Introduction

(6 minutes)

1. The whole

class work

and group

work

2. Individual

work and group work

3. The whole

class work

4. The whole

class work

1. Take out their notes to share the information about Mozart. They

can only speak English, if they need help they can hands up.

2. One student comes to

the platform. Others

check his / her spelling

mistakes.

3. Read sentences. Know   

about Mozart and try to guess the meanings of new words. (Guess the meanings according to the word-formation and the context.)

4. Compare the knowledge   

on the blackboard with the facts on 1a. Guess the meaning of “age” by comparing “at the age of three” and “when he was five”.

1. Make a competition.

  Ask students to discuss     

Mozart, according to the

information they

searched yesterday.

2. Ask each group to choose   

one student to come to

the platform to write down their answers on the

blackboard.

3. Ask students to read these statements, providing

students with help, such

as new words and

understanding, because

some sentences are from

the Internet.

4. Ask students to compare the knowledge on the

blackboard with the facts on 1a.

Presentation

(10 minutes)

1. The whole

class work

and group work

2. The whole

class work

3. The whole

 class work

4. Individual

work

5. Individual

work and

group work

1. Read and guess the   

meanings according to the comparison, pictures and so on.

(1) Mozart wrote

many music, so he is a great composer.

(2) When we start

to learn music, we

should pay attention to every note.

(3) My father/papa 

used to enjoy

classical music.

(4) Press the key then

you can enjoy the

music.

2. Read and remember the new words.

3. Girls try to speak out new words while boys  spell them out. Then change.

4. Looking at the title,   

they can get “wonder”. Reading the last

sentence they can find “amazing”.

5. Read 1a carefully. Write down their own

answers and check the answers in groups.

1. Deal with the new words

by showing some

statements. Ask students to guess the meanings.

2. Teach those new words.

Ask students to remember them.

3. Design a competition

between boys and girls.

Erase the new words. Ask

girls to speak out new

words, while boys should

spell them out.

4. Ask students to read 1a quickly and fill in the blank, “Mozart is a/an

boy.” (20 seconds to cultivate their ability of reading for general idea.)  

5. Ask students to read for details. (Remind students to use the sweet tip we studied in Section B: “Key words help us understand important details, and use them when you retell the passage.”)

Consolidation

(15 minutes)

1. The whole

class work

and individual

work

2. Individual

work

3. Group work and individual 

work

4. The whole

class work and group work

1. One student tries to

retell the passage

while others can help him/her.

2. Read 1a carefully and write down the answers. Underline the place where they can find out the answer.

3. Check the answers in groups. Find each

others’ mistakes, and tell others where they find out the answer.

4. Each group answers a question, and tell others where to find the answer.

1. Finish 1c. Ask students to try

to retell the passage  

according to the table. Praise the student no matter good or not, because this passage is long.

2. Give students 3 minutes to

read the passage for details. Tell students to read and understand the questions first, and then find where the key information occurs.

3. Give students 2 minutes to

 check the answers in groups.

4. Check the answers.

Practice

(6 minutes)

1. The whole

class work and pair work

2. Pair work and group work

1. Ask and answer in   

pairs about their

favorite musicians. At first, get a general opinion, then use a story to support their ideas. When writing a

story, students should 

pay attention to the

following aspects:

  general opinion

details to support your idea      

2. One student reports on the platform. Others listen to him carefully and try to remember what he said. Then answer the questions: Who...?

What do you think of the person?

Why do you like ...?

How did ... learn music?

Do you know anything about ...?

1. Design an activity to talk

about students’ favorite

musicians. (Tell them a

sweet tip “When we write

about a person, it is

important to mention the

general opinion first and

then use a story to support

your opinion.”)

2. Choose several groups to

report in the class.

Production

(8 minutes)

1. Individual work

2. The whole

class work and

individual work

3. The whole

class work

4. Individual

work

1. Write a short passage.

2. Review the new words and reading skills.

Review how to write a passage about a musician.

3. Students finish these homework after class.

4. Students review Sections A-B to prepare for Section D.

1. Ask students to write a short passage about their or others’ favorite

musicians according to 1a and 2a.

2. Teacher summarizes what students learned today:

some new words, how to get the main idea quickly, how to write a passage of their favorite musicians.

3. Homework.

The homework includes

three parts: ask students to

(1) Search the information 

about a musician on the Internet.

  (2) Make notes when

reading. Take the

notes to school

tomorrow.

  (3) Tell a story about

a musician before class.

4. Teacher assigns the students 

to review Sections A-C to prepare for Section D.

Teaching Reflection

   Students like the story a lot. This kind of topic can attract students’ attention very easily. It is necessary for students to search some information about great persons. For students, talking about their own favorite musicians is not easy. Before writing, teachers should give them more chances or provide more information to put in.