I used to be afraid of the dark教案.docx

I used to be afraid of the dark教案.docx

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Iusedtobeafraidofthedark教案

Iusedtobeafraidofthedark教案

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　　Unit2IusedtobeafraidofthedarkI.Learningobjectives教学目标SkillFocusTalkaboutappearancesandpersonalities.Talkaboutexperiences.Listen,andwritethecomparisonbetweenthepastandnow.TalkaboutwhatyouusedtobelikeLanguageFocus功能句式Talkaboutappearances-mariousedtobeshort.-yes,hedid.Nowheistall.-Didyouusetohavestraighthair?

-No,Ididn’tTalkaboutpersonalities-Iusedtobereallyquiet.-Iknow.Nowyouareveryoutgoing.Talkaboutexperiences-Didyouusetoplaythepiano?

-No,Ididn’t,-Didyouusetobeafraidofthedark?

-yes,Idid.词汇1.重点词汇chew

　　chat

　　afford

　　cause

　　waste

　　insect

　　gum

　　comic

　　deathpatient

　　decision

　　attention

　　candy

　　airplane

　　daily.2.认读词汇airplane,terrify,insect,chew,gum,chat,daily,exactly3.词组beinterestedin

　　beterrifiedof

　　gotosleep

　　intheend

　　makeadecision

　　headteacher.

　　toone’ssurprise

　　eventhough

　　nolonger

　　not…anymore

　　giveup

　　payattentionto.语法Theusageof“usedtodo”Hedidn’tusedtoliketests.Didheusedtoliketests?

yes,hedid./No,hedidn’tStrategyFocus1.BparingcultureFocuswhatdoyouthinkofthechangesofpeople?

Howtodealwithchanges?

II.Teachingmaterialsanalyzingandrearranging教材分析和重组本单元以Iusedtobeafraidofthedark为话题，共设计了四个部分的内容。

1．教材分析SectionA该部分有4个内容模块：

第一块围绕whatdidheusetolooklike?

为话题展开思维（1a）、听力（1b）口语（1c）训练；第二模块围绕whatdidyouusetodo?

为话题进行听力（2a-2b）、口语训练（2c）；第三模块在以上两模块的基础上以Didyouusetobeafraidofthedark为话题展开训练，训练形式为填写表格（3b）；第四模块拓展思维，让学生随意谈论自己的过去与现在，并简单陈述一下发生变化的原因。

SectionB该部分仍为4个模块；第一模块是思维（1a）与口语（1b）训练；第二模块就usedtodo句式进行听力（2a-2b）与口语（2c）训练；第三个模块whatdidyouusetodo这一话题进行阅读与写作（3b-3c）训练；第四模块让学生进行调查活动（4a-4b），从而提高他们的口语表达能力。

Selfcheck该部分分为2个模块；第一个模块以填空形式对新词汇进行训练；第二模块要求学生跟句图画中所提供的信息展开写作训练。

Reading该部分设置了5项任务；第一项任务以对话形式启发学生介绍自己的过去与现在，为下一任务作铺垫；第二项任务让学生快速阅读，了解大意；第三项任务以填空形式让学生了解段与段，句与句之间的关系；第四项任务要求学生了解的细节；第五项任务要求学生用新学知识展开活动，具备真正运用语言的能力。

2．教材重组Period1

　　NewfunctionpresentingPeriod2

　　PracticePeriod3

　　IntegrativeskillsPeriod4

　　ReadingⅢ.Teachingproceduresandways教学过程与方式Period1

　　NewfunctionpresentingTeachinggoals教学目标Languagegoals语言目标1.words＆expressions.usedto，beinterestedin2.keysentencesmario,youusedtobeshort,didn’tyou?

yesIdidDidyouusetoplaythepiano?

No,Ididn’t.Abilitygoals能力目标Enablethestudentstotalkaboutappearancesandpersonalities.Emotion＆attitudegoals情感和态度目标Enablethestudentstodealwithchangescorrectly.Strategygoals策略目标Enablethestudentstodescribeappearancesandpersonalitiesbycomparing.cultureawarenessgoals文化意识目标Peoplehavedifferentbehaviorsduringdifferentagesindifferentcountries.Teachingimportantpoints教学重点Thestructure“usedto”anditsnegativeandinterrogativeforms.StepI

　　RevisionAskthestudentstotalkaboutthewaystheyhaveusedinEnglishlearningbefore.T:

SinceEnglishlearningissuchapopulartopicamongmiddleschoolstudents,nearlyeveryoneofusarethinkingaboutonequestion:

howcanweimproveourEnglishquickly.Asateacher,IthinkthefirstthingtodoistoimproveourwaysoflearningEnglish.whatwaysoflearningdidyouusebefore?

Didthewaysyouusedbeforehelpyoualot?

S1:

IthinkmywaysoflearningEnglishhashelpedmealot.AndmyEnglishisalwaysthebest.ThemostimportantthinginlearningEnglishis,Ithink,topracticewhatwehavelearnedeveryday,toreadaloud,towritemoreoften…S2:

I’mnotgoodatEnglish.TheremustbesomethingwrongwithmywayofstudyingEnglish.Itdoesn’tworkatallevenifIworkharder.IreadandwritethenewvocabularymanytimeseveryeveningandonlytofindthatIcan’trememberthemall.whatshouldIdonow?

Ifsuchproblemsarises,offersomesuggestionsanddiscusswiththestudents.T:

Inmypointofview,itisnotveryusefultoremembersomenewwordsbymerelyreadandwritethemtimeandagain.Thebestwaytolearnnewvocabularyistopracticetheminthesentences.justcompareyourwayoflearningEnglishwiththethatofthefirststudent.youcanfindthathe/sheneverrememberwordsbywritingorreadingwordsonly.AfterwelearnedUnit1,IbelievemostofushavechangedsomeofyourbadwaysinEnglishlearning.Thisisveryimportant.Everythingchangesexceptchangeitself.wearemakingprogressinEnglishlearning.Socomeon.youarethebest.Learnfromyourpastandmakemorechange!

StepII

　　Lead-inT:

Astimegoeson,wearechangingeveryday.Forexample,wearegrowingtallerandourhairlongerandlongerdaybyday.ourappearances,personalities,etc.changewiththegrowingyears.Nowthinkaboutyourchangesinthepastyears.Here’saveryusefulexpressiontohelpyouexpressyourself.Showthefollowingexpressiontothestudents.usedtobe+adj:

过去常常是usedto+v:

过去常常做T:

It’sveryeasytoputtheexpressioninuse.Lookatthefollowingexamples.Showthefollowingexamplesandaskthestudentstoreaditrepeatedly.Sheusedtobeshort.Heusedtobenaughty.Tomusedtobebetter.IusedtowritediarymyselfwhenIwashisage.weusedtoswimeverydaywhenwewerechildren.weusedtogrowbeautifulroses.Igetonwellwithhim.BetterthanIusedto.Shedidn’tusedtodoit,didshe?

youusedn’ttomakethatmistake.Usedyoutomakethatstoriesupoutyourownhead?

Usedyoutoplaybasketball?

Itusednotbesohotinsummerinformeryears.youusedtoliveinLondon,usedn’tyou?

Thereusedtobesometreesinthisfield,usedn’tthere?

StepIII

　　ListeningAskthestudentstoreadtheinstructionsandsentencesin1bfirst,thenlistentotherecordingbetweenBobandhisfriends.T:

Howtimeflies!

Bobandhisfriendshaven’tseeneachotherforfouryears.Nowtheyseeeachotheragainonasunnyday.LookatthepictureonPage10.whatchangescanwefindabouthisfriends?

S1:

Theyallgrowstallerthanbefore.Theyallusedtobeshorter.S2:

Tina’shairislongernow.Butsheusedtohaveshorthair.S3:

Amyusedtobeshortandsheusedtowearcurlyhair.Butsheistallandhasstraighthairnow!

T:

Goodguesses!

Nowlistentothedialoguebetweenthem.Theyallchangedalot.willBobfeelsurprised?

Playtherecordingforthefirsttime.T:

Forthefirsttime,listenandfindouthowdoesBobfeelabouthisfriends’changes?

checkanddiscusstheanswerswiththestudents,remindingthestudentsoftheintonationofBobintherecording.Thenaskthestudentstolistenforthesecondtime.T:

Forthesecondlistening,pleasepayattentiontothechangesofhisfriends.youmaywritedownthekeywordsyouhear.Playtherecordingforthesecondtime.Thenaskthemtofillintheblanksandchecktheanswerswiththem.StepIV

　　ListingAskthestudentstolistthewordstodescribepeople’sappearancesandpersonalities.T:

Fromtheabovepictureandrecording,wefoundthatmanychangeshavetakeplaceinBob’sfriends.Nowworkingroupsandtrytolistthewordstodescribepeople’sappearancesandpersonalities.Samplelists:

light-brownhair,curlyhair,blackhair,brownhair,browneyes,blueeyes,pale,attractive,fat,thin,cool,slim,healthy,strong,good-looking,handsome,pretty,beautiful,sick,longAskthestudentstofillinthechart.Thenchecktheanswers.StepV

　　ListeningAskthestudentstodothelisteningwork.T:

Nextyouwillhearsomeotherwordsusedtodescribepeople’sappearancesandpersonalities.Listenandcheckthewordsyouhear.Playtherecording.Thenchecktheanswers.T:

Listenagainandfillintheblanksinthedialoguewiththewordsyouhear.Playtherecordingagain,thenchecktheanswers.Thenaskthestudentstopracticethedialogue.Sampledialogue:

S1:

Hi,there.Don’tyourememberme?

S2:

oh,sorry.Ican’tremembernow.S1:

I’mjessie.wewereinthesameclasswhenwestudiedinNanshanPrimarySchool.S2:

oh,Igotit.jessie,youusedtoreallyshort,didn’tyou?

S1:

yeah.Iwasn’tverytall.S2:

No,youweren’t.butyouwerealwayshappy.waitaminute!

Didyouusedtoplaybasketballafterschool?

S1:

yes,Idid.ButnowI’mmoreinterestedinplayingvolleyball.IplayvolleyballandI’monthevolleyballteam.S2:

wow!

Peoplesurechange.StepVI

　　HomeworkT:

Inthisperiod,wemainlylearned“usedto”questionsand“usedto”statements.Showthefollowingtothestudents.Askthemtoreadtheexamplesentences.usedto→Did…+usetodo”→didn’te.g.

　　.Heusedtobequiet.2.Theyusedtoplaysoccer.3.-Didyouusetoplaycomputergames?

-yes,Idid.4.-Didsheusetohaveshorthair?

-No,shedidn’t.Thenaskthemtowriteashortpassageaboutthechangeofthemselves.Andpre-read3aonPage12.

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