Lesson 81
Teaching objectives and demands:
1. Words and useful expressions: be familiar with; jazz; otherwise; folk; perform; instrument; violin; wedding
2. Everyday English for communication (intentions and decision)
I think at the beginning we’d rather have….
I’d rather have… to start.
I’d rather not have…
Have you decided…?
I’ve decided to….
3. Language use: Manipulate listening, speaking practice
Key points: 1. Everyday English for communication; 2. Words and useful expressions
Teaching procedures:
Step 1. Revision
(1) Check the homework exercises of the previous unit.
(2) Talk about music: How many kind of music do you know? Name some kind of musical instruments. What different types of music are there?
Step 2. Presentation
SB Page 49, Part 1. Talk about the picture and get s to tell what they think is happening. Then read the introductions.
Step 3. Listening
Play the tape of Speech Cassette Lesson 81, and tell the students to listen to the tape to answer the following questions (the italic parts are possible answers):
1.What are Mary and Rik talking about?
They are talking about a music party.
2.What music is Rik supposed to start with at the party?
Some fairly quiet and peaceful music.
3.What music will be played at the end of the party?
After supper, play some jazz or pop music.
4.What instruments does Rik play? He plays the guitar, piano and jazz violin.
5.Do you play any instruments? Do you find it hard?
I don't play any instruments, I think all of them are hard to learn and they need a lot of time to practise.
Step 4. Reading
Read the text and explain the language difficulties if necessary.
(1) Have you decided what music you'd like us to play at the party? 你決定讓我們?cè)谕頃?huì)上演奏什么音樂(lè)?
at the party中的介詞at，一般各種會(huì)議多用at，又如：
at the wedding 在婚禮上 at the conference 在大會(huì)上
at the opening ceremony 在開(kāi)幕式上 at the meeting 在會(huì)上
at the fair 在集市上 at the 11th. Asian Games 在第11屆亞運(yùn)會(huì)上
at the sports meet 在運(yùn)動(dòng)會(huì)上 at/in the Olympic Games 在奧運(yùn)會(huì)上
(2) Oh, at the end some songs that everyone's familiar with, then they can join in.噢，在結(jié)束時(shí)演奏一些大家都熟悉的歌曲，這樣大家都能唱。
familair的主語(yǔ)如果是有生命的事物并且表示“與……熟悉”的意思，常接介詞with,如果是無(wú)生命的事物做主語(yǔ)，并且表示“為……所熟悉”，常接介詞to，如：He is very familiar with the names of plants inEnglish. 他很熟悉植物的英語(yǔ)名稱(chēng)。
Suzhou and Hangzhou are very familiar to many Chinese people.
蘇州和杭州為大多數(shù)中國(guó)人所熟悉。
(3) Well, I think at the beginning we'd rather have some fairly quiet and peaceful music. 嗯，我覺(jué)得開(kāi)始時(shí)我們寧愿要一些寧?kù)o平和的音樂(lè)。
注意fairly表示“十分”或“相當(dāng)”，通常與褒義詞連用，而與它相近的副詞rather常與貶義詞連用，如：
It is fairly cool today. 今天相當(dāng)涼爽。
He was rather angry at my words. 聽(tīng)了我的話他非常生氣。
當(dāng)然，有時(shí)候這種區(qū)別并不重要，尤其在英國(guó)英語(yǔ)中，如：
We were fairly caught in the trap. 我們完全掉入了陷阱。
fairly作為副詞“公正地”，是由形容詞fair派生而來(lái)，
與just和justly相同，如：
Up till the present time, the blacks of the United States are not always treated fairly.
時(shí)至今日，美國(guó)的黑人并不總是受到公平的待遇。
(4) Otherwise we won't be able to hear ourselves talk. 否則我們聽(tīng)不見(jiàn)自己談話。
① otherwise 既是連詞，也是副詞，意為“否則”、“用其它的方法”、“在不同的情況下”，如：He was not treated in time. Otherwise he would not have died.
他沒(méi)有得到及時(shí)的治療。否則他不會(huì)死。
Obviously you think otherwise. 顯然你的想法不同。
The rent is high, but otherwise the house is quite satisfactory.
租金雖高，但在其它方面這房子還是讓人滿意的。
注意第一例中otherwise所接的是虛擬語(yǔ)氣，otherwise 本身相當(dāng)于一個(gè)從句If he had been treated in time。
② hear sb. do 意為“聽(tīng)到某人做了某事”或“聽(tīng)到某人經(jīng)常做某事”，如：
I heard him step upstairs, enter the room and shut the door.
我聽(tīng)見(jiàn)他走上樓梯，走進(jìn)房間，然后關(guān)上了門(mén)。
We often heard the girl recite poems when she was a little girl.
當(dāng)她還是個(gè)小女孩的時(shí)候，我們經(jīng)常聽(tīng)她背誦詩(shī)歌。
(5) Maybe some folk songs to start with? 或許可以民歌開(kāi)始?
這是一個(gè)省略句，相當(dāng)于Maybe we can have some folk songs to start with。
folk 除了用作“民間的”，還可以用作名詞，與people是近義詞，如：
The town folk know him as Mr. Dickey.
鎮(zhèn)上的人們都知道他是迪基先生。
Do you like singing Chinese folk songs? 你喜歡唱中國(guó)民歌嗎?
(6) You have to practise a lot. 你得好好練。
practise 既是及物動(dòng)詞，也是不及物動(dòng)詞，接賓語(yǔ)時(shí)如果使用動(dòng)詞，則應(yīng)用動(dòng)詞的 –ing 形式，而不用動(dòng)詞不定式，如：
Practise speaking English every day, and soon you'll improve your spoken English.
每天練習(xí)講英語(yǔ)，很快就可以提高口語(yǔ)水平。
Step 5. Workbook
Get the students to do Ex.2 and 3 and then check the answers with the class.
Answers:
Ex.2
1.What music we will play at the beginning of the party.
2.how many people will be invited to my birthday party.
3.not to go to his wedding party
4.not to drink too much wine
5.not to smoke at the party
6.have some soup to start with/start with some soup
7.listen to some fairly quiet and peaceful music before going to bed
Ex.3
A: What’s your favourite kind of music?
B: I like Peking Opera.
A: Do you often sing Peking Opera?
B: Yes, of course. I learn many songs from the tape first, and then I practise them with the karaoke on TV.
A: That seems to be lots of fun. By the way, do you play any instruments?
B: Yes, I do. I play Erhu and Jinghu.
A: Is that hard? I mean, Jinghu?
B: Not very hard. But it's hard to play it very well.
Step 6 Homework
(1) Finish off the exercises of Lesson 81 in the workbook.
(2) Revise the key points of this lesson.
Evaluation of teaching:
Lesson82 Music & World Music
Teaching objectives
1. Develop the students’ comprehension of explorative passages, especially their ability of analyzing the structure of such kind of articles.
2. Offer the students another chance of self-culture by working in groups and seeking information on the Internet.
3. Infuse the students with basic knowledge about music, music history and music from different culture backgrounds and cultivate a sense of music appreciation.
Teaching Approach
1.Communicative Approach should be used throughout the class. Stress should be laid on:
2.Learner-centeredness; learning-centeredness
3.Task-based learning
4.Activity-based teaching ( class work; individual work ; group work )
Teaching type: Reading comprehension
Teaching Procedure
Step 1. Pre-reading Discussion
Lead the students to enjoy some beautiful music and then ask them some warming-up questions about music.
Step 2. World music
(1) Lead-in
Music plays an important part in our life. Our world will be completely different without music. But have you noticed that people in different nations and areas have different music？ They have developed music typical to their own cultures and living conditions. Here we have some classmates with their reports on Music Around the World? I’m sure you will feel interested and learn a lot from it.
(2) Students’ reports
Five groups of students are to give their reports on different music from different nations.
(3) Evaluation
Thanks to these students. You lead us to a vast sea of music. We are able to explore many parts of world in your music.
Step 3. Presentation
Do you know what music was like at the very beginning? Could people learn new songs with this kind of books? (Showing a book full of musical notes to the Ss) Of course not. But how was music learned and taught in the ancient times?
Step 4. Reading Comprehension
(1) Scanning
Ask the students to go through the first part of the text and find out the answers to “How many important kinds of music are there?” and “How was music learned and taught in the ancient times? And why?”(There are mainly two kinds of music-written down or not. first music was not written down. The old folk music was passed down orally from one generation to another. Some old performers of music could even learn hundreds of songs by heart.)
(2) Reading
Get the students to read the Text again carefully and find out the main ideas for each paragraph:
two important kinds of music
folk music
early performers
music in the streets
(3) Retelling
Ask the students to form a short passage about music with the help of some keywords.
written down or not; earn a living;
passed down from … to …; learned from …; be about…
popular and respected; learn by heart; in praise of
performed to passers-by; coins
Step 5. Practice
(1) Listen to the tape of the whole text and do the fill-in exercise:
Fill in the missing words (the italic parts are possible answers):
There are two kinds of music in the world --- one is written down and the other is not . Folk music has been passed down from generation to another. These songs were about country life, the seasons, animals and plants, and about love and sadness in people’s lives.
Early music performers used to learn hundreds of songs by heart. They used to act and sing in praise of heroes on festivals. In this way, stories were passed on from one person to another .
African music plays an important part in people’s lives, especially for work and at festivals and wedding when people dance all night long .Indian music is not written down. But lots of modern music is also written .Caribbean music was developed by the slaves brought from Africa . West Indians make musical instruments out of large oil cans . Jazz was born in America around 1890 . It came from work song sung by black people and had its roots in Africa .
(2) (if time permitting) Give them another topic---film---to talk about. The students are supposed to form out merely the main structure of the passage. They can complete the passage after class.
Step 6. Workbook
Go through the Workbook exercises and check the answers with the students if time permits.
Answers:
Ex.1 True 3 4 5 6 8 False 1 2 7 9
Ex.2 1 C 2 C 3 B 4 B 5 B 7 C 8 C
Step 6. Homework
(1) Ex. 1 & 2 in the Workbook.
(2) Revise the key points of this lesson.
Evaluation of teaching:
Lesson 83
Teaching aims and demands
1.Words and useful expressions: flaming; ray; part; memory; fade; soul; ironing board; tin; marry; get married; whisper
2. Grammar: the ing-form used as attribute and object complement
3. Reading practice: analyze a poem.
Key points: grammar and useful expressions
Teaching methods: Reading -discussion----explanation
Teaching procedures:
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the key points of the previous lesson.
Step 2. Presentation
SB P52, Part 1. Tell the students that “Today we ‘re going to read a poem called ‘A Perfect Day’.” Play the tape for the students to follow and answer the question, “How many times do we have the phrase “perfect day” in the poem? (5 times)
Step 3. Reading
Tell the students to read the poem to answer the following questions:
(1) Is this at dawn or at dusk? (dusk)
(2) Is the writer alone or with someone? (with his friend )
(3) Is the writer meeting someone or seeing someone off? (seeing sb off)
If the ss can answer the questions well, it shows that they can understand the theme of the poem, in which case, we will go further to explore the poem.
Step 4. Theme
Tell the students to read the poem more carefully and find out the theme of poem. Possible answer: love; friendship; saying goodbye.
Step 5. Rhymes of the poem
Tell the students to read the poem and find out the rhymes of the poem:
(1) day; gay; day; ray; day; day; day
(2) thought; brought
(3) heart; part
(4) too; true
(5) fade; made
From above we can see that the poet rhymed the poem in the way of a-b-a-b-a-c-a-c.
Step 6. Language points
Tell the students to read the poem and underline the language points. Talk about the language difficulties with the students.
(1) While the chimes ring out with a carol gay
For the joy that the day has brought...
當(dāng)鐘聲唱出歡樂(lè)的頌歌
為了這美好日子帶來(lái)的歡愉……
① chime既是動(dòng)詞，也是名詞，意為“諧和鐘聲”(常用復(fù)數(shù))、“奏出和諧的鐘聲”或“協(xié)調(diào)”，如：
I like listening to the chimes given out by the old church clock in our village.
我喜歡聆聽(tīng)我們村教堂里古老的鐘所發(fā)出的和諧鐘聲。
She is such a pleasant girl that she can chime in with everyone else in her class.
她是個(gè)讓人愉悅的女孩，與班上所有人的關(guān)系都很融洽。
② carol既是動(dòng)詞，也是名詞，意為“頌歌”、“歡樂(lè)地歌唱”，如：
The children are caroling happily. 孩子們?cè)跉g快地齊聲唱歌。
(2) ... When the sun goes down with a flaming ray,
And the dear friends have to part?
當(dāng)太陽(yáng)帶著紅霞西沉，
親愛(ài)的朋友不得不離你而去，……
① go down相當(dāng)于set。 ② flame既是動(dòng)詞，也是名詞，意為“火焰”、“燃燒”，
如：The sun's flames brightens the earth. 陽(yáng)光照亮了地球。
The bonfire flamed almost all the evening. 篝火幾乎燃燒了整個(gè)晚上。
Part: 動(dòng)詞，意為“(讓)分開(kāi)”、“分歧”，如：
The police parted the crowd. 警察將人們分開(kāi)。
Let's part friends. 讓我們友好分手。
On that question I'm afraid I'll part company with you.
在這個(gè)問(wèn)題上，恐怕我和你有分歧。
They parted at the stone bridge. 他們?cè)谑瘶蚍质帧?/p>
(3) For memory has painted this perfect day,
With colours that never fade, …
fade vt. & vi. (使) 凋謝；(使)褪色；(使)衰落
這是一個(gè)富于詩(shī)意的單詞，用起來(lái)文學(xué)味很濃。
The strong sunlight faded the curtains. 強(qiáng)烈的陽(yáng)光使窗簾褪了色。
Soon the flower faded. 花兒很快凋謝了。
Gradually her hopes faded. 她的希望逐漸成了泡影。
Step 7. Word search
SB p52, Part 2. Get the ss to read the poem again and find the words and phrases in it which have the same meaning as listed in this part. Answers:
(1) while the chimes ring out with a carol gay
(2) when the sun goes down with a flaming ray
(3) with colours that never fade
(4) gay; or joy
(5) part
Step 8. Language study
Study Part 3 and 4 with the students and if necessary explain the following to the students. (Part 4 can be done as a translation work)
本單元的三個(gè)Practice全部是圍繞 -ing 作定語(yǔ)這一問(wèn)題的。動(dòng)詞的-ing形式作定語(yǔ)，主要注意三個(gè)方面：
① 形式(以動(dòng)詞be為例) doing...being done
注意不可用完成時(shí)態(tài)。如：
Who's that boy playing basketball there? 那個(gè)打籃球的男孩是誰(shuí)?
The meeting being held now is about the opening ceremony.
正在舉行的會(huì)議是有關(guān)開(kāi)幕式的。
不可說(shuō)：
（x）This is the train having arrived.
（x）The boy having been beaten was crying.
遇到上述情況應(yīng)改用定語(yǔ)從句。
② 位置
一般單個(gè)的-ing形式放在被修飾的詞前面，而詞組放在被修飾的詞后面，如：
the burning house 正在燃燒的房屋
the house smoking heavily 正在冒濃煙的房屋
③ 主動(dòng)與被動(dòng)
the boy beating the drums 正在打鼓的男孩
the girl reading aloud 正在朗誦的女孩
the rising sun 正在升起的太陽(yáng)
the changing world 正在改變的世界
the boy being beaten 正在挨打的男孩
the poem being read aloud 正在被誦讀的詩(shī)歌
the code being changed 正在被改變的密碼
注意：一般只有及物動(dòng)詞的 -ing 形式可以改變?yōu)楸粍?dòng)式being done。
Step 9. Practice
SB Part 5 and 6, get the students to do the 2 exercises individually and then check the answers with the class. Answers: See SB P53.
Step 8. Workbook
Workbook Lesson 83, Ex. 1~3. Get the students to do the three exercises and then check the answers with the students.
Answers:
Ex.1
1. down；from；to ； 2.On；in ；of 3.In；from
4. In ；in 5.out of；of；with 6.at；with；in
Ex.2
1.坐在臺(tái)上的那個(gè)人是來(lái)自于武漢大學(xué)的教授.
2.沿著河走的那個(gè)人是誰(shuí)?
3.正在那邊練拉小提琴的孩子們下周將參加演出。
4.站在車(chē)旁戴著太陽(yáng)鏡的那個(gè)人是個(gè)偵探。
5.正在跟孩子們談話的婦女是個(gè)著名的音樂(lè)家。
6.我看到一隊(duì)警察從綠色的吉普車(chē)中出來(lái)，跑向車(chē)站。
7.我看見(jiàn)一只狗叼著一塊肉，進(jìn)入你的花園。
8.昨晚我在晚會(huì)上聽(tīng)見(jiàn)她在唱一首好聽(tīng)的歌曲。
9.當(dāng)我看見(jiàn)一個(gè)人在公園里玩蛇，我很害怕。
10.我聽(tīng)見(jiàn)一些男孩在我的窗戶附近又喊又叫，所以無(wú)法入睡。
Ex.3
洗衣機(jī) 游泳池 寫(xiě)字臺(tái) 候車(chē)室 跳臺(tái) 舞廳 臥車(chē)
閱讀材料 聽(tīng)力練習(xí) 吸煙室 信紙 開(kāi)場(chǎng)白 工作時(shí)間
總結(jié)陳述 試衣鏡
building material； bathing cap； washing room； drinking water；
walking stick； racing car； translating machine； changing room；
sowing machine； booking office； running water； training class
Homework
(1) Finish off the exercises of Lesson 83 in the workbook.
(2) Revise the grammar of this lesson.
Evaluation of teaching:
Lesson 84
Teaching aims and demands
1. Listening practice
2. Grammar: -ing form used as attributive and object complement.
Key points: 1. Useful expressions; 2.listening 3. grammar
Teaching methods: Listening practice; written practice and oral practice.
Teaching procedures
Step 1. Revision
(1) Check the homework exercises.
(2) Revise the key points of the two lessons.
Step 2. Listening
(1) Pre-listening: Tell the students turn to Page 153 and read the instructions to get a gist of the listening passage.
(2) While-listening:
① Play the tape for the students to answer the questions.
② Check the answers with the students.
(3) Post listening activity: get the students to talk about the listening passage.
Step 3. Checkpoints
Go through Checkpoint 21 with the students. Get the students to make sentences of their own using the useful expressions. Pick out some ss to yell out their sentences to the rest of the class.
Step 4. Word study
SB P54, Part 2. Read the instructions and get students to fill in the blanks with the words given in the box. Check the answers with the students after they finish them.
Step 5. Writing
SB P54, Part 3. Read the instructions and tell the students to develop a passage using the information given.
Step 6. Workbook
Workbook Lesson 84. Ex.1~2 and the exercises in Unit 21 Revision. Get the students to do the exercises and then check the answers with the students. Answers:
Ex.1.
1.otherwise 2. folk 3. musical 4. performance 5.memory 6.faded 7 drum；hammer 8.notes 9. flaming 10.generation 11. whispered 12. type 13.pattern
Ex.2 the questionnaire can be done in or after class in accordance with the time permission.
Unit 21 Revision
Ex.1 families (家庭)---familiar(熟悉的) folk(人們)---fork(叉子)
thought(思想)---though(盡管) carol(頌歌)---coral(珊瑚)
soul(靈魂)---soil(土壤) marry(結(jié)婚)---merry(快樂(lè))
fox(狐貍)---fax(傳真) seize(抓住)---size(型號(hào))
brake(車(chē)閘)---broke(折斷) charge(收費(fèi))---change(變化)
track(跑道)---truck(卡車(chē)) carriage(馬車(chē))---marriage(婚姻)
majority(大多數(shù))---minority(少數(shù)) content(內(nèi)容)---continent(大陸)
relay(接力)---delay(拖延) nice(好的)---niece(侄女兒)
circle(圓圈)---cycle(自行車(chē)) good(好的)---goods(貨物)
Ex.2 1.looking/to look 2. sending/to send 3.exciting 4.playing 5.quarrelling 6.talking 7.entering, picking 8.named 9.locked 10.Followed 11. lost 12. Burnt 13. given 14. Kicked 15.damaged
Ex.3 generation；written；from ；not；by；well；neither；passed；develop；
Ex.4 Hi! Everyone, I'll introduce a piece of music now. It's name is” Going Home”.
I think everyone knows the musician who played this piece of music. He is Kenny G. He is a world-wide famous expert of Saxophone. Some of his musicals are very well known throughout the world. For example, “Spring Breeze”, “Miracles”,” Jasmine.”
Saxophone is a very popular instrument. It wins people's hearts by its beautiful shape and its special musical sound.
“Going home” is a very beautiful piece of music. It's full of artistic appeal When you hear it, you will never forget it. When you hear it, you will give your whole heart to it. It's marvelous. It's a great beauty. Now, dear friends, let's listen to it ----“Going home”. I believe you'll at once fall in love with it after you listen to it.
Homework
(1) Finish off the exercises of Lesson 84 in workbook.
(2) Revise the key points of this unit.
Evaluation of teaching: