新人教版英语九年《Unit 2 I used to be afraid of the dark》单元测试

Unit 2 I used to be afraid of the dark .● 专项练习1.I am _____( terrify ) of spiders .2.He is afraid of ______( see ) strangers .3.It is not a good habit _____( chew )gum in the public places.4.The little child was _____( terrify ) of _____( be ) left alone in the house .5.It is said that _____( chew ) gum is good for our teeth .6.He hardly _____( have ) time for concerts ,did he ?7.Lily is interested in ______( play ) the piano .8.He wasn’t feeling well . So he had to stop _____( work ).9. He used to ____( stay ) up late , but now he is used to _____( go ) to sleep early .10.He is ______( worry )about his mother’s illness .11. She spends half an hour _____( read ) every day .12.It took him several days _____( travel ) here .单项选择1．Where_____live before you came here?A.did you used toB. did you use toC. use he toD. he used to2.No one likes he _____.A. stillB. neverC. anymoreD. too3.I always go to sleep _____the light on.A. inB. withC. toD. and2.I ____get up early .A. use toB. used toC. am used toD. was used to5. He _____ his father.A.look likeB. is look likeC. is likeD. looks the same6.Mark ____ go there with us tonight ,but he isn’t very sure about it .A. mustB. mayC. canD. will7.He is running _____a ball _____his hand .A. with ,inB. take ,inC. for ,inD. at ,with1.I’ve read several books ,but _____of them is funny .A. neitherB. eitherC. noneD. all句型转换1.He paid 5 yuan for the book .( 同义句)_______________________________________________2.I took him an hour to work out the problem . ( 同义句)_________________________________________________3.He used to be alone .( 改为一般疑问句)_________________________________________________4.She has to finish the work by 5 o’clock . ( 改为否定句)___________________________________________________用括号内所给单词的适当形式填空：1. When I was a child , I was _______________________(interest) in music.2. The little boy is quite shy . He is _____________________(terrify) of speaking in public.3. Jane has got a warm and ______________________________(outgo) personality.4. I heard such a _______________________(fun) joke last night.5. The local people there are very ______________________________. (friend)6. Her __________________(big) problem is that she can’t sleep well at night.单项选择（）1. When I was a child, I used to ___________ strawberry.A. likingB. likeC. likedD. likes（）2. . It _________ that Yu Mei has changed a lot.A. seemB. seemsC. look D seemed（）3. He is afraid of ___________ strangers.A. seeB. seeingC. sawD. seen（）4. I used to have short hair but now I have _____ hair.A. curlyB. longC. straightD. yellow（）5. I don’t like going out. I’m very _______.A. funnyB. quietC. quiteD. active（）6. My sister likes music. My father used to take her to the _______.A. museumB. amusement parkC. concertsD. hospital（）7. ___________ study in No.4 Middle School?A. Did you used toB. Did you use toC. Do you used toD. Do you use to（）8. Don’t ___________ about things so much. It will make you stressed out.A. afraidB. terrifyC. terrifiedD. worry（）9. I used to be shy. I couldn’t ___________________.A．alone B. speak in front of a large groupC. say anythingD. try（）10 Don't read in bed, for there is no ________.A. many light B. enough light C. light D. enough lights( )11.I often _________ an hour in the morning reading English.A. takeB. spendC. costD. pay( )12. Time lost will never return ___________.A. no moreB. some moreC. any moreD. no longer( )13.My father often __________ me to the concert on Sunday nights.A. bringsB. carriesC. getsD. takes( )14. My life has changed a lot during the ____________ years.A. past a fewB. past fewC. a few pastD. few past( )15._______ seems that Jane knows the bad news.A. ThatB. ThisC. ItD. She( )16. --Why are you so tired these days? --Well, I have _________ work to do.A. so muchB. so manyC. so fewD. so little( )17. –How long do you _________ on your homework? –About two hours.A. payB. spendC. takeD. cost( )18. –Do you often see her? –No, she lives in Spain, so I _________ see her.A. oftenB. hardlyC. alwaysD. ever( )19.—Why do you look unhappy? --Well, my mother is on business in Beijing . I _____her.A. leaveB. thinkC. seeD. miss( )20.--___________ you use to play football? --Yes, you are right.A. AreB. DoC. DidD. Will( )21.—What are you ________ in?--That __________ story.A. interesting, interestingB. interested, interestingC. interested, interestedD. interesting, interested( )22. _______ took me seven days to finish the work.A. ThatB. ThisC. ItD. The( )23. Mrs. Wang was so ________ that she couldn’t stop _________.A. excited; cryB. excited; cryingC. exciting; cryingD. exciting; to cry( )24. The old man is ________, but he doesn’t feel ____________.A. lonely; aloneB. lonely; lonelyC. alone ; lonelyD. alone; alone( )25.—What ________ the forest of the USA in the last 350 years?A. has happened toB. is happened toC. has happened atD. is happening。

Unit 2 I used to be afraid of the dark同步作文练习【单元话题分析】随着年龄的增长、时间的推移，人们的相貌、性格、兴趣爱好可能会发生变化，人们的行为习惯、生活环境也会发生些许变化。

本单元的话题就是谈论变化，进行今昔比照。

《新课程标准》倡导体验、实践的学习方式。

课程标准的第五级目标要求学生能根据所给的图示或表格写出简单的段落，简单描述人物或事物。

本单元话题所谈论的内容就是要学生根据自己不同年龄阶段的生活体验，运用目标语言(如used to等)描述自己生活中的一些变化情况。

该话题常见的方式是要求学生根据文字提示、表格提示和图片提示等归纳、整理，写出条理清晰的短文，描述人物或事物的今昔变化。

写作时要注意顺序得当，主次清楚。

由于本话题涉及到了过去和现在的情况，因此，要注意恰当的使用过去式和现在时，写作时尽量作到句式多样。

【写作指导】1、本单元话题的特征是通过今昔比拟发现变化。

写作时要注意对作为描写对象的人或事物进行仔细的思考和观察，根据思考和观察的结果客观地将比照情况告诉他人。

在完成考试题时，要仔细理解文字、表格和图片等提示，答题时不要遗漏内容要点。

2、注意写作的顺序，做到顺序得当，主次清楚。

理顺要点在所给提示，按事件先后的顺序或各要点之间的内在联系排序，分出层次。

如果是看图作文，那么要按图构思，这样做既可防止要点遗漏，又可使表达内容条理清楚。

3、尽可能在作文中使用多种句式，不可一种句式从头用到尾，篇幅不宜过长。

【佳篇欣赏】AMy Life Has ChangedDear Robby,I haven’t seen you for ages. How are you? Do you play the pia no every day now?I study in a junior middle school now，I am always busy with my lessons. I used to play the piano every evening, but now I can’t. I have to do my homework. As you know, I used to have lots of hobbies, but now I just have no time for them. I gave up collecting model cars, sent away my dog and stopped painting. I used to enjoy myself with my friends at weekend, while I spend most of my time doing my lessons now. My life has changed a lot, I feel frustrated.What about the life of middle school students in your country? I hope you can enjoy yourself.I am looking forward to your reply.Yours,JayBMy Mother Has ChangedMy mother is 42 years old. She is a good mother. Recently, my father and I found that my mother has changed a little.She used to be very kind and gentle, smiles were always on her face. But now she gets angry easily and seldom smiles, she even gets upset if I speak too loud. In the past, she would smile andsay “It doesn’t matter〞if I made mistakes. Now, if I do something wrong, even it is a minor mistake, she will shout at me and will tell me a lot of “You should…〞In the next few days ,she will talk about my mistakes angrily.I am really worried about my mother, is she ill？I really miss my kind and gentle mother.CMy ChildhoodI spent my childhood in a small city.There was a small river in the south of the city. My father used to take me there to catch fish on weekends. When we were tired, we always slept for a while under the big tree. At that time, weekends were a happy time for children. My little friends and I used to climb up the trees to play even it was dangerous.When I was very young, I was afraid to sleep alone because I used to be afraid of the mouse, I thought they would bite me and take away my toys. I was really a little fool then.I have a happy and colorful childhood. It is the best part of my memory.【重点结构和句型展示】A．原汁原味〔课本重点结构和句型〕1.I used to be afraid of the dark. 我过去害怕黑暗。

A. wroteB. has writtenC. is writingD. was writing ( )12. To my _____, he failed the math exam again.A. surpriseB. surprisingC. surprisedD. surprisesA. learnB. to learnC. learningD. learnt( )17. Don’t shout at him lik e that. He is only a _____.A. eight-year-oldB. eight-years-oldC. seven-year-oldD. seven-years-old ( )18. Knives are used to _____ things. A. cut B. cuts C. cutting D. to cut ( )19. He wanted to know _____.A. where did my pen pal come fromB. where does my pen pal come fromC. where my pen pal came fromD. where my pen pal comes from ( )20.（2010三亚中考）He hardly hurt himself in the accident___________?A. doesn’t heB. didn’t heC. did heD. does he( )21. Our life______ a lot in the last ten years.A.has changedB. have changedC. will changeD. changed ( )22. —________ do you surf the Internet? —Twice a week.A. How muchB. How longC. How soonD. How often ( )23. What ever happens, we shouldn’t ______ our hopes.A. put upB. cheer upC. keep upD. give up ( )24.My brother ___works in that factory .he has become a bus driver.A. not longerB. not any longer C .no longer D. not any more( )25. — Don't smoke any more. It's bad for your health.— I'm trying to ______ It's really hard, you know.A. turn it onB. put it offC. give it upD. take it out()26.He could properly deal _______ all kinds of situations. A．to B．into C．at D．with()27.The boy stood before the teacher, not daring________ anything.A．talk B．talks about C．to say D．saying()28.No matter what you do, you must be careful ________ what he said.A．off B．at C．in D．about()29.The number of books in the bookshop is about 10,000 and a number of them ________ about science. A．is B．was C．are D．were()30.—My son seldom has ________ breakfast.—It is ________ unhealthy habit.You must ask him to change it.A．/; an B．the; an C．/; a D．the; a()31.—Jack is a(n) ________ young man.—That's true.He always feels nervous when he speaks before people.A．friendly B．shy C．honest D．lively()32.Here is the book and you can keep it for ________ one month.A．at last B．at least C．in end D．in least()33.—Is Tom in the next room?—Well, it's hard to say.But I heard him _____ loudly when I passed by just now.A．speak B．to speak C．spoken D．speaking()34.I really enjoyed your speech, ________ there were some parts I didn't quite understand.A．because B．for C．until D．though()35.You look worried! Is ________ all right?A．everything B．something C．anything D．nothing()36.He has been ________ deeply by his father.A．influenced B．influence C．affect D．effect()37.—Mom, I was the first to reach the top of the mountain.—Good job, Charlie.I'm ________ of you.A．tired B．proud C．sure D．sick()38.He ________ the office.He is having a meeting.A．is absent in B．absent in C．absent from D．is absent from()39.His wife advised him________ drinking, but he wouldn't.A．to give up B．gives up C．gave up D．giving up()40.Lucy ________ read story book at the age of four.A．is able to B．was able to C．should D．would二、用so或such填空(1) The boy is ___________ young that he can't go to school.(2) He told us_________ a funny story that we all laughed.(3) He has _________ few books to read that he has to borrow some from the library.(4) The girl had____________ high a fever that she couldn't go to school.(5) Don't you think it’s __________ a great idea!三、选择适当的动词，并用其适当形式填空。

Unit 2 I used to be afraid of the dark一、重点单词1.u t 过去经常2.a = p n.飞机3.t v. 使害怕4.be t of 使非常害怕的5.go to s 入睡= be a6.o adj.开着的7.i n.昆虫8.c n.糖果9.c v.嚼；咀嚼10.g n.口香糖11.c v.聊天12.d adj.每日的；日常的13.c n.连环漫画；连环漫画杂志14.d n.死亡15.c v.造成16.h pron.他自己；他本身17.p adj.有耐心的18.i the e = a l = f 最后20.h teacher校长19.m a d to do sth = d to do sth决定做某事21.to one’s s令某人吃惊的22.e adv.正；恰恰23.e t = e i 即使；纵然；尽管24.n l = n …any l 不再25.t p in= be p of感到自豪26.a n.注意；专心27.p a to对什么注意28.g u 放弃29.w v.浪费二、重点词组1. u to 过去常常2. be i in =t an i in 对…感兴趣3. be a of 害怕4. go to sleep w the light o 开着灯睡觉5. e c [U] 吃糖6. c g [U] 嚼口香糖7. c w sb= h a c with sb 与…聊天8 .Fuzhou D Newspaper 福州日报9. d l 每天的生活10. a sth/to do sth 负担得起11. c a lot of t (for sb.) 引起很多麻烦12. g i t with the police 陷入警察手里13. be p w sb 对…有耐心14.f = i the e = a l 最后15.m a d on sth/doing sth 决定做某事=m u one’s mind to do sth=d to do sth16 .head t 班主任head m 校长head g leader 组长m 班长17. I t’s n to do sth 必须做某事18. to one’s s使某人吃惊19.be s a sth 吃惊于2 0. a phone c c his life. 改变他生活的一个电话21.e t = e i 即使22 t p in= feel/b p of 为…而自豪23. n l =n ...any l 不再(延续性) n m =n …any m不再(短暂性)24. p a to sth/the grammar 注意语法25. g u d sth放弃26. a c of days 两天27.l d 看起来不同28.l the s 看起来一样29. w w 浪费水30.w one’s t浪费时间31. w g /contact lenses 戴眼镜/隐型眼镜32. have a good m 记性很好33. have s hair 留着直发34. o the swim t 在游泳队35. People s c 人是会变的36. f a l time 很长一段时间37. make sb s o 使某人筋疲力尽38. have/like/hate g c 有/喜欢/讨厌体育课39. p / d pictures 画画40. be / live a 独处/单独居住41.f l 觉得孤独42. w to school = get to school o f 走路去学校43.t a bus =go b bus= go o a bus 乘车44.r a bike = go b bike = r 骑车45. w a sth/sb = be w a sth/sb. 担心46. c a lot 改变了许多47. a s brother 一个6岁的弟弟48. s time (in) d sth 花时间做某事49. t sb t a concert 带某人去音乐会50. h e 几乎不51.study a the t = study a a 一直学习52. in the l f years 近几年53. can’t s d 忍不住做某事54. p child 问题小孩55. g sb sth = g sth t sb. 给某人某物56. l a = t c of = c f 照顾57. a …a与…一样58.as w as…与…一样好，也59.as well as o c = as well as p 尽某人全力60. s sb to+地点送某人去某地61. It’s+ adj +to do sth做某事处于。

Unit 2 I used to be afraid of the dark.单元分析内容提示1．本单元主要内容是学会used to结构。

Used to +动词原形表示过去经常、以前常常，只用于过去式中，用来表示现在已不存在的习惯或状态。

例如：They used to play football together．他们过去常在一起蹋足球。

（现在不在一起踢了)2．used to的疑问形式和否定形式为Did you use to…?和I didn’t use to…也可以用Used you to…?和I used not to…但现在多使用前者。

例如：Did you used to swim in the river? 你过去常在河里游泳吗?I didn’t use to play the piano．我以前并不经常弹钢琴。

教学目标一、学习目标（Language Goal）1．学会陈述自己过去常做的事情。

2．学会陈述自己过去的爱好等。

3．能够表达自己现在和过去在外表、性格、娱乐等方面的变化。

4．能够表达朋友、家人等现在和过去的变化。

二、语言结构（Language Structures）1．I used to be short when I was young. 我年轻时个子很矮。

2．—Did you use to have straight hair? 你过去是直发吗？—Yes, I did. 是的。

3．—Did you use to play the piano? 你过去弹钢琴吗？—No, I didn’t. 不，我不弹。

4．I used to be afraid of dark. 我过去害怕黑暗。

5．I’m terrified of the snakes. 我害怕蛇。

6．—Did you use to be afraid of being alone? 你过去害怕独自一人呆着吗？—Yes, I did. 是的，我怕。

Unit2 I used to be afraid of the darkClass name一翻译过去常常_______过去是---________对---感兴趣_______害怕---恐惧---______________入睡_____不再_______使某人惊奇的是________最后______对---注意_________放弃______二用所给词的适当形式填空1. I used to ________(have) long black hair2. I 'm afraid of _________(go) out at night3. He is afraid _________(go) there.4. I'm ________(terrify) of spiders.5. He ____________(not use) to be afraid of the dark6. I am ____________(interest) to hear your story.1、used to意为2、used to后面加3、used to的否定式有两种形式4、used to的反意疑问句5、 used to的一般疑问式为三、系统小结总结: "used to" 句型的陈述句、一般疑问句、否定句,举例说明________________________________________________________________________________________________________________________________________________四选词填空1. fifteen-year-old /fifteen years oldHe is a ______________boy. The boy is______________.2. 用die, dead, death的适当形式填空He _______two years ago. He has been _______for two years.It is two years since his father's _______.3. afford to do他买不起一辆新车。

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 more reinforced 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 compare the past with now.Ⅱ. Language FunctionTalk about what you used to be like.Ⅲ. Target Language1. Mario used to be short.Yes, he did. Now he’s tall.2. I used to eat candy all the time. Did you?Yes, I did. And I used to chew gum a lot.Ⅳ. Structures1. Used to2. Conjunction butⅤ. V ocabularyused to, dark, spider, insectⅥ. Recyclingalone, quiet, snake, outgoing, friendly, serious, funny, tall, shy, short, straight, long hair Ⅶ.Learning Strategies1. Brainstorming2. ComparingⅧ.Teaching 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’ communicative competence.3.Moral ObjectDon’t judge a person by his appearance.Ⅱ.Teaching Key Points1. Target language2. The structure: used toⅢ. Teaching Difficult PointThe structure: used toⅣ. Teaching Methods1. Teaching by induction2. PairworkⅤ. Teaching Aids1. A tape recorder2. Pictures of people cut out from magazines or newspapersⅥ. Teaching ProceduresStep ⅠRevision(1) Check the homework exercises.(2) Ask some individual students their ways of learning English.Step Ⅱ1aThe activity introduces tile key vocabulary. Call students’ attention to the chart with the headlines Appearance and Personality.Say, You are to fill in the chart with words describing people. The words under Appearance will describe how people look and the words under Personality will describe what people are like. Ask two students to say the sample answers. Then elicit one answer to each column from the class. Get students to fill in the chart individually. Check the answers by asking different students to read their lists to the class.Step Ⅲ1bThe activity gives students practice in understanding the target language in spoken conversation. Write two dates side by side on the blackboard. The first is today’s date, including the year, and the second is the same day, but ten years ago.Ask a student to stand up. Use words or phrases to describe that student now. Ask students to suggest words Or phrases that describe him/her ten years ago. Ask some more questions and add more examples to both columns.Play the recording for the first time. Students only listen.Play the recording again. This time, students listen and fill in the blanks.Check the answers.Step Ⅳ1cThis activity provides oral practice using the target language.Read the instructions to the class.Call students’ attention to the conversation in the box. Invite a pair of students to read it to the class. Say, look at the picture in Activity 1b.Have a conversation with a partner about people in the picture. Talk about how the People look now and how they used to look.Step ⅤSummarySay, In this class, we’ve learned the key vocabulary words used to and dark. And we’ve also learned the target language Mario used to be short. Yes, he did. Now he’s tallStepⅥHomeworkTake out the pictures of people cut out from magazines or newspapers. Hand them out to students. It’s better to find colorful, full-length photos. Ask students to write about the person in the picture as they are now and as they were ten years ago. Students may collect pictures and information of the person they like best.Then write a passage about the person.The 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 ⅠRevisionCheck homework. Ask a student to hold up the picture given to him yesterday or a picture he/she collected himself/herself to the class. Then let him/her read out his/her article about the person in the picture.Step Ⅱ2aThis activity provides listening practice using the target language. Point to the picture and ask students what is happening. Elicit answers from students.Point to the six words in the box and ask students to repeat each one. Make sure students know the meaning of each word.Say, You will hear a boy and a girl talking to each other at a party. Listen to the recording and check the words you hear they say. Point out the sample answer.Play the recording for the first time. Students only listen.Play the recording a second time. This time ask students to put a check in front of the words they hear. Check the answers.Step Ⅲ2bThis activity gives students practice understanding the target language in spoken Conversation.Ask students to point to the blank lines in the conversation. Say, You will writeone word on each blank line.Read the conversation aloud saying blank when coming to a blank line.Play the recording. Students fill in the blanks with the words they hear.Correct the answers. Read the conversation aloud, filling in the missing words.Students check their answers.Step Ⅳ2cThis activity provides oral practice using the target language. Focus students on the conversation in Activity 2b. Ask a pair of students to read it to the class.Point to the sample conversation. Get another pair of students to read it to the class.Say, Now work with a partner. Start by reading the conversations in Activities 2b and 2c. Then make conversations about yourselves.Have students work in pairs. Move around the room listening in on various pairs and offering help if necessary. Check the answers by calling on different pairs to say their conversations to the class. Note: Answers will vary.Step ⅥSummarySay, In this class, we’ve mainly learned the "use to" questions and "used to" statements.Step ⅦHomeworkAsk students to write a short report about what a favorite film star or a famous scientist was like when he/she was a child. Suggest students to add pictures to their written work.StepⅧThe 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 comments on each paper before returning them, Display some better ones in the classroom.Show a student’s work on the screen by a projector. Help him/her correct any errors.Step Ⅱ3aThis activity provides reading and writing practice using the target language.Point to the pictures and ask students to tell what is happening.Draw students’ attention to the chart. Read each of the four headlines and the list of items in the first column to the class. Demonstrate how to fill in the chart with a good student orally.Tell students where to put a check in the chart.Ask students to complete the "I" column of the chart on their own by checking the items that they used to be afraid of and that they are still afraid of.Check the answers.Step Ⅲ3bThis activity provides oral practice using the target language. Focus attention on the conversation. Ask a pair of students to read it to the class. Write the conversation on the blackboard. Point out the list of items in the first column of Activity 3a. Say, Ask your partner about these items andcomplete the "My partner" columns of the chart in pairs. Ask students to work with partners.Ask several pairs to share their conversations with the class.Step ⅣPart 4This activity gives students an opportunity to use the target language to talk about themselves. Read the instructions to the class. Ask a good student to give an example from his or her own experience. For example, for the word eat, a student might say, I used to eat chocolate. Now I like to eat fruits of different kinds. I think chocolate is rich in calory and fat while fruits are rich in vitamin, which is good for health.Help students to write chocolate and fruits in the chart.Ask students to complete the work in groups of four. Walk around the classroom listening in on different groups and offering help with pronunciation and writing.Ask a few students to tell the class about the other students they have talked to.For example, a student may say, my desk- mate Wei Mei used to eat a lot of chocolate. Now she likes to eat fruits. She thinks keeping fit is of great importance.Step ⅤSummarySay, In this class, we’ve talked about what you used to be afraid of and what you are still afraid of using the target language of this unit.Step ⅥHomework(1) Ask students to find out what their grandparents, parents, aunts, uncles and old friends used to be afraid of when they were children. What did these people used to be afraid of that today’s children are not afraid of?(2)Finish off the exercises on pages 6～7 of the workbook.The 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 ⅠRevisionCheck homework. Invite different students to report what his/her grandparents, parents, aunts, uncles, or old friends used to be afraid of when they were young.Step Ⅱ1aThis activity introduces new vocabulary words and provides practice with the target language. Using pictures, teach students to practice the words spider and insect. Teach the word gum by holding up a gum. And teach the verb chew by chewing the gum. Call students’ attention to the pictures.Say, Please check the things you liked to do when you were a child.Ask students to complete the work individually.Step Ⅲ1bThis activity provides practice with the target language. Point out the box under the pictures. Read the instructions to the class.Get a student to write his/her sentences on the blackboard. Help correct any errors.Step Ⅳ2aThis activity provides listening practice using the target language.Set a time limit of one minute. Ask students to look through the sentences in the box. Say, You will hear a boy and a girl talking about how life used to be when they were much younger on the recording. Listen and check the sentences you hear. Point out the sample answer. Play the recording for the first time. Students only listen.Play the recording again. This time students check the sentences they hear.Check the answers.Step Ⅴ2bThis activity gives students practice in understanding and writing the target language. Call students’attention to the chart with the headlines In the past and Now. Set a time limit of one minute for students to look through the uncompleted sentences. Say, You are to listen to the conversation again and fill in the blanks with the words you hear. Point out the sample answers. Play the recording again. Students listen and fill in the blanks. Ask a student to read these sentences, filling in the blanks, the rest of the class check their answers.Step Ⅵ2cThis activity provides oral practice using the target language.Ask a pair of students to read the sample conversation to the class.Ask students to pay special attention to the question “Did you?”and the answer“Yes, 1 did.”Remind students of the negative answer No, I didn’t. Say, Now work with a partner. Start by reading the sample conversation with your partner. Then make new conversations.Check the answers by calling on different pairs to say their conversations to the class. Ask students to talk about good and bad habits. Then make sentences with “used to”to show which habits they have stopped and make sentences with “still”to show which ones they still have. Step ⅦSummary and HomeworkSay, In this class, we’ve learned the new vocabulary words spider, insect, gum and chew and the target language I used to do sth. After class, finish writing the sentences in Optional Activity. Step ⅧThe Fifth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1)Key Vocabularyright, comic(2) Practice reading and writing using the target language.2. Ability Objects(1)Train students’ ability to get information in reading or in conversation.(2)Train students’ ability to express their ideas using the target language.3. Moral ObjectTalk to your parents as often as possible so that you can understand each other better.Ⅱ. Teaching Key PointPractice reading and writing using the target language.Ⅲ. Teaching Difficult PointWrite a passage about how someone’s life has changed.Ⅳ. Teaching MethodPractice methodⅤ. Teaching Aids1. A projector2. A sample versionⅥ. Teaching ProceduresStep I RevisionReview the target language presented in this unit. Invite a student to come to the front of the classroom and demonstrate an activity. The rest of the class guess what he/she is doing first. Then make sentences using the words "used to" and the guessed activity. Demonstrate how to play the game.Step Ⅱ3aThis activity provides reading practice using the target language.Teach the words right and comic. Call students’ attention to the article. Invite a student to read it to the class. Correct any pronunciation errors to make sure the student provides a good model for the rest of the class.Point out the chart. Elicit the first answer from the class: Rose Tang then. had so much time. Guide students to find out the information in the reading. It sayswhen I was young, I used to have so much time,…Say, Now read the article and complete the chart.Get students to do the work on their own. As they work, move around the classroom and offer help if necessary. Correct the answers.Step Ⅲ3bThis activity provides reading and writing practice using the target language.Read the instructions to the class. Read the letter to the class. Do the first one or two fill-ins with the class.Say, Please complete the letter on your own. You may use the information from the chart in Activity 2b.Ask students to work individually. Walk around the room checking progress answering questions as needed. Ask different students to read their completed letters to the class.Step Ⅳ3cThis activity provides writing practice using the target language. Read the instructions to the class. Demonstrate how to do the activity. Ask students to take turns suggesting things that they used to do and that they still do. Make two columns with the headlines Used to and Now on the blackboard.Say, Write an article about the things that you used to do and that you still do to describe how your life has changed since primary school. Use these suggestions on the blackboard with your ideas to write your article. You may also use the articles in Activities 3a and 3b as a model.Ask students to do the activity individually. As they begin to write, move around the room providing help as needed. It doesn’t matter whether they only write a sentence or a longer article. Ask students to read their articles to a partner.If there isn’t enough time for all the students to finish the article, allow them to finish it after class. Step Ⅴ4aThis activity provides reading, writing, listening and speaking practice using the target language. Read the instructions to the class.Focus attention on the chart. Set a time limit of one minute. Students read the headlines at the top and at the sides.Demonstrate how to fill in the chart with a good students to provide a good model for the rest of the class.Ask students to complete the work on their own. They may remember or guess what their parents used to do. Assign part of their task to homework so that students may talk to their parents. Answers will vary.Step Ⅵ4bThis activity provides oral practice using the target language. Read the instructions to the class. Ask students to complete the work in groups. Ask a few students to tell the class about the other students they have talked to.StepⅦSummarySay, In this class, we’ve done much practice in reading and writing as well as speaking the target language.StepⅧHomework(1) Talking to their parents, students fill in the information in the chart in Activity 4a.(2)Finish off the activity in Activity 4b.Write a passage about students and their parents.The Sixth PeriodⅠ. Teaching Aims and Demand:1. Knowledge Objects(1) Fill in blanks and make sentences using miss, be afraid of, used to, have to, worry about(2) Write an article using the target language.2. Ability ObjectTrain students’ writing skill.3. Moral ObjectEveryone surely changes. You should care for your own growth.Ⅱ. Teaching Key Points1. Fill in blanks and make sentences.2. Write an article using the target language.Ⅲ. Teaching Difficult PointMake sentences using miss, be afraid of, used to, have to and worry about.Ⅳ. Teaching MethodTeaching by explanation.Ⅴ. Teaching Aids1. The blackboard2. A projectorⅥ. Teaching ProceduresStep ⅠRevisionCheck homework. Ask students to exchange their articles in Activity 4b with a partner. Read each other’s work. Then invite a few students to tell the class about his/her partner.Step ⅡPart 1This activity provides a comprehensive review of vocabulary presented in the unit. Focus attention on the box. Invite a student to read the vocabulary words at the top. Say, You are to fill in the blanks with the words. In some cases, you may need to use another form of the word, for example adjusting for tense or subject/verb agreement. Ask students to fill in the blanks on their own.Check the answers. Ask students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room. Collect a few students’answers with mistakes on the blackboard. Help correct the mistakes.Step ⅢPart 2This activity focuses on the grammatical structures and the key vocabulary introduced in this unit. Read the instructions to the class. Read the beginning of the article to the class. Get students to look at the pairs of pictures carefully and finish the writing, on their own. As they work, move around the classroom offering assistance as necessary. Have several students read out their articles to the class. Check the answers. Answers will vary slightly.Step ⅣJust for Fun!This activity provides reading and speaking practice with the target language.Ask all the students to read the conversation. Ask, what is funny about this cartoon story ? Help students to answer, The caterpillar doesn’t understand that the butterfly meant she used to be a caterpillar. He thinks she means that she used to be an ugly butterfly. Invite pairs of students to present this conversation to the rest of the class.Step 5 Summary and HomeworkSay, In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit. After class, please finish off the article in Activity 2 in yourexercise books.Ask students to finish off the exercises on pages 6～7 of the workbook as well.Step ⅥReading: E-mail EnglishThe Seventh PeriodⅠ. Teaching Aims and Demands1. Knowledge ObjectsKey Vocabularychatline, be made up of, symbol, secret code, comprehend and so forth.Text: E-mail English2. Ability ObjectsTrain students’ ability of identifying main idea.Train students’ ability of understanding words in context.Train students’ ability of reading for special information.Train students’ writing skill.3. Moral ObjectE-mail English makes it easier and more convenient to send e-mails.Ⅱ. Teaching Key PointsKey vocabularyRead the text to identify main idea.Read the text to understand words in context.Read the text for special information.Write a passage using the e-mail English.Ⅲ. Teaching Difficult PointsTrain students’ reading skill.Train students’ writing skill.Ⅳ. Teaching MethodsUp-down reading methodPairworkⅤ. Teaching AidA projectorⅥ. Teaching ProceduresStep I Key VocabularyThis activity introduces the key vocabulary words. Show the following vocabulary on the screenby a projector. Say the words and have students repeat again and again until they can pronounce them fluently and accurately.StepⅡPart 1This activity is designed to activate students’background knowledge before attempting the reading. Read the title E-mail English to the class. Ask, What do you think the article is about? Focus attention on the short words in the box. Ask, Do you know what they mean? Say, Please fill in the chart with your partner. But don’t look at the reading. Instead, use your background knowledge. Point out the sample answer.Get students to work in pairs. As they work, move around the classroom checking progress and offering any help as needed.Step ⅢPart 2This activity provides practice in identifying main ideas. Read the instructions to the class. Draw students’attention to the main ideas in the box. Point out the line between Paragraph 1 and c. Where e-mail English comes from. Say, Paragraph 1 is about where e-mail English comes from. Now, you are to read the article silently. Match each paragraph with its main idea. Remember to skim for the key ideas rather than read slowly. Get the students to work in pairs. As they are doing this, move around the room to make sure students discuss the topic in English.Step ⅣPart 3This activity encourages students to use the strategy of reading in context.Ask students to read the article once.Say, Pay attention to the bold words and expressions. And note any other word or sentence you don’t understand. Read in context, guessing their meanings from the other words around them.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 ⅥPart 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 ⅦSummary 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 today:1. Ask students to make a list of e-mail terms and emotives.。

Unit 4 I used to be afraid of the dark. 单元测试姓名：__________ 班级：__________ 学号：__________一、单选题（共15题；共15分）1. TV has some benefits, sometimes it has a bad influence.A. Even though; butB. Although; /C. though; butD. even if; but2.Tony used in the village when he was a child.A. to liveB. to livingC. livedD. living3.The man tried several times to start the car, and he succeeded .A. in the pastB. in the endC. at firstD. at once4.Steve has to attend an important meeting, so he'll be absent ________ your party.A. aboutB. fromC. forD. with5.The action movie has attracted millions of young people to the cinema.A. 130-minuteB. 130-minutesC. 130 minuteD. 130 minutes6. tall he is now! But last year he was and thin.A. What; shortB. What; fatC. How; shortD. How; fat7.—That mountain in Guilin __________ an elephant. —So it does, it's amazing!A. looks upB. looks likeC. looks forD. looks after8.Jim is __________ good basketball player. He plays in our school team.A. aB. anC. theD. /9.You used to be quiet, ___________ you?A. usedB. didC. didn'tD. are10.You are supposed to ____ smoking, ___________ you will get ill.A. go on; soB. give up；orC. stop; so11.If you want to know the truth, why not ask him ?A. by personB. in personC. in the personD. for person12.—What does Anna look like? —__________.A. She's kindB. She's tallC. She likes skating13.Jane is not ________ Asian girl but ________European girl.A. an; aB. an; anC. a; aD. a; an14.Maria ____ shy, but now she is quite outgoing. She has made lots of friends.A. was used to beB. is used to beC. was used to beingD. used to be15.Mary used to ________ to work, but she is used to ________ to work now.A. riding a bike; taking a busB. riding a bike, take a busC. ride a bike; taking a busD. ride a bike, take a bus二、完形填空。

Unit4 I used to be afraid of the dark +课前词汇巩固1. ___________ adj.有幽默感的；滑稽有趣的n.幽默adj.n 缺乏幽默感的：非常严肃的adj.沉默的adj.有帮助的i.沉默v.帮助保持沉默-adj.无助的v.采访；面试n. 面试；访谈n.采访者n.被采访者adj.亚洲人的n.亚洲人n. 亚洲-v.对付，对待p.t P. P应对：处理―7. n.害羞adj.害羞的8. v.敢于；处理adj.大胆的9. adj.私人的；私密的adv.n.警卫：看守v.保卫；守卫adj. 谨慎的；被看守的v.需要；需求adj.必须的n.需求…adj.欧洲人的n.欧洲人n. 欧洲一adj.非洲人的n.非洲人n. 非洲adj.英国人的n.英国人n. 英国adj.非洲人的n.非洲人n. 非洲16. n.讲话，发言v.说n.民众adj.公开的，公众的公开地，在别人面前18. v./ n.影响对……有影响adj.缺席；不在n.缺席adv.心不在焉地v. 失败；不及格n. 失败反义：—n.考试，审查n.考试v.检查，调查____________ adv.精确地_________________ adj.准确的___________________ n.正确；23. ___________ n.自豪；骄傲_________________ 为…感至卩自豪；____________ adj.自豪的；骄傲的___________________ 为…..骄傲；感到自豪-____________ adj. 总的；普遍的n. 将军 ___________________ adv. 一般地；普遍地______________ 总之；一般而言-____________ n.介绍_______________ v. 介绍____________________ 自我介绍-*+知识点总结：1. used to do sth. 过去常常做某事否定形式：didn 'use to do sth. / used not to do sth.女口：He used to play football after school.放学后他过去常常踢足球。