Iusedtobeafraidofthedark教案.docx

Iusedtobeafraidofthedark教案.docx

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Iusedtobeafraidofthedark教案

Iusedtobeafraidofthedark教案

　　Unit2Iusedtobeafraidofthedar

　　I.Learningobjectives教学目标

　　Sill

　　Focus

　　Talaboutappearancesandpersonalities.

　　Talaboutexperiences.

　　Listen,andritetheparisonbeteenthepastandno.

　　Talabouthatyouusedtobelie

　　Language

　　Focus

　　功

　　能

　　句

　　式

　　Talaboutappearances

　　-ariousedtobeshort.

　　-yes,hedid.Noheistall.

　　-Didyouusetohavestraighthair?

　　-No,Ididn’t

　　Talaboutpersonalities

　　-Iusedtobereallyquiet.

　　-Ino.Noyouareveryoutgoing.

　　Talaboutexperiences

　　-Didyouusetoplaythepiano?

　　-No,Ididn’t,

　　-Didyouusetobeafraidofthedar?

　　-yes,Idid.

　　词汇

　　重点词汇

　　chechataffordcauseasteinsectguicdeathpatientdecisionattentioncandyairplanedaily.

　　认读词汇

　　airplane,terrify,insect,che,gu,chat,daily,exactl

　　词组

　　beinterestedinbeterrifiedofgotosleepintheendaeadecisionheadteacher.toone’ssurpriseeventhough

　　nolongernot…anyoregiveuppayattentionto.

　　语法

　　Theusageof“usedtodo”

　　Hedidn’tusedtolietests.

　　Didheusedtolietests?

　　yes,hedid./No,hedidn’t

　　Strateg

　　Focus

　　Brainstoring

　　paring

　　culture

　　Focus

　　hatdoyouthinofthechangesofpeople?

　　Hotodealithchanges?

　　II.Teachingaterialsanalyzingandrearranging教材分析和重组

　　本单元以Iusedtobeafraidofthedar为话题，共设计了四个部分的内容。

　　．教材分析

　　SectionA

　　该部分有4个内容模块：

块围绕hatdidheusetoloolie?

为话题展开思维、听力口语训练；第二模块围绕hatdidyouusetodo?

为话题进行听力、口语训练；第三模块在以上两模块的基础上以Didyouusetobeafraidofthedar为话题展开训练，训练形式为填写表格；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；模块是思维与口语训练；第二模块就usedtodo句式进行听力与口语训练；第三个模块hatdidyouusetodo这一话题进行阅读与写作训练；第四模块让学生进行调查活动，从而提高他们的口语表达能力。

　　Selfchec

　　该部分分为2个模块；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；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。

　　．教材重组

　　Period1Nefunctionpresenting

　　Period2Practice

　　Period3Integrativesills

　　Period4Reading

　　Ⅲ.Teachingproceduresandays教学过程与方式Period1Nefunctionpresenting

　　Teachinggoals教学目标

　　Languagegoals语言目标

　　ords＆expressions.

　　usedto，beinterestedin

　　eysentences

　　ario,youusedtobeshort,didn’tyou?

yesIdid

　　Didyouusetoplaythepiano?

No,Ididn’t.

　　Abilitygoals能力目标

　　Enablethestudentstotalaboutappearancesandpersonalities.

　　Eotion＆attitudegoals情感和态度目标

　　Enablethestudentstodealithchangescorrectly.

　　Strategygoals策略目标

　　Enablethestudentstodescribeappearancesandpersonalitiesbyparing.

　　cultureaarenessgoals文化意识目标

　　Peoplehavedifferentbehaviorsduringdifferentagesindifferentcountries.

　　Teachingiportantpoints教学重点

　　Thestructure“usedto”anditsnegativeandinterrogativefors.

　　StepIRevision

　　AsthestudentstotalabouttheaystheyhaveusedinEnglishlearningbefore.

　　T:

SinceEnglishlearningissuchapopulartopicaongiddleschoolstudents,nearlyeveryoneofusarethiningaboutonequestion:

hocaneiproveourEnglishquicly.Asateacher,IthinthefirstthingtodoistoiproveouraysoflearningEnglish.hataysoflearningdidyouusebefore?

Didtheaysyouusedbeforehelpyoualot?

　　S1:

IthinyaysoflearningEnglishhashelpedealot.AndyEnglishisalaysthebest.TheostiportantthinginlearningEnglishis,Ithin,topracticehatehavelearnedeveryday,toreadaloud,toriteoreoften…

　　S2:

I’notgoodatEnglish.ThereustbesoethingrongithyayofstudyingEnglish.Itdoesn’toratallevenifIorharder.IreadandritethenevocabularyanytieseveryeveningandonlytofindthatIcan’treebertheall.hatshouldIdono?

　　Ifsuchproblesarises,offersoesuggestionsanddiscussiththestudents.

　　T:

Inypointofvie,itisnotveryusefultoreebersoeneordsbyerelyreadandritethetieandagain.Thebestaytolearnnevocabularyistopracticetheinthesentences.justpareyourayoflearningEnglishiththethatofthefirststudent.youcanfindthathe/sheneverreeberordsbyritingorreadingordsonly.AfterelearnedUnit1,IbelieveostofushavechangedsoeofyourbadaysinEnglishlearning.Thisisveryiportant.Everythingchangesexceptchangeitself.eareaingprogressinEnglishlearning.Soeon.youarethebest.Learnfroyourpastandaeorechange!

　　StepIILead-in

　　T:

Astiegoeson,earechangingeveryday.Forexaple,earegroingtallerandourhairlongerandlongerdaybyday.ourappearances,personalities,etc.changeiththegroingyears.Nothinaboutyourchangesinthepastyears.Here’saveryusefulexpressiontohelpyouexpressyourself.

　　Shothefolloingexpressiontothestudents.

　　usedtobe+adj:

过去常常是

　　usedto+v:

过去常常做

　　T:

It’sveryeasytoputtheexpressioninuse.Looatthefolloingexaples.

　　Shothefolloingexaplesandasthestudentstoreaditrepeatedly.

　　Sheusedtobeshort.

　　Heusedtobenaughty.

　　Tousedtobebetter.

　　IusedtoritediaryyselfhenIashisage.

　　eusedtosieverydayheneerechildren.

　　eusedtogrobeautifulroses.

　　Igetonellithhi.BetterthanIusedto.

　　Shedidn’tusedtodoit,didshe?

　　youusedn’ttoaethatistae.

　　Usedyoutoaethatstoriesupoutyouronhead?

　　Usedyoutoplaybasetball?

　　Itusednotbesohotinsuerinforeryears.

　　youusedtoliveinLondon,usedn’tyou?

　　Thereusedtobesoetreesinthisfield,usedn’tthere?

　　StepIIIListening

　　Asthestudentstoreadtheinstructionsandsentencesin1bfirst,thenlistentotherecordingbeteenBobandhisfriends.

　　T:

Hotieflies!

Bobandhisfriendshaven’tseeneachotherforfouryears.Notheyseeeachotheragainonasunnyday.LooatthepictureonPage10.hatchangescanefindabouthisfriends?

　　S1:

Theyallgrostallerthanbefore.Theyallusedtobeshorter.

　　S2:

Tina’shairislongerno.Butsheusedtohaveshorthair.

　　S3:

Ayusedtobeshortandsheusedtoearcurlyhair.Butsheistallandhasstraighthairno!

　　T:

Goodguesses!

Nolistentothedialoguebeteenthe.Theyallchangedalot.illBobfeelsurprised?

　　Playtherecordingforthefirsttie.

　　T:

Forthefirsttie,listenandfindouthodoesBobfeelabouthisfriends’changes?

　　checanddiscusstheansersiththestudents,reindingthestudentsoftheintonationofBobintherecording.Thenasthestudentstolistenforthesecondtie.

　　T:

Forthesecondlistening,pleasepayattentiontothechangesofhisfriends.youayritedontheeyordsyouhear.

　　Playtherecordingforthesecondtie.Thenasthetofillintheblansandchectheansersiththe.

　　StepIVListing

　　Asthestudentstolisttheordstodescribepeople’sappearancesandpersonalities.

　　T:

Frotheabovepictureandrecording,efoundthatanychangeshavetaeplaceinBob’sfriends.Nooringroupsandtrytolisttheordstodescribepeople’sappearancesandpersonalities.

　　Saplelists:

　　light-bronhair,curlyhair,blachair,bronhair,broneyes,blueeyes,pale,attractive,fat,thin,cool,sli,healthy,strong,good-looing,handsoe,pretty,beautiful,sic,long

　　Asthestudentstofillinthechart.Thenchectheansers.

　　StepVListening

　　Asthestudentstodothelisteningor.

　　T:

Nextyouillhearsoeotherordsusedtodescribepeople’sappearancesandpersonalities.Listenandchectheordsyouhear.

　　Playtherecording.Thenchectheansers.

　　T:

Listenagainandfillintheblansinthedialogueiththeordsyouhear.

　　Playtherecordingagain,thenchectheansers.Thenasthestudentstopracticethedialogue.

　　Sapledialogue:

　　S1:

Hi,there.Don’tyoureebere?

　　S2:

oh,sorry.Ican’treeberno.

　　S1:

I’jessie.eereinthesaeclasshenestudiedinNanshanPriarySchool.

　　S2:

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

　　S1:

yeah.Iasn’tverytall.

　　S2:

No,youeren’t.butyouerealayshappy.aitainute!

Didyouusedtoplaybasetballafterschool?

　　S1:

yes,Idid.ButnoI’oreinterestedinplayingvolleyball.IplayvolleyballandI’onthevolleyballtea.

　　S2:

o!

Peoplesurechange.

　　StepVIHoeor

　　T:

Inthisperiod,eainlylearned“usedto”questionsand“usedto”stateents.

　　Shothefolloingtothestudents.Asthetoreadtheexaplesentences.

　　usedto→Did…+usetodo”→didn’t

　　e.g.1.Heusedtobequiet.

　　Theyusedtoplaysoccer.

　　-Didyouusetoplayputergaes?

　　-yes,Idid.

　　-Didsheusetohaveshorthair?

　　-No,shedidn’t.

　　Thenasthetoriteashortpassageaboutthechangeoftheselves.Andpre-read3aonPage12.