九年級英語全冊Unit4IusedtobeafraidofthedarkSectionAGrammarFocus-4c課件新版人教新目標(biāo)版

Unit4Iusedtobeafraidofthedark.TheThirdPeriodSectionA(GrammarFocus-4c)Unit4IusedtobeafraidofTalkaboutthepast.Youcanusethefollowingsentences.Didyouuseto...?Yes,Idid./No,Ididn't.WarmingupTalkaboutthepast.YoucanuYouusedto...,didn'tyou?Yes,Idid./No,Ididn't.Youusedto...,Yes,Idid./GrammarFocusIusedtobeshort.Ididn’tusetobepopularinschool.Paulausedtobereallyquiet.Shedidn’tusetoliketests.Youusedtobeshort,didn’tyou?Yes,Idid./No,Ididn’t.Didheusetowearglasses?Yes,hedid./No,hedidn’t.GrammarIusedtobeshort.Idi1.Grace/watchalotofTV/watchalotofmovies

GraceusedtowatchalotofTV.Shedidn'tuseto

watchalotofmovies.

2.mymom/havecurlyhair/havestraighthair

Mymomusedtohavecurlyhair.Shedidn'tusetohavestraighthair.Writesentencesaboutthepastusingusedto.4a1.Grace/watchalotofTV/3.Jerry/readbooksonEuropeanhistory/readbooksonAfricanculture4.Sandy/teachBritishEnglish/teachAmericanEnglishJerryusedtoreadbooksonEuropeanhistory.Hedidn'tusetoreadbooksonAfricanculture.SandyusedtoteachBritishEnglish.Shedidn'tusetoteachAmericanEnglish.3.Jerry/readbooksonEuropFiveyearsagoNowdidn’teatalotofvegetableslovescarrotsandtomatoeslistenedtopopmusicenjoyscountrymusicwatchedscarymovieshatesscarymoviesdidn’treadalotofbooksreadsatleastsixbooksayeare.g.Emilydidn’tusetoeatalotofvegetables,butnowshelovescarrotsandtomatoes.LookattheinformationandwritesentencesaboutEmily.4bFiveyearsagoNowdidn’teataMeMypartnerIusedtobeafraidof...I'mstillafraidof...Mypartnerusedtobeafraidof...Mypartnerisstillafraidof...thedarkbeingaloneflyinghighplacesgivingaspeechinpublicWhichofthesethingsdidyouusetobeafraidof?Whichonesareyoustillafraidof?Checktheboxesandthenaskyourpartner.4cMeMypartnerIusedtobeafraiusedto的用法：【教材典句】以下均為關(guān)于usedto用法的句子。1.—Mario,youusedtobeshort,didn’tyou?

—Yes,Idid.2.Paulausedtobereallyquiet.3.—Didheusetowearglasses?—Yes,hedid./No,hedidn’t.4.Shedidn’tusetoliketests.（反意疑問句）（陳述句）（一般疑問句及其答語）（否定句）語法拓展usedto的用法：（反意疑問句）（陳述句）（一般疑問句構(gòu)成或意義例句構(gòu)成usedto+動詞原形Heusedtoplaybasketballafterschool.他過去常常放學(xué)后打籃球。用法表示過去的習(xí)慣動作或狀態(tài)，現(xiàn)在已不再發(fā)生或不發(fā)生。其中to為不定式符號，后接動詞原形。Heusedtobeaverypoorman.他過去是一個(gè)很窮的人。（暗指現(xiàn)在已經(jīng)不窮了）【語法全解】構(gòu)成或意義例句構(gòu)成usedto+動詞原形Heused句型變化否定句usednotto,usedn’tto或didn’tusetoShedidn’tusetohavelonghair.(=Sheusedn’ttohavelonghair.)她以前不留長發(fā)。一般疑問句Didsb.useto...?Usedsb.to...?

Didyouusetoplaythepiano?=Usedyoutoplaythepiano?

你過去經(jīng)常彈鋼琴嗎？反意疑問句附加疑問部分可以用didn’t或usedn’tHeusedtodrink,usedn’the?他過去常常喝酒，對嗎？Hedidn’tusetodrink,didhe?他過去不經(jīng)常喝酒，對嗎？句型變化否定句usednotto,Shedidn’t相似短語be/get/becomeusedtodoingsth.意為“習(xí)慣做某事”Mygrandfatherisusedtogoingforawalkafterdinner.我爺爺習(xí)慣于晚飯后去散步。beusedtodosth.意為“被用于做某事”Woodcanbeusedtomakepaper.木頭能用來造紙。相似短語be/get/becomeusedto

單項(xiàng)選擇。

()1.Heusedto______toschoollate,butnowhedoesn’t.A.goB.goingC.wentD.goes

()2.He______practicingspeakingEnglishinthemorning.A.usedtoB.isusedtoC.usestoD.isusingto

()3.Lucyusedtogotobedlate,_____she?A.didn’tB.doesn’tC.hadn’tD.isn’tExerciseABA單項(xiàng)選擇。ExerciseABA()4.—_______newbuildings!Ican’tbelieveit.It______apoorvillage.—Yes.Everythinghaschangedheretheseyears.A.Somany;usedtobeB.Somuch;isusedtobeingC.Toomany;usedtoD.Toomuch;usedto()5.Herson______Coke,butnowhe______milk.A.usedtodrink;isusedtodrinkingB.usedtodrinking;drinksC.isusedtodrinking;usedtodrinkD.isusedtodrink;isdrinkingAA()4.—_______newbuildingsWriteashortpassageaboutchangesinyourlife.

(atleastfivesentences)Beginwith:Iusedto...,butnowI...HomeworkWriteashortpassageaboutchThankyou!Thankyou!編后語老師上課都有一定的思路，抓住老師的思路就能取得良好的學(xué)習(xí)效果。在上一小節(jié)中已經(jīng)提及聽課中要跟隨老師的思路，這里再進(jìn)一步論述聽課時(shí)如何抓住老師的思路。①根據(jù)課堂提問抓住老師的思路。老師在講課過程中往往會提出一些問題，有的要求回答，有的則是自問自答。一般來說，老師在課堂上提出的問題都是學(xué)習(xí)中的關(guān)鍵，若能抓住老師提出的問題深入思考，就可以抓住老師的思路。②根據(jù)自己預(yù)習(xí)時(shí)理解過的邏輯結(jié)構(gòu)抓住老師的思路。老師講課在多數(shù)情況下是根據(jù)教材本身的知識結(jié)構(gòu)展開的，若把自己預(yù)習(xí)時(shí)所理解過的知識邏輯結(jié)構(gòu)與老師的講解過程進(jìn)行比較，便可以抓住老師的思路。③根據(jù)老師的提示抓住老師的思路。老師在教學(xué)中經(jīng)常有一些提示用語，如“請注意”、“我再重復(fù)一遍”、“這個(gè)問題的關(guān)鍵是····”等等，這些用語往往體現(xiàn)了老師的思路。來自：學(xué)習(xí)方法網(wǎng)④緊跟老師的推導(dǎo)過程抓住老師的思路。老師在課堂上講解某一結(jié)論時(shí)，一般有一個(gè)推導(dǎo)過程，如數(shù)學(xué)問題的來龍去脈、物理概念的抽象歸納、語文課的分析等。感悟和理解推導(dǎo)過程是一個(gè)投入思維、感悟方法的過程，這有助于理解記憶結(jié)論，也有