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Module 3MusicPeriod 1Introduction; Reading and Vocabulary整体设计教材分析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. 三维目标1. 知识与技能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作状语; 强调句; however引起的句式2. 过程与方法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. 情感与价值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. 教学重点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. 教学难点1. Lead the students to talking in class actively.2. Deal with some difficult language points. 教学过程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. 中国的乐器与其他的乐器不同吗? 如果有，描述不同点。different adj. 不同的，相异的拓展: differently adv. 不同地differ v. 不同，有区别difference n. 不同，差异，差别，不同之处be different from与不同be different in在某一方面不同. . . differ from. . . 与不同make a difference有影响，起作用tell the difference between. . . and. . . 说出与的不同之处及时反馈: It makes no_ who will attend the meeting.A. differenceB. argumentC. settlementD. statement答案: A谁去参加会议没什么影响。make no difference没影响，不重要。2. audience n. 听众，观众There was a large audience at the pop concert.有一大批观众出席流行音乐演奏会。Two hundred audience crowded the concert hall.两百名听众挤满了音乐大厅。典题精练: 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. 给某人穿衣，人作主语时，需用被动语态。3. Other composers had written symphonies before Haydn, but he changed the symphony into a long piece for a large orchestra.其他作曲家在海顿之前已经写过交响曲，但是他把交响曲变成适合乐队演奏的长乐曲。Water changes into ice.The traffic lights changed from red to green.拓展: change(. . . )into. . . =turn(. . . )into. . . “变成”或“使变成”translate. . . into. . . 把翻译成change into+衣服“换上衣服”change. . . for 换，交换及时反馈: You cant change iron_ gold.A. toB. forC. intoD. in答案: Cchange. . . into. . . 把转变成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.在维也纳学习音乐后，海顿去东奥地利的一个王宫工作，在那时他成为音乐指挥。director n. 主任; 主管; 导演拓展: direction n. 方向; 指导; 趋势direct v. 1)指示方向; 指路; 2)指挥; 指导; 管理; 支配; 3)命令(to); 4)书写地址(to)adj. 直接的，坦白的directory n. 姓名地址录，目录directly adv. 直接地，立即conj. 一就a direct relative 直系亲属in the direction of朝着方向follow ones direction遵照某人的指示be in direct contact with sb. 与某人有直接联系Please direct the mail to my home address. 将寄给It is universally accepted that ones thinking directs ones actions.思想指导行动，这是普遍公认的。5. Having worked there for 30 years, Haydn moved to London where he was very successful.在那儿工作了30年头后，海顿搬到了伦敦，在那里他获得了巨大的成功。1)Having worked there for 30 years. . . =After Haydn had worked there for 30 years. . .现在分词的完成式作状语，表示的动作发生在谓语动词的动作之前。Having put up the tent, they started to cook the supper.=After they had put up the tent, they started to cook the supper.搭好帐篷后，他们做晚饭。现在分词的一般式作状语，表示的动作与谓语动词的动作同时发生。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:现在分词作状语，表示时间、原因、结果、条件、方式或伴随等情况。现在分词的一般式作状语，它所表示的动作和谓语动词的动作是同时或几乎同时发生的。现在分词的完成式作状语，它所表示的动作发生在谓语动词的动作之前。现在分词作状语时，可置于句首，亦可置于句末; 但表示结果时，常置于句末。注意: (1)现在分词的否定形式其基本结构是: not+v. -ing形式，无论是完成式或一般式，not必须置于v. -ing形式之前。(2)关于现在分词形式的逻辑主语现在分词作状语时，其逻辑主语应与句子主语保持一致。现在分词形式与过去分词形式的区别:一般说来，现在分词表示主动，而过去分词表示被动。2)successful adj. 成功的succeed v. 成功; 继任; 继承; 接着发生success n. 成功; 成就; 胜利; 继任succeed in doing sth. 在某方面获得成功succeed in life发迹drink success to 举杯祝成功He succeeded in(passing)the examination.他考试及格了。6. Wolfgang Amadeus Mozart was a composer, possibly the greatest genius of all time.沃尔夫冈阿马迪厄斯莫扎特是位作曲家，很可能也是有史以来最伟大的天才。genius n. 天才，才能; 天资，天赋，才华One is not born a genius, one becomes a genius.人生来不是天才，而是变成天才的。He has a genius for getting along with children.他擅长与孩子们打成一片。She has a genius for languages.她有学语言的天赋。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（特别的）才能词义辨析: genius/gift/talentgenius在这组同义词中程度最高，指“最全面的天才”，也可指“有天才的人”， 如:Li Bai was a great genius. 李白是个伟大的天才。gift侧重“天赋”， 如:She has a gift for music. 她有音乐天赋。talent侧重“才能”， 如He showed great talent in language.他显示出语言才能。及时反馈: All of us agree that Hawkings is a great genius_ physics.A. forB. ofC. inD. at答案: D我们都同意霍金是位伟大的物理天才。7. He only lived 35 years and he composed more than 600 pieces of music.他只活了35岁，共作了600多首曲子。1)compose vt. 组成，创作，使平静; vi. 写作，作品She composed herself to answer the letter.她镇静下来写回信。Water is composed of hydrogen and oxygen.水是由氢和氧化合而成。He teaches music and also composes.他教音乐，并且作曲。That child prodigy began to compose poems at the age of five.那个神童五岁就开始作诗了。拓展: be composed of由组成compose oneself使自己镇定下来compose a poem/a speech/a letter写一首诗/一篇讲稿/一封信函compose ones thoughts/passions镇定思绪/情绪composed adj. 镇定自若的composer n. 作曲家composure n. 沉着，镇静，镇定keep/lose/recover your composure保持/失去/恢复镇静及时反馈: 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由组成你知道我们的世界由多少大洋和大洲组成吗? 2)more thanmore than+num. 不过more than+n. 不仅仅是more than+adj. /v. 非常more. . . than. . . 与其不如more than+one+n. =many a+n. 不止一个no more than. . . 仅仅not more than. . . 不超过no more. . . than. . . 和一样不（两者都否定）not more. . . than. . . 不如（前者不如后者）8. His father Leopold was a musician and orchestra conductor.他父亲莱波尔德是一位音乐家和乐队指挥。conductor n. 指挥拓展: conduct v. 指导; 指挥; 经营，管理n. 行为; 品行conduction n. 输出; 传导He is a man of good conduct.他是个品行端正的人。He conducted me around the museum.他领我到博物馆内四处参观。及时反馈: The manager _ his business carefully.A. conductedB. conductC. conductingD. having conducted答案: A这位经理处理业务小心翼翼。9. He learnt to play the harpsichord when he was four, he started composing music when he was five, . . .他四岁时就学会演奏大键琴，五岁时就开始作曲start/begin开始begin/start to do开始做begin/start doing sth.start和begin作“开始”讲时，都指开始某一动作，后面可接不定式，也可接-ing形式作宾语。两种结构的意思是相同的。在不少情况下两种形式都可以用，差别不大。但在下列情况下，多用动词不定式作宾语: 1)强调情况的变化时（主语是物不是人时），宜用不定式。2)动作自动或突然开始时用不定式较多。3)不能用进行时态的动词: see, realize等，begin后只能用不定式。4)当begin为进行时态时，后面只能用不定式。5)当后面的非谓语动词指心理状态或精神活动时，多用不定式。注意: 在许多情况下，begin和start可互换，但在下面几种情况，用start, 而不用begin。start=set up成立，建立start=set out 动身，启程start=set going使动（运转）起来，发动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岁的时候就已经写了许多大键琴曲、钢琴曲和小提琴曲，同时也写了很多适合乐队演奏的曲子。1)by the timeby the time+一般过去时，主句时态为过去完成时。by the time+一般现在时，主句时态用一般将来时或将来完成时。By the time he was 12, he had learned mathematics all by himself.他12岁时，已经完全自学了数学。Ill finish paying for my house by the time I retire.我退休的时候，我会完全还完买房的贷款。at a time一次in time of在时期at no time决不at one time曾经，一度at all times时常，总是at times有时，时不时地at the time of在的时候at the same time同时; 然而2)as well as和(1)as well as作“和; 同”讲，具有连词性质，常用来连接两个并列成分。如果连接两个并列的主语时，谓语动词应当与前面的部分在人称和数上保持一致。(2)在表达“不但而且”之意时，as well as侧重前者，而not only. . . but also. . . 侧重后者。连接并列主语时，not only. . . but also. . . 按照就近一致的原则确定谓语动词的形式。He knows French as well as English. =He knows not only English but also French.他不但懂英语，而且懂法语。11. While he was a teenager, Mozart was already a big star and toured Europe giving concerts.还是少年时，莫扎特就已经是大明星并在欧洲巡回举办音乐会。词义辨析: tour/journey/voyage/travel/tripjourney远距离陆地直达目的地的旅行。voyage海上或空中旅行。travel泛指旅行的过程，作具体的旅行讲时，常用复数形式，一般不表示直接去某地。trip短距离旅游。tour考察、观光等巡回的旅行。go on a journey去旅行。They are on a wedding tour.他们正在新婚旅行。He came home after years of foreign travel.多年的国外旅游之后他回来了。They decided to take a train journey.他们决定坐火车旅行。He went on a voyage around the world.他做了一次环球航海旅行。I enjoyed our trip to the seaside.我很喜欢那次到海边的旅行。12. Haydn met Mozart in 1781 and was very impressed with him.海顿在1781年与莫扎特相遇，莫扎特给他留下了深刻印象。拓展: be impressed with留下 的印象impression n. 印象，印记impress. . . on. . . 把印在上面impress sb. with sth. 使某人牢记某事impress on/upon sb. sth. 使某人铭记某事be impressed by/at/with. . . 被 感动be impressed on ones mind/memory给留下深刻印象My father impressed on me the importance of work. =My father impressed me with the importance of work.我父亲让我铭记工作的重要性。13. The two were friends until Mozarts death in 1791.他们一直是朋友直到1791年莫扎特去世。until(till)的四种句型1)主句（肯定式）until(till)时间状语或状语从句（注: 此句型谓语动词一般是延续性的，表示“直到为止”)2)主句（否定式）until(till)时间状语或状语从句（注: 此句型中谓语动词一般是非延续性的，表示“直到才”)3)Not+until 时间状语或状语从句助动词（常用did )+动词原形（注: not 放在句首，要用部分倒装）4)It was not until 时间状语或状语从句that+主句（注: 此句型实际上是强调not until状语或状语从句）Not until 12 last night did I go to bed.昨天晚上我十二点才上床睡觉。I shall wait for him till(until)he comes back.我将一直等他回来。I didnt go to bed until(till)he came back.直到他回来我才上床睡觉。It was not until last week that he realized he was wrong.一直至上星期他才认识到他是错误的。14. He showed musical talent when he was very young. . .他很小时就展示出音乐天赋show vt.1)拿给别人看show sth. to sb. /show sb. sth.2)表明; 说明3）表现; 显露4）后接prep. phrase 或adv. “引导、带领”5）后接宾语从句, how, what等引导的不定式短语或名词，“演示给某人看”常用词组: show off 炫耀; 卖弄show sb. around a place带领某人参观某地show sb. in 把某人领进来show sth. around a place 围着某处展示某物show sb. out 把某人领出去show sb. to a place 把某人带到某地show sb. to the door 让某人离开例句: Show me what you have in your hand.把你手里的东西给我看看。Could you show me how to operate the computer? 你能教我怎样使用这台电脑吗? 15. However, it was Haydn who encouraged Beethoven to move to Vienna.然而，鼓励贝多芬居维也纳的正是海顿。It is/was. . . who. . . 为强调句型。强调句的基本结构:It is/was被强调部分+that/who+句子的其他成分It was he that was late for school.就是他迟到了。（强调主语）It was in the very hall that he met his best friend.就是在这大厅里他认识了他的挚友。（强调地点状语）It was in 1997 that Hongkong returned to our motherland. 就在1997年(强调时间状语)强调句的一般疑问式: Is it China that has the largest population in the world? 是中国拥有全世界最多的人口吗? (强调主语)强调句的特殊疑问式: When was it that he decided to joined the army? 在什么时候他决定参军啊? 16. Beethoven became very popular in the Austrian capital and stayed there for the rest of his life.贝多芬在奥地利首都非常出名并且在那度完余生。popular adj. 受欢迎的; 大众的; 普及的拓展: popularity n. 普遍; 声望; 受爱慕popularize vt. 使普及; 使通俗; 使得人心popular prices廉价餐be popular with sb. 受某人欢迎popular readings普及读物popular(=common)names常见名字popular newspapers大众报纸These artistic handicrafts are very popular with foreign friends.外国朋友很喜欢这些工艺美术品。17. He became completely deaf during the last years of his life, but he continued composing.在生命的最后几年他完全变聋了但仍继续作曲。continue v. 继续; 延续; 仍旧; 恢复拓展: continue doing sth. /to do=go on doing sth.continue(link. v. )continue cold=remain cold持续寒冷continue in good condition状况良好例句: To be continued. 未完待续。The road continues to the sea.这条路延伸到海边。The snow continued till late at night. 雪持续下到深夜。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
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