人教版九年級英語unit 4教案

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1、 人教版義務(wù)教育教科書◎英語九年級全一冊 Unit 4 I used to be afraid of the dark 教材解讀 本單元話題涉及談?wù)撨^去的性格、外貌、特點及喜好等，借此學(xué)習(xí)used to…這一特有的用來表述過去經(jīng)歷和習(xí)慣的語言結(jié)構(gòu)。Section A 通過對人物性格特點和相貌的今昔對比讓學(xué)生感知語言內(nèi)容的結(jié)構(gòu)特征，體會其用法；Section B 部分在Section A的基礎(chǔ)上進行延伸和拓展，由描述人物性格、外貌變化向討論人物行為習(xí)慣、愛好的改變，從語言角度上來說，復(fù)習(xí)鞏固了有關(guān)行為習(xí)慣

2、和愛好的短語，同時通過語篇呈現(xiàn)了其他詞匯，閱讀部分介紹了一位鄉(xiāng)村少年的成長故事，題材發(fā)人深省，能激發(fā)學(xué)生們的關(guān)愛之心，起到了情感教育的目的，總之通過本單元的學(xué)習(xí)，學(xué)生的綜合能力會得以很大的提升。 單元目標 一、知識與技能 1. 掌握重點詞匯和短語：humorous，silent，helpful，private，European，African， proud，absent，general， score，background，pride，introduction，etc. 2. 能正確使用used to do 結(jié)構(gòu)描述或詢問過去的情況。 3. 培養(yǎng)聽、說、讀、寫各項基本技能同時注重培養(yǎng)在

3、語境中猜測詞意的能力。 二、過程與方法 采用直觀教學(xué)法、情景教學(xué)法、討論、角色表演等方法，學(xué)習(xí)知識，培養(yǎng)能力，養(yǎng)成好習(xí)慣。 三、情感、態(tài)度與價值觀 通過本單元的學(xué)習(xí)，讓學(xué)生關(guān)注自我發(fā)展和自我完善的重要性；同時喚起學(xué)生的關(guān)愛之心，讓他們懂得親情的可貴。 教法導(dǎo)航 采用直觀教學(xué)法，情景教學(xué)法，遵循以學(xué)生為主體的原則。 學(xué)法導(dǎo)航 采用自主學(xué)習(xí)、小組合作、分角色表演等學(xué)習(xí)策略。 課時支配 第1課時：Section A 1a-2d 第2課時：Section A 3a-4c 第3課時：Section B 1a-2f 第4課時：Section B 3a-Self Check

4、 課時教案 第1課時 Section A 1a-2d 教學(xué)目標 一、知識與技能 1. 能掌握以下單詞和短語：humorous，silent，helpful，from time to time，score 2. 能掌握以下句型 Paula used to be really quiet. ---Did Mario use to be short? ---Yes, he did. ---What’s he like now? ---He’s tall now. 3. 能夠用英語描述自己或他人過去常常做的事情；發(fā)現(xiàn)自己

5、或他人在外表、性格、興趣等方面所發(fā)生的變化。 二、過程與方法 采用直觀教學(xué)法，情景教學(xué)法。 三、情感、態(tài)度與價值觀 讓學(xué)生明白事物是在不斷發(fā)展、變化的道理，培養(yǎng)學(xué)生積極向上的心態(tài)。 教學(xué)重點 1. 掌握本課時中出現(xiàn)的生詞：humorous，silent，helpful，from time to time，score 2. 學(xué)會描述自己或他人過去常常做的事情的基本句型：I used to… 3. 發(fā)現(xiàn)自己或他人在外表、性格、興趣等方面所發(fā)生的變化。 教學(xué)難點 used to do/be 句型。 教法導(dǎo)航 直觀教學(xué)法，情景教學(xué)法。 學(xué)法導(dǎo)航 獨立思考，小組討論，合作。

6、 教學(xué)準備 圖片，多媒體。 教學(xué)過程 Step 1 Greetings Greet the students as usual. Step 2 Lead in 大屏幕展示Ryan Carter的幾張照片，引導(dǎo)學(xué)生們來描述他的長相特點。 T: What does he look like? S1：He has long curly blonde hair. S2: He has a round face, two big eyes. He’s a little heavy. T: Does he like his hair? Can you guess? S1：

7、No, he doesn’t. He wants to cut it short. S2: … T: Do you want to know about his story? S3: Sure. We’d love to. T: Ryan’s hair is soft and beautiful. His mother thinks it’s really wonderful. So she can’t stand cutting his beautiful hair. But some of Ryan’s friends say that Ryan can’t play w

8、ith them because he looks like a girl. Step 3 Words presentation 1. Look at the chart in 1a, then discuss with your group mates. Try to fill in the chart with words to describe people. 2. Let some students say their answers. Let other students add more. Appearance: tall, straight hair, shor

9、t, of medium height, straight/curly hair, long/short hair, heavy, thin, of medium built … Personality: Outgoing, shy, funny, serious, cute, quiet, kind, brave, friendly, active 3. Read the new words with the students: humorous, silent, helpful, from time to time, score Step 4 Presentation Show

10、two different pictures of some famous people. Talk about their differences. 1. Jiang Wen Jiang Wen used to wear glasses, but he doesn’t wear glasses now. 2. Zhang yishan Zhang yishan used to be short, but he is tall now. T: Explain the use of “used to do/be …” to the students. Step 5 Listen

11、ing 1. T: Bob hasn’t seen some of his friends for four years. Now he’s seeing his friends. What did his friends use to look like? Listen and fill in the blanks. 1) Mario used to be ______. He used to wear _______. 2) Amy used to be _____. She used to have _______ hair. 3) Tina used to have ___

12、___ and ______ hair. Keys: short glasses tall short red curly 2. Play the recording for the students to listen. 3. Students listen and try to fill in the blanks with the right words. 4. Play the recording again. Let students check their answers. Step 6 Pair work 1. Look at the p

13、icture in 1a and make conversations in pairs. 2. Students work in pairs to ask and answer the appearance about Mario, Amy and Tina. 3. Let some students ask and answer in pairs. e.g. A: Did Mario use to be short? B: Yes, he did. He used to be really short. A: What’s he like now? B: H

14、e’s tall now. Step 7 2a-2d Work on 2a T: Paula has changed a lot in the past few years. Do you want to know what she used to be? 1. Look at the words in 2a. Let some students read the words aloud. Make sure all the students know the meaning of the words. 2. Play the recording for the students

15、to listen and check the words they hear. 3. Play the recording again to check the answers. Work on 2b 1. Let students read the sentences below. Explain some main sentences for the students. Make sure they know what to do. In the past：1) Paula used to be really____. She was always silent in cl

16、ass. She wasn’t very____. She was never brave enough to ask questions. 2) She got good grade in _____. She was also good at ____. She used to play the____. Now：1) Now she’s more interested in ______. She plays ______ almost every day. She’s also on a ______team. 2) She still plays the _____ fro

17、m time to time. 2. Play the recording for the students to fill in the blanks with the right words. 3. Play the recording again to check the answers. 4. Play the recording once more and anwer the questions. 1) What class were they in? 2) What was Paula never brave to do in class? 3) Wha

18、t subjects were Paula good at? 4) What is Paula interested in now? Keys: They were in science class. She was never brave to ask questions to teachers. Science and music. Paula is more interested in sports now. Step 8 Pair work 1. Tell students to make conversations about Paula using the info

19、rmation in 2a. 2. Let some pairs act out their conversations before the class. e.g. A: Paula used to be really short? B: I know. She was always silent in class Step 9 Rol-play 1. Read the conversation and Let students read after the teacher. 2. Read the conversation again and complete the

20、 blanks. Bill has changed so much! He used to be ____ and____. His face always ___ ___ when he talked to girls! He studied hard and got good _____ on his exams. He used to be ____, but now he is ___ and ______. Keys: shy quiet turned red scores thin tall strong 3. Ask students to ro

21、le-play the conversation in groups. 4.Deal with the difficult points with the students 5. Read the conversation aloud. 課堂作業(yè) I. 根據(jù)漢語提示填空，完成句子。 1. He has plenty of _________ (幽默的) stories to tell us. 2. You’d better keep _______ (沉默) about what happened. 3. The lazy cat isn’t very ________ (有

22、用的) in catching mice. 4. Tom got the highest ______ (得分) in the exam. II. 用used to將下列漢語句子翻譯成英語。 1. 他過去常常在臥室抽煙。 2. 湯姆過去常常去那兒看電影，但現(xiàn)在他不去了。 Keys: I. 1. humorous 2. silent 3. helpful 4. score II. 1. He used to smoke in the bedroom. 2. Tom used to go to the movies there, but now he doesn’t g

23、o there. 第2課時 Section A 3a-4c 教學(xué)目標 一、知識與技能 1. 學(xué)習(xí)掌握下列詞匯：background, interview, Asian, deal with, dare, private, guard, require 2. 閱讀短文，能按要求獲取相關(guān)的信息。 3. 通過閱讀訓(xùn)練來提高學(xué)生們的閱讀能力。 4. 學(xué)習(xí)運用used to來表達“過去常?！贝嬖诘臓顟B(tài)或發(fā)生的動作。 5. 掌握used to的不同句型用法，并通過不同方式的練習(xí)，來熟練運用這些句型。 二、過程與方法 發(fā)現(xiàn)法、總結(jié)法、小組交流、合作法、機械操練法。 三、情感

24、、態(tài)度與價值觀 讓學(xué)生明白事物是在不斷發(fā)展、變化的道理，培養(yǎng)學(xué)生積極向上的心態(tài)。 教學(xué)重點 1. 掌握本部分出現(xiàn)的生詞和詞組，達到熟練運用的目標。 2. 閱讀短文，獲得相關(guān)的信息。通過閱讀練習(xí)，來提高閱讀能力。 教學(xué)難點 閱讀短文，獲得相關(guān)的信息。通過閱讀練習(xí)，來提高閱讀能力。 教法導(dǎo)航 創(chuàng)設(shè)情景，為學(xué)生營造一個盡量真實的語言環(huán)境，鼓勵他們多開口，多實踐。 學(xué)法導(dǎo)航 多看，多聽，多思考，多說，多實踐，小組多溝通，交流，合作。 教學(xué)準備 圖片，多媒體。 教學(xué)過程 Step 1 Greetings Greet the class as usual. Step 2 L

25、ead in 展示一張Candy Wang的照片，并詢問學(xué)生們?nèi)缦聠栴}： 1. Who’s the beautiful and outgoing girl? She’s the famous singer Candy Wang. 2. Can you guess what she was like? Yeah, she used to be very shy. 3. Do you want to know her story? She took up singing to deal with her shyness. As she got better, she was no

26、t shy anymore and loved singing in front of crowds. Now she’s the Asian pop star. Step 3 Reading Work on 3a 1. Tell students to read the article and identify the paragraphs in which the following information appears. Number the information [1-3]. ____ how Candy’s life has changed ____ Cand

27、y’s advice to young people ____ Candy’s background Students read the article quickly and try to number the information. 2. 方法指導(dǎo)：先讀懂所給的三個句子的意思，明確段落大意。然后快速閱讀短文，爭取在較短的時間內(nèi)，確定每個段落的大意。 3. 學(xué)生們按老師指導(dǎo)的方法進行閱讀，確定每個段落的大意。 4. 最后，教師讓部分說出自己的答案，并校對答案。 Careful Reading 1. Read the first paragraph again and

28、 answer these questions: 1) How old is Candy Wang? 2) What was she like? 3) Why did she take up singing? 4) What’s she like now? Students try to read and find the answers to these questions. Then check the answers with the students. 2. Read the second paragraph and fill in the chart. Good t

29、hings Bad things 1.Being able to travel and meet new people all the time 1.___________________ 2. _________________ 2. _____________ 3. _________________ 4. _________________ Check the answers with the students. 3. Read the third paragraph and fill in the blanks. Candy’s advice to young peo

30、ple who want to become famous: 1. People have to be __________ to ____ _____ your ______ life. 2. You can never imagine how ________ the road to ________ is. 3. You really require a lot of ________ and ___________ to succeed. 4. Only a very small _______ of people make it to the _______ . C

31、heck the answers with the students. Work on 3b: 1. 學(xué)生們再次閱讀短文內(nèi)容，并完成3b中的內(nèi)容。 1)She used to be shy, but now she’s not shy ________. 2)She didn’t use to be _______ in school, but now she gets lots of attention. 3)She used to ________ with friends, but it is almost impossible now. 4)She didn’t use

32、 to ___________ how she appears to others, but now she does. 2. 學(xué)生們先讀3b中的四個句子，理解其大意，然后仔細回讀短文，找到相關(guān)信息，并完成句子。 3. 讓學(xué)生們相互討論，并校對答案。 Keys: 1)anymore 2)popular 3)hang out 4)be careful Work on 3c 1. 告訴學(xué)生們本學(xué)習(xí)活動的要求：假設(shè)你是一名采訪者，你伙伴是Candy，你向她詢問問題，她來回答。 2. Give students an example. e.g. You: What wer

33、e you like？Were you good at singing when you were very young? Your partner: No. I used to be really shy. I took up singing to deal with my shyness. As I got better, I dared to sing in front of the class and then for the whole school. 3. Students work in pairs. Try to ask and answer questions acc

34、ording to the passage. 4. Let some pairs ask and answer. Dealing with language points and let the students read the passage aloud again. Language points. 1. I interviewed 19-year-old Asian pop star Candy Wang. interview v. 采訪 e.g. We are going to interview the Minister of Education.

35、我們打算去采訪教育部長。 2. Candy told me that she used to be really shy and took up singing to deal with her shyness. take up 開始；從事；接納；占據(jù)；繼續(xù)做 e.g. The table takes up too much room. 這桌子太占地方了。 They have taken up golf. 他們開始學(xué)起打高爾夫球了。 deal v. 對待；處理 (dealt, dealt) deal with 應(yīng)對；處理 e.g. Have you dealt with

36、 these letters yet? 這些信件你處理了嗎？ 3. As she got better, she dared to sing in front of her class, and then for the whole school. dare v. 敢于；膽敢 dare to do sth. 敢于做某事。 e.g. He doesn’t dare to jump from the top of the wall. 他不敢從墻上跳下來。 4. Now she’s not shy anymore and loves singing in front of crowds

37、. not … any more 不再…… e.g. People are not interested in movies anymore. 人們不再對電影感興趣了。 5. … but now I get tons of attention everywhere I go. get tons of attention 被眾人所關(guān)注。 tons of sth. 很多；極多 e.g. They have tons of work every day. 他們每天都有大量的工作要做。 6. And I don’t have much private time anymor

38、e. private adj. 私人的；私密的 e.g. Mr. Smith is rather secret about his private life. 史密斯先生對自己的私生活相當(dāng)保密。 7. Many times I thought about giving up, but I fought on. fight (fought, fought) 努力去做，嘗試；戰(zhàn)斗，搏斗；爭取fight on 奮力堅持 e.g. We must fight on until the end of the battle. 我們必須堅持到戰(zhàn)斗結(jié)束。 8. You really re

39、quire a lot of talent and hard work to succeed. require v. 需要；要求 e.g. Fishing requires a lot of patience. 釣魚需要很大的耐心。 Step 4 Grammar Focus. 1. 學(xué)生閱讀Grammar Focus中的句子，然后做填空練習(xí)。 1)我以前是矮個子。 I ______ ____ be short. 2)我以前在學(xué)校常不受歡迎。 I ______ _____ to be popular in school. 3)保拉以前的確不愛說話。 Paula ___

40、__ ____ be really shy. 4)她以前不喜歡小測試。 She _____ _____ _____ like tests. 5)你以前很矮，不是嗎？ You used to be short, ______ _______? 是的，我是。/ 不，不是。 Yes, I _____. / No, I _______. 6)他以前戴眼鏡嗎？ ____ he _____ ______ wear glasses? 是的，他戴。/ 不，他不戴。 Yes, he _____./ No, he ______. 2. 學(xué)生們根據(jù)記憶，看大屏幕來完成填空練習(xí)。

41、 3. 學(xué)生們完成填空試題后，可以打開課本檢查答案，對錯誤的句子，單獨進行強化記憶。 Grammar 師生共同學(xué)習(xí)下列內(nèi)容： 1. used to 的用法 used to 意為“過去常?！?，用于表示過去習(xí)慣性的動作或存在的狀態(tài)（強調(diào)與現(xiàn)在的對比，暗示現(xiàn)在不做了）。其中to為不定式符號，后跟動詞原形。used to只用于一般過去時態(tài)，沒有人稱和數(shù)的變化。例如： Tom used to be very thin, but now he’s big and strong. 湯姆以前很瘦，但現(xiàn)在他又高又壯。 2.句式結(jié)構(gòu) 1)否定句：主語 + didn’t use /used not

42、 /to do sth. 2)一般疑問句： Did + 主語 + use + to do…? 答語：Yes, sb did. / No, sb didn’t. 3)反意疑問句：主句，didn’t + 人稱代詞？ 例如：---Did you use to go to museums? 你過去常去博物館嗎？ ---Yes, I did. / No, I didn’t. 是的。/不是。 Your brother used to have noodles for breakfast, didn’t he? 你哥哥過去早餐常吃面條，不是嗎？ Work on 4a 1. 讓學(xué)生

43、們認真閱讀每個句子中所給的詞匯，猜測句子的大意，為編寫句子做好準備。 1) Grace/watch a lot of TV/watch a lot of movies. 2) my mom/have curly hair/have straight hair. 3) Jerry/read books on European history/ read books on African culture. 4) Sandy /teach British English / teach American English. 2. 根據(jù)句意及其他相關(guān)信息確定句子的時態(tài)。 3. 學(xué)生

44、們嘗試寫出正確的句子。 4. 最后，通讀一遍句子，進行綜合理解，看句子內(nèi)容是否通順，合理。 5. Check the answers with the students. Keys: 1)Grace used to watch a lot of TV. She didn’t use to watch a lot of movies. 2)My mom used to have curly hair. He didn’t use to have straight hair. 3)Jerry used to read books on European history. She did

45、n’t use to read books on African culture. 4)Sandy used to teach British English. She didn’t use to teach American English. Work on 4b 1. Tell students to read the chart in 4a and try to write sentences about Emily with information. 2. 方法指導(dǎo)：描述Emily五年前的情況，應(yīng)用used to 句型，而描述現(xiàn)在的情況，應(yīng)用一般現(xiàn)在時態(tài)。并將第一個信息寫出

46、一個例句。 e.g. Emily didn’t use to eat a lot of vegetables, but now she loves carrots and tomatoes. 3. Students try to write sentences by themselves. 4. 最后，讓部分學(xué)生上黑板，寫出正確的句子，并對學(xué)生們有疑問的地方進行解釋。 Keys: 2. Emily used to listen to pop music, but now she enjoys country music. 3. Emily used to watch scary

47、 movies, but now she hates them. 4. Emily didn’t use to read a lot of books, but now she reads at least six books a year. Work on 4c 1.讓學(xué)生們閱讀表格中的內(nèi)容。 2.先根據(jù)自己的情況在相關(guān)表格中打勾。 3.詢問自己的小組其他二到三名同學(xué)的情況，并在相關(guān)表格中打勾。 4.讓學(xué)生們以小組為單位分別自主發(fā)揮，用英語來相互詢問過去及現(xiàn)在所害怕的事。 示例：A: Did you use to be afraid of the dark? B: N

48、o, I didn’t. But I used to be afraid of being alone. C: Did you use to be afraid of flying? D: No, I didn’t. But I used to be afraid of high places. Step 5 Homework 調(diào)查你的家庭成員他們過去常常害怕的事情，并寫成一個小報告，向你的同學(xué)們匯報一下。 課堂作業(yè) 1. 根據(jù)括號內(nèi)的漢語提示，完成下列英語句子，每空詞數(shù)不限。 1)Mr Black _________________ (以前是一位醫(yī)生), but now

49、he is a singer. 2)Did your father ______________ (過去常?？措娨? after supper? 3)You used to have long curly hair, ___________ (不是嗎)? 4) I _________________ (以前常常騎自行車去上學(xué)), but now I ____________ (習(xí)慣走著去). 2. 根據(jù)括號內(nèi)的要求完成下列句子，每空詞數(shù)不限。 1) Mother used to grow flowers in her garden. (改為否定句) Mother ________

50、_____ grow flowers in her garden. 2)Bill used to collect stamps when he was in middle school. (改為一般疑問句) _____________ collect stamps when he was in middle school? Keys: 1. 1) used to be a doctor; 2) use to watch TV; 3) didn’t you; 4) used to go to school by bike; am used to walking to school

51、 2. 1) didn’t use to; 2) Did Bill use to  第3課時 Section B 1a-2f 教學(xué)目標 一、知識與技能 1. 能掌握以下單詞和短語：ant, inset, influence, seldom, proud, be proud of, absent, fail, boarding school, in person, exactly, pride, take pride in 2. 能掌握以下重難句子： ① Li Wen’s unhappiness bagan to influence his schoolwork.

52、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. ⑤I know my parents love me and they’re always proud of me,” says Li Wen. 3. 培養(yǎng)閱讀理解能力和猜測詞義的能力。 二、過程與方法 為學(xué)生創(chuàng)設(shè)熟悉的情境，幫助他們更好地融入所學(xué)內(nèi)

53、容。 三、情感、態(tài)度與價值觀 讓學(xué)生明白事物是在不斷發(fā)展、變化的道理，培養(yǎng)學(xué)生積極向上的心態(tài)。珍惜父母及親人對你的愛，努力學(xué)習(xí)回報社會。 教學(xué)重點 1. 掌握本課時出現(xiàn)的生詞及用法。 2. 進行聽力訓(xùn)練，提高綜合聽說能力。 3. 閱讀短文，獲得相關(guān)信息，提高學(xué)生們的綜合閱讀能力。 教學(xué)難點 1. 培養(yǎng)根據(jù)語境和句意猜測詞義的能力。 2. 閱讀2b部分的短文并完成相關(guān)要求。 教法導(dǎo)航 為學(xué)生創(chuàng)設(shè)熟悉的環(huán)境，幫助他們更好的掌握所學(xué)內(nèi)容。 學(xué)法導(dǎo)航 加強小組交流和合作。 教學(xué)準備 圖片，多媒體。 教學(xué)過程 Step 1 Greetings Greet the

54、students as usual. Step 2 Warming- up and revision Let some students talk about which things they used to be afraid of and which things they are still afraid of. A: I used to be afraid of the dark. I’m still afraid of the dark. B: I used to be afraid of giving a speech in public. I’m still afr

55、aid of giving a speech in public. A: I used to be afraid of flying. I’m still afraid of flying. B: I used to be afraid of high places. I’m still afraid of high places. A: I used to be afraid of scary movies. I’m still afraid of scary movies. B: I used to be afraid of dogs. I’m still afraid of d

56、ogs now. Step 3 Lead in 1. T: Show some pictures of the school activities, such as having P.E class, having music class, eating ice-cream and so on. 2. Talk about the activities you used to like or dislike very much. e.g. S1. I used to like P.E. class when I was a child. I used to hate musi

57、c class when I was a child. S2: I used to like ice-cream when I was a child. I used to hate milk and eggs when I was a child. Step 4 Writing Work on 1a 1. Students look at the pictures in 1a. Try to understand the activities in the pictures. 2. Let some students talk about the activities

58、 they used to like or dislike very much. Work on 1b 1. Let students try to write some sentences. Then discuss with their partners. e.g. I used to like painting pictures when I was a child. 2. Let some students write their sentences on the blackboard. Step 5 Listening Work on 1c 1. Te

59、ll students to read the sentences in 1c and try to understand the meaning of them. 1) ____ I didn’t use to like tests. 2)____ We used to walk to school. 3)____ I used to hate P.E. class. 4)____ I used to be on the soccer team. 2. Play the recording for the students. Students just listen for th

60、e first time. Play the recording again and check the sentences students hear. 3. Check the answers. Keys: 1 3 Work on 1d 1. Let students read the sentences in 1d first. Tell students to listen again and fill in the blanks with the right words. 2. Play the recording again for the students t

61、o listen and write the words. 3. Students listen to the recording carefully and try to write the right words. 4. Check the answers with the class. Exercise: Listen again and try to answer the questions according to the recording. 1) Did the girl use to like test when she was six? 2) Wh

62、at does the boy think of the tests in primary school? 3) Did they use to wear school uniforms when they were in primary school? 4) What did the boy think of the school uniform in primary school? 5) What did the boy use to hate in primary school? Keys: 1) No, she didn’t. 2) He thinks they wer

63、e easy. 3) Yes, they did. 4) He didn’t mind wearing a school uniform. 5) He used to hate P.E. class. Step 6 Comparing 1. Work in pairs. Compare yourself with your partner. e.g. A: I used to be nervous about tests all the time. What about you? B: Yes, me too. And I used to be afraid of m

64、aking a speech in public. 2. Let some pairs make a conversation before the class. Step 7 Lead in 1. Show a picture of a young student. Tell students that the boy is Li Wen. He’s a 15-year-old boy whose parents are working in the city. Look at the title of the passage and predict the problems

65、 he might have. 2. Now discuss them with your partner and guess the problems he might have. 3. Ask some students guess the problems. e.g. S1. He used to break the school rules. S2: He used to hate studying and fail his exams. S3: He used to fight with his classmates. … Step 8 Reading

66、 Fast Reading T: Now let’s work on 2b. First, let students read the sentences and make sure they know the meanings of all the sentences. Then read the passage again and try to put the sentences into the correct places in the passage. 1. Read the passage and put the sentences [A-D] in the correct places. A. They had a long talk. B. Now Li Wen has really changed. C. However, things began to change a few years ago. D. His teacher was worried about him. 2. Give some good ways to the studen