Unit+4++Used+to语法课件 人教版九年级英语全册

Music

1/Whatkindofmusicdoyouusuallylistento?2/Whatkindofmusicdoyoulikethemost?3/Whatkindofmusicdoyoudislike?Why?Discussthesequestionsinpairs.JustinTimberlakeReadashortbiographyaboutJustinTimberlake.DoesJustinTimberlakestilldothingshedidinthepast?

1. JustinRandallTimberlake

(bornJanuary31,1981)isanAmericansinger-songwriter,actor,recordproducer,andbusinessman.Hewasbornin

Memphis,Tennessee,andwasa 4. performerevenfromayoungage.Asachild,heusedtobeonthetelevisionshows

StarSearch

and

TheAll-NewMickeyMouseClub,whereheusedtosing,danceandactwithothernowfamousperformers,likeBrittanySpears,ChristinaAguilera,andRyan8. Gosling.Inthelate1990s,Timberlakebecamefamousastheyoungestmemberofthe

boyband

'NSync.Heusedtosingwith‘NSync’asoneofthetwo

leadvocalistsforthegroup.Timberlakethenbecameasoloartistandreleasedhissolostudio12. albums

Justified

(2002),FutureSex/LoveSounds

(2006),andThe20/20Experience–2of2(2013).Heusedtosingwith‘NSync’.LookatthefollowingsentencetakenfromthetextyoureadearlierandanswerthefollowingquestionsaboutitsMEANING:Heusedtosingwith‘NSync’.DidJustinTimberlakesingaloneorinagroup?2. Doeshesingwiththemnow?3. So,isthissentencetalkingaboutthepastorthepresent?4. Isthissentencetalkingaboutanactionthathappenedonceormanytimesinthepast?Heusedtosingwith‘NSync’.

Now

aloneDidJustinTimberlakesingaloneorinagroup?PastinagroupIna group2. Doeshesingwiththemnow? No.Heusedtosingwith‘NSync’.ArealviolinPastAtoyviolinSo,isthissentencetalkingaboutthepastorthepresent?Past.4. Isthissentencetalkingaboutanactionthathappenedonceormanytimesinthepast?Manytimes.manytimes

Now

alone

PastmanytimesAffirmative(+)

He+usedto

+sing

with‘NSync’.Subj.+usedto+V(baseform)….c. CompletetheFORMoftheunderlinedpartofthesentencesbelowlikethefirstexample:Negative(–)

He+didn’t

+useto

+singwith‘NSync’._________+_________+_________+_________Questionform(?)

Did+

he+

useto+sing

with‘NSync’?_________+_________+_________+_________CompletetheFORMoftheunderlinedpartofthesentencesbelowlikethefirstexample:Affirmative(+)

He

+usedto

+

singwith‘NSync’.Subj.+usedto+V(baseform)….Negative(–)

He+didn’t

+useto

+sing

with‘NSync’._Subj._+_didn’t_+_useto_+_V(baseform)____Questionform(?)

Did

+he

+useto

+sing

with‘NSync’?_Did_+_subj._+_useto_+_V(baseform)__Heusedtosingwith‘NSync’.

🔴🔴

/ju:stə/Fillintheblanksinthesentencesbelowbyusingthecorrectformofusedtowitheachverbinparentheses.

Forexample:HelivedinBraziluntilhewasseven.He______________(speak)Portuguese,buthe’sforgottenalotofitnow.usedtospeak_1/We__________________(not/have)smartphones,orevenInternetinourhouses.TogoonlineyouhadtogotoanInternetcaféorlibrary.2/She_________________(smoke)butshe'sgivenupnow.She'sreallyhealthythesedays.3/We_________________(play)togetherwhenwewerechildren,butIdon'tseethemmuchanymore.4/She_________________(not/do)anysportatall,butnowshe'sonthebasketballteamandshelovesit.5/Wealways________________(sit)onthebridgewithourlegshangingdown,andthrowsticksintotheriver.6/Ididn'trecognizehimbecauseofhisnewbeard.He_____________(not/have)abeard!Helookscompletelydifferentnow.7/Youusedtoliveonthesameroadasme!_______you________________(buy)sweetsinthatshoponthecorner?8/_____you___________________(go)toLondonalot?Youhavemanyphotosofthecity.1/ didn’t(didnot)usetohave

2/ usedtosmoke3/ usedtoplay4/ didn’tusetodo5/ usedtosit

6/ didn’tusetohave7/ Didyouusetobuy…8/ Didyouusetogo…Workinpairs,andanswerthefollowingquestionswithusedto.1/ Whatactivitiesdidyouusetodothatyouhavestoppeddoingnow?Talkaboutatleast

fouractivities.Forexample:

Iusedtoread

newspaperseveryday.Butnow,Ireadbooks.2/ Whatactivitiesdidyouusetodoforfunwhenyouwereyounger?3/ Whatactivitiesdidyouusetodowithyourfamilywhenyouweregrowingup?

1/What’sthenew/targetlanguage?

2/What’stheaimofthislesson?

1/ usedto2/ Bytheendofthelesson,studentswillhavehadclarificationonthemeaning,formandpronunciationof‘usedto’inthecontextofrepeatedactionsinthepast,andpracticedthisinacontrolledandfreerexercise.3/Howisitorganized?TheStages1/ WhichteachingframeworkdidSezgiusetoorganizethestagesofhergrammarlesson?Text-basedlanguageteachingframework(Presentinglanguagethroughatext/Clarificationthroughtext)2/ DidSezgifollowthestagesofthisframeworktopresentthegrammarpoint?Lead-in-Setacontextbychoosingatopicthatnaturallyincludesorisrelatedtothetargettobecoveredinthelesson.Getstudentstodiscusscontextinpairsorsmallgroups,thenconductbriefclassfeedback.Presentation

Reading/listening-Presentthetargetlanguage(accordingtotherulesyouwanttocoverinthelesson)inashorttext,sothestudentscanseethetargetlanguageincontext.Setashorttask,sostudentsgetageneralunderstandingofthecontextfirst.Letstudentsreadindividually,checkinpairsandconductclassfeedback.[Thisstageisoptionalbutrecommended:GuidedDiscovery-Thengivethestudentsalistofquestionsthatguidethemtodiscovertherulesofthetargetlanguage.Thesequestionscanincludeaspectsofmeaningandformofthetargetlanguage–usethegrammarreferenceinthecoursebookandgrammarbookstohelpyou.Thiscanbedoneinpairs.]ClarificationofMFP-Duringclassfeedback,youshouldcheckthestudents’understandingofthemeaningofthetargetlanguage(usingConceptCheckingQuestions),elicittheform,aswellasdrillthepronunciation(chorallyandindividually,ifnecessary)toensurethestudentsknowhowtosaythestructuresandanycontractions.Controlledpractice–Getstudentstopracticethetargetlanguageinacontrolledexercise,suchasafillintheblanks.Thiscanbedoneinpairs,andthen,finally,conductclassfeedback.Freerpractice/Production–Getstudentstoproducethelanguageinafreerexercise,suchasusingthetargetlanguagetodiscussatopicoranswersomepersonalizedquestionsinpairsorsmallgroups.Whiletheyarespeaking,youshouldmonitor,beavailabletohelpandmakeanoteofanyerrors.Finally,feedbacksomeexamplesfromtheclassandconductanycorrectionsyouhavemadeanoteof.1/ DidSezgisetacontextbychoosingatopicthatnaturallyincludesorisrelatedtothetarget languagetobecoveredinthelesson?2/ Didshegetstudentstodiscusscontextinpairsorsmallgroups,andthenconductbriefclassfeedback?3/ DidSezgipresentthetargetlanguageinashorttext,sothestudentscanseethetargetlanguageincontext?4/ Didshesetareadingtask,sostudentsgetageneralunderstandingofthecontextfirst?5/ DidSezgigivethestudentsalistofquestionsthatguidethemtodiscovertherulesofthetargetlanguage?6/ Didthesequestionsincludeaspectsofmeaningofthetargetlanguage?7/ DidSezgicheckthestudents’understandingofthemeaningofthetargetlanguageusingConceptCheckingQuestions?8/ DidSezgigivethestudentsalistofquestionsthatguidethemtodiscovertherulesofthetargetlanguage?9/ Didthesequestionsincludeaspectsofformofthetargetlanguage?10/ Duringclassfeedback,didSezgidrillthepronunciationchorallyandindividually?11/ DidSezgigetstudentstopracticethetargetlanguageinacontrolledexercise,suchasafillintheblanks?12/ DidSezgigetstudentstoproducethelanguageinafreerexercise,suchasusingthetargetlanguagetodiscussatopicoranswersomepersonalizedquestionsinpairsorsmallgroups?Lead-in

1/DidSezgisetacontextbychoosingatopicthatnaturallyincludesorisrelatedtothetargetlanguagetobecoveredinthelesson?2/Didshegetstudentstodiscusscontextinpairsorsmallgroups,andthenconductbriefclassfeedback?Presentation

Reading/listening

3/DidSezgipresentthetargetlanguageinashorttext,sothestudentscanseethetargetlanguageincontext?4/Didshesetareadingtask,sostudentsgetageneralunderstandingofthecontextfirst?Presentation

GuidedDiscovery5/DidSezgigivethestudentsalistofquestionsthatguidethemtodiscovertherulesofthetargetlanguage?MEANINGM6/Didthesequestionsincludeaspectsofmeaningofthetargetlanguage?7/DidSezgicheckthestudents’understandingofthemeaningofthetargetlanguageusingConceptCheckingQuestions?Presentation

GuidedDiscovery8/DidSezgigivethestudentsalistofquestionsthatguidethemtodiscovertherulesofthetargetlanguage?9/Didthesequestionsincludeaspectsofformofthetargetlanguage?FORMFPresentation

ClarificationofMFP

10/Duringclassfeedback,didSezgidrillthepronunciationchorallyandindividually?PRONUNCIATIONPControlledpractice

11/DidSezgigetstudentstopracticethetargetlanguageinacontrolledexercise,suchasafillintheblanks?Freerpractice/Production

12/DidSezgigetstudentstoproducethelanguageinafreerexercise,suchasusingthetargetlanguagetodiscussatopicoranswersomepersonalizedquestionsinpairsorsmallgroups?GuidedDiscoveryAdvantagesDisadvantageslearner-centered,moreengagingforlearnersencouragesanalyticlearning;studentsremembertherulesinductivelearning(workingoutrulesonthebasisofexamples–e.g.guideddiscoverytasks)vs.deductivelearning(whenthelearnersarepresentedtherules–e.g.lecture)developslanguageawarenesssomestudentsdon’tlikeitsomerulesare‘messy’anddifficultto‘dis