1. Help improve the students’ reading skill by Activity 3a.

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

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

3. Moral Object

　Have you ever done anything carelessly?

　Share your story with your friends.

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.

Step Ⅷ Blackboard Design

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

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

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.

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 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

This activity introduces the target language of this unit. 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.

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.

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.

Step Ⅵ Summary

Say, 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 Homework