九年级英语By the time I got outside, the bus had already left Section B 2新人教版.doc

By the time I got outside, the bus had already left
The Fifth Period
Ⅰ． Teaching Aims and Demands
1．Knowledge Objects
（1） Key Vocabulary
announce, describe, convince, panic, set off, authority, reveal, hoax,
flee/fled/fled, spaghetti, girl-friend, Show, marry, thrill, get married,
reply, ending
（2） The reading passages about April Fool’s Day．
（3） Write stories happened on April Fool’s Day．
2． Ability Objects
（1） Train the students’ reading skill．
（2） Train the students’ writing and speaking skills．
3． Moral Object
Try to collect the jokes happened on April
Fool’s Day and share them with your friends．
Ⅱ． Teaching Key Points
1． Teach the students the new vocabulary．
2． Help the students understand the three articles．
3． Guide the students to write stories happened on April Fool’s Day．
Ⅲ． Teaching Difficult Points
1． Help the students understand the three articles．
2． Help the students write the stories happened on April Fool’s Day．
Ⅳ． Teaching Methods
1． Reading method．
2． Write a passage using the notes．
3． Tell jokes．
Ⅴ． Teaching Aids
A project and a tape recorder．
Ⅵ． Teaching Procedures
Step I Revision
1． Revise the three boy’s stories happened on April Fool’s Day． Ask three different students to tell their stories to the class．
2． Check the homework． Ask some students to read their stories and conversations to the class． Then have them check each other’s homework in pairs．
Step Ⅱ 3a
This activity provides reading practice using the target language．
Show the new words and expressions on the screen by a projector．
announce v． 宣告；通告
describe v． 描述；描绘
convince v．使确信；使信服
panic n． 恐慌；惊恐
set off 激起；引起
authority n． 权威机构；行政管理机构
reveal v．揭示;揭露
hoax n． 骗局；恶作剧；玩笑
flee n． 逃跑；逃走
spaghetti n． 意大利式细面条
girlfriend n． 女朋友
show n,演出；展示；炫耀
marry v．嫁；娶；与……结婚
thrill v． 回答：答复
ending n． 结局；结尾
get married 结婚
reply v． 回答；回复
Call the students’ attention to the screen．
Point to the words on the screen one by one．
And Teach the students to read the words several times． Make sure that the students can read each word correctly．
Read the instructions to the students．
You’ll have to read three articles． The three articles are about three different stories happened on April Fool’s Day．
Not all of them are true． Tell which of these stories is the most believable and which is the least believable． And you have to tell the reasons as well． At last, think over if you would be fooled by any of the stories．
Read the first article to the class． The students look at their books, listen to the teacher and find out the answers to the questions in the instructions．
After reading, ask the students if it is believable and why． Ask several students to tell their opinions on the believability the first article． They may say like this:
I think it is believable because the exact time and person’s name are given in the first sentence, or, I don’t think it’s believable because I think no one dared to fool the people like that．
Do the same with the two articles left．
Ask two good students to read the articles instead of the teacher． Elicit students’ reasons for their answers． At last tell the students the correct answer．
Answers
The first story really happened． The radio program was called "The War of the World．"
Step Ⅲ 3b
This activity provides reading and writing practice using the target language．
Read the instructions to the class． Play the recording again to help the students．
Ask three different students to read the notes to the class．
Help the students make sentences with the notes first．
Look at the first line of the notes, please．
Let’s see what happened first by making sentences using the notes．
Let the students make sentences with the phrases given in the first line orally, based on the story happened to Nick． For example, when the alarm went off, Nick got up, took a shower, got dressed, and went to school． Then go on with the second line． They may say:
But when he got to school, the school was empty, An hour later, the other kids showed up．
The sample sentence for the third line．
He realized that his brother had fooled him．
After making sentences, ask the students to write a magazine story about Nick in
Activities 2a and 2b, using the notes below． As they write, move around the room offering help and answering questions as needed．
After around ten minutes, ask a student to read the completed article to the class．
The rest of the class help correct the mistakes the student may have made． Get them to check each’ other’s writing carefully in pairs．
A sample answer
On April Fool’s Day Nick’s alarm went off． He got up and took a shower． Then he got dressed and went to school． When he got to school, the building was empty．
An hour later the other kids showed up．
Then he realized that his brother had fooled him． His brother had set his alarm an hour earlier．
Step Ⅳ 3c
This activity provides writing practice using the target language．
Read the instructions to the class． Be sure that the students know what they are asked to do． At first, have the students think what they might write about．
Then tell them to make a list of ideas before starting writing． The list should include the three parts, what happened first, what happened next, and what you finally realized． They can use the notes in
Activity 3b as samples．
Write a sample list on the blackboard:
What happened first: school gate/met
Don/Li Lei/waiting for/on the playground/ran to the playground．
What happened next: got to the playground/no one was there．
What I realized: Don/fooled me
Next ask the students to write their jokes． Tell them they can use the article they wrote for Activity 3b as a model．
After they start to write, move around the room providing help as needed．
Ask some students to read their articles to the class． Correct as many of the articles as possible in class．
A sample writing
On April Fool’s Day I met Don at the school gate． He told me that Li Lei was waiting for me on the playground． Then I ran to the playground． When I got there, I found no one was on the playground．
Then I realized that Don had fooled me．
Step Ⅴ 4
This activity provides reading, speaking and listening practice using the target language．
Read the instructions to the class． Review the meanings of funniest, most embarrassing and most creative． Say, Each of you has to read your joke to the class．
The class will vote on the funniest joke, the most embarrassing joke and the most creative joke．
Have the class have a look at the sample conversation in the box before reading．
Ask a pair of the students to read it to the class．
SA: What’s your joke?
SB: Well, last year, on the first day of school, my sister put a piece of paper on my back that said "Please say hello． "All day at school, many strange said hello to me．
Write the conversation on the blackboard． Then ask the students to read their stories to the class． After all of the students have read, ask the class to vote for the funniest, most embarrassing and most creative stories．
Step Ⅵ Summary
In this class, we read three articles first． And then we wrote a magazine story based on some notes． Next we wrote a joke． At last, we voted for the funniest joke, the most embarrassing joke and the most creative joke．
However, we’ve done much reading, writing and speaking practice．
Step Ⅶ Homework
1． Read the three articles aloud after class．
2． Correct the magazine story and the joke you have written．
3． Try to remember the new vocabulary．
Step Ⅷ Blackboard Design
By the time I got outside, the
bus had already left．
Section B
The Fifth Period
1． Sample notes to Activity 3c:
What happened first: school gate/met
Don/Li Lei/waiting for/on the play-ground/ran to the playground．
What happened next: got to the play-ground/no one was there．
What I realized: Don/fooled me．
2． Target language:
A: What’s your joke?
B: Well, last year, on the first day of school, my sister put a piece of paper on my back that said "Please say hello． "All day at school, many strangers said hello to me．