九年级英语《Unit 6 I like music that I can dance to Reading》学案(无答案)
Unit 6 I like music that I can dance to 教案(人教版九年级全) (7)
新目标九年级全套教案U6-4th periodThe Fourth PeriodⅠ. Teaching Aims and Demands1. Knowledge ObjectThe target language.2. Ability Objects(1) Train the students’ listening ability.(2) Train the students’ ability to understand the target language in spoken conversation.(3)Train students’ ability to use the target language.3. Moral ObjectI have my own favourite things in my life.That’s why I am enjoying the life.Ⅱ. Teaching Key PointHelp the students to express preferences on different things in daily life, using the target language.Ⅲ. Teaching Difficult PointTalk about why they like the band, the book and the movie, using the sentences with relative clause.Ⅳ. Teaching Methods1. Listening method2. GroupworkⅤ. Teaching AidA tape recorderⅥ. Teaching ProceduresStep Ⅰ Revision(1) Check the homework by asking some students to read their sentences with remind…of… Get the students to exchange their exercise books with their partners and correct each other’s.(2)Ask the following questions on CDs, groups, singers and musicians.Help the students to answer with the target language.What’s the name of your favourite CD?Why do you like it?What kind of CDs do you like? Why?What kind of singers do you like?Why?What kind of groups do you like?Why?Then ask the students to make a survey of the students around them and do some notes. Ask several students to report their results of the survey to the class and help them to say like this.Wang likes CDs that are quiet and gentle.Li Hong prefers musicians who are good-looking.and so on.Step Ⅱ Part 1This activity provides speaking and writing practice with the target language.Ask, What’s your favorite band? Let one of the students answer it. Then repeat the questions on favorite book and favorite movie. Write the three questions on the blackboard.Get the students to ask and answer in pairs. Then ask the class to open the books. Look at Section B on page 47,Part 1.Read the instructions to the students. Tell them to complete the chart on their own.Move around the classroom while the children are writing, giving help if necessary.After all of them have finished writing, ask some children to read their answers to the class and share the favorite book with the classmates after class. Collect the answers from different students. Record the results on the board. Discuss what the class’ favorites are and ask students to tell why they like each band, book or movie.Step Ⅲ 2aThis activity provides listening practise using the target language.Read the instructions to the class. Make sure each one knows what to do. First tell the students to have a look at the picture and let them guess what they are talking about.I’ll see who is good at guessing the answers. Say, We will hear two boys, Michael and Ali, talking about some of the things they see in the room. The task of us is to write out the three things that they are talking about.Play the tape the first time. Tell the children just to listen to it carefully and try to get the main idea and not to write.Then play the recording again. Tell them to write down the answers this time.Ask a student to tell the answer of the first line, then ask the others if they agree with him. Do the same with the other two answers. If they got different answers, tell them to listen careful when we do the practice in Activity 2b.Check the answers.Answers1. a jacket2. a book3. a movie posterTapescriptBoy 1: Wow, you sure have lots of cool stuff. What a great jacket!Boy 2: Yeah, it’s new. I really like it. I like clothes that are unusua l.Boy 1: Yeah, me too. Say...is that a new book over there?Boy 2: Yes, it is. It’s a book about volleyball. It tells about how to become a good player.Boy 1: Is it good?Boy 2: Yeah, it’s great. I like writers who explain things well.Boy 1: Me, too. Ummmm, Michael?Boy 2: Yes?Boy 1: Uhhh…Where did you get that movie poster?Boy 2: Oh, the Monster Lizard poster?My brother got it for me. He works at a movie theater.Boy 1: It’s a great poster.Boy 2. Yeah, it is. I love movies that about Monsters, don’t you?Boy 1: I sure do. Say…Michael…Do you think your brother could get a Monster Lizard poster for me?Boy 2: Probably. I’ll ask him.Boy 1: That would be great.Step Ⅳ 2bThis activity gives students practice in understanding and writing the target language.Read the instructions to the students.Make sure each student knows what they should do while they listen to the tape.Ask .the students to have a look at the chart in Activity 2b. There are two columns in it.Tell the children they will write whatMichael likes in the first column and they will write why he likes it in the second column. Go over the contents in the chart with the children.Tell them to note the sample answers.Let them guess the other answers in the first column. Yeah, maybe the same ones with the answers in Activity 1, but we are not sure now. Then tell them to get what writers and movies Michael likes while they are listening. Encourage them to ask questions they may have met.Play the recording and ask the children to fill in the answers. Pause the tape if necessary. Ask several students to tell the answers and see if the others have different ones. Play the tape again if the students need to listen to it again. Correct the answers. If time is enough, play the tape again and the students repeat after it.Answersbook—He likes writers who explain things well.Movie poster—He likes movies that are about Monsters.Step Ⅴ 2cThis activity provides guided oral practice using the target language.Present the dialogue in this activity with a student firstT: I like movies that are romantic.I love Titanic.S: Oh, I don’t. I like movies that have big wars.I really like The Doctor—A Real Soldier.Then ask the children to open the books at page 47. Read the instructions in Activity 2c. Say, We will discuss our favorite things from Activity 1 and say why we like each thing.Ask two students to read the sample conversation. Then ask the students to discuss their favorite bands, books and movies in groups of four. Try to use the sentences with the Attributive clause we have met in this unit to help to make conversations. Walk around in the classroom and offer help if they need. Ask one or two groups to say their conversations to the class.Step Ⅵ SummarySay, In this class we’ve done lots of liste ning practice on target language, and we’ve also written and spoken some. Try to use the target language we’ve learned to express your preferences in your daily life.Step Ⅶ Homework(1) Write a short article to tell your favorite band, book, movie and clothes.(2) To express your preferences to your classmates or anyone else who knows English.Step Ⅷ Blackboard DesignUnit 6 I like music that I can dance to.Section BThe Fourth PeriodQuestions:1. What’s your favorite band?2. What’s your favorite b ook?3. What’s your favorite movie?The answers to Activity 2a:1. a jacket2. a book3. a movie poster The answers to Activity2b:book—He likes writers who explain things well.movie poster—He likes movies that are about Monsters.。
初三英语Unit I like music that I can dance to.试题答案及解析
初三英语Unit I like music that I can dance to.试题答案及解析1. The teacher spoke of some writers and some books ________ we need to know.A．/B．that C．which D．who【答案】B【解析】这是一个定语从句，先行词为some writers and some books，在从句中作宾语。
当先行词既有人也有物时，只能用that引导。
2.用方框中所给单词的适当形式填空。
【答案】preferred【解析】prefer sth. to sth.“相比……更喜欢……”，且为过去时，prefer重读在第二个音节处，双写词尾字母再加-ed。
【2】Make a _______ with your partner.【答案】dialogue/dialog【解析】分析语境可知是“跟你的搭档写一段对话。
”，dialogue和dialog都正确。
【3】James Cameron’s Avatar made him another top ________ after Titanic.【答案】direct【解析】direct既是形容词，也是副词。
【4】Who do you ________ will win the game?【答案】suppose【解析】do you suppose“你认为”，在此作插入语。
【5】It’s hard to understand his ________ English.【答案】Australian【解析】句意：他的澳大利亚式的英语很难懂。
3.用括号中所给词的正确形式填空。
【1】Although he is a new _______ (act), he did a good job in the movie.【答案】actor【解析】actor“男演员”。
【2】Can you understand the deep _______ (sad) under the music?【答案】sadness【解析】分析语境可知，此处指的是“音乐之下深深的悲伤”，此处需要名词“悲伤”，即sadness。
九年级英语全册 Unit 6 I like music that I can danc
Reading: Eat well and exerciseThe Seventh PeriodⅠ．Teaching Aims and Demands1．Knowledge ObjectsKey Vocabularyjunk food, not have the energy, national, spoil, especially, catch up and so on.Text : Eat well and exercise2．Ability ObjectsTain students' ability of identify main idea.Train students' ability of understanding words in context.Train students' ability of reading for special information.3．Moral ObjectStop eating junk food, get more sleep, and exercise three times a week. Start today!Then you can be happy.Ⅱ．Teaching Key PointsKey vocabulary.Read the text to identify main idea.Read the text to understand words in context.Read the text for special information.Ⅲ．Teaching Difficult PointsTrain students' reading skill.Train students' writing skill.Ⅳ．Teaching MethodsUp-down reading methodPairwork.Groupwork.Ⅴ．Teaching AidA projectorⅥ．Teaching ProceduresStep Ⅰ Key VocabularyThis activity introduces the key vocabulary words. Show the following vocabulary on the screen by a projector.overweight adj. &. n.超重(的)；过重(的)weight n.重量；分量official n.政府官员；高级职员release v.发布(新闻等)figure n. (统计)数字roughly adv.粗略地；大体上double v.是……的两倍；使加倍potato n.土豆chip n. (食物等)片spoil v.宠爱；溺爱chocolate n.巧克力sugar n.糖；食糖coke n.可乐(饮料)fresh adj.新的，新鲜的catch up 赶上；追上Say the words and have the students repeat several times until they can pronounce them fluently and accuratelyStep Ⅱ Part 1This activity allows students to activate their background knowledge before attempting the reading.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 1 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.Suggested answers1．Yes, always2．I sleep 8 hours each night.3．Yes, I do. Every day.4．It makes me feel healthy.5．Every morning.Step Ⅲ Part 2This activity encourages students to quickly read for details. 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 check 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.AnswersHealthy food Junk foodeggs hamburgersfresh fruits candyvegetables potato chipsfish chocolatemilk French friesjuice sugar drinks like cokeStep Ⅳ Part 3This activity encourages students to use the strategy of reading in context.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 exprcssions. 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.AnswersJunk food d; not have the energy a; national c; spoil b; especially f; catch up eStep Ⅴ Part 4This activity helps students read for specific information.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.Sample answers1．Healthy children become overweight because they eat junk food and are given too much food by parents and grandparents.2．Two problems with being overweight are becoming unhappy and tired.3．Every night, children need enough sleep.4．It's often easier to eat junk food because you don't have to cook it.5．Three things to make you happy are stop eating junk food, get more sleep and exercise three times a week.Step Ⅵ 5aThis activity helps students apply what they have read to their own situation.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.Sample answersExercisegoing for a long walkplaying tennisclimbing a hillHealthy foodeggsvegetablesfishJunk foodbreadpotato chipschocolateStep Ⅶ 5bThis activity helps students work in a group and think activity about what they have read.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 SummarySay, We know much about how to keep healthy from the article. Let's do as it from today.Step Ⅸ HomeworkRead the article in Activity 2 again for further comprehension.Step Ⅹ Blackboard DesignReading: EatWell and ExerciseThe Seventh PeriodSample answers to questions in Activity 4:1．Healthy children become overweight because they eat junk food and are given too much food by parents and grandparents.2．Two problems with being overweight are becoming unhappy and tired.3．Every night, children need enough sleep.4．Three things to make you happy are stop eating junk food, get more sleep and exercise three times a week.。
九年级英语《Unit 6 I like music that I can dance to》教案5
九年级英语《Unit 6 I like music that I can dance to》教案5 人教新目标版Part 2: Teaching Resources (第二部分：教学资源)I.What is music?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 writte n using note symbols on a staff, a series of horizontal lines. The pit ch of the note depends on which line the note is on. The notes are separated into measures using vertical lines on the staff.II. What is healthy eating?Healthy eating is the act of following a balanced nutritional diet. Because our ideas of what counts as "healthy" change, according to scientific advances in the field of nutrition, along with personal and cultural considerations, accepted standards of healthy eating differ from person to person, and throughout history.Many governments and othe r organisations provide nutritional advice and launch schemes in order to promote healthy eating. Diets which lea d to obesity (being severely overweight), diabetes, and other medical conditions, are a severe drain of resources for national health providers, and on businesses due to reduced productivity of staff.A recent health campaign by the British government has attempted to impress the need to eat lots of fruit and vegetables using the slogan "5 a day". Adverts have given examples of what a portion of fruit or vegetables amounts to, and how 5 or mo re portions can be incorporated into one's diet.Governments also put pressure on businesses to promote he althy food options, and regularly consider measures, such as banning the advertising of fast food, or taxing foods which are high in fat.1。
人教版九年级英语下册《Unit 6 I like music that I can dance to.(通用)》教案_6
I like music that I can dance to 教学设计教材分析：本单元教学以音乐为话题，主要应掌握定语从句的简单用法。
让学生们学会用定语从句来表达自己对音乐的喜好，以及对人物和食物。
section a中出现了关于音乐的各种定语从句，和部分重要短语。
教学目标：1.知识目标：掌握本课的大纲词汇和定语从句的简单用法。
2.能力目标：1）能听懂喜欢什么种类的音乐的话题的有关的简单会话。
2）能用定语从句造简单的句子。
3.文化意识：了解国内外常见的音乐种类。
4.情感目标：让学生们懂得去欣赏美好的音乐。
教学内容： 1.大纲词汇prefer lyrics and so on2.句型 i like music that …i like food that …i like the person that …教学重点：用定语从句表示喜不喜欢什么种类的音乐教学手段：多媒体。
教学步骤教学第一个环节：创设情景，导入新课1. 将有关表示音乐曲连接起来，向学生们询问，what kind of music do you like?2. 要求学生以互相问答的方式说出自己所喜欢的音乐种类，并且了解到国内外常见的音乐种类。
light music that is not too loud.pop music that i can sing along with.…3. 学习新单词lyrics . prefer4. 检查单词1）个人或集体朗读单词。
2）做游戏（老师以大声读出，学生们小声读出；另外则反之）设计意图：本课开始用音乐导入，很快吸引住了同学们的注意力，同学们也很乐意自发地来讨论音乐，并且互相了解对音乐的喜好。
充满激情的音乐营造了欢快的学习气氛，使学生情绪高涨，同时又陶冶了学生的情操。
说出已知的单词，可以展示学生自主学习的成果。
让学生听着音乐，看着图片，在不知不觉中学习了单词很主要的短语句型，并自然而然地让学生融于英语学习的情境中，大大激发了他们的学习兴趣，又以游戏的形式读单词，吸引了学生的注意力加深了他们对单词的印象。
九年级英语 Unit 6 I like music that I can dance to教案 人教
Unit 6 I like music that I can dance toThe First PeriodI. Teaching Aims and Demands(教学目的和要求)1. Knowledge Objects(1) Key Vocabulary prefer, lyric(2) Target LanguageWhat 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 ObjectLet’s enjoy music. It always brings us happiness.Ⅱ. Teaching Key Points（教学重点）1. Key Vocabulary prefer, lyric2. Target LanguageⅢ. Teaching Difficult Points(教学难点)1. Relative clauses with that2. The listening practiceⅣ. Teaching Methods(教学方法)1. Chain drill2. PairworkⅤ. Teaching Aids（教学手段）1. A tape recorder2. Some tapes of different kinds of musicⅥ. Teaching Procedures（教学过程）Step Ⅰ Revision(1) Invite different pairs of students to say the conversations learned in preceding classes with books closed.(2)Check the answers to the exercises of the workbook by asking different students to say their answers to the Class.(3) Dictate some of the key vocabulary words presented in units 1～5.Step Ⅱ 1aThis activity introduces the key vocabulary and trains the students to express preferences with the relative clause.Ask the students to open their textbooks now. Read the instructions of Activity 1a to the students.Step Ⅲ 1bThis activity gives students practice in understanding the target language in spoken conversation.Say, we will hear Tony and Betty talking about the kinds of music each one likes. Let’s see the instructions first. Read the instructions to the students. Tell them to tick (√) the right statements while they are listening. Read the three headings before playing the tape.Play the tape the first time and the students only listen. Then play it for a second time. The students tick in the right answer boxes.Step Ⅳ 1cThis activity provides guided oral practice using the target language.Read the instructions to the students.Then get them to work in pairs. Answer the questions with their own preferences. As the students do the practice, move around the classroom and give them some help.Ask several pairs of students to perform their conversations before the class. Step Ⅴ SummarySay, In this class, first we’ve learned two new key words, prefer and lyrics. Then we’ve learned how to express references by talking about music, using relative clause with that.Step Ⅵ HomeworkAsk the students to write three sentences with I like music that…,I love music that …,I prefer music that…The Second PeriodStep Ⅰ Revision(1) Revise the relative clause with that by asking what kind of music do you like? Help them to answer, I like music that… I love music that… I prefer music that…(2)Check the homework by asking some students to share their sentences with the class.Step Ⅱ 2aThis activity provides listening practice using the target language.Read the instructions to the students and make sure that they know what to do. Go over the four items in the box with the children. Tell them that relative clause with who is used to introduce a person.Explain the new key word gentle to the students. Tell them gentle means quiet, careful, not rough or violent using Chinese if necessary.Tell the children that we are going to hear a boy and a girl talking about the music and musicians they like. Play the recording. Students only listen the first time. Play the tape again. Ask the students to circle T for true and F for false.Step Ⅳ 2cThis activity provides guided oral practise using the target language.Tell them each pair of them should make a conversation using information fromActivities 2a and 2b. Ask them to work in pairs. Move around the classroom checking the progress of the pairs and offering help as needed. Ask one or two pairs to say their conversations to the class.Step Ⅴ Grammar FocusWrite the three sentences on the blackboard first. Circle the words that and who and underline the relative clauses in all the three sentences.Then ask the same question on the relative clauses with who.Explain that the relative clauses with that describe things and the relative clauses with who are used to describe persons.Ask the students to make up more similar sentences.Encourage them to ask questions about relative clause.Step Ⅵ SummarySay, In this class we’ve done some listening practice on the target language of this unit. We met some more sentences with relative clause, and we did some pairwork on asking questions with does and answering with sentences with relative clause. Step Ⅶ Homework(1) Ask the students to write two sentences with relative clause with who.(2) Ask the students to write out a conversation they practised in Activity 2c.The Third PeriodStep I Revision(l)Revise the relative clause with that by asking question what kind of music do you like? Get the students to answer,(2)Revise the relative clause with who by asking question "What kind of musicians do you like? Get the students to answer, I like musicians that… I love musicians that…I prefer musicians that…or I prefer groups that… First ask individually in class, then let them practise in pairs.(3) Revise "Does…like…? No, he doesn’t. He prefers…" Ask questions with the real names of the students in our class. Let them ask each other similar questions in pairs.Step Ⅱ 3aThis activity provides reading practise using the target language.Get them to discuss in pairs. Before they begin their conversations, show some more CDs to them.Ask a pair of the students to share their conversations with the class.Step Ⅲ 3bThis activity provides oral practise using the target language.Read the instructions to the students.Step Ⅳ Part 4This activity provides reading, writing, listening and speaking practice using the target language.Show some pictures of the popular singers or groups among the students. Say I like groups that dance much. I love singers who dance much as they sing. I don’t like musicians who always copy.Step Ⅴ SummarySay, In this class, we’ve learned how to use remind…of…We’ve also done a lot of listening, speaking, reading and writing practice using the target language.Step Ⅵ Homework(1) Make up two sentences with remind…of…(2)Finish off the exercises on pages 22～23 of the workbook.The Fourth PeriodStep Ⅰ Revision(1) Check the homework by asking some students to read their sentences with remind…of… Get the students to exchange their exercise books with their partners and correct each other’s.(2)Ask the following questions on CDs, groups, singers and musicians.Help the students to answer with the target language.Step Ⅱ Part 1This activity provides speaking and writing practice with the target language. Ask, What’s your favorite band? Let one of the students answer it. Then repeat the questions on favorite book and favorite movie. Write the three questions on the blackboard.Get the students to ask and answer in pairs. Then ask the class to open the books. Look at Section B on page 47,Part 1.Read the instructions to the students. Tell them to plete the chart on their own. Step Ⅲ 2aThis activity provides listening practise using the target language.Read the instructions to the class. Make sure each one knows what to do. First tell the students to have a look at the picture and let them guess what they are talking about.I’ll see who is good at guessing the answers. Say, We will hear two boys, Michael and Ali, talking about some of the things they see in the room. The task of us is to write out the three things that they are talking about.This activity gives students practice in understanding and writing the target language.Step Ⅴ 2cThis activity provides guided oral practice using the target language.Present the dialogue in this activity with a student firstThen ask the children to open the books at page 47. Read the instructions in Activity 2c. Say, We will discuss our favorite things from Activity 1 and say why we likeeach thing.Step Ⅵ SummarySay, In this class we’ve done lots of listening practice on target language, and we’ve also written and spoken some. Try to use the target language we’ve learned to express your preferences in your daily life.Step Ⅶ Homework(1) Write a short article to tell your favorite band, book, movie and clothes.(2) To express your preferences to your classmates or anyone else who knows English.The Fifth PeriodStep Ⅰ Revision(1) Revise the contents of last class by asking some questions.(2) Check homework by asking several students to read their articles to the class. Ask the other students to help them with the mistakes. Then ask the students to work in pairs, exchange their articles and help each other to correct the mistakes. Move around the classroom and offer as much help as possible.Step Ⅱ 3aThis activity provides reading practice using the target language.Read the words and have the students repeat again and again till they can pronounce the words fluently and correctly.Then ask the children to reread the reviews more carefully and tell them I will ask some more questions on it in details.Give some explanation on the problems which are hard to understand for the children, such as, entertainment means fun, feature means special part of sb./sth., very different from the others, easy to recognize or remember, and wife is the opposite word of husband, A husband and a wife make up a family. And tell the children the plural form of wife is wives.Now read the instructions to the students.Ask them which sentences we should circle and which ones we should underline. Check the answers with the students.Teach the other two reviews with the same way.Step Ⅳ 3bThis activity provides reading and writing practice using the target language. Read the instructions to the children first. Ask one of them if he or she knows what we will do to make sure each one knows the tasks of this activity. Look at the chart now. We see two new words in the boxes, pros and cons. Pro means in favor of and con means against. We have to find out the pros and cons of the reviewers in Activity 3a and fill in the blanks with proper sentences. Have a look at the sample answer and try to write out the other answers, using the information from the reviews in Activity 3a. Move around the classroom while the children are writing to see if they can write out the right answers, offering help as needed.Step Ⅴ 3cThis activity provides writing practice using the target language.Ask several to read their passages to the class after they all have finished. Get the others to help correct the mistakes while they are reading.Let them exchange their reviews with their partners. Help each other with the errors. Step Ⅵ Part 4This activity provides reading, writing, listening and speaking practice using the target language.After the discussion, let some groups report the results to 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 Chen Juanhong will perform on Friday evening. And we would prefer to go to listen to the musical group that is called Black Ducks on Saturday afternoon.Step Ⅶ SummaryIn this class, we’ve read three reviews and done some writing. We’ve also learned some new words.Step Ⅷ Homework1. Rewrite the reviews and make sure that there will be no mistakes in them.2. Read the three reviews in Activity 3a again and try to remember the new words and expressions in them.VII. Teaching procedures（教学后记）the sixth PeriodStep 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 1This activity provides a prehension review of vocabulary presented in this unit. 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 studentseach read a sentence, filling in the blanks. The rest of the students check their work.Step Ⅲ Part 2This activity provides reading and writing practice using 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 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:After that ask some questions about lingling to see if they understood the email. Step Ⅳ Just for Fun!This activity provides reading and speaking practice with the target language. 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 SummarySay, 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.The seventh PeriodStep Ⅰ Key VocabularyThis activity introduces the key vocabulary words. Show the following vocabulary on the screen by a projector.Step Ⅱ Part 1This activity allows students to activate their background knowledge before attempting the reading.Read the title to the students first and ask them to predict what they think the article is about based on the title. Say,Step Ⅲ Part 2This activity encourages students to quickly read for details. 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.Ⅳ Part 3This activity encourages students to use he strategy of reading in context. Step Ⅴ Part 4This activity helps students read for specific information.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 5aThis activity helps students apply what they have read to their own situation. Read the task with the students. Draw the students’ attention to the chart withthe headlines Exercises. Healthy food and Junk food.Step Ⅶ 5bThis activity helps students work in a group and think activity about what they have read.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 SummarySay, We know much about how to keep healthy from the article. Let’s do as it from today.Step Ⅸ HomeworkRead the article in Activity 2 again for further prehension.。
初中九年级英语Unit6 I like music that I can dance to教案1 上学期
Unit 6 I like music that I can dance toThe 1st PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabulary prefer, lyric（2）Target LanguageWhat 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 ObjectLet’s enjoy music．It always brings us happiness．Ⅱ．Teaching Key Points1．Key V ocabulary prefer, lyric2．Target LanguageⅢ．Teaching Difficult Points1．Relative clauses with that2．The listening practiceⅣ．Teaching Methods1．Chain drill 2．PairworkⅤ．Teaching Aids1．A tape recorder2．Some tapes of different kinds of musicⅥ．Teaching ProceduresStep ⅠRevision（1）Invite different pairs of students to say the conversations learned in preceding classes with books closed．（2）Check the answers to the exercises of the workbook by asking different students to say their answers to the Class．（3）Dictate some of the key vocabulary words presented in units 1～5．Step Ⅱ1aThis activity introduces the key vocabulary and trains the students to express preferences with the relative clause．Write…that are red on the blackboard．Point to it and say a sentence with it, I like flowers that are red．Ask who can make another sentence with it．They may say, I like gloves that are red．I like shoes that are red．Write another phrase on the blackboard, …that is big．Help the students to make sentences with it．Play the tapes of different kinds of music for the students, only a short piece of each tape．Say, I like music that makes me relaxed．Write these four groups of words on the blackboard,…that has great lyrics,…that I can sing along with,…that isn’t too loud, …that I can dance to．Tell the students lyrics means the contents of the songs．Ask the students, What kind of music do you like?Say, You can answer with I like music…, I love music…, I prefer music…Explain prefer=like…better to them．Get one of the children to answer the question, then let this child ask the one next to him/her the same question．Set off a chain drill．Ask the students to open their textbooks now．Read the instructions of Activity 1a to the students．Make sure they understand everything．First have them look at the pictures and circle the sentences they agree with．Read each sentence to the class and ask the students to raise their hands to see if they agree．Make a survey to find out how the class feels about each item．Discuss the result of the survey with the class．Get the students to complete the sentence to tell what kind 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 Ⅲ1bSay, we will hear Tony and Betty talking about the kinds of music each one likes．Let’s see the instructions first．Read the instructions to the students．Tell them to tick （√）the right statements while they are listening．Read the three headings before playing the tape．Play the tape the first time and the students only listen．Then play it for a second time．The students tick in the right answer boxes．Cheek the answers．Step Ⅳ1cRead the instructions to the students．First ask a pair of the students to read the example in the box,S A: What kind of music do you like?S B: I like music that I can sing along with．What about you?S A:I prefer music that has great lyrics．Then get them to work in pairs．Answer the questions with their own preferences．As the students do the practice, move around the classroom and give them some help．Ask several pairs of students to perform their conversations before the class．Step ⅤSummarySay, In this class, first we’ve learned two new key words, prefer and lyrics．Then we’ve learned how to express references by talking about music, using relative clause with that．Step ⅥHomeworkAsk the students to write three sentences with I like music that…,I love music that …,I prefer music that…Step ⅦThe Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabulary gently（2）Relative Clasue with who2．Ability Objects（1）Train the students’ listening skill．（2）Train the students to use relative clause with who．（3）Train the students to make communications, usingA: Does Xu Fei like the Moderns?B: No, he doesn’t．He prefers…3．Moral ObjectThank the musicians who make our world more wonderful．Ⅱ．Teaching Key Points1．The students’ listening skill．2．The relative clause with that and who．3．Make communications with the question in Activity 2c．Ⅲ．Teaching Difficult Points1．Train the students’ listening skill2．Make communications using "Does Xu Fei like the Moderns? No, he doesn’t．He prefers…Ⅳ．Teaching Methods1．Listen and do the exercises2．PairworkⅤ．Teaching AidA tape recorderⅥ．Teaching ProceduresStep ⅠRevision（1）Revise the relative clause with that by asking what kind of music do you like? Help them to answer, I like music that…I love music that…I prefer music that…（2）Check the homework by asking some students to share their sentences with the class．Step Ⅱ2aRead the instructions to the students and make sure that they know what to do．Go over the four items in the box with the children．Tell them 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．Explain the new key word gentle to the students．Tell them gentle means quiet, careful, not rough or violent using Chinese if necessary．Tell the children that we are going to hear a boy and a girl talking about the music and musicians they like．Play the recording．Students only listen the first time．Play the tape again．Ask the students to circle T for true and F for false．Check the answers．Step Ⅲ2bRead the instructions to the students first．Then let them have a look at the chart．Read the model sentence to them．Say, We will hear the same recording again．Listen carefully, and find out what Carmen and Xu Fei say and complete the sentences in the chart．Play the recording again．Pause the tape if necessary．Check the answers．Step Ⅳ2cThis activity provides guided oral practise using the target language．Get two students to read the conversation in the box to the class．Read the instructions to the class, and ask another pair to ask and answer, using the information from Activities 2a and 2b to make sure all the students know what to do．Tell them each pair of them should make a conversation using information from Activities 2a and 2b．Ask them to work in pairs．Move around the classroom checking the progress of the pairs and offering help as needed．Ask one or two pairs to say their conversations to the class．Step ⅤGrammar FocusWrite the three sentences on the blackboard first．Circle the words that and who and underline the relative clauses in all the three sentences．Ask, What do the relative clauses with that describe--a person or a thing? Help the student to say out the right answer．Then ask the same question on the relative clauses with who．Explain that the relative clauses with that describe things and the relative clauses with who are used to describe persons．Tell them who is for people and that is for things．Ask the students to make up more similar sentences．Encourage them to ask questions about relative clause．Step ⅥSummarySay, In this class we’ve done some listening practice on the target language of this unit．We met some more sentences with relative clause, and we did some pairwork on asking questions with does and answering with sentences with relative clause．Step ⅦHomework（1）Ask the students to write two sentences with relative clause with who．（2）Ask the students to write out a conversation they practised in Activity 2c．Step ⅧThe Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabulary remind of（2）The sentences with the Attributive Clause．2．Ability Objects（1）Use the sentences with the attributive Clause to express what they like or dislike．（2）Train the students’ communicative competence．Ⅰ．Moral ObjectTry to exchange the opinions on CDs with your friends．It will help you to know more about your friends．Ⅱ．Teaching Key PointsTeach the students how to use the key word, remind of．2．Practise using sentences with relative clause in real life．Ⅲ．Teaching Difficult PointUsing sentences with relative clauses in discussing CDs．Ⅳ．Teaching Methods（1）Teaching with real objects（2）PairworkⅤ．Teaching ProceduresStep I Revision（l）Revise the relative clause with that by asking question what kind of music do you like? Get the students to answer,I like music 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 asking question "What kind of musicians do you like? Get the students to answer, I like musicians that…I love musicians that…I prefer musicians that…or I prefer groups that…First ask individually in class, then let them practise in pairs．（3）Revise "Does…like…? No, he doesn’t．He prefers…" Ask questions with the real names of the students in our class．Let them ask each other similar questions in pairs．Step Ⅱ3aShow my favourite CD to the class and say, This is my favourite CD．Its name is "Come on, Join us"．I like it because I can do exercises with it．But I don’t like the beginning of it, too loud noise．It reminds me of my middle school time．Give more examples on "remind sb．of sth．/sb．",such as, He reminds me of his brother．This reminds us of what we often did when we were children．Tell the students that remind…of…means cause sb．to think of sth．Write the four questions on the blackboard．（1）What’s the name of your favourite CD?（2）Why do you like this CD?（3）What do you dislike about this CD?（4）What does it remind you of?Get them to discuss in pairs．Before they begin their conversations, show some more CDs to them．Ask a pair of the students to share their conversations with the class．Open your books at page 46．Look at Activity 3a．Read the instructions to the students．Ask the students to read the review by themselves．Encourage them to ask questions on anything that they can’t understand．Explain them, or ask the other students to explain them．After they finish reading the review ask them to match up the parts of the sentences．Point out the sample answer before they begin．Tell them to do as quickly as they can．Say, Let’s have a competition to see who will be the first one to finish it．After all of them have finished．Check the answers with the class．Step Ⅲ3bRead the instructions to the students．Make sure they know what to do．Give some explanation if necessary．Ask a pair of students to read the model conversation in the box first．Say, Who can make up a similar dialogue now? You can use the questions in Activity 3a to help you．Then choose two children who do well in English to demonstrate another conversation．Now ask the students to make conversations in pairs．Walk around the classroom while the students are talking．Help them as necessary．Step ⅣPart 4Show some pictures of the popular singers or groups among the students．Say I like groups that dance much．I love singers who dance much as they sing．I don’t like musicians who always copy others．Show a CD of very noisy music and say, I can’t stand music that is too noisy．Write the four sentences without relative clauses on the blackboard．Ask several students to complete them orally first．Then let the students open their books and complete the sentences with their own words．Next ask a few students to share their sentences with the class．Say, Stand up and go to ask your classmates questions now．Move around the classroom and ask questions till you find someone who feels the same way you do about each thing．Write down the student’s name in the blank in the right column．When all the students have finished, ask some students to read their list to the class．Next ask a pair of students to read the sample conversation．Then have the students work in pairs．Make up their own conversations．If there is enough time, ask some pairs to say their conversations to the class．Step ⅤSummarySay, In this class, we’ve learned how to use remind…of…We’ve also done a lot of listening, speaking, reading and writing practice using the target language．Step ⅥHomework（1）Make up two sentences with remind…of…（2）Finish off the exercises on pages 22～23 of the workbook．Step ⅦThe Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge ObjectThe target language．2．Ability Objects（1）Train the students’ listening ability．（2）Train the students’ ability to understand the target language in spoken conversation．（3）Train students’ ability to use the target language．3．Moral ObjectI have my own favourite things in my life．That’s why I am enjoying the life．Ⅱ．Teaching Key PointHelp the students to express preferences on different things in daily life, using the target language．Ⅲ．Teaching Difficult PointTalk about why they like the band, the book and the movie, using the sentences with relative clause．Ⅳ．Teaching Methods1．Listening method2．GroupworkⅤ．Teaching AidA tape recorderⅥ．Teaching ProceduresStep ⅠRevision（1）Check the homework by asking some students to read their sentences with remind…of…Get the students to exchange their exercise books with their partners and correct each other’s．（2）Ask the following questions on CDs, groups, singers and musicians．Help the students to answer with the target language．What’s the name of your favourite CD?Why do you like it?What kind of CDs do you like? Why?What kind of singers do you like? Why?What kind of groups do you like? Why?Then ask the students to make a survey of the students around them and do some notes．Ask several students to report their results of the survey to the class and help them to say like this．Wang likes CDs that are quiet and gentle．Li Hong prefers musicians who are good-looking．Step ⅡPart 1Ask, What’s your favorite band? Let one of the students answer it．Then repeat the questions on favorite book and favorite movie．Write the three questions on the blackboard．Get the students to ask and answer in pairs．Then ask the class to open the books．Look at Section B on page 47,Part 1．Read the instructions to the students．Tell them to complete the chart on their own．Move around the classroom while the children are writing, giving help if necessary．After all of them have finished writing, ask some children to read their answers to the class and share the favorite book with the classmates after class．Collect the answers from different students．Record the results on the board．Discuss what the class’ favorites are and ask students to tell why they like each band, book or movie．Step Ⅲ2aThis activity provides listening practise using the target language．Read the instructions to the class．Make sure each one knows what to do．First tell the students to have a look at the picture and let them guess what they are talking about．I’ll see who is good at guessing the answers．Say, We will hear two boys, Michael and Ali, talking about some of the things they see in the room．The task of us is to write out the three things that they are talking about．Play the tape the first time．Tell the children just to listen to it carefully and try to get the main idea and not to write．Then play the recording again．Tell them to write down the answers this time．Ask a student to tell the answer of the first line, then ask the others if they agree with him．Do the same with the other two answers．If they got different answers, tell them to listen careful when we do the practice in Activity 2b．Check the answers．Step Ⅳ2bThis activity gives students practice in understanding and writing the target language．Read the instructions to the students．Make sure each student knows what they should do while they listen to the tape．Ask ．the students to have a look at the chart in Activity 2b．There are two columns in it．Tell the children they will write whatMichael likes in the first column and they will write why he likes it in the second column．Go over the contents in the chart with the children．Tell them to note the sample answers．Let them guess the other answers in the first column．Yeah, maybe the same ones with the answers in Activity 1, but we are not sure now．Then tell them to get what writers and movies Michael likes while they are listening．Encourage them to ask questions they may have met．Play the recording and ask the children to fill in the answers．Pause the tape if necessary．Ask several students to tell the answers and see if the others have different ones．Play the tape again if the students need to listen to it again．Correct the answers．If time is enough, play the tape againand the students repeat after it．Step Ⅴ2cThis activity provides guided oral practice using the target language．Present the dialogue in this activity with a student firstT: I like movies that are romantic．I love Titanic．S: Oh, I don’t．I like movies that have big wars．I really like The Doctor—A Real Soldier．Then ask the children to open the books at page 47．Read the instructions in Activity 2c．Say, We will discuss our favorite things from Activity 1 and say why we like each thing．Ask two students to read the sample conversation．Then ask the students to discuss their favorite bands, books and movies in groups of four．Try to use the sentences with the Attributive clause we have met in this unit to help to make conversations．Walk around in the classroom and offer help if they need．Ask one or two groups to say their conversations to the class．Step ⅥSummarySay, In this class we’ve done lots of listening practice on target language, and we’ve also written and spoken some．Try to use the target language we’ve learned to express your preferences in your daily life．Step ⅦHomework（1）Write a short article to tell your favorite band, book, movie and clothes．（2）To express your preferences to your classmates or anyone else who knows English．StepThe Fifth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyYellow river, fisherman, entertainment, feature, wife, wives, photography, exhibition, gallery, known, photographer, display, on display, photograph, interest, show, class, suggest, energy（2）Practice reading articles．（3）Practise writing an article．2．Ability Objects（1）Train the students’ reading skill．（2）Train the students’ writing skill．（3）Train the students’ speaking skill．3．Moral ObjectIf you know where there is a good movie/band, tell your friend and go to enjoy it．Ⅱ．Teaching Key Points1．Key V ocabulary．2．The main ideas of the three short articles．3．Write a review．Ⅲ．Teaching Difficult PointWrite a review of a bookⅣ．Teaching Methods1．Teaching by illumination and asking questions2．GroupworkⅤ．Teaching proceduresStep ⅠRevision（1）Revise the contents of last class by asking some questions．What kind of clothes do you like?What’s your favorite movie?What kind of writers do you like?etc．Ask some students to give answers．（2）Check homework by asking several students to read their articles to the class．Ask the other students to help them with the mistakes．Then ask the students to work in pairs, exchange their articles and help each other to correct the mistakes．Move around the classroom and offer as much help as possible．Step Ⅱ3aAsk the students to turn to page 48, look at Activity 3a on this page．Say, We can see there are three passages in this activity．They are three reviews about a movie, an exhibition and a band．Let's see the first one now．It is about a movie that is named Yellow River Fishermen．What does the reviewer think of the movie?Who made it? What does the reviewer think of the director? Please scan it as quickly as you can and tell me the answers．After about one minute, get all the children stop reading and ask who has got the answers．Choose three children who have put their hands up to show they know the answers to the three questions．Help them to get the proper answers．Then ask the children to reread the reviews more carefully and tell them I will ask some more questions on it in details．Let them read a little longer this time, around three minutes．Then ask the following questions orally and ask different students to reply, providing some help as necessary．1: Is Yellow River Fishermen Hung Tao’s latest movie?2: Does the reviewer like Hung Tao?3: What has Hung Tao done over the years?4: Does the reviewer think Yellow River Fishermen is the best movie of Hung Tao?5: What does the reviewer suggest you doing if you are looking for entertainment?6: Why does the reviewer think it is the worst movie of Hung Tao?7: What good feature does the movie have?Give some explanation on the problems which are hard to understand for the children, such as, entertainment means fun, feature means special part of sb．/sth．, very different from the others, easy to recognize or remember, and wife is the opposite word of husband, A husband and a wife make up a family．And tell the children the plural form of wife is wives．Now read the instructions to the students．Ask them which sentences we should circle and which ones we should underline．Check the answers with the students．Teach the other two reviews with the same way．Underlined: Every song is really loud and often you can’t understand the words…the lyrics aren’t very good．Notes1．on display= be on show2．The few city photographs are less successful．=Most of the city photographs are very successful．3．…they don’t interest me as much=…they don’t attract me as much．4．…from a world class photographer=…from one who is among the best photographer in the world．5．suggest= bring an idea into the mind; propose．Step Ⅳ3bRead the instructions to the children first．Ask one of them if he or she knows what we will do to make sure each one knows the tasks of this activity．Look at the chart now．We see two new words in the boxes, pros and cons．Pro means in favor of and con means against．We have to find out the pros and cons of the reviewers in Activity 3a and fill in the blanks with proper sentences．Have a look at the sample answer and try to write out the other answers, using the information from the reviews in Activity 3a．Move around the classroom while the children are writing to see if they can write out the right answers, offering help as needed．Check the answers by asking several students to read their answers to the class．If someone did wrong, let the other students correct his or her answers．Writing the answers on the blackboard as the students read makes it easy for the whole class tocheck the answers．Say, let’s review the task．What can we find out? Yes, right, we have got the similar answers with those in Activity 3a．Step Ⅴ3cRead the instructions to the students．Say, Decide what review you will write first, a review of a book, a CD or a movie?Write down the name first．Note to use the capital letters．Let them think it over for a while and ask some ones the names of their articles．Next write a list of questions you plan to answer in your review．e．g．Who wrote the book/made the movie/sang the songs?What kind of people the writer/director/singer is?What do I think of the writer/director/singer?What do I think of the book/movie/songs/What do I like and dislike?What suggestions will I give the readers?etc．These questions will help you to write your passage well．And you can look back at the questions in Activity 3a, Section A, before you begin writing．Use the three reviews as models．As the students are writing the list, move around the classroom to direct them．After they have finished writing the questions, tell them to begin writing．Continue moving around and always offering help when they need．Ask several to read their passages to the class after they all have finished．Get the others to help correct the mistakes while they are reading．Let them exchange their reviews with their partners．Help each other with the errors．Step ⅥPart 4Read the instructions to the class．Talk about what is happening in our city next Monday．Ask a question like, What will happen in our city 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 below Monday．Ask the students to work in groups of four to complete the work．Ask each other questions like, Do you know what will happen in our city next Tuesday? Is there a football match in our city next Saturday? Is Song Zuying coming to sing songs at the biggest theatre in our city next Friday? etc．Tell them to fill in the boxes, using the phrases with relative clause．For example, a football match which is between Dalian Football Team and our City Team．If they don’t know what will happen, they can invent events they would like to go to．Ask some groups to share the events with the class．Then have the students discuss in groups of four again．Let them discuss what they would prefer to do together this time．Help them to express preferences with the target language．For example:S A: What would you prefer/like/love to do together?S B: Let’s go to see the new movie that was directed by Zhang Yimou．S C :Why not go to watch the great football match that will be between two famous teams? It’s on Friday evening．We can have a great weekend together．S D: No, we’d better go to…After the discussion, let some groups report the results to 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 Chen Juanhong will perform on Friday evening．And we would prefer to go to listen to the musical group that is called Black Ducks on Saturday afternoon．Sample answerMonday: a movie that is directed by Zhang Yimou an exhibition that is about Chinese traditional culture．Tuesday: a performance that will attract many famous singers to come a fashion show that many famous models will take part in．etc．＇Step ⅦSummaryIn this class, we’ve read three reviews and done some writing．We’ve also learned some new words．Step ⅧHomework1．Rewrite the reviews and make sure that there will be no mistakes in them．2．Read the three reviews in Activity 3a again and try to remember the new words and expressions in them．Step ⅨBlackboard DesignThe Sixth PeriodI．Teaching Aims and DemandsKnowledge Objects（1）Key V ocabularyhonest, suit, Italian, Indian, expect（2）Use the following words properlyremind, can’t stand, look for, prefer, love（3）How to answer an email to a pen pal．Ability Objects（1）Train the students to use the verbs well．（2）Train the students’ writing skill．3．Moral ObjectDo you have any pen pal on the Internet?If not, try to make one．Ⅱ．Teaching Key Points1．Help the students have a self check to see if they can use the target language of this unit well．2．The verbs:remind, can’t stand, look for, prefer, love3．Answer an emailⅢ．Teaching Difficult Points1．Make up sentences with mind, can’t stand, look for, prefer, love．2．Reply the email．Ⅳ．Teaching Methods1．Teaching by making sentences．2．Teaching by asking questions．Ⅴ．Teaching AidJust the blackboardⅥ．Teaching ProceduresStep ⅠRevision（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 ⅡPart 1Focus 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 ⅢPart 2Read 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．。
新目标九年级Unit6 I like music that I can dance to教案1
Unit 6 I like music that I can dance toThe 1st PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabulary prefer, lyric（2）Target LanguageWhat 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 ObjectLet’s enjoy music．It always brings us happiness．Ⅱ．Teaching Key Points1．Key V ocabulary prefer, lyric2．Target LanguageⅢ．Teaching Difficult Points1．Relative clauses with that2．The listening practiceⅣ．Teaching Methods1．Chain drill 2．PairworkⅤ．Teaching Aids1．A tape recorder2．Some tapes of different kinds of musicⅥ．Teaching ProceduresStep ⅠRevision（1）Invite different pairs of students to say the conversations learned in preceding classes with books closed．（2）Check the answers to the exercises of the workbook by asking different students to say their answers to the Class．（3）Dictate some of the key vocabulary words presented in units 1～5．Step Ⅱ1aThis activity introduces the key vocabulary and trains the students to express preferences with the relative clause．Write…that are red on the blackboard．Point to it and say a sentence with it, I like flowers that are red．Ask who can make another sentence with it．They may say, I like gloves that are red．I like shoes that are red．Write another phrase on the blackboard, …that is big．Help the students to make sentences with it．Play the tapes of different kinds of music for the students, only a short piece of each tape．Say, I like music that makes me relaxed．Write these four groups of words on the blackboard,…that has great lyrics,…that I can sing along with,…that isn’t too loud, …that I can dance to．Tell the students lyrics means the contents of the songs．Ask the students, What kind of music do you like?Say, You can answer with I like music…, I love music…, I prefer music…Explain prefer=like…better to them．Get one of the children to answer the question, then let this child ask the one next to him/her the same question．Set off a chain drill．Ask the students to open their textbooks now．Read the instructions of Activity 1a to the students．Make sure they understand everything．First have them look at the pictures and circle the sentences they agree with．Read each sentence to the class and ask the students to raise their hands to see if they agree．Make a survey to find out how the class feels about each item．Discuss the result of the survey with the class．Get the students to complete the sentence to tell what kind 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 Ⅲ1bSay, we will hear Tony and Betty talking about the kinds of music each one likes．Let’s see the instructions first．Read the instructions to the students．Tell them to tick （√）the right statements while they are listening ． Read the three headings before playing the tape ． Play the tape the first time and the students only listen ． Then play it for a second time ． The students tick in the right answer boxes ． Cheek the answers ． Step Ⅳ 1c Read the instructions to the students ． First ask a pair of the students to read the example in the box, S A : What kind of music do you like? S B : I like music that I can sing along with ． What about you? S A :I prefer music that has great lyrics ． Then get them to work in pairs ． Answer the questions with their own preferences ． As the students do the practice, move around the classroom and give them some help ． Ask several pairs of students to perform their conversations before the class ． Step Ⅴ Summary Say, In this class, first we ’ve learned two new key words, prefer and lyrics ． Then we ’ve learned how to express references by talking about music, using relative clause with that ． Step Ⅵ Homework Ask the students to write three sentences with I like music that …,I love music that …,I prefer music that … Step Ⅶ Blackboard Design Unit 6 I like music I can dance to ． Section A The First Period 1． sample phrases …that are red ． …that is big ． Sentences 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 ．…that I can dance to ．The Second Period Ⅰ． Teaching Aims and Demands1． Knowledge Objects （1）Key V ocabulary gently （2）Relative Clasue with who 2． Ability Objects （1）Train the students ’ listening skill ．（2） Train the students to use relative clause with who ．（3）Train the students to make communications, usingA: Does Xu Fei like the Moderns? B: No, he doesn ’t ． He prefers … 3． Moral Object Thank the musicians who make our world more wonderful ． Ⅱ． Teaching Key Points1． The students ’ listening skill ． 2． The relative clause with that and who ． 3． Make communications with the question in Activity 2c ． Ⅲ． Teaching Difficult Points1． Train the students ’ listening skill 2． Make communications using "Does Xu Fei like the Moderns? No, he doesn ’t ． He prefers … Ⅳ． Teaching Methods1． Listen and do the exercises 2． Pairwork Ⅴ． Teaching AidA tape recorder Ⅵ． Teaching Procedures2． Express references I like music that … I love music that … I prefer music that …Step ⅠRevision（1）Revise the relative clause with that by asking what kind of music do you like? Help them to answer, I like music that…I love music that…I prefer music that…（2）Check the homework by asking some students to share their sentences with the class．Step Ⅱ2aRead the instructions to the students and make sure that they know what to do．Go over the four items in the box with the children．Tell them 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．Explain the new key word gentle to the students．Tell them gentle means quiet, careful, not rough or violent using Chinese if necessary．Tell the children that we are going to hear a boy and a girl talking about the music and musicians they like．Play the recording．Students only listen the first time．Play the tape again．Ask the students to circle T for true and F for false．Check the answers．Step Ⅲ2bRead the instructions to the students first．Then let them have a look at the chart．Read the model sentence to them．Say, We will hear the same recording again．Listen carefully, and find out what Carmen and Xu Fei say and complete the sentences in the chart．Play the recording again．Pause the tape if necessary．Check the answers．Step Ⅳ2cThis activity provides guided oral practise using the target language．Get two students to read the conversation in the box to the class．Read the instructions to the class, and ask another pair to ask and answer, using the information from Activities 2a and 2b to make sure all the students know what to do．Tell them each pair of them should make a conversation using information from Activities 2a and 2b．Ask them to work in pairs．Move around the classroom checking the progress of the pairs and offering help as needed．Ask one or two pairs to say their conversations to the class．Step ⅤGrammar FocusWrite the three sentences on the blackboard first．Circle the words that and who and underline the relative clauses in all the three sentences．Ask, What do the relative clauses with that describe--a person or a thing? Help the student to say out the right answer．Then ask the same question on the relative clauses with who．Explain that the relative clauses with that describe things and the relative clauses with who are used to describe persons．Tell them who is for people and that is for things．Ask the students to make up more similar sentences．Encourage them to ask questions about relative clause．Step ⅥSummarySay, In this class we’ve done some listening practice on the target language of this unit．We met some more sentences with relative clause, and we did some pairwork on asking questions with does and answering with sentences with relative clause．Step ⅦHomework（1）Ask the students to write two sentences with relative clause with who．（2）Ask the students to write out a conversation they practised in Activity 2c．Step ⅧBlackboard DesignUnit 6 I like music that I can dance to．Section AThe Second PeriodAnswers to Activity 2b:Xu Fei:1．I prefer groups that play quiet and gentle songs．2．I like musicians who write their own songs．Carmen:1．I love music that’s really loud and energetic．2．I like musicians who play different kinds of music．The sentences in Grammar Focus:Rosa likes music that’s quiet and gentle．I love singers who write their own musicWe prefer music that has great lyrics．The Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabulary remind of（2）The sentences with the Attributive Clause．2．Ability Objects（1）Use the sentences with the attributive Clause to express what they like or dislike．（2）Train the students’ communicative competence．Ⅰ．Moral ObjectTry to exchange the opinions on CDs with your friends．It will help you to know more about your friends．Ⅱ．Teaching Key PointsTeach the students how to use the key word, remind of．2．Practise using sentences with relative clause in real life．Ⅲ．Teaching Difficult PointUsing sentences with relative clauses in discussing CDs．Ⅳ．Teaching Methods（1）Teaching with real objects（2）PairworkⅤ．Teaching ProceduresStep I Revision（l）Revise the relative clause with that by asking question what kind of music do you like? Get the students to answer,I like music 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 asking question "What kind of musicians do you like? Get the students to answer, I like musicians that…I love musicians that…I prefer musicians that…or I prefer groups that…First ask individually in class, then let them practise in pairs．（3）Revise "Does…like…? No, he doesn’t．He prefers…" Ask questions with the real names of the students in our class．Let them ask each other similar questions in pairs．Step Ⅱ3aShow my favourite CD to the class and say, This is my favourite CD．Its name is "Come on, Join us"．I like it because I can do exercises with it．But I don’t like the beginning of it, too loud noise．It reminds me of my middle school time．Give more examples on "remind sb．of sth．/sb．",such as, He reminds me of his brother．This reminds us of what we often did when we were children．Tell the students that remind…of…means cause sb．to think of sth．Write the four questions on the blackboard．（1）What’s the name of your favourite CD?（2）Why do you like this CD?（3）What do you dislike about this CD?（4）What does it remind you of?Get them to discuss in pairs．Before they begin their conversations, show some more CDs to them．Ask a pair of the students to share their conversations with the class．Open your books at page 46．Look at Activity 3a．Read the instructions to the students．Ask the students to read the review by themselves．Encourage them to ask questions on anything that they can’t understand．Explain them, or ask the other students to explain them．After they finish reading the review ask them to match up the parts of the sentences．Point out the sample answer before they begin．Tell them to do as quickly as they can．Say, Let’s have a competition to see who will be the first one to finish it．After all of them have finished．Check the answers with the class．Step Ⅲ3bRead the instructions to the students．Make sure they know what to do．Give some explanation if necessary．Ask a pair of students to read the model conversation in the box first．Say, Who can make up a similar dialogue now? You can use the questions in Activity 3a to help you．Then choose two children who do well in English to demonstrate another conversation．Now ask the students to make conversations in pairs．Walk around the classroom while the students are talking．Help them as necessary．Step ⅣPart 4Show some pictures of the popular singers or groups among the students．Say I like groups that dance much．I love singers who dance much as they sing．I don’t like musicians who always copy others．Show a CD of very noisy music and say, I can’t stand music that is too noisy．Write the four sentences without relative clauses on the blackboard．Ask several students to complete them orally first．Then let the students open their books and complete the sentences with their own words．Next ask a few students to share their sentences with the class．Say, Stand up and go to ask your classmates questions now．Move around the classroom and ask questions till you find someone who feels the same way you do about each thing．Write down the student’s name in the blank in the right column．When all the students have finished, ask some students to read their list to the class．Next ask a pair of students to read the sample conversation．Then have the students work in pairs．Make up their own conversations．If there is enough time, ask some pairs to say their conversations to the class．Step ⅤSummarySay, In this class, we’ve learned how to use remind…of…We’ve also done a lot of listening, speaking, reading and writing practice using the target language．Step ⅥHomework（1）Make up two sentences with remind…of…（2）Finish off the exercises on pages 22～23 of the workbook．Step ⅦBlackboard DesignUnit 6 I like music that I can dance to．Section AThe Third Period1．Four questions（1）What’s the name of your favourite 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 ．The Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge ObjectThe target language．2．Ability Objects（1）Train the students’ listening ability．（2）Train the students’ ability to understand the target language in spoken conversation．（3）Train students’ ability to use the target language．3．Moral ObjectI have my own favourite things in my life．That’s why I am enjoying the life．Ⅱ．Teaching Key PointHelp the students to express preferences on different things in daily life, using the target language．Ⅲ．Teaching Difficult PointTalk about why they like the band, the book and the movie, using the sentences with relative clause．Ⅳ．Teaching Methods1．Listening method2．GroupworkⅤ．Teaching AidA tape recorderⅥ．Teaching ProceduresStep ⅠRevision（1）Check the homework by asking some students to read their sentences with remind…of…Get the students to exchange their exercise books with their partners and correct each other’s．（2）Ask the following questions on CDs, groups, singers and musicians．Help the students to answer with the target language．What’s the name of your favourite CD?Why do you like it?What kind of CDs do you like? Why?What kind of singers do you like? Why?What kind of groups do you like? Why?Then ask the students to make a survey of the students around them and do some notes．Ask several students to report their results of the survey to the class and help them to say like this．Wang likes CDs that are quiet and gentle．Li Hong prefers musicians who are good-looking．Step ⅡPart 1Ask, What’s your favorite band? Let one of the students answer it．Then repeat the questions on favorite book and favorite movie．Write the three questions on the blackboard．Get the students to ask and answer in pairs．Then ask the class to open the books．Look at Section B on page 47,Part 1．Read the instructions to the students．Tell them to complete the chart on their own．Move around the classroom while the children are writing, giving help if necessary．After all of them have finished writing, ask some children to read their answers to the class and share the favorite book with the classmates after class．Collect the answers from different students．Record the results on the board．Discuss what the class’ favorites are and ask students to tell why they like each band, book or movie．Step Ⅲ2aThis activity provides listening practise using the target language．Read the instructions to the class．Make sure each one knows what to do．First tell the students to have a look at the picture and let them guess what they are talking about．I’ll see who is good at guessing the answers．Say, We will hear two boys, Michael and Ali, talking about some of the things they see in the room．The task of us is to write out the three things that they are talking about．Play the tape the first time．Tell the children just to listen to it carefully and try to get the main idea and not to write．Then play the recording again．Tell them to write down the answers this time．Ask a student to tell the answer of the first line, then ask the others if they agree with him．Do the same with the other two answers．If they got different answers, tell them to listen careful when we do the practice in Activity 2b．Check the answers．Step Ⅳ2bThis activity gives students practice in understanding and writing the target language．Read the instructions to the students．Make sure each student knows what they should do while they listen to the tape．Ask ．the students to have a look at the chart in Activity 2b．There are two columns in it．Tell the children they will write whatMichael likes in the first column and they will write why he likes it in the second column．Go over the contents in the chart with the children．Tell them to note the sample answers．Let them guess the other answers in the first column．Yeah, maybe the same ones with the answersin Activity 1, but we are not sure now．Then tell them to get what writers and movies Michael likes while they are listening．Encourage them to ask questions they may have met．Play the recording and ask the children to fill in the answers．Pause the tape if necessary．Ask several students to tell the answers and see if the others have different ones．Play the tape again if the students need to listen to it again．Correct the answers．If time is enough, play the tape again and the students repeat after it．Step Ⅴ2cThis activity provides guided oral practice using the target language．Present the dialogue in this activity with a student firstT: I like movies that are romantic．I love Titanic．S: Oh, I don’t．I like movies that have big wars．I really like The Doctor—A Real Soldier．Then ask the children to open the books at page 47．Read the instructions in Activity 2c．Say, We will discuss our favorite things from Activity 1 and say why we like each thing．Ask two students to read the sample conversation．Then ask the students to discuss their favorite bands, books and movies in groups of four．Try to use the sentences with the Attributive clause we have met in this unit to help to make conversations．Walk around in the classroom and offer help if they need．Ask one or two groups to say their conversations to the class．Step ⅥSummarySay, In this class we’ve done lots of listening practice on target language, and we’ve also written and spoken some．Try to use the target language we’ve learned to express your preferences in your daily life．Step ⅦHomework（1）Write a short article to tell your favorite band, book, movie and clothes．（2）To express your preferences to your classmates or anyone else who knows English．Step ⅧBlackboard DesignUnit 6 I like music that I can dance to．Section BThe Fourth PeriodQuestions: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．a book 3．a movie poster The answers to Activity2b:book—He likes writers who explain things well．movie poster—He likes movies that are about Monsters．The Fifth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyYellow river, fisherman, entertainment, feature, wife, wives, photography, exhibition, gallery, known, photographer, display, on display, photograph, interest, show, class, suggest, energy（2）Practice reading articles．（3）Practise writing an article．2．Ability Objects（1）Train the students’ reading skill．（2）Train the students’ writing skill．（3）Train the students’ speaking skill．3．Moral ObjectIf you know where there is a good movie/band, tell your friend and go to enjoy it．Ⅱ．Teaching Key Points1．Key V ocabulary．2．The main ideas of the three short articles．3．Write a review．Ⅲ．Teaching Difficult PointWrite a review of a bookⅣ．Teaching Methods1．Teaching by illumination and asking questions2．GroupworkⅤ．Teaching proceduresStep ⅠRevision（1）Revise the contents of last class by asking some questions．What kind of clothes do you like?What’s your favorite movie?What kind of writers do you like?etc．Ask some students to give answers．（2）Check homework by asking several students to read their articles to the class．Ask the other students to help them with the mistakes．Then ask the students to work in pairs, exchange their articles and help each other to correct the mistakes．Move around the classroom and offer as much help as possible．Step Ⅱ3aAsk the students to turn to page 48, look at Activity 3a on this page．Say, We can see there are three passages in this activity．They are three reviews about a movie, an exhibition and a band．Let's see the first one now．It is about a movie that is named Yellow River Fishermen．What does the reviewer think of the movie?Who made it? What does the reviewer think of the director? Please scan it as quickly as you can and tell me the answers．After about one minute, get all the children stop reading and ask who has got the answers．Choose three children who have put their hands up to show they know the answers to the three questions．Help them to get the proper answers．Then ask the children to reread the reviews more carefully and tell them I will ask some more questions on it in details．Let them read a little longer this time, around three minutes．Then ask the following questions orally and ask different students to reply, providing some help as necessary．1: Is Yellow River Fishermen Hung Tao’s latest movie?2: Does the reviewer like Hung Tao?3: What has Hung Tao done over the years?4: Does the reviewer think Yellow River Fishermen is the best movie of Hung Tao?5: What does the reviewer suggest you doing if you are looking for entertainment?6: Why does the reviewer think it is the worst movie of Hung Tao?7: What good feature does the movie have?Give some explanation on the problems which are hard to understand for the children, such as, entertainment means fun, feature means special part of sb．/sth．, very different from the others, easy to recognize or remember, and wife is the opposite word of husband, A husband and a wife make up a family．And tell the children the plural form of wife is wives．Now read the instructions to the students．Ask them which sentences we should circle and which ones we should underline．Check the answers with the students．Teach the other two reviews with the same way．Underlined: Every song is really loud and often you can’t understand the words…the lyrics aren’t very good．Notes1．on display= be on show2．The few city photographs are less successful．=Most of the city photographs are very successful．3．…they don’t interest me as much=…they don’t attract me as much．4．…from a world class photographer=…from one who is among the best photographer in the world．5．suggest= bring an idea into the mind; propose．Step Ⅳ3bRead the instructions to the children first．Ask one of them if he or she knows what we will do to make sure each one knows the tasks of this activity．Look at the chart now．We see two new words in the boxes, pros and cons．Pro means in favor of and con means against．We have to findout the pros and cons of the reviewers in Activity 3a and fill in the blanks with proper sentences．Have a look at the sample answer and try to write out the other answers, using the information from the reviews in Activity 3a．Move around the classroom while the children are writing to see if they can write out the right answers, offering help as needed．Check the answers by asking several students to read their answers to the class．If someone did wrong, let the other students correct his or her answers．Writing the answers on the blackboard as the students read makes it easy for the whole class to check the answers．Say, let’s review the task．What can we find out? Yes, right, we have got the similar answers with those in Activity 3a．Step Ⅴ3cRead the instructions to the students．Say, Decide what review you will write first, a review of a book, a CD or a movie?Write down the name first．Note to use the capital letters．Let them think it over for a while and ask some ones the names of their articles．Next write a list of questions you plan to answer in your review．e．g．Who wrote the book/made the movie/sang the songs?What kind of people the writer/director/singer is?What do I think of the writer/director/singer?What do I think of the book/movie/songs/What do I like and dislike?What suggestions will I give the readers?etc．These questions will help you to write your passage well．And you can look back at the questions in Activity 3a, Section A, before you begin writing．Use the three reviews as models．As the students are writing the list, move around the classroom to direct them．After they have finished writing the questions, tell them to begin writing．Continue moving around and always offering help when they need．Ask several to read their passages to the class after they all have finished．Get the others to help correct the mistakes while they are reading．Let them exchange their reviews with their partners．Help each other with the errors．Step ⅥPart 4Read the instructions to the class．Talk about what is happening in our city next Monday．Ask a question like, What will happen in our city 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 below Monday．Ask the students to work in groups of four to complete the work．Ask each other questions like, Do you know what will happen in our city next Tuesday? Is there a football match in our city next Saturday? Is Song Zuying coming to sing songs at the biggest theatre in our city next Friday? etc．Tell them to fill in the boxes, using the phrases with relative clause．For example, a football match which is between Dalian Football Team and our City Team．If they don’t know what will happen, they can invent events they would like to go to．Ask some groups to share the events with the class．Then have the students discuss in groups of four again．Let them discuss what they would prefer to do together this time．Help them to express preferences with the target language．For example:S A: What would you prefer/like/love to do together?S B: Let’s go to see the new movie that was directed by Zhang Yimou．S C :Why not go to watch the great football match that will be between two famous teams? It’s on Friday evening．We can have a great weekend together．S D: No, we’d better go to…After the discussion, let some groups report the results to 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 Chen Juanhong will perform on Friday evening．And we would prefer to go to listen to the musical group that is called Black Ducks on Saturday afternoon．Sample answerMonday: a movie that is directed by Zhang Yimou an exhibition that is about Chinese traditional culture．Tuesday: a performance that will attract many famous singers to come a fashion show that many famous models will take part in．。
Unit 6 I like music that I can dance to 教案(人教版九年级全) (3)
新目标九年级全套教案U6-1st periodUnit 6 I like music that I can dance toⅠ. Analysis of the Teaching Material1. Status and FunctionIn this unit, students learn to express, preferences with the relative clause.Mostly they will talk about music. Music is a very popular topic among the students. It will arouse the children’s great interest. That will be very helpful to practice using the target language.All the students will make great progress in expressing preferences with the relative clause.(1) The first period mainly provides target language with relative clause to express preferences on music. It gives the students much practice in speaking and listening on the target language.(2) The activities in the second period give students more listening and speaking practice, using more target language. They are helpful to improve students’ listening and speaking skills.(3)In the third period, students learn to get information from a CD review.And they will get much more speaking and writing practice with target language. They will improve their reading, speaking and writing skills.(4) The fourth period provides more listening practice to train the students to understand the target language in spoken conversation.And it provides some writing and speaking practice as well. The children will do more practice on target language with the relative clause.(5)The students will read three different short passages in this period.They do much reading practice on them. And this period is designed to train students’ writing s kill. The students will also do some speaking practice.(6) The activities in the sixth period help the students have a self check. The children will be trained to use some verbs and write an e-mail.2. Teaching Aims and Demands(1) Knowledge ObjectIn this unit, students-learn to express preferences using target language with the relative clause.(2)Ability ObjectTo train the students’ listening, speaking and writing skills using target language with relative clause.(3)Moral ObjectMusic is a kind of language that can be understood by the people all over the world.3. Teaching Key PointTo help the students learn and grasp the key vocabulary words and target language.4. Teaching Difficult PointsTo train students’ listening, speaking, reading and writing skills.To train students’ communicative competence5. Studying wayArouse the students’ interest in music and get the children to take active part in expressions on music.Ⅱ. Language FunctionExpress preferencesⅢ. Target LanguageWhat kind of music do you like?I like music that I can sing along with. What about you?prefer music that has great lyrics.Ⅳ.structureRelative clauses with that and who.Ⅴ. VocabularyLyric, gentle, remind of, exhibition, prefer, photographer, energyⅥ. Recyclingsinger, music, dance, quiet, clothes, writer, jacket, book, movie, band, CD, sad, love, like, enjoy, favourite, loud, sing along with, musician. clearlyⅦ.Learning Strategies1. Listening for specific information2.Transforming informationⅧ. Teaching TimeSeven periodsThe First PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabulary prefer, lyric(2) Target LanguageWhat 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 ObjectLet’s enjoy music. It always brings us happiness.Ⅱ. Teaching Key Points1. Key Vocabulary prefer, lyric2. Target LanguageⅢ. Teaching Difficult Points1. Relative clauses with that2. The listening practiceⅣ. Teaching Methods1. Chain drill2. PairworkⅤ. Teaching Aids1. A tape recorder2. Some tapes of different kinds of musicⅥ. Teaching ProceduresStep Ⅰ Revision(1) Invite different pairs of students to say the conversations learned in preceding classes with books closed.(2)Check the answers to the exercises of the workbook by asking different students to say their answers to the Class.(3) Dictate some of the key vocabulary words presented in units 1～5.Step Ⅱ 1aThis activity introduces the key vocabulary and trains the students to express preferences with the relative clause.Write…that are red on the blackboard.Point to it and say a sentence with it, I like flowers that are red. Ask who can make another sentence with it. They may say, I like gloves that are red. I like shoes that are red. Write another phrase on the blackboard, …that is big. Help the students to make sentences with it.Play the tapes of different kinds of music for the students, only a short piece of each tape. Say, I like music that makes me relaxed. Write these four groups of words on the blackboard,…that has great lyrics,…that I can sing along with,…that isn’t too loud, …that I can dance to. Tell the studen ts lyrics means the contents of the songs. Ask the students, What kind of music do you like?Say, You can answer with I like music…, I love music…, I prefer music… Explain prefer=like…better to them. Get one of the children to answer the question, then let this child ask the one next to him/her the same question. Set off a chain drill.Ask the students to open their textbooks now. Read the instructions of Activity 1a to the students. Make sure they understand everything.First have them look at the pictures and circle the sentences they agree with. Read each sentence to the class and ask the students to raise their hands to see if they agree. Make a survey to find out how the class feels about each item. Discuss the result of the survey with the class.Get the students to complete the sentence to tell what kind 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 1bThis activity gives students practice in understanding the target language in spoken conversation.Say, we will hear Tony and Betty talking about the kinds of music each one likes.Let’s see the instructions first. Read the instructions to the students. Tell them to tick (√) the right statements while they are listening. Read the three headings before playing the tape.Play the tape the first time and the students only listen. Then play it for a second time. The students tick in the right answer boxes.Cheek the answers.AnswersCan dance to Has great lyrics Can singalong with Tony √√Betty √√TapescriptBetty: Oh, look. There’s the new Cool Dudes CD.Tony: The Cool Dudes? Do you like them?Betty: Oh, yeah. They are my favorite band. I like music that I can dance to.Tony: You’re kidding. I think they’re awful. I prefer music that has great lyrics…music that I can sing along with.Betty: I like songs I can sing along with t oo. So what’s your favorite band?Tony: The Jitters. Their words are interesting and…Step Ⅳ 1cThis activity provides guided oral practice using the target language.Read the instructions to the students.First ask a pair of the students to read the example in the box,S A: What kind of music do you like?S B: I like music that I can sing along with. What about you?S A:I prefer music that has great lyrics.Then get them to work in pairs. Answer the questions with their own preferences.As the students do the practice, move around the classroom and give them some help. Ask several pairs of students to perform their conversations before the class.Step Ⅴ SummarySay, In this class, first we’ve learned two new key words, prefer and lyrics. Then we’ve learned how to express references by talking about music, using relative clause with that.Step Ⅵ HomeworkAsk the students to write three sentences with I like music that…,I love music that …,I prefer music that…Step Ⅶ Blackboard DesignUnit 6 I like music I can dance to.Section AThe First Period1. sample phrases…that are red.…that is big.2. Express referencesI like music that…I love music that…I prefer music that…SentencesI 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.…that I can dance to.。
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《Unit 6 I like music that I can dance to Reading》
一、学习目标
1. 继续学习由that和who引导的定语从句.
2. 谈论自己的饮食情况 。
重难点：会用that和who引导的定语从句谈论自己的饮食情况
二、知识链接
Look at the diets of two people . Which
diet is healthier and why .?
Why ?
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What about your diet ?
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三、学法指导
1.自主学习新单词和词组，再认真阅读文章，小组合作，充分理解文章意义。
2.运用定语从句，陈述自己的饮食习惯，互相纠正错误。
四、自主学习
五、 合作探究
1.Read the passage and try to translate the following sentences:
(1) I’d like to stay healthy, but to be honest, I only eat food that tastes good.
(2) And I think most people are in agreement that fruit and vegetables are good for
health.
Linda’s diet
She prefers :
to drink water
to eat brown bread and
rice
to eat fruit and fish
Which is healthier?
Jack’s diet
He prefers :
to drink coffee
to eat white bread and
rice
to eat sweet desserts
(3) Actually ,did you know that it’s been found in laboratory testing that some
types of oil are really bad for us?
(4) If I were you , I’d eat nuts instead.
(5) People who eat a balanced diet should be healthier than those who only eat
biscuits and hamburgers, shouldn’t they?
(6) The main thing is to have a good balance.
2.Read the passage again and then answer the questions below :
3. According to the passage, finish 3b .
Peter 1.This person spoke last .
2.This person says tasty food is bad for you
Laura 3.This person eats a balanced diet .
4.This person is a strict vegetarian .
Kim 5.This person doesn’t mind eating burnt food
6.This person is shocked by what others eat .
4. Write each type of food or drink from the reading in the correct column .
Things that are good for us
Things that are bad for us
5. Write a report of what was said in the discussion by Laura , Peter and Kim .
Use words like “agree” and “disagree ”.
Peter wants to stay healthy but he thinks food that tastes good is bad for you .
Kim agrees ____________________
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六、学案整理