1、1 / 4 教学媒体教学媒体video, PPT, 白板 教学目标教学目标语言知识语言知识 目标目标 1. Key vocabularies: used to, European ,African, British, dark, be afraid of 2.Target Language: Mario used to be short, didnt he? Yes, he did. Now hes tall. Did you use to play the piano? Yes, I did./ No, I didnt. I used to be quiet. I didnt use to
2、be short. 能力目标能力目标能运用 used to 的各种句型描述别人或自己。 情感态度情感态度让学生理解事物都会发展变化，培养学生积极的心 态并能适应各种变化。 教学重点教学重点1.掌握 used to 的各种句型，通过大量的练习，熟练运用这些句 型。 2.熟练掌握 used to be afraid of 和 be still afraid of 句型描述别人 及自己。 教学难点教学难点How to well express and use the structure “used to” in practice. 教学内容及教师活动教学内容及教师活动学生活动学生活动设计意图设计意图
3、 Step 1 I. Greetings 1. Greet the students as usual. 2.Ask some questions. II. Lead-in Show two pictures of the students (Li Xinyu and Ding Guanru) to describe the appearance and personality of the two classmates. Step 2 Presentation Greet the teacher and answer the questions. Play a guessing game.
4、Guess who the students are. 师生互相问候用 一个猜测游戏引 入， 激发学生的兴 趣， 并对上节课的 内容进行简单复 习。 展示两人对话的 视频， 假设五年之 2 / 4 1. Show a video of Li Xin and Ding Ding. They meet each other after five years in a bookstore. 2. Check the memories. Let the students to complete the sentences with “used to” or “didnt use to”. 3. Fre
5、e talk: Give the students one minute to work in pairs and talk about what they used to do and what they didnt use to do. Step 3 4a Talk about the four people in 4a, and write sentences about the past using used to. Step4 (1) Show a two-year-old little boys photo. (2) Talk about what he used to be af
6、raid of and what he is still afraid of. (3) Continue to show some pictures. Students look at the video. Fill in the blanks and complete the sentences. Pair work Students look at the pictures and say the sentences, and then write down them on the book. (1) Say something about the little boy with “use
7、d to be afraid of” and “be still afraid of”. (2) Talk more some pictures such as 后在图书馆相遇， 她们的对话围绕 着五年前相互的 外貌， 性格特点等 的变化展开， 大量 运用句型“used to” 和 “didnt use to”。 学生继续大量练 习句型“used to” 和 “didnt use to”，为学生完成 下一个环节的 4a 做好铺垫。 顺利完成 4a 的任 务。 由两岁小孩曾经 害怕和依然害怕 的两件事情如： 怕 黑，怕孤单。自然 引出本环节的句 型“used to be afraid of” a
8、nd “be still afraid of”并 进行训练。 3 / 4 Step 5 Group work (1)Ask the students to do a survey, and find out how many students in the group used to be afraid of and are still afraid of: the dark, being alone, flying, high places, giving a speech in public. (2)Give each group a topic. Step 6 Practice (1)C
9、ontinue to show the pictures of the little boy with “used to.but now.”. (2)Finish 4b. Look at the information and write sentences about Emily. Step 7 Writing practice (1)Ask the students to write a letter to introduce themselves to Emily(include appearance, personality, hobbies, weekends activities
10、and so on.). (2)Ask some of the students to show their letters to the whole class. (3) Make comment on the students letters. Liang Tianyi, big dogs, snakes, test. (1) Work in groups. (2) Make the conversations. (3) The group leader writes down the result on the screen and gives the result to the who
11、le class. Talk about the pictures. Practice the sentence structure: “used to., but now.”. Write the letters like this: Dear Emily, My name is . I used to be. but now I am. I used to have , but now I have I used to on weekends, but now I . on weekends . 学生小组合作完 成调查， 并大量运 用本任务中的句 型结构。 经过大量的练习， 学生能容易的完
12、 成本部分的任务。 给学生展范文的 模版从而降对低 作文的难度。 展示学生作文， 激 发学生学习英语 写作的兴趣。 4 / 4 Step 8. Summary Summarize what we have learned in this class. Step9. Homework 1) Write a report about your family members using “ used to. But now.”. 2) Prepare for the next lesson. Step10. End up the class by listening to a beautiful s
13、ong “I wonder”. Show some of the letters. Have a summary. 本节课知识进行 总结，加深记忆。 板板 书书 设设 计计Unit 4 I used to be afraid of the dark. SectionAGrammar Focus-4c I used to be short. She didnt use to like tests. You used to be short, didnt you? Did he use to wear glasses? Yes, he did. / No, he didnt. be afraid ofbe still afraid of 教教 学学 反反 思思本节课主要教学语法知识，用一些日常照片和生活视频引入并 呈现主要句型，通过举一反三的例句和巩固性练习，学生基本 掌握了 used to 结构在实际情景中的应用。之后的互动环节则激 发了学生的学习热情，都能积极参与课堂活动，踊跃发言，充 分体现了学生在课堂上的主体地位， 实现了本节课的教学目标。
