Module 3MusicPeriod 1Introduction; Reading and Vocabulary整體設(shè)計教材分析This period includes Introduction as well as Reading and Vocabulary. Introduction can serve as a warming up of the reading passage. To make students fully prepared for the study of the passage, the teacher may first lead the students to some new words concerning the topic in this module. And in this way the teacher can stimulate the students interest in the study of the new module. Then the teacher can let them complete the two activities individually and check their answers through pair work. If the class is good enough, other options can be provided for reference. In the reading and vocabulary part you can first lead the students to learn some new words which will appear in the reading passage. This may decrease the difficulty they come across in the reading process. Then require the students to read the passage fast, getting its main idea. After this, instruct the students to read the passage again, completing the third and fourth activities. Next, ask the students to read through the passage once again and learn some useful language points. Finally, require the students to discuss the questions in the last activity. If the class is of high level, refer to other given options. 三維目標(biāo)1. 知識與技能1)Train the students speaking skills.2)Develop the students reading ability.3)Words: audience, choir, classical, composer, conductor, jazz, musician, orchestra, saxophone, court, director, genius, lose, musical, peasant, symphony, talent, Austria, prince, compose, tourPhrases: listen to, be known as, change into, of all time, as well as, give concerts, be impressed by, the rest of, go deafSentence patterns: having done作狀語; 強(qiáng)調(diào)句; however引起的句式2. 過程與方法1)Train the students speaking ability through individual, pair work and group work.2)Train the students reading skills by dealing with some reading activities.3)Explanations to make the students master some language points.4)Fast reading to make the students get the main idea of the passage.3. 情感與價值1)Try to raise the students cooperative awareness in their study by pair work or group work.2)Request the students to love music and enrich their emotion. 教學(xué)重點1. Encourage the students to talk about music as well as music instruments.2. Help the students make sense of the passage.2 / 203. Help the students to improve their reading ability. 教學(xué)難點1. Lead the students to talking in class actively.2. Deal with some difficult language points. 教學(xué)過程Step 1 Lead-in and Introduction1. Ask the students the following questions and lead in the new class.Do you enjoy music? Which kind of music do you like most? What do you know about music? 2. Option 1Ask the students to read through the listed words individually. Make sure they understand what they mean. If they come across any trouble in understanding any of them, give some explanations in English or just give their Chinese meanings. Then the students complete the following exercise by themselves. After this, put the students into pairs to compare their answers. Finally, show the answers on the screen for the whole class to refer to.Option 2A volunteer reads out the listed words and other students repeat them after him or her. Put the students into pairs or groups of four to discuss the words and understand their meanings. If they have any difficulty in their understanding, they can look them up in the dictionary. Then answer the questions and compare their answers. Finally, call back the answers from the class.Option 3Read through the words in the first activity one by one as the students follow you. Make sure they understand what these words mean. Then have the students work in pairs and complete the first activity. After this, compare their answers with other pairs. Next, volunteers speak out their answers and other students check if they are correct. At last, show the correct answers on the screen for the whole class to refer to.Suggested answers:1 composer2 choir3 drums, guitar, piano, saxophone4 drums, piano, violin, saxophone5 drums, piano, saxophone, violin6 erhu, drums3. The teacher reads out the listed questions and make sure the students understand what they all mean. If not, give some necessary explanations. Then the teacher asks the students to have a discussion in groups of four. Next, ask some representative groups to report their discussion results. Finally, call back answers from the whole class.Suggested answers:The pictures show(from left to right: violin, classical guitar, drums, saxophone, erhu, piano)1-3 Students own answers. Step 2 Pre-reading1. Background knowledge of the three composersOption 1First put the students into groups of four and ask the students to discuss how much they know about the Haydn, Mozart as well as Beethoven and tell as much as they know about them. Then some volunteers report their discussion results to the whole class.Option 2The teacher shows the following chart on the screen. Ask the students to work in pairs, first having a discussion and then fill in the chart to see how much they know about the three world famous composers.Birth placeAbout his fatherAbout his achievementsRelationship with the other twoHaydnMozartBeethoven2. Show the following words on the screen. Have the students read them after you and make sure they know what they mean. If they cant understand any of them, they can turn to you for help or look them up in the reference book, for example, a dictionary.(Show the following on the screen. )courtdirectorgeniusharpsichordimpressedlosemusicalpeasantpiece(of music)singersuccessfulsymphonytalentteenagerStep 3 While-reading1. SkimmingThe teacher first reads out the listed three titles to the whole class and make sure they can understand them clearly. Then the teacher has the students look through the passage quickly to catch the main idea. Next, the students complete the second activity and choose the best title. Finally, the teacher calls back the answers from the class.Suggested answers:Three Great Composers of the Eighteenth Century.2. ScanningOption 1First ask the students to look through the four questions in activity three on P23 quickly and try to understand them. Then have the students read the passage and find out the answers. Next, put the students into pairs and compare their answers. Finally, call back the answers from the class.Suggested answers:1)Haydn, Mozart2)Beethoven3)Haydn4)Mozart5)Beethoven6)They all met each other. 7)Beethoven, Mozart8)HaydnOption 2Ask the students to reread the passage and make the chart shown in Step 2 perfect.3. Careful readingOption 1The students are required to look through the seven questions in activity four on P23 before reading the passage one more time. Work in pairs to ask and answer them. One reads the listed questions, and the other gives his/her answers. Then exchange their roles and repeat this once again. Finally, check their answers according to what is shown on the screen.Suggested answers:1)He made them longer and for a larger orchestra.2)He worked in eastern Austria for 30 years.3)He composed over 600 pieces of music.4)He was six years old.5)They were friends for ten years.6)His father taught him.7)No, he continued composing when he became deaf.Option 2(Show the following on the screen. )1)Mozart is famous as “the father of the symphony”.2)Beethoven spent his last years of life in the Austria capital.3)Mozart helped Beethoven move to Vienna.4)Haydn thought highly of Mozart.5)Among the three composers, Haydn was the oldest while Mozart the youngest.First, ask the students to read through the sentences above quickly and try to understand them.Then have the students read the passage again and decide if these sentences are true(T)or false(F). Next, put the students into pairs and compare their answers. Finally, call back the answers from the class.Suggested answers:1)F2)T3)F4)T5)F4. ConsolidationOption 1First ask the students to review the table dealt with in Step 2. And then put the students into groups of four and discuss how to retell the passage using related information in it. Give them some time to make full preparations. When the time is up, let some group representatives retell the whole passage. (You can also lead the whole class to doing this together as a sample. )Option 2First the students are requested to read the questions listed in the fifth activity quickly and make sure they understand what they mean. Put the students into groups of four to have a discussion about these questions. When they finish their discussion, some groups can be ordered to report their discussion results.Option 3The teacher invites three students, respectively playing the roles of the three great composers. Other students can ask them questions about their life and they need to answer the questions which must be based on the passage. Step 4 Related Language Points in This PeriodWords and phrases: 1. Is the Chinese instrument different from the other instruments? Describe the difference, if there is one. 中國的樂器與其他的樂器不同嗎? 如果有，描述不同點。different adj. 不同的，相異的拓展: differently adv. 不同地differ v. 不同，有區(qū)別difference n. 不同，差異，差別，不同之處be different from與不同be different in在某一方面不同. . . differ from. . . 與不同make a difference有影響，起作用tell the difference between. . . and. . . 說出與的不同之處及時反饋: It makes no_ who will attend the meeting.A. differenceB. argumentC. settlementD. statement答案: A誰去參加會議沒什么影響。make no difference沒影響，不重要。2. audience n. 聽眾，觀眾There was a large audience at the pop concert.有一大批觀眾出席流行音樂演奏會。Two hundred audience crowded the concert hall.兩百名聽眾擠滿了音樂大廳。典題精練: The audience_ in a variety of ways, some in suits, some in dresses, and some in jeans.A. is dressedB. are dressedC. is dressingD. are dressing答案: Bdress sb. 給某人穿衣，人作主語時，需用被動語態(tài)。3. Other composers had written symphonies before Haydn, but he changed the symphony into a long piece for a large orchestra.其他作曲家在海頓之前已經(jīng)寫過交響曲，但是他把交響曲變成適合樂隊演奏的長樂曲。Water changes into ice.The traffic lights changed from red to green.拓展: change(. . . )into. . . =turn(. . . )into. . . “變成”或“使變成”translate. . . into. . . 把翻譯成change into+衣服“換上衣服”change. . . for 換，交換及時反饋: You cant change iron_ gold.A. toB. forC. intoD. in答案: Cchange. . . into. . . 把轉(zhuǎn)變成4. After studying music in Vienna, Haydn went to work at the court of a prince in eastern Austria, where he became director of music.在維也納學(xué)習(xí)音樂后，海頓去東奧地利的一個王宮工作，在那時他成為音樂指揮。director n. 主任; 主管; 導(dǎo)演拓展: direction n. 方向; 指導(dǎo); 趨勢direct v. 1)指示方向; 指路; 2)指揮; 指導(dǎo); 管理; 支配; 3)命令(to); 4)書寫地址(to)adj. 直接的，坦白的directory n. 姓名地址錄，目錄directly adv. 直接地，立即conj. 一就a direct relative 直系親屬in the direction of朝著方向follow ones direction遵照某人的指示be in direct contact with sb. 與某人有直接聯(lián)系Please direct the mail to my home address. 將寄給It is universally accepted that ones thinking directs ones actions.思想指導(dǎo)行動，這是普遍公認(rèn)的。5. Having worked there for 30 years, Haydn moved to London where he was very successful.在那兒工作了30年頭后，海頓搬到了倫敦，在那里他獲得了巨大的成功。1)Having worked there for 30 years. . . =After Haydn had worked there for 30 years. . .現(xiàn)在分詞的完成式作狀語，表示的動作發(fā)生在謂語動詞的動作之前。Having put up the tent, they started to cook the supper.=After they had put up the tent, they started to cook the supper.搭好帳篷后，他們做晚飯。現(xiàn)在分詞的一般式作狀語，表示的動作與謂語動詞的動作同時發(fā)生。Arriving at the village, he could not find his home.=When he arrived at the village, he could not find his home.他到了村子，找不到他自己的家了。拓展:現(xiàn)在分詞作狀語，表示時間、原因、結(jié)果、條件、方式或伴隨等情況?，F(xiàn)在分詞的一般式作狀語，它所表示的動作和謂語動詞的動作是同時或幾乎同時發(fā)生的?，F(xiàn)在分詞的完成式作狀語，它所表示的動作發(fā)生在謂語動詞的動作之前?，F(xiàn)在分詞作狀語時，可置于句首，亦可置于句末; 但表示結(jié)果時，常置于句末。注意: (1)現(xiàn)在分詞的否定形式其基本結(jié)構(gòu)是: not+v. -ing形式，無論是完成式或一般式，not必須置于v. -ing形式之前。(2)關(guān)于現(xiàn)在分詞形式的邏輯主語現(xiàn)在分詞作狀語時，其邏輯主語應(yīng)與句子主語保持一致?，F(xiàn)在分詞形式與過去分詞形式的區(qū)別:一般說來，現(xiàn)在分詞表示主動，而過去分詞表示被動。2)successful adj. 成功的succeed v. 成功; 繼任; 繼承; 接著發(fā)生success n. 成功; 成就; 勝利; 繼任succeed in doing sth. 在某方面獲得成功succeed in life發(fā)跡drink success to 舉杯祝成功He succeeded in(passing)the examination.他考試及格了。6. Wolfgang Amadeus Mozart was a composer, possibly the greatest genius of all time.沃爾夫?qū)ⅠR迪厄斯莫扎特是位作曲家，很可能也是有史以來最偉大的天才。genius n. 天才，才能; 天資，天賦，才華One is not born a genius, one becomes a genius.人生來不是天才，而是變成天才的。He has a genius for getting along with children.他擅長與孩子們打成一片。She has a genius for languages.她有學(xué)語言的天賦。a man of genius有才能的人creation of genius天才的作品拓展: have a genius for sth. /for doing sth. 有（特別的）才能詞義辨析: genius/gift/talentgenius在這組同義詞中程度最高，指“最全面的天才”，也可指“有天才的人”， 如:Li Bai was a great genius. 李白是個偉大的天才。gift側(cè)重“天賦”， 如:She has a gift for music. 她有音樂天賦。talent側(cè)重“才能”， 如He showed great talent in language.他顯示出語言才能。及時反饋: All of us agree that Hawkings is a great genius_ physics.A. forB. ofC. inD. at答案: D我們都同意霍金是位偉大的物理天才。7. He only lived 35 years and he composed more than 600 pieces of music.他只活了35歲，共作了600多首曲子。1)compose vt. 組成，創(chuàng)作，使平靜; vi. 寫作，作品She composed herself to answer the letter.她鎮(zhèn)靜下來寫回信。Water is composed of hydrogen and oxygen.水是由氫和氧化合而成。He teaches music and also composes.他教音樂，并且作曲。That child prodigy began to compose poems at the age of five.那個神童五歲就開始作詩了。拓展: be composed of由組成compose oneself使自己鎮(zhèn)定下來compose a poem/a speech/a letter寫一首詩/一篇講稿/一封信函compose ones thoughts/passions鎮(zhèn)定思緒/情緒composed adj. 鎮(zhèn)定自若的composer n. 作曲家composure n. 沉著，鎮(zhèn)靜，鎮(zhèn)定keep/lose/recover your composure保持/失去/恢復(fù)鎮(zhèn)靜及時反饋: Do you know how many oceans and continents is our world_ ? A. made ofB. made upC. consisted ofD. composed of答案: Dbe composed of由組成你知道我們的世界由多少大洋和大洲組成嗎? 2)more thanmore than+num. 不過more than+n. 不僅僅是more than+adj. /v. 非常more. . . than. . . 與其不如more than+one+n. =many a+n. 不止一個no more than. . . 僅僅not more than. . . 不超過no more. . . than. . . 和一樣不（兩者都否定）not more. . . than. . . 不如（前者不如后者）8. His father Leopold was a musician and orchestra conductor.他父親萊波爾德是一位音樂家和樂隊指揮。conductor n. 指揮拓展: conduct v. 指導(dǎo); 指揮; 經(jīng)營，管理n. 行為; 品行conduction n. 輸出; 傳導(dǎo)He is a man of good conduct.他是個品行端正的人。He conducted me around the museum.他領(lǐng)我到博物館內(nèi)四處參觀。及時反饋: The manager _ his business carefully.A. conductedB. conductC. conductingD. having conducted答案: A這位經(jīng)理處理業(yè)務(wù)小心翼翼。9. He learnt to play the harpsichord when he was four, he started composing music when he was five, . . .他四歲時就學(xué)會演奏大鍵琴，五歲時就開始作曲start/begin開始begin/start to do開始做begin/start doing sth.start和begin作“開始”講時，都指開始某一動作，后面可接不定式，也可接-ing形式作賓語。兩種結(jié)構(gòu)的意思是相同的。在不少情況下兩種形式都可以用，差別不大。但在下列情況下，多用動詞不定式作賓語: 1)強(qiáng)調(diào)情況的變化時（主語是物不是人時），宜用不定式。2)動作自動或突然開始時用不定式較多。3)不能用進(jìn)行時態(tài)的動詞: see, realize等，begin后只能用不定式。4)當(dāng)begin為進(jìn)行時態(tài)時，后面只能用不定式。5)當(dāng)后面的非謂語動詞指心理狀態(tài)或精神活動時，多用不定式。注意: 在許多情況下，begin和start可互換，但在下面幾種情況，用start, 而不用begin。start=set up成立，建立start=set out 動身，啟程start=set going使動（運轉(zhuǎn)）起來，發(fā)動start=cause引起10. By the time he was 14, Mozart had composed many pieces for the harpsichord, piano and violin, as well as for orchestras.在莫扎特14歲的時候就已經(jīng)寫了許多大鍵琴曲、鋼琴曲和小提琴曲，同時也寫了很多適合樂隊演奏的曲子。1)by the timeby the time+一般過去時，主句時態(tài)為過去完成時。by the time+一般現(xiàn)在時，主句時態(tài)用一般將來時或?qū)硗瓿蓵r。By the time he was 12, he had learned mathematics all by himself.他12歲時，已經(jīng)完全自學(xué)了數(shù)學(xué)。Ill finish paying for my house by the time I retire.我退休的時候，我會完全還完買房的貸款。at a time一次in time of在時期at no time決不at one time曾經(jīng)，一度at all times時常，總是at times有時，時不時地at the time of在的時候at the same time同時; 然而2)as well as和(1)as well as作“和; 同”講，具有連詞性質(zhì)，常用來連接兩個并列成分。如果連接兩個并列的主語時，謂語動詞應(yīng)當(dāng)與前面的部分在人稱和數(shù)上保持一致。(2)在表達(dá)“不但而且”之意時，as well as側(cè)重前者，而not only. . . but also. . . 側(cè)重后者。連接并列主語時，not only. . . but also. . . 按照就近一致的原則確定謂語動詞的形式。He knows French as well as English. =He knows not only English but also French.他不但懂英語，而且懂法語。11. While he was a teenager, Mozart was already a big star and toured Europe giving concerts.還是少年時，莫扎特就已經(jīng)是大明星并在歐洲巡回舉辦音樂會。詞義辨析: tour/journey/voyage/travel/tripjourney遠(yuǎn)距離陸地直達(dá)目的地的旅行。voyage海上或空中旅行。travel泛指旅行的過程，作具體的旅行講時，常用復(fù)數(shù)形式，一般不表示直接去某地。trip短距離旅游。tour考察、觀光等巡回的旅行。go on a journey去旅行。They are on a wedding tour.他們正在新婚旅行。He came home after years of foreign travel.多年的國外旅游之后他回來了。They decided to take a train journey.他們決定坐火車旅行。He went on a voyage around the world.他做了一次環(huán)球航海旅行。I enjoyed our trip to the seaside.我很喜歡那次到海邊的旅行。12. Haydn met Mozart in 1781 and was very impressed with him.海頓在1781年與莫扎特相遇，莫扎特給他留下了深刻印象。拓展: be impressed with留下 的印象impression n. 印象，印記impress. . . on. . . 把印在上面impress sb. with sth. 使某人牢記某事impress on/upon sb. sth. 使某人銘記某事be impressed by/at/with. . . 被 感動be impressed on ones mind/memory給留下深刻印象My father impressed on me the importance of work. =My father impressed me with the importance of work.我父親讓我銘記工作的重要性。13. The two were friends until Mozarts death in 1791.他們一直是朋友直到1791年莫扎特去世。until(till)的四種句型1)主句（肯定式）until(till)時間狀語或狀語從句（注: 此句型謂語動詞一般是延續(xù)性的，表示“直到為止”)2)主句（否定式）until(till)時間狀語或狀語從句（注: 此句型中謂語動詞一般是非延續(xù)性的，表示“直到才”)3)Not+until 時間狀語或狀語從句助動詞（常用did )+動詞原形（注: not 放在句首，要用部分倒裝）4)It was not until 時間狀語或狀語從句that+主句（注: 此句型實際上是強(qiáng)調(diào)not until狀語或狀語從句）Not until 12 last night did I go to bed.昨天晚上我十二點才上床睡覺。I shall wait for him till(until)he comes back.我將一直等他回來。I didnt go to bed until(till)he came back.直到他回來我才上床睡覺。It was not until last week that he realized he was wrong.一直至上星期他才認(rèn)識到他是錯誤的。14. He showed musical talent when he was very young. . .他很小時就展示出音樂天賦show vt.1)拿給別人看show sth. to sb. /show sb. sth.2)表明; 說明3）表現(xiàn); 顯露4）后接prep. phrase 或adv. “引導(dǎo)、帶領(lǐng)”5）后接賓語從句, how, what等引導(dǎo)的不定式短語或名詞，“演示給某人看”常用詞組: show off 炫耀; 賣弄show sb. around a place帶領(lǐng)某人參觀某地show sb. in 把某人領(lǐng)進(jìn)來show sth. around a place 圍著某處展示某物show sb. out 把某人領(lǐng)出去show sb. to a place 把某人帶到某地show sb. to the door 讓某人離開例句: Show me what you have in your hand.把你手里的東西給我看看。Could you show me how to operate the computer? 你能教我怎樣使用這臺電腦嗎? 15. However, it was Haydn who encouraged Beethoven to move to Vienna.然而，鼓勵貝多芬居維也納的正是海頓。It is/was. . . who. . . 為強(qiáng)調(diào)句型。強(qiáng)調(diào)句的基本結(jié)構(gòu):It is/was被強(qiáng)調(diào)部分+that/who+句子的其他成分It was he that was late for school.就是他遲到了。（強(qiáng)調(diào)主語）It was in the very hall that he met his best friend.就是在這大廳里他認(rèn)識了他的摯友。（強(qiáng)調(diào)地點狀語）It was in 1997 that Hongkong returned to our motherland. 就在1997年(強(qiáng)調(diào)時間狀語)強(qiáng)調(diào)句的一般疑問式: Is it China that has the largest population in the world? 是中國擁有全世界最多的人口嗎? (強(qiáng)調(diào)主語)強(qiáng)調(diào)句的特殊疑問式: When was it that he decided to joined the army? 在什么時候他決定參軍啊? 16. Beethoven became very popular in the Austrian capital and stayed there for the rest of his life.貝多芬在奧地利首都非常出名并且在那度完余生。popular adj. 受歡迎的; 大眾的; 普及的拓展: popularity n. 普遍; 聲望; 受愛慕popularize vt. 使普及; 使通俗; 使得人心popular prices廉價餐be popular with sb. 受某人歡迎popular readings普及讀物popular(=common)names常見名字popular newspapers大眾報紙These artistic handicrafts are very popular with foreign friends.外國朋友很喜歡這些工藝美術(shù)品。17. He became completely deaf during the last years of his life, but he continued composing.在生命的最后幾年他完全變聾了但仍繼續(xù)作曲。continue v. 繼續(xù); 延續(xù); 仍舊; 恢復(fù)拓展: continue doing sth. /to do=go on doing sth.continue(link. v. )continue cold=remain cold持續(xù)寒冷continue in good condition狀況良好例句: To be continued. 未完待續(xù)。The road continues to the sea.這條路延伸到海邊。The snow continued till late at night. 雪持續(xù)下到深夜。Step 5 Summary and HomeworkThe teacher recalls what the students have learnt in this class. The students mainly learned some new words about music. In addition, they also got some more information about three great composers in the world through the reading activities. Then they settled problems about important and difficult language points. At la