1. The whole class work

2. The whole class work and individual work

1. Focus their attention

on the teacher.

2. Answer this question

with “I/She/He prefer(s) /be fond of/be interested 

in /like /love + doing.”

1. Greet students ready for

learning.

2. Organize students to review what they have

studied the day before by asking such a question

“What’s your/your mother’s 

/father’s hobby?” Check

whether they master it. The group which can answer the question without any mistakes can get a smiling face.

Introduction

(5 minuets)

3. The whole

class work

4. The whole

class work

3. Read these new words and try to understand the meanings according to the objects and the pictures on the blackboard.

4. Listen to the teacher

carefully and try to understand the sentences.

3. Take out a stamp collection, some coins and a doll. Teach the new words: coin, doll… by showing them and drawing them on the blackboard.

4. Introduce the teacher’s

hobby. e.g. I like collecting

coins now, but 10 years ago I liked collecting stamps. In other words, I used to collect stamps.

Presentation

(10 minutes)

1. The whole

class work

2. Individual work

3. The whole

class work

4. Individual

work

5. Group work

6. The whole

class work

1. Read this sentence and try to understand

it according to “I liked collecting stamps 10 years ago.”

2. One student gives the answer “I used to enjoy collecting coins.”

3. Read after the teacher. Pay attention to the structure.

4. Guess the meaning and understand the usage of “used to do

sth”.

5. Interview your group members’ hobbies in the past. “What hobbies did you use to have?” “I used to...”

6. Finish 2. Students should learn some listening skills. e.g. We can’t listen to every word clearly. But don’t worry, for we just listen to the key information.

1. Write “I used to collect stamps.” on the blackboard and repeat it.

2. “What hobbies did you use to have?” Teacher asks a good student and writes down this question above the answer.

3. Teacher repeats “What hobbies did you use to have?” and the answer “I used to collect stamps.” several times.

4. Ask several students the same question.

5. Give students 2 minutes to practice. Then each group chooses one pair to perform the dialogue. To avoid only the excellent students performing the show, the teacher should give different points to different members. e.g No.1 in a group can get 1 score when she answers a question. No.2 can get 2 scores. No.6 can get 6 scores.

6. Play Part 2. Tell students that they should pay more attention to the collections. Give some tips before students listen.

Consolidation

(15 minutes)

1. The whole

class work

2. Individual

work

3. The whole

class work

4. Pair work

5. Group work

and individual

work

6. Group work and individual work

7. Group work

1. Listen to 1a and finish

1b.

2. Check the answer, and change the wrong statements into correct ones.

3. Students read the sentences in 1a after the tape one by one, imitating the pronunciation and  intonation.

4. Students read 1a in  pairs, trying to read correctly and fluently.

5. Finish 1c. And check the answers in groups. After checking the answers, make a dialogue like the example.

6. Students read 1a individually as quickly as they can.

7. Make a dialog like 1a.

1. Play 1a. Teacher plays the recording of 1a without any stop.

2. Check the answers.

3. Play 1a again sentence by

sentence.

4. Provide 1 or 2 minutes for the students to read 1a in pairs.

5. Ask students to read 1a carefully and finish 1c. Check the answers in groups. And then ask students to choose a person from 1c to make a short dialogue. (e.g. What’s Maria’s hobby? She likes collecting stamps. Why does she like collecting stamps?)

6. Design a competition. Who can read fastest in class?

7. Make a dialogue like 1a.

Practice

(10 minutes)

1. The whole

class work

and individual

work

2. Group work  and individual work

3. Individual work

4. Group work and individual work

5. Group work and individual work

1. Students read the words individually, asking for help when necessary.

2. Observe the rules. And

read loudly after the tape. Try to add more words according to the rules.

3. Some volunteers  read the words and phrases, especially the group leader.

4. Students try to understand what the teacher says, if they are not able to follow, try to read more times.

5. Pay attention to the

pronunciation of each word and sentence. Remember No.1 can only get 1 score.

1. Read the words and sentences in 4a and 4b correctly. Teacher offers 2 or 3 minutes for the

students to pronounce all the words and sentences.

2. Play 4a and 4b. Emphasize

the rules.

3. Teacher encourages several

volunteers to read all the

words and sentences bravely.

4. Teacher analyzes the

structures of the words in a short moment, emphasizing some phonemes students can’t read correctly.

5. A PK game.

Teacher tell the students rules:

Look at the screen very carefully. It will show the words, if you see the word, stand up quickly and speak it out quickly. Then you can get a score.

Production

(7 minutes)

1. The whole

class work

and group work

2. The whole class work and

group work

3. Individual

work

1. Survey their classmates quickly using “What’s your hobby now?  What hobbies did you                                                                           use to have?

2. (1) Students try to read all the words correctly, knowing their meanings. They have to memorize their spellings after class.

(2) Students ask and answer in pairs.

3. Students finish writing

passages after class and preview Section C after class.

1. Play a game. Ask students to survey their classmates’ hobbies in the past and

now. The group which can get the most hobbies in 2 minutes is the winner.

2. Teacher summarizes :

  (1) Word List: Students have to read and spell the following words correctly, understanding their  meanings: collection, doll, coin, pop, used to do sth

(2) Grammar: Ask and answer 3. What hobbies did you use to have? I used to...but now I...

3. Teacher assigns 3 as homework. They should finish three tasks:

(1) Write something about my hobbies now and in the past. Use the phrases we studied today.

(2) Write something about others’ hobbies.

(3) Prepare for the

learning of Section C.

Teaching Reflection

Students are very interested in talking about their hobbies now and in the past, but it’s difficult for them to talk about their hobbies in the past using “used to do sth/used not to do sth”. The teacher needs to design more activities to practice this structure.