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2019-2020年高中英语Module3Music教案外研版必修2TheGeneralIdeaofThisPeriodThisperiodincludesIntroductionaswellasReadingandVocabulary.Introductioncanserveasawarmingupofthereadingpassage.Tomakestudentsfullypreparedforthestudyofthepassagetheteachermayfirstleadthestudentstosomenewwordsconcerningthetopicinthismodule.Andinthiswaytheteachercanstimulatethestudents’interestinthestudyofthenewmodule.Thentheteachercanletthempletethetwoactivitiesindividuallyandchecktheiranswersthroughpairwork.Iftheclassisgoodenoughotheroptionscanbeprovidedforreference.Inthereadingandvocabularypartyoucanfirstleadthestudentstolearnsomenewwordswhichwillappearinthereadingpassage.Thismaydecreasethedifficultytheyeacrossinthereadingprocess.Thenrequirethestudentstoreadthepassagefastgettingitsmainidea.Afterthisinstructthestudentstoreadthepassageagainpletingthethirdandfourthactivities.Nextaskthestudentstoreadthroughthepassageonceagainandlearnsomeusefullanguagepoints.Finallyrequirethestudentstodiscussthequestionsinthelastactivity.Iftheclassisofhighlevelrefertoothergivenoptions.TeachingAims1Trainthestudents’speakingskills.2Developthestudents’readingability.3Words:audiencechoirclassicalposerconductorjazzmusicianorchestrasaxophonecourtdirectorgeniuslosemusicalpeasantsymphonytalentAustriaprinceposetourPhrases:listentobeknownaschangeintoofalltimeaswellasgiveconcertsbeimpressedbytherestofgodeafSentencepatterns:havingdone作状语;强调句;however引起的句式TeachingMethods1Fastreadingtomakethestudentsgetthemainideaofthepassage.2Explanationstomakethestudentsmastersomelanguagepoints.3TraintheSs’speakingabilitythroughindividualpairworkandgroupwork.4Trainthestudents’readingskillsbydealingwithsomereadingactivities.TeachingImportantPoints
1.Helpthestudentsmakesenseofthepassage.
2.Helpthestudentstoimprovetheirreadingability.
3.EncouragetheSstotalkaboutmusicaswellasmusicinstruments.TeachingDifficultPoint
1.Leadthestudentstotalkinginclassactively.
2.Dealwithsomedifficultlanguagepoints.TeachingProceduresStep1Lead-inandIntroduction
1.Askthestudentsthefollowingquestionsandleadinthenewclass.DoyouenjoymusicWhichkindofmusicdoyoulikemostWhatdoyouknowaboutmusic
2.Activity1AsktheSstoreadthroughthelistedwordsindividually.Makesuretheyunderstandwhattheymean.IftheyeacrossanytroubleinunderstandinganyofthemgivesomeexplanationsinEnglishorjustgivetheirChinesemeanings.ThentheSspletethefollowingexercisebythemselves.AfterthischecktheanswerswiththeSs.Suggestedanswers:1poser 2choir 3drumsguitarpianosaxophone 4drumspianoviolinsaxophone5drumspianosaxophoneviolin 6erhudrums
3.Activity2TheteacherreadsoutthelistedquestionsandmakesuretheSsunderstandwhattheyallmean.Ifnotgivesomenecessaryexplanations.ThentheteacheraskstheSstohaveadiscussioningroupsoffour.Nextasksomerepresentativegroupstoreporttheirdiscussionresults.Finallycallbackanswersfromthewholeclass.Suggestedanswers:Thepicturesshowfromlefttoright:violinclassicalguitardrumssaxophoneerhupiano1-3Students’ownanswers.Step2Pre-reading
1.BackgroundknowledgeofthethreeposersFirsttheteachershowsthefollowingchartontheBb.andasktheSstodiscusshowmuchtheyknowaboutthethreeworldfamousposersHaydnMozartaswellasBeethovenandtellasmuchastheyknowaboutthem.ThenSsreporttheirdiscussionresultstothewholeclass.BirthplaceAbouthisfatherAbouthisachievementsRelationshipwiththeothertwoHaydnMozartBeethoven
2.ShowthefollowingwordsontheBb.HavetheSsreadthemafteryouandmakesuretheyknowwhattheymean.Iftheycan’tunderstandanyofthemtheycanturntoyouforhelporlookthemupinthereferencebookforexampleadictionary.court director genius harpsichord impressed lose musical peasantpieceofmusic singer successful symphony talent teenagerStep3While-reading
1.SkimmingTheteacherfirstreadsoutthelistedthreetitlestothewholeclassandmakesuretheycanunderstandthemclearly.ThentheteacherhastheSslookthroughthepassagequicklytocatchthemainidea.NexttheSspletethesecondactivityandchoosethebesttitle.Finallytheteachercallsbacktheanswersfromtheclass.Suggestedanswers:ThreeGreatposersoftheEighteenthCentury.
2.ScanningFirstasktheSstolookthroughthefourquestionsinactivity3onP23quicklyandtrytounderstandthem.ThenhavetheSsreadthepassageandfindouttheanswers.Finallycallbacktheanswersfromtheclass.Suggestedanswers:1HaydnMozart 2Beethoven 3Haydn 4Mozart 5Beethoven 6Theyallmeteachother. 7BeethovenMozart 8HaydnAsktheSstorereadthepassageandmakethechartshowninStep2perfect.
3.CarefulreadingOption1ThestudentsarerequiredtolookthroughthesevenquestionsinactivityfouronP23beforereadingthepassageonemoretime.Workinpairstoaskandanswerthem.Onereadsthelistedquestionsandtheothergiveshis/heranswers.Thenexchangetheirrolesandrepeatthisonceagain.Finallychecktheiranswersaccordingtowhatisshownonthescreen.Suggestedanswers:1Hemadethemlongerandforalargerorchestra.2HeworkedineasternAustriafor30years.3Heposedover600piecesofmusic.4Hewassixyearsold.5Theywerefriendsfortenyears.6Hisfathertaughthim.7Nohecontinuedposingwhenhebecamedeaf.Option2Showthefollowingonthescreen.1Mozartisfamousas“thefatherofthesymphony”.2BeethovenspenthislastyearsoflifeintheAustriacapital.3MozarthelpedBeethovenmovetoVienna.4HaydnthoughthighlyofMozart.5AmongthethreeposersHaydnwastheoldestwhileMozarttheyoungest.FirstasktheSstoreadthroughthesentencesabovequicklyandtrytounderstandthem.ThenhavethemreadthepassageagainanddecideifthesesentencesaretrueTorfalseF.NextputtheSsintopairsandparetheiranswers.Finallycallbacktheanswersfromtheclass.Suggestedanswers:1F 2T 3F 4T 5FStep4SummaryandHomeworkTheteacherrecallswhatthestudentshavelearntinthisclass.Thestudentsmainlylearnedsomenewwordsaboutmusic.Inadditiontheyalsogotsomemoreinformationaboutthreegreatposersintheworldthroughthereadingactivities.Thentheysettledproblemsaboutimportantanddifficultlanguagepoints.Atlastassignthehomeworktothestudents—searchformoreinformationaboutthethreegreatposers.Step5RelatedLanguagePointsinThisPeriod
1.IstheChineseinstrumentdifferentfromtheotherinstrumentsDescribethedifferenceifthereisone.中国的乐器与其他的乐器不同吗如果有,描述不同点differentadj.不同的,相异的拓展:differentlyadv.不同地differencen.不同/差异/差别/不同之处bedifferentfrom与…不同bedifferentin在某一方面不同differv.不同/有区别differfrom…与…不同makeadifference有影响/起作用tellthedifferencebetween说出…与…的不同之处反馈:Itmakesno___________whowillattendthemeeting.A.differenceB.argumentC.settlementD.statement
2.OtherposershadwrittensymphoniesbeforeHaydnbuthechangedthesymphonyintoalongpieceforalargeorchestra.其他作曲家在海顿之前已经写过交响曲,但是他把交响曲变成适合乐队演奏的长乐曲拓展:change…into….=turn…into… “变成”或“使/把…变成…”changeinto+衣服“换上…衣服”change…for…用…交换…translate…into…把…翻译成…Waterchangesintoice.Thetrafficlightschangedfromredtogreen.反馈:Youcan’tchangeiron___________gold.A.toB.forC.intoD.in
3.Havingworkedtherefor30yearsHaydnmovedtoLondonwherehewasverysuccessful.在那儿工作了30年头后,海顿搬到了伦敦,在那里他获得了巨大的成功1Havingworkedtherefor30years...=AfterHaydnhadworkedtherefor30years...现在分词的完成式作状语,表示的动作发生在谓语动词的动作之前Havingputupthetenttheystartedtocookthesupper.=Aftertheyhadputupthetenttheystartedtocookthesupper.搭好帐篷后,他们做晚饭现在分词的一般式作状语,表示的动作与谓语动词的动作同时发生Arrivingatthevillagehecouldnotfindhishome.=Whenhearrivedatthevillagehecouldnotfindhishome.到了村子,找不到自己的家拓展:现在分词作状语,表示时间、原因、结果、条件、方式或伴随等情况一般式作状语,所表动作和谓语动作是同时或几乎同时发生的完成式作状语,所表动作发生在谓语动词动作之前现在分词作状语时,可置于句首,亦可置于句末;但表示结果时,常置于句末注意:1现在分词的否定形式结构:not+v.-ing形式,无论是完成式或一般式,not须置于v.-ing形式前2现在分词形式的逻辑主语:现在分词作状语时,其逻辑主语应与句子主语保持一致3现在分词形式与过去分词形式的区别:一般说来,现在分词表示主动,而过去分词表示被动2successfuladj.成功的succeedv.成功;succeedindoingsth.在某方面获得成功succeedinlife发迹Hesucceededinpassingtheexamination.他考试及格了successn.成功;成就;胜利;继任drinksuccesstosb举杯祝…成功drinktoone’ssuccess为…的成功举/干杯Letusdrinksuccesstohim.让我们举杯祝他成功Letusdrinktohissuccess.让我们为他成功干杯
4.Heonlylived35yearsandheposedmorethan600piecesofmusic.只活了35岁,600多首曲子2morethan+num.不过…morethan+n.不仅仅是…morethan+adj./v.非常…more...than...与其…不如…morethan+one+n.不止一个…=manya+n.许多nomorethan...仅仅…notmorethan...不超过…nomore...than...和…一样不(两者都否定)notmore...than...不如…(前者不如后者)
5.Helearnttoplaytheharpsichordwhenhewasfourhestartedposingmusicwhenhewasfive.他四岁时就学会演奏大键琴,五岁时就开始作曲……start/begin开始begin/starttodo开始做begin/startdoingsth.开始做start和begin作“开始”讲时,都指开始某一动作,后面可接不定式,也可接-ing形式作宾语两种结构意思是相同的多数情况下两种形式都可以用但在下列情况下,多用动词不定式作宾语:1主语是物不是人时,宜用不定式2不能用进行时态的动词:seerealize等时3当begin本身为进行时态时4当后面的非谓语动词指心理状态或精神活动时,多用不定式注意:在许多情况下,begin和start可互换,但在下面几种情况,用start而不用beginstart=setup成立,建立start=setout动身,启程start=setgoing使……动(运转)起来,发动start=cause引起
6.Bythetimehewas14Mozarthadposedmanypiecesfortheharpsichordpianoandviolinaswellasfororchestras.在莫扎特14岁的时候就已经写了许多大键琴曲、钢琴曲和小提琴曲,同时也写了很多适合乐队演奏的曲子1bythetime到…时候为止bythetime+一般过去时,主句时态为过去完成时bythetime+一般现在时,主句时态用一般将来时或将来完成时Bythetimehewas12hehadlearnedmathematicsallbyhimself.12岁时,已完全自学了数学I’llfinishpayingformyhousebythetimeIretire.我退休的时候,我会完全还完房贷了atatime一次atonetime曾经,一度atalltimes时常总是attimes有时时不时地atnotime决不atthetimeof在…的时候 atthesametime同时;然而intimeof在…时期2aswellas:也/又/和;另外,加之Shesingsaswellassheplays.她唱得好,弹得也好1aswellas“和;同”“不但…而且…”“既…又…”“除了…之外还有…”具有连词性质,常连接两个并列成分如名词、形容词、动词、介词,通常不位于句首如连接并列主语时,谓语动词应当与前面的部分在人称和数上保持一致HeaswellasIisresponsibleforit.不但是我,他对这件事也有责任2在表达“不但…而且…”时,aswellas强调的重点侧重前者,而notonly…butalso…侧重后者连接并列主语时,notonly…butalso…按照就近一致的原则确定谓语动词的形式HeknowsFrenchaswellasEnglish.=HeknowsnotonlyEnglishbutalsoFrench.NotonlyyoubutalsoIamtoblame.不仅你连我都要受责难不但懂英语而且懂法语3aswell也=too多用在句末IlikeJohnandIlikehisdaughteraswell.我喜欢约翰也喜欢他的女儿Schoolswillhavetoteachputerskillsaswell.学校还应该教授计算机技能________you’vegotachanceyoumightaswellmakefulluseofit.A.NowthatB.AfterC.AlthoughD.Assoonas
7.WhilehewasateenagerMozartwasalreadyabigstarandtouredEuropegivingconcerts.还是少年时,莫扎特就已经是大明星并在欧洲巡回举办音乐会辨析:tour/journey/voyage/travel/triptour考察、观光等巡回的旅行journey远距离陆地直达目的地的旅行voyage海上或空中旅行travel泛指旅行的过程,作具体的旅行讲时,常用复数形式,一般不表示直接去某地trip短距离旅游Theyareonaweddingtour.他们正在新婚旅行goonajourney去旅行Theydecidedtotakeatrainjourney.他们决定坐火车旅行Hewentonavoyagearoundtheworld.他做了一次环球航海旅行Hecamehomeafteryearsofforeigntravel.多年的国外旅游之后他回来了Ienjoyedourtriptotheseaside.我很喜欢那次到海边的旅行
8.ThetwowerefriendsuntilMozart’sdeathin
1791.他们一直是朋友直到1791年莫扎特去世untiltill的四种句型1主句肯定式+untiltill时间状语或状语从句:(此句型谓语动词一般是延续性的,表示“直到…为止”2主句否定式+untiltill时间状语或状语从句:(此句型中谓语动词一般是非延续性的,表示“直到…才”3Notuntil时间状语或状语从句+助动词(常用did+动词原形:(not放在句首,要用部分倒装)4Itwasnotuntil时间状语或状语从句+that+主句:(此句型实际上是强调notuntil状语或状语从句)Ishallwaitforhimtilluntilheesback.我将一直等他回来Ididn’tgotobeduntiltillhecameback.直到他回来我才上床睡觉Notuntil12lastnightdidIgotobed.昨天晚上我十二点才上床睡觉Itwasnotuntillastweekthatherealizedhewaswrong.一直至上星期他才认识到他是错误的
9.Heshowedmusicaltalentwhenhewasveryyoung...他很小时就展示出音乐天赋……showvt.1拿给别人看 showsth.tosb./showsb.sth.2表明;说明IwantedtoshowthatIdidntcare.我要表明我并不介意3表现;显露Shenevershowsherfeelings.她的感情从不外露4后接prep.phrase或adv.“引导、带领”Heshowedmeintotheroom.领进房间5后接宾语从句howwhat等引导的不定式短语或名词,“演示给某人看”CanyoushowmehowIcanhandlethiscamera你能教我如何使用这个照相机吗常用词组:showoff炫耀;卖弄showsb.aroundaplace带领某人参观某地showsb.in把某人领进来showsth.aroundaplace围着某处展示某物showsb.out把某人领出去showsb.toaplace把某人带到某地showsb.tothedoor让某人离开Showmewhatyouhaveinyourhand.把你手里的东西给我看看Couldyoushowmehowtooperatetheputer你能教我怎样使用这台电脑吗
10.HoweveritwasHaydnwhoencouragedBeethoventomovetoVienna.然而,鼓励贝多芬居维也Itis/was...who...为强调句型纳的正是海顿强调句的基本结构:Itis/was被强调部分+that/who+句子的其他成分Itwashethatwaslateforschool.就是他迟到了(强调主语)Itwasintheveryhallthathemethisbestfriend.就是在这大厅里他认识了他的挚友(强调地状)Itwasin1997thatHongkongreturnedtoourmotherland.就在1997年强调时状强调句的一般疑问式:IsitChinathathasthelargestpopulationintheworld拥有世界最多人口的是中国吗强调句的特殊疑问式:Whenwasitthathedecidedtojoinedthearmy在什么时候他决定参军啊
11.BeethovenbecameverypopularintheAustriancapitalandstayedtherefortherestofhislife.贝多芬在奥地利首都非常出名并且在那度完余生popularadj.受欢迎的;大众的;普及的bepopularwithsb.受某人欢迎popularprices廉价餐popularnewspapers大众报纸popularreadings普及读物popular=monnames常见名字Theseartistichandicraftsareverypopularwithforeignfriends.外国朋友很喜欢这些工艺美术品拓展:popularityn.普遍;声望;受爱慕popularizevt.使普及;使通俗;使得人心
12.Hebecamepletelydeafduringthelastyearsofhislifebuthecontinuedposing.在生命的最后几年他完全变聋了但仍继续作曲continuev.继续;延续;仍旧;恢复continuedoingsth./todo=goondoingsth.continuelink.v.继续;连续continuecold=remaincold持续寒冷continueingoodcondition状况良好Tobecontinued.未完待续Theroadcontinuestothesea.这条路延伸到海边Thesnowcontinuedtilllateatnight.雪持续下到深夜PeriodTwoGrammar1andGrammar2TheGeneralIdeaofThisPeriodThisperiodisposedoftwoparts.ThefirstpartisGrammar1whichismainlydesignedtohelpthestudentsreviewtheadverbialclauseoftime.Soifthestudentsareclearabouttheconceptofthisgrammaritemyoucanjustletthempletethethreeactivitiesonstudents’book.Firstlyleadthestudentstoreadfoursentencesfromthereadingandvocabularypartandanswerthefollowingquestionswhichmayhelpthestudentstosummarizetherulesoftheadverbialclauseoftime.Andthentheypletethesecondactivityindividuallyorinpairs.Thirdlyhavethestudentstomakeupsentenceswiththehelpofthegivennotesinthethirdactivity.What’smoreyoucanalsoaskthestudentstoworkingroupsandbrainstormasmanysuchsentencestheyhavelearntbeforeaspossible.Youcanalsoholdapetitiontoconsolidatetheirknowledgeonthisgrammaritem.Ifthestudentsarelackofrelativeknowledgetheteachercanfirsthelpthemgettoknowaboutthisgrammaritemandmakesuretheyrecognizethemonconjunctions.ThesecondparttobedealtwithisGrammar
2.Firsthavethestudentsreadthegivensentencesinactivityoneandfindoutwhichtensesarerespectivelyusedintheindependentsentencesaswellasthedependentsentences.Thenthestudentsreadthetwopairsofsentencesandanswerthefollowingquestionsinordertotellthedifferencesbetweenthesimplepasttenseandthepastperfecttense.Nextthestudentsneedtopletethethirdandfourthactivitiesindividuallyorinpairstodeepentheirunderstandingoftheusesofthesimplepasttenseandthepastperfecttense.Iftheclassisofhigherleveltheteachercandesignmoreactivitiesforthestudentstopractice.TeachingAims1DeveloptheSs’readingability.2EnlargetheSs’grammarknowledge.TeachingMethods1Explanationstomakethestudentsmasterthetwogrammaritems.2MaketheSsknowhowtomakeuseoftheadverbialclauseoftimeandthepastperfecttensecorrectlythroughindividualorpairwork.TeachingImportantPoints
1.Learntoresearchbycooperation.
2.Learntomakeuseoftheadverbialclauseoftimeaswellasthepastperfecttensecorrectly.TeachingDifficultPoint
1.Leadthestudentstotakeanactivepartinclass.
2.MaketheSslearnhowtousetheadverbialclauseoftimeandthepastperfecttensecorrectly.TeachingProceduresStep1ReviewandLead-inOption1—DictationTheteacherreadsoutthefollowingandtheSshaveadictation.Words:audiencechoirclassicalposerconductorjazzmusicianorchestrasaxophonecourtdirectorgeniuslosemusicalpeasantsymphonytalentAustriaprinceposetourOption2—TranslationAsktheSstotranslatethefollowingsentencesintoChineseusingthephraseslearntlastclass.
1.汤姆做作业时经常听流行音乐Tomoftenlistenstopopmusicwhiledoinghishomework.
2.鲁迅作为作家而闻名LuXunisknownasawriter.
3.那次成功的冒险行动令许多人深受感动Manypeoplewereimpressedbythesuccessoftheadventure.
4.我把十美元换成人民币IchangetendollarsintoRenminbi.
5.他既有知识又有经验Hehasexperienceaswellasknowledge.
6.他将举行音乐会Hewillgiveaconcert.
7.在白天其余的时间里,他复习功课Intherestofthedayhereviewedhislessons.Step2Grammar1导学P-
321.TheteachermayfirstshowsomesentenceseasytounderstandontheBbandlettheSsreadthemindividuallyandcarefullypayingmuchattentiontothephrasesorsentencesinbold.ThentheSstellwhatthesesentenceshaveinmon.Thentheteacherexplainstothemwhattheadverbialclauseoftimeis.1UncleJackwasbornintheyear
1957.2Thetrafficaccidenthappenedat9:00thedaybeforeyesterday.3Ihaveneverheardfromhimsincethen.4Thefilmhadalreadybegunwhentheygottothecinema.5Iwilltellhimthegoodnewsassoonasheesback.Suggestedanswers:Allthesesentencescontainadverbsoftime.Note:AdverbsofTimetelluswhenanactionhappenedandtheuseofthisadverbmightaffecttheverbtensesinaparticularclause.Adverbsoftimecanbeplacedattheinitial句首/开头middleorfinalposition.Timeclausesareusedtoindicatethetimethataneventinthemainclausetakesplace.Themaintimeconjunctionsare:whenassoonasbeforeafterbythetimeby.Theyareplacedeitheratthebeginningortheendofasentence.Whenplacedatthebeginningofthesentencethespeakerisgenerallystressingtheimportanceofthetimeindicated.e.g.Assoonasyouarrivegivemeacall.Mostoftentimeclausesareplacedattheendofasentenceandindicatethetimethattheactionofthemainclausetakesplace.
2.AsktheSstoreadthelistedsentencesindividuallyandcarefullytryingtounderstandthemandfindingtheadverbialsclausesoftime.ThentheSsarerequiredtoworkouttheanswerstothefollowingquestionsandcheckiftheymasterthedefinitionofthisgrammaritemcorrectly.NextputtheSsintopairstoparetheiranswers.Suggestedanswers:A1 B2and3 C
43.TheStsfirstreadthesentencesintheboxinactivitytwoonP24individuallyandmakesuretheyunderstandwhattheyallmean.ThengettheSstomatchthesentencesontheleftwiththoseontheright.Givethemsometimetomakepreparations.Whenthetimeisupparetheiranswerswithotherpairstocheckiftheyperformwellinthisactivity.Orrepresentativesarechosentoreportthemtothewholeclasswhocheckiftheyarecorrect.Suggestedanswers:1b 2d 3c 4a
4.ConsolidationTheSsreadthenotesindividuallyandtrytomakesuretheyunderstandthempletely.Thentheyworkinpairstomakeupsentenceswhicharesimilartothoseinthesecondactivityinstructure.Whentheyarewellpreparedyoucanasksomerepresentativestoreporttheirsentencestothewholeclassortowritethemdownontheblackboard.Otherstudentshadbetterlistencarefullytocheckiftheyarecorrect.Finallychecksentences.Suggestedanswers:
1.WhilehewasachildTanDunlivedinthecountryside.
2.WhenhewasyoungTanDunlivedwithhisgrandmother.
3.WhenhelivedinHunanProvincehecollectedfolksongsandmusic.
4.WhilehelivedinHunanProvinceheplantedrice.
5.WhenheattendedCentralConservatoryofMusicheheardwesternmusicforthefirsttime.Step3Grammar2导学P-
331.BrainstormTheSsspeakouttheformanduseofthepastsimpletenseaswellasthepastperfecttense.Otherscheckifwhattheysayiscorrect.Ifnecessarygivethemsomeexplanations.1Thesimplepast:***pletedActioninthePastIsawamovieyesterday.Ididn’tseeaplayyesterday.LastyearItravelledtoJapan.LastyearIdidn’ttraveltoKorea.DidyouhavedinnerlastnightShewashedhercar.Hedidn’twashhiscar.***ASeriesofpletedActionsIfinishedworkwalkedtothebeachandfoundaniceplacetoswim.Hearrivedfromtheairportat8:00checkedintothehotelat9:00andmettheothersat10:
00.Didyouaddflourpourinthemilkandthenaddtheeggs***DurationinPast持续一段时间IlivedinBrazilfortwoyears.ShaunastudiedJapaneseforfiveyears.Theysatatthebeachallday.Theydidnotstayatthepartytheentiretime.Wetalkedonthephoneforthirtyminutes.A:HowlongdidyouwaitforthemB:Wewaitedforonehour.***HabitsinthePastIstudiedFrenchwhenIwasachild.Heplayedtheviolin.Hedidn’tplaythepiano.DidyouplayamusicalinstrumentwhenyouwereakidSheworkedatthemovietheaterafterschool.Theyneverwenttoschooltheyalwaysskippedclass.***PastFactsorGeneralizationsShewasshyasachildbutnowsheisveryoutgoing.Hedidn’tliketomatoesbefore.DidyouliveinTexaswhenyouwereakidPeoplepaidmuchmoretomakecellphonecallsinthepast.***IMPORTANTWhen-ClausesHappenFirstWhenIpaidheronedollarsheansweredmyquestion.SheansweredmyquestionwhenIpaidheronedollar.Ipaidheronedollarwhensheansweredmyquestion.2Thepastperfect:YouhadstudiedEnglishbeforeyoumovedtoNewYork.HadyoustudiedEnglishbeforeyoumovedtoNewYorkYouhadnotstudiedEnglishbeforeyoumovedtoNewYork.***pletedactionbeforesomethinginthepastIhadneverseensuchabeautifulbeachbeforeIwenttoKauai.IdidnothaveanymoneybecauseIhadlostmywallet.TonyknewIstanbulsowellbecausehehadvisitedthecityseveraltimes.HadSusaneverstudiedThaibeforeshemovedtoThailandSheonlyunderstoodthemoviebecauseshehadreadthebook.Kristinehadneverbeentoanoperabeforelastnight.Wewerenotabletogetahotelroombecausewehadnotbookedinadvance.A:HadyouevervisitedtheU.S.beforeyourtripinxxB:YesIhadbeentotheU.S.oncebefore.***DurationbeforesomethinginthepastNon-ContinuousVerbsWehadhadthatcarfortenyearsbeforeitbrokedown.BythetimeAlexfinishedhisstudieshehadbeeninLondonforovereightyears.Theyfeltbadaboutsellingthehousebecausetheyhadowneditforover40years.ShehadvisitedherJapaneserelativesoncein1993beforeshemovedinwiththemin
1996.
2.TheteacherletstheSsreadthefollowingsentencesandmakeoutwhichverbtensesthemainclausesandsubordinateclausesseparatelymakeuseof.1ShehadleftbeforeItelephoned.2SheateafterIhadleft.3BythetimehefinishedIhadcookeddinner.Suggestedanswers:1Theadverbialclauseoftimeintroducedbythesubordinatingconjunctionbeforethesimplepasttense+themainclausethepastperfecttense2Theadverbialclauseoftimeintroducedbythesubordinatingconjunctionafterthepastperfecttense+themainclausethesimplepasttense3Theadverbortheadverbialclauseoftimeintroducedbybythetime+thepredicateofthesentencethepastperfecttense
3.SuggestedanswerstoActivity2:A:
1.ameansthattheirmusichadalreadychangedbythen;bmeansthatitchangedthen
2.ameansthattheyhadalreadysoldmorealbumsbythen;bmeansthattheysoldmorealbumsthenB:Yes.Intheasentencestheeventhappenedbeforethattime;inthebsentencestheeventhappenedatthattime.
4.SuggestedanswersforActivity3:1joinedhadplayed2touredhadbee3recordedhadrecorded4hadrecordedsplitup5hadsplitupperformedSuggestedanswersforActivity4:1arrivedhadleft2arrivedhadbegun3happenedhadleft4madehadrecordedStep4RelativeLanguagePointsinThisPeriod
1.bandn.乐队/乐团;一伙/帮/群;波段;带/箍abandof一伙…bandtogether结合在一起,团结起来broadcastband广播波段amilitaryband军乐队the25-35ageband25~35年龄段Thebandplayedseveralmarches.乐队演奏了几首进行曲vi.vt.联合/伙同,结合起来;用带捆扎Putarubberbandroundthesebooks.用一根橡皮筋捆扎这些书地联合在一起Theyarebandedtogethercloselybytiesofmoninterests.他们由于共同利益而紧密Thepeoplebandedtogetheragainsttherobbers.人们联合起来对付强盗
2.referto提到/谈到/提及;涉及/有关/针对;参考/查阅;认为Shedidn’trefertoyoujustnow.她刚刚不是指的你_________adictionarywhenyoueacrossanewword.A.Refer B.Look C.Referto D.Referringto答案:Creferoneselfto求助于,依赖/仰仗Hereferredhimselftohisfatherspowerandinfluence.仰仗的权势refertosb./sth.as...称某人/物为…,把…称作…Werefertocopperasagoodconductor.我们认为铜是良导体refertosb.forinformation向某人打听消息in/withreferenceto关于inreferencetohisletter关于他的来函MayIaskwhatthisisinreferenceto可以问问是关于什么事情吗?withoutreferenceto不管,和…无关女老少,一律同工同酬Allpeoplewithoutreferencetoageorsexgetequalpayforequalwork. 所有的人,不分男Step5SummaryandHomeworkTheteacherrecallswhatthestudentslearntinthisclass.Thestudentsfirstlearntsomethingabouttheadverbialclauseoftimeaswellassomesubordinatingconjunctions.Thentheylearnthowtomakeuseofthepastperfecttensecorrectly.Inadditiontheyalsolearntsomeimportantandusefullanguagepoints.Thenassignthehomeworktothestudents---pleteactivityonetoactivityfouronP.P.79-
80.Period3 ListeningandVocabulary;PronunciationTheGeneralIdeaofThisPeriodInthisperiodtwopartswillbedealtwith.InListeningandVocabularypartfirstarousethestudentstobrainstormsomebackgroundknowledgeabouttheBeatles.Thentheteacherleadsthestudentstolearnsomewordswhichwillappearintheinterviewinthewayofansweringthequestions.Makesurethestudentsknowwhattheymean.Andthenaskthestudentstolistentothetapeandpletethethirdactivity.FurthermoreinordertohelpthemknowmoredetailsabouttheBeatlesletthemlistenoncemoreandmakesomenotesaboutsongsaswellasalbumsthebandproduced.Ifthestudentshaveanydifficultyinunderstandingtheinterviewtheycanlistenmoretimes.Finallyhavethestudentsworkinpairsorgroupsaskingandansweringquestionstogetridofthedifficultpointstheymetduringthecourseoflistening.ThesecondpartisPronunciationwhichisanextensionofthelisteningpartandthevocabularypartandhelpsthestudentsimprovetheirlisteningability.FirstaskthestudentstolistentotheanswerstoGrammar2activity4carefullypayingattentiontotheintonation.Thenlistentothetapeagainandcheckiftheyarecorrect.Nextdomorepracticebyreadingthesentencesaloudwiththecorrectintonation.TeachingAims1Trainthestudents’listeningability.2Developthestudents’speakingability.3MastertheusageofsomewordsandphrasesTeachingMethodsIndividualworkpairworkaswellasgroupworktogeteverystudenttoparticipateinclass.TeachingImportantPoints
1.Learntoresearchbycooperation.
2.Learntocatchnecessaryinformationwhenlistening.TeachingDifficultPoint
1.Leadthestudentstotakeanactivepartinclass.
2.Learntomakeuseofcorrectintonationswhilereadingandspeaking.
3.Howtomakethestudentsmastersomelisteningskills.TeachingProceduresStep1ReviewandLead-inChecktheSs’homeworkbyaskingthemtoworkinpairsandparetheiranswers.ThenshowthecorrectanswersontheBbfortheSstoreferto.Ifnecessarygivesomeexplanationstohelpmakethemmuchcleareraboutsomedifficultpoints.Step2Listening
1.BackgroundknowledgeShowthefollowingquestionsontheBb.1Doyouknowtheword“band”2Doestheword“band”meanonepersonormorethanone3Canyounamesomeofthefamousbands4WhatisyourfavouritebandSaywhyTheSsdiscusstheabovequestionsandworkouttheanswers.Thenparetheiranswerswithothers.NexttheSsrefertothecorrectanswers.Latertheteacherasksthewholeclassbrainstormasmuchinformationabouttheworld-famousmusicalbandaspossiblewiththehelpofthequestionslistedinthefirstactivityonP
26.
2.VocabularyActivity2AsktheSstoreadthelistedwordsandquestionsinactivity2onP26individuallyandtrytounderstandwhattheyallmean.Thenasksomestudentstoreadthemoutandotherscheckiftheyarecorrect.Nextletthemanswerthequestionsbythemselves.Finallycheckthecorrectanswers.Suggestedanswers:1Theyrememberit. 2Thewords.3Difficult.4Morethanone.5Theylikethem.6Notheydon’t.
3.While-listeningActivity3TheteacheraskstheSstolistencarefullyforthefirsttimeandtrytocatchthemainideaoftherecord.Thenletthemlookthroughthesentencesinthethirdactivityquicklyandunderstandtheirmeaningspletely.Laterthestudentslistenasecondtimetodecidewhetherthesentencestheyjustreadaretrueorfalse.FinallyinordertomaketheSsconfirmtheiranswersarecorrectyoucanletthemlistenoncemore.Suggestedanswers:1T 2F 3T 4T 5T
4.Activity4Suggestedanswers:NowhereMan:seriousYesterday:balladStrawberryFieldsForever:plexLetItBe:lastalbum.Tape-script:TheBeatleswerethemostsuccessfulbandinthehistoryofpopularmusic.ThebandconsistedofJohnLennonPaulMcCartneyGeorgeHarrisonandRingoStart.Starrplayeddrumstheotherthreeplayedguitar.LennonandMcCartneywrotemostofthesongsalltheBeatleswereborninLiverpoolinthenorthofEngland.Duringtheearly1960stheBeatleswereinfluencedbyAmericanrocksingerssuchasChuckBerryandElvisPresley.Theyhadtheirfirsthitin1962withacatchysongcalledLoveMeDo
1962.In1964aftertheyhadbeestarsintheirowncountrytheBeatlestouredtheUnitedStatesandwereahugesuccess.Duringthemid-1960stheBeatleswereoneofthebandswhichgaverockmusicanewdirection.SomeoftheirsongswerequiteserioussuchasNowhereMan;therewereballadssuchasYesterdayandmoreplexsongssuchasStrawberryFieldsForever.Bythelate1960stheirmusichadchangedpletely.Theyhadstoppedwritingsimplesongswithcatchytunes.Thetunesandthelyricshadbeemoreinterestingandtheyhadbeguntousenewinstrumentstoo.ForexampleaftervisitingIndiatheystartedusingIndianinstruments.Someoftheiralbumschangedpopmusicpletely.TheirlastalbumwasLetItBein
1970.AftertheyhadfinishedrecordingLetItBetheysplitup.Bythetimetheystoppedworkingtogethertheyhadsoldmorealbumsthananyotherbandinhistory.AfterthegrouphadbrokenupalltheBeatlesperformedassoloartistsorstartedotherbands.JohnLennondiedinNewYorkin1980GeorgeHarrisondiedin
2001.Step3PronunciationFirstletthestudentsworkinpairsandreadthroughthesentencesinGrammar2activity
4.Meanwhilemarkwhentheythinkthevoiceshouldriseandwhenitshouldfall.Thenthestudentslistentothetapeandcheckwhethertheirmarksarecorrect.Ifnotcorrectthem.Inordertoconsolidatewhattheyjustlearntaskthestudentstoreadthesentencesonceagainandpayspecialattentiontotheintonation.Oryoucanchoosesomeothersentencesandhavethestudentsreadthemandmarkaswellaswherenecessary.Suggestedanswers:1UnfortunatelyhearrivedattheshowafterIhadleft.2Bythetimewearrivedatthestadiumthebandhadbegunplaying.3Fortunatelythepowercuthappenedafterthefanshadleftthestadium.4BeforehemadehislatestalbumhehadrecordedsomesongswithPaulMcCartney.Step4SummaryandHomeworkTheteacherrecallswhatthestudentslearntinthisclass.Thestudentsfirstlearnthowtoreadsomewordsandunderstoodwhattheymean.ThentheygottoknowmoreabouttheBeatlesthroughlistening.Nexttheypracticedhowtoreadsentenceswiththecorrectintonation.Latertheylearntsomeusefulandimportantwordsandphrases.Intheendassignthehomeworktothestudents—reviewwhattheylearntthisclassandpreviewthenewlesson.Period4Writing;Function;EverydayEnglishTheGeneralIdeaofThisPeriodThisperiodcontainsWritingFunctionandEverydayEnglish.InthewritingpartasktheSstoreadtheessayandwriteareplyemailtoSandraintroducingthemusictheyarefondof.ThesecondpartisFunctionwhichhelpsthestudentspracticehowtoexpresslikesanddislikes.Askthemtodescribetheirownlikesanddislikesusingthesentencestructureslistedinthechart.ThelastpartneededtobedealtwithisEverydayEnglish.AsktheSstopletethefirstactivityindividuallyorinpairs.Ifpossibleyoucanalsoletthemdiscusshowtheylistentomusicusually.Thenhavethestudentsreadthroughthethreequestionslistedinthesecondactivityandmakesuretheyunderstandwhattheyallmean.Iftheyhaveanydifficultyinunderstandingthemyoumightaswellgivesomeexplanationstothem.Nexttheteacherplaysthetapethroughandthestudentslistencarefullytofindouttheanswerstothesequestions.LaterthestudentslistenonemoretimetotakedownExclamatorySentencesaswellasInterrogativeSentences.Finallythestudentshaveadiscussion.Iftheclassisgoodenoughaddanextensionexerciseforthemtoputtheseexpressionsintopractice.TeachingAims1Trainthestudents’writingability.2Trainthestudents’speakingskills.3Developthestudents’municatingskills.TeachingMethods1Respondtothepartner’swordsandexpresstheattitudes.2Makethestudentsknowhowtoexpresstheirlikesaswellasdislikes.3Trainthestudents’speakingabilitybydesigningsomeactivitiesapplicabletothestudents.TeachingImportantPoints
1.Helpthestudentsimprovetheirwritingskills.
2.Helpthestudentstoimprovetheirspeakingability.
3.HelpthestudentsmakefulluseofeverydayEnglishfreely.TeachingDifficultPoint
1.Leadthestudentstobeactiveinclass.
2.Helpthestudentslearnhowtoexpresstheirlikesaswellasdislikes.
3.Developthestudents’municatingskillsbypracticingtheuseofdailyexpressions.TeachingProceduresStep1ReviewandLead-in
1.Checkthehomeworkoflastperiod.
2.AskSstomakesentenceswiththefollowingphrases.Ifpossibletheymightaswelldothisusingthepastperfecttenseandtheadverbialclauseoftime.stopdoingsth. finishdoingsth. breakup hearof splitup beinfluencedby inthehistoryof consistofStep2WritingAsktheSstoreadtheshortemailonP25individually.Makesuretheyunderstanditclearly.ThenrequiretheSstoaskandanswerthequestions.Nextwriteanotheressayasareplytowhattheyhavejustreadwiththehelpofthequestionstheyjustanswered.Finallysomestudentscanreporttheirwritingtothewholeclass.Step3FunctionFirstlettheSscarryoutabrainstormingactivitytorecallasmanyexpressionsaboutlikesanddislikesaspossible.TheteachercanwritedowntheexpressionstheythinkoutoraccumulatesomeexpressionslikethisbeforeclassandshowthemontheBb.Havethewholeclassreadthemoncemoreandmakesurethattheyreadthemcorrectlyandunderstandwhattheyallmean.Iftheyhaveanyproblemsexplainthemtotheclass.ThenrequireSsdoasurveyaccordingtothequestionnairegiveninthetextbooks.WhentheydothistheSsmustmakeuseofpletesentencestoexpresstheirlikesaswellasdislikessuchasIlovepopmusicgreatly.NextrequesttheSstoplayagameingroupsoffour.Everystudentwritesashortparagraphonthebasisofthequestionnairetotalkabouthisownideasbutcan’tsignhisownnames.Eachgroupcollectsthefourparagraphswithoutsignsofnamesandexchangethemwithothergroupsthemembersofwhichreadtheparagraphsandguessthewriters.Finallyhavesomerepresentativesgiveareporttothewholeclass.Step4EverydayEnglish
1.Option1Askthestudentstopletethefirstactivityindividually.Iftheyhavedifficultyinunderstandinganyoneofthemtheycanturntootherstudentsortheteacherforhelp.Thenhavethestudentsparetheiranswersinpairs.Option2Theteachergetsthewholeclasstohaveadiscussiononhowtheylistentomusicusuallyspeakingouttheadvantagesaswellasdisadvantagesofthewaytheylistentomusic.Iftimepermitseachgrouporganizestheirideastomakeadialogue.Finallyactouttheirdialogues.
2.TheteacherfirstrequirestheSstoreadthethreequestionslistedinthesecondactivityandmakesuretheyunderstandthemclearly.Ifnecessaryyoumightaswellgivesomeexplanationstohelpthem.Thentheteacherplaysthetapethroughandthestudentslistencarefullytofindouttheanswerstothesequestions.Ifpossibletakenotesofsomedetailsconcerningthequestions.
3.TheSslistenonceagaintotakedownExclamatorySentencesaswellasInterrogativeSentences.ThentheSshaveadiscussiononthereasonthatthetwousedthem.Tape-script:Tom:HiAnna.Anna:HiTom.Tom:What’sthatAnna:It’smynewminidiskplayer.Tom:Letmehavealook.Oh—cool!Anna:HaveyougotoneTom:AminidiskplayerNoway!They’retoexpensive.Anna:SohaveyougotaCDplayerTom:No.Ionlyhavecassettes.Anna:ReallyYoulistentomusiconcassettesTom:IknowIknow.IonlyhaveacassetteplayerathomeandIalsohaveaWalkman.IlistentomusiconheadphoneswhenI’mdoingmyhomeworkAnna:DoyoulikelisteningtomusiconcassettesTom:Notreally.IknowCDsandminidisksarebetterbutIcan’taffordtobuythem.Anna:YoucanborrowmyCDDiscmanifyoulike.Tom:ReallyAnna:Yes.Tom:AreyousureAnna:Yesofcourse.Tom:Excellent!Step5SummaryandHomeworkTheteacherrecallswhatthestudentshavelearntinthisclass.ThestudentsfirstlearnttowriteaanswertoSandra’emailinthewritingpart.Inadditioninthefunctionparttheylearnedsomeimportantandusefulexpressionsconcerningnotonlylikesbutalsodislikes.What’smoretheyhadsomeknowledgeofthewayoflisteningmusic.Thenassignthehomeworktothestudents—remembertheusefulexpressionsaswellassomeimportantlanguagepoints.Period5CulturalCorner;Task;ModuleFileTheGeneralIdeaofThisPeriodThisperiodcontainsthreeparts.ThefirstparttobedealtwithisCulturalCorner.WhendealingwiththissectionyoucanfirstasktheSstobrainstormasmuchinformationaboutYeXiaogangastheycan.Thentheyaredemandedtoreadthetextpassagetryingtoseewhethertheycouldcatchsomenewinformation.Nexttheyreadthepassageonceagainandanswerthetwoquestionslistedinthethirdactivityindividually.Laterputtheminpairsorgroupstoparetheiranswers.Atlastcallbacktheanswersfromtheclass.ThesecondpartisTask.PuttheSsintogroupstochooseaposertheywanttoknow.Thengathermaterialsrelatedtotheveryposerwithinthismoduleorthroughotherapproachesonthebasisofthenotes.ThentheSsdiscussonhowtoorganizewhattheycollectinorder.Nextthememberscooperatewitheachothertoprepareapassageintroducingtheposertheychooseandperfectit.Finallygrouprepresentativesreporttheirpassagestothewholeclass.InModuleFiledesignsomeexercisesfortheSstoconsolidatewhattheylearninthismodule.TeachingAims1Trainthestudents’readingability.2Wordsandphrases::lecturermixagroupofshowmusicalabilityatanearlyage from…till…befamousformix…with…partof3Sentencepatterns:Itisagoodideato...It作形式主语TeachingMethods1Individualworkpairworkaswellasgroupworktogeteverystudenttoparticipateinclass.2ExplanationstomaketheSsmastersomedifficultpointsthatappearinthisperiod.TeachingImportantPoints
1.Learntoresearchbycooperation.
2.KnowmoreabouttheposerYeXiaogang.
3.Masterandapplywhattheyhavelearntinthismodule.TeachingDifficultPoint
1.LeadtheSstobeactive.
2.DeveloptheSs’readingskills.
3.Applyimportantlanguagepointsproficientlyandcorrectly.TeachingProceduresStep1ReviewandLead-inFillintheblankswithawordgivenintheboxusingitsproperformwhennecessary.allkindsofcan’tstanddoingsth.affordtodosth.offertodosth.listentobehappywith
1.Heisabletoplay__________musicalinstruments.
2.Patientsneedhavearestsothey__________loudnoisesaround.
3.Thiscarlooksfantasticbutshecan’t__________buyit.
4.InordertomakeusrelaxedourEnglishteachersometimesallowsusto_____Englishsongs.Suggestedanswers:1allkindsof 2can’tstand 3affordto 4listentoStep2CulturalCorner
1.Lead-inRequesttheSstoworkingroupsoffouranddiscussthefollowingquestions.HowmanyposersathomeandabroaddoyouknowMakealistofthem.WhichonedoyouprefermostWhyWhatcontributiondotheymaketothedevelopmentofmusic
2.Option1HavethewholeclassbrainstormasmuchinformationaboutYeXiaogangastheycan.Thentheyaredemandedtoreadthetextpassagetryingtoseewhethertheycouldcatchsomenewinformation.Nexttheyreadthepassageonceagainandanswerthetwoquestionslistedinthethirdactivityindividually.Laterputtheminpairsorgroupstoparetheiranswers.Atlastcallbacktheanswersfromtheclass.Option2TheteachergetsthestudentsintogroupsoffourtodiscusshowmuchtheyknowaboutYeXiaogang.Thentheyreadthepassagesilentlyandfindouttheanswerstothefollowingchart.Name:Sex:Nationality:Job:Mainachievements:Styleofmusic:Whathedidorhappenedtohiminthefollowingyears:1955From1978to1983198519861996Meanwhiletheyunderlinethewordsphrasesorsentencestheyhaveproblemsinunderstandingtryingtoguesswhattheymean.GettheSsintopairstopareandchecktheiranswers.ShowthecorrectanswersontheBbforthewholeclasstoreferto. Name:YeXiaogangSex:maleNationality:ChinaJob:poserMainachievements:Hewritessymphoniesandpiecesforsmallergroupsofmusic.Healsowritesfilmmusic.Styleofmusic:classicalWhathedidorhappenedtohiminthefollowingyears:1955Hewasborn.From1978to1983HestudiedattheCentralConservatoryofMusicofChina.1985TherewasaconcertofYeXiaogang’ssymphoniesinBeijing.1986HisalbumHorizonappearedandhismusicwasplayedattheFirstContemporaryChineseposers’FestivalinHongKong.1996ThegroupplayedwithItalianmusicianEnricoRavaattheBeijingInternationalJazzFestival.Nextdiscussthetwoquestionsandfindouttheiranswersinthethirdactivity.Suggestedanswersforactivity3:1Hestartedplayingmusicwhenhewasyoung.Hehasposedsymphonies.Heisfamousinternationally.2Students’ownanswers.Step3TaskFirstyoucanputtheSsintogroupsofthreeorfiveaskingeachgrouptochooseaposertheywanttoknow.Thenthememberstrytheirbesttogatherasmanymaterialsrelatedtotheveryposerastheycanwithinthismoduleorthroughotherapproachesonthebasisofthenotes.ThentheSsdiscussonhowtoorganizewhattheycollectinorder.Nextthegroupmemberscooperatewitheachothertoprepareapassageintroducingtheposertheychooseandperfectit.Finallygrouprepresentativesreporttheirpassagestothewholeclass.Step4ModuleFileGivetheSssometimetogothroughittickingthethingsthattheyknowconfidently.Iftheyarenotsureofsomethingputaquestionmarknexttoit.Ifthereissomethingtheyhavenoideaputacrossnexttoit.Inordertoconsolidatewhattheylearntinthismoduleyoucanalsodesignseveralexercises.Step5RelativeLanguagePointsinThisPeriod
1.1acceptvt.接受(主观意愿)receivevt.收到(客观上)Hereceivedalargenumberofgiftsbuthedidn’tacceptthem.他收到了一些礼品但没有接受Themissionwaswarmlyreceived.使节团受到热烈欢迎2similarityn.相似;相似点similaradj.类似的;同样的similarlyadv.相似地besimilarto...与…相似besimilarin...在…方面相似用法与different相似Ourcarsaresimilaronlyincolor.我们的车只是颜色类似ArethereanysimilaritiesbetweenChinaandJapan中国和日本有任何相似之处吗3Sentencepattern:Itis+adj./n.+todo→Todoisadj./n.DoyouthinkitisagoodideatomixChineseandwesternmusic你认为把中国音乐与西方音乐=DoyouthinktomixChineseandwesternmusicisagoodidea融合在一起是不是好主意呢Itis+adj./n.+ofsb.todoItis+adj./n.+forsb.todo注意:介词of和for的选择It’skind/rude…ofsb.todosth.=sb.bekind/rude…todosth.若能如此变换,则用of否则应用for
2.ConsolidationTranslatethefollowingphrasesintoEnglish.
1.乐器
6.最近消息
11.留下深刻印象
2.记录
7.毕业之后
12.受……的影响
3.变成
8.继续作曲
13.录制七张专辑
4.拉小提琴
9.有音乐天赋
14.鼓励某人做某事
5.他的余生
10.分裂,分割
15.在20世纪60年代末期Suggestedanswers:
1.musicalinstrument
6.thelatestnews
11.beimpressedwith
2.makeanoteof
7.aftergraduation
12.beinfluencedby
3.changeinto
8.continueposing
13.recordsevenalbums
4.playtheviolin
9.haveamusicaltalent
14.encouragesb.todosth.
5.therestofhislife
10.splitup
15.inthelate1960sReadthefollowingpassageandchoosethebestanswerstothequestions.
1.Whatkindofm instrumentcanyouplay
2.Hisfatherisamusiciansohewasi byhisfathersincehewasachildandbecameagreatposer.
3.Heisagoodteacherandhekeepsther ofallthestudentsthathehastaught.
4.Them ofgasandvinegartastesterriblesoallthestudentswhotasteditmadefaces.
5.Hegotthemaster’sdegreeandbecamea________讲师inBeijingUniversity.
6.Thefilmwassoexcitingthatallthe________听众weremovedtotears.
7.A________(导演)ofafilmisresponsibleforchoosingtheactorsandactresses.
8.Mozartwasa________(天才的)musician;hehasshowedhisgiftsincehewasachild.
9.WhenIfirstwenttoQingdaoIwas________(迷路)inthestreetbecauseIwaspuzzledbythedirectionsofthestreets.
10.Canyoutellthedifferencesbetweenthetraditionalmusicand________(古典的)musicSuggestedanswers:
1.musical
2.influenced
3.record
4.mixture
5.lecturer
6.audience
7.director
8.talented
9.lost
10.classicalStep6SummaryandHomeworkTheteacherrecallswhatthestudentslearntinthisclass.Thestudentsfirstlearnthowmobilephoneusersusenumbersaswellaspunctuationtosendtextmessages.Inadditiontheylearnttoprepareaposterthroughgroupwork.FinallytheyreviewedalltheknowledgeinthismoduletheylearntbygoingthroughModuleFile.Thenassignthehomeworktothestudents—reviewandrememberthewordstheuseofarticlesaswellassomedailyexpressions.美文:Musiciseverywherenowadays.Itplaysanimportantroleinourlife.ThereareallkindsofmusicintheworldsuchasBluesBlackmusicRockRollDancemusicofPunksDiscoJazzClassicalmusicRapPop-musicandsoon.Musicisofgreatuseinmanyfields.ItisusedinadvertisingbroadcastTVfilmsorthesupermarkets.Peoplearesupposedtobeattractedbythesweet-soundingmusic.Soyoucanseethatitbringprofitstothepanies.MoreandmorepeoplehavetheirowntoolstoapproachmusiclikeMp3Mp
4.ButbeforethisweoftenuseradioTVorwalkmantolistentothemusic.WhysomanypeoplelikeenjoyingmusicInmyopinionitcaneaseourpressureofsocialrelationshipstudyworkandrelaxourselvesalsomakeusfeelbetter.写作指导如何写描述伟人的记叙文常见写法:写伟人时,要抓住其出生时间、地点、主要事迹、人们的评论等进行叙述文章一般分为三个部分第一部分,陈述伟人的出生时间、地点或家庭背景等;第二部分,列举伟人主要的经历、事迹和成就;第三部分,列举人们对伟人的评论,或发表个人感受常见表达:
1...wasbornin…in…2When…was…yearsoldhe…/Attheageof…he…3Hemajoredin…in…university/Hereceivedadoctor’sdegreein…4Hedidn’thavemuchschoolingbecause5Hegotalotofachievements.6Heisconsideredas/tobe…活学活用:请根据下面表格中的内容,以“AlbertEinstein”为题写一篇记叙文姓名AlbertEinstein出生时间
1879.
3.14出生地德国乌尔姆(Ulm)家庭背景工人去世时间
1955.
4.18主要事迹
1.他在12岁时,就开始自学高等数学1905年获得博士学位
2.然后开始了他的研究,由此产生了著名的“相对论(TheoryofRelativity)”
3.1921年,获诺贝尔物理学奖
4.由于政治原因,1933年他离开德国,到过法国、比利时和英国,最后定居美国,并开始在普林斯顿高等研究所(theInstituteofAdvancedStudyinPrinceton)任教
5.1940年,获得美国国籍
6.1955年,因病在普林斯顿逝世评价对科学发展做出了巨大的贡献,是20世纪最伟大的科学家之一写作步骤:第一步审题,要做到“四”确定1.确定文体描写伟人的记叙文2.确定时态一般过去时,最后的评价用一般现在时3.确定人称第三人称4.确定内容要点表格中所有内容第二步谋篇布局全文分三个部分来写第一部分,介绍AlbertEinstein的基本信息;第二部分介绍AlbertEinstein的主要事迹和成就;第三部分,对AlbertEinstein作出评价第三步难句突破1.然后开始了他的研究,由此产生了著名的“相对论”(ThenhebeganhisresearchwhichledtohisfamousTheoryofRelativity)
2.对科学的发展做出了巨大的贡献,是20世纪最伟大的科学家之一HavingmadegreatcontributionstothedevelopmentofscienceEinsteinisconsideredoneofthegreatestscientistsinthe20thcentury第四步连句成篇利用难句突破中的句子,结合表格中的信息写成完整的一篇文章,涵盖所有的要点第五步检查最后对全文进行检查,看有没有漏掉要点,有没有明显的语法和单词拼写错误等
一、时间状语从句归类及比较时间状语从句主要用于说明主句动词的时间其类型颇多归纳如下1.whenwhenever引导的从句从句的动作与主句的动作可同时发生,也可先于主句动作发生Whenwereachedhomeitwasgettingdark.我们到家时天已快黑了Ishalltellherthegoodnewswhenshees.她来时,我将告诉她这个好消息(主从句都表示将来发生的动作,但要注意从句中要用一般现在时表将来)etoseeuswheneveryoucan.你什么时候有空,就过来看看我们when从句中的动词常是瞬间动词,如reache,也可是可延续性的词,这时when的用法类似于while如WhenWhilehewascrossingtheroadhewasknockeddownbyapassingcar.2.while和as引导的从句while表示“当…时”,从句中动词常用进行时态,强调某一段时间内主句和从句的动作同时发生as表示“在…过程中”或“一边…一边”,主句和从句的动作同时发生如Workwhileyouwork;playwhileyouplay.该工作时就工作,该玩时就玩Shesingsasshegoesalong.她边走边唱Youwillgrowwiserasyougrowolder.随着年龄的增长,你会更聪明起来3.before和after引导的从句前者一般表示主句的动作发生在从句动作之前;后者表示主句动作发生在从句动作之后如Ididn’tknowanyEnglishbeforeIstartedschool.我上学前,一点英语都不懂Ihadcookedsupperbeforemyparentscameback.我父母回来前,我就做好了晚餐Itwon’tbelongbeforewemeetagain.我们不久就能见面Afterhecameouthelockedthedoor.他出来后,就锁上了门与儿子下了一盘棋Afterhehadfinishedhisworkheplayedagameofchesswithhisson.他工作完成以后,Afteryouthinkitoverpleaseletmeknowyourdecision.你想好以后,请告诉我你的决定4.till和until引导的从句表示“直到…”主句和从句都为肯定式时till和until都可用;表示“直到…才”,主句用否定式,从句用肯定式,一般用until如Theyworkedtilluntilitwasmidnight.他们一直工作到深夜致天明才睡着Theyweresoexcitedthattheydidn’tfallasleepuntilitwasalmostdawn.他们很兴奋,以NotuntilIshoutedatthetopofmyvoicedidtheybeequiet.直到我高声喊叫,他们才静下来(notuntil放在句首时,主句要倒装)5.eversince引导的从句表示“自从…以来”,从句一般表动作的起点,用过去时;主句表动作延续的情况,一般用现在完成时或现在完成进行时如果主句表示的是时间,主句可用一般现在时,也可用现在完成时Sincehecameherehehasmadealotoffriends.他来这里后,已交了许多朋友Hehasbeenworkinghereeversinceheleftuniversity.自从大学毕业以后,他就一直在这里Itis/hasbeentwentyyearssinceIstartedtstudyEnglish.我学英语已20年了工作
二、一般过去时与过去完成时的区别1.一般过去时表示过去某一时间内发生的动作或存在的状态,而过去完成时则表示过去某一动作或时间之前发生的动作或存在的状态一般过去时与现在相比,强调“过去”,而过去完成时则与过去相比,强调“过去的过去”比较下列句子Themeetingstartedatsixo’clock.会议在6点钟开始了Themeetinghadstartedwhenwearrivedatthehall.当我们到大厅时,会已开始了2.过去完成时可表示过去某个时间前开始的动作或状态的延续,与since或for引导的时间状语连用HehadworkedinBeijingfortenyearsbeforehecametoourschool.他来我们学校前已在北京工作十年了大学毕业后一直在农村工作Shetoldmeshehadalwaysworkedinthecountrysidesinceshegraduatedfromcollege.Hehadbeenillforweekswhenheaskedforsickleave.他请病假时,已病了几个星期了3.在一段情景连贯的文字中,先发生的事放在后面叙述时,要用过去完成时Shefelthelplessnotknowingwhattodo.Herhusbandhaddiedandlefthernomoney.她觉得孤立无援,不知所措,她丈夫去世了,没留给她任何财产4.表示过去未实现的希望、计划、打算或原本的想法时用过去完成时常用的动词有thinksupposehopewantexpectplan等Ihadthoughthehaddied.我原以为他已死了班车,但起得不够早Theyhadwantedtocatchthefirstbusbuttheydidn’tgetupearlyenough.他们本想赶头5.在宾语从句中,所叙述之事虽发生于主动词之前,但从句中有一个确定的表示过去的时间状语或叙述的是历史事实时,从句中时态用一般过去时TheteachersaidthatColumbusdiscoveredAmericain
1492.哥伦布在1492年发现了美洲6.叙述过去发生的一连串的动作或事件用and或but连接时,用一般过去时Hegotupdressedhimselfandthenwentdownstairstohavebreakfast.他起来穿好衣,然Heboughtavolleyballbutlaterlostit.他买了个排球,但后来丢了楼吃早饭7.当主句动词与宾语从句中谓语动词同时发生时,从句谓语动词用一般过去时或过去进行时Hesaidheknewseverallanguages.他说他懂好几门外语Hewasnotsurewhattheyweredoingatthattime.他不确信那时他们在做什么Workbookanswerkeys:Grammar1 1While 2While 3When 4As 5While 6While 7As 8When2 1washadposed2movedhadalreadyposed3arrivedhadstarted4hadalreadylearnedwas5celebratedhaddone3 Students’ownanswers.4 1bee 2performed 3hadnotwritten 4hadsung 5started 6had 7went8hadachievedVocabulary5 1hit:theothersaremusicalinstruments.2saxophone:theothersaretypesofmusic3concert:theothersareperformersofmusic4audience:theothersaremusicians6 1choir 2orchestra 3poser 4audience 5band 6soloartist7 1a 2b3a 4b 5b 6a 7a 8a8 1influenced 2talented 3poser 4song 5death 6musiciansReading9 Bach:17-18thcentury;classicalmusic;TheBrandenburgConcertosGershwin:20thcentury;classicalandjazzmusicandsongs;AnAmericaninParis.ShallWeDanceOurLoveIsHeretoStay10 1hewasten2hisparentsdied3hewaslivingwithhisbrother4hewasstudyingatschool5bythetimehewas326hadtaughtallhischildrentoplaymusicalinstruments7theageoffourteen8hewasstudying9hewasfifteen10hewasworkingforamusicpany11hehadwrittenAnAmericaninPairs12hewasworkinginHollywoodListeningandspeaking11 TapescriptSteve:who’syourfavouritepopsingerDonna:BritneySpears.Steve:ReallyWhatdoyoulikeaboutherDonna:Ilikeherbecauseshe’sagreatperformerandshesingssomegreatsongs.She’sverytalentedyouknow.Shestartedsingingwhenshewasatschool.ShewentonanationaltelevisionshowcalledStarSearchwhenshewasonlyveryyoung.Don’tyoulikeBritneySpearsSteve:Noway!Idon’tlikeheratall.Ithinkshe’sawful.Donna:SowhodoyoulikebestSteve:IlikeShakira.Donna:ReallyWhydoyoulikeShakiraSteve:IlikeShakirabecauseshehasabeautifulvoice.Ithinkshe’sexcellent.She’saverytalentedwoman.Shestartedplayingtheguitarattheageof
11.Beforethatshehadalreadystartedposingherownsongs.She’sfromSouthAmericayouknowDonna:Idon’tknowmuchabouther.InfactI’veneverheardhersing.WhattypeofsongsdoesshesingSteve:Popsongswithcatchytunes.Shewritessomeofhersongsinotherlanguagestoo.ShehadabighitwithasongshewroteinEnglishwhichmadehermorefamousthanever.I’vegotsomeofhermusiconmyminidiskplayer.DoyouwanttohearitDonna:Nonotnothanks.AnothersingerIlikealotisAliciaKeys.DoyouknowherSteve:Yeah!Ilikeheralot.She’slikeShakiraandBritneySpears.Shestartedhercareerveryyoung.Donna:Iknow.Shestartedpianolessonsattheageoffivebecausehermotherhadalwayswantedhertobeasuccessfulpopstar.Whatdoyouthinkit’sliketobeapopsingerSteve:Ithinkit’sprobablyawful.Especiallyifyourparentswantyoutobeastar.HaveyougotanyofAliciaKeys’CDsDonna:YesIboughtonelastweek.DoyouwanttolistentoitSteve:Cool!IcangetitwhenIseeyouthisevening.Donna:OK.Seeyoulater.Steve:Yes.Seeyou.Answers:1b 2j 3f 4h 5d 6e 7a 8c 9i 10g12 Donna’sfavouriterockstarisBritneySpears.Shelikesherbecauseshehasabeautifulvoice.Donnadoesn’tlikeShakiraandshedoesn’twanttolistentohermusiconSteve’sminidiskplayer.DonnaalsolikesAliciaKeysbutshehasn’tgotanyofherCDs.2Steve’sfavouritesingerisShakirabuthealsolikesBritneySpears.HelikesShakirabecausesheisagreatperformer.HethinksShakiraisverytalentedbecauseperformer.HethinksShakiraisverytalentedbecausesheposesherownsongsandplaysthepiano.HealsolikesAliciaKeysandhehasgotallherCDs.13 Donna:popstarsheisagreatperformershedoesn’tknowShakirashehasgotanalbum.Steve:hedoesn’tlikeBritneySpearsshehasabeautifulvoiceguitarhehasn’tgotherCDs.14 1Shakira 2AliciaKeys 3Shakira 4BritneySpears 5AliciaKeys 6ShakiraSpeakingandwriting15161718Students’ownanswers.。