I used to be afraid of the dark教案5
Ⅰ.Teaching Aims and Demands
1.Knowledge Objects
(1) Key Vocabulary
be interested insure
(2) Target Language
I used to be really quiet.
I know. Now you're very outgoing.
Did you use to have straight hair ?
Yes. I did.
Did you use to play the piano?
No, I didn't.
2.Ability Objects
(1) Train students' listening skill.
(2) Train students' integrating skills.
3.Moral Object
You should have the courage of your opinions.
Ⅱ.Teaching Key Points
1.I used to be really quiet.
I know. Now you are very outgoing.
2.Did you use to have straight hair?
Yes,I did.
3.Did you use to play the piano?
No, I didn't.
Ⅲ.Teaching Difficult Points
1.Yes/No questions with used to
2.Statements with used to
Ⅳ.Teaching Methods
1.Teaching by explanation
2.Pairwork
Ⅴ.Teaching Aids
1.Pictures of people cut out from magazines or newspapers
2.A tape recorder
Ⅵ.Teaching Procedures
Step Ⅰ Revision
Check homework. Ask a student to hold up the picture given to him yesterday or a picture he/she collected himself/herself to the class. Then let him/her read out his/her article about the person in the picture.
Step Ⅱ 2a
This activity provides listening practice using the target language. Point to the picture and ask students what is happening. Elicit answers from students.
T: Where do you think they are?
Ss: They are in a family room.
T: What are they doing?
Ss: They are having a party.
Point to the six words in the box and ask students to repeat each one. Make sure students know the meaning of each word.
Say, You will hear a boy and a girl talking to each other at a party. Listen to the recording and check the words you hear they say. Point out the sample answer.
Play the recording for the first time.
Students only listen.
Play the recording a second time. This time ask students to put a check in front of the words they hear.
Check the answers.
Answers
Checked words: quiet, outgoing, friendly Tapescript
Girl 1: Hey, Steve! Over here! Don't you remember me?
Boy 1: Oh, wow! You're Paula, aren't you?
Girl 1: That' right.
Boy 1: But you used to be really quiet, didn't yo
u?
Girl 1: Yeah, I wasn't very outgoing.
Boy 1: No, you weren't. But you were always friendly. Wait a minute. Did you use to play the piano?
Girl 1: Yes, I did. But now I'm more interested in sports. I play soccer and I'm on the swim team.
Boy 1: Wow! People surely change.
Culture note
Many houses in the United States have a family room. The family room is where families relax. Watch TV, play games, and listen to music every day. It is a very informal room. Most families use the family room more often than the other rooms.
Step Ⅲ 2b
This activity gives students practice understanding the target language in spoken conversation.
Ask students to point to the blank lines in the conversation. Say, You will write one word on each blank line.
Read the conversation aloud saying blank when coming to a blank line.
Play the recording. Students fill in the blanks with the words they hear.
Correct the answers. Read the conversation aloud, filling in the missing words.
Students check their answers.
Answers
quiet outgoing friendly sports
Step Ⅳ 2c
This activity provides oral practice using the target language. Focus students on the conversation in Activity 2b. Ask a pair of students to read it to the class.
SA: Hey, Steve! Over here! Don't you remember me?
SB: Oh, wow I You're Paula, aren't you?
SA : That's right.
SB: You used to be really quiet, didn't you?
SA: Yeah, I wasn't very outgoing.
SB: No, you weren't. But you were always friendly, Wait a minute. Did you use to play the piano?
SA: Yes, I did. But now I'm more interested in sports, I play soccer and I'm on the swim team.
SB: Wow ! People surely change.
Point to the sample conversation. Get another pair of students to read it to the class.
SC: I used to be really quiet.
SD: I know. Now you're very outgoing.
Say, Now work with a partner. Start by reading the conversations in Activities 2b and 2c. Then make conversations about yourselves.
Have students work in pairs. Move around the room listening in on various pairs and offering help if necessary.
Check the answers by calling on different pairs to say their conversations to the class. Note: Answers will vary.
Sample answers
A: I used to play the piano.
B: I know. Now you're busy with your subjects.
Step Ⅴ Grammar Focus
Ask different students to say the statements and the questions and answers.
S1: I wasn't very outgoing.
S2: You used to have long hair.
S3: Did you use to have straight hair?
&
nbsp; S4: Yes , I did.
S3 : Did you use to play the piano?
S4: No, I didn't.
Write them on the blackboard. Ask a student to circle the words used to, use to, did and didn't. The following are noteworthy:
1.When we write statements, we use the words used to.
2.When we write questions, we use the words did+use to.
3.when we answer a question with used to, we use did or didn't.
Dictate the following for further understanding:
1.You used to be short.
2.He used to play soccer.
3.Did you use to draw pictures ?
Yes, I did.
4.Did she use to have long hair?
No, she didn't.
Pronunciation note
English speakers usually pronounce the words used to and use to exactly the same way. They run the words together and pronounce these words as if they were spelled ustuh.
say the statements and questions and answers in the grammar box to demonstrate this pronunciation. Get students to repeat several times using the ustuh.
Step Ⅵ Summary
Say, In this class, we've mainly learned the "use to" questions and "used to" statements.
Step Ⅶ Homework
Ask students to write a short report about what a favorite film star or a famous scientist was like when he/she was a child. Suggest students to add pictures to their written work.
Step Ⅷ Blackboard Design
Unit 2 I used to be afraid of the dark.
Section A
The Second Period
Target language:
1.I wasn't very outgoing.
2.You used to have long hair.
3.Did you use to have straight hair?
Yes, I did.
4.Did you use to play the piano?
No, I didn't.
