Music is the art of making sound by human voice or special instruments like violin, oboe, trumpet, drum and so on.

In music, sounds are arranged in time to give a pleasing result. There are many different kinds of music.

Music is written using note symbols on a staff, a series of horizontal lines. The pitch of the note depends on which line the note is on. The notes are separated into measures using vertical lines on the staff.

Step Ⅰ Key Vocabulary

Revise the key words using flashcards.

Step Ⅱ Part 1

Read the title to the students first and ask them to predict what they think the article is about based on the title． Say,

Look at the two pictures on this page．

Try to say something about them to tell what is happening． Then ask two students to describe the pictures to the class． Correct the sentences if they’ve made some mistakes．

Read the instructions for Activity I to the students． Be sure they know what to do． Go over the five questions with them and choose five students to answer them individually． Then ask them to work in pairs, discussing the five questions． The answers will vary． Tell them not to look at the reading and give the answers by themselves before they begin． As students work, walk around the classroom, listen to them and offer any help they may need．

When all the pairs finish discussing, ask one or two pairs to ask and answer the questions． The others listen to them to see if they’ve made any mistakes and help them to correct their sentences．

Step Ⅲ Part 2

T Draw students’ attention to the instructions and read the instructions to them． Tell them． You are asked to read the passage quickly and make it clear-what healthy food and junk food are．

Say, Look at the chart in Activity 2,let’s see the examples first． Are you sure what you will do? Yes, read the text quickly and find out the answers to the chart．

Let them read and fill in the forms． After they’ve all finished, have them discuss the lists with their partners, and cheek the answers with each other．

Encourage students to report their answers with complete sentences． Ask one to report to the class． For example, One healthy food is fresh fruits．

Step Ⅳ Part 3

Say, we can see there are some words indicated in bold in the article． Let’s guess the meanings of them first． Then ask several ones to guess the meanings of the bold words, but just guess, don’t give them the correct answers．

Say, Do you know how you can be happy?

Read the article and you’ll know that．

Please begin reading it now． Try to guess the meanings of the bold words in context．

Have them to read the article to get the answer and try to get the meanings of the words in bold at the same time． Tell them to try to get the meanings in context this time． After they’ve all finished reading the passage once, ask the question, How can you be happy? The students may answer, It’s easy． Stop eating junk food, get more sleep, and exercise three times a week． Start today．

　Next read the instructions in Activity 3 to the students． Tell them that they have two tasks now-match the words and expressions with their meanings and make sentences with the words and expressions．

First let the students match the words to meanings individually． Then check for answers to ensure that students understand the task． At last, let the children make sentences with the words and expressions． If they feel it hard to do, try to find the sentences with the words in the article and make similar ones by themselves．

Work in pairs． Ask several students to read their sentences to the class． Correct any mistakes as necessary．

Step Ⅴ Part 4

Read the instructions to the students． Ask the first question as a sample and ask one to answer it． Have the students read the article again and get the answers to the five questions by themselves．

Check the answers by asking different students to answer the questions． Answers may vary slightly．

Say, You should try to remember the answers before looking at the reading． Then let them ask and answer the questions in pairs．

Step Ⅵ 5a

Read the task with the students． Draw the students’ attention to the chart with the headlines Exercises． Healthy food and Junk food．

Ask, Have you done any exercise in the last three days? What exercise have you done? Get one of the students to answer the questions． Tell them exercise can be as simple as going for a long walk．

Students ask similar questions on all the three headlines in pairs． And fill in the forms with their own answers． Ask several children to report the answers to the class． After that ask them if they think about eating less junk food and getting more exercise．

Step Ⅶ 5b

Read the task to the students． Make sure they can understand the instructions． Let them discuss in fours． After a while, ask them about the results to check the answers． Ask each group to vote on the healthiest student and let that student explain why he or she is so healthy to the class．

Step Ⅷ Summary

Say, We know much about how to keep healthy from the article． Let’s do as it from today．

Step Ⅸ Homework

Read the article in Activity 2 again for further comprehension．

Step Ⅹ Blackboard Design

Up-down reading method

Pairwork．Groupwork．

Train students’ reading skill．

Train students’ writing skill．

Key vocabulary．

Read the text to identify main idea．

Read the text to understand words in context．

Read the text for special information．

3． Moral Object

　Stop eating junk food, get more sleep, and exercise three times a week． Start today!

　Then you can be happy．

2． Ability Objects

　Train students’ ability of identify main idea．

　Train students’ ability of understanding words in context．

　Train students’ ability of reading for special information．

1． Knowledge Objects

Key Vocabulary

　junk food, not have the energy, national, spoil, especially, catch up and so on．

　Text: Eat well and exercise

Step Ⅰ Revision

(1) Check the homework． First let the students show their rewritten reviews to see if they have finished it．

Second, dictate these words: entertainment, feature, wife, photography, exhibition, suggest, energy．

(2) Revise the three reviews in Activity 3a by asking some questions．

(3) Let the children read the three reviews aloud． After a while, ask several to read them to the class． Correct any pronunciation errors if necessary． After that let them read the passages by themselves again．

Step Ⅱ Part 1

Focus attention on the box． Invite a student to read the vocabulary words at the top． You are asked to fill in the blanks with the words． In some cases, you may need to use another form of the word, for example, adjusting for tense or subject/verb agreement．

Ask students to fill in the blanks on their own． Check the answers． Five students each read a sentence, filling in the blanks． The rest of the students check their work．

Step Ⅲ Part 2

Read the instructions to the students．

Ask, what is the subject of this email?

Whom is it from? and Who wrote the email? Ask three students to answer the questions．

Please read the email silently now． Try to tell me what Lingling wants to know about you/her pen pal after reading it．

Pick out the questions that Lingling asks in her email． Then let the students read the email for a while． After all of them have finished reading, ask someone to tell me what Lingling wants to know about her pen pal． Write the questions that Lingling asks in the email on the blackboard:

　(1) What language would you like to learn?

　(2) What kinds of music do you like?

　(3) What kinds of food do you prefer?

　(4) Have you ever seen an Indian film?

　(5) What kinds of films do you prefer?

After that ask some questions about lingling to see if they understood the email．

　(1) What language might lingling like to learn some?

　(2) Why is Lingling in Hong Kong now?

　(3) Which city does Lingling prefer, Hong Kong or Shanghai?

　(4) What did she do last night?

　(5) What kind of music does she prefer?

Ask as many questions as possible if time permits． Try to make it clear what the students couldn’t understand about the email by asking them to answer the questions, and give them some explanation where necessary, especially the new vocabulary．

Teach the new vocabulary by giving example sentences and asking the children to make up more sentences with them．

Ask one student to read the email． Correct any pronunciation errors to make sure the students are providing a good model for the rest of the class． Ask all the students to read the email aloud once．

Next tell the students to write the reply to Lingling． Say, you are Lingling’s pen pal now． Please write a reply to Lingling now． Look at the questions on the blackboard． Your email should include all the answers of the five questions． Write in the form of a letter．

Ask students to complete the work on their own． After they all have finished the letter, ask a few students to read their replies to the class． Answers will vary, but note to check if they include details of about the same length as the email they are replying to．

Step Ⅳ Just for Fun!

Ask all the students to read the sentence in the picture together． Then ask them what is funny about this cartoon． Help them to answer, we usually think of people, not dogs, singing along with a band．

Step Ⅴ Summary

Say, In this class, we’ve received some vocabulary words presented in this unit．

And we’ve also made up sentences using these words． Another thing we’ve done is that we have written a reply email．

Step Ⅵ Homework

(1) Review all the language points in this unit．

(2) Finish off the exercises on pages 234 25 of the workbook．

Step Ⅶ Blackboard Design

The Seventh Period

　Reading: Eat well and exercise

Just the blackboard