1、1.记忆单词 humorous,silent,helpful,score;短语 from time to time。 2.能够使用 used to 结构的陈述句、一般疑问句、反意疑问句和否定句进行描述人的外貌特征和性格 特点。 3.比较 be used to do sth.,be used to doing sth.和 used to do sth.的基本用法。 4.通过听说训练,能够结合实际情况,运用 used to 结构描述过去的生活。 1.学习与外貌和性格相关的词汇。 2.学习使用 used to 结构的陈述句、一般疑问句、反意疑问句和否定句。 I used to be short. I
2、 didnt use to be popular in school. You used to be short,didnt you? Yes,I did./ No,I didnt. Did he use to wear glasses? Yes,he did./ No,he didnt. 3.比较 be used to do sth.,be used to doing sth.和 used to do sth.的区别。 4.学习如何描述人的外貌特征和性格特点。 1.used to 结构的陈述句、一般疑问句、反意疑问句和否定句的基本构成。 2.be used to do sth.,be use
3、d to doing sth.和 used to do sth.的区别。 3.描述人的外貌特征和性格特点。 采用不同形式的听说训练,学习与外貌特征和性格特点相关的一些词汇。创设真实的语言环境,利用 pair work 和 group work 等活动形式帮助学生掌握 used to 结构的基本用法。采用对比分析的方法帮助学 生掌握 be used to do sth.,be used to doing sth.和 used to do sth.的区别。 准备教材中相关人物外貌和个性的图片,所要描述的同学、家人、朋友和明星等人今昔对比的照片, 设计教学 PPT,录音机,磁带和多媒体。 Step.
4、Lead in Leading in 【情景 1】 T:Hello,everyone. We have learnt the words to describe peoples appearance and personality .Do you still remember them?(show the pictures to describe peoples appearance and personality) Review the words to describe peoples appearance and personality they know and teach the n
5、ew ones they dont know. curly hairtall/good lookingheavy/strongshort/handsome 设计意图通过学生熟悉的句型 What does he /she look like?询问图片中人物的外貌以及性格, 复习学过的有关描述外貌和性格的单词。 Leading in 【情景 2】 T:Now,lets look at the pictures of Yang Ming.(Show two pictures of Yang Ming to the students.And ask what he looked like in the
6、 past and what he looks like now.) Ss:He was short in the past and he is tall now. T:Yes,you are right.He used to be short,but now he is tall. T:Lets look at the pictures and talk about them. He used to play basketball in the free time,but now he is interested in playing football. She liked reading
7、when she was a student, but she likes singing now. She used tolikereading, but now she likes singing. 设计意图利用杨明的过去和现在的两张图片,引导学生了解“used to”语法结构。用不同人物的 过去和现在进行对比,更好地练习 used to 结构,同时,为接下来的听力训练奠定了基础。 Step .Language learning (1) Learning the structure of “ used to do”. (2) Ask some pairs to make their sen
8、tences to the whole class. 设计意图让学生利用目标语言进行对话训练,锻炼学生的口头表达能力。 Step .Listening activities (1b) T: Boys and girls, please look at the picture in 1a.In the picture, Bob is seeing some friends for the first time in four years. Now lets listen and see what they are talking about. And fill in the blanks. 1.
9、Mario used to be.He used to wear. 2.Amy used to be.She used to havehair. 3.Tina used to haveandhair. 【Keys】(1)B(2) 1.short,glasses2.tall,short3.red,curly 设计意图通过细听培养学生听细节、听重点的能力。 Step.Listening activities (2a-2b) (1) T: Some children are having a party.Two of them are talking.Do you know what they ar
10、e talking about? Lets listen for the specific ideas.Listen and check () the words your hear. friendlyoutgoingserious humoroussilentactive bravequiethelpful (2) T:Now lets listen again and complete the chart about how Paula has changed. In the pastNow 1.Paula used to be really.She was always silent i
11、n class.She wasnt very.She was never brave enough to ask questions. 2.She got good grades in. She was also good in.She used to play the. 1.Now shes more interested in.She playsalmost every day.Shes also on ateam. 2.She still plays thefrom time to time. 【Keys】(1) friendly,brave,outgoing,silent,quiet,
12、active(2)In the past:1.quiet,outgoing2.science,music class,pianoNow:1.sports,soccer,swim2.piano The following language point should be explained. 教材解读 She was never brave enough to ask questions. enough 足够地;充足地,作副词时,要放在形容词/副词后,即要后置。 enough 作形容词 “足够的;充足的” 讲修饰名词时,可放在名词前,也可放在名词后,习惯放在名词前。 The girl is ol
13、d enough to go to school.这女孩已到了上学的年龄。 There is enough food/food enough for everybody.有足够的食物供大家吃。 设计意图通过初听来培养学生听取大意的能力,通过细听培养学生听细节、听关键信息的能力。听 力填空之前,给学生一定的听力策略指导,帮助学生有针对性地去听,帮助学生消除对听力的恐惧心理。 Step V. Role-play the conversation (2d) T:Boys and girls,we know people have differences between the past and no
14、w.Now lets read the conversation in 2d.Please read the conversation in 2d fast and get the main idea of it. Then role-play it in class. 设计意图通过略读和细读,培养学生获取主旨大意和利用关键信息处理细节问题的能力,学生两 人一组大声朗读、互相问答,分角色训练,既提高了口语表达能力,又使其所学的语言知识进行有效地输出。 Step .Summary of this class 1.used to 的用法 1）定义：used to 是一个情态动词，意为“曾经，过去常
15、常”。表示过去曾经存在或经常发生 但现在已经停止的行为或习惯，后接动词原形，强调过去与现在的对比。used to 只用于一般过去时， 可用于各种人称。 注意：used to 不与表示过去的时间状语连用。 2）构成： 肯定式:主语+used to+动词原形+其他 否定式：主语+didnt use to/usednt to +动词原形+其他 一般疑问句：did+主语+ use to +动词原形+其他？ 反意疑问句： 肯定陈述句，didnt +主语？/usednt+主语？ 否定陈述句，did+主语？/used+主语？ 2.相似短语： be/get used to doing sth.习惯于做某事 b
16、e used to do sth. 被用来做某事 Step .Exercises:the after-class test .根据句意及首字母提示补全单词 1.Charlie Chaplin is a very hactor.We like him very much. 2.We think the light bulb is the most hinvention in our life. 3.You should keep sat the meeting. 4.How many sin the football match? .用所给词的适当形式填空 1.Wed better keep(s
17、ilence) because our father is sleeping. 2.Alice is very shy.And she is never brave enough(ask) questions. 3.Listening to the tapes is(help) for learning English. 4.I saw a boy(play) by the river when I went home yesterday. 5.Amy used(be) quiet.Now she is outgoing. .单项填空 1.I am very busy,but I go to
18、my hometown. A.from time to timeB.on time C.all the timeD.by the time 2.I saw some boy studentsbasketball when I passed the playground. A.playedB.playsC.playingD.to play 3. What do you usually have for breakfast? I used todumplings,but these days Im used tobread and milk. A.eat,haveB.eating,havingC.
19、eating,haveD.eat,having 4.This movie wasnt.He fell asleep half way through it. A.interesting enoughB.enough interestingC.interested enoughD.enough interested 5.He offeredvaluable advice thatpeople disagreed. A.such,a fewB.such,fewC.so,a few D.so,few 【Keys】.1.humorous2.helpful3.silent 4.scores.1.silent2.to ask3.helpful4.playing5.to be.1.A2.C3.D4.A5.B 设计意图课后检测训练,检查学生对所学知识的掌握情况,以便更好地复习巩固所学知识。 Step .Homework 1.Read 1b and 2a after the tape. 2.Recite the conversation in 2d. 设计意图通过背诵对话,综合运用所学的词汇和语法，加强记忆。 Section A (1a-2d) used to do sth过去常常干某事 beused to doing sth习惯于干某事 beused to do sth被用于干某事
