1． Knowledge Object

The target language．

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

The Fourth Period

(1) Teaching with real objects

(2) Pairwork

Using sentences with relative clauses in discussing CDs．

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

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

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

2． Ability Objects

(1) Use the sentences with the attributive Clause to express what they like or dislike．

(2) Train the students’ communicative competence．

1． Knowledge Objects

(1) Key Vocabulary remind of

(2) The sentences with the Attributive Clause．

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

The Third Period

A tape recorder