Introduction

（5 minutes）

1. The whole

class work

and individual work

2. Group work

and individual 

work  

3. Group work

4. The whole

class work

1. Discuss in groups, and make a table to show their results.

2. Students should give a

report like this:

In our group there are 2 students like chatting on QQ and 3 students like studying on the Internet. The number of students who like shopping on the Internet is 1 more than those  like chatting on QQ...

3. Students discuss in

groups. They can find the answers on Page 97. Students who previewed the passage can find the answers quickly.

4. Students read these new words and remember the meanings quickly, because they need to express these words’ meanings in this class.

1. Make a survey.

Teacher shows the following questions on the screen:

(1) How many students like studying on the Internet?

(2) How many students like shopping on the Internet?

(3) How many students like chatting on QQ?

(4) How many students like playing computer games?

2. Invite students to report

their results. Remind

students to use comparative and superlative degrees of adjectives better.

3. Teacher interviews some

students why they like chatting on QQ/shopping online/studying on the Internet.

4. Teacher teaches the new

  words: “cheap, online,

information, face to face” at this time.

Presentation

(10 minutes)

1. The whole

class work

2. Individual work

3. The whole

class work

and individual

work

4. The whole

class work 

and individual work

5. The whole

 class work and individual work

6. The whole

class work

7. The whole

class work 

and individual work

8. Pair work

9. The whole

class work

1. Students look at the

picture and think what they talked just now. They can predict the passage correctly.

2. Students listen to 1a

and check whether their prediction is right or not.

3. Students are familiar

with 1b. They can pay more attention to the blanks when they are listening.

4. At this time students

should check the answers and fill in all the blanks.

5. One student reads 1b

others check the answers. If they find some mistakes, they can hand up and revise them.

6. Students read 1a

sentence by sentence after the tape. Imitate the pronunciation and intonation.

7. Students read 1a by

themselves. Hands up if they have any questions.

8. Students work in   

pairs. They had better

act 1a out without looking at it.

9. Students try to be

brave next time.

1. Ask students to look at

the picture in 1a carefully, and predict what Maria and Kangkang are doing now.

2. Play 1a.

3. Finish 1b.

Show 1b to students. Give students 1 minute to read the passage. Then play 1a again.

4. Play 1a .

5. Invite students to check   

 the answers. Give the volunteers smiling faces.

6. Play 1a sentence by

sentence.

7. Give students 2 minutes   

to read 1a. Walk around the classroom. Listen and revise students’ pronunciation.

8. Finish 1c. Encourage

students to act 1a out with the help of 1b.

9. Give the students who

  acted 1a smiling faces. Encourage students to answer questions bravely.

Consolidation

(13 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 and 

group work

6. The whole

class work and individual work

1. Students find the

 information very quickly. In fact, some students answered this question at the beginning of this class. They may answer, “Things on the Internet is a little cheaper.”

2. Students feel the

structure: make+Object +cheaper, help+ Object +to find...

3. Students are familiar

with the structure with the help of the examples.

4. Students imitate the

 examples and make sentences. Students may make many mistakes.

5. Students make sentences 

in groups. Discuss and learn by doing it.

6. Volunteers make

sentences while other students check the answers together.

1. Encourage students to find

the advantages of the Internet.

2. Teacher changes students’   

answers with the  same meanings. For example: The Internet makes the shopping cheaper.

The Internet helps us to find information much safer...

3. In order to make students

understand this structure well, teacher can show more examples. I think it is better to let students feel and be familiar with the structure first, then imitate the structure. 

4. Show pictures in 2 on the

  screen one by one. Ask students  to finish picture 1 and 2 together.

5. Teacher emphasizes some

key points according to students’ mistakes. And show pictures 3, 4, 5 and 6 to students.

6. Invite volunteers to make

sentences with the structure of “subject+Vt.+object+object complement”.

Practice

(8 minutes)

1. Individual work 

2. Individual work 

3. Group work

4. Group work

and pair work  

5. The whole

class work and 

pair work

6. Group work

7. Individual work

8. The whole

class work

1. Students read and

understand the phrases with the help of the pictures.

2. After reading the phrases, students can number the pictures quickly.

3. Check the answers in

groups.

4. Students practice in

pairs. They imitate the example just by

changing some phrases. For example,

A: What can people do

through the Internet?

B: Well, people buy

some things online.

5. Some students make   

 dialogues while others find out mistakes.

6. Students exchange their

ideas in groups.

7. Students may give many

answers.

8. Students remember the

sweet tips and use them in daily life.

1. Finish 3a. Show the

pictures in 3a on the screen. Ask students to remember the phrases.

2. Play 3a. Ask students to

number the pictures.

3. Check the answers.

4. Finish 3b. Show the

example in 3b to students. Ask students to make

dialogues like the

example. Students should ask and answer based on the information in 3a.

5. Invite students to make a

 dialogue in class.

6. Give volunteers smiling

faces and ask students why they use “Well” here.

7. Invite students to share

their ideas.

8. Teacher show the sweet

tips: Expressions like “Well”, “You know”, “Let me see”etc. can fill the silence when you want to think about something in a conversation.

Production

(7 minutes)

1. Group work

2. The whole

class work

3. The whole

class work

4. The whole

class work

and individual work

1. One student stands up and  speaks a sentence quickly. Another student stands up… If there are mistakes, students can stand up and revise. All of them can get smiling faces.

2. Students study the

sentence and understand the meaning.

3. Students read the new

words together. They can check the pronunciation each other. Practice

the structure.

4. Students write passages 

after class and collect the information of

disadvantages of

Internet. The Internet helps them to find the information faster.

1. Have a commendation meeting:

  (1) Each group writes

down the advantages of the Internet.

(2) In the sentence, there must be the structure: Subject+Vt.+Object+Obj-ect complement

(3) One student speaks out one sentence. Leave some chances to other students.

2. Teacher draws the smiling

faces on the blackboard. And teaches students that every coin has two sides.

3. Teacher summarizes the key points:

(1) Some new words: information, cheap, face to face, headmaster

(2) The structure: Subject+Vt.+Object+Obje-ct complement

E.g. The Internet makes the world smaller.

The Internet also helps us to find information much safer.

4. Homework:

Ask students to:

(1) Write a short passage

about the advantages of the Internet, and remember to use the structure: Subject+Vt.+Object+Obje-ct complement

(2) Collect some information of disadvantages of the Internet.

Teaching Reflection

Students can find the advantages of the Internet easily. They can also master the new words quickly because they practiced these words again and again. But it is really difficult for students to master the structure: Subject+Vt.+Object+Object complement. And studying this structure is a little boring. Teacher can add some games or competitions in the class to arouse students’ interest.