I. Teaching objectives 教學目標
Skill focus 聽 Listen for matching people with the music they like
說 Talk about opinions about music
讀 Read a passage about music for information
寫 Write a biography of a composer
Language
Focus 功
能
句
式
Talk about music
You like western classical music, don’t you? Yes, I do.
Who’s your favourite classical composer? Beethoven.
She doesn’t like pop music, does she?
You’ve heard of him, haven’t you?
He was German, wasn’t he?
You listen to pop music, don’t you?
It’s certainly very traditional, isn’t it?
詞匯 1. 重點詞匯:
pop, techno, beautiful, fun, lively, sad, serious, show, traditional, sure, Austrian, composer, fan, on earth, noisy, centre, drum, guitar, violin, elder, die, rest, maybe, phone, instrument, of course, loud, record, own, century
2. 認讀詞匯
blues, classical, jazz, rock, dramatic, German, rap, organ, trumpet, waltz, younger, addition, in addition to, actually, type, gospel, string, part-time, milkman, recording, artist, figure
語法
Tag questions
話題 Western music
Ⅱ. Teaching materials analyzing 教材分析
本單元以Western music為話題，設計了三個部分的內(nèi)容。旨在通過單元教學使學生了解西方音樂的有關知識；了解奧地利著名作曲家--約翰施特勞斯；學會表述反意疑問句及其回答；能談論對不同類型的音樂及對于音樂的愛好和理解；談論最喜歡的音樂；練習通過閱讀找出信息的能力；能根據(jù)所給的信息寫音樂家的傳記。
Unit 1 談論不同類型的音樂，學習能描述音樂的一些形容詞；認識反意疑問句及其回答；談論對音樂的喜好。
Unit 2 學習關于著名音樂家約翰施特勞斯和莫扎特的文章，并從文章中找出細節(jié)信息；利用所個的信息寫音樂家的小傳。
Unit 3 在練習中復現(xiàn)本單元重點詞匯、句型和語法；讀關于the orchestra的文章；談論并描述最喜歡的音樂。
III．Class types and periods 課型設計與課時分配
Period 1 Listening and speaking (Unit 1)
Period 2 Reading and writing （Unit 2)
Period 3 Language in use (Unit 3)
Ⅳ Teaching plans for each period分課時教案
Unit 1 You like western classical music, don’t you?
Target language 目標語言
1. Words & phrases生詞和短語
pop, techno, beautiful, fun, lively, sad, serious, slow, traditional, sure, Austrian, composer, fan, on earth, noise
2. Key sentences重點句子
Who’s it by?
You’ve heard of him, haven’t you?
He was German, wasn’t he?
You like western classical music, don’t you?
But Sally is a classical musician, so she doesn’t like pop music, does she?
No, she doesn’t.
What on earth is that?
Ability goals 能力目標
Enable the students to listen to different types of music and learn tag questions.
Learning ability goals學能目標
Help the students to learn how to listen to and talk about different types of music and describe music.
Teaching important/difficult points 教學重難點
Learn some new words and expressions, learn tag questions.
Teaching aids教具準備
A projector or some pictures about Project Hope, a tape recorder.
Teaching procedures and ways教學過程與方式
Step I Lead in
In this procedure, show some pictures to let the students know different types of music.
T: Hello. Boys and girls. Nice to see you again.
S: Nice to see you.
T: Do you like music?
S: Yes.
T: There are many different kinds of music. Let’s look at the pictures.
Show pictures with different kinds of music to the students. Learn new words of music types with the students. Ask the students to read the new words: blues, classical, jazz, opera, pop, rock, techno, make sure they know the meaning of each word.
T: We can use some adjectives to describe different kinds of music. For example, how is pop music?
Help the students to say modern.
T: Let’s work in pairs, ask and answer questions about your favourite types of music and describe it.
One sample conversation:
S1: What kind of music do you like?
S2: I like blues.
S1: How is blues?
S2: It is sad.
Help the students to be familiar with dramatic, lively, slow, serious. Ask some pairs to make up a short conversation in front of the class.
Step 2 Listening and matching
In this procedure, ask students to listen to the tape and match different types of music and the adjectives. Help the students to learn and remember the new words.
T: There are many different kinds of music and we can use many adjectives to describe them. Now, let’s look at the picture on page 34. Listen to the tape and decide which type of music the people in the photo play.
T: Listen again and match the words with the music.
Check the answers with the students and then play the tape again to make the students correct their answers.
Step 3 Listen and read
In this procedure, the students will listen and read a dialogue. Ask the students to do pair work to find the people and the types of music they like. Learn some words in real situations.
T: In these types of music, there is western classical music, do you like it?
S: Yes.
T: Sally’s school orchestra is playing western classical music. At the same time, Tony, Lingling, Betty, Daming are talking about their favourite types of music. Let’s listen.
Listen to the tape and ask the students to fill in the blanks of Activity 4.
T: Let’s check your answers with your friends.
T: Now, let’s listen again and check your answers.
Go through the answers with the students.
Step 4 True or False
In this procedure, ask the students to read the dialogue again and find some details. Do Activity 5 as a competition to see if the sentences are true or false.
T: Read the dialogue again and do Activity 5. Check if they are true or false. Let’s have a competition between boys and girls. If a boy or a girl first stands up and correct the question correctly, he will get a star. Those who get more stars will be the winner.
One sample conversation:
S1: They’re listening to western classical music.
S2: True.
S1: Strauss was born in the capital of Australia.
S2: False. Strauss was born in the capital of Austrian.
Add another three sentences for the students to
6. The music Tony is listening is by Strauss.
7. Sally doesn’t like pop music.
8. Daming likes rap music.
At the same time, help the students to find out some difficult points. Deal with them together. Give the students some other example to make them understand further.
In the end, count the number of stars with the whole students to see which side is winner.
Step 5 Discussion
In this procedure, practice some words and expressions in Activity Five by having a discussion.
T: There are some new words in the dialogue. Let’s read these new words and try to remember them: capital, composer, fan, musician, river.
T: Work in pairs. Ask and answer questions in Activity 6.
One sample conversation:
S1: What’ s the capital of Shandong Province?
S2: Jinan.
S1: Who is your favourite composer?
S2: My favourite composer is Beethoven.
…
Check the answers. Ask some pairs to make up a short conversation. .
Step 6 Pronunciation and speaking
In this procedure, listen to the tape and pay attention to the tone of tag questions.
T: In the dialogue, there are some tag questions, can you find them?
Help the students to find the tag questions in the dialogue.
T: Sometimes, tag questions may help us ask a real question or check information, but we must use different tones. Listen to the tape carefully, find out which tone we use when we ask a real question or check information.
Play the tape and help the students to find out the usage of tones.
T: When we want to ask a real question, will we use rising tone or falling tone?
S: Rising tone.
T: What about checking information?
S: Falling tone.
Listen to the recorder and find out if the four sentences given are used to ask a real question or check information according to different tones. Help the students to understand and check the answers.
Step 7 Speaking
In this procedure, work in pairs, describe opinions of music.
T: In this lesson, we have learnt many different types of music. We can use some adjectives to describe them. Let’s talk about your opinion of music.
T: Work in pairs, ask and answer what music you like or don’t like. Give your reasons.
One sample conversation:
S1: What music do you like?
S2: I like pop. It’s lively and good to dance to. I don’t like rock. It’s noisy. What about you?
S1: I like…
Ask some pairs to make a conversation before the class.
Homework:
1. Ask the students to learn and remember the new words and expressions of this unit.
2. Ask the students to read the dialogue and grasp some important sentences.
Unit 2 Project Hope has built many schools
Target language 目標語言
1. Words & phrases生詞和短語
centre, drum, guitar, violin, elder, die, rest, younger, in addition to
2. Key sentences重點句子
There were two composers called Johann Strauss: a father and a son.
His Waltzes made him famous all over Europe.
Before he was six he played not only the piano, but also the violin and the organ.
Ability goals 能力目標
Enable the students to learn some new words and expressions, read the passage and write a passage about a composer.
Learning ability goals學能目標
Help the students read the passage for information and write a passage about a composer with the information given.
Teaching important/difficult points 教學重難點
Some new words and important sentences.
Develop the skills for reading for information
Teaching aids教具準備
A projector or some pictures about Project Hope, a tape recorder.
Teaching procedures and ways教學過程與方式
Step 1 Revision
In this procedure, revise some words and expressions in unit 1. Do pair work, using important sentences and tag questions.
T: Hello. Boys and girls. Nice to see you again.
S: Nice to see you.
T: In the last unit, we have learnt many different types of music. What are they?
S: Blues, classical, jazz, opera, pop, rock, techno
T: How are these types of music?
(Do chain work)
S1: Blues is sad.
S2. Classical is serious.
S3: Jazz is beautiful and slow
…
T: Do pair work, ask and say your favourite music, using tag questions.
Write some tag questions and everyday English on the blackboard. Help the students to revise them and make up a conversation.
One sample conversation:
S1: You like pop music, don’t you?
S2: No, I like rock music. You don’t like rock music, do you?
S1: Yes. I do. I am a classical fan.
S2: What on earth is that?
S1: Classical music.
S2: I don’t believe it.
Ask some pairs to make a conversation before the class.
Step 2 New words
In this procedure, make the students familiar with some new words of some instruments, using pictures.
T: We have many different types of music, how can we play them? What instruments do you know? S: Drum, guitar, violin, piano
Use pictures to help the students answer. Present the new words: organ, trumpet,
Ask the students to read these words. Make sure they understand the meaning of each word.
T: Look at pictures on page 36, match the pictures with the words.
Step 3 Listen and Read
In this procedure, ask the students to listen and read the passage and decide whether the sentences are true of false to help the students find information of the passage.
T: We have known some types of music and instruments. There are also many great musicians in the world. Who do you know?
Help the students to say some famous musician, in Chinese is OK.
T: There is a country called the capital of music. On the first day of every year, there is a New Year Orchestra in this city. Do you know which country?
S: Yes, it is Vienna.
T: There were also two great musicians in Vienna….
S: Johann Strauss and Mozart.
T: Well done. Today, let’s come to know the two great musicians.
T: Please listen to the tape with your books closed. After listening, you’ll check the true sentences behind the passage.
Play the tape and check the answers after listening. First check the answers with each other, then go through the answers in the class.
Step 4 Pair work
In this procedure, ask the students to read the passage again and find more information in the passage. Work in pairs to ask and answer.
T: Let’s read the passage again and answer the questions in Activity 3. Read slowly and carefully this time.
When the students are reading, walk up and down to see if the students have any difficulties in reading.
T: Now, work in pairs, ask and answer the questions.
Check some pairs. Deal with any difficulty point in understanding. Explain the meaning of the difficult sentences if necessary.
Step 5 Careful reading
In this procedure, ask the students to read more carefully to find out some important and difficult sentences. Explain these sentences and give some other examples.
Write some sentences on the blackboard:
1. He is famous all over the Europe for his waltzes.
2. When he was 12, he wrote his first opera.
3. There were two composers. We call them Johann Strauss: a father and a son.
4. He played the piano, the violin and the organ.
T: Please read the passage more carefully and find out the sentences in the passage which have the same meaning as the sentences on the blackboard.
After about 6 minutes, ask some students to do this task. Explain the language points to the students. Give more examples.
1. make…famous
2. at the age of: He went to school at the age of 7.
3. called: He has a boy called Tom.
4. Not only…but also: He not only read this book, but also remember the book.
Step 6 Reporting
In this procedure, help the students report the passage, using information given in the passage. Practice the speaking. Be prepared for the writing.
T: We have learnt the passage about the two famous musicians. If you are a reporter, can you tell us the story of Mozart? You can refer to some key words.
Give some key words and ask the students to have a report.
Austria, 1756, not only…but also, around Europe, give concerts, at the age of 12, 1791, greatest composer
Ask some students to report the story of Mozart.
Step 7 Writing
In this procedure, ask the students to say something about Xian Xinghai and write a passage about it.
T: There are many famous musicians in China. Who do you know?
S: Nie’er, Xian Xinghai and…
T: Yes, Xian Xinghai was one of the most famous musicians in China. Today, let’s say something about him. Please look at Page 37. There are some notes about him. Work in pairs and say something about him according to the information given.
One possible version:
Xian Xinghai is one of the great composers of classical and traditional music. He was born in…
Ask two students to have a report.
Then ask the students to write the passage down. Ask one student to write on the blackboard. Correct mistakes after writing.
Homework:
1. Learn and remember the new words and important sentences.
2. Read the passage for several times.
3. Practice writing.
Unit 3 Language in use
Target language 目標語言
1. Words & phrases生詞和短語
maybe, phone, instrument, of course, loud, record, own, century
2. Key sentences重點句子
She doesn’t like pop music, does she?
You’ve heard of him, haven’t you?
He was German, wasn’t he?
You listen to pop music, don’t you?
It’s certainly very traditional, isn’t it?
Ability goals 能力目標
Enable the students to understand the tag questions and use them.
Learning ability goals學能目標
Students can find information of a passage. Develop listening and speaking skills.
Teaching important/difficult points 教學重難點
Revision of the tag questions
Teaching aids教具準備
Some pictures and a tape recorder
Teaching procedures and ways教學過程與方式
Step 1 Revision
In this procedure, check the homework of Unit 2 to make the students revise what they have learnt.
Have a dictation of some new words and expressions.
Ask some students to read the passage about the composer of Xian Xinghai.
Step 2 Grammar
In this procedure, revise the important points of this module. Do pair work to practise tag questions.
T: Look at page 38, Exercise 1. Let’s play a game called “l(fā)ooking for friends”. One student reads a sentence in column A, if you can choose the correct tag question in Column B, you can stand up and answer.
One sample conversation:
S1: You like rock music.
S2: don’t you?
S1: They sing well.
S3: don’t they?
S1: He has written ten new songs this year.
S4: hasn’t he?
…
T: Well done! Let’s come to Exercise 2. Please fill proper tag questions in the blanks.
Give the students a few minutes to write the correct answers.
T: Work in pairs. Practise the conversation. Make sure you put the stress in the right places.
Ask some pairs to read the conversation. First check the work among the students, then go through the answers with the students.
T: Please tell us whether the speaker in each case is asking a real question or just checking information.
Ask the students to answer. Go through the answers with the students.
Step 4 Words and expressions
In this procedure, revise some important words and expressions, make sure the students know their meanings and spelling. Then do some practice.
Show some pictures and ask the students which type of music each picture is. Ask the students to ask and answer in pairs according to the each picture.
One sample conversation:
S1: What type of music is it?
S2: It’s pop music.
S1: How is it?
S2: It’s lively and modern.
T: Please write down the different types of music below the five pictures.
T: Let’s look at Activity 5. Please add these words to the correct column.
Check the students’ answers. Then go through suggested answers with the students.
One possible version:
classical piano composer
jazz trumpet singer
pop guitar singers
T: We have learned something about Mozart in the passage in Unit 2. Now let’s learn more about this famous musician. Let’s read the passage of Activity 6, then fill in the blanks with proper words from Activity 4 and 5.
Ask one student to write the answer on the blackboard. Then check the students’ answers.
Step 5 Reading
In this procedure, read a passage about Elvis Presley and answer some questions. Develop the reading skills of students.
T: There were many famous pop singers in the world. Among them Elvis Presley is one of the most famous. Let’s read a passage about him and answer the questions.
After reading, ask students to answer the questions.
T: Let’s ask and answer the questions in pairs.
One sample conversation:
S1: How long did Elvis live in Memphis?
S2: He lived there for 29 years.
The students will ask and answer the rest of the questions. Ask some pairs to deal with the questions before the class.
Step 6 Listening
In this procedure, ask the students to listen carefully and grasp the details of the passage. Ask and answer questions in pairs after listening.
Play the tape twice and ask the students to listen carefully.
T: Have you got it? Please ask and answer the questions in pairs.
One sample conversation:
S1: Where does Amy study?
S2: …
Go through the answers with the students.
Step 7 Around the word
In this procedure, ask the students to read the passage to know something about the orchestra.
T: An orchestra is a large group of musicians who play classical music. What is it made up of? How is it going? Let’s read a passage about it.
Give the students a few minutes to read this passage.
Step 8 Module task
In this procedure, ask the students to practise speaking. Talk about the music they like best. Do pair work, using the words and expressions of this module.
T: In this module, we learned something about music. Let’s talk about your favourite music. Work in pairs, describe the music you like best.
One sample conversation:
S1: What kind of music do you like best?
S2: I like rock music.
S1: Why?
S2: Because it is lively and fast.
S1: Do you like classical music?
S2: Yes I do.
Ask some pair to act before the class.
T: Let’s have a discussion. Work in groups of four. Every one will talk about your favourite music. Use the adjectives to describe your feelings when listening. After discussion, one student must report your discussion to the class.
One sample version:
S1: I like pop music. It’s lively and modern.
I don’t like rock music, because it’s too noisy
T: Please report your discussion to us.
One sample version:
S1: Li Ming likes pop music, it’s lively and modern. He doesn’t like rock music, it’s too noisy.
Homework
1. Revise this Module.
2. Do workbook Module 5
Teaching resources教學資源庫
I. 重點知識詳解
(1) 反意疑問句的構(gòu)成及回答
反意疑問句一般規(guī)律是“前否定后肯定；前肯定后否定”。構(gòu)成反意疑問句的助動詞應該和前面的一致，要注意時態(tài)、人稱和數(shù)的變化。
He plays the piano well, doesn’t he?
They are listening to music, aren’t they?
My brother won’t leave for America, will he?
但是情態(tài)動詞的反意疑問句要注意，must表示“有必要”時，反意疑問句要用needn’t；表示“必須”時，用mustn’t。
You must go home right now, needn’t you?
The car must be locked, mustn’t it.
祈使句的反意疑問句要用will/won’t you? can/can’t you? could/would you? 否定祈使句的反意疑問句用will you?
Have a cup of tea, won’t you?/will you?
Don’t open the door, will you?
Let’s的反意疑問句用shall we? Let us的反意疑問句用will/won’t you?
Let’s take a rest, shall we?
Let us do it, will you?
在“前否定，后肯定”形式的反意疑問句中，如果表示贊同前者說的話，和前面說的話相一致，用no回答，用漢語可翻譯為“是的”；如果表示不贊同前者說的話，用yes回答，用漢語可翻譯為“不是”。
He didn’t get up early this morning, did he? 他今天早上起床不早，對嗎？
Yes, he did. (=He got up early) 不，他起得早。
No, he didn’t (=He didn’t get up early) 是的，他起得不早。
(2) not only…but also的含義及用法：
not only A…,but also B…表示“不但；而且”，可連接兩個并列成分，但強調(diào)后者；后面的also也可省略。
He is not only clever but also hard - working.（強調(diào)后者）他不但聰明而且能干。
not only…but also結(jié)構(gòu)中，not only放在句首時，后面引導的句子要用倒裝語序，引起部分倒裝；但but also后的句子不倒裝，用陳述語序。
Not only did he work faster, he worked better also. 他不僅工作更快，而且更好。
Not only did I know her, but I was her best friend. 我不僅認識她，而且是她最好的朋友。
II. 背景知識
1. 施特勞斯父子
維也納華爾茲(Wiener Walzer)和施特勞斯父子維也納華爾茲，這種源于四分之三拍節(jié)奏民間舞蹈的樂曲，經(jīng)過約翰施特勞斯父子的發(fā)展和創(chuàng)新，如今成了維也納舞曲的象征。
父親約翰施特勞斯(Johann Strauss, Vater, 1804.3.14.-1845.9.25.)以前只是一家樂團里的中提琴演奏者。一八二五年，他自己創(chuàng)建了一個舞會樂隊，并且在短短幾年內(nèi)使其成為一個具有相當規(guī)模的樂團。他先后率領樂團訪問了德國、巴黎和倫敦，一八三五年成為宮廷舞會首席指揮。他的作品中最著名的莫過于《拉德斯基進行曲》。這首頌揚奧匈帝國常勝將軍的樂曲，作為維也納新年音樂會的最后一個保留曲目，傳播到全世界億萬百姓的家中。
青出于藍而勝于藍。音樂世家的長子約翰施特勞斯十九歲那年就自己成立了樂團。二十四歲的約翰施特勞斯繼承了父親的著名樂團，并漫游了半個歐洲和美國。一八六三年，約翰 施特勞斯已經(jīng)成為維也納宮廷舞會的指揮。在這位華爾茲之王的四百多首華爾茲舞曲中，最著名當然是屬他一八六七年創(chuàng)作的《藍色的多瑙河》，這首舞曲甚至被人稱為奧地利更受人歡迎的“ 國歌＂。
2. 莫扎特
1756年1月27日，莫扎特出生于奧地利的薩爾斯堡一個宮廷樂師之家。他很小就顯露出極高的音樂天賦，在父親的教導下學習音樂。從1762年起，在父親的帶領下，6歲的莫扎特和10歲的姐姐安娜開始了漫游整個歐洲大陸的旅行演出。他們到過歐洲許多地方，所到之處無不引起巨大的轟動！在奧地利國都維也納，他們被皇帝請進王宮進行表演。
1772年，16歲的莫扎特終于結(jié)束了長達10年之久的漫游生活，回到自己的家鄉(xiāng)薩爾斯堡，在大主教的宮廷樂隊里擔任首席樂師。由于不滿主教對他的嚴厲管束，這段不穩(wěn)定的雇傭關系終于在1781年結(jié)束，他毅然決定獨立自主，前往維也納定居，走上艱難的自由音樂家道路。
莫扎特寫作之輕松與神速使他的同時代人和后輩都把他看作是無師自通、不學而成的天才，縱觀他的一生，除了孩提時期受到父親的嚴格教誨外，的確從未得到過正式的教師指導。天才是不容否認的，但人們往往因此而忽略了天才也離不開刻苦與勤奮。莫扎特曾說：“人們以為我的藝術(shù)得來全不費功夫。實際上，沒有人會像我一樣花這么多時間和思考來從事作曲；沒有一位名家的作品我不是辛勤地研究了許多次。
3. 爵士樂
爵士樂（jazz)是美國音樂的一種，開始于20世紀20年代，這是一種具有奇特節(jié)奏和非洲和聲色彩的音樂形式，由早期的拉格泰姆(ragtime)、藍調(diào)(blues)吸取了營養(yǎng),發(fā)展到后來的比波普、自由爵士、現(xiàn)代爵士。它走過了一段令人驚喜而富有朝氣的旅程。它的自由的即興風格，結(jié)合黑人音樂家那天生的豐富節(jié)奏感，由此產(chǎn)生了這種微妙而無法準確記譜的美妙音樂。
4. 古典音樂
古典音樂是指那些從巴洛克時期(1600-1750)開始一直到20世紀早期，在歐洲文化傳統(tǒng)背景下創(chuàng)作的音樂,它有別于通俗音樂和民族音樂,具有永恒的意義。大約從1600年開始,歐洲作曲家開始創(chuàng)作早期音樂，這也就是古典音樂的開端。事實上，很多西方古典音樂最早都是來自于為宗教儀式和慶典而寫的音樂。
5. 藍調(diào)
藍調(diào)（Blues）為爵士、搖滾及福音歌曲（Gospel）的老祖宗，原本只是美國早期黑奴抒發(fā)心情時所吟唱的12小節(jié)曲式，演唱或演奏時大量藍調(diào)音（Blue Notes）的應用，使得音樂上充滿了壓抑及不和諧的感覺，這種音樂聽起來十分憂郁(Blue)。但就是這么一股〝反骨〞氣息，使得它后來在叛逆的搖滾樂中發(fā)揚光大。藍調(diào)以歌曲直接陳述內(nèi)心想法的表現(xiàn)方式，與當時白人社會的音樂截然不同。
6. 流行音樂
流行音樂是20世紀最重要的藝術(shù)形式之一，而在流行音樂領域影響最廣的則當屬流行演唱。流行演唱自流行音樂誕生以來，它便顯示出了蓬勃的生機，經(jīng)過近百年的發(fā)展，如今已自成一派，在我國它已成為和美聲唱法、民族唱法相抗衡的重要演唱方法之一。
7. 歌劇
歌劇一種以歌唱為主，并綜合以器樂、詩歌、舞蹈等藝術(shù)為一體的戲劇形式。歌劇是西洋音樂舞臺上最重要的綜合藝術(shù)形式。西洋歌劇的故鄉(xiāng)是意大利，第一部歌劇《達芙妮》（佛羅倫薩作曲家培里創(chuàng)作于1597年）在那里產(chǎn)生。中國宋元以來形成的各種戲曲，也有歌劇的性質(zhì)。五四以后特別是延安時期，音樂工作者開始嘗試借鑒西洋歌劇的創(chuàng)作方式來創(chuàng)作具有中國特色的歌劇.
8. 搖滾
搖滾樂是黑人節(jié)奏布魯斯和白人鄉(xiāng)村音樂相融合的一種音樂形式，它是以吉它、貝司、鼓為主，加上大功效的音響和諸多效果器來表現(xiàn)音樂的形式；它分為布魯斯（Blues）、搖滾（Rock and Roll）、重金屬（Heavy Metal）、朋克（Punk）、放克（Funk）、雷鬼（Reggae）、說唱樂（Rap）等等。 搖滾通過音樂來反大眾化的東西。
9. 電子音樂
電子音樂，指運用電子方法產(chǎn)生和修飾的音樂。對于管弦樂隊的傳統(tǒng)樂器有限音色的不滿足是產(chǎn)生電子音樂的最初動力。作曲家可以十分方便地控制音響的音高、時值、力度和音色等各種因素，這樣就使現(xiàn)場演奏電子音樂作品成為可能。新一代電子音樂家不僅用計算機控制電子音響合成器，完成音樂作品，還用計算機進行音樂風格分析、輔助音樂教學，甚至自動作曲。
III. 補充練習
(1) 根據(jù)句意填單詞
①It's t________ in England to eat turkey on Christmas Day.
②John is s________ because his dog has died.
③She's a l________ child and everyone likes him.
④What f________ it will be when we all go on holiday together.
⑤I can't work in here it's too n________.
⑥Our children have grown up and have children of their o________.
⑦While we play tennis what will the r________ of you do?
⑧Her face was s________ as she told us the bad news.
(2) 單項填空
①-Jack hasn’t paid for the school things, has he?
-______. His father will pay for him.
A. Yes, he has B. No. he hasn’t C. Yes, he did D. No, he didn’t
②Your father has been to Guangzhou twice, ______?
A. has he B. hasn’t he C. doesn’t he D. isn’t he
③She’s an Australian, ______?
A. hasn’t she B. isn’t she C. doesn’t she D. is she
④He has never visited the Great Hall of the People, ______?
A. hasn’t he B. has he C. does he D. doesn’t h
⑤Lucy, you clean the blackboard today, ______?
A. do you B. did you C. will you D. can you
⑥Mr. Green went to Shenzhen on business last wee, ______?
A. isn’t he B. doesn’t he C. didn’t he D. hasn’t he
⑦John can hardly understand Chinese, ______ he?
A. can’t B. doesn’t C. can D. does
⑧- weather! It’s raining!
-Bad luck! We have to stay at home all day.
A. What fine B. How fine C. How bad D. What bad
Keys:
(1) ①traditional ②sad ③lively ④fun ⑤noisy ⑥own ⑦rest ⑧serious
(2) ①B ②B ③B ④B ⑤C ⑥C ⑦C ⑧D