科技英语课本学习知识句子翻译Unit10

Unit 10 By the time I got outside, the bus had already left.教案Unit10BythetimeIgotoutside,thebushadalreadyleft．TheFirstPeriodⅠ．TeachingAimsandDemands．knowledgeobjects（1）keyVocabularyoversleep（2）TargetLanguagewhathappened?Ioverslept．AndbythetimeIgotup,mybrotherhadalreadyg ottenintheshower．2．Abilityobjects（1）Teachthestudentstousethenewwords．（2）TrainthestudentstonarratepasteventswiththePastPerfe ctTense．（3）Trainthestudents’listeningandspeakingskillswiththetargetlanguage．3．moralobjectIt’sagoodhabittogotobedearlyintheeveningandgetupearlyi nthemorning．Soyou’llneverbeinahurryinthemorning．Ⅱ．TeachingkeyPoints．keyVocabularyoversleep2．TargetLanguageNarratepasteventswiththePastPerfectTenseⅢ．TeachingDifficultPoints．TrainthestudentstonarratepasteventswiththePas tPerfectTense．2．Trainthestudentstounderstandthetargetlanguageins pokenconversation．Ⅳ．Teachingmethods．Thinkingofexamplesfromthestudents’reallives．2．makingsentencesbylookingatthepictures．Ⅴ．TeachingAidAtaperecorderⅥ．TeachingProceduresStepIRevision．RevisethelanguagepointsinUnit8．Asksomequestionslikethis:whatvolunteerworkwouldyoul iketodo?Helpthestudentstoanswer,I’dliketo…/Iloveto…/Ihopeto…2．PracticethedialogueinActivity3conpage62again．Ge tstudentstoroleplaythesimilardialogueswiththefollow ing．SA:I’dliketojointheschoolvolunteerproject,butI’mnotsurewhatIshoulddo．SB:whatdoyoulikedoing?SA:Iloveplayingfootball．SB:well,youcouldhelpcoachafootballteamforlittlekids ．Letthechildrenpracticeinpairs．3．checkthestudents’homeworkbyaskingsomestudentstoreadtheirsentenceswit hthephrasalverbs．Thenaskthestudentstohandintheirho mework．4．Dictatethefollowingwords：cleanup,cheerup,giveout,putoff,setup,runoutof,takea fter,fixup,giveaway,callup,handout,workout,hunger,establish,commit ment,veterinarian,strategyStepⅡ1aThisactivityintroducesnewvocabularywhichcanbeusedto narratepastevents．Firstwritebythetimeontheblackboard．andtelltheclass themeaningofit．"bythetime"meansnotlaterthan,before,assoonas,orwhen theindicatedcomes．whenweusethewords．"Bythetime…, "wearetalkingabouttwodifferentthingsthathappenedint hepast．Saythissentencetotheclass:Bythetimetheteach ercamein,thestudentshadbegunreadingEnglish．Tellthemtonotethestruture"hadbegun"inthissentence．Begunisthepastparticipleofbegin．whenwetalkabouttwo eventsbothhappenedinthepast,theonewhichhappenedearliershoulduseandplusapastparticiple．Thewordsfollowi ngBythetime…,talkaboutthethingthathappenedlater．A ndtellthestudentswhentheyusehadplusapastparticiple, theyareusingthePastPerfectTense．Alsoexplainwhatist hepastparticipleformofaverbforthestudents．Tellthem itisasthesameasthepastformforaregularverb．Andtheyh avetoremembertheirregularverbs’participlesonebyone．Playagametohelpthestudentsunderstandthesentenceswit hthewordsBythetime…Doitlikethis:Pretendthattheteacherwillleavetheclassroomandthestu dentswilldosomethings．whentheteacherreturns．thecl asswillmakestatementsstartingwithBythetime…writeBythetimeIcameback…ontheblackboard．Saytotheclass,BythetimeIcamein．whathadhappened?Helponestudenttoanswerlikethis,Bythetimetheteacherc amein,Donhadwrittenhisnameontheblackboard．Thengetmorestudentstoanswerdifferently,suchas,Bythelimetheteachercamein,wehaddiscussedanEnglishproblem．Bythetimetheteachercamein,Ihaddrawnapicture．writethesesentencesontheblackboard,andteachthestude ntstoreadseveraltimes．Readtheinstructionstothestudentsandreadthesequestio nstotheclassaswell．whatdoyouusuallydoin,themorningbeforeschool?Doyouli kemorning?whyorwhynot?chooseonegoodstudenttoanswerthembysayingsomethinghe orsheusuallydoesinthemorning．Heorshemayanswerlikethis,Iusuallygetupearly,washmyfaceandhavebreakfast．Ilik emorningsbecausetheairisfresh,orIusuallygetupaslate aspossible．ThenIhavetowashmyfaceandhavebreakfastin ahurry．Ioftenrushtoschoolwithoutbreakfast．Sometim esIforgetsomethingathome．Idon’tlikemorningsbecauseIamalwaystoobusy．Thenhavethewholeclasspracticeinpairs．Askeachothert hequestions．Aftertheyfinishtalking,askoneortwopairstosaytheirco nversationstotheclass．correctthemistakestheymaymak ewiththeotherstudents．callthestudents’attentiontothepicturesinActivityla．Askstudentstote llwhattheysee．Say,Anysentenceswhichmakesenseareacceptedtodescribe thepictures．ThegirlinthepicturesisTina．Presentthenewwordsbypro vidingsentencesshowingthemeaningsofthemlikethis: T:whatcanyouseeinPicture1?S1:Shesleptalongtime．T:That’scorrect．Sheslepttoolate．Sheoverslept．classrepea t．Sheoverslept．Ss:Sheoverslept．T:whatdoyouseeinPicture2?S2:Herbrotherorsisterisinthebathroom．T:That’scorrect．Shewantstogointothebathroom．Shecan’tbecausesomeoneistakingashower．classrepeat．Someon eistakingashower．Ss:Someoneistakingashower．writethesewordsontheblackboard:overslept,takingashower,hadleft,leftherbackpackatho me．Thentellstudentstotalkaboutthepicturesingroupsoffou r．movearoundtheclassroom,listeningtostudentsandoff eringhelp．makesurethattheytalkinEnglish．Aftertheyallfinishtalking,askdifferentgroupstotellt heclassaboutthepictures．Theymaysaylikethis:Tinaoversleptinthemorning．Shewantedtogotothebathro om,butherbrotherhadalreadygottenintheshower．whenshegottothebusstop,thebushadalreadyleft．Shehadtoruntoschool．Aftershegottoschool,sherealize dshehadleftherbackpackathome．Thesentencescanvary,b utshouldbecorrect．StepⅢ1bThisactivitygivesstudentspracticeinunderstandingthe targetlanguageinspokenconversation．Askthestudentstoreadtheinstructionstogether．Haveth emlookatthetwocolumns,AandB,inthechart．Pointoutthe sampleanswer．Readthetwopartsofthesentence．Thengoovertheotherunconnectedpartsofsentences,too．youwillconnectthetwopartsofthesentences,connectasen tencebeginninginthefirstcolumnwiththeendofthatsente nceinthesecondcolumn．Pleaseguesstheothertwosentenc esbeforeIplaythetape．Iguessmostofthechildrencangetthecorrectsentencesbyguessing．Sojustletthemguess．Don’ttellthemwhethertheiranswersarerightorwrong．ok,justkeepyouranswersbyguessing．Let’sdecideiftheyarerightbylisteningtothetapenow．Playtherecordingforthefirsttime．Studentsonlylisten．Thenplayitasecondtime．Letstude ntsmatchtwopartsofeachsentence．checktheanswersbyas kingsomestudentstotelltheiranswers．makesurethatallofthemhavegotthecorrectanswersbylist ening．Saycongratulationstothestudentswhogettheansw erscorrectlybyguessing．Answers．b2．a3．cTapescriptBoy:Hi,Tina．youlookstressedout．Girl:Iam．Ihadabadmorning．Boy:Really?whathappened?Girl:well,firstofallIoverslept．BythetimeIgotup,mybrotherhadalreadygottenintheshower．Boy:oh,whatapain!Girl:So,afterhegotoutofshower,Itookaquickshowerandg otdressed．ButbythetimeIwentoutside,thebushadalread yleft．Boy:oh,no!Girl:oh,yes!SoIranallthewaytoschool．ButwhenIgottos chool,IrealizedIhadleftmybackpackathome．Boy:Nowonderyoulookstressedout．StepⅣ1cThispracticeprovidesguidedoralpracticeusingthetarge tlanguage．FirstplaytherecordinginActivity1b againandletthestudentsreadafterit．Doitatleasttwice．Thenreadtheinstructionstogetherwiththewholeclass．youwillmakeconversationsinpairs．EachofyouwillhavetotaketurnsbeingTina．LookatthepicturesinActivitylat ohelpyou．Tellyourpartnerwhathappenedtoyouthismorni ng．Askapairtoreadtheexampletotheclassbeforetheybeg irtSA:whathappened?SB:Ioverslept．AndbythetimeIgotup,mybrotherhadalrea dygottenintheshower．writetheconversationontheblackboard．Havethestudentsworkinpairs．movearoundtheroomofferi nglanguagesupportasneeded．Aftertheyallfinishtalking,asksomepairstosaytheircon versationstotheclass．StepⅤSummarySay,Inthisclass,we’velearnedhowtonarratepastevents,usingthePastPerfectTense．we’vealsodonesomelisteningpracticeinunderstandingtheta rgetlanguageinspokenconversation．Also,we’vedonemuchoralpracticeusingthetargetlanguage．StepⅥHomework．writeoutthestoryofTina,Notetousethetargetlang uage．2．RevisewhentousethePastPerfectTenseandtheverbstru ctureofit．StepⅦBlackboardDesignUnit9BythetimeIgotoutside,thebushadalreadyleft．SectionATheFirstPeriod．Bythetime…Bythetimetheteachercamein,thestudentshadbegunreadin g．Bythetimetheteachercamein,Donhadwrittenhisnameonthe blackboard．Bythetimetheteachercamem,wehaddiscussedanEnglishpro blem．2．Somewordstodescribethepicturesoverslept,takingas hower,hadleft,leftherbackpackathome．3．TargetLanguage:A:whathappened?B:Ioverslept．AndbythetimeIgotup,mybrotherhadalread ygottenintheshower．Unit9BythetimeIgotoutside,thebushadalreadyleft．TheSecondPeriodⅠ．TeachingAimsandDemands．knowledgeobjects（1）TargetLanguageBythetimeshegottoclass,theteacherhadalreadystartedt eaching．whenshegottoschool,sherealizedshehadleftherbackpack athome．whenIgothome,IrealizedIhadleftmykeysinthebackpack．（2）TheThreeFormsoftheverbs．2．Abilityobjects（1）Trainthestudents’listeningskill．（2）Trainthestudents’writingskillwiththetargetlanguage．（3）Trainthestudents’speakingskill．（4）Trainthestudentstousethethreeformsoftheverbs．3．moralobjectTrytobeacarefulpersonanddoeverythingcarefully．Reme mbernottobeascarelessasTina．Ⅱ．TeachingkeyPoints．Listeningpracticewiththetargetlanguage．2．Usethecorrectverbformstofillintheblanksbylisteni ng．3．makesentencesusingthePastPerfectTense．4．Thethreeformsoftheverbs．Ⅲ．TeachingDifficultPoints．writeanendingforthestoryinActivity2c．2．ThethreeverbformsinGrammarFocus．Ⅳ．Teachingmethods．Listening2．PairworkⅤ．TeachingAidsAtaperecorderⅥ．TeachingProceduresStepIRevision．RevisewhathappenedtoTinainthemorningbyaskingo neortwostudentstotellthestroyonpage68．Theymaysaylikethis:Tinahadabadmorning．Firstofallsheoverslept．Bytheti meshegotup,herbrotherhadalreadygottenintheshower．Andbythetimeshewentoutside,thebushadalreadyleft．Sh ehadtorunallthewaytoschool．whenshegottoschool,sher ealizedshehadleftherbackpackathome．Allthesemadeher lookstressedout．Afterthat,askthewholeclasstoworkin pairs,tellingthestroyandhelpingeachotherinturns．Re mindthemtousethecorrectverbforms．2．Askstudentstocheckeachother’shomeworkinpairs,pointingoutallthemistakestheymighthavemade．3．RevisethePastPerfectTensebyaskingthechildrenwhen touseitandwhatitsverbstructureis．StepⅡ2aThisactivityprovidesguidedlisteningpracticeusingthe targetlanguage．wehaveknownTinahadabadmorning．ButsomethingworsehappenedtoTinalater．Let’sgotoActivity2aonpage69andseewhathappenedtoTinalate rinthemorning．Readtheinstructionstotheclass．Besurethatallofthemk nowwhattodo．callthestudents’attentiontothefourpictures．Getthemtoguessthecorrec torderofthepicturesfirst．Thefirstoneisgivenasasamp le．Askoneortwochildrentotelltheirstoriesbydescribi ngthepicturesaccordingtotheirownorder．Then,wewillhearTinatalkingaboutwhathappenedtoheraftershegottoschool．wecanseethereisasmallboxineachpic ture．Pleasewriteanumberfrom1to4ineachboxtoshoweachpictur e’scorrectorder．Thefirstonehasbeengivenasasample．GetthechildrentogetreadytolistentoTinacontinueherst ory．Playtherecordingthefirsttime,studentsonlylisten．Pl aytherecordingagainandaskthechildrentonumbereachpic ture．checktheanswerswiththeclassandseewhohaveevergotthec orrectanswerswithoutlistening．AnswersThepicturesshouldbenumberedinthisorder:3124TapescriptBoy:Sothenwhatdidyoudo,Tina?Girl:well,Iranhometogetmybackpack．ButwhenIgothome,IrealizedIhadleftmykeysinthebackpac k．Boy:you’rekidding!Girl:SoIranbacktoschoolwithoutmykeysormybackpack．A ndbythetimeIgotbacktoschool,thebellhadrung．Boy:oh,no!Girl:AndbythetimeIwalkedintoclass,theteacherhadstar tedteachingalready．Sheaskedforourhomework,butofcou rseIdidn’thaveit．StepⅢ2bThisactivitygivesstudentspracticeinunderstandingand writingthetargetlanguage．Askthestudentstoreadtheinstructionstogether．Pointo uttheblanksinthesentencesandtheverbsinthebrackets．Thisactivityhastwoparts．Firstlet’sfillintheblankswiththecorrectverbforms．wecanseeso meverbsinthebrackets．Theyarethebaseformsofthegivenverbs．Forexample,getandgot,Getisthebaseformoftheve rb．yourjobistowritethecorrectformsoftheseverbsinth eblanks．Lookatnumberone．Asampleanswerisgiven．Letthestudentsfillintheblankswiththecorrectformsind ividually．movearoundtheclassroomcollectingthecommonmistakesth eymaymake．Aftertheyallfinishwriting,tellthemtogetreadytoliste ntotheconversationandchecktheiranswers．Iwillplaytherecordingagain．Pleasecheckyouranswersa ndcorrectanymistakesyoumighthavemadewhilelistening ．Playtherecording．Studentslistenandchecktheiransw ers．correcttheanswersbyaskingsevendifferentstudent stosaytheirstotheclass．Answers．gothome2．realized3．hadleft4．got5．hadrung6．walked7．hadstartedStepⅣ2cThisactivitygivesstudentsoralpracticewiththetargetl anguage．Askthewholeclasstoreadtheinstructionstogether．wehaveanewtasknow．weknowTinawaslateforclass．whatd oyouthinkhappenedafterTinawaslateforclass?workwithapartner．makeupanendingforthestorybycontin uingit．Thebeginninghasbeengiven．Getstudentstodiscussinpairs．completetheending．mak esuretheyaretalkinginEnglish．movearoundtheclassroo m,offeringlanguagesupportifneeded．Aftertenminutes, askstudentstostopdiscussing．Getsomepairsofstudents totelltheclasshowtheythinkthestoryendedAndletthewho leclassdecidewhoseendingisthebest．Telleachpairtowr itedowntheirending,ordoitafterclassiftimeisnotenoug h．SampleendingofthestoryTheteacherlookedatTinaandsaid,"whyareyoulateandwher eisyourhomework,Tina?""Ihadabadmorningtoday．"Tinas aidsadly．"I’msorrytohearthat,butmayIknowwhathappened?saidthetea cher．ThenTinatoldtheteacherandthewholeclassherstory．All herclassmateslaughedloudlyafterit．Someofthemsaid," PoorTina!"Bob,oneofTina’sclassmates,stoodupandsaid,"well,Tina,I’dlovetohelpyou．whynotletmekeepthekeysforyou?Iwould putyourkeysinmybackpack．"StepⅤGrammarFocusThisactivityintroducesthetargetlanguageofthisunit．callstudents’attentiontothesentencesontheleft．Askfourdifferents tudentstoreadthefoursentencesandpointoutwherehadplu sapastparticipleisused．writethesentencesontheblack board．Drawasimpletimelineforeachsentencetohelpstudentstou nderstandthegrammarfocus．Forexample:Thengetthestudentstolookatthebox．Teachstudentstoreadthethreeformsofeachverbsfirst．T henaskseveralstudentstoreadtheverbstotheclasstoseei ftheycanread．writetheverbsontheblackboard．Askthestudentstomakesentencescorrectlyusingeachform oftheverbsinthebox．Forexample:Iusuallygetupat6:30．Igotupat5:30yesterday．BythetimeIgotup,mysisterhadalreadygottenintheshower ．Tellthestudentswhenwetalkaboutthefirstthingthathapp ened．weusehadplusapastparticiple（hadgotten）andwhenwetalkaboutthesecondthingthathappened,weuset hesimplepasttense （gotup）．Asksometoreadtheirsentencestotheclass．Askthestudentstomaketheirownlistsofotherverbsusedin thisunit．Tellthemtoputthelistsintheirnotebooksusin gathree-columnformatliketheoneintheLook!section．Th elistshavetoincludetheseverbs;leave,walk,start,over sleep,ring,be．checktheanswers．Somesamplesentenceswiththethreeverbforms．Igotupat6:30everyday．Igotupat6:00yesterday．BythetimeIgotup,mysisterhadalreadygottenintheshower ．2．weusuallygotoschoolat7:30．wewenttoschoolat8:30yesterday．Bythetimewegottotheclassroom,thestudentshadgonetothechemistrylab．3．myfatherleaveshomeat8:30．Helefthomeat9:30thismorning．whenmyfatherwentoutside,thebushadleft．4．Theteacheroftenstartsteachingat9:00．Theteacherstartedteachingat8:30thedaybeforeyesterda y．whenTinagottoclass,theteacherhadalreadystartedteach ing．Thethreeformsoftheverbsusedinthisunit:Leaveleftleftwalkwalkedwalkedstartstartedstartedoversleepoversleptoversleptringrangrungbewas/werebeenStepⅥSummarySay,Inthisclass,we’vedonemuchlisteningandwritingpracticewithtargetlang uage．we’vealsodonesomeoralpracticeinpairs．Andwe’vediscussedtheGrammarFocusofthisunit．StepⅦHomework．writedowntheendingofTina’sstory．2．makesentencesusingeachformoftheverbsbelow:leave,walk,start,oversleep,ring,be3．ReviewtheGrammarFocus．StepⅧBlackboardDesignUnit9BythetimeIgotoutside,thebushadalreadyleft．SectionATheSecondPeriodTargetLanguage:．Bythetimeshegotup,herbrotherhadalreadygoneint othebathroom．2．Bythetimeshewentoutside,thebushadalreadygone．3．Bythetimeshegottoclass,theteacherhadalreadystart edteaching．4．whenshegottoschool,sherealizedshehadleftherbackp ackathome．Verbs:GetgotgottenGowentgoneleaveleftleftstartstartedstartedUnit9BythetimeIgotoutside,thebushadalreadyleft．TheThirdPeriodⅠ．TeachingAimsandDemands．knowledgeobjects（1）keyVocabularybell,ring,gooff,rush,runoff,ontime,givesb．aride,lo ck,breakdown（2）TargetLanguageBythetimeIgotthere,thebushadalreadyleft．BythetimeIwokeup,myfatherhadalreadygoneintothebathr oom．2．AbilityobjectsTrainthestudents’readingskillwithtargetlanguage．Trainthestudents’speakingskillwithtargetlanguage．3．moralobjectHaveyoueverdoneanythingcarelessly?Shareyourstorywithyourfriends．Ⅱ．TeachingkeyPoints．Guidethestudentstoreadthearticleinactivity3a．2．Helpthestudentsdotheoralpracticewiththetargetlanguage．Ⅲ．TeachingDifficultPoints．Helpimprovethestudents’readingskillbyActivity3a．2．Helpthestudentsdescribewhathashappenedtothemwith thetargetlanguage．Ⅳ．Teachingmethods．Getthemainideabyreading．2．Pairwork．Ⅴ．TeachingAidAprojectorⅥ．TeachingProceduresStepⅠRevision．RevisewhathappenedtoTinabyaskingseveralstuden tstotellthestory．2．RevisethethreeformsoftheverbsinGrammarFocusbyask ingfourstudentstowritethemoutontheblackboard．3．checkhomeworkbyaskingoneortwotoreadtheirownendin gsofthestroy．4．checkhomeworkbyaskingsomestudentstoreadthesenten ceswhichtheymade．5．Askthestudentstohandintheirhomework．Somesamplesentenceswiththeverbsusedinthisunit:．Ileavehomeat7:30everymorning．Ilefthomeat8:00thismorning．BythetimeIgottotheairport,theplanehadleft．2．Iwalktoschoolsometimes．Iwalkedtoschoolyesterdayafternoon．whenIgotthere,thesickgirlhadwalkaway．3．Themeetingstartat3:00everywednesdayafternoon．Themeetingstartedat3:30lastwednesdayafternoon．Assoonasmr．jonesgottothemeetingroom,themeetinghada lreadystarted．4．Tinaseldomoversleeps．Tinaoversleptthismorning．Tinasaidshehadneveroversleptbefore．5．Thehellringsat8:10everymorning．Thebellrangat7:10thismorning．whenIgottoschool,thefirstbellhadrung．6．Iamherenow．Iwasathomelastnight．Ihadbeenherefor20yearsbytheendofXX．StepⅡ3aThisactivityprovidesreadingandwritingpracticeusingt hetargetlanguage．Showthevocabularyonthescreenbyaproject:belln．钟；铃ringv．鸣;响gooff闹钟（闹响）rushv．冲；奔rushoff跑掉;迅速离开ontime准时givesb．aride让某人搭便车lockv．锁；锁上breakdown损坏；坏掉Pointtothewordsonebyoneandteachthestudentstoreadthe m．Doitseveraltimes．Thenaskseveralstudentstoreadth ewordstoseeiftheycanpronounceeachwordcorrectly．Askthewholeclasstoreadtheinstructionstogether．Ther eisanarticleinActivity3a．yourtaskistoreadthestorya ndwritetheeventsinthecorrectorder．Havealookatthesampleanswerontherightofthearticlebef oreyoustart．Thenletthechildrencompletetheworkonthe irown．Afterawhile,asksomestudentstoreporttheiransw erstotheclass．writetheeventsontheblackboardastheyr eport,puttingtheeventsinthecorrectorder．Aftercheckingtheanswers,tellstudentstoreadthearticl eagainmorecarefully．Tellthemtofindoutthewordsorsentenceswhichtheycan’tunderstandthistime．Afewminuteslater,letthestudentsaskquestionsonthewor dsandsentenceswhichtheycan’tunderstand．Dosomeexplanationandmakesurethatthestu dentsmakeeverythingclearaboutthearticle．Thenaskthestudentstoreadthearticlealoud．movearoundtheclassroomwhiletheyarereading,offeringhelpasneede d．NextaskstudentstopickoutthesentenceswiththePastPerf ectTense．Tellthemtounderlinethemandcomeupwiththere asontousethetence．Asktwostudentstoreadtheiranswersandexplainthesenten ces．Answers．alarmclockdidn’tgooff2．fatherwenttobathroom3．wokeuplate4．tookshower5．hadsomebreakfast6．busleft7．rantobusstop8．startedwalking9．gotaridewithafriend0．bellringing1．gottoschool2．gottoclassSentenceswiththePastPerfectTenseinthearticle:．…bythetimeIwokeup,myfatherhadalreadygoneintothebathr oomand…2．Unfortunately,bythetimeIgotthere,thebushadalread yleft．StepⅢ3bThisactivityprovidesreadingandwritingpracticeusingt hetargetlanguage．callthestudents’attentiontothephotoofthewomansleeping．Thegirlissle eping．Shemayoversleep．Howaboutyou?Haveyoueveroverslept?Getastudentstoanswerthequestionsimply,suchasyes,Iha ve．/No,Ihaven’t．Thenaskonestudenttoreadtheinstructionstotheclass．wecanseesixquestionsinthebox．you’llhavetoreadthequestionsintheboxandyouhavetodescrib ethecircumstancesinwhichthesethingshappened．Explainthatdescribethecircumstancesmeanstotellwhen, whereandhowthethingshappened．Askonestudentwhohaseveroverslepttoanswerthefirstque stionanddescribethecircumstance．Helphimorherusethe PastPerfectTensetodescribethecircumstance．Thenaskstudentstoreadthequestionsandwritetheiranswe rsintheirexercisebooks．Tellthemthattheyhavetodescr ibethecircumstancesiftheiranswersareyes,andtheresho uldbeatleastonesentencewiththePastPerfectTenseineac hdescription．movearoundtheclassroomprovidingsenten cestotheoneswhoneed．Askseveralstudentstosharetheir storieswiththeclass．correctanymistakestheymaymake ．Letthemchecktheanswersinpairs．StepⅣ3cThisactivityprovideslisteningandspeakingpracticeusi ngthetargetlanguage．Askthewholeclasstoreadtheinstructionstogether．Thencallthestudents’attentiontothesampleconversationontheright．Askapai rofthestudentstoreadtheconversationtotheclass．Plea seaskyourpartnerthequestionsinActivity3b．Askmorequ estionsifheorshesays"yes"．Askthestudentstoworkinpairs．Encouragethemtoaskasma nyquestionsastheycan．Astheywork,movearoundtheroomo fferinghelpandansweringquestionsasneeded．Asksomepa irstosaytheirconversationstotheclass．StepⅥSummarySay,Inthisclass,we’velearnedanarticle．Andwe’vedonemuchpracticeinreading,listening,speakingandwr iting．we’vedonemuchpracticewiththetargetlanguage．StepⅦHomework．writetheanswerstothequestionsinActivity3b．2．writeaconversationinActivity3c．StepⅧBlackboardDesignUnit9BythetimeIgotoutside,thebushadalreadyleft．SectionATheThirdPeriodAnswerstoActivity3a:．alarmclockdidn’tgooff2．fatherwenttobathroom3．wokeuplate4．tookshower5．hadsomebreakfast6．busleft7．rantobusstop8．startedwalking9．gotaridewithafriend0．bellringing1．gottoschool2．gottoclassUnit9BythetimeIgotoutside,thebushadalreadyleft．TheFourthPeriodI．TeachingAimsandDemands．knowledgeobjects（1）keyVocabularycostume,showup,exhausted,embarrassed,empty,fool,AprilFool’sDay,gooff,stayup（2）TargetLanguagewhenIgotthere,Ifoundthathehadfooledme．Afteranhour,theotherkidsshowldup,andIrealizedthatmy brotherhadfooledme．BythetimeIgottomatchclass,IwasexhaustedbecauseIhads tayedupallnightstudying．Ifoundoutthatmyfriendhadfooledme．2．Abilityobjects（1）Trainthestudents’writing,listeningandspeakingskillswiththetargetlang uage．（2）Trainthestudentstousethenewvocabulary．3．moralobjectHaveyoueverbeenfooledonAprilFool’sDay?Shareyourstorywithyourfriends．Ⅱ．TeachingkeyPoints．Trainthestudents’listeningandspeakingskillswithtargetlanguage．2．Teachthestudentsthenewvocabulary．Ⅲ．TeachingDifficultPoints．Guidelisteningandoralpracticeusingthetargetla nguage．2．Helplearntousethenewvocabularycorrectly．Ⅳ．Teachingmethods．Listening2．PairworkandgroupworkⅤ．TeachingAidAtaperecorderⅥ．TeachingProceduresStepIRevision．RevisethearticleinActivity3aonpage70byaskings everalstudentstoreadit．2．Dictatethefollowingwordsandphrases:bell,ring,gooff,rush,runoff,ontime,givesb．arideloc k,breakdown．3．checkthehomework．StepⅡ1aThisactivityreviewsvocabulary,introducessomenewvoca bulary,andprovideswritingpractice．Readtheinstructionstothestudents．Remembertoreadthe sentenceinthebrackets．Pointtothechartwiththethreeh eadingsNouns,VerbsandAdjectives．Readthewordsintheb racketstothestudentsandhelpthestudentstounderstandt hemeaningsofnouns,verbsandadjectives．Teachthestudentstoreadthenewvocabularybelow:costume,showup,exhausted,embarrassed,empty,fool, AprilFool’sDaywritethemontheblackboardorshowthemonascreenbyaproje ctorwhileteaching．Tellthechildrenthemeaningofeachw ordanddoalittleexplanation．Thencallthestudents’attentiontothelistofthewordsontheleft．Askastudentt oreadthemandtellthemeaningsatthesametime．Findoutth ewordswhichthestudentsdon’tunderstandandgivesomeexplanation．Pleaseputthesewordsinthecorrectcolumnsinthechart．S omewordscanbeputinmorethanonecolumn．Getastudenttoreadthesampleanswerstotheclassbeforeth eystartsay,Foolcallalsobeaverb．Forexample,Hefooled me．SoitisputinbothcolumnNounsandcolumnVerbs．Askthestudentstocompletethechartontheirown．correcttheanswersbyaskingthreestudentstoreadtheiran swerstotheclass．AnswersNouns:fool,costume,change,clockVerbs:fool,invite,empty,gooff,getup,getdressed,show up,realize,change,stayupAdjectives:embarrassed,empty,exhaustedStepⅢ1bThisactivityprovidesguidedoralpracticeusingthetarge tlanguage．Askastudenttoreadtheinstructionstotheclass．Askanotherstudenttoreadtheexampleontheright．workinpairsnow．Tellyourpartneraboutsomethingthatha shappenedtoyourecently．NotetousetwoormorephrasesfromthelistinActivityla．Gettilestudentstotalkinpairs ．movearoundtheclassroomcheckingtheirworkandofferin glanguagesupportasneeded．Aftertheyallfinishtalking,asksomepairstosaytheircon versationstotheclass．StepⅣ2aThisactivityprovidesguidedlisteningpracticeusingthe targetlanguage．SaysomethingaboutAprilFool’sDaytothestudentslikethis:EveryyearonthefirstofApril,Americansdosillythingsto surpriseeachother．Forexample,someonemighttellyouto gototheteacher’sofficetogetyournewbook．Butthereisnobookatall!callthestudents’attentiontothefourpictures．Askthestudentswhatishap peningineachpicture．Askfourdifferentstudentstodescribethepictures．Fore xample,‘theycandescribePicture1likethis:Aboywastoldtotakepartinacostumeparty．Sohedressedhi mselfuplikeamonster．Butwhenhegottherehefoundthathi sfriendhadfooledhim．Itwasn’tacostumeparty．Hefrightenedtheothers．Readtheinstructionstotheclass．you’lllistentothreeboys,Dave,Nickandjoe,talkingaboutApr ilFool’sDay．Thereisaboxundereachpicturewhereyoucanwriteeachboy’sname．Nowlistentothetapeandwritethenameofeachboyun derhispicture．Ihavetotellyoutherewillbeonepicturew ithoutanameunderit．TellthemtoseetheexampleforPicturec．Playthetapethefirsttime．Thestudentsonlylisten．The nplaythetapeagain．Askthestudentstowriteeachboy’snameinthecorrectbox．checktheanswersbyaskingdiffer entstudentstotelltheirownanswers．Answersa．Nonameb．joec．Nickd．DaveTapescriptBoy1:HaveyoueverbeenanAprilfool,Dave?Boy2:yes,Ihave．Afriendonceinvitedmetoacostumeparty ．whenIgotthere,Ifoundthathehadfooledme．Itwasn’tacostumeparty．Iwastheonlypersonwearingacostume．I wasreallyembarrassed．Howaboutyou,Nick?Boy1:well,lastAprilFool’sDay,whenmyalarmwentoffIgotup,tookashower,gotdresse d,andwenttoschool．ButwhenIgotthere,theschoolwasemp ty．Iwastheonlyonethere．Afteranhour,theotherkidssh owedup,andIrealizedthatmybrotherhadfooledme．Boy3:shehad?Boy1:Uh-huh．Hehadchangedtheclocktoanhourearlier．w hathappenedtoyouonAprilFool’sDay,joe?Boy3:well,IwassicklastAprilfirst．myfriendcalledmea ndtoldmewehadamathstestthenextday．Bythetime1gotoma thsclass,IwasexhaustedbecauseIhadstayedupallnightst udying．ThenIfoundoutthatmyfriendhadfooledme．wedidn’thaveatestatall!。

Unit 10 I’ve had this bike for three years.I bought this bike 10 years ago. 我十年前买了这辆自行车（一般过去时）I bought this bike in 2010. 2010我买下了这辆自行车（一般过去时）（过去具体的时间只能使用一般过去时态）How long have you had this bike?这辆车你买了多久了？（现在完成时）I have had this bike for 10 years.我买下这辆自行车已经有十年了（现在完成时）I have had this bike since 2010. 自2010年我就买下了这辆自行车（现在完成时）I have had this bike since 10 years ago. 自从10年前我就买下了这辆自行车（现在完成时）I have had this bike since I was a child. 自从我是一个孩子我就已经有了这辆自行车（现在完成时）1.询问某人拥有某物多长时间？How long have/has sb had/owned sth?2. 回答how long 的询问的不同之处。

for+一段时间since++过去时间点//一段时间+ ago//一般过去时态的从句I haven’t been to a museum for two years.我已经两年没去过博物馆了（have/has been to sw去过某地）I haven’t written a letter since two years ago自两年前我就再没写过信（write a letter to sb=write to sb给某人写信）I h aven’t ridden a bike for a long time.好久我都没骑过自信车了(ride-rode-ridden)ride a bike to sw骑车去某地I haven’t seen a movie since last year. 从去年我就没看过电影了（see a film//movie=watch a film//movie看电影）I haven’t played computer games for two months.我两个月都没玩电脑游戏了1.现在完成时的“未完成用法”。

Unit1A因此，可以将计算机定义为一种高速运行的电子设备，该设备以称为程序的指令和称为数据的字符形式接收信息，并对信息进行算术和/或逻辑运算，继而提供运算结果。

For this reason,computers can be defined as very-high-speed electronic device which accept information in the form of instructions called a program and characters called data,perform mathematical and/or logical operations on the information,and then supply results of these operations.计算机解决问题只需用人工所需时间的一小部分时间。

It can find the solution to a problem in a fraction of the time it takes a human being to da the job.对计算机发出指令的程序或部分程序，以及为其提供解决问题所需信息的数据均存储在计算机存储器。

The program,or part of it,which tells the computers what to do and the data,which provide the information needed to solve the problem,are kept inside the computer in place called memory.计算机能够代替人类做单调、常规的工作，但没有独创性；计算机可以根据指令工作，但不能做任何价值判断。

A computer can replace people in dull,routine tasks,but it has no originality;it works according to the instructions given to it and cannot exercise any value judgments.如果操作者不给予指示，也不提供适当信息，计算机就什么也做不了；但由于电脉冲能以光速运行，因此计算机几乎瞬间便能处理大量算术逻辑运算。

1.无论你是多么富有经验的演说家，无论你做了多么充分的准备，你都很难在这样嘈杂的招待会上发表演讲。

No matter how experienced a speaker you are, and how well you have prepared your speech, you will have difficulty making a speech at such a noisy reception.2就像吉米妹妹的朋友都关心吉米一样，吉米也关心他们。

Just as all his sister’s friends cared about him, Jimmy cared about them.3.汽车生产商在新车的几处都印有汽车识别号码，以便帮助找回被盗的车辆。

Car manufacturers stamp a vehicle identification number at several places on new cars to help track down stolen vehicles.4.老师回来时你敢告我的状，我就不再和你说话了。

If you dare tell on me when the teacher gets back,I won’t say a word to you any more.5.有些老年人愿意独自过日子，但大多数老人选择和儿女一起生活。

Some elderly people prefer to live on their own while the great majority choose to live with their children.6.现在需要面对的事情是：如何筹集创建公司所需的资金。

Here is something that needs to be reckoned with: how to get/raise the necessary finances to establish the company.Unit 21.被告是位年仅30岁的女子，她坚持称自己无罪。

Unit10 You ’re supposed to shake hands.重点单词：kiss ， greet ，relaxed ， value ， capital ， noon ， mad ， passport ， chalk ，blackboard ， northern ， coast ， season ，knock ， eastern, worth ， manner ，empty ， basic ， exchange ，Granddaughter ， behave ， except ， suggestion ，重点短语：shake hands ， be supposed to ， be expected to Hold out ， makemistakes ， to one to one’’s surprise, find out, dropby, after all, get mad, make an effort, at noon, on time,Without calling calling，， clean clean。

off off，， take off take off，， stick stick。

into into，， table manners manners，， thanks for thanks for，， because of because of，，Cut up Cut up，， not not。

anymore anymore，， go out of one go out of one’’s way,Make Make ……feel at home, get use to,重点句式：1.What are pepole in korea supposed to do when they meet for the first time?They They’’re supposed/expected to bow.2.How was the dinner at paul 2.How was the dinner at paul’’s house last night s house last night？？3.I held out my hand and to my surprise, she kissed me on both sides of my face.ter I found out french people are supposed to kiss when they see each other.5.We value the time we spend with our family and friends in our everyday lives.6.It 6.It’’s polite for boys to shake hands and for girls to kiss each other on the side of the face.7.We usually plan to do something interesting ,or go somewheretogethere.Sorry Sorry I’I’I’m a little late. m a little late.8.It is worth the trouble if you want to understand anotherculture.9.It 9.It’’s impolite to use your chopsticks to hit an empty bowl.10.You are not supposed to point at anyone with your chopsticks.11.They go out of their way to make me feel at home.12.My biggest challenge is learning how to behave at the dinner table.13.Another 13.Another example example example is is is you you you’’re not supposed supposed to to eat anythjing anythjing with with your hands except bread ,not even ftuit.巧记歌诀；巧记歌诀；巧计few 和littleFew Few，，little 两不和，两不和，Little 不可few 可；可；带a 它就肯定说，它就肯定说，无a 否定语气测；否定语气测；a little 修饰形副前搁；修饰形副前搁；a few 只与名词合。

Unit 10 AgricultureFarming for the Future[1] Every year, more people face poverty and hunger and more of the earth's resources are ruined. The problems are enormous, but many experts believe that the situation is not hopeless. The solution will require big changes in how we think about agriculture, food, and our planet.[2] First of all, farmers everywhere need to develop methods that are less destructive to the environment. The change from single crop farming to a mixed crop system would be one important step. The planting of several different crops improves the soil and helps prevent erosion. Erosion could also be prevented by planting trees to protect the fields from the wind. Another way farmers could improve the soil is to avoid deep plowing. In fact, only a slight plowing is necessary if proper methods are used.[3] If the soil were treated better, farmers would not need to use chemical fertilizers. They could use natural animal and vegetable products instead. With mixed crops, farmers would need fewer toxic chemical insecticides. They could use biological methods of controlling insects and disease.[4] Farmers could also help save the earth's precious supplies of water and petroleum. To save water, they could plant more water-efficient plants instead of the standard types of wheat or corn. They could also use watering systems that are much less wasteful. To save petroleum, farmers could make use of bio-gas generators which could be fueled by the vegetable and animal wastes of the farms. In less-developed countries, bio-gas generators could reduce the need for firewood and so help save forests, as well.[5] In less-developed countries, the small farmers need help. They need to learn more about crops that are better suited to local conditions. They need to learn how to limit erosion and make the best use of their resources. These farmers will never be successful without land and economic reform. This should be the aim of governments and international agencies. The current industrial and cash crop policies are only making the situation worse.[6] Industrialized countries could use their economic resources to help bring about these changes. They could make some changes in their own policies. At present, much food is wasted in these countries for political reasons. In Europe and in North America, tons of fruit and dairy products are thrown away every year. Eating habits, too, could be changed in these countries. For example, people often eat foods from distant places instead of local foods. The transportation of the imported foods adds to the global pollution problem. People in industrialized countries also eat a lot of meat, especially beef.In fact, a large percentage of the grain grown in these countries is used for feeding cattle. If people in these countries ate less meat, there would be more grain to feed the hungry people of the world.[7] The ideal agricultural system would be sustainable; that is, its level of productivity could be continued indefinitely and the damage to the environment much less. This is a war which must be won because it would have only winners for both farmers and consumers of farm products.未来农耕1 现在面临贫困和饥饿的人一年比一年多，地球资源遭到的破坏也一年比一年严重。

Unit 10单元知识清单Section A一、基础知识清单二、知识点清单知识点①：[教材原句]Can you give me some advice?你能给我一些建议吗?常见用法advice是不可数名词,意为“劝告;建议",可以用some, much, a piece of等修饰。

如a piece of advice意为"一条建议";two pieces of advice意为"两条建议"。

常与advice措配的形容词有good,useful, helpful等。

I need some advice about my computer.我需要一些有关我的电脑的建议。

背例句学搭配My father once gave me some useful advice,我父亲曾经给过我一些有用的建议。

He decided to get some advice from an expert他决定从一位专家那里获得一些建议。

He followed/took his doctor's advice and stuck to a low-fat diet.他听从/采纳了他的医生的建议,坚持低脂饮食。

Can I ask your advice on/about learning English?我能问一下你关于学习英语的建议吗?固定搭配①give sb. some advice给某人一些建议②get some advice ( from sb.)(从某人那里)获得一些建议③follow/take sb. 's advice 听从/采纳某人的建议④ask sb. 's advice on/about..问某人关于...的建议联想拓展advice的动词形式为advise。

advise的常见搭配有:①advise sb. ( not) to do sth.建议某人(不)做某事②advise sb.on/about sth.为某人提供关于某事的建议Evans advised him to leave London埃文斯劝他离开伦敦。