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Unit2Iusedtobeafraidofthedark.Ⅰ.AnalysisoftheTeachingMaterial1.StatusandFunctionInthisunit,studentslearntotalkaboutwhattheyusedtobelike.Suchtopicremindsstudentsofthedaysoftheirchildhood.Itishelpfultoraiselearninginterestofstudentsandstudentsaresuretobeactiveinalltheactivitiesinthisunit.(1)Thefirstperiodintroducesalotofwordsdescribingpeoplefirst.AndthenstudentsareprovidedlisteningandoralpracticeusingthetargetlanguageMariousedtobeshort.Yes.hedid.Nowhe’stall.(2)Inthesecondperiod,studentslearnyes,noquestionsandshortanswersusingthestructureusedto.Usingthetargetlanguage,studentsgetmoredetailedinformationoftheirclassmates.Studentsarefondofsuchactivities.Sotheyarehelpfultoimprovestudents’spokenEnglish.(3)Alotofsituationsinthethirdperiodaredesignedforstudentstotalkaboutwhattheyusedtobeafraidofandwhattheyarestillafraidof.Inthisway,studentsknowthateveryonesurechangesandthattheyshouldtakegoodcaretheprocessoftheirgrowth.(4)Inthefourthperiod,thevocabularyextensionactivityintroducesmorewordstostudents.Theotheractivitiesprovidemorelisteningandoralpracticeusingboththeoldandnewtargetlanguage.Alltheactivitiesarehelpfultoimprovestudentslisteningandspeakingskills.(5)Inthefifthperiod,studentspracticereadingandwritingusingthevocabularywordsandthetargetlanguagepresentedintheprecedingclasses.Suchpracticeisusefultoimprovestudentsintegratingskills.(6)TheSelfcheckinthesixthperiodisdesignedtogivestudentsmorereinforcedpractice,especiallywritingpractice.Inthisway,studentsbetterunderstandhowtoapplywhatthey’velearnedinthisunittotheirdailylife.2.TeachingAimsandDemands(1)KnowledgeObjectsInthisunit,studentslearntotalkabouthowtheyhavechanged.Tomakestudentslearnandgraspthestructureusedto,includingstatementsandyes/noquestionsandshortanswers.(2)AbilityObjectsTotrainstudents’listening,speaking,readingandwritingskills.Totrainstudents’integratingskills.(3)MoralObjectToenablestudentstoknowthateveryonesurelychanges.Ifyouareafraidofspeakinginfrontoftheclass,encourageyourselfnottobeshy.Morepractice,andyou’llfeelmoreconfident.3.TeachingKeyPointsTolearnthekeyvocabularyandthetargetlanguage.Tolearntheusageofthestructureusedto.4.TeachingDifficultPointsToimprovestudents’listening,speaking,readingandwritingskills.Toenablestudentstograsptheusageofthestructureusedto.5.StudyingWayTeachstudentshowtousethestructureusedtotocomparethepastwithnow.Ⅱ.LanguageFunctionTalkaboutwhatyouusedtobelike.Ⅲ.TargetLanguage1.Mariousedtobeshort.Yes,hedid.Nowhe’stall.2.Iusedtoeatcandyallthetime.Didyou?Yes,Idid.AndIusedtochewgumalot.Ⅳ.Structures1.Usedto2.ConjunctionbutⅤ.Vocabularyusedto,dark,spider,insectⅥ.Recyclingalone,quiet,snake,outgoing,friendly,serious,funny,tall,shy,short,straight,longhairⅦ.LearningStrategies1.Brainstorming2.ComparingⅧ.TeachingTimeSevenPeriodsTheFirstPeriodⅠ.TeachingAimsandDemands1.KnowledgeObjects(1)KeyVocabularyusedto,dark(2)TargetLanguageMariousedtobeshort.Yes,hedid.Nowhe’stall.2.AbilityObjects(1)Trainstudents’listeningskill.(2)Trainstudents’communicativecompetence.3.MoralObjectDon’tjudgeapersonbyhisappearance.Ⅱ.TeachingKeyPoints1.Targetlanguage2.Thestructure:usedtoⅢ.TeachingDifficultPointThestructure:usedtoⅣ.TeachingMethods1.Teachingbyinduction2.PairworkⅤ.TeachingAids1.Ataperecorder2.PicturesofpeoplecutoutfrommagazinesornewspapersⅥ.TeachingProceduresStepⅠRevision(1)Checkthehomeworkexercises.(2)AsksomeindividualstudentstheirwaysoflearningEnglish.T:HowdoyoulearnEnglish,A?SA:IlearnEnglishbylisteningtocassettes.T:Whataboutyou,B?SB:Istudywithagroup.T:DoyoulearnEnglishbypracticingconversationswithfriends,C?SC:Yes,Ido.Ithinkithelps.T:…StepⅡ1aTheactivityintroducestilekeyvocabulary.Callstudents’attentiontothechartwiththeheadlinesAppearanceandPersonality.Say,Youaretofillinthechartwithwordsdescribingpeople.ThewordsunderAppearancewilldescribehowpeoplelookandthewordsunderPersonalitywilldescribewhatpeoplearelike.Asktwostudentstosaythesampleanswers.Thenelicitoneanswertoeachcolumnfromtheclass.Getstudentstofillinthechartindividually.Checktheanswersbyaskingdifferentstudentstoreadtheirliststotheclass.Makesurethatallthestudentsunderstandwhateachwordmeans.Note:Answerswillvaryfromthesampleanswersbelow.SampleanswersAppearance:tall,straighthair,longhair,shorthair,curlyhair,short,fat,thin,slim,good-looking,prettyPersonality:outgoing,funny,quiet,kind,warm-hearted,friendly,shy,easygoingStepⅢ1bTheactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.Writetwodatessidebysideontheblackboard.Thefirstistoday’sdate,includingtheyear,andthesecondisthesameday,buttenyearsago.Askastudenttostandup.Usewordsorphrasestodescribethatstudentnow.AskstudentstosuggestwordsOrphrasesthatdescribehim/hertenyearsago.T:LiuChangistallnow.Wasshetalltenyearsago?S1:No,shewasshort.T:Shehaslonghair.Didshehavelonghairtenyearsago?S2:No,shehasshorthair.(YoumaywishtoaskLiuChangtoanswerthequestion)T:…Asksomemorequestionsandaddmoreexamplestobothcolumns.Ensurethattheblackboardendsuplikethis:Sep.10,2004Sep.10,1994Tallshortlonghairshorthair……Say,weuseusedtototalkaboutthingsthathavechanged.Writethefo