flee/fled/fled, spaghetti, girl-friend, Show, marry, thrill, get married,

　　 reply, ending

　　 (2) The reading passages about April Fool's Day.

　　 (3) Write stories happened on April Fool's Day.

　　 2. Ability Objects

　　 (1) Train the students' reading skill.

　　 (2) Train the students' writing and speaking skills.

　　 3. Moral Object

　　 Try to collect the jokes happened on April

　　 Fool's Day and share them with your friends.

　　 Ⅱ. Teaching Key Points

　　 1. Teach the students the new vocabulary.

　　 2. Help the students understand the three articles.

　　 3. Guide the students to write stories happened on April Fool's Day.

　　 Ⅲ. Teaching Difficult Points

　　 1. Help the students understand the three articles.

　　 2. Help the students write the stories happened on April Fool's Day.

　　 Ⅳ. Teaching Methods

　　 1. Reading method.

　　 2. Write a passage using the notes.

　　 3. Tell jokes.

　　 Ⅴ. Teaching Aids

　　 A project and a tape recorder.

　　 Ⅵ. Teaching Procedures

　　 Step I Revision

　　 1. Revise the three boy's stories happened on April Fool's Day. Ask three different students to tell their stories to the class.

　　 2. Check the homework. Ask some students to read their stories and conversations to the class. Then have them check each other's homework in pairs.

　　 Step Ⅱ 3a

　　 This activity provides reading practice using the target language.

　　 Show the new words and expressions on the screen by a projector.Call the students' attention to the screen. Point to the words on the screen one by one. And Teach the students to read the words several times. Make sure that the students can read each word correctly.

　　 Read the instructions to the students.

　　 You'll have to read three articles. The three articles are about three different stories happened on April Fool's Day. Not all of them are true. Tell which of these stories is the most believable and which is the least believable. And you have to tell the reasons as well. At last, think over if you would be fooled by any of the stories.

　　 Read the first article to the class. The students look at their books, listen to the teacher and find out the answers to the questions in the instructions.

　　 After reading, ask the students if it is believable and why. Ask several students to tell their opinions on the believability the first article. Ask two good students to read the articles instead of the teacher. Elicit students' reasons for their answers. At last tell the students the correct answer.

　　 Step Ⅲ 3b

　　 This activity provides reading and writing practice using the target language. Read the instructions to the class. Play the recording again to help the students. Ask three different students to read the notes to the class. Help the students make sentences with the notes first.

　　 Look at the first line of the notes, please. Let's see what happened first by making sentences using the notes. Let the students make sentences with the phrases given in the first line orally, based on the story happened to Nick. For example, when the alarm went off, Nick got up, took a shower, got dressed, and went to school. Then go on with the second line.

　　 After making sentences, ask the students to write a magazine story about Nick in

　　 Activities 2a and 2b, using the notes below. As they write, move around the room offering help and answering questions as needed.

　　 After around ten minutes, ask a student to read the completed article to the class.

　　 The rest of the class help correct the mistakes the student may have made. Get them to check each' other's writing carefully in pairs.

　　 Step Ⅳ 3c

　　 This activity provides writing practice using the target language. Read the instructions to the class. Be sure that the students know what they are asked to do. At first, have the students think what they might write about.

　　 Then tell them to make a list of ideas before starting writing. The list should include the three parts, what happened first, what happened next, and what you finally realized. They can use the notes in Activity 3b as samples.Write a sample list on the blackboard

　　 Next ask the students to write their jokes. Tell them they can use the article they wrote for Activity 3b as a model.

　　 After they start to write, move around the room providing help as needed.

　　 Ask some students to read their articles to the class. Correct as many of the articles as possible in class.

　　 Step Ⅴ 4

　　 This activity provides reading, speaking and listening practice using the target language.

　　 Read the instructions to the class. Review the meanings of funniest, most embarrassing and most creative. Say, Each of you has to read your joke to the class. The class will vote on the funniest joke, the most embarrassing joke and the most creative joke.

　　 Have the class have a look at the sample conversation in the box before reading.

　　 Ask a pair of the students to read it to the class.

　　 SA: What's your joke?

　　 SB: Well, last year, on the first day of school, my sister put a piece of paper on my back that said "Please say hello. "All day at school, many strange said hello to me.

　　 Write the conversation on the blackboard. Then ask the students to read their stories to the class. After all of the students have read, ask the class to vote for the funniest, most embarrassing and most creative stories.

　　 Step Ⅵ Summary

　　 In this class, we read three articles first. And then we wrote a magazine story based on some notes. Next we wrote a joke. At last, we voted for the funniest joke, the most embarrassing joke and the most creative joke.

　　 However, we've done much reading, writing and speaking practice.

　　 Step Ⅶ Homework

　　 1. Read the three articles aloud after class.

　　 2. Correct the magazine story and the joke you have written.

　　 3. Try to remember the new vocabulary.

　　 Step Ⅷ Blackboard Design

　　 The Sixth Period

　　 Ⅰ. Teaching Aims and Demands

　　 1. Knowledge Objects

　　 (1) Verbs

　　 rush, realize, invite, show up, stay up.

　　 (2) Write an article according to the pictures given.

　　 (3) Vocabulary

　　 homework, look, costume, empty

　　 2. Ability Objects

　　 (1)Train the students to use these verbs correctly:

　　 rush, realize, invite, show up, stay up.

　　 (2)Train the students' writing skill.

　　 3. Moral Objects

　　 Have you ever had a similar Sunday with Ming? Tell your own story to your classmates.

　　 Ⅱ. Teaching Key Points

　　 1. Help the students have a self check on the key words and target language of this unit.

　　 2. Practise using these verbs: rush, realize, invite, show up, stay up.

　　 3. Review the new vocabulary introduced in this unit: homework, lock, costume, empty.

　　 4. Direct the students to write an article according to the pictures given.

　　 Ⅲ. Teaching Difficult Points

　　 1. Help the students make sentences with the verbs.

　　 2. Direct the students to write an article with the pictures given.

　　 Ⅳ. Teaching Methods

　　 1. Teaching by providing sample sentences.

　　 2. Teaching by describing the pictures.

　　 Ⅴ. Teaching Aid

　　 Just the blackboard.

　　 Ⅵ. Teaching Procedures

　　 Step I Revision

　　 1. Revise the contents in the three articles in Activity 3a on page 72 by asking the question below

　　 Questions

　　 (1) What did a radio program announce in 1938?

　　 (2) What had happened by the time the authorities revealed the story was a hoax?

　　 (3) What did a reporter announce on April Fool's Day?

　　 (4) What had happened by the time people realized that the story was a hoax?

　　 (5) What did a famous TV star once do on April Fool's Day?

　　 (6) What was the ending of the last story?

　　 2. Ask three different students to read the articles.

　　 3. Dictate the following words:

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

　　 Step Ⅱ Part 1

　　 This activity focuses on vocabulary introduced in the unit. Focus attention on the box. Invite a student to read the vocabulary words at the top.

　　 You are asked to fill in the blanks with the words. In some cases, you may need to use another form of the word, for example, adjusting for tense or subject/verb agreement.

　　 Ask students to fill in the blanks on their own. Check the answers. Five students each reads a sentence, filling in the blanks. The rest of the students check their work.

　　 Answers

　　 1. realized 2. rush 3. stay up 4. invite 5. show up

　　 Ask students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room.

　　 Collect a few students' answers with mistakes on the blackboard. Along with the students' help correct the mistakes.

　　 Step Ⅲ Part 2

　　 This activity provides writing practice using the target language.

　　 Have the students look at the seven pictures. Tell the children that the pictures are connected to each other in an order.

　　 Ask: What is happening to Ming?

　　 Get the whole class to read the instructions. Then ask the students to describe each picture in order. Write some useful sentences on the blackboard. For example, for the first picture, help the students to say Ming wakes up at 10:00 and thinks she is late for school.

　　 The sentences can vary.

　　 After describing each picture, ask the students to write a story about Ming's day on their own. Walk around the room offering language support if needed.

　　 After a while, ask a few students to tell the class about Ming's day. Let the rest of the class help correct the mistakes that they may have made.

　　 Tell them to exchange their articles with their partners and help each other correct the mistakes. Ask the students to rewrite their articles to make the articles perfect after class.

　　 A sample answer

　　 Ming woke up at 10:O0 o'clock in the morning. She thought that she must be late for school. So she got up and rode a bike to school was empty. She was the only one there. Then she realized that it was Sunday.

　　 Her good friend, Han Mei, came to see her after she had got home. Ming told Hah Mei the whole story happened in the morning earlier. It made Han Mei laugh a lot.

　　 Ming went to her grandparents' house with her parents. They had dinner together and talked happily.

　　 Ming watched TV in the evening and she went to bed at 10:00.

　　 Step Ⅳ Part 3

　　 This activity focuses on the new vocabulary introduced in this unit.

　　 Call the students' attention to the box. Have them look at the four groups of words. Get the students to read the instructions together. Ask them to circle the words that don't belong in each group.

　　 The first one has been given as a model.

　　 Ask some students to tell their answers to the class. Check the answers with the whole class.

　　 Answers

　　 1. homework 2. lock 3. costume 4. empty

　　 Step Ⅴ Just for Fun!

　　 This activity provides reading and speaking practice with the target language.

　　 Call the students' attention to the cartoon pictures. Tell them to see what happens.

　　 Ask the students to read the sentences under the pictures together.

　　 Then ask the children what is, funny about this cartoon. Help the students to answer like this:

　　 The boy saw the clouds and he felt the rain long before he got home. He should have realized much sooner that he had forgotten his umbrella.

　　 Step Ⅵ Summary

　　 In this class, we've practiced using some verbs and we've written an article based on the pictures given. At last, we enjoyed a funny cartoon. All of you have done very well!

　　 StepⅦ Homework

　　 1. Revise all the language points in this unit.

　　 2. Finish off the exercises on pages 36~38 of the workbook.

　　 3. Make another more sentence with each verb below, rush, realize, invite, show up, stay up.

　　 4. Rewrite the article.

　　 Step Ⅷ Blackboard Design

　　 Unit 9 By the time I got outside, the

　　 bus had already left.

　　 Self check

　　 The Sixth Period

　　 Answers to Activity 1:

　　 1. realized

　　 2. rush

　　 3. stay up

　　 4. invite

　　 5. show up

　　 Sample answers to Activity 1:

　　 1. As soon as the bell rang, the students rushed to the playground.

　　 2. By the time he got to the office, he realized that he had locked all his keys at home.

　　 3. Mr. Green invited his good friends to have a big dinner at home last Sunday.

　　 4. We have to finish the task before the boss shows up.

　　 5. Jack stayed up very late last night. He couldn't wake up on time this morning.

　　 Reading: Changing English

　　 The Seventh Period

　　 Ⅰ. Teaching Aims and Demands

　　 1. Knowledge Objects

　　 Key Vocabulary

　　 quarter, normal, traffic light, competition, significant, position and so on.

　　 2. Ability Objects

　　 Train students' ability of identify main idea.

　　 Train students' ability of understanding words in context.

　　 Train students' ability of reading for special information.

　　 3. Moral Object

　　 If you can speak both good English and your native language, it may help you get more chances in searching jobs.

　　 Ⅱ. Teaching Key Points Key vocabulary

　　 Read the text to identify main idea.

　　 Read the text to understand words in context.

　　 Read the text for special information.

　　 Ⅲ. Teaching Difficult Points

　　 Train students' reading skill.

　　 Ⅳ. Teaching Methods

　　 1. Up-down reading methods.

　　 2. Pairwork.

　　 3. Groupwork.

　　 Ⅴ. Teaching Aid

　　 A projector.

　　 Ⅵ. Teaching Procedures

　　 Step I Key Vocabulary

　　 This activity introduces the key vocabulary words.

　　 Show the following vocabulary on the screen by a projector.

　　 quarter n.四分之一

　　 population n. 人口

　　 native adj. 本国的;本地的

　　 speaker n. 说话者;演讲者

　　 wherever adv.无论哪里

　　 Singaporean n. 新加坡人 adj. 新加坡人的;新加坡的

　　 India n. 印度

　　 Hindi n. 印地语;印地人 adj. 印度北部的

　　 German n. 德语;德国(人)的

　　 invention n. 发明;创造

　　 business n.生意;商业

　　 Say the words and have students repeat several times until they can pronounce them fluently and accurately.

　　 Step Ⅱ Part 1

　　 This activity is designed to activate students' background knowledge before attempting the reading.

　　 Read the title Changing English to the class. Ask, What do you think the article is about?

　　 Read the instructions to the class.

　　 Point to the three questions in the box.

　　 Say, You are to discuss the questions about English with your partner. But don't look at the reading. Use your background knowledge instead.

　　 Get students to complete the task in pairs. As the pairs work together, walk around the room. Ensure that they are discussing the questions in English.

　　 When most students are finished, invite pairs of students to report their results.

　　 Don't say yes or no to their answers.

　　 Step Ⅲ Part 2

　　 This activity provides practice in scanning for specific information.

　　 Look at the picture. Ask students to describe what is happening in the picture.

　　 Read the instructions and draw students' attention to the list of numbers. Get a student to say the sample answer like this: In 1950 English started being more popular for science.

　　 Please read through the article silently.

　　 Find information for the numbers. Remember to skim for the key ideas rather than read slowly. Get students to work on their own. As they are doing this, move around the classroom answering questions they may have and offering language support as needed.

　　 Check the answers.

　　 Answers

　　 1950-In this year English started being more popular for science.

　　 10 000-number of words in the South African dictionary not found elsewhere in the world.

　　 a hundred-number of years ago that

　　 German was the most popular language for science.

　　 one billion-number of people learning English.

　　 375 million--the number of native speakers of English.

　　 Step Ⅳ Part 3

　　 This activity encourages students to use the strategy of reading in context.

　　 Ask students to read the article once.

　　 Say, Pay attention to the bold word and expressions? And note any other word or sentence you don't understand. Read in context, guessings their meanings from the other words around them.

　　 A few minutes later, ask different students to say the meanings of the words and expressions indicated in bold by guess. Don't give them the correct answers. Let students look at the words and expressions and their meanings in the box. Point out the sample answer. Then ask students to match the correct meanings with the correct words and expressions. Allow them one or two minutes to do this.

　　 Check the answers.

　　 Answers

　　 quarter d, normal a, traffic light e, competition f, significant b, position c

　　 Get students to make sentences with the words and expressions. Remind them to look at the article again for extra help.

　　 Answers to this activity will vary. Ask a student to write his/her answers on the blackboard.

　　 Sample answers

　　 1. A quarter of students in my class are girls.

　　 2. I hope the situation will soon return to normal.

　　 3. When the traffic lights are red, you must stop.

　　 4. He took part in a swimming competition.

　　 5. Listening, speaking, reading and writing are four significant skills in learning English.

　　 6. She is fit for the position.

　　 Step Ⅴ Part 4

　　 This activity helps students read for specific information.

　　 Read the instructions to the class. Call students' attention to the chart. Ask a student to read the five sentences to the class. Say, You are to read the article again and decide if these sentences are true or false. And correct the false sentences.

　　 Give students a sample answer to the first sentence.

　　 T: Do you think the first sentence is true or false?

　　 SS: False.

　　 T: Why is it false?

　　 SS: Because Egyptians say Welcome to Egypt.

　　 Get students to do the activity on their own. As students work, move around the room answering any questions they may have.

　　 Check the answers. Ask different students to give their answers. For the false sentence, have them give the correct statement.

　　 Answers

　　 F Egyptians say Welcome in Egypt.

　　 F Traffic lights in South Africa are called robots.

　　 T

　　 T

　　 F Hinglish of Chinese and English is called Chinglish.

　　 Step Ⅵ Part 5

　　 This activity lets students work in groups and think critically about what they have read.

　　 Read the instructions to the class.

　　 Call students' attention to the chart. Set a time limit for students to go through all the sentences and the lettered languages.

　　 Say, The underlined words come from different languages. You are to read the sentences again and guess where these words come from or look them up in a dictionary. Try to match them with the languages they come from.

　　 Give students a sample answer to the first sentence (The word mattress comes from Arabic.)

　　 Get students to do the activity in groups of four. As the groups work together, walk around the room checking progress and offering help as needed.

　　 Check the answers.

　　 Answers

　　 mattress a. Arabic

　　 pajamas d. Hindi

　　 mosquitoes f. Spanish

　　 snorkel e. German

　　 yoghurt b. Turkish

　　 bazaar c. Persian

　　 chauffeurs h. French

　　 soprano g. Italian

　　 Culture note

　　 Most people who speak English as a native language don't have the same grammatical background as people who study English as a second language.

　　 However, what a person who was born speaking English knows is whether or not things sound "right". He or she might not be able to explain the reason, but will usually have a good sense of how English should be used. Because English is a language made up from many different languages with a lot of odd rules, a learner should be a bit flexible and understand that some rules are made to be broken.

　　 StepⅦ Summary

　　 In this class, we've done much reading and writing practice. And it improves our reading comprehension ability.

　　 Step Ⅷ Homework

　　 Ask students to collect some more words used in English along with the different languages they come from.

　　 Step Ⅸ Blackboard Design

　　 Reading: Changing English

　　 The Seventh Period

　　 Samples answers to Activity 3

　　 1. A quarter of students in my class are girls.

　　 2. I hope the situation will soon return to normal.

　　 3. When the traffic lights are red, you must stop.

　　 4. He took part in a swimming competition.

　　 5. Listening, speaking, reading and writing are four significant skills in learning English.

　　 6. She is fit for the position.

　　 一. 写出下列词组:

　　 1. (闹钟)闹响_______ 2. 准时_______

　　 3. 让某人搭车_______ 4. 熬夜_______

　　 5. 去洗澡_______ 6. 出来、出现_______

　　 7. 如此…以致于_______ 8. 与(某人)结婚

　　 9. 出席、露面_______ 10. 迟到_______

　　 二. 句子排序

　　 1. she, the bus, gone, went, outside, already, had, by the time

　　 _________________________________

　　 2. ever, you, have, overslept.

　　 _________________________________?

　　 3. when, she, she, she, got to, had, left, her backpack, home, at, realized, school

　　 _________________________________

　　 4. Lucy, Mary, both, my, classmates, are, and

　　 _________________________________

　　 三. 阅读理解

　　 (A)

　　 Americans with small families own a small car or a large one. If both parents are working, they usually have two cars. When the family is large, one of the cars is sold and they will buy a van(住房汽车).

　　 A small car can hold(容纳)four persons and a large car can hold six persons but it is very crowded. A van holds seven persons easily, so a family with three children can ask their grandparents to travel together.

　　 Mr. King and his wife had a third child last year. This made them sell a second car and buy a van. There are seven seats in the van, and two of them are used to put things on, for a family of five must carry many suitcases(手提箱)when they travel. When they arrive at their grandparents' home, the suitcases are put into the two seats. And then they can carry their grandparents.

　　 Americans call vans motor homes. A motor homes is always used for holidays. When a family are travelling to the mountains or to the seaside, they can live in their motor home for a few days or weeks. All the members of a big family can enjoy a happier life when they are travelling together. That is why motor homes have become very popular. In America there are many parks for motor homes.

　　 1. From the passage we can learn that a big American family usually _______. ( )

　　 A. travel together by van

　　 B. live together

　　 C. live in a van

　　 D. has three cars

　　 2. After Mr. King and his wife had a third child, first they ______. ( )

　　 A. bought a van

　　 B. sold one of their old cars

　　 C. moved to their grandparents house

　　 D. got many suitcases

　　 3. A motor home is usually owned by a big family with ______. ( )

　　 A. much money

　　 B. interest in travelling

　　 C. two cars

　　 D. a big house

　　 4. The last sentence "In America there are many parks for motor homes. "in this passage means "_________".

　　 A. American families like to visit parks

　　 B. There are many beautiful parks in America

　　 C. Vans can be parked in many places in America

　　 D. Motor homes can be bought in many places in America

　　 5. Americans usually drive motor homes to ________.

　　 A. visit their grandparents at weekends

　　 B. take their clildren to school every day

　　 C. travel with their family members for a holiday

　　 D. do some shopping with their family members

　　 (B)

　　 It is over a year now since Cathy came to China. She is now living in Nanjing and has worked in a computer factory for six months. The factory is in the north of the city, and her flat (公寓)is in the south. But, she has never been late for work.

　　 Cathy is very popular in the factory. She is kind to everybody and gets on well with the Chinese workers. After work, in the evenings they visit each other and talk about almost everything.

　　 However, Cathy has made up her mind to leave the factory. She is going to find a job in a travel service(旅行社). "If I work in a travel service, I'll be able to meet more people. I can learn more about China, "she told her friends.

　　 One day last week she had a talk with the manager(经理)of the travel servce. He seemed pleased with her Chinese. At the end of the talk, he said, "I'll give you a ring in a week and tell you the result. "Now Cathy is waiting for the answer.

　　 1. Cathy has been in China for _______.

　　 A. more than a year

　　 B. half a year

　　 C. two and a half years

　　 D. two years

　　 2. She is ________ for work.

　　 A. always late B. always on time

　　 C. never on time D. often late

　　 3. Almost _________ in the factory knows Cathy.

　　 A. nobody B. somebody

　　 C. everybody D. anybody

　　 4. She wants to work in _______ because she wants to know more about China and the Chinese people.

　　 A. the south B. the hometown

　　 C. the north D. the travel service

　　 5. Cathy's _______ must be quite good.

　　 A. Chinese B. maths

　　 C. Japanese D. physics

　　 四. 完形填空:

　　 About a hundred people lived in a very small mountain village. It was very 1 from the other villages and towns. They had few friends and they got bad harvest. 2 of them left the village. Of course there was neither electricity(电)nor gas(煤气)there.

　　 Once a writer 3 the village. The backwardness(落后)of the village surprised him. He decided 4 about it to the world. So he took the oldest villager to London. The old man told all about his home village to the people. Several months 5 he returned. All the villagers went to see him and asked him how he had enjoyed 6 in the city.

　　 "Everything is wonderful in 7 , "the old man said.

　　 "I've 8 to many good places and eaten all kinds of nice food and other things. But the trouble was I could not 9 at night. "

　　 "What happened to you? "his wife asked.

　　 "The 10 was on in my bedroom all the time. "

　　 "Why not blow it out, then? "

　　 "I tried-but it was inside a little glass bottle. "

　　 ( )1. A. close B. far C. near D. high

　　 ( )2. A. All B. Some C. None D. Hundreds

　　 ( )3. A. visited B. lived C. stayed D. got to

　　 ( )4. A. to write B. to speak C. to say D. to tell

　　 ( )5. A. after B. later C. soon D. ago

　　 ( )6. A. food B. music C. himself D. traffic

　　 ( )7. A. town B. mountain C. village D. London

　　 ( )8. A. gone B. came C. been D. got

　　 ( )9. A. sleep B. help C. walk D. see

　　 ( )10. A. window B. radio C. light D. TV set

　　 【试题答案】

　　 一. 1. go off 2. on time 3. give sb a ride 4. stay up

　　 5. get into a shower 6. come out 7. so …that…

　　 8. marry sb 9. show up 10. be late for

　　 二. 1. By the time she went outside, the bus had already left.

　　 2. Have you ever overslept?

　　 3. When she got to school, she realized she had left her backpack at home.

　　 4. Both Lucy and Mary are my classmates.

　　 三. (A)ABBCC(B)ABCDA

　　 四. BCADB CDCAC