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一、教学目的1. 帮助学生掌握本单元的词汇和句型，提高学生的英语听说能力。
2. 培养学生运用英语进行日常交流的能力，提高学生的口语表达能力。
3. 培养学生阅读英语文章的兴趣，提高学生的阅读理解能力。
二、教学重点与难点1. 教学重点：掌握本单元的词汇和句型，如：what are they doing, how are they doing, what are you doing等。
2. 教学难点：正确运用句型进行日常交流，提高口语表达能力。
三、课时分配1. 课时：2课时2. 第一课时：讲解词汇和句型，进行口语练习。
3. 第二课时：阅读文章，提高阅读理解能力。
四、教学过程（一）导入新课1. 教师简要介绍本单元的主题，激发学生的学习兴趣。
2. 学生分享自己日常生活中的活动，为接下来的口语练习做准备。
（二）讲解词汇和句型1. 教师讲解本单元的词汇，如：do, doing, doing, work, play, watch, read, sleep等。
2. 教师讲解本单元的句型，如：What are they doing? They are doing...；How are they doing? They are doing well/ok/badly；What are you doing? I am doing...。
（三）口语练习1. 教师引导学生进行角色扮演，模拟日常生活中询问对方正在做什么的场景。
2. 学生自由组合，互相提问，巩固所学句型。
（四）阅读文章1. 教师分发课文，要求学生阅读。
2. 教师引导学生分析文章结构，理解文章大意。
3. 学生分享阅读心得，提高阅读理解能力。
（五）课堂小结1. 教师对本节课所学内容进行总结，强调重点和难点。
2. 学生回顾本节课所学，巩固所学知识。
（六）作业布置1. 学生完成课后练习题，巩固所学知识。
2. 学生写一篇关于自己日常生活的英语短文，提高写作能力。
五、板书设计1. 词汇：do, doing, work, play, watch, read, sleep2. 句型：What are they doing? How are they doing? What are you doing?六、教具准备1. 课件：展示本单元的词汇和句型。
Unit 10 HappinessI. Teaching Objectives:After the learning of this text, the students will be able to1. understand the main idea of the text;2. learn to analyse long difficult sentence patterns;3. grasp the key words, language points and grammatical structures in the text;4. conduct a series of reading, speaking and translation exercises related to the text. II. Time Allotment:Eight periods (six for intensive reading and two for Exercises)III. Text Analysis1.Happiness can be defined as a pleasant state of mind and self-satisfaction.be defined as被定义为e.g. In this dictionary 'reality' is defined as 'the state of things as they are, rather than as theyare imagined to be'.state of mind心态2.Everyone has the right to pursue happiness and the right to pursue happiness is issued to us allwith our birth.have the right to do sth. 有权利做…e.g. You don’t have the right to criticize me.be issued to把…发给…赋予…e.g. Food is issued to all homeless children.with伴随，with our birth, 伴随着降生，我们即被赋予了追求幸福的权力。
《Unit 10 Let’s go》教学设计这是一篇由网络搜集整理的关于《Unit 10 Let’s go》教学设计的文档，希望对你能有帮助。
1. 知识目标：（1）能听说认读并运用句型：Let’s …… Shall we…… Do we have enough time/ money（2）能结合本册书前几个单元所学内容进行交流对话。
（3）阅读方法的训练2. 情感目标：能够合作学习，增强团结互助的意识。
二、教具准备：1. ppt课件2.男女孩头像和比赛图3.重点词句的词条4.地图三、教学重难点：1. 重点：能听说认读并运用句型：Let’s …… Shall we…… Do we have enough time/ money2. 难点：结合本册书前几个单元所学内容进行交流对话。
四、教学过程（一）导入：复习课文1. T: Let’s chant, ok（图文对照，加动作）On Monday, on Monday, let’s go to the movies.By bike, by bike, lingling, go!On Tuesday, on Tuesday, let’s go to the museum.By bus, by bus, didi, go!On Wednesday, on Wednesday, let’s go to the supermarket.On foot, on foot, one two, go!On Thursday, on Thursday,go to the amusement park.It’s too far away. Oh, no!On Friday, on Friday, let’s go to the park.It’s free, it’s free. Hooray!2. 介绍比赛内容介绍比赛T: (春游图)Which place is it(Is it a park) Look! The children and the teachers are very happy. They are playing in the park. Where do you want to go (男女生Team Leader各说出一个地点)T:(贴上地点图，叙述比赛) Today we’ll have a match. You answer the question, you can get a move. You can get the money, the cars, the food, the time and so on. The first, the winner.3. 复习课文T: You want to go to the … and …Do you remember, in th e story, Where do Ann, Ken and Mocky go Let’s show the story. Who can be Ann Ken Mocky（学生表演课文）Do they go to the movie theater Why Do they go to the amusement park Why Oh, poor Mocky! Where do they go at last T（带学生说Because it’s1. Talk together对话T: Today Mocky and Ken want to go out again. Do you know where Ken and Mocky goLet’s listen. (先出图，后出文字) （对话一）(1)听录音回答问题T: Do they go to the amusement park What time is it(2)出文字听第二遍跟读, 续结尾OK. Let’s go!T: What can Ken say(续结尾)(3)教师教重点句型: Le t’s …Do we have enough time?贴板书：Let’s …Good idea. OK.time(4) 教师根据提示词句带学生背诵对话一(5)角色对话2. T: Mocky and Ken go to the amusement park. They are very happy. Can they go to the movie theaterLet’s listen. (先出图，后出挖了空的文字)(对话二)(1)听录音回答问题T: Do they go to the movie theater Why(2)出文字填空，听读第二遍续结尾Let’s go to the … It’s free.T: What will Mocky say(续结尾)(3)教师教重点句型: Shall we… Do we have enough money贴板书：Shall we …(4)教师根据提示词句带学生背诵对话二(5)角色对话3. 扩展对话练习(1) T(小结比赛情况)：You do good jobs today. You have lots of money, time, food now. You are great today. I have some gifts for you. Group leaders, come here, please. （发地图）Open your gift now. What’s that Yes, it’s a map. Look at the map. I want to go out to play. Can you go with me(2) 示范对话(一到两组) T: Shall we go to the amusement park S: Good idea! T: Do we have enough time S: Yes, we do. T: What time is it S: It’s …. T: Do we have enough money S: Yes, we do. T: How much is the ticket S: It’s 30 yuan. T: Can we go there by bus S: OK. T: Let’s go now.(3)学生小组编对话并反馈T: Now look at your map. Talk with your friends. (编对话并展示)（三）听力练习：Listen and numberT: Look! They are Ann’s friends. What are they talking aboutNow open your books, page 42, let’s do listen and number.(处理Listen and number. 听两遍核对答案)（四）阅读短文: Mary’s new bag1. 看标题预测故事T: When we go to the park, we need a big bag. We can put the food and drink in it. Right Today we’ll read a story about Mary’s new bag. Look at the name, guess why Mary has a new bag And what color is the bag Openyour books. Page 43. Read the story please. 读第一遍解决这两个问题。
teachingplanforunit10TheJeaningofAmerica具体教案一.章节: Unit Ten The Jeaning of America二.课时安排：The T eaching Arrangement:1. Text I (8 period)2. Text II (self study)3. Exercises in the text book (2 periods )4. Grammar exercises (2 periods)三.教学目的要求：The students are supposed to1.understand Text I correctly and get to know more about the history of jeans in America;2.read Text I fluently with correct pronunciation and intonation;3.do the exercises after Text I;4.be able to understand the writing style and techniques in Text I;5.master some new words and useful expressions;6.able to express their opinions on similar events.四.教学重点：1.The understanding of the text;2.American culture embodied by blue jeans;3.The writing style and the techniques;4.Grammar and vocabulary learning.五.教学难点：1.The theme of the text: how blue jeans came into being and why they are favored byAmericans and have become a symbol of American popular culture.2.The American culture embodied by blue jeans;3.Some difficult sentences.4.The use of some model verbs;5.Paragraph development—grouping details;六.教学内容：I. Pre-reading questions.1. Do you like blue jeans? Why or why not?2. Blue jeans are American by origin. What do you think has made them spread to nearly allparts of the world?3. List as many other American icons as you can apart from Levi's jeans.II. Text analysis1. General analysisAs its title suggests, the text tells the story of blue jeans mainly from two perspectives: how blue jeans came into being and why they are favored by Americans and have become a symbol of American popular culture. Blue jeans were favored first of all by the American working class in the early days for its durability and toughness; then they became favored by Americans in general, because they embody the American ideal of equality. They are favored by bureaucrats and cowboys, bankers and deadbeats alike. They draw no distinction and recognize no classes.Part 1 (Para. 1) The author presents the status of blue jeans in America and in the world.Part 2 (Paras. 2-3) Levi Strauss, the inventor of blue jeans, is introduced.Part 3 (Paras. 4-5) A detailed description of how Strauss made his first blue jeans.Part 4 (Para. 6) It tells of the growing business and popularity of the blue jeans.Part 5 (Para. 7) It highlights the merits of blue jeans.2. Detailed study of the text.Part 1 (Para. 1) The author presents the status of blue jeans in America and in the world.AnalysisIn this paragraph the author presents the following characteristics of blue jeans:a) The pants have become a symbol of American culture along with the dollar and Coca-Cola;b) They stand for "a manly and legitimate passion for equality";c) They have gained world-wide popularity.How does the author prove that blue jeans stand for "a passion for equality"?Language work1. symbol something that represents an ideaPerhaps the most glittering symbol of the new Britain was London's Post Office Tower.It was a mysterious place, a symbol of the unreachable and the remote.symbolize v.The lion symbolizs strength; the lamb symbolizes gentleness.He wore a flame-red robe symbolizing the sun.2. manly having the qualities typical of a manIt wasn't manly to wish for such indulgences.In the portrait, the King looked manly and in control.manliness n.Many men think that being a soldier is a true test ofmanliness.3. legitimate able to be defended with logic or justification; validThe Prince has a legitimate claim to the throne.I’m not sure that his business is strictly legitimate.legitimately ad.You could legitimately argue that the best way to bring down pollution levels is to ban cars completely.4. favor vt. like sth. or sb. better than othersAmong his three daughters, he favors his second one.The local football team was favored by the spectators from different areas.do sb. a favor helpShe's always doing favors for us. We'd better buy her a present.I was able to do him a favor by recommending him for the job.5. draw a distinction indicate the difference (between)Can you draw a distinction between a gerund and a present participle?6. class a group of people into which a society can be divided, by considering their differentsocial or economic status within itThe party had hoped to win mass support from the working class.The middle classes all thought that the working class was inferior.7. merely just; onlyThis is not genuine. It's merely a reproduction.We accept ideas like this merely because they have neverbeen challenged.8. outlive live longer thanThis system has managed to outlive changes in telephone design.People even wondered whether the organization had outlived its usefulness.9. seek after try to get We're earnestly seeking after the truth.10. break up stop from continuing, esp. by using forceThe police were instructed to break up the demonstration against the government.The protest was perfectly peaceful until government troops came and tried to break it up.Part 2 (Paras. 2-3) Levi Strauss, the inventor of blue jeans, is introduced.AnalysisThese two paragraphs introduce Levi Strauss and his early experience in New York as an immigrant.1. What kind of life did Levi Strauss expect in New York?2. Why did Strauss decide to leave New York for the West?Language work11. emigrate permanently leave one's own countryHe and his mother received permission to emigrate to Canada.Her family emigrated to America in the 1850s.12. exaggerate say more than the truth about sth. or sb.The seriousness of the situation has been much exaggerated.The figures quoted here tend to exaggerate the inequality between the rich and the poor.exaggeration n.He spoke with a mocking exaggeration of my accent.13. haul pull or drag from one place to another with a lot of effortThey hauled down the enemy’s flag when they captured the city.They hauled the boat up the beach.14. eke out cause (a small supply) to last longer by adding sth. elseMigrants send home cash that helps eke out low village income.eke out a marginal/miserable/precarious livingThis expression, with an adjective denoting "very poor or hard" in front of "living," is often used to mean "to live an extremely hard life" in rather formal essays.In his early days he eked out a precarious living from designing book jackets.Part 3 (Paras. 4-5) A detailed description of how Strauss made his first blue jeans.Para 4: AnalysisThe focal point of this paragraph is on how Levi Strauss came to invent blue jeans.1. Was there any use of the canvas that Strauss brought to the West?2. What do you think led to Strauss' successful invention of the jeans?Para 4: Language work15. stand up to last well under certain hard conditionsThe material can stand up to high temperature.16. beckon callFame beckoned.Vast countries beckon to young men in search of adventure.17. on the spot in the exact place where sth. is happeningCertain decisions had to be taken by the man on the spot.I would have resigned on the spot if she'd said that to me.We thought they were going to shoot us on the spot.18. get around spreadWord soon got round that George was going to England.Once the story of the scandal gets around, he'll never work in this town again.Part 5: AnalysisThis paragraph is closely related with the previous one, making the invention of blue jeans a completed legend. The author tells how the pants got their name, how rivets were added to the jeans and, accidentally, became a company trademark.1. Did the miner, Alkali, demand copper rivets to be added to his pants?2. What was the intended purpose of the tailor who added copper rivets to the pants?Part 5: Language work19. run out of use up a supplyBy the time they got to the camp they'd run out of water.I've run out of cigarettes. Do you think you could go down to the store and get some?20. pacify bring or restore to a state of peace or calmnessThe government sent a representative to try and pacify the angry miners.He tried to pacify his creditors by repaying part of the money.21. work succeedIt seems a strange way of treating a cold but it works, believe me.Finally, Paul tried adjusting the fuel pump and that worked.22. dye give colour to sth. by using a dyeShe mixed finely pounded indigo leaves to dye her cloth deep blue.23. tear pull apart by forceHe tore my coat in the struggle.I caught my trousers on the fence and tore a hole in them.24. stuff fill with a substanceDon’t stuff the pillow too tight.His pocket was stuffed with dirty handkerchiefs.25. appropriate take sth., esp. money, to use for a particular purposeThe government was forced to appropriate extra funds for the new airport.He was accused of appropriating club funds.Call students' attention to the difference in pronunciation of the word as an adjective and as a verb.26. hire pay sb. to work for youSkilled men were hired and construction got under way.You've got to hire a private detective to make enquiries.Part 4 (Paras. 6) It tells of the growing business and popularity of the blue jeans.AnalysisThis paragraph tells the readers how Strauss' local company developed into an international business and how blue jeans not only became popular among Western labourers, but also won the favour of people from the East.1) dude ranch craze The phrase refers to the enormous interest of Easterners in spending their vacations on ranches in the West.2) word of mouth The phrase "word of mouth" means oralcommunication, normally usedwith the preposition "by."e.g. The rumour spread rapidly by word of mouth.It carries the similar meaning to the phrase "word got around" in Paragraphs 4 and 5. Language work27. ensuing following, subsequentThey met each other several times over the ensuing months.Thousands were killed in the ensuing battles.28. prosper become successfulIn India the handloom industry prospers because it is subsidized by the government.We appointed a new financial advisor and the business prospered under his guidance.29. prominence the state of being important or well-knownAlan Travers had risen to prominence in his wife's organization.The publisher was the man who brought the young writer into prominence.30. thereafter afterwardsThe day started early with tea at 6:15. Thereafter it was punctuated by meals and hot drinks.This system, once learned, can thereafter be applied with great effectiveness.31. profitable making a profitHe certainly made profitable use of the lessons he had learnt.There is not a very profitable market for this product.It is only since the last year that our business has become profitable. Before that we were just managing to cover our cost.32. confine keep within limits; limit or restrictPlease confine yourself to the subject under discussion.I wish you would confine your attention to the facts and ignore anything that can bedescribed as hearsay.33. craze a very popular fashion that usu. only lasts for a very short period of timeFlower arranging has become a great craze in Suffolk.Rollerblades are the lastest craze, and are sure to bring their own joys and hazards.34. boost an increaseThis will be a great boost to the economy.The Government released figures showing a sharp 8.5 per cent boost in exports.35. commodity a product that is bought and soldThe best land is reserved for such commodities as coffee, cotton and bananas.Labour is bought and sold like any other commodity.36. be engaged in be involved in; be committed to, as to a causeThe nationalists have been engaged in a bitter fifteen-year armed struggle for independence.During dinner I found myself engaged in a long and complicated conversation with the doctor's wife.37. by word of mouth telling sth. to each other rather than write it downThe book became a worldwide bestseller, largely by word of mouth.Most of our customers hear about our products by word of mouth.38. reliability dependabilityThere is some uncertainty about the reliability of the dataused in the research.The advantage of this system is its reliability and speed.Note that in the text the word is used more in the sense of "durability."39. purchase buyMBI has agreed to purchase additional 7 million shares of Boxon stock.40. adapt to become used to sth.It's not easy, but we are slowly adapting to the new style of management.He soon adapted himself to the cold weather in Heilongjiang.After the family moved to America, the children adapted to the change very well.41. slit make a long, narrow cut inWhen the zipper on my jeans broke, I had to slit them up the side to get them off.42. convert into change intoThe children converted the backyard into a peanut lot.Electricity is converted into heat.43. chop off cut sth. off by hitting it with repeated strokes or using a sharp toolWe had to chop off the legs of the table to get it through the door.Part 5 (Paras. 7) It highlights the merits of blue jeans.AnalysisAs a conclusion, this paragraph reiterates the primary quality of blue jeans -- their toughness and reliability. For better understanding, the following question could be asked: What does the author intend to prove with the anecdotes?A: With the striking anecdotes, the author intends to provethe unique toughness and reliability of the blue jeans.1) coupling a mechanical part that connects two train carriages2) …his sole support [being] the Levi's belt loop through which his rope was hooked. This is a nominative absolute structure with "being" omitted.Language work44. tribute1) a gift, payment, speech, or other acknowledgment of gratitude, respect, or admiration[count]: They gave the retiring president a tribute.[non-count]: They paid tribute to her outstanding talents.2) evidence attesting to some praiseworthy quality or characteristicHer home is a tribute to her good taste.It was a tribute to her teaching methods that most of the children passed the tests.45. dangle hang looselyDangling from her ears were large gold earrings.He dangled helplessly from the cliff, trying not to look down.46. sole onlyShell was the sole supplier of gasoline in the whole town.We have the sole right to sell this range of goods.47. hook fasten or hang sth. onto sth. ElseThese two pieces of chain hook together.My shirt got hooked on a thorn.The boy hooked the bucket onto the rope and lowered it down from the window.七．作业：1.Tape listening2.Reading of the text3.Retelling4.Textbook exercises5.Recitation of Para. 16.Discussion八. 课后反思：。
Unit 10 By the time I got outside, the bus had already left．The First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyoversleep（2）Target LanguageWhat 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 V ocabularyoversleep2．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’ real lives．2．Making sentences by looking at the pictures．Ⅴ．Teaching AidA tape recorderⅥ．Teaching ProceduresStep I Revision1．Revise the language points in Unit 8．Ask some questions like this: What volunteer work would you like to do?Help the students to answer, I’d like to…/I love to…/I hope to…2．Practice the dialogue in Activity 3c on page 62 again．Get students to role playthe similar dialogues with the following．S A: I’d like to join the school volunteer project, but I’m not sure what I should do．S B: What do you like doing?S A: I love playing football．S B: Well, you could help coach a football team for little kids．Let the children practice in pairs．3．Check the students’ homework by asking some students to read their sentences with the phrasal verbs．Then ask the students to hand in their homework．4．Dictate the following words：clean up, cheer up, give out, put off, set up, run out of, take after, fix up, give away, call up, hand out, work out, hunger, establish, commitment, veterinarian, strategyStep Ⅱ1aThis activity introduces new vocabulary which can be used to narrate past events．First write by the time on the blackboard．and tell the class the meaning of it．"by the time" means not later than, before, as soon as, or when the indicated comes．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 the teacher came in, the students 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 and 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 writtenhis 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? Do you like morning?Why or why not?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 mornings 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 theclassroom, 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 Ⅲ1bThis 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 play the 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．cTapescriptBoy: Hi, Tina．You look stressed out．Girl: I am．I had a bad morning．Boy: Really? What happened?Girl: Well, first of all I overslept．By the time I got up, my brother had already gotten in the shower．Boy: Oh, what a pain!Girl: So, after he got out of shower, I took a quick shower and got dressed．But bythe time I went outside, the bus had already left．Boy: Oh, no!Girl: Oh, yes! So I ran all the way to school．But when I got to school, I realized I had left my backpack at home．Boy: No wonder you look stressed out．Step Ⅳ1cThis 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 ⅤSummarySay, In this class, we’ve learned how to 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 ⅥHomework1．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 ⅦBlackboard DesignUnit 10 By the time I got outside, the bus had already left．The Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Target LanguageBy the time she got to class, the teacher had already started teaching．When she got to school, she realized she had left her backpack at home．When I got home, I realized I had left my keys in the backpack．（2）The Three Forms of the verbs．2．Ability Objects（1）Train the students’ listening skill．（2）Train the students’ writing skill with the target language．（3）Train the students’ speaking skill．（4）Train the students to use the three forms of the verbs．3．Moral ObjectTry to be a careful person and do everything carefully．Remember not to be as careless as Tina．Ⅱ．Teaching Key Points1．Listening practice with the target language．2．Use the correct verb forms to fill in the blanks by listening．3．Make sentences using the Past Perfect Tense．4．The three forms of the verbs．Ⅲ．Teaching Difficult Points1．Write an ending for the story in Activity 2c．2．The three verb forms in Grammar Focus．Ⅳ．Teaching Methods1．Listening2．PairworkⅤ．Teaching AidsA tape recorderⅥ．Teaching ProceduresStep I Revision1．Revise what happened to Tina in the morning by asking one or two students to tell the story on page 68．They may say like this:Tina had a bad morning．First of all she overslept．By the time she got up, her brother had already gotten in the shower．And by the time she went outside, the bus had already left．She had to run all the way to school．When she got to school, she realized she had left her backpack at home．All these made her look stressed out．After that, ask the whole class to work in pairs, telling the story and helping each other in turns．Remind them to use the correct verb forms．2．Ask students to check each other’s homework in pairs, pointing out all the mistakes they might have made．3．Revise the Past Perfect Tense by asking the children when to use it and what its verb structure is．Step Ⅱ2aThis activity provides guided listening practice using the target language．We have known Tina had a bad morning．But something worse happened to Tina later．Let’s go to Activity 2a on page 69 and see what happened to Tina later in the morning．Read the instructions to the class．Be sure that all of them know what to do．Call the students’ attention to the four pictures．Get them to guess the correct order of the pictures first．The first one is given as a sample．Ask one or two children to tell their stories by describing the pictures according to their own order．Then, we will hear Tina talking about what happened to her after she got to school．We can see there is a small box in each picture．Please write a number from 1 to 4 in each box to show each picture’s correct order．The first one has been given as a sample．Get the children to get ready to listen to Tina continue her story．Play the recording the first time, students only listen．Play the recording again andask the children to number each picture．Check the answers with the class and see who have ever got the correct answers without listening．AnswersThe pictures should be numbered in this order:3 1 2 4TapescriptBoy: So then what did you do, Tina?Girl: Well, I ran home to get my backpack．But when I got home, I realized I had left my keys in the backpack．Boy: You’re kidding!Girl: So I ran back to school without my keys or my backpack．And by the time I got back to school, the bell had rung．Boy: Oh, no!Girl: And by the time I walked into class, the teacher had started teaching already．She asked for our homework, but of course I didn’t have it．Step Ⅲ2bThis activity gives students practice in understanding and writing the target language．Ask the students to read the instructions together．Point out the blanks in the sentences and the verbs in the brackets．This activity has two parts．First let’s fill in the blanks with the correct verb forms．We can see some verbs in the brackets．They are the base forms of the given verbs．For example, get and got, Get is the base form of the verb．Your job is to write the correct forms of these verbs in the blanks．Look at number one．A sample answer is given．Let the students fill in the blanks with the correct forms individually．Move around the classroom collecting the common mistakes they may make．After they all finish writing, tell them to get ready to listen to the conversation and check their answers．I will play the recording again．Please check your answers and correct any mistakes you might have made while listening．Play the recording．Students listen and check their answers．Correct the answers by asking seven different students to say theirs to the class．Answers1．got home 2．realized 3．had left4．got 5．had rung 6．walked 7．had startedStep Ⅳ2cThis activity gives students oral practice with the target language．Ask the whole class to read the instructions together．We have a new task now．We know Tina was late for class．What do you think happened after Tina was late for class?Work with a partner．Make up an ending for the story by continuing it．The beginning has been given．Get students to discuss in pairs．Complete the ending．Make sure they are talking in English．Move around the classroom, offering language support if needed．After ten minutes, ask students to stop discussing．Get some pairs of students to tell the class how they think the story ended And let the whole class decide whose ending is the best．Tell each pair to write down their ending, or do it after class if time is not enough．Sample ending of the storyThe teacher looked at Tina and said, " Why are you late and where is your homework, Tina?" "I had a bad morning today．" Tina said sadly．"I’m sorry to hear that, but may I know what happened? said the teacher．Then Tina told the teacher and the whole class her story．All her classmates laughed loudly after it．Some of them said, "Poor Tina!"Bob, one of Tina’s classmates, stood up and said, "Well, Tina, I’d love to help you．Why not let me keep the keys for you? I would put your keys in my backpack．" Step ⅤGrammar FocusThis activity introduces the target language of this unit．Call students’ attention to the sentences on the left．Ask four different students to read the four sentences and point out where had plus a past participle is used．Write the sentences on the blackboard．Draw a simple time line for each sentence to help students to understand the grammar focus．For example:Then get the students to look at the box．Teach students to read the three forms of each verbs first．Then ask several students to read the verbs to the class to see if they can read．Write the verbs on the blackboard．Ask the students to make sentences correctly using each form of the verbs in the box．For example:I usually get up at 6:30．I got up at 5:30 yesterday．By the time I got up, my sister had already gotten in the shower．Tell the students when we talk about the first thing that happened．We use had plus a past participle （had gotten）and when we talk about the second thing that happened, we use the simple past tense （got up）．Ask some to read their sentences to the class．Ask the students to make their own lists of other verbs used in this unit．Tell them to put the lists in their notebooks using a three-column format like the one in the Look! section．The lists have to include these verbs; leave, walk, start, oversleep, ring, be．Check the answers．Some sample sentences with the three verb forms1．I got up at 6:30 every day．I got up at 6:00 yesterday．By the time I got up, my sister had already gotten in the shower．2．We usually go to school at 7:30．We went to school at 8:30 yesterday．By the time we got to the classroom,the students had gone to the chemistry lab．3．My father leaves home at 8:30．He left home at 9:30 this morning．When my father went outside, the bus had left．4．The teacher often starts teaching at 9:00．The teacher started teaching at 8:30 the day before yesterday．When Tina got to class, the teacher had already started teaching．The three forms of the verbs used in this unit:Leave left leftWalk walked walkedstart started startedoversleep overslept oversleptring rang rungbe was/were beenStep ⅥSummarySay, In this class, we’ve done much listening and writing practice with target language．We’ve also done some oral practice in pairs．And we’ve discussed the Grammar Focus of this unit．Step ⅦHomework1．Write down the ending of Tina’s story．2．Make sentences using each form of the verbs below:leave, walk, start, oversleep, ring, be3．Review the Grammar Focus．Step ⅧBlackboard DesignUnit 10 By the time I got outside, the bus had already left．The Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularybell, ring, go off, rush, run off, on time, give sb．a ride, lock, break down （2）Target LanguageBy the time I got there, the bus had already left．By the time I woke up, my father had already gone into the bathroom．2．Ability ObjectsTrain the students’ reading skill with target language．Train the students’ speaking skill with target language．3．Moral ObjectHave you ever done anything carelessly?Share your story with your friends．Ⅱ．Teaching Key Points1．Guide the students to read the article in activity 3a．2．Help the students do the oral practice with the target language．Ⅲ．Teaching Difficult Points1．Help improve the students’ reading skill by Activity 3a．2．Help the students describe what has happened to them with the target language．Ⅳ．Teaching Methods1．Get the main idea by reading．2．Pairwork．Ⅴ．Teaching AidA projectorⅥ．Teaching ProceduresStep ⅠRevision1．Revise what happened to Tina by asking several students to tell the story．2．Revise the three forms of the verbs in Grammar Focus by asking four students to write them out on the blackboard．3．Check homework by asking one or two to read their own endings of the story．4．Check homework by asking some students to read the sentences which they made．5．Ask the students to hand in their homework．Some sample sentences with the verbs used in this unit:1．I leave home at 7:30 every morning．I left home at 8:00 this morning．By the time I got to the airport, the plane had left．2．I walk to school sometimes．I walked to school yesterday afternoon．When I got there, the sick girl had walk away．3．The meeting start at 3:00 every Wednesday afternoon．The meeting started at 3: 30 last Wednesday afternoon．As soon as Mr.．Jones got to the meeting room, the meeting had already started．4．Tina seldom oversleeps．Tina overslept this morning．Tina said she had never overslept before．5．The hell rings at 8:10 every morning．The bell rang at 7:10 this morning．When I got to school, the first bell had rung．6．I am here now．I was at home last night．I had been here for 20 years by the end of 2003．Step Ⅱ3aThis activity provides reading and writing practice using the target language．Show the vocabulary on the screen by a project:Point to the words one by one and teach the students to read them．Do it several times．Then ask several students to read the words to see if they can pronounce each word correctly．Ask the whole class to read the instructions together．There is an article in Activity 3a．Your task is to read the story and write the events in the correct order．Have a look at the sample answer on the right of the article before you start．Then let the children complete the work on their own．After a while, ask some students to report their answers to the class．Write the events on the blackboard as they report, putting the events in the correct order．After checking the answers, tell students to read the article again more carefully．Tell them to find out the words or sentences which they can’t understand this time．A few minutes later, let the students ask questions on the words and sentences which they can’t understand．Do some explanation and make sure that the students make everything clear about the article．Then ask the students to read the article aloud．Move around the classroom while theyare reading, offering help as needed．Next ask students to pick out the sentences with the Past Perfect Tense．Tell them to underline them and come up with the reason to use the tense．Ask two students to read their answers and explain the sentences．Answers1．alarm clock didn’t go off2．father went to bathroom3．woke up late4．took shower5．had some breakfast6．bus left7．ran to bus stop8．started walking9．got a ride with a friend10．bell ringing11．got to school12．got to classSentences with the Past Perfect Tense in the article:1．…by the time I woke up, my father had already gone into the bathroom and…2．Unfortunately, by the time I got there, the bus had already left．Step Ⅲ3bThis activity provides reading and writing practice using the target language．Call the students’ attention to the photo of the woman sleeping．The girl is sleeping．She may oversleep．How about you?Have you ever overslept?Get a students to answer the question simply, such as Yes, I have．/No, I haven’t．Then ask one student to read the instructions to the class．We can see six questions in the box．You’ll have to read the questions in the box and you have to describe the circumstances in which these things happened．Explain that describe the circumstances means to tell when, where and how the things happened．Ask one student who has ever overslept to answer the first question and describe the circumstance．Help him or her use the Past Perfect Tense to describe the circumstance．Then ask students to read the questions and write their answers in their exercisebooks．Tell them that they have to describe the circumstances if their answers are Yes, and there should be at least one sentence with the Past Perfect Tense in each description．Move around the classroom providing sentences to the ones who need．Ask several students to share their stories with the class．Correct any mistakes they may make．Let them check the answers in pairs．Step Ⅳ3cThis activity provides listening and speaking practice using the target language．Ask the whole class to read the instructions together．Then call the students’ attention to the sample conversation on the right．Ask a pair of the students to read the conversation to the class．Please ask your partner the questions in Activity 3b．Ask more questions if he or she says "Yes"．Ask the students to work in pairs．Encourage them to ask as many questions as they can．As they work, move around the room offering help and answering questions as needed．Ask some pairs to say their conversations to the class．Step ⅥSummarySay, In this class, we’ve learned an article．And we’ve done much practice in reading, listening, speaking and writing．We’ve done much practice with the target language．StepⅦHomework1．Write the answers to the questions in Activity 3b．2．Write a conversation in Activity 3c．Step ⅧBlackboard DesignUnit 10 By the time I got outside, the bus had already left．The Fourth PeriodI．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularycostume, show up, exhausted, embarrassed, empty, fool, April Fool’s Day, go off, stay up（2）Target LanguageWhen I got there, I found that he had fooled me．After an hour, the other kids shouted up, and I realized that my brother had fooled me．By the time I got to match class, I was exhausted because I had stayed up all night studying．I found out that my friend had fooled me．2．Ability Objects（1）Train the students’ writing, listening and speaking skills with the target language．（2）Train the students to use the new vocabulary．3．Moral ObjectHave you ever been fooled on April Fool’sDay? Share your story with your friends．Ⅱ．Teaching Key Points1．Train the students’ listening and speaking skills with target language．2．Teach the students the new vocabulary．Ⅲ．Teaching Difficult Points1．Guide listening and oral practice using the target language．2．Help learn to use the new vocabulary correctly．Ⅳ．Teaching Methods1．Listening2．Pairwork and groupworkⅤ．Teaching AidA tape recorderⅥ．Teaching ProceduresStep I Revision1．Revise the article in Activity 3a on page 70 by asking several students to read it．2．Dictate the following words and phrases:bell, ring, go off, rush, run off, on time, give sb．a ride lock, break down．3．Check the homework．Step Ⅱ1aThis activity reviews vocabulary, introduces some new vocabulary, and provides writing practice．Read the instructions to the students．Remember to read the sentence in the brackets．Point to the chart with the three headings Nouns, Verbs and Adjectives．Read the words in the brackets to the students and help the students to understand the meanings of nouns, verbs and adjectives．Teach the students to read the new vocabulary below:costume, show up, exhausted, embarrassed, empty, fool,April Fool’s DayWrite them on the blackboard or show them on a screen by a projector while teaching．Tell the children the meaning of each word and do a little explanation．Then call the students’ attention to the list of the words on the left．Ask a student to read them and tell the meanings at the same time．Find out the words which the students don’t understand and give some explanation．Please put these words in the correct columns in the chart．Some words can be put in more than one column．Get a student to read the sample answers to the class before they start say, Fool call also be a verb．For example, He fooled me．So it is put in both Column Nouns and Column Verbs．Ask the students to complete the chart on their own．Correct the answers by asking three students to read their answers to the class．AnswersNouns: fool, costume, change, clockVerbs: fool, invite, empty, go off, get up, get dressed, show up, realize, change, stay up Adjectives: embarrassed, empty, exhaustedStep Ⅲ1bThis activity provides guided oral practice using the target language．Ask a student to read the instructions to the class．Ask another student to read the example on the right．Work in pairs now．Tell your partner about something that has happened to you recently．Note to use two or more phrases from the list in Activity la．Get tile students to talk in pairs．Move around the classroom checking their work and offering language support as needed．After they all finish talking, ask some pairs to say their conversations to the class．Step Ⅳ2aThis activity provides guided listening practice using the target language．Say something about April Fool’s Day to the students like this:Every year on the first of April, Americans do silly things to surprise each other．For example, someone might tell you to go to the teacher’s office to get your new book．But there is no book at all!Call the students’ attention to the four pictures．Ask the students what is happening in each picture．Ask four different students to describe the pictures．For example, ‘they can describe Picture 1 like this:A boy was told to take part in a costume party．So he dressed himself up like a monster．But when he got there he found that his friend had fooled him．It wasn’t a costume party．He frightened the others．Read the instructions to the class．You’ll listen to three boys, Dave, Nick and Joe, talking about April Fool’s Day．There is a box under each picture where you can write each boy’s name．Now listen to the tape and write the name of each boy under his picture．I have to tell you there will be one picture without a name under it．Tell them to see the example for Picture c．Play the tape the first time．The students only listen．Then play the tape again．Ask the students to write each boy’s name in the correct box．Check the answers by asking different students to tell their own answers．Answersa．No name b．Joe c．Nick d．DaveTapescriptBoy 1: Have you ever been an April fool, Dave?Boy 2: Yes, I have．A friend once invited me to a costume party．When I got there,。
unit10综合英语课程单元教学设计Unit 10 The world of work本次课标题：Unit 10 The world of workListening and Speaking授课班级2013 3G（1）上课时间2课时上课地点：多媒体教室教学目标能力（技能）目标知识目标素质（情感）目标1.能够看图讨论各种各样的工作；2.能够用英语描述或解释各种职业；3.听并理解所给材料。
1．掌握一些工作的英语名称：personal fitness trainer,nightclub DJ, chef,telephone operator,flight attendant etc.2. 掌握描述各类工作的方法；3. 掌握听、记录主要信息的技巧。
1.通过本课的学习使学生学会如何描述和谈论工作，如何表达对各种不同工作的喜好；2. 通过对各种职业的学习提高学生对职业的理解以及学习英语的兴趣。
教学重、难点1. 掌握不同工作的英语名称。
2. 听并完成主要信息的记录。
3. 用英语描述并谈论各种不同的工作。
教学方法1.合作学习法；2.任务驱动法；3.听力练习法。
能力训练任务1.看图讨论各种不同的工作；2.学习一些工作的英语名称并用关键词进行描述；3.听力练习；4.讨论自己的理想工作。
参考资料1. 《致用英语综合教程2》2. 《致用英语综合教程2》教师用书3. 网络资源教学设计能力训练活动Tasks教师活动Work for Teacher学生活动Work for Students教学活动时间Time(minutes)教学备注TeachingnotesTask1 : Your ideas 1．Ask students to look at the pictures on page 150;2．Get them to work inpairs to discuss thefollowing questions:A. What are these people’s jobs?B. Would you be interestedin doing any of thesejobs in the future?3. Invite some students to brainstorm other jobs.1. Look at the pictures;2. Work in pairs todiscuss the questions;3. Brainstorm otherjobs.20Task 2:Pre-listening activity--Vocabulary 1.Have students to go through the jobs;2.Get them to work in pairsto describe the jobs, theteacher may give themone example;3. Have them check their answers in the class.1.Go through thejobs;2.Work in pairs todescribe the jobsfollowing theexample;3.Check the answers.20Task 3:While-listening activities 1. Tell students that they are going to listen three peopletalking about what they likeand dislike about their jobs,make them get ready;2. Play the recording and getstudents to listen, Stop wherenecessary;3. Guide them to listen tothe recording three times andgive them some time to writedown the necessaryinformation;4. Get students to do theexercises in groups;5. Ask some students to givethe answers.1. Get ready to listento the recording;2. Listen and note downthe necessaryinformation;3. Listen for threetimes;4. Do the exercises in5. Check the answers.25Task 4:Post-listening activities：Discussion 1.Make students think about their dream jobs;2.Get students to ask astudent questions abouttheir dream jobs andstudents try to guess theirjobs;3.Have students talk abouttheir dream jobs.1.Play the guessinggame to guess aboutthe other’s dreamjobs;2.Talk about theirdream jobs.25Homework Learn the new words.教学后记:教学资料Exercises:What is his/her job? Why does he/she like it? Why does he/she dislikeit?Linda fitness trainer/gymteacher being active;picking out the music foreducating people abouttheir bodies;seeing students makeprogress.hard to come up withnew ideas;having to yell in theclass to have studentshear her above themusic.Peter Artist/designer making money;the creativity of the job;his studio;his tools. the pressure;working against a deadline.Tracy accountant much to learn;working with figures andmoney is interesting;making money and seeingthe efforts rewarded. paying bills;having to remember too many things;lots of dull reading.综合英语课程单元教学设计Unit 10 The world of work本次课标题：Unit 10 The world of workVocabulary learning授课班级20133G（1）上课时间2课时上课地点：多媒体教室教学目标能力（技能）目标知识目标素质（情感）目标1. 能够根据音标正确拼读单词；2. 能够完成单词、短语听写任务；3. 能用英语解释新单词的词义；4. 能够灵活运用所学单词造句。
Unit10Whywasitbuilt?第三课时教学设计本文从网络收集而来，上传到平台为了帮到更多的人，如果您需要使用本文档，请点击下载按钮下载本文档（有偿下载），另外祝您生活愉快，工作顺利，万事如意！Unit10whywasitbuilt?第三课时教学设计一、教材分析1.教学内容本课时是教材《英语2》（基础模块高教版）第十单元的第三课时，内容包括writingandGrammarfocus 两部分。
具体内容为一般过去时的被动语态，与介绍著名的建筑物有关的词汇、短语以及巩固练习。
帮助学生完成对所熟悉的建筑物的简单描写，制作海报宣传介绍一个著名的建筑物2．教学重点、难点（1）教学重点1.有关建筑物介绍的词汇、句型的复习巩固和运用2.一般过去时的被动语态的正确运用（2）教学难点仿照上个课时的内容，练习用本单元学过的重点词句写出完整的句子，并组织成一个文段，运用所学知识点讲述一个建筑物的历史。
能够简单描写著名的建筑物，并制作成海报。
二、教学目标1.知识目标掌握与建筑物相关信息的主要词汇，如：design;open;complete;change;locate;rebuild掌握与建筑物相关的短语，如:beusedfor;bestarted;befamousfor;belocatedin;setup;m oveinto练习用本单元学过的重点词句写出完整的句子2.能力目标（1）学生能运用相关词汇，句型表达参与著名建筑物介绍的的相关内容。
（2）学生能讲述一个建筑物的历史。
教学步骤SteponeLead-in:theInternet,，通过上网进入thelibraryofcongress，点击主页上左边generalinformation中的“Aboutlibrary”,,letthemguess:what’sthenameofit?ItislocatedinthewestofBeijing.Ithasmorethan24millionitemsinitscollection.ItisthefifthlargestlibraryallovertheworldSteptwowriting1909openedandnamed/Beipinglibrary1916manybooks/receivedfromothers1949renamed/BeijingLibrary1987NationalLibraryofchina/asitsnewnameIn1909,thelibrarywasopenedandnamedasBeijingLibrary.In1916,manybookswerereceivedfromothers.In1949,thelibrarywasrenamedasBeijingLibrary.In1950,itusedNationalLibraryofchinaasitsnewname.,Eg:Hello,…I’mfrom…’,whichhasmorethan24millionitemsinitscollect ion……Thankyouverymuch.StepThreeLanguageinusewhenwasitbuilt?whodesignedit?whywasitbuilt? ThenletSsanswersomequestionsaboutthelibraryofcongressincompletesentences.whenwasitopened?whatwerekeptinoneroomofthecapitolbuilding?whenwereallofthebooksburntbyBritishSoldiers?Be—was/were+PPStepFourReading’,firststudentsreaditandcompleteit,,checktheanswer andexplainsomedifficultpoints.StepsixHomeworkwriteacomposition:thehistoryofourschool板书设计Unit10whywasitbuiltwas/were+ppItwasdesignedIn1909ItwasopenedandnamedasBeijingLibrary.manybookswerereceivedfromothers.ThelibrarywasrenamedasBeijingLibrarywerekeptwereburntwascompletedwasdiscoveredwascooledwerewarmedmakescomes本文从网络收集而来，上传到平台为了帮到更多的人，如果您需要使用本文档，请点击下载按钮下载本文档（有偿下载），另外祝您生活愉快，工作顺利，万事如意！。
Unit10 Period2教案Ⅰ．Teaching objectives1．Knowledge Objectives（1）Target LanguageBy the time she got to class, the teacher had already started teaching．When she got to school, she realized she had left her backpack at home．When I got home, I realized I had left my keys in the backpack．（2）The Three Forms of the verbs．2．Ability Objectives（1）Train the students’ listening skill．（2）Train the students’ writing skill with the target language．（3）Train the students’ speaking skill．（4）Train the students to use the three forms of the verbs．3．Moral ObjectiveTry to be a careful person and do everything carefully．Remember not to be as careless as Tina．Ⅱ．Teaching Key Points1．Listening practice with the target language．2．Use the correct verb forms to fill in the blanks by listening．3．Make sentences using the Past Perfect Tense．4．The three forms of the verbs．Ⅲ．Teaching Difficult Points1．Write an ending for the story in Activity 2c．2．The three verb forms in Grammar Focus．Ⅳ．Teaching Methods1．Listening2．PairworkⅤ．Teaching AidsA tape recorderⅥ．Teaching ProceduresStep I Revision1．Revise what happened to Tina in the morning by asking one or two students to tell the stroy on page 68．They may say like this:Tina had a bad morning．First of all she overslept．By the time she got up, her brother had already gotten in the shower．And by the time she went outside, the bus had already left．She had to run all the way to school．When she got to school, she realized she had left her backpack at home．All these made her look stressed out．After that, ask the whole class to work in pairs, telling the stroy and helping each other in turns．Remind them to use the correct verb forms．2．Ask students to check each other’s homework in pairs, pointing out all the mistakes they might have made．3．Revise the Past Perfect Tense by asking the children when to use it and what its verb structure is．Step Ⅱ2aThis activity provides guided listening practice using the target language．We have known Tina had a bad morning．But something worse happened to Tina later．Let’s go to Activity 2a on page 69 and see what happened to Tina later in the morning．Read the instructions to the class．Be sure that all of them know what to do．Call the students’ attention to the four pictures．Get them to guess the correct order of the pictures first．The first one is given as a sample．Ask one or two children to tell their stories by describing the pictures according to their own order．Then, we will hear Tina talking about what happened to her after she got to school．We can see there is a small box in each picture．Please write a number from 1 to 4 in each box to show each picture’s correct order．The first one has been given as a sample．Get the children to get ready to listen to Tina continue her story．Play the recording the first time, students only listen．Play the recording again and ask the children to number each picture．Check the answers with the class and see who have ever got the correct answers without listening．AnswersThe pictures should be numbered in this order:3 1 2 4TapescriptBoy: So then what did you do, Tina?Girl: Well, I ran home to get my backpack．But when I got home, I realized I had left my keys in the backpack．Boy: You’re kidding!Girl: So I ran back to school without my keys or my backpack．And by the time I got back to school, the bell had rung．Boy: Oh, no!Girl: And by the time I walked into class, the teacher had started teaching already．She asked for our homework, but of course I didn’t have it．Step Ⅲ2bThis activity gives students practice in understanding and writing the target language．Ask the students to read the instructions together．Point out the blanks in the sentences and the verbs in the brackets．This activity has two parts．First let’s fill in the blanks with the correct verb forms．We can see some verbs in the brackets．They are the base forms of the given verbs．For example, get and got, Get is the base form of the verb．Your job is to write the correct forms of these verbs in the blanks．Look at number one．A sample answer is given．Let the students fill in the blanks with the correct forms individually．Move around the classroom collecting the common mistakes they may make．After they all finish writing, tell them to get ready to listen to the conversation andcheck their answers．I will play the recording again．Please check your answers and correct any mistakes you might have made while listening．Play the recording．Students listen and check their answers．Correct the answers by asking seven different students to say theirs to the class．Answers1．got home 2．realized 3．had left4．got 5．had rung 6．walked 7．had startedStep Ⅳ2cThis activity gives students oral practice with the target language．Ask the whole class to read the instructions together．We have a new task now．We know Tina was late for class．What do you think happened after Tina was late for class?Work with a partner．Make up an ending for the story by continuing it．The beginning has been given．Get students to discuss in pairs．Complete the ending．Make sure they are talking in English．Move around the classroom, offering language support if needed．After ten minutes, ask students to stop discussing．Get some pairs of students to tell the class how they think the story ended And let the whole class decide whose ending is the best．Tell each pair to write down their ending, or do it after class if time is not enough．Sample ending of the storyThe teacher looked at Tina and said, " Why are you late and where is your homework, Tina?" "I had a bad morning today．" Tina said sadly．"I’m sorry to hear that, but may I know what happened? said the teacher．Then Tina told the teacher and the whole class her story．All her classmates laughed loudly after it．Some of them said, "Poor Tina!"Bob, one of Tina’s classmates, stood up and said, "Well, Tina, I’d love to help you．Why not let me keep the keys for you? I would put your keys in my backpack．"Step ⅤGrammar FocusThis activity introduces the target language of this unit．Call students’ attention to the sentences on the left．Ask four different students to read the four sentences and point out where had plus a past participle is used．Write the sentences on the blackboard．Draw a simple time line for each sentence to help students to understand the grammar focus．For example:Then get the students to look at the box．Teach students to read the three forms of each verbs first．Then ask several students to read the verbs to the class to see if they can read．Write the verbs on the blackboard．Ask the students to make sentences correctly using each form of the verbs in the box．For example:I usually get up at 6:30．I got up at 5:30 yesterday．By the time I got up, my sister had already gotten in the shower．Tell the students when we talk about the first thing that happened．We use had plus a past participle （had gotten）and when we talk about the second thing that happened, we use the simple past tense （got up）．Ask some to read their sentences to the class．Ask the students to make their own lists of other verbs used in this unit．Tell them to put the lists in their notebooks using a three-column format like the one in the Look! section．The lists have to include these verbs; leave, walk, start, oversleep, ring, be．Check the answers．Some sample sentences with the three verb forms1．I got up at 6:30 every day．I got up at 6:00 yesterday．By the time I got up, my sister had already gotten in the shower．2．We usually go to school at 7:30．We went to school at 8:30 yesterday．By the time we got to the classroom,the students had gone to the chemistry lab．3．My father leaves home at 8:30．He left home at 9:30 this morning．When my father went outside, the bus had left．4．The teacher often starts teaching at 9:00．The teacher started teaching at 8:30 the day before yesterday．When Tina got to class, the teacher had already started teaching．The three forms of the verbs used in this unit:Leave left leftWalk walked walkedstart started startedoversleep overslept oversleptring rang rungbe was/were beenStep ⅥSummarySay, In this class, we’ve done much listening and writing practice with target language．We’ve also done some oral practice in pairs．And we’ve discussed the Grammar Focus of this unit．Step ⅦHomework1．Write down the ending of Tina’s story．2．Make sentences using each form of the verbs below:leave, walk, start, oversleep, ring, be3．Review the Grammar Focus．。
