besides是什么意思

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except,exceptfor/that,besides都有"除……之外"的意思,但用法各异,现就它们的用

法进行分析比较:

一、except的用法--"排除式"

except意为"只有……除外;除去……",后跟名词或代词作宾语,强调从整体中

除去部分,即except后的部分不包括在整体之。因此,常和all,everything,noone,

nothing等词一起使用。其判别标志是:除去的与保留的是"同类项"。例如:

hemwentoutforawalk________John.

s

neishere________XiaoWangandme.

s

析:Key:1.B2.A。因除去的与保留的是"同类项",且1、2题中有信息词All、

Everyone。

二、exceptfor/that的用法--"排除否定式"

except除后跟名词、代词作宾语外,还可跟介词,也可跟从句。

(1)exceptfor...是"除了因为……;要不是……;除去……一点外"的意思,表示"对

一个人或事物,先做一个整体评价,然后再就局部提出一点看法"。即一部分被肯定,

另一部分被否定,这就是所谓的"排除否定式"。其判别标志是:除去的与保留的"不

是同类项"。例如:

arkinthecity________afewweaklights.

sitionisverygood________afewspellingmistakes.

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析:Key:1.A2.B。因为除去的与保留的"不是同类项",故选exceptfor。

(2)exceptthat...也是"除去……一点外"的意思,但应注意恰当地使用引导词。

若从句句意和结构完整,只需用引导词that。例如:

tfittedhimwell________thecolorwasalittlebrighter.

s`

析:Key:B。本题题意为"除色彩艳了一点儿外,这套衣服很适合他",从句the

colorwasalittlebrighter句意和结构完整,只需用引导词that,故选exceptthat。

2.-Canyoutellmeallabouttheearthquake?

-Sorry,Iknownothingaboutit________Ireadinthenewspaper.

that

析:Key:C。因从句中read为及物动词,且其后无宾语,故选exceptwhat。

nusuallygoestoworkbybus________itrains.

析:Key:B。由于itrains为从句,故排除A、D,且rains为不及物动词,不需要宾

语,故排除C。exceptwhen意为"除了当……的时候"。

(3)exceptfor与exceptthat有时可互相转换。例如:

sitionisverygoodexceptforafewspellingmistakes.

=Yourcompositionisverygoodexceptthatthereareafewspellingmistakes.

lageisveryquietexceptforsomebirdssinginginthewoods.

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=Thevillageisveryquietexceptthattherearesomebirdssinginginthewoods.

三、besides的用法--"包括式"

besides相当于aswellas,意为"除了……以外还有……",即"除去一部分还有另

外一部分"的意思,表示besides后面的部分包括在整体之。例如:

hnknowanyotherforeignlanguage________French.

析:Key:C。由本题中的信息词"anyotherforeignlanguage",可知选besides。

Unit10BythetimeIgotoutside,thebushadalreadyleft．

TheFirstPeriod

Ⅰ．TeachingAimsandDemands

1．KnowledgeObjects

（1）KeyVocabularyoversleep

（2）TargetLanguageWhathappened?

Ioverslept．AndbythetimeIgotup,mybrotherhadalreadygottenintheshower．

2．AbilityObjects

（1）Teachthestudentstouthenewwords．

（2）TrainthestudentstonarratepasteventswiththePastPerfectTen．

（3）Trainthestudents’listeningandspeakingskillswiththetargetlanguage．

3．MoralObject

It’sagoodhabittogotobedearlyintheeveningandgetupearlyinthemorning．Soyou’llnever

beinahurryinthemorning．

Ⅱ．TeachingKeyPoints

1．KeyVocabularyoversleep

2．TargetLanguageNarratepasteventswiththePastPerfectTen

Ⅲ．TeachingDifficultPoints

1．TrainthestudentstonarratepasteventswiththePastPerfectTen．

2．Trainthestudentstounderstandthetargetlanguageinspokenconversation．

Ⅳ．TeachingMethods

1．Thinkingofexamplesfromthestudents’reallives．

2．Makingntencesbylookingatthepictures．

Ⅴ．TeachingProcedures

StepIRevision

1．Asksomequestionslikethis:Whatvolunteerworkwouldyouliketodo?

Helpthestudentstoanswer,I’dliketo…/Iloveto…/Ihopeto…

2．PracticethedialogueinActivity3conpage62again．

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3．Checkthestudents’homeworkbyaskingsomestudentstoreadtheirntenceswiththe

phrasalverbs．Thenaskthestudentstohandintheirhomework．

StepⅡ1a

Firstwritebythetimeontheblackboard．andtelltheclassthemeaningofit．

Saythisntencetotheclass:Bythetimetheteachercamein,thestudentshadbegunreading

English．

Tellthemtonotethestructure"hadbegun"inthisntence．Begunisthepastparticipleof

begin．Explainwhatisthepastparticipleformofaverbforthestudents．Tellthemitisasthe

sameasthepastformforaregularverb．Andtheyhavetoremembertheirregularverbs’

participlesonebyone．

WriteBythetimeIcameback…ontheblackboard．

Saytotheclass,BythetimeIcamein．Whathadhappened?

Helponestudenttoanswerlikethis,Bythetimetheteachercamein,Donhadwrittenhisnameon

theblackboard．

Thengetmorestudentstoanswerdifferently,

Readtheinstructionstothestudentsandreadthequestionstotheclassaswell．

Whatdoyouusuallydoin,themorningbeforeschool?Doyoulikemorning?

Whyorwhynot?

Chooonegoodstudenttoanswerthembysayingsomethingheorsheusuallydoesinthe

morning．

Thenhavethewholeclasspracticeinpairs．Askeachotherthequestions．

Aftertheyfinishtalking,askoneortwopairstosaytheirconversationstotheclass．Correctthe

mistakestheymaymakewiththeotherstudents．

Callthestudents’attentiontothepicturesinActivityla．

Thentellstudentstotalkaboutthepicturesingroupsoffour．Movearoundtheclassroom,

listeningtostudentsandofferinghelp．MakesurethattheytalkinEnglish．

Aftertheyallfinishtalking,askdifferentgroupstotelltheclassaboutthepictures．

StepⅢ1b

Askthestudentstoreadtheinstructionstogether．Havethemlookatthetwocolumns,AandB,in

thechart．Pointoutthesampleanswer．Readthetwopartsofthentence．

Thengoovertheotherunconnectedpartsofntences,too．

Playtherecordingforthefirsttime．

Studentsonlylisten．Thenplayitacondtime．Letstudentsmatchtwopartsofeach

ntence．Checktheanswersbyaskingsomestudentstotelltheiranswers．

Makesurethatallofthemhavegotthecorrectanswersbylistening．Saycongratulationstothe

studentswhogettheanswerscorrectlybyguessing．

StepⅣ1c

FirstplaytherecordinginActivity1bagainandletthestudentsreadafterit．Doitatleasttwice．

Thenreadtheinstructionstogetherwiththewholeclass．

Youwillmakeconversationsinpairs．EachofyouwillhavetotaketurnsbeingTina．Lookatthe

picturesinActivitylatohelpyou．Tellyourpartnerwhathappenedtoyouthismorning．Askapair

toreadtheexampletotheclassbeforetheybegirt

Havethestudentsworkinpairs．Movearoundtheroomofferinglanguagesupportasneeded．

Aftertheyallfinishtalking,asksomepairstosaytheirconversationstotheclass．

StepⅤSummary

StepⅥHomework

1．WriteoutthestoryofTina,Notetouthetargetlanguage．

2．ReviwhentouthePastPerfectTenandtheverbstructureofit．

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TheSecondPeriod

Ⅰ．TeachingAimsandDemands

1．KnowledgeObjects

（1）TargetLanguage

Bythetimeshegottoclass,theteacherhadalreadystartedteaching．

Whenshegottoschool,sherealizedshehadleftherbackpackathome．

WhenIgothome,IrealizedIhadleftmykeysinthebackpack．

（2）TheThreeFormsoftheverbs．

2．AbilityObjects

（1）Trainthestudents’listeningskill．

（2）Trainthestudents’writingskillwiththetargetlanguage．

（3）Trainthestudents’speakingskill．

（4）Trainthestudentstouthethreeformsoftheverbs．

Ⅱ．TeachingKeyPoints

1．Listeningpracticewiththetargetlanguage．

2．Uthecorrectverbformstofillintheblanksbylistening．

3．MakentencesusingthePastPerfectTen．

4．Thethreeformsoftheverbs．

Ⅲ．TeachingDifficultPoints

1．WriteanendingforthestoryinActivity2c．

2．ThethreeverbformsinGrammarFocus．

Ⅳ．TeachingProcedures

StepIRevision

1．ReviwhathappenedtoTinainthemorningbyaskingoneortwostudentstotellthestroyon

page68．

2．Askstudentstocheckeachother’shomeworkinpairs,pointingoutallthemistakestheymight

havemade．

3．RevithePastPerfectTenbyaskingthechildrenwhentouitandwhatitsverbstructure

is．

StepⅡ2a

Readtheinstructionstotheclass．Besurethatallofthemknowwhattodo．

Callthestudents’attentiontothefourpictures．Getthemtoguessthecorrectorderofthepictures

first．Thefirstoneisgivenasasample．Askoneortwochildrentotelltheirstoriesbydescribing

thepicturesaccordingtotheirownorder．

Playtherecordingthefirsttime,studentsonlylisten．Playtherecordingagainandaskthechildren

tonumbereachpicture．

Checktheanswerswiththeclassandewhohaveevergotthecorrectanswerswithoutlistening．

StepⅢ2b

Askthestudentstoreadtheinstructionstogether．Pointouttheblanksinthentencesandthe

verbsinthebrackets．

Letthestudentsfillintheblankswiththecorrectformsindividually．

Movearoundtheclassroomcollectingthemonmistakestheymaymake．

Aftertheyallfinishwriting,tellthemtogetreadytolistentotheconversationandchecktheir

answers．

Playtherecording．Studentslistenandchecktheiranswers．Correcttheanswersbyaskingven

differentstudentstosaytheirstotheclass．

StepⅣ2c

Askthewholeclasstoreadtheinstructionstogether．

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Wehaveanewtasknow．WeknowTinawaslateforclass．WhatdoyouthinkhappenedafterTina

waslateforclass?Workwithapartner．Makeupanendingforthestorybycontinuingit．The

beginninghasbeengiven．

Getstudentstodiscussinpairs．pletetheending．MakesuretheyaretalkinginEnglish．Move

aroundtheclassroom,offeringlanguagesupportifneeded．Aftertenminutes,askstudentstostop

discussing．GetsomepairsofstudentstotelltheclasshowtheythinkthestoryendedAndletthe

wholeclassdecidewhoendingisthebest．Telleachpairtowritedowntheirending,ordoitafter

classiftimeisnotenough．

StepⅤGrammarFocus

Callstudents’attentiontothentencesontheleft．Askfourdifferentstudentstoreadthefour

ntencesandpointoutwherehadplusapastparticipleisud．Writethentencesonthe

blackboard．

Askthestudentstomakentencescorrectlyusingeachformoftheverbsinthebox．

Checktheanswers．

StepⅥHomework

1．WritedowntheendingofTina’sstory．

2．Makentencesusingeachformoftheverbsbelow:

leave,walk,start,oversleep,ring,be

3．ReviewtheGrammarFocus．

TheThirdPeriod

Ⅰ．TeachingAimsandDemands

1．KnowledgeObjects

（1）KeyVocabulary

bell,ring,gooff,rush,runoff,ontime,givesb．aride,lock,breakdown

（2）TargetLanguage

BythetimeIgotthere,thebushadalreadyleft．

BythetimeIwokeup,myfatherhadalreadygoneintothebathroom．

2．AbilityObjects

Trainthestudents’readingskillwithtargetlanguage．

Trainthestudents’speakingskillwithtargetlanguage．

Ⅱ．TeachingKeyPoints

1．Guidethestudentstoreadthearticleinactivity3a．

2．Helpthestudentsdotheoralpracticewiththetargetlanguage．

Ⅲ．TeachingDifficultPoints

1．Helpimprovethestudents’readingskillbyActivity3a．

2．Helpthestudentsdescribewhathashappenedtothemwiththetargetlanguage．

Ⅳ．TeachingProcedures

StepⅠRevision

1．ReviwhathappenedtoTinabyaskingveralstudentstotellthestory．

2．RevithethreeformsoftheverbsinGrammarFocusbyaskingfourstudentstowritethemout

ontheblackboard．

3．Checkhomeworkbyaskingoneortwotoreadtheirownendingsofthestroy．

4．Checkhomeworkbyaskingsomestudentstoreadthentenceswhichtheymade．

StepⅡ3a

Askthewholeclasstoreadtheinstructionstogether．ThereisanarticleinActivity3a．Yourtaskis

toreadthestoryandwritetheeventsinthecorrectorder．

Havealookatthesampleanswerontherightofthearticlebeforeyoustart．Thenletthechildren

pletetheworkontheirown．Afterawhile,asksomestudentstoreporttheiranswerstothe

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class．Writetheeventsontheblackboardastheyreport,puttingtheeventsinthecorrectorder．

Aftercheckingtheanswers,tellstudentstoreadthearticleagainmorecarefully．

Tellthemtofindoutthewordsorntenceswhichtheycan’tunderstandthistime．

Afewminuteslater,letthestudentsaskquestionsonthewordsandntenceswhichtheycan’t

understand．Dosomeexplanationandmakesurethatthestudentsmakeeverythingclearaboutthe

article．

Thenaskthestudentstoreadthearticlealoud．Movearoundtheclassroomwhiletheyarereading,

offeringhelpasneeded．

NextaskstudentstopickoutthentenceswiththePastPerfectTen．Tellthemtounderline

themandeupwiththereasontouthetence．

Asktwostudentstoreadtheiranswersandexplainthentences．

StepⅢ3b

Callthestudents’attentiontothephotoofthewomansleeping．Thegirlissleeping．Shemay

oversleep．Howaboutyou?

Haveyoueveroverslept?

Getastudentstoanswerthequestionsimply,suchasYes,Ihave．/No,Ihaven’t．

Thenaskonestudenttoreadtheinstructionstotheclass．

Explainthatdescribethecircumstancesmeanstotellwhen,whereandhowthethingshappened．

Askonestudentwhohaveroverslepttoanswerthefirstquestionanddescribethe

circumstance．HelphimorheruthePastPerfectTentodescribethecircumstance．

Thenaskstudentstoreadthequestionsandwritetheiranswersintheirexercibooks．Tellthem

thattheyhavetodescribethecircumstancesiftheiranswersareYes,andthereshouldbeatleast

onentencewiththePastPerfectTenineachdescription．Movearoundtheclassroom

providingntencestotheoneswhoneed．Askveralstudentstosharetheirstorieswiththe

class．Correctanymistakestheymaymake．Letthemchecktheanswersinpairs．

StepⅣ3c

Askthewholeclasstoreadtheinstructionstogether．Thencallthestudents’attentiontothe

sampleconversationontheright．Askapairofthestudentstoreadtheconversationtothe

class．PleaaskyourpartnerthequestionsinActivity3b．Askmorequestionsifheorshesays

"Yes"．

Askthestudentstoworkinpairs．Encouragethemtoaskasmanyquestionsastheycan．Asthey

work,movearoundtheroomofferinghelpandansweringquestionsasneeded．Asksomepairsto

saytheirconversationstotheclass．

StepⅥhomework

1．WritetheanswerstothequestionsinActivity3b．

2．WriteaconversationinActivity3c．

TheFourthPeriod

I．TeachingAimsandDemands

1．KnowledgeObjects

（1）KeyVocabulary

costume,showup,exhausted,embarrasd,empty,fool,AprilFool’sDay,gooff,stayup

（2）TargetLanguage

WhenIgotthere,Ifoundthathehadfooledme．

Afteranhour,theotherkidsshowldup,andIrealizedthatmybrotherhadfooledme．

BythetimeIgottomatchclass,IwaxhaustedbecauIhadstayedupallnightstudying．

Ifoundoutthatmyfriendhadfooledme．

2．AbilityObjects

（1）Trainthestudents’writing,listeningandspeakingskillswiththetargetlanguage．

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（2）Trainthestudentstouthenewvocabulary．

Ⅱ．TeachingKeyPoints

1．Trainthestudents’listeningandspeakingskillswithtargetlanguage．

2．Teachthestudentsthenewvocabulary．

Ⅲ．TeachingDifficultPoints

1．Guidelisteningandoralpracticeusingthetargetlanguage．

2．Helplearntouthenewvocabularycorrectly．

Ⅳ．TeachingProcedures

StepIRevision

1．RevithearticleinActivity3aonpage70byaskingveralstudentstoreadit．

2．Dictatesomewordsandphras:

3．Checkthehomework．

StepⅡ1a

Readtheinstructionstothestudents．Remembertoreadthentenceinthebrackets．Pointtothe

chartwiththethreeheadingsNouns,VerbsandAdjectives．Readthewordsinthebracketstothe

studentsandhelpthestudentstounderstandthemeaningsofnouns,verbsandadjectives．

Getastudenttoreadthesampleanswerstotheclassbeforetheystartsay,Foolcallalsobea

verb．Askthestudentstopletethechartontheirown．

Correcttheanswersbyaskingthreestudentstoreadtheiranswerstotheclass．

StepⅢ1b

Askastudenttoreadtheinstructionstotheclass．

Askanotherstudenttoreadtheexampleontheright．

Workinpairsnow．Tellyourpartneraboutsomethingthathashappenedtoyourecently．Noteto

utwoormorephrasfromthelistinActivityla．Gettilestudentstotalkinpairs．Movearound

theclassroomcheckingtheirworkandofferinglanguagesupportasneeded．

Aftertheyallfinishtalking,asksomepairstosaytheirconversationstotheclass．

StepⅣ2a

SaysomethingaboutAprilFool’sDaytothestudents

Callthestudents’attentiontothefourpictures．Askthestudentswhatishappeningineach

picture．

Askfourdifferentstudentstodescribethepictures．

Readtheinstructionstotheclass．

Playthetapethefirsttime．Thestudentsonlylisten．Thenplaythetapeagain．Askthestudents

towriteeachboy’snameinthecorrectbox．Checktheanswersbyaskingdifferentstudentstotell

theirownanswers．

StepⅤ2b

Readtheinstructionstotheclass．Therearesixphrasinthebox．Yourtaskistofindoutwho

sayachofthephras,Dave,NickorJoeafterlisteningtothesamerecording．Andwrite"D"for

Dave,"N"forNickand"J"forJoesontheshortlinesbeforethephras．Lookatthefirstone．The

answerhasbeengivenasasample．

Playtherecordingthefirsttime．Thestudentsonlylisten．Thenplaytherecordingagain．Askthe

studentstowritethelettersintheblanks．Asksixdifferentstudentstoreporttheiranswerstothe

class．Checktheanswerswiththeclass．

StepⅥ2c

Thisactivityprovidesoralpracticeusingthetargetlanguage．

Firstplaytherecordingagain．Pauaftereachntenceandgetthestudentstorepeat．

Doitatleasttwice．

Askastudenttoreadtheinstructionstotheclass．Thenhavethemlookatthesampleconversation

ontheright．Askapairofthestudentstoreadandtrytocontinueit

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Thenaskthestudentstoworkinpairs．

Eachpairmakestwoconversationsusinginformationfromtheearlieractivities．

Movearoundtheroomastheywork,offeringhelpasneeded．Askoneortwopairstosaytheir

conversationstotheclass．

StepⅦHomework

1．Writesomethingthathashappenedtoyourecently．Utwoormorephrasfromthelistin

Activity1a．

2．WriteaconversationinActivity2c．

TheFifthPeriod

Ⅰ．TeachingAimsandDemands

1．KnowledgeObjects

（1）KeyVocabulary

announce,describe,convince,panic,toff,authority,reveal,hoax,flee/fled/fled,spaghetti,

girl-friend,Show,marry,thrill,getmarried,reply,ending

（2）ThereadingpassagesaboutAprilFool’sDay．

（3）WritestorieshappenedonAprilFool’sDay．

2．AbilityObjects

（1）Trainthestudents’readingskill．

（2）Trainthestudents’writingandspeakingskills．

Ⅱ．TeachingKeyPoints

1．Teachthestudentsthenewvocabulary．

2．Helpthestudentsunderstandthethreearticles．

3．GuidethestudentstowritestorieshappenedonAprilFool’sDay．

Ⅲ．TeachingDifficultPoints

1．Helpthestudentsunderstandthethreearticles．

2．HelpthestudentswritethestorieshappenedonAprilFool’sDay．

Ⅳ．TeachingProcedures

StepIRevision

1．Revithethreeboy’sstorieshappenedonAprilFool’sDay．Askthreedifferentstudentstotell

theirstoriestotheclass．

2．Checkthehomework．

StepⅡ3a

Readtheinstructionstothestudents．

You’llhavetoreadthreearticles．Thethreearticlesareaboutthreedifferentstorieshappenedon

AprilFool’sDay．

Notallofthemaretrue．Tellwhichofthestoriesisthemostbelievableandwhichistheleast

believable．Andyouhavetotellthereasonsaswell．Atlast,thinkoverifyouwouldbefooledby

anyofthestories．

Readthefirstarticletotheclass．Thestudentslookattheirbooks,listentotheteacherandfindout

theanswerstothequestionsintheinstructions．

Afterreading,askthestudentsifitisbelievableandwhy．Askveralstudentstotelltheiropinions

onthebelievabilitythefirstarticle．Theymaysaylikethis:

Ithinkitisbelievablebecautheexacttimeandperson’snamearegiveninthefirstntence,or,I

don’tthinkit’sbelievablebecauIthinknoonedaredtofoolthepeoplelikethat．

Dothesamewiththetwoarticlesleft．

Asktwogoodstudentstoreadthearticlesinsteadoftheteacher．Elicitstudents’reasonsfortheir

answers．Atlasttellthestudentsthecorrectanswer．

StepⅢ3b

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Readtheinstructionstotheclass．Playtherecordingagaintohelpthestudents．

Askthreedifferentstudentstoreadthenotestotheclass．

Helpthestudentsmakentenceswiththenotesfirst．

Aftermakingntences,askthestudentstowriteamagazinestoryaboutNickinActivities2aand2b,

usingthenotesbelow．Astheywrite,movearoundtheroomofferinghelpandansweringquestions

asneeded．

Afteraroundtenminutes,askastudenttoreadthepletedarticletotheclass．

Therestoftheclasshelpcorrectthemistakesthestudentmayhavemade．Getthemtocheck

each’other’swritingcarefullyinpairs．

StepⅣ3c

Readtheinstructionstotheclass．Besurethatthestudentsknowwhattheyareaskedtodo．At

first,havethestudentsthinkwhattheymightwriteabout．

Thentellthemtomakealistofideasbeforestartingwriting．Thelistshouldincludethethreeparts,

whathappenedfirst,whathappenednext,andwhatyoufinallyrealized．

Writeasamplelistontheblackboard:

Nextaskthestudentstowritetheirjokes．

Asksomestudentstoreadtheirarticlestotheclass．Correctasmanyofthearticlesaspossiblein

class．

StepⅤ4

Readtheinstructionstotheclass．Reviewthemeaningsoffunniest,mostembarrassingandmost

creative．

Havetheclasshavealookatthesampleconversationintheboxbeforereading．

Askapairofthestudentstoreadittotheclass．

Thenaskthestudentstoreadtheirstoriestotheclass．Afterallofthestudentshaveread,askthe

classtovoteforthefunniest,mostembarrassingandmostcreativestories．

StepⅥHomework

1．Readthethreearticlesaloudafterclass．

2．Correctthemagazinestoryandthejokeyouhavewritten．

3．Trytorememberthenewvocabulary．

TheSixthPeriod

Ⅰ．TeachingAimsandDemands

1．KnowledgeObjects

（1）Verbs

rush,realize,invite,showup,stayup．

（2）Writeanarticleaccordingtothepicturesgiven．

（3）Vocabulary

homework,look,costume,empty

2．AbilityObjects

（1）Trainthestudentstoutheverbscorrectly:

rush,realize,invite,showup,stayup．

（2）Trainthestudents’writingskill．

Ⅱ．TeachingKeyPoints

1．Helpthestudentshavealfcheckonthekeywordsandtargetlanguageofthisunit．

2．Practiusingtheverbs:rush,realize,invite,showup,stayup．

3．Reviewthenewvocabularyintroducedinthisunit:homework,lock,costume,empty．

4．Directthestudentstowriteanarticleaccordingtothepicturesgiven．

Ⅲ．TeachingDifficultPoints

1．Helpthestudentsmakentenceswiththeverbs．

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2．Directthestudentstowriteanarticlewiththepicturesgiven．

Ⅳ．TeachingProcedures

StepIRevision

1．RevithecontentsinthethreearticlesinActivity3aonpage72byaskingsomequestions

2．Askthreedifferentstudentstoreadthearticles．

StepⅡPart1

Thisactivityfocusonvocabularyintroducedintheunit．Focusattentiononthebox．Invitea

studenttoreadthevocabularywordsatthetop．

Askstudentstofillintheblanksontheirown．Checktheanswers．

Askstudentstomaketheirownntenceswiththewords,preferablyntencesthatare

meaningful．Movearoundtheroom．Collectafewstudents’answerswithmistakesonthe

blackboard．Alongwiththestudents’helpcorrectthemistakes．

StepⅢPart2

Havethestudentslookatthevenpictures．Tellthechildrenthatthepicturesareconnectedto

eachotherinanorder．

Ask:WhatishappeningtoMing?

Getthewholeclasstoreadtheinstructions．Thenaskthestudentstodescribeeachpicturein

order．Writesomeufulntencesontheblackboard．Forexample,forthefirstpicture,helpthe

studentstosayMingwakesupat10:00andthinkssheislateforschool．

Afterawhile,askafewstudentstotelltheclassaboutMing’sday．Lettherestoftheclasshelp

correctthemistakesthattheymayhavemade．

Tellthemtoexchangetheirarticleswiththeirpartnersandhelpeachothercorrectthe

mistakes．Askthestudentstorewritetheirarticlestomakethearticlesperfectafterclass．

StepⅣPart3

Callthestudents’attentiontothebox．Havethemlookatthefourgroupsofwords．Getthe

studentstoreadtheinstructionstogether．Askthemtocirclethewordsthatdon’tbelongineach

group．

Thefirstonehasbeengivenasamodel．

Asksomestudentstotelltheiranswerstotheclass．Checktheanswerswiththewholeclass．

StepⅤJustforFun!

Callthestudents’attentiontothecartoonpictures．Tellthemtoewhathappens．

Askthestudentstoreadthentencesunderthepicturestogether．

Thenaskthechildrenwhatis,funnyaboutthiscartoon．Helpthestudentstoanswerlikethis:

Theboysawthecloudsandhefelttherainlongbeforehegothome．Heshouldhaverealizedmuch

soonerthathehadforgottenhisumbrella．

StepⅥHomework

1．Reviallthelanguagepointsinthisunit．

2．Finishofftheexercisonpages36～38oftheworkbook．

3．Makeanothermorentencewitheachverbbelow,rush,realize,invite,showup,stayup．

4．Rewritethearticle．