Module 8 unit 2 The universal language
Period One Welcome to the unit
Teaching aim
Let the students get familiar with the topic of music. Encourage the students to practice their spoken English by talking about their favourite kind of music and discussing the pictures.
Teaching important and difficult points
1. Relate the information given in the book to the students’ own experiences and let them get familiar with different kinds of music.
2. Let them talk about music fully and freely.
Teaching aids
A computer and a projector.
Teaching procedures:
Step I. Lead-in (Discussion)
Do you like music? Why or why not?
How many kinds of music do you know? Can you list some types of music?
What are the common topics of music
Step II. Ask the students to look at the pictures one by one on P17. Then ask some questions about each picture.
Step III. Enjoy some music and ask the students to tell what kind of music they are.
Step IV. Make up a dialogue.
Ask you partner what kind of music he/she likes best and why he/she likes about it.
Step V. Ask the students to tell a story about a famous musician. If there is no, introduce one to the students.
Step VI. Discussion.
Chinese opera is a kind of music with a long history. But some young Chinese don’t like it at all. Some even think that it is noisy. So what do you think about Chinese opera? How can we make more people interested in Chinese opera?
Step VII. Summary.
Step VIII. Homework.
Preview the reading part.
Period Two &Three Reading
Teaching Aims:
1. Learn and master the following words and expressions:
Cast; fall in love; feature; unconditional; be drunk with; exercise control over; break one’s promise; terrify; conduct
2. Train the students’ reading ability.
3. Get the students to learn about the Turandot..
Teaching Important Points:
1. Learn to use the following useful phrases:
Cast; fall in love; feature; unconditional; be drunk with; exercise control over; break one’s promise; terrify; conduct
2. Train the students’ reading ability.
Teaching Methods:
1. Fast reading to get a general idea of the text.
2. Careful reading to get the detailed information.
3. Pair or group work to make every student work in class.
Teaching Aids:
The multimedia
Teaching Procedure
Step 1 Greetings
Step 2 Lead-in
To start the lesson by asking the students some questions
Ask the students to talk freely in order to create an easy atmosphere to encourage the students to practise their spoken language. Ask the students to prepare some information in advance. Get the student to have a general idea of the opera.
Step 3 Reading Strategy
Explain the definition of a review to the students since different types of article have various ways of reading.
1. What’s the definition of a review?
A review is a report or an essay giving some information as well as some opinion or ideas about a book, performance, a painting or something similar.
2. What should we pay attention to while reading a review of an opera?
a. A review of opera usually starts with some background information.
b. The review can five some important such as the actor’s names and finally an evaluation.
c. The review may include lots of very descriptive words that reflect feelings.
Step 4 Fast reading
Ask the student to scan the text to finish the exercises in Part A
Step 5 Listening and comprehension
Listen to the recording and ask the students to finish the exercises on P 20 Part C1
Answers:
1. Because she felt that she could almost feel the history.
2. She is cold-hearted.
3. He was killed.
4. She does not have to marry him.
5. He promised to allow Turandot to choose her own husband.
6. Eight.
7. Turandot was played by Sharon Sweet from the USA, Liu was played by Barbara Hendricks from the USA and Calaf was sung by Kristian Johannsson form Iceland.
8. The bringing together of the group of people from many countries, the music and the setting.
Step 6 Post-reading
In order to have an accurate understanding of the text, ask the students to finish Part D on P20. And explain some more language points to the students.
1. witness n.
e.g. According to (eye) witnesses, the robbery was carried out by two teenage boys.
witness vt
witness doing sth
e.g. He arrived home just in time to witness his brother being taken away by the police.
2.star vt (e.g. The studio would like to star her in a sequel to last year’s hit.)
cast vt (e.g. The doctor decided not to cast his new film with big-name actors.)
3. setting n.
e.g. The play has its setting in a wartime prison.
be set in … (e.g. The story was set in Britain of the nineteenth century.)
4. take on
a. to accept a particular job or responsibility:
e.g. She took too much on and made herself ill.
b. to employ someone:
e.g. She was taken on as a laboratory assistant.
c. to compete against or fight someone:
e.g. The Government took on the unions and won.
d. to begin to have a particular quality:
e.g. Her voice took on a troubled tone.
5. exercise vt (to use one’s right, power or influence)
e.g. The young employer simply does not know how to exercise his power over his employees.
Since you’re a citizen of our country, you should exercise your right to vote.
6. be desperate to do sth./be desperate for sth.
( to be eager or in great need to do/for sth.)
e.g. The old man was desperate to see his son, Who had left home to study abroad.
The boy is desperate for a new pair of football shoes.
7. leave vt 常用“l(fā)eave＋賓語(yǔ)＋賓補(bǔ)”結(jié)構(gòu)
(to let sb. do sth. or be in a state/to let sth. be in a state )
e.g. My grandma is over 80 years old, so do not want to leave her alone at home.
The poor farmer died, leaving his wife and three children in poor conditions.
When the couple went on holiday, they left their pet dog in the care of a friend.
8. transform vt (to make a complete change of the appearance or character of)
e.g. Plenty of rain might transform the area from a desert into a place full of plants.
It is said that the old railway station built about 100 years ago will soon be transformed into a railway museum.
Step 7 Homework
Period Four Word power
Teaching Aims:
1. Learn to read a passage of something about an orchestra and instruments used in an orchestra.
2. Enlarge the students’ vocabulary.
Teaching Important Points:
1. Understand the meanings of words and expressions related to an orchestra.
2. Master the words in this part and use them freely.
Teaching Difficult Points:
1. Knowing the main idea of the passage.
2. Remember some new words about an orchestra.
Teaching procedures:
Step 1 Greetings
1. Greet the whole class as usual.
2. Check their homework if any.
Step 2 Brainstorming
1. What is an orchestra like?
2. What kind of music is performed by an orchestra? (classical music/opera)
3. Do you know any famous orchestras in China or in other countries around the world?
Step 3 Vocabulary learning
1. Read the web page in Part A carefully, and then complete the following chart written on the blackboard.
Complete Part B individually and then check answers with a partner to see if they have got the answers.
Suggested answers:
strings: harp, violas, double basses
brass: saxophones, trombones, tubas
woodwind: oboes, bassoons, piccolos
percussion: timpani, xylophones, gongs
2. Read the report and complete Part C individually referring to Parts A and B.
Suggested answers:
(1) orchestra (2) chamber (3) symphony
(4) strings (5) brass (6) violins
(7) cellos (8) brass (9) trumpets
(10) Flutes (11) woodwind (12) bass drums
Step 4 Vocabulary extension
Please focus on Part D and complete it individually.
Answers to D:
the instruments in red: strings
the instruments in blue: woodwind
the instruments in green: brass
the instruments in yellow: percussion
Step 5 Homework
Period Five& Six Grammar and Usage
Teaching Aim:
Introduce the ellipsis.
Teaching Important Point:
The basic usage of the ellipsis and learn to use it in different situations.
Teaching Difficult Point:
How to help the students learn when to use ellipsis and how to use it correctly.
Teaching Methods:
Teaching and practicing.
Individual or pair work.
Teaching Aid:
Multimedia.
Teaching procedures:
Step1: Introduction to ellipsis
Ellipsis means leaving out words of a sentence when the meaning can still be understood. Ellipsis is used when you do not want to repeat words or phrases that are obvious. You’re to learn when to use ellipsis and how to use it correctly.
Step 2: Presentation
Sentences on the blackboard
- How is your cousin today? ---(She is )Much better.
(You) Open the the window, please!
(It) Sounds fine to me.
(It is a ) Pity our teacher couldn’t come.
(Is there) Anything wrong?
(Have you) Found your pencil?
Read these sentences and point put the words that have been left out in each sentence.
Step 3: Instructions
1. Go over Part 1& Part 2
Ellipsis is often used in imperative sentences, in short responses, in infinitive phrases and in informal English. Ellipsis is also used after hence, some prepositions or than. You should pay attention to the case in which ellipsis is used when two clauses with the same pattern and the same verb are used in a sentence.
Read the examples in Point 2 and get to know that in some special styles, words are left out just to save space and time. When it comes to signs and labels, newspaper headlines, instructions, postcards, diaries and notes, ellipsis is often used.
2. More examples
Step 4: Practices
1. Read Part A carefully and find out the words that can be left out.
Answers:
Singer: It was a real privilege for me to be cast. It had always been one of my strongest desires to have a part in Turandot.
Jane: How were you hired for the job?
Singer: Well, I’m a musical performer,………One day, saw a poster that the production company’s Personnel Department had put up saying that they were looking for singers. I applied for the job, and they sent me an invitation to try out for a part in the chorus.
Jane: Was it difficult to try out?
Singer: Yes, it was difficult……
……
Singer: The best part was visiting Beijing because the performance was staged in the Forbidden City.
……
Singer: Yes, I would like to visit Beijing again.
Jane: Well, it’s been fun talking to you. I thank you for your time.
2.Read the instructions in Part B and finish the part individually.
Answers:
1 b 2 c 3 a 4 d 5 e
1 Bob James, the pop star dies of drug abusing.
2 This is the door to the stage.
3 The performance last night was not as good as usual.
4 Please handle this with care.
5 Turandot is really a wonderful performance, and the setting is fantastic too.
3. Do Part C1 and C2 on page110 of the Workbook. After doing the two exercises, they will know more clearly how to use ellipsis correctly.
Step 5: Exercises
1. - Are there any English story books for us students in the library?
- There are only a few, ___________.
A. if any B. if there C. if some D. if has
2. - Would you like to go with us?
- Yes, _____________.
A. I'd B. I'd like C. I'd like to D. I'd like to do
3. - Would you like to have a try once again?
- ________________.
A. Yes, I like B. No, I don’t like it
C. Yes, I want very much D. Yes, I’d like to
4. - What do you think made Mary so upset?
- ___________ her bicycle.
A. As she lost B. Lost C. Losing D. Because of losing
5. - When did they get down to the job?
- _______________.
A. Until they left B. Till they arrived
C. Since they finished it D. Not until they turned to me
6. - Are you angry?
- Yes. He should at least answer when _____________.
A. speaking B. spoken to C. spoken D. speaking to
7. Be careful while _________ the street.
A. to cross B. crossing C. he crosses D. being cross
8. _______ us for a dinner, don’t you?
A. Don’t you join B. Join C. Have to join D. Let’s join
9. I promise we’ll be there at 6, _________.
A. rainy or shine B. rains or shining
C. rain or shine D. rain or shining
10. In the car accident the child was hurt, but ___________.
A. the mother is killed B. the mother killed
C. the mother being killed D. the mother has killed
11. __________ I don’t remember where I met him.
A. Fact is which B. what the fact is that
C. The fact is what D. Fact is
12. He raised his hand __________ silence.
A. as if to command B. as though he going to command
C. as though to command D. as of he commanding
13. Francis Preston Blair, Jr., _________ born in Kentucky, lived and practiced law in Missouri.
A. was B. he was C. although D. who he was
14. We are to install this instrument ____________.
A. as originally planned B. as it originally planned
C. as was originally planned D. as it being originally planned
15. __________, people and objects are presented in a flat, often angular, abstract manner in Jacob
Lawrence’s paintings.
A. Always able to recognize B. The ability to recognize always
C. While always recognizable D. Always can be recognized
Answers:
1-5 ACDCD 6-10 BBBCB 11-15 DCCAC
Period Seven& Eight
Task Writing a website negative emotional language
Teaching Aims:
1. To train the students’ ability of listening and writing.
2. To master the skills in the writing of the life story of a composer
3. To practise writing the life story of a composer
Teaching procedure:
Step 1 Review the last period of the unit
Skills building 1: listening for facts about people
When we are listening for facts about people, there are certain things we need to listen for. These includes:
1. date when they were born and died
e.g. He/She was born/died on 26 May 1962.
2. places where they were born or died. These might be or countries.
e.g. He/She was born in London, England.
3. specific things that they did in their life. This will include dates and places such as when and where they got married or had a child, etc.
e.g. He married Jane in Paris in 1999.
4. information about why they did something and who or what influenced them.
e.g. He wrote this opera because he liked East Asia.
Step 2 Listening
While listening to the recording, ask the students to apply listening skills in practical use, such as note taking. The teacher should be responsible for the speed of the recording and make sure the student can finally understand the text as a whole. After the teacher can check the answers with the students.
Step 3 Table fill-in
In this section, the students first are required to go through three passages on p 27. Since during the listening we have just finished part of the exercise, the teacher can design a skimming and scanning practice here, asking the students to find the relevant information of the table provided on P 26. And later ask the students to check their answers by presentation.
Skills building 2: finding out about people’s lives
Sometimes you need to find out about people’s lives. You can start by asking the following questions.
Which city/country was he/she born in?
When was he/she born?
What instruments did he/she play?
When was …written?
When did he/she die?
Where did he/she die?
Did he/she have brothers/sisters? What were their names?
When did he/she get married?
Who did he/she marry?
Can you tell me any other information about him/her?
Is there anything else you can tell me about him/her?
Step 2 asking for further information
In this section, the students are supposed to work in pair to practice the skills in skills buildings 2. The teacher can encourage the students to pracise their spoken language during this part, and later the teacher can also provide the sample answers to the students.
Skills building 3: writing someone’s life story
When writing someone’s life story on an exhibition board, you need to:
1. Start with his/her name as a little with the dates of his/her birth and death underneath.
2. Perhaps use a timeline to illustrate what the person did in his/her life.
3. Write the information in the order that it happened.
4. Include pictures to make it attractive.
Step 3: writing the life story of a composer
In this section, the students should apply their learned skills to practical use. First they have to collect some facts about the composers, find out about people’s lives and then write someone’s life story. The teacher first of all should remind the students of these steps and then give some instructions to the students. If it is needed, the teacher can also give the students a sample writing to show how they are supposed to phrase their article.
Step 4 Homework
Prepare for next period.
Period Nine& Ten Project The universal language
Teaching aim
Help students use what they have learnt to finish a project by working together.
Teaching important and difficult points
1. Help the students understand the text to collect as much information as they can.
2. Ask the students to have a discussion about which singer or band they will focus on, what they will include in the project and how they can organize their webpage.
Teaching aids
A computer and a projector.
Teaching procedures:
Step 1 Dictation.
Step 2 Lead-in
In this unit, we have discussed different kinds of music. So today let’s have a closer look at the history and development of pop music.
Step 3 First reading
Ask the students to read the article “From jazz to pop” and then answer the questions.
What is this text mainly about?
It is about the history and development of pop music.
How many periods can pop music be divided into according to the writer?
Five periods. Early jazz, swing music, R&B, rock and roll, and 1960s pop music.
Step 4 Second reading
Read different parts of the text on by one.
Early jazz
1. What was the most important instruments used in jazz?
The trumpet is one of the most important instrument used in jazz
2. Who is considered as one of the founding fathers of jazz?
Louis Armstrong
From wing music to rock and roll
1. What is the difference between swing music and traditional jazz?
Swing music is faster than traditional jazz and have a sort of swinging feel to the music.
2. What are included in “big bands”?
Big bands included a pianist a violinist and a bassist, as well as others.
3. Who is considered as one of the pioneers of rock and roll?
Big Joe Turner.
1960s pop music
1. Which band was the most successful rock and roll band of the 1960s?
The Beatles.
2. What is “Beatlemania”?
The phenomenon that masses of fans of the Beatles welcome this band at the airport.
Step 5 Finish exercises B1 and B2 on the page 109
Step 6 Discussion.
Work in groups to discuss how to research and what to research about a singer or a band and then answer the questions in part B.
Step 7 Homework
Each group should choose a singer or a band to research and then divide the work among group members. Each group member will be responsible for searching for some information. Use the information collected to make a webpage after class and present them to the class on the display wall.