Unit 10 By the time I got outside, the bus had already left.教案
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.
announce v. 宣告；通告
describe v. 描述；描繪
convince v.使確信；使信服
panic n. 恐慌；驚恐
set off 激起；引起
authority n. 權威機構；行政管理機構
reveal v.揭示;揭露
hoax n. 騙局；惡作劇；玩笑
flee n. 逃跑；逃走
spaghetti n. 意大利式細面條
girlfriend n. 女朋友
show n,演出；展示；炫耀
marry v.嫁；娶；與……結婚
thrill v. 回答：答復
ending n. 結局；結尾
get married 結婚
reply v. 回答；回復
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. 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.
do the same with the two articles left.
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.