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[初三英语]Unit 9 By the time I got outside, the bus had already left

发布时间:2010年08月24日 10:47 | 来源: 少儿台

Unit 9  By the time I got outside, the bus had already left.

The First Period

Ⅰ. Teaching Aims and Demands

1. 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 Object

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.

Ⅱ. Teaching Key Points

1. Key Vocabulary

 oversleep

2. Target Language

 Narrate past events with the Past Perfect Tense

Ⅲ. Teaching Difficult Points

1. 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 Methods

1. Thinking of examples from the students’ real lives.

2. Making sentences by looking at the pictures.

Ⅴ. Teaching Aid

A tape recorder

Ⅵ. Teaching Procedures

 Step I Revision

 1. 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.

 SA: I’d like to join the school volunteer project, but I’m not sure what I should do.

 SB: What do you like doing?

 SA: I love playing football.

 SB: 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, strategy

Step Ⅱ 1a

This 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.

Ss: 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.

Ss: 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 1b

This activity gives students practice in understanding the target language in spoken conversation.

Ask the students to read the instructions together. Have them look at the two columns, A and B ,in the chart. Point out the sample answer. Read the two parts of the sentence.

Then go over the other unconnected parts of sentences, too.

You will connect the two parts of the sentences, connect a sentence beginning in the first column with the end of that sentence in the second column. Please guess the other two sentences before I play the tape.

I guess most of the children can get the correct sentences by guessing. So just let them guess. Don’t tell them whether their answers are right or wrong.

OK, just keep your answers by guessing.

Let’s decide if they are right by listening to the tape now.

Play the recording for the first time.

Students only listen. Then play it a second time. Let students match two parts of each sentence. Check the answers by asking some students to tell their answers.

Make sure that all of them have got the correct answers by listening. Say congratulations to the students who get the answers correctly by guessing.

Answers

1. b 2. a 3. c

Tapescript

Boy: 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 1c

This practice provides guided oral practice using the target language.

First 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 begirt

SA: What happened?

SB: 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 Summary

Say, 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 Homework

1. 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 Design

Unit 9 By the time I got outside, the

bus had already left.

Section A

The First Period

1. By the time…

By the time the teacher came in, the students had begun reading.

By the time the teacher came in, Don had written his name on the blackboard.

By the time the teacher came m, we had discussed an English problem.

2. Some words to describe the pictures overslept, taking a shower, had left, left her backpack at home.

3. Target Language:

A: What happened?

B:I overslept. And by the time I got up, my brother had already gotten

in the shower.
 

 

Unit 9  By the time I got outside, the bus had already left.

The Second Period

 

Ⅰ. Teaching Aims and Demands

1. Knowledge Objects

(1) Target Language

 By 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 Object

Try to be a careful person and do everything carefully. Remember not to be as careless as Tina.

Ⅱ. Teaching Key Points

1. 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 Points

1. Write an ending for the story in Activity 2c.

2. The three verb forms in Grammar Focus.

Ⅳ. Teaching Methods

1. Listening

2. Pairwork

Ⅴ. Teaching Aids

A tape recorder

Ⅵ. Teaching Procedures

Step I Revision

1. Revise what happened to Tina in the morning by asking one or two students to tell the stroy on page 68.

They may say like this:

Tina had a bad morning. First of all she overslept. By the time she got up, her brother had already gotten in the shower.

And by the time she went outside, the bus had already left. She had to run all the way to school. When she got to school, she realized she had left her backpack at home. All these made her look stressed out. After that, ask the whole class to work in pairs, telling the stroy and helping each other in turns. Remind them to use the correct verb forms.

2. Ask students to check each other’s homework in pairs, pointing out all the mistakes they might have made.

3. Revise the Past Perfect Tense by asking the children when to use it and what its verb structure is.

Step Ⅱ 2a

This 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.

Answers

The pictures should be numbered in this order:

3 1 2 4

Tapescript

Boy: 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 2b

This 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.

Answers

1. got home 2. realized 3. had left

4. got 5. had rung 6. walked 7. had started

Step Ⅳ 2c

This 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 story

The 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 Focus

This 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 forms

1. 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           left

Walk          walked         walked

start         started        started

oversleep     overslept      overslept

ring          rang           rung

be            was/were       been

Step Ⅵ Summary

Say, 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 Homework

1. Write down the ending of Tina’s story.

2. Make sentences using each form of the verbs below:

leave, walk, start, oversleep, ring, be

3. Review the Grammar Focus.

Step Ⅷ Blackboard Design

Unit 9 By the time I got outside, the

bus had already left.

Section A

The Second Period

 Target Language:

 1. By the time she got up, her brother had already gone into the bathroom.

 2. By the time she went outside, the bus had already gone.

 3. By the time she got to class, the teacher had already started teaching.

 4. When she got to school, she realized she had left her backpack at home.

 Verbs:

 Get              got          gotten

 Go               went         gone

 leave            left         left

 start            started      started
 

 

 

Unit 9  By the time I got outside, the bus had already left.

The Third Period

Ⅰ. Teaching Aims and Demands

1. Knowledge Objects

(1) Key Vocabulary

bell, ring, go off, rush, run off, on time, give sb. a ride, lock, break down

(2) Target Language

 By 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 Objects

 Train the students’ reading skill with target language.

 Train the students’ speaking skill with target language.

3. Moral Object

 Have you ever done anything carelessly?

 Share your story with your friends.

Ⅱ. Teaching Key Points

1. 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 Points

1. 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 Methods

1. Get the main idea by reading.

2. Pairwork.

Ⅴ. Teaching Aid

A projector

Ⅵ. Teaching Procedures

Step Ⅰ Revision

1. 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 3a

This activity provides reading and writing practice using the target language.

Show the vocabulary on the screen by a project:

bell n. 钟;铃

ring v. 鸣;响

go off 闹钟(闹响)

rush v.冲;奔

rush off 跑掉;迅速离开

on time 准时

give sb. a ride让某人搭便车

lock v. 锁;锁上

break down 损坏;坏掉
 

Point to the words one by one and teach the students to read them. Do it several times. Then ask several students to read the words to see if they can pronounce each word correctly.

Ask the whole class to read the instructions together. There is an article in Activity 3a. Your task is to read the story and write the events in the correct order.

Have a look at the sample answer on the right of the article before you start. Then let the children complete the work on their own. After a while, ask some students to report their answers to the class. Write the events on the blackboard as they report, putting the events in the correct order.

After checking the answers, tell students to read the article again more carefully.

Tell them to find out the words or sentences which they can’t understand this time.

A few minutes later, let the students ask questions on the words and sentences which they can’t understand. Do some explanation and make sure that the students make everything clear about the article.

Then ask the students to read the article aloud. Move around the classroom while 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.

Answers

1. alarm clock didn’t go off

2. father went to bathroom

3. woke up late

4. took shower

5. had some breakfast

6. bus left

7. ran to bus stop

8. started walking

9. got a ride with a friend

10. bell ringing

11. got to school

12. got to class

Sentences 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 3b

This 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 3c

This 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 Summary

Say, 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 Homework

1. Write the answers to the questions in Activity 3b.

2. Write a conversation in Activity 3c.

Step Ⅷ Blackboard Design

Unit 9 By the time I got outside, the

bus had already left.

Section A

The Third Period

Answers to Activity 3a:

1. alarm clock didn’t go off

2. father went to bathroom

3. woke up late

4. took shower

5. had some breakfast

6. bus left

7. ran to bus stop

8. started walking

9. got a ride with a friend

10. bell ringing

11. got to school

12. got to class
 

 

 

Unit 9  By the time I got outside, the bus had already left.

The Fourth Period

I. Teaching Aims and Demands

1. Knowledge Objects

(1) Key Vocabulary

costume, show up, exhausted, embarrassed, empty, fool, April Fool’s Day, go off, stay up

(2)Target Language

When 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 Object

Have you ever been fooled on April Fool’s

Day? Share your story with your friends.

Ⅱ. Teaching Key Points

1. Train the students’ listening and speaking skills with target language.

2. Teach the students the new vocabulary.

Ⅲ. Teaching Difficult Points

1. Guide listening and oral practice using the target language.

2. Help learn to use the new vocabulary correctly.

Ⅳ. Teaching Methods

1. Listening

2. Pairwork and groupwork

Ⅴ. Teaching Aid

A tape recorder

Ⅵ. Teaching Procedures

Step I Revision

1. 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 1a

This 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 Day

Write them on the blackboard or show them on a screen by a projector while teaching. Tell the children the meaning of each word and do a little explanation.

Then call the students’ attention to the list of the words on the left. Ask a student to read them and tell the meanings at the same time. Find out the words which the students don’t understand and give some explanation.

Please put these words in the correct columns in the chart. Some words can be put in more than one column.

Get a student to read the sample answers to the class before they start say, Fool call also be a verb. For example, He fooled me. So it is put in both Column Nouns and Column Verbs.

Ask the students to complete the chart on their own.

Correct the answers by asking three students to read their answers to the class.

Answers

Nouns: fool, costume, change, clock

Verbs: fool, invite, empty, go off, get up, get dressed, show up, realize, change, stay up

Adjectives: embarrassed, empty, exhausted

Step Ⅲ 1b

This 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 2a

This 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.

Answers

a. No name b. Joe c. Nick d. Dave

Tapescript

Boy 1: Have you ever been an April fool, Dave?

Boy 2: Yes, I have. A friend once invited me to a costume party. When I got there, I found that he had fooled me. It wasn’t a costume party. I was the only person wearing a costume. I was really embarrassed. How about you, Nick?

Boy 1: Well, last April Fool’s Day, when my alarm went off I got up, took a shower, got dressed, and went to school. But when I got there, the school was empty. I was the only one there. After an hour, the other kids showed up, and I realized that my brother had fooled me.

Boy 3: she had?

Boy 1: Uh-huh. He had changed the clock to an hour earlier. What happened to you on April Fool’s Day, Joe?

Boy 3: Well,I was sick last April first. My friend called me and told me we had a maths test the next day. By the time 1 go to maths class, I was exhausted because I had stayed up all night studying. Then I found out that my friend had fooled me. We didn’t have a test at all!

Step Ⅴ 2b

This activity provides guided listening practice using the target language.

Read 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 short lines 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.

Answers

1. D 2. N 3. J 4. J 5. D 6. N

Step Ⅵ 2c

This 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 it like this:

SA: What happened to Dave on April Fool’s Day?

SB: Well, a friend invited him to a costume party. When he got there, he found that he had fooled him. It wasn’t a costume party. He was the only person wearing a costume. He was really embarrassed.

Then 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 Ⅶ Summary

Say, In this class, we’ve learned some new words. And we’ve done much listening and oral practice. We have enjoyed some interesting stories happened on April Fool’s Day.

Step Ⅷ Homework

1. 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.

Step Ⅸ Blackboard Design

Unit 9 By the time I got outside, the

bus had already left.

Section B

The Fourth Period

1. Answers to Activity 1a:

Nouns: fool, costume, change, clock

Verbs: fool, invite, empty, go off, get up, get dressed, show up, realize, change, stay up

Adjectives: embarrassed, empty, exhausted

2. Target language:

A: What happened to Dave on April Fool’s Day?

B: Well, a friend invited him to a costume party. When he got there, he found that he had fooled him. it wasn’t a costume party. He was the only person wearing a costume. He was really embarrassed.
 

 

 

Unit 9  By the time I got outside, the bus had already left.

The Fifth Period

Ⅰ. Teaching Aims and Demands

1.Knowledge Objects

(1) Key Vocabulary

announce, 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.

3. Moral Object

 Try to collect the jokes happened on April

 Fool’s Day and share them with your friends.

Ⅱ. Teaching Key Points

1. 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 Points

1. Help the students understand the three articles.

2. Help the students write the stories happened on April Fool’s Day.

Ⅳ. Teaching Methods

1. Reading method.

2. Write a passage using the notes.

3. Tell jokes.

Ⅴ. Teaching Aids

A project and a tape recorder.

Ⅵ. Teaching Procedures

Step I Revision

1. 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. Ask some students to read their stories and conversations to the class. Then have them check each other’s homework in pairs.

Step Ⅱ 3a

This activity provides reading practice using the target language.

Show the new words and expressions on the screen by a projector.

announce v. 宣告;通告

describe v. 描述;描绘

convince v.使确信;使信服

panic n. 恐慌;惊恐

set off 激起;引起

authority n. 权威机构;行政管理机构

reveal v.揭示;揭露

hoax n. 骗局;恶作剧;玩笑

flee n. 逃跑;逃走

spaghetti n. 意大利式细面条

girlfriend n. 女朋友

show n,演出;展示;炫耀

marry v.嫁;娶;与……结婚

thrill v. 回答:答复

ending n. 结局;结尾

get married 结婚

reply v. 回答;回复
 

Call the students’ attention to the screen.

Point to the words on the screen one by one.

And Teach the students to read the words several times. Make sure that the students can read each word correctly.

Read 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 the believability 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.

Answers

The first story really happened. The radio program was called "The War of the World."

Step Ⅲ 3b

This activity provides reading and writing practice using the target language.

Read 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.

Look at the first line of the notes, please.

Let’s see what happened first by making sentences using the notes.

Let the students make sentences with the phrases given in the first line orally, based on the story happened to Nick. For example, when the alarm went off, Nick got up, took a shower, got dressed, and went to school. Then go on with the second line. They may say:

But when he got to school, the school was empty, An hour later, the other kids showed up.

The sample sentence for the third line.

He realized that his brother had fooled him.

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 carefully in pairs.

A sample answer

On April Fool’s Day Nick’s alarm went off. He got up and took a shower. Then he got dressed and went to school. When he got to school, the building was empty.

An hour later the other kids showed up.

Then he realized that his brother had fooled him. His brother had set his alarm an hour earlier.

Step Ⅳ 3c

This activity provides writing practice using the target language.

Read the instructions to the class. Be sure that the students know what they are asked to do. At first, have the students think what they might write about.

Then tell them to make a list of ideas before starting writing. The list should include the three parts, what happened first, what happened next, and what you finally realized. They can use the notes in

Activity 3b as samples.

Write a sample list on the blackboard:

What happened first: school gate/met

Don/Li Lei/waiting for/on the playground/ran to the playground.

What happened next: got to the playground/no one was there.

What I realized: Don/fooled me

Next ask the students to write their jokes. Tell them they can use the article they wrote for Activity 3b as a model.

After they start to write, move around the room providing help as needed.

Ask some students to read their articles to the class. Correct as many of the articles as possible in class.

A sample writing

On April Fool’s Day I met Don at the school gate. He told me that Li Lei was waiting for me on the playground. Then I ran to the playground. When I got there, I found no one was on the playground.

Then I realized that Don had fooled me.

Step Ⅴ 4

This activity provides reading, speaking and listening practice using the target language.

Read the instructions to the class. Review the meanings of funniest, most embarrassing and most creative. Say, Each of you has to read your joke to the class.

The class will vote on the funniest joke, the most embarrassing joke and the most creative joke.

Have the class have a look at the sample conversation in the box before reading.

Ask a pair of the students to read it to the class.

SA: What’s your joke?

SB: Well, last year, on the first day of school, my sister put a piece of paper on my back that said "Please say hello. "All day at school, many strange said hello to me.

Write the conversation on the blackboard. Then ask the students to read their stories to the class. After all of the students have read, ask the class to vote for the funniest, most embarrassing and most creative stories.

Step Ⅵ Summary

In this class, we read three articles first. And then we wrote a magazine story based on some notes. Next we wrote a joke. At last, we voted for the funniest joke, the most embarrassing joke and the most creative joke.

However, we’ve done much reading, writing and speaking practice.

Step Ⅶ Homework

1. Read the three articles aloud after class.

2. Correct the magazine story and the joke you have written.

3. Try to remember the new vocabulary.

Step Ⅷ Blackboard Design

Unit 9 By the time I got outside, the

bus had already left.

Section B

The Fifth Period

1. Sample notes to Activity 3c:

What happened first: school gate/met

Don/Li Lei/waiting for/on the play-ground/ran to the playground.

What happened next: got to the play-ground/no one was there.

What I realized: Don/fooled me.

2. Target language:

A: What’s your joke?

B: Well, last year, on the first day of school, my sister put a piece of paper on my back that said "Please say hello. "All day at school, many strangers said hello to me.
 

 

 

Unit 9  By the time I got outside, the bus had already left.

The Sixth Period

Ⅰ. Teaching Aims and Demands

1. Knowledge Objects

(1) Verbs

 rush, realize, invite, show up, stay up.

(2) Write an article according to the pictures given.

(3) Vocabulary

 homework, look, costume, empty

2. Ability Objects

(1)Train the students to use these verbs correctly:

 rush, realize, invite, show up, stay up.

(2)Train the students’ writing skill.

3. Moral Objects

 Have you ever had a similar Sunday with Ming? Tell your own story to your classmates.

Ⅱ. Teaching Key Points

1. Help the students have a self check on the key words and target language of this unit.

2. Practise using these verbs: rush, realize, invite, show up, stay up.

3. Review the new vocabulary introduced in this unit: homework, lock, costume, empty.

4. Direct the students to write an article according to the pictures given.

Ⅲ. Teaching Difficult Points

1. Help the students make sentences with the verbs.

2. Direct the students to write an article with the pictures given.

Ⅳ. Teaching Methods

 1. Teaching by providing sample sentences.

 2. Teaching by describing the pictures.

Ⅴ. Teaching Aid

 Just the blackboard.

Ⅵ. Teaching Procedures

Step I Revision

1. Revise the contents in the three articles in Activity 3a on page 72 by asking the question below

Questions

 (1) What did a radio program announce in 1938?

 (2) What had happened by the time the authorities revealed the story was a hoax?

 (3) What did a reporter announce on April Fool’s Day?

 (4) What had happened by the time people realized that the story was a hoax?

 (5) What did a famous TV star once do on April Fool’s Day?

 (6) What was the ending of the last story?

 2. Ask three different students to read the articles.

 3. Dictate the following words:

announce, convince, panic, authority, reveal, spaghetti, describe, hoax, thrill, flee/fled/fled.

Step Ⅱ Part 1

This activity focuses on vocabulary introduced in the unit. Focus attention on the box. Invite a student to read the vocabulary words at the top.

You are asked to fill in the blanks with the words. In some cases, you may need to use another form of the word, for example, adjusting for tense or subject/verb agreement.

Ask students to fill in the blanks on their own. Check the answers. Five students each reads a sentence, filling in the blanks. The rest of the students check their work.

Answers

1. realized 2. rush 3. stay up 4. invite  5. show up

Ask students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room.

Collect a few students’ answers with mistakes on the blackboard. Along with the students’ help correct the mistakes.

Suggested answers

1. As soon as the bell rang, the students rushed to the playground.

2. By the time he got to the office he realized that he had locked all his keys at home.

3. Mr. Green invited his good friends to have a big dinner at home last Sunday.

4. We have to finish the task before the boss shows up.

5. Jack stayed up very late last night. He couldn’t wake up on time this morning.

Step Ⅲ Part 2

This activity provides writing practice using the target language.

Have the students look at the seven pictures. Tell the children that the pictures are connected to each other in an order.

Ask: What is happening to Ming?

Get the whole class to read the instructions. Then ask the students to describe each picture in order. Write some useful sentences on the blackboard. For example, for the first picture, help the students to say Ming wakes up at 10:00 and thinks she is late for school.

The sentences can vary.

After describing each picture, ask the students to write a story about Ming’s day on their own. Walk around the room offering language support if needed.

After a while, ask a few students to tell the class about Ming’s day. Let the rest of the class help correct the mistakes that they may have made.

Tell them to exchange their articles with their partners and help each other correct the mistakes. Ask the students to rewrite their articles to make the articles perfect after class.

A sample answer

Ming woke up at 10:O0 o’clock in the morning. She thought that she must be late for school. So she got up and rode a bike to school was empty. She was the only one there. Then she realized that it was Sunday.

Her good friend, Han Mei, came to see her after she had got home. Ming told Hah Mei the whole story happened in the morning earlier. It made Han Mei laugh a lot.

Ming went to her grandparents’ house with her parents. They had dinner together and talked happily.

Ming watched TV in the evening and she went to bed at 10:00.

Step Ⅳ Part 3

This activity focuses on the new vocabulary introduced in this unit.

Call the students’ attention to the box. Have them look at the four groups of words. Get the students to read the instructions together. Ask them to circle the words that don’t belong in each group.

The first one has been given as a model.

Ask some students to tell their answers to the class. Check the answers with the whole class.

Answers

1. homework 2. lock 3. costume 4. empty

Step Ⅴ Just for Fun!

This activity provides reading and speaking practice with the target language.

Call the students’ attention to the cartoon pictures. Tell them to see what happens.

Ask the students to read the sentences under the pictures together.

Then ask the children what is, funny about this cartoon. Help the students to answer like this:

The boy saw the clouds and he felt the rain long before he got home. He should have realized much sooner that he had forgotten his umbrella.

Step Ⅵ Summary

In this class, we’ve practiced using some verbs and we’ve written an article based on the pictures given. At last, we enjoyed a funny cartoon. All of you have done very well!

StepⅦ Homework

 1. Revise all the language points in this unit.

 2. Finish off the exercises on pages 36~38 of the workbook.

 3. Make another more sentence with each verb below, rush, realize, invite, show up, stay up.

 4. Rewrite the article.

 Step Ⅷ Blackboard Design

Unit 9 By the time I got outside, the

bus had already left.

Self check

 The Sixth Period

 Answers to Activity 1:

 1. realized

 2. rush

 3. stay up

 4. invite

 5. show up
 

 

Sample answers to Activity 1:

1. As soon as the bell rang, the students rushed to the playground.

2. By the time he got to the office, he realized that he had locked all his keys at home.

3. Mr. Green invited his good friends to have a big dinner at home last Sunday.

4. We have to finish the task before the boss shows up.

5. Jack stayed up very late last night. He couldn’t wake up on time this morning.
 

 

 

Unit 9  By the time I got outside, the bus had already left.

The Seventh Period

Reading: Changing English

Ⅰ. Teaching Aims and Demands

1. Knowledge Objects

Key Vocabulary

quarter, normal, traffic light, competition, significant, position and so on.

2. Ability Objects

 Train students’ ability of identify main idea.

 Train students’ ability of understanding words in context.

 Train students’ ability of reading for special information.

3. Moral Object

If you can speak both good English and your native language, it may help you get more chances in searching jobs.

Ⅱ. Teaching Key Points Key vocabulary

Read the text to identify main idea.

Read the text to understand words in context.

Read the text for special information.

Ⅲ. Teaching Difficult Points

Train students’ reading skill.

Ⅳ. Teaching Methods

1. Up-down reading methods.

2. Pairwork.

3. Groupwork.

Ⅴ. Teaching Aid

A projector.

Ⅵ. Teaching Procedures

Step I Key Vocabulary

This activity introduces the key vocabulary words.

Show the following vocabulary on the screen by a projector.

quarter n.四分之一

 population n. 人口

 native adj. 本国的;本地的

 speaker n. 说话者;演讲者

 wherever adv.无论哪里

 Singaporean n. 新加坡人  adj. 新加坡人的;新加坡的

 India n. 印度

 Hindi n. 印地语;印地人 adj. 印度北部的

 German n. 德语;德国(人)的

 invention n. 发明;创造

 business n.生意;商业
 

Say the words and have students repeat several times until they can pronounce them fluently and accurately.

Step Ⅱ Part 1

This activity is designed to activate students’ background knowledge before attempting the reading.

Read the title Changing English to the class. Ask, What do you think the article is about?

Read the instructions to the class.

Point to the three questions in the box.

Say, You are to discuss the questions about English with your partner. But don’t look at the reading. Use your background knowledge instead.

Get students to complete the task in pairs. As the pairs work together, walk around the room. Ensure that they are discussing the questions in English.

When most students are finished, invite pairs of students to report their results.

Don’t say yes or no to their answers.

Step Ⅲ Part 2

This activity provides practice in scanning for specific information.

Look at the picture. Ask students to describe what is happening in the picture.

Read the instructions and draw students’ attention to the list of numbers. Get a student to say the sample answer like this: In 1950 English started being more popular for science.

Please read through the article silently.

Find information for the numbers. Remember to skim for the key ideas rather than read slowly. Get students to work on their own. As they are doing this, move around the classroom answering questions they may have and offering language support as needed.

Check the answers.

Answers

1950—In this year English started being more popular for science.

10 000—number of words in the South African dictionary not found elsewhere in the world.

a hundred—number of years ago that

German was the most popular language for science.

one billion—number of people learning English.

375 million--the number of native speakers of English.

Step Ⅳ Part 3

This activity encourages students to use the strategy of reading in context.

Ask students to read the article once.

Say, Pay attention to the bold word and expressions? And note any other word or sentence you don’t understand. Read in context, guessings their meanings from the other words around them.

A few minutes later, ask different students to say the meanings of the words and expressions indicated in bold by guess. Don’t give them the correct answers. Let students look at the words and expressions and their meanings in the box. Point out the sample answer. Then ask students to match the correct meanings with the correct words and expressions. Allow them one or two minutes to do this.

Check the answers.

Answers

quarter d, normal a, traffic light e, competition f, significant b, position c

Get students to make sentences with the words and expressions. Remind them to look at the article again for extra help.

Answers to this activity will vary. Ask a student to write his/her answers on the blackboard.

Sample answers

1. A quarter of students in my class are girls.

2. I hope the situation will soon return to normal.

3. When the traffic lights are red, you must stop.

4. He took part in a swimming competition.

5. Listening, speaking, reading and writing are four significant skills in learning English.

6. She is fit for the position.

Step Ⅴ Part 4

This activity helps students read for specific information.

Read the instructions to the class. Call students’ attention to the chart. Ask a student to read the five sentences to the class. Say, You are to read the article again and decide if these sentences are true or false. And correct the false sentences.

Give students a sample answer to the first sentence.

T: Do you think the first sentence is true or false?

SS: False.

T: Why is it false?

SS: Because Egyptians say Welcome to Egypt.

Get students to do the activity on their own. As students work, move around the room answering any questions they may have.

Check the answers. Ask different students to give their answers. For the false sentence, have them give the correct statement.

Answers

F Egyptians say Welcome in Egypt.

F Traffic lights in South Africa are called robots.

T

T

F Hinglish of Chinese and English is called Chinglish.

Step Ⅵ Part 5

This activity lets students work in groups and think critically about what they have read.

Read the instructions to the class.

Call students’ attention to the chart. Set a time limit for students to go through all the sentences and the lettered languages.

Say, The underlined words come from different languages. You are to read the sentences again and guess where these words come from or look them up in a dictionary. Try to match them with the languages they come from.

Give students a sample answer to the first sentence (The word mattress comes from Arabic.)

Get students to do the activity in groups of four. As the groups work together, walk around the room checking progress and offering help as needed.

Check the answers.

Answers

mattress        a. Arabic

pajamas         d. Hindi

mosquitoes      f. Spanish

snorkel         e. German

yoghurt         b. Turkish

bazaar          c. Persian

chauffeurs      h. French

soprano         g. Italian

Culture note

Most people who speak English as a native language don’t have the same grammatical background as people who study English as a second language.

However, what a person who was born speaking English knows is whether or not things sound "right". He or she might not be able to explain the reason, but will usually have a good sense of how English should be used. Because English is a language made up from many different languages with a lot of odd rules, a learner should be a bit flexible and understand that some rules are made to be broken.

StepⅦ Summary

In this class, we’ve done much reading and writing practice. And it improves our reading comprehension ability.

Step Ⅷ Homework

Ask students to collect some more words used in English along with the different languages they come from.

Step Ⅸ Blackboard Design

Reading: Changing English

The Seventh Period

 Samples answers to Activity 3

 1. A quarter of students in my class are girls.

 2. I hope the situation will soon return to normal.

 3. When the traffic lights are red, you must stop.

 4. He took part in a swimming competition.

 5. Listening, speaking, reading and writing are four significant skills in learning English.

 6. She is fit for the position.

责编:陈喆

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