《iusedtobeafraidofthedark》由会员分享，可在线阅读，更多相关《iusedtobeafraidofthedark（4页珍藏版）》请在金锄头文库上搜索。
1、 I used to ba afraid of the dark. .Teaching Aims and Demands 1.Knowledge Objects (1) Talk about what you used to be afraid of and what you are still afraid of. (2) Key Vocabulary terrify, be terrified of, on 2.Ability Object Train students integrating skills. 3.Moral Object Are you afraid of speakin
2、g in front of a group? Dont be so shy. Be confident of yourself. Practice more, and you will sure change. .Teaching Key Points Target Language Did you use to be afraid of the dark? Yes, I did. Are you still afraid of the dark? No, Im not. How about you? Me? Oh, yes! Im terrified of the dark. So, wha
3、t do you do about it? I go to sleep with my bedroom light on. .Teaching Difficult Point Talk about what you used to be afraid of and what you are still afraid of using the target language. .Teaching Methods 1.Teaching by demonstration. 2.Pairwork 3.Groupwork .Teaching Aid A projector .Teaching Proce
4、dures Step Revision Check homework. Ask different students to read their reports about his favorite film star or a scientist. Then collect their writings and write comments on each paper before returning them. Display some better ones in the classroom. Show a students work on the screen by a project
5、or. Help him/her correct any errors. Stephen Hawking was born in Oxford, England in 1942. As a student, he didnt use to work hard. He used to be a lazy student and do very little work. At the age of 20, he got an incurable illness. At first, he used to be very depressed. But he didnt lose heart. He
6、went on to do some of the most important scientific research after coming out of hospital. Now he works at Cambridge University as a professor. Step 3a This activity provides reading and writing practice using the target language. Point to the pictures and ask students to tell what is happening. S1:
7、 In Picture 1, the person is afraid of the dark. S2: In Picture 2, the person is afraid of flying in an airplane. S3: In Picture 3, the person is afraid of high places. Draw students attention to the chart. Read each of the four headlines and the list of items in the first column to the class. Demon
8、strate how to fill in the chart with a good student orally. T : Did you use to be afraid of the dark? S: Yes. I was afraid to walk home when it was dark. T: Are you still afraid of the dark? S: No, Im not. Tell students where to put a check in the chart. Ask students to complete the I column of the
9、chart on their own by checking the items that they used to be afraid of and that they are still afraid of. Check the answers. Note: Answers will vary. Ask different students to report his/her answers like this: S: I used to be afraid of the dark and high places. But now Im afraid of neither. Step 3b
10、 This activity provides oral practice using the target language. Focus attention on the conversation. Ask a pair of students to read it to the class. Write the conversation on the blackboard. Point out the list of items in the first column of Activity 3a. Say, Ask your partner about these items and
11、complete the My partner columns of the chart in pairs. Ask students to work with partners. Walk around the room correcting any errors in pronunciation. Ask several pairs to share their conversations with the class. When all the students have finished the chart, Say, Now lets check to see how many st
12、udents used to be afraid or are still afraid of the same things. Invite a student to ask questions. S: Who used to be afraid of the dark? Raise your hands. (Count the hands and let students keep a record.) S: Who is still afraid of the dark? Raise your hands. (Count the hands and let students keep a
13、 record.) Do the same approach with the other items. Step Part 4 This activity gives students an opportunity to use the target language to talk about themselves. Read the instructions to the class. Ask a good student to give an example from his or her own experience. For example, for the word eat ,a
14、 student might say, I used to eat chocolate. Now I like to eat fruits of different kinds. I think chocolate is rich in calory and fat while fruits are rich in vitamin, which is good for health. Help students to write chocolate and fruits in the chart. Ask students to complete the work in groups of f
15、our. Walk around the classroom listening in on different groups and offering help with pronunciation and writing. Ask a few students to tell the class about the other students they have talked to. For example, a student may say, my desk-mate Wei Mei used to eat a lot of chocolate. Now she likes to eat fruits. She thinks keeping fit is of great importance. Note: answers to the chart will vary.
