1． Write an ending for the story in Activity 2c．

4． The three forms of the verbs．

3． Make sentences using the Past Perfect Tense．

2． Use the correct verb forms to fill in the blanks by listening．

1． Listening practice with the target language．

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．

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． Revise when to use the Past Perfect Tense and the verb structure of it．

The Second Period

1． Write out the story of Tina, Note to use the target language．

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．

　Step Ⅱ 1a

First write by the time on the blackboard． and tell the class the meaning of it．

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． 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．

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,

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．

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．

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．

Step Ⅲ 1b

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．

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．

Step Ⅳ 1c

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

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

Step Ⅵ Homework