1、Unit 9 I like music that I can dance to.Section A（2a-2d）Teaching Aims Language goals Learn the target structure in listening and speaking. Key words and phrases Australian, electronic, suppose, smooth, spare, case, in that case, director, war. Key sentences 1. Carmen likes musicians who play differe
2、nt kinds of music. 2. I like smooth music that helps me relax after a long week at work. 3. In that case, Ill ask someone who likes serious movies. 4. I prefer movies that give me something to think about.Teaching DifficultiesLearn and practice the attributive clauses in listening and speaking.Teach
3、ing AidsA tape recorder ; CAI or multimedia coursewareTeaching ProceduresTipsStep 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? W
4、hy? -I like singers/musicians who/that can write their own songs. can play kinds of music. is talented. can play different musical instruments. .Step 2 Presentation & Practice 2a Before listening , the T can ask Ss to read the four sentences in 2a . Then Ss try to underline attributive clauses with
5、that or who and translate them. 2a 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
6、point to make Ss to check their own answers. At last the T can present the correct answers.Answers: 1. T 2.F 3.T 4.T After Ss have completed the activity 2a, the T may ask Ss to correct the false sentences to check their understanding. 2b The activity is to give Ss practice in listening for target l
7、anguage. 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 t
8、o check their answers. Answers: 1. I like musicians who play different kinds of music.2. I love electronic music thats loud.3. I like musicians who write their own songs.4. I prefer groups that play quiet and slow songs.After listening , the T can present the listening material to the students in ne
9、ed to help them get the specific information about the conversation. And play the recording again and ask Ss to imitate the pronunciation and intonation. 2c 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 w
10、ant 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 2d Before reading, the T can use these prompts to encourage Ss to have a discussion about the following q
11、uestions 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? 2d The T can ask Ss to read the conversation carefully. The T can check their understanding by asking them questions :1. What is
12、Scott going to do this weekend?2. What about Jill? 2d 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 cho
13、rus to check their pronunciation and intonation. At last the T can invite some Ss to role-play the conversation as open pairs. Optional Approach: 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
14、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
15、to read aloud their new versions of the conversation to the class.Step 4 Language PointsThe language points are for reference only. suppose v. 推断；料想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
16、在名词前作定语。常用短语：in ones 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：sparefor sb./ sth. “为某人/某事抽出/留出”Step 5 Summary & HomeworkThe 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 knowledg
17、e. Homework: Preview the passage in 3a.Do the exercises in students book. Teaching ReflectionIn 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 structureattributive 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.
