2． Help the students do the oral practice with the target language．

1． Guide the students to read the article in activity 3a．

2． Ability Objects

　Train the students’ reading skill with target language．

　Train the students’ speaking skill with target language．

1． Knowledge Objects

(1) Key Vocabulary

bell, ring, go off, rush, run off, on time, give sb． a ride, lock, break down

(2) Target Language

　By the time I got there, the bus had already left．

　By the time I woke up, my father had already gone into the bathroom．

3． Review the Grammar Focus．

The Third Period

2． Make sentences using each form of the verbs below:

leave, walk, start, oversleep, ring, be

1． Write down the ending of Tina’s story．

3． Revise the Past Perfect Tense by asking the children when to use it and what its verb structure is．

Step Ⅱ 2a

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．

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．

Step Ⅲ 2b

Ask the students to read the instructions together． Point out the blanks in the sentences and the verbs in the brackets．

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．

Play the recording． Students listen and check their answers． Correct the answers by asking seven different students to say theirs to the class．

Step Ⅳ 2c

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．

Step Ⅴ Grammar Focus

Call students’ attention to the sentences on the left． Ask four different students to read the four sentences and point out where had plus a past participle is used． Write the sentences on the blackboard．

Ask the students to make sentences correctly using each form of the verbs in the box．

Check the answers．

Step Ⅵ Homework

2． Ask students to check each other’s homework in pairs, pointing out all the mistakes they might have made．

Step I Revision

1． Revise what happened to Tina in the morning by asking one or two students to tell the stroy on page 68．