安慰教學(xué)設(shè)計(jì)

Unit10BythetimeIgotoutside教學(xué)設(shè)計(jì)。

Unit10

BythetimeIgotoutside,thebushadalreadyleft．

一、學(xué)習(xí)目標(biāo)（LanguageGoal）

1．Learntonarratepastevents．學(xué)會(huì)描述過去所發(fā)生的事情。

2．LearntoexpresssomethingwithPastPerfectTense.學(xué)習(xí)使用過去完成時(shí)態(tài)。

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

二、重點(diǎn)詞組（Keyphrases）

1．bythetime到…時(shí)候?yàn)橹?/p>

2．getoutside到外邊

3．gettoschool到學(xué)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(zhǔn)時(shí)

14．intime及時(shí)

15．comeby（走）過來

16．givesb.aride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(gè)化裝舞會(huì)

21．sth.happentosb.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

三、[交際用語]

1．Bythetimeshegotup,herbrotherhadalreadygoneintothebathroom．

2．Bythetimeshewentoutside,thebushadalreadygone

3．Bythetimeshegottoclass,theteacherhadalreadystartedteaching．

4．Whenshegottoschool,sherealizedshehadleftherbackpackathome

5．Haveyoueveroverslept?

6．Haveyoueverbeenlateforschool?

四、[重點(diǎn)難點(diǎn)釋義](LanguagePoints)

1．getto意為“到達(dá)”。例如：

Whendidyougettherelastnight?

你昨晚什么時(shí)候到那兒的？

Igethomeat7:00everyday．

我每天7:00到家。

WhenIgottothecinema,thefilmhadalreadybegun．

我到電影院時(shí)，電影已經(jīng)開始了。

辨析：get,arrive與reach

這三個(gè)詞都可以用來表示“到達(dá)”，但是用法不同。

（1）get和arrive都是不及物動(dòng)詞，其后只能跟表示地點(diǎn)的副詞，若是跟名詞則須再加介詞，即getto＋地點(diǎn)名詞，arrivein/at＋地點(diǎn)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(dá)”，而不指出到達(dá)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(shí)候到校？

Whenwillyouarrive?

你什么時(shí)候到？

（2）reach為及物動(dòng)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(xué)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(jí)

getbored變得無聊

gettired變得疲勞

3．Iveneverbeenlateforschool,butyesterdayIcameveryclose.

我上學(xué)從未遲到過，但是昨天差一點(diǎn)兒就遲到了。

（1）Ive是Ihave的縮寫，havebeenlate是現(xiàn)在完成時(shí)態(tài)，現(xiàn)在完成時(shí)是指一個(gè)動(dòng)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(duì)現(xiàn)在產(chǎn)生了一定的影響，其構(gòu)成是have/has＋動(dòng)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(jì)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(huì)別遲到了。

Jimwaslateforschoolagain．

吉姆上學(xué)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(shí)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(jìng)賽、考試）；（作為嗜好、工作）“愛好”。例如：

Shegoesinforbird－watching．她愛好賞鳥。

（2）goon“進(jìn)行，繼續(xù)”。例如：

Pleasegoon．請(qǐng)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(fù)習(xí)。

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(xí)講漢語。

辨析：haveto與must

這兩個(gè)詞都可以表示“必須”。haveto更加強(qiáng)調(diào)客觀原因，而must則強(qiáng)調(diào)主觀原因；含有haveto的句子在作句型轉(zhuǎn)換時(shí)須借助于助動(dòng)詞do，does或did，而must本身是情態(tài)動(dòng)詞，進(jìn)行句型轉(zhuǎn)換時(shí)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(dòng)詞“等待，等候”的意思?？梢杂糜谠~組waitforsb．“等某人”，waittodosth．“等著做某事”，waitforsb.todosth．“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(shí)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(gè)詞。如：lucky（幸運(yùn)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(gè)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(yùn)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(gè)便車。

（1）comeby意為“經(jīng)過，走過；獲得，獲有”。例如：

Pleaseletthecarcomeby．

請(qǐng)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(shí)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）givesb.aride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(gè)便車嗎？

Iwanttogetaride.

我想搭個(gè)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(zhǔn)時(shí)到達(dá)。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(xué)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(shí)別忘了關(guān)燈。

Sorry,Iforgottobringthebooksagain．

對(duì)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(qǐng)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(shí)須注意以下幾點(diǎn)：

1表示“在……節(jié)”用介詞on；

2表示節(jié)日的每個(gè)詞的首字母大寫；

3用day來表示“節(jié)”，且無冠詞；

4一般用復(fù)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(gè)故事，進(jìn)而激起了全國(guó)性的恐慌。

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

e.g.Thisbookissointerestingthateveryoneinourclasswantstoreadit．

這本書是如此的有趣以至于全班同學(xué)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(dǎo)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。

e.g.Itwassodarkthathecouldntseethefacesofhiscompanions．

天太黑了，他不能看見同伴的臉。

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

e.g.Theysetoutearlysothattheymightarriveintime

他們?cè)缭绲爻霭l(fā)以便按時(shí)到達(dá)。

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(lán)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(jìng)爭(zhēng)、對(duì)抗”。例如：

Setyourselfagainsther．

跟她競(jìng)爭(zhēng)。

3setin開始例如：

Therainyseasonhassetin．

雨季已開始了。

4“setout”出發(fā)，啟程“setsth.out”展示，陳列例如：

Theysetoutatdawn．

他們?cè)诜鲿猿霭l(fā)。

Hesetsouthisideasclearlyinhisessay．

他在這篇文章中明確地列出了他的觀點(diǎn)。

5setup“建立，設(shè)立”。例如：

Thememorialwillbesetup．

紀(jì)念碑要建成了。

12．…becausethespaghettifarmersinItalyhadstoppedgrowingspaghetti．

……因?yàn)樯a(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(qǐng)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?yàn)樗拇_想結(jié)婚。

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

Wewerethrilledwithjoy．

我們高興極了。

Shewasthrilledatthegoodnews．

她聽到那個(gè)好消息很興奮。

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

Doyouwantanice－cream?

你想要個(gè)冰激凌嗎？

Iwantsomebreadandmilk．

我想要些面包和牛奶。

TomwantstolearntoplayChinesechess．

湯姆想學(xué)下中國(guó)象棋。

DoesLucywantstolearntodance?

露茜想學(xué)跳舞嗎？

（3）marry為動(dòng)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(gè)非延續(xù)性動(dòng)詞，即它不能跟表示一段時(shí)間的詞連用。bemarried也可以用來表示“結(jié)婚”，它是一個(gè)延續(xù)性詞組，可以與表示一段時(shí)間的詞連用。例如：

JohnisgoingtomarryJane

約翰要和簡(jiǎn)結(jié)婚了。

Henrydidntmarryuntilhewasoverfifty．

亨利直到過了50歲才結(jié)婚。

Whenareyougoingtogetmarried?

你準(zhǔn)備什么時(shí)候結(jié)婚？

Wehavebeenmarriedfortenyears．

我們已經(jīng)結(jié)婚十年了。

Hisunclewillgetmarriednextmonth．

他叔叔下個(gè)月結(jié)婚。

五、語法知識(shí)

1．PastperfectTense過去完成時(shí)

構(gòu)成：had＋過去分詞（had沒有人稱和數(shù)的變化）

過去完成時(shí)可以表示過去某一時(shí)刻或某一動(dòng)作之前完成的動(dòng)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(shí)的動(dòng)作發(fā)生在過去某一時(shí)間之前，那么，使用過去完成時(shí)就必須先有這樣一個(gè)過去的時(shí)間。

e.g.Ihadfinishedmyhomeworkbeforesupper．

我在晚飯前把作業(yè)做完了。

句中的supper既是過去某一時(shí)間，而hadfinished這一動(dòng)作就是在supper之前完成的。如果只說Ihadfinishedmyhomework．聽者會(huì)覺得難以理解。由此可見，過去完成時(shí)是個(gè)相對(duì)的時(shí)態(tài)，它不能離開過去的時(shí)間而獨(dú)立存在。

e.g.BytheendofthatyearHenryhadcollectedmorethanonethousandforeignstamps．

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

e.g.Whenwegotthere,thefootballmatchhadalreadystarted．

當(dāng)我們到那里時(shí)，足球比賽已經(jīng)開始了。（過去時(shí)間是when從句）

動(dòng)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(dòng)詞詞尾加－ed,特殊動(dòng)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(gè)月末，她已經(jīng)學(xué)了2000個(gè)英語單詞了。

IhadntlearntJapanesebeforeIwenttoJapan．

我去日本之前沒學(xué)過日語。

注意：過去完成時(shí)的否定句和疑問句直接通過had的變化即可。

2．when和bythetime引導(dǎo)的時(shí)間狀語從句

bythetime到……時(shí)候?yàn)橹?，指從過去某一點(diǎn)到，從句所示的時(shí)間為止，這一時(shí)間段。when當(dāng)……時(shí)候，指過去的某一時(shí)間點(diǎn)。從句用一般現(xiàn)在時(shí)，主句為過去完成時(shí)。

e.g.Bythetimeshegotup,herbrotherhadalreadygoneintothebathroom．

到她起床的時(shí)候，她的弟弟已經(jīng)去洗澡間了。

Bythetimeshewentoutside,thebushadalreadygone

到她走到外面的時(shí)候，公共汽車已經(jīng)走了。

Whenshegottoschool,sherealizedshehadleftherbackpackathome

當(dāng)她到學(xué)校的時(shí)候，她意識(shí)到她把書包放在家里了。

（在這句話中，過去的時(shí)間點(diǎn)為“到?！钡臅r(shí)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(diǎn)是時(shí)態(tài)。由于事情發(fā)生在過去，因此一定要用過去的某種時(shí)態(tài)。但如果是直接引語（如在雙引號(hào)“”之內(nèi)），則根據(jù)當(dāng)時(shí)的情況來決定。

表示過去的時(shí)態(tài)有：

（1）一般過去時(shí)：結(jié)構(gòu)：動(dòng)詞的過去式

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

（3）過去完成時(shí)：結(jié)構(gòu)：had＋過去分詞

（4）過去將來時(shí)：結(jié)構(gòu)：would＋動(dòng)詞原形

請(qǐng)看例文1：

ItwasSunday．Iwenttoapooltofish．Ithoughttheremustbesomefishformetocatch．Iheldmyfishingpole,waitingpatiently．Suddenlyabigfishwascaught．Iwasgladandputitintomylittlebasket．Beforelongmysistercamewithoutawordsheputbackthefishintothewater．Iwasastonished．Ireallythoughtshebecamemad．Sheorderedmetoputdownthefishingpoleandledmetoaplacenotfaraway．Therestoodasign,reading“Nofishing”．IrealizedthatIwasmakingamistake

（注意觀察文中時(shí)態(tài)的應(yīng)用）

精選閱讀

Unit10BythetimeIgotoutside,thebushadalre

教案課件是老師上課中很重要的一個(gè)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(jì)劃，這樣我們接下來的工作才會(huì)更加好！你們會(huì)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(duì)大家有所幫助。

Ⅰ.Learningobjectives教學(xué)目標(biāo)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(diǎn)詞匯

rush,lock,empty,describe,farmer,marry

2．認(rèn)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(jì)了三個(gè)部分的內(nèi)容：

SectionA

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

SectionB

該部分有4個(gè)模塊：第一模塊是詞匯的學(xué)習(xí)（1a）與運(yùn)用（1b）；第二模塊圍繞“AprilFool’sDay”繼續(xù)對(duì)過去完成時(shí)進(jìn)行聽力（2a-2b）和口語訓(xùn)練（2c）；第三模塊繼續(xù)圍繞三個(gè)“stories”展開閱讀（3a）和寫作（3b-3c）訓(xùn)練；第四模塊就“tellafunnystory”展開小組活動(dòng)，進(jìn)行口語訓(xùn)練（4）。

Selfcheck

該部分有3個(gè)模塊：第一模塊以填空形式對(duì)所學(xué)詞匯進(jìn)行自我測(cè)試(1)；第二模塊就“Ming’sDay”進(jìn)行寫作練習(xí)(2);第三個(gè)模塊以“circle”的形式判斷詞匯類型(3)。

2．教材重組和課時(shí)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(shí)發(fā)生的動(dòng)作，這動(dòng)作可能剛剛停止,也可能還在進(jìn)行。(1)ShesaidshehadtaughtEnglishfor6years.

(2)BythetimeIgottoLondon,she

hadgonetoAmerica.

表示過去某時(shí)之前發(fā)生的動(dòng)作。Pointoutthedifferencesbetweenthesentencesabove.

T:Fromtheaboveexamples,wecanseethedifferencesbetweenPresentPerfecttenseandPastPerfecttens.Sowecanreachthefollowingconclusion:

ShowthefollowingtotheSs.

現(xiàn)在完成時(shí):主語+have/hasdone

過去完成時(shí):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(xué)校以后才意識(shí)到把背包落在家里了。

2.我早上醒來的時(shí)候爸爸就已經(jīng)在浴室洗澡了。

3.當(dāng)她趕到車站的時(shí)候，車已經(jīng)走了。

4.當(dāng)醫(yī)生趕到的時(shí)候，病人已經(jīng)死了。

T:Goodtranslations.Nowlookatthefollowingsentencesonthescreen.CanyouputthemintoEnglish?

Showthefollowingsentencesonthescreen.

1.到那時(shí)，他已經(jīng)交了一些朋友。

2.到那時(shí)她已完成了那項(xiàng)任務(wù)。

3.在我見到她以前,她認(rèn)識(shí)我哥哥已經(jīng)兩年了。

4.我到火車站時(shí)，火車已經(jīng)開了。

Sampleanswers:

1.Bythattime,hehadalreadymadesomefriends.

2.Bythattime,shehadalreadyfinishedthejob.

3.ShehadknownmybrotherfortwoyearsbeforeImether.

4.WhenIgottotherailwaystation,thetrainhadalreadyleft.

StepVIHomework

新目標(biāo)Unit10BythetimeIgotoutside,thebushad&

Unit10BythetimeIgotoutside,thebushadalreadyleft．

一．學(xué)習(xí)目標(biāo)（LanguageGoal）

1．Learntonarratepastevents．學(xué)會(huì)描述過去所發(fā)生的事情。

2．LearntoexpresssomethingwithPastPerfectTense.學(xué)習(xí)使用過去完成時(shí)態(tài)。

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

二．重點(diǎn)詞組（Keyphrases）

1．bythetime到…時(shí)候?yàn)橹?/p>

2．getoutside到外邊

3．gettoschool到學(xué)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(zhǔn)時(shí)

14．intime及時(shí)

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(gè)化裝舞會(huì)

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在第一天三.[交際用語]1．Bythetimeshegotup,herbrotherhadalreadygoneintothebathroom．

2．Bythetimeshewentoutside,thebushadalreadygone

3．Bythetimeshegottoclass,theteacherhadalreadystartedteaching．

4．Whenshegottoschool,sherealizedshehadleftherbackpackathome

5．Haveyoueveroverslept?

6．Haveyoueverbeenlateforschool?

四.[重點(diǎn)難點(diǎn)釋義](LanguagePoints)

1．getto意為“到達(dá)”。例如：

Whendidyougettherelastnight?

你昨晚什么時(shí)候到那兒的？

Igethomeat7:00everyday．

我每天7:00到家。

WhenIgottothecinema,thefilmhadalreadybegun．

我到電影院時(shí)，電影已經(jīng)開始了。

辨析：get,arrive與reach

這三個(gè)詞都可以用來表示“到達(dá)”，但是用法不同。

（1）get和arrive都是不及物動(dòng)詞，其后只能跟表示地點(diǎn)的副詞，若是跟名詞則須再加介詞，即getto＋地點(diǎn)名詞，arrivein/at＋地點(diǎn)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(dá)”，而不指出到達(dá)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(shí)候到校？

Whenwillyouarrive?

你什么時(shí)候到？

（2）reach為及物動(dòng)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(xué)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(jí)

getbored變得無聊

gettired變得疲勞

3．Iveneverbeenlateforschool,butyesterdayIcameveryclose

我上學(xué)從未遲到過，但是昨天差一點(diǎn)兒就遲到了。

（1）Ive是Ihave的縮寫，havebeenlate是現(xiàn)在完成時(shí)態(tài)，現(xiàn)在完成時(shí)是指一個(gè)動(dòng)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(duì)現(xiàn)在產(chǎn)生了一定的影響，其構(gòu)成是have/has＋動(dòng)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(jì)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(huì)別遲到了。

Jimwaslateforschoolagain．

吉姆上學(xué)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(shí)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(jìng)賽、考試）；（作為嗜好、工作）“愛好”。例如：

Shegoesinforbird－watching．她愛好賞鳥。

（2）goon“進(jìn)行，繼續(xù)”。例如：

Pleasegoon．請(qǐng)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(fù)習(xí)。

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(xí)講漢語。

辨析：haveto與must

這兩個(gè)詞都可以表示“必須”。haveto更加強(qiáng)調(diào)客觀原因，而must則強(qiáng)調(diào)主觀原因；含有haveto的句子在作句型轉(zhuǎn)換時(shí)須借助于助動(dòng)詞do，does或did，而must本身是情態(tài)動(dòng)詞，進(jìn)行句型轉(zhuǎn)換時(shí)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(dòng)詞“等待，等候”的意思?？梢杂糜谠~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(shí)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(gè)詞。如：lucky（幸運(yùn)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(gè)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(yùn)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(gè)便車。

（1）comeby意為“經(jīng)過，走過；獲得，獲有”。例如：

Pleaseletthecarcomeby．

請(qǐng)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(shí)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(gè)便車嗎？

Iwanttogetaride.

我想搭個(gè)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(zhǔn)時(shí)到達(dá)。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(xué)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(shí)別忘了關(guān)燈。

Sorry,Iforgottobringthebooksagain．

對(duì)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(qǐng)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(shí)須注意以下幾點(diǎn)：

1表示“在……節(jié)”用介詞on；

2表示節(jié)日的每個(gè)詞的首字母大寫；

3用day來表示“節(jié)”，且無冠詞；

4一般用復(fù)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(gè)故事，進(jìn)而激起了全國(guó)性的恐慌。

（1）So…that…句型中，so后面應(yīng)加一個(gè)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(xué)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(dǎo)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(dǎo)目的狀語從句。其從句中的謂語動(dòng)詞通常和can，may，should等情態(tài)動(dòng)詞連用，而且主句和從句之間不使用逗號(hào)，意為“以便，使能夠”。

eg．Theysetoutearlysothattheymightarriveintime

他們?cè)缭绲爻霭l(fā)以便按時(shí)到達(dá)。

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(lán)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(jìng)爭(zhēng)、對(duì)抗”。例如：

Setyourselfagainsther．

跟她競(jìng)爭(zhēng)。

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?cè)诜鲿猿霭l(fā)。

Hesetsouthisideasclearlyinhisessay．

他在這篇文章中明確地列出了他的觀點(diǎn)。

5setup”建立，設(shè)立”。例如：

Thememorialwillbesetup．

紀(jì)念碑要建成了。

12．…becausethespaghettifarmersinItalyhadstoppedgrowingspaghetti．

……因?yàn)樯a(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(qǐng)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?yàn)樗拇_想結(jié)婚。

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

Wewerethrilledwithjoy．

我們高興極了。

Shethrilledatthegoodnews．

她聽到那個(gè)好消息很興奮。

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

Doyouwantanice－cream?

你想要個(gè)冰激凌嗎？

Iwantsomebreadandmilk．

我想要些面包和牛奶。

TomwantstolearntoplayChinesechess．

湯姆想學(xué)下中國(guó)象棋。

DoesLucywantstolearntodance?

露茜想學(xué)跳舞嗎？

（3）marry為動(dòng)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(gè)非延續(xù)性動(dòng)詞，即它不能跟表示一段時(shí)間的詞連用。bemarried也可以用來表示“結(jié)婚”，它是一個(gè)延續(xù)性詞組，可以與表示一段時(shí)間的詞連用。例如：

JohnisgoingtomarryJane

約翰要和簡(jiǎn)結(jié)婚了。

Henrydidntmarryuntilhewasoverfifty．

亨利直到過了50歲才結(jié)婚。

Whenareyougoingtogetmarried?

你準(zhǔn)備什么時(shí)候結(jié)婚？

Wehavebeenmarriedfortenyears．

我們已經(jīng)結(jié)婚十年了。

Hisunclewillgetmarriednextmonth．

他叔叔下個(gè)月結(jié)婚。

五語法知識(shí)

1．PastperfectTense過去完成時(shí)

構(gòu)成：had＋過去分詞（had沒有人稱和數(shù)的變化）

過去完成時(shí)可以表示過去某一時(shí)刻或某一動(dòng)作之前完成的動(dòng)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(shí)的動(dòng)作發(fā)生在過去某一時(shí)間之前，那么，使用過去完成時(shí)就必須先有這樣一個(gè)過去的時(shí)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(shí)間，而hadfinished這一動(dòng)作就是在supper之前完成的。如果只說Ihadfinishedmyhomework．聽者會(huì)覺得難以理解。由此可見，過去完成時(shí)是個(gè)相對(duì)的時(shí)態(tài)，它不能離開過去的時(shí)間而獨(dú)立存在。

eg．BytheendofthatyearHenryhadcollectedmorethanonethousandforeignstamps．

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

eg．Whenwegotthere,thefootballmatchhadalreadystarted．

當(dāng)我們到那里時(shí)，足球比賽已經(jīng)開始了。（過去時(shí)間是when從句）

動(dòng)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(dòng)詞詞尾加－ed，特殊動(dòng)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(gè)月末，她已經(jīng)學(xué)了2000個(gè)英語單詞了。

IhadntlearntJapanesebeforeIwenttoJapan．

我去日本之前沒學(xué)過日語。

注意：過去完成時(shí)的否定句和疑問句直接通過had的變化即可。

2．when和bythetime引導(dǎo)的時(shí)間狀語從句

bythetime到……時(shí)候?yàn)橹?，指從過去某一點(diǎn)到，從句所示的時(shí)間為止，這一時(shí)間段。when當(dāng)……時(shí)候，指過去的某一時(shí)間點(diǎn)。從句用一般現(xiàn)在時(shí)，主句為過去完成時(shí)。

eg．Bythetimeshegotup,herbrotherhadalreadygoneintothebathroom．

到她起床的時(shí)候，她的弟弟已經(jīng)去洗澡間了。

Bythetimeshewentoutside,thebushadalreadygone

到她走到外面的時(shí)候，公共汽車已經(jīng)走了。

Whenshegottoschool,sherealizedshehadleftherbackpackathome

當(dāng)她到學(xué)校的時(shí)候，她意識(shí)到她把書包放在家里了。

（在這句話中，過去的時(shí)間點(diǎn)為“到校”的時(shí)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(diǎn)是時(shí)態(tài)。由于事情發(fā)生在過去，因此一定要用過去的某種時(shí)態(tài)。但如果是直接引語（如在雙引號(hào)“”之內(nèi)），則根據(jù)當(dāng)時(shí)的情況來決定。

表示過去的時(shí)態(tài)有：

（1）一般過去時(shí)：結(jié)構(gòu)：動(dòng)詞的過去式

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

（3）過去完成時(shí)：結(jié)構(gòu)：had＋過去分詞

（4）過去將來時(shí)：結(jié)構(gòu)：would＋動(dòng)詞原形

請(qǐng)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(shí)態(tài)的應(yīng)用）

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(zhǔn)時(shí)

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(jī)構(gòu)；行政管理機(jī)構(gòu)

revealv．揭示;揭露

hoaxn．騙局；惡作劇；玩笑

fleen．逃跑；逃走

spaghettin．意大利式細(xì)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(fù)

endingn．結(jié)局；結(jié)尾

getmarried結(jié)婚

replyv．回答；回復(fù)

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(guó)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(guó)（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．