Unit 9 By the time I got outside, the bus had already left．
The Seventh Period
Reading: Changing English
Ⅰ． Teaching Aims and Demands
1． nowledge Objects
ey 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． oral Object
If you can speak both good English and your native language, it may help you get more chances in searching jobs．
Ⅱ． Teaching ey Points ey 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 ethods
1． Up-down reading methods．
2． Pairwork．
3． Groupwork．
Ⅴ． Teaching Aid
A projector．
Ⅵ． Teaching Procedures
Step I ey 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． 本國(guó)的；本地的
speaker n． 說(shuō)話者；演講者
wherever adv．無(wú)論哪里
Singaporean n． 新加坡人 adj． 新加坡人的；新加坡的
India n． 印度
Hindi n． 印地語(yǔ)；印地人 adj． 印度北部的
German n． 德語(yǔ)；德國(guó)（人）的
invention n． 發(fā)明；創(chuàng)造
business n．生意；商業(yè)
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．
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?
SS: False．
T: Why is it false?
SS: 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
ost 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
Reading: Changing English
The Seventh Period
Samples answers to Activity 3
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．
6． She is fit for the position．

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