The Fourth Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Object
The target language.
2. Ability Objects
(1) Train the students’ listening ability.
(2) Train the students’ ability to understand the target language in spoken conversation.
(3)Train students’ ability to use the target language.
3. Moral Object
I have my own favourite things in my life.
That’s why I am enjoying the life.
Ⅱ. Teaching Key Point
Help the students to express preferences on different things in daily life, using the target language.
Ⅲ. Teaching Difficult Point
Talk about why they like the band, the book and the movie, using the sentences with relative clause.
Ⅳ. Teaching Methods
1. Listening method
2. Groupwork
Ⅴ. Teaching Aid
A tape recorder
Ⅵ. Teaching Procedures
Step Ⅰ Revision
(1) Check the homework by asking some students to read their sentences with remind…of… Get the students to exchange their exercise books with their partners and correct each other’s.
(2)Ask the following questions on CDs, groups, singers and musicians.
Help the students to answer with the target language.
What’s the name of your favourite CD
Why do you like it
What kind of CDs do you like Why
What kind of singers do you like
Why
What kind of groups do you like
Why
Then ask the students to make a survey of the students around them and do some notes. Ask several students to report their results of the survey to the class and help them to say like this.
Wang likes CDs that are quiet and gentle.
Li Hong prefers musicians who are good-looking.
and so on.
Step Ⅱ Part 1
This activity provides speaking and writing practice with the target language.
Ask, What’s your favorite band Let one of the students answer it. Then repeat the questions on favorite book and favorite movie. Write the three questions on the blackboard.
Get the students to ask and answer in pairs. Then ask the class to open the books. Look at Section B on page 47,Part 1.
Read the instructions to the students. Tell them to complete the chart on their own.
Move around the classroom while the children are writing, giving help if necessary.
After all of them have finished writing, ask some children to read their answers to the class and share the favorite book with the classmates after class. Collect the answers from different students. Record the results on the board. Discuss what the class’ favorites are and ask students to tell why they like each band, book or movie.
Step Ⅲ 2a
This activity provides listening practise using the target language.
Read the instructions to the class. Make sure each one knows what to do. First tell the students to have a look at the picture and let them guess what they are talking about.
I’ll see who is good at guessing the answers. Say, We will hear two boys, Michael and Ali, talking about some of the things they see in the room. The task of us is to write out the three things that they are talking about.
Play the tape the first time. Tell the children just to listen to it carefully and try to get the main idea and not to write.
Then play the recording again. Tell them to write down the answers this time.
Ask a student to tell the answer of the first line, then ask the others if they agree with him. Do the same with the other two answers. If they got different answers, tell them to listen careful when we do the practice in Activity 2b.
Check the answers.
Answers
1. a jacket 2. a book 3. a movie poster
Tapescript
Boy 1: Wow, you sure have lots of cool stuff. What a great jacket!
Boy 2: Yeah, it’s new. I really like it. I like clothes that are unusual.
Boy 1: Yeah, me too. Say...is that a new book over there
Boy 2: Yes, it is. It’s a book about volleyball. It tells about how to become a good player.
Boy 1: Is it good
Boy 2: Yeah, it’s great. I like writers who explain things well.
Boy 1: Me, too. Ummmm, Michael
Boy 2: Yes
Boy 1: Uhhh…Where did you get that movie poster
Boy 2: Oh, the Monster Lizard poster
My brother got it for me. He works at a movie theater.
Boy 1: It’s a great poster.
Boy 2. Yeah, it is. I love movies that about Monsters, don’t you
Boy 1: I sure do. Say…Michael…Do you think your brother could get a Monster Lizard poster for me
Boy 2: Probably. I’ll ask him.
Boy 1: That would be great.
Step Ⅳ 2b
This activity gives students practice in understanding and writing the target language.
Read the instructions to the students.
Make sure each student knows what they should do while they listen to the tape.
Ask .the students to have a look at the chart in Activity 2b. There are two columns in it.
Tell the children they will write what
Michael likes in the first column and they will write why he likes it in the second column. Go over the contents in the chart with the children.
Tell them to note the sample answers.
Let them guess the other answers in the first column. Yeah, maybe the same ones with the answers in Activity 1, but we are not sure now. Then tell them to get what writers and movies Michael likes while they are listening. Encourage them to ask questions they may have met.
Play the recording and ask the children to fill in the answers. Pause the tape if necessary. Ask several students to tell the answers and see if the others have different ones. Play the tape again if the students need to listen to it again. Correct the answers. If time is enough, play the tape again and the students repeat after it.
Answers
book—He likes writers who explain things well.
Movie poster—He likes movies that are about Monsters.
Step Ⅴ 2c
This activity provides guided oral practice using the target language.
Present the dialogue in this activity with a student first
T: I like movies that are romantic.
I love Titanic.
S: Oh, I don’t. I like movies that have big wars.
I really like The Doctor—A Real Soldier.
Then ask the children to open the books at page 47. Read the instructions in Activity 2c. Say, We will discuss our favorite things from Activity 1 and say why we like each thing.
Ask two students to read the sample conversation. Then ask the students to discuss their favorite bands, books and movies in groups of four. Try to use the sentences with the Attributive clause we have met in this unit to help to make conversations. Walk around in the classroom and offer help if they need. Ask one or two groups to say their conversations to the class.
Step Ⅵ Summary
Say, In this class we’ve done lots of listening practice on target language, and we’ve also written and spoken some. Try to use the target language we’ve learned to express your preferences in your daily life.
Step Ⅶ Homework
(1) Write a short article to tell your favorite band, book, movie and clothes.
(2) To express your preferences to your classmates or anyone else who knows English.
Step Ⅷ Blackboard Design
Unit 6 I like music that I can dance to.Section BThe 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.Unit 6 I like music that I can dance to
Ⅰ. Analysis of the Teaching Material
1. Status and Function
In this unit, students learn to express, preferences with the relative clause.
Mostly they will talk about music. Music is a very popular topic among the students. It will arouse the children’s great interest. That will be very helpful to practice using the target language.
All the students will make great progress in expressing preferences with the relative clause.
(1) The first period mainly provides target language with relative clause to express preferences on music. It gives the students much practice in speaking and listening on the target language.
(2) The activities in the second period give students more listening and speaking practice, using more target language. They are helpful to improve students’ listening and speaking skills.
(3)In the third period, students learn to get information from a CD review.
And they will get much more speaking and writing practice with target language. They will improve their reading, speaking and writing skills.
(4) The fourth period provides more listening practice to train the students to understand the target language in spoken conversation.
And it provides some writing and speaking practice as well. The children will do more practice on target language with the relative clause.
(5)The students will read three different short passages in this period.
They do much reading practice on them. And this period is designed to train students’ writing skill. The students will also do some speaking practice.
(6) The activities in the sixth period help the students have a self check. The children will be trained to use some verbs and write an e-mail.
2. Teaching Aims and Demands
(1) Knowledge Object
In this unit, students-learn to express preferences using target language with the relative clause.
(2)Ability Object
To train the students’ listening, speaking and writing skills using target language with relative clause.
(3)Moral Object
Music is a kind of language that can be understood by the people all over the world.
3. Teaching Key Point
To help the students learn and grasp the key vocabulary words and target language.
4. Teaching Difficult Points
To train students’ listening, speaking, reading and writing skills.
To train students’ communicative competence
5. Studying way
Arouse the students’ interest in music and get the children to take active part in expressions on music.
Ⅱ. Language Function
Express preferences
Ⅲ. Target Language
What kind of music do you like
I like music that I can sing along with. What about you
prefer music that has great lyrics.
Ⅳ.structure
Relative clauses with that and who.
Ⅴ. Vocabulary
Lyric, gentle, remind of, exhibition, prefer, photographer, energy
Ⅵ. Recycling
singer, music, dance, quiet, clothes, writer, jacket, book, movie, band, CD, sad, love, like, enjoy, favourite, loud, sing along with, musician. clearly
Ⅶ.Learning Strategies
1. Listening for specific information
2.Transforming information
Ⅷ. Teaching Time
Seven periods
The First Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1) Key Vocabulary prefer, lyric
(2) Target Language
What kind of music do you like
I like music that I can sing along with.
What about you
I prefer music that has great lyrics.
2.Ability Objects
(1) Train the students to express preferences.
(2) Train the students’ listening skill.
3. Moral Object
Let’s enjoy music. It always brings us happiness.
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
Step Ⅰ Revision
(1) Invite different pairs of students to say the conversations learned in preceding classes with books closed.
(2)Check the answers to the exercises of the workbook by asking different students to say their answers to the Class.
(3) Dictate some of the key vocabulary words presented in units 1～5.
Step Ⅱ 1a
This activity introduces the key vocabulary and trains the students to express preferences with the relative clause.
Write…that are red on the blackboard.
Point to it and say a sentence with it, I like flowers that are red. Ask who can make another sentence with it. They may say, I like gloves that are red. I like shoes that are red. Write another phrase on the blackboard, …that is big. Help the students to make sentences with it.
Play the tapes of different kinds of music for the students, only a short piece of each tape. Say, I like music that makes me relaxed. Write these four groups of words on the blackboard,…that has great lyrics,…that I can sing along with,…that isn’t too loud, …that I can dance to. Tell the students lyrics means the contents of the songs. Ask the students, What kind of music do you like
Say, You can answer with I like music…, I love music…, I prefer music… Explain prefer=like…better to them. Get one of the children to answer the question, then let this child ask the one next to him/her the same question. Set off a chain drill.
Ask the students to open their textbooks now. Read the instructions of Activity 1a to the students. Make sure they understand everything.
First have them look at the pictures and circle the sentences they agree with. Read each sentence to the class and ask the students to raise their hands to see if they agree. Make a survey to find out how the class feels about each item. Discuss the result of the survey with the class.
Get the students to complete the sentence to tell what kind of music they enjoy. Ask some of the students to share their sentences. Write any new words or phrases on the board to help them if necessary.
Step Ⅲ 1b
This activity gives students practice in understanding the target language in spoken conversation.
Say, we will hear Tony and Betty talking about the kinds of music each one likes.
Let’s see the instructions first. Read the instructions to the students. Tell them to tick (√) the right statements while they are listening. Read the three headings before playing the tape.
Play the tape the first time and the students only listen. Then play it for a second time. The students tick in the right answer boxes.
Cheek the answers.
Answers
Can dance to Has great lyrics Can sing along with
Tony √ √
Betty √ √
Tapescript
Betty: Oh, look. There’s the new Cool Dudes CD.
Tony: The Cool Dudes Do you like them
Betty: Oh, yeah. They are my favorite band. I like music that I can dance to.
Tony: You’re kidding. I think they’re awful. I prefer music that has great lyrics…music that I can sing along with.
Betty: I like songs I can sing along with too. So what’s your favorite band
Tony: The Jitters. Their words are interesting and…
Step Ⅳ 1c
This activity provides guided oral practice using the target language.
Read the instructions to the students.
First ask a pair of the students to read the example in the box,
SA: What kind of music do you like
SB: I like music that I can sing along with. What about you
SA:I prefer music that has great lyrics.
Then get them to work in pairs. Answer the questions with their own preferences.
As the students do the practice, move around the classroom and give them some help. Ask several pairs of students to perform their conversations before the class.
Step Ⅴ Summary
Say, In this class, first we’ve learned two new key words, prefer and lyrics. Then we’ve learned how to express references by talking about music, using relative clause with that.
Step Ⅵ Homework
Ask the students to write three sentences with I like music that…,I love music that …,I prefer music that…
Step Ⅶ Blackboard Design
Unit 6 I like music I can dance to.Section AThe First Period1. sample phrases …that are red. …that is big.2. Express references I like music that… I love music that… I prefer music that…SentencesI like flowers that are red.I like the house that is big.Relative clause with that.…that has great lyrics.…that I can sing along with.…that isn’t too loud.…that I can dance to.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 or dislike.
(2) Train the students’ communicative competence.
Ⅰ. Moral Object
Try to exchange the opinions on CDs with your friends. It will help you to know more about your friends.
Ⅱ. Teaching Key Points
Teach the students how to use the key word, remind of.
2. Practise using sentences with relative clause in real life.
Ⅲ. Teaching Difficult Point
Using sentences with relative clauses in discussing CDs.
Ⅳ. Teaching Methods
(1) Teaching with real objects
(2) Pairwork
Ⅴ. Teaching Aids
1. Some CDs that are very popular among the students.
2. Some pictures of the singers who are very popular among the students.
Ⅳ. Teaching Procedures
Step I Revision
(l)Revise the relative clause with that by asking question what kind of music do you like Get the students to answer,
I like music that…I love music that…I prefer music that…First ask individually, then have the children ask their classmates around them.
(2)Revise the relative clause with who by asking question "What kind of musicians do you like Get the students to answer, I like musicians that… I love musicians that…I prefer musicians that…or I prefer groups that… First ask individually in class, then let them practise in pairs.
(3) Revise "Does…like… No, he doesn’t. He prefers…" Ask questions with the real names of the students in our class. Let them ask each other similar questions in pairs.
Step Ⅱ 3a
This activity provides reading practise using the target language.
Show my favourite CD to the class and say, This is my favourite CD. Its name is "Come on, Join us". I like it because I can do exercises with it. But I don’t like the beginning of it, too loud noise. It reminds me of my middle school time.
Give more examples on "remind sb. of sth./sb. ",such as, He reminds me of his brother. This reminds us of what we often did when we were children. Tell the students that remind…of…means cause sb. to think of sth.
Write the four questions on the blackboard.
(1)What’s the name of your favourite CD
(2)Why do you like this CD
(3)What do you dislike about this CD
(4)What does it remind you of
Get them to discuss in pairs. Before they begin their conversations, show some more CDs to them.
Ask a pair of the students to share their conversations with the class. Open your books at page 46. Look at Activity 3a.
Read the instructions to the students.
Ask the students to read the review by themselves. Encourage them to ask questions on anything that they can’t understand. Explain them, or ask the other students to explain them. After they finish reading the review ask them to match up the parts of the sentences. Point out the sample answer before they begin.
Tell them to do as quickly as they can.
Say, Let’s have a competition to see who will be the first one to finish it. After all of them have finished. Check the answers with the class.
Answers 1. d 2. a 3. e 4. c 5. b
Step Ⅲ 3b
This activity provides oral practise using the target language.
Read the instructions to the students.
Make sure they know what to do. Give some explanation if necessary.
Ask a pair of students to read the model conversation in the box first.
SA: What CD did you listen to recently
SB: I listened to one called Heart Strings.
SA: What do you think of it
SB: I enjoy it a lot.
SA: Why
SB: The singer writes her own songs. I prefer singers who write their own lyrics.
Say, Who can make up a similar dialogue now You can use the questions in Activity 3a to help you. Then choose two children who do well in English to demonstrate another conversation.
Now ask the students to make conversations in pairs. Walk around the classroom while the students are talking. Help them as necessary.
Step Ⅳ Part 4
This activity provides reading, writing, listening and speaking practice using the target language.
Show some pictures of the popular singers or groups among the students. Say I like groups that dance much. I love singers who dance much as they sing. I don’t like musicians who always copy others.
Show a CD of very noisy music and say, I can’t stand music that is too noisy.
Write the four sentences without relative clauses on the blackboard.
Ask several students to complete them orally first. Then let the students open their books and complete the sentences with their own words. Next ask a few students to share their sentences with the class.
Say, Stand up and go to ask your classmates questions now. Move around the classroom and ask questions till you find someone who feels the same way you do about each thing.
Write down the student’s name in the blank in the right column.
When all the students have finished, ask some students to read their list to the class. Next ask a pair of students to read the sample conversation. Then have the students work in pairs. Make up their own conversations.
If there is enough time, ask some pairs to say their conversations to the class.
Step Ⅴ Summary
Say, In this class, we’ve learned how to use remind…of…
We’ve also done a lot of listening, speaking, reading and writing practice using the target language.
Step Ⅵ Homework
(1) Make up two sentences with remind…of…
(2)Finish off the exercises on pages 22～23 of the workbook.
Step Ⅶ Blackboard Design
Unit 6 I like music that I can dance to.Section AThe 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 Second Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1)Key Vocabulary gently
(2)Relative Clasue with who
2. Ability Objects
(1)Train the students’ listening skill.
(2) Train the students to use relative clause with who.
(3)Train the students to make communications, 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 more wonderful.
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
A tape recorder
Ⅵ. Teaching Procedures
Step Ⅰ Revision
(1) Revise the relative clause with that by asking what kind of music do you like Help them to answer, I like music that… I love music that… I prefer music that…
(2)Check the homework by asking some students to share their sentences with the class.
Step Ⅱ 2a
This activity provides listening practice using the target language.
Read the instructions to the students and make sure that they know what to do. Go over the four items in the box with the children. Tell them that relative clause with who is used to introduce a person.
Give another sample, Amy likes teachers who work hard. Help the students to make some more similar ones.
Explain the new key word gentle to the students. Tell them gentle means quiet, careful, not rough or violent using Chinese if necessary.
Tell the children that we are going to hear a boy and a girl talking about the music and musicians they like. Play the recording. Students only listen the first time. Play the tape again. Ask the students to circle T for true and F for false.
Check the answers.
Answers
1. T 2. F 3. T 4. T
Tapescript
Boy: Look, Carmen. These T-shirts are great! Look at this one.
Girl: That’s a great shirt, Xu Fei. I really love Dan Derrish. I like musicians who play different kinds of music.
Boy: Hmmm…he’s okay…
Girl: He’s only okay You must be joking.
Boy: Well…I like musicians who write their own songs. Dan Derrish doesn’t write his own music.
Girl: Hmm. Well, I think he’s great.
Boy: The Moderns T-shirt is very interesting.
Girl: The Moderns are really great. I love music that’s really loud and energetic.
Boy: I know you do…but I prefer groups that play quiet and gentle songs.
Step Ⅲ 2b
This activity provides listening practise using the target language.
Read the instructions to the students first. Then let them have a look at the chart. Read the model sentence to them.
Say, We will hear the same recording again. Listen carefully, and find out what Carmen and Xu Fei say and complete the sentences in the chart. Play the recording again. Pause the tape if necessary.
Check the answers.
Answers
Xu Fei:
1. I prefer groups that play quiet and gentle songs.
3. I like musicians who write their own songs.
Carmen:
2. I love music that’s really loud and energetic.
4. I like musicians who play different kinds of music.
Step Ⅳ 2c
This activity provides guided oral practise using the target language.
Get two students to read the conversation in the box to the class.
SA: Does Xu Fei like the Moderns
SB: No, he doesn’t. He prefers…
Read the instructions to the class, and ask another pair to ask and answer, using the information from Activities 2a and 2b to make sure all the students know what to do.
Tell them each pair of them should make a conversation using information from Activities 2a and 2b. Ask them to work in pairs. Move around the classroom checking the progress of the pairs and offering help as needed. Ask one or two pairs to say their conversations to the class.
Step Ⅴ Grammar Focus
Write the three sentences on the blackboard first. Circle the words that and who and underline the relative clauses in all the three sentences.
Ask, What do the relative clauses with that describe--a person or a thing Help the student to say out the right answer.
Then ask the same question on the relative clauses with who.
Explain that the relative clauses with that describe things and the relative clauses with who are used to describe persons.
Tell them who is for people and that is for things.
Ask the students to make up more similar sentences.
Encourage them to ask questions about relative clause.
Step Ⅵ Summary
Say, In this class we’ve done some listening practice on the target language of this unit. We met some more sentences with relative clause, and we did some pairwork on asking questions with does and answering with sentences with relative clause.
Step Ⅶ Homework
(1) Ask the students to write two sentences with relative clause with who.
(2) Ask the students to write out a conversation they practised in Activity 2c.
Step Ⅷ Blackboard Design
Unit 6 I like music that I can dance to.Section AThe Second PeriodAnswers to Activity 2b:Xu Fei:1. I prefer groups that play quiet and gentle songs.2. I like musicians who write their own songs.Carmen:1. I love music that’s really loud and energetic.2. I like musicians who play different kinds of music.The sentences in Grammar Focus:Rosa likes music that’s quiet and gentle.I love singers who write their own musicWe prefer music that has great lyrics.
