Introduction

(5 minutes)

1. The whole class 

work

2. Individual

work

3. Group work and individual

work

1. Focus their attention on the teacher.

2. One student reports on the platform. Other

students answer the

questions.

3. Answer the questions. For example, A likes Mozart, because he

thinks Mozart was a wonder boy. I think

here is a little mistake. That is... And we should change it into... For

me, I think What a

clever boy A is!

1. Greet students ready for

learning.

2. Ask students to report   

their homework “My

Favorite Musician”. Show

two questions to students

“Who is his/her favorite

musician?” “Why does A like him?”

Praise the student who

gives the report on the

platform.

3. Invite students to answer the questions. And encourage the student who answers questions to evaluate the student who gives the report.

Presentation

(8 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

1. Read through Sections

A-C. Write down

some sentences on the paper. They may write down some words,

phrases or sentences.

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

3. Each group chooses one student to write on the blackboard.

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.

1. Provide 3 minutes for

student to read through

Sections A-C. Ask them

to underline or write

down the key points in

the topic they think.

2. Ask students to share the notes in groups. Number these words, phrases and sentences according to the frequency that the words and phrases occur. For

example, if all the six

members write down

“What sweet music!”,

then number this phrase 1. If 5 members have, so number it 2.

3. Ask them to write the   

most important 5 words, 3 phrases and 3 sentences on the blackboard.

4. Of course, many words

and phrases are the same, because sometimes each group has the same idea. If there are 8 “What sweet music!” on the blackboard. keep one, erase others.

5. Give students several

minutes to read these key points and check whether they can master them.

 Consolidation

(8 minutes)

1. Individual

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

1. After reviewing Sections A-C, students should fill in the blanks, they had better finish it by

themselves.

2. Check the answers in groups. Try to remember all the functions on page 69. And sum up how to use exclamations.

3. Listen to the teacher carefully, remembering the key points.

4. Finish 2 individually.

Hands up when meet any problem.

5. Check the answers in groups, helping each other. At this time, most of the students can get the correct answers.

6. Stand up and speak out the answers.

1. After students review Sections   A-C, teacher asks students to fill in the blanks on page 69.

2. Give students 1 minute to

 check the answers in groups.

3. Ask students to share their opinions about exclamations. Add some points that the students should pay

attention to when they use exclamations.

4. Ask students to finish Part 2 on page 70 individually. Walk around the classroom to observe students’ answers. Help them if necessary.

5. Give students several

minutes to check the answers in groups.

6. Check the answers in class.

Practice

(15 minutes)

1. Individual

work

2. Individual

work

3. The whole

class work

and individual work

4. Group work

5. Group work and individual

work

1. Read 1a quickly. Find out   the names. Find out some information according to the names. Don’t mind the new words if students can finish the work without the new words.

2. Read through 1a carefully. Use some reading skills. And finish the table on page 70. Try to guess the meanings.

3. Check the answers. Some volunteers share their

own opinions on reading skills. Other students may learn from them.  

4. Make a survey about their group members’ favorite music.

5. Make a table like 1a. And fill in the table according to the survey.

1. Praise the students with

“What clever children!” or “How clever you are!” And “Tell you good news, there is going to be a concert in our school”. Read through 1a 

quickly and find out：what

kind of music do the children like?

2. Give students two minutes to read 1a again and find out “Why?” and guess the

meanings of the new words “peace” and “culture”.

3. Check answers and invite

several students to share the skills they used when they are reading.

4. Ask students to collect some information about their

group members’ favorite

music. (Tell them that the

information will be used in

the production, so students

will do it more earnestly.)

5. Give students one minute to make a table like 1a. And put all the information they surveyed just now into the table.

Production

(10 minutes)

1. Group work

2. The whole

class work and group work

3. The whole

class work

4. Group work

5. Individual

work

1. Students do a poster according to the table they just did. Like

Of course, students  

should remember the aspects of doing a poster.

2. Each group shows

their own poster.

3. Choose the best poster   and learn from it.

4. Learn form each other, and revise their posters.

5. Choose a writing work from (1) (2) and review Section A after class.

1. Arrange students to make a poster for a school concert. Remind students the aspects they should include in a poster, such as the name, the place, the time, how many students to perform,

musical instruments and so on.

2. Encourage students to

share their posters on the platform.

3. Ask students to choose the best poster.

  4. Give each group different

smiling faces, and encourage the group which did the best poster to present to all of the students.

5. Homework

(1) Write a passage about

different kinds of

music like 1a.

(2) Write a dialogue

according to the

posters like Section A

1a. (Students can choose

one from (1) (2))

(3) Review Section A of

the next topic to prepare for the next class.

Teaching Reflection

   After reviewing, most students can master the exclamations more easily. But some students still don’t know when to use “how”, or when to use “what”. Teachers should review this part in the next topic.