Ask students to make their own sentences with the words, preferably sentences that are meaningful． Move around the room．
Collect a few students’ answers with mistakes on the blackboard． Along with the students’ help correct the mistakes． Suggested answers
1． As soon as the bell rang, the students rushed to the playground．
2． By the time he got to the office he realized that he had locked all his keys at home． 3． Mr． Green invited his good friends to have a big dinner at home last Sunday． 4． We have to finish the task before the boss shows up．
5． Jack stayed up very late last night． He couldn’t wake up on time this morning． Step Ⅲ Part 2
This activity provides writing practice using the target language．
Have the students look at the seven pictures． Tell the children that the pictures are connected to each other in an order． Ask: What is happening to Ming?
Get the whole class to read the instructions． Then ask the students to describe each picture in order． Write some useful sentences on the blackboard． For example, for the first picture, help the students to say Ming wakes up at 10:00 and thinks she is late for school． The sentences can vary．
After describing each picture, ask the students to write a story about Ming’s day on their own． Walk around the room offering language support if needed．
After a while, ask a few students to tell the class about Ming’s day． Let the rest of the class help correct the mistakes that they may have made．
Tell them to exchange their articles with their partners and help each other correct the mistakes． Ask the students to rewrite their articles to make the articles perfect after class． A sample answer
Ming woke up at 10:O0 o’clock in the morning． She thought that she must be late for school． So she got up and rode a bike to school was empty． She was the only one there． Then she realized that it was Sunday．
Her good friend, Han Mei, came to see her after she had got home． Ming told Hah Mei the whole story happened in the morning earlier． It made Han Mei laugh a lot．
Ming went to her grandparents’ house with her parents． They had dinner together and talked happily．
Ming watched TV in the evening and she went to bed at 10:00． Step Ⅳ Part 3
This activity focuses on the new vocabulary introduced in this unit．
Call the students’ attention to the box． Have them look at the four groups of words． Get the students to read the instructions together． Ask them to circle the words that don’t belong in each group．
The first one has been given as a model．
Ask some students to tell their answers to the class． Check the answers with the whole class． Answers
1． homework 2． lock 3． costume 4． empty Step Ⅴ Just for Fun!
This activity provides reading and speaking practice with the target language． Call the students’ attention to the cartoon pictures． Tell them to see what happens． Ask the students to read the sentences under the pictures together．
Then ask the children what is, funny about this cartoon． Help the students to answer like this: The boy saw the clouds and he felt the rain long before he got home． He should have realized much sooner that he had forgotten his umbrella． Step Ⅵ Summary
In this class, we’ve practiced using some verbs and we’ve written an article based on the pictures given． At last, we enjoyed a funny cartoon． All of you have done very well! StepⅦ Homework
1． Revise all the language points in this unit．
2． Finish off the exercises on pages 36～38 of the workbook．
3． Make another more sentence with each verb below, rush, realize, invite, show up, stay up． 4． Rewrite the article． Step Ⅷ Blackboard Design
Unit 10 By the time I got outside, the bus had already left． Self check The Sixth Period Answers to Activity 1: 1． realized 2． rush 3． stay up 4． invite 5． show up
Sample answers to Activity 1: 1． As soon as the bell rang, the students rushed to the playground． 2． By the time he got to the office, he realized that he had locked all his keys at home． 3． Mr． Green invited his good friends to have a big dinner at home last Sunday． 4． We have to finish the task before the boss shows up． 5． Jack stayed up very late last night． He couldn’t wake up on time this morning．
Unit 10 By the time I got outside, the bus had already left．
The Seventh Period
Reading: Changing English Ⅰ． Teaching Aims and Demands 1． Knowledge Objects Key Vocabulary
quarter, normal, traffic light, competition, significant, position and so on． 2． Ability Objects
Train students’ ability of identify main idea．
Train students’ ability of understanding words in context． Train students’ ability of reading for special information． 3． Moral Object
If you can speak both good English and your native language, it may help you get more chances in searching jobs．
Ⅱ． Teaching Key Points Key vocabulary Read the text to identify main idea．
Read the text to understand words in context． Read the text for special information． Ⅲ． Teaching Difficult Points Train students’ reading skill． Ⅳ． Teaching Methods 1． Up-down reading methods． 2． Pairwork． 3． Groupwork．
Ⅴ． Teaching Aid A projector．
Ⅵ． Teaching Procedures Step I Key Vocabulary
This activity introduces the key vocabulary words． Show the following vocabulary on the screen by a projector．
quarter n．四分之一 population n． 人口 native adj． 本国的；本地的 speaker n． 说话者；演讲者 wherever adv．无论哪里 Singaporean n． 新加坡人 adj． 新加坡人的；新加坡的 India n． 印度 Hindi n． 印地语；印地人 adj． 印度北部的 German n． 德语；德国（人）的 invention n． 发明；创造 business n．生意；商业 Say the words and have students repeat several times until they can pronounce them fluently and accurately． Step Ⅱ Part 1
This activity is designed to activate students’ background knowledge before attempting the reading．
Read the title Changing English to the class． Ask, What do you think the article is about? Read the instructions to the class． Point to the three questions in the box．
Say, You are to discuss the questions about English with your partner． But don’t look at the reading． Use your background knowledge instead．
Get students to complete the task in pairs． As the pairs work together, walk around the room． Ensure that they are discussing the questions in English．
When most students are finished, invite pairs of students to report their results． Don’t say yes or no to their answers． Step Ⅲ Part 2
This activity provides practice in scanning for specific information．
Look at the picture． Ask students to describe what is happening in the picture．
Read the instructions and draw students’ attention to the list of numbers． Get a student to say the
sample answer like this: In 1950 English started being more popular for science． Please read through the article silently．
Find information for the numbers． Remember to skim for the key ideas rather than read slowly． Get students to work on their own． As they are doing this, move around the classroom answering questions they may have and offering language support as needed． Check the answers． Answers
1950—In this year English started being more popular for science．
10 000—number of words in the South African dictionary not found elsewhere in the world． a hundred—number of years ago that
German was the most popular language for science． one billion—number of people learning English． 375 million--the number of native speakers of English． Step Ⅳ Part 3
This activity encourages students to use the strategy of reading in context． Ask students to read the article once．
Say, Pay attention to the bold word and expressions? And note any other word or sentence you don’t understand． Read in context, guessings their meanings from the other words around them． 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．