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.

1. Knowledge Objects

Key Vocabulary

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

4. Rewrite the article.

　Step Ⅷ Blackboard Design

Reading: Changing English

The Seventh Period

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

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

1. Revise all the language points in this unit.

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. 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

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

2. Ask three different students to read the articles.