5．　　　 Pairwork : take turns being Tina , look at the pictures above and tell what happened to you this　　　 morning.

Section A(2a 2b 2c)

4．　　　 Repeat these important sentences:

By the time I went outside ,the bus had already left.

When I got to school ,I realized I had left my backpack at home.

3．　　　 Listen to the tape twice ,fill in the blanks and check together.

2．　　　 Look at the pictures and revise the Simple Present Tense. The teacher show the phrases about the pictures to the students

P1 wake up　 P2 get up　 P3 get to the bus stop　 P4 get to school　 P5 realize

Then ask the students to make sentences like this:

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

Section A(1a 1b 1c)

1．　　　 提前识记短文中的部分词汇，扫除听力过程中的障碍

3．情感目标：教育学生要形成良好的生活习惯

2．能力目标： 培养听说能力

1．知识目标： take a shower　　 realize　　 oversleep　 gotten　 by the time

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?

S_S: False.

T: Why is it false?

S_S: 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

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