新目标英语九年级Unit10教案.doc

Unit 9 By the time I got outside, the bus had already left．

The First Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary
oversleep
（2） Target Language
What happened?
I overslept． And by the time I got up, my brother had already gotten in the shower．
2． Ability Objects
（1） Teach the students to use the new words．
（2） Train the students to narrate past events with the Past Perfect Tense．
（3） Train the students’ listening and speaking skills with the target language．
3． Moral Object
It’s 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．
Ⅱ． Teaching Key Points
1． Key Vocabulary
oversleep
2． Target Language
Narrate past events with the Past Perfect Tense
Ⅲ． Teaching Difficult Points
1． Train the students to narrate past events with the Past Perfect Tense．
2． Train the students to understand the target language in spoken conversation．
Ⅳ． Teaching Methods
1． Thinking of examples from the students’ real lives．
2． Making sentences by looking at the pictures．
Ⅴ． Teaching Aid
A tape recorder
Ⅵ． Teaching Procedures
Step I Revision
1． Revise the language points in Unit 8．
Ask some questions like this: What volunteer work would you like to do?
Help the students to answer, I’d like to…/I love to…/I hope to…
2． Practice the dialogue in Activity 3c on page 62 again． Get students to role play the similar dialogues with the following．
SA: I’d like to join the school volunteer project, but I’m not sure what I should do．
SB: What do you like doing?
SA: I love playing football．
SB: Well, you could help coach a football team for little kids． Let the children practice in pairs．
3． Check the students’ homework by asking some students to read their sentences with the phrasal verbs． Then ask the students to hand in their homework．
4． Dictate the following words：
clean up, cheer up, give out, put off, set up, run out of, take after, fix up, give
away, call up, hand out, work out, hunger, establish, commitment, veterinarian, strategy
Step Ⅱ 1a
This activity introduces new vocabulary which can be used to narrate past events．
First write by the time on the blackboard． and tell the class the meaning of it．
"by the time" means not later than, before, as soon as, or when the indicated comes． When we use the words． "By the time…, "we are talking about two different things that happened in the past． Say this sentence to the class: By the time the teacher came in, the students had begun reading English．
Tell them to note the structure "had begun" in this sentence． Begun is the past participle of begin． When we talk about two events both happened in the past, the one which happened earlier should use and plus a past participle． The words following By the time…, talk about the thing that happened later． And tell the students when they use had plus a past participle, they are using the Past Perfect Tense． Also explain what is the past participle form of a verb for the students． Tell them it is as the same as the past form for a regular verb． And they have to remember the irregular verbs’ participles one by one．
Play a game to help the students understand the sentences with the words By the time…Do it like this:
Pretend that the teacher will leave the classroom and the students will do some things． When the teacher returns． the class will make statements starting with By the time…
Write By the time I came back…on the blackboard．
Say to the class, By the time I came in． what had happened?
Help one student to answer like this, By the time the teacher came in, Don had written his name on the blackboard．
Then get more students to answer differently, such as,
By the lime the teacher came in, we had discussed an English problem．
By the time the teacher came in, I had drawn a picture．
Write these sentences on the blackboard, and teach the students to read several times．
Read the instructions to the students and read these questions to the class as well．
What do you usually do in, the morning before school? Do you like morning?
Why or why not?
Choose one good student to answer them by saying something he or she usually does in the morning．
He or she may answer like this,
I usually get up early, wash my face and have breakfast． I like mornings because the air is fresh, or I usually get up as late as possible． Then I have to wash my face and have breakfast in a hurry． I often rush to school without breakfast． Sometimes I forget something at home． I don’t like mornings because I am always too busy．
Then have the whole class practice in pairs． Ask each other the questions．
After they finish talking, ask one or two pairs to say their conversations to the class． Correct the mistakes they may make with the other students．
Call the students’ attention to the pictures in Activity la． Ask students to tell what they see．
Say, Any sentences which make sense are accepted to describe the pictures．
The girl in the pictures is Tina． Present the new words by providing sentences showing the meanings of them like this:
T: What can you see in Picture 1?
S1: She slept a long time．
T: That’s correct． She slept too late． She overslept． Class repeat． She overslept．
Ss: She overslept．
T: What do you see in Picture 2?
S2: Her brother or sister is in the bathroom．
T: That’s correct． She wants to go into the bathroom． She can’t because someone is taking a shower． Class repeat． Someone is taking a shower．
Ss: Someone is taking a shower．
Write these words on the blackboard:
overslept, taking a shower, had left, left her backpack at home．
Then tell students to talk about the pictures in groups of four． Move around the classroom, listening to students and offering help． Make sure that they talk in English．
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
Unit 9 By the time I got outside, the
bus had already left．
Section A
The First Period
1． By the time…
By the time the teacher came in, the students had begun reading．
By the time the teacher came in, Don had written his name on the blackboard．
By the time the teacher came m, we had discussed an English problem．
2． Some words to describe the pictures overslept, taking a shower, had left, left her backpack at home．
3． Target Language:
A: What happened?
B:I overslept． And by the time I got up, my brother had already gotten
in the shower．

Unit 9 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 story 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 story 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 2a
This 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 order of the pictures first． The first one is given as a sample． Ask one or two children to tell their stories by describing the 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．
Answers
The pictures should be numbered in this order:
3 1 2 4
Tapescript
Boy: 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 2b
This 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．
Answers
1． got home 2． realized 3． had left
4． got 5． had rung 6． walked 7． had started
Step Ⅳ 2c
This 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 wa