说课稿Unit6. I like music that I can dance to . Section A ( 1a-1c).

人教版九年级英语unit6英文版说课稿Unit6 I like music that I can dance to Good morning,ladies and gentlemen,nice to meet you here!I am Zou Yannifrom Qili Middle School, It’s my great honor to stand here to share myteaching ideas with you. Today I am going to talk about the first periodin Section A of Unit 6I like music that I can dance to, which is takenfrom Go for it, Book 5. My presentation consists of six parts: analysis ofthe teaching material, analysis of the students, teaching methods, guide ofstudying ways, teaching procedures and teaching reflections. I. Analysis of the teaching materiali)Status and functionIn this unit, Ss learn to express preferences with the relative clause.The topicis about music, which is popular among Ss. It will arouse Ss’great interest.The first period mainly provides target language with relative clauses to express preferences on music. It gives Ss much practice in speaking and listening the target language.ii) Teaching aims and demands1. Knowledge ObjectsIn this lesso n, Ss should master the new words “prefer and lyric”. At the same time,they should know how to use the target language:What 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 ObjectsIn this lesson, I’ll mainly train the Ss listening and speaking abilities and develop the Ss’ abilities of communication by express -ing their preferences onmusic,3. Moral ObjectsLet’s enjoy music, It always brings us happiness,4.Teaching keys and difficultiesTeaching Key Points1), Key Vocabulary prefer, lyric2), Target LanguageTeaching Difficult Points1), Relative clauses with that2), The listening practice5(Teaching aidsA tape recorder and a computerII.Analysis of the studentsThe Ss have learned English for two and a half years, they can express theirthought and communicate with each other with English well. And all the Sswill be interested in the topic, which is related to their real life.. It’s helpful for our study of this lesson.III.Teaching methodsIn this lesson, I’ll mainly use the following teaching methods:1, Chain drill2, Pairwork3. Task-based teaching methodIV(Guide of studying waysIn order to guide the Ss better, develop the Ss’ abili ties, in this lesson, the Sswill learn how to be a good language learner, and how to communicate with others. It will be very helpful for their learn-ing in the future.I think good studying ways can help the Ss to be good language learners. V(Teaching proceduresStep1. Revision,1， Invite different pairs of students to say the conversations learned in preceding 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, Purpose of my designing: I think it is important to review the knowledge we have learned.Step 2 PresentationWrite“that are red ”on the blackboard,Point to it and say a sentence with it, I like flowers that are red, Ask who can makeanother sentence with it, They may say, I like gloves that are red,I like shoes thatare red, Write another phrase on the blackboard, …that is big, Help the students tomake 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 ofwords on the blackboard,…that has great lyrics,…that I can singalong 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 ch ildren toanswer the question, then let this child ask the one next to him/her the same question, Set off a chaindrill,Purpose of my designing: This activity introduces the key vocabulary and trains the students to express preferences with the relative clause, Step 3 Practice: Looking and circlingAsk the students to open their textbooks now( Read the instructionsof Activity 1a tothe students( Make sure they understand everything(First have them look at the pictures and circle the sentences they agree with( Readeach 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 feelsabout each item( Discuss theresult of the survey with the class(Get the students to complete the sentence to tell what kind of music they enjoy( Asksome of the students to share their sentences( Write any new wordsor phrases on theboard to help them if necessary(Help them make their own sentences like this: I like music that…Purpose of my designing: This step is employed to make the Ss getthe general idea of the target language. At the same time let the Ss have a chance to practice their listening and spoken ability.Step 4 Listening practiceSay, 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 totick (?) the right statements while they are listening( Read the three headingsbefore playing the tape(Play the tape the first time and the students only listen( Then play it for a secondtime( The students tick in the right answer boxes(Cheek the answers(Purpose of my designing: It gives Ss practice in understanding the target language in spoken conversations.Step 5. Pairwork 1cRead the instructions to the students(First ask a pair of the students to read the example in the box, S: What kind of music do you like? AS: I like music that I can sing along with( What about you? BS:I prefer music that has great lyrics( AThen 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 somehelp( Ask several pairs of students to perform their conversations before the class(Purpose of my designing: Task-based teaching method is used here to develop Ss’ ability of communication and also their ability of co-operation will be well trained.Step6. SummarySIn this class, we’ve learned two new key words, prefer and lyrics. And we’ve learnedhow to express preferences by talking about music, using relative clause with that(Purpose of my designing: At the end of the class, we should help the Ss to summarize what we have learned in this lesson.Step7.HomeworkAsk the students to write three sentences with I like music that…,I love music that …,I prefer music that…Purpose of my designing: It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.Blackboard designUnit 6 I like music I can dance to(Section A The First Period1( sample phrases2( Express references…that are red( I like music that…I love music that… …that is big( I prefer music that…SentencesI like flowers that are red(I like the house that is big(Relative cl ause with that(…that has great lyrics(…that I can sing along with(…that isn’t too loud(V. Teaching reflectionThere are only two new words in this lesson “prefer andlyric”.During my preparation,I prepared a lot of pictures to realize the revision and teaching of the new words. I found that they were quite attractive when students saw them during the teaching. In terms of my organization of the class, there were six steps in detail. They were revision, presentation, practice, listening, pairwork and summary. Revision occupied about 6 minutes; presentation occupied 8 minutes; practice and pairwork accounted for half of the class; listening lasted about 6 minutes.I was quite satisfied with the part of oral practice, because every student participated in listening and talking. They could give correct answers when they stood up. The feedback information was ideal at this point. Meanwhile, I was not satisfied with the listening part. If I had five more minutes, I would play the tape recorder for another time and let them repeat what they heard. Because of the limited time, I just let them listen and check the answers, I think it’s not enough if I want to develop their listening and speaking abilities.That’s all about my class. Thank you for listening.下面是赠送的保安部制度范本,不需要的可以编辑删除!!!!谢谢!保安部工作制度一、认真贯彻党的路线、方针政策和国家的法津法觃,按照####年度目标的要求,做好####的安全保卫工作,保护全体人员和公私财物的安全,保持####正常的经营秩序和工作秩序。

i like music that i can dance to教案如果您正在为一个 "I like music that I can dance to" 主题的音乐课程设计教案，以下是一个简单的教案大纲，供您参考。

这个教案旨在帮助学生了解并欣赏适合跳舞的音乐，并可能包括一些与音乐节奏和舞蹈动作相关的活动。

教案主题：我喜欢能跳舞的音乐1. 目标•学生能够理解并描述他们对于适合跳舞的音乐的喜好。

•学生能够识别和分析具有明显舞蹈元素的音乐。

2. 引入•启发学生的兴趣：播放一段有活力的音乐，让学生感受音乐的节奏。

•引导问题：你们喜欢跳舞吗？你们认为什么样的音乐适合跳舞？3. 音乐分析•介绍基本的音乐元素：节奏、节拍、旋律等。

•播放几个有不同节奏和风格的音乐，让学生分析哪些更适合跳舞。

4. 舞蹈元素•讨论舞蹈的基本元素：步伐、动作、节奏感。

•展示一些简单的舞蹈动作，让学生感受音乐和舞蹈的结合。

5. 选择音乐•学生小组根据自己的喜好选择一首适合跳舞的音乐。

•学生解释选择的理由，并分享给其他同学。

6. 舞蹈活动•将学生分成小组，每个小组选择一首音乐，并设计一套简单的舞蹈动作。

•每个小组在班级中展示他们设计的舞蹈。

7. 总结•回顾学生对于适合跳舞的音乐的理解。

•讨论学生在舞蹈活动中的体验和学到的东西。

8. 家庭作业•鼓励学生回家尝试用他们喜欢的音乐跳舞，并写下他们的感受。

这个教案旨在激发学生对音乐和舞蹈的兴趣，并帮助他们发展对于适合跳舞的音乐的审美感。

您可以根据您的学生群体和实际情况进行调整和扩展。

Unit 6 I like music that I can dance to教学设计教学目的：要求学生掌握定语从句的引导词，并能模仿例子学会谈论自己的爱好。

教学重点和难点：定语从句引导词的确定教学手段：课件、录音机教学情感：培养学生的审美情趣以及高尚的道德情操教学环节：环节1：创设情景，导入新课1）用录音机首先播放一段轻音乐，一段摇滚音乐，让学生们表达他们喜欢的种类，提示词（Soft music. Rock music）2）引导学生用定语从句表达自己的喜好。

先为学生举个例子。

“刚听到的轻音乐是你的最爱的话，我们可以说：I like music that sounds soft”。

鼓励并帮助学生仿照上句表达喜欢摇滚乐。

I like music that sounds exciting. 从而引出本单元的重点——定语从句。

设计意图：从学生感兴趣的话题音乐入手，既能调动学生的高昂的积极性，为学生营造了欢乐，轻松有趣的学习气氛。

现举例后模仿，降低定语从句的难度，让学生能轻松自如的谈论自己的爱好。

环节2，师生互动，生生互动，学习探究1）由问题导入，师生问答：T: What’s your favorite music?S: I like <Yesterday Once More>T: Why?S: Because it has great lyricsT: We can say, “She/He likes music that has great lyrics”老师与几个同学对话来练习定语从句，同时板书5个含定语从句的句子，让学生读一遍。

2）讨论：由屏幕呈现几组图片和歌曲的名称，仿照板书的例子（4人一组）谈论自己或他人的爱好，并按表格呈现讨论结果，由每组的小记者来汇报讨论结果，同时按正确定语从句的句子数。

设计意图：学生以小组讨论的形式进行探讨，为学生展现自己才能提供了平台，体现了生帮生，生推生的合作理念，并且运用合理的评价标准，鼓励学生的竞争意识与表现欲，增强学生的集体荣誉感，增进学生的情感交流。

《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.。

九年级英语Unit 6 I like music that I can dance to.说课稿一、说教材Unit 6的中心话题是音乐，通过本单元的学习，要求学生能够用英语谈论自己喜欢的音乐，和音乐家，并说明为什么。

在谈论这个话题的同时，学习并掌握定语从句。

定语从句在初中教材中是一个很重要的知识点，学好这一单元对后面的学习很有帮助，起着承上启下的作用。

因此，本单元不仅是本册书的重点，在整个初中教学中，他都占着非常重要的地位。

二、说教学目标1、知识目标：学会恰当的使用引导词that ,which ,who2、能力目标掌握功能句“What kind of music do you like ?I like music that I can dance to .I love singers who can write their own music.”3、情感目标：通过学生谈论对音乐和音乐家的好恶，从而使学生学会欣赏音乐的美。

三、说重点和难点：1、重点1）本节课的教学重点是学会并掌握先行词为物或者人时，引导词“that ,who ,which”的使用方法。

2）“prefer …to…”的用法2、难点结合功能句进行听力练习。

四、说教法学法1、教法：采取“任务型”教学法。

教师根据本节课内容，安排合适的任务，让学生在完成任务的过程中达到本节课所拟定的目标。

2、学法：任务型。

让学生通过完成课前找资料、上课积极参与、讨论，课后进行巩固和迁移等任务，来达到拟定的目标。

五、说教学过程（一）准备阶段我要准备的工作是备好课，制好课件。

学生要做的准备工作是查找喜欢的音乐、歌手，并思考为什么。

（二）课堂教学阶段任务一：创设情境。

任务二：分组操练。

任务三：写自己的句子。

任务四：教师创设情景。

任务五：巩固和迁移。

教师简单的设计一些针对性比较强的练习，让学生几分钟内完成以达到学生对本单元知识点的巩固和迁移。

任务六:：布置作业。

让学生利用本节所学内容完成3b和4，也即编对话和采访练习。

2013-2014上学期九年级英语说课稿unit 6 I like music that I can dance to . Section A ( 1a-1c)各位领导、老师:大家好!让学生愉快地、充满自信地走进我的英语课堂，是我最大的愿望，让学生在我的英语课堂上享受快乐和成功是我孜孜以求的目标。

我说课的内容是人教版九年级Unit6. I like music that I can dance to . Section A ( 1a-1c). 整个说课我将分成七个大部分进行讲述：即说教材、说学情、说模式、说设计、说板书、说评价、说开发。

第一个板块：教材分析(一)说教材本单元以music为中心话题，让学生学会用定语从句谈论自己所喜爱的艺术，学习表达自己的爱好。

从结构内容上说，定语从句是初中阶段必须了解的一种句法结构。

初中阶段定语从句主要考点：1、能正确使用引导词，并能判断引导词在从句中担当的句子成分；2、定语从句中的主谓一致的问题；本单元将通过一系列的练习来达到学习目的，完成学习任务。

共需要七个课时。

本课时所进行的是基本的句型结构和部分听力练习，是整个单元的双基——基本和基础。

(二)教学目标根据《英语课程标准》的教学理念，教材特点以及学生的实际情况，将本课时的教学目标确定如下：1、知识与技能(1) Key V ocabularyprefer, lyric(2) Target Language（[ˈtɑ:ɡit ˈlæŋɡwidʒ目标语言）I like music that I can sing along with..I prefer music that has great lyrics.3）语法：定语从句4））Ability Objects(1) Train the students to express preferences.（[ˈprefərəns]）(2) Train the students listening skill.2、过程与方法（1）教师引导、讲授（2）学生分析、讨论、归纳等3、情感态度与价值Let’s enjoy music. It always brings us happiness. Let’s enjoy English class: Beautiful pictures、group work and games make us be interested in English.第二个板块：说学情本节课主要是以音乐舞蹈为话题来学习定语从句，中学生富有活力和激情，对音乐和舞蹈感兴趣，对于定语从句学生们也早有接触，在八上unit2 第一次出现定语从句，八年级上下册又多次出现定语从句，九年级单元也多次出现定语从句。

Unit 6 I like music that I can dance to（精选2篇）Unit 6 I like music that I can dance to 篇1unit 6 i like music that i can dance to单元备课一、教学目标1.知识目标四会词汇lyric,gentle,remind ,of,exhibition,prefer,photographer,energy,sin ger,quietsuggest，suit，entertainment，display，honest，show，prefer拓展词汇: farthest,intertsting,interested.main,biscuit,fisherman,angler,fi shingrod,bait,fishingnet,fishook 语言结构: rosa likes music that’quiet and gentle.i love singers who write their own music.we prefer music that has great lyrics.语法:掌握who和that引导的定语从句 2.能力目标 1）学会用定语从句表达自己对某事物的好恶2）用定语从句介绍自己喜欢的书籍.音乐.电影等话题3）学会表达自己的好恶。

3.情感目标通过本单元的学习,增强交际能力,学会关心他人,礼貌待人的品质二、教学重难点：1.relative clauses with that and who2.express preference三、教学准备：录音机、有关的音乐带或cd，自己钟爱的衣服、书籍。

四、教学方法：主要采用任务型教学，主要的教学任务有：task one: debate: pop music is the best music for teenagers.tasktwo: our talents show .task three:introduction of our top10.task four: i want to be the person that…五、教学进程：共分四课时第一课时词汇突破，聚焦语法在学生预习单词的基础上,通过自学、互学、老师导学等方式扫除单词障碍；在学生谈论自己的好恶中引出本单元的定语从句。

Unit 6 I like music that I can dance to （Topic 1）教学设计摘要：本节课为Unit 6 Section A的第一课时，初步学会使用that和who引导的定语从句来表达自己的喜好，为下一课时学好定语从句打好基础，也为定语从句关系代词的用法起了铺垫作用。

在学习活动中，学生通过谈论自己的喜好，促进学生之间和师生之间的情感交流，增进情谊。

关键词：合作、探究一、.整体设计思路、指导依据说明整体设计思路：在教学Go For it Unit 6 I lke music that I can dance to （Section A）第一课时我采用创设情境、音乐热身---自主学习、互动探究---小组合作、提高能力---视听练耳---疑难点拨---拓展提升、风采展示---小结的教学流程，采用小组合作学习和任务性学习模式，运用探究法等教学方法，针对I lke music that I can dance to这一中心话题，通过学习由关系代词引导的定语从句，让学生学习谈论自己的喜好，培养他们热爱生活的审美情趣。

指导依据说明：新课程理念倡导“先学后导—自主合作—展示评价”。

在英语课堂上重点是激发学生的英语兴趣，拓展学生的英语思维，发展学生的英语综合实践运用能力，从而突出重点，突破难点，完成教学目标，并培养学生高尚的道德情操。

二、教学目标分析1.知识与技能：?(1) Key Vocabulary: prefer, lyric, gentle(2) Target language :I like music that I can dance to.I prefer music that has great lyrics .2.过程与方法：?(1) 通过自主学习，掌握重点词组和短语。

?(2) 通过小组合作学习，鼓励学生用定语从句表达自己的喜好。

三、情感态度和价值观1.学会与他人交流对不同问题的看法，培养学习英语的自信心。

Unit6 I like music that I can dance toSection A 1a -1cHengdian Middle School Chen CuiIt’s my great honor to be here sharing my lesson with you. I’m going to talk about Unit6 I like the music that I can dance to, Section A 1a-1c .I prepare to say my lesson from seven parts.They are: 1. Analysis of teaching material.2. Analysis of the students3.Teaching methods4.Guide of studying ways5.Teaching procedures6.Blackboard design7.Teaching reflectionsI. Analysis of the teaching materialli)Status and functionIn this unit, Ss learn to express preferences with the relative clause.The topicis about music, which is popular among Ss. It will arouse Ss’great interest. Thefirst period mainly provides target language with relative clauses to express preferences on music. It gives Ss much practice in speaking and listening the target language.ii) Teaching aims and demands1.Knowledge ObjectsIn this lesson, Ss should master the new words “prefer and lyric”. At the same time, they should know how to use the target language:What 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 ObjectsIn this lesson, I’ll mainly train the Ss listening and speaking abilities and develop the Ss’ abilities of communication by express -ing their preferences on music．3. Moral ObjectsLet’s enjoy music． It always brings us happiness．4.Teaching keys and difficultiesTeaching Key Points1)． Key Vocabulary prefer, lyric2)． Target LanguageTeaching Difficult Points1)． Relative clauses with that2)． The listening practice5．Teaching aids :A tape recorder and a computerII.Analysis of the studentsThe Ss have learned English for two and a half years, they can express their thought and communicate with each other with English well. And all the Ss will be interested in the topic, which is related to their real life.. It’s helpful for our study of this lesson.III.Teaching methodsIn this lesson, I’ll mainly use the following teaching methods:1． Chain drill2． Pairwork3. Task-based teaching methodIV．Guide of studying waysIn order to guide the Ss better, develop the Ss’ abilities, in this lesson, the Ss will learn how to be a good language learner, and how to communicate with others. It will be very helpful for their learn-ing in the future. I think good studying ways can help the Ss to be good language learners.V．Teaching proceduresStep1. Revision（1） Invite different pairs of students to say the conversations learned in preceding 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．(Purpose of my designing: I think it is important to review the knowledge we have learned.)Step 2 PresentationWrite“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．(Purpose of my designing: This activity introduces the key vocabulary and trainsthe students to express preferences with the relative clause．)Step 3 Practice: Looking and circlingAsk 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．Help them make their own sentences like this: I like music that…(Purpose of my designing: This step is employed to make the Ss get the general idea of the target language. At the same time let the Ss have a chance to practice their listening and spoken ability. )Step 4 Listening practiceSay, 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．Purpose of my designing: It gives Ss practice in understanding the target language in spoken conversations.Step 5. Pairwork 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．(Purpose of my designing: Task-based teaching method is used here to develop Ss’ability of communication and also their ability of co-operation will be well trained.Step6. SummaryIn this class, we’ve learned two new key words, prefer and lyrics. And we’ve learned how to express preferences by talking about music, using relative clause with that．(Purpose of my designing: At the end of the class, we should help the Ss to summarizewhat we have learned in this lesson.)Step7.HomeworkAsk the students to write three sentences with I like music that…,I love music that …,I prefer music that…(Purpose of my designing: It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.VI Blackboard designUnit 6 I like music I can dance to．Section A The First Period1． sample phrases…that are red．…that is big．SentencesI like flowers that are red．Relative clause with that．…that has great lyrics．…that I can sing along with．…that isn’t too loud．VII. Teaching reflectionThere are only two new words in this lesson “prefer and lyric”.During my preparation, I prepared a lot of pictures to realize the revision and teaching of the new words. I found that they were quite attractive when students saw them during the teaching. In terms of my organization of the class, there were six steps in detail. They were revision, presentation, practice, listening, pairwork and summary. Revision occupied about 6 minutes; presentation occupied 8 minutes; practice and pairwork accounted for half of the class; listening lasted about 6 minutes.I was quite satisfied with the part of oral practice, because every student participated in listening and talking. They could give correct answers when they stood up. Meanwhile, I was not satisfied with the listening part. If I had five more minutes, I would play the tape recorder for another time and let them repeat what they heard. Because of the limited time, I just let them listen and check the answers, I think it’s not enough if I want to develop their listening and speaking abilities.That’s all about my class. Thank you for listening.。