Module 5 Western music
Ⅱ. Teaching materials analyzing 教材分析
本模块以Western music为话题，设计了三个部分的内容。旨在通过模块教学使学生了解西方音乐的有关知识；了解奥地利著名作曲家——约翰·施特劳斯；学会表述反意疑问句及其回答；能谈论对不同类型的音乐及对于音乐的爱好和理解；谈论最喜欢的音乐；练习通过阅读找出信息的能力；能根据所给的信息写音乐家的传记。
Unit 1 谈论不同类型的音乐，学习能描述音乐的一些形容词；认识反意疑问句及其回答；谈论对音乐的喜好。
Unit 2 学习关于著名音乐家约翰·施特劳斯和莫扎特的文章，并从文章中找出细节信息；利用所个的信息写音乐家的小传。
Unit 3 在练习中复现本单元重点词汇、句型和语法；读关于the orchestra的文章；谈论并描述最喜欢的音乐。
III．Class types and periods 课型设计与课时分配
Period 1 Listening and speaking (Unit 1)
Period 2 Reading and writing （Unit 2)
Period 3 Language in use (Unit 3)
ⅣTeaching plans for each period分课时教案
Period 1 Listening and speaking
Target language 目标语言
1. Words & phrases生词和短语
pop, techno, beautiful, fun, lively, sad, serious, slow, traditional, sure, Austrian, composer, fan, on earth, noise
2. Key sentences重点句子
Who’s it by?
You’ve heard of him, haven’t you?
He was German, wasn’t he?
You like western classical music, don’t you?
But Sally is a classical musician, so she doesn’t like pop music, does she?
No, she doesn’t.
What on earth is that?
Ability goals 能力目标
Enable students to listen to different types of music and learn tag questions.
Teaching important/difficult points 教学重难点
Learn to talk about different types music and tag questions.
Teaching aids教具准备
A projector or some pictures and a tape recorder.
Teaching procedures and ways教学过程与方式
Step I Lead-in
In this procedure, show some pictures to let the students know different types of music.
T: Hello. Boys and girls. Nice to see you again.
S: Nice to see you.
T: Do you like music?
S: Yes.
T: There are many different kinds of music. What kind do you know?
Learn new words of music types with the students. Ask students to read the new words: blues, classical, jazz, opera, pop, rock, techno, make sure they know the meaning of each word.
T: We can use some adjectives to describe different kinds of music. For example, how is pop music?
Help the students to say modern.
T: OK. Next please work in pairs, and ask and answer questions about your favourite types of music and describe it.
Sample conversation:
S1: What kind of music do you like?
S2: I like blues.
S1: How is blues?
S2: It is sad.
Help students learn the words dramatic, lively, slow, serious. Ask some pairs to make up a short conversation in front of the class.
Step II Listening and matching
In this procedure, ask students to listen to the tape and match different types of music and the adjectives. Help students learn and remember the new words.
T: There are many different kinds of music and we can use many adjectives to describe them. Now, let’s look at the picture on page 34. Listen to the tape and decide which type of music the people in the photo play.
Play the recording and check the answers. Then ask students to listen again and match the words with the music.
Check the answers with students.
Step III Listening and reading
Listening
In this procedure, students will listen to and read a dialogue. Ask students to do pair work to find the people and the types of music they like. Learn some words in real situations.
T: In these types of music, there is western classical music, do you like it?
S: Yes.
T: Sally’s school orchestra is playing western classical music. At the same time, Tony, Lingling, Betty, Daming are talking about their favourite types of music. Let’s listen.
Ask students to listen to the tape and fill in the blanks of Activity 4.
Go through the answers with the students.
Reading
In this procedure, ask the students to read the dialogue again and find some details. Do Activity 5 as a competition to see if the sentences are true or false.
T: Read the dialogue again and do Activity 5. Check if they are true or false. Let’s have a competition between boys and girls. If a boy or a girl first stands up and correct the question correctly, he / she will get a star. Those who get more stars will be the winner.
Sample conversation:
S1: They’re listening to western classical music.
S2: True.
S1: Strauss was born in the capital of Australia.
S2: False. Strauss was born in the capital of Austrian.
Add another three sentences for the students to decide. Show the following.
The music Tony is listening is by Strauss.
Sally doesn’t like pop music.
Daming likes rap music.
At the same time, help students find out some difficult points. Deal with them together. Give students some other examples to make them understand further.
In the end, count the numbers of stars with the whole students to see which side is the winner.
Step IV Discussion
In this procedure, practice some words and expressions in Activity 5 by having a discussion.
T: There are some new words in the dialogue. Let’s read these new words and try to remember them.
Show the following.
capital, composer, fan, musician, river
T: Work in pairs. Ask and answer questions in Activity 6.
Sample conversation:
S1: What’ s the capital of Shandong Province?
S2: Jinan.
S1: Who is your favourite composer?
S2: My favourite composer is Beethoven.
…
Check the answers. Ask some pairs to make up a short conversation. .
Step V Pronunciation and speaking
Pronunciation
In this procedure, ask students to listen to the tape and pay attention to the tone of tag questions. T: In the dialogue, there are some tag questions, can you find them?
Help students to find the tag questions in the dialogue.
T: Sometimes, tag questions may help us ask a real question or check information, but we must use different tones. Listen to the tape carefully, find out what tone we use when we ask a real question or check information.
Play the tape and help students find out the different tones.
T: When we want to ask a real question, will we use rising tone or falling tone?
S: Rising tone.
T: What about checking information?
S: Falling tone.
T: Well now, listen to the recorder and find out if the four sentences given are used to ask a real question or check information according to different tones.
Help students understand and check the answers.
Speaking
In this procedure, ask students to work in pairs and describe their opinions of music.
T: In this lesson, we have learnt many different types of music. We can use some adjectives to describe them. Let’s talk about your opinion of music. Work in pairs, ask and answer what music you like or don’t like. Give your reasons.
Sample conversation:
S1: What music do you like?
S2: I like pop. It’s lively and good to dance to. I don’t like rock. It’s noisy. What about you?
S1: I like…
Ask some pairs to make a conversation before the class.
Step VI Homework
1. Ask the students to learn and remember the new words and expressions of this unit.
2. Ask the students to read the dialogue and grasp some important sentences.
Period 2 Reading and writing
Target language 目标语言
1. Words & phrases生词和短语
centre, drum, guitar, violin, elder, die, rest, younger, in addition to
2. Key sentences重点句子
There were two composers called Johann Strauss: a father and a son.
His Waltzes made him famous all over Europe.
Before he was six he played not only the piano, but also the violin and the organ.
Ability goals 能力目标
Enable students to talk about composers and musicians.
Teaching important/difficult points 教学重难点
Talk about composers and musicians.
Teaching aids教具准备
A projector and a computer.
Teaching procedures and ways教学过程与方式
Step I Revision
In this procedure, review some words and expressions in unit 1. Do pair work, using important sentences and tag questions.
T: Hello. Boys and girls. Nice to see you again.
S: Nice to see you.
T: In the last unit, we have learnt many different types of music. What are they?
S: Blues, classical, jazz, opera, pop, rock, techno
T: How are these types of music?
(Do chain work)
S1: Blues is sad.
S2. Classical is serious.
S3: Jazz is beautiful and slow
…
T: Next work in pairs and ask and say about your favourite music, using tag questions.
Write some tag questions and everyday English on the blackboard. Help students to revise them and make a conversation.
Sample conversation:
S1: You like pop music, don’t you?
S2: No, I like rock music. You don’t like rock music, do you?
S1: Yes. I do. I am a classical fan.
S2: What on earth is that?
S1: Classical music.
S2: I don’t believe it.
Ask some pairs to act out a conversation before the class.
Step II Vocabulary
In this procedure, make students familiar with some new words of musical instrument.
T: There are many different types of music. How do people play them? What instrument do you know?
S: Drum, guitar, violin, piano
Ask students to read the pictures in activity 1 and help them answer. Present the new words: organ, trumpet.
Ask students to read these words. Make sure they understand the meaning of each word. Then ask them to look at pictures on page 36, and match the pictures with the words.
Step III Listening and Reading
In this procedure, ask students to listen to and read the passage and decide whether the sentences are true or false to help them understand better the passage.
T: We have known some types of music and instruments. There are also many great musicians in the world. Who do you know?
Help students to say some famous musicians, in Chinese if necessary.
T: There is a country called the capital of music. On the first day of every year, there is a New Year Orchestra in this city. Do you know the name?
S: Yes, it is Vienna.
T: There were also two great musicians in Vienna…
S: Johann Strauss and Mozart.
T: You are quite right. Today, let’s come to know the two great musicians. First please listen to the tape with your books closed. After listening, you’ll check the true sentences below the passage. Play the tape and check the answers after listening.
Pair work
In this procedure, ask students to read the passage again and find more information in the passage. T: Le t’s read the passage again and answer the questions in Activity 3. Read slowly and carefully this time.
After a few minutes, ask students to work in pairs, and ask and answer the questions.
Check some pairs. Deal with any difficulty points in understanding. Explain the meaning of the difficult sentences if necessary.
Careful reading
In this procedure, ask students to read more carefully to find out some important and difficult sentences. Explain these sentences and give some other examples.
Write some sentences on the blackboard:
1. He is famous all over the Europe for his waltzes.
2. When he was 12, he wrote his first opera.
3. There were two composers. We call them Johann Strauss: a father and a son.
4. He played the piano, the violin and the organ.
T: Please read the passage more carefully and find out the sentences in the passage which have the same meaning as the sentences on the blackboard.
After about 6 minutes, ask some students to do this task. Explain the language points to the students.
Show the following and ask students to make sentences with them.
1. make…famous: This song made him famous.
2. at the age of: He went to school at the age of 7.
3. called: That boy is called Tom.
4. Not only…but also: He not only reads a lot, but also remembers a lot.
Step IV Reporting
In this procedure, help students report the passage, using information given in the passage to practice speaking and to be prepared for writing.
T: We have learnt the passage about the two famous musicians. If you are a reporter, can you tell us the story of Mozart?
Show the following key words and ask the students to make a report.
Austria, 1756, not only…but also, around Europe, give concerts,
at the age of 12, 1791, greatest composer
Ask some students to report the story of Mozart.
Step V Writing
In this procedure, ask students to say something about Xian Xinghai and write a passage about it. T: There are many famous musicians in China. Who do you know?
S: Nie’er, Xian Xinghai and…
T: Yes, Xian Xinghai was one of the most famous musicians in China. Today, can you say something about him? Please look at Page 37. There are some notes about him. Work in pairs and say something about him according to the information given.
Sample version:
Xian Xinghai is one of the great composers of classical and traditional music. He was born in …
Ask two students to make a report. Then ask students to write the passage down. Ask one student to write on the blackboard. Correct mistakes after writing.
Step VI Homework
Ask students to
1. read the passage for several times.
2. finish exercises 4—7 on page 129 in the workbook.
Period 3 Language in use
Target language 目标语言
1. Words & phrases生词和短语
maybe, phone, instrument, of course, loud, record, own, century
2. Key sentences重点句子
She doesn’t like pop music, does she?
You’ve heard of him, haven’t you?
He was German, wasn’t he?
You listen to pop music, don’t you?
It’s certainly very traditional, isn’t it?
Ability goals 能力目标
Enable students to understand the tag questions and use them.
Teaching important/difficult points 教学重难点
Revision of the tag questions.
Teaching aids教具准备
Some pictures and a tape recorder
Teaching procedures and ways教学过程与方式
Step I Revision
Check the homework with the class and then have a dictation of some new words and expressions. Ask some students to read the passage about the composer of Xian Xinghai.
Step II Grammar
In this procedure, revise the important points of this module. Do pair work to practise tag questions.
T: Look at page 38, activity 1. Let’s play a game called “looking for friends”. One student reads a sentence in column A, if you can choose the correct tag question in Column B, you can stand up and answer.
Sample conversation:
S1: You like rock music.
S2: don’t you?
S1: They sing well.
S3: don’t they?
S1: He has written ten new songs this year.
S4: hasn’t he?
…
T: Well done! Let’s come to activity 2. Please fill in the proper tag questions in the blanks.
Give the students a few minutes to write the answers. Then ask students to work in pairs and practise the conversation. Make sure they put the stresses in the right places.
Ask some pairs to read the conversation. Then go through the answers with the class.
T: Please tell us whether the speaker in each case is asking a real question or just checking information.
Ask students to answer. Then check the answers.
Step III Words and expressions
In this procedure, review some important words and expressions, making sure students know the meanings and spelling. Then do some practice.
Show some pictures and ask students which type of music each picture is. Ask them to ask and answer in pairs according to the pictures.
Sample conversation:
S1: What type of music is it?
S2: It’s pop music.
S1: How is it?
S2: It’s lively and modern.
T: Please write down the different types of music below the five pictures.
Then go on with Activity 5. Call back the answers.
T: We have learned something about Mozart in the passage in Unit 2. Now let’s learn more about
this famous musician. Let’s read the passage of Activity 6, and then fill in the blanks with proper words from Activities 4 and 5.
Ask one student to write the answer on the blackboard. Then check the answers together.
Step IV Reading
In this procedure, read the passage about Elvis Presley and answer some questions and develop the reading skills of students.
T: There were many famous pop singers in the world. Elvis Presley is one of the most famous. Let’s read the passage about him and answer the questions.
After reading, ask students to work in pairs and ask and answer the questions.
Sample conversation:
S1: How long did Elvis live in Memphis?
S2: He lived there for 29 years.
Around the world
T: An orchestra is a large group of musicians who play classical music. What is it made up of? How is it going? Let’s read a passage about it.
Give the students a few minutes to read this passage.
Step V Listening
In this procedure, ask students to listen carefully and grasp the main idea of the passage. Ask and answer questions in pairs after listening.
Play the tape twice and ask students to listen carefully. After listening, ask them to work in pairs and ask and answer the questions in pairs.
Sample conversation:
S1: Where does Amy study?
S2: …
Go through the answers with students.
Step VI Module task
In this procedure, ask students to work in pairs and talk about the music they like best.
T: In this module, we learned something about music. Let’s talk about your favourite music. Work in pairs, describe the music you like best.
Sample conversation:
S1: What kind of music do you like best?
S2: I like rock music.
S1: Why?
S2: Because it is lively and fast.
S1: Do you like classical music?
S2: Yes I do.
Ask some pair to act before the class. The ask students to do some group work as follows.
T: Let’s have a discussion. Work in groups of four. Every one will talk about your favourite music. Use the adjectives to describe your feelings when listening. After discussion, report your results to the class.
Sample report 1:
I like pop music. It’s lively and modern. I don’t like rock music, because it’s too noisy
Sample report 2:
Li Ming likes pop music, it’s lively and modern. He doesn’t like rock music, it’s too noisy.
Step VII Homework
Ask students to
1. summarize what they have learned in this Module.
2. finish the rest exercises in the workbook.
Teaching resources教学资源库
I. 重点知识详解
(1) 反意疑问句的构成及回答
反意疑问句一般规律是“前否定后肯定；前肯定后否定”。构成反意疑问句的助动词应该和前面的一致，要注意时态、人称和数的变化。
He plays the piano well, doesn’t he?
They are listening to music, aren’t they?
My brother won’t leave for America, will he?
但是情态动词的反意疑问句要注意，must表示“有必要”时，反意疑问句要用needn’t；表示“必须”时，用mustn’t。
You must go home right now, needn’t you?
The car must be locked, mustn’t it.
祈使句的反意疑问句要用will/won’t you? can/can’t you? could/would you? 否定祈使句的反意疑问句用will you?
Have a cup of tea, won’t you?/will you?
Don’t open the door, will you?
Let’s的反意疑问句用shall we? Let us的反意疑问句用will/won’t you?
Let’s take a rest, shall we?
Let us do it, will you?
在“前否定，后肯定”形式的反意疑问句中，如果表示赞同前者说的话，和前面说的话相一致，用no回答，用汉语可翻译为“是的”；如果表示不赞同前者说的话，用yes回答，用汉语可翻译为“不是”。
He didn’t get up early this morning, did he? 他今天早上起床不早，对吗？
Yes, he did. (=He got up early) 不，他起得早。
No, he didn’t (=He didn’t get up early) 是的，他起得不早。
(2) not only…but also的含义及用法
not only A…,but also B…表示“不但；而且”，可连接两个并列成分，但强调后者；后面的also也可省略。
He is not only clever but also hard - working.（强调后者）他不但聪明而且能干。
not only…but also结构中，not only放在句首时，后面引导的句子要用倒装语序，引起部分倒装；但but also后的句子不倒装，用陈述语序。
Not only did he work faster, he worked better also. 他不仅工作更快，而且更好。
Not only did I know her, but I was her best friend. 我不仅认识她，而且是她最好的朋友。II. 背景知识
1. 施特劳斯父子
维也纳华尔兹(Wiener Walzer)和施特劳斯父子维也纳华尔兹，这种源于四分之三拍节奏民间舞蹈的乐曲，经过约翰·施特劳斯父子的发展和创新，如今成了维也纳舞曲的象征。
父亲约翰·施特劳斯(Johann Strauss, Vater, 1804.3.14.-1845.9.25.)以前只是一家乐团里的中提琴演奏者。一八二五年，他自己创建了一个舞会乐队，并且在短短几年内使其成为一个具有相当规模的乐团。他先后率领乐团访问了德国、巴黎和伦敦，一八三五年成为宫廷舞会首席指挥。他的作品中最著名的莫过于《拉德斯基进行曲》。这首颂扬奥匈帝国常胜将军的乐曲，作为维也纳新年音乐会的最后一个保留曲目，传播到全世界亿万百姓的家中。
青出于蓝而胜于蓝。音乐世家的长子约翰·施特劳斯十九岁那年就自己成立了乐团。二十四岁的约翰·施特劳斯继承了父亲的著名乐团，并漫游了半个欧洲和美国。一八六三年，约翰施特劳斯已经成为维也纳宫廷舞会的指挥。在这位华尔兹之王的四百多首华尔兹舞曲中，最著名当然是属他一八六七年创作的《蓝色的多瑙河》，这首舞曲甚至被人称为奥地利更受人欢迎的“ 国歌＂。
2. 莫扎特
1756年1月27日，莫扎特出生于奥地利的萨尔斯堡一个宫廷乐师之家。他很小就显露出极高的音乐天赋，在父亲的教导下学习音乐。从1762年起，在父亲的带领下，6岁的莫扎特和10岁的姐姐安娜开始了漫游整个欧洲大陆的旅行演出。他们到过欧洲许多地方，所到之处无不引起巨大的轰动！在奥地利国都维也纳，他们被皇帝请进王宫进行表演。
1772年，16岁的莫扎特终于结束了长达10年之久的漫游生活，回到自己的家乡萨尔斯堡，在大主教的宫廷乐队里担任首席乐师。由于不满主教对他的严厉管束，这段不稳定的雇佣关系终于在1781年结束，他毅然决定独立自主，前往维也纳定居，走上艰难的自由音乐家道路。
莫扎特写作之轻松与神速使他的同时代人和后辈都把他看作是无师自通、不学而成的天才，纵观他的一生，除了孩提时期受到父亲的严格教诲外，的确从未得到过正式的教师指导。天才是不容否认的，但人们往往因此而忽略了天才也离不开刻苦与勤奋。莫扎特曾说：“人们以为我的艺术得来全不费功夫。实际上，没有人会像我一样花这么多时间和思考来从事作曲；没有一位名家的作品我不是辛勤地研究了许多次。
3. 爵士乐
爵士乐（jazz)是美国音乐的一种，开始于20世纪20年代，这是一种具有奇特节奏和非洲和声色彩的音乐形式，由早期的拉格泰姆(ragtime)、蓝调(blues)吸取了营养,发展到后来的比波普、自由爵士、现代爵士。它走过了一段令人惊喜而富有朝气的旅程。它的自由的即兴风格，结合黑人音乐家那天生的丰富节奏感，由此产生了这种微妙而无法准确记谱的美妙音乐。
4. 古典音乐
古典音乐是指那些从巴洛克时期(1600-1750)开始一直到20世纪早期，在欧洲文化传统背景下创作的音乐,它有别于通俗音乐和民族音乐,具有永恒的意义。大约从1600年开始,欧洲作曲家开始创作早期音乐，这也就是古典音乐的开端。事实上，很多西方古典音乐最早都是来自于为宗教仪式和庆典而写的音乐。
5. 蓝调
蓝调（Blues）为爵士、摇滚及福音歌曲（Gospel）的老祖宗，原本只是美国早期黑奴抒发心情时所吟唱的12小节曲式，演唱或演奏时大量蓝调音（Blue Notes）的应用，使得音乐上充满了压抑及不和谐的感觉，这种音乐听起来十分忧郁(Blue)。但就是这么一股〝反骨〞气息，使得它后来在叛逆的摇滚乐中发扬光大。蓝调以歌曲直接陈述内心想法的表现方式，与当时白人社会的音乐截然不同。
6. 流行音乐
流行音乐是20世纪最重要的艺术形式之一，而在流行音乐领域影响最广的则当属流行演
唱。流行演唱自流行音乐诞生以来，它便显示出了蓬勃的生机，经过近百年的发展，如今已自成一派，在我国它已成为和美声唱法、民族唱法相抗衡的重要演唱方法之一。
7. 歌剧
歌剧一种以歌唱为主，并综合以器乐、诗歌、舞蹈等艺术为一体的戏剧形式。歌剧是西洋音乐舞台上最重要的综合艺术形式。西洋歌剧的故乡是意大利，第一部歌剧《达芙妮》（佛罗伦萨作曲家培里创作于1597年）在那里产生。中国宋元以来形成的各种戏曲，也有歌剧的性质。五四以后特别是延安时期，音乐工作者开始尝试借鉴西洋歌剧的创作方式来创作具有中国特色的歌剧.
8. 摇滚
摇滚乐是黑人节奏布鲁斯和白人乡村音乐相融合的一种音乐形式，它是以吉它、贝司、鼓为主，加上大功效的音响和诸多效果器来表现音乐的形式；它分为布鲁斯（Blues）、摇滚（Rock and Roll）、重金属（Heavy Metal）、朋克（Punk）、放克（Funk）、雷鬼（Reggae）、说唱乐（Rap）等等。摇滚通过音乐来反大众化的东西。
9. 电子音乐
电子音乐，指运用电子方法产生和修饰的音乐。对于管弦乐队的传统乐器有限音色的不满足是产生电子音乐的最初动力。作曲家可以十分方便地控制音响的音高、时值、力度和音色等各种因素，这样就使现场演奏电子音乐作品成为可能。新一代电子音乐家不仅用计算机控制电子音响合成器，完成音乐作品，还用计算机进行音乐风格分析、辅助音乐教学，甚至自动作曲。
【课题】1.1集合与元素 【教学目标】 1、理解集合的概念及元素与集合的关系； 2、掌握集合的构成原则，能准确判断一些对象能否构成集合； 3、了解集合的分类和常用数集及其记法。 【教学重点】 元素与集合之间的关系 【教学难点】 元素与集合之间“属于”、“不属于”关系的区分 【教学设计】 1、通过生活中的实例导入集合与元素的概念； 2、引导学生自然地认识集合与元素的关系。 【课时安排】 1课时（45分钟） 【教学过程】 ?揭示课题 在生活中，我们会遇到不计其数的物品，通过对这些物品的分类，能够加强我们对事物的认识，更好地解决问题。例如：超市中货物的分类摆放能让顾客准确有效地找到想要的东西。 对分类后的事物，我们该用怎样的数学语言进行描述呢？接下来我们就一起来学习今天的课题——1.1集合与元素 ?创设情景兴趣导入 问题：某商店进了一批货，包括：面包、饼干、笔、橡皮、果冻、薯片、尺子、本子。那么如何将这些商品放在指定的篮筐里？ 解决：显然，面包、饼干、果冻、薯片放在食品篮筐；笔、橡皮、本子、尺子放在文具篮筐。 归纳：面包、饼干、果冻、薯片组成了食品集合，也是食品集合的元素；而笔、橡皮、本子、尺子组成了文具集合，它们是文具集合的元素。 ?动脑思考探索新知
概念：一般的，由某些确定的对象组成的整体叫做集合，一般采用大写英文字母A ，B ，C ，…表示。 集合中的每个确定的对象叫做这个集合的元素，小写英文字母a ，b ，c ，…表示集合的元素。 拓展：集合中的元素具有下列特点： 1、互异性：一个给定的集合中的元素都是互不相同的； 2、无序性：一个给定的集合中的元素排列无顺序； 3、确定性：一个给定的集合中的元素必须是确定的。 不能确定的对象，不能组成集合。 例如：某班个子高的同学，不能组成集合，到底多少身高才算高个子，没有确定的标准； 某班个子高于180cm 的同学，可以组成集合。 关系：元素a 是集合A 的元素，记作a A ∈（读作“a 属于A ”）；如果a 不是集合A 的元素，记作a A ?（读作“a 不属于A ”）。 例题讲解：书上P3，例 集合类型： 由有限个元素组成的集合，叫做有限集； 由无限个元素组成的集合叫做无限集； 不含任何元素的集合叫做空集，记作?； 由数组成的集合叫做数集。方程的解集与不等式的解集都是数集。 所有自然数组成的集合叫做自然数集，记作N ；（最小的自然数0） 所有正整数组成的集合叫做正整数集，记作*N 或+ Ζ； 所有整数组成的集合叫做整数集，记作Z ； 所有有理数组成的集合叫做有理数集，记作Q ；（有理数包括整数和分数） 所有实数组成的集合叫做实数集，记作R 。 （书上常用数集的表示要记住，做题的时候经常会遇到） ? 运用知识 强化练习 书P4，练习和习题 ? 课后作业 一点通P4，课堂检测单和课后巩固单
Module 4 Carnival I. 教学内容分析 本模块的主题是狂欢节。以西方的几种主要传统节日作为导入，接着通过各种活动详细介绍了狂欢节的历史、发展、种类及人们的活动、饮食、服饰和习俗。其中有关食物和节日的词汇，和表达喜好和厌恶的句型又可以引申到中国传统节日和习俗，有益于培养学生的跨文化意识。 本模块从五幅西方节日图片的探讨开始，导入本模块的话题——Carnival。 Introduction 部分设计以西方的五种主要传统节日（Carnival, Holi, Halloween, Christmas, Thanksgiving Day）作为导入，让学生通过图片做配对练习了解西方的节日习俗，激发学生对西方节日的好奇心，达到导入整个模块的效果。 Reading and Vocabulary介绍有关狂欢节的一些知识，主要介绍了狂欢节的面具。课文前后的四个相关练习帮助同学们学习和了解了相关词汇和文章主旨。 Grammar部分主要是通过练习复习被动语态在各种时态中的运用的语法项目。 Vocabulary and Listening分为词汇部分和听力两大部分。词汇部分学习和巩固一些关于食物的单词；听力部分是关于西方节日的，对于同学们来说，听力材料偏生疏，因此听力要做一定的处理。 Learning to learn是关于通过听听力提高语音面貌的英语学习方法，对于提高学习策略水平有很大的帮助。 Everyday English通过学习复习Vocabulary and Listening中的句子学会一些非常有用的日常生活用语：give up, go wild about, more or less, high spot, funnily enough, in your blood, wash down 和walk off a meal。 Function介绍表达“喜欢、不喜欢和偏爱”的功能用语。 Reading and Writing集说话和写作于一体，培养的是学生语言综合运用的能力。首先是阅读一篇讲述亲历Notting Hill carnival的E－mail。其次探究描写气氛、音乐和食物的形容词。最后仿写一篇E－mail介绍中国某个节日的气氛、音乐和食物。 Cultural Corner 通过阅读The Meaning of Carnival的文章，了解狂欢节的意义和发展演变，并且要求同学们思考哪一个中国节日最像狂欢节，进行跨文化的思考。 Task要求学生小组合作写一篇文章介绍一个中国节日。 II．学情分析 高二学生已经具备一定的词汇量和语法知识，在教学中要有意识地培养他们听、说、读、写综合运用语言知识的能力，尤其是阅读能力。通过本单元的学习，培养学生的世界观，进一步了解外国文化和风俗习惯，才能达到英语教学的基本目的。 III. 教学重点和难点 1. Teaching important points (1) Enable Ss to know the new words and phrases in this module. (2) Enable Ss to understand how to talk about or give a description of festivals over the world. (3) Enable Ss to know how to show likes, dislikes and preferences. 2. Teaching difficult points (1) Review the usage of the passive voice. (2) Enable Ss to write an article to introduce Chinese festival
UNIT 1 Nice to meet you ! 课程名称：英语 使用教材及出版社： 《英语基础模块1第2版》高等教育出版社 教学课型：技能课 课时：共9课时 教学目标： 语言知识目标： 学生能够理解并运用在不同场景下的简单问候语，能够使be动词的一般现在时介绍个人及他人信息。 语言技能目标： 听——学生能够听懂在不同场景下的简单问候语。 说——学生能够在不同场景下用简单的问候语问候他人。 读——学生能够读懂名片上的信息。 写——学生能够根据个人情况做出自己的名片。 学习策略： 学生学习将事物归类排序的能力。 文化意识： 学生掌握中文人名与英文国家人名的不同排序规则。 情感态度： 学生了解不同的职业，并初步确定自己的求职意向。 单元任务： 学生能运用所学语言拟定自己未来的名片。 教学重点：学生能够理解并运用在不同场景下的简单问候语。 教学难点：学生能够使be动词的一般现在时介绍个人及他人信息。 学情分析： 学生处于中职英语学习的第二年，英语基础和技能仍然较薄弱，通过 第一年自编教材的学习，口语技能和英语基础知识有一定的训练和提 高。 教学方法：活动教学法、任务教学法、情景教学法
教学准备：PPT、Audio file for listening 教学过程： Period 1-2：Words & Expressions Step 1 Lead-in T greets Ss: Nice to see you again! Last term, we got along well with each other. I hope we can spent a happy term from now on. T help Ss read all the new words correctly. Step 2 New content T helps Ss have a general idea of the usage of some important words. 1. first a. 第一的，最先的（置于名词之前时，通常与the或one’s连用） eg. the first month of the year 一年的第一个月 the first three pages of the book 这本书的前三页 It was my first visit to Europe. 那是我第一次去欧洲。 Linda is the first in her class. 琳达是班上第一名。 b. 一流的，最重要的 eg. be of (the) first important 是最重要的 first and last 总括起来，总之 Fall in love at first sight. 一见钟情。 2. number a. 数字 a high / low number 大的/小的数目 an even / odd number 偶数/ 奇数 lucky number 幸运数字 b. 数量 the number of + n. ……的数量 eg. The number of students in our school has increased. 我们学校的学生数量已经增加。 a number of + n. 许多的，若干的 eg. I have a number of letters to read. 我有许多信要看。 I have seen the movie a number of times. 那部电影我已经看过好多次了。 3. age
Module4 Unit1教案 【主题】Thanksgiving is my favourite festival. 【课时】此教学设计按单元写，教师可根据实际情况划分课时。 一、教学目标(Teaching aims) （1）能理解、熟练认读生词： Thanksgiving Day，Flag Day，Festival，fly，special，meal，sound，football. （2）能理解和认读下面的句子： (a）Can you tell me more about American festival? (b）Thanksgiving is my favourite festival. (c）What do you do on Thanksgiving Day? (d）We always have a special meal. (e）We say “thank-you”for our food, family and friends. （3）能正确、流利地朗读对话。 二、教学重难点(Teaching points and difficulties) （一）重点(Points) （1）能理解、熟练认读生词： Thanksgiving Day，Flag Day，Festival，fly，special，meal，sound，football. （2）学生能理解并正确朗读活动2的对话。 （二）难点(Difficulties) 1. 学生能理解并正确朗读对话。 2. 运用本课所学句子描述相关的节日的主要活动。 三、教学准备(Teaching preparation) 多媒体PPT课件、西方节日相关图片、互动答题器或平板。 四、教学过程 Step 1: Warm-up & Lead in 1. Greetings. （师生间进行愉快的问候。） 2. Let’s sing 在四年级上册已经学习过了圣诞节，因此教师播放圣诞歌曲《we wish you a merry
MODULE 4 TEACHING PLAN Content：Module 4 My family [ Junior 1 , New standard English] 一、题材内容 本模块以家庭为话题，重点是家庭成员介绍。在中国三世、四世同堂很常见，便于家庭介绍活动的开展。十分符合学生的实际。教学中应结合学生生活实际情况，灵活掌握教学过程，组织教学内容，丰富学生知识，拓展学生视野。 二、教学目标 3)学习策略 培养对家庭的爱和对家庭成员的关心；培养对不幸家庭同学的同情和帮助。参加各种英语活动，克服困难，在新环境中进一步树立准确的语言学习观。
6)任务: 能够运用所学句型结构向他人介绍自己的家庭情况. 三、教学重点和难点 重点：1．如何使用地道的英语介绍自己的家庭情况.。礼貌的进行日常对话。 2．have/has got句型表示“有”的肯定，疑问与否定形式；。 难点：能用恰当地道的英语介绍人们介绍自己的家庭情况。 四、教学方法 基于课程改革的理念及“第二语言习得论”,培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则,初步设计“P—T—P”自主学习立体模式：pre-task…task-cycle…post-task。 五、教材处理 核心任务：能够运用所学句型结构向不同的朋友介绍自己的家庭情况。三个环节如下：pre-task：学生联系生活实际，激活背景知识，。 task –cycle：通过整个模块的听说读写的训练，强化“介绍自己的家庭成员。”的表达能力，为完成任务做好铺垫 post-task）：达成任务，展示成果，反馈学习情况 六、教材安排 根据学生学习英语的特点和规律，我们把本模块划分为5课时： Period 1: Listening and V ocabulary Period 2 Reading and V ocabulary Period 3. Pronunciation and Speaking & Writing Period 4. Language in use Period 5. Around the world &Module Task 注：教学时应根据学生的学习水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。『教学设计』 Title:Module 4. My family Period 1: Listening and Vocabulary Teaching Content : Listening and V ocabulary Teaching Aims and Demands: 1. Language Knowledge Key vocabulary: many, people, aunt, grandfather, grandmother, grandparent, uncle, have got Key structure: There is/are ；have / has got…(重点) 2。Listening skill: To process information of family members in listening.. Improve the students’ listening ability. (难点) 3. Affection and attitudes: We should love my family and help the other students. Learning strategies: Bottom –up , Interactive approach and listening the tape and do some exercises. Teaching Aids: Multi-Media (Tape recorder , video, OHP, handout) Teaching Procedures: Part I: Revision
英语基础模块1电子 教案 -CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN
英语基础模块1电子教案 【篇一：基础模块1电子教案(上)】 unit 1 nice to meet you ! 课程名称：英语 使用教材及出版社： 《英语基础模块1第2版》高等教育出版社 教学课型：技能课 课时：共9课时 教学目标： 语言知识目标： 学生能够理解并运用在不同场景下的简单问候语，能够使be动词的一般现在时介绍个人及他人信息。 语言技能目标： 听——学生能够听懂在不同场景下的简单问候语。 说——学生能够在不同场景下用简单的问候语问候他人。读——学生能够读懂名片上的信息。 写——学生能够根据个人情况做出自己的名片。 学习策略： 学生学习将事物归类排序的能力。 文化意识： 学生掌握中文人名与英文国家人名的不同排序规则。情感态度：学生了解不同的职业，并初步确定自己的求职意向。单元任务：学生能运用所学语言拟定自己未来的名片。 教学重点：学生能够理解并运用在不同场景下的简单问候语。教学难点：学生能够使be动词的一般现在时介绍个人及他人信息。学情分析： 学生处于中职英语学习的第二年，英语基础和技能仍然较薄弱，通过第一年自编教材的学习，口语技能和英语基础知识有一定的训练和提高。 教学方法：活动教学法、任务教学法、情景教学法 教学准备：ppt、audio file for listening 教学过程： period 1-2：words expressions step 1 lead-in
t greets ss: nice to see you again! last term, we got along well with each other. i hope we can spent a happy term from now on. t help ss read all the new words correctly. step 2 new content t helps ss have a general idea of the usage of some important words. 1. first a. 第一的，最先的（置于名词之前时，通常与the或one’s连用） eg. the first month of the year 一年的第一个月 the first three pages of the book 这本书的前三页 it was my first visit to europe. 那是我第一次去欧洲。 linda is the first in her class. 琳达是班上第一名。 b. 一流的，最重要的 eg. be of (the) first important 是最重要的 first and last 总括起来，总之 fall in love at first sight. 一见钟情。 2. number a. 数字 a high / low number 大的/小的数目 an even / odd number 偶数/ 奇数 lucky number 幸运数字 b. 数量 the number of + n. 的数量 eg. the number of students in our school has increased. 我们学校的学生数量已经增加。 eg. i have a number of letters to read. 我有许多信要看。 i have seen the movie a number of times. 那部电影我已经看过好多次了。 3. age a. 年龄 he and i are (of) the same age. 他与我同年级。 at the age of twenty 在20岁的时候 b. 时代
Module 4 Robots 单元分析 本模块由unit1Robots will do everything和unit2 Will it be windy in Beijing两个单元组成。分别向我们介绍怎样用‘will’谈论将来可能发生的事情；运用动词‘can ’描述能力；谈论将来的天气状况等等。解释‘rain’与‘rainy’的区别：‘rain’所指的是短时性的降雨，而‘rainy’的意思是“多雨的”，指的是一段时期内的气候特征。与它一样的还有‘snow’与‘snowy’的区别。 Unit 1 Robots will do everything. Teaching aims: It can walk . Robots will do everything. Teaching Importance and difficulties:How to use 'will'and'can'? Teaching tools:Recorder Teaching steps: step1: Warm up 1)Sing a song 2) On the board draw a robot (draw a square for the head, rectangle for the body, rectangles for the arms and legs, squares or rectangles for the eyes, nose and mouth on the head). 3)Then write 'It can...'under the picture. 4)Point to the robot and say,'This is a robot.'Have the students repeat the sentence .Then say, 'It can walk' and begin to walk around the class.Try to walk in a very awkward'robot'way.(do more example by pointing to the robobt and saying,'It can...'and then action.) 5) Now have individual students say something theythink the robot can do and you have to do the action. 6)Have pairs of students come to the front .Student Asays what the robot can do and StudentB does the action. You may want to write a list of suitable verbs on the board. Step 2: Learning and practising 1)Have the students look at the pictures.Ask questions in Chinese ,e.g. What is Sam looking at in picture 1? What is the robot doing in picture2? What has the robot done in the last picture? 2)Now say that you are goint to call out the names of different objects and people in the pictures and the students have to point to them. 3)Point and say Explain to the students that you are going to poin to the different pictures in Acitivity 3 and make statements about them . They have to tell you if they are true or false by calling out'True'or'False'.(do a lot
外研版英语八年级上册Module 10教案 Module10 The weather 一、教学内容：Unit 1 It might snow. 二、课型：Listening and speaking 三、教学目标： 1、能够正确使用下列单词和词组：cloud,shower, snow, storm, cloudy, rainy, snowy, sunny, windy, skate, thick, ice, joke,might, temperature, minus, degree, although, wet, terrible, wish, probably, comeon. 能正确使用下列句型：1.Are you joking? 2.Sounds great! 3.Me neither. https://www.doczj.com/doc/094921915.html,eon, better get going! 5.What’s the temperature? 6.It’s probably sunny and hot there. 7.Rainyweather is terrible! 8.Ilike sunny weather ,and I like snow as well. 9.What’s the weather like in America in winter? 2、能够听懂谈论天气的谈话并完成相关的听力任务。 4、能用有关天气的名词或形容词、情态动词及询问天气的句型谈论天气。 5、通过对本单元的学习，了解各种气象，培养学生爱护和保护环境良好品德。 教学重难点： 能够熟练运用有关天气的名词或形容词及情态动词谈论天气。 四、教学准备： 课堂整体运用任务型教学模式，培养学生独立自主的学习能力。本课指导学生通过听说获取信息，培养学生的听说技能。在教学过程中，采用多媒体手段辅助教学，利用各种图片、实物和习题任务贯穿整个教学过程。因此，本节课需准备：PPT课件、挂图、录音机、实物、课堂练习表格、奖品 五、教学过程： 教学 步骤 教师活动学生活动设计意图 Step On e Warming -up (3’)Warming-up 1. Have the students se e a flah:How is the weat her? 2．Free talk: “What’s the weather like today? Do you like cold weathe r? ” 1. See a flah:How is the we ather? 2. Free talks about weather. 让学生通过看 一个关于天气 的flash，进行 课前热身，从视 觉和听觉方面 刺激学生思维， 活跃了课堂气 氛。 以旧引新，先引 导学生进入新 的模块内容，训 练了学生的反 应的同时又引 入了新单词。 玩有关天气的
Module 4 A Social Survey-My Neighborhood Teaching aims: Enabling the students to 1. learn more words to describe their homes 2. grasp the main idea of the passage in reading and vocabulary. Teaching steps: 1. Introduction V ocabulary and writing Before opening the books, think about the neighbourhood you live in. Try to think out as many words as possible about buildings. stone, bricks, high-rise building, apartment, floor, storey… Turn to page 31. Read the words in Activity 1. Now tell me which words do you use to describe buildings? 2. Read about the homes of the two students. Tell us which one is more similar to yours. What kind of home do you like? Why? 3. Pay attention to the key language points: 1) sixteen-year-old Zhang Hua a five-storey apartment block the house is two storeys high 2) in the south of China
Module 1 How to learn English Unit 1 Let’s try to speak English as much as possible. 一、学习目标: A.单词和短语： pair, correct, spelling, word, practice, match, meaning, complete, sentence, dictionary, grammar, letter, look up, mistake, make a mistake, understand-understood, advice, should, possible, write down, notebook, forget-forgot, pronounce, aloud, radio, pronunciation, key, main, excellent, agree, agree with sb., vocabulary, ask for, improve, basic, time, advise, shy, conversation, quickly, natural, suggest, place B.交际用语： 1. Ready? 2. That’s a good idea. 3. What else? 4. Thanks a lot! 5. Excellent! 6. We should always speak English in class. 7. Let’s try to speak English as much as possible. 8. Why not write down the mistakes in our notebooks? 9. It’s a good idea to s pell and pronounce new words aloud. 10. How about listening to the radio? 11. It’s better not to translate. 12. It’s a good idea to check new words every day. 二. 教学目标 1. Function: Giving suggestions (English study) 2. Structure: Giving advice: 1) We/You sh ould… 2) Let’s try to… 3) Why not…? 4) It’s a good idea to… 5) How about…?
Module 8 Around town Unit1 How do I get to the Forbidden City?（1-4）教学设计 外研版八年级(上) 玉林市兴业县一中李雪红 一、教材分析: 本模块以出行旅游为话题，通过大量的语言材料集中展示了问路、指路、对某一区域进行描述的语言表达方式。本节课是本模块的第一课时，是一节听、说课，主要通过听、说、读、写来展开课堂活动，为学生提供了充足的体验和运用语言的机会。 二、学情分析： 学生在七年级已学过一些方位介词和问路的句子，这为学习本单元新知识奠定了基础。利用学生对学校周围环境比较熟悉这一特点作为切入点，引导学生深入探究、自主解决问题。 二、教学目标: （Teaching aims） 1、Knowledge Objects a. Key vocabulary ____ bank, market, supermarket, pool, swimming pool, square，structures, left, right, opposite, chairman, between, turn, corner, along b. Key structures ____ How do I get to…? Can you tell me the way to….? Go straight ahead. Go along…../Go across…. Turn left into…. It’s opposite…/on the corner of…/ between…and... 2.Ability Objects To understand the conversation of giving directions To understand the sentences telling positions To learn how to give directions 3.Moral Objects Students can help the others. 三、教学重、难点：学生能熟练运用本节课重点句型
Module 4 Fine Arts – Western, Chinese and Pop Arts Period 1 Introduction, Cultural Corner, Function Teaching Goals: 1. To arouse Ss’ interest in learning about arts; 2. To introduce the topic “Fine Arts – Western, Chinese and Pop Arts”; 3. To get Ss to learn some words to describe arts; 4. To get Ss to know something about Pablo Picasso; 5. To let Ss learn how to give opinions. Teaching Procedures: Step 1. Introduction Purpose: To arouse Ss’ interest in learning about arts. 1. Leading-in Show some pictures on the screen and ask some questions in order to arouse Ss’interest in learning about arts. (1) Are you interested in art? (2) Do you like traditional Chinese art using brush and ink? (3) Can you name the artists of the following pictures? Do you know other famous artists at home and abroad? Suggested Answers: (1)Various answers are acceptable. (2) Various answers are acceptable. (3) The artists of the four pictures are: ① Da Vinci ② Da Vinci ③ Xu Beihong ④ Qi Bais; Other famous artists are, for example, Zhang daqian, Pablo Picasso, Vincent van Gogh and Roy Lichtenstein. 2. Pair Work (1)Introduce some new words by showing some pictures. (2) Ask Ss the following question: These two paints bellow are about ① . Suggested Answers:
教案 Module 11 Way of life. Unit 1 In China ,we open agift later. 第49、50课时 【学习目标】 1、（知识与技能）：1. 学习本单元的新词汇及短语，掌握它们的基本含义及用法。 2. 学习理解情态动词can，must ,need,can’t,mustn’t,needn’t的用法。 2、（过程与方法）：通过自主学习和小组合作，能够听懂并描述不同国家生活方式的话题。 3、（情感、态度与价值观）激情投入，阳光展示，了解不同国家的生活方式。 【重点难点】 学习重点：Key vocabulary, Key stryctures 学习难点：How to enable the students to use new words and infinitives. 情态动词can，must,need,c an’t,mustn’t,needn’t的用法。 【学法指导】课前在熟读单词与短文的基础上认真完成自主学习内容并能把重点单词短语熟记于
Module 11 Way of life. Unit2 In England, you usuallydrink tea with milk. 第51、52课时 【学习目标】 1、（知识与技能）：掌握本单元的重点词汇短语、句型。 2、（过程与方法）：通过阅读文章及小组合作，学会理解文章大意和提取细节信息的方法。 3、（情感、态度与价值观）能了解一些英国的传统习俗，在短文中获取有效信息。让学生了解不同的国家有不同的传统习惯，要尊重文化差异。 【重点难点】 学习重点：Key vocabulary, Key stryctures 学习难点：How to enable the students to use new words and infinitives. 情态动词can，must,need,can’t,mustn’t,needn’t的用法。 【学法指导】课前在熟读单词与短文的基础上认真完成自主学习内容并能把重点单词短语熟记于
Module 4 Home alone 【教材分析】 Module 4的主要内容为运用让步状语从句和结果状语从句来描述自己单独在家的经历。从全书来看，本模块承接上一模块对状语从句的学习和运用，内容有层次的展开，学生容易接受。 Unit 1 I can look after myself, although it won’t be easy for me. 【教学目标】 Knowledge objective 词汇和短语: platform, meeting, miss, shut, lock, simple, anybody, clock, ring, passenger, address, text, text message, couple, a couple of 结果状语从句 Ability objective 能听懂和阅读关于介绍单独在家经历的语言材料，能通过相关词汇和图片描述自己和他人单独在家的经历；能编写关于独自在家的对话。 Moral objective 学会倾听他人独自在家的经历，理解他人的喜怒哀乐；养成关心、帮助他人的良好品质。【教学重点】 结果状语从句和让步状语从句。 【教学方法】 PWP method, task-based method and interactive approach 【教学手段】 A tape recorder, multimedia and some pictures 【教学过程】 Teaching Procedures: Step 1 Warming up What do you usually do to look after yourself when you are at home alone? Step 2 Presentation The teacher shows the pictures of new words or expressions and let the students to say as quickly as possible. Step 3 Work in pairs. Talk about the picture
英语2外研版module4教案：第4-5课时 Periods4：Writing Teaching aims： To enable the students to learn about the structure of a typical paragraph, what is a topic sentence and how to develop a paragraph.. Skill objectives: To enable the students to write a passage containing a topic sentence. To enable the students to have ability to enjoy the process of writing. Teaching important points： To enable the students to write a passage containing a topic sentence. Teaching procedures: Step1. Pre-writing First I’ll present a typical paragraph on the screen and analyze it, pointing out the structure of the paragraph. And then define the topic sentence. The topic sentence(主题句): We all know that cigarette smoking is a dangerous habit，because it causes health problems． Supporting sentences(拓展句): 1) Doctors say it can be a direct cause of cancer of the lungs and throat and can also contribute to cancer of other organs. 2) In addition, it can bring about other health problems such as heart and lung diseases. The concluding sentence(结论句): It is clearly known as one of the chief causes of death in our society． 段落中的主题句（topic sentence）是全段的统领，它说明段落的中心思想和作者写作的目的。段落的其余句子必须与主题句密切相关，共同阐明、证实主题句。因此，主题句具有概括性，支配段落中其他各句的走句。有时，段落中没有结论句。 Step2. While-writing ⑴After making sure students know what a topic sentence is, what the structure of a paragraph is, I’ll let them in pairs identify the topic sentences in paragraphs on the students learning plan. Meanwhile, remind students that sometimes topic sentences lies at the end of a paragraph, or even in the middle of a paragraph. Exercise One: Read the following paragraphs and underline the topic sentence. 1)But no matter what it is called, all polyester has certain good points. It does not wrinkle easily. It dries quickly after it is washed. It holds its shape. It is strong and keeps its colors well. 2)Names usually have origins, especially for Indians. Indians with distinctive physical characteristics, might be given names such as Big Foot or Crooked Leg. If there had been a big storm on the day of a baby’s birth, the baby might have been named Thundercloud. Grey Eagle, Red-Dog, Big Bear, and Spotted Wolf are examples of Indian names after animals. 3) Electric products are closely connected with our lives. Electric alarm clocks and music pouring from our radio awaken us; we brush our teeth with an electric toothbrush, and shave with an electric razor. We read today’s headlines from newspapers printed on huge electric presses, and we write a letter on our electric typewriter before leaving for work to operate a computer and word processor.