互聯(lián)網(wǎng)等熱線交談服務(wù)

（售后服務(wù)）互聯(lián)網(wǎng)等)熱線交談服務(wù)Unit2Iusedtobeafraidofthedark.Ⅰ.AnalysisoftheTeachingMaterial1.StatusandFunctionInthisunit,studentslearntotalkaboutwhattheyusedtobelike.Suchtopicremindsstudentsofthedaysoftheirchildhood.Itishelpfultoraiselearninginterestofstudentsandstudentsaresuretobeactiveinalltheactivitiesinthisunit.(1)Thefirstperiodintroducesalotofwordsdescribingpeoplefirst.AndthenstudentsareprovidedlisteningandoralpracticeusingthetargetlanguageMariousedtobeshort.Yes.hedid.Nowhe’stall.(2)Inthesecondperiod,studentslearnyes,noquestionsandshortanswersusingthestructureusedto.Usingthetargetlanguage,studentsgetmoredetailedinformationoftheirclassmates.Studentsarefondofsuchactivities.Sotheyarehelpfultoimprovestudents’spokenEnglish.(3)Alotofsituationsinthethirdperiodaredesignedforstudentstotalkaboutwhattheyusedtobeafraidofandwhattheyarestillafraidof.Inthisway,studentsknowthateveryonesurechangesandthattheyshouldtakegoodcaretheprocessoftheirgrowth.(4)Inthefourthperiod,thevocabularyextensionactivityintroducesmorewordstostudents.Theotheractivitiesprovidemorelisteningandoralpracticeusingboththeoldandnewtargetlanguage.Alltheactivitiesarehelpfultoimprovestudentslisteningandspeakingskills.(5)Inthefifthperiod,studentspracticereadingandwritingusingthevocabularywordsandthetargetlanguagepresentedintheprecedingclasses.Suchpracticeisusefultoimprovestudentsintegratingskills.(6)TheSelfcheckinthesixthperiodisdesignedtogivestudentsmorereinforcedpractice,especiallywritingpractice.Inthisway,studentsbetterunderstandhowtoapplywhatthey’velearnedinthisunittotheirdailylife.2.TeachingAimsandDemands(1)KnowledgeObjectsInthisunit,studentslearntotalkabouthowtheyhavechanged.Tomakestudentslearnandgraspthestructureusedto,includingstatementsandyes/noquestionsandshortanswers.(2)AbilityObjectsTotrainstudents’listening,speaking,readingandwritingskills.Totrainstudents’integratingskills.(3)MoralObjectToenablestudentstoknowthateveryonesurelychanges.Ifyouareafraidofspeakinginfrontoftheclass,encourageyourselfnottobeshy.Morepractice,andyou’llfeelmoreconfident.3.TeachingKeyPointsTolearnthekeyvocabularyandthetargetlanguage.Tolearntheusageofthestructureusedto.4.TeachingDifficultPointsToimprovestudents’listening,speaking,readingandwritingskills.Toenablestudentstograsptheusageofthestructureusedto.5.StudyingWayTeachstudentshowtousethestructureusedtotocomparethepastwithnow.Ⅱ.LanguageFunctionTalkaboutwhatyouusedtobelike.Ⅲ.TargetLanguage1.Mariousedtobeshort.Yes,hedid.Nowhe’stall.2.Iusedtoeatcandyallthetime.Didyou?Yes,Idid.AndIusedtochewgumalot.Ⅳ.Structures1.Usedto2.ConjunctionbutⅤ.Vocabularyusedto,dark,spider,insectⅥ.Recyclingalone,quiet,snake,outgoing,friendly,serious,funny,tall,shy,short,straight,longhairⅦ.LearningStrategies1.Brainstorming2.ComparingⅧ.TeachingTimeSevenPeriodsTheFirstPeriodⅠ.TeachingAimsandDemands1.KnowledgeObjects(1)KeyVocabularyusedto,dark(2)TargetLanguageMariousedtobeshort.Yes,hedid.Nowhe’stall.2.AbilityObjects(1)Trainstudents’listeningskill.(2)Trainstudents’communicativecompetence.3.MoralObjectDon’tjudgeapersonbyhisappearance.Ⅱ.TeachingKeyPoints1.Targetlanguage2.Thestructure:usedtoⅢ.TeachingDifficultPointThestructure:usedtoⅣ.TeachingMethods1.Teachingbyinduction2.PairworkⅤ.TeachingAids1.Ataperecorder2.PicturesofpeoplecutoutfrommagazinesornewspapersⅥ.TeachingProceduresStepⅠRevision(1)Checkthehomeworkexercises.(2)AsksomeindividualstudentstheirwaysoflearningEnglish.T:HowdoyoulearnEnglish,A?SA:IlearnEnglishbylisteningtocassettes.T:Whataboutyou,B?SB:Istudywithagroup.T:DoyoulearnEnglishbypracticingconversationswithfriends,C?SC:Yes,Ido.Ithinkithelps.T:…StepⅡ1aTheactivityintroducestilekeyvocabulary.Callstudents’attentiontothechartwiththeheadlinesAppearanceandPersonality.Say,Youaretofillinthechartwithwordsdescribingpeople.ThewordsunderAppearancewilldescribehowpeoplelookandthewordsunderPersonalitywilldescribewhatpeoplearelike.Asktwostudentstosaythesampleanswers.Thenelicitoneanswertoeachcolumnfromtheclass.Getstudentstofillinthechartindividually.Checktheanswersbyaskingdifferentstudentstoreadtheirliststotheclass.Makesurethatallthestudentsunderstandwhateachwordmeans.Note:Answerswillvaryfromthesampleanswersbelow.SampleanswersAppearance:tall,straighthair,longhair,shorthair,curlyhair,short,fat,thin,slim,good-looking,prettyPersonality:outgoing,funny,quiet,kind,warm-hearted,friendly,shy,easygoingStepⅢ1bTheactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.Writetwodatessidebysideontheblackboard.Thefirstistoday’sdate,includingtheyear,andthesecondisthesameday,buttenyearsago.Askastudenttostandup.Usewordsorphrasestodescribethatstudentnow.AskstudentstosuggestwordsOrphrasesthatdescribehim/hertenyearsago.T:LiuChangistallnow.Wasshetalltenyearsago?S1:No,shewasshort.T:Shehaslonghair.Didshehavelonghairtenyearsago?S2:No,shehasshorthair.(YoumaywishtoaskLiuChangtoanswerthequestion)T:…Asksomemorequestionsandaddmoreexamplestobothcolumns.Ensurethattheblackboardendsuplikethis:Sep.10,2004Sep.10,1994Tallshortlonghairshorthair……Say,weuse"usedto"totalkaboutthingsthathavechanged.Writethefollowingontheblackboard:LiuChangusedtobeshort,butsheistallnow.Sheusedtohaveshorthair,butshehaslonghairnow.Readtheinstructionstotheclass.Pointoutthesampleanswer.Say,YouwillhearsomeoneintherecordingsaythatMariousedtobeshort.Listenandfillintheotherblankswithwordsyouhear.Playtherecordingforthefirsttime.Studentsonlylisten.Playtherecordingagain.Thistime,studentslistenandfillintheblanks.Checktheanswers.AnswersMariousedtobeshort.Heusedtowearglasses.Amyusedtobetall.Sheusedtohaveshorthair.Tinausedtohaveredandcurlyhair.TapescriptConversation1Boy1:Mario,isthatyou?Boy2:Yeahitis.It’sBob!Hey,guys,it’sBob!Ihaven’tseenyouinfouryears!Boy1:Yeah.I’mherewithmyparents.We’vevisitingforacoupleofdays.Wow,Mario,youlookdifferent!Youusedtobeshort,didn’tyou?Boy2:Yes,Idid.NOWI’mtall.Andsoareyou!Boy1:That’strue….Andyouusedtowearglasses.Boy2:Youhaveagreatmemory.NowIwearcontactlenses!Conversation2Boy1:Hey.Amy,it’sgreattoseeyou.Girl1:Hi,Bob.Howareyou?Boy1:Fine.Wow,you’vechanged!Girl1:Really?How?Boy1:Well,youusedtohaveshorthair.Girl1:Yourememberthat?Yes,Idid.Boy1:Andyouusedtobereallytall!GirlI:Notanymore.You’retallerthanmenow,Bob.Conversation3Girl2:Hiya,Bob.Boy1:Hi,Tina.You’vechangedtoo.Girl2:Oh,yeah?Boy1:Youhaveblondhair!Girl2:Yeah,itusedtobered,didn’tit?Boy1:Andit’sstraight!Girl2:Itusedtobecurly.StepⅣ1cThisactivityprovidesoralpracticeusingthetargetlanguage.Readtheinstructionstotheclass.Callstudents’attentiontotheconversationinthebox.Inviteapairofstudentstoreadittotheclass.SA:Mariousedtobeshort.SB:Yes,hedid.Nowheistall.Writeitontheblackboard.Thendemonstrateanewconversationwithanotherstudent.T:Mariousedtowearglasses.SC:Yes,hedid.Nowhewearscontactlenses.Say,lookatthepictureinActivity1b.Haveaconversationwithapartneraboutpeopleinthepicture.TalkabouthowthePeoplelooknowandhowtheyusedtolook.Asstudentswork,listeninonvariouspairscheckingprogressandhelpingwithpronunciationasneeded.Afterstudentshavehadachancetopracticeseveralexchanges,askpairstocomethefrontoftheroomandactouttheirconversations.StepⅤSummarySay,Inthisclass,we’velearnedthekeyvocabularywordsusedtoanddark.Andwe’vealsolearnedthetargetlanguageMariousedtobeshort.Yes,hedid.Nowhe’stallStepⅥHomeworkTakeoutthepicturesofpeoplecutoutfrommagazinesornewspapers.Handthemouttostudents.It’sbettertofindcolorful,full-lengthphotos.Askstudentstowriteaboutthepersoninthepictureastheyarenowandastheyweretenyearsago.Studentsmaycollectpicturesandinformationofthepersontheylikebest.Thenwriteapassageabouttheperson.StepⅦBlackboardDesignUnit2Iusedtobeafraidofthedark.SectionATheFirstPeriod1.Thestructure:usedtoSep.10,2004Sep.10,1994tallshortlonghairshorthair……LiuChangusedtobeshort,butsheistallnow.Sheusedtohaveshorthair,butshehaslonghairnow.2.Targetlanguage:A:Mariousedtobeshort.B:Yes,hedid.Nowhe’stallTheThirdPeriodⅠ.TeachingAimsandDemands1.KnowledgeObjects(1)Talkaboutwhatyouusedtobeafraidofandwhatyouarestillafraidof.(2)KeyVocabularyterrify,beterrifiedof,on2.AbilityObjectTrainstudents’integratingskills.3.MoralObjectAreyouafraidofspeakinginfrontofagroup?Don’tbesoshy.Beconfidentofyourself.Practicemore,andyouwillsurechange.Ⅱ.TeachingKeyPointsTargetLanguageDidyouusetobeafraidofthedark?Yes,Idid.Areyoustillafraidofthedark?No,I’mnot.Howaboutyou?Me?Oh,yes!I’mterrifiedofthedark.So,whatdoyoudoaboutit?Igotosleepwithmybedroomlighton.Ⅲ.TeachingDifficultPointTalkaboutwhatyouusedtobeafraidofandwhatyouarestillafraidofusingthetargetlanguage.Ⅳ.TeachingMethods1.Teachingbydemonstration.2.Pairwork3.GroupworkⅤ.TeachingAidAprojectorⅥ.TeachingProceduresStepⅠRevisionCheckhomework.Askdifferentstudentstoreadtheirreportsabouthisfavoritefilmstarorascientist.Thencollecttheirwritingsandwritecommentsoneachpaperbeforereturningthem,Displaysomebetteronesintheclassroom.Showastudent’sworkonthescreenbyaprojector.Helphim/hercorrectanyerrors.StephenHawkingwasborninOxford,Englandin1942.Asastudent,hedidn’tusetoworkhard.Heusedtobealazystudentanddoverylittlework.Attheageof20,hegotanincurableillness.Atfirst,heusedtobeverydepressed.Buthedidn’tloseheart.HewentontodoStepⅡ3aThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.Pointtothepicturesandaskstudentstotellwhatishappening.S1:InPicture1,thepersonisafraidofthedark.S2:InPicture2,thepersonisafraidofflyinginanairplane.S3:InPicture3,thepersonisafraidofhighplaces.Drawstudents’attentiontothechart.Readeachofthefourheadlinesandthelistofitemsinthefirstcolumntotheclass.Demonstratehowtofillinthechartwithagoodstudentorally.T:Didyouusetobeafraidofthedark?S:Yes.Iwasafraidtowalkhomewhenitwasdark.T:Areyoustillafraidofthedark?S:No,I’mnot.Tellstudentswheretoputacheckinthechart.Askstudentstocompletethe"I"columnofthechartontheirownbycheckingtheitemsthattheyusedtobeafraidofandthattheyarestillafraidof.Checktheanswers.Note:Answerswillvary,Askdifferentstudentstoreporthis/heranswerslikethis:S:Iusedtobeafraidofthedarkandhighplaces.ButnowI’mafraidofneither.StepⅢ3bThisactivityprovidesoralpracticeusingthetargetlanguage.Focusattentionontheconversation.Askapairofstudentstoreadittotheclass.Writetheconversationontheblackboard.PointoutthelistofitemsinthefirstcolumnofActivity3a.Say,Askyourpartnerabouttheseitemsandcompletethe"Mypartner"columnsofthechartinpairs.Askstudentstoworkwithpartners.Walkaroundtheroomcorrectinganyerrorsinpronunciation.Askseveralpairstosharetheirconversationswiththeclass.Whenallthestudentshavefinishedthechart,Say,Nowlet’schecktoseehowmanystudentsusedtobeafraidorarestillafraidofthesamethings.Inviteastudenttoaskquestions.S:Whousedtobeafraidofthedark?Raiseyourhands.(Countthehandsandletstudentskeeparecord.)S:Whoisstillafraidofthedark?Raiseyourhands.(Countthehandsandletstudentskeeparecord.)Dothesameapproachwiththeotheritems.StepⅣPart4Thisactivitygivesstudentsanopportunitytousethetargetlanguagetotalkaboutthemselves.Readtheinstructionstotheclass.Askagoodstudenttogiveanexamplefromhisorherownexperience.Forexample,forthewordeat,astudentmightsay,Iusedtoeatchocolate.NowIliketoeatfruitsofdifferentkinds.Ithinkchocolateisrichincaloryandfatwhilefruitsarerichinvitamin,whichisgoodforhealth.Helpstudentstowritechocolateandfruitsinthechart.Askstudentstocompletetheworkingroupsoffour.Walkaroundtheclassroomlisteninginondifferentgroupsandofferinghelpwithpronunciationandwriting.Askafewstudentstotelltheclassabouttheotherstudentstheyhavetalkedto.Forexample,astudentmaysay,mydesk-mateWeiMeiusedtoeatalotofchocolate.Nowshelikestoeatfruits.Shethinkskeepingfitisofgreatimportance.Note:answerstothechartwillvary.StepⅤSummarySay,Inthisclass,we’vetalkedaboutwhatyouusedtobeafraidofandwhatyouarestillafraidofusingthetargetlanguageofthisunit.StepⅥHomework(1)Askstudentstofindoutwhattheirgrandparents,parents,aunts,unclesandoldfriendsusedtobeafraidofwhentheywerechildren.Whatdidthesepeopleusedtobeafraidofthattoday’schildrenarenotafraidof?(2)Finishofftheexercisesonpages6～7oftheworkbook.StepⅦBlackboardDesignUnit2Iusedtobeafraidofthedark.SectionATheThirdPeriodTargetlanguage:A:Didyouusetobeafraidofthedark?B:Yes,Idid.A:Areyoustillafraidofthedark?B:No,I’mnot.Howaboutyou?A:Me?Oh,yes!I’mterrifiedofthedark.B:So,whatdoyoudoaboutit?A:Igotosleepwithmybedroomlighton.TheFourthPeriodⅠ.TeachingAimsandDemands1.KnowledgeObjects(1)KeyVocabularyspider,insect,chew,gum(2)TargetLanguageIusedtoeatcandyallthetime.Didyou?Yes,Idid.AndIusedtochewgumalot.2.AbilityObjectTrainstudents’abilitytotalkaboutwhattheyusedtobe/do.3.MoralObjectPeoplesurelychange.Studentsshouldtakegoodcareoftheprocessoftheirgrowth.Ⅱ.TeachingKeyPoints1.KeyVocabularyspider,insect,chew,gum2.TargetLanguageIusedtoeatcandyallthetime.Didyou?Yes,Idid.AndIusedtochewgumalot.Ⅲ.TeachingDifficultPointTalkaboutwhatyouusedtobe/do.Ⅳ.TeachingMethodPracticemethodⅤ.TeachingAids1.Ataperecorder2.Apicturewithspidersandapicturewithinsects.3.AgumⅥ.TeachingProceduresStepⅠRevisionCheckhomework.Invitedifferentstudentstoreportwhathis/hergrandparents,parents,aunts,uncles,oroldfriendsusedtobeafraidofwhentheywereyoung.StepⅡ1aThisactivityintroducesnewvocabularywordsandprovidespracticewiththetargetlanguage.Usingpictures,teachstudentstopracticethewordsspiderandinsect.Teachthewordgumbyholdingupagum.Andteachtheverbchewbychewingthegum.Callstudents’attentiontothepictures.Ask,Whatishappeningineachpicture?S1:AgirlisexercisingingymclassinPicture1.S2:AgirlispaintingapictureinPicture2.S3:StudentsaresinginginmusicclassinPicture3.S4:AboyislookingatspidersandotherinsectsinPicture4.Say,Pleasecheckthethingsyoulikedtodowhenyouwereachild.Askstudentstocompletetheworkindividually.Checktheanswersbyinvitingdifferentstudentstoreporthis/herworklikethis:WhenIwasachild,Iusedtolikepaintingpicturesandsinginginmusicclass.Sayeachnumbertotheclassandaskstudentstoraisetheirhandsforeachthingtheyusedtoliketodo.Thendiscusstheresultswiththeclass.StepⅢ1bThisactivityprovidespracticewiththetargetlanguage.Pointouttheboxunderthepictures.Readtheinstructionstotheclass.Say,Youaretowritesomeotherthingsthatyouusedtoliketodowhenyouwereachildrenonthelinesinthebox.Remindstudentstowritesentences.Asstudentswork,movearoundtheroomofferinglanguagesupportandhelpingthemwithanywordstheywanttouse.Getastudenttowritehis/hersentencesontheblackboard.Helpcorrectanyerrors.Sampleanswers1.Iusedtoplayfootballwithmybrother.2.Iusedtoeathamburgersalot.3.Iusedtowatchcartoons.4.Iusedtorunwithmyfatherinthemorning.StepⅣ2aThisactivityprovideslisteningpracticeusingthetargetlanguage.Setatimelimitofoneminute.Askstudentstolookthroughthesentencesinthebox.Say,Youwillhearaboyandagirltalkingabouthowlifeusedtobewhentheyweremuchyoungerontherecording.Listenandcheckthesentencesyouhear.Pointoutthesampleanswer.Playtherecordingforthefirsttime.Studentsonlylisten.Playtherecordingagain.Thistimestudentscheckthesentencestheyhear.Checktheanswers.AnswersCheckedsentences:1,2,3TapescriptGirl1:Mysix-year-oldbrotherstartedschoolthisweek.Boy1:He’sreallylucky.LifewasgreatwhenIwassix.Girl1:Really?Why?Boy1:Oh,schoolworkwasreallyeasy.Girl1:Notforme.Ididn’tusetoliketests.NowIdon’tworryabouttests.Boy1:Andweusedtoplayeverydayafterschool.Nowwejuststudyallthetime.Girl1:Yeah,butweusedtowalktoschool.Nowwehavetotakethebus.Boy1:Irememberonething.Iusedtohategym.NowIlovegymclass.Girl1:Me,too.StepⅤ2bThisactivitygivesstudentspracticeinunderstandingandwritingthetargetlanguage.Callstudents’attentiontothechartwiththeheadlinesInthepastandNow.Setatimelimitofoneminuteforstudentstolookthroughtheuncompletedsentences.Say,Youaretolistentotheconversationagainandfillintheblankswiththewordsyouhear.Pointoutthesampleanswers.Playtherecordingagain.Studentslistenandfillintheblanks.Askastudenttoreadthesesentences,fillingintheblanks,therestoftheclasschecktheiranswers.AnswersInthepast:tests,play,walk,gymNow:tests,study,takethebus,loveStepⅥ2cThisactivityprovidesoralpracticeusingthetargetlanguage.Askapairofstudentstoreadthesampleconversationtotheclass.SA:Iusedtoeatcandyallthetime.Didyou?SB:Yes,Idid.AndIusedtochewgumalot.Writetheconversationontheblackboard.Askstudentstopayspecialattentiontothequestion“Didyou?”andtheanswer“Yes,1did.”RemindstudentsofthenegativeanswerNo,Ididn’t.Say,Nowworkwithapartner.Startbyreadingthesampleconversationwithyourpartner.Thenmakenewconversations.Astheyareworkinginpairs,movearoundtheroomofferinglanguageandpronunciationsupportasneeded.Checktheanswersbycallingondifferentpairstosaytheirconversationstotheclass.S1:Iusedtobeafraidofthenurse.Didyou?S2:Yes,Idid.S3:Iusedtobeafraidofspeakinginthefrontoftheclass.S4:Yes,Idid.NowIamnotafraidofthat.OptionalactivityAskstudentstotalkaboutgoodandbadhabits.Thenmakesentenceswith“usedto”toshowwhichhabitstheyhavestoppedandmakesentenceswith“still”toshowwhichonestheystillhave.StepⅦSummaryandHomeworkSay,Inthisclass,we’velearnedthenewvocabularywordsspider,insect,gumandchewandthetargetlanguageIusedtodosth.Afterclass,finishwritingthesentencesinOptionalActivity.StepⅧBlackboardDesignUnit2Iusedtobeafraidofthedark.SectionBTheFourthPeriod1.SampleanswerstoActivity1b:(1)Iusedtoplayfootballwithmybrother.(2)Iusedtoeathamburgersalot.(3)Iusedtowatchcartoons.(4)Iusedtorunwithmyfatherinthemorning.2.Targetlanguage:A:Iusedtoeatcandyallthetime.Didyou?B:Yes,Idid.AndIusedtochewgumalot.TheFifthPeriodⅠ.TeachingAimsandDemands1.KnowledgeObjects(1)KeyVocabularyright,comic(2)Practicereadingandwritingusingthetargetlanguage.2.AbilityObjects(1)Trainstudents’abilitytogetinformationinreadingorinconversation.(2)Trainstudents’abilitytoexpresstheirideasusingthetargetlanguage.3.MoralObjectTalktoyourparentsasoftenaspossiblesothatyoucanunderstandeachotherbetter.Ⅱ.TeachingKeyPointPracticereadingandwritingusingthetargetlanguage.Ⅲ.TeachingDifficultPointWriteapassageabouthowsomeone’slifehaschanged.Ⅳ.TeachingMethodPracticemethodⅤ.TeachingAids1.Aprojector2.AsampleversionⅥ.TeachingProceduresStepIRevisionReviewthetargetlanguagepresentedinthisunit.Inviteastudenttocometothefrontoftheclassroomanddemonstrateanactivity.Therestoftheclassguesswhathe/sheisdoingfirst.Thenmakesentencesusingthewords"usedto"andtheguessedactivity.Demonstratehowtoplaythegame.Astudentpretendsthathe/sheisdrinkingmilk.T:Whatishe/shedoing?Ss:He/Sheisdrinkingmilk.T:Youareright.OK.Pleasemakesentencesusing"usedto"and"drinkmilk".S1：Iusedtodrinkmilkalot.NowIdon’tliketodrinkmilkatall.S2:Ididn’tusetodrinkmilk.ButnowIlikemilkverymuch.S3:…StepⅡ3aThisactivityprovidesreadingpracticeusingthetargetlanguage.Teachthewordsrightandcomic.Callstudents’attentiontothearticle.Inviteastudenttoreadittotheclass.Correctanypronunciationerrorstomakesurethestudentprovidesagoodmodelfortherestoftheclass.Pointoutthechart.Elicitthefirstanswerfromtheclass:RoseTangthen.hadsomuchtime.Guidestudentstofindouttheinformationinthereading.ItsayswhenIwasyoung,Iusedtohavesomuchtime,…Say,Nowreadthearticleandcompletethechart.Getstudentstodotheworkontheirown.Astheywork,movearoundtheclassroomandofferhelpifnecessary.Correcttheanswers.AnswersRoseTangthen:hadsomuchtime;spentalotoftimeplayinggameswithmyfriends;watchingTVorchatwithmygrandmother;wenttoconcertswithmyfatherRoseTangnow,getsupearlyandstaysinschoolallday;hasnotimeforplayinggames;hastostudy;hasnotimeforconcerts;doeshomeworkandgoestobedStepⅢ3bThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.Readtheinstructionstotheclass.Readthelettertotheclass.Dothefirstoneortwofill-inswiththeclass.Say,Pleasecompletetheletteronyourown.YoumayusetheinformationfromthechartinActivity2b.Askstudentstoworkindividually.Walkaroundtheroomcheckingprogressansweringquestionsasneeded.Askdifferentstudentstoreadtheircompletedletterstotheclass.Note:Answerswillvary.StepⅣ3cThisactivityprovideswritingpracticeusingthetargetlanguage.Readtheinstructionstotheclass.Demonstratehowtodotheactivity.Askstudentstotaketurnssuggestingthingsthattheyusedtodoandthattheystilldo.MaketwocolumnswiththeheadlinesUsedtoandNowontheblackboard.Say,Writeanarticleaboutthethingsthatyouusedtodoandthatyoustilldotodescribehowyourlifehaschangedsinceprimaryschool.Usethesesuggestionsontheblackboardwithyourideastowriteyourarticle.YoumayalsousethearticlesinActivities3aand3basamodel.Showthefollowingsampleversiononthescreenbyaprojectorasaguide.Mylifehaschangedalotsinceprimaryschool.IusedtolikedifferentthingswhenIwasachild.Iusedtoplaychesswithmygrandfather.Iusedtolikedrawingpictures.ButnowIhavAskstudentstodotheactivityindividually.Astheybegintowrite,movearoundtheroomprovidinghelpasneeded.Itdoesn’tmatterwhethertheyonlywriteasentenceoralongerarticle.Askstudentstoreadtheirarticlestoapartner.Ifthereisn’tenoughtimeforallthestudentstofinishthearticle,allowthemtofinishitafterclass.Theanswerwillvary.StepⅤ4aThisactivityprovidesreading,writing,listeningandspeakingpracticeusingthetargetlanguage.Readtheinstructionstotheclass.Focusattentiononthechart.Setatimelimitofoneminute.Studentsreadtheheadlinesatthetopandatthesides.Demonstratehowtofillinthechartwithagoodstudentstoprovideagoodmodelfortherestoftheclass.T:Whatkindofbooksdoyoulikereading,WeiMing?W:Ilikereadingcomics.T:Howaboutmusic?W:Ilikelisteningtopopmusic.T:…MakeasimplechartontheblackboardandaskWeiMingtofillinhisinformationinthechart.I…MyParentsusedto…ReadingIlikereadingcomics.ListeningtomusicIlikelisteningtopopmusic.SportsAskstudentstocompletetheworkontheirown.Theymayrememberorguesswhattheirparentsusedtodo.Assignpartoftheirtasktohomeworksothatstudentsmaytalktotheirparents.Answerswillvary.StepⅥ4bThisactivityprovidesoralpracticeusingthetargetlanguage.Readtheinstructionstotheclass.Askstudentstocompletetheworkingroups.Askafewstudentstotelltheclassabouttheotherstudentstheyhavetalkedto.StepⅦSummarySay,Inthisclass,we’vedonemuchpracticeinreadingandwritingaswellasspeakingthetargetlanguage.StepⅧHomework(1)Talkingtotheirparents,studentsfillintheinformationinthechartinActivity4a.(2)FinishofftheactivityinActivity4b.Writeapassageaboutstudentsandtheirparents.StepⅨBlackboardDesignUnit2Iusedtobeafraidofthedark.SectionBTheFifthPeriod1.UsedtoNowplaychessstudyverylatedrawpictureswearglassesnotwearglasseslikemaths……I…Myparentsusedto…ReadingIlikereadingcomics.ListeningtomusicIlikelisteningtopopmusicSportsReading:E-mailEnglishTheSeventhPeriodⅠ.TeachingAimsandDemands1.KnowledgeObjectsKeyVocabularychatline,bemadeupof,symbol,secretcode,comprehendandsoforth.Text:E-mailEnglish2.AbilityObjectsTrainstudents’abilityofidentifyingmainidea.Trainstudents’abilityofunderstandingwordsincontext.Trainstudents’abilityofreadingforspecialinformation.Trainstudents’writingskill.3.MoralObjectE-mailEnglishmakesiteasierandmoreconvenienttosende-mails.Ⅱ.TeachingKeyPointsKeyvocabularyReadthetexttoidentifymainidea.Readthetexttounderstandwordsincontext.Readthetextforspecialinformation.Writeapassageusingthee-mailEnglish.Ⅲ.TeachingDifficultPointsTrainstudents’readingskill.Trainstudents’writingskill.Ⅳ.TeachingMethodsUp-downreadingmethodPairworkⅤ.TeachingAidAprojectorⅥ.TeachingProceduresStepIKeyVocabularyThisactivityintroducesthekeyvocabularywords.Showthefollowingvocabularyonthescreenbyaprojector.savev.節(jié)??；節(jié)約seekv.尋找chatlinen．(電話，互聯(lián)網(wǎng)等)熱線交談服務(wù)typev.打字boredadj．厭倦的；厭煩的mostlyadv．多半；幾乎全部地，主要地bemadeupof由……組成；由……構(gòu)成acronymn.首字母縮拼詞；首字母組合詞homephonen．同音異義詞combinationn．組合；合且soundlike聽起來像……takesb．…todosth．花費某人(多長時間)去做某事can’tstopdoingsealv.封；密封kissn．吻；親吻insteadof代替；而不是……emotiven．表情符號makefaces做鬼臉sidewaysadv.斜著；斜向壹邊地colonn.冒號bracketn．括號；方括號punctuationn．標(biāo)點；標(biāo)點法markn．符號；記號indicaten．標(biāo)示；指示expressionn．表情；表示；表達(dá)；措辭secretadj．秘密的；機密的coden．代碼；代號comprehendv.理解；懂；領(lǐng)會consistv由……組成；由……構(gòu)成consistof由……組成；由……構(gòu)成describev.描繪；描述Saythewordsandhavestudentsrepeatagainandagainuntiltheycanpronouncethemfluentlyandaccurately.StepⅡPart1Thisactivityisdesignedtoactivatestudents’backgroundknowledgebeforeattemptingthereading.ReadthetitleE-mailEnglishtotheclass.Ask,Whatdoyouthinkthearticleisabout?Focusattentionontheshortwordsinthebox.Ask,Doyouknowwhattheymean?Say,Pleasefillinthechartwithyourpartner.Butdon’tlookatthereading.Instead,useyourbackgroundknowledge.Pointoutthesampleanswer.Getstudentstoworkinpairs.Astheywork,movearoundtheclassroomcheckingprogressandofferinganyhelpasneeded.Whenmoststudentsfinishfillinginthechart,say,Pleasetalkaboutyouranswerswithapartner.Checktheanswers.AnswersBTWbythewayF2FfacetofaceOICoh.IseeCUseeyou(goodbye)HowRUhowareyouGR8greatEncouragestudentstotrytothinkofsomemore.SampleanswersBRBI’llberightback.CU2morrowSeeyoutomorrow.ASAPassoonaspossibleStepⅢPart2Thisactivityprovidespracticeinidentifyingmainideas.Readtheinstructionstotheclass.Drawstudents’attentiontothemainideasinthebox.PointoutthelinebetweenParagraph1andc.Wheree-mailEnglishcomesfrom.