单元整体说明
单元教材分析
本单元围绕“谈论以前喜欢做的事”这一话题，设计了四个任务型活动。任务一：过去的我——让学生以小组为单位，谈谈自己过去的外表、性格及爱好等。任务二：猜猜他（她）是谁——让同学们准备自己熟悉的人以前的照片，然后描述他或她过去的形象、性格等，其他同学猜猜他或她是谁。任务三：还害怕吗？——请同学们把过去和现在害怕的事情写出来，然后统计男生及女生过去都害怕的事情。任务四：征文活动——请同学们谈谈身边的人和事，开展《我身边变化最大的一件事》、《我身边变化最大的人》征文活动。
单元总体目标
通过本单元的学习让学生学会用ud to +v句型来谈论自己和他人过去经常做的事，谈论自己和他人过去的外貌、性格、爱好等，谈论自己和他人的变化。
单元重难点一览
重难点词汇：
1. ud to
2. be afraid of
3. be terrified of
4. go to sleep
5. be interested in
6. to one’s surpri
7. no longer 8. take pride in 9. pay attention to 10. give up 11. not …any more 12. chew
13. inct 14. daily 15. afford 16. decision 17. death
重难点句式
1. Mario ud to be short..
生日蛋糕祝福语八个字Yes, he did. Now he’s tall.
2. I ud to eat candy all the time. Did you?
Yes, I did. And I ud to chew gum a lot.
彩色翅膀
3. I ud to be really quiet.
4. You ud to have long hair.
5. Did you u to have straight hair?
Yes, I did.
6. Did you u to play the piano?
No, I didn’t.
单元教学建议
围绕话题设置任务，采用Concluding，Accumulating，Role playing和Comparing的学习策略，利用多媒体课件，来展开课堂Pairwork问答式的口语交际活动和讨论活动来谈论自己和他人过去经常做的事，谈论自己和他人过去的外貌、性格、爱好等，谈论自己和他人的变化。
excel游戏
本单元的教学法建议：
词汇教学：重点突破，情景操练、反复使用；
口语教学：师生互动，生生互动、对话练习、交际活动；
听力教学：训练听的技巧，从材料中获取所需信息。
水果罐头的做法阅读教学：根据上下文猜测词义、寻找关键语句、根据要求完成有关阅读任务；
语法教学：聚焦语法、总结规律、比较异同、模仿操练。
The First Period
Teaching Contents：词汇突破，聚焦语法
一、教学目标
1.知识目标：
四会词汇：ud to, be interested in, airplane, terrify, be terrified of, go to sleep, on, inct, candy, chew, gum, chat, daily, comic, death, afford, cau, himlf, patient, in the end, dicision, make a
decision, head teacher, necessary, to one’s surpri, exactly, even though, no longer, take
pride in, attention, pay attention to, give up, waste, not…any more
拓展词汇：be/get ud to
复习词汇：appearance, short, tall, fat, thin, heavy, straight, long, curly, blonde, bold, beard, mustache, medium height, medium build;
personality, rious, funny, outgoing, friendly, shy, generous, quiet, easygoing, unfriendly,
moody.
句型：What did you u to look like?
I ud to be short.
What did you u to be like?
I ud to be quiet.
Did you u to be short?
Yes, I did./No, I didn’t.
I didn’t u to be tall.
You ud to be short, didn’t you?
2.技能目标：通过学习使学生能够使用ud to +v句型谈论自己和他人过去的外貌、性格、爱好等,
谈论自己和他人的变化.
3.情感目标：通过学习，充分认识到过去的不足，在未来的学习和生活中不断充实自己。
二、教学重难点：
1. The words to describe people’s appearances and personalities.
2. ud to +v句型
三、教学准备：the old photos , some pictures, 多媒体课件
四、教学方法：
词汇教学：重点突破，情景操练、反复使用；
语法教学：聚焦语法、总结规律、比较异同、设置任务模仿操练。
五、教学过程：
Step 1 Organization of class
1.Greeting
2.Warming up: Sing a song: Big Big Girl.
Step 2 Words.
1. Check the homework
T: Have you prepared the new words? Let’s have a competition. Who have learned the most words.
Show the students all the news words one by one in the unit. The student pronounces them one by one and e who can pronounce the most. Then the teacher corrects the pronunciation and the students read them together.
2. Explain the words and the students make ntences with some of the words.
u to: He ud to play football after school.
be interested in : Peter is interested in maths, but his sister is not interested in it at all.
Are you interested in collecting stamps?
airplane: air+plane
terrify v. terrified adj.
be terrified of: I was terrified of the tiger when I first saw it.
go to sleep: He lay down and went to sleep at once.
candy candies (pl.)
chew: Y ou must chew your food well before you swallow it.
chat: I like to chat with my friend on line. (v.)
They dropped in for a chat last night. (n.)
卫生巾使用方法
daily adj. day n.
die v. dead adj. death n.
afford: He can afford an apartment.
If we could afford it, we’d like to go abroad for our holiday.
decide v. decision n.
make a decision, make a living, make a mistake
to one’s surpri: To our surpri, he has known the news.
no longer=not…any longer= not…any more
自制泡泡水配方China today is no longer the China of the past.= China today isn’t the China of the past any longer./any more. pay attention to: Y ou should pay more attention to your work..
The teacher asked his students to pay attention to him.
give up: He wants to give up smoking.
waste, wasting
Step 3. Prentation
1.Words Competition (1b)
Show the class the words of appearance and personality. Get them to put the words in the right place in activity 1b.
short, funny, fat, thin, outgoing, heavy, straight hair, long hair, generous, bold, quiet, beard, easygoing, mustache, medium height, curly hair, medium build; rious, friendly, blonde hair, shy, unfriendly, tall,
2.Guess: Who is the boy?
Show the class some information about Harry Potter:
He is a boy. He is not tall. He has curly hair. He is easygoing. He is very smart. He wears glass.
He can e strange things. He is very popular among the children all over the world. Who is he?
3.Show two photos of the teacher — five years ago/ now. Ask the students some questions:
What did I look like five years ago? What was I like five years ago?
What do I look like now? What am I like now?
4.Introduce the new conversations in Unit 2.
(1)What did I u to look like? What do I look like now?
I ud to be fat. I am thin now.
I ud to have long hair. I have short hair now.
Did I u to be tall? No, I didn’t. I didn’t u to be tall. I u to be short.
(2)What did I u to be like? What am I like now.
I ud to be quiet. I am outgoing now.
I didn’t ud to be shy.
(3)What did I u to like doing? What do I do now?
I ud to play basketball. I play ping-pong now.
Step 4 Teaching Tasks
1.Task One (Pairwork): I have changed.
T: What did you u to look like when you were younger? What do you look like now? What did you u to be like when you were younger? What are you like now? Talk about how you have changed with your partners.
(2)Then talk about them with the partner using the ntences:
What did you u to look like? I ud to be short. I’m tall now.
What did you u to be like? I ud to be shy. I’m funny now.
What did you u to like doing? I ud to like playing football. I like reading now.
Did you u to be short? Yes, I did./No, I didn’t.
You didn’t u to be rious, didn’t you? Yes , I did./No, I didn’t.
蕴含哲理的诗句
(3)Ss take notes about their partner’s and tell the class their partner’s answer like this.
He/She ud to have black hair. He/She didn’t u to wear glass.
He/She ud to be easygoing.
He/She u to like playing football.
2.Task Two (Groupwork): Describing different persons
(1) Show the students a t of pictures, such as a movie star, a sportsman, a teacher.
(2) Get the students to discuss in groups and take notes, such as: Jacky Chan ud to have big eyes, but now
he has small eyes.
(3) Ask two or three groups to prent their answers.
(4) Which group does best?
3.Task Three (Team work): Guess who he/she is.
(1) Ask the students to bring old photos of themlves to class.
(2) Get the students to talk about the changes of their classmates and write down the key words in the form. The others guess who he/she is.
(3) Let the team leader prent their survey results.
(4) Who has changed most in your team?
(5) Which is the best team?
Step 5 Summary
1．ud to 后接动词原形，常用来表示今昔对比，某一动作已经成过去的事实，现在已经不再这样了。它只有过去时的一种形式，用于所有人称。如:
Amy ud to be short,but she is very tall now. 埃米以前是矮的，但现在她很高。
They ud to walk along the river after supper.它们过去常常晚饭后沿河散步。
2．否定句形式
在书面语中ud to do的否定形式为ud not to do；在口语中常用didn’t ud to do或u(d)n’t to do 进行否定。如：
She didn’t ud to have long hair.(=She ud not to have long hair.)她以前没有长头发。
3．一般疑问句形式
ud to 变为一般疑问句可以用Did sb.u to……?或Ud sb. to ……?句型。如：
—Did you u to play the piano?你以前常常弹钢琴吗？
—Y es, I did.是的，我常弹。（No ,I didn’t.不，我不经常弹。）
4．反意疑问句形式
ud to在变反意疑问句的时候，它的附加部分可以用u(d)n’t或didn’t如：
This hou ud to be a shop, didn’t/u(d)n’t it ?这幢房子以前是一家商店，对吗？
He didn’t ud to drink, didn’t he? 她以前不喝酒，对吗？
5．be/get ud +名词/动名词。该短语表示“习惯于……”其中ud是形容词，to为介词，故其后接名词或动名词。如：
I’m not quite ud to the weather here. 我不大习惯这儿的天气。
Tom is getting ud to going to school early. 汤姆已经习惯于早到校。
六、作业设计：
Write a composition about yourlf before and now.
七、板书设计：
八、多媒体课件设计：
幻灯片一：Topic
幻灯片二：Flash song : Big Big Girl
幻灯片三：The new words
幻灯片四：The words of appearance and personality
幻灯片五：Some information about Harry Potter
幻灯片六：The new conversations in Unit 2
幻灯片七：Task One
我的妈妈二年级
幻灯片八：Task Two
幻灯片九：Task Three
幻灯片十：Summary
幻灯片十一：Homework
