2019-2020年高一英语Unit11 Country music

2019-2020年高一英语Unit11 Country music
教学目标
Teaching aims and demands
本单元的教学目标是使用学生能向他人提出建议和忠告，学生并掌握过去完成时态的有关用法。

要求学生初步了解一些有关美国乡村音乐的基本描述，能够描述一两个他们所喜爱的美国乡村歌手。

Teaching important and different points
1．单词、词组
value, remain, anger, equipment, however, appear, make fun of, think of, so far, once more, no longer
2．日常交际用语
Haven’t you heard of…？
That’s a good idea!
You’d better…
I think you’d enjoy it.
Why not…?
Why don’t you…?
3．语法
教学建议
对话建议：
建议教师在上课时在导入课时给学生放一些相关的音乐欣赏，在听读练习时可放入多媒体形式，利用对话中的日常生活用语，谈论学生所熟悉的歌星、影星和球星，for example: haven’t you heard of….. 最后朗读并编演对话。

课文分析：
本篇课文主要介绍了美国乡村音乐在不同时期、年代人们的思想观念的不同及追求人生的目标，用歌曲就能体现出来，如：1990s、1950s、1960s. 而现在的美国乡村音乐从它的主题思想、范围、歌手及使用的乐器都所不同。

课文重点讲解
辨析hear, hear of和hear from
1) hear 听见；听说（多跟从句）
He listened carefully but could hear nothing. 他仔细听，但什么也没听到。

2) hear of 听说
Have you heard of the name of Whitney Houston?你听说过惠特尼·休斯顿的名字吗？
3) hear from 接到…，来信，后接某人
Linda heard from her pen friend in England yesterday.琳达昨天收到了她的英国笔友的来信。

辨析 however和 but
二者都意为“可是，但是”；
but是并列名词，连接两个并列分句，上下二句在总的意义上构成了对比。

I really don't like cheese, but I will try just a little this time.我实在是不喜欢吃奶酪，但是这次我要尝一点。

however不能直接连接两个分句，必须另起新句，并用逗号隔开。

It was raining hard. However, we went out to look for the boy. 雨下得很大，不过我们还是出去寻找那个孩子。

辨析electrical 与electric
1）electrical 指“电气的”，表示与电有关的；
an electrical engineer 电气工程师
electrical work 电工话 electrical energy 电能
2）electric是“用电的”, 表示由电操纵或由电产生的。

an electric lamp /light 电灯an electric clock 电钟
an electric bell 电铃 an electric fan 电扇
辨析alone, lonely
这两个词都可作形容词用，有“单独”的含义，但用法有差异。

alone 强调客观上独自、独立的、单独一人在句中多作表语。

如：
He feels alone. 他感到孤独。

alone还可作副词用状做语，修饰动词
He lives alone. 他单独生活。

.. .
lonely 只作形容词，“孤独的，寂寞的”，带有主观上的感情色彩，形容失去朋友，缺乏友爱和帮助，感到寂寞或悲哀。

在句中作定语或表语。

lonely用于地点时，意为“荒凉的、偏僻的”。

例如：
Do you feel lonely when you lived alone in the lonely house?当你独自住在那个偏僻的屋子里时，你感到寂寞吗？
辨析appear, seem 与 look
appear 强调外表给人某种印象，有时含实质上并非如此的意思。

其后不可接as if从句。

He appears to know more than he really does.
It appears that we have to go there.
seem暗示有一定根据判断，这种判断往往接近事实，其后可接不定式，that或as if从句；
It seems as if he were in a daydream. (常用虚拟语气)
look着重由视觉而得出的印象，其后不可接动词不定式或that从句。

You look very tired. Why don’t you have a rest?
词汇学习
1. value的用法
value: 价值，购买力；有用性。

常用作不可数名词。

Do you know the value of health? 你懂得健康的价值吗？
本单元还出现了fun, anger, beauty, success 等表抽象概念的名词，一般情况下为不可数名词，beauty和success有时作可数名词。

如：
His sister is a beauty. 他姐姐长得很漂亮。

The party was a great success.晚会很成功。

Failure is the mother of success. 失败乃成功之母。

She is filled with anger.她相当愤怒。

What fun! 多么有趣！
2. remain的用法
remain: 保持（某种状态），仍旧是；留下。

其常见用法是：
作系动词时，可用形容词、名词。

分词、介词短语等作表语。

如：
He remained silent all the time. 他一直保持沉默。

remain 作不及物动词。

如：
After the fire, nothing remained of the house.
失火之后这所房子什么也没剩下。

3. make fun of的用法
make fun=laugh at取笑。

如：
Nobody likes to be made fun of. 没人愿意让人取笑。

已学过的make短语有：
make a mistake 出差错 make sure 保证
make friends with 与……交朋友 make the bed 整理床铺
be made of/from 由……制成 make faces 做鬼脸
make a noise 弄出声 make a phone call to. . . 给……打电话
4. think的用法
1)think vt. 认为、相信，与consider和believe 同义，主动语态常用 think +宾语+宾语补足语或think + that clause
The book is thought (to be) quite useful for the beginners of English.人们认为这本书对英语初学者很有用。

I don't think money the most important.我认为钱不是最重要的东西。

We all think him a clever boy.我们都认为他是个聪明的孩子。

2）think well of对……印象很好”。

其近义词有think highly of, speak highly of。

如：
He spoke highly of our city. 他对我市评价很高。

3）think可与 about/of/over等介词或副词构成短语
Everyone is thinking about/of (想着) our bright future.
I hope you will think it over. (仔细考虑)
I can't think of (想起) his name at the moment.
课文讲解
Lesson 41
1. They are talking about the ing weekend. 他们在谈论这个周末怎么过。

l) ing是形容词，作“即将到来的”或“正在到来的”解。

the ing weekend (the weekend that is ing) 指本周的周本（即将到来的周末），但(a the ing week (the week that is ing) 指的是下周，即the next week。

又如：the ing Friday (即将到来的星期五), 在星期五以后说，指的是下星期五。

He wants to visit Hangzhou during the ing month.他想下个月去杭州玩玩。

weekend（周末）中国和一些西方国家一样，在中国，一周有五个工作日，weekend指的是从星期五晚上起，一直到星期天。

Haven't you heard of him?难道你没有听说过他吗？
3. I think you'd enjoy it. 我想你会喜欢它的。

You'd better hurry and buy a ticket then. 你最好赶快去买一张票。

这两个句子中的you'd都是缩略式，但第一句的you’d 是you would的缩略式；而第二句中的you’d 是you had 的缩略式。

Lesson 42
1. Song writers are no longer writing about the modern values of the USA…歌曲作者不再写美国的现代价值……
1)no longer 作“不再”解，通常放在行为动词的前面，但如果是动词be, 则放在be之后。

Annie no longer lives here. 安妮不住在这儿了。

2)“no longer”常常可以用“not . . . any longer/more”来代替。

前者用于肯定句，后者用于否定句。

Annie does not live here any longer/more.
2. Instead they are writing once more about things that are mon for every one .... 而他们现在再一次写常人常事……
1)once more与once again 同义，作“再一次”解，在句中作状语。

Please say that word once more /again. 请把那个单词再说一遍。

2)more 构成的其它短语，如：
more and more （越来越……），more or less（或多或少，大约）。

3. During these years many young students were angry with society, so songs were often full of anger.在那些岁月里，许多年轻学生对社会愤愤不平，因此，歌曲里往往充满怒气。

1)句中anger是名词，作“生气”、“恼怒”解。

angry是由anger派生出的形容词，词义相同，词类有别。

类似的构词还有：
hunger (n.)-hungry (adj.饥饿), flower(n.)-flowery(adj.如花的；多花的)
4)be/get angry 生气。

后面可跟不同的介词，如：
be angry with sb. 生某人的气；be angry about/for sth. 因某事而生气。

Don't be angry with me for my being late.不是因为我迟到了而生我的气。

What are you angry about? 你为什么生气呢？
5. Singers do not just e from the States but from all over the world. 乡村音乐的歌手不仅来自美国，而且来自世界各地。

句中的just作“仅仅”解，“not just . . . but”相当于“not only . . . but also”，意思是“不仅……而且……”。

She is not just a student but a singer. 她不仅是学生，而且是歌手。

Lesson 44
1.but和however都可以作连词，也都作“但是”、“可是”
but连接两个并列的分句，上句和下句在总的意义上构成一个对比，but后的分句常常是上句意义的转折。

He would like to go, but he can’t. 他想去，但是不能去。

however 有“然而”、“尽管”。

不能像but一样直接连接两个分句，必须另起新句，并用逗号分开。

可以放在句首，也可以插在句子中间。

It’s raining hard. However, I think we should go out. 雨下得很大，不过（尽管如此）我想我们还是应该出去。

He hasn’t arrived. He may, however, e late. 他还没有到，不过他可能来得晚一点。

2. So far I haven’t had any success. However, I’ll keep trying. 到目前为止我还没有取得成功，不过我会继续试下去的。

so far作“到现在为止”同现在完成时连用。

We have not heard about 1500 English words. 到现在为止，我们已学过了1500个英语单词。

keep doing sth. 表示“继续干某事”的意思，强调动作的连续不断。

We must keep going forward. 我们必须不断前进。

语法知识：（过去完成时态）
A. 过去完成时的主要用法
过去完成时“助动词had + 动词的过去分词”，在过去某一时间或动作以前已经完成的动作。

可以用图表来表示这时间的概念：
When we arrived at the theatre, the play had already started. 句子中的When –clause 的动作（arrive）发生在图中的过去一点时间上（Past），而主句的动作（start）发生在“过去的过去”，亦即在before这个时间点戏剧就已经开始了。

上述句子的主句中之所以要用过去完成时态（had started），是因为从句中的动作（arrived）是发生在过去。

下面再进一步说明
一下：
B.
C．
语。

She said to me, “I saw the film.” 她对我说：“我看过这部电影。

”
She told me that she had seen the film.她告诉我她看过这部电影。

D．过去完成时用于虚拟语气中，主要出现在表示与过去事实相反的条件句和wish后的宾语从句中。

如：
I wish I hadn't missed the train. 要是赶上了火车就好了。

语法练习：
1.He _____to the lab than he set out to do the experiment.
A. has no sooner got
B. no sooner got
B. will no sooner got D. had no sooner got
2.They ask me to have a drink with them. I said that it was at least ten years since
I _____a good drink.
A. had enjoyed
B. was enjoying
C. enjoyed
D. had been enjoying
3.Helen_____her key in the office so she had to wait until her husband _____ home.
A. has left; es
B. left; had e
C. had left; came
D. had left; could e
4.I finally got the job I dreamed about. Never in all my life____ so happy!
A. did I feel
B. I felt
C. I had felt
D. had I felt
5.The students_____ busily when Miss Brown went to get a book she _____ in the office.
A. had written; left
B. were writing ; has left
C. had written; had left
D. were writing; had left
答案：DACDD教学设计方案Lesson 41
Teaching Aims
1. To help the Ss understand the dialogue fully and to improve the students' abilities of listening and speaking.
2. To learn how to talk about people like some film stars, players and so
3. To review the Past Perfect Tense to make the Ss understand the usage of it and use it with high proficiency.
Step I Warming--up
1) Do you like to listen to music? What kind of music do you like best? Why?
2) Do you like English songs?
3) Can you tell me some of the songs you often listen to and the singers you like best?
Step II Listening
T plays the tape to the Ss twice, then think about the following questions
1.What is Jackie going to do on Saturday evening?
2. Where is the famous singer going to perform on Saturday?
1) going to a concert Saturday evening.
2) at the New Theatre.
Step III Reading
2. Let the Ss judge whether the following statements are true or false according to what they read carefully in the dialogue. Do it orally.
1) Jackie is going to see a film by John Denver on Saturday. F
2) John Denver is singing at the New York theatre. F
3) The music that Denver sings is American country music. T
4) Yang Pei isn't going to hear Denver because she doesn't have a ticket. F
5) Yang Pei knows a lot about Denver. F
6) Most of Denver's songs are written by himself. T
7) A program of his music was broadcast on TV last month. F
8) Jackie suggests that Yang Pei buy a ticket. T
Step IV Grammar study
1. Allow the Ss a few minutes to read the dialogue in Part 3 in pairs and pick out the sentences in the Past Perfect Tense.
2. Give the Ss a brief revision about this tense by providing some examples and supply them with some sentences to differ the Simple Past Tense from the Past Perfect
Tense.
Step V Summary and further practice
1.Summary
Tell the Ss in this period we have learnt something about John Denver, made some dialogues with the expressions in it and reviewed the Past Perfect Tense.
2.Further practice
1) Get the Ss to do Ex.3 on Page 107 in the Wb in pails. Then ask several pairs to read out their answers to the whole class.
2)If time permits, ask the Se to make a short passage orally about John Denver and let some of them speak out. The Ss may also do it after class.
Step Ⅵ Homework
Finish off Ex. 1 and 2 on Page 107 in the Wb and Part 2 and 3 on Page 43 to review the Past Perfect Tense.
Lesson 42教学设计方案
Teaching Aims
1. To make clear some difficult sentences in this passage.
2. To help the Ss get some knowledge about American country music, its development, its subjects and the causes why it has returned.
Step I Revision
Check the Wb. exercises
Step II Warming-up
1.The T plays pieces of music which have been prepared, for example: “Country Road”. Then collect the information in a list. “country, sky, mountains, wind, tree, road...”
2.The T asks them the following questions?
1) Do you like this song? Can you sing it? Do you want to learn more about American country music?
Step III Listening
T plays the tape to the Ss twice, the ask them the following questions:
1)Why do we say that American country music has bee big business?
2) Why do you think that the first country singers sang songs while playing the guitar?
Keys:1)Because it brings in between 200 and 400 million dollars a year.
2) Because it was easy for these singers to carry a guitar on their travels. Step IV Reading
1. First ask the Ss to divide the whole passage into two parts and sum up the main idea of each part.
Answers:
Part1(1,2,3) American music in different times.
Part2(4,5,6) American country music.
2. Allow them a few minutes to find out the subjects of American country music in different times. And collect their answer's on the Bb.
3. Ask the Ss to concentrate on Part Two. Allow them some minutes to read Paragraph 4,5 and 6, and fill in the following form.
Step V Langue points
1) Then in the 1960s the songwriters turned to other subjects. = In the 1960s the songwriters changed their ideas and they began writing about other subjects.
2) Political leaders were not well thought of. = Political leaders were not respected or supported by people, especially by the young people.
3) In the “good old days”, people thought well of each other. = In die past, people respected each other, loved each other and cared about each other.
II Fill in the blanks
make a plan for make fun of make faces
make a film make friends make mistakes
make sure make a decision make a record
1. It is easier to lose friends than to___________.
2. It is no good to ____ other students.
3. Our problem is who can help us to ____ of OUT songs.
4. We can't decide it today. But we should ____ tomorrow.
5. Tom often ____ behind the teacher to make others laugh.
6. I think you' d better ____ your travel next week.
7. She has made several records, but not yet ____.
8. Try to speak English as often as possible. Don't be afraid of ____.
9. I think it is a good idea to call him to ____ if he has got the plane ticket ready for you.
Step VI Further discussion
“For what reason does Country music return in America in the 1990s?”
Allow the Ss some time to discuss in groups and give them chances to express their ideas. Collect their answers and don’ t forget to praise them even if their answers may not be perfect.
Step VII Homework
1. Read the passage again.
2.Finish Ex.2, 3 on Page 108,Ex.3 on Page 110 and Ex.2, 3 on Page 111.
探究活动
1.Describe you like the most singer, Then give them a brief introduction about him or her. For example:
John Denver is an Am erican singer. He doesn’t sing pop music, but country music. He is very successful. He has made a lot of records and is often broadcast on the radio and on TV. ….
2.Why some people and students love country music? What’s the origination?
2019-2020年高一英语Unit11 The sounds of the world 新课标人
教版
1. Teaching aims and demands
2. 教学内容分析
本单元的中心话题是“音乐”。

语言技能和语言知识几乎都围绕“音乐”这一中心话题设计的。

由热身、听力、口语、读前、阅读、读后、语言学习、综合技能、学习建议、复习要点等十个部分组成。

“热身”(Warming up)部分提供了地图，然后听音乐，要求学生明白所听音乐来自哪里，并展开讨论。

这部分的目的是呈现本单元的中心话题——音乐，帮助学生在大脑中形成一个有关“音乐”的信息包，并复习或学习有关音乐的词和句型。

“听力”(Listening)部分提供了三首歌曲，要求学生通过听弄清歌名，歌词大意并对这些歌曲谈感受。

“口语”(Speaking)部分提供了Joe和Susan之间的对话。

Peter的生日就要到了，Joe想送Peter生日礼物，于是征求Susan的意见，从而引出了asking and giving advice.整个活动以说为主，同时涉及了听、读、写的技能。

这一设计训练学生在比较真实情景中口头表达的能力和丰富他们asking and giving advice的句型。

“读前”(Pre-reading)提供了有关“音乐”话题的四个问题。

引导学生为下一不“阅读”作好思想准备。

“阅读”(Reading)部分介绍了一些有趣的音乐风格，如blues\hip-hop\rap\Latin music 等。

“读后”(Post-reading)部分分两块。

第一块要求学生在小组里讨论四个问题，其中前两个问题是针对文章的理解，评价学生对文章理解的程度；第三个问题要求学生结合文章谈论自己的看法；第四个问题是开发性的，目的在于培养学生的思辩能力。

第二块要求学生根据课文对所设计的六个句子先判断正误，然后加以改正。

“语言学习”(Language study)分词汇和语法两部分。

判断一个人词汇量的大小，应该看两个方面，一个是外在数量，即单词的个数；另一个是内在数量，即单词词义的个数。

本教材与旧教材相比，大大重视单词词义的个数，本单元讲解了四个词汇：beat\pick\rock\style,每个词都讲解了三个用法。

语法部分是各种时态的主动语态和被动语态的转换。

“综合技能”(Integrating skills)提供了一篇北京师范大学xx级学生曹向前同学写的文章（经过改写）Pop Versus Rock。

文中着重阐述了Pop songs 和Rock songs之间的区别。

通过对这篇文章的学习，要求学生写一篇题为Traditional Chinese music vs Modern Chinese
music的文章。

“学习建议”（Tips）部分提供了有关话题“音乐”的总结性语言。

“复习要点”(Checkpoint)部分简要地总结了本单元的语法要点——The Passive Voice in Different Tenses,并且设计了练习，帮助学生自评。

同时通过两个问题引导学生对本单元所学的词汇作一次小结。

3. Teaching procedures:
This unit consists of 10 parts: warming up\listening\speaking\pre-reading\reading\post-reading \ language study \ integrating skills \ tips\ and checkpoints. I plan to cover this unit in 6 periods.
Period One: Warming up and Listening \ Period Two: Speaking \ Period Three: Pre-reading Reading and Post-reading \ Period Four: Post-reading and Word-study \Period Five: Grammar\ Period Six: Integrating skills
4. 教学评估(Assessment)
1)自我评估(Self-assessment)（了解学生对本单元的学习情况）
要求学生自我评估可以提高学生学习的主动性和积极性，促进学生对自己的学习进行反思，并能帮助学生掌握评估技术，增加教师的评估信息。

通过自我评估，学生可设定目标，并更清楚地认识到自己的优势与不足。

设计本单元的自我评价：根据自己的实际情况回答下列问题，并存入个人学习档案：
(1) What is the most important thing you learned in this unit?
(2) What do you think you did best in this unit?
(3) What do you find the most difficult in this unit?
(4) Where do you see the most improvement?
(5) Where do you need to work harder?
2) 同伴评估(Peer-assessment)（了解学生的学习情感、策略）
沟通技能和合作技能在同伴评估中十分重要。

同学间彼此信任和真诚的互相评估需要长时间来培养。

但是同伴评估可以通过简单的活动来实施。

例如：如果一个小组要完成一项任务，组中每个成员都要做出贡献，共同完成任务。

每个成员都要评估自己和他人的贡献。

也可以由一组或几组同学在班上演示他们完成的任务，有其他同学根据制定好的表格对他们做出评价。

设计本单元的同伴评估：由组长或指定学生负责，组织小组反思，填写下表，并存入小组学习档案：
Peer-assessment on group work
briefly but clearly and pletely.
Participation
He\She involves himself in group work
willingly.
He\She works with their partners happily.
He\She makes good preparations for group
work in advance.
He\She gives their reasonable suggestions.
He\She follows their reasonable
suggestions.
ments and suggestions for improvement:
Finish Workbook vocabulary and grammar exercises. After finishing these exercises, students carry out self-assessment: I think these exercises easy\moderate\difficult
Teaching Procedures
Period One
(Warming up and Listening)
Step 1 Warming-up
Before class, T plays a song Ss are familiar with till the bell for class rings. Then T asks Ss some questions: (1) Do you know the name of the song? (You’ll be in my heart from the film named Tarzan,《人猿泰山》)(2) Where do you think the song es from? (3) Do you like the song? Why or why not? etc. Ss answer all these questions. Step 2 Brainstorming
Do you know any other songs? In this way, Ss think about as many songs as possible. Step 3 Discussion
Ss work in groups of 4. They talk about the songs they are interested in.
Step 4 Demonstration
After discussion, choose one of the students in their group to report the result of their discussion.
Step 5 Finding a place
T shows the map of the world. While the student is reporting the result, others should listen carefully. Ask a student to find the place in the map where the song es from. Step 6 Listening
Ask Ss to listen to the music on the tape to find where the music es from.
Song 1 二泉映月 (folk music)
Song 2 Beat it by Michael Jackson from America (rock music)
Song 2 Take me home, Country roads by John Denver from Europe (American country music) Step 7 Listening and discussion
Listen to the music several times and then discuss the following questions with group members. (1) Which piece of music do you like best? Why? (2) What makes you think this music es from… (3) What are the differences between the songs you have heard? (4) Can you guess what the songs are about?
Step 8 Demonstration
After discussion, Ss choose one of the students in their group to report the result of their discussion.
Step 9 Listening
Play the tape several times so that Ss can fully understand them.
Song 1: Edelweiss
Song 2: I’m right he re waiting
Song 3: Love me tender
Step 10 Group-work
When Ss fill out the form above, they discuss each question and then report the result each other.
Step 11 Demonstration
Choose one of the students in their group to report the result of their discussion. Step 12 Listening
If time permits, finish the Workbook listening exercises in class. If there is no time left in class, leave them as homework.
Homework:
1.Finish off the workbook exercises.
2.Find as many kinds of musical instrument as possible. (Consult the
website:villa123)
Period Two
(Speaking)
Step 1 Listening
Have Ss listen to a piece of music and tell what kind of musical instrument the music is played with.
Step 2 Brainstorming
Have Ss tell as many kinds of musical instrument as possible by asking the question: What other kinds of musical instrument do you know? T collects kinds of musical instrument: organ, harp, piano, maracas, violin, saxophone, gone, cymbals, castanets, flute, timpani, tambourine, triangle, drum, xylophone, etc.
Step 3 Creating a situation (textual authenticity)
Step 4 Listening
Listen to the sample dialogue and make sure what the dialogue is about.
Step 5 Practice
Practice reading the dialogue, using one of the names of musical instrument mentioned above to replace CD and paying attention to sentences of asking for and giving advice. Step 6 Dialogue
Have Ss choose one from the following situations to create their own dialogue.
Step 7 Demonstration
Have several pairs to demonstrate their dialogues.
Step 8 Sum-up
Have Ss think hard and summarize how to make suggestions and give advice and possible responses.(See Slide)
Step 9 Consolidation
Work in pairs or groups. Use one or more of the situations below to practise giving and asking for advice.
1.You want to learn to play the piano, but you don’t know how.
2.You would like to write a song about your mother, but you are not sure what you should write.
3.You want to learn an English song, but you don’t know which one.
Homework:
1Finish off the workbook exercises.
2.Try to memorize names of different kinds of musical instrument.
3.Find as much information about music as possible.(Consult the website:
Period Three
(Pre-reading \Reading\Post-reading)
Step 1 Pre-reading
1. Checking homework
1) T asks the question: Do you play any musical instrument? What is your favourite instrument? In this way, Ss review names of kinds of musical instrument.
2)T asks another question: Has anybody got any information about musical styles? Ss
tell different kinds of music, such as blues\hip-hop\rap\Latin music etc.
Here is some information about music:
Music is a language that is spoken to everyone—from the day we are born we hear music of some kind of our lives. But there are as many different kinds of music as different languages, and it is impossible to describe them all. Here are just a few well-known types.
Classical music is serious Western European music from the Middle Ages(1500) to the present and it was often written for a large orchestra, or for a small group of players. Many instruments can be used. A lot of music was also written to be sung as opera. Classical music is very popular and schools often teach this type of music.
Jazz developed in the Southern States of North America at the beginning of last century. The black people of these states, who were originally slaves from Africa, had their own rhythms. Jazz brought classical music and African rhythms together.
Blues was originally Black Country music, which also came from the Southern States of last century. It is slow, usually sad music, which is often sung by one person with a guitar.
Rhythm and blues developed from the Blues in America in the 1940s. It became faster and more plex and used more instruments, e.g. saxophone, guitar, piano, drums. The music was often about city life and white musicians started playing it as well.
Musicians in the 1950s developed Rock from Rhythm and Blues and it became popular with young people. It spread to Europe in the 1960s and is now known in most countries.
A lot of pop music es from Rock and Roll.
Pop music developed from Rock and Roll in America, Britain and Europe in the 1960s and is now in every country. The name is used for most mercial music, i.e. music we can buy on records and hear on “pop radio”. It is usually played by groups who often use electric instruments and make videos to go with their records.
2. Pair-work
Have Ss discuss these questions in pairs.
1) What kind of music do you like?
2) When you listen to a song, do you listen to words or the music?
3)Do you like to listen to music form other countries?
3. A game
Play some music played by different musical instruments, ask the Ss to guess what makes the song. (piano/guitar/trumpet/drum)
Teach the English names of different musical instruments on the slide: violin, trumpet, guitar, jazz drum, mouth-organ, huqin(Chinese violin) etc.
Step 2 Reading
1. Fasting reading
Have Ss read the passage as quickly as possible to find the answer to the question: How many kinds of music are mentioned in the passage and what are they?
2. Careful reading
Have Ss read the passage carefully and fill in the form below according to the
Step 3. Post-reading
1. Answer the following questions:
1) Where does blues music e from?
2) What does the word “rap” mean?
2. The sentences below summarise the article. Read them and decide if they are true or false. Write the letter “T” if the sentence is true. Write “F” if it is false, and then correct the error and give the right information.
1)There are only a few styles of music in the world.
2) Blues is a new style of music.
3)Hip-hop and rap are pletely different from blues and rock.
4)Santana is a well-known Latin music artist.
5)Rappers sing the words to their music.
6)There are many Spanish-speaking people in both North and South America.
3. Discussion
Discuss the following in groups of 4.
1) Why is Latin music so popular in the US? Is it popular in China?(Give some background of Latin music—The cup of life by Ricky Martin)
2) Is music a universal language? Can you enjoy music from other parts of the world
even if you don’t understand the words? Are there any other universal languages?
What about dancing, paintings and photographs?
4. Demonstration
Have some students report the result to the rest of the students.
Homework:
1.Read the article again and make a list of unknown words and expressions.
2.Write down the result of Discussion 2.
Period Four
(Post-reading and Word study)
Step 1 Revision
Have Ss talk about different musical styles and their characteristics.
Step 2 Student-centered vocabulary learning
1.Give Ss a few minutes to make a list of words and expressions from the text that
they want to learn.
2.Ask Ss to show their list to a partner and explain why they chose these words or
expressions.
3.Guessing meaning from context.
4.Work together in pairs or in groups, making clear the words and expressions.
e a dictionary.
Step 3 Consolidation
1.Have Ss guess the meaning of the following words in each sentence.
beat 1.My heart is beating faster.(跳动)
2.The music is so fast that I can’t follow the beat. (拍子)
3.The German team beat the Japanese team 3-1 in the volleyball match. (击败)
pick 1.Autumn is the season to pick apples. (摘)
2.I’ll pick you up after work. (接)
3.The top ten pop songs for this year have been picked out. (选出)
rock 1.The death of John Lennon, the lead singer of the Beatles, rocked the nation. (使震惊)
2.Cui Jian is one of the most famous rock stars in China. (摇滚)
3.The ship hit some rocks and sank. Luckily all the passengers were rescued.
style 1.The dress she bought yesterday is in the latest style. (式样)
2.I like different styles of music, such as rock music, folk music, pop music
and classical music. (类型)
3.The style is the man. (文如其人)
2.Making sentences
Have Ss make as many sentences as they can, using the words in his\her word list.
3.Making up stories
Have Ss make up stories, using the words in his\her word list.
Step 4 Discussion
As is known to all, music is a universal language. Suppose there is no music in this world, what will the world be like?
Step 5 Demonstration
Have some students report the result of their discussion to the rest of the class.
Homework:
1.Finish the workbook vocabulary exercises.
2.Make up another story, using at least 5 new words and expressions.
Presley.
Period Five
(Grammar)
Step 1 Warming-up
First show a episode by Elvis Presley and let the Students guess who sang the song. T: Who is the man?
S: (Ss probably answer) Elvis Presley.
Then ask the Ss to report some information about Elvis Presley.
Detailed information about Elvis Presley:
Elvis Presley is the undisputed King of Rock and Roll. He rose from humble circumstances to launch the rock and roll revolution with his manding voice and charismatic stage presence. In the words of the historical marker that stands outside the house where he was born: "Presley's career as a singer and entertainer redefined popular music."
Presley was born in Tupelo, Mississippi, on January 8, 1935, and grew up surrounded by gospel music
of the Pentecostal church. In 1948 the family moved to Memphis, where he was exposed to blues and jazz on Beale Street. After graduating from high school in 1953, an 18-year-old Presley visited the Memphis Recording Service - also the home of Sun Records - to record his voice. Owner/producer Sam Phillips was struck by the plaintive emotion in Presley's vocals and subsequently teamed him with guitarist Scotty Moore and bassist Bill Black. In July 1954 the trio worked up "That's All Right" and "Blue Moon of Kentucky" - blues and country songs, respectively -
in a crackling, uptempo style that stands as the blueprint for rock and roll.
After five groundbreaking singles, Presley's contract was sold to RCA Records and his career quickly took off. "I Forgot to Remember to Forget" - his last single for Sun and first
for RCA - went to #1 on the country charts. "Heartbreak Hotel," a haunting ballad, became his first across-the-board hit, holding down the top spot for eight weeks. Presley's hip-shaking performances on a series of TV variety shows, including Ed Sullivan's, generated hysteria and controversy. From blistering rockers to aching balladry, Presley captivated and liberated the teenage audience. His historic string of hits in 1956 and ?7 included "Don't Be Cruel," "Hound Dog," "Love Me Tender," "All Shook Up" and "Jailhouse。