【導(dǎo)讀】Whathappened?/Iloveto…/Ihopeto…cleanup,cheerup,giveout,putoff,setup,runoutof,takeafter,fixup,give. away,callup,handout,workout,hunger,establish,mitment,veterinarian,strategy. usethewords．"Bythetime…,talkaboutthething. Doitlike. ontheblackboard．

　　

【正文】 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 e 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 3 b． 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 Unit6 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