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九年级6单元教案
Unit 6 I like music that I can danceto
The 1st Period
Ⅰ.Teaching Aims and Demands
1.Knowledge Objects
(1)Key Vocabulary prefer, lyric
(2)Target Language
Whatkind of music do you like?
Ilike music that I can sing along with.
Whatabout you?
Iprefer music that has great lyrics.
2.AbilityObjects
(1)Train the students to express preferences.
(2)Train the students’ listening skill.
3.Moral Object
Let’senjoy music. Italways brings us happiness.
Ⅱ.Teaching Key Points
1.Key Vocabulary prefer, lyric
2.Target Language
Ⅲ.Teaching Difficult Points
1.Relative clauses with that
2.The listening practice
Ⅳ.Teaching Methods
1.Chain drill      2.Pairwork
Ⅴ.Teaching Aids
1.A tape recorder
2.Some tapes of different kinds of music
Ⅵ.Teaching Procedures
StepⅠ Revision
(1)Invite different pairs of students to say the conversations learned inpreceding classes with books closed.
(2)Checkthe answers to the exercises of the workbook by asking different students tosay their answers to the Class.
(3)Dictate some of the key vocabulary words presented in units 1~5.
StepⅡ 1a
Thisactivity introduces the key vocabulary and trains the students to expresspreferences with the relative clause.
Write…thatare red on the blackboard.
Pointto 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. Writeanother phrase on the blackboard, …thatis big. Help the students to make sentences withit.
Playthe tapes of different kinds of music for the students, only a short piece ofeach tape. Say,I like music that makes me relaxed.Write these four groups of words on the blackboard,…thathas great lyrics,…that Ican sing along with,…thatisn’t too loud, …that Ican dance to. Tellthe 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…, Ilove music…, Iprefer music…Explain prefer=like…betterto them. Get one of the children to answer thequestion, then let this child ask the one next to him/her the same question.Set off a chain drill.
Askthe students to open their textbooks now.Read the instructions of Activity 1a to the students.Make sure they understand everything.
Firsthave 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 tosee if they agree. Makea survey to find out how the class feels about each item.Discuss the result of the survey with the class.
Getthe 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.
StepⅢ 1b
Say,we will hear Tony and Betty talking about the kinds of music each one likes.
Let’ssee the instructions first. Readthe instructions to the students. Tellthem to tick (√) theright statements while they are listening.Read the three headings before playing the tape.
Playthe tape the first time and the students only listen.Then play it for a second time. Thestudents tick in the right answer boxes.
Cheekthe answers.
StepⅣ 1c
Readthe instructions to the students.
Firstask a pair of the students to read the example in the box,
SA:What kind of music do you like?
SB:I like music that I can sing along with.What about you?
SA:Iprefer music that has great lyrics.
Thenget them to work in pairs.Answer the questions with their own preferences.
As thestudents do the practice, move around the classroom and give them some help.Ask several pairs of students to perform their conversations before the class.
StepⅤ 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, usingrelative clause with that.
StepⅥ Homework
Askthe students to write three sentences with I like music that…,Ilove music that …,Iprefer music that…
StepⅦ Blackboard Design
Unit 6 I like music I can dance to.
Section A
2. Express references
I like music that…
I love music that…
I prefer music that…
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 Demands
1.Knowledge Objects
(1)KeyVocabulary gently
(2)RelativeClasue with who
2.Ability Objects
(1)Trainthe students’ listening skill.
(2)Train the students to use relative clause with who.
(3)Trainthe students to make communications, using
A: Does Xu Fei like the Moderns?
B: No, he doesn’t.He prefers…
3.Moral Object
Thank the musicians who make our world morewonderful.
Ⅱ.Teaching Key Points
1.The students’ listening skill.
2.The relative clause with that and who.
3.Make communications with the question in Activity 2c.
Ⅲ.Teaching Difficult Points
1.Train the students’ listening skill
2.Make communications using "Does Xu Fei like the Moderns? No, he doesn’t.He prefers…
Ⅳ.Teaching Methods
1.Listen and do the exercises
2.Pairwork
Ⅴ.Teaching Aid
Atape recorder
Ⅵ.Teaching Procedures
StepⅠ 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… Iprefer music that…
(2)Checkthe homework by asking some students to share their sentences with the class.
StepⅡ 2a
Readthe 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.
Giveanother sample, Amy likes teachers who work hard.Help the students to make some more similar ones.
Explainthe new key word gentle to the students.Tell them gentle means quiet, careful, not rough or violent using Chinese ifnecessary.
Tellthe children that we are going to hear a boy and a girl talking about the musicand musicians they like. Playthe recording.Students only listen the first time.Play the tape again. Askthe students to circle T for true and F for false.
Checkthe answers.
StepⅢ 2b
Readthe 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 thesentences in the chart. Playthe recording again. Pausethe tape if necessary.
Checkthe answers.
StepⅣ 2c
Thisactivity provides guided oral practise using the target language.
Gettwo students to read the conversation in the box to the class.
Readthe instructions to the class, and ask another pair to ask and answer, usingthe information from Activities 2a and 2b to make sure all the students knowwhat to do.
Tellthem each pair of them should make a conversation using information fromActivities 2a and 2b. Askthem to work in pairs. Movearound the classroom checking the progress of the pairs and offering help asneeded. Ask one or two pairs to say theirconversations to the class.
StepⅤ Grammar Focus
Writethe 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--a person or a thing? Help the studentto say out the right answer.
Thenask the same question on the relative clauses with who.
Explainthat the relative clauses with that describe things and the relative clauseswith who are used to describe persons.
Tellthem who is for people and that is for things.
Askthe students to make up more similar sentences.
Encouragethem to ask questions about relative clause.
StepⅥ Summary
Say,In this class we’ve done some listening practice on the target language of thisunit. We met some more sentences with relativeclause, and we did some pairwork on asking questions with does and answeringwith sentences with relative clause.
StepⅦ 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.
StepⅧ Blackboard Design
Unit 6 I like music that I can dance to.
Section A
The Second Period
Answers 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 music
We prefer music that has great lyrics.
The Third Period
Ⅰ.Teaching Aims and Demands
1.Knowledge Objects
(1)Key Vocabulary 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 ordislike.
(2)Train the students’ communicative competence.
Ⅰ.Moral Object
Try toexchange the opinions on CDs with your friends.It will help you to know more about your friends.
Ⅱ.Teaching Key Points
Teachthe students how to use the key word, remind of.
2.Practise using sentences with relative clause in real life.
Ⅲ.Teaching Difficult Point
Usingsentences with relative clauses in discussing CDs.
Ⅳ.Teaching Methods
(1)Teaching with real objects
(2)Pairwork
Ⅴ.Teaching Procedures
StepI Revision
(l)Revisethe relative clause with that by asking question what kind of music do youlike? Get the students to answer,
Ilike music that…I lovemusic that…Iprefer music that…Firstask individually, then have the children ask their classmates around them.
(2)Revisethe relative clause with who by asking question "What kind of musicians doyou like? Get the students to answer, I like musicians that…I love musicians that…Iprefer musicians that…or Iprefer groups that… Firstask individually in class, then let them practise in pairs.
(3)Revise "Does…like…?No, he doesn’t. Heprefers…" Ask questions with the real names ofthe students in our class. Letthem ask each other similar questions in pairs.
StepⅡ 3a
Showmy 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.
Givemore examples on "remind sb. ofsth./sb.",such as, He reminds me of his brother.Thisreminds us of what we often did when we were children.Tell the students that remind…of…meanscause sb.to think of sth.
Writethe four questions on the blackboard.
(1)What’sthe name of your favourite CD?
(2)Whydo you like this CD?
(3)Whatdo you dislike about this CD?
(4)Whatdoes it remind you of?
Getthem to discuss in pairs.Before they begin their conversations, show some more CDs to them.
Aska pair of the students to share their conversations with the class.Open your books at page 46. Lookat Activity 3a.
Readthe instructions to the students.
Askthe 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 thesentences. Pointout the sample answer before they begin.
Tellthem 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. Checkthe answers with the class.
StepⅢ 3b
Readthe instructions to the students.
Makesure they know what to do. Givesome explanation if necessary.
Aska 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 Activity3a to help you. Thenchoose two children who do well in English to demonstrate another conversation.
Nowask the students to make conversations in pairs.Walk around the classroom while the students are talking.Help them as necessary.
StepⅣ Part 4
Showsome 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.
Showa CD of very noisy music and say, I can’t stand music that is too noisy.
Writethe four sentences without relative clauses on the blackboard.
Askseveral students to complete them orally first.Then let the students open their books and complete the sentences with theirown words. Nextask 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 thesame way you do about each thing.
Writedown the student’s name in the blank in the right column.
Whenall the students have finished, ask some students to read their list to theclass. Next ask a pair of students to read thesample conversation. Thenhave the students work in pairs. Makeup their own conversations.
Ifthere is enough time, ask some pairs to say their conversations to the class.
StepⅤ Summary
Say,In this class, we’ve learned how to use remind…of…
We’vealso done a lot of listening, speaking, reading and writing practice using thetarget language.
StepⅥ Homework
(1)Make up two sentences with remind…of…
(2)Finishoff the exercises on pages 22~23 ofthe workbook.
StepⅦ Blackboard Design
Unit 6 I like music that I can dance to.
Section A
The Third Period
1. 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 Period
Ⅰ.Teaching Aims and Demands
1.Knowledge Object
Thetarget language.
2.Ability Objects
(1)Train the students’ listening ability.
(2)Train the students’ ability to understand the target language in spokenconversation.
(3)Trainstudents’ ability to use the target language.
3.Moral Object
Ihave my own favourite things in my life.
That’swhy I am enjoying the life.
Ⅱ.Teaching Key Point
Helpthe students to express preferences on different things in daily life, usingthe target language.
Ⅲ.Teaching Difficult Point
Talkabout why they like the band, the book and the movie, using the sentences withrelative clause.
Ⅳ.Teaching Methods
1.Listening method
2.Groupwork
Ⅴ.Teaching Aid
Atape recorder
Ⅵ.Teaching Procedures
StepⅠ 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 andcorrect each other’s.
(2)Askthe following questions on CDs, groups, singers and musicians.
Helpthe students to answer with the target language.
What’sthe name of your favourite CD?
Whydo you like it?
Whatkind of CDs do you like?  Why?
Whatkind of singers do you like?  Why?
Whatkind of groups do you like?  Why?
Thenask 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 andhelp them to say like this.
Wanglikes CDs that are quiet and gentle.
LiHong prefers musicians who are good-looking.
StepⅡ Part 1
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.
Getthe students to ask and answer in pairs.Then ask the class to open the books.Look at Section B on page 47,Part 1.
Readthe instructions to the students. Tellthem to complete the chart on their own.
Movearound the classroom while the children are writing, giving help if necessary.
Afterall of them have finished writing, ask some children to read their answers tothe 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 likeeach band, book or movie.
StepⅢ 2a
Thisactivity provides listening practise using the target language.
Readthe instructions to the class. Makesure each one knows what to do. Firsttell the students to have a look at the picture and let them guess what theyare talking about.
I’llsee who is good at guessing the answers.Say, We will hear two boys, Michael and Ali, talking about some of the thingsthey see in the room. Thetask of us is to write out the three things that they are talking about.
Playthe tape the first time. Tellthe children just to listen to it carefully and try to get the main idea andnot to write.
Thenplay the recording again. Tellthem to write down the answers this time.
Aska student to tell the answer of the first line, then ask the others if theyagree with him. Dothe same with the other two answers.If they got different answers, tell them to listen careful when we do thepractice in Activity 2b.
Checkthe answers.
StepⅣ 2b
Thisactivity gives students practice in understanding and writing the targetlanguage.
Readthe instructions to the students.
Makesure each student knows what they should do while they listen to the tape.
Ask.the students to have a look at the chart inActivity 2b. Thereare two columns in it.
Tellthe children they will write what
Michaellikes in the first column and they will write why he likes it in the secondcolumn. Go over the contents in the chart with thechildren.
Tellthem to note the sample answers.
Letthem guess the other answers in the first column.Yeah, maybe the same ones with the answers in Activity 1, but we are not surenow. Then tell them to get what writers and moviesMichael likes while they are listening.Encourage them to ask questions they may have met.
Playthe recording and ask the children to fill in the answers.Pause the tape if necessary. Askseveral 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. Iftime is enough, play the tape again and the students repeat after it.
StepⅤ 2c
Thisactivity provides guided oral practice using the target language.
Presentthe dialogue in this activity with a student first
T:I like movies that are romantic.
Ilove Titanic.
S:Oh, I don’t. Ilike movies that have big wars.
Ireally like The Doctor—A RealSoldier.
Thenask 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.
Asktwo students to read the sample conversation.Then ask the students to discuss their favorite bands, books and movies ingroups of four. Tryto use the sentences with the Attributive clause we have met in this unit tohelp to make conversations. Walkaround in the classroom and offer help if they need.Ask one or two groups to say their conversations to the class.
StepⅥ Summary
Say,In this class we’ve done lots of listening practice on target language, and we’vealso written and spoken some. Tryto use the target language we’ve learned to express your preferences in yourdaily life.
StepⅦ 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.
StepⅧ Blackboard Design
Unit 6 I like music that I can dance to.
Section B
The Fourth Period
Questions:
1. What’s your favorite band?
2. What’s your favorite book?
3. What’s your favorite movie?
The answers to Activity 2a:
1. a jacket 2. a book 3. a movie poster The answers to Activity 2b:
book—He likes writers who explain things well.
movie poster—He likes movies that are about Monsters.
The Fifth Period
Ⅰ.TeachingAims and Demands
1.Knowledge Objects
(1)Key Vocabulary
Yellowriver, 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 Object
Ifyou know where there is a good movie/band, tell your friend and go to enjoy it.
Ⅱ.Teaching Key Points
1.Key Vocabulary.
2.The main ideas of the three short articles.
3.Write a review.
Ⅲ.Teaching Difficult Point
Writea review of a book
Ⅳ.Teaching Methods
1.Teaching by illumination and asking questions
2.Groupwork
Ⅴ.Teaching procedures
StepⅠ Revision
(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 eachother to correct the mistakes. Movearound the classroom and offer as much help as possible.
StepⅡ 3a
Askthe 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 isabout a movie that is named Yellow River Fishermen.What does the reviewer think of the movie?
Whomade it? What does the reviewer think of the director? Please scan it asquickly as you can and tell me the answers.
Afterabout one minute, get all the children stop reading and ask who has got theanswers. Choose three children who have put theirhands up to show they know the answers to the three questions.Help them to get the proper answers.
Thenask the children to reread the reviews more carefully and tell them I will asksome more questions on it in details.
Letthem 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?
Givesome 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 theopposite word of husband, A husband and a wife make up a family.And tell the children the plural form of wife is wives.
Nowread the instructions to the students.
Askthem which sentences we should circle and which ones we should underline.
Checkthe answers with the students.
Teachthe other two reviews with the same way.
Underlined:Every song is really loud and often you can’t understand the words…thelyrics aren’t very good.
Notes
1.on display= be on show
2.The few city photographs are less successful.=Mostof the city photographs are very successful.
3.…theydon’t interest me as much=…theydon’t attract me as much.
4.…froma world class photographer=…fromone who is among the best photographer in the world.
5.suggest= bring an idea into the mind; propose.
StepⅣ 3b
Readthe instructions to the children first.Ask one of them if he or she knows what we will do to make sure each one knowsthe tasks of this activity. Lookat the chart now. Wesee 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 fillin the blanks with proper sentences.Have a look at the sample answer and try to write out the other answers, usingthe information from the reviews in Activity 3a.Move around the classroom while the children are writing to see if they canwrite out the right answers, offering help as needed.
Checkthe 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.
Writingthe answers on the blackboard as the students read makes it easy for the wholeclass to check the answers. Say,let’s review the task. Whatcan we find out? Yes, right, we have got the similar answers with those inActivity 3a.
StepⅤ 3c
Readthe instructions to the students.
Say,Decide what review you will write first, a review of a book, a CD or a movie?
Writedown the name first. Noteto use the capital letters. Letthem 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 thesongs?
Whatkind of people the writer/director/singer is?
Whatdo I think of the writer/director/singer?
Whatdo I think of the book/movie/songs/What do I like and dislike?
Whatsuggestions will I give the readers?
etc.
Thesequestions will help you to write your passage well.And you can look back at the questions in Activity 3a, Section A, before youbegin writing. Usethe three reviews as models. Asthe students are writing the list, move around the classroom to direct them.
Afterthey have finished writing the questions, tell them to begin writing.
Continuemoving around and always offering help when they need.
Askseveral to read their passages to the class after they all have finished.Get the others to help correct the mistakes while they are reading.
Letthem exchange their reviews with their partners.Help each other with the errors.
StepⅥ Part 4
Readthe instructions to the class. Talkabout what is happening in our city next Monday.Ask a question like, What will happen in our city next Monday? Let the studentstell the event which is happening, such as, A VIP will visit our city and a newmovie will be on show.
Tellthem 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 nextTuesday? Is there a football match in our city next Saturday? Is Song Zuyingcoming to sing songs at the biggest theatre in our city next Friday? etc.
Tellthem to fill in the boxes, using the phrases with relative clause.
Forexample, a football match which is between Dalian Football Team and our CityTeam. If they don’t know what will happen, theycan invent events they would like to go to.
Asksome 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:
SA:What would you prefer/like/love to do together?
SB:Let’s go to see the new movie that was directed by Zhang Yimou.
SC:Why not go to watch the great football match that will be between two famousteams? It’s on Friday evening. Wecan have a great weekend together.
SD:No, we’d better go to…
Afterthe 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:
Ourgroup would like to watch :the fashion show that Chen Juanhong will perform onFriday evening. Andwe would prefer to go to listen to the musical group that is called Black Duckson Saturday afternoon.
Sampleanswer
Monday:a movie that is directed by Zhang Yimou an exhibition that is about Chinesetraditional culture.
Tuesday:a performance that will attract many famous singers to come a fashion show thatmany famous models will take part in.
etc.'
StepⅦ Summary
Inthis class, we’ve read three reviews and done some writing.We’ve also learned some new words.
StepⅧ Homework
1.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 wordsand expressions in them.
StepⅨ Blackboard Design
Unit 6 I like music that I can dance to.
Section B
The Fifth Period
The answers to Activity 3b:
Pros
Movie: The fisherman’s wife was funny.
Exhibition: There are many great photos of people and of the countryside.
Band: They play the kind of music that I love to hear.
Cons
It’s too long and it’s really boring.
The few city photographs are less successful.
Every song is really loud and often you can’t understand the words.
The Sixth Period
I.Teaching Aims and Demands
KnowledgeObjects
(1)Key Vocabulary
honest, suit, Italian, Indian, expect
(2)Usethe following words properly
remind, can’t stand, look for, prefer, love
(3)Howto answer an email to a pen pal.
AbilityObjects
(1)Trainthe students to use the verbs well.
(2)Trainthe students’ writing skill.
3.Moral Object
Doyou have any pen pal on the Internet?
Ifnot, try to make one.
Ⅱ.Teaching Key Points
1.Help the students have a self check to see if they can use the target languageof this unit well.
2.The verbs:
remind,can’t stand, look for, prefer, love
3.Answer an email
Ⅲ.Teaching Difficult Points
1.Make up sentences with mind, can’t stand, look for, prefer, love.
2.Reply the email.
Ⅳ.Teaching Methods
1.Teaching by making sentences.
2.Teaching by asking questions.
Ⅴ.Teaching Aid
Justthe blackboard
Ⅵ.Teaching Procedures
StepⅠ Revision
(1)Check the homework. Firstlet 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.
StepⅡ Part 1
Focusattention 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.
Askstudents to fill in the blanks on their own.Check the answers. Fivestudents each read a sentence, filling in the blanks.The rest of the students check their work.
StepⅢ Part 2
Readthe instructions to the students.
Ask,what is the subject of this email?
Whomis it from? and Who wrote the email? Ask three students to answer the questions.
Pleaseread the email silently now. Tryto tell me what Lingling wants to know about you/her pen pal after reading it.
Pickout 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 Linglingwants to know about her pen pal. Writethe questions that Lingling asks in the email on the blackboard:
(1)What language would you like to learn?
(2)What kinds of music do you like?
(3)What kinds of food do you prefer?
(4)Have you ever seen an Indian film?
(5)What kinds of films do you prefer?
Afterthat ask some questions about lingling to see if they understood the email.
(1)What language might lingling like to learn some?
(2)Why is Lingling in Hong Kong now?
(3)Which city does Lingling prefer, Hong Kong or Shanghai?
(4)What did she do last night?
(5)What kind of music does she prefer?
Askas many questions as possible if time permits.Try to make it clear what the students couldn’t understand about the email byasking them to answer the questions, and give them some explanation wherenecessary, especially the new vocabulary.
Teachthe new vocabulary by giving example sentences and asking the children to makeup more sentences with them.
Askone student to read the email.Correct any pronunciation errors to make sure the students are providing a goodmodel for the rest of the class. Askall the students to read the email aloud once.
Nexttell the students to write the reply to Lingling.Say, you are Lingling’s pen pal now.Please write a reply to Lingling now.Look at the questions on the blackboard.Your email should include all the answers of the five questions.Write in the form of a letter.
Askstudents to complete the work on their own.After they all have finished the letter, ask a few students to read theirreplies to the class.Answers will vary, but note to check if they include details of about the samelength as the email they are replying to.
StepⅣ Just for Fun!
Askall 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 aband.
StepⅤ Summary
Say,In this class, we’ve received some vocabulary words presented in this unit.
Andwe’ve also made up sentences using these words.Another thing we’ve done is that we have written a reply email.
StepⅥ Homework
(1)Review all the language points in this unit.
(2)Finish off the exercises on pages 234 25 of the workbook.
StepⅦ Blackboard Design
Unit 6 I like music that I can dance to
Self check
The Sixth Period
Questions in Lingling’s email:
(1) What language would you like to learn?
(2) What kinds of music do you like?
(3) What kinds of food do you prefer?
(4) Have you ever seen an Indian film?
(5) What kinds of films do you prefer?
The Seventh Period
Reading: Eat well and exercise
Ⅰ.Teaching Aims and Demands
1.Knowledge Objects
KeyVocabulary
junk food, not have the energy, national,spoil, especially, catch up and so on.
Text: Eat well and exercise
2.Ability Objects
Train students’ ability of identify main idea.
Train students’ ability of understanding wordsin context.
Train students’ ability of reading for specialinformation.
3.Moral Object
Stop eating junk food, get more sleep, andexercise three times a week. Starttoday!
Then you can be happy.
Ⅱ.Teaching Key Points
Keyvocabulary.
Readthe text to identify main idea.
Readthe text to understand words in context.
Readthe text for special information.
Ⅲ.Teaching Difficult Points
Trainstudents’ reading skill.
Trainstudents’ writing skill.
Ⅳ.Teaching Methods
Up-downreading method
Pairwork.Groupwork.
Ⅴ.Teaching Procedures
StepⅠ Key Vocabulary
Revisethe key words using flashcards.
StepⅡ Part 1
Readthe title to the students first and ask them to predict what they think thearticle is about based on the title.Say,
Lookat the two pictures on this page.
Tryto 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.
Readthe instructions for Activity I to the students.Be sure they know what to do. Goover the five questions with them and choose five students to answer themindividually. Thenask them to work in pairs, discussing the five questions.The answers will vary. Tellthem not to look at the reading and give the answers by themselves before theybegin. As students work, walk around theclassroom, listen to them and offer any help they may need.
Whenall the pairs finish discussing, ask one or two pairs to ask and answer thequestions. Theothers listen to them to see if they’ve made any mistakes and help them tocorrect their sentences.
StepⅢ Part 2
TDraw students’ attention to the instructions and read the instructions to them.Tell them. Youare asked to read the passage quickly and make it clear—whathealthy 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 theanswers to the chart.
Letthem read and fill in the forms. Afterthey’ve all finished, have them discuss the lists with their partners, andcheek the answers with each other.
Encouragestudents to report their answers with complete sentences.Ask one to report to the class. Forexample, One healthy food is fresh fruits.
StepⅣ Part 3
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?
Readthe article and you’ll know that.
Pleasebegin reading it now. Tryto guess the meanings of the bold words in context.
Havethem to read the article to get the answer and try to get the meanings of thewords in bold at the same time. Tellthem to try to get the meanings in context this time.After they’ve all finished reading the passage once, ask the question, How canyou 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 tothe students. Tellthem that they have two tasks now—matchthe words and expressions with their meanings and make sentences with the wordsand expressions.
Firstlet 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 expressions.If they feel it hard to do, try to find the sentences with the words in thearticle and make similar ones by themselves.
Workin pairs. Ask several students to read theirsentences to the class.Correct any mistakes as necessary.
StepⅤ Part 4
Readthe instructions to the students. Askthe first question as a sample and ask one to answer it.Have the students read the article again and get the answers to the fivequestions by themselves.
Checkthe 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.
StepⅥ 5a
Readthe task with the students. Drawthe 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.
Studentsask 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 moreexercise.
StepⅦ 5b
Readthe task to the students. Makesure they can understand the instructions.Let them discuss in fours. Aftera while, ask them about the results to check the answers.Ask each group to vote on the healthiest student and let that student explainwhy he or she is so healthy to the class.
StepⅧ Summary
Say,We know much about how to keep healthy from the article.Let’s do as it from today.
StepⅨ Homework
Readthe article in Activity 2 again for further comprehension.
StepⅩ Blackboard Design
Reading: Eat Well and Exercise
The Seventh Period
Sample 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.
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