1. The whole class work. 2. Pair work. 3. Two students’ Introduction work and the （7minutes）. whole class work. 4. The whole class work. 1. Focus their attention 1. Greet the students and get on the teacher. them ready for learning. Enjoy the song, Rap face. 2. Make up the conversations 2. The teacher asks the students in pairs. to report their homework in pairs: A1-A2; B1-B2; C1-C2; D1-D2. Make up the conversations between Steve and Mr. Brown. 3. The two students write 3. The teacher asks two their conversations on students to write their the blackboard. conversations on the blackboard. The teacher corrects as an example for others to check. 4. Observe the pictures 4. The teacher shows the and report the pictures of the roles in information they Beijing Opera to the collected. students and leads to the new lesson. Ask the students to report some information they searched on the internet. 26
Presentation (8 minutes) 1. The whole class 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 1. Students read 1 and mark T or F 2. Check the answers and correct the wrong ones. 3. Students scan Paragraph 1 and answer the questions. 4. Students check the answers. 5. Students scan Paragraph 2 and answer the question. 6. Students check the answer. 1. The teacher asks the students to skim the passage and mark T or F. 2. The teacher checks the answers. 3. The teacher asks the students to read Paragraph 1 and answer the questions: (1) When did Beijing Opera come into being? (2) Where did its music and singing come from? (3) How many main roles are there in Beijing Opera? 4. The teacher helps the students to check the answers. 5. The teacher asks the students to read Paragraph 2 and answer the question : Are the young people interested in Beijing Opera nowadays? 6. The teacher helps the students to check the answer. 27
Consolidation (10 minutes) 1. Group work. 2. The whole class work. 3. Group work. 4. Individual work. 5. Group work. 6. The whole class work. 1. Students read the passage by themselves and discuss in groups to find out the difficult points and sum up the main points. 2. Students underline the language points in their books and make some notes. 3. Students discuss in groups. 4. Students each make up sentences. 5. Member A of each group gives the report. 6. The students write the short passages. 1. The teacher asks the students to read the whole passage carefully to find out the difficult points and sum up the main points of the passage. 2. The teacher makes a summary to explain the key points and difficult points to the students. (1) come into being (2) agree with sb. (3) be full of (4) make peace with... (5) in the end (6) be popular with sb. (7)be/become interested in ... 3. The teacher asks the students to look at the pictures in 2a and think about the words and phrases they may use when they talk about the pictures. 4. The teacher asks the students to make up sentences according to pictures and the words or phrases. 5. The teacher asks Member A of every group to report the passage according to the sentences above. 6. The teacher asks the students to write the short passages based on the report of 2a to describe the different feelings. 28
Practice (10 minutes) 1. The whole class work and individual work. 2. The whole class work. 3. The whole class work and individual work. 4. The whole class work and individual work. 1. Students read through Section A-C and complete the sentences in the Grammar and Functions tables. 2. Students read the Grammar table and pay attention to the underlined parts of the sentences. And then complete the sentences of the Functions table. 3. Students finish the exercises on the screen. 4. Students finish the exercises on the screen. 1. The teacher asks the students to read through Section A-C to review the main points of this topic. 2. The teacher leads the students to sum up the Grammar and Functions. 3. The teacher designs some exercises to practice the vocabulary. (1) I want to i____you to my house this Sunday. (2) The flowers s____ nice. (3) Mr. Wang s___ to be unhappy today. What’s wrong with him? (4) He was a____ mad when he heard of the bad news. (5) Tom plays an important r____ in the new movie. 4. The teacher designs some exercises to differentiate the usages of the main words in this topic： (1) The movie is too ____. ( boring, bored) (2) We are very ____ to know the _____ news. ( exciting, excited) (3) He is new here, so he often feels _____. (alone, lonely) (4) We can’t go for a walk ____ the rain. (because, because of ) (5) We are all ___ in the ____ book. (interesting,interested) 29
Production (10 minutes) 1.The whole class work. 2.Group work. 3. Individual work. 4. The whole class work. 5. The whole class work. 6. The whole class work. 7. Individual work. 1. Students make sure the names of their favorite movie, play or story. 2. Students discuss the given questions in groups. 3. Students write down their own answers. 4. Students check in groups. 5. Students join their own sentences into a passage. 6. Students check each other’s passages. 7. Students finish the homework. 1. The teacher asks the students to make sure of the names of their favorite movie, play or story. 2. The teacher asks the students to discuss the given questions in groups. 3. The teacher asks the students to write down their own answers. 4. The teacher asks the students to check in groups and correct the wrong ones. 5. The teacher asks the students to join their own sentences into a passage. 6. The teacher asks two students to write down their passages on the blackboard. The teacher checks them with the students. Then the students exchange their papers and check. 7. The teacher assigns homework: (1) The teacher lets students finish the essay ―My favorite movie‖ after class. (2) The teacher asks the students to prepare the word cards to preview the vocabulary in Topic 2. 30