九年级英语全册 Unit 2 I used to be afraid of the dark The 3rd Period示范教案 人教新目标版
最新新人教版英语九年级《unit 2 i used to be afraid of the dark》教案.doc
Unit 2 I used to be afraid of the dark.Ⅰ. Analysis of the Teaching Material1. Status and FunctionIn 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 morereinforced 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 ObjectsIn 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 ObjectsTo train students’ listening, speaking, reading and writing skills. To train students’ integrating skills.(3) Moral ObjectTo 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 PointsTo learn the key vocabulary and the target language.To learn the usage of the structure used to.4. Teaching Difficult PointsTo improve students’ listening, speaking, reading and writing skills. To enable students to grasp the usage of the structure used to.5. Studying WayTeach students how to use the structure used to to pare the past with now.Ⅱ. Language FunctionTalk about what you used to be like.Ⅲ. Target Language1. 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. Structures1. Used to2. Conjunction butⅤ. Vocabularyused to, dark, spider, insectⅥ. Recyclingalone, quiet, snake, outgoing, friendly, serious, funny, tall, shy, short, straight, long hairⅦ.Learning Strategies1. Brainstorming2. paringⅧ.Teaching Time Seven PeriodsThe First PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects(1)Key Vocabulary：used to, dark(2)Target LanguageMario used to be short.Yes, he did. Now he’s tall.2. Ability Objects(1) Train students’ listening skill.(2) Train students’ municative petence.3.Moral ObjectDon’t judge a person by his appearance.Ⅱ.Teaching Key Points1. Target language2. The structure used toⅢ. Teaching Difficult PointThe structure used toⅣ. Teaching Methods1. Teaching by induction2. PairworkⅤ. Teaching Aids1. A tape recorder2. Pictures of people cut out from magazines or newspapersⅥ. Teaching ProceduresStep Ⅰ Revision(1) Check the homework exercises.(2) Ask some individual students their ways of learning English.Step Ⅱ 1aThe 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.Step Ⅲ 1bThe 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. Ask some more questions and add more examples to both columns. 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.Step Ⅳ 1cThis 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. 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.Step Ⅴ SummarySay, 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 tallStep Ⅵ HomeworkTake 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 andas 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 ⅦBlackboard DesignThe Second PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1)Key Vocabulary be interested in, sure(2)Target LanguageI used to be really quiet, I know. Now you’re very outgoing. Did you use to have straight hair? Yes, I did.Did you use to play the piano? No, I didn’t.2. Ability Objects(1) Train students’ listening skill.(2) Train students’ integrating skills.3. Moral ObjectYou should have the courage of your opinions.Ⅱ. Teaching Key Points1. I used to be really quiet.I know. Now you are very outgoing.2. Did you use to have straight hair?Yes, I did.3. Did you use to play the piano?No, I didn’t.Ⅲ. Teaching Difficult Points1. Yes/No questions with used to2. Statements with used toⅣ. Teaching Methods1. Teaching by explanation2. PairworkⅤ. Teaching Aids1. Pictures of people cut out from magazines or newspapers2. A tape recorderⅥ. Teaching ProceduresStep Ⅰ RevisionCheck homework. Ask a student to hold up the picture given to him yesterday or a picture he/she collected himself/herself to the class. Then let him/her read out his/her article about the person in the picture. Step Ⅱ 2aThis activity provides listening practice using the target language. Point to the picture and ask students what is happening. Elicit answers from students.Point to the six words in the box and ask students to repeat each one. Make sure students know the meaning of each word.Say, You will hear a boy and a girl talking to each other at a party. Listen to the recording and check the words you hear they say. Point out the sample answer.Play the recording for the first time. Students only listen.Play the recording a second time. This time ask students to put a check in front of the words they hear. Check the answers.Step Ⅲ 2bThis activity gives students practice understanding the target language in spokenConversation.Ask students to point to the blank lines in the conversation. Say, You will writeone word on each blank line.Read the conversation aloud saying blank when ing to a blank line. Play the recording. Students fill in the blanks with the words they hear. Correct the answers. Read the conversation aloud, filling in the missing words.Students check their answers.Step Ⅳ 2cThis activity provides oral practice using the target language. Focus students on the conversation in Activity 2b. Ask a pair of students to read it to the class.Point to the sample conversation. Get another pair of students to read it to the class.Say, Now work with a partner. Start by reading the conversations in Activities 2b and 2c. Then make conversations about yourselves.Have students work in pairs. Move around the room listening in on various pairs and offering help if necessary. Check the answers by calling on different pairs to say their conversations to the class. Note Answers will vary.Step Ⅵ SummarySay, In this class, we’ve mainly learned the "use to" questions and "used to" statements.Step Ⅶ HomeworkAsk students to write a short report about what a favorite film star or a famous scientist was like when he/she was a child. Suggest students to add pictures to their written work.Step Ⅷ Blackboard DesignThe Third PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1)Talk about what you used to be afraidof and what you are still afraid of.(2) Key Vocabularyterrify, be terrified of, on2. Ability ObjectTrain students’ integrating skills.3. Moral ObjectAre 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 PointsTarget LanguageDid 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 PointTalk about what you used to be afraid of and what you are still afraid of using the target language.Ⅳ. Teaching Methods1. Teaching by demonstration.2. Pairwork3. GroupworkⅤ. Teaching AidA projectorⅥ. Teaching ProceduresStepⅠRevisionCheck homework. Ask different students to read their reports about his favorite film star or a scientist. Then collect their writings and write ments 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.Step Ⅱ 3aThis activity provides reading and writing practice using the target language.Point to the pictures and ask students to tell what is happening. 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.Tell students where to put a check in the chart.Ask students to plete 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.Step Ⅲ 3bThis 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 plete the "My partner" columns of the chart in pairs. Ask students to work with partners.Ask several pairs to share their conversations with the class.Step Ⅳ Part 4This 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 plete 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.Step Ⅴ SummarySay, 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 DesignThe Fourth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabulary spider, insect, chew, gum(2) Target LanguageI used to eat candy all the time. Did you?Yes, I did. And I used to chew gum a lot.2. Ability ObjectTrain students’ ability to talk about what they used to be/do.3. Moral ObjectPeople surely change. Students should take good care of the process of their growth.Ⅱ. Teaching Key Points1. Key Vocabulary spider, insect, chew, gum2. Target LanguageI used to eat candy all the time. Did you?Yes, I did. And I used to chew gum a lot.Ⅲ. Teaching Difficult PointTalk about what you used to be/do.Ⅳ. Teaching MethodPractice methodⅤ. Teaching Aids1. A tape recorder2. A picture with spiders and a picture with insects.3. A gumⅥ. Teaching ProceduresStep Ⅰ RevisionCheck homework. Invite different students to report what his/her grandparents, parents, aunts, uncles, or old friends used to be afraid of when they were young.Step Ⅱ 1aThis activity introduces new vocabulary words and provides practice with the target language. Using pictures, teach students to practice the words spider and insect. Teach the word gum by holding up a gum. And teach the verb chew by chewing the gum. Call students’ attention to the pictures. Say, Please check the things you liked to do when you were a child. Ask students to plete the work individually.Step Ⅲ 1bThis activity provides practice with the target language. Point out the box under the pictures. Read the instructions to the class.Get a student to write his/her sentences on the blackboard. Help correct any errors.Step Ⅳ 2aThis activity provides listening practice using the target language. Set a time limit of one minute. Ask students to look through the sentences in the box. Say, You will hear a boy and a girl talking about how life used to be when they were much younger on the recording. Listen and check the sentences you hear. Point out the sample answer. Play the recording for the first time. Students only listen.Play the recording again. This time students check the sentences they hear.Check the answers.Step Ⅴ 2bThis activity gives students practice in understanding and writing the target language. Call students’ attention to the chart with the headlines In the past and Now. Set a time limit of one minute for students to look through the unpleted sentences. Say, You are to listen to the conversation again and fill in the blanks with the words you hear. Point out the sampleanswers.Play the recording again. Students listen and fill in the blanks. Ask a student to read these sentences, filling in the blanks, the rest of the class check their answers.Step Ⅵ 2cThis activity provides oral practice using the target language.Ask a pair of students to read the sample conversation to the class. Ask students to pay special attention to the question “Did you?” and the answer“Yes, 1 did.”Remind students of the negative answer No, I didn’t. Say, Now work with a partner. Start by reading the sample conversation with your partner. Then make new conversations.Check the answers by calling on different pairs to say their conversations to the class. Ask students to talk about good and bad habits. Then make sentences with “used to”to show which habits they have stopped and make sentences with “still” to show which ones they still have.Step Ⅶ Summary and HomeworkSay, In this class, we’ve learned the new vocabulary words spider, insect, gum and chew and the target language I used to do sth. After class, finish writing the sentences in Optional Activity.Step Ⅷ Blackboard DesignThe Fifth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1)Key Vocabularyright, ic(2) Practice reading and writing using the target language.2. Ability Objects(1)Train students’ability to get information in reading or in conversation.(2)Train students’ ability to express their ideas using the target language.3. Moral ObjectTalk to your parents as often as possible so that you can understand each other better.Ⅱ. Teaching Key PointPractice reading and writing using the target language.Ⅲ. Teaching Difficult PointWrite a passage about how someone’s life has changed.Ⅳ. Teaching MethodPractice methodⅤ. Teaching Aids1. A projector2. A sample versionⅥ. Teaching ProceduresStep I RevisionReview the target language presented in this unit. Invite a student to e to the front of the classroom and demonstrate an activity. The rest of the class guess what he/she is doing first. Then make sentences using the words "used to" and the guessed activity. Demonstrate how to play the game. Step Ⅱ 3aThis activity provides reading practice using the target language. Teach the words right and ic. Call students’ attention to the article. Invite a student to read it to the class. Correct any pronunciation errors to make sure the student provides a good model for the rest of the class. Point out the chart. Elicit the first answer from the class Rose Tang then. had so much time. Guide students to find out the information in the reading. It sayswhen I was young, I used to have so much time,…Say, Now read the article and plete the chart.Get students to do the work on their own. As they work, move around the classroom and offer help if necessary. Correct the answers.Step Ⅲ 3bThis activity provides reading and writing practice using the target language.Read the instructions to the class. Read the letter to the class. Do the first one or two fill-ins with the class.Say, Please plete the letter on your own. You may use the information fromthe chart in Activity 2b.Ask students to work individually. Walk around the room checking progress answering questions as needed. Ask different students to read their pleted letters to the class.Step Ⅳ 3cThis activity provides writing practice using the target language. Read the instructions to the class. Demonstrate how to do the activity. Ask students to take turns suggesting things that they used to do and that they still do. Make two columns with the headlines Used to and Now on the blackboard.Say, Write an article about the things that you used to do and that you still do to describe how your life has changed since primary school. Use these suggestions on the blackboard with your ideas to write your article. You may also use the articles in Activities 3a and 3b as a model. Show the following sample version on the screen by a projector as a guide.Ask students to do the activity individually. As they begin to write, move around the room providing help as needed. It doesn’t matter whether they only write a sentence or a longer article. Ask students to read their articles to a partner.If there isn’t enough time for all the students to finish the article, allow them to finish it after class.Step Ⅴ 4aThis activity provides reading, writing, listening and speaking practice using the target language. Read the instructions to the class. Focus attention on the chart. Set a time limit of one minute. Students read the headlines at the top and at the sides.Demonstrate how to fill in the chart with a good students to provide a good model for the rest of the class.Make a simple chart on the blackboard and ask Wei Ming to fill in his information in the chart.Ask students to plete the work on their own. They may remember or guess what their parents used to do. Assign part of their task to homework so that students may talk to their parents. Answers will vary.Step Ⅵ 4bThis activity provides oral practice using the target language. Read the instructions to the class. Ask students to plete the work in groups. Ask a few students to tell the class about the other students they have talked to.Step Ⅶ SummarySay, In this class, we’ve done much practice in reading and writing as well as speaking the target language.Step Ⅷ Homework(1) Talking to their parents, students fill in the information in the chart in Activity 4a.(2)Finish off the activity in Activity 4b.Write a passage about students and their parents.Step Ⅸ Blackboard DesignThe Sixth PeriodⅠ. Teaching Aims and Demand1. Knowledge Objects(1) Fill in blanks and make sentences using miss, be afraid of, used to, have to, worry about(2) Write an article using the target language.2. Ability ObjectTrain students’ writing skill.3. Moral ObjectEveryone surely changes. You should care for your own growth.Ⅱ. Teaching Key Points1. Fill in blanks and make sentences.2. Write an article using the target language.Ⅲ. Teaching Difficult PointMake sentences using miss, be afraid of, used to, have to and worry about. Ⅳ. Teaching MethodTeaching by explanation.Ⅴ. Teaching Aids1. The blackboard2. A projectorⅥ. Teaching ProceduresStep Ⅰ RevisionCheck homework. Ask students to exchange their articles in Activity 4b with a partner. Read each other’s work. Then invite a few students to tell the class about his/her partner.Step Ⅱ Part 1This activity provides a prehensive review of vocabulary presented in the unit. Focus attention on the box. Invite a student to read the vocabulary words at the top. Say, You are to fill in the blanks with the words. Insome cases, you may need to use another form of the word, for example adjusting for tense or subject/verb agreement. Ask students to fill in the blanks on their own.Check the answers. Ask students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room. Collect a few students’ answers with mistakes on the blackboard. Help correct the mistakes.Step Ⅲ Part 2This activity focuses on the grammatical structures and the key vocabulary introduced in this unit. Read the instructions to the class. Read the beginning of the article to the class. Get students to look at the pairs of pictures carefully and finish the writing, on their own. As they work, move around the classroom offering assistance as necessary. Have several students read out their articles to the class. Check the answers. Answers will vary slightly.Step Ⅳ Just for Fun!This activity provides reading and speaking practice with the target language.Ask all the students to read the conversation. Ask, what is funny about this cartoon story ? Help students to answer, The caterpillar doesn’t understand that the butterfly meant she used to be a caterpillar. He thinks she means that she used to be an ugly butterfly. Invite pairs of students to present this conversation to the rest of the class.Step 5 Summary and HomeworkSay, In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit. After class, please finish off the article in Activity 2 in your exercise books.Ask students to finish off the exercises on pages 6～7 of the workbook as well.Step Ⅵ Blackboard DesignReading E-mail EnglishThe Seventh PeriodⅠ. Teaching Aims and Demands1. Knowledge ObjectsKey Vocabularychatline, be made up of, symbol, secret code, prehend and so forth. Text E-mail English2. Ability ObjectsTrain students’ ability of identifying main idea.Train students’ ability of understanding words in context.Train students’ ability of reading for special information.Train students’ writing skill.3. Moral ObjectE-mail English makes it easier and more convenient to send e-mails. Ⅱ. Teaching Key PointsKey vocabularyRead the text to identify main idea.Read the text to understand words in context.Read the text for special information.Write a passage using the e-mail English.Ⅲ. Teaching Difficult PointsTrain students’ reading skill.Train students’ writing skill.Ⅳ. Teaching MethodsUp-down reading methodPairworkⅤ. Teaching AidA projectorⅥ. Teaching ProceduresStep I Key VocabularyThis activity introduces the key vocabulary words. Show the following vocabulary on the screen by a projector. Say the words and have students repeat again and again until they can pronounce them fluently and accurately.Step Ⅱ Part 1This activity is designed to activate students’ background knowledgebefore attempting the reading. Read the title E-mail English to the class. Ask, What do you think the article is about?Focus attention on the short words in the box. Ask, Do you know what they mean? Say, Please fill in the chart with your partner. But don’t look at the reading. Instead, use your background knowledge. Point out the sample answer.Get students to work in pairs. As they work, move around the classroom checking progress and offering any help as needed.Step Ⅲ Part 2This activity provides practice in identifying main ideas. Read the instructions to the class. Draw students’ attention to the main ideas in the box. Point out the line between Paragraph 1 and c. Where e-mail English es from. Say, Paragraph 1 is about where e-mail English es from. Now, you are to read the article silently. Match each paragraph with its main idea. Remember to skim for the key ideas rather than read slowly. Get the students to work in pairs. As they are doing this, move around the room to make sure students discuss the topic in English.Step Ⅳ Part 3This activity encourages students to use the strategy of reading in context.Ask students to read the article once.Say, Pay attention to the bold words and expressions. And note any other word or sentence you don’t understand. Read in context, guessing their meanings from the other words around them.A few minutes later, ask different students to say the meanings of the words and expressions indicated in bold by guess. Don’t give them the correct answers.Let students look at the words and expressions and their meanings in the box.Point out the sample answer. Then ask students to match the correct meanings with the correct words and expressions.Allow them one or two minutes to do this.Step ⅤPart 4This activity helps students read for specific information.You will read the article again and find words or phrases for 1～5. Elicit the first answer from the class(1. do things quickly save time). Get students to do the activity individually. Encourage them to predict the words or phrases before reading the article. Check the answers. Step Ⅵ Part 5This activity provides writing practice using the e-mail English. Draw students’ attention to the examples at the top of the reading on page 16.Ask students for some ideas about what they might write about.Have students do the activity in pairs.Ask different pairs of students to read their emails to the class. Answers to this activity will vary.Step Ⅶ Summary and HomeworkSay, This class provides us a lot of reading and writing practice. It also trains students’ ability to understand words in context. Homework for today1. Ask students to make a list of e-mail terms and emotives.2. Ask students to make a list of advantages and disadvantages of e-mails. Remind them to go beyond the reading and think of other reasons.Step Ⅷ Blackboard Design。
九年级英语全册 Unit2 I used to be afraid of the da
做当堂达标。
6、Homework
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【达标练习】
一、Make sentences with some important phrases.
二、Read some important sentences.
【教后反思】
运用一些重点短语造句子已经不是难点了，但是要鼓励更多的学生参与进来。本课时内容不是很多，以练习为主。
二、 能力目标：
进一步训练读写能力。
三、情感目标：
学会处理一些事情，培养独立能力。
【教学过程】
【双边活动】
1、Warm up
1) 检查生词的预习情况。
2) 做新知预习练习题。
师： 领读、纠正发音、强调发音规则等。
生： 读、写、记忆单词，并做新知预习练习题。
2、Pre-reading
Talk about what you used to look like.
Unit2 I used to be afraid of the dark
课题
Unit2Iused to be afraid of the dark.
课型
Section A (3a-4)
The second period
【教学目标】
一、 知识பைடு நூலகம்标：
1、学习并掌握本课时的单词、短语及句型。
2、继续操练used to do sth.的用法。
师： 直接引出讨论话题，让学生参与话题的讨论。
生：讨论话题。
4、Post-reading
1) Recite 3a with your own words.
2) Group work 仿写3b对话。
生：用自己的话来复述3a的内容。
九年级英语Unit2 I used to be afraid of the dark(sectionA3a-4)学教案
九年级英语Unit2 I used to be afraid of the dark(sectionA3a-4)学教案九年级英语Unit2Iusedtobeafraidofthedark学教案教学目标：1.掌握本课时的生词和短语2.能用usedto描述人或物过去与现在的不同3培养积极健康的心态，学会谈论事物的发展和变化教学重点：edtobeafraidof+名词或doingedto的结构处理学法指导：1.对比：肯定句：Iusedtobeshort.疑问句：Didyouusetobeshort?yes,Idid./No,Ididn’t.否定句：Shedidn’tusetoliketests.反义疑问句：youusedtobeshy,didn’tyou?注意：没有人称和数的变化2.beafraidtodobeafraidof+名词/doing预习导学：（一）生词和短语.过去常常2.飞机3.使害怕4.极度恐惧的5.入睡6.开着的7.在…前面8.害怕做9.仍然（二）完成如下的结构处理.Theyusedtowalktoschool,？（反义疑问句）2.Linda（否定）tobefat.3.you（疑问）wearglasses?4.Amy（肯定）haveshorthair.5.Annaused（弹钢琴）afterschool.研讨过程：.复习、导入2.比一比，谁最棒：检查预习情况3.读生词，纠正单词发音4.探究交流，小组讨论共同解决下列问题（3a,3b）（1）infrontof与inthefrontof二者均为“在…前面”，请看例句：Theteacherisinthefrontoftheclassroom. Thereisacarinfrontofthebuilding.由此看出二者的区别是（2）beterrifiedof与beafraidof二者意思相近，但比恐惧的程度更甚。
of后直接加名词，但后用动词时，形式为（3）请找出“我开着卧室的灯睡觉”一句on译为其反义词为引申为词组又如调大调小（4）请找出下列词组：孤独坐飞机在众人面前讲话（5）3a:Putchecksinthefirsttwocolumns,thenmakesentences Byusing:Iusedtobeafraidof……（6）3b:workinpairs.UsingA:Didyouusetobeafraidof………?B:A:Areyoustillafraidof………?B:（6）提高升华：采访任一学生并填表，说出他（她）的变化。
九年级英语上 Unit 2 I used to be afraid of dark教案.doc
一. 教学内容：Unit 2 I used to be afraid of dark.[语言目标] Language goal:Talk about what you used to be like. 谈论你过去的外表。
[学习目标］Functions:1. 学会陈述自己过去常做的事情2. 学会陈述自己过去的爱好等3. 能够表达自己现在和过去在外表、性格、娱乐等方面的变化4. 能够表达朋友、家人等现在和过去的变化二. 教学重点难点：短语used to 的用法三. 重点词和短语：1. used to 过去常常2. be afraid of＝be terrified of 害怕3. a couple of days 两天4. look different 看起来不同look the same 看起来一样5. wear glasses/contact lenses 戴眼镜/隐型眼镜6. have a great memory 记性很好7. have long/straight/curly hair 留着……发型8. be interested in ＝take an interest in 对……感兴趣9. on the swim team 在游泳队10. People sure change. 人是会变的。
11. be/live alone 独处/单独居住feel lonely 觉得孤独12. speak in front of a group 在众人面前讲话13. go to sleep with the light on 开着灯睡觉14. worry about sth./ sb.＝be worried about sth./sb. 担心15. study all the time 一直学习16. go right home 直接回家17. spend time （in）doing sth. 花时间做某事18. no longer＝not. . . any longer 不再（延续性）no more＝not…any more 不再（短暂性）19. chat with sb. 与……聊天20. take sb. to a concert 带某人去音乐会21. hardly ever 几乎不22. miss the old days 怀念/想念过去的那些日子23. in the last few years 近几年24. daily life 日常生活25. make sb. stressed out 使某人精疲力尽26. a fifteen-year-old boy 一个15岁的男孩27. problem child 问题少年28. afford sth./to do sth. 负担得起He couldn’t afford to pay for his child’s education.29. as…as 与……一样as well as… 与……一样好，也as well as she could 尽她全力30. get into trouble with the police 与警察发生冲突31. be patient with sb. 对……有耐心32. in the end 最后33. make a decision on sth./doing sth. 决定做某事＝make up one’s mind to do sth.＝decide to do sth.34. send sb. to＋地点送某人去某地35. cause a lot of trouble （for sb. ）引起很多麻烦36. leave the school 退学37. waste one’s time 浪费时间38. to one’s surprise 使某人吃惊be surprised at sth. 吃惊于……To my surprise, a phone call changed his life.39. feel good about himself 很有自信40. head teacher 班主任41. It’s necessary to do sth. 必须做某事42. even though＝even if （＋让步状语从句）即使Even though he is eighty, he looks young and healthy.43. take pride in＝feel/be proud of 为……而自豪I take pride in being a Chinese.I am/feel proud of being a Chinese.44. give up 放弃Don’t give up. 不要放弃。
九年级英语Unit2 I used to be afraid of the dark教案
Unit 2 I used to be afraid of the dark.I. Programs for the Unit1. Teaching Goals(1). In this unit, students learn to talk about what they used to be like.(2). In this unit, students learn the usage of used to2. Important words and expressionsused to, dark, spider, insect3. Target LanguageMario used to be short.Yes, he did. Now he’s tall.I used to eat candy all the time.Did you?Yes, I did. And I used to chew gum a lot.II. Teaching TimeFour periodsPeriod 1Teaching Aims and Demands1. Knowledge and Ability Objects(1). Key vocabulary:used to, be interested in(2). Key structur es:You used to have long hair, didn’t you?Did you use to have straight hair?Yes, I did.2. Teaching DifficultyTo master the structure: used to do sth.3. Teaching AidsA tape recorderSome photos or picturesTeaching ProceduresStep I. Greetings and Lead-in1. Show a photo, and say,This photo shows what I used to be like. I used to be shy. Now I am outgoing.2. Write the pattern on the blackboard. Then show another two photos and describe them with a student in a conversation using “used to do sth”.Step II. Language Study1. Ask students to make conversations with “used to”. They can use their photos or pictures to show how sb or sth changes2. Ask some pairs to present their conversations.3. Tell students the usage of “used to do sth”. Add “be used to doing sth”. Step III. 1a1. Read the instructions to the c lass.2. Students fill in the chart.3. Ask some students to read their words and ask the others to add what they don’t have.Step IV. 1b1. T: Bob is going to see some friends for the first time in four years. They have changed a lot. What did they use to look like? Let’s listen and fill in the chart.2. Students listen and fill in t he chart.3. Check the answers with the students.Step V. 1c Pair work1. Read the instructions and the conversation to the class, and then ask students to make similar conversations.2. Ask some pairs to present their conversations.Step VI. 2a1. Describe the picture and ask students what they are doing.2. Read the instructions to the class.3. Listen and check.4. Listen again and check the answers with the students.Step VII. 2b1. T: Le t’s listen to the conversation again and complete the conversation.2. Listen and complete.3. Listen again and check the answers with the students.Step VIII. 2c Pair work1. Read the inst ructions to the class.2. Ask students to work in pairs.3. Ask several pairs to present their conversations.Step IX. SummaryAs k one or two students to tell what they learned in this class.Step X. HomeworkMake five sentences with “used to do sth”Make five sentences with “be used to doing sth”教学反思：1.注重课堂教学效率的提高，要切实抓好备课这一环节，即备课要精，练习要精，作业要精。
九年级英语Unit2 I used to be afraid of dark教案
九年级英语Unit2 I used to be afraid of dark教案Period oneStep I ：(Section A 1a)Pre-task---Fill in the chart on page 10 and try to write more words) Step II ：Review the words above.Step III ：(Section A 1b)Listen to the tape, fill in the chart, ask students to guess the meaning of use to and its grammar feature.Step IV ：(Section A 1c)Pair work ---Look at the picture above and make conversations. Step V ：AShow a picture of a teacher at his/ her young age to students and ask them to guess who the teacher is.BThen ask to answer according to the pictureWhat did he use to be like?What does he like now?What did he use to like?What does he like now?He used to be very short.He used to be very shy.And he used to have straight hair.But now he is tall, outgoing and has curly hair.Like this:Step VI ：Pair work ( use the chart below.)What did you use to be like?Did you use to…Period 2Step I ：（Section A 2a & 2b）Listen and fill in the chart on page 11 and check the words you hear. Step II ： (Section A 3a & 3b )Students look and chart and check the things that they used to be afraid ofand things that they are still afraid of and the same with their partners.Step III ：Make a survey of things that boys and girls used to be afraid of most separately. Step IV ：ReportPeriod 3Step I ：（Section B 1a）Ask several students what they used to like when they were children.Then check the things you liked when you were a child.Step II ： (Section B 1b )Group work---What other things did you use to like to do when you were a child?What do you like to do most now?Write sentences in the box above.Then discuss them with a partner.Step III ：Report the things students used to like most in the past and now of each group. Step IV ：(Section B 3a)Read the story about Rose Tang’s problems and then plete the chart.And answer these questions.Did Rose get up early and stay in school all day?Did Rose use to chat with her grandfather?Does she have time for concerts?Step V ：(Section B 3b)plete this letter. Use the information form the chart in activity 2b.Step VI ：ReportPeriod 4Step I ：A---(Work book P7 6)Read the article. Then answer the questions using short answers.B---(Evaluation Book P4 E)Read the story about a student’s problem. Fill in the chart about things that were true in the past and thing that are true now.Step II ： (Section B 2b）Listen and check the sentences you hear.(Section B 2c )Listen again. What do the girl and the boy say about things in the past and now? Fill in the chart.Step III ：Group work---(work in a group of four).---GameDescribe the past and now of a famous figure and ask other students to guess who he is.Step IV ：(Section B 4a)Pair work---What did your parents use to do when they were children? How is it different from what you do?Step V ： Group work---Write about the past, now and future of Beijing..Step VI ： ReportHomework：Write about the past and now of your favorite city or a country.Write about the past and now of your parents / classmates / pen pals/ the person you admire.Write about the past and now of your school or class.Write about the past and now of your home.知识拓展：在英语中used to, be used to doing, be used to do, be used for / as等用法容易混淆，下面简单总结这几种用法的区别：used to do sthused to中的to是不定式符号，后加动词原形，表示“过去常常做某事，而现在已不做”，时态形式不变。
初中九年级英语全册 Unit 2《I used to be afraid of the dark The 2nd Period》教案
Unit 2 I used to be afraid of the dark.The Second PeriodDate:Ⅰ. Teaching Aims and Demands1. Knowledge Objects(1)Key Vocabularybe interested in, sure(2)Target LanguageI used to be really quiet,I know. Now you’re very outgoing.Did you use to have straight hair?Yes, I did.Did you use to play the piano?No, I didn’t.2. Ability Objects(1) Train students’ listening skill.(2) Train students’ integrating skills.3. Moral ObjectYou should have the courage of your opinions.Ⅱ. Teaching Key Points1. I used to be really quiet.I know. Now you are very outgoing.2. Did you use to have straight hair?Yes, I did.3. Did you use to play the piano?No, I didn’t.Ⅲ. Teaching Difficult Points1. Yes/No questions with used to2. Statements with used toⅣ. Teaching Methods1. Teaching by explanation2. PairworkⅤ. Teaching Aids1. Pictures of people cut out from magazines or newspapers2. A tape recorderⅥ. Teaching ProceduresStep Ⅰ RevisionCheck homework. Ask a student to hold up the picture given to him yesterday or a picture he/she collected himself/herself to the class. Then let him/her read out his/her article about the person in the picture.Step Ⅱ 2aThis activity provides listening practice using the target language. Point tothe picture and ask students what is happening. Elicit answers from students.T: Where do you think they are?Ss: They are in a family room.T: What are they doing?Ss: They are having a party.Point to the six words in the box and ask students to repeat each one. Make sure students know the meaning of each word.Say, You will hear a boy and a girl talking to each other at a party. Listen to the recording and check the words you hear they say. Point out the sample answer.Play the recording for the first time.Students only listen.Play the recording a second time. This time ask students to put a check in front of the words they hear.Check the answers.AnswersChecked words: quiet, outgoing, friendlyTapescriptGirl 1: Hey. Steve! Over here! Don’t you rem ember me?Boy 1: Oh, wow! You’re Paula, aren’t you?Girl 1: That’s right.Boy 1: But you used to be really quiet, didn’t you?Girl1: Yeah, I wasn’t very outgoing.Boy l: No, you weren’t. But you were always friendly. Wait a minute. Did you use to play the piano?Girl 1: Yes, I did. But now I’m more interested in sports. I play soccer and I’m on the swim team.Boy 1: Wow! People surely change.Culture noteMany houses in the United States have a family room. The family room is where families relax. Watch TV, play games, and listen to music every day. It is a very informal room. Most families use the family room more often than the other rooms. Step Ⅲ 2bThis activity gives students practice understanding the target language in spokenConversation.Ask students to point to the blank lines in the conversation. Say, You will write one word on each blank line.Read the conversation aloud saying blank when coming to a blank line.Play the recording. Students fill in the blanks with the words they hear.Correct the answers. Read the conversation aloud, filling in the missing words.Students check their answers.Answersquiet outgoing friendly sportsStep Ⅳ 2cThis activity provides oral practice using the target language. Focus students on the conversation in Activity 2b. Ask a pair of students to read it to the class.SA: Hey, Steve! Over here! Don’t you remember me?SB: Oh, wow! You’re Paula, aren’t you?SA: That’s right.SB: You used to be really quiet, didn’t you?SA: Yeah, I wasn’t very outgoing.SB: No, you weren’t. But you were always friendly. Wait a minute. Did you use to play the piano?SA: Yes, I did. But now I’m more interested in sports. I play soccer and I’m on the swim team.SB: Wow! People surely Change.Point to the sample conversation. Get another pair of students to read it to the class.SC :I used to be really quiet.SD: I know. Now you’re very outgoing.Say, Now work with a partner. Start by reading the conversations in Activities 2b and 2c. Then make conversations about yourselves.Have students work in pairs. Move around the room listening in on various pairs and offering help if necessary.Check the answers by calling on different pairs to say their conversations to the class. Note: Answers will vary.Sample answersA: I used to play the piano.B: I know. Now you’re busy with your subjects.Step Ⅴ Grammar FocusAsk different students to say the statements and the questions and answers.S1:I wasn’t very outgoing.S2: You used to have long hair.S3: Did you use to have straight hair?S4: Yes, I did.S3: Did you use to play the piano?S4: No, I didn’t.Write them on the blackboard. Ask a student to circle the words used to, use to, did and d idn’t. The following are noteworthy:1. When we write statements, we use the words used to.2. When we write questions, we use the words did + use to.3. When we answer a question with used to, we use did or didn’t.Dictate the following for further understanding:1. You used to be short.2. He used to play soccer.3. Did you use to draw pictures?Yes. I did.4. Did she use to have long hair?No, she didn’t.Pronunciation noteEnglish speakers usually pronounce the words used to and use to exactly the same way. They run the words together and pronounce these words as if they were spelled ustuh.say the statements and questions and answers in the grammar box to demonstrate this pronunciation. Get students to repeat several times using the ustuh.Step Ⅵ SummarySay, In this class, we’ve mainly learned the "use to" questions and "used to" statements.Step Ⅶ HomeworkAsk students to write a short report about what a favorite film star or a famous scientist was like when he/she was a child. Suggest students to add pictures to their written work.Step ⅧTeaching Postscript:。
人教新目标版九年级英语Unit2IusedtobeafraidofthedarkThe3rdPeriod教案
Unit 2 I used to be afraid of the dark.The Third PeriodDate:Ⅰ. Teaching Aims and Demands1. Knowledge Objects(1)Talk about what you used to be afraidof and what you are still afraid of.(2) Key Vocabularyterrify, be terrified of, on2. Ability ObjectTrain students’ integrating skills.3. Moral ObjectAre 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 PointsTarget LanguageDid 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 PointTalk about what you used to be afraid of and what you are still afraid of using the target language. Ⅳ. Teaching Methods1. Teaching by demonstration.2. Pairwork3. GroupworkⅤ. Teaching AidA projectorⅥ. Teaching ProceduresStepⅠRevisionCheck 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 bornin Oxford, England in 1942.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 3bThis activity provides oral practice using thetarget 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 4This 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 greatimportance.Note: answers to the chart will vary.Step Ⅴ SummarySay, 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 DesignTeaching Postscript:。
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Unit 2 I used to be afraid of the dark. The Third Period Date: 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 Third Period Target language: A: Did you use to be afraid of the dark? B: Yes, I did. A: Are you still afraid of the dark?