High School Affiliated to Beijing University of Technology 关欣 Book 2 Unit 5 music High School Affiliated to Beijing University of Technology 关欣

单元教学目标 技能目标Goals Talk about wildlife endangerment. Talk about the ways to protect wildlife. Write letters on how to protect rare wildlife and the environment .

目标语言 Asking for advice and giving advice Let’s .... What about ...? What if ...? What do you think ...? Should we go ...? If we ... Expressing your preference I prefer ... I like ... best because ... My favourite musician is ... I am fond of ... I enjoy listening to ... I don’t like ... very much

词汇 1. 四会词汇 classical, roll, rock’n’ roll, folk, jazz, musician, clap, form, passer-by, earn, extra, play jokes on, loosely, advertisement, actor, attractive fan, instrument, hit, sort, frog, afterwards, stick, ability, perform, performance, saying, reputation, unknown 2. 认读单词 classical, orchestra, rap, rapper, choral, Karaoke, the Monkees, reunite, supporter, Freddy, lily, feedback, Robin Spielber,compose, Pat Conroy, grave 3. 固定词组 dream of, be honest with, play jokes on, or so, break up, by chance, sort out, stick to 4. 重点词汇 folk, dream of, be honest with, passer-by, earn, extra, sort, afterwards, stick, ability, perform, dream of, or so, break up, hit(n), by chance, above all

结构 The Attributive Clause 1. ...bands are formed by high school students, who practise their music in someone’s home. 2. The musicians of whom the band was formed played jokes on each other .... 3. However, after a year or so in which they became more serious about their work ... 4. The guitar with which “The Beatles” played their first hit was lost while they were touring.

重点句子 1. Have you ever dreamed of being in front of thousands of people at a concert with everyone clapping and enjoying your singing? 2. If we are honest with ourselves, most of us have dreamed of being famous. 3. The musicians of whom the band was formed played jokes on each other ... 4. They may play to passers-by in the street or subway so that they can earn some extra money. 5. They put an advertisement in a newspaper looking for rock musicians,... 6. However, the band broke up in about 1970, ... 7. Freddy was very confident about his singing. 8. Freddy and his band could not go out without being followed everywhere. 9. As you know, our band was formed in a very unusual way. 10. Stick to it and stay with what is true in your heart. 11. What I have in my heart must come out. 12. Make a special time for practicing and stick to it. 13. Their personal life was discussed by people who did not know them but talked as if they were friends.

教材分析与教材重组 1. 教材分析 本单元以music为话题，通过对本单元的教学，使学生了解有关的音乐知识，了解乐队The Monkees的形成,表演风格及发展历程，让学生在理解文章，理解音乐的同时，潜移默化培养一种审美的情趣，也会对社会生活，人的思想观，价值观以及人应该追求什么进行思考。并通过学习一个有趣的寓言故事，侧面了解演员成名后，歌迷给其带来的苦恼；暗示过分痴迷所带来的负面影响。同时让学生利用目标语言学会表达自己的观点，征询建议及把握介词提前的定语从句的使用；能利用本单元所学知识写e-mail 或短文介绍中国有关的民间音乐。

1.1 Warming up 是听八段不同的音乐，然后与书上的八幅图片相搭配，目的是通过听不同的音乐，让他们了解有关类型的音乐，讨论对于音乐的感受和喜欢听音乐的原因，激发他们对此话题的兴趣，带他们进入话题。 1.2 Pre-Reading 提出三个问题，引导学生谈论有名的乐队，尤其是与课文相关的门基合唱组。在学课文前扩展学生的思维，为学课文做好准备。

1.3 Reading 课文以知名乐队The Monkees的成立和发展为切入点，从通俗音乐的题材，特点，内容以及半个世纪来的发展历程等多个方面介绍了这种音乐艺术形式，并以音乐作为一个侧面反映了近几十年来美国社会和价值观的变化，是一篇涵盖了大量的信息量，同时又可以给学生艺术和思想双重启迪的优美文章。通俗音乐发展历史悠久，六十年代开始成为美国社会流行音乐主流，节奏强烈，主题鲜明，歌词率真，容易引发人的共鸣，尤其是在喜爱音乐的年轻人中可以产生感官和心灵上的触动。同时，流行音乐歌曲所负载的是整个社会所接受和追求的一种价值观。学习这篇课文，学生在理解文章，理解音乐的同时，潜移默化中也在培养一种审美的情趣，也会对社会生活，人的思想观，价值观以及人应该追求什么进行一定的思考。因此，作为一篇谈论音乐的文章，它提供了较广泛的教学资源拓展空间，它可以博得学生的喜爱，可以使学生有较大的热情积极投入到课堂教学中来，和教师在探究中共同学习。当然，这篇课文也有它的不足之处，由于所介绍的是早期的乐队，音乐类型和年代都离当代中国学生所接触的音乐较远，使学生需要在感性层面上接受这种音乐，导致了学生对课文的兴趣不足。

1.4 Comprehending 设计了四种题型， 第一题主要归纳乐队的特点，第二题属于细节理解题，主要加深对课文的理解，让学生学会正确理解句子。第三题是一个开放性问题，在读课文的同时，让学生去思考，让他们养成勤于动脑，善于探究的好习惯。第四题让学生归纳段意，掌握一般说明文的阅读方法，从而进一步提高他们的阅读能力。

1.5 Learning about language 部分包括词汇和语法两部分，词汇练习主要是针对课文中重点词汇的练习。其中第三题是一个开放性题，通过做游戏，一则使学生正确使用短语dream of 与to be honest with，再则激发他们的想象力，鼓励他们要有梦想，并为之而奋斗。语法主要针对定语从句介词提前的情况进行练习。 1.6 Using language包括听力和阅读两部分，通过一则幽默的寓言故事，讲了Freddy想成名及成名后的苦恼，侧面反映了歌迷不正确的崇拜方式给明星带来的负面影响。启示他们形成正确的价值观，正确地对待明星。 1.7 Speaking and writing 中speaking部分让学生发挥想象力，组织自己的乐队，并演奏自己喜欢的歌曲；Writing 部分让学生写出自己有关音乐的名言，目的是通过搜集有关音乐的名言，唱英语歌曲，激发学生学习英语的兴趣，使他们热爱生活，思考生活，培养良好的学习习惯。 总之，通过本单元的系统学习，让学生了解音乐，接触音乐，体验音乐，从而更加热爱生活，感知语言知识，不断丰富自己的语言知识，提高自己的语言运用能力。本单元单词可采用集中识词的方法，集中记忆，反复循环。

教材重组 2.1 将Warming up 部分与Pre-reading, Reading, Comprehending同属与音乐有关的内容，放在一个课时教学，设计成一节阅读课。 2.2 将Learning about language 及Workbook 中的Using Words And Expressions和 Using Structures放在一起教学，上一节语法课。 2.3把Using language 中Listening 部分，Workbook 中Listening与Listening Task结合在一起，形成一节听力课。 2.4 将Using language 中Reading 与Workbook中Reading Task部分放在一起，上一节泛读课。 2.5将Speaking and Writing 中Speaking与Workbook 中Talking及Speaking Task放在一起，上一节口语课。 2.6 把 Speaking and writing 中Writing 与Workbook 中Writing Task放在一起，上一节写作课。 3. 课型设计与课时分配（经教材分析，根据学情，本单元可以用五课时教完） 1st period Reading 2nd period Grammar 3rd period Listening 4th period Extensive Reading 5th period Speaking & Writing

High School Affiliated to Beijing University of Technology 关欣 Book 2 Unit 5 Reading High School Affiliated to Beijing University of Technology 关欣

Teaching goals 教学目标 1. Target language 目标语言 a. 重点词汇及短语 classical, folk, form, passer-by, earn, extra, instrument, pretend, hit (n.), dream of, be honest with, play jokes on, be based on, put an advertisement, or so, be serious about, break up b. 重点句型 1. Have you ever dreamed of being in front of thousands of people at a concert with everyone clapping and enjoying your singing? 2. If we are honest with ourselves, most of us have dreamed of being famous. 3. ... bands are formed by high school students, who practise their music in someone’s home. 4. They may play to passers-by in the street or subways so that they can earn some extra money. 5. The musicians of whom the band was formed played jokes on each other as well as played music. 6. Their music and jokes were based loosely on the band called “The Beatles”. 7. Actors may not be able to sing so at first other musicians sang the songs for the programme while the band pretended to sing them. 8. However, after a year or so in which they became more serious about their work.

2. Ability goals能力目标 a. Enable the students to sum up the main idea of each paragraph. b. Enable the students to understand the details about the passage, and join the correct parts of the sentences together in Exercise 2 (page 35). c. Retell the text using the key words of the passage.

3. Learning ability goals 学能目标 a. Help the students to sum up the main idea of each paragraph. b. Enable the Ss to understand the details about the passage, and join the correct parts of the sentences together in Exercise 2 (page 35). c. Get the students to retell the text using the key words.

Teaching important points教学重点 a. Help the students to find out the main idea of each paragraph. b. Discuss the question. Teaching difficult points 教学难点 Discuss the questions. Teaching aids 教具准备 A multiple-media computer and a recorder.

Teaching procedures & ways 教学过程与方式

Unit 5 Reading The band that wasn’t 北京工业大学附属中学 关欣

Warming-up Listen and see if you can guess which music matches which picture.

6 5 8 3 4 7 2 1

What famous bands do you know in the world?

The Backstreet Boys 后街男孩

The Eagles飞鹰乐队

The Beatles 披头士 (甲壳虫乐队)

Do you know the Monkees?

A big hit! The Monkees — the most popular band in the USA from 1966 to 1968!

Listen and answer What are the benefits if students form a band to play in the street? When did “The Monkees” break up and when did it reunite? Why was “The Monkees” successful in their work? They can earn ________________ and can also give them ________ to realize their ______. some extra money a chance dream “The Monkees” broke up in about_____ and it reunited in_____________. 1970 the mid-1980s Because they were ____________ their work and they ________________. serious about worked very hard

Task D C A E B They produced a new record in 1996 2. Most musicians get together and 3. They put an advertisement in the newspaper looking for four rock musicians, but only one person was accepted. but reunited in the mid-1980s. form a band because they like to write and play music. to celebrate their time as a band was a big hit. D C A 4. The first TV show 5. However, the band broke up about 1970, E B

Match main ideas with paragraphs The Monkees started in a different way. Many people want to be famous as singers or musicians. How the Monkees became popular and how they developed as a real band. This is how most bands start.

Read paragraphs 1 and 2 and tell whether the following statements are true (T) or false (F).

1. A famous singer or musician usually belongs to a band. 2. If you sing karaoke, it will be easier for you to be rich and famous. 3. Many musicians form a band because of their common interest in music. F F T 4. Playing music to passers-by in the street is the first step to fame. 5. When performers make records and sell millions of copies, they are successful. F T

Read paragraphs 3 and 4 and fill in the blanks with proper words. The Monkees Not a real band A real band TV organizers put an ____________ in a newspaper to find four musicians. They played and sang their own songs. Three _______ and one musician _______ the band. They produced records and started _______ and playing their own music. advertisement actors formed touring

broke up jokes reunited broadcasts other musicians celebrated The Monkees Not a real band A real band They played _____ on each other as well as played music. They _________ about 1970. They pretended to sing during the __________. They _________ in the mid-1980s. They played and sang songs written by ______________. In 1996, they produced a new record, with which they ___________ their former time. broke up jokes reunited broadcasts other musicians celebrated

Retell the text. If we are ____ ____ourselves, most of us have ____ ____being famous sometimes in our live. Most musicians often meet and _____a band. Sometimes they play in the street to ________ so that they can earn some _____money and this also give them a _____ to realize their dreams. There was once a band started in a different way. The musicians of whom the band was formed ____________ each other as well as played music, whose music and jokes were loosely __ ____ “The Beatle”. Their exciting performances were copied by other groups. “The Monkees” played their own _________ and wrote their own music. Though it _______ in 1970, it reunited in the mid-1980s and it is still popular today. 　 honest with dreamed of form passers-by extra chance played jokes on based on instruments broke up

Discussion 1.How do you understand the title “The Band That Wasn’t”? Can it be changed into “The Band That isn’t”? 2.What do you learn from The Monkees’ success? Lies in their hard work and their unique style of performance.

Homework

High School Affiliated to Beijing University of Technology 关欣 Book 2 Unit 5 Grammer High School Affiliated to Beijing University of Technology 关欣

The Second Period Grammar Teaching goals 教学目标 1. Target language 目标语言 重点词汇及短语 supporter, by chance, directions, get mixed up, sort out 2. Ability goals能力目标 a. Enable the Ss to use the words and expressions in this unit. b. Enable the Ss to use the Attributive Clause with the preposition ahead of the relative clause correctly.

3. Learning ability goals 学能目标 a. Get the Ss to guess the meaning of the words or phrases according to the context. b. Let the Ss use the Attributive Clause with the preposition ahead of the relative clause to express their ideas. Teaching important points教学重点 a. Get the Ss to use the Attributive Clause with the preposition ahead of the relative clause. b. Get the Ss to master the usage of the important words of this part.

Teaching difficult points 教学难点 The usage of the Attributive Clause with the preposition ahead of the relative clause. Teaching methods 教学方法 1. Question-and-answer activity to help the Ss to go through the words of this unit. 2. Pair work or group work to make every student work in class. 3. Teaching the students the usage of the Attributive Clause with the preposition ahead of the relative clause. Teaching aids 教具准备 A computer a projector and some slides. Teaching procedures & ways 教学过程与方式

The Attributive Clause

Can you find two sentences in the reading passage that contain “of which /in which” attributive clause? The musicians were to play jokes on each other as well as play music, most of which was based loosely on the Beatles.

However, after a year or so in which they became more serious about their work, the Monkees started to play and sing their own songs like a real band.

有关系代词或关系副词引导用来修饰主句中的某一个名词或代词并起定语作用的从句, 叫定语从句。定语从句所修饰的词叫先行词, 从句跟在先行词后面。 定语从句的构成方法是：关系代词或副词+陈述句语序, 关系代词有: who, whom, whose, which, that, as等; 关系副词有when, where, why等。

关系代词有双重功能, 一方面代表前面所修饰的先行词, 把从句与先行词连接起来; 另一方面引导出从句并在从句中充当某种句子成分。

1.The number of people who/that lost homes reached as many as 250,000. 2.It sounded like a train which/that was going under my house.

关系代词指物时只用which不用that的情况 This is the question about which we’ve had so much discussion. = This is the question which / that we’ve had so much discussion about.

(2) 在非限定性定语从句中必须用which不能用that。 This is the book which/that I’m looking for. They have invited me to visit their country, which is very kind of them. 当关系代词作look after, look for等不能拆开使用的及物动词性短语的宾语时, 介词不可以提前。

1. 关系副词where指地点, 在从句中作地点状语。 This is the house where he lived. 2. 关系副词when指时间, 在从句中作时间状语。 I’ll never forget the days when we played together.

3. 关系副词why指原因, 在从句中作原因状语。 He explained the reason why he was late. 注意: 关系副词有时可用介词+which来 代替。如上句中where=in which; when=on which; why=for which

Rewrite the sentence using the attributive clause: 1. I remember the day. “The Beatles” played their first hit on that day. I remember the day when “The Beatles” played their first hit.

2. The guitar was lost while he was touring 2. The guitar was lost while he was touring. George gave many performances with it. The guitar with which George gave many performances was lost while he was touring. 3. The musicians were very popular. They worked with the musicians. The musicians with whom they worked were very popular.

定语从句考点归纳

1.that 与which 1.Nothing ______ can be done has been done. that 2.Do you have anything ______ you don’t understand ? that that 先行词是everything, nothing, anything, something, much, little, none等不定代词，引导定语从句用that

1.This is the best TV _____ is made in China. 2.The first museum _____ he visited in China was the History Museum. that that 先行词被形容词最高级或序数词修饰时，引导定语从句用that 。

I’ve read all the books _____ you lent me. that 先行词被any, some, no, much, few, little, every, all, very, only, last 修饰时,引导定语从句用that 。

1.The famous writer and his works _____ the radio broadcast have aroused great interest among the students. 2.A victim is a person, animal or thing _____ suffers pain, death, harm, etc. that that 先行词中既有人又有事物时， 引导定语从句用that .

Who _____ you have ever seen can do it better ? that who做先行词时，引导定语从句用that

1.Her bag, in ________ she put all her money, has been stolen. 2.This is the ring on ________ she spent 1000 dollars. 3.Xiao Wang ,with ________ I went to the concert, enjoy it very much. which which whom 在介词后面，指事物用which，指人用whom

２如何判断介词 1)看定语从句中动词与介词的搭配 This is the book_____ which you asked. for 注意：动词短语不能拆开即词不能提前 The old man whom I am looking after is better .

2).看定语从句中形容词与介词的搭配 He referred me to some reference books _____ which I am not very familiar. with

3)根据先行词判断, 所用的介词与先行词 搭配 in the front of This is our classroom, _____________ which there is a teacher’s desk.

3 Whose 的使用 whose 引导的定语从句 表示所属关系 The river _______ banks are covered with trees flows to the sea. whose

There are in this class 20 students, ______ are different. A. whose backgrounds B. the backgrounds of whom C. of whom the backgrounds D. the backgrounds of whose

4 as 的使用 as The earth is round,___ we all know. ___ is known to all, the earth is round. ___ is known to all that the earth is round. As It 定语从句在句首时只能用as, as 具有正如之意，与之搭配的动词一般是固定的

This is the same book as I lost. This is the same book that I lost. 这本书和我丢的那本一模一样。 这本书就是我丢的那本。

This is such an interesting book ____ we all like. This is so interesting a book ___ we all like. as as 定语从句 这是大家都喜欢的如此有趣的一本书。

This is such an interesting book ____we all like it. This is so interesting a book ____we all like it. that that 结果状语从句 这本书如此有趣，大家都喜欢。

1. It is very useful to master a foreign language,_____ has been said before. which 2 ___ everyone hoped, Mary has won the first prize. As as引导定语从句可放在句首，句中，句末，而which 引导定语从句不能放在句首.as译为正如，好像, which 则没有此义。

when １ I’ll never forget the day _________ we first met in the park. ２ I’ll never forget the time __________ I spent with you. ３ I’ll never forget the time __________ was spent with you. ４ This is the museum __________I visited last year . which\that which\that which\that

5 when, where, why 与that, which 的区分 This is the reason ___________ 　　　　　 ( = for which ) I didn’t come here. The reason __________ she gave was not true. which/that 指时间，地点或原因的先行词在定语从句中作主语或宾语，用which或that引导定语从句。

6 定语从句中的动词的数 He is the only one in his class who ____ (have) got the teacher’s praise. He is one of the students in his class who _____ (have) got the teacher’s praise. has have 关系词在定语从句中做主语时，谓语动词的数取决于先行词

Correct the mistakes 1.Under the big tree are 34 students, many of them come from class two. 2. My mother has a good book, which cover looks terrible. 3. This is the very pen that you gave it to me before. 4. There is an old woman, that is holding a stick. whom ——— whose ——— \ —— who

∧ 5. I’m using the pen which he bought it yesterday. 6. The man whom I spoke is from Canada. 7. July 1,1999 is the day when we’ll never forget. to ∧ that

8. I’m going to work in the hospital where needs me. 9. Those that haven’t been to the West Lake will gather at the school gate. which who

10. Miss Chen is the only one of the few teachers who give us wonderful English lessons in our school. gives

11. Taiwan, that we know, belongs to China. 12.The bike by which I travelled was his. as on

13. This is the place where we visited many times during the past ten years. 14. They have decided to stay at home, that is, I think, a wise choice. 15. The day will come which the people all over the world will enjoy true freedom. where → that / which或去掉where that → which which → when

16. He is a man of great experience, from who we can learn much. 17. Antarctic, which we know very little, is covered with thick ice all the year round. 18. It was a meeting which importance I didn’t realize at that time. who → whom which前或little后加about which → whose

高考链接 1. George Orwell __ was Eric Arthur, wrote many political novels and essays. A. the real name B. what his real name C. his real name D. whose real name D 解析: 答案D。whose引导定语从句时, 只能在从句中作定语, 其他各项均构不成定语从句。

2. Anyway, that evening, ___ I’ll tell you more about later, I ended up staying at Rachel’s place. A. when B. where C. what D. which D 解析: 答案D。whose引导定语从句时,只能在从句中作定语, 其他各项均构不成定语从句。

3. What surprised me was not what he said but _______ he said it. A 3. What surprised me was not what he said but _______ he said it. A. the way B. in the way that C. in the way D. the way which A 解析: 答案A。the way后的定语从句可用in which或that引导, 也可全省略。

4. Luckily, we’d brought a road map without ___ we would have lost our way. A. it B. that C. this D. which D 解析: 答案D。without + which引导定语从句。

5. (NMET2004) The English play ___ my students acted at the New Year’s party was a great success. A. for which B. at which C. in which D. on which

6. (2000上海) Recently I bought an ancient Chinese vase, ___ was very reasonable. A. Which price B. the price of which C. its price D. the price of whose

7. (89上海) The two things ___ they felt very proud were Jim’s gold watch and Della’s hair. A. about which B. of which C. in which D. for which

8. She is a teacher of much knowledge, __ much can be learned. A. who B. that C. from which D. from whom 9. I have bought two ball pens, ___ writes well. A. none of which B. neither of which C. none of them D. neither of them

注意: “介词+关系代词”引导的定语从句, 关系代词只能用which和whom, 且不能省略。介词主要根据三个方面来选择: 一是先行词与介词的搭配; 二是定语从句中谓语动词或形容词与介词的搭配; 三是根据“介词+关系代词”在从句中的作用及意义。

练习

用适当的介词补充完整下列定语从句。 1. I disagree with the facts ______ which your argument is based. 2. The song, ______ which he was interested, will never be heard again. 3. This is the reason ______ which he often comes to school late. 4. I will never forget the way ______ which my teacher taught me. 5. This is the hero ______ whom we are proud. on in for in of

6. I want to find the very pen ______ which I wrote that letter. 7. They are the students ______ whom our teachers are thinking highly. 8. It is important to choose good friends ______ whom you can share your feelings and thoughts. 9. It will not be necessary to name the person ______ whom the card belongs. 10. I would always like to do business with those people ________ whom I can rely. with of with to on / upon

The Third Period Listening Teaching goals 教学目标 1. Ability gols能力目标 a. Train the students’ abilities to listen to the story about Freddy, the opinions about music and the talks about classical music, and do the listening exercises correctly. b. Enable the students to memorize some important information about Freddy’s story and opinions about music.

Teaching important points 教学重点 2. Learning ability goals学能目标 Decide the important points about listening by reading the exercises based on the listening materials before reading. Teaching important points 教学重点 Listen to the three materials and do the exercises correctly. Teaching difficult points 教学难点 Let the students listen to the first materials and describe what they hear.

Teaching methods 教学方法 1. Listening skills directing 2. Task-based activity Teaching aids 教具准备 1. A tape-recorder 2. A projector and some slides Teaching procedures & ways教学过程与方式

Listening

Hello, everyone. My name is Freddy.

Listen to the story of “Freddy the Frog(Ⅰ)” once and then write down the main idea. ________________________________________________________ This story is about a singer who joined a band and became a singer.

Listen to the tape again and do the true or false exercise. 1. Freddy had changed from a man to a frog. 2. He felt lonely in his lake till he met his friends on the lily leaf. 3.The singers of the band could sing very loudly. F T T

4. Freddy thought he could sing as well as the other singing frogs. 5. Freddy was very confident about his singing. 6. He sang the song to ask the other frogs to be his friends. F F F

Extensive reading

We formed a band and soon we became famous and went to Britain to give performances. Then what would happen in Britain? We would succeed or fail?

What’s the main idea of the story? This is a story about a band that became famous and did not like it.

P69Listen to the tape again and write down what the “Mozart effect” means to you. __________________________________ Classical music, especially Mozart, helps improve your memory.

True or False. 1.Listening to classical music improves your memory. T 2.The “Mozart effect” means listening to Mozart’s music. F You can listen to any kind of classical music if it has regular rhythms.

3.To improve your long term memory you need to study maths. F Scientists do not think that studying maths can improve your long term memory. 4.Scientists think the “Mozart effect” works with all kinds of music. F Scientists think it only works with classical music.

5.Listening to music makes you more intelligent. F Scientists think that learning a musical instrument can help your maths skills./ Listening to classical music improves your short term memory .

Listening task on P72 Listen to the tape and tick the words you hear. mathematical, pattern, composers, choral, moving, beauty

Listen again and fill in the chart below. Information on Bach Who did he write for? Where did he play it? What are the features of his music? God. In the church. Mathematical and with a special pattern.

What type of music did he write? Why is he remembered today? Choral music. For the beauty of his musical patterns.

Book 2 Unit 5 Speaking &Writing High School Affiliated to Beijing University of Technology 关欣

Speaking and Writing Teaching goals 教学目标 1． Target language目标语言 decide on, sing…to the music, stick to, in my heart, come out b. 交际用语 1) I think we should ... Should we go ...? What if we ...? How about ...? 2) I prefer ... I like ... best because ... My favourite musician is ... I am fond of ... Why do you prefer ...? I don’t agree ...

2. Ability goals能力目标 a. Enable the students to decide on forming a band. b. Enable the students to discuss going to a concert and the plan to attend a concert. c. Enable the students to write an e-mail.

Teaching important points 教学重点 1. Let the students express and support their opinions freely. 2. Enable the students to form their bands and give their performances. 3. Get the students to be familiar with the steps to write an e-mail and a passage.

Teaching difficult points 教学难点 1. How to write a good e-mail. 2. How to write a fluent passage.

Teaching methods 教学方法 Task-based method to help the students to organize their writing. 2. Pair work or group work to get every student to work in class.

Teaching aids 教具准备 1. A projector and some slides 2. A multiple-media computer

Teaching procedures & ways 教学过程与方式

Speaking

Do you want to form your own band to take part in the music festival?

Sample dialogue: S1: What music shall be performed in our band? I like folk music. What about you? S2: I’d like to suggest Chinese folk music. I like it very much. What do you all think?

S3: I don’t mind what music we choose as long as I don’t have to sing S3: I don’t mind what music we choose as long as I don’t have to sing. I think we should pretend to play an instrument. Maybe I can bring in my brother’s guitar. S4: Yes. That sounds good but let me say that I don’t like to sing in public so I think we should have a backing group that supports the main singer. What do you think?

S1: Who’s the best singer here? S2: I’m in the school choir. S3: Me too. Why don’t we sing a Chinese folk song together with a guitar and one backing singer. S1: It’s OK by me. S4: Now all we have to do is to choose the song. Let’s make a list of our favourites …

Writing for practical purpose: Asking for advice Useful expressions for asking for advice and suggestions. 1). I would be grateful if you could give me some advice. 2). How can I …

3). What can you suggest? 4). I would appreciate your reply offering some suggestions. 5). Do you have some good advice on … 6). Does anyone has any tips on … 7). I can’t decide whether … 8). I would like to know how can I …

9). I am a little bit confused 9). I am a little bit confused. I am looking forward to receiving your advice letter and thank you in advice. 10). I really don’t want to bother you, but … Would you offer me some advice?

Write an e-mail to Freddy for his advice on how to make your band successful. Try to use the useful expressions for asking for advice and suggestions we have mentioned before.

Sample letter Dear Freddy: My name is Li Hua. I’m beginning a band with my friends. However, we have never been in a band before. Could you please give us some advice? I would like to know what music to play and we cannot decide.

I like pop music but most of my friends like rock ‘n’ roll I like pop music but most of my friends like rock ‘n’ roll. Liu Mei likes rap. How are we to decide what to play? Do you suggest we play a little of all of these types of music? Or should we only play one kind of music? How did you and your friends decide what to play?

We hope you can give us some advice. Yours hopefully, Li Hua

Thank you! 北京工业大学附属中学关欣