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Unit 5 Can you come to my party ?
Period 1
Teaching contents :Section A:1a , 1b ,1c ,2a ,2b.
Teaching goals :
1.vocabubary: lesson , hey , baseball game ,test , piano , guitar , aunt , concert , party .
2.Patterns: Can you come to my party ?z
Sure, I’d love to .
Sorry ,I can’t . I have to … .
3.能力目標:學會邀請別人以及回答的方式.
4.情感目標:培養(yǎng)學生禮貌用語的習慣.
Teaching procedures :
Step 1 leading in
Play the song : Happy birthday .
Say ,today it’s Meimei’s birthday .She wants to invite you to her birthday party .Can you tell me what she should say ?
Ask students to say .


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Step 2 Pre-task
Page 25 ,1a ,1b .
Ask ,Can you come to my party ?
Ask some students to answer .Ask the students who say I can’t go to say why .
Call attention to the words in Activity 1a. Read together .
Say ,look at the picture .Ask Ss to tell what they see in each scene .
Match the words with the picture and check the answers .
Say ,now listen to the recording .Write the name of each person next to his or her picture .
Play the recording .Ask Ss to complete the activity individually .Correct the answers .
Step 3 While-task
SB Page25 , 1c.
Point to the example in the box .Ask Ss to do a practice with partners .
Ask some groups to act .
Game:


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One student invite some students to his/her party .The other students answer .
SB Page 26, 2a .
Point to the five sentences .
Say ,listen to each conversation and then circle the word that makes the sentences correct .
Play the recording .
Check the answers .
SB Page 26 ,2b .
Call attention to the five sentences in activity 2a ,ask a student to read these sentences to the class saying the correct word “can” or “can’t” .
Say ,now listen to the recording again .Write the number of the conversation (1 through 3) in front of the reasons .
Play the recording .Write down these answers .
Check the answers .
Step 4 Post-task
SB Page 26 ,2c .
Call attention to the points listed in activity 2b .


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Ask students to make their own conversation like the example .
As students work ,move around the room and monitor .
Ask some students to present their dialogue .
Step 5 Homework
Practice :
Invite your friends to come to your party .Write down their answers .


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Period 2
Teaching contents :Section A Grammar focus , 3a , 3b , 4 .
Teaching goals :
1.vocabulary : whom , start , join , practice , math test , mall , calendar .
2.Patterns : Can you go to the mall this week ?
Can she/he/they go to movies ?
3.能力目標:學會寫請貼，會制做日程表.
4.情感目標:學會人際交往的基本常識.
Teaching procedures :
Step 1 Leading in
Ask :How many people did you invite yesterday ?What did they say ?
Ask one student to show his answer .
Step 2 Pre-task
SB Page 26 , Grammar focus .
Review the grammar box .Ask Ss to say the questions and answers .


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Talk about the two ways people give reasons for saying no to an invitation .
Call attention to “has to” and “have to” ,under the words write “I’m ing , and she’s ing .”
Step 3 While-task
SB Page 27 , 3a .
Call attention to the invitation .Ask questions about it .eg.What kind of invitation is it ?
Call attention to the dialogue .Ask a pair of students to read it to the class ,saying blank each time they come to a blank line .
Ask students to fill in the blanks according to the invitation .
Check the answers .
SB Page 27 , 3b .
Ask two students to act the conversation you just completed .
Call attention to the blank invitation card .
Complete this card .


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Ask some pairs to present their conversations to the class .
Step 4 Post-task
SB Page 27 ,Part 4 .
Read the instructions for this activity to the class .
Read the dialogue with a student .
Point out Eliza’s calendar on page 27 and Lu Qing’s calendar on Page 87.
Ask students to make conversations.
Discuss the answer with the class .
Step 5 Homework
1.Make your own calendar .
2.Make an invitation .

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Period 3
Teaching contents: Section A 1a,1b,1c,2a,2b,2c.
Teaching goals:
1.vocabulary:Sunday ,Monday ,Tuesday ,Wednesday , Thursday ,Friday ,Saturday ,tomorrow .
2.Pattern: Can you play tennis with me ?
What’s today ?
3.能力目標:能訓練地用英語和別人進行交際.
Teaching aids :
Step 1 Leading in
Ask the student who is on duty to say something to the class .
Step 2 Pre-task
SB Page 28 ,1a , 1b .
Show the days of the week in a large monthly calendar .
Point out the days of the week at the top of the calendar and ask a student to read these words aloud .
Ask a student to point out today’s date ,tomorrow’s date ,the day after tomorrow’s date and yesterday’s date

.
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Complete activity 1a ,check the answer .
Ask students to write the words today ,tomorrow , yesterday and the day after tomorrow in the correct spaces on the calendars in their books .
Step 3 While-task
SB Page 28, 1c .
Call attention to the example in the box .Ask two students to read it to the class .
Ask Ss to work in pairs .
Ask :What do you want to do on Monday , Tuesday … ?
Write down your answers .
Make some conversations with your partner .
Ask some Ss to present their conversations .
SB Page 28, 2a, 2b .
Point to the picture .
Listen to the conversation .Can Vince play tennis with Andy ?Circle “yes” or “no” .
Play the recording .Ask what can Vince do today .
Pay attention to the list of five activities ,and the three


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lettered words .
Point out the sample answer ,say, Number 1 is b ,that means that Vince is playing soccer tomorrow .
Play the recording .
Correct the answers .
Step 4 Post-task
SB Page 28, 2c .
Help student find partners .Say ,one student is Andy ,the other is Vince .
Ask the pairs to practice for a few minutes like the example.
Ask some pairs to present their conversation .


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Period 4
Teaching contents :Section B 3a, 3b ,3c ,4, selfcheck .
Teaching goals :
1.vocabulary: e-mail message , invitation , science , match ,whole ,come over to ,till
2.Patterns: Thank you for your invitation. I’m sorry I can’t . I have to … .
3.能力目標:學會以“邀請”為主題的書面表達形式，弄懂E-mail 的寫作法.
4.情感目標:理解“義務”涵義.
Teaching aids : tape , tape-recorder , cards .
Teaching procedures:
Step 1 Leading in
Show an article to the class .
Say ,this is a e-mail message .
Call attention to the form .
Read the article individually .
Step 2 Pre-task
SB Page 29 ,3a .


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Say ,there is another e-mail message .
Ask a student to read it to the class .
Call attention to the blank calendar .
Say ,Now read it again .Then complete Sonia’s calendar .
Check the answers .
Step 3 While-task
SB Page 29 ,3b .
Point out the e-mail message .Ask a student to read it aloud .
Say ,Fill in the blanks in the e-mail message ,use “I’m+verb+ing” or “I have to +verb”.
Ask students to complete the activity on their own .
Ask some Ss to present the answers to the class .
SB Page 29 ,3c .
Say ,now write your own e-mail message to a friend .say why you can’t visit next week , give some reasons you wish .
As Ss work ,move around the room monitoring their work.
Ask some Ss to read their message to the class .


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Step 4 Post-task
SB Page 29 ,Part 4 .
Read the instruction to the class.
Complete the calendar on Page 88 .
Say ,now go around the class .Ask Ss if they can come to your party at the time you are free .
Step 5 Exercise
Selfcheck
Then ask some students to present their answers .
Check the answers .

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Unit 6 I’m more outgoing than my sister .
Period 1
Teaching contents : Section A 1a , 1b, 1c ,2a ,2b ,2c .
Teaching goals :
1.vocabulary : outgoing , more , than , calm , wild , athletic , twin ,tall , short , thin .
2.Pattern: He has shorter hair than Sam .
Is Tom smarter than Tim ?
3.能力目標:能對人物的外表進行描繪，個性進行比較.
Teaching procedures:
Step 1 Leading in
Ask a student to introduce herself/himself .
Step 2 Pre-task
SB Page 31 , 1a .
Show some pictures to Ss .
Say ,They are stars .Ask Ss to tell what they see .
Ask Ss to use the words :tall ,wild , thin , long hair , short hair , heavy , calm , short and so on .


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Then ask Ss to repeat these sentences :Yao Ming is taller than Ronaldo .
Step 3 While-task
SB Page 31 , 1c , 1b .
Call attention to the picture .
Point out the sample conversation in activity 1c .
Say ,Now work with a partner .Make your own conversation about the twins .
Ask several pairs to say one or more of their conversations .
Then listen to the recording .Ask Ss to number the twins .
Check the answers .
SB Page 32 ,2a .
Point out the two columns and read the headings :-er , -ier and more .Then point out the words in the box .Read .
Say ,now listen and write the ?er and ?ier words in the first column and the words that use more in the second column .
Play the recording and check the answers .


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SB Page 32 , 2b .
Point out the picture and the two boxes with the headings Tina is and Tara is .
Say ,listen to the recording .Write word in the boxes .The words are from the list in activity 2a .
Play the recording and check the answers .
Step 4 Post-task
SB Page 32 , 2c .
Point out the chart in activity 2c and on Page 89 . Say , Make your own conversations according to the information. Ask pairs to continue on their own .
Correct the answers .
Step 5 Homework
How are you and your sister /brother different ?Write down .

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Period 2
Teaching contents: Grammar focus , 3a , 3b ,4 .
Teaching procedures:
Step 1 Leading in
Ask ,How are you and your mother/father different ?
Ask some Ss to answer .
Step 2 Pre-task
Grammar focus . Review the grammar box .Ask Ss to read the sentences to the class .
Call attention to the word “funny”,circle “y” and say when a word ends in y ,change “y” to an “i” and add ?er .
Write the phrases “more athletic than” .Say,when you complete things using words with three or more syllables ,you use the word more .
Practice : happy , outgoing , short , thin , good .
Step 3 While-task
SB Page 33 , 3a .Call attention to the letter .Ask a student to read it to the class .Say, now read the article ,then answer the questions .


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Write if the statements are true ,or false ,or “don’t know” if you don’t know the answer .
Check the answers .
SB Page 33 , 3b .
Say ,tell your partner about things that are the same and different between you and a member of your family or a friend .You can make a conversation like the example .
Ask two Ss to read the sample conversation in the box .
Have Ss work and ask some pairs to say their dialogues .
Step 4 Post-task
Read the instruction to the class .Ask pairs of Ss how many same and different examples they found .
Work in pairs and ask some pairs to read their lists .
Step 5 Homework
Write down the same and different between you and a friend .


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Period 3
Teaching contents : Section B 1a , 1b , 2a , 2b , 2c .
Teaching procedures :
Step 1 Leading in
Show a maxim to Ss : A friend indeed is a friend in need .
Ask ,What kind of things are important in a friend ?
Step 2 Pre-task
SB Page 34 , 1a .
Read each description to the class and ask the Ss to repeat.
What kind of things are important in a friend .Rank the things below 1-6 (1 is most important )
Ask different Ss to copy the six phrases on the Bb .Then read the phrases together .
Step 3 While-task
SB Page 34 , 1b .
Say , Now make your own statements about friends using
the phrases in activity 1a .
Ask some Ss to tell the class what they look for in a friend .And say ,who is your best friend ?


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SB Page 34 , 2a .
Play the recording and check the answers .
SB Page 34 , 2b .
Play the recording and check the answers .
Step 4 Post-task
SB Page 34 , 2c .
Say , Now work with your partner .Make a conversation using information in the chart .
Ask several pairs to say their conversations to the class .
Step 5 Homework
連詞成句:
1.Tom , Sam , intellectual , more , than , is .
2.her sister , as … as . not, sports , at , good, is ,Liu Ying.
3.me , same , as , the , friend , my , is .
4.makes , laugh , a , me , good , I , think , friend .
5.outgoing , are , both , we .


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Period 4
Teaching procedures :
Step 1 Leading in
Greeting .
Step 2 Pre-task
SB Page 35 , 3b .
Read the instruction to the class .Ask Ss to look at the chart on Page 34 .
Ask a student to read the example to the class .
Say ,now write your own sentences .
Ask students who finish first to write sentences on the Bb.
Ask some Ss to read the sentences ,each student read one sentence one by one .
Step 3 While-task
SB Page 35 , 3a .
Read the instruction .Point out the sample answer .
Say , Now read the article .Explain the words and sentences in your own words .
Listen to the recording .


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Say ,Now read the article again .Underline all the words that describe what people are like .Check the answers .
SB Page 35 ,3c .
Ask Ss to choose a friend to write about .Ask Ss to try to tell the truth .Say ,Now finish the activity on your own .
Ask some Ss to read their sentences to the class .
Step 4 Post-task
SB Page 35 ,Part 4 .
Write the names of two outgoing students on the Bb .Say ,Who do think should get the job , A or B ?
Ask Ss to work in pairs .Ask some pairs who they thought should get the job and why .
Step 5 Exercise
Selfcheck .
Ask Ss to work on their own .
Check the answers .


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Unit 7 How do you make a banana smoothie ?
Period 1
Teaching contents :Section A 1a ,1b ,1c ,2a ,2b , 2c .
Teaching goal :
1.vocabulary :blender , yogurt , turn on , cut up , peel , pour , put into , ingredient , cinnamon , teaspoon , amount ,watermelon .
2.Patterns: How do you make a banana smoothie ?
How many bananas do we need ?
How much cinnamon do we need ?
3.能力目標:學會使用how many 和how much 分別對可數(shù)名詞和不可數(shù)名詞的量提問.
4.情感目標:培養(yǎng)學生熱愛勞動的習慣.
Teaching aids : tape , tape-recorder , cards .
Teaching procedures:
Step 1 Leading in
Greeting .
Step 2 Pre-task


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SB Page 41 , 1a .
Look at the picture .What can you see ?
Point out the blank likes in the picture .Ask Ss to write the names of the actions .Choose the correct words .
Ask Ss to fill in the blanks on their own .
Check the answers .
SB Page 41, 1b .
Point out the actions in the picture and the list of actions in activity 1b .
Play the recording and check the answers .
Step 3 While-task
SB Page 41 , 1c .
Point out the instructions in activity 1b .Ask Ss to talk with a partner .
SB Page 42 , 2a .
Point out the two columns in the chart and read the headings .Say , Maria and Katie are talking about making fruit salad .Listen carefully .What do they need ?Write the names of the ingredients .


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Play the recording and check the answers .
SB Page 42 , 2b .
Say ,Now listen again .This time listen to the amout of each ingredient the girls talk about .Write the name of each ingredient next to the correct amount .
Ask a student to read the amounts in the first column .
Play the recording .Ss work .Check the answers .
Step 4 Post-task
SB Page 42 ,2c .
Read the instruction for the activity .
Point to the sample conversation .Ask two students to read the questions and answers to the class .
Have Ss work in pairs .
Ask some pairs to present their conversations .
Step 5 Homework
Make a banana smoothie or fruit salad with your friends .


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Period 2
Teaching procedures :
Step 1 Leading in
Greeting .Ask two students to present their conversation about how to make a banana smoothie or fruit salad .
Step 2 Pre-task
Grammar focus .
Review the grammar box .Ask Ss to say the questions and answers .
Write the words countable and uncountable on the Bb .
Ask one or two students to explain what these words mean
Call attention to the verb .Say , there are imperative sentences .Ask some students to say sentences like these .
Step 3 While-task
SB Page 43 , 3a .Point out the picture and ask Ss what the boy and girl are doing .
Point to the four words at the beginning of the activity .
Ask Ss to number the words to show the order .
Read the conversation .Ask Ss to complete it .


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Check the answers .
Ask Ss to read the conversation with their partner .
SB Page 43 , 3b .Point out the picture .
Ask Ss to tell what is happening in each picture. Review the words :popcorn , popcorn popper ,salt , bowl .
Ask a student to read the directions in the box .
Ask Ss to work with partner ,then ask one or two students to tell the class how to make popcorn .
Step 4 Post-task
SB Page 43 , Part 4 .
Ask Ss to work in teams of three .Read the instructions. Ask Ss to work in pairs .Then ask some pairs to present their questions and answers to the rest of the class .
Step 5 Homework
Write your own recipe about a sandwich .


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Period 3
Teaching contents :Section B 1a , 1b , 2a , 2b , 2c .
Teaching procedures :
Step 1 Leading in
Review how to make fruit salad .Ask Ss to answer .
Step 2 Pre-task
Say ,Let’s make a sandwich .
Ask Ss that what ingredients they need .Ask two students to say and write the ingredients on the Bb .
Then ask ,How do you make your favorite sandwich ?
Ask one student to answer .
Say , let’s make it together .
Step 3 While-task
SB Page 44 , 1a ,1b .
Point to the sandwich ingredients in the picture .Say each word and ask Ss to repeat it .
Read the instructions and point to the lines where Ss write the things they like in a sandwich .
Students work .After that .Say, Now ask and answer .Point


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out the conversation in the box .Ask Ss to work with a partner .As Ss work ,move around the room monitoring .
Ask some pairs to say their conversations to the class .
SB Page 44 , 2a .
Read the instructions to the class .Point to the foods in activity 1a .Play the tape the first time .Ss only listen .Play the tape again .Ss circle the words in activity 1a .
Check the answers .
SB Page 44 ,2b .
Listen carefully and write the ingredients on the correct lines in the chart .Check the answers .
Step 4 Post-task
SB Page 44 , 2c .
Ss work in pairs .Ask several pairs to act out .
Step 5 Homework
Make a sandwich .


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Period 4
Teaching contents :Section B 3a,3b ,3c , 4 , selfcheck .
Teaching procedures :
Step 1 Leading in
Ask some students to show the sandwiches they made .
Step 2 Pre-task
SB Page 45 , 3a .
Read the instructions to the class .Have a student to read the recipe to the class .Point to the words vegetables ,meat and others in the chart .Point to the example answer .Say ,Now read the recipe and write the ingredients under the correct words in the chart .
Check the answers .
Step 3 While-task
SB Page 45 , 3b .
Read the instructions to the class .
Read the recipe to the class .Say “blank” each time when coming to a blank line .

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