Unit
Five
Objectives
By the end this unit, students will be better able to
  1. talk about music types including the characteristics of each type and the effects of d music on people;
  2. use about 20 new words and 8 new phrases and expressions in brief conversations and translation;
  3. read material on a similar topic and with a similar degree of difficulty.
Prerequisites

  1. Students should read Text A for the main idea before they come to the class sessions.
  2. text B and C should be used for class reading activities. Students should not read Text B and C before they come to class.
Proposed Unit Duration
4-8 class hours (45 minutes each)
部分 课时 项目 分钟
PartⅠ: 准备活动 1 关键词 15-30 关键词组 15-30 读前活动 15-30
Part Ⅱ: 课文 A 2 课文 A 35-70 课文 A 练习 25-50 3 练习及语法 25-50+ 布 置 课 外作业
Part Ⅲ: 课文 B 4 课文 B 30-60 练习 20-40 布置 课外作业
PART I Words In Context
Approximate Time: 15-30 min.
PREPARATORY
Suggested Teaching Procedures

  1. Instruct students to read aloud these ten sentences and make out the meaning of each italicized word while reading. Tell them that these words are important throughout the unit. T: To begin with, let’s read some interesting sentences, each containing one word that may be new to you. You should read aloud each of these sentences and tell what the highlighted word means.

  2. Instruct students to finish the work in Words Learned in Display. The purpose of this step is to help students be aware of the importance of these words and at the same time guess the meaning of the new words with other students’ help. T: Since you have finished reading the above 10 sentences, now you are supposed to write down the meaning of each word in the corresponding blank in Words Learned in Display either in English or in Chinese. Try to understand some of the sentences without knowing the meaning of the “new” words in them. Remember, these 10 words are important in this unit. After doing the work in Words Learned in Display, discuss them with your classmate beside you to confirm your own answers or work out the difficult words together. Reference for Vocabulary Teaching

  1. remain
  2. professional
  3. spread
  4. breed
  5. harmony
  6. dominate
  7. emerge
  8. constant
  9. assemble
  10. ancestor
syn. keep; stay profession(n.); professionally(adv.) distribute or disperse widely race; bring up harmonious(adj.) domination(n.); control; overlook come out into view; appear changeless; constancy(n.); constantly(adv.) assembly(adj.); get together forefather

  3. When students finish, let them check their guesswork against the vocabulary list, if necessary, in the glossary section of their books. If time allows, present some additional information about those words as listed in the box above. T: Now please turn to the glossary at the end of your book. Find these words in the list and see if your guess is close to the meaning provided. I guess you are much impressed with these “new” words now.
  4. Advise students to memorize the sentences after class. T: Now class, I advise that you memorize these sentences after class. They are short and easy, aren’t they?
Expressions In Context
Approximate Time: 10-20 min
Suggested Teaching Procedures

  1. Instruct students to take some time studying the key expressions listed in the boxes. Then ask them to read aloud the sentences that follow. Tell them to pay attention to the way the expressions are used in the sentences. T: Next, you shall study 8 useful expressions. When you feel you are familiar with these expressions, read them aloud, paying attention to the way they are used in context.

  2. Instruct students to finish the exercise in Expressions Learned in Display to help them review the expressions learned just now. T: You’ve learned the use of these expressions, now you are asked to complete the work in Expressions Learned in Display. After doing your work, you can discuss your answers with your classmates.
Keys to Expressions Learned in Display

  1. come into being
  4. rely on
  7. owe… to…
  2. in the wake of
  5. date back to
  8. went through
  3. breaks up
  6. To some extent
PART II
LANGUAGE IN CONTEXT Text A
Preview Questions
Approximate Time: 15-30 min
  1. Please students into pairs or groups. Instruct each pair/group to select one question for their preview discussion. Encourage students to discuss their questions in English. However, if some students find it really difficult to express themselves in English, they may be allowed to use Chinese to help make their points clear. Tell students that in their discussions, they should select one student as their pair/group speaker. He/She is to briefly report to the class about their talk after given minutes of pair/group discussions. T: Before we go into Text A, I think you need to think about the topic related to music. Here we have several questions for you, which we will do in pairs or groups. Each pair or group is to focus on only one question of your own choice. Try to speak English in your discussion of the question. Mind you, this is like a brainstorming activity; just speak on without thinking much about your English is correct or not. We value ideas more than language. In case you find it difficult to express yourselves, you may use some Chinese to help. When you finish, I will ask some students to. report briefly about your discussions. Be prepared. ①. Do you like pop music? ②. What kind of pop music do you like? ③. Who is your favorite singer? Why do you like him or her? ④. What kind of effect does music have on you?
  2. As students are engaged in their discussions, walk around and offer help when necessary. You may give some pairs/groups t guidance.
Text Study Conceptual Comprehension
Approximate Time: 35-70 plus 25-50 min.
  1. Draw students’ attention to the organization of the text. Make them focus on it. T: Now we are ready to study the text in detail. You may have read the article yourself, but have you paid special attention to the organization of the text? Can we sum up the main types of music mentioned by the author? From the organization we can easily spot the aspects of music the author illustrates.
  2. Comment briefly on students’ response. From this start, explore further to make the main idea of the article clear. T: Let’s find the main idea of the article(The teacher should first tell the students how to do the fast-reading of a passage, then the students can apply it in this passage )
For Teacher Reference
Skimming and Scanning Skimming is used to quickly identify the main ideas of a text. When you read the newspaper, you're probably not reading it word-by-word; instead you're scanning the text. Skimming is done at a speed three to four times faster than normal reading. People often skim when they have lots of material to read in a limited amount of time. Use skimming when you want to see if an article may be of interest in your research. There are many strategies that can be used when skimming. Some people read the first and last paragraphs using headings, summarizes and other organizers as they move down the page or screen. You might read the title, subtitles, subheading, and illustrations. Consider reading the first sentence of each paragraph. This technique is useful when you're seeking specific information rather than reading for comprehension. Skimming works well to find dates, names, and places. It might be used to review graphs, tables, and charts. Scanning is a technique you often use when looking up a word in the telephone book or dictionary. You search for key words or ideas. In most cases, you know what you're looking for, so you're concentrating on finding a particular answer. Scanning involves moving your eyes quickly down the page seeking specific words and phrases. Scanning is also used when you first find a resource to determine whether it will answer your questions. Once you've scanned the document, you might go back and skim it. When scanning, look for the author's use of organizers such as numbers, letters, steps, or the words, first, second, or next. Look for words that are bold faced, italics, or in a different font size, style, or color. Sometimes the author will put key ideas in the margin.
Background Notes
The Beatles The Beatles were a rock and pop band from Liverpool, England that formed in 19
  60. During their career, the group primarily consisted of John Lennon (rhythm guitar, vocals), Paul McCartney (bass guitar, vocals), George Harrison (lead guitar, vocals) and Ringo Starr (drums, vocals). Although their initial musical style was rooted in 1950s rock and roll and skiffle, the group worked with different musical genres, ranging from Tin Pan Alley to psychedelic rock. Their clothes, style and statements made them trend-setters, while their growing social awareness saw their influence extend into the social and cultural revolutions of the 1960s. After the band broke up in 1970, all four members
embarked upon successful solo careers. The Beatles were one of the most commercially successful and critically acclaimed bands in the history of popular music, selling over one billion records internationally. In the United Kingdom, The Beatles released more than 40 different singles, albums, and EPs that reached number one, earning more number one albums (
  15) than any other group in UK chart history. This commercial success was repeated in many other countries; their record company, EMI, estimated that by 1985 they had sold over one billion records worldwide. According to the Recording Industry Association of America, The Beatles have sold more albums in the United States than any other band. In 2004, Rolling Stone magazine ranked The Beatles number one on its list of 100 Greatest Artists of All Time. According to that same magazine, The Beatles' innovative music and cultural impact helped define the 1960s, and their influence on pop culture is still evident today. In 2008, Billboard magazine released a list of top-selling Hot 100 artists to celebrate the chart's fiftieth anniversary; The Beatles topped it.
Hip hop Hip hop is a music genre and cultural movement which developed in New York City in the early 1970s primarily among African Americans. Hip Hop's four main elements are MCing (often called rapping), DJing, graffiti writing, and breakdancing. Other elements include beatboxing, and hip hop fashion and slang. Since first emerging in the Bronx, the lifestyle of hip hop culture has spread around the world. When hip hop music began to emerge, it was based around Disc Jockeys who created rhythmic beats by looping breaks (small portions of songs emphasizing a percussive pattern) on two turntables. This was later accompanied by "rapping" (a rhythmic style of chanting). An original form of dancing, and particular styles of dress, arose among followers of this new music. These elements experienced considerable refinement and development over the course of the history of the culture. The relationship between graffiti and hip hop culture arises from the appearance of new and increasingly elaborate and pervasive forms of the practice in areas where other elements of hip hop were evolving as art forms, with a heavy overlap between those who wrote graffiti and those who practiced other elements of the culture. Beatboxing is a vocal technique mainly used to imitate percussive elements of the music and various technical effects of hip hop DJs. Rock and roll Rock and roll (often written as rock & roll or rock ’n’ roll) is a form of music that evolved in the United States in the late 1940s and early 1950s. Its roots lay mainly in rhythm and blues, country, folk, gospel, and jazz. The style subsequently spread to the rest of the world and developed further, leading ultimately to modern rock music. The term "rock and roll" now covers at least two different meanings, both in common usage. The American Heritage Dictionary and the Merriam-Webster Dictionary both define rock and roll as synonymous with rock music. Conversely, Allwords.com defines the term to refer specifically to the music of the 1950s. For the purpose of differentiation, this article uses the latter definition, while the broader musical genre is discussed in the rock music article.
R&B R&B (Rhythm&Blues) Rhythm & Blues (or R&B) is a musical marketing term introduced in the United States in the late 1940s by Billboard magazine. It replaced the term race music, which was deemed offensive. In its first manifestation, rhythm and blues was a black version of a predecessor to rock and roll. It was strongly influenced by jazz and jump music as well as black gospel music, and influenced jazz in return (hard bop was the product of the influence of rhythm and blues, blues, and gospel music on bebop). The first rock & roll consisted of rhythm & blues songs like "Rocket 88" and "Shake, Rattle and Roll" making an appearance on the popular music charts as well as the R&B charts. "Whole Lotta Shakin' Goin' On", the first hit by Jerry Lee Lewis was an R&B cover song that made number one on pop, R&B and country and western charts.
Musicians paid little attention to the distinction between jazz and rhythm and blues, and frequently recorded in both genres. Numerous swing bands (for example, Jay McShann's, Tiny Bradshaw's, and Johnny Otis's) also recorded rhythm and blues. Count Basie had a weekly live rhythm and blues broadcast
 

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