九年级英语Unit2Iusedtobeafraidofthedark教案范文整理
人教版九年级英语下册《nit 2 I used to be afraid of the dark. Section A》教案_0
Unit 2: I used to be afraid of the dark.Part 1: Teaching Design第一部分:教学设计Period 1: Filling, Listening and Speaking (Page 10)(You used to be different.)Objectives●To learn to understand and use used to + verb●To listen and speak about what one used to be likeProcedures■Warming up by studying the title “I used to be afraid of the dark.”Hello, everyone! Are you afraid of the dark? Yes or no? You are not afraid of the dark. Neither am I. But to tell you the truth, I used to be afraid of the dark. My home used to be small, and it used to be dark in the evening. So I used to be afraid of the dark.1a Looking and fillingAm I tall? Yes, I am tall. But I used to be short. How about you? Did you use to be short? Now we are going to fill in the chart on page 10 with words to tell about people’s appearance and personality.Now we are going to make sentences to tell about people’s appearances and personalities with the words from the chart.1b Listening and writingNext we are going to listen to a conversation. In the conversation we will find that Bob is seeing some friends for the first time in four years. Listen and fill in the chart on page 10 with words tel ling about friends’ appearances and personalities. While listening, pay attention to examples of “used to + verb” and useful expressions in it.Now let’s talk as they do in the conversati on. We are going to talk in imitation of the conversation we have just heard and read.1c Pairing and speakingLook at the picture on page 10 and make more conversations.Period 2: Listening and Speaking (Page 11)(You used to be really quiet, didn’t you?)Objectives●To learn to understand and use used to + verb●To listen and speak about what one used to be like and what one used to doProcedures■Warming up by studying “Grammar Focus”Hi, class. Go to page 11 and read after me the four dialogues in Grammar Focus. Pay attention to the structure of the sentence. And translate them into Chinese.2a Listening and checkingNext we are going to listen to a conversation and check the words we hear.2b Listening and fillingOn page 11, listen for information to be filled in the blanks. Remember to pay attention to examples of “used to + verb” while listening.Now go over the tapescript on page 128 and underline all the useful expressions. Copy the useful expressions in your notebook and make sentences with them after class. .Now let’s talk as they do in the conversation. We are going to talk in imitation of the conversation we have just heard and read.2c Pairing and speakingNow work in pairs and speak about what you are like and what you used to be like.Period 3: Checking, Speaking and Writing (Page 12)(I used to be afraid of the dark.)Objectives●To learn to understand and use used to + verb in statements and questions●To speak and write about what one used to be afraid ofProcedures■Warming up by talking about being afraidHi, class. Have you ever been afraid? Everyone gets afraid sometimes. Do thunder and lightning make your heart beat faster? Maybe your mouth goes dry when your teacher announces an English quiz, or your palms sweat when it's your turn to give your report in front of the class. Perhaps you get butterflies in your stomach when you see the bad man who picks on you.3a Checking and TalkingHave you ever been afraid of something? What are you afraid of? On page 12 is a list of things which people are usually afraid of. Put checks√in the first two columns to mark the ones you used to be afraid of and the ones you are still afraid of.3b Pairing and SpeakingIn pairs ask and answer questions about what you used to be afraid of. Pay attention to uses of “used to + verb” in statements and questions.4 Filling and talkingWhat did you use to do when you were younger? What do you do now? Fill in the chart on page 12 and talk with your classmates about how you have changed.Period 4: Checking, Writing, Listening and Speaking(Page 13)(What did you use to like?)Objectives●To learn to understand and use used to + verb●To read, write, listen and speak about what you use to likeProcedures■Warming up by reading to the recordingThe single most useful activity for learning English is reading aloud the texts. So open your bookto page 10. Read aloud the texts to the recorder. Make your reading aloud as well as possible.1a Checking and listing1b Pairing and WritingWhat other things did you like to do when you were a child? Write sentences in the box on page 13. Then discuss them with a partner.2a Listening and checkingYou are going to listen and check on page 13 the sentences you hear.Now we are going to read the tapescript on page 129 to underline all the useful expressions. Copy the expressions in your notebook after class.Now let’s talk as t hey do in the conversation. We are going to talk in imitation of the conversation we have just heard and read.2b Listening and fillingNow you are going to listen again and fill in the charts on page 13. Do pay attention to the form of the language while listening.2c pairing and speakingYou are going to compare yourself with your partner.Period 5: Reading, Writing and Speaking (Page 14)(My biggest problem)Objectives●To learn to understand and use used to + verb●To read, write, and speak about your biggest problemProcedures■Warming up by reading aloud the text to the recordingReading the texts aloud to the recording helps you develop and improve English skills —reading,writing, speaking, and listening.Now open your book to page 14 and read aloud the text to its recording.3a Reading and completingRead the story on page 14 for the first time and divide/ the sentence into parts. Read the article the second time and underline all the useful expressions. Read the article the third time and darken all the linking words. Now you are going to complete the chart on page 14 with information from the story read.Now let’s try to write by imitation.Imitation writing is taking the work of a 'master' writer and using the structure and patterns as a form to learn and work from.3b Completing and writingLet’s go to page 14 and complete the let ter using information from the chart in activity 2b.Read the text How I’ve changed aloud.While reading divide/ the sentence into parts, study the predicates, darken the linking words and underline all the useful expressions.Copy all the underlined expressions in your notebook after class.Now let’s try to write by imitation. Imitation writing is tak ing the work of a 'master' writer and using the structure and patterns as a form to learn and work from.3c Writing about changesYou are going to use the information in this unit to write about how your life has changed since primary school in your life.4a Asking and fillingWhen you are home talk to your parents and fill in the chart on page 14 to find out what your parents used to do when they were children and how it is different from what you do.4b Grouping and talkingNow you shall talk with your classmates about you and your parents.。
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。
九年级英语教案Iusedtobeafraidofthedark教案
I used to be afraid of the dark教案unit 2 i used to be afraid of the dark.reading (总第八课时)[学习目标]1．熟记并灵活运用本课的单词和短语：death, cause, patient, in the end=at last, make a decision, to one’s surprise, exactly, even though, no longer, take pride in, pay attention to, give up[学习重点]掌握used to 句型。
[学习过程]i. 热身1、听写前一课的内容。
2、检查新单词。
ii. 知识呈现section 1. before you read小组讨论：when you have a problem, how do your parents help you?section 2. while you read1.read the passage quickly and find the main idea.2.read it again and put the missing sentences into the correct places in the reading. (3a)3.read it carefully and find out the language points.小组讨论，然后交流展示合作的成果。
(1). afford sth/to do sth 负担得起he couldn’t afford to pay for his child’s education.(2)..cause a lot of trouble (for sb.) 引起很多麻烦(3). get into trouble with the police 陷入警察手里(4). be patient with sb 对…有耐心(5). finally=in the end=at last 最后(6). make a decision on sth/doing sth 决定做某事=make up one’s mind to do sth=decide to do sth(7). it’s necessary to do sth 必须做某事(8). 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.(9). even though=even if (+让步状语从句) 即使even though he is eighty, he looks young and healthy.(10). no longer=not...any longer 不再(延续性)no more=not…any more 不再(短暂性)(11). 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.(12). pay attention to sth/the grammar 注意语法4.小组合作找出文章中的语言点，质疑解惑。
Unit_2_I_used_to_be_afraid_of_the_dark_说课稿
Unit 4 I used to be afraid of the dark.Period 3教材分析本节课是初中英语新教材九年级英语第4单元的第三课时，本单元的核心话题为“talkabout what they used to be like”，围绕着谈论过去自己和他人过去经常做的事，谈论自己和他人过去的外貌\性格\爱好，以观察图片、听力理解、阅读理解等训练方式和独立学习、合作交流、完成任务等形式完成目标语言的输入，学习句型Used to 为主要学习任务，并且设置任务型综合性语言实践活动，让学生在交际活动中，学会如何正确地用英语表达自己的意见和建议，重在培养学生的习得语言运用能力、实践能力、合作能力及创新意识。
学生情况分析通过两年的学习，九年级学生大多数已有了相对较扎实的英语功底，形成了自己学习英语的方法和习惯，本班大多数学生都能使用目标语言进行会话交流。
但由于九年级平时学习任务重，时间紧张，他们对英语的习趣和热情已不像七八年级那样高涨。
也有部分学生对英语失去了兴趣，但他们有较强的模仿和记忆能力，且对于新事物的接收能力比较强。
本节课要面向全体学生，对学生进行听说能力的训练和提高学生在任务中学习的能力，同时也要考虑教学方式的趣味性和有效性。
教学目标1．知识目标 1）能够谈论自己过去与现在的情况，使用句型I used to be afraid of. Did you use to be afraid of ……? 和Are you still afraid of …2）复习第四单元“used to”及其相关的用法。
2．能力目标培养学生综合运用语言的能力，能用英语完成简单的任务，处理传送信息。
3. 情感目标树立自信，做个勇敢的学生。
教学重点使用Did you use to be afraid of ……? 和Are you still afraid of ……?教学难点用目标语言自由谈论现在和过去害怕的现在还害怕的事物教学方法多媒体辅助教学法与任务型教学法教具多媒体课件教学过程一、复习（revision）1．多媒体展示学生熟悉并且喜欢的明星刘德华的照片，让学生通过对比，口头描述他的变化。
Unit2 I used to be afraid of the dark 教案(人教版九年级全册) (6)
Unit 2 I used to be afraid of the dark.单元分析与提示教学目标1、通过过去的习惯和经常发生的动作和状态与现在的生活方式比较使学生认识和注意培养自己的优秀品质的重要性。
2、通过过去的习惯和现在的生活方式来开拓学生的视野和展现成长的轨迹。
3、学会used to的结构，以及其疑问形式和否定形式。
教学重、难点1. used to +动词原形，表达“过去习惯、过去经常……”，表示过去经常发生的动作和状态，此习惯和状态现在已不存在。
The used to be a river near our school.He used to come by bus.Used he to come by bus? / Did you use to come by bus ?Yes, he used./ No, he usedn’t. Yes, he did. No, he didn’t2. spend …(in) doing sth= spend … on sthI used to spend a lot of time playing games with my friends.He spent half a year ( in ) writing a short play.= It took him half a year to write a short play.3. What does he /she look like ? 一般指的是外表。
回答: be short, tall, thin, fat, a little bit heavy, medium height…have a bald / mustache / medium build / curly long hair / blonde hair / brown hair .4. What is he like ? 一般指个性、品格( personality )回答：outgoing, easygoing, serious, friendly, unfriendly, shy,quiet…目标提示语言目标1. Did Mario used to be short ?Yes, he did. Now he is tall.2. I used to eat candy all the time, didn’t you ?Yes, I did. And I used to chew gum a lot.3. 掌握used to的疑问式及否定式4. 学习下列词汇used to , dark, spider, insect.认知目标学生能运用used to结构，谈论学生自己怎样与过去不同，能准确地描述自己的外貌、性格的变化，灵活运用used to结构处理和传递信息。
九年级英语Unit2I used to be afraid of the dark教案
九年级英语Unit2I used t be afraid fthe dar教案九年级英语Unit2usedtdsth过去常常做某事否定形式：didn’tusetdsth/usednttdsth 如：Heusedtplaftballaftershl放学后他过去常常踢足球。
Didheusetplaftball?es,IdidN,Ididn’tHedidn’tusetse他过去不吸烟。
2反意疑问句①肯定陈述句＋否定提问如：Lilisastudent,isn’tshe?Lilillgthina,n’tshe?②否定陈述句＋肯定提问如：Shedesn’tefrhina,desshe?uhaven’tfinishedher,haveu?③提问部分用代词而不用名词Lilisastudent,isn’tshe?④陈述句中含有否定意义的词，如：little,fe,never,nthing,hardl等。
其反意疑问句用肯定式。
如：HenslittleEnglish,deshe? 他一点也不懂英语，不是吗？Thehardlunderstdit,didthe?他们几乎不明白，不是吗？3plathepian 弹钢琴4①beinterestedinsth对…感兴趣②beinterestedindingsth对做…感兴趣如：Heisinterestedinath,butheisn’tinterestedinspeaingEnglish他对数学感兴趣，但是他对说英语不感兴趣。
interestedad感兴趣的，指人对某事物感兴趣，往往主语是人interestingad有趣的，指某事物/某人具有趣味，主语往往是物6still仍然，还用在be 动词的后面如：I’stillastudent用在行为动词的前面如：Istilllvehi7thedar天黑，晚上，黑暗8害怕…beterrifiedfsth如：Iaterrifiedfthedgbeterrifiedfdingsth如：Iaterrifiedfspeaing9n副词，表示（电灯、电视、机械等）在运转中/打开，其反义词ff iththelightn灯开着0altsehere步行到某处altshl步行到学校1 spend动词，表示“花费金钱、时间”①spend…nsth在某事上花费（金钱、时间）②spend…dingsth花费（金钱、时间）去做某事如：Hespendstuhtienlthes他花费太多的时间在衣着Hespend3nthsbuildingthebridge他花费了三个月去建这座桥。
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。
新目标英语九年级教案Unit 2 I used to be afraid of the dark教案1
Unit 2 I used to be afraid of the dark.The 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' communicative competence.3．Moral Object：Don't judge a person by his appearance. Ⅱ．Teaching Key Points1．Target language2．The structure: used toⅢ．Teaching Difficult Point：The structure: used to Ⅳ．Teaching Methods：1．Teaching by induction 2．Pair work Ⅴ．Teaching Aids1．A tape recorder2．Pictures of people cut out from magazines or newspapers Ⅵ．Teaching ProceduresStep Ⅰ Revision(1) Check the homework exercises.(2) Ask some individual students their ways of learning English. T: How do you learn English, A?S A: I learn English by listening to cassettes.T: What about you, B?S B : I study with a group.T: Do you learn English by practicing conversations with friends, C?S C: Yes , I do. I think it helps.Step Ⅱ 1aThe activity introduces the key vocabulary. Call students' attention to the chart with the headlines Appearance and Personality.Say, You are to fill in the chart with words describing people. The words under Appearance will describe how people look and the words under Personality will describe what people are like. Ask. two students to say the sample answers. Then elicit one answer to each column from the class.Get students to fill in the chart individually.Check the answers by asking different students to read their lists to the class. Make sure that all the students understand what each word means.Note: Answers will vary from the sample answers below.Sample answersAppearance: tall, straight hair, long hair, short hair, curly hair, short, fat, thin, slim, good-looking, prettyPersonality: outgoing, funny, quiet, kind, warm-hearted, friendly, shy, easygoingStep 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.T: Liu Chang is tall now. Was she tall ten years ago?S1: No, she was short.T: She has long hair. Did she have long hair ten years ago?S2: No, she has short hair. (You may wish to ask Liu Chang to answer the question) T: …Ask some more questions and add more examples to both columns.Ensure that the blackboard ends up like this:Sep. 10,2004 Sep. 10,1994tall shortlong hair short hair……Say, we use “used to” to talk about things that have changed.Write the following on the blackboard:Liu Chang used to be short, but she is tall now.She used to have short hair, but she has long hair now.Read the instructions to the class.Point out the sample answer. Say, You will hear someone in the recording say that Mario used to be short. Listen and fill in the other blanks with words you hear.Play the recording for the first time.Students only listen.Play the recording again. This time,students listen and fill in the blanks.Check the answers.AnswersMario used to be short. He used to wear glasses.Amy used to be tall. She used to have short hair.Tina used to have red and curly hair.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.S A: Mario used to be short.S B: Yes , he did. Now he is tall.Write it on the blackboard. Then demonstrate a new conversation with another student.T: Mario used to wear glasses.S C: Yes, he did. Now he wears contact lenses.Say, Look at the picture in Activity 1b. Have a conversation with a partner about people in the picture. Talk about how the people look now and how they used to look. As students work. listen in on various pairs checking progress and helping with pronunciation as needed.After students have had a chance to practice several exchanges, ask pairs to come to the front of the room and act out their conversations.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 tall.Step 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 and as they were ten years ago. Students may collect pictures and information of the person they like best.Then write a passage about the person.Step Ⅶ Blackboard 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 tall.。
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九年级英语
Unit2Iusedtobeafraidofthedark教案
九年级英语Unit2
usedtodosth.过去常常做某事
否定形式： didn'tusetodosth./usednottodosth.
如：Heusedtoplayfootballafterschool.放学后他过去常常踢足球。
Didheusetoplayfootball?yes,Idid.No,Ididn't.
Hedidn'tusetosoe.他过去不吸烟。
反意疑问句
①肯定陈述句＋否定提问如：
Lilyisastudent,isn'tshe?
Lilyillgotochina,on'tshe?
②否定陈述句＋肯定提问如：
Shedoesn'tefrochina,doesshe?
youhaven'tfinishedhoeor,haveyou?
③提问部分用代词而不用名词
Lilyisastudent,isn'tshe?
④陈述句中含有否定意义的词，如：
little,fe,never,nothing,hardly等。
其反意疑问句用肯定
式。
如：
HenoslittleEnglish,doeshe? 他一点也不懂英语，不是吗？
Theyhardlyunderstoodit,didthey?他们几乎不明白，不是吗？
playthepiano 弹钢琴
①beinterestedinsth.对…感兴趣
②beinterestedindoingsth.对做…感兴趣
如：
Heisinterestedinath,butheisn'tinterestedinspeaing English.他对数学感兴趣，但是他对说英语不感兴趣。
interestedad感兴趣的，指人对某事物感兴趣，往往主语是人
interestingad有趣的，指某事物/某人具有趣味，主语往往是物
still仍然，还
用在be 动词的后面如：I'stillastudent.
用在行为动词的前面如：Istilllovehi.
thedar天黑，晚上，黑暗
害怕…beterrifiedofsth.如：Iaterrifiedofthedog. beterrifiedofdoingsth.如：Iaterrifiedofspeaing. on副词，表示在运转中/打开，
灯开着iththelightonoff. 其反义词
0.altosoehere步行到某处altoschool步行到学校
1. spend动词，表示“花费金钱、时间”
①spend…onsth.在某事上花费
②spend…doingsth.花费去做某事如：
Hespendstoouchtieonclothes.他花费太多的时间在衣着 Hespend3onthsbuildingthebridge.他花费了三个月去建这座桥。
Payfor花费
如：Ipay10yuanfortheboo.我花了10元买这本书。
tae动词有“花费”的意思常用的结构有：
taesb.…todosth.如：Ittaeseadaytoreadtheboo.
tae…todosth.
3.chatithsb.与某人闲聊如：Ilietochatithhi.
我喜欢和他聊天。
orryaboutsb./sth.担心某人/某事 orry是动词
beorriedaboutsb./sth.担心某人/某事 orried是形容词如：Don'torryabouthi.不用担心他。
otherisorriedaboutherson.妈妈担心他的儿子。
allthetie一直、始终
taesb.to+地方送/带某人去某个地方如：
Apersontoohitothehospital.一个人把他送到了医院。
Luitooehoe.刘把我送回了家。
hardlyadv.几乎不、没有
hardlyever很少
hardly修饰动词时，通常放在助动词、情态动词之后，实义
动词之前助动词/情态动词＋hardl
hardly+实义动词
如：
Icanhardlyunderstandthe.我几乎不能够明白他们。
Ihardlyhavetietodoit.我几乎没有时间去做了。
issv.思念、想念、错过
inthelastfeyears.在过去的几年内常与完成时连用如：
Ihavelivedinchinainthelastfeyears.
在过去的几年内我在中国住。
0.bedifferentfro与…不同
1.hotosi怎样游泳
不定式与疑问词连用：动词不定式可以和
hat,hich,ho,here,hen等引导的疑问句连用，构成不定工短语。
如：
问题是什么时候开始。
Thequestionishentostart.
Idon'tnoheretogo.我不知道去哪。
2.aesb./sth.+形容词
aeyouhapp
aesb./sth.+动词原形aehilaugh
3.oveto+地方搬到某地如：IovedtoBeijinglastyear. itseesthat+从句看起来好像……如：
Itseesthathehaschangedalot.看起来他好像变了许多。
helpsb.ithsth.帮某人某事
helpsb.dosth.帮某人做某事
ShehelpedeithEnglish. 她帮助我学英语。
ShehelpedestudyEnglish。
她帮助我学习英语。
fifteen-year-old作形容词 15岁的
fifteen-year-olds作名词指15岁的人
fifteenyearsold指年龄 15岁如：
afifteen-year-oldboy 一个15岁的男孩
Fifteen-year-oldslietosing.15岁的人喜欢唱歌。
Iafifteenyearsold.我是15岁。
支付不起… can't/couldn'taffordtodosth.
can't/couldn'taffordsth.
如：Ican't/couldn'taffordtobuythecar.
Ican't/couldn'taffordthecar.我买不起这个辆小车。
as+形容词./副词＋assb.could/can尽某人的…能力
如：
Zhourunasfastashercould/can.她尽她最快的能力去跑。
getintotroubleith遇到麻烦
0.intheend最后
aeadecision下决定下决心
toone'ssurprise令某人惊讶如：
totheirsurprise 令他们惊讶 toLiLei'ssurprise令李
雷惊讶
3.taeprideinsth.以…而自豪如：
Hisfatheralaystaeprideinhi.他的爸爸总是以他而自豪 payattentiontosth.对…注意，留心如：
youustpayattentiontoyourfriend.你应该多注意你的朋友。
beabletodosth.能做某事如：
Sheisabletodoit.她能够做到。
giveupdoingsth.放弃做某事如：
yfatherhasgivenupsoing.我爸爸已经放弃吸烟了。
如：noore==nolonger不再①
Iplaytennisnoore/longer.我不再打网球。
②not…anyore==not…anylonger 如：
Idon'tplaytennisanyore/longer.我不再打网球。
gotosleep入睡。