m8u2牛津Module 8Unit 2 The universal languagePeriod 1 Welcome to the unitTeaching aims:After this lesson, students will be able to tell different types of music and musical instruments and they will also be able to talk about their favorite kind of music andfamous musicians.Teaching Aids:Multi-media,PPT, blackboardTeaching procedures:Step 1 Brainstorming1. Show students a picture of people from different countries and ask them how theycan communicate with each other.How do people from different countries communicate with each other?(They canspeak English since it is a language used widely in the world. They can drawpictures to get their ideas across. They can also use body language to show theirfeelings.)2. Get students to focus on t he topic of the unit “The Universal language”.If a language can be understood by all the people in the world, it is a universallanguage. So is English a universal language?(No, not everyone in the world canspeak and understand English.)What about pictures? Are they universal? (Yes. A picture can be appreciated bypeople all over the world.)Is body language also universal? (Yes, body language is more or less the samethroughout the world. It is a very effective way for people speaking differentlanguages to communicate with each other.)3. Draw students’ attention to the unit topic—music.There is also another kind of language which is universal. That is music. Why do wesay so? (Because people all over the world can understand music)Prepare the students with vocabulary related to music. Have them brainstorm anyword related to the kind of music, people related to music and musical instruments.Kinds of music: classical music, pop music, folk music, swing music, blues, jazz,rock and roll, rap, opera …People related to music: musician, singer, composer, pianist, violinist …Musical instruments: guitar, piano, violin, drum … Step 2 Free discussionHave the students talk about the following topics.1. Do you like to listen to music? What is your favorite kind of music? And why?(I likeclassical music very much. It uses orchestras and many instruments cooperating tocreate music together. You can hear things played on instruments from all of the different families. Also, classical music tends to be slower, so it makes me feel calm when I listen to it.)2. Do you know of any famous musicians?What do you know about them?(Themusician I like very much is Jay Chou. He sings about broken heart, urban stress and young dreams. He expresses his experiences, feelings and personality into his music, which attracts young people who have similar thoughts.)3. Have you ever watched an opera? What do you know about Chinese and Westernopera? (Yes. I watched Chinese operas with my grandfather when I was young. A Chinese opera performance includes elements like dance, dialogue, swordplay and acrobatics. The music instruments used for Chinese opera include gongs, cymbals, drums and stringed instruments. A character’s age, gender and personality areshown through the makeup, movements, props and color costumes. In comparison, Western opera puts greater emphasis on music and design, conveying a story through singing and dancing.)Step 3 Sharing information1. Picture of Mei LanfangDo you know who this person is? (The great Chinese Opera master Mei Lanfang.) He once gave several successful performances in the United States. How could they be so successful? (A character’s age, gender and personality are shown through the makeup, movements, props and color costumes. They are universal. People all over the world can understand them.)2. Picture of Louis ArmstrongDo you know who he is? (Louis Armstrong. He is one of the most famous jazz musicians in the United States.)What do you know about jazz?For example, when and where did it start? (It first started in the late 19th century in the United States.)3. Picture of PaganiniDo you know who he is? (Paganini, the famous violinist.)What kind of musical instrument violin is? (The violin belongs to the string family.It is made of wood and uses steel strings. A violinist uses a bow pulled across the strings to create beautiful music.)4. Picture of BeethovenWho do you think the man in the picture is? What do you know about him? (He is Beethoven, a famous pianist and composer from Germany.)What do you know about the piano? (The piano belongs to the percussion family of instrument. It consists of a keyboard attached to a wooden box, inside of which are metal strings. A piano is played by pressing the keys.)Step 4 Homework1. Write a short passage about your favourite musician.2. Preview the reading.Feedback:Period 2 Reading (1)Teaching aims:After this lesson, students will be able to read a review of an opera.Teaching Aids:Multi-media, PPT, blackboardTeaching procedures:Step 1 Lead-in1. Show the students a picture of Zhang Yimou. And ask them the following questions. Who is the person in the picture? What does he do?(Zhang Yimou. He is a famous director in China and also in the world.)What has he directed? (Bid for the 29th Olympic Games in Beijing, the opening ceremony and the closing ceremony of the 29th Olympic Games, for which he won the title of “The figures that move China in 2008”.)Can you name some of his movies? (Raise the red lantern; Curse of the golden flower…)Who played in his movie Curse of the golden flower?(Gong Li, Jay Chou, Chou Runfa starred in the movie. Or we can also say that Zhang Yimou cast them in the movie. )2. Introduce the style of writing to the student.If you want to watch one of Zhang’s movies and you don’t know if it is a good oneor not, where can you find the information you want? (Ask your friends for opinionsor you can also read a film review.)What is a review? (A review is a report in a newspaper or magazine in which sb. gives their opinion of a book, play, film, etc.)So what do you expect to read in an opera review? (Some background information,…)the plot of an opera, who stars in the opera and what people think of the operaStep 2 SkimmingRead the opera as quickly as possible and find out what it is about. What aspects of information can you find in the review? Were your guesses right?(It is an opera review about T urandot staged in the Forbidden City. We can find some background information, the plot of an opera, who stars in the opera and what people think of the opera in the reading.)Step 3 Detailed ReadingTask1: Divide the passage into 4 parts and find out the main idea of each part.Part 1 (Para 1): Background informationPart 2 (Para 2-7): The plotPart 3 (Para 8): Other information about the operaPart 4 (Para 9): EvaluationTask 2Read the passage again to find out some detailed information.Writer: Giacomo PucciniMain characters: Turandot— a Chinese princess; Calaf— prince; Liu—Calaf’s father’s young slaveSetting:the Forbidden CityPlot: The story takes on the classic love triangle of the three main characters Turandot, Calaf and Liu. Liu loves Calaf, but Calaf has fallen in love with Turandot. Because Turandot does not want to get married, she declares that anyone who wants to marry her must answer her three questions. If the one cannot answer these questions, he will be killed.Director:Zhang YimouConductor:Zubin MehtaActors and actresses:Sharon Sweet; Barbara Hendricks; Kristjan JohannssonTask3 Read Paragraphs 4-6 and put the events of the story in the correct order.( 5 ) Prince Calaf manages to answer the riddles.( 3 ) However, Liu, the slave girl, expresses her love for Calaf.( 7 ) Princess Turandot has Liu beaten, and Liu kills herself.( 2 ) Prince Calaf sees the princess and falls in love with her.( 1 ) A prince is killed as he cannot answer the princess’s riddles. ( 8 ) The prince wins the princess’s heart with a kiss.( 4 ) Calaf says he will solve the riddles and marry Turandot.( 6 ) Princess Turandot is so upset that Prince Calaf says she does not have to marry him if she can guess his name.Task4 Find out the words that reflect the writer’s opinion about the opera. splendid; greatest; beautifully-sung; excellent; wonderful; amazingStep 4 HomeworkWork in pairs.Suppose one of you have watched Turandot. Your partner is asking you about thebasic information about the opera. Make up a dialogue between the two.Feedback:Period 3 Reading(2)Teaching aims:After this lesson, students will be able to know meaning of some of the wordsand phrases and how to use them.Teaching Aids:Multi-media,PPT, blackboardTeaching procedures:Step 1 RevisionAsk students questions about the opera Turandot, mainly focusing on the mainaspects of the play.1. Where does the story happen?2. Who are the main characters?3. What is Calaf like?4. What is Turandot like?5. How does Turandot’s father find the deaths of many men?6. What happens when Calaf rec ites the answers to Turandot’s questions correctly?Step 2 Language learningopera singers were cast in this production, and many great1. Some of the world’sChinese musicians also participated.Cast—to choose which people will act particular parts in a play, film etc.Peter was expected to be cast alongside Douglas in the new film.2. He liked East Asia very much and also wrote Madam Butterfly, which is set inJapan.be set in—if a film, play, story etc. is set in a particular place or period, the actiontakes place thereThe novel is set in France.3. Those who cannot answer all three riddles, however, will be condemned to death.be condemned to death—to give someone a severe punishment after deciding theyare guilty of a crimeHe was found guilty and condemned to death.4. This means that few men would dare to ask for her hand in marriage.ask for one’s hand in marriage—ask sb. to get marriedAfter they fell in love with each other for nine years, John asked for Mary’s hand in marriage.5. However, although he would like to, he cannot b reak his promise and must allowTurandot to do as she wishes.—not keep one’s promisebreak one’s promiseThe government failed to keep its promise of lower taxes.= The government broke its promise.Have you ever broken your promise? When was that?6-7. Shortly afterwards, another prince, Calaf, falls in love with Turandot at first sight and decides to solve the riddles so that he can marry her.The report claims that when women fall in love, they tend to eat more.They meet and fall in love with each other during the Second World War.At first sight these deals might not appear to have much to do with each other.8.The story then takes on a classic love triangle between Calaf, Turandot and Liu.take on—to begin to have a particular quality, appearance, etc.After years of reform and opening-up policy, our country __________________When the Prime Minister began to talk about the economic situations in the country, his voice ____________________.u, and demands that they tell her Calaf’s 9. so Turandot seiz es Calaf’s father and Liname or they will be beaten.demand to know/see/have etc. somethings going on.I demand to know what’demand thatThey demanded that the military government free all political prisoners.demand something of somebodyIt seemed that no matter what she did, more was demanded of her.“Where are you going?” she demanded angrily.10. Liu claims that she alone knows the name, but resists telling her because sheloves him.resist—to stop yourself from having something that you like very muchcannot resist (doing) somethingt resist chocolate.I just can’She can never resist buying new shoes.It is hard/difficult/impossible to resist somethings hard to resist an invitation like that.It’resist the temptation/urge to do somethingShe r esisted the temptation to laugh.11. Calaf scolds Turandot for not being more merciful.scold sb. for doing sth.Don’t scold her for being silly.12. … it has been transformed into the spot for a beautiful and sad love story. transform—to completely change the appearance or character of sth, esp. so that itis better.The company h as been transformed from a family business to a multi-million-pound one.Is there an event that has transformed your life?Pieces of Titanic were transformed into luxury watches.Step 3 PracticeWrite a short story within 80 words, using five of the new words and expressions.Step 4 Homework1. Review what has been learned in today’s class.2. Finish the exercises on Page107.Feedback:Period 4 Grammar and usageTeaching aims:After learning this part, the students will be able to know when to use ellipsis and howto use it correctly.Teaching Aids:Multi-media,PPT, blackboardTeaching procedures:Step 1 The introduction of ellipsisShow 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.(You) 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 usedHave students read each of the sentences and talk about in what situations words can be left out.—Have 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 liketo, he cannot break his promise.Puccini wrote Turandot and (he also wrote) M adam 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 stylesIn some special styles of ellipsis, words are left out to save space and time. These include signs 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:These are bright ideas.Postcards:I wish you were here.Step 4 PracticeShow students some complete sentences and have the students rewrite them using ellipsis.Rewrite 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.back.8. Father will come back, but I don’t know when he will come9. —What do you think 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 HomeworkFinish C1 and C2 on page 109.Feedback：Period5 TaskTeaching aims:After learning Task, the students will be able to know how to get important facts about people’s livesand how to write a life story about a famous composer. Teaching Aids:Multi-media,PPT, blackboardTeaching procedures:Step 1 Lead-inBefore teaching, teacher will have to ask the students to work in groups and get information about famous classical music composers. Their introductions must include personal information (i.e. birth/death dates, nationality, etc.) and achievements and their family. The students have to be ready for the presentation in class. PPT and other computer facilities are welcome to be used by the students.Step 2 RevisionTeacher asks the students if they know any famous operas and where can be the best the play to enjoy them.Teacher asks questions about Turandot that the students have learned in the Reading part. Questions can be usedAccording to the writer, where did she watch T urandot?Who is the writer?When did she watch it?What is the opera about?Who wrote the opera?Why did he write the opera about an ancient Chinese princess?While the students are giving answers, draw their attention to the way people tell time and place in English.Step 3 Listening skillsTeacher draws a conclusion about the way people list facts about events and asks the students to think about what facts about people are important.Teacher uses Puccini as an example to show the students the way to talk about facts about people.Teacher asks the students to think about what questions can be used when one wants to find more about others and shows Skill Building 2 on page 28 to help the studentsif they find it difficult.Step 4 ListeningTeacher asks the students to listen to the instructions and fill in the blanks after listening. —Slide 10 Teacher asks what preparation the students need to make for a music festival and asks them to present what they’ve found about world-famous classical music composers group by group. —After the presentation, the teacher shows the images of Mozart, Tchaikovsky and Paul Simon and asks for the differences.Step 5 Fill in blanksTeacher asks the students to estimate what for each of the blanks before listening with the knowledge they’ve got about these three composers.Teacher shows the answers part by part by asking some questions after listening to see if the students totally understand.Teacher asks the students to read the three introductions about the composers on page 27 and use the information to fill in the rest of the blanks.Step 6 ActivityTeacher asks what an exhibition board will be like and stimulates the students tothink about what an exhibition board about a famous composer will be like.What will an exhibition board be like??Name?attractive pictures?his/her life story?Birth or death date?Achievements in the right time orderTeacher uses Mozart as an example to ask the students to talk about him in three aspects, early life, achievements and family.Things to find out MozartBorn (when and where)Died (when and where)special things: when theywrote/recorded their first piece ofmusicpeople/things that influenced themnames of their most famous worksTeacher shows the students how to write a life story by providing them key words and connections.The life of a famous composer: Wolfgang Amadeus Mozart (1756-1791)Early lifeBorn on 27 Jan. 1756, in Austria, Mozart showed remarkable talent in music. AchievementsHis father was a successful composer and served as his first musical tutor.At the age of five, Mozart started writing classical music.He composed classical music and had his first piece of music published in 1964.He composed his first opera at the age of twelve in 1768.Mozart’s greatestmusical success was The Marriage of Figaro.Don Giovanni, another successful opera he wrote in 1787.The Magic Flute, written in 1791, just before he died later the same year.FamilyIn 1782, Mozart married Constanze Weber who was Germany.Step 7 HomeworkWrite the life story of a composer.Feedback:Period 6 ProjectTeaching aims:After learning the article, the students will be able to know some basic ideas about different styles of music and the development of music. They are expected to take this article as an example to do some research on a singer or a band to make a web page by working together.Teaching Aids:Multi-media ,PPT, blackboardTeaching procedures:Step 1 Lead inShow title and lead in: how many types of music do you know in the world?Step 2 Fast readingAsk students to read the article and find answers to the question.Q: How many kinds of music are mentioned in the passage??Jazz?R & B?Rock & Roll?Pop musicStep 3 Careful readingRead the passage carefully and deal with the following part. (PPT7)Time Types ofmusicOrigin RepresentativeEarly Jazz Folk songs of blackAmericansLouis Armstrong(1930s-1950s) R & B Bill Haley and theComets1950s Rock & roll Develop from R&B Big Joe Turner/Elvis Presley1960s Pop music The BeatlesStep 4 ConsolidationFocus on each part and find out descriptions of the representatives.1) Louis Armstrong is the founding father of jazz. His strength lies in that hecould improvise while he was playing it.2) Bill Haley and the Comets, a white band, and became a hit on the pop charts.They then recorded “Rock Around the Clock”, which became the number one hit of 1955. “Rock Around the Clock” caused rock music to be recognized as its own, separate style, and made it popular around the world.3) Big Joe Turner was a black American singer. He released his 1st R & R songcalled Shake, rattle & roll in 1954.?He didn’t achieve fame mainly due to racial discrimination.4) Ask and answer questions:?Who discovered E lvis Presley?? A music promoter from Memphis, Tennessee.?Out of what purpose??Because of the prejudice and racial discrimination of the time?How to understand “he turned out to be the answer to Philip’s prayer”??He is the best choice for Philip.?What did Elvis Presley turn out to be??The most popular music star in the world.5) the Beatles: true or false?1. The Beatles broke up in 1970, but they are still very popular.2. Beatlemania is actually some kind of mental illness.3. In 1965, the Beatles held a concert in USA that was attended by approximately55,000 people.Step 5 DiscussionHelp students understand the structure of the text.?How to research and what to research about a singer or a band? Think of some questions:?When was the band founded and how??What musical instrument do they use??What songs do they sing? How about their style??Where do they perform?Step 6 Work in groups and make a plan?Planning--Work in small groups and decide which singer or band to focus on.?Preparing--Find as much information as you can either from a book, a magazine or from the internet.?Producing --make your webpage?Presenting--Present your webpage to the class. Paste it on the board.Step 7 Homework1) Review what has been learned in today’s class.2) Finish the exercise on Page 108.Feedback：。
