2014年秋新目标英语unit 4教案
人教版新目标九年级英语Unit4教案
Unit 4 What would you do?Part 1: Teaching design (第一部分：教学设计)Structures: Second conditional, Should for adviceTarget language:What would you do if you won a million dollars?I’d give it to medical research.I can’t sleep the night before an exam. Wha t should I do?If I were you, I’d take a long walk before going to bed.Vocabulary: million, charity, pimple, confident, shirt, tie, medical researchLearning strategies: Matching, Listening for key wordsSECTION AGoals●To learn to use Second conditional and Should for advice●To listen and talk about imagined lifeProceduresWarming up by learning about Second conditional and Should for adviceThe second conditional (also called conditional type 2) is a structure used for talking about unreal situations in the present or in the future. This page will explain how the second conditional is formed, and when to use it.The structure of a second conditional sentenceLike a first conditional, a second conditional sentence consists of two clauses, an "if" clause and a main clause:If I had a million dollars, I would buy a big house.If the "if" clause comes first, a comma is usually used. If the "if" clause comes second, there is no need for a comma:I would buy a big house if I had a million dollars.We use different verb forms in each part of a second conditional:if + subject + simple past verb*subject + would + verb1a Talking about imaginary situations1b Listening and numberingNow you are going to listen and number the pictures 1 to 3 in the order you hear them.Now listen again and write down the sentences with Second conditional and Should for advice1c Doing pairworkLet’s pretend that we are the people in the picture on page 26. Talk with your partner about what you would do if you had a million dollars.Look. This old man had a million dollars, and he gave it to charity.Wow! What would a million dollars?I’d give it to medical research.I’d take a chance to achieve my dream of flying to the moon.a million dollars, I’d stop working and become a professional runner.I’d go to an old people’s home to help them.I’d volunteer at the hospital twice every week.2a Listening and circlingListen to the tape and circle the reasons in the box on page 27 why Larry is nervous.2b Listening and checkingListen to the tape again and check on page 27 the four things Larry’s sister says to him.2c Doing pairworkXu Linfeng, you are Larry. Men Yati ng, you are Larry’s sister. Xu is going to talk about his worries and Men is going to give him advice.X: I don’t know what to wear.M: If I were you, I’d wear a shirt and tie.X: I don’t have a present. What if everyone elseM: If I we re you, I’d take a small present—a pen or something. brings a present?X: What if I don’t know anyone?M: If you don’t know anyone, you can talk to Tom. He’llintroduce you to people.……3a Reading and matchingGo to page 28. Read the problems in the boxes and match them with the correct advice.And now write down all the expressions into your phrase book.be really shy, enjoy parties, get nervous before big parties, get pimples, look terrible, the night before…, take a big exam, do well, help with…, eat lots of fruits, drink lots of water, take a long walk, go to bed, look friendly, feel shy3b Thinking and role playingNext you are going to think of different advice for the problems in activity 3a. Role play conversations with your partner.A:I am really shy. I don’t enjoy parties.B:If I were you, I’d go and shout in the street. I’d set up parties and invite all my classmates to come and sing and dance.A: I get nervous before big parties and I get pimples.B: Pimples look good to me. They are not terrible at all. I f I were you, the night before the big exam I’d lie in bed counting the cows, the sheep, the cattle and the horses. Then I’d have a nice sleep. If you count as many cows as possible you’d do well in the exam.A:I can’t lose my weight.B: If I were you, I’d eat lots of fruits, drink lots of water and take a long walk before going to bed every evening.4. Doing group workClosing down by taking a test on Second conditionalMatch up the parts of the sentence1. If I lost my job,A we'd both benefit.B I'd have a lot of problems getting another one.C you'd be more aware of what people really felt.D we wouldn't be so behind technologically.2. If I were in your position,A I'd resign rather than wait to be sacked.B I'd have a lot of problems getting another one.C you'd be more aware of what people really felt.D we wouldn't be so behind technologically.3. If I spoke Japanese as well as you do,A I'd resign rather than wait to be sacked.B I'd try to find a job with one of the Japanese banks.C we'd both benefit.D we wouldn't be so behind technologically.4. If we spent more on Research and Development,A I'd resign rather than wait to be sacked.B I'd have a lot of problems getting another one.C I'd try to find a job with one of the Japanese banks.D we wouldn't be so behind technologically.5. If you spoke less and listened more,A I'd resign rather than wait to be sacked.B I'd have a lot of problems getting another one.C I'd try to find a job with one of the Japanese banks.D you'd be more aware of what people really felt.6. If you spent more time on your own problems and a bit less on mine,A I'd resign rather than wait to be sacked.B I'd have a lot of problems getting another one.C we'd both benefit.D I'd try to find a job with one of the Japanese banks.7. If we controlled our expenses a bit better,A I'd resign rather than wait to be sacked.B I'd have a lot of problems getting another one.C we'd save a lot of money.D I'd try to find a job with one of the Japanese banks.8. If you invested some time into learning how the Internet works,A you'd find that it could really help you in your job.B I'd have a lot of problems getting another one.C we wouldn't be so behind technologically.D I'd try to find a job with one of the Japanese banks.9. If we opened an office in Tokyo,A we wouldn't be so behind technologically.B you'd be more aware of what people really felt.C I'd be interested in working there.D we'd both benefit.10. If you didn't take the job,A you'd regret it later.B you'd be more aware of what people really felt.C we wouldn't be so behind technologically.D I'd try to find a job with one of the Japanese banks. SECTION BGoals●To find out about people’s personalities●To learn to communicate by Second conditional and Should for adviceProceduresWarming up by learning about personalityWhat is personality? What is your personality?In psychology, personality describes the character of emotion, thought, and behavior patterns unique to a person. There are several theoretical perspectives on personality in psychology, which involve different ideas about the relationship between personality and other psychological constructs, as well as different theories about the way personality develops.1a Describing and fillingTurn to page 29 and fill in the blanks with words given.1b Which words in activity 1a describe you? Tell your partner.What are you like? I think I am creative and outgoing.2a Listening and checkingCella is asking Bill questions from a personality survey. Check the questions Cella asks.2b Listening and circling2c Doing pairworkIn pairs ask and answer the questions in the personality survey on page 29.3a Reading and fillingLook at the survey in 2a and read the personality survey result below on page 30. Fill in the balnks with a, b or c.3b Looking and writingNext you are to write your own personality survey based on the that in 2a.4 Doing groupworkAsk students in your group the questions from your survey. Discuss the results.Closing down by taking a personality surveyRead each statement carefully, and choose one answer from “Strongly Agree”, “Agree”, “Disagree”, “ Strongly1.Filling the blanksOn page 31 is a box with sentences in black. Read them and fill in the blanks with a correct word given. Make changes to the form if necessary.2.Reading an e-mailRead the e-mail from Fran and copy all the expressions.Just for funTo end this period let’s do something fun—to find the animals.Reading: What would you do if …?Before you read, go to page 148 to learn the words for this reading passage first.While you read, put the sentences into thought groups and underline all the useful phrases to be copied later after class.。
新目标英语八年级上册Unit 4section A 1a-1C教案设计
新目标英语八年级上册Unit 4(section A 1a-1C)教案设计一、教学目标：（1）知识目标：language goal:how do you get to school?I take the bus.how does he get to school?He takes the train.学习单词get to,take,subway,train.(我对单词的处理:随学随用,步步紧跟,学完以后,立即造句子练习)（2）能力目标：提高学生听、说、读、写的综合语言运用能力。
（3）情感目标：通过本课学习,使学生在活动中学会交换不同的看法，了解他人的到达学校的方式，增进情谊,让学生养成遵守交通规则的好习惯。
（4）文化意识目标：使学生迫切希望了解我国各地及世界各地学生上学的交通方式，为学生学习本单元后面的知识作铺垫。
二、重点与难点重点：学习谈论交通工具。
掌握词汇:take,subway,train,get to.句型:How特殊疑问词引导的特殊疑问句。
难点：交通工具短语及句型的熟练运用。
三、教法和学法1、教法：对本课我采取情景教学法,任务型教学法，多种形式朗读法为主，精讲巧练，由浅入深，由易到难，循序渐进地深化教学内容展开。
教师为主导，以学生为主体的师生双边教学活动。
2、学法指导：新制定的《英语课程标准》把“培养学生学习英语的兴趣，树立自信心，培养良好学习习惯和形成有效策略，发展自主学习和合作精神”放在了首位.根据依据课改的精神,遵循学生的认知规律，从单词—句子—情景对话。
整节课学生积极参与，在趣味中学习的方法学习新的语言知识，并多以问答形式出现，体现了学生的主体地位。
四、教具：录音机/磁带，小卡片(单词),多媒体。
五、教学程序：1、听英文歌曲(播放多媒体)：每节课前都适当选择英语歌曲播放一段，培养学生学习英语的兴趣。
2、复习导入：（第三单元主要谈论用现在进行时表示将来的句型，因此复习时）老师问：What are you doing this Sunday? What is he doing tomorrow ? 学生回答：I am/He is watchingTV.I am/ He is playing basketball. I am/he is going camping……师说：那你打算怎样去呢？为新课作铺垫。
新目标八年级英语下册unit4教案
你应该再多等一会儿。
--- I have a very bad cold.我感冒很厉害。
--- You should lie down and have a rest.你应该躺下，多喝水。
【当堂训练】：
一．单选：
( )1.How about ____ calendar?
(5), Let’s do sth…?
(6). What should Ido…?( should表示请求、征询对方意见)
e.g.:What should I get my dad for his birthday?
我该送给爸爸什么作为他的生日礼物呢？
【当堂训练】：
一．汉译英：
1.去睡觉________________2.Get into a fight________
Today my speech topic isLearning to get along with our parents.
These days ,most of us feel it hard to get along with our parents.
___________________________________________________________________________________________________________________________________________________________________________________
（1）.be afraid of something害怕
Don't be afraid of the dog.别害怕那只狗。
2014年秋新目标英语七年级上册全册导学案：4-2
A. Where's B. Where C. Where're D. Where are
7.—________under the tree? — No , they aren't.
A. Where's B. Where C. Where is D. Where 're
课题
Unit4第2课时
课型
新授
编号
4-2
学科
英语
班级
七年级
领导签字
执笔人
使用人
使用时间
学习目标
1、熟练掌握本课3个单词.
2、利用交际句型询问并描述物品的位置。
学习重点、难点
学写寻物启示和失物招领。
课时安排
1课时
自主预习
会读写本课3个单词.
1．个人自渎，记忆本课单词．
2．小组互相检查单词读写情况．
3．根据汉语写出下列英语单词并展示．知道__________包________
在包里____________在椅子的下面__________
选择
1. Where ______my book?
A. is B. are C. can D. do
2. Where ______his keys?
A. is are C. can D. do
3.— Where' s my baseball? — ______ under the bed.
A. It B. It's C. they D. They're
4. —Where are his pens? —_______ on the desk .
2014版人教版新目标八年级上册英语 Unit 4 单元导学案
审核
课 型
课 时
授课班级
148
149
授课时间
姓名
学案编号
No.1
【课 题】
Unit 4what’s the best movie theater?
Section A 1a—1c
教师复及短语：comfortable，seat，screen，close，theater，
想想译译
comfortable seats big screens cheap
友好的服务新电影close to home
in a fun part of town popular
如果你去电影院看电影，你认为上面列举的这些，哪些对你来说显得重要，哪些不重要？请试着完成1a，也可以增加一些内容。
用has或is填空
少数形容词(和副词)的比较级及最高级变化不规则，我们要熟记。
good／well-~better---*best bad／ill／badly-~worse--*worst
many／much-+more--+most little---less---~least
，farther--*farthest
further_—furthest
it ______comfortable seatsit ______friendly service
it ______cheapit ______close to home
it ______popularit ______ in a fun part of town
it ______good quality
③Look! He is sitting ___________in the chair.
新版2014新目标八年级下Unit4全单元教案
Unit 4 Why don’t you talk to your parents?教案Period 1 Section A (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：allow, wrong, guess, deal, work out能掌握以下句型：①—What’s wrong?—I’m reall y tried because I studied until midnight last night.② You could give him a ticket to a ball game.③ I think you should ask your parents for some money.④ Why don’t you talk to him about it?2) 能了解以下语法：（1）能够运用所学知识谈论问题和困难、提出建议并做出选择；（2）能根据对方所提出的问题，给出一些合理的建议。
2. 情感态度价值观目标：培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。
正确认识生活中的一些困难，能采用正确的方式解决生活中的问题。
二、教学重难点1. 教学重点：1) Talk about the problems.2) Learn the new language points.2. 教学难点：能根据对方所提出的问题，给出一些合理的建议。
学会表达建议的一些方式。
三、教学过程Step 1 Warming up1. 导入学生们平时在学校和生活中存在的问题。
T: What’s the matter/What’s wrong?S: He has too much homework to do.T: Do he like to do it?S1：No, he doesn’t. Because he doesn’t have any free time to do things he likes.…Step 2 Talking Work on 1a.1. Look at these problems. Do you think they are serious or not? Ss discuss with their partners and give some advice.① I have to study too much so I don’t get enough sleep.②I have too much homework so I don’t have any free time to do things I like.③My parents don’t allow me to hang out with my friends.④ I have too many after-school classes.⑤ I got into a fight with my best friend.Step 3 Listening work on 1b1. T: Tell Ss to read the sentences in 1a again. Make sure they know the meaning of the sentences.2. Play the recording for the Ss to listen and circle the problems you hear in 1a.3. Play the recording again. Check the answers with the Ss.Step 4 Pair work : Work on 1c1. Let Ss read the conversation in the box.2. Use the information in 1a to make other conversations.3. Let some pairs act out their conversations.A: What’s wrong?B: I’m rea lly tied because I studied until midnight last night.A: Why don’t you go to sleep earlier this evening?4. Language points1) allow v. 允许；准许allow sb. （not）to do sth. (不)允许某人做某事e.g. My parents don’t allow me to stay up late. 我父母不允许我熬夜。
2014秋人教版新目标英语九年级Unit 4 I_used_to_be_afraid_of_the_dark Section A 1a-2c
. I used to be afraid of the dark. used to do sth. 过去常常做某事 表示过去经常性或习惯性的动作 或状态，暗指现在已经不存了， 强调过去与现在的对比。 used to的否定形式有两种：didn’t use to或usedn’t to。
used to用于疑问句时，可借助助动词 did，也可以将used提到主语前。 e.g. They used to be good friends. 他们过去是好朋友。 (暗示现在不是了) Mrs Brown didn’t use to / usedn’t to travel in summer. 布朗夫人过去夏天不旅游。 Did you use to / Used you to play the guitar? 他过去弹吉他吗？
2a
Listen and check (√) the words you hear.
___ outgoing ___ humorous ___ active ___ quiet
___ friendly ___ serious ___ silent ___ brave ___ helpful
2b Listen again and complete the
Listen again and answer the questions.
1. What class were they? They were in science class. ________________________________ 2. What was Paula never brave to do in class? ________________________________ She was never brave to ask questions ________________________________ to teachers.
人教版新目标九年级英语Unit4单元教学设计教案
人教版新目标九年级英语Unit4单元教学设计教案教学目标1. 帮助学生掌握本单元的重点词汇和短语。
2. 培养学生听、说、读、写的能力。
3. 帮助学生理解并运用本单元的语法知识。
4. 激发学生研究英语的兴趣和自信心。
教学步骤Step 1: 导入新知- 创设情境，引发学生兴趣，激活已有知识。
- 使用图片、视频等多媒体素材，呈现本单元的话题和内容。
Step 2: 新课讲解- 通过示范和解释，讲解本单元的重点词汇和短语。
- 引导学生正确发音和记忆。
Step 3: 听力训练- 运用听力材料，让学生进行听力练。
- 提供听力策略和技巧，帮助学生提高听力能力。
Step 4: 口语练- 进行口语练活动，通过角色扮演、对话练等形式，让学生运用所学知识进行口语表达。
- 提供相关词汇和句型的情景教学，帮助学生积极参与。
Step 5: 阅读理解- 提供相关阅读材料，让学生进行阅读理解练。
- 引导学生掌握阅读技巧，如浏览、扫读、略读和深度阅读。
Step 6: 写作训练- 引导学生根据所学内容进行写作练。
- 提供写作模板和范文，帮助学生提高写作水平。
Step 7: 语法讲解- 讲解本单元的语法知识，如时态、被动语态等。
- 通过例句和练，加深学生理解和运用。
Step 8: 评价与反馈- 针对学生的表现进行评价，并提供及时反馈。
- 鼓励学生积极参与，帮助他们更好地理解和掌握所学知识。
教学资源- 人教版新目标九年级英语教材- 多媒体设备和教学素材- 相关练和评价材料教学策略- 创设情境，激发学生兴趣。
- 多媒体辅助教学，提供丰富的教学资源。
- 分组合作研究，激发学生参与和合作的热情。
- 情景教学，帮助学生在实际语境中运用所学知识。
教学评价- 针对学生在听、说、读、写等方面的表现进行评价。
- 采用课堂观察、小组讨论、作业评改等方式进行评价。
- 及时反馈学生的优点和需要改进之处。
教学反思与改进- 教师要不断反思，对课堂教学进行总结和改进。
2014版新目标八年级英语下册Unit4教案
2014版新目标八年级英语下册Unit4教案Unit 4 h dn’t u tal t ur parents?Setin A 1 (1a-2d)一、教学目标：1 语言知识目标：1) 能掌握以下单词：all, rng, guess, deal, r ut能掌握以下句型：①—hat’s rng?—I’reall tried beause I studied until idnight last night②u uld give hi a tiet t a ball gae③I thin u shuld as ur parents fr se ne④h dn’t u tal t hi abut it?2) 能了解以下语法：(1）能够运用所学知识谈论问题和困难、提出建议并做出选择；（2）能根据对方所提出的问题，给出一些合理的建议。
2 情感态度价值观目标：培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。
正确认识生活中的一些困难，能采用正确的方式解决生活中的问题。
二、教学重难点1 教学重点：1) Tal abut the prbles2) Learn the ne language pints2 教学难点：能根据对方所提出的问题，给出一些合理的建议。
学会表达建议的一些方式。
三、教学过程Step 1 aring up1 导入学生们平时在学校和生活中存在的问题。
T: hat’s the atter/ hat’s rng?S: He has t uh her t dT: D he lie t d it?S1：N, he desn’t Beause he desn’t have an free tie t d things he lies …Step 2 Taling1 L at these prbles D u thin the are serius r nt? Ss disuss ith their partners and give se advie①I have t stud t uh s I dn’t get enugh sleep②I have t uh her s I dn’t have an free tie t d things I lie③parents dn’t all e t hang ut ith friends④I have t an after-shl lasses⑤I gt int a fight ith best friendStep 3 Listening1 T: Tell Ss t read the sentenes in 1a again ae sure the n the eaning f the sentenes2 Pla the rerding fr the Ss t listen and irle the prbles u hear in 1a3 Pla the rerding again he the ansers ith the SsStep 4 Pair r1 Let Ss read the nversatin in the bx2 Use the infratin in 1a t ae ther nversatins3 Let se pairs at ut their nversatinseg A: hat’s rng?B: I’reall tied beause I studied until idnight last nightA: h dn’t u g t sleep earlier this evening?4 Language pints1) all v 允许；准许all sb （nt）t d sth (不)允许某人做某事eg parents dn’t all e t sta up late 我父母不允许我熬夜。
模式2：2014年秋人教版新目标英语七年级上全册精品教案(66页)
Starter Unit 1 Good morning!一、教材分析预备篇的主要内容为26个字母和最基本的英语日常用语。
教材的编写主要是帮助那些没有英语基础的学生更好地使用本套教材，同时又帮助有一点基础的学生尽快熟悉教材中的人物，激发他们的自信心，增强说英语的兴趣。
本单元的教学内容为：1. 学习Aa --- Hh八个字母。
2. 学习八个人名。
Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen3. 学习打招呼的用语：Hello!/ Good morning!/ Good afternoon!/ Good evening!4. 学会问候熟识的朋友和应答：-- How are you?-- I’m fine, thanks. How are you?-- I’m OK二、教学重点1. 认识教材中的人物，熟悉八个名字。
2. 字母Aa --- Hh的教学。
3. 打招呼的用语：Hello! Good morning. Good afternoon. Good evening.-- How are you? -- I’m fine, thanks. How are you? -- I’m OK.4. 字母a，e在开音节和闭音节中的读音规则。
三、教学难点教材中英语人名的学习和大、小写字母的学习及书写。
四、教学步骤The First Period (1a – 1c)Teaching aims （教学目标）1. 能识别书中的八个人物。
2. 学会八个人名的读音。
2. 学会早上见面打招呼的用语。
Language points (语言点)1. 词汇：1) 名词n.：morning, Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen2）形容词adj. ：good3) 感叹词interj. ：hi, hello2. 句型：Hello! Good morning!Difficulties （教学难点）：1. 八个英语名字的正确发音；2. 字母A, C, G, H的正确发音Teaching steps （教学步骤）1. Warming-up （课堂热身）(1) Teacher puts a name card with an English name above and a Chinese name below on the big desk, then points to the name card and have an introduction.T: This is my name card. I have a Chinese name ... And I have an English name ... You can call me...(2) Greet the whole class and help them to say,Hello, ... ! Good morning, ...! （学生还没有英文名，就用中文名打招呼）2. Presentation （呈现新知识）Teacher shows the photos of the eight persons by playing PPT and helps students to learn to pronounce the names. Teacher says,Here are some new students. Let’s look at them and learn their names.3. Work on 1a （完成1a）(1) Teacher shows the picture on Page 1 by playing PPT. （此步骤不出现问候语）(2) Teacher points to the persons and students say their names.(3) Teacher says one of the names and students repeat it, and then write it below Boy’s nam e or Girl’s name in the book.(4) Check their answers.E.g. T: Li Lei.S: Yes.（示意学生起立回答问题）T: Is Frank a boy’s name or a girl’s name?S: A boy’s name.T: Right. You can get the English name, Frank. Sit down, please.S: Thank you.4. Presentation （呈现新知识）Teacher shows a picture with Bob, let students guess what Bob wants to say to us. The answer maybe: Hello, Helen! or Good morning, Helen!5. Work on 1b （完成1b）(1) Play the recording for the first time, Students only listen.(2) Play the recording for the second time. Students listen and repeat.(3) Play the recording for the third time. Students look, listen and repeat.Teacher: Now please open your books and turn to Page 1. You can look at the conversation in your book. Le t’s listen and repeat.6. Work on 1c （完成1c）（1）Students practice reading the conversations in the picture in pairs. Teacher moves around the classroom when students are practicing. Give them some help if they need.（2）Teacher greets the students who has just get their English names. The other students listen, watch and learn.（3）Students practice greeting each other. They can use their Chinese names if they wish. Encourage them to use their English names if they can.（4）T: Now I’ll ask some pairs to practice your own conversations. （学生小组起立进行对话表演。
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Unit 4 I used to be afraid of the dark.ⅠTeaching aims and demands1. Knowledge and abilityMaster the new words and target language2. Procedure and methodTalk about what you used to be like. Used to…3. Moral educationEncourage the Ss to talk about how we have changed.ⅡImportant and difficult pointsMaster the vocabulary and target languageⅢTeaching aidsTape and computerⅣTime of the unit: FiveThe first period (Section A 1a-2d)ⅠKnowledge and language skillsMaster the new words and conversationsⅡImportant and difficult pointsTalk about how we changed.ⅢEmotions and attitudesTrain the Ss to make conversations by using new words and sentencesⅣTeaching aid: Tape recorderⅤTeaching proceduresStep ⅠWarming upSing the song and dance to the musicStep ⅡPresentation1. Fill in the chart with words to describe people.Review the words about appearance and personality.2. Look at the picture in 1a and make conversations.A: Did Mario use to be short?B: Yes, he did. He used to be really short.A: What’s he like now?B: He’s tall now.Step ⅢListening. Bob is seeing some friends for the first time in four years. What did his friends use to look like?Step ⅣListening 2a&2b Listen and check the question you hear.Step ⅤPractice2c Make conversations A: P aula used to be really quiet.B: I know. She was always silent in class.2d Role- play the conversationStep ⅥSummary1. New words and expressions2. How do you….Step ⅦHomework1. List all the ways of learning English2. Make a conversationBlackboard Design:Section A1 (1a-2d)used to do…be used to doing……..Teaching review:The second Period (Section A 3a-3b)ⅠKnowledge and language skillsMaster the new words and the key sentences.ⅡImportant and difficult pointsTalk about how to learn and grasp reading skills.ⅢEmotions and attitudesTrain the Ss to talk about what you used to be like.ⅣTeaching aid: Tape recorder and computerⅤTeaching proceduresStep ⅠWarming upGet the students to talk about what you used to be like.Step ⅡPresentation1. Get the Ss read the passage for the first time and find out the main idea.2. Read the passage again and identify the paragraphs in which the following information appears, number the information.3. Read the passage carefully and find out the key expressions and sentences.4. Explain the key points and read fast.Step ⅢPracticeRead the article again and complete the sentences about Candy.StepⅣSummaryThe key words and phrases in the passage.StepⅤHomeworkGet the students try to recite the text and finish the exercises.Blackboard designUint4 Period 2 Section A 21. 19-year-old2. deal with3. dare to4. all the time5. worry about6. a number ofthe number ofTeaching reviewThe third period (Section A Grammar focus-4c)ⅠKnowledge and language skillsMaster the new words and grasp the conversationⅡImportant and difficult pointsTalk about what you used to be likeⅢEmotions and attitudesTrain the Ss to love EnglishⅣTeaching aid: tape recorderⅤTeaching proceduresStep ⅠRevisionWrite sentences about the past using used to…Step ⅡPresentationused to do 过去常常做…be used to dong 习惯于做…Step ⅣPracticeMake up dialogues using the sentences in Grammar Focus with your partnerA: What did you use to be like?B: …4b Look at the information and write sentences about Emily.4c Which of these things did you use to be afraid of? Which ones are you still afraid of? Check the boxes and then your partner.Step ⅤDiscussionWhat did you used to be like? Interview your partner.Step ⅥSummary1. New words and expressions2. used toStep ⅦHomeworkMake a conversationBlackboard Design:Section A Grammar focus-4cI used to…you used to….Did he/she/you use to……..Teaching review:The fourth period (Section B 1a-2e)ⅠKnowledge and language skillsMaster the new words and the key sentences.ⅡImportant and difficult pointsTalk about how we have changed.ⅢEmotions and attitudesTrain the Ss to talk about how we have changed.ⅣTeaching aid: Tape recorder and computerⅤTeaching proceduresStep ⅠWarming upGet the students to talk about how we have changed. Finish 1a.Step ⅡPresentation1. What other things did you use to like when you were a child? Write sentences in the box above. Then discuss them with a partner. And finish 1b.2. Do the listening part in 1c and 1d.3. Role-play the conversations using the information in 1c and 1d.4. Teach the reading strategy and get the Ss to read the passage for the first time and find out the main idea.5. Read the passage again and answer the questions in 2c.6. Read the passage carefully and find out the key expressions and sentences.7. Explain the key points and read fast.Step ⅢPracticeComplete the practice in 2d-2e.StepⅣSummaryThe key words and phrases in the passage.StepⅤHomeworkGet the students try to recite how we have changed and finish the exercises.Blackboard designUint4 Unit4 Section A 21. do well in=be good at2. become less interested in doing3. be absent from4. pay attention to5. Use it or lose it6. advise sb. To doTeaching reviewThe fifth period (Section B 3a-Self check)ⅠKnowledge and language skillsMaster the new words, phrases and sentencesⅡImportant and difficult pointsWrite about what you have changed.ⅢEmotions and attitudesTrain the Ss what you used to be likeⅣTeaching aid: Tape recorderⅤTeaching proceduresStep ⅠRevisionWrite notes about how you have changed in your appearance, personality and hobbies. Then talk with a partner about your changed.Step ⅡHow to write an article.Try to write two paragraphs.Paragraph1: General introduction about the changes in your life.Paragraph2: The most important change and how it happened.Step ⅢWriting1. Write about how you have changed. What did you use to be like? Which change is the most important one, and why?2. Useful expressions:How I’ve Changed!My life has changed a lot in the last few years. I used to ___________________________________________________________________________________________________Now I’m__________________________________________________________________ The biggest change in my life was ___________________________________________ This is the most important change because________________________________________. Step ⅣSelf check1. Fill in the blanks with the word in the box2. What did you use to be like when you were in primary school? Complete these statements. Step ⅤSummaryMemorize new words and expressionsStep ⅥHomeworkWrite an articleBlackboard Design:Section B 3a-Self checkHow I’ve Changed!My life has changed a lot in the last few years. I used to _________________________ __________________________________________________________________________ Now I’m__________________________________________________________________ The biggest change in my life was ___________________________________________ This is the most important change because________________________________________. Teaching review:。