Module 4 Music Born in America 教案

外研版高二英语顺序《选修七》
Module 4 Music Born in America
模块教案
总 负 责: 郝焕胜
参与人员：高二英语组全体组员
（党银亮 冯 涛 郝焕胜 李红梅 李 瑾
李 琴 肖 琴 殷法林 周 劲）
编写时间：二〇〇九年三月十一日星期三
延安市延长中学高二英语组
邮编:717100 电话:13892176499Module 4 Music Born in America
Part One Teaching Design
第一部分 教学设计
教学设计说明
话题介绍 本模块主题是“美国音乐”
Period 1 Introduction 美国是一个多民族融合而形成的国家，在其形成的过程中，也出现了不同风格的音乐，这就是本单元探讨的主题。
Period 2 Reading and Vocabulary READING AND VOCABULARY为第一课时“阅读课”。课文“ All you need to know about Hip Hop”属于说明文体，介绍了美国的嬉蹦乐的知识，主要包括嬉蹦乐的形成、嬉蹦乐在自身的形成中的突破及其成功的原因，让我们对美国的嬉蹦乐有了一个基本的认识。在阅读的过程中能通过语境识别新学词汇、短语并推断出其意义；能读懂课文、识别课文的文体特征；能够迅速获取有关美国音乐的主要信息并进行加工处理。
Period 3 Grammar Grammar(1) Adverbial clauses of time 和 Grammar(2) Ellipse 合为语法课，学习时间状语从句和省略的用法。语法教学的方法一般采用演绎法。
Period 4 Listening 能识别对话和语段中新学词汇、短语并正确理解；能听懂教材配套听力材料中有关音乐的交谈。
Period 5 Function Function 中主要是比较一般现在时和一般过去时两种时态，能够正确的使用这两种时态。
Period 6 Speaking 在 Everyday English 中能够使用本模块学过的词汇介绍美国各种类型的音乐。
Period 7 Writing 能够熟练的运用本模块学的语法结构和词汇表达自己的意思；能够写出自己对音乐的某种看法。
Period 8 Reading Practice 学习美国音乐的部分知识后，这一模块我们主要认识香港产生的音乐。香港音乐一直在中国甚至世界特别流行，我们将在课文中了解香港音乐的特点和一些著名的香港歌手。
Period 9 Cultural Corner 通过本模块的学习，了解美国音乐的知识及音乐领域中的重要任务，了解中外音乐的相互影响，了解音乐在人们生活中的作用。可以通过各种途径（如报刊、因特网、图书馆等）获取更多也音乐相关的资料，并能用恰当的词汇表达出来。
Period 1 Introduction
■Goals
● To learn something about four kinds of American music
● To learn to analyze the text
● To learn to get useful information while reading
■Procedures
Step 1: Warming up by questioning
Hello, everyone. We shall look at the photos and answer the questions. Have you ever heard any kind of American music What kind of American music would you like to hear How will you hear it What kind of music do you think in the photos is being played
For reference 1. A choir is a large group of singers. A band is a small group of musicians. They play music and may also sing.2. In the picture we can see saxophone, drums and a double bass, and other instruments, piano, trumpet, etc. are also common.3. The woman is a black soul singer. Her music is often quite loud, and people often dance to it. The man is probably a white blues singer who is singing and is also playing a guitar and a harmonica. Blues is often quieter than soul music, and people usually don’t dance to it.
Step 2: Before you read
Please go over the word list for this part, paying attention to the pronunciation of the word, the relationship between its pronunciation and its spelling.
Step 3: While you read
Read the passage and match the types of American music with their features. Pay attention to the fact that some types of music have the same features as others.
Answers
Soul music Sophisticated Blues Guitar, piano, harmonicaSouthern united states African American Nineteenth century
Gospel music Church Southern united states Rhythmic Nineteenth century JazzMaking it up when you play Using unusual rhythms New Orleans African American
Period 2 Reading and Vocabulary
■Goals
● To learn something about hip hop
● To learn to use some expressions in the text
■Procedures
Step 1: Warming up
Now work in pairs. Look at some words about music from the passage and try your best to guess what they mean. Pay attention to the words where the stress doesn’t fall on the first syllable: graffiti, improvisation, and percussion.
Read through the words in the box and repeat them chorally and individually.
Step 2: Before you read
Read the passage and check the true statement. You are asked to read and check individually, and then check answers with a partner. Finally I’ll call back the answers from the whole class, having one student read a statement and another say whether it is true or false.
For reference True statements are: 1/3/4
Step 3: While you read
Read part 1 again, to find the answers individually, and then check with a partner. Finally call back the answers from the whole class, having one student give the definition and another answer.
For reference (a) block (b)DJ (c)percussion (d) reggae (e) DJ-ing (f) Jamaica (g) break dancing (h) graffiti (i) rapping (j) soul music
Read part 2 again and answer the questions and you are asked to do this individually, and then check with a partner. Finally I’ll call back the answers from the whole class.
For reference 1. Because he noticed that people didn’t like it.2. By using two records on two turntables.3. MCs4. Hours 5. Breakdancing
Read part 3 and 4 of the passage again. Look at the words and phrases and choose the correct meanings. You are asked to do this individually, and then check with a partner.
Finally I’ll call back the answers from the whole class
For reference 1 (b) 2 (a ) 3 (a) 4 (a) 5 (a) 6 (b)
Complete the sentences with the correct words and the whole classes are required to read through the words and repeat them chorally and individually. Pay particular attention to the words where the stress does not fall on the first syllable: electronic, percussion, record
For reference1 backing track 2 percussion 3 Disco music 4 rap 5 Reggae 6 beat 7 Electronic music 8 Rock music 9 record
Nowadays pop music songs become more and more popular with the young people. Unfortunately few people know the origin of the music. The following passage may give you a hand in the question.
Cultural Box:*Pop music is the name for various popular, commercial music. *It originated in the U.S.A. and spread the whole world during the 1950s and 1960s. *It is widely liked by the young people. The best—known early form of pop music was “rock and roll”; another was “blues”. A more recent development is “folk rock”.*Pop music has taken the place of native music in many parts of the world. It has caused the number of people for “jazz” music to become much smaller than in the 1950s and earlier, and it now began to rule the music stage productions.*It is a big industry. Much pop music is without artistic value, but the works of some pop singers for example: the Beatle, Bob Dylan, the groups like Pink Floyd and Crosby, Stills and Nash, are on a higher musical level. And there is still great interest in it today. Pop music concerts and festivals are held all over the world.
Work in groups of four. Read the following comments about hip hop music and answer the questions. Students are required to do the job in-group to do the activity. Students are asked to appoint a secretary to note the answers. At last I’ll call back the answers from the secretaries in a whole-class situation.
Step 4: After you read
Copy all the useful expressions into your Expression Book. If possible, you’re required to make up sentences with them.
Useful expressions from All You Know About Hip Hopconsist of, prefer to, be bored with, in decline, make an impression on sb., stare at, take advantage of, the moment, rather than, in order, come out, be devoted to, dance to, be short for, side by side,
Sentences made with useful expressions from All You Know About Hip Hop 1. How many chapters does the book consist of 2. Do you prefer to dance to fast music 3. He has been bored with the past.4. His interest in computer games is now in decline.5. I made a bad impression on the boss by leaving too early.6. It’s not polite to stare at the foreign visitors.7. I took advantage of the good weather to paint the wall.8. The moment I picked up the telephone, I realized that someone had dialed the wrong number.9. It was what he meant rather than what he said that annoyed me.10. It’ll be quite in order for you to speak now.11. When will her new book come out 12. Most of our meetings were devoted to discussing the housing problem.13. If you can’t dance to the rhythm, we can make the rhythm dance to your tune.14. UNESCO is short for United Nations Educational, Scientific and Cultural Organization.15. The two bottles stood side by side on the table.
Exercise for consolidationI. Multiple choice1. Tom, ________ studying, knows nothing about what is happening.A. devoted to B. having devoted C. being devoted D. devoting to 2. The demand in workers in the factory is in_______.A. influence B. imagination C. rejection D. decline3. My opinions are in ________ with the aims of the projects.A. human B. harmonious C. harmony D. humor 4. The protest ______ by the local people lasted only for several hours.A. made B. taken C. broken D. caught 5. I'll attend your meeting, if ______.A. possibly B. possible C. I'm possible D. it possible6.____ I came into the office, the teacher ______ the students' homework.A. As, was correcting B. When, was correcting C. While, correcting D. When, corrected 7. Scientists have been making a scientific _______ to the problem.A. experiment B. friction C. approach D. movement 8. Most of the countries are ________ advantage of modern technology to develop economy.A. using B. carrying C. making D. taking 9. WTO __________ World Trade Organization.A. is short for B. is short of C. are short for D. are short of 10. Having lost the prepared draft, I have difficulty ________.A. to improvise B. in improvising C. with improvising D. to improvise 11. The beautiful scene of the West Lake made a good _________ on me.A. effort B. deal C. impression D. decision 12. John shouted angrily, protesting _______ the unfair treatment. A. with B. forward C. for D. against13. I know you better than_____.A. he B. him C. his D. himself14. According to the __________ custom, people in the country usually go out for a trip during the holidays.A. controversial B. conventional C. continental D. considerate 15. Someone called me up in the middle of the night, but they hung up _______ I could answer the phone.A. as B. since C. until D. before Keys: 1-5 ABCDA 6-10 BCDAB 11-15 CDABD
II. Cloze
用下面方框中所给的单词或短语的正确形式完成下面短文.
be blessed with, conventional, rock and roll, mix, audience, start as, rhythm, spread, arise
America _1_ the most _2_ music scene in the world. From the continent has _3_ some of the greatest music. As well as attracting huge _4_ in the home; they have _5_ offshore. Gospel music developed in the churches are strong and _6_. Jazz was _7_ by African- American musicians. Blues _8_ songs sung by working people. Soul music is a _9_ of blues, gospel and a little _10_.
Keys: 1. is blessed with 2.conventional 3. arisen 4.audience 5. spread, 6.rhythmic 7.developed 8. started as 9. mixture 10.rock and roll
Period 3 Grammar
■Goals
● To understand adverbial clauses of time
● To learn to make sentences containing the adverbial clauses of time
● To understand ellipses
● To note ellipses while reading
■Procedures
Step 1: Warming up by questioning
Read this sentence from the passage on page 45. Choose the best explanation. You are asked to answer the questions by yourselves, and then check with a partner. Finally I’ll collect the answer from the whole class. (c)
Complete the sentences in your own words. Write sentences for the last two blanks using the moment ….You are asked to answer this by yourselves, and then check with a partner.
Finally I’ll call back the answers from the whole class.
Step 2: Learning about Adverbial clauses of time
1. Adverbial clauses of time can not only use the following words and phrases to introduce: when, while, as, before, after, the moment, but also phrases such as every time, ever since, the first time, the last time, by the time
状语从句the moment, the minute, the instant, the day, the year, the first time, last time, each/every time, next time, by the time等少数表示时间概念的短语可引导时间状语从句。例如：
The first time we met, we were at a rock concert.I recognized her the minute I saw her.
Her son was born the day Hongkong returned to its motherland.
He left Europe the year World War Ⅱ broke out.
He was attracted by the beauty of the city the first time he went there.
Last time I saw her, she was writing a book.
Don’t refer to the dictionary each/every time you come upon a new word.
I will go to the seaside next time I go to Dalian.
He had finished learning advanced mathematics by the time he was 14.
高考链接I thought her nice and honest ___ I met her. （98上海）A. first time B. for the first time C. the first time D. by the first time答案：C
2. Answer the questions with the adverbial clauses of time
Firstly, look at the sentences and think about the meaning of the time expression. Secondly complete the passage with the correct time expression. Thirdly answer this by yourselves, and then check with a partner. Finally I’ll call back the answers from the whole class.
For reference(1) the first time (2) the moment (3) by the time (4) The next time (5) The last time (6) It was the first time I’d (7) the first time
Step 3: Learning about ellipses 省略句省略句是英语的一种习惯用法。按照语法的分析, 句子应该具备的成分, 有时出于修辞上的需要, 或为了避免重复，在句中并不出现, 这种句子叫做省略句（elliptical sentences, 这种语法现象称为“省略”（ellipsis or leaving words out。其特点是：虽然省去句子语法构造所需要的组成部分, 但仍能表达其完整的意义。 ??省略形式多样, 从单词、短语到分句, 都可以省略, 而且各有一定的衔接关系。“省略”不但是一种“以无为有”的最简便的表达方法, 而且也是一种简便至极, “虽无胜有”的修辞手段。一·省略主语 Heard this song (= Have you heard this song )Beg your pardon. （我）请你再说一遍。（Beg前省略了主语I） Take care! 当心！（Take前省略了主语you）Looks as if it will rain. 看起来象要下雨。（Looks前省略了主语it）二·省略谓语动词 I sat near the window, and Mike near the door. (Mike 后面省略了sat) The river was deep and the ice thin. （ice后面省略了was） We’ll do the best we can. 我们将尽力而为。（can后面省略了动词do）三·省略宾语 Let’s do the dishes. I’ll wash and you’ll dry. 咱们来洗碗吧，我来洗，你来揩干。（wash和dry后面省略了宾语dishes）四·省略定语 He spent part of the money, and the rest he saved. 那钱他花了部分，其余的他都存了起来。（the rest后面省略了定语of the money）五·省略状语 He was not hurt. Strange! 他没有受伤，真奇怪！（Strange前面省略了状语how）六·省略不定式符号后的部分 --- What you said hurt her deeply. ---- I’m sorry. I didn’t mean to. (= I’m sorry, I didn’t mean to hurt her.)He may leave if he wishes to. 他可以走，如果他愿意的话。（to后面省略了动词leave） Don’t go till I tell you to. 等我叫你走你再走。（to后面省略了动词go）
Step 4: Exercise for consolidation
1. --- I won’t do it any more. --- ________
A. Why don’t B. Why don’t do it any more C. Why not D. Why not to
2. Although ________ to stop, he kept on working.
A. tell B. telling C. having told D. told
3. --- Will you waste your time and money on that --- Certainly ________.
A. I not B. don’t C. not D. no
4. --- Mary didn’t attend the lecture, did she --- Yes, she ________.
A. attended B. didn’t attend C. didn’t D. did
5. --- What’s Joan doing
--- _________ newspapers in the room.
A. She reading B. She reads C. To read D. Reading
6. _________ always succeed.
A. Honest and clever students B. Students who honest and clever
C. Honest students and clever D. Students are honest and clever
7. --- Can you climb that tree, my boy --- __________
A. I B. Myself C. Mine D. Me
8. Some people are against the plan but _______ support it.
A. any more B. many more C. much more D. no more
9. --- I’ll be away on a business trip. Would you mind looking after my cat
--- Not at all. _________.
A. I’ve no time B. I’d rather not C. I’d like to D. I’d be happy to
10. --- Why not go and have dinner in a restaurant --- _________. It’s too expensive.
A. Why not B. I agree C. I’m afraid not D. I’m sure
Keys: CDCDD ADBDC
Step 5:
Read the conversation in Activity 2. Put brackets around the words that can be left out. The first example is done for you. Second do the exercise individually, and then check with a partner. Finally I will call back the answers from the whole class, having one student read the full version and another student give the elliptical version.
Step 6: Extension
1. Work in groups and practice both conversations – the “full” version and the elliptical version, changing roles to do both parts. Circulate and monitor their pronunciation.
I will have some pairs perform the elliptical version for the whole class, and then we will discuss the difference between the two versions, and decide which is more natural.
2. Read the conversation and add words to make it clearer and do the exercises individually, and then check with a partner. Finally I will call back the answers from the whole class.
For referenceGarry: I’m / Have youMatt: do you meanGarry: I mean Matt: Have you / It Garry: That’s a / HasMatt: I / I’m
Period 4 Listening
■Goals
● To listen to the text about the dialogue between the mother and the child
● To learn to get useful information while listening
■Procedures
Step 1: Warming-up before listening
Now work in groups. Match the instructions on the left with the meaning on the right. And then I’ll ask the students to answer this by themselves. Thirdly check with a partner. Finally I’ll call back the answers from the whole class, having one student give an instruction and another meaning.
For referenceTurn the music up---make the music louder Turn the music down--- make the music quieter Turn the music on----- start playing the musicTurn the music off----- stop playing the music
Step 2: While listening
Listen to the conversation and choose the correct answers, I will ask the students to read through the questions first. At the beginning, I play the recording only once. At the same time you focus on the questions, then I will play it again for you to answer the questions; you can check with a partner. During the third time you should check, complete and correct
Finally I’ll call back the answers from the whole class.
For reference1 (b) 2 (c) 3 (a) 4 (b)
Tape scriptFx Noisy music Mother: Can you turn that down a bit Daughter: What Mother: Turn down the music please! It’s too noisy.Daughter: Sorry, I can’t hear you. Wait a minute please. Fx music turned down Daughter: Sorry, mum. What did you say Mother: I asked you to turn down the music. Daughter: Pardon Mother: I’m not surprised that you couldn’t hear me. Daughter: Was I playing the music too loud Mother: Yes, you were.Daughter: Sorry, didn’t mean to.Mother: What kind of music are you listening to Daughter: A new American hip-hop band.Mother: They are very loud. Daughter: Yes, great. Aren’t they Mother: What are they called Daughter: Don’t know. It’s not my CD. It’s my friend Angela’s. Mother: Well they are not my cup of tea. Bands are so much noisier than they used to be. Daughter: Not true. I listened to one of your CDs the other day. It was very loud.Mother: Well, when I was your age, we didn’t listen to such loud music.Daughter: I bet you did.Mother: We didn’t.Daughter: Really Mother: All right, we did. But we didn’t play music as loudly as you do these days.Daughter: Ok. I’ll turn it down.Mother: Thank you. But why are you inside listening to music anyway It’s a beautiful day. When I was young, we used to spend much more time in the open air than you do. Why don’t you turn the music off and go for a walk Daughter: I don’t want to. Anyway, I am waiting for a phone call. Mother: Who from Daughter: Angela. She said she’d call me but she hasn’t. Mother: Why don’t you call her Daughter: It’s her turn to call me.Mother: Well, why don’t you go and see her She only lives round the corner.Daughter: Yes! Good idea. She’s got some more CDs than me.Mother: Honestly….
Step 3: After Listening
Work in pairs. Read this extract from the conversation and underline the stressed words. First read through the text and underline the stressed words individually. You can then check with a partner. Second I’ll call back your suggestions. You are expected to write the text on the board and mark the words. Now listen again and check
For referenceA: Bands are so much noisier than they used to be. B: Not true. I listened to one of your CDs the other day. It was really loudA: Well, when I was your age, we didn’t listen to loud music.B: I bet you did!A: We didn’t.B: Really A: All right, we did. But we didn’t play music as loudly as you do these days.B: Ok! I’ll turn it down.A: Thank you.
Period 5 Function
■Goals
● To learn the way to compare the present and the past
■Procedures
Step 1: Warming-up exercises
First read these opinions from LISTENING on page 49 and answer the questions. Then do this individually, and then check your answers with a partner. Finally call back answers from the whole class.
For reference1. The mother2. –er… than; such as; as…. as; much more 3. used to /didn’t use to
Step 2: While reading
Check the opinions that your parents have about the music you listen to.
Now work in pairs and discuss your answers. You are asked to do this individually, and then compare answers with a partner. Finally I’ll call back answers from the whole class. You can ask them to start with “My parents (don’t ) think that….”
Step 3: Exercises
Complete these sentences, making similar comparisons between the present and the past. Use the words in brackets. Do this individually, and then check answers with a partner. Finally I’ll call back answers from the whole class.
For reference1. Modern pop stars earn more money than pop stars used to in the sixties.2. Old rock bands used to work harder than young rock bands do today.3. These days, bands don’t sing and play instruments as well as the old bands used to. 4. These days, music fans spend less money in buying records than people used to do.5. In the old days, there used to be less opportunity to listen to music than there are now.
Period 6 Speaking
■Goals
● To find helpful information from the text
● To talk about the function of classical music
■Procedures
Step 1:
Now read the following sentences on page 51 and choose the correct meanings. Do this individually, and then check answers with a partner. Finally I call back answers from the whole class, having one student read a phrase and another a paraphrase.
For reference1 (b) 2 (a) 3 (a) 4 (a) 5 (a)
Step 2: Exercises
Work in groups. Discuss what you have learnt in this module about the following:
＊the origins of jazz ＊the origins of hip hop
Work in groups of four to do this activity. Then appoint a secretary to note down their answers. Finally I’ll call back suggestions from the secretaries in a whole-class setting.
Step 3:
Look at the photos of musicians in this module (on pages 44-45). Discuss the following questions. Work in groups for this activity, but change the secretaries. Then I will call back ideas from the secretaries in a whole-class setting. Try to develop it into a class discussion.
For reference1. They dress less formally now; they play electric instruments now, or their instruments and voices are amplified.2. Yes, but often they are electric versions 3. Students’ answers.
Step 4:
Discuss the questions about modern music. Work in groups for this activity, but change the secretaries. Then I’ll call back ideas from the secretaries in a whole-class setting.
Period 7 Writing
■Goals
● To understand the two-sides effect of music to study
● To learn to describe one’s own study habit with or without music
■Procedures
Step 1: Warming-up exercises
Read the passage and answer the questions. You will answer individually, and then check with a partner. Finally I’ll call back the answers from the whole class, having one student ask and another answer the question.
I. a diagram for reference
Music effect
In a psychology experiment
Mozart → before a test → scores improved
In some case
light music → when writing an essay → concentrate well
doing revision
loud music/rap/rock → when writing an essay → handwriting getting bad
doing revision thoughts disordered
In some other case
music of any kind → when studying → can’t think
II. Answer for the questions
For reference1 classical music such as Mozart 2 Their test scores improved temporarily.3 No, it depends.
Step 2: While reading
Write a description of your study habits. Use the questions in the text to help you. Do this individually, as homework. Then have the students exchange their writing for peer correction and I’ll choose students to read their work to the whole class.
For referenceI never listen to music of any kind when I study because I find it distracts me from what I am doing. I like to study in a very quiet place, on my own. When I listen to music, I don’t like to do anything else, because I want to concentrate on the music whether it is classical, folk, pop or rock. So if my parents heard music coming from my room they would know I wasn’t studying. I think that for people who like to study with music, either light classical music or some gentle jazz is probably best. I don’t think my test scores would improve if I listened to Mozart when I revised; on the contrary, I think they would get worse.
Period 8 Reading Practice
■Goals
● To get a general idea about Music born in Hong Kong
● To learn to use some useful expressions
■Procedures
Step 1: Warming up exercises
Look at the title of the passage. What do you think the passage will be about Now you have several minutes to read it and I’ll call back suggestions from the whole class.
Do this work individually, and then check your answers with a partner. Finally I’ll call back answers from the whole class; if you wish, list names on the board.
Read the passage and choose the sentence which best expresses its main idea.
For reference (d)
Decide which of the statements expresses the writer’s opinion.
For reference (d)
Step 2: While reading
Choose the best answers first, and then check with a partner. Finally, I’ll call back the answers from the whole class as complete sentences
For reference 1 (d) 2 (a) 3 (d) 4 (c) 5 (b)
Complete the sentences in your own words
For reference 1… it is becoming popular throughout the world.2… of the clean and presentable image of the stars3…to change their image regularly and make a lot of CDs.4… they have to make lots of CDs and films, and do lots of concerts and TV appearances.5... it is a whole way of life
Think about your favorite pop stars. Why do you like them and their music Are they well known outside china Now write a passage to describe your favorite pop stars.
Do this individually, as homework. Work in pairs and exchange your homework for peer correction of the language.
Step 3: Exercises
1. This is a mixture ______ ____flour and water. ( 由…组成)
2. The crowd _____ _____ ____ ______ (高兴的发狂)at the carnival party.
3. ____ him mind _____(他走神了), he didn’t catch even a single word of what the teacher was saying.
4. Most of my family are musicians with gift which ____ ___ _____ _____( 与生俱来的).
5. The doctors are ______a surgical ____ ___the injured worker. (给…做手术)
6. The thief was arrested ___ ____ ___ _____(就在现场)where he committed the theft.
7. Many ______ _____ ______. (很多罪行逃脱了惩处)
8. There is an _______ ____ ____ people to work on farms. (立即需要)
9. It was _____(极冷) last night. Two persons ____ _____ ___ _____on the mountain(冻死).
10. The police ___ ______ ______ ______illegal dealers. (严厉打击)
Period 9 Cultural Corner
■Goals
● To enjoy the reading of Americans who changed the World of Music
● To find information needed from the text
● To organize a class concert if possible
■Procedures
Step 1: Reading
Read the passage and answer the questions. Do this individually, and then check with a partner. Finally I will call back the answers from the whole class.
For reference 1 Louis Armstrong: JazzRobert Johnson: Blues Woody Guthrie: folk2 Eric Clapton / The Rolling Stone / Bob
Step 2: Cultural Box
The Benefit After the September 11th terrorist attack
Some of the best known names in the entertainment industry have taken part in an unprecedented telethon to help victims of the terrorist attacks in the United States.　　The benefit, called “America: a Tribute to Heroes” was sponsored by all four major U.S. Television networks, ABC, CBS, FOX and NBC. It was broadcast by three dozens television, cable and radio networks across the country and aired live to more than a hundred countries around the world.　　Hollywood stars joined music entertainers in asking listeners and viewers to pledge cash donations to charities helping the victims of the September 11th attacks.　　Actors, including Tom Hanks, Julia Roberts, Tom Cruise and Clint Eastwood, told stories of heroic acts by people who tried to save others from the burning World Trade Center and the Pentagon. Former heavy weight champion Muhammad Ali made a rare public appearance in a show of support.　　The appeals alienated with performances by such popular entertainers as Bruce Springs teen, Mariah Carey, Stevie Wonder, Paul Simon and the rock band U -2.　　They appeared on stages in New York, Los Angeles and London, decorated with hundreds of burning candles.　　Singer Billy Joel sang, “New York State of Mind” with a New York City firefighter’s hat on his piano, Sting dedicated his song “Fragile” to a friend who died in the World Trade Center. Stevie Wonder condemned hatreds in the name of religion before singing his song “Love’s in Need of Love Today”. Pledge phones were manned by dozens of other celebrities, including Jack Nichlson, Meg Ryan, Whoopie Goldberg, Cindy Crawford, Al Pacino and Sylvester Stallone.　　Organizers said the two hour telethon raised millions of dollars. All participants, from stars to stage hands, worked without money.
Step 3: Organizing a class concert
In order for this to work, you probably need to do a little organization yourself. You may care to divide the class into groups, depending on whether they can play and sing or not.
Thereafter, have them follow the instructions, and research and rehearse out of class. Meanwhile, find out what they are all offering to perform or play, and design a programmer.
Finally produce the concert. If you wish, have other classes, teachers and parents attend.
Module File
This section lists the main areas of language dealt with in this music.
You may want to use it formally for reception, and pronunciation revision, or you may want to give the students 10 minutes to go through it, checking the things they are confident they know, putting a question mark next to those things they are not sure of, and a cross next to those they don’t know. This should then be the basis of their own revision of the module.
Part Two Teaching Resources
第二部分 教学资源
Section 1 Background Readings for Module 4 Music Born in America
1. something about music
Classical music is the one that happened in European country such as Germany, France, Poland…before the second world war. It includes serenade, symphony, piano music, concerto, violin music, quartet etc.
After the second world war, most of the music is "Pop'', including Jazz, Hip-hop, Rock and Roll, R&B, Nature music, Rap, light music, etc.
Folk music is created by one people through many years. Polka, Mazurka are foreign country's folk music. Chinese zither music, Chinese flute music, erhu fiddle music…are our country's folk music.
2. DJ (disc jockey): A person who plays records and talks about music on the radio or in a club.
3. The Rolling Stones: The Rolling Stones are the longest surviving rock band in the world. Formed by Mick Jagger, Keith Richards, Bill Wyman, Brian Jones and Charlie Watts in the early 1960s, they had their first UK No. 1 hit all over now in July 1964. They then went on to have another 7 No 1 hits, and another 12 UK Top Ten hits. After the mystery death of Brian Jones, Mick Taylor, and now Ronnie Wood took over as lead guitarist, and in the 1900s Wyman left the band but was not replaced by another full time members. They continue to tour and make records.
4. Jazz: Jazz is a kind of music with strong rhythms, in which the players often improvise (make up music as they are playing). Jazz was originally created by African-American musicians in New Orleans in the early 20th century. There are many different styles of Jazz, including Dixieland and swing. Syncopation is also very important to Jazz.
5. Blues: Blues is a type of music which started as songs sung by African Americans while they were working. The first blues music was played in the southern United States in the late 19th and early 20th centuries, using instruments such as guitar, piano and harmonica. The words of early blues songs often consisted of a single line repeated two or three times before changing.
6. GRAFFITI: In the text there is an expression “graffiti art”, first we should know what graffiti is. It refers to words or drawings, especially humorous, rude or political, on walls, doors, etc. in public places.
GRAFFITI, 汉语为“涂鸦”，可以说是一种书法。因为GRAFFITI是以字体为根本，利用喷漆的独特表现手法，与墙体上去创造有震撼性和视觉感的画面。
GRAFFITI起源于六十年代初。由于当时贫民区里有一群被视为社会问题的失业、失学的西裔或黑人青年,他们在反种族歧视、反战、反性压抑、反权力压抑的运动思潮中,形成一种地域性的反文化社会行为,发展其有独特风格的GTAFFITI艺术。
GRAFFITI(涂鸦)意大利文之意是(乱写),初时的GRAFFITI的确是以类似的形态的出现。利用概括的符号, 扼要的去表明意图。有些人更会写上自己的名字和门牌号码，以此告之世人他们的存在。之后随着GRAFFITI的发展,GRAFFITI不单是一种表达意图和宣传自己名字的工具， 而且更成为了GRAFFITI创作者(WRITER)之间相互竞争方式和工具。起初他们会比赛谁的签名大,谁写得漂亮。他们最初的工具是水笔，但很快他们发觉水笔太细不能造出更大的签名。很快他们发现了喷漆。喷漆凭借它鲜艳的颜色和方便快捷的使用方法，很快地成为了 GRAFFITI 爱好者创作工具的最爱。因为喷漆的方便使用, 颜色丰富，使更多的GRAFFITI创作者向创作有画面美感的大幅GRAFFITI发展，使GRAFFITI不再是单一的概括符号、签名和门牌号码， 而是一些通过字体变形扭曲创作出来的一幅幅色彩鲜艳的美丽画面。到此他们不再单是比赛谁的签名大、漂亮。更比赛谁的字体画得更漂亮, 更有自己的风格。
因为他们觉得抄袭别人的东西是一种耻辱。所以创造出有自己独特风格的字体是每个WRITER最希望做到的事情。慢慢地GRAFFITI演变出一种独特的艺术表达形式出现。
Section 2 The Analysis of the Difficult Sentences from Module 4 Music Born in America
1. The DJs at block parties in the 1970s played a lot of soul music and they noticed that people preferred the percussion breaks in the songs because they were the best parts to dance to.
20世纪70年代街区舞会上音乐的主持人（DJ）播放很多灵乐，他们注意到大家很喜欢乐曲中的打击乐，因为打击乐非常适合跳舞。
dance to, 随着…跳舞 to 在这里是伴随,和着节奏的含义，如：sing to piano, chant to the tune, stamp to the rhythm of the song　
常见带介词to的短语归纳在高中阶段的英语学习中，常常会遇见许多含有to的短语，而其中有些短语所含的to为介词，后面要求接名词，代词或动名词形式。往往容易将这种情况与不定式符号后接动词原形相混淆，为了帮助区别记忆，现将高中阶段常见带介词to的短语归纳如下：be/get/become used to 习惯于 be given to 喜欢；癖好 be related to 与…有关系 be addicted to 沉溺于；对…上瘾 be opposed to 反对 devote oneself to献身于；专心于be devoted to 致力于；忠诚于 be admitted to 被…录取；准进入 be reduced to 沦为reduce…to…使…沦为 be attached to附属于；喜欢；依恋 be adjusted to 适应be known to 为…所知 be married to 和…结婚 be sentenced to被判处be connected to 和…连在一起 be exposed to 暴露于；遭受 be compared to 被比喻成 compare… to…把…比作… be/become/ get accustomed to//accustomed to 惯于；有…习惯be engaged to 与…订婚 get down to 着手做 lead to 导致 object to反对；不喜欢；不赞成 put one’s mind to全神贯注于 give rise to 引起look forward to 盼望 pay attention to 注意 stick to 坚持attend to 专心；注意；照料； see to 负责；注意 contribute to对…作贡献；有助于make contributions to对…作贡献 apply oneself to 致力于 come close to几乎；将近reply to 回答 add to 增加 add up to 加起来 in addition to除…之外 turn to转向；求助于 feel up to 能胜任于 look up to 尊敬 admit to承认belong to 属于 take to 喜爱；开始 cling to 附着 fall to 开始 respond to 回答；对…作出回应 accustom oneself to 使自己习惯于 amount to等于 set an example to 给…树立榜样 refer to 谈到；参考；查阅prefer… to…更喜欢agree to sth. 同意某事 （比较：agree to do sth. 同意做某事） take/make a trip to到…地方去 join…to…把…和 …连接起来 turn a blind eye to对…视而不见turn a deaf ear to 对…充耳不闻 show honour to向…表示敬意 put an end to(bring… to an end) 结束 drink (a toast) to为……干杯 propose a toast to 提议…… set fire to 放火烧…… happen to…发生了……事 occur to sb. 想起；想到 total up to 总计达 be close to 几乎；将近 hold to 坚持；抓住 help oneself to 随便用…… hold on to 抓住；固守 do harm to 对……有害处 do wrong to 冤枉某人 date back to 追溯到 give an eye to着眼于 have an eye to doing 打算come to 来到；达到；结果为 (比较：come to do sth逐渐做某事) when it comes to… 谈到……时 describe to 向……描述 treat sb. to sth. 请某人吃…… trust sth. to sb.把某物委托给某人 pay a visit to 参观…… the key to ……的答案 access to 进入；取得的方法 on one’s way to 在去某处的路上；在达成某事的过程中 be a stranger to 不习惯；对……陌生 be kind to 对……和善 be important to 对……重要 be senior to 年龄长于……be junior to年龄小于…… be equal to 和……相等 be subject to 服从；隶属；易遭\受\患be particular to ……所特有的 （比较：be particular about 对……过于讲究；挑剔） be familiar to 为 ……熟悉 be similar to 和……相似 be open to 对……开放 be loyal to 对……忠诚 be helpful to对……有益处 be useful to对……有用 be good to sb对某人好 （比较：be good for 对……有益处） be bad to 对……不好 be bad for（比较：对……有害处）be new to 对……不习惯；对……陌生 next to（否定词前）几乎； next to ……的旁边due to 由于；归因于…… be due to do sth.预定要做某事 owing to 由于；因……的缘故 thanks to 多亏了；由于 as to 关于；至于 in/with regard to 关于in/with relation to 关于；就……而论 according to 根据 subject to 在……条件下；依照专项练习：1. The engine of the plane was out of order and the thunderstorm ______ the helplessness of the pilot in the sky. A. added to B. made up C. led to D. took over2. ---What a large and bright room! Is it a classroom ---No. It ______ the students’ reading—room.A. refers to B. stands for C. is meant for D. makes up of3. It was foolish of him to _______ his notes during that important test, and as a result, he got punished. A. stick to B. refer to C. keep to D. point to4. Eating too much fat can _______ heart disease and cause high blood pressure.A. result from B. devote to C. attend to D. contribute toKeys: 1-4 ACBD
2. “The moment I heard it,” he said, “I knew it was a completely new kind of music.” “我一听，”他说，“就知道这是一种全新的音乐。”
the moment 用作连词来引导时间状语从句，相当于as soon as，表示“一……就……”
1. 时间状语从句由下列连词引导，如：after, as, before, once, since, till, until, when, whenever, while, as soon asShe started the job after/shortly after she left the university.她大学毕业后不久就开始做这份工作。I’d like to see you whenever （it’s ）convenient. 在你方便的时候我想来看看你。Let’s wait till the rain stops. 咱们等到雨停再说吧。 Once the train is moving, there’s no way to stop it. 火车一旦开动就没办法让它停下来。 They were scolded whenever they were late for school. 每次他们上学迟到都挨骂。2. 有一些表示时间的名词短语也可用来引导时间状语从句，如： the minute, the moment, every time, the first time The moment he reached the country, he started his search. 他一到达这个国家，就开始他的探寻工作。 Every time I saw the straw hat, it reminded me of the tour I made years before. 每当我看到那顶草帽，它就使我想起几年前的那次旅游。 I thought her nice and honest the first time I met her. 我第一次见到她就觉得她诚实而友善。3. 有一些表示时间的副词也可用来引导时间状语从句： Directly the master came in, everyone was quiet. 校长一进来， 大家就安静下来。 The young lady rushed into the room immediately she heard the noise. 那位年轻女士一听到响声就冲进房间。1. ---Why didn’t you tell him about the meeting ---He rushed out of the room ____ I could say a word. (2006四川)A. before B. until C. when D. after2. “You can’t have this football back ____ you promise not to kick it at my cat again,” the old man said firmly. (2006广东) A. until B. when C. since D. because3. A dozen ideas were considered ____ the chief architect decided on the design of the building. (2006上海) A. because B. before C. whether D. unless4. ____ environmental damage is done, it takes many years for the ecosystem(生态系统) to recover. (2006江苏) A. Even if B. If only C. While D. Once5. ---How long do you think it will be ____ China sends a manned spaceship to the moon (2006福建) ---Perhaps two or three years. A. when B. until C. that D. before6. I had just stepped out of the bathroom and was busily drying myself with a towel ____ I heard the steps. (2006湖南) A. while B. when C. since D. after7. He was about halfway through his meal ____ a familiar voice came his ears. (2006辽宁) A. why B. where C. when D. while8. How can you expect to learn anything ____ you never listen (2006山东) A. in case B. even if C. unless D. whenKeys: 1-5 AABDD 6-8 BCD
Section 3 Words and Expressions from Module 4 Music Born in America
vain adj. 自负的； 爱虚荣的unsuccessful or useless; of no value:
The doctors gave him more powerful drugs in the vain hope that he might recover.
FORMAL It was vain to pretend to himself that he was not disappointed.
She is very vain about her good looks. 无用的；无结果的；徒劳的
But she claims she isn’t vain. 但是她声明她并不自负。
a vain attempt 无用的尝试
vain promising 空头许诺
in vain 徒然，枉然unsuccessful or useless:
I tried in vain to start a conversation.
All the police’s efforts to find him were in vain.
All our work was in vain.
The police tried in vain to break up the protest crowds.
devote v.
1 to give all of sth., especially your time, effort or love, or yourself, to sth. you believe in or to a person:
He left government to devote more time to his family.
She has devoted all her energies/life to the care of homeless people.
[R] At the age of 25, he decided to devote himself to God.
Madam Curie was devoted to the study of science.
2 [often passive] to use a space, area, time, etc. for a particular purpose:
Over half his speech was devoted to the issue of unemployment.
The report recommends that more resources be devoted to teaching four year olds.
Net chat may be interesting, but you should not devote all your time to doing it.
The doctor is determined to devote his whole life to studying SARS virus.
beg v.
1 [I or T] to ask for sth. urgently and without pride because you want it very much:
They begged for mercy.
[+ speech] “Please, please forgive me!” she begged (him).
[+ object + to infinitive] He begged her to stay, but she simply laughed and put her bags in the car.
2 [I or T] to ask for food or money because you are poor:
There are more and more homeless people begging on the streets these days.
She had to beg for money and food for her children.
They yell their names at concepts and beg for autographs.
3 [I] If a dog begs, it sits with its front legs in the air as if to ask for sth.:
They have trained their dog to sit up and beg.
quit v. to stop doing sth. or leave a job or a place:
Would you quit your job if you inherited lots of money
[+ ing form of verb] I’m going to quit smoking.
Quit wasting my time!
Press Q to quit the program.
I have quit my job.
He has not quit smoking, but is holding down to three cigarettes a day.
One friend of mine has decided to quit his highly paid but demanding position in his company recently.
refreshing adj. 爽快的，凉爽的，使人精神振奋的
1 making you feel less hot or tired:
There’s nothing more refreshing on a hot day than a cold beer.
I had a refreshing drink.
2 pleasantly different and interesting:
It’s a refreshing change to see a losing team shaking hands and still smiling after a match.
common sense of a most refreshing sort 与众不同的常识
decline n.
when sth. becomes less in amount, importance, quality or strength:
industrial decline
Home cooking seems to be on the/in decline (= not so many people are doing it).
a decline in the number of unemployed
She seemed to be recovering and then she went into a decline.
The protesting activities went into decline when the new government came to power.
v. to gradually become less, worse, or lower:
His interest in the project declined after his wife died.
The party’s popularity has declined in the opinion polls.
FORMAL The land declines sharply away from the house.
Helen angrily declined to attend the meeting.
harmony n.
1 when people are peaceful and agree with each other, or when things seem right or suitable together:
racial harmony (= good feelings between different races)
domestic harmony (= good feelings in the family or home)
Imagine a society in which everyone lived together in (perfect) harmony.
People in the small town live in perfect harmony.
We must ensure that tourism develops in harmony with the environment.
2 a pleasant musical sound made by different notes being played or sung at the same time:
singing in harmony
The tune is in harmony with the rhythm in the music.
It is a simple melody with complex harmonies.
protest n.
1 [C or U] a strong complaint expressing disagreement, disapproval or opposition:
Protests have been made/registered by many people who would be affected by the proposed changes.
A formal protest was made by the German team about their disqualification from the relay final.
Conservation groups have united in protest against the planned new road.
2 [C] an occasion when people show that they disagree with sth. by standing somewhere, shouting, carrying signs, etc:
a public protest against the war
a peaceful/violent protest
v.
1 to show that you disagree with sth. by standing somewhere, shouting, carrying signs, etc:
A big crowd of demonstrators were protesting against cuts in health spending.
US Outside, a group of students were protesting research cuts.
2 to say sth. forcefully or complain about sth.:
A lot of people protested about the new working hours.
They protested bitterly to their employers, but to no avail.
[+ that] A young girl was crying, protesting that she didn’t want to leave her mother.
All through the trial he protested his innocence (= strongly said he was not guilty).
technique n.
a way of doing an activity which needs skill:
We have developed a new technique for detecting errors in the manufacturing process.
She's a wonderfully creative dancer but she doesn't have the technique of a truly great performer.
improvise v.
1 to invent or make sth., such as a speech or a device, at the time when it is needed without already having planned it:
I hadn't prepared a speech so I suddenly had to improvise.
To sleep on, we improvised a mattress from a pile of blankets.
2 When actors or musicians improvise, they perform without fixed speech or music, making it up as they perform it:
During certain scenes of the play there isn't any script and the actors just improvise (the dialogue).
emerge v.
1 to appear by coming out of sth. or out from behind sth.:
She emerged from the sea, blue with cold.
2 to come to the end of a difficult period or experience:
The Prince emerged unscathed from the scandal.
arise v.
to happen: (arose, arisen)
Should the opportunity arise, I’d love to go to China.
Could you work on Saturday, should the need arise (= if it were to be necessary)
Are there any matters arising from (= caused by) the last meeting
boom
n. a period of sudden economic growth, especially one that results in a lot of money being made:
This year has seen a boom in book sales.
The insurance business suffered from a vicious cycle of boom and bust.
the property boom
v. The leisure industry is booming (= is very successful).
pace n.
1 the speed at which someone or sth. moves, or with which sth. happens or changes:
a slow/fast pace
When she thought she heard someone following her, she quickened her pace.
Could you slow down a bit - I can’t keep pace with (= walk or run as fast as) you.
For many years this company has set the pace (= has been the most successful company) in the communications industry.
These changes seem to me to be happening at too fast a pace.
I don’t like the pace of modern life.
2 force the pace to make other people in a race go faster by going faster yourself
3 a single step, or the distance you move when you take a single step:
Take two paces forwards/backwards.
The runner collapsed just a few paces from the finish.
tight adj., adv.
(held or kept together) firmly or closely:
I can’t untie the knot – it’s too tight.
This lid is on very tight.
The people stood talking in tight groups.
Hold on tight when we go round this corner.
Check that windows and doors are shut tight (= completely closed) before you leave.
The plastic cover was stretched tight (= stretched as much as it could be) across the tank.
adj. 1 If you have a tight feeling in your chest you have an uncomfortable feeling of pressure, caused by illness, fear, etc.
2 Controls or rules that are tight are ones which severely limit what can happen.
3 If time or money is tight, there isn’t enough of it:
I’m sorry I can’t stop, time’s really tight.
They’re raising three kids on one small salary so money is very tight.
4 Clothes or shoes that are tight fit the body too closely and are uncomfortable:
That jacket’s too tight - you want a bigger size.
deadline n.
a time or day by which sth. must be done:
There’s no way I can meet that deadline.
We’re working to a tight deadline (= We do not have much time to finish the work).
I’m afraid you’ve missed the deadline - the deadline for applications was May 30th.
swap v.
to give sth. and be given sth. else instead; to exchange:
When you’ve finished reading your book, and I’ve finished mine, shall we swap
We swapped addresses with the people we met on holiday.
When he got a job in a bank, he had to swap his jeans and T-shirt for a suit (= he had to wear formal clothes instead of informal ones).
[+ two objects] I’ll swap you my chocolate bar for your peanuts.
We spent the evening in the pub, swapping (= telling each other) stories/jokes.
n. UK ALSO swop
an exchange, or sth. that is going to be or has been exchanged:
I thought Simon’s food looked nicer than mine, so we did a swap.
This comic is a swap (= something that was exchanged) that I got from Nick.
经典时文背诵Homework SuggestionsMany beginning college students have not developed good study habits and find the transition (转换) to college work to be quite difficult. You may find some aspects of this course to be frustrating (使感到灰心) to you; this is natural, but you should try not to let that block you from succeeding at the course.Here are some hints that you should consider:Don't do your homework in front of the TV or with the radio or stereo going. These are distractions (分心的事物) and will prevent you from concentrating on the material you are studying. Some students say: "But I work better with music going"; they are deluding (迷惑) themselves. What they actually mean is "I enjoy it more when there's music going". That may be true, but studies indicate that it takes students longer, and the results are worse, if there are distractions like music and television when they are working on their homework. If you must listen to music while studying or doing homework, at least listen to classical music; studies show that this makes you smarter.
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13延长县中学教师教案编写首页
科目：English 教师： 编号：
课 题：Music Born in America 所属章节：Module 4 Book 7
授课班级： 授课时间：2009年 3 月 日 备课组长：D
教案共计 页 教案完成时间：2009年 3 月 11日 课时数：9
教 案 编 写 内 容
教学目的： 1. To improve the Ss reading, listening, speaking and writing abilities.To learn to read with strategiesTo practice writing a description of charactersTo enjoy the reading of Great ExpectationsTo practise listening ability2. To learn something about four kinds of American musicTo learn to analyze the textTo learn to get useful information while reading3. To learn to make a file4. To encourage the Ss to grasp the grammatical items To understand adverbial clauses of time To learn to make sentences containing the adverbial clauses of time To understand ellipses To note ellipses while reading
教学重点：1. To improve the Ss reading, listening, speaking and writing abilities.2. To try to grasp the grammatical items.
教学难点及突破方法：How to make the students understand the reading passage better.
教学方法与教具：Task-based；Student-centered；Question-based1. Discussion before reading to make the students interested in what they will learn.2. Fast reading to get a general idea of the text.3. Question-based method while careful reading can help students understand what they’ve learned better.4. Careful reading to get the detailed information in the text.the multimedia the blackboard
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