3. Moral Object

Have you ever been fooled on April Fool’s

Day? Share your story with your friends.

2. Ability Objects

(1) Train the students’ writing, listening and speaking skills with the target language.

(2)Train the students to use the new vocabulary.

1. Knowledge Objects

(1) Key Vocabulary

costume, show up, exhausted, embarrassed, empty, fool, April Fool’s Day, go off, stay up

(2)Target Language

When I got there, I found that he had fooled me.

After an hour, the other kids showld up, and I realized that my brother had fooled me.

By the time I got to match class, I was exhausted because I had stayed up all night studying.

I found out that my friend had fooled me.

2. Write a conversation in Activity 3c.

Step Ⅷ Blackboard Design

The Fourth Period

1. Write the answers to the questions in Activity 3b.

6. I am here now.

　I was at home last night.

　I had been here for 20 years by the end of 2003.

Step Ⅱ 3a

This activity provides reading and writing practice using the target language.

Show the vocabulary on the screen by a project:

Point to the words one by one and teach the students to read them. Do it several times. Then ask several students to read the words to see if they can pronounce each word correctly.

Ask the whole class to read the instructions together. There is an article in Activity 3a. Your task is to read the story and write the events in the correct order.

Have a look at the sample answer on the right of the article before you start. Then let the children complete the work on their own. After a while, ask some students to report their answers to the class. Write the events on the blackboard as they report, putting the events in the correct order.

After checking the answers, tell students to read the article again more carefully.

Tell them to find out the words or sentences which they can’t understand this time.

A few minutes later, let the students ask questions on the words and sentences which they can’t understand. Do some explanation and make sure that the students make everything clear about the article.

Then ask the students to read the article aloud. Move around the classroom while they are reading, offering help as needed.

Next ask students to pick out the sentences with the Past Perfect Tense. Tell them to underline them and come up with the reason to use the tence.

Ask two students to read their answers and explain the sentences.

Step Ⅲ 3b

This activity provides reading and writing practice using the target language. Call the students’ attention to the photo of the woman sleeping. The girl is sleeping. She may oversleep. How about you? Have you ever overslept?

Get a students to answer the question simply, such as Yes, I have. /No, I haven’t. Then ask one student to read the instructions to the class. We can see six questions in the box.

You’ll have to read the questions in the box and you have to describe the circumstances in which these things happened. Explain that describe the circumstances means to tell when, where and how the things happened.

Ask one student who has ever overslept to answer the first question and describe the circumstance. Help him or her use the Past Perfect Tense to describe the circumstance.

Then ask students to read the questions and write their answers in their exercise books. Tell them that they have to describe the circumstances if their answers are Yes, and there should be at least one sentence with the Past Perfect Tense in each description. Move around the classroom providing sentences to the ones who need. Ask several students to share their stories with the class. Correct any mistakes they may make. Let them check the answers in pairs.

Step Ⅳ 3c

This activity provides listening and speaking practice using the target language. Ask the whole class to read the instructions together. Then call the students’ attention to the sample conversation on the right. Ask a pair of the students to read the conversation to the class. Please ask your partner the questions in Activity 3b. Ask more questions if he or she says "Yes". Ask the students to work in pairs. Encourage them to ask as many questions as they can. As they work, move around the room offering help and answering questions as needed. Ask some pairs to say their conversations to the class.

Step Ⅵ Summary

Say, In this class, we’ve learned an article. And we’ve done much practice in reading, listening, speaking and writing.

We’ve done much practice with the target language.

StepⅦ Homework

5. The hell rings at 8:10 every morning.

　The bell rang at 7:10 this morning.

　When I got to school, the first bell had rung.

4. Tina seldom oversleeps.

　Tina overslept this morning.

　Tina said she had never overslept before.

3. The meeting start at 3:00 every Wednesday afternoon.

　The meeting started at 3: 30 last Wednesday afternoon.

　As soon as Mr. Jones got to the meeting room, the meeting had already started.

2. I walk to school sometimes.

　I walked to school yesterday afternoon.

　When I got there, the sick girl had walk away.