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Unit 9 I like music that I can dance to.
Section A（1a-1c）
Teaching Aims
| - Learn to express preferences using attributive clauses with“that”.
- prefer, lyrics, dance to, sing along with.
- 1. I like music that I can dance to.
- 2. I prefer music that has great lyrics.
- 3. I love music that I can sing along with.
| Teaching Difficulties
| 1.Perceive the structure of the attributive clauses in listening and speaking.
- 2.Develop Ss’ ability to express preferences.
| Teaching Aids
| A tape recorder ; CAI or multimedia courseware
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Teaching Procedures
| Tips
| Step 1 Lead in
| | - The T can guide Ss to brainstorm the kinds of music so that Ss can be more involved in the class and their prior knowledge can be activated.
- The T can lead in the topic by asking Ss a few questions like these:
- What kind of music do you prefer?
- The T can present some target sentences and guide Ss tp find the rule and perceive the target structure . Then the T can present some pictures of related words or phrases in this part and pre-teach the vocabulary to prepare for the following activities.
- I like folk music. Because it makes me feel relaxed.
- I like music that can make me feel relaxed.
- I like pop music. Because I can sing along with it.
- I like music that I can sing along with.
| | Step 2Presentation & Practice
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| - To set the scene for activity 1a, the T may want to draw Ss’ attention to the picture, encourage them to focus on what the people are saying and to speculate on what these people might have been doing based on what is in the picture. Then the T can invite Ss to share with the class the sentences they have written.
- ...is associated with my culture.
- Before listening, the T should make sure that Ss understand the requirement of the task and the meaning of these sentences in 1b.
- While listening, the T can play the recording without stop for the first time and Ss finish the task in 1b. This step aims to develop Ss’ skills of grasping the target information. Then the T can play a second time to check Ss’ answers. This time, the T can stop at the key point and check Ss’ answers by asking them to say the full sentences.
- Tony— music that has great lyrics, music that I can sing along with
- Betty— music that I can dance to, music that I can sing along with
- While listening, the T may play the recording a third time and ask Ss to repeat the key sentences. The T may also ask some questions to consolidate Ss’ understanding of the dialog:
- Does Betty like the Cool Kids? Why?
- What does Tony think of the Cool Kids?
- What kind of music does Tony prefer?
- What’s Tony’s favorite band?
- Then the T can play the video about 1b and have Ss try to imitate the
- pronunciation and intonation of the dialog.
- After listening, the T can conduct a post-listening discussion by using
- Do you know of any music with great lyrics? What are the lyrics about?
- Do you have a favourite band? Why do you like this band?
- The T can invite Ss to role-play the conversation in 1c. Then the Ss
- can work in pairs to make conversations using the target structure. During this step, the T should pay attention to the fluency of Ss’ speaking instead of the accuracy. Just offer help to the Ss in need and don’t over correct their small mistakes so that Ss can speak as much as possible. Before conducting this activity, the T may focus on some useful words for talking about music, movies and books.
| | - Step 3 Language points learning
| | - prefer v. 更喜欢 相当 like...better，其过去式和过去分词均为preferred，现在分词为preferring。常见用法有：
- ② prefer to do sth. 更喜欢做某事
- ③ prefer+(doing) A + to (doing) B 比起(做)B事更喜欢(做)A事
- ④ prefer to do sth.+rather than do sth.
- along with 随着；和……一起 作“和……一起”讲时，相当于together with。
- 当主语后面紧跟由with, along with, together with等引出的短语时，谓语动词的数要与主语保持一致。
| The language points are for reference only.
| Step 4 Summary & Homework
| The homework can vary with the specific conditions.
| - Summary The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge.
- Preview the conversation in 2d.
- Do the exercises in students’ book.
| | Teaching Reflection
| - This is the first period of the unit.During this period, teachers interact with students through high-density questions according to the topic picture in 1a, which is helpful for students to learn new vocabulary, and also help students review the language content they have learned. When checking the answers, teachers need not rush to judge right or wrong. They should let students speak actively. At this stage, it is OK to understand sentences without explaining for the time being so that students can accumulate more perceptual knowledge in the stage of grammar perception.
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发表于 2026-3-6 03:37:13