2. Write a conversation in Activity 2c.

Step Ⅸ Blackboard Design

The Fifth Period

1. Write something that has happened to you recently. Use two or more phrases from the list in Activity 1a.

3. Check the homework.

Step Ⅱ 1a

This activity reviews vocabulary, introduces some new vocabulary, and provides writing practice.

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.

Teach the students to read the new vocabulary below:

costume, show up, exhausted, embarrassed, empty, fool,

April Fool’s Day

Write them on the blackboard or show them on a screen by a projector while teaching. Tell the children the meaning of each word and do a little explanation.

Then call the students’ attention to the list of the words on the left. Ask a student to read them and tell the meanings at the same time. Find out the words which the students don’t understand and give some explanation.

Please put these words in the correct columns in the chart. Some words can be put in more than one column.

Get a student to read the sample answers to the class before they start say, Fool call also be a verb. For example, He fooled me. So it is put in both Column Nouns and Column Verbs.

Ask the students to complete the chart on their own.

Correct the answers by asking three students to read their answers to the class.

Step Ⅲ 1b

This activity provides guided oral practice using the target language.

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 Ⅳ 2a

This activity provides guided listening practice using the target language. Say something about April Fool’s Day to the students like this:

Every year on the first of April, Americans do silly things to surprise each other. For example, someone might tell you to go to the teacher’s office to get your new book. But there is no book at all!

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. For example, ‘they can describe Picture 1 Read the instructions to the class. You’ll listen to three boys, Dave, Nick and Joe, talking about April Fool’s Day.

There is a box under each picture where you can write each boy’s name. Now listen to the tape and write the name of each boy under his picture. I have to tell you there will be one picture without a name under it.

Tell them to see the example for Picture c.

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 Ⅴ 2b

This activity provides guided listening practice using the target language.

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 "D" for Dave, "N" for Nick and "J" for Joes on the short lines before the phrases. 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.

Step Ⅵ 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 like this:

S_A: What happened to Dave on April Fool’s Day?

S_B: Well, a friend invited him to a costume party. When he got there, he found that he had fooled him. It wasn’t a costume party. He was the only person wearing a costume. He was really embarrassed.

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 Ⅶ Summary

Say, In this class, we’ve learned some new words. And we’ve done much listening and oral practice. We have enjoyed some interesting stories happened on April Fool’s Day.

Step Ⅷ Homework

2. Dictate the following words and phrases:

bell, ring, go off, rush, run off, on time, give sb. a ride lock, break down.

Step I Revision

1. Revise the article in Activity 3a on page 70 by asking several students to read it.

2. Pairwork and groupwork

2. Help learn to use the new vocabulary correctly.

1. Guide listening and oral practice using the target language.

2. Teach the students the new vocabulary.

1. Train the students’ listening and speaking skills with target language.