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Unit 2 I used to be afraid of the dark.
Ⅰ. Analysis of the Teaching Material
1. Status and Function
In this unit, students learn to talk about what they used to be like. Such topic reminds students of the days of their childhood. It is helpful to raise learning interest of students and students are sure to be active in all the activities in this unit.
(1)The first period introduces a lot of words describing people first. And then students are provided listening and oral practice using the target language Mario used to be short. Yes. he did. Now he’s tall.
(2) In the second period, students learn yes, no questions and short answers using the structure used to. Using the target language, students get more detailed information of their classmates. Students are fond of such activities. So they are helpful to improve students’ spoken English.
(3)A lot of situations in the third period are designed for students to talk about what they used to be afraid of and what they are still afraid of. In this way, students know that everyone sure changes and that they should take good care the process of their growth.
(4)In the fourth period, the vocabulary extension activity introduces more words to students. The other activities provide more listening and oral practice using both the old and new target language. All the activities are helpful to improve students listening and speaking skills.
(5) In the fifth period, students practice reading and writing using the vocabulary words and the target language presented in the preceding classes. Such practice is useful to improve students integrating skills.
(6)The Self check in the sixth period is designed to give students more reinforced practice, especially writing practice. In this way, students better understand how to apply what they’ve learned in this unit to their daily life.
2. Teaching Aims and Demands
(1) Knowledge Objects
In this unit, students learn to talk about how they have changed.
To make students learn and grasp the structure used to, including statements and yes/no questions and short answers.
(2) Ability Objects
To train students’ listening, speaking, reading and writing skills.
To train students’ integrating skills.
(3) Moral Object
To enable students to know that everyone surely changes. If you are afraid of speaking in front of the class, encourage yourself not to be shy. More practice, and you’ll feel more confident.
3. Teaching Key Points
To learn the key vocabulary and the target language.
To learn the usage of the structure used to.
4. Teaching Difficult Points
To improve students’ listening, speaking, reading and writing skills.
To enable students to grasp the usage of the structure used to.
5. Studying Way
Teach students how to use the structure used to to compare the past with now.
Ⅱ. Language Function
Talk about what you used to be like.
Ⅲ. Target Language
1. Mario used to be short.
Yes, he did. Now he’s tall.
2. I used to eat candy all the time. Did you?
Yes, I did. And I used to chew gum a lot.
Ⅳ. Structures
1. Used to
2. Conjunction but
Ⅴ. Vocabulary
used to, dark, spider, insect
Ⅵ. Recycling
alone, quiet, snake, outgoing, friendly, serious, funny, tall, shy, short, straight, long hair
Ⅶ.Learning Strategies
1. Brainstorming
2. Comparing
Ⅷ.Teaching Time
Seven Periods
The First Period
Ⅰ.Teaching Aims and Demands
1.Knowledge Objects
(1)Key Vocabulary
used to, dark
(2)Target Language
Mario used to be short.
Yes, he did. Now he’s tall.
2. Ability Objects
(1) Train students’ listening skill.
(2) Train students’ communicative competence.
3.Moral Object
Don’t judge a person by his appearance.
Ⅱ.Teaching Key Points
1. Target language
2. The structure: used to
Ⅲ. Teaching Difficult Point
The structure: used to
Ⅳ. Teaching Methods
1. Teaching by induction
2. Pairwork
Ⅴ. Teaching Aids
1. A tape recorder
2. Pictures of people cut out from magazines or newspapers

Ⅵ. Teaching Procedures
Step Ⅰ Revision
(1) Check the homework exercises.
(2) Ask some individual students their ways of learning English.
T: How do you learn English, A?
SA: I learn English by listening to cassettes.
T: What about you, B?
SB: I study with a group.
T: Do you learn English by practicing conversations with friends, C?
SC: Yes, I do. I think it helps.
T:…
Step Ⅱ 1a
The activity introduces tile key vocabulary. Call students’ attention to the chart with the headlines Appearance and Personality.
Say, You are to fill in the chart with words describing people. The words under Appearance will describe how people look and the words under Personality will describe what people are like. Ask two students to say the sample answers. Then elicit one answer to each column from the class.
Get students to fill in the chart individually.
Check the answers by asking different students to read their lists to the class.
Make sure that all the students understand what each word means.
Note: Answers will vary from the sample answers below.
Sample answers
Appearance: tall, straight hair, long hair, short hair, curly hair, short, fat, thin, slim, good-looking, pretty
Personality: outgoing, funny, quiet, kind, warm-hearted, friendly, shy, easygoing
Step Ⅲ 1b
The activity gives students practice in understanding the target language in spoken conversation.
Write two dates side by side on the blackboard. The first is today’s date, including the year, and the second is the same day, but ten years ago.
Ask a student to stand up. Use words or phrases to describe that student now. Ask students to suggest words Or phrases that describe him/her ten years ago.
T: Liu Chang is tall now. Was she tall ten years ago?
S1: No, she was short.
T: She has long hair. Did she have long hair ten years ago?
S2: No, she has short hair. (You may wish to ask Liu Chang to answer the question)
T: …
Ask some more questions and add more examples to both columns.
Ensure that the blackboard ends up like this:
Sep. 10,2004 Sep. 10,1994
Tall short
long hair short hair
… …
Say, we use "used to" to talk about things that have changed.
Write the following on the blackboard:
Liu Chang used to be short, but she is tall now.
She used to have short hair, but she has long hair now.
Read the instructions to the class.
Point out the sample answer. Say, You will hear someone in the recording say that Mario used to be short. Listen and fill in the other blanks with words you hear.
Play the recording for the first time.
Students only listen.
Play the recording again. This time, students listen and fill in the blanks.
Check the answers.
Answers
Mario used to be short. He used to wear glasses.
Amy used to be tall. She used to have short hair.
Tina used to have red and curly hair.
Tapescript
Conversation 1
Boy 1: Mario, is that you?
Boy 2: Yeah it is. It’s Bob! Hey, guys, it’s Bob! I haven’t seen you in four years !
Boy 1: Yeah. I’m here with my parents.
We’ve visiting for a couple of days. Wow, Mario, you look different! You used to be short, didn’t you?
Boy 2: Yes, I did. NOW I’m tall. And so are you!
Boy 1:That’s true…. And you used to wear glasses.
Boy 2: You have a great memory. Now I wear contact lenses!
Conversation 2
Boy 1: Hey. Amy, it’s great to see you.
Girl1: Hi, Bob. How are you?
Boy 1: Fine. Wow, you’ve changed!
Girl1: Really? How?
Boy 1: Well, you used to have short hair.
Girl 1: You remember that? Yes, I did.
Boy 1: And you used to be really tall!
Girl I: Not any more. You’re taller than me now, Bob.
Conversation 3
Girl 2: Hiya, Bob.
Boy 1: Hi, Tina. You’ve changed too.
Girl 2 :Oh, yeah?
Boy 1: You have blond hair!
Girl 2: Yeah, it used to be red, didn’t it?
Boy 1: And it’s straight!
Girl 2: It used to be curly.
Step Ⅳ 1c
This activity provides oral practice using the target language.
Read the instructions to the class.
Call students’ attention to the conversation in the box. Invite a pair of students to read it to the class.
SA: Mario used to be short.
SB: Yes, he did. Now he is tall.
Write it on the blackboard. Then demonstrate a new conversation with another student.
T: Mario used to wear glasses.
SC :Yes, he did. Now he wears contact lenses.
Say, look at the picture in Activity 1b.
Have a conversation with a partner about people in the picture. Talk about how the People look now and how they used to look.
As students work, listen in on various pairs checking progress and helping with pronunciation as needed.
After students have had a chance to practice several exchanges, ask pairs to come the front of the room and act out their conversations.
Step Ⅴ Summary
Say, In this class, we’ve learned the key vocabulary words used to and dark. And we’ve also learned the target language Mario used to be short. Yes, he did. Now he’s tall
Step　Ⅵ Homework
Take out the pictures of people cut out from magazines or newspapers. Hand them out to students. It’s better to find colorful, full-length photos. Ask students to write about the person in the picture as they are now and as they were ten years ago. Students may collect pictures and information of the person they like best.
Then write a passage about the person.
Step Ⅶ　Blackboard Design
Unit 2 I used to be afraid of the dark.
Section A
The First Period
1. The structure: used to
Sep. 10,2004 Sep. 10,1994
tall short
long hair short hair
… …
Liu Chang used to be short, but she is tall now.
She used to have short hair, but she has long hair now.
2. Target language:
A: Mario used to be short.
B: Yes, he did. Now he’s tall

The Third Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1)Talk about what you used to be afraid
of and what you are still afraid of.
(2) Key Vocabulary
terrify, be terrified of, on

2. Ability Object
Train students’ integrating skills.

3. Moral Object
Are you afraid of speaking in front of a group? Don’t be so shy. Be confident of yourself. Practice more, and you will sure change.

Ⅱ. Teaching Key Points
Target Language
Did you use to be afraid of the dark?
Yes, I did.
Are you still afraid of the dark?
No, I’m not. How about you?
Me? Oh, yes! I’m terrified of the dark.
So, what do you do about it?
I go to sleep with my bedroom light on.

Ⅲ. Teaching Difficult Point
Talk about what you used to be afraid of and what you are still afraid of using the target language.
Ⅳ. Teaching Methods
1. Teaching by demonstration.
2. Pairwork
3. Groupwork

Ⅴ. Teaching Aid
A projector

Ⅵ. Teaching Procedures
StepⅠRevision
Check homework. Ask different students to read their reports about his favorite film star or a scientist. Then collect their writings and write comments on each paper before returning them, Display some better ones in the classroom.
Show a student’s work on the screen by a projector. Help him/her correct any errors.

Stephen Hawking was born
in Oxford, England in 1942.
As a student, he didn’t
use to work hard. He used
to be
a lazy student and do very
little work. At the age of
20,he got an incurable illness.
At first, he used to be very depressed. But he didn’t lose heart. He went on to do some of the most important scientific research after coming out of hospital. Now he works at Cambridge University as a professor.

Step Ⅱ 3a
This activity provides reading and writing practice using the target language.
Point to the pictures and ask students to tell what is happening.
S1:In Picture 1, the person is afraid of the dark.
S2:In Picture 2, the person is afraid of flying in an airplane.
S3:In Picture 3, the person is afraid of high places.
Draw students’ attention to the chart.
Read each of the four headlines and the list of items in the first column to the class.
Demonstrate how to fill in the chart with a good student orally.
T: Did you use to be afraid of the dark?
S: Yes. I was afraid to walk home when it was dark.
T: Are you still afraid of the dark?
S: No, I’m not.
Tell students where to put a check in the chart.
Ask students to complete the "I" column of the chart on their own by checking the items that they used to be afraid of and that they are still afraid of.
Check the answers.
Note: Answers will vary, Ask different students to report his/her answers like this:
S:I used to be afraid of the dark and high places. But now I’m afraid of neither.

Step Ⅲ 3b
This activity provides oral practice using the target language. Focus attention on the conversation. Ask a pair of students to read it to the class.
Write the conversation on the blackboard.
Point out the list of items in the first column of Activity 3a. Say, Ask your partner about these items and complete the "My partner" columns of the chart in pairs.
Ask students to work with partners.
Walk around the room correcting any errors in pronunciation.
Ask several pairs to share their conversations with the class.
When all the students have finished the chart, Say, Now let’s check to see how many students used to be afraid or are still afraid of the same things. Invite a student to ask questions.
S: Who used to be afraid of the dark?
Raise your hands.
(Count the hands and let students keep a record.)
S: Who is still afraid of the dark? Raise your hands.
(Count the hands and let students keep a record. )
Do the same approach with the other items.

Step Ⅳ Part 4
This activity gives students an opportunity to use the target language to talk about themselves.
Read the instructions to the class. Ask a good student to give an example from his or her own experience. For example, for the word eat, a student might say, I used to eat chocolate. Now I like to eat fruits of different kinds. I think chocolate is rich in calory and fat while fruits are rich in vitamin, which is good for health.
Help students to write chocolate and fruits in the chart.
Ask students to complete the work in groups of four. Walk around the classroom listening in on different groups and offering help with pronunciation and writing.
Ask a few students to tell the class about the other students they have talked to.
For example, a student may say, my desk- mate Wei Mei used to eat a lot of chocolate. Now she likes to eat fruits. She thinks keeping fit is of great importance.
Note: answers to the chart will vary.

Step Ⅴ Summary
Say, In this class, we’ve talked about what you used to be afraid of and what you are still afraid of using the target language of this unit.
Step Ⅵ Homework
(1) Ask students to find out what their grandparents, parents, aunts, uncles and old friends used to be afraid of when they were children. What did these people used to be afraid of that today’s children are not afraid of?
(2)Finish off the exercises on pages 6～7 of the workbook.

Step Ⅶ Blackboard Design

Unit 2 I used to be afraid of the dark.
Section A
The T