5. d __ __ __ __ __ __ __ __　 say what something is like

4.w__ __ __ __ __ __ __　 to or at whatever place

3. l __ __ __　 close something with a lock

2. r __ __ __　 move or go suddenly

A)根据释义，写出单词。

1. r __ __ __　 make a clear sound

　1. Do you know who the computer was i _______by?

　2. The seat belt on a plane are a _______.

　3. It was a big m________ to leave my umbrella at home.

　4. A c______ is a hundred years.

　5. Boys, stop t_____ stones to the poor dog.

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?

S_S: False．

T: Why is it false?

S_S: 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．)

Get students to do the activity in groups of four． As the groups work together, walk around the room checking progress and offering help as needed．

Check the answers．

Answers

mattress　　　　 a． Arabic

pajamas　　　　 d． Hindi

mosquitoes　　　 f． Spanish

snorkel　　　　 e． German

yoghurt　　　　 b． Turkish

bazaar　　　　　 c． Persian

chauffeurs　　　 h． French

soprano　　　　 g． Italian

Culture note

Most people who speak English as a native language don’t have the same grammatical background as people who study English as a second language．

However, what a person who was born speaking English knows is whether or not things sound "right"． He or she might not be able to explain the reason, but will usually have a good sense of how English should be used． Because English is a language made up from many different languages with a lot of odd rules, a learner should be a bit flexible and understand that some rules are made to be broken．

StepⅦ Summary

In this class, we’ve done much reading and writing practice． And it improves our reading comprehension ability．

Step Ⅷ Homework

Ask students to collect some more words used in English along with the different languages they come from．

Step Ⅸ Blackboard Design

5． Listening, speaking, reading and writing are four significant skills in learning English．

4． He took part in a swimming competition．

3． When the traffic lights are red, you must stop．