九年级英语 Grade9 Unit6 I like music that i can dance to.六课时教案 人教新目标版.doc

Unit 6 I like music that I can dance to.
Plan for the whole unit
Teaching objectives
学完本单元后，学生应能：
1 能运用I like …that…/I prefer…that…句型谈论自己的喜好（express preferences）
2 能使用不同的语言描述音乐/音乐人/组合
(has great lyrics/is loud/is gentle/can sing along with/can dance to…)
3 能使用that, which引导的定语从句谈论某事物(—I like music that/which I can dance to.)
4 能使用who, whom, that,引导的定语从句谈论某人（—I like singers who/whom/that write their own lyrics.）
5 能询问并回答有关音乐喜好的问题(What kind of music do you like? –I like music that …
Does he like The Modern?---No, he doesn’t. He prefers … )
6 能评论一张CD或一部电影或一本书并给出原因(I like/don’t like … because it …; remind of…)
7 读懂简单的评论, 并能写一则评论(书评,影评或乐评)
8 写回信，介绍自己对于语言,音乐,食物和电影等方面的喜好.
9 能根据语言特点区分口语与书面语
10 树立健康的饮食观,养成良好的饮食习惯
Period arrangement
Period
Contents & pages or sources
TO
SA
Textbook
Exercises
(Source)
Supplementary
(Source)
Section
Page
1
A 1a, 1b, 1c,2a,2b,2c
44,45
P32 I, II

1, 2, 5
5
2
3a,3b, 4, grammar focus
45,46
Ps. 32-33 I, II
湘教版
省教科院组编 《课程基础训练
九年级上册》
3, 4,5
5
3
B 1, 2a,2b,2c,4
47-48
Ps33-34 I, II
5, 6,
4
4
3a,3b,3c,4
48
Ps 34 I, II
7
4
5
Self Check
49
Ps335 II
8
5
6
Reading material
50-51
Ps.35-36 学习自检，学习拓展
9, 10,
5
Total
All
6
7

1-10
92
⑤ Very confident ④ Quite confident ③ Confident ② Slightly confident ① Not confident

Feedback
本单元教学自评92分，表明教学目标达成度较高，整个单元教学回归教材，紧紧围绕“表达喜好”这一主题，由浅入深，由简单到复杂，从谈论别人到最终谈论自己展开，教学活动形式多样，教学步骤步步递进、环环相扣，形成合力，从听、说、读、写诸方面培养学生这一话题的表达能力。由于教学内容紧扣学生实际，学生积极投入各项学习活动，勇于表达自己的真情实感。同时，在谈论自己的喜好过程中，逐渐获得一种自我确认，通过聆听音

Plan for every period
Period 1 Section A 1a,1b,1c,2a,2b,2c
Teaching aims
学完本课后，学生应能：
1 谈论喜好；I like/don’t like…; I prefer…
2 掌握目标语言：
1） 生词和词组：prefer; lyric, gentle
2） 重点句子：
① I like music that I can sing along with.
② I prefer music that has great lyrics.
3 学会描述音乐,音乐人或组合

Teaching aids
Multiple media player

Teaching procedures
视频引入:采访→看图说话→听录音填空→采访组内同学→听录音判断并填表→竞猜游戏(猜音乐人与组合)→布置作业

Step 1 Leading-in (3’)
T：Good afternoon, boys and girls!
To the students.
T: Do you like music?
S:…
T: You all like music, then do you want to go to a concert?
S: Yes,…
T: Good, you all like music and want to go to a concert , then I’ll tell you some good news, our city is holding a concert on Spring Festival, look, the reporter is interviewing people in the street.

Section A 1a
Step 2 Presentation (14’)
1 Look at the screen.
PPT Reporter: what kind of music do you like?
A: I prefer music that has great lyrics.
T: Here prefer means like , I prefer music means I like music, and lyrics means the words of the songs. Now read after me.
PPT Reporter: What kind of music do you like?
B: I love music that I can sing along with. Ask the students to read the conversation together.
PPT Reporter: What kind of music do you like?
C: I like music that isn’t too loud.
PPT Reporter: What kind of music do you like?
D: I like music that I can dance to.
T: Different people like different kinds of music, pointing to PPT, then in A,B,C and D, which one do you agree with? If you agree with A, please read A. How about B? Ok, and C? and the last sentence D? Students read the 4 sentences according to their agreements.
PPT A: I prefer music that has great lyrics.
B: I love music that I can sing along with.
C: I like music that isn’t too loud.
D: I like music that I can dance to.
2 Let’s learn
PPT prefer sth/doing sth
prefer +n+ to+ n
prefer +doing+ to+ doing
prefer +to do +rather than +do
3 Let’s write
To the students.
T: What kind of music do you like? Can you write your own sentence? You can use these phrases to write.
PPT has great lyrics; is very moving(感人的); touch people deeply;(深深地打动人); singers sing the words clearly(歌手吐词很清晰)
Ask 2 students to write their sentences on the blackboard, then read them together.

1b
Step 3 Listening practice (4’)
T: Just now we talked about our favorite music, now my friends Tony and Betty are talking about their favorite music too, listen and check the music they like.
1) Play the recording.
2) Let’s check the answers.
参考答案
Music that I can dance to. Betty
Music that has great lyrics. Tony
Music that I can sing along with. Tony and Betty
录音原文
Betty: Oh, look ! There is the new Cool Kids CD.
Tony: The Cool Kids? Do you like them?
Betty: Oh, yeah. They are my favorite band. I like music that I can dance to.
Tony: You are kidding. I think they are awful . I prefer music that has great lyrics… music that I can sing along with.
Betty: I like music that I can sing along with too. So what’s your favorite band?
Tony: The Lions. Their words are interesting and …

1c
Step 4 Pair-work (4’)
1 Ask two students to read the sample conversation in the box to the class.
To two students.
2 Ask the students to help the reporter to interview their classmates.
T: Work in groups ,make your own conversations about music you like.
3 Ask a few pairs to present their conversations before the class.

2a 2b
Step 5 Listening practice (7’)
T: Look at the picture in 2a, Carmen and Xufei are wearing T-shirts, we can see there are musicians’ pictures on the T-shirts, let’s listen to them talking about the musicians and groups. Listen and circle “T” or “F”.
1 Read the four statements in the chart. Ask four students to read and translate them, the teacher will give some explanations to the difficult points.
2 Play the recording
3 Check the answers of 2a.
4 Play it again and finish 2b.
5 Check the answers by asking the students questions like: What kinds of groups does Xu Fei like? Does he like Dan Dervish? Why or why not? What kind of music does Carmen like? Does Carmen like Dan Dervish? WHY?

Step 6 Let’s guess (6’)
PPT Show pictures of Jay Chou (周杰伦), JJ(林俊杰) ; Jolin(蔡依林) and Fish(梁静茹)
Who is my favorite musician?
Choose one from the four and write down his or her name on a piece of paper, let the other students guess who your favorite musician is. You can give them hints using sentences like: I like musician that can sing the words clearly; I like musicians who can write their own songs…

Step7 Homework (2’)
1. Basic training P32 I, II
2. Revision.
3. Preview 3a-4, Grammar Focus

Feedback
个人认为本堂课教学目标达成，学生学习积极主动，热情投入，课堂氛围非常热烈。就其成功原因主要在于通过集体备课。这课堂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。
但在听力教学方面还有待加强。

Period 2 Section A 3a,3b,4 Grammar Focus,
Teaching aims
学完本课后，学生应能：
1 学会口头评论CD, 并询问他人对CD,音乐组合,音乐人的看法
1) remind sb of sth
What’s the name of your favorite CD?
Why do you like this CD?
What do you dislike about this CD?
What does it remind you of?
What do you think of it?
2 学会区分运用who, whom, which, that 引导的定语从句

Teaching aids
Multiple media player

Teaching procedures
播放音乐引入新课→阅读理解评论内容完成匹配联系→学习评论的几个要素→口头运用句型→呈现语法现象→归纳总结语法规律→巩固练习→布置作业

Step 1 Warming-up and leading-in (3’)
PPT Poster of “Dance, Dance, Dance”
Play the music “Dance, Dance, Dance” before class, (after the class begins), T: Class, just now we enjoyed a piece of music called “Dance, Dance, Dance” ,do you like it? Why or why not? Look at the screen, these words will help you to describe your feeling.
PPT too long; singers don’t sing the words clearly; dance to; loud; gentle; dance music; remind …of…(make sb think of…)
T: Please describe the music using the words or phrases on the ppt.
Give the students some explanations or help when necessary.

3a
Step 2 Reading (7’)
T: Just now we talked about our feeling about “Dance, Dance, Dance”, now look at the beautiful girl ,her name is Jennifer, what does she think about “Dance, Dance, Dance”?
1 Please read Jennifer’s review in 3a and answer the following questions:
PPT Q1 What kind of music is “Dance, Dance, Dance”?
Q2 What kind of singers does she like ?
Q3 What kind of sings does she like ?
Q4 What will the CD remind her of ?
2 Please match the sentence parts.
3 Check the answers and ask the class to read the sentences in chorus.

3b 4
Step 3 Speaking (9’)
1 Ask 2 students to read the sample conversation in 3b.
2 Explain some language points.
T: I listened to one called Heart Strings. Here “one” means a CD, “called” means “which is called” or named, so the whole sentence means “I listened to a CD which is called Heart Strings. To the students What’s the name of the CD?
S: …
T: I enjoy it a lot means I like it very much. Thanks a lot means Thanks very much.
3 Do a survey.
T: I want to open up a CD shop, so I want to know what kind of CD people like, can you help me to do a survey? You can ask your group members questions and write down their answers in the chart, then report your results to me.
(On the learning Plan) Survey 1
What CD did you listen to recently?

What do you think of it ?

Why?

4 Ask 2 students to read the sample conversation in 4, then ask the class to do a survey.
Survey 2
Check the things you agree.
The students who agree with the same things can form a new group, let’s see which new group is the biggest.
(On the learning Plan)

My opinion

I like groups that________.
Wear cool
clothes

can sing

I like musicians who_____.
can dance well

sing the words clearly

can write their own lyrics

I like music that_________.
isn’t too long

I can dance to

I can sing along with

First the students fill in the chart, then ask his or her group members about his or her opinions.
A: I like groups that wear cool clothes.
B: That’s not important to me. I like groups that …
Students do the activities like this.
In the end, the biggest group will announce together:
We like groups that________
We like musicians who_____.
We like music that_________.

Step 4 Grammar (20’)
1 Read and translate
Ask four students to read and translate the four sentences one by one.
PPT I prefer music that has great lyrics.
I like music that isn’t too loud.
I like music that I can sing along with.
I like music that I can dance to.
T: Pay attention to “that”, please. Do we need to translate it? No, we needn’t. And in each sentence, we should translate “that” clause before “music”, this kind of clause is called “Attributive clause”. And this is the grammar we’ll learn in this unit.
2 Let’s learn
PPT Girl: I prefer music.
Boy: What kind of music is it?
Girl: The music has great lyrics.
Let’s help: I prefer music that has great lyrics.
T: Please look at the screen, the girl says ‘I prefer music’, the boy is puzzled ‘What kind of music is it?’, then the girl added ‘The music has great lyrics’, now the boy understands what the girl means. Let’s help the girl to combine the two sentences into one:
I prefer music that has great lyrics.
PPT 1. I prefer music.
2. The music has great lyrics.
1+2=I prefer music that has great lyrics.
T: What does “that” stand for? It stands for the music in sentence 2. The music is used as subject in sentence 2. Music is a kind of thing, so we use that or which to take place of it.
Click the mouse. and “which” appears beside “that”
PPT Girl: I like music
Boy: What kind of music is it?
Girl: The music isn’t too loud.
Let’s help: I like music that isn’t too loud.
PPT 1. I prefer music.
2.The music isn’t too loud.
1+2= I prefer music that isn’t too loud..
T: What does “that” stand for? It stands for the music in the second sentence. The music is used as subject(主语) in the second sentence. Music is a kind of thing, so we use that or which to take place of it.
Click the mouse. and then “which” appears beside “that”.
PPT Girl: I like music.
Boy: What kind of music is it?
Girl: I can sing along with the music.
Let’s help: I like music that I can sing along with.
PPT 1. I like music.
2. I can sing along with the music.
1+2= I like music that I can sing along with.
T: What does “that” stand for? It stands for the music in the second sentence. The music is used as Object in the second sentence. Music is a kind of thing, so we use “that” or “which” to take place of it.
Click the mouse. and “which” appears beside “that”
T: Pay attention: In sentence2, the music is behind “along with”, but in sentence 3, that is put in the middle to unite the two sentences.
PPT Girl: I like music.
Boy: What kind of music is it?
Girl: I can dance to the music.
Let’s help: I like music that I can dance to.
PPT 1. I like music.
2. I can dance to the music.
1+2= I like music that I can dance to.
T: What does “that” stand for? It stands for the music in the second sentence. The music is used as Object(宾语) in the second sentence. Music is a kind of thing, so we use that or which to take place of it.
Click the mouse. and “which” appears beside “that”.
T: Pay attention: In sentence2, the music is put behind “dance to”, but in sentence 3, that is put in the middle to unite the two sentences.
Ask four students to read and translate the four sentences one by one.
PPT I like musicians who play different kinds of music.
I love singers who write their own music.
This is the boy whom I met yesterday.
The girl whom they are looking for is my classmate.
T: Pay attention to the word “who” or “whom”, please. Do they mean “谁” in Chinese? No, they don’t have the question meaning here, we needn’t translate them. And in each sentence, we should translate “who” or “whom” clauses before the words they modify.
PPT 1. I like musicians .
2. The musicians play different kinds of music.
1+2=I like musicians who play different kinds of music.
T: What does who refer to? It refers to the musicians in the second sentence. “The musicians” in the second sentence is the subject (主语)of the sentence, and musicians refer to people, so we use who or that to take place of them.
Click the mouse. and “that” appears beside “who”
PPT 1. I love singers.
2. The singers write their own music.
1+2=I love singers who write their own music.
Pointing to the sentences on the screen.
T: What does who stand for? It stands for The singers. The singers is the Subject of the second sentence, so in sentence 3, we use who or that to take place of them.
Click the mouse. and “that” appears beside “who”
PPT 1. This is the boy.
2. I met the boy yesterday.
1+2=This is the boy whom I met yesterday.
T: Here, whom stands for the boy, the boy is object of sentence 2, and it refers to a person, so in sentence 3, we use whom or that or who to take place of it.
Click the mouse. and “that”, “who” appears beside “whom” .

PPT 1.The girl is my classmate.
2.They are looking for the girl.
1+2=The girl whom they are looking for is my classmate.
T: What does whom stand for? It stands for the girl in sentence 2. And in sentence 2,the girl is the Object. So in sentence 3, we use whom or that or who to take place of it.
Click the mouse. and “that”, “who” appear beside “whom” .
Let’s summarize ! (On the learning Plan)

指人
指物
主语
宾语
that
√
 √
 √