牛津译林版选修八Unit2Theuniversallanguage全单元教案

Module 8 unit 2 The universal languagePeriod One Welcome to the unitTeaching aim

Let the students get familiar with the topic of music. Encourage the students to practice their spoken English by talking abouttheir 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 ofmusic.

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 isnoisy. 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 ReadingTeaching 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; conduct2. 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 multimediaTeaching ProcedureStep 1 GreetingsStep 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 spokenlanguage. 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, apainting 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 imp ortant 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 AStep 5 Listening and comprehension

Listen to the recording and ask the students to finish the exercises on P 20 Part C1Answers:

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 wassung 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-readingIn 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 vtwitness 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.Step 7 HomeworkPeriod Four Word powerTeaching 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 Brainstorming1.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 theblackboard.

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 bassesbrass: saxophones, trombones, tubaswoodwind: oboes, bassoons, piccolospercussion: 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 drumsStep 4 Vocabulary extension

Please focus on Part D and complete it individually.Answers to D:

the instruments in red: stringsthe instruments in blue: woodwindthe instruments in green: brassthe instruments in yellow: percussionStep 5 Homework

Period Five& Six Grammar and UsageTeaching 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 notwant to repeat words or phrases that are obvious. You’re to learn when to use ellipsis and how to use it correctly.Step 2: PresentationSentences 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: Instructions1. 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 alsoused after hence, some prepositions or than. You should pay attention to the case in which ellipsis is used when two clauseswith 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 examplesStep 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 b2 c

3 a4 d5 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 useellipsis correctly.Step 5: Exercises

1. — Are there any English story books for us students in the library?— There are only a few, ___________.A. if anyB. if thereC. if someD. if has

2. — Would you like to go with us?— Yes, _____________.A. I'dB. I'd likeC. I'd like toD. I'd like to do

3. — Would you like to have a try once again?— ________________.A. Yes, I likeB. No, I don’t like itC. Yes, I want very muchD. Yes, I’d like to

4. — What do you think made Mary so upset?— ___________ her bicycle.A. As she lostB. LostC. Losing

D. Because of losing

5. — When did they get down to the job?

— _______________.A. Until they leftB. Till they arrivedC. Since they finished itD. Not until they turned to me6. — Are you angry?

— Yes. He should at least answer when _____________.A. speakingB. spoken toC. spokenD. speaking to

7. Be careful while _________ the street.A. to crossB. crossingC. he crossesD. being cross

8. _______ us for a dinner, don’t you?A. Don’t you joinB. JoinC. Have to joinD. Let’s join

9. I promise we’ll be there at 6, _________.A. rainy or shineB. rains or shiningC. rain or shineD. rain or shining

10. In the car accident the child was hurt, but ___________.A. the mother is killedB. the mother killedC. the mother being killedD. the mother has killed

11. __________ I don’t remember where I met him.A. Fact is whichB. what the fact is thatC. The fact is what

D. Fact is

12. He raised his hand __________ silence.A. as if to command

B. as though he going to commandC. as though to commandD. as of he commanding

13. Francis Preston Blair, Jr., _________ born in Kentucky, lived and practiced law in Missouri.A. wasB. he wasC. althoughD. who he was

14. We are to install this instrument ____________.A. as originally plannedB. as it originally plannedC. as was originally plannedD. as it being originally planned

15. __________, people and objects are presented in a flat, often angular, abstract manner in JacobLawrence’s paintings.A. Always able to recognizeB. The ability to recognize alwaysC. While always recognizableD. Always can be recognizedAnswers:

1-5 ACDCD 6-10 BBBCB 11-15 DCCACPeriod 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 composer3. To practise writing the life story of a composerTeaching procedure:

Step 1 Review the last period of the unitSkills 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 diede.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 orhad 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 teachershould 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 theiranswers 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 encouragethe students to pracise their spoken language during this part, and later the teacher can also provide the sample answers tothe 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 thecomposers, 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 isneeded, the teacher can also give the students a sample writing to show how they are supposed to phrase their article.Step 4 HomeworkPrepare 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 projectand 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 ofpop 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.

1. What was the most important instruments used in jazz?The trumpet is one of the most important instrument used in jazz2. Who is considered as one of the founding fathers of jazz?Louis Armstrong

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.

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 109Step 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 inpart 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 classand present them to the class on the display wall.