高中英语牛津译林版模块8 Unit 2 The universal language全套教案

Module
8
unit
2
The
universal
language
Period
One
Welcome
to
the
unit
Teaching
aim
Let
the
students
get
familiar
with
the
topic
of
music.
Encourage
the
students
to
practice
their
spoken
English
by
talking
about
their
favourite
kind
of
music
and
discussing
the
pictures.
Teaching
important
and
difficult
points
1.
Relate
the
information
given
in
the
book
to
the
students’
own
experiences
and
let
them
get
familiar
with
different
kinds
of
music.
2.
Let
them
talk
about
music
fully
and
freely.
Teaching
aids
A
computer
and
a
projector.
Teaching
procedures:
Step
I.
Lead-in
(Discussion)
Do
you
like
music
Why
or
why
not
How
many
kinds
of
music
do
you
know
Can
you
list
some
types
of
music
What
are
the
common
topics
of
music
Step
II.
Ask
the
students
to
look
at
the
pictures
one
by
one
on
P17.
Then
ask
some
questions
about
each
picture.
Step
III.
Enjoy
some
music
and
ask
the
students
to
tell
what
kind
of
music
they
are.
Step
IV.
Make
up
a
dialogue.
Ask
you
partner
what
kind
of
music
he/she
likes
best
and
why
he/she
likes
about
it.
Step
V.
Ask
the
students
to
tell
a
story
about
a
famous
musician.
If
there
is
no,
introduce
one
to
the
students.
Step
VI.
Discussion.
Chinese
opera
is
a
kind
of
music
with
a
long
history.
But
some
young
Chinese
don’t
like
it
at
all.
Some
even
think
that
it
is
noisy.
So
what
do
you
think
about
Chinese
opera
How
can
we
make
more
people
interested
in
Chinese
opera
Step
VII.
Summary.
Step
VIII.
Homework.
Preview
the
reading
part.
Period
Two
&Three
Reading
Teaching
Aims:
1.
Learn
and
master
the
following
words
and
expressions:
Cast;
fall
in
love;
feature;
unconditional;
be
drunk
with;
exercise
control
over;
break
one’s
promise;
terrify;
conduct
2.
Train
the
students’
reading
ability.
3.
Get
the
students
to
learn
about
the
Turandot..
Teaching
Important
Points:
1.
Learn
to
use
the
following
useful
phrases:
Cast;
fall
in
love;
feature;
unconditional;
be
drunk
with;
exercise
control
over;
break
one’s
promise;
terrify;
conduct
2.
Train
the
students’
reading
ability.
Teaching
Methods:
1.
Fast
reading
to
get
a
general
idea
of
the
text.
2.
Careful
reading
to
get
the
detailed
information.
3.
Pair
or
group
work
to
make
every
student
work
in
class.
Teaching
Aids:
The
multimedia
Teaching
Procedure
Step
1
Greetings
Step
2
Lead-in
To
start
the
lesson
by
asking
the
students
some
questions
Ask
the
students
to
talk
freely
in
order
to
create
an
easy
atmosphere
to
encourage
the
students
to
practise
their
spoken
language.
Ask
the
students
to
prepare
some
information
in
advance.
Get
the
student
to
have
a
general
idea
of
the
opera.
Step
3
Reading
Strategy
Explain
the
definition
of
a
review
to
the
students
since
different
types
of
article
have
various
ways
of
reading.
1.
What’s
the
definition
of
a
review
A
review
is
a
report
or
an
essay
giving
some
information
as
well
as
some
opinion
or
ideas
about
a
book,
performance,
a
painting
or
something
similar.
2.
What
should
we
pay
attention
to
while
reading
a
review
of
an
opera
a.
A
review
of
opera
usually
starts
with
some
background
information.
b.
The
review
can
five
some
important
such
as
the
actor’s
names
and
finally
an
evaluation.
c.
The
review
may
include
lots
of
very
descriptive
words
that
reflect
feelings.
Step
4
Fast
reading
Ask
the
student
to
scan
the
text
to
finish
the
exercises
in
Part
A
Step
5
Listening
and
comprehension
Listen
to
the
recording
and
ask
the
students
to
finish
the
exercises
on
P
20
Part
C1
Answers:
1.
Because
she
felt
that
she
could
almost
feel
the
history.
2.
She
is
cold-hearted.
3.
He
was
killed.
4.
She
does
not
have
to
marry
him.
5.
He
promised
to
allow
Turandot
to
choose
her
own
husband.
6.
Eight.
7.
Turandot
was
played
by
Sharon
Sweet
from
the
USA,
Liu
was
played
by
Barbara
Hendricks
from
the
USA
and
Calaf
was
sung
by
Kristian
Johannsson
form
Iceland.
8.
The
bringing
together
of
the
group
of
people
from
many
countries,
the
music
and
the
setting.
Step
6
Post-reading
In
order
to
have
an
accurate
understanding
of
the
text,
ask
the
students
to
finish
Part
D
on
P20.
And
explain
some
more
language
points
to
the
students.
1.
witness
n.
e.g.
According
to
(eye)
witnesses,
the
robbery
was
carried
out
by
two
teenage
boys.
witness
vt
witness
doing
sth
e.g.
He
arrived
home
just
in
time
to
witness
his
brother
being
taken
away
by
the
police.
2.star
vt
(e.g.
The
studio
would
like
to
star
her
in
a
sequel
to
last
year’s
hit.)
cast
vt
(e.g.
The
doctor
decided
not
to
cast
his
new
film
with
big-name
actors.)
3.
setting
n.
e.g.
The
play
has
its
setting
in
a
wartime
prison.
be
set
in
…
(e.g.
The
story
was
set
in
Britain
of
the
nineteenth
century.)
4.
take
on
a.
to
accept
a
particular
job
or
responsibility:
e.g.
She
took
too
much
on
and
made
herself
ill.
b.
to
employ
someone:
e.g.
She
was
taken
on
as
a
laboratory
assistant.
c.
to
compete
against
or
fight
someone:
e.g.
The
Government
took
on
the
unions
and
won.
d.
to
begin
to
have
a
particular
quality:
e.g.
Her
voice
took
on
a
troubled
tone.
5.
exercise
vt
(to
use
one’s
right,
power
or
influence)
e.g.
The
young
employer
simply
does
not
know
how
to
exercise
his
power
over
his
employees.
Since
you’re
a
citizen
of
our
country,
you
should
exercise
your
right
to
vote.
6.
be
desperate
to
do
sth./be
desperate
for
sth.
(
to
be
eager
or
in
great
need
to
do/for
sth.)
e.g.
The
old
man
was
desperate
to
see
his
son,
Who
had
left
home
to
study
abroad.
The
boy
is
desperate
for
a
new
pair
of
football
shoes.
7.
leave
vt
常用“leave＋宾语＋宾补”结构
(to
let
sb.
do
sth.
or
be
in
a
state/to
let
sth.
be
in
a
state
)
e.g.
My
grandma
is
over
80
years
old,
so
do
not
want
to
leave
her
alone
at
home.
The
poor
farmer
died,
leaving
his
wife
and
three
children
in
poor
conditions.
When
the
couple
went
on
holiday,
they
left
their
pet
dog
in
the
care
of
a
friend.
8.
transform
vt
(to
make
a
complete
change
of
the
appearance
or
character
of)
e.g.
Plenty
of
rain
might
transform
the
area
from
a
desert
into
a
place
full
of
plants.
It
is
said
that
the
old
railway
station
built
about
100
years
ago
will
soon
be
transformed
into
a
railway
museum.
Answers:
dedicated;
mistake;
walk;
neck;
visitors;
positive;
journalism;
programe
Step
7
Homework
Period
Four
Word
power
Teaching
Aims:
1.
Learn
to
read
a
passage
of
something
about
an
orchestra
and
instruments
used
in
an
orchestra.
2.
Enlarge
the
students’
vocabulary.
Teaching
Important
Points:
1.
Understand
the
meanings
of
words
and
expressions
related
to
an
orchestra.
2.
Master
the
words
in
this
part
and
use
them
freely.
Teaching
Difficult
Points:
1.
Knowing
the
main
idea
of
the
passage.
2.
Remember
some
new
words
about
an
orchestra.
Teaching
procedures:
Step
1
Greetings
1.
Greet
the
whole
class
as
usual.
2.
Check
their
homework
if
any.
Step
2
Brainstorming
1.
What
is
an
orchestra
like
2.
What
kind
of
music
is
performed
by
an
orchestra
(classical
music/opera)
3.
Do
you
know
any
famous
orchestras
in
China
or
in
other
countries
around
the
world
Step
3
Vocabulary
learning
1.
Read
the
web
page
in
Part
A
carefully,
and
then
complete
the
following
chart
written
on
the
blackboard.
Complete
Part
B
individually
and
then
check
answers
with
a
partner
to
see
if
they
have
got
the
answers.
Suggested
answers:
strings:
harp,
violas,
double
basses
brass:
saxophones,
trombones,
tubas
woodwind:
oboes,
bassoons,
piccolos
percussion:
timpani,
xylophones,
gongs
2.
Read
the
report
and
complete
Part
C
individually
referring
to
Parts
A
and
B.
Suggested
answers:
(1)
orchestra
(2)
chamber
(3)
symphony
(4)
strings
(5)
brass
(6)
violins
(7)
cellos
(8)
brass
(9)
trumpets
(10)
Flutes
(11)
woodwind
(12)
bass
drums
Step
4
Vocabulary
extension
Please
focus
on
Part
D
and
complete
it
individually.
Answers
to
D:
the
instruments
in
red:
strings
the
instruments
in
blue:
woodwind
the
instruments
in
green:
brass
the
instruments
in
yellow:
percussion
Step
5
Homework
Period
Five&
Six
Grammar
and
Usage
Teaching
Aim:
Introduce
the
ellipsis.
Teaching
Important
Point:
The
basic
usage
of
the
ellipsis
and
learn
to
use
it
in
different
situations.
Teaching
Difficult
Point:
How
to
help
the
students
learn
when
to
use
ellipsis
and
how
to
use
it
correctly.
Teaching
Methods:
Teaching
and
practicing.
Individual
or
pair
work.
Teaching
Aid:
Multimedia.
Teaching
procedures:
Step1:
Introduction
to
ellipsis
Ellipsis
means
leaving
out
words
of
a
sentence
when
the
meaning
can
still
be
understood.
Ellipsis
is
used
when
you
do
not
want
to
repeat
words
or
phrases
that
are
obvious.
You’re
to
learn
when
to
use
ellipsis
and
how
to
use
it
correctly.
Step
2:
Presentation
Sentences
on
the
blackboard
—
How
is
your
cousin
today
---(She
is
)Much
better.
(You)
Open
the
the
window,
please!
(It)
Sounds
fine
to
me.
(It
is
a
)
Pity
our
teacher
couldn’t
come.
(Is
there)
Anything
wrong
(Have
you)
Found
your
pencil
Read
these
sentences
and
point
put
the
words
that
have
been
left
out
in
each
sentence.
Step
3:
Instructions
1.
Go
over
Part
1&
Part
2
Ellipsis
is
often
used
in
imperative
sentences,
in
short
responses,
in
infinitive
phrases
and
in
informal
English.
Ellipsis
is
also
used
after
hence,
some
prepositions
or
than.
You
should
pay
attention
to
the
case
in
which
ellipsis
is
used
when
two
clauses
with
the
same
pattern
and
the
same
verb
are
used
in
a
sentence.
Read
the
examples
in
Point
2
and
get
to
know
that
in
some
special
styles,
words
are
left
out
just
to
save
space
and
time.
When
it
comes
to
signs
and
labels,
newspaper
headlines,
instructions,
postcards,
diaries
and
notes,
ellipsis
is
often
used.
2.
More
examples
Step
4:
Practices
1.
Read
Part
A
carefully
and
find
out
the
words
that
can
be
left
out.
Answers:
Singer:
It
was
a
real
privilege
for
me
to
be
cast.
It
had
always
been
one
of
my
strongest
desires
to
have
a
part
in
Turandot.
Jane:
How
were
you
hired
for
the
job
Singer:
Well,
I’m
a
musical
performer,………One
day,
saw
a
poster
that
the
production
company’s
Personnel
Department
had
put
up
saying
that
they
were
looking
for
singers.
I
applied
for
the
job,
and
they
sent
me
an
invitation
to
try
out
for
a
part
in
the
chorus.
Jane:
Was
it
difficult
to
try
out
Singer:
Yes,
it
was
difficult……
……
Singer:
The
best
part
was
visiting
Beijing
because
the
performance
was
staged
in
the
Forbidden
City.
……
Singer:
Yes,
I
would
like
to
visit
Beijing
again.
Jane:
Well,
it’s
been
fun
talking
to
you.
I
thank
you
for
your
time.
2.Read
the
instructions
in
Part
B
and
finish
the
part
individually.
Answers:
1
b
2
c
3
a
4
d
5
e
1
Bob
James,
the
pop
star
dies
of
drug
abusing.
2
This
is
the
door
to
the
stage.
3
The
performance
last
night
was
not
as
good
as
usual.
4
Please
handle
this
with
care.
5
Turandot
is
really
a
wonderful
performance,
and
the
setting
is
fantastic
too.
3.
Do
Part
C1
and
C2
on
page110
of
the
Workbook.
After
doing
the
two
exercises,
they
will
know
more
clearly
how
to
use
ellipsis
correctly.
Step
5:
Exercises
1.
—
Are
there
any
English
story
books
for
us
students
in
the
library
—
There
are
only
a
few,
___________.
A.
if
any
B.
if
there?
C.
if
some
D.
if
has
2.
—
Would
you
like
to
go
with
us
—
Yes,
_____________.
A.
I'd
B.
I'd
like
C.
I'd
like
to
D.
I'd
like
to
do
3.
—
Would
you
like
to
have
a
try
once
again
—
________________.
A.
Yes,
I
like
B.
No,
I
don’t
like
it
C.
Yes,
I
want
very
much
D.
Yes,
I’d
like
to
4.
—
What
do
you
think
made
Mary
so
upset
—
___________
her
bicycle.
A.
As
she
lost
B.
Lost
C.
Losing
D.
Because
of
losing
5.
—
When
did
they
get
down
to
the
job
—
_______________.
A.
Until
they
left
B.
Till
they
arrived
C.
Since
they
finished
it
D.
Not
until
they
turned
to
me
6.
—
Are
you
angry
—
Yes.
He
should
at
least
answer
when
_____________.
A.
speaking
B.
spoken
to
C.
spoken
D.
speaking
to
7.
Be
careful
while
_________
the
street.
A.
to
cross
B.
crossing
C.
he
crosses
D.
being
cross
8.
_______
us
for
a
dinner,
don’t
you
A.
Don’t
you
join
B.
Join
C.
Have
to
join
D.
Let’s
join
9.
I
promise
we’ll
be
there
at
6,
_________.
A.
rainy
or
shine
B.
rains
or
shining
C.
rain
or
shine
D.
rain
or
shining
10.
In
the
car
accident
the
child
was
hurt,
but
___________.
A.
the
mother
is
killed
B.
the
mother
killed
C.
the
mother
being
killed
D.
the
mother
has
killed
11.
__________
I
don’t
remember
where
I
met
him.
A.
Fact
is
which
B.
what
the
fact
is
that
C.
The
fact
is
what
D.
Fact
is
12.
He
raised
his
hand
__________
silence.
A.
as
if
to
command
B.
as
though
he
going
to
command
C.
as
though
to
command
D.
as
of
he
commanding
13.
Francis
Preston
Blair,
Jr.,
_________
born
in
Kentucky,
lived
and
practiced
law
in
Missouri.
A.
was
B.
he
was
C.
although
D.
who
he
was
14.
We
are
to
install
this
instrument
____________.
A.
as
originally
planned
B.
as
it
originally
planned
C.
as
was
originally
planned
D.
as
it
being
originally
planned
15.
__________,
people
and
objects
are
presented
in
a
flat,
often
angular,
abstract
manner
in
Jacob
Lawrence’s
paintings.
A.
Always
able
to
recognize
B.
The
ability
to
recognize
always
C.
While
always
recognizable
D.
Always
can
be
recognized
Answers:
1-5
ACDCD
6-10
BBBCB
11-15
DCCAC
Period
Seven&
Eight
Task
Writing
a
website
negative
emotional
language
Teaching
Aims:
1.
To
train
the
students’
ability
of
listening
and
writing.
2.
To
master
the
skills
in
the
writing
of
the
life
story
of
a
composer
3.
To
practise
writing
the
life
story
of
a
composer
Teaching
procedure:
Step
1
Review
the
last
period
of
the
unit
Skills
building
1:
listening
for
facts
about
people
When
we
are
listening
for
facts
about
people,
there
are
certain
things
we
need
to
listen
for.
These
includes:
1.
date
when
they
were
born
and
died
e.g.
He/She
was
born/died
on
26
May
1962.
2.
places
where
they
were
born
or
died.
These
might
be
or
countries.
e.g.
He/She
was
born
in
London,
England.
3.
specific
things
that
they
did
in
their
life.
This
will
include
dates
and
places
such
as
when
and
where
they
got
married
or
had
a
child,
etc.
e.g.
He
married
Jane
in
Paris
in
1999.
4.
information
about
why
they
did
something
and
who
or
what
influenced
them.
e.g.
He
wrote
this
opera
because
he
liked
East
Asia.
Step
2
Listening
While
listening
to
the
recording,
ask
the
students
to
apply
listening
skills
in
practical
use,
such
as
note
taking.
The
teacher
should
be
responsible
for
the
speed
of
the
recording
and
make
sure
the
student
can
finally
understand
the
text
as
a
whole.
After
the
teacher
can
check
the
answers
with
the
students.
Step
3
Table
fill-in
In
this
section,
the
students
first
are
required
to
go
through
three
passages
on
p
27.
Since
during
the
listening
we
have
just
finished
part
of
the
exercise,
the
teacher
can
design
a
skimming
and
scanning
practice
here,
asking
the
students
to
find
the
relevant
information
of
the
table
provided
on
P
26.
And
later
ask
the
students
to
check
their
answers
by
presentation.
Skills
building
2:
finding
out
about
people’s
lives
Sometimes
you
need
to
find
out
about
people’s
lives.
You
can
start
by
asking
the
following
questions.
Which
city/country
was
he/she
born
in
When
was
he/she
born
What
instruments
did
he/she
play
When
was
…written
When
did
he/she
die
Where
did
he/she
die
Did
he/she
have
brothers/sisters
What
were
their
names
When
did
he/she
get
married
Who
did
he/she
marry
Can
you
tell
me
any
other
information
about
him/her
Is
there
anything
else
you
can
tell
me
about
him/her
Step
2
asking
for
further
information
In
this
section,
the
students
are
supposed
to
work
in
pair
to
practice
the
skills
in
skills
buildings
2.
The
teacher
can
encourage
the
students
to
pracise
their
spoken
language
during
this
part,
and
later
the
teacher
can
also
provide
the
sample
answers
to
the
students.
Skills
building
3:
writing
someone’s
life
story
When
writing
someone’s
life
story
on
an
exhibition
board,
you
need
to:
1.
Start
with
his/her
name
as
a
little
with
the
dates
of
his/her
birth
and
death
underneath.
2.
Perhaps
use
a
timeline
to
illustrate
what
the
person
did
in
his/her
life.
3.
Write
the
information
in
the
order
that
it
happened.
4.
Include
pictures
to
make
it
attractive.
Step
3:
writing
the
life
story
of
a
composer
In
this
section,
the
students
should
apply
their
learned
skills
to
practical
use.
First
they
have
to
collect
some
facts
about
the
composers,
find
out
about
people’s
lives
and
then
write
someone’s
life
story.
The
teacher
first
of
all
should
remind
the
students
of
these
steps
and
then
give
some
instructions
to
the
students.
If
it
is
needed,
the
teacher
can
also
give
the
students
a
sample
writing
to
show
how
they
are
supposed
to
phrase
their
article.
Step
4
Homework
Prepare
for
next
period.
Period
Nine&
Ten
Project
The
universal
language
Teaching
aim
Help
students
use
what
they
have
learnt
to
finish
a
project
by
working
together.
Teaching
important
and
difficult
points
1.
Help
the
students
understand
the
text
to
collect
as
much
information
as
they
can.
2.
Ask
the
students
to
have
a
discussion
about
which
singer
or
band
they
will
focus
on,
what
they
will
include
in
the
project
and
how
they
can
organize
their
webpage.
Teaching
aids
A
computer
and
a
projector.
Teaching
procedures:
Step
1
Dictation.
Step
2
Lead-in
In
this
unit,
we
have
discussed
different
kinds
of
music.
So
today
let’s
have
a
closer
look
at
the
history
and
development
of
pop
music.
Step
3
First
reading
Ask
the
students
to
read
the
article
“From
jazz
to
pop”
and
then
answer
the
questions.
What
is
this
text
mainly
about
It
is
about
the
history
and
development
of
pop
music.
How
many
periods
can
pop
music
be
divided
into
according
to
the
writer
Five
periods.
Early
jazz,
swing
music,
R&B,
rock
and
roll,
and
1960s
pop
music.
Step
4
Second
reading
Read
different
parts
of
the
text
on
by
one.
Early
jazz
1.
What
was
the
most
important
instruments
used
in
jazz
The
trumpet
is
one
of
the
most
important
instrument
used
in
jazz
2.
Who
is
considered
as
one
of
the
founding
fathers
of
jazz
Louis
Armstrong
From
wing
music
to
rock
and
roll
1.
What
is
the
difference
between
swing
music
and
traditional
jazz
Swing
music
is
faster
than
traditional
jazz
and
have
a
sort
of
swinging
feel
to
the
music.
2.
What
are
included
in
“big
bands”
Big
bands
included
a
pianist
a
violinist
and
a
bassist,
as
well
as
others.
3.
Who
is
considered
as
one
of
the
pioneers
of
rock
and
roll
Big
Joe
Turner.
1960s
pop
music
1.
Which
band
was
the
most
successful
rock
and
roll
band
of
the
1960s
The
Beatles.
2.
What
is
“Beatlemania”
The
phenomenon
that
masses
of
fans
of
the
Beatles
welcome
this
band
at
the
airport.
Step
5
Finish
exercises
B1
and
B2
on
the
page
109
Step
6
Discussion.
Work
in
groups
to
discuss
how
to
research
and
what
to
research
about
a
singer
or
a
band
and
then
answer
the
questions
in
part
B.
Step
7
Homework
Each
group
should
choose
a
singer
or
a
band
to
research
and
then
divide
the
work
among
group
members.
Each
group
member
will
be
responsible
for
searching
for
some
information.
Use
the
information
collected
to
make
a
webpage
after
class
and
present
them
to
the
class
on
the
display
wall.
orchestra
philharmonic
classical
chamber
strings
woodwind
percussion
brass
symphony
movements