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　　unit6：wherearethejazzcds？languagegoalinthisunitstudentslearntoaskforandgivedirectionsinsideabuildingandtalkaboutfavorites。newlanguagewhereisthepopmusic？goupstairsandturnright。itsnexttothejazz。whereisthejazz？gostraight。itsbetweenthepopandthecountry。wherearethedancecds？goupstairsandturnleft。theyrebehindthecountrycds。namesofmusicalstylessuchasclassical，dunce，jazz，pop，country。sectionaadditionalmaterialstobringtoclass：blindfoldsamplesofvariouskindsofmusicmentionedinthisunit。asktwelvestudentstocometothefromoftheroomandstandinfourrows，leavingafewfeetbetweenstudents。standinfrontofthisgroup。askandanswerquestionsaboutwhereeachstudentisstanding。whereis（linli）？hesbetween（caoxinandzhangli）。whereis（sunbei）？shesbehind（linli）。thencoverastudentseyesandleadthestudentaroundtheroombythearm。givedirectionsusingthewordsgostraightahead，turnleft，andturnrightandthenhelphimorhertofollowthedirectionsyouused。lathisactivityintroducesthekeyvocabulary。focusattentiononthepicture。askstudentstotellwhattheysee。guidestudentstounderstandthatthepictureshowsdifferenttypesofmusic。namethemusicaltypesandaskstudentstorepeataskstudentstonameasinger，songorcomposerforeachmusicaltype。examples：yoyomaisaclassicalmusician。janetjacksonisadancesinger。celincdionisapopsinger。garthbrooksisacountrymusician。kennygisajaz2musician。pointoutthenumberedlistofwords。sayeachoneandaskstudentstorepeal。thenaskstudentstomatcheachpicturewithoneofthewords。say，writetheletterofeachpicturenexttothewontsontheleft。pointoutthesampleanswer。checktheanswers，1bthisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation，drawasetofstairsontheboard。atthetopofthestairs，writejazzinaboxontheleftandclassicalinaboxattheright。writedanceinaboxattheleftbelowthestairs。pointtothethreeconversations。readthefirstconversationwithastudent。thenreaditasecondtimeasyouuseyourfingerstowalkupthestairsandturnlefttothejazzsection。askvariousstudentstoreadtheotherconversations。useyourfingerstowalktoeachsectionmentioned。playtherecordingthefirsttime。studentsonlylisten。playtherecordingasecondtime。thistime，askstudentstolistentotherecordingandwritethenumberofeachconversationinthecorrectbox。pointoutthesampleanswer。correcttheanswers，1cthisactivityprovidesguidedoralpracticeusingthetargetlanguage。pointtotheconversationsinibandaskastudenttoreadthemwithyou。thenasktwostudentstoreadthemtotheclass。youmaywishtopointtothepictureshowingthetypesofmusicmentionedasthestudentsreadtheconversations。say，nowpleasehaveconversationsliketheonesinthepicture。askandanswerquestionsaboutwheretofindallfivekindsofmusic。ifstudentsneedadditionalhelpgettingstarted，askwheresthe（classicalmusic）？andpracticetheconversationwithonestudentatatime。askstudentstoworkinpairs。aftertheypracticefurafewminutes，asksomepairstopresenttheirconversationstotheclass。forextrapractice，usethestairsyoudrewontheboardearlier。erasethewordsyouwrotebeforeandwriteinthewordscountryandpoptotheleftofthestairs，dancestraightaheadofthestairsandjazzandclassicaltotherightofthestairs。studentsusethismaptohavemoreconversations。2athisactivityintroducesthekeyvocabulary。askfourstudentstocometothefrontoftheroom。arrangethestudentssothatoneisinthemiddleandtheothersaretotheleftof，totherightof，andbehindthefirststudent。thendescribethelocationofthestudentsusingthewordsbehind，nextto，between，andinfrontof。forexample，lipengisbehindzhouwen，caoyingisnexttozhouwen，zhouwenisbetweencaoyingandgongzheng，andzhouwenisinfrontoflipeng。pointtothefourpicturesofalphabetblocks。askstudents〔otellwhattheysecineachpicture。pointlotheletterundereachgroupofalphabetblocks。askstudentstomatcheachnumberedsentencewithoneofthepictures。say，writetheletterofeachpicturenexttothecorrectsentence。checktheanswers。2bthisactivityprovideslisteningpracticeusingthetargetlanguage。callattentiontothepictureshowingthemusicsectionsinsideamusicstore。say，nowyouaregoingtohearsomeconversations。peopleareaskingtheclerkordifferentkindsofcds。listentotheconversationsandwriteonthemapwhereeachmusicsectionisinthestore。pointoutthesampleanswers。playtherecordingthefirsttime。studentsonlylisten。playtherecordingagain。studentslabelthemapofthecdstore。checktheanswers。2cthisactivityprovidesguidedoralpracticeusingthetargetlanguage。callattentiontothesampleconversationinspeechbubbles。readitwithastudent。askstudentstoworkinpairs。haveeachstudentpracticebothroles。3thisactivityprovidesoralandwrittenpracticeusingthetargetlanguage。callattentiontotheexampleinspeechbubblesandaskastudenttoreadthequestionstotheclass。say，inthisactivityyouwillaskeachotherquestionsaboutfavoritetypesofmusicandfavoritemusicalgroups。askstudentstoworkinpairs。askstudentaineachpairtolookatthechartonpage33，askstudentbtolookatthechartonpage84。remindstudentsnottolookattheirpartnerspage。saythefirstquestionandanswerexchangewithastudent。pretendyouarestudentaandworkwithapartner。say，askmeaboutbobsfavoritekindofmusic。ifnecessary，supplythequestion：whatsbobsfavoritekindofmusic？pointoutthesampleanswerinthefirstcolumn，classical。say，helikesclassicalmusic。thenaskyourpartner，whatsbobsfavoritegrouporsinger？havestudentblookattheansweronpage84andsayittotheclass。showstudentsthatyouarewritingitintheblankinthefirstrowunderfavoritegrouporsinger，askthepairstocontinueontheirown。movearoundtheroommonitoringtheprogressofthepairs。goovertheanswers。4。thisactivityprovidesoralandwrittenpracticeusingthetargetlanguageandasksfororiginalstudentinput。callattentiontotheconversationinthespeechbubbles。readitaloudwithastudent。say，askquestionslikethesetofillinthechart。askthepeopleinyourgroupwhattheirfavoritekindofmusicisandwhotheirfavoritegrouporsingeris。entertheinformationonthechart。pidetheclassintosmallgroupsandsetatimelimitoftenminutes。askallthestudentstobeginaskingeachotherquestions。attheendoftenminutes，getfeedbackbyaskingstudentstodescribethemusicaltastesoftheotherstudentsintheirgroups。sectionbnewlanguagewordsthatsayhowgoodorbadsomethingis：amazing，terrible，awful，great，ok，fantastic，notbad，cool，etc。additionalmaterialstobringtoclassblindfold1athisactivityintroducesthekeyvocabulary。focusattentiononthethreefaces。askstudentswhattheythinkeachonemeans。guidestudentstounderstandthaithesmileyfacemeans，！likeit，themiddlefacewithnosmilemeans，！dontlikeitordislikeit，thefrownyfacemeans，！dontlikeit。thencallattentiontothelistofwords。sayeachoneandaskstudentstorepeat。aftertheyrepeateachword，talkaboutwhatitmeansanduseitinasentence。useyourtoneofvoiceandfacialexpressiontoemphasizethemeaningofeachterm。forpositivewords，smileanduseawarmtoneofvoice。fornegativewords，frownslightlywrinkleyournoseanduseacooltoneofvoice。forexample：amazingmeansvery，verygood。thebeatleswereanamazingmusicalgroup。terriblemeanswry，verybad。ithinkcountrymusicisterrible。ineverlistentoit。awfulmeansverybad。itmeansthesamethingasterrible。thenaskstudentstodrawthecorrectfaceonthelinenexttoeachword。say，drawoneofthesefacesnexttoeachword。pointoutthesampleanswer。checktheanswers。1bthisactivityprovidesoralpracticeusingthetargetlanguage。askeachstudenttomakealistofthreesingersormusicalgroups。theycanchoosefromclassical，jazz，danceoranyothertypeofmusic。thenaskeachstudenttoworkwithapartner。thetwostudentsnamemusicalgroupsandwritedownthewordstheirpartnersusetodescribethegroups。askeachpairtosharetheirlistswithanotherpair。2athisactivityprovideslisteningpracticewiththetargetlanguage。callattentiontothechartandthepicturesofthefourstudents。say，youwillheararecordingofthesefourpeople。theyretalkingabouttheirfavoritekindsofmusic。writethenameofeachpersonsfavoritekindofmusicintheblankundertheirphotoandnexttofavoritekindofmusic。playtherecordingthefirsttime。studentsonlylisten。playtherecordingasecondtime。thistimestudentswritethenameofeachtypeofmusicunderneaththecorrectpicture。2bthisactivityprovideslisteningpracticewiththetargetlanguage。pointtothechartagain。say，willplaythetapeagain。thistime，writeonthecharttheirfavoritegroupsorsingersandwhattheysayaboutthem。playthetapeagain。studentswritethefavoritegrouporsingerandthedescriptionwordsinthechart。playthetapeathirdtimesostudentscancompleteanyanswerstheymissedorchecktheirownwork，checktheanswers。2cthisactivityprovidesguidedoralpracticeusingthetargetlanguage，pointouttheconversationinthespeechbubbles。say，workwithapartner。oneofyouismikeandtheotherisjudy。haveaconversationaboutmusic，usingtheinformationfromactivity2b。asstudentswork，movearoundtheroommonitoringtheirworkandofferingassistanceasneeded。3athisactivityprovidespracticereadingthetargetlanguage。pointoutthetwostoredirectories。askstudentstoreadtheinformationineachone。ask，whatsectiondoesthefirstdirectorytalkabout。（thepopmusicsection）whatsectiondotstheseconddirectorytalkabout？（thecountrymusicsection）say，nowpleasedrawamapofthestore。demonstratewhatthestudentsmapsmightlooklikebydrawingthefirstpartofthemapontheboard。startwithacircleandlabelityouarehere。thenreadthefirstsetofinstructionsthroughthewordsgostraightanddrawanarrowstraightup。readthewords，turnleftattheclassicalmusic。drawaboxandlabelitclassicalmusic。thencontinueyourfirstarrowaroundthisboxtotheleft。havestudentswhowishtoworkalonetogoaheadwithtiheirmaps。askotherstudentstoworkinpairsorsmallgroups。theycanreadthelinesineachdirectoryandworktogethertodrawasinglemap。movearoundtheroom，providingsupportasneeded。askthefirststudentorgroupfinishedtoputthemapontheboard。wheneveryoneisdone，checktheaccuracyofthemapbyreadingtheinstructionsonscreenoneasyouwalkyourfingersthroughthemap。makeanynecessarycorrections。thenaskastudenttoreadtheinstructionsfromscreentwoandwalktheirfingersthroughthemap。3bthisactivityprovideswritingpracticeusingthetargetlanguage。callattentiontothemapofthemusicstoreinthebook。pointtoeachsectionofthestoreandaskstudentstoreadalithelabelsonthedrawing。readthedirectionsforfindingtheclassicalmusicsection。eachtimeyoucometoablank，saythewordblank。askstudentstofillinthemissingwordsbythemselves。suggestthattheyusetheirfingercorapencil）totracethepathtotheclassicalmusicsection。asstudentswork，movearoundtheroommonitoringprogressandansweringanyquestionstheymayhave。askstudentstocheckeachotherswork。checktheanswers。3cthisactivityprovidesguidedwritingpracticeusingthetargetlanguage。callattentiontothemapofthemusicstoreinthebook。pointtoeachsectionofthestoreandreviewthelabelsonthedrawing。pointtothedirectionsstudentswroteforfindingtheclassicalmusicsection。say，nowpleasewritedirectionstothejazzsection。youcanusethesamekindofsentences。say，useyourfingerorapenciltotracethewaytothejazzsection。thenwritethedirectionstothejazzsection。asstudentswork，movearoundtheroommonitoringprogressandansweringanyquestionstheymayhave。checktheanswers。askstudentstowritedirectionstotheothersectionsinthemusicstore。4thisactivityprovidesspeakingandwritingpracticeusingthetargetlanguage。pidetheclassintosmallgroups。askthemtodesigntheirownfloorplanofadepartmentstoreasinactivity3b。thefloorplancanbemorethanonefloorifthereisenoughtime。askthegroupstowritestoredirectoriesfortheinformationdeskintheirstores。asstudentswork，walkaroundtheclassofteringhelpwherenecessary。pidethestudentsintonewpairsandhavethemreadtheirstoredirectoriestoeachother。onestudentreadsandtheotherstudentdrawsthefloorplanofthestore。公开课教案
　　uint6wherearethejazzcds？
　　yanjunchenlanguagegoalinthisunitstudentslearntoaskforandgivedirectionsinsideabuildingandtalkaboutfavorites。newlanguagewhereisthepopmusic？goupstairsandturnright。itsnexttothejazz。whereisthejazz？gostraight。itsbetweenthepopandthecountry。wherearethedancecds？goupstairsandturnleft。theyrebehindthecountrycds。namesofmusicalstylessuchasclassical，dunce，jazz。pop，country。teachingsteps：step1revionlistentothecds。answerwhatkindsofmusicitissuchsaclassical，dunce，jazz，pop，countryetc。step2presentation1。what’syourfavoritekindofmusic？myfavoritekindofmusicisclassical。2。whoisyourfavoritesinger？myfavoritesingerisfeixiang。3。who’syourfavoritepopgroup？myfavoritepopgroupislindiangroup。step3doasurvey。askyourclassmatesabouthisherfavoritekindofmusic，favoritesinger，popgroup。thencompletethechart。step4haveaexchangesmallgroupaexchangetheresultofthesurveyswithsmallgroupb。thenaskabouttheotherstudents’favoritekindofmusic，group，singer。forexample，what’sfanting’sfavoritekindofmusic？what’sliming’sfavoritegroup？what’schenxing’sfavoritesingers？etc。