2023学年完整公开课版Unit6WherearethejazzCDs

Unit6:WherearethejazzCDs?

Languagegoal

Inthisunitstudentslearntoaskforandgivedirectionsinsideabuildingandtalkaboutfavorites.

Newlanguage

Whereisthepopmusic?Goupstairsandturnright.

It'snexttotheJazz.

WhereistheJazz?Gostraight.It'sbetweenthepopandthecountry.

WherearethedanceCDs?Goupstairsandturnleft.

They'rebehindthecountryCDs.

Namesofmusicalstylessuchasclassical,dunce,jazz,pop,country.

SectionA

Additionalmaterialstobringtoclass:

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samplesofvariouskindsofmusicmentionedinthisunit.

Asktwelvestudentstocometothefromoftheroomandstandinfourrows,leavingafewfeetbetweeninfrontofthisgroup.Askandanswerquestionsaboutwhereeachstudentisstanding.Whereis(LinLi)?He'sbetween(CaoXinandZhangLi).Whereis(SunBei)?She'sbehind(LinLi).

Thencoverastudent'seyesandleadthestudentaroundtheroombythearm.Givedirectionsusingthewordsgostraightahead,turnleft,andturnrightandthenhelphimorhertofollowthedirectionsyouused.

laThisactivityintroducesthekeyvocabulary.

Focusattentiononthepicture.Askstudentstotellwhattheysee.Guidestudentstounderstandthatthepictureshowsdifferenttypesofmusic.Namethemusicaltypesandask-studentstorepeat-Askstudentstonameasinger,songorcomposerforeachmusicaltype.

Examples:Yo-YoMaisaclassicalmusician.JanetJacksonisadancesinger.CelincDionisapopsinger.GarthBrooksisacountrymusician.KennyGisajaz2musician.

Pointoutthenumberedlistofwords.Sayeachoneandaskstudentstorepeal.

Thenaskstudentstomatcheachpicturewithoneofthewords.Say,Writetheletterofeachpicturenexttothewontsontheleft.Pointoutthesampleanswer.

Checktheanswers,

1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation,

Drawasetofstairsontheboard.Atthetopofthestairs,writejazzinaboxontheleftandclassicalinaboxattheright.Writedanceinaboxattheleftbelowthestairs.

Pointtothethreeconversations.Readthefirstconversationwithastudent.Thenreaditasecondtimeasyouuseyourfingersto"walk"upthestairsandturnlefttotheJazzsection.Askvariousstudentstoreadtheotherconversations.Useyourfingerstowalktoeachsectionmentioned.

Playtherecordingthefirsttime.Studentsonlylisten.

Playtherecordingasecondtime.Thistime,askstudentstolistentotherecordingandwritethenumberofeachconversationinthecorrectbox.Pointoutthesampleanswer.

Correcttheanswers,

1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.

PointtotheconversationsinIbandaskastudenttoreadthemwithyou.Thenasktwostudentstoreadthemtotheclass.Youmaywishtopointtothepictureshowingthetypesofmusicmentionedasthestudentsreadtheconversations.

Say,Nowpleasehaveconversationsliketheonesinthepicture.Askandanswerquestionsaboutwheretofindallfivekindsofmusic.

Ifstudentsneedadditionalhelpgettingstarted,askWhere'sthe(classicalmusic)?andpracticetheconversationwithonestudentatatime.

Askstudentstoworkinpairs.Aftertheypracticefurafewminutes,asksomepairstopresenttheirconversationstotheclass.

Forextrapractice,usethestairsyoudrewontheboardearlier.Erasethewordsyouwrotebeforeandwriteinthewordscountryandpoptotheleftofthestairs,dancestraightaheadofthestairsandjazzandclassicaltotherightofthestairs.Studentsusethismaptohavemoreconversations.

2aThisactivityintroducesthekeyvocabulary.

Askfourstudentstocometothefrontofthethestudentssothatoneisinthemiddleandtheothersaretotheleftof,totherightof,andbehindthefirststudent.Thendescribethelocationofthestudentsusingthewordsbehind,nextto,between,andinfrontof.Forexample,LiPengisbehindZhouWen,CaoYingisnexttoZhouWen,ZhouWenisbetweenCaoYingandGongZheng,andZhouWenisinfrontofLiPeng.

Pointtothefourpicturesofalphabetblocks.Askstudents[otellwhattheysecineachpicture.

Pointlotheletterundereachgroupofalphabetblocks.Askstudentstomatcheachnumberedsentencewithoneofthepictures.Say,Writetheletterofeachpicturenexttothecorrectsentence.

Checktheanswers.

2bThisactivityprovideslisteningpracticeusingthetargetlanguage.

Callattentiontothepictureshowingthemusicsectionsinsideamusicstore.

Say,Nowyouaregoingtohearsomeareaskingtheclerk/ordifferentkindsofCDs.Listentotheconversationsandwriteonthemapwhereeachmusicsectionisinthestore.Pointoutthesampleanswers.

Playtherecordingthefirsttime.Studentsonlylisten.

Playtherecordingagain.StudentslabelthemapoftheCDstore.

Checktheanswers.

2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.

Callattentiontothesampleconversationinspeechbubbles.Readitwithastudent.

Askstudentstoworkinpairs.Haveeachstudentpracticebothroles.

3"thisactivityprovidesoralandwrittenpracticeusingthetargetlanguage.

Callattentiontotheexampleinspeechbubblesandaskastudenttoreadthequestionstotheclass.Say,Inthisactivityyouwillaskeachotherquestionsaboutfavoritetypesofmusicandfavoritemusicalgroups.

Askstudentstoworkinpairs.AskStudentAineachpairtolookatthechartonpage33,AskStudentBtolookatthechartonpage84.Remindstudentsnottolookattheirpartner'spage.

Saythefirstquestionandanswerexchangewithastudent.PretendyouareStudentAandworkwithapartner.Say,AskmeaboutBob'sfavoritekindofmusic.Ifnecessary,supplythequestion:What'sBob'sfavoritekindofmusic?Pointoutthesampleanswerinthefirstcolumn,classical.Say,Helikesclassicalmusic.

Thenaskyourpartner,What'sBob'sfavoritegrouporsinger?HaveStudentBlookattheansweronpage84andsayittotheclass.Showstudentsthatyouarewritingitintheblankinthefirstrowunder"Favoritegrouporsinger,"

Askthepairstocontinueontheirown.Movearoundtheroommonitoringtheprogressofthepairs.

Goovertheanswers.

4.Thisactivityprovidesoralandwrittenpracticeusingthetargetlanguageandasksfororiginalstudentinput.

Callattentiontotheconversationinthespeechbubbles.Readitaloudwithastudent.

Say,Askquestionslikethesetofillinthethepeopleinyourgroupwhattheirfavoritekindofmusicisandwhotheirfavoritegrouporsingeris.Entertheinformationonthechart.

Dividetheclassintosmallgroupsandsetatimelimitoftenminutes.Askallthestudentstobeginaskingeachotherquestions.

Attheendoftenminutes,getfeedbackbyaskingstudentstodescribethemusicaltastesoftheotherstudentsintheirgroups.

SectionB

Newlanguage

Wordsthatsayhowgoodorbadsomethingis:amazing,terrible,awful,great,OK,fantastic,notbad,cool,etc.

Additionalmaterialstobringtoclass

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1aThisactivityintroducesthekeyvocabulary.

Focusattentiononthethreefaces.Askstudentswhattheythinkeachonemeans.Guidestudentstounderstandthaithesmileyfacemeans,"!likeit,"Themiddlefacewithnosmilemeans,"!don'tlikeitordislikeit,"Thefrownyfacemeans,"!don'tlikeit."

Thencallattentiontothelistofwords.Sayeachoneandaskstudentstorepeat.Aftertheyrepeateachword,talkaboutwhatitmeansanduseitinasentence.Useyourtoneofvoiceandfacialexpressiontoemphasizethemeaningofeachterm.Forpositivewords,smileanduseawarmtoneofvoice.Fornegativewords,frownslightly-wrinkleyournoseanduseacooltoneofvoice.Forexample:

"Amazing"meansvery,verygood.

TheBeatleswereanamazingmusicalgroup.

"Terrible"meanswry,verybad.

Ithinkcountrymusicisterrible.Ineverlistentoit.

"Awful"meansverybad.

Itmeansthesamethingasterrible.

Thenaskstudentstodrawthecorrectfaceonthelinenexttoeachword.Say,Drawoneofthesefacesnexttoeachword.Pointoutthesampleanswer.

Checktheanswers.

1bThisactivityprovidesoralpracticeusingthetargetlanguage.

Askeachstudenttomakealistofthreesingersormusicalgroups.Theycanchoosefromclassical,jazz,danceoranyothertypeofmusic.

Thenaskeachstudenttoworkwithapartner.Thetwostudentsnamemusicalgroupsandwritedownthewordstheirpartnersusetodescribethegroups.

Askeachpairtosharetheirlistswithanotherpair.

2aThisactivityprovideslisteningpracticewiththetargetlanguage.

Callattentiontothechartandthepicturesofthefourstudents.Say,Youwillheararecordingofthesefourpeople.They'retalkingabouttheirfavoritekindsofmusic.Writethenameofeachperson'sfavoritekindofmusicintheblankundertheirphotoandnextto

"Favoritekindofmusic."

Playtherecordingthefirsttime.Studentsonlylisten.

Playtherecordingasecondtime.Thistimestudentswritethenameofeachtypeofmusicunderneaththecorrectpicture.

2bThisactivityprovidesListeningpracticewiththetargetlanguage.

Pointtothechartagain.Say,/willplaythetapetime,writeonthecharttheirfavoritegroupsorsingersandwhattheysayaboutthem.

Playthetapeagain.Studentswritethefavoritegrouporsingerandthedescriptionwordsinthechart.

Playthetapeathirdtimesostudentscancompleteanyanswerstheymissedorchecktheirownwork,

Checktheanswers.

2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage,

Pointouttheconversationinthespeech,Workwithapartner.OneofyouisMikeandtheotherisJudy.Haveaconversationaboutmusic,usingtheinformationfromactivity2b.

Asstudentswork,movearoundtheroommonitoringtheir|workandofferingassistanceasneeded.

3aThisactivityprovidespracticereadingthetargetlanguage.

Pointoutthetwostoredirectories.Askstudentstoreadtheinformationineachone.Ask,Whatsectiondoesthefirstdirectorytalkabout.'(thepopmusicsection)Whatsectiondot'stheseconddirectorytalkabout?(thecountrymusicsection)

Say,Nowpleasedrawamapofthestore.Demonstratewhatthestudents'mapsmightlooklikebydrawingthefirstpartofthemapontheboard.Startwithacircleandlabelit"Youarehere."Thenreadthefirstsetofinstructionsthroughthewords"Gostraight"anddrawanarrowstraightup.Readthewords,"Turnleftattheclassicalmusic."Drawaboxandlabelit"Classicalmusic."Thencontinueyourfirstarrowaroundthisboxtotheleft.

HavestudentswhowishtoworkalonetogoaheadwithtIheirmaps.Askotherstudentstoworkinpairsorsmallgroups.Theycanreadthelinesineachdirectoryandworktogethertodrawasinglemap.Movearoundtheroom,providingsupportasneeded.

Askthefirststudentorgroupfinishedtoputthemapontheboard.Wheneveryoneisdone,checktheaccuracyofthemapbyreadingtheinstructionsonscreenoneasyou"walk"yourfingersthroughthemap.Makeanynecessarycorrections.Thenaskastudenttoreadtheinstructionsfromscreentwoandwalktheirfingersthroughthemap.

3bThisactivityprovideswritingpracticeusingthetargetlanguage.

Callattentiontothemapofthemusicstoreinthebook.Pointtoeachsectionofthestoreandaskstudentstoreadalithelabelsonthedrawing.

Readthedirectionsforfindingtheclassicalmusicsection.Eachtimeyoucometoablank,saythewordblank.

AskstudentstofillInthemissingwordsbythemselves.SuggestthattheyusetheirfingerCorapencil)totracethepathtotheclassicalmusicsection.

Asstudentswork,movearoundtheroommonitoringprogressandansweringanyquestionstheymayhave.

Askstudentstocheckeachother'swork.

Checktheanswers.

3cThisactivityprovidesguidedwritingpracticeusingthetargetlanguage.

Callattentiontothemapofthemusicstoreinthebook.Pointtoeachsectionofthestoreandreviewthelabelsonthedrawing.

Pointtothedirectionsstudentswroteforfindingtheclassicalmusicsection.Say,Nowpleasewritedirectionstothejazzsection.Youcanusethesamekindofsentences.

Say,Useyourfingerorapenciltotracethewaytothejazzsection.Thenwritethedirectionstothejazzsection.

Asstudentswork,movearoundtheroommonitoringprogressandansweringanyquestionstheymayhave.

Checktheanswers.

Askstudentstowritedirectionstotheothersectionsinthemusicstore.

4Thisactivityprovidesspeakingandwritingpracticeusingthetargetlanguage.

Dividetheclassintosmallgroups.Askthemtodesigntheirownfloorplanofadepartmentstoreasinactivity3b.Thefloorplancanbemorethanonefloorifthereisenoughtime.Askthegroupstowritestoredirectoriesfortheinformationdeskintheirstores.

Asstudentswork,w