Unit1Howdoyoustudyforatest?Period1（SectionA1a--2c）一．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyflashcardtakenotesfrustratingmemorizealoudcommamakemistakespronunciationbeafraidto（2）TargetLanguageHowdoyoustudyforatest?Well,Istudybyworkingwithmyclassmates.Haveyoueverstudiedwithagroup?Yes,Ihave.Ihavelearnedalotthatway.2．AbilityObjects（1）Trainstudents’listeningability．（2）Trainstudents’communicativecompetence．二．TeachingKeyPointsTargetlanguage三．TeachingDifficultPoints1．Howtotrainstudents’listeningability．2．Howtotrainstudents’communicativecompetence．四．Teachingmethod:Task-basedapproach

五.TeachingAids:acomputer,blackboard,thelisteningmaterials六．Mind-map（教學流程圖）:WarmingupLeadinginWarmingupLeadinginDutyreportSDutyreportSingasongNewwordslisteningpracticeinputlisteningpracticeinputNewlanguagepairworkdiscussiondiscussionSum-upSum-up homeworkhomework六．TeachingProceduresStep1:Warming-up

(1)TosinganEnglishsong—howdoyougotoschool?

(2)Dutyreport.【Purpose】一方面落實市教研室“三個一”的文件精神。另一方面唱歌有助于學生快速進入到英語學習狀態(tài)中，活躍課堂氣氛，為下面學生積極主動投入學習打好基礎。Step2：RevisionT:whatsubjectarewestudying?S1:English.T:That’sright,T:Howmanysubjectsdowehave?Ss:Wehaveeightsubjects.T:whatarethey?canyoutellme?S1:yes,wehaveEnglish,Chinese,math…S2:wehavegeography..T:Ok,canyouremembertoday’subjects.let’shaveaCompetition,let’sseewhohavethebestmemory.【Purpose】通過問學生今天所學的科目后，老師巧妙地提出問題T:whatsubjectsdowehavetoday?S2:wehaveEnglish,Chinese…并讓學生競賽說出周一到周五的課程。并很自然引入到本節(jié)課的語言要點“study”.起到承上啟下的作用，這一招活躍了課堂氣氛，激起學生學習的興趣。然后再復習關(guān)于科目的表達法和句型。T：Whatisyourfavoursubject?S:Myfavouritesubjectis…Step3leadinT:Whatisyourfavouritesubject?S:MyfavouritesubjectisEnglish.T:WhydoyoulikeEnlish?S:Becauseitisinteresting/exciting/relaxing/important.T：HowdoyoustudyEnglish?S:Istudybymakingflashcard.【Purpose】通過調(diào)查這一活動，引入“howdoyoustudyforatest?”這個話題。Step4Newlesson

1.InputnewwordsandphrasesT:Lookatsomepictures.HowdotheystudyEnglish?Ss:TheystudybyreadingspeakinglisteningwritingAskstudentstoanswerandactout.【Purpose】通過saythewordswithpictures，圖文并茂，進行詞匯教學，詞不離句，情景交融，直觀、準確、使得枯燥的單詞學起來生動而有趣，易接受并牢記；并采用先猜后聽，可以讓學生在xx動腦筋。Step5Pairwork:askallstudentstopracticeandpairwork.A:Howdoyoustudyforatest?B:Istudyby…whataboutyou?A:Istudyby…【Purpose】鞏固應用語言知識點：howdoyoustudyforatest?充分發(fā)揮學生的主體作用和積極能動性；努力創(chuàng)設情景，創(chuàng)造愉快學習氛圍，鼓勵學生大膽xx口，學以致用，把英語作為一種真正的交流工具，完成該課時的目標任務。Step6Listeningpractice1a1bLookatthepictureandaskstudents“l(fā)isten,howdotheystudyforatest?”Helpstudentsunderstandthatthepeoplearestudyingbydifferentways．PointtoMeiandaskHowdoesMeistudyforatest?Shestudiesbymakingflashcard．【Purpose】通過該任務的完成，進一步培養(yǎng)及強化學生的英語聽力能力。Step7surveyI’mgoingtohaveatest,butIamalittlenervousbecauseIdon’tknowwhattodo.Pleasegivemesomeadvicetostudyforatest.andaskyourpartnerwhat.NameIstudyforatestby…

【Purpose】這活動是本節(jié)課的高潮，學生對這個話題感興趣，可以培養(yǎng)學生的合作意識，也有利于提高學生的思維能力和創(chuàng)新能力。Step8listenintpractice:2a2blistenandcheckthequestionsyouhear.Step9pairwork:Makeconversationsusingtheinformationfrom2aand2b.S1:Haveyoueverpracticedconversationswithyourfriends?S2:Yes,Ihave.I’velearnedalotthatway.S3:Haveyoueverreadaloudtopracticeyourpronunciation?S4:No,Ihaven’t.Ithinkit’stoohard.S5:Step10:Sumup（1）KeyVocabularyFlashcardvocabularlyaloudpronuciation（2）TargetLanguageHowdoyoustudyforatest?Istudyby…【Purpose】重現(xiàn)本課時的目標、任務；通過強化練習，重點訓練英語聽寫兩項基本技能，進一步鞏固本節(jié)課所學內(nèi)容。）

Step11:HomeworkAskyourpartnerhowhe/shedoesthefollowingthings.memorizewords

studygrammar

improvemyEnglish

improvemylistening

improvemywriting

Designontheblackboard(板書設計)Unit1howdoyoustudyforatest?Period1A:howdoyoustudyforatest?B:IstudybymakingflashcardmemorizingwordsreadingUnit1howdoyoustudyforatest?Period2（SectionA3a--4）一．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularySpecificsuggestion,studyinggrammar,readingEnglishmagazine,agreatwaytolearnalanguage,jointheEnglishclub,endup.（2）TargetLanguageDoyouwritevocabularylists?Oh,yes.Idoitoften.2．AbilityObjects（1）Trainstudents’integratingskills．（2）Trainstudents’communicativecompetence．二．TeachingKeyPointTrainstudents’integratingskills．三．TeachingDifficultPointHowtoimprovestudents’integratingskills．四．Teachingmethod:Task-basedApproach

五.TeachingAids:acomputer,blackboard,thelisteningmaterials六．Mind-map（教學流程圖）:WarmingupWarmingupRevisionDutyreportRevisionDutyreportSingasongpresentationpresentationsummaryHomeworkGroupworkReading3aExercisesGroupworkReadingtimeTeachingProceduresStep1warmingup1.SinganEnglishsongSeasoninthesunDutyreportRevisionTalkaboutthewaysoflearningEnglish.【Purpose】落實市教研室“三個一”的文件精神,訓練學生的口頭表達能力，進一步復習鞏固所學和內(nèi)容，檢查學生的復習效果。Step2ReadingListentotapeandanswerthequestions:answerHowmanystudentsarementioned?ThreestudentsWhoaretheyWhatwasthesurveyaboutWhatdidmanystudentssay【Purpose】有利于xx啟學生思維和發(fā)揮他們的想象力，同時培養(yǎng)學生的口頭表達能力。2.ReaditagainandfindthewaysoflearningEnglish.Lookatthechart．Pointtothewordattitudeonthechart,Tellstudentswhattheywillwriteinthechart．Inviteastudenttoreadthesampleanswertotheclass．Thenlethimpointoutwhichsentencetheanswerisfoundin．Askstudentstoreadtheparagraphsagainandcompletethechartontheirown．3fillinthechartNotsuccessfulOkSuccessfulLilianliWeiMingWeiChang【Purpose】這篇閱讀不難理解，但書上的表格學生不易明白，只要老師引導得好（或給學生做個示范），后面的問題就可迎刃而解了。JudgeTorFAccordingtothesurvey.telltrueorfalse.AskstudentstoreaditagainandtellTorF()1.ManystudentsthoughtthebestwaytolearnEnglishistouseit.()2.LillianLithoughtthebestwaytolearnnewwordswasbymemorizingthem.()3.LillianLineverstudiedgrammar()4.WeiMinghaslearnedEnglishforseventy-twomonths.()5.WeiMingthoughtwatchingEnglishmoviesandstudyinggrammararegreatwaystolearnalanguage.()6.JoiningtheEnglishclubatschoolwasLiuChang’sbestwaytoimproveherEnglish.()7.ThestudentsintheclubcouldgetlotsofStep3Answersomemorequestions.Step4Retellthestory.LillianLithinkslearningEnglishbyreadingmagazinesisthebestway.Memorizingthewordsofpopsongshelpsalittle.Studyinggrammaristooboring.WeiMingthinksStudyinggrammarisagreatwaytolearnalanguage.WatchingEnglishmoviesisnotabadway.Hefindswatchingmoviesfrustratingbecausethepeoplespeaktooquickly.LiuChangthinksjoiningtheEnglishclubisthebestwaytoimproveEnglish.Havingconversationswithfriendsisnothelpfulatall.【Purpose】努力創(chuàng)設情景，讓學生帶著任務復述文章，創(chuàng)造愉快學習氛圍，充分發(fā)揮學生的主體作用和積極能動性。Step5Pairwork

Howdoyoulearn…?Chinese

math

physics

history

chemistry

politics

SurveythewaysoflearningdifferentsubjectsinyourgroupA:I’mdoingasurveyaboutlearningEnglish.CanIaskyousomequestions?B:Sure.A:Great!what’syourname?B:WeiMing.A:AndhowdoyoulearnEnglish,WeiMing?B:...【Purpose】通過擴展，使得教學資源更加豐富多彩，學生的思維空間、知識面更廣，讓學生更多互相了解對方的學習方法。Step6Groupwork.Teacheraskstudentstoworkingroupandaskonestudenttoreport.Inmygroup.Theresultsareinteresting.TomlearnsChinesebyusingit,helearns…..【Purpose】培養(yǎng)學生合作學習能力，提高學生用英語總結(jié)的水平。Step7Sumup1.KeyVocabularyspecificmemorizegrammardifferentlyfrustratefrustratingquicklyadd2..UsefulsentencesStudyinggrammarisagreatwaytolearnalanguage.Havingconversationswithfriendswasnothelpfulatall.【Purpose】重溫本單元的重點；通過強化練習，重點訓練英語聽寫兩項基本技能，進一步鞏固本單元所學內(nèi)容Step8HomeworkWritehowyoulearnEnglish.Designontheblackboard(板書設計)Unit12howdoyoustudyforatestPeriod2Studyinggrammarisagreatwaytolearnalanguage.Havingconversationswithfriendswasnothelpfulatall.Unit1howdoyoustudyforatest?Period3(SectionB13c）一．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyspokenEnglishmakemistakespronunciationunderstandwritingpracticechallenges（2）TargetLanguageA:Idon’thaveapartnertopracticeEnglishwith.B:MaybeyoushouldjoinanEnglishlanguageclub.2．AbilityObjects（1）Trainstudents’listeningability．（2）Trainstudents’abilitytousethetargetlanguage．（3）Trainstudents’readingability．（4）Trainstudents’writingability．二．TeachingKeyPoints1.TomasterKeyVocabulary&TargetLanguage2.Practisereadingandwritingusingthetargetlanguage．三．TeachingDifficultPoints1．Howtoimprovestudents’listeningability．2．Howtousethetargetlanguage．3.Howtowriteane-mailmessage．四．Teachingmethod:Task-basedApproach

五.TeachingAids:acomputer,blackboard,thelisteningmaterialsWarmingup六.WarmingupLeadinginDutyreportSingasongLeadinginDutyreportSingasongPairworkReadingWritingListeningPairworkReadingWritingListeningSum-upSum-uphomeworkhomework七.TeachingProcedures:Step1WarmingupSinganEnglishsongtogether.Howdoyougettoschool?Dutyreport【Purpose】一方面落實市教研室“三個一”的文件精神。另一方面唱歌有助于學生快速進入到英語學習狀態(tài)中，活躍課堂氣氛，為下面學生積極主動投入學習打好基礎。Step2Leadinginlookatalist.aboutlearningEnglish.HowmuchdoyouknowaboutlearningEnglish.LearningEnglishcanbedifficult.Whatthingsaredifficultforyou?Makealist【Purpose】通過完成一個關(guān)于學習英語的表格，讓學生在直觀的氛圍中輕松了解學習英語的幾種方法，隨后讓學生談論自己在學習英語時所用的方法，切合實際，具有信息差，能夠促進學生的交流欲望。Step3Listening—2aPaulislearningEnglish.Listenandcheckthelearningchallengeshetalksabout.1.___can’tgetthepronunciationright2.___forgetalotofnewwords3.___Ican’talwaysunderstandwhenpeopletalktome4.___Can’tunderstandthewordsinmagazines.5.___Idon’tgetmuchwritingpractice【Purpose】結(jié)合中山中考口語考試題型，該任務通過學生談論圖畫內(nèi)容，鍛煉學生的口頭表達能力，同時強化學生的英語聽力能力。Step4Listening—2b1.Firstreadthesentencesparts2.Matchthesesentenceparts.3.Checktheanswerswiththeclass．【Purpose】通過該任務的完成，進一步培養(yǎng)及強化學生的英語聽力能力。Step52cPAIRWORKRoleplayconversationsusingtheinformationfromactivities2aand2b.A:Idon’thaveapartnertopracticeEnglishwith.B:MaybeyoushouldjoinanEnglishlanguageclub.tablemannersin【Purpose】通過學生的合作學習，讓學生明白如何面對自己的困難，然后學生進行討論，從而提高學生說的能力。Step7Listen2bagain,fillinthearticlePaul__________becauseheishaving_____________English.Firsthecan’tgetthepronunciationright.Thenhecan’trememberthenewwordsandsometimeshecan’tunderstandwhatpeoplearesayinginEnglish.Andhedoesn’tgetmuch__________.HisteacherMsMitchelltellshimto__________thetapeandrepeatthesentencesthataredifficultforhimto________hispronunciation.Thentheteachertellshimto___________thenewwordsinthenotebookandstudythem__________.

Atlasttheteacheraskshimto_____theEnglishlanguageclubto_______speakingand_____apenpal.【Purpose】經(jīng)過聽說讀的訓練后，這部分是輸出部分，讓學生把所聽到的填空，提高聽說寫的能力。Step8Listentotape,trytofindoutthefollowingquestions?Readthestatementsaboutthearticle,writeTorFNomatterwhatchallengesyoumayhaveinlearningEnglish,thebestsolutionislearningbydoing.Facethedifficultiesandchallenges,don’tbefrustratedoravoidthemStep93bWritealettertellingafriendhowtobecomeabetterlanguagelearner.Dear,Iknowitisn’teasytolearn,butIhavesomeideasthatmayhelp.Yousaidyoucouldn’tunderstandpeoplewhotalkedfast.Well,youcantrytolistenforthemostimportantwords,noteveryword.___________________________________________________________________________________________________________________________________________________________________________________________________________Yours,【Purpose】通過給同學的信寫出如何成為一個好的語言學習者，培養(yǎng)學生用英語寫信做事的能力。Step8Summary（1）KeyVocabularyspokenEnglishmakemistakespronunciationunderstandwritingpracticechallenges（2）TargetLanguageA:Idon’thaveapartnertopracticeEnglishwith.B:MaybeyoushouldjoinanEnglishlanguageclu【Purpose】重現(xiàn)本課時的目標、任務；通過強化練習，重點訓練英語聽說讀寫基本技能，進一步鞏固本課時所學內(nèi)容。Step9HomeworkWriteanarticleaboutXuZhengDesignontheblackboard(板書設計)Unit12howdoyoustudyforatest?Period3Dear,Iknowitisn’teasytolearn,butIhavesomeideasthatmayhelp.Yousaidyoucouldn’tunderstandpeoplewhotalkedfast.Well,youcantrytolistenforthemostimportantwords,noteveryword.___________________________________________________________________________________________________________________________________________________________________________________________________________Yours,Unit1howdoyoustudyforatest/Period4（reading&seft-check）一．TeachingAimsandDemands1.KnowledgeObjectsTolearnsomenewwordsandexpressions2.AbilityObjectsToknowsomethingabouthawking.二．TeachingKeyPointsReadingcomprehension.三．TeachingDifficultPoints1.Howtoimprovestudents’listeningandreadingability．2.Howtohelpstudentstoexpresstheiropinionfreely．四.Teachingmethod:Task-basedApproach

五.TeachingAids:acomputer,blackboard,thelisteningmaterials六.Mind-map（教學流程圖）:WWarmingupSingasongDutyreportLeadinginPresentationPCo-operativeTimePExercisesPSum-uphomework七．TeachingstepsStep1:Warming-up

(1)TosinganEnglishsong—Seasoninthesun

(2)Dutyreport.【Purpose】一方面落實市教研室“三個一”的文件精神。另一方面唱歌有助于學生快速進入到英語學習狀態(tài)中，活躍課堂氣氛，為下面學生積極主動投入學習打好基礎，同時對本單元的TargetLanguage進行復習。Step2：Leadingin——DiscussionDoyouhaveaproblem?Whatproblemsdoyouhave?【Purpose】讓學生根據(jù)自己的真實情況討論有什么問題，擴展本課中討論學習問題到討論生活的問題。Step3:PresentationT:whoishe?whatproblemdoeshehave?S:Heishawking.hecan’twalkorwriteeasily.heisdisabled.T:Canyoutellmesomethingabouthawking?S:Yes,…Step4ReadingHowdowedealwithourproblems.Beforeyouread1.Listentotapefirstandthenfillthechart.BadaffectsofourproblemsonusOurproblemscan1.___________________easilyWorryingaboutourproblemscanaffecthowwedoatschooland2.___________________________________________Waysofdealingwithourproblems3.________________________4.________________________5._______________________2Playtherecorder.Askthestudentstolistenthearticlefirst.Thenletthemreadthearticle,thentellTorF1.Onlythepoorhaveproblems.2.Worryingaboutourproblemswillaffecthowwedoatschool.3.wecan’tsolveaproblembylearningtoforget.4.Manystudentsoftencomplainaboutschoolbecausetheythinktherulesaretoostrict.5.Educationisanunimportantpartofourdevelopment.6.Itisourdutytotryourbesttodealwitheachchallengeinoureducationwiththehelpofourclassmates.3Whileyouread:T:readthearticltagainandthenanswerthequestions.1Whatmayhappenwhenpeopleareangrywithothersforlong?2.Whathappenstochildrenwhentheyhavedisagreements?3.Whatmustwelearnatschool?Why?4.What’sourdutyasyoungadults?5.WhatshouldwedoaftercomparingourselvestoStephenHawking?4Askstudentstodiscusstogetherandthenchecktheanswers.【Purpose】通過閱讀這篇文章，讓學生了解halking是如何面對生活的困難，他面對困難時，他的生活態(tài)度是怎樣的。Step4AfteryoureadT:Retellthestoryinfrontofthestudents.【Purpose】以復述的的形式完成本部分內(nèi)容，讓學生能夠能進一步了解霍金，增強學生的聽說讀寫能力。Step5:Showmorepicturesaboutthedisabledpersons.Lovelifeloveyouself!【Purpose】這部分是對本單元情感教育，使學生增強面對困難的決心。Step6:擴展閱讀：T：Readonemorearticleandanswerthequestions.Smallchildrenoftenlaughattheshortonesoratsomeonewhoisn’tdressedaswellastheyare.Butastheygrowup,theylearnnottohurtpeople’sfeelingsbylaughingattheirproblems.Theylearntolaughatotherthings.Mostimportanttheylearntolaughatthemselves.

Suppose（假設）you’replayingagame.Youmakeamistakeandlose.Doyoubecomeangry?Orcanyoulaughatyourselfandhopetodobetternexttime?Supposeyouareataspecialdinner.Youattimesspill（濺）somefood.Whykeepworryingabouthowclumsy（笨拙）youlooked?Whynotlaughitoffandenjoyyourselfanyway?Ifyoucan,it’sagoodsignyou’vereallygrownup.T:pleasereadandanswerthequestions.1.Thisarticleismostlyabout______.

A.whylaughterisgoodforyourbodyB.whatyoushouldlaughatC.whereyoumaylaugh

D.whoyoumaylaugh

2.Thewritersayssmallchildrenlaughatpeoplewho______.

A.haveproblemsB.nottobeworriedC.dresswellD.playgames

3.Nextthewritershowshowlaughtercouldhelpyou______.

A.nottospillfoodB.nottobeworriedC.nottoenjoyyourselfD.togrowup

4.Themostimportantthingistolearnhowtolaughat______.

A.jokesB.picturesC.childrenD.yourself

5.Thewritershowshowlaughtercouldhelpyounotto______.A.makeamistakeB.losegameC.becomeangryD.tryagain

Step7:HomeworkReadingmakesafullman.Andyou’llgetmoreideastodealwitheverything.SoIhopeyoucanreadmore.Andtoday,youcanreadsomethingaboutthese,WeknowStephenHawkinghasmanyphysicalproblem.Butheisagreatman.Pleasegotothelibraryorsurftheinternettolookformoreinformationabouthim,thenwriteapassagetointroducehim.

Designontheblackboard(板書設計)Unit1howdoyoustudyforatest?Period4Howdoyoudealwithyourproblem?Bytalkingtopeopleaboutthem?BythinkingyourproblemsisnotbigBybreakingoffafriendship.Unit2:Iusedtobeafraidofthedark.Part1:TeachingDesign第一部分:教學設計FunctionsTalkaboutwhatyouusedtobelikeStructuresusedtoTargetlanguage—Mariousedtobeshort.—Yes,hedid.Nowhe’stall—Iusedtoeatcandyallthetime.—Didyou?—Yes,Idid.AndIusedtochewgumalot.Vocabularyusedto,dark,spider,insectLearningstrategiesBrainstormingComparingPeriod1:Filling,ListeningandSpeaking(Page10)(Youusedtobedifferent.)ObjectivesTolearntounderstandanduseusedto+verbTolistenandspeakaboutwhatoneusedtobelikeProceduresWarmingupbystudyingthetitle“Iusedtobeafraidofthedark.”Hello,everyone!Areyouafraidofthedark?Yesorno?Youarenotafraidofthedark.NeitheramI.Buttotellyouthetruth,Iusedtobeafraidofthedark.Myhomeusedtobesmall,anditusedtobedarkintheevening.SoIusedtobeafraidofthedark.Iusedtobeafraidofthedark.我過去害怕黑暗。主語+謂語（usedto+動詞原形）“usedto+動詞原形”表示：過去?！?，現(xiàn)在不……。Iusedtogotoworkbybus.NowItakeataxi.我過去常坐公交車上班，現(xiàn)在打出租。Sheusedtobeveryshy.她過去靦腆的很。注意“usedto+動詞原形”的疑問形式和否定形式：—Didyouusetobeafraidofthedark?—Yes,Iusedtobeafraidofthedark.—Didheusetobeafraidofthedark?—No,hedidnotusetobeafraidofthedark.1aLookingandfillingAmItall?Yes,Iamtall.ButIusedtobeshort.Howaboutyou?Didyouusetobeshort?Nowwearegoingtofillinthechartonpage10withwordstotellaboutpeople’sappearanceandpersonality.Appearance外表Personality個性TallOutgoingStraighthairFunnyBeautifulAngryBlackCarefulDirtyHappyHungaryHard-workingSadStrangeTiredNoisyNowwearegoingtomakesentencestotellaboutpeople’sappearancesandpersonalitieswiththewordsfromthechart.A:Mario,youusedtobetall,didn’tyou?B:No,Ididn’t.A:WangHua,youusedtohavestraighthair,didn’tyou?B:Yes,Idid.A:LiHui,youusedtobebeautiful,didn’tyou?B:No,Ididn’t.1bListeningandwritingNextwearegoingtolistentoaconversation.IntheconversationwewillfindthatBobisseeingsomefriendsforthefirsttimeinfouryears.Listenandfillinthechartonpage10withwordstellingaboutfriends’appearancesandpersonalities.Whilelistening,payattentiontoexamplesof“usedto+verb”andusefulexpressionsinit.Usefulexpressionsformtheconversationnotseenyouinfouryears,beherewith…,foracoupleofdays,lookdifferent,usedtobeshort,usedtowearglasses,haveagreatmemory,wearcontactlenses,begreattosee…,usedtohaveshorthair,usedtobereallytall,haveblondhair,usedtobered,usedtobecurlyNowlet’stalkastheydointheconversation.Wearegoingtotalkinimitationoftheconversationwehavejustheardandread.1cPairingandspeakingLookatthepictureonpage10andmakemoreconversations.A:Mariousedtobetall.B:Yes,hedid.Nowhe’stall.A:ZhaoJuanusedtobeblack.B:Yes,shedid.Nowshe’swhite.A:ZhangLimeiusedtobesad.B:Yes,shedid.Nowshe’shappy.A:ZhuWenjunusedtobedirty.B:Yes,hedid.Nowhe’sclean.Period2:ListeningandSpeaking(Page11)(Youusedtobereallyquiet,didn’tyou?)ObjectivesTolearntounderstandanduseusedto+verbTolistenandspeakaboutwhatoneusedtobelikeandwhatoneusedtodoProceduresWarmingupbystudying“GrammarFocus”Hi,class.Gotopage11andreadaftermethefourdialoguesinGrammarFocus.Payattentiontothestructureofthesentence.AndtranslatethemintoChinese.—Youusedtobeshort,didn’tyou?—Yes,Idid./no,Ididn’t.—Didyouusetoplaythepiano?—Yes,Idid./No,Ididn’t.—Iusedtobereallyquiet.—Ididn’tusetoliketests.—Youusedtohavelonghair.—Sheusedtohavecurlyhair.2aListeningandcheckingNextwearegoingtolistentoaconversationandcheckthewordswehear.2bListeningandfillingOnpage11,listenforinformationtobefilledintheblanks.Remembertopayattentiontoexamplesof“usedto+verb”whilelistening.Nowgooverthetapescriptonpage128andunderlinealltheusefulexpressions.Copytheusefulexpressionsinyournotebookandmakesentenceswiththemafterclass..Usefulexpressionsfromtheconversationoverhere,remember…,usedtobereallyquiet,beveryoutgoing,bealwaysfriendly,waitaminuteusetoplaypiano,bemoreinterestedin…,playsoccer,ontheswimteam,surechangeNowlet’stalkastheydointheconversation.Wearegoingtotalkinimitationoftheconversationwehavejustheardandread.2cPairingandspeakingNowworkinpairsandspeakaboutwhatyouarelikeandwhatyouusedtobelike.A:Iusedtobereallyquiet.B:Iknow.Nowyou’reveryoutgoing.A:Iusedtobereallyshort.B:Iknow.Nowyou’reverytall.A:Iusedtobereallyangry.B:Iknow.Nowyou’reveryhappy.A:Iusedtobereallydirty.B:Iknow.Nowyou’reveryclean.A:Iusedtobereallypatient.B:Iknow.Nowyou’reveryinpatient.A:Iusedtobereallysick.B:Iknow.Nowyou’reveryhealthy.Period3:Checking,SpeakingandWriting(Page12)(Iusedtobeafraidofthedark.)ObjectivesTolearntounderstandanduseusedto+verbinstatementsandquestionsTospeakandwriteaboutwhatoneusedtobeafraidofProceduresWarmingupbytalkingaboutbeingafraidHi,class.Haveyoueverbeenafraid?Everyonegetsafraidsometimes.Dothunderandlightningmakeyourheartbeatfaster?MaybeyourmouthgoesdrywhenyourteacherannouncesanEnglishquiz,oryourpalmssweatwhenit'syourturntogiveyourreportinfrontoftheclass.Perhapsyougetbutterfliesinyourstomachwhenyouseethebadmanwhopicksonyou.3aCheckingandTalkingHaveyoueverbeenafraidofsomething?Whatareyouafraidof?Onpage12isalistofthingswhichpeopleareusuallyafraidof.Putchecks√inthefirsttwocolumnstomarktheonesyouusedtobeafraidofandtheonesyouarestillafraidof.Iusedtobeafraidof…Iusedtobeafraidofreadingaloudthetextinfrontoftheclass.Iusedtobeafraidofsoldiers.Iusedtobeafraidoffacingmyparents.Iusedtobeafraidoflosingmoneyinthestreet.Iusedtobeafraidofmymotherbeingangrywithme.Iusedtobeafraidofsolvingmathematicsproblems.Iusedtobeafraidoftravelinginanairplane.Iusedtobeafraidofgoingtosleepalone.Iusedtobeafraidofinsects.Iusedtobeafraidofdeath.3bPairingandSpeakingInpairsaskandanswerquestionsaboutwhatyouusedtobeafraidof.Payattentiontousesof“usedto+verb”instatementsandquestions.—Didyouusetobe…？—Yes,Idid./No,Ididn’t.A:Didyouusetobeafraidofthedark?B:Yes,Idid.A:Areyoustillafraidofthedark?B:No,I’mnot.Howaboutyou?A:Me?Oh,yes!I’mterrifiedofthedark.B:So,whatdoyoudoaboutit?A:Igotosleepwithmybedroomlighton.A:Didyouusetobeafraidofthedeath?B:Yes,Idid.A:Areyoustillafraidofthedeath?B:No,I’mnot.Howaboutyou?A:Me?Oh,yes!I’mterrifiedofthedeath.B:So,whatdoyoudoaboutit?A:Igotosleepwithmymobilephoneon.A:Didyouusetobeafraidofgoingtosleepalone?B:Yes,Idid.A:Areyoustillafraidofgoingtosleepalone?B:No,I’mnot.Howaboutyou?A:Me?Oh,yes!I’mterrifiedofgoingtosleepalone.B:So,whatdoyoudoaboutit?A:Igotosleepwithallthewindowsshut.A:Didyouusetobeafraidofthedog?B:Yes,Idid.A:Areyoustillafraidofthedog?B:No,I’mnot.Howaboutyou?A:Me?Oh,yes!I’mterrifiedofthedog.B:So,whatdoyoudoaboutit?A:Igotoworkwithaknifeinhand.A:Didyouusetobeafraidoftheexaminations?B:Yes,Idid.A:Areyoustillafraidoftheexaminations?B:No,I’mnot.Howaboutyou?A:Me?Oh,yes!I’mterrifiedoftheexaminations.B:So,whatdoyoudoaboutit?A:Igototheexaminationswithmymotherlookingafterme.4FillingandtalkingWhatdidyouusetodowhenyouwereyounger?Whatdoyoudonow?Fillinthechartonpage12andtalkwithyourclassmatesabouthowyouhavechanged.ActivityPastNoweat…eatriceeatathomeeatbreadeatatschoolread…readstoriesreadpoemsreadnewspapersreadmagaz