Iusedtobeafraidofdark单元题目：Unit2Iusedtobeafraidofdark听说课SectionA(1a-1c)Learninggoals:Talkaboutwhatyouusedtobewithsuchpatternsashe\sheusedtobe……Nowhe\sheis……Learnsomenewwordsthatcandescribepeoplethentrytodescribethembyusingthestructureofusedtobe.Suchtopicremindsstudentsofthedaysoftheirchildhood.Itishelpfultoraiselearninginterestofstudentsandstudentsaresuretobeactiveinalltheactivitiesinthisunit.Stepone:PresentationandprevisionLetstudentsshowthelanguageitemsandquestionsthattheymeetduringtheirprevision.Newwords:appearance,personalityPhrases:usedtobe,usedtodoQuestions:howtodescribethepeoplewhohavechangedalot(设计目的：通过学生展示预习的成果可以了解学生对如何描写人物的掌握程度，一方面复习学过的内容，另一方面可以使学生思考并讨论遇到的问题，时间不需过多。)Steptwo:Leadingin1:Howdowedescribepeople?Lookatthosepictures,canyouusethewordstodescribeaperson?shy怕羞的outgoing外向的/好交际的quiet文静的friendly友好的serious严肃的funny有趣的(Theactivityintroducestilekeyvocabulary.Callstudents’attentiontothechartwiththeheadlinesAppearanceandPersonality.)2:Showstudentssomepicturesaboutfamousmoviesstarsandthenanswerthequestions.WhatdidLiXianglookliketwoyearsago?Whatdoesshelooklikenow?Sheusedtobe______.Nowsheis_______.Whatdidshelooklikeover20yearsago?Whatdoesshelooklikenow?Sheusedtohave______hair.Nowshehas____hair.(设计目的：本环节先利用图片引起学生兴趣，并了解如何运用相关形容词描述一个人过去和现在的对比变化，为下面环节展示appearance和personality做好准备)Stepthree:Cooperation1:Fillinthechartwithwordstodescribepeople.Appearance外貌Personality性格talloutgoingstraighthairfunnybeautifulshymediumheightathleticheavycalmblondehairseriousfateasygoingGetstudentstofillinthechartindividually.Checktheanswersbyaskingdifferentstudentstoreadtheirliststotheclass.Makesurethatallthestudentsunderstandwhateachwordmeans.2:ListeningpracticeBobisseeingsomefriendsforthefirsttimeinfouryears.Whatdidhisfriendsusetolooklike?Listeningforthegeneralideaandfillintheblanks.1:Mariousedtobe_____.Heusedtowear_____.2:Amyusedtobe_____.Sheusedtohave_____.3:Tinausedtohave____and_____hair.Listeningforthespecialideasandfillintheblamks.Conversation1:Bob:Mario,isthatyou?Mario:Yeah,itis.Ihaven’tseenyoufor____years.Bob:Yeah,Iamherewithmyparents.Wow,youlookdifferent!You____tobe____,_____you?Mario:Yes,Idid.NowI’m___.Andsoareyou!Bob:That’strue…Andyouusedto____glasses.Mario:Youhaveagoodmemory.NowIwearcontactlenses.Conversation2:Bob:Hey,Amy,it’sgreattoseeyou.Amy:Hi,Bob,Howareyou?Bob:Fine,youhave____!Amy:Really?How?Bob:Well,youusedtohave______.Amy:Yourememberthat?Yes,Idid.Bob:Andyouusedtobereally____.Amy:Notanymore.Youare____thanmenow,Bob.Conversation3:Tina:Hiya,Bob.Bob:Hi,Tina,Youhavechangedtoo.Tina;Oh,yeah?Bob:Youhave____hair.Tina:Yeah,itusedtobe___,____it?Bob:Andit’s____.Tina:Itusedtobe____.(设计目的：本环节是听力部分，分为两个相互结合小环节，第一遍是学生了解大意，填写单词，再一遍的时候补全对话，并复述，是听力和口语相结合的环节)Stepfour:Consolation1:Lookatthepictureaboveandmakeconversationswithyourpartner.Theactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.Writetwodatessidebysideontheblackboard.Thefirstistoday’sdate,includingtheyear,andthesecondisthesameday,buttenyearsago.Askastudenttostandup.Usewordsorphrasestodescribethatstudentnow.AskstudentstosuggestwordsOrphrasesthatdescribehim/herteny...
