九年级英语全册 Unit 2 I used to be afraid of the dark The

Unit 2 I used to be afraid of the dark.

The Fifth Period

Ⅰ．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.