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Then present some pictures to students and let them guess “What does Eddie do every day?”
Possible answer: eat and sleep
Step3 Listen and act
T: Yes! As we can see in the picture, Eddie sleeps and eats very often. But does he just sleep and eat all the day? What does his life look like? Let’s listen to the dialogue and try to find the activities in his day.
T(points to the screen): In Eddie’s day, he wakes up first, then he has breakfast. What about next? What doe he do after breakfast? Who has an idea?(Pick a student to say Eddie’s main daily activities.)
Possible answer: After breakfast, he sleeps, and then he has lunch. After lunch, he always need a good rest.
T: After lunch, he always need a good rest, which means he goes to sleep again! This is Eddie’s day. So does Eddie sleep and eat all the day?(Ss: Yes!) And do you like it? Do you want to live his life?
Ask students to open the books and turn to page 42. Read the comics in roles(boys - Eddie; girls - Hobo) and answer two questions on the screen.
Q1: Does Eddie often go out?(No, he seldom goes out.)
Q2: What does Hobo think of some dogs?(They just don’t know how to have fun.)
Present and explain the new words and phrases “seldom”, “just” and “have fun” on the blackboard. Ask students to read after.
Ask students to work in pairs and act out the dialogue and choose two students to perform.
T: Do you think their performance is good? Let’s give them some clap! We have known about Eddie’s day. His good friend Hobo is writing a diary about it. Can you help him to fill in the blanks? You have one minute to prepare it quietly.
Choose two students to check the answer.
It is sunny today. I would like to go _walking_.
I like sports and I always go walking in the __hills_. But Eddie is lazy. He _seldom_ does sports. He __gets__ up very late. And then he wants to have__breakfast__. After it, he sleeps again. When he finishes his lunch, he says he__needs__ a good _rest__.
Oh, my God! His life is eating and __sleeping__. I
think some dogs__just__ don’t know how to
have__fun___ .
Step4 Presentation
T: Since we have talked about Eddie’s day, what about his master? Do you know who Eddie’s master is?(Ss: Millie!) Yes, his master is Millie. Do you want to know something about her day? Is there any difference? Turn to page 43 and take a look at Millie’s day. There are so many activities in her day. Let’s look at them one by one.
Show the time and a picture of activity, then make a sentence as a model.
Eg. Millie gets up at 6:30 a.m.
Ask students to pay attention to the simple present tense and time expressions in this example and let them make sentences of the rest according to the given time and pictures of activities.
Eg. She has/eats breakfast at 7:00 a.m.
Let students work in pairs and talk about Millie’s day in the afternoon in the following dialogues. Choose two to practise one of the pictures.
A: What does Millie do at…?
B: She … at …
Ask students to do a report to talk about Millie’s day in the evening in the following sentence patterns. Choose one to present.
Millie has dinner at …