Unit9SectionB（1a-1d）

Ⅰ.TeachingAims&Demands

1.KnowledgeObjectives

WordExpressions:unusual,explainmovieposter

Sentencepatterns:Ilikemusicthatisbeautiful.

Heloveswriterswhoexplainthingswell.

2.AbilityObjectives

a.toenablestudentstoimprovetheircommunicativecompetence

b.togetstudentstoenhancethelisteningabilitysothattheycanhaveabetterout-putinthefollowingtasks

3.MoralObjectives

a.Weshouldchoosesomethingthatisgoodforourgrowth.

b.Nothingisdifficultforthemanwhowilltry.

Ⅱ.TeachingKeyPoints

1.togetstudentstomastertheAttributiveClause

2.toenablestudentstoexpressandsharetheirfavoritesproperly

Ⅲ.TeachingDifficultpoints

1.tomasterthekeywordsandsentencepatterns

2.toleadstudentstogetabetterout-putthroughthelesson

Ⅳ.TeachingMethods

Audio-lingualApproach,SituationalCommunicativeApproach,Task-basedApproach

Ⅴ.TeachingAids

Mufti-Mediawithbackboarddesign

Ⅵ.TeachingProcedures

Step1.“FavoriteSongtoRelax”----Lead-in

Havestudentsenjoymyfavoritesong“RedRiverValley”.

“Fromthisvalleytheysayyouaregoing.”

“…”

“Andtheonethathaslovedyousotrue.”

“Andtheonewhohaslovedyousotrue.”

Withthemusic,showsomelyricswiththepicturesinarowonthescreen.

Then,guidethemtosingalongwiththemusicandlyrics.

T:Haveyouheardofthissong?Whatdoyouthinkofit?

S1:Itisverybeautiful.S2:Ithasgreatlyrics.

Meanwhile,writethesentencesfromstudentsontheblackboard.

Add“Ilikethemusic…”andthenhavethemreadthesentenceswithAttributiveClauselike“Ilikethemusicthatisbeautiful.”and“Ilikethemusicthathasgreatlyrics”together.

Step2.“OtherFavorites”----Presentation

Topresentthekeysentences“Iliketheactress(es)whois(are)funny.”,getstudentstoknowmoreabout“OtherFavoritesofMine”insingleandpluralformsandpracticethemlike:

T:Actually,listeningtosomemusicisjustoneofmyfavorites.Ialsolikewatching

comedyshows.Bytheway,canyouguesswho’smyfavoriteactressinFunnyman.

Ss:Maybeyoulike…

T:Sheisfatandfunny.AndherfamilynameisJia.(aftertheirfirstguessing)

Ss:ShemustbeJiaLing.

T:Right!SowhatkindofactressesdoIlike?

S:Mr.Lilikestheactresswhoisfunny.

Mr.Lilikestheactresseswhoarefunny.(JiaLingandZhangXiaofei)

T:Goodjob!WhatelsedoIlike,too?

Then,practicesimilarsentenceswithsomethingelselikemovies,bandsandbooks,etc.

Step3.“OurFavorites”----PairWork

Helpstudentspracticethetargetlanguagebytalkingabouttheirownfavorites

aftertheywritedownthenamesoffavorites.(sampletoset:)

A:What’syourfavorite…,…?

B:Ireallylike...Ilikethe...(s/es)that/who…?Whataboutyou?

A:Ilovethe...(s/es)…

B:Great!Gradually,theycanbecleartouse“that”and“who”properly.Itenablesalmosteveryonetobeavailabletosharetheirfavoriteswellwithwordexpressions

andthetargetlanguage.

Step4.“Michael’sFavorites”----ListeningPractice

1.Showapictureofthetwoteenagersintheroomfirstandthenhavestudents

predictwhattheyaretalkingabout.

Withthepredictions,getstudentstolistenforthefirsttimeandcirclethethings

theycanhear.

T:What’rethetwoboystalkingabout?

S1:Maybethey’retalkingaboutthejacket.Lookattheboy’shand.

T:Bright.Isittheboy’sfavorite?Whatelsecanwehearintheirtalk?

Ss:...

Then,askstudentstocheckoutwhattheyhear.

T:Thanks,boysandgirls.Ijustwonderwheretheyaretalkingorwhosethingsare

these?

Ss:…

2.Withthequestions,leadstudentsintothetaskin1b.

T:WhatelsedoesMichaellikeexceptthejacket?

Ss:...

Circle“likes”andpresentTip1inthenextlisteningtask.

T:Well,listeningwiththekeywordscanhelptogettheinformationweneed.For

example,weshouldpaymoreattentiontosomethingafter“likes”.

GetthemtolistenagainandwritedownthethingsMichaellikesinthefirst

columnofthechart.Then,checktheanswersindividually.

3.AskstudentswhyMichaellikesthejacket,thebookandthemovieposter.

Beforelistening,showthemTip2andgetthemtoworkon1c.

T:WhydoesMichaellikethem?So,weneedtolistenforthereasonsthistime.Now,

let’sdosomethingbeforelistening.Whatcanwewritedownafterthewords“clothes”,“writers”and“movies”?

Ss:Wecanadd“that”for“clothes”,“who”for“writers”and“that”for“movies”.

T:That’sright!Remember,wecanalwaysgetthecompletemeaningbylisteningfor

thesentencestructure.

Afterthat,asksomestudentstooffertheirownanswers.Checkthemwiththe

wholeclassandpracticesomedifficultwordssuchas“unusual”and“explain”.

4.Presentthelisteningmaterialandaskstudentstocompletethethreetarget

sentencesfirst.Playthetaperecorderandgetthemtoreadafterit.Besides,

makestudentsclearabouthowtostopwhilereadthesentenceswiththe

AttributiveClause.

T:Here,Iwantyoutochallengeyourselves.Canchangetheunderlinedsentences

intotheoneswith“that/who”.

e.g.It’snew.Ireallylikethejacket.Michaellikesthejacketthatisnew.

Step5.“CompeteandSing”----TheRestof“RedRiverValley”

Encouragestudentstochoosetherightrelativepronounsoradverbstofinishthelyricsintherestofthesong.

T:Welldone,thanks.Sowe’retruefriends,right.AndIwanttosharetherestofmy

favoritesong“RedRiverValley”.Beforethat,Istillneedyourhelp.Canyouchoose

therightwordforeachlineinthelyrics?

Withthehelpofthegivenwords,getstudentstofinishthefirsttwoas

examples.Thentheydiscussandlearntocompletethesentences..

e.g.“Youarethegirlwhoseheartissosilly.”

“Youaretheboywholovesussoreally.”

“…”

Walkaroundtooffersomehelpandthensharethelyricswithclass.

Checkandaskstudentstopayattentiontothepartsindifferentcolorsinthe

lyrics.Then,encouragethemtotrytosingthesongalongwiththemusic.

Step6.“OurSong”---CreateandEnjoy

Helpstudentstocreatetheirownsongs.Mentionthatthereshouldbe8to10

wordsineachline.

T:Youaresotalented.Ourlifeislikeasong.Whatkindofsongdoyouwanttosing

inyourlife?Here,let’screateourownsongs.

Studentsworkinagroupof6.Eachofthemcreateonelineintheirsong.With

thehelponthescreen,theythink,discuss,create,andtrytosing.

Afterit,showsomegroupswiththemusiclike:

“Ilikemusic_________________________.”

“Idislikemovies______________________”

“Ilovethewriter______________________”

“Iha