【正文】 ckboard. 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 the students to make sentences correctly using each form of the verbs in the box. 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 threecolumn format like the one in the Look! section. The lists have to include these verbs。 leave, walk, start, oversleep, ring, be. Check the answers. 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 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 2020. Step Ⅱ 3a This activity provides reading and writing practice using the target language. Show the vocabulary on the screen by a project: Point to the words one by one and teach the students to read them. Do it several times. Then ask several students to read the words to see if they can pronounce each word correctly. Ask the whole class to read the instructions together. There is an article in Activity 3a. Your task is to read the story and write the events in the correct order. Have a look at the sample answer on the right of the article before you start. Then let the children plete 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 e up with the reason to use the tence. Ask two students to read their answers and explain the sentences. 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