Introduction

（8 minutes）

1. The whole

class work.

2. The whole

class work.

3. Group work.

4. The whole

class work.

5. The whole

class work.

1. Focus their attention

on the teacher.

2. Students read the

passage they written

after class and evaluate 

the passage from other

groups.

3. Students talk about

different foods to review object clauses and the names of countries.

4. Students tell more names of typical foods in different countries.

5. Students know about

more information about Craig.

1. Greet students ready for

learning. 

2. Teacher asks the students to report the homework. Let the students read the passage they written after class, which is about the typical foods their group members like to eat. Then let the students from other groups evaluate the passage.

3. Teacher asks the students to talk about different foods to review object clauses and the names of countries.

Example:

A: Where do you think

pizza is from?

B: I think/guess (that)…

4. Teacher asks the students

to report their last homework. Tell more names of typical foods in different countries.

5. Teacher evaluates the students’ work. And then lead to the food festival. Introduce more information about Craig:

  Craig has built 15 schools in China. He said, “Change the world without me grow up.” Let’s know about more information of him by reading the passage of 1a.

Presentation

(10minutes)

1. Individual

work.

2. The whole

class work.

3. The whole

class work.

4. Individual 

work.

5. The whole

  class work.

6. Individual 

work.

7. The whole

class work.

1. Students look at the

pictures of 1a and decide whether the following statements are true or false before reading.

2. Students read 1a to

check the answers.

3. Students check the

answers.

4. Students read paragraph 1 and 2, and then answer the question.

5. Students check the

answers and guess the meaning of the new word regret.

6. Students read paragraph 3, guess the meanings of the new words, and then answer the questions.

7. Students check the

answers and learn to

predict the new words.

1. Teacher asks the students to look at the pictures of 1a and decide whether the following statements are true or false before reading.

2. Teacher ask the students to read 1a to check the answers.

3. Teacher asks the students to tell the answers.

4. Teacher asks the students to read paragraph 1 and 2, and then answer the question: What’s Craig’s favorite food?

5. Teacher asks two students to tell the answers. Ask the students to guess the meaning of the new word regret. Then teach the word to them.

6. Teacher asks the students to read paragraph 3, guess the meanings of the new words, and then answer the following questions:

(1) How many children were there in Free the Children at the beginning?

(2) What’s the motto of Free the Children?

7. Teacher asks two students to tell the answers. Tell them learn to predict the new words, using their knowledge to find key words and ideas while reading. And then teach the new words and phrases.

Consolidation

(10 minutes)

1. The whole

class work.

2. The whole

class work.

3. Group work.

4. The whole

class work.

5. Group work.

6. The whole

class work.

7. Pair work.

1. Students read the passage 

after the recording

sentence by sentence.

2. Students try to follow

the speed, paying

attention to the

pronunciation and

intonation.

3. Students read the whole

passage carefully and

complete the tables of 1b.

4. Students check their

answers.

5. Students discuss in

groups to find out the difficult points and sum up the main points.

6. Students underline in

their books and make some notes. Learn and grasp the new words and phrases.

7. Students make a

conversation with the

help of 1b.

1. Teacher plays the recording sentence by sentence.

2. Teacher plays the recording without stopping.

3. Teacher asks the students to read the whole passage

carefully and complete

the tables of 1b.

4. Teacher asks two or three students to tell the answers.

5. Teacher asks the students to learn in groups to find out the difficult points in the passage. At last let them sum up the main points of the passage.

6. Teacher makes a summary to explain the key points and difficult points to the students.

(1) make a change

(2) I regret that + 从句

(3) instead of (doing) sth.

(4) so … that + 从句

(5) twelve-year-old

7. Teacher makes two students act as the reporter and Kangkang and lets the reporter interview Kangkang about Craig and Free the Children. Make a conversation with the help of 1b.

Practice

(10 minutes)

1. Pair work.

2. The whole

class work.

3. The whole

class work.

4. Group work.

5. The whole

class work.

6. The whole

class work.

7. Individual

work.

8. Individual

work.

9. The whole

class work.

10. The whole

class work.

1. Students discuss with their partner what they will do for Free the Children.

2. Students report their results with the structure: I think we can…

3. Students grasp the

object clauses.

4. Students observe the invitation of 3 in groups and sum up the form of the invitation.

5. Students tell the form of the invitation.

6. Students grasp the

form of the invitation.

7. Students read the

invitation to get the

general ideas.

8. Students read again, and then complete the invitation.

9. Students check the

answers.

10. Students read through the whole invitation.

1. Teacher asks the students to discuss with their partner what they will do for Free the Children.

2. Teacher asks the students from different groups to report their results with the structure: I think we can…

3. Teacher evaluates the students’ reports and encourages their good ideas.

4. Teacher asks the students to observe the invitation of 3 in groups and sum up the form of the invitation.

5. Teacher asks the students to tell the form of the invitation.

6. Teacher evaluates the

summaries of the

students’. Add more

points if necessary.

7. Teacher asks the students to read the invitation to get the general ideas.

8. Teacher stresses the usage of in order to and lets the students read again and then complete the invitation.

9. Teacher lets the students tell the answers.

10. Teacher lets the students read the whole invitation together.

Production

(7 minutes)

1. Group work.

2. Group work.

3. Individual 

work.

4. The whole

class work.

5. The whole

class work.

6. Individual

work.

1. Students work in

groups talking about

the content of the

invitation.

2. Students list the useful

words and phrases in

groups.

3. Students write down

the invitation according to the useful words and phrases alone.

4. Students evaluate the

invitations on the

blackboard.

5. Students summarize

Section C with the

teacher.

6. Students finish the

homework after class.

1. Teacher asks the students to work in groups:

Suppose next Sunday is

your birthday. Your parents 

will have a birthday party

for you at home. You want 

to invite some good friends 

to your party. Talk about

the content of the invitation.

2. Teacher asks the students to list the useful words and phrases in groups.

3. Teacher asks the students to write down the invitation according to the useful words and phrases alone.

Ask two students to write

down the invitation on the blackboard.

4. Teacher asks three students to evaluate the invitations on the blackboard. At last the teacher makes a summary.

5. Teacher shows the summary of this section to the students.

6. Teacher assigns homework:

(1) Review the summary

after class.

(2) Write an invitation to

your teacher to invite him or her to the international food festival.

(3) Collect some posters 

and observe their content contained.

Teaching Reflection

The students understand the passage of 1a well. They do well in predicting some new words, using their known knowledge. They grasp the usage of object clauses better. And they can write a simple invitation alone.