4． The teacher often starts teaching at 9:00．

　The teacher started teaching at 8:30 the day before yesterday．

　When Tina got to class, the teacher had already started teaching．

　The three forms of the verbs used in this unit:

Leave　　　　 left　　　　　 left

Walk　　　　　 walked　　　　 walked

start　　　　 started　　　　 started

oversleep　　 overslept　　　 overslept

ring　　　　　 rang　　　　　 rung

be　　　　　　 was/were　　　 been

Step Ⅵ Summary

Say, In this class, we’ve done much listening and writing practice with target language． We’ve also done some oral practice in pairs． And we’ve discussed the Grammar Focus of this unit．

Step Ⅶ Homework

3． My father leaves home at 8:30．

　 He left home at 9:30 this morning．

When my father went outside, the bus had left．

2． We usually go to school at 7:30．

　 We went to school at 8:30 yesterday．

　 By the time we got to the classroom,

　 the students had gone to the chemistry lab．

1． I got up at 6:30 every day．

　 I got up at 6:00 yesterday．

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

4． got 5． had rung 6． walked 7． had started

Step Ⅳ 2c

This activity gives students oral practice with the target language．

Ask the whole class to read the instructions together．

We have a new task now． We know Tina was late for class． What do you think happened after Tina was late for class?

Work with a partner． Make up an ending for the story by continuing it． The beginning has been given．

Get students to discuss in pairs． Complete the ending． Make sure they are talking in English． Move around the classroom, offering language support if needed． After ten minutes, ask students to stop discussing． Get some pairs of students to tell the class how they think the story ended And let the whole class decide whose ending is the best． Tell each pair to write down their ending, or do it after class if time is not enough．

Sample ending of the story

The teacher looked at Tina and said, " Why are you late and where is your homework, Tina?" "I had a bad morning today． " Tina said sadly．

"I’m sorry to hear that, but may I know what happened? said the teacher．

Then Tina told the teacher and the whole class her story． All her classmates laughed loudly after it． Some of them said, "Poor Tina!"

Bob, one of Tina’s classmates, stood up and said, "Well, Tina, I’d love to help you． Why not let me keep the keys for you? I would put your keys in my backpack．"

Step Ⅴ Grammar Focus

This activity introduces the target language of this unit． Call students’ attention to the sentences on the left． Ask four different students to read the four sentences and point out where had plus a past participle is used． Write the sentences on the blackboard．

Draw a simple time line for each sentence to help students to understand the grammar focus． For example:

Then get the students to look at the box．

Teach students to read the three forms of each verbs first． Then ask several students to read the verbs to the class to see if they can read． Write the verbs on the blackboard．

Ask the students to make sentences correctly using each form of the verbs in the box． For example:

I usually get up at 6:30．

I got up at 5:30 yesterday．

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

Tell the students when we talk about the first thing that happened． We use had plus a past participle (had gotten) and when we talk about the second thing that happened, we use the simple past tense (got up)． Ask some to read their sentences to the class．

Ask the students to make their own lists of other verbs used in this unit． Tell them to put the lists in their notebooks using a three-column format like the one in the Look! section． The lists have to include these verbs; leave, walk, start, oversleep, ring, be．

Check the answers．

Some sample sentences with the three verb forms

1． got home 2． realized 3． had left

3． Revise the Past Perfect Tense by asking the children when to use it and what its verb structure is．

Step Ⅱ 2a

This activity provides guided listening practice using the target language．

We have known Tina had a bad morning．

But something worse happened to Tina later． Let’s go to Activity 2a on page 69 and see what happened to Tina later in the morning．

Read the instructions to the class． Be sure that all of them know what to do．

Call the students’ attention to the four pictures． Get them to guess the correct order of the pictures first． The first one is given as a sample． Ask one or two children to tell their stories by describing the pictures according to their own order．

Then, we will hear Tina talking about what happened to her after she got to school． We can see there is a small box in each picture．

Please write a number from 1 to 4 in each box to show each picture’s correct order．

The first one has been given as a sample．

Get the children to get ready to listen to Tina continue her story．

Play the recording the first time, students only listen． Play the recording again and ask the children to number each picture．

Check the answers with the class and see who have ever got the correct answers without listening．

Answers

The pictures should be numbered in this order:

3 1 2 4

Tapescript

Boy: So then what did you do, Tina?

Girl: Well, I ran home to get my backpack．

But when I got home, I realized I had left my keys in the backpack．

Boy: You’re kidding!

Girl: So I ran back to school without my keys or my backpack． And by the time I got back to school, the bell had rung．

Boy: Oh, no!

Girl: And by the time I walked into class, the teacher had started teaching already． She asked for our homework, but of course I didn’t have it．

Step Ⅲ 2b

This activity gives students practice in understanding and writing the target language．

Ask the students to read the instructions together． Point out the blanks in the sentences and the verbs in the brackets．

This activity has two parts． First let’s fill in the blanks with the correct verb forms． We can see some verbs in the brackets． They are the base forms of the given verbs． For example, get and got, Get is the base form of the verb． Your job is to write the correct forms of these verbs in the blanks． Look at number one．

A sample answer is given．

Let the students fill in the blanks with the correct forms individually．

Move around the classroom collecting the common mistakes they may make．

After they all finish writing, tell them to get ready to listen to the conversation and check their answers．

I will play the recording again． Please check your answers and correct any mistakes you might have made while listening． Play the recording． Students listen and check their answers． Correct the answers by asking seven different students to say theirs to the class．

Answers

2． Ask students to check each other’s homework in pairs, pointing out all the mistakes they might have made．

Step I Revision

1． Revise what happened to Tina in the morning by asking one or two students to tell the stroy on page 68．

They may say like this:

Tina had a bad morning． First of all she overslept． By the time she got up, her brother had already gotten in the shower．

And by the time she went outside, the bus had already left． She had to run all the way to school． When she got to school, she realized she had left her backpack at home． All these made her look stressed out． After that, ask the whole class to work in pairs, telling the stroy and helping each other in turns． Remind them to use the correct verb forms．

A tape recorder