Unit 10  By the time I got outside, the bus had already left．教學(xué)設(shè)計

step ⅵ 2c
this activity provides oral practice using the target language.
first play the recording again. pause after each sentence and get the students to repeat.
do it at least twice.
ask a student to read the instructions to the class. then have them look at the sample conversation on the right. ask a pair of the students to read and try to continue it
then ask the students to work in pairs.
each pair makes two conversations using information from the earlier activities.
move around the room as they work, offering help as needed. ask one or two pairs to say their conversations to the class.
step ⅶ homework
1. write something that has happened to you recently. use two or more phrases from the list in activity 1a.
2. write a conversation in activity 2c.

the fifth period
ⅰ. teaching aims and demands
1.knowledge objects
（1） key vocabulary
announce, describe, convince, panic, set off, authority, reveal, hoax, 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.
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 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.
step ⅱ 3a
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. they may say like this:
i think it is believable because the exact time and person’s name are given in the first sentence, or, i don’t think it’s believable because i think no one dared to fool the people like that.