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Unit 2 I used to be afraid of the dark.The First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：used to, dark(2) Target LanguageMario used to be short.Yes, he did. Now he's tall.2．Ability Objects(1) Train students' listening skill.(2) Train students' communicative competence.3．Moral Object：Don't judge a person by his appearance.Ⅱ．Teaching Key Points1．Target language 2．The structure: used toⅢ．Teaching Difficult Point：The structure: used toⅣ．Teaching Methods：1．Teaching by induction 2．Pair workⅤ．Teaching Aids1．A tape recorder2．Pictures of people cut out from magazines or newspapersⅥ．Teaching ProceduresStep Ⅰ Revision(1) Check the homework exercises.(2) Ask some individual students their ways of learning English.St ep Ⅱ 1aThe activity introduces the key vocabulary. Call students' attention to the chart with the headlines Appearance and Personality.Get students to fill in the chart individually.Check the answers by asking different students to read their lists to the class. Make sure that all the students understand what each word means.Note: Answers will vary from the sample answers below.Step Ⅲ 1bThe activity gives students practice in understanding the target language in spoken conversation.Write two dates side by side on the blackboard. The first is today's date, including the year, and the second is the same day, but ten years ago.Ask a student to stand up. Use words or phrases to describe that student now. Ask students to suggest words or phrases that describe him/her ten years ago. Ask some more questions and add more examples to both columns.Write the following on the blackboard:Liu Chang used to be short, but she is tall now.She used to have short hair, but she has long hair now.Read the instructions to the class.Point out the sample answer. Say, You will hear someone in the recording say that Mario used to be short. Listen and fill in the other blanks with words you hear.Play the recording for the first time. Students only listen.Play the recording again. This time, students listen and fill in the blanks.Check the answers.Step Ⅳ 1cThis activity provides oral practice using the target language.Read the instructions to the class.Call students' attention to the conversation in the box. Invite a pair of students to read it to the class.Write it on the blackboard. Then demonstrate a new conversation with another student.Step Ⅴ SummarySay, In this class, we've learned the key vocabulary words used to and dark. And we've also learned the target language Mario used to be short. Yes, he did. Now he's tall.Step Ⅵ HomeworkTake out the pictures of people cut out from magazines or newspapers. Hand them out to students. It's better to find colorful, full-length photos. Ask students to write about the person in the picture as they are now and as they were ten years ago. Students may collect pictures and information of the person they like best.Then write a passage about the person.Step Ⅶ Blackboard 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 tall.Unit 2 I used to be afraid of the dark.The Second Period Ⅰ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：be interested insure(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 Object：You 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 Methods：1．Teaching by explanation 2．Pair work Ⅴ．Teaching Aids1．Pictures of people cut out from magazines or newspapers2. A tape recorderⅥ．Teaching ProceduresStep Ⅰ RevisionCheck homework. Ask a student to hold up the picture given to him yesterday or a picture he/she collected himself/herself to the class. Then let him/her read out his/her article about the person in the picture.Step Ⅱ 2aThis activity provides listening practice using the target language. Point to the picture and ask students what is happening. Elicit answers from students.Point to the six words in the box and ask students to repeat each one. Make sure students know the meaning of each word.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.：quiet, outgoing, friendlyStep Ⅲ 2bThis 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 write one 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：quiet outgoing friendly sportsStep Ⅳ 2cThis activity provides oral practice using the target language. Focus students on the conversation in Activity 2b. Ask a pair of students to read it to the class.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 Ⅴ Grammar FocusAsk different students to say the statements and the questions and answers.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 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.Unit 2 I used to be afraid of the dark.The Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Talk about what you used to be afraid of and what you are still afraid of.(2) Key Vocabulary：terrify, be terrified of, on2．Ability Object：Train 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．Pairwork ．GroupworkⅤ．Teaching Aid：A projectorⅥ．Teaching ProceduresStep Ⅰ RevisionCheck 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.Step Ⅱ 3aThis activity provides reading and writing practice using the target language.Point to the pictures and ask students to tell what is happening.Draw students' attention to the chart. Read each of the four headlines and the list of items in the first column to the class.Demonstrate how to fill in the chart with a good student orally.Tell students where to put a check in the chart.Ask students to 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 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.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 ownexperience. For example, for the words 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 DesignUnit 2 I used to be afraid of the dark.Section AThe Third PeriodTarget language:A: Did you use to be afraid of the dark?B: Yes, I did.A: Are you still afraid of the dark?B: No, I'm not. How about you?A: Me? Oh, yes! I'm terrified of the dark.B: So, what do you do about it?A: I go to sleep with my bedroom light on.教学反思：（七）年月日上完整节课后，发现活动设计基本合理，从简单到难有坡度感，并且重难点突出，课堂气氛还算不错，基本上能够突破教学难点，巩固教学重点，完成教学任务。
Unit 2 I used to be afraid of the dark.Self check教学目标1．熟练运用used to造句。
2．掌握本单元所学生词。
3．熟练运用used to...句型描写人的变化。
教学重点1．复习巩固所学单词及短语。
2．掌握used to...句型的用法，能用used to...句型描写过去的情况。
教学难点1．运用本单元所学过的单词及短语造句。
2．根据所给图画，用used to..., but...描写自己现在与过去的不同。
教学过程Step 1：Revision让学生运用used to描写过去常常做的事情，并操练used to...的疑问句和否定句等。
Step 2：Self check 1(1)让一位学生大声朗读这些单词及词组，然后叫学生单独完成填空练习，提醒他们同时注意时态和语态，人称与数的变化。
核对答案：1.am afraid of 2.worry about 3.have to 4.miss ed to然后让学生大声朗读这五个句子。
(2)让学生用这五个单词及词组口头造句。
(3)教师可为学生提供本单元的一些单词和词组，如：used to, be terrified of, go to sleep, death, himself等，让学生用这些单词或词组造句，进一步加强对学生的单词运用能力的训练。
教师可为学生提供一些帮助。
如：The student is terrified of English exams.＝ The student is afraid of English exams.(4)让学生总结此类题型的做题方法及应注意的问题，如词性的变化、时态、语态的运用。
Step 3：Self check 2(1)问学生：What can you see in the picture？Can you find out the differences between every two pictures？Please discuss them and make some sentences.让学生看图画，说出图画的不同点。
Unit 2 I used to be afraid of the dark.教学案第一课时山东省东营市利津县利津镇三中索明勋Goals（目标）● To learn about the use of used to （学习有关used to 的用法）。
●To talk about what you used to be like （学会用used to 谈论自己、他人过去的习惯、爱好、形象及经常做的事情）学会使用used to 句型的疑问句式及其答语，并进行口头问答。
Step1 Warming up（热身）by learning“used to”used to的用法“used to加不定式”表示过去常常干某事，现在不再干了。
例如: I used to go to work by bus. Now I take a taxi.She used to be very shy.“be used to doing”表示习惯于干某事。
【例如】I am used to getting up early and going to bed early.He is used to being praised （表扬）by others.英译汉：I used to be afraid of the dark.。
注意“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.Step2 想一想，填一填，看谁做得快！2）Making up conversations.A: Mario, you used to be tall, didn’t you?B: No, I didn’t.A: ×××, you used to …,didn’t you?B: Yes, I did.A: ×××, you used to…,didn’t you?B: No, I didn’t.1.Mario used to be ________. He used to wear ________.2.Amy used to be ________. She used to have _____________.3.Tina used to have __________ and __________ hair.Step4 PairworkA: Hi, are you…?B: Yeah. I’m … . I haven’t seen you for years.A: You look different! You used to be/have/wear…, didn’t you?B: Yes, I did. Now I…A: And you used to…B: You have a good memory.Now I…Step5 Listen and check ( ) the words you hear._____shy ______ serious_____friendly ______ funny_____ outgoing _____ quietStep6 Listen again. Fill in the blanks with the words you hear.Paula: Hey, Steve! Over here! Don’t you remember me?Steve: Oh, wow! You’re Paula, aren’t you?Paula: That’s right.Steve: But you used to be really__________, didn’t you?Paula: Yeah. I wasn’t very ____________.Steve: No, you weren’t. But you were always __________. Wait a minute! Did you use to play the piano?Paula: Yes, I did. But now I’m more interested in _______. I play soccer and I’m on the swim team.Steve: Wow! People sure change.Step7 Doing a surveyWho has changed most ?Past NowHairHeightBuildpersonalityHobbyReport:People sure change! I‘ve changed a lot.I used to … … but now I … …Step8 Sum up （总结本节课所学含used to的句型，参考grammar focus。
Unit 2 I used to be afraid of the dark.学科主任：杨红审查人：杨红制定人：袁光平单元分析本单元围绕过去与现在的不同而展开.通过过去与现在的比较,谈论人的性格,外貌和爱好的变化.经过对比,使学生能客观正确地审视过去,清楚地认识到自己目前具备的优点和存在的问题,能发现缺点,发扬优点,树立自信心.【单元教学目标】A ． Skill FocusTeaching objectives 教学目标talk about what you used to be like, including appearance and personality.talk about what you used to like (hobby)talk about what you didn’t use to liketalk and write about our changeuse context to help learn new words and phrasesB: Language focus1 单词(词汇不是很多) 如: terrify, insect, chew, chat, daily, death, afford, patient, decision, necessary, waste2 词组: 如in the end, make a decision, to one’s surprise, even though, no longer, take pride in, pay attention to, give up3 句型You used to be short, didn’t you?Yes, I did./no, I didn’tYou used to have long hair.Did you use to play the piano?I didn’t use to like tests.C: Grammar focus:核心语言项目: used to do 一般过去时和反意疑问句提及D: Cultural focus:1 通过交流问候增进同学间的友谊.2 通过学习能让学生了解父母对自己的爱和帮助,能多体谅他们.课时分配：第1课时：Section A (1a-2c)第2课时：Section A （3a-4）第3课时：Section B (1a-2c)第4课时: Section B （3a-4）第5课时 Self-check第6课时：reading 1第7课时：reading 2第8课时：单元巩固与提升练习第1课时Section A 1a—2c【学习目标】: Section A 1a—2c【学习重点】:Section A 1a—2c词汇及目标语言:外貌用词:【学习过程】：【预习学案】（教师寄语：Knowledge is power.）A.关于人的性格和外貌的词。
Unit 2 I used to be afraid of the dark.Reading教学目标1．掌握本课的生词与短语。
2．掌握描写过去的句型。
3．训练读写能力。
4．强化在短文中理解词汇的能力。
教学重点1．学习并掌握一些单词与短语。
2．掌握fifteenyearold与fifteen years old的区别。
3．提高学生的阅读能力。
教学难点能根据所学短文，以“I used to cause a lot of trouble.”为题，对自己过去惹的麻烦进行描述。
教学过程Step 1：Lead in1．让学生谈论自己的变化，并用英语句子表达出来，要求尽量运用used to be/have...等句型。
2．(1)让学生阅读短文的标题“He use d to cause a lot of trouble.”。
讲解cause a lot of trouble的汉语意思，并让学生回答“Did you use to cause a lot of trouble？What are they？”让英语成绩比较好的同学就此问题回答。
(2)Teacher：Look at the picture.There is a boy.He used to cause a lot of trouble.What are they?让学生进行猜测，要运用“He used to...”回答。
Step 2：Before reading让学生在阅读本短文前熟悉有关生词，掌握它们的含义及词性等。
Step 3：While reading1．首先，让学生快速阅读短文，检查自己的猜测是否正确，同时完成Section 3a 的内容。
检查学生的答案：1.after his father's death a few years ago2.and didn't give up trying to help him3.Even the teacher agreed that Martin was wasting his time4.That's when I decided to change5.How was he able to change2．让学生再次阅读，根据短文内容完成下表。
九年级英语I used to be afraid of thedark教案九年级英语I used to be afraiddark教案第1课时 Unit 2A 1a—2c (总第6课时 )【Learning objectives】wing: used2.Habit-forming: "usedaunicating: talk about what you used to be l【Important learning points】Habit-forming: "useda2. Communicating: talk about what you used to be l【Learning】一、自主学习Task 1 : 运用used to询问某人过去的特征1、回忆有关描述人的外貌特征及个性的词语，完成部分1a表格2、运用表中词汇对自己过去的外貌特征及个性汇报给同学们。
Task 2: 听力练习1、听录音完成1b2、听录音完成2a3、听录音完成2bTask 3: 理解应用1、口头描述Mario, Amy,Tina, Paula, Steve等人的过去2、读听力材料并归纳掌握如下短语和句子弹钢琴 __________________ 踢足球___________________对…更有兴趣_____________________ 在游泳队_________________你不记得我了吗？____________________________ ?二、合作共建学习Grammar Focus中的句子，理解归纳used to的用法1、used to意为：2、used to后面加3、used to的否定式有两种形式4、used to的反意疑问句5、 used to的一般疑问式为三、系统小结总结: "used to" 句型的陈述句、一般疑问句、否定句,举例说明________________________________________________________________________________________________________________________________________________四、诊断评价（一）根据句意和首字母完成句子1、Amy used to ___________ (play)2、Hused to be quiet, nowutgoing.3、our headteavery s__________. Wget nervous when w、He's i____________ in playing the pia（二）完成对话A: Hey, Amy,it's _____u.B: Hi,Li Lei. How are you?A: _________. Wow, you have changed.B: Really? How?A: Well, you _________ _____ have long haB: You remember that? Yes, I did.A: And you ________ _____ ______ really tall! B: Not at all. You're ________ than me now. And I remember you __________ ________ basketball. What about playing basketball now?A: OK. Let's ______.（三）句型转换He used to gl by b否定句一般疑问句及肯定和否定回答1）2）反意疑问句就划线部分提问【课后反思】第2课时Unit 2A3a---4 (总第7课时 )【Lerning objectives】1、 Knowing:terrify; bd of; be afraid of;2、Habit-forming: "useda、Communicating:talk about how you have changed【Important learning points】1 Habit-forming: "useda2 Communicating: talk about how you have changed【Learning】一、自主学习（教师寄语：相信自己，一定能行！） Task 1 : 谈论自己过去和现在的变化1 利用used to句型谈论Mary过去和现在的变化pastnowalllong black haairquutgoingplaanoplaTask 2: 利用 used to 句型谈论自己及他人过去害怕什么1、仿照对话两人一组，互相询问对方过去害怕什么— What did you use to be afraid of ?—I used to be afraid of--- ( dark; being alone; snakes; flying in an airplane;big dogs;gh places;speakinga group)—Are you still afraid now?— Yes, I am / No, I '2、两人一组，用第三人称进行替换练习3、仿照3b 对话，对比自己和过去变化二、合作共建（教师寄语：合作进步，拼搏成功！）be afraid of 害怕--- 后面跟n/ Ving不要害怕那只狗______________________________________他害怕一个人呆着____________________________________2. be afraid to do sth 害怕做某事他害怕同老师谈话 He is ______ ________talk to teabd of 恐惧---- 与be afraid of 用法相同我对蛇怕的要命____________________________________是副词“ 开通；开着” 指电器在开着的状态中灯都开着 The lights are all ________go to sleep 入睡 = _______________昨晚你几点睡着的？___________________________________________？三、系统小结（教师寄语：竹子开花节节高，因为一步一总结）总结: "used to" 句型的陈述句、一般疑问句、否定句,举例说明________________________________________________________________________________________________________________________________________________四、诊断评价（教师寄语：相信自己是最棒的！）（一）用所给词的适当形式填空I used to________(have) long black ha2. I 'm afraid of_________(go) out at nigHe is afraid_________(go)I'm ________(terrify) of spidHe____________(not use) to be afraiddaI am____________() to hear you（二）翻译句子她过去常常穿红衣服_________________________________________________ ____________________2. 你过去常常害怕一个人呆着吗？不，不是。
新世纪教育网 www.xsjjyw.com 精品资料 版权所有@新世纪教育网 新世纪教育网 -- 中国最大型、最专业的中小学教育资源门户网站。 版权所有@新世纪教育网 Unit 2 I used to be afraid of the dark. 一、教材分析 本单元是初中英语新教材第三册第2单元，本单元的核心话题为“talk about what they 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，以观察图片、听力理解、阅读理解等训练方式和独立学习、合作交流、完成任务等形式完成目标语言的输入，学习句型Used to 为主要学习任务，并且设置任务型综合性语言实践活动，让学生在交际活动中，学会如何正确地用英语表达自己的意见和建议，重在培养学生的习得语言运用能力、实践能力、合作能力及创新意识。 2．教学目标 （1）知识目标
重点词汇 Used to, dark, spider, insect Used to Conjunction but 重点句型 Mario used to be short. Yes, he did. Now he’s tall I used to eat candy all the time. Did you ? Yes, I did. And I used to chew gum a lot.
（2）能力目标 1）依托本单元的语言素材提高学生听、说、读、写及自学、创新和沟通能力。熟练掌握“used to” 句型，培养学生运用语言的能力。 2）培养学生善于听说、乐于听说的良好习惯和学习能力。 3）运用CAI或图片，充分调动学生的感官，培养观察力和注意力。 4） 在表演中培养学生乐于表达的人际交往能力和知识创新能力。
（3）、重点和难点 重点： used to句型。 难点：used to句型在日常生活中的运用。 确立重点与难点的依据： 根据教学大纲的要求，及本单元在教材中所处的地位和作用。 新世纪教育网 www.xsjjyw.com 精品资料 版权所有@新世纪教育网
《Unit 2 I used to be afraid of the dark（第5课时）【学习目标】知识目标重点单词：daily, chat, hardly重点短语：get right home, not any more, chat with sb , hardly ever, in the last few years重点句型：（1）I used to spend a lot of time playing games with my friends,but I just don’thave the time anymore.(2 ) My life has changed a lot in the last few years.能力目标：（1）培养学生略读、精读的能力。
（2）培养学生的写作能力。
情感目标：人总是在变化，我们应该时刻关注我们自己的每一步成长。
【学习过程】：一课前预习：（教师寄语：尝试练习，掌握新知。
）1预习生词，试着朗读课文。
写下本节课的生词：2翻译列短语: （1）整天（2）花费许多时间和朋友在一起 ____________________________________________ (3)和某人聊天___________ （4）带我去看音乐会（5）在过去的几年里__________________ (6)我的日常生活___ __(7)go right home ____________________3.句型展示台（8）我过去尝尝花大量时间和朋友一起玩游戏，但现在不再有这样的时间了。
I used to ______a lot of time ______ games with friends , but I just don’t have the time ______.(9)现在，我几乎没有时间听音乐会了。
These days, I _______ _____ have time ______ concert.(10) 我的生活在最近几年里改变了许多。
My life ______ ________ a lot in the last few years.4.要点导学（预习本课内容，在课本上划出下列句子，并翻译）导学1 cost, pay, spend, take 表示花费, 你能正确使用吗？尝试掌握四个词的用法:练习:He ______too much time on clothes. 他花费太多的时间在衣着I ___ _____ a lo t of time ____ ___with my friends. 我过去常花大量时间跟朋友玩游戏。
He_____ 3 months building the bridge.他花费了三个月去建这座桥。
I________10 yuan for the book. 我花了10元买这本书。
It ______ me a day to read the book.spend,take,cost和pay的用法区别take ,spend, cost, pay的用法都可以表示“花费”，但用法却不尽相同。
spend的主语必须是人，常用于以下结构：(1) spend time ／money on sth. 在……上花费时间（金钱）。
例：I spent two hours on this maths problem. 这道数学题花了我两个小时。
(2) spend time ／money (in) doing sth. 花费时间（金钱）做某事。
例：They spent two years (in) building this bridge. 造这座桥花了他们两年时间。
(3)spend money for sth. 花钱买……。
例：His money was spent for books. 他的钱用来买书了。
cost的主语是物或某种活动，还可以表示“值”，常见用法如下：(1)sth. costs (sb.) ＋金钱,某物花了（某人）多少钱。
例：A new computer costs a lot of money. 买一台新电脑要花一大笔钱。
(1) It takes sb. ＋时间＋to do sth. 做某事花了某人多少时间。
例：It took them three years to build this road. 他们用了三年时间修完了这条路。
(2)doing sth. takes sb. ＋时间,做某事花了某人多少时间。
例：Repairing this car took him the whole afternoon. 他花了一下午修车。
pay的基本用法是：(1) pay (sb.) money for sth. 付钱（给某人）买……。
例：I have to pay them 20 pounds for this room each month. 我每个月要付20英磅的房租。
(2)pay for sth. 付……的钱。
例：I have to pay for the book lost. 我不得不赔丢失的书款。
(3)pay for sb. 替某人付钱。
例：Don?蒺t worry!I'll pay for you. 别担心，我会给你付钱的。
(4)pay sb. 付钱给某人。
例: They pay us every month.他们每月给我们报酬。
（5）pay money back 还钱。
例：May I borrow 12 yuan from you? I'll pay it back next week. 你能借给我12块钱吗？下周还你。
（6）pay off one's money还清钱。
花费take—took spend-spent cost—cost pay—paid导学2 I don’t have the time anymore.not...anymore “不再…”，相当于no more，表示动作不再重复出现。
I _____ _____time to watch TV_____ _____now .(现在我不再有时间看电视)导学3 I hardly ever have time for concerts. hardly adv.几乎不,没有 hardly ever 很少。
助动词/情态动词+hardly hardly+实义动词如：I understand them. 我几乎不能够明白他们。
I time to do it. 我几乎没有时间去做了。
导学4 My life has changed a lot in the last few years. in the last few years 在过去/最近的几年中, 用于现在完成时态。
at last 最后，终于。
last的不同意思： 1) He didn’t go last Sunday .2) He always is the last one to leave. 3）They have lived here for the last3 years.导学5 I don’t mind them. mind 含义是“介意,反对”,后接动词时,要用ing 形式。
He doesn’t mind (close) the window. 他不介意关掉窗户。
练习：— me how to remember English words?你介意告诉我如何记英语单词吗？— .短语never mind不要紧，不介意change one’s mind改变主意。
make one’s mind 下决心5.通过预习，你还存在哪些疑问。
二课堂活动1交流预习情况,讨论预习中存在的问题。
2阅读策略培养。
1) Skimming(略读)整体感知：W hat is Rose Tang’s biggest problem ?.2)Scanning(找读)完成3a中图表。
3)Reading up(研读)，仔细阅读,判断正误a)Rose didn’t use to have enough time when she was young. ( )b)She used to spend lots of time playing games before she started high school. ( )c)In the evening she has to chat with her grandmother, but she used to study. ( )d)She used to have time for concerts, but these days she hardly ever has time anymore.( )e) Rose Tang’s daily life has changed a lot since she was young. ( )4) Rea d aloud. 大声朗读,并整理,掌握相关知识点, 关上书本，完成下面练习。
Rose Tang’s life has ___ ___in the last few years. Her problem is that she’s too busy. For example, she used to ____ a lot of time ____________her grandmother, but now she doesn’t have the time ____________. She loves music, andshe used to go to concerts with her father, but now she ____________ has time for concerts. She the old days very much.3讨论 Has your life changed a lot in the last few years? What’s your biggest problem?4利用所学知识，完成3b.三反馈练习 (教师寄语: 相信自己，你一定能行!)一）根据提示填词，完成句子：5 These days I h______ever have time to go to concerts.6 My d_______ life is different from his.7 Mary used to be very shy, but now she is very o_________.8 He used to spend so much time r_______ comics when he was in prim ary school.9 Great changes have taken place in the l______ five years.二）翻译句子：我过去常担心考试，但现在我一点也不在乎，而且对它们很感兴趣。
