教学准备
1. 教学目标
1．Knowledge Objects
(1) Key Vocabulary：prefer, lyric (2) Target Language
What kind of music do you like? I like music that I can sing along with. What about you?
I prefer music that has great lyrics. 2．Ability Objects
(1) Train the students to express preferences. (2) Train the students\\' listening skill.
3．Moral Object：Let\\'s enjoy music. It always brings us happiness.
2. 教学重点/难点
Teaching Key Points
1．Key Vocabulary：prefer, lyric 2．Target Language Teaching Difficult Points 1．Relative clauses with that 2．The listening practice
3. 教学用具 4. 标签
教学过程
Step Ⅰ Revision
(1) Invite different pairs of students to say theconversations learned in preceding classes with books closed.
(2) Check the answers to the exercises of the workbookby asking different students to say their answers to the class.
(3) Dictate some of the key vocabulary words presentedin units 1～5.
Step Ⅱ 1a
This activity introduces the key vocabulary and trainsthe students to express preferences with the relative clause.
Play the tapes of different kinds of music for thestudents, only a short piece of each tape. Say, I like music that makes merelaxed. Write these four groups of words on the blackboard, … that has greatlyrics, … that I can sing along with, … that isn't too loud, … that I can danceto. Tell the students lyrics means the contents of the songs. Ask the students,What kind of music do you like?
Ask the students to open their textbooks now. Read theinstructions of Activity 1a to the students. Make sure they understandeverything.
Get the students to complete the sentence to tell whatkind of music they enjoy. Ask some of the students to share their sentences.Write any new words or phrases on the board to help them if necessary.
Step Ⅲ 1b
This activity gives students practice in understandingthe target language in spoken conversation.
Play the tape the first time and the students onlylisten. Then play it for a second time. The students tick in the right answerboxes. Check the answers：
Step Ⅳ 1c
This activity provides guided oral practice using thetarget language.
Read the instructions to the students. First ask a pairof the students to read the example in the box,
Step Ⅴ Summary
Say, In this class, first we've learned two new keywords, prefer and lyrics. Then we've learned how to express references bytalking about music, using relative clause with that.
Step Ⅵ Homework
Ask the students towrite three sentences with I like music that …, I love music that …, I prefermusic that
The Second Period
Step Ⅰ Revision
(1) Revise the relative clause with that by asking whatkind of music do you like? Help them to answer, I like music that … I lovemusic that … I prefer music that …
(2) Check the homework by asking some students to sharetheir sentences with the class.
Step Ⅱ 2a
This activity provides listening practice using thetarget language.
Read the instructions to the students and make sure thatthey know what to do. Go over the four items in the box with the children. Tellthem that relative clause with who is used to introduce a person.
Give another sample, Amy likes teachers who work hard.Help the students to make some more similar ones.
Tell the children that we are going to hear a boy and agirl talking about the music and musicians they like. Play the recording.Students only listen the first time. Play the tape again. Ask the students tocircle T for true and F for false.
Step Ⅲ 2b
This activity provides listening practice using thetarget language.
Read the instructions to the students first. Then letthem have a look at the chart. Read the model sentence to them. Say, We willhear the same recording again. Listen carefully, and find out
what Carmen andXu Fei say and complete the sentences in the chart. Play the recording again.Pause the tape if necessary.
Step Ⅳ 2c
This activity provides guided oral practice using thetarget language. Get two students to read the conversation in the box tothe class.
Read the instructions to the class, and ask another pairto ask and answer, using the information from Activities 2a and 2b to make sureall the students know what to do.
Tell them each pair of them should make a conversationusing information from Activities 2a and 2b. Ask them to work in pairs. Movearound the classroom checking the progress of the pairs and offering help asneeded. Ask one or two pairs to say their conversations to the class.
Step Ⅴ GrammarFocus
Write the three sentences on the blackboard first.Circle the words that and who and underline the relative clauses in all thethree sentences.
Ask, What do the relative clauses with that describe-aperson or a thing? Help the student to say out the right answer. Then ask thesame question on the relative clauses with who.
Ask the students to make up more similar sentences. Encourage them to ask questions about relative clause.
Step Ⅵ Summary
Say, In this class we've done some listening practice onthe target language of this unit. We met some more sentences with relativeclause, and we did some pair work on asking questions with does and answeringwith sentences with relative clause.
Step Ⅶ Homework
(1) Ask the students to write two sentences withrelative clause with who. (2) Ask the studentsto write out a conversation they practiced in Activity 2 c.
The Third Period
Step Ⅰ Revision
(1) Revise the relative clause with that by askingquestion what kind of music do you like? Get the students to answer, I likemusic that … I love music that … I prefer music that … First ask individually,then have the children ask their classmates around them.
(2) Revise the relative clause with who by askingquestion “hat kind of musicians do you like?” Get the students to answer, Ilike musicians that … I love musicians that … I prefer musicians that … or Iprefer groups that … First ask individually in class, then let them practise inpairs.
(3) Revise “Does … like …? No, he doesn't. He prefers…”Ask questions with the real names of the students in our class. Let them askeach other similar questions in pairs.
Step Ⅱ 3a
This activity .provides reading practise using thetarget language.
Show my favorite CD to the class and say, This is myfavorite CD. Its name is “Come on, Join us”. I like it because I can doexercises with it. But I don't like the beginning of it, too loud noise. Itreminds me of my middle school time.
Give more examples on “remind sb. of sth. /sb. ”,suchas, He reminds me of his brother. This reminds us of what we often did when wewere children. Tell the students that remind … of … means cause sb. to think ofsth.
Get them to discuss in pairs. Before they begin theirconversations, show some more CDs to them.
Ask a pair of the students to share their conversationswith the class. Open your books at page 46. Look at Activity 3a. Read theinstructions to the students.
Ask the students to read the review by themselves.Encourage them to ask questions on anything that they can't understand. Explainthem, or ask the other students to explain them. After they finish reading thereview ask them to match up the parts of the sentences. Point out the sampleanswer before they begin.