haihongyuan.com
海量文库 文档专家
全站搜索:
您现在的位置:首页 > 初中教育 > 初中英语初中英语

Unit 3 I used to be afraid of the dark

发布时间:2013-12-19 09:33:38  

Unit 3 I used to be afraid of the dark.

备课正文个人札记 Unit 3 I used to be afraid of the dark.

Ⅰ. Analysis of the Teaching Material

1. Status and Function

In this unit, students learn to talk about what they used to be like. Such topic reminds students of the days of their childhood. It is helpful to raise learning interest of students and students are sure to be active in all the activities in this unit.

(1)The first period introduces a lot of words describing people first. And then students are provided listening and oral practice using the target language Mario used to be short. Yes. he did. Now he's tall.

(2) In the second period, students learn yes, no questions and short answers using the structure used to. Using the target language, students get more detailed information of their classmates. Students are fond of such activities. So they are helpful to improve students' spoken English.

(3)A lot of situations in the third period are designed for students to talk about what they used to be afraid of and what they are still afraid of. In this way, students know that everyone sure changes and that they should take good care the process of their growth.

(4)In the fourth period, the vocabulary extension activity introduces more words to students. The other activities provide more listening and oral practice using both the old and new target language. All the activities are helpful to improve students listening and speaking skills.

(5) In the fifth period, students practice reading and writing using the vocabulary words and the target language presented in the preceding classes. Such practice is useful to improve students integrating skills.

(6)The Self check in the sixth period is designed to give students more reinforced practice, especially writing practice. In this way, students better understand how to apply what they've learned in this unit to their daily life.

2. Teaching Aims and Demands

(1) Knowledge Objects

In this unit, students learn to talk about how they have changed.

To make students learn and grasp the structure used to, including statements and yes/no questions and short answers.

(2) Ability Objects

To train students' listening, speaking, reading and writing skills.

To train students' integrating skills.

(3) Moral Object

To enable students to know that everyone surely changes. If you are afraid of speaking in front of the class, encourage yourself not to be shy. More practice, and you'll feel more confident.

3. Teaching Key Points

To learn the key vocabulary and the target language.

To learn the usage of the structure used to.

4. Teaching Difficult Points

To improve students' listening, speaking, reading and writing skills.

To enable students to grasp the usage of the structure used to.

5. Studying Way

Teach students how to use the structure used to to compare the past with now. Ⅱ. Language Function

Talk about what you used to be like.

Ⅲ. Target Language

1. Mario used to be short.

Yes, he did. Now he's tall.

2. I used to eat candy all the time. Did you?

Yes, I did. And I used to chew gum a lot.

Ⅳ. Structures

1. Used to

2. Conjunction but

Ⅴ. Vocabulary

used to, dark, spider, insect

Ⅵ. Recycling

alone, quiet, snake, outgoing, friendly, serious, funny, tall, shy, short, straight, long hair Ⅶ.Learning Strategies

1. Brainstorming

2. Comparing

Ⅷ.Teaching Time

Seven Periods

The First Period

Ⅰ.Teaching Aims and Demands

1.Knowledge Objects

(1)Key Vocabulary:used to, dark

(2)Target Language

Mario used to be short.

Yes, he did. Now he's tall.

2. Ability Objects

(1) Train students' listening skill.

(2) Train students' communicative competence.

3.Moral Object

Don't judge a person by his appearance.

Ⅱ.Teaching Key Points

1. Target language

2. The structure: used to

Ⅲ. Teaching Difficult Point

The structure: used to

Ⅳ. Teaching Methods

1. Teaching by induction

2. Pairwork

Ⅴ. Teaching Aids

1. A tape recorder

2. Pictures of people cut out from magazines or newspapers

Ⅵ. Teaching Procedures

Step Ⅰ Revision

(1) Check the homework exercises.

(2) Ask some individual students their ways of learning English.

Step Ⅱ 1a

The activity introduces tile key vocabulary. Call students' attention to the chart with the headlines Appearance and Personality.

Say, You are to fill in the chart with words describing people. The words under Appearance will describe how people look and the words under Personality will describe what people are like. Ask two students to say the sample answers. Then elicit one answer to each column from the class.

Get students to fill in the chart individually. Check the answers by asking different students to read their lists to the class.

Step Ⅲ 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.

Play the recording for the first time. Students only listen.

Play the recording again. This time, students listen and fill in the blanks.

Check the answers.

Step Ⅳ 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. Say, 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.

Step Ⅴ Summary

Say, In this class, we've learned the key vocabulary words used to and dark. And we've also learned the target language Mario used to be short. Yes, he did. Now he's tall

Step Ⅵ Homework

Take out the pictures of people cut out from magazines or newspapers. Hand them out to students. It's better to find colorful, full-length photos. Ask students to write about the person in the picture as they are now and as they were ten years ago. Students may collect pictures and information of the person they like best.

Then write a passage about the person.

Step Ⅶ Blackboard Design

Unit 2 I used to be afraid of the dark.

Section A

The First Period

1. The 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.

2. Target language:

A: Mario used to be short.

B: Yes, he did. Now he's tall

The Second Period

Ⅰ. Teaching Aims and Demands

1. Knowledge Objects

(1)Key Vocabulary be interested in, sure

(2)Target Language

I used to be really quiet, I know. Now you're very outgoing.

Did you use to have straight hair? Yes, I did.

Did you use to play the piano? No, I didn't.

2. Ability Objects

(1) Train students' listening skill.

(2) Train students' integrating skills.

3. Moral Object

You should have the courage of your opinions.

Ⅱ. Teaching Key Points

1. I used to be really quiet.

I know. Now you are very outgoing.

2. Did you use to have straight hair?

Yes, I did.

3. Did you use to play the piano?

No, I didn't.

Ⅲ. Teaching Difficult Points

1. Yes/No questions with used to

2. Statements with used to

Ⅳ. Teaching Methods

1. Teaching by explanation

2. Pairwork

Ⅴ. Teaching Aids

1. Pictures of people cut out from magazines or newspapers

2. A tape recorder

Ⅵ. Teaching Procedures

Step Ⅰ 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. Then let him/her read out his/her article about the person in the picture.

Step Ⅱ 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.

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.

Step Ⅲ 2b

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.

Step Ⅳ 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.

Point to the sample conversation. Get another pair of students to read it to the class.

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.

Step Ⅵ Summary

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

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 Ⅷ Blackboard Design

Unit 2 I used to be afraid of the dark.

Section A

The Second Period

Target language:

1. I wasn't very outgoing.

2. You used to have long hair.

3. Did you use to have straight hair?

Yes, I did.

4. Did you use to play the piano?

No, I didn't.

The Third Period

Ⅰ. Teaching Aims and Demands

1. Knowledge Objects

(1)Talk about what you used to be afraid

of and what you are still afraid of.

(2) Key Vocabulary

terrify, be terrified of, on

2. Ability Object

Train students' integrating skills.

3. Moral Object

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.

Ⅱ. Teaching Key Points

Target 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?

Me? Oh, yes! I'm terrified of the dark.

So, what do you do about it?

I go to sleep with my bedroom light on.

Ⅲ. Teaching Difficult Point

Talk about what you used to be afraid of and what you are still afraid of using the target language.

Ⅳ. Teaching Methods

1. Teaching by demonstration. 2. Pairwork 3. Groupwork

Ⅴ. Teaching Aid

A projector

Ⅵ. Teaching Procedures

StepⅠRevision

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 Ⅱ 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.

Check the answers.

Step Ⅲ 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. Write the conversation on the blackboard. Point out the list of items in the first column of Activity 3a. Say, Ask your partner about these items and complete the "My partner" columns of the chart in pairs. Ask students to work with partners.

Ask several pairs to share their conversations with the class.

Step Ⅳ 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. For example, for the word eat, a student might say, I used to eat chocolate. Now I like to eat fruits of different kinds. I think chocolate is rich in calory and fat while fruits are rich in vitamin, which is good for health.

Help students to write chocolate and fruits in the chart.

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.

For example, a student may say, my desk- mate Wei Mei used to eat a lot of chocolate. Now she likes to eat fruits. She thinks keeping fit is of great importance.

Step Ⅴ Summary

Say, In this class, we've talked about what you used to be afraid of and what you are still afraid of using the target language of this unit.

Step Ⅵ Homework

(1) Ask students to find out what their grandparents, parents, aunts, uncles and old friends used to be afraid of when they were children. What did these people used to be afraid of that today's children are not afraid of?

(2)Finish off the exercises on pages 6~7 of the workbook.

Step Ⅶ Blackboard Design

Unit 2 I used to be afraid of the dark.

Section A

The Third Period

Target language:

A: Did you use to be afraid of the dark? B: Yes, I did.

A: Are you still afraid of the dark? B: No, I'm not. How about you?

A: Me? Oh, yes! I'm terrified of the dark.B: So, what do you do about it?

A: I go to sleep with my bedroom light on.

The Fourth Period

Ⅰ. Teaching Aims and Demands

1. Knowledge Objects

(1) Key Vocabulary spider, insect, chew, gum

(2) Target Language

I used to eat candy all the time. Did you?

Yes, I did. And I used to chew gum a lot.

2. Ability Object

Train students' ability to talk about what they used to be/do.

3. Moral Object

People surely change. Students should take good care of the process of their growth. Ⅱ. Teaching Key Points

1. Key Vocabulary spider, insect, chew, gum

2. Target Language

I used to eat candy all the time. Did you?

Yes, I did. And I used to chew gum a lot.

Ⅲ. Teaching Difficult Point

Talk about what you used to be/do.

Ⅳ. Teaching Method

Practice method

Ⅴ. Teaching Aids

1. A tape recorder

2. A picture with spiders and a picture with insects.

3. A gum

Ⅵ. Teaching Procedures

Step Ⅰ Revision

Check homework. Invite different students to report what his/her grandparents, parents, aunts, uncles, or old friends used to be afraid of when they were young.

Step Ⅱ 1a

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.

Say, Please check the things you liked to do when you were a child.

Ask students to complete the work individually.

Step Ⅲ 1b

This activity provides practice with the target language. Point out the box under the pictures. Read the instructions to the class.

Get a student to write his/her sentences on the blackboard. Help correct any errors. Step Ⅳ 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. Say, You will hear a boy and a girl talking about how life used to be when they were much younger on the recording. Listen and check the sentences you hear. Point out the sample answer. Play the recording for the first time. Students only listen.

Play the recording again. This time students check the sentences they hear.

Check the answers.

Step Ⅴ 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. Say, You are to listen to the conversation again and fill in the blanks with the words you hear. Point out the sample answers.

Play the recording again. Students listen and fill in the blanks. Ask a student to read these sentences, filling in the blanks, the rest of the class check their answers.

Step Ⅵ 2c

This activity provides oral practice using the target language.

Ask a pair of students to read the sample conversation to the class.

Ask students to pay special attention to the question "Did you?" and the answer"Yes, 1 did."Remind students of the negative answer No, I didn't. Say, Now work with a partner. Start by reading the sample conversation with your partner. Then make new conversations.

Check the answers by calling on different pairs to say their conversations to the class. Ask students to talk about good and bad habits. Then make sentences with "used to"to show which habits they have stopped and make sentences with "still" to show which ones they still have.

Step Ⅶ Summary and Homework

Say, In this class, we've learned the new vocabulary words spider, insect, gum and chew and the target language I used to do sth. After class, finish writing the sentences in Optional Activity.

Step Ⅷ Blackboard Design

Unit 2 I used to be afraid of the dark.

Section B

The Fourth Period

1. Sample answers to Activity 1b:

(1) I used to play football with my brother.

(2)I used to eat hamburgers a lot.

(3)I used to watch cartoons.

(4)I used to run with my father in the morning.

2. Target language:

A: I used to eat candy all the time. Did you?

B: Yes, I did. And I used to chew gum a lot.

The Fifth Period

Ⅰ. Teaching Aims and Demands

1. Knowledge Objects

(1)Key Vocabulary

right, comic

(2) Practice reading and writing using the target language.

2. Ability Objects

(1)Train students' ability to get information in reading or in conversation.

(2)Train students' ability to express their ideas using the target language.

3. Moral Object

Talk to your parents as often as possible so that you can understand each other better. Ⅱ. Teaching Key Point

Practice reading and writing using the target language.

Ⅲ. Teaching Difficult Point

Write a passage about how someone's life has changed.

Ⅳ. Teaching Method

Practice method

Ⅴ. Teaching Aids

1. A projector 2. A sample version

Ⅵ. Teaching Procedures

Step I 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 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,...

Say, Now read the article and complete the chart.

Get students to do the work on their own. As they work, move around the classroom and offer help if necessary. Correct the answers.

Step 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.

Say, Please complete the letter on your own. You may use the information from the chart in Activity 2b.

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. Step 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.

Say, Write an article about the things that you used to do and that you still do to describe how your life has changed since primary school. Use these suggestions on the blackboard with your ideas to write your article. You may also use the articles in Activities 3a and 3b as a model.

Show the following sample version on the screen by a projector as a guide.

My life has changed a lot since primary school.

I used to like different things when I was a child.

I used to play chess with my grandfather. I used to like drawing pictures. But now I have to

study very late every night. I didn't use to wear glasses. But now I have to wear them. To my joy, I didn't use to like maths, now it's my favourite subject. I got an A in the last maths exam. I'm very glad. 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.

Step 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. Students read the headlines at the top and at the sides.

Demonstrate how to fill in the chart with a good students to provide a good model for the rest of the class.

Make a simple chart on the blackboard and ask Wei Ming to fill in his information in the chart. I... My Parents used to... Reading I like reading comics. Listening to music I like listening to pop music. Sports 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. Answers will vary.

Step 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.

Step Ⅶ Summary

Say, In this class, we've done much practice in reading and writing as well as speaking the target language.

Step Ⅷ Homework

(1) Talking to their parents, students fill in the information in the chart in Activity 4a.

(2)Finish off the activity in Activity 4b.

Write a passage about students and their parents.

Step Ⅸ Blackboard Design

Unit 2 I used to be afraid of the dark.

Section B

The Fifth Period

1. Used to Now

play chess study very late

draw pictures wear glasses

not wear glasses like maths

... ...

I... My parents

used to... Reading I like reading comics. Listening to music I like listening to pop music Sports The Sixth Period

Ⅰ. Teaching Aims and Demand:

1. Knowledge Objects

(1) Fill in blanks and make sentences using miss, be afraid of, used to, have to, worry about

(2) Write an article using the target language.

2. Ability Object

Train students' writing skill.

3. Moral Object

Everyone surely changes. You should care for your own growth.

Ⅱ. Teaching Key Points

1. Fill in blanks and make sentences.

2. Write an article using the target language.

Ⅲ. Teaching Difficult Point

Make sentences using miss, be afraid of, used to, have to and worry about.

Ⅳ. Teaching Method

Teaching by explanation.

Ⅴ. Teaching Aids

1. The blackboard 2. A projector

Ⅵ. Teaching Procedures

Step Ⅰ Revision

Check homework. Ask students to exchange their articles in Activity 4b with a partner. Read each other's work. Then invite a few students to tell the class about his/her partner. Step Ⅱ Part 1

This activity provides a comprehensive review of vocabulary presented in the unit. Focus attention on the box. Invite a student to read the vocabulary words at the top. Say, You are to fill in the blanks with the words. In some cases, you may need to use another form of the word, for example adjusting for tense or subject/verb agreement. Ask students to fill in the blanks on their own.

Check the answers. Ask students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room. Collect a few students' answers with mistakes on the blackboard. Help correct the mistakes.

Step Ⅲ Part 2

This activity focuses on the grammatical structures and the key vocabulary introduced in this unit. Read the instructions to the class. Read the beginning of the article to the class. Get students to look at the pairs of pictures carefully and finish the writing, on their own. As they work, move around the classroom offering assistance as necessary. Have several students read out their articles to the class. Check the answers. Answers will vary slightly.

Step Ⅳ Just for Fun!

This activity provides reading and speaking practice with the target language.

Ask all the students to read the conversation. Ask, what is funny about this cartoon story ? Help students to answer, The caterpillar doesn't understand that the butterfly meant she used to be a caterpillar. He thinks she means that she used to be an ugly butterfly. Invite pairs of students to present this conversation to the rest of the class.

Step 5 Summary and Homework

Say, In this class, we've done much writing practice using the key vocabulary words and the target language presented in this unit. After class, please finish off the article in Activity 2 in your exercise books.

Ask students to finish off the exercises on pages 6~7 of the workbook as well.

Step Ⅵ Blackboard Design

Unit 2 I used to be afraid of the dark.

Self check

The Sixth Period

Sample answers to activity 1:

1. She is afraid of falling behind the others.

2. You don't have to worry about me.

3. I have such poor sight that I have to wear glasses.

4. My father works in another city. I miss him very much.

5. I used to be weak when I was a child.

Reading: E-mail English

The Seventh Period

Ⅰ. Teaching Aims and Demands

1. Knowledge Objects

Key Vocabulary

chatline, be made up of, symbol, secret code, comprehend and so forth.

Text: E-mail English

2. Ability Objects

Train students' ability of identifying main idea.

Train students' ability of understanding words in context.

Train students' ability of reading for special information.

Train students' writing skill.

3. Moral Object

E-mail English makes it easier and more convenient to send e-mails.

Ⅱ. Teaching Key Points

Key vocabulary

Read the text to identify main idea.

Read the text to understand words in context.

Read the text for special information.

Write a passage using the e-mail English.

Ⅲ. Teaching Difficult Points

Train students' reading skill.

Train students' writing skill.

Ⅳ. Teaching Methods

Up-down reading method

Pairwork

Ⅴ. Teaching Aid

A projector

Ⅵ. Teaching Procedures

Step I Key Vocabulary

This activity introduces the key vocabulary words. Show the following vocabulary on the screen by a projector. Say the words and have students repeat again and again until they can pronounce them fluently and accurately.

Step Ⅱ Part 1

This activity is designed to activate students' background knowledge before attempting the reading. Read the title E-mail English to the class. Ask, What do you think the article is about? Focus attention on the short words in the box. Ask, Do you know what they mean? Say, Please fill in the chart with your partner. But don't look at the reading. Instead, use your background knowledge. Point out the sample answer.

Get students to work in pairs. As they work, move around the classroom checking progress and offering any help as needed.

Step Ⅲ Part 2

This activity provides practice in identifying main ideas. Read the instructions to the class. Draw students' attention to the main ideas in the box. Point out the line between Paragraph 1 and c. Where e-mail English comes from. Say, Paragraph 1 is about where e-mail English comes from. Now, you are to read the article silently. Match each paragraph with its main idea. Remember to skim for the key ideas rather than read slowly. Get the students to work in pairs. As they are doing this, move around the room to make sure students discuss the topic in English.

Step Ⅳ Part 3

This activity encourages students to use the strategy of reading in context.

Ask students to read the article once.

Say, Pay attention to the bold words and expressions. And note any other word or sentence you don't understand. Read in context, guessing their meanings from the other words around them.

A few minutes later, ask different students to say the meanings of the words and expressions indicated in bold by guess. Don't give them the correct answers.

Let students look at the words and expressions and their meanings in the box.

Point out the sample answer. Then ask students to match the correct meanings with the correct words and expressions.Allow them one or two minutes to do this.

Step Ⅴ Part 4

This activity helps students read for specific information.

You will read the article again and find words or phrases for 1~5.

Elicit the first answer from the class(1. do things quickly save time). Get students to do the activity individually. Encourage them to predict the words or phrases before reading the article. Check the answers.

Step Ⅵ Part 5

This activity provides writing practice using the e-mail English.

Draw students' attention to the examples at the top of the reading on page 16.

Ask students for some ideas about what they might write about.

Have students do the activity in pairs.

Ask different pairs of students to read their emails to the class.

Answers to this activity will vary.

Step Ⅶ Summary and Homework

Say, This class provides us a lot of reading and writing practice. It also trains students' ability to understand words in context. Homework for today:

1. Ask students to make a list of e-mail terms and emotives.

2. Ask students to make a list of advantages and disadvantages of e-mails. Remind them to go beyond the reading and think of other reasons.

Step Ⅷ Blackboard Design

Reading: Email English

The Seventh Period

Sample answers to activity 3:

1. Our class is made up of fifty students.

2. Chatline is more and more popular with people.

3. Acronyms, homephones, emotives and symbols make it convenient to send e-mails.

4. A secret code keeps things hidden.

5. This text is too hard for me to comprehend.

【模拟试题】

一、单词分类。请将单词或短语按要求分类,(只写序号)

1 read comics 2 chew gum 3. short 4 get up early 5 medium build

6 play on the swim team 7 sleep with light on 8 play games

9 straight hair 10 heavy 11 watch TV 12 thin 13 paint pictures

14 attend gym class 15 eat candy

A 容貌外表__________ __________ __________ __________ __________

B 生活习惯__________ __________ __________ __________ __________

C 活动爱好__________ __________ __________ __________ __________

二、英英释义。选出正确的英文解释填入相应的括号内。

1. comic a. almost no

2. hardly b. fill with fear

3. insect c. books or magazines with stories in the form of drawings

4. terrify d. winged animals with 6 legs

5. dark e. having little or no light

三、单项选择。

1. I ___________ frustrated when I wasn't sure of the correct answer.

A. may be B. used to C. used to be D. use to be

2. When I was a child, I used to ___________ chocolate.

A. liking B. like C. liked D. likes

3. ___________ work in Microsoft?

A. Did you used to B. Did you use to

C. Do you used to D. Do you use to

4. Where ___________ live before you came here?

A. did you used to B. did you use to

C. use he to D. he used to

5. No one likes him ___________.

A. still B. never C. anymore D. too

6. I am ___________ of spiders.

A. terrify B. terror C. terrifying D. terrified

7. He is afraid of ___________ strangers.

A. see B. seeing C. saw D. seen

8. It ___________ that he has been ill for a long time.

A. seems B. looks C. looks as if D. seems as if

9. I always go to sleep ___________ the light on.

A. in B. with C. to D. and

10. Don't ___________ about things so much. It will make you stressed out.

A. afraid B. terrify C. terrified D. worry

四、看图,用used to完成句子。

五、用used to或一般现在时完成句子。

1. I used to play tennis. I stopped playing a few years ago.

2. Do you do any sport? Yes, I play basketball.

3. 'Have you got a car?''No, I _______________ one but I sold it.'

4. George _______________ a waiter. Now he's the manager of a hotel.

5. 'Do you go to work by car?''Sometimes but most days I_______________ by train.'

6. When I was a child, I never _______________ meat, but I eat it now.

7. Mary loves watching TV. She _______________ TV every evening.

8. We _______________ near the airport but we moved to the city centre a few years ago.

9. Normally I start work at 7 o'clock, so I _______________ up very early.

10. What games __________ you _______________ when you were a child?

六、用used to或anymore的正确形式填空。

My grandmother complains about how things have changed, and she says that life 1 be better.

Families aren't families the way they 2 be. Everyone's divorced.(离婚) If a husband and wife are having problems with their marriage, they don't stay together 3 . And mothers 4 stay home and take care of their children, but not 5 . Everyone's working. No one has time for children 6 .

And the cars! No one walks 7 everybody drives. We 8 walk five miles to school

everyday, even in winter.

And people don't talk to each other 9 . They are too busy to talk, too busy to eat, too busy to think...

Life 10 be simple, but it isn't 11 .

网站首页网站地图 站长统计
All rights reserved Powered by 海文库
copyright ©right 2010-2011。
文档资料库内容来自网络,如有侵犯请联系客服。zhit326@126.com