Period 1
I. Teaching Aims:
1. Improve the Ss’s listening and speaking abilities.
2. Practise giving advice and making suggestions.
3. Cultivate the Ss’ musical taste
II. Teaching Important Points:
1. Master the ways of asking for and giving advice.
2. Cultivate the Ss’ musical taste.
II. Difficult Point:
How to further develop the Ss’ listening and speaking skills.
III. Teaching methods:
1. Listening –and-answer activity to train the Ss’ listening ability.
2. Look –speak method to train the Sl’ speaking ability.
IV. Teaching procedures:
Step 1 Warming up
Let the Ss to listen to the music and tell them the following word: This is my favourite music. The music is quite slow / fast. I like it best also because … What is your favourite music? What kinds of music do you know?
Ask the Ss to speak out words about music as many as possible, such as: classical, pop, folk, jazz, rock and roll, hip-hop and rap, Latin, the blues, light, heavy metal
Ask the Ss to listen to the songs and try to guess where the music comes from. If the Ss have difficulty explaining their choices, try asking them what the music makes them think of, or ask them to listen for different instruments, rhythms and sound.
Ask the Ss to think about what music they like and why they like it. Does the music they like say anything about what kind of people they are?
Step 2 Listening
The Ss will hear three songs and write down what they think and feel about it. The activity gives the Ss an opportunity to practise their ability to talk about songs, music, feelings, likes and dislikes.
Let the students listen to the songs and answer the questions. After each song, compare their answers and ask the Ss to explain their answers.
When the Ss have heard all the three songs, you can ask them to compare the songs.
Step 3 Speaking
Ask the Ss to listen to the tape to get the main idea of the text.
Tell the Ss to work in pairs to make new dialogues.
Sample dialogues:
B: Hi, Xiao Yu. Can I ask you for some advice?
A: Sure. What’s your problem?
B: You know I love dancing. I want to dance, but I am not sure what song I should play.
A: Hmm. Well, do you want to dance to a slow song or a fast song?
B: A fast song, I think, I like to move around.
A: In that case, I think it would be better to play a pop song. There are many pops songs that are fast and fun to dance to.
B: Good idea! But there are so many pop stars, which song should I choose?
A: How about I Have Nothing By Cuijian?
B: OK, I’ll try that one. Thank you.
A: You’re welcome. Oh, by the way, may I dance with you?
List the language points.
1. advice 不可數(shù)名詞 A piece of advice 一個(gè)忠告
suggestion 可數(shù)名詞 Some suggestions 一些忠告
2. a. have sth in mind 想到某事; 想要做某事. 例如:
I could see he was not telling all he had in mind. 我看得出來(lái)他沒(méi)把心里想的全部告訴我.
What do you have in mind for us to do? 你心里想要我們做什么?
b. have sb in mind 心里想著某人. 例如:
I don’t know whom he has in mind for the job. 我不知道他心中想要誰(shuí)干此活?
3. dance to (some music) 和著(音樂(lè))跳舞
We are all dancing to the music.
Homework
1. Finish doing the listening exercise on workbook.
2. Prepare for the reading text.
Period 2
I. Teaching Aims:
1. Train the Ss’ reading ability.
2. Improve the Ss’ communicating ability.
3. Let the Ss know about the different styles of music in the world.
II. Teaching Important Points:
1. Learn and master the following words and phrases:
2. Improve the Ss’ reading ability and help the Ss understand the passage exactly.
III. Difficult point:
Help the Ss further understand the passage correctly.
IV. Teaching methods:
1. Fast reading and careful reading to train the students’ reading ability and understand the passage better.
2. Discussion to improve the students’ ability to communicate with each other.
V. Teaching procedures:
Step 1 Pre-reading
1. Tell the students to work in groups. One student in each group asks the other group members the four pre-reading questions.
2. Visit each group and make sure that each group member participates. Help the students with vocabulary if necessary.
3. Ask the group leaders to summarize the discussion and report to the class. Compare answers from different groups and have a short discussion.
Step 2 Reading
1. Tell the students to read the text once and then find the key sentence for each paragraph of the text.
2. Compare different paragraphs and divide the whole text into several parts. Help the students get the general idea for each part.
3. Tell the students to look at the four questions in post-reading Exercise 1. They may answer them either individually or in pairs or groups. Encourage the students to use their own words.
Step 3 Summary
1. Most of us like pop music from China or the US, but we also like to listen to other kinds of music. The world is full of interesting music styles.
2. Blues music has a long history and is an important par of African-American culture and modern music. Blues music has influenced and created many other music styles, such as jazz and rock.
3. Modern American music is more than just blues and rock. Hip-hop and rap are two music styles that have become popular.
4. Latin music is an example of world music that has become part of American culture. The style comes from Latin America and is important to the growing number of Spanish-speaking people in the United States.
5. There are many other styles of music we can discover and enjoy if we explore the sounds of the world.
Step 4 Notes
1. have been playing 是現(xiàn)在完成時(shí),表示過(guò)去發(fā)生的動(dòng)作一直不間斷地進(jìn)行到現(xiàn)在.
2. have … in common 有共同點(diǎn). 例如:
I haven’t a thing in common with my father. 我沒(méi)有一點(diǎn)與我父親相同.
Step 5 Post-reading
Discuss the questions in groups, and finish doing them one by one.
Homework
1. Ask the Ss to remember to new words and phrases learned in class.
2. Finish doing the vocabulary exercises both in student book and workbook.
3. Prepare for the part of Grammar.
Period 3
I. Teaching Aims:
1. Train the Ss’ ability to guess the meaning of a word in different sentences.
2. Review the Passive Voice.
II. Important Points:
1. Master the following words and phrases: beat, style, record, turn---into, spread, etc.
2. Review and master the Passive Voice in different tenses.
III. Difficult Point:
Help the students master the way of changing sentences from the Active Voice into Passive Voice and from the Passive Voice into the Active Voice.
IV. Teaching methods:
1. Asking –and-answer to review the use of the Passive Voice.
2. Individual or pair work to make every student work in class.
V. Teaching procedures:
Step 1 Word study
Answers to the exercises:
beat
1 vi. To strike repeatedly (esp. the heart)
2 n. a regular, rhythmical unit of time
3 vt. Defeat
pick
1 v. to gather; harvest
2 (pick up) v. to take on passengers
3 (pick out) v. to carefully select
rock
1 vt. To upset
2 a./n. a kind of music, rosk’n’roll
3 n. hard and large stones
style
1 n. the fashion of the moment
2 n. type, kind
3 n. a way of doing something
Step 2 Grammar
Summary of the Passive Voice:
The Passive Voice is formed with a form of be and the past participle of the main verb. Passive sentences focus on the receiver or result of an action rather than the performer of the action ( the agent ).
Passive sentences often do not mention the agent at all. The subject receives an action or is the result of an action. The person or thing that performed the action may be unimportant or unknown in a passive sentence.
Answers to Exercise 1:
1. The key to the classroom is kept by our monitor.
2. The song of the 1998 World Cup was performed by Ricky Martin.
3. The performance will be given in the Capital Concert Hall.
4. He knew that he would be invited to perform in the New Year’s Concert.
5. The beautiful song is being sung by everyone in the country.
6. This song was written while he was fishing.
7. The new music video is played several times a day.
8. The boy was given a golden pen by the schoolmaster.
Answers to Exercise 2:
1. Elvis Presley,…and his fans from different countries will always love him.
2. For his eleventh birthday, Elvis wanted a bicycle but his parents gave him a guitar.
3. The next year he recorded another song.
4. After that more and more people asked him to make records.
5. They have turned the house where he once lived into a museum and thousands of people visit it every year.
Homework
1. Ask the students to finish Grammar Ex. on Wb.
2. Prepare for integrating skills.
Period 4
I. Teaching Aims:
1. Revise the language points and grammatical item in this unit.
2. Train the Ss’ integrating skills.
II. Important Points:
Learn and master the following words and phrases: similar, satisfy, on the other hand, because of, etc
III. Teaching methods:
1. Revise the language points and grammatical item in this unit.
2. Contrast and imitation to help Ss learn to write a good comparison essay.
3. Individual or pair word to make every student work in class.
IV. Teaching Procedures:
Step 1 Greetings
Greet the whole class as usual.
Step 2 Reading and writing
Ask the student to complete the chart in the book and use the outline to write a comparison essay.
Answers to the exercises:
1
Comparison Pop music Rock music
Why is music important to the musicians? Music is their career. They use music to become rich and famous. Music is their life. They play music to satisfy their inner desire.
How are songs written? One person writes the words, someone else the music, and other musicians record it. One person has a strong feeling and expresses it with music, and others help build the song.
What are the songs about? Most pop songs are simple stories about love that make people feel easy and forget about the real world. Rock music expresses true feelings about society, friendship and even war.
2
Comparison Traditional Chinese Music Modern Chinese Music
What instruments are used? Pipa, erhu, suona, guzheng, guqin, etc. Drums, guitar, keyboard, sometimes traditional instruments.
When is the music played? At weddings, during festivals, and in the royal courts. Every day, on TV and radio
What are the songs about? Love, life, news, legends Love, life, society
Step 3 Workbook
Ask Ss to have a look at the Grammar on page 176---The Verb.
Step 4 Revision
review the useful expressions:
Asking for suggestions and giving advice
What can you suggest? Maybe we could…
Can I ask you for some advice? I suggest (that )…
Can you help me decide…? Maybe it would be better to …
That’s a good idea.
Well, but what about…?
Review the useful words and phrases:
Musical instrument perform blues characteristic slave jazz traditional spread variety universal emotion in common turn…into
Homework:
1. Preview the reading American Country Music on Wb.
2. Finish the Writing on P150.