ࡱ> bd_`a)` R.hbjbj2l{{AL&LZ&, h ! ! ! ! ! ! $ h:E E     pܷ94 0, 6kX6(6 XE E  , &&&$J-&&&J&&& f[yEnglishWfresht^~9Unit 4 I used to be afraid of the dark. 1/5Yef[ZSOA tape recorder , CAIYe f[ v h wƋ b 1. Key Vocabulary used to, dark 2. Target Language Mario used to be short. Yes, he did. Now he's tall.Ǐ z elAccording to designing some tasks, train students' listening skill and communicative competence.`a `^Don't judge a person by his appearance.Yef[͑p1Target language 2The structure: used toYef[pThe structure: used toYef[Q[SYe^;mRf[u;mRaVStep 1 Revision 1Check the homework exercises. 2Ask some individual students their ways of learning English. Step 2 Presentation I.1a This activity introduces the key vocabulary. Call students' attention to the chart with the headlines Appearance and Personality. 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. II.1b 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. Ask some more questions and add more examples to both columns. Ensure that the blackboard ends up like this: Sep. 10,2004 Sep. 10,1994 tall short long hair short hair 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. Play the recording for the first time. Play the recording again. This time, Check the answers. Step3 Consolidation and extension 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. 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 to the front of the room and act out their conversations. Step4 Summary Answer the questions and say out their ways. Work follow the teacher. Look and say . Listen to the tape only. Students listen and fill in the blanks. Read . 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. Show their work.  Y`N0 Y`N͋Gl :N,TRZPQY0 N0R,T ekۏ0 ~,TR0 S Y~`N bwƋSS 0Rq~Џ(u0 g fN Unit 4 I used to be afraid of the dark. Section A The First Period 1The structure: used to Sep.10,2004 Sep.10,1994 tall short long hair short hair & & Liu Chang used to be short, but she is tall now. She used to have short hair, but she has long hair now. 2Target language: A: Mario used to be short. B: Yes, he did. Now he's tall. Ye f[ S ` f[yEnglishWfresht^~9Unit 4 I used to be afraid of the dark. 2/5Yef[ZSOA tape recorder , CAIYe f[ v h wƋ b1. Key Vocabulary be interested insure 2. Target Language I used to be really quiet. Did you use to have straight hair? Yes. I did. /No, I didn't.Ǐ z elAccording to designing some tasks, train students listening skill and integrating skills.`a `^You should have the courage of your opinions.Yef[͑p1I used to be really quiet. 2Did you use to have straight hair? Yes, I did./No, I didn't.Yef[p1Yes/No questions with used to 2Statements with used toYef[Q[SYe^;mRf[u;mRaVStep 1 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. Step 2 presentation I.2a This activity provides listening practice using the target language. Point to the picture and ask students what is happening. Elicit answers from students. Point to the six words in the box and ask students to repeat each one. Make sure students know the meaning of each word. Play the recording for the first time. Play the recording a second time. This time ask students to put a check in front of the words they hear. Check the answers. II. 2b This activity gives students practice understanding the target language in spoken conversation. Play the recording. Correct the answers. Step3 Consolidation and extension 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. 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. Step4 Summary He/she reads out his/her article about the person in the picture. Look at the picture and say . Read the words. only listen Listen and check the questions they hear. Students fill in the blanks with the words they hear. Students check their answers. Read the conversation aloud Work in pairs. Start by reading the conversations in Activities 2b and 2c. Then make conversations about themselves. Ǐ Y`N Of[u[ N@bf[wƋۏL)n`N 0 hKmf[uv,TR4ls^0 \@bf[wƋlS:Nu;m ONO(u0 g fN Unit 4 I used to be afraid of the dark. Section A The Second Period Target language: 1.I wasn't very outgoing. 2You used to have long hair. 3Did you use to have straight hair? Yes, I did. 4Did you use to play the piano? No, I didn't. f[yEnglishWfresht^~9Unit 4 I used to be afraid of the dark. 3/5Yef[ZSOA tape recorder , CAIYe f[ v h wƋ b 1. Key Vocabulary terrify, be terrified of, 2 .Talk about what you used to be afraid of and what you are still afraid of.Ǐ z el According to designing some tasks, train students' integrating skills`a `^Are you afraid of speaking in front of a group? Don't be so shy. Be confident of yourself. Practice more, and you will sure change.Yef[͑pTarget Language Did you use to be afraid of the dark? Yes, I did. Are you still afraid of the dark? No, I'm not. How about you?Yef[pTalk about what you used to be afraid of and what you are still afraid of using the target language.Yef[Q[SYe^;mRf[u;mRaVStep1 Revision 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 screen by a projector. Help him/her correct any errors. Step 2 Presentation I.3a This activity provides reading and writing practice using the target language. Point to the pictures and ask students to tell what is happening. 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. 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. II. 3b This activity provides oral practice using the target language. Focus attention on the conversation. Ask a pair of students to read it to the class. Point out the list of items in the first column of Activity 3a. 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. Check to see how many students used to be afraid or are still afraid of the same things. Invite a student to ask questions. Step3 Consolidation and extension 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. 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.  Show their homework. Think and say. Listen only. Do 1a. Read the conversation in pairs. Ask their partner about these items and complete the My partner columns of the chart in pairs. Ask and answer. Give the example. Work in groups.  W{Qf[urzR0 W{Qf[uvT\OR0 Ǐdk;mR f[u[,gQ[ۏNekcc00 g fN Unit 4 I used to be afraid of the dark. Section A The Third Period Key Vocabulary Target Language terrify, be terrified of, Did you use to be afraid of the dark? Yes, I did. Are you still afraid of the dark? No, I'm not. How about you?Ye f[ S `  f[yEnglishWfresht^~9Unit 4 I used to be afraid of the dark. 4/5Yef[ZSOA tape recorder , CAIYe f[ v h wƋ b 1. Key Vocabulary spider, insect , chew, gum right, comic 2.Target Language 1 I used to eat candy all the time. Did you? Yes, I did. And I used to chew gum a lot. 2 Practice reading and writing using the target langue. Ǐ z el1. According to designing some tasks to train students' ability to talk about what they used to be/do. 2. Train students' ability to get information in reading or in conversation. 3. Train students' ability to express their ideas using the target language.`a `^1. People surely change. Students should take good care of the process of their growth. 2. Talk to your parents as often as possible so that you can understand each other better.Yef[͑p1. Key Vocabulary spider, insect, chew, gum 2Target Language I used to eat candy all the time. Did you? Yes, I did. And I used to chew gum a lot. 3. Practice reading and writing using the target language.Yef[p1. Talk about what you used to be/do. 2. Write a passage about how someone's life has changed.Yef[Q[SYe^;mRf[u;mRaVStep 1 Revision 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. Step 2 Presentation I.1 a 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 students to complete the work individually. Check the answers by inviting different students to report his/her work . II.1b This activity provides practice with the target language. Point out the box under the pictures. Read the instructions to the class. As students work, move around the room offering language support and helping them with any words they want to use. Get a student to write his/her sentences on the blackboard. Help correct any errors. III.2a This activity provides listening practice using the target language. Set a time limit of one minute. Ask students to look through the sentences in the box. Point out the sample answer. Play the recording for the first time. Play the recording again. This time students check the sentences they hear. IV.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. Set a time limit of one minute for students to look through the uncompleted sentences. Play the recording. Ask a student to read these sentences, filling in the blanks, the rest of the class check their answers. Step3 Consolidation and extension I.2c This activity provides oral practice using the target language. Ask a pair of students to read the sample conversation to the class. II. 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. Elicit the first answer from the class: Rose Tang then: had so much time. Guide students to find out the information in the reading. It says when I was young, I used to have so much time, Get students to do the work on their own. As they work, move around the classroom and offer help if necessary. III.3b 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. 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. IV.3c 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. Show a sample version on the screen by a projector as a guide. 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. V.4a This activity provides reading, writing, listening and speaking practice using the target language. Read the instructions to the class. Focus attention on the chart. Set a time limit of one minute. Demonstrate how to fill in the chart with a good student to provide a good model for the rest of the class. Ask students to complete the work on their own. They may remember or guess what their parents used to do. Assign part of their task to homework so that students may talk to their parents. VI.4b This activity provides oral practice using the target language. Read the instructions to the class. Ask students to complete the work in groups. Ask a few students to tell the class about the other students they have talked to. Step4 Summary Look and say. Look at the pictures and say what is happening in each picture. 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Look through the sentences in the box. Listen and check the sentences they hear. Listen and fill in the blanks with the words they hear. Read in pairs. Read the words. Read the article. Read the article and complete the chart. Complete the letter on their own. They may use the information from the chart in Activity 2b. Write an article about the things that they used to do and that they still do to describe how their life has changed since primary school. Use these suggestions on the blackboard with their ideas to write their article. They may also use the articles in Activities 3a and 3b as a model. Students read the headlines at the top and at the sides. Do 4a Work in groups.  Y`N,gUSCQv͑pSW0:NN N,TRZP}YQY0 Y`NUS͋:N,TRZP}YQY0 Ǐ,TRhKmf[u[͑pSWvt z^0 ~f[uvrz`R0 :Nf[uvQ\OZP}YQY0 ~f[uvQ\OR v^hKm[,gUSCQW,gSWvcc`Q0 W{Qf[uvV~T\OR0 g fN Unit 4 I used to be afraid of the dark. Section B The Fourth Period 1Target language: A: I used to eat candy all the time. Did you? B: Yes, I did. And I used to chew gum a lot. 2Used to Now play chess study very late draw pictures wear glasses not wear glasses like maths & & Ye f[ S `  f[yEnglishWfresht^~9Unit 4 I used to be afraid of the dark. 5/5Yef[ZSOA tape recorder , CAIYe f[ v h wƋ b 1. Key Vocabulary chatline, be made up of, symbol, secret code, comprehend 2. Write an article using the target language.Ǐ z elAccording to designing some tasks to train students' writing skill. According to learning text to train students' ability of identifying main idea, understanding words in context and reading for special information.`a `^Everyone surely changes. You should care for your own growth.Yef[͑p1Write an article using the target language. 2. Read the text to identify main idea.Yef[p1. Train students' reading skill. 2. Train students' writing skill.Yef[Q[SYe^;mRf[u;mRaVStep 1 Revision Ask some questions about 3a Step 2 Presentation I.Self Check Read the words in the top. Fill in the blank with the words given. check the answers. Read the sentences. Make sentences with the words given. II.Writing 1. Move around the classroom and give some help . 2.Show a good one to the class. III. Words study 1. Learn the new words in this passage death afford cause himself patient in the end decision make a decision head teacher necessary to ones surprise exactly even though take pride in no longer attention pay attention to five up waste not any more IV Section 1 Ask Ss to read Part 1 in the book . V Section 2 Ask Ss to read the text and answer the questions. How old is Martin Murrary ? What did he use to be ? How was he a problem child? not interested in studying / got into trouble with the police What is Martin afraid of after his father died? What did his mother do after his father died? work look after What decision did she make? What cause Martin change his life ? What is the main idea of this passage? 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Step 3 Summary Answer the questions. Read after the teacher. Do exercise 1 by oneself. Work in groups. Look at the pictures and tell the differences between the pair of the pictures. Write about the pictures. Give the answers in class. Read after the teacher. Read and Write notes of their own. Read the passage in three minutes. Answer the questions. The Ss listen and read aloud. Listen and make notes. Read the sentences in the box. Do 3a,3b  hgf[u N Y`N`Q0 [,gUSCQv͋Gl(ulۏLhKm0 ǏMRQev~ hKmf[urꁙQ\OvR0 0 :Nf}Yf[`NezZP}YQY 1uT{hKmf[ut㉇ez z^0 Ǐ`N [ezۏNekt0 g fN Unit 4 I used to be afraid of the dark. The fifth Period A. How old is Martin Murrary? B. 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