Introduction

（7 minutes）

1. The whole

class work

and individual 

work

2. Group work

3. The whole 

class work and individual work

4. The whole

class work

5. The whole

class work

6. Group work

and individual work

  1. Write down lyrics as

many as possible

when they are

enjoying the song.

2. Share their lyrics in      

groups.

3. One student sings this song while others enjoy.

4. Some students know

the answer.

5. Study and remember

this word easily with the help of the word -formation.

6. Listen to the teacher carefully. Guess the

meanings of new

words. Share ideas in groups.

1. Play a song My heart

  will go on. Encourage

students to write down at

least one lyric. Tell

students “Write down the

lyrics is a good way in

English learning.”

2. Ask students to put their

lyrics together.

3. Invite a volunteer to sing

this song according to their lyrics.

4. Ask students who the

original singer of this

song is. In other words

“Who sings the song?”

5. Teach the word “singer”

and teach the

word-formation: sing-singer.

6. Introduce something about 

Celine Dion.

Celine Dion is going to

give a concert on Sunday. But I am very busy on that day. What a pity! Luckily, my friends are going there. They can lend the CDs to me. How exciting!

Presentation

(15 minutes)

1. The whole

class work

2. Individual

work

3. Individual

work

4. The whole

class work

and individual 

work

5. Group work 

and individual work

6. The whole

class work

and individual work

7. Group work 

and individual work

8. Individual work

1. Listen to 1a carefully, answer the questions “What is Sally going to do this Sunday evening?” and “What is Jack going to do?”  

2. Hands up to answer

these two questions.

3. Listen to 1a again.

Answer these questions “Which singer will sing at the concert?” and

“When and where will she give the concert?”

4. Read after the tape.

Pay attention to the

pronunciation and

intonation.

5. Read 1a aloud. If

they meet problems, they can ask the group leader or the teacher for help.

6. Listen to the tape

carefully and read

after it quietly.

Check whether students can read the passage well.

7. Find the sentences

which show Jack’s and Sally’s feelings. Check the answers in groups.

8. Draw faces and try to feel the structure of exclamatory.

1. Finish 1b. After students

know the meanings of

new words, teacher plays 1a.

2. Check the answers. Give

smiling faces.

3. Play 1a again. Ask

students to find out: How to do the answer?

4. Play 1a sentence by

sentence.

5. Give students 2 minutes

to read 1a by themselves. Walk around to help

someone who can’t read very well.

6. Play 1a for the last time.

7. Finish 1c. Ask students to read 1a silently and find the expressions which show Jack’s and Sally’s feelings.

8. Draw a smiling face for a

good feeling and a crying face for a bad feeling.

Consolidation

(10 minutes)

1. The whole

class work

and individual

work

2. The whole

class work

3. The whole

class work

4. The whole

class work

5. The whole

class work

6. The whole

class work

7. The whole

class work

8. The whole

class work

and individual work

1. Answer the question.

2. Try to answer with    

“What sweet sound!”

3. Try to answer with

“What sweet sound!” And feel the exclamatory.

4. Students can answer

this question in Chinese.

5. Read and try to

remember the two

words.

6. Write down the words in the right place. Try to remember them 

according to the

pictures.

7. Most students can get the meaning.

8. Listen to the

conversations and

number the pictures.

1. Check the answer by

asking “What  does  Sally

think of  My heart will go

on?”

2. Play a sound of piano. Ask

students, “What do you

think of  this music?”

3. Play a piece of guitar. And  say “ How sweet!”

4. Play a sound of violin. Ask students “Where is the sound from?”

5. Teach the words “violin,

drum”. Ask students to pay attention to “play the erhu”.

6. Finish the first part of  2.

Show pictures of different musical instruments. Ask

students to write the name of

instruments under the

pictures.

7. Ask students to look at the

pictures carefully. And guess

the meaning of  

“instrument”.

8. Finish the listening task in 2. Play the conversation. At this time, teach

students that music is

very beautiful. And

musical instruments can

bring us joy. Like music ,

like our lives.

Practice

(6 minutes)

1. Group work

2. Group work

3. The whole

class work

1. Review 1a and discuss

with partners. Try to  

make conversations.

To finish it without looking at the book is the best.  Remember: Wh-questions can help you a lot. Hands up if you have any questions.

2. Perform on the

platform. You’d better not take your notes

with you. Be confident and don’t be afraid of making mistakes. As we know, “Every coin has two sides”.

3. Evaluate other group’s

performance according to their pronunciation, intonation, fluency,

and gestures.

1. Tell students “What sweet     

sound! And how interesting the life is!” Show the poster on page 64 to students. Encourage them to make a conversation similar to 1a. Teacher can say like this, “Here are two posters. You may choose one and your partner chooses the other one. Before doing this, I think you should read 1a again and remember that the wh-questions can help you a lot. ”

2. Ask students to perform  

their conversations on the platform. Remind students to pay attention to the

gestures and intonation.

3. Ask students to evaluate

  each group’s performance. Give them smiling faces according to the result.

Production

(7minutes)

1. Group work

2. The whole

class work

3. The whole 

class work

and individual work

1. Take out their tools

such as: color pen,

pencil, eraser or some other things to make the poster. But they can only say English when they are

cooperating with

others. It’s a good way to practice spoken

English.

2. Group 1 reads the

words aloud while

other groups spell

them out. Then

students read the

words and phrases

together.

Students practice the

exclamations by asking others’ ideas about one thing.

3. Students learn Section

B by themselves after

class.

1. Create a situation to

students, “If you are an employee of an ad,

company, how do you

make a poster to help

your boss earn more

money? Make a poster

according to 1a. If your

poster is good enough,

you can get something

special.”

2. Teacher shows important

language points on the computer screen as a

summary.

(1) Words List: Students

 have to read and spell

the following words

correctly.  

 (2) Grammar Focus：

Review: be going to do sth

How exciting! What a pity! It sounds

beautiful!

3. Homework:

  (1) Prepare Section B

after class.

(2) Search some information about Celine Dion or other singers on the Internet.

Teaching Reflection

It’s easy for the students to remember the words which are related to the musical instruments. But it’s hard for them to use exclamatory. Teachers should design more activities to practice exclamations in Section B.