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Unit 6 I like music that I can dance
to The 1st Period Ⅰ．
Teaching Aims and Demands 1．
Knowledge Objects （1）
Key Vocabulary prefer, lyric （2）
Target Language What
kind of music do you like? I
like music that I can sing along with． What
about you? I
prefer music that has great lyrics． 2．Ability
Objects （1）
Train the students to express preferences． （2）
Train the students’ listening skill． 3．
Moral Object Let’s
enjoy music． It
always brings us happiness． Ⅱ．
Teaching Key Points 1．
Key Vocabulary prefer, lyric 2．
Target Language Ⅲ．
Teaching Difficult Points 1．
Relative clauses with that 2．
The listening practice Ⅳ．
Teaching Methods 1．
Chain drill 2．
Pairwork Ⅴ．
Teaching Aids 1．
A tape recorder 2．
Some tapes of different kinds of music Ⅵ．
Teaching Procedures Step
Ⅰ Revision （1）
Invite different pairs of students to say the conversations learned in
preceding classes with books closed． （2）Check
the answers to the exercises of the workbook by asking different students to
say their answers to the Class． （3）
Dictate some of the key vocabulary words presented in units 1～5． Step
Ⅱ 1a This
activity introduces the key vocabulary and trains the students to express
preferences with the relative clause． Write…that
are red on the blackboard． Point
to it and say a sentence with it, I like flowers that are red．
Ask who can make another sentence with it．
They may say, I like gloves that are red．
I like shoes that are red． Write
another phrase on the blackboard, …that
is big． Help the students to make sentences with
it． Play
the tapes of different kinds of music for the students, only a short piece of
each tape． Say,
I like music that makes me relaxed．
Write these four groups of words on the blackboard,…that
has great lyrics,…that I
can sing along with,…that
isn’t too loud, …that I
can dance to． Tell
the students lyrics means the contents of the songs．
Ask the students, What kind of music do you like? Say,
You can answer with I like music…, I
love music…, I
prefer music…
Explain prefer=like…better
to them． Get one of the children to answer the
question, then let this child ask the one next to him/her the same question．
Set off a chain drill． Ask
the students to open their textbooks now．
Read the instructions of Activity 1a to the students．
Make sure they understand everything． First
have them look at the pictures and circle the sentences they agree with．
Read each sentence to the class and ask the students to raise their hands to
see if they agree． Make
a survey to find out how the class feels about each item．
Discuss the result of the survey with the class． Get
the students to complete the sentence to tell what kind of music they enjoy．
Ask some of the students to share their sentences．
Write any new words or phrases on the board to help them if necessary． Step
Ⅲ 1b Say,
we will hear Tony and Betty talking about the kinds of music each one likes． Let’s
see the instructions first． Read
the instructions to the students． Tell
them to tick （√） the
right statements while they are listening．
Read the three headings before playing the tape． Play
the tape the first time and the students only listen．
Then play it for a second time． The
students tick in the right answer boxes． Cheek
the answers． Step
Ⅳ 1c Read
the instructions to the students． First
ask a pair of the students to read the example in the box, SA:
What kind of music do you like? SB:
I like music that I can sing along with．
What about you? SA:I
prefer music that has great lyrics． Then
get them to work in pairs．
Answer the questions with their own preferences． As the
students do the practice, move around the classroom and give them some help．
Ask several pairs of students to perform their conversations before the class． Step
Ⅴ Summary Say,
In this class, first we’ve learned two new key words, prefer and lyrics．
Then we’ve learned how to express references by talking about music, using
relative clause with that． Step
Ⅵ Homework Ask
the students to write three sentences with I like music that…,I
love music that …,I
prefer music that… Step
Ⅶ Blackboard Design
The Second Period Ⅰ．
Teaching Aims and Demands 1．
Knowledge Objects （1）Key
Vocabulary gently （2）Relative
Clasue with who 2．
Ability Objects （1）Train
the students’ listening skill． （2）
Train the students to use relative clause with who． （3）Train
the students to make communications, using A: Does Xu Fei like the Moderns? B: No, he doesn’t．
He prefers… 3．
Moral Object Thank the musicians who make our world more
wonderful． Ⅱ．
Teaching Key Points 1．
The students’ listening skill． 2．
The relative clause with that and who． 3．
Make communications with the question in Activity 2c． Ⅲ．
Teaching Difficult Points 1．
Train the students’ listening skill 2．
Make communications using "Does Xu Fei like the Moderns? No, he doesn’t．
He prefers… Ⅳ．
Teaching Methods 1．
Listen and do the exercises 2．
Pairwork Ⅴ．
Teaching Aid A
tape recorder Ⅵ．
Teaching Procedures Step
Ⅰ Revision （1）
Revise the relative clause with that by asking what kind of music do you like?
Help them to answer, I like music that…
I love music that… I
prefer music that… （2）Check
the homework by asking some students to share their sentences with the class． Step
Ⅱ 2a Read
the instructions to the students and make sure that they know what to do．
Go over the four items in the box with the children．
Tell them that relative clause with who is used to introduce a person． Give
another sample, Amy likes teachers who work hard．
Help the students to make some more similar ones． Explain
the new key word gentle to the students．
Tell them gentle means quiet, careful, not rough or violent using Chinese if
necessary． Tell
the children that we are going to hear a boy and a girl talking about the music
and musicians they like． Play
the recording．
Students only listen the first time．
Play the tape again． Ask
the students to circle T for true and F for false． Check
the answers． Step
Ⅲ 2b Read
the instructions to the students first．
Then let them have a look at the chart．
Read the model sentence to them． Say,
We will hear the same recording again．
Listen carefully, and find out what Carmen and Xu Fei say and complete the
sentences in the chart． Play
the recording again． Pause
the tape if necessary． Check
the answers． Step
Ⅳ 2c This
activity provides guided oral practise using the target language． Get
two students to read the conversation in the box to the class． Read
the instructions to the class, and ask another pair to ask and answer, using
the information from Activities 2a and 2b to make sure all the students know
what to do． Tell
them each pair of them should make a conversation using information from
Activities 2a and 2b． Ask
them to work in pairs． Move
around the classroom checking the progress of the pairs and offering help as
needed． Ask one or two pairs to say their
conversations to the class． Step
Ⅴ Grammar Focus Write
the three sentences on the blackboard first．
Circle the words that and who and underline the relative clauses in all the
three sentences． Ask,
What do the relative clauses with that describe--a person or a thing? Help the student
to say out the right answer． Then
ask the same question on the relative clauses with who． Explain
that the relative clauses with that describe things and the relative clauses
with who are used to describe persons． Tell
them who is for people and that is for things． Ask
the students to make up more similar sentences． Encourage
them to ask questions about relative clause． Step
Ⅵ Summary Say,
In this class we’ve done some listening practice on the target language of this
unit． We met some more sentences with relative
clause, and we did some pairwork on asking questions with does and answering
with sentences with relative clause． Step
Ⅶ Homework （1）
Ask the students to write two sentences with relative clause with who． （2）
Ask the students to write out a conversation they practised in Activity 2c． Step
Ⅷ Blackboard Design
The Third Period Ⅰ．
Teaching Aims and Demands 1．
Knowledge Objects （1）
Key Vocabulary remind of （2）
The sentences with the Attributive Clause． 2．
Ability Objects （1）
Use the sentences with the attributive Clause to express what they like or
dislike． （2）
Train the students’ communicative competence． Ⅰ．
Moral Object Try to
exchange the opinions on CDs with your friends．
It will help you to know more about your friends． Ⅱ．
Teaching Key Points Teach
the students how to use the key word, remind of． 2．
Practise using sentences with relative clause in real life． Ⅲ．
Teaching Difficult Point Using
sentences with relative clauses in discussing CDs． Ⅳ．
Teaching Methods （1）
Teaching with real objects （2）
Pairwork Ⅴ．
Teaching Procedures Step
I Revision （l）Revise
the relative clause with that by asking question what kind of music do you
like? Get the students to answer, I
like music that…I love
music that…I
prefer music that…First
ask individually, then have the children ask their classmates around them． （2）Revise
the relative clause with who by asking question "What kind of musicians do
you like? Get the students to answer, I like musicians that…
I love musicians that…I
prefer musicians that…or I
prefer groups that… First
ask individually in class, then let them practise in pairs． （3）
Revise "Does…like…?
No, he doesn’t． He
prefers…" Ask questions with the real names of
the students in our class． Let
them ask each other similar questions in pairs． Step
Ⅱ 3a Show
my favourite CD to the class and say, This is my favourite CD．
Its name is "Come on, Join us"．
I like it because I can do exercises with it．
But I don’t like the beginning of it, too loud noise．
It reminds me of my middle school time． Give
more examples on "remind sb． of
sth．/sb．
",such as, He reminds me of his brother．This
reminds us of what we often did when we were children．
Tell the students that remind…of…means
cause sb．to think of sth． Write
the four questions on the blackboard． （1）What’s
the name of your favourite CD? （2）Why
do you like this CD? （3）What
do you dislike about this CD? （4）What
does it remind you of? Get
them to discuss in pairs．
Before they begin their conversations, show some more CDs to them． Ask
a pair of the students to share their conversations with the class．
Open your books at page 46． Look
at Activity 3a． Read
the instructions to the students． Ask
the students to read the review by themselves．
Encourage them to ask questions on anything that they can’t understand．
Explain them, or ask the other students to explain them．
After they finish reading the review ask them to match up the parts of the
sentences． Point
out the sample answer before they begin． Tell
them to do as quickly as they can． Say,
Let’s have a competition to see who will be the first one to finish it．
After all of them have finished． Check
the answers with the class． Step
Ⅲ 3b Read
the instructions to the students． Make
sure they know what to do． Give
some explanation if necessary． Ask
a pair of students to read the model conversation in the box first． Say,
Who can make up a similar dialogue now? You can use the questions in Activity
3a to help you． Then
choose two children who do well in English to demonstrate another conversation． Now
ask the students to make conversations in pairs．
Walk around the classroom while the students are talking．
Help them as necessary． Step
Ⅳ Part 4 Show
some pictures of the popular singers or groups among the students．
Say I like groups that dance much．
I love singers who dance much as they sing．
I don’t like musicians who always copy others． Show
a CD of very noisy music and say, I can’t stand music that is too noisy． Write
the four sentences without relative clauses on the blackboard． Ask
several students to complete them orally first．
Then let the students open their books and complete the sentences with their
own words． Next
ask a few students to share their sentences with the class． Say,
Stand up and go to ask your classmates questions now．
Move around the classroom and ask questions till you find someone who feels the
same way you do about each thing． Write
down the student’s name in the blank in the right column． When
all the students have finished, ask some students to read their list to the
class． Next ask a pair of students to read the
sample conversation． Then
have the students work in pairs． Make
up their own conversations． If
there is enough time, ask some pairs to say their conversations to the class． Step
Ⅴ Summary Say,
In this class, we’ve learned how to use remind…of… We’ve
also done a lot of listening, speaking, reading and writing practice using the
target language． Step
Ⅵ Homework （1）
Make up two sentences with remind…of… （2）Finish
off the exercises on pages 22～23 of
the workbook． Step
Ⅶ Blackboard Design
The Fourth Period Ⅰ．
Teaching Aims and Demands 1．
Knowledge Object The
target language． 2．
Ability Objects （1）
Train the students’ listening ability． （2）
Train the students’ ability to understand the target language in spoken
conversation． （3）Train
students’ ability to use the target language． 3．
Moral Object I
have my own favourite things in my life． That’s
why I am enjoying the life． Ⅱ．
Teaching Key Point Help
the students to express preferences on different things in daily life, using
the target language． Ⅲ．
Teaching Difficult Point Talk
about why they like the band, the book and the movie, using the sentences with
relative clause． Ⅳ．
Teaching Methods 1．
Listening method 2．
Groupwork Ⅴ．
Teaching Aid A
tape recorder Ⅵ．
Teaching Procedures Step
Ⅰ Revision （1）
Check the homework by asking some students to read their sentences with remind…of…
Get the students to exchange their exercise books with their partners and
correct each other’s． （2）Ask
the following questions on CDs, groups, singers and musicians． Help
the students to answer with the target language． What’s
the name of your favourite CD? Why
do you like it? What
kind of CDs do you like? Why? What
kind of singers do you like? Why? What
kind of groups do you like? Why? Then
ask the students to make a survey of the students around them and do some notes．
Ask several students to report their results of the survey to the class and
help them to say like this． Wang
likes CDs that are quiet and gentle． Li
Hong prefers musicians who are good-looking． Step
Ⅱ Part 1 Ask,
What’s your favorite band? Let one of the students answer it．
Then repeat the questions on favorite book and favorite movie．
Write the three questions on the blackboard． Get
the students to ask and answer in pairs．
Then ask the class to open the books．
Look at Section B on page 47,Part 1． Read
the instructions to the students． Tell
them to complete the chart on their own． Move
around the classroom while the children are writing, giving help if necessary． After
all of them have finished writing, ask some children to read their answers to
the class and share the favorite book with the classmates after class．
Collect the answers from different students．
Record the results on the board．
Discuss what the class’ favorites are and ask students to tell why they like
each band, book or movie． Step
Ⅲ 2a This
activity provides listening practise using the target language． Read
the instructions to the class． Make
sure each one knows what to do． First
tell the students to have a look at the picture and let them guess what they
are talking about． I’ll
see who is good at guessing the answers．
Say, We will hear two boys, Michael and Ali, talking about some of the things
they see in the room． The
task of us is to write out the three things that they are talking about． Play
the tape the first time． Tell
the children just to listen to it carefully and try to get the main idea and
not to write． Then
play the recording again． Tell
them to write down the answers this time． Ask
a student to tell the answer of the first line, then ask the others if they
agree with him． Do
the same with the other two answers．
If they got different answers, tell them to listen careful when we do the
practice in Activity 2b． Check
the answers． Step
Ⅳ 2b This
activity gives students practice in understanding and writing the target
language． Read
the instructions to the students． Make
sure each student knows what they should do while they listen to the tape． Ask
．the students to have a look at the chart in
Activity 2b． There
are two columns in it． Tell
the children they will write what Michael
likes in the first column and they will write why he likes it in the second
column． Go over the contents in the chart with the
children． Tell
them to note the sample answers． Let
them guess the other answers in the first column．
Yeah, maybe the same ones with the answers in Activity 1, but we are not sure
now． Then tell them to get what writers and movies
Michael likes while they are listening．
Encourage them to ask questions they may have met． Play
the recording and ask the children to fill in the answers．
Pause the tape if necessary． Ask
several students to tell the answers and see if the others have different ones．
Play the tape again if the students need to listen to it again．
Correct the answers． If
time is enough, play the tape again and the students repeat after it． Step
Ⅴ 2c This
activity provides guided oral practice using the target language． Present
the dialogue in this activity with a student first T:
I like movies that are romantic． I
love Titanic． S:
Oh, I don’t． I
like movies that have big wars． I
really like The Doctor—A Real
Soldier． Then
ask the children to open the books at page 47．
Read the instructions in Activity 2c．
Say, We will discuss our favorite things from Activity 1 and say why we like
each thing． Ask
two students to read the sample conversation．
Then ask the students to discuss their favorite bands, books and movies in
groups of four． Try
to use the sentences with the Attributive clause we have met in this unit to
help to make conversations． Walk
around in the classroom and offer help if they need．
Ask one or two groups to say their conversations to the class． Step
Ⅵ Summary Say,
In this class we’ve done lots of listening practice on target language, and we’ve
also written and spoken some． Try
to use the target language we’ve learned to express your preferences in your
daily life． Step
Ⅶ Homework （1）
Write a short article to tell your favorite band, book, movie and clothes． （2）
To express your preferences to your classmates or anyone else who knows English． Step
Ⅷ Blackboard Design
The Fifth Period Ⅰ．Teaching
Aims and Demands 1．
Knowledge Objects （1）
Key Vocabulary Yellow
river, fisherman, entertainment, feature, wife, wives, photography, exhibition,
gallery, known, photographer, display, on display, photograph, interest, show,
class, suggest, energy （2）
Practice reading articles． （3）
Practise writing an article． 2．
Ability Objects （1）
Train the students’ reading skill． （2）
Train the students’ writing skill． （3）
Train the students’ speaking skill． 3．
Moral Object If
you know where there is a good movie/band, tell your friend and go to enjoy it． Ⅱ．
Teaching Key Points 1．
Key Vocabulary． 2．
The main ideas of the three short articles． 3．
Write a review． Ⅲ．
Teaching Difficult Point Write
a review of a book Ⅳ．
Teaching Methods 1．
Teaching by illumination and asking questions 2．
Groupwork Ⅴ．
Teaching procedures Step
Ⅰ Revision （1）
Revise the contents of last class by asking some questions． What kind of clothes do you like? What’s your favorite movie? What kind of writers do you like? etc． Ask some students to give answers． （2）
Check homework by asking several students to read their articles to the class．
Ask the other students to help them with the mistakes．
Then ask the students to work in pairs, exchange their articles and help each
other to correct the mistakes． Move
around the classroom and offer as much help as possible． Step
Ⅱ 3a Ask
the students to turn to page 48, look at Activity 3a on this page．
Say, We can see there are three passages in this activity．
They are three reviews about a movie, an exhibition and a band．
Let's see the first one now． It is
about a movie that is named Yellow River Fishermen．
What does the reviewer think of the movie? Who
made it? What does the reviewer think of the director? Please scan it as
quickly as you can and tell me the answers． After
about one minute, get all the children stop reading and ask who has got the
answers． Choose three children who have put their
hands up to show they know the answers to the three questions．
Help them to get the proper answers． Then
ask the children to reread the reviews more carefully and tell them I will ask
some more questions on it in details． Let
them read a little longer this time, around three minutes．
Then ask the following questions orally and ask different students to reply,
providing some help as necessary． 1:
Is Yellow River Fishermen Hung Tao’s latest movie? 2:
Does the reviewer like Hung Tao? 3:
What has Hung Tao done over the years? 4:
Does the reviewer think Yellow River Fishermen is the best movie of Hung Tao? 5:
What does the reviewer suggest you doing if you are looking for entertainment? 6:
Why does the reviewer think it is the worst movie of Hung Tao? 7:
What good feature does the movie have? Give
some explanation on the problems which are hard to understand for the children,
such as, entertainment means fun, feature means special part of sb．/sth．,
very different from the others, easy to recognize or remember, and wife is the
opposite word of husband, A husband and a wife make up a family．
And tell the children the plural form of wife is wives． Now
read the instructions to the students． Ask
them which sentences we should circle and which ones we should underline． Check
the answers with the students． Teach
the other two reviews with the same way． Underlined:
Every song is really loud and often you can’t understand the words…the
lyrics aren’t very good． Notes 1．
on display= be on show 2．
The few city photographs are less successful．=Most
of the city photographs are very successful． 3．…they
don’t interest me as much=…they
don’t attract me as much． 4．…from
a world class photographer=…from
one who is among the best photographer in the world． 5．
suggest= bring an idea into the mind; propose． Step
Ⅳ 3b Read
the instructions to the children first．
Ask one of them if he or she knows what we will do to make sure each one knows
the tasks of this activity． Look
at the chart now． We
see two new words in the boxes, pros and cons．
Pro means in favor of and con means against．
We have to find out the pros and cons of the reviewers in Activity 3a and fill
in the blanks with proper sentences．
Have a look at the sample answer and try to write out the other answers, using
the information from the reviews in Activity 3a．
Move around the classroom while the children are writing to see if they can
write out the right answers, offering help as needed． Check
the answers by asking several students to read their answers to the class．
If someone did wrong, let the other students correct his or her answers． Writing
the answers on the blackboard as the students read makes it easy for the whole
class to check the answers． Say,
let’s review the task． What
can we find out? Yes, right, we have got the similar answers with those in
Activity 3a． Step
Ⅴ 3c Read
the instructions to the students． Say,
Decide what review you will write first, a review of a book, a CD or a movie? Write
down the name first． Note
to use the capital letters． Let
them think it over for a while and ask some ones the names of their articles．
Next write a list of questions you plan to answer in your review． e．
g． Who wrote the book/made the movie/sang the
songs? What
kind of people the writer/director/singer is? What
do I think of the writer/director/singer? What
do I think of the book/movie/songs/What do I like and dislike? What
suggestions will I give the readers? etc． These
questions will help you to write your passage well．
And you can look back at the questions in Activity 3a, Section A, before you
begin writing． Use
the three reviews as models． As
the students are writing the list, move around the classroom to direct them． After
they have finished writing the questions, tell them to begin writing． Continue
moving around and always offering help when they need． Ask
several to read their passages to the class after they all have finished．
Get the others to help correct the mistakes while they are reading． Let
them exchange their reviews with their partners．
Help each other with the errors． Step
Ⅵ Part 4 Read
the instructions to the class． Talk
about what is happening in our city next Monday．
Ask a question like, What will happen in our city next Monday? Let the students
tell the event which is happening, such as, A VIP will visit our city and a new
movie will be on show． Tell
them to write the sentences in the boxes below Monday．
Ask the students to work in groups of four to complete the work．
Ask each other questions like, Do you know what will happen in our city next
Tuesday? Is there a football match in our city next Saturday? Is Song Zuying
coming to sing songs at the biggest theatre in our city next Friday? etc． Tell
them to fill in the boxes, using the phrases with relative clause． For
example, a football match which is between Dalian Football Team and our City
Team． If they don’t know what will happen, they
can invent events they would like to go to． Ask
some groups to share the events with the class．
Then have the students discuss in groups of four again．
Let them discuss what they would prefer to do together this time．
Help them to express preferences with the target language．
For example: SA:
What would you prefer/like/love to do together? SB:
Let’s go to see the new movie that was directed by Zhang Yimou． SC
:Why not go to watch the great football match that will be between two famous
teams? It’s on Friday evening． We
can have a great weekend together． SD:
No, we’d better go to… After
the discussion, let some groups report the results to the class．
Help them to use sentences with relative clause in their reports．
Help them to say in correct sentences．
They may say like this: Our
group would like to watch :the fashion show that Chen Juanhong will perform on
Friday evening． And
we would prefer to go to listen to the musical group that is called Black Ducks
on Saturday afternoon． Sample
answer Monday:
a movie that is directed by Zhang Yimou an exhibition that is about Chinese
traditional culture． Tuesday:
a performance that will attract many famous singers to come a fashion show that
many famous models will take part in． etc．＇
Step
Ⅶ Summary In
this class, we’ve read three reviews and done some writing．
We’ve also learned some new words． Step
Ⅷ Homework 1．
Rewrite the reviews and make sure that there will be no mistakes in them． 2．
Read the three reviews in Activity 3a again and try to remember the new words
and expressions in them． Step
Ⅸ Blackboard Design
The Sixth Period I．
Teaching Aims and Demands Knowledge
Objects （1）
Key Vocabulary honest, suit, Italian, Indian, expect （2）Use
the following words properly remind, can’t stand, look for, prefer, love （3）How
to answer an email to a pen pal． Ability
Objects （1）Train
the students to use the verbs well． （2）Train
the students’ writing skill． 3．
Moral Object Do
you have any pen pal on the Internet? If
not, try to make one． Ⅱ．
Teaching Key Points 1．
Help the students have a self check to see if they can use the target language
of this unit well． 2．
The verbs: remind,
can’t stand, look for, prefer, love 3．
Answer an email Ⅲ．
Teaching Difficult Points 1．
Make up sentences with mind, can’t stand, look for, prefer, love． 2．
Reply the email． Ⅳ．
Teaching Methods 1．
Teaching by making sentences． 2．
Teaching by asking questions． Ⅴ．
Teaching Aid Just
the blackboard Ⅵ．
Teaching Procedures Step
Ⅰ Revision （1）
Check the homework． First
let the students show their rewritten reviews to see if they have finished it． Second,
dictate these words: entertainment, feature, wife, photography, exhibition,
suggest, energy． （2）
Revise the three reviews in Activity 3a by asking some questions． （3）
Let the children read the three reviews aloud．
After a while, ask several to read them to the class．
Correct any pronunciation errors if necessary．
After that let them read the passages by themselves again． Step
Ⅱ Part 1 Focus
attention on the box．
Invite a student to read the vocabulary words at the top．
You are asked to fill in the blanks with the words．
In some cases, you may need to use another form of the word, for example,
adjusting for tense or subject/verb agreement． Ask
students to fill in the blanks on their own．
Check the answers． Five
students each read a sentence, filling in the blanks．
The rest of the students check their work． Step
Ⅲ Part 2 Read
the instructions to the students． Ask,
what is the subject of this email? Whom
is it from? and Who wrote the email? Ask three students to answer the questions． Please
read the email silently now． Try
to tell me what Lingling wants to know about you/her pen pal after reading it． Pick
out the questions that Lingling asks in her email．
Then let the students read the email for a while．
After all of them have finished reading, ask someone to tell me what Lingling
wants to know about her pen pal． Write
the questions that Lingling asks in the email on the blackboard: （1）
What language would you like to learn? （2）
What kinds of music do you like? （3）
What kinds of food do you prefer? （4）
Have you ever seen an Indian film? （5）
What kinds of films do you prefer? After
that ask some questions about lingling to see if they understood the email． （1）
What language might lingling like to learn some? （2）
Why is Lingling in Hong Kong now? （3）
Which city does Lingling prefer, Hong Kong or Shanghai? （4）
What did she do last night? （5）
What kind of music does she prefer? Ask
as many questions as possible if time permits．
Try to make it clear what the students couldn’t understand about the email by
asking them to answer the questions, and give them some explanation where
necessary, especially the new vocabulary． Teach
the new vocabulary by giving example sentences and asking the children to make
up more sentences with them． Ask
one student to read the email．
Correct any pronunciation errors to make sure the students are providing a good
model for the rest of the class． Ask
all the students to read the email aloud once． Next
tell the students to write the reply to Lingling．
Say, you are Lingling’s pen pal now．
Please write a reply to Lingling now．
Look at the questions on the blackboard．
Your email should include all the answers of the five questions．
Write in the form of a letter． Ask
students to complete the work on their own．
After they all have finished the letter, ask a few students to read their
replies to the class．
Answers will vary, but note to check if they include details of about the same
length as the email they are replying to． Step
Ⅳ Just for Fun! Ask
all the students to read the sentence in the picture together．
Then ask them what is funny about this cartoon．
Help them to answer, we usually think of people, not dogs, singing along with a
band． Step
Ⅴ Summary Say,
In this class, we’ve received some vocabulary words presented in this unit． And
we’ve also made up sentences using these words．
Another thing we’ve done is that we have written a reply email． Step
Ⅵ Homework （1）
Review all the language points in this unit． （2）
Finish off the exercises on pages 234 25 of the workbook． Step
Ⅶ Blackboard Design
The Seventh Period Reading: Eat well and exercise Ⅰ．
Teaching Aims and Demands 1．
Knowledge Objects Key
Vocabulary junk food, not have the energy, national,
spoil, especially, catch up and so on． Text: Eat well and exercise 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．
Moral Object Stop eating junk food, get more sleep, and
exercise three times a week． Start
today! Then you can be happy． Ⅱ．
Teaching Key Points Key
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． Train
students’ writing skill． Ⅳ．
Teaching Methods Up-down
reading method Pairwork．Groupwork． Ⅴ．
Teaching Procedures Step
Ⅰ Key Vocabulary Revise
the key words using flashcards. Step
Ⅱ Part 1 Read
the title to the students first and ask them to predict what they think the
article is about based on the title．
Say, Look
at the two pictures on this page． Try
to say something about them to tell what is happening．
Then ask two students to describe the pictures to the class．
Correct the sentences if they’ve made some mistakes． Read
the instructions for Activity I to the students．
Be sure they know what to do． Go
over the five questions with them and choose five students to answer them
individually． Then
ask them to work in pairs, discussing the five questions．
The answers will vary． Tell
them not to look at the reading and give the answers by themselves before they
begin． As students work, walk around the
classroom, listen to them and offer any help they may need． When
all the pairs finish discussing, ask one or two pairs to ask and answer the
questions． The
others listen to them to see if they’ve made any mistakes and help them to
correct their sentences． Step
Ⅲ Part 2 T
Draw students’ attention to the instructions and read the instructions to them．
Tell them． You
are asked to read the passage quickly and make it clear—what
healthy food and junk food are． Say,
Look at the chart in Activity 2,let’s see the examples first．
Are you sure what you will do? Yes, read the text quickly and find out the
answers to the chart． Let
them read and fill in the forms． After
they’ve all finished, have them discuss the lists with their partners, and
cheek the answers with each other． Encourage
students to report their answers with complete sentences．
Ask one to report to the class． For
example, One healthy food is fresh fruits． Step
Ⅳ Part 3 Say,
we can see there are some words indicated in bold in the article．
Let’s guess the meanings of them first．
Then ask several ones to guess the meanings of the bold words, but just guess,
don’t give them the correct answers． Say,
Do you know how you can be happy? Read
the article and you’ll know that． Please
begin reading it now． Try
to guess the meanings of the bold words in context． Have
them to read the article to get the answer and try to get the meanings of the
words in bold at the same time． Tell
them to try to get the meanings in context this time．
After they’ve all finished reading the passage once, ask the question, How can
you be happy? The students may answer, It’s easy．
Stop eating junk food, get more sleep, and exercise three times a week．
Start today． Next read the instructions in Activity 3 to
the students． Tell
them that they have two tasks now—match
the words and expressions with their meanings and make sentences with the words
and expressions． First
let the students match the words to meanings individually．
Then check for answers to ensure that students understand the task．
At last, let the children make sentences with the words and expressions．
If they feel it hard to do, try to find the sentences with the words in the
article and make similar ones by themselves． Work
in pairs． Ask several students to read their
sentences to the class．
Correct any mistakes as necessary． Step
Ⅴ Part 4 Read
the instructions to the students． Ask
the first question as a sample and ask one to answer it．
Have the students read the article again and get the answers to the five
questions by themselves． Check
the answers by asking different students to answer the questions．
Answers may vary slightly． Say,
You should try to remember the answers before looking at the reading．
Then let them ask and answer the questions in pairs． Step
Ⅵ 5a Read
the task with the students． Draw
the students’ attention to the chart with the headlines Exercises．
Healthy food and Junk food． Ask,
Have you done any exercise in the last three days? What exercise have you done?
Get one of the students to answer the questions．
Tell them exercise can be as simple as going for a long walk． Students
ask similar questions on all the three headlines in pairs．
And fill in the forms with their own answers．
Ask several children to report the answers to the class．
After that ask them if they think about eating less junk food and getting more
exercise． Step
Ⅶ 5b Read
the task to the students． Make
sure they can understand the instructions．
Let them discuss in fours． After
a while, ask them about the results to check the answers．
Ask each group to vote on the healthiest student and let that student explain
why he or she is so healthy to the class． Step
Ⅷ Summary Say,
We know much about how to keep healthy from the article．
Let’s do as it from today． Step
Ⅸ Homework Read
the article in Activity 2 again for further comprehension． Step
Ⅹ Blackboard Design
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