人教版新目标九年级英语Unit10 By the time I got outside

新目标九年级英语教案Unit 10 By the time I got outside, the bus had already leftUnit 10 By the time I got outside, the bus had already left．The First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabulary oversleep（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 V ocabulary oversleep2．Target Language Narrate 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 ProceduresStep I Revision1．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．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．Step Ⅱ1aFirst write by the time on the blackboard．and tell the class the meaning of it．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．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．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,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 sayingsomething he or she usually does in the morning．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．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．Step Ⅲ1bAsk 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．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．Step Ⅳ1cFirst play the recording in Activity 1b again 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 begirtHave 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 ⅤSummaryStep 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．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．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 ProceduresStep I Revision1．Revise what happened to Tina in the morning by asking one or two students to tell the stroy on page 68．2．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 Ⅱ2aRead 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．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 evergot the correct answers without listening．Step Ⅲ2bAsk the students to read the instructions together．Point out the blanks in the sentences and the verbs in the brackets．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．Play the recording．Students listen and check their answers．Correct the answers by asking seven different students to say theirs to the class．Step Ⅳ2cAsk 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 tenminutes, 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．Step ⅤGrammar FocusCall 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．Ask the students to make sentences correctly using each form of the verbs in the box．Check the answers．Step ⅥHomework1．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．The Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularybell, 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．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 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 stroy．4．Check homework by asking some students to read the sentences which they made．Step Ⅱ3aAsk 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 everythingclear about the article．Then ask the students to read the article aloud．Move around the classroom while they are 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 tence．Ask two students to read their answers and explain the sentences．Step Ⅲ3bCall 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．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 exercise books．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 Ⅳ3cAsk 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 Ⅵhomework1．Write the answers to the questions in Activity 3b．2．Write a conversation in Activity 3c．The Fourth PeriodI．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularycostume, 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 showld 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．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 targetlanguage．2．Help learn to use the new vocabulary correctly．Ⅳ．Teaching ProceduresStep I Revision1．Revise the article in Activity 3a on page 70 by asking several students to read it．2．Dictate some words and phrases:3．Check the homework．Step Ⅱ1aRead 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．Get a student to read the sample answers to the class before they start say, Fool call also be a verb．Ask the students to complete the chart on their own．Correct the answers by asking three students to read their answers to the class．Step Ⅲ1bAsk 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 Ⅳ2aSay something about April Fool’s Day to the studentsCall the students’attention to the four pictures．Ask the students what is happening in each picture．Ask four different students to describe the pictures．Read the instructions to the class．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．Step Ⅴ2bRead the instructions to the class．There are six phrases in the box．Your task is to find out who says each of the phrases, Dave, Nick or Joe after listening to the same recording．And write “D” for Dave, “N” for Nick and “J” for Joes on the shortlines before the phrases．Look at the first one．The answer has been given as a sample．Play the recording the first time．The students only listen．Then play the recording again．Ask the students to write the letters in the blanks．Ask six different students to report their answers to the class．Check the answers with the class．Step Ⅵ2cThis activity provides oral practice using the target language．First play the recording again．Pause after each sentence and get the students to repeat．Do it at least twice．Ask a student to read the instructions to the class．Then have them look at the sample conversation on the right．Ask a pair of the students to read and try to continue itThen ask the students to work in pairs．Each pair makes two conversations using information from the earlier activities．Move around the room as they work, offering help as needed．Ask one or two pairs to say their conversations to the class．Step ⅦHomework1．Write something that has happened to you recently．Use two or more phrases from the list in Activity 1a．2．Write a conversation in Activity 2c．The Fifth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularyannounce, describe, convince, panic, set off, authority, reveal, hoax, flee/fled/fled, spaghetti, girl-friend, Show, marry, thrill, get married, reply, ending（2）The reading passages about April Fool’s Day．（3）Write stories happened on April Fool’s Day．2．Ability Objects（1）Train the students’reading skill．（2）Train the students’writing and speaking skills．Ⅱ．Teaching Key Points1．Teach the students the new vocabulary．2．Help the students understand the three articles．3．Guide the students to write stories happened on April Fool’s Day．Ⅲ．Teaching Difficult Points1．Help the students understand the three articles．2．Help the students write the stories happened on April Fool’s Day．Ⅳ．Teaching ProceduresStep I Revision1．Revise the three boy’s stories happened on April Fool’s Day．Ask three different students to tell their stories to the class．2．Check the homework．Step Ⅱ3aRead the instructions to the students．You’ll have to read three articles．The three articles are about three different stories happened on April Fool’s Day．Not all of them are true．Tell which of these stories is the most believable and which is the least believable．And you have to tell the reasons as well．At last, think over if you would be fooled by any of the stories．Read the first article to the class．The students look at their books, listen to the teacher and find out the answers to the questions in the instructions．After reading, ask the students if it is believable and why．Ask several students to tell their opinions on thebelievability the first article．They may say like this:I think it is believable because the exact time and person’s name are given in the first sentence, or, I don’t think it’s believable because I think no one dared to fool the people like that．Do the same with the two articles left．Ask two good students to read the articles instead of the teacher．Elicit students’reasons for their answers．At last tell the students the correct answer．Step Ⅲ3bRead the instructions to the class．Play the recording again to help the students．Ask three different students to read the notes to the class．Help the students make sentences with the notes first．After making sentences, ask the students to write a magazine story about Nick in Activities 2a and 2b, using the notes below．As they write, move around the room offering help and answering questions as needed．After around ten minutes, ask a student to read the completed article to the class．The rest of the class help correct the mistakes the student may have made．Get them to check each’other’s writing。

新目标英语九年级Unit 10同步阅读（含答案）Unit 10 By the time I got outside, the bus had already left.1选择适合的词语完成下面的短文。

I’ve never been late for school, but yesterday I came very close. My alarm clock didn’t ___1___, and by the time I woke up, my father had already ___2___ into the bathroom and had to wait for him ___3___. I had to really rush, I took a quick shower, and had some breakfast, and them ___4___ to the bus stop. Unfortunately, by the time I got there, the bus had ___5___ left. I started walking, but I knew I can’t get to school ___6___ time. Luckily, my friend Tony and his dad came ___7___ in his dad’s car and they ___8___ me a ride. When I got to school, the final bell ___9___.I ___10___ made it to my class.( ) 1. A. go off B. turn off C. go on D. turn on( ) 2. A. been B. go C. gone D. went( ) 3. A. to e out B. ing inside C. to go outside D. getting into( ) 4. A. run off B. walked C. walk D. ran off( ) 5. A. never B. ever C. nearly D. already( ) 6. A. in B. at C. for D. on( ) 7. A. on B. at C. close D. here( ) 8. A. get B. gave C. give D. got( ) 9. A. was ringing B. rang C. rung D. had rung( ) 10. A. just only B. only C. only just D. just2根据短文内容选择最佳答案。

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。

Unit 10 By the time I got outside,the bus had already left.Period 1 New function presentingLanguage goals1. Words & expressionsoversleep, ring, rush, go off, run off, on time, give sb. a ride, break down, set off2. Key sentencesBy the time I got up, my brother had already gotten in the shower.When I got to school, I realized I had left my backpack at home.Ability goalsEnable the Ss to understand and talk about past events by using Past Perfect tense.Emotion & attitude goalsBe punctual.Strategy goalsTo understand the target language by reading pictures.Culture awareness goalsPunctuality in western countries.Teaching important pointsLearn to use Past Perfect tense.Teaching procedures and waysStep I Revision and Lead-inAsk two or more Ss to show their work.T: In the last unit, you were asked to write a passage about how to protect the environment using Present Perfect tense, such as have done / have been ... since / for ... Now who’d like to display your project to the class?A sample version:As we all know, the environment is very important to us. We students should do our best to keep the world clean. I have never spat since two years ago. I often pick up some rubbish on the ground. And I have always put rubbish in a plastic bag since one year ago. I have collected things like bottles, plastic lunch boxes for 6 months.I have also tried to recycle some things, but it is really a hard job. Anyway, I think I have made some contributions to the protection of our environment.T: You have done a good job. There is a Chinese saying: 一日之际在于晨。

Unit 10 By the time I got outside, the bus had already left(学案一)Section A （九年级英语）一．学习目标:3．情感目标：正确认识到不及时做某事的危害，并了解有关愚人节的情况。

二．学习重点：重点词汇用法及过去完成时的用法。

学习难点：过去完成时的用法。

三．学习过程:（一）预习导学：What do you usually do in the morning before school? Do you like mornings? Why or why not? （二）自主学习：3a .（三）合作探究：Describe the situations in which these things happened. （四）梳理归纳：1. By the time I got outside ， the bus had already left.意思为“到……时候为止”，指从过去某一点到从句所示的时间为止的一段时间，引 Eg ：（1）他赶到广场时我们已经贴完所有的告示了By the time he the square ,we all the signs . （2）我们进入到大厅时，他们已经点好了菜____ ____ we entered the hall ,theythe dishes.是过去完成时态。

1） 过去完成时态表示在过去某一时间或动作之前已经发生或完成的动作或存在的状态。

（2） 其结构是由“助动词had （用于各种人称和数）+动词的过去分词”构成。

（3） 过去完成时态的用法:（一）表示在过去某一时间之前（也称“过去的过去”）已经发生或完成的动作，常与“by+过去的时间”构成的短语连用。

Eg ：（1）By 2003, he at that school for 5 years. 到2003年为止，他已在那所学校教书5年了。

unit10《bythetimeigotoutside，thebushadalreadyleft》期末复习卷（人教新目标初三）Unit 10 By the time I got outside, the bus had already left.重点词组与句型：1.take a shower2.get in the shower3.get up4.get outside5.get to school6.leave sth.+ 地点7.get back to sp.8.start teaching9.wake up late10.be late for 11.go off 12.wait for e out 14.have some breakfast 15.run off 16.get there 17.on time e by 19.give sb. a ride 20.bring sth. to sp. 21.break down 22.show up 23. get dressed24.stay up all night 25. invite sb. to do sth. / invite sb. to sp. 26. by the time 27.happan to sb. 28. a costume party 29.thousands of 30.hundreds of* (31.flee from sp. 32. April Fool’s Day 33.stop doing sth. 34.as…as one can 35. fool sb. 36.ask sb. to do sth. 37.both…and 38.an hour later39.get married 40.play a joke on sb.)40.By the time I got up, my brother had already gotten in the shower.41.By the time she got up, her brother had already gone into the bathroom.42.By the time she went outside, the bus had already gone.43.By the time she got to class, the teacher had already started teaching.44.When she got to school, she realized she had left her backpack at home.45.By the time I got back to school, the bell had rung.46.My alarm clock didn’t go off.47.I took a quick shower, and had some breakfast, and then ran off to the bus stop.* (48.Have you ever forgotten to bring your homework to school?49.Wells was so convincing that hundreds of people believed the story.50.She was thrilled, because she wanted to get married.)语法：过去完成时。

新目标九年级英语教案Unit 10 By the time I got outside, the bus hadalready left．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．TeachingProceduresStepIRevision．Asksomequestionslikethis:whatvolunteerworkwouldyoul iketodo?Helpthestudentstoanswer,I’dliketo…/Iloveto…/Ihopeto…2．PracticethedialogueinActivity3conpage62again．3．checkthestudents’homeworkbyaskingsomestudentstoreadtheirsentenceswit hthephrasalverbs．Thenaskthestudentstohandintheirho mework．StepⅡ1aFirstwritebythetimeontheblackboard．andtelltheclass themeaningofit．Saythissentencetotheclass:Bythetimetheteachercamein ,thestudentshadbegunreadingEnglish．Tellthemtonotethestructure"hadbegun"inthissentence ．Begunisthepastparticipleofbegin．Explainwhatisthe pastparticipleformofaverbforthestudents．Tellthemit isasthesameasthepastformforaregularverb．Andtheyhav etoremembertheirregularverbs’participlesonebyone．writeBythetimeIcameback…ontheblackboard．Saytotheclass,BythetimeIcamein．whathadhappened?Helponestudenttoanswerlikethis,Bythetimetheteacherc amein,Donhadwrittenhisnameontheblackboard．Thengetmorestudentstoanswerdifferently,Readtheinstructionstothestudentsandreadthesequestio nstotheclassaswell．whatdoyouusuallydoin,themorningbeforeschool?Doyouli kemorning?whyorwhynot?chooseonegoodstudenttoanswerthembysayingsomethinghe orsheusuallydoesinthemorning．Thenhavethewholeclasspracticeinpairs．Askeachothert hequestions．Aftertheyfinishtalking,askoneortwopairstosaytheirco nversationstotheclass．correctthemistakestheymaymakewiththeotherstudents．callthestudents’attentiontothepicturesinActivityla．Thentellstudentstotalkaboutthepicturesingroupsoffou r．movearoundtheclassroom,listeningtostudentsandoff eringhelp．makesurethattheytalkinEnglish．Aftertheyallfinishtalking,askdifferentgroupstotellt heclassaboutthepictures．StepⅢ1bAskthestudentstoreadtheinstructionstogether．Haveth emlookatthetwocolumns,AandB,inthechart．Pointoutthe sampleanswer．Readthetwopartsofthesentence．Thengoovertheotherunconnectedpartsofsentences,too．Playtherecordingforthefirsttime．Studentsonlylisten．Thenplayitasecondtime．Letstude ntsmatchtwopartsofeachsentence．checktheanswersbyas kingsomestudentstotelltheiranswers．makesurethatallofthemhavegotthecorrectanswersbylist ening．Saycongratulationstothestudentswhogettheansw erscorrectlybyguessing．StepⅣ1cFirstplaytherecordinginActivity1bagainandletthestud entsreadafterit．Doitatleasttwice．Thenreadtheinstructionstogetherwiththewholeclass．youwillmakeconversationsinpairs．Eachofyouwillhavet otaketurnsbeingTina．LookatthepicturesinActivitylat ohelpyou．Tellyourpartnerwhathappenedtoyouthismorni ng．Askapairtoreadtheexampletotheclassbeforetheybeg irtHavethestudentsworkinpairs．movearoundtheroomofferi nglanguagesupportasneeded．Aftertheyallfinishtalking,asksomepairstosaytheircon versationstotheclass．StepⅤSummaryStepⅥHomework．writeoutthestoryofTina,Notetousethetargetlang uage．2．RevisewhentousethePastPerfectTenseandtheverbstru ctureofit．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．Ⅱ．TeachingkeyPoints．Listeningpracticewiththetargetlanguage．2．Usethecorrectverbformstofillintheblanksbylisteni ng．3．makesentencesusingthePastPerfectTense．4．Thethreeformsoftheverbs．Ⅲ．TeachingDifficultPoints．writeanendingforthestoryinActivity2c．2．ThethreeverbformsinGrammarFocus．Ⅳ．TeachingProceduresStepIRevision．RevisewhathappenedtoTinainthemorningbyaskingo neortwostudentstotellthestroyonpage68．2．Askstudentstocheckeachother’shomeworkinpairs,pointingoutallthemistakestheymight havemade．3．RevisethePastPerfectTensebyaskingthechildrenwhen touseitandwhatitsverbstructureis．StepⅡ2aReadtheinstructionstotheclass．Besurethatallofthemk nowwhattodo．callthestudents’attentiontothefourpictures．Getthemtoguessthecorrec torderofthepicturesfirst．Thefirstoneisgivenasasamp le．Askoneortwochildrentotelltheirstoriesbydescribi ngthepicturesaccordingtotheirownorder．Playtherecordingthefirsttime,studentsonlylisten．Pl aytherecordingagainandaskthechildrentonumbereachpic ture．checktheanswerswiththeclassandseewhohaveevergotthec orrectanswerswithoutlistening．StepⅢ2bAskthestudentstoreadtheinstructionstogether．Pointo uttheblanksinthesentencesandtheverbsinthebrackets．Letthestudentsfillintheblankswiththecorrectformsind ividually．movearoundtheclassroomcollectingthecommonmistakesth eymaymake．Aftertheyallfinishwriting,tellthemtogetreadytoliste ntotheconversationandchecktheiranswers．Playtherecording．Studentslistenandchecktheiranswer s．correcttheanswersbyaskingsevendifferentstudentst osaytheirstotheclass．StepⅣ2cAskthewholeclasstoreadtheinstructionstogether．wehaveanewtasknow．weknowTinawaslateforclass．whatd oyouthinkhappenedafterTinawaslateforclass?workwitha partner．makeupanendingforthestorybycontinuingit．T hebeginninghasbeengiven．Getstudentstodiscussinpairs．completetheending．makesuretheyaretalkinginEnglish．movearoundtheclassroo m,offeringlanguagesupportifneeded．Aftertenminutes, askstudentstostopdiscussing．Getsomepairsofstudents totelltheclasshowtheythinkthestoryendedAndletthewho leclassdecidewhoseendingisthebest．Telleachpairtowr itedowntheirending,ordoitafterclassiftimeisnotenoug h．StepⅤGrammarFocuscallstudents’attentiontothesentencesontheleft．Askfourdifferents tudentstoreadthefoursentencesandpointoutwherehadplu sapastparticipleisused．writethesentencesontheblack board．Askthestudentstomakesentencescorrectlyusingeachform oftheverbsinthebox．checktheanswers．StepⅥHomework．writedowntheendingofTina’sstory．2．makesentencesusingeachformoftheverbsbelow:leave,walk,start,oversleep,ring,be3．ReviewtheGrammarFocus．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．Ⅱ．TeachingkeyPoints．Guidethestudentstoreadthearticleinactivity3a．2．Helpthestudentsdotheoralpracticewiththetargetlan guage．Ⅲ．TeachingDifficultPoints．Helpimprovethestudents’readingskillbyActivity3a．2．Helpthestudentsdescribewhathashappenedtothemwith thetargetlanguage．Ⅳ．TeachingProceduresStepⅠRevision．RevisewhathappenedtoTinabyaskingseveralstuden tstotellthestory．2．RevisethethreeformsoftheverbsinGrammarFocusbyask ingfourstudentstowritethemoutontheblackboard．3．checkhomeworkbyaskingoneortwotoreadtheirownendin gsofthestroy．4．checkhomeworkbyaskingsomestudentstoreadthesenten ceswhichtheymade．StepⅡ3aAskthewholeclasstoreadtheinstructionstogether．Ther eisanarticleinActivity3a．yourtaskistoreadthestoryandwritetheeventsinthecorrectorder．Havealookatthesampleanswerontherightofthearticlebef oreyoustart．Thenletthechildrencompletetheworkonthe irown．Afterawhile,asksomestudentstoreporttheiransw erstotheclass．writetheeventsontheblackboardastheyr eport,puttingtheeventsinthecorrectorder．Aftercheckingtheanswers,tellstudentstoreadthearticl eagainmorecarefully．Tellthemtofindoutthewordsorsentenceswhichtheycan’tunderstandthistime．Afewminuteslater,letthestudentsaskquestionsonthewor dsandsentenceswhichtheycan’tunderstand．Dosomeexplanationandmakesurethatthestu dentsmakeeverythingclearaboutthearticle．Thenaskthestudentstoreadthearticlealoud．movearound theclassroomwhiletheyarereading,offeringhelpasneede d．NextaskstudentstopickoutthesentenceswiththePastPerf ectTense．Tellthemtounderlinethemandcomeupwiththere asontousethetence．Asktwostudentstoreadtheiranswersandexplainthesenten ces．StepⅢ3bcallthestudents’attentiontothephotoofthewomansleeping．Thegirlissle eping．Shemayoversleep．Howaboutyou?Haveyoueveroverslept?Getastudentstoanswerthequestionsimply,suchasyes,Iha ve．/No,Ihaven’t．Thenaskonestudenttoreadtheinstructionstotheclass．Explainthatdescribethecircumstancesmeanstotellwhen, whereandhowthethingshappened．Askonestudentwhohaseveroverslepttoanswerthefirstquestionanddescribethecircumstance．Helphimorherusethe PastPerfectTensetodescribethecircumstance．Thenaskstudentstoreadthequestionsandwritetheiranswe rsintheirexercisebooks．Tellthemthattheyhavetodescr ibethecircumstancesiftheiranswersareyes,andtheresho uldbeatleastonesentencewiththePastPerfectTenseineac hdescription．movearoundtheclassroomprovidingsenten cestotheoneswhoneed．Askseveralstudentstosharetheir storieswiththeclass．correctanymistakestheymaymake ．Letthemchecktheanswersinpairs．StepⅣ3cAskthewholeclasstoreadtheinstructionstogether．Then callthestudents’attentiontothesampleconversationontheright．Askapai rofthestudentstoreadtheconversationtotheclass．Plea seaskyourpartnerthequestionsinActivity3b．Askmorequ estionsifheorshesays"yes"．Askthestudentstoworkinpairs．Encouragethemtoaskasma nyquestionsastheycan．Astheywork,movearoundtheroomofferinghelpandansweringquestionsasneeded．Asksomepa irstosaytheirconversationstotheclass．StepⅥhomework．writetheanswerstothequestionsinActivity3b．2．writeaconversationinActivity3c．TheFourthPeriodI．TeachingAimsandDemands．knowledgeobjects（1）keyVocabularycostume,showup,exhausted,embarrassed,empty,fool,Apr ilFool’sDay,gooff,stayup（2）TargetLanguagewhenIgotthere,Ifoundthathehadfooledme．Afteranhour,theotherkidsshowldup,andIrealizedthatmy brotherhadfooledme．BythetimeIgottomatchclass,IwasexhaustedbecauseIhads tayedupallnightstudying．Ifoundoutthatmyfriendhadfooledme．2．Abilityobjects（1）Trainthestudents’writing,listeningandspeakingskillswiththetargetlang uage．（2）Trainthestudentstousethenewvocabulary．Ⅱ．TeachingkeyPoints．Trainthestudents’listeningandspeakingskillswithtargetlanguage．2．Teachthestudentsthenewvocabulary．Ⅲ．TeachingDifficultPoints．Guidelisteningandoralpracticeusingthetargetla nguage．2．Helplearntousethenewvocabularycorrectly．Ⅳ．TeachingProceduresStepIRevision．RevisethearticleinActivity3aonpage70byaskings everalstudentstoreadit．2．Dictatesomewordsandphrases:3．checkthehomework．StepⅡ1aReadtheinstructionstothestudents．Remembertoreadthe sentenceinthebrackets．PointtothechartwiththethreeheadingsNouns,VerbsandAdjectives．Readthewordsintheb racketstothestudentsandhelpthestudentstounderstandt hemeaningsofnouns,verbsandadjectives．Getastudenttoreadthesampleanswerstotheclassbeforeth eystartsay,Foolcallalsobeaverb．Askthestudentstocom pletethechartontheirown．correcttheanswersbyaskingthreestudentstoreadtheiran swerstotheclass．StepⅢ1bAskastudenttoreadtheinstructionstotheclass．Askanotherstudenttoreadtheexampleontheright．workinpairsnow．Tellyourpartneraboutsomethingthatha shappenedtoyourecently．Notetousetwoormorephrasesfr omthelistinActivityla．Gettilestudentstotalkinpairs ．movearoundtheclassroomcheckingtheirworkandofferin glanguagesupportasneeded．Aftertheyallfinishtalking,asksomepairstosaytheircon versationstotheclass．StepⅣ2aSaysomethingaboutAprilFool’sDaytothestudentscallthestudents’attentiontothefourpictures．Askthestudentswhatishap peningineachpicture．Askfourdifferentstudentstodescribethepictures．Readtheinstructionstotheclass．Playthetapethefirsttime．Thestudentsonlylisten．The nplaythetapeagain．Askthestudentstowriteeachboy’snameinthecorrectbox．checktheanswersbyaskingdiffer entstudentstotelltheirownanswers．StepⅤ2bReadtheinstructionstotheclass．Therearesixphrasesin thebox．yourtaskistofindoutwhosayseachofthephrases, Dave,Nickorjoeafterlisteningtothesamerecording．And write"D"forDave,"N"forNickand"j"forjoesontheshortli nesbeforethephrases．Lookatthefirstone．Theanswerha sbeengivenasasample．Playtherecordingthefirsttime．Thestudentsonlylisten．Thenplaytherecordingagain．Askthestudentstowritet helettersintheblanks．Asksixdifferentstudentstorepo rttheiranswerstotheclass．checktheanswerswiththecla ss．StepⅥ2cThisactivityprovidesoralpracticeusingthetargetlangu age．Firstplaytherecordingagain．Pauseaftereachsentencea ndgetthestudentstorepeat．Doitatleasttwice．Askastudenttoreadtheinstructionstotheclass．Thenhav ethemlookatthesampleconversationontheright．Askapai rofthestudentstoreadandtrytocontinueitThenaskthestudentstoworkinpairs．Eachpairmakestwoconversationsusinginformationfromth eearlieractivities．movearoundtheroomastheywork,offeringhelpasneeded．Askoneortwopairstosaytheirconversationstotheclass．StepⅦHomework．writesomethingthathashappenedtoyourecently．U setwoormorephrasesfromthelistinActivity1a．2．writeaconversationinActivity2c．TheFifthPeriodⅠ．TeachingAimsandDemands．knowledgeobjects（1）keyVocabularyannounce,describe,convince,panic,setoff,authority,r eveal,hoax,flee/fled/fled,spaghetti,girl-friend,Sho w,marry,thrill,getmarried,reply,ending（2）ThereadingpassagesaboutAprilFool’sDay．（3）writestorieshappenedonAprilFool’sDay．2．Abilityobjects（1）Trainthestudents’readingskill．（2）Trainthestudents’writingandspeakingskills．Ⅱ．TeachingkeyPoints．Teachthestudentsthenewvocabulary．2．Helpthestudentsunderstandthethreearticles．3．GuidethestudentstowritestorieshappenedonAprilFool’sDay．Ⅲ．TeachingDifficultPoints．Helpthestudentsunderstandthethreearticles．2．HelpthestudentswritethestorieshappenedonAprilFool’sDay．Ⅳ．TeachingProceduresStepIRevision．Revisethethreeboy’sstorieshappenedonAprilFool’sDay．Askthreedifferentstudentstotelltheirstoriesto theclass．2．checkthehomework．StepⅡ3aReadtheinstructionstothestudents．you’llhavetoreadthreearticles．Thethreearticlesareabout threedifferentstorieshappenedonAprilFool’sDay．Notallofthemaretrue．Tellwhichofthesestoriesisthemo stbelievableandwhichistheleastbelievable．Andyouhav etotellthereasonsaswell．Atlast,thinkoverifyouwouldbefooledbyanyofthestories．Readthefirstarticletotheclass．Thestudentslookatthe irbooks,listentotheteacherandfindouttheanswerstothe questionsintheinstructions．Afterreading,askthestudentsifitisbelievableandwhy．Askseveralstudentstotelltheiropinionsonthebelievabi litythefirstarticle．Theymaysaylikethis:Ithinkitisbelievablebecausetheexacttimeandperson’snamearegiveninthefirstsentence,or,Idon’tthinkit’sbelievablebecauseIthinknoonedaredtofoolthepeopleli kethat．Dothesamewiththetwoarticlesleft．Asktwogoodstudentstoreadthearticlesinsteadoftheteac her．Elicitstudents’reasonsfortheiranswers．Atlasttellthestudentsthecor rectanswer．StepⅢ3bReadtheinstructionstotheclass．Playtherecordingagai ntohelpthestudents．Askthreedifferentstudentstoreadthenotestotheclass．Helpthestudentsmakesentenceswiththenotesfirst．Aftermakingsentences,askthestudentstowriteamagazine storyaboutNickinActivities2aand2b,usingthenotesbelo w．Astheywrite,movearoundtheroomofferinghelpandansw eringquestionsasneeded．Afteraroundtenminutes,askastudenttoreadthecompleted articletotheclass．Therestoftheclasshelpcorrectthemistakesthestudentma yhavemade．Getthemtocheckeach’other’swritingcarefullyinpairs．StepⅣ3cReadtheinstructionstotheclass．Besurethatthestudent sknowwhattheyareaskedtodo．Atfirst,havethestudentst hinkwhattheymightwriteabout．Thentellthemtomakealistofideasbeforestartingwriting ．Thelistshouldincludethethreeparts,whathappenedfir st,whathappenednext,andwhatyoufinallyrealized．writeasamplelistontheblackboard:Nextaskthestudentstowritetheirjokes．Asksomestudentstoreadtheirarticlestotheclass．corre ctasmanyofthearticlesaspossibleinclass．StepⅤ4Readtheinstructionstotheclass．Reviewthemeaningsoff unniest,mostembarrassingandmostcreative．Havetheclasshavealookatthesampleconversationinthebo xbeforereading．Askapairofthestudentstoreadittotheclass．Thenaskthestudentstoreadtheirstoriestotheclass．Aft erallofthestudentshaveread,asktheclasstovoteforthef unniest,mostembarrassingandmostcreativestories．StepⅥHomework．Readthethreearticlesaloudafterclass．2．correctthemagazinestoryandthejokeyouhavewritten．3．Trytorememberthenewvocabulary．TheSixthPeriodⅠ．TeachingAimsandDemands．knowledgeobjects（1）Verbsrush,realize,invite,showup,stayup．（2）writeanarticleaccordingtothepicturesgiven．（3）Vocabularyhomework,look,costume,empty2．Abilityobjects（1）Trainthestudentstousetheseverbscorrectly:rush,realize,invite,showup,stayup．（2）Trainthestudents’writingskill．Ⅱ．TeachingkeyPoints．Helpthestudentshaveaselfcheckonthekeywordsand targetlanguageofthisunit．2．Practiseusingtheseverbs:rush,realize,invite,show up,stayup．3．Reviewthenewvocabularyintroducedinthisunit:homew ork,lock,costume,empty．4．Directthestudentstowriteanarticleaccordingtothep icturesgiven．Ⅲ．TeachingDifficultPoints．Helpthestudentsmakesentenceswiththeverbs．2．Directthestudentstowriteanarticlewiththepictures given．Ⅳ．TeachingProceduresStepIRevision．RevisethecontentsinthethreearticlesinActivity 3aonpage72byaskingsomequestions2．Askthreedifferentstudentstoreadthearticles．StepⅡPart1Thisactivityfocusesonvocabularyintroducedintheunit ．Focusattentiononthebox．Inviteastudenttoreadthevo cabularywordsatthetop．Askstudentstofillintheblanksontheirown．checktheans wers．Askstudentstomaketheirownsentenceswiththewords,pref erablysentencesthataremeaningful．movearoundtheroom ．collectafewstudents’answerswithmistakesontheblackboard．Alongwiththestu dents’helpcorrectthemistakes．StepⅢPart2Havethestudentslookatthesevenpictures．Tellthechild renthatthepicturesareconnectedtoeachotherinanorder．Ask:whatishappeningtoming?Getthewholeclasstoreadtheinstructions．Thenaskthest udentstodescribeeachpictureinorder．writesomeuseful sentencesontheblackboard．Forexample,forthefirstpic ture,helpthestudentstosaymingwakesupat10:00andthink ssheislateforschool．Afterawhile,askafewstudentstotelltheclassaboutming’sday．Lettherestoftheclasshelpcorrectthemistakesthattheymayhavemade．Tellthemtoexchangetheirarticleswiththeirpartnersand helpeachothercorrectthemistakes．Askthestudentstore writetheirarticlestomakethearticlesperfectafterclas s．StepⅣPart3callthestudents’attentiontothebox．Havethemlookatthefourgroupsofwor ds．Getthestudentstoreadtheinstructionstogether．As kthemtocirclethewordsthatdon’tbelongineachgroup．Thefirstonehasbeengivenasamodel．Asksomestudentstotelltheiranswerstotheclass．checkt heanswerswiththewholeclass．StepⅤjustforFun!callthestudents’attentiontothecartoonpictures．Tellthemtoseewhathap pens．Askthestudentstoreadthesentencesunderthepicturestog ether．范文Thenaskthechildrenwhatis,funnyaboutthiscartoon．Hel pthestudentstoanswerlikethis:Theboysawthecloudsandhefelttherainlongbeforehegotho me．Heshouldhaverealizedmuchsoonerthathehadforgotte nhisumbrella．StepⅥHomework．Reviseallthelanguagepointsinthisunit．2．Finishofftheexercisesonpages36～38oftheworkbook．3．makeanothermoresentencewitheachverbbelow,rush,re alize,invite,showup,stayup．4．Rewritethearticle．学习永无止境。

Unit 10 By the time I got outside,the bus had already left说课稿胡燕飞各位评委老师，大家好！今天我说课的题目是初中英语九年级“Unit 10 By the time I got outside,the bus had already left”，整个说课我将分五部分进行讲述，即教材分析、教法、学法、教学程序、板书设计。

一、说教材本单元主要围绕“April Fool’s Day ”为话题，谈论发生在过去的事情，培养学生对发生的事情进行客观评价的能力，并学习自主解决问题的能力;通过讨论“发生在过去的事情”这个话题，学习过去完成时的构成和基本用法以及现在完成时和过去完成时的区别。

而本课是本单元的第一课，初步接触过去完成时，并且过去完成时是英语中非常重要的一种时态，占据着相当重要的位置。

根据英语教学大纲的要求，我确定以下教学目标：Teaching aims:Knowledge objects（:知识目标）1 new words and phrases: by the time, gotten, oversleep, got outside, start doing.;2 target language:By the time I got outside, the bus had already left.By the time she got up, her brother had already gone into the bathroom.Ability objects:（能力目标）1 train the students’ listening and speaking skill s with the target language2 train the students to narrate the past events with the Past Perfect Tense3 train the students’ writing skills with target languageMoral objects:（道德目标）It’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. Also the whole day’s work depends on the plan in the morning. Teaching key points （教学重点）1 master the words ：by the time , oversleep2 master the target languageBy the time I got outside,the bus had already left.By the time she got up, her brother had already gone into the bathroomTeaching difficult points （教学难点）1 Train the students to understand the listening material.2 Train the students to narrate past events with the Past Perfect Tense二、说教法1．英语学习的目的重在更好地运用语言于实际的交流之中，单调地重复课文内容或机械地操练吸引不了我们的学生。

人教版新目标英语9年级讲解-Unit 10 Unit 10 By the time I got outside,the bus had already left. 重点、难点、考点及疑点注释重点、难点、考点及疑点注释1. When I got to school, I realized I had left my backpack at home. (P76)我到学校时才发现把书包落在家了。

我到学校时才发现把书包落在家了。

(1)had left my backpack at home 这是一个过去完成时的句子，这是一个过去完成时的句子，表示在过去某一时间或表示在过去某一时间或某一动作之前完成的动作或存在的状态。

某一动作之前完成的动作或存在的状态。

By three o’clock yesterday afternoon we had finished the work.到昨天下午三点，我们已经完成了工作。

到昨天下午三点，我们已经完成了工作。

She had learned a lot of English before she went to school. 在上学之前，她已经学会了很多英语。

在上学之前，她已经学会了很多英语。

(2)left 是leave 的过去式，在此处意为“遗忘”，“忘记”，后面常有地点状语。

，后面常有地点状语。

Li Min left his dictionary in the reading-room yesterday. 昨天李民把词典忘在阅览室里了。

昨天李民把词典忘在阅览室里了。

特别提示特别提示forget 作“遗忘”解时，后面没有“遗忘”的地点。

作“遗忘”解时，后面没有“遗忘”的地点。

I have forgotten the book. 我忘记拿书了。

我忘记拿书了。

2. My alarm clock didn’t go off, and by the time I woke up, my father had already gone into the bathroom and I had to wait for him to come out. (P78)我的闹钟坏了，因此等我醒来的时候，我父亲已经进去洗澡了，我只好等他出来。

新目标九年级英语教案Unit 10 By the time I got outside, the bus hadalready left．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．TeachingProceduresStepIRevision．Asksomequestionslikethis:whatvolunteerworkwouldyoul iketodo?Helpthestudentstoanswer,I’dliketo…/Iloveto…/Ihopeto…2．PracticethedialogueinActivity3conpage62again．3．checkthestudents’homeworkbyaskingsomestudentstoreadtheirsentenceswit hthephrasalverbs．Thenaskthestudentstohandintheirho mework．StepⅡ1aFirstwritebythetimeontheblackboard．andtelltheclass themeaningofit．Saythissentencetotheclass:Bythetimetheteachercamein ,thestudentshadbegunreadingEnglish．Tellthemtonotethestructure"hadbegun"inthissentence ．Begunisthepastparticipleofbegin．Explainwhatisthe pastparticipleformofaverbforthestudents．Tellthemit isasthesameasthepastformforaregularverb．Andtheyhav etoremembertheirregularverbs’participlesonebyone．writeBythetimeIcameback…ontheblackboard．Saytotheclass,BythetimeIcamein．whathadhappened?Helponestudenttoanswerlikethis,Bythetimetheteacherc amein,Donhadwrittenhisnameontheblackboard．Thengetmorestudentstoanswerdifferently,Readtheinstructionstothestudentsandreadthesequestio nstotheclassaswell．whatdoyouusuallydoin,themorningbeforeschool?Doyouli kemorning?whyorwhynot?chooseonegoodstudenttoanswerthembysayingsomethinghe orsheusuallydoesinthemorning．Thenhavethewholeclasspracticeinpairs．Askeachothert hequestions．Aftertheyfinishtalking,askoneortwopairstosaytheirco nversationstotheclass．correctthemistakestheymaymakewiththeotherstudents．callthestudents’attentiontothepicturesinActivityla．Thentellstudentstotalkaboutthepicturesingroupsoffou r．movearoundtheclassroom,listeningtostudentsandoff eringhelp．makesurethattheytalkinEnglish．Aftertheyallfinishtalking,askdifferentgroupstotellt heclassaboutthepictures．StepⅢ1bAskthestudentstoreadtheinstructionstogether．Haveth emlookatthetwocolumns,AandB,inthechart．Pointoutthe sampleanswer．Readthetwopartsofthesentence．Thengoovertheotherunconnectedpartsofsentences,too．Playtherecordingforthefirsttime．Studentsonlylisten．Thenplayitasecondtime．Letstude ntsmatchtwopartsofeachsentence．checktheanswersbyas kingsomestudentstotelltheiranswers．makesurethatallofthemhavegotthecorrectanswersbylist ening．Saycongratulationstothestudentswhogettheansw erscorrectlybyguessing．StepⅣ1cFirstplaytherecordinginActivity1bagainandletthestud entsreadafterit．Doitatleasttwice．Thenreadtheinstructionstogetherwiththewholeclass．youwillmakeconversationsinpairs．Eachofyouwillhavet otaketurnsbeingTina．LookatthepicturesinActivitylat ohelpyou．Tellyourpartnerwhathappenedtoyouthismorni ng．Askapairtoreadtheexampletotheclassbeforetheybeg irtHavethestudentsworkinpairs．movearoundtheroomofferi nglanguagesupportasneeded．Aftertheyallfinishtalking,asksomepairstosaytheircon versationstotheclass．StepⅤSummaryStepⅥHomework．writeoutthestoryofTina,Notetousethetargetlang uage．2．RevisewhentousethePastPerfectTenseandtheverbstru ctureofit．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．Ⅱ．TeachingkeyPoints．Listeningpracticewiththetargetlanguage．2．Usethecorrectverbformstofillintheblanksbylisteni ng．3．makesentencesusingthePastPerfectTense．4．Thethreeformsoftheverbs．Ⅲ．TeachingDifficultPoints．writeanendingforthestoryinActivity2c．2．ThethreeverbformsinGrammarFocus．Ⅳ．TeachingProceduresStepIRevision．RevisewhathappenedtoTinainthemorningbyaskingo neortwostudentstotellthestroyonpage68．2．Askstudentstocheckeachother’shomeworkinpairs,pointingoutallthemistakestheymight havemade．3．RevisethePastPerfectTensebyaskingthechildrenwhen touseitandwhatitsverbstructureis．StepⅡ2aReadtheinstructionstotheclass．Besurethatallofthemk nowwhattodo．callthestudents’attentiontothefourpictures．Getthemtoguessthecorrec torderofthepicturesfirst．Thefirstoneisgivenasasamp le．Askoneortwochildrentotelltheirstoriesbydescribi ngthepicturesaccordingtotheirownorder．Playtherecordingthefirsttime,studentsonlylisten．Pl aytherecordingagainandaskthechildrentonumbereachpic ture．checktheanswerswiththeclassandseewhohaveevergotthec orrectanswerswithoutlistening．StepⅢ2b Askthestudentstoreadtheinstructionstogether．Pointouttheblanksinthesentencesandtheverbsinthebrackets．Letthestudentsfillintheblankswiththecorrectformsind ividually．movearoundtheclassroomcollectingthecommonmistakesth eymaymake．Aftertheyallfinishwriting,tellthemtogetreadytoliste ntotheconversationandchecktheiranswers．Playtherecording．Studentslistenandchecktheiranswer s．correcttheanswersbyaskingsevendifferentstudentst osaytheirstotheclass．StepⅣ2cAskthewholeclasstoreadtheinstructionstogether．wehaveanewtasknow．weknowTinawaslateforclass．whatd oyouthinkhappenedafterTinawaslateforclass?workwitha partner．makeupanendingforthestorybycontinuingit．T hebeginninghasbeengiven．Getstudentstodiscussinpairs．completetheending．mak esuretheyaretalkinginEnglish．movearoundtheclassroo m,offeringlanguagesupportifneeded．Aftertenminutes, askstudentstostopdiscussing．Getsomepairsofstudents totelltheclasshowtheythinkthestoryendedAndletthewho leclassdecidewhoseendingisthebest．Telleachpairtowr itedowntheirending,ordoitafterclassiftimeisnotenoug h．StepⅤGrammarFocuscallstudents’attentiontothesentencesontheleft．Askfourdifferents tudentstoreadthefoursentencesandpointoutwherehadplu sapastparticipleisused．writethesentencesontheblack board．Askthestudentstomakesentencescorrectlyusingeachform oftheverbsinthebox．checktheanswers．StepⅥHomework．writedowntheendingofTina’sstory．2．makesentencesusingeachformoftheverbsbelow:leave,walk,start,oversleep,ring,be3．ReviewtheGrammarFocus．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．Ⅱ．TeachingkeyPoints．Guidethestudentstoreadthearticleinactivity3a．2．Helpthestudentsdotheoralpracticewiththetargetlanguage．Ⅲ．TeachingDifficultPoints．Helpimprovethestudents’readingskillbyActivity3a．2．Helpthestudentsdescribewhathashappenedtothemwith thetargetlanguage．Ⅳ．TeachingProceduresStepⅠRevision．RevisewhathappenedtoTinabyaskingseveralstuden tstotellthestory．2．RevisethethreeformsoftheverbsinGrammarFocusbyask ingfourstudentstowritethemoutontheblackboard．3．checkhomeworkbyaskingoneortwotoreadtheirownendin gsofthestroy．4．checkhomeworkbyaskingsomestudentstoreadthesenten ceswhichtheymade．StepⅡ3aAskthewholeclasstoreadtheinstructionstogether．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．StepⅢ3bcallthestudents’attentiontothephotoofthewomansleeping．Thegirlissle eping．Shemayoversleep．Howaboutyou?Haveyoueveroverslept?Getastudentstoanswerthequestionsimply,suchasyes,Iha ve．/No,Ihaven’t．Thenaskonestudenttoreadtheinstructionstotheclass．Explainthatdescribethecircumstancesmeanstotellwhen, whereandhowthethingshappened．Askonestudentwhohaseveroverslepttoanswerthefirstque stionanddescribethecircumstance．Helphimorherusethe PastPerfectTensetodescribethecircumstance．Thenaskstudentstoreadthequestionsandwritetheiranswe rsintheirexercisebooks．Tellthemthattheyhavetodescr ibethecircumstancesiftheiranswersareyes,andtheresho uldbeatleastonesentencewiththePastPerfectTenseineac hdescription．movearoundtheclassroomprovidingsenten cestotheoneswhoneed．Askseveralstudentstosharetheir storieswiththeclass．correctanymistakestheymaymake ．Letthemchecktheanswersinpairs．StepⅣ3cAskthewholeclasstoreadtheinstructionstogether．Then callthestudents’attentiontothesampleconversationontheright．Askapai rofthestudentstoreadtheconversationtotheclass．Plea seaskyourpartnerthequestionsinActivity3b．Askmorequ estionsifheorshesays"yes"．Askthestudentstoworkinpairs．Encouragethemtoaskasma nyquestionsastheycan．Astheywork,movearoundtheroomo fferinghelpandansweringquestionsasneeded．Asksomepa irstosaytheirconversationstotheclass．StepⅥhomework．writetheanswerstothequestionsinActivity3b．2．writeaconversationinActivity3c．TheFourthPeriodI．TeachingAimsandDemands．knowledgeobjects（1）keyVocabularycostume,showup,exhausted,embarrassed,empty,fool,Apr ilFool’sDay,gooff,stayup（2）TargetLanguagewhenIgotthere,Ifoundthathehadfooledme．Afteranhour,theotherkidsshowldup,andIrealizedthatmy brotherhadfooledme．BythetimeIgottomatchclass,IwasexhaustedbecauseIhads tayedupallnightstudying．Ifoundoutthatmyfriendhadfooledme．2．Abilityobjects（1）Trainthestudents’writing,listeningandspeakingskillswiththetargetlang uage．（2）Trainthestudentstousethenewvocabulary．Ⅱ．TeachingkeyPoints．Trainthestudents’listeningandspeakingskillswithtargetlanguage．2．Teachthestudentsthenewvocabulary．Ⅲ．TeachingDifficultPoints．Guidelisteningandoralpracticeusingthetargetla nguage．2．Helplearntousethenewvocabularycorrectly．Ⅳ．TeachingProceduresStepIRevision．RevisethearticleinActivity3aonpage70byaskings everalstudentstoreadit．2．Dictatesomewordsandphrases:3．checkthehomework．StepⅡ1aReadtheinstructionstothestudents．Remembertoreadthe sentenceinthebrackets．Pointtothechartwiththethreeh eadingsNouns,VerbsandAdjectives．Readthewordsintheb racketstothestudentsandhelpthestudentstounderstandt hemeaningsofnouns,verbsandadjectives．Getastudenttoreadthesampleanswerstotheclassbeforeth eystartsay,Foolcallalsobeaverb．Askthestudentstocom pletethechartontheirown．correcttheanswersbyaskingthreestudentstoreadtheiran swerstotheclass．StepⅢ1bAskastudenttoreadtheinstructionstotheclass．Askanotherstudenttoreadtheexampleontheright．workinpairsnow．Tellyourpartneraboutsomethingthatha shappenedtoyourecently．Notetousetwoormorephrasesfr omthelistinActivityla．Gettilestudentstotalkinpairs ．movearoundtheclassroomcheckingtheirworkandofferin glanguagesupportasneeded．Aftertheyallfinishtalking,asksomepairstosaytheircon versationstotheclass．StepⅣ2aSaysomethingaboutAprilFool’sDaytothestudentscallthestudents’attentiontothefourpictures．Askthestudentswhatishap peningineachpicture．Askfourdifferentstudentstodescribethepictures．Readtheinstructionstotheclass．Playthetapethefirsttime．Thestudentsonlylisten．The nplaythetapeagain．Askthestudentstowriteeachboy’snameinthecorrectbox．checktheanswersbyaskingdiffer entstudentstotelltheirownanswers．StepⅤ2bReadtheinstructionstotheclass．Therearesixphrasesin thebox．yourtaskistofindoutwhosayseachofthephrases, Dave,Nickorjoeafterlisteningtothesamerecording．And write"D"forDave,"N"forNickand"j"forjoesontheshortli nesbeforethephrases．Lookatthefirstone．Theanswerha sbeengivenasasample．Playtherecordingthefirsttime．Thestudentsonlylisten ．Thenplaytherecordingagain．Askthestudentstowritet helettersintheblanks．Asksixdifferentstudentstorepo rttheiranswerstotheclass．checktheanswerswiththecla ss．StepⅥ2cThisactivityprovidesoralpracticeusingthetargetlangu age．Firstplaytherecordingagain．Pauseaftereachsentencea ndgetthestudentstorepeat．Doitatleasttwice．Askastudenttoreadtheinstructionstotheclass．Thenhav ethemlookatthesampleconversationontheright．Askapai rofthestudentstoreadandtrytocontinueitThenaskthestudentstoworkinpairs．Eachpairmakestwoconversationsusinginformationfromth eearlieractivities．movearoundtheroomastheywork,offeringhelpasneeded．A skoneortwopairstosaytheirconversationstotheclass．StepⅦHomework．writesomethingthathashappenedtoyourecently．U setwoormorephrasesfromthelistinActivity1a．2．writeaconversationinActivity2c．TheFifthPeriodⅠ．TeachingAimsandDemands．knowledgeobjects（1）keyVocabularyannounce,describe,convince,panic,setoff,authority,r eveal,hoax,flee/fled/fled,spaghetti,girl-friend,Sho w,marry,thrill,getmarried,reply,ending（2）ThereadingpassagesaboutAprilFool’sDay．（3）writestorieshappenedonAprilFool’sDay．2．Abilityobjects（1）Trainthestudents’readingskill．（2）Trainthestudents’writingandspeakingskills．Ⅱ．TeachingkeyPoints．Teachthestudentsthenewvocabulary．2．Helpthestudentsunderstandthethreearticles．3．GuidethestudentstowritestorieshappenedonAprilFoo l’sDay．Ⅲ．TeachingDifficultPoints．Helpthestudentsunderstandthethreearticles．2．HelpthestudentswritethestorieshappenedonAprilFoo l’sDay．Ⅳ．TeachingProceduresStepIRevision．Revisethethreeboy’sstorieshappenedonAprilFool’sDay．Askthreedifferentstudentstotelltheirstoriesto theclass．2．checkthehomework．StepⅡ3aReadtheinstructionstothestudents．you’llhavetoreadthreearticles．Thethreearticlesareabout threedifferentstorieshappenedonAprilFool’sDay．Notallofthemaretrue．Tellwhichofthesestoriesisthemostbelievableandwhichistheleastbelievable．Andyouhav etotellthereasonsaswell．Atlast,thinkoverifyouwould befooledbyanyofthestories．Readthefirstarticletotheclass．Thestudentslookatthe irbooks,listentotheteacherandfindouttheanswerstothe questionsintheinstructions．Afterreading,askthestudentsifitisbelievableandwhy．Askseveralstudentstotelltheiropinionsonthebelievabi litythefirstarticle．Theymaysaylikethis:Ithinkitisbelievablebecausetheexacttimeandperson’snamearegiveninthefirstsentence,or,Idon’tthinkit’sbelievablebecauseIthinknoonedaredtofoolthepeopleli kethat．Dothesamewiththetwoarticlesleft．Asktwogoodstudentstoreadthearticlesinsteadoftheteac her．Elicitstudents’reasonsfortheiranswers．Atlasttellthestudentsthecor rectanswer．StepⅢ3bReadtheinstructionstotheclass．Playtherecordingagai ntohelpthestudents．Askthreedifferentstudentstoreadthenotestotheclass．Helpthestudentsmakesentenceswiththenotesfirst．Aftermakingsentences,askthestudentstowriteamagazine storyaboutNickinActivities2aand2b,usingthenotesbelo w．Astheywrite,movearoundtheroomofferinghelpandansw eringquestionsasneeded．Afteraroundtenminutes,askastudenttoreadthecompleted articletotheclass．Therestoftheclasshelpcorrectthemistakesthestudentma yhavemade．Getthemtocheckeach’other’swritingcarefullyinpairs．StepⅣ3c Readtheinstructionstotheclass．Besurethatthestudentsknowwhattheyareaskedtodo．Atfirst,havethestudentst hinkwhattheymightwriteabout．Thentellthemtomakealistofideasbeforestartingwriting ．Thelistshouldincludethethreeparts,whathappenedfir st,whathappenednext,andwhatyoufinallyrealized．writeasamplelistontheblackboard:Nextaskthestudentstowritetheirjokes．Asksomestudentstoreadtheirarticlestotheclass．corre ctasmanyofthearticlesaspossibleinclass．StepⅤ4Readtheinstructionstotheclass．Reviewthemeaningsoff unniest,mostembarrassingandmostcreative．Havetheclasshavealookatthesampleconversationinthebo xbeforereading．Askapairofthestudentstoreadittotheclass．Thenaskthestudentstoreadtheirstoriestotheclass．Aft erallofthestudentshaveread,asktheclasstovoteforthefunniest,mostembarrassingandmostcreativestories．StepⅥHomework．Readthethreearticlesaloudafterclass．2．correctthemagazinestoryandthejokeyouhavewritten．3．Trytorememberthenewvocabulary．TheSixthPeriodⅠ．TeachingAimsandDemands．knowledgeobjects（1）Verbsrush,realize,invite,showup,stayup．（2）writeanarticleaccordingtothepicturesgiven．（3）Vocabularyhomework,look,costume,empty2．Abilityobjects（1）Trainthestudentstousetheseverbscorrectly: rush,realize,invite,showup,stayup．（2）Trainthestudents’writingskill．Ⅱ．TeachingkeyPoints．Helpthestudentshaveaselfcheckonthekeywordsand targetlanguageofthisunit．2．Practiseusingtheseverbs:rush,realize,invite,show up,stayup．3．Reviewthenewvocabularyintroducedinthisunit:homew ork,lock,costume,empty．4．Directthestudentstowriteanarticleaccordingtothep icturesgiven．Ⅲ．TeachingDifficultPoints．Helpthestudentsmakesentenceswiththeverbs．2．Directthestudentstowriteanarticlewiththepictures given．Ⅳ．TeachingProceduresStepIRevision．RevisethecontentsinthethreearticlesinActivity 3aonpage72byaskingsomequestions2．Askthreedifferentstudentstoreadthearticles．StepⅡPart1Thisactivityfocusesonvocabularyintroducedintheunit ．Focusattentiononthebox．Inviteastudenttoreadthevocabularywordsatthetop．Askstudentstofillintheblanksontheirown．checktheans wers．Askstudentstomaketheirownsentenceswiththewords,pref erablysentencesthataremeaningful．movearoundtheroom ．collectafewstudents’answerswithmistakesontheblackboard．Alongwiththestu dents’helpcorrectthemistakes．StepⅢPart2Havethestudentslookatthesevenpictures．Tellthechild renthatthepicturesareconnectedtoeachotherinanorder．Ask:whatishappeningtoming?Getthewholeclasstoreadtheinstructions．Thenaskthest udentstodescribeeachpictureinorder．writesomeuseful sentencesontheblackboard．Forexample,forthefirstpic ture,helpthestudentstosaymingwakesupat10:00andthink ssheislateforschool．Afterawhile,askafewstudentstotelltheclassaboutming’sday．Lettherestoftheclasshelpcorrectthemistakestha ttheymayhavemade．Tellthemtoexchangetheirarticleswiththeirpartnersand helpeachothercorrectthemistakes．Askthestudentstore writetheirarticlestomakethearticlesperfectafterclas s．StepⅣPart3callthestudents’attentiontothebox．Havethemlookatthefourgroupsofwor ds．Getthestudentstoreadtheinstructionstogether．As kthemtocirclethewordsthatdon’tbelongineachgroup．Thefirstonehasbeengivenasamodel．Asksomestudentstotelltheiranswerstotheclass．checkt heanswerswiththewholeclass．StepⅤjustforFun!callthestudents’attentiontothecartoonpictures．Tellthemtoseewhathap pens．学习永无止境Askthestudentstoreadthesentencesunderthepicturestog ether．Thenaskthechildrenwhatis,funnyaboutthiscartoon．Hel pthestudentstoanswerlikethis:Theboysawthecloudsandhefelttherainlongbeforehegotho me．Heshouldhaverealizedmuchsoonerthathehadforgotte nhisumbrella．StepⅥHomework．Reviseallthelanguagepointsinthisunit．2．Finishofftheexercisesonpages36～38oftheworkbook．3．makeanothermoresentencewitheachverbbelow,rush,re alize,invite,showup,stayup．4．Rewritethearticle．专业的学习。