九年级英语全册《Unit 9 By the time I got outside, the bus had already left(第三课时)》教案

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人教版九年级英语上册第九单元《By the time I got outside, the bus had already left》教案

Unit 10: By the time I got outside, the bus had alreadyleft.Part 1: Teaching Design第一部分:教学设计Period 1: Discussing, Listening and Speaking (Page 76) (By the time I got up, my brother had already gottenin the shower.)Objectives●To learn to understand and use past perfect●To listen and speak about past eventsProcedures■Warming up by studying the title “By the time I got outside, the bus had already left.”Hello, class. I am sorry. I am late today. Why am I late?I got up early. I had a quick breakfast. Then I got outside to wait for the school bus. But the bus had already left. That is to say: By the time I got outside, the bus had already left.Look at the title of this unit. This is the grammar focus this week. The past perfect.I had studied a little English when I came to the U.S. They had never met an American until they met John. Use 1: Completed Action Before Something in PastI had never seen such a beautiful beach before I went to Kauai.We had had that car for ten years before it broke down. By the time Alex finished his studies, he had been in London for over eight years.1a Discussing and speakingLook at the pictures on page 76 and discuss in groups of four what you do in the morning before school.1b Listening and completingNext I’m going to play you a conversation between a boy and a girl called Tina. While listening pay attention to the past perfect structure, and underline all the useful expressionsAfter you listen to the tape complete the sentences in the box on page 76.Now go to page 133 and read the tapescript. Whilereading remember to find all the past perfect sentences, cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underline all the expression s. That’s grammar study, too.Now read the conversation again to turn it into an article.1c Pairing and speakingIn pairs take turns being Tina. Look at the pictures above and tell what happened to you this morning using the past perfect form.Period 2: Listening and Speaking (Page 77) (But when I got home, I realized I had left my keys in the backpack.)Objectives●To learn to understand and use past perfect●To listen and speak about past eventsProcedures■Warming up by st udying the “Target Language”Hello, class. Go to page 77, and read after me sentences in grammar focus.2a Listening and numberingTina is going to tell her story. Now listen to it and number the pictures 1~4 on page 77 in the correct order. While listening，listen for the past perfect forms.Now go to page 133 and read the tapescript. While reading remember to find all the past perfect sentences, cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underline all the expressions. That’s gr ammar study, too.Make a conversation of your own based on the one learned just now.Now read the conversation again to turn it into an article.2b Filling and listeningOn page 77 there’s a box. In it there are three sentences. Read them and fill in the blanks with the correct verb forms.2c Pairing and speakingIn pairs you are going to make up an ending for the story and share it with the other pairs.Period 3: Reading and Speaking (Page 78)(By the time I woke up, my father had already gone intothe bathroom.)Objectives●To learn to understand and use past perfect●To listen and speak about past eventsProcedures■Warming up by studying the structure of “past perfect”Hello, class. Look at this sentence: By the time I woke up, my father had already gone into the bathroom. How is it formed?3a Reading and writingOn page 78 is a story about a school student. Read it aloud to the tape.Now go on to read the text carefully. While reading remember to find all the past perfect sentences, cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underline all the expressions. That’s grammar study, too.Now read the text again to turn it into a conversation. 3b Answering and describingIn the box on page 78 are 6 questions. Read and answer them, describing how these things happened to you.3c Pairing and speakingIn pairs go on to ask each other questions in 3b.Period 4: Listening and Speaking (Page 79) (When I got there, I found that he had fooled me.)Objectives●To learn to understand and use past perfect●To listen and speak about past events■Warming up by making a conversationHello, everyone. To begin with, we shall try to tell our partners about our past experiences using past perfect tense. You may say like this:What happened? → I overslept. And by the time I got up, my brother had already gotten into the shower.1a Reading and puttingOn page 79 on the top is a list of words. Read them and put them in the right columns in the box on the right.1b Pairing and speakingIn pairs tell each other about something which happened to you in the past. Use as many phrases as possible from the box above.2a Listening and writingNext you are going to listen to a talk between Dave, Nick and Joe. Listen and write each person’s name under the correct picture.Now go on to read the conversation on page 133. While reading remember to find all the past perfect sentences,cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underline all the exp ressions. That’s grammar study, too.Now read the text again to turn it into a conversation. 2b Listening and tickingYou are going to listen again to the tape and tick the phrase by D for Dave, N for Nick, and J for Joe.2c Grouping and speakingApril Fool's Day or All Fools' Day, though not a holiday in its own right, is a notable day celebrated in many countries on April 1. Now in groups of four tell your funny story to the class. Your story will be voted for the: A: funniest joke; B: most embarrassing joke; C. most creative jokePeriod 5: Reading, Writing and Speaking (Page 80) (Aliens from Mars had landed on the Earth.) Objectives●To learn to understand and use past perfect●To read and speak about past events■Warming up by reading aloud the textThe benefits of reading aloud are many and especially when you are learning English. Reading aloud put youinto a world of English.Now go to page 80 and read the text aloud first. 3a Reading and decidingOn page 80 are three stories. Read them and decide which is the least believable. While reading, find all the past perfect sentences, cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underline all the expressions. Tha t’s grammar study, in deed.Now read the text again to turn them into conversations.I think the first one is the most believable, for everyone believed that aliens were living on Mars, and that they had been far more developed than the earth people. People then thought that the Mars men would land on the Earth to take the earth world.The third story is the least believable. The girl had been his friend for some time. She knew his boy friend very well. And so she would not be made angry by his words “April Fool！”3b Writing a magazine storyNick met some strange funny things on last April Fool’s Day. Now go to write a magazine story about him with the help of the notes on page 80.3c Writing a jokeJokes happen every day and everywhere. Do you have anything funny to tell your classmates? Write a funny joke and share it with your classmates.4 Telling and votingHave you finished writing and telling your funny story? Now in groups of four vote for the: A: funniest joke; B: most embarrassing joke; C: most creative jokeword资料可编辑学习参考。

九年级英语-unit_9_By_the_time_i_got_outside,_the_bus_had_already_leftAqqKPl

unit 9 By the time i got outside, the bus had already leftstart doing sth. 开始做某事go off 离开，（闹钟）响wake up 醒来wait for 等待on time 准时in time 及时come by 经过give sb. a ride 载某人一程be late for 迟到break down 出故障stay up 熬夜show up 露面，出席happen to 发生在…身上set off 出发，动身no more 不再flee from 逃跑get married 结婚 a quarter of 四分之一from…to从…到mix…with和…混合over time 随着时间的过去such as 例如do business 做生意ask for 询问说英语的国家try for 争取English—speakingcountry语言点1．leave 的含义① 忽略或为拿; I realized I had left my backpack at home.② 使或让…出于某种状态； Leave the door open.③ 离开; It’s time for us to leave.④ 使（某事物）留下而造成某结果； The accident left a scaron her leg.2. happen的用法① 发生；What happen next? 不能用于被动语态② happen on sb./sth. 发生在…3. as…as句型用于副词和形容词之前eg: This dress is twice as expensive as that .Now she’s as tall as her father.4. make 的用法① make sb. doeg: The sad story make her cry.② make sb. doneeg: This teacher tried to make herself heard over the noise of traffic.③ make sth. adjeg: The words make it difficult to understand.。

浙江省上虞市竺可桢中学九年级英语全册《Unit 9 By the time I got outsid

Ⅰ． 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 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 mi stakes 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 Ⅱ 2aThis 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 pictur es． 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．TapescriptBoy: So then what did you do, Tina?Girl: Well, I ran home to get my backpack．But when I got home, I rea lized 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 Ⅲ 2bThis 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 g iven 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 Ⅳ 2cThis 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 student s 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 ke ys for you? I would put your keys in my backpack．" Step Ⅴ Grammar 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 student s to understand the grammar focus． For example:TStep Ⅵ SummarySay, 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 Ⅶ Homework1．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 Ⅷ Blackboard DesignUnit 9 By the time I got outside, thebus had already left．Section AThe Second PeriodTarget Language:1． By the time she got up, her brother had already gone intothe bathroom．2． By the time she went outside, the bus had already gone．3． By the time she got to class, the teacher had already startedteaching．4． When she got to school, she realized she had left herbackpack at home．Verbs:Get got gotten Go went goneleave left leftstart started started。

九年级英语Unit 9 By the time I got outside…文章 April Foo

April Fool’s Day 愚人节April Fool's Day is traditionally a day to play practical jokes on others, send people on fool's errands, and fool the unsuspecting. No one knows how this holiday began but it was thought to have originated in France.The closest point in time that can be identified as the beginning of this tradition was in 1582, in France. New Year's was celebrated on March 25 and celebrations lasted until April 1st. When New Year's Day as changed from March 25 to January 1st in the mid-1560's by King Charles IX, there were some people who still celebrated it on April 1st and those people were called April Fools.Pranks performed on April Fool's Day range from the simple, (such as saying, "Your shoe's untied!), to the elaborate. Setting a roommate's alarm clock back an hour is a mon gag. The news media even gets involved. For instance, a British short film once shown on April Fool's Day was a fairly detailed documentary about "spaghetti farmers" and how they harvest their crop from the spaghetti trees. Whatever the prank, the trickster usually ends it by yelling to his victim, "April Fool!"April Fool's Day is a "for-fun-only" observance. Nobody is expected to buy gifts or to take their "significant other" out to eat in a fancy restaurant. Nobody gets off work or school. It's simply a fun little holiday, but a holiday on which one must remain forever vigilant, for he may be the next April Fool!Each country celebrates April Fool's differently. In France, the April Fool's is called "April Fish" (Poisson d'Avril). The French fool their friends by taping a paper fish to their friends' backs and when some discovers a this trick, they yell "Poisson d'Avril!".In England, tricks can be played only in the morning. If a trick is played on you, you are a "noodle". In Scotland, April Fools Day is 48 hours long and you are called an "April Gowk", which is another name for a cuckoo bird. The second day in Scotland's April Fool's is called Taily Day and is dedicated to pranks involving the buttocks. Taily Day's gift to posterior posterity is the still-hilarious "Kick Me" sign.。

[推荐学习]九年级英语全册 Unit 10 By the time I got outside,th

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

浙江省上虞市竺可桢中学九年级英语全册【Unit 9 By the time I got outs

浙江省上虞市竺可桢中学九年级英语全册《Unit 9 By the time I got outside, the bus had already left（第三课时）》教案人教新目标版Ⅰ． 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 langu age．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 Ⅰ Revision1． 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．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．Step Ⅱ 3aThis 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．s．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 Ⅲ 3bThis 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 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 Ⅳ 3cThis 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 Ⅵ SummarySay, In this class, we’ve learned an article．And we’ve done much practice in reading, listening, speaking and writing．We’ve done much pr actice with the target language．StepⅦ Homework1． Write the answers to the questions in Activity 3b．2． Write a conversation in Activity 3c．Step Ⅷ Blackboard Design。

九年级英语全册By the time I got outside, the

轧东卡州北占业市传业学校Unit 10 By the time I got outside, the bus had already lefteg．By the time she got up, her brother had already gone into the bathroom．到她起床的时候，她的弟弟已经去洗澡间了。

When she got to school, she realized she had left her backpack at home当她到的时候，她意识到她把书包放在家里了。

〔在这句话中，过去的时间点为“到校〞的时候，“她把书包放在家里〞那么发生在“过去的过去〞。

〕3. “把某物遗忘在某处〞常用 leave +something+ 地点：而不是forget+地点e.g．Unluckily, I left my book at home.不幸地是我把书忘在家里了。

4. What happened? 发生什么事了？ What happened to Jim? Jim 发生了什么事？An accident happened to him. 他发生了一次事故。

What is happening? What has happened?本节重点短语：1．到…时候为止 2．到外边3．到 4．起床5．去洗澡 6．到家7． / 开始做某事单项选择： 1. – What ___ him? -- He had a cold this morning.A. was happened toB. was happenedC. happenedD. happened to2. Don’t ___at night, or you will be very tired the next morning.A. stay up B. stay out C. stand up D. get up3. – What ___ he say to you just now? -- He told me that she ____ her key in the room.A. did, leaveB. does, leftC. did, had leftD. do, had left4. – I am sorry I ____ your dictionary on the sofa. – Please don’t forget ___ it here tomorrow.A. forgot, to bringB. left, to bringC. forgot, to takeD. left, to take5. Alice asked me ____ a new film with her. A. watch B. watched C. watching D. to watch6. My mother had already _____ in the shower. A. gotten B. goten C. getting D. getted7. I __ all the exercises before our teacher collected the exercise books.A. have finishedB. finishedC. had finishedD. finish8. He ____a composition before he attended the meeting.A. had writtenB. has writtenC. wroteD. writes9. By the time he was fourteen, he _____ up a small chemistry lab. A. had set B. has set C. set D. sets10. By the time I got to the airport, the plane ________.A. took offB. has taken offC. had taken offD. takes off11. The bad traffic accident happened ______ the little boy. What a pity. A. to B. on C. with D. at12. I realized that I had_______ my purse in that bus.A. forgotB. lostC. missedD. left。

九年级英语Unit9 By the time I got outside,the bus had already left教案人教新目标版

九年级英语Unit9 By the time I got outside,the bus had alreadyleft教案The First PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularyoversleep（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 Vocabularyoversleep2． Target LanguageNarrate past events with the Past Perfect TenseⅢ． Teaching Difficult Points1． Train the students to narrate past events with the Past Perfect Tense．2． Train the students to understand the target language in spoken conversation．Ⅳ． Teaching Methods1． Thinking of examples from the students’ 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 play the 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 Ⅱ 1aThis 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 struture "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 written his name on the blackboard．Then get more students to answer differently, such as,By the lime the teacher came in, we had discussed an English problem．By the time the teacher came in, I had drawn a picture．Write these sentences on the blackboard, and teach the students to read several times．Read the instructions to the students and read these questions to the class as well．What do you usually do in, the morning before school? 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 the classroom, listening to students and offering help． Make sure that they talk in English．After they all finish talking, ask different groups to tell the class about the pictures． They may say like this:Tina overslept in the morning． She wanted to go to the bathroom, but her brother had already gotten in the shower． When she got to the bus stop, the bus had already left．She had to run to school． After she got to school, she realized she had left her backpack at home． The sentences can vary, but should be correct．Step Ⅲ 1bThis activity gives students practice in understanding the target language in spoken conversation．Ask the students to read the instructions together． Have them look at the two columns, A and B ,in the chart． Point out the sample answer． Read the two parts of the sentence．Then go over the other unconnected parts of sentences, too．You will connect the two parts of the sentences, connect a sentence beginning in the first column with the end of that sentence in the second column． Please guess the other two sentences before I 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．Saycongratulations 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 by the 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 Ⅳ 1cThis practice provides guided oral practice using the target language．First play the recording in Activity 1bagain and let the students read after it． Do it at least twice．Then read the instructions together with the whole class．You will make conversations in pairs． Each of you will have to take turns being Tina． Look at the pictures in Activity la to help you． Tell your partner what happened to you this morning． Ask a pair to read the example to the class before they begirt S A: What happened?S B: I overslept． And by the time I got up, my brother had already gotten in the shower．Write the conversation on the blackboard．Have the students work in pairs． Move around the room offering language support as needed．After they all finish talking, ask some pairs to say their conversations to the class．Step Ⅴ SummarySay, In this class, we’ve learned how 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 Ⅵ Homework1． Write out the story of Tina, Note to use the target language．2． Revise when to use the Past Perfect Tense and the verb structure of it．Step Ⅶ Blackboard DesignUnit 9 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 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, herbrother 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 Ⅱ 2aThis 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 Ⅲ 2bThis 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 Ⅳ 2cThis 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 Ⅴ Grammar 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 Ⅵ SummarySay, 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 Ⅶ Homework1． 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 Ⅷ Blackboard DesignUnit 9 By the time I got outside, the bus had already left．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．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 Ⅰ Revision1． 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．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 Ⅱ 3aThis 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 inActivity 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 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．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 Ⅲ 3bThis 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 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 Ⅳ 3cThis 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 Ⅵ SummarySay, 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．StepⅦ Homework1． Write the answers to the questions in Activity 3b．2． Write a conversation in Activity 3c．StepUnit 9 By the time I got outside, the bus had already left．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．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 Ⅱ 1aThis 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 astudent 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 upAdjectives: embarrassed, empty, exhaustedStep Ⅲ 1bThis 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 Ⅳ 2aThis 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．。

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九年级英语全册《Unit 9 By the time I got outside, the bus had already left（第三课时）》教案人教新目标版Ⅰ． 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．3． Moral ObjectHave you ever done anything carelessly?Share your story with your friends．Ⅱ． Teaching Key Points1． Guide the stu dents 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 stud ents 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 Ⅰ Revision1．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 sentence s which they made．5． Ask the students to hand in their homework．Some sample sentences with the verbs used in this u nit: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．Step Ⅱ 3aThis 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．s．Answers1．alarm clock didn’t go off2． father went to bathroom3． woke up l ate4． 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 Ⅲ 3bThis 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 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 Ⅳ 3cThis 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 s ay their conversations to the class．Step Ⅵ SummarySay, 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．StepⅦ Homework1． Write the answers to the questions in Activ ity 3b．2． Write a conversation in Activity 3c．Step Ⅷ Blackboard DesignAnswers to A ctivity 3a:。