九年级英语新目标第六单元说课稿教

人教版新目标九年级英语Unit6单元教案Unit 6 When was it invented?Section A (1a－2d)学习目标1．重点单词：heel，scoop，electricity，style，project，pleasure，zipper，daily，website，pioneer，list，mention2．重点短语：be used for，think of，have a point3．重点句式：—When was the telephone invented?—I think it was invented in 1876.What are they used for?Can you help me think of an invention?Is it really such a great invention?Think about how often it's used in our daily lives.The pioneers of different inventions were listed there.At that time，it wasn't used widely.学习重点1．重点短语和句型2．一般过去时态的被动语态学习难点一般过去时态的被动语态自主学习一、预习课本P41－42新单词并背诵，完成下面的汉译英。

1．鞋跟________ 2.铲子________3．电能________ 4.样式________5．项目________ 6.高兴________7．拉链________ 8.日常的________9．网站________ 10.先锋________11．名单________ 12.提到________二、认真预习1a－2d找出下列短语和句型。

1．被用来……__________________________________________________________ ______________2．考虑__________________________________________________________ ______________3．有道理__________________________________________________________ ______________4．—电话是什么时候发明的？—我认为它是1876年发明的。

九年级新目标英语unit6单元复习课说课稿一、教材分析：本课讲的是人教版新目标教材9a Unit 6 单元复习课，这个单元主要是讲有关发明话题，除了一些必须掌握的词汇，短语和句型，就是掌握语法，一般过去时态的被动语态，让学生在已掌握的语言知识的基础上进行复习、巩固并能做到适当拓展和提升，以便学生综合运用语言的能力得到提高，思维能通过引导而发散。

二、学情分析：处于初三第一学期的学生，对本单元的词汇、句型和语法学生已经了解和学习过，一部分学生已经掌握这些词汇句型语法的实际运用，但也有一部分基础较弱的学生，对于被动语态，尤其是一般过去时的被动语态的一般疑问句句式掌握不熟，在主动变被动语态时，有一定困难，且实际运用语言的能力欠缺，不太善于交际，大部分学生发散性思维需要培养。

三、教学目标：1. 语言知识目标：1) 能掌握以下词汇：by accident; by mistake ; ruler; boil; drinking water ; produce; remain ; smell; discover; It is said that能掌握以下句型：①—When was the telephone invented?—I think it was invented in 1876.②---who was it invented by?--- It was invented by …..③—What are they used for?—They are used for seeing at night.2) 能用英语谈论物品被发明的时间、发明者，表达某发明的用途。

3）复习语法：一般过去时态的被动语态。

掌握主动语态变被动语态的方法，并通过不同方式的练习，来熟练运用和巩固。

(二) 能力目标阅读和写作：能够捕捉含有一般过去时态被动语态的阅读材料中重要信息并能介绍发明的发明时间、发明人、用途及对相关信息进行拓展。

Unit 6 When was it invented ?Grammar and WritingTeaching Aims1. Knowledge objects:(1) The students will be able to use the patterns be done in the given situations or daily life.(2) The students will be able to use the following phrases: be invented in ; be used for doing ; be invented by … to make sentences.2. Ability objects:(1)The students will be able to get the information needed in reading.(2) The students will be able to talk about and write the information about their inventions using target language.3. Emotion & attitudeEnable the students to have the spirit of creating new things and love our mother land, study hard to achieve our dreams.Important and difficult points:The students will be able to use be done structure correctly in speaking and writing practice.The students will be able to adopt correct reading and writing strategies. Teaching approach and means:Task-based Teaching Approaches. multimediaTeaching proceduresGrammarStep 1 Lead-in( Show some pictures of the Great Wall .)T: What’s this ?Ss: The Great Wall.T: It is the symbol of China and it is famous all over the world ,right ?But what was it used for ?(Ask one student to answer .)Step 2 Pair workA: What was it used for ?B: It was used for sending messages.T: Be used for…is Passive Voice.More practice:A : When was it invented ?B: It was invented in…A: Who was it invented by ?B: It was invented by…A: What is it used for?B: It is used for…A: What do you think of it ?B: I think it…Some exercise.ReadingStep 1 Read and fill in the blanks.Check the answers.Pay attention to the structure of the passage .Step 2 More reading1.T: Here is a passage about inventions ! Go through the picture with the students.2. Let the students read again and answer the questions below the passage.(Then check the answers and let the students to choose the reading strategy they adopted in reading and share it in class.)GroupworkStep 1 Cooperate to designT: Well done dear students! Now it’s time to cooperate to design. Discuss these problems in your group and we’ll show your design to see which group is the best one. Ask students to have a discussion in groups and then design their own tools. All the problems should be solved by themselves.Step 2 Share the designs in classEveryone in the group are supposed to say something about their inventions . Each of them have a chance to talk in class.(Give them the standards about how to make an estimate of each invention. Let the students show their own ideas about other inventions. ) Writing1. Write their own introductions of their design.2. Share the passages in class so that the students can learn more information about each invention. In this way each student can improve their own writing ability.Ending:T: As the hosts of the 21st century , we have the duty to make our country stronger and stronger ,what should we to do to achieve our China Dream ?Ss: We should study hard!Together : Let’s study hard and achieve our China Dream !!Homework:T: In this class all of you did very well, and you helped me a lot, thank you! Here’s today’s homework:1. Rewrite the articles .2. What else do you want to invent in the future ?Tell us something about your ideas next class.。

《unit6 I like music that I can dance to》说课稿Hello, everyone! I’d like to share my idea about how to teach the first period of Unit6 I like music that I can dance to.I think we all know the key point of this unit is to learn to use Relative clause with “that”and “who”, so I’ll mainly analysis of the teaching procedure. There are seven steps altogether.Step 1 Warm-up and lead-inAfter greeting the class, we’ll have a free talk. We’ll talk about the weather, clothes, movies, vegetables and so on. The conversation maybe like this:T: What kind of weather do you like?S: I like fine days.T: I like weather that is fine, too.As we talk, I’ll write down some words on the blackboard: … that is fine. … that are comfortable. etc.Then, ask the students to make more sentences with the words on the blackboard.This will offer the students an easy atmosphere to get mentally prepared for learning Relative clause with “that”.Step 2 PresentationPresent the new words by talking about music as in step 1: Do you like music? What kind of music do you like? Help the class to answer the questions and teach the new words: lyrics gentle energeticWrite down: I like music that is gentle.I like music that I can dance to.I like music that I can sing along with.I like music that has great lyrics.Ask the students read the chart in 1b and guess the answers. Then we’ll listen to the tape twice and check the kinds of music that Tony and Betty like.After finishing 1b, we’ll read the conversation and teach the word: prefer.With the help of the sentences on the blackboard, the students can practice in pairs: What kind of music do you like?I think the practice in this step can help the students understand Relative clause with “that” better.Step3 PracticeIn order to help the students to grasp the Relative clause, we’ll practice using the target language by listening practice and guided oral practice.Before we do 2a, I’ll ask different students to read the statements and translate them to make sure they know the meanings clearly.Before listening, we’ll guess What are they talking about? The students can get help from the statements, this will help them understand the statements betters.Then we’ll listen to the conversation twice. For the first time, the students just listen, they will have a overall perception about the conversation. For the second time, I’ll ask the students to circle T for true and F for false. After we check the answers, I think we can correct the false statements. Then the students can get more informationfrom the conversation.As for 2b, I think we’d better read the instructions and point to the information in the chart before we’re going to listen to the tape. Also, I’ll tell the class to listen carefully to what Carmen and Xu Fei say and complete the sentences in the chart. Because they should write some sentences, I must tell them how to take notes while they are listening: just write down the key words or only some letters; they can complete the sentences after listening.After doing the listening exercise, we’ll have a guided oral practice using the target language. First , ask two students to read the sample conversation to the class. Then tell the class that each pair can make a conversation using the information from activity 2a and 2b.Step 4 ConsolidationAsk the students to read through the Grammar Focus and circle the words “that” and “who”. Underline “that’s quiet and gentle”, ask What do these words describe, a person or a thing? Help the students to answer, a thing: music. Then repeat with “who write their own music”.Explain that groups of words starting with the word that describe things. Point out that groups of words starting with the word who describe people.Then ask them to make up some original examples of sentences using that and who clauses like the ones they have already studied.Step 5 SummaryPractice the conversation with their partners like this:---What kind of music do you prefer?---I like music that is easy to sing along with.---What kind of singers do you like?…Then ask some groups to give reports like this: Xiaoqian prefers music that is loud and energetic; he likes singers who write their own music…Step 6 ExerciseIn this part, we’ll do some exercise to check how well the students learn.Fill in the blanks with that or who.1I prefer apples are sweet.2He has some friends can him a 1ot.3The orange skirt is hanging there is my favorite.4No one likes books are boring.5We prefer singers write their own 1yric.Step 7 HomeworkMake up two conversations as the ones in 1c and 2c. This can help the students to review the target language.Prediction:After this lesson, I think the students will be able to use that/ who clause to talk about music and other things around them.Maybe, I should give the class more topics to discuss in class.。

人民教育出版社新目标英语Go for it！九年级Unit6 Do you know when basketball was invented?Section B (2a-2c)说课一、说教材遵循新目标英语教学循序渐进的理念，以学生为主体，逐步培养学生语言能力的运用，让学生在用中学，学中用。

教学中关注学生实际，倡导学生参与、体验、亲身实践、合作探究，从而实现教学方式和学习方式的转变。

1. 本节内容选自新目标英语九年级上册第六单元，围绕发明创造这个话题，要求学生继续学习和巩固相关的内容和语言知识。

在语言策略上，本单元明确提出了让学生学习使用“思维导图”（mind map），以加深对文章的理解和对知识的记忆的学习策略。

2. 本节课的阅读篇章主要讲解篮球的发明、发展情况，话题贴近生活，能激发学生的学习兴趣。

通过本节课的学习能进一步掌握一般过去时被动语态的结构，本课时在这单元起巩固复习的作用。

二、说学情1.学生通过Section A的学习，对一般过去时的被动语态已有所接触，能够用所学知识谈论事物在过去某段时间的被动状态，有利于进一步学习和理解语篇。

2. 学生思维活跃，乐于表达自己，渴望得到教师和同学的肯定，有强烈的求知欲。

3. 学生在英语学习上属于分化期，也是对英语的兴趣开始降低的时期，要在阅读中巩固单词及学生的阅读兴趣，让学生在“读中学”。

三、说教学目标及重难点1.知识目标：①To enable the students to read, use the words: divide……into, at the same time, not only......but also, the number of……, look up to……② To enable students to know the sentence structure: Basketball was invented by a Canadian doctor named James Naismith.③ To enable students to know the structure of language:The Passive Voice2.能力目标：通过阅读巩固本单元的重点单词和语法，提升对阅读的兴趣，要求学生，能够用所学知识谈论事物在过去某段时间的被动状态，能读懂难度相当的事物描写的文章，培养阅读能力，并能运用所学知识写出类似的语篇。

Unit6Whenwasitinvented?投我以桃，报之以李。

《诗经·大雅·抑》原创不容易，【关注】，不迷路！SectionA(1a－1c)说课稿一、教材分析1.教材的地位和作用我今天说课的内容是人教版新目标英语《Go for it》九年级第6单元“When was it invented?”SectionA1a--1c。

本单元涉及内容是本书当中比较重要的一部分。

被动语态结构及运用是教学中一个难点和重点，也是学生比较不容易理解的部分，因为它是建立在各种时态之上的。

另外通过对我们经常使用的发明物的历史来开阔眼界，丰富学生的阅历，使学生养成勤于思考，善于总结的好习惯。

本课时主要任务是：让学生在原有现在时和含情态动词的被动语态基础之上进一步了解过去时的被动语态并逐渐理解其他不同时态的被动语态，它是由主动语态向被动语态的过渡，更是学生掌握被动语态及其所关联的其他时态被动语态的结构及运用的关键。

另外本课所涉及的情感教育，于现实十分的有用，它通过发明物为线索讲述了中国古代四大发明，教师可因势利导，激发学生的爱国热情，培养学生对科学技术创新的浓厚兴趣，形成积极的学习态度，同时促进语言实际运用能力的提高。

二、学情分析（一）新课程标准规定，九年能级学生要完成分级目标的五级标准，即有较明确的英语学习动机和积极主动的学习态度，能听懂教师有关熟悉话题的陈述，能就日常生活的各种话题与他人交换信息。

依据目标，我应用任务型教学，采取如下教法：1．听录音听音是英语学习的重要方法，也是课堂教学的重要步骤。

在听中可以感知，可以模仿。

2．重点解释在教学中，对学生遇到的困难和模糊的地方进行解释，有效发展学生的综合语言运用能力和知识的准确性。

3．情景对话通过对话逐步达到对教材内容的全部操练。

在对话时可不受课文内容和顺序的限制，师生完全可以根据当时的实际思路创造性地交流，这种教法是实现语言知识向语言能力转变的必经之路。

Unit 6I like music that I can dance to.Part 1: Teaching design (第一部分：教学设计)Structures: Relative clause with that and whoTarget language: I like music that I can sing along with.What about you? I prefer music that has great lyrics.I love singers who write their own music.Vocabulary: lyric, gentle, remind of, exhibition, prefer, photographer, energyLearning strategies: Listening for specific informationTransforming informationSECTION AGoals：●To learn to use Relative clause with that and who●To listen to and talk about musicProcedures：Warming up by studying “Grammar Focus”Hi, morning. Today we shall take up unit 6 “I like music that I can dance to.” But first we shall studying “Grammar Focus”. Turn to page 45. Relative clause with that and whoWhat kind of music do you like?Rosa likes music that’s quiet and gentle.I love singers who write their own music.We prefer music that has great lyrics.Pay attention to the circle words. What do they serve as?Pay attention to the underline clauses. What do they serve as?1a Looking and circlingTurn to page 44, look at the picture and circle the sentences you agree with. Make your own sentences like this: I like music that…I like music that is written in China.I like music that sounds sweet.I like music that we can dance to.I like music that isn’t too low.I like music that has good lyrics.I like music that we can easily sing along with.I like music that is made by our music teacher.…1b Listening and checkingListen to the tape and check the music that Tony and Betty like.Music that I can dance to Music that has great lyrics Music that I can sing along withTony √√Betty √√TapescriptBetty: Oh, look. There’s the new Cool Kids CD.Tony: The Cool Kids? Do you like them?Betty: Oh, yeah. They’re 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 Lions. Their words are interesting and…Underline the Relative clause with that and who in the listening tapescript for 1b on the blackboard.1c Doing pairworkNow in pairs talk about the music you like.A: What kind of music do you like?B: I like music that I can sing along with.A: I prefer music that has great lyrics.A: What kind of music do you like?B: I like music that I can that I can dance to.A: I prefer music that I can sing along with.2a Listening and circlingGo to page 45 and listen to circle “T” for true or “F” for false. Underline on the blackboard all the Relative clause with that and who and circle “that” or “who” in the relative sentences.Tapescript：Boy: Look, Carmen. These T-shirts are great! Look at this one.Girl: What a great T-shirt, Xu Fei. I really love Dan Dervish. 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 Dervish doesn’t write his own music.Girl: Hmm. Well, I think he’s great.Boy: The Modern’s T-shirt is interesting.Girl: The Modern 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.2b Listening and completingListen to the Tapescript in 2a again and complete the sentences in the box on page 45 in 2b.About The modern About Dan DervishXu Fei says 1. I prefer groups that play quiet and gentle songs. 3. I like musicians who write their own songs.Carman says 2. I love music that’s really loud and energetic. 4. I like musicians who play different kinds of music.2c Doing pairworkIn pairs make conversations using the information from 2a and 2b.A: Does Xu Fei like The Modern?B: No, he doesn’t. He prefers groups that play quiet and gentle songs. A: Does Carman like groups that play quiet and gentle songs.B: No, she prefers music that’s really loud and energetic.…3a Reading and matchingNext you are going to read Jennifer’s CD review. Then match the sentences parts on page 46.1. It’s the kind of music that you can dance to. (d)2. She likes musician who write their own lyrics. (a)3. She doesn’t like songs that are too long. (e)4. She likes singers who sings the words clearly. (c)5. The music is like Brazilian dance music. (b)3b Doing pairworkYou are going to talk with your partner about a CD you listened to recently. Ask and answer the questions as is on page 46 in activity 3a.A: What CD did you listen to recently?B: I listened to one called Heart Strings.A: What do you think of it?B: I enjoy it a lot.A: Why?B: The singer writes her own songs. I prefer singers who write their own lyrics. A: What CD did you listen to recently?B: I listened to one called China China.A: What do you think of it?B: I enjoy it a lot.A: Why?B: It’s the kind of music that you can dance to. I prefer music that we can dance to.4 Doing pairworkComplete the survey on page 46 and then go to find classmates who agree with you.My opinion Classmates who agreesI like groups that dance to their songs. Ju HongxiaI love singers who are tall and beautiful. Li DongmingI can’t stand music that is too long. Zhao HexingI don’t like musicians who look like aliens. Wang BaofengClosing down by singing a clean-up songClean-up,Clean-up,Everybody, Everywhere!Clean-up,Clean-up,Everybody do your share!SECTION BGoals：●To practise Relative clause with that and who●To read movie reviewsProcedures：Warming up by making sentences containing Relative clause with that and whoGood morning, class! To begin with let’s compete with each other to make as many sentences containing Relative clause with that and whoAs possible.I like music that I can sing along with.Rosa likes music that’s quiet and gentle.I love singers who write their own music.We prefer music that has great lyrics.I like groups that dance to their songs.I love singers who are tall and beautiful.I can’t stand music that is too long.I don’t like musicians who look like aliens.2. ANNIE1. ETIt's so amazing to have a favorite band. Truly... a one and only favorite.A favorite band never gets old, and stays with you throughout years. No matter what age you grow to, the music is your soundtrack; it bringsfamiliarity and cheer and overwhelming comfort. That one band and its collection of music is ALWAYS your FAVORITE!2a Listening and writingNext you are going to listen to a dialogue between Michael and Ali and write down the three things they talked about.Tapescript：Boy1: Wow, you sure have lots of cool stuff. What a great jacket!Boy2: Yeah, it’s new. I really like it. I like clothes that are unusual. Boy1: Yeah, me too. Say… is that a new book over there?Boy2: Yes, it is. It’s a book about volleyball. It tells about how to become a good player.Boy1: Is it good?Boy2: Yeah, it’s great. I like writers who explain things well.Boy1: Me too. Ummmm, Michael?Boy2: Yes?Boy1: Uhhh… Where did you get that movie poster?Boy2: Oh, the Monster Lizard poster? My brother got it for me. He works at a movie theater.Boy1: It’s a great poster.Boy2: Yeah, it is. I love movies that are about monsters, don’t you? Boy1: I sure do. Say… Michael… Do you think your brother could get a Monster Lizard poster for meBoy2: Probably. I’ll ask him.Boy1: That would be great.Find out all the expressions in their talk and copy them after class into your phrase book.have lots of cool stuff, a great jacket, really like it, like clothes that are unusual, a book about volleyball, tell about how to become agood player, explain things well, get that movie poster, get it for me, work at a movie theater, a great poster, love movies that are about monsters, get a Monster Lizard poster for me2b Listening and writingYou are going to listen to the dialogue again and write what Michael likes and why he likes each thing.What Michael likes Why he likes itjacket He likes clothes that are unusual.book He likes writers who explain things well.movie He loves movies that are about monsters.2c Doing groupworkIn groups you are to discuss your favorite things from activity 1. Say why you like each thing.I like movies that that are sad. I love “Sinking Ship”. Oh, I don’t. I like movies that have scary monster. I really like “A Headless Man”.I like writers who explain things well. Oh, I don’t. I like writers that describe feelings well.3a Reading and circlingOn page 48 are three reviews. Circle the things the reviewers like, and underline what they don’t like.While you are reading them the second time, darken all the relative clauses and useful expressions.Yellow River FishermenThis is Hong Tao’s latest movie. I like Hong Tao. He’s made some great movies over the years. Unfortunately, this is the worst movie. If you’re looking for entertainment, stay at home and watch TV. Yellow River Fisherman is too long, and it’s really boring. It does have a few good features, though. I thought the fisherman’s wife was really funny. Amy Kim, PhotographyBe sure to see this exhibition at the Lido Gallery. Amy Kim is one of the best known Chinese photographers in the world today, and some of her best loved photos are on display in this exhibition. She really has something for everyone. There are many great photos of people and of the countryside. The few city photographs are less successful. I see the same things every day and they don’t interest me as much. But this is a great show from a world class photographer. Whatever you do, don’t miss the exhibition. Wild and WindyOver the years, we’ve seen musical groups with pretty strange names come and go. Few have stranger names than this band. As the name suggests, the band has lots of energy. And they play the kind of music that I love to hear. Every song is really loud and often you can’t understand the words, but this is okay because the lyrics aren’t very good. However, these are musicians who make us happy— even on a Monday morning！3b Reading and completingRead the three reviews again to find information to complete the chart on page 48.Pros ConsMovies The fisherman’s wife was funny. It is too long, and really boring. Exhibition Amy Kim the few city photographsBand the kind of music the lyrics3c Writing a reviewWhat is the last book you read? What is the last CD you listened to? What is the last movie you saw? Write a review of either the book, the CD or the movie.Lighthousekeeping By Jeannette WintersonHarcourtAn orphan taken in by a blind lighthouse keeper finds his stories provide keys to find the way out of her own past's darkness. Lighthousekeeping is a moving, poetic story of journeys into light and the power of storytelling, recommended for older teens who will relish the lyrical language. Trashcan Joe: Wrong Side of TownI couldn't be more excited to announce Trashcan Joe on CD Baby. I first heard these guys at a birthday party in Taiyuan. Let me tell you, as soon as these guys start playing on their instruments, everyone shuts up and dances along. There is an unmistakable genius in this catchy mix of 1920's style jazz, folk and blues that leaves all the others in the dust. Dark WaterDark Water is a Japanese ghost story turned into a American motion picture. Dark Water has plenty of creepy moments, but few scares, and it becomes bogged down in setup. The payoff is also a little disappointing in that it mines familiar territory, offering little that's original or surprising.4 Filling in the calendarOn page 48 is a calendar. You are going to fill in it with events to happen next week in your city.Monday Tuesday Wednesday Thursday Friday Saturday SundayA Yellow River Photography Exhibition will be put on display. A movie called Sinking Hearts will be shown. A polar bear will be giving birth to a young polar bear. Wind and Windy will come playing American music. Ami Kim is arriving to give a speech. Hong Tao will look for actors for his new movie. A paper scary monster will be completed.Closing down by listening to musicTo end this day we shall listen to music by Red Strawberry Band called “Never Grow Old”.SELF CHECK1.Filling blanksOn page 49 is a box with 5 incomplete sentences. Read them and fill ina given word. You may make necessary changes to the form of the word.1. I prefer classical music to pop music.2. That man reminds me of my English teacher. They wear the same clothes.3. We’re looking for a quiet place to go on vacation. Do you know a good place?4. I love eating ice cream on a hot day. There’s nothing better!5. I can’t stand hamburgers! They make me feel sick.2. Reading and writingNext on page 49 is an e-mail. Read it, circle all the linking words, underline the expressions and write a reply to Lingling.Subject: Hong Kong From: LinglingDear pen pal,I’m having a great time in Hong Kong, although I have to be honest and say that I prefer Shanghai. Still, it’s a great place to visit and I’m lucky to be here for my six-month English course. Some other students are learning French. I might like to learn some too. What languages would you like to learn?There’s just so much to see and do here. Last night I went to a Chinese music concert. Most of my friends like loud music that they can dance to.I prefer quiet, traditional music so the concert suited me just fine. What kinds of music do you like?Before the concert we went for Italian food. Do you like it? There’re lots of different kinds of food here. I don’t know what to try next. What kinds of food do you prefer?My host family is taking me over to an Indian film festival next weekend. I’m not sure what to expect because I’ve never seen an Indian film. Have you? Some people say they’re boring, others say they’re great. What kinds of films do you prefer?Yours,LinglingThis a reply to Lingling.Dear Ling Ling,I’m glad to get your e-mail. I have never been to in Hong Kong, although it is part of China. To be honest I prefer Beijing. Still, it’sa great place to visit. I am lucky to receive your e-mail. Some other students are learning Japanese in my school. I might like to learn some too. But right I am learning English that is your native language. There’s just so much to see here in Beijing. Last night I went to a Western Movie Exhibition. Most of my friends like American West movies that tell about your frontier history. I prefer Indian movies that has gentle music so the exhibition does not suit me well. What kinds of movie do you like?Before the exhibition we went for French drinks. Do you like them? There’re lots of different kinds of drinks here. I don’t know what to drink next. What kinds of drink do you prefer?My mother is taking me over to New York next weekend. I’m not sure what to expect because I’ve never been abroad. Give me some advice for going to your country for a sightseeing trip. Some people say New York is boring, others say it is great. What is your comment?Yours,Ma HongshengJust for fun—singing a song in EnglishIf All the RaindropsIf all the raindropsWere lemondrops and gumdropsOh, what a rain that would be!Standing outside, with my mouth open wideAh, ah, ah, ah, ah, ah, ah, ah, ah, ahIf all the raindropsWere lemondrops and gumdropsOh, what a rain that would be!If all the snowflakesWere candy bars and milkshakesOh, what a snow that would be!Standing outside, with my mouth open wideAh, ah, ah, ah, ah, ah, ah, ah, ah, ahIf all the snowflakesWere candy bars and milkshakesOh, what a snow that would be!If all the sunbeamsWere bubblegum and ice creamOh, what a sun that would be!Standing outside, with my mouth open wideAh, ah, ah, ah, ah, ah, ah, ah, ah, ahIf all the sunbeamsWere bubblegum and ice creamOh, what a sun that would be!Reading: I only eat food that tastes good.Before you read, go over the vocabulary list for reading on page150. Try to make a story out of the words listed.While you read, underline all the expressions, circle all the relative clauses and blacken all linking words.How important is keeping healthy to you? A group of young people gottogether to discuss this question. Here’s part of their discussion.PETER: I’d like to stay healthy, but to be honest, I only eat food that tastes good. And if food tastes good, it’s usually bad for you, isn’t it? Cola tastes better than water, for example.KIM: Well, food that is bad for you can taste good！But I prefer not to eat too much food that is fried, like, er, French fries. Do you ear fast food, Laura?LAURA: Do I eat fast food? Never！I love to eat food that is healthy. I want to take care of my health, so I eat mainly fruit and vegetables. Oh！And I stay away from sugar, you do too, don’t you?KIM: Hm, yes. I’d stay away from cola and sweet desserts if I were you. And I think most people are in agreement that fruit and vegetables are good for health. But, um, I would say that fast food itself isn’t always bad for you, but too much of it is not good.LAURA: Actually, don’t you know that it’s been found in laboratory testing that some types of oil are really bad for us? So I don’t eat anything that’s been cooked in oil. Also, did you know that some foods might cause cancer? Like burnt barbecued meat. I’ve heard eating burnt food like this can increase the risk of cancer.PETER: Really！But I love to eat meat that’s well cooked, even if it is a little burnt. It’s delicious, and meat isn’t really dangerous, is it?LAURA: Oh！Yes, it is！I never eat meat. It’s not at all good for our health. If I were you, I’d eat nuts instead.KIM: Well, I agree it’s good to eat lots of fruit and vegetables, but I think it’s also fine to eat some meat or fish. People who eat a balanced diet should be healthier than those who only eat biscuits and hamburgers, shouldn’t they? I prefer to only eat food that I like, but isn’t it important to eat food that’s healthy, even if you don’t like it? The main thing is tohave a good balance.After you read, jot down all the useful phrases into your phrasebook. Keep healthy, a group of…, get together, discuss this question, part of …, stay healthy, to be honest, taste good, bad for…, for example, eat fast food, take care of…, stay away from…, in agreement, be cooked in oil, cause cancer, burnt barbecued meat, eat burnt food, increase the risk of cancer, eat meat, not at all good for, eat nuts, eat lotsof fruit and vegetables, be also fine to eat some meat or fish, eat a balanced diet, eat biscuits and hamburgers, prefer to only eat food, have a good balancePart 2: Teaching Resources (第二部分：教学资源)I.What is music?Music is the art of making sound by human voice or special instruments like violin, oboe, trumpet, drum and so on.In music, sounds are arranged in time to give a pleasing result. There are many different kinds of music.Music is written using note symbols on a staff, a series of horizontal lines. The pitch of the note depends on which line the note is on. The notes are separated into measures using vertical lines on the staff.II. What is healthy eating?Healthy eating is the act of following a balanced nutritional diet. Because our ideas of what counts as "healthy" change, according to scientific advances in the field of nutrition, along with personal and cultural considerations, accepted standards of healthy eating differ from person to person, and throughout history.Many governments and other organisations provide nutritional advice and launch schemes in order to promotehealthy eating. Diets which lead to obesity (being severely overweight), diabetes, and other medical conditions, are a severe drain of resources for national health providers, and on businesses due to reduced productivity of staff.A recent health campaign by the British government has attempted to impress the need to eat lots of fruit and vegetables using the slogan "5 a day". Adverts have given examples of what a portion of fruit or vegetables amounts to, and how 5 or more portions can be incorporated into one's diet.Governments also put pressure on businesses topromote healthy food options, and regularly consider measures, such as banning the advertising of fast food, or taxing foods which are high in fat.11。

Unit 6 I like music that I can dance toThe 1st PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabulary prefer, lyric（2） Target LanguageWhat 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 ObjectLet’s enjoy music． It always brings us happiness．Ⅱ． Teaching Key Points1． Key Vocabulary prefer, lyric2． Target LanguageⅢ． Teaching Difficult Points1． Relative clauses with that2． The listening practiceⅣ． Teaching Methods1． Chain drill 2． PairworkⅤ． Teaching Aids1． A tape recorder2． Some tapes of different kinds of musicⅥ． Teaching ProceduresStep Ⅰ Revision（1） Invite different pairs of students to say the conversations learned inpreceding 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 1aThis 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 1bSay, 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．Step Ⅳ 1cRead the instructions to the students．First ask a pair of the students to read the example in the box,S A: What kind of music do you like?S B: I like music that I can sing along with． What about you?S A: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 SummarySay, In this class, first we’ve learned two new key words, prefer and lyrics．Then we’v e learned how to express references by talking about music, using relative clause with that．Step Ⅵ HomeworkAsk the students to write three sentences with I like music that…,I love music that …,I prefer music that…Step Ⅶ Blackboard DesignThe Second PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1）Key Vocabulary gently（2）Relative Clasue with who2． 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, usingA: Does Xu Fei like the Moderns?B: No, he doesn’t．He prefers…3． Moral ObjectThank the musicians who make our world more wonderful．Ⅱ． Teaching Key Points1．The students’ listen ing skill．2． The relative clause with that and who．3． Make communications with the question in Activity 2c．Ⅲ． Teaching Difficult Points1．Train the students’ listening skill2．Make communications using "Does Xu Fei like the Moderns? No, he doesn’t． He prefers…Ⅳ． Teaching Methods1． Listen and do the exercises 2． PairworkⅤ． Teaching AidA tape recorderⅥ． Teaching ProceduresStep Ⅰ Revision（1） Revise the relative clause with that by asking what kind of music do you like? Help them to answer, I like m usic 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 2aRead 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．Step Ⅲ 2bRead 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．Step Ⅳ 2cThis activity provides guided oral practise using the target language．Get two students to read the conversation in the box to the class．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 FocusWrite 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 SummarySay, 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 DesignThe Third PeriodⅠ． Teaching Aims and Demands1． 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 ObjectTry to exchange the opinions on CDs with your friends． It will help you to know more about your friends．Ⅱ． Teaching Key PointsTeach the students how to use the key word, remind of．2． Practise using sentences with relative clause in real life．Ⅲ． Teaching Difficult PointUsing sentences with relative clauses in discussing CDs．Ⅳ． Teaching Methods（1） Teaching with real objects（2） PairworkⅤ． Teaching ProceduresStep I Revision（l）Revise the relative clause with that by asking question what kind of music doyou 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 3aShow 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 finis hit． After all of them have finished． Check the answers with the class．Step Ⅲ 3bRead 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．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 4Show 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 SummarySay, In this class, we’ve learned how to use remind…of…We’ve also done a lot of listening, sp eaking, 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 DesignThe Fourth PeriodⅠ． Teaching Aims and Demands1． Knowledge ObjectThe target language．2． Ability Objects（1）Train the students’ listening a bility．（2）Train the students’ ability to understand the target language in spoken conversation．（3）Train students’ ability to use the target language．3． Moral ObjectI have my own favourite things in my life．That’s why I am enjoying the life．Ⅱ． Teaching Key PointHelp the students to express preferences on different things in daily life, using the target language．Ⅲ． Teaching Difficult PointTalk about why they like the band, the book and the movie, using the sentences with relative clause．Ⅳ． Teaching Methods1． Listening method2． GroupworkⅤ． Teaching AidA tape recorderⅥ． Teaching ProceduresStep 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 t heir 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．Step Ⅱ Part 1Ask, 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 2aThis 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．Step Ⅳ 2bThis 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 whatMichael 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．Step Ⅴ 2cThis activity provides guided oral practice using the target language．Present the dialogue in this activity with a student firstT: 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 SummarySay, 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 DesignThe Fifth PeriodⅠ．Teaching Aims and Demands1． Knowledge Objects（1） Key VocabularyYellow river, fisherman, entertainment, feature, wife, wives, photography, exhibition, gallery, known, photographer, display, on display, photograph, interest, show, class, suggest, energy（2） Practice reading articles．（3） Practise writing an article．2． Ability Objects（1）Train the students’ reading skill．（2）Train the students’ writing skill．（3）Train the students’ speaking skill．3． Moral ObjectIf you know where there is a good movie/band, tell your friend and go to enjoy it．Ⅱ． Teaching Key Points1． Key Vocabulary．2． The main ideas of the three short articles．3． Write a review．Ⅲ． Teaching Difficult PointWrite a review of a bookⅣ． Teaching Methods1． Teaching by illumination and asking questions2． GroupworkⅤ． Teaching proceduresStep Ⅰ Revision（1） Revise the contents of last class by asking some questions．What kind of clothes do you like?What’s your favorite movie?What kind of writers do you like?etc．Ask some students to give answers．（2） Check homework by asking several students to read their articles to the class． Ask the other students to help them with the mistakes． Then ask the students to work in pairs, exchange their articles and help each other to correct the mistakes． Move around the classroom and offer as much help as possible．Step Ⅱ 3aAsk the students to turn to page 48, look at Activity 3a on this page． Say, We can see there are three passages in this activity． They are three reviews about a movie, an exhibition and a band． Let's see the first one now． It is about a movie that is named Yellow River Fishermen． What does the reviewer think of the movie? Who made it? What does the reviewer think of the director? Please scan it as quickly as you can and tell me the answers．After about one minute, get all the children stop reading and ask who has got the answers． Choose three children who have put their hands up to show they know the answers to the three questions． Help them to get the proper answers．Then ask the children to reread the reviews more carefully and tell them I will ask some more questions on it in details．Let them read a little longer this time, around three minutes． Then ask the following questions orally and ask different students to reply, providing some help as necessary．1: Is Yellow River Fishermen Hung Tao’s latest movie?2: Does the reviewer like Hung Tao?3: What has Hung Tao done over the years?4: Does the reviewer think Yellow River Fishermen is the best movie of Hung Tao? 5: What does the reviewer suggest you doing if you are looking for entertainment? 6: Why does the reviewer think it is the worst movie of Hung Tao?7: What good feature does the movie have?Give some explanation on the problems which are hard to understand for the children, such as, entertainment means fun, feature means special part of sb．/sth．, verydifferent from the others, easy to recognize or remember, and wife is the opposite word of husband, A husband and a wife make up a family． And tell the children the plural form of wife is wives．Now read the instructions to the students．Ask them which sentences we should circle and which ones we should underline．Check the answers with the students．Teach the other two reviews with the same way．Underlined: Every song is really loud and often you can’t understand the words…the lyrics aren’t very good．Notes1． on display= be on show2． The few city photographs are less successful．=Most of the city photographs are very successful．3．…they don’t interest me as much=…they don’t attract me as much．4．…from a world class photographer=…from one who is among the best photographer in the world．5． suggest= bring an idea into the mind; propose．Step Ⅳ 3bRead the instructions to the children first． Ask one of them if he or she knows what we will do to make sure each one knows the tasks of this activity． Look at the chart now． We see two new words in the boxes, pros and cons． Pro means in favor of and con means against． We have to find out the pros and cons of the reviewers in Activity 3a and fill in the blanks with proper sentences． Have a look at the sample answer and try to write out the other answers, using the information from the reviews in Activity 3a． Move around the classroom while the children are writing to see if they can write out the right answers, offering help as needed．Check the answers by asking several students to read their answers to the class． If someone did wrong, let the other students correct his or her answers．Writing the answers on the blackboard as the students read makes it easy for the whole class to check the answers．Say, let’s review the task． What can we find out? Yes, right, we have got the similar answers with those in Activity 3a．Step Ⅴ 3cRead the instructions to the students．Say, Decide what review you will write first, a review of a book, a CD or a movie? Write down the name first． Note to use the capital letters． Let them think it over for a while and ask some ones the names of their articles． Next write a list of questions you plan to answer in your review．e． g． Who wrote the book/made the movie/sang the songs?What kind of people the writer/director/singer is?What do I think of the writer/director/singer?What do I think of the book/movie/songs/What do I like and dislike?What suggestions will I give the readers?etc．These questions will help you to write your passage well． And you can look back at the questions in Activity 3a, Section A, before you begin writing． Use the three reviews as models． As the students are writing the list, move around the classroom to direct them．After they have finished writing the questions, tell them to begin writing．Continue moving around and always offering help when they need．Ask several to read their passages to the class after they all have finished． Get the others to help correct the mistakes while they are reading．Let them exchange their reviews with their partners． Help each other with the errors．Step Ⅵ Part 4Read the instructions to the class． Talk about what is happening in our city next Monday． Ask a question like, What will happen in our city next Monday? Let the students tell the event which is happening, such as, A VIP will visit our city and a new movie will be on show．Tell them to write the sentences in the boxes below Monday． Ask the students to work in groups of four to complete the work． Ask each other questions like, Do you know what will happen in our city next Tuesday? Is there a football match in our city next Saturday? Is Song Zuying coming to sing songs at the biggest theatre in our city next Friday? etc．Tell them to fill in the boxes, using the phrases with relative clause．For example, a football match which is between Dalian Football Team and our City Team．If they don’t know what will happen, they can invent events they would like to go to．Ask some groups to share the events with the class． Then have the students discussin groups of four again． Let them discuss what they would prefer to do together this time． Help them to express preferences with the target language． For example: S A: What would you prefer/like/love to do together?S B: Let’s go to see the new movie that was directed by Zhang Yimou．S C :Why not go to watch the great football match that will be between two famous te ams? It’s on Friday evening． We can have a great weekend together．S D: No, we’d better go to…After the discussion, let some groups report the results to the class． Help them to use sentences with relative clause in their reports． Help them to say in correct sentences． They may say like this:Our group would like to watch :the fashion show that Chen Juanhong will perform on Friday evening． And we would prefer to go to listen to the musical group that is called Black Ducks on Saturday afternoon．Sample answerMonday: a movie that is directed by Zhang Yimou an exhibition that is about Chinese traditional culture．Tuesday: a performance that will attract many famous singers to come a fashion show that many famous models will take part in．etc．＇Step Ⅶ SummaryIn this class, we’ve read three reviews and done some writing．We’ve also learned some new words．Step Ⅷ Homework1． Rewrite the reviews and make sure that there will be no mistakes in them． 2． Read the three reviews in Activity 3a again and try to remember the new words and expressions in them．Step Ⅸ Blackboard DesignThe Sixth PeriodI． Teaching Aims and DemandsKnowledge Objects（1） Key Vocabularyhonest, suit, Italian, Indian, expect（2）Use the following words properlyremind, can’t stand, look for, prefer, love（3）How to answer an email to a pen pal．Ability Objects（1）Train the students to use the verbs well．（2）Train the students’ writing skill．3． Moral ObjectDo you have any pen pal on the Internet?If not, try to make one．Ⅱ． Teaching Key Points1． Help the students have a self check to see if they can use the target language of this unit well．2． The verbs:remind, can’t stand, look for, prefer, love3． Answer an emailⅢ． Teaching Difficult Points1．Make up sentences with mind, can’t stand, look for, prefer, love．2． Reply the email．Ⅳ． Teaching Methods1． Teaching by making sentences．。