人教新目標(Go for it)版九年級英語《Unit 4 I used to be afraid of the dark》教案

Unit4Iusedtobeafraidofthedark.

教材課時分配:

Period1(SectionA：la—2d)

Period2(SectionA：3a—4c)

Period3(SectionB：la-le,SelfCheck2)

Period4(SectionB：2a_3b,SelfCheck1)

TheFirstPeriod(SectionAla-2d)

TeachingAims

1.KnowledgeObjects

(l)Function：Talkaboutwhatyouusedtobelike.

(2)KeyVocabulary：humorous,silent,helpful,score,usedto,fromtimetotime,talkto,turn

red

(3)TargetLanguage：

①一Youusedtobeshort,didn'tyou?

—Yes,Idid./No,Ididn?t.

②Heusedtobereallyshort.

③一Didheusetowearglasses?

一Yes,hedid./No,hedidn't.

(4)Structure：usedto

2.AbilityObjects

(l)Enablestudentstotalkaboutappearancesandpersonalitiesbyusing"usedto”.

(2)Leamtounderstandandgraspthestructure“usedto+verb“andbeabletotalkabout

whatsomeoneusedtobelikeandwhatheusedtodo.

3.MoralObjects

Enablestudentstodealwithchangescorrectly.Don'tjudgeapersononlybyhisappearance.

TeachingKeyPoints

1.Learnandmasterhowtotalkaboutwhatsomeoneusedtobelikeandwhatheusedtodo.

2?Learnthe“usedto“statementsand“usedto“questionsandmastertheusageofthe

structure“usedto”.

TeachingDifficultPoints

Learntotalkaboutwhatsomeoneusedtobelikeandwhatheusedtodobyusing"usedto”.

TeachingProcedures

Step1Leading—in(about4minutes)

Greettheclassasusual.

T:Astimegoeson,wearechangingeveryday.Forexample,wearegrowingtallerandour

hairislongerandlongerdaybyday.Ourappearances,personalities,andsomeotherschangewith

thegrowingyears.Nowlookatthephotos.

Showtwophotosoftheteacherandhaveafreetalk.

T：Doyouknowwhoisshe?Lefslookattheotherone.Doyouknow?

Ss:Yes,it'syou.

T:WhatdidIlookliketenyearsago?

Ss:Youwereshort.

T:Andwhataboutnow?

Ss:Youaretall.

T:Yes.WhenIwasastudenttenyearsago,Iwasshort.Butnow,I'mateacher.Vmtall.

Thatistosay,Iusedtobeshort,butnowI'mtall.Weoftenuse“usedto“totalkaboutthings

thathavechanged.Nowlet'slookataphotoofourclassmate.

Showthephotoandhaveatalkaboutitwithstudents.

T:Whatishelike?

SI:Ithinkheisshy.

T:Yes.Thatwashisphotothreeyearsago.Lefslookatanotherphoto.Whatishelike?

Ss:Oh.IfsLiFen.Nowheisoutgoing.

T:Sowecansay...

Ss:Heusedtobeshy,butnowheisoutgoing.

T:Great!Nowwhocandescribeyourself?

SI:Iusedtobethin,butIamheavynow.

S2：Iusedtohaveshorthair,butnowIhavelonghair.

Step2Game(about6minutes)

Playagame.Presentthefollowingpicturesandhavestudentsdescribetheminpairs.The

groupthathasthemostrightansweristhewinner.(Whilepracticing,iftheymeetnewwords,

makethemguessthemeaningfirst.Aftergame,theteacherexplainsandteachesthenew

adjectives"'humorous,silent,helpfur,.)

A:Whatdoeshe/shelooklike?

B:He/Sheis...

A:Whatishe/shelike?

B:He/Sheis

funny，humorous

Askstudentstowritesomewordstodescribepeopleandfillinthechartinla.Thenask

somestudentstoreportthewordsaboutappearancesorpersonalities.

Step3Presentation(about5minutes)

Showsomepicturesandhavestudentsdescribetheirpastandpresentappearanceor

personalityinclass.

Havestudentstalkabouttheirownappearancesorpersonalitiesinpairs.

Step4Listeningpractice(about4minutes)

T:Howtimeflies!Bobandhisfriendshaven'tseeneachotherforfouryears.Nowtheysee

eachotheragainonasunnyday.LookatthepictureonPage25.Whatchangescanwefindabout

hisfriends?

Playtherecordingandaskstudentstolistentothetapecarefullyandcompletethesentences.

Thenplaytherecordingforthesecondtime.Checkanddiscusstheanswerswithstudents.

Step5Pairwork(about4minutes)

Asktwostudentstoreadthesampledialoguein1c.Thenhavethemlookatthepictureon

Page25andtalkaboutwhattheotherfriendsusedtolooklikeandwhattheylooklikenow.

Asksomepairstocometothefrontoftheclassroomandactouttheirconversations.

Thenhavethemmakeanewconversationwiththeirpartnerstotalkabouttheirownchanges.

Asktwopairstoactouttheirconversations.

Step6Listeningpractice(about5minutes)

Presentthepictureof2aandaskstudentswhatishappening.

T:Whataretheydoing?

Ss:Theyarehavingaparty.

T：Yes,aboyandagirlaretalkingtoeachother.Youwillhearsomeotherwordsusedto

describepeople'sappearancesandpersonalities.Pleaselistenandcheckthewordsyouhear.

First,havestudentsreadthewordsin2aandmakesuretheyknowthemeaningofeachword.

Thenplaytherecordingandletthemcheckthewordstheyhear.Playthetapeagainandcheckthe

answersinclass.

T：PleaselistenagainandfindhowPaulahaschangedandcompletethechartwiththewords

youhear.Remembertopayattentiontoexamplesof“usedto+verb“whilelistening.

Havestudentsreadthesentencesinthechartin2bandguesswhatthemissingwordsare.

Playtherecordingforthethirdtimeandletthemcompletethechart.

Playtherecordingforthefourthtimeandhavestudentschecktheanswers.

Step7Pairwork(about5minutes)

Havestudentsreadthesampleconversationsin2cfirst,andthenaskstudentstomake

conversationsaboutPaulausingtheinformationin2b.

Forexample：

A:Paulausedtobereallyquiet.

B:Iknow.Shewasalwayssilentinclass.

Askthreepairstoactouttheirconversationsinclass.

Havestudentsmakeuptheirownconversationswiththeirpartnerstotalkabouthowtheir

classmateshavechanged.Inviteseveralpairstoperforminfrontoftheclass.

Step8Expansionandextension(about8minutes)

Role-playtheconversation.

First,havestudentsrole-playtheconversationin2danddiscussthelanguagepointsand

solvetheproblemswiththeirpartners.Theteacherwalksaroundandgivesthemsomehelpifthey

need.

Explainsomenewkeyphrases“turnred,talkto“andstructures“Ithasbeen+sometime

+since...”“That'sbecause..."and"usedtodo”.

Helpstudentsunderstandthelanguagepointsandhavethemwritetheirownsentenceswith

thephrasesandthestructures.

Askseveralpairstoactouttheconversationsinfrontofclass.

Step9Summary(about3minutes)

Helpstudentssumupthewordsusedtodescribepeople'sappearancesandpersonalitiesand

howtotalkaboutwhatsomeoneusedtobelikeandwhatheusedtodo.

Havestudentslisttheadjectivesusedtodescribepeople'sappearancesandpersonalities.

Summarizethestructuresofthe“usedto“questionsandthe“usedto“statements.

usedto_*Did...+usetodo?—didn't

Heusedtobequiet.

Heusedtowearglasses.

Youusedtobeshort,didn'tyou?

Yes,Idid.

Didsheusetohaveshorthair?

No,shedidn't.

Step10Homework（about1minute）

Makeasurvey.Askstudentstofillintheformandwriteashortreportaboutthemselveswith

“usedto”.Thenaskthemtoreportandseewhohaschangedmost.

ElementsPastNow

Hair

Height

Build

Personality

Hobby

Report：

DoyourememberwhatIusedtobelike?Fvechangedalot.Iusedto...butnowI

BlackboardDesign

Unit4Iusedtobeafraidofthedark.

TheFirstPeriod（SectionAla-2d）

Iusedtobeshort,butnowVmtall.

Heusedtobereallyshort.humorous,silent,helpful

Youusedtobeshort,didn'tyou?fromtimetotime

Yes,Idid./No,Ididn't.turnred,talkto

Didheusetowearglasses?Ithasbeen+sometime+since...

Yes,hedid./No,hedidn,t.

usedto-*Did...+usetodo?—didn't

第一課時作業(yè)設計

I.根據(jù)句意和漢語意思完成句子。

1.His（得分）onthelisteningtestlastyearwasverydisappointing.

2-HewasonlytenmonthsoldwhenI（上次）sawhim.

3-Timispoliteand（有幫助的）,sowealllikehim.

4-Annkept（不說話的）alldaybecauseherlittlebrotherbrokehertoybear.

5-Mr.Greenisveryh（有幽默感的）.Heoftenmakesuslaughinclass.

II.用所給詞的適當形式填空。

1.She(use)togoonline,didn'tshe?

2?Markusedto(stay)athometodosomereadingwhenitrained.

3-Thecomputerisvery(help)tousinstudyingEnglish.

4-Jimisinterestedin_______(play)soccer.

5?It'sbeenthreeyearssinceI(leave)homelasttime.

第一課時作業(yè)設計答案：

I.1.score2.last3.helpful4.silent5-humorous

11.1.used2.stay3.helpful4.playing5.left

教學反思

本節(jié)課設計思路清晰，教學內容逐步深入，學生參與課堂活動的積極性高，教學效果良

好。

首先，以教師和班里學生不同時期的照片導入新課，學生感覺親切，容易激發(fā)學習興趣，

再利用游戲練習描述外貌和性格的單詞，避免了枯燥無味的機械操練，有效地讓每一個學生

積極參與到課堂教學中來，包括基礎較差的學生也都饒有興趣地參與到熱烈的游戲中，給課

堂帶來活力。圖片的運用在本節(jié)課中也取得了很好的效果，一方面增強了教學的直觀性，吸

引了學生的注意力；另一方面節(jié)省了情境創(chuàng)設的時間，增加了訓練的容量。

本課教學活動堅持任務型教學的策略，自始至終貫穿了以交際為目的的原則，情境設置

貼近學生生活，注重學生間的共同協(xié)作，讓學生在任務中了解、學習、掌握和應用知識。聽

說訓練時注意學習策略的引導，盡可能地為學生創(chuàng)設真實可信的會話情境，引導學生積極參

與對話練習，取得良好的學習效果。

本節(jié)課練習量大，活動較多，因此教學不僅要關注學習效果，還要關注學生的學習過程，

并注意使用積極的形成性評價，以便使每個學生在課堂上都能“動”起來。

TheSecondPeriod(SectionA3a—4c)

TeachingAims

1.KnowledgeObjects

(l)Function：Talkaboutwhatsomeoneusedtobelikeandwhatheusedtodo.

(2)KeyVocabulary：background,interview,Asian,shyness,dare,crowd,ton,private,guard,

require,European,African,British,speech,public,takeup,dealwith,not...anymore,tonsof,be

carefulabout,hangout,fighton,makeittothetop,beafraidof,giveaspeech,inpublic

(3)TargetLanguage：

?Candytoldmethatsheusedtobereallyshyandtookupsingingtodealwithhershyness.

②Ididn'tusetobepopularinschool,butnowIgettonsofattentioneverywhereIgo.

(3)1alwayshavetoworryabouthowIappeartoothers,andIhavetobecarefulaboutwhatI

sayordo.

④Iusedtobeafraidofthedark.

(4)Structure：”Usedto“anditsnegativeandinterrogativeforms.

2.AbilityObjects

(1)Learnandmasterthekeyvocabularyandtargetlanguage.

(2)Leamandmasterhowtotalkaboutwhatsomeoneusedtobelikeandwhatheusedtodo.

(3)Learntograspandusethestructure“usedto+verb“instatements,negationsand

questions.

3.MoralObjects

Don'tbesoshy.Beconfidentofyourself.Practicemore,andyouwillsurechange.

TeachingKeyPoints

1.Learnandmasterthekeyvocabularyandtargetlanguage.

2?Learntounderstandandusethestructure“usedto+verb“instatements,negationsand

questions.

TeachingDifficultPoints

1.Learnandmasterthestructure“usedto+verb“instatements,negationsandquestions.

2?Tounderstandthepassage,practicehowtotalkaboutwhatsomeoneusedtobelikeand

whatheusedtodo.

TeachingProcedures

Step1Review(about4minutes)

Greettheclassasusual.

ShowthephotosofHanHongandtalkaboutthemwithstudents.

Havestudentsuse“usedto”and“now”totalkaboutthefollowingpictureswiththeir

partners.

Step2Guessinggame(about5minutes)

Playaguessinggame.

Chooseastudentineachgrouptodescribeanotherstudent'sappearance,personalityor

hobbyinthepast,andmaketheothersguesswhohe/sheis.

Step3Practice(about6minutes)

Haveafreetalkwithastudent.

Teacherwritesthesentenceontheblackboardandtellsstudentsthatit'sanegativesentence

of"usedto”.

Helpstudentsfindouthowtochangethestatementintonegativeform.Thenexplainittothe

studentsandgiveanexample.

Subject+usedtodosth.->Subject+didn,tusetodosth.

Heusedtohaveshorthair.-*Hedidn'tusetohaveshorthair.

Havestudentsreadtheexamplein4a.Thenaskthemtowritesentencesaboutthepastusing

“usedto“accordingtotheexample.Movearoundandgivethemsomehelpiftheyneed.

Asksomestudentstosaytheirsentencesandchecktheminclass.

Step4GrammarFocus(About4minutes)

HavestudentsreadandrememberthesentencesinGrammarFocusbythemselves,andthen

havethemsumuptheformsofthedeclarativesentence,negativesentenceandinterrogative

sentenceof“usedto”.Teacherwritesthestructuresontheblackboardandgivessome

explanations：

Subject+usedtodosth.Subject+didn\usetodosth.Did+Subject+usetodosth.?

ThenhavestudentsreadandremembertheresponsesinGrammarFocus,andtellthemhow

toanswerthequestions.

Presentthreesentencesandaskstudentstochangethemintonegativesentencesand

questions.

1.Sheusedtobequiet.2.Heusedtowearglasses.3.1usedtoplaycomputergames.

Askstudentstoworkindividually.Thenletsomestudentsreportinclassandpraisethe

studentswhodon'tmakeanymistakes.

Step5Writingpractice(about5minutes)

HavestudentsreadtheinformationaboutEmilyinthechartof4b,andthenaskonestudent

toreadthefirstlineandtheexample.Tellthemtheyneedwriteasentencewiththeinformation

given.Remindthemtodescribethepastthingsusing“usedto"or"didn'tuseto”.

Havestudentswritethesentencesindividuallyaccordingtotheinformationgiven.Thenask

differentstudentstoreadtheirsentencesandhelpthemcorrectanymistakes.

HavestudentsputthesentencestogetherintoapassageaboutEmily.Asktwostudentstoread

theirpassagesandseehowEmilyhaschanged.

Step6Reading(About11minutes)

Lead-in：

T:Peoplesurelychange.WehaveseenhowEmilyhaschanged.HowhasAsianpopstar

CandyWangchanged?NowlefsreadthearticletogetherandfindhowCandyhaschanged.

While—reading：

First,havestudentsreadtheinformationaboutCandyintheboxandtellthemthe

informationappearsindifferentparagraphs.Askthemtoskimthearticlein3aandidentifythe

paragraphsinwhichtheinformationappears.

Playtherecordingandaskthemtonumbertheinformation[1-3].

Teachsomenewwords.Thenaskthreestudentstoreadthearticleandchecktheanswers.At

thesametime,haveotherstudentsfindoutkeyphrasesandkeysentences.

Showthefollowingquestions.Havestudentsreadthepassagewiththequestionsandfindthe

answerstothequestions.

1-WhatdidCandyusetobelike?

2?Didsheusetobepopularinschool?Whataboutnow?

3?WhydoesCandythinktoomuchattentionisabadthing?

4?WhafsCandy'sadvicetoyoungpeople?

Asksomestudentstoanswerthequestionsandchecktheanswersinclass.

Havestudentsreadthearticleagainandcompletethesentencesin3bbythemselves.Then

havedifferentstudentsgivetheanswersandchecktheminclass.

Helpstudentssumupsomekeylanguagepointsandtheteacherhelpsexplainthethingsthey

don'tunderstand.

After—reading：

T:SupposeyouaretheinterviewerandyourpartnerisCandy,whatquestionswillyouask?

Pleaselistyourquestions.

Havestudentslisttheirinterviewquestion,andtheninterviewtheirpartnersusingthe

questions.

Asksomepairstohaveaninterviewinfrontofclass.Chooseabest“interviewer”anda

best"star"andpraisethem.

Step8Pairwork(about6minutes)

T:(Showapictureofgivingaspeech)IusedtobereallyshyandIusedtobeafraidofgiving

aspeechinpublic.Didyouusetobeafraidofgivingaspeechinpublic?

Teachthenewwords“speech"and"inpublic“withthepicture.

Showthepicturesandask“Didyouusetobeafraidof..."and"Areyoustillafraidof...?

Havestudentsanswerandchecktheboxesin4c.

Playaninterviewgame.

Havestudentsinterviewtheirpartnersaboutwhattheyusedtobeafraidofandarestillafraid

ofnow.Thenchangerolestopractice.

Step8Summary(about3minutes)

T：TodaywehavelearnedanarticleaboutAsianpopstarCandyandknownhowshehas

changedfromashygirltoapopstar.Ittellsusthatoneshouldn'tbeshyandbeconfidentof

himselfandhewillsurelychange.

Askstudentstosumuptheimportantphrasesandthekeysentencestheylearned.

Asksomestudentstoexplainhowtochangethedeclarativesentencesof“usedto”into

negativesentencesandquestions.

Step9Homework（about1minutes）

T：Writeapassageaboutafamilymemberofyourswhohaschangedmost.Whatdidhe/she

usetobeafraidofandlike?Whataboutnow?

BlackboardDesign

Unit4Iusedtobeafraidofthedark.

TheSecondPeriod（SectionA3a—4c）

Subject+usedtodosth.Subject+didn?tusetodosth.SIdidn'tusetoplaythepiano.

-*Did+Subject+usetodosth.?Didyouusetoplaythepiano?

Yes,...did./No,…didn't.

Sheusedtobereallyshy.

Ididn'tusetobepopularinschool.

第二課時作業(yè)設計

I.根據(jù)句意和漢語意思完成句子。

1.Thereporterofourschoolnewspaper（采訪）theheadmasterandaskedalotof

questionsaboutArtFestival.

2-Moreandmorepeoplewanttobuy（私人的）carsinChina.

3-Ifyou（需要）furtherinformation,pleasevisitourwebsiteontheInternet.

4-IntheendDaviddecidedtotakepartinthe（演講）.

5-Anumberofmuseumsareopentothe（公眾）withfreeadmissioninUSA.

n.句型轉換。

1.Iusedtogetupearlyinthemorning.（改為一般疑問句）

youtogetupearlyinthemorning?

2-Thelittleboyusedtowearapairofglasses.（改為否定句）

Thelittleboytowearapairofglasses.

3,MyfatherusedtowatchTVaftersupper.（改為反意疑問句）

MyfatherusedtowatchTVaftersupper,?

4-Asafamoussinger,Candydoesn,thavemuchprivatetimeanymore.（改為同義句）

Asafamoussinger,Candyhasmuchprivatetime.

5-Jimusedtowatchsomescarymovies.（就畫線部分提問）

didJimtowatch?

第二課時作業(yè)設計答案：

I.1.interviewed2.private3.require4.speech5-public

II.1.Diduse2.didn'tuse/usednot3-didn'the/usedn'the4.nomore5.Whatuse

教學反思

本節(jié)課是一節(jié)讀寫課，各教學環(huán)節(jié)環(huán)環(huán)相扣，設計精妙，相互呼應，鋪墊自然。課堂伊

始描述同學的游戲讓學生很快地進入了學習狀態(tài)，并能在競爭中感受英語學習的樂趣。全部

教學活動處處以學生為中心，任務活動層層深入，讓學生在練中學，學中練，真正達到了“學

以致用”的目的。

本課時的讀寫教學圍繞與學生密切相關的材料展開，由于談論的是與自己相關的情況，

學生們積極性高，都有著強烈的表達欲望。聽說讀寫相互融合，從知識的感知、領悟再到運

用，最后完成由知識向能力的遷移。語法教學沒有拘泥于單純的講解，而是把語法的訓練和

對人的變化的談論融合在一起，這樣不會枯燥，學生也更容易掌握。

不足之處：由于本課時教學內容較多，思想教育方面挖掘得不夠深入，教師應注意從個

人變化的原因入手，進一步培養(yǎng)學生自信、奮進向上的生活態(tài)度。

TheThirdPeriod(SectionBla-le,SelfCheck2)

TeachingAims

1.KnowledgeObjects

(l)Function：Talkaboutwhatsomeoneusedtobelikeandwhatheusedtodo.

(2)KeyVocabulary：ant,insect,paintpictures,onthesoccerteam,benervousabout

(3)TargetLanguage：

①Iusedtolikepaintingpictures.

②Ididn'tusetoliketests.

③IusedtohateP.E.class.

@1usedtobenervousabouttestsallthetime.

(4)Structure：

Totalkaboutwhatyouusedtolikeordobyusing“usedto”.

2.AbilityObjects

(l)Tolearnhowtotalkaboutwhatapersonusedtolikeordobyusing“usedto”and

improvestudents9abilityoflisteningandspeaking.

(2)Tograspanduseuusedto+verb“inthedeclarativesentencesandnegativesentences.

3.MoralObjects

Peoplesurelychange.Havestudentscarefortheprocessoftheirgrowth.

TeachingKeyPoints

1.Tolearnhowtotalkaboutwhatyouusedtolikeordobyusing"usedto”.

2?Toimprovestudents'abilityoflisteningandspeaking.

TeachingDifficultPoints

Enablestudentstotalkaboutwhatsomeoneusedtobelikeandwhatheusedtodo.

TeachingProcedures

Step1Revision(about6minutes)

Greettheclassasusual.

Haveafreetalkwithstudents.

HavestudentsfinishSelfCheck2individuallyandaskthreestudentstoreporttheanswers.

Step2Presentation(about9minutes)

Lead-in：

Haveafreetalkwithstudentsaboutwhattheyusedtobeafraidofandteachnewwords.

T：Whatdidyouusetobeafraidof?

S3:1usedtobeafraidofsnakes.

S4:Metoo.AndIusedtobeafraidofdogs.

T:Oh.S3andS4didn'tusetolikesnakes.(Showthepicturesofbutterfliesandants)Didyou

usetobeafraidofbutterflies?

Ss:No,wedidn't.Theyareverybeautiful.

T:Yes.Abutterflyisaninsect.(Readtheword“insect“andhavestudentsrepeatit.)Ybuused

tolikethem,didn'tyou?

Ss:Yes.

T:(Showthepicturesofants)Didyouusetobeafraidofants?(Havestudentsrepeatthe

word"ant"withtheteacher.)

S5:No,Ididn't.Theyareinteresting.

S6:Yes,Idid.Theywillhurtus.

T:S5usedtolikeants,butS6didn'tusetolikeants.Nextlet'slookatsomepicturesand

checkthethingsyouusedtolikewhenyouwereachild.

Presentthepicturesinlaandhavedifferentstudentsdescribethem.

SI：ThestudentsarehavingaP.E.classinPicture1.

S2：AgirlispaintingapictureinPicture2.

S3：ThestudentsaresinginginmusicclassinPicture3.

S4:AboyislookingatantsandotherinsectsinPicture4.

Askstudentstocheckthethingstheyusedtolikewhentheywereachild.Thenwrite

sentencesusing“Iusedtolike...,butIdidn'tusetolike…”.

Step3Practice(about6minutes)

T：Whatotherthingsdidyouusetolikewhenyouwereachild?Pleasewriteyoursentences

intheboxabove.

Havestudentsworkindividually.Asstudentswork,movearoundtheroom,offeringlanguage

supportandhelpingthemwithanywordstheywanttouse.

Asksomestudentstoreporttheirsentencesandseeifthethingstheyusedtolikearethe

same.Thenhavestudentsdiscussthemwithapartner.

Step4Listenandcheck(about6minutes)

T:Youwillhearaboyandagirltalkingabouthowlifeusedtobewhentheyweremuch

youngerontherecording.Listenandcheckthesentencesyouhear.

Askstudentstolookthroughthesentences1c.

Playtherecordingforthefirsttime.Studentsonlylisten.Thenplaytherecordingagain.Ask

somestudentstocheckthesentencestheyhear.

Checktheanswersinclass.

Step5Listenandcomplete(about7minutes)

Havestudentspayattentiontothechartwiththeheadlines“Inthepast"and"Now”.Then

askthemtolookthroughtheincompletesentencesinIdindividually.

Havestudentslistentotheconversationagainandfillintheblankswiththewordstheyhear.

Playtherecordingagainandaskstudentstofillintheblanks.Playtherecordingforthe

fourthtimeandaskthemtochecktheanswersbythemselves.

Theninviteastudenttoreadthesesentences,fillingintheblanks,andtherestoftheclass

checktheiranswers.

Step6Pairwork(about7minutes)

T:Justnow,weheardaboyandagirltalkingabouthowlifeusedtobe.Wehaveknown

whattheyusedtolikeorhate.Whataboutyou?Pleasecompareyourselfwithyourpartnerand

thenmakeanewconversation.

Invitetwostudentstoreadthesampleconversationinle.Thenaskstudentstomakeuptheir

ownconversationsinpairs.Remindthemofthenegativeanswer.Whiletheyareworkinginpairs,

movearoundandofferlanguageandpronunciationsupportiftheyneed.

Checktheanswersbyhavingdifferentpairstorole-playtheirconversationstotheclass.

Asampleconversation：

A:Iusedtobeafraidofsnakesallthetime.Whataboutyou?

B:Yes,metoo.AndIusedtobeafraidofinsects.

A:Iusedtohatesummerallthetime.Whataboutyou?

B:No,Ididn'1.1usedtolikeswimminginsummer.

Step7Summary(about3minutes)

T：Inthisclass,we'vemainlylearnedhowtotalkaboutwhatsomeoneusedtolike,hateor

do.Wemasteredthetargetlanguage“Iusedtodosth."and"Ididn'tusetodosth.??by

listeningandspeaking.Andwealsopracticedtalkingaboutourownthingsthatweusedtodoand

like.

Step8Homework(about1minute)

T：Youmusthaveahappylifewhenyouwereachild.Whatdidyouusetolike(doing)?Do

youstilllikedoingitnow?Writea60-wordpassagetotellyourpartner.

BlackboardDesign

Unit4Iusedtobeafraidofthedark.

TheThirdPeriod（SectionBla-le,SelfCheck2）

Iusedtolike...

Ididn'tusetolike...=Iusedtohate...

Iusedtolikepaintingpictures.

Ididn'tusetoliketests.

IusedtohateP.E.class.

A:Iusedtobenervousabouttestsallthetime.Whataboutyou?

B:Yes,metoo.AndIusedto...

第三課時作業(yè)設計

I.根據(jù)句意和漢語意思完成句子。

1.Ilike（iffllffll）.IwanttobeanartistwhenIgrowup.

2-WhenIwasachild,Ioftenwatchedantsandother（昆蟲）outsidemyhouse.

3-Don't（擔aboutyourson.Heisn'tachildanylonger.

4-Sheusedto（討厭）climbingmountains.

5?Healwaysfeels（緊張的）whenhespeaksinpublic.

n.句型轉換。

1.LucyisneverworriedaboutherEnglishexams.（改為同義句）

LucyneverherEnglishexams.

2-Iusedtowearsportsclothestoschool.（改為否定句）

Itowearsportsclothestoschool.

3?Myfatherdidn'tusetolikeshopping.（改為同義句）

Myfatherusedto.

4-Tomisalwayshelpingothers.（改為同義句）

Tomishelpingothers.

5,Jimdidn'tusetolikemusicclass.（改為反意疑問句）

Jimdidn'tusetolikemusicc