Unit9 By the time I got outside, the bus hadalready left．
TheFirst Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
（1）Key Vocabulary
oversleep
（2）Target Language
What happened?
Ioverslept． Andby 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 agood 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 taperecorder
Ⅵ．Teaching Procedures
Step I Revision
1．Revise the language points in Unit 8．
Ask some questions like this: What volunteerwork would you like to do?
Help the students to answer, I’d like to…/Ilove 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 schoolvolunteer 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 afootball team for little kids． Letthe children practice in pairs．
3．Check the students’ homework by asking some students to read their sentenceswith the phrasal verbs． Thenask 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 Ⅱ1a
Thisactivity introduces new vocabulary which can be used to narrate past events．
Firstwrite by the time on the blackboard．and tell the class the meaning of it．
"bythe time" means not later than, before, as soon as, or when the indicatedcomes． 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 studentshad begun reading English．
Tellthem 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 happenedearlier should use and plus a past participle．The words following By the time…, talkabout the thing that happened later．And tell the students when they use had plus a past participle, they are usingthe Past Perfect Tense． Alsoexplain 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 agame to help the students understand the sentences with the words By the time…Doit like this:
Pretendthat the teacher will leave the classroom and the students will do some things．When the teacher returns． theclass will make statements starting with By the time…
WriteBy the time I came back…on theblackboard．
Say tothe class, By the time I came in． whathad happened?
Helpone student to answer like this, By the time the teacher came in, Don hadwritten his name on the blackboard．
Thenget more students to answer differently, such as,
By thelime the teacher came in, we had discussed an English problem．
By thetime the teacher came in, I had drawn a picture．
Writethese sentences on the blackboard, and teach the students to read several times．
Readthe instructions to the students and read these questions to the class as well．
Whatdo you usually do in, the morning before school? Do you like morning?
Why orwhy not?
Chooseone good student to answer them by saying something he or she usually does inthe morning．
He orshe may answer like this,
Iusually get up early, wash my face and have breakfast．I like mornings because the air is fresh, or I usually get up as late aspossible． Then I have to wash my face and havebreakfast in a hurry． Ioften rush to school without breakfast．Sometimes I forget something at home．I don’t like mornings because I am always too busy．
Thenhave the whole class practice in pairs．Ask each other the questions．
Afterthey finish talking, ask one or two pairs to say their conversations to theclass． Correct the mistakes they may make withthe other students．
Callthe 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．
Thegirl in the pictures is Tina．Present the new words by providing sentences showing the meanings of them likethis:
T:What can you see in Picture 1?
S1:She slept a long time．
T:That’s correct． Sheslept too late． Sheoverslept． Classrepeat． 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． Shewants to go into the bathroom． Shecan’t because someone is taking a shower．Class repeat．Someone is taking a shower．
Ss:Someone is taking a shower．
Writethese words on the blackboard:
overslept,taking a shower, had left, left her backpack at home．
Thentell 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．
Afterthey all finish talking, ask different groups to tell the class about thepictures． They may say like this:
Tinaoverslept in the morning． Shewanted 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．
Shehad to run to school． Aftershe got to school, she realized she had left her backpack at home．The sentences can vary, but should be correct．
Step Ⅲ1b
Thisactivity gives students practice in understanding the target language in spokenconversation．
Askthe students to read the instructions together．Have them look at the two columns, A and B ,in the chart．Point out the sample answer． Readthe two parts of the sentence．
Thengo over the other unconnected parts of sentences, too．
Youwill connect the two parts of the sentences, connect a sentence beginning inthe first column with the end of that sentence in the second column．Please guess the other two sentences before I play the tape．
Iguess most of the children can get the correct sentences by guessing．So just let them guess． Don’ttell them whether their answers are right or wrong．
OK,just keep your answers by guessing．
Let’sdecide if they are right by listening to the tape now．
Playthe recording for the first time．
Studentsonly listen． Thenplay it a second time． Letstudents match two parts of each sentence．Check the answers by asking some students to tell their answers．
Makesure 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． Bythe 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 Ⅳ1c
Thispractice provides guided oral practice using the target language．
Firstplay the recording in Activity 1b
againand let the students read after it．Do it at least twice．
Thenread the instructions together with the whole class．
Youwill make conversations in pairs． Eachof 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． Andby the time I got up, my brother had already gotten in the shower．
Writethe conversation on the blackboard．
Havethe students work in pairs． Movearound the room offering language support as needed．
Afterthey all finish talking, ask some pairs to say their conversations to the class．
Step ⅤSummary
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 inspoken conversation． Also,we’ve done much oral practice using the target language．
Step ⅥHomework
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 ⅦBlackboard 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．
Unit9 By the time I got outside, the bus hadalready left．
TheSecond Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
（1）Target Language
By the time she got to class, the teacher hadalready started teaching．
When she got to school, she realized she hadleft her backpack at home．
When I got home, I realized I had left my keysin the backpack．
（2）TheThree 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 tobe 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 taperecorder
Ⅵ．Teaching Procedures
Step IRevision
1．Revise what happened to Tina in the morning by asking one or two students totell the stroy on page 68．
Theymay say like this:
Tinahad a bad morning． Firstof all she overslept． Bythe time she got up, her brother had already gotten in the shower．
And bythe 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 helpingeach other in turns．Remind them to use the correct verb forms．
2． Ask students to check each other’s homework in pairs, pointing outall the mistakes they might have made．
3．Revise the Past Perfect Tense by asking the children when to use it and whatits verb structure is．
Step Ⅱ2a
Thisactivity provides guided listening practice using the target language．
Wehave known Tina had a bad morning．
Butsomething worse happened to Tina later．Let’s go to Activity 2a on page 69 and see what happened to Tina later in themorning．
Readthe instructions to the class． Besure that all of them know what to do．
Callthe 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 picturesaccording 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．
Pleasewrite a number from 1 to 4 in each box to show each picture’s correct order．
Thefirst one has been given as a sample．
Getthe children to get ready to listen to Tina continue her story．
Playthe recording the first time, students only listen．Play the recording again and ask the children to number each picture．
Checkthe answers with the class and see who have ever got the correct answerswithout listening．
Answers
Thepictures should be numbered in this order:
3 1 24
Tapescript
Boy:So then what did you do, Tina?
Girl:Well, I ran home to get my backpack．
Butwhen 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 Ⅲ2b
Thisactivity gives students practice in understanding and writing the targetlanguage．
Askthe students to read the instructions together．Point out the blanks in the sentences and the verbs in the brackets．
Thisactivity has two parts． Firstlet’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．
Asample answer is given．
Letthe students fill in the blanks with the correct forms individually．
Movearound the classroom collecting the common mistakes they may make．
Afterthey all finish writing, tell them to get ready to listen to the conversationand check their answers．
I willplay the recording again．Please check your answers and correct any mistakes you might have made whilelistening． Playthe recording．Students listen and check their answers．Correct the answers by asking seven different students to say theirs to theclass．
Answers
1．got home 2．realized 3． hadleft
4．got 5． had rung 6．walked 7． had started
Step Ⅳ2c
Thisactivity gives students oral practice with the target language．
Askthe whole class to read the instructions together．
Wehave a new task now． Weknow Tina was late for class． Whatdo you think happened after Tina was late for class?
Workwith a partner． Makeup an ending for the story by continuing it．The beginning has been given．
Getstudents to discuss in pairs．Complete the ending． Makesure they are talking in English． Movearound 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 Andlet 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 notenough．
Sampleending of the story
Theteacher looked at Tina and said, " Why are you late and where is yourhomework, Tina?" "I had a bad morning today．" Tina said sadly．
"I’msorry to hear that, but may I know what happened? said the teacher．
ThenTina 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 helpyou． Why not let me keep the keys for you? Iwould put your keys in my backpack．"
Step ⅤGrammar Focus
Thisactivity 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 hadplus a past participle is used． Writethe sentences on the blackboard．
Draw asimple time line for each sentence to help students to understand the grammarfocus． For example:
Thenget the students to look at the box．
Teachstudents to read the three forms of each verbs first．Then ask several students to read the verbs to the class to see if they canread． Write the verbs on the blackboard．
Askthe students to make sentences correctly using each form of the verbs in thebox． For example:
Iusually get up at 6:30．
I gotup at 5:30 yesterday．
By thetime I got up, my sister had already gotten in the shower．
Tellthe students when we talk about the first thing that happened．We use had plus a past participle （hadgotten） and when we talk about the second thingthat happened, we use the simple past tense （gotup）． Ask some to read their sentences to theclass．
Askthe 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 likethe one in the Look! section． Thelists have to include these verbs; leave, walk, start, oversleep, ring, be．
Checkthe answers．
Somesample 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 alreadygotten 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 hadleft．
4．The teacher often starts teaching at 9:00．
The teacher started teaching at 8:30 the daybefore yesterday．
When Tina got to class, the teacher hadalready started teaching．
The three forms of the verbs used in thisunit:
Leave left left
Walk walked walked
start started started
oversleep overslept overslept
ring rang rung
be was/were been
Step ⅥSummary
Say,In this class, we’ve done much listening and writing practice with targetlanguage． We’ve also done some oral practice inpairs． And we’ve discussed the Grammar Focus ofthis unit．
Step ⅦHomework
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 ⅧBlackboard 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
Unit9 By the time I got outside, the bus hadalready left．
TheThird 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 alreadyleft．
By the time I woke up, my father had alreadygone into the bathroom．
2．Ability Objects
Train the students’ reading skill with targetlanguage．
Train the students’ speaking skill with targetlanguage．
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
Aprojector
Ⅵ．Teaching Procedures
Step ⅠRevision
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 towrite 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．
Somesample sentences with the verbs used in this unit:
1．I leave home at 7:30 every morning．
I lefthome at 8:00 this morning．
By thetime 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 Wednesdayafternoon．
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 of2003．
Step Ⅱ3a
Thisactivity provides reading and writing practice using the target language．
Showthe 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
Pointto the words one by one and teach the students to read them．Do it several times． Thenask several students to read the words to see if they can pronounce each wordcorrectly．
Askthe 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 alook 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 thecorrect order．
Afterchecking the answers, tell students to read the article again more carefully．
Tellthem to find out the words or sentences which they can’t understand this time．
A fewminutes later, let the students ask questions on the words and sentences whichthey can’t understand． Dosome explanation and make sure that the students make everything clear aboutthe article．
Thenask the students to read the article aloud．Move around the classroom while they are reading, offering help as needed．
Nextask 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．
Asktwo 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
Sentenceswith the Past Perfect Tense in the article:
1． …bythe 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 Ⅲ3b
Thisactivity provides reading and writing practice using the target language．
Callthe students’ attention to the photo of the woman sleeping．The girl is sleeping． Shemay oversleep． Howabout you?
Haveyou ever overslept?
Get astudents to answer the question simply, such as Yes, I have．/No, I haven’t．
Thenask one student to read the instructions to the class．
We cansee six questions in the box．
You’llhave to read the questions in the box and you have to describe thecircumstances in which these things happened．
Explainthat describe the circumstances means to tell when, where and how the thingshappened．
Askone student who has ever overslept to answer the first question and describethe circumstance． Helphim or her use the Past Perfect Tense to describe the circumstance．
Thenask students to read the questions and write their answers in their exercisebooks． Tell them that they have to describe thecircumstances if their answers are Yes, and there should be at least onesentence 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 Ⅳ3c
Thisactivity 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"．
Askthe 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 asneeded． Ask some pairs to say their conversationsto the class．
Step ⅥSummary
Say,In this class, we’ve learned an article．And we’ve done much practice in reading, listening, speaking and writing．
We’vedone much practice with the target language．
StepⅦHomework
1．Write the answers to the questions in Activity 3b．
2．Write a conversation in Activity 3c．
Step ⅧBlackboard 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
Unit9 By the time I got outside, the bus hadalready left．
TheFourth 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）TargetLanguage
When Igot there, I found that he had fooled me．
Afteran hour, the other kids showld up, and I realized that my brother had fooled me．
By thetime I got to match class, I was exhausted because I had stayed up all nightstudying．
Ifound out that my friend had fooled me．
2．Ability Objects
（1）Train the students’ writing, listening and speaking skills with the targetlanguage．
（2）Trainthe students to use the new vocabulary．
3．Moral Object
Haveyou 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 taperecorder
Ⅵ．Teaching Procedures
Step IRevision
1．Revise the article in Activity 3a on page 70 by asking several students to readit．
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 Ⅱ1a
Thisactivity reviews vocabulary, introduces some new vocabulary, and provideswriting practice．
Readthe 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 tounderstand the meanings of nouns, verbs and adjectives．
Teachthe students to read the new vocabulary below:
costume,show up, exhausted, embarrassed, empty, fool,
AprilFool’s Day
Writethem 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．
Thencall 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 someexplanation．
Pleaseput these words in the correct columns in the chart．Some words can be put in more than one column．
Get astudent to read the sample answers to the class before they start say, Foolcall also be a verb． Forexample, He fooled me． So itis put in both Column Nouns and Column Verbs．
Askthe students to complete the chart on their own．
Correctthe 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 Ⅲ1b
Thisactivity provides guided oral practice using the target language．
Ask astudent to read the instructions to the class．
Askanother student to read the example on the right．
Workin pairs now． Tellyour 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 asneeded．
Afterthey all finish talking, ask some pairs to say their conversations to the class．
Step Ⅳ2a
Thisactivity provides guided listening practice using the target language．Say something about April Fool’s Day to the students like this:
Everyyear 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 yournew book． But there is no book at all!
Callthe students’ attention to the four pictures．Ask the students what is happening in each picture．
Askfour different students to describe the pictures．For example, ‘they can describe Picture 1 like this:
A boywas 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． Hefrightened the others．
Readthe instructions to the class．
You’lllisten to three boys, Dave, Nick and Joe, talking about April Fool’s Day．
Thereis 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．
Tellthem to see the example for Picture c．
Playthe tape the first time． Thestudents only listen． Thenplay the tape again． Askthe 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． Afriend 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 wasthe only person wearing a costume．I was really embarrassed． Howabout 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． Butwhen I got there, the school was empty．I was the only one there． Afteran 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 hourearlier． What happened to you onApril Fool’s Day, Joe?
Boy 3:Well,I was sick last April first． Myfriend 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 allnight studying． ThenI found out that my friend had fooled me．We didn’t have a test at all!
Step Ⅴ2b
Thisactivity provides guided listening practice using the target language．
Readthe instructions to the class． Thereare six phrases in the box． Yourtask is to find out who says each of the phrases, Dave, Nick or Joe afterlistening to the same recording． Andwrite "D" for Dave, "N" for Nick and "J" for Joeson the short lines before the phrases．Look at the first one． Theanswer has been given as a sample．
Playthe recording the first time． Thestudents only listen． Thenplay the recording again． Askthe 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 Ⅵ2c
Thisactivity provides oral practice using the target language．
Firstplay the recording again． Pauseafter each sentence and get the students to repeat．
Do itat least twice．
Ask astudent 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． Hewas the only person wearing a costume．He was really embarrassed．
Thenask the students to work in pairs．
Eachpair makes two conversations using information from the earlier activities．
Movearound the room as they work, offering help as needed．Ask one or two pairs to say their conversations to the class．
Step ⅦSummary
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 ⅧHomework
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 ⅨBlackboard 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．
Unit9 By the time I got outside, the bus hadalready left．
TheFifth Period
Ⅰ．Teaching Aims and Demands
1．KnowledgeObjects
（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
Aproject and a tape recorder．
Ⅵ．Teaching Procedures
Step IRevision
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． Asksome students to read their stories and conversations to the class．Then have them check each other’s homework in pairs．
Step Ⅱ3a
Thisactivity provides reading practice using the target language．
Showthe 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
Callthe students’ attention to the screen．
Pointto the words on the screen one by one．
AndTeach the students to read the words several times．Make sure that the students can read each word correctly．
Read theinstructions to the students．
You’llhave to read three articles． Thethree articles are about three different stories happened on April Fool’s Day．
Notall of them are true． Tellwhich 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．
Readthe first article to the class． Thestudents look at their books, listen to the teacher and find out the answers tothe questions in the instructions．
Afterreading, ask the students if it is believable and why．Ask several students to tell their opinions on the believability the firstarticle． They may say like this:
Ithink it is believable because the exact time and person’s name are given inthe first sentence, or, I don’t think it’s believable because I think no onedared to fool the people like that．
Do thesame with the two articles left．
Asktwo 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
Thefirst story really happened． Theradio program was called "The War of the World．"
Step Ⅲ3b
Thisactivity provides reading and writing practice using the target language．
Readthe instructions to the class． Playthe recording again to help the students．
Askthree different students to read the notes to the class．
Helpthe students make sentences with the notes first．
Lookat the first line of the notes, please．
Let’ssee what happened first by making sentences using the notes．
Letthe 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． Thengo on with the second line． Theymay say:
Butwhen he got to school, the school was empty, An hour later, the other kidsshowed up．
Thesample sentence for the third line．
Herealized that his brother had fooled him．
Aftermaking sentences, ask the students to write a magazine story about Nick in
Activities2a and 2b, using the notes below． Asthey write, move around the room offering help and answering questions asneeded．
Afteraround ten minutes, ask a student to read the completed article to the class．
Therest of the class help correct the mistakes the student may have made．Get them to check each’ other’s writing carefully in pairs．
Asample answer
OnApril Fool’s Day Nick’s alarm went off．He got up and took a shower． Thenhe got dressed and went to school．When he got to school, the building was empty．
Anhour later the other kids showed up．
Thenhe realized that his brother had fooled him．His brother had set his alarm an hour earlier．
Step Ⅳ3c
Thisactivity provides writing practice using the target language．
Readthe instructions to the class． Besure that the students know what they are asked to do．At first, have the students think what they might write about．
Thentell them to make a list of ideas before starting writing．The list should include the three parts, what happened first, what happenednext, and what you finally realized．They can use the notes in
Activity3b as samples．
Writea sample list on the blackboard:
Whathappened first: school gate/met
Don/LiLei/waiting for/on the playground/ran to the playground．
Whathappened next: got to the playground/no one was there．
What Irealized: Don/fooled me
Nextask the students to write their jokes．Tell them they can use the article they wrote for Activity 3b as a model．
Afterthey start to write, move around the room providing help as needed．
Asksome students to read their articles to the class．Correct as many of the articles as possible in class．
Asample writing
OnApril 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． WhenI got there, I found no one was on the playground．
Then Irealized that Don had fooled me．
Step Ⅴ4
Thisactivity provides reading, speaking and listening practice using the targetlanguage．
Readthe 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．
Theclass will vote on the funniest joke, the most embarrassing joke and the most creativejoke．
Havethe class have a look at the sample conversation in the box before reading．
Ask apair 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 onmy back that said "Please say hello．"All day at school, many strange said hello to me．
Writethe 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 ⅥSummary
Inthis class, we read three articles first．And then we wrote a magazine story based on some notes．Next we wrote a joke． Atlast, we voted for the funniest joke, the most embarrassing joke and the mostcreative joke．
However,we’ve done much reading, writing and speaking practice．
Step ⅦHomework
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 ⅧBlackboard 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．
Unit9 By the time I got outside, the bus hadalready left．
TheSixth 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）Trainthe students to use these verbs correctly:
rush, realize, invite, show up, stay up．
（2）Trainthe 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 ofthis 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 IRevision
1．Revise the contents in the three articles in Activity 3a on page 72 by askingthe 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 ⅡPart 1
Thisactivity focuses on vocabulary introduced in the unit．Focus attention on the box．Invite a student to read the vocabulary words at the top．
Youare 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．
Askstudents to fill in the blanks on their own．Check the answers． Fivestudents each reads a sentence, filling in the blanks．The rest of the students check their work．
Answers
1．realized 2． rush3． stay up 4．invite 5．show up
Askstudents to make their own sentences with the words, preferably sentences thatare meaningful． Movearound the room．
Collecta few students’ answers with mistakes on the blackboard．Along with the students’ help correct the mistakes．
Suggestedanswers
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 athome．
3．Mr． Green invited his good friends to have abig 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 ⅢPart 2
Thisactivity provides writing practice using the target language．
Havethe 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?
Getthe 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 at10:00 and thinks she is late for school．
Thesentences can vary．
Afterdescribing each picture, ask the students to write a story about Ming’s day ontheir own． Walkaround the room offering language support if needed．
Aftera 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．
Tellthem to exchange their articles with their partners and help each other correctthe mistakes． Askthe students to rewrite their articles to make the articles perfect after class．
Asample answer
Mingwoke 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． Thenshe realized that it was Sunday．
Hergood 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．
Mingwent to her grandparents’ house with her parents．They had dinner together and talked happily．
Mingwatched TV in the evening and she went to bed at 10:00．
Step ⅣPart 3
Thisactivity focuses on the new vocabulary introduced in this unit．
Callthe 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．
Thefirst one has been given as a model．
Asksome students to tell their answers to the class．Check the answers with the whole class．
Answers
1．homework 2． lock3． costume 4．empty
Step ⅤJust for Fun!
Thisactivity provides reading and speaking practice with the target language．
Callthe students’ attention to the cartoon pictures．Tell them to see what happens．
Askthe students to read the sentences under the pictures together．
Thenask the children what is, funny about this cartoon．Help the students to answer like this:
Theboy 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 ⅥSummary
Inthis class, we’ve practiced using some verbs and we’ve written an article basedon the pictures given． Atlast, we enjoyed a funny cartoon． Allof you have done very well!
StepⅦHomework
1．Revise all the language points in this unit．
2．Finish off the exercises on pages 36～38of the workbook．
3．Make another more sentence with each verb below, rush, realize, invite, showup, stay up．
4．Rewrite the article．
Step ⅧBlackboard 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．
Unit9 By the time I got outside, the bus hadalready left．
TheSeventh Period
Reading:Changing English
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
KeyVocabulary
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 wordsin context．
Train students’ ability of reading for specialinformation．
3．Moral Object
If youcan speak both good English and your native language, it may help you get morechances in searching jobs．
Ⅱ．Teaching Key Points Key vocabulary
Readthe text to identify main idea．
Readthe text to understand words in context．
Readthe text for special information．
Ⅲ．Teaching Difficult Points
Trainstudents’ reading skill．
Ⅳ．Teaching Methods
1．Up-down reading methods．
2．Pairwork．
3．Groupwork．
Ⅴ．Teaching Aid
Aprojector．
Ⅵ．Teaching Procedures
Step IKey Vocabulary
Thisactivity introduces the key vocabulary words．
Showthe 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
Saythe words and have students repeat several times until they can pronounce themfluently and accurately．
Step ⅡPart 1
Thisactivity is designed to activate students’ background knowledge beforeattempting the reading．
Readthe title Changing English to the class．Ask, What do you think the article is about?
Readthe instructions to the class．
Pointto 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 yourbackground knowledge instead．
Getstudents to complete the task in pairs．As the pairs work together, walk around the room．Ensure that they are discussing the questions in English．
Whenmost students are finished, invite pairs of students to report their results．
Don’tsay yes or no to their answers．
Step ⅢPart 2
Thisactivity provides practice in scanning for specific information．
Lookat the picture． Askstudents to describe what is happening in the picture．
Readthe instructions and draw students’ attention to the list of numbers．Get a student to say the sample answer like this: In 1950 English started beingmore popular for science．
Pleaseread through the article silently．
Findinformation 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 mayhave and offering language support as needed．
Checkthe answers．
Answers
1950—Inthis year English started being more popular for science．
10 000—numberof words in the South African dictionary not found elsewhere in the world．
ahundred—number of years ago that
Germanwas the most popular language for science．
onebillion—number of people learning English．
375million--the number of native speakers of English．
Step ⅣPart 3
Thisactivity encourages students to use the strategy of reading in context．
Askstudents to read the article once．
Say,Pay attention to the bold word and expressions? And note any other word orsentence you don’t understand． Readin context, guessings their meanings from the other words around them．
A fewminutes later, ask different students to say the meanings of the words andexpressions 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． Thenask students to match the correct meanings with the correct words andexpressions． Allowthem one or two minutes to do this．
Checkthe answers．
Answers
quarterd, normal a, traffic light e, competition f, significant b, position c
Getstudents to make sentences with the words and expressions．Remind them to look at the article again for extra help．
Answersto this activity will vary． Ask astudent to write his/her answers on the blackboard．
Sampleanswers
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 inlearning English．
6．She is fit for the position．
Step ⅤPart 4
Thisactivity helps students read for specific information．
Readthe instructions to the class． Callstudents’ attention to the chart． Ask astudent to read the five sentences to the class．Say, You are to read the article again and decide if these sentences are trueor false． And correct the false sentences．
Givestudents a sample answer to the first sentence．
T: Doyou think the first sentence is true or false?
SS:False．
T: Whyis it false?
SS:Because Egyptians say Welcome to Egypt．
Getstudents to do the activity on their own．As students work, move around the room answering any questions they may have．
Checkthe answers． Askdifferent students to give their answers．For the false sentence, have them give the correct statement．
Answers
FEgyptians say Welcome in Egypt．
FTraffic lights in South Africa are called robots．
T
T
FHinglish of Chinese and English is called Chinglish．
Step ⅥPart 5
Thisactivity lets students work in groups and think critically about what they haveread．
Readthe instructions to the class．
Callstudents’ attention to the chart． Set atime limit for students to go through all the sentences and the letteredlanguages．
Say,The underlined words come from different languages．You are to read the sentences again and guess where these words come from orlook them up in a dictionary． Tryto match them with the languages they come from．
Givestudents a sample answer to the first sentence （Theword mattress comes from Arabic．）
Getstudents to do the activity in groups of four．As the groups work together, walk around the room checking progress andoffering help as needed．
Checkthe 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
Culturenote
Mostpeople who speak English as a native language don’t have the same grammaticalbackground as people who study English as a second language．
However,what a person who was born speaking English knows is whether or not thingssound "right"． He orshe might not be able to explain the reason, but will usually have a good senseof how English should be used．Because English is a language made up from many different languages with a lotof odd rules, a learner should be a bit flexible and understand that some rulesare made to be broken．
StepⅦ Summary
Inthis class, we’ve done much reading and writing practice．And it improves our reading comprehension ability．
Step ⅧHomework
Askstudents to collect some more words used in English along with the differentlanguages they come from．
Step ⅨBlackboard 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．
