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Unit 9 I like music that I can dance to.
Section A（2a-2d）
Teaching Aims
| - Learn the target structure in listening and speaking.
- Australian, electronic, suppose, smooth, spare, case, in that case,
- 1. Carmen likes musicians who play different kinds of music.
- 2. I like smooth music that helps me relax after a long week at work.
- 3. In that case, I’ll ask someone who likes serious movies.
- 4. I prefer movies that give me something to think about.
| Teaching Difficulties
| Learn and practice the attributive clauses in listening and speaking.
| Teaching Aids
| A tape recorder ; CAI or multimedia courseware
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Teaching Procedures
| Tips
| Step 1 Lead in
| | - The T can present the target sentences that Ss have learned in the last class so that they can have a revision. Then the T can lead in the topic using the prompts:
--Who is your favourite singer or musician? Why?
--I like singers/musicians who/that …
- can write their own songs.
- can play different musical instruments.
| | Step 2 Presentation & Practice
| | - Before listening , the T can ask Ss to read the four sentences in 2a . Then Ss try to underline attributive clauses with that or who and translate them.
- The activity is to give Ss practice in listening to the target language in natural speech. At the beginning, the T play the recording for the first time and make Ss to finish the task in 2a. Then the T may play the recording for the second time and stop at the key point to make Ss to check their own answers. At last the T can present the correct answers.
- After Ss have completed the activity 2a, the T may ask Ss to correct the false sentences to check their understanding.
- The activity is to give Ss practice in listening for target language. Before playing the recording again, the T may encourage Ss to attempt the activity first, based on their recall of what they heard in 2a. Then the T can play the recording and make Ss to check and correct their answers. Then the T can invite some Ss to read the full sentences in the chart to check their answers.
- I like musicians who play different kinds of music.
- I love electronic music that’s loud.
- I like musicians who write their own songs.
- I prefer groups that play quiet and slow songs.
- After listening , the T can present the listening material to the
- students in need to help them get the specific information about
- the conversation. And play the recording again and ask Ss to
- imitate the pronunciation and intonation.
- The activity is to give Ss more practice in using the target language in a controlled manner. To engage Ss further in the activity, the T may want to ask each pair of Ss to come up with their own two musicians or groups to compare and contrast. Invite a few pairs to share their conversations with the class.
| | Step 3 Presentation & Reading
| | - Before reading, the T can use these prompts to encourage Ss to have a discussion about the following questions so that Ss’ interest can be aroused:
- What do you usually do on weekends?
- Do you prefer to enjoy music or watch movies?
- What kind of music（movie） do you prefer? Why?
- The T can ask Ss to read the conversation carefully. The T can check their understanding by asking them questions :
- 1. What is Scott going to do this weekend?
- The T can focus Ss’ attention on the structure of attributive clauses appeared in the conversation and other key word groups. Ss can be asked to make sentences using the key structure and phrases.Then the T can make Ss read the conversation in chorus to check their pronunciation and intonation. At last the T can invite some Ss to role-play the conversation as open pairs.
- After Ss have role-played the the conversation, the T may want to extend the activity by asking Ss to identify the kinds of music and movies mentioned in the conversation and asking Ss to underline these parts of the conversation (smooth music that helps me relax, movies that are funny, serious movies, movies that give me something to think about). Then ask Ss to substitute the parts they underlined earlier with ideas of their own. Invite some pairs to read aloud their new versions of the conversation to the class.
| | | The language points are for reference only.
| - suppose +（that）从句 表示“猜测/认为……”。
- suppose 还常用于被动结构 be supposed to do sth.，意为“应该做某事”，be supposed to 相当于 should。
- spare adj. 空闲的；不用的 v. 抽出；留出
- 作形容词，意为“空闲的；不用的”，通常用在名词前作定语。常用短语：in one’s spare time 在某人的空闲时间。
- spare还可以作及物动词，意为“抽出；留出”， 多指抽出时间、空间等。常用结构有：spare…for sb./ sth. “为某人/某事抽出/留出……”
| | Step 5 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 passage in 3a.
- Do the exercises in students’ book.
| | Teaching Reflection
| - In this period, there are more new words and expressions. The T should provide more practice in listening and speaking and encourage Ss to be more involved.The teacher should get them to learn the main structure－attributive clauses and get the students to practice it in listening and speaking. In the reading part, Ss can experience more practice in using the target language in natural speech.
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发表于 2026-3-6 03:37:23