文档内容
Unit 4 I used to be afraid of the dark.
Section B（2a-2f）
Language goals
1. Students can talk about the changes of a person.
Key words and phrases
seldom, influence, absent, fail, examination, boarding, in person,
Teaching
exactly, pride, take pride in, proud, be proud of
Aims
Key sentences
1. It is hard to believe that he used to have difficulties in school.
2. Sometimes he was absent from classes and failed his
examinations.
Teaching While studying language items，learn how to improve oneself. Learn to
Difficulties use context to guess the words’ meaning.
Teaching multimedia courseware or other realia that the T needs for teaching
Aids
Teaching Procedures Tips
Step 1 Warming up
Show Ss a video about the left-behind children, ask them to
watch the video and answer the questions:
1. What is this video about?
2. Who do most left-behind children live with?
3. What do you think the children in the video need?
Step 2 Presentation & Reading
Pre-reading
2a
Before reading, show the picture of Li Wen to Ss, introduce him
briefly and ask Ss the following questions:
1. How might Li Wen feel when his parents are away from home?
2. What kind of problems might he have?
While-reading
12b
Ask Ss to read the passage and put the sentences [A-D] to the
correct places.
T may wish to tell Ss to just read what is there and guess at what
the blanks should be filled in with. Ss can write down their
thoughts in the margins. They can then check how close their
guesses were once they complete the activity.
(Optional choice: T can ask Ss to explain whey he/she chooses to
put that sentence in the blank, then use PPT P15-18 to check the
answers.)
Answers: C, D, A, B
2c
Ask Ss to read the passage again and underline the problems
that Li Wen used to have.
Answers: 1. He often felt lonely and unhappy.
2. He became less interested in studying.
3. Sometimes he was absent from classes, and he failed his
examinations.
4. Li Wen was shy and was not able to make friends quickly in
school.
5. He wanted to leave the school.
2d
Ask Ss to use clues from the passage and guess the meanings of
the words in the box in 2d.
Draw Ss’ attention to the box at the top right hand corner of the
passage. Tell Ss that people don’t usually carry a dictionary around
with them, so very often, they will have to guess the meaning of a
word based on the context it is used in.
2(Tip: It is important for the T to ask Ss how they get the meaning
of a word from the context.)
Answers: influence: have an effect on; change
absent: not present; missing from
boarding school: a school that a student can stay in, i.e. he / she does not
need to go home every day.
in person: face to face
Show the chart on PPT P25 to Ss. Ask them to close their
books and complete the chart.
Step 3 Language points learning
seldom的用法 此处只列举部
分语法点。
seldom的意思是“不常; 很少”，seldom具有否定意义, 用于反意疑
问句时, 附加问句要用肯定形式。
influence的用法
influence既可作动词也可作名词，意思是“影响”。influence的常见
搭配有：influence sb. / sth. 影响某人或某事
influence sb. to do sth. 影响某人做某事
have an influence on 对......有影响
under the influence of 受到......的影响
absent的用法
absent 是形容词，意思是 “缺席;不在”, 常见搭配有：be absent
from ...
absent的名词形式是absence，意思也是“缺席，不在”。
fail的用法
fail 是动词，意思是“不及格；失败；未能（做到）”。fail 的常见
搭配有：fail in sth. 在某方面失败
fail to do sth. 未能做到某事
advise的用法
advise是动词，意思是“建议”，其常见搭配有：
advise sb. (not) to do sth. 建议某人（不要）做某事
advise doing sth. 建议做某事
Step 4 Summary & Homework
Post-reading
Show PPT P38 and explain the passage structure to Ss.
2e
3 Ask Ss to finish the task in 2e and remind them that the
meaning of some words and phrases are similar.
Answers: look after/take care of; missed/was absent from; made a
decision/decided; changed/influenced; be proud of take pride in
2f
Divide Ss into groups of three and ask them to discuss what Li
Wen and his parents would have talked about. Each group should
draft a guideline on how the conversation would flow, keeping in
mind the three points in the textbook. Each group can the write the
actual dialogue and decide who in the group will play which role.
Summary
Ask Ss to do the exercises from PPT P42-43.
Homework:
Preview 3a-3b in Section B.
Do the exercises in students’ book.
In this period, students will learn and practice how to guess the new words’
meaning by using context while reading the story about Li Wen. It is a
good time to train the students’ ability of reading quickly and efficiently.
So we deal with new words and phrases by reading the passage again and
Teaching again.They must learn some new words and new language items. Reading
Reflection strategies are helpful and they must learn to use them.
Another important thing is to ask the students to learn from the character in
the story and learn to overcome their difficulties.
After reading, we can talk about the reading passage and discuss what Li
Wen and his parents may talk about.
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