Unit 10 By the time I got outside, the bus had already left. (Test A)

Unit 10 By the time I got outside, the bus had already left.综合能力演练撰稿：郭素清审稿：白雪雁【综合测试】Ⅰ. 单项选择。

1. When I got there, I realized that I ______ my glasses at home.A. forgotB. had forgotC. leftD. had left2. I believe what he said. It seems ________ to the fact.A. closeB. closedC. farD. further3. He _______without saying goodbye.A. went withB. went offC. went onD. went in4. By the time I got home, my mother ________ dinner for me.A. cookedB. had cookedC. was cookingD. is cooking5. Do you know what ________ to him recently?A. is happeningB. is happenedC. has happenedD. happened6. Both your sister and I ______ an English book.A. hasB. haveC. hadn’tD. hasn’t7. The little girl felt _______ at being the center of attention.A. embarrassingB. embarrassedC. exhaustedD. exhausting8. To our surprise, his sister is going to _____ a man who is twenty years older than her.A. marryB. marry toC. get marriedD. be married9. Both of them _______ married for more than fifty years.A. have gotB. gotC. were gotD. have been10. I was late for school this morning because I ________ .A. oversleepingB. was oversleepingC. oversleptD. was overslept11. Can you help me ______ the box and I want to use it to carry my clothes?A. emptyB. emptiedC. emptyingD. empties12. Do you know your new teacher is one of my ______. He is my uncle.A. relativesB. friendsC. classmatesD. members13. Our teacher asked who _____ the window just now.A. to breakB. breakingC. brokeD. broken14.What_________to her yesterday evening?A. was happenedB. happenedC. happeningD. happen15. I was surprised that she could run _________I could.A. as faster asB. so fast thanC. as fast asD. so fast asⅡ. 完形填空。

Unit 10 By the time I got outside, the bus had already left.第一课时Section A教学目标：A．能使用以下句型实行交际：By the time I got outside, the bus had already left.When I got to school, I realized I had left my backpack at home.B．能从所听到的对话中获取信息。

Step 1 Warming upTalk something about myself.(I was late today.)T：Have you ever been late for school?S：Yes, I have.T：I was late for school today. When I got up, I found my alarm clock had rung. It was 7：30. So I had to ride my motorbike quickly. At last, when I got to school, it was 7：55.Step2 ListeningPlay the tape, and ask students to complete the sentences.Ask the students read the sentences together. Ask them it is Past Perfect Tensehad + P. P.by the time 到…时候为止，在…之前（用于过去完成时）get — got — gotten leave — left — leftStep 3 PracticeAsk them to look at the pictures, and talk something about Tina’s bad day.When she got up, it was 8：10.By the time she went to the bathroom, her brother had ready gotten in the shower.By the time she got outside, the bus had already left.She had to run to school.When she got to school, she realized that she had left her backpack at home.Step 4 listening2a Listen to Tina continue her story. Number the pictures 1—4 in the correct order.2b Listen again, then fill in the blank with the correct verb former.Ask them to read the listening text sentence by sentence.第二课时教学目标：A：能使用所掌握的语法，句型和词汇实行交流B：能使用语言和语法知识实行阅读并理解文章意思C：能使用句型：I have never been late for school.I knew I could not get to school on time.When I got to school, the bell was ringing.Step 1 ReviewAsk them translate several sentences.（1）当他到达学校的时候，老师已经开始上课了。

Unit10 By the time I got outside, the bus had already left.WordsLearning goals:Train students’abilities of listening, reading and recognizing the words on Page 153-154 by having them listen to tapes, work in pairs and ask the teacher for help. Step I Learn to read the words on Page 153-1541. Have students read the words by themselves.2. If they can’t, have students listen to tapes and then read in groups. Make sure most students can read the words correctly.设计意图：学生先自己拼读，然后跟读。

培养学生自读单词的能力Step II Learn to remember words on Page 153-1541.Have students look at the pictures and remember “rush”, “costume”, “gooff” and “lock”.rush costume go off lock/rʌʃ/ /ˈkɔstju:m/ /lɔk/设计意图：采用图片的形式教授单词，更直观学生更容易接受和记忆。

2. Remember the words by matching itself with its meaning.A. oversleepB. by the time1.________run off2._________ appear3.__________very tired4.________don’t have anything to sell5.________tell the truth6._______sleep late7.________when8._______April 1st9._______ a slice of 10. ___________cause设计意图：用旧知识带动新知识的掌握，起到了复习旧知识学习新知识的作用。

九上英语备课Unit 10 By the time I got outside, the bus had already left.文化背景愚人节来历每年的4 月1 日是西方国家的民间节日—愚人节（April Fool‘s Day ）。

在April Fool‘s Day 这天，人们尽可以发挥自己丰富的想像力去哄骗、取笑、愚弄别人。

愚人节还有个规矩，就是骗人一般只限于上午。

中午一过，就不再开玩笑愚弄别人了。

但你知道April Fool‘s Day 从何而来吗？最为流行的说法是April Fool‘s Day 起源于法国。

1564 年，法国首先采用新的记年法，把1 月1 日作为一年之始。

但一些因循守旧的人依然按照旧历固执地在4 月1 日这一天庆祝新年。

主张改革的人对这些守旧者大加嘲弄，在4 月1 日那天送他们假礼品，邀请他们参加假招待会，并把上当受骗的保守分子称为―四月傻瓜‖ 或―上钩的鱼‖。

从此，人们在4 月1 日互相愚弄，便成为法国流行的风俗。

18 世纪初，愚人节习俗传到英国，接着又被英国的早期移民带到了美国。

如今，愚人节已成了国际性的节日。

单元分析教材分析本单元是九年级英语Go for it Unit 10 By the time I got outside, the bus had already left．主要以bad days 这一话题展开，学习怎样叙述过去发生的事情，运用新的语言，进行听说读写的活动。

利用谈论图片，听故事，读后叙述事情等形式引导学生学习叙述发生在自己身上的烦恼事情。

用图片引出本单元的中心话题和新目标语言的学习，然后通过Fool's Day 发生的故事，进一步围绕新目标语言，展开各种教学活动，继而拓展到学习叙述―某人的一天‖，层层递进地帮助学生整合新的目标语言和学过的语言知识，已达到提高听说读写的综合能力。

本单元的重点语法为过去完成时态，要求学生会用―By the time I did sth ,主语+had+done‖或者―By the time I was...,主语+had+done‖ 的语言结构。

Unit 10 By the time I got outside,the bus had already left理解背诵下列短语1.by the time到..时候2.go off 闹响3.run off/run away跑掉离开4.on time准时5.break down损坏6.show up出席露面7.April Fool's Day愚人节8.set off激起引起 9.get married结婚10. by the time到...时候11. a piece of一片一块12.The alarm clock went off just now. 刚才闹钟响了13.rush at sb朝某人冲奔 rush out of冲出...地方14.on time准时 in time及时15.The door is locked. 门被锁上了16.feel/be/get exhausted=feel stressed out 筋疲力尽17.announce sth / that从句宣布某事18.have a sad ending 有个悲伤的结局19.flee-fled-fled逃离 flee from + 地点从某地逃离 flee away逃离/逃跑20.set off激起 set off=set out 出发/起程21.reveal a hoax揭露一个谎言22.marry sb=get/be married to sb和某人结婚23.ask sb to marry sb求婚24.in one's forties在某人的四十多岁25.have a happy ending 有个美好的结局26.feel embarrassed感觉尴尬 an embarrassing thing一件尴尬的事27.fall asleep睡着28.look stressed out看上去筋疲力尽29.get in the shower =go into the bathroom 洗澡 get out of the shower洗完澡 take a quick show洗一个快澡30.get dressed穿衣31.run all the way to school 一路跑向学校32.run back to school 跑回学校33.get outside出去34.get to school 到达学校34.leave one's sth at +地点把某人的某物落在某地35.make it (to sth) 来的及某事36.be late for school上学迟到e very close来的非常紧凑 be close to sb与某人亲密38.wait for sb等待某人e out出版/出来40.run off to迅速离41.start doing sth 开始做某事42.in one's car=by car乘车43.give sb a ride 顺便载某人一程44.the final bell 最后的铃声45.invite sb to do sth 邀请某人做某事46.stay up late 熬夜到很迟47.April Fool 傻瓜48.fool sb愚弄某人49.happen to sb发生在某人身上50.change the clock to an hour earlier 调整闹钟提前一个小时51.stay up all night studying熬夜学习52.a radio program一个广播节目nd on the earth在地球着陆54.move across穿过55.so convinced that...如此确信以致...56.hundreds of成百上千 thousands of成千上百57. run to the local supermarket58.stop doing sth停止做某事59. no more 不再60.invit sb onto one's show 邀请sb上sb的节目61.be thrilled非常兴奋62.lose both A and B 失去A和B一．用动词的适当形式填空（每题1分，共20分）1. We _____________ (paint) the house before we ______________ (move) in.2. That rich old man _____________ (make) a will before he _____________ (die).3. Paul __________ (go) out with Jane after he __________ (make) a phone call.4.The Reads __ ______ (have) lunch when I ________________(get) to their house.5.When I ______________(arrive) at the station, he ____________________(leave).6.We _______________(learn) about 4000 English words by the end of last term.7. I waited until he _______________(finish) his homework.8. We were surprised at what she ________already ______(do)9.She _________(not go) to Qingdao because she ____________ (go) there before.10. He ______________(not tell) you the news yet.11. He said he _____________already_________(give) the book to the teacher.12. She told me she _________________(be) to Beijing three times.13.It ta kes me half an hour __________ (walk) to work every day.14.If it __________ (be) fine, we’ll go fishing tomorrow.15.He ___________ (live) in Beijing since he was eight years old.二．感叹句专练（填入what, what a, what an或how）1.______ important information it is!2.______ cold weather it is at the South Pole!3.______ great day July 1,1997 was!4 very careful worker Mike is!5.______ honest Angela is!6.______ useful work they did!7.______ nice flowers! Where did you pick them?8.______ beautiful Nanjing Road Walkway looks at nig ht!9.______ lovely weather it is today!10.______ exciting news he has told me!三、单项选择（）1.-Did you see Jim at the party?-No, he_____________by the time I got there.A.had been awayB.has lef tC.had leftD.was leaving( )2.No one___________ to yesterday’s party except lucy.A.was invitedB.ha s invitedC.has been invitedD.had been invited( )3.Hellen____________for two weeks.A.was awayB.has left for the USAC.has gone to the U SAD.has been away( )4.My aunt_________until she was forty.A. got marriedB.didn’t maryC. wo uld marry.D.wasn’t marrying( )5.I’m waiting for Jim______ping-pong with me.to play B.plays C.is pla ying D.played( ) 6.They had learnt two thousand English words________last week.A.in the end ofB. by the end ofC.in the endD. at the end of( )7.Some students in Class One are playing football.What about__________.others B.another C.the other D.the others( )8.Ihad known about it before I_____ about it.A.had toldB.has been toldC.was toldD.would be told( )9.My alarm clock was broken. It didn’t_______This morning.e outB.go offC.take offD.set off( )10.Not only I but also Lucy________been to Beijing before.A.haveB.hasC.isD.had( )11.The dress_________by my uncle looks very nice.A.was boughtB.boughtC.had boughtD.has bought( )12.My aunt and uncle___________for two years.A.have got marriedB.have marriedC.have been marriedD.got married。

Unit;10;By;the;time;I;got;outside,;the;bus;had;already;left.unit 10 by the time i got outside, the bus had already left.一. 教学内容：unit 10 by the time i got outside, the bus had already left.【学习目标】1. 通过本单元的学习，驾驭过去完成时态的用法，特殊是与一般过去时态和此时此刻完成时态的区分。

2. 合理支配自己的学习和生活，守时守信。

二、教学重点难点：过去完成时态的用法及本模块中的一些重点短语三、重点词和短语1. by the time 到……时候2. get dressed 穿衣服3. run all the way to school 一路跑向学校4. leave +物+地点把某物落在某地【即学即用】he his umbrella in the train.a. leaveb. leftc. forgotd. forget5. no wonder 难怪6. run back to school 跑回学校7. start doing / to do 起先做某事8. go off 发出响声【即学即用】in the morning, i didn’t hear my alarm clock .a. going offb. went offc. go offd. to go off9. wait for sb. to do sth. 等待某人做某事10. run off / away 跑掉离开11. unfortunately 不幸地luckily 幸运地【即学即用】, he didn’t pass the english exam again.a. luckilyb. fortunatelyc. unfortunatelyd. unfortunate12. on time 准时in time 刚好【即学即用】people to the meeting all arrived here .a. in timeb. on timec. after timed. for time13. give sb a ride 让某人搭便车【即学即用】he walked me and asked where i was going and told me that they offered to .a. by; give me a rideb. off; give me ridesc. by; give me some feetd. through; give me a walking make it14. break down 出故障【即学即用】my bike on my way to school, so i had to walk there.a. broke outb. broke inc. broke downd. broke away15. show up 出席；露面【即学即用】he didn’t until supper was nearly over.a. show offb. show upc. show roundd. show in16. stay up late 熬夜到很晚stay up all night studying 熬夜学习17. costume party 化装舞会18. happen to sb 某人发生了什么事happen to do 碰巧做某事19. set off 激起set off=set out 启程/起程【即学即用】his action a heated argument.a. set outb. set upc. set offd. set free20. across the whole country 普及整个城市21. thousands of 成千上万22. flee-fled-fled 逃离flee from + 地点从某地逃离flee away 逃离/逃跑23. sell out 卖光24. marry sb=get/be married to sb 和某人结婚四、重点、难点、考点及疑点注释1. i started walking, but i knew i couldn’t get to school on time. 我起先步行，但我知道我已经不能按时到达学校了。

Unit 10 By the time I got outside , the bus had already left.Section A( 1a—2c)主备谭小芳★课堂目标导航★【能力目标】：学会运用用过去完成时讲叙过去发生的事情。

知识目标：重点词汇和重点短语：gotten,oversleep, by the time , leave … at home .①重点句型:①By the time I got outside, the bus had already left.②When she got to school , she realized she had left her backpack at home .语法：过去完成时态。

【.情感目标】：1培养学生有意识地更好地规划自己的生活，学会统筹安排自己的时间。

●自主学习●Ⅰ..根据句意和提示完成句子。

1,___________________（当……时候）I got up , my mom had already gone to work.2.i was late this morning , because I __________（睡过头了）.3. Kate ___________（忘）her backpack at her home yesterday.4.After I heard what she said I _______________（意识到）I was wrong.5. We were surprised at what she ___________________（做）.●课堂导学●（合作与探究）课堂活动ⅠGroup work(1)What do you usually do in the morning before school?Ⅱ. Free talk .Look at the pictures in 1a ,on Page 76and guess what happened to Tina in the pictures. Talk about the 5 pictures.In picture1: _____________________________________________________In picture2: _____________________________________________________In picture3: _____________________________________________________In picture4: _____________________________________________________In picture5:_____________________________________________________Ⅲ. Listening 1b.Ⅳ. Pairwork.1c. Listening 2a &2b.☆语言学习☆1.. By the time I got up , my brother had already gotten in the shower.当我起来的时候，我哥哥已经开始洗澡了。

Unit 10 By the time I got outside,the bus had alreadyleft.单元分析内容提示本单元主要是围绕着“narrate past events”这个话题，通过了解不及时做某事而造成的危害培养学生养成良好的行为习惯。

教学目标教材分析本单元以“Bad days”为话题,共设计了三个部分的内容：Section A该部分有4个模块：第一模块以讨论有关“morning”的两个问题(1a)引入单元话题，通过听力练习（1b）和对话练习（1c）让学生掌握一个过去完成时的句型；第二模块继续就第一模块的听力材料进行内容和时态练习（2a-2b）以及口语训练（2c）；第三模块以一个“hurried morning”的故事展开训练，训练形式为阅读排序（3a）和回答问题（3b）以及口语练习（3c）。

Section B该部分有4个模块：第一模块是词汇的学习（1a）与运用（1b）；第二模块围绕“April Fool’s Day”继续对过去完成时进行听力（2a-2b）和口语训练（2c）；第三模块继续围绕三个“stories”展开阅读（3a）和写作（3b-3c）训练；第四模块就“tell a funny story”展开小组活动，进行口语训练（4）。

Self check该部分有3个模块：第一模块以填空形式对所学词汇进行自我测试(1)；第二模块就“Ming’s Day”进行写作练习(2)；第三个模块以“circle”的形式判断词汇类型(3)。

课时安排4课时第一课时：Section A：la，1b，1c，2a，2b，Grammer focus第二课时：Section A：3a，3b，4第三课时：Section B：1，2a，2b，2c.3a第四课时：Section B：3b，4 and Self Check第一课时教学目标A．能运用以下句型进行交际：By the time I got outside，the bus had already left．When I got to school，I realized I had left my backpack at home．B．能从所听到的对话中获取信息。

Unit 10 By the time I got outside, the bus had already left．一、学习目标（Language Goal）1．Learn to narrate past events．学会描述过去所发生的事情。

2．Learn to express something with Past Perfect Tense. 学习使用过去完成时态。

3．Strengthen the consciousness of doing things regularly．做事加强连续性，有条不紊。

二、重点词组（Key phrases）1．by the time 到…时候为止2．get outside 到外边3．get to school 到学校4．get up 起床5．get into the shower 去洗澡6．get home 到家7．start doing / to do sth. 开始做某事8．be late for 迟到9．go off （闹钟）闹响10．wake up 醒来11．come out 出来，出现12．run off 迅速离开，跑掉13．on time 准时14．in time 及时15．come by （走）过来16．give sb. a ride 让某人搭车17．break down 损坏，坏掉18．show up 出席，露面19．stay up 熬夜20．a costume party 一个化装舞会21．sth. happen to sb. 某事发生在某人身上22．so …that … 如此…以至于23．set off 出发，开始24．April Fool's Day 愚人节25．get married 结婚26．marry sb. 与某人结婚27．both …and … 二者…都…28．get dressed 穿好衣服29．on the first day 在第一天新目标9 unit10三、[交际用语]1．By the time she got up, her brother had already gone into the bathroom．2．By the time she went outside, the bus had already gone3．By the time she got to class, the teacher had already started teaching．4．When she got to school, she realized she had left her backpack at home5．Have you ever overslept?6．Have you ever been late for school?四、[重点难点释义](Language Points)1．get to 意为“到达”。

Unit 10 By the time I got outside, the bus had already left．(The First Period)Ⅰ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularyoversleep（2）Target Language- What happened?-I overslept．And by the time I got up, my brother had already gotten in the shower．2．Ability Objects（1）Teach the students to use the new words．（2）Train the students to narrate past events with the Past Perfect Tense．（3）Train the students’ listening and speaking skills with the target language．3．Moral ObjectIt’s a good habit to go to bed early in the evening and get up early in the morning．So you’ll never be in a hurry in the morning．Ⅱ．Teaching Key Points1．Key Vocabularyoversleep2．Target LanguageNarrate past events with the Past Perfect TenseⅢ．Teaching Difficult Points1．Train the students to narrate past events with the Past Perfect Tense．2．Train the students to understand the target language in spoken conversation．Ⅳ．Teaching Methods1．Thinking of examples from the students’ re al lives．2．Making sentences by looking at the pictures．Ⅴ．Teaching AidA tape recorder; powerpointⅥ．Teaching ProceduresStep I: Revision(5’)1．Revise the language points in Unit 9．Ask three questions about the telephone:1)When was the telephone invented?2)Who was it invented by?3)What was it used for?Then ask the sme questions about cars?1)When were cars invented?2)Who were they invented by?3)What were they used for?2．Compare the different times about the two inventions.Ask: Which was invented earlier, the telephone or the car?Then write down on the blackboard:By the time the car appeared, the telephone had already been invented.Step Ⅱ 1aThis activity introduces new vocabulary which can be used to narrate past events．Lookat the sentence above and tell the class the meaning of it．"by the time" means not later than or before. When we use the words "By the time…, "we are talking about two different things that happened in the past．Say this sentence to the class:“By the time some teachers came in, you had begun reading English．”Tell them to note the structure "had begun" in this sentence．Begun is the past participle of begin．When we talk about two events both happened in the past, the one which happened earlier should use “had plus a past participle”．The words following By the time…, talk about the thing that happened later．And tell the students when they use “had plus a past participle”, they are using the Past Perfect Tense．Also explain what is the past participle form of a verb for the students．Tell them it is as the same as the past form for a regular verb．And they have to remember the irregular verbs’ participles one by one．Play a game to help the students understand the sentences with the words By the time…Do it like this:Pretend that the teacher will leave the classroom and the students will do some things．When the teacher returns．the class will make statements starting with By the time…Write “By the time I came back…”on the blackboard．Say to the class:By the time I came in , what had happened?Help one student to answer like this:By the time the teacher came in, Don had written his name on the blackboard．Then get more students to answer differently, such as,By the lime the teacher came in, we had discussed an English problem．By the time the teacher came in, I had drawn a picture．Write these sentences on the blackboard, and teach the students to read several times．Read the instructions to the students and read these questions to the class as well．What do you usually do in the morning before school?What did you do yesterday morning?Choose one good student to answer them by saying something he or she usually does in the morning．He or she may answer like this,I usually get up early, wash my face and have breakfast．I like mornings because the air is fresh, or I usually get up as late as possible．Then I have to wash my face and have breakfast in a hurry．I often rush to school without breakfast．Sometimes I forget something at home．I don’t like morn ings because I am always too busy．Then have the whole class practice in pairs．Ask each other the questions．After they finish talking, ask one or two pairs to say their conversations to the class．Correct the mistakes they may make with the other students．Call the students’ attention to the pictures in Activity la．Ask students to tell what they see．Say, Any sentences which make sense are accepted to describe the pictures．The girl in the pictures is Tina．Present the new words by providing sentences showing the meanings of them like this:T: What can you see in Picture 1?S1: She slept a long time．T: That’s correct．She slept too late．She overslept．Class repeat．She overslept．S s: She overslept．T: What do you see in Picture 2?S2: Her brother or sister is in the bathroom．T: That’s correct．She wants to go into the bathroom．She can’t because someone is taking a shower．Class repeat．Someone is taking a shower．S s: Someone is taking a shower．Write these words on the blackboard:overslept, taking a shower, had left, left her backpack at home．Then tell students to talk about the pictures in groups of four．Move around the classroom, listening to students and offering help．Make sure that they talk in English．After they all finish talking, ask different groups to tell the class about the pictures．They may say like this:Tina overslept in the morning．She wanted to go to the bathroom, but her brother had already gotten in the shower．When she got to the bus stop, the bus had already left．She had to run to school．After she got to school, she realized she had left her backpack at home．The sentences can vary, but should be correct．Step Ⅲ 1bThis activity gives students practice in understanding the target language in spoken conversation．Ask the students to read the instructions together．Have them look at the two columns, A and B ,in the chart．Point out the sample answer．Read the two parts of the sentence．Then go over the other unconnected parts of sentences, too．You will connect the two parts of the sentences, connect a sentence beginning in the first column with the end of that sentence in the second column．Please guess the other two sentences before I playthe tape．I guess most of the children can get the correct sentences by guessing．So just let them guess．Don’t tell them whether their answers are right or wrong．OK, just keep your answers by guessing．Let’s decide if they are right by listening to the tape now．Play the recording for the first time．Students only listen．Then play it a second time．Let students match two parts of each sentence．Check the answers by asking some students to tell their answers．Make sure that all of them have got the correct answers by listening．Say congratulations to the students who get the answers correctly by guessing．Answers1．b 2．a 3．cstressed out; what a pain; got dressed; ran all the way to school; realized; No wonder you look stressed out．Step Ⅳ 1cThis practice provides guided oral practice using the target language．First play the recording in Activity 1bagain and let the students read after it．Do it at least twice．Then read the instructions together with the whole class．You will make conversations in pairs．Each of you will have to take turns being Tina．Look at the pictures in Activity la to help you．Tell your partner what happened to you this morning．Ask a pair to read the example to the class before they begirtS A: What happened?S B: I overslept．And by the time I got up, my brother had already gotten in the shower．Write the conversation on the blackboard．Have the students work in pairs．Move around the room offering language support as needed．After they all finish talking, ask some pairs to say their conversations to the class．Step Ⅴ SummarySay, In this class, we’ve learned how t o narrate past events, using the Past Perfect Tense．We’ve also done some listening practice in understanding the target language in spoken conversation．Also, we’ve done much oral practice using the target language．Step Ⅵ Homework1．Write out the story of Tina, Note to use the target language．2．Revise when to use the Past Perfect Tense and the verb structure of it．Step。

九年级Unit10 By the time I got outside, the bus had already left.主备人:李晓芳Period 1 Section A (1a-1c)学习目标：1、四会单词短语及句型。

2、语法：过去完成时。

学习重难点：过去完成时学习过程：一、自主学习：（一）写出以下短语：1、到……的时候2、get back to school3、发出响声4、walk into class5、跑掉;迅速离开6、go outside7、准时8、start teaching9、出故障10、get up二、讨论交流（课堂）任务１：预习检查，解决存在的问题。

（小组汇报）任务2：完成1a.任务3：完成1b.Listen to the tope。

任务４：完成1c.Pairwork.三、精讲释疑：（师生互动交流）1.过去完成时：（1）概念：表示在过去某一时间或动作之前已经完成了的动作，它表示动作的发生时间是“过去的过去”。

（2）构成：主语+助动词had(had无人称和数的变化，适用于各种人称和数)+动词的过去分词+其他。

（3）过去完成时的用法：A .表示在过去某一时间或动作之前已经完成的动作，时间状语常用by, before, after, when, until 等介词短语或一个状语从句来表示。

By the end of last year, they had finished reading the book.到去年年底为止，他们已经读完了这本书。

After he had locked the door, he left home.他锁上门之后，离开了家。

②过去完成时用于宾语从句中，表示从句的动作或状态发生在主句的谓语动词的动作之前。

With the teacher’s help, I know I had learned well.在老师的帮助下，我知道我已经学会了。

I told him that I had heard of the news.我告诉他我已听说了那条消息。

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!。