I．Learning objectives 教學(xué)目標(biāo)

Skill

Focus ▲Narrate past events

▲Learn Past Perfect tense

▲Write and talk about a joke in the past

▲Learn to classify words into nouns, verbs and adjectives

Language

Focus 功能句式 Narrate past events（P76）

By the time I got up, my brother had already gotten in the shower.

By the time I got to the cinema, the movie had already begun. When I got to school, I realized I had left my backpack at home.

詞匯 1． 重點(diǎn)詞匯

rush, lock, empty, describe, farmer, marry

2． 認(rèn)讀詞匯

gotten, oversleep, ring, fool, costume, embarassed, announce, Mars, convince, authority, relative, broke, exhausted, reveal, April Fool’s Day, panic, girlfriend, embarrassing, hoax, fled, spaghetti, thrill, ending, Orson Wells

3. 詞組

go off, run off, on time, give sb. a ride, break down, show up, set off, get married, a piece of

語(yǔ)法 Past Perfect tense:

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

Strategy

Focus 1. Sequencing

2. Classifying

Culture

Focus Punctuality.

Learn about April Fool’s Day

II. Teaching materials analyzing and rearranging 教材分析和重組

1. 教材分析

本單元以“Bad days”為話題,共設(shè)計(jì)了三個(gè)部分的內(nèi)容：

Section A

該部分有4個(gè)模塊：第一模塊以討論有關(guān)“morning”的兩個(gè)問(wèn)題(1a)引入單元話題，通過(guò)聽力練習(xí)（1b）和對(duì)話練習(xí)（1c）讓學(xué)生掌握一個(gè)過(guò)去完成時(shí)的句型；第二模塊繼續(xù)就第一模塊的聽力材料進(jìn)行內(nèi)容和時(shí)態(tài)練習(xí)（2a-2b）以及口語(yǔ)訓(xùn)練（2c）；第三模塊以一個(gè)“hurried morning”的故事展開訓(xùn)練，訓(xùn)練形式為閱讀排序（3a）和回答問(wèn)題（3b）以及口語(yǔ)練習(xí)（3c）。

Section B

該部分有4個(gè)模塊：第一模塊是詞匯的學(xué)習(xí)（1a）與運(yùn)用（1b）；第二模塊圍繞“April Fool’s Day”繼續(xù)對(duì)過(guò)去完成時(shí)進(jìn)行聽力（2a-2b）和口語(yǔ)訓(xùn)練（2c）；第三模塊繼續(xù)圍繞三個(gè)“stories”展開閱讀（3a）和寫作（3b-3c）訓(xùn)練；第四模塊就“tell a funny story”展開小組活動(dòng)，進(jìn)行口語(yǔ)訓(xùn)練（4）。

Self check

該部分有3個(gè)模塊：第一模塊以填空形式對(duì)所學(xué)詞匯進(jìn)行自我測(cè)試(1)；第二模塊就“Ming’s Day”進(jìn)行寫作練習(xí)(2);第三個(gè)模塊以“circle”的形式判斷詞匯類型(3)。

2．教材重組和課時(shí)分配

Period 1 (Section A: 1a, 1b, 1c, 2a, 2b, 2c)

New function presenting

Period 2 (Section A: 3a, 3b, 3c; Section B: 1a, 1b, 2a, 2b, 2c) Practice

Period 3 (Section B: 3a, 3b, 3c, 4)

Reading and writing

Period 4 (Self check: 1, 2, 3)

Integrating skills

III. Teaching plans for each period

分課時(shí)教案

Period 1 New function presenting

Language goals 語(yǔ)言目標(biāo)

1. Words && expressions 生詞和短語(yǔ)

oversleep, ring, rush, go off, run off, on time, give sb. a ride, break down, set off

2. Key sentences 重點(diǎn)句子 (P76)

By the time I got up, my brother had already gotten in the shower.

When I got to school, I realized I had left my backpack at home.

Ability goals 能力目標(biāo)

Enable the Ss to understand and talk about past events by using Past Perfect tense.

Emotion && attitude goals 情感和態(tài)度目標(biāo)

Be punctual.

Strategy goals 策略目標(biāo)

To understand the target language by reading pictures.

Culture awareness goals 文化意識(shí)目標(biāo)

Punctuality in western countries.

Teaching important points 教學(xué)重點(diǎn)

Learn to use Past Perfect tense.

Teaching procedures and ways 教學(xué)過(guò)程與方式

Step I Revision and Lead-in（1a: P76）

Ask two or more Ss to show their work.

T: In the last unit, you were asked to write a passage about how to protect the environment using Present Perfect tense, such as have done / have been ... since / for ... Now who’d like to display your project to the class?

A sample version:

As we all know, the environment is very important to us. We students should do our best to keep the world clean. I have never spat since two years ago. I often pick up some rubbish on the ground. And I have always put rubbish in a plastic bag since one year ago. I have collected things like bottles, plastic lunch boxes for 6 months. I have also tried to recycle some things, but it is really a hard job. Anyway, I think I have made some contributions to the protection of our environment.

T: You have done a good job. There is a Chinese saying: 一日之際在于晨。In English, there is a similar saying: Your morning thoughts may determine your conduct for the day. These sayings tell us about the importance of morning. That is to say, a well-organized morning will be followed by a good day. And if you get up late or oversleep, you may have a bad day. Don’t you agree?

Ss: I agree. But it’s really difficult to get up early.

T: What time do you usually get up in the morning?

S1: I usually get up at six.

T: That’s very early. When did you get up this morning?

S1: I got up at half past six.

T: Oh! What happened?

S1: My bother got in the shower.

T: OK. By the time you got up, your brother had already gotten in the shower, right?

Write this sentence on the blackboard.

By the time you got up, your brother had already gotten in the shower.

T: What else happened?

S1: My mother cooked in the kitchen.

T: OK. By the time you got up, your mother had already cooked in the kitchen.

Write this sentence on the blackboard.

By the time you got up, your mother had already cooked in the kitchen.

T: What did you find when you got up this morning, S2?

S2: My father had left home.

T: So by the time you got up, your father had already left home.

Write the sentence on the blackboard.

By the time you got up, your father had already left home.

T: Look at the three sentences on the blackboard. They contain the structure we are going to learn today - Past Perfect tense structure. Now will you give some sentences by using this structure?

S: By the time I got to the cinema, the film had already begun.

By the time I got to the bus station, the bus had already left.

When I finally arrived there, she had already gone.

...

T: Good. You really did a great job. Next, you’ll listen to Tina telling her story in the morning. But before that, let’s look at the pictures on page 76. What can you see in the pictures?

S1: I can see a girl getting up. I think she gets up later than usual because she looks worried.

T: Very good. What else can you see?

S2: Someone is taking a shower in the bathroom, so she has to wait.

T: What else?

S3: By the time she got to the bus stop, the bus had already left.

T: Very good. I am very glad that you used the structure we just learnt. Thank you for your wonderful work.

Step II Listening (1b: P76)

Listen to the tape and finish 1b.

T: Now let’s listen to the tape and see what happened to Tina. I will play it twice. For the first time, try to get a general idea of her story. And for the second time, complete the sentences.

Play the tape and give the Ss 2 minutes to finish the task. Then check the answers.

Step III Pairwork (1c: P76)

T: We heard Tina telling us her story this morning. As we know, different people may have different mornings. Then what about yours? Pretend you are Tina in the picture. Look at the pictures above and tell your partners what happened to you this morning. First, who’d like to read the example in the box?

Ask two Ss to read the example in 1c on page 76 first.

T: Now work in pairs. Tell your partner what happened to you this morning.

Move around the classroom and check their work. Offer language help if needed.

After a few minutes.

T: Now who’d like to share your stories with us?

Sample dialogue 1:

S1: What happened this morning?

S2: I overslept. And by the time I got up, my brother had already finished his breakfast.

Sample dialogue 2:

S3: What happened to you this morning?

S4: Well, I got up late. By the time I finished my breakfast, my mother had left home.

Step IV Listening (2a, 2b, 2c: P77)

T: From 1b and 1c we know that Tina overslept and she could not take a shower on time. By the time she got up, her brother had already gotten in the shower. What do you think will happen after that?

S1: I think she will have breakfast late.

T: I think so too. What about you?

S2: I think she will miss the bus.

T: That’s really terrible. And what’s your idea?

S3: I think she will be late for school and her teacher will be angry.

...

T: Well done. As we know, Tina’s getting up late brought her a lot of trouble. We’d better get up early, so that we can get to school on time. Now let’s listen to another material about Tina and see what happened later. Before we do this, let’s look at the pictures on page 77 first. What can you see in the pictures?

S1: I can see Tina is looking for her keys.

S2: I can see she is rushing to school. I think she will be late.

S3. By the time she got to school, class had already begun.

T: Now listen and find out what happened to Tina. For the first time, just listen and get a general idea.

Play the recording for the first time.

T: Listen again and number the pictures in the correct order.

Play the recording for the second time.

T: Lisa, what’s your order?

...

Check the answers.

T: You’ll listen to the conversation again. This time fill in the blanks in 2b with the correct verb forms.

Play the recording again. After the Ss fill the blanks, check the answers.

T: After listening, we know that the teacher had already started teaching by the time Tina walked into class. Now make up an ending for the story and share it with the class. Tell what happened to Tina when she entered the classroom.

Sample endings:

1. When Tina walked into class, the class had already begun. The teacher looked at Tina and asked why she was late. Her face turned red and told the teacher that she got up late and missed the bus and she had to walk to school. The teacher told her to get up earlier and never to be late again.

2. When Tina rushed into class, the teacher had already started teaching. The teacher looked at Tina and asked why she got to school late. She told her teacher that the traffic was heavy and it took her a long time to get to school. The teacher looked at her and said, “I believe you are a good and honest student.” Tina’s face turned red and she realized she was wrong and told the truth to her teacher.

Step V Grammar Focus (P77)

T: Look at the Grammar Focus box on page 77. Now who’d like to read the sentences to the class?

Ask a student to read the sentences in the box.

T: Well done. Now we know that when we talk about things that happened before past events, we often use Past Perfect tense. Well, do you know the differences between Present Perfect tense and Past Perfect tense?

Show the following to the Ss.

(1) She has taught English for eight years.

(2) “Where is Susan?” “She has gone to America.” 表示過(guò)去某時(shí)發(fā)生的動(dòng)作，這動(dòng)作可能剛剛停止，也可能還在進(jìn)行。

(3) She said she had taught English for eight years.

(4) By the time I got to London, she had

gone to America.

表示過(guò)去某時(shí)之前已經(jīng)發(fā)生的動(dòng)作。

Point out the differences between the sentences above.

T: From the above examples, we can see the differences between Present Perfect tense and Past Perfect tens. So we can reach the following conclusion:

Show the following to the Ss.

現(xiàn)在完成時(shí): 主語(yǔ) + have / has done

過(guò)去完成時(shí): 主語(yǔ) + had done

T: Now read the following examples aloud. And observe how Past Perfect tense is used in them. And then translate them into Chinese.

Show the following to the Ss and ask them to read aloud.

1. By the time she got to school, she realized she had left her backpack at home.

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

3. When she got to the bus stop, the bus had already left.

4. When the doctor arrived, the patient had died.

T: Who’d like to translate them into Chinese? Volunteer?

S: 1. 她到學(xué)校以后才意識(shí)到把背包落在家里了。

2. 我早上醒來(lái)的時(shí)候爸爸就已經(jīng)在浴室洗澡了。

3. 當(dāng)她趕到車站的時(shí)候，車已經(jīng)走了。

4. 當(dāng)醫(yī)生趕到的時(shí)候，病人已經(jīng)死了。

T: Good translations. Now look at the following sentences on the screen. Can you put them into English?

Show the following sentences on the screen.

1. 到那時(shí)，他已經(jīng)交了一些朋友。

2. 到那時(shí)她已完成了那項(xiàng)任務(wù)。

3. 在我見到她以前,她認(rèn)識(shí)我哥哥已經(jīng)兩年了。

4. 我到火車站時(shí)，火車已經(jīng)開了。

Sample answers:

1. By that time, he had already made some friends.

2. By that time, she had already finished the job.

3. She had known my brother for two years before I met her.

4. When I got to the railway station, the train had already left.

Step VI Homework

T: Listen to the listening material repeatedly and get familiar with the expressions used to narrate past events.

Period 2 Practice

Language goals 語(yǔ)言目標(biāo)

1. Words && expressions 生詞和短語(yǔ)

costume, exhausted, embarrassed, empty, fool, realize, get dressed, show up

2. Key sentences 重點(diǎn)句子 (P78)

Have you ever been late for school?

I’ve never been late for school, but yesterday I came very close.

Ability goals 能力目標(biāo)

Enable the Ss to talk about recent events.

Emotion && attitude goals 情感和態(tài)度目標(biāo)

Don’t be late for school; be punctual.

Strategy goals 策略目標(biāo)

Classifying and pairwork.

Culture awareness goals文化意識(shí)目標(biāo)

Learn about April Fool’s Day.

Teaching important points教學(xué)重點(diǎn)

How to talk about punctuality and how to use Past Perfect tense.

Teaching procedures and ways 教學(xué)過(guò)程與方式

Step I Revision and Language Study

(3a, 3b： P78)

T: Yesterday evening, I took a taxi to visit a friend. By the time I arrived, I suddenly found I hadn’t taken enough money with me. Can you guess what happened then?

S1: By the time you arrived, you found you had left your purse at home.

S2: So you could not pay the driver and you had to borrow some money from your friend.

S3: By the time you got to your friend’s home, you found that you had left the present at home.

T: That’s really true. I forgot to bring my present. What a bad day! Did you ever have such bad days?

S: ...

T: Look at the picture on page 78. What can you see in the picture?

S1: I can see a girl sleeping on her desk.

T: Why is she sleeping in class? You can have a bold guess.

S2: Maybe she stayed up late last night.

S3: She got up late and rushed to school. She is tired now.

T: Do you want to know what happened to her?

Ss: Yes.

T: OK. Now read the short passage on page 78 and see what happened to the girl.

After the Ss finish reading.

T: What happened to her yesterday?

S1: She came to school very close and only just made it to her class.

T: Is she always late for class?

S2: No, She has never been late for school except yesterday.

T: You are right. Yesterday was a bad day for her. Now read the story again and list the events in the correct order. The first event has been given.

Sample answers:

1. woke up late 2. took a quick shower

3. had some breakfast 4. ran off to the bus stop

5. took a ride to school 6. made it to class

Ask the Ss if they have any difficulties in understanding the reading material. If there are any, explain to them. Then pick some useful words and phrases from the passage and let the Ss make sentences with them.

T: There are some useful words and phrases in the passage. Let’s do some practice with them. Try to make a sentence with each word or phrase. Pay attention to the tense.

Show the following words and phrases on the screen.

be late for, wake up, rush, take a shower,

run off, come by, give someone a ride, make it

Sample sentences:

1. My partner is always late for school.

2. My mother wakes up very early every morning.

3. My grandma was sent to hospital this morning. After school, I rushed to the hospital to see her.

4. Usually, I take a shower in the evening.

5. The thief took the bag quietly and ran off.

6. I was waiting at a bus stop. One of my classmates came by and we went to school together.

7. This afternoon, my uncle will drive to the downtown. Mom asked him to give her a ride.

8. Although it was really a hard problem, I made it at last.

T: Very good sentences. Next, read the instruction of 3b. Do you know what you are going to do with the questions below? Describe the circumstances in which these things happened. That is to say, in what situations these things happened. Take the first question for example, if your answer is yes, you should describe why you overslept and what happened at that time, are you clear?

Ss: Yes.

Move around the classroom and offer language support if needed. Then collect the answers.

Sample answers:

1. Yes, I have. Last Friday morning, my alarm didn’t go off, so I overslept.

2. Yes. I was late for school yesterday. I got up late, so I missed the bus.

3. Yes, I have. I was in a hurry and forgot to take my homework with me.

4. Yes, I have. I forgot to take the keys with me and left them on the desk.

5. Yes, I have. Last month, I forgot my mother’s birthday. Because I was busy preparing for the final exam.

6. Yes, I have. The doctor asked me to go to his clinic on Saturday. That day I went to a friend’s birthday party and forgot the appointment.

Step II Oral Practice (3c: P78)

Do pairwork in 3c on page 78.

T: Work in pairs and ask your partners the questions in 3b, following the sample conversation in the box.

Sample conversations:

1. S1: Have you ever been late for school?

S2: Yes, I have.

S1: Why were you late?

S2: The bus broke down.

S1: What did your teacher do?

S2: She said “It does not matter. Get up earlier and don’t be late anymore.”

2. S1: Have you ever forgotten your mother’s birthday?

S2: Yes, I have.

S1: Why did you forget it?

S2: I was busy with my study.

S1: What did your mother do?

S2: She said “It’s OK. Learning is more important than my birthday.”

S1: What a kind mother!

S2: Yes, she is. She always cares much about others.

Step III Word Study (1a, 1b: P79)

T: As we know, there are different parts of speech in English such as nouns, verbs, adverbs and so on. Sometimes the same word can be both used as a noun and a verb. For example, “fool”. Do you know what its meaning is? Well, let me make two sentences. First one: I’m a fool. I left my bag in the taxi. Second one: He has fooled a lot of people. “Fool” in Sentence 1 is used as a noun. It means “傻瓜” in Chinese. “Fool” in Sentence 2 is used as a verb and it means “愚弄,欺騙” in Chinese. Now look at the words in 1a on page 79. They can be classified into three groups, nouns, verbs and adjectives. Which words can go in more than one group? Let’s fill in the chart with these words. You may refer to your dictionaries.

The Ss work on the chart with the help of dictionaries.

T: OK. Have you finished? Which words can go in more than one group? Who can tell us?

S: “Fool”, “clock” and “change” can be both nouns and verbs. “Empty” can be both a verb and an adjective. “Costume” can be a noun and a verb.

T: You are right. So later when we learn new words, we should pay attention to their different parts of speech. Dictionary is your best teacher, and she will tell you almost everything you want to know about words.

Ask Ss to do pairwork in 1b on page 79. Practice some phrases in 1a by talking about recent happenings.

T: We usually go to school and go home on time. It seems that everything goes in order. But sometimes an unusual thing may happen. Can you tell your partners about something that happened to you recently? Please use two or more words or phrases in 1a on page 79.

A sample version:

Last weekend, my friend Tina invited me to her costume party. I got dressed and showed up on time. I met many friends that I had not seen for a long time. They asked me to sing a song, but I am not good at singing. So I felt embarrassed at first, but then I told them a funny story which made everyone laugh. We stayed up fairly late. I got up late the next morning and I was a little exhausted.

Step IV Listening and Speaking

(2a, 2b, 2c: P79)

T: Look at the pictures in 2a on page 79. What can you see in the pictures?

S1: I can see three boys. But I don’t know what they are doing.

T: They are Dave, Nick and Joe. They are talking about April Fool’s Day. Can you say something about April Fool’s Day?

S2: April Fool’s Day is on April 1.

S3: On that day, people fool each other for fun. If you are fooled, then you are an “April fool”.

T: Good, thank you. That is a western festival. Now let’s listen to the conversation in 2a and write each person’s name under his picture.

Play the tape. And after the Ss write down the names, check the answers.

T: Now, look at the phrases in the box from 2b. We will listen to the tape again and you should tell who says each of the phrases? Write “D” for Dave, “N” for Nick and “J” for Joe. Are you clear?

Play the tape again. Check the answers after the Ss finish the task.

T: Really funny stories, right? I think everybody has his / her stories about April Fool’s Day. Can you tell me a story happened on that day? You may use the information from 2a and 2b. Your own experiences will be better. Work in pairs, asking and answering questions following the conversation in 2c.

A sample conversation:

- What happened to you last April Fool’s Day?

- I was working at a maths problem when Dave came in. He told me our head teacher was waiting for me in the teachers’ office. So I went there as quickly as I could. But the teacher said nothing when he saw me. Then I realized that I was fooled and it was April Fool’s Day.

Step V Homework

T: Find some information about the origin of April Fool’s Day, explaining how it became a festival in some western countries.

Period 3 Reading and writing

Language goals 語(yǔ)言目標(biāo)

1. Words && expressions 生詞和短語(yǔ)

hoax, convincing, panic, reveal, flee, realize, get married, set off

2. Key sentences 重點(diǎn)句子 (P80)

Welles was so convincing that hundreds of people believed the story, and panic set off across the whole country.

By the time people realized that the story was a hoax, all of the spaghetti across the country had been bought.

Ability goals 能力目標(biāo)

Enable the Ss to write a magazine story about Nick according to the three stories in 3a.

Emotion && attitude goals 情感和態(tài)度目標(biāo)

Don’t make jokes or hoaxes that do harm or cause trouble to others.

Strategy goals 策略目標(biāo)

Guided writing.

Culture awareness goals文化意識(shí)目標(biāo)

Learn about April Fool’s Day.

Teaching important points教學(xué)重點(diǎn)

How to write a story by using notes.

Teaching procedures and ways 教學(xué)過(guò)程與方式

Step I Revision

T: Good morning, boys and girls. Have you got any information about April Fool’s Day? Who can tell us about the origin of it?

S: I searched on the Internet and found the most popular theory about the origin of April Fool’s Day is: In 1582 France became the first country to switch from the Julian to the Gregorian calendar established by the Council of Trent (1563). This switch meant, among other things, that the beginning of the year was moved from the end of March to January 1. Those who failed to keep up with the change, who stubbornly clung to the old calendar system and continued to celebrate the New Year during the week that fell between March 25th (known in England as Lady Day) and April 1st, had various jokes played on them. For instance, pranksters would surreptitiously stick paper fish to their backs. The victims of this prank were given the epithet Poisson d’Avril, or April Fish. Thus, April Fool’s Day was born.

Step II Reading Comprehension (3a: P80)

T: We often read some unbelievable stories in magazines or newspapers. Some are true while some are fictional. Now read the stories in 3a on page 80. First try to get the main ideas of the three stories and then tell us which is the most believable, which is the least believable? Why?

A few minutes later.

T: Have you finished the reading? What do you think of these stories? Are they believable or not?

S: I think the second story about April Fool’s Day is the most believable. I have a similar experience. A few years ago, it was said there would be a big earthquake in our area. So people tried to buy as much food as possible such as vegetables and bean oil. Suddenly things became expensive. And it was hard to buy articles for daily use. But at last there was no earthquake at all and foods were sold out in shops and supermarkets.

T: That’s really funny. The word “hoax” appears twice in the stories. Who can explain its meaning to us? You may get the answer from the context.

S: I think “hoax” is an act to cheat or fool others.

T: You are right. For example, “A telephone caller said there was a bomb in the bus but it was just a hoax.” Some hoaxes are for fun and do no harm to others, while some may be harmful and cause troubles to others. So you should be careful with jokes.

Ask the Ss if they have any difficulties in understanding the reading material. If there are some, explain for them.

Step III Writing (3b: P80)

Then let the Ss write a magazine story about Nick in activities 2a and 2b, using the phrases in 3b.

T: Now read the three stories carefully in 3a and summarize how each one is developed.

S: The authors describe what happened first, and then what happened next, and finally write what people realized.

T: You are right. This is a useful story structure for writing a story. Now let’s use this structure to describe Nick’s story in activities 2a and 2b on page 79. The phrases are given.

A sample version:

On the morning of April 1, Nick got up after the alarm went off. His brother told him to hurry up or he would be late for school. So Nick took a shower quickly, got dressed in a hurry and rushed to school. When he got to school, he found there was nobody at school. So he began to study in the classroom. An hour later, other kids showed up. Nick realized his brother had fooled him.

Step IV Writing and Speaking (3c, 4: P80)

T: Now let’s write a story of your own. Recall the jokes you played on someone or someone played on you. And then write them down following the structure in 3b.

A sample joke:

The story happened during my first few days in a new school. My friend Jin told me that the woman standing in front of our classroom was our new English teacher. So I walked toward her and said hello to her. However, she looked puzzled and said nothing to me. Later I realized that Jin had played a joke on me.

T: Some stories are funny, some are embarrassing and still some are creative. Now who can tell us an embarrassing story.

S: Let me try. When I was in primary school, one day our head teacher Miss Liu asked me to give a speech to the class. The title was “How to behave well in public”. I decided to give them a wonderful speech. So I practiced a lot after class. I thought I had been well prepared. But when I stood in front of my class, I felt dizzy. I could not remember anything. My teacher and my classmates encouraged me to be bold, not to be shy, but nothing could help me. I felt so embarrassed that I hoped that there was a hole to hide in. I realized that I needed more practice. From then on, I often put up my hand in class, asking or answering questions. I also practiced talking to myself or reciting stories before a mirror. Nothing is difficult if you put your heart into it. Look! Now I am so confident to speak before class.

T: That’s really embarrassing, don’t you think so? How about a creative story? Any volunteer?

...

Step V Homework

T: In this class we have learnt something about April Fool’s Day. Next class, I hope to hear some jokes on April Fool’s Day from you. OK. See you!

Period 4 Integrating skills

Language goals 語(yǔ)言目標(biāo)

1. Words && expressions 生詞和短語(yǔ)

rush, realize, invite, show up, stay up, costume, empty, lock

2. Key sentences 重點(diǎn)句子 (P81)

I had to really rush to get to school on time.

He was going to meet me earlier but he didn’t show up.

Ability goals 能力目標(biāo)

Enable the Ss to write about a day and describe things happened in that day.

Emotion && attitude goals 情感和態(tài)度目標(biāo)

Enable the Ss to develop good habits.

Strategy goals 策略目標(biāo)

Sequencing.

Culture awareness goals 文化意識(shí)目標(biāo)

Enable the Ss to lead a colorful life.

Teaching important points 教學(xué)重點(diǎn)

How to write about a day according to pictures.

Teaching procedures and ways 教學(xué)過(guò)程與方式

Step I Revision

T: Hello, everyone. Nice to see you again. At the end of last period, you were asked to tell some jokes on April Fool’s Day. Now, work in pairs, and exchange your jokes first. Then one pair will be asked to talk about your joke.

A few minutes later.

T: You two please!

S1: Hello, what’s your joke on April Fool’s Day?

S2: Well, on that day, my little brother asked me to take a photo with him. I was very glad that he was so friendly to me.

S1: What happened next?

S2: Before we started, he said, “Wait a moment. I’ll get my new toy dinosaur.” Then he held his big ugly dinosaur, standing beside me. Although I was afraid of that animal, I said nothing and pretended not to be scared.

S1: That’s great. You will take a photo with both your little brother and his dinosaur.

S2: I hope so. But when the film was developed, I could not find my little brother.

S1: What did you see?

S2: I only saw an ugly and terrible dinosaur standing beside me. Can you guess where he had gone? He was standing behind me and holding that ugly animal!

T: Thank you for your excellent job! That’s really interesting. I think in our daily life everyone has been fooled more or less. When I was a college student, one day our teacher told us we would have no examination at the end of that term, we were all delighted with joy. Then our teacher told us that it was April Fool’s Day, so all of us realized that we were fooled.

Step II Word Review (1, 3: P81)

T: As we know, verbs are very important in English. A verb is the heart of a sentence. Now I’ll tell you the meaning of some verbs or verb phrases, please speak out the verbs or the verb phrases as quickly as you can. Then try to make sentences with them. Are you clear?

Ss: Yes.

T: The first one is a verb phrase. It means “to remain awake; not to go to bed in deep night”.

S1: “Stay up”. Mom, can I stay up for my favorite program?

S2: There was a football match on show last night, so I stayed up late.

S3: I have a lot of homework to do this evening, so I have to stay up late.

T: You’ve done a great job! Next one is also a verb phrase. It means “to arrive or appear, often after a delay”.

S4: “Show up”. It was ten o’clock when the famous star finally showed up.

S5: He didn’t show up at the meeting yesterday.

S6: Only five players showed up on TV last night.

T: Great. Next word, “to go or come with high speed”.

S7: “Rush”. I wanted to watch a football match on TV at 4:30 in the afternoon, so I rushed home after school.

S8: I got up late this morning, so I rushed to school.

S9: Children rushed out of the classroom when the bell rang.

T: OK. Next word, “to ask sb. in a friendly way to go somewhere or do sth.”.

S10: “Invite”. My friend Dave invited me to a dinner party.

S11: I was invited to a birthday party yesterday.

T: Wonderful! The last one, “to understand; to be fully aware of something”.

S12: “Realize”. I realized why he did it.

S13: I realized my mistake.

T: Perfect. Now I realize that you are all wonderful. Next please fill in blanks in part 1 on page 81 with the words we just talked about. Pay attention to the tense.

After the Ss finish it, check the answers.

Next part is a review of words classification. Enable the Ss to classify words into different parts of speech.

T: Please look at 3 on page 81. In each line, circle the word that doesn’t belong.

Check the answers.

Step III Word Practice

T: Just now we learned some useful verbs and verb phrases. What else verbs or verb phrases can you remember?

S1: run off, go off, get dressed and change.

Collect more verbs and verb phrases.

T: Well done. Now I wonder if there is anything unusual happened to you recently? Please write a short passage about what happened to you recently, using the words and phrases on the screen. One story must include two or more words and phrases on the screen.

Show the following words and phrases on the screen.

change, go off, run off, get dressed, rush, realize, invite, show up, stay up

Move around the classroom and offer language help if needed.

A sample version:

Last weekend, my friend Jessie invited me to watch a movie with her at 2:00 pm. You know I usually have a nap (a short sleep) at noon. So I set my alarm at half past one. But when I woke up, it was nearly 2:00. My alarm did not go off. I got up quickly and got dressed in a hurry. I rushed to the cinema. When I showed up, the movie had already begun. Jessie was a little unhappy.

Then ask the Ss to do the following exercise.

Fill in the blanks with the words given, change the form if necessary.

change, go off, run off, get dressed, rush,

realize, invite, show up, stay up

1. He gets up quickly everyday when his alarm clock __________.

2. There is going to be a wonderful football match between China and South Korea. I’m afraid I have to ____________ late tonight.

3. Mother got up late this morning. I saw her ______ to the station.

4. Judy ________ me to her birthday party, but I had to stay at home to take care of my little brother.

5. Mike told me that he would be here at 5:00. It is half past five now. He didn’t ________.

6. The boy got up too late. He _________ quickly and ________ to school.

7. Tomorrow we are going to plant trees on the hill. Please ________ your old clothes.

Check the answers after the Ss finish it.

Sample answers:

1. goes off 2. stay up 3. run off 4. invited

5. show up 6. got dressed, rushed 7. change

Step IV Writing Practice (2: P81)

T: Look at the pictures in 2 on page 81. What can you see in the pictures?

S1: I can see a girl in bed. I think she overslept. She got up and rushed to school.

T: Was she late for school?

S2: The gate of school was locked. She realized it was Sunday.

T: What did she do then?

S: She went to visit her friend and then her grandma and grandpa.

T: What else did she do that day?

S3: She stayed up late and watched TV at home. And then went to sleep.

T: She is Ming. I think she must have a happy and relaxing day. Please write a passage about it. Pay more attention to the tense.

A sample version:

Ming’s Day

Last night Ming stayed up late for her favorite movie. When she woke up this morning, she was surprised to find that it was 10 o’clock. She got up in a hurry and rushed to school by bike. When she got to school, she found that the school gate was locked. She realized that it was Sunday. Then&nb