的团结协作。
第三课时作业设计答案：
Ⅰ.
1.
painting
2.
insects
3.
worry
4.
hate
5.
nervous
Ⅱ.
1-5BABCD
Ⅲ.
1.
worries
about
2.
didn’t
use/used
not
3.
hate
shopping
4.
all
the
time
5.
did
heUnit4
I
used
to
be
afraid
of
the
dark.
教材分析、教学设想、重要知识点及语法解析
单元教材分析
本单元以“我们怎样改变(how
we
have
changed)”为核心话题，在四年后老朋友见面的情景中，围绕本单元语言交际功能项目“谈论你过去是什么样”（talk
about
what
you
used
to
be
like），逐步展开各项听、说、读、写活动，给人们一种有趣的体验和新鲜的感受。教学从谈论人物过去的外貌、性格，进一步延伸到谈论人物过去的心理感受，以及人物过去的爱好等，最后延伸到谈论现在的变化，将过去和现在教学进行对比。
本单元在各项语言活动中，融入大量含used
to结构的语句，由于教学内容与学生的实际生活密切相关，易于激发学生学习兴趣。通过观察图片、听说训练、阅读理解等训练方式和独立学习、合作交流、完成任务等形式完成目标语言的输入，让学生在感受、理解、体验的基础上，很容易就能掌握这个结构。并能运用used
to
do
sth结构谈论自己与过去的不同，准确地描述人物过得外貌、性格和心理特征。通过学习，让学生在交际活动中，学会正确地用英语谈论事物的发展和变化，明白事物是在不断发展变化的，培养学生积极向上的健康心态。
Section
A：是基本认知部分。主要介绍单元基本的语言内容，注重学生的听说能力和短语的积累。教材通过学习描述人物外貌和性格的形容词，利用图片设置的情景导入本单元语言功能项目“谈论你过去是什么样”（talk
about
what
you
used
to
be
like）和语法项目“used
to”结构，然后通过听力和口语训练逐步落实这些语言功能项目。
活动1a介绍描述人物外貌和性格的重要词汇和used
to句型。让学生理解表格中的词汇，学习用其它的形容词描述人物的外貌和性格，并填在表格中。利用描述图片上人物或班级内的同学，导入新的语言功能项目，学习used
to句型。
活动1b提供理解目标语言在对话中运用的听力训练。听力内容是描述鲍勃朋友们过去的外貌。首先让学生读1a中的句子，体会怎样用used
to描述人物的外貌；然后阅读1b中的不完整的句子，猜测Mario、Amy和Tina四年前的外貌。然后放第一遍录音，学生仔细听，体会used
to句型；放第二遍录音时，学生根据听到的内容用描述人物的形容词补全句子。
活动1c提供运用目标语言的示范性口语对话。重点练习使用used
to
be结构描述人物过去的外貌。
首先，让学生使用1a和1b的信息，进行对话练习，反复操练used
to
be结构；然后让两个学生起来朗读1b中的示例对话，引导学生注意描述人物现在和过去外貌的不同表达，再借助图片或真实的情景，仿照例子运用used
to
be句型进行真实的交际。最后找两三对学生展示他们的对话，进一步体会所学语言项目。
活动2a提供的是使用目标语言进行的听力练习。要求学生听对话选出听到的描述人物的形容词。首先让学生看图说说图上人们正在做什么，告诉学生在聚会上图中两个人正在谈论过去的情况。听之前，让学生朗读2a中的词汇，确信他们能理解每个词的意思。听录音后让学生选出他们听到的词。
活动2b提供理解目标语言在对话中运用的听力练习。让学生先阅读2b表格中的句子，注意Paula过去和现在不同情况，猜测所缺的词。然后要求学生再听录音，根据对话填上所缺的词，完成表格，进一步体会used
to结构的用法。
活动2c提供的是使用目标语言进行的示范性口语练习。让学生朗读示例对话，弄清如何运用used
to结构谈论人物过去的情况。并指导学生根据2a的信息编写对话谈论Paula的情况。找几对学生进行表演，检查学生对目标语言的掌握情况。
2d是针对单元重点话题“人物的变化”提供的角色练习，帮助学生对所学语言功能项目进行练习巩固，学习谈论人物过去的情况。掌握单元语法结构“used
to”的用法。
3a是针对语言项目的阅读理解练习。先让学生看图和同伴谈论图上的人是谁，她的职业是什么，根据图片你觉得她性格怎样，她原来性格又怎么样。然后让学生阅读短文，了解歌星Candy的变化，体会目标语言和关键结构used
to的用法，辨别方框里的信息出现在哪一段中，并按标上段落序号。
3b提供的是读和写的练习。让学生阅读短文，根据短文内容补全有关介绍Candy的句子，进一步练习目标语言和used
to结构。
3c提供的是读和说的练习。这是短文阅读的一个延伸活动，是对学生目标语言运用能力的检验。要求学生根据短文内容，针对Candy过去和现在的情况进行采访。通过小组活动，让学生体会怎样谈论人物过去的情况，掌握used
to结构的用法。
Grammar
focus对used
to结构进行总结，让学生掌握这个结构的陈述句、否定句和一般疑问句，并能正确应答，使学生能够掌握这个结构的举行变化，并在日常交际中正确运用。
4a提供针对关键结构的写的练习。要求学生运用used
to结构根据所给信息写出陈述句和否定句，体会怎样使用used
to描述人物过去的情况，帮助学生进一步练习目标语言，巩固所学语法结构。
4b是针对目标语言和关键结构的写的练习。熟悉示例句子后，让学生根据所给的信息，运用used
to结构描述Emily过去的情况，并和现在情况作对比，帮助学生进一步练习目标语言，巩固used
to结构的用法。
4c提供词汇学习和运用目标语言进行读、说和写的练习。先让学生阅读表格中的词汇，理解它们的意思；然后让学生选出他们过去害怕什么，找一两个同学解释或者给出例子。最后自己完成表格，再和同伴进行问答练习。帮助学生对比过去和现在的情况，进一步巩固目标语言和used
to结构。
Section
B部分：是知识的扩展和综合的语言运用，进一步强化前面的语言学习。本部分注重学生的个人表达能力的训练，重点练习谈论自己及他人的过去与现在的变化，巩固语言功能项目。
活动1a提供的是词汇复习和使用目标语言的读写练习。让学生看图描述每幅图发生了什么，然后让学生选出自己过去喜欢什么，并用used
to结构写出来。学生独立完成后找几个同学说出自己的答案。
活动1b提供的是使用目标语言的说和写练习。要求学生用used
to结构写出过去喜欢的其它事情，然后和同伴交换讨论，巩固used
to结构的用法。
1c和1d提供的是针对“人们怎样改变”这一话题，使用目标语言的听的练习。主题是男孩和女孩谈论他们过去和现在的变化。首先让一个学生朗读1c中的句子，理解句子含义，弄清过去经常做什么或不做什么；然后听对话，选出他们听到的句子。1d要求学生再听录音，根据听到的信息填表。先让学生猜测表格中缺少的内容，看看女孩和男孩过去和现在的变化，然后再听录音，完成表格。最后让学生用used
to结构介绍男孩和女孩的变化。
活动1e是运用目标语言进行的听和说的练习。这是上面听力活动的延伸，帮助学生在听力输入的基础上进行语言输出练习。要求学生根据示例，结对编写对话，谈论自己过去怎么样，帮助他们进一步理解目标语言和used
to结构。找几组同学角色表演他们自己所写的对话。抽查学生练习的情况。
活动2a根据题目对故事的预测，是针对语言功能项目的说和写的练习。要求学生根据短文的题目，预测李文有可能存在的问题，引出下面阅读部分。
活动2b是针对语言功能项目的阅读理解练习。要求学生在老师帮助下阅读短文，学会根据句子上下文内容猜测和理解生词和短语的意思。然后理解短文，了解李文过去和现在的变化，体会目标语言和关键结构在文中的运用。
活动2c提供的是阅读和写的练习。先让学生阅读2c中的四个句子，看每一句和哪一个段落意思相近，然后让学生再次阅读短文，根据短文上下文内容，正确地把短文中缺少的句子补上，使段落意思更加完整。
活动2d提供的是针对重点词语的阅读理解的练习。要求学生在文中找到2d中词和短语，然后阅读短文，在教室指导下根据短文中上下文的线索猜测这些词的意思，学习运用上下文猜测句意的阅读方法。
活动2e是针对阅读内容进行读和写的训练。这是阅读活动的延伸，帮助进一步理解短文。先让学生理解方框里的词或短语的意思，然后阅读2e的短文，根据2b叙述的内容选择合适的词或短语的正确形式补全短文。然后让学生讲述这个故事，测试学生对阅读材料的熟悉情况。
活动2f是针对阅读内容进行读、写和说的训练。要求学生想象李文和父母谈话内容编对话，检查学生对短文主要内容的掌握情况，训练学生的语言综合运用能力。首先学生根据短文内容，想一想李文和他父母谈了些什么。再根据方框里的提示列出他们可能问的问题，以及他们可能会怎么回答，然后根据这些内容编写一段对话。学生编写对话后先在组内角色表演，讨论后选出小组内最好的对话，最后分小组在班上角色表演。
活动3a是针对功能语言项目的说和写的训练。先让学生写出自己在外表、性格和爱好方面的变化，并记录下来，然后和同伴谈论他们已经发生的变化。找几组同学谈论他们在这些方面的变化，其他同学对照他们的谈话，看一看他们这些方面是否变了。
活动3b是运用目标语言围绕功能语言项目进行写的练习。先让学生运用used
to结构列出自己过去和现在的变化，然后说说哪一个变化最重要以及为什么。根据3b提供的短文框架和方框内的提示，写一篇短文介绍自己的改变情况。
Self-check：针对单元语言功能项目进行词汇、语法和写作练习。
1复习巩固学过的词汇。要求学生用所给词的正确形式填空，掌握这些词汇的用法。
2针对单元语言功能项目的写的练习。要求学生运用used
to结构造句，写出自己在小学时穿着，外貌、喜好和性格方面的情况。帮助学生正确使用used
to结构。
单元语言知识
词汇
Section
A：单词：humorous,
silent,
helpful,
score,
background,
interview,
Asian,
dare,
private,
guard,
require,
European,
African,
British,
speech,
public
短语：used
to
过去经常；from
time
to
time时常；有时；talk
to和……谈话；turn
red变红；take
up开始从事；deal
with对付；应付；not…anymore不再；tons
of
许多；大量；be
careful
with注意；照顾；hang
out闲逛；fight
on继续战斗；make
it
to
the
top达到顶峰；be
afraid
of
害怕；give
a
speech发表演讲；in
public公开地；
Section
B：单词：ant,
insect,
influence,
seldom,
proud,
absent,
fail,
examination,
exactly,
pride,
grandson,
general,
introduction
短语：paint
picture画画；on
the
soccer
team在足球队；be
proud
of为……感到骄傲；no
longer不再；be
absent
from不在……(地方)；make
a
decision做决定；boarding
school寄宿学校；advise
sb.
to
do
sth.建议某人做某事；in
person亲自；go
back
to回到；to
one’s
surprise使某人惊奇的是；take
pride
in以……自豪；pay
attention
to注意；move
away搬走；离开；feel
good
about
oneself?自我感觉良好；general
introduction总体介绍；
Self
Check：tell
jokes讲笑话
语法
Used
to结构
You
used
to
be
short,
didn’t
you?
He
used
to
be
really
short.
Did
Mario
use
to
be
short?
I
didn’t
use
to
be
popular
in
school.
功能用语和话题
功能用语：“谈论你过去是什么样”（talk
about
what
you
used
to
be
like）
话题：“我们怎样改变(how
we
have
changed)”
I
used
to
be
short.
I
didn’t
use
to
be
popular
in
school.
You
used
to
be
short,
didn’t
you?
Yes,
I
did./No,
I
didn’t.
Did
he
use
to
wear
glasses?
Yes,
he
did./No,
he
didn’t.
单元教学设想
本单元的主要内容是谈论人或事物的今昔变化，内容涉及学生生活的各个方面。教师可以采用活动教学法、情景教学法、任务教学法以及合作学习法等，以多种训练方式引导学生在情景中学习新词汇，练习日常交际用语，掌握Used
to句型，完成目标语言的输入。设置任务型综合性语言实践活动，让学生在交际活动中，学会如何正确地谈论人和事物的各种变化，培养学生的习得语言运用能力、合作能力及创新意识。
思路一：本单元的功能与话题部分，与学生生活紧密联系，围绕“我们怎样改变”的话题，利用对师生的照片今昔对比引入used
to结构谈论人或事物的变化，通过pairwork，
groupwork，listening，reading，writing等活动，让学生反复操练“used
to”结构，训练本单元语言交际功能项目“谈论你过去是什么样”（talk
about
what
you
used
to
be
like），从谈论人物过去的外貌、性格，进一步延伸到谈论人物过去的心理感受，以及人物过去的爱好等，再延伸到谈论过去和现在的比较。最后完成对个人变化的调查，引导学生向别人介绍自己的变化和身边事物的变化情况。
思路二：对本单元的语法教学，设置如“我变了”、“猜猜我是谁”等各种贴近学生生活，具有趣味性情景，以任务型活动的形式组织学生进行训练。通过观察图片、听说训练、阅读理解以及书面模仿操练等，学会运用“used
to”结构描述自己和身边其他人和事物的变化，让学生在感受、理解、体验的基础上，熟练掌握这个结构。
思路三：在进行阅读教学时，要求学生提前预习，学会根据上下文猜测学习生词和短语的含义；运用skim、scan等阅读技巧理解短文内容，获取短文的主要意思，体会作者的观点，明白事物是不断发展变化的道理，教育学生懂得感恩父母。在活动中注意观察对比人和事物的发展和变化，学会运用used
to结构谈论各种变化，为书面表达打好基础。
教材课时分配：
根据本单元教材的内容、学生学习英语的特点和规律，本单元内容可4课时完成
Period1
(Section
A:
1a-2d)
Period2
(Section
A:3a-4c)
Period3
(Section
B:1a-1e,
self
check2)
Period4
(Section
B2a-3b,
self
check1)
单元知识详解
1.
Mario,
you
used
to
be
short,
didn’t
you?
马里奥，你过去很矮，不是吗？
(P25)
【用法】本句used
to
do
sth结构的反义疑问句。used
to
do
sth意为“过去经常做某事”，表示过去经常的习惯，含有现在不再如此之意。used
to
do否定结构为“didn’t
use
to
do”；也可用“used
not
to
do”；其疑问句常借用助动词did提问，即“Did…use
to
do…?”，也可用“Used…to
do…?”。如：She
used
to
go
to
work
by
bike.她过去经常骑自行车去上班。He
didn’t
use
to
eat
vegetables.他过去不经常吃蔬菜。Did
you
use
to
work
into
the
night?
你以前经常工作到深夜吗？
【拓展】①be
used
to
do
sth.意为“被用来做某事”，属于被动语态。如：Wood
is
used
to
make
paper.
木材被用来造纸。②be/get
used
to
doing
sth.意为“习惯于做某事”，to是介词。如：I’m
used
to
getting
up
early.
我已经习惯于早起。③be
used
for
doing
sth.意为“被用于做某事”，强调用途。如：The
knives
are
used
for
cutting
things.
小刀被用于切东西。
2.
She
was
always
silent
in
class.
她在课堂上总是不说话。(P26)
【用法】silent是形容词，指人时，意为“不说话的；沉默的”；指事物时，意为“寂静的；无声的”。如：He
couldn’t
speak
English
and
was
completely?silent?during
the
visit.
他不会说英语，参观过程中一言未发。The
old
house
was
quite?silent.这所旧房子非常寂静。常用短语：be
silent
about/on意为“对……保持沉默；对……未提到”；keep
silent保持沉默。
【拓展】silent、calm和
quiet辨析
这几个形容词都有“安静；平静；寂静”的意思。在修饰环境时，calm指风平浪静，quiet指没有吵闹干扰，silent指?寂静无声。如：The
sea
was
very
calm.
海面很平静。Ask
them
to
be
quiet.
让他们保持安静。It
was
deep?silent?in
the
forest.
森林深处寂静无声。在修饰人时，calm指人心平气和，毫不激动；quiet指性情温和、安静等；silent侧重“沉默；不说话”，但不一定不动。如：You
should
keep?calm?even
in
face
of
danger.即使面临危险，你也应当保持镇静。We
should
keep
quiet
in
the
hospital.
在医院里我们应该保持安静。You'd
better
be
silent
about
what's
happened.
对已经发生的事，你最好保持沉默。
3.
It’s
been
three
years
since
we
last
saw
our
primary
school
classmates.自从最近一次见过我们小学同学已经三年了。(P26)
【用法】本句是“It?has?been?+?一段时间?+?since从句”结构，意为“自从做……以来已经多久了”。这时从句谓语动词为非延续性动词。如：It’s
been?two?years?since?he?joined?the?army.?他参军两年了。
【拓展】当从句谓语动词为延续性动词时，表示否定含义，意为“自从不做……以来已经多久了”。如：It
has
been
three
years
since
he
worked
here.他不在这工作已经三年了。
last
【用法】last在句中是副词，意为“上次；最近”。如：When
did
you?last?see
him?
你最近什么时候见到过他?
last作副词，还可意为“最后”。如：He
came?last?in
the
race.
他在赛跑比赛中跑了最后一名。
【拓展】last其他用法：①用作动词，意为“持续”。如：The
hot
weather?will
last
until
September.炎热的天气将持续到九月。②用作形容词，意为“上一个；最近的；最后的”。He
got
married
last
July.
他去年７月结的婚。Much
has
changed
since
my
last
visit.
自我上次来访后，变化很大。December
is
the
last
month
of
the
year.12月是一年的最后一个月。
4.
His
face
always
turned
red
when
he
talked
to
girls.当他和女孩说话时，他的脸总是变红。（P26）
【用法】turn
red意为“变红”，这里turn是系动词，意为“变得；变成”，后接名词或形容词作表语，用作表语的名词须用零冠词。如：In
autumn
the
leaves
turn
yellow.
秋天树叶变黄。Ten
years
later,
he
turned
writer.十年后他成了作家。
【拓展】turn其他用法：①作动词，意为“转动；转向；翻转”。He
turned
and
swam
back
to
the
bank.
他转身向河岸游去。Let's?turn?to?page?8.?让我们翻到第八页。?Turn
left
at
the
second
crossing.在第二个十字路口向左转。常用短语：turn
against
背叛；turn
down
调小，调低；turn
in
上交；turn
up调大，调高；turn
...
into
...
(使……)成为……；turn
off
关掉；turn
on
打开；turn
out
结果是，生产；turn
over
(使)翻转，打翻，调转。②用作名词，意为“顺序；轮流；拐弯处”。常用结构有：It's
one's
turn
to
do
sth.
轮到某人做某事；take
one's
turn
to
do
sth.轮流做某事。如：It's
your?turn?to
read
now.
现在轮到你读了。Take
the
second
turn
on
the
left.
在左边第二个转弯处拐弯。常用短语：?by
turns轮流地，交替地；in
turn依次，轮流地；take
turns替换，轮流。
5.
Candy
told
me
that
she
used
to
be
really
shy
and
took
up
singing
to
deal
with
her
shyness.
坎迪告诉我，她过去真的很害羞，开始学唱歌去对付害羞。（P27）
【用法】这里take
up是由“动词+副词”构成的动词短语，意为“开始从事”。如：At
the
age
of
sixty
he
took
up
painting
pictures.在60岁时他开始学画画。
【拓展】take
up的其他用法：①占（时间、地方等），消耗。如：Learning
English
takes
up
a
lot
of
my
time.
学英语占了我许多时间。②继续做；接着…讲。如：I
put
the
telephone
down
and
took
up
the
work
again．我放下电话继续工作。③拿走；拿起。如：He
took
up
the
telephone
receiver
and
began
to
dial.他拿起电话听筒开始拨号码。④募捐；收集。如：The
girls
will
take
up
a
collection
at
the
end
of
the
concert．这些女孩子在音乐会结束后要募捐。⑤让乘客上车；接纳。如：The
bus
stopped
to
take
up
passengers．公共汽车停下来让乘客上车。
deal
with
【用法】这里deal
with意为“对付；应付；处理；对待”。如：She
has
a
lot
of
work
to
deal
with.
她有许多工作要处理。You
should
deal
with
him
more
politely.
你应该待他更客气一些。
【拓展】⑴deal
with其他用法：①与……交易，和……做买卖。如：They
often
dealt
with
that
shop.
他们常到那家商店买东西。②论述，涉及。如：This
book
deals
with
life
in
the
United
States.
这本书谈的是美国的生活情况。⑵do
with
与deal
with
都可作“处理”讲。do
with
常与连接代词what连用，而deal
with
常与连接副词how
连用。如：?I
don’t
know
how
they
deal
with
the
problem.?=
I
don’t
know
what
they
do
with
the
problem.??我不知道他们如何处理这个问题。
6.
As
she
got
better,
she
dared
to
sing
in
front
of
her
class,
and
then
for
the
whole
school.当她变得好些时，他敢于在她班里同学面前唱歌，然后在全校面前。（P27）
【用法】这里dare用作实义动词，意为“敢于；胆敢”，有时态和人称的变化，后面通常接动词不定式，在疑问句或否定句中，to?经常被省略。如：He
dares
to
jump
down
from
the
top
of
the
wall.
他敢从那墙头上跳下来。We?don’t?dare?(to)?say?anything.?我们什么也不敢说。
【拓展】①dare还可用作情态动词，意为“敢”，有时态变化，但没有人称和数的变化，其后接动词原形。通常用于疑问句、否定句或条件句中；或与whether,
hardly等连用。如：Dare?you?tell?her?the?truth??你敢告诉她真相吗???She?dare
not?go
out
alone.?她不敢单独出去。I
don’t
know
whether
he
dare
try.?我不知道他敢不敢试。②I?dare?say?用于肯定句，是习惯说法，表示一种不肯定的语气，常译为“我相信；我想”等，有时用作反语。如：I?dare?say?(that)?you?are?right.?我想你是对的。③How
dare…??常用来表示说话人对某人的行为表示愤慨。如：How
dare
you
speak
to
me
like
that?
你竟敢那样对我讲话？
7.
I
always
worry
about
how
I
appear
to
others,
and
I
have
to
be
careful
about
what
I
say
or
do.我总是要担心我怎样出现在其他人面前，我还必须要当心我说的话和做的事。（P27）
appear
【用法】这里appear用作不及物动词，意为“出现；露面”。如：Mary?appeared?in
her
best
dress.
玛丽穿着她最好的衣服出现了。
【拓展】appear还可用作连系动词，意为“似乎；好像”，其后可接形容词、名词、不定式等作表语，也可跟that?从句或?as
if?从句。如：He
appears
(to
be)
quite
rich?他似乎相当富有。This?appears?(to
be)an
important
matter.这看来是件重要的事情。She
didn’t
appear
to
know
anything
about
it.
她似乎对此一无所知。It
appears
that
he
forgot
to
do
his
homework.?他似乎忘记做作业了。
be
careful
about
【用法】be
careful
about意为“小心；当心；注意；讲究”，通常后接指物的名词、动名词或从句。如：Be
careful
about
what
you
say.
要当心你说的话。She
is
too
careful
about
her
dress.
她过分讲究衣着。
【拓展】①careful是形容词，意为“仔细的；小心的”，可用作定语或表语。用作表语时，其后也可跟动词不定式、that/wh-从句。如：Be
careful
not
to
be
late.
小心不要迟到.Be?careful?that
you
don't
drop
the
vase.
当心别把那花瓶打了。②其他短语：be
careful
of意为“当心；注意”，后面跟指人或事物的名词或从句。如：She
is
careful
of
what
she
eats.?她很注意饮食。be
careful
for意为“关注；关心”。如：The
teacher
is
careful
for
the
safety
of
the
students.
老师关注学生们的安全。
8.
You
really
require
a
lot
of
talent
and
hard
work
to
succeed.
想要成功，你真的需要许多才艺和辛勤的工作。（P27）
【用法】require用作及物动词，意为“需要；需求”。常用结构：①require+
名词或代词。如：He
requires
a
new
dictionary.
他需要一本新字典。Her
suggestion?requires?careful
thought.她的建议需要慎重考虑。②require+动名词。如：Your
hair?requires?cutting.
nideto你的头发需要剪了。③require
+
that从句，此时要求that从句使用虚拟语气，即从句的谓语由“(should)
+
动词原形”构成，且should可以省略。如：She?required?that
I
should
finish
the
work
before
April.
她要求我在4月份以前完成此项工作。④require+不定式。这时主语通常是事物，不是人，不定式用被动式。如：The
baby?required?to
be
looked
after.
这婴儿得有人照料。⑤require
sb.
to
do
sth.要求某人做某事。如：They?required?me
to
keep
silent.
他们吩咐我别出声。
【拓展】常用短语：①require
sth.
from
sb.
需要从……得到某物?。如：Nobody
required
any
help
from
me.没人需要我的帮助。
②require
sth.
of
sb.要求某人某事。如：The
teacher
required
too
much
work
of
the
students.
老师要学生做的功课过多。
9.
I
used
to
be
afraid
of
the
dark.
我过去怕黑。（P28）
【用法】be
afraid
of
意为“害怕”，后跟名词、代词或动名词。如：The
girl
is
afraid
of
dogs.
那个女孩害怕小狗。I’m
afraid
of
being
at
home
by
myself.
我很害怕独自呆在家。
【拓展】①be
afraid
to
do
sth.意为“害怕做某事”。如：Don't
be?afraid?to
ask
questions.不要怕提问题。②be
afraid
+
从句。如：I
am?afraid?that
he
will
not
succeed.恐怕他不会成功。③be
afraid
for意为“替……担心”。如：She
was
afraid
for
her
job.她害怕失去工作。
10.
It
is
hard
to
believe
that
he
used
to
be
a
“problem
child”
until
a
conversation
with
his
parents
influenced
his
way
of
thinking.
直到和父母的一次交谈影响了他的思考方式，很难相信他过去是个“问题儿童”。（P30）
【用法】本句是until引导的时间状语从句，在主句中又含有一个主语从句。句中influence是动词，意为“影响”，侧重在思想、性格、行为等方面所产生的潜移默化的影响。如：Don't
let
me?influence?your
decision.不要让我影响你的决定。
【拓展】influence也可用作名词，意为“影响”，后面常跟介词on或upon，表示“对……有影响”。如：Computer
has
a
strong
influence
on
people.
电脑对人们有很大影响。
11.
As
a
small
child,
he
seldom
gave
his
parents
any
problem,
and
they
were
proud
of
him.作为一个小孩子，他很少给父母惹麻烦。而且他的父母为他感到骄傲。（P30）
【用法】be
proud
of
意为“为……骄傲；为……感到自豪”，of后可接名词或动名词，和take
pride
in同义。如：My
family
is
proud
of
my
success.我的家里人很为我骄傲。?He
was?proud?of
having
such
a
good
friend.
他为有这样的好朋友而自豪。这里proud是形容词，意为“自豪的；骄傲的”，后常接of短语、动词不定式或that从句。如：He
is
too?proud?to
ask
question.他太骄傲了，总不提问。We
are
very?proud?that
a
pupil
from
our
school
has
won
the
prize.
我们学校的一个小学生得了奖,我们感到很自豪。
【拓展】be
proud
about表示“为……觉得了不起；自高自大”，常含贬义。如：He
is
proud
about
his
success.他为自己的成功沾沾自喜。
12.
He
was
often
absent
from
classes,
and
he
failed
his
examinations.
他常常上课缺席，并且考试不及格。（P30）
absent
【用法】这里absent是形容词，意为“缺席；不在”，主语一般为人，常跟介词from，表示“做某事缺席”。如：He
was?absent?from
the
meeting
with
leave.
他请了假，没有出席会议。
【拓展】①absent作形容词，意为“没有的；缺乏的”，在句中多用作表语，常与介词from连用，表示“缺少；没有”，主语一般为物。如：Love
was
totally?absent?from
his
childhood.
他童年时代没受到丝毫的疼爱。②absent用作及物动词，意为“缺席”，只接反身代词作宾语。表示“做某事缺席”，其后也接介词?from。如：He?absented?himself
from
the
picnic.他没去参加野餐。
fail
【用法】fail意为“不及格；失败；未能做到”，既可作及物动词，也可作不及物动词。表示在某一方面失败，通常用介词?in。如：He?failed?his
driving-test.
他驾驶测验不合格。All
our
plans?failed.我们所有的计划都失败了。He
studied
hard
only
to?fail?in
the
exam.他这么用功，结果竟然考场失利。The
man
failed
in
getting
a
job.那个人没有找到工作。
【拓展】fail后可接不定式，即fail
to
do
sth.，意为“未能做某事”。如：He
failed
to
get
there
on
time.?他未能准时赶到那儿。He
failed
to
pass
the
exam.?他考试没有及格。
13.
The
head
teacher
advised
his
parents
to
talk
with
their
son
in
person.他的班主任建议他父母亲自和他谈谈。（P30）
【用法】⑴in
person是固定短语，意为“亲自；亲身”，在句中作状语。如：You
had
better
go
and
speak
to
him
in
person．你最好亲自去跟他谈。⑵advise
sb.
to
do
sth是个固定结构，意为“建议某人做某事”。这里advise是及物动词，意为“建议；劝告”。如：The
doctor
advised
him
to
stop
smoking.
医生建议他戒烟。
【拓展】advise作动词，常跟名词、代词、动名词或that从句作宾语。常用结构有：①advise?+?名词或代词。We?advised?an
early
start.我们建议早点开始。②advise
doing
sth.建议做某事。如：They?advised?putting
off
the
meeting
till
next
week.他们建议把会议推迟到下星期。③advise?+?宾语从句?。advise?后面接宾语从句时，从句中的谓语动词应为虚拟语气，即用“should?+?动词原形”，should?可以省略。如：He
advised
that
I
(should)
write
her
a
letter.他建议我给她写封信。③advise?+?sb.?+?特殊疑问词?+?不定式短语。如：Will
you
advise
me
which
one
to
buy?
请你能否告诉我该买哪一个？?④advise
sb.
against
sth./v-ing劝告某人不要做某事。如：He?advised?her?against?going?out?at?night.?他劝她晚上不要出去。
14.
To
everyone’s
surprise,
this
conversation
changed
Li
Wen’s
life.使大家惊奇的是，这次谈话改变了李文的一生。（P30）
【用法】to
one’s
surprise意为“令某人惊奇的是”，是“to
one's＋情感名词”的结构，表示说话人对上文的看法或态度，一般放在句首作状语，表示行为的结果。可以用great来加强语气。如：To
our
great
surprise,
he
won
the
prize.使我们感到十分惊奇的是他得了奖。
【拓展】①“to
one's＋情感名词”的结构还有：to
one's
joy、to
one's
regret、to
one's
shame、to
one's
disappointment等。如：To
my
deep
regret,
I
lost
the
chance
to
go
abroad.令我遗憾的是我失去了出国的机会。②含名词surprise的短语：in
surprise意为“惊奇地；吃惊地”。如：John
turned
around
and
looked
at
me
in
surprise.
约翰转过身来，惊奇地望着我。③surprise还可用作动词，意为“使吃惊；使惊喜”。如：Put
the
presents
out
of
sight
so
we
can?surprise?her.
把礼物藏起来,我们给她个惊喜。surprise的形容词形式有surprised(吃惊的；惊奇的)和surprising(令人惊奇的)。常用短语：be
surprised
at对……感到惊奇。
15.
I
realized
that
since
my
parents
moved
away,
I’ve
been
afraid
being
alone,
and
have
tried
to
make
my
parents
pay
more
attention
to
me.
我意识到，自从我父母离开以来，我害怕孤独，尽力想让父母更多地关注我。（P30）
【用法】⑴本句是that引导的宾语从句，在从句中含有一个since引导的时间状语从句。moved
away是“动词+副词”结构，意为“离开；搬走”，如表示“从某地搬走”后面加介词from。如：People
began
to
move
away.
人们开始走掉。She
moved
away
from
the
town
two
years
ago.
她两年前从这个镇上搬走了。⑵pay
attention
to意为“注意；关注”，to是介词，后面跟名词或动名词。如：You?should?pay?attention?to?your
spelling.?你应当注意你的拼写。Please
pay
attention
to
taking
care
of
your
baby.
请注意照顾好你的小孩。
【拓展】①moved
away也有“改变(见解)”的意思。如：I
came
gradually
to
move
away
from
the
position
that
I
had
always
held.
我逐渐地改变了以前的立场.②pay
attention
to
中可以用a
little/much/more/no等修饰attention，表示程度。pay
a
little
attention意为“不太注意”；pay
much
attention意为“非常注意”；pay
no
attention意为“不在意”。另外pay
attention
to也可表示“向女生献殷勤；款待”。如：He
likes
to
pay
attentions
to
a
lady.他喜欢向女士献殷勤。
单元语法解析
“used
to”的用法
1.
used
to的肯定形式：主语
+used
to
do
sth.
used
to指“过去常常”，用于过去时态，后接不定式，表示过去的习惯(过去经常反复发生的动作或状态)。其含义是过去常常做某事，但现在已经不再是那样了，侧重与现在情况的对比。这里to是不定式符号。如：Tina
used
to
have
red
and
curly
hair.过去蒂娜留着红色卷发（现在不是）。I
used
to
be
shy,
but
now
I’m
outgoing.我以前很害羞，但现在很外向。
2.
used
to的否定形式：
didn’t
use
主语
+
used
not
+
to
do
sth.
usedn’t
例如：He
used
not
to
study
hard.
=
He
usedn’t
to
study
hard.=I
didn’t
use
to
study
hard.他过去经常不努力学习。
3.
used
to的疑问形式及其回答：
⑴Used
+主语
+to
do
sth.?
答语：Yes,
主语
+used
to.
/No,
主语
+usedn’t.
如：Used
she
to
go
to
school
by
bike?
她过去经常骑自行车上学吗？
Yes,
she
used
to.是的，她经常骑。/No,
she
usedn’t.不，她不常骑。
⑵Did
+主语
+use
to
do
sth.?
答语：Yes,
主语
+did.
/No,
主语
+didn’t.
如：Did
you
use
to
have
short
hair?
你过去留短发吗？
Yes,
I
did.是的，我留短发。/No,
I
didn’t.不，我不留短发。
注意：used
to没有人称和数的变化，由于其本身含有“过去”的意义，一般不需要表示过去的笼统的时间状语。
4.
与used
to相近的结构：
⑴used
to
do
sth.表示“过去常做某事”(现在不做了)，只用于过去时态。如：He
used
to
get
up
early.他过去常常起床很早。
⑵be
used
to
(doing）sth.表示“习惯于(做)某事”，可用于多种时态，be可以用become,
get等来代替，此处to是介词。如：Sichuan
people
are
used
to
eating
hot
food.四川人习惯于吃辣的食物。
⑶be
used
to
do
sth.表示“被用来做某事(物)”，be
used
是被动结构。如：Wood
is
used
to
make
paper.木材被用来造纸。
⑷be
used
for
(doing)
sth.表示“被用于(做)某事”，多强调用途。如：Stamps
are
used
for
sending
letters.邮票被用于寄信。
单元资料链接
People
notice
me
at
school
now
YOU
probably
sit
next
to
a
girl
like
me
in
class.
Quiet
and
shy,
I
don't
talk
a
lot,
and
I
am
not
a
very
good
student.
Most
people
don't
notice
I'm
there.
Yan
Jiaying
and
a
little
deer.?
I
have
had
enough
of
being
average
(普通的).
I
want
my
classmates
and
teachers
to
notice
me!
I
want
to
be
the
best
to
make
my
future
brighter.
I
decided
on
a
plan
so
that
people
will
notice
me.
I
will
improve
my
school
work
and
the
way
I
look.
Every
morning,
I
get
up
one
hour
earlier
than
before.
I
spend
this
time
doing
two
things:
studying
English
and
making
myself
look
better.
I
listen
to
an
English
tape
and
I
check
in
the
book
to
see
if
I
understand
all
the
sentences.
Then
I
listen
again
and
try
to
remember
them.
I
clean
my
teeth
and
wash
my
face
very
carefully.
And
then
I
comb
my
hair
and
smile
into
the
mirror
with
confidence
(信心).
After
that,
I
put
on
my
favorite
clothes
and
go
to
school.
At
school,
many
classmates
look
at
my
beautiful
clothes
and
say
I
look
nice.
I
am
pleasantly
surprised.
But
I
don't
say
anything
and
sit
down
at
my
desk.
Then
I
begin
to
speak
English
in
front
of
the
whole
class
as
loudly
and
quickly
as
possible.
And
in
English
class,
I
try
to
answer
all
the
teacher's
questions.
Two
weeks
later,
nearly
half
of
my
classmates
have
asked
me
how
I
can
speak
English
so
well.
They
think
I
am
totally
(完全地)
different
to
the
way
I
was
before.
I
am
so
glad.
My
dreams
have
become
true.
Even
my
parents
think
that
I
have
changed
a
lot.
The
girls
at
my
age
all
want
to
be
the
prettiest,
but
some
of
them
don't
think
about
their
study.
I
believe
that
making
yourself
pretty
is
fun
but
that
work
should
come
first.
Now
I
know
I
am
not
the
best.
But
by
doing
this,
I've
made
progress
in
English.
Also
I
feel
much
better
about
myself.
If
you
can
dream
it,
you
can
do
it!Unit4
I
used
to
be
afraid
of
the
dark.
第一课时教学设计和课时作业
The
First
Period
(Section
A
1a---2d)
Teaching
Aims
1.
Knowledge
Objects：
(1)Function:
Talk
about
what
you
used
to
be
like.
(2)Key
Vocabulary:
Ss
can
master
the
following
new
words
and
phrases:
humorous,
silent,
helpful,
score,
used
to,
from
time
to
time,
talk
to,
turn
red.
(3)Target
Language:
You
used
to
be
short,
didn’t
you?
Yes,
I
did./No,
I
didn’t.
He
used
to
be
really
short.
Did
he
use
to
wear
glasses?
Yes,
he
did./No,
he
didn’t.
(4)Structure:
Used
to
2.
Ability
Objects
①Enable
the
students
to
talk
about
appearances
and
personalities
by
using
“used
to”.
②Learn
to
understand
and
grasp
used
to
+
verb
and
be
able
to
talk
about
what
someone
used
to
be
like
and
what
he
used
to
do
3.
Moral
Objects
Enable
the
students
to
deal
with
changes
correctly.
Don’t
judge
a
person
by
his
appearance.
Teaching
Key
Points：
Learn
and
master
how
to
talk
about
what
someone
used
to
be
like
and
what
he
used
to
do.
Learn
the
“used
to”
statements
and
“used
to”
questions
and
master
the
usage
of
the
structure
“used
to”.
Teaching
Difficult
Points：
Learn
to
talk
about
what
someone
used
to
be
like
and
what
he
used
to
do
by
using
“used
to”.
Teaching
Methods：
The
Situational
Teaching
Approach,
Task-based
language
teaching
method,
The
Activity
Teaching
Method,?The
Communicative
Approach.
Teaching
Aids：
The
photos
of
the
teacher
and
a
student,
the
pictures
about
appearances,
PPT
Teaching
Procedures：
Step
1
Leading-in（About
4
minutes）
Greet
the
class
as
usual.
T:
As
time
goes
on,
we
are
changing
every
day.
For
example,
we
are
growing
taller
and
our
hair
longer
and
longer
day
by
day.
Our
appearances,
personalities,
etc.
change
with
the
growing
years.
Now
look
at
the
photos.
Show
two
photos
of
the
teacher
and
have
a
free
talk.
T:
Do
you
know
who
is
she?
Let’s
look
at
the
other
one.
Do
you
know?
Ss:
Yes,
it’s
you.
T:
What
did
I
look
like
ten
years
ago?
Ss:
You
were
short.
T:
And
what
about
now?
Ss:
You
are
tall.
T:
Yes.
When
I
was
a
student
ten
years
ago,
I
was
short.
But
now,
I'm
a
teacher.
I’m
tall.
That
is
to
say,
I
used
to
be
short,
but
now
I’m
tall.
We
often
use
“used
to”
to
talk
about
things
that
have
changed.
Now
let’s
look
at
a
photo
of
our
classmate.
Show
the
photo
and
have
a
talk
about
it
with
students.
T:
What
is
he
like?
S1:
I
think
he
is
shy.
T:
Yes.
You
don’t
know
who
he
is.
That
was
his
photo
three
years
ago.
Let’s
look
at
another
photo.
What
is
he
like?
Ss:
Oh.
It’s
Li
Fen.
Now
he
is
outgoing.
T:
So
we
can
say…
Ss:
He
used
to
be
shy,
but
now
he
is
outgoing.
T:
Great!
Now
who
can
describe
yourself?
S2:
I
used
to
be
thin,
but
I
am
heavy
now.
S3:
I
used
to
have
short
hair,
but
now
I
have
long
hair.
…
Step
2
Game
（About
6
minutes）
Play
a
game.
Present
the
following
pictures
and
have
students
rush
to
describe
them
in
pairs.
The
group
that
has
the
most
right
answer
is
the
winner.
(While
practicing,
if
they
meet
the
new
words,
they
can
guess
first.
After
game,
the
teacher
explains
and
teaches
the
new
adjectives
“humorous,
silent
and
helpful”.)
A:
What
does
he
/
she
look
like?
B:
He
/She
is…
A:
What
is
he
/
she
like?
B:
He
/She
is…
Ask
students
to
write
some
words
to
describe
people
and
fill
in
the
chart
in
1a.
Then
call
some
students
to
report
the
words
about
appearance
or
personality.
Step
3
Presentation（About
5
minutes）
Show
some
pictures
and
have
students
to
describe
their
past
and
present
appearance
or
personality
in
class.
For
example:
Yao
Ming
used
to
be
short,
but
now
he
is
tall.
Have
a
talk
with
students
and
present
new
target
language.
T:
S1,
you
used
to
be
thin,
didn’t
you?
S1:
Yes,
I
did.
T:
Yao
Ming
used
to
be
short,
didn’t
he?
S1:
Yes,
he
did.
T:
Did
you
use
to
be
shy?
S1:
Yes,
I
did.
T:
Did
S2
use
to
have
long
hair?
S1:
No,
he
didn’t.
Have
students
talk
about
their
own
appearance
or
personality
in
pairs.
Step
4
listening
practice（About
4
minutes）
T:
How
time
flies!
Bob
and
his
friends
haven’t
seen
each
other
for
four
years.
Now
they
see
each
other
again
on
a
sunny
day.
Look
at
the
picture
on
Page
25.
What
changes
can
we
find
about
his
friends?
S1:
Mario
is
much
taller
now.
He
used
to
be
short.
S2:
Tina’s
hair
is
longer
now.
But
she
used
to
have
short
hair.
S3:
Amy
used
to
be
short
and
she
used
to
wear
curly
hair.
But
she
is
tall
and
has
straight
hair
now!
T:
Good
guesses!
Now
listen
to
the
dialogue
between
them.
They
all
changed
a
lot.
What
did
his
friends
use
to
look
like?
Play
the
recorder
and
ask
students
to
listen
to
the
tape
carefully
and
complete
the
sentences.
Then
play
the
recording
for
the
second
time,
check
and
discuss
the
answers
with
the
students.
Step
5
Pairwork（About
4
minutes）
Ask
two
students
to
read
the
sample
dialogue
in
1c.
Then
have
them
look
at
the
picture
on
Page
25
and
talk
about
what
the
other
friends
used
to
look
like
and
what
they
looks
like
now.
Ask
some
pairs
to
come
to
the
front
of
the
classroom
and
act
out
their
conversations.
Then
have
them
make
a
new
conversation
with
their
partner
to
talk
about
their
own
changes.
Call
two
pairs
to
act
out
their
conversations.
Step
6
Listening
practice（About
5
minutes）
Present
the
picture
of
2a
and
ask
students
what
is
happening.
T:
What
are
they
doing?
Ss:
They
are
having
a
party.
T:
Yes,
A
boy
and
a
girl
are
talking
to
each
other.
You
will
hear
some
other
words
used
to
describe
people’s
appearances
and
personalities.
Please
Listen
and
check
the
words
you
hear.
First,
have
students
read
the
words
in
2a
and
make
sure
they
know
the
meaning
of
each
word.
Then
play
the
recording
and
let
them
check
the
words
they
hear.
Play
the
tape
again
and
check
the
answers
in
class.
T:
Please
listen
again
and
find
how
Paula
has
changed
and
complete
the
chart
with
the
words
you
hear.
Remember
to
pay
attention
to
examples
of
“used
to
+
verb”
while
listening.
Have
the
students
read
the
sentences
in
the
chart
in
2b
and
guess
what
the
missing
words
are.
Play
the
recording
for
the
third
time
and
let
them
complete
the
chart.
Play
the
recording
for
the
fourth
and
have
students
check
the
answers.
Step
7
Pairwork（About
5
minutes）
Have
students
read
the
sample
conversations
in
2c
first,
and
then
ask
students
to
make
up
conversations
about
Paula
using
the
information
in
2b.
For
example:
A:
Paula
used
to
be
really
shy.
B:
So
she
did.
She
was
never
brave
enough
to
speak
in
class.
Call
three
pairs
to
act
out
their
conversations
in
class.
Have
students
make
up
their
own
conversations
with
their
partners
to
talk
about
how
their
classmates
have
changed.
Invite
several
pairs
to
perform
in
front
of
the
class.
Step
8
Expansion
and
extension（About
8
minutes）
Role-play
the
conversation
First,
have
students
to
role-play
the
conversation
in
2d
and
discuss
the
language
points
and
solve
the
problems
with
their
partners.
The
teacher
walks
around
and
gives
them
some
help
if
they
need.
Explain
some
key
new
phrases
“turn
red,
talk
to”
and
structures
“It
has
been
+some
time
+since…”,
“That’s
because…”
and
“used
to
do”.
Help
students
understand
the
language
points
and
have
them
write
their
own
sentences
with
the
phrases
and
the
structures.
Call
several
pairs
to
act
out
the
conversations
in
front
of
class.
Step
9
Summary（About
3minutes）
Help
students
sum
up
the
words
used
to
describe
people’s
appearances
and
personalities
and
how
to
talk
about
what
someone
used
to
be
like
and
what
he
used
to
do.
Have
students
list
the
adjectives
used
to
describe
people’s
appearances
and
personalities.
Summarize
the
structures
of
the
“used
to”
questions
and
the
“used
to”
statements.
used
to
→
Did…+
use
to
do?
→didn’t
He
used
to
be
quiet.
He
used
to
wear
glasses.
You
use
to
be
short,
didn’t
you?
Yes,
I
did.
Did
she
use
to
have
short
hair?
No,
she
didn’t.
Step
10
Homework（About1
minutes）
Make
a
survey.
Ask
students
to
fill
in
the
form
and
write
a
short
report
about
themselves
with
“used
to”.
Then
ask
them
to
report
and
see
who
has
changed
most.
Elements
Past
Now
Hair
Height
Build
personality
Hobby
Report:
Do
you
remember
what
I
used
to
be
like?
I‘ve
changed
a
lot.
I
used
to
…
…
but
now
I
…
…
Blackboard
Design：
Unit4
I
used
to
be
afraid
of
the
dark.
Section
A
1a-2d
I
used
to
be
short,
but
now
I’m
tall.
He
used
to
be
really
short.
humorous,
silent,
helpful
You
used
to
be
short,
didn’t
you?
from
time
to
time
Yes,
I
did.
/No,
I
didn’t.
turn
red,
talk
to
Did
he
use
to
wear
glasses?
It
has
been
+some
time
+since…
Yes,
he
did.
/No,
he
didn’t.
used
to
→
Did…+
use
to
do?
→didn’t
课时作业设计
Ⅰ.根据句意、汉语意思和首字母提示完成句子。
1.
His
s_______(得分)on
the
listening
test
last
year
was
very
disappointing.
2.
Mark
is
a
little
more
active
than
when
I
l
(上次)
saw
him.
3.
Tim
is
polite
and
________(有帮助的),
we
all
like
her.
4.
Ann
kept
s_______(不说话的)
all
day
because
his
little
brother
broke
her
toy
bear.
5.
Mr.
Green
is
very
h_______(有幽默感的),
he
often
makes
me
laugh
in
class.
Ⅱ.
选择填空。
1.
The
old
teacher
used
to
be
strict,
________
she?
A.
used
B.
did
C.
wasn’t
D.
didn’t
2.
Jenny
is
very
,
so
he
never
speaks
in
front
of
class.
A.
quiet
B.
shy
C.
silent
D.
serious
3.
Judy
usually
stays
home
on
Friday
nights,
though
she’ll
go
to
see
a
movie.
A.
at
a
time
B.
in
time
C.
all
the
time
D.
from
time
to
time
4.
—Did
Amy
________to
have
long
hair?
—No,
I
didn’t.
A.
used
B.
use
C.
be
used
D.
be
use
5.
It
has
been
two
years
since
we
met
John
last
time.
A.
since
B.
before
C.
when
D.
until
Ⅲ.
用所给词的适当形式。
1.
She
(use)
to
go
online,
didn’t
she?
2.
Mark
used
to
(stay)
at
home
to
do
some
reading
when
it
rained.
3.
The
computer
is
very
(help)
to
us
in
studying
English.
4.
Jim
is
interested
in
(play)
soccer.
5.
It’s
been
three
years
since
I
(leave)
home
last
time.
教学反思
本节课设计思路清晰，教学内容逐步深入，学生参与课堂活动积极性高，教学效果很好。
首先以老师和班里同学不同时期的照片导入新课，学生感觉亲切，容易激发学生学习兴趣，帮助营造良好的学习氛围。利用游戏练习描述外貌和性格的单词，避免了枯燥无味的机械操练，有效地让每一个学生积极参与到课堂教学中来，包括基础较差的学生也都饶有兴趣地参与到激烈的游戏中，给课堂带来活力。图片的运用在本节课中也取得很好的效果，一方面增强了教学的直观性，容易吸引学生的注意力，提高学生学习兴趣；另一方面有助于节省时间创设情境，增加了训练的容量。
教学活动坚持任务型教学的策略，自始自终贯穿了以交际为目的的原则，情境设置贴近学生生活，注重学生间的共同协作，让学生在任务中了解知识、学习知识、掌握和应用知识。听说训练时注意学习策略的引导，尽可能地为学生创设真实可信的会话情景，引导学生积极参与对话练习，取得很好的学习效果。
本节课练习量大，活动较多，因此教学不仅要关注学习效果，还要关注学生的学习过程，并注意使用积极的形成性评价，以便每个学生在课堂上都能“动”起来。
第一课时作业设计答案：
Ⅰ.
1.
scores
2.
last
3.
helpful
4.
silent
5.
humorous
Ⅱ.
1-5
DBDBA
Ⅲ.
1.
used
2.
stay
3.helpful
4.
playing
5.
leftUnit4
I
used
to
be
afraid
of
the
dark.
单元综合测试
听力部分（20分）
Ⅰ.听句子，选择正确的图片。（5分）
(
)1.
A.
B.
C.
(
)2.
A.
B.
C.
(
)3.
A.
B.
C.
(
)4.
A.
B.
C.
(
)5.
A.
B.
C.
Ⅱ.听小对话，选择正确的选项。（5分）
1.
How
has
Fred
changed?
A.
He
is
much
taller.
B.
He
is
much
thinner.
C.
His
hair
isshorter.
2.
Who
likes
to
have
English
classes
now?
A.
Jane.
B.
John.
C.
Peter.
3.
Where
did
Jimmy
use
to
live?
A.
In
Beijing.
B.
In
Hangzhou.
C.
In
Guangzhou.
4.
What
did
David
use
to
be
afraid
of?
A.
Dogs.
B.
Snakes.
C.
Cats
5.
When
does
Mark
get
up
now?
A.
At
6:30
B.
At
7:20
C.
At
6:40
Ⅲ.
听短文，选择正确的选项。（10分）
1.
How
long
were
my
parents
away
on
business?
A.
two
days.
B.
three
days
C.
a
week
2.
Which
light
was
on
the
whole
night?
A.
the
light
in
the
living
room
B.
the
light
in
his
bedroom
C.
the
light
in
my
parents’
bedroom
3.
Why
did
the
writer
set
the
alarm
clocks
at
three
different
times?
A.
Because
he
was
afraid
of
the
dark.
B.
Because
he
was
afraid
of
going
to
school
late.
C.
Because
he
was
afraid
of
getting
up
late.
4.
Who
used
to
wake
him
up?
A.
His
father.
B.
His
mother.
C.
The
alarm
clock.
5.
When
did
the
writer
wash
his
clothes?
A.
On
the
first
evening
B.
On
the
first
afternoon
C.
On
the
second
afternoon
笔试部分
Ⅳ.
单项选择（15分）
1.
He
______
go
out
with
his
parents,
but
now
he
______
staying
at
home
alone.
A.
used
to；
is
used
to
B.
is
used
to；
used
to
C.
use
to；
is
used
to
2.
It’s
normal
for
teenagers
to
feel
lonely________.
A.
at
times
B.
on
time
C.
all
the
time
D.
from
time
to
time
3.
To
keep
away
from
germs,
we
must
not
spit
______.
A.
in
danger
B.
in
need
C.
in
public
D.
in
person
4.
---I’m
really
______
before
the
competition.
---Take
it
easy.
Sure
you
are
the
best.
A.
cool
B.
serious
C.
nervous
D.
patient
5.
---Which
hobby
do
you
think______
the
least
time?
---Collecting
stamps.
A.
takes
up
B.
puts
up
C.
gives
up
D.
makes
up
6.
---
you_____
walk
to
school?
---Yes.
But
now
I
always
take
the
school
bus
to
school.
A.
Did;
used
to
B.
Were;
used
to
C.
Did;
use
to
D.
Do;
use
to
7.
When
I
knew
that
China
had
got
her
first
Aircraft
Carrier
(航空母舰)
,
I
her.
A.
took
pride
of
B.
was
proud
of
C.
was
nervous
about
D.
was
known
for
8.
---Is
Tina
an
outgoing
girl?
---No,
she’s
kind
of_____.
Her
face
always
turns
red
when
she
speaks
in
public.
A.
shy
B.
active
C.
relaxed
D.
funny
9.
Sandy
didn’t
tell
her
parents
that
she
was
going
home
because
she
wanted
to
give
them
a
_______.
A.
gift
B.
call
C.
surprise
D.
message
10.
—Peter
has
changed
a
lot,
hasn’t
he?
—Yes.
He
used
to
the
guitar,
but
now
he
is
more
in
playing
soccer.
A.
plays;
interested
B.
play;
interested
C.
play;
interesting
D.
playing;
interest
11.
Mary
is
so
________,
she
comes
to
you
whenever
you’re
in
trouble.
A.
useful
B.
careful
C.
thankful
D.
helpful
12.
---Could
you
tell
me
how
I
should______
the
bad
boy?
---I
think
you’d
better
tell
your
teacher.
A.
do
with
B.
talk
with
C.
deal
with
D.
get
on
with
13.
Jim
was?
?from
classes
yesterday
and
hanged
out
with
some
kids.
His
mother
was
angry.
A.
late
B.
absent
C.
free
D.
tired
14.
---I
don’t
know
which
job
to
choose.
---Don’t
blow
hot
and
cold.
This
job
is
suitable
for
you.
You’d
better______
at
once.
A.
make
an
appointment
B.
make
a
change
C.
make
a
decision
D.
make
a
plan
15.
These
flowers
require
______carefully.
A.
to
look
after
B.
looking
after
C.
be
looked
after
D.
looked
after
Ⅴ.
完形填空.（15分）
I
used
to
watch
a
little
girl
playing
basketball
every
day
from
my
kitchen
window.
One
day
I
asked
her
why
she
practiced
so?????
1
????.
She
said,
“I
want
to
go
to
college.
The
only
way
I
can
go
is?to
get
a
scholarship
(奖学金).I
like
basketball
and
I
want
to
be
the???
?2?
????player
in
college.
My
dad
told
me,
“If
the
dream
is
big
enough,
the
facts
don’t
count.”
She
never
changed
her
mind.
She?practiced?basketball???
3
????.
One
day
before
she
graduated
from
high
school,
I
saw
her
sitting
on
the
grass??
4
??.
I
asked
her
what
was
wrong.
She
told
me
that
her
coach
said
she
was
???
5????
short
to
be
a
good
basketball
player.
She
was
heartbroken
and
it
made
me
feel??
6??
?,?too.
Then
she
smiled
and
told
me
her
father
said
that
coach
was
wrong.
He
did
not
understand
the
power
of
dream.
Her
father
said
to
her,
“If
you
really
want
to
play
for
the
scholarship
of
a
good
college,
???7
??but
you?yourself
can
stop
your
dream.”
He
told
her
again:
“If
the
dream
is
big
enough,
the
facts
don’t
count.”
The
next
year,
she
and
her
team
went
to
a
big
game.
A
coach
of
a
famous
college
team
8
her
and
offered
her?a??
?9
???to
the
women’s?basketball
team
of
their
college.
Her
dream
of
getting
the
college
??
?10?
?at
last.
“If
the
dream
is
big
enough,
the
facts
don’t
count.”
It
is
true.
(????)
1.?A.?few???????????B.?little
C.?much?????????????D.?hardly?
(????)
2.?A.?good?????????????????B.?better?C.?well???????????????????D.?best?
(????)
3.?A.?at
times???B.?all
the
time
C.?from
time
to
time?????D.?the
same
time
?(????)
4.?A.?happily??????????B.?proudly
C.?sadly????????????????D.?noisily
(????)
5.?A.?so?????????????????????B.?very
C.?quite?????????????????D.?too?
(????)
6.?A.
exciting
B.
happy
C.
sorry
D.
nervous
(????)
7.?A.?something????????B.?anything
C.?nothing?????????????D.?everything?
(????)
8.?A.?allowed????????????B.?agreed
C.?refused??????????????D.?chose?
(????)
9.
A.
excuse
B.
plan
C.
chances
D.
treat
(????)
10.?A.
came
out
B.
came
true
C.
achieved?????????D.?succeeded?
Ⅵ.
阅读理解。（20分）
A
Dear
Tommy,
I’m
writing
to
you
on
your
third
birthday.
I
want
to
tell
you
something
about
your
grandma’s
time.
I
was
born
sixty-eight
years
ago
in
a
small
village.
Transportation
used
to
be
a
big
problem.
When
we
traveled
from
village
to
village,
we
used
to
walk
or
ride
horses.
Shopping
was
not
an
easy
job,
either.
There
were
no
supermarkets
in
the
neighborhood.
We
used
to
grow
most
of
our
own
food:
rice
and
vegetables.
We
kept
things
cool
in
a
special
underground
room.
The
biggest
difference
is
that
you
have
electricity
(电).
We
didn’t
have
electricity
until
very
late
in
our
small
village.
We
didn’t
have
any
televisions
of
course.
We
used
to
perform
our
local
(当地的)
music
and
enjoy
it
very
much.
Life
used
to
be
very
hard,
but
I
was
not
upset.
I
would
like
you
to
know
about
the
old
days
and
be
happy
about
what
you
have
when
you
grow
up.
Remember,
feeling
good
about
life
is
the
key
to
happiness.
Love,
Your
grandma
(
)
1.
This
letter
is
written
by
.
A.
a
grandfather
to
a
grandson
B.
a
grandmother
to
a
grandson
C.
a
grandfather
to
a
granddaughter
D.
a
grandmother
to
a
granddaughter
(
)
2.
Tommy
is
when
the
letter
is
written.
A.
one
B.
two
C.
three
D.
four
(
)
3.
This
letter
is
mostly
about
.
A.
the
writer’s
old
life
experience
B.
the
writer’s
future
life
C.
what
a
kid
can
do
for
old
people
D.
how
the
writer
has
changed
(
)
4.
Which
is
NOT
true
about
the
writer?
A.
She
was
born
in
the
countryside.
B.
She
felt
good
about
the
village
life.
C.
She
used
to
grow
vegetables
in
the
village.
D.
She
used
to
walk
or
ride
horses
from
city
to
city.
(
)
5.
Why
did
the
writer
write
this
letter?
A.
She
wanted
to
show
that
life
now
is
really
happy.
B.
She
wanted
to
tell
others
that
life
was
so
hard
in
the
past.
C.
She
wanted
the
kid
to
be
positive
about
life
in
the
future.
D.
She
wanted
the
kid
to
dream
about
his
future
life.
B
As
the
only
child
in
the
family,
I
am
the
“king”
of
the
family.
My
parents
are
both
businessmen
and
they
come
home
every
two
weeks.
Because
they
don’t
spend
much
time
with
me,
they
always
feel
guilty
(内疚的)
and
will
buy
me
many
expensive
things
and
let
me
do
whatever
I
want.
My
grandparents
never
let
me
do
any
chores
because
they
want
me
to
do
my
schoolwork.
I
used
to
think
everything
normal.
I
never
said
“thank
you”
to
people.
As
time
went
by,
I
found
that
my
classmates
didn’t
like
me
and
my
best
friends
left
me.
One
day,
I
asked
Leo,
who
used
to
be
one
of
my
best
friends.
He
said
that
I
was
selfish,
rude
and
bad-tempered
(坏脾气的).
“No
one
wants
to
make
friends
with
a
person
who
always
receives
but
never
gives
anything!”
he
said.
I
was
shocked
at
his
words.
“Oh,
no!
Please
don’t
leave
me.
I
need
friends!
I
will
be
lonely
and
unhappy
without
friends!”
I
locked
myself
up
in
the
room
and
cried.
“I
want
my
friends
back.
But
how?”
Then
I
noticed
that
all
the
popular
kids
in
the
class
friendly
to
others.
They
always
smile
and
say
“thank
you”
to
others.
They
do
whatever
they
can
to
help
when
others
are
in
trouble.
Other
kids
like
them
and
always
play
with
them.
“I
need
to
change!
I
will
get
my
friends
back,”
I
said
to
myself.
From
then
on,
I
started
to
change
myself.
I
learned
to
say
“thank
you”
to
others.
I
smiled
and
volunteered
to
help
other
kids.
I
tried
to
be
as
nice
as
I
could.
Gradually,
I
found
that
other
kids
liked
to
talk
with
me
and
they
would
ask
me
to
play
with
them
and
even
told
me
their
secrets.
My
friends
came
back
to
me
again.
Now
I
have
more
friends
than
I
used
to
do
and
I
am
happier
than
I
used
to
be.
(
)
6.
What’s
the
boy’s
life
like
at
home?
A.
His
parents
spend
much
time
with
him.
B.
He
has
to
do
lots
of
housework.
C.
He
can
do
what
he
wants
to
do.
D.
He
has
much
more
homework
than
other
kids.
(
)
7.
What
word
CAN’T
describe
what
the
boy
used
to
be
like?
A.
Friendly
B.
Selfish
C.
Rude.
D.
Bad-tempered
(
)
8.
Which
of
the
following
statements
is
WRONG
about
the
boy’s
change?
A.
He
learned
to
say
“thank
you”.
B.
He
told
others
all
his
secrets.
C.
He
helped
others
as
much
as
he
could.
D.
He
always
smiled
at
others.
(
)
9.
The
underlined
word
“gradually”
means
___________.
A.
To
begin
with
B.
Sometimes
C.
In
a
word
D.
Slowly
(
)
10.
What
can
we
infer
from
the
passage?
A.
To
make
more
friends,
you
need
to
try
to
please
them.
B.
A
person
who
always
received
but
never
gives
can
still
have
many
friends.
C.
The
boy
lost
his
friends
at
first
because
he
didn’t
like
them.
D.
To
be
a
nicer
and
better
person,
we
need
to
make
some
changes.
Ⅶ.词汇。（10分）
1.
It
is
h
(有帮助的)
to
develop
a
good
habit
of
reading
in
language
learning.
2.
He
seized
the
chance
to
i
(采访)
the
famous
star
about
her
new
play.?
3.
The
rich
man
keeps
two
dogs
to
g_____(守卫)
his
big
house.
?
4.
He
ended
his
s_____(演讲)with
a
famous
proverb.
5.
She
takes
great
p_____(自豪)in
her
children's
success.
B.用所给词的适当形式填空。
6.
I
used
to
(quarrel)
a
lot
with
my
parents,
but
now
we
get
on
just
fine
together.
7.
If
our
government
doesn’t
pay
attention
to
(control)
food
safety
now,
our
health
will
be
in
danger.
8.
Mr.
Green
required
his
students
(keep)
silent
in
class.
9.
My
parents
are
used
to
(get)
up
early
on
weekdays.
10.
His
(fail)
in
the
final
exam
surprised
everyone.
Ⅷ.
句型转换(10分)
1.
Peter
used
to
play
soccer
very
well.
(改为一般疑问句)
______
Peter
____to
play
soccer
very
well?
2.
The
old
man
used
to
have
black
hair.
(对划线部分提问)
What
did
the
old
man
______
to______
______?
3.
The
old
man
doesn’t
like
listening
to
rock
music.
(改为同义句)
The
old
man
______
______
to
rock
music.
4.
He
used
to
smoke
at
home.
(改为否定句)
I
______
______
to
smoke
at
home.
5.
Maria
decided
to
buy
a
new
computer.
(改为同义句)
Maria
______
______
______to
buy
a
new
computer.
Ⅸ.书面表达.（15分）
假如你是李华，这个学期刚转到一所新学校。请根据下面表格中的信息，介绍你的一些变化。
80词左右，开头已给出，不计入总词数。
过去
现在
有很多朋友，性格开朗
几乎没有朋友，变得沉默寡言
花很多时间和朋友们一起玩
多数时间用在功课上
对功课没有兴趣,成绩很差
变得爱学习了,成绩大幅度提高
I
have
changed
a
lot
since
I
moved
to
this
new
school
this
term.
听力材料
Ⅰ.听句子，选择正确的图片。
1.
Jack
didn’t
use
to
like
swimming.
He
used
to
play
soccer.
2.
Lisa
used
to
play
the
piano,
but
now
she
has
no
time
to
do
that.
3.
My
father
used
to
be
interested
in
basketball
when
he
was
ten
years
old.
4.
Tom’s
sister
used
to
have
short
curly
hair,
but
now
she
has
long
straight
hair.
5.
Jenny
didn’t
use
to
be
afraid
of
dogs
and
she
often
played
with
them.
Ⅱ.听小对话，选择正确的选项。
1.
W:
Fred,
it
seems
you
have
changed
a
lot.
You
are
much
taller
than
before.
M:
Really?
But
Rose,
you
look
as
beautiful
as
before.
2.
W:
Do
you
still
hate
to
have
English
classes,
Peter?
M:
I
used
to,
but
now
I’ve
changed.
But
John
and
Jane
still
don’t
like
English.
3.
W:
Jimmy,
do
you
live
in
Hangzhou?
M:
Oh,
I
used
to
live
there,
but
I
moved
to
Beijing
last
month.
4.
W:
Hello,
David.
Did
you
use
to
be
afraid
of
dogs?
M:
No,
I
didn’t.
I
always
like
animals
like
dogs
and
cats.
I
used
to
be
afraid
of
snakes.
5.
W:
Did
you
use
to
get
up
early,
Mark?
M:
Yes,
I
used
to
get
up
at
six
thirty.
But
now
I
get
up
at
twenty
to
seven.
Ⅲ.
听短文，选择正确的选项。
Last
Sunday,
both
my
mother
and
father
left
on
business,
so
I
had
to
stay
at
home
for
two
days
by
myself.
But
I
used
to
be
afraid
of
the
dark,
so
I
turned
on
all
the
lights
on
the
first
evening.
Actually
I
kept
the
light
on
in
my
bedroom
the
whole
night.
For
fear
of
getting
up
late
the
next
morning,
I
put
three
alarm
clocks
near
my
bed
and
set
them
respectively
at
6:00,
6:10
and
6:15,
because
I
used
to
be
woken
up
by
my
mother.
What
I
felt
most
proud
of
is
that
I
washed
my
own
clothes
on
the
second
afternoon.
Before
this,
I
never
washed
my
clothes.
These
two
days
showed
that
I
can
take
good
care
of
myself.
参考答案
第四单元综合测试答案：
Ⅰ.听句子，选择合适的图片。
1-5
BCABB
Ⅱ.听小对话，选择正确的选项。1-5ACBBC
Ⅲ.
听短文，回答下列问题。1-5ABCBC
Ⅳ.
单项选择
1-5ADCCA
6-10CBACB
11-15DCBCB
Ⅴ.
完形填空.
1-5CDBCD
6-10CCDCB
Ⅵ.
阅读理解。
1-5BCADC
6-10CABDD
Ⅶ.词汇。
1.
helpful
2.
interview
3.
guard
4.
speech
5.
pride
6.
quarrel
7.
controlling
8.
to
keep
9.
getting
10.
failure
Ⅷ.
句型转换
1.
Did;
use
2.
use;
look/be
like
3.
hates;
listening
4.didn’t;
use
5.
made
a
decision
Ⅸ.
书面表达
One
possible
version:
I
have
changed
a
lot
since
I
moved
to
this
new
school
this
term.
I
used
to
have
many
friends
and
be
outgoing,
but
now
I
have
few
friends,
and
I
become
a
little
quiet.
In
the
old
school,
I
used
to
spend
much
time
playing
with
my
friends,
but
now
I
have
to
spend
most
of
my
time
on
my
schoolwork.
I
used
to
have
no
interest
in
my
lessons,
so
I
usually
got
bad
grades.
However,
now
I
become
more
interested
in
my
studies,
and
my
grades
are
improving
a
lot.Unit4
I
used
to
be
afraid
of
the
dark.
第二课时教学设计和课时作业
The
Second
Period
(Section
A
3a---4c)
Teaching
Aims
1.
Knowledge
Objects：
(1)Function:
Talk
about
what
you
used
to
be
like
and
what
he
used
to
do.
(2)Key
Vocabulary:
Ss
can
master
the
following
new
words
and
phrases:
background,
interview,
Asian,
dare,
private,
guard,
require,
European,
African,
British,
speech,
public,
take
up,
deal
with,
not…anymore,
tons
of,
be
careful
with,
hang
out,
fight
on,
make
it
to
the
top,
be
afraid
of
,
give
a
speech,
in
public
(3)Target
Language:
Candy
told
me
that
she
used
to
be
really
shy
and
took
up
singing
to
deal
with
her
shyness.
I
didn’t
use
to
be
popular
in
school,
but
now
I
get
tons
of
attention
everywhere
I
go.
I
always
worry
about
how
I
appear
to
others,
and
I
have
to
be
careful
about
what
I
say
or
do.
I
used
to
be
afraid
of
the
dark.
(4)Structure:
Used
to
and
its
negative
and
interrogative
forms.
2.
Ability
Objects
①Learn
and
master
the
key
vocabulary
and
target
language.
②To
read
the
passage,
learn
and
master
how
to
talk
about
what
someone
used
to
be
like
and
what
he
used
to
do
③To
learn
to
grasp
and
use
used
to
+
verb
in
statements,
negations
and
questions.
3.
Moral
Objects
Don’t
be
so
shy.
Be
confident
of
yourself.
Practice
more,
and
you
will
sure
change.
Teaching
Key
Points：
⑴
Learn
and
master
the
key
vocabulary
and
target
language.
⑵To
learn
to
understand
and
use
used
to
+
verb
in
statements,
negations
and
questions.
Teaching
Difficult
Points：
⑴Learn
and
master
used
to
+
verb
in
statements,
negations
and
questions
correctly.
⑵To
understand
the
passage,
practice
how
to
talk
about
what
someone
used
to
be
like
and
what
he
used
to
do
Teaching
Methods：
The
Situational
Teaching
Approach,
Task-based
language
teaching
method,
The
Gaming
teaching
Method.
Teaching
Aids：
The
pictures
about
amusement
park,
PPT
Teaching
Procedures：
Step
1
Review（About
4
minutes）
Greet
the
class
as
usual.
Show
the
photos
of
Han
Hong
and
talk
about
them
with
students.
T:
Did
she
use
to
be
thin?
Ss:
Yes,
she
used
to
be
really
thin.
T:
What’s
she
like
now?
Ss:
He’s
heavy
now.
Have
students
use
“used
to”
and
“now”
to
talk
about
the
following
picture
with
their
partners.
Step
2
Play
a
game
（About
5
minutes）
Play
a
guessing
game.
Choose
a
student
in
each
group
to
describe
another
student’s
appearance,
personality
or
hobby
in
the
past,
then
the
others
guess
who
he/she
is.
The
group
that
has
correct
descriptions
is
the
winner.
Step
3
Practice（About
6
minutes）
Have
a
free
talk
with
a
student.
T:
S1,
what
did
you
like
doing
three
years
ago?
S1:
Umm,
I
liked
playing
basketball.
T:
You
used
to
play
basketball,
didn’t
you?
S1:
Yes,
I
did.
T:
Did
you
use
to
play
the
piano?
S1:
No,
I
didn’t.
T:
(to
the
class)
S1
didn’t
use
to
play
the
piano.
Teacher
writes
the
sentence
on
the
Bb
and
tells
students
that
it’s
a
negative
sentence
of
“used
to”.
Help
students
find
out
how
to
turn
the
statement
into
negative
form.
Then
explain
it
to
the
students
and
give
an
example.
Subject
+
used
to
do
sth.→Subject
+didn’t
use
to
do
sth.
He
used
to
have
short
hair.
→He
didn’t
use
to
have
short
hair.
Have
students
read
the
example
in
4a.
Then
ask
them
to
write
sentences
using
“used
to”
according
to
the
example.
Move
around
and
give
them
some
help
if
they
need.
Call
some
different
students
to
say
their
sentences
and
check
them
in
class.
Step
4
Grammar
Focus
(About
4
minutes)
Have
the
students
read
and
remember
the
sentences
in
Grammar
Focus
by
themselves,
and
then
have
them
sum
up
the
forms
of
the
declarative
sentence,
negative
sentence
and
interrogative
sentence
of
“used
to”.
Teacher
writes
the
structures
on
the
Bb
and
gives
some
explanations.
Subject
+
used
to
do
sth.
→Subject
+didn’t
use
to
do
sth.
→Did
+
Subject
+
use
to
do
sth.?
Then
have
the
students
read
and
remember
the
responses
in
Grammar
Focus,
tell
them
how
to
answer
the
questions.
Present
three
sentences
and
ask
students
to
turn
them
into
negative
sentences
and
questions.
1.
She
used
to
be
quiet.
2.
He
used
to
wear
glasses.
3.
I
used
to
play
computer
games.
Ask
the
students
to
work
individually.
Then
call
some
students
to
report
in
class
and
praise
the
students
who
don’t
have
any
mistakes.
Step
5
Writing
practice
（About
5
minutes）
Have
students
read
the
information
about
Emily
in
the
chart
of
4b,
and
then
call
one
student
to
read
the
first
line
and
the
example.
Tell
them
they
need
write
a
sentence
with
the
information
given.
Remind
them
to
pay
attention
to
describe
the
past
things
using
“used
to”
or
“didn’t
use
to”.
Have
students
write
the
sentences
individually
according
to
the
information
given.
Then
call
different
students
to
read
their
sentences
and
help
them
correct
any
mistakes.
Have
students
put
the
sentences
together
into
a
passage
about
Emily.
Ask
two
students
to
read
their
passages
and
see
how
Emily
has
changed.
Step
6
Reading
(About
11
minutes)
Lead-in:
T:
People
sure
change.
We
have
seen
how
Emily
has
changed.
How
has
Asian
pop
star
Candy
Wang
changed?
Now
let’s
read
the
article
together
and
find
how
Candy
has
changed.
While-reading:
First,
have
students
to
read
the
information
about
Candy
in
the
box
and
tell
them
the
information
appears
in
different
paragraphs.
Ask
them
to
listen
to
the
article
in
3a
and
identify
the
paragraphs
in
which
the
information
is.
Play
the
recording
and
ask
them
to
number
the
information
1-3.
Teach
some
new
words.
Then
call
three
students
to
read
the
article
and
check
the
answer.
At
the
same
time,
have
other
students
find
out
key
phrases
and
key
sentences.
Show
the
following
questions,
have
students
read
the
passage
with
the
questions
and
find
the
answers
to
the
questions.
①What
did
Candy
use
to
be
like?
②Did
she
use
to
be
popular
in
school?
What
about
now?
③Why
does
Candy
think
too
much
attention
is
a
bad
thing?
④How
does
Candy
think
young
people
can
succeed?
Call
some
students
to
answer
the
questions
and
check
the
answers
in
class.
Have
students
read
the
article
again
and
complete
the
sentences
in
3b
by
themselves.
Then
have
different
students
say
the
answers
and
check
them
in
class.
Help
students
sum
up
some
key
language
points
and
the
teacher
help
explain
the
things
they
don’t
understand.
After-reading:
T:
Suppose
you
are
the
interviewer
and
you’ll
interview
Candy,
what
questions
will
you
ask?
Please
list
your
questions.
Have
students
list
their
interview
question,
then
interview
their
partners
using
the
questions.
Call
some
pairs
to
have
an
interview
in
front
of
class.
Choose
a
best
“interviewer”
and
a
best
“star”
and
praise
them.
Step
7
Pairwork（About
6
minutes）
T:
(Show
a
picture
of
giving
a
speech)
I
used
to
be
really
shy
and
I
used
to
be
afraid
of
giving
a
speech
in
public.
Did
you
use
to
be
afraid
of
giving
a
speech
in
public?
Teach
the
new
words
“speech”
and
“in
public”
with
the
picture.
Show
the
pictures
and
ask
“Did
you
use
to
be
afraid
of…”
and
“Are
you
still
afraid
of…?,
have
students
answer
and
check
the
boxes
in
4c.
Play
an
interview
game.
Have
students
interview
their
partners
about
what
they
used
to
be
afraid
of
and
are
still
afraid
of
now.
Then
change
roles
to
practice.
A
sample
example:
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,
I
used
to
be
afraid
of
the
dark,
but
now
I’m
not
afraid
of
it.
B:
Wow!
You
are
really
brave.
Call
several
pairs
to
role-play
their
conversations
in
class.
Step
7
Summary（About
3
minutes）
Today
we
have
learned
an
article
about
Asian
pop
star
Candy
and
known
how
she
has
changed
from
a
shy
girl
to
a
pop
star.
It
tells
us
that
one
shouldn’t
be
shy
and
be
confident
of
himself
and
he
will
sure
change.
Ask
students
to
sum
up
the
important
phrases
and
the
key
sentence
they
learned.
Call
some
students
to
explain
how
to
change
the
declarative
sentences
of
“used
to”
into
negative
sentences
and
questions.
Step
8
Homework（About
1
minutes）
Write
a
passage
about
a
family
member
who
has
changed
most.
What
did
he
/she
use
to
be
afraid
of
and
like?
What
about
now?
Blackboard
Design：
Unit4
I
used
to
be
afraid
of
the
dark.
Section
A
3a-4c
Subject
+
used
to
do
sth.
→Subject
+didn’t
use
to
do
sth.
S1
didn’t
use
to
play
the
piano.
→Did
+
Subject
+
use
to
do
sth.?
Did
you
use
to
play
the
piano?
Yes,
…did./No,
…didn’t
she
used
to
be
really
shy.
I
didn’t
use
to
be
popular
in
school.
课时作业设计
Ⅰ.根据句意、汉语意思和首字母提示完成句子。
1.
The
reporter
of
our
school
newspaper
i____
(采访)the
headmaster
and
asked
a
lot
of
questions
about
Art
Festival.
2.
More
and
more
people
want
to
buy
p______(私人的)
cars
in
China.
3.
If
you
r______(需要)
further
information,
please
visit
our
website
on
the
Internet.
4.
In
the
end
David
decided
to
take
part
in
the
s______
(演讲).
5.
A
number
of
museums
are
open
to
the
p______
(公众)
with
free
admission
in
USA.
Ⅱ.
选择填空。
1.
After
leaving
the
college,
Jane
her
job
as
a
teacher
in
the
countryside.
A.
made
up
B.
put
up
C.
took
up
D.
set
up
2.
I
don’t
know
how
to
the
problems
in
my
English
study.
A.
work
with
B.
end
up
with
C.
do
with
D.
deal
with
3.
As
a
famous
singer,
she
has
to
what
she
says
or
does
in
public.
A.
be
careful
for
B.
be
careful
about
C.
be
worried
about
D.
be
excited
about
4.
The
girl
used
to
be
afraid
of
strangers.
A.
see
B.
saw
C.
seeing
D.
to
see
5.
Mary
looked
a
bit
nervous
because
it
was
the
first
time
she
had
made
a_____
in
public.
A.
talk
B.
joke
C.
speech
D.
story
Ⅲ.
句型转换。
1.
I
used
to
get
up
early
in
the
morning.（改为一般疑问句）
you
to
get
up
early
in
the
morning?
2.
The
little
boy
used
to
wear
a
pair
of
glasses.
(改为否定句)
The
little
boy
to
wear
a
pair
of
glasses.
3.
My
father
used
to
watch
TV
at
her
supper.
(变成反意疑问句)
My
father
used
to
watch
TV
after
supper,
?
4.
As
a
famous
singer,
Candy
doesn’t
have
much
private
time
anymore.
(改为同义句)
As
a
famous
singer,
Candy
has
much
private
time.
5.
Jim
used
to
watch
some
scary
movies.
(划线提问)
did
Jim
to
watch？
教学反思
本节课是一节读写课，各教学环节环环相扣，设计精妙，相互呼应，铺垫自然。开始时，复习后的描述同学的游戏让学生对学习充满兴趣，很快地进入了学习状态，并能在竞争中感受英语学习的乐趣。全部教学活动处处以学生为中心，任务活动层层深入，让学生在练中学，学中练，真正达到了“学为了使用”的目的。
读写教学围绕与学生密切相关、所熟知的材料展开，由于谈论的是与自己相关的情况，学生们积极性高，都有着强烈的表达欲望。听说读写相互融合，从知识的感知、领悟再到运用，最后完成由知识向能力的迁移。语法教学没有拘泥于单纯地讲解，而是把语法的训练和谈论人的变化融合在一起，不会显得枯燥，学生也更容易掌握。
由于教学内容较多，思想教育方面挖掘不够深入，应注意从个人变化的原因入手，进一步培养学生自信、奋进向上的生活态度。
第二课时作业设计答案
Ⅰ.
1.
interviewed
2.
private
3.
require
4.
speech
5.
public
Ⅱ.1-5CDBBC
Ⅲ.
1.
Did;
use
2.
didn’t;
use
或used
not
3.
didn’t
/usedn’t
;
he
4.
no;
more
5.
What;
use
