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2019-2020年九年级英语全册Unit2Iusedtobeafraidofthedark单元整理教案人教新目标版Ⅰ.TeachingAimsandDemands1.KnowledgeObjects1KeyVocabulary usedtodark2TargetLanguageMariousedtobeshort.Yeshedid.Nowhestall.2.AbilityObjects1Trainstudentslisteningskill.2Trainstudentsmunicativepetence.3.MoralObject Dontjudgeapersonbyhisappearance.Ⅱ.TeachingKeyPoints1.Targetlanguage2.Thestructure:usedtoⅢ.TeachingDifficultPoint Thestructure:usedtoⅣ.TeachingMethods1.Teachingbyinduction2.PairworkⅤ.TeachingAids1.Ataperecorder2.PicturesofpeoplecutoutfrommagazinesornewspapersⅥ.TeachingProceduresStepⅠRevision1Checkthehomeworkexercises.2AsksomeindividualstudentstheirwaysoflearningEnglish.StepⅡ1aTheactivityintroducesthekeyvocabulary.CallstudentsattentiontothechartwiththeheadlinesAppearanceandPersonality.Getstudentstofillinthechartindividually.Checktheanswersbyaskingdifferentstudentstoreadtheirliststotheclass.Makesurethatallthestudentsunderstandwhateachwordmeans.Note:Answerswillvaryfromthesampleanswersbelow.StepⅢ1bTheactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.Writetwodatessidebysideontheblackboard.Thefirstistodaysdateincludingtheyearandthesecondisthesamedaybuttenyearsago.Askastudenttostandup.Usewordsorphrasestodescribethatstudentnow.Askstudentstosuggestwordsorphrasesthatdescribehim/hertenyearsago.Asksomemorequestionsandaddmoreexamplestobothcolumns.Writethefollowingontheblackboard:LiuChangusedtobeshortbutsheistallnow.Sheusedtohaveshorthairbutshehaslonghairnow.Readtheinstructionstotheclass.Pointoutthesampleanswer.SayYouwillhearsomeoneintherecordingsaythatMariousedtobeshort.Listenandfillintheotherblankswithwordsyouhear.Playtherecordingforthefirsttime.Studentsonlylisten.Playtherecordingagain.Thistimestudentslistenandfillintheblanks.Checktheanswers.StepⅣ1cThisactivityprovidesoralpracticeusingthetargetlanguage.Readtheinstructionstotheclass.Callstudentsattentiontotheconversationinthebox.Inviteapairofstudentstoreadittotheclass.Writeitontheblackboard.Thendemonstrateanewconversationwithanotherstudent.StepⅤSummarySayInthisclasswevelearnedthekeyvocabularywordsusedtoanddark.AndwevealsolearnedthetargetlanguageMariousedtobeshort.Yeshedid.Nowhestall.StepⅥHomeworkTakeoutthepicturesofpeoplecutoutfrommagazinesornewspapers.Handthemouttostudents.Itsbettertofindcolorfulfull-lengthphotos.Askstudentstowriteaboutthepersoninthepictureastheyarenowandastheyweretenyearsago.Studentsmaycollectpicturesandinformationofthepersontheylikebest.Thenwriteapassageabouttheperson.StepⅦBlackboardDesignUnit2Iusedtobeafraidofthedark.SectionATheFirstPeriod1.Thestructure:usedtoSep.10xxSep.101994tallshortlonghairshorthair……LiuChangusedtobeshortbutsheistallnow.Sheusedtohaveshorthairbutshehaslonghairnow.2.Targetlanguage:A:Mariousedtobeshort.B:Yeshedid.Nowhestall.Unit2Iusedtobeafraidofthedark.TheSecondPeriodⅠ.TeachingAimsandDemands1.KnowledgeObjects1KeyVocabulary beinterestedinsure2TargetLanguageIusedtobereallyquiet.Iknow.Nowyoureveryoutgoing.DidyouusetohavestraighthairYes.Idid.DidyouusetoplaythepianoNoIdidnt.2.AbilityObjects1Trainstudentslisteningskill.2Trainstudentsintegratingskills.3.MoralObject Youshouldhavethecourageofyouropinions.Ⅱ.TeachingKeyPoints1.Iusedtobereallyquiet.Iknow.Nowyouareveryoutgoing.2.DidyouusetohavestraighthairYesIdid.3.DidyouusetoplaythepianoNoIdidnt.Ⅲ.TeachingDifficultPoints1.Yes/Noquestionswithusedto2.StatementswithusedtoⅣ.TeachingMethods1.Teachingbyexplanation2.PairworkⅤ.TeachingAids1.Picturesofpeoplecutoutfrommagazinesornewspapers
2.AtaperecorderⅥ.TeachingProceduresStepⅠRevisionCheckhomework.Askastudenttoholdupthepicturegiventohimyesterdayorapicturehe/shecollectedhimself/herselftotheclass.Thenlethim/herreadouthis/herarticleaboutthepersoninthepicture.StepⅡ2aThisactivityprovideslisteningpracticeusingthetargetlanguage.Pointtothepictureandaskstudentswhatishappening.Elicitanswersfromstudents.Pointtothesixwordsintheboxandaskstudentstorepeateachone.Makesurestudentsknowthemeaningofeachword.Playtherecordingforthefirsttime.Studentsonlylisten.Playtherecordingasecondtime.Thistimeaskstudentstoputacheckinfrontofthewordstheyhear.Checktheanswers.quietoutgoingfriendlyStepⅢ2bThisactivitygivesstudentspracticeunderstandingthetargetlanguageinspokenconversation.Askstudentstopointtotheblanklinesintheconversation.SayYouwillwriteonewordoneachblankline.Readtheconversationaloudsayingblankwheningtoablankline.Playtherecording.Studentsfillintheblankswiththewordstheyhear.Correcttheanswers.Readtheconversationaloudfillinginthemissingwords.Studentschecktheiranswers quietoutgoingfriendlysportsStepⅣ2cThisactivityprovidesoralpracticeusingthetargetlanguage.FocusstudentsontheconversationinActivity2b.Askapairofstudentstoreadittotheclass.Havestudentsworkinpairs.Movearoundtheroomlisteninginonvariouspairsandofferinghelpifnecessary.Checktheanswersbycallingondifferentpairstosaytheirconversationstotheclass.Note:Answerswillvary.StepⅤGrammarFocusAskdifferentstudentstosaythestatementsandthequestionsandanswers.saythestatementsandquestionsandanswersinthegrammarboxtodemonstratethispronunciation.Getstudentstorepeatseveraltimesusingtheustuh.StepⅥSummarySayInthisclasswevemainlylearnedthe“useto”questionsand“usedto”statements.StepⅦHomeworkAskstudentstowriteashortreportaboutwhatafavoritefilmstarorafamousscientistwaslikewhenhe/shewasachild.Suggeststudentstoaddpicturestotheirwrittenwork.StepⅧBlackboardDesignUnit2Iusedtobeafraidofthedark.SectionATheSecondPeriodTargetlanguage:
1.Iwasntveryoutgoing.2.Youusedtohavelonghair.3.DidyouusetohavestraighthairYesIdid.4.DidyouusetoplaythepianoNoIdidnt.Unit2Iusedtobeafraidofthedark.TheThirdPeriodⅠ.TeachingAimsandDemands1.KnowledgeObjects1Talkaboutwhatyouusedtobeafraidofandwhatyouarestillafraidof.2KeyVocabulary terrifybeterrifiedofon2.AbilityObject Trainstudentsintegratingskills.3.MoralObjectAreyouafraidofspeakinginfrontofagroupDontbesoshy.Beconfidentofyourself.Practicemoreandyouwillsurechange.Ⅱ.TeachingKeyPointsTargetLanguageDidyouusetobeafraidofthedarkYesIdid.AreyoustillafraidofthedarkNoImnot.HowaboutyouMeOhyes!Imterrifiedofthedark.SowhatdoyoudoaboutitIgotosleepwithmybedroomlighton.Ⅲ.TeachingDifficultPointTalkaboutwhatyouusedtobeafraidofandwhatyouarestillafraidofusingthetargetlanguage.Ⅳ.TeachingMethods1.Teachingbydemonstration.2.Pairwork.GroupworkⅤ.TeachingAid AprojectorⅥ.TeachingProceduresStepⅠRevisionCheckhomework.Askdifferentstudentstoreadtheirreportsabouthisfavoritefilmstarorascientist.Thencollecttheirwritingsandwritementsoneachpaperbeforereturningthem.Displaysomebetteronesintheclassroom.StepⅡ3aThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.Pointtothepicturesandaskstudentstotellwhatishappening.Drawstudentsattentiontothechart.Readeachofthefourheadlinesandthelistofitemsinthefirstcolumntotheclass.Demonstratehowtofillinthechartwithagoodstudentorally.Tellstudentswheretoputacheckinthechart.Askstudentstopletethe“I”columnofthechartontheirownbycheckingtheitemsthattheyusedtobeafraidofandthattheyarestillafraidof.Checktheanswers.StepⅢ3bThisactivityprovidesoralpracticeusingthetargetlanguage.Focusattentionontheconversation.Askapairofstudentstoreadittotheclass.Writetheconversationontheblackboard.PointoutthelistofitemsinthefirstcolumnofActivity3a.SayAskyourpartnerabouttheseitemsandpletethe“Mypartner”columnsofthechartinpairs.Askstudentstoworkwithpartners.Walkaroundtheroomcorrectinganyerrorsinpronunciation.Askseveralpairstosharetheirconversationswiththeclass.WhenallthestudentshavefinishedthechartSayNowletschecktoseehowmanystudentsusedtobeafraidorarestillafraidofthesamethings.Inviteastudenttoaskquestions.StepⅣPart4Thisactivitygivesstudentsanopportunitytousethetargetlanguagetotalkaboutthemselves.Readtheinstructionstotheclass.Askagoodstudenttogiveanexamplefromhisorherownexperience.ForexampleforthewordseatastudentmightsayIusedtoeatchocolate.NowIliketoeatfruitsofdifferentkinds.Ithinkchocolateisrichincaloryandfatwhilefruitsarerichinvitaminwhichisgoodforhealth.Helpstudentstowritechocolateandfruitsinthechart.Askstudentstopletetheworkingroupsoffour.Walkaroundtheclassroomlisteninginondifferentgroupsandofferinghelpwithpronunciationandwriting.Askafewstudentstotelltheclassabouttheotherstudentstheyhavetalkedto.Forexampleastudentmaysaymydesk-mateWeiMeiusedtoeatalotofchocolate.Nowshelikestoeatfruits.Shethinkskeepingfitisofgreatimportance.Note:answerstothechartwillvary.StepⅤSummarySayInthisclasswevetalkedaboutwhatyouusedtobeafraidofandwhatyouarestillafraidofusingthetargetlanguageofthisunit.StepⅥHomework1Askstudentstofindoutwhattheirgrandparentsparentsauntsunclesandoldfriendsusedtobeafraidofwhentheywerechildren.Whatdidthesepeopleusedtobeafraidofthattodayschildrenarenotafraidof2Finishofftheexercisesonpages6~7oftheworkbook.StepⅦBlackboardDesignUnit2Iusedtobeafraidofthedark.SectionATheThirdPeriodTargetlanguage:A:DidyouusetobeafraidofthedarkB:YesIdid.A:AreyoustillafraidofthedarkB:NoImnot.HowaboutyouA:MeOhyes!Imterrifiedofthedark.B:SowhatdoyoudoaboutitA:Igotosleepwithmybedroomlighton.教学反思
(七)年月日上完整节课后,发现活动设计基本合理,从简单到难有坡度感,并且重难点突出,课堂气氛还算不错,基本上能够突破教学难点,巩固教学重点,完成教学任务不过部分活动可以新颖些,过度语言或许可以丰富点,与学生的交流可以加强些,还有一个重要问题就是没有很好的利用自己设计的评价体系,只把它作为了一个摆设,在课堂中应该时刻鼓励落后的Team,最后应该称赞胜利的冠军等Unit2Iusedtobeafraidofthedark.TheFourthPeriodⅠ.TeachingAimsandDemands1.KnowledgeObjects1KeyVocabulary spiderinsectchewgum2TargetLanguageIusedtoeatcandyallthetime.DidyouYesIdid.AndIusedtochewgumalot.2.AbilityObjectTrainstudentsabilitytotalkaboutwhattheyusedtobe/do.3.MoralObjectPeoplesurelychange.Studentsshouldtakegoodcareoftheprocessoftheirgrowth.Ⅱ.TeachingKeyPoints1.KeyVocabulary spiderinsectchewgum2.TargetLanguageIusedtoeatcandyallthetime.DidyouYesIdid.AndIusedtochewgumalot.Ⅲ.TeachingDifficultPoint Talkaboutwhatyouusedtobe/do.Ⅳ.TeachingMethod PracticemethodⅤ.TeachingAids1.Ataperecorder2.Agum3.Apicturewithspidersandapicturewithinsects.Ⅵ.TeachingProceduresStepⅠRevisionCheckhomework.Invitedifferentstudentstoreportwhathis/hergrandparentsparentsauntsunclesoroldfriendsusedtobeafraidofwhentheywereyoung.StepⅡ1aThisactivityintroducesnewvocabularywordsandprovidespracticewiththetargetlanguage.Usingpicturesteachstudentstopracticethewordsspiderandinsect.Teachthewordgumbyholdingupagum.Andteachtheverbchewbychewingthegum.Callstudentsattentiontothepictures.AskWhatishappeningineachpictureAskstudentstopletetheworkindividually.Checktheanswers.StepⅢ1bThisactivityprovidespracticewiththetargetlanguage.Asstudentsworkmovearoundtheroomofferinglanguagesupportandhelpingthemwithanywordstheywanttouse.Getastudenttowritehis/hersentencesontheblackboard.Helpcorrectanyerrors.StepⅣ2aThisactivityprovideslisteningpracticeusingthetargetlanguage.Setatimelimitofoneminute.Askstudentstolookthroughthesentencesinthebox.Pointoutthesampleanswer.Playtherecordingforthefirsttime.Studentsonlylisten.Checktheanswers123StepⅤ2bThisactivitygivesstudentspracticeinunderstandingandwritingthetargetlanguage.CallstudentsattentiontothechartwiththeheadlinesInthepastandNow.Setatimelimitofoneminuteforstudentstolookthroughtheunpletedsentences.Playtherecordingagain.Studentslistenandfillintheblanks.Askastudenttoreadthesesentencesfillingintheblankstherestoftheclasschecktheiranswers.StepⅥ2cThisactivityprovidesoralpracticeusingthetargetlanguage.Askapairofstudentstoreadthesampleconversationtotheclass.Astheyareworkinginpairsmovearoundtheroomofferinglanguageandpronunciationsupportasneeded.Checktheanswersbycallingondifferentpairstosaytheirconversationstotheclass.StepⅦSummaryandHomeworkSayInthisclasswevelearnedthenewvocabularywordsspiderinsectgumandchewandthetargetlanguageIusedtodosth.AfterclassfinishwritingthesentencesinOptionalActivity.StepⅧBlackboardDesignUnit2Iusedtobeafraidofthedark.SectionBTheFourthPeriod1.SampleanswerstoActivity1b:1Iusedtoplayfootballwithmybrother.2Iusedtoeathamburgersalot.3Iusedtowatchcartoons.4Iusedtorunwithmyfatherinthemorning.2.Targetlanguage:A:Iusedtoeatcandyallthetime.DidyouB:YesIdid.AndIusedtochewgumalot.Unit2Iusedtobeafraidofthedark.TheFifthPeriodⅠ.TeachingAimsandDemands1.KnowledgeObjects1KeyVocabulary rightic2Practicereadingandwritingusingthetargetlanguage.2.AbilityObjects1Trainstudentsabilitytogetinformationinreadingorinconversation.2Trainstudentsabilitytoexpresstheirideasusingthetargetlanguage.3.MoralObjectTalktoyourparentsasoftenaspossiblesothatyoucanunderstandeachotherbetter.Ⅱ.TeachingKeyPointPracticereadingandwritingusingthetargetlanguage.Ⅲ.TeachingDifficultPointWriteapassageabouthowsomeoneslifehaschanged.Ⅳ.TeachingMethod PracticemethodⅤ.TeachingAids1.Aprojector2.AsampleversionⅥ.TeachingProceduresStepⅠRevisionReviewthetargetlanguagepresentedinthisunit.Inviteastudenttoetothefrontoftheclassroomanddemonstrateanactivity.Therestoftheclassguesswhathe/sheisdoingfirst.Thenmakesentencesusingthewords“usedto”andtheguessedactivityDemonstratehowtoplaythegame.Astudentpretendsthathe/sheisdrinkingmilk.StepⅡ3aThisactivityprovidesreadingpracticeusingthetargetlanguage.Teachthewordsrightandic.Callstudentsattentiontothearticle.Inviteastudenttoreadittotheclass.Correctanypronunciationerrorstomakesurethestudentprovidesagoodmodelfortherestoftheclass.Getstudentstodotheworkontheirown.Astheyworkmovearoundtheclassroomandofferhelpifnecessary.StepⅢ3bThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.Readtheinstructionstotheclass.Readthelettertotheclass.Dothefirstoneortwofill-inswiththeclass.Askstudentstoworkindividually.Walkaroundtheroomcheckingprogressansweringquestionsasneeded.Askdifferentstudentstoreadtheirpletedletterstotheclass.Note:Answerswillvary.StepⅣ3cThisactivityprovideswritingpracticeusingthetargetlanguage.Readtheinstructionstotheclass.Showthefollowingsampleversiononthescreenbyaprojectorasaguide.Askstudentstoreadtheirarticlestoapartner.StepⅤ4aThisactivityprovidesreadingwritinglisteningandspeakingpracticeusingthetargetlanguage.Readtheinstructionstotheclass.Askstudentstopletetheworkontheirown.Theymayrememberorguesswhattheirparentsusedtodo.Assignpartoftheirtasktohomeworksothatstudentsmaytalktotheirparents.Answerswillvary.StepⅥ4bThisactivityprovidesoralpracticeusingthetargetlanguage.Askstudentstopletetheworkingroups.Askafewstudentstotelltheclassabouttheotherstudentstheyhavetalkedto.StepⅦSummarySayInthisclasswevedonemuchpracticeinreadingandwritingaswellasspeakingthetargetlanguage.StepⅧHomework1TalkingtotheirparentsstudentsfillintheinformationinthechartinActivity4a.2FinishofftheactivityinActivity4b.Writeapassageaboutstudentsandtheirparents.StepⅨBlackboardDesignUnit2Iusedtobeafraidofthedark.SectionBTheFifthPeriod1.UsedtoNowplaychessstudyverylatedrawpictureswearglassesnotwearglasseslikemaths2.I…Myparentsusedto…readingIlikereadingics.listeningtomusicIlikelisteningtopopmusic.sportsUnit2Iusedtobeafraidofthedark.TheSixthPeriodⅠ.TeachingAimsandDemands1.KnowledgeObjects1Fillinblanksandmakesentencesusingmissbeafraidofusedtohavetoworryabout2Writeanarticleusingthetargetlanguage.2.AbilityObject Trainstudentswritingskill.3.MoralObjectEveryonesurelychanges.Youshouldcareforyourowngrowth.Ⅱ.TeachingKeyPoints1.Fillinblanksandmakesentences.2.Writeanarticleusingthetargetlanguage.Ⅲ.TeachingDifficultPointMakesentencesusingmissbeafraidofusedtohavetoandworryabout.Ⅳ.TeachingMethod Teachingbyexplanation.Ⅴ.TeachingAids1.Theblackboard2.AprojectorⅥ.TeachingProceduresStepⅠRevisionCheckhomework.AskstudentstoexchangetheirarticlesinActivity4bwithapartner.Readeachotherswork.Theninviteafewstudentstotelltheclassabouthis/herpartner.StepⅡPart1Thisactivityprovidesaprehensivereviewofvocabularypresentedintheunit.Focusattentiononthebox.Inviteastudenttoreadthevocabularywordsatthetop.SayYouaretofillintheblankswiththewords.Insomecasesyoumayneedtouseanotherformofthewordforexampleadjustingfortenseorsubject/verbagreement.Askstudentstofillintheblanksontheirown.Checktheanswers.Fivestudentseachreadasentencefillingintheblanks.Therestofthestudentschecktheiranswers.Answers1.amafraidof2.worryabout3.haveto4.Miss5.usedtoAskstudentstomaketheirownsentenceswiththewordspreferablysentencesthataremeaningful.Movearoundtheroom.Collectafewstudentsanswerswithmistakesontheblackboard.Helpcorrectthemistakes.StepⅢPart2Thisactivityfocusesonthegrammaticalstructuresandthekeyvocabularyintroducedinthisunit.Readtheinstructionstotheclass.Readthebeginningofthearticletotheclass.Getstudentstolookatthepairsofpicturescarefullyandfinish.thewritingontheirown.Astheyworkmovearoundtheclassroomofferingassistanceasnecessary.Haveseveralstudentsreadouttheirarticlestotheclass.Checktheanswers.Answerswillvaryslightly.Answers ItseemsthatYuMeihaschangedalot.Sheusedtobeshortwhenshewasyoungbutnowsheistall.YuMeiusedtohavelonghairbutnowshehasshorthair.YuMeiusedtoplaysoccerbutnowsheplaystennis.YuMeiusedtobeveryquietbutnowsheisoutgoing.StepⅣJustforFun!Thisactivityprovidesreadingandspeakingpracticewiththetargetlanguage.Askallthestudentstoreadtheconversation.AskwhatisfunnyaboutthiscartoonstoryHelpstudentstoanswerThecaterpillardoesntunderstandthatthebutterflymeantsheusedtobeacaterpillar.Hethinksshemeansthatsheusedtobeanuglybutterfly.Invitepairsofstudentstopresentthisconversationtotherestoftheclass.Step5SummaryandHomeworkSayInthisclasswevedonemuchwritingpracticeusingthekeyvocabularywordsandthetargetlanguagepresentedinthisunit.AfterclasspleasefinishoffthearticleinActivity2inyourexercisebooks.Askstudentstofinishofftheexercisesonpages6~7oftheworkbookaswell.StepⅥBlackboardDesignUnit2Iusedtobeafraidofthedark.SelfcheckTheSixthPeriodSampleanswerstoactivity1:1.Sheisafraidoffallingbehindtheothers.2.Youdonthavetoworryaboutme.3.IhavesuchpoorsightthatIhavetowearglasses.4.Myfatherworksinanothercity.Imisshimverymuch.5.IusedtobeweakwhenIwasachild.教学反思
(八)年月日任务性教学的确让学生的参与积极性有很大的提高,但对学生在任务过程中的评价方式还值得探讨这种过程性评价的模式究竟应该是怎样的一种形式?如何评估活动对学生学习所长生的作用?Unit2语法讲解一课时usedto的用法E.A.在英国英语中传统上把usedto看作是情态动词,因此,它的疑问式应当是Used+主语+tosth.?否定式应当是usednotto或use(d)n’tto但是,在美国英语中,人们把usedto看作是实义动词,因此,它的疑问式是Did+主语+usetodosth.?否定式是主语+didn’tuse...由于受到美国英语的影响,甚至在英国英语中,人们也很少使用“Used...+主语+to...”这种疑问式,而使用“Did+主语+use...”这一疑问式例如
①Didtheyusetoplayfootball?他们过去踢足球吗?
②Didyouusetosmoke?你过去吸烟吗?E.A.在带有usedto的陈述句后面,附加疑问句中一般要使用功能词did但是,在附加疑问句中也可以用used例如
①Heusedtosmoke,didn’the?
②Theyusedn’ttolikeopera,didthey?Theydidn’tusetolikeopera,didthey?Theyusednottolikeopera,didthey?
③YouusedtoliveinWuhan,usedn’tyou?
④Youusedtolikewine,use(d)n’tyou?E.A.usedto的否定形式的一般问句常有以下两种例如Didn’tyouusetolivenearme?Usen’tyoutolivenearme?你过去不住在我附近吗?
二、usedto指的是过去的习惯性动作,目的在于与现在形成对照,如Iusedtoworkhard.是说“我过去常常努力工作”暗含的意义是我现在不努力工作了在表示过去的习惯性这一点上,与would的意义相同(只不过usedto既可用于表示过去的习惯动作,又可用于表示过去的状态Would只能用于表示过去习惯性的动作)从形态上看usedto是个情态动词,其中的to是不定式符号,后面跟动词原形例如WhenIwasachild,Iwouldgetupearly.Peopleusedto(不用would)believetheearthwasflat.过去人们认为地球是平的WhenIwasachild,Iusedto(不用would)likeswimming.我哥哥过去是解放军,现在是教师误MyelderbrotherwouldbeaPLAman.Heisnowateacher.正MyelderbrotherusedtobeaPLAman.Heisnowateacher.
三、be(get,bee)usedto结构在意义上相当于accustomedto“习惯于”,从形态上看,used是个分词型形容词,to是介词,因此后面只能跟名词、代词或动名词例如Theygotusedtolivinginthecountryside.他们已习惯于住在农村I’vegotusedtobeingavegetarian.我已经习惯吃素食Heisusedtohardwork.他习惯于艰苦工作
四、beusedto表示“习惯于某事”的状态,而getusedto则表示由“不习惯”到“习惯于”这一动态的过程,意思是“(变得)习惯于”;“开始习惯于”试比较Hewasusedtothecoldweatherafterhelivedtherefortwoyears.在那里住两年后,他已习惯了寒冷的天气Ithinkitisabitdifficultforyoutogetusedtothehumidweatherhere.我想,让你习惯于这里潮湿而炎热的天气有点困难You’llsoongetusedtolivinginthecountry.很快你就会习惯于住在乡下了
五、有时beusedto是动词use的被动语态,在这种结构里,to是不定式符号例如Ametalbarwasusedtoforcethedooropen.用金属棒把门撬开Thethreshinggroundwasusedtoholdamassmeeting.打谷场曾用于举行群众大会。