3.情感目标：人是发展变化的，不但身体上会发生变化，兴趣和爱好也会较以前有所不同，随着年龄的增长，应不断克服自己的缺点，增长知识，健全自己的人格，日趋完善自己。

教学重点：used to 的肯定和否定形式变化

教学难点：　 对听力的理解

教学方法：复习巩固、讨论、回答、讲解、练习等

教学用具：卡片、录音机、磁带、图画、多媒体电脑

教学步骤：

Step Ⅰ Let’s revise

2.能力目标： 1)通过对自己现在和过去的比较，熟练掌握 used to 的用法。

　　　　　　　　 2)通过对听力的训练，掌握并提高听说能力和运用新词汇的能力。

1.知识目标：1)Vocabulary: insect　 candy　 chew　 gum

　　　　　　　 2)　 Phrase: worry about;　 all the time

　　　　　　　 3)　 Useful expressions:　 I used to like…

　　　　　　　　　　　　　　　　 I didn’t use to like…

2. Ask students to make a list of advantages and disadvantages of e-mails. Remind them to go beyond the reading and think of other reasons.

Step　Ⅷ Blackboard Design

[模拟试题] 一、单词分类。请将单词或短语按要求分类，(只写序号) 　　1　read　comics　2　chew　gum　3.　short　4　get　up　early　5　medium　build 　　6　play　on　the　swim　team　7　sleep　with　light　on　　8　play　games 　　9　straight　hair　10　heavy　11　watch　TV　12　thin　　13　paint　pictures 　　14　attend　gym　class　15　eat　candy 　　A　容貌外表__________　__________　__________　__________　__________ 　　B　生活习惯__________　__________　__________　__________　__________ 　　C　活动爱好__________　__________　__________　__________　__________ 二、英英释义。选出正确的英文解释填入相应的括号内。 　1.　comic　　a.　almost　no 　2.　hardly　　b.　fill　with　fear 　3.　insect　　c.　books　or　magazines　with　stories　in　the　form　of　drawings 　4.　terrify　　d.　winged　animals　with　6　legs 　5.　dark　　　e.　having　little　or　no　light 三、单项选择。 　1.　I　___________　frustrated　when　I　wasn’t　sure　of　the　correct　answer. 　　A.　may　be　B.　used　to　C.　used　to　be　D.　use　to　be 　2.　When　I　was　a　child,　I　used　to　___________　chocolate. 　　A.　liking　　B.　like　　C.　liked　　D.　likes 　3.　___________　work　in　Microsoft? 　　A.　Did　you　used　to　　B.　Did　you　use　to 　　C.　Do　you　used　to　　D.　Do　you　use　to 　4.　Where　___________　live　before　you　came　here? 　　A.　did　you　used　to　　B.　did　you　use　to 　　C.　use　he　to　　D.　he　used　to 　5.　No　one　likes　him　___________. 　　A.　still　B.　never　C.　anymore　D.　too 　6.　I　am　___________　of　spiders. 　　A.　terrify　B.　terror　C.　terrifying　D.　terrified 　7.　He　is　afraid　of　___________　strangers. 　　A.　see　B.　seeing　C.　saw　D.　seen 　8.　It　___________　that　he　has　been　ill　for　a　long　time. 　　A.　seems　B.　looks　C.　looks　as　if　D.　seems　as　if 　9.　I　always　go　to　sleep　___________　the　light　on. 　　A.　in　　B.　with　C.　to　　D.　and 　10.　Don’t　___________　about　things　so　much.　It　will　make　you　stressed　out. 　　A.　afraid　B.　terrify　C.　terrified　D.　worry 四、看图，用used　to完成句子。 　　　 五、用used　to或一般现在时完成句子。 　1.　I　used　to　play　tennis.　I　stopped　playing　a　few　years　ago. 　2.　Do　you　do　any　sport?　Yes,　I　play　basketball. 　3.　‘Have　you　got　a　car?’‘No,　I　_______________　one　but　I　sold　it.’ 　4.　George　_______________　a　waiter.　Now　he’s　the　manager　of　a　hotel. 　5.　‘Do　you　go　to　work　by　car?’‘Sometimes　but　most　days　I_______________　by　train.’ 　6.　When　I　was　a　child,　I　never　_______________　meat,　but　I　eat　it　now. 　7.　Mary　loves　watching　TV.　She　_______________　TV　every　evening. 　8.　We　_______________　near　the　airport　but　we　moved　to　the　city　centre　a　few　years　ago. 　9.　Normally　I　start　work　at　7　o’clock,　so　I　_______________　up　very　early. 　10.　What　games　__________　you　_______________　when　you　were　a　child? 六、用used　to或anymore的正确形式填空。 　　My　grandmother　complains　about　how　things　have　changed,　and　she　says　that　life　1　　be　 better. 　　Families　aren’t　families　the　way　they　2　　　be.　Everyone’s　divorced.(离婚)　If　a　husband　 and　wife　are　having　problems　with　their　marriage,　they　don’t　stay　together　3　　　.　And　 mothers　4　　　stay　home　and　take　care　of　their　children,　but　not　5　　.　Everyone’s　working.　 No　one　has　time　for　children　6　　. 　　And　the　cars!　No　one　walks　7　　　everybody　drives.　We　8　　　walk　five　miles　to　school　 everyday,　even　in　winter. 　　And　people　don’t　talk　to　each　other　9　　.　They　are　too　busy　to　talk,　too　busy　to　eat,　 too　busy　to　think… 　　Life　10　　　be　simple,　but　it　isn’t　11　　.

Step I Key Vocabulary

This activity introduces the key vocabulary words. Show the following vocabulary on the screen by a projector. Say the words and have students repeat again and again until they can pronounce them fluently and accurately.

Step　Ⅱ Part 1

This activity is designed to activate students’ background knowledge before attempting the reading. Read the title E-mail English to the class. Ask, What do you think the article is about?

Focus attention on the short words in the box. Ask, Do you know what they mean? Say, Please fill in the chart with your partner. But don’t look at the reading. Instead, use your background knowledge. Point out the sample answer.

Get students to work in pairs. As they work, move around the classroom checking progress and offering any help as needed.

Step Ⅲ Part 2

This activity provides practice in identifying main ideas. Read the instructions to the class.　 Draw students’ attention to the main ideas in the box. Point out the line between Paragraph 1 and c. Where e-mail English comes from. Say, Paragraph 1 is about where e-mail English comes from. Now, you are to read the article silently. Match each paragraph with its main idea. Remember to skim for the key ideas rather than read slowly. Get the students to work in pairs. As they are doing this, move around the room to make sure students discuss the topic in English.

Step Ⅳ Part 3

This activity encourages students to use the strategy of reading in context.

Ask students to read the article once.

Say, Pay attention to the bold words and expressions. And note any other word or sentence you don’t understand. Read in context, guessing their meanings from the other words around them.

A few minutes later, ask different students to say the meanings of the words and expressions indicated in bold by guess. Don’t give them the correct answers.

Let students look at the words and expressions and their meanings in the box.

Point out the sample answer. Then ask students to match the correct meanings with the correct words and expressions.Allow them one or two minutes to do this.

Step Ⅴ　Part 4

This activity helps students read for specific information.

You will read the article again and find words or phrases for 1-5.

Elicit the first answer from the class(1. do things quickly save time). Get students to do the activity individually. Encourage them to predict the words or phrases before reading the article. Check the answers.

Step Ⅵ Part 5

This activity provides writing practice using the e-mail English.

Draw students’ attention to the examples at the top of the reading on page 16.

Ask students for some ideas about what they might write about.

Have students do the activity in pairs.

Ask different pairs of students to read their emails to the class.

Answers to this activity will vary.

Step Ⅶ Summary and Homework

Say, This class provides us a lot of reading and writing practice. It also trains students’ ability to understand words in context. Homework for today:

1. Ask students to make a list of e-mail terms and emotives.

Up-down reading method

Pairwork

Train students’ reading skill.

Train students’ writing skill.

Key vocabulary

Read the text to identify main idea.

Read the text to understand words in context.

Read the text for special information.

Write a passage using the e-mail English.

3. Moral Object

　E-mail English makes it easier and more convenient to send e-mails.

2. Ability Objects

　Train students’ ability of identifying main idea.

　Train students’ ability of understanding words in context.

　Train students’ ability of reading for special information.

　Train students’ writing skill.