Unit9 I like music that I can dance to.单元综合测试
听力部分（20分）
Ⅰ.听句子，选择正确的应答语。（5分）
1. A. F.I.R. B. Liu Huan. C. Dance music.
2. A. Last week. B. In a supermarket. C. By bike.
3. A. It tastes delicious. B. I enjoy food that is sweet. C. I don’t enjoy eating sweet food.
4. A. I can’t stand it. B. No, he doesn’t like it. C. He likes it very much.
5. A. I enjoy listening to music. B. I don’t like that movie.
C. I like music that isn’t too loud.
Ⅱ.听小对话，选择正确的选项。（5分）
1. What kind of music does the girl like
A. Pop music. B. Rock music. C. Country music.
2. Who likes singers that look really cool
A. Jenny. B. Linda. C. John.
3. What does Tom like better
A. Vegetables. B. Meat. C. Fish.
4. Which film does the woman like
A. Kungfu Panda. B. Harry Potter. C. Titanic.
5. Where are they talking
A. In a school. B. In a shop. C. At a concert.
Ⅲ. 听短文，根据短文内容选择正确答案。（10分）
1 When was Elvis Presley born
A. On January 8, 1936. B. On January 8, 1935. C. On January 18, 1935.
2. Where did he learn to sing when he was five
A. At a school. B. In a music group. C. In the church.
3. What was he interested in at school
A. Only singing. B. Only swimming. C. All the subjects.
4. Who did he record some songs for in 1955
A. His fans. B. The people at the recording studio C. His mother
5. How many films did he make in his life
A. 13. B. 30 C. 200
笔试部分
Ⅳ. 单项选择（15分）
1. I'm sleepy. I prefer ________ at home to going out for a walk.
A. sleeping B. to sleep C. slept D. sleep
2. Most of my classmates prefer loud music that they can dance _______.
A. from B. by C. with D. to
3. I like the cartoon which a happy ending.
A. have B. has C. is D. are
4. Liu Yang is the first Chinese woman astronaut_______ has ever traveled in space.
A. whom B. which C. who D. whose
5. ---It’s reported that there will be thick fog tomorrow.
--- , we’ll have to start earlier to the airport.
A. In any case B. In case C. In no case D. In that case
6. The movie ______ we saw last night was fantastic.
A. that B. what C. whose D. Who
7. Many children are left alone in the countryside. Let’s try our best them.
A. help B. helping C. to help D. helps
8. I knew very well that the problem was more difficult than he .
A. supposed B. agreed C. believed D. wondered
9. —How do you like the silk scarf
—Very much. It feels _______and comfortable.
A. hard B. sweet C. expensive D. smooth
10. Mrs. Smith wanted to lose weight, but soon she found it difficult to a diet.
A. agree to B. take off C. stick to D. shut off
11. Li Wei’s parents have spent money on his education.
A. a lot B. quite a few C. plenty of D. a number of
12. A Wechat (微信) is an invention ______ can help people talk to friends, share photos, ideas and feeling freely.
A. which B. who C. whose D /
13. I am sure Cindy will be able to find the hotel-she has a pretty good _____of direction．
A. idea B. feeling C. experience D. sense
14. —I will go to the countryside to see my grandmother this afternoon, so I can't go swimming with you.
— ______ .
A. It’s my pleasure. B. You are welcome. C. That's a pity. D. Sure, I am.
15. You should find ways to your children often, and you’ll find they will open their hearts to you.
A. thank B. understand C. praise D. pride
Ⅴ. 完形填空.（15分）
There was a man who played the piano in a bar. He played 1 well that many people came just to hear him play. But one night，the boss told him, "Some customers are 2 listening to the piano. They are asking you to sing. So sing a song or you will not get paid!"
Then he had to sing a song. He had never sung in 3 before. But everyone was moved 4 the song "Mona Lisa" he sang this time. 5 had ever heard such a beautiful song before!
He might have 6 the rest of his life as a common piano player in a bar, but for this time, he went on to become one of the best-known 7 .
You, too, have skills and abilities. You may not 8 that your talent is great, but it may be 9 than you think! Also, if you keep trying, most skills can be improved. The question is not, "What talent do I have " It is rather, " 10 will I use whatever talent I have "
1. A. very B. quite C. so D. such
2. A. interested in B. fond of C. busy with D. tired of
3. A. public B. person C. trouble D. surprise
4. A. in B. for C. by D. with
5. A. Nobody B. Anybody C. Somebody D. Everybody
6. A. missed B. lived C. saved D. lost
7. A. pianists B. actors C. singers D. dancers
8. A. miss B. realize C. catch D. think
9. A. better B. harder C. worse D. longer
10. A. What B. Why C. How D. When
Ⅵ. 阅读理解。（20分）
A
Teens Talk
Lisa Black Age 13 Mexico City, Mexico “My favorite kind of music is salsa, and my favorite singer is Mare Anthony. Salsa is a kind of Latin music. Why do I like salsa Well, it’s exciting. There’s always salsa music at our home. That’s because my parents love it— and because we live next to a salsa music store!”
Tom White Age 14 New York City, USA “What’s my favorite kind of music I like all kinds of music, but my favorite is techno. It’s too cool! My brother hates techno— he thinks it’s terrible! He doesn’t understand it. But I don’t understand his music either—he thinks country music is great!”
Linda Green Age 13 Paris, France “My favorite kind of music is classical. My friends think I’m boring. But I think classical music is really cool. My mom and dad like classical too, and my dad has a great collation of classical CDs.”
1. Lisa Black likes salsa and she thinks it is ________.
A. exciting B. terrible C. boring D. relaxing
2. Tom White comes from_________.
A. Mexico City, Mexico B. New York City, USA
C. Paris, France D. London, England
3. Linda and her parents like music, and ______ has a great collation of classical CDs.
A. her brother B. her mother C. her father D. her sister
4. Which of the following statements is right
A. Tom White’s brother thinks techno is too cool.
B. Lisa’s family live with a salsa musician.
C. Tom White and his brother don’t understand country music.
D. Linda Green’s friends think she is boring because of classical music.
5. The topic of today’s talk is about teen’s __________.
A. favorite collation B. favorite music C. favorite singer D. favorite group
B
Michael Jackson’s sudden death really astonished (震惊) his fans, but soon they are glad to find another younger “King of Pop” has appeared.
Wang Yiming, who is known as Xiao Bao, has already been popular across the world with his wonderful dance moves. He once appeared on U.S. television show “Ellen” and performed successfully at the World Expo 2010. About seven years ago, Xiao Bao was born prematurely (早产), which made his mother really worried. He was so weak. What could he do Doctors suggested that moving his body to music would help make him strong, but soon his parents were surprised by how quickly Xiao Bao fell in love with music!
“When he was young, we just started playing music to him and he started moving around like this. But we didn’t think that he had such a strong feeling for music. When he was just several months old, we would let him listen to music and he would stop crying and calm down at once,” the proud mother once said.
So far, Xiao Bao has learned the moonwalk and other Jackson’s moves well. His fans are crazy about his wonderful shows. He has drawn more people’s attention. He is fast becoming internationally popular.
There are lots of problems waiting for him, but Xiao Bao will never give up. He is serious about his dancing career (事业). Where there is a will, there is a way. We are sure that Xiao Bao’s dream will come true one day.
6. Xiao Bao has been famous for ___________.
A. his young age B. his dance moves
C. his television shows D. his strong body
7. Why did doctors advise Xiao Bao to dance
A. Because they knew Xiao Bao’s feeling for music.
B. Because Xiao Bao’s parents wanted them to do so.
C. Because Xiao Bao likes Michael’s dancing a lot.
D. Because they thought dancing would be good for his health.
8. How did Xiao Bao’s parents feel when they first saw his reaction (反应) to music
A. Surprised. B. Happy. C. Proud. D. Worried.
9. What can we learn from the passage
A. People have paid little attention to Xiao Bao.
B. Xiao Bao’s fans are not satisfied with his moves.
C. Xiao Bao works seriously and never gives up dancing.
D. His parents worry about their son’s crazy love for music.
10. What’s the best title for the passage
A. A Boy’s Dancing Career B. A Younger “King of Pop”
C. Michael Jackson’s Moves D. Wang Yiming’s Hobby
Ⅶ.词汇。（10分）
1. He told me to go out to find some s (枝条) for a fire.
2. They p____(表演) a dance for the children at the party.
3. We should be a m_____(主人) of ourselves in learning.
4. Linda is such a good daughter that she spends most of her s______(空闲的) time with her parents.
5. Ang Lee is the first Asian d (导演) that win the Oscar Award.
B.用所给词的适当形式填空。
6. She gave a fine (perform) at the art festival.
7. Each of us should try our best (realize) “Chinese Dream”.
8. I have a headache and I don’t feel like (eat) anything.
9. Sally prefers ______(stay) at home to going out on Sundays.
10. After working all day, his father felt too tired (say) a word.
Ⅷ. 句型转换(10分)
1. He likes Chinese food better than Indian food. (同义句)
He Chinese food Indian food.
2. I like singers. The singers write their own music. (合为一句)
I like singers their own music.
3. People are talking about the old houses. The old houses were bought by Jackie Chan twenty years ago. (改为定语从句)
People are talking about the old houses ____ Jackie Chan _____ twenty years ago.
4. When we listen to Abing’s music, we often feel sad and painful. (同义句)
When we listen to Abing’s music, we often sense and .
5. I like movies which can cheer me up. (变一般疑问句)
movies do you like
Ⅸ.书面表达.（15分）
下面是一份你的好朋友Jack的个人爱好的调查表，请你根据表格内容写一篇短文介绍一下他的喜好及原因，词数：80～100。短文开头已给出，不计入总词数。
Names Reasons
Bands Back Street Boys; HOT Energetic; good singers; look cool; wear fantastic clothes
Books Hamlet; Romeo and Juliet Love stories; romantic; beautiful words
Movies Titanic; E.T. Tragedy; science fiction
Jack is one of my good friends. He
______________________________________________________________________________________________________________________________________________________________
听力材料
Ⅰ.听句子，选择正确的应答语。每个句子读一遍。
1. What is your favorite group, Li Ming
2. Where did you buy this CD
3. What kind of food do you enjoy, Tom
4. What does Mark think of the movie Titanic, Lucy
5. What kind of music do you like best, John
Ⅱ.听小对话，选择正确的选项。
1. M：Lucy, are you a pop music fan
W：No, I like country music best. It can make me relaxed.
2. M：Linda, does Jenny like singers who look really cool
W：No, she prefers the singers who write their own songs. But John does.
3. W: Hi, Tom. Which do you prefer, meat or vegetables
M: I like vegetables much better than meat.
4. M：Do you like the film Kungfu Panda or Harry Potter
W：Neither. I like the film called Titanic.
5. W: Oh, look. There is Michael Jackson’s CD. It’s only 10 dollars.
M: Oh, yeah. This is the last one. His music is loud and energetic. Many people like his music.
Ⅲ. 听短文，根据短文内容选择正确答案。（10分）
Elvis Presley was born in Mississippi, the USA on January 8, 1935.At the age of five, he started to listen to radio music. His parents often took Elvis to the church in the neighborhood. At the church he learned to sing, and he never forgot songs that he used to sing in church. At school he was not a very good student. His only real interest was singing.
In 1955 he recorded some songs for his mother's birthday. The people at the recording studio liked Elvis's singing and music. Then his songs were loved by more and more people.
Elvis Presley was very successful and he was a well-known pop star. In his life, he made more than 200 records and 30 films. His music is still loved by people all over the world.
参考答案
第九单元综合测试答案：
Ⅰ.听句子，选择合适的图片。1-5ABBCC
Ⅱ.听小对话，选择正确的选项。1-5CCACB
Ⅲ. 听短文，根据短文内容选择正确答案。
1-5BCACB
Ⅳ. 单项选择
1-5ADBCD 6-10ACADC 11-15CADCC
Ⅴ. 完形填空.
1-5CDACA 6-10BCBAC
Ⅵ. 阅读理解。
1-5ABCDB 6-10BDACB
Ⅶ.词汇。
1. sticks 2. performed 3. master 4. spare 5. director 6. performance 7. to realize 8. eating 9. staying 10. to say
Ⅷ. 句型转换
1. prefers; to 2. who/that; write 3. that/which; bought 4. sadness; pain
Ⅸ. 书面表达
One possible version:
Mike is one of my good friends. He loves listening to music, reading books and watching movies. He is a super fan of the bands Back Street Boys and HOT because he loves bands that are energetic. He thinks they are good singers. Besides, he thinks the band members look cool and always wear fantastic clothes. When he reads, he prefers reading books like Hamlet and Romeo and Juliet by Shakespeare. They are love stories that are extremely romantic and Mike likes books that have beautiful words. Also, he likes tragedies and science fictions. Of all the movies, he enjoys Titanic and E.T. best.Unit9 I like music that I can dance to.第二课时教学设计和课时作业
The Second Period (Section A 3a---4c)
Teaching Aims
1. Knowledge Objects：
(1)Function:
Express preferences
(2)Key Vocabulary:
Ss can master the following new words and phrases: stick, down, dialogue, documentary, drama, plenty, shut, intelligent, stick to, depend on, cheer up, try one’s best to do, shut off, plenty of, sit back, in time, once in a while
(3)Target Language:
When I’m down or tired, I prefer movies that can cheer me up.
Documentaries like March of the Penguins which provide plenty of information about a certain subject can be interesting.
I can just shut off my brain, sit back and enjoy watching an exciting superhero who always saves the world just in time.
Once in a while, I like to watch movies that are scary.
I always bring a friend who isn’t afraid of these kinds of movies, and it doesn’t feel so scary anymore.
What kind of food do you enjoy
I enjoy food that is sweet.
(4)Structure:
Relative clause with that, who and which
2. Ability Objects
① Be able to master and use the key vocabulary and target language.
② To read the passage, learn and master how to express preferences by using relative clause with that, who and which.
③To learn to grasp and use relative clause with that, who and which in real life.
3. Moral Objects
Watching different kinds of movies can make your life become interesting and relaxed. Enjoy your own preferences.
Teaching Key Points：
⑴ To read the passage, learn how to express preferences by using relative clause with that, who and which.
⑵ Be able to master and use the key vocabulary and target language.
Teaching Difficult Points：
⑴Learn and master the relative clause with that, who and which.
⑵To understand the passage, practice expressing preferences by using relative clause with that, who and which.
Teaching Methods：
The Situational Teaching Approach, Task-based language teaching method, The Gaming teaching Method.
Teaching Aids：
The pictures about movies, PPT
Teaching Procedures：
Step 1 Review and warming up（About 6 minutes）
(Present the poster of “Dance, Dance, Dance” and play the music “Dance, Dance, Dance” before class.)
T: Boys and girls, just now we enjoyed a piece of music. It makes me feel exciting and I like it very much. And what kind of music do you like What kind of singers do you prefer Next I’ll invite some students to share their views about your favorite music and favorite singers with the class.
Call several students to say their favorite music and favorite singers by the sentences “I like music that…and I prefer singers who…”
T: You have different preferences about music and singers. Just now we enjoyed a piece of music called “Dance, Dance, Dance”, do you like it Why or why not Please look at these words. They will help you to describe your feeling.
Present the following words and phrases and ask some students to describe the music. Give the students some explanations or help when necessary.
too long; singers don’t sing the words clearly; dance to; loud; dance music.
Step 2 Reading and writing （About 5 minutes）
T: Just now we talked about our feeling about “Dance, Dance, Dance”, now look at the picture of a beautiful girl in 4b. Her name is Jennifer, what does she think about “Dance, Dance, Dance” Please read Jennifer’s review in 4b and answer the following questions.
Q1. What kind of music is “Dance, Dance, Dance”
Q2. What kind of singers and musicians does Jennifer like
Q3. What kind of songs does she dislike
Then according to the review, ask students to complete the sentences in 4b using that, who and which by their own.
Invite different students to say their sentences and check answers with the class.
Step 3 Reading (About 14 minutes)
Lead-in:
T: Look at the picture in 3a. The girls look very happy. What do you think they are doing
S2: They are watching movies.
T: What kind of movie do you think they are watching
S2: I think they must be watching a comedy.
T: Why do you think so
S2: Because comedies can make people happy.
T: Great! Different kinds of movies can help us in different ways. What kind of movies do you like
Show some pictures about different kinds of movies and talk them.
T: Look at the picture 1. What kind of movie is Men in Black
S2: It’s a comedy.
T: What do you think of the comedy
S2: It can make us happy.
Have students look at the pictures and talk about other kinds of movies in pairs. Then have some students say their faovrite kind of movie and why.
While-reading:
T: Different people like different kinds of movies. What kind of movies does the writer like Why does she like them Let’s read the passage and find out the answer.
First, have students to read the passage in 3a quickly, and underline the different kinds of movies and circle the movie names. Then call a student to report the answers and check the answers with other students.
Have students look at the following statements in the chart. Then let them read the passage carefully to get a general idea and circle “T” for “True” or “F” for “False”.
1. When the writer is down, he/she prefers to watch comedies and cartoons. 2. Watching comedies can make the writer relax. 3. When the write is sad, he/she likes watching dramas like Titanic. 4. The writer doesn’t like to watch documentaries because he/she is too tired to think too much. 5. The writer doesn’t like action movies like Spider-Man because he/she is too tired to think. 6. The writer always watches scary movies with his/her friends.
Ask different students to say their answers. then check the answers with the class.
Have students look through the questions in 3b. Then ask them to scan the passage again with the questions and find out the answers to the questions.
Call some students to answer the questions and check the answers in class.
Then have students read the passage and find out key phrases, key structures and the relative clauses with that and who.
Then help students sum up some key language points and explain some phrases and the key structures.(stick on, depend on, cheer up, plenty of, shut off, sit back, once in a while, try one’s best to do sth., too…to…)
After-reading:
Have students read the chart in 3c and think about what kinds of movies they like to watch when they are happy/sad/tired/bored. Then let them finish the chart. Remind them to use the relative clauses with that and who. While working, move around and give them some help if necessary.
Invite three volunteers to share their preferences with other students.
Step 4 Grammar Focus (About 5 minutes)
Have the students read and remember the sentences in Grammar Focus by themselves, and then ask a student to summarize how to express preferences and the relative clauses with that, who and which. Teacher gives some explanations about the different usages of that, who and which in the relative clauses. Then tell students that when the antecedents refer to things, we use that or which to take place of it in the relative clauses; when the antecedents refer to persons, we use who or that to take place of it in the relative clauses.
Have students make sentences to talk about their favorite music\singers and movies using the relative clauses with that, who and which. Then call some students in different levels to report their sentences in class and praise the students who don’t have any mistakes.
Step 5 Practice（About 5 minutes）
Have students look through the words in different columns in 4a and make a sentence using the relative clause as an example. Remind them how to use the relative pronouns “that, who and which”. Then ask students to choose words from the different columns to make four sentences for expressing their preferences. Move around and give them some help if they need.
Call three students to say their answers and check them in class.
Step 6 Pairwork (About 6 minutes)
T: Different people have different preferences. Please look at the following chart and fill in the chart according to your own preferences. Then make conversations with your partners to talk about the things or persons you like and dislike.
Do a survey.
Have the students fill in the following chart according to their own preferences.
Things pr persons I enjoy/like…that /who… I dislike…that/who
food
clothes
movies
singers
teachers
Invite tow students to read the conversation in 4c. Then ask students to make their conversations in pairs according to their survey results to talk about the things or persons they like and dislike. Move around the classroom and give them some support if they have any difficulties.
Invite several pairs to share their conversations with other students.
Sample conversation 1:
A: What kind of clothes do you enjoy
B: I enjoy clothes that/which look cool.
A: What kind of clothes do you dislike
B: I dislike clothes that/which are expensive.
Sample conversation 2:
A: What kind of teachers do you enjoy
B: I enjoy teachers who/that are humorous.
A: What kind of teachers do you dislike
B: I dislike teachers who/that always keep on talking.
Step 7 Summary（About 3 minutes）
In this class, we've mainly learned how to talk about different kinds of movies we like using the relative clauses with that, who and which. And we have done much reading, speaking and writing practice using the target language to express our preferences.
Ask students to sum up the important phrases and the key sentence they learned.
Help students sum up the relative clauses with that, who and which and practice talking about their own preferences. Make sure the students can use that, who and which in the relative clauses.
Step 8 Homework（About 1 minutes）
Write a short passage to express your opinions about music, movies, singers and PE stars using the relative clauses. The following expressions can help you.
I like music that…. But I dislike music that…. I like movies that….and I like movies that…. I like singers who….I like…..who ….
Blackboard Design：
Unit9 I like music that I can dance to.
Section A 3a-4c
Phrases: stick on, depend on, cheer up, plenty of, shut off, sit back, once in a while
Key structure:
try one’s best to do sth., too…to…
I prefer movies that can cheer me up.
Documentaries like March of the Penguins which provide plenty of information…
…and enjoy watching an exciting superhero who always saves the world just in time.
Once in a while, I like to watch movies that are scary.
I always bring a friend who isn’t afraid of these kinds of movies.
What kind of food do you enjoy
I enjoy food that is sweet.
课时作业设计
Ⅰ.根据句意、汉语意思和首字母提示完成句子。
1. He s_______(粘贴) the photos into an album last night.
2. We felt very d _______(沮丧)after the match was over.
3. I can't s_______(关上) my suitcase because it's too full.
4. He's an i_______(聪明的) child, but he's not very hardworking.
5. The novel has long descriptions and not much d_______(对白).
Ⅱ. 选择填空。
1. ---You look so _____. What’s wrong
---I lost my job yesterday.
A. surprised B. nervous C. serious D. down
2. Please your cell phone while you are sleeping.
A. shut up B. shut off C. put off D. close off
3. Jenny has spent _____money on her clothes.
A lot of B a plenty of C plenty of D a number of
4. All the members thought that the plan should be changed, but he still ____ his own idea.
A. insisted on B. went on C. stuck to D. kept off
5. Do you enjoy movies ______make you excited
A. that B. who C. what D. whom
Ⅲ. 用所给词的适当形式。
1. Scientists are trying their best _______(come) up with ways to treat the terrible disease.
2. She was too scared _____(watch) horror films alone.
3. She likes listening to music that (make) her relaxed.
4. My parents enjoy (talk) about the funny things that happened in the school.
5. The volunteer spoke as____(clear) as she could to make the visitors understand her.
教学反思
本节课教学环节紧凑，重点突出，教学步骤循序渐进，铺垫有序，能力训练较为全面。教学活动紧紧围绕表达喜好这一话题创设情境，并结合学生的实际，由浅入深展开多种形式的教学活动，其中许多活动与学生实际运用语言的形式一致，学以致用，收效很好。学生学习积极主动，热情投入，课堂氛围非常热烈。学生能够围绕中心话题自由地进行说、读、 写的训练，能够掌握定语从句的用法，准确使用关系代词who、that和which。教学中还重视培养学生的自学能力，从关键结构的复习巩固、语法的总结到阅读方法的训练，都力求把学习的钥匙交给学生，让学生在获得知识同时，提高学生在情境中运用语言进行表达的能力。
第二课时作业设计答案
Ⅰ. 1. stuck 2. down 3. shut 4. intelligent 5. dialogue
Ⅱ.1-5DBCCA
Ⅲ. 1. to come 2. to watch 3. makes 4. talking 5. clearlyUnit9 I like music that I can dance to.第三课时教学设计和课时作业
The Third Period (Section B 1a---1e)
Teaching Aims
1. Knowledge Objects：
(1)Function:
Express preferences
(2)Key Vocabulary:
Ss can master the following new words and phrases: unusual, sound like
(3)Target Language:
He likes clothes that are unusual.
I like movies that are sad. I love Titanic.
Oh, I don’t. I like movies that are scary.
(4)Structure:
Relative clause with that, who and which
2. Ability Objects
① Learn and master how to express your own preferences using the relative clause with that, who and which.
② Be able to use the target language in spoken conversation and improve students’ ability of listening and speaking.
3. Moral Objects
I have my own favorite things in my life．
That’s why I am enjoying the life．
Teaching Key Points：
Enable the students to express preferences on different things in daily life by using the target language.
Teaching Difficult Points：
Learn to talk about why they like the band, the book and the movie using the relative clause with that, who and which.
Teaching Methods：
The Situational Teaching Approach, Task-based language teaching method, The Cooperative Learning Method, The Communicative Approach.
Teaching Aids：
The pictures about bands, movies and books, PPT
Teaching Procedures：
Step 1 Review（About 4 minutes）
Greet the class as usual.
Show the mind-map and point to “music” and talk with a student.
T: What kind of music do you like
S1; I like music that (which) has great lyrics.
T: What kind of singers do you prefer
S1: I prefer singers who (that) write their own songs.
Call another student to repeat S1’s sentences with different relative pronouns. Ask different pairs to talk about the things they like according to the topic given from the mind-map. Say some praise to encourage them.
Have students read the sentences in Self Check 2, then ask them to fill in the blanks with that, who or which. Remind them that each blank may have more than one answer. While students works, move around and offer language support if they need.
Call different students to say their answers and check answers with students.
Step 2 Lead in and warm up（About 4 minutes）
Present the picture of Back Street Boy and play a part of the song as long as you love me. Then have a free talk with students.
T: This song is beautiful. Do you know who sings the song It’s Back Street Boy. They are musicians who give me power. I like their songs that are exciting. Do you like this band
Ss: …
T: What other bands do you know You can say their name in English or Chinese.
Ss: Beyond, F.I.R, Shin, Soda green, The Flowers, S.H.E …
T: My favorite band is Back Street Boy. I like bands that are full of energy. What’s your favorite band
S2: My favorite band is F.I.R. I like bands that dance to their songs.
Have some students introduce their favorite bands to the class, than ask students to fill in the chart in 1a.
T: (Show the pictures of some books) Look at the pictures. Have you read these books. S3
S3: Yes. I have read all these books. I like reading novels.
T: What’s your favorite book
S3: My favorite book is Harry Potter. I like books that have funny stories.
Call some students introduce their favorite books to the class, than ask students to write down their favorite books in the chart in 1a.
T: I like movies, and I have seen many of them, look! These are the movies I have ever seen. Have you seen them
Ss: …
T: My favorite movie is Titanic. I prefer movies that have moving stories. What’s your favorite movie
Invite three students share their favorite movies to the class, than ask students to finish the chart in 1a.
Step 3 Practice （About 6 minutes）
Have students work in pairs to talk about their favorite books, movies and bands according to the information they filled. As the students works, move around and offer some help if they need.
Invite some pairs to share their conversations with other students.
Sample conversation:
A: What’s your favorite band
B: My favorite band is Energy that shows great energy.
A: I prefer bands that play quiet and gentle songs. What’s your favorite book
B: My favorite book is Harry Potter. I prefer books that have exciting superheroes. What about you
A: So do I. And what’s your favorite movie
B: My favorite movie is Lost in Thailand. I like movies that make me laugh.
A: That kind of movies can make us happy. But I prefer movies that have moving love stories. My favorite movie is Titanic.
Step 4 Listen and write（About 5 minutes）
T: (show the picture in 1b) What can you see in the picture
S4: We can see two boys, a T-shirt, a football, a jacket, two books, a hat and a poster.
T: Do you know what they are talking about
S4: They might be talking about some things they like.
T: Yes. We will hear two boys, Michael and Ali, talking about some of the things in the picture. Please listen carefully and write down the three things in the first column of the chart in 1b that Michael likes.
Have students read through the contents in the chart and guess what Michael likes.
Play the tape the first time and ask students just to listen to it carefully and try to get the main idea and not to write. Then play the recording again and have them write down the answers in the chart. Call a student to report the answers and check the answers with students. Praise the students who guess right.
Step 5 Listen and complete（About 7 minutes）
T: Just now we hear the three things Michael like. Next, you’ll listen to the same recording again and write what writers and movies Michael likes in the second column while you are listening.
Have students look through to the second column of the chart in 1b and guess what kind of writers and movies Michael likes.
Play the recording twice and ask students to complete the sentences. Then play the tape again and ask them check the answers by themselves. Then call a student to read the complete sentences, the rest of the class check their answers. Say congratulations to the students who had a good guess before listening.
Step 6 Pairwork（About 5 minutes）
Have an interview.
Ask students to work in groups. Each group chooses a student as the reporter, and then the reporter interview other students according to the information in 1a like this.
Reporter: What’s your favorite movie/book/band
SA: My favorite movie/book/band is …
Reporter: Why do you like it
SA: Because I like movies/books/bands that …
Invite a pair of students to read the sample conversation in the box of 1d to the class and co0mplete the conversation using the interview result.
A: I like movies that are sad. I love Titanic．
B: Oh, I don’t. I like movies that are scary. I really like Resident Evil.
Have students make up conversations in pairs according to the interview activity. As the pairs work together, walk around the classroom listening to some pairs and offering help as needed.
Call different pairs to role-play their conversations to the class.
Step 7 Practice（About 6 minutes）
T: Just now each student talked about your favorite movie, book or band. What other things do you like What things do you dislike Please look through the information in Self Check 3 and make sentences about yourself using the relative clause with that, who and which.
Have students work alone to complete the sentences in Self Check 3 using the relative clause with that, who and which. Call students to discuss their sentences in pairs, and then invite some students to share their sentences with other students.
Step 8 Summary（About 3 minutes）
In this class, we’ve mainly done much listening, speaking and writing practice using the target language. We’ve practiced using the relative clause with that, who and which in our spoken practice. Most of us can use the target language we’ve learned to express our preferences in our daily life.
Step 9 Practice（About 4 minutes）
Have the students look through the sentences in Self Check 1 and understand the meanings. Then ask them to choose the right word from the box to complete the sentences individually.
Call different students to say their answers and check them with students.
Step 10 Homework（About 1 minutes）
Write a passage about your favorite movie or book. The following questions can help you.
1. What’s the name of your favorite movie/book
2 .Who’s the director/actor/actress/writer What do you think of him/her
3. Why do like this movie/book
4. What do you dislike about it
5. What does it remind you of
Blackboard Design：
Unit9 I like music that I can dance to.
Section B 1a-1d
What’s your favorite band What’s your favorite book
My favorite band is Back Street Boy. …
I like bands that are full of energy. What’s your favorite movie
…
He likes clothes that are unusual.
A: I like movies that are sad. I love Titanic．
B: Oh, I don’t. I like movies that are scary. I really like Resident Evil.
课时作业设计
Ⅰ. 单项选择。
1. ---What kind of movies do you like
---I like the movies ____ are about Chinese history.
A. who B. why C. what D. that
2. ---Linda, cm you tell me something about Mo Yan
---Sure. He is the writer ______won the Nobel(诺贝尔) Literature Prize.
A. which B. that C. who D. whom
3. ---I like the program Man and Nature.
---But I Sports News.
A. prefer B. want C. choose D. miss
4. Leo is a(n) boy. He always has some special ideas.
A. funny B. unusual C. popular D. boring
5. I don’t like the band that a strange name.
A. is B. has C. are D. have
Ⅱ.按要求完成下列各题，每空一词。
1. The girl likes singers who can dance to the songs. (对划线部分提问)
_______ ______ does the girl like
2. He likes swimming better than fishing. (改为同义句)
He _______ swimming fishing.
3. I don’t like the movie. It has a sad ending. (合为一句)
I don’t like the movie _______ _______ a sad ending.
4. The girl likes unusual clothes. (改为同义句)
The girl likes clothes .
5. The man teaches us English. He comes from America. (合为一句)
The man America teaches us English.
Ⅲ.补全对话，其中有两项是多余的。
A: Tom! Would you like to go to the video store with me
B: Yes, I'd love to. 1
A: Of course. There are many kinds of new CDs there.
B: 2
A: I like music that has great lyrics best. What about you
B: 3
A: 4
B: Liu Huan.
A: Why
B: 5
A. Where is the video store B. Are there any new CDs C. Who is your favorite singer D. Which CD do you like best E. I prefer music that is quiet and gentle. F. Because he writes his own songs. G. What kind of music do you like best
教学反思
教学中倡导建构式的学习，教师逐步引导，利用大量图片创设情境，引导学生主动参与、感知体验。学生在不断地口语交流和听力练习中，探究发现如何运用定语从句表达个人喜好以及喜爱的原因。课堂中教师根据学生的情感变化，不断调整学习英语的策略，使每个学生个性潜能得以开发。学生在大量的听说活动中，熟练掌握语言技能，积极发展语言能力，充分感受成功的喜悦。在课堂上学生“乐说”、“会说”、“能交际”，使英语课堂成为学生们表演的舞台。
第三课时作业答案
Ⅰ. 1-5DCABB
Ⅱ. 1. What kind of singers 2. prefers; to 3. that/which; has 4. that are; unusual 5. who comes from
Ⅲ. 1-5 BGECFUnit9 I like music that I can dance to.第四课时教学设计和课时作业
The Fourth Period (Section B 2a---3b)
Teaching Aims
1. Knowledge Objects：
(1)Function:
Express preferences
(2)Key Vocabulary:
Ss can master the following new words and phrases: sense, pain, reflect, moving, perform, lifetime, pity, total, master, praise, recall, wound, painful, folk music, look up, be known for, make money, in this way, by the end of, in total
(3)Target Language:
The piece which was played on the erhu especially moved me.
…but it was one of the most moving pieces of music that I’ve ever heard.
The music was written by Abing, a folk musician who was born in the city of Wuxi in 1893.
Today, Abing’s Erquan Yingyue is a piece which all the great erhu masters play and praise.
(4)Structure:
Relative clause with that, who and which
2. Ability Objects
⑴ Enable the students to identify the main idea of the passage according to supporting details of passage.
⑵ To learn to talk about Chinese folk music using the relative clause with that, who and which
3. Moral Objects
Learn about the beauty of Chinese folk music. Educate students to love Chinese traditional culture and music.
Teaching Key Points：
⑴ Learn to understand words and phrases in context and read the text for special information．
⑵ Enable the students to identify the main idea of the passage according to supporting details of passage.
Teaching Difficult Points：
Learn how to identify the main idea of the passage according to supporting details of passage.
Teaching Methods：
The Task-based Language Teaching Method, The Cooperative Learning Method, The Gaming Teaching Method
Teaching Aids：
The pictures and pieces of music about Chinese musical instruments, PPT
Teaching Procedures：
Step 1 Warming up and lead in（About 6 minutes）
Have students listen to the piece of music Erquan Yingyue. Then Have a free talk with students.
T: This is a famous piece of music. The piece is strongly beautiful. It sounds like someone crying. Who can tell me its name
S1: Erquan Yingyue.
T: Yes. What musical instrument do you know it was played on
S1: Erhu.
T: Yes. It’s a kind of Chinese traditional musical instrument. Do you know any famous pieces of music that are played on the erhu except Erquan Yingyue You can say them in English or Chinese.
S2: Horse racing.
S3: March towards Brightness.
S4: Wonderful Night.
…
T: You are great! And what other Chinese musical instruments do you know Look at the pictures. Do you know these musical instruments They are Chinese lute, Bamboo Flute, Gu Chin, Sheng and Drum. (Play part of pieces that played on these musical instruments.) Please look at Picture 2. It’s Chinese Lute. What do we also call it
S5: Pipa.
T: Yes. I know a famous piece of music that is played on Pipa. It has the same name as a famous movie that was directed by Zhang Yimou. Do you know its name
S6: House of Flying Daggers.
T: Yes, House of Flying Daggers. You’re great. What about other Chinese musical instruments Please discuss in your group.
Step 2 Groupwork (About 5 minutes)
Have students read through the instruction in 2a, and then ask them to discuss in groups and list Chinese musical instruments they know and the famous pieces of music that are played on them. Then ask each group to fill in the following chart according to the discussion.
Chinese musical instrument
The famous piece of music
Call different groups to report their discussion results.
An example:
Erhu-- Erquan Yingyue; Chinese lute-- Flute And Drum At Sunset; Bamboo Flute-- Journey To Suzhou; Gu Chin---High mountain and Flowing water; Sheng---Dance Of A Golden Snake; Drum---Lin Daiyu Buries Fallen Flowers; Chinese zither (Guzheng) Song of the homebound fisherman
Step 3 Pre-reading (About 4 minutes)
T: Just now, we listened to the piece of music Erquan Yingyue. How do you feel It was written by a famous folk musician. Do you know who its writer is Next, we’ll read the article and know about the piece of music and its writer.
Have students look at the picture in 2b and answer the following questions.
What was the man in the picture doing
What do you think his job
Where did he play his music
How do you think of the title of the passage after you listened to the piece of music and looked at the picture
Ask some students to share their ideas with the class.
Have students read the passage in 2b quickly and find the new words and key phrases, and then let them try to guess their meanings. Then present the new word on the screen and teach the new words and key phrases.
Step 4 While-reading（About 7 minutes）
Fast reading
Have students read through the questions in 2b. Then let them read the article in 2b as quickly as possible to answer the questions.
Ask different students to answer the questions, and then check the answers with the class.
Careful reading
Have students read the chart in 2c, and then scan the article in 2b carefully and get the main idea of each paragraph and supporting details individually. Then ask them to discuss the supporting details with their partners and complete the chart.
Call different students to say the main idea of each paragraph and supporting details. Check answers in class.
Have students read the article again and find out the sentences with the relative clause and some difficulties. Explain the important or difficult points to the class. Then call two students to retell the passage.
Step 5 After-reading (About 4 minutes)
Have students read the passage in 2d and circle the relative pronoun that or who according to each sentence. Ask a student to say the answers and check them with other students.
Ask students to choose the right words from the box to complete the passage individually. Call different students to read their answers and check the answers with the class.
Step 6 Pairwork (About 5 minutes)
T: From the passage, we know a lot about Abing and his music. Now a foreign visitor is interested in Abing and his music. Please make a conversation with your partner to talk about Abing and his music according to the passage.
First, call two students to read the sample conversation in 2e. Then ask students to make their own conversations in pairs to talk about Abing and his music. As students work, move around the classroom offering some language support.
Call several pairs to share their conversations with the class.
Step 7 Make a survey (About 5 minutes)
Have students read through the chart in 3a on Page 71, and then have a free talk with one student.
T: What kind of music do you like best, S1
S1: I like music that I can dance to.
T: Why do you like the kind of music
S1: Because I like dancing to music.
T: What’s your favorite song
S1: Gangnam Style.
T: Why do you like it
S1: Because the song has strong rhythms.
T: How do you think the song can make people feel
S1: It can make people feel excited. If you listen to it, you can feel relaxed and happy.
Call one student to talk about his favorite movie with his partner in class.
Then ask each student to choose a topic and complete the chart individually. After finishing the chart, have them discuss with their partners.
Call different pairs to talk about their favorite music or movie.
Step 8 Writing (About 5 minutes)
Have students read the instruction in 3b, and then ask them to write a passage to talk about their favorite music or movie.
First, ask them to read the expressions in the box of 3b and make up their own sentences using the notes in 3a. The teacher walks around and gives them some help if they need.
Then let them put these sentences together into a passage.
Finally, have each student read his or her own passage in groups and all the members can give some advice to help correct the passage. Each group chooses the best passage to present in class.
Have students write down their passages in the exercise books.
Step 9 Summary (About 3 minutes)
In this class, we've learned a passage about Abing and his music by using supporting details. It makes us learn more about the beauty of Chinese folk music.
Ask two students to sum up the key phrases and the sentence with the relative clause with that, who and which.
Step10 Homework (About 1 minute)
What do you think of Abing and his music Why are people moved by his music Search for some more information about Abing and his music. Then write a passage to introduce the folk musician and his famous pieces of music.
Blackboard Design：
Unit9 I like music that I can dance to.
Section B 2a-3b
Sad but beautiful
strongly beautiful
sensed a strong sadness and pain Erquan Yingyue especially moved me.
cried along with it as I listened.
His was very poor.
He developed a serious illness and became blind. Abing lived a hard life.
For several years, he had no home.
He lived on the street and played music.
play over 600 pieces of music
many of these were written by himself Abing’s amazing music skills made
six pieces of music were recorded for the future world him very popular.
all the great erhu masters play and praise Erquan Yingyue
第四课时作业设计
Ⅰ.根据句意、汉语意思和首字母提示完成句子。
1. The smooth surface of the lake r________ (映出) the lights of houses.
2. The nurse cleaned the w______(伤口) for the boy.
3. It would be a great p______(遗憾) if you gave up now.
4. She has m_____(掌握) several foreign languages, for instance French.
5. He is going to p______(表演) magic at the party.
Ⅱ. 选择填空。
1. I can't find the book __________my mother bought me.
A. who B. when C. which D. whose
2. He someone standing behind her.
A. saw B. sensed C. sounded D. watched
3. ---I missed the basketball game between Class 1 and Class 3 yesterday.
---Really _________ It was great.
A. What a pity! B. Don’t mention it. C. I’m glad to hear that. D. Never do it again
4. ____ over 200 students took part in the sports meeting.
A. in general B. in common C. in total D. in addition
5. The new song that the singer wrote received high _______ from everyone.学科
A. pride B. praise C. choice D. spirit
Ⅲ. 根据汉语意思，把下列句子补充完整。
1. 这首用二胡演奏的民乐曲尤其让我感动。
The piece of folk music which on the erhu especial me.
2. 《二泉映月》是我曾经听过的最感人的乐曲之一。
Erquan Yingyue is one of the of music that I .
3. 她的故事太感人了，她们几乎边听便随着它哭泣。
Her story was so moved that they almost cried it they listened.
4.他没来参加晚会真是太遗憾了。
It’s that he can’t come to the party.
5. 《二泉映月》悲伤的美不仅是阿炳自己一生的写照，而且也使人们回想起她们最深的伤痛。
Erquan Yingyue’s sad beauty not only paints a picture of Abing’s own life but also makes people their deepest wounds.
教学反思
本节课达到了预设的教学目标，教学内容与学生的亲身体验紧密结合，教学设计巧妙实用，教学环节层层递进，以学生为中心开发课程资源，设计各项任务活动，让学生在主动探究的过程中学会并运用知识,真正成为课堂教学的主角。
导入新颖，铺垫自然。课堂以欣赏二胡曲《二泉印月》开始，一方面可以激发学生探知我们民间乐器的兴趣，提高学习的积极性；同时通过欣赏乐曲，学生能够感受到我们国家民间音乐的优美，激发学生对民族文化的热爱，让学生在潜移默化中受到教育。另一方面欣赏乐曲可以让学生加深对这首乐曲的理解，对短文中作者的感受有着深刻的体验，为进一步理解短文做好铺垫。
阅读教学活动任务设计先总后分，符合学生认知规律。阅读教学围绕各段中心，抓住具体细节，帮助学生理解短文，完成阅读任务。读前、读中和读后活动有机成为一体，相互促进，体现“学为了用”这一目的，使学生在掌握语言结构的同时能够熟练运用它们。
由于对学生的预习情况和参与热情估计不足，本节课时间上显得有点紧，没有让学生充分发挥，今后在有效地调控课堂节奏方面有待进一步研究加强。
第四课时作业设计答案
Ⅰ. 1. reflected 2. wound 3. pity 4. mastered 5. perform
Ⅱ. 1-5 CBACB
Ⅲ. 1.was played; moved 2. most moving pieces; have ever heard 3. along with; as 4. a pity 5. paints a picture; recall
Unit9 I like music that I can dance to.第一课时教学设计和课时作业
The First Period (Section A 1a---2d)
Teaching Aims
1. Knowledge Objects：
(1)Function:
Express preferences
(2)Key Vocabulary:
Ss can master the following new words and phrases: prefer, lyrics, Australian, electronic, suppose, smooth, spare, case, director, war, along with, dance to, different kinds of, in that case
(3)Target Language:
What kind of music do you like
I love music that/which I can sing along with.
I prefer music that has great lyrics.
What kind of movies do you like
I prefer movies that/which give me something to think about.
What kind of musicians does Carmen like
She likes musicians who play different kinds of music.
I suppose I’ll just listen to this new CD I bought.
(4)Structure:
Relative clause with that, who and which
2. Ability Objects
①Enable the Ss to talk about different kinds of music and their own preferences by using relative clauses with that.
②Train the students’ listening and speaking skills with the target language
3. Moral Objects
Let’s enjoy music. It always brings us happiness.
Teaching Key Points：
Enable the Ss to talk about their own preferences by using relative clauses with that.
Train the students’ listening and speaking skills with the target language.
Teaching Difficult Points：
Learn and master the relative clauses with that.
Enable the students to understand the target language in spoken conversation and train students’ listening ability and communicative competence.
Teaching Methods：
The Situational Teaching Approach, Task-based language teaching method, The Activity Teaching Method, The Communicative Approach.
Teaching Aids：
The pictures about music, PPT
Teaching Procedures：
Step 1 Leading-in（About 4 minutes）
Greet the class as usual.
Play the song Do, Re, Mi in the movie “The Sound of Music” and present its lyrics on the screen. And have students sing together. Then have a free talk about the music and the film with the students.
T: Boys and girls, do you like this song
Ss: Yes.
T: The song’s name is Do, Re, Mi. It is from a very good film. Every time I listen to it, I can think of the moving movie. Some of you must have known the movie. Who can tell me the name
S1: The Sound of Music.
T: Good. The movie is moving and the song has great lyrics, I love music that has great lyrics. What kinds of music do you like Do you like these kinds of music
Step 2 Presentation（About 6 minutes）
Present the picture and play the music, and then talk about it like this.
T: Who is the singer
Ss: Zhou Jielun.
T: Do you like him and his music
Ss: Yes.
T: Why
S2: Because I can sing along with the music.
T: S2 likes pop music that he can sing along with. What about you, S3
S3: I like Zhou Jielun because he is cool.
T: Oh, S3 likes singers who are cool. But I love him because he can write his own music. I prefer singers who can write their own music.
Explain the relative clauses with that and who and the word “prefer” to students.
Present different kinds of music and their pictures, and then ask some students to talk about them in pairs.
Play a game: The word bank.
Have students read the useful words and phrases in the chart, ask students to use the words in the chart to talk about their favorite music or singer and why by making similar sentences. For example: I like music that I can dance to. /I love singers who can sing and dance. Encourage them to make sentences as many as possible.
like love prefer groups music singers that who cool /handsome /beautiful gentle /loud /exciting dance to / sing along with /has great lyrics write their own lyrics /music
Invite several students to say their sentences in class.
Step 3 Practice（About 4 minutes）
T: Some children are talking about their favorite music. Now, please read the sentences in the picture in 1a on Page 65. Which opinion do you agree with
Ask students to circle the sentence they agree with and complete the sentence about their favorite music.
Invite some students finish to report their sentences.
Step 4 Listening practice（About 4 minutes）
T: Now, we will hear Tony and Betty talking about the kinds of music each one likes. Please check (√) the kinds of music that Tony and Betty like while listening.
Ask a student to read the three headings in the chart to the class. Then have some students guess what kinds of music they might like.
Play the recording for the first time and ask students to tick (√) in the right answer boxes. Then Play the recording again and check the answers with students.
Step 5 Pairwork（About 4 minutes）
T: As we all know, different people may have different ideas on the same question, and different people may have different preferences. Next please talk with your partners about the kinds of music you prefer.
Invite two students to read the sample conversation in 1c. Then show some expressions about their preferences, such as “win prizes, be full of energy, help us relax, popular with many people, remind me of, show love to…and so on”. Ask students to make conversations in pairs and answer the questions with their own preferences. As students work, move around the classroom and give them some help.
Ask several pairs of students to perform their conversations in front of the class.
Sample conversation 1:
A: What kind of music do you like
B: I like music that is sang by famous singers. What about you
A: I prefer music that helps me relax.
Sample conversation 2:
A: What kind of music do you like
B: I love music that is popular with many people. What about you
A: I prefer music that reminds me of happy days in my childhood.
Step 6 Listening practice（About 6 minutes）
T: Next you will hear Carmen and Xu Fei talking about the music and musicians they like. What kind of groups do they like What kind of music do they like Please listen to the tape carefully and finish 2a and 2b.
First, have students read the sentences in 2a and understand their meanings. Play the recording and ask the students to circle T for true and F for false. Play the tape again and check the answer in class.
Have the students read the chart in 2b and guess Carmen and Xu Fei’s preferences about music and musicians.
Play the recording for the third time and find out what Carmen and Xu Fei say and complete the sentences in the chart. Play the recording for the fourth time and check the answers with students.
Step 7 Pairwork（About 5 minutes）
Call two students read the sample conversations in 2c and help them complete the conversation according to the information in 2a and 2b. Then ask students to make up conversations in pairs using the information in 2a and 2b. As students work, move around the classroom offering help as needed.
Sample conversation 1:
A: Does Xu Fei like The Modern
B: No, he doesn’t. He prefers musicians who write their own songs.
Sample conversation 2:
A: Does Carmen like The Modern
B: Yes, she does. She prefers music that’s really loud and energetic.
Call several pairs to share their conversations with other students.
Step 8 Expansion and extension（About 8 minutes）
Role-play the conversation
First, have students to role-play the conversation in 2d in groups, and then ask them the following questions.
①What is Scott going to do this weekend ②What kind of music does Scott like
③What kind of movies does Scott like ④ What kind of movies does Jill prefer
Have students read the conversation and find out the relative clauses about expressing preferences. Then have them work in groups to discuss how to use the relative clauses with that or who to express their preferences. As students work, the teacher walks around and gives them some help if they need.
Explain the key sentences and some key new phrases “spare time, in that case” and help students understand the language points.
Call several pairs to act out the conversations in front of class.
Step 9 Summary（About 3minutes）
Guide Ss to summarize the language points they learnt in this class.
Ask students to sum up some key phrases and the relative clauses with that or who. Then have them practice write some relative clauses with that or who to express their preferences.
Step 10 Homework（About 1 minutes）
Write a passage and try to talk about the kinds of music or musicians you like why you like or dislike them. You can show their opinions by finishing the relative clauses: I like/prefer music that…/I love/prefer singers who…/I can’t stand music that…/I don’t like musicians who….
Blackboard Design：
Unit8 It must belong to Carla.
Section A 1a-2d
I love music that has great lyrics. S2 likes pop music that he can sing along with.
I prefer singers who can write their own music. S3 likes singers who are cool.
Sample conversation 1:
A: What kind of music do you like
B: I like music that I can sing along with. What about you
A: I prefer music that has great lyrics.
Sample conversation 2:
A: Does Xu Fei like The Modern
B: No, he doesn’t. He prefers musicians who write their own songs
课时作业设计
Ⅰ.根据句意、汉语意思和首字母提示完成句子。
1. Mary said she p (更喜欢) reading a book to watching TV.
2. He is preparing for his final exam and has less s ______(空闲的) time.
3. I don’t like listening to songs without l______(歌词).
4. Do you know who is the d______(导演) of the movie Black Coal, Thin Ice.
5. Listening to s______(悦耳的) music makes us feel relaxed.
Ⅱ. 单项选择。
1. Some children were dancing _______ music while the singer was singing.
A. of B. on C. to D. with
2. Most of my classmates prefer loud music _______they can sing along with.
A. that B. who C. whose D. where
3. I prefer some shopping to camping since the weather isn’t lovely.
A. to do; going B. doing; go C. do; go D. doing; going
4. You were________ to close the windows. Why were you so careless
A. allowed B. believed C. supposed D. caused
5. The man_________is talking to our teacher is Betty’s father.
A. which B. whom C. who D. what
Ⅲ. 句型转换。
1. My mother likes reading better than watching TV. (同义句)
My mother________ reading _________ watching TV.
2. I suppose all the tickets have been sold now. (否定句)
I suppose all the tickets sold now.
3. Jim likes singers. They write their own songs. (合为一句)
Jim likes singers their own songs.
4. I like music that is quiet and gentle. (划线提问)
music do you like
5. Did you see the bridge It was built last year. (合为一句)
Did you see the bridge last year
教学反思
卢梭说“兴趣是最好的老师”，从这个角度说谁能充分调动学生的学习积极性，谁就是最成功的老师。本节课在激发学生学习兴趣，积极参与课堂活动方面做得比较成功。本节课的导入借助多媒体，通过播放音乐和展示图片的方式，从感官上刺激学生，提高了学生的学习积极性。课堂教学以“音乐”为中心来开展了多样、多层次的活动来充分调动各个层次学生的学习积极性，力争让每一个同学都参与到以他们为主体的课堂中来，让学生在活动中体验学习过程的喜悦和成就感。本节课课堂气氛活跃，学生的参与意识强，能够轻松愉快地掌握了本课的教学内容。
注意根据学生实际设计教学活动。学生表达不同类型的音乐时，词汇量不足，有些意思不能很好的表达出来，这个时候我就通过屏幕展示一些短语，对音乐种类这方面的英语词汇进行了拓展。学生对这些词汇兴趣很浓，很乐意去学，因此借助这些词汇学生很好地完成了任务。
由于学生的参与意识过强导致本节课时间有点紧，因此今后教学要扎实地备好每一环节，学会把握课堂节奏。
第一课时作业设计答案：
Ⅰ. 1. preferred 2. spare 3. lyrics 4. director 5. smooth
Ⅱ. 1-5CADCC
Ⅲ. 1. prefers; to 2. don’t; have been 3.who write 4. What kinds of 5. that was builtUnit9 I like music that I can dance to.
教材分析、教学设想、重要知识点及语法解析
本单元以“音乐和电影(music and movies)”为核心话题，围绕本单元语言交际功能项目“表达个人喜好（Express preferences）”，逐步展开各项听、说、读、写活动，教材设计了一些贴近学生实际生活的语境，如谈论自己喜爱的音乐、电影、服装、朋友、环境等， 这些内容能够充分激发学生的学习兴趣，同时也培养了学生的审美情趣。相信学生通过本单元的学习，能很快学会用who、that引导的定语从句来表达自己的喜好。
首先教材运用定语从句来表达对音乐方面的爱好，从而引出了本单元的主要话题，从不同角度给学生提供了大量的听、说、读的训练，进一步学习that和who引导的定语从句，使学生学会运用定语从句。接着，教材在此基础上又进一步拓展了本单元的话题，从谈论音乐到谈论乐队、电影等，给学生提供了更多的话题和信息，让学生们结合图片进一步理解已学的定语从句的结构和用法。教材内容层层递进，教师引导学生在活动中有目的地加强听说练习，逐步提高学生的口语交际能力。阅读教学根据教材提供的图片和阅读材料，通过谈论喜爱的电影和著名乐曲，引导学生运用阅读策略获取短文的信息，理解短文主要意思和作者的思想感情，既潜移默化中影响学生的审美，又通过阅读材料进一步训练定语从句，有利于学生更深层次地理解和掌握定语从句；最后引导学生使用定语从句谈论自己的喜好，训练学生的写作能力。
Section A：是基本认知部分。主要介绍单元基本的语言内容，注重学生的听说能力和短语的积累。教材从谈论对音乐方面的爱好入手，导入本单元语言功能项目“表达个人喜好（Express preferences）”，并介绍语法项目“that和who引导的定语从句”，然后从不同角度给学生提供了大量的听力、口语和阅读等方面的训练，逐步落实这些语言功能项目，使学生学会运用定语从句。
活动1a介绍描述音乐的重要词汇。要求学生看图，了解四个描述不同类型音乐的定语从句，圈出与自己观点相同的句子，然后再写句子描述自己喜爱的音乐类型。
活动1b提供理解目标语言在对话中运用的听力训练。听力内容是Tony和Betty谈论他们喜爱的音乐类型。首先让学生读1a图上的句子，学习用that引导的定语从句描述喜爱的音乐。然后让学生阅读表格，播放录音，学生仔细听，根据听到的内容选出Tony和Betty分别喜爱什么音乐。
活动1c提供运用目标语言的示范性口语对话。重点练习使用“that引导的定语从句”。首先，让两个学生起来朗读1c中的对话，体会that引导的定语从句的用法；然后让学生和同伴仿照例子编写对话谈论自己喜爱的音乐类型，反复操练that引导的定语从句的用法。最后找几对学生在班里展示他们的对话。
活动2a提供的是使用目标语言进行的听力练习。听力内容是Carmen和Xu Fei谈论他们喜欢的音乐和音乐家。先让学生阅读2a的四个句子，理解句意，学习who引导的定语从句。然后听对话，让学生根据对话的内容判断四个句子的正误，并圈出来。
活动2b提供理解目标语言在对话中运用的听和写的练习。要求学生根据听力内容用定语从句补全表格中的句子。先让学生阅读表格中的句子，确定引导定语从句的引导词，猜测他们喜爱的音乐；然后要求学生再听录音，根据听到的内容补全句子。引导学生体会that和who引导的定语从句。
活动2c提供的是使用目标语言进行的示范性口语练习。让学生朗读示例对话，帮助学生根据听到的内容，学习用定语从句描述Xu Fei喜欢的音乐类型，把对话补充完整。然后仿照2c示例，根据2a和2b提供的信息和同伴一起谈论Carmen和Xu Fei喜欢的音乐或音乐家。找几对学生表演他们编写的对话，检查学生对目标语言的掌握情况。
2d提供的使用目标语言进行的角色练习，帮助学生对所学语言功能项目进行练习巩固。通过谈论“他们喜爱的音乐和电影”，练习巩固that和who引导的定语从句的用法。要求学生朗读对话，找出对话中的定语从句，体会定语从句中关系代词that和who的用法，然后在课堂上分角色表演对话。
3a提供的是使用目标语言的阅读理解练习。先让学生看图推测图上的人看的是哪种类型的电影。然后让学生阅读短文，理解短文主要意思，划出不同种类的电影，圈出电影的名字；再读短文，找出含有定语从句的句子，体会目标语言和定语从句中关系代词that、which和who的用法。
3b提供的是读、说和写的练习。要求学生阅读短文，回答提出的问题，进一步理解短文主要意思。
3c提供的是读、说和写的练习。要求学生阅读3c表格，在表格中用定语从句描述不同情绪时喜欢看的电影，并举出例子。找几个同学与全班共享他们的句子。
Grammar focus总结了如何运用定语从句谈论人们喜爱的音乐和电影，掌握关系代词that、which和who在定语从句中的用法。要求学生在日常交际中能够准确使用that、which和who引导的定语从句去谈论他们喜爱的音乐、音乐家和电影等。
4a是针对语言功能项目的写的练习。要求学生从不同方框里选择不同的词写出四个定语从句。使他们在句子中能够准确使用关系代词that、which和who，帮助学生进一步练习练习巩固hat、which和who引导的定语从句。
4b提供针对语言功能项目的读、说和写的练习。要求学生阅读对Jennifer的采访，弄清她喜欢的CD及原因，以及不喜欢这张CD哪些方面。阅读后可先让学生根据句子的先行词选出关系代词，然后根据阅读内容用定语从句补全下面的五个句子。帮助学生进一步练习目标语言，巩固定语从句的用法。
4c提供的是运用目标语言进行说和写的练习。要求学生根据自己的喜好，与同伴一起使用定语从句谈论他们喜欢的和不喜欢的东西。先让同学列出自己喜欢和不喜欢的一些东西，如食物、日常用品、电影、音乐等。再找同学朗读示例对话，然后根据示例对话，两人一组运用定语从句编写对话谈论自己的个人喜好，进一步帮助学生练习并巩固单元语言功能项目。
Section B部分：是知识的扩展和综合的语言运用，进一步强化前面的语言学习。本部分注重学生的个人表达能力的训练，重点谈论生活中人们喜爱的一些事物，练习巩固学习的语言功能项目。
活动1a提供使用目标语言进行说和写的练习。让学生说出他们喜爱的电影、书和乐队，并把它们填在表格中。
活动1b提供在口语中理解和运用目标语言的听和写的练习。要求学生根据自己听到的对话内容，在表格第一栏中填上Michael喜欢的三样东西。
1c提供的是针对目标语言的听和写的练习。让学生阅读1b的表格，猜测Michael喜欢这些东西的原因；然后要求学生根据听到的内容，把原因填在表格第二栏中。
1d提供的是使用目标语言口语练习。这是上面听力活动的延伸，帮助学生在听力输入的基础上进行语言输出练习。首先让学生阅读1d中的示例对话，体会怎样使用定语从句表达自己的喜好；然后要求学生在小组内谈论1a中自己最喜爱的事物，并编写一段对话说明为什么喜爱每样东西，帮助他们进一步理解和使用目标语言。找几组同学角色表演他们自己编写的对话。抽查学生练习的情况。
活动2a是针对目标语言的说和写的练习。要求学生谈论他们知道的中国乐器和用这种乐器演奏的著名乐曲，并和同伴一起列出来。
活动2b是针对语言功能项目的阅读理解练习。要求学生阅读短文，找出支持观点的细节，理解短文大意，然后根据短文内容，回答2a的问题。
活动2c提供的是阅读理解和写的练习。先让学生阅读2c中的表格，明确阅读目的；然后让学生再次阅读短文，总结段落大意，用合适的词补全表格中每段的主要意思，再列出支持性的细节，帮助学生进一步理解短文。
活动2d提供的是针对阅读内容和语言功能项目的理解和写的练习。要求学生先阅读2d的短文，理解短文大意。先根据句子意思和先行词判断应该使用的关系代词；然后根据短文内容，从方框中选择合适的连词语补全短文，进一步理解短文和语言功能项目的用法。
活动2e提供使用目标语言进行说和写的训练。这是阅读活动的延伸，帮助学生训练口语和书面表达能力。要求学生先阅读谈论阿炳和他的音乐示例对话，根据短文提供的信息，编写一段对话介绍阿炳和它的音乐。找几对学生表演他们的对话。
活动3a是针对功能语言项目的说和写的训练。让学生阅读3a的表格，根据表格要求记录下自己最喜爱的电影和音乐种类、最喜爱的电影和歌曲，以及为什么喜欢，听的时候感觉和推荐给别人的原因等。然后在小组里谈论有关情况。找几个同学汇报自己记录结果。
活动3b是运用目标语言围绕功能语言项目进行写和说的练习。先让学生阅读3b的提示，根据3a自己的笔记，补全这些句子，用这些句型介绍自己喜爱的音乐或电影；然后把这些句子组合成一篇短文。找几个不同程度的学生分享他们的习作。
Self-check：针对单元话题和语言功能项目进行词汇、语法和写作练习。
1复习有关重点词汇。要求学生理解方框里的词汇意思，然后阅读每个句子，根据句意，选择合适的词填空，把句子补充完整。
2是针对单元语言功能项目的写的练习。让学生解释引导定语从句的关系代词that、which和who的用法，然后阅读对话，根据对话中的句子选择合适的关系代词填空（注意有时不止一个答案）。帮助学生进一步巩固that、which和who引导的定语从句。
3是针对目标语言的写的练习。要求学生练习使用定语从句介绍自己的个人喜好，巩固单元语言功能项目。
词汇 Section A：单词：prefer, lyrics, Australian, electronic, suppose, smooth, spare, case, director, war, stick, down, dialogue, documentary, drama, plenty, shut, intelligent 短语：along with伴随；dance to随着……跳舞；different kinds of不同种类的；in that case既然那样；stick to坚持，固守；depend on取决于，依赖于，根据；cheer up使……振奋起来；try one’s best to do 尽力做某事；shut off关闭，停止运转；plenty of大量的，充足；sit back向后靠着坐，休息；in time及时；once in a while偶尔地，间或；
Section B：单词：sense, pain, reflect, moving, perform, lifetime, pity, total, master, praise, recall, wound, painful 短语：folk music民间音乐；look up查阅，抬头看；be known for以……而著名；make money赚钱；in this way用这样的方法；by the end of在……末；in total总共；
Self Check：sound like听起来像
语法 Relative clause with that, who and which It must be Carla’s. It could be Mei’s hair band. I attended a concert yesterday so it might still be in the music hall. So I guess it can’t be a dog.
功能用语和话题 功能用语：“表达个人喜好（Express preferences）” 话题：“音乐和电影(music and movies)” What kind of music do you like I love music that/which I can sing along with. What kind of movies do you like I prefer movies that/which give me something to think about. What kind of musicians does Carmen like She likes musicians who play different kinds of music.
本单元以“音乐和电影(music and movies)”为话题，训练如何“表达个人喜好”这一语言交际功能项目，学习定语从句的用法。教学从谈论对音乐的不同喜好入手，呈现并训练本单元新的目标学习语言：that、who和which引导的定语从句。通过设计贴近学生实际生活的语境，逐步展开各项听、说、读、写活动，让学生能够根据提供的信息材料，熟练运用who、that引导的定语从句来表达自己的喜好。
本单元教学内容贴近学生的实际生活，学生对谈论的话题兴趣浓厚。教师可以利用图片、视听材料等设置各项学生有话要说的任务活动，巧妙创设学生感兴趣的情境，引导他们进行探究学习；以多种训练方式帮助学生掌握关键结构，完成目标语言的输入。然后让学生在接近真实的语境中运用定语从句谈论自己喜爱的人和事物，进一步训练学生口头和书面表达能力。
思路一：本单元的功能与话题部分内容，与学生实际生活紧密联系，围绕“表达个人喜好”这个语言功能项目，通过使用图片和视听材料引导学生学习that、who和which引导的定语从句。然后以图片展示、音乐欣赏、电影片段等形式激发学生的学习兴趣，积极参与结对练习、小组讨论、角色表演等听力和口语交际活动。要求学生能在创设的情境中反复运用定语从句去表达自己的喜好。然后通过对阅读材料的理解，让学生在合作学习的过程中表达形成个人喜好的原因，学会运用定语从句向别人介绍自己或他人的个人爱好。
思路二：对本单元的语法教学，选择学生熟悉的音乐、电影等事物引入本单元功能句，然后播放不同类型的音乐，让学生讨论喜欢何种类型的音乐并说明理由。利用“我的所爱”、“小组排行榜”等各种任务活动，通过结对练习、小组讨论、采访活动等形式进行口语交际活动和大量的听力训练，学习定语从句的用法。通过观察图片、听说训练、阅读理解以及书面模仿操练等，学会运用定语从句表达自己的喜好，让学生在听说的基础上，熟练掌握目标语言。
思路三：在进行阅读教学时，采用任务型教学法和自主探究等学习策略，理解和掌握怎样运用定语从句表达个人喜好。首先让学生找出表达喜好的定语从句，弄清句子含义，从而理解短文内容，获取短文的主要意思；其次注意对学生进行阅读策略的引导，帮助他们运用guess、skim、scan等各种阅读方法了解段落主要意思，找出支持观点具体细节，理解作者对电影和音乐的不同喜好，体会作者的思想感情，学会表达自己对不同类型电影和音乐的喜好和感受，为书面表达打好基础。
教材课时分配：
根据本单元教材的内容、学生学习英语的特点和规律，本单元内容可4课时完成
Period1 (Section A: 1a-2d)
Period2 (Section A:3a-4c)
Period3 (Section B:1a-1e, self check)
Period4 (Section B2a-3b)
1. I prefer music that has great lyrics.我更喜欢歌词优美的音乐。(P65)
【用法】⑴本句中that has great lyrics为定语从句，修饰前面的先行词music。that是关系代词，在从句中作主语。如：I’m looking for the book that was bought yesterday. 我正在找昨天买的那本书。
【拓展】①关系代词that引导定语从句时，其先行词既可是物也可是人。如：Do you know the girl that has long hair. 你认识那个留长发的女孩吗？②关系代词that在从句中作主语时不能省略；作宾语时可以省略。如：He likes the book that has many interesting stories. 他很喜欢那本有许多有趣故事的书。(that不可省略)He likes the toy car (that ) his father bought for his sixth birthday.他喜欢他爸爸为他六岁生日买的那个玩具汽车。(that可省略)
⑵prefer是及物动词，意为“更喜欢”，相当于like…better，后面接名词、代词、不定式或动名词作宾语。其过去式和过去分词是preferred；现在分词是preferring。如：I prefer the rock music. 我更喜欢摇滚乐。
【拓展】prefer常用结构：①prefer doing sth.更喜欢做某事（表示一般情况）。如：He prefers walking alone. 他更喜欢一个人溜达。②prefer to do sth. 更喜欢做某事（表示特定动作）。如：I prefer to spend the weekend at home. 我更喜欢在家里度周末。③prefer sb. to do sth.更想某人做某事。如：I prefer you to go shopping with me. 我更希望你和我一起购物。④prefer A to B更喜欢A而不是B，用于比较两个名词或动名词。如：I prefer country life to town life.我更喜欢乡村生活而不喜欢城市生活。I prefer skiing to skating.我喜欢滑雪胜于滑冰。⑤prefer to do sth. rather than do sth.宁愿做某事而不愿做另一件事。如：He prefers to read rather than watch television. 他宁愿读书也不愿看电视。
2. I love music that I can sing along with. 我喜欢能跟着唱的音乐。(P65)
【用法】along with是介词短语，意为“伴随着；连同……一起”，相当于together with。如：He came along with some friends.他和朋友一起来的。
【拓展】①主语后跟along with等介词短语时，其谓语动词和前面的主语保持一致。如：Jim along with his parents has been to the Great Wall twice. 吉姆和他父母一起去过长城两次。②常用搭配：get along with与……相处；go along with陪同前往。
3. Carmen likes musicians who play different kinds of music. 卡门喜欢演奏不同类型音乐的音乐家。(P66)
【用法】⑴本句是who引导的定语从句修饰先行词是musicians，who在从句中指代musicians。who在定语从句中只能指代人。如：I know the man who your father talked to just now.我认识那个刚才和你爸爸谈话的人。
【拓展】①在定语从句中，当先行词为物或事情时，其关系代词用that或which；当先行词指人物时，其关系代词用who或that。如：Mary likes music that/which is quiet and gentle.玛丽喜欢轻柔的音乐。The girl who/that often helps me with my English is from England.经常在英语方面帮助我的那个女孩是英国人。②如果主句中已经用过疑问词who，常用that替代表示人物的先行词。如：Who is the girl that won the first prize in the speech competition yesterday 谁是昨天演讲比赛上获得第一名的女孩
⑵different kinds of是固定短语，意为“不同种类的”，其中kind是可数名词，意为“种类”。常用词组：a kind of一种；all/many kinds of各种各样的。
【拓展】①kind可用作形容词，意为“善良的；好心的”。常用短语：be kind to对……友好。如：He is kind to his students.他对他的学生很友好。②kind of意为“有点儿”，后常接形容词。如：He is kind of unhappy. What has happened 他有点不开心。发生什么事了？
4. I suppose I’ll just listen to this new CD I bought. 我想我只能听听我买的这个新CD了。(P65)
【用法】句中I’ll just listen to…作动词suppose的宾语从句，而在从句中还包含一个省略that的定语从句。这里suppose是及物动词，意为“推断；料想”，后接that引导的宾语从句，that可以省略。如：I suppose we’ll go there next week. 我猜想我们下周将去那儿。由suppose 引导的宾语从句，如果主句的主语是第一人称 I 或 we ，并且主句谓语是一般现在时态，从句的否定一般要转移到主句上。如：I don't suppose I'll trouble you again. 我想我不会再来打扰你了。
【拓展】suppose其他用法：①suppose +名词/代词+(to be)+名词、形容词或介词短语。如：All we supposed her to be an actress. 我们都猜她是一个演员。We all suppose him clever. 我们所有的人都认为他很聪明。I supposed him in the office. 我想他在办公室。 ②be supposed to do sth.意为“应该/理应做某事”，相当于should do sth.。如：We are supposed to help each other. 我们理应互相帮助。③suppose 可用于简略答语中，用 so 代替一个肯定的宾语从句；用 not 代替一个否定的宾语从句。如：---Do you suppose he'll fail to catch the train 你认为他会错过火车吗？---I suppose so./ I suppose not.我想会的。/我想不会。
5. I like smooth music that helps me relax after a long week at work. 我喜欢能帮助我在工作一周之后放松的悦耳的音乐。（P66）
【用法】smooth是形容词，意为“流畅的；和谐悦耳的”，常指文章、声音、音乐等流畅、柔和悦耳。如：They like the smooth classical music.他们喜欢流畅的古典音乐。
【拓展】⑴smooth作形容词的其它用法：①意为“平滑的；光滑的；平坦的；平静的”。如：She has smooth skin.她皮肤光滑。②意为“顺利的；平稳的”。如：I hope you'll have a smooth flight. 我希望你飞行顺利。③意为“圆滑的；八面玲珑的”，多指人的举止行为。如：He's a smooth operator. 他是个圆滑的人。⑵smooth也用作动词，意为“使光滑；使平坦”。如：He took the letter and smoothed it flat on the table. 他接过信，在桌上展平。常用短语：smooth out弄平，缓和；smooth over平息；smooth away消除，弄平 。
6. Well, if you have spare time, do you want to watch a movie with me 哦，如果你有空闲时间，你想和我一起去看电影吗？（P66）
【用法】这里spare 是形容词，意为“空闲的；不用的”。如：He was reading hard and had less spare time. 他正在苦读,几乎没有空余时间。I have no spare money.我没有余钱。常用短语：in one’s spare time在某人的空闲时间里。
【拓展】spare用作动词，意为“抽出（时间，房间等）；匀出”。如：He can't spare any time today.他今天抽不出身。常用于结构spare sb. sth.或spare sb./sth. for sb./sth./v-ing中。如：Can you spare me a ticket 你能匀我一张票吗 Spare your energy for some other work.你节省点精力做其他工作。
7. Oh, in that case, I’ll ask someone who likes serious movies. 噢，既然那样，我问一下喜欢严肃电影的人。（P66）
【用法】in that case是固定短语，意为“既然那样”。如：In that case, no action is necessary. 既然那样，就没有必要采取行动。case这里是名词，意为“实情；情况”。如：Actually, it is not the case.实际上，情况不是这样的。
【拓展】⑴常用短语①in case作短语连词，引导目的状语从句时意为“以免；以防”；引导条件状语从句时意为“如果；即使”。如：Be quiet in case you wake the baby. 轻点儿,别弄醒婴儿。In case we fail，we won't lose heart．万一我们失败，我们决不会失去信心。②in case of是短语介词，后接名词、动名词、代词等。置于句末，常看作目的状语，意为“以免；以防”；放在句首，看作条件状语，意为“如果；万一”。如：The wall was built along the river in case of floods. 沿河筑了防护墙以防洪水。In case of rain they can't go. 万一下雨，他们就不能去了。③in the case of意为“至于；就……来说”。如：In the case of woman，they have more difficulty in their job。就女性来说，她们在工作中会遇到更多的困难。④in any case意为“无论如何”，相当于whatever happens。如：In any case, you must finish this work today. 无论如何，你今天必须把这项工作完成。⑤in no case意为“决不”，置于句首时，须用倒装语序。如：In no case shall we allow smoking in the classroom. 教室里决对不允许吸烟。⑵case作名词，意为“事例；情形”。如：It's a classic case of bad planning.这是计划不当的一个典型事例。意为“案件”。They settled the case out of court. 他们在法庭外解决此案。意为“箱子；手提箱”。如：Could you carry my case for me 你给我提着手提箱可以吗
8. While some people stick to only one kind of movie, I like to watch different kinds depending on how I feel that day. 当有些人坚持只看一种电影时，我喜欢根据那天感觉怎样去看不同种类的电影。（P67）
【用法】stick to是动词短语，意为“坚持；固守”。如：Whatever happens, we'll stick to our original plan. 无论发生什么事，我们都不会改变原计划。He sticks to his own opinion. 他固执己见。stick是动词，可意为“粘贴”或“将……刺入”。如：Don't forget to stick your photo on the card.别忘了把你的照片贴到卡上。She stuck fork into the meat.她把叉子插到肉里。
【拓展】⑴stick to其它用法：①粘住；附着于。如：Dust could stick to the clothing easily. 灰尘很容易附着在衣服上。②不偏离；不离题。如：A good article should stick closely to its point. 一篇好文章应紧扣主题。③跟随；紧跟。如：Stick to me, or you'll get lost. 跟着我走，不然你会迷路的。④忠实于；信守。如：I always stick to my promises.我一贯信守诺言。⑵stick作动词，可意为“忍受；容忍”，只用于否定句或疑问句中。如：I can't stick this dull job any long. 这种枯燥的工作我无法再忍受下去了。⑶stick作名词，可意为“枝条；棍；棒”和“手杖”。如：He picked up sticks to make a fire. 他拾些小树枝来生火。He walks with the help of a stick.他拄着拐杖走路。
9. When I’m down or tired, I prefer movies that can cheer me up.当我沮丧或疲劳的时候，我更喜欢能让我振奋的电影。（P67）
【用法】这里down是形容词，意为“悲哀；沮丧”。如：He felt down about his failure. 他对自己的失败感到沮丧。
【拓展】⑴down作形容词，还可意为“发生故障的；不工作的”。如：The computer's down again. 电脑又死机了。⑵down用作副词，①意为“向下；往下”。如：She jumped down off the chair.她从椅子上跳下来。②意为“放下”。如：After two rings I put down the phone.响了两声后，我放下了电话。③(指往南方或往地势低的地方)往；朝。如：I saw him walking down to the shop.我看见他正朝那家商店走去。④意为“向较低水平；下降”。如：Her weight went down to seventy pounds.她的体重减到了 70 磅。⑶down用作介词，①意为“往……的下端；向……底部”。如：We're going down a mountain.我们正在下山。②意为“沿着；循着”。如：Go down the road till you reach the traffic lights.沿着这条路走，直到你到那个交通灯为止。③意为“在……下”。如：His office is down the stair. 他的办公室在楼下。
10. Documentaries like March of the Penguins which provide plenty of information about a certain subject can be interesting…像《帝企鹅日记》一样，提供大量关于某个特定主题信息的纪录片可能很有趣。（P67）
【用法】plenty of是固定短语，意为“大量；充足”，通常只用于肯定句，既可修饰可数名词，也可修饰不可数名词，相当于a lot of 或lots of。如：There are plenty of good dictionaries now on sale. 现在有许多好词典出售。We do not have plenty of time to waste! 我们没有很多时间去浪费。plenty是名词，意为“大量；充足”。通常是用在好的方面，且只能用于肯定句中。They would have plenty to eat. 他们将会有充足的食物。
【拓展】①plenty of作主语时，谓语动词要跟of后名词的数一致。如：Plenty of visitors like spending holidays here.许多游客喜欢在这度假。②常用短语：in plenty意为“供应充足”，在句中可作表语、定语或状语。如：Some people live in plenty, while others haven’t enough to eat. 一些人过着丰衣足食的生活，而另一些人却吃不饱。
11. I can just shut off my brain, sit back and enjoy watching an exciting superhero who always saves the world just in time. 我正好可以停止思考，向后靠着坐，喜爱地观看着一个总是及时拯救世界的令人激动的超级英雄。（P67）
【用法】⑴shut off是动词短语，意为“关闭；停止运转”。如：They have shut off the water supply.他们已经切断了水源。shut是动词，意为“关闭；关上”。指由开着的状态变为关闭的状态，强调与外界隔绝。如：Shut the windows before you leave. 走之前把窗户关上。
【拓展】①shut off也可意为“隔绝；使不得进入”。如：The girl tried to shut herself off from the world.那女孩企图与世隔绝。We are really shut off here.我们这里确实是闭塞。②shut其他常用短语：shut up关闭；停止说话；闭嘴。如：I shut my office up and went for lunch.我把办公室的门窗关好了就去吃午饭。I asked them to shut up and let us listen to the radio.我让他们别说话,好让我们听听收音机。shut down表示“停业”。如：The workshop has shut down and the workers are out of jobs.车间关闭了,工人失业了。
⑵sit back是动词短语，意为“向后靠着坐；休息”。如：He sat back in his chair and started to read.他靠着椅背坐着，开始读书。
【拓展】sit back还可意为“不采取行动；旁观”。如：He's happy just to sit back and let others make the decision．他真乐意袖手旁观而让别人作决定。
12. What do you dislike about this CD 你不喜欢这张CD什么？（P68）
【用法】dislike是动词，意为“不喜欢”，后面常接名词、代词或动名词作宾语。如：I dislike the big cities.我不喜欢大城市。She dislikes going shopping with her mother. 她不喜欢和她妈妈一起去购物。
【拓展】①dislike是由前缀dis放在动词前构成的。dis常放在一些动词、形容词或名词前构成反义词。如：agree（同意）→disagree（不同意）；appear（出现）→disappear（消失）；honest（诚实的）→dishonest（不诚实的）；order（秩序）→disorder（无序；混乱）。②dislike用作可数名词，意为“不喜欢的人或物”。如：I've told you all my likes and dislikes.我已经告诉你我所有的喜好。
13. The music was strangely beautiful, but under the beauty I sensed a strong sadness and pain.音乐不可思议地优美，但是在美妙的音乐下面我感觉到一种强烈的悲伤和痛苦。（P70）
【用法】⑴sense是及物动词，意为“感觉到；意识到”，接名词、代词、that从句或疑问词引导的从句作宾语。强调通过直觉而产生，不跟表示“冷；热；饿”等的名词或形容词。如：The horse sensed danger and stopped.那匹马意识到有危险便停了下来。She sensed that someone was standing behind her.她感到有人正站在她的后面。She sensed what her mother was thinking.她意识到她妈妈在想什么。
【拓展】sense用作名词的用法：①意为“感觉”，多用作单数，并与a 连用。如：Standing on the corner in the winter gave me a sense of cold.冬天站在街角处给我一种寒冷的感觉。②意为“判断力；见识；道理”，常用作不可数名词。如：He has plenty of sense.他富有见识。③意为“知觉；理智”，常用复数。如：We hope he'll come to his senses and correct his mistakes.我们希望他会恢复理智，改正错误。④意为“感官感觉”。如：A sense of taste/touch/hearing/sight味觉/触觉/听觉/视觉。Dogs have a better sense of smell than human.狗的嗅觉比人的灵敏。⑤意为“意义；意思”，与meaning是同义，是可数名词。如：You missed the sense of his statement. 你没有抓住他讲话的意思。⑥用sense来表示某种“感”，如幽默感、正义感、责任感等,这时在sense前加不定冠词a 。如：a sense of justice正义感；a sense of duty 责任感；a sense of humor幽默感；a sense of beauty 美感；a sense of safety安全感；a sense of direction方向感。
⑵这里pain是不可数名词，意为“痛苦”，指精神上的“痛苦”。通常可用great, some, no, a great deal, much等修饰。如：It gave us much pain to learn of the sad news.听到这个不幸的消息我们十分痛苦。
【拓展】①意为“疼痛”，既可做可数名词，也可作不可数名词。指肉体上的“疼痛”时是不可数名词，特指身体某部位疼痛或pain前有形容词修饰时是可数名词。疼痛部位可用介词in引出。如：He was crying with pain after he broke his arm.他折断手臂后疼得大叫。Mary felt a sharp pain in her left arm.玛丽左臂感到一阵剧烈的疼痛。②意为“劳苦；辛劳”，是可数名词，多用复数形式，用作主语时谓语动词用复数形式。如：My pains have been rewarded.我的努力已得到报偿。③pain用作动词，意为“使疼痛；使痛苦”。如：Her injured arm pained her sharply.她那受伤的手臂使她感到剧烈疼痛。It pains me to see you like this.看到你这样使我很痛苦。
14. Later I looked up the history of Erquan yingyue, and I began to understand the sadness in the music.后来我查阅了《二泉映月》的历史， 我开始理解音乐中的悲伤。（P70）
【用法】look up是动词短语，意为“（在字典、参考书等里）查阅”。如：If you don't know the meaning of a word, look it up in the dictionary.如果你不懂一个词的意思，就查一查词典。
【拓展】①look up也可意为“抬头看”。如：When he looked up, he saw the teacher.他抬起头时看到了老师。②look up还可意为“拜访(某人)”。如：Don't forget to look me up when you come to Hainan.到了海南,可别忘了来看我。③look up还可意为“改善；好转”。如：Business is looking up.生意日趋繁荣。
15. It is a pity that only six pieces of music in total were recorded for the future world to hear, but his popularity continues to this day.很可惜只有六首乐曲被录制在未来世界可以听，但是他的声望一直持续到今天。（P70）
【用法】⑴本句是“It is a pity that…”的固定结构，表示“……真遗憾或真可惜”。如：It's a pity that you can't come to the party.你不能来参加这次聚会，真可惜。这里pity是可数名词，意为“可惜的事；令人遗憾的事”，往往只用于单数形式，前面常加不定冠词a 。pity也常用于“What a pity”结构中，其后可接动词不定式或that从句。如：What a pity (that) she isn't here! 她不在这里,真遗憾!
【拓展】①pity意为“怜悯；同情”时，是不可数名词。如：I don't want any pity.我不需要任何怜悯。常用短语：out of pity出于同情。如：I helped her out of love, not out of pity.我帮助她是出于爱，而不是出于同情。②pity用作动词，意为“怜悯；同情”。如：I don't know whether to hate or pity him. 我不知道该恨他，还是该同情他。
⑵in total是固定短语，意为“总共；合计”。如：In total over 100 people attended the meeting.共计有百余人参加了这个会议。 total是可数名词，意为“总数；合计”。如：The total of letters received last month was twenty. 上个月收到20封信。
【拓展】①total用作形容词，意为“总的；全部的”或“完全的；彻底的”，在句中只用作定语。如：What is the total population of Japan 日本的总人口为多少 His plan ended in total failure.他的计划以彻底失败告终。②total用作动词，意为“合计为”。如：The students of our college total two thousand. 我们学院的学生总计两千人。
16. Today, Abing’s Erquan yingyue is a piece which all great erhu masters play and praise.今天，阿炳的《二泉映月》是所有好的二胡演奏家演奏和称赞的一首乐曲。（P70）
【用法】⑴这里master是名词，意为“能手”。如：He studied painting under the masters.他在名家指导下学画。
【拓展】①master作名词，还意为“主人”。如：I can be a master of myself in learning.我可以做自我学习上的主人。②master作动词，意为“精通；掌握”。如：It's not easy to master a foreign language.掌握一门外语并不容易。③master用作形容词，意为“精通的；熟练的；优秀的”或“主要的；重要的”。如：That young man is a master singer.那个年轻人是一位优秀的歌手。My brother's master hobby is swimming.我弟弟的主要爱好是游泳。
⑵这里praise是动词，意为“表扬；赞扬”，接名词或代词作宾语，不接动词不定式或that从句。如：He praised her for her courage. 他赞扬她很勇敢。
【拓展】praise用作不可数名词，意为“表扬；赞扬”。如：He has received so much public praise.他受到大家的交口称赞。常用短语：in praise of赞扬。如：The teacher spoke in praise of the child for his honesty. 他很诚实,老师表扬了他。
17. Its sad beauty not only paints a picture of Abing’s own life but also makes people recall their deepest wounds from their own sad or painful experiences.乐曲忧伤的美不仅是阿炳自己一生的写照，而且让人们回忆起他们自己悲伤和痛苦的经历中最深的伤痛。(P70)
【用法】句中wound是名词，意为“伤；伤口；创伤”，可以指肉体上的外伤，常用于指战争或其他灾害中受伤，也可指无形的或精神方面的伤害。wound可用作可数名词，也可用作不可数名词，说“(某处)受伤”，接介词in。如：He has a wound in the arm. 他臂上有一处伤。The boy was covered with wounds when he came back home. 那男孩回到家里时,遍体鳞伤。
【拓展】①wound用作及物动词，意为“使……受伤；伤害”。可指身体上的伤害，也可表示感情上的伤痛，后面接名词或代词作宾语。如：The thief wounded her in the arm with his knife. 小偷用刀子扎伤了她的手臂。You must not wound her feelings.你不可伤害她的感情。②wound的过去分词wounded在句中可作定语。wounded前面加定冠词the时表示“受伤者”。如：I saw a wounded man.我看见一个负伤的人。
定语从句
一、定语从句的概念
在复合句中，修饰句中的某一名词或代词的从句叫做定语从句。被定语从句修饰的词叫做先行词。定语从句必须放在先行词之后，由关系代词和关系副词引导。定语从句在符合句中作定语，对先行词起修饰限定的作用。
二、定语从句的引导词
定语从句的引导词有关系代词that、which、who（whom、whose）和关系副词where、when、why等。它们通常有三个作用：引导定语从句；代替先行词；在定语从句中担当一个成分。
关系代词who, whom, that和which的用法：
关系代词在定语从句中可以作主语、宾语和定语，作主语和定语时，关系代词不可省略，作宾语时关系代词经常可以省略。
1. 当先行词指人时，关系代词在从句中作主语，用who和that；关系代词在从句中作宾语，用whom和that，可以省略。在英语口语中常用who代替whom。如：Do you know the girl who/that is singing 你认识那个正在唱歌的女孩吗？（作主语）He is the child (whom /who/that )we are looking for.他就是那个我们正在找的孩子。（作宾语）
2. 当先行词指物时，关系代词在从句中作主语或宾语，用which和that，作宾语时，可以省略。如：My mother told me a story which/that moved me deeply.我的妈妈给我讲的故事深深地打动了我。（作主语）This is the computer which I want to buy.这就是我想要买的那台电脑。（作宾语）
3. whose是who和which的所有格，先行词既可指人也可指物，在定语从句中作定语，不能省略。如：This is a house whose door faces south.这是一所门向南的房子。（作定语）Harry is the boy whose mother is our math teacher.哈利的妈妈是我们的数学老师。（作定语）
4. 只用that引导的定语从句有：?
①当先行词是不定代词all, everything, nothing, anything, little, few, much等或被它们修饰时，关系代词用that。如：Tom never took anything that didn’t belong to him.汤姆从来不拿不属于他的东西。
②当先行词被形容词最高级或序数词修饰时。This was one of the most interesting books that were sold in this book store.这是这家书店售出的最有趣的书之一。
③当先行词有the very、the only、the last、the same等修饰时。如：That’s the only thing that we can do now.那是我们现在唯一能做的事。
④当先行词是一个既指人又指物的并列短语时。
They were talking about the persons and things that they saw in the factory.他们在谈论在工厂里看到的人和事。
⑤主句以疑问词who、what、which提问时，定语从句用that引导。如：Who is the girl that is wearing a red skirt 那个穿红裙子的女孩是谁？
单元资料链接
'Country' sings of rural life
ARE you tired after studying hard American country music will take you away for a while. The guitars and songs will transport (传送) you to the mountains and fields there.
Country is simple music. It talks of everyday life and feelings (情感). It's the "spirit (精神) of America", easy to understand, slow and basic (基本的).
Country music developed in the Southern United States. It was the folk music of the American countryside. Many of the songs tell about the lives of farmers. They talk about love, crops (庄稼) or death.
Rural life can be hard, so the words are often sad. The guitars capture (抓住) the vast (辽阔的) space and the loneliness (孤独). At first, people played the music only at family parties. But it became more popular. In the 1920s, country songs were played on the radio and were made into records (唱片).
When people moved to towns and cities looking for work, they took their music with them. Country music continued to change and became popular across America.
John Denver was one of America's most famous country singers in the 1970s. His song "Take Me Home, Country Roads" is well-known and people still play it today.
