九年級(jí)英語(yǔ)教案：Unit 10 By the time I got outside,the bus had already left

初中英語(yǔ)新課程標(biāo)準(zhǔn)教材

英語(yǔ)教案

（2019—2020學(xué)年度第二學(xué)期）

學(xué)校：_______________________

年級(jí)：_______________________

任課教師：_______________________

英語(yǔ)教案/初中英語(yǔ)/九年級(jí)英語(yǔ)教案

編訂：XX文訊教育機(jī)構(gòu)

初中英語(yǔ)教案

文訊教育教學(xué)設(shè)計(jì)

Unit10BythetimeIgotoutside,thebushadalready

left.教案

教材簡(jiǎn)介：本教材主要用途為通過(guò)學(xué)習(xí)英語(yǔ)的內(nèi)容，提高學(xué)生的語(yǔ)言技能，增加一項(xiàng)語(yǔ)言

能力，有利于國(guó)際化的日常交流、生活、工作等，本教學(xué)設(shè)計(jì)資料適用于初中九年級(jí)英

語(yǔ)科目，學(xué)習(xí)后學(xué)生能得到全面的發(fā)展和提高。本內(nèi)容是按照教材的內(nèi)容進(jìn)行的編寫，

可以放心修改調(diào)整或直接進(jìn)行教學(xué)使用。

unit10bythetimeigotoutside,thebushadalreadyleft.

thefirstperiod

i?teachingaimsanddemands

1.knowledgeobjects

(1)keyvocabulary

oversleep

(2)targetlanguage

whathappened?

ioverslept,andbythetimeigotup,mybrotherhadalreadygottenintheshower.

2.abilityobjects

(1)teachthestudentstousethenewwords.

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(2)trainthestudentstonarratepasteventswiththepastperfecttense.

(3)trainthestudentsJlisteningandspeakingskillswiththetargetlanguage.

3.moralobject

it'sagoodhabittogotobedearlyintheeveningandgetupearlyinthe

morning,soyou'11neverbeinahurryinthemorning.

ii.teachingkeypoints

1.keyvocabulary

oversleep

2.targetlanguage

narratepasteventswiththepastperfecttense

iii.teachingdifficultpoints

1.trainthestudentstonarratepasteventswiththepastperfecttense.

2.trainthestudentstounderstandthetargetlanguageinspokenconversation.

iv.teachingmethods

1.thinkingofexamplesfromthestudents'reallives.

2.makingsentencesbylookingatthepictures.

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文訊教育教學(xué)設(shè)計(jì)

v.teachingaid

ataperecorder

vi.teachingprocedures

stepirevision

1.revisethelanguagepointsinunit8.

asksomequestionslikethis:whatvolunteerworkwouldyouliketodo?

helpthestudentstoanswer,i'dliketo…/iloveto…/ihopeto…

2.practicethedialogueinactivity3conpage62again,getstudentstorole

playthesimilardialogueswiththefollowing.

sa:i'dliketojointheschoolvolunteerproject,buti'mnotsurewhatishould

do.

sb:whatdoyoulikedoing?

sa:iloveplayingfootball.

sb:well,youcouldhelpcoachafootballteamforlittlekids,letthechiIdren

practiceinpairs.

3.checkthestudents'homeworkbyaskingsomestudentstoreadtheirsentences

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義訊教育載學(xué)設(shè)計(jì)

withthephrasalverbs,thenaskthestudentstohandintheirhomework.

4.dictatethefollowingwords：

cleanup,cheerup,giveout,putoff,setup,runoutof,takeafter,fixup,

give

away,callup,handout,workout,hunger,establish,commitment,veterinarian,

strategy

stepiila

thisactivityintroducesnewvocabularywhichcanbeusedtonarratepastevents.

firstwritebythetimeontheblackboard,andtelltheclassthemeaningof

it.

“bythetime〃meansnotlaterthan,before,assoonas,orwhentheindicated

comes,whenweusethewords,“bythetime***,"wearetalkingabouttwodifferent

thingsthathappenedinthepast,saythissentencetotheclass:bythetimethe

teachercamein,thestudentshadbegunreadingenglish.

tellthemtonotethestruture〃hadbegun〃inthissentence,begunisthepast

participleofbegin,whenwetalkabouttwoeventsbothhappenedinthepast,the

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文訊教育教學(xué)設(shè)計(jì)

onewhichhappenedearliershoulduseandplusapastparticiple,thewordsfollowing

bythetime***,talkaboutthethingthathappenedlater,andtellthestudentswhen

theyusehadplusapastparticiple,theyareusingthepastperfecttense,also

explainwhatisthepastparticipleformofaverbforthestudents,tellthemit

isasthesameasthepastformforaregularverb,andtheyhavetorememberthe

irregularverbs'participlesonebyone.

playagametohelpthestudentsunderstandthesentenceswiththewordsbythe

time…doitlikethis:

pretendthattheteacherwillleavetheclassroomandthestudentswilldosome

things,whentheteacherreturns,theclasswillmakestatementsstartingwithby

thetime--,

writebythetimeicameback…ontheblackboard.

saytotheclass,bythetimeicamein.whathadhappened?

helponestudenttoanswerlikethis,bythetimetheteachercamein,donhad

writtenhisnameontheblackboard.

thengetmorestudentstoanswerdifferently,suchas,

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bythelimetheteachercamein,wehaddiscussedanenglishproblem.

bythetimetheteachercamein,ihaddrawnapicture.

writethesesentencesontheblackboard,andteachthestudentstoreadseveral

times.

readtheinstructionstothestudentsandreadthesequestionstotheclassas

well.

whatdoyouusuallydoin,themorningbeforeschool?doyoulikemorning?

whyorwhynot?

chooseonegoodstudenttoanswerthembysayingsomethingheorsheusuallydoes

inthemorning.

heorshemayanswerlikethis,

iusuallygetupearly,washmyfaceandhavebreakfast,ilikemorningsbecause

theairisfresh,oriusuallygetupaslateaspossible,thenihavetowashmy

faceandhavebreakfastinahurry.ioftenrushtoschoolwithout

breakfast,sometimesiforgetsomethingathome,idon,tlikemorningsbecause

iamalwaystoobusy.

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thenhavethewholeclasspracticeinpairs,askeachotherthequestions.

aftertheyfinishtalking,askoneortwopairstosaytheirconversationsto

theclass,correctthemistakestheymaymakewiththeotherstudents.

callthestudents'attentiontothepicturesinactivityla.askstudentsto

tellwhattheysee.

say,anysentenceswhichmakesenseareacceptedtodescribethepictures.

thegirlinthepicturesistina.presentthenewwordsbyprovidingsentences

showingthemeaningsofthemlikethis:

t:whatcanyouseeinpicture1?

si:shesleptalongtime.

t:that'scorrect,sheslepttoolate,sheoverslept,classrepeat,she

overslept.

ss:sheoverslept.

t:whatdoyouseeinpicture2?

s2:herbrotherorsisterisinthebathroom.

t:that'scorrect,shewantstogointothebathroom,shecan,tbecausesomeone

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istakingashower,classrepeat,someoneistakingashower.

ss:someoneistakingashower.

writethesewordsontheblackboard:

overslept,takingashower,hadleft,leftherbackpackathome.

thentellstudentstotalkaboutthepicturesingroupsoffour,movearound

theclassroom,listeningtostudentsandofferinghelp,makesurethattheytalk

inenglish.

aftertheyallfinishtalking,askdifferentgroupstotelltheclassaboutthe

pictures,theymaysaylikethis:

tinaoversleptinthemorning,shewantedtogotothebathroom,butherbrother

hadalreadygottenintheshower,whenshegottothebusstop,thebushadalready

left.

shehadtoruntoschool,aftershegottoschool,sherealizedshehadleft

herbackpackathome,thesentencescanvary,butshouldbecorrect.

stepiiilb

thisactivitygivesstudentspracticeinunderstandingthetargetlanguagein

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spokenconversation.

askthestudentstoreadtheinstructionstogether,havethemlookatthetwo

columns,aandb,inthechart,pointoutthesampleanswer,readthetwoparts

ofthesentence.

thengoovertheotherunconnectedpartsofsentences,too.

youwillconnectthetwopartsofthesentences,connectasentencebeginning

inthefirstcolumnwiththeendofthatsentenceinthesecondcolumn,pleaseguess

theothertwosentencesbeforeiplaythetape.

iguessmostofthechildrencangetthecorrectsentencesbyguessing,sojust

letthemguess.don,ttellthemwhethertheiranswersarerightorwrong.

ok,justkeepyouranswersbyguessing.

let,sdecideiftheyarerightbylisteningtothetapenow.

playtherecordingforthefirsttime.

studentsonlylisten,thenplayitasecondtime,letstudentsmatchtwoparts

ofeachsentence,checktheanswersbyaskingsomestudentstotelltheiranswers.

makesurethatallofthemhavegotthecorrectanswersbylistening,say

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congratulationstothestudentswhogettheanswerscorrectlybyguessing.

answers

1.b2.a3.c

tapescript

boy:hi,tina.youlookstressedout.

girl:iam.ihadabadmorning.

boy:really?whathappened?

girl:well,firstofallioverslept,bythetimeigotup,mybrotherhadalready

gottenintheshower.

boy:oh,whatapain!

girl:so,afterhegotoutofshower,itookaquickshowerandgotdressed,but

bythetimeiwentoutside,thebushadalreadyleft.

boy:oh,no!

girl:oh,yes!soiranallthewaytoschool.butwhenigottoschool,irealized

ihadleftmybackpackathome.

boy:nowonderyoulookstressedout.

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stepivlc

thispracticeprovidesguidedoralpracticeusingthetargetlanguage.

firstplaytherecordinginactivitylb

againandletthestudentsreadafterit.doitatleasttwice.

thenreadtheinstructionstogetherwiththewholeclass.

youwillmakeconversationsinpairs,eachofyouwillhavetotaketurnsbeing

tina.lookatthepicturesinactivitylatohelpyou.tel1yourpartnerwhathappened

toyouthismorning,askapairtoreadtheexampletotheclassbeforetheybegirt

sa:whathappened?

sb:ioverslept,andbythetimeigotup,mybrotherhadalreadygotteninthe

shower.

writetheconversationontheblackboard.

havethestudentsworkinpairs,movearoundtheroomofferinglanguagesupport

asneeded.

aftertheyallfinishtalking,asksomepairstosaytheirconversationstothe

class.

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stepvsummary

say,inthisclass,we'velearnedhowtonarratepastevents,usingthepast

perfect

tense,we'vealsodonesomelisteningpracticeinunderstandingthetarget

languageinspokenconversation,also,we'vedonemuchoralpracticeusingthetarget

language.

stepvihomework

1.writeoutthestoryoftina,notetousethetargetlanguage.

2.revisewhentousethepastperfecttenseandtheverbstructureofit.

stepviiblackboarddesign

unit9bythetimeigotoutside,the

bushadalreadyleft.

sectiona

thefirstperiod

1.bythetime…

bythetimetheteachercamein,thestudentshadbegunreading.

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bythetimetheteachercamein,donhadwrittenhisnameontheblackboard.

bythetimetheteachercamem,wehaddiscussedanenglishproblem.

2.somewordstodescribethepicturesoverslept,takingashower,hadleft,

leftherbackpackathome.

3.targetlanguage:

a:whathappened?

b:ioverslept,andbythetimeigotup,mybrotherhadalreadygotten

intheshower.

unit9bythetimeigotoutside,thebushadalreadyleft.

thesecondperiod

i?teachingaimsanddemands

1.knowledgeobjects

(1)targetlanguage

bythetimeshegottoclass,theteacherhadalreadystartedteaching.

whenshegottoschool,sherealizedshehadleftherbackpackathome.

whenigothome,irealizedihadleftmykeysinthebackpack.

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(2)thethreeformsoftheverbs.

2.abilityobjects

(1)trainthestudents'listeningskill.

(2)trainthestudentsJwritingskillwiththetargetlanguage.

(3)trainthestudents'speakingskill.

(4)trainthestudentstousethethreeformsoftheverbs.

3.moralobject

trytobeacarefulpersonanddoeverythingcarefully,remembernottobeas

carelessastina.

ii.teachingkeypoints

1.listeningpracticewiththetargetlanguage.

2.usethecorrectverbformstofillintheblanksbylistening.

3.makesentencesusingthepastperfecttense.

4.thethreeformsoftheverbs.

iii.teachingdifficultpoints

1.writeanendingforthestoryinactivity2c.

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2.thethreeverbformsingrammarfocus.

iv.teachingmethods

1.listening

2.pairwork

v.teachingaids

ataperecorder

vi.teachingprocedures

stepirevision

1.revisewhathappenedtotinainthemorningbyaskingoneortwostudents

totellthestroyonpage68.

theymaysaylikethis:

tinahadabadmorning,firstofallsheoverslept,bythetimeshegotup,

herbrotherhadalreadygottenintheshower.

andbythetimeshewentoutside,thebushadalreadyleft,shehadtorunal1

thewaytoschool,whenshegottoschool,sherealizedshehadleftherbackpack

athome,allthesemadeherlookstressedout.afterthat,askthewholeclassto

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workinpairs,tellingthestroyandhelpingeachotherinturns,remindthemto

usethecorrectverbforms.

2.askstudentstocheckeachother'shomeworkinpairs,pointingoutallthe

mistakestheymighthavemade.

3.revisethepastperfecttensebyaskingthechildrenwhentouseitandwhat

itsverbstructureis.

stepii2a

thisactivityprovidesguidedlisteningpracticeusingthetargetlanguage.

wehaveknowntinahadabadmorning.

butsomethingworsehappenedtotinalater,let'sgotoactivity2aonpage

69andseewhathappenedtotinalaterinthemorning.

readtheinstructionstotheclass,besurethatallofthemknowwhattodo.

callthestudentsJattentiontothefourpictures,getthemtoguessthecorrect

orderofthepicturesfirst,thefirstoneisgivenasasample,askoneortwo

childrentotelltheirstoriesbydescribingthepicturesaccordingtotheirown

order.

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then,wewillheartinatalkingaboutwhathappenedtoheraftershegotto

school,wecanseethereisasmallboxineachpicture.

pleasewriteanumberfrom1to4ineachboxtoshoweachpicture,scorrect

order.

thefirstonehasbeengivenasasample.

getthechildrentogetreadytolistentotinacontinueherstory.

playtherecordingthefirsttime,studentsonlylisten,playtherecordingagain

andaskthechildrentonumbereachpicture.

checktheanswerswiththeclassandseewhohaveevergotthecorrectanswers

withoutlistening.

answers

thepicturesshouldbenumberedinthisorder:

3124

tapescript

boy:sothenwhatdidyoudo,tina?

girl:well,iranhometogetmybackpack.

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butwhenigothome,irealizedihadleftmykeysinthebackpack.

boy:you'rekidding!

girl:soiranbacktoschoolwithoutmykeysormybackpack,andbythetime

igotbacktoschool,thebellhadrung.

boy:oh,no!

girl:andbythetimeiwalkedintoclass,theteacherhadstartedteaching

already,sheaskedforourhomework,butofcourseididn,thaveit.

stepiii2b

thisactivitygivesstudentspracticeinunderstandingandwritingthetarget

language.

askthestudentstoreadtheinstructionstogether,pointouttheblanksinthe

sentencesandtheverbsinthebrackets.

thisactivityhastwoparts,firstlet'sfillintheblankswiththecorrect

verbforms,wecanseesomeverbsinthebrackets,theyarethebaseformsofthe

givenverbs,forexample,getandgot,getisthebaseformoftheverb,yourjob

istowritethecorrectformsoftheseverbsintheblanks,lookatnumberone.

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asampleanswerisgiven.

letthestudentsfillintheblankswiththecorrectformsindividually.

movearoundtheclassroomcollectingthecommonmistakestheymaymake.

aftertheyallfinishwriting,tellthemtogetreadytolistentotheconversation

andchecktheiranswers.

iwi11playtherecordingagain,pleasecheckyouranswersandcorrectany

mistakesyoumighthavemadewhilelistening,playtherecording,studentslisten

andchecktheiranswers,correcttheanswersbyaskingsevendifferentstudentsto

saytheirstotheclass.

answers

1.gothome2.realized3.hadleft

4.got5.hadrung6.walked7.hadstarted

stepiv2c

thisactivitygivesstudentsoralpracticewiththetargetlanguage.

askthewholeclasstoreadtheinstructionstogether.

wehaveanewtasknow.weknowtinawaslateforclass,whatdoyouthinkhappened

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aftertinawaslateforclass?

workwithapartner,makeupanendingforthestorybycontinuingit.the

beginninghasbeengiven.

getstudentstodiscussinpairs,completetheending,makesuretheyaretalking

inenglish.movearoundtheclassroom,offeringlanguagesupportifneeded,after

tenminutes,askstudentstostopdiscussing,getsomepairsofstudentstotell

theclasshowtheythinkthestoryendedandletthewholeclassdecidewhoseending

isthebest,telleachpairtowritedowntheirending,ordoitafterclassiftime

isnotenough.

sampleendingofthestory

theteacherlookedattinaandsaid,“whyareyoulateandwhereisyourhomework,

tina?”〃ihadabadmorningtoday."tinasaidsadly.

i'msorrytohearthat,butmayiknowwhathappened?saidtheteacher.

thentinatoldtheteacherandthewholeclassherstory,allherclassmates

laughedloudlyafterit.someofthemsaid,“poortina!

bob,oneoftina'sclassmates,stoodupandsaid,“well,tina,i'dlovetohelp

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you.whynotletmekeepthekeysforyou?iwouldputyourkeysinmybackpack.

stepvgrammarfocus

thisactivityintroducesthetargetlanguageofthisunit.callstudents

attentiontothesentencesontheleft,askfourdifferentstudentstoreadthefour

sentencesandpointoutwherehadplusapastparticipleisused,writethesentences

ontheblackboard.

drawasimpletimelineforeachsentencetohelpstudentstounderstandthe

grammarfocus,forexample:

thengetthestudentstolookatthebox.

teachstudentstoreadthethreeformsofeachverbsfirst,thenaskseveral

studentstoreadtheverbstotheclasstoseeiftheycanread,writetheverbs

ontheblackboard.

askthestudentstomakesentencescorrectlyusingeachformoftheverbsinthe

box.forexample:

iusuallygetupat6:30.

igotupat5:30yesterday.

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bythetimeigotup,mysisterhadalreadygottenintheshower.

tellthestudentswhenwetalkaboutthefirstthingthathappened,weusehad

plusapastparticiple(hadgotten)andwhenwetalkaboutthesecondthingthat

happened,weusethesimplepasttense(gotup).asksometoreadtheirsentences

totheclass.

askthestudentstomaketheirownlistsofotherverbsusedinthisunit,tell

themtoputthelistsintheirnotebooksusingathree-columnformatliketheone

inthelook!section,thelistshavetoincludetheseverbs;leave,walk,start,

oversleep,ring,be.

checktheanswers.

somesamplesentenceswiththethreeverbforms

1.igotupat6:30everyday.

igotupat6:00yesterday.

bythetimeigotup,mysisterhadalreadygottenintheshower.

2.weusuallygotoschoolat7:30.

wewenttoschoolat8:30yesterday.

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bythetimewegottotheclassroom,

thestudentshadgonetothechemistrylab.

3.myfatherleaveshomeat8:30.

helefthomeat9:30thismorning.

whenmyfatherwentoutside,thebushadleft.

4.theteacheroftenstartsteachingat9:00.

theteacherstartedteachingat8:30thedaybeforeyesterday.

whentinagottoclass,theteacherhadalreadystartedteaching.

thethreeformsoftheverbsusedinthisunit:

leaveleftleft

walkwalkedwalked

startstartedstarted

oversleepoversleptoverslept

ringrangrung

bewas/werebeen

stepvisummary