牛津译林版高中英语选修模块八 选修模块8Unit2 Grammar教案-新版

高中英语 M8 Unit2 Grammar学案1 牛津译林版选修8U2 The universal language---Grammar知识技能与目标：To help students use ellipses properly、教学重点：To help students understand in what situations we can useellipses 教学难点：To help students understand in what situations we can use ellipses、、【教学过程】StepI 学生课前思考：1、什么时候用省略？_____________________________。

2、如何把下列省略句中的省略部分补充出来？1）…、although he would like to ,he can’t break his promise 、_________2)In order to avoid marriage, she says that any potential husband must answer three riddles correctly or die、 _________3)Write a review of the opera 、________4)---Get up、Alice, why didn’t you come yesterday? Don’t forget to come to my birthday party tomorrow、 Do you have anything to say for yourselves? Susan, will you please go and empty that drawer? Did youvisit the museum last week? Is your mother going to the supermarket？She may not be free today、— ______，we’ll have to put the meeting off、A、 If mayB、 If notC、 If she may notD、 If she may not be free today17、 She hurriedly left the room as if __ ____、A、 she angryB、 was angryC、 it was angryD、 angry。

class was over) 他要在下课前离开，但我告诉他不要那样做。

6.在疑问词后的省略who, which, when, where, why, how, what等疑问词在引导从句时，其后的成分如与句子中出现的成分相同，往往可以省去。

如：Someone has cleaned the classroom, but I don’t know who.(=who has cleaned the classroom)有人打扫了教室，但我并不知道是谁。

They are going abroad soon, but I don’t know when.(=when they are going abroad)他们不久就要出国了，但我不知道具体时间。

7.在复合句中的省略复合句中某些成分省略的情形也是很多的。

在回答问题时我们常这样说：1）—Can you come with your husband this afternoon?今天下午你和你丈夫能一道来吗？—I am afraid not.恐怕不能。

（=I am afraid that I can not come with my husband this afternoon.) 2）—Shall I make a copy of it?我是否复制一份？—Yes, if time permits.是的。

如时间容许，请复制一份。

（Yes, please make a copy of it if time permits.）8.有时“so”可用来代替一个从句，或从句的一部分，而把这一部分省略。

如：1）—Is he coming back tonight?他是否今晚回来？—I guess so. 我想是这样。

（代替He is coming back tonight.）2)—She may not be free today. 她今天下午可能没时间。

—If so, we’ll have to put th e meeting off. 如果那样的话，我们必须把会议推迟。

8Unit2 Word Power教案Period Three Word powerTeaching Aims:1.Learn to read a passage of something about an orchestra and instruments used in anorchestra.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 theworld?Step 3 Vocabulary learning1.Read the web page in Part A carefully, and then complete the following chartwritten 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 Homework。

Unit2 Grammar and usageTeaching AimsClarify the concepts of the past tenses and the future tenses.Teaching Important PointsLearn more knowledge about the above two tenses.Teaching Difficult PointsUse the above two tenses appropriately in certain contexts.Teaching ProceduresStep 1 Revision of the past tensesStep 2 Application省略是英语中的一种避免重复，突出关键词语，并使上下文紧密连接的语法手段。

原则是既不损害语法结构，同时又不能产生歧义。

1．不使用替代词的省略。

1) 省略主语。

I have done more than (what) is required. 我已经做的比该做的多了。

(You) Open the window and the door for me, please. 请替我打开窗户和门。

2) 省略主谓语或主谓语的一部分。

Why (do) not (you) say goodbye to your lovely cousin?为什么不和你可爱的表弟说再见呢？(Are you) Ready? Try to answer these questions in your own words.准备好了吗？用你们自己的话来回答这些问题。

3) 省略宾语。

—Which of them is better? 它们中哪个更好？—Well, it is hard to tell (which of them is better). 嗯，这很难说。

4) 省略表语。

—Are you hungry? 你饿吗？—Yes, I am (hungry). 是的，我饿了。

牛津版选修8Unit2 Task教案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 theiranswers by presentation.Skills building 2: finding out about people’s livesSometimes you need to find out a bout 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 thenwrite 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.。

Unit 2 The Universal LanguageGrammar and usageTeaching aims:After learning this part, the students will be able to know when to use ellipsis and how to use it correctly.Teaching procedures:Step 1 The introduction of ellipsis (PPT4—5)Show a sentence from the passage and introduce the concept of ellipsis to the students.Give some examples and ask students if there are some words that are left out in the sentences.(You) Come here, please.(Y ou) Tell me who the director is, please.(You) Write a review of the opera.We often use ellipsis in imperative sentences.Step 2 Finding out the different situations in which ellipsis is used (PPT6—10) Have students read each of the sentences and talk about in what situations words can be left out.—H ave you seen this opera?—Yes, I have (seen it).— Will the performance be put off till next week?— I hope (it will) not (be put off till next week). We also use ellipsis in short responses.—When will they arrive?—In about two hours.—Could you water the plants for me?—What about (watering them) after I finish my homework?The emperor finds the deaths of so many men disturbing, and although he would like to, he cannot break his promise.Puccini wrote Turandot and (he also wrote) Madam Butterfly.We can use ellipsis in two clauses with the same pattern and the same verb.The actor was born in 1961, and his wife in 1964.Step3 The introduction of the use of ellipsis in other different styles (PPT11—16) In some special styles of ellipsis, words are left out to save space and time. These include sign s and labels, newspaper headlines, instructions, postcards and diaries, notes, etc.Signs:No smoking is allowed here.This is a one-way street.Instructions:Put this side up, please.Please handle this with care.Headlines:Houses destroyed in weekend stormsMayor says he won’t quit.The mayor says he won’t quit.Notes:The se are bright ideas.Postcards:I wish you were here.Step 4 Show students some complete sentences and have the students rewrite them using ellipsis. (PPT17—19)ExerciseRewrite the following sentences with ellipses.1. What about some more coffee for you?2. Why do you get so upset?3. Why do you not do it at once?4. It’s a pity you didn’t get the chance.5. —Shall I go to play badminton?—If you like, you can go to play badminton.6. —When could I start the work?—You may start the work whenever you like.7. Please pass me one of these oranges,I don’t care which one you pass me.8. Father will come back, but I don’t know when he will come back.9. —What do you thin k about the opera?—I think it is wonderful.10. —Will we be late?—I’m afraid we will be late.11. Shirley will go if Rose will go.12. You can ask me questions if there are any questions that arise.13. I would have come yesterday if I had wanted to.14. When you are crossing the road, you must be careful.15. Unless I am invited, I won’t go.Step 5 Activ ity (PPT20)Have students work in groups and write some sentences with ellipsis, and then classify them into different groups.。

Unit 2The universal languageTask---教案Teaching Aims:1. Teach students to learn how to listen for facts about people2. Teach students to learn how to find out about people’s livesStep 1: Leading-inIn this section , you will learn:1.How to listen for facts about people.2.How to find out about people’s lives.3.How to write someone’s biography.Give some pictures and ask them to think about what information they want know about the stars. When we are listening for facts about people, there are certain things that we need to listen for.1.Dates (when they were born and died).2.Places (where they were born or died).3.Specific things that they did in their life (This includes dates and places such as when andwhere they got married or had a child, ect.).rmation about why they did something and who or what influenced them.Step 2: First listeningListen to Part A and complete the notes on P26.Step 3: Second listening1. Have students to listen to Part B and fill in the blanks as many as possible.2. Play the tape a second time and stop after each answer or sentence.Step 4. ReadingAsk the students to read the information about the three famous composers in Part C and then complete the chart in Part B.Step 5. Asking for further informationHave students work in pairs to do role-play activity. One asks questions and the other answers them using the question above and the prompts below. Switch roles when they finish.●Use the questions above and prompts below to do the role-play activity. Switch roles.●Born in Salzburg.●Sister named Maria Anna.●Another successful opera was Don Giovanni, written in 1878.●Married Constanze Weber from Germany.●The Marriage of Figaro written in 1786.●Composed his last three symphonies/´simfəni/ in less than 7 weeks in the summer of 1788.●Died in Vienna.Conclude:●When and where was Mozart born?●What style of music did he compose?●When did he write his first piece of music?●What famous works did he write?●When and where did he die?●Step 6:Useful expressions:1.At the age of2.Develop his interest in3.Make friends with4.Split up5.Transatlantic voyage6.Get married to sb=marry sbStep 7: HomeworkPreview Project。

和。

交朋友_________________________流行歌曲排行榜___________________扎根与。

之中______________________摇滚乐_________________________种族歧视____________________________发财，赚钱_________________________中断，打断______________________征招。

入伍_________________________解散，分手_______________________课中合作探究：展示导思（25分钟）1.decline n.减少；下降；衰落vi.衰弱；衰退；谢绝The number of the wild animals begins to decline because of the destruction of the 由于森林被破坏，野生动物的数量开始下降。

We invited them to dinner but they declined. 我们请他们赴宴但他们婉言谢绝了。

Her health was declining rapidly. 她的健康状况迅速恶化。

decline in sth.在……方面下降fall into a decline开始衰落decline to do sth.拒绝干……be in decline 在下滑；在衰退1）Industry in Britain__________________________(一直在走下坡路)since the 1970s.(2)The glory of the ancient Rome_______________________________(起初开始衰落，最后消失了2.pray v.祈祷；祷告；企盼；盼望prayer n.祈祷；祈求；愿望Let me pray我向上帝为你祈祷。

He prayed他祈求宽恕。

牛津版选修8Unit2 Reading教案Teaching 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 st udents’ 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 orideas 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 C1 Answers: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 vt witness 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 sto ry 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 Homework。

牛津版选修8Unit2 Project教案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 qu estions. 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.。

Module 8 unit 2 The universal languageThe first period Welcome to the unitThe general idea of this periodFour pictures are designed to point out the theme of this unit: music, the universal language. The questions for discussion can improve students’ speaking ability and can arouse students’ interests for music and discussion.Teaching 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-inT: Hello, everyone. In last unit, we have learned the written world. Surely written language is very important, but do you know the existence of a universal language? Do you know the meaning of universal?S: …T: A universal language is a language that can be understood by people all over the world. Can you guess what it is? Can it be Chinese? Why or why not?S: No….T: What is the most widely used language in the world? Is it a universal language? Why or why not? S: No….You are right. So today we are going to learn something about music, the universal language.I. 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 page 17. Then ask some questions about each picture.Picture 1What are the people doing in the picture?What do you know about jazz?Do you know any famous jazz musician?What does jazz music sound like to you?Picture 2What are the people doing in this picture?What is Chinese opera?What does Chinese opera sound like?Do you know any famous Chinese opera performers?Picture 3What is the girl doing in this picture?What do you know about the violin?Do you know any famous violinists?Picture 4What is the girl doing in this picture?What do you know about the piano?Do you know any famous pianists?Step III. Enjoy some music and ask the students to tell what kind of music they are.Step IV. Make up a dialogue.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.。

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。

牛津版选修8Unit2 Task教案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 listenfor. 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 aswhen 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 practicaluse,suchasnotetaking.Theteachershouldberesponsibleforthespeedoftherecording and make sure the student can finally understand the text as a whole. Afterthe teacher can check the answers with the students.Step 3 Table fill-inInthissection,thestudentsfirstarerequiredtogothroughthreepassagesonp27.Since during the listening we have just finished part of the exercise, theteacher candesign a skimming and scanning practice here, asking the students to find the relevantinformationofthetableprovidedonP26.Andlateraskthestudentstochecktheiranswers by presentation.Skills building 2: finding out about people’s livesSometimes youneedtofindoutaboutpeople’slives.Youcanstartbyaskingthefollowi ng 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 skillsbuildings 2. The teacher can encourage the students to pracise their spoken languageduringthispart,andlatertheteachercanalsoprovidethesampleanswerstothest udents.Skills building 3:writing s omeone’s life storyWhen writing someone’s life story on an exhibition board, you need to:1.Startwithhis/hernameasalittlewiththedatesofhis/herbirthanddeathunderneath .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 theyhaveto collect some facts about the composers, find out about people’s lives and thenwrite someone’s lifestory. The teacher first of all should remind the students of thesesteps and then give some instructions to the students.If it is needed, the teacher canalso give the students a sample writing to show how they are supposed to phrase theirarticle.Step 4 HomeworkPrepare for next period.。

牛津版选修8Unit2 Welcome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.。

M8U2 The universal language- grammar学案省略第一部分：重点讲解省略是英语中的一种避免重复，突出关键词语，并使上下文紧密连接的语法手段。

英语中，省略的原则是既不损害语法结构，同时又不能产生歧义。

1．不使用替代词的省略(1) 省略主语I have done more than (what ) is required.(You) Open the window and the door for me, please.(2) 省略主谓语或主谓语的一部分Why (do) not (you) say goodbye to your lovely cousin ?(Are you ) Ready ?Try to answer these questions in your own words.(3) 省略宾语---Which of them is better ?---Well, it is hard to tell (which of them is better).(4) 省略表语---Are you hungry ?---Yes, I am (hungry).(5) 省略所有格后面的名词Jack and his sister stayed in his uncle’s(home) during the summer vacation.The girl’s handwriting is much better than his brother’s (handwriting).(6) 省略定语从句中的关系代词关系代词that, which, whom在定语从句中作宾语时通常都可以省略。

如：The book (that) he bought last week is written by Guo Jingming.Here is the wonderful book (which )I have read many times.The man (whom) you had said hello to was my English teacher.(7) 不定式中的省略a 英语中为避免重复，经常省略上下文已提到的动词原形，只保留不定式中的小品词to；这类动词有：expect, forget, hope, intend, mean, prefer, refuse, try, want, wish, would like和love等。