课     题 M8U2 课时 9-1
New Words 1 主备人   授 课 时 间 
教 学 目 标 1． Enable the Ss to read the new words and expressions correctly and freely.
2． Get the Ss to grasp the usages of some important new words and expressions.
教学重、难点 How to make the Ss master the important words and their common uses.
教、 学  具 A projector, a blackboard and some slides.
预 习 要 求 Try to read the new words and expressions by themselves.
教师活动内容、方式 学生活动内容、方式 旁  注
Step 1:Greeting
Step 2:Words
 1).universal---universe;       university
2).star      starred ;starred ;  starring
 n.  a fixed star恒星;a shooting star=a falling star;流星
the Red Flag with five stars ;a five-pointed star
v.1.The meadow is starred with red flowers . 点缀;用星状物妆饰
 2.He starred an item in the list.用星号标出;项目上注上星号
 3.The film starred her .
 4.She starred the film.
3).music ---musician;                dance to music
4).cast
e.g. John was cast for the part of Yang zi rong.      
  ---  as  ---
cast a net撒网;cast a vote 投票
cast 投射;加于 His words cast (a) new light on the problem.他的话使人们对这个问题有了新的认识.
cast a glance at  向…瞧了瞧
cast down 使沮丧;推翻;cast away 丢掉;抛弃 cast off 抛弃;释放
cast out 驱逐
Step 3:Recite the words and expressions
Step 4:Homework

课     题 M8U2 课时 9-2
New Words 2 主备人  授 课 时 间 200805
教 学 目 标 1. Enable the Ss to read the new words and expressions correctly and freely.
2. Get the Ss to grasp the usages of some important new words and expressions.
教学重、难点 How to make the Ss master the important words and their common uses.
教、 学  具 A projector, a blackboard and some slides.
预 习 要 求 Try to read the new words and expressions by themselves.
教师活动内容、方式 学生活动内容、方式 旁  注
Step 1:Greeting
Step 2:Words

5).cold-hearted ;warm-hearted ;------adj + P.P.
6).marriage-marry –married
Be married to ;marry A; marry A to B.
newly –married;newly –built;
7.be in love with ;fall in love with
 get married to ;be married to
8.slave –slavery
9.feather羽毛;feature 特征;特色;further更远;进一步; furthermore;而且;此外
10)be terrified at /with 被…吓了一跳be terrified of 对…感到恐惧;terrify sb.into doing 恐吓某人做某事
11).unemployment-employment-employ-employee-employer
 
Step 3:Recite the words and expressions
Step 4:Workbook B2
Step 5:Homework

  
课     题 M8U2 课时 9-3
Welcome To The Unit 主备人  授 课 时 间 200805
教 学 目 标 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.
教学重、难点 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.
教、 学  具 A projector, a blackboard and some slides.
预 习 要 求 Try to read the new words and expressions by themselves.
教师活动内容、方式 学生活动内容、方式 旁  注
Step I. lead-in
T: Hello, everyone. In last unit, we have learned the written world. Surely written language is very important, but do you know the existence of a universal language? Do you know the meaning of universal?
S: …
T: A universal language is a language that can be understood by people all over the world. Can you guess what it is? Can it be Chinese? Why or why not?
S: No….
T: What is the most widely used language in the world? Is it a universal language? Why or why not?
S: No….
You are right. So today we are going to learn something about music, the universal language.
I. Discussion.
Do you like music? Why or why not?
How many kinds of music do you know? Can you list some types of music?
What are the common topics of music
Step II. Ask the students to look at the pictures one by one on page 17. Then ask some questions about each picture.
Picture 1
What are the people doing in the picture?
What do you know about jazz?
Do you know any famous jazz musician?
What does jazz music sound like to you?
Picture 2
What are the people doing in this picture?
What is Chinese opera?
What does Chinese opera sound like?
Do you know any famous Chinese opera performers?
Picture 3
What is the girl doing in this picture?
What do you know about the violin?
Do you know any famous violinists?
Picture 4
What is the girl doing in this picture?
What do you know about the piano?
Do you know any famous pianists?
Step III. Enjoy some music and ask the students to tell what kind of music they are.
Step IV. Make up a dialogue.
Make up a dialogue. Ask you partner what kind of music he/she likes best and why he/she likes about it.
Step V. Ask the students to tell a story about a famous musician. If there is no, introduce one to the students.
Step VI. Discussion.
Chinese opera is a kind of music with a long history. But some young Chinese don’t like it at all. Some even think that it is noisy. So what do you think about Chinese opera? How can we make more people interested in Chinese opera?
Step VII. Summary.
Step VIII. Homework.
Preview the reading part

课     题 M8U2 课时 9-4
Reading 1 主备人  授 课 时 间 200805
教 学 目 标 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..
教学重、难点 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.
教、 学  具 A projector, a blackboard and some slides.
预 习 要 求 1. Fast reading to get a general idea of the text.
2. Careful reading to get the detailed information.
3. Asking-and-answering to help the students understand the text exactly.
4. Pair or group work to make every student work in class.
教师活动内容、方式 学生活动内容、方式 旁  注
Step 1 Greetings
Step 2 Lead-in
To start the lesson by asking the students some questions
1. Have you ever seen any of Zhang Yimou’s films? Besides films, what else has Zhang Yimou directed?
2. Have you ever seen the Beijing Opera?
3. Besides the Beijing Opera, have you ever enjoyed other foreign operas?
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.

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 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?
Step 4 Fast reading
Ask the student to scan the text to finish the exercises in Part A
1. What is Turandot?
A: It is an opera that tells the story od a cold-hearted Chinese princess, named Turandot, who lives in the Forbidden City. To avoid marriage, she says that any potential husband must answer three riddles correctly or die.
2. Who wrote Turandot?
A: Giacomo Uccini wrote the opera. The final scene was completed by Franco Alfano, one of his students, based on Puccini’s notes after he died.
3. Was the performance indoors or outdoors?
A: It was performed outdoors.
Step 5 Listening and comprehension
Listen to the recording and ask the students to finish the exercises on P 20 Part C1
1. Why does the writer think that the Forbidden City is a good setting for Turandot?
A: Because she felt that she could almost feel the history.
2. What kind of person is Turandot?
A: She is cold-hearted.
3. What happened to the prince who could not answer the princess’s riddles?
A: He was killed.
4. What does Calaf say will happen if Turandot can guess his name by sunset?
A: She does not have to marry him.
5. What has Turandot’s father promised her?
A: He promised to allow Turandot to choose her own husband.
6. How many times will Turandot be staged in the Fobidden City?
A: Eight.
7. Who took part in this performance of Turandot?
A: 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. What were the key ingredients for eh production of this opera?
A: The bringing together of the group of people from many countries, the music and the setting.
Step VI Post-reading
In order to have a accurate understanding of the text, ask the students to finish Part D on P 20. And explain some more
Step IX Homework
Preview the text.
Finish Exercise E on Page 21.

 
课     题 M8U2 The Universal Language 课时 9-5
Reading 2 主备人  授 课 时 间 200805
教 学 目 标 1. Enable the Ss to read the new words and expressions correctly and freely.
2. Get the Ss to grasp the usages of some important new words and expressions.
教学重、难点 How to make the Ss master the important words and their common uses.
教、 学  具 A projector, a blackboard and some slides.
预 习 要 求 Try to read the new words and expressions by themselves.
教师活动内容、方式 学生活动内容、方式 旁  注
Language points to the students.
1. witness n.
a person who sees an event happening, especially a crime or an accident 
e.g. According to (eye) witnesses, the robbery was carried out by two teenage boys.
witness  vt
to see something happen, especially an accident or crime:
Witness doing sth 
e.g. He arrived home just in time to witness his brother being taken away by the police.
2. setting n.
the time and the place in which the action of a book, film, play, etc. happens 
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.
3. 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.
Useful phrases
1.be set in  以…为背景
2. star some of the world’s greatest opera singers
由一些世界著名的话剧演员扮演 
3. fall in love with坠入爱河
4. take on a classic love triangle 呈现出经典的三角恋   
5. exercise control over 控制           
6. be drunk with power醉心于权术
7. fall silent 突然静下来              
8. be desperate to do 不顾一切地去做
9. win one’s affection 赢得某人的好感 
10. torture sb.折磨某人
11.. celebrate one’ s happiness 庆祝某人的幸福 
12. compose the operas创作剧本
13. serve as one’s first musical tutor
担当某人的启蒙音乐老师  
14. develop an interest in music形成对于音乐的兴趣    
15. deserve his status与某人的地位相吻合   
16. break up 瓦解，结束
17. be heavily influenced by深受…的影响   
18. take a brief look at 简要回顾  
19. play an important role in发挥重要的作用 
20. be anchored in 扎根于 
21. be seen as 被看成                     22. be intended for为…而精心准备的 
 23. release the very first rock and roll song
发行第一首摇滚歌曲  
24. racial discrimation种族歧视            
25. cut short 削减  
26. be drafted into the army 被征召入伍     
27. make a fortune 发财 
28. achieve much fame 获得很高的名声  
29. shortly after  之后不久              
30. have almost universal appeal 受到普遍的欢迎 
31. leave out 省略
32. be condemned to death 被判死刑     
33. apply for scholarship 申请奖学金
  

课     题 M8U2 The Universal Language 课时 9-6
Word Power 主备人  授 课 时 间 200805
教 学 目 标 1. Learn to read a passage of something about an orchestra and instruments used in an orchestra.
2. Enlarge the students’ vocabulary.
教学重、难点 1. Understand the meanings of words and expressions related to an orchestra.
2. Master the words in this part and use them freely.
3.  Knowing the main idea of the passage.
4. Remember some new words about an orchestra.
教、 学  具 A projector, a blackboard and some slides.
预 习 要 求 Try to read the new words and expressions by themselves.
教师活动内容、方式 学生活动内容、方式 旁  注
Step 1 Greetings
1. Greet the whole class as usual.
2. Check their homework if any.
Step 2 Brainstorming
1. Do you know how to play the piano/violin/guitar?
2. Have you ever seen a live orchestra performance or seen any orchestras playing on TV? What was it like?
3. What is an orchestra like?
4. What kind of music is performed by an orchestra? (classical music/opera)
5. 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.
              small: a _____ orchestra (chamber)
 An orchestra
              large:a________ orchestra  (symphony/ philharmonic)
             ___________ (strings)
             _______ (woodwind)   
Four groups of musical instruments      ___________ (brass)
___________ (percussion)
                         ¬¬______________ classical music (Western)
                         ____________ (opera)
Music of an orchestra popular music
   music from different _____________ (countries)
2. Complete Part B individually and then check answers with a partner to see if they have got the answers. If their answers are not the same, ask them to find out whose answers are right.
T: Now Eleanor has found a chart on the websites showing the different instruments in the sections of an orchestra. Read the chart and add as many instruments as you can think of into the correct categories.
3. Read the report and complete Part C individually referring to Parts A and B. We’ll then check the answers.
To check your reading comprehension, I’d like to ask you some questions:
What instruments are in the string section?
What instruments are in the brass section?
What instruments are in the woodwind section?
What instruments are in the percussion section?
Step 4 Vocabulary extension
1. Up to now we’ve got some knowledge about an orchestra and instruments used in an orchestra, and learned several relevant words and expressions. Let’s review them.
              chamber
orchestra      philharmonic/symphon
Musical instruments in the sections of an orchestra
Strings section         violins, cellos…
Woodwinds section     trumpets, horns
Brass section          flutes, clarinets
Percussion section     cymbals, bass drums
2. 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

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
Suggested answers:
strings: harp, violas, double basses
brass: saxophones, trombones, tubas
woodwind: oboes, bassoons, piccolos
percussion: timpani, xylophones, gongs

课     题 M8U2 The Universal Language 课时 9-7
Grammar And Usage 主备人  授 课 时 间 200805
教 学 目 标 Introduce the ellipsis.
教学重、难点 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.
教、 学  具 A projector, a blackboard and some slides.
预 习 要 求 Try to read the new words and expressions by themselves.
教师活动内容、方式 学生活动内容、方式 旁  注
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
What about some more coffee (for you)?
Why (do you) get so upset?
(It is/was a) Pity you didn’t get the chance.
— If you like(, you can go to play badminton).
— When could I start the work?
— (You may start the work )Whenever you like.
Please pass me one of these oranges, I don’t care which (one you pass me).
Father will come back, but I don’t know when (he will come back).
— What do you think of the opera?
— (I think it is )Wonderful.
— Will we be late?
— I’m afraid we will (be late). / No, we won’t (be late). (Or: I’m afraid not.)
Shirley will go if Rose will (go).
You can ask me questions if (there are) any (questions that) arise.
I can only do it( the way) as( I was )told to (do it in that way).
Unless (I am) invited, I won’t go.
The bridge (which was) built 80 years age broke down last week.
Step 4: Practices
1. Read Part A carefully and find out the words that can be left out.
2. Read the instructions in Part B and finish the part individually.
Answers:
1 b   2 c   3 a   4 d   5 e
Step 5: Exercises

Answers:
1-5 ACDCD  6-10 BBBCB  11-15 DCCAC
  

课     题 M8U2 The Universal Language 课时 9-8
Task 主备人  授 课 时 间 200805
教 学 目 标 To train the students’ ability of listening and writing.
To master the skills in the writing of the life story of a composer
To practise writing the life story of a composer
教学重、难点 How to make the Ss master the important words and their common uses.
教、 学  具 A projector, a blackboard and some slides.
预 习 要 求 Try to read the new words and expressions by themselves.
教师活动内容、方式 学生活动内容、方式 旁  注
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 1 taking notes on famous composers
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.  

课     题 M8U2 The Universal Language 课时 9-9
Project 主备人  授 课 时 间 200805
教 学 目 标 Help students use what they have learnt to finish a project by working together.
教学重、难点 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.
教、 学  具 A projector, a blackboard and some slides.
预 习 要 求 Try to read the new words and expressions by themselves.
教师活动内容、方式 学生活动内容、方式 旁  注
Step I. Dictation.
Step II. 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 III 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 IV. Second reading
Read different parts of the text on by one.
Early jazz
What was the most important instruments used in jazz?
The trumpet is one of the most important instrument used in jazz
Who is considered as one of the founding fathers of jazz?
Louis Armstrong
Complete the outline of this part
※ Jazz began in the USA.
※ After World War I, jazz was the most popular type of music.
※ It came from the folk songs of American black slaves.
※ The trumpet was and still is one of the most important instruments used in jazz.
※ Louis Armstrong is seen as one of the founding fathers of jazz.
※ Solo performance became an essential part of every jazz song.
From wing music to rock and roll
1. Questions:
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.
What are included in “big bands”?
Big bands included a pianist a violinist and a bassist, as well as others.
Who is considered as one of the pioneers of rock and roll?
Big Joe Turner.
2. Find out the events that are related to the following time periods
From the early 1930s to the early 1950s, traditional jazz went into a bit of swing and was replace by swing.
By 1949, the start of a new musical trend known as rhythm and blues, or R&B, had arisen as a kind of mixture of jazz and swing.
During the 1950s, R&B changed modern music further and led to what we known as rock and roll.
In the 1930s, Big Joe Turner started out performing with swing bands.
In 1951, Big Joe Turner released the very first rock and roll song called “Shake, Rattle and Roll”.
In 1954, Elvis Presley made his first music recording for Philips’ record company.
The outline of this part
※ Swing music is a kind of jazz for dancing.
※ It is faster than traditional jazz music.
※ Swing music was usually played in dance halls by “big bands”, including a pianist, a violinist and a bassist, as well as others.
※ R&B is a kind of mixture of jazz and swing.
※ R&B included both guitar and saxophone solos.
※ R&B developed into what we know as rock and roll.
※ Big Joe Turner, a black American singer, is thought to be one of the pioneers of rock and roll.
※ Sam Philips, a music promoter from Memphis, Tennessee, found that a white man named Elvis Presley could sing like a black man.
1960s pop music
Which band was the most successful rock and roll band of the 1960s?
The Beatles.
What is “Beatlemania”?
The phenomenon that masses of fans of the Beatles welcome this band at the airport.
The outline of this part
※ The Beatles were the most popular rock and roll band of the 1960s.
※ The Beatles helped make Western pop music popular around the world.
※ Wherever the Beatles went, large numbers of fans would welcome them.
Step V Finish exercises B1 and B2 on the page 109
Step VI 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 VII 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.

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