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首页>英语>教案>英语Unit6《 By the time I got outside》教案1(鲁教版九年级)

英语Unit6《 By the time I got outside》教案1(鲁教版九年级)

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资料类别:  英语/教案 所属版本:  鲁教版
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Unit 6 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 struture "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 Unit6 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 6 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 stroy 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 stroy 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 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. Sample ending of the story The teacher looked at Tina and said, " Why are you late and where is your homework, Tina?" "I had a bad morning today. " Tina said sadly. "I’m sorry to hear that, but may I know what happened? said the teacher. Then Tina told the teacher and the whole class her story. All her classmates laughed loudly after it. Some of them said, "Poor Tina!" Bob, one of Tina’s classmates, stood up and said, "Well, Tina, I’d love to help you. Why not let me keep the keys for you? I would put your keys in my backpack." 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. For example: I usually get up at 6:30. I got up at 5:30 yesterday. By the time I got up, my sister had already gotten in the shower. 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. Some sample sentences with the three verb forms 1. I got up at 6:30 every day. I got up at 6:00 yesterday. By the time I got up, my sister had already gotten in the shower. 2. We usually go to school at 7:30. We went to school at 8:30 yesterday. By the time we got to the classroom, the students had gone to the chemistry lab. 3. My father leaves home at 8:30. He left home at 9:30 this morning. When my father went outside, the bus had left. 4. The teacher often starts teaching at 9:00. The teacher started teaching at 8:30 the day before yesterday. When Tina got to class, the teacher had already started teaching. The three forms of the verbs used in this unit: Leave left left Walk walked walked start started started oversleep overslept overslept ring rang rung be was/were been 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 1. Write down the ending of Tina’s story. 2. Make sentences using each form of the verbs below: leave, walk, start, oversleep, ring, be 3. Review the Grammar Focus. Step Ⅷ Blackboard Design Unit 6 By the time I got outside, the bus had already left. Section A The Second Period Target Language: 1. By the time she got up, her brother had already gone into the bathroom. 2. By the time she went outside, the bus had already gone. 3. By the time she got to class, the teacher had already started teaching. 4. When she got to school, she realized she had left her backpack at home. Verbs: Get got gotten Go went gone leave left left start started started Unit 6 By the time I got outside, the bus had already left. The Third Period Ⅰ. Teaching Aims and Demands 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. 2. Ability Objects Train the students’ reading skill with target language. Train the students’ speaking skill with target language. 3. Moral Object Have you ever done anything carelessly? Share your story with your friends. Ⅱ. Teaching Key Points 1. Guide the students to read the article in activity 3a. 2. Help the students do the oral practice with the target language. Ⅲ. Teaching Difficult Points 1. Help improve the students’ reading skill by Activity 3a. 2. Help the students describe what has happened to them with the target language. Ⅳ. Teaching Methods 1. Get the main idea by reading. 2. Pairwork. Ⅴ. Teaching Aid A projector Ⅵ. Teaching Procedures Step Ⅰ Revision 1. Revise what happened to Tina by asking several students to tell the story. 2. Revise the three forms of the verbs in Grammar Focus by asking four students to write them out on the blackboard. 3. Check homework by asking one or two to read their own endings of the stroy. 4. Check homework by asking some students to read the sentences which they made. 5. Ask the students to hand in their homework. Some sample sentences with the verbs used in this unit: 1. I leave home at 7:30 every morning. I left home at 8:00 this morning. By the time I got to the airport, the plane had left. 2. I walk to school sometimes. I walked to school yesterday afternoon. When I got there, the sick girl had walk away. 3. The meeting start at 3:00 every Wednesday afternoon. The meeting started at 3: 30 last Wednesday afternoon. As soon as Mr. Jones got to the meeting room, the meeting had already started. 4. Tina seldom oversleeps. Tina overslept this morning. Tina said she had never overslept before. 5. The hell rings at 8:10 every morning. The bell rang at 7:10 this morning. When I got to school, the first bell had rung. 6. I am here now. I was at home last night. I had been here for 20 years by the end of 2003. Step Ⅱ 3a This activity provides reading and writing practice using the target language. Show the vocabulary on the screen by a project: bell n. 钟;铃 ring v. 鸣;响 go off 闹钟(闹响) rush v.冲;奔 rush off 跑掉;迅速离开 on time 准时 give sb. a ride让某人搭便车 lock v. 锁;锁上 break down 损坏;坏掉 Point to the words one by one and teach the students to read them. Do it several times. Then ask several students to read the words to see if they can pronounce each word correctly. Ask the whole class to read the instructions together. There is an article in Activity 3a. Your task is to read the story and write the events in the correct order. Have a look at the sample answer on the right of the article before you start. Then let the children complete the work on their own. After a while, ask some students to report their answers to the class. Write the events on the blackboard as they report, putting the events in the correct order. After checking the answers, tell students to read the article again more carefully. Tell them to find out the words or sentences which they can’t understand this time. A few minutes later, let the students ask questions on the words and sentences which they can’t understand. Do some explanation and make sure that the students make everything clear about the article. Then ask the students to read the article aloud. Move around the classroom while they are reading, offering help as needed. Next ask students to pick out the sentences with the Past Perfect Tense. Tell them to underline them and come up with the reason to use the tence. Ask two students to read their answers and explain the sentences. Answers 1. alarm clock didn’t go off 2. father went to bathroom 3. woke up late 4. took shower 5. had some breakfast 6. bus left 7. ran to bus stop 8. started walking 9. got a ride with a friend 10. bell ringing 11. got to school 12. got to class Sentences with the Past Perfect Tense in the article: 1. …by the time I woke up, my father had already gone into the bathroom and… 2. Unfortunately, by the time I got there, the bus had already left. Step Ⅲ 3b This activity provides reading and writing practice using the target language. Call the students’ attention to the photo of the woman sleeping. The girl is sleeping. She may oversleep. How about you? Have you ever overslept? Get a students to answer the question simply, such as Yes, I have. /No, I haven’t. Then ask one student to read the instructions to the class. We can see six questions in the box. You’ll have to read the questions in the box and you have to describe the circumstances in which these things happened. Explain that describe the circumstances means to tell when, where and how the things happened. Ask one student who has ever overslept to answer the first question and describe the circumstance. Help him or her use the Past Perfect Tense to describe the circumstance. Then ask students to read the questions and write their answers in their exercise books. Tell them that they have to describe the circumstances if their answers are Yes, and there should be at least one sentence with the Past Perfect Tense in each description. Move around the classroom providing sentences to the ones who need. Ask several students to share their stories with the class. Correct any mistakes they may make. Let them check the answers in pairs. Step Ⅳ 3c This activity provides listening and speaking practice using the target language. Ask the whole class to read the instructions together. Then call the students’ attention to the sample conversation on the right. Ask a pair of the students to read the conversation to the class. Please ask your partner the questions in Activity 3b. Ask more questions if he or she says "Yes". Ask the students to work in pairs. Encourage them to ask as many questions as they can. As they work, move around the room offering help and answering questions as needed. Ask some pairs to say their conversations to the class. Step Ⅵ Summary Say, In this class, we’ve learned an article. And we’ve done much practice in reading, listening, speaking and writing. We’ve done much practice with the target language. StepⅦ Homework 1. Write the answers to the questions in Activity 3b. 2. Write a conversation in Activity 3c. Step Ⅷ Blackboard Design Unit6 By the time I got outside, the bus had already left. Section A The Third Period Answers to Activity 3a: 1. alarm clock didn’t go off 2. father went to bathroom 3. woke up late 4. took shower 5. had some breakfast 6. bus left 7. ran to bus stop 8. started walking 9. got a ride with a friend 10. bell ringing 11. got to school 12. got to class Unit 9 By the time I got outside, the bus had already left. The Fourth Period I. Teaching Aims and Demands 1. Knowledge Objects (1) Key Vocabulary costume, show up, exhausted, embarrassed, empty, fool, April Fool’s Day, go off, stay up (2)Target Language When I got there, I found that he had fooled me. After an hour, the other kids showld up, and I realized that my brother had fooled me. By the time I got to match class, I was exhausted because I had stayed up all night studying. I found out that my friend had fooled me. 2. Ability Objects (1) Train the students’ writing, listening and speaking skills with the target language. (2)Train the students to use the new vocabulary. 3. Moral Object Have you ever been fooled on April Fool’s Day? Share your story with your friends. Ⅱ. Teaching Key Points 1. Train the students’ listening and speaking skills with target language. 2. Teach the students the new vocabulary. Ⅲ. Teaching Difficult Points 1. Guide listening and oral practice using the target language. 2. Help learn to use the new vocabulary correctly. Ⅳ. Teaching Methods 1. Listening 2. Pairwork and groupwork Ⅴ. Teaching Aid A tape recorder Ⅵ. Teaching Procedures Step I Revision 1. Revise the article in Activity 3a on page 70 by asking several students to read it. 2. Dictate the following words and phrases: bell, ring, go off, rush, run off, on time, give sb. a ride lock, break down. 3. Check the homework. Step Ⅱ 1a This activity reviews vocabulary, introduces some new vocabulary, and provides writing practice. Read the instructions to the students. Remember to read the sentence in the brackets. Point to the chart with the three headings Nouns, Verbs and Adjectives. Read the words in the brackets to the students and help the students to understand the meanings of nouns, verbs and adjectives. Teach the students to read the new vocabulary below: costume, show up, exhausted, embarrassed, empty, fool, April Fool’s Day Write them on the blackboard or show them on a screen by a projector while teaching. Tell the children the meaning of each word and do a little explanation. Then call the students’ attention to the list of the words on the left. Ask a student to read them and tell the meanings at the same time. Find out the words which the students don’t understand and give some explanation. Please put these words in the correct columns in the chart. Some words can be put in more than one column. Get a student to read the sample answers to the class before they start say, Fool call also be a verb. For example, He fooled me. So it is put in both Column Nouns and Column Verbs. Ask the students to complete the chart on their own. Correct the answers by asking three students to read their answers to the class. Answers Nouns: fool, costume, change, clock Verbs: fool, invite, empty, go off, get up, get d

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