1． Knowledge Objects

　(1)Key Vocabulary gently

　(2)Relative Clasue with who

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

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,

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．

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