Module 4 Music Born in America教案[指南]

Module 4 Music Born in America[指南] Module 4 Music Born in America I. 单元教学目标 技能目标 Skill Goals ?Talk about the different kinds of American music and modern music ?Practise comparing the present and the past ?Master the usage of adverbial clauses of time and ellipses ?Talk about music in Hong Kong ?Write a description of study habits II. 目标语言 Comparing the present and the past 功 Bands are so much noisier than they used to be. 能 When I was your age, we didn’t listen to such loud music. 句 We didn’t use to play music as loudly as you do these days. 式 We used to spend much more time in the open air than you do. 1(四会词汇 allowance, arise, bonus, boom, budget, cheque, consensus, consultant, devote, deadline, fancy, friction, harmony, neat, offshore, otherwise, pace, pat-time, pension, quit, refreshing, schedule, soul, spokeswoman, super, swap, technique, tight, vain, virtue, breakthrough, approach, influence, emerge, electronic, exploit, absolutely, despite, energetic, 词 typical, giant 汇 2. 认读词汇 DJ, DVD, VCD, blues, gospel, jazz, harmonica, rhythm, sophisticated, rhythmic, improvisation, breakdancing, disco, graffiti, hip hop, microphone, percussion, rap, reggae, rock, turntable, vocals, psychology, spin 3. 词组 be blessed with, be bored with, be devoted to, beg for, come out, far from, in order, make an impression on sb, rather than, side by side, take advantage of, try out, consisted of, dance to, experiment with, in decline, be short for, head for, send …to prison 4. 重点词汇 allowance, arise, boom, devote, quit, schedule, emerge, otherwise, vain, approach 结 Adverbial clause of time 构 Ellipses 1. It developed in the churches that black people went to. P43 2. Blues is a type of music which started as songs sung by African Americans while they were working. P43 重 3. The words of early blues songs often consist of a single line repeated two 点 or three times before changing. P43 句 4. “The moment I heard it,” he said, I knew it was a completely new kind of 子 music. P45 5. Hip hop took advantage of that and provided a kind of disco music for people who hated disco. P45 6. From a region of seven million people has arisen some of the greatest pop music in the world. P53 III. 教材分析与教材重组 1( 教材分析 本模块以“美国本土音乐”为话题，介绍了美国几种音乐形式的起源及发展 情况，其中详细介绍了hip hop这种当今流行的音乐类型。学生也将了解香港的 本土音乐以及美国音乐界的几个重要人物。通过本模块的学习，要求学生最终能 小组分工合作，组织一个班级音乐会，在娱乐中巩固所学知识和技能。 1.1 INTRODUCTION 以几个有关音乐的问题引入话题，并介绍了四种不同的美国音乐形式，为后面的Reading作了铺垫。 1.2 READING AND VOCABULARY通过猜测有关音乐的一些词汇，进行Pre-reading热身活动。Reading部分是一篇说明文，由四部分组成，说明了Hip Hop的起源，它的发展及成功之处。Post-reading部分设计了六种练习，2是课文内容细节判断;练习3，5和6是词汇题，旨在培养学生用英语解释生词的能力;4是回答问题，帮助学生对篇章有深层次的理解;7是开放性练习，鼓励学生用语言达对音乐的感受及个人见解。 1.3 GRAMMAR由两部分组成:时间状语从句和省略。 1.4 LISTENING是一个听力活动，重在帮助学生掌握几个与音乐有关的动词和动词短语，并为下一步的语法学习作铺垫。 1.5 FUNCTION 在听力活动的基础上，重点练习比较过去和现在的功能句式。 1.6 EVERYDAY ENGLISH 是几个日常用语的意义和用法练习。 1.7 READING AND WRITING通过阅读使学生了解音乐与生活的关系。1中三个开放性 题的设计，旨在培养学生分析问题的能力;2通过回答问题，写一篇个人学习习惯的短文。 1.8 SPEAKING部分要求学生三人一组合作，讨论Jazz和hip hop的起源，提高他们的语言表达能力;通过对图片中的音乐人审视，讨论三个问题，培养学生对人对事物进行比较的能力;3要求学生作更深层次的讨论，能对中外音乐、古今音乐进行对比。 1.9 READING PRACTICE包括阅读和写作两部分。阅读材料是一篇说明文，介绍了 香港本土音乐。1要求学生抓住短文中心思想;2根据课文内容回答四个细节问题;3选出能表达中心思想的句子;4挑出能表达作者态度的陈述;5、6培养学生理解文章深层意思的能力;最后一项培养学生的写作能力。 1.10 CULTURAL CORNER通过介绍三位美国著名音乐人，使学生充分了解 到美国人对 世界音乐所作的贡献。阅读后要求学生回答两个问题，并能对人物特点进行对比分析。 1.11 TASK 举办班级音乐会，旨在指导学生如何欣赏不同的音乐，帮助他们提高 音乐素养;让学生在动手动脑活动中，运用所学语言，发展和创造语言。 2( 教材重组 2.1 从话题内容上分析，可将INTRODUCTION与SPEAKING的1和3整合 成一节“口 语课”，让学生了解美国本土音乐的来源及发展，帮助学生对不同音乐形式进行对比。 2.2 将LISTENING、FUNCTION和EVERYDAY ENGLISH部分整合为一节 “听力课”， 为本模块语法课作铺垫。 2.3将READING AND VOCABULARY设计为“阅读课”，将SPEAKING中 的1 和2 设 计为Post-reading, 训练学生的阅读理解能力和技巧。 2.4将GRAMMAR (1)、GRAMMAR (2) 和WORKBOOK中的练习题整合在 一起上一节 “语法课”。 2.5 将READING PRACTICE 和WORKBOOK中的Reading整合为一节泛读 课，扩大 学生的信息量，并培养阅读应试技巧。 2.6利用READING AND WRITING, WORKBOOK中的Speaking and writing， TASK和 CULTURAL CORNER上一节以读写为主的综合课，让学生了解音乐在人们生活中所起的作用，并将自己对音乐的感受，个人所喜爱的歌星写成短文，组办班级音乐会。 3. 课型设计与课时分配 st1 period Speaking nd2 period Listening rd3 period Reading th4 period Grammar th5 period Extensive reading th6 period Integrating skills IV. 分课时教案 The First Period Speaking Teaching goals 教学目标 1. Target language 目标语言 a. 重点词汇和短语 soul music, blues, jazz, gospel music, rhythm, rhythmic, sophisticated, consist of b. 重点句型 What’s the difference between … and …? …, and instruments are less important than voices. Nowadays, the styles are no longer separated according to race. I prefer … to … I would rather … than … 2. Ability goals 能力目标 To learn some differences between the four types of American music. 3. Learning abilities goals学能目标 Enable the students to learn how to understand the different types of music by comparing their features. Teaching important and difficult points 教学重难点 The features of the four types of music. Teaching methods 教学方法 Matching and comparing. Teaching aids 教具准备 Projector, slide, four pieces of music featuring gospel, soul music, jazz and blues. Teaching procedures & ways 教学过程与方法 Step I Greetings and lead-in T: Good morning / afternoon, boys and girls! Ss: Good morning / afternoon, Mr / Ms …! T: As a famous quote goes: Music washes away from the soul the dust of everyday life. So music is loved and played by a large number of people. It plays an important role in people’s everyday life. Do you love music? What types of music do you know? S: I love music very much. It is my best friend. S: I love music too. It makes my life colorful and lively. There are jazz music, pop music, blues, folk music and so on. … Step II Introduction Let the students answer some questions related to music, which will arouse their interest in music and lead to the introduction of the four types of American music. T: Look at the photos on Page 43 and please tell me what you can see. S: I can see some singers. T: Yes, they are all singers or musicians. But are there any differences between them? What does each photo show you? S: The first one is a choir. S: The second one is a solo. S: Maybe the man in the third one is playing jazz. S: We can see a band in the fourth one. T: Yes, they are singing in different ways. Can you answer the questions in Activity 1? Suggested answers: S1: A choir is an organized group of singers, esp. one that performs in church services, while a band refers to a group of people playing, esp. wind instruments, such as a brass band, a military band, etc. S2: Jazz musicians usually play saxophone萨克斯管, clarinet单簧管, trumpet小号, trombone长号, violin; piano, violone低音提琴, guitar, banjo, drum, triangle (三 角铁), cymbals(钹), xylophone(木琴), grand piano, etc. S3: The music of a soul singer actually is a mixture of blues, gospel and a bottle rock and roll, which can express his or her strong emotion. With the development of soul music, its styles are no longer separated according to race. The teacher can help the students with some difficult words while they are expressing their idea. Step III Reading Enable the students to learn different types of American music through reading and matching. T: Now, look at Activity 2. We are going to learn four types of American music. Read the passage and match the types of American music with their features. Some types of music have the same features as others. After the students have finished reading, check the answers by asking four students to read each paragraph and tell the features of the music described in it. S1: (Read gospel music) I think the features of Gospel music are: church, sophisticated, southern United States, rhythmic and nineteenth century. S2: (Read soul music) In my opinion, only rhythmic is the feature of Soul music. S3: (Read jazz) I’d like to say Jazz has many features and they are: making it up as you play, using unusual rhythms, New Orleans and African American. S4: (Read blues) I can see the following are the features of Blues: guitar, piano, and harmonica; southern United States, African, American and nineteen century. T: Great. Please pay attention to this phrase: consist of = be made up of, contain, include e.g. This club consists of more than 200 members. Coal consists mostly of carbon. If possible, the teacher can play some pieces of the four types of music to the students. T: OK, now let’s relax and enjoy some music. You can sense their features more directly. Step IV Discussion Let the students talk about the topics in SPEAKING on Page 52. T: Now turn to Page 52. Look at Activity 1. Work in groups to discuss what you have learned about the origins of jazz from INTRODUCTION. S: Jazz was originated from African–American music in New Orleans in the early twentieth century. T: Then look at Activity 3, discuss the questions about modern music. Then I will ask some of you to answer them. S: There is a variety of music styles on Chinese radio and TV, such as classic music, pop music, hip hop and so on. S: There is more modern music, such as pop, hip hop and so on. S: I prefer pop music, which makes me feel excited and energetic and the rhythm is easy to follow. S: I would like to listen to classical music, which relaxes my brain and helps me to concentrate. T: Well done. Step V Homework T: Now let’s recall what we have learned during this period. We have learned a passage about some types of American music. And then we discussed their origins and differences. Our homework is: Complete the chart. Type of music Place of origin Time of origin Description Gospel music Soul music Jazz Blues Hip hop ? ? ? The Second Period Listening Teaching goals 教学目标 1. Target language 目标语言 a. 重点词汇和短语 turn up, turn down, turn off, turn on, loud, loudly, extract, used to do / be, a bit b. 功能句式 Bands are so much noisier than they used to be. When I was your age, we didn’t listen to such loud music. We didn’t use to play music as loudly as you do these days. We used to spend much more time in the open air than you do. 2. Ability goals 能力目标 To learn some verb phrases related to music and expressions of comparing the present and the past. 3. Learning ability goals学能目标 Help the students learn how to compare the present and the past with the target language. Teaching important and difficult points 教学重难点 How to use the functional items in various situations. Teaching methods 教学方法 Listening, matching and inductive method. Teaching aids 教具准备 A recorder, a multiple-media computer. Teaching procedures & ways 教学过程与方式 Step I Revision Check the homework. T: Good morning, boys and girls! First, let me check your homework. Who’d like to show us the chart you have finished? Show a student’s homework on the screen and check it with the whole class. Type of music Place of origin Time of origin Description thGospel music US, in the southern In the 19 century Strong, rhythmic US, southern to A mixture of blues, Soul music northern states gospel, a little rock, roll th African-American In the early 20 Improvisation, Jazz musicians in New century syncopation Orleans thBlues African Americans In the late 19 and A single line thin the southern US early 20 century repeated using guitar, piano, harmonica Hip hop ? ? ? T: Great. You are not able to find the information about hip hop from the passage, right? It doesn’t matter. We will learn about this type of music later. I think it is now very popular among young people. After you learn the part of READING AND VOCABULARY, you will be able to finish the chart. So keep this chart. Step? Pre-listening Deal with Activity 1 on Page 49. Get the students prepared for listening. T: Now we are going to listen to a conversation. Before we start the listening part, let’s look at Activity 1 on Page 49. Can you match the instructions on the left with the meanings on the right? S1: Let me try, please. “turn the music up” should go with “make it louder”. S2: I think “turn the music down” ought to match “make the music quieter”. S3: I guess “turn the music on” means “start playing the music”. S4: In my opinion “turn the music off” has the same meaning as “stop playing the music”. T: Wonderful job. Please remember the four verb phrases about music. Write the following on the Bb. Then ask some students to make sentences with them. turn the music up ? turn the music down turn the music on ? turn the music off Step ? While-Listening T: Now please turn to Page 49, let’s do some listening. Listen to the tape for the first time and choose the correct answers. So first read the questions and choices and get familiar with them. Give the students a little time to read the choices and then play the tape. After they have finished it, check the answers. T: Listen to the tape for the second time and then finish Activity 3 on Page 49 in pairs. Read this extract from the conversation and underline the stressed words. While the students are listening to the tape, the teacher can write down some difficult words and phrases on the blackboard: instead of = in place of, I bet … = I am certain … The students practise in pairs. T: Ok. Let’s underline the stressed words together. … From this extract from the conversation, you are sure to find in spoken English many sentences are not complete ones, such as “Not true”, the complete sentences of which are “That / It is not true”. This is called ellipses in grammar. We will talk about it later. Then play the tape again and let the students pay attention to the stressed words. Then deal with Listening on Page 111. Step? Function T: Now, boys and girls, please think about what sentence structures have been used in the conversation. S: I find that many comparisons are used. T: Right. Please turn to Page 51, look at Activity 1. Read these opinions from Listening on Page 49 and answer the questions. Qs: 1. Who is speaking? 2. Which words and expressions tell you that she is making comparisons? 3. Which words tell you that she is talking about things that happened regularly in the past? Ask the students to discuss for a while. Then check the answers. S: A mother. S: She uses these words and expressions to make comparison: so much … than, as … as, much more …than, such … Write these functional item on the Bb: so much … than such … as … as much more … than S: She is talking about the past things by using “used to”, “didn’t listen to”, “didn’t use to” and “didn’t play”. T: Look at the functional items on the Bb, we use them to compare the present and the past. Read the opinions again and study how they are used by the mother to compare music in the past and that in the present. Then we will do some practice with them. Then deal with Activity 3. T: Well, now let’s complete these sentences in Activity 3, making similar comparisons between the present and the past. Use the words in brackets. After the students have finished it, check the answers. S1: Modern pop stars earn much more money than they used to. (earn money) S2: Old rock bands worked harder than the modern ones do. (work hard) S2: These days, bands sing and play instruments much louder than before. (sing and play instruments) S4: These days, music fans spend much more money on their favorite stars than the previous fans did. (spend money) S5: In the old days, people had fewer opportunities to listen to their favorite singers than today. (opportunities to listen) Step VI Homework 1. Choose the correct meanings of the everyday English on Page 51 and do some practice. 2. Check the opinions that your parents have about the music you listen to. (Page 51, Activity 2) 3. Preview the first part of the reading passage on Page 44. The Third Period Reading Teaching goals 教学目标 1. Target language 目标语言 a. 重点词汇和短语 dance to, aspect, breakthrough, side by side, while, experiment with, approach, the first time, the moment, be bored with, in decline, take advantage of, provide … for …, add, influence, apart from b. 重点句子 The DJs at block parties in the 1970s played a lot of soul music and they noticed that people preferred the percussion breaks in the songs because they were the best parts to dance to. DJ Herc, one of the most popular Jamaican DJs at the time, noticed that New York audiences didn’t really like reggae music, so he started playing other kinds of music, including rock and disco music. MC Dark remembered the first time he heard a rap singer. “The moment I heard it,” he said, “I knew it was a completely new kind of music.” The first time that rap artists recorded their music, musicians recorded the tracking tracks (the music without the singing) in the studio and rappers added their vocals later. 2. Ability goals 能力目标 Enable the students to learn about the origin, development and success of hip hop. 3. Learning ability goals 学能目标 Help the students learn how to summarize the main idea of each part to have a general idea of the whole passage. Teaching important points 教学重点 Enable the students to have a general idea of what hip hop is. Teaching difficult points 教学难点 How to describe hip hop with the students’ own words. Teaching methods 教学方法 Scanning, skimming and discussing. Teaching aids 教具准备 A tape recorder and a projector. Teaching procedures & ways 教学过程与方式 Step I Revision T: Good morning/afternoon, Class. Ss: Good morning/afternoon, teacher. T: Have you all finished your homework? Let’s check the answers to the EVERYDAY ENGLISH exercises first. Ready? After checking the students’ homework. Then ask the students to report their parents’ opinions on the music they listen to. This activity will enable the students to practice comparing the present and the past. So they are supposed to use the words and expressions that show comparison. T: By the way, I think most of you like music, right? Ss: Absolutely. T: Who is the most popular male singer in the filed of Chinese songs? … Do you like Jay (Zhou Jielun)? Ss: Yeah. (enthusiastically) T: Why do you like him? S1: His songs are fashionable. S2: His dancing is pretty cool. S3: The rhythms of his songs are easy to follow. T: It seems Jay’s music is quite popular among young people. What’s the type of music? … Some of his songs belong to a very trendy music style, hip hop. I think you should have heard about it a lot. Today let’s have a thorough look at hip hop. Write the title on the Bb: All You Need to Know About Hip Hop Step II Lead-in T: So far you have known some types of American music: Gospel music, Soul music, Jazz and Blues. Now we are going to learn about another type: Hip Hop. Before we start, I’d like you to guess the meanings of these words. Show the following words to the students. breakdancing disco DJ graffiti hip hop improvisation microphone percussion pop rap record reggae rock soul turntable vocals S1: I’d like to have a try. The word “percussion” means “the striking together of two (usu. hard) objects; shock produced by this”. S2: I have got the meaning of “record”. It means “disc, magnetic tape, film, etc. on which sound has been registered”. S3: To tell you the truth, Mr/Ms, it is not easy for me to get all their meanings in English. T: I think so. They are terms related to music. And I will give you some help. Please look at the slides. Show the following slides. Breakdancing — an aspect of hip hop played on the street Disco — music with a strong beat and easy to dance to DJ — master of pop music programme Graffiti — irregular paintings on walls Hip hop — a type of pop music with words spoken along the beat Improvisation — composing music while playing; Microphone — instrument for changing sound waves into electrical waves, as in telephones, radio, etc. Percussion — the striking together of two (usu. hard) objects; shock produced by this Pop — popular music Rap — speak the words of a song along with a beat Record — disc, magnetic tape, film, etc. on which sound has been registered Reggae — pop music with a strong beat coming from the Islands in the Caribbean Rock — rock and roll, a type of pop music in simple style Soul — music, a mixture of blues, gospel, and a little rock and roll. Turntable — a circular revolving platform Vocals — of, for, with or using the voice After check the meanings of these words, the students won’t have any difficulty understanding the text. Step ? Reading Let the students read the passage and do some comprehending exercises. First let them find the main idea of each part. T: The passage is divided into four parts. Do skimming and tell what each part is mainly about. After skimming, ask four students to tell the main idea of each part. Suggested main idea for each part: Part 1: Hip hop is an American cultural movement which started in the 1970s at block parties in New York, especially in a district called the Bronx. Part 2: MCs, another style of music known as rap was born. Part 3: There are two main reasons for the success of hip hop. Part 4: How did rap singers record their songs? Then deal with Activity 2. T: Now scan the passage and check the true statements in Activity 2. After the students have finished it, check the answers. For the false ones, the teacher can ask the students to correct them. Then let the students discuss some questions based on the passage. T: Now read the text carefully and discuss the questions on the screen. Pair work or group work. Show the following questions on the screen. Questions: 1. Why did DJ Herc stop playing reggae music? 2. How did the DJs make the percussion breaks in the songs longer? 3. What were DJs who shouted during the songs called? 4. How long were the performances of the shouting DJs? 5. Apart from the DJs, what else happened at block parties? 6. What was the big through? 7. What did they experiment with later? 8. What kind of rhyming words did MCs use? 9. How did MC Dark star feel the first time he heard a rap singer? After discussion, check the answers. T: OK, are you ready? One student, one question. Volunteers! Suggested answers: 1. Because he noticed that New York audiences didn’t really like reggae music. 2. They made the percussion breaks longer by using two records on two turntables side by side. 3. They were called MCs. 4. They often performed for hours. 5. People started breakdancing at block parties. 6. The style of music known as rap was born. 7. They experimented with different vocal and rhythmic approaches. 8. They used rhyming words from African- American culture? 9. He felt it was a completely new kind of music. T: Well done! This time, read through the whole passage and summarize the main idea of the text. We have known the main idea of each part. Try to join them together to get the general idea of the whole passage. A sample main idea: By introducing to us its origin, the significant breakthrough, the reasons why it was successful and ways it was recorded, the writer creates a vivid picture of the development of hip hop before us. From that, we can get a general knowledge of this trendy and prosperous music style — hip hop. T: What are writing characteristics of this text? S: He used four special questions: What …, What …, Why … and How … to begin each paragraph. T: Any advantages in this way? S: This kind of writing style is more persuasive and the readers will have a clear idea of what the text is about. Step ? Language points T: Now I will play the tape of the text to you and you listen carefully. Pay attention to the pronunciation and intonation. And underline the difficult sentences. The students are listening to the tape. After that, the teacher will explain the text and deal with some language problems. T: We have learned the main idea of the text. Now look at here, and I’ll explain some difficult language focuses in detail. Show the screen. 1. be bored with — be tired of, be fed up with, lose interest in e.g. Nowadays, students are bored with piles of homework after school. 2. be in decline — gradual and continuous loss of strength, power, numbers, etc; become less prosperous e.g. The company is in decline because of falling demand. 3. take advantage of — make use of, make the best of, make the most of e.g. They took full advantage of the hotel’s facilities. T: I’ll play the tape for you again and read after it. Try to follow the tape. And then read the text aloud. The teacher goes among the students, and helps them in case they have trouble in reading the text. Step ? Post-reading and practice In this step, the students will do some activities related to words and phrases. These activities will help the students learn the exact meanings of some key words and their use in sentences. T: Please turn to Page 46. Let’s do Activity 3. Please read Part 1 of the passage again and find words which have these meanings. After the students have finished it, check the answers. T: Now, let’s look at Activity 5. Read Parts 3 and 4 of the passage again. Look at the words and phrases and choose the correct meanings. Check the answers after the students have finished it. The teacher can ask the students to make sentences with these words and phrases. T: Then let’s complete the sentences with the correct words in Activity 6. Check the answers. Step? Discussion T: Today we have learned something about hip hop. Now work in groups. Discuss the following: 1. the origins of hip hop (1, Page 52) 2. Look at the photos of musicians on Page 44-45. Discuss the following questions. (2, Page 52) 1) In which way are singers and musicians today different from the ones in the past? 2) Do modern musicians play the same kinds of instruments as musicians in the past? 3) What type of music would you like? T: Who would like to give the answers? S1: Let me try. From Part one of Reading, we know that hip hop is an American cultural movement which started in the 1970s block parties in New York, especially in a district called the Bronx. T: So I think you are now able to complete the chart I gave you during the first period. Remember? Show the chart again. Type of music Place of origin Time of origin Description Gospel music Soul music Jazz Blues Hip hop The Bronx district, 1970s Four main aspects New York of hip hop: breakdance, graffiti art, DJ-ing and rapping. Suggested answers to the questions: 1. On some hands singers and musicians are different from those in the past. They dress more bravely and strangely. They play louder music than before. Besides, their dancing is less conventional, but more free and exciting. And some hip hop singers can even improvise songs, which was never the case in the past. 2. No, not the same as before. Modern musicians play more electronic instruments and play music on computers. 3. I’d like to know more about classical music, for example its origin and development and so on. T: I suggest you surfing the net in your spare time for more information about it. Step VI Homework 1. Remember the key words, phrases and sentences in this part. 2. Turn to Page 47, Activity 7. Read the following comments about hip hop music and answer the questions. Then make up a dialogue. The Fourth Period Grammar Teaching goals 教学目标 1. Target language 目标语言 Adverbial clauses of time and ellipses 2. Ability goals 能力目标 The students should know well the patterns and rules of adverbial clause of time and ellipses and how to use them correctly. 3. Learning ability goals学能目标 The students must know well the patterns of adverbial clause of time and ellipses, and take an active part in learning the structure and realize the importance of using ellipses in communication. Teaching important points 教学重点 The structures and usages of adverbial clause of time and ellipses. Teaching difficult points教学难点 How to use adverbial clauses of time and ellipses in right situations. Teaching methods 教学方法 Explaining and practicing. Teaching aids 教具准备 Tape recorder, a projector and some slides. Teaching procedures & ways 教学过程与方式 Step I Greetings and revision T: Good morning / afternoon, class. Ss: Good morning / afternoon, teacher. T: Any volunteer to tell me something about hip hop? Ss: Hip hop started in the 1970s at black parties in New York. In all there’re four main aspects of hip hop: breakdance, graffiti art, Dj-ing and rapping. In the late 1980s hip hop spread across the world. Today even a new music form appears in England, called trip hop, a mixture of Jazz, hip hop and electronic music. T: Wonderful job! Then I will check your homework. Please answer the four questions first. S1: Before I read the article on Page 44 and 45, I knew nothing about hip hop. S2: Sure. Jay Zhou is my favorite rap artist. S3: Yes, occasionally I see a rap artist on TV and I feel it is boring. The other day I saw a breakdancer in the street, who was playing standing on his head and spinning. I think it is interesting to watch, but dangerous meanwhile. S4: I do agree with most of the comments. They tell the good and the bad aspects of hip hop. Then check the dialogues the students have made. Pick one or two groups to act out their dialogue before the class. Sample dialogue: S1: Well, what did you know about hip-hop before reading the text? S2: Er …, originally I only thought it was something like rapping. S3: In my opinion, it’s something to do with streetdancing or breakdancing. It’s very exciting and cool. S4: As to me, hip-hop is nothing but noise. It sounds terrible. And breakdancing is dangerous, I think. S1: Oh, no! I can’t agree with you! I’m very fond of hip-hop. My love for it started from last year’s Christmas party in our school. At the party, I, together with several of my classmates performed rapping and breakdancing. We were all excited. Because we could make up our own words on the spot and dance freely. S3: Yeah, I can’t agree with you more! By the way, who’s your favorite rap artist? S1 and S3 (together): Jay (Zhou Jielun). (laughing) Step II Grammar (Adverbial clauses of time) T: The other day, I was walking on the street when I came across one of my good friends. We hadn’t seen each other since we left each other ten years ago. So, the moment I saw him, I cried out in surprise. That’s to say, as soon as I saw him, I cried out in surprise. Look at here. Write the two sentences on the Bb. The moment I saw him, I cried out in surprise. As soon as I saw him, I cried out in surprise. Then help the students to summarize the adverbial clause of time. The moment / minute / second / … + subject + v +…, subject + v + … Immediately + subject. + v + …, subject + v + … As soon as + subject + v + …, subject + v + … “Hardly … when” clause “No sooner … than” clause Step III Practice T: Now please turn to Page 47. Look at Activity 1. Read this sentence from the passage on Page 45. Choose the best explanation. S1: The key is (C). As soon as I heard it … T: Now look at Activity 2. Complete the sentences in your own words and write sentences for the last two using the moment. Sample answers: 1. The moment I saw Coco Li, I jumped with joy. 2. The moment Faye Wong walked onto the stage, the audience burst out cheering. 3. The moment I saw Andy Lau, I couldn’t help crying out. 4. On seeing his mum, my little nephew ran over, jumping and laughing. 5. The moment the class began, all the students, sat on their separate seats, waiting for the teacher quietly. T: Good. You have good imagination. Let’s go on to next page, Page 48. Look at the sentences and think about the meaning of the time expressions. For this activity, the teacher can ask the students to explain the meaning in their own words. Then deal with the passage below. T: Now complete the passage “The Song That Touched My Heart” with the correct time expressions on Page 48. After the students have finished it, check the answers. Then ask the students to read the passage carefully again. T: What does this short passage tell us? Ss: The writer’s personal experiences of coming across nice music. T: Yes, by telling the his or her personal experiences, the writer wants to tell us good music may change a person’s attitudes towards life and improve his or her taste. Besides, good music can touch a person’s heart, as well as eliminate the generation gap or misunderstanding among people. Step IV Summary T: Just now we learned adverbial clause of time. Let’s make a summary. Then teacher makes a summary as follows and write them on the Bb or show them on the screen. The first / last / next time + subject + v + …, subject + v + … By the time + subject + v + …, subject + v (perfect tense) + … It is the first time + subject + have / has done + … It was the first time + subject + had done + … T: Now let’s do more practice with it. Turn to Page 109. Let’s complete the passage with the correct phrases from the box as soon as possible. Check the answers. T: Then look at Activity 2, write sentences that true for you. S1: The first time I went to school, I was very shy and timid and afraid to speak in class. S2: The moment I met my best friend, I jumped with joy. S3: The last time I went on holiday, it was in Hainan in 2002. S4: The next time I go shopping, I had better not buy so many useless and unnecessary things. Step ?Grammar (Ellipses) T: Now listen to the conversation in listening part again. Pick out the sentences that are not complete such as “Not true”, “We didn’t” and so on. Play the tape again and give the students time to write down the sentences. The sentences are: Not true. Really? We didn’t. All right, we did. I bet you did! T: If you leave out some words in a sentence, it is called “Ellipse”. Who can give me more examples of that? S1: “Out!” means “Go out”. S2: “A fine day!” means “It is a fine day.” S3: “Really” means “Is it really true?” T: Well done. When we don’t want to repeat the same exact words about, we use ellipses, esp. in oral English. Now let’s do some exercises about it. Turn to Page 50, Activity 1. Please add the words which have been left out and rewrite the sentences. After the students have finished, check the answers. T: Let’s move on to Activity 2. Read the conversation. Put brackets around the words that can be left out. The first example is done for you. Check the answers. Then let the students work in pairs and practice reading the new conversation. The new conversation would be: (A=Angela; L=Lizzie) A: What is your favorite kind of music? L: Jazz. A: Really? L: Yes. A: Have you got a favorite jazz musician? L: Ever heard of Louis Armstrong? A: Mmm … he played the trumpet, didn’t he? L: Yes, he did. He was a good singer, too. A: Got many if his CDs? L: Only two. A: Can I borrow one? L: Yes, of course. Then deal with Activity 3-4 on Page 110. Check the answers. Step VI Homework 1. Finish Activity 3 on Page 50. 2. More exercises: (slides) a. The sentences are correct. Decide with your partner which words have been let out. (1) Beg your pardon. (2) Haven’t seen you for ages. (3) Sorry to hear that. (4) This way, please. (5) Found the treasure. b. Translation (Using ellipses) (1) 如果你愿意来我的办公室，尽管来好了。 (2) 你帮助我比我帮助你的多得多。 (3) 这种鱼你想捕多少就捕多少。 (4) 你瞧瞧那脏水，它太难闻了～ (5) A:谁要冷饮, B:请给我一瓶橙汁和一瓶矿泉水。 The Fifth Period Extensive reading Teaching goals 教学目标 1. Target language 目标语言 a. 重点词汇和短语 arise, as well as, boom, sign, be blessed with, budget for…, claim, vain, bonus , keep to, pace, meet the deadline, abandon, come out, far from, be devoted to, beg for, quit pension, refreshing; release, be short for, make an impression on, exploit, optimistic b. 重点句子 From a region of seven million people has arisen some of the greatest pop music in the world. (Inverted sentence) …, and their movie DVDs and VCDs sell world wide. When we emphasize the features of sth, we don’t use passive voice. When new albums come out, the stars are marked like consumer products, as teenagers spend their allowance on the latest songs. Born in New Orleans, Louisiana, in 1901, he began playing music at the age of 13 and a pioneer of the improvised jazz Solo. My message is that it doesn’t matter (whether/if you’re black, white, fat, thin, old and young). 2. Ability goals 能力目标 Enable the students to learn about music born in Hong Kong and soul musician James Brown. 3. Learning ability goals学能目标 By skimming and scanning, the students will get a good understanding of Hong Kong music and soul musician James Brown. Teaching important points 教学重点 Choose the sentence which best expresses the passage’s main idea. Teaching difficult points教学难点 Understand the writer’s opinion on the topic of Hong Kong music. Teaching methods 教学方法 Skimming, scanning and guessing. Teaching aids 教具准备 A recorder, a projector and some slides. Teaching procedures & ways 教学过程与方式 Step I Greetings and revision T: Before we begin a new lesson, I’m going to check your homework first. Take out your exercise –books. Check the students’ homework. Suggested answers to Exercise 2: a. (1) (I) Beg your pardon. (2) (I) Haven’t seen you for ages. (3) (I’m) Sorry to hear that. (4) (Come) this way, please. (5) (I’ve) found the treasure. b. (1) If you would like to come to my office, just come. (2) You helped me much more than I did for you. (3) You can catch as many fish as you want. (4) Look at the waste water, so foul! (5) A: Who want some cold drinks? B: I’d like a bottle of orange juice and a bottle of mineral water. T: Great. I’ll show you more exercises about ellipses for you to make a consolidation. Show the following on the slide. Some of the words in the following sentences are unnecessary. Cross these words out. 1. Although she knows how to dive, she does not want to (dive). 2. She could not decide whether to go on a voyage or not to (go on a voyage). 3. We tested the depth of the water and the temperature (of the water). 4. She can hold her breath longer than I (can hold my breath). 5. Broad boats are difficult to take into the port, but narrow boats are not (difficult to take into the port). 6. We took soft drinks to thee beach and our friends took beer (to the beach). 7. We divided down to the bottom of the sea and we found some coins (in the sand) and we brought them up to the surface. 8. Some sailors can swim two kilometers and others (can only swim) forty meters. 9. Lifting a heavy load can be dangerous and often is (dangerous). 10. I have never swum and I do not intend to (swim). Summary: 省略原则:为了避免重复，省略句中的一个或几个句子成分，这种语法现象称为 省略，被省略的部分常是主语，谓语或谓语的一部分，宾语;不定式to 后省略 动词。 Then move on to the reading passage on Page 53. T: Now turn to Page 53, look at the title and guess what the passage will be about. S1: Maybe it talks about the origin of music in HK. S2: In my opinion, I think it’s about the features and development of music in HK. (Collect different views about it.) Step II Fast-reading Play a Cantonese song for the students. Lead the students to the topic of Hong Kong music. T: What language is used in the song? Ss: In Cantonese. Write “Cantonese” on the Bb. T: Yes. As we know, most people in Hong Kong speak a different language from any other part of the mainland. Cantonese songs are very popular not only in Hong Kong, but also all over the world. Today, we will learn music born in Hong Kong. First look at this word (write “Cantopop” on the Bb), what is it supposed to mean? Can you guess it? S: I guess it is made up two words, Cantonese and pop. So it means pop music in Cantonese. T: Excellent explanation. So what do you know about Cantopop? S1: I’ll try. Cantopop is a kind of pop music sung in Cantonese. It’s most popular in Guangdong, Hong Kong and some southern or southwestern parts of China. T: Who are the stars then? Can you name some? S2: Kelly Chen, Jackie Cheung, Faye Wong, Andy Lou, Leon Lan. T: Do you think they are known outside China? S3: I don’t think so, for people outside China can’t understand the lyrics. T: But a few of them are well-known outside China. So what else do the singers do? S4: They also cut in movies, make advertisements, participate in charity activities, and so on. T: Well done. Now skim the whole passage and check out your answers. After the students finish reading. T: Look at Activity 3 above the passage. Choose the sentence best expresses its main idea. Then turn to the next page, and decide which of the statements in Activity 4 expresses the writer’s opinion. These two activities check whether the students are able to summarize the whole passage. Step III Comprehension and language points Deal with some comprehending exercises. These exercises will check the students’ understanding of some details. T: Now read the passage again. Read it carefully and finish activities 5 and 6 individually. After the students have finished it, check the answers. Suggested answers to Activity 6: 1. Music born in Hong Kong is booming because it has spread offshore, not only in Hong Kong. 2. Canto pop is different from pop music in most of the world because it only expresses harmony and virtue. 3. To please the fans the stars need to wok hard and act in movies besides recording CDs. 4. Being a Canto pop star if far from being a part-time job because they must work hard, and the pace is hot. 5. Canto pop is more than just a type of pop music because it’s loved and shared by millions of fans all over the world. It’s a musical empire.Then explain some difficult language points. T: Now look at the screen. I’ll explain some important language points in the passage so that you can use them freely. Please listen to me carefully. Notes to the text: 1. From a region of seven million people has arisen some of the greatest pop music in the world. (1) This is an inverted sentence. The normal structure should be “Some of the greatest pop music has arisen … world” (2) arise vi. — become evident, appear. (arose/arisen) e.g. A new problem arose at the meeting. Use the money when the need arises. 2. as well as — in addition to e.g. He grows flowers as well as vegetables. He, as well as other singers, acts in movies. 3. be blessed with — be fortunate in having e.g. I’m not greatly blessed with worldly goods. May you always be blessed with good health. 5. far from (sth/doing sth) — not at all sth; almost the opposite of sth e.g. The problem is far from (being) easy. (ie is in fact very difficult) Your account is far from being true./ is far from the truth. 6. be devoted to sb/sth — very loving or loyal e.g. She is devoted to her children. devote oneself /sth to sb/sth/doing sth — give (one’s time, energy, etc) to sb/sth; dedicate e.g. The old teacher devoted all his life to education. 7. keep to sth — follow or observe (a plan, schedule, etc) e.g. Things will only work our if we all keep to the plan. The other phrases : keep to the point/subject不要离题 keep to an agreement 信守承诺 keep up保持 keep off … 不接近/接触 keep … out 使„„不进入;阻挡 T: Do you have anything else you don’t understand? If you have, please tell me. I’ll be glad to have a discussion with you. Answers any questions asked by the students. Step IV Reading (Workbook) Deal with the reading passage in the Workbook. T: Turn to Page 112. In limited time, you are required to read the passage by yourselves and finish off Activity 11-13. First read the passage and number the paragraphs in the correct order. Check the answers. T: Good. In this way, you are able to develop your ability of grasping the main idea of a passage no matter what a mess it is. Now look at Activity12. Find the phrases from the passage and decide what they mean? S1: “The father of soul” means he is the man who started soul music. S2: “The hardest working man in the music business” means he was every busy and worked extremely hard. He performed 350 nights of the year, and even at the age of 70, he was still performing and recording as usual. S3: “The American dream” refers to living a very successful and rich life. T: You have got to the point. Now read the passage again and answer the questions in Activity 13. After the students have finished reading, check the answers. T: How was James Brown’s childhood typical for a black American in the 1930s? S1: His family was poor and he started to work at an early age to support himself and his family. And he was put into prison for stealing. All this is considered typical of for a black American in the 1930s, when black people suffered from the Great Depression and were treated badly by white people, especially the police. T: Why was Bobby Byrd an important part of his life? S2: Because Bobby Byrd was a singer, who helped him to get out of prison and influenced him a great deal in music. T: Why was it difficult to get tickets for James Brown’s concerts? S3: Because they were very popular. T: How did James Brown live the American dream? S4: He became rich and successful and could afford to buy a restaurant, and aeroplane and fast cars. T: Did money make him happy in his personal life? Why? / Why not? S5: No. He was often in trouble with the police and was sent to prison again in 1988. He married four times, and lost his son in a car accident. T: Did he retire from performing and recording? S6: No. Even at the age of 70, he was still performing and recording as usual. Step V Discussion T: Boys and girls, James Brown’s story must leave you thinking. Let’s discuss the questions on the screen. Qs: Can music help people to feel happy? Can music help people with their problems? What sort of music do you listen to when you feel sad? Ask the students to do pair work or group work and make conversations. Sample conversation: S1: Can music help people to feel happy? S2: Yes, of course. Good music can make people feel relaxed and calm down especially when they are in low spirits. S1: Can music help people with their problems? S2: Sometimes music can help people tackle their problems in life. For example, by listening to suitable music, people can be encouraged and cheered up. Then they can face and deal with their problems in a sensible way. S1: What sort of music do you listen to when you feel sad? S2: When I’m sad, I always turn to classical music, which can make me calm down. And sometimes I may turn to joyful and inspiring pop music, which can effectively remove my unhappiness and face the reality optimistically. T: Good points. I hope music can be your friend and help you wash away from your soul the dust of everyday. Step VI Homework 1. P54, Activity 7. Think about your favorite pop stars and tell the reason why you like them and their music and whether they are well known outside China. Write a passage to describe your favorite pop stars. 2. Finish Activity 5-6 on Page 110-111. The Sixth Period Integrating skills Teaching goals 教学目标 1. Target language 目标语言 a. 重点词汇和短语 get down to, grow up, concentrate, temporarily, get sth. done, in order, try out, be short for, make an impression on, name … after, exploit, optimistic b. 重点句子 Joni Mitchell is the kind of singer that many other musicians admire and have been influenced by. No way! Born in New Orleans, he began playing music at the age of 13 and ... Even so, he managed to record 29 songs. As he grew older, his songs became more humorous and optimistic. 2. Ability goals 能力目标 Enable the students to read and write about a great singer or musician; Enable the students to learn about the three great artists in American history. 3. Learning ability goals学能目标 Help the students learn how to write about a great musician for a music magazine and how to organize a class concert. Teaching important points 教学重点与难点 Understand how the three American artists have changed the world of music with their music. Teaching methods 教学方法 Comparing and guided-writing. Teaching aids 教具准备 A multi-media computer, some slides and CDs or tapes of the three American artists. Teaching procedures & ways 教学过程与方式 Step I Revision Check the homework. T: Morning, boys and girls! I’d like to see how you have prepared your homework. First please turn to Page 110-111. Check the answers with the whole class. Then collect their writings of favorite pop stars. Sample passage: Michael Jackson is one of America’s most successful singers. He’s also well-known for his dancing. He started singing in 1965. He made his first record in 1970. Nobody knows how many records he has sold all over the world. One of his records sold seventeen and a half million copies. Michael was born in 1959. He has four brothers. The five of them used to sing in a group called “The Jackson Five”. They started singing in public in 1965. In 1970 the group made their first record; it was called “I want you back”. It was very successful. In America it was Number 1 and in Britain it was Number 2. They had three more hits in the same year. In 1978 Michael acted in his first film. The first record which he made on his own sold eight million copies in the world. This was the beginning of his success. Michael doesn’t go out much. He is too well-known. He lives in a large house and keeps lots of animals. He never eats meat. Step II Speaking and writing (Workbook) T: Just now while you were filling the correct words in the passage “What’s On Tonight”, I think you once again went through some words of music such as hip hop, classic, graffiti, breakdance, gospel, blues, etc. Today we will read an article about “a giant of modern music” first. Look at Activity 14 on Page 114. Work in pairs, discuss the topics given and ask and answer questions about them. A few minutes later. T: Are you ready? (Show slides) ? the type of music Joni Mitchell plays ? where she grew up ? the start of her career ? what her songs are about ? what else she is famous for ? the popularity of her music Sample conversation: S1: What type of music does Joni Mitchell play? S2: She plays jazz, folk and pop music. S3: Where did she grow up? S4: She grew up in the state of Saskatchewan in Canada. S5: When did she start her career and what did she do at that time? S6: In the 1960s, she started playing folk music in coffee houses in New York and soon started writing and recording her own music. S7: What are her songs about? S8: Her songs are very poetic and describe her observations about people and places, love and friendship. S9: What else is she famous for besides music? S10: She is also famous for her talent in art, painting for instance. S11: How popular is she and her music? S12: She is a songwriter and singer, a giant of modern music. Many other musicians admire her and have been greatly influenced by her and her style of music. T: Wonderful. Let’s do fast-reading. Please read the article quickly, and try to describe Joni Michell in your own words. Ss: She is a songwriter and singer, a giant of modern music. She is also a talented artist. T: Now work in pairs and discuss these questions in Activity 15. Make notes about your answers. Suggested answers: 1. In my opinion, singers like Celion Dion, Maria Carey, Andy Lau, Jacky Zhou, Caiqin, Song Zu-ying, Liuhuan, Sun Nan and so on are giants of modern music. 2. They are important to us. For one thing, their music can enrich people’s life and make people enjoy their life to the fullest. Sometimes their songs can inspire people to strive and overcome difficulties in life. For another, music is the bridge between people from different culture backgrounds, which doubtlessly can deepen people’ mutual understanding and thus build up a more peaceful and harmonious world. 3. They can make great contributions to the history of music. Firstly, they stand for different styles of music and their creative work greatly enriches people’s cultural and recreational life. Secondly, these musicians have inherited and developed the merits of traditional music as well as laid solid foundations and set good examples to the further development of music in the long run. 4. They come from different parts of the world. For example, Maria Carey comes from America, Andy Lau, Hong Kong, Liuhuan, the mainland of China, just name a few. 5. They can play classical, jazz, hip hop, pop music and so on. 6. For example, I like Caiqin’s music because her songs sound like the sound from heaven, which is very melodious. Liuhuan’s music can encourage me and light up my life when I’m feeling down/low. 7. They all have their own fans. Different styles of music can attract different groups of fans at different levels. For instance, Jacky Zhou’s fans are mainly teenagers because his music is quite fashionable, while Song Zu-ying’s fans are mainly adults, because her songs are traditional folk music. T: All right. We’ve got the method of writing about a famous person. The outline is: (write the following on the Bb) Introduction ? life in childhood and youthhood ? achievements ? conclusion This method will help the students finish Activity 16 as homework. Step III Reading and writing T: So far we have learnt much about different types of music. What kind of music do you like? When do you usually listen to music? S1: I like pop music. When I feel happy and relaxed, I listen to music. S2: I prefer classical music. When I am tired and sad, I would like to turn on my MP3 player. T: Ok. Does anybody here listen to music while studying or doing your homework? S3: Yes, I do. T: Do you think listening to music helps you study? Why? S3: Yes, I think so. … T: Now we will read a passage on this topic. Turn to Page 52, READING AND WRITING. Read the passage and answer the questions below it. After reading, check the answers. T: Have you finished reading? Who would like to answer the questions? S1: As for me, classical music is the best type of music to listen to while I’m studying because it’s melodious and can make me relaxed. S2: I think it can help the students relax and concentrate. S3: Well, it depends. Different students have different study habits. Some like to study, listening to music, which can help them concentrate, while others prefer a very quiet environment where there’s not any sound including music, because they think music can disturb their normal thoughts. T: Well done. After class, you are required to write a description of your study habits. You may use The questions in Activity 2 to help you. Step IV Cultural corner In this step, the students will read about some great American artists who have influenced the world of music. T: Now let’s turn Page 55. Look at the pictures. Who are they? Do you know anything about them? … They are American artists who have influenced the world of music. Read the passage and find out what kind of music was each artist famous for and try to complete the chart on the screen. Show the chart. Name Feature Title Louis Armstrong A jazz singer A pioneer of the improvised jazz solo. Robert Johnson A blues singer The father of rock and roll Woody Guthrie A folk singer A pioneer of protest music If possible, the teacher can find their CDs or tapes and play some pieces of music to the students. T: Besides the three artists, some other musicians are mentioned in the passage, who are they? And what else do you know about them? Ss: They are Eric Clapton, the Rolling stones and Bob Dylan. First ask the students to tell what have known about them. Then show them some information on the screen. Eric Clapton: Eric Clapton was born in southern England in March 1945. Eric was raised in a musical household. His grandmother played piano and his uncle both enjoyed listening to the sounds of the big bands. His music features Guitar style and blues. The Rolling stones: The Rolling Stones are a British rock and roll band who rose to prominence during the mid-1960s. The band was named after a song by Muddy Waters, a leading exponent of hard-rocking blues. In their music, The Rolling Stones were the embodiment of the idea of importing blues style into popular music. The band came into being in 1961 when former school friends Jagger and Richards met Brian Jones. They named themselves after a song by Muddy Waters. Bob Dylan: Bob Dylan is without doubt one of the most influential figures in the history of popular music. He is the writer of scores of classic songs and is generally regarded as the man who brought literacy to rock lyrics. T: You can find more information about them after class. Then deal with some language problems in this passage. Notes: 1. manage to do sth: succeed in doing / be able to do e.g. If I can’t borrow the money, I shall have to manage without. The hotel was on fire, but many people managed to run out of it. 2. make an impression on: cause effect on mind or feeling e.g. The speech made a strong impression on the house. 3. name … after: give a name to (name … in honor of … 以„„的名誉命名) e.g. The child was named after its father. Step V Task Instruct the students to organize a class concert. Purpose: Guide the students to learn while enjoy different types of music including the artists, the instruments and the songs through a class activity. Encourage them to sing songs or play instruments themselves. T: OK, boys and girls. We have learned a lot about music in this Module. How about a class concert? Ss: That’ll be great! T: Yes, but we need to do some preparation. Turn to Page 56, look at TASK. Work in groups of six. We need to do some groupwork. Read the instructions and discuss with your group members what you are supposed to do. I am going to collect your lists after your discussion. Sample lists: Group 1: We like pop music. We have made a list of the recorded music we have at home. We’ve got Back Street Boys, Steff Sun, Kelly Chen, Twins, etc. Group 2: We decide to play music of Michael Jackson’s for the class, because they are a little different. Group 3: Our group agrees to choose Eagle Band, which is a famous rock band. We plan to surf he net and download their information and the words of their famous song “Hotel California”. Surely they play the guitar, bass, etc Group 4: Mike will representative us to sing a song of country music style“Country Road”.He himself will play the guitar while singing. T: Sounds terrific! I am pretty sure our concert will be a success. But you have to get prepared after class. So much for today’s lesson. Step VI Homework 1. P114 Activity 16. Use the notes from Activity 15 and write a short article for a music magazine. Sample article: Liu huan: a Giant of Modern Music Liu huan, a composer as well as a singer, is a giant of modern pop music in China. Born in Tianjin, he graduated from the French Department of Beijing International Academy in 1985. It is a wonder that he became a top singer later. He ever won the first prizes in both English and French Music competition at college. In 1990, he was even awarded as one of the Ten Top Outstanding Young Composers in China as a result of his remarkable contribution in writing music. Meanwhile, numerable songs sung by him enjoyed great success in China and loved by people all over China, young or old. For example, his song “ Ask you time and time again” for the famous TV series Beijingers in New York and his “ Brave Men of Liang Mount (好汉歌)” are extremely popular with Chinese people. What’s more, his splendid songs also appeal to many westerners. In 1994, his concert held in New York attracted and stirred many people’s attention and interest. However, Liu huan is not only famous for his beautiful music, but also known for his kind-heartedness. He often appeared on stage and sang songs for free to support people in the disaster-stricken areas in 1998. So in some sense, Liu huan is more than a singer. I think that’s why so many people admire and love him. 2. P52 Activity 2. Write a description of your study habits. Sample description: A description of my own study habits I enjoy listening to classical music while studying. Without music, it’s too quiet and I can’t concentrate and will fall asleep soon. However, I never listen to rock music while studying because it’s too noisy and I just want to dance instead of studying if I listen to it. In the past my parents would be angry if they heard music from my bedroom, I tried to persuade them that it was good for my study. They didn’t believe me at first. But later when they saw that my test scores kept improving, they were surprised and gave in eventually. Now they allow and encourage me to listen to classical music. While study, what’s more, they come to enjoy classical music, too. Thanks to classical music, I not only improve my study but also change my parents’ attitude towards. 附 件 ?. 课文注释与疑难解释 1. allowance 1)n.[c] sum of money, amount of sth, allowed to do 津贴，特别经费 a dress allowance of ,30 a year 一年30镑的制装津贴 e.g. The director has an entertainment allowance. 经理有一笔特别招待费。 2) (c) (commerce and finance) deduction or discount (商业与财政)折扣 3) (single or pl.) make allowance (s) for, allow for 考虑到，体谅 e.g. We must allow for his youth. 我们必须体谅他的年轻。 2. arise vi. (arose, arisen) 1) come into existence; come to notice; present itself 发生;出现 e.g. A new difficulty has risen. 一项新的困难发生了。 If the need should arise … 假若发生需要的话 Before they could start, a mist arose. 在他们出发前，起了雾。 2) result (from) 产生 (与from连用) e.g. Serious obligations may arise from the proposed clause. 有这项提议的条款可能产生一些重大的责任。 3) (old use) get up; stand up(旧用法)起来;起身;起立 3. devote vt. give up (oneself, one’s time, energy, etc) (to sth or sb)(为某事或某人而)奉献(自己，自己的时间，精力等);专心;专门;献身 e.g. He devoted his life to mission work in Africa.他将他的一生奉献于非洲的传教工作。 This magazine is devoted to Science. 这个杂志转载科学文章。 She is devoted to her children. 她挚爱她的子女。(含有为子女的幸福而自我 牺牲的意思) devoted adj. very loving or loyal 挚爱的，忠实的 devotion n. 深爱，专心，忠实 4. take advantage of use it profitable, for one’s own benefit利用某事物 e.g. He took the fullest advantage of his success.他尽量利用他的成功。 He always takes full advantage of the mistakes made by his rivals.他对他的敌 手所犯的错误，总是加以充分利用。 (同义make (full) use of / make the best of) 5. far from e.g. Your work is far from (being) (=is not at all) satisfactory. 你的工作一点也不令人满意。 The newspaper accounts are far from being true. 报纸的报道远非事实。(有许多地方不正确) Far from (=instead of) admiring his paintings, I dislike them intensely. 我不但不钦佩反而十分讨厌他的画。 ?. 重点句子 1( It developed in the churches that black people went to. 它是在黑人常去的教堂里诞生的。 that 引导一个定语从句，修饰之前的名词churches，go to church(es)去教堂， 注意不要掉了介词to。 e.g. This is the park that her mother used to take her to when she was a girl. 这是那个在她童年时母亲常带她去的公园。 2(Blues is a type of music which started as songs sung by African Americans while they were working. 布鲁斯是一种最早始于非裔美国人劳动时所唱的歌 曲。 which 引导定语从句，修饰music, sung by …是过去分词短语，修饰songs， while引导时间状语从句，“当„„时”。 e.g. While the wife was cooking in the kitchen, the husband was reading in the garden. 妻子在厨房做饭，丈夫在花园读。 while还可以表示“对比” e.g. I was talking about my daughter while she thought I was talking about hers. 我在谈论我的女儿，而她以为我在谈她的女儿。 while 表示“虽然” While I don’t have much in common with him, we are friends. 3. The words of early blues songs often consist of a single line repeated two or three times before changing. 早期布鲁斯音乐的歌词常常由重复两三次才变化的单行歌词组成。 consist of : make up, contain, include 4. “The moment I heard it ,”he said ,“I knew it was a completely new kind of music.” “我一听到这首曲子”他说，“我就明白它是一种全新的音乐。” The moment 具有连词功能，意思是“一„„就„„” III. 文化背景知识 Musicians, singers, and related workers Musicians, singers, and related workers play musical instruments, sing, compose or arrange music, or conduct groups in instrumental or vocal performances. They may perform solo or as part of a group. Musicians, singers, and related workers entertain live audiences in nightclubs, concert halls, and theaters featuring opera, musical theater, or dance. Although most of these entertainers play for live audiences, many perform exclusively for recording or production studios. Regardless of the setting, musicians, singers, and related workers spend considerable time practicing, alone and with their band, orchestra, or other musical ensemble(全体演出者). Musicians often gain their reputation or professional standing in a particular kind of music or performance. However, those who learn several related instruments such as the flute and clarinet, and who can perform equally well in several musical styles, have better employment opportunities. Instrumental musicians, for example, may play in a symphony orchestra, rock group, or jazz combo one night, appear in another ensemble the next, and work in a studio band the following day. Some play a variety of string, brass, woodwind, or percussion instruments or electronic synthesizers(电子合成器) Singers interpret music, using their knowledge of voice production, melody, and harmony. They sing character parts or perform in their own individual style. Singers are often classified according to their voice range-soprano(女高音)contralto(女低音) tenor(男高音),baritone(),or bass(男低音)-or by the type of music they sing, such as opera, rock, popular, folk, rap, or country and western. Music directors conduct, direct, plan, and lead instrumental or vocal performances by musical groups, such as orchestras, choirs, and glee clubs. Conductors lead instrumental music groups, such as symphony orchestras, dance bands, show bands, and various popular ensembles. These leaders audition and select musicians, choose the music most appropriate for their talents and abilities, and direct rehearsals and performances. Choral directors lead choirs and glee clubs, sometimes working with a band or an orchestra conductor. Directors audition and select singers and lead them at rehearsals and performances in order to achieve harmony, rhythm, tempo, shading, and other desired musical effects. Composers create original music such as symphonies, operas, sonatas, radio and television jingles, film scores or popular songs. They transcribe ideas into musical notation, using harmony, rhythm, melody, and tonal structure. Although most composers and songwriters practice their craft on instruments and transcribe the notes with pen and paper, some use computer software to compose and edit their music. Arrangers transcribe and adapt musical compositions to a particular style for orchestras, bands choral groups, or individuals, components of music-including tempo, volume, and the mix of instruments needed-are arranged to express the composer message. While some arrangers write directly into a musical composition, others use computer software to make sing or play the blues. Blues and jazz. IV. 补充练习 1. Fill in the blanks with proper words. The first letter has been given. (1) Now I’ve used up the a_____ given by my parents monthly. (2) At the meeting a new question a ______. (3) Fans are very d ______to their favorite stars. (4) You must meet the d _____or you will be dismissed (5) I tried to persuade him q _____his present job, but in v________. He still couldn’t decide. (6) Canton pop is b____ all over the world. (7) Super stars usually have their own c _____in fashion. (8) S ____music is a mixture of gospel ;blues and jazz. (9) Human beings should live in h___ with nature. (10) We should keep up with the high p___ of modern life. Key: (1) allowance (2) arose (3) devoted (4) deadline (5) quit, vain (6) booming (7) consultants (8) soul (9) harmony (10) pace 2. Complete the sentences with proper phrases from the table. Make some changes. Consist of, be bored with, come out, far from, take advantage of, in order that, try out, make an impression on sb, rather than, devote to (1) A new novel of this famous writer will _____very soon. (2)The whole world_____ seven continents and four oceans. (3)The old teacher___ all his life ______ teaching. (4)You had better ______this opportunity and try your best. (5)The film I saw yesterday is very touching .It has _____me. (6)Tom gets up early every morning ______he can catch the first bus. (7)Today, students are _______piles of homework. (8)What we have done is ______ enough; we still have a long way to go. (9)Before taken by human beings, this drug will be _____on animals. (10)I prefer to stay at home ______go to see that awful film. Key: (1) come out (2) consists of (3) devoted, to (4) take advantage of (5) made a deep impression on (6) in order that (7) bored with (8) far from (9) tried out (10) rather than