2014年秋九年级英语全册 Unit 2 I used to be afraid of the dark SectionB教案 人教新目标版

Unit 2Section B（1a—2c）【预习案】【学习目标】1.谈论自己过去喜欢的事情。

【难点】used to句式的用法【学法指导】■语法：反意疑问句1.在预习时，要把句子通读两遍。

第一遍读教材，完成表层理解题。

2.第二遍读，勾画出文中疑难，以便上课解答。

时间预计30钟。

知识准备预习导学Ⅰ.英汉短语互译。

1.步行去上学2.chew gum3.一直；总是4.nt he soccer teamⅡ.预习Section Bla,1b,写出你小时候喜欢的事情。

5.I used to like6.I used to7.I used【预习自测】Ⅰ.根据句意及首字母或汉语提示完成单词1.I used to c gum a lot.What about you?2.一Do you like （糖果）? 一No，I don't.3.Some students usually go to school on （步行）.4.She used to （讨厌）gym class.5.He is a basketball P .Ⅱ.根据汉语提示完成句子6.I don't （担心）te sts.7.Li Lei often (乘公共汽车)to school.8.She (不得不)look after her little brother because her mother isn't at home. ☆★☆完成导学案后，你发现错误的原因是：【我的疑惑】☆★☆完成导学案后，你仍有的困惑：【探究案】质疑探究——质疑解惑、合作探究探究一：一、重点单词与短语1.hateu.讨厌；恨；不喜欢例如：I used to hate music class.我过去讨厌音乐课。

【拓展】hate后跟名词、代词、动名词或不定式作宾语,同义词为dislike，反义词like。

【跟踪训练】(1)他不喜欢在晚上开车He hates at night.2.chew.嚼；咀嚼【跟踪训练】(2)吃饭要细嚼慢咽。

九年级英语全册 Unit 2 I used to be afraid of the dark SectionA(1a2c)教案人教新目标版单元概览重点单词名词：airplane, candy, death, attention 动词：cause, waste形容词：on, daily, patient代词：himself必备短语used to, be terrified of, go to sleep, in the end, make a decision, to one's surprise, even tho ugh, no longer, take pride in, pay attention to, give up经典句型1.I used to be afraid of...2．—You used to..., didn't you?—Yes, I did./No, I didn't.3．—Did you use to...?—Yes, I did./No, I didn't.4．I didn't use to...5．Are you still afr aid of...?6．I go to sleep with my bedroom light on.语法在线ed to do sth.表示过去常常做某事。

2．反意疑问句。

写作要求能正确运用used to来谈论自己和他人过去经常做的事情，并能描述自己和他人过去的外貌、性格、爱好等。

Section A (1a­2c)教学目标1．能使用used to结构谈论自己怎样与过去不同，能准确地描述自己的外貌、性格的变化等。

2．通过听力训练，巩固used to be和used to do的用法；掌握used to的疑问形式“Did you u se to...？”和否定形式“I didn't use to...”。

Unit 2 I used to be afraid of the dark. The Fifth PeriodⅠ．Teaching Aims and Demands 1．Knowledge Objects (1) Key Vocabulary：right, 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 Object Talk to your parents as often as possible so that you can understand each other better. 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. 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. 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. As they work, move around the classroom and offer help if necessary. 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. 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. 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. 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 usingthe target language.Read the instructions to the class.Focus attention on the chart. Set a time limit of one minute. Students read theheadlines at the top and at the sides.Demonstrate how to fill in the chart with a good students to provide a good modelfor the rest of the class.T: What kind of books do you like reading, Wei Ming?W: I like reading comics.T: How about music?W: I like listening to pop music.T: …Make a simple chart on the blackboard and ask Wei Ming to fill in his informationin the chart.I…My parents used to …readingI like reading comics.listening to musicI like listening to pop music.sportsAsk students to complete the work on their own. They may remember or guess whattheir parents used to do. Assign part of their task to homework so that students maytalk 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 complete 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 asspeaking the target language.Step Ⅷ Homework(1) Talking to their parents, students fill in the information in the chart inActivity 4a.(2) Finish off the activity in Activity 4b. Write a passage about students andtheir parents.Step Ⅸ Blackboard DesignUnit 2 I used to be afraid of the dark.Section BThe Fifth Period1．Used toNowplay chessstudy very latedraw pictures wear glassesnot wear glasses like maths……2．I…My parents used to …readingI like reading comics.listeningto I like listening to popmusicmusic.sports。

Unit 2 I used to be afraid of the dark.（第四课时）Selfcheck-Reading【学习目标】1.在语境中理解生词,掌握他们的基本用法,并能灵活运用。

2.阅读理解本单元泛读内容。

3.培养学生克服困难，战胜自己的勇气，特别是如何用爱来感动问题学生。

4.学会分析自已目前所面对的最大问题，使自己健康成长。

【预习导学】I.英汉短语互译。

1.最后；终于2.even though3.对……注意；留心4.to one's surprise5.对……感到自豪6.make a decisionII.完成练习Self 练习1，翻译下面短语。

使你紧张_____ _____ _____ 搬到另一个城_____ ____ _____ _ 备考worry about be afraid of used to have to III.阅读Reading部分，回答下列问题。

1.How o1d is Martin Murray?2.Has Martin changed in the end?【扣标合作】1小组交流展示课前预习内容，合作讨论解决问题。

2.仔细观察课本selfcheck2中图片，写几句关于Yu Me i 的介绍。

并小组展示自己写的介绍。

3.逐步感知redding大概内容完成下列空格。

Before his father’s death: He didn’t use to _______________ ________After his father’s death: He caused problems for ________and wasn’t interestedinNow : He has been __________and is one of _________4.分段阅读Para 1：1）Martin used to be a “Problem child” but his life has changedafter ________2）翻译成英文：他妈妈不能承担孩子的教育费用。

Unit 2 I used to be afraid of the darkReading学习目标：1．掌握下列单词和短语New words: death, cause, himself, patient, attention, wasteKey phrases: afford to pay for, look after well, in the end, make a decision, head teacher, to one’s surprise, even though, no lo nger, take pride in, pay attention to, give up2.掌握重点句型：①His mother couldn’t afford to pay for her child’s education.②His mother looked after him as well as she could.③Luckily, his mother was very patient and didn’t give up trying to help him.④In the e nd, she made a difficult decision.3.理解文章的大意，运用学习策略，提高阅读技能学前准备：1．I can read:在教材P16找出学习目标1中的单词和短语，大声朗读并记忆，然后完成下列练习die （名词）________，him（反身代词）________，patience（形容词）________，浪费________ 即使________支持得起________ 最后________放弃________ 注意_______令他惊奇的是________以…为自豪____________a fifteen-year-old boy ________,become much more difficult________, look after well________,no longer ________3. I can answer:快速阅读课文，回答问题① How old is Martin？② did Martin’s mother give up trying to help him ？4. I can finish:认真阅读课文，然后完成3a与3b。

Unit 2 I used to be afraid of the dark Self check and reading学习目标1重点词汇：1. death 死亡 2. cause 造成 3. patient 有耐心的 4. exactly 恰恰 5. attention 注意1. in the end 最后2. make a decision 下决心3. to one’s surprise 令某人惊奇的是---4. even though 即使5. no longer 不再6. take pride in 对---感到自豪7. pay attention to对----注意，留心 8. give up 放弃【使用说明】一、自学1.浏览Section B Self check and reading，通读至少2遍，用笔标出重点和自己做不理解的地方二、正课1.课前检测（4′） 2.课题解读（9′） 3.导学案探究释疑。

（14′） 4.学以致用（9′）5.整理巩固（4′）自我检测词组1.最后2.下决心3.令某人惊奇的是---4. 即使5. 不再6.对---感到自豪7.对----注意，留心 8. 放弃【知识点拨】1 death 死亡名词die 动词―dying (现在分词) dead 死的形容词The old man has been dead for six years.2 patient 认真的有耐心的忍耐的（形容词）病人（名词）3 in the end = at last = finally 最后终于4 even though = even if 即使尽管纵然5 take pride in …= be proud of…对。

感到自豪骄傲 pride 名词 proud 形容词We are all proud of what you have done. = we all take pride in what you have done.the pride of …. … 的骄傲 Liu Xiang is the pride of us Chinese people. 刘翔是我们中国人民的骄傲6 pay attention to sth / doing sth 注意。

Unit 2Section A（3a-4）【预习案】【学习目标】知识准备预习导学Ⅰ.预习单词：根据旬意及汉语提示完成句子。

1.I don't 1ike traveling by （飞机）.2.Are you （害怕）of the dark?3.My partner is still of speaking （在……前面）a group. Ⅱ.预习Section A 3a的内容，写出你、你的同桌或你的家人过去害怕的东西或事情。

4.I used to be afraid of .5.My deskmat e used to .【预习自测】Ⅰ.根据旬意及首字母提示完成单词1.He u to be late for schoo1，didn't he?2.Little Tom is very i in science.3.You 1ike music.What about （she）?Ⅱ.用所给单词的适当形式填空4.He's afraid （swim）in the river.5.Lucy was （terrify）by what I said just now.6.Are you afraid of （be）alone?Ⅲ.根据汉语提示完成句子，7.他以前经常在电视上观看NBA比赛。

He used to NBA games .8.我喜欢开着卧室的灯睡觉。

I 1ike to sleep my bedroom light .9.你过去常常留长发吗?you to have long hair?rry现在仍然害怕在众人面前说话。

Larry is still speaking in iront of a group☆★☆完成导学案后，你发现错误的原因是：【我的疑惑】☆★☆完成导学案后，你仍有的困惑：【探究案】质疑探究——质疑解惑、合作探究一、重点单词与短语1.terrify .使害怕；使恐惧例如：Don't terrify the little boy with ghost stories.不要用鬼故事吓唬这个小孩。

Unit 2 I used to be afraid of the dark[语言目标］language goal:Talk about what you used to be like. 谈论你过去的外表。

[学习目标］Functions:1. 学会陈述自己过去常做的事情2. 学会陈述自己过去的爱好等3. 能够表达自己现在和过去在外表、性格、娱乐等方面的变化4. 能够表达朋友、家人等现在和过去的变化[语言结构］Target Language:1. I used to be short when I was young. 我年轻时个子很矮。

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

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

4. I used to be 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。

7. I used to walk to school. 我过去走着上学。

[主要词汇］Vocabulary:dark 黑暗sure 无疑，确实terrify 使害怕，使恐惧on 接通的，工作着的spider 蜘蛛insect 昆虫chew 嚼，咀嚼gum 口香糖right 立即，马上comic 连环漫画worry about 担心 chew gum 嚼口香糖not…anymore 不再 be afraid of 害怕 hardly 不十分，简直没有used to do sth. 过去经常be interested in 对…感兴趣be on the swim team 是游泳队成员 with the light on 灯开着做…be terrified of 害怕these days 目前，如今[词汇复习］recycling:short hair 短发curly hair 卷发 thin 瘦的long hair 长发straight hair 直发 heavy 重的，沉的tall 高的short 矮的（be）medium height 中等身高(have/has) a medium build 中等胖瘦[语法分析］一、本单元语法重点内容是used to这个句型。

Unit 2 I used to be afraid of the dark.The Second PeriodDate:Ⅰ. Teaching Aims and Demands1. Knowledge Objects(1)Key Vocabularybe 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 Ⅱ2aThis activity provides listening practice using the target language. Point to the picture and ask students what is happening. Elicit answers from students.T: Where do you think they are?Ss: They are in a family room.T: What are they doing?Ss: They are having a party.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.AnswersChecked words: quiet, outgoing, friendlyTapescriptGirl 1: Hey. Steve! Over here! Don’t you rem ember me?Boy 1: Oh, wow! You’re Paula, aren’t you?Girl 1: That’s right.Boy 1: But you used to be really quiet, didn’t you?Girl1: Yeah, I wasn’t very outgoing.Boy l: No, you weren’t. But you were always friendly. Wait a minute. Did you use to play the piano?Girl 1: Yes, I did. But now I’m more interested in sports. I play soccer and I’m on the swim team.Boy 1: Wow! People surely change.Culture noteMany houses in the United States have a family room. The family room is where families relax. Watch TV, play games, and listen to music every day. It is a very informal room. Most families use the family room more often than the other rooms. 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 write one 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.Answersquiet outgoing friendly sportsStep 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.SA: Hey, Steve! Over here! Don’t you remember me?SB: Oh, wow! You’re Paula, aren’t you?SA: That’s right.SB: You used to be really quiet, didn’t you?SA: Yeah, I wasn’t very outgoing.SB: No, you weren’t. But you were always friendly. Wait a minute. Did you use to play the piano?SA: Yes, I did. But now I’m more interested in sports. I play soccer and I’m on the swim team.SB: Wow! People surely Change.Point to the sample conversation. Get another pair of students to read it to the class.SC :I used to be really quiet.SD: I know. Now you’re very outgoing.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 tothe class. Note: Answers will vary.Sample answersA: I used to play the piano.B: I know. Now you’re busy with your subjects.Step Ⅴ Grammar FocusAsk different students to say the statements and the questions and answers.S1:I wasn’t very outgoing.S2: You used to have long hair.S3: Did you use to have straight hair?S4: Yes, I did.S3: Did you use to play the piano?S4: No, I didn’t.Write them on the blackboard. Ask a student to circle the words used to, use to, did and didn’t. The following are noteworthy:1. When we write statements, we use the words used to.2. When we write questions, we use the words did + use to.3. When we answer a question with used to, we use did or didn’t.Dictate the following for further understanding:1. You used to be short.2. He used to play soccer.3. Did you use to draw pictures?Yes. I did.4. Did she use to have long hair?No, she didn’t.Pronunciation noteEnglish speakers usually pronounce the words used to and use to exactly the same way. They run the words together and pronounce these words as if they werespelled ustuh.say the statements and questions and answers in the grammar box to demonstrate this pronunciation. Get students to repeat several times using the ustuh.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 DesignTeaching Postscript:。

Unit 2 I used to be afraid of the dark（第1课时）【学习目标】1.把握短语: used to句型: —You used to be short, didn’t you? — Yes, I did.2.运用used to句型谈论人们过去外表和性格的改变。

【学习重点】通过对话来强化练习used to的用法。

【自学指导】1. 按要求完成1a。

2.预习Section A（2a-2c）部份，完成以下短语及句子。

1.过去常常___________________2.on the swim team_________________3.弹钢琴_____________________4.wait a minute____________________5.对……感爱好_______________6.I________________（过去）be quiet，but now I am more outgoing.7.My sister used to____________________（可怕）the dark.8.He used to be quiet，_____________________（是吗）?【活动探讨】1.小组讨论互查1a。

2.听听力1b，并熟读听力内容，总结used to的用法。

3. 依据1c提供的例如，学生自编对话并演出小组对话，完成1c4. 听听力,并完成2a.2b.5. 小组对话，完成2c【单词和短语探讨】ed to的用法。

（1）used to “过去常常，以前常常”,表示此刻已经不存在的动作或状态，后接动词原形。

e.g. She used to (live) in Shanghai.（2）used to的否定形式可为used not to (usedn’t to),也可为didn’t use to.e.g. Jim us ed to have long hair.→ Jim have long hair.→ Jim have long hair.（3）其疑问式也有两种：Did … use to ?或Used… to ?e.g. He used to eat meat . → he eat meat?→ he eat meat?拓展（1）used to do sth.过去常常适应做某事，常常暗含对照的意义，指过去适应于做某事，而此刻不做了。

Unit 2 I used to be afraid of the dark.答案：Amy is tall now but she used to be short. She is slim but used to be fat. She likes wearing trousers but she used to wear skirts. Her hair used to be long and now she has short hair.B .What do you know a bout your past and present(现在).Have you changed much? Think about it and tell us something about yourself.(你了解自己吗？比起过去你是否改变了很多？想一想，给朋友们谈谈你的过去和现在。

)答案：I used to be slim but now I’m a little fat and of course I’m much taller than before. You know, I used to be short. I used to like playing computer games but now I usually search useful information on the computer. I think I have grown up but unfortunately, I have less free time. I used to play basketball and football, but now I almost have no time for myself. I have too much homework to do. And I didn’t use to have so much homework to do when I was in my primary school.Ⅱ.听力(20分)（略）Ⅲ.从左栏选出与右栏意思相同的短语，然后用左栏短语各造一个句子(15分)1.be interested in a. be not able to stop doing答案：b2.instead of b .showing grea t care about sth. or sb.答案：c3.can’t stop doing c. as a replacement of答案：a4.consist of d. a n action that often happened in the past答案：eed to do e. be made up of答案：dSentences:1.Mary is very interested in music.2.We’ll go shopping instead of having classes.3.She couldn’t stop crying when she heard the news.4.The team consists of ten players.5.My grandma used to be a history teacher.Ⅳ.根据首字母完成单词(5分)1.We were almost b to death by the dull story.答案：bored2.I can’t c how you could have been so stupid.答案：comprehend3. This e means smiling in E-mail English.答案：emotion4.We can send messages more quickly by using c .答案：chatline5.He often t us with horrible stories.答案：terrifiesⅤ.选择下列每组句子的正确语序，使其组成一段符合逻辑的对话(5分)1.①So see you next time! ②Yes,th e last bus will leave at 9:00. ③See you.④Well,I’m afraid I have to go. ⑤Oh,do you have to?A.②④③①⑤B.⑤①③②④C.③⑤②①④D.④⑤②①③答案：D2.①Our ping-pong team was the first in the match. ②What? ③Don’t you know we won? ④Hi,Li Bin,you look excited today.Any good news? ⑤Great!Congratulations!A.⑤①③②④B.④③①②⑤C.④③②①⑤D.③①⑤②④答案：C3.①I heard the weather report just now. ②Nice weather for this time of year.③It will get a little warmer later. ④How do you know? ⑤But it was a little colder yesterday.A.②①④③⑤B.④①③②⑤C.④③①②⑤D.②⑤③④①答案：D4.①I mean I want to borrow some books from the City Library. ②Oh?I see.Itis about 200 met res away around the corner on the left. ③Pardon? ④Thank you.It’s really nice of you. ⑤Excuse me.Which is the way to the City Library,please?A.⑤③①②④B.⑤①③②④C.③①⑤②④D.②①⑤③②④答案：A5.①Let’s play football together,shall we? ②Will you be free this Sunday afternoon? ③How about 3:30 outside the school gate? ④Yes.What’s that? ⑤Oh,that’s great!When and where shall we meet? ⑥OK.See you then.A.③①②⑤④⑥B.②④①⑤③⑥C.①④②⑤③⑥D.②①③⑤④⑥答案：BⅥ.根据表格及图画完成短文(10分)Name Appearance likes want to be whyBill thin/fat play games read books teacher greatIt seems that Bill has changed a lot.He used to be 1 ,but now he is 2 .He used to like 3 ,but now he likes 4 .In the future,he wants to be 5 when he grows up.Because he thinks being a teacher is 6 .Kate used to be short and have 7 ,but now she is 8 and her hair is short.And she used to be 9 ,but now she’s very 10 .She used to like 11 , but now she 12 very much.答案：1.thin 2.fat 3.playing games 4.reading books 5.a teacher 6.great 7.long hair 8.tall 9.shy/quiet 10.outgoing 11.socceer/football 12.likes tennis/badmintonVII. 用正确的形式填空1.When she was a little girl, she was afraid of _______(游泳).解析：先读全句，句子的意思是：“当她是个小女孩时，害怕游泳。

Unit 2 I used to be afraid of the dark.The Third PeriodDate:Ⅰ. 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.Stephen Hawking was bornin Oxford, England in 1942.As a student, he didn’tuse to work hard. He usedto bea lazy student and do verylittle work. At the age of20,he got an incurable illness.At first, he used to be very depressed. B ut he didn’tlose heart. He went on to do some of the mostimportant scientific research after coming out ofhospital. Now he works at Cambridge University as aprofessor.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.S1:In Picture 1, the person is afraid of the dark.S2:In Picture 2, the person is afraid of flying in an airplane.S3:In Picture 3, the person is afraid of high places.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.T: Did you use to be afraid of the dark?S: Yes. I was afraid to walk home when it was dark.T: Are you still afraid of the dark?S: No, I’m not.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.Note: Answers will vary, Ask different students to report his/her answers like this:S:I used to be afraid of the dark and high places. But now I’m afraid of neither. 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 complete the "My partner" columns of the chart in pairs.Ask students to work with partners.Walk around the room correcting any errors in pronunciation.Ask several pairs to share their conversations with the class.When all the students have finished the chart, Say, Now let’s check to see how many students used to be afraid or are still afraid of the same things. Invite a student to ask questions.S: Who used to be afraid of the dark?Raise your hands.(Count the hands and let students keep a record.)S: Who is still afraid of the dark? Raise your hands.(Count the hands and let students keep a record. )Do the same approach with the other items.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 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.Note: answers to the chart will vary.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 Design。

Unit 2 I used to be afraid of the dark.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 Point：Talk about what you used to be/do.Ⅳ．Teaching Method：Practice 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 1 aThis 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.Ask, What is happening in each picture?S1: A girl is exercising in gym class in Picture 1.S2: A girl is painting a picture in Picture 2.S3: Students are singing in music class in Picture 3.S4: A boy is looking at spiders and other insects in Picture 4.Say, Please check the things you liked to do when you were a child.Ask students to complete the work individually.Check the answers by inviting different students to report his/her work like this:When I was a child, I used to like painting pictures and singing in music class. Say each number to the class and ask students to raise their hands for each thing they used to like to do. Then discuss the results with the class.Step Ⅲ 1bThis activity provides practice with the target language.Point out the box under the pictures. Read the instructions to the class. Say, You are to write some other things that you used to like to do when you were a children on the lines in the box. Remind students to write sentences.As students work, move around the room offering language support and helping them with any words they want to use.Get a student to write his/her sentences on the blackboard. Help correct any errors.Sample answers1．I used to play football with my brother.2．I used to eat hamburgers a lot.3．I used to watch cartoons.4．I used to run with my father in the morning.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： 1, 2, 3Step 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 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.In the past：tests, play, walk, gymNow： tests, study, take the bus, loveStep Ⅵ 2cThis activity provides oral practice using the target language.Ask a pair of students to read the sample conversation to the class.S A: I used to eat candy all the time. Did you?S B: Yes, I did. And I used to chew gum a lot.Write the conversation on the blackboard. Ask students to pay s pecial attention to the question “Did you?” and the answer “Yes, I 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.As they are working in pairs, move around the room offering language and pronunciation support as needed.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 DesignUnit 2 I used to be afraid of the dark.Section BThe Fourth Period1．Sample answers to Activity 1b:(1) I used to play football with my brother.(2) I used to eat hamburgers a lot.(3) I used to watch cartoons.(4) I used to run with my father in the morning.2．Target language:A: I used to eat candy all the time. Did you?B: Yes, I did. And I used to chew gum a lot.。

Unit 2 I used to be afraid of the dark. Period oneI. Analysis of the Teaching MaterialThis unit is aiming at talking about what the people used to be like with the pattern of used to be, used to have, used to like. All the activities are carried out around the topic of how to describe the people's appearance and personality. The first teaching period serves as an introduction and lead-in part. During this part the goal was introduced and the main topic of this unit also was presented. Just like a warming up it plays, it is acceptable to review what has been learned in the last unit and to transfer to the new language. The materials in talking are mostly from the recent real life and are familiar to the students. A series of questions with pictures and a big picture are used to attract students to the knowledge.Ⅱ. Analysis of the StudentsAs Junior 3 students, they would like to talk about the changes between a person in the past and now. They have learned some words about how to describe the people's appearance and personality like short, tall, long hair, short hair, kind, friendly, serious, shy and so on. So it is easy for the students to listen about, talk about or write about what the people used to be like. Such topic will remind students of the days of their childhood. So it is also helpful to raise learning interest of students and students will be active in all the activities in this unit.Ⅲ. Overview of Lesson PlanThe first period introduces a lot of words describing people first. And then students will be provided listening and oral practice using the target language. So in this lesson, students will learn how to describe the people's appearance and personality. They will share opinions about the changes between a person in the past and now by paring, listening and talking.IV. Objectives1. Knowledge ObjectivesStudents will learn to talk about what they used to be like and they will learn and grasp the structure used to, including statements, yes / no questions and short answers.2. Ability ObjectivesStudents will train their own integrating skills by paring, brainstorming, listening, talking, reading and writing.3. Moral ObjectivesStudents will know that everyone surely changes. If someone is afraid of speaking in front of the class, encourage her/him not to be shy. "More practice, and you'll feel more confident."V. Teaching Key Points1. To learn the key vocabulary and the target languagea. Key vocabulary: outgoing, friendly, serious, quiet, curly hair, straight hairb. Target language: I use to be quiet. / She used to have long hair./...2. To learn the usage of the structure used to.--- You used to be short, didn't you? --- Yes, I did. / No, I didn't. He is tall.--- Did Tony use to play the piano? --- Yes, he did. / No, he didn't.They didn't use to like tests.VI. Teaching Difficult Points1. To improve students' listening, speaking skills.2. To enable students to grasp the usage of the structure used to.VII. Resources1. A tape recorder.2. Some posters.3. Some photos.VIII. Teaching Time45 minutes.Ⅸ. ProceduresStep 1. Pre –listeningThis activity will introduce 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.1. Warm-up (1a)Show some posters to the students and introduce the key vocabulary. Let them describe the people's appearance and personality by paring and brainstorming .Call their attention to the chart with the headlines.Appearance: tall, short, long hair, short hair,good-looking, thin, strong, ...Personality: outgoing, funny, quiet, shy, friendly, kind,warm-hearteda. Look at the pictures and describe the appearance.b.How can we describe the personality?2. PresentationShow students some photos in the past and now. Let students pare and practice to understand the target language "used to be" in spoken conversations.3. ExplanationWhen we talk about the things that have changed, we can use "used to".e.g. Tom used to be short. Now he is tall.She used to have short hair. Now she has long hair.Mary usedto like eating meat. Now she likes eating vegetables.Step 2. While-listeningThe activity will give students practice in understanding the target language in spoken conversation.1. First listeningBob is seeing some friends for the first time in four years. What did his friends use to look like?a. Play the recorder and let the students listen and fill in the chart. (1b)b. PairworkLet students have some more practice. The students look at the chart and make conversations in pairs. (1c)2. Second listeningPlay the recorder and let the students listen and check the words they hear. (2a)3. Third listeningPlay the recorder again and let the students listen and fill in the blanks with the words they hear. (2b)Step 3.Post-listeningThis activity is helpful to improve students' speaking skills. In this activity, we will introduce more words to students to extend their vocabulary and we will provide more oral practice to them using both the old and new target language. They make conversations about peoples' appearance and personality, and they can also talk about the peoples' hobbies.1. Pairwork (2c)Tell the students to practice the conversation in activity 2b. Then make conversations about themselves in pairs. They can use...A: Hello! You're Zhu Guoming, aren't you？B: Yes, you're right.A: But you used to be really quiet, didn't you？B: Yeah. I wasn't very outgoing.A: No, you weren't. But you were always friendly. Wait a minute! Did you use to play the piano?B: Yes, I did. But now I'm more interested in sports. I play soccer and I'm on the swim team.A: Wow! People surechange....2. Talk about their photos in pairsBefore class, let each student prepare two photos. One was taken in the past, and one is taken now. Now, let them take out their own photos and make conversations about their changes in pairs by paring the two photos. Then ask some pairs to act their conversations out in front of the class. In this activity, students will practice the target languageby listening and speaking. Encourage her/him not to be shy. "More practice, and you'll feel more confident." Help to build the students confidence.3. Guessing gamesIn this activity, students will use the target language to get more detailed information of their classmates. Students are fond of such activities. So they are helpful to improve students' spoken English. From the game, let students find out the usages of used to and then summarize the usages of used to.a. First the teacher plays the guessing game with the whole class as a modal. Saying "Can you guess what I used to be like?" Let students guess.Student 1: Did you use to be thin?Teacher: Yes, you're right. I used to be thin, but now I'm heavy.Student 2: Did you use to have short hair?Teacher: No, I used to have long hair.Student 3: Did you use to like running?Teacher: Yes, I used to like running, but now I have no time to run.b. Ask three or four students to e to the front of the class and play the game with the whole class. Teacher will give them some help if they need.Step 4. SummaryThis activity will help students to summarize the usages of used to.As students say, teacher will write them on the blackboard.Students can say in Chinese.Teacher: What have we learned today?Student A: Today we have learned the statement of the usages of used to.e.g. ---You used to be short, didn't you? --- Yes, I did. / No, I didn't.Student B: And we have also learned the yes/no questions and short answers of the usages of used to.e.g. --- Did Tony use to play the piano? --- Yes, he did. / No, he didn't.Student C: And we have also learned the negative sentences of the usages of used to.e.g.They didn't use to like tests.Step 5. HomeworkThis activity will help students to consolidate the target language we have learned today. From students'homework, teacher will find out that what the students have mastered and what they haven't mastered and decide what will do in the future teaching.。

Unit 2Self-Check and Reading【预习案】【学法指导】1.在预习时，要把课文通读两遍。

第一遍读教材，完成表层理解题。

2.第二遍读，勾画出课文中疑难，以便上课解答。

时间预计30钟。

知识准备预习导学I.英汉短语互译。

1.最后；终于2.even though3.对……注意；留心4.to one's surprise5.对……感到自豪 a decisionⅡ.阅读Reading部分，回答下列问题。

7.How o1d is Martin Murray?8.Has Martin changed in the end?【预习自测】1.She is a good nurse. She is very p with sick people.2.He worked out the problem by h .No one helped him.3.P1ease pay a to your pronunciation.，she didn’t hurt herself.Ⅱ.用所给单词的适当形式填空5.His mother couldn’t afford（pay）for the house.6.We are sorry for its （die）.7.—Have you made a （decide）? —NO，I haven’t.8.He wants to give up （1earn）English.Ⅲ.根据汉语提示完成句子9.她有一个八岁的儿子。

She has son.10.使我惊讶的是，他英语说得很好。

he speaks English well.11.最后我们完成了工作。

，finished the work12.约翰和我跑得一样快。

John runs fast I.☆★☆完成导学案后，你发现错误的原因是：【我的疑惑】☆★☆完成导学案后，你仍有的困惑：【探究案】质疑探究——质疑解惑、合作探究探究一：一、重点单词与短语1.death n.死；死亡例如：His pet dog’s death made him very sad.宠物狗的死使他很伤心。