Unit 10 By the time I got outside, the bus had already left.教案

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.）