湖北省武汉为明实验学校九年级英语全册 Unit 2 I used to be afraid of the dark.The 1st Period教案 人教新目标版.doc

unit 2 i used to be afraid of the dark.the 1st period教案. 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 hes 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 understand how to apply what theyve learned in this unit to their daily life.2. teaching aims and demands (1) knowledge objects in 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 objects to train students listening, speaking, reading and writing skills. to train students integrating skills. (3) moral object to 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 youll feel more confident.3. teaching key points to learn the key vocabulary and the target language. to learn the usage of the structure used to.4. teaching difficult points to improve students listening, speaking, reading and writing skills. to enable students to grasp the usage of the structure used to. 5. studying way teach students how to use the structure used to to compare the past with now. language function talk about what you used to be like. target language 1. mario used to be short. yes, he did. now hes tall. 2. i used to eat candy all the time. did you? yes, i did. and i used to chew gum a lot. structures 1. used to 2. conjunction but. vocabulary used to, dark, spider, insect. recycling alone, quiet, snake, outgoing, friendly, serious, funny, tall, shy, short, straight, long hair.learning strategies 1. brainstorming 2. comparing.teaching time seven periodsthe first period.teaching aims and demands1.knowledge objects (1)key vocabulary used to, dark (2)target language mario used to be short. yes, he did. now hes tall. 2. ability objects (1) train students listening skill. (2) train students communicative competence.3.moral object dont judge a person by his appearance.teaching key points1. target language2. the structure: used to. teaching difficult pointthe structure: used to. teaching methods1. teaching by induction2. pairwork. teaching aids1. a tape recorder2. pictures of people cut out from magazines or newspapers. teaching proceduresstep 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 1athe 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 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 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 todays 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. 10,1994 tall short long 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. its bob! hey, guys, its bob! i havent seen you in four years !boy 1: yeah. im here with my parents.weve visiting for a couple of days. wow, mario, you look different! you used to be short, didnt you?boy 2: yes, i did. now im tall. and so are you!boy 1:thats true. and you used to wear glasses.boy 2: you have a great memory. now i wear contact lenses!conversation 2boy 1: hey. amy, its great to see you.girl1: hi, bob. how are you?boy 1: fine. wow, youve 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. youre taller than me now, bob.conversation 3girl 2: hiya, bob.boy 1: hi, tina. youve changed too.girl 2 :oh, yeah?boy 1: you have blond hair!girl 2: yeah, it used to be red, didnt it?boy 1: and its straight!girl 2: it used to be curly.step 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 th