Unit12 Life is full of the unexpected.第二课时教学设计和课时作业
The Second Period (Section A 3a---4c)
Teaching Aims
1. Knowledge Objects：
(1)Function:
Narrate past events.
(2)Key Vocabulary:
Ss can master the following new words and phrases: miss, unexpected, block, worker, stare, disbelief, above, burn, alive, airport, till, west, cream, workday, pie, bean, market, be full of, be about to, wait in line, in disbelief, jump out of, take off, think to oneself, finish doing sth, show up
(3)Target Language:
I was about to go up when I decided to get a coffee first.
As I was waiting in line with the other office workers, I heard a loud sound.
Before I could join the others outside to see what was going on, the first plane had already hit my office building.
But by the time I got to the airport, my plane to New Zealand had already taken off.
My bad luck had unexpectedly turned into a good thing.
By the time I arrived at the party, everyone else had already shown up.
(4)Structure:
Past perfect tense and review of key structures
2. Ability Objects
① Enable students to master and use the key vocabulary and target language.
②To read the passage, learn and master how to narrate past events with the Past perfect tense.
③To learn and master the usage of the Past perfect tense.
3. Moral Objects
Life is full of the unexpected. We should face the life peacefully.
Teaching Key Points：
⑴ To read the passage, learn how to narrate past events with target language.
⑵ Be able to master and use the key vocabulary and target language.
Teaching Difficult Points：
⑴Learn and grasp the usage of the Past perfect tense.
⑵Help students understand the passage and learn to narrate past events with the target language.
Teaching Methods：
The Situational Teaching Approach, Task-based language teaching method, The Gaming teaching Method.
Teaching Aids：
The pictures about daily activities and 911 Event, PPT
Teaching Procedures：
Step 1 Review（About 6 minutes）
Show the pictures about the morning of Tom’s family and have a talk about them with students.
T: Morning is important for us during a day. Look at the pictures. What happened to Tom’s family this morning What time did Tom get up
S1: He got up at 7:30.
T: What did his mother do before he got up
S1: His mother cleaned the room.
T: Could you please say this thing with “by the time”
S1: OK. By the time Tom got up, his mother had already cleaned the room.
T: Very good. Next please make sentences with “by the time” to describe what had happened when Tom got up.
Have students make sentences about what happened in the morning with “by the time”. Then call different students to say their sentences.
Present the pictures in 1a and 2a and ask two students to tell the story about what happened to Mary.
Step 2 Reading （About 14 minutes）
Lead in:
T: In our life, there’re lots of things happening every day. But something is unexpected. Please look at the picture. Do you know what happened in the picture
S2: The World Trade Center in New York was taken down by terrorists On September 11, 2001.
T: Yes. That’s a really horrible and unexpected thing. But someone was lucky to survive the disaster. Life is full of the unexpected. Sometime it might be bad, but it also may be good. How did the man survive this event Let’s read the passage and find the answer.
While-reading:
First, have students look at the following statements in the chart. Then let them read the passage quickly to get a general idea and circle “T” for “True” or “F” for “False”.
1. On September 11, 2001, I found a job at The World Trade Center in New York. 2. When the writer was about to go up to his office, he heard a loud sound. 3. When the writer stared in disbelief the burning building, he felt lucky. 4. The writer missed his plane because his alarm didn’t go off. 5. On that day, the writer had to wait for the next plane. 6. The earthquake happened in New Zealand on February 21, 2011.
Ask different students to say their answers, and then check the answers with the class.
Have students to read the questions in the box in 3a, and then read the passage carefully and find the answers. Ask two students to report their answers.
Call two students to read each paragraph. At the same time, have other students check the answers and find out key phrases and key sentences.
Then help students sum up some key language points and explain some phrases and the key structures with the Past perfect tense.(Phrases: be about to, wait in line, stare at, in disbelief, jump out of, take off, think to oneself.)
After-reading:
Have students read the words in 3b and say their meanings, then ask them to find the words with opposite meanings from the passage. Call two students to say the answers and check them in class.
Ask them work alone to write a sentence with each word. Then invite different students to share their sentences with others.
Have students read the words and phrases in the box of 3c, and then have them choose some words and phrases to retell one of the events to their partners. While working, move around and give them some language support if necessary.
Invite different students to retell one of the two events
Step 3 Grammar Focus (About 5 minutes)
Have the students read and remember the first three sentences in Grammar Focus by themselves, and then ask a student to summarize the structure of the Past perfect tense. Teacher gives some explanations about some usages of the Past perfect tense. Then according to the example, have students make sentences to talk about what happened in the past using the Past perfect tense.
Call some students in different levels to report their sentences in class and praise the students who don’t have any mistakes.
Have two students read the last two sentences and ask others to say each sentence’s structure. Then ask them to practice using the structures.
Step 4 Practice（About 5 minutes）
Have students read two simple sentences and the clause with “by the time” in 1 of 4a. Then tell them that the action “go into the bathroom” happened before the action “get up” and why we use the past perfect tense in the clause.
Have students work alone to finish 4a using 1 as an example. Remind them the different usages between by the time and before. Move around the classroom and give them some explanations if they have any difficulties.
Invite different students to say their sentences and check them in class.
Step 5 Writing practice (About 5 minutes)
Have different students read the words and phrases in the box of 4b and say their meanings. Then read the first sentence and help students choose a phrase to fill the blank with its correct form.
Have students work alone to finish 4b. First, let them read each sentence and choose the right words or phrases for each sentence. Then use the correct form of the word or phrase to complete the sentence. Move around the classroom and give them some help if need.
Call different students to say their answers and check them with students.
Step 6 Groupwork (About 6 minutes)
T: There are different things happening every day. What special things happened to you yesterday Please write two true statements and one false statement about your day yesterday.
First, ask students to read the uncompleted sentences in 4c and call different students to complete each sentence. Then have them write two true statements and one false statement about his/her day yesterday.
Let each student read his/her sentences in the group and ask other group members to guess the false statement. Finally, each group chooses one student to say his/her statements and ask other classmates to guess the false one.
Step 7 Summary（About 3 minutes）
In this class, we've mainly read the passage about two unexpected events and learned how to narrate past events using the target language. And we have done much reading, speaking and writing practice using the target language to narrate past events.
Ask students to sum up and review the important phrases and the key sentences they learned.
Make sure the students can use the past perfect tense to narrate the events they experienced.
Step 8 Homework（About 1 minutes）
In your life, have you had the unexpected experience that your bad luck turned into a good thing Please write your story and share it with your classmates.
Blackboard Design：
Unit12 Life is full of the unexpected.
Section A 3a-4c
Before …, the first plane had already hit ….
By the time …, my plane… had already taken off.
The Past Perfect Tense:
had + past participle form
I was about to go up when I decided to get a coffee first.
As I was waiting in line with…, I heard a loud sound.
课时作业设计
Ⅰ.根据句意、汉语意思和首字母提示完成句子。
1. The boy never m (错过) watching any soccer matches.
2. The announcement was really u_______(出乎意料的).
3. The lazy boy s (盯着看) blankly at the test paper in front of him.
4. He felt very lucky to be a_______(活着) after that accident.
5. It’s reported that an a________(机场) will be built in our city soon.
Ⅱ. 选择填空。
1. I was about out when it began to rain.
A. go B. going C. went D. to go
2. --- Did you tell your mother about it last night
--- No. By the time I got home, my mother______ to sleep.
A. went B. has gone C. gone D. had gone
3. Children looked the stranger up and down .
A. in safety B. in disbelief C. in agreement D. in time
4. ---Could you please check when the plane will on the Internet
---Sorry, my computer doesn’t work.
A. take after B. take off C. take place D. take away
5. Catherine______ writing the letter before her mother came into her bedroom.
A. has finished B. was finishing C. finished D. had finished
Ⅲ. 用所给词的适当形式。
1. They saw the black smoke _______(rise) above the burning factory.
2. They finished the work _______(unexpected) early.
3. He is too heavy. He has decided ________(take) some exercise to keep healthy.
4. She had finished (read) three novels by the end of last month.
5. Before he got to school, he ____(hear) about that exciting news.
教学反思
本节课是一节读写课，各教学环节环环相扣，设计精妙，能力训练较为全面。
复习巩固，落实到位。结合图片用一家人早晨的活动复习by the time引导的从句和过去完成时的用法，学生兴趣浓厚，复习效果明显，为学生总结和练习过去完成时的用法奠定了坚实的基础。
坚持精讲多练，读写结合。阅读教学抓住词汇和关键结构，读说并举，理解短文，重视口语和书面表达的训练。听说读写相互融合，从知识的感知、领悟再到运用，最后完成由知识向能力的迁移。阅读活动设计由易到难，层层深入；在阅读的每个过程中，教师精心设计“讲解点”，引导学生自主活动，合作探究。学生在获得知识同时，也进一步提高了在情境中运用关键结构进行表达的能力。
第二课时作业设计答案
Ⅰ. 1. missed 2. unexpected 3. stared 4. alive 5. airport
Ⅱ.1-5DDBBD
Ⅲ. 1. rising 2. unexpectedly 3. to take 4. reading 5. had heardUnit12 Life is full of the unexpected.第三课时教学设计和课时作业
The Third Period (Section B 1a---1e)
Teaching Aims
1. Knowledge Objects：
(1)Function:
Narrate past events.
(2)Key Vocabulary:
Ss can master the following new words and phrases: fool, costume, embarrassed, get dressed, April Fool’s Day, costume party, stay up
(3)Target Language:
When I got there, I found that he had fooled me.
What happened to Dave on April Fool’s day
After an hour, the other kids showed up, and I realized that my brother had fooled me.
(4)Structure:
Past perfect tense
2. Ability Objects
① Learn to talk about unexpected events and narrate past events with the Past Perfect Tense.
② Learn and master new vocabulary and improve students’ ability of listening and speaking.
3. Moral Objects
Don’t play jokes on people you don’t know. Encourage students to learn about more foreign culture.
Teaching Key Points：
① Learn to talk about unexpected events and narrate past events with the Past Perfect Tense.
② Help students learn new vocabulary and train students’ ability of listening and speaking.
Teaching Difficult Points：
① Guide listening and oral practice using the target language.
② Practice retelling the story and learn to narrate past events with the Past Perfect Tense.
Teaching Methods：
The Situational Teaching Approach, Task-based language teaching method, Audio-lingual methods, The Communicative Approach.
Teaching Aids：
The pictures about April Fool’s Day, A video about April Fool’s Day, PPT
Teaching Procedures：
Step 1 Review（About 5 minutes）
Greet the class as usual. Then Point at a student and ask.
T: S1, why didn’t you hand in your homework
S1: Oh, sorry. By I got to school, I realized I had left my homework at home.
T: That’s all right. In our life, there are some unexpected things happening all the time. Please look through the questions in Self Check 2, then think about them and give your reasons.
Have students read the questions in Self Check 2 and think of your ways to answer the questions. Then finish the answers on their own. Remind them to practice using the Past Perfect Tense. While students work, move around and offer language support if they need.
Call different students to say their answers. Encourage them to say different reasons.
Step 2 Warm-up and lead in（About 7 minutes）
T: Many teenagers all like festivals. Look at the pictures. Can you say the festivals in English
Ss: Spring Festival, Mid Autumn Day, National Day and Dragon Boating Festival.
T: You’re great! What festivals do you like, S1
S1: I like Spring Festival and Mid Autumn Day.
T: Which western festival do you like
S1: Christmas Day. I like Father Christmas.
T: Christmas Day is an important festival in western countries. What other western festivals do you know (Present the pictures of some western festivals to help students to answer.)
S1: Thanksgiving Day.
S2: Halloween.
T: Halloween is very interesting. On that day, people usually wear a special costume to take part in a costume party.(Show a picture of a costume party to teach the new words “costume and costume party” .)
S3: Easter, April Fool’s day
T: What do you know about April Fool’s day When is it
S4: It’s on April 1st.
T: Yes. April Fool’s day is an interesting festival, too. On that day, people usually play jokes on each other. If someone is fooled by others, he/she will be called “an April Fool”. How will the persons who were fooled feel, angry, afraid or embarrassed
S5: They may feel embarrassed.
(Teach the new word “fool” and “embarrassed”. Then tell them “Fool” is a noun and also a verb.)
T: Have you ever celebrated it Next, let’s watch a video about it and know about its information.
Play the video about April Fool’s day and talk about it.
Step 3 Practice（About 6 minutes）
Have students read the list of the words in the left box in 1a and ask them to tell the meanings. Find out the words which the students don't understand and give some explanation.
Read the instructions to the students. Point to the chart with the three headings Nouns, Verbs and Adjectives and use “fool” as an example to tell them what to do.
Ask the students to complete the chart on their own. Correct the answers by asking three students to read their answers to the class．
Step 4 Pair work（About 6 minutes）
T: What happened to you recently Please tell your experience to your partner. You can use two or more words from the list in 1a.
First, ask a student to read the example on the right, and then let them work in pairs to tell his /her partner about something that has happened to him /her recently. Around the classroom checking their work and offering language support as needed.
Invite some pairs to say their conversations to the class.
Step 5 Listen and write（About 5 minutes）
T: April Fool’s day is a traditional day to play jokes on others. Have you ever fooled others Have you ever been an April Fool Please look at the picture 1c. Dave, Nick and Joe are talking about their experiences on April Fool’s Day. Please listen to the tape and write each person’s name under his picture.
Call the students’ attention to the four pictures and ask the students what is happening in each picture. Let four different students to describe the picture.
Play the recording the first time. Let them get the main ideas about each picture. Play the recording again and have the students write each boy’s name in the correct box.
Check the answers with students.
Step 6 Listen and fill（About 5 minutes）
T: There are six phrases in the box. Your task is to find out who says each of the phrases, Dave, Nick or Joe after listening to the same recording. And write "D" for Dave, "N" for Nick and "J" for Joes on the short lines before the phrases. Look at the first one. The answer has been given as a sample.
Have a student read the six phrases in 1d and say the meanings. Play the recording twice and let students to fill the letters on the short lines before the phrases.
Call six different students to report their answers to the class. Check the answers with the class．
Step 7 Group work（About 7 minutes）
T: What happened to Nick, Joe and Dave on April Fool’s Day Please look through Nick’s story in the chart and complete it according to the information in 1c and 1d.
First, have students read the chart and complete Nick’s story. Remind students the past perfect tense. Then call two students to retell the story.
On April Fool’s Day Nick’s alarm . He got up and . Then he and went to school. When he got to school, the building was . An hour later the other kids . Then he realized that his brother him. His brother had his alarm an hour .
Answers: went off; took a shower; got dressed; went to school; empty; showed up; had fooled; set; early.
Ask students work in groups to retell the story of Dave or Joe. Choose the best student from each group and praise them. Move around the room as they work, offering help as needed. Invite two or more groups to tell their stories to the class.
Step 8 Summary（About 3 minutes）
In this class, we’ve mainly done much listening and writing practice using the target language. We’ve known some storied about April Fool’s Day by listening and speaking.
Ask the students to do some exercises to strengthen the past perfect tense.
Step 9 Homework（About 1 minutes）
Now in China people also play jokes on each other on April Fool’s Day. So last year what did you or your classmates do for fun that day Please write a story to tell your partner something that happened to you Last April Fool’s Day.
Blackboard Design：
Unit12 Life is full of the unexpected.
Section B 1a-1e
costume, costume party
fool n. v. April Fool’s day
embarrassed
A: What happened to Dave on April Fool's Day
B: Well, a friend invited him to a costume party.
When he got there, he found that he had fooled him.
课时作业设计
Ⅰ. 单项选择。
1. He made such a big mistake, so he was really .
A. embarrassed B. happy C. unexpected D. excited
2. Don’t all night, or you’ll be very tired next morning.
A. stand up B. stay up C. get up D. stay in bed
3. The traffic accident happened him yesterday afternoon.
A. for B. of C. with D. to
4. We waited for her for two hours. It was getting dark when she finally .
A. showed around B. showed out C. showed up D. showed off
5. His little sister is too young to herself.
A. wear B. dress C. put on D. have on
Ⅱ.按要求完成下列各题，每空一词。
1. 昨天下午开会时他没有出席。
He didn’t ____ _____ at the meeting yesterday afternoon.
2. 她的话使我非常尴尬。
Her words ______ me very _________.
3. 我的一个朋友昨天邀请我去参加化妆晚会。
My friend________ me to take part in a ________ ______ yesterday
4. 我意识到我的朋友们愚弄了我。
I ________ that my friends _____ ______me.
5.关于愚人节你了解多少？
How much do you know about________ ______
Ⅲ. 用所给词的适当形式。
1. After she got _______(dress), she went out with her camera.
2. He invited me _______(go) for a picnic, but I had no time.
3. The boy ________(fool) by his friends last April Fool’s Day.
4. He said his father ________ (work) in the shop since 1990.
5. He (empty) his schoolbag, but he didn’t find his keys.
教学反思
本节课以听说为主，以听说练习来提升学生的语言综合技能。
课堂设计层次清楚，遵循了循序渐进的原则。教学以谈论中西方节日导入，利用图片和视屏简单介绍愚人节的情况，激发了学生兴趣，也为后面听力故事做铺垫。在介绍节日时学习新单词并掌握它们的词性和用法，并引导学生用所学的单词练习造句。这样，从词、句子到故事，符合学生的认知水平，很好地培养学生的口头书面表达能力。
注重听说的训练，以说促听，以听促说。听力训练重视听力策略的培养，根据侧重点不同，注意引导学生捕捉关键信息，提高了学生的听力技巧。听前描述图片，既激发学生兴趣，又为听力做好铺垫；听后复述故事针对学生实际，给学生提示了其中一个故事的大概情节，利用填空形式帮助学生复述，这样分层次教学更有利于学生发展，给更多学生创造展示自我的机会，提升了学生学习的自信心，同时对于有能力的小组自己复述另外一个故事提供一个范例。
第三课时作业设计答案
Ⅰ. 1-5ABDCB
Ⅱ. 1. show up 2.made; embarrassed 3. invited; costume party 4. realized; had fooled 5. April Fool’s Day
Ⅲ. 1. dressed 2. to go 3. was fooled 4. had worked 5.emptiedUnit12 Life is full of the unexpected.第四课时教学设计和课时作业
The Fourth Period (Section B 2a---3b, Self Check )
Teaching Aims
1. Knowledge Objects：
(1)Function:
Narrate past events.
(2)Key Vocabulary:
Ss can master the following new words and phrases: announce, spaghetti, hoax, discovery, lady, cancel, officer, believable, disappear, embarrassing, take place, play tricks on sb., sell out, lose weight, by the end of, end up doing, run out of, run away
(3)Target Language:
By the time people realized that the story was a hoax, all of the spaghetti across the country had been sold out.
They said this water would help people lose weight and that one customer had already lost a lot of weight in just four month.
By the end of the day, more than 10000people had phoned the TV station to find out how to get this water.
Many April Fool’s jokes may end up being not very funny.
In that month in 1938, actor Orson Welles announced on his radio program that aliens from Mars had landed on the earth.
(4)Structure:
The Past perfect tense and some key structure
2. Ability Objects
① Enable students to master and use the key vocabulary and target language.
② Enable the students to get the main idea of the passage through reading the key sentences and train the students’ reading skill.
③ To read the passage, learn and master how to narrate past events with the Past perfect tense.
3. Moral Objects
Try to collect the jokes happened on April Fool’s Day. Make students have fun playing April Fool’s jokes and not harm others.
Teaching Key Points：
⑴ Learn and master and use the key vocabulary and target language.
⑵ Enable the students to get the main idea of the passage through reading the key sentences and train the students’ reading skill.
Teaching Difficult Points：
⑴Enable the students to understand the three articles, learn and master how to narrate past events with the Past perfect tense.
⑵Help the students to write stories happened on April Fool’s Day.
Teaching Methods：
The Task-based Language Teaching Method, The Cooperative Learning Method, The Gaming Teaching Method
Teaching Aids：
The pictures about April Fool’s Day, Recorder, PPT
Teaching Procedures：
Step 1 Review（About 6 minutes）
Present four pictures about Nick. Ask: What happened to Nick last April Fool's day
Have two students retell Nick’s stories happened on April Fool’s Day according to the pictures.
Step 2 Warming up (About 5 minutes)
T: April Fool’s Day is a traditional day to play jokes on others. People celebrate April Fool’s Day differently. Have you ever played jokes on others on April Fool’s Day Have you ever been fooled by others Please tell your story to your partner.
Invite two students to share their funny stories about April Fool’s Day.
Step 3 Pre-reading (About 5 minutes)
Lead in
Show a picture of a UFO and aliens, have a talk with students.
T: Look at the picture. What are these
S1: It is a UFO and two aliens.
T: Yes. A radio program reported that aliens from Mars had landed on the earth. Do you believe it or not Why
S1: I believe it. The space is so large. There must be aliens watching us on space.
S2: I don’t believe it. Because no one saw the aliens. It’s only a joke about April Fool’s day.
T: Is the story real Next, we’ll read the article and find out the answer.
Have students read the passage in 2b quickly and find the new words and key phrases, and then let them try to guess their meanings. Then present the new word on the screen and use pictures or explanations to teach the new words and key phrases.
Step 4 While-reading（About 9 minutes）
Fast reading
Ask a student to read the first paragraph for its main idea and answer the following questions.
What do you know from the first paragraph What do you guess the passage is about according to the first paragraph
Have students read through the main idea of each paragraph in the box in 2b. Let them read the article in 2b as quickly as possible to find the main idea of each paragraph, and then match each paragraph with the main idea.
Ask two students to report their answers.
Careful reading
Have students look at the following statements in the chart. Then let them read the article in 2b to get a general idea and circle “True” or “False”.
1. There will be no spaghetti because farmers in Italy don’t want grow it. 2. A TV show in the England reported the discovery of special water. 3. The famous TV star really wanted to marry his girlfriend. 4. All the stories in the passage happened on April Fool’s Day. 5. Orson Welles said on a radio program that aliens from Mars had landed on the earth. 6. Few people believe the story told by Welles.
Ask different students to say their answers and check the answers with the class.
Have students read the questions in 2c, and then scan the three stories and find out the answers to the questions individually.
Ask different students to answer each question in 2c. Check the answers with the class.
Have students read the article again and find out the sentences with the Past perfect tense and key structure. Explain the important or difficult points to the class. Then call three students to retell the three stories.
Step 5 After-reading (About 4 minutes)
Have a student read the first sentence in 2d and use it as an example to help them to fill in the blanks with the correct forms of the verbs. Remind them of the usage of the Past perfect tense. Then ask students to finish the exercises in 2d individually.
Call different students to read their answers and check the answers with the class.
Step 6 Practice (About 5 minutes)
Have the students look through the words in the box of Self Check 1 and understand the meanings. Then ask them to read the passage and get the main idea. Next have them think of choosing the right word for each blank and complete the sentences with the correct form of the words.
As students write sentences, move around and offer language support if they need.
Call different students to say the answer of each blank and check them with students.
Step 7 Group work (About 5 minutes)
T: From the passage, we know about four funny stories. We each must have our own funny story. Next, please tell your funny story to your classmates in your group.
First, call students to read the story in 2e as an example. Then ask students to tell their funny stories in group. Each group chooses one or two stories to report in class. Then the whole class vote for the funniest joke, the most embarrassing joke and the most creative joke.
Step 7 Make a survey (About 5 minutes)
T: In our life, there may be some unexpected things happening every day. What special thing has happened to you recently Do you think it’s a lucky day or an unlucky day Please read through the questions in the chart of 3a on Page 95 and make some notes about what you remember in the chart.
Have students read through the chart in 3a and think of each question in the chart. Ask students to interview in pairs according to the questions. Write down some notes about the things happened on his lucky or unlucky day.
After completing the chart, ask each student to try telling his/her story to his/her partner.
Step 8 Writing (About 5 minutes)
Have students read the instruction in 3b, and then ask them to write a story about their lucky or unlucky day.
First, ask them to choose the story’s title, and then read the expressions in 3b and complete the sentences using the notes in 3a. Make sure the students can narrate past events using the key structures learned. The teacher walks around and gives them some help if they need.
Then let them put these sentences together into a story.
Finally, have each student tell his or her own story in groups. Each group chooses the most interesting story to present in class.
Have students write down their stories in the exercise books.
Step 9 Summary (About 3 minutes)
In this class, we've learned a passage about some stories happened on April Fool’s Day. It makes us learn more about western culture.
Ask two students to sum up the key phrases and the sentence with the Past perfect tense.
Step10 Homework (About 1 minute)
What funny things happened to you on April Fool’s Day Please write what happened to you on April Fool’s Day and tell the story to your friends.
Blackboard Design：
Unit12 Life is full of the unexpected.
Section B 2a-3b, Self Check
on April Fool’s Day play tricks and jokes on…
there would be no more spaghetti stop growing, sold out →a hoax
the discovery of special water lose weight, phoned the TV station →a trick
the TV star wanted to marry his girlfriend get married, lost his girlfriend →a trick
aliens from Mars had landed on the earth hundreds of, had left their home→a hoax
第四课时作业设计
Ⅰ.根据句意、汉语意思和首字母提示完成句子。
1. The d________ (发现) of Columbus was quite an event in the world.
2. The flight to London was c______(取消) because of the storm yesterday.
3. His father a_____(宣布) yesterday that he'd given up smoking.
4. The dinosaurs d________ (消失) millions of years ago..
5. She didn’t have a b________ (可相信的)excuse for being late for school.
Ⅱ. 选择填空。
1. ---Jim, how long have you_____ your wife
---For ten years.
A. got married with B married C been married with D been married to
2. That was not nice of you to play a on your younger sister.
A. chance B. game C. trick D. treat
3. All the tickets for New Year’s concert have been already.
A. come out B. sold out C. worked out D. given out
4. ---What did Mr. Green say just now
---He the results of the game.
A. developed B. got C. announced D. created
5. Lucy is _____ hard-working _____ she often works late into night.
A. so; that B too; to C such; that D not only; but also
Ⅲ. 用所给词的适当形式。
1. The______(end)of the story is amazing.
2. They ______(sell)out all the match tickets before I got there.
3. I was ________(embarrass) when I knock the cup of coffee over my friend.
4. British Prince William and Kate ______(marry)for nearly three years by the end of last month.
5. I suddenly (discovery) that I left my handbag on the bus.
教学反思
本节课注重学生阅读方法的引导，活动设计很有特色，主要体现在以下两点：
一、导入有的放矢，铺垫自然实用。
教学以根据图片复述愚人节故事进行复习巩固，同时为学生讲述自己愚人节故事提供范例，也为下面阅读教学做好铺垫。利用学生感兴趣的外星人图片导入，既能激发学生阅读的兴趣，也让学生对阅读的内容有一定的了解，提高学生阅读的判断力。
二、活动设计符合学生认知规律，强调阅读策略培养，重视以读促写。
阅读教学强调阅读方法的培养，注意教会学生根据每段的第一句去理解段落内容大意，推测整篇文章的主要意思。阅读时活动设计由浅入深，从细节判断，句子含义理解到短文主旨理解，环环相扣。读前、读中和读后活动有机成为一体，相互促进，让学生能够运用所学的语言结构叙述过去的事件，完成写作任务，真正体现“学为了用”这一目的。
第四课时作业设计答案
Ⅰ. 1. discovery 2. cancelled 3. announced 4. disappeared 5. believable
Ⅱ. 1-5 DCBCA
Ⅲ. 1. ending 2. had sold 3. embarrassed 4. had been married 5. discoveredUnit12 Life is full of the unexpected.第一课时教学设计和课时作业
The First Period (Section A 1a---2d)
Teaching Aims
1. Knowledge Objects：
(1)Function:
Narrate past events.
(2)Key Vocabulary:
Ss can master the following new words and phrases: backpack, oversleep, by the time, go off, wake up, put on, rush out, give… a lift
(3)Target Language:
By the time I got up, my brother had already gotten in the shower.
When I got to school, I realized that I had left my back at home.
By the time I got back to school, the bell had rung.
Before I got to the bus stop, the bus had already left.
(4)Structure:
Past perfect tense
2. Ability Objects
①Enable the Ss to narrate past events with the Past Perfect Tense.
②Train students’ listening and speaking skills with the target language.
3. Moral Objects
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．
Teaching Key Points：
Learn to narrate past events with the Past Perfect Tense.
Learn and master the usage of the Past Perfect Tense.
Teaching Difficult Points：
Learn to narrate past events with the Past Perfect Tense．
Train the students to understand the target language in spoken conversation and train students’ listening ability and communicative competence.
Teaching Methods：
The Situational Teaching Approach, Task-based language teaching method, Audio-lingual methods, The Activity Teaching Method, The Communicative Approach.
Teaching Aids：
The pictures about morning activities, Recorder, PPT
Teaching Procedures：
Step 1 Warm up（About 5 minutes）
Greet the class as usual.
Show a picture of morning and have a free talk about it with the students.
T: Boys and girls! There is a Chinese saying about morning. What’s it Please say it in Chinese.
Ss: 一日之际在于晨。
T: You’re great. 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. Then what do you usually do in the morning before school
S1: I usually run, brush my teeth and eat breakfast.
T: What do you think of your morning Happy, bad or busy
S1: I have a busy morning.
T: Most students do that like you. Now let’s look at some pictures and see what the boy does in the morning.
Have students to talk about the pictures in pairs and then ask one students to complete the following passage.
My busy morning I always have a busy morning. Every morning I get up at about 6:00, then I for half an hour. After that, I . Then I and wash my face. At about 7:10 I breakfast with my family. After eating, I usually help mum do the dishes. And at about 7:30 I to school.
Step 2 Lead in（About 6 minutes）
T: Morning is very important for everyone. 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. Do you agree
S1: 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. What about this morning
S1: I got up late, at half past six.
T: Oh! You overslept.
S1: Yes, when I hurried to take a shower, but I couldn’t.
T: 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
S1: Yes. By the time I got up, my brother had already gotten in the shower. (Write this sentence on the blackboard.)
T: What else did you find when you got up
S1: My father had left home.
T: Oh. So by the time you got up, your father had already left home.
S1: Yes. By the time I got up, my father had already left home. (Write the sentence on the blackboard.)
T: (Have students read the two sentences) Look at the two sentences on the blackboard. They contain the structure we are going to learn today — Past Perfect tense structure. In the two sentences, the action “get in the shower and leave home” happened before the action “get up”. Next, let’s look at the pictures and make sentences.
Have students to talk about the pictures and make sentences. Then call two students say the sentences.
Picture 1: By the time I got to school, the bell had rung.
Picture 2: By the time my mom came back home, I had cleaned up the yard.
T: Now will you give some sentences by using this structure (Have students say more sentences.)
S2: By the time I got up, my mother had already cooked in the kitchen.
S3: By the time I got to the bus station, the bus had already left.
...
Step 3 Practice（About 4 minutes）
T: The boy has a busy morning, but Mary has a terrible morning. So what happened to her this morning Let’s look at the pictures in 1a. What can you see in Picture 1
S1: I can see a girl getting up and looking at the clock. I think she got up later than usual because she looked worried.
T: Very good. She overslept and got up late. What can you see in Picture 2
S2: Someone was taking a shower in the bathroom, so she had to wait.
T: So what can we say
S2: By the time she got up, someone had already gotten in the shower.
T: Very good. What about other pictures What can you see
S3: By the time she got to the bus stop, the bus had already left.
S4: She had to run to school quickly.
S5: When she got to school, she realized she had left her backpack at home.
T: Good. You really did a great job. I am very glad that you have used the structure we just learnt.
Invite a student to tell the story of Mary.
Step 4 Listening practice（About 4 minutes）
T: Next, we’ll listen to Mary telling her story in the morning. Please listen to the tape and see what happened to Mary. Then complete the sentences in 1b.
Ask students to read the three sentences in 1b and guess the answers.
Play the recording for the first time and let students try to get a general idea of her story. Then Play the recording again, have them listen to the key words and complete the sentences.
Check the answers with students.
Step 5 Pairwork（About 4 minutes）
T: We heard Mary telling us her story this morning. As we know, different people may have different mornings. Then what about yours Imagine you are Mary in the picture. Look at the pictures above and tell your partners what happened to you this morning.
First, invite two students to read the sample conversation in 1c. Then have them work in pairs and tell their partner what happened this morning.
As students work, move around the classroom and check their work. Offer language help if needed.
Ask several pairs of students to share their stories with others.
Sample dialogue 1:
A: What happened this morning
B: I overslept. And by the time I got up, my brother had already finished his breakfast.
Sample dialogue 2:
A: What happened to you this morning
B: Well, I got up late. By the time I got to the bus stop, the bus had already left.
Step 6 Listening practice（About 6 minutes）
T: From 1b, we know that Mary overslept and she had a terrible morning. What do you think will happen after that
S1: I think she will get back home and take her bag.
T: I think so too. What about you
S2: I think she will be late for school and her teacher will be angry.
T: That’s really terrible. Next, let’s look at the pictures in 2a and say what happened.
S3: I can see Mary is looking for her keys.
S4: I can see she is rushing to school. I think she will be late.
S5: By the time she got to school, class had already begun.
T: Now listen and find out what happened to Mary.
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 to the tape carefully and find out what happened to Tina.
Play the recording and ask the students to get a general idea. Play the tape again and have them number the pictures in the correct order.
Check the answer in class.
T: You’ll listen to the conversation again. This time fill in the blanks in 2b with the correct verb forms.
Have the students read the sentences in 2b and fill in the blanks individually with the correct forms of the verbs in brackets. Then play the recording again and ask students to check answers by their own.
Play the recording for the fourth time and check the answers with students.
Step 7 Pairwork（About 5 minutes）
T: After listening, we know that the teacher had already started teaching by the time Mary walked into class. Now make up an ending for the story and share it with the class. Tell your partner what happened to Mary when she entered the classroom.
Ask students to make up an ending for the story according to the information in 2a and 2b. As students work, move around the classroom offering help as needed.
Sample ending:
When Mary rushed into class, the teacher had already started teaching. The teacher looked at Mary 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.
Call two students to share their endings of story with other student.
Step 8 Expansion and extension（About 7 minutes）
Role-play the conversation
First, have students to role-play the conversation in 2d in groups, and then ask them the following questions.
①Why was Kevin late for class ②What happened when he got to the bus stop
③How did Kevin get to school in the end
Have students read the conversation and find out the key sentences and key phrases.
Explain the key sentences with “when, before and by the time” and some key new phrases “go off, wake up, put on, rush out and give…a lift” and help students understand the language points.
Call several pairs to act out the conversations in front of class.
Step 9 Summary（About 3minutes）
Guide Ss to summarize the language points they learnt in this class.
Ask students to sum up the structure and usage of the Past Perfect Tense. Then have them practice making sentences with the Past Perfect Tense to narrate past events.
Step 10 Homework（About 1 minutes）
Write down Mary’s story about her morning.
Make 5 sentences using past perfect tense to narrate your own experience.
Blackboard Design：
Unit12 Life is full of the unexpected.
Section A 1a-2d
By the time I got up, my brother had already gotten in the shower.
By the time I got up, my father had already left home.
had + P.p
A: What happened
B: I overslept. By the time I got up, my brother had already gotten in the shower.
go off, wake up, put on, rush out, give…a lift
课时作业设计
Ⅰ. 根据句意和汉语提示，完成下列句子。
1. He ___________(醒来) very early and went out for a walk in the park.
2. I ___________(让她搭便车), so she invited me to have dinner.
3. Yesterday morning, I ______(睡过头) and missed my usual bus..
4. The children r______(冲出) to see what happened outside the classroom.
5.This Monday my alarm clock didn’t __________(发出响声) and I got up late.
Ⅱ.根据句意，用括号内所给动词的适当形式填空。
1. I ___________(know)him when I was a student.
2. By the time I got up, Mom ________(go) out for some exercise.
3. I __________(learn) 1,000 English words by the end of last term.
4. When we _______(arrive) at the station, they had waited for more than twenty minutes.
5. When my mother got home, she realized she ________(leave)her bag on the bus.
Ⅲ. 根据对话内容，从方框内选择合适的句子补全对话。（其中有两项是多余的）
A. Why were you late B. He said I shouldn’t stay up so late at night. C. I usually get to school on time. D. Have you ever been late for school E. My bike broke down halfway. F. I rushed to the bus shop without breakfast. G. By I got to the school, the class had been on 15 minutes.
A: Can I ask you some questions, Lisa
B: Sure.
A: (1)_________
B: Yes, I have. But only once last term.
A: (2)_________
B: I stayed up watching the football match the evening before, so I overslept the next morning.
A: What did you do after you got up
B: (3)_________ But unfortunately, by the time I got there, the bus had already left.
A: Poor guy! And then
B: So I started walking. Luckily, my uncle drove by and gave me a ride.
A: But you didn’t make it in the end, did you
B: No, I didn’t. (4)_________
A: What did your teacher say
B: (5)_________
A: Yes, he is right. Thanks for your answering.
B: It’s my pleasure.
教学反思
本节课设计思路清晰，学习内容学习由浅入深，学生积极参与课堂活动，教学效果很好。
首先通过图片复习早晨一系列活动，提供练习的语言材料；然后谈论起床前后发生的一系列事件导入关键结构--过去完成时。富有生活情趣的图片和熟悉的生活场景，既激发了学生学习兴趣，又让学生很快进入学习状态。
采用任务型教学的策略，坚持“学中用，用中学”。课堂教学以学生为学习主体，以任务为中心，围绕by the time引导的从句和过去完成时的关键结构，在精心设计的任务活动中，引导学生参与、体验、思考、探究，帮助学生在任务中了解知识、学习知识、掌握和应用知识，从而实现教学目标。在运用语言完成任务的过程中，自始自终贯穿“以交际为目的”的原则，帮助学生学习和运用语言。
本节课听说活动较多，学生参与积极，但在写的训练上重视不够，检查面不够，应引导同学之间相互检查书写的句子，帮助练习和巩固教学重点。
第一课时作业设计答案：
Ⅰ. 1. woke up 2. give her a lift 3. overslept 4. rushed out 5. go off
Ⅱ. 1. had known 2. had gone 3. had learned 4. arrived 5. had left
Ⅲ. 1-5.DAFCBUnit12 Life is full of the unexpected.
教材分析、教学设想、重要知识点及语法解析
单元教材分析
本单元以“突发事件(Unexpected events)”为核心话题，以学习叙述过去发生的事情为题材，运用新目标语言，展开各项听、说、读、写活动，对单元语言交际功能项目“叙述过去的事情（Narrate past events）”进行训练。教学中利用谈论图片、听故事、读故事等形式，引导学生掌握单元语法结构和目标语言，练习叙述发生在自己身上的烦恼事或尴尬事。
本单元首先通过图片，叙述早上发生的一系列的糟糕事，引出本单元的中心话题和新目标语言的学习。然后通过学习April Fool’s Day发生的一些故事，进一步围绕目标语言展开各种教学活动，继而拓展到学习叙述“自己或某人的幸运或不幸的一天”。教学活动循序渐进，帮助学生整合新的目标语言和学过的语言知识，让学生熟练掌握过去完成时态的用法，学会运用“By the time I got back to school, the bell had rung.”等句型谈论过去发生的事情，进一步提高学生的听、说、读、写能力。而且在学习语言知识的同时，帮助学生理解中西文化的一些差异，使学生认识到不及时地做某事而造成的危害，培养学生养成良好的行为习惯。
Section A：是基本认知部分。主要介绍单元基本的语言内容和文化知识，注重学生的听说能力和短语的积累。教材主要是通过谈论图片中早晨发生的事，引出单元话题，导入本单元语言功能项目“叙述过去的事情（Narrate past events）”，呈现新的目标语言，并介绍语法项目过去完成时，然后从不同角度给学生提供了大量的听力、口语和阅读等方面的训练，逐步落实新的语言功能项目，使学生正确运用过去完成时叙述过去发生的事情。
活动1a复习旧词汇和介绍用于叙述过去事情的重要词汇和目标语言。要求学生看图描述每幅图中发生的事，学习新的词汇；然后介绍新的目标语言，学习过去完成时的用法；最后要求学生叙述图中的女孩早晨发生了哪些事。
活动1b提供理解目标语言在口语对话中运用的听力训练。听力内容是Mary和一个男孩谈论她早晨发生的一些事。首先让学生根据对1a中几幅图片的描述，运用目标语言补全句子。然后播放录音，学生根据听到的内容完成1b的三个句子，检查自己的听前的猜测是否正确。
活动1c提供运用目标语言的示范性口语练习。重点训练运用过去完成时叙述过去发生的事情。首先，让两个学生起来朗读1c中示例对话，理解过去完成时的用法；然后根据1a图片信息，让学生和同伴仿照例子编写对话谈论Mary早晨发生的事情。然后变换角色，轮流扮演Mary反复操练新目标语言。最后找几对学生在班里展示他们的对话。
活动2a提供的是使用目标语言进行的听力练习。听力内容是Mary谈论她那天早晨到校后发生的一些事情，要求学生听录音把四幅图画按顺序排列。先让学生看图描述四幅图片。然后听对话，让学生根据对话的内容按顺序排列图片。检查学生排列的情况。
活动2b提供理解目标语言在对话中运用的听和写的练习。先让学生阅读2b中的三个句子，用括号里所给动词的正确形式填空，然后要求学生再听录音，根据听到的内容检查答案。帮助学生练习运用过去完成时和一般过去时态叙述过去发生的事情。
活动2c提供的是使用目标语言进行的口语练习。让学生根据听到的故事内容，给故事编一个结尾，然后与同伴一起分享。找几个学生与大家一起分享他们写的故事结尾。
2d提供的使用目标语言进行的角色练习，帮助学生练习巩固所学语言功能项目。通过谈论Kevin早晨发生一些事情，练习运用过去完成时和一般过去时态叙述过去发生的事情，巩固所学的目标语言。首先要求学生朗读对话，理解对话中叙述过去发生的事情的过去完成时和一般过去时的重要句子，体会过去完成时的用法。然后找部分学生在课堂上分角色表演对话。
3a提供的是使用目标语言的阅读理解练习。先让学生阅读短文题目，并推测短文主要内容。然后让学生阅读短文，理解短文主要意思，了解生活中的难以预料的一些事件，回答3a的问题；再读短文，体会怎样使用过去完成时和一般过去时态叙述过去发生的事情。
3b提供的是读和写的练习。先让学生阅读3b给的词语，然后阅读短文，从短文中找出所给词的反义词，然后用每个词写一个句子。找几个学生汇报他们写的句子。
3c提供的是读、说和写的练习。要求学生复述短文中的某个事件。先让学生阅读3c的词语，并根据短文理解每个词的含义，再从中选出一些词来帮助叙述短文中的某个事件。找不同的学生分别复述几个事件。
Grammar focus总结了过去完成时的用法，复习叙述过去事情的一些关键结构。前三个句子通过叙述过去发生的一些事情，总结了过去完成时的基本结构和用法。后两个句子用when和as引导的时间状语从句和一些关键结构去叙述过去发生的事情。要求学生在日常交际中能够准确运用过去完成时和这些关键结构去叙述过去发生的一些事情。
4a是针对语言功能项目的写的练习。要求学生运用By the time 或before把两个单句连成一个复合句，帮助学生理解过去完成时的含义和用法，进一步巩固过去完成时。先让学生理解每个单句中动词的时间先后，然后造句。找几个同学汇报他们的句子。
4b提供针对语言功能项目的读和写的练习。要求学生阅读每个句子，并从方框里选择合适词的正确形式填空。先让学生阅读方框里的词语，理解每个词语的意思，然后在阅读句子，体会句子中每个动作的时间先后，完成练习。帮助学生进一步练习并巩固过去完成时。
4c提供的是运用目标语言进行说和写的练习。要求学生写三个句子叙述自己昨天发生的事情。先让学生阅读4c所给的三个不完整的句子，弄清时间概念，然后根据昨天自己发誓的事情写三个句子，其中一个句子是错误的叙述，然后让其他同学找出错误的叙述。帮助学生进一步练习并巩固过去完成时态。
Section B部分：是知识的扩展和综合的语言运用，进一步强化前面的语言学习。本部分注重学生的个人表达能力的训练，重点谈论过去发生的一些不可预料的事情，练习巩固学习的语言功能项目。
活动1a复习旧词汇，介绍一些新词汇，对学生进行词汇读写练习。先让学生朗读1a方框里的词语，理解每个词语的词性和含义，然后让他们把每个词归类到表格中正确的位置。提醒学生某些兼类词可以放在不同的位置。检查学生完成情况。
活动1b提供在运用目标语言的说和写的练习。要求学生从方框里选择几个词语去叙述自己近来发生的某个事情。先让学生读1b的示例，帮助学生选择几个词把叙述补充完整，然后让学生仿照示例独自练习。找几个同学汇报他们最近发生的事，检查学生学习效果。
1c提供的是运用目标语言的听和写的练习。让学生看1c的四幅图，了解并叙述每幅图上发生的事情；然后要求学生听Nick和Joe关于愚人节的对话，了解图中的人那天发生了什么事情。让学生根据听到的内容，把每个人的名字写在图下面。
1d提供的是运用目标语言的听和写的练习。要求学生把短语和说的人物配对。先让学生阅读1d中的六个短语，了解每个短语的意思；然后要求学生再听录音，根据听到的信息把人物和短语配对，把字母写在短语前面。帮助学生进一步巩固单元语言功能项目。
活动1e是运用目标语言进行的口语练习。这是上面听力活动的延伸，帮助学生在听力输入的基础上进行语言输出练习。首先让学生根据1c和1d信息，仿照1e的示例结对谈论愚人节发生的故事，然后在小组里讲述愚人节故事。找两个同学向大家讲述这个故事。帮助学生进一步练习使用过去完成时和一般过去时叙述过去发生的一些事情。
活动2a是针对目标语言的口语的练习。要求学生介绍他们在过去或愚人节发生的一些事情。让学生考虑他们过去尤其是愚人节愚弄过其他人或被我其他人与弄过的一些事情，然后把事情讲述给同伴听。帮助学生进一步练习运用目标语言叙述过去发生的事情。
活动2b是提供的是使用目标语言的阅读理解练习。要求学生阅读短文，了解短文中愚人节的故事，理解短文大意，然后把每段的大意和段落配对。
活动2c提供的是针对目标语言的读和写的练习。先让学生阅读2c中的问题，然后让学生再次阅读短文，回答这些问题，进一步理解短文。帮助学生进一步练习巩固目标语言。
活动2d提供的是针对阅读内容和语言功能项目的读和写的练习。先让学生阅读2d中的句子，理解句中动作发生的时间，再用括号里所给词的正确形式填空。帮助学生进一步练习语言功能项目，巩固过去完成时的用法。
活动2e提供使用目标语言进行说和写的训练。这是阅读活动的延伸，帮助学生训练口语和书面表达能力。学生把2a中自己的故事讲给全班听之后，全班投票选出最滑稽的笑话、最尴尬的笑话和最有创意的笑话。
活动3a是针对功能语言项目的说和写的训练。让学生阅读3a的表格，根据表格要求记录自己幸运的一天或不幸的一天发生的事情。然后根据记录内容讲诉自己的故事。找几个同学汇报自己记录结果。
活动3b是运用目标语言围绕功能语言项目进行写和说的练习。先让学生阅读3b的提示，根据3a自己的笔记，完成每个句子，叙述自己过去某一天发生的事情；然后把这个故事写下来，并讲给同伴听。选择几个不同程度的学生在班里分享他们的故事。
Self-check：针对单元话题和语言功能项目进行词汇、语法和写作练习。
1要求学生阅读故事，从方框里选择合适的词并用其正确形式填空，巩固单元语言功能项目，帮助学生进一步练习如何运用目标语言叙述过去发生的事情。
2是针对单元语言功能项目的写的练习。让学生阅读每个问题，考虑完成答案的方法，然后用自己的答案完成句子。帮助学生进一步练习巩固过去完成时态。
单元语言知识
词汇 Section A：单词：backpack, oversleep, miss, unexpected, block, worker, stare, disbelief, above, burn, alive, airport, till, west, cream, workday, pie, bean, market 短语：by the time到……时候；go off（闹钟）响；wake up醒来，把……叫醒；put on穿上；rush out奔出，冲出；give… a lift捎（某人）一程；at least至少；be full of装满，充满；be about to刚要，即将；wait in line排队等候；in disbelief不相信；jump out of从……跳出，跳离；take off（飞机等）起飞；think to oneself心中想，盘算；finish doing sth.做完某事；show up赶到，露面
Section B：单词：fool, costume, embarrassed, announce, spaghetti, hoax, discovery, lady, cancel, officer, believable, disappear, embarrassing 短语：get dressed穿好衣服；April Fool’s Day愚人节；costume party化装舞会；take place发生；play tricks on sb.捉弄某人；sell out卖光；lose weight减肥；by the end of到……末为止；end up doing以（做）……而告终，结果变成；run out of用完，耗尽；run away逃跑，走掉
Self Check：turn around转身
语法 Past perfect tense When I got to school, I realized that I had left my back at home. By the time I got back to school, the bell had rung. Before I got to the bus stop, the bus had already left. Review of key structures I was about to go up to my office when I decided to get a coffee first. As I was waiting in line with the other office workers, I heard a loud sound.
功能用语和话题 功能用语：“叙述过去的事情（Narrate past events）” 话题：“突发事件(Unexpected events)” When I got to school, I realized that I had left my back at home. By the time I got back to school, the bell had rung. Before I got to the bus stop, the bus had already left. As I was waiting in line with the other office workers, I heard a loud sound.
单元教学设想
本单元以“突发事件(Unexpected events)”为核心话题，通过对日常生活中个人经历的一些突发事件的学习，训练单元语言交际功能项目，学习和掌握过去完成时态的结构和用法，运用“By the time ...”的句型、过去完成时和一些关键结构谈论过去发生的事情。
教材从谈论玛丽早上发生的一系列的糟糕事入手，呈现关键结构和过去完成时态，然后通过学生熟知的情境和一些有趣的故事展开听说读写活动，帮助学生练习掌握过去完成时和“By the time ...”结构，了解西方文化中愚人节的一些知识，拓宽学生的文化视野，养成良好的行为习惯。
思路一：本单元的功能与话题部分内容与学生实际生活关系密切，学生有着浓厚兴趣。教学中应该充分利用有趣的图片和其它材料创设与话题相关的情景进行教学。围绕单元教学目标，设计一些贴近学生生活实际的任务活动，如Mary尴尬的早晨、自己最近发生的事件、Nick愚人节的尴尬遭遇、我的愚人节故事等，激发学生的学习兴趣，积极参与各项交际活动。通过完成任务，能够自如地运用过去完成时和“By the time ...”等关键结构叙述过去发生的事件。
思路二：本单元的语法教学主要是训练过去完成时和“By the time ...”等结构。首先通过谈论玛丽早上发生的一系列的糟糕事引入本单元关键结构和过去完成时态，然后通过谈论学生熟知的情境和一些有趣的故事练习巩固目标语言。通过设计形式多样的任务活动，帮助学生练习使用过去完成时和“By the time ...”等关键结构，最后引导学生运用所学过去完成时和“By the time ...”等关键结构叙述自己过去法师的一些事情，帮助学生熟练掌握目标语言。
思路三：本单元阅读教学采用任务型教学法和自主探究等学习策略，帮助学生理解一些突发事件的短文和愚人节故事。根据学生认知特点设计各项阅读活动，教会学生巧妙利用文中关键句，采用guess、skim、scan等阅读方法理解短文内容和大意，了解西方文化中一些愚人节的故事，学会运用目标语言叙述发生在自己身上的一些有趣的故事，教育学生尊重中西方文化的差异，养成良好的行为习惯。
教材课时分配：
根据本单元教材的内容、学生学习英语的特点和规律，本单元内容可4课时完成
Period1 (Section A: 1a-2d)
Period2 (Section A:3a-4c)
Period3 (Section B:1a-1e, self check 2)
Period4 (Section B2a-3b, self check 1)
单元知识详解
1. By the time I got up, my brother had already gotten in the shower.当我起床的时候，我哥哥已经在洗澡了。(P89)
【用法】by the time是固定短语，意为“到……时候；到……之前”，通常引导一个时间状语从句，其主句则表示在此时间之前某个事件已完成。当从句是一般过去时时，其主句用过去完成时。如：By the time l got to the station, the train had already left.当我到车站时，火车已经离开了。
【拓展】①by the time引导的时间状语从句，如果从句是一般现在时，其主句通常用将来完成时。如： By the time Mike gets home, the family will have eaten dinner. 当迈克到家时，全家将已经吃过饭了。②如果主句是be动词的系表结构或者是表示像know等表示认知的持续性动词，则往往用一般时态，不用完成时态。如：By the time he went abroad, he was fifteen.出国那年他十五岁。
2. My alarm clock didn’t go off. 我的闹钟没有响。(P90)
【用法】go off 是动词短语，意为“（闹钟）响”的，即“发出声音”。如：The alarm went off when they got in.他们一进去，报警器就响了。
【拓展】go off的其它含义：①离开；离去。如：The school bus goes off at7 every day.校车每天七点离开。②（电、水、气）供源被切断；停止供应。如：The lights will go off if you press the red button.如果你按下红色按钮，灯就会熄灭。③货物卖完。如：The goods went off quickly.货物很快就卖完了。④食物变质。如：The food has started to go off.食物开始变质。⑤枪支走火。如：The gun went off by accident.这枪走火了。
3. So I just quickly put on some clothes and rushed out the door. 所以我就迅速穿上衣服奔出门去。(P90)
【用法】rush out是动词短语，意为“仓促地跑出；冲出”。如：They rushed out as soon as the classroom began to burn.教室一着火，他们立刻冲了出去。
【拓展】①rush out也可意为“赶着生产出”。如：A plan was rushed out.一份计划匆忙赶制了出来。②rush作动词时常用短语：rush off仓促跑掉。如：We shouldn't rush off when we make a mistake. 当我们犯了错误时，不应该一起了之。rush into冲进，匆忙进入。如：He rushed into the room and pulled me out of bed. 他冲进房间把我从床上拖起来。③rush还可用作名词，意为“冲；匆忙； 繁忙的活动；抢购；热潮”。如：There was a rush for the exits when the film ended.电影结束后,人流向出口涌去。常用短语：in a rush匆匆忙忙。
4. Luckily, Carl’s dad saw me on the street and gave me a lift in his car. 幸运的是,卡尔的父亲在街上看到我，让我搭他的便车。(P90)
【用法】give a…lift是固定短语，意为“捎某人一程；搭便车”，相当于give a…ride。如：Could you give me a lift to the next village 能让我搭你的车到前面那个村子吗？这里lift是名词，意为“搭便车”。
【拓展】①lift作名词，还意为“电梯”。如：He took the lift to the 14th floor. 他乘电梯到了14楼。 ②lift用作及物动词，意为“举起；抬起；提升”。如：He lifted the big rock without effort.他毫不费力地举起了这块大石头。③lift用作不及物动词，意为“（云、雾）消散；消失”。如：The plane will take off as soon as the fog lifts. 等雾一消散，飞机便起飞。
5. I was about to go up when I decided to get a coffee first. 我正要上去，在那时我决定先喝杯咖啡。（P91）
【用法】⑴be about to是固定短语，意为“即将；刚要”，表示即将做某事。它不与具体时间状语连用，只能和when从句连用。如：Mrs. Brown was about to begin, but Jennie spoke first. 布朗夫人正要开始讲话，珍妮先讲了。I was about to go to bed when someone knocked at the door.我正要睡觉，在那时有人敲门。
【辨析】be about to do、be going to do和be to do
“be about to do”表示即将发生的动作，在时间上指最近的将来。如：The new school year is about to begin. 新学年开学在即。“be going to do” 表示将要发生的事情或打算最近要进行的动作。如：It is going to rain soon. 快要下雨了。“be to do” 表示事先商定、安排或准备要做的事情。如：The students are to meet at the school gate tomorrow. 明天学生们将在学校大门口集合。
⑵这里go up是固定短语，意为“上去”，后面跟介词to+地点，表示“进入……”。如：They went up to the office softly.他们轻轻地走进办公室。He went up to Cambridge in 1980．他198O年进入剑桥大学学习。
【拓展】go up其他用法：①意为“上升；上涨；提高；增加”。如：Prices of fruit and vegetables have already gone up．水果和蔬菜的价格已经上涨了。②意为“响起；声音变大”。如：A cheer went up in the hall.大厅里响起了欢呼声。③意为“爆炸；炸毁”。如：A chemical factory went up in North England, killing many people.英格兰北部的一家化工厂发生爆炸,使许多人丧生。④意为“被建造起来；拔地而起”。如：New buildings are going up everywhere.到处矗立起新楼。⑤意为“破产”。如：The firm in which Dick worked has gone up.狄克工作的那家公司已经破产了。
6. We stared in disbelief at the black smoke rising above the burning building. 我们难以置信地看着黑烟在燃烧的大楼上升起。（P91）
【用法】⑴stare at是动词短语，意为“盯着；注视；凝视”。stare是不及物动词，意为“盯着看；凝视”，常与介词at连用，表示由于生气、害怕或吃惊而睁大眼睛注视某事物。如：She stared at the footprint, full of fear.她两眼盯着脚印，满心恐惧。
【拓展】①stare也可用作不及物动词，意为“凝视；盯着看”，可接名词或代词作宾语。如：The child stared the stranger up and down. 那孩子上下打量着这个陌生人。②stare用作名词，意为“盯视；凝视”，指一种看的动作。如：He gave her a rude stare.他粗鲁地瞪了她一眼。
⑵disbelief是不可数名词，意为“不信；怀疑”，常用在短语in disbelief中，意为“怀疑地；难以置信地”。如：He listened in disbelief to this extraordinary story.他满腹疑惑地听着这个离奇的故事。
【拓展】disbelief的反义词是belief，意为“相信”。belief后面接介词about表示“关于……的看法或意见”；后面接介词in表示“信任；坚信”。如：I haven’t much belief in his honesty.我不太相信他的诚实。
7. But by the time I got to the airport, my plane to New Zealand had already taken off.但是当我到机场时，我乘坐的飞往新西兰的飞机已经起飞了。（P91）
【用法】本句是by the time引导的时间状语从句，从句是一般过去时，主句是过去完成时。take off是动词短语，意为“（飞机）起飞”。如：The plane will take off in half an hour.飞机将在半小时后起飞。
【拓展】take off其他用法：①意为“脱下；脱掉”。如：He came in and took off his coat.他走了进来，脱掉大衣。②意为“休假；请假”。如：He took two weeks off in August. 他在八月份休假了两个星期。③意为“走开； 突然离开”。如：He grabbed his bag and took off for the meeting.他抓起包就匆匆忙忙地去开会了。④意为“模仿”。如：Mary can take off the famous singer perfectly．玛丽能惟妙惟肖地模仿那个著名的歌手。
8.By the time I arrived at the party, everyone else had already shown up.当我到达聚会时，别的人都已经到过了。（P92）
【用法】show up是固定短语，意为“赶到；露面”。如：He promised to come on Tuesday but he never showed up.他答应星期二来，可是一直未露面。
【拓展】①show up也可意为“显而易见；使显示出”，常不用于进行时态。如：The quiz showed up Cane's weak points in physics.这次小测验显出了凯恩在物理学方面的弱点。②show up还可意为“使某人难堪；羞辱”。如：My friend always shows me up with his rude jokes he tells.我朋友总讲一些粗俗的笑话，使我很难堪。She likes to show people up in public.她爱当众羞辱人。③其它含show的短语：show off炫耀，卖弄；show around带领……参观；show in领……进来。
9. One April Fool’s day, a reporter in England announced that there would be no more spaghetti because the spaghetti farmers in Italy had stopped growing spaghetti. 有一个愚人节，有位英国记者宣称以后不会再有意大利式细面条了，因为意大利的农民已经停止种植生产细面条的植物了。（P94）
【用法】announce用作动词，意为“宣布；宣告”，指首次公开地、正式地使人知道公众关心的或感兴趣的事情，特别是具有新闻性的事件。如：The head teacher will announce an important decision.班主任将宣布一个重要决定。常用短语：announce sth. to sb.向某人宣布某事。
【拓展】①announce用作动词，意为“（电台或电视台）广播；播报”。如：Who announces the news on the B.B.C. television 英国广播公司电视台是谁播报新闻 ②announce的名词形式有：announcer意为“宣布者；播音员”；announcement意为“宣告；通告；预告”。
10. By the time people realized that the story was a hoax, all of the spaghetti across the country had been sold out.当人们意识到这只是一个骗局时，全国的意大利面条都已经卖光了。（P94）
【用法】sell out是动词短语，意为“卖光；售完”，用物作主语时，常用被动语态。如：The shop sold out all its food.那家商店把所有食物都卖光了。Tickets for the football match were sold out in two hours．足球比赛门票两小时内就售完了。
【拓展】①sell out还可意为“背叛；出卖”。如：He will never sell out his friends.他绝不会出卖朋友。②含sell其它常用短语：sell off廉价出售；sell up变卖财产。
11. In another famous trick a TV show in England reported the discovery of special water.在另一个著名的恶作剧里，一个英格兰的电视节目报道发现了一种特殊的水。（P94）
【用法】discovery是名词，意为“发现；发觉”，既可作可数名词，也可作不可数名词。如：The discovery of Columbus was quite an event in the world. 哥伦布的发现是世界上的一件大事。
【拓展】①discovery用作可数名词，意为“被发现的事物（真相、人）”。 如：A collector of rare insects will show us some of his latest discoveries. 一位稀有昆虫收集者将给我们看他的一些最新发现。②discovery的动词是discover，意为“发现”，可接名词、代词、带疑问词的不定式、that/wh-从句作宾语。指发现或偶然发现原来就存在但一直未被认识的东西。如：Recently they have discovered a comet.最近他们发现了一颗彗星。
12. Many April Fool’s jokes may end up being not very funny.许多愚人节的笑话可能结果并不是很可笑。（P94）
【用法】end up doing是固定结构，意为“结果是……；以做……而告终；结果变成”。如：I ended up telling him everything although I tried not to.虽然我不想说,但结果我还是把一切都告诉他了。
【拓展】①end up常接“介词+名词”的结构，意为“以……结束”，表示“最后到达什么状态，情况等”，所用介词要根据后面的名词而定。如：If you do that, you'll end up with failure.你要是做那件事，必将以失败告终。If you continue to steal you'll end up in prison.你要是继续行窃，你最终要进监狱。Be careful, you could end up by getting hurt.当心,你可能最终会伤到自己的。②end up后也可接形容词，表示“以……状态结束”。如：Despite his efforts, he ended up unsuccessful after all.尽管他奋发努力,最后还是没成功。
13. The lady was so happy because she really wanted to get married.那个女士非常高兴，因为她真的想结婚。（P94）
【用法】get married是固定短语，意为“结婚”，表示动作；而be married表示状态，意为“结婚了”。表示“和某人结婚”时要加介词to。如：The beautiful girl got married to a businessman.这个漂亮的姑娘和一个商人结婚了。
【拓展】marry作及物动词，意为“嫁；娶；与……结婚”。marry sb.意为“和某人结婚”中间不加介词to或with。如：Mr. Green is going to marry an famous singer.格林先生将与一位著名歌手结婚。marry sb. to sb.表示父母把女儿嫁给某人或为儿子娶媳妇。如：Mr. Brown married his son to a pretty girl.布朗先生为他儿子娶了一个漂亮的女孩。
14. Wells made it sound so real that hundreds of people believed the story, and fear spread across the whole country.威尔斯让它听起来像真的，以至于成百上千的人相信了他的故事，而且这种恐惧在全国蔓延。（P94）
【用法】so...that是固定结构，在这里引导结果状语从句，表示“如此……以至于……”，that后面接从句。常见的句型有：①主语+系动词（be, become等）+so+形容词+that从句。如：The computer is so useful that each of us wants to buy one.计算机太有用了，我们每个人都想买一台。②主语+行为动词+so+副词+that从句。如：He ran so fast that we couldn’t catch up with him. 他跑得太快，我们追不上他。
【辨析】so...that和such...that
①两者都表示“如此……以至于……”，但so强调的是形容词或副词，such强调的是名词。如：The work is so difficult that we can’t finish it in time. 这份工作太难了，我们不能按时完成。It is such an interesting book that we all like it.它是一本有趣的书，以至于我们都喜欢它。②如果强调的名词前用many，few，much，little修饰时，要用so...that而不用such...that。如：He had so many falls that he could ride a bike at last. 他摔了很多跤，终于学会了骑车。There’s so much noise in the meeting room that I can’t hear the speaker clearly.会议室里的噪音太大，我听不清演讲者的发言。
单元语法解析
过去完成时
过去完成时概念：过去完成时态表示在过去某一时间以前已经发生了的动作，即发生在“过去的过去”。
过去完成时构成：过去完成时谓语由“助动词had（通用于各种人称和数）+过去分词”构成。其肯定句、否定句和疑问句的结构为：
①陈述句：主语+ had＋过去分词；如：He had seen that movie before.他以前看过那部电影。
②否定句：主语+ had +not＋过去分词；如：He hadn’t seen that movie before.他以前没看过那部电影。
③疑问句：had +主语＋过去分词？如：Had he seen that movie before？他以前看过那部电影吗？
过去完成时用法：
1.表示在过去某一时间或动作之前已经发生或完成了动作。其动作发生的时间是“过去的过去”。这一过去时间常用by、before等介词短语，when、before等引导的时间状语从句或通过上下文来表示。如：We had learned 20 English songs by the end of last month.到上月末我们已经学了20首英语歌曲。The film had been on for five minutes when I got to the cinema.我到电影院时电影已经开映五分钟了。
2.过去完成时还可以表示从过去某一时间开始，持续到过去另一时间的动作或状态。常与由for或since引导的表示一段时间的短语或从句连用。如：We had not seen each other since I left Beijing.自我离开北京我们就没有见过面。
3. 过去完成时常用于主句是一般过去时的宾语从句中。如：He said that he had lived in that small town for ten years.他说他在那个小镇上已经住了10年了。
