新鲁教版八年级英语下册《I used to be short,but now I’m tall》课标分析

Unit 7 I used to be afraid of the dark Section A习题一、单项选择1. My sister used to ______ thin and short, but now she is tall.A. beB. wasC. hasD. have2. He _____ to play sports, but now he is interested in soccer and volleyball.A. doesn’t useC. didn’t useB. wasn’t usedD. didn’t used3. —Hi! Long time no see.—Yes. It’s almost three years we met last time.A. whileB. beforeC. sinceD. until4. ______ tall he is now! But last year he was and thin.A. What; shortB. What; fatC. How; shortD. How; fat二、用所给词的适当形式填空1. Many people miss Lei Feng because he was so ______ (help).2. We don’t know much about ______ (Africa) culture.3. The shy girl is afraid of giving a ______ (speak) in front of so many students.4. —Did you use to ______ (walk) to school?—Yes, I did.5. Many of us are used to ______ (live) in the countryside. The air here is very clean.三、根据汉语或首字母提示，填写恰当的单词1.—Why are you s______?—I do not want to talk because of the bad news.2.Many famous people don’t have p______ time. There are always m any reporters followingthem.3.We all like Zhao Benshan because he is so h______.4.—What does your uncle do?—He is a ______ (警卫) in a big factory.5. We cannot get good ______ (得分) if we do not work hard.参考答案：一、1. A 2. C 3. C 4. C 5. C二、1. helpful 2. African 3. speech 4. walk 5. living三、1. silent 2. private 3. humorous 4. guard 5. scores。

Unit7 I used to be afraid of the dark.Period 1【学习内容】1a-1c【学习目标】1．能够听懂含有used to的对话,会谈论自己和他人的过去.2．反意疑问句及其回答.【学习重点】反意疑问句及其回答.【学习难点】能够听懂含有used to的对话,会谈论自己和他人的过去.【学习过程】一、课前练:根据汉语意思填所缺单词.1．打扰了,你知道我能在哪儿买到一些药？Excuse me, do you know where _________ buy some medicine?2．当然,顺着这条街有个超市.Sure. There is a supermarket the street.3．请你告诉我怎样到邮局好吗?Could you please tell me _________ get to the post office?4．对不起,我不确定怎样到那儿.______, I am ____________ how to get there.5．你能告诉我们今晚乐队什么时候开始演奏吗?Can you tell us ______________________ playing this evening?6．晚上8点开始.It_____________ at 8:00 p.m.7．我想知道接下来我们该去哪儿？I ______________ where we ________________?8．你应该试试那个新的乘骑设施.You should try that______________ over there.二、自主学习used to的用法“used to＋动词原形”表示过去常常干某事,现在不再干了.只有一种形式,即过去式.例如:I used to go to work by bus. Now I take a taxi.So the sentence “I used to be afraid of the dark.” means in Chinese: 我过去常害怕黑暗.“used to”的疑问形式和否定形式:—Did you use to be afraid of the dark?—Yes, I used to be afraid of the dark.—Did he use to be afraid of the dark?—No, he did not use to be afraid of the dark.＿There used to be a church here, didn’t there?跟踪练习He________________ after school. 放学后他过去常常踢足球.He ___________________________. 他过去不吸烟.He used to play football. (改为一般疑问句,再回答)_______________________________________________________三、合作探究注意谈论外貌和性格的不同句型：What’s he\ she like ?What does he\ she look like?完成1a两人一组谈论自己过去的外表、性格等及与现在的不同.例如:I used to be short, but now I am tall.(用quiet ,shy/outgoing, have straight hair/have curly hair等谈论1a)完成1b跟读磁带一次,把握1b内容.两人一组谈论他人过去的外表、性格等与现在的不同,完成1c.想一想:used to do / be used to doing /be used to do的区别是什么?四、深入探究辨析: used to do / be used to doing /be used to doused to do,表示______________,是过去时态,用于描述过去常常发生的动作或存在的状态.我过去害怕黑暗. I used to________ (be) afraid of the dark.be /get used to doing,表示_____________.玛利亚习惯早起.Maria is used to_____________ (get) up early.be used to do, 表示_______________,相当于_________________.火可以被用来做饭.Fire can be used to cook food.= Fire can ____ _______ ______ _______ food.五、练评()1．Her son ________ Coke, but now he ________ milk.A．used to drink; is used to drinking B．used to drinking; drinksC．is used to drinking; used to drink D．is used to drink; is drinking()2．My uncle________ a businessman, but now he is a factory worker.A．used to being B．was used to be C．use to be D．used to be()3．Betty ________ many friends to play with.A．used to have B．use to have C．used to having D．use to having ()4．Mary used to ____to work, but she is used to ______to work now.A．riding a bike; taking a bus B．riding a bike; take a busC．ride a bike; taking a bus D．ride a bike; take a bus。

单元检测一、单项选择（共15小题；共15分）1. --- I don't know how to the old books.--- You can give them away to poor children.A. hand inB. take upC. deal withD. give up2. The traffic in the city be terrible, but now it has improved a lot. I think youwill it soon.A. use to; use toB. get used to; used toC. used to; get used to3. --- How are you getting on with your new classmates?--- Not bad! But I don't have any close friends to talk to. Sometimes, I feel .A. happyB. badC. aloneD. lonely4. This kind of plant is seen in our city because it lives 4500m above sea level and is hardto find.A. commonlyB. alwaysC. seldomD. easily5. --- Did you get the points at the meeting?--- Yes, of course. I listened all the time.A. careful enoughB. carefully enoughC. enough carefulD. enough carefully6. Tom is a boy and his little sister Jean is only .A. fifteen-year-old; five-year-oldB. fifteen years old; five-year-oldC. fifteen-year-old; five years oldD. fifteen years old; five years old7. --- Is everybody here today?--- Li Ming is from class, because he is ill.A. absentB. differentC. farD. humorous8. --- What is your boss doing?--- He is busy somebody who will be the CEO in our company.A. interviewingB. offeringC. replyingD. guarding9. --- Why was he excited?--- Because he made a good in the examination and his father was of him.A. speech; proudB. mistake; afraidC. influence; prideD. score; proud10. --- Your sister used to have long hair, ?--- Yes, she did. But now she has short hair.A. did sheB. does sheC. didn't sheD. doesn't she11. --- , Kang Li!--- Yes, I used to be shy but now I'm pretty outgoing.A. You look beautifulB. You're so shyC. You've changed a lotD. You stay the same12. All the students are to show their students' cards when they enter the library.A. requiredB. allowedC. warnedD. proved13. Smoking is bad for our health. You had better smoking.A. give outB. give offC. give awayD. give up14. --- These days, there are more and more people buying cars.--- Yes, the traffic is becoming worse and worse.A. littleB. bigC. goodD. private15. --- Now many stars are giving away money to the poor areas.--- This is what the people there most need.A. exactlyB. quiteC. luckilyD. helpfully二、完形填空（共10小题；共15分）Dear teacher,I was a student of yours in Grade Six, and I hope you still remember me. I'm 16 this letter because I want to let you know that the school year with you was important and special to me.I know I 17 be very quiet in your class, and you never said much to me. But you did something that made a big 18 in my life. You see, all through my first year in schools, I hated to read. Books were just words that had 19 to do with me, and I felt bored while reading them. I'll never 20 the first day of Grade Six when you took out a thick book and began to read the story to our class. It 21 that your voice changed with the people in the story, and you drew pictures in my mind as you read 22 . Since that day, I always waited for the time that you read to the class. You 23 us all kinds of wonderful stories.During the summer after my year in your class, I 24 the stories you read. So one day I picked up a book and read it all by myself. I found out that I could make the words 25 , too. Now, I love to read! Thank you for opening the world of books for me.Yours,Linda16. A. watching B. reading C. writing D. getting17. A. used B. used to C. was used D. was used to18. A. difference B. mistake C. decision D. progress19. A. nothing B. everything C. something D. anything20. A. remember B. know C. forget D. understand21. A. liked B. looked C. looked like D. seemed22. A. loudly B. quiet C. aloud D. quietly23. A. told B. read C. borrowed D. taught24. A. finished B. practiced C. missed D. kept25. A. boring B. patient C. interesting D. necessary三、阅读理解（共10小题；共20分）AI used to hate my mother because she worked a lot and didn't spend much time with me. Then one Friday morning I took part in a three-day self-help program for teenagers. Whether you believe it or not, that weekend changed my life.About 100 other teenagers were there. During the first two days I met a lot of great people. I was glad because I made so many friends there.On Sunday, the leader did an interesting exercise called "Chocolate or Toys". He asked a girl which she liked better, chocolate or toys. She chose chocolate. Then he asked her to choose again between chocolate and chocolate. Of course, she didn't have a choice.This exercise told us that sometimes we don't have a choice in life, and that sometimes we have to accept something, rather than complaining(抱怨).A girl stood up and started talking about her mom who was a drug addict (吸毒者) and how much she hated her mother."I want a new mom," she cried."Unluckily, you can't have one," the leader replied."You have to accept the mother that you have."This hit me hard. I realized that, for better or worse, my mom was my mom. I couldn't choose another mom, but I could try to make the best of the situation.26. The writer used to hate his mother because .A. she didn't care for himB. she had no time to be with himC. she was a drug addictD. she was too strict with him27. The self-help program for teenagers lasted .A. a weekB. two daysC. three daysD. only one day28. The writer started to change his thinking .A. during the first two days of the programB. after the exercise named "Chocolate or Toys"C. as soon as he came to the programD. after he left the program some time29. From the end of the passage, we can know that .A. the writer used to love his mom for yearsB. the writer's mom is a very bad personC. the writer's mom loves her son very muchD. the writer will try to get along with his mother30. What is the main idea of this passage?A. Choices can be made as we like.B. Everyone should take part in a self-help program.C. Chocolate can influence one's attitude toward things.D. We should try to accept things instead of complaining about them.BTwo years ago, my family moved to a new city and I had to study in a new school. As I had few friends there, I felt lonely. Then I met Tony. The first time I saw him, he was standing in the center of a group of students, telling jokes. The children around laughed from time to time. Tony knew about my problem. He asked me to play basketball with his friends and helped me with my studies. We soon became good friends.About a year ago, however, Tony's father was killed in an accident. As a result, his family had to move to a small house. Tony changed into a different person. He became silent and he even lost his interest in studies. Several times, I invited him to go out and play basketball with me, but he refused. I wanted to help him, but didn't know what to do.Then something strange happened in my class. Two classmates lost the money in their schoolbags.Last Friday, just before the P.E. lesson, I went back to the classroom to get my running shoes I would use. The door was half open. I went in. To my astonishment, I saw Tony was searching one of my classmates' schoolbags. I was shocked...31. What kind of boy was Tony at the beginning of the story?A. He was a clever boy.B. He was a poor boy.C. He was a popular boy.D. He was a shy boy.32. Why did the writer become friends with Tony?A. Because Tony helped him do his homework.B. Because Tony was kind to him.C. Because Tony liked playing basketball.D. Because Tony told jokes.33. What caused the change of Tony?A. His father's accident.B. His strange character.C. The move of his family.D. The loss of his interest in playing with his friends.34. How did the writer feel when he saw Tony's change?A. He felt angry.B. He felt surprised.C. He felt unhappy.D. He felt worried.35. The underlined word "astonishment" means .A. sadnessB. surpriseC. disappointmentD. joy四、单词拼写(根据中文提示拼写单词)（共3小题；共3分）36. Food safety (影响) our everyday life.37. I plan to travel to several (欧洲) countries this summer vacation.38. He'll help us with our lessons if we are (缺席的) from school.五、单词拼写(单句首字母填空)（共2小题；共2分）39. The boy is very brave. He d to face the difficulties in life.40. When he was young, he was often absent from classes and f his examinations.六、阅读与表达(问答式)（共5小题；共10分）42. What part-time job did Robyn use to do?43. What does Yang Bing keep doing?44. Who is younger, Ethan or Zachary?45. What is the material above mainly about?七、翻译(根据中文提示完成句子)（共6小题；共6分）46. 我的奶奶习惯早起。

Unit 7 I used to be afraid of the dark【Period 2 Section A（2a—2d）】导学案【学习目标】1、熟练运用used to do sth谈论自己、他人过去的习惯、爱好、形象及经常做的事情。

2、能运用used to 来谈论过去。

【学习重点】熟练运用used to do sth谈论自己、他人过去的习惯、爱好、形象及经常做的事情。

【教学难点】Used to 的用法【学习过程】一、自主学习（一）翻译以下短语或句子1、得到好成绩___________________2、在一个足球队_________________3、不时地_________________4、看见某人正在做某事__________________5、看他身边的这些女孩。

___________________________________________（二）知识导学Did Mario use to be short? Yes,he did. He used to be really short. What’s he like now ?He’s tall now be like 与look like : 两者意思接近都是询问某人怎么样但be like 侧重于问某人的性格品质等。

如honest 诚实的、shy害羞的等。

而look like侧重于询问人的外貌特征。

句型What +be + +like ?(某人是个什么样的人What+do/does+ + look like ?(某人长得什么样子。

其中的like是介词“像……一样。

”试体会—What doe s Cathy look like? 卡西长得什么样?—She's tall, and she has black hair. 她个子很高一头黑发。

—What's Ruth like? 鲁思是个什么样的人呢—She's quiet and a little shy. 她很文静有点害羞。

Unit 7 I used to be afraid of the dark.【重点词组】1. used to 过去曾经2. be afraid of the dark 惧怕黑暗3. from time to time 时常4. get good scores 取得好的分数5. deal with 对付，应对6. get tons of attention 得到大量的关注7. books on European history 有关欧洲历史的书8. African culture 非洲文化9. be alone 独处10. give a speech in public 作一个公开演讲11. paint pictures 画画12. be nervous about tests 对考试感到紧张13. influence his way of thinking 影响他的思维方式14. be proud of ./take pride in 为…感到骄傲15. be absent from classes 逃课16. fail the examinations 考试不及格17. make a decision 下决心18. talk with sb in person 亲自找某人谈话19. to one’ surprise使某人惊讶的是20. feel good about oneself 对自己充满信心21. a general self-introduction 一个简要的自我介绍22. in the last few years 在最近几年23. remain silent 保持沉默24. have a great influence on sb 对某人有很大的影响【重点句式】1. ---You used to be short, didn’t you? ---Yes, I did.---你过去个子矮，是吗？---是的，我是。

Unit 3 I used to be afraid of the dark重点难点：ed to do something 意思是“过去常常做某事”。

表示过去习惯性，经常性的动作或状态，侧重于过去和现在的对比，暗指现在已经不存在了。

I used to go shopping on Sundays,but now I no longer do so .过去我经常星期天去购物，但是现在我不去了。

used to的否定式是used not to 或者didn’t use to .I didn’t use to eat meat .=I used not to eat meat.意思是我过去不常吃肉。

疑问句也有两种形式：Did ……use to……?或者Used ……to……?He used to be short .他过去很矮。

把该句变成疑问句，则：Did he use to be short?或者Used he to be short?注意：be used to doing something的意思是习惯于做某事，指某动作过去不常做,而现在已经习惯做了,强调目前的状况，to后面加名词或动名词。

如：The teacher is used to going bed late in the evening.那个老师习惯于晚上晚睡觉。

be used to do something的意思是被用于做某事。

如：Computers are used to help people do many things.电脑用来帮助人们做很多事情。

2.Don’t you remember me?是否定疑问句。

语气加强，带有强烈的否定，不满意，惊奇等感情色彩，翻译时常常译为“难道……?”回答时，Y es 译为“不”。

No译为“是的”这种疑问句中的系动词be 或助动词必须与not 缩写。

如：Isn’t the man your teacher?难道那男的不是你们的老师吗？Y es ,he is .不，他是。

《I used to be short,but now I’m tall》教材分析——【本课地位】本单位的焦点话题为“Talk about what you used to be like ”，围绕着谈论过去自己和他人过去经常做的事，谈论自己和他人过去的外貌\性格\爱好，通过视察图片、听力明白等训练方法和学习、互助交换、完成使命等情势完成目的语言的输入，学习句型used to 为主要学习任务，而且设置使命型综合性语言实践运动，让门生在外交运动中，学会怎样准确地用英语表达本身的意见和发起，重在造就门生的习得语言运用本领、实践本领、互助本领及创新意识。

意识【其他教材版本对本教学内容的处理】山东教育出版社20XX年版Unit 3 I used to be afraid of the dark.中第一课时大体内容一致，旧教材中无2d【课程教材内容的整合情况】根据以上对教材的分析，同时针对学生学习外语存在一定困难的实际情况。

首先给学生创造外语语言氛围，在上课前，播放一首英文歌曲，让学生在轻松愉悦的氛围中进入课堂。

创设一定的语言情景，这样可以激发学生学习兴趣，使学生在参与一系列活动中，掌握知识。

最后通过对话和小组活动对学生所学知识点进行训练，从而达到巩固知识的目的。

对教材的处理上本着，以“旧”代“新”，以“练”促“学”，以“熟”生“巧”的原则，通过朗读、背诵、对话和小组表演，提高口语表达能力，且对话表演能够活跃课堂气氛，使学生愉快学习，真正做学习的主人。

【课程教学资源的取舍】1、课前准备的教学资源：（1）多首音乐、视频（2）学生的多张照片（3）情感提升We change when time flies.We change as we know more about life.Find the beauty around us,and change in good ways.Then, we will get smarter.It used to be ugly,but now it’s so beautiful.It used to be shy,and it didn’t use to fly.But now it’s so confident.And its dream has come true.2、课堂中选择的资源视频和音乐。

《I used to be short,but now I’m tall》评测练习——Unit7.1预习学案(P49-50)一．短语1.不说话的，沉默的2.时常，有时3.过去常常做某事4.害怕做某事5.如此好的主意6.从…起已经有多长时间了7.改变很多 8.变红9.看见某人正在做某事 10.取得好成绩11.戴眼镜 12.做某事是不够勇敢的13.对运动更敢兴趣 14.在游泳队二．请大家写出关于面貌和性格品质等的一些词汇I used to be/have/wear/like…, but now I am/have/wear/like ….请至少写出四句话1.______________________________________________________.2.______________________________________________________.3._______________________________________________________.4.________________________________________________________.三．思考1.I used to be afraid of the dark.①used to 意思____________，后面跟的动词形式为 ______________②used to各种变化可借助于助动词did,其否定形式为____________疑问式为______________________.③used to do /be used to doing /be used to do sth.区别used to do 意思______________ 例句_____________________________________________. be used to doing意思______________________例句__________________________________. be used to do sth. 意思_____________________例句_________________________________.2.It’s been three years since we last saw our primary school classmates.It’s 的完整形式为_______________, 因此since前为_________________时态，后为_______________时态. 此处的重点用法是It’s been/is +时间段+since+过去时(has been 也可改为is),意为_________________________.翻译本句：四.熟读背诵P502d五.自学完后我的困惑Unit7.1 课堂学案(P49-50)1.不说话的，沉默的2.时常，有时3.过去常常做某事4.害怕做某事5.如此好的主意6.从…起已经有多长时间了7.改变很多8.变红9.看见某人正在做某事 10.取得好成绩11.戴眼镜一．P50听力1b连线Mario tallshortAmy short hairred and curly hairTina glasses这样说：1.Mario used to be _____. He used to wear___.2.Amy used to be ____. She used to have __________hair.3.Tina used to have ____ and ______ hair.二．P50短文2dBilly’s changes汇报：It has been three years since we last saw Billy. He has changed so much. He used to…三．小组活动GroupworkLet’s pass through(穿越) to 2025.A:It’s been ten ye ars since we last saw xx. He/She has changed so much.B:He/She used to…but now…C:Did he use to…?D:Yes,he used to…/No,he didn’t use to…四．课堂检测Class test1.I used to ______(be) silent.2.Bruce used to ________(have) long hair.3.He _____ computer games, but now he often studies.ed to play B .is used to playing C.was used to play4._____Mary use to play the piano?No,_________.A.Did,she didn’tB.Was,she wasn’tC.Did,she wasn’tD.Was,she didn’t5.从我教你们英语已经过去三年了。

Unit 7 I used to be afraid of the dark.The Third Period Section A 3a–3cTeaching aims〔教学目的〕1.能用句型I used to句型来议论自己过去与如今的情况。

2.用积极的心态面对自己的变化。

3. Language points〔语言点〕要求掌握以下句式：➢She used to be really shy and took up singing to deal with her shyness. Now sh e’s not shy anymore.➢I didn’t use to be popular in school, but now I get tons of attention everywhere I go.➢I always have to worry about how I appear to others, and I have to be very careful about whatI say or do.4．要求掌握以下词汇：background, interview, Asian, deal with, dare, private, guard, require Difficulties〔难点〕：本文重点句子的掌握。

Teaching steps〔教学步骤〕1. Warm-up and revision〔课堂热身和复习〕〔1〕Discuss in groups. 你能比照图片中过去与如今的变化说几句话吗？〔… used to …，but now …〕教学设计说明：利用形象直观的图片，对已学的内容进展稳固。

〔2〕观察图片和标题，答复：What do you think the passage is about?教学设计说明：阅读策略指导：根据标题及图画猜想文章大意。

2. Presentation〔呈现新知识〕SkimmingTask 1 Read the article and answer the question:What does Cindy Wang do?Task 2将以下自然段与段落大意进展匹配〔以极快的速度阅读文章，总结每段的段落大意，注意每段的首句。

《I used to be short,but now I’m tall》课标分析——本课教材选自山东人民出版社出版的义务教育课程标准实验教科书《英语》八年级下册第7单元《I used to be afraid of the dark》第一课时听说课本单元共分为三大部分SectionA,SectionB以及self-check部分。

SectionA通过对人物性格特点和相貌的今昔对比让学生感知新语言内容的结构特征，体会其用法。

SectionB在SectionA话题基础上进行延伸和拓展，由描述人物性格和外貌变化转向讨论人物行为习惯和爱好的改变；另外阅读部分介绍了一位乡村少年的成长故事，题材发人深省，目的在于唤起学生的关爱之心。

Self-check部分主要是对本单元重点词汇和语句结构进行检测和反馈。

根据内容标准特制定三维目标如下：Knowledge aims (知识目标)1.Words ＆ expressions.used to do sth.，It’s been/is +时间段+since+过去时2.Key sentencesAbility aims (能力目标)Most students can talk about the changes of theirs and other people’s appearances and personalities with “used to be”.Emotion ＆ attitude aims (情感目标)Most students can deal with changes correctly. And at the same time care about others’ changes, thus to build up good relationship between people.教师的职务是‘千教万教，教人求真’;学生的职务是‘千学万学，学做真人’。

【关键字】精品Unit 3 I used to be afraid of the dark.备课正文个人札记Unit 3 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 ofthe days of their childhood. It is helpful to raise learning interest of students and students are sureto be active in all the activities in this unit.(1)The first period introduces a lot of words describing people first. And then students areprovided 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 structureused 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 tobe afraid of and what they are still afraid of. In this way, students know that everyone sure changesand 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. Theother 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 thetarget language presented in the preceding classes. Such practice is useful to improve studentsintegrating 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’velearned 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 questionsand 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 ofthe 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 PointTo improve students’ listening, speaking, reading and writing skills.2. 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 clasStep 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 pictur es and information of the person they like best.Then write a passage about the person.Step ⅦBlackboard DesignUnit 2 I used to be afraid of the dark.Section AThe First Period1. The structure: used toSep. 10,2004 Sep. 10,1994tall shortlong hair short hair……Liu Chang used to be short, but she is tall now.She used to have short hair, but she has long hair now.2. Target language:A: Mario used to be short.B: Yes, he did. Now he’s tallThe Second PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1)Key V ocabulary 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.StepⅧBlackboard DesignUnit 2 I used to be afraid of the dark.Section AThe Second PeriodTarget language:1. I wasn’t very outgoing.2. You used to have long hair.3. Did you use to have straight hair?Yes, I did.4. Did you use to play the piano?No, I didn’t.The 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 V ocabularyterrify, 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 outAsk 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 ⅧBlackboard 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.The Fifth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1)Key V ocabularyright, comic(2) Practice reading and writing using the target language.2. Ability Objects(1)Train students’ ability to get information in reading or in conversat ion.(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 theclassroom 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.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. Butnow I have to study very late every night. I didn’t use to wear glasses. But nowI have to wear them. To my joy, I didn’t use to like maths, now it’s my favouritesubject. 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 Ⅴ4aThis activity provides reading, writing, listening and speaking practice 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 t op. 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 your exercise books.Ask students to finish off the exercises on pages 6～7 of the workbook as well.Step ⅥBlackboard DesignUnit 2 I used to be afraid of the dark.Self checkThe Sixth PeriodSample answ ers to activity 1:1. She is afraid of falling behind the others.2. You don’t have to worry about me.3. I have such poor sight that I have to wear glasses.4. My father works in another city. I miss him very much5. I used to be weak when I was a child.Reading: E-mail EnglishThe Seventh PeriodⅠ. Teaching Aims and Demands1. Knowledge ObjectsKey V ocabularychatline, 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 informationWrite 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 V ocabularyThis 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.StepⅡPart 1This activity is designed to activate students’background knowledge before attempting thereading. 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 answ ers.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 e xpressions.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.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.StepⅧBlackboard DesignReading: Email English10. Don’t ___________ about things so much. It will make you stressed out.A. afraidB. terrifyC. terrifiedD. worry四、看图，用used to完成句子。

Unit1：重点短语:1、去过某地：2、去了某地没回来3、在某地呆多久：4、听说：5、以…为主题6、总是，一直7、看见某人做某事看见某人正在做某事8、兜风9、在船上10、走不同的路线11、结束12、与…争吵13、…的理由14、最某事最好的方法15、例如：16、而不是17、考虑做某事18、一个做某事的好地方：19、度假20、一方面，另一方面21、…的人口22、做…有麻烦23、不管是…还是…24、似乎，好像25、醒来26、终年，一年到头27、靠近（人口的用法非常重要，四个考查点）句型：1、Have you ever been to …？Neither have I = me neither 某人也不是的表达方式2、How long have you been studying English？For three years / Since I was 7. for 和since 的区别3、It is fun to do sth 做某事有趣。

4、It was because I could speak English that I got the job.5、What other job is he thinking of doing?6、For many Chinese tourists, this small island in Southeast Asia is a wonderful place to take a holiday.7、This is because the island is so close to the equator. So you can choose to go whenever you like语法精讲：现在完成时1.现在完成时态表示过去发生的动作对现在造成的影响或结果。

本时态标志词：already （―已经‖，用于肯定句中，放在have /has之后或句尾）；yet （―仍然‖―还‖，用于疑问句或否定句的句尾）just（―刚刚‖，放在have /has之后）；before（―以前‖，放在句尾）；ever（―曾经‖，放在have /has之后）never （―从没有‖，在have /has之后）例句：1.Our teacher has just left. 2.We have studied English already.3.I have not finished the homework yet.某个动作从过去已经开始一直持续到现在还有可能持续到将来.动作的持续性要通过一段时间来表示一段时间2.的表达方法有两种:for: +一段时间for a year for two weeks for three yearsSince +过去的某一时刻, since nine since last weekSince +一般过去时态的时间状语从句since you came ; since you got home.注意：结束性动词不能和表示一段时间的时间状语连用,但是它们可以转换成相应的延续性动词.1.直接用延续性动词buy– have；catch(get) a cold –have a cold；borrow—keep；become—be；put on-- wear2.转换成be+名词join the army – be a soldier；join the Party –be a Party member；go to school– be a student3转换成be+形容词或副词die—be dead；finish – be over；begin—be on；leave—be away ；fall sleep – be asleep close – be closed come to/ go to/arrive at(in)+某地—be in(at) +某地4.转换成be+介词短语go to school– be in school ；get up_ be up；It is the+最高级+n.+ (that) sb.have ever done 例What’s the best gift you have ever received?Unit2：重点短语1、为考试而准备2、太…而不能3、与某人做对话4、一点也不5、对…感到兴奋6、在语法上犯错误7、首先8、起初9、稍后10、没关系11、害怕做某事12、嘲笑某人13、造句子14、秘诀之一15、决定做某事16、编织17、在字典中查找18、处理19、担忧20、时光飞逝21、把…看作是…22、抱怨做某事23、把…变成…24、在某人的帮助之下25、比较重点句型：1. How do you study for tests? Well, I study by working with my classmates.2. Have you ever studied with a group? Yes, I have. I’ve learned a lot that way.3. I don’t have a partner to practice English with me. Maybe you should join an English club. 提建议4. What about reading aloud to practice pronunciation?5. Why don’t you join an English language club?语法精讲：1、怎样给别人提建议（复习提建议句型）2、by 的用法（总结）Unit 3 重点短语：1、过去常常习惯于被用来做2、害怕（多种表达）3、对…感兴趣4、去睡觉5、四个花费用法6、不再（两种）7、几乎不8、带某人去9、支付得起10、最后11、做出一个决定12、令某人吃惊13、即使14、以…为骄傲（两种）15、注意、留心16、放弃重点句型：1、I used to be afraid of the dark。

《I used to be short,but now I’m tall》效果分析——本课时让学生学会描述自己和他人在外貌、性格、爱好等方面的变化。

主要是学会使用used to结构来表示过去经常而现在已不存在的习惯或状态。

在课前的预习学案中，我发现问题很多。

学生对于七年级所学的外貌、性格、爱好等词汇遗忘很多。

因此我在课件的设计中加入Let’s say再次检测学生的预习情况。

同时用Let’s read 这个环节加以补救，重现以前学过的知识，同时呈现新的知识used to do ，让学生在视觉的冲击下进行感知，进行知识的首次输入。

而且在预习的过程中通过下面的这个题：1.I used to be afraid of the dark.①used to 意思____________，后面跟的动词形式为______________ ②used to各种变化可借助于助动词did,其否定形式为____________疑问式为______________________.③used to do /be used to doing /be used to do sth.区别used to do 意思______________ 例句_____________________________________________.be used to doing意思______________________例句__________________________________.be used to dosth. 意思_____________________例句_________________________________.我发现学生对于used to 各种变化不理解，比如说一般疑问句，否定句等。

因此我在课的设计中在学生说了自己的变化后I used to be/have/wear/like…, but now I am/have/wear/like …之后，我又加入了同位谈论自己的变化，借助于助动词did练习了used to 各种变化，在练习过程中学生也有出错的。