Unit6IlikemusicthatIcandanceto.Languagegoals:1.Learnhowtoexpresspreferencesandcauses.2.Writeareviewofabook,amovieoraCD.Newlanguages:1.Rosalikesmusicthat’squietandgentle.2.---Whatkindofmusicdoyoulike?---IlikemusicthatIcansingalongwith.3.---Whatkindofsingersdoyoulove?---Ilovesingerswhowritetheirownmusic.4.---WhydoyoulikethisCD?---Thismusicisgreatbecauseyoucandancetoit.Difficultpoints:RelativeclauseswiththatandwhoTeachingaids:computer,video,recorderTeachingperiods:Period1:SectionA1a/1b/1c2a/2b/2c/GrammarFocus/4Period2:SectionA3a/3bSectionB.1/2a/2b/2cPeriod3:SectionB3a/3b/3c/4/Selfcheck1,2Period4:ReadingPeriod1Teachingprocedure:Step1.Lead-inandwarmingupPlaydifferentkindsofmusic.Letstudentslistenandtellthenamesofsingersandsongs.a.Playthefirstsongforstudents,asklikethis:T:Doyoulikethispieceofmusic?Isittooloudorgentle?Writethestudents`answerontheBb,thenelicitstudentstogetthesummarylikethis:Ilikethemusicthatistooloud.…b.Playthesecondsongforstudents.Ask,“Who’sthesinger`?Doyoulovethissinger?Why?”Collectthestudents`answersontheBbtogetthesummarylikethis:Ilovethesingerwhoishandsome/beautiful…c.Game:TheWordBankWritesomeusefulwordsandphrasesaboutthistopicontheBb,encouragestudentstousethewordsinthe“bank”totalkabouttheirfavoriteandwhybymakingsimilarsentences.LikeLovePrefer(like…better)…GroupMusicmusicianssingers…ThatWhocoolGentledancetoWritetheirownlyricsSingalongwith…Invitestudentstosaytheirsentences,ifnecessary,letthemknowweusethewordwhotodescribethepeople.Step2.SectionA1b1clisteningandpresentationSay,youwillhearTonyandBettytalkingaboutthekindsofmusiceachonelikes.Playtherecordingthefirsttime,studentsonlylisten.Thenanswerthequestionsandfinish1b.Playitasecondtime.thistimeaskstudentstorepeataftereachstopandchecktheanswersin1b.Role-playthisconversation.Step3.SectionA2a,2b,2clisteningandwritingAskstudentstoreadthestatementsin2aandexplainsomekeypoints.Say,nowyouwillhearCarmenandXuFeiarediscussingthepicturesonT-shirts.Theyhavedifferentideas.Whatkindofgroupdotheylike?Whatkindofmusicdotheyhate?Listencarefully,finish2aand2b.Playthetapeforthefirsttime,finish2a.Playitagain,makesomestopstoletstudentsrepeat,andcompletethesentencesinthechartof2b.Pairwork:Makeconversationsusingtheinformationfrom2aand2b.Invitesomeofthemtoshowtheirdialogues.Step4.SectionA4.PairworkCompetitionT:Askstudentsworkinpairstotalkmoreaboutthistopicandgivetheirreasons,andtheyneedtoshowtheiropinionsbyfinishingthefollowingsentences:Ilikemusicthat…Ilovesingerswho…Ican’tstandmusicthat…Idon’tlikemusicianswho…Invitesomepairstosharetheirideasaboutthistopic,andreadtheirsentencestotheothers,andencouragetheotherstocheckthemistakes.Step5.SectionAGrammarFocusandSummaryReadthekeysentencesinGrammarFocus.ThenaskseveralstudentstowritedowntheirownsentencesinPart4ontheBb,elicitthemtofindouthowtouse“who”and“that”intheAttributiveClause;alsopointtothesentencesonBb,letthemknowwhentheyuse“thesinger”insteadof”singers”,theyshoulduse“writes”insteadof“write”.Elicitstudentstomakeasummaryaboutwhattheylearnthisclass.Step6.Homework1.Writeadialoguetoshowyourownpreferencebyusingthesentencepatterns.2.Recite1b,andremembertheusefulphrases.教学反思：1.立足课本，夯实基础我们知道，初三英语学习主要是以深化基础知识为主。我想，在学习中要分阶段学习，在第一阶段要以大纲为标准，以课本为依据，按照课本的编排顺序，每一册、每一单元、每一课都要细致地学习，力求基础，全面。所谓基础，是指学习要抓住“三基”，即基础知识、基本技能和基本解题方法。所谓全面，一是指学习要全面覆盖所学知识，不遗漏任何一个知识点，二是要面向全体学生，防止“片面追求高分”现象，绝不能冷落“差生”。2.找出不足，查缺补漏查缺补漏主要体现在语音、词汇、日常交际用语上。语音和词汇的补漏工作应穿插在>教学单词的时候进行。在教新词的过程中及时讲解有关的语言知识和单词辩音，及时归纳所学过的单词；在复习时要善于触类旁通，形成语音类、单词串，力争使没有掌握的语音、词汇逐一巩固。日常交际用语的补漏要融汇于“四会”的语言运用中。要努力使基础知识转化为技能，要不断提高英语的日常交际能力，力争做到听得懂、说得脱、读得畅、写得神。
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