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1、Module 4 Music Period One Speaking and Introduction Teaching aims: 1. To know about some English vocabulary related to music. 2. To have a discussion about music and express their own opinions freely. 3. To develop the Ss’ speaking ability by practicing saying the familiar topic. Imp

2、ortant and difficult points: 1. Get the Ss to know about as much music knowledge as possible. 2. Enable the students to recognize some musical instruments. 3. Arouse the students’ interests in music. Teaching procedures: Speaking Lead-in Firstly, ask the students “How many kinds of music do y

3、ou know?” Then ask them to speak the general categories about music as follow: Rock music Popular music Classical music music Jazz Symphony Folk music Traditional Chinese music After this, continue to ask the students “Which kind of music do you like best? Why?” to

4、encourage the students to express their opinions freely. And then, develop the Ss’ speaking ability by practicing saying the familiar topic as follows: Activity 1 Work in groups of four to answer the questions and make a list of your answers: 1. What is your favourite kind of music? 2. How long

5、 have you been listening to it? 3. When do you listen to music? 4. How do you listen to music? 5. Why do you listen to music? Activity 2 Write a short report about the music interests and habits of your group. Use these expressions: My favourite kind of music is …but Yang’s favorite music

6、is… My favorite artist is… I’ve been listening to music…for/since… I like listening to music when I’m… Introduction Step 1. Leading-in Firstly, lead in by playing a piece of music Liang zhu（梁祝）played by violin or Guzheng for the students to listen. Then ask them “What kind of musical instrumen

7、t is the piece of music played by?” Next, brainstorm musical instruments: “How many kinds of musical instruments do you know?” At the same time, in order to make the students know about some English vocabulary related to music, show the students some pictures and ask them to recognize the musical

8、instruments as follows: brain-storming: Are you familiar with these instruments? drum piano Musical instruments violin erhu After this, say to the students, “Most of you are familiar with these musical instruments. Today we’ll know more Chin

9、ese and western musical instruments. Now let’s know more musical instruments.” flute saxophone guitar Step 2. Activity 1 Continue telling the Ss that the following photos are almost the same with those of their book on page 31. And ask them to look at t

10、he photos of Chinese and western musical instruments and answer the following questions. 1. Which instruments have strings? 2. Which Chinese and western instruments look similar. 3. Which of the instruments does the musician hold when he / she is playing? Step 3. Activity 2 Ask the student

11、s to look at the pictures and read the information about Chinese and Western musical instruments. The konghou is an instrument with strings. It came to China from the West during the Han Dynasty about 2,000 years ago. The guzheng has been used for more than 2,300 years. It looks like

12、a table harp. The pipa is a lute with four strings and is a relative of the European lute. It came to China from Central Asia in the fourth century. The yueqin is a round instrument like a mandoli

13、n. It was called qinpipa during the Han Dansty. Step 4. Discussion Get the students to discuss the following questions with other students. 1. How many of the above Chinese instruments have you heard? 2. Do you know any artists who play them? Period Two Reading & Vocabulary Teach

14、ing aims and demands: ⒈ To learn about some vocabulary and knowledge related to music. ⒉ To catch the general idea of the whole passage. ⒊ To understand the affection of the author. ⒋ To be good at grasping the key words and recognizing the new words according to the context. ⒌ To develop their

15、 love and interests in music by knowing more about some musicians. Teaching key points: To make the students grasp the usage of some vocabulary and phrases. Teaching difficulty: To develop their reading abilities and the awareness of the appreciation. Teaching aid: Multi-media Teaching proc

16、edures: Step 1. Fast reading Activity 1 Ask the students to read through the text quickly and find out the information about Liu Fang Year of birth Hometown The place she is living now The school she went to The person who first taught her the instruments The musical instrumen

17、ts she plays Activity 2 Ask the students to find out the answers to the following questions, while listening and reading the text: 1. How many the musical instruments she plays? 2. What has an influence on her in her music career? 3.What’s her ambition regarding Chinese music? Answers: ①

18、The pipa, the guzheng, the yueqin. ②The main influence is traditional singing. ③she wish to introduce classical Chinese pipa and guzheng music to every corner of the world. Step 2. Intensive reading Activity 1 Ask the students to match the words with their meanings: concert conservat

19、ory repertoire soloist technique tune 1. a musician who performs alone ________ 2. a way of doing something, for example, playing an instrument ________ 3. another word for melody or in the air ________ 4. an event where musicians play ________ 5. all the pie

20、ces of music that a musician can play ________ 6. a school where musicians study ________ Answers: 1.soloist 2. technique 3. tune 4. concert 5. repertoire 6. conservatory Activity 2 Ask the students to complete the following sentences with the correct form of the words in the box.

21、 challenge combine interpret silence title traditional 1. She likes to __________ musical styles from east and west. 2. What is the _____of the piece she played? 3. I like listening to ___________Chinese folk songs. 4. It’s a great __________ to play an instrument like the pipa. 5.

22、 Sometimes there is a long ________in the middle of the piece. 6.I like the way she ___________classical pieces. Answers:1. combine 2. title 3. traditional 4. challenge 5. silence 6. interprets Activity 3 Ask the Ss to read part 1 of the passage and explain the following references. 1)

23、...during her visit to China. Who visited China? 2)...each one has its special way of interpreting the classical pieces. Each what? 3)The same is true of my second instrument. What is true about the second instrument? Keys: 1. (The Queen of England) 2. (Pipa school) 3. (To respect tradit

24、ional but add her own style when playing) Activity 4 Ask the Ss to read part 2 of the passage and choose the correct answers. 1. When people listen to her playing,________. (a) they also hear her singing (b) they think they can hear her singing 2. Liu Fang thinks that _________. (a)

25、Chinese music is like the Chinese language (b) Chinese music and language use the same tones 3. Chinese classical pieces often have poetic titles,______. (a) which is understandable (b) which is very surprising 4. Empty spaces in Chinese paintings_______. (a) are like the silent pa

26、rts of Chinese music (b) mean the pictures have no life Answers: 1. b 2. a 3. a 4. a Activity 5 Ask the Ss to read part 3 of the passage and answer the following questions. 1. What does Liu Fang enjoy about performance? 2. What makes her feel depressed or lonely? 3. What does she want to d

27、o with other musicians? Answers:1. The atmosphere in a concert hall. 2. When she has no concert for along time 3. Work with them. Activity 6 Ask the Ss to complete the passage use the correct words in the text. Liu Fang, who was _____ in 1974, is an __________ music star. Since the age o

28、f six, she has played ____, and since the age of eleven she has given concerts including the performance for ___________________. She studied _______________ during her university. When she was five years old, her mother, who was ______________, taught her to play the ________. In 1996, she and her

29、 husband moved to ________. For her ,the biggest challenges of playing the pipa and guzheng are________________________________________. The main influence on Liu Fang is ________________. When she is playing, listeners say that they can _____________ in her music. Chinese music ___________ the Ch

30、inese language. Chinese classical pieces have poetic titles, which is ________________. ____________ in Chinese paintings are like the silent parts of Chinese music. Answers: 1. born 2. international 3. pipa 4. the Queen of England 5. guzheng and pipa 6. a Dianju actress7. yue qin 8. Canada 9. t

31、o respect the traditions but add her own style 10. traditional singing 11. hear singing 12. is similar to 13. understandable 14. Empty spaces Step 3. Homework: Work in pairs and have a discussion on the following questions. 1. What about Liu Fang impressed you most? 2. Do you think Liu Fang is su

32、ccessful as an artist? Give possible reasons if you think so. Period Three Language Study Teaching objectives and demands: 1. To learn new words and expressions and learn how to use them. 2. To understand some a little long but complex sentences. Teaching keys and difficulties: The usage

33、 of: give concerts; graduate from; be true of/for; tune; experience(v./n.); share sth. with sb.; make contact with; wish. Teaching procedures: Step 1. Revision 1. Check what they learn in the previous class. 2. Get students to. Step 2. Important words, phrases, & sentences. 1. She’s given con

34、certs since she was eleven, including a performance for the Queen of England during her visit to China.(Part1. para.1)11歲起她就舉辦演奏會(huì)，包括英國女王訪華期間為女王做的一場(chǎng)演出。 give concerts 舉行音樂會(huì)。give可以和名詞搭配，構(gòu)成詞組。如： give a class 授課 give/make a speech 演講 give a party 舉行宴會(huì) give/set an example to 樹立榜樣 give

35、a ball 舉行舞會(huì) give an eye to 順便照看一下 give offence to 觸怒得罪 2. She graduated from Shanghai Conservatory of Music, where she also studied the guzheng in 1993.(Part1. para.1) 她畢業(yè)于上海音樂學(xué)院，1993年她還在那里學(xué)習(xí)彈奏古箏。 graduate from… “畢業(yè)于……”；“從……畢業(yè)” 句中where引導(dǎo)的為非限制性定語從句， where是關(guān)系副詞，相當(dāng)于in Shanghai Conser

36、vatory of Music, 在定語從句中作地點(diǎn)狀語。 3. In 1996, I moved to Canada with my husband and I have been living there since then. (Part1.para.3) 1996年我和丈夫移居加拿大，直到現(xiàn)在。 句中“…I have been living there since then.”使用的是現(xiàn)在完成進(jìn)行時(shí)態(tài)，其構(gòu)成為“have/has+been+v-ing”, 這是本模塊后面的語法將要重點(diǎn)解決的問題，在此不作詳述。 4. The same is true of my

37、second instrument, the guzheng.(Part1.para5) 對(duì)我的第二種樂器——古箏，情況也是如此 be true of/for--- “對(duì)…來說情況也是相同的”。例如： （1）The same is true of other cases.（對(duì)于其他各例而言，情況也是如此。) （2）In Chinese, the same pronunciation with different tones has different meanings. The same is true for music.（在漢語中，讀音相同音調(diào)不同，音樂也是如此。） tru

38、e 的其他一些習(xí)慣用語如下： be it true or not（不管是否如此，不管是真是假）；come true （變成現(xiàn)實(shí)；實(shí)現(xiàn)）；hold true （有效；適用）；(It is) true, but---（果然不錯(cuò)，但是---）；out of (the) true（不誠實(shí)，不準(zhǔn)確；不正確）；true to life（逼真）；true to oneself（安分守紀(jì)，堅(jiān)持自己的原則） 5. When I play a tune, I am singing in my heart. When I’m playing a sad tune, I am crying in my hea

39、rt.（Part2 para1） 現(xiàn)在每當(dāng)我演奏一個(gè)曲子時(shí)，我就在心中跟著吟唱。當(dāng)我演奏哀傷的樂曲時(shí)，我內(nèi)心也在哭泣。 句中tune意為“曲子、調(diào)子、曲調(diào)”、“旋律”、“主題”。例如： (1)Can you sing this tune?（你會(huì)唱這首曲子嗎？） (2)When he began to play a tune, we had our first glimpse of the snake.(當(dāng)他開始吹奏曲調(diào)時(shí)，我們才第一次看到那條蛇。） tune構(gòu)成的一些慣用法。例如： call the tune 發(fā)號(hào)施令；指令 change one’s tune 改變主張

40、、論調(diào)、行為 in tune 入調(diào) out of tune 走調(diào) 6. Secondly, classical Chinese music is closely connected to Chinese poetry, so it isn’t surprising that most classical pieces have very poetic titles. 其次，中國古典樂與中國詩歌關(guān)系很密切，因此很多古典音樂作品都有著很詩意的標(biāo)題就一點(diǎn)也不奇怪了。 7. Listeners can experience the power and the beaut

41、y of the music, like enjoying a beautiful poem or painting.（Part2 para3）聽眾可以自己感受音樂的力量、音樂的美，就像享受一首美妙的詩歌或一幅美麗的圖畫一樣。 句中experience作動(dòng)詞用，意為“體驗(yàn)”等；like為介詞，意為“像……一樣”。 experience的基本用法如下： 1. vt. “經(jīng)歷”、“體驗(yàn)” She experienced many things when she went to Africa. 2. n. (u.) “經(jīng)驗(yàn)”，為不可數(shù)名詞。 (1) Our history tea

42、cher has a lot of teaching experience. (2) He hasn’t much experience in teaching English. (3) 短語：lack of experience (缺乏經(jīng)驗(yàn)); practical experience (實(shí)踐經(jīng)驗(yàn)). 3. n. “經(jīng)歷”、“感受”、“往事”，為可數(shù)名詞。 (1) I had many interesting experiences when I stayed in London.（經(jīng)歷、往事） (2) Please tell us of your experiences i

43、n Africa.(你在非洲的經(jīng)歷). 4. I also enjoy the time immediately after the concert to share the feelings and ideas with friends and music lovers, listening to their impressions and understanding about the music. （Part3 para1） 我同樣喜歡音樂會(huì)后和朋友及音樂愛好者分享感受交流看法，聽他們談對(duì)我的音樂的感覺和理解。 句中share (vt.)意為“共有”、“共享”、“分擔(dān)”、“共用”。例

44、如： (1) May I share your umbrella? (2) I will share your joys and sorrows. (3)They share the same tastes and interests. 另外，share sth. with sb. 意為“和某人分享/擔(dān)某事”。例如： Liu Fang always ~s the feelings and ideas with friends and music lovers. 5. Since I moved to Canada, I have had opportunities t

45、o make contact with other musical traditions and play with master musicians. 自從移居加拿大，我就有機(jī)會(huì)接觸到其它音樂傳統(tǒng)并跟一些音樂大師同臺(tái)演出。 句中contact為名詞“聯(lián)系”，其相關(guān)短語為： make contact with/ get in contact with“與……取得聯(lián)系”（表示動(dòng)作） lose contact with“與……失去聯(lián)系”（表示動(dòng)作） be/stay in contact with “與……保持聯(lián)系”（表示狀態(tài)） 10. I wish to continue working

46、 with master musicians from other traditions and to be able to compose my own music, using elements from different cultures. 我希望我能繼續(xù)跟他們合作，并吸取其他音樂傳統(tǒng)之長，創(chuàng)作自己的音樂。 常接雙賓語或復(fù)合賓語以及動(dòng)詞不定式,也接賓語從句,當(dāng)接賓語從句時(shí),從句的謂語動(dòng)詞常用虛擬語氣,表示未完成或不能完成的愿望. (1) I wish you a happy new year. (2) I wish happiness to all my friends.

47、(3) I wish everyone well. (4) She wishes to be alone. (5) I wish I were a bird. (與現(xiàn)在事實(shí)相反) (6) I wish you had told me about it yesterday. (與過去事實(shí)相反) Step 3. Practice Deal with some exercises about the language problems of this module. If time permits, make a summary about what they have learnt i

48、n this class. Step 4. Homework 1. Get the students to go over what they learnt in this class. 2. Have the students preview the cultural corner. Period Four Listening and Everyday English Teaching objectives: 1. To enable the students to recognize and understand some new words and expre

49、ssions in a dialogue or a section. 2. To finish the exercises in SB according to what they hear. 3. To be able to catch the useful information from their discussion. Important and difficult points: ⒈ To have the Ss understand what they hear. ⒉ To enable the students to know how to catch the use

50、ful information. Teaching procedures: Step 1. Listening background Porgy and Bess started life as a 1925 novel by Dubose Heyward called Porgy, about the life of African Americans in Charleston. George Gershwon (1898-1937), a composer of popular and classical music read the book, and saw its poten

51、tial（潛在的）as an opera. With his brother, the lyricist（歌詞作者）Ira Gershwin (1896-1983) and Heyward, they put together a startling（驚人的）new work, called Porgy and Bess , which was premiered（首次公影）at the Alvin Theatre on New York’s Broadway on October10th 1935. It soon became a classic（杰作）of modern American

52、 music, and the songs (Summertime, I loves you Porgy, It ain’t necessarily so, I got plenty of nothin) have became standards（要求達(dá)到的規(guī)范或水準(zhǔn), particularly of the jazz repertoire（演奏曲目. Gershwin said, “Porgy and Bess deals with Negro life in America---it brings to(產(chǎn)生) the operatic form elements that have

53、never before appeared in the opera and I have adapted my method to utilise（利用）the drama, the humour, the superstition, the religious fervour（熱誠）, the dancing and the irrepressible（無法抑制的）high spirits of the race.” Step 2. While-listening activities I. Directions: Listen to the tape check your ans

54、wers. Step 3. Everyday English: Choose the correct answers according to the context of Listening. ⑴ If something is your favourate of all time, it means ______ (a)you like it now; (b)you have always liked it ⑵If you’re missing the point, it means _______ (a)you don’t understand sth; (b)yo

55、u can’t see sth ⑶If you can’t stand something, it means _____ (a)you have to sit down; (b)you don’t like it ⑷If you say Oh come on! In a conversation, it probably means ____ (a)you agree with someone; (b)you don’t agree with someone (5)If sth is described as a jazz classic, it’s ______ (a)

56、a famous jazz tune; (b)a piece of classical music (6) If you describe a jazz tune as really ancient, it’s probably__________ (a) more than 20 years old (b) more than a hundred years old Answers: ⑴b ⑵a ⑶b ⑷b (5)a(6)b Period Five Grammar Teaching objectives and demands: 1. To experienc

57、e and discover what is the Present Perfect Progressive Tense. 2. To grasp the usage of the Present Perfect Progressive Tense. 3. To know the main differences between the Present Perfect Tense and the Present Perfect Progressive Tense. Teaching keys and difficulties: 1. To grasp the usage of the

58、Present Perfect Progressive Tense. 2. To know the main differences between the Present Perfect Tense and the Present Perfect Progressive Tense. Teaching procedures: Step 1. Experience and discover the Present Perfect Progressive Tense. Activity 1 Directions: ask the students to read the sentenc

59、es from the passage in Reading and Vocabulary and decide if they are true Example sentences: Liu Fang has played the pipa since the age of six. She’s given concerts since she was eleven. Now, please tick the following sentences you agree with according to the above example sentences. 1. Liu Fa

60、ng still plays the pipa. 2. She only played the pipa when she was six. 3. She has given concerts regularly since the age of eleven. 4. She only gave concerts when she was a child. Activity 2 Directions: ask the students to read the example sentences and answer the questions. Example sentences:

61、 Liu Fang has been playing the pipa for the last three hours. She’s been performing concerts every day since last month. Q1: What is the difference in form between these sentences and those in Activity 1. Answers: They are in the present perfect progressive Q2: Which of these things is true a

62、bout the sentences? (a)The people started doing these things in the past and are still doing them. (b)The people do these things every day. (c)The actions take a very long time to complete. Answers: (a) Step 2. Detailed explanation about the Present Perfect Progressive Tense. I. The form of

63、the Present Perfect Progressive Tense. 現(xiàn)在完成進(jìn)行時(shí)由“助動(dòng)詞have/has+been+動(dòng)詞-ing”形式構(gòu)成。 II. The basic usage of the Present Perfect Progressive Tense. 1. 表示從過去開始一直持續(xù)到現(xiàn)在的動(dòng)作，這個(gè)動(dòng)作是否繼續(xù)下去，則由上下文決定。它常與表示一段時(shí)間的狀語，如：all this time, this week, this month, all night, all the morning, these few days, for…, since…等連用。

64、例句： (1) Liu Fang has been living in Canada since then. 劉芳從那時(shí)以來一直住在加拿大。（動(dòng)作仍繼續(xù)下去） (2) I have been waiting for you here for an hour. 我在這兒等了你一個(gè)小時(shí)。（動(dòng)作剛終止） (3) He has been doing his homework all this morning. 他做了一上午作業(yè)。（動(dòng)作可能繼續(xù)下去） 2. 表示一直到說話時(shí)為止的一段時(shí)間內(nèi)一再重復(fù)的動(dòng)作。例句： (1) I have been meeting her at the lib

65、rary. 我多次在圖書館遇見到她。 (2) I have been telling you to be careful for weeks. 這幾個(gè)星期我一直在告訴你要小心。 III. The main differences between the Present Perfect Tense and the Present Perfect Progressive Tense. 1. 在不用時(shí)間狀語的情況下，現(xiàn)在完成進(jìn)行時(shí)表示動(dòng)作仍在持續(xù)進(jìn)行，而現(xiàn)在完成時(shí)則表示動(dòng)作在過去已經(jīng)結(jié)束。 例句： (1)We have been cleaning the classroom. 我

66、們一直在打掃教室。 (2)We have cleaned the classroom. 我們把教室打掃過了。 (3)They have been widening the road. 他們一直在加工馬路。（尚未完工） (4)They have widened the road. 他們把馬路拓寬了。（已經(jīng)完工了） 2. 現(xiàn)在完成進(jìn)行時(shí)往往表示動(dòng)作在重復(fù)，現(xiàn)在完成時(shí)則常常不帶重復(fù)性。例句： (1) Have you been meeting her lately? 你最近跟她見面嗎？（有“經(jīng)常相會(huì)”之意） (2)Have you met her lately? 你最近跟她見過面了嗎？（沒有“經(jīng)常相會(huì)”之意） 3.表示暫時(shí)性動(dòng)作用現(xiàn)在完成進(jìn)行時(shí)較好，而表示表示長時(shí)期的接近于狀態(tài)的動(dòng)作時(shí)，用現(xiàn)在完成時(shí)較好。例句： (1) He has been staying with his uncle during the past two months. 最近兩個(gè)月他和他叔叔在一起（暫時(shí)性動(dòng)作） (2) I have been waiting all the mor