牛津译林版高中英语选修模块八 选修模块8Unit2 Word Power教案-新版
牛津译林版选修八Unit2 The universal language全单元教案
Module 8 unit 2 The universal languagePeriod One Welcome to the unitTeaching aimLet the students get familiar with the topic of music. Encourage the students to practice their spoken English by talking about their favourite kind of music and discussing the pictures. Teaching important and difficult points1. Relate the information given in the book to the students’ own experiences and let them get familiar with different kinds of music.2. Let them talk about music fully and freely.Teaching aidsA computer and a projector.Teaching procedures:Step I. Lead-in (Discussion)Do you like music? Why or why not?How many kinds of music do you know? Can you list some types of music?What are the common topics of musicStep II. Ask the students to look at the pictures one by one on P17. Then ask some questions about each picture.Step III. Enjoy some music and ask the students to tell what kind of music they are.Step IV. Make up a dialogue.Ask you partner what kind of music he/she likes best and why he/she likes about it.Step V. Ask the students to tell a story about a famous musician. If there is no, introduce one to the students.Step VI. Discussion.Chinese opera is a kind of music with a long history. But some young Chinese don’t like it at all. Some even think that it is noisy. So what do you think about Chinese opera? How can we make more people interested in Chinese opera?Step VII. Summary.Step VIII. Homework.Preview the reading part.Period Two &Three ReadingTeaching Aims:1. Learn and master the following words and expressions:Cast; fall in love; feature; unconditional; be drunk with; exercise control over; break one’s promise; terrify; conduct2. Train the students’ reading ability.3. Get the students to learn about the Turandot..Teaching Important Points:1. Learn to use the following useful phrases:Cast; fall in love; feature; unconditional; be drunk with; exercise control over; break one’s promise; terrify; conduct2. Train the students’ reading ability.Teaching Methods:1. Fast reading to get a general idea of the text.2. Careful reading to get the detailed information.3. Pair or group work to make every student work in class.Teaching Aids:The multimediaTeaching ProcedureStep 1 GreetingsStep 2 Lead-inTo start the lesson by asking the students some questionsAsk the students to talk freely in order to create an easy atmosphere to encourage the students to practise their spoken language. Ask the students to prepare some information in advance. Get the student to have a general idea of the opera.Step 3 Reading StrategyExplain the definition of a review to the students since different types of article have various ways of reading.1. What’s the definition of a review?A review is a report or an essay giving some information as well as some opinion or ideas about a book, performance, a painting or something similar.2. What should we pay attention to while reading a review of an opera?a. A review of opera usually starts with some background information.b. The review can five some imp ortant such as the actor’s names and finally an evaluation.c. The review may include lots of very descriptive words that reflect feelings.Step 4 Fast readingAsk the student to scan the text to finish the exercises in Part AStep 5 Listening and comprehensionListen to the recording and ask the students to finish the exercises on P 20 Part C1Answers:1. Because she felt that she could almost feel the history.2. She is cold-hearted.3. He was killed.4. She does not have to marry him.5. He promised to allow Turandot to choose her own husband.6. Eight.7. Turandot was played by Sharon Sweet from the USA, Liu was played by Barbara Hendricks from the USA and Calaf was sung by Kristian Johannsson form Iceland.8. The bringing together of the group of people from many countries, the music and the setting. Step 6 Post-readingIn order to have an accurate understanding of the text, ask the students to finish Part D on P20. And explain some more language points to the students.1. witness n.e.g. According to (eye) witnesses, the robbery was carried out by two teenage boys.witness vtwitness doing sthe.g. He arrived home just in time to witness his brother being taken away by the police.2.star vt (e.g. The studio would like to star her in a sequel to last year’s hit.)cast vt (e.g. The doctor decided not to cast his new film with big-name actors.)3. setting n.e.g. The play has its setting in a wartime prison.be set in … (e.g. The story was set in Britain of the nineteenth century.)4. take ona. to accept a particular job or responsibility:e.g. She took too much on and made herself ill.b. to employ someone:e.g. She was taken on as a laboratory assistant.c. to compete against or fight someone:e.g. The Government took on the unions and won.d. to begin to have a particular quality:e.g. Her voice took on a troubled tone.5. exercise vt (to use one’s right, power or influence)e.g. The young employer simply does not know how to exercise his power over his employees.Since you’re a citizen of our country, you should exercise your right to vote.6. be desperate to do sth./be desperate for sth.( to be eager or in great need to do/for sth.)e.g. The old man was desperate to see his son, Who had left home to study abroad.The boy is desperate for a new pair of football shoes.7. leave vt 常用“leave＋宾语＋宾补”结构(to let sb. do sth. or be in a state/to let sth. be in a state )e.g. My grandma is over 80 years old, so do not want to leave her alone at home.The poor farmer died, leaving his wife and three children in poor conditions.When the couple went on holiday, they left their pet dog in the care of a friend.8. transform vt (to make a complete change of the appearance or character of)e.g. Plenty of rain might transform the area from a desert into a place full of plants.It is said that the old railway station built about 100 years ago will soon be transformed into arailway museum.Step 7 HomeworkPeriod Four Word powerTeaching Aims:1.Learn to read a passage of something about an orchestra and instruments used in an orchestra.2.Enlarge the students’ vocabulary.Teaching Important Points:1.Understand the meanings of words and expressions related to an orchestra.2.Master the words in this part and use them freely.Teaching Difficult Points:1.Knowing the main idea of the passage.2.Remember some new words about an orchestra.Teaching procedures:Step 1 Greetings1.Greet the whole class as usual.2.Check their homework if any.Step 2 Brainstorming1.What is an orchestra like?2.What kind of music is performed by an orchestra? (classical music/opera)3.Do you know any famous orchestras in China or in other countries around the world?Step 3 Vocabulary learning1.Read the web page in Part A carefully, and then complete the following chart written on theblackboard.Complete Part B individually and then check answers with a partner to see if they have got the answers.Suggested answers:strings: harp, violas, double bassesbrass: saxophones, trombones, tubaswoodwind: oboes, bassoons, piccolospercussion: timpani, xylophones, gongs2.Read the report and complete Part C individually referring to Parts A and B.Suggested answers:(1) orchestra (2) chamber (3) symphony(4) strings (5) brass (6) violins(7) cellos (8) brass (9) trumpets(10) Flutes (11) woodwind (12) bass drumsStep 4 Vocabulary extensionPlease focus on Part D and complete it individually.Answers to D:the instruments in red: stringsthe instruments in blue: woodwindthe instruments in green: brassthe instruments in yellow: percussionStep 5 HomeworkPeriod Five& Six Grammar and UsageTeaching Aim:Introduce the ellipsis.Teaching Important Point:The basic usage of the ellipsis and learn to use it in different situations.Teaching Difficult Point:How to help the students learn when to use ellipsis and how to use it correctly.Teaching Methods:Teaching and practicing.Individual or pair work.Teaching Aid:Multimedia.Teaching procedures:Step1: Introduction to ellipsisEllipsis means leaving out words of a sentence when the meaning can still be understood. Ellipsis is used when you do not want to repeat words or phrases that are obvious. You’re to learn when to use ellipsis and how to use it correctly.Step 2: PresentationSentences on the blackboard— How is your cousin today? ---(She is )Much better.(You) Open the the window, please!(It) Sounds fine to me.(It is a ) Pity our teacher couldn’t come.(Is there) Anything wrong?(Have you) Found your pencil?Read these sentences and point put the words that have been left out in each sentence.Step 3: Instructions1. Go over Part 1& Part 2Ellipsis is often used in imperative sentences, in short responses, in infinitive phrases and in informal English. Ellipsis is also used after hence, some prepositions or than. You should pay attention to the case in which ellipsis is used when two clauses with the same pattern and the same verb are used in a sentence.Read the examples in Point 2 and get to know that in some special styles, words are left out just to save space and time. When it comes to signs and labels, newspaper headlines, instructions, postcards, diaries and notes, ellipsis is often used.2. More examplesStep 4: Practices1.Read Part A carefully and find out the words that can be left out.2.Read the instructions in Part B and finish the part individually.Answers:1 b2 c3 a4 d5 e1 Bob James, the pop star dies of drug abusing.2 This is the door to the stage.3 The performance last night was not as good as usual.4 Please handle this with care.5 Turandot is really a wonderful performance, and the setting is fantastic too.3. Do Part C1 and C2 on page110 of the Workbook. After doing the two exercises, they will know more clearly how to use ellipsis correctly.Step 5: Exercises1. — Are there any English story books for us students in the library?— There are only a few, ___________.A. if anyB. if thereC. if someD. if has2. — Would you like to go with us?— Yes, _____________.A. I'dB. I'd likeC. I'd like toD. I'd like to do3. — Would you like to have a try once again?— ________________.A. Yes, I likeB. No, I don’t like itC. Yes, I want very muchD. Yes, I’d like to4. — What do you think made Mary so upset?— ___________ her bicycle.A. As she lostB. LostC. LosingD. Because of losing5. — When did they get down to the job?— _______________.A. Until they leftB. Till they arrivedC. Since they finished itD. Not until they turned to me6. — Are you angry?— Yes. He should at least answer when _____________.A. speakingB. spoken toC. spokenD. speaking to7. Be careful while _________ the street.A. to crossB. crossingC. he crossesD. being cross8. _______ us for a dinner, don’t you?A. Don’t you joinB. JoinC. Have to joinD. Let’s join9. I promise we’ll be there at 6, _________.A. rainy or shineB. rains or shiningC. rain or shineD. rain or shining10. In the car accident the child was hurt, but ___________.A. the mother is killedB. the mother killedC. the mother being killedD. the mother has killed11. __________ I don’t remember where I met him.A. Fact is whichB. what the fact is thatC. The fact is whatD. Fact is12. He raised his hand __________ silence.A. as if to commandB. as though he going to commandC. as though to commandD. as of he commanding13. Francis Preston Blair, Jr., _________ born in Kentucky, lived and practiced law in Missouri.A. wasB. he wasC. althoughD. who he was14. We are to install this instrument ____________.A. as originally plannedB. as it originally plannedC. as was originally plannedD. as it being originally planned15. __________, people and objects are presented in a flat, often angular, abstract manner in JacobLawrence’s paintings.A. Always able to recognizeB. The ability to recognize alwaysC. While always recognizableD. Always can be recognizedAnswers:1-5 ACDCD 6-10 BBBCB 11-15 DCCACPeriod Seven& EightTask Writing a website negative emotional language Teaching Aims:1.To train the students’ ability of listening and writing.2.To master the skills in the writing of the life story of a composer3. To practise writing the life story of a composerTeaching procedure:Step 1 Review the last period of the unitSkills building 1: listening for facts about peopleWhen we are listening for facts about people, there are certain things we need to listen for. These includes:1. date when they were born and diede.g. He/She was born/died on 26 May 1962.2. places where they were born or died. These might be or countries.e.g. He/She was born in London, England.3. specific things that they did in their life. This will include dates and places such as when and where they got married or had a child, etc.e.g. He married Jane in Paris in 1999.4. information about why they did something and who or what influenced them.e.g. He wrote this opera because he liked East Asia.Step 2 ListeningWhile listening to the recording, ask the students to apply listening skills in practical use, such as note taking. The teacher should be responsible for the speed of the recording and make sure the student can finally understand the text as a whole. After the teacher can check the answers with the students.Step 3 Table fill-inIn this section, the students first are required to go through three passages on p 27. Since duringthe listening we have just finished part of the exercise, the teacher can design a skimming and scanning practice here, asking the students to find the relevant information of the table provided on P 26. And later ask the students to check their answers by presentation.Skills building 2: finding out about people’s livesSometimes you need to find out about people’s lives. You can start by asking the following questions.Which city/country was he/she born in?When was he/she born?What instruments did he/she play?When was …written?When did he/she die?Where did he/she die?Did he/she have brothers/sisters? What were their names?When did he/she get married?Who did he/she marry?Can you tell me any other information about him/her?Is there anything else you can tell me about him/her?Step 2 asking for further informationIn this section, the students are supposed to work in pair to practice the skills in skills buildings 2. The teacher can encourage the students to pracise their spoken language during this part, and later the teacher can also provide the sample answers to the students.Skills building 3: writing someone’s life storyWhen writing someone’s life story on an exhibition board, you need to:1. Start with his/her name as a little with the dates of his/her birth and death underneath.2. Perhaps use a timeline to illustrate what the person did in his/her life.3. Write the information in the order that it happened.4. Include pictures to make it attractive.Step 3: writing the life story of a composerIn this section, the students should apply their learned skills to practical use. First they have to collect some facts about the composers, find out about people’s lives and then write someone’s lifestory. The teacher first of all should remind the students of these steps and then give some instructions to the students. If it is needed, the teacher can also give the students a sample writing to show how they are supposed to phrase their article.Step 4 HomeworkPrepare for next period.Period Nine& Ten Project The universal language Teaching aimHelp students use what they have learnt to finish a project by working together.Teaching important and difficult points1. Help the students understand the text to collect as much information as they can.2. Ask the students to have a discussion about which singer or band they will focus on, what they will include in the project and how they can organize their webpage.Teaching aidsA computer and a projector.Teaching procedures:Step 1 Dictation.Step 2 Lead-inIn this unit, we have discussed different kinds of music. So today let’s have a closer look at the history and development of pop music.Step 3 First readingAsk the students to read the article “From jazz to pop” and then answer the questions.What is this text mainly about?It is about the history and development of pop music.How many periods can pop music be divided into according to the writer?Five periods. Early jazz, swing music, R&B, rock and roll, and 1960s pop music.Step 4 Second readingRead different parts of the text on by one.1. What was the most important instruments used in jazz?The trumpet is one of the most important instrument used in jazz2. Who is considered as one of the founding fathers of jazz?Louis Armstrong1. What is the difference between swing music and traditional jazz?Swing music is faster than traditional jazz and have a sort of swinging feel to the music.2. What are included in “big bands”?Big bands included a pianist a violinist and a bassist, as well as others.3. Who is considered as one of the pioneers of rock and roll?Big Joe Turner.1. Which band was the most successful rock and roll band of the 1960s?The Beatles.2. What is “Beatlemania”?The phenomenon that masses of fans of the Beatles welcome this band at the airport.Step 5 Finish exercises B1 and B2 on the page 109Step 6 Discussion.Work in groups to discuss how to research and what to research about a singer or a band and then answer the questions in part B.Step 7 HomeworkEach group should choose a singer or a band to research and then divide the work among group members. Each group member will be responsible for searching for some information. Use the information collected to make a webpage after class and present them to the class on the display wall.。
译林英语选修8 Unit2 Word powerPPT
French horn
trumpet
小号
percussion
drums
gong
译林英语选修8 Unit2 Word power (共19张PPT)
drum（鼓）
cymbal（钹，铙钹） triangle（三角铁）
译林英语选修8 Unit2 Word power (共19张PPT)
译林英语选修8 Unit2 Word power (共19张PPT)
• Music is an universal language. All people from the different countries have the same language that is music.
• I believe most of you like music, then I want to know how much yWord power (共19张PPT)
译林英语选修8 Unit2 Word power (共19张PPT)
Fill in the blanks of Part D.
Answers:
1. _h_a_r_p__
2. _tu_b__a__
3.p_i_c_c_o_lo_ 4. _c_la_r_i_n_e_t_
译林英语选修8Unit2 Word power (共17张PPT)
instruments?
B: My favorite western instrument is…, because …/(I like/love/am fond of…best, because…)
bass 贝司
clarinet单簧管
harp 竖琴
oboe 双簧管
cello 大提琴
flute长笛
violin小提琴
piccolo短笛
French horn 圆号 saxophone萨克斯
trumpet 小号
drum set架子鼓
keyboardsy:
1. Learn some words about Chinese and western musical instruments.
Western musical instruments:
What western musical instruments do you know?
saxophone
bass贝斯
violin小提琴
cello
['tʃeləʊ]
大提琴
guitar
drums/drum set(架子鼓)
piano
piccolo['pɪkələʊ]
2. Learn how to use these musical instruments correctly in English. 3. Talking about your favorite musical instruments.
Homework:
1.Rember the words about musical instruments.
More Chinese instruments:
译林英语选修8Unit2 Word power (共33张PPT)
1.a wooden musical instrument with four strings, that is held vertically between the legs and is played by moving a bow across the strings 2. musician：Ouyang Nana 3.sound:
1.95% Ss can recognize the words of musical instruments . 2.95% Ss can empower their ability to remember the new
words . 3.90%Ss can know the different musical instruments can be
strings
viola
cello
violin
harp
guitar
brass
horn
tuba saxophone
trombone trumpet
woodwind
bassoon
oboe
clarinet
piccolo
flute
percussion
cymbals
xylophone
bass drum
cello
1.a brass musical instrument consisting of a metal tube with one narrow end, into which the player blows, and one wide end. Three buttons are pressed in order to change notes 2. sound：
牛津译林版高中英语选修八Unit 2《The Universal Language》(Word po
牛津译林版高中英语选修八Unit 2《The Universal Language》(Word power)教学设计板块：Word powerThoughts on the design:本节课是以说、读为主的词汇教学课。
第一，依照学生认知规律设计教学，从他们周围耳熟能详的情况谈起，着眼点低且容易，让每个学生都能融入到课堂教学中来，为后面知识的输入作好预备；其次，由于本单元word power生词较多且有一定难度，因此这节课应立足在培养爱好、扩大视野之上，以丰富多彩的图片有效辅助，帮学生把握并认知词汇；再次，知识的输出是认知过程中重要而不可缺少的一环，通过此环节查缺补漏，巩固教学成果；最后，词汇教学不能单纯地教授词汇，教学过程中的师生间的有效的情感互动能够关心学生更快更好地吸取所学，而教学要紧过程中多问几个“什么缘故”——由这些词汇想到什么？能用它们表达什么？什么时候使用它们？——关心学生解决“如何用”的疑问。
Teaching aims:After learning Word Power, the students will be able to learn words and expressio ns related to musical instruments.Teaching procedures:Step 1 Warming upTeacher plays several pieces of music and asks the students to tell the different musical instruments.Teacher asks the students which musical instrument they like most and motivates the students to think about the theme of each piece of music.[Explanation]用几段有显著识别度的音乐导入，学生的回答“钢琴，吉他，小提琴”引入主题Music is a universal language.Step 2 Getting to know music instruments (PPT4—9)The students will be working i n groups to write down the musical in struments they’ve known.Teacher shows different pictures of musical instruments and helps the students with the new words if any.Teacher asks whether these musical instruments belong to the same type.The students will be given some time to read the text on page 22 to find the names for the different groups of musical instruments: str ings, woodwinds, brass and percussion.[Explanation]“头脑风暴”学生分小组把他们差不多把握的有关乐器的词汇列在纸上，请最快的一组同学读出他们的列表，其他组同学在他们展现时，划去相同的项目，之后，其他组学生可作补充。
译林英语选修8 Unit2 Word power PPT课堂课件(19页)
译林英语选修8 Unit2 Word power PPT课堂课件(19页)-精品PPT课件
Fill in the blanks of Part D.
Answers:
1. _h_a_r_p__
2. _tu_b__a__
Guess game:
What kinds of musical instruments are these sounds played by?
woodwind
clarinet
单簧管
oboe
双簧管
strings
viola cello
violin
strings harp
brass
长号
trombone
译林英语选修8 Unit2 Word power PPT课堂课件(19页)-精品PPT课件
Chinese traditional musical instrurd power PPT课堂课件(19页)-精品PPT课件
pipa dulcimer 扬琴
译林英语选修8 Unit2 Word power PPT课堂课件(19页)-精品PPT课件 译林英语选修8 Unit2 Word power PPT课堂课件(19页)-精品PPT课件
M8U2 Word power
• Music is an universal language. All people from the different countries have the same language that is music.
• I believe most of you like music, then I want to know how much you know about music.
译林英语选修8Unit2Word power (共45张PPT)
Western musical instruments
7. clarinet 单簧管，黑管 A musical instrument like a long black tube. You play it by blowing into it and pressing keys (键)to change the notes.
பைடு நூலகம்
Chinese musical instruments
the guzheng
the erhu
Chinese musical instruments
the yaogu (waist drum)
the luo (gong) & the drum
Chinese musical instruments
timpani (a set of usu. 4 kettledrums) 定音鼓
Percussion instruments
bass drum 大鼓，低音鼓 cymbals 钹
strings woodwinds
flute clarinet
oboe bassoon timpani French horns
Homework：Draw a mind map of musical instruments
Tips on building up vocabulary
Tips: 1. Learn in a context 2. Understand in English 3. Repeat enough in use 4. Remember with a mind map 5. Pronunciation & affixes count
Western musical instruments
【牛津译林版】高二选修8英语：Unit 2 Word power 教案设计
新沂市第二中学高二英语集体备课主备人：用案人：授课时间：____________ 第 5 课时课题M8 U2 Word power 课型New教学目标1)Learn and master the new words related to transport.2). Enlarge the vocabulary in this section and apply them to practical use.重点Remember the different kinds ofroads.难点Remember different tools oftransport.教法及教具Talking, Practicing教学过程教学内容个案调整教师主导活动学生主体活动Step 1 Lead inDo you know what is the universal languageMusic is the universal language. All people from thedifferent countries have the same language that is music.I know most of you like music, then I want to know howmuch you know about music.Please guess:What kinds of musical instruments are these songs areplayed by?Now please imagine if all these musical instruments playtogether then what will happen?It will be like this.Step 2 How much do you know about orchestras?What is an orchestra?How many kinds of orchestras are there in our life? Whatare they?What do they mean separately?What kinds of music are often performed by orchestras?What kinds of musical instruments are included inan orchestra?。
牛津英语选修八Unit2Word power(共21张PPT)
Answers:
1._h_a_r_p__
2. _t_u_b_a__
3.p_i_c_c_o_lo_ 4. _c_la_r_i_n_e_t_
5.t_r_ia_n_g_l_e 6. _cy_m__b_a_l__
Read the article and answer the questions in Part A on page 112 of the workbook.
牛津版 高二 模块八
Unit 2
Unit 2 The universal language Word power
1. Do you know how to play the piano /violin /guitar?
2. Have you ever seen a live concert or a concert on TV? What was it like?
flute
oboe
trumpet
French horn
drums
keyboards
Look at the pictures of Part B on page 22, and add as many instruments as you can think of into the correct categories.
cello (大提琴)
violin（小提琴）
double ba号）
tuba（大号）
saxophone （萨克斯管）
percussion （打击乐组）
timpani （定音鼓）
xylophone （木琴）
gong （锣）
Fill in the blanks of Part D.
Put the musical instruments into different
牛津版英语选修8 Unit2 The universal language--Word power
Unit 2 The universal language●Word powerStep 1: Brainstorming1. Guessing GameAt the beginning of today’s class, let’s play a guessing game. Here are several cards, in each of which is written an instrument. I’d like one of you to give a brief description of them and otherFor reference1. piano: a large musical instrument with a row of black and whitekeys which are pressed to play notes.2. violin: a wooden musical instrument with four strings which is heldagainst the neck and played by moving a bow across the strings.3. guitar: a musical instrument with six strings and a long neck whichis usually made of wood, and which is played by pulling or hitting thestrings with the fingers.4. cello: a wooden musical instrument with four strings, that is held vertically betweenthe legs and is played by moving a bow across the strings.5. trumpet: a brass musical instrument consisting of a metal tube with one narrow end,into which the player blows, and one wide end. Three buttons are pressed in order tochange notes.6. horn: a curved musical instrument made of metal, which is narrow at the end youblow down to make a sound, and wider towards the other end.7. flute: a tube-shaped musical instrument with a hole that you blow across at one endwhile holding the tube out horizontally to one side of you.8. clarinet: a tube-shaped musical instrument which is played by blowing through asingle reed and pressing the metal keys to produce different notes.9. cymbal: a flat round musical instrument made of brass, which makes a loud noisewhen hit with a stick or against another cymbal.10. bass drum: a large drum that produces a low soundDo you know how to play the piano/violin/guitar?Have you ever seen a live orchestra performance or seen any orchestras playing on TV? What was it like?What is an orchestra like?What kind of music is performed by an orchestra?For referenceUsually there are two types of orchestra. A chamberorchestra is a small group, and a symphony orphilharmonic orchestra is a larger group which includesall of the instrument families.The music that an orchestra plays is usuallyclassical.The members of an orchestra are musicians, including the conductor, the pianist, the violinist, the flutist and so on.There are different types of musical instruments in an orchestra. The percussion family includes the piano, the timpani, the xylophone, the triangle, the snare drum, thebass drum, the woodblocks and the gongs. The brassfamily are the trumpet, the horn, the trombone and thetuba. The woodwind family members are the flute, theclarinet, the oboe and the bassoon. Sometimes thesaxophone also joins the orchestra. The string sectionhas four kinds of stringed instruments in the orchestra—the violins, the violas, the cellos and the double basses.Small: a ________orchestra (chamber)An orchestra large: a ________ orchestra (symphony/philharmonic)________ (strings)________ (woodwind)Four groups of musical instruments ________ (brass)________ (percussion)________ classical music (Western)________ (opera)Music of an orchestra popular musicMusic from different ________(countries)AnswersB strings: harp, violas, double bassesbrass: saxophones, trombones, tubaswoodwind: oboes, bassoons, piccolospercussion: timpani, xylophones, gongsAnswersC (1) orchestra (2) chamber (3) symphony(4) strings (5) brass (6) violinsWhat instruments are in the string section?What instruments are in the brass section?What instruments are in the string woodwind section?What instruments are in the percussion section?Step 3: V ocabulary extension1. Now, let’s e to Part D. Next time while watching the concert, be aware of these musicalwords: 258 time: 6’City people usually think they are alot smarter than country people. They often laugh at simple country ways. But people do not laugh at country music. It is one of the most popular kinds of music in the United States today.Perhaps it is so popular because it is about simple but strong human feelings and events, love, sadness, good times and bad times. It tells real-life stories the way people really talk. As life bees more and more plicated, it is good to hear music about ordinary people.Country music, sometimes called country-western,es from two kinds of music. One is the traditional music of the people in the Appalachian Mountains in the Eastern United States. The other is traditional cowboy music from the West. The singers usually play guitars,and in the 1920s they started using electric guitars.At first city people said country music was low class. It was popular mostly in the South. But during World War II,thousands of Southerners went to the Northeast and Midwest to work in the factories.They took their music with them. Soldiers from the rest of the country went to army camps in the South. They learned to like country music.Slowly it became popular all over the world. Today country music is popular everywhere in the United States and Canada,in small towns and in New York City,among black and white, and among educators and uneducated people.About 1200 radio stations broadcast country music twenty-four hours a day. People sing it in their languages. The music that started with cowboy and poor farmers is now popular all over the world.。
译林英语选修8Unit2 Word power PPT课堂课件(33页)
percussion
cymbals
xylophone
译林英语选修8Unit2 Word power PPT课堂课件(33页)-精品PPT课件
bass drum
gong
timpani
译林英语选修8Unit2 Word power PPT课堂课件(33页)-精品PPT课件
Four groups of musical instruments
musical instruments
Ⅰ.Lead in
do you like the music？ What is the sunflower doing?
It is playing some musical instrument！！！
2021年3月31日7时46分
Ⅱ.Learning aims
George has some difficulties choosing the musical instruments，and it is TRUE of Anne,a girl who
wants to learn musical instruments.
Ⅳ. Guidance and exploration
strings
viola
cello
violin
harp
guitar
brass
horn
tuba saxophone
trombone trumpet
woodwind
bassoon
oboe
clarinet
piccolo
flute
译林英语选修8Unit2 Word power PPT课堂课件(33页)-精品PPT课件
used in harmony.
M8 Unit 2 集体备课教案(译林牛津版高二英语选修八教案教学设计)整理
M8 Unit 2 集体备课教案(译林牛津版高二英语选修八教案教学设计)整理Module 8 unit 2 The universal languagePeriod One Welcome to the unitTeaching aimLet the students get familiar with the topic of music. Encourage the students to practice their spoken English by talking about their favourite kind of music and discussing the pictures.Teaching important and difficult points1. Relate the information given in the book to the students’ own experiences and let them get familiar with different kinds of music.2. Let them talk about music fully and freely.Teaching aidsA computer and a projector.Teaching procedures:Step I. Lead-in (Discussion)Do you like music? Why or why not?How many kinds of music do you know? Can you list some types of music?What are the common topics of musicStep II. Ask the students to look at the pictures one by one on P17. Then ask some questions about each picture.Step III. Enjoy some music and ask the students to tell what kind of music they are.Step IV. Make up a dialogue.Ask you partner what kind of music he/she likes best and why he/she likes about it.Step V. Ask the students to tell a story about a famous musician. If there is no, introduce one to the students.Step VI. Discussion.Chinese opera is a kind of music with a long history. But some young Chinese don’t like it at all. Some even think that it is noisy. So what do you think about Chinese opera? How can we make more people interested in Chinese opera?Step VII. Summary.Step VIII. Homework.Preview the reading part.Period Two Three ReadingTeaching Aims:1. Learn and master the following words and expressions:Cast; fall in love; feature; unconditional; be drunk with; exercise control over; break one’s promise; terrify; conduct2. Train the students’ reading ability.3. Get the students to learn about the Turandot..Teaching Important Points:1. Learn to use the following useful phrases:Cast; fall in love; feature; unconditional; be drunk with; exercise control over; break one’s promise; terrify; conduct2. Train the students’ reading ability.Teaching Methods:1. Fast reading to get a general idea of the text.2. Careful reading to get the detailed information.3. Pair or group work to make every student work in class.Teaching Aids:The multimediaTeaching ProcedureStep 1 GreetingsStep 2 Lead-inTo start the lesson by asking the students some questionsAsk the students to talk freely in order to create an easy atmosphere to encourage the students to practise their spoken language. Ask the students to prepare some information in advance. Get the student to have a general idea of the opera.Step 3 Reading StrategyExplain the definition of a review to the students since different types of article have various ways of reading.1. What’s the definition of a review?A review is a report or an essay giving some information as well as some opinion or ideas about a book, performance, a painting or something similar.2. What should we pay attention to while reading a review of an opera?a. A review of opera usually starts with some background information.b. The review can five some important such as the actor’s names and finally an evaluation.c. The review may include lots of very descriptive words that reflect feelings.Step 4 Fast readingAsk the student to scan the text to finish the exercises in Part AStep 5 Listening and comprehensionListen to the recording and ask the students to finish the exercises on P 20 Part C1Answers:1. Because she felt that she could almost feel the history.2. She is cold-hearted.3. He was killed.4. She does not have to marry him.5. He promised to allow Turandot to choose her own husband.6. Eight.7. Turandot was played by Sharon Sweet from the USA, Liu was played by Barbara Hendricks from the USA and Calaf was sung by Kristian Johannsson form Iceland.8. The bringing together of the group of people from many countries, the music and the setting.Step 6 Post-readingIn order to have an accurate understanding of the text, ask the students to finish Part D on P20. And explain some more language points to the students.1. witness n.e.g. According to (eye) witnesses, the robbery was carried out by two teenage boys.witness vtwitness doing sthe.g. He arrived home just in time to witness his brother being taken away by the police.2.star vt (e.g. The studio would like to star her in a sequel to last year’s hit.)cast vt (e.g. The doctor decided not to cast his new film withbig-name actors.)3. setting n.e.g. The play has its setting in a wartime prison.be set in … (e.g. The story was set in Britain of the nineteenth century.)4. take ona. to accept a particular job or responsibility:e.g. She took too much on and made herself ill.b. to employ someone:e.g. She was taken on as a laboratory assistant.c. to compete against or fight someone:e.g. The Government took on the unions and won.d. to begin to have a particular quality:e.g. Her voice took on a troubled tone.5. exercise vt (to use one’s right, power or influence)e.g. The young employer simply does not know how to exercise his power over his employees.Since you’re a citizen of our country, you should exercise your right to vote.6. be desperate to do sth./be desperate for sth.( to be eager or in great need to do/for sth.)e.g. The old man was desperate to see his son, Who had left home to study abroad.The boy is desperate for a new pair of football shoes.7. leave vt 常用“leave＋宾语＋宾补”结构(to let sb. do sth. or be in a state/to let sth. be in a state )e.g. My grandma is over 80 years old, so do not want to leave her alone at home.The poor farmer died, leaving his wife and three children in poor conditions.When the couple went on holiday, they left their pet dog in the care of a friend.8. transform vt (to make a complete change of the appearance or character of)e.g. Plenty of rain might transform the area from a desert into a place full of plants.It is said that the old railway station built about 100 years ago will soon be transformed into a railway museum.Step 7 HomeworkPeriod Four Word powerTeaching Aims:1. Learn to read a passage of something about an orchestra and instruments used in an orchestra.2. Enlarge the students’ vocabulary.Teaching Important Points:1. Understand the meanings of words and expressions related to an orchestra.2. Master the words in this part and use them freely.Teaching Difficult Points:1. Knowing the main idea of the passage.2. Remember some new words about an orchestra.Teaching procedures:Step 1 Greetings1. Greet the whole class as usual.2. Check their homework if any.Step 2 Brainstorming1. What is an orchestra like?2. What kind of music is performed by an orchestra? (classical music/opera)3. Do you know any famous orchestras in China or in other countries around the world?Step 3 V ocabulary learning1. Read the web page in Part A carefully, and then complete the following chart written on the blackboard.Complete Part B individually and then check answers with a partner to see if they have got the answers.Suggested answers:strings: harp, violas, double bassesbrass: saxophones, trombones, tubaswoodwind: oboes, bassoons, piccolospercussion: timpani, xylophones, gongs2. Read the report and complete Part C individually referring to PartsA and B.Suggested answers:(1) orchestra (2) chamber (3) symphony(4) strings (5) brass (6) violins(7) cellos (8) brass (9) trumpets(10) Flutes (11) woodwind (12) bass drumsStep 4 V ocabulary extensionPlease focus on Part D and complete it individually.Answers to D:the instruments in red: stringsthe instruments in blue: woodwindthe instruments in green: brassthe instruments in yellow: percussionStep 5 HomeworkPeriod Five Six Grammar and UsageTeaching Aim:Introduce the ellipsis.Teaching Important Point:The basic usage of the ellipsis and learn to use it in different situations.Teaching Difficult Point:How to help the students learn when to use ellipsis and how to use it correctly.Teaching Methods:Teaching and practicing.Individual or pair work.Teaching Aid:Multimedia.Teaching procedures:Step1: Introduction to ellipsisEllipsis means leaving out words of a sentence when the meaning can still be understood. Ellipsis is used when you do not want to repeatwords or phrases that are obvious. You’re to learn when to use ellipsis and how to use it correctly.Step 2: PresentationSentences on the blackboard- How is your cousin today? ---(She is )Much better.(You) Open the the window, please!(It) Sounds fine to me.(It is a ) Pity our teacher couldn’t come.(Is there) Anything wrong?(Have you) Found your pencil?Read these sentences and point put the words that have been left out in each sentence.Step 3: Instructions1. Go over Part 1 Part 2Ellipsis is often used in imperative sentences, in short responses, in infinitive phrases and in informal English. Ellipsis is also used after hence, some prepositions or than. You should pay attention to the case in which ellipsis is used when two clauses with the same pattern and the same verb are used in a sentence.Read the examples in Point 2 and get to know that in some special styles, words are left out just to save space and time. When it comes to signs and labels, newspaper headlines, instructions, postcards, diaries and notes, ellipsis is often used.2. More examplesStep 4: Practices1. Read Part A carefully and find out the words that can be left out.Answers:Singer: It was a real privilege for me to be cast. It had always been one of my strongest desires to have a part in Turandot.Jane: How were you hired for the job?Singer: Well, I’m a musical performer,………One day, saw a poster that the production company’s Personnel Department had put up saying that they were looking for singers. I applied for the job, and they sent me an invitation to try out for a part in the chorus.Jane: Was it difficult to try out?Singer: Yes, it was difficult…………Singer: The best part was visiting Beijing because the performancewas staged in the Forbidden City.……Singer: Yes, I would like to visit Beijing again.Jane: Well, it’s been fun talking to you. I thank you for your time.2.Read the instructions in Part B and finish the part individually.Answers:1 b2 c3 a4 d5 e1 Bob James, the pop star dies of drug abusing.2 This is the door to the stage.3 The performance last night was not as good as usual.4 Please handle this with care.5 Turandot is really a wonderful performance, and the setting is fantastic too.3. Do Part C1 and C2 on page110 of the Workbook. After doing the two exercises, they will know more clearly how to use ellipsis correctly.Step 5: Exercises1. - Are there any English story books for us students in the library?- There are only a few, ___________.A. if anyB. if thereC. if someD. if has2. - Would you like to go with us?- Yes, _____________.A. I'dB. I'd likeC. I'd like toD. I'd like to do3. - Would you like to have a try once again?- ________________.A. Yes, I likeB. No, I don’t like itC. Yes, I want very muchD. Yes, I’d like to4. - What do you think made Mary so upset?- ___________ her bicycle.A. As she lostB. LostC. LosingD. Because of losing5. - When did they get down to the job?- _______________.A. Until they leftB. Till they arrivedC. Since they finished itD. Not until they turned to me6. - Are you angry?- Yes. He should at least answer when _____________.A. speakingB. spoken toC. spokenD. speaking to7. Be careful while _________ the street.A. to crossB. crossingC. he crossesD. being cross8. _______ us for a dinner, don’t you?A. Don’t you joinB. JoinC. Have to joinD. Let’s join9. I promise we’ll be there at 6, _________.A. rainy or shineB. rains or shiningC. rain or shineD. rain or shining10. In the car accident the child was hurt, but ___________.A. the mother is killedB. the mother killedC. the mother being killedD. the mother has killed11. __________ I don’t remember where I met him.A. Fact is whichB. what the fact is thatC. The fact is whatD. Fact is12. He raised his hand __________ silence.A. as if to commandB. as though he going to commandC. as though to commandD. as of he commanding13. Francis Preston Blair, Jr., _________ born in Kentucky, lived and practiced law in Missouri.A. wasB. he wasC. althoughD. who he was14. We are to install this instrument ____________.A. as originally plannedB. as it originally plannedC. as was originally plannedD. as it being originally planned15. __________, people and objects are presented in a flat, often angular, abstract manner in JacobLawrence’s paintings.A. Always able to recognizeB. The ability to recognize alwaysC. While always recognizableD. Always can be recognizedAnswers:1-5 ACDCD 6-10 BBBCB 11-15 DCCACPeriod Seven EightTask Writing a website negative emotional languageTeaching Aims:1. To train the students’ ability of listening and writing.2. To master the skills in the writing of the life story of a composer3. To practise writing the life story of a composerTeaching procedure:Step 1 Review the last period of the unitSkills building 1: listening for facts about peopleWhen we are listening for facts about people, there are certain things we need to listen for. These includes:1. date when they were born and diede.g. He/She was born/died on 26 May 1962.2. places where they were born or died. These might be or countries.e.g. He/She was born in London, England.3. specific things that they did in their life. This will include dates and places such as when and where they got married or had a child, etc.e.g. He married Jane in Paris in 1999.4. information about why they did something and who or what influenced them.e.g. He wrote this opera because he liked East Asia.Step 2 ListeningWhile listening to the recording, ask the students to apply listening skills in practical use, such as note taking. The teacher should be responsible for the speed of the recording and make sure the student can finally understand the text as a whole. After the teacher can check the answers with the students.Step 3 Table fill-inIn this section, the students first are required to go through three passages on p 27. Since during the listening we have just finished part of the exercise, the teacher can design a skimming and scanning practice here, asking the students to find the relevant information of the table provided on P 26. And later ask the students to check their answers by presentation.Skills building 2: finding out about people’s livesSometimes you need to find out about people’s lives. You can start by asking the following questions.Which city/country was he/she born in?When was he/she born?What instruments did he/she play?When was …written?When did he/she die?Where did he/she die?Did he/she have brothers/sisters? What were their names?When did he/she get married?Who did he/she marry?Can you tell me any other information about him/her?Is there anything else you can tell me about him/her?Step 2 asking for further informationIn this section, the students are supposed to work in pair to practice the skills in skills buildings 2. The teacher can encourage the students to pracise their spoken language during this part, and later the teacher can also provide the sample answers to the students.Skills building 3: writing someone’s life storyWhen writing someone’s life story on an exhibition board, you need to:1. Start with his/her name as a little with the dates of his/her birth and death underneath.2. Perhaps use a timeline to illustrate what the person did in his/her life.3. Write the information in the order that it happened.4. Include pictures to make it attractive.Step 3: writing the life story of a composerIn this section, the students should apply their learned skills to practical use. First they have to collect some facts about the composers, find out about people’s lives and then write someone’s life story. The teacher first of all should remind the students of these steps and then give some instructions to the students. If it is needed, the teacher can also give the students a sample writing to show how they are supposed to phrase their article.Step 4 HomeworkPrepare for next period.Period Nine Ten Project The universal languageTeaching aimHelp students use what they have learnt to finish a project by working together.Teaching important and difficult points1. Help the students understand the text to collect as much information as they can.2. Ask the students to have a discussion about which singer or band they will focus on, what they will include in the project and how they can organize their webpage.Teaching aidsA computer and a projector.Teaching procedures:Step 1 Dictation.Step 2 Lead-inIn this unit, we have discussed different kinds of music. So today let’s have a closer look at the history and development of pop music.Step 3 First readingAsk the students to read the article “From jazz to pop” and then answer the questions.What is this text mainly about?It is about the history and development of pop music.How many periods can pop music be divided into according to the writer?Five periods. Early jazz, swing music, RB, rock and roll, and 1960s pop music.Step 4 Second readingRead different parts of the text on by one.Early jazz1. What was the most important instruments used in jazz?The trumpet is one of the most important instrument used in jazz2. Who is considered as one of the founding fathers of jazz?Louis ArmstrongFrom wing music to rock and roll1. What is the difference between swing music and traditional jazz?Swing music is faster than traditional jazz and have a sort of swinging feel to the music.2. What are included in “big bands”?Big bands included a pianist a violinist and a bassist, as well as others.3. Who is considered as one of the pioneers of rock and roll?Big Joe Turner.1960s pop music1. Which band was the most successful rock and roll band of the 1960s?The Beatles.2. What is “Beatlemania”?The phenomenon that masses of fans of the Beatles welcome this band at the airport.Step 5 Finish exercises B1 and B2 on the page 109Step 6 Discussion.Work in groups to discuss how to research and what to research about a singer or a band and then answer the questions in part B.Step 7 HomeworkEach group should choose a singer or a band to research and thendivide the work among group members. Each group member will be responsible for searching for some information. Use the information collected to make a webpage after class and present them to the class on the display wall.文档内容到此结束，欢迎大家下载、修改、丰富并分享给更多有需要的人。
译林牛津模块8Unit2教学一体化详案（译林牛津版高三英语选修八教案教学设计）
译林牛津模块8Unit2教学一体化详案（译林牛津版高三英语选修八教案教学设计）Unit 2 welcome to the unit ---- word power1.universal adj.the Universal Declaration of Human 世界人权宣言/ 宇宙的；全世界的a universal rule 普遍规律/ 普通的；一般的；全体的=generala universal meter 通用电表/ 通用的万能的Ex: 那年普遍干旱_________________________________________________.足球是全球性的运动___________________________________________.2 witnessn.目击者，证人，证据A witness told the police how the fire started,vt.目睹，目击，作证，说明He witnessed the accident on the highway.Ex:After the explosion,the policeman did a lot of work to find out some clues from the ____-A.lookers-onB.viewersC.peopleD.witness3.star n. the North/polar star北极星a shooting star 流星The sun is a star 、、、是恒星a five pointed star 五角星/ [星状物]a film star [明星]vt.In the list the starred questions are the most difficult. (starred; starring) [常用被动态]用星（或星状物）装饰；加星号an old film starring Charlie Chaplin 以、、、为主演Ex: We know something about the play which ________ Wang Ji.A. starsB. starringC.to starD.having starred4.cast vt.及物动词vt. 投；抛；掷；脱落-He shut me up in the copper jar and had it cast into the sea.-他把我禁锢在坛子里，并叫人把坛子抛入大海。
M8 Unit 2 集体备课教案(译林牛津版高二英语选修八教案教学设计)
Module 8 unit 2 The universal languagePeriod One Welcome to the unitTeaching aimLet the students get familiar with the topic of music. Encourage the students to practice their spoken English by talking about their favourite kind of music and discussing the pictures.Teaching important and difficult points1. Relate the information given in the book to the students’ own experiences and let them get familiar with different kinds of music.2. Let them talk about music fully and freely.Teaching aidsA computer and a projector.Teaching procedures:Step I. Lead-in (Discussion)Do you like music? Why or why not?How many kinds of music do you know? Can you list some types of music?What are the common topics of musicStep II. Ask the students to look at the pictures one by one on P17. Then ask some questions about each picture.Step III. Enjoy some music and ask the students to tell what kind of music they are.Step IV. Make up a dialogue.Ask you partner what kind of music he/she likes best and why he/she likes about it.Step V. Ask the students to tell a story about a famous musician. If there is no, introduce one to the students.Step VI. Discussion.Chinese opera is a kind of music with a long history. But some young Chinese don’t like it at all. Some even t hink that it is noisy. So what do you think about Chinese opera? How can we make more people interested in Chinese opera?Step VII. Summary.Step VIII. Homework.Preview the reading part.Period Two &Three ReadingTeaching Aims:1. Learn and master the following words and expressions:Cast; fall in love; feature; unconditional; be drunk with; exercise control over; break one’s promise; terrify; conduct2. Train the students’ reading ability.3. Get the students to learn about the Turandot..Teaching Important Points:1. Learn to use the following useful phrases:Cast; fall in love; feature; unconditional; be drunk with; exercise control over; break one’s promise; terrify; conduct2. Train the students’ reading ability.Teaching Methods:1. Fast reading to get a general idea of the text.2. Careful reading to get the detailed information.3. Pair or group work to make every student work in class.Teaching Aids:The multimediaTeaching ProcedureStep 1 GreetingsStep 2 Lead-inTo start the lesson by asking the students some questionsAsk the students to talk freely in order to create an easy atmosphere to encourage the students to practise their spoken language. Ask the students to prepare some information in advance. Get the student to have a general idea of the opera.Step 3 Reading StrategyExplain the definition of a review to the students since different types of article have various ways of reading.1. What’s the definition of a review?A review is a report or an essay giving some information as well as some opinion or ideas about a book, performance, a painting or something similar.2. What should we pay attention to while reading a review of an opera?a. A review of opera usually starts with some background information.b. The review can five some importan t such as the actor’s names and finally an evaluation.c. The review may include lots of very descriptive words that reflect feelings.Step 4 Fast readingAsk the student to scan the text to finish the exercises in Part AStep 5 Listening and comprehensionListen to the recording and ask the students to finish the exercises on P 20 Part C1Answers:1. Because she felt that she could almost feel the history.2. She is cold-hearted.3. He was killed.4. She does not have to marry him.5. He promised to allow Turandot to choose her own husband.6. Eight.7. Turandot was played by Sharon Sweet from the USA, Liu was played by Barbara Hendricks from the USA and Calaf was sung by Kristian Johannsson form Iceland.8. The bringing together of the group of people from many countries, the music and the setting.Step 6 Post-readingIn order to have an accurate understanding of the text, ask the students to finish Part D on P20. And explain some more language points to the students.1. witness n.e.g. According to (eye) witnesses, the robbery was carried out by two teenage boys.witness vtwitness doing sthe.g. He arrived home just in time to witness his brother being taken away by the police.2.star vt (e.g. The studio would like to star her in a sequel to last year’s hi t.)cast vt (e.g. The doctor decided not to cast his new film with big-name actors.)3. setting n.e.g. The play has its setting in a wartime prison.be set in … (e.g. The story was set in Britain of the nineteenth century.)4. take ona. to accept a particular job or responsibility:e.g. She took too much on and made herself ill.b. to employ someone:e.g. She was taken on as a laboratory assistant.c. to compete against or fight someone:e.g. The Government took on the unions and won.d. to begin to have a particular quality:e.g. Her voice took on a troubled tone.5. exercise vt (to use one’s right, power or influence)e.g. The young employer simply does not know how to exercise his power over his employees.Since you’re a citizen of our country, you shou ld exercise your right to vote.6. be desperate to do sth./be desperate for sth.( to be eager or in great need to do/for sth.)e.g. The old man was desperate to see his son, Who had left home to study abroad.The boy is desperate for a new pair of football shoes.7. leave vt 常用“leave＋宾语＋宾补”结构(to let sb. do sth. or be in a state/to let sth. be in a state )e.g. My grandma is over 80 years old, so do not want to leave her alone at home.The poor farmer died, leaving his wife and three children in poor conditions.When the couple went on holiday, they left their pet dog in the care of a friend.8. transform vt (to make a complete change of the appearance or character of)e.g. Plenty of rain might transform the area from a desert into a place full of plants.It is said that the old railway station built about 100 years ago will soon be transformed into a railway museum.Step 7 HomeworkPeriod Four Word powerTeaching Aims:1. Learn to read a passage of something about an orchestra and instruments used in an orchestra.2. Enlarge the students’ vocabulary.Teaching Important Points:1. Understand the meanings of words and expressions related to an orchestra.2. Master the words in this part and use them freely.Teaching Difficult Points:1. Knowing the main idea of the passage.2. Remember some new words about an orchestra.Teaching procedures:Step 1 Greetings1. Greet the whole class as usual.2. Check their homework if any.Step 2 Brainstorming1. What is an orchestra like?2. What kind of music is performed by an orchestra? (classicalmusic/opera)3. Do you know any famous orchestras in China or in other countries around the world?Step 3 Vocabulary learning1. Read the web page in Part A carefully, and then complete thefollowing chart written on the blackboard.Complete Part B individually and then check answers with a partner to see if they have got the answers.Suggested answers:strings: harp, violas, double bassesbrass: saxophones, trombones, tubaswoodwind: oboes, bassoons, piccolospercussion: timpani, xylophones, gongs2. Read the report and complete Part C individually referring to Parts A and B.Suggested answers:(1) orchestra (2) chamber (3) symphony(4) strings (5) brass (6) violins(7) cellos (8) brass (9) trumpets(10) Flutes (11) woodwind (12) bass drumsStep 4 Vocabulary extensionPlease focus on Part D and complete it individually.Answers to D:the instruments in red: stringsthe instruments in blue: woodwindthe instruments in green: brassthe instruments in yellow: percussionStep 5 HomeworkPeriod Five& Six Grammar and UsageTeaching Aim:Introduce the ellipsis.Teaching Important Point:The basic usage of the ellipsis and learn to use it in different situations.Teaching Difficult Point:How to help the students learn when to use ellipsis and how to use it correctly.Teaching Methods:Teaching and practicing.Individual or pair work.Teaching Aid:Multimedia.Teaching procedures:Step1: Introduction to ellipsisEllipsis means leaving out words of a sentence when the meaning canstill be understood. Ellipsis is used when you do not want to repeat words or phrases that are obvious. You’re to learn when to use ellipsis and how to use it correctly.Step 2: PresentationSentences on the blackboard- How is your cousin today? ---(She is )Much better.(You) Open the the window, please!(It) Sounds fine to me.(It is a ) Pity our teacher couldn’t come.(Is there) Anything wrong?(Have you) Found your pencil?Read these sentences and point put the words that have been left out in each sentence.Step 3: Instructions1. Go over Part 1& Part 2Ellipsis is often used in imperative sentences, in short responses, in infinitive phrases and in informal English. Ellipsis is also used after hence, some prepositions or than. You should pay attention to the casein which ellipsis is used when two clauses with the same pattern and the same verb are used in a sentence.Read the examples in Point 2 and get to know that in some special styles, words are left out just to save space and time. When it comes to signs and labels, newspaper headlines, instructions, postcards, diaries and notes, ellipsis is often used.2. More examplesStep 4: Practices1. Read Part A carefully and find out the words that can be left out.Answers:Singer: It was a real privilege for me to be cast. It had always beenone of my strongest desires to have a part in Turandot.Jane: How were you hired for the job?Singer: Well, I’m a musical performer,………One day, saw a poster that the production company’s Personnel Department had put up saying that they were looking for singers. I applied for the job, and they sent me an invitation to try out for a part in the chorus.Jane: Was it difficult to try out?Singer: Yes, it was difficult…………Singer: The best part was visiting Beijing because the performance was staged in the Forbidden City.……Singer: Yes, I would like to visit Beijing again.Jane: Well, it’s been fun talking to you. I thank you for your time.2.Read the instructions in Part B and finish the part individually.Answers:1 b2 c3 a4 d5 e1 Bob James, the pop star dies of drug abusing.2 This is the door to the stage.3 The performance last night was not as good as usual.4 Please handle this with care.5 Turandot is really a wonderful performance, and the setting is fantastic too.3. Do Part C1 and C2 on page110 of the Workbook. After doing the two exercises, they will know more clearly how to use ellipsis correctly.Step 5: Exercises1. - Are there any English story books for us students in the library?- There are only a few, ___________.A. if anyB. if thereC. if someD. if has2. - Would you like to go with us?- Yes, _____________.A. I'dB. I'd likeC. I'd like toD. I'd like to do3. - Would you like to have a try once again?- ________________.A. Yes, I likeB. No, I don’t like itC. Yes, I want very muchD. Yes, I’d like to4. - What do you think made Mary so upset?- ___________ her bicycle.A. As she lostB. LostC. LosingD. Because of losing5. - When did they get down to the job?- _______________.A. Until they leftB. Till they arrivedC. Since they finished itD. Not until they turned to me6. - Are you angry?- Yes. He should at least answer when _____________.A. speakingB. spoken toC. spokenD. speaking to7. Be careful while _________ the street.A. to crossB. crossingC. he crossesD. being cross8. _______ us for a dinner, don’t you?A. Don’t you joinB. JoinC. Have to joinD. Let’s join9. I promise we’ll be there at 6, _________.A. rainy or shineB. rains or shiningC. rain or shineD. rain or shining10. In the car accident the child was hurt, but ___________.A. the mother is killedB. the mother killedC. the mother being killedD. the mother has killed11. __________ I don’t remember where I met him.A. Fact is whichB. what the fact is thatC. The fact is whatD. Fact is12. He raised his hand __________ silence.A. as if to commandB. as though he going to commandC. as though to commandD. as of he commanding13. Francis Preston Blair, Jr., _________ born in Kentucky, lived and practiced law in Missouri.A. wasB. he wasC. althoughD. who he was14. We are to install this instrument ____________.A. as originally plannedB. as it originally plannedC. as was originally plannedD. as it being originally planned15. __________, people and objects are presented in a flat, often angular, abstract manner in JacobLawrence’s paintings.A. Always able to recognizeB. The ability to recognize alwaysC. While always recognizableD. Always can be recognizedAnswers:1-5 ACDCD 6-10 BBBCB 11-15 DCCACPeriod Seven& EightTask Writing a website negative emotional languageTeaching Aims:1. To train the students’ ability of listening and writing.2. To master the skills in the writing of the life story of a composer3. To practise writing the life story of a composerTeaching procedure:Step 1 Review the last period of the unitSkills building 1: listening for facts about peopleWhen we are listening for facts about people, there are certain things we need to listen for. These includes:1. date when they were born and diede.g. He/She was born/died on 26 May 1962.2. places where they were born or died. These might be or countries.e.g. He/She was born in London, England.3. specific things that they did in their life. This will include dates and places such as when and where they got married or had a child, etc.e.g. He married Jane in Paris in 1999.4. information about why they did something and who or what influenced them.e.g. He wrote this opera because he liked East Asia.Step 2 ListeningWhile listening to the recording, ask the students to apply listening skills in practical use, such as note taking. The teacher should be responsible for the speed of the recording and make sure the student canfinally understand the text as a whole. After the teacher can check the answers with the students.Step 3 Table fill-inIn this section, the students first are required to go through three passages on p 27. Since during the listening we have just finished part of the exercise, the teacher can design a skimming and scanning practice here, asking the students to find the relevant information of the table provided on P 26. And later ask the students to check their answers by presentation.Skills building 2: finding out about people’s livesSometimes you need to find out about people’s li ves. You can start by asking the following questions.Which city/country was he/she born in?When was he/she born?What instruments did he/she play?When was …written?When did he/she die?Where did he/she die?Did he/she have brothers/sisters? What were their names?When did he/she get married?Who did he/she marry?Can you tell me any other information about him/her?Is there anything else you can tell me about him/her?Step 2 asking for further informationIn this section, the students are supposed to work in pair to practice the skills in skills buildings 2. The teacher can encourage the students to pracise their spoken language during this part, and later the teacher can also provide the sample answers to the students.Skills building 3: writing someone’s life storyWhen writing someone’s life story on an exhibition board, you need to:1. Start with his/her name as a little with the dates of his/her birth and death underneath.2. Perhaps use a timeline to illustrate what the person did in his/her life.3. Write the information in the order that it happened.4. Include pictures to make it attractive.Step 3: writing the life story of a composerIn this section, the students should apply their learned skills to practical use. First they have to collect some facts about the composers, find out about people’s lives and then write someone’s life story. The teacher first of all should remind the students of these steps and then give some instructions to the students. If it is needed, the teacher can also give the students a sample writing to show how they are supposed to phrase their article.Step 4 HomeworkPrepare for next period.Period Nine& Ten Project The universal languageTeaching aimHelp students use what they have learnt to finish a project by working together.Teaching important and difficult points1. Help the students understand the text to collect as much information as they can.2. Ask the students to have a discussion about which singer or band they will focus on, what they will include in the project and how they can organize their webpage.Teaching aidsA computer and a projector.Teaching procedures:Step 1 Dictation.Step 2 Lead-inIn this unit, we have discussed different kinds of music. So todaylet’s have a closer look at the history and dev elopment of pop music.Step 3 First readingAsk the students to read the article “From jazz to pop” and then answer the questions.What is this text mainly about?It is about the history and development of pop music.How many periods can pop music be divided into according to the writer?Five periods. Early jazz, swing music, R&B, rock and roll, and 1960s pop music.Step 4 Second readingRead different parts of the text on by one.Early jazz1. What was the most important instruments used in jazz?The trumpet is one of the most important instrument used in jazz2. Who is considered as one of the founding fathers of jazz?Louis ArmstrongFrom wing music to rock and roll1. What is the difference between swing music and traditional jazz?Swing music is faster than traditional jazz and have a sort of swinging feel to the music.2. What are included in “big bands”?Big bands included a pianist a violinist and a bassist, as well as others.3. Who is considered as one of the pioneers of rock and roll?Big Joe Turner.1960s pop music1. Which band was the most successful rock and roll band of the 1960s?The Beatles.2. What is “Beatlemania”?The phenomenon that masses of fans of the Beatles welcome this band at the airport.Step 5 Finish exercises B1 and B2 on the page 109Step 6 Discussion.Work in groups to discuss how to research and what to research about a singer or a band and then answer the questions in part B.Step 7 HomeworkEach group should choose a singer or a band to research and then divide the work among group members. Each group member will be responsible for searching for some information. Use the information collected to make a webpage after class and present them to the class on the display wall.。
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8Unit2 Word Power教案
Period Three Word power
Teaching Aims:
1.Learn to read a passage of something about an orchestra and instruments used in an
orchestra.
2.Enlarge the students’ vocabulary.
Teaching Important Points:
1.Understand the meanings of words and expressions related to an orchestra.
2.Master the words in this part and use them freely.
Teaching Difficult Points:
1.Knowing the main idea of the passage.
2.Remember some new words about an orchestra.
Teaching procedures:
Step 1 Greetings
1.Greet the whole class as usual.
2.Check their homework if any.
Step 2 Brainstorming
1.What is an orchestra like?
2.What kind of music is performed by an orchestra? (classical music/opera)
3.Do you know any famous orchestras in China or in other countries around the
world?
Step 3 Vocabulary learning
1.Read the web page in Part A carefully, and then complete the following chart
written on the blackboard.
Complete Part B individually and then check answers with a partner to see if they have got the answers.
Suggested answers:
strings: harp, violas, double basses
brass: saxophones, trombones, tubas
woodwind: oboes, bassoons, piccolos
percussion: timpani, xylophones, gongs
2.Read the report and complete Part C individually referring to Parts A and B. Suggested answers:
(1) orchestra (2) chamber (3) symphony
(4) strings (5) brass (6) violins
(7) cellos (8) brass (9) trumpets
(10) Flutes (11) woodwind (12) bass drums
Step 4 Vocabulary extension
Please focus on Part D and complete it individually.
Answers to D:
the instruments in red: strings
the instruments in blue: woodwind
the instruments in green: brass
the instruments in yellow: percussion
Step 5 Homework。