Unit 6 I like music that I can dance to

The 1st Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1） Key Vocabulary prefer, lyric

（2） 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 Objects

（1） Train the students to express preferences．

（2） Train the students’ listening skill．

3． Moral Object

Let’s enjoy music． It always brings us happiness．

Ⅱ． Teaching Key Points

1． Key Vocabulary prefer, lyric

2． Target Language

Ⅲ． Teaching Difficult Points

1． Relative clauses with that

2． The listening practice

Ⅳ． Teaching Methods

1． Chain drill 2． Pairwork

Ⅴ． Teaching Aids

1． A tape recorder

2． Some tapes of different kinds of music

Ⅵ． Teaching Procedures

Step Ⅰ 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．

Step Ⅱ 1a

This 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 1b

Say, 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 1c

Read the instructions to the students．

First ask a pair of the students to read the example in the box,

SA: What kind of music do you like?

SB: I like music that I can sing along with． What about you?

SA: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 Summary

Say, In this class, first we’ve learned two new key words, prefer and lyrics． Then we’ve learned how to express references by talking about music, using relative clause with that．

Step Ⅵ Homework

Ask the students to write three sentences with I like music that…,I love music that …,I prefer music that…

Step Ⅶ Blackboard Design

Unit 6 I like music I can dance to．

Section A

The First Period

1． sample phrases

…that are red．

…that is big．

Sentences

I like flowers that are red．I like the house that is big．

Relative clause with that．…that has great lyrics．

…that I can sing along with．…that isn’t too loud．

…that I can dance to．

The Second Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1）Key Vocabulary gently

（2）Relative Clasue with who

2． 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, using

A: Does Xu Fei like the Moderns?

B: No, he doesn’t． He prefers…

3． Moral Object

Thank the musicians who make our world more wonderful．

Ⅱ． Teaching Key Points

1． The students’ listening skill．

2． The relative clause with that and who．

3． Make communications with the question in Activity 2c．

Ⅲ． Teaching Difficult Points

1． Train the students’ listening skill

2． Make communications using "Does Xu Fei like the Moderns? No, he doesn’t． He prefers…

Ⅳ． Teaching Methods

1． Listen and do the exercises

2． Pairwork

Ⅴ． Teaching Aid

A tape recorder

Ⅵ． Teaching Procedures

Step Ⅰ Revision

（1） Revise the relative clause with that by asking what kind of music do you like? Help them to answer, I like music 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 2a

Read 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 2b

Read 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 2c

This 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 Focus

Write 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 Summary

Say, 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 Design

Unit 6 I like music that I can dance to．

Section A

The Second Period

Answers to Activity 2b:

Xu Fei:

1． I prefer groups that play quiet and gentle songs．

2． I like musicians who write their own songs．

Carmen:

1． I love music that’s really loud and energetic．

2． I like musicians who play different kinds of music．

The sentences in Grammar Focus:

Rosa likes music that’s quiet and gentle．

I love singers who write their own music

We prefer music that has great lyrics．

The Third Period

Ⅰ． Teaching Aims and Demands

1． 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 Object

Try to exchange the opinions on CDs with your friends． It will help you to know more about your friends．

Ⅱ． Teaching Key Points

Teach the students how to use the key word, remind of．

2． Practise using sentences with relative clause in real life．

Ⅲ． Teaching Difficult Point

Using sentences with relative clauses in discussing CDs．

Ⅳ． Teaching Methods

（1） Teaching with real objects

（2） Pairwork

Ⅴ． Teaching Procedures

Step I Revision

（l）Revise the relative clause with that by asking question what kind of music do you 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 3a

Show 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 finish it． After all of them have finished． Check the answers with the class．

Step Ⅲ 3b

Read 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 4

Show 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 Summary

Say, In this class, we’ve learned how to use remind…of…

We’ve also done a lot of listening, speaking, 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 Design

Unit 6 I like music that I can dance to．

Section A

The Third Period

1． Four questions

（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?

2． Complete the sentences．

（1） I like groups that ．

（2） I love singers that ．

（3） I can’t stand music that ．

（4） I don’t like musicians who ．

The Fourth Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Object

The target language．

2． Ability Objects

（1） Train the students’ listening ability．

（2） Train the students’ ability to understand the target language in spoken conversation．

（3）Train students’ ability to use the target language．

3． Moral Object

I have my own favourite things in my life．

That’s why I am enjoying the life．

Ⅱ． Teaching Key Point

Help the students to express preferences on different things in daily life, using the target language．

Ⅲ． Teaching Difficult Point

Talk about why they like the band, the book and the movie, using the sentences with relative clause．

Ⅳ． Teaching Methods

1． Listening method

2． Groupwork

Ⅴ． Teaching Aid

A tape recorder

Ⅵ． Teaching Procedures

Step 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 their 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 1

Ask, 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 2a

This 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 2b

This 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 what

Michael 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 2c

This activity provides guided oral practice using the target language．

Present the dialogue in this activity with a student first

T: 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 Summary

Say, 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 Design

Unit 6 I like music that I can dance to．

Section B

The Fourth Period

Questions:

1． What’s your favorite band?

2． What’s your favorite book?

3． What’s your favorite movie?

The answers to Activity 2a:

1． a jacket 2． a book 3． a movie poster The answers to Activity 2b:

book-He likes writers who explain things well．

movie poster-He likes movies that are about Monsters．

The Fifth Period

Ⅰ．Teaching Aims and Demands

1． Knowledge Objects

（1） Key Vocabulary

Yellow 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 Object

If you know where there is a good movie/band, tell your friend and go to enjoy it．

Ⅱ． Teaching Key Points

1． Key Vocabulary．

2． The main ideas of the three short articles．

3． Write a review．

Ⅲ． Teaching Difficult Point

Write a review of a book

Ⅳ． Teaching Methods

1． Teaching by illumination and asking questions

2． Groupwork

Ⅴ． Teaching procedures

Step 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 3a

Ask 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．, very different 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．

Notes

1． on display= be on show

2． 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 3b

Read 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 3c

Read 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 4

Read 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 discuss in 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:

SA: What would you prefer/like/love to do together?

SB: Let’s go to see the new movie that was directed by Zhang Yimou．

SC :Why not go to watch the great football match that will be between two famous teams? It’s on Friday evening． We can have a great weekend together．

SD: 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 answer

Monday: 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 Summary

In this class, we’ve read three reviews and done some writing． We’ve also learned some new words．

Step Ⅷ Homework

1． 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 Design

Unit 6 I like music that I can dance to．

Section B

The Fifth Period

The answers to Activity 3b:

Pros

Movie: The fisherman’s wife was funny．

Exhibition: There are many great photos of people and of the countryside．

Band: They play the kind of music that I love to hear．

Cons

It’s too long and it’s really boring．

The few city photographs are less successful．

Every song is really loud and often you can’t understand the words．

The Sixth Period

I． Teaching Aims and Demands

Knowledge Objects

（1） Key Vocabulary

honest, suit, Italian, Indian, expect

（2）Use the following words properly

remind, 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 Object

Do you have any pen pal on the Internet?

If not, try to make one．

Ⅱ． Teaching Key Points

1． 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, love

3． Answer an email

Ⅲ． Teaching Difficult Points

1． Make up sentences with mind, can’t stand, look for, prefer, love．

2． Reply the email．

Ⅳ． Teaching Methods

1． Teaching by making sentences．

2． Teaching by asking questions．

Ⅴ． Teaching Aid

Just the blackboard

Ⅵ． Teaching Procedures

Step Ⅰ Revision

（1） Check the homework． First let the students show their rewritten reviews to see if they have finished it．

Second, dictate these words: entertainment, feature, wife, photography, exhibition, suggest, energy．

（2） Revise the three reviews in Activity 3a by asking some questions．

（3） Let the children read the three reviews aloud． After a while, ask several to read them to the class． Correct any pronunciation errors if necessary． After that let them read the passages by themselves again．

Step Ⅱ Part 1

Focus attention on the box． Invite a student to read the vocabulary words at the top． You are asked to fill in the blanks with the words． In some cases, you may need to use another form of the word, for example, adjusting for tense or subject/verb agreement．

Ask students to fill in the blanks on their own． Check the answers． Five students each read a sentence, filling in the blanks． The rest of the students check their work．

Step Ⅲ Part 2

Read the instructions to the students．

Ask, what is the subject of this email?

Whom is it from? and Who wrote the email? Ask three students to answer the questions．

Please read the email silently now． Try to tell me what Lingling wants to know about you/her pen pal after reading it．

Pick out the questions that Lingling asks in her email． Then let the students read the email for a while． After all of them have finished reading, ask someone to tell me what Lingling wants to know about her pen pal． Write the questions that Lingling asks in the email on the blackboard:

（1） What language would you like to learn?

（2） What kinds of music do you like?

（3） What kinds of food do you prefer?

（4） Have you ever seen an Indian film?

（5） What kinds of films do you prefer?

After that ask some questions about lingling to see if they understood the email．

（1） What language might lingling like to learn some?

（2） Why is Lingling in Hong Kong now?

（3） Which city does Lingling prefer, Hong Kong or Shanghai?

（4） What did she do last night?

（5） What kind of music does she prefer?

Ask as many questions as possible if time permits． Try to make it clear what the students couldn’t understand about the email by asking them to answer the questions, and give them some explanation where necessary, especially the new vocabulary．

Teach the new vocabulary by giving example sentences and asking the children to make up more sentences with them．

Ask one student to read the email． Correct any pronunciation errors to make sure the students are providing a good model for the rest of the class． Ask all the students to read the email aloud once．

Next tell the students to write the reply to Lingling． Say, you are Lingling’s pen pal now． Please write a reply to Lingling now． Look at the questions on the blackboard． Your email should include all the answers of the five questions． Write in the form of a letter．

Ask students to complete the work on their own． After they all have finished the letter, ask a few students to read their replies to the class． Answers will vary, but note to check if they include details of about the same length as the email they are replying to．

Step Ⅳ Just for Fun!

Ask all the students to read the sentence in the picture together． Then ask them what is funny about this cartoon． Help them to answer, we usually think of people, not dogs, singing along with a band．

Step Ⅴ Summary

Say, In this class, we’ve received some vocabulary words presented in this unit．

And we’ve also made up sentences using these words． Another thing we’ve done is that we have written a reply email．

Step Ⅵ Homework

（1） Review all the language points in this unit．

（2） Finish off the exercises on pages 234 25 of the workbook．

Step Ⅶ Blackboard Design

Unit 6 I like music that I can dance to

Self check

The Sixth Period

Questions in Lingling’s email:

（1） What language would you like to learn?

（2） What kinds of music do you like?

（3） What kinds of food do you prefer?

（4） Have you ever seen an Indian film?

（5） What kinds of films do you prefer?

The Seventh Period

Reading: Eat well and exercise

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

Key Vocabulary

junk food, not have the energy, national, spoil, especially, catch up and so on．

Text: Eat well and exercise

2． Ability Objects

Train students’ ability of identify main idea．

Train students’ ability of understanding words in context．

Train students’ ability of reading for special information．

3． Moral Object

Stop eating junk food, get more sleep, and exercise three times a week． Start today!

Then you can be happy．

Ⅱ． Teaching Key Points

Key vocabulary．

Read the text to identify main idea．

Read the text to understand words in context．

Read the text for special information．

Ⅲ． Teaching Difficult Points

Train students’ reading skill．

Train students’ writing skill．

Ⅳ． Teaching Methods

Up-down reading method

Pairwork．Groupwork．

Ⅴ． Teaching Procedures

Step Ⅰ Key Vocabulary

Revise the key words using flashcards.

Step Ⅱ Part 1

Read the title to the students first and ask them to predict what they think the article is about based on the title． Say,

Look at the two pictures on this page．

Try to say something about them to tell what is happening． Then ask two students to describe the pictures to the class． Correct the sentences if they’ve made some mistakes．

Read the instructions for Activity I to the students． Be sure they know what to do． Go over the five questions with them and choose five students to answer them individually． Then ask them to work in pairs, discussing the five questions． The answers will vary． Tell them not to look at the reading and give the answers by themselves before they begin． As students work, walk around the classroom, listen to them and offer any help they may need．

When all the pairs finish discussing, ask one or two pairs to ask and answer the questions． The others listen to them to see if they’ve made any mistakes and help them to correct their sentences．

Step Ⅲ Part 2

T Draw students’ attention to the instructions and read the instructions to them． Tell them． You are asked to read the passage quickly and make it clear-what healthy food and junk food are．

Say, Look at the chart in Activity 2,let’s see the examples first． Are you sure what you will do? Yes, read the text quickly and find out the answers to the chart．

Let them read and fill in the forms． After they’ve all finished, have them discuss the lists with their partners, and cheek the answers with each other．

Encourage students to report their answers with complete sentences． Ask one to report to the class． For example, One healthy food is fresh fruits．

Step Ⅳ Part 3

Say, we can see there are some words indicated in bold in the article． Let’s guess the meanings of them first． Then ask several ones to guess the meanings of the bold words, but just guess, don’t give them the correct answers．

Say, Do you know how you can be happy?

Read the article and you’ll know that．

Please begin reading it now． Try to guess the meanings of the bold words in context．

Have them to read the article to get the answer and try to get the meanings of the words in bold at the same time． Tell them to try to get the meanings in context this time． After they’ve all finished reading the passage once, ask the question, How can you be happy? The students may answer, It’s easy． Stop eating junk food, get more sleep, and exercise three times a week． Start today．

Next read the instructions in Activity 3 to the students． Tell them that they have two tasks now-match the words and expressions with their meanings and make sentences with the words and expressions．

First let the students match the words to meanings individually． Then check for answers to ensure that students understand the task． At last, let the children make sentences with the words and expressions． If they feel it hard to do, try to find the sentences with the words in the article and make similar ones by themselves．

Work in pairs． Ask several students to read their sentences to the class． Correct any mistakes as necessary．

Step Ⅴ Part 4

Read the instructions to the students． Ask the first question as a sample and ask one to answer it． Have the students read the article again and get the answers to the five questions by themselves．

Check the answers by asking different students to answer the questions． Answers may vary slightly．

Say, You should try to remember the answers before looking at the reading． Then let them ask and answer the questions in pairs．

Step Ⅵ 5a

Read the task with the students． Draw the students’ attention to the chart with the headlines Exercises． Healthy food and Junk food．

Ask, Have you done any exercise in the last three days? What exercise have you done? Get one of the students to answer the questions． Tell them exercise can be as simple as going for a long walk．

Students ask similar questions on all the three headlines in pairs． And fill in the forms with their own answers． Ask several children to report the answers to the class． After that ask them if they think about eating less junk food and getting more exercise．

Step Ⅶ 5b

Read the task to the students． Make sure they can understand the instructions． Let them discuss in fours． After a while, ask them about the results to check the answers． Ask each group to vote on the healthiest student and let that student explain why he or she is so healthy to the class．

Step Ⅷ Summary

Say, We know much about how to keep healthy from the article． Let’s do as it from today．

Step Ⅸ Homework

Read the article in Activity 2 again for further comprehension．

Step Ⅹ Blackboard Design

Reading: Eat Well and Exercise

The Seventh Period

Sample answers to questions in Activity 4:

1． Healthy children become overweight because they eat junk food and are given too much food by parents and grandparents．

2． Two problems with being overweight are becoming unhappy and tired．

3． Every night, children need enough sleep．

4． Three things to make you happy are stop eating junk food, get more sleep and exercise three times a week．