unit3iusedtobeafraidofthedark教案(鲁教版初二下)doc初中英语
Unit3 I used to be afraid of the dark Period2 参考课件(新)鲁教版八年级下
A: Me? Oh, yes! I’m terrified of the dark. B: So, what do you do about it? A: I go to sleep with my bedroom light on.
入睡 adj.开着的;接通的; 工作着的
1. be afraid of +n. /v-ing
笔头练习
1. 我年轻时个子很矮。
I used to be very short.
2. —你过去是直发吗？ —是的。
Used you to have straight hair?
– Yes, I used.
3. —你过去弹钢琴吗？ —不，我不弹。
Used you to play the piano?
Unit3 period2
Unit 3 I used to be afraid of the dark.
Section A
Review
Talk about your partner's photos in the past and make a conversation about your change.
g. speaking in front of a group
A: Did you use to…
B: Yes, I did.
A: Are you still afraid of…
3b PAIRWORK Now ask your partner. Put checks () in the last two columns.
(3) Amy, didn’t, used to, short, be, you, ?
鲁教版八年级英语下册 Unit 3 I used to be afraid of the dark复习教案
Unit 3 I used to be afraid of the dark ［语言目标］language objectives: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［语言结构］Target Language:1. I used to be short when I was young.我年轻时个子很矮。
2. —Did you use to have straight hair?你过去是直发吗？—Yes, I did. 是的。
3. —Did you use to play the piano?你过去弹钢琴吗？—No, I didn’t. 不，我不弹。
4. I used to be af raid of dark.我过去害怕黑暗。
5. I’m terrified of the snakes.我害怕蛇。
6. —Did you use to be afraid of being alone?你过去害怕独自一人呆着吗？—Yes, I did. 是的，我怕。
7. I used to walk to school.我过去走着上学。
［主要词汇］Vocabulary:dark 黑暗 sure 无疑，确实terrify 使害怕，使恐惧 on 接通的，工作着的spider 蜘蛛 insect 昆虫chew 嚼，咀嚼 gum 口香糖right 立即，马上 comic 连环漫画hardly 不十分，简直没有 used to do sth. 过去经常…be interested in 对…感兴趣 be on the swim team 是游泳队成员be afraid of 害怕 be terrified of 害怕with the light on worry about 担心 chew gum 嚼口香糖these days 目前，如今not…anymore 不再［词汇复习］recycling:short hair 短发 curly hair 卷发long hair 长发 straight hair 直发tall 高的 short 矮的（be）medium height 中等身高 thin 瘦的heavy 重的，沉的 (have/has) a medium build 中等胖瘦［语法分析］一、本单元语法重点内容是used to这个句型。
八年级英语下册《Unit 3 I used to be afraid of the dark Period 1》教案
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.
T: Since English learning is such a popular topic among middle school students, nearly every one of us are thin king 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?
Talk about what you used to be like
重点难点分析及
突破措施
教学重点：1.重点词汇
chew chat afford cause waste insect gum comic death patient decision attention candy airplane daily.
新鲁教版八年级英语下册Unit3 I used to be afraid of the dark教学设计
Unit3 I used to be afraid of the dark教学设计Teaching time: One periodTeaching aims and demands:1.Congnitive aims(认知目标)Words:die ，afford，patient，decide ，necessary， waste，license= licence，experience，member，sleep，importance，reply，point，succeedPhrases:t o one’s surprise，give up，old people‘s home，stay up，head teacher，no longer; not… any more，even though= even ifSentence patterns: used to do ; 非延续动词与延续动词的转换；情态动词的被动语态2.Intelligent aims(智力目标)Improve students’ abilities of listening, speaking reading and w riting .Develop students’ abilities of cooperating and creativeness.3.Emotional aims(情感目标)Stimulate students’ interest of learning English.Enable students value the chance of learning English.Teaching important points:1.Improve ss’speaking ability by talking about English.2.Improve ss’ writing ability.3.Help ss master the language points.Teaching difficult points:1.How to encourage ss to talk.2.How to improve ss’ writing ability.3.How to help ss master the language points and use them freely.Teaching methods:The situational teaching method（情境教学法）, the feeling teaching method(情感教学法), the task-based teaching method, the inductive method(归纳法)。
unit 3 i used to be afraid of the dark 教案(鲁教版八年级下) (6)doc
Unit 3 I used to be afraid of the dark.备课正文个人札记Unit 3 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 ofthe days of their childhood. It is helpful to raise learning interest of students and students are sureto be active in all the activities in this unit.(1)The first period introduces a lot of words describing people first. And then students areprovided 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 structureused 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 tobe afraid of and what they are still afraid of. In this way, students know that everyone sure changesand 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. Theother 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 thetarget language presented in the preceding classes. Such practice is useful to improve studentsintegrating 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’velearned 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 questionsand 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 ofthe 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 compare 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. V ocabularyused to, dark, spider, insectⅥ. Recyclingalone, quiet, snake, outgoing, friendly, serious, funny, tall, shy, short, straight, long hair Ⅶ.Learning Strategies1. Brainstorming2. ComparingⅧ.Teaching TimeSeven PeriodsThe First PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects(1)Key V ocabulary：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’ communicative competence.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 ⅠRevision(1) Check the homework exercises.(2) Ask some individual students their ways of learning English.Step Ⅱ1aThe 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 Ⅲ1bThe 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 Ⅳ1cThis 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 ⅤSummarySay, 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 tallStepⅥHomeworkTake 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 ⅦBlackboard DesignUnit 2 I used to be afraid of the dark.Section AThe First Period1. The structure: used toSep. 10,2004 Sep. 10,1994tall shortlong 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 tallThe Second PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1)Key V ocabulary 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 ⅠRevisionCheck 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 Ⅱ2aThis 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 Ⅲ2bThis activity gives students practice understanding the target language in spoken Conversation.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 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.Step Ⅳ2cThis 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 ⅥSummarySay, In this class, we’ve mainly learned the "use to" questions and "used to" statements.Step ⅦHomeworkAsk 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.StepⅧBlackboard DesignUnit 2 I used to be afraid of the dark.Section AThe Second PeriodTarget language:1. I wasn’t very outgoing.2. You used to have long hair.3. Did you use to have straight hair?Yes, I did.4. Did you use to play the piano?No, I didn’t.The 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 V ocabularyterrify, 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.Step Ⅱ3aThis 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 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.Step Ⅲ3bThis 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.Ask several pairs to share their conversations with the class.Step ⅣPart 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 invitamin, 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.Step ⅤSummarySay, 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 ⅥHomework(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 ⅦBlackboard DesignUnit 2 I used to be afraid of the dark.Section AThe Third PeriodTarget language:A: Did you use to be afraid of the dark? B: Yes, I did.A: Are you still afraid of the dark? B: No, I’m not. How about you?A: Me? Oh, yes! I’m terrified of the dark.B: So, what do you do about it?A: I go to sleep with my bedroom light on.The Fourth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabulary 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 V ocabulary 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 ⅠRevisionCheck 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 Ⅱ1aThis 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 complete the work individually.Step Ⅲ1bThis 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 Ⅳ2aThis 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 Ⅴ2bThis 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 uncompleted sentences. Say, You are to listen to the conversation again and fill in the blanks with the words you hear. Point out the sample answers. 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 Ⅵ2cThis 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 ⅦSummary 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 ⅧBlackboard DesignUnit 2 I used to be afraid of the dark.Section BThe Fourth Period1. Sample answers to Activity 1b:(1) I used to play football with my brother.(2)I used to eat hamburgers a lot.(3)I used to watch cartoons.(4)I used to run with my father in the morning.2. Target language:A: I used to eat candy all the time. Did you?B: Yes, I did. And I used to chew gum a lot.The Fifth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1)Key V ocabularyright, comic(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 come 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 Ⅱ3aThis activity provides reading practice using the target language.Teach the words right and comic. 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 complete the chart.Get students to do the work on their own. As they work, move around the classroom and offer helpif necessary. Correct the answers.Step Ⅲ3bThis 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 complete the letter on your own. You may use the information from the 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 completed letters to the class.Step Ⅳ3cThis 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.My life has changed a lot since primary school.I used to like different things when I was a child.I used to play chess with my grandfather. I used to like drawing pictures. Butnow I have to study very late every night. I didn’t use to wear glasses. But nowI have to wear them. To my joy, I didn’t use to like maths, now it’s my favouritesubject. I got an A in the last maths exam. I’m very glad.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 Ⅴ4aThis 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.I…My Parents used to…Reading I like reading comics.Listening to music I like listening to pop music.SportsAsk students to complete 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 Ⅵ4bThis activity provides oral practice using the target language. Read the instructions to the class. Ask students to complete the work in groups. Ask a few students to tell the class about the other students they have talked to.StepⅦSummarySay, In this class, we’ve done much practice in reading and writing as well as speaking the target language.StepⅧHomework(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 ⅨBlackboard DesignUnit 2 I used to be afraid of the dark.Section BThe Fifth Period1. Used to Nowplay chess study very latedraw pictures wear glassesnot wear glasses like maths……I…My parentsused to…Reading I like reading comics.Listening to music I like listening to pop musicSportsThe Sixth PeriodⅠ. Teaching Aims and Demand:1. 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 ⅠRevisionCheck 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 ⅡPart 1This activity provides a comprehensive 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. In some 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 ⅢPart 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 ⅣJust 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 ⅥBlackboard DesignUnit 2 I used to be afraid of the dark.Self checkThe Sixth PeriodSample answers to activity 1:1. She is afraid of falling behind the others.2. You don’t have to worry about me.3. I have such poor sight that I have to wear glasses.4. My father works in another city. I miss him very much.5. I used to be weak when I was a child.Reading: E-mail EnglishThe Seventh PeriodⅠ. Teaching Aims and Demands1. Knowledge ObjectsKey V ocabularychatline, be made up of, symbol, secret code, comprehend 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 V ocabularyThis 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.StepⅡPart 1This activity is designed to activate students’background knowledge before 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 ⅢPart 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 comes from. Say, Paragraph 1 is about where e-mail English comes 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 ⅣPart 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.。
鲁教版八年级英语下册Unit3IusedtobeafraidofthedarkPeriod3优质教案
Unit 3 I used to be afraid of the dark Period 3Teaching objectivesAfter the lesion, students will be able toKnowledge objective Learn the useful expressionsAbility objective Train Ss the ability of listening and speakingMoral objective Enable students to know that everyone surely changesImportant points and difficult pointsA:The usages of “used to do st h.”1. words and expressions: go right to，these days, chew gum, spend ….. doing….., hardlyever, in the past few years2. Sentence: I used to spend a lot of time playing games with my friends.3. Grammar: The usages of “used to do sth.”B:To make students learn and grasp the key words and the target la nguag e.Teaching procedures:Step 1 Warming upDaily reportStep 2 RevisionLet some students tell what they liked doing when they were young and what they like doing now.Step 3 Presentation1.Take up 3aListen to the tape first and then put the missing sentences in the blanks.Read the passage slowly and carefully , and try to understand the meaning of the text. Read the text again, find out the difficult points you don’t understand and then try to solve them with your classmates.Explanation:①go right home:直接回家。
八年级英语下册《Unit 3 I used to be afraid of the dark Period 8》教案
Say, This class provides us with a lot of reading as well as writing practice. And we know using context to get information.
Step 7 Homework
《Unit 3 I used to be afraid of the dark Period 8》
教学目标
Talk about appearances and personalities.
Talk about experiences.
Listen, and write t he comparison between the past and now.
教具准备
板书
设计
Unit 2 I used to be afraid of the dark
Period 6
He used to cause a lot of trouble.
Answers to3a:
How was he able to change? 5
and didn't give up trying to help him 2 That's when I decide to change 4 but a recent conv ersation with his mother changed his life 1 Even the teacher agreed that Martin was wasting his time 3
教学难点：To make students learn and grasp the key words and the target language. Vocabulary used to, chat, afford, patient. cause, waste, insect
八年级英语下册 Unit 3 I used to be afraid of the dark Period 4教案
Unit 3 I used to be afraid of the dark Period 4 Teaching objectives:Knowledge object ive Use the key words and expressions correctlyAbility objective Train Ss the ability of listening and speakingMoral objective Enable students to know that everyone surely changesImportant points and difficult pointsA:The usages of “used to do sth.”1 words and expressions:give up, death, afford, cause, patient, in the end, make a decision, necessary, to one’s surpr ise, exactly, even though, no longer, take pride in, pay attention to, wa ste, not any more. comic，2 The usages of “used to do sth.”B: To make students learn and grasp the key words and the target language. Teaching procedures:Step 1 Warming upDaily reportStep 2 RevisionCheck homework..Ask students to read their homework “How has my life changed?”Step 3 Presentation1.Take up Self-checkFill in the blanks with the words given and then make sent ences with them, and thenlook at the pictures in part 2 and write about how Yu Mei has changed.2.Take up the Reading.Listen to the tape and then answer the question “What m ade Martin Murray ch ange?” Read the text again, find out the difficult points and then try solve them.Explanation:① To do this，she had to work，and so was not often at ho me．为了做这个(能交得起学费)，她不得不工作，因此不经常在家。
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unit3iusedtobeafraidofthedark教案（鲁教版初二下）doc初中英语课型：Revision (1)教学目标：知识与技能: 1Master the vocabulary and useful expressions in unit 2. nguage goals : I used to be afraid of the dark 3 Grammar : used to do (2)过程与方法:自主探究、交流提高、强化训练,培养学生自学能力(3)情感态度与价值观：随着年龄的增长，不断克服自己的缺点，增长知识，健全自己的人格，日趋完善自己。
(4)教学重点：V ocabulary, useful expressions, used to do 结构的运用(5)教学难点：used to do be afraid of的词汇的构成及意义(6)使用媒体:多媒体，录音机(7)课时：1课时板书设计教学过程：Step 1 Revise vocabulary〔复习引入〕First, show the steps of revision(明确复习步骤) ①V ocabulary Show ② Spoken English ③ Grammar Focus ④ Listening Practice ⑤ Writing Practice Next, show the important words and phrases in this unit, they are (Be interested in\die\himself\decision\patient\on) (多媒体出示)During this course, Let the students discuss each word and sum up how much they know about them(if they can’t give the right answer ,teacher will give them a hand)., after each word, there are some exercises. (多媒体出示) 〔教法讲明：培养学生的观看、总结、自主探究的能力〕Third, Let the students say the same meaning of the following words and phrases.(be afraid of \plane\ fall asleep\ at last\ stop\even if ) (多媒体出示) Fourth, Show Ss some important phrases in Chinese and let Ss give English meanings in unit 2. The phrases are:1买的起\2对…感到自豪\3下决心\4在人群面前讲话\ 5开着灯睡觉\6一直\7吃口香糖\8和某人谈天\9在过去的几年里\10对……注意\11能够\12由……组成的\13听起来像\14代表……\15禁不住做某事\16代替……(多媒体出示) 〔教法讲明：对本单元知识起到巩固提高的作用〕Then show Ss some exercises(Fill in the blanks with the Chinese meaning given) (多媒体出示) 1 I can afford_________ (buy) the house with the garden, it is really a lot.2 My mother takes__________(自豪) in everything good I do. 3At last, he made a good _________(决定) 4 To my _________(惊奇), He went out alone. 5 You should ________________(对…注意) your daughter. 6 Be __________(有耐心的)，You will catch up with others. 7It is _________(必要的)for you to study well Step2 Spoken English〔交流提高〕Show Ss a picture of mine, Then lead into 〝used to do〞Let Ss make up the sentences with the pictures given. Then lead into 〝be afraid of \be terrified of〞from last picture(Are you afraid of elephants?) Let Ss talk about the habits they have had before, They can work in pairs or in groups. 〔教法讲明：锤炼学生的口语表达能力〕Step3 Grammar Focus〔交流提高〕Let Ss sum up 〝used to〞, They can discuss in groups, if they can not tell completely, teacher will give them help. (多媒体出示) used to 的用法〝主语＋used to＋动词原形＋其它〞那个句型结构表示过去的适应，暗示现在已无此适应。
be + 名、形used to + . do 其否定形式是主语＋didn’t use to ＋动原咨询句形式为：Did＋主语＋use to＋…? 反意疑咨询句：主语＋used to＋…，did＋主语和used to 相关的其它句型：get / be used to doing 适应于做… be used to do被用来Then do some exercises . 〔教法讲明：培养学生的观看、总结、自主探究的能力〕( )1.She is 80 years old. She ______to be a Chinese teacher. A. uses B. used C. is used D. is using ( )2. Uncle Wang _____ a worker and he is seventy now. A. uses to B. used to C. used to be D. was used to ( )3. My sister has been in American for half a year.She ___the life there. A is used B. used to C. is used to D. uses ( )4. On evenings, Grandpa used to ___funny stories to us children. A. speak B. say C. tell D. talk ( )5. I am used ______ before I get to sleep. A. read B. to reading C. reads D. to read ( )6.The jacket _______keeping warm. A. used to B. is used for C. is used to D. is used to ( )7. He moved to New York last year. Now he has ____living there. A. been used to B. been used for C. used to D. used for Step4 Listening Practicing Let Ss listen to the tape , choose the best answer. Then check the answers together. 〔教法讲明：通过听力练习锤炼学生的听力能力〕Step5 Writing Practicing(当堂训练) While the students are doing the exercises, teacher is going around the classroom to see how much they master the knowledge).Then check the answers together. 〔教师活动：出示习题引导学生完成，并订正答案夸奖做的好的学生，鼓舞差的，激发学生课下进行查漏补缺〕(学生活动：在教师的引导下进行练习) 〔教法讲明：在笔试上给学生参与的机会对本课所学知识起到巩固提高的作用〕课下作业：第二单元练习卷附课堂练习卷：Exercises for Unit 2 (九年级)ⅠFill in the blanks with the words given. 1 She used to ________(sit )beside the piano. 2 He has been__________(terrify) of diving a car since that car accident. 3 This kind of machines is used for ______(cut) trees. 4 Ann is interested in ________(join) the club. 5 I’m terrified of ________(lose) you. 6 Lucy used to __________〔文静的〕. 7 A fly is a kind of __________(昆虫) . 8 We need a ___________ (决定)on this by next week. 9 When I was a child , I was ___________(感爱好) in music. 10. You should not eat too much ________(糖果). It is not good for your teeth. Ⅱ单项选择( )11 Tom used to be short,_____? A doesn’t he B didn’t he C did he D does he ( )12 Mr Green is really ____. He never smiles. A friendly B funny C serious D outgoing ( )13 ---Don’t you remember me? ---______. A Yes, I don’t B Yes, I do C No, I do D No, I’m not ( )14Jack likes playing _____soccer, but he doesn’t like playing ____ piano.A /, theB the, theC the, /D /, / ( )15That old man lives ____,but he never feels_____. A alone, aloneB alone, lonelyC lonely, aloneD lonely, lonely ( )16 seems that Jane has known the bad news.A. SheB. ItC. ThisD. That ( )17Jane is so shy that she is afraid of in front of a group.A. speakB. speaksC. spokeD. speaking ( ).18 My grandfather us stories when I was young.A. was used to tellB. is used to tellingC. used to tellD. used to telling ( )19 Steve used to be quiet, but now he is . A. outgoing B. more quickly C. noisy D. quieter ( )20. Most Chinese children like to sleep with their mother. They are the dark. A. interested in B. afraid C. terrified of D. sure of ( )21. Chen Hui was chewing gum .A. anyway B. all the time C. all time D. all the same Ⅲ阅读明白得Some people live in high mountains. The air up high is thin. Mountains people are used to the thin air. They feel good when they live up high. Most people live in low places. If they go up high, they sometimes feel dizzy(头晕目眩的)and sick. They have to breathe faster. Their hearts beat faster. They have to move slowly. If they stay up high for a long time, their bodies will change. Their lungs will become large. Their larger lungs will help them to breathe the thin air. Airplanes fly high over the mountains. Big planes have extra air so the people inside won’t get dizzy. The air get s thinner ad you go higher. Out in space there is no air at all. In California, South America, most people live far up on the mountains. Sometimes they go down to the low country. People living there feel fine. But the People from the mountains feel sick. Choose the correct answer or complete the blanks. ( ) 1. People who go up high in the mountains often get . A hot B sleepy C dizzy D fat ( ) 2. The word in the story that means the body parts you use to breathe is . ( ) 3. The story says, 〝Most people live in low places. If they go up high, they sometimes feel dizzy and sick.〞The word〝they〞means . ( ) 4. Which of the following does this story lead you to believe? A．People get used to the air where they live. B．Air out in space is thin. C．People in spaceships don’t breathe. ( ) 5. What happens to people when they go up high? A．If they go up high, they feel better. B．If they go up high, they sleep better. C．If they go up high, they sometimes feel dizzy and dick. ( ) 6. The main idea of the whole story is that . A．people’s bodies change when they go to live in high places B．people in low places get sick C．airplanes fly high to get over the mountain Ⅳ书面表达：看以下表格，这是Mary 过去和现在的生活，请你依照表格中所提供的信息，写一篇80词左右的短文。