Introduction （8 minutes） |
1. The whole class work. 2. The whole class work. 3. The whole class work. 4. Group work. 5. The whole class work. 6. The whole class work. |
1. Focus their attention on the teacher. 2. Students report the invitations they written after class, and invite their teachers to the international food festival. 3. Students learn how to write the invitation better. 4. Students play the game: Brainstorming and say the sentence patterns about invitation. 5. Students tell the names of the typical foods and introduce which countries the each flag belongs to. 6. Students tell the answers. |
1. Greet students ready for learning. 2. Teacher asks the students to report the invitations they written after class, which invite their teachers to the international food festival. 3. Teacher evaluates the students’ productions. Encourage them to write better next time. 4. Teacher asks the students to play the game: Brainstorming. Let students say the sentence patterns about invitation and the teacher write down them on the blackboard. Example: (1) Would you like …? (2) What/How about…? (3) May I invite you to…? 5. Teacher asks the students to tell the names of the typical foods in the poster of 1a and introduce which countries the each flag belongs to. 6. Teacher asks the students to tell the answers. Encourage them to add more words about the foods. |
Presentation (10 minutes) |
1. Individual work. 2. The whole class work. 3. The whole class work. 4. Individual work. 5. The whole class work. 6. The whole class work. 7. Individual work. |
1. Students show the posters they prepared. Discuss the information the posters contained. 2. Students report their results of discussing. 3. Students look at the picture of Craig in the poster and tell something about Craig. 4. Students read the poster and know about the general idea of it. 5. Students read the poster again and answer the questions. 6. Students check the answers. 7. Students find out the answers to wh-questions from the poster. |
1. Teacher shows two or three posters to the students and asks the students to show the posters they prepared. Discuss the information the posters contained. 2. Teacher asks the students to report their results of discussing. Teacher helps them to make a summary: A poster usually gives answers to wh-questions, i.e. what, when, where, why, who, etc. 3. Teacher asks the students to look at the picture of Craig in the poster and lets the students to tell something about Craig. 4. Teacher asks the students to read the poster and know about the general idea of it. 5. Teacher asks the students to read the poster again and answer the questions: (1) When and where will Kangkang and his classmates have the food festival? (2) Why will they have the food festival? 6. Teacher asks two students to tell the answers. 7. Teacher asks students to find out the answers to wh-questions, what, when, where, why and who. Check the answers. |
Consolidation (10 minutes) |
1. The whole class work. 2. The whole class work. 3. Group work. 4. Group work. 5. The whole class work. 6. Group work. 7. Pair work. 8. The whole class work. |
1. Students read the poster after the recording sentence by sentence. 2. Students try to follow the speed, paying attention to the pronunciation and intonation. 3. Students talk with their partners about the poster in 1a, using the object clause. 4. Students discuss in groups to find out the difficult points and sum up the main points. 5. Students underline in their books and make some notes. Learn and grasp the new words and phrases. 6. Students make a conversation about inviting somebody to the food festival based on the content of the poster. 7. Students act out their conversations. 8. Students grasp the content the poster contained. |
1. Teacher plays the recording sentence by sentence. 2. Teacher plays the recording without stopping. 3. Teacher asks the students to talk with their partners about the poster in 1a, using the object clauses. Example: I know that … I think that… I imagine that… 4. Teacher asks the students to learn in groups to find out the difficult points in the poster. At last let them sum up the main points of the poster. 5. Teacher makes a summary to explain the key points and difficult points to the students. (1) the rights of … (2) come true 6. Teacher asks the students to work in groups. Let them make a conversation about inviting somebody to the food festival based on the content of the poster. 7. Teacher lets the students from different groups act out their conversations. 8. Teacher evaluates students’ performances. |
Practice (10 minutes) |
1. Individual work. 2. The whole class work. 3. Individual work. 4. The whole class work. 5. Individual work. 6. The whole class work. 7. Group work. 8. Individual work. 9. The whole class work. 10. The whole class work. |
1. Students fill in the blanks of the grammar table with the correct words. 2. Students check the answers. 3. Students find out more object clauses from Sections A-C. 4. Students read the sentences aloud. 5. Students fill in the blanks of the functions table with the correct words. 6. Students check the answers. 7. Students discuss in groups. 8. Students write the invitation based on the given information, paying attention to the form of the invitation. 9. Students share their invitations to the whole class. 10. Students grasp the ways of writing invitations further. |
1. Teacher asks the students to read through Sections A-C and fill in the blanks of the grammar table with the correct words. 2. Teacher asks two students to tell the answers. 3 Teacher lets the students find out more object clauses from Sections A-C. 4. Teacher lets the students read the sentences aloud. 5. Teacher ask the students to read through Sections A-C and fill in the blanks of the functions table with the correct words. 6. Teacher asks two students to tell the answers. 7. Teacher asks the students to discuss in groups and finish 2: There will be a parents’ meeting in your class next Sunday. Please help your teacher write invitations to your parents. Read the given information first. 8. Teacher asks the students to write the invitation based on the given information. Ask them to pay attention to the form of the invitation. 9. Teacher asks the students to read their invitations. 10. Teacher evaluates the students’ productions and encourages them to do better next time. |
Production (7 minutes) |
1. Group work. 2. The whole class work. 3. The whole class work. 4. Group work. 5. Pair work. 6. The whole class work. 7. The whole class work. 8. Individual work |
1. Students read and understand the proverbs, and discuss their real meanings. 2. Students share their answers with the whole class. 3. Students grasp the real meanings of the proverbs. 4. Students make a telephone call conversation. 5. Students act out the conversations in pairs. 6. Students grasp the expressions about how to make the telephone call. 7. Students summarize Section D with the teacher. 8. Students finish the homework after class. |
1. Teacher asks the students to read and understand the proverbs, and discuss their real meanings. 2. Teacher asks two students to share their answers with the whole class. 3. Teacher evaluates the students’ answers and shows the real meanings of the proverbs. 4. Teacher asks the students to make a telephone call conversation: Suppose we will hold a class party. Please make a telephone call to invite your good friends. 5. Teacher asks two or three pairs of students to act out their telephone conversations. 6. Teacher evaluates the students’ conversations. 7. Teacher shows the summary of this section to the students. 8. Teacher assigns homework: (1) Review the summary after class. (2) Write an invitation to invite your good friends to your class party. (3) Collect some proverbs about the food. Share them with the classmates next time. |
