Introduction

(5 minuets)

1. The whole

class work

2. The whole

class work and pair work

3. The whole

class work

4. Individual work

5. The whole

class work

6. The whole

class work

1. Focus their attention

on the teacher.

2. Some pairs come to

the platform to perform their conversations.

Others correct their

mistakes.

3. Of course, students

can answer it’s about “Harry Potter”.

4. Listen to the tape.

Students can hear “I was watching a Harry Potter movie”.

5. Enjoy the movie to

feel the pronunciation.

6. Students listen to 1a

again and underline some difficult sentences.

1. Get students ready for

learning.

2. Check students’ homework. Ask students to perform the conversations about “What were you doing last

Sunday?”.

3. Ask students to look at the picture and predict “What is the conversation talking about?”.

4. Ask students to listen to 1a and check whether it’s

about Harry Potter.

5. The answer is “Yes”. Show a short fragment of “Harry Potter” to praise them.

6. Play 1a.

Presentation

(15 minutes)

1. The whole

class work and group work

2. The whole

class work and individual work

3. The whole class work and

individual work

4. Individual work

5. The whole class work

6. Group work

and individual work

7. Group work

and individual work

1. Write down “agree,

so-so, pleasant, brave, useful. Wasn’t it

interesting? No, I

don’t think so.” 

Students should write

down the phonetic

symbols under each

new word.

2. A student stands up and reads the new words, while others should

listen and find out the mistakes together.

3. Read and remember

these new words.

4. Listen to 1a carefully and finish 1b. Check the answers.

5. Read 1a sentence by

sentence after the tape. Pay attention to the

pronunciation and

intonation.

6. Read 1a in groups.

Group leader checks whether all the students can read the passage.

7. Make a conversation

like 1a. The calligraphy is on the screen.

Students just need to fill in some words and phrases in it.

1. Encourage students to

write the new words and the sentences they can’t understand on the

blackboard.

2. Ask a volunteer to read

and try to translate the

new words.

3. Praise students and emphasize some points  that students didn’t do well.

4. Finish 1b.

  Play 1a.

5. Play 1a sentence by sentence.

6. Give students 2 minutes to

read 1a by themselves.

7. Give students 2 minutes to

make a conversation like

1a. Show a calligraphy to

make the conversation

simple. (Take the part of

expressing agreement and

disagreement away.)

Consolidation

(10 minutes)

1. The whole

class work and group work

2. The whole

class work

3. Individual work

4. The whole

class work and individual work

5. Individual

work

6. Group work

7. Group work

and individual work

1. Two students perform,

others listen to them and check the answers.

2. Students can see “I   

don’t agree. No, I don’t think so. I thought it was just so-so. I agree with you. You are quite right.” on the screen.

3. Fill in the blanks. Pay attention to the spelling. And feel the function of expressions.

4. Students show their

opinions of the

statements on the screen. Practice “I agree with… I don’t agree with... Just so-so”.

5. Students read 2b

carefully. Try to

express their opinions in different ways.

6. Students choose one

picture from the three. The group which can express their opinions with more ways is the winner.

7. Perform their dialogue, 

using more sentences to express agreement and disagreement.

1. Invite volunteers to

perform the conversation.

2. Teacher hides the

calligraphy. Leave the

answers that the students filled just now. In fact, the answers are the expressions to show agreement and

disagreement.

3. Show 2a to students.

Encourage students to fill in the blanks according to their memories.

4. Show some statement to

students: I think Harry

Potter is brave. I think the

background music of  

Harry Potter is very

beautiful...

5. Finish 2b.

Show the first picture in 2b.

6. Show the other three

pictures to students. Make a competition.

7. Evaluate students and give

them smiling faces

according to their

performances.

Practice

(8 minutes)

1. The whole

class work and individual work

2. Group work

and individual work

3. The whole

class work

4. Individual work

5. Group work

and individual 

work

6. Group work

and individual 

work

1. Students read the words

individually, asking for

help when necessary.

2. Observe the rules. And

hands up to speak out  

the  rules  they summed. 

Students can find “l”-/l/,

“n”- /n/, most “ng”-/Y/.

3. Read 3a and 3b loudly

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

4. Student volunteers to read

the words and phrases, especially the group

leaders.

5. Students try to understand  what the teacher says, if they are not able to

follow, try to read more  times.

6. Pay attention to the

pronunciation of each

word and sentence.

Remember to stand up quickly if you know the answer.

1. Let students observe the

words and sentences in 3a and 3b carefully and try to read them correctly. Teacher offers 2 or 3 minutes for the students to pronounce all the words and sentences.

2. Ask volunteers to sum up the rules. Tell students your idea and emphasize the

pronunciation. Ask students

to consider the following

aspects: tongue, teeth, mouth...

3. Play 3a and 3b.

Emphasize the rules.

4. Teacher needs several

volunteers to read all the words and sentences bravely.

5. Teacher analyzes the

structures of the words in a short moment and

emphasizes “stress, liaison,

weak form and incomplete

plosion” are important to  

help your listening ability.

6. A PK game.

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

3. Individual

work

4. Individual

work

1. Students can choose

any one from them to make a dialogue like 1a. At the same time, students should pay

attention to their

pronunciation. Try to

pronounce assimilation, 

stress, liaison, weak

form and incomplete

plosion well.

2. Students try to read all

the words correctly,

knowing their meanings. They have to memorize their spelling after

class. Try to recite the passage.

3. Students finish the home

work after class.

4. Students preview Section

C after class.

1. Show 3 pictures about

different films such as The Little Match Girl, Snow White and so on.

  2. Teacher summarizes :

  Write down the new words

and functional sentences on the blackboard:

agree, so-so, pleasant,

brave, useful

I agree with you.

Yes, I think so.

You are quite right.

I don’t think so.

I don’t agree.

3. Teacher assigns homework. 

They should finish 2 tasks:

(1) Show the three pictures 

of Tom and Jerry, Titanic, Harry potter.Ask students to make the dialogues.

(2) Write the dialogue down. 

4. Prepare for the learning of Section C.

Teaching Reflection

This topic is related to students’ life. Teachers can prepare more information about Harry Potter and some other films. Usually create more real situations, for example, teacher shows some statements about students’ real life is better.