Unit-4-I-used-to-be-afraid-of-the-dark.教案.doc

Unit 4 I used to be afraid of the dark.
Section A 1 (1a-2d)
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词： humorous, silent, helpful, from time to time, score
能掌握以下句型：
① Paula used to be really quiet.
② —Did Mario use to be short? —Yes, he did.
③ —What’s he like now? —He’s tall now.
2) 能够用英语描述自己或他人过去常常做的事情；发现自己或他人在外表、性格、兴趣等方面所发生的变化。
2. 情感态度价值观目标：
让学生明白事物是在不断发展、变化的道理，培养学生积极向上的心态。
二、教学重难点
1. 教学重点：
1)掌握本课时中出现的生词humorous, silent, helpful, from time to time, score
2) 学会描述自己或他人过去常常做的事情基本句型：
I used to…
3）发现自己或他人在外表、性格、兴趣等方面所发生的变化。
2. 教学难点：used to do/be 句型
三、教学过程
Ⅰ. Lead in
1. 大屏幕展示Ryan Carter的几张照片，引导学生们来描述他的长相特点。
T: What does he look like?
S1：He has long curly blonde hair.
S2: He has a round face, two big eyes. He’s a little heavy.
T: Does he like his hair? Can you guess?
S1：No, he does. He wants to cut it short.
S2: …
T: Do you want to know about his story?
S3: Sure. We’d love to.
T: Ryan’s hair is soft and beautiful. His mother thinks it’s really wonderful. So she can’t stand cutting his beautiful hair. But some of Ryan’s friends say that Ryan can’t play with them because he looks like a girl.
Ⅱ. Words presentation
1. Look at the chart in 1a, then discuss with your group mates. Try to fill in the chart with words to describe people.
Appearance Personality
tall
straight hair
outgoing
funny

2. Let some Ss say their answers. Let other Ss add more.
Appearance: tall, straight hair, short, of medium height, straight/curly hair, long/short hair, heavy, thin, of medium built …
Personality: Outgoing, shy, funny, serious, cute, quiet, kind, brave, friendly, active
3. Lear the new words with the Ss: humorous, silent, helpful, from time to time, score
Ⅲ. Presentation
Show two different pictures of some famous people. Talk about their differences.
1. Jiang Wen:
Jiang Wen used to wear glasses, but he doesn’t wear glasses now.
2. Zhang yishan
Zhang yishan used to be short, but he is tall now.
T: Explain the use of “used to do/be …” to the Ss.
Ⅳ. Listening
1. T: Bob hasn’t seen some of his friends for four years. Now he’s seeing his friends. What did his friends use to like? Listen and fill in the blanks.
2. Play the recording for the Ss to listen.
3. Ss listen and try to fill in the blanks with the right words.
4. Play the recording again. Let Ss check their answers.
Ⅴ. Pair work
1. Look at the picture in 1a and make conversations in pairs.
2. Ss work in pairs to ask and answer the appearance about Mario, Amy and Tina.
3. Let some pairs ask and answer in pairs.
e.g. A: Did Mario use to be short?
B: Yes, he did. He used to be really short.
A: What’s he like now?
B: He’s tall now.
Ⅵ. Listening
Work on 2a:
T: Paula has changed a lot in the past few years. Do you want to know what she used to be?
1. Look at the words in 2a. Let some Ss read the words aloud. Make sure all the Ss know the meaning of the words.
2. Play the recording for the Ss to listen and check the words they hear.
3. Play the recording again to check the answers.
Work on 2b:
1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they know what to do.
2. Play the recording for the Ss to fill in the blanks with the right words.
3. Play the recording again to check the answers.
4. Play the recording once more and anwer the questions.
Ⅶ. Pair work
1. Tell Ss to make conversations about Paula using the information in 2a.
2. Let some pairs act out their conversations before the class.
e.g. A: Paula used to be really short?
B: I know. She was always silent in class.
Ⅷ. Role-play
1. Read the conversation and Let Ss read after the teacher.
2. Read the conversation again and complete the blanks.
Bill has changed so much! He used to be ____ and _____. His face always ______ ___ when he talked to girls! He studied hard and got good ______ on his exams. He used to be ____, but now he is ___ and _______.
Keys: shy quiet turned red scores thin big strong
3. Ask Ss to role-play the conversation in groups.
IX. Language points
1. I used to be afraid of the dark.
used to do sth. 过去常常做某事
表示过去经常性或习惯性的动作或状态，暗指现在已经不存了，强调过去与现在的对比。
used to的否定形式有两种：didn’t use to或usedn’t to。
used to用于疑问句时，可借助助动词did，也可以将used提到主语前。
e.g. They used to be good friends. 他们过去是好朋友。 (暗示现在不是了)
Mrs Brown didn’t use to / usedn’t to travel in summer.
布朗夫人过去夏天不旅游。
Did you use to / Used you to play the guitar? 他过去弹吉他吗？
【拓展】几个易混结构的比较：
结构
意义
to的作用
used to do sth.
过去常常做某事
不定式符号
use ... to do sth.
用……做……
be used to do sth.
被用来做……
be used to doing sth.
习惯于做某事
介词
use ... to do sth. 用……做……
e.g. They use the knife to cut meat. 他们用刀切肉。
be used to do sth. 被用来做某事
e.g. This kind of wood is used to make paper. 这种木头是被用来做纸的。
be / get used to sth. / doing sth. 习惯于某事 / 做某事
e.g. Lucy has been used to (eating) Chinese food. Lucy已经习惯(吃)中餐了。
I think you’ll get used to the climate soon.
我想不久你就会习惯这种气候的。
2. She still plays the piano from time to time.
from time to time是一个固定短语，意为“间或；有时”，常在句中作状语。
e.g. Tom goes to visit his grandmother in the countryside from time to time.
汤姆时常去看望住在农村的奶奶。
3. He studied hard and got good scores on his exams.
score n. 得分；进球
e.g. He got high scores in the examination. 考试中他得了高分。
4. This party is such a great idea!
He used to be so shy and quiet.
such与so 辨析
such为形容词，意为“这（那）样的；主要修饰名词；
so是副词，意为“这（那）么；如此地”，主要修饰形容词、副词和分词。
e.g. Do you like such weather? 你喜欢这样的天气吗？
I’m so glad to see you. 很高兴见到你。
He can draw so well. 他画得那么好。
当名词前有many，much，few或little等词修饰时，要用so而不用such。
e.g. There are so many / few people in the hall. 大厅有这么多/这么少的人。
You have so much / little homework today. 你今天有这么多/这么少的作业。
“such + a / an +形容词+可数名词单数 形式”相当于“so +形容词+a / an +可
数名词单数形式”，表示“如此……的一个……”。
e.g. She is such a lovely girl. = She is so lovely a girl. 她是这个如此可爱的女孩。
XI, Homework
Recite the conversation in 2d after school.

Section A 2 (3a-3c)
一、教学目标：
1. 语言知识目标：
1) 学习掌握下列词汇： background, interview, Asian, deal with, dare, private, guard, require
2） 阅读短文，能按要求获取相关的信息。
3） 通过阅读训练来提高学生们的阅读能力。
4) 学习运用used to来表达“过去常常”存在的状态或的发生的动作。
2. 情感态度价值观目标：
让学生明白事物是在不断发展、变化的道理，培养学生积极向上的心态。
二、教学重难点
1. 教学重点：
1) 掌握本部分出现的生词和词组，达到熟练运用的目标。
2) 阅读短文，获得相关的信息。通过阅读练习，来提高阅读能力。
2. 教学难点：
1) 阅读短文，获得相关的信息的能力。
2) 理解并运用所学的词汇及表达方式。
三、教学过程
Ⅰ. Revision
Ⅱ. Warming up
展示一张Candy Wang的照片，并询问学生们如下问题。
1. Who’s beautiful and outgoing girl? She’s the famous singer Candy Wang.
2. Can you guess what she was like?
Yeah, she used to be very shy.
3. Do you want to know her story?
She took up singing to deal with her shyness.
As she got better, she was not shy anymore and loved singing in front of crows. Now she’s the Asian pop star.
Ⅲ. Reading
Work on 3a
1. Tell Ss to read the article and identify the paragraphs in which the following information appears. Number the information [1-3].
____ how Candy’s life has changed
____ Candy’s advice to young people
____ Candy’s background
Ss read the article quickly and try to number the information.
Ⅳ. Careful Reading
1. Read the first passage again and answer these questions:
1) How old is Candy Wang?
2) What was she like?
3) Why did she take up singing?
4) What’s she like now?
Ss try to read and find the answers to these questions.
Then check the answers with the Ss
2. Read the second passage and fill in the chart.
3. Read the third paragraph and fill in the blanks.
Candy’s advice to young people who want to become famous:
1. People have to be __________ to ____ _____ your ______ life.
2. You can never imagine how ________ the road to ________ is.
3. You really require a lot of ________ and ___________ to succeed.
4. Only a very small _______ of people make it to the _______ .
Check the answers with the Ss.
Ⅴ. Careful Reading
1. Work on 3b:
1. 学生们再次阅读短文内容，并完成3b中的内容。
1. She used to be shy, but now she’s not shy ________.
2. She didn’t use to be _______ in school, but now she gets lots of attention.
3. She used to ________ with friends, but it is almost impossible now.
4. She didn’t use to ___________ how she appears to others, but now she does.
2. 学生们先读3b中的四个句子，理解其大意，然后仔细回读短文，找到相关信息，并完成句子。
3. 让学生们相互讨论，并校对答案。
2. Work on 3c
1. 告诉学生们本学习活动的要求：假设你是一名采访者，你伙伴是Candy，你向她询问问题，她来回答。
2. Ss work in pairs. Try to ask and answers questions according to the passage.
3. Let some pairs ask and answer.
Ⅵ. Language points
1. I interviewed 19-year-old Asian pop star Candy Wang.
interview v. 采访
e.g. We are going to interview the Minister of Education.
我们打算去采访教育部长。
2. Candy told me that she used to be really shy and took up singing to deal with her shyness.
take up 开始；从事；接纳；占据；继续做
e.g. The table takes up too much room. 这桌子太占地方了。
They have taken up golf. 他们开始学起打高尔夫球了。
拓展：take相关词组
take off 起飞；脱下；动身take on 承担；呈现take over 接受；接管；借用；接办
take down 记下；取下 take place 发生；进行；举行 take a look 看一下
take a walk 散步 take away 带走，拿走，取走take care of 照顾；注意；抚养
take charge 掌管，负责
deal v. 对待；处理 (dealt, dealt)
deal with 应对；处理
e.g. Have you dealt with these letters yet? 这些信件你处理了吗？
shyness n. 害羞
3. As she got better, she dared to sing in front of her class, and then for the whole school.
dare v. 敢于；胆敢
dare to do sth. 敢于做某事
e.g. He doesn’t dare to jump from the top of the wall. 他不敢从墙上跳下来。
4. Now she’s not shy anymore and loves singing in front of crowds.
not … anymore 不再……
e.g. People are not interested in movies anymore.
人们不再对电影感兴趣了。
5. … but now I get tons of attention everywhere I go.
get tons of attention 被众人所关注
tons of sth. 很多；极多
e.g. They have tons of work every day. 他们每天都有大量的工作要做。
6. And I don’t have much private time anymore.
private adj. 私人的；私密的
e.g. Mr. Smith is rather secret about his private life.
史密斯先生对自己的私生活相当保密。
7. Many times I thought about giving up, but I fought on.
fight (fought, fought) 努力去做，尝试；战斗，搏斗；争取
fight on 奋力坚持
e.g. We must fight on until the end of the battle. 我们必须坚持到战斗结束。
8. You really require a lot of talent and hard work to succeed.
require v. 需要；要求
e.g. Fishing requires a lot of patience. 钓鱼需要很大的耐心。
Homework
1. Read the passage several times after school.
2. Make sentences with these words.
interview; deal with; dare to…; not…any more; require; used to

Section A 3 (Grammar Focus-4c)
一、教学目标：
1. 语言知识目标：
1) 学习掌握下列词汇：European, African, British, speech, public, in public
2）进行一步复习巩固学习Section A 部分所学的生词和词组。
3）掌握如何表达过去常常做的事情或状态的句型。
4) 掌握used to的不同句型用法，并通过不同方式的练习，来熟练运用这些句型。
2. 情感态度价值观目标：
让学生明白事物是在不断发展、变化的道理，培养学生积极向上的心态。
二、教学重难点
1. 教学重点：
1) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。
2) 总结 used to 的不同句型。
2. 教学难点：
1) 学习运用表达过去常常做的事情或状态的句型
2) 掌握used to的用法。
三、教学过程
Ⅰ. Warming up and revision
1. Have a dictation of the new words learned in the last class.
2. Review some main phrases we learned in the last class. Check the homework.
3. Let some Ss tell something about the Candy Wang.
① Candy Wang’s background.
② The change of Candy Wang’s life
③ Candy Wang’s advice to young people who want to succeed.
Ⅱ. Grammar Focus.
1. 学生阅读Grammar Focus中的句子，然后做填空练习。
① 我以前是矮个子。
I ______ ____ be short.
② 我以前在学校常不受欢迎。
I ______ _____ to be popular in school.
③ 保拉以前的确不爱说话。
Paula _____ ____ be really short.
④ 她以前不喜欢小测试。
She _____ _____ _____ like tests.
⑤ 你以前很矮，不是吗？
You used to be short, ______ _______?
是的，我是。/ 不，不是。
Yes, I _____. / No, I _______.
⑥ 他以前戴眼镜吗？
____ he _____ ______ wear glasses?
是的，他戴。/ 不，他不戴。
Yes, he _____./ No, he ______.
2. 学生们根据记忆，看大屏幕来完成填空练习。
3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。
Ⅲ. Grammar
一、used to 的用法
used to 意为“过去常常”，用于表示过去习惯性的动作或存在的状态（强调与现在的对比，暗示现在不做了）。其中to为不定式符号，后跟动词原形。used to只用于一般过去时态，没有人称和数的变化。例如：
Tom used to be very thin, but now he’s big and strong.
汤姆以前很瘦，但现在他又高又壮。
二、句式结构：
1. 否定句
used not
主语 + to do sth.
didn’t use
2. 一般疑问句
Did + 主语 + use + to do…?
答语：Yes, sb did. / No, sb didn’t.
3. 反意疑问句
主句，didn’t + 人称代词？
例如：
—Did you use to go to museums? 你过去常去博物馆吗？
—Yes, I did. / No, I didn’t. 是的。/ 不是。
Your brother used to have noodles for breakfast, didn’t he?
你哥哥过去早餐常吃面条，不是吗？
三、辨析
used to do sth.
表示过去习惯性的动作或存在的状态。to后跟动词原形，只用于一般过去时态。
be used to + n./pron./doing
意为“习惯于……”，to是介词，后接名词、代词或动名词。可用于各种时态。
get/become used to sth./doing sth.
意为“逐渐习惯于……”，强调这一习惯的过程，to是介词。
be used to do
意为“被用来做……”，被动语态结构，to后跟动词原形。
be used for doing sth
意为“被用来……”，介词for表示功能、用途。
IV. Practice
Work on 4a:
1. 让学生们每个句子中所给的词汇，猜测句子的大意，为编写句子做好准备。
1) Grace/watch a lot of TV/watch a lot of movies
2) my mom/have curly hair/have straight hair
3) Jerry/read books on European history/ read books on African culture
4) Sandy /teach British English / teach American English
2. 根据句意及其他相关信息确定句子的时态。
3. 学生们尝试写出正确的句子。
4. 最后，通读一遍句子，进行综合理解，看句子内容是否通顺，合理。
5. Check the answers with the Ss.
Work on 4b:
1. Tell Ss to read the chart in 4a and try to write sentences about Emily with information.
Five years ago
Now
didn’t eat a lot of vegetables
loves carrots and tomatoes
listened to pop music
enjoys country music
watched scary movies
hates scary movies
didn’t read a lot of books
reads at least six books a year
2. 方法指导：描述Emily五年前的情况，应用used to 句型，而描述现在的情况，应用一般现在时态。并将第一个信息写出一个例句。
e.g. Emily didn’t use to eat a lot of vegetables, but now she loves carrots and tomatoes.
3. Ss try to write sentences by themselves.
4. 最后，让某部分学生上黑板，写出正确的句子，并对学生们有疑问的地方进行解释。
V. Group Work
Work on 4c:
1.让学生们阅读表格中的内容。
2.先根据自己的情况在相关表格中打勾。
3.询问自己的小组其他二到三名同学的情况，并在相关表格中打勾。
4.让学生们以小组为单位分别自主发挥，用英语来相互询问过去及现在所害怕的事情。
示例：
A: Did you use to be afraid of the dark?
B: No, I didn’t. But I used to be afraid of being alone.
C: Did you use to be afraid of flying?
D: No, I didn’t. But I used to be afraid of high places.
VII. Homework
调查你的家庭成员他们过去常常害怕的事情，并写成一个小报告，向你的同学们汇报一下

Section B1 (1a-2f)
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：ant, inset, influence, seldom, proud, be proud of, absent, fail, boarding school, in person, exactly, pride, take pride in
2) 能掌握以下重难句子：
① Li Wen’s unhappiness bagan to influence his schoolwork.
② Sometimes he was absent from classes and failed his examinations.
③ She advised them to talk with their son in person.
④ They take pride in everything good that I do.
I know my parents love me and they’re always proud of me,” says Li Wen.
2. 情感态度价值观目标：
让学生明白事物是在不断发展、变化的道理，培养学生积极向上的心态。珍惜父母及亲人对你的爱，努力学习回报社会。
二、教学重难点
1. 教学重点：
1) 掌握本课时出现的生词及用法。
2) 进行听力训练，提高综合听说能力。
3）阅读短文，获得相关信息，提高学生们的综合阅读能力。
2. 教学难点
1. 听力训练
2. 阅读2b部分的短文并完成相关要求。
三、教学过程
Ⅰ. Warming- up and revision
1. Daily greeting.
2. Check the homework.
3. Let some Ss talk about which things they used to be afraid of and which things they are still afraid of.
A