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1.Understanding of the passages.

2.Methods of expressing ways of studying different subjects.

Ⅲ、学情分析

本课时是第一单元第三课时。本单元的话题非常接近学生的现实生活，谈论刚过去的生活是学生较喜欢、较乐于去交流的话题。通过本单元的学习，引导学生学会使用讨论合作、信息采集、比较等学习策略。

Ⅳ、Teaching tools:

1. A tape-recorder.

2.Several flashcards.

Ⅴ、Teaching methods:

Help the students to use dictionaries in reading to deal with the new words and try to understand them according to the context.

VI、Teaching process:

Step 1 Revision

Ask some students how they study English ,get them to answer individually .

Step 2 Reading

SB Page 4 , 3a .

1. First ,ask one volunteer to read the article aloud to the class .

2. Have students read through the passage one or two times and complete the chart on their own .

3. Correct the answers .

Step 3 Pairwork

SB Page 4 , 3b .

1. Read the instructions to the class and ask a pair of students to practice the sample conversation .

2. Then in pairs ,have students make their own conversation according to activity 3a .

3. Ask some pairs to present their conversations .

SB Page 4 , Part 4 .

1. Ask students to check what they do to learn English in the

chart .Then get them to work in pairs to interview their partner .

2. Call some pairs to act out their dialogues in front of the class .

Step 4 Practice

SB Page 5 , 1a & 1b .

1. Ask one student to read the sentences to the class .

2. Then have students check the statements which are true for them and ask them to add some other different things .

3. Ask several students to write their lists on the blackboard and discuss them with the whole class .

Step 5 Listening

SB Page 5 , 2a & 2b .

1. Ask two students to read the challenges and solutions .If

Teach the students to love studying and try to find the best and most

加深对used to的运用,提高学生的写作能力。3c主要是运用used to 写一篇自小学以来自己各方面发生了哪些变化。

Ⅴ、教学资源:

Multi-media equipment.

VI、教学方法:

Focus on the students’training. Try to find out and solve problems through practical applying.

VII、教学过程:

Step 1 Revision

1. Greetings .

2. Check the homework .

Step 2 Reading

SB Page 6 , 3a .

1. Read the instructions and make sure students know what to do .

2. Give students several minutes to read the article and finish the task .

3. After students finished ,ask one student to write his/her answers on the blackboard.

4. Correct the answers .

5. Ask one volunteer to read the article aloud to the class ,offer assistance if necessary .

Step 3 Writing

SB Page 6 , 3b .

First ,have students finish the letter on their own ,while they are

working ,walk around and give them some help .Then ask two students to read their letter aloud to the class .Finally answer some questions the students may have .

Step 4 Interview

SB Page 6 ,Part 4 .

1. Read the instructions and explain how to finish this task .

2. Divide the class into groups of four. In each group ,each student takes turn interviewing the other students and take notes .

3. Ask some groups to tell the class about their answers .

Step 5 Self-check

SB Page 7 , Part 1 .

1. Students finish it on their own first ,then check the answers with the whole class .

2. Ask some students to make their own sentences with these words orally .

SB Page 7 , Part 2 .

1. First ,read the instructions and explain something in the notes .

2. Ask students to write an article .

3. Ask someone to read his article to the class .

Step 6 Homework

1.SB Page 6 , 3c .Have students finish the article as their homework 板书设计：

本课时为第一单元第五课时内容。重点复习本单元的重点语法和知识点。如何利用本单元所学表达谈论自己或他人过去做的事。解决重点的关键是掌握used to do的提问与回答，正确区别used to do , be used to do , be used for doing ,be used to doing。根据学生掌握情况，进一步加强操练，巩固目标语言，使听说读写达到合一。

Ⅳ.教学方法:

1.Teaching by explanation

2.Pairwork

Ⅴ.教学工具:

1.Pictures of people cut out from magazines or newspapers

2.A tape recorder

VI、教学过程:

Step ⅠRevision

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 Ⅱ2a

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 you?

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 Ⅲ2b

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 Ⅳ2c

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 ⅤGrammar 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?

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 ⅥSummary

Say, In this class, we've mainly learned the "use to" questions and "used to" statements.

Step ⅦHomework

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 ⅧBlackboard Design板书设计：

Unit 2 I used to be afraid of the dark.

Target language:

1.I wasn't very outgoing.

2.You used to have long hair.

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lantern n. 灯笼 stranger n. 陌生人 relative n. 亲属；亲戚 put on 增加（体重）；发胖 pound n. 磅（重量单位）；英镑（英国货币单位）folk adj. 民间的；民俗的 goddess n. 女神 steal v. 偷；窃取 lay v放置；安放；产（卵）；下（蛋） lay out 摆开；布置 dessert n（饭后）甜点；甜食 garden n. 花园；园子 admire v. 欣赏；仰慕 tie n. 领带 v. 捆；束 haunted adj. 有鬼魂出没的；闹鬼 ghost n. 鬼；鬼魂 trick n. 花招；把戏 treat n .款待；招待v. 招待；请（客）spider n. 蜘蛛 Christmas n. 圣诞节 fool n. 蠢人；傻瓜 v. 愚弄adj. 愚蠢的 lie v. 平躺；处于 novel n.（长篇）小说 eve n（尤指宗教节假日的）前夕；前夜bookstore n. 书店 dead adj. 死的；失去生命的 business n. 生意；商业 punish v. 处罚；惩罚 warn v. 警告；告诫 present n. 现在；礼物adj. 现在的 nobody pron. 没有人 warmth n. 温暖；暖和 spread v. 传播；展开 n. 蔓延；传播 Macao 澳门 Chiang Mai 清迈（泰国城市） Halloween 万圣节前夕

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