2013年秋九年级英语全册 Unit 2 I used to be afraid of the dark精美导学案
九年级英语全册 Unit 2 I used to be afraid of the dark Sec
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...”。
2013年秋九年级英语全册 Unit 2 I used to汇总
Unit 2 I used to be afraid of the dark.本单元主要是学习 used to 的运用,要求能用 used to do sth 表达自己或朋友家人过去的外貌性格爱好等。
第 1课时 Section A 1a-2c【学习目标】:1 会写 , 会读 , 会用本节课的重点单词短语。
2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 能够听懂有关学习方法的简短对话。
2能运用 used to 来谈论过去。
【学习重难点】:1熟记重点单词短语。
2正确使用 used to【学习过程】:一课前预习:(教师寄语:预习感知,有备无患。
1 翻译下列短语。
对。
感兴趣 be 在游泳队里 _ 留卷头发 hair 怕黑 _______ ____ the dark 过去常常干某事2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 I used to be afraid of the dark . used to do sth.过去常常做某事。
用于过去式中 , 表示现在已不存在的习惯或状态 . 查阅资料 , 掌握 used to的用法。
跟踪练习 (1 He____ ____ _______ after school. 放学后他过去常常踢足球。
(2 He ____ ______ _____ ________. 他过去不吸烟。
(3He used to play football. (改为一般疑问句,再回答(4They used to be workers, ____________?(反意疑问句拓展:be/get used to doing sth 意思是习惯做某事 ;be used to do sth和 be used for doing sth表示被用来做什么。
导学2 You used to be short, didn’t you? 复习反意疑问句,完成练习:Lily will go to China, _____ ____? She doesn’t come from China, _____ ______?对某事 /做某事感兴趣 =take/have /show an interest in sth/doing sth.跟踪练习 He __ _______ ____ math, but he isn’t interested in _______ English. 他对数学感兴趣,但是他对说英语不感兴趣。
九年级英语全册Unit2 I used to be afraid of thedarkReading
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。
九年级英语全册 Unit 2《I used to be afraid of the dark Sec
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。
九年级英语全册Unit2Iusedtobeafraidofthedark同步讲解及测试人教新目标版
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。
九年级英语全册 Unit 2 I used to be afraid of the dark
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。
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 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.。
秋九年级英语全册 Unit 2 I used to be afraid of the dark Pe
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.。
(2013秋)九年级英语全册 Unit 2 I used to be afraid of the d
Unit 2 I used to be afraid of the dark.The 1st PeriodDateⅠ. Analysis of the Teaching Material1. Status and FunctionIn this unit, students learn to talk about what they used to be like. Such topic reminds students of the days of their childhood. It is helpful to raise learning interest of students and students are sure to be active in all the activities in this unit.(1)The first period introduces a lot of words describing people first. And then students are provided listening and oral practice using the target language Mario used to be short. Yes. he did. Now he’s tall.(2) In the second period, students learn yes, no questions and short answers using the structure used to. Using the target language, students get more detailed information of their classmates. Students are fond of such activities. So they are helpful to improve students’ spoken English.(3)A lot of situations in the third period are designed for students to talk about what they used to be afraid of and what they are still afraid of. In this way, students know that everyone sure changes and that they should take good care the process of their growth.(4)In the fourth period, the vocabulary extension activity introduces more words to students. The other activities provide more listening and oral practice using both the old and new target language. All the activities are helpful to improve students listening and speaking skills.(5) In the fifth period, students practice reading and writing using the vocabulary words and the target language presented in the preceding classes. Such practice is useful to improve students integrating skills.(6)The Self check in the sixth period is designed to give students more reinforced practice, especially writing practice. In this way, students better u nderstand how to apply what they’ve learned in this unit to their daily life.2. Teaching Aims and Demands(1) Knowledge ObjectsIn this unit, students learn to talk about how they have changed.To make students learn and grasp the structure used to, including statements and yes/no questions and short answers.(2) Ability ObjectsTo train students’ listening, speaking, reading and writing skills.To train students’ integrating skills.(3) Moral ObjectTo enable students to know that everyone surely changes. If you are afraid of speaking in front of the class, encourage yourself not to be shy. More practice, and you’ll feel more confident.3. Teaching Key PointsTo learn the key vocabulary and the target language.To learn the usage of the structure used to.4. Teaching Difficult PointsTo improve students’ listening, speaking, reading and writing skills.To enable students to grasp the usage of the structure used to.5. Studying WayTeach students how to use the structure used to to compare the past with now. Ⅱ. Language FunctionTalk about what you used to be like.Ⅲ. Target Language1. Mario used to be short.Yes, he did. Now he’s tall.2. I used to eat candy all the time. Did you?Yes, I did. And I used to chew gum a lot.Ⅳ. Structures1. Used to2. Conjunction butⅤ. Vocabularyused to, dark, spider, insectⅥ. Recyclingalone, quiet, snake, outgoing, friendly, serious, funny, tall, shy, short, straight, long hairⅦ.Learning Strategies1. Brainstorming2. ComparingⅧ.Teaching TimeSeven PeriodsThe First PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects(1)Key Vocabularyused 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 s tudents’ communicative competence.3.Moral ObjectDon’t judge a person by his appearance.Ⅱ.Teaching Key Points1. Target language2. The structure: used toⅢ. Teaching Difficult PointThe structure: used toⅣ. Teaching Methods1. Teaching by induction2. PairworkⅤ. Teaching Aids1. A tape recorder2. Pictures of people cut out from magazines or newspapersⅥ. Teaching ProceduresStep Ⅰ Revision(1) Check the homework exercises.(2) Ask some individual students their ways of learning English.T: How do you learn English, A?SA: I learn English by listening to cassettes.T: What about you, B?SB: I study with a group.T: Do you learn English by practicing conversations with friends, C?SC: Yes, I do. I think it helps.T:…Step Ⅱ 1aThe activity intr oduces tile key vocabulary. Call students’ attention to the chart with the headlines Appearance and Personality.Say, You are to fill in the chart with words describing people. The words under Appearance will describe how people look and the words under Personality will describe what people are like. Ask two students to say the sample answers. Then elicit one answer to each column from the class.Get students to fill in the chart individually.Check the answers by asking different students to read their lists to the class.Make sure that all the students understand what each word means.Note: Answers will vary from the sample answers below.Sample answersAppearance: tall, straight hair, long hair, short hair, curly hair, short, fat, thin, slim, good-looking, prettyPersonality: outgoing, funny, quiet, kind, warm-hearted, friendly, shy, easygoingStep 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.T: Liu Chang is tall now. Was she tall ten years ago?S1: No, she was short.T: She has long hair. Did she have long hair ten years ago?S2: No, she has short hair. (You may wish to ask Liu Chang to answer the question) T: …Ask some more questions and add more examples to both columns.Ensure that the blackboard ends up like this:Sep. 10,2004 Sep. 10,1994Tall shortlong hair short hair… …Say, we use "used to" to talk about things that have changed.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.AnswersMario used to be short. He used to wear glasses.Amy used to be tall. She used to have short hair.Tina used to have red and curly hair.TapescriptConversation 1Boy 1: Mario, is that you?Boy 2: Yeah it is. It’s Bob! Hey, guys, it’s Bob! I haven’t seen you in four years !Boy 1: Yeah. I’m here with my parents.We’ve visiting for a couple of days. Wow, Mario, you look d ifferent! You used to be short, didn’t you?Boy 2: Yes, I did. NOW I’m tall. And so are you!Boy 1:That’s true…. And you used to wear glasses.Boy 2: You have a great memory. Now I wear contact lenses!Conversation 2Boy 1: Hey. Amy, it’s great to see you.Girl1: Hi, Bob. How are you?Boy 1: Fine. Wow, you’ve changed!Girl1: Really? How?Boy 1: Well, you used to have short hair.Girl 1: You remember that? Yes, I did.Boy 1: And you used to be really tall!Girl I: Not any more. You’re taller than me now, Bob.Conversation 3Girl 2: Hiya, Bob.Boy 1: Hi, Tina. You’ve changed too.Girl 2 :Oh, yeah?Boy 1: You have blond hair!Girl 2: Yeah, it used to be red, didn’t it?Boy 1: And it’s straight!Girl 2: It used to be curly.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.SA: Mario used to be short.SB: Yes, he did. Now he is tall.Write it on the blackboard. Then demonstrate a new conversation with another student.T: Mario used to wear glasses.SC :Yes, he did. Now he wears contact lenses.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.As students work, listen in on various pairs checking progress and helping with pronunciation as needed.After students have had a chance to practice several exchanges, ask pairs to come the front of the room and act out their conversations.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 tallStep 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 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 tallTeaching Postscript:。
(2013秋)九年级英语全册 Unit 2 I used to be afraid of the d
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 Ⅱ 2aThis activity provides listening practice using the target language. Point tothe 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 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.Answersquiet 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.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 to the 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 d idn’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 were spelled 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 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.Teaching Postscript:。
九年级英语全册 Unit 2 I used to be afraid of the dark(第3课时)教案 人教新目标版
Unit 2 I used to be afraid of the dark.Section A 3a-4Teaching and Learning Goals:Talk about what you used to be afraid of and what you are still afraid of using the target language: I used to be afraid of … I am still afraid of …Train students’ listening, speaking skills and communicative competence. Be confident of yourself. Practice more, and you will sure change.（用一段话表述了本节课的知识、能力和情感目标。
）Preview翻译短语：过去常常;以前常常 做飞机入睡 通过电视看在学校作…… 直发等一会 众人前说话（预习检测时把本课时将要出现的重点短语拿出来，让学生熟悉，降低学习的困难。
）Warming up and leading in1.Greetings.2. Revision ：Ask students to look at pictures and make some sentences.scatter toys all over the groundkeep toys in orderI used to ….But now I ….sleep in class listen to the teacher carefullyI used to ….But now I ….（运用图片让学生谈论两幅图的不同点，用上所学的目标句型。
）Presentation1.Point to the pictures and ask students to tell what is happening. S 1:In Picture 1, the person is afraid of the dark.S 2:In Picture 2, the person is afraid of flying in an airplane.S 3:In Picture 3, the person is afraid of high places.2. Read each of the four headlines and the list of items in the first column to the class. Practice with a student.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.3.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.4.Check the answers in the following way:.S:I used to be afraid of the dark and high places. But now I’m afraid of neither. （通过出示课本图片介绍本课的句型I used to be afraid of … I ’m still afraid of ….让学生熟悉本课时的新短语及句型。
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Unit 2 I used to be afraid of the dark精美导学案
【课题】 Unit 2 Section B Reading (1课时)
【学习目标】
1. 读懂并理解阅读材料，完成相应任务。
2．提高阅读理解能力，尝试复述课文。
3．握短文中出现的短语和句型。
自主互助学习
一、预习感知
1.汉翻英
1）一个十五岁的男孩2）下决心 3）改变某人的生活4）使某人惊奇的是 5）最后 6）班主任
7）对……感到自豪 8）放弃 9）注意，留心
10）改变某人的想法
2. 默读课文，在文中找出death, afford, cause, himself, patient, decision,
necessary, attention, waste等生词，猜测他们的含义，阅读他们所在的句子，检测自己的阅读能力。
二、合作探究
（一）默读课文，完成课本 P17, 3a, 3b.
（二）知识点剖析
1. affor d to do sth支付得起…的费用
I can’t afford the movie. 我看不起这个电影。
2. His mother looked after him as well as she could.
1)“as+形容词/副词+as one could”意为________,也可用“as+形容词/副词
+___________”表达.I will study English as hard as I could.
_____________________________.
His mother looked after him she could.他的母亲尽可能好好照顾他
2) as well as为并列连词，意为，连接两个相同的句子成分，“不仅……而且……；
又……；也……”
Living things need air and light ____________water.
生物不仅需要水,而且还需要空气和阳光。
She helps Tom ________________ I.
除了我以外她也帮了汤姆的忙。
3.get into trouble招惹麻烦; get into trouble with sb惹…的麻
烦,与…发生纠缠
He often ______________________the police.
4. in the end 意为“最终，终于”，相当于__________或finally. 如：
He got an A in the English ezam in the end.他最终在英语考试中得了个“A”。
5.to one’s surprise 令某人惊奇的是……如：
_____________, he is the thi ef who stole my watch.我惊奇的是，他就是偷我手表的小偷。
surprise 还常用于以下几个词组：be surprised at sth 对……感到惊奇。
in surprise “惊奇地，吃惊地”，相当于副词，修饰行为动词。
be surprised to do sth 做某事感到惊奇。
跟踪练习： 1） We ____________________the news. 我们对这则消息感到吃惊。
2） The head teacher __________________to see what the boy did.
班主任看到这个男生所做的感到惊奇。
3) He asked _____________, “Haven’t you ever seen the film
before?”他吃惊地问：“难道你还没看过这部电影吗？”
6.辨析 no longer, no more, not…any longer, not …any more 用法
a)no more 一般用于句首或句尾。
而 no longer 则可用于实义动词之前，
助动词或联系动词之后，也可位于句首或句尾。
b)not …any more 和not …any longer 中的not 用在句子否定的位置上。
any more 和 any longer 要用在动词之后。
c)no more = not …any more 主要强调动作的重复。
no longer= not …
any longer 强调时间的延续。
跟踪练习: 1） He still smoked, but he drank ______________. 他还在吸烟，但不在喝酒了。
2） They are ____________ staying with us. 他们不在跟我们在一起了。
3） The baby ______________in the end. 这个婴儿最后再也不哭了。
4） The basket ______________________. 篮子已不在树下了。
7. even though=even if“即使”
_________I have to walk all the way, I’ll get there.即使我得一路走着去，我也要走到那里。
8. take pride in= be proud of 对…感到自豪。
如：
He would ______________everything good I do.
9. pay attention to 对……注意，留心。
to 是介词，跟动词的-ing形式。
如：
We should pay attention to _____________(listen) to the teachers in class. 【拓展练习】
用所给词的适当形式填空。
1.Martin’s mothe r didn’t give up ___________(try) to help him.
2.Lily decided ____________(change) his bad habit.
3.Since Martin telephoned his mother, he ______________(change) a lot.
4.I don’t know how ____________(swim).
5.The teacher couldn’t stop ___________(laugh) when the boy came in with
a flower in his hand.
6. ____________(fortunate), he didn’t pass the exam last term.
7. she has made a _____________(decide) to study harder at English from now on.
8. we should learn to be _________(pride) of ourselves at times.
【总结反思】。