Unit2Iusedtobeafraidofthedark.I.ProgramsfortheUnit1.TeachingGoals(1).Inthisunit,studentslearntotalkaboutwhattheyusedtobelike.(2).Inthisunit,studentslearntheusageofusedto2.Importantwordsandexpressionsusedto,dark,spider,insect3.TargetLanguageMariousedtobeshort.Yes,hedid.Nowhe’stall.Iusedtoeatcandyallthetime.Didyou?Yes,Idid.AndIusedtochewgumalot.II.TeachingTimeFourperiodsPeriod1TeachingAimsandDemands1.KnowledgeandAbilityObjects(1).Keyvocabulary:usedto,beinterestedin(2).Keystructures:Youusedtohavelonghair,didn’tyou?Didyouusetohavestraighthair?Yes,Idid.2.TeachingDifficultyTomasterthestructure:usedtodosth.3.TeachingAidsAtaperecorderSomephotosorpicturesTeachingProceduresStepI.GreetingsandLead-in1.Showaphoto,andsay,ThisphotoshowswhatIusedtobelike.Iusedtobeshy.NowIamoutgoing.2.Writethepatternontheblackboard.Thenshowanothertwophotosanddescribethemwithastudentinaconversationusing“usedtodosth”.StepII.LanguageStudy1.Askstudentstomakeconversationswith“usedto”.Theycanusetheirphotosorpicturestoshowhowsborsthchanges2.Asksomepairstopresenttheirconversations.3.Tellstudentstheusageof“usedtodosth”.Add“beusedtodoingsth”.StepIII.1a1.Readtheinstructionstotheclass.2.Studentsfillinthechart.3.Asksomestudentstoreadtheirwordsandasktheotherstoaddwhattheydon’thave.StepIV.1b1.T:Bobisgoingtoseesomefriendsforthefirsttimeinfouryears.Theyhavechangedalot.Whatdidtheyusetolooklike?Let’slistenandfillinthechart.2.Studentslistenandfillinthechart.3.Checktheanswerswiththestudents.StepV.1cPairwork1.Readtheinstructionsandtheconversationtotheclass,andthenaskstudentstomakesimilarconversations.2.Asksomepairstopresenttheirconversations.StepVI.2a1.Describethepictureandaskstudentswhattheyaredoing.2.Readtheinstructionstotheclass.3.Listenandcheck.4.Listenagainandchecktheanswerswiththestudents.StepVII.2b1.T:Let’slistentotheconversationagainandcompletetheconversation.2.Listenandcomplete.3.Listenagainandchecktheanswerswiththestudents.StepVIII.2cPairwork1.Readtheinstructionstotheclass.2.Askstudentstoworkinpairs.3.Askseveralpairstopresenttheirconversations.StepIX.SummaryAskoneortwostudentstotellwhattheylearnedinthisclass.StepX.HomeworkMakefivesentenceswith“usedtodosth”Makefivesentenceswith“beusedtodoingsth”教学反思：1.注重课堂教学效率的提高，要切实抓好备课这一环节，即备课要精，练习要精，作业要精。同时，我们要积极进行教学反思，由教师自己及时反省、思考、探索和解决教学过程中存在的问题，及时调整教学方法，优化教学过程。在课堂教学中强调基础知识的学习。教师要突破现行教材的局限性，在重点语法项目上有系统的强化训练。在句法上不能拘泥于传统的语法层面，要搜集材料，适当拓宽。2.要强化分层次教学与辅导，通过分层次教学和辅导提升学生的成绩，从方法上，要抓住学生学习的薄弱点，区别不同情况，有针对性辅导。从策略上，加强学生实际问题的研究，做到缺什么、补什么，从对象上，要重点关注学科明显薄弱的学生，采用教师定学生、师生结对、辅导等有效形式使学生随时能得到3.讲练结合，练重于讲基础知识的总结、知识网络的构建、基本方法和技巧的归纳都离不开讲，但更离不开练。不练习，学生所获得的知识就不牢固，更不能深化，因此，练比讲更重要。要精讲，也就是要突出重点，抓住关键；要多练，就是让学生做足量练习，但杜绝那种不加选择的重复练习，要有针对性。
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