I. 模块教学目标 技能目标 Skill Goals ▲ Talk about a trip to a tourist spot ▲ Learn the -ed form used as adjective ▲ Learn to use past tense time expressions ▲ Write about one -s experiences ▲ Learn to use polite expressions II. 目标语言
Talking about being polite Excuse me ... Could I (borrow your bike)? Could I possibly (use your dictionary)? Would you mind (if I sat here)? 功能I’m very sorry but (you can’t change it). The fact is that (it’s out of date). Everyday English Tell me ... Is that right? Oh, I see. Goodness! Absolutely! Definitely! 句式 1. 四会词汇 helicopter, motorbike, tram, distance, abandoned, camel, cassette, desert, diamond, expert, midnight, product, scenery, shoot, soil, journey, train, circus, seaside, stadium, frighten, interview, interviewer, event, exhausted, vacuum, rail, 词汇track 2. 认读词汇 eagle, kindergarten, apartment, cartoon, downtown, ceremony, souvenir 3. 词组 get on, get off, get out of, look out of, pass a law, during the day, at midnight, be short for, out of date, get into, take off, not ... any more, refer to The -ed form used as adjective 语法Trained camels carried food and other supplies. Past tense time expressions During the day ... Recently ... One night ... A long time ago ... At (about) midnight ... 1. Recently I had my first ride on a long-distance train. 2. We got on in Sydney and we got off in Alice Springs, right in the middle of 重点句子Australia. 3. We ate great meals cooked by experts. 4. The sun shone, there was no wind and there were no clouds in the sky. 5. We saw abandoned farms which were built more than a hundred years ago. 6. During the day, I sat and looked out of the window, and sometimes talked to other passengers. 7. One night, at about midnight, I watched the night sky for about one hour. III. 教材分析与教材重组 1. 教材分析
本模块以My First Ride on a Train为话题，通过模块教学，使学生学会用过去时态和表示过去时态的时间短语来描述过去的旅游经历，并掌握有关交通工具和各种地点及活动的用语。功能句式要求学生学会如何在生活中使用礼貌用语以
及如何在会话中做出回应、说明态度。
1.1 INTRODUCTION复习和学习有关交通工具的名词和动词，让学生回忆第一次长途旅游的情景，引出本模块的话题。
1.2 READING AND VOCABULARY介绍作者第一次在澳大利亚乘火车旅游的经历，详细描写了旅途中的活动和途中的风景，并介绍了Ghan train的由来。 1.3 GRAMMAR包括两局部，第一部是动词的-ed 形式做形容词；第二局部回忆、熟悉和运用过去时间的表达法。
1.4 FUNCTION练习乘车礼貌用语的表达法。让学生学会在不同场合使用礼貌用语。
1.5 VOCABULARY列举了表示地点和相关活动的词汇。为后面学生描述记忆中的活动打下根底。
1.6 READING AND SPEAKING 是五篇回忆童年的段落，表达在童年发生的开心或不开心的故事,为后面的写作提供了范文。
1.7 LISTENING是听一段对一位90岁高龄的电影演员过去经历的采访录音。 1.8 WRITING要求学生用第一人称写一篇关于回忆童年假期或外出旅游的短文。培养学生用英语写游记的能力。
1.9 PRONUNCIATION通过听一段对话，让学生识别并准确读出句子重音。 1.10 EVERYDAY ENGLISH训练学生根据对方话语做出回应、说明态度的技能。
1.11 CULTURAL CORNER是一篇关于世界上最快的磁悬浮列车的文章，让学生了解这种列车的优点，并说出与普通列车的不同。
1.12 TASK要求学生利用照片、明信片、纪念品等介绍自己的一次旅游经历。 2. 教材重组
2.1 把INTRODUCTION, FUNCTION, EVERYDAY ENGLISH, LISTENING, PRONUNCIATION 和WORKBOOK中的 Listening and speaking整合在一起，上一节“听说课〞。
2.2 把READING AND VOCABULARY设计成一节“阅读课〞。
2.3 把GRAMMAR 1, GRAMMAR 2 和 WORKBOOK中的 Grammar 整合为一节“语法课〞。
2.4 把VOCABULARY, READING AND SPEAKING, WRITING和 WORKBOOK中的 Speaking and writing 整合在一起上一节“写作课〞。 2.5 把 CULTURAL CORNER, TASK和 WORKBOOK中的Reading整合在一起上一节“泛读课〞。 3. 课型设计与课时分配 1st Period Listening and Speaking 2nd Period Reading 3rd Period Grammar 4th Period Writing
5th Period Extensive Reading IV. 分课时教案
The First Period Listening and Speaking
Teaching goals 教学目标 1. Target language 目标语言 a. 重点词汇和短语
Tram, distance, helicopter, ferry, absolutely, out of date, get on, get off, get into, get out (of), take off b. 重点句式 P25 Excuse me... Could I...? Could I possibly...? Would you mind...? I’m very sorry but... The fact is that... 2. Ability goals 能力目标
Enable the Ss to learn expressions of being polite.
Enable the Ss to learn expressions used in a flight travel by listening. 3. Learning ability goals 学能目标
Help the Ss learn how to use expressions of being polite in different situations. Help the Ss learn how to use expressions about flight travels.
Teaching important & difficult points 教学重点和难点 The use of polite expressions in conversations. Teaching procedures & ways 教学过程与方式 Step I Introduction
T: Last year, I went to Hainan by plane. That was my first time to travel by plane. I was very excited. I looked out of the window to see the sights below me; sometimes I talked to other passengers to express my excitement. Have you ever been to Hainan?
S1: Yes, I have been there twice. T: How did you get there?
S1: By plane. You know it’s far away from here, but it only takes about 2 hours if you travel by plane.
S2: I went there last summer holiday with my parents. We went there by train. I enjoyed the scenery on the way very much.
T: Yes. There are different means of transport. Some take shorter time while some are safer and more pleasant. You may choose the one that will satisfy your special needs. Now please turn to P21. There are some pictures of different means of transport. I think you know most of them very well. Who’d like to explain the three words on the blackboard? Do you know what kind of vehicles they are? Write the following three words on the blackboard. helicopter ferry tram
Let the Ss look them up in their dictionaries and try to get the meanings. T: What is a helicopter?
S1: An aircraft with large metal blades on top that spin and lift it into the air. T: How about ferry?
S2: A boat that makes short regular trips between two or more places. e.g. There is no ferry service to the island in the winter. T: And tram?
S3: A long narrow vehicle that travels along metal tracks in the middle of a street and is used as public transportation in some places.
T: Very good. Now please match the words in the box with the pictures. A few minutes later, check the answers with the whole class.
T: Among these vehicles, some travel on roads, some on water, some on rails and also some in the air. Now please classify them.
Ask one student to write the classification on the blackboard. On roads: bicycle, bus, taxi and motorbike On rails: train and tram In the air: plane and helicopter On water: ferry
T: Quite good! Now I’d like you to judge what verbs on the screen go with these vehicles. Make sentences by putting the right ones together. Show the following verbs on the screen.
get on, get off, get into, get out of, ride, drive, take off, land, take Sample sentences:
1. I got on the bus at Xiayuan bus station and got off at Dananmen bus station. 2. I rode the bicycle downtown to visit one of my friends last weekend. 3. Hurry up! The plane takes off at five o’clock. You are getting late. 4. He got out of his car to see what happened at the crossroad. 5. He drives to work everyday.
6. The plane landed on Hongqiao airport after 10 hours’ flight. 7. I got up late this morning and had to take a taxi to my office. Step II Listening
First of all, get the Ss to guess the answers to the questions in Activity 1 on P27. Then let them listen to the tape. For the first time, let them listen carefully and get the general idea. For the second time, let them answer the questions according to what they hear.
T: Now let us turn to Listening. In this part, a 90-year-old silent movie actress was interviewed about her career and her life. She was born in England but went to America to make films in the 1930s. First let’s look at the questions in Activity 1 on P27. I’ll give you 3 minutes to discuss with your partners to guess the answers to
these questions. Have you got it? Ss: Yes.
Three minutes later, the Ss give different answers.
T: Are your answers right? Now listen to the tape and check your answers. Then finish Activity 2.
Check the answers to Activity 2 with the whole class. Step III Listening and Speaking
T: Now let’s turn to P83. You are going to hear a person describing his journey. Before you listen to the tape, look at the pictures. Guess what happened during his journey and then try to number the pictures.
The Ss read the pictures carefully and think about the story. Then play the tape for the first time.
T: OK, now you must have a general idea of the story. What was his journey like? Did he enjoy his journey? Ss: His journey was terribly bad.
T: Right. He really had a bad experience. Let’s listen to it again and number the pictures.
Play the tape again, then check the answers.
T: Look at the phrases in Exercise 12, P84. Work in pairs and tell the man’s story by using these phrases.
Show the following phrases on the screen and ask the Ss to retell the man’s story in the first person.
took a train, broke down, rush hour, traffic jam, missed the plane, got on another flight, bad weather, landed in Bangkok, arrived 12 hours late A sample version:
I’ll never forget the first time I took a long-distance flight. First of all, I took a train from my home to London airport. But the train broke down. I was afraid of missing the plane, so I took a taxi to the airport. It was rush hour and the taxi got stuck in a traffic jam. When I finally got to the airport I missed the flight by ten minutes. I had to wait for another flight to Singapore. Unfortunately after I waited for three hours in
the airport, the airline cancelled that flight. I finally got on a flight to Singapore, but because of bad weather my plane landed in Bangkok airport. We had to sit in the plane at Bangkok airport. It took off again three hours later and I finally arrived in Singapore 12 hours later. Step IV Pronunciation
T: Do you know word stress in sentences? Generally speaking, word stress means in a sentence, some words are stressed and the others are not stressed. For example, nouns, verbs and adjectives are usually stressed in a sentence, but pronouns, articles and prepositions are not stressed in a sentence. Now listen to the tape and underline the words which are stressed. The Ss listen and underline the words.
T: Now read after the tape and pay special attention to word stress. Step V Function
Let the Ss read the conversation between a ticket inspector and a passenger on a train. Then answer the questions in Activity 2 on P25. After that, use polite expressions to rewrite the conversation.
T: Turn to P24, read the conversation. / Now would you please turn to P24 and read the conversation? Any difference between the two expressions I just used? Which sounds more polite and friendly?
Ss: The second expression sounds more polite and friendly.
T: You are right. Don’t forget to use polite expressions when you talk to others. Now would you please read the conversation between a ticket inspector and a passenger on a train? After you read it, discuss the questions in Activity 2. A few minutes later.
T: Who would like to answer the first question? S1: Let me try. He is very rude and impolite. T: The second question?
S2: We may use expressions such as “May I have your ticket please?〞 to change it. T: You are right. There are many other expressions that can be used to express politeness. Look at the expressions in Activity 3. Use them to rewrite the conversation
between the ticket inspector and the passenger. A sample dialogue:
Ticket inspector: Excuse me, could I see your ticket? Passenger: Pardon?
Ticket inspector: Would you mind showing me your ticket? Passenger: I’m sorry, I don’t understand.
Ticket inspector: Would you mind if I saw your ticket? Passenger: Oh, here you are.
Ticket inspector: I’m very sorry but this is an old ticket. Passenger: Pardon?
Ticket inspector: The fact is that it’s out of date. It’s a month old. Passenger: Oh, sorry, that’s the ticket I used last week. Ticket inspector: Where’s your ticket? Passenger: Here it is. Ticket inspector: Right.
T: Now, look at Activity 4, make the conversation longer by using more of the questions listed below. Work in pairs. One pair will be asked to act out your conversation. A sample conversation:
Passenger: Is it possible to open the window? I need some fresh air. Ticket inspector: Sure, let me do it.
Passenger: Would you mind telling me where I change to get to the nearest airport? Ticket inspector: You may get off at next station and take the bus there. Passenger: Thank you very much.
Ticket inspector: You are welcome. Enjoy the rest of the day! Step VI Everyday English
For Everyday English, enable the Ss to learn the ways of responding to a speaker and showing interest in conversation. Then let them complete the conversation in Activity 2 on P28 with the expressions in the box.
T: We have listened to an interview with a movie actress. In the interview, the
speakers used the expressions in the box. Do you remember? Why does the interviewer use these expressions? Anybody?
S1: In my opinion, the first expression is a friendly way of introducing a question, while the other three are ways of responding to Mary’s answers. T: What about Mary? Why does she use these expressions? S2: Mary uses the expressions to show that she is very enthusiastic. T: Exactly. Now finish Activity 2 on P28.
Check the answers with the whole class after the Ss finish it. Step VII Homework Do Exercises 4 and 5 on P80.
Preview the Reading: My First Ride on a Train.
The Second Period Reading
Teaching goals 教学目标 1. Target language 目标语言 a. 重点词汇和短语
abandoned, desert, colorful, farm, fields, seaside, soil, diamond, midnight, scenery, shoot, journey, get out of, be short for, refer to b. 重点句式 P23
We got on in ... and we got off in ..., right in the middle of Australia. We saw abandoned farms which were...
During the day, I sat and looked out of ..., and sometimes talked to... 2. Ability goals 能力目标
Enable the Ss to describe the first ride experience in their life. 3. Learning ability goals 学能目标
Help the Ss learn how to express the first ride experience in their life. Teaching important points 教学重点 Deal with the questions in Activity 4 on P24. Teaching difficult points 教学难点
Enable the Ss to find the clues of the writer’s first ride on a train.
Teaching procedures & ways 教学过程与方式 Step I Revision
Greet the class as usual and check the homework. Step II Lead-in
T: As we know, with the development of tourism, travel becomes very convenient and it has become a very important part in people’s life. Many people travel everywhere during the holiday. Today I’ll take you to a beautiful country — Australia.
Show the pictures about Australia on the screen. Ask the Ss to say one or two sentences about Australia. Then ask them some questions about Australia.
T: Boys and girls now please look at the three pictures and say something about Australia.
S1: Australia lies in the South Pacific Ocean.
S2: The flag shows the UK flag and a large star with seven points. The other stars on the flag represent the Southern Cross.
S3: Australia is the only country in the world that covers an entire continent. S4: The most famous animal is the Kangaroo. It has become the symbol of Australia. S5: Australia has more sheep than people, so it is a country built on the backs of sheep.
T: Quite right. Now I’d like you to answer the following questions on the screen. After answering these questions, you’ll learn more about Australia. Show the following questions on the screen: 1. How many people live in Australia? 2. What’s the capital city of Australia?
3. Where do you think most of the People live, in the central part of the country or on the coast?
4. What do you think the central part of the country is like? 5. What Australian animals do you know about?
Sample answers:
1. About 19 million. Most of Australians live in the six major cities around the coast. 2. The capital city of Australia is Canberra.
3. Because two thirds of the country is dry and desert, most of the people live on the coast.
4. I think there are many farms in the central part of the country, where farmers raise sheep and cattle.
5. In Australia, the most famous animals are kangaroos and koala bears. There are also many varieties of parrots, and over 140 different types of snakes. Step III Reading
T: Before we read the text, let’s look at the words in Activity 2 on P22. Match some of the words in the box with the 6 definitions. If you are not sure, you can turn to your dictionary for help.
Check the answers after the Ss finish it.
T: Look at the picture on P23. Where is the train heading? And where does the story take place? Now read the passage quickly and get a general idea about it. A few minutes later. T: What’s the passage about?
S1: It’s about Alice’s traveling to the central part of Australia. It was her first ride on a long-distance train. She described her journey and the scenery she saw on the way.
T: You are quite right. Now please read the text again and find the answers to the questions in Activity 4 on P24. Sample answers:
1. Recently Alice traveled on a long-distance train. 2. Her destination was the central part of Australia.
3. The scenery was not the same during the whole journey. For the first few hundred kilometers of the journey, the scenery was colorful; after that, it was desert; and then they saw abandoned farms which were built long time ago.
4 She read books and listened to her Chinese cassettes while she was on the train.
5. The Australians used camels to travel to the central part of the country. 6. They don’t use camels to deliver goods now. They use railway instead.
T: All of you did a good job. Do you still remember the passage we heard in last period? It was about the man’s first long-distance flight.
Ss: Yes. The man in the passage came across many kinds of bad things on the way to Singapore from the very beginning to the end. When he finally reached the destination, it was l2 hours later. So he felt the journey was very boring.
T: Very good. For today’s reading passage, what did the writer think of her first journey? Did she enjoy herself during the journey?
Ss: The writer’s name is Alice Thompson. She thought her first train ride was wonderful. So she had a good time during the journey. Step IV Listening and Explanation
This process is meant to improve the Ss’ pronunciation and solve some language points.
T: We have got the general understanding of the passage. Now I’ll play the tape for you, listen carefully and imitate the pronunciation, and at the same time, pay attention to the sentences that you don’t understand. Walk around the classroom to see if the Ss need help. T: Do you have any questions?
S: I don’t understand this sentence “Suddenly, it looks like a place from another time〞.
T: This sentence means suddenly, it looks as if the place changed into another place from another time. Here “look like〞 means having the appearance of sb or sth. For example: It looks like rain. Or we can say: It looks as if it is going to rain. Let the Ss pay attention to the different usages of look. Show the following on the screen.
She looked but saw nothing. She looked at the actor curiously. Who looked after the baby when her mother was working? Mrs Li looked around the classroom to see who was absent. Father looked in the newspaper to see what was on at the People’s Grand Hall. The traveler looked into the distance and finally saw a car coming. Looking into the future, we are full of confidence. Why are you looking out of the window from time to time? What are you looking for? We are looking forward to hearing from you. Why are you always looking back? Look forward and you will have a much better life.
She looks cheerful and healthy. S: We ate great meals cooked by experts. What does “great〞 here mean?
T: “Great〞 here means “delicious〞. For example: Yesterday they ate a great meal cooked by their mother.
S: Can you tell me what’s the difference between “be short for〞 and “be short of〞?
T: “Be short for〞 means serving as an abbreviation of sth. While “be short of〞 means not having much or enough of sth; lacking sth. For example:
“Ben〞 is usually short for “Benjamin〞. China is short of arable land. Are you clear? Ss: Yes.
T: Any questions? Ss: No.
T: OK. So much for language points. Next, who would like to summarize the writing style of the passage?
S: I will try. I think this passage is a travel note. At the beginning of the passage, the writer tells when and where their travel took place, and then she describes the scenery all the journey, and at last she explains the origin of Ghan train and means of transport for traveling a long distance in the past. Step V Discussion
In this process, divide the Ss into four groups, one question for two groups. Show the two questions on the screen.
Questions:
1. What sort of people do you think travel on the Ghan train? 2. What kind of towns and villages do you think the train passed?
T: Now, boys and girls, are you ready for discussing the two questions on the screen? Question 1 for Group 1 and Group 2.
S1: We think young students who are having a holiday travel on the Ghan train. They
like traveling on the train. On the one hand, as students, they don’t have enough money. Traveling on a train is much cheaper than traveling on a plane. On the other hand, traveling on a train is relatively safer than traveling on other vehicles.
S2: In our opinion, a group of Chinese tourists travel on the Ghan train. They want to
see Australia. On the train they can enjoy the colorful scenery on the way. Besides, traveling on the train is very comfortable and they can also talk to other passengers on the train to improve their spoken English. T: Very good. Question 2 for Group 3 and Group 4.
S3: We consider that the towns and villages the train passed are wild, because the
central part of Australia is desert and there are no people living there.
S4: We don’t agree with them. In our opinion, maybe some villages and towns are
abandoned, but these should be in the middle. Alice travels from Sydney, which is on the coast. So there must be prosperous towns and villages on the way. T: All of you did a good job. Maybe some students have different ideas. That’s OK. You may search on the Internet to get more information after class. Traveling is to experience and to learn more about other parts of the world and people who are leading a quite different life. Tourism, as one of the most promising industries in the 21st century, provides people with great opportunities to see everything all over the world. It has become a lifestyle for some people, and the global travel has put it in the spot light. One day when you have the chance to travel abroad, don’t forget to write a travel note, and share it with your classmates. Step VI Homework
1. Retell the passage in 100 words, using the third person form.
2. Find the sentences which contain the -ed form in the passage.
The Third Period Grammar
Teaching goals 教学目标 1. Target language 目标语言 a. 重点词汇和短语 abandoned, recently, midnight b. 语法
The -ed form and past tense time expressions. 2. Ability goals 能力目标
Enable the Ss to learn the -ed form used as adjective and past tense time expressions. 3. Learning ability goals 学能目标
Help the Ss learn how to use the -ed form as adjective and past tense time expressions.
Teaching important points 教学重点 Explain the -ed form used in the passage. Teaching difficult points 教学难点
Help the Ss learn how to use the -ed form through practice. Teaching procedures & ways 教学过程与方式 Step I Revision
T: Good morning / afternoon, class! Yesterday we learned a passage about My First Ride on a Train. Now I’d like you to retell the passage. Who’d like to have a try? S: Let me try. Alice Thompson, who comes from Sydney, had her first ride on a long-distance train. Her destination was Alice Springs, right in the middle of Australia. The train was wonderful and the food was great. She enjoyed different scenery on the way. She was very excited and quite enjoyed the journey. During the journey, she also learned some knowledge. She knew why the train was called the Ghan and that camels used to be the main means of transport for traveling a long distance in the past.
T: Quite good. Now please show me the sentences that contain the -ed form in the passage.
S: We ate great meals cooked by experts.
We saw abandoned farms which were built more than a hundred years ago. Trained camels carried food and other supplies.
T: Very good. In this period, we’ll learn a new grammar — the -ed form used as adjective. Step II The -ed form
Show the above three sentences on the screen.
T: Now look at these three sentences on the screen. Trained, abandoned and cooked are adjectives, but they are also past participles of verbs. What are the infinitives of the verbs?
S: Train, abandon and cook.
T: Look at the order of these words. The first one is noun + adjective. What is the word order of the other two words? S: They are both adjective + noun.
T: Why are they different? Why is it “meals cooked by experts〞 and not “cooked meals by experts〞? Any ideas? Ss: No.
T: Don’t worry. I’ll explain it to you. When we use past participle as attribute, if it is a single word, we put it before the noun, but if this word is followed by some phrases such as adverbial phrases or prepositional phrases etc., we put it behind the noun. Are you clear? Ss: Yes.
T: I’ll give you more sentences. Look at the following sentences on the screen. Find out the similarities and differences between them. Show the following sentences on the screen. 1. a. Trained students won the match.
b. Students trained by Mr Gao won the match. 2. a. This is the finished homework.
b. This is the homework finished by Li Kang. 3. a. I saw a painted new house in the distance.
b. I saw a new house painted white in the distance.
S: In the “a〞 sentences, the -ed form: trained, finished and painted are all put before nouns. In the “b〞 sentences, all of the -ed form are put behind nouns, because they are followed by phrases.
T: You are right. Now try to give more sentences with the -ed form. Ss: Let’s go to the bookstore opened last month.
I don’t like to go to supermarkets crowded with shoppers. The three injured students were sent to hospital. Tom can’t go to school because of his broken leg.
T: You did a good job. Let’s do more practice. Turn to P79, and finish Exercises 1 and 2.
After a while, check the answers with the whole class.
T: Now look at the screen, compare the -ed form with the -ing form of verbs. Show the following practice on the screen.
a. The man disturbing the other workers is called James Smith. The man disturbed by the other workers is called James Smith. b. The teenagers discussing the event in the TV talk show were all school children.
The teenagers discussed in the TV talk show were all school children. c. The driver informing us of the accident quit his job a week later. The driver informed of the accident quit his job a week later. d. I had already met the man interviewing me before I came here. I had already met the man interviewed by the boss before I came here. e. Do you happen to know the host presenting the professor? Do you happen to know the host presented by the professor? Let the Ss compare the differences by translating them into Chinese.
T: One more practice for you. Translate the following Chinese phrases into English using the past participle form of verbs. Show the following on the screen.
A. 一本受到好评的书籍 B. 一头落入陷阱的动物 C. 一条参考答案
D. 一次徒劳的旅行
E. 一个男女生混合组 F. 一个分裂的国家 G. 一尊雕像
H. 一条洪水淹没的街道 J. 一次有导游的旅行
I. 一块犁过的田地 Sample answers: A. a valued book
B. a trapped animal
D. a wasted journey
C. a suggested answer E. a mixed group G. a carved figure I. a ploughed field
F. a divided country
H. a flooded street J. a guided trip
Step III Past tense time expressions
In the process, ask the Ss to read My First Ride on a Train again and find past tense time expressions, then finish Activity 2 in Grammar 2 on P27 and Exercise 3 on P80. T: Now let’s go back to My First Ride on a Train again and list the past tense time expressions in it. Several minutes later.
T: Have you finished? Who’d like to write them on the blackboard? Volunteer? A student writes the following expressions on the blackboard.
During the day ... One night ... At (about) midnight ... A long time ago ... A hundred and fifty years ago ... In 1925...
T: These expressions are used when we describe past experiences. Now turn to P27 and complete the sentences in Activity 2 with similar time expressions.
Check the answers after the Ss finish it. Then let them do Exercise 3 on P80 and check the answers. Step IV Homework
1. Make five sentences containing the -ed form.
2. Write a short passage, using past tense time expressions.
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