UNIT10 BY THE TIME I GOT OUTSIDE,THE BUS HAD ALREADY LEFT 教案(人教版九年级全) (9)
【教育学习文章】Unit 10 By the time I got outside, the bus
Unit 10 By the time I got outside, the bus had already left.教案Unit10BythetimeIgotoutside,thebushadalreadyleft．TheFirstPeriodⅠ．TeachingAimsandDemands．knowledgeobjects（1）keyVocabularyoversleep（2）TargetLanguagewhathappened?Ioverslept．AndbythetimeIgotup,mybrotherhadalreadyg ottenintheshower．2．Abilityobjects（1）Teachthestudentstousethenewwords．（2）TrainthestudentstonarratepasteventswiththePastPerfe ctTense．（3）Trainthestudents’listeningandspeakingskillswiththetargetlanguage．3．moralobjectIt’sagoodhabittogotobedearlyintheeveningandgetupearlyi nthemorning．Soyou’llneverbeinahurryinthemorning．Ⅱ．TeachingkeyPoints．keyVocabularyoversleep2．TargetLanguageNarratepasteventswiththePastPerfectTenseⅢ．TeachingDifficultPoints．TrainthestudentstonarratepasteventswiththePas tPerfectTense．2．Trainthestudentstounderstandthetargetlanguageins pokenconversation．Ⅳ．Teachingmethods．Thinkingofexamplesfromthestudents’reallives．2．makingsentencesbylookingatthepictures．Ⅴ．TeachingAidAtaperecorderⅥ．TeachingProceduresStepIRevision．RevisethelanguagepointsinUnit8．Asksomequestionslikethis:whatvolunteerworkwouldyoul iketodo?Helpthestudentstoanswer,I’dliketo…/Iloveto…/Ihopeto…2．PracticethedialogueinActivity3conpage62again．Ge tstudentstoroleplaythesimilardialogueswiththefollow ing．SA:I’dliketojointheschoolvolunteerproject,butI’mnotsurewhatIshoulddo．SB:whatdoyoulikedoing?SA:Iloveplayingfootball．SB:well,youcouldhelpcoachafootballteamforlittlekids ．Letthechildrenpracticeinpairs．3．checkthestudents’homeworkbyaskingsomestudentstoreadtheirsentenceswit hthephrasalverbs．Thenaskthestudentstohandintheirho mework．4．Dictatethefollowingwords：cleanup,cheerup,giveout,putoff,setup,runoutof,takea fter,fixup,giveaway,callup,handout,workout,hunger,establish,commit ment,veterinarian,strategyStepⅡ1aThisactivityintroducesnewvocabularywhichcanbeusedto narratepastevents．Firstwritebythetimeontheblackboard．andtelltheclass themeaningofit．"bythetime"meansnotlaterthan,before,assoonas,orwhen theindicatedcomes．whenweusethewords．"Bythetime…, "wearetalkingabouttwodifferentthingsthathappenedint hepast．Saythissentencetotheclass:Bythetimetheteach ercamein,thestudentshadbegunreadingEnglish．Tellthemtonotethestruture"hadbegun"inthissentence．Begunisthepastparticipleofbegin．whenwetalkabouttwo eventsbothhappenedinthepast,theonewhichhappenedearliershoulduseandplusapastparticiple．Thewordsfollowi ngBythetime…,talkaboutthethingthathappenedlater．A ndtellthestudentswhentheyusehadplusapastparticiple, theyareusingthePastPerfectTense．Alsoexplainwhatist hepastparticipleformofaverbforthestudents．Tellthem itisasthesameasthepastformforaregularverb．Andtheyh avetoremembertheirregularverbs’participlesonebyone．Playagametohelpthestudentsunderstandthesentenceswit hthewordsBythetime…Doitlikethis:Pretendthattheteacherwillleavetheclassroomandthestu dentswilldosomethings．whentheteacherreturns．thecl asswillmakestatementsstartingwithBythetime…writeBythetimeIcameback…ontheblackboard．Saytotheclass,BythetimeIcamein．whathadhappened?Helponestudenttoanswerlikethis,Bythetimetheteacherc amein,Donhadwrittenhisnameontheblackboard．Thengetmorestudentstoanswerdifferently,suchas,Bythelimetheteachercamein,wehaddiscussedanEnglishproblem．Bythetimetheteachercamein,Ihaddrawnapicture．writethesesentencesontheblackboard,andteachthestude ntstoreadseveraltimes．Readtheinstructionstothestudentsandreadthesequestio nstotheclassaswell．whatdoyouusuallydoin,themorningbeforeschool?Doyouli kemorning?whyorwhynot?chooseonegoodstudenttoanswerthembysayingsomethinghe orsheusuallydoesinthemorning．Heorshemayanswerlikethis,Iusuallygetupearly,washmyfaceandhavebreakfast．Ilik emorningsbecausetheairisfresh,orIusuallygetupaslate aspossible．ThenIhavetowashmyfaceandhavebreakfastin ahurry．Ioftenrushtoschoolwithoutbreakfast．Sometim esIforgetsomethingathome．Idon’tlikemorningsbecauseIamalwaystoobusy．Thenhavethewholeclasspracticeinpairs．Askeachothert hequestions．Aftertheyfinishtalking,askoneortwopairstosaytheirco nversationstotheclass．correctthemistakestheymaymak ewiththeotherstudents．callthestudents’attentiontothepicturesinActivityla．Askstudentstote llwhattheysee．Say,Anysentenceswhichmakesenseareacceptedtodescribe thepictures．ThegirlinthepicturesisTina．Presentthenewwordsbypro vidingsentencesshowingthemeaningsofthemlikethis: T:whatcanyouseeinPicture1?S1:Shesleptalongtime．T:That’scorrect．Sheslepttoolate．Sheoverslept．classrepea t．Sheoverslept．Ss:Sheoverslept．T:whatdoyouseeinPicture2?S2:Herbrotherorsisterisinthebathroom．T:That’scorrect．Shewantstogointothebathroom．Shecan’tbecausesomeoneistakingashower．classrepeat．Someon eistakingashower．Ss:Someoneistakingashower．writethesewordsontheblackboard:overslept,takingashower,hadleft,leftherbackpackatho me．Thentellstudentstotalkaboutthepicturesingroupsoffou r．movearoundtheclassroom,listeningtostudentsandoff eringhelp．makesurethattheytalkinEnglish．Aftertheyallfinishtalking,askdifferentgroupstotellt heclassaboutthepictures．Theymaysaylikethis:Tinaoversleptinthemorning．Shewantedtogotothebathro om,butherbrotherhadalreadygottenintheshower．whenshegottothebusstop,thebushadalreadyleft．Shehadtoruntoschool．Aftershegottoschool,sherealize dshehadleftherbackpackathome．Thesentencescanvary,b utshouldbecorrect．StepⅢ1bThisactivitygivesstudentspracticeinunderstandingthe targetlanguageinspokenconversation．Askthestudentstoreadtheinstructionstogether．Haveth emlookatthetwocolumns,AandB,inthechart．Pointoutthe sampleanswer．Readthetwopartsofthesentence．Thengoovertheotherunconnectedpartsofsentences,too．youwillconnectthetwopartsofthesentences,connectasen tencebeginninginthefirstcolumnwiththeendofthatsente nceinthesecondcolumn．Pleaseguesstheothertwosentenc esbeforeIplaythetape．Iguessmostofthechildrencangetthecorrectsentencesbyguessing．Sojustletthemguess．Don’ttellthemwhethertheiranswersarerightorwrong．ok,justkeepyouranswersbyguessing．Let’sdecideiftheyarerightbylisteningtothetapenow．Playtherecordingforthefirsttime．Studentsonlylisten．Thenplayitasecondtime．Letstude ntsmatchtwopartsofeachsentence．checktheanswersbyas kingsomestudentstotelltheiranswers．makesurethatallofthemhavegotthecorrectanswersbylist ening．Saycongratulationstothestudentswhogettheansw erscorrectlybyguessing．Answers．b2．a3．cTapescriptBoy:Hi,Tina．youlookstressedout．Girl:Iam．Ihadabadmorning．Boy:Really?whathappened?Girl:well,firstofallIoverslept．BythetimeIgotup,mybrotherhadalreadygottenintheshower．Boy:oh,whatapain!Girl:So,afterhegotoutofshower,Itookaquickshowerandg otdressed．ButbythetimeIwentoutside,thebushadalread yleft．Boy:oh,no!Girl:oh,yes!SoIranallthewaytoschool．ButwhenIgottos chool,IrealizedIhadleftmybackpackathome．Boy:Nowonderyoulookstressedout．StepⅣ1cThispracticeprovidesguidedoralpracticeusingthetarge tlanguage．FirstplaytherecordinginActivity1b againandletthestudentsreadafterit．Doitatleasttwice．Thenreadtheinstructionstogetherwiththewholeclass．youwillmakeconversationsinpairs．EachofyouwillhavetotaketurnsbeingTina．LookatthepicturesinActivitylat ohelpyou．Tellyourpartnerwhathappenedtoyouthismorni ng．Askapairtoreadtheexampletotheclassbeforetheybeg irtSA:whathappened?SB:Ioverslept．AndbythetimeIgotup,mybrotherhadalrea dygottenintheshower．writetheconversationontheblackboard．Havethestudentsworkinpairs．movearoundtheroomofferi nglanguagesupportasneeded．Aftertheyallfinishtalking,asksomepairstosaytheircon versationstotheclass．StepⅤSummarySay,Inthisclass,we’velearnedhowtonarratepastevents,usingthePastPerfectTense．we’vealsodonesomelisteningpracticeinunderstandingtheta rgetlanguageinspokenconversation．Also,we’vedonemuchoralpracticeusingthetargetlanguage．StepⅥHomework．writeoutthestoryofTina,Notetousethetargetlang uage．2．RevisewhentousethePastPerfectTenseandtheverbstru ctureofit．StepⅦBlackboardDesignUnit9BythetimeIgotoutside,thebushadalreadyleft．SectionATheFirstPeriod．Bythetime…Bythetimetheteachercamein,thestudentshadbegunreadin g．Bythetimetheteachercamein,Donhadwrittenhisnameonthe blackboard．Bythetimetheteachercamem,wehaddiscussedanEnglishpro blem．2．Somewordstodescribethepicturesoverslept,takingas hower,hadleft,leftherbackpackathome．3．TargetLanguage:A:whathappened?B:Ioverslept．AndbythetimeIgotup,mybrotherhadalread ygottenintheshower．Unit9BythetimeIgotoutside,thebushadalreadyleft．TheSecondPeriodⅠ．TeachingAimsandDemands．knowledgeobjects（1）TargetLanguageBythetimeshegottoclass,theteacherhadalreadystartedt eaching．whenshegottoschool,sherealizedshehadleftherbackpack athome．whenIgothome,IrealizedIhadleftmykeysinthebackpack．（2）TheThreeFormsoftheverbs．2．Abilityobjects（1）Trainthestudents’listeningskill．（2）Trainthestudents’writingskillwiththetargetlanguage．（3）Trainthestudents’speakingskill．（4）Trainthestudentstousethethreeformsoftheverbs．3．moralobjectTrytobeacarefulpersonanddoeverythingcarefully．Reme mbernottobeascarelessasTina．Ⅱ．TeachingkeyPoints．Listeningpracticewiththetargetlanguage．2．Usethecorrectverbformstofillintheblanksbylisteni ng．3．makesentencesusingthePastPerfectTense．4．Thethreeformsoftheverbs．Ⅲ．TeachingDifficultPoints．writeanendingforthestoryinActivity2c．2．ThethreeverbformsinGrammarFocus．Ⅳ．Teachingmethods．Listening2．PairworkⅤ．TeachingAidsAtaperecorderⅥ．TeachingProceduresStepIRevision．RevisewhathappenedtoTinainthemorningbyaskingo neortwostudentstotellthestroyonpage68．Theymaysaylikethis:Tinahadabadmorning．Firstofallsheoverslept．Bytheti meshegotup,herbrotherhadalreadygottenintheshower．Andbythetimeshewentoutside,thebushadalreadyleft．Sh ehadtorunallthewaytoschool．whenshegottoschool,sher ealizedshehadleftherbackpackathome．Allthesemadeher lookstressedout．Afterthat,askthewholeclasstoworkin pairs,tellingthestroyandhelpingeachotherinturns．Re mindthemtousethecorrectverbforms．2．Askstudentstocheckeachother’shomeworkinpairs,pointingoutallthemistakestheymight havemade．3．RevisethePastPerfectTensebyaskingthechildrenwhen touseitandwhatitsverbstructureis．StepⅡ2aThisactivityprovidesguidedlisteningpracticeusingthe targetlanguage．wehaveknownTinahadabadmorning．ButsomethingworsehappenedtoTinalater．Let’sgotoActivity2aonpage69andseewhathappenedtoTinalate rinthemorning．Readtheinstructionstotheclass．Besurethatallofthemk nowwhattodo．callthestudents’attentiontothefourpictures．Getthemtoguessthecorrec torderofthepicturesfirst．Thefirstoneisgivenasasamp le．Askoneortwochildrentotelltheirstoriesbydescribi ngthepicturesaccordingtotheirownorder．Then,wewillhearTinatalkingaboutwhathappenedtoheraft ershegottoschool．wecanseethereisasmallboxineachpicture．Pleasewriteanumberfrom1to4ineachboxtoshoweachpictur e’scorrectorder．Thefirstonehasbeengivenasasample．GetthechildrentogetreadytolistentoTinacontinueherst ory．Playtherecordingthefirsttime,studentsonlylisten．Pl aytherecordingagainandaskthechildrentonumbereachpic ture．checktheanswerswiththeclassandseewhohaveevergotthec orrectanswerswithoutlistening．AnswersThepicturesshouldbenumberedinthisorder:3124TapescriptBoy:Sothenwhatdidyoudo,Tina?Girl:well,Iranhometogetmybackpack．ButwhenIgothome,IrealizedIhadleftmykeysinthebackpac k．Boy:you’rekidding!Girl:SoIranbacktoschoolwithoutmykeysormybackpack．A ndbythetimeIgotbacktoschool,thebellhadrung．Boy:oh,no!Girl:AndbythetimeIwalkedintoclass,theteacherhadstar tedteachingalready．Sheaskedforourhomework,butofcou rseIdidn’thaveit．StepⅢ2bThisactivitygivesstudentspracticeinunderstandingand writingthetargetlanguage．Askthestudentstoreadtheinstructionstogether．Pointo uttheblanksinthesentencesandtheverbsinthebrackets．Thisactivityhastwoparts．Firstlet’sfillintheblankswiththecorrectverbforms．wecanseeso meverbsinthebrackets．Theyarethebaseformsofthegiven verbs．Forexample,getandgot,Getisthebaseformoftheverb．yourjobistowritethecorrectformsoftheseverbsinth eblanks．Lookatnumberone．Asampleanswerisgiven．Letthestudentsfillintheblankswiththecorrectformsind ividually．movearoundtheclassroomcollectingthecommonmistakesth eymaymake．Aftertheyallfinishwriting,tellthemtogetreadytoliste ntotheconversationandchecktheiranswers．Iwillplaytherecordingagain．Pleasecheckyouranswersa ndcorrectanymistakesyoumighthavemadewhilelistening ．Playtherecording．Studentslistenandchecktheiransw ers．correcttheanswersbyaskingsevendifferentstudent stosaytheirstotheclass．Answers．gothome2．realized3．hadleft4．got5．hadrung6．walked7．hadstartedStepⅣ2cThisactivitygivesstudentsoralpracticewiththetargetl anguage．Askthewholeclasstoreadtheinstructionstogether．wehaveanewtasknow．weknowTinawaslateforclass．whatd oyouthinkhappenedafterTinawaslateforclass?workwithapartner．makeupanendingforthestorybycontin uingit．Thebeginninghasbeengiven．Getstudentstodiscussinpairs．completetheending．mak esuretheyaretalkinginEnglish．movearoundtheclassroo m,offeringlanguagesupportifneeded．Aftertenminutes, askstudentstostopdiscussing．Getsomepairsofstudents totelltheclasshowtheythinkthestoryendedAndletthewho leclassdecidewhoseendingisthebest．Telleachpairtowr itedowntheirending,ordoitafterclassiftimeisnotenoug h．Sampleendingofthestory TheteacherlookedatTinaandsaid,"whyareyoulateandwhereisyourhomework,Tina?""Ihadabadmorningtoday．"Tinas aidsadly．"I’msorrytohearthat,butmayIknowwhathappened?saidthetea cher．ThenTinatoldtheteacherandthewholeclassherstory．All herclassmateslaughedloudlyafterit．Someofthemsaid," PoorTina!"Bob,oneofTina’sclassmates,stoodupandsaid,"well,Tina,I’dlovetohelpyou．whynotletmekeepthekeysforyou?Iwould putyourkeysinmybackpack．"StepⅤGrammarFocusThisactivityintroducesthetargetlanguageofthisunit．callstudents’attentiontothesentencesontheleft．Askfourdifferents tudentstoreadthefoursentencesandpointoutwherehadplu sapastparticipleisused．writethesentencesontheblack board．Drawasimpletimelineforeachsentencetohelpstudentstou nderstandthegrammarfocus．Forexample:Thengetthestudentstolookatthebox．Teachstudentstoreadthethreeformsofeachverbsfirst．T henaskseveralstudentstoreadtheverbstotheclasstoseei ftheycanread．writetheverbsontheblackboard．Askthestudentstomakesentencescorrectlyusingeachform oftheverbsinthebox．Forexample:Iusuallygetupat6:30．Igotupat5:30yesterday．BythetimeIgotup,mysisterhadalreadygottenintheshower．Tellthestudentswhenwetalkaboutthefirstthingthathapp ened．weusehadplusapastparticiple（hadgotten）andwhenwetalkaboutthesecondthingthathappened,weuset hesimplepasttense （gotup）．Asksometoreadtheirsentencestotheclass．Askthestudentstomaketheirownlistsofotherverbsusedinthisunit．Tellthemtoputthelistsintheirnotebooksusin gathree-columnformatliketheoneintheLook!section．Th elistshavetoincludetheseverbs;leave,walk,start,over sleep,ring,be．checktheanswers．Somesamplesentenceswiththethreeverbforms．Igotupat6:30everyday．Igotupat6:00yesterday．BythetimeIgotup,mysisterhadalreadygottenintheshower．2．weusuallygotoschoolat7:30．wewenttoschoolat8:30yesterday．Bythetimewegottotheclassroom,thestudentshadgonetothechemistrylab．3．myfatherleaveshomeat8:30．Helefthomeat9:30thismorning．whenmyfatherwentoutside,thebushadleft．4．Theteacheroftenstartsteachingat9:00．Theteacherstartedteachingat8:30thedaybeforeyesterda y．whenTinagottoclass,theteacherhadalreadystartedteach ing．Thethreeformsoftheverbsusedinthisunit:Leaveleftleftwalkwalkedwalkedstartstartedstartedoversleepoversleptoversleptringrangrungbewas/werebeenStepⅥSummarySay,Inthisclass,we’vedonemuchlisteningandwritingpracticewithtargetlang uage．we’vealsodonesomeoralpracticeinpairs．Andwe’vediscussedtheGrammarFocusofthisunit．StepⅦHomework．writedowntheendingofTina’sstory．2．makesentencesusingeachformoftheverbsbelow:leave,walk,start,oversleep,ring,be3．ReviewtheGrammarFocus．StepⅧBlackboardDesignUnit9BythetimeIgotoutside,thebushadalreadyleft．SectionATheSecondPeriodTargetLanguage:．Bythetimeshegotup,herbrotherhadalreadygoneint othebathroom．2．Bythetimeshewentoutside,thebushadalreadygone．3．Bythetimeshegottoclass,theteacherhadalreadystart edteaching．4．whenshegottoschool,sherealizedshehadleftherbackp ackathome．Verbs:GetgotgottenGowentgoneleaveleftleftstartstartedstartedUnit9BythetimeIgotoutside,thebushadalreadyleft．TheThirdPeriodⅠ．TeachingAimsandDemands．knowledgeobjects（1）keyVocabularybell,ring,gooff,rush,runoff,ontime,givesb．aride,lo ck,breakdown（2）TargetLanguageBythetimeIgotthere,thebushadalreadyleft．BythetimeIwokeup,myfatherhadalreadygoneintothebathr oom．2．AbilityobjectsTrainthestudents’readingskillwithtargetlanguage．Trainthestudents’speakingskillwithtargetlanguage．3．moralobjectHaveyoueverdoneanythingcarelessly?Shareyourstorywithyourfriends．Ⅱ．TeachingkeyPoints．Guidethestudentstoreadthearticleinactivity3a．2．Helpthestudentsdotheoralpracticewiththetargetlan guage．Ⅲ．TeachingDifficultPoints．Helpimprovethestudents’readingskillbyActivity3a．2．Helpthestudentsdescribewhathashappenedtothemwith thetargetlanguage．Ⅳ．Teachingmethods．Getthemainideabyreading．2．Pairwork．Ⅴ．TeachingAidAprojectorⅥ．TeachingProceduresStepⅠRevision．RevisewhathappenedtoTinabyaskingseveralstuden tstotellthestory．2．RevisethethreeformsoftheverbsinGrammarFocusbyask ingfourstudentstowritethemoutontheblackboard．3．checkhomeworkbyaskingoneortwotoreadtheirownendin gsofthestroy．4．checkhomeworkbyaskingsomestudentstoreadthesenten ceswhichtheymade．5．Askthestudentstohandintheirhomework．Somesamplesentenceswiththeverbsusedinthisunit:．Ileavehomeat7:30everymorning．Ilefthomeat8:00thismorning．BythetimeIgottotheairport,theplanehadleft．2．Iwalktoschoolsometimes．Iwalkedtoschoolyesterdayafternoon．whenIgotthere,thesickgirlhadwalkaway．3．Themeetingstartat3:00everywednesdayafternoon．Themeetingstartedat3:30lastwednesdayafternoon．Assoonasmr．jonesgottothemeetingroom,themeetinghada lreadystarted．4．Tinaseldomoversleeps．Tinaoversleptthismorning．Tinasaidshehadneveroversleptbefore．5．Thehellringsat8:10everymorning．Thebellrangat7:10thismorning．whenIgottoschool,thefirstbellhadrung．6．Iamherenow．Iwasathomelastnight．Ihadbeenherefor20yearsbytheendofXX．StepⅡ3aThisactivityprovidesreadingandwritingpracticeusingt hetargetlanguage．Showthevocabularyonthescreenbyaproject:belln．钟；铃ringv．鸣;响gooff闹钟（闹响）rushv．冲；奔rushoff跑掉;迅速离开ontime准时givesb．aride让某人搭便车lockv．锁；锁上breakdown损坏；坏掉Pointtothewordsonebyoneandteachthestudentstoreadthe m．Doitseveraltimes．Thenaskseveralstudentstoreadth ewordstoseeiftheycanpronounceeachwordcorrectly．Askthewholeclasstoreadtheinstructionstogether．Ther eisanarticleinActivity3a．yourtaskistoreadthestorya ndwritetheeventsinthecorrectorder．Havealookatthesampleanswerontherightofthearticlebef oreyoustart．Thenletthechildrencompletetheworkonthe irown．Afterawhile,asksomestudentstoreporttheiransw erstotheclass．writetheeventsontheblackboardastheyr eport,puttingtheeventsinthecorrectorder．Aftercheckingtheanswers,tellstudentstoreadthearticl eagainmorecarefully．Tellthemtofindoutthewordsorsentenceswhichtheycan’tunderstandthistime．Afewminuteslater,letthestudentsaskquestionsonthewor dsandsentenceswhichtheycan’tunderstand．Dosomeexplanationandmakesurethatthestu dentsmakeeverythingclearaboutthearticle．Thenaskthestudentstoreadthearticlealoud．movearound theclassroomwhiletheyarereading,offeringhelpasneede d．NextaskstudentstopickoutthesentenceswiththePastPerfectTense．Tellthemtounderlinethemandcomeupwiththere asontousethetence．Asktwostudentstoreadtheiranswersandexplainthesenten ces．Answers．alarmclockdidn’tgooff2．fatherwenttobathroom3．wokeuplate4．tookshower5．hadsomebreakfast6．busleft7．rantobusstop8．startedwalking9．gotaridewithafriend0．bellringing1．gottoschool2．gottoclassSentenceswiththePastPerfectTenseinthearticle:．…bythetimeIwokeup,myfatherhadalreadygoneintothebathr oomand…2．Unfortunately,bythetimeIgotthere,thebushadalread yleft．StepⅢ3bThisactivityprovidesreadingandwritingpracticeusingt hetargetlanguage．callthestudents’attentiontothephotoofthewomansleeping．Thegirlissle eping．Shemayoversleep．Howaboutyou?Haveyoueveroverslept?Getastudentstoanswerthequestionsimply,suchasyes,Iha ve．/No,Ihaven’t．Thenaskonestudenttoreadtheinstructionstotheclass．wecanseesixquestionsinthebox．you’llhavetoreadthequestionsintheboxandyouhavetodescrib ethecircumstancesinwhichthesethingshappened．Explainthatdescribethecircumstancesmeanstotellwhen,whereandhowthethingshappened．Askonestudentwhohaseveroverslepttoanswerthefirstque stionanddescribethecircumstance．Helphimorherusethe PastPerfectTensetodescribethecircumstance．Thenaskstudentstoreadthequestionsandwritetheiranswe rsintheirexercisebooks．Tellthemthattheyhavetodescr ibethecircumstancesiftheiranswersareyes,andtheresho uldbeatleastonesentencewiththePastPerfectTenseineac hdescription．movearoundtheclassroomprovidingsenten cestotheoneswhoneed．Askseveralstudentstosharetheir storieswiththeclass．correctanymistakestheymaymake ．Letthemchecktheanswersinpairs．StepⅣ3cThisactivityprovideslisteningandspeakingpracticeusi ngthetargetlanguage．Askthewholeclasstoreadtheinstr uctionstogether．Thencallthestudents’attentiontothesampleconversationontheright．Askapai rofthestudentstoreadtheconversationtotheclass．Plea seaskyourpartnerthequestionsinActivity3b．Askmorequestionsifheorshesays"yes"．Askthestudentstoworkinpairs．Encouragethemtoaskasma nyquestionsastheycan．Astheywork,movearoundtheroomo fferinghelpandansweringquestionsasneeded．Asksomepa irstosaytheirconversationstotheclass．StepⅥSummarySay,Inthisclass,we’velearnedanarticle．Andwe’vedonemuchpracticeinreading,listening,speakingandwr iting．we’vedonemuchpracticewiththetargetlanguage．StepⅦHomework．writetheanswerstothequestionsinActivity3b．2．writeaconversationinActivity3c．StepⅧBlackboardDesignUnit9BythetimeIgotoutside,thebushadalreadyleft．SectionATheThirdPeriodAnswerstoActivity3a:．alarmclockdidn’tgooff2．fatherwenttobathroom3．wokeuplate4．tookshower5．hadsomebreakfast6．busleft7．rantobusstop8．startedwalking9．gotaridewithafriend0．bellringing1．gottoschool2．gottoclassUnit9BythetimeIgotoutside,thebushadalreadyleft．TheFourthPeriodI．TeachingAimsandDemands．knowledgeobjects（1）keyVocabularycostume,showup,exhausted,embarrassed,empty,fool,Apr ilFool’sDay,gooff,stayup（2）TargetLanguagewhenIgotthere,Ifoundthathehadfooledme．Afteranhour,theotherkidsshowldup,andIrealizedthatmy brotherhadfooledme．BythetimeIgottomatchclass,IwasexhaustedbecauseIhads tayedupallnightstudying．Ifoundoutthatmyfriendhadfooledme．2．Abilityobjects（1）Trainthestudents’writing,listeningandspeakingskillswiththetargetlang uage．（2）Trainthestudentstousethenewvocabulary．3．moralobjectHaveyoueverbeenfooledonAprilFool’sDay?Shareyourstorywithyourfriends．Ⅱ．TeachingkeyPoints．Trainthestudents’listeningandspeakingskillswithtargetlanguage．2．Teachthestudentsthenewvocabulary．Ⅲ．TeachingDifficultPoints．Guidelisteningandoralpracticeusingthetargetla nguage．2．Helplearntousethenewvocabularycorrectly．Ⅳ．Teachingmethods．Listening2．PairworkandgroupworkⅤ．TeachingAidAtaperecorderⅥ．TeachingProceduresStepIRevision．RevisethearticleinActivity3aonpage70byaskings everalstudentstoreadit．2．Dictatethefollowingwordsandphrases:bell,ring,gooff,rush,runoff,ontime,givesb．arideloc k,breakdown．3．checkthehomework．StepⅡ1aThisactivityreviewsvocabulary,introducessomenewvoca bulary,andprovideswritingpractice．Readtheinstructionstothestudents．Remembertoreadthe sentenceinthebrackets．Pointtothechartwiththethreeh eadingsNouns,VerbsandAdjectives．Readthewordsinthebracketstothestudentsandhelpthestudentstounderstandt hemeaningsofnouns,verbsandadjectives．Teachthestudentstoreadthenewvocabularybelow:costume,showup,exhausted,embarrassed,empty,fool, AprilFool’sDaywritethemontheblackboardorshowthemonascreenbyaproje ctorwhileteaching．Tellthechildrenthemeaningofeachw ordanddoalittleexplanation．Thencallthestudents’attentiontothelistofthewordsontheleft．Askastudentt oreadthemandtellthemeaningsatthesametime．Findoutth ewordswhichthestudentsdon’tunderstandandgivesomeexplanation．Pleaseputthesewordsinthecorrectcolumnsinthechart．S omewordscanbeputinmorethanonecolumn．Getastudenttoreadthesampleanswerstotheclassbeforeth eystartsay,Foolcallalsobeaverb．Forexample,Hefooled me．SoitisputinbothcolumnNounsandcolumnVerbs．Askthestudentstocompletethechartontheirown．correcttheanswersbyaskingthreestudentstoreadtheiran swerstotheclass．AnswersNouns:fool,costume,change,clockVerbs:fool,invite,empty,gooff,getup,getdressed,show up,realize,change,stayupAdjectives:embarrassed,empty,exhaustedStepⅢ1bThisactivityprovidesguidedoralpracticeusingthetarge tlanguage．Askastudenttoreadtheinstructionstotheclass．Askanotherstudenttoreadtheexampleontheright．workinpairsnow．Tellyourpartneraboutsomethingthatha shappenedtoyourecently．Notetousetwoormorephrasesfr omthelistinActivityla．Gettilestudentstotalkinpairs ．movearoundtheclassroomcheckingtheirworkandofferin glanguagesupportasneeded．Aftertheyallfinishtalking,asksomepairstosaytheircon versationstotheclass．StepⅣ2aThisactivityprovidesguidedlisteningpracticeusingthe targetlanguage．SaysomethingaboutAprilFool’sDaytothestudentslikethis:EveryyearonthefirstofApril,Americansdosillythingsto surpriseeachother．Forexample,someonemighttellyouto gototheteacher’sofficetogetyournewbook．Butthereisnobookatall!callthestudents’attentiontothefourpictures．Askthestudentswhatishap peningineachpicture．Askfourdifferentstudentstodescribethepictures．Fore xample,‘theycandescribePicture1likethis:Aboywastoldtotakepartinacostumeparty．Sohedressedhi mselfuplikeamonster．Butwhenhegottherehefoundthathi sfriendhadfooledhim．Itwasn’tacostumeparty．Hefrightenedtheothers．Readtheinstructionstotheclass．you’lllistentothreeboys,Dave,Nickandjoe,talkingaboutApr ilFool’sDay．Thereisaboxundereachpicturewhereyoucanwriteeachboy’sname．Nowlistentothetapeandwritethenameofeachboyun derhispicture．Ihavetotellyoutherewillbeonepicturew ithoutanameunderit．TellthemtoseetheexampleforPicturec．Playthetapethefirsttime．Thestudentsonlylisten．The nplaythetapeagain．Askthestudentstowriteeachboy’snameinthecorrectbox．checktheanswersbyaskingdiffer entstudentstotelltheirownanswers．Answersa．Nonameb．joec．Nickd．DaveTapescriptBoy1:HaveyoueverbeenanAprilfool,Dave?Boy2:yes,Ihave．Afriendonceinvitedmetoacostumeparty．whenIgotthere,Ifoundthathehadfooledme．Itwasn’tacostumeparty．Iwastheonlypersonwearingacostume．I wasreallyembarrassed．Howaboutyou,Nick?Boy1:well,lastAprilFool’sDay,whenmyalarmwentoffIgotup,tookashower,gotdresse d,andwenttoschool．ButwhenIgotthere,theschoolwasemp ty．Iwastheonlyonethere．Afteranhour,theotherkidssh owedup,andIrealizedthatmybrotherhadfooledme．Boy3:shehad?Boy1:Uh-huh．Hehadchangedtheclocktoanhourearlier．w hathappenedtoyouonAprilFool’sDay,joe?Boy3:well,IwassicklastAprilfirst．myfriendcalledmea ndtoldmewehadamathstestthenextday．Bythetime1gotoma thsclass,IwasexhaustedbecauseIhadstayedupallnightst udying．ThenIfoundoutthatmyfriendhadfooledme．wedidn’thaveatestatall!StepⅤ2bThisactivityprovidesguidedlisteningpracticeusingthe targetlanguage．。
九年级英语全册 Unit10 By the time I got outside, the bus
Unit10 By the time I got outside, the bus had already left.知识目标1. 掌握以下词汇和短语：wake, woke, woken,run off, fortunately, unfortunately, go off, rush, run off, on time, in time, lock, break down, broke, broken, speak, spoke, spoken, relative, give sb a ride,2. 掌握并会运用下列重要和句型：By the time he got there, the film had already been on ten minutes.When I reached the bus station, I realized that I had left theticket at home.能力目标1. Train the students’ reading skill with target language.2. Train the students’ speaking skill with target language.情感目标1. Have you ever done anything carelessly?2. Share your story with your friends.【重点难点】重点：1. Guide the students to read the article in activity 3a.2. Help the students do the oral practice with the target language.难点：1. Help improve the students’ reading skill by Activity 3a．2. Help the students describe what has happened to them with the target language．【教学过程】I. 复习热身1. 检查生词预习1) 正音: Ask the students to read the words by themselves, then correct their mistakes.2) 听写: wake, woke, woken,run off, fortunately, unfortunately, go off, rush, run off,on time, in time, lock, break down, broke, broken, speak, spoke, spoken,relative, give sb a ride,2. 自由交谈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 outon 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．Ⅱ. 阅读训练 3aRead the story and write the events in the correct order. Ask the students to read the instructions together.1. Fast reading:Ask the students to read the article quickly and find the main idea of the passage.The article is a story about a student. It is his daily life. Read it after the tape, underlining all the expressions and circling the uses of past perfect.2. Careful reading：1) Tell the students to read the article carefully and silently.2) Ask the studentsto plete the work by themselves. Then discuss their answers in pairs. In a minute,ask some students to report their answers to the class.3)Write the answers on the blackboard as they report, putting the events in the correct order. Answers:1. alam clock didn’t go off2.father went into bathroom3.woke up late4. took shower5.had some breakfast6.bus left7.ran to bus stop 8.started walking9.got a ride with a friend10.bell ringing11. got to school 12. got to class3. Oral reading：First, the teacher play the tape. Then ask the students to follow the tape. At last let themread the article by themselves. Check up some students.4. Intensive reading:Askthe students to read it carefully again. Explain the important points.1)我上学从来不迟到,但昨天我差点迟到了.I’ve never been late for school, but yesterday I came very close. close 在本句中做副词,意为“接近地;紧密地”如:She came close to him. I live close to the shops.另外: close 还可以做形容词意为“亲近的;密切的”.如:他是我亲密的朋友. He is my close friend.英语同法语很接近. English has a close affinity to French.2)公共汽车坏了。
人教版九年级英语Unit 10 By the time I got outside, the bus had already left. SectionB说课稿
Unit 10 By the time I got outside, the bus had already left. SectionB说课稿1．Knowledge Objects（1）Target LanguageBy 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 ObjectTry to be a careful person and do everything carefully．Remember not to be as careless as Tina．Ⅱ．Teaching Key Points1．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 Points1．Write an ending for the story in Activity 2c．2．The three verb forms in Grammar Focus．Ⅳ．Teaching Methods1．Listening2．PairworkⅤ．Teaching AidsA tape recorderⅥ．Teaching ProceduresStep Ⅰ Revision1．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 2aThis 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 orderof 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．AnswersThe pictures should be numbered in this order：3 1 2 4TapescriptBoy：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 2bThis 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．Answers1．got home 2．realized 3．had left 4．got 5．had rung 6．walked 7．had startedStep Ⅳ 2cThis 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 storyThe 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 FocusThis activity introduces the target language of this unit．Call students' attention to the sentences on the left．Ask four different students to read the foursentences 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 forms1．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 leftwalk walked walkedstart started startedoversleep overslept oversleptring rang rungbe was／were beenStep Ⅵ SummarySay，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 Homework1．Write down the ending of Tina's story．2．Make sentences using each form of the verbs below：leave，walk，start，oversleep，ring，be3．Review the Grammar Focus．Step Ⅷ Blackboard DesignUnit 10 By the time I got outside, the bus had already left. 复习课实录T: Good afternoon, class.Ss: Good afternoon, Miss li.T: Sit down , please.Ss: Thank you.T: Today we’ll revise Unit 10. Let’s read the title twice.The teacher shows the title on the computer. The students read the title twice.T: As usual, we can work in groups and tell your partners what other things you thought according to the main points in this unit.The students work in groups and discuss. The teacher walks around the classroom to offer some help.T: Let’s stop here. Look at the screen and we begin to check the main phases.The teacher show the main phases on the computer. The students look at the phases and speak in English. The first four answer together. Then ask some individuals to ask.1.闹响2.把…忘在…3.忘记做…4.成功做到5.等待某人做某事6.让某人搭便车7.用车接8.穿衣给某人穿衣9.出席10.成百上千的11.结婚12.和某人结婚13.激起14. 熬夜15.出故障16.经过T: Now let’s read the phrases together.The students read them twice.T: So much for phrases. Let’s revise the Grammar. What tense did we learn in this unit?Ss: 过去完成时T: Let’s revise something about it.1. 构成: had +V过分2. 过去完成时态的含义:主要是表示在过去某个时间,或是动作之前已经发生或完成的动作.也就是：过去的过去.过去完成时态的用法：1、表示过去的过去，通常由when或by引导的短语或者从句做时间状语或时间状语从句①By the end of last year, I had learned about one thousand English words. (时间提示）②When I got there, they had already left. (动作提示）2、常用在宾语从句中①He told me he had already finished his homework.②I realized he had fooled me again。
Unit 10 By the time I got outside, the bus had alr
Unit10 By the time I got outside, the bus had already left.WordsLearning goals:Train students’abilities of listening, reading and recognizing the words on Page 153-154 by having them listen to tapes, work in pairs and ask the teacher for help. Step I Learn to read the words on Page 153-1541. Have students read the words by themselves.2. If they can’t, have students listen to tapes and then read in groups. Make sure most students can read the words correctly.设计意图：学生先自己拼读，然后跟读。
培养学生自读单词的能力Step II Learn to remember words on Page 153-1541.Have students look at the pictures and remember “rush”, “costume”, “gooff” and “lock”.rush costume go off lock/rʌʃ/ /ˈkɔstju:m/ /lɔk/设计意图：采用图片的形式教授单词，更直观学生更容易接受和记忆。
2. Remember the words by matching itself with its meaning.A. oversleepB. by the time1.________run off2._________ appear3.__________very tired4.________don’t have anything to sell5.________tell the truth6._______sleep late7.________when8._______April 1st9._______ a slice of 10. ___________cause设计意图：用旧知识带动新知识的掌握，起到了复习旧知识学习新知识的作用。
英语九下Unit10.知识点
1 追求品质，铸就成功的高端教育培训机构Unit 10. By the time I got outside, the bus had already left.一、重点单词及短语1. describe v. 描述，描绘description n. 描绘2. farmer n.农夫，农场主farm n.农场 v. 耕种 on the farm 在农场上 3. ending n. 结局，结尾end n.& v. 结束，结尾 = finish 4. convince 使……信服，使……确信convince sb of sth 使某人相信某事 5. run off 跑掉，迅速离开run away 跑开 run out of 用光6. go off = ring 发出响声7. come by 从……旁边经过8. rush at sb. 朝某人冲奔rush out of sp. 冲出…地方 9. break down 停止运转，出故障break into 闯入房子 break out 突然发生10. show up 出席，露面show off 炫耀11. set off 激起，引起，出发set for sp. 出发到某处 set out 出发，离开sell out 卖完，售光(注意sell 作“被出售、有销路”时，用主动表被动，表示售价时，接介词at(指价格)或for(指钱))12. thousands of /hundreds of 成千上万/成百上千13.by the time 到……时候,到……之前 (常用于过去完成时) on time 准时 in time 及时 all the time 始终、总是 from time to time 偶尔have a good/bad time 过得快乐/不快乐 in no time 立刻 many a time 屡次 at times 有时take one ’s time 慢慢来\\别着急 14.take a shower 洗澡（淋浴） get out of the shower 洗完澡 take a quick show 洗一个快澡15. the United States 美国 16. April Fool ’s Day 愚人节 17.ever after 从那以后 ever since 从……以来 ever so 非常 for ever 永远 18. 难怪 no wonder19.揭露一个谎言 reveal a hoax二、用法集萃1. make it to sth. 赶上做某事2. ask sb. to v sth. 请某人做某事3. … as much … as sb. can =… as much…as possible …尽可能多的 4. leave one's sth at sp.把某人的某物落在某地5. get/be married (to) 与……结婚ask sb. To marry sb 求婚6. start to do sth = start doing sth开始做某事7. both… and… ……和……两者都…… 8. so… that… 太……以至于……9. feel/be/get exhausted = feel stressed out筋疲力尽10. give somebody a ride 让某人搭便车 11. convince sb of sth 使某人相信某事 12. feel embarrassed 感觉尴尬an embarrassing thing 一件令人尴尬的事13. happen to somebody 某事发生在某人的身上happen to do something =do something by accident 偶然做某事 14. flee from sp. 从某地逃走flee away 逃离，逃跑。
九年级英语全册《Unit 10 By the time I got outside,the bus
Unit 10By the time I got outsidethe bus had already left Section A学习目标掌握重点单词和短语：oversleep睡过头 rush冲 lock锁上 relative亲戚 by the time到……时候 go off（闹钟）闹响 run off跑掉 on time准时 break down损坏掌握重点句型：What happened?—I oversleept. And by the time I got up,my brother had alresdy gotten in the shower.②By the time she went outside,the bus had already left.③I’ve bever been late for school, but yesterday I came very close.④When I got to school, the final bell was singing.语法:过去完成时态。
学会以用英语谈论过去发生的事情。
第二课时（3a~3c）预习一、英汉互译1.迟到____________2.go off ___________3.by the time ______________4.醒来_____________5.take a quick breakfast ______________6.迅速离开__________7.按时，准时____________8.give sb. a ride _____________9.损坏，出毛病____________ 10.经过，走过____________二、根据提示完成句子1．I’ve never been late for school , but yesterday I came very ________(差一点迟到).2.The girl ________(锁) her keys in her house, so she could’nt open the door.3.My alarm clock didn’t _______ off (响起)this morning, so I was late.this city my uncle is my nearest _________ (亲戚)。
九年级英语Unit10 By the time I got outside,the bus had already left.讲解及练习
第 1 页 （共4 页） 第 2 页 （共4 页）学校 姓名 班级 考场 考号---------------------------------○密------------------ -------------------○封----------------------------- -- --○线----------------------------※※※※※※※※※※※※※※※答※※※※※※※※※※※※※※※※※※题※※※※※※※※※※※※※※※※线※※※※※※※※※※※※※九年级英语Unit10 By the time I got outside,the bus hadalready left.讲解及练习1. 过去完成时(1) 构成：由助动词had + 过去分词 构成 否定式：had not + 过去分词 缩写形式：hadn‘t (2) 用法 过去完成时表示在过去某一时间或动作之前已经发生或完成了的动作。
(3) 它所表示的时间是―过去的过去‖。
①表示过去某一时间可用by, before 等构成的短语来表示②也可以用when, before, after 等引导的时间状语从句来表示 ③还可以通过宾语从句或通过上下文暗示。
When I got there, you had already eaten you meal. 当我到达那里时，你已经开始吃了。
By the time he got here, the bus had left. 到他到达这里时，汽车已经离开了2. by the time 直到…时候 指从过去某一点到从句所示的时间为止的一段时 如： By the time we got to his house, he had finished supper. 在我们到达他就已经吃完了晚饭。
3. 英语中表示―把某物遗忘在某处‖常用 leave + 地点 而不是forget+地点 如：Unluckily, I left my book at home . 不幸的是，我把书忘在家里了。
人教新目标版英语九Unit10BythetimeIgotoutside,thebushadalrea
Unit 10 By the time I got outside,the bus had already left说课稿胡燕飞各位评委老师，大家好！今天我说课的题目是初中英语九年级“Unit 10 By the time I got outside,the bus had already left”，整个说课我将分五部分进行讲述，即教材分析、教法、学法、教学程序、板书设计。
一、说教材本单元主要围绕“April Fool’s Day ”为话题，谈论发生在过去的事情，培养学生对发生的事情进行客观评价的能力，并学习自主解决问题的能力;通过讨论“发生在过去的事情”这个话题，学习过去完成时的构成和基本用法以及现在完成时和过去完成时的区别。
而本课是本单元的第一课，初步接触过去完成时，并且过去完成时是英语中非常重要的一种时态，占据着相当重要的位置。
根据英语教学大纲的要求，我确定以下教学目标：Teaching aims:Knowledge objects（:知识目标）1 new words and phrases: by the time, gotten, oversleep, got outside, start doing.;2 target language:By the time I got outside, the bus had already left.By the time she got up, her brother had already gone into the bathroom.Ability objects:（能力目标）1 train the students’ listening and speaking skill s with the target language2 train the students to narrate the past events with the Past Perfect Tense3 train the students’ writing skills with target languageMoral objects:（道德目标）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. Also the whole day’s work depends on the plan in the morning. Teaching key points （教学重点）1 master the words ：by the time , oversleep2 master the target languageBy the time I got outside,the bus had already left.By the time she got up, her brother had already gone into the bathroomTeaching difficult points （教学难点）1 Train the students to understand the listening material.2 Train the students to narrate past events with the Past Perfect Tense二、说教法1．英语学习的目的重在更好地运用语言于实际的交流之中，单调地重复课文内容或机械地操练吸引不了我们的学生。
Unit 10 1 By the time I got outside
Unit 10 By the time I got outside, the bus had already left.Period 1一、教学目标1.语言目标Learn to narrate past events．学会描述过去所发生的事情。
2、知识目标Learn to express something with Past Perfect Tense. 学习使用过去完成时态。
3、能力目标Strengthen the consciousness of doing things regularly．做事加强连续性，有条不紊。
二、重点知识1、重点单词rush, lock, empty, describe, farmer, marry基本要求：会读、会写、会用。
2、重点短语go off, run off, on time, give sb. a ride, break down, show up, set off, get married, a piece of基本要求：会读、会写、会用。
3、重点语法（1）Past Perfect tense(过去完成时的用法):（2）“By the time”和“when”引导的时间状语从句基本要求：理解其含义，学以致用。
三、导学案Section A●例析导学1. When I got to school, I realized I had left my backpack at home. (P76)我到学校时才发现把书包落在家了。
left是leave的过去式，在此处意为“遗忘”，“忘记”，后面常有地点状语。
Li Min left his dictionary in the reading-room yesterday.昨天李民把词典忘在阅览室里了。
【拓展】forget作“遗忘”解时，后面没有“遗忘”的地点。
I have forgotten the book. 我忘记拿书了。
人教版九年级英语unit10知识点,单词讲解
人教版新目标英语9年级讲解-Unit 10 Unit 10 By the time I got outside,the bus had already left. 重点、难点、考点及疑点注释重点、难点、考点及疑点注释1. When I got to school, I realized I had left my backpack at home. (P76)我到学校时才发现把书包落在家了。
我到学校时才发现把书包落在家了。
(1)had left my backpack at home 这是一个过去完成时的句子，这是一个过去完成时的句子，表示在过去某一时间或表示在过去某一时间或某一动作之前完成的动作或存在的状态。
某一动作之前完成的动作或存在的状态。
By three o’clock yesterday afternoon we had finished the work.到昨天下午三点，我们已经完成了工作。
到昨天下午三点，我们已经完成了工作。
She had learned a lot of English before she went to school. 在上学之前，她已经学会了很多英语。
在上学之前，她已经学会了很多英语。
(2)left 是leave 的过去式，在此处意为“遗忘”，“忘记”，后面常有地点状语。
，后面常有地点状语。
Li Min left his dictionary in the reading-room yesterday. 昨天李民把词典忘在阅览室里了。
昨天李民把词典忘在阅览室里了。
特别提示特别提示forget 作“遗忘”解时，后面没有“遗忘”的地点。
作“遗忘”解时，后面没有“遗忘”的地点。
I have forgotten the book. 我忘记拿书了。
我忘记拿书了。
2. My alarm clock didn’t go off, and by the time I woke up, my father had already gone into the bathroom and I had to wait for him to come out. (P78)我的闹钟坏了，因此等我醒来的时候，我父亲已经进去洗澡了，我只好等他出来。
Unit;10;By;the;time;I;got;outside,;the;bus;had;alr
Unit;10;By;the;time;I;got;outside,;the;bus;had;already;left.unit 10 by the time i got outside, the bus had already left.一. 教学内容：unit 10 by the time i got outside, the bus had already left.【学习目标】1. 通过本单元的学习，驾驭过去完成时态的用法，特殊是与一般过去时态和此时此刻完成时态的区分。
2. 合理支配自己的学习和生活，守时守信。
二、教学重点难点：过去完成时态的用法及本模块中的一些重点短语三、重点词和短语1. by the time 到……时候2. get dressed 穿衣服3. run all the way to school 一路跑向学校4. leave +物+地点把某物落在某地【即学即用】he his umbrella in the train.a. leaveb. leftc. forgotd. forget5. no wonder 难怪6. run back to school 跑回学校7. start doing / to do 起先做某事8. go off 发出响声【即学即用】in the morning, i didn’t hear my alarm clock .a. going offb. went offc. go offd. to go off9. wait for sb. to do sth. 等待某人做某事10. run off / away 跑掉离开11. unfortunately 不幸地luckily 幸运地【即学即用】, he didn’t pass the english exam again.a. luckilyb. fortunatelyc. unfortunatelyd. unfortunate12. on time 准时in time 刚好【即学即用】people to the meeting all arrived here .a. in timeb. on timec. after timed. for time13. give sb a ride 让某人搭便车【即学即用】he walked me and asked where i was going and told me that they offered to .a. by; give me a rideb. off; give me ridesc. by; give me some feetd. through; give me a walking make it14. break down 出故障【即学即用】my bike on my way to school, so i had to walk there.a. broke outb. broke inc. broke downd. broke away15. show up 出席；露面【即学即用】he didn’t until supper was nearly over.a. show offb. show upc. show roundd. show in16. stay up late 熬夜到很晚stay up all night studying 熬夜学习17. costume party 化装舞会18. happen to sb 某人发生了什么事happen to do 碰巧做某事19. set off 激起set off=set out 启程/起程【即学即用】his action a heated argument.a. set outb. set upc. set offd. set free20. across the whole country 普及整个城市21. thousands of 成千上万22. flee-fled-fled 逃离flee from + 地点从某地逃离flee away 逃离/逃跑23. sell out 卖光24. marry sb=get/be married to sb 和某人结婚四、重点、难点、考点及疑点注释1. i started walking, but i knew i couldn’t get to school on time. 我起先步行，但我知道我已经不能按时到达学校了。
九年级英语全册 Unit10 By the time I got outside, the bu
Unit10 By the time I got outside, the bus had already left.【教学目标】知识目标1. Learn the impotant words and phrases：change，invite sb to do, get dressed, all night, the other kids, costume, show up, exhausted, embarrassed, empty, fool, April Fool’s Day, go off, stay up2. Master the impotant sentences：He had changed the clock to an hour ealier.My friend called me and told me we had a math test the next day.I found out that my friend had fooled me．By the time I got to match class, I was exhausted because I had stayed up all night studying. When I got there, I found that he had fooled me.After an hour, the other kids showed up, and I realized that my brother had fooled me.能力目标1. Train the students’ writing, listening and speaking skills with the target language.2. Train the students to use the new vocabulary.情感目标Have you ever been fooled on April Fool’s Day? Share your story with your friends.【重点难点】重点:1. Train the students’ listening and speaking skills with target language.2. Teach the students the new vocabulary.难点:1. Guide listening and oral practice using the target language．2. Help learn to use the new vocabulary correctly．【教学过程】I. 复习热身1. 检查生词预习1) 正音: Ask the students to read the words by themselves, then correct their mistakes.2) 听写change，invite sb to do, get dressed, all night, the other kids, costume, show up, exhausted, embarrassed, empty, fool, April Fool’s Day, go off, stay up自由交谈Ask and answer in pairs like this.---- Have you ever locked your keys in your house? ---- Yes. I have. / No, I haven’t .--- Have you ever overslept? --- Yes. I have. / No, I haven’t.II. 感知体验1、T: Ask the students to talk about what and when April Fool’s day is in pairs.2、T: Tell the students to collect information about April Fool’s day from different situations. Ｔ：Discuss in groups and then report what you often do on that day? Ss: Discuss in groupsIII. 强化巩固1、教材内容。
Unit10--By-the-time-I-got-outside.九年级第十单元
Unit10--By-the-time-I-got-outside.九年级第十单元Unit10 By the time I got outside,the bus had already leftI.高频词组1.by the time 到........时候2.go off 发出响声，闹响3.run off/away 跑掉，离开4.on time 准时5.break down /out 损坏;；爆发6.show up 出席，路面7.set off 启程，引起8.get married 结婚9.rush at/out of 朝某人冲；冲出.......地方10. feel /get exhausted 筋疲力竭11.convince sb of sth 是某人相信某事12.in one’s forties 在某人四十几岁13.sell out 卖光14.get dressed 穿衣服15.no wonder 难怪16.happen to sb 发生在某人身上II.重点词法知识1.到…时候by the time +…(句子)…从过去某一点到从句所示时间为止的一段时间,即从句用过去时,主句用过去完成时。
2.(闹钟)闹响go off3.跑掉;迅速离开run off4.损坏break down (突然)中断break off5.(在)愚人节(on) April Fool's Day6.激起;引起set off7.一片,一块a piece of8.按时on time 及时in timeSection A1.从…离开去…leave (from)…for …把某物遗忘在某地leave sth. +介宾短语(表地点的)忘记某人/某事forget sb /sth.忘记去作…forget to do …忘记已作了…forget doing …2.在洗沐浴get in the shower3.开始作…start/begin to do …(前后不同的事)start/begin doing …(前后相同的事)4.我上学从未迟到,但昨天我差点迟到.I 've never been late for school ,but yesterday I came very close.5.等待(某人)作…wait (for sb )to do …6.出来;开花come out 实现come ture 从旁而过come by 来自…come/be from…7.我必须抓紧了.I had to really rush.8.飞快冲了个澡take/have a quick shower9.给/让某人搭便车give/get sb. a ride =give /get a ride to sb.10.我恰好赶上上课.I only just made it to my class.(此时,指"约定"之意)Section B1.给某人穿衣服dress sb.穿(…)衣服be /get dressed (in +衣服)化装;打扮dress up2.熬夜stay /sit up (late)3.给某人看某物show sb .sth.=show sth .to sb.带某人参观…show sb.around sth.卖弄…show off…出席,露面show up展览be on show =be on display4.化妆舞会a costume party5.在地球着陆land on the earth6.由演员奥森·威尔斯主持的广播节目a radio program by actor Orsom Welles7.遍及全国across the whole country =all over the whole country8.从…逃跑;避开…flee from…=run away from…(flee过去式为fled )9.将有…the re will be ….(一般将来时)there would be …(过去将来时)10.买尽可能多的意大利面条buy as much spaghetti as they could /possible11.让某人嫁过某人ask sb .to marry sb.结婚get married和…结婚get /be married with …=marry …12.停止作…stop doing … 停下某事来作…stop to do …13.在开学第一天on the first day of school14.(向某人)打招呼say hello (to sb.)15.醒来wake up 叫…醒来wake sb. up16. 有一个很愉快的结局have a very happy ending17.失去了他的女朋友和他的观众lose both his girlfriend and his showIII .重要句型1.By the time I hot out,the bus had already left.2.When I got to school, I realized that I had left my backpack left.3.Wells was so convincing that hundreds of people believed the story ,and panic set of across the whole country.IV..语法. 过去完成时(1) 构成：由助动词had + 过去分词构成否定式：had not + 过去分词缩写形式：hadn’t(2) 用法:过去完成时表示在过去某一时间或动作之前已经发生或完成了的动作。
【学习实践】Unit 10 By the time I got outside, the bus
Unit 10 By the time I got outside, the bus had already left．教学设计Unit10BythetimeIgotoutside,thebushadalreadyleft．TheFirstPeriodⅠ．TeachingAimsandDemands．knowledgeobjects（1）keyVocabularyoversleep（2）TargetLanguagewhathappened?Ioverslept．AndbythetimeIgotup,mybrotherhadalreadyg ottenintheshower．2．Abilityobjects（1）Teachthestudentstousethenewwords．（2）TrainthestudentstonarratepasteventswiththePastPerfe ctTense．（3）Trainthestudents’listeningandspeakingskillswiththetargetlanguage．3．moralobjectIt’sagoodhabittogotobedearlyintheeveningandgetupearlyi nthemorning．Soyou’llneverbeinahurryinthemorning．Ⅱ．TeachingkeyPoints．keyVocabularyoversleep2．TargetLanguageNarratepasteventswiththePastPerfectTenseⅢ．TeachingDifficultPoints．TrainthestudentstonarratepasteventswiththePas tPerfectTense．2．Trainthestudentstounderstandthetargetlanguageins pokenconversation．Ⅳ．Teachingmethods．Thinkingofexamplesfromthestudents’reallives．2．makingsentencesbylookingatthepictures．Ⅴ．TeachingProceduresStepIRevision．Asksomequestionslikethis:whatvolunteerworkwouldyouliketodo?Helpthestudentstoanswer,I’dliketo…/Iloveto…/Ihopeto…2．PracticethedialogueinActivity3conpage62again．3．checkthestudents’homeworkbyaskingsomestudentstoreadtheirsentenceswit hthephrasalverbs．Thenaskthestudentstohandintheirho mework．StepⅡ1aFirstwritebythetimeontheblackboard．andtelltheclass themeaningofit．Saythissentencetotheclass:Bythetimetheteachercamein ,thestudentshadbegunreadingEnglish．Tellthemtonotethestructure"hadbegun"inthissentence ．Begunisthepastparticipleofbegin．Explainwhatisthe pastparticipleformofaverbforthestudents．Tellthemit isasthesameasthepastformforaregularverb．Andtheyhav etoremembertheirregularverbs’participlesonebyone．writeBythetimeIcameback…ontheblackboard．Saytotheclass,BythetimeIcamein．whathadhappened?Helponestudenttoanswerlikethis,Bythetimetheteacherc amein,Donhadwrittenhisnameontheblackboard．Thengetmorestudentstoanswerdifferently,Readtheinstructionstothestudentsandreadthesequestio nstotheclassaswell．whatdoyouusuallydoin,themorningbeforeschool?Doyouli kemorning?whyorwhynot?chooseonegoodstudenttoanswerthembysayingsomethinghe orsheusuallydoesinthemorning．Thenhavethewholeclasspracticeinpairs．Askeachothert hequestions．Aftertheyfinishtalking,askoneortwopairstosaytheirco nversationstotheclass．correctthemistakestheymaymak ewiththeotherstudents．callthestudents’attentiontothepicturesinActivityla．Thentellstudentstotalkaboutthepicturesingroupsoffou r．movearoundtheclassroom,listeningtostudentsandoff eringhelp．makesurethattheytalkinEnglish．Aftertheyallfinishtalking,askdifferentgroupstotellt heclassaboutthepictures．StepⅢ1bAskthestudentstoreadtheinstructionstogether．Haveth emlookatthetwocolumns,AandB,inthechart．Pointoutthe sampleanswer．Readthetwopartsofthesentence．Thengoovertheotherunconnectedpartsofsentences,too．Playtherecordingforthefirsttime．Studentsonlylisten．Thenplayitasecondtime．Letstude ntsmatchtwopartsofeachsentence．checktheanswersbyas kingsomestudentstotelltheiranswers．makesurethatallofthemhavegotthecorrectanswersbylist ening．Saycongratulationstothestudentswhogettheansw erscorrectlybyguessing．StepⅣ1cFirstplaytherecordinginActivity1bagainandletthestud entsreadafterit．Doitatleasttwice．Thenreadtheinstructionstogetherwiththewholeclass．youwillmakeconversationsinpairs．Eachofyouwillhavet otaketurnsbeingTina．LookatthepicturesinActivitylat ohelpyou．Tellyourpartnerwhathappenedtoyouthismorni ng．Askapairtoreadtheexampletotheclassbeforetheybeg irtHavethestudentsworkinpairs．movearoundtheroomofferi nglanguagesupportasneeded．Aftertheyallfinishtalking,asksomepairstosaytheircon versationstotheclass．StepⅤSummaryStepⅥHomework．writeoutthestoryofTina,Notetousethetargetlang uage．2．RevisewhentousethePastPerfectTenseandtheverbstru ctureofit．TheSecondPeriodⅠ．TeachingAimsandDemands．knowledgeobjects（1）TargetLanguageBythetimeshegottoclass,theteacherhadalreadystartedt eaching．whenshegottoschool,sherealizedshehadleftherbackpack athome．whenIgothome,IrealizedIhadleftmykeysinthebackpack．（2）TheThreeFormsoftheverbs．2．Abilityobjects（1）Trainthestudents’listeningskill．（2）Trainthestudents’writingskillwiththetargetlanguage．（3）Trainthestudents’speakingskill．（4）Trainthestudentstousethethreeformsoftheverbs．Ⅱ．TeachingkeyPoints．Listeningpracticewiththetargetlanguage．2．Usethecorrectverbformstofillintheblanksbylisteni ng．3．makesentencesusingthePastPerfectTense．4．Thethreeformsoftheverbs．Ⅲ．TeachingDifficultPoints．writeanendingforthestoryinActivity2c．2．ThethreeverbformsinGrammarFocus．Ⅳ．TeachingProceduresStepIRevision．RevisewhathappenedtoTinainthemorningbyaskingo neortwostudentstotellthestroyonpage68．2．Askstudentstocheckeachother’shomeworkinpairs,pointingoutallthemistakestheymight havemade．3．RevisethePastPerfectTensebyaskingthechildrenwhen touseitandwhatitsverbstructureis．StepⅡ2aReadtheinstructionstotheclass．Besurethatallofthemk nowwhattodo．callthestudents’attentiontothefourpictures．Getthemtoguessthecorrec torderofthepicturesfirst．Thefirstoneisgivenasasamp le．Askoneortwochildrentotelltheirstoriesbydescribi ngthepicturesaccordingtotheirownorder．Playtherecordingthefirsttime,studentsonlylisten．Pl aytherecordingagainandaskthechildrentonumbereachpic ture．checktheanswerswiththeclassandseewhohaveevergotthec orrectanswerswithoutlistening．StepⅢ2bAskthestudentstoreadtheinstructionstogether．Pointo uttheblanksinthesentencesandtheverbsinthebrackets．Letthestudentsfillintheblankswiththecorrectformsind ividually．movearoundtheclassroomcollectingthecommonmistakesth eymaymake．Aftertheyallfinishwriting,tellthemtogetreadytoliste ntotheconversationandchecktheiranswers．Playtherecording．Studentslistenandchecktheiranswer s．correcttheanswersbyaskingsevendifferentstudentst osaytheirstotheclass．StepⅣ2cAskthewholeclasstoreadtheinstructionstogether．wehaveanewtasknow．weknowTinawaslateforclass．whatd oyouthinkhappenedafterTinawaslateforclass?workwitha partner．makeupanendingforthestorybycontinuingit．T hebeginninghasbeengiven．Getstudentstodiscussinpairs．completetheending．makesuretheyaretalkinginEnglish．movearoundtheclassroo m,offeringlanguagesupportifneeded．Aftertenminutes, askstudentstostopdiscussing．Getsomepairsofstudents totelltheclasshowtheythinkthestoryendedAndletthewho leclassdecidewhoseendingisthebest．Telleachpairtowr itedowntheirending,ordoitafterclassiftimeisnotenoug h．StepⅤGrammarFocuscallstudents’attentiontothesentencesontheleft．Askfourdifferents tudentstoreadthefoursentencesandpointoutwherehadplu sapastparticipleisused．writethesentencesontheblack board．Askthestudentstomakesentencescorrectlyusingeachform oftheverbsinthebox．checktheanswers．StepⅥHomework．writedowntheendingofTina’sstory．2．makesentencesusingeachformoftheverbsbelow:leave,walk,start,oversleep,ring,be3．ReviewtheGrammarFocus．TheThirdPeriodⅠ．TeachingAimsandDemands．knowledgeobjects（1）keyVocabularybell,ring,gooff,rush,runoff,ontime,givesb．aride,lo ck,breakdown（2）TargetLanguageBythetimeIgotthere,thebushadalreadyleft．BythetimeIwokeup,myfatherhadalreadygoneintothebathr oom．2．AbilityobjectsTrainthestudents’readingskillwithtargetlanguage．Trainthestudents’speakingskillwithtargetlanguage．Ⅱ．TeachingkeyPoints．Guidethestudentstoreadthearticleinactivity3a．2．Helpthestudentsdotheoralpracticewiththetargetlan guage．Ⅲ．TeachingDifficultPoints．Helpimprovethestudents’readingskillbyActivity3a．2．Helpthestudentsdescribewhathashappenedtothemwith thetargetlanguage．Ⅳ．TeachingProceduresStepⅠRevision．RevisewhathappenedtoTinabyaskingseveralstuden tstotellthestory．2．RevisethethreeformsoftheverbsinGrammarFocusbyask ingfourstudentstowritethemoutontheblackboard．3．checkhomeworkbyaskingoneortwotoreadtheirownendin gsofthestroy．4．checkhomeworkbyaskingsomestudentstoreadthesenten ceswhichtheymade．StepⅡ3aAskthewholeclasstoreadtheinstructionstogether．ThereisanarticleinActivity3a．yourtaskistoreadthestorya ndwritetheeventsinthecorrectorder．Havealookatthesampleanswerontherightofthearticlebef oreyoustart．Thenletthechildrencompletetheworkonthe irown．Afterawhile,asksomestudentstoreporttheiransw erstotheclass．writetheeventsontheblackboardastheyr eport,puttingtheeventsinthecorrectorder．Aftercheckingtheanswers,tellstudentstoreadthearticl eagainmorecarefully．Tellthemtofindoutthewordsorsentenceswhichtheycan’tunderstandthistime．Afewminuteslater,letthestudentsaskquestionsonthewor dsandsentenceswhichtheycan’tunderstand．Dosomeexplanationandmakesurethatthestu dentsmakeeverythingclearaboutthearticle．Thenaskthestudentstoreadthearticlealoud．movearound theclassroomwhiletheyarereading,offeringhelpasneeded．NextaskstudentstopickoutthesentenceswiththePastPerf ectTense．Tellthemtounderlinethemandcomeupwiththere asontousethetence．Asktwostudentstoreadtheiranswersandexplainthesenten ces．StepⅢ3bcallthestudents’attentiontothephotoofthewomansleeping．Thegirlissle eping．Shemayoversleep．Howaboutyou?Haveyoueveroverslept?Getastudentstoanswerthequestionsimply,suchasyes,Iha ve．/No,Ihaven’t．Thenaskonestudenttoreadtheinstructionstotheclass．Explainthatdescribethecircumstancesmeanstotellwhen, whereandhowthethingshappened．Askonestudentwhohaseveroverslepttoanswerthefirstque stionanddescribethecircumstance．Helphimorherusethe PastPerfectTensetodescribethecircumstance．Thenaskstudentstoreadthequestionsandwritetheiranswe rsintheirexercisebooks．Tellthemthattheyhavetodescr ibethecircumstancesiftheiranswersareyes,andtheresho uldbeatleastonesentencewiththePastPerfectTenseineac hdescription．movearoundtheclassroomprovidingsenten cestotheoneswhoneed．Askseveralstudentstosharetheir storieswiththeclass．correctanymistakestheymaymake ．Letthemchecktheanswersinpairs．StepⅣ3cAskthewholeclasstoreadtheinstructionstogether．Then callthestudents’attentiontothesampleconversationontheright．Askapai rofthestudentstoreadtheconversationtotheclass．Plea seaskyourpartnerthequestionsinActivity3b．Askmorequ estionsifheorshesays"yes"．Askthestudentstoworkinpairs．Encouragethemtoaskasmanyquestionsastheycan．Astheywork,movearoundtheroomo fferinghelpandansweringquestionsasneeded．Asksomepa irstosaytheirconversationstotheclass．StepⅥhomework．writetheanswerstothequestionsinActivity3b．2．writeaconversationinActivity3c．TheFourthPeriodI．TeachingAimsandDemands．knowledgeobjects（1）keyVocabularycostume,showup,exhausted,embarrassed,empty,fool,Apr ilFool’sDay,gooff,stayup（2）TargetLanguagewhenIgotthere,Ifoundthathehadfooledme．Afteranhour,theotherkidsshowldup,andIrealizedthatmy brotherhadfooledme．BythetimeIgottomatchclass,IwasexhaustedbecauseIhads tayedupallnightstudying．Ifoundoutthatmyfriendhadfooledme．2．Abilityobjects（1）Trainthestudents’writing,listeningandspeakingskillswiththetargetlang uage．（2）Trainthestudentstousethenewvocabulary．Ⅱ．TeachingkeyPoints．Trainthestudents’listeningandspeakingskillswithtargetlanguage．2．Teachthestudentsthenewvocabulary．Ⅲ．TeachingDifficultPoints．Guidelisteningandoralpracticeusingthetargetla nguage．2．Helplearntousethenewvocabularycorrectly．Ⅳ．TeachingProceduresStepIRevision．RevisethearticleinActivity3aonpage70byaskings everalstudentstoreadit．2．Dictatesomewordsandphrases:3．checkthehomework．StepⅡ1a Readtheinstructionstothestudents．Remembertoreadthesentenceinthebrackets．Pointtothechartwiththethreeh eadingsNouns,VerbsandAdjectives．Readthewordsintheb racketstothestudentsandhelpthestudentstounderstandt hemeaningsofnouns,verbsandadjectives．Getastudenttoreadthesampleanswerstotheclassbeforeth eystartsay,Foolcallalsobeaverb．Askthestudentstocom pletethechartontheirown．correcttheanswersbyaskingthreestudentstoreadtheiran swerstotheclass．StepⅢ1bAskastudenttoreadtheinstructionstotheclass．Askanotherstudenttoreadtheexampleontheright．workinpairsnow．Tellyourpartneraboutsomethingthatha shappenedtoyourecently．Notetousetwoormorephrasesfr omthelistinActivityla．Gettilestudentstotalkinpairs ．movearoundtheclassroomcheckingtheirworkandofferin glanguagesupportasneeded．Aftertheyallfinishtalking,asksomepairstosaytheirconversationstotheclass．StepⅣ2aSaysomethingaboutAprilFool’sDaytothestudentscallthestudents’attentiontothefourpictures．Askthestudentswhatishap peningineachpicture．Askfourdifferentstudentstodescribethepictures．Readtheinstructionstotheclass．Playthetapethefirsttime．Thestudentsonlylisten．The nplaythetapeagain．Askthestudentstowriteeachboy’snameinthecorrectbox．checktheanswersbyaskingdiffer entstudentstotelltheirownanswers．StepⅤ2bReadtheinstructionstotheclass．Therearesixphrasesin thebox．yourtaskistofindoutwhosayseachofthephrases, Dave,Nickorjoeafterlisteningtothesamerecording．And write"D"forDave,"N"forNickand"j"forjoesontheshortli nesbeforethephrases．Lookatthefirstone．Theanswerha sbeengivenasasample．Playtherecordingthefirsttime．Thestudentsonlylisten ．Thenplaytherecordingagain．Askthestudentstowritet helettersintheblanks．Asksixdifferentstudentstorepo rttheiranswerstotheclass．checktheanswerswiththecla ss．StepⅥ2cThisactivityprovidesoralpracticeusingthetargetlangu age．Firstplaytherecordingagain．Pauseaftereachsentencea ndgetthestudentstorepeat．Doitatleasttwice．Askastudenttoreadtheinstructionstotheclass．Thenhav ethemlookatthesampleconversationontheright．Askapai rofthestudentstoreadandtrytocontinueitThenaskthestudentstoworkinpairs．Eachpairmakestwoconversationsusinginformationfromth eearlieractivities．movearoundtheroomastheywork,offeringhelpasneeded．A skoneortwopairstosaytheirconversationstotheclass．StepⅦHomework．writesomethingthathashappenedtoyourecently．U setwoormorephrasesfromthelistinActivity1a．2．writeaconversationinActivity2c．TheFifthPeriodⅠ．TeachingAimsandDemands．knowledgeobjects（1）keyVocabularyannounce,describe,convince,panic,setoff,authority,r eveal,hoax,flee/fled/fled,spaghetti,girl-friend,Sho w,marry,thrill,getmarried,reply,ending（2）ThereadingpassagesaboutAprilFool’sDay．（3）writestorieshappenedonAprilFool’sDay．2．Abilityobjects（1）Trainthestudents’readingskill．（2）Trainthestudents’writingandspeakingskills．Ⅱ．TeachingkeyPoints．Teachthestudentsthenewvocabulary．2．Helpthestudentsunderstandthethreearticles．3．GuidethestudentstowritestorieshappenedonAprilFoo l’sDay．Ⅲ．TeachingDifficultPoints．Helpthestudentsunderstandthethreearticles．2．HelpthestudentswritethestorieshappenedonAprilFoo l’sDay．Ⅳ．TeachingProceduresStepIRevision．Revisethethreeboy’sstorieshappenedonAprilFool’sDay．Askthreedifferentstudentstotelltheirstoriesto theclass．2．checkthehomework．StepⅡ3aReadtheinstructionstothestudents．you’llhavetoreadthreearticles．Thethreearticlesareabout threedifferentstorieshappenedonAprilFool’sDay．Notallofthemaretrue．Tellwhichofthesestoriesisthemo stbelievableandwhichistheleastbelievable．Andyouhavetotellthereasonsaswell．Atlast,thinkoverifyouwould befooledbyanyofthestories．Readthefirstarticletotheclass．Thestudentslookatthe irbooks,listentotheteacherandfindouttheanswerstothe questionsintheinstructions．Afterreading,askthestudentsifitisbelievableandwhy．Askseveralstudentstotelltheiropinionsonthebelievabi litythefirstarticle．Theymaysaylikethis:Ithinkitisbelievablebecausetheexacttimeandperson’snamearegiveninthefirstsentence,or,Idon’tthinkit’sbelievablebecauseIthinknoonedaredtofoolthepeopleli kethat．Dothesamewiththetwoarticlesleft．Asktwogoodstudentstoreadthearticlesinsteadoftheteac her．Elicitstudents’reasonsfortheiranswers．Atlasttellthestudentsthecor rectanswer．StepⅢ3bReadtheinstructionstotheclass．Playtherecordingagai ntohelpthestudents．Askthreedifferentstudentstoreadthenotestotheclass．Helpthestudentsmakesentenceswiththenotesfirst．Aftermakingsentences,askthestudentstowriteamagazine storyaboutNickinActivities2aand2b,usingthenotesbelo w．Astheywrite,movearoundtheroomofferinghelpandansw eringquestionsasneeded．Afteraroundtenminutes,askastudenttoreadthecompleted articletotheclass．Therestoftheclasshelpcorrectthemistakesthestudentma yhavemade．Getthemtocheckeach’other’swritingcarefullyinpairs．StepⅣ3cReadtheinstructionstotheclass．Besurethatthestudent sknowwhattheyareaskedtodo．Atfirst,havethestudentsthinkwhattheymightwriteabout．Thentellthemtomakealistofideasbeforestartingwriting ．Thelistshouldincludethethreeparts,whathappenedfir st,whathappenednext,andwhatyoufinallyrealized．writeasamplelistontheblackboard:Nextaskthestudentstowritetheirjokes．Asksomestudentstoreadtheirarticlestotheclass．corre ctasmanyofthearticlesaspossibleinclass．StepⅤ4Readtheinstructionstotheclass．Reviewthemeaningsoff unniest,mostembarrassingandmostcreative．Havetheclasshavealookatthesampleconversationinthebo xbeforereading．Askapairofthestudentstoreadittotheclass．Thenaskthestudentstoreadtheirstoriestotheclass．Aft erallofthestudentshaveread,asktheclasstovoteforthef unniest,mostembarrassingandmostcreativestories．StepⅥHomework．Readthethreearticlesaloudafterclass．2．correctthemagazinestoryandthejokeyouhavewritten．3．Trytorememberthenewvocabulary．TheSixthPeriodⅠ．TeachingAimsandDemands．knowledgeobjects（1）Verbsrush,realize,invite,showup,stayup．（2）writeanarticleaccordingtothepicturesgiven．（3）Vocabularyhomework,look,costume,empty2．Abilityobjects（1）Trainthestudentstousetheseverbscorrectly: rush,realize,invite,showup,stayup．（2）Trainthestudents’writingskill．Ⅱ．TeachingkeyPoints．Helpthestudentshaveaselfcheckonthekeywordsand targetlanguageofthisunit．2．Practiseusingtheseverbs:rush,realize,invite,showup,stayup．3．Reviewthenewvocabularyintroducedinthisunit:homew ork,lock,costume,empty．4．Directthestudentstowriteanarticleaccordingtothep icturesgiven．Ⅲ．TeachingDifficultPoints．Helpthestudentsmakesentenceswiththeverbs．2．Directthestudentstowriteanarticlewiththepictures given．Ⅳ．TeachingProceduresStepIRevision．RevisethecontentsinthethreearticlesinActivity 3aonpage72byaskingsomequestions2．Askthreedifferentstudentstoreadthearticles．StepⅡPart1Thisactivityfocusesonvocabularyintroducedintheunit ．Focusattentiononthebox．Inviteastudenttoreadthevo cabularywordsatthetop．Askstudentstofillintheblanksontheirown．checktheans wers．Askstudentstomaketheirownsentenceswiththewords,pref erablysentencesthataremeaningful．movearoundtheroom ．collectafewstudents’answerswithmistakesontheblackboard．Alongwiththestu dents’helpcorrectthemistakes．StepⅢPart2Havethestudentslookatthesevenpictures．Tellthechild renthatthepicturesareconnectedtoeachotherinanorder．Ask:whatishappeningtoming?Getthewholeclasstoreadtheinstructions．Thenaskthest udentstodescribeeachpictureinorder．writesomeuseful sentencesontheblackboard．Forexample,forthefirstpic ture,helpthestudentstosaymingwakesupat10:00andthink ssheislateforschool．Afterawhile,askafewstudentstotelltheclassaboutming’sday．Lettherestoftheclasshelpcorrectthemistakestha ttheymayhavemade．Tellthemtoexchangetheirarticleswiththeirpartnersand helpeachothercorrectthemistakes．Askthestudentstore writetheirarticlestomakethearticlesperfectafterclas s．StepⅣPart3callthestudents’attentiontothebox．Havethemlookatthefourgroupsofwor ds．Getthestudentstoreadtheinstructionstogether．As kthemtocirclethewordsthatdon’tbelongineachgroup．Thefirstonehasbeengivenasamodel．Asksomestudentstotelltheiranswerstotheclass．checkt heanswerswiththewholeclass．StepⅤjustforFun!callthestudents’attentiontothecartoonpictures．Tellthemtoseewhathap pens．Askthestudentstoreadthesentencesunderthepicturestog精品推荐范文学习ether．Thenaskthechildrenwhatis,funnyaboutthiscartoon．Hel pthestudentstoanswerlikethis:Theboysawthecloudsandhefelttherainlongbeforehegotho me．Heshouldhaverealizedmuchsoonerthathehadforgotte nhisumbrella．StepⅥHomework．Reviseallthelanguagepointsinthisunit．2．Finishofftheexercisesonpages36～38oftheworkbook．3．makeanothermoresentencewitheachverbbelow,rush,re alize,invite,showup,stayup．4．Rewritethearticle．精品推荐范文学习。
九年级全Unit 10 By the time I got outside, the bus had
Look at the pictures below and tell what happened to Tina this morning.
Tina had a terrible morning yesterday.
She overslept _______ .When she got up, her brother had already gotten in the ___________________________
She had to run to school quickly. She had to rush to school.
When Tina got to school, she realized
=By the time
she had left her backpack at home.
1b
Help Tina complete the sentences.
shower By the time she_________, got outside _______.
had already left So she had the bus _____________. run to school Oh ,dear________ to___________.
When she got to school , she realized _____________________________ she had left her backpack at home. _____________________________.
6:50
went to work
brushed my teeth
washed my face
新目标Unit 10 By the time I got outside, the bus had
新目标Unit 10 By the time I got outside, the bus had already left．教学设计www.5ykj.comUnit10BythetimeIgotoutside,thebushadalreadyleft．一．学习目标（LanguageGoal）1．Learntonarratepastevents．学会描述过去所发生的事情。
2．LearntoexpresssomethingwithPastPerfectTense.学习使用过去完成时态。
3．Strengthentheconsciousnessofdoingthingsregularly ．做事加强连续性，有条不紊。
二．重点词组（keyphrases）1．bythetime到…时候为止2．getoutside到外边3．gettoschool到学校4．getup起床5．getintotheshower 去洗澡6．gethome到家7．startdoing/todosth开始做某事8．belatefor迟到9．gooff（闹钟）闹响10．wakeup醒来11．comeout出来，出现12．runoff迅速离开，跑掉13．ontime准时14．intime及时15．comeby（走）过来16．givesbaride让某人搭车17．breakdown损坏，坏掉18．showup出席，露面19．stayup熬夜20．acostumeparty一个化装舞会21．sthhappentosb某事发生在某人身上22．so…that…如此…以至于23．setoff出发，开始24．AprilFool'sDay愚人节25．getmarried结婚26．marrysb 与某人结婚27．both…and…二者…都…28．getdressed穿好衣服29．onthefirstday在第一天三.[交际用语]1．Bythetimeshegotup,herbrotherhadalreadygoneint othebathroom．2．Bythetimeshewentoutside,thebushada lreadygone3．Bythetimeshegottoclass,theteacherhadal readystartedteaching．4．whenshegottoschool,shereal izedshehadleftherbackpackathome5．Haveyoueveroversl ept?6．Haveyoueverbeenlateforschool?四.[重点难点释义]1．getto意为“到达”。
[推荐精选]Unit 10 By the time I got outside上课教学方案设计
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Unit 10 By the time I got outside教学设计www.5y Unit10BythetimeIgotoutside,thebushadalreadyleft．一、学习目标（LanguageGoal）．Learntonarratepastevents．学会描述过去所发生的事情。
2．LearntoexpresssomethingwithPastPerfectTense.学习使用过去完成时态。
3．Strengthentheconsciousnessofdoingthingsregularly ．做事加强连续性，有条不紊。
二、重点词组（keyphrases）．bythetime到…时候为止2．getoutside到外边3．gettoschool到学校4．getup起床5．getintotheshower去洗澡6．gethome到家7．startdoing/todosth.开始做某事8．belatefor迟到9．gooff（闹钟）闹响0．wakeup醒来1．comeout出来，出现2．runoff迅速离开，跑掉3．ontime准时4．intime及时5．comeby（走）过来6．givesb.aride让某人搭车7．breakdown损坏，坏掉8．showup出席，露面9．stayup熬夜20．acostumeparty一个化装舞会21．sth.happentosb.某事发生在某人身上22．so…that…如此…以至于23．setoff出发，开始24．AprilFool'sDay愚人节25．getmarried结婚26．marrysb.与某人结婚27．both…and…二者…都…28．getdressed穿好衣服29．onthefirstday在第一天三、[交际用语]．Bythetimeshegotup,herbrotherhadalreadygoneint othebathroom．2．Bythetimeshewentoutside,thebushadalreadygone3．Bythetimeshegottoclass,theteacherhadalreadystart edteaching．4．whenshegottoschool,sherealizedshehadleftherbackp ackathome5．Haveyoueveroverslept?6．Haveyoueverbeenlateforschool?四、[重点难点释义]．getto意为“到达”。