Unit 12Life is full of the unexpected. 单元表格式教案（4课时）

Unit 12　Life is full of the unexpected.
课　题
Unit 12　Life is full of the unexpected.
课时
第一课时Section A(1a-2d)
课型
New
教学目标
知识目标
1. 学习并掌握下列词汇: unexpected, backpack, oversleep, by the time, give. . . a lift
2. 掌握以下句型: ①Life is full of the unexpected.
②By the time I got up, my brother had already gotten in the shower.
③But before I got to the bus stop, the bus had already left.
④I kept sleeping.
能力目标
能够运用所学的过去完成时态的句型谈论生活中不如意的事情并学会合理安排时间
情感目标
坦然面对生活中不如意的事情, 增强抗挫折的意志。
教学重点
1. Talk about past events.
2. Develop students’ abilities of listening and speaking.
教学难点
Use the target language to narrate past events.
课前预习
Preview the new words
教学方法
Situational approach; Listening and speaking approach;
Communicative approach; Task-based Teaching Method
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warm up
and work on
1a
1. Brainstorm: Ask students a question: What do you usually do in the morning before school?
2. Show some pictures about people and lead in the new lesson:
T: What do you think of the people in these pictures?
S: They look bad.
T: Have you ever been late for school?
S: Yes, I have.
T: I was late for school today. When I got up, I found my clock had rung. It was 7: 30.
By the time I went to the bathroom, my son had been in. So I had to wait. When I went out, I found my motorbike had broken down.
Finally, the teacher says “ Life is full of the unexpected. ”
3. Let students look at the pictures in 1a and say what happened to the girl. Then ask some students to describe the pictures.
1. Students answer the question: What do you usually do in the morning before school?
Review words and phrases:
leave, take a shower, get up, alarm clock, wake up etc.
Then work on 1a: Match new words with its opposite.
2. Students look at the pictures and answer the teacher’s questions.
3. Students look at the pictures in 1a and say what happened to the girl. Then describe the pictures.
利用问题和学生感兴趣的视频, 复习学过的描述过去事件的词汇, 为过去完成时态的学习作铺垫; 引入意外事情的情景, 学生通过情景来感知句型含义和所使用环境, 让学生了解一些意外情况。
Step 2
Listening
(1b)
1. Play the tape of 1b.
2. After checking the answers, ask students to read the sentences carefully.
1. Students listen to Mary talking about her morning. Complete the sentences.
2.
After saying the answers, students read the sentences carefully.
在语境中呈现和导入目标语言。进行听说训练, 提高学生听力和口语表达能力, 使学生了解生活中的语言, 进而运用所学语言。
Step 3
Practice
(1c)
1. Let students look at the pictures above and talk about what happened this morning.
2. Then ask them to talk about what happened to Mary.
3. Let students summarize the use of the past perfect tense.
1. Students look at the pictures above and talk about what happened this morning.
2. Students talk about what happened to Mary in front of class.
3. Students summarize the use of the past perfect tense.
通过两人小组对话, 让学生从听对话到模仿对话, 练习过去完成时态的运用。
Step 4
Listening
(2a&2b)
1. Let students look at the four pictures in 2a and guess what happened to Mary next.
2. Play the tape of 2a.
3. Play the tape of 2b and fill in the blanks with the correct forms of the verbs in brackets.
4. Play the tape again and ask students to read after it.
1. Students look at the four pictures in 2a and guess what happened to Mary next.
2. Listen to Mary continue her story. Number the pictures 〔1-4〕in the correct order.
3. Listen to the tape in 2b and fill in the blanks.
4. Students read after it.
通过听力练习和跟读, 在语境中体会过去完成时态的构成和运用。
Step 5
Oral Practice
(2c)
Let students make up an ending for the story. Then share it together.
Students make up an ending for the story by acting it with their partners. Then share it with their partners.
通过任务型活动, 对新授句型进行巩固训练, 进一步领会过去完成时态的用法。
Step 6
Role-Play
(2d)
1. Let students read the conversation together.
2. Explain the difficulties.
3. Let students read in pairs.
4. Let several pairs of students role-play the conversation in front of the class.
1. Students read the conversation together.
2. Understand the difficulties.
3. Students read in pairs.
4. Several pairs of students role-play the conversation in front of the class.
在听力练习和解析难点的基础上, 进行角色对话表演 , 开展有实际意义的交际运用活动。
Step 7
Summarize
Guide the students to the structure and usage of past perfect tense.
Summarize the structure and usage of past perfect tense.
培养学生探究、归纳和总结的能力。
Step 8
Consolidation
教师设置巩固检测练习:
Ⅰ. 用所给动词的正确形式填空
1. By the time I got up, my mother had already cooked (cook) breakfast yesterday morning.
2. When Jack got home, his sister had washed (wash) the clothes.
Ⅱ. 句型转换
1. Jim’s parents had eaten dinner when he got home. (改为一般疑问句)
Had Jim’s parents eaten dinner when he got home?
2. By the time I got up, my father had gone to work. (改为否定句)
By the time I got up, my father hadn’t gone to work.
独立完成检测练习, 进行自我评价。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 9
Homework
1. Recite new words and phrases.
2. Master the structure and usage of past perfect tense.
板书设计
Section A (1a-2d)
1. New words and phrases: unexpected, backpack, oversleep, by the time, give. . . a lift
2. Structures:
①Life is full of the unexpected.
②By the time I got up, my brother had already gotten in the shower.
③But before I got to the bus stop, the bus had already left.
④I kept sleeping.
教学反思
本节课的设计体现了任务型教学的特点, 整堂课的设计注重了由易到难, 逐层推进, 逐步完成各个任务的顺序安排。整堂课学生进行了听、再听、反复听, 读、口头练习、角色扮演训练, 学生参与度高, 参与面广。所学功能句型都是日常生活语言, 因此课堂任务侧重了语言实际应用能力。作为一节听说课, 注重听前方法的指导和听后的跟读练习。同时注重启发想象力, 进行口头表达思维能力的训练。自主学习和合作学习相结合, 充分调动学生学习的积极性。
资料链接
9·11事件
“9·11事件”又称“9·11恐怖袭击事件”“美国9·11事件”等, 指的是美国东部时间2001年9月11日上午(北京时间9月11日晚上)恐怖分子劫持的4架民航客机撞击美国纽约世界贸易中心(双子塔)和华盛顿五角大楼的历史事件。包括美国纽约地标性建筑世界贸易中心(双子塔)在内的6座建筑被完全摧毁, 其他23座高层建筑遭到破坏, 美国国防部总部所在地五角大楼也遭到袭击。世贸的两幢110层塔楼在遭到攻击后相继倒塌。事件共造成3 201人(包括343名消防员)遇难, 并造成数千亿美元的直接和间接经济损失。大楼倒塌后, 仅救出3名幸存者。
地点: 美国纽约州纽约市、美国华盛顿哥伦比亚特区、美国宾夕法尼亚州尚克斯维尔
时间: 2001年9月11日早上7: 58至10: 50(美国东部的夏令时间)(北京时间9月11日晚上)
袭击目标: 世界贸易中心、美国国防部——五角大楼
形式: 劫机、自杀攻击
死亡人数: 3 201(含凶手)
受伤人数: 6 291
主凶: 基地组织
课　题
Unit 12　Life is full of the unexpected.
课时
第二课时Section A(3a-4c)
课型
New
教学目标
知识目标
1. 学习并掌握下列词汇:
block, worker, above, burn(burnt, burnt), alive, airport, till, west, cream, workday, pie, bean, market, in line with, show up, by the end of
2. 掌握以下句型:
①I was about to go up when I decided to get a coffee first.
②Before I could join the others outside to see what was going on, the first plane had already hit my office building.
③But by the time I got to the airport, my plane to New Zealand had already taken off.
④When I got to school, I realized that I had left my backpack at home.
能力目标
能够运用所学的过去完成时态的句型叙述一些不幸事件
情感目标
教育学生正确对待生活中一些意想不到的事情
教学重点
Develop students’ abilities of listening and speaking.
教学难点
Use the structure to tell an unexpected thing.
课前预习
Preview the new words
教学方法
Situational approach; Listening and speaking approach;
Communicative approach; Task-based Teaching Method
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warm up
1. Play a video of American terrorist attacks and a earthquake. Then tell students talk about it.
2. Ask students if they met the unexpected things and say what they are about.
1. Students watch the video and talk about it.
Review words: unexpected, attack, be about to, earthquake etc.
2.
Students say if they met the unexpected things and what they are about.
利用学生熟知的视频片段, 复习学过的描述过去事件的词汇, 为短文的学习作铺垫; 引入意外事情的情景, 学生通过情景来感知句型含义和所使用环境, 让学生了解一些意外情况。
Step 2
Listening
(3a)
1. Play the tape of 3a.
2. Ask students to pay attention to the pronunciation of the new words.
1. Students listen to the tape of 3a.
2. Students pay attention to the pronunciation of the new words.
使学生听力感知语言, 进而运用所学语言。
Step 3
Reading
(3a&3b)
1. Let students read the passage and answer the questions.
2. Explain the difficulties.
3. Let students read the passage again and find words from the passage with opposite meanings to the words below in 3b.
4. Ask students to write a sentence with each word.
1. Students read the passage and answer the questions.
2. Students take notes about the difficulties.
3. Students read the passage again and find words from the passage with opposite meanings to the words below in 3b.
4. Students write a sentence with each word.
通过阅读, 在语境中体会一些单词的含义以及过去完成时态的构成和运用。
Step 4
Oral Practice
(3c)
Let students read the passage again and retell one of the events to their partners.
Students read the passage again and retell one of the events to their partners.
通过复述事件活动, 对新学过去完成时态进行巩固训练, 进一步领会过去完成时态的用法。
Step 5
Grammar
Focus
Explain the structure and usage of past perfect tense:
构成: 助动词 had (用于各种人称和数) + 过去分词
用法: 主要是表示在过去某个时间或动作之前已经发生或完成的动作, 即过去的过去。
Students understand the structure and usage of past perfect tense
通过讲解过去完成时的结构和用法, 使学生对过去完成时有一个整体感知。
Step 6
Practice
(4a, 4b&4c)
1. Let students make sentences using by the time or before in 4a.
2. Ask students to fill in the blanks with the correct forms of the words in the box in 4b.
3. Let students write two true statements and one false statement about their day yesterday.
1. Students make sentences using by the time or before in 4a.
2. Students fill in the blanks with the correct forms of the words in the box in 4b.
3.
Students write two true statements and one false statement about their day yesterday and ask classmates to guess the false statement.
将各种任务结合起来不仅锻炼了学生的语言综合运用能力, 还巩固了学生对目标语言的学习、识记和运用。
Step 7
Summarize
Guide the students to the structure and usage of past perfect tense.
构成: 助动词 had (用于各种人称和数) + 过去分词
用法: 主要是表示在过去某个时间或动作之前已经发生或完成的动作, 即过去的过去。
Summarize the structure and usage of past perfect tense.
培养学生探究、归纳和总结的能力。
Step 8
Consolidation
教师设置巩固检测练习:
Ⅰ. 单项选择
1. —Why didn’t you go to the movie yesterday?
—Because I 　　　it before. ?
A. had watched　　　
B. have seen
C. have watched
D. had seen
【解析】选D。“看电影”要用动词see; 再由yesterday可知答话者在昨天之前就已看过这部电影, 即“过去的过去”, 要用过去完成时。
2. By the end of last year, we 　　　about 2, 000 English words. ?
A. were learning
B. have learnt
C. learnt
D. had learnt
【解析】选D。由时间状语By the end of last year可知应用过去完成时, 即“had+过去分词”。
Ⅱ. 完成句子
1. 当他到达学校的时候, 老师已经开始上课了。
By the time he got to school, the teacher had started teaching.
2. 当我出来的时候, 公交车已经开走了。
When I went outside, the bus had gone.
3. 在她做完作业之前她的爸爸已经回来了。
Her father had been back before she finished her homework.
独立完成检测练习, 进行自我评价。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 9
Homework
1. Recite new words and phrases.
2. Retell one of the events to your parents after class.
板书设计
Section A (3a-4c)
1. New words and phrases: block, worker, above, burn(burnt, burnt), alive, airport, till, west, cream, workday, pie, bean, market, in line with, show up, by the end of
2. Structures:
①I was about to go up when I decided to get a coffee first.
②Before I could join the others outside to see what was going on, the first plane had already hit my office building.
③But by the time I got to the airport, my plane to New Zealand had already taken off.
④When I got to school, I realized that I had left my backpack at home.
教学反思
本节课的设计体现了阅读教学的特点, 整堂课的设计注重了略读、精读、复述等环节, 由易到难, 逐层推进, 逐步完成各个任务的顺序安排。整堂课学生进行了大量读写训练, 所学功能句型都结合日常生活语言, 因此课堂任务侧重了语言实际应用能力。作为一节阅读课, 注重学生阅读能力的培养。自主学习和合作学习相结合, 充分调动学生学习的积极性。
资料链接
2·22新西兰克莱斯特彻奇地震
2011年2月22日中午12时51分, 新西兰第二大城市克莱斯特彻奇发生里氏6. 3级强烈地震, 震源深度距离地表仅有4千米。新西兰警方表示, 地震共造成182人遇难, 成为新西兰80年来死伤最为惨重的地震。
目击者称, 地震发生时, 部分建筑物倒塌, 道路也发生扭曲。
地震发生后, 新西兰紧急救援人员、警方和军队迅速投入救援。在场的所有幸存者立即成为救援者, 他们很多人带着满脸的鲜血和泪水投入紧张的营救工作中, 场面令人感动。得知地震消息后, 约翰·基总理立即召开内阁紧急会议, 商讨应急对策, 并于下午3时飞往地震灾区。
此次地震的震中位于克莱斯特彻奇市区以南仅10千米的利特尔顿, 其后发生多次余震, 最大余震5. 7级。地震的强度超出了许多现代建筑设计承受的能力。
约翰·基还表示, 克莱斯特彻奇将从悲痛中重生。“虽然今天是非常黑暗的一天, 但我们将克服困难, 新西兰和克莱斯特彻奇都将重新振作。”
新西兰总理称其为“最黑暗的一天”。
新西兰全国3月1日默哀两分钟悼念地震遇难者。
课　题
Unit 12　Life is full of the unexpected.
课时
第三课时Section B(1a-1e)
课型
New
教学目标
知识目标
1. 学习并掌握下列词汇:
fool, costume, embarrassed, a costume party
2. 掌握以下句型:
①My friend invited me to his birthday party.
②What happened to Dave on April Fool’s Day?
能力目标
能够运用所学的功能语言谈论愚人节发生的事情
情感目标
了解愚人节, 愚人节玩笑不能伤害他人的感情。
教学重点
1. Talk about something about April Fool’s Day.
2. Develop students’ abilities of listening and speaking.
教学难点
Tell things that happened on April Fool’s Day.
课前预习
Preview the new words
教学方法
Situational approach; Listening and speaking approach;
Communicative approach; Task-based Teaching Method
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warm up
Ask students three questions:
1. Have you ever locked your keys in your house?
2. What happened to you that day?
3. Did you get into your house finally?
Students answer the questions and share with classmates. eg. That day when I got to school, I realized I had left my keys at home. But luckily, by the time I got home, my parents had been at home.
课前的师生问答互动不仅让学生回顾了上节课的内容, 引导他们运用过去时态和过去完成时态, 同时, 让他们知道生活中的不如意有时可以自然解决或通过自己的努力来改变。
Step 2
Practice
(1a)
Let students put these words in the correct columns in the chart in 1a.
Students put these words in 1a in the correct columns in the chart. Review words and phrases: fool, invite, change, show up, stay up etc.
在语境中呈现词汇, 使学生进行分类辨析, 进而掌握词性。
Step 3
Oral Practice
(1b)
Let students tell their partners about something that happened to them recently.
Students tell their partners about something that happened to them recently.
通过口语练习, 让学生讲述最近发生在自己身上的事情, 练习一般过去时态和过去完成时态的运用。
Step 4
Listening
(1c)
1. Let students look at the four pictures in 1c and guess what happened to the people next.
2. Play the tape of 1c.
1. Students look at the four pictures in 1c and guess what happened to the people next.
2. Students listen to the tape of 1c and write each person’s name under the correct picture.
通过听力练习, 使学生在语境中体会愚人节发生的事情。
Step 5
Listening
(1d)
1. Play the tape of 1d.
2. Let students read after the tape after checking out the answers.
1. Students listen to the tape of 1d and write D for Dave, N for Nick and J for Joe.
2. Students read after the tape after checking out the answers.
通过听力练习和跟读活动, 对愚人节他们发生的事情进一步感知, 深入领会一般过去时态与过去完成时态的区别。
Step 6
Telling a
story
(1e)
Let students tell April Fool’s Day stories.
Students tell April Fool’s Day stories.
在听力练习和解析难点的基础上, 进行讲故事表演 , 开展有实际意义的交际运用活动, 进一步提高学生的英语表达能力。
Step 7
Summarize
Guide the students to summarize the differences between the past simple tense and the past perfect tense.
Summarize the differences between the past simple tense and the past perfect tense.
培养学生探究、归纳和总结的能力。
Step 8
Consolidation
教师设置巩固检测练习:
Ⅰ. 单项选择
1. —It is said that Jay Chou sang his latest song in the concert.
—That’s impossible. In fact, he had never 　　　by the time the concert ended. ?
A. put up B. set up
C. fixed up D. shown up
【解析】选D。put up 张贴; 搭建; set up建立; fix up修理; show up露面。由That’s impossible. 可知Jay Chou直到音乐会结束前也没有露面。
2. The dustbins won’t 　　　because they are 　　　now. ?
A. empty; empty
B. be emptied; empty
C. emptied; emptied
D. empty; be emptied
【解析】选B。句意: 垃圾箱将不被清空, 因为它们现在空着。由句意可知前一空empty是动词, 用被动语态。后一空empty是形容词。
Ⅱ. 完成句子
1. 我邀请她出去散散步。
I invited her to go out for a walk.
2. 昨天的会你怎么没来参加? Why didn’t you show up at the meeting yesterday?
独立完成检测练习, 进行自我评价。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 9
Homework
1. Recite new words and phrases.
2. Learn something about April Fool’s Day.
板书设计
Section B (1a-1e)
1. New words and phrase: fool, costume, embarrassed, a costume party
2. Structures:
①My friend invited me to his birthday party.
②What happened to Dave on April Fool’s Day?
教学反思
本节课的设计体现了听力口语交际教学的特点, 整堂课的设计注重了由易到难, 逐层推进, 整堂课学生进行了听、再听、反复听, 跟读、讲故事等方面训练。所学内容都围绕学生身边或愚人节发生的事情, 学生耳熟能详, 兴趣盎然。同时注重学生进行口头表达能力的训练。自主学习和合作学习相结合, 充分调动学生学习的积极性。
资料链接
愚人节的由来
每年的4月1日, 是西方的民间传统节日——愚人节(April Fool’s Day), 也称万愚节。对于它的起源众说纷纭: 一种说法认为这一习俗源自印度的“诠俚节”。该节规定, 每年3月31日这天, 不分男女老幼, 可以互开玩笑、互相愚弄欺骗以获得娱乐。
较普遍的说法是起源于法国。1564年, 法国首先采用新改革的纪年法——格里历(即通用的阳历), 以一月一日为一年的开端, 改变了过去以4月1日作为新年开端的历法。新历法推行过程中, 一些因循守旧的人反对这种改革仍沿袭旧历, 拒绝更新。
他们依旧在4月1日这天互赠礼物, 组织庆祝新年的活动。主张改革的人对这些守旧者的做法大加嘲弄。聪明滑稽的人在4月1日这天给顽固派赠送假礼物, 邀请他们参加假庆祝会, 并把这些受愚弄的人称为“四月傻瓜”或“上钩之鱼”。以后, 他们在这天互相愚弄, 日久天长便成为法国流行的一种风俗。该节在十八世纪流传到英国, 后来又被英国早期移民带到了美国。
起初, 任何美国人都可以炮制骇人听闻的消息, 而且不负丝毫的道德和法律责任, 政府和司法部门也不会追究。相反, 谁编造的谎言最离奇、最能骗取人们相信, 谁还会荣膺桂冠。这种做法给社会带来不少混乱, 因而引起人们的不满。现在, 节日期间的愚弄欺骗已不再像过去那样离谱, 而是以轻松欢乐为目的。
愚人节这天玩笑只能开到中午12点之前, 这是约定俗成的严格规矩。过了中午还找乐子的人是一个比被他取笑的人还大的傻瓜。过了钟点还开玩笑的人会立刻碰钉子, 自找没趣儿。有一首小诗是这样描述的: 愚人节已过十二点, 你这个大傻瓜来得晚。待到来年愚人节, 你将是最大个的大笨蛋。
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课　题
Unit 12　Life is full of the unexpected.
课时
第四课时Section B
(2a-Self Check)
课型
New
教学目标
知识目标
1. 学习并掌握下列词汇:
discovery, lady, cancel, officer, believable, disappear, sell out
2. 掌握以下句型:
①By the time people realized that the story was a hoax, all of the spaghetti across the country had been sold out.
②By the end of the day, more than 10, 000 people had phoned the TV station to find out how to get this water.
③By the time police officers announced that the story was a hoax, thousands of people had left their homes.
能力目标
能够运用所学语言知识讲述教材上发生在愚人节上的骗局或玩笑
情感目标
了解愚人节, 不要开过分的玩笑或设过分的骗局。
教学重点
1. Talk about April Fool’s Day.
2. Develop students’ abilities of reading and speaking.
教学难点
Guide the students to write stories happened on April Fool’s Day.
课前预习
Preview the new words
教学方法
Situational approach; Listening and speaking approach;
Communicative approach; Task-based Teaching Method
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warm up
and work on
2a
1. Ask students two questions:
①Do you believe all news from the radio?
②What will happen if the radio tells lies?
2. Ask students if they have played jokes on others and if they have been fooled by others. If so, tell stories to their partners.
1. Students answer the questions:
Review words and phrases:
joke, trick, hoax, get married, cancel, rather than etc.
2. Tell stories that they have played jokes on others or that they have been fooled by others to their partners.
利用问题, 复习学过的描述过去事件的词汇, 为短文的学习作铺垫; 学生通过情景来感知愚人节带给人们的感受。
Step 2
Reading
(2b&2c)
1. Ask students to read the passage in 2b quickly and match each paragraph with the main idea.
2. Ask students to read the passage carefully again and answer the questions in 2c.
1. Students read the passage in 2b quickly and match each paragraph with the main idea.
2. Students read the passage carefully again and answer the questions in 2c.
通过学生反复阅读短文, 限时独立完成所给问题, 使学生循序渐进地了解文章大意, 训练筛选信息的能力, 感知重要的知识点, 直至综合语言, 深入了解文章, 培养学生的全面素质。
Step 3
Practice
(2d)
Let students fill in the blanks with the correct forms of the verbs in brackets in 2d.
Students fill in the blanks with the correct forms of the verbs in brackets in 2d.
通过动词填空练习, 让学生从感知到完成句子, 练习过去完成时态与一般过去时态的运用。
Step 4
Telling
a story(2e)
Let students tell a funny story from 2a to the class.
Students tell a funny story from 2a to the class.
通过讲述教材上的愚人故事, 将读、说的任务结合起来, 不仅锻炼了学生的语言综合运用能力, 还巩固了学生对目标语言的学习、识记和运用。
Step 5
Practice
(3a)
Let students fill in the chart in 3a.
Students fill in the chart in 3a.
通过完成表格活动, 对新学内容进行巩固训练, 进一步领会一般过去时和过去完成时的用法。
Step 6
Writing
(3b)
Let students write a story about their lucky or unlucky day.
Students write a story about their lucky or unlucky day. Then share it with their partners.
在读、说的基础上, 进行写作练习, 开展有实际意义的交际运用活动。
Step 7
Summarize
Guide the students to summarize the skill of reading and writing.
Summarize the skill of reading and writing.
培养学生探究、归纳和总结的能力。
Step 8
Consolidation
教师设置巩固检测练习:
Ⅰ. 单项选择
1. They got 　　　30 years ago. Now their children are both working in Shanghai. ?
A. annoyed　　　　
B. married
C. worried
D. surprised
【解析】选B。句意: 他们在三十年前结的婚。现在他们的孩子都在上海工作了。get married结婚。
2. —Have you 　　　all your old toys? ?
—Yeah. They are popular. Look! My box is empty now.
A. shown up B. set off
C. sold out D. broken down
【解析】选C。show up露面; set off出发; sell out售光; break down出故障。由答语They are popular. Look! My box is empty now. 可知玩具都卖完了。
Ⅱ. 完成句子
1. 到上个月末, 我们已经学了五个单元。
By the end of last month, we had learnt five units.
2. 妈妈让我打扫我的房间。
My mother asks me to clean my room.
独立完成检测练习, 进行自我评价。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 9
Homework
1. Recite new words and phrases.
2. Finish the exercises in Self Check.
板书设计
Section B (2a-Self Check)
1. New words and phrase: discovery, lady, cancel, officer, believable, disappear, sell out
2. Structures:
①By the time people realized that the story was a hoax, all of the spaghetti across the country had been sold out.
②By the end of the day, more than 10, 000 people had phoned the TV station to find out how to get this water.
③By the time police officers announced that the story was a hoax, thousands of people had left their homes.
教学反思
本节课主要是将读、写的任务结合起来, 不仅锻炼了学生的写作及对语言综合运用能力, 还巩固了学生对目标语言的学习、综合运用。
资料链接
历史上受骗群众最多的五大愚人节玩笑
　　收购独立大钟: 1996年愚人节, Taco Bell公司在6家主流报纸上刊登广告, 声称要购买美国著名的“独立大钟”并将其改名为“Taco独立大钟”。大量抗议者给费城国家历史公园打电话投诉, 直到“肇事者”承认是恶作剧方才罢休。
　　尼克松又上台了: 1992年愚人节, NPR广播台在节目中宣布理查德·尼克松将再次竞选美国总统, 竞选口号是: “我没有做错任何事, 也不会再做错任何事。”听众十分震惊, 万分愤怒, 不过后来主持人说这仅仅是个玩笑。
1分钟100秒: 1975年愚人节, 澳大利亚的新闻节目向世界宣布时间度量机制将进行修改, 改成1分钟100秒, 1小时100分钟, 1天20个小时。
威斯康星州首府倒塌: 1933年愚人节, 曼迪迅首府时报宣布由于议会辩论太过啰嗦, 生成了不明气体, 威斯康星州首府大楼发生了神秘爆炸。众多受骗群众表示: 这玩笑也太过分了。
漫画大反串: 1997年愚人节, 连载漫画读者们照常翻开报纸的漫画页——然后傻了眼。他们熟悉的漫画角色都跑到了别的漫画里。46名漫画作家合伙策划了这场大反串, 在反串行动里加菲猫和它的主人跑到了Blondie中, 加菲猫还吃掉了一个“那个世界”的三明治。