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Unit 2 I used to be afraid of the dark

By Johnny Gray,2014-09-23 09:19
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Unit 2 I used to be afraid of the dark

    Unit 2 I used to be afraid of the dark.

    Period 1

    Teaching aims:

     1. Key Vocabularyused to, dark

    2. Train students’ listening skill and communicative competence.

    Teaching focus: The structure: used to

    Teaching difficulty: Listening

    Teaching aids: Tape recorder

    Teaching steps:

    Step?Revision and lead-in

    (1) Check the homework exercises.

    (2) Ask some individual students their ways of learning English.

    Step ? Warm up

    The activity introduces the 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.

    Appearance: tall, straight hair, long hair, short hair, curly hair, short, fat, thin, slim, good-looking, pretty

    Personality: outgoing, funny, quiet, kind, warm-hearted, friendly, shy, easygoing Step ? Practice

    The activity gives students practice in understanding the target language in spoken conversation. Write two dates side by side on the blackboard. The first is today’s 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) Ask some more questions and add more examples to both columns.

    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.Play the recording again. This time, students listen and fill in the blanks. Check the answers.

    Step ? 1c

    This 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.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 their conversations. Step V Homework

    Take out the pictures of people cut out from magazines or newspapers. Hand them out to students. Ask students to write about the person in the picture as they are now and as they were ten years ago. Students may collect pictures and information of the person they like best. Then write a passage about the person.

    Unit 2 I used to be afraid of the dark.

    Period 2

    Teaching aims:

    1. Knowledge objects: be interested in, sure

    2. Ability objects: Train students’ listening skill and integrating skills.

    3. Moral object: You should have the courage of your opinions.

    Teaching focus: Did you use to have straight hair? Yes, I did.

    Teaching difficulty: Yes/No questions with used to/ Statements with used to

    Teaching aids: Tape recorder

    Teaching steps:

    Step?Revision and lead-in

    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 ? Listening

    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.

    2b This activity gives students practice understanding the target language in spoken conversation.Play the recording. Students fill in the blanks with the words they hear. Check their answers.

    Step?. Pair work

    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. Point to the sample conversation. Get another pair of students to read it to the class. 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.

    Step ?. Grammar Focus

    Write the statements and the questions and answers on the blackboard. I wasn’t very outgoing.

    You used to have long hair.

    Did you use to have straight hair?

    Yes, I did.

    Did you use to play the piano?

    No, I didn’t.

    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 more sentences for further understanding.

    Step V 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.

    Unit 2 I used to be afraid of the dark.

    Period 3

    Teaching aims;

    1. Knowledge Objects:Talk about what you used to be afraid of and what you are still afraid of.

    2. Ability Object: Train students’ integrating skills.

    Teaching focus: Target Language

    Teaching difficulty: Talk about what you used to be afraid of and what you are still afraid of using the target language.

    Teaching steps:

    Step?Revision and lead-in

    Check homework. Ask different students to read their reports about his favorite film star or a scientist. Then collect their writings and write comments on each paper before returning them, Display some better ones in the classroom. Show a student’s work on the Bb. Help him/her correct any errors.

    Step? Reading

    This activity provides reading and writing practice using the target language. Point to the pictures and ask students to tell what is happening. S1:In Picture 1, the person is afraid of the dark.

    S2:In Picture 2, the person is afraid of flying in an airplane.

    S3:In Picture 3, the person is afraid of high places.

    Draw students’ attention to the chart. Read each of the four headlines and the list of items in the first column to the class.Demonstrate how to fill in the chart with a good student orally.

    T: Did you use to be afraid of the dark?

    S: Yes. I was afraid to walk home when it was dark.

    T: Are you still afraid of the dark?

    S: No, I’m not.

    Tell students where to put a check in the chart.

    Ask students to complete the "I" column of the chart on their own by checking the items that they used to be afraid of and that they are still afraid of. Check the answers.Ask different students to report his/her answers like this: S:I used to be afraid of the dark and high places. But now I’m afraid of neither.

    Step?. Pairwork

    This activity provides oral practice using the target language. Focus attention on the conversation. Write the conversation on the blackboard.Point out the list of items in the first column of Activity 3a. Say, Ask your partner about these items and complete the "My partner" columns of the chart in pairs.

    Ask students to work with partners. Walk around the room correcting any errors in pronunciation. Ask several pairs to share their conversations with the class. When all the students have finished the chart, Say, Now let’s check to see how many

    students used to be afraid or are still afraid of the same things. Invite a student to ask questions.

    S: Who used to be afraid of the dark?

    S: Who is still afraid of the dark? Do the same approach with the other items. Step ? Part 4

    This activity gives students an opportunity to use the target language to talk about themselves.Read the instructions to the class. Ask a good student to give an example from his or her own experience. For example, for the word eat, a student might say, I used to eat chocolate. Now I like to eat fruits of different kinds. I think chocolate is rich in calory and fat while fruits are rich in vitamin, which is good for health. Help students to write chocolate and fruits in the chart.

    Ask students to complete the work in groups of four. Walk around the classroom listening in on different groups and offering help with pronunciation and writing. Ask a few students to tell the class about the other students they have talked to. Step V Homework:

    Ask students to find out what their grandparents, parents, aunts, uncles and old friends used to be afraid of when they were children. What did these people used to be afraid of that today’s children are not afraid of?

     Unit 2 I used to be afraid of the dark.

    Period 4

    Teaching aims:

    1. Knowledge Objects: spider, insect, chew, gum

    2. Ability Object: Train students’ ability to talk about what they used to be/do.

    3. Moral Object: Students should take good care of the process of their growth. Teaching focus: Talk about what you used to be/do.

    Teaching difficulty: Listening

    Teaching aids: Tape recorder

    Teaching steps:

    Step?Revision and lead-in

    Check homework. Invite different students to report what his/her grandparents, parents, aunts, uncles, or old friends used to be afraid of when they were young. Step ? Warm up

    This activity introduces new vocabulary words and provides practice with the target language. Using pictures, teach students to practice the words spider and insect. Teach the word gum by holding up a gum. And teach the verb chew by chewing the gum. Call students’ attention to the pictures.Ask, What is happening in each picture?

    Say, Please check the things you liked to do when you were a child.Ask students to complete the work individually. Check the answers by inviting different students to report his/her work like this: When I was a child, I used to like painting pictures and singing in music class.

    Step ? Practice

    This activity provides practice with the target language.Point out the box under the pictures.

    Read the instructions to the class. Say,You are to write some other things that you used to like to do when you were a children on the lines in the box. Remind students to write sentences.

    Get a student to write his/her sentences on the blackboard. Help correct any errors.

Sample answers

     1. I used to play football with my brother. 2. I used to eat hamburgers a lot. 3. I used to watch cartoons. 4. I used to run with my father in the morning. Step ? Listening

    2a This activity provides listening practice using the target language.Ask students to look through the sentences in the box. Say, You will hear a boy and a girl talking about how life used to be when they were much younger on the recording. Listen and check the sentences you hear.

    Point out the sample answer. Play the recording for the first time. Students only listen.

    Play the recording again. This time students check the sentences they hear. Check the answers.

    2b This activity gives students practice in understanding and writing the target language.Call students’ attention to the chart with the headlines In the past and Now.

    Say, You are to listen to the conversation again and fill in the blanks with the words you hear.

    Play the recording again. Students listen and fill in the blanks. Ask a student to read these sentences, filling in the blanks, the rest of the class check their answers. Step ? Pairwork

    This activity provides oral practice using the target language. Ask a pair of students to read the sample conversation to the class.Write the conversation on the blackboard. Ask students to pay special attention to the question “Did you?” and the answer“Yes, 1 did.”Remind students of the negative answer No, I didn’t. Say, Now work with a partner. Start by reading the sample conversation with your partner. Then make new conversations.

    Call on different pairs to say their conversations to the class.

    Step ? Summary and Homework

    In this class, we’ve learned the new vocabulary words spider, insect, gum and chew and the target language I used to do sth. After class, finish writing the sentences in Optional Activity.

    Unit 2 I used to be afraid of the dark.

    Period 5

    Teaching aims:

    1. Practice reading and writing using the target language.

    2.Train students’ ability to get information in reading or in conversation.

    3.Train students’ ability to express their ideas using the target language.

    Teaching focus: Practice reading and writing using the target language.

    Teaching difficulty: Write a passage about how someone’s life has changed.

    Teaching aids: Tape recorder

    Teaching steps:

    Step?Revision and lead-in

    Review the target language presented in this unit. Invite a student to come to the front of the classroom and demonstrate an activity. The rest of the class guess what he/she is doing first. Then make sentences using the words "used to" and the guessed activity. Demonstrate how to play the game.

    A student pretends that he/she is drinking milk.

    T: What is he/she doing? Ss: He/She is drinking milk. T: You are right. OK. Please make sentences using "used to" and "drink milk". S1I used to drink milk a lot. Now I don’t like to drink milk at all.

    S2:I didn’t use to drink milk. But now I like milk very much.

    Step ? Reading

    3a This activity provides reading practice using the target language. Teach the words right and comic. Call students’ attention to the article. Invite a

    student to read it to the class. Correct any pronunciation errors to make sure the student provides a good model for the rest of the class.

    Point out the chart. Guide students to find out the information in the reading. Now read the article and complete the chart.As they work, move around the classroom and offer help if necessary. Correct the answers.

Step ? Writing

    This activity provides reading and writing practice using the target language. Read the instructions to the class. Read the letter to the class. Do the first one or two fill-ins with the class.Say, Please complete the letter on your own. You may use the information from the chart in Activity 2b. Ask students to work individually. Walk around the room checking progress answering questions as needed.

    Ask different students to read their completed letters to the class.

     Writing Step ?

    This activity provides writing practice using the target language.Read the instructions to the class.Demonstrate how to do the activity. Ask students to take turns suggesting things that they used to do and that they still do. Make two columns with the headlines Used to and Now on the blackboard.

    Say, Write an article about the things that you used to do and that you still do to describe how your life has changed since primary school. Use these suggestions on the blackboard with your ideas to write your article. You may also use the articles in Activities 3a and 3b as a model.

    Show the following sample version on Bb as a guide.

    My life has changed a lot since primary school.

    I used to like different things when I was a child.

    I used to play chess with my grandfather. I used to like drawing pictures. But now I have to study very late every night. I didn’t use to wear glasses. But now I have to wear them. To my joy, I didn’t use to like maths, now it’s my favourite subject. I got

    an A in the last maths exam. I’m very glad.

     Ask students to do the activity individually. As they begin to write, move around the room providing help as needed. It doesn’t matter whether they only write a sentence or a longer article. Ask students to read their articles to a partner. If there isn’t enough time for all the students to finish the article, allow them to finish it after class.

    . Practice Step ?

    This activity provides oral practice using the target language. Read the instructions to

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