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Unit4 I used to be afraid of the dark.
Section B 1 (2a-2f)
单元 Unit4 课时 第5课时
语言知识：
1． 能掌握以下单词：influence, seldom, proud, be proud of, absent,
fail, boarding school, in person, exactly, pride, take pride in
2． 能掌握以下句型：
① Li Wen’s unhappiness begin to influence his schoolwork.
② Sometimes he was absent from classes and failed his examinations.
③ She advised them to talk with their son in person.
④ They take pride in everything good that I do.
I know my parents love me and they’re always proud of me,” says Li
Wen.
教学
目标 3.能够用英语描述自己或他人过去喜欢做的事情；让学生明白事物是在不断发
展、变化的道理，培养学生积极向上的心态。珍惜父母及亲人对你的爱，努力学
习回报社会。
学习能力：
4.通过互动、小组合作、游戏等方式完成课堂学习任务。
5.阅读短文，获得相关信息，提高学生们的综合阅读能力。
文化意识：
让学生明白事物是在不断发展、变化的道理，培养学生积极向上的心态。
思维品质：
1.通过课堂活动的体验，能创造性地表达自我，提高跨文化交际意识。
1)听力训练
2) 学会描述自己或他人过去常常做的事情基本句型：
教学
I used to…
重难点
3）发现自己或他人在外表、性格、兴趣等方面所发生的变化。
2.used to do/be 句型
教学
工具 IWB, PPT
教学 任务型教学法、情景交际法
方法
教学过程
教学步骤 课堂活动 学生活动 设计意图
1. Daily greeting.
Step 1 大屏幕展示几张
2. Check the homework.
revision 童年害怕的东 利用动画和情
3. Ask some questions
西，引导学生们 境问答，复习
Which things did you use to be afraid
来描述自己童年 used to do句式
of? Which things are you still afraidof?
害怕什么，现在 与提问。并且
S1 ： I used to be afraid of the
还是害怕什么。 引入新课。
dark. I’m still afraid of the dark .
S2:I used to be afraid of giving a
speech in public.
I’m still afraid of giving a speech
in public.
S3:I used to be afraid of high
places. I’ m still afraid of high
places.
1. Show a video of a stay-at-home
Step 2 出示关于留守儿 通过已学内容
children. Tell Ss that the boy is Li
Lead-in 童的视频，简单 的图片，引导
Wen. He’s a 15-year-old boy whose
介绍一下他的情 学 生 进 行 回
parents are working in the city. Look
况，观察图片与 顾。
at the title of the passage and predict
同伴讨论并描述
the problems he might have.
人物。
He Studies Harder Than He Used to
2. Now discuss them with your partner 通过读前观察
and guess the problems he might have. 请几个同学回 图片，获取信
3. Ask some Ss guess the problems.. 答，并且让其他 息 ， 回 答 问
e.g. S1. He used to break the school
的学生做补充。 题，培养学生
rules.
的阅读技能，
S2: He used to hate studying and fail
观察书本上的两 掌握文章主旨
his exams.
张图片并学新单 方向。
S3: He used to fight with his
词，并根据图片
classmates.
信息回答问题。
…
T:Now let’s work on 2b. First, let Ss
Step 3 1.先让学生快速 通过要求学生
read the sentences and make sure they
Reading 浏览 2b，让学 用完整句型回
know the meanings of all the
Fast Reading
生熟知内容，, 答问题，培养
sentences. Then read the passage againand try to put the sentences into the
再将句子排序。 学生的造句能
correct places in the passage.
力，以及操练
Read the passage and put the sentences
学生如何介绍
[A-D] in the correct places.
自己之前喜欢
A. They had a long talk
的事的能力，
B. Now Li Wen has really changed
为之后的写作
C. However, things began to change a
few years ago 输 出 打 好 基
D. His teacher was worried about him 础。
2. Give some good ways to the Ss.
Paragraph 1: C 指导：
由上文“当他小时候，他很少惹麻
脱离文本，将
烦，他的家人和他在一起生活”，
图片内容进行
以及下文“他的父母搬到城市里去
问答，帮助学
找工作，他很想念他们而且觉得很
生熟悉文本内
孤独和不开心”，可知李文的生活
容，为之后的
发生的变化，故应选C。
复 述 打 好 基
3. Check the answers with the class.
础。
Work on 2c
Step 4 分组问答，练习 通 过 练 习 对
Careful 1. Read the passage again and try to
对话。 话，帮助学生
Reading underline the problems that Li Wen
更好的消化记
used to have.
忆文本。
2. Check the answers with the Ss.
复述文本活动
① He became less interested in
studying.
学生完成 2c,并 有利于学生对
② Sometimes he was absent from 掌握新单词的用 知识点和目标
classes, and he failed his examinations. 法和意思. 语言的应用。
③ Li Wen was shy and was not able to
make friends quickly in school.
Work on 2d
Step 5 指导学生了解本 通过提问，让
Post reading 1. Tell Ss that they have to use the
课文内容，将知 学生更熟悉课
clues from the passage to help them
识点做好笔记。 文 ， 理 解 文
guess the meanings of the words in the
章。
box. Make sure Ss know what to do.
指导：
1. influence 读 “until a
conversation with his parentsinfluenced his way of thinking”一
句，然后再读第三段可知，父母和
李文的谈话让他理解了父母对他付
出多少，让他意识到自己问题的所
在，故可推测是其父母亲和他的谈
话“影响”了他思维的方式，故
influence一词应意为“影响”
2. Ss read the passage again and try to
guess the meaning of the words.
3. Let some Ss say their answers.
4. Check their answers with the class
and tell Ss why.
Work on 2e
1.Tell Ss that they should complete the
passage with the proper forms of the
words and phrases in the box.
2. Ss work by themselves. If they have
some questions, they may go through
the proper paragraphs in 2b again.
3. Ask some Ss write his/her answers
on the Bb.
4. Check the answers with the class.
Work on 2f:
1.What do you think Li Wen and his
parents talked about in their
conversation? Write a conversation and
role-play it with your group. Think of
the following things:
Possible questions Li Wen might ask
his parents questions his parents might
ask Li Wen
Possible answers from Li Wen and his
parents
2. Discussion
Did you used to have problems in
school?
Did you talk with your parents?Step6 1. …he seldom caused any problems…
讲解知识点，让 让学生在课上
Language seldom adv. 频度副词不常；很少
学生理解并且操 练习消化知识
points 通常放在be动词、助动词或情态动
练。 点，及时操练
词之后，实义动词之前。
重点知识点和
e.g. She seldom goes out after ten
目标语言，让
o’clock. 十点后，她很少外出。
教 师 把 握 学
He is seldom late for school. 他很少
情。
迟到。
2. Li Wen’s unhappiness began to
influence his schoolwork.
influence v.& n. 影响
influence可用作动词，其后接名词
或动词不定式的复合结构。
influence可用作名词，常用于have /
has an influence on ... 或 be an
influence on ...结构。
Step 7 Summarize the key content in this 跟随老师一起进 总结本课所学
Summary lesson. 行内容总结。 内容，巩固加
深印象。
利用将思维导
图给学生进行
有序的梳理。
Read the passage again after school.
Step 8 将家庭作业做好 检 查 学 习 效
Homework 记录。 果，加深对知
识的理解和记
忆。
板书设计：
New words Sentences
I didn’t use to like tests.
We used to walk to school.
influence, seldom, proud, be proud of,
absent, fail, I used to hate P.E. class.
I used to be on the soccer team
教学反思：In the process of English teaching, teachers should try their best to encourage students
to participate in the discussion and do not overemphasize the correct answers. This can not only
broaden students' thinking space, help the development of creative thinking ability, but also help
students master the language in use.
