【正文】 ng 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 Unit6 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 6 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 h