Unit2Iusedtobeafraidofthedark.(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.ThewordsunderAppear...
