广东省汕头市龙湖实验中学九年级英语全册《Unit 2 I used to be afraid of

合集下载

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。

广东省珠海九中九年级英语全册《Unit 2 I used to be afraid of the

《Unit 2 I used to be afraid of the dark-Effects of Divorceon Children》背景文字Ending a marriage can be a sad, unpleasant, and painful experience, especially for children. In the United States, the number of children affected by divorce grows by about one-million each year. As the number increases, experts continue to debate the effects of divorce on children.Some experts say divorce is harmful to children. Some studies show that children of divorce have more problems.For example, some children of divorce are more often aggressive toward parents and teachers. They have a greater risk of leaving school before completing their studies. They have more health and learning problems. However, experts note that these problems are not necessarily caused by divorce alone.During the Nineteen-Seventies, many Americans believed that divorce was the best solution for married people who were not happy. People did not think divorce would harm children. They thought children would go through a period of change when their parents ended their marriage. Then the children would be all right.These beliefs have changed in recent years. Researcher Judith Wallerstein studied more than one-hundred children of divorce over a twenty-five-year period. She says some children never recover from divorce. She says they often have problems with their own adult relationships as a result of their parents' divorce.Mizz Wallerstein says her study proves that parents should stay together for their children, even if they are unhappy. However, some people say that children suffer more in a situation where there is much conflict. They say it is better for children to live with one divorced parent than to live with two parents who are angry and unhappy.Other experts note that many children of divorce do not have serious problems. This is because their parents are able to deal with the situation in a responsible way.Experts say that some people who get divorced are able to put the needs of their children first. They say that they are able to show the children that their love and support will continue after the divorce.。

广东省珠海九中九年级英语全册《Unit 2 I used to be afraid of the dark》自我测试题人教新目标版

《Unit 2 I used to be afraid of the dark》自我测试题Ⅰ. 听句子，选择与句子内容相符的图片。

（5分）Ⅱ. 听句子，选择恰当的答语。

（5分）( )6. A. Short hair. B. Outgoing. C. Excited.( )7. A. Green. B. Math. C. A sweater.( )8. A. Not at all. B. Yes, I wouldn’t.C. Of course, I do.( )9. A. I’m kind. B. That’s right.C. You’re welcome.( )10. A. You’re Tina, aren’t you?B. What a good idea!C. I’m Tina.Ⅲ. 听以下五段对话及问题，选择最佳答案。

（5分）( )11. A. Shy. B. Friendly. C. Quiet.( )12. A. Long hair. B. Curly hair.C. Short hair.( )13. A. Computer. B. Sports. C. Music.( )14. A. Stamps. B. Shells. C. Letters.( )15. A. His sister used to be afraid of the dark.B. He used to be afraid of the dark.C. He is afraid of the dark.Ⅳ. 听短文，完成表格。

（5分）书面测试（共100分）Ⅴ. 单项选择（15分）( )21. The air pollution in this area caused the ____ of many trees.A. dieB. diedC. deathD. dying( )22. — They discussed the problem for a long time yes-terday. Did they ____ a decision?— Yes, they decided to solve it as soon as possible. A. decide B. do C. know D. make( )23. If you want to get good scores, you should pay at-tention ____ your teachers in class.A. inB. ofC. toD. on( )24. The nurse is very ____ with her patients. She takesgood care of them.A. excitedB. patientC. aloneD. afraid ( )25. Did the man ____ in tha t factory when he wasyoung?A. used to workB. used to workingC. use to workD. use to working( )26. The baby is only three months old. It can’t lookafter ____.A. herselfB. himselfC. itselfD. her( )27. The old woman is poor and can’t ____ new clothes.A. affordB. costC. spendD. look( )28. I have waited for him for a long time, but he hasn’t come. I don’t want to ____ time any more.A. haveB. makeC. takeD. waste( )29. I often ____ with my old classmates on the Internet.A. tellB. sayC. chatD. speak( )30. I’ll use my bike. It is ____ for you to return it to- morrow morning.A. unfairB. unimportantC. badD. necessary( )31. Dad, smoking is bad for your health. You’d better____.A. give up itB. give it upC. give it backD. give back it( )32. Tom, put on your coat. The wind is cold, ____ the sunis warm.A. so thatB. andC. even thoughD. because( )33. Li Gang always helps others and his parents takepride ____ his good behavior.A. inB. onC. atD. by( )34. Uncle Wang has moved to the countryside. He doesn’tlive here ____.A. any moreB. no moreC. no lonerD. not longer( )35. —John didn’t use to go to work by bike, did he?— ____. He always went to work by bus.A. Yes, he didB. Yes, he usedC. No, he didn’tD. No, he wasn’tⅥ. 完形填空（10分）I used to believe that drinking coffee would make you short. I once asked my mom 36 I could drink her coffee. She asked me if I wanted to 37 big and tall.I 38 . She told me to look at her (she is very short, only 5 feet tall) — she drank lots of coffee. “Coffee stunts (妨碍) your 39 , just look at me!” I wanted to be tall so I wouldn’t go near coffee 40 I was over eighteen years old. Then I 41that drinking coffee did not stunt one’s grow th. I began to drink coffee. And incidentally （顺便提及） I grew up to be 5 feet 4 inches tall. I know drinking coffee is not the rea-son 42 my being short.Now, coffee is 43 for me. When I get home every day, I will have a cup of coffee. When having dinner with my friends, I 44 drink coffee. Every time I drink it, I remember my mom’s words and 45 .( )36. A. unless B. if C. though D. since( )37. A. give up B. look up C. grow up D. put up( )38. A. added B. looked C. nodded D. laughed( )39. A. study B. feeling C. attention D. growth( )40. A. until B. even C. after D. when( )41. A. said B. realizedC. decidedD. remembered( )42. A. in B. on C. for D. at( )43. A. unimportant B. surprisingC. badD. necessary( )44. A. finally B. also C. either D. once( )45. A. cry B. frustrateC. impressD. laughⅦ. 阅读理解（40分）AWhen we were kids, we usually had many strange thoughts. Those thoughts are always so funny to adults. But they seem so real and natural to children. Let’s see what these people used to believe.Peter Sanders: I used to think that wild flowers were really “wild”. I was terrified at the thought of going to the countryside. I was afraid that “wild” flowers would attack me.Jane: When I was little, I thought that a monster lived under my bed, and if I didn’t cover myself up w ith blan-kets, it would come out and eat me. Even if I was hot, I would pull my covers up to my face, for fear of attracting these monsters.Jenny: When my cousin and I were about three or four, we thought “chicken salad” was a salad for chickens t o eat. So we picked a lot of grass, leaves and flowers and mixed them together. Then we put this lovely “salad” in a pan and gave it to my grandmother’s chickens. We were really disappointed when they refused our offering. Those picky chickens!( )46. According to the passage, what do kids think oftheir thoughts?A. Specific.B. Real.C. Funny.D. Stupid.( )47. In Peter’s opinion, wild flowers would ____.A. attract peopleB. attack peopleC. frustrate peopleD. influence people( )48. Why did Jane cover herself with blankets when shewas little? Because she ____.A. wanted to keep warmB. was afraid of monstersC. didn’t want to get upD. liked blankets very much( )49. What did Jenny and her cousin use to make a“chicken salad” ?A. Grass, flowers and milk.B. Flowers, leaves and water.C. Grass, leaves and ants.D. Leaves, flowers and grass.( )50. The main purpose of this article is to tell us ____.A. the difference between children and adultsB. the real meaning of wild flowersC. what “chicken salad” isD. some funny thoughts of kidsBOur climate（气候） is changing both in Britain and round the world. Becauseof man-made pollution, the earth is becoming warmer and warmer. The 1990s was the warmest ten years and the 20th century was the warmest century.There are many signs of the climate change around us. In Europe, the glaciers （冰川） of the Alps are disappearing and droughts（干旱） in the Mediterranean are worse than be-fore. Southern Spain is turning into desert. And, as ice melts （融化）, sea levels all over the world are rising.We are in danger because the rain is likely to reduce（减少） because of higher temperatures. In southeast Eng-land there used to be much rain, but the rain will reduce by half in the next 40 years. Fewer people may die of cold in winter, but many more could die of heat in summer. In the summer of 2003, about 20, 000 people died of heat in France; the same could soon happen in Britain.The Environment Agency is taking a leading role in advising governments to take measures to deal with it.( )51. What makes the earth warmer and warmer?A. The waste of water.B. The heat of summer.C. The heavy rain.D. Man-made pollution.( )52. Which is one of the signs of climate changes?A. The number of people in the world is growing.B. There is more snow than before.C. There isn’t as much water as before in theMediterranean.D. It is very cold in winter.( )53. What can cause the rise of sea levels?A. The melting of ice.B. The reducing of rain.C. The cold weather.D. The strong wind.( )54. When will the rain in southeast England reduce byhalf?A. Next year.B. Two years later.C. In the next thirty years.D. In the next forty years.( )55. This passage is mainly about the ____.A. change of climateB. disappearance of glaciersC. pollution of the airD. droughts in the MediterraneanCAlbert Einstein is one of the most fascinating and great men of the modern era （时代）. He made many great achievements （成就） in physics. But he was different when he was a child.He used to think slowly in everything. He couldn’t speak even when he was three years old. After going to school, he was not good at his lessons. His teachers and classmates used to laugh at him. They didn’t like him at all. He was always alonewhen other children were playing in the garden. Lukily, his parents loved him very much and were very patient with his slown ess.One day, his father bought him a compass（指南针）. Einstein liked it very much. He turned it one way, then the other. Always the needle （针） pointed in the same di-rection. For the first time, he sensed that there were things in nature that people couldn’t see or touch. His compass became his deares t and most fascinating thing. It was the compass that introduced him to the world of science.He was good at physics. After work, he kept studying it. 1905 was an important year for Einstein. He published（出版） his Special Theory of Relativity, which was a big discovery. Then he continued his research till his late years.( )56. Albert Einstein was successful in ____.A. mathB. physicsC. historyD. Chinese( )57. Who were patient with Einstein’s slowness?A. His teachers.B. His classmates.C. His parents.D. His grandparents.( )58. What did Einstein’s father buy for him one day?A. A cat.B. A bag.C. A bike.D. A compass.( )59. According to the passage, Einstein’s big discoveryis the ____.A. theory of relativityB. speed of lightC. value of timeD. theory of psychology( )60. Which of the following is TRUE according to the pas-sage?A. Einstein was very clever when he was a child.B. Einstein often played games with his classmates.C. Einstein liked the gift from his father very much.D. Einstein thought people could see everything innature.DIn many countries, the style（风格） of clothing changes from year to year. People are tired of sameness—in food, in music, in art, and even in the way they appear to others. So fashion designers（时装设计师） are always looking for new ideas.In the United States, the history of fashion took a big jump forward with the invention of the sewing machine（缝纫机） in the middle 1800’s. Before that, only the rich had enough money to buy fashionable（时髦的） clothing.The first American designer was Hattie Carnegie. She showed her first clothing designs in 1918. Carnegie’s designs were similar to those in Paris, France.This changed when World War Ⅱ cut off the flow（流动） of materials and ideas from Europe. American de-signers began to create their own fashions.The American designs were not as formal（正式的） as those of Europe. They were more free and active. For example, American designers created a completely new kind of women’s clothing, “sportswear”. It was clothing that was less formal. People could wear it to an office or even to church.Fashion writer, June Weir said American clothes were less formal, for the American way of life was not very formal.根据短文，判断句子正（T）误（F）。

九年级英语：Unit 2 I used to be afraid of the dark.Unit 2 I used to be afraid of the dark.

初中英语新课程标准教材英语教案( 2019 — 2020学年度第二学期 )学校：年级：任课教师：英语教案 / 初中英语 / 九年级英语教案编订：XX文讯教育机构Unit 2 I used to be afraid of the dark.Unit 2 I used to be afraid of the dark.教材简介:本教材主要用途为通过学习英语的内容，提高学生的语言技能，增加一项语言能力，有利于国际化的日常交流、生活、工作等，本教学设计资料适用于初中九年级英语科目, 学习后学生能得到全面的发展和提高。

本内容是按照教材的内容进行的编写，可以放心修改调整或直接进行教学使用。

unit 2 i used to be afraid of the dark.self checkperiod four基础达标ⅰ. 根据句意及首字母（汉语）提示，补全单词1. mario is a_____ of sea. she doesn’t know how to swim.2. sorry, i can’t _____(加入) you. i have much work to do.3. don’t w____ about things so much. everything will be ok.4. i really m____ my friend tina. i haven’t seen him for a long time.5. i used to have short hair but now i ____(生长) it long.ⅱ.根据所给的汉语提示完成句子1. 大声的音乐使我紧张。

loud music _____ me ____.2. 我必须为考试而作准备。

i ____ study ____.3. 他的朋友搬到了另一个城市。

¬ his friend ____ another city.4. 玉梅好像变化很大。

九年级英语unit2复习资料iusedtobeafraidofthedark

少年易学老难成，一寸光阴不可轻- 百度文库新目标英语九年级上册第二单元复习教学案（命制人：实验中学白远会）unit 2 I used to be afraid of the dark一、重点词汇：used to 曾经dark 黑暗spider 蜘蛛insect 昆虫sure 无疑，确实chew 嚼，咀嚼gum 口香糖comic 连环漫画death 死cause 造成himself 他自己patient 有耐心的attention注意waste 浪费二、重点短语1．used to 过去常常2．be interested in 对…感兴趣3．be afraid of=be terrified of 害怕4．go to sleep with the light on 开着灯睡觉5．eat candy 吃糖6．chew gum 嚼口香糖7．chat with sb 与…聊天8．daily life 每天的生活9．cause a lot of trouble (for sb.) 引起很多麻烦10．get into trouble with the police 和警察有麻烦11．be patient with sb 对…有耐心12．make a decision on sth/doing sth 决定做某事13．head teacher 班主任14．to one’s surprise 使某人吃惊15．even though=even if 即使16．no longer=not...any longer 不再17．take pride in=feel/be proud of为…而自豪18．pay attention to 对…注意19．give up 放弃20．a couple of days 两天21．waste water 浪费水waste one’s time 浪费时间22．have a good memory 记性很好23．on the swim team 在游泳队24．make sb stressed out 使某人筋疲25．be/live alone 独处/单独居住feel lonely 觉得孤独26．walk to school=get to school on foot 走路去学校27．worry about sth/sb=be worried about sth/sb担心…28．spend time (in) doing sth 花时间做某事29．take sb to a concert 带某人去音乐会30．in the last few years 近几年31．can’t stop doing忍不住做32．look after=take care of=care for照顾33．be used to doing 习惯于做三、日常用语1．I wasn’t very outgoing. 我性格不是非常外向。

新目标英语九年级Unit 2 I used to be afraid of the dark

最大最全最精的教育资源网
全国中小学教育资源门户网站 | 天量课件、教案、试卷、学案免费下载 | 效果分析：
整体设计较好，课堂结构紧凑，井然有序，温故知新，层层递进，环环相扣。

内容安排主次分明，详略得当，重点突出。

写作训练充分，情感渗透到位。

部分语法讲解稍显粗略，课件制作简而精，文字表述精准，图片清晰明了。

本节课虽然为一节阅读课，趣味性不浓，但师生配合不是很好，充分体现了教师为主导，学生为主体的教学模式，调动了学生的积极主动性，充分发挥了学生的主观能动性，学生情绪不高涨，个人活动做的较好，小组活动，群体活动不丰富，课堂生动有趣，比较成功地完成了教学内容，收到了预期效果。

广东省珠海九中九年级英语全册《Unit 2 I used to be afraid of the d

《Unit 2 I used to be afraid of the dark-Effects of Divorceon Children》背景文字Ending a marriage can be a sad, unpleasant, and painful experience, especially for children. In the United States, the number of children affected by divorce grows by about one-million each year. As the number increases, experts continue to debate the effects of divorce on children.Some experts say divorce is harmful to children. Some studies show that children of divorce have more problems.For example, some children of divorce are more often aggressive toward parents and teachers. They have a greater risk of leaving school before completing their studies. They have more health a nd learning pro blems. However, experts note that these problems are not necessarily caused by divorce alone.During the Nineteen-Seventies, many Americans believed that divorce was the best solution for married people who were not happy. People did not think divorce would harm children. They thought children would go through a period of change when their parents ended their marriage. Then the children would be all right.These beliefs have changed in re cent years. Researcher Judith Wallerstein studied more than one-hundred children of divorce over a twenty-five-year period. She says some children never recover from divorce. S he says they often have problems with their own adult relationships as a result of their parents' divorce.Mizz Wallerstein says her study proves that parents should stay together for their children, even if they are unhappy. However, some people say that children suffer more in a situation where there is much conflict. They say it is better for children to live with one divorced parent than to live with two parents wh o are angry and unhappy.Other experts note that ma ny children of divorce do not have serious problems. This is because their parents are able to deal with the situation in a responsible way.Experts say th at some people who get divorced are able to put the needs of their children first. They say that they are able to show the chil dren that their love and support will continue after the divorce.1。

1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。

1 Unit 2 I used to be afraid of the dark Ⅰ. Learning goals 1. . Review the words and languagepoints in SectonA and Section B 2. Learn to write about how aperson has changed using the target language used to .

Ⅱ. Teaching Key Point Practice reading and writing using the target language. Ⅲ. Teaching Difficult Point Write a passage about how someone’s life has changed. Ⅳ. Teaching Method Practice method Ⅴ. Teaching Aids 1. A projector 2. A sample version Ⅵ. Teaching Procedures Step I Revision Review the target language presented in this unit. Then make sentences using the words "used to" and the guessed activity. Demonstrate how to play the game. A student pretends that he/she is drinking milk. T: What is he/she doing? Ss: He/She is drinking milk. T: You are right. OK. Please make sentences using "used to" and "drink milk". S1：I used to drink milk a lot. Now I don’t like to drink milk at all. S2:I didn’t use to drink milk. But now I like milk very much. S3:… Step Ⅱ 3a This 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 says when 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. Correct the answers. Answers Rose Tang then: had so much time; spent a lot of time playing games with my friends; watching TV or chat with my grandmother; went to concerts with my father Rose Tang now, gets up early and stays in school all day; has no time for playing games; has to study; has no time for concerts; does homework and goes to bed Step Ⅲ 3b This activity provides reading and writing practice using the target language. 2

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. Note: Answers will vary. Step Ⅳ 3c This 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. But now I have to study very late every night. I didn’t use to wear glasses. But now I have to wear them. To my joy, I didn’t use to like maths, now it’s my favourite subject. I got an A in the last maths exam. I’m very glad. Ask students to do the activity individually. Step Ⅴ 4a This 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. 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. Sports Step Ⅵ 4b This activity provides oral practice using the target language. Step Ⅶ Summary Say, In this class, we’ve done much practice in reading and writing as well as speaking the target language. Step Ⅷ Homework 《双语报》Section B