Introduction

(5 minutes)

1. The whole

class work

2. Individual work

3. Group work

4. Group work

1. Focus their attention

on the teacher.

2. One student tells a story on the platform. In order to make the story more active, he/she may add some voice and gestures. Other students enjoy it.

3. One group discusses

in groups, and writes down some statements to evaluate the story and students’ 

performance. The other group reviews the

sentences which can

express agreement and

disagreement.                                

4. Make a short dialogue.

1. Greet students ready for

learning.

2. Invite students to tell a     

short story.

3. Divide students into two groups. One group evaluates the story and the students’ performance. The other

group shows their

expressions.

4. Organize students to

practice.

Presentation

(13 minutes)

1. The whole

class work

2. Group work

3. Group work

and the whole class work

4. The whole

class work

5. The whole

class work

6. Individual work

1. Read through Sections A-C. Write down some sentences on the paper.

They may write down

some words, phrases

or some sentences.

Everything is OK, such

as the answer: take a

shower, agree with sb.,

serve news...

2. Put the six notebooks together, and number all the words, phrases or sentences.

3. Each group choose one student to write down their notes. Other

students can add more words.

4. Look at the blackboard and erase the same part.

5. Read and remember   

all the key points and make sure they can master them.

6. Students should fill in the blanks without looking them up in the textbook. 

1. Give students 3 minutes

to read through Sections

A-C. Ask them to underline 

or write down the key

points they think.

2. Provide 1 minute for

students to classify their notes.

3. Make a competition.

Which group can sum

more words, phrases, and

sentences? Divide students 

into three parts. One part

writes down the new

words, and another part

writes down the new

sentences. The last part

aims to write down the

phrases. There are three

groups in each part.

4. Choose the best three

groups. One group do

best in new words. One group do best in phrases. The last group is the best in sentences.

5. Ask students to look at the blackboard and check

whether they can remember all of these points on the

blackboard.

6. Show “Grammar and

Functions” to students,

and check the answers.

Consolidation

(8 minutes)

1. The whole

class work

2. Group work

and individual work

3. Individual work and the whole class work

4. Individual

work

5. Group work   

and individual work.

6. The whole

class work and group work

7. The whole

class work

1. Look at the picture

and express their

attitudes. Students can

use “I agree with

you.” “I think it is just

so-so.” 

2. Students may don’t

know the answers

according to the title

and the picture. So

they will read the

passage to get the

answers.

3. One student answers

the question. All the

students read and

study new words.

4. Students read the answers and get the meanings.

5. Students read 1 and put A, B, C, D in the right places. Underline the new words and difficult sentences.

6. Check the answers.

And ask teacher about the new words and

difficult sentences.

7. Students get the correct 

spelling and

pronunciation.

1. Show the picture on page

78 to students. Express “I think the church is

beautiful”.

2. Show the title A Short

History of the Weekend

under the picture. Ask

students to guess, “Why

the editor put the picture

here?” This part can

arouse students’ interests.

3. Invite one student to answer this question, and teach the words “holy” and

“pray” here.

4. Show the table in 1 to

students. Ask students to

read the answers and

understand their meanings. 

Write “close”---“closed” 

on the blackboard.

5. Ask students to read 1 and complete it with the

correct expressions.

6. Invite students to share

their answers to the whole class.

7. Teach the new words

“however, solve, factory” and the phrase “stop doing sth.” Teach “however” by giving the word “but”.

Teach the word “solve” 

according to explanation.

Practice

(10 minutes)

1. Individual work

2. Individual work 

3. Group work

4. Group work

5. Group work

6.Group work

1. Answer questions. They   may use the sentences

in part 1.

2. Think about the activities they did last Sunday.

3. Look at the screen and   

talk  about their last

Sunday in groups .

4. Students should add their feelings to evaluate their last Sunday.

5. Students talk about these questions in groups. Their answers should like this:

I was...from 7-9. I feel

very happy. From...I

was...with my good

friend. I feel excited.

6. Show their dialogues with their partners on their platform. Confidence is

very important.

1. Show two questions to   

students, “Do you like the two-day weekend? Why?”

2. Show questions to students,

“Did you have a good time last Sunday? What did you do at different times?” 

Remind students: We

should talk about things in order.

3. Show some words about

indoor and outdoor activities to help students talk.

4. Show some words which

can express feelings to

students.

5. Ask students to make a

dialogue with their partners. Teacher can help students by giving the questions：

What do you often do on

Sunday?

What were you doing from 7-9 last Sunday?

How do you feel?

What were you doing

from...?

Who was doing ... with you?

6. Invite some volunteers to

make dialogues.

Production

(9 minutes)

1. Group work

and individual

work

2. The whole

class work

and group

work

3. The whole

class work

4. Individual

work

1. Students finish the

writing work very

quickly, thinking

about the activities

they did last Sunday.

They can write about

their own or their

partners’ last Sunday.

2. Students change their

writing works. Read

or find out the mistakes of spelling or grammar.

3. Students check whether 

the mistakes are in

their own exercise

books. Remember not to make the same

mistake again.

4. Choose a writing work

from (1) or (2) and

review Section A after class.

1. Finish Project.

Provide students with 3 minutes. Ask them to

write down a passage

according to the dialogue they did just now quickly.

2. Ask students to change

their writing works.

3. Summarize the mistakes and  write them down on the blackboard.

4. Homework

(1) Assign the students to write a passage about last Monday.

(2) Write a passage about their parents’ last Sunday. Cultivate students to care about their parents.

(Students can choose one from(1)or (2))

(3) Assign the students to review Section A of the next topic to prepare for the next class.

Teaching Reflection

    After reviewing, almost all students can master the structure was/were +doing. When they write a passage, there are still some mistakes. Some students forget “was/were”, and some student use “do” directly. How careless! To solve this problem, I think practice can make students clearer.