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　　unit2iusedtobeafraidofthedarki。learningobjectives教学目标skillfocustalkaboutappearancesandpersonalities。talkaboutexperiences。listen，andwritethecomparisonbetweenthepastandnow。talkaboutwhatyouusedtobelikelanguagefocus
　　功
　　能
　　句
　　式
　　talkaboutappearances（p1011）mariousedtobeshort。
　　yes，hedid。nowheistall。didyouusetohavestraighthair？
　　no，ididn’t
　　talkaboutpersonalities（p11）
　　iusedtobereallyquiet。iknow。nowyouareveryoutgoing。
　　talkaboutexperiences（p1112）
　　didyouusetoplaythepiano？
　　no，ididn’t，
　　didyouusetobeafraidofthedark？
　　yes，idid。
　　词
　　汇
　　1。重点词汇chewchataffordcausewasteinsectgumcomicdeathpatientdecisionattentioncandyairplanedaily。2。认读词汇airplane，terrify，insect，chew，gum，chat，daily，exactly
　　3。词组
　　beinterestedinbeterrifiedofgotosleepintheendmakeadecisionheadteacher。toone’ssurpriseeventhough
　　nolongernotanymoregiveuppayattentionto。语法theusageofusedtodohedidn’tusedtoliketests。didheusedtoliketests？yes，hedid。no，hedidn’tstrategyfocus1。brainstorming2。comparingculturefocuswhatdoyouthinkofthechangesofpeople？howtodealwithchanges？ii。teachingmaterialsanalyzingandrearranging教材分析和重组本单元以iusedtobeafraidofthedark为话题，共设计了四个部分的内容。1教材分析sectiona该部分有4个内容模块：第一块围绕whatdidheusetolooklike？为话题展开思维（1a）、听力（1b）口语（1c）训练；第二模块围绕whatdidyouusetodo？为话题进行听力（2a2b）、口语训练（2c）；第三模块在以上两模块的基础上以didyouusetobeafraidofthedark为话题展开训练，训练形式为填写表格（3b）；第四模块拓展思维，让学生随意谈论自己的过去与现在，并简单陈述一下发生变化的原因。sectionb该部分仍为4个模块；第一模块是思维（1a）与口语（1b）训练；第二模块就usedtodo句式进行听力（2a2b）与口语（2c）训练；第三个模块whatdidyouusetodo这一话题进行阅读（3a）与写作（3b3c）训练；第四模块让学生进行调查活动（4a4b），从而提高他们的口语表达能力。selfcheck该部分分为2个模块；第一个模块以填空形式对新词汇进行训练；第二模块要求学生跟句图画中所提供的信息展开写作训练。reading该部分设置了5项任务；第一项任务以对话形式启发学生介绍自己的过去与现在，为下一任务作铺垫；第二项任务让学生快速阅读，了解文章大意；第三项任务以填空形式让学生了解文章段与段，句与句之间的关系；第四项任务要求学生了解文章的细节；第五项任务要求学生用新学知识展开活动，具备真正运用语言的能力。2教材重组period1newfunctionpresentingperiod2practiceperiod3integrativeskillsperiod4reading。teachingproceduresandways教学过程与方式
　　period1newfunctionpresentingteachinggoals教学目标languagegoals语言目标1。wordsexpressions。usedto，beinterestedin2。keysentencesmario，youusedtobeshort，didn’tyou？yesidid（p10）didyouusetoplaythepiano？no，ididn’t。（p11）abilitygoals能力目标enablethestudentstotalkaboutappearancesandpersonalities。emotionattitudegoals情感和态度目标enablethestudentstodealwithchangescorrectly。strategygoals策略目标enablethestudentstodescribeappearancesandpersonalitiesbycomparing。cultureawarenessgoals文化意识目标peoplehavedifferentbehaviorsduringdifferentagesindifferentcountries。teachingimportantpoints教学重点thestructureusedtoanditsnegativeandinterrogativeforms。stepirevisionaskthestudentstotalkaboutthewaystheyhaveusedinenglishlearningbefore。t：sinceenglishlearningissuchapopulartopicamongmiddleschoolstudents，nearlyeveryoneofusarethinkingaboutonequestion：howcanweimproveourenglishquickly。asateacher，ithinkthefirstthingtodoistoimproveourwaysoflearningenglish。whatwaysoflearningdidyouusebefore？didthewaysyouusedbeforehelpyoualot？s1：ithinkmywaysoflearningenglishhashelpedmealot。andmyenglishisalwaysthebest。themostimportantthinginlearningenglishis，ithink，topracticewhatwehavelearnedeveryday，toreadaloud，towritemoreoftens2：i’mnotgoodatenglish。theremustbesomethingwrongwithmywayofstudyingenglish。itdoesn’tworkatallevenifiworkharder。ireadandwritethenewvocabularymanytimeseveryeveningandonlytofindthatican’trememberthemall。whatshouldidonow？ifsuchproblemsarises，offersomesuggestionsanddiscusswiththestudents。t：inmypointofview，itisnotveryusefultoremembersomenewwordsbymerelyreadandwritethemtimeandagain。thebestwaytolearnnewvocabularyistopracticetheminthesentences。justcompareyourwayoflearningenglishwiththethatofthefirststudent。youcanfindthathesheneverrememberwordsbywritingorreadingwordsonly。afterwelearnedunit1，ibelievemostofushavechangedsomeofyourbadwaysinenglishlearning。thisisveryimportant。everythingchangesexceptchangeitself。wearemakingprogressinenglishlearning。socomeon。youarethebest。learnfromyourpastandmakemorechange！stepiileadint：astimegoeson，wearechangingeveryday。forexample，wearegrowingtallerandourhairlongerandlongerdaybyday。ourappearances，personalities，etc。changewiththegrowingyears。nowthinkaboutyourchangesinthepastyears。here’saveryusefulexpressiontohelpyouexpressyourself。showthefollowingexpressiontothestudents。usedtobeadj：过去常常是（现在已非如此）usedtov：过去常常做（现在已非如此）t：it’sveryeasytoputtheexpressioninuse。lookatthefollowingexamples。showthefollowingexamplesandaskthestudentstoreaditrepeatedly。sheusedtobeshort。heusedtobenaughty。tomusedtobebetter。iusedtowritediarymyselfwheniwashisage。weusedtoswimeverydaywhenwewerechildren。weusedtogrowbeautifulroses。igetonwellwithhim。betterthaniusedto。shedidn’tusedtodoit，didshe？youusedn’ttomakethatmistake。usedyoutomakethatstoriesupoutyourownhead？usedyoutoplaybasketball？itusednotbesohotinsummerinformeryears。youusedtoliveinlondon，usedn’tyou？thereusedtobesometreesinthisfield，usedn’tthere？stepiiilistening（1b：page10）askthestudentstoreadtheinstructionsandsentencesin1bfirst，thenlistentotherecordingbetweenbobandhisfriends。t：howtimeflies！bobandhisfriendshaven’tseeneachotherforfouryears。nowtheyseeeachotheragainonasunnyday。lookatthepictureonpage10。whatchangescanwefindabouthisfriends？s1：theyallgrowstallerthanbefore。theyallusedtobeshorter。s2：tina’shairislongernow。butsheusedtohaveshorthair。s3：amyusedtobeshortandsheusedtowearcurlyhair。butsheistallandhasstraighthairnow！t：goodguesses！nowlistentothedialoguebetweenthem。theyallchangedalot。willbobfeelsurprised？playtherecordingforthefirsttime。t：forthefirsttime，listenandfindouthowdoesbobfeelabouthisfriends’changes？checkanddiscusstheanswerswiththestudents，remindingthestudentsoftheintonationofbobintherecording。thenaskthestudentstolistenforthesecondtime。t：forthesecondlistening，pleasepayattentiontothechangesofhisfriends。youmaywritedownthekeywordsyouhear。playtherecordingforthesecondtime。thenaskthemtofillintheblanksandchecktheanswerswiththem。stepivlisting（1a：page10）askthestudentstolistthewordstodescribepeople’sappearancesandpersonalities。t：fromtheabovepictureandrecording，wefoundthatmanychangeshavetakeplaceinbob’sfriends。nowworkingroupsandtrytolistthewordstodescribepeople’sappearancesandpersonalities。samplelists：lightbrownhair，curlyhair，blackhair，brownhair，browneyes，blueeyes，pale，attractive，fat，thin，cool，slim，healthy，strong，goodlooking，handsome，pretty，beautiful，sick，longaskthestudentstofillinthechart。thenchecktheanswers。stepvlistening（2a，2bamp；2c：page11）askthestudentstodothelisteningwork。t：nextyouwillhearsomeotherwordsusedtodescribepeople’sappearancesandpersonalities。listenandcheckthewordsyouhear。playtherecording。thenchecktheanswers。t：listenagainandfillintheblanksinthedialoguewiththewordsyouhear。playtherecordingagain，thenchecktheanswers。thenaskthestudentstopracticethedialogue。sampledialogue：s1：hi，there。don’tyourememberme？s2：oh，sorry。ican’tremembernow。s1：i’mjessie。wewereinthesameclasswhenwestudiedinnanshanprimaryschool。s2：oh，igotit。jessie，youusedtoreallyshort，didn’tyou？s1：yeah。iwasn’tverytall。s2：no，youweren’t。butyouwerealwayshappy。waitaminute！didyouusedtoplaybasketballafterschool？s1：yes，idid。butnowi’mmoreinterestedinplayingvolleyball。iplayvolleyballandi’monthevolleyballteam。s2：wow！peoplesurechange。stepvihomeworkt：inthisperiod，wemainlylearnedusedtoquestionsandusedtostatements。showthefollowingtothestudents。askthemtoreadtheexamplesentences。usedtodidusetododidn’te。g。1。heusedtobequiet。2。theyusedtoplaysoccer。3。didyouusetoplaycomputergames？yes，idid。4。didsheusetohaveshorthair？no，shedidn’t。thenaskthemtowriteashortpassageaboutthechangeofthemselves。andpreread3aonpage12。