Unit 2 I used to be afraid of the dark 教学设计

Unit 2 I used to be afraid of the dark
I. Learning objectives 教学目标
Skill Focus
Talk about appearances and personalities.
Talk about experiences.
Listen, and write the comparison between the past and now.
Talk about what you used to be like
Language Focus
功能句式
Talk about appearances (P10—11)
-Mario used to be short.
-Yes, he did. Now he is tall.
-Did you use to have straight hair?
-No, I didn’t
Talk about personalities (P11)
-I used to be really quiet.
- I know. Now you are very outgoing.
Talk about experiences (P11—12)
-Did you use to play the piano?
-No, I didn’t,
-Did you use to be afraid of the dark?
-Yes, I did.
词汇
1. 重点词汇
chew chat afford cause waste insect gum comic death patient decision attention candy airplane daily.
2. 认读词汇
airplane, terrify, insect, chew, gum, chat, daily, exactly
3. 词组
be interested in be terrified of go to sleep in the end make a decision head teacher. to one’s surprise even though
no longer not… any more give up pay attention to.
语法
The usage of “used to do”
He didn’t used to like tests.
Did he used to like tests?
Yes, he did. /No, he didn’t
Strategy Focus
1. Brainstorming
2. comparing
Culture Focus
What do you think of the changes of people?
How to deal with changes?
II. Teaching materials analyzing and rearranging 教材分析和重组
本单元以I used to be afraid of the dark 为话题，共设计了四个部分的内容。
1． 教材分析
Section A
该部分有4个内容模块：第一块围绕What did he use to look like?为话题展开思维（1a）、听力（1b）口语（1c）训练；第二模块围绕What did you use to do? 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Did you use to be afraid of the dark 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。
Section B
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used to do 句式进行听力（2a-2b）与口语（2c）训练；第三个模块What did you use to do 这一话题进行阅读(3a)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。
Self Check
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，了解文章大意；第三项任务以填空形式让学生了解文章段与段，句与句之间的关系；第四项任务要求学生了解文章的细节；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
Period 1 New function presenting
Period 2 Practice
Period 3 Integrative skills
Period 4 Reading
Ⅲ. Teaching procedures and ways 教学过程与方式

Period 1 New function presenting
Teaching goals 教学目标
Language goals语言目标
1. Words ＆ expressions.
used to，be interested in
2. Key sentences
Mario, you used to be short, didn’t you? Yes I did (P10)
Did you use to play the piano? No, I didn’t.(P11)
Ability goals 能力目标
Enable the students to talk about appearances and personalities.
Emotion ＆ attitude goals 情感和态度目标
Enable the students to deal with changes correctly.
Strategy goals 策略目标
Enable the students to describe appearances and personalities by comparing.
Culture awareness goals文化意识目标
People have different behaviors during different ages in different countries.
Teaching important points教学重点
The structure “used to ”and its negative and interrogative forms.

Step I Revision
Ask the students to talk about the ways they have used in English learning before.
T: Since English learning is such a popular topic among middle school students, nearly every one of us are thinking about one question: how can we improve our English quickly. As a teacher, I think the first thing to do is to improve our ways of learning English. What ways of learning did you use before? Did the ways you used before help you a lot?
S1: I think my ways of learning English has helped me a lot. And my English is always the best. The most important thing in learning English is, I think, to practice what we have learned every day, to read aloud, to write more often…
S2: I’m not good at English. There must be something wrong with my way of studying English. It doesn’t work at all even if I work harder. I read and write the new vocabulary many times every evening and only to find that I can’t remember them all. What should I do now?
If such problems arises, offer some suggestions and discuss with the students.
T: In my point of view, it is not very useful to remember some new words by merely read and write them time and again. The best way to learn new vocabulary is to practice them in the sentences. Just compare your way of learning English with the that of the first student. You can find that he/she never remember words by writing or reading words only. After we learned Unit 1, I believe most of us have changed some of your bad ways in English learning. This is very important. Everything changes except change itself. We are making progress in English learning. So come on. You are the best. Learn from your past and make more change!

Step II Lead-in
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 think about your changes in the past years. Here’s a very useful expression to help you express yourself.
Show the following expression to the students.
used to be + adj: 过去常常是(现在已非如此)
used to + v: 过去常常做(现在已非如此)
T: It’s very easy to put the expression in use. Look at the following examples.
Show the following examples and ask the students to read it repeatedly.
She used to be short.
He used to be naughty.
Tom used to be better.
I used to write diary myself when I was his age.
We used to swim every day when we were children.
We used to grow beautiful roses.
I get on well with him. Better than I used to.
She didn’t used to do it, did she?
You usedn’t to make that mistake.
Used you to make that stories u p out your own head?
Used you to play basketball?
It used not be so hot in summer in former years.
You used to live in London, usedn’t you?
There used to be some trees in this field, usedn’t there?

Step III Listening (1b: Page 10)
Ask the students to read the instructions and sentences in 1b first, then listen to the recording between Bob and his friends.
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 10. What changes can we find about his friends?
S1: They all grows taller than before. They all used to be shorter.
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. Will Bob feel surprised?
Play the recording for the first time.
T: For the first time, listen and find out how does Bob feel about his friends’ changes?
Check and discuss the answers with the students, reminding the students of the intonation of Bob in the recording. Then ask the students to listen for the second time.
T: For the second listening, please pay attention to the changes of his friends. You may write down the key words you hear.
Play the recording for the second time. Then ask them to fill in the blanks and check the answers with them.

Step IV Listing (1a: Page 10)
Ask the students to list the words to describe people’s appearances and personalities.
T: From the above picture and recording, we found that many changes have take place in Bob’s friends. Now work in groups and try to list the words to describe people’s appearances and personalities.
Sample lists:
light-brown hair, curly hair, black hair, brown hair, brown eyes, blue eyes, pale, attractive, fat, thin, cool, slim, healthy, strong, good-looking, handsome, pretty, beautiful, sick, long
Ask the students to fill in the chart. Then check the answers.

Step V Listening (2a, 2b & 2c: Page 11)
Ask the students to do the listening work.
T: Next you will hear some other words used to describe people’s appearances and personalities. Listen and check the words you hear.
Play the recording. Then check the answers.
T: Listen again and fill in the blanks in the dialogue with the words you hear.
Play the recording again, then check the answers. Then ask the students to practice the dialogue.
Sample dialogue:
S1: Hi, there. Don’t you remember me?
S2: Oh, sorry. I can’t remember now.
S1: I’m Jessie. We were in the same class when we studied in Nanshan Primary School.
S2: Oh, I got it. Jessie, you used to really short, didn’t you?
S1: Yeah. I wasn’t very tall.
S2: No, you weren’t. but you were always happy. Wait a minute! Did you used to play basketball after school?
S1: Yes, I did. But now I’m more interested in playing volleyball. I play volleyball and I’m on the volleyball team.
S2: Wow! People sure change.

Step VI Homework
T: In this period, we mainly learned “used to” questions and “used to” statements.
Show the following to the students. Ask them to read the example sentences.
used to→ Did…+ use to do” →didn’t
e.g. 1. He used to be quiet.
2. They used to play soccer.
3. -Did you use to play computer games?
-Yes, I did.
4.- Did she use to have short hair?
-No, she didn’t.
Then ask them to write a short passage about the change of themselves. And pre-read 3a on Page 12.