Unit 5[上学期]
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Unit 5 Rhythm
Unit objectives
Draw students' attention to the unit objectives at the top of the page. Ask them which they expect to find the most difficult and which they expect to find the easiest. At the end of the unit, students can see if their predictions were correct.
Resource used
Cassette. Video tapes of Beijing Opera
Background
Classical when we think of 'Classical Music', we often refer to any music played by an orchestra or any opera music. However, when studying music history, the word 'Classical' refers to the music written between 1750 and 1820.
Jazz referred to as 'America's classical music', is one of North America's oldest and most celebrated musical genres. The history of jazz can be traced back to the Unites States in the early part of the 20th century. From Ragtime and Blues to Big Band and Bebop, jazz has been a part of a proud African American tradition for over 100 years. A strong rhythmic under-structure, blue notes, solos, 'call-and-response' patterns, and improvisation of melody all characterize jazz music.
‘Disco' dancing became popular after the film Saturday Night Fever, starring John Travolta, came out in 1977.
Samba originated in Brazil. It was and is danced as a festival dance during the street festivals and celebrations. First introduced in the U.S in a Broadway play called"Street Carnival" in the late twenties. The festive style and mood of the dance has kept it alive and popular to this day. Samba is a fun dance that fits most of today's popular music.
Warm up
Exercise 1
Those students who are keen on music and dance can explain any words that others in the class may not know.
■ Students look at the photos and Key Words and identify classical, jazz and ballet.
■ In groups, students discuss other kinds of music and dance and add words to the Key Words.
Exercise 2
■ Students listen to the four extracts on the cassette and match them to the types of performances.
■ Students exchange views and see if they share the same opinion.
■ Play the cassette again and make sure students distinguish rhythm better.
Answers
1 Ballet 2 Rock 'n' Roll 3 Beijing Opera 4 Folk Dancing
Tapescript
1 You can see the rhythm in the movements of the dancer. The music is European classical music. It is very beautiful and so are the dancers. Russian dancers are famous for their skills in this art form.
2 This kind of music is popular with young people all over the world. The rhythm is fast and exciting, and the music is famous for being very noisy. Usually electric guitars play a big role in this kind of music.
3 In this historical art form, traditional music and singing are used to tell a story on stage. The rhythm plays a part in telling the story. It can get faster and louder, or make sudden stops to go with the action.
4 Often this form of dancing is a group activity and so the rhythm is important in keeping the dancers together. They are often seen at festivals with the dancers wearing traditional clothes.
Exercise 3
■ Students go through the Key Words and get prepared for listening a second time.
■ Listen to the extracts again, paying special attention to the words each speaker uses to discuss the rhythm. Underline the words while listening.
■ Listen again to check the answers in class.
Answers
1 beautiful, famous
2 popular, fast, exciting, noisy, electric
3 historical, traditional, sudden, loud
4 important, traditional
Options
Practice
Students work in pairs talking about their favourite music to listen to and dance to.
Students carry out a class survey to find out the most popular kinds of music and most popular groups and singers.
Extension
In groups, students discuss and decide what music to play, and in what order, at a friend’s birthday party.
1 Performance
Objectives
■ To practise the vocabulary relating to concerts and performance.
■ To read and understand a concert review.
■ To practise using will for decisions.
■ To practise using time clauses with as soon as, when, before... and clauses of concession with although/though.
Resources used
Cassette, Grammar Summary 3. Mini-Grammar 3
Possible problems
Students may have problems remembering to use the Present Simple in time clauses for the future instead of will.
Background
Alanis Morissette,the Canadian rock singer, has won Grammy Awards for Best Rock Song and Best Rock Performance.
Routes through the material
■ If you are short of time, set some of the exercises for homework and omit Exercises 5 and 12.
■ If you have time, do the Options activities.
■ If you have two periods for this lesson, a suitable natural break is after Exercise 5.
Language Power: pages 66-67.
Mini-Grammar: 3.
Reading
Before you start
Exercise 1
Key Words
The Concert the music, the singing, the guitar, the drums, the lighting, the special effects, the stage design, the sound, the songs, the words
Adjectives boring, brilliant, exciting, fantastic, poor, quite good, really loud, disappointing, extraordinary, clear, unclear
■ Read through the Key Words with the class.
■ Ask students to talk about concerts they have watched , encourage them to say as much as possible and to give their opinions.
Read to learn
Exercise 2
■ Students read through the titles and guess the order. Then they read the concert review and see if their guesses were correct.
Answers
1 d 2 c 3 b 4 a
Exercise 3
■ Students can compare their answers in pairs before checking the answers as a class.
Answers
1 Yes, because it was the performance of a real star.
2 They enjoyed it very much , they loved the concert.
3 The concert hall was cold and the sound was sometimes poor.
4 Jagged Little Pill
5 anger, love and joy
Exercise 4
■ Students work in pairs, reading the text and finding the words.
Answers 1 audience 2 album 3 extremely 4 throughout 5 fan
■ Ask students to look at the text again and to describe the songs “Everything But …” and “Heartache”.
Exercise 5
In groups, students discuss the possible reasons why pop music and rock ‘n’ roll are loved by many young people. Students also discuss which performers they would like to hear at a live concert and give reasons. Each group reports their discussion to the class. Have a class discussion if necessary.
Language Power: the Word Corner on page 67 gives further practice of concert vocabulary.
Grammar will FOR DECISIONS; ADERBIAL CLAUSES
(I): TIME AND CONSESSION
Exercise 6
■ Students listen to the telephone conversation on the cassette to find out who decides to pick up the tickets. Play the cassette twice if necessary.
Answers
Sue
Tapescript
Sue: Hello.
Ricky: Hi, it's me. Are we still going to the concert on Saturday
Sue: Yeah, fine.
Ricky: I'll pick up the tickets at lunchtime tomorrow. No … I can't.
I've got choir practice. I know. I'll go and pick them up as soon as
school finishes.
Sue: You can't tomorrow. It's early closing. The ticket office closes
early.
Ricky: You're right. Maybe my mum can get them. She works near
the ticket office. I'll ask her when she gets back tonight.
Sue: I've got a better idea, Ricky. I'll go and get them now, before I
go to the dentist …
Ricky: Oh, all right … but I said …
Sue: I have to rush, otherwise I won't have time. Byeee!
Exercise 7
■ Read through the sentences with the students.
■ Students then listen to the conversation again and note who
says the sentences.
Answers
1 Ricky 2 Ricky 3 Ricky 4 Sue
■ Play the cassette again, and ask:
Why can't Ricky pick the tickets up at lunchtime tomorrow
(He's got choir practice.)
Why can't he pick them up after school tomorrow
(The ticket office will be closed.)
Where does Ricky's mum work (Near the ticket office.)
Where is Sue going after she's got the tickets
(To the dentist.)
Exercise 8
■ Play the cassette again and ask students to listen for which verb form Sue and Ricky use when they make sudden decisions.
Answers will
Exercise 9
■ In pairs, students read the sentence and decide what time the underlined part refers to the present or the future
Answers the future
■ Students then look back at the sentences in Exercise 7 and identify the linking words.
Answers as soon as ,when ,before
Exercise 10
■ Students read the sentences in pairs and underline the linking words Answers
2 Beijing Opera
Objectives
■ To practise using general knowledge to think of possible answers before listening.
■ To practise getting the general idea when listening for the first time.
■ To practise identifying key words to listen for.
■ To practise asking for, giving and refusing permission.
Resources used
Cassette
Possible problems
■ Students may be unfamiliar with the topic Beijing Opera and may find it hard to understand the interview.
■ Some students might feel less confident in talking about Beijing Opera in English.
Background
Beijing opera is considered as a national treasure in China, and has a history dating back more than 200 years. In the 55th year of the reign of Emperor Qianlong of the Qing Dynasty (1790), the four big Huiban opera Troupes entered the capital. Gradually they combined with the Kunqu Opera, Yiyang Opera, Hanju Opera and Luantan, which were part of Beijing’s thearetical circle of the time. Through a period of more than half a century these various kinds of opera combined, integrated and evolved into the present Beijing opera. Today, Beijing Opera is the largest and most influential kind of opera in China and its richness of repertoire, great number of artists, avid audiences, and profound influence are incomparable in China.
Routes through the material
■ If you are short of time, omit Exercise 9 and do Exercise 1 and 8 briefly.
■ If you have two lessons, a suitable natural break is after Exercise 4.
Language Power: pages 68-69.
Mini-Grammar: 4.
Listening
Before you start
Exercise 1
■ In pairs, students look at the photographs and guess the possible answers to the questions, using their background knowledge.
■ Check the answers with the class.
■ Ask students more about Beijing Opera: How many Beijing Operas do you know What do you think of Beijing Opera Can you name some famous actors and actresses Do you think people enjoy watching Beijing Opera Why or why not ...
Answers
1 a 2 a 3 b 4 sheng―male roles; dan―female roles;
jing―male roles with brightly painted faces; chou―clown roles
Exercise 2
■ In pairs, students look at the pictures carefully and make guesses where the characters are. Remind students that the costumes they wear and the stage designs will be of great help.
■ Students do the matching in pairs.
■ Check the answers as a class.
Answers
Picture 1 She’s on a horse.
Picture 2 They are in their new bedroom
Picture 3 She’s in a carriage.
Picture 4 They are in a city.
Exercise 3
■ Students study the words and the definitions in pairs and guess the possible definition for each word or phrase.
■ Check the answers as a class and make sure students understand all the new words.
Answers a) costume b) combine c) treasure d) acrobatics e) mask
1 treasure 2 costume 3 acrobatics 4 combine 5 mask
Listen to learn
Exercise 4
■ Read through the Strategies with the class and see if they know how to use any of these Strategies already.
■ In pairs, students read the questions and try to predict the answers using background knowledge about Beijing Opera.
■ Students then exchange ideas to find out if they have the same predictions. If they have made different predictions, ask students to justify their opinions.
■ Students listen to the cassette and get the general idea. Play the cassette without pausing the first time. And ask them to make notes if possible.
■ When replaying the cassette, pause it after each section to give students time to check their answers.
Possible answers
1 Acting, talking, singing, music, dancing and acrobatics.
2 On open-air stages in markets, streets, teahouses or outside temples.
3 Because at the beginning, Beijing Opera was performed mostly on open-air stages, the music had to be played loudly and the performers had to sing with sharp voices.
4 Because with bright color, the audience can see the actors and actresses more clearly.
Tapescript
Section 1
Presenter:Welcome to What's Your Rhythm. In today's programme, we're going to discuss Beijing Opera. But first, we have Professor Shang Xiaoming, to introduce us to the topic. We have also invited to the studio two high school students who want to know more about Beijing Opera. Professor Shang, what is Beijing Opera and when did it start
Prof. Shang: Beijing Opera is a national treasure of China. The art started in the late 18th century and it combines acting, talking, singing, music, dancing and acrobatics.Actors play one of four roles: sheng, male roles; dan, female roles; chou, clown roles and jing roles with brightly-painted face masks. Each role has its own singing and acting styles.
Presenter: Professor Shang, could you tell us something about the style of the music and singing in Beijing Opera
Prof. Shang: Yes, certainly. In the early days, Beijing Opera was most often performed on open-air stages in markets, streets, teahouses or outside temples. The music had to be played loudly and the performers had to sing with sharp voices, in order to be heard over the crowds. Slowly, this kind of singing became a special style of Beijing Opera.
Student 1: Professor Shang, the costumes in Beijing Opera are often very bright. Why is this
Prof. Shang: That's a good question. As I mentioned just now, Beijing Opera was often performed on open-air stages and the stages were lit only by oil lamps. If the costumes weren't in bright colours, the crowds wouldn't be able to see them clearly.
Exercise 5
■ Encourage students to guess the possible answer to each question.
■ Students listen to the cassette and get the general idea.
■ Students scan the dialogue and identify the key words or phrases to help answer the questions.
■ Students check the answers in pairs before checking them as a class.
■ Encourage students to give more such examples using their general knowledge of Beijing Opera.
■ Students work in pairs, asking and answering the questions.
■ Students listen to the complete programme again. Then have some of them talk about the features of Beijing Opera in class.
Answers 1 Very simple.
2 Many body movements can represent actions such as opening a
door, climbing a hill, going upstairs or rowing a boat.
Exercise 6
■ Students listen to the dialogue and make notes about Li Ming and Zhu Meiling.
■ Play the dialogue two or three times if necessary.
■ Students can compare answers in pairs before checking answers as a class.
■ Play the dialogues again and ask students what differences there are in the situations and the language ( the first is more informal between a mother and son.)
Exercise 7
■ Students read through the Function File and guess what the missing words are before they listen to the cassette again.
■ Students listen to the cassette and complete the sentences.
Answers 1 know 2 OK 3 everyone's going 4 let 5 can 6 can't
7 Excuse me 8 Would 9 can 10 Could 11 must
■ Check answers by having students read the sentences aloud. Students can then see if their guesses were correct.
Speaking
Exercise 8
■ Read through the table with the class.
■ Students then work individually, thinking of good reasons why they need permission to do the things.
■ Read through the example dialogue with the class, and point out that all the situations are formal ones so we need formal language.
■ In pairs, students act out their dialogues. Go round and monitor
their language and go over any general mistakes at the end.
■ Some of the pairs can act out one of their dialogues for the class.
Exercise 9
■ Read the instructions and the example sentences with the class.
■ Students then work individually, writing five sentences including one false one.
■ In groups, students read out their sentences and see if the others can guess the false one.
Options
Practice
In pairs, students prepare and act out an informal dialogue asking
permission to do something. The dialogue could be between a parent and teenager or an older brother or sister and teenager.
Extension
In groups, students discuss what image their own town had in the past and how and why it has changed.
3 Experiment in Folk
Objectives
■ To practise the vocabulary relating to music.
■ To read and understand a newspaper article.
■ To express opinions and give reasons for them.
■ To practise using adverbial clauses of cause, result and purpose with because, as, since, so that and so/such…that.
■ To distinguish between because and because of and practise using them correctly.
Resource used
the Internet, Cassette, Grammar Summary 4, Mini-Grammar 4
Possible problems
■ Students may have problems distinguishing between because and because of.
■ Some students may feel less confident in expressing their own opinions orally and giving reasons in English than other students.
Background
Kong Xiangdong, a famous Chinese name in the music world, is one of the most successful young pianists in the world.
Kong Xiangdong has performed in more than 40 countries and has received numerous prizes, including the first prize and four other special prizes at the 1992 Sydney International Competition of Australia. He is the youngest prize winner ever in both Moscow’s 1986 Tchaikovsky International Competition and Spain’s 1987 Santander International Competition and is also the only Chinese pianist winning two gold medals at international competitions.
He loves the piano, and he loves his homeland. Therefore, he became the best pianist of the Huanghe River Piano Concerto. In Hong Kong, the sales of his laser disc, Yellow River Piano Concerto have reached about 100,000 and have earned him a Platinum Record. In the US, he’s the first Asian pianist to sign a contract with the BMG/RCA record company.
In face of all these achievements, Kong never forgets his mother and his teacher, Fan Dalei, from whom both Kong Xiangdong has benefited a lot.
Routes through the material
■ If you are short of time, omit Exercises 8 and 9.
■ If you have time, do Options activity.
■ If you have two periods for a lesson, a suitable natural break is after Exercise 4.
Language Power: pages 70-71.
Mini-Grammar: 4.
Before you start
Exercise 1
Key Words
classical, folk, jazz, traditional, pop, rock ’n’ roll
■ Read through the Key Words with the class.
■ Ask students to talk about different kinds of music and famous musicians relating to the kind of music―-encourage them to say as much as possible and to give their opinions.
Example:
Kong Xiangdong is a world-famous pianist. He plays not only classical music, but folk as well.
■ Elicit information about Kong Xiangdong from students to arouse their interest in him. Show some photos of Kong Xiangdong to students if necessary.
Read to learn
Exercise 2
■ Ask student to skim the title, the picture and the first sentence of each paragraph to get the general idea of the text.
■ Students read through the questions first and guess the possible answers. Then ask them to scan the text for the answers and take notes if necessary.
■ Students compare their answers in pairs before checking them as a class.
Answers
1 He is most famous for classical music.
2 He became the youngest prize winner in Moscow’s Tchaikovsky International Competition.
3 He shaved off his hair to show that his music style was new, just like his new hairstyle.
Exercise 3
■ Students read the text again to check their answers and further understand the text. Match the beginnings to the endings then.
Answers 1 b 2 c 3 a
■ Students cover the text and in pairs, talk about Kong Xiangdong, seeing how much they can remember from the text.
■ Encourage students to exchange ideas about how they tackled the task―-did they read the whole text again from the beginning What clues did they use, e.g. the questions in Exercise 2 the combined sentences in Exercise 3 the notes they have made ... Ask students what strategies they would use for a similar talk with a text in Chinese.
Exercise 4
■ In groups, students roleplay interviewers and interviewees about music to find out their preferences and their reasons.
■ Choose one or two groups to report their findings to the class.
■ Suggestion: Provide more questions for students to voice their opinions. For example: What do you think of Kong Xiangdong
■ In class, students talk about why Kong Xiangdong has achieved so much and what they can learn from him.
Grammar
ADVERBIAL CLAUSES (II): CAUSE, RESULT
AND PURPOSE
Exercise 5
■ Students read the sentences and identify the adverbial clauses of cause, result or purpose.
Answers
a) adverbial clause of cause;
b) adverbial clause of result;
c) adverbial clause of result;
d) adverbial clause of cause;
e) adverbial clause of cause;
f) adverbial clause of purpose;
■ When checking the answers, also check students’ understanding of the clauses.
Exercise 6
■ Students complete the rule individually, and then go to Grammar Summary for reference.
Answers Because, as, since cause;/ so... that, such (a/an)...
that result;/ so that purpose
Exercise 7
■ Students do the exercise individually and then compare the answers in pairs before checking them as a class.
Answers 1 C 2 C 3 C 4 P 5 R 6 P 7 R
Exercise 8
■ Students do the exercise individually and compare the answers in pairs.
Exercise 9
■ Students do the exercise individually and then check the answers in pairs.
Answers 1 a 2 b 3 b 4 a
4 Let's Dance
Objectives
■ To practise reading a text quickly to identify the type/ genre.
■ To read a text with gapped sentences and be able to complete the gaps using topic, linking and reference clues.
■ To practise vocabulary related to music and dancing.
■ To talk about preferences about music and dancing.
Resources used
Pictures of traditional dances from China and other countries (and, if possible, a cassette of the music for these dances).
Possible problems
Some students may be less interested in music and dance than others.
Background
The invention of CD-ROMs has revolutionised access to encyclopedias.
Microsoft's Encarta, for example, contains over 30 volumes of material, and by simply clicking on the computer mouse you can rapidly skip around from volume to volume. The quote is by Fred Astaire (1899-1987), an American dancer and film star. He starred in many musicals with his partner, Ginger Rogers.
Routes through the material
■ If you are short of time, set some of the exercises for homework and omit Comparing Cultures.
■ If you have time, do one of the Options activities.
■ If you have two periods for this lesson, a suitable natural break is after Exercise 4.
Language Power: pages 72-73.
Reading
Before you start
Exercise 1
Key Words
disco, classical ballet, Chinese folk dance, waltz, breakdance
■ Students read the Key Words and explain or translate them.
■ Then they listen to the musical extracts on the cassette and identify the dances.
Answers
1 Chinese folk dance 2 classical ballet 3 classical ballet
4 flamenco 5 twist 6 waltz 7 breakdance 8 Charleston
Read to learn
Exercise 2
■ Ask students to look at the text quickly and decide where it is from.
■ Ask students for their answers and ask them to give reasons.
Answers
a CD ROM encyclopedia
■ Ask students how difficult they think the text will be and why.
■ Ask students how it would be different if it were in a newspaper, a traditional encyclopedia or a Sunday magazine.
Exercise 3
Useful vocabulary: art form, style, generation, palaces, noble family, ballroom.
Students should be able to understand the general meaning of these words from the context.
■ Read the Reading Strategies box with the class, studying the example given of Paragraph 1 and sentence d.
■ Students then follow the stages in the Strategies:
1 read the text to get a general idea of the content
2 look at the missing sentences and gaps
3 think about the sentence topics and paragraph topics and match them
4 check that sentences fit the text by focusing on linking words and pronouns.
■ Students can compare their answers in pairs before checking answers as a class.
Answers 1 d 2 c 3 b 4 e 5 a
Exercise 4
■ Read through the questions with the class.
■ Students work in pairs answering the questions.
Answers
1 Ordinary people.
2 Popular dances are usually popular for only a short time.
3 Waltz.
4 The mixing of immigrant cultures produced new forms of dance.
5 Breakdancing.
Vocabulary: Compound Words
Exercise 5
■ Students work in pairs, matching the words to make compound nouns.
■ When checking answers, also check that students have used
the hyphen correctly. Point out that some compound words remain two separate words, e.g. folk dance; some, especially compounds with adjectives, are joined with hyphens, e.g. wellknown; some form one word, e.g. ballroom.
Answers ballroom rock music art form well-known mid-1980s folk dance
■ Students choose four of the words and make sentences of their own using these words.
Exercise 6
■ Students match the words with their definitions.
Answers 1 well-known 2 folk dance 3 ballroom 4 mid-1980s
■ In pairs, students choose one of the other words from Exercise 5 and write a definition, giving the part of speech.
■ The pairs then read out their definitions to the class who have to guess the word.
Speaking
Exercise 7
■ Read through the questionnaire with the class.
■ Students work individually thinking about their answers.
■ In pairs, students tell each other their answers to the questionnaire. The listener can make notes if he/she wishes.
■ The students then report back to the class about their partner.
Comparing Cultures
■ In pairs, students scan the text again and make a list of dances they have just learned about.
■ In pairs, students talk about the dances in the list with the information from the text, adding extra information if they know any.
■ Encourage students to discuss in groups the dances which are popular in their town.
■ Have a class discussion and stimulate students to express different opinions.
QUOTE …UNQUOTE
■ Read the quote with the class and ask students if they have heard of Fred Astaire and know anything about him. Explain that he was one of the greatest popular dancers of his day and although the quote sounds very simple, he did extraordinary things with his feet. Ask students to make similar 'simple' quotes for other people who do things extremely well, e.g. a good cook, tennis player, footballer, poet, singer, artist.
Options
Practice
Students look back at the text Dance and read it again carefully.
In groups, students prepare four or five more comprehension questions about the text.
The groups then ask and answer their questions.
Communication Workshop
Objectives
■ To write a review of a concert.
■ To practise using the contrast linking word although.
■ To prepare and act out a roleplay involving asking permission.
■ To listen to a song and understand it.
Resources used
Cassette, Writing Help 2, concert reviews (see Background).
Possible problems
Some students may feel less confident with roleplay activities than other students.
Background
In the writing workshop, students write a concert review. If possible, try to bring in some real examples of concert reviews. The most popular music paper in the UK is the NME (New Musical Express) (www. ( http: / / www. )). Q magazine (www.qonline.co.uk ( http: / / www.qonline.co.uk )) also has concert reviews.
Routes through the material
■ If you are short of time, omit the Talkback stage of the writing and speaking workshops.
■ If you have time, students can do the Options activities.
■ If you have two periods for this lesson, the natural break is after the writing activity.
Language Power: pages 74-75.
Writing: A Concert Review
Before you start
■ Students look at and talk about the pictures of concert tickets, programmes etc. Ask students if they keep all the programmes of concerts they have been to. Do they collect autographs Have they ever been backstage in a theatre
■ Students read the example sentence and the sentences in the box. Point out the position of although in the middle of a sentence and at the beginning of a sentence. Draw students’ attention to the use of although with the negative idea and the use of the comma in the sentences.
■ Students then rewrite the sentences using although.
Answers
1 The stage design was excellent, although the special effects were disappointing.
2 Although the sound quality was terrible, her performance was brilliant.
3 The pianist was very good, although the singing was poor.
4 The costumes were beautiful, although the dancing was boring.
5 Although it was a very cold night, there was not an empty seat in the concert hall.
Stage 1
■ Refer students back to the previous lesson and look at the concert review of Alanis Morissette.
■ You may wish to bring in some concert reviews in English for students to read and compare with their own reviews.
■ Students remember or imagine a group of their choice.
■ Students read the information in the table. Then they copy the table outline and complete it with information about their concert.
■ You may wish to revise music and performance vocabulary at this stage by eliciting words from the students.
Stage 2
■ Refer students to Writing Help 2 for advice about layout and vocabulary. Students use the information from their table to write notes under the four paragraph headings.
Stage 3
■ Students write their reviews. Go round and assist, if necessary, if students are doing their writing in class.
Stage 4
■ Students use Writing Help 2 (checking) to check their own writing.
Talkback
■ In groups, students read each other’s reviews and discuss which concert sounds best.
Speaking: Roleplay
Before you start
■ Read the Strategies through with the students.
■ Students discuss which Strategies they use and which they think are most useful when speaking in English.
■ Ask students what the disadvantages of translation are when speaking.
■ Ask them what Strategies they can use to simplify what they want to say, e.g. if they can’t remember the name of something (e.g. a penknife), they can say it’s a sort of/kind of/type of (small knife).
Stage 1
■ Students work in groups, discussing and deciding the three things. The groups should allocate a role to every member. If some of the students are less confident, they can have the same role, e.g. two brothers.
■ When the groups have decided what the teenager wants to do and have given everyone a role, they move on to Stage 2.
Stage 2
■ Students work individually, thinking about their own role and making notes.
■ Students can evaluate, first individually and then as a group, which ideas are easy to talk about and which are difficult.
Stage 3
■ Students look at the Function File on page 25 and choose expressions they can use. Give students time to practise saying their expressions privately so that they feel comfortable in their role.
Stage 4
■ Students practise the conversation in their groups, helping each other and trying to improve the roleplay as much as possible.
Remind them that the roleplay must reach a conclusion in which permission is either granted or refused.
Stage 5
■ Students read the table and make enough copies of it to use for each group.
■ In turn, the groups perform the roleplays and the rest of the class completes the tables.
Talkback
■ Each group briefly comments on its own performance C What went well What was disappointing Was it as good as the rehearsal they had in Stage 4
■ The class discusses the merits of each roleplay and votes for the best one.
Listening
■ Play the cassette twice, the first time for general comprehension and then for students to fill in the missing words.
Answers
1 place 2 face 3 anytime 4 more 5 forever 6 stay 7 myself 8 choice
Culture Corner
■ Ask students what they know about music ―- encourage them to say as much as possible.
■ Students read through the questions and skim the title and the words in black. Encourage them to guess the answers to the questions.
■ Students scan the text to check their guesses for the questions. Refer them to the Notes for help.
■ Students read the text again for further understanding. Then write down the answers to the questions.
Answers
1 Blues 2 Rock ’n’ Roll 3 Classical music 4 Jazz
5 Because radio, television and the Internet have made it easier for sounds to travel across cultures and styles have become more and more mixed.
Options
Extension
In groups, students choose the music they like most and think of the names of their favourite world-famous singers or musicians.
Give reasons for their preferences.
Each group describes their favourite singers or musicians in English to the class and let the others guess who they are. Then they give reasons why they like him/her most.
Bulletin Board
Objectives
■ To give students opportunities to tell and show their special talents to the others.
■ To encourage students to write descriptions of their special talents.
■ To exchange ideas and hunt others’ talents.
■ To further explore the theme of the unit.
Options
■ Ask students about what special talents they have and what they know about those of the other students.
■ Ask the students to read the descriptions on the Bulletin Board individually.
■ Ask students what information is included in each description and what else they know about their classmates.
■ Encourage students to write descriptions of their own special talents or those of others they know about.
■ Display their writings on the class bulletin board. Encourage students to read other students’ writings after class.
Unit Diary
Objectives
■ To encourage students to reflect on what they have learned in this unit
■ To encourage students to think about their own learning style
■ To identify effective learning methods
■ To develop students’ confidence
■ To encourage students to take active control of their studies
■ To help teachers get a clearer insight into the students’ learning strengths and weaknesses
Part 1 (1)
This asks students to think of the topics of the unit and decide
which lesson was their favourite.
Part 2 (2-5)
This part refers back to the unit objectives from the start of the unit, think about what they have learned in this unit.
Part 3 (6)
This part asks students to express their personal opinions, comprehensively using the ideas in the reading and listening materials in this unit or from other resources.
Part 4 (7-8)
This part focuses on the evaluation of the usefulness of the activities for each of the tasks.
Part 5 (9)
This part gets students to reflect on the listening and reading texts, to identify the vocabulary that students still have difficulties with in the unit.
Part 6 (10)
This part is the reflection of the student’s learning styles and strategies. In fact, the seven choices are the suggestions for English learning, which are helpful for students.
PAGE
9
Unit objectives
Draw students' attention to the unit objectives at the top of the page. Ask them which they expect to find the most difficult and which they expect to find the easiest. At the end of the unit, students can see if their predictions were correct.
Resource used
Cassette. Video tapes of Beijing Opera
Background
Classical when we think of 'Classical Music', we often refer to any music played by an orchestra or any opera music. However, when studying music history, the word 'Classical' refers to the music written between 1750 and 1820.
Jazz referred to as 'America's classical music', is one of North America's oldest and most celebrated musical genres. The history of jazz can be traced back to the Unites States in the early part of the 20th century. From Ragtime and Blues to Big Band and Bebop, jazz has been a part of a proud African American tradition for over 100 years. A strong rhythmic under-structure, blue notes, solos, 'call-and-response' patterns, and improvisation of melody all characterize jazz music.
‘Disco' dancing became popular after the film Saturday Night Fever, starring John Travolta, came out in 1977.
Samba originated in Brazil. It was and is danced as a festival dance during the street festivals and celebrations. First introduced in the U.S in a Broadway play called"Street Carnival" in the late twenties. The festive style and mood of the dance has kept it alive and popular to this day. Samba is a fun dance that fits most of today's popular music.
Warm up
Exercise 1
Those students who are keen on music and dance can explain any words that others in the class may not know.
■ Students look at the photos and Key Words and identify classical, jazz and ballet.
■ In groups, students discuss other kinds of music and dance and add words to the Key Words.
Exercise 2
■ Students listen to the four extracts on the cassette and match them to the types of performances.
■ Students exchange views and see if they share the same opinion.
■ Play the cassette again and make sure students distinguish rhythm better.
Answers
1 Ballet 2 Rock 'n' Roll 3 Beijing Opera 4 Folk Dancing
Tapescript
1 You can see the rhythm in the movements of the dancer. The music is European classical music. It is very beautiful and so are the dancers. Russian dancers are famous for their skills in this art form.
2 This kind of music is popular with young people all over the world. The rhythm is fast and exciting, and the music is famous for being very noisy. Usually electric guitars play a big role in this kind of music.
3 In this historical art form, traditional music and singing are used to tell a story on stage. The rhythm plays a part in telling the story. It can get faster and louder, or make sudden stops to go with the action.
4 Often this form of dancing is a group activity and so the rhythm is important in keeping the dancers together. They are often seen at festivals with the dancers wearing traditional clothes.
Exercise 3
■ Students go through the Key Words and get prepared for listening a second time.
■ Listen to the extracts again, paying special attention to the words each speaker uses to discuss the rhythm. Underline the words while listening.
■ Listen again to check the answers in class.
Answers
1 beautiful, famous
2 popular, fast, exciting, noisy, electric
3 historical, traditional, sudden, loud
4 important, traditional
Options
Practice
Students work in pairs talking about their favourite music to listen to and dance to.
Students carry out a class survey to find out the most popular kinds of music and most popular groups and singers.
Extension
In groups, students discuss and decide what music to play, and in what order, at a friend’s birthday party.
1 Performance
Objectives
■ To practise the vocabulary relating to concerts and performance.
■ To read and understand a concert review.
■ To practise using will for decisions.
■ To practise using time clauses with as soon as, when, before... and clauses of concession with although/though.
Resources used
Cassette, Grammar Summary 3. Mini-Grammar 3
Possible problems
Students may have problems remembering to use the Present Simple in time clauses for the future instead of will.
Background
Alanis Morissette,the Canadian rock singer, has won Grammy Awards for Best Rock Song and Best Rock Performance.
Routes through the material
■ If you are short of time, set some of the exercises for homework and omit Exercises 5 and 12.
■ If you have time, do the Options activities.
■ If you have two periods for this lesson, a suitable natural break is after Exercise 5.
Language Power: pages 66-67.
Mini-Grammar: 3.
Reading
Before you start
Exercise 1
Key Words
The Concert the music, the singing, the guitar, the drums, the lighting, the special effects, the stage design, the sound, the songs, the words
Adjectives boring, brilliant, exciting, fantastic, poor, quite good, really loud, disappointing, extraordinary, clear, unclear
■ Read through the Key Words with the class.
■ Ask students to talk about concerts they have watched , encourage them to say as much as possible and to give their opinions.
Read to learn
Exercise 2
■ Students read through the titles and guess the order. Then they read the concert review and see if their guesses were correct.
Answers
1 d 2 c 3 b 4 a
Exercise 3
■ Students can compare their answers in pairs before checking the answers as a class.
Answers
1 Yes, because it was the performance of a real star.
2 They enjoyed it very much , they loved the concert.
3 The concert hall was cold and the sound was sometimes poor.
4 Jagged Little Pill
5 anger, love and joy
Exercise 4
■ Students work in pairs, reading the text and finding the words.
Answers 1 audience 2 album 3 extremely 4 throughout 5 fan
■ Ask students to look at the text again and to describe the songs “Everything But …” and “Heartache”.
Exercise 5
In groups, students discuss the possible reasons why pop music and rock ‘n’ roll are loved by many young people. Students also discuss which performers they would like to hear at a live concert and give reasons. Each group reports their discussion to the class. Have a class discussion if necessary.
Language Power: the Word Corner on page 67 gives further practice of concert vocabulary.
Grammar will FOR DECISIONS; ADERBIAL CLAUSES
(I): TIME AND CONSESSION
Exercise 6
■ Students listen to the telephone conversation on the cassette to find out who decides to pick up the tickets. Play the cassette twice if necessary.
Answers
Sue
Tapescript
Sue: Hello.
Ricky: Hi, it's me. Are we still going to the concert on Saturday
Sue: Yeah, fine.
Ricky: I'll pick up the tickets at lunchtime tomorrow. No … I can't.
I've got choir practice. I know. I'll go and pick them up as soon as
school finishes.
Sue: You can't tomorrow. It's early closing. The ticket office closes
early.
Ricky: You're right. Maybe my mum can get them. She works near
the ticket office. I'll ask her when she gets back tonight.
Sue: I've got a better idea, Ricky. I'll go and get them now, before I
go to the dentist …
Ricky: Oh, all right … but I said …
Sue: I have to rush, otherwise I won't have time. Byeee!
Exercise 7
■ Read through the sentences with the students.
■ Students then listen to the conversation again and note who
says the sentences.
Answers
1 Ricky 2 Ricky 3 Ricky 4 Sue
■ Play the cassette again, and ask:
Why can't Ricky pick the tickets up at lunchtime tomorrow
(He's got choir practice.)
Why can't he pick them up after school tomorrow
(The ticket office will be closed.)
Where does Ricky's mum work (Near the ticket office.)
Where is Sue going after she's got the tickets
(To the dentist.)
Exercise 8
■ Play the cassette again and ask students to listen for which verb form Sue and Ricky use when they make sudden decisions.
Answers will
Exercise 9
■ In pairs, students read the sentence and decide what time the underlined part refers to the present or the future
Answers the future
■ Students then look back at the sentences in Exercise 7 and identify the linking words.
Answers as soon as ,when ,before
Exercise 10
■ Students read the sentences in pairs and underline the linking words Answers
2 Beijing Opera
Objectives
■ To practise using general knowledge to think of possible answers before listening.
■ To practise getting the general idea when listening for the first time.
■ To practise identifying key words to listen for.
■ To practise asking for, giving and refusing permission.
Resources used
Cassette
Possible problems
■ Students may be unfamiliar with the topic Beijing Opera and may find it hard to understand the interview.
■ Some students might feel less confident in talking about Beijing Opera in English.
Background
Beijing opera is considered as a national treasure in China, and has a history dating back more than 200 years. In the 55th year of the reign of Emperor Qianlong of the Qing Dynasty (1790), the four big Huiban opera Troupes entered the capital. Gradually they combined with the Kunqu Opera, Yiyang Opera, Hanju Opera and Luantan, which were part of Beijing’s thearetical circle of the time. Through a period of more than half a century these various kinds of opera combined, integrated and evolved into the present Beijing opera. Today, Beijing Opera is the largest and most influential kind of opera in China and its richness of repertoire, great number of artists, avid audiences, and profound influence are incomparable in China.
Routes through the material
■ If you are short of time, omit Exercise 9 and do Exercise 1 and 8 briefly.
■ If you have two lessons, a suitable natural break is after Exercise 4.
Language Power: pages 68-69.
Mini-Grammar: 4.
Listening
Before you start
Exercise 1
■ In pairs, students look at the photographs and guess the possible answers to the questions, using their background knowledge.
■ Check the answers with the class.
■ Ask students more about Beijing Opera: How many Beijing Operas do you know What do you think of Beijing Opera Can you name some famous actors and actresses Do you think people enjoy watching Beijing Opera Why or why not ...
Answers
1 a 2 a 3 b 4 sheng―male roles; dan―female roles;
jing―male roles with brightly painted faces; chou―clown roles
Exercise 2
■ In pairs, students look at the pictures carefully and make guesses where the characters are. Remind students that the costumes they wear and the stage designs will be of great help.
■ Students do the matching in pairs.
■ Check the answers as a class.
Answers
Picture 1 She’s on a horse.
Picture 2 They are in their new bedroom
Picture 3 She’s in a carriage.
Picture 4 They are in a city.
Exercise 3
■ Students study the words and the definitions in pairs and guess the possible definition for each word or phrase.
■ Check the answers as a class and make sure students understand all the new words.
Answers a) costume b) combine c) treasure d) acrobatics e) mask
1 treasure 2 costume 3 acrobatics 4 combine 5 mask
Listen to learn
Exercise 4
■ Read through the Strategies with the class and see if they know how to use any of these Strategies already.
■ In pairs, students read the questions and try to predict the answers using background knowledge about Beijing Opera.
■ Students then exchange ideas to find out if they have the same predictions. If they have made different predictions, ask students to justify their opinions.
■ Students listen to the cassette and get the general idea. Play the cassette without pausing the first time. And ask them to make notes if possible.
■ When replaying the cassette, pause it after each section to give students time to check their answers.
Possible answers
1 Acting, talking, singing, music, dancing and acrobatics.
2 On open-air stages in markets, streets, teahouses or outside temples.
3 Because at the beginning, Beijing Opera was performed mostly on open-air stages, the music had to be played loudly and the performers had to sing with sharp voices.
4 Because with bright color, the audience can see the actors and actresses more clearly.
Tapescript
Section 1
Presenter:Welcome to What's Your Rhythm. In today's programme, we're going to discuss Beijing Opera. But first, we have Professor Shang Xiaoming, to introduce us to the topic. We have also invited to the studio two high school students who want to know more about Beijing Opera. Professor Shang, what is Beijing Opera and when did it start
Prof. Shang: Beijing Opera is a national treasure of China. The art started in the late 18th century and it combines acting, talking, singing, music, dancing and acrobatics.Actors play one of four roles: sheng, male roles; dan, female roles; chou, clown roles and jing roles with brightly-painted face masks. Each role has its own singing and acting styles.
Presenter: Professor Shang, could you tell us something about the style of the music and singing in Beijing Opera
Prof. Shang: Yes, certainly. In the early days, Beijing Opera was most often performed on open-air stages in markets, streets, teahouses or outside temples. The music had to be played loudly and the performers had to sing with sharp voices, in order to be heard over the crowds. Slowly, this kind of singing became a special style of Beijing Opera.
Student 1: Professor Shang, the costumes in Beijing Opera are often very bright. Why is this
Prof. Shang: That's a good question. As I mentioned just now, Beijing Opera was often performed on open-air stages and the stages were lit only by oil lamps. If the costumes weren't in bright colours, the crowds wouldn't be able to see them clearly.
Exercise 5
■ Encourage students to guess the possible answer to each question.
■ Students listen to the cassette and get the general idea.
■ Students scan the dialogue and identify the key words or phrases to help answer the questions.
■ Students check the answers in pairs before checking them as a class.
■ Encourage students to give more such examples using their general knowledge of Beijing Opera.
■ Students work in pairs, asking and answering the questions.
■ Students listen to the complete programme again. Then have some of them talk about the features of Beijing Opera in class.
Answers 1 Very simple.
2 Many body movements can represent actions such as opening a
door, climbing a hill, going upstairs or rowing a boat.
Exercise 6
■ Students listen to the dialogue and make notes about Li Ming and Zhu Meiling.
■ Play the dialogue two or three times if necessary.
■ Students can compare answers in pairs before checking answers as a class.
■ Play the dialogues again and ask students what differences there are in the situations and the language ( the first is more informal between a mother and son.)
Exercise 7
■ Students read through the Function File and guess what the missing words are before they listen to the cassette again.
■ Students listen to the cassette and complete the sentences.
Answers 1 know 2 OK 3 everyone's going 4 let 5 can 6 can't
7 Excuse me 8 Would 9 can 10 Could 11 must
■ Check answers by having students read the sentences aloud. Students can then see if their guesses were correct.
Speaking
Exercise 8
■ Read through the table with the class.
■ Students then work individually, thinking of good reasons why they need permission to do the things.
■ Read through the example dialogue with the class, and point out that all the situations are formal ones so we need formal language.
■ In pairs, students act out their dialogues. Go round and monitor
their language and go over any general mistakes at the end.
■ Some of the pairs can act out one of their dialogues for the class.
Exercise 9
■ Read the instructions and the example sentences with the class.
■ Students then work individually, writing five sentences including one false one.
■ In groups, students read out their sentences and see if the others can guess the false one.
Options
Practice
In pairs, students prepare and act out an informal dialogue asking
permission to do something. The dialogue could be between a parent and teenager or an older brother or sister and teenager.
Extension
In groups, students discuss what image their own town had in the past and how and why it has changed.
3 Experiment in Folk
Objectives
■ To practise the vocabulary relating to music.
■ To read and understand a newspaper article.
■ To express opinions and give reasons for them.
■ To practise using adverbial clauses of cause, result and purpose with because, as, since, so that and so/such…that.
■ To distinguish between because and because of and practise using them correctly.
Resource used
the Internet, Cassette, Grammar Summary 4, Mini-Grammar 4
Possible problems
■ Students may have problems distinguishing between because and because of.
■ Some students may feel less confident in expressing their own opinions orally and giving reasons in English than other students.
Background
Kong Xiangdong, a famous Chinese name in the music world, is one of the most successful young pianists in the world.
Kong Xiangdong has performed in more than 40 countries and has received numerous prizes, including the first prize and four other special prizes at the 1992 Sydney International Competition of Australia. He is the youngest prize winner ever in both Moscow’s 1986 Tchaikovsky International Competition and Spain’s 1987 Santander International Competition and is also the only Chinese pianist winning two gold medals at international competitions.
He loves the piano, and he loves his homeland. Therefore, he became the best pianist of the Huanghe River Piano Concerto. In Hong Kong, the sales of his laser disc, Yellow River Piano Concerto have reached about 100,000 and have earned him a Platinum Record. In the US, he’s the first Asian pianist to sign a contract with the BMG/RCA record company.
In face of all these achievements, Kong never forgets his mother and his teacher, Fan Dalei, from whom both Kong Xiangdong has benefited a lot.
Routes through the material
■ If you are short of time, omit Exercises 8 and 9.
■ If you have time, do Options activity.
■ If you have two periods for a lesson, a suitable natural break is after Exercise 4.
Language Power: pages 70-71.
Mini-Grammar: 4.
Before you start
Exercise 1
Key Words
classical, folk, jazz, traditional, pop, rock ’n’ roll
■ Read through the Key Words with the class.
■ Ask students to talk about different kinds of music and famous musicians relating to the kind of music―-encourage them to say as much as possible and to give their opinions.
Example:
Kong Xiangdong is a world-famous pianist. He plays not only classical music, but folk as well.
■ Elicit information about Kong Xiangdong from students to arouse their interest in him. Show some photos of Kong Xiangdong to students if necessary.
Read to learn
Exercise 2
■ Ask student to skim the title, the picture and the first sentence of each paragraph to get the general idea of the text.
■ Students read through the questions first and guess the possible answers. Then ask them to scan the text for the answers and take notes if necessary.
■ Students compare their answers in pairs before checking them as a class.
Answers
1 He is most famous for classical music.
2 He became the youngest prize winner in Moscow’s Tchaikovsky International Competition.
3 He shaved off his hair to show that his music style was new, just like his new hairstyle.
Exercise 3
■ Students read the text again to check their answers and further understand the text. Match the beginnings to the endings then.
Answers 1 b 2 c 3 a
■ Students cover the text and in pairs, talk about Kong Xiangdong, seeing how much they can remember from the text.
■ Encourage students to exchange ideas about how they tackled the task―-did they read the whole text again from the beginning What clues did they use, e.g. the questions in Exercise 2 the combined sentences in Exercise 3 the notes they have made ... Ask students what strategies they would use for a similar talk with a text in Chinese.
Exercise 4
■ In groups, students roleplay interviewers and interviewees about music to find out their preferences and their reasons.
■ Choose one or two groups to report their findings to the class.
■ Suggestion: Provide more questions for students to voice their opinions. For example: What do you think of Kong Xiangdong
■ In class, students talk about why Kong Xiangdong has achieved so much and what they can learn from him.
Grammar
ADVERBIAL CLAUSES (II): CAUSE, RESULT
AND PURPOSE
Exercise 5
■ Students read the sentences and identify the adverbial clauses of cause, result or purpose.
Answers
a) adverbial clause of cause;
b) adverbial clause of result;
c) adverbial clause of result;
d) adverbial clause of cause;
e) adverbial clause of cause;
f) adverbial clause of purpose;
■ When checking the answers, also check students’ understanding of the clauses.
Exercise 6
■ Students complete the rule individually, and then go to Grammar Summary for reference.
Answers Because, as, since cause;/ so... that, such (a/an)...
that result;/ so that purpose
Exercise 7
■ Students do the exercise individually and then compare the answers in pairs before checking them as a class.
Answers 1 C 2 C 3 C 4 P 5 R 6 P 7 R
Exercise 8
■ Students do the exercise individually and compare the answers in pairs.
Exercise 9
■ Students do the exercise individually and then check the answers in pairs.
Answers 1 a 2 b 3 b 4 a
4 Let's Dance
Objectives
■ To practise reading a text quickly to identify the type/ genre.
■ To read a text with gapped sentences and be able to complete the gaps using topic, linking and reference clues.
■ To practise vocabulary related to music and dancing.
■ To talk about preferences about music and dancing.
Resources used
Pictures of traditional dances from China and other countries (and, if possible, a cassette of the music for these dances).
Possible problems
Some students may be less interested in music and dance than others.
Background
The invention of CD-ROMs has revolutionised access to encyclopedias.
Microsoft's Encarta, for example, contains over 30 volumes of material, and by simply clicking on the computer mouse you can rapidly skip around from volume to volume. The quote is by Fred Astaire (1899-1987), an American dancer and film star. He starred in many musicals with his partner, Ginger Rogers.
Routes through the material
■ If you are short of time, set some of the exercises for homework and omit Comparing Cultures.
■ If you have time, do one of the Options activities.
■ If you have two periods for this lesson, a suitable natural break is after Exercise 4.
Language Power: pages 72-73.
Reading
Before you start
Exercise 1
Key Words
disco, classical ballet, Chinese folk dance, waltz, breakdance
■ Students read the Key Words and explain or translate them.
■ Then they listen to the musical extracts on the cassette and identify the dances.
Answers
1 Chinese folk dance 2 classical ballet 3 classical ballet
4 flamenco 5 twist 6 waltz 7 breakdance 8 Charleston
Read to learn
Exercise 2
■ Ask students to look at the text quickly and decide where it is from.
■ Ask students for their answers and ask them to give reasons.
Answers
a CD ROM encyclopedia
■ Ask students how difficult they think the text will be and why.
■ Ask students how it would be different if it were in a newspaper, a traditional encyclopedia or a Sunday magazine.
Exercise 3
Useful vocabulary: art form, style, generation, palaces, noble family, ballroom.
Students should be able to understand the general meaning of these words from the context.
■ Read the Reading Strategies box with the class, studying the example given of Paragraph 1 and sentence d.
■ Students then follow the stages in the Strategies:
1 read the text to get a general idea of the content
2 look at the missing sentences and gaps
3 think about the sentence topics and paragraph topics and match them
4 check that sentences fit the text by focusing on linking words and pronouns.
■ Students can compare their answers in pairs before checking answers as a class.
Answers 1 d 2 c 3 b 4 e 5 a
Exercise 4
■ Read through the questions with the class.
■ Students work in pairs answering the questions.
Answers
1 Ordinary people.
2 Popular dances are usually popular for only a short time.
3 Waltz.
4 The mixing of immigrant cultures produced new forms of dance.
5 Breakdancing.
Vocabulary: Compound Words
Exercise 5
■ Students work in pairs, matching the words to make compound nouns.
■ When checking answers, also check that students have used
the hyphen correctly. Point out that some compound words remain two separate words, e.g. folk dance; some, especially compounds with adjectives, are joined with hyphens, e.g. wellknown; some form one word, e.g. ballroom.
Answers ballroom rock music art form well-known mid-1980s folk dance
■ Students choose four of the words and make sentences of their own using these words.
Exercise 6
■ Students match the words with their definitions.
Answers 1 well-known 2 folk dance 3 ballroom 4 mid-1980s
■ In pairs, students choose one of the other words from Exercise 5 and write a definition, giving the part of speech.
■ The pairs then read out their definitions to the class who have to guess the word.
Speaking
Exercise 7
■ Read through the questionnaire with the class.
■ Students work individually thinking about their answers.
■ In pairs, students tell each other their answers to the questionnaire. The listener can make notes if he/she wishes.
■ The students then report back to the class about their partner.
Comparing Cultures
■ In pairs, students scan the text again and make a list of dances they have just learned about.
■ In pairs, students talk about the dances in the list with the information from the text, adding extra information if they know any.
■ Encourage students to discuss in groups the dances which are popular in their town.
■ Have a class discussion and stimulate students to express different opinions.
QUOTE …UNQUOTE
■ Read the quote with the class and ask students if they have heard of Fred Astaire and know anything about him. Explain that he was one of the greatest popular dancers of his day and although the quote sounds very simple, he did extraordinary things with his feet. Ask students to make similar 'simple' quotes for other people who do things extremely well, e.g. a good cook, tennis player, footballer, poet, singer, artist.
Options
Practice
Students look back at the text Dance and read it again carefully.
In groups, students prepare four or five more comprehension questions about the text.
The groups then ask and answer their questions.
Communication Workshop
Objectives
■ To write a review of a concert.
■ To practise using the contrast linking word although.
■ To prepare and act out a roleplay involving asking permission.
■ To listen to a song and understand it.
Resources used
Cassette, Writing Help 2, concert reviews (see Background).
Possible problems
Some students may feel less confident with roleplay activities than other students.
Background
In the writing workshop, students write a concert review. If possible, try to bring in some real examples of concert reviews. The most popular music paper in the UK is the NME (New Musical Express) (www. ( http: / / www. )). Q magazine (www.qonline.co.uk ( http: / / www.qonline.co.uk )) also has concert reviews.
Routes through the material
■ If you are short of time, omit the Talkback stage of the writing and speaking workshops.
■ If you have time, students can do the Options activities.
■ If you have two periods for this lesson, the natural break is after the writing activity.
Language Power: pages 74-75.
Writing: A Concert Review
Before you start
■ Students look at and talk about the pictures of concert tickets, programmes etc. Ask students if they keep all the programmes of concerts they have been to. Do they collect autographs Have they ever been backstage in a theatre
■ Students read the example sentence and the sentences in the box. Point out the position of although in the middle of a sentence and at the beginning of a sentence. Draw students’ attention to the use of although with the negative idea and the use of the comma in the sentences.
■ Students then rewrite the sentences using although.
Answers
1 The stage design was excellent, although the special effects were disappointing.
2 Although the sound quality was terrible, her performance was brilliant.
3 The pianist was very good, although the singing was poor.
4 The costumes were beautiful, although the dancing was boring.
5 Although it was a very cold night, there was not an empty seat in the concert hall.
Stage 1
■ Refer students back to the previous lesson and look at the concert review of Alanis Morissette.
■ You may wish to bring in some concert reviews in English for students to read and compare with their own reviews.
■ Students remember or imagine a group of their choice.
■ Students read the information in the table. Then they copy the table outline and complete it with information about their concert.
■ You may wish to revise music and performance vocabulary at this stage by eliciting words from the students.
Stage 2
■ Refer students to Writing Help 2 for advice about layout and vocabulary. Students use the information from their table to write notes under the four paragraph headings.
Stage 3
■ Students write their reviews. Go round and assist, if necessary, if students are doing their writing in class.
Stage 4
■ Students use Writing Help 2 (checking) to check their own writing.
Talkback
■ In groups, students read each other’s reviews and discuss which concert sounds best.
Speaking: Roleplay
Before you start
■ Read the Strategies through with the students.
■ Students discuss which Strategies they use and which they think are most useful when speaking in English.
■ Ask students what the disadvantages of translation are when speaking.
■ Ask them what Strategies they can use to simplify what they want to say, e.g. if they can’t remember the name of something (e.g. a penknife), they can say it’s a sort of/kind of/type of (small knife).
Stage 1
■ Students work in groups, discussing and deciding the three things. The groups should allocate a role to every member. If some of the students are less confident, they can have the same role, e.g. two brothers.
■ When the groups have decided what the teenager wants to do and have given everyone a role, they move on to Stage 2.
Stage 2
■ Students work individually, thinking about their own role and making notes.
■ Students can evaluate, first individually and then as a group, which ideas are easy to talk about and which are difficult.
Stage 3
■ Students look at the Function File on page 25 and choose expressions they can use. Give students time to practise saying their expressions privately so that they feel comfortable in their role.
Stage 4
■ Students practise the conversation in their groups, helping each other and trying to improve the roleplay as much as possible.
Remind them that the roleplay must reach a conclusion in which permission is either granted or refused.
Stage 5
■ Students read the table and make enough copies of it to use for each group.
■ In turn, the groups perform the roleplays and the rest of the class completes the tables.
Talkback
■ Each group briefly comments on its own performance C What went well What was disappointing Was it as good as the rehearsal they had in Stage 4
■ The class discusses the merits of each roleplay and votes for the best one.
Listening
■ Play the cassette twice, the first time for general comprehension and then for students to fill in the missing words.
Answers
1 place 2 face 3 anytime 4 more 5 forever 6 stay 7 myself 8 choice
Culture Corner
■ Ask students what they know about music ―- encourage them to say as much as possible.
■ Students read through the questions and skim the title and the words in black. Encourage them to guess the answers to the questions.
■ Students scan the text to check their guesses for the questions. Refer them to the Notes for help.
■ Students read the text again for further understanding. Then write down the answers to the questions.
Answers
1 Blues 2 Rock ’n’ Roll 3 Classical music 4 Jazz
5 Because radio, television and the Internet have made it easier for sounds to travel across cultures and styles have become more and more mixed.
Options
Extension
In groups, students choose the music they like most and think of the names of their favourite world-famous singers or musicians.
Give reasons for their preferences.
Each group describes their favourite singers or musicians in English to the class and let the others guess who they are. Then they give reasons why they like him/her most.
Bulletin Board
Objectives
■ To give students opportunities to tell and show their special talents to the others.
■ To encourage students to write descriptions of their special talents.
■ To exchange ideas and hunt others’ talents.
■ To further explore the theme of the unit.
Options
■ Ask students about what special talents they have and what they know about those of the other students.
■ Ask the students to read the descriptions on the Bulletin Board individually.
■ Ask students what information is included in each description and what else they know about their classmates.
■ Encourage students to write descriptions of their own special talents or those of others they know about.
■ Display their writings on the class bulletin board. Encourage students to read other students’ writings after class.
Unit Diary
Objectives
■ To encourage students to reflect on what they have learned in this unit
■ To encourage students to think about their own learning style
■ To identify effective learning methods
■ To develop students’ confidence
■ To encourage students to take active control of their studies
■ To help teachers get a clearer insight into the students’ learning strengths and weaknesses
Part 1 (1)
This asks students to think of the topics of the unit and decide
which lesson was their favourite.
Part 2 (2-5)
This part refers back to the unit objectives from the start of the unit, think about what they have learned in this unit.
Part 3 (6)
This part asks students to express their personal opinions, comprehensively using the ideas in the reading and listening materials in this unit or from other resources.
Part 4 (7-8)
This part focuses on the evaluation of the usefulness of the activities for each of the tasks.
Part 5 (9)
This part gets students to reflect on the listening and reading texts, to identify the vocabulary that students still have difficulties with in the unit.
Part 6 (10)
This part is the reflection of the student’s learning styles and strategies. In fact, the seven choices are the suggestions for English learning, which are helpful for students.
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