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BythetimeIgotoutside教案。

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Unit10BythetimeIgotoutside,thebushadalreadyleft．

一．學習目標（LanguageGoal）

1．Learntonarratepastevents．學會描述過去所發(fā)生的事情。

2．LearntoexpresssomethingwithPastPerfectTense.學習使用過去完成時態(tài)。

3．Strengthentheconsciousnessofdoingthingsregularly．做事加強連續(xù)性，有條不紊。

二．語言結(jié)構(gòu)（LanguageStructures）

1．PastperfectTense過去完成時

2．“Bythetime”和“when”引導的時間狀語從句

三．目標語言（Targetlanguage）

1．Bythetimeshegotup,herbrotherhadalreadygoneintothebathroom．

2．Bythetimeshewentoutside,thebushadalreadygone

3．Bythetimeshegottoclass,theteacherhadalreadystartedteaching．

4．Whenshegottoschool,sherealizedshehadleftherbackpackathome

5．Haveyoueveroverslept?

6．Haveyoueverbeenlateforschool?

四．重點詞組（Keyphrases）

1．bythetime到…時候為止

2．getoutside到外邊

3．gettoschool到學校

4．getup起床

5．getintotheshower去洗澡

6．gethome到家

7．startdoing/todosth開始做某事

8．belatefor遲到

9．gooff（鬧鐘）鬧響

10．wakeup醒來

11．comeout出來，出現(xiàn)

12．runoff迅速離開，跑掉

13．ontime準時

14．intime及時

15．comeby（走）過來

16．givesbaride讓某人搭車

17．breakdown損壞，壞掉

18．showup出席，露面

19．stayup熬夜

20．a(chǎn)costumeparty一個化裝舞會

21．sthhappentosb某事發(fā)生在某人身上

22．so…that…如此…以至于

23．setoff出發(fā)，開始

24．AprilFoolsDay愚人節(jié)

25．getmarried結(jié)婚

26．marrysb與某人結(jié)婚

27．both…and…二者…都…

28．getdressed穿好衣服

29．onthefirstday在第一天

五．語法重點（GrammarFocus）

1．PastperfectTense過去完成時

構(gòu)成：had＋過去分詞（had沒有人稱和數(shù)的變化）

過去完成時可以表示過去某一時刻或某一動作之前完成的動作或呈現(xiàn)的狀態(tài)。也就是說發(fā)生在“過去的過去”。既然過去完成時的動作發(fā)生在過去某一時間之前，那么，使用過去完成時就必須先有這樣一個過去的時間。

eg．Ihadfinishedmyhomeworkbeforesupper．

我在晚飯前把作業(yè)做完了。

句中的supper既是過去某一時間，而hadfinished這一動作就是在supper之前完成的。如果只說Ihadfinishedmyhomework．聽者會覺得難以理解。由此可見，過去完成時是個相對的時態(tài)，它不能離開過去的時間而獨立存在。

eg．BytheendofthatyearHenryhadcollectedmorethanonethousandforeignstamps．

到那年年底，亨利已經(jīng)收集了一千多張外國郵票。（過去時間是theendofthatyear）

eg．Whenwegotthere,thefootballmatchhadalreadystarted．

當我們到那里時，足球比賽已經(jīng)開始了。（過去時間是when從句）

動詞過去分詞的構(gòu)成與一般過去式的構(gòu)成相似，一般情況下在動詞詞尾加－ed，特殊動詞須特殊記憶，如：have—had—had，get—got—gotten，begin—began—begun，leave—left—left，go—went—gone等。例如：

Shehadlearnt2000Englishwordsbytheendoflastmonth．

到上個月末，她已經(jīng)學了2000個英語單詞了。

IhadntlearntJapanesebeforeIwenttoJapan．

我去日本之前沒學過日語。

注意：過去完成時的否定句和疑問句直接通過had的變化即可。

2．when和bythetime引導的時間狀語從句

bythetime到……時候為止，指從過去某一點到，從句所示的時間為止，這一時間段。when當……時候，指過去的某一時間點。從句用一般現(xiàn)在時，主句為過去完成時。

eg．Bythetimeshegotup,herbrotherhadalreadygoneintothebathroom．

到她起床的時候，她的弟弟已經(jīng)去洗澡間了。

Bythetimeshewentoutside,thebushadalreadygone

到她走到外面的時候，公共汽車已經(jīng)走了。

Whenshegottoschool,sherealizedshehadleftherbackpackathome

當她到學校的時候，她意識到她把書包放在家里了。

（在這句話中，過去的時間點為“到?！钡臅r候，“她把書包放在家里”則發(fā)生在“過去的過去”。）

3．Howtonarratepastevents．如何描述過去的事件

描述過去的事件，首要注意一點是時態(tài)。由于事情發(fā)生在過去，因此一定要用過去的某種時態(tài)。但如果是直接引語（如在雙引號“”之內(nèi)），則根據(jù)當時的情況來決定。

表示過去的時態(tài)有：

（1）一般過去時：結(jié)構(gòu)：動詞的過去式

（2）過去進行時：結(jié)構(gòu)：was/were＋現(xiàn)在分詞

（3）過去完成時：結(jié)構(gòu)：had＋過去分詞

（4）過去將來時：結(jié)構(gòu)：would＋動詞原形

請看例文1：

ItwasSunday．Iwenttoapooltofish．Ithoughttheremustbesomefishformetocatch．Iheldmyfishingpole,waitingpatiently．Suddentlyabigfishwascaught．Iwasgladandputitintomylittlebasket．BeforelongmysistercameWithoutawordsheputbackthefishintothewater．Iwasastonished．Ireallythoughtshebecamemad．Sheorderedmetoputdownthefishingpoleandledmetoaplacenotfaraway．Therestoodasign,reading”Nofishing”．IrealizedthatIwasmakingamistake

（注意觀察文中時態(tài)的應用）

例2：請大聲朗讀SectionA3a，并找出其中用到的時態(tài)。

六．疑難解析（KeyPoints）

1．getto意為“到達”。例如：

Whendidyougettherelastnight?

你昨晚什么時候到那兒的？

Igethomeat7:00everyday．

我每天7:00到家。

WhenIgottothecinema,thefilmhadalreadybegun．

我到電影院時，電影已經(jīng)開始了。

辨析：get,arrive與reach

這三個詞都可以用來表示“到達”，但是用法不同。

（1）get和arrive都是不及物動詞，其后只能跟表示地點的副詞，若是跟名詞則須再加介詞，即getto＋地點名詞，arrivein/at＋地點名詞（in之后跟表示大地方的詞，at之后跟表示小地方的詞）。若是只說“到達”，而不指出到達哪里，則只能用arrive。例如：

Howdidyouget/arrivethere?

你怎么到那兒的？

Igotto/arrivedinBeijingthedaybeforeyesterday．

我前天到的北京。

Whendoyouoftengetto/arriveatschool?

你經(jīng)常什么時候到校？

Whenwillyouarrive?

你什么時候到？

（2）reach為及物動詞，其后既可跟名詞也可跟副詞。例如：

IreachedBeijingthedaybeforeyesterday．

我前天到的北京。

Wereachedhereonfoot．

我們步行到這兒的。

2．關(guān)于get的詞組小結(jié)

在本單元出現(xiàn)大量關(guān)于get的詞組，要注意背誦：

gettoschool到學校

getintotheshower去洗澡

getoutside到外邊

gethome到家

getup起床

getmarried結(jié)婚

getdressed穿好衣服

gettoclass到班級

getbored變得無聊

gettired變得疲勞

3．Iveneverbeenlateforschool,butyesterdayIcameveryclose

我上學從未遲到過，但是昨天差一點兒就遲到了。

（1）Ive是Ihave的縮寫，havebeenlate是現(xiàn)在完成時態(tài)，現(xiàn)在完成時是指一個動作或狀態(tài)開始于過去，持續(xù)到現(xiàn)在，并可能繼續(xù)下去，而且對現(xiàn)在產(chǎn)生了一定的影響，其構(gòu)成是have/has＋動詞過去分詞。例如：

Ihavebeenheresince1999．

自1999年以來我就在這兒。

WehavelivedinJinanfor20years．

我們已經(jīng)在濟南住了20年了。

Shehasntworkedfor2years．

她已2年不工作了。

（2）belatefor意為“……遲到”，for為介詞，所以其后須跟名詞。例如：

Dontbelateforthemeeting．

開會別遲到了。

Jimwaslateforschoolagain．

吉姆上學又遲到了。

Tomhasbeenlateforclassestwice.

湯姆上課已經(jīng)遲到兩次了。

（3）close在此為副詞“接近地，靠近地”。此外cameveryclose意為“到時與遲到很接近”。

4．Myalarmclockdidntgooff,…鬧鐘沒有大響……

gooff意為“爆發(fā)，大響”。例如：

Althoughthealarmclockwentoff,hedidntwakeup．雖然鬧鐘大響，但是他還是沒有醒來。

與go有關(guān)的詞組還有：

（1）goinfor“參加”（競賽、考試）；（作為嗜好、工作）“愛好”。例如：

Shegoesinforbird－watching．她愛好賞鳥。

（2）goon“進行，繼續(xù)”。例如：

Pleasegoon．請繼續(xù)。

（3）goondoingsth或goonwithsth“繼續(xù)做……”。例如：

Hewentonworkingwithouthavingarest．

他一直工作，沒停下來休息過。

（4）goover“調(diào)查，視察；越過”。例如：

Youmustgooveryourlessonsbeforetheexam．

考試前你必須復習。

5．…andIhadtowaitforhimtocomeout．……我不得不等他出來。

（1）haveto意為“必須，不得不”。例如：

Doyouhavetotakethetest?

你必須考試嗎？

TomhastopracticespeakingChineseeveryday．

湯姆每天必須練習講漢語。

辨析：haveto與must

這兩個詞都可以表示“必須”。haveto更加強調(diào)客觀原因，而must則強調(diào)主觀原因；含有haveto的句子在作句型轉(zhuǎn)換時須借助于助動詞do，does或did，而must本身是情態(tài)動詞，進行句型轉(zhuǎn)換時可以直接通過must改變。例如：

Itisraining,wehavetostayathome.

天在下雨，我們不得不待在家里。

Wemustworkhard．

我們必須努力工作。

Lucydoesnthavetostand．

露茜不必站著。

Youmustntplayinthestreet．

你不能在街道上玩。

（2）wait是不及物動詞“等待，等候”的意思。可以用于詞組waitforsb．“等某人”，waittodosth．“等著做某事”，waitforsbtodosth．“等某人做某事”。例如：

Whoareyouwaitingfor?

你在等誰？

Theycantwaittoopenthepresents．

他們迫不及待地打開禮物。

Youcanwaitforhimtohelpyou．

你可以等著他幫你。

6．Unfortunately,bythetimeIgotthere,thebushadalreadyleft．

不幸的是，我到那兒的時候，公交車已經(jīng)走了。

unfortunately是副詞“不幸地”，是由fortunately加否定前綴“un”構(gòu)成的。英語中有一部分詞在詞首或詞尾加上前綴或后綴就可以變成另外一個詞。如：lucky（幸運的）－unlucky（不幸的），use（用）－useful（有用的），forget（忘記）－forgetful（健忘的），un作前綴表示“not”的含義，即“un”是一個否定前綴。例如：fit（合適的）－unfit（不合適的），fair（公平的）－unfair（不公平的），known（聞名的）－unknown（不聞名的）等。

7．Luckily,myfriendTonyandhisDadcamebyinhisDadscarandtheygavemearide.

幸運的是，我的朋友托尼和他爸爸坐著他爸爸的車經(jīng)過，他們讓我搭了個便車。

（1）comeby意為“經(jīng)過，走過；獲得，獲有”。例如：

Pleaseletthecarcomeby．

請讓車過去。

Goodjobsarenoteasytocomeby．

好工作不容易找到。

與come有關(guān)的其他詞組：

1comeout”出來；開花；出版”。例如：

Themoonhascomeout．

月亮出來了。

Itstoocoldfortheflowerstocomeout．

天太冷了，花不開了。

2comeabout”發(fā)生，產(chǎn)生”。例如：

Tellmehowtheaccidentcameabout．

告訴我事情是怎么發(fā)生的。

3comeacross“（偶然）發(fā)現(xiàn)……，遇見……”。例如：

Icameacrosshisnameonthelist．

我無意中在名單上發(fā)現(xiàn)他的名字。

4comeafter”繼……之后，接……而來”。例如：

SundaycomesafterSaturday．

星期天在星期六之后。

5comeback”回來”。例如：

Whendidhecomeback?

他什么時候回來的？

6cometooneself”蘇醒，醒過來”。例如：

Atlast,hecametohimself．

最后他醒了。

7comefrom”來自”。例如：

JuliacomesfromAustralia．

朱莉婭來自澳大利亞。

（2）givesbaride意為“讓某人搭便車”。ride在此為名詞“搭車，乘車”的意思。getaride意為“搭便車”。例如：

Canyougivemearide,Jack?

杰克，能讓我搭個便車嗎？

Iwanttogetaride.

我想搭個便車。

8．Ionlyjustmadeittomyclass．我恰好到教室。

makeit意為“成功了，做成了”。這里指的是沒有遲到，準時到達。例如：

－Haveyougotthejob?

－你得到那份工作了嗎？

－Yes,Imadeit．

－是的，我成功了。

9．Haveyoueverforgottentobringyourhomeworktoschool?

你曾忘了把作業(yè)帶到學校嗎？

（1）辨析：forgettodo與forgetdoing

forgettodo指的是“忘了去做……”，即該事還未做；而forgetdoing則指“忘了做了……”，即該事已經(jīng)做完。例如：

Dontforgettoturnofflightswhenyougoout．

出去時別忘了關(guān)燈。

Sorry,Iforgottobringthebooksagain．

對不起，我又忘了帶書來了。

Lucyforgotlockingthedoor．

露茜忘了已鎖了門了。

TomforgotturningoffTV．

湯姆忘了關(guān)了電視了。

（2）辨析：bring,take

bring意為“把……拿來，取來”。即把某物從別處拿到說話者所在地；take意為“把……拿走，取走”，即把某物從說話者所在地拿到別處。例如：

PleasebringmyEnglishbookhere.

請把我的英語書拿到這兒來。

Youcanttakethesemagazineshome.

你不能把這些雜志拿回家。

10．WhathappenedtoDavidonAprilFoolsDay?

愚人節(jié)那天，大衛(wèi)出什么事了嗎？

（1）happentosb意為“某人怎么了，發(fā)生在某人身上”。例如：

Whathappenedtoyou?

你怎么了？

WhathappenedtoJim?

吉姆出什么事了？

（2）英語中表示節(jié)日時須注意以下幾點：

1表示“在……節(jié)”用介詞on；

2表示節(jié)日的每個詞的首字母大寫；

3用day來表示“節(jié)”，且無冠詞；

4一般用復數(shù)名詞的所有格，如：TeachersDay教師節(jié)，ChildrensDay兒童節(jié)，WomensDay婦女節(jié)等；但也有用單數(shù)名詞所有格的，如：MothersDay母親節(jié)，F(xiàn)athersDay父親節(jié)等。例如：

DoyouoftengotoparksonChildrensDay?

你們兒童節(jié)經(jīng)常去公園嗎？

WhatdoyouusuallydoonNewYearsDay?

新年你們通常干什么？

DoyourfriendsplayjokesonyouonAprilFoolsDay?

你的朋友愚人節(jié)跟你開玩笑嗎？

11．Welleswassoconvincingthathundredsofpeoplebelievedthestory,andpanicsetoffacrossthewholecountry．

Welles是如此地讓人信任，以致于成百上千的人都相信了這個故事，進而激起了全國性的恐慌。

（1）So…that…句型中，so后面應加一個形容詞或副詞，意為“如此……以至于……”

eg．Thisbookissointerestingthateveryoneinourclasswantstoreadit．

這本書是如此的有趣以至于全班同學都想看看。（so＋形容詞）

HeransofastthatIcouldntcatchupwithhim．

他跑得那么快，以致于我跟不上他。（so＋副詞）

So…that引導的是表示結(jié)果的狀語從句，但不“一定要死套”“如此……以至于”的模式來譯成漢語。

eg．Itwassodarkthathecouldntseethefacesofhiscompanions．

天太黑了，他不能看見同伴的臉。

（2）sothat主要用來引導目的狀語從句。其從句中的謂語動詞通常和can，may，should等情態(tài)動詞連用，而且主句和從句之間不使用逗號，意為“以便，使能夠”。

eg．Theysetoutearlysothattheymightarriveintime

他們早早地出發(fā)以便按時到達。

Letstakethefrontseatssothatwemayseemoreclearly．

我們坐在前排吧，以便可以看得更清楚。

（3）setoff意為“出發(fā)，開始；引爆；襯托”。例如：

Theyllsetoffonajourneyaroundtheworld．

他們將要出發(fā)環(huán)球旅行。

Useblueeye－shadowtosetoffyourgreeneyes．

用藍色眼影襯托你的綠眼睛。

與set有關(guān)的其他詞組：

1setaboutsth．“開始，著手”。例如：

Imustsetaboutmypacking．

我必須開始收拾行裝了。

2setsb．a(chǎn)gainstsb．“使某人和某人競爭、對抗”。例如：

Setyourselfagainsther．

跟她競爭。

3setin”開始”。例如：

Therainyseasonhassetin．

雨季已開始了。

4setout”出發(fā)，啟程”。setsthout”展示，陳列”。例如：

Theysetoutatdawn．

他們在拂曉出發(fā)。

Hesetsouthisideasclearlyinhisessay．

他在這篇文章中明確地列出了他的觀點。

5setup”建立，設(shè)立”。例如：

Thememorialwillbesetup．

紀念碑要建成了。

12．…becausethespaghettifarmersinItalyhadstoppedgrowingspaghetti．

……因為生產(chǎn)意大利面條的農(nóng)民停止了生產(chǎn)。

辨析：stopdoing與stoptodo

stopdoing指的是“停止做”，即不做了；而stoptodo則是指“停下來去做”，即停下來的目的是去做，也就是開始做。例如：

Stoptalking,letsbeginourclass．

不要講話了，我們開始上課。

Youaretoofatandyoumuststopeatingtoomuch．

你太胖了，你不能吃那么多了。

Pleasestoptolistentome

請停下來聽我說。

Themotherstoppedtolookafterherbaby．

那位母親停下來去照顧她的小寶寶。

13．Shewasthrilled,becauseshereallywantedtogetmarried．

她震驚了，因為她的確想結(jié)婚。

（1）thrill為動詞“震顫，使激動”，多用于被動語態(tài)bethrilled，表示“很感動，受到震顫的”。例如：

Wewerethrilledwithjoy．

我們高興極了。

Shethrilledatthegoodnews．

她聽到那個好消息很興奮。

（2）want在此為動詞“想，想要”，其后可跟名詞、代詞或動詞不定式todo。例如：

Doyouwantanice－cream?

你想要個冰激凌嗎？

Iwantsomebreadandmilk．

我想要些面包和牛奶。

TomwantstolearntoplayChinesechess．

湯姆想學下中國象棋。

DoesLucywantstolearntodance?

露茜想學跳舞嗎？

（3）marry為動詞“嫁，娶，結(jié)婚”。表示“嫁給某人”或“娶了某人”都可以用marrysb。

另外，詞組getmarried意為“結(jié)婚”，但這是一個非延續(xù)性動詞，即它不能跟表示一段時間的詞連用。bemarried也可以用來表示“結(jié)婚”，它是一個延續(xù)性詞組，可以與表示一段時間的詞連用。例如：

JohnisgoingtomarryJane

約翰要和簡結(jié)婚了。

Henrydidntmarryuntilhewasoverfifty．

亨利直到過了50歲才結(jié)婚。

Whenareyougoingtogetmarried?

你準備什么時候結(jié)婚？

Wehavebeenmarriedfortenyears．

我們已經(jīng)結(jié)婚十年了。

Hisunclewillgetmarriednextmonth．

他叔叔下個月結(jié)婚。

14．ArethereanyEnglishwordsthanChinesepeopleusewhentheyspeaktoeachother?

有中國人互相交談時用的英語單詞嗎？

辨析：speak,talk,say,tell

（1）這四個詞都有“說”的意思。

（2）speak一般指“說某種語言”，即其后的賓語只能是表示語言的詞。例如：

CanyouspeakFrench?

你會講法語嗎？

Whatlanguagedotheyspeak?

他們講哪種語言？

（3）talk一般指“談論”，本身為不及物動詞，可以用于詞組talkaboutsthwithsb．

“與某人談論某事”，也可用于talktosb．“跟某人說話”。例如：

Whatareyoutalkingabout?

你們在討論什么？

Whowereyoutalkingwithjustnow?

你剛才在跟誰說話？

IwanttotalkaboutEnglishstudywithyou．

我想跟你討論一下英語學習的事。

（4）say為及物動詞“說”，其后一般須指出說的內(nèi)容。例如：

Whatdidyousay?

你說什么？

Itsays”NOParking”．上面寫著“不許停車”。

Shedliketosaygoodbyetous．

她想來跟我們道別。

（5）tell“告訴”，為及物動詞，其后須跟雙賓語，即用于tellsth．tosb．或tellsb．sth．“告訴某人某事”。例如：

Canyoutellmeastory?

你能給我講個故事嗎？

Whotoldyouthenews?

誰告訴你這個消息的？

15．Todayoneinfourpeople,oraquarteroftheworldspopulationusesEnglish,…

當今四個人中得有一個人，或者說世界上四分之一

Unit9BythetimeIgotoutside,thebusha

Unit9BythetimeIgotoutside,thebushadalreadyleft．

TheFirstPeriod

Ⅰ．TeachingAimsandDemands

1．KnowledgeObjects

（1）KeyVocabulary

oversleep

（2）TargetLanguage

Whathappened?

Ioverslept．AndbythetimeIgotup,mybrotherhadalreadygottenintheshower．

2．AbilityObjects

（1）Teachthestudentstousethenewwords．

（2）TrainthestudentstonarratepasteventswiththePastPerfectTense．

（3）Trainthestudents’listeningandspeakingskillswiththetargetlanguage．

3．MoralObject

It’sagoodhabittogotobedearlyintheeveningandgetupearlyinthemorning．Soyou’llneverbeinahurryinthemorning．

Ⅱ．TeachingKeyPoints

1．KeyVocabulary

oversleep

2．TargetLanguage

NarratepasteventswiththePastPerfectTense

Ⅲ．TeachingDifficultPoints

1．TrainthestudentstonarratepasteventswiththePastPerfectTense．

2．Trainthestudentstounderstandthetargetlanguageinspokenconversation．

Ⅳ．TeachingMethods

1．Thinkingofexamplesfromthestudents’reallives．

2．Makingsentencesbylookingatthepictures．

Ⅴ．TeachingAid

Ataperecorder

Ⅵ．TeachingProcedures

StepIRevision

1．RevisethelanguagepointsinUnit8．

Asksomequestionslikethis:Whatvolunteerworkwouldyouliketodo?

Helpthestudentstoanswer,I’dliketo…/Iloveto…/Ihopeto…

2．PracticethedialogueinActivity3conpage62again．Getstudentstoroleplaythesimilardialogueswiththefollowing．

SA:I’dliketojointheschoolvolunteerproject,butI’mnotsurewhatIshoulddo．

SB:Whatdoyoulikedoing?

SA:Iloveplayingfootball．

SB:Well,youcouldhelpcoachafootballteamforlittlekids．Letthechildrenpracticeinpairs．

3．Checkthestudents’homeworkbyaskingsomestudentstoreadtheirsentenceswiththephrasalverbs．Thenaskthestudentstohandintheirhomework．

4．Dictatethefollowingwords：

cleanup,cheerup,giveout,putoff,setup,runoutof,takeafter,fixup,give

away,callup,handout,workout,hunger,establish,commitment,veterinarian,strategy

StepⅡ1a

Thisactivityintroducesnewvocabularywhichcanbeusedtonarratepastevents．

Firstwritebythetimeontheblackboard．a(chǎn)ndtelltheclassthemeaningofit．

"bythetime"meansnotlaterthan,before,assoonas,orwhentheindicatedcomes．Whenweusethewords．"Bythetime…,"wearetalkingabouttwodifferentthingsthathappenedinthepast．Saythissentencetotheclass:Bythetimetheteachercamein,thestudentshadbegunreadingEnglish．

Tellthemtonotethestruture"hadbegun"inthissentence．Begunisthepastparticipleofbegin．Whenwetalkabouttwoeventsbothhappenedinthepast,theonewhichhappenedearliershoulduseandplusapastparticiple．ThewordsfollowingBythetime…,talkaboutthethingthathappenedlater．Andtellthestudentswhentheyusehadplusapastparticiple,theyareusingthePastPerfectTense．Alsoexplainwhatisthepastparticipleformofaverbforthestudents．Tellthemitisasthesameasthepastformforaregularverb．Andtheyhavetoremembertheirregularverbs’participlesonebyone．

PlayagametohelpthestudentsunderstandthesentenceswiththewordsBythetime…Doitlikethis:

Pretendthattheteacherwillleavetheclassroomandthestudentswilldosomethings．Whentheteacherreturns．theclasswillmakestatementsstartingwithBythetime…

WriteBythetimeIcameback…ontheblackboard．

Saytotheclass,BythetimeIcamein．whathadhappened?

Helponestudenttoanswerlikethis,Bythetimetheteachercamein,Donhadwrittenhisnameontheblackboard．

Thengetmorestudentstoanswerdifferently,suchas,

Bythelimetheteachercamein,wehaddiscussedanEnglishproblem．

Bythetimetheteachercamein,Ihaddrawnapicture．

Writethesesentencesontheblackboard,andteachthestudentstoreadseveraltimes．

Readtheinstructionstothestudentsandreadthesequestionstotheclassaswell．

Whatdoyouusuallydoin,themorningbeforeschool?Doyoulikemorning?

Whyorwhynot?

Chooseonegoodstudenttoanswerthembysayingsomethingheorsheusuallydoesinthemorning．

Heorshemayanswerlikethis,

Iusuallygetupearly,washmyfaceandhavebreakfast．Ilikemorningsbecausetheairisfresh,orIusuallygetupaslateaspossible．ThenIhavetowashmyfaceandhavebreakfastinahurry．Ioftenrushtoschoolwithoutbreakfast．SometimesIforgetsomethingathome．Idon’tlikemorningsbecauseIamalwaystoobusy．

Thenhavethewholeclasspracticeinpairs．Askeachotherthequestions．

Aftertheyfinishtalking,askoneortwopairstosaytheirconversationstotheclass．Correctthemistakestheymaymakewiththeotherstudents．

Callthestudents’attentiontothepicturesinActivityla．Askstudentstotellwhattheysee．

Say,Anysentenceswhichmakesenseareacceptedtodescribethepictures．

ThegirlinthepicturesisTina．Presentthenewwordsbyprovidingsentencesshowingthemeaningsofthemlikethis:

T:WhatcanyouseeinPicture1?

S1:Shesleptalongtime．

T:That’scorrect．Sheslepttoolate．Sheoverslept．Classrepeat．Sheoverslept．

Ss:Sheoverslept．

T:WhatdoyouseeinPicture2?

S2:Herbrotherorsisterisinthebathroom．

T:That’scorrect．Shewantstogointothebathroom．Shecan’tbecausesomeoneistakingashower．Classrepeat．Someoneistakingashower．

Ss:Someoneistakingashower．

Writethesewordsontheblackboard:

overslept,takingashower,hadleft,leftherbackpackathome．

Thentellstudentstotalkaboutthepicturesingroupsoffour．Movearoundtheclassroom,listeningtostudentsandofferinghelp．MakesurethattheytalkinEnglish．

Aftertheyallfinishtalking,askdifferentgroupstotelltheclassaboutthepictures．Theymaysaylikethis:

Tinaoversleptinthemorning．Shewantedtogotothebathroom,butherbrotherhadalreadygottenintheshower．Whenshegottothebusstop,thebushadalreadyleft．

Shehadtoruntoschool．Aftershegottoschool,sherealizedshehadleftherbackpackathome．Thesentencescanvary,butshouldbecorrect．

StepⅢ1b

Thisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation．

Askthestudentstoreadtheinstructionstogether．Havethemlookatthetwocolumns,AandB,inthechart．Pointoutthesampleanswer．Readthetwopartsofthesentence．

Thengoovertheotherunconnectedpartsofsentences,too．

Youwillconnectthetwopartsofthesentences,connectasentencebeginninginthefirstcolumnwiththeendofthatsentenceinthesecondcolumn．PleaseguesstheothertwosentencesbeforeIplaythetape．

Iguessmostofthechildrencangetthecorrectsentencesbyguessing．Sojustletthemguess．Don’ttellthemwhethertheiranswersarerightorwrong．

OK,justkeepyouranswersbyguessing．

Let’sdecideiftheyarerightbylisteningtothetapenow．

Playtherecordingforthefirsttime．

Studentsonlylisten．Thenplayitasecondtime．Letstudentsmatchtwopartsofeachsentence．Checktheanswersbyaskingsomestudentstotelltheiranswers．

Makesurethatallofthemhavegotthecorrectanswersbylistening．Saycongratulationstothestudentswhogettheanswerscorrectlybyguessing．

Answers

1．b2．a(chǎn)3．c

Tapescript

Boy:Hi,Tina．Youlookstressedout．

Girl:Iam．Ihadabadmorning．

Boy:Really?Whathappened?

Girl:Well,firstofallIoverslept．BythetimeIgotup,mybrotherhadalreadygottenintheshower．

Boy:Oh,whatapain!

Girl:So,afterhegotoutofshower,Itookaquickshowerandgotdressed．ButbythetimeIwentoutside,thebushadalreadyleft．

Boy:Oh,no!

Girl:Oh,yes!SoIranallthewaytoschool．ButwhenIgottoschool,IrealizedIhadleftmybackpackathome．

Boy:Nowonderyoulookstressedout．

StepⅣ1c

Thispracticeprovidesguidedoralpracticeusingthetargetlanguage．

FirstplaytherecordinginActivity1b

againandletthestudentsreadafterit．Doitatleasttwice．

Thenreadtheinstructionstogetherwiththewholeclass．

Youwillmakeconversationsinpairs．EachofyouwillhavetotaketurnsbeingTina．LookatthepicturesinActivitylatohelpyou．Tellyourpartnerwhathappenedtoyouthismorning．Askapairtoreadtheexampletotheclassbeforetheybegirt

SA:Whathappened?

SB:Ioverslept．AndbythetimeIgotup,mybrotherhadalreadygottenintheshower．

Writetheconversationontheblackboard．

Havethestudentsworkinpairs．Movearoundtheroomofferinglanguagesupportasneeded．

Aftertheyallfinishtalking,asksomepairstosaytheirconversationstotheclass．

StepⅤSummary

Say,Inthisclass,we’velearnedhowtonarratepastevents,usingthePastPerfect

Tense．We’vealsodonesomelisteningpracticeinunderstandingthetargetlanguageinspokenconversation．Also,we’vedonemuchoralpracticeusingthetargetlanguage．

StepⅥHomework

1．WriteoutthestoryofTina,Notetousethetargetlanguage．

2．RevisewhentousethePastPerfectTenseandtheverbstructureofit．

StepⅦBlackboardDesign

Unit9BythetimeIgotoutside,the

bushadalreadyleft．

SectionA

TheFirstPeriod

1．Bythetime…

Bythetimetheteachercamein,thestudentshadbegunreading．

Bythetimetheteachercamein,Donhadwrittenhisnameontheblackboard．

Bythetimetheteachercamem,wehaddiscussedanEnglishproblem．

2．Somewordstodescribethepicturesoverslept,takingashower,hadleft,leftherbackpackathome．

3．TargetLanguage:

A:Whathappened?

B:Ioverslept．AndbythetimeIgotup,mybrotherhadalreadygotten

intheshower．

Unit9BythetimeIgotoutside,thebushadalreadyleft．

TheSecondPeriod

Ⅰ．TeachingAimsandDemands

1．KnowledgeObjects

（1）TargetLanguage

Bythetimeshegottoclass,theteacherhadalreadystartedteaching．

Whenshegottoschool,sherealizedshehadleftherbackpackathome．

WhenIgothome,IrealizedIhadleftmykeysinthebackpack．

（2）TheThreeFormsoftheverbs．

2．AbilityObjects

（1）Trainthestudents’listeningskill．

（2）Trainthestudents’writingskillwiththetargetlanguage．

（3）Trainthestudents’speakingskill．

（4）Trainthestudentstousethethreeformsoftheverbs．

3．MoralObject

Trytobeacarefulpersonanddoeverythingcarefully．RemembernottobeascarelessasTina．

Ⅱ．TeachingKeyPoints

1．Listeningpracticewiththetargetlanguage．

2．Usethecorrectverbformstofillintheblanksbylistening．

3．MakesentencesusingthePastPerfectTense．

4．Thethreeformsoftheverbs．

Ⅲ．TeachingDifficultPoints

1．WriteanendingforthestoryinActivity2c．

2．ThethreeverbformsinGrammarFocus．

Ⅳ．TeachingMethods

1．Listening

2．Pairwork

Ⅴ．TeachingAids

Ataperecorder

Ⅵ．TeachingProcedures

StepIRevision

1．RevisewhathappenedtoTinainthemorningbyaskingoneortwostudentstotellthestroyonpage68．

Theymaysaylikethis:

Tinahadabadmorning．Firstofallsheoverslept．Bythetimeshegotup,herbrotherhadalreadygottenintheshower．

Andbythetimeshewentoutside,thebushadalreadyleft．Shehadtorunallthewaytoschool．Whenshegottoschool,sherealizedshehadleftherbackpackathome．Allthesemadeherlookstressedout．Afterthat,askthewholeclasstoworkinpairs,tellingthestroyandhelpingeachotherinturns．Remindthemtousethecorrectverbforms．

2．Askstudentstocheckeachother’shomeworkinpairs,pointingoutallthemistakestheymighthavemade．

3．RevisethePastPerfectTensebyaskingthechildrenwhentouseitandwhatitsverbstructureis．

StepⅡ2a

Thisactivityprovidesguidedlisteningpracticeusingthetargetlanguage．

WehaveknownTinahadabadmorning．

ButsomethingworsehappenedtoTinalater．Let’sgotoActivity2aonpage69andseewhathappenedtoTinalaterinthemorning．

Readtheinstructionstotheclass．Besurethatallofthemknowwhattodo．

Callthestudents’attentiontothefourpictures．Getthemtoguessthecorrectorderofthepicturesfirst．Thefirstoneisgivenasasample．Askoneortwochildrentotelltheirstoriesbydescribingthepicturesaccordingtotheirownorder．

Then,wewillhearTinatalkingaboutwhathappenedtoheraftershegottoschool．Wecanseethereisasmallboxineachpicture．

Pleasewriteanumberfrom1to4ineachboxtoshoweachpicture’scorrectorder．

Thefirstonehasbeengivenasasample．

GetthechildrentogetreadytolistentoTinacontinueherstory．

Playtherecordingthefirsttime,studentsonlylisten．Playtherecordingagainandaskthechildrentonumbereachpicture．

Checktheanswerswiththeclassandseewhohaveevergotthecorrectanswerswithoutlistening．

Answers

Thepicturesshouldbenumberedinthisorder:

3124

Tapescript

Boy:Sothenwhatdidyoudo,Tina?

Girl:Well,Iranhometogetmybackpack．

ButwhenIgothome,IrealizedIhadleftmykeysinthebackpack．

Boy:You’rekidding!

Girl:SoIranbacktoschoolwithoutmykeysormybackpack．AndbythetimeIgotbacktoschool,thebellhadrung．

Boy:Oh,no!

Girl:AndbythetimeIwalkedintoclass,theteacherhadstartedteachingalready．Sheaskedforourhomework,butofcourseIdidn’thaveit．

StepⅢ2b

Thisactivitygivesstudentspracticeinunderstandingandwritingthetargetlanguage．

Askthestudentstoreadtheinstructionstogether．Pointouttheblanksinthesentencesandtheverbsinthebrackets．

Thisactivityhastwoparts．Firstlet’sfillintheblankswiththecorrectverbforms．Wecanseesomeverbsinthebrackets．Theyarethebaseformsofthegivenverbs．Forexample,getandgot,Getisthebaseformoftheverb．Yourjobistowritethecorrectformsoftheseverbsintheblanks．Lookatnumberone．

Asampleanswerisgiven．

Letthestudentsfillintheblankswiththecorrectformsindividually．

Movearoundtheclassroomcollectingthecommonmistakestheymaymake．

Aftertheyallfinishwriting,tellthemtogetreadytolistentotheconversationandchecktheiranswers．

Iwillplaytherecordingagain．Pleasecheckyouranswersandcorrectanymistakesyoumighthavemadewhilelistening．Playtherecording．Studentslistenandchecktheiranswers．Correcttheanswersbyaskingsevendifferentstudentstosaytheirstotheclass．

Answers

1．gothome2．realized3．hadleft

4．got5．hadrung6．walked7．hadstarted

StepⅣ2c

Thisactivitygivesstudentsoralpracticewiththetargetlanguage．

Askthewholeclasstoreadtheinstructionstogether．

Wehaveanewtasknow．WeknowTinawaslateforclass．WhatdoyouthinkhappenedafterTinawaslateforclass?

Workwithapartner．Makeupanendingforthestorybycontinuingit．Thebeginninghasbeengiven．

Getstudentstodiscussinpairs．Completetheending．MakesuretheyaretalkinginEnglish．Movearoundtheclassroom,offeringlanguagesupportifneeded．Aftertenminutes,askstudentstostopdiscussing．GetsomepairsofstudentstotelltheclasshowtheythinkthestoryendedAndletthewholeclassdecidewhoseendingisthebest．Telleachpairtowritedowntheirending,ordoitafterclassiftimeisnotenough．

Sampleendingofthestory

TheteacherlookedatTinaandsaid,"Whyareyoulateandwhereisyourhomework,Tina?""Ihadabadmorningtoday．"Tinasaidsadly．

"I’msorrytohearthat,butmayIknowwhathappened?saidtheteacher．

ThenTinatoldtheteacherandthewholeclassherstory．Allherclassmateslaughedloudlyafterit．Someofthemsaid,"PoorTina!"

Bob,oneofTina’sclassmates,stoodupandsaid,"Well,Tina,I’dlovetohelpyou．Whynotletmekeepthekeysforyou?Iwouldputyourkeysinmybackpack．"

StepⅤGrammarFocus

Thisactivityintroducesthetargetlanguageofthisunit．Callstudents’attentiontothesentencesontheleft．Askfourdifferentstudentstoreadthefoursentencesandpointoutwherehadplusapastparticipleisused．Writethesentencesontheblackboard．

Drawasimpletimelineforeachsentencetohelpstudentstounderstandthegrammarfocus．Forexample:

Thengetthestudentstolookatthebox．

Teachstudentstoreadthethreeformsofeachverbsfirst．Thenaskseveralstudentstoreadtheverbstotheclasstoseeiftheycanread．Writetheverbsontheblackboard．

Askthestudentstomakesentencescorrectlyusingeachformoftheverbsinthebox．Forexample:

Iusuallygetupat6:30．

Igotupat5:30yesterday．

BythetimeIgotup,mysisterhadalreadygottenintheshower．

Tellthestudentswhenwetalkaboutthefirstthingthathappened．Weusehadplusapastparticiple（hadgotten）andwhenwetalkaboutthesecondthingthathappened,weusethesimplepasttense（gotup）．Asksometoreadtheirsentencestotheclass．

Askthestudentstomaketheirownlistsofotherverbsusedinthisunit．Tellthemtoputthelistsintheirnotebooksusingathree-columnformatliketheoneintheLook!section．Thelistshavetoincludetheseverbs;leave,walk,start,oversleep,ring,be．

Checktheanswers．

Somesamplesentenceswiththethreeverbforms

1．Igotupat6:30everyday．

Igotupat6:00yesterday．

BythetimeIgotup,mysisterhadalreadygottenintheshower．

2．Weusuallygotoschoolat7:30．

Wewenttoschoolat8:30yesterday．

Bythetimewegottotheclassroom,

thestudentshadgonetothechemistrylab．

3．Myfatherleaveshomeat8:30．

Helefthomeat9:30thismorning．

Whenmyfatherwentoutside,thebushadleft．

4．Theteacheroftenstartsteachingat9:00．

Theteacherstartedteachingat8:30thedaybeforeyesterday．

WhenTinagottoclass,theteacherhadalreadystartedteaching．

Thethreeformsoftheverbsusedinthisunit:

Leaveleftleft

Walkwalkedwalked

startstartedstarted

oversleepoversleptoverslept

ringrangrung

bewas/werebeen

StepⅥSummary

Say,Inthisclass,we’vedonemuchlisteningandwritingpracticewithtargetlanguage．We’vealsodonesomeoralpracticeinpairs．Andwe’vediscussedtheGrammarFocusofthisunit．

StepⅦHomework

1．WritedowntheendingofTina’sstory．

2．Makesentencesusingeachformoftheverbsbelow:

leave,walk,start,oversleep,ring,be

3．ReviewtheGrammarFocus．

StepⅧBlackboardDesign

Unit9BythetimeIgotoutside,the

bushadalreadyleft．

SectionA

TheSecondPeriod

TargetLanguage:

1．Bythetimeshegotup,herbrotherhadalreadygoneintothebathroom．

2．Bythetimeshewentoutside,thebushadalreadygone．

3．Bythetimeshegottoclass,theteacherhadalreadystartedteaching．

4．Whenshegottoschool,sherealizedshehadleftherbackpackathome．

Verbs:

Getgotgotten

Gowentgone

leaveleftleft

startstartedstarted

Unit9BythetimeIgotoutside,thebushadalreadyleft．

TheThirdPeriod

Ⅰ．TeachingAimsandDemands

1．KnowledgeObjects

（1）KeyVocabulary

bell,ring,gooff,rush,runoff,ontime,givesb．a(chǎn)ride,lock,breakdown

（2）TargetLanguage

BythetimeIgotthere,thebushadalreadyleft．

BythetimeIwokeup,myfatherhadalreadygoneintothebathroom．

2．AbilityObjects

Trainthestudents’readingskillwithtargetlanguage．

Trainthestudents’speakingskillwithtargetlanguage．

3．MoralObject

Haveyoueverdoneanythingcarelessly?

Shareyourstorywithyourfriends．

Ⅱ．TeachingKeyPoints

1．Guidethestudentstoreadthearticleinactivity3a．

2．Helpthestudentsdotheoralpracticewiththetargetlanguage．

Ⅲ．TeachingDifficultPoints

1．Helpimprovethestudents’readingskillbyActivity3a．

2．Helpthestudentsdescribewhathashappenedtothemwiththetargetlanguage．

Ⅳ．TeachingMethods

1．Getthemainideabyreading．

2．Pairwork．

Ⅴ．TeachingAid

Aprojector

Ⅵ．TeachingProcedures

StepⅠRevision

1．RevisewhathappenedtoTinabyaskingseveralstudentstotellthestory．

2．RevisethethreeformsoftheverbsinGrammarFocusbyaskingfourstudentstowritethemoutontheblackboard．

3．Checkhomeworkbyaskingoneortwotoreadtheirownendingsofthestroy．

4．Checkhomeworkbyaskingsomestudentstoreadthesentenceswhichtheymade．

5．Askthestudentstohandintheirhomework．

Somesamplesentenceswiththeverbsusedinthisunit:

1．Ileavehomeat7:30everymorning．

Ilefthomeat8:00thismorning．

BythetimeIgottotheairport,theplanehadleft．

2．Iwalktoschoolsometimes．

Iwalkedtoschoolyesterdayafternoon．

WhenIgotthere,thesickgirlhadwalkaway．

3．Themeetingstartat3:00everyWednesdayafternoon．

Themeetingstartedat3:30lastWednesdayafternoon．

AssoonasMr．Jonesgottothemeetingroom,themeetinghadalreadystarted．

4．Tinaseldomoversleeps．

Tinaoversleptthismorning．

Tinasaidshehadneveroversleptbefore．

5．Thehellringsat8:10everymorning．

Thebellrangat7:10thismorning．

WhenIgottoschool,thefirstbellhadrung．

6．Iamherenow．

Iwasathomelastnight．

Ihadbeenherefor20yearsbytheendof2003．

StepⅡ3a

Thisactivityprovidesreadingandwritingpracticeusingthetargetlanguage．

Showthevocabularyonthescreenbyaproject:

belln．鐘；鈴

ringv．鳴;響

gooff鬧鐘（鬧響）

rushv．沖；奔

rushoff跑掉;迅速離開

ontime準時

givesb．a(chǎn)ride讓某人搭便車

lockv．鎖；鎖上

breakdown損壞；壞掉

Pointtothewordsonebyoneandteachthestudentstoreadthem．Doitseveraltimes．Thenaskseveralstudentstoreadthewordstoseeiftheycanpronounceeachwordcorrectly．

Askthewholeclasstoreadtheinstructionstogether．ThereisanarticleinActivity3a．Yourtaskistoreadthestoryandwritetheeventsinthecorrectorder．

Havealookatthesampleanswerontherightofthearticlebeforeyoustart．Thenletthechildrencompletetheworkontheirown．Afterawhile,asksomestudentstoreporttheiranswerstotheclass．Writetheeventsontheblackboardastheyreport,puttingtheeventsinthecorrectorder．

Aftercheckingtheanswers,tellstudentstoreadthearticleagainmorecarefully．

Tellthemtofindoutthewordsorsentenceswhichtheycan’tunderstandthistime．

Afewminuteslater,letthestudentsaskquestionsonthewordsandsentenceswhichtheycan’tunderstand．Dosomeexplanationandmakesurethatthestudentsmakeeverythingclearaboutthearticle．

Thenaskthestudentstoreadthearticlealoud．Movearoundtheclassroomwhiletheyarereading,offeringhelpasneeded．

NextaskstudentstopickoutthesentenceswiththePastPerfectTense．Tellthemtounderlinethemandcomeupwiththereasontousethetence．

Asktwostudentstoreadtheiranswersandexplainthesentences．

Answers

1．a(chǎn)larmclockdidn’tgooff

2．fatherwenttobathroom

3．wokeuplate

4．tookshower

5．hadsomebreakfast

6．busleft

7．rantobusstop

8．startedwalking

9．gotaridewithafriend

10．bellringing

11．gottoschool

12．gottoclass

SentenceswiththePastPerfectTenseinthearticle:

1．…bythetimeIwokeup,myfatherhadalreadygoneintothebathroomand…

2．Unfortunately,bythetimeIgotthere,thebushadalreadyleft．

StepⅢ3b

Thisactivityprovidesreadingandwritingpracticeusingthetargetlanguage．

Callthestudents’attentiontothephotoofthewomansleeping．Thegirlissleeping．Shemayoversleep．Howaboutyou?

Haveyoueveroverslept?

Getastudentstoanswerthequestionsimply,suchasYes,Ihave．/No,Ihaven’t．

Thenaskonestudenttoreadtheinstructionstotheclass．

Wecanseesixquestionsinthebox．

You’llhavetoreadthequestionsintheboxandyouhavetodescribethecircumstancesinwhichthesethingshappened．

Explainthatdescribethecircumstancesmeanstotellwhen,whereandhowthethingshappened．

Askonestudentwhohaseveroverslepttoanswerthefirstquestionanddescribethecircumstance．HelphimorherusethePastPerfectTensetodescribethecircumstance．

Thenaskstudentstoreadthequestionsandwritetheiranswersintheirexercisebooks．TellthemthattheyhavetodescribethecircumstancesiftheiranswersareYes,andthereshouldbeatleastonesentencewiththePastPerfectTenseineachdescription．Movearoundtheclassroomprovidingsentencestotheoneswhoneed．Askseveralstudentstosharetheirstorieswiththeclass．Correctanymistakestheymaymake．Letthemchecktheanswersinpairs．

StepⅣ3c

Thisactivityprovideslisteningandspeakingpracticeusingthetargetlanguage．Askthewholeclasstoreadtheinstructionstogether．Thencallthestudents’attentiontothesampleconversationontheright．Askapairofthestudentstoreadtheconversationtotheclass．PleaseaskyourpartnerthequestionsinActivity3b．Askmorequestionsifheorshesays"Yes"．

Askthestudentstoworkinpairs．Encouragethemtoaskasmanyquestionsastheycan．Astheywork,movearoundtheroomofferinghelpandansweringquestionsasneeded．Asksomepairstosaytheirconversationstotheclass．

StepⅥSummary

Say,Inthisclass,we’velearnedanarticle．Andwe’vedonemuchpracticeinreading,listening,speakingandwriting．

We’vedonemuchpracticewiththetargetlanguage．

StepⅦHomework

1．WritetheanswerstothequestionsinActivity3b．

2．WriteaconversationinActivity3c．

StepⅧBlackboardDesign

Unit9BythetimeIgotoutside,the

bushadalreadyleft．

SectionA

TheThirdPeriod

AnswerstoActivity3a:

1．a(chǎn)larmclockdidn’tgooff

2．fatherwenttobathroom

3．wokeuplate

4．tookshower

5．hadsomebreakfast

6．busleft

7．rantobusstop

8．startedwalking

9．gotaridewithafriend

10．bellringing

11．gottoschool

12．gottoclass

Unit9BythetimeIgotoutside,thebushadalreadyleft．

TheFourthPeriod

I．TeachingAimsandDemands

1．KnowledgeObjects

（1）KeyVocabulary

costume,showup,exhausted,embarrassed,empty,fool,AprilFool’sDay,gooff,stayup

（2）TargetLanguage

WhenIgotthere,Ifoundthathehadfooledme．

Afteranhour,theotherkidsshowldup,andIrealizedthatmybrotherhadfooledme．

BythetimeIgottomatchclass,IwasexhaustedbecauseIhadstayedupallnightstudying．

Ifoundoutthatmyfriendhadfooledme．

2．AbilityObjects

（1）Trainthestudents’writing,listeningandspeakingskillswiththetargetlanguage．

（2）Trainthestudentstousethenewvocabulary．

3．MoralObject

HaveyoueverbeenfooledonAprilFool’s

Day?Shareyourstorywithyourfriends．

Ⅱ．TeachingKeyPoints

1．Trainthestudents’listeningandspeakingskillswithtargetlanguage．

2．Teachthestudentsthenewvocabulary．

Ⅲ．TeachingDifficultPoints

1．Guidelisteningandoralpracticeusingthetargetlanguage．

2．Helplearntousethenewvocabularycorrectly．

Ⅳ．TeachingMethods

1．Listening

2．Pairworkandgroupwork

Ⅴ．TeachingAid

Ataperecorder

Ⅵ．TeachingProcedures

StepIRevision

1．RevisethearticleinActivity3aonpage70byaskingseveralstudentstoreadit．

2．Dictatethefollowingwordsandphrases:

bell,ring,gooff,rush,runoff,ontime,givesb．a(chǎn)ridelock,breakdown．

3．Checkthehomework．

StepⅡ1a

Thisactivityreviewsvocabulary,introducessomenewvocabulary,andprovideswritingpractice．

Readtheinstructionstothestudents．Remembertoreadthesentenceinthebrackets．PointtothechartwiththethreeheadingsNouns,VerbsandAdjectives．Readthewordsinthebracketstothestudentsandhelpthestudentstounderstandthemeaningsofnouns,verbsandadjectives．

Teachthestudentstoreadthenewvocabularybelow:

costume,showup,exhausted,embarrassed,empty,fool,

AprilFool’sDay

Writethemontheblackboardorshowthemonascreenbyaprojectorwhileteaching．Tellthechildrenthemeaningofeachwordanddoalittleexplanation．

Thencallthestudents’attentiontothelistofthewordsontheleft．Askastudenttoreadthemandtellthemeaningsatthesametime．Findoutthewordswhichthestudentsdon’tunderstandandgivesomeexplanation．

Pleaseputthesewordsinthecorrectcolumnsinthechart．Somewordscanbeputinmorethanonecolumn．

Getastudenttoreadthesampleanswerstotheclassbeforetheystartsay,Foolcallalsobeaverb．Forexample,Hefooledme．SoitisputinbothColumnNounsandColumnVerbs．

Askthestudentstocompletethechartontheirown．

Correcttheanswersbyaskingthreestudentstoreadtheiranswerstotheclass．

Answers

Nouns:fool,costume,change,clock

Verbs:fool,invite,empty,gooff,getup,getdressed,showup,realize,change,stayup

Adjectives:embarrassed,empty,exhausted

StepⅢ1b

Thisactivityprovidesguidedoralpracticeusingthetargetlanguage．

Askastudenttoreadtheinstructionstotheclass．

Askanotherstudenttoreadtheexampleontheright．

Workinpairsnow．Tellyourpartneraboutsomethingthathashappenedtoyourecently．NotetousetwoormorephrasesfromthelistinActivityla．Gettilestudentstotalkinpairs．Movearoundtheclassroomcheckingtheirworkandofferinglanguagesupportasneeded．

Aftertheyallfinishtalking,asksomepairstosaytheirconversationstotheclass．

StepⅣ2a

Thisactivityprovidesguidedlisteningpracticeusingthetargetlanguage．SaysomethingaboutAprilFool’sDaytothestudentslikethis:

EveryyearonthefirstofApril,Americansdosillythingstosurpriseeachother．Forexample,someonemighttellyoutogototheteacher’sofficetogetyournewbook．Butthereisnobookatall!

Callthestudents’attentiontothefourpictures．Askthestudentswhatishappeningineachpicture．

Askfourdifferentstudentstodescribethepictures．Forexample,‘theycandescribePicture1likethis:

Aboywastoldtotakepartinacostumeparty．Sohedressedhimselfuplikeamonster．Butwhenhegottherehefoundthathisfriendhadfooledhim．Itwasn’tacostumeparty．Hefrightenedtheothers．

Readtheinstructionstotheclass．

You’lllistentothreeboys,Dave,NickandJoe,talkingaboutAprilFool’sDay．

Thereisaboxundereachpicturewhereyoucanwriteeachboy’sname．Nowlistentothetapeandwritethenameofeachboyunderhispicture．Ihavetotellyoutherewillbeonepicturewithoutanameunderit．

TellthemtoseetheexampleforPicturec．

Playthetapethefirsttime．Thestudentsonlylisten．Thenplaythetapeagain．Askthestudentstowriteeachboy’snameinthecorrectbox．Checktheanswersbyaskingdifferentstudentstotelltheirownanswers．

Answers

a．Nonameb．Joec．Nickd．Dave

Tapescript

Boy1:HaveyoueverbeenanAprilfool,Dave?

Boy2:Yes,Ihave．Afriendonceinvitedmetoacostumeparty．WhenIgotthere,Ifoundthathehadfooledme．Itwasn’tacostumeparty．Iwastheonlypersonwearingacostume．Iwasreallyembarrassed．Howaboutyou,Nick?

Boy1:Well,lastAprilFool’sDay,whenmyalarmwentoffIgotup,tookashower,gotdressed,andwenttoschool．ButwhenIgotthere,theschoolwasempty．Iwastheonlyonethere．Afteranhour,theotherkidsshowedup,andIrealizedthatmybrotherhadfooledme．

Boy3:shehad?

Boy1:Uh-huh．Hehadchangedtheclocktoanhourearlier．WhathappenedtoyouonAprilFool’sDay,Joe?

Boy3:Well,IwassicklastAprilfirst．Myfriendcalledmeandtoldmewehadamathstestthenextday．Bythetime1gotomathsclass,IwasexhaustedbecauseIhadstayedupallnightstudying．ThenIfoundoutthatmyfriendhadfooledme．Wedidn’thaveatestatall!

StepⅤ2b

Thisactivityprovidesguidedlisteningpracticeusingthetargetlanguage．

Readtheinstructionstotheclass．Therearesixphrasesinthebox．Yourtaskistofindoutwhosayseachofthephrases,Dave,NickorJoeafterlisteningtothesamerecording．Andwrite"D"forDave,"N"forNickand"J"forJoesontheshortlinesbeforethephrases．Lookatthefirstone．Theanswerhasbeengivenasasample．

Playtherecordingthefirsttime．Thestudentsonlylisten．Thenplaytherecordingagain．Askthestudentstowritethelettersintheblanks．Asksixdifferentstudentstoreporttheiranswerstotheclass．Checktheanswerswiththeclass．

Answers

1．D2．N3．J4．J5．D6．N

StepⅥ2c

Thisactivityprovidesoralpracticeusingthetargetlanguage．

Firstplaytherecordingagain．Pauseaftereachsentenceandgetthestudentstorepeat．

Doitatleasttwice．

Askastudenttoreadtheinstructionstotheclass．Thenhavethemlookatthesampleconversationontheright．Askapairofthestudentstoreadandtrytocontinueitlikethis:

SA:WhathappenedtoDaveonAprilFool’sDay?

SB:Well,afriendinvitedhimtoacostumeparty．Whenhegotthere,hefoundthathehadfooledhim．Itwasn’tacostumeparty．Hewastheonlypersonwearingacostume．Hewasreallyembarrassed．

Thenaskthestudentstoworkinpairs．

Eachpairmakestwoconversationsusinginformationfromtheearlieractivities．

Movearoundtheroomastheywork,offeringhelpasneeded．Askoneortwopairstosaytheirconversationstotheclass．

StepⅦSummary

Say,Inthisclass,we’velearnedsomenewwords．Andwe’vedonemuchlisteningandoralpractice．WehaveenjoyedsomeinterestingstorieshappenedonAprilFool’sDay．

StepⅧHomework

1．Writesomethingthathashappenedtoyourecently．UsetwoormorephrasesfromthelistinActivity1a．

2．WriteaconversationinActivity2c．

StepⅨBlackboardDesign

Unit9BythetimeIgotoutside,the

bushadalreadyleft．

SectionB

TheFourthPeriod

1．AnswerstoActivity1a:

Nouns:fool,costume,change,clock

Verbs:fool,invite,empty,gooff,getup,getdressed,showup,realize,change,stayup

Adjectives:embarrassed,empty,exhausted

2．Targetlanguage:

A:WhathappenedtoDaveonAprilFool’sDay?

B:Well,afriendinvitedhimtoacostumeparty．Whenhegotthere,hefoundthathehadfooledhim．itwasn’tacostumeparty．Hewastheonlypersonwearingacostume．Hewasreallyembarrassed．

Unit9BythetimeIgotoutside,thebushadalreadyleft．

TheFifthPeriod

Ⅰ．TeachingAimsandDemands

1．KnowledgeObjects

（1）KeyVocabulary

announce,describe,convince,panic,setoff,authority,reveal,hoax,

flee/fled/fled,spaghetti,girl-friend,Show,marry,thrill,getmarried,

reply,ending

（2）ThereadingpassagesaboutAprilFool’sDay．

（3）WritestorieshappenedonAprilFool’sDay．

2．AbilityObjects

（1）Trainthestudents’readingskill．

（2）Trainthestudents’writingandspeakingskills．

3．MoralObject

TrytocollectthejokeshappenedonApril

Fool’sDayandsharethemwithyourfriends．

Ⅱ．TeachingKeyPoints

1．Teachthestudentsthenewvocabulary．

2．Helpthestudentsunderstandthethreearticles．

3．GuidethestudentstowritestorieshappenedonAprilFool’sDay．

Ⅲ．TeachingDifficultPoints

1．Helpthestudentsunderstandthethreearticles．

2．HelpthestudentswritethestorieshappenedonAprilFool’sDay．

Ⅳ．TeachingMethods

1．Readingmethod．

2．Writeapassageusingthenotes．

3．Telljokes．

Ⅴ．TeachingAids

Aprojectandataperecorder．

Ⅵ．TeachingProcedures

StepIRevision

1．Revisethethreeboy’sstorieshappenedonAprilFool’sDay．Askthreedifferentstudentstotelltheirstoriestotheclass．

2．Checkthehomework．Asksomestudentstoreadtheirstoriesandconversationstotheclass．Thenhavethemcheckeachother’shomeworkinpairs．

StepⅡ3a

Thisactivityprovidesreadingpracticeusingthetargetlanguage．

Showthenewwordsandexpressionsonthescreenbyaprojector．

announcev．宣告；通告

describev．描述；描繪

convincev．使確信；使信服

panicn．恐慌；驚恐

setoff激起；引起

authorityn．權(quán)威機構(gòu)；行政管理機構(gòu)

revealv．揭示;揭露

hoaxn．騙局；惡作??；玩笑

fleen．逃跑；逃走

spaghettin．意大利式細面條

girlfriendn．女朋友

shown,演出；展示；炫耀

marryv．嫁；娶；與……結(jié)婚

thrillv．回答：答復

endingn．結(jié)局；結(jié)尾

getmarried結(jié)婚

replyv．回答；回復

Callthestudents’attentiontothescreen．

Pointtothewordsonthescreenonebyone．

AndTeachthestudentstoreadthewordsseveraltimes．Makesurethatthestudentscanreadeachwordcorrectly．

Readtheinstructionstothestudents．

You’llhavetoreadthreearticles．ThethreearticlesareaboutthreedifferentstorieshappenedonAprilFool’sDay．

Notallofthemaretrue．Tellwhichofthesestoriesisthemostbelievableandwhichistheleastbelievable．Andyouhavetotellthereasonsaswell．Atlast,thinkoverifyouwouldbefooledbyanyofthestories．

Readthefirstarticletotheclass．Thestudentslookattheirbooks,listentotheteacherandfindouttheanswerstothequestionsintheinstructions．

Afterreading,askthestudentsifitisbelievableandwhy．Askseveralstudentstotelltheiropinionsonthebelievabilitythefirstarticle．Theymaysaylikethis:

Ithinkitisbelievablebecausetheexacttimeandperson’snamearegiveninthefirstsentence,or,Idon’tthinkit’sbelievablebecauseIthinknoonedaredtofoolthepeoplelikethat．

Dothesamewiththetwoarticlesleft．

Asktwogoodstudentstoreadthearticlesinsteadoftheteacher．Elicitstudents’reasonsfortheiranswers．Atlasttellthestudentsthecorrectanswer．

Answers

Thefirststoryreallyhappened．Theradioprogramwascalled"TheWaroftheWorld．"

StepⅢ3b

Thisactivityprovidesreadingandwritingpracticeusingthetargetlanguage．

Readtheinstructionstotheclass．Playtherecordingagaintohelpthestudents．

Askthreedifferentstudentstoreadthenotestotheclass．

Helpthestudentsmakesentenceswiththenotesfirst．

Lookatthefirstlineofthenotes,please．

Let’sseewhathappenedfirstbymakingsentencesusingthenotes．

Letthestudentsmakesentenceswiththephrasesgiveninthefirstlineorally,basedonthestoryhappenedtoNick．Forexample,whenthealarmwentoff,Nickgotup,tookashower,gotdressed,andwenttoschool．Thengoonwiththesecondline．Theymaysay:

Butwhenhegottoschool,theschoolwasempty,Anhourlater,theotherkidsshowedup．

Thesamplesentenceforthethirdline．

Herealizedthathisbrotherhadfooledhim．

Aftermakingsentences,askthestudentstowriteamagazinestoryaboutNickin

Activities2aand2b,usingthenotesbelow．Astheywrite,movearoundtheroomofferinghelpandansweringquestionsasneeded．

Afteraroundtenminutes,askastudenttoreadthecompletedarticletotheclass．

Therestoftheclasshelpcorrectthemistakesthestudentmayhavemade．Getthemtocheckeach’other’swritingcarefullyinpairs．

Asampleanswer

OnAprilFool’sDayNick’salarmwentoff．Hegotupandtookashower．Thenhegotdressedandwenttoschool．Whenhegottoschool,thebuildingwasempty．

Anhourlatertheotherkidsshowedup．

Thenherealizedthathisbrotherhadfooledhim．Hisbrotherhadsethisalarmanhourearlier．

StepⅣ3c

Thisactivityprovideswritingpracticeusingthetargetlanguage．

Readtheinstructionstotheclass．Besurethatthestudentsknowwhattheyareaskedtodo．Atfirst,havethestudentsthinkwhattheymightwriteabout．

Thentellthemtomakealistofideasbeforestartingwriting．Thelistshouldincludethethreeparts,whathappenedfirst,whathappenednext,andwhatyoufinallyrealized．Theycanusethenotesin

Activity3bassamples．

Writeasamplelistontheblackboard:

Whathappenedfirst:schoolgate/met

Don/LiLei/waitingfor/ontheplayground/rantotheplayground．

Whathappenednext:gottotheplayground/noonewasthere．

WhatIrealized:Don/fooledme

Nextaskthestudentstowritetheirjokes．TellthemtheycanusethearticletheywroteforActivity3basamodel．

Aftertheystarttowrite,movearoundtheroomprovidinghelpasneeded．

Asksomestudentstoreadtheirarticlestotheclass．Correctasmanyofthearticlesaspossibleinclass．

Asamplewriting

OnAprilFool’sDayImetDonattheschoolgate．HetoldmethatLiLeiwaswaitingformeontheplayground．ThenIrantotheplayground．WhenIgotthere,Ifoundnoonewasontheplayground．

ThenIrealizedthatDonhadfooledme．

StepⅤ4

Thisactivityprovidesreading,speakingandlisteningpracticeusingthetargetlanguage．

Readtheinstructionstotheclass．Reviewthemeaningsoffunniest,mostembarrassingandmostcreative．Say,Eachofyouhastoreadyourjoketotheclass．

Theclasswillvoteonthefunniestjoke,themostembarrassingjokeandthemostcreativejoke．

Havetheclasshavealookatthesampleconversationintheboxbeforereading．

Askapairofthestudentstoreadittotheclass．

SA:What’syourjoke?

SB:Well,lastyear,onthefirstdayofschool,mysisterputapieceofpaperonmybackthatsaid"Pleasesayhello．"Alldayatschool,manystrangesaidhellotome．

Writetheconversationontheblackboard．Thenaskthestudentstoreadtheirstoriestotheclass．Afterallofthestudentshaveread,asktheclasstovoteforthefunniest,mostembarrassingandmostcreativestories．

StepⅥSummary

Inthisclass,wereadthreearticlesfirst．Andthenwewroteamagazinestorybasedonsomenotes．Nextwewroteajoke．Atlast,wevotedforthefunniestjoke,themostembarrassingjokeandthemostcreativejoke．

However,we’vedonemuchreading,writingandspeakingpractice．

StepⅦHomework

1．Readthethreearticlesaloudafterclass．

2．Correctthemagazinestoryandthejokeyouhavewritten．

3．Trytorememberthenewvocabulary．

StepⅧBlackboardDesign

Unit9BythetimeIgotoutside,the

bushadalreadyleft．

SectionB

TheFifthPeriod

1．SamplenotestoActivity3c:

Whathappenedfirst:schoolgate/met

Don/LiLei/waitingfor/ontheplay-ground/rantotheplayground．

Whathappenednext:gottotheplay-ground/noonewasthere．

WhatIrealized:Don/fooledme．

2．Targetlanguage:

A:What’syourjoke?

B:Well,lastyear,onthefirstdayofschool,mysisterputapieceofpaperonmybackthatsaid"Pleasesayhello．"Alldayatschool,manystrangerssaidhellotome．

Unit9BythetimeIgotoutside,thebushadalreadyleft．

TheSixthPeriod

Ⅰ．TeachingAimsandDemands

1．KnowledgeObjects

（1）Verbs

rush,realize,invite,showup,stayup．

（2）Writeanarticleaccordingtothepicturesgiven．

（3）Vocabulary

homework,look,costume,empty

2．AbilityObjects

（1）Trainthestudentstousetheseverbscorrectly:

rush,realize,invite,showup,stayup．

（2）Trainthestudents’writingskill．

3．MoralObjects

HaveyoueverhadasimilarSundaywithMing?Tellyourownstorytoyourclassmates．

Ⅱ．TeachingKeyPoints

1．Helpthestudentshaveaselfcheckonthekeywordsandtargetlanguageofthisunit．

2．Practiseusingtheseverbs:rush,realize,invite,showup,stayup．

3．Reviewthenewvocabularyintroducedinthisunit:homework,lock,costume,empty．

4．Directthestudentstowriteanarticleaccordingtothepicturesgiven．

Ⅲ．TeachingDifficultPoints

1．Helpthestudentsmakesentenceswiththeverbs．

2．Directthestudentstowriteanarticlewiththepicturesgiven．

Ⅳ．TeachingMethods

1．Teachingbyprovidingsamplesentences．

2．Teachingbydescribingthepictures．

Ⅴ．TeachingAid

Justtheblackboard．

Ⅵ．TeachingProcedures

StepIRevision

1．RevisethecontentsinthethreearticlesinActivity3aonpage72byaskingthequestionbelow

Questions

（1）Whatdidaradioprogramannouncein1938?

（2）Whathadhappenedbythetimetheauthoritiesrevealedthestorywasahoax?

（3）WhatdidareporterannounceonAprilFool’sDay?

（4）Whathadhappenedbythetimepeoplerealizedthatthestorywasahoax?

（5）WhatdidafamousTVstaroncedoonAprilFool’sDay?

（6）Whatwastheendingofthelaststory?

2．Askthreedifferentstudentstoreadthearticles．

3．Dictatethefollowingwords:

announce,convince,panic,authority,reveal,spaghetti,describe,hoax,thrill,flee/fled/fled．

StepⅡPart1

Thisactivityfocusesonvocabularyintroducedintheunit．Focusattentiononthebox．Inviteastudenttoreadthevocabularywordsatthetop．

Youareaskedtofillintheblankswiththewords．Insomecases,youmayneedtouseanotherformoftheword,forexample,adjustingfortenseorsubject/verbagreement．

Askstudentstofillintheblanksontheirown．Checktheanswers．Fivestudentseachreadsasentence,fillingintheblanks．Therestofthestudentschecktheirwork．

Answers

1．realized2．rush3．stayup4．invite5．showup

Askstudentstomaketheirownsentenceswiththewords,preferablysentencesthataremeaningful．Movearoundtheroom．

Collectafewstudents’answerswithmistakesontheblackboard．Alongwiththestudents’helpcorrectthemistakes．

Suggestedanswers

1．Assoonasthebellrang,thestudentsrushedtotheplayground．

2．Bythetimehegottotheofficeherealizedthathehadlockedallhiskeysathome．

3．Mr．GreeninvitedhisgoodfriendstohaveabigdinnerathomelastSunday．

4．Wehavetofinishthetaskbeforethebossshowsup．

5．Jackstayedupverylatelastnight．Hecouldn’twakeupontimethismorning．

StepⅢPart2

Thisactivityprovideswritingpracticeusingthetargetlanguage．

Havethestudentslookatthesevenpictures．Tellthechildrenthatthepicturesareconnectedtoeachotherinanorder．

Ask:WhatishappeningtoMing?

Getthewholeclasstoreadtheinstructions．Thenaskthestudentstodescribeeachpictureinorder．Writesomeusefulsentencesontheblackboard．Forexample,forthefirstpicture,helpthestudentstosayMingwakesupat10:00andthinkssheislateforschool．

Thesentencescanvary．

Afterdescribingeachpicture,askthestudentstowriteastoryaboutMing’sdayontheirown．Walkaroundtheroomofferinglanguagesupportifneeded．

Afterawhile,askafewstudentstotelltheclassaboutMing’sday．Lettherestoftheclasshelpcorrectthemistakesthattheymayhavemade．

Tellthemtoexchangetheirarticleswiththeirpartnersandhelpeachothercorrectthemistakes．Askthestudentstorewritetheirarticlestomakethearticlesperfectafterclass．

Asampleanswer

Mingwokeupat10:O0o’clockinthemorning．Shethoughtthatshemustbelateforschool．Soshegotupandrodeabiketoschoolwasempty．Shewastheonlyonethere．ThensherealizedthatitwasSunday．

Hergoodfriend,HanMei,cametoseeheraftershehadgothome．MingtoldHahMeithewholestoryhappenedinthemorningearlier．ItmadeHanMeilaughalot．

Mingwenttohergrandparents’housewithherparents．Theyhaddinnertogetherandtalkedhappily．

MingwatchedTVintheeveningandshewenttobedat10:00．

StepⅣPart3

Thisactivityfocusesonthenewvocabularyintroducedinthisunit．

Callthestudents’attentiontothebox．Havethemlookatthefourgroupsofwords．Getthestudentstoreadtheinstructionstogether．Askthemtocirclethewordsthatdon’tbelongineachgroup．

Thefirstonehasbeengivenasamodel．

Asksomestudentstotelltheiranswerstotheclass．Checktheanswerswiththewholeclass．

Answers

1．homework2．lock3．costume4．empty

StepⅤJustforFun!

Thisactivityprovidesreadingandspeakingpracticewiththetargetlanguage．

Callthestudents’attentiontothecartoonpictures．Tellthemtoseewhathappens．

Askthestudentstoreadthesentencesunderthepicturestogether．

Thenaskthechildrenwhatis,funnyaboutthiscartoon．Helpthestudentstoanswerlikethis:

Theboysawthecloudsandhefelttherainlongbeforehegothome．Heshouldhaverealizedmuchsoonerthathehadforgottenhisumbrella．

StepⅥSummary

Inthisclass,we’vepracticedusingsomeverbsandwe’vewrittenanarticlebasedonthepicturesgiven．Atlast,weenjoyedafunnycartoon．Allofyouhavedoneverywell!

StepⅦHomework

1．Reviseallthelanguagepointsinthisunit．

2．Finishofftheexercisesonpages36～38oftheworkbook．

3．Makeanothermoresentencewitheachverbbelow,rush,realize,invite,showup,stayup．

4．Rewritethearticle．

StepⅧBlackboardDesign

Unit9BythetimeIgotoutside,the

bushadalreadyleft．

Selfcheck

TheSixthPeriod

AnswerstoActivity1:

1．realized

2．rush

3．stayup

4．invite

5．showup

SampleanswerstoActivity1:

1．Assoonasthebellrang,thestudentsrushedtotheplayground．

2．Bythetimehegottotheoffice,herealizedthathehadlockedallhiskeysathome．

3．Mr．GreeninvitedhisgoodfriendstohaveabigdinnerathomelastSunday．

4．Wehavetofinishthetaskbeforethebossshowsup．

5．Jackstayedupverylatelastnight．Hecouldn’twakeupontimethismorning．

Unit9BythetimeIgotoutside,thebushadalreadyleft．

TheSeventhPeriod

Reading:ChangingEnglish

Ⅰ．TeachingAimsandDemands

1．KnowledgeObjects

KeyVocabulary

quarter,normal,trafficlight,competition,significant,positionandsoon．

2．AbilityObjects

Trainstudents’abilityofidentifymainidea．

Trainstudents’abilityofunderstandingwordsincontext．

Trainstudents’abilityofreadingforspecialinformation．

3．MoralObject

IfyoucanspeakbothgoodEnglishandyournativelanguage,itmayhelpyougetmorechancesinsearchingjobs．

Ⅱ．TeachingKeyPointsKeyvocabulary

Readthetexttoidentifymainidea．

Readthetexttounderstandwordsincontext．

Readthetextforspecialinformation．

Ⅲ．TeachingDifficultPoints

Trainstudents’readingskill．

Ⅳ．TeachingMethods

1．Up-downreadingmethods．

2．Pairwork．

3．Groupwork．

Ⅴ．TeachingAid

Aprojector．

Ⅵ．TeachingProcedures

StepIKeyVocabulary

Thisactivityintroducesthekeyvocabularywords．

Showthefollowingvocabularyonthescreenbyaprojector．

quartern．四分之一

populationn．人口

nativeadj．本國的；本地的

speakern．說話者；演講者

whereveradv．無論哪里

Singaporeann．新加坡人adj．新加坡人的；新加坡的

Indian．印度

Hindin．印地語；印地人adj．印度北部的

Germann．德語；德國（人）的

inventionn．發(fā)明；創(chuàng)造

businessn．生意；商業(yè)

Saythewordsandhavestudentsrepeatseveraltimesuntiltheycanpronouncethemfluentlyandaccurately．

StepⅡPart1

Thisactivityisdesignedtoactivatestudents’backgroundknowledgebeforeattemptingthereading．

ReadthetitleChangingEnglishtotheclass．Ask,Whatdoyouthinkthearticleisabout?

Readtheinstructionstotheclass．

Pointtothethreequestionsinthebox．

Say,YouaretodiscussthequestionsaboutEnglishwithyourpartner．Butdon’tlookatthereading．Useyourbackgroundknowledgeinstead．

Getstudentstocompletethetaskinpairs．Asthepairsworktogether,walkaroundtheroom．EnsurethattheyarediscussingthequestionsinEnglish．

Whenmoststudentsarefinished,invitepairsofstudentstoreporttheirresults．

Don’tsayyesornototheiranswers．

StepⅢPart2

Thisactivityprovidespracticeinscanningforspecificinformation．

Lookatthepicture．Askstudentstodescribewhatishappeninginthepicture．

Readtheinstructionsanddrawstudents’attentiontothelistofnumbers．Getastudenttosaythesampleanswerlikethis:In1950Englishstartedbeingmorepopularforscience．

Pleasereadthroughthearticlesilently．

Findinformationforthenumbers．Remembertoskimforthekeyideasratherthanreadslowly．Getstudentstoworkontheirown．Astheyaredoingthis,movearoundtheclassroomansweringquestionstheymayhaveandofferinglanguagesupportasneeded．

Checktheanswers．

Answers

1950—InthisyearEnglishstartedbeingmorepopularforscience．

10000—numberofwordsintheSouthAfricandictionarynotfoundelsewhereintheworld．

ahundred—numberofyearsagothat

Germanwasthemostpopularlanguageforscience．

onebillion—numberofpeoplelearningEnglish．

375million--thenumberofnativespeakersofEnglish．

StepⅣPart3

Thisactivityencouragesstudentstousethestrategyofreadingincontext．

Askstudentstoreadthearticleonce．

Say,Payattentiontotheboldwordandexpressions?Andnoteanyotherwordorsentenceyoudon’tunderstand．Readincontext,guessingstheirmeaningsfromtheotherwordsaroundthem．

Afewminuteslater,askdifferentstudentstosaythemeaningsofthewordsandexpressionsindicatedinboldbyguess．Don’tgivethemthecorrectanswers．Letstudentslookatthewordsandexpressionsandtheirmeaningsinthebox．Pointoutthesampleanswer．Thenaskstudentstomatchthecorrectmeaningswiththecorrectwordsandexpressions．Allowthemoneortwominutestodothis．

Checktheanswers．

Answers

quarterd,normala,trafficlighte,competitionf,significantb,positionc

Getstudentstomakesentenceswiththewordsandexpressions．Remindthemtolookatthearticleagainforextrahelp．

Answerstothisactivitywillvary．Askastudenttowritehis/heranswersontheblackboard．

Sampleanswers

1．Aquarterofstudentsinmyclassaregirls．

2．Ihopethesituationwillsoonreturntonormal．

3．Whenthetrafficlightsarered,youmuststop．

4．Hetookpartinaswimmingcompetition．

5．Listening,speaking,readingandwritingarefoursignificantskillsinlearningEnglish．

6．Sheisfitfortheposition．

StepⅤPart4

Thisactivityhelpsstudentsreadforspecificinformation．

Readtheinstructionstotheclass．Callstudents’attentiontothechart．Askastudenttoreadthefivesentencestotheclass．Say,Youaretoreadthearticleagainanddecideifthesesentencesaretrueorfalse．Andcorrectthefalsesentences．

Givestudentsasampleanswertothefirstsentence．

T:Doyouthinkthefirstsentenceistrueorfalse?

SS:False．

T:Whyisitfalse?

SS:BecauseEgyptianssayWelcometoEgypt．

Getstudentstodotheactivityontheirown．Asstudentswork,movearoundtheroomansweringanyquestionstheymayhave．

Checktheanswers．Askdifferentstudentstogivetheiranswers．Forthefalsesentence,havethemgivethecorrectstatement．

Answers

FEgyptianssayWelcomeinEgypt．

FTrafficlightsinSouthAfricaarecalledrobots．

T

T

FHinglishofChineseandEnglishiscalledChinglish．

StepⅥPart5

Thisactivityletsstudentsworkingroupsandthinkcriticallyaboutwhattheyhaveread．

Readtheinstructionstotheclass．

Callstudents’attentiontothechart．Setatimelimitforstudentstogothroughallthesentencesandtheletteredlanguages．

Say,Theunderlinedwordscomefromdifferentlanguages．Youaretoreadthesentencesagainandguesswherethesewordscomefromorlookthemupinadictionary．Trytomatchthemwiththelanguagestheycomefrom．

Givestudentsasampleanswertothefirstsentence（ThewordmattresscomesfromArabic．）

Getstudentstodotheactivityingroupsoffour．Asthegroupsworktogether,walkaroundtheroomcheckingprogressandofferinghelpasneeded．

Checktheanswers．

Answers

mattressa．Arabic

pajamasd．Hindi

mosquitoesf．Spanish

snorkele．German

yoghurtb．Turkish

bazaarc．Persian

chauffeursh．French

sopranog．Italian

Culturenote

MostpeoplewhospeakEnglishasanativelanguagedon’thavethesamegrammaticalbackgroundaspeoplewhostudyEnglishasasecondlanguage．

However,whatapersonwhowasbornspeakingEnglishknowsiswhetherornotthingssound"right"．Heorshemightnotbeabletoexplainthereason,butwillusuallyhaveagoodsenseofhowEnglishshouldbeused．BecauseEnglishisalanguagemadeupfrommanydifferentlanguageswithalotofoddrules,alearnershouldbeabitflexibleandunderstandthatsomerulesaremadetobebroken．

StepⅦSummary

Inthisclass,we’vedonemuchreadingandwritingpractice．Anditimprovesourreadingcomprehensionability．

StepⅧHomework

AskstudentstocollectsomemorewordsusedinEnglishalongwiththedifferentlanguagestheycomefrom．

StepⅨBlackboardDesign

Reading:ChangingEnglish

TheSeventhPeriod

SamplesanswerstoActivity3

1．Aquarterofstudentsinmyclassaregirls．

2．Ihopethesituationwillsoonreturntonormal．

3．Whenthetrafficlightsarered,youmuststop．

4．Hetookpartinaswimmingcompetition．

5．Listening,speaking,readingandwritingarefoursignificantskillsinlearningEnglish．

6．Sheisfitfortheposition．

Unit10BythetimeIgotoutside,thebushadalre

教案課件是老師上課中很重要的一個課件，大家靜下心來寫教案課件了。只有規(guī)劃好了教案課件新的工作計劃，這樣我們接下來的工作才會更加好！你們會寫教案課件的范文嗎？急您所急，小編為朋友們了收集和編輯了“Unit10BythetimeIgotoutside,thebushadalre”，相信能對大家有所幫助。

Ⅰ.Learningobjectives教學目標SkillFocus

▲Narratepastevents

▲LearnPastPerfecttense

▲Writeandtalkaboutajokeinthepast

▲Learntoclassifywordsintonouns,verbsandadjectives

Language

Focus

功

能

句

式

Narratepastevents（P76）

BythetimeIgotup,mybrotherhadalreadygottenintheshower.

BythetimeIgottothecinema,themoviehadalreadybegun.WhenIgottoschool,IrealizedIhadleftmybackpackathome.

詞

匯

1．重點詞匯

rush,lock,empty,describe,farmer,marry

2．認讀詞匯

gotten,oversleep,ring,fool,costume,embarassed,announce,Mars,convince,authority,relative,broke,exhausted,reveal,AprilFool’sDay,panic,girlfriend,embarrassing,hoax,fled,spaghetti,thrill,ending,OrsonWells

3.詞組

gooff,runoff,ontime,givesb.aride,breakdown,showup,setoff,getmarried,apieceof

語

法

PastPerfecttense:

BythetimeIgotoutside,thebushadalreadyleft.

Strategy

Focus

1.Sequencing

2.Classifying

CultureFocus

Punctuality.

LearnaboutAprilFool’sDay.Ⅱ.Teachingmaterialsanalyzingandrearranging教材分析和重組1．教材分析

本單元以“Baddays”為話題,共設(shè)計了三個部分的內(nèi)容：

SectionA

該部分有4個模塊：第一模塊以討論有關(guān)“morning”的兩個問題(1a)引入單元話題，通過聽力練習（1b）和對話練習（1c）讓學生掌握一個過去完成時的句型；第二模塊繼續(xù)就第一模塊的聽力材料進行內(nèi)容和時態(tài)練習（2a-2b）以及口語訓練（2c）；第三模塊以一個“hurriedmorning”的故事展開訓練，訓練形式為閱讀排序（3a）和回答問題（3b）以及口語練習（3c）。

SectionB

該部分有4個模塊：第一模塊是詞匯的學習（1a）與運用（1b）；第二模塊圍繞“AprilFool’sDay”繼續(xù)對過去完成時進行聽力（2a-2b）和口語訓練（2c）；第三模塊繼續(xù)圍繞三個“stories”展開閱讀（3a）和寫作（3b-3c）訓練；第四模塊就“tellafunnystory”展開小組活動，進行口語訓練（4）。

Selfcheck

該部分有3個模塊：第一模塊以填空形式對所學詞匯進行自我測試(1)；第二模塊就“Ming’sDay”進行寫作練習(2);第三個模塊以“circle”的形式判斷詞匯類型(3)。

2．教材重組和課時分配

Period1(SectionA:1a,1b,1c,2a,2b,2c)

Newfunctionpresenting

Period2(SectionA:3a,3b,3c;SectionB:1a,1b,2a,2b,2c)Practice

Period3(SectionB:3a,3b,3c,4)

Readingandwriting

Period4(Selfcheck:1,2,3)

IntegratingskillsIII.Teachingplansforeachperiod

StepIRevisionandLead-in

AsktwoormoreSstoshowtheirwork.

T:Inthelastunit,youwereaskedtowriteapassageabouthowtoprotecttheenvironmentusingPresentPerfecttense,suchashavedone/havebeen...since/for...Nowwho’dliketodisplayyourprojecttotheclass?

Asampleversion:

Asweallknow,theenvironmentisveryimportanttous.Westudentsshoulddoourbesttokeeptheworldclean.Ihaveneverspatsincetwoyearsago.Ioftenpickupsomerubbishontheground.AndIhavealwaysputrubbishinaplasticbagsinceoneyearago.Ihavecollectedthingslikebottles,plasticlunchboxesfor6months.Ihavealsotriedtorecyclesomethings,butitisreallyahardjob.Anyway,IthinkIhavemadesomecontributionstotheprotectionofourenvironment.

T:Youhavedoneagoodjob.ThereisaChinesesaying:一日之際在于晨。InEnglish,thereisasimilarsaying:Yourmorningthoughtsmaydetermineyourconductfortheday.Thesesayingstellusabouttheimportanceofmorning.Thatistosay,awell-organizedmorningwillbefollowedbyagoodday.Andifyougetuplateoroversleep,youmayhaveabadday.Don’tyouagree?

Ss:Iagree.Butit’sreallydifficulttogetupearly.

T:Whattimedoyouusuallygetupinthemorning?

S1:Iusuallygetupatsix.

T:That’sveryearly.Whendidyougetupthismorning?

S1:Igotupathalfpastsix.

T:Oh!Whathappened?

S1:Mybothergotintheshower.

T:OK.Bythetimeyougotup,yourbrotherhadalreadygottenintheshower,right?

Writethissentenceontheblackboard.

Bythetimeyougotup,yourbrotherhadalreadygottenintheshower.

T:Whatelsehappened?

S1:Mymothercookedinthekitchen.

T:OK.Bythetimeyougotup,yourmotherhadalreadycookedinthekitchen.

Writethissentenceontheblackboard.

Bythetimeyougotup,yourmotherhadalreadycookedinthekitchen.

T:Whatdidyoufindwhenyougotupthismorning,S2?

S2:Myfatherhadlefthome.

T:Sobythetimeyougotup,yourfatherhadalreadylefthome.

Writethesentenceontheblackboard.

Bythetimeyougotup,yourfatherhadalreadylefthome.

T:Lookatthethreesentencesontheblackboard.Theycontainthestructurewearegoingtolearntoday—PastPerfecttensestructure.Nowwillyougivesomesentencesbyusingthisstructure?

S:BythetimeIgottothecinema,thefilmhadalreadybegun.

BythetimeIgottothebusstation,thebushadalreadyleft.

WhenIfinallyarrivedthere,shehadalreadygone.

...

T:Good.Youreallydidagreatjob.Next,you’lllistentoTinatellingherstoryinthemorning.Butbeforethat,let’slookatthepicturesonpage76.Whatcanyouseeinthepictures?

S1:Icanseeagirlgettingup.Ithinkshegetsuplaterthanusualbecauseshelooksworried.

T:Verygood.Whatelsecanyousee?

S2:Someoneistakingashowerinthebathroom,soshehastowait.

T:Whatelse?

S3:Bythetimeshegottothebusstop,thebushadalreadyleft.

T:Verygood.Iamverygladthatyouusedthestructurewejustlearnt.Thankyouforyourwonderfulwork.StepIIListening

Listentothetapeandfinish1b.

T:Nowlet’slistentothetapeandseewhathappenedtoTina.Iwillplayittwice.Forthefirsttime,trytogetageneralideaofherstory.Andforthesecondtime,completethesentences.

PlaythetapeandgivetheSs2minutestofinishthetask.Thenchecktheanswers.StepIIIPairwork(1c:P76)

T:WeheardTinatellingusherstorythismorning.Asweknow,differentpeoplemayhavedifferentmornings.Thenwhataboutyours?PretendyouareTinainthepicture.Lookatthepicturesaboveandtellyourpartnerswhathappenedtoyouthismorning.First,who’dliketoreadtheexampleinthebox?

AsktwoSstoreadtheexamplein1conpage76first.

T:Nowworkinpairs.Tellyourpartnerwhathappenedtoyouthismorning.

Movearoundtheclassroomandchecktheirwork.Offerlanguagehelpifneeded.

Afterafewminutes.

T:Nowwho’dliketoshareyourstorieswithus?

Sampledialogue1:

S1:Whathappenedthismorning?

S2:Ioverslept.AndbythetimeIgotup,mybrotherhadalreadyfinishedhisbreakfast.

Sampledialogue2:

S3:Whathappenedtoyouthismorning?

S4:Well,Igotuplate.BythetimeIfinishedmybreakfast,mymotherhadlefthome.StepIVListening(2a,2b,2c:P77)

T:From1band1cweknowthatTinaoversleptandshecouldnottakeashowerontime.Bythetimeshegotup,herbrotherhadalreadygottenintheshower.Whatdoyouthinkwillhappenafterthat?

S1:Ithinkshewillhavebreakfastlate.

T:Ithinksotoo.Whataboutyou?

S2:Ithinkshewillmissthebus.

T:That’sreallyterrible.Andwhat’syouridea?

S3:Ithinkshewillbelateforschoolandherteacherwillbeangry.

...

T:Welldone.Asweknow,Tina’sgettinguplatebroughtheralotoftrouble.We’dbettergetupearly,sothatwecangettoschoolontime.Nowlet’slistentoanothermaterialaboutTinaandseewhathappenedlater.Beforewedothis,let’slookatthepicturesonpage77first.Whatcanyouseeinthepictures?

S1:IcanseeTinaislookingforherkeys.

S2:Icanseesheisrushingtoschool.Ithinkshewillbelate.

S3.Bythetimeshegottoschool,classhadalreadybegun.

T:NowlistenandfindoutwhathappenedtoTina.Forthefirsttime,justlistenandgetageneralidea.

Playtherecordingforthefirsttime.

T:Listenagainandnumberthepicturesinthecorrectorder.

Playtherecordingforthesecondtime.

T:Lisa,what’syourorder?

...

Checktheanswers.

T:You’lllistentotheconversationagain.Thistimefillintheblanksin2bwiththecorrectverbforms.

Playtherecordingagain.AftertheSsfilltheblanks,checktheanswers.

T:Afterlistening,weknowthattheteacherhadalreadystartedteachingbythetimeTinawalkedintoclass.Nowmakeupanendingforthestoryandshareitwiththeclass.TellwhathappenedtoTinawhensheenteredtheclassroom.

Sampleendings:

1.WhenTinawalkedintoclass,theclasshadalreadybegun.TheteacherlookedatTinaandaskedwhyshewaslate.Herfaceturnedredandtoldtheteacherthatshegotuplateandmissedthebusandshehadtowalktoschool.Theteachertoldhertogetupearlierandnevertobelateagain.

2.WhenTinarushedintoclass,theteacherhadalreadystartedteaching.TheteacherlookedatTinaandaskedwhyshegottoschoollate.Shetoldherteacherthatthetrafficwasheavyandittookheralongtimetogettoschool.Theteacherlookedatherandsaid,“Ibelieveyouareagoodandhoneststudent.”Tina’sfaceturnedredandsherealizedshewaswrongandtoldthetruthtoherteacher.

StepVGrammarFocus(P77)

T:LookattheGrammarFocusboxonpage77.Nowwho’dliketoreadthesentencestotheclass?

Askastudenttoreadthesentencesinthebox.

T:Welldone.Nowweknowthatwhenwetalkaboutthingsthathappenedbeforepastevents,weoftenusePastPerfecttense.Well,doyouknowthedifferencesbetweenPresentPerfecttenseandPastPerfecttense?

ShowthefollowingtotheSs.

(1)ShehastaughtEnglishfor6years.

(2)“WhereisSusan”“ShehasgonetoAmerica”.

表示過去某時發(fā)生的動作，這動作可能剛剛停止,也可能還在進行。(1)ShesaidshehadtaughtEnglishfor6years.

(2)BythetimeIgottoLondon,she

hadgonetoAmerica.

表示過去某時之前發(fā)生的動作。Pointoutthedifferencesbetweenthesentencesabove.

T:Fromtheaboveexamples,wecanseethedifferencesbetweenPresentPerfecttenseandPastPerfecttens.Sowecanreachthefollowingconclusion:

ShowthefollowingtotheSs.

現(xiàn)在完成時:主語+have/hasdone

過去完成時:主語+haddone

T:Nowreadthefollowingexamplesaloud.AndobservehowPastPerfecttenseisusedinthem.AndthentranslatethemintoChinese.

ShowthefollowingtotheSsandaskthemtoreadaloud.

1.Bythetimeshegottoschool,sherealizedshehadleftherbackpackathome.

2.BythetimeIwokeup,myfatherhadalreadybeenintothebathroom.

3.Whenshegottothebusstop,thebushadalreadyleft.

4.Whenthedoctorarrived,thepatienthaddied.

T:Who’dliketotranslatethemintoChinese?Volunteer?

S:1.她到學校以后才意識到把背包落在家里了。

2.我早上醒來的時候爸爸就已經(jīng)在浴室洗澡了。

3.當她趕到車站的時候，車已經(jīng)走了。

4.當醫(yī)生趕到的時候，病人已經(jīng)死了。

T:Goodtranslations.Nowlookatthefollowingsentencesonthescreen.CanyouputthemintoEnglish?

Showthefollowingsentencesonthescreen.

1.到那時，他已經(jīng)交了一些朋友。

2.到那時她已完成了那項任務。

3.在我見到她以前,她認識我哥哥已經(jīng)兩年了。

4.我到火車站時，火車已經(jīng)開了。

Sampleanswers:

1.Bythattime,hehadalreadymadesomefriends.

2.Bythattime,shehadalreadyfinishedthejob.

3.ShehadknownmybrotherfortwoyearsbeforeImether.

4.WhenIgottotherailwaystation,thetrainhadalreadyleft.

StepVIHomework