摘要：Step Ⅱ 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 Ⅲ 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 Ⅳ 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． 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 Ⅴ 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 Ⅵ 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． 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．

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