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

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

3. Moral Object

I have my own favourite things in my life.

That’s why I am enjoying the life.

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.

1. Knowledge Object

The target language.

No.28　　 The Fourth Period

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

This activity provides reading practise using the target language.

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.

Answers

1. d 2. a 3. e 4. c 5. b

Step Ⅲ 3b

This activity provides oral practise using the target language.

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.

S_A: What CD did you listen to recently?

S_B: I listened to one called Heart Strings.

S_A: What do you think of it?

S_B: I enjoy it a lot.

S_A: Why?

S_B: The singer writes her own songs. I prefer singers who write their own lyrics.

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

This activity provides reading, writing, listening and speaking practice using the target language.

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(板书设计)

2. Some pictures of the singers who are very popular among the students.

1. Some CDs that are very popular among the students.

　(1) Teaching with real objects

(2) Pairwork