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2．过程与方法目标： 通过直观的对图片的感受谈论自己的变化，通过小组调查这样的任务型活动来谈论他人的变化。
3．情感目标：随着年龄的增长，应不断克服自己的缺点，遇到困难时不要轻言放弃，增长知识，健全自己的人格，日趋完善自己。
二、教学重点：结合used to 结构谈论自己及他人的过去与现在的变化。
教学难点：正确运用阅读策略，培养良好的阅读习惯。
教学过程
Step1. Free talk
Show some photos. Ask students to describe the differences.
【设计意图】课前热身活动再次复习used to 的意义和用法，通过老照片的呈现，让学生猜测照片中的人是谁？当学生们猜到是老师小时候的照片时，会大大激发起学生的兴趣，既充分练习了used to的用法，使其得到进一步的巩固，又为接下来课文的阅读做好了铺垫。
Step2. Lead in.
Look at a picture of Candy Wang. Ask some questions. Who is the young girl? Do you know her? This class we will learn something about Candy Wang.
【设计意图】由Candy Wang的图片导入新课，过渡比较自然。
Step3. Reading Part 3a .
Before reading
Read the article and identify the paragraphs in which the following information appears. Number the information(1-3).
______ how Candy’s life has changed
______ Candy’s advice to young people
______ Candy’s background
【设计意图】运用Fast reading阅读策略，要求学生快速默读课文，标出文章每段大意，完成信息匹配，从总体上把握文章内容。
2. While reading
（1）Read Paragraph 1 and fill in the blanks.
（2）Read the second part and fill in the blanks.
Candy’s life was quite different after she became famous. She didn’t ________popular in school, but now she _________. At present, she has to be very________ what she does or says.And she doesn’t have much ________ anymore.
（3）Read the last part and answer following questions.
According to Candy, what are difficulties on the road to be a successful pop star?
Do you think it’s easy to be a successor?
What should you do when you face difficulties?
【设计意图】运用Careful reading阅读策略，分段理解。在引导学生归纳总结主要内容、中心思想的时候，适当设置了一些问题和表格，要求同学们在阅读的过程中完成。问题的设计由易到难，并且由第一人称变成了第三人称。充分利用小组合作，兼顾到后进生的能力，增加了课堂参与面。
（4）Read the article again and complete the sentences about Candy.
She used to be shy, but now she’s not shy ____________.
She didn’t used to be ______ in school, but now she gets lots of attention.