Unit 2 I used to be afraid of the dark.

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.
a student pretends that he/she is drinking milk.
t: what is he/she doing?
ss: he/she is drinking milk.
t: you are right. ok. please make sentences using "used to" and "drink milk".
s1：i used to drink milk a lot. now i don’t like to drink milk at all.
s2:i didn’t use to drink milk. but now i like milk very much.
s3:…

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.
answers
rose tang then: had so much time; spent a lot of time playing games with my friends; watching tv or chat with my grandmother; went to concerts with my father