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¢ò£® Teaching Key Points

1£® Guide the students to read the article in activity 3a£®

2£® Help the students do the oral practice with the target language£® ¢ó£® Teaching Difficult Points

1£® Help improve the students¡¯ reading skill by Activity 3a£®

2£® Help the students describe what has happened to them with the target language£® ¢ô£® Teaching Procedures Step ¢ñ Revision

1£® Revise what happened to Tina by asking several students to tell the story£®

2£® Revise the three forms of the verbs in Grammar Focus by asking four students to write them out on the blackboard£®¡¾³ö´¦£º21½ÌÓýÃûʦ¡¿

3£® Check homework by asking one or two to read their own endings of the stroy£® 4£® Check homework by asking some students to read the sentences which they made£® Step ¢ò 3a

Ask the whole class to read the instructions together£® There is an article in Activity 3a£® Your task is to read the story and write the events in the correct order£®

Have a look at the sample answer on the right of the article before you start£® Then let the children complete the work on their own£® After a while, ask some students to report their answers to the class£® Write the events on the blackboard as they report, putting the events in the correct order£® After checking the answers, tell students to read the article again more carefully£® Tell them to find out the words or sentences which they can¡¯t understand this time£®

A few minutes later, let the students ask questions on the words and sentences which they can¡¯t understand£® Do some explanation and make sure that the students make everything clear about the article£®

Then ask the students to read the article aloud£® Move around the classroom while they are reading, offering help as needed£®

Next ask students to pick out the sentences with the Past Perfect Tense£® Tell them to underline them and come up with the reason to use the tence£®

Ask two students to read their answers and explain the sentences£® Step ¢ó 3b

Call the students¡¯ attention to the photo of the woman sleeping£® The girl is sleeping£® She may oversleep£® How about you? Have you ever overslept?

Get a students to answer the question simply, such as Yes, I have£® /No, I haven¡¯t£® Then ask one student to read the instructions to the class£®

Explain that describe the circumstances means to tell when, where and how the things happened£® Ask one student who has ever overslept to answer the first question and describe the circumstance£® Help him or her use the Past Perfect Tense to describe the circumstance£® Then ask students to read the questions and write their answers in their exercise books£® Tell them that they have to describe the circumstances if their answers are Yes, and there should be at least one sentence with the Past Perfect Tense in each description£® Move around the classroom providing sentences to the ones who need£® Ask several students to share their stories with the class£® Correct any mistakes they may make£® Let them check the answers in pairs£® Step ¢ô 3c

Ask the whole class to read the instructions together£® Then call the students¡¯ attention to the sample conversation on the right£® Ask a pair of the students to read the conversation to the class£® Please ask your partner the questions in Activity 3b£® Ask more questions if he or she says \£®

Ask the students to work in pairs£® Encourage them to ask as many questions as they can£® As

they work, move around the room offering help and answering questions as needed£® Ask some pairs to say their conversations to the class£® Step ¢ö homework

1£® Write the answers to the questions in Activity 3b£® 2£® Write a conversation in Activity 3c£®

The Fourth Period

I£® Teaching Aims and Demands 1£® Knowledge Objects £¨1£© Key Vocabulary

costume, show up, exhausted, embarrassed, empty, fool, April Fool¡¯s Day, go off, stay up £¨2£©Target Language

When I got there, I found that he had fooled me£®

After an hour, the other kids showld up, and I realized that my brother had fooled me£®

By the time I got to match class, I was exhausted because I had stayed up all night studying£® I found out that my friend had fooled me£® 2£® Ability Objects

£¨1£© Train the students¡¯ writing, listening and speaking skills with the target language£® £¨2£©Train the students to use the new vocabulary£® ¢ò£® Teaching Key Points

1£® Train the students¡¯ listening and speaking skills with target language£® 2£® Teach the students the new vocabulary£® ¢ó£® Teaching Difficult Points

1£® Guide listening and oral practice using the target language£®21½ÌÓýÃûʦԭ´´×÷Æ· 2£® Help learn to use the new vocabulary correctly£® ¢ô£® Teaching Procedures Step I Revision

1£® Revise the article in Activity 3a on page 70 by asking several students to read it£® 2£® Dictate some words and phrases: 3£® Check the homework£® Step ¢ò 1a

Read the instructions to the students£® Remember to read the sentence in the brackets£® Point to the chart with the three headings Nouns, Verbs and Adjectives£® Read the words in the brackets to the students and help the students to understand the meanings of nouns, verbs and adjectives£® Get a student to read the sample answers to the class before they start say, Fool call also be a verb£® Ask the students to complete the chart on their own£®2¡¤1¡¤c¡¤n¡¤j¡¤y

Correct the answers by asking three students to read their answers to the class£® Step ¢ó 1b

Ask a student to read the instructions to the class£® Ask another student to read the example on the right£®

Work in pairs now£® Tell your partner about something that has happened to you recently£® Note to use two or more phrases from the list in Activity la£® Get tile students to talk in pairs£® Move around the classroom checking their work and offering language support as needed£® After they all finish talking, ask some pairs to say their conversations to the class£® Step ¢ô 2a

Say something about April Fool¡¯s Day to the students

Call the students¡¯ attention to the four pictures£® Ask the students what is happening in each picture£®

Ask four different students to describe the pictures£®

Read the instructions to the class£® Play the tape the first time£® The students only listen£® Then play the tape again£® Ask the students to write each boy¡¯s name in the correct box£® Check the answers by asking different students to tell their own answers£® Step ¢õ 2b

Read the instructions to the class£® There are six phrases in the box£® Your task is to find out who says each of the phrases, Dave, Nick or Joe after listening to the same recording£® And write \for Dave, \£® Look at the first one£® The answer has been given as a sample£® Play the recording the first time£® The students only listen£® Then play the recording again£® Ask the students to write the letters in the blanks£® Ask six different students to report their answers to the class£® Check the answers with the class£®21¡¤ÊÀ¼Í*½ÌÓýÍø Step ¢ö 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 ¢÷ 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

¢ñ£® 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, endingwww.21-cn-jy.com £¨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£® ¢ò£® 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£® ¢ó£® Teaching Difficult Points

1£® Help the students understand the three articles£®

2£® Help the students write the stories happened on April Fool¡¯s Day£® ¢ô£® 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 ¢ò 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£® 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£® Step ¢ó 3b

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£®

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£® Step ¢ô 3c

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£® 21*cnjy*com

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£® Write a sample list on the blackboard:

Next ask the students to write their jokes£®

Ask some students to read their articles to the class£® Correct as many of the articles as possible in class£® Step ¢õ 4

Read the instructions to the class£® Review the meanings of funniest, most embarrassing and most creative£®

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£®

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 ¢öHomework

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£®

The Sixth Period

¢ñ£® 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£® ¢ò£® 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£®¡¾À´Ô´£º21cnj*y.co*m¡¿

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£® ¢ó£® Teaching Difficult Points

1£® Help the students make sentences with the verbs£®

2£® Direct the students to write an article with the pictures given£® ¢ô£® Teaching Procedures Step I Revision

1£® Revise the contents in the three articles in Activity 3a on page 72 by asking some questions 2£® Ask three different students to read the articles£® Step ¢ò 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£®

Ask students to fill in the blanks on their own£® Check the answers£®

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£® Step ¢ó Part 2

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£®

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£® Step ¢ô Part 3

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£® Step ¢õ Just for Fun!

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 ¢ö 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£®