Show the new words and expressions on the screen by a projector．
announce v． 宣告；通告 describe v． 描述；描绘 convince v．使确信；使信服 panic n． 恐慌；惊恐 set off 激起；引起 authority n． 权威机构；行政管理机构 reveal v．揭示;揭露 hoax n． 骗局；恶作剧；玩笑 flee n． 逃跑；逃走 spaghetti n． 意大利式细面条 girlfriend n． 女朋友 show n,演出；展示；炫耀 marry v．嫁；娶；与……结婚 thrill v． 回答：答复 ending n． 结局；结尾 get married 结婚 reply v． 回答；回复 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． Answers
The first story really happened． The radio program was called \．\Step Ⅲ 3b
This activity provides reading and writing practice using the target language． Read the instructions to the class． Play the recording again to help the students． Ask three different students to read the notes to the class． Help the students make sentences with the notes first． Look at the first line of the notes, please．
Let’s see what happened first by making sentences using the notes．
Let the students make sentences with the phrases given in the first line orally, based on the story happened to Nick． For example, when the alarm went off, Nick got up, took a shower, got dressed, and went to school． Then go on with the second line． They may say:
But when he got to school, the school was empty, An hour later, the other kids showed up． The sample sentence for the third line． He realized that his brother had fooled him．
After making sentences, ask the students to write a magazine story about Nick in
Activities 2a and 2b, using the notes below． As they write, move around the room offering help and answering questions as needed．
After around ten minutes, ask a student to read the completed article to the class．
The rest of the class help correct the mistakes the student may have made． Get them to check each’ other’s writing carefully in pairs． A sample answer
On April Fool’s Day Nick’s alarm went off． He got up and took a shower． Then he got dressed and went to school． When he got to school, the building was empty． An hour later the other kids showed up．
Then he realized that his brother had fooled him． His brother had set his alarm an hour earlier． Step Ⅳ 3c
This activity provides writing practice using the target language．
Read the instructions to the class． Be sure that the students know what they are asked to do． At first, have the students think what they might write about．
Then tell them to make a list of ideas before starting writing． The list should include the three parts, what happened first, what happened next, and what you finally realized． They can use the notes in
Activity 3b as samples．
Write a sample list on the blackboard: What happened first: school gate/met
Don/Li Lei/waiting for/on the playground/ran to the playground． What happened next: got to the playground/no one was there． What I realized: Don/fooled me
Next ask the students to write their jokes． Tell them they can use the article they wrote for Activity 3b as a model．
After they start to write, move around the room providing help as needed．
Ask some students to read their articles to the class． Correct as many of the articles as possible in class． A sample writing
On April Fool’s Day I met Don at the school gate． He told me that Li Lei was waiting for me on the playground． Then I ran to the playground． When I got there, I found no one was on the playground．
Then I realized that Don had fooled me． Step Ⅴ 4
This activity provides reading, speaking and listening practice using the target language． Read the instructions to the class． Review the meanings of funniest, most embarrassing and most creative． Say, Each of you has to read your joke to the class．
The class will vote on the funniest joke, the most embarrassing joke and the most creative joke． Have the class have a look at the sample conversation in the box before reading． Ask a pair of the students to read it to the class． SA: What’s your joke?
SB: Well, last year, on the first day of school, my sister put a piece of paper on my back that said \． \．
Write the conversation on the blackboard． Then ask the students to read their stories to the class． After all of the students have read, ask the class to vote for the funniest, most embarrassing and most creative stories． Step Ⅵ Summary
In this class, we read three articles first． And then we wrote a magazine story based on some notes． Next we wrote a joke． At last, we voted for the funniest joke, the most embarrassing joke and the most creative joke．
However, we’ve done much reading, writing and speaking practice． Step Ⅶ Homework
1． Read the three articles aloud after class．
2． Correct the magazine story and the joke you have written． 3． Try to remember the new vocabulary． Step Ⅷ Blackboard Design
Unit 9 By the time I got outside, the bus had already left． Section B The Fifth Period 1． Sample notes to Activity 3c: What happened first: school gate/met Don/Li Lei/waiting for/on the play-ground/ran to the playground． What happened next: got to the play-ground/no one was there． What I realized: Don/fooled me． 2． Target language: A: What’s your joke? B: Well, last year, on the first day of school, my sister put a piece of paper on my back that said \． \me．
Unit 10 By the time I got outside, the bus had already left．
The Sixth Period
Ⅰ． Teaching Aims and Demands 1． Knowledge Objects （1） Verbs
rush, realize, invite, show up, stay up．
（2） Write an article according to the pictures given． （3） Vocabulary
homework, look, costume, empty 2． Ability Objects
（1）Train the students to use these verbs correctly: rush, realize, invite, show up, stay up． （2）Train the students’ writing skill． 3． Moral Objects
Have you ever had a similar Sunday with Ming? Tell your own story to your classmates．
Ⅱ． Teaching Key Points
1． Help the students have a self check on the key words and target language of this unit． 2． Practise using these verbs: rush, realize, invite, show up, stay up．
3． Review the new vocabulary introduced in this unit: homework, lock, costume, empty． 4． Direct the students to write an article according to the pictures given． Ⅲ． Teaching Difficult Points
1． Help the students make sentences with the verbs．
2． Direct the students to write an article with the pictures given． Ⅳ． Teaching Methods
1． Teaching by providing sample sentences． 2． Teaching by describing the pictures． Ⅴ． Teaching Aid Just the blackboard． Ⅵ． Teaching Procedures Step I Revision
1． Revise the contents in the three articles in Activity 3a on page 72 by asking the question below Questions
（1） What did a radio program announce in 1938?
（2） What had happened by the time the authorities revealed the story was a hoax? （3） What did a reporter announce on April Fool’s Day?
（4） What had happened by the time people realized that the story was a hoax? （5） What did a famous TV star once do on April Fool’s Day? （6） What was the ending of the last story? 2． Ask three different students to read the articles． 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
1． realized 2． rush 3． stay up 4． invite 5． show up