Unit9 I like music that I can dance to. 教学设计 教案

教学准备

1. 教学目标

1．Knowledge Objects

(1) Key Vocabulary：prefer, lyric (2) Target Language

What kind of music do you like? I like music that I can sing along with. What about you?

I prefer music that has great lyrics. 2．Ability Objects

(1) Train the students to express preferences. (2) Train the students\\' listening skill.

3．Moral Object：Let\\'s enjoy music. It always brings us happiness.

2. 教学重点/难点

Teaching Key Points

1．Key Vocabulary：prefer, lyric 2．Target Language Teaching Difficult Points 1．Relative clauses with that 2．The listening practice

3. 教学用具 4. 标签

教学过程

Step Ⅰ Revision

(1) Invite different pairs of students to say theconversations learned in preceding classes with books closed.

(2) Check the answers to the exercises of the workbookby asking different students to say their answers to the class.

(3) Dictate some of the key vocabulary words presentedin units 1～5.

Step Ⅱ 1a

This activity introduces the key vocabulary and trainsthe students to express preferences with the relative clause.

Play the tapes of different kinds of music for thestudents, only a short piece of each tape. Say, I like music that makes merelaxed. Write these four groups of words on the blackboard, … that has greatlyrics, … that I can sing along with, … that isn't too loud, … that I can danceto. Tell the students lyrics means the contents of the songs. Ask the students,What kind of music do you like?

Ask the students to open their textbooks now. Read theinstructions of Activity 1a to the students. Make sure they understandeverything.

Get the students to complete the sentence to tell whatkind of music they enjoy. Ask some of the students to share their sentences.Write any new words or phrases on the board to help them if necessary.

Step Ⅲ 1b

This activity gives students practice in understandingthe target language in spoken conversation.

Play the tape the first time and the students onlylisten. Then play it for a second time. The students tick in the right answerboxes. Check the answers：

Step Ⅳ 1c

This activity provides guided oral practice using thetarget language.

Read the instructions to the students. First ask a pairof the students to read the example in the box,

Step Ⅴ Summary

Say, In this class, first we've learned two new keywords, prefer and lyrics. Then we've learned how to express references bytalking about music, using relative clause with that.

Step Ⅵ Homework

Ask the students towrite three sentences with I like music that …, I love music that …, I prefermusic that

The Second Period

Step Ⅰ Revision

(1) Revise the relative clause with that by asking whatkind of music do you like? Help them to answer, I like music that … I lovemusic that … I prefer music that …

(2) Check the homework by asking some students to sharetheir sentences with the class.

Step Ⅱ 2a

This activity provides listening practice using thetarget language.

Read the instructions to the students and make sure thatthey know what to do. Go over the four items in the box with the children. Tellthem that relative clause with who is used to introduce a person.

Give another sample, Amy likes teachers who work hard.Help the students to make some more similar ones.

Tell the children that we are going to hear a boy and agirl talking about the music and musicians they like. Play the recording.Students only listen the first time. Play the tape again. Ask the students tocircle T for true and F for false.

Step Ⅲ 2b

This activity provides listening practice using thetarget language.

Read the instructions to the students first. Then letthem have a look at the chart. Read the model sentence to them. Say, We willhear the same recording again. Listen carefully, and find out

what Carmen andXu Fei say and complete the sentences in the chart. Play the recording again.Pause the tape if necessary.

Step Ⅳ 2c

This activity provides guided oral practice using thetarget language. Get two students to read the conversation in the box tothe class.

Read the instructions to the class, and ask another pairto ask and answer, using the information from Activities 2a and 2b to make sureall the students know what to do.

Tell them each pair of them should make a conversationusing information from Activities 2a and 2b. Ask them to work in pairs. Movearound the classroom checking the progress of the pairs and offering help asneeded. Ask one or two pairs to say their conversations to the class.

Step Ⅴ GrammarFocus

Write the three sentences on the blackboard first.Circle the words that and who and underline the relative clauses in all thethree sentences.

Ask, What do the relative clauses with that describe-aperson or a thing? Help the student to say out the right answer. Then ask thesame question on the relative clauses with who.

Ask the students to make up more similar sentences. Encourage them to ask questions about relative clause.

Step Ⅵ Summary

Say, In this class we've done some listening practice onthe target language of this unit. We met some more sentences with relativeclause, and we did some pair work on asking questions with does and answeringwith sentences with relative clause.

Step Ⅶ Homework

(1) Ask the students to write two sentences withrelative clause with who. (2) Ask the studentsto write out a conversation they practiced in Activity 2 c.

The Third Period

Step Ⅰ Revision

(1) Revise the relative clause with that by askingquestion what kind of music do you like? Get the students to answer, I likemusic that … I love music that … I prefer music that … First ask individually,then have the children ask their classmates around them.

(2) Revise the relative clause with who by askingquestion “hat kind of musicians do you like?” Get the students to answer, Ilike musicians that … I love musicians that … I prefer musicians that … or Iprefer groups that … First ask individually in class, then let them practise inpairs.

(3) Revise “Does … like …? No, he doesn't. He prefers…”Ask questions with the real names of the students in our class. Let them askeach other similar questions in pairs.

Step Ⅱ 3a

This activity .provides reading practise using thetarget language.

Show my favorite CD to the class and say, This is myfavorite CD. Its name is “Come on, Join us”. I like it because I can doexercises with it. But I don't like the beginning of it, too loud noise. Itreminds me of my middle school time.

Give more examples on “remind sb. of sth. /sb. ”,suchas, He reminds me of his brother. This reminds us of what we often did when wewere children. Tell the students that remind … of … means cause sb. to think ofsth.

Get them to discuss in pairs. Before they begin theirconversations, show some more CDs to them.

Ask a pair of the students to share their conversationswith the class. Open your books at page 46. Look at Activity 3a. Read theinstructions to the students.

Ask the students to read the review by themselves.Encourage them to ask questions on anything that they can't understand. Explainthem, or ask the other students to explain them. After they finish reading thereview ask them to match up the parts of the sentences. Point out the sampleanswer before they begin.

Ask several to read their passages to the class afterthey all have finished. Get the others to help correct the mistakes while theyare reading.

Let them exchange their reviews with their partners.Help each other with the errors.

Step Ⅵ Part 4

This activity provides reading, writing, listening andspeaking practice using the target language.

Read the instructions to the class. Talk about what ishappening in our city next Monday. Ask a question like, What will happen in ourcity next Monday? Let the students tell the event which is happening, such as,A VIP will visit our city and a new movie will be on show.

Tell them to write the sentences in the boxes belowMonday. Ask the students to work in groups of four to complete the work. Askeach other questions like, Do you know what will happen in our city nextTuesday? Is there a football match in our city next Saturday? Is Song Zuyingcoming to sing songs at the biggest theatre in our city next Friday? etc.

Tell them to fill in the boxes, using the phrases withrelative clause.

Ask some groups to share the events with the class. Thenhave the students discuss in groups of four again. Let them discuss what theywould prefer to do together this time. Help them to express preferences withthe target language. For example:

After the discussion, let some groups report the resultsto the class. Help them to use sentences with relative clause in their reports,Help them to say in correct sentences. They may say like this:

Our group would like to watch the fashion show that ChenJuanhong will perform on Friday evening. And we would prefer to go to listen tothe musical group that is called Black Ducks on Saturday afternoon.

Step Ⅶ Summary

In this class, we've read three reviews and done somewriting. We've also learned some new words.

Step Ⅷ Homework

1．Rewrite the reviews and make sure thatthere will be no mistakes in them. 2．Read the three reviews in Activity 3aagain and try to remember the new words and expressions in them.

The Sixth Period

Step Ⅰ Revision

(1) Check the homework. First let the students showtheir rewritten reviews to see if they have finished it. Second, dictate thesewords: entertainment, feature, wife, photography, exhibition, suggest, energy.

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

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

Step Ⅱ Part 1

This activity provides a comprehension review ofvocabulary presented in this unit. Focus attention on the box. Invite a student to read thevocabulary words at the top. You are asked to fill in the blanks with thewords. In some cases, you may need to use another form of the word, forexample, adjusting for tense or subject/verb agreement.

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

Answers：1．prefer 2．reminds 3．looking for 4．love 5．can't stand

Ask students to make their own sentences with the words,preferably sentences that are meaningful. Move around the room. Collect a fewstudents' answers with mistakes on the blackboard. Along with the students helpcorrect the mistakes.

Step Ⅲ Part 2

This activity provides reading and writing practiceusing the target language. Read the instructions to the students. Ask, what is the subject of this email?

Whom is it from? And who wrote the email? Ask threestudents to answer the questions. Please read the email silently now. Try to tell me whatLingling wants to know about you/her pen pal after reading it. Pick out thequestions that Lingling asks in her email. Then let the students read the emailfor a while. After all of them have finished reading, asks someone to tell mewhat Lingling wants to know about her pen pal. Write the questions thatLingling asks in the email on the blackboard.

After that ask some questions about lingling to see ifthey understood the email. Ask as many questions as possible if time permits. Tryto make it clear what the students couldn't understand about the email byasking them to answer the questions, and give them some explanation wherenecessary, especially the new vocabulary.

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

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

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

Step Ⅳ Just forFun!

This activity provides reading and speaking practicewith the target language.

Ask all the students to read the sentence in the picturetogether. 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 wordspresented 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 23～25 of the workbook.

课堂小结

定语从句

这个句型是这单元我们重点接触的一个语法项目,你观察两个句子,看看有什么区别: 一本有趣的书

an interesting book4 形容词interesting做定语修饰名词book

a book that is interesting that is interesting这个句子做定语修饰名词book interesting/that is interesting作用是相同的,都是用作定语来修饰名词book, 我们把这种在复合句中修饰名词或代词的从句叫做定语从句。再如:

一位漂亮的女孩 a girl who is beautiful 从句做定语（girl是先行词） 等于a beautiful girl beautiful是形容词做定语

一本有趣的书 a book that is interesting 从句做定语（book是先行词） 等于an interesting book 形容词做定语

复合句中，修饰某一名词或代词的从句叫做定语从句。定语从句要跟在所修饰的名词或代词后面，被定语从句修饰的名词或代词叫做先行词。定语从句一般用关系代词who，that，which和whose来引导，放在从句的句首使从句与主句相连，并在句中担当一定的成分，关系代词如果在从句中作主语就要用主格，如果做宾语就要用宾格，如果做定语就要用所有格。

I like music that I can dance to. 我喜欢可以随之跳舞的音乐。

music作先行词，that I candance to 是定语从句修饰music，其中，that是关系代词引导定语从句

I prefer singers who can write their ownsongs. 我喜爱能自己写歌的歌星。 singers作先行词，who canwrite their own songs 是定语从句修饰singers，其中，who是关系代词。

定语从句是高中的一个重要语法项目，这里就各关系代词举例如下： That在从句中作主语或宾语(作宾语时that 可省略)指物 1.A plane is a machine that can fly. (作主语)

2.The noodles （that） I cooked were delicious. (作宾语) 指人

1.Who is the man that is reading the bookover there? (作主语) 2.The girl (that) we say yesterday was Jim’ssister. (作宾语)

Who / that 在定语从句中做主语时，需要注意的是谓语动词的单复数应与先行词保持一致。例如:

I like a sandwich that is really delicious. I love singers who are beautiful. I have a friend who plays sports. I prefer shoes that are cool.

Which在从句中作主语或宾语(作宾语时可省略) 指物

1.The silk which is produced in Hangzhousells well. (作主语) 2.The songs （which） Liu Dehua sang were very popular. (作宾语)

Who, whom在从句中分别作主语和宾语（若介词放在从句后面，则whom可以省略）指人

1.The foreigner who visited our classyesterday is from Canada. (作主语) 2.The boy who breakthe window is called Roy. (作主语) 3.The person to whom you just talked is MrLi. (作宾语) 4.Mrs White is the person to whom you shouldwrite. Whose 在从句中作定语指人或物的所有格 I like the girl whose hair is long. (作定语) 在以后的学习中大家还会学到更深层的内容。

板书

Unit 6 I like music I can dance to. The First Period

1．sample phrases 2．Expressreferences … that are red. I like music that … … that is big. I love music that … Sentences I prefer music that … I like flowers that are red. I like the house that is big. Relative clause with that. … that has great lyrics. … that I can sing along with. … that isn't too loud.

作宾语) (… that I can dance to.

Unit 6 I likemusic that I can dance to. Section A The Second Period Answers to Activity 2b: Xu Fei:

1．I prefer groups that play quiet andgentle songs. 2．I like musicians who write their ownsongs. Carmen:

1．I love music that's really loud andenergetic. 2．I like musicians who play differentkinds of music. The sentences in Grammar Focus: Rosa likes music that's quiet and gentle. I love singers who write their own music. We prefer music that has great lyrics. Section A The Third Period 1．Four questions

(1) What's the name of your favorite CD? (2) Why do you like this CD? (3) What do you dislike about this CD? (4) What does it remind you of?

2．Complete the sentences. (1) I like groups that ________. (2) I love singers that ________. (3) I can't stand music that ________. (4) I don't like musicians who ________. Section B The Fourth Period Questions:

1．What's your favorite band? 2．What's your favorite book ? 3．What's your favorite movie? The answers to Activity 2a:

1．a jacket 2．abook 3．a movie poster The answers to Activity 2b:

book—He likes writers who explain things well. movie poster—He likes movies that are about Monsters. Section B The Fifth Period

The answers to Activity 3b: Pros

Movie: The fisherman's wife was funny.

Exhibition: There are many great photos of people and ofthe countryside.

Band: They play the kind of music that I love to hear. Cons

It's too long and it's really boring.

The few city photographs are less successful.

Every song is really loud and often you can't understandthe words. Self check The Sixth Period

Questions in Ling ling’s email:

(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?

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