新目标英语九年级第二单元教案

Unit 6 I like music that I can dance to.Language goals:1. Learn how to express preferences and causes.2. Write a review of a book, a movie or a CD.New languages:1. Rosa likes music that’s quiet and gentle.2. --- What kind of music do you like?---I like music that I can sing along with.3. --- What kind of singers do you love?--- I love singers who write their own music.4. ---Why do you like this CD?---This music is great because you can dance to it.Difficult points:Relative clauses with that and whoTeaching aids:computer, video, recorderTeaching periods:Period 1: Section A 1a /1b /1c 2a /2b /2c/ Grammar Focus /4Period 2: Section A 3a /3b SectionB.1/2a/2b/2cPeriod 3: Section B 3a /3b /3c/4 /Self check1, 2Period 4: ReadingPeriod 1Teaching procedure:Step 1. Lead-in and warming upPlay different kinds of music. Let students listen and tell the names of singersand songs. a. Play the first song for students, ask like this:T: Do you like this piece of music?Is it too loud or gentle? Write the students` answer on the Bb, then elicitstudents to get the summary like this: I like the music that is too loud. …b. Play the second song for students. Ask, “Who’s the singer`? Do you lovethis singer? Why?” Collect the students` answers on the Bb to get thesummary like this: I love the singer who is handsome / beautiful …c. Game: The Word BankWrite some useful words and phrases about this topic on the Bb, encouragestudents to use the words in the “bank” to talk about their favorite and why bymaking similar sentences.Invite students to say their sentences, if necessary, let them know we use the word who to describe the people.Step 2. Section A 1b 1c listening and presentationSay, you will hear Tony and Betty talking about the kinds of music each one likes.Play the recording the first time, students only listen. Then answer the questions and finish 1b.Play it a second time .this time ask students to repeat after each stop and check the answers in1b.Role-play this conversation.Step 3. Section A 2a, 2b, 2c listening and writingAsk students to read the statements in 2a and explain some key points.Say, now you will hear Carmen and XuFei are discussing the pictures on T-shirts. They have different ideas. What kind of group do they like? What kind of music do they hate? Listen carefully, finish 2a and 2b.Play the tape for the first time, finish 2a.Play it again, make some stops to let students repeat, and complete the sentences in the chart of 2b.Pair work: Make conversations using the information from 2a and 2b. Invite some of them to show their dialogues.Step 4. Section A 4. Pair work CompetitionT: Ask students work in pairs to talk more about this topic and give their reasons, and they need to show their opinions by finishing the following sentences: I like music that …I love singers who …I can’t stand music that …I don’t like musicians who…Invite some pairs to share their ideas about this topic, and read their sentences to the others, and encourage the others to check the mistakes.Step 5. Section A Grammar Focus and SummaryRead the key sentences in Grammar Focus. Then ask several students to write down their own sentences in Part 4 on the Bb, elicit them to find out how to use “ who” and “that” in the Attributive Clause; also point to the sentences on Bb, let them know when they use “ the singer” instead of” singers” , they should use “writes” instead of “write”.Elicit students to make a summary about what they learn this class.Step 6. Homework1. Write a dialogue to show your own preference by using the sentencepatterns.2. Recite 1b, and remember the useful phrases.Period 2Teaching procedure:Step 1. Warming upAsk some students to talk about the target language that they have learned last class.Step 2. Section A3b, 3a Listening and presentationA.3b Pairwork Ask students to talk about a CD they listened to recently by discussing the following questions,What’s the name of your favorite CD?Why do you like it?What do you dislike about this CD?What does it remind you of?B. Books closed. Listen to Jennifer’s CD review. Try to write down some information about the answers to the questions.C. Books open. Read 3a by themselves and check the answers, then match the sentence parts and tell why.d. invite some students to explain some key words and sentences, elicit students to say them another way.Step 3. Section B Practice 1, 2a, 2b, 2ca.Discussion: Give them some other topics, such as band, fruit, books, movies andso on, to let them show their preferences orally by using the sentence structures.And finish Part 1.b.Say, you will hear two boys talking about some of the things they see in the room.Write the three things they talk about.c.Play the tape for the first time, just listen and finish 2a; listen again, read after thetape and finish 2b.d.Check the answers.Step 4. SummaryAsk students to talk about what they learn this class. Encourage students to say more about the usage of the Attributive Clause.Step 5. Homework1.Recite 3a and the other key phrases and sentences.2. Use 3a and 2b as the model; make your own dialogues by talking about one ofthese topics.Period 3Teaching procedure:Step 1. Lead-in and reading (Section B 3a, 3b)a. Ask some students to read their dialogues to the class, and let the others take some notes about the name of it, the reason they like it and the reason they dislike it.b. Write the term pro and con on Bb, and explain it to the students, then invite the other students to tell the pros and cons of each dialogue.c. Books open. Let students read the reviews of 3a by themselves, and try to complete 3b.d. Ask the questions about the pros and cons of 3b to check the answers.e. Read after the tape, then discuss the words and sentences they don’t understand of 3a in groups.f. Invite one of each group to explain these items in their own words, if necessary, the teacher can give some explanation, esp. the difficulties.g. Let students find out some useful phrases and sentence patterns of the three reviews, and use them to make their own sentences.Step 2.Groupwork 4Ask students to fill in the calendar with special events. Ask them to discuss “what would you prefer to do?”Step 3. Practice Self check 1a.Before students do the exercise 1, let them pay attention to the way to fill in theblank.b.Ask the students to tell the different forms of one word, and then choose the correctform.c.Invite some to make their sentences, let the rest students tell they’re right or wrong,and make them correct.Step 4.Reading and writing Self check 2Read the instructions to the class. Explain that the reply should include as much detail as what the student replying plans to do.Read by themselves and discuss a list of things that they need to reply to Ling Ling. Step 5. Homework1. Change your own dialogue about your preference into a review by making 3a asa model.2. Write your own replies in Self check 2 according to the discussion.Period 4Teaching procedure:Step 1. Before you read oral practice Section4a.Ask students some questions:Are you a vegetarian?Do you care how much fried food you eat?Do you prefer to drink water when you are thirsty?Do you only eat food you like?b.Give some comments about their answers and let students discuss whichdiet is healthier and why.Step 2.While readinga. Let students pay attention to the learning strategy, let them know some ofstyles of English.b.Listen to the passage for the first time, try to tell what style this passage is.Then finish3b.c.Read for the first time, check the answer of 3b, and fill in the chart below.Step 3. After you read 3a 3cRead aloud the dialogue by themselves, then finish 3a.Write down the answers of 3c according to your memory, and then check your answers by reading again.Step 4. Summary and Writing:1. Encourage students to review what they have learned about the reading , andmake a list of useful phrases and sentences.2. Write down their articles about this topic. After finishing them, ask somestudents to read out their own passages and others assess them together.Step 5. Homework1.Finish exercises of this unit.2. Review the whole unit and preview Unit 7.。