Unit Two (The Universal language)探花 内射

Period 1

Welcome to the Unit

Teaching aims:

(1).Make students talk about the opera Turandot and read about the history of music from jazz to pop

(2).By talking and discussing， students’ spoken English can be practised.

Important points & difficult points:

(1). Students are expected to express their own opinions by talking and discussing.

(2). Encourage students to speak freely.

Teaching aids:

Backboard

Teaching procedures:

Step 1: Lead-in

Music plays an important role in our daily life. Have you ever had the experience of listening to a piece of music and feeling that it is written just for you? Music can be used to express many feelings， such as love， sorrow， friendship and peace. Although people from different areas of the world have different styles of music， we can still understand each other’s music. Without music， what would our lives be like?

How much do you know about music? Now let’s try to say some words about music:

● Music: classical music， pop music， folk music， swing music， blues， jazz， rock and roll， rap， opera…

● People related to music: musician， singer， composer， pianist， violinist…

● Musical instruments: guitar， piano， violin， drum…

Step 2: Sharing information

1. Work in groups of four and discuss the four pictures on page 17.

Picture of a jazz band

What are the people doing in this picture? What do you know about jazz?

(Jazz is a musical art form. At the end of the 19th century， jazz music was the most popular type of music. Jazz was started in New Orleans in the USA and most jazz musicians at that time were black. It has been called the first original art form to develop in the USA. Early jazz musicians made money by playing in small bands. Often， jazz musicians made up the music as they were playing. Early jazz came from folk music and later developed into something else of its own.)

Do you know any famous jazz musicians?

(Louis Armstrong， one of the most famous jazz musicians， was born in New Orleans. He created wonderful jazz music with his trumpet. In addition to playing trumpet， he also sang and danced. He performed on Broadway， in films and recorded music.)

What does jazz music sound like to you?

Picture of Chinese opera

What are the people doing in this picture? What is Chinese opera?

(Chinese opera is a traditional form of drama in China. It started in the Tang Dynasty when Emperor Xuanzong founded the ‘Pear Garden’. A Chinese opera performance includes elements such as dance， song， dialogue， swordplay and acrobatics. The features of Chinese opera which can distinguish a character’s age， gender and personality are the makeup， movements， props and the colour of costumes.)

What does Chinese opera sound like?

(To some young people nowadays， the music accompanied by gongs， cymbals， drums and stringed instruments sounds a bit ‘shrill’ and ‘noisy’. However， the stories and the melodies are unique.)

Do you know any famous Chinese opera performers?

Picture of a girl playing the violin

What is the girl doing in this picture? What do you know about the violin?

(The violin belongs to the string family of instruments. It is made of wood and uses steel strings. A violinist uses a bow pulled across the strings to create beautiful music.)

Do you know any famous violinists?

(In the past， the great violinists played the violin as well as writing music for the instrument. After the 19th century， composers and violinists started to be two different roles. The most famous violin composers and players are Corelli， Vivaldi， Locatelli and later Paganini， Sarasate， Wieniawski， Vieuxtemps， Ysave， Kreisler and Enesco.

Picture of a girl playing the piano

What is the girl doing in this picture? What do you know about the piano?

(The piano belongs to the percussion family of instruments. It consists of a keyboard attached to a wooden box， inside of which are metal strings. A piano is played by pressing the keys. Each of the keys is attached to a hammer that strikes one of the strings inside the box.)

Do you know any famous pianists?

(Among the most famous pianists are Beethoven from Germany， Franz Liszt from Hungary and Frederick Chopin from Poland. Beethoven is known for his sonatas， Liszt for the Hungarian Rhapsody and Chopin for Revolution Etude.)

2. Work in pairs and have a discussion about the three questions below the pictures.

Sample answers

1 My favourite kind of music is classical music. Classical music uses orchestras and many instruments cooperating to create music together. I like listening to music played by orchestras. You can hear things played on instruments from all of the different families--woodwind， string， percussion and brass. Also， classical music tends to be slower， so it makes me feel calm when I listen to it.

2 The musician I like very much is Jay Chou. Many people may think that he is just a pop singer， but I consider him to be a pop musician. He sings about broken heart， urban stress and young dreams. He expresses his experiences， feeling and personality into his music， which attracts young people who have similar thoughts. That is why many teenagers in China like him so much.

3 Yes. I watched Chinese operas with my grandfather when I was young. A Chinese opera performance includes elements like dance， dialogue， swordplay and acrobatics. The music instruments used for Chinese opera include gongs， cymbals， drums and stringed instruments. A character’s age， gender and personality are shown through the makeup， movements， props and colour costumes. In comparison， Western opera puts greater emphasis on music and design， conveying a story through singing and dancing. Dialogue is expressed through songs. Both Chinese and Western opera use music to express themes like love， betrayal and hope.

Step 3: Discussion

Many of us believe that music can have a very great effect on us. This is especially true of classical music， which some people believe can make us calmer or even smarter. There is a theory， called the ‘Mozart Effect’， that playing classical music for a child can help his or her brain develop. As a result， a lot of parents play classical music for their children， some even beginning before the child is born， in the hope that their children will be smarter. What do you think of the ‘Mozart Effect’ theory? Do you think it is true? Why or why not?

Do you think adults can become smarter or calmer by listening to classical music? Why or why not?

Step 4: Homework

1. Collect more information about music.

2. Prepare the Reading part.

Period 2

Reading

Teaching aims:

1. To help the students know some background knowledge about opera Turandot and the history of music

2. To master the skills of reading a review of an opera

Teaching aids:

Recorder， blackboard

Teaching procedures:

Step 1: Lead-in

Boys and girls， I’m glad to tell you that today we’ll have a chance to enjoy a section of performance of Giacomo Puccini’s world-famous opera， Turandot.

OK. It is performed in the Forbidden City in Beijing. Can you guess who directed it? (Zhang Yimou.)

Have you seen any of Zhang Yimou’s films?

Do you like them? Why or why not?

What else has Zhang Yimou directed besides films? ( They are the ‘Bid for the 29th Olympic Games in Beijing’， which was shown in Moscow， a performance at the closing ceremony at Athens Olympic Games， an outdoor performance of Third Sister Liu in Guilin and Turandot in Beijing).

Have you seen or have you ever heard of the opera Turandot?

If you have seen or heard of it， Can you tell us what it is about?

Step 2: Fast reading for general ideas

A review is a report or an essay giving some information as well as some opinions or ideas about a book， a performance， a painting or something similar.

In our lesson today， we will read a review of an opera. What do you think the review will tell us? (It will give us some background information about Turandot， tell us about the plot of the opera and give other information， such as the actors’ names， as well as an evaluation of the performance as a whole.)

Go through the passage as quickly as possible and try to find answers to the three questions. Just focus on and identify the information needed to answer these questions.

1. What is Turandot?

2. Who wrote Turandot?

3. Was the performance indoors or outdoors?

Answers

1 Turandot is an opera that tells the story of a cold-hearted Chinese princess， named Turandot， who lives in the Forbidden City. To avoid marriage， she says that any potential husband must answer three riddles correctly or die.

2 Giacomo Puccini wrote the opera. The final scene was completed by Franco Alfano， one of his students， based on Puccini’s notes after he died.

3 It was performed outdoors.

Step 3: Detailed reading for important information

1. Let’s read the passage a second time and find out the background information of the opera. Then complete the table:

Main characters of the story Turandot-a Chinese princess；Calaf-a prince；Liu-Calaf’s father’s young slave

Setting Beijing’s Forbidden City

Plot

The story takes on the classic love triangle of the three main characters Turandot， Calaf and Liu. Liu loves Calaf， but Calaf has fallen in love with Turandot. Because Turandot does not want to get married， she declares that anyone who wants to marry her must answer her three questions. If the one cannot answer these questions， he will be killed.

Director Zhang Yimou

Conductor Zubin Mehta， an internationally famous conductor born inIndia

Actors and actresses Sharon Sweet-Turandot; Barbara Hendricks-Liu; Kristjan Johannsson-Calaf; other singers and musicians from abroad and China

2. Retell the story of Turandot， using what has been written in the table.

Step4: Read the text again and choose the best answers according to the text.

A⑴ How many performances of Turandot were performed in the Forbidden City in Beijing?

A. eight B. seven

C. one D. the text doesn’t mention it

A⑵ Who wrote Turandot and when was it written?

A. Giacomo Puccini， in 1924

B. Giacomo Puccini’s former student， in 1924

C. Zubin Mehta， in the 1990s

D. Sharon Sweet， in the 1990s

C⑶ When was Turandot staged in Beijing?

A. in 1924

B. in the twenty first century

C. in the 1990s

D. in 1998

D⑷ How does the writer think of the opera?

A. terrible B. moving C. boring D. amazing

Step5: words and expressions

Vocabulary Words witness， star， cast， avoid， dare， disturbing， recite， threaten， aloud， marry， breathless， guard， key， combine， heartbreaking， fluent， condemn

Useful expressions the end of， be set in， instead of， for the first time， fall in love， take on， be drunk with， exercise， control over， break one’s promise， be upset by， by surprise， be condemned to death， be shocked by， win one’s affection， at the end of， bring together

Sentence patterns 1. In order to avoid marriage， she says that any potential husband must answer three riddles correctly or die.

2. There could not be a better setting.

3. Although he would like to， he cannot break his promise.

4. Calaf says his own name aloud， leaving his future in Turandot’s hands.

5. The opera finishes with a beautifully-sung final duet， which was so moving that the audience fell silent.

Step6: Pair work

Talk about a Western or a Chinese opera that you are all familiar with. Introduce the main characters， the setting and the plot.

Chinese Opera

The Chinese opera is a traditional form of stage entertainment， weaving together elements of mime， dance， song， dialogue， swordplay， and acrobatics into one fluid continuous flow. Gestures， movements and expressions incorporated within each performer's script come together to bring forth an impressive performance. In contrast to Western stage entertainment， which is subdivided into different categories such as opera， drama and sketches， Chinese opera has remained faithful to its original format over the centuries.

By doing away with three-dimensional stage props and complicated backdrops found in Western opera， Chinese opera conveys the idea of time and space to the audience through the acting of performers. This simple and flexible technique is called “imagined time and space” in Chinese operatic terminology. The acting， however， is not mere imitation of movements in daily life. Instead， it has been perfected to bring out just their essentials， making them highly-stylize and rhythmic dancing movements. Such acting is described in Chinese stage language as "stylized formula". In addition， Chinese opera has specific costumes， facial make-ups， musical motifs and recitations to represent each character in the series of characters known as Xingtous. All this， plus imagined time and space and stylized acting， has enabled the story to rise above real life and create a strong dramatic atmosphere with distinct operatic effects.

Western ears do not readily appreciate this art， for Chinese opera often seems shrilly and 'noisy'. Shrill voices pierce the air， accompanied by loud gongs， crashing cymbals， pounding drums and droning stringed instruments. The music is not intended to be melodic， as in the West， but rather used as punctuation to the performance. Chinese opera is an art of the people-enjoyed and appreciated by all across the social spectrum. In a real sense it is a folk art， comparable in many ways with the Chinese Circus. Although the music of Chinese opera may seem very alien， the stories told are very familiar to those accustomed to Western opera: heroes battle overwhelmingly powerful foes， good versus evil， and lovers seek escape from domineering and disapproving parents.

A distinct feature of Chinese opera is the makeup， movements， props， and colorful costumes. These features identify a character's age， sex， and personality the moment he or she enters the story. Face painting leans heavily on earlier forms of mask and make up. Facial patterns rely on exaggeration and the symbolism of color to suggest a character's attributes and personality. The painted faces become what the Chinese call ‘a mirror of the soul’. Well-versed members of the audience will be able to tell instantly the personality of characters on the stage by their painted faces. Although colors sometime represent a physical attribute of a character， they are predominantly used as indicators of a character’s personality. Apart from the exquisitely embroidered traditional costumes， head-dresses are a requisite in Chinese opera. The more elaborate the head-dress， the more significant the character. Costumes are extravagant in style in order to achieve as great a theatrical effect as possible. Like the face makeup， the color codes of these costumes identify the various ranks， status， and personality of the characters.

Although sharing a common ancestry， Chinese opera boasts over 300 various distinct forms-taking their names from their places of origin. These forms are generally discernible by their use of local dialects and distinct ‘melodies’. Beijing opera is considered by most to be the most refined. Also widespread are Pingju Opera， Kunqu Opera， Shaoxing Opera， Henan Opera， Sichuan Opera， Shanxi Opera， Huangmei Opera， Huagu Opera and Yangko Opera. Some Chinese ethnic minority groups have some local form of operas. Many modern instrumental music pieces incorporate traditional instruments while adapting a more modern style. However， instrumental music is still very traditional. Many works of traditional music are still played by small quartets and large orchestras. Chinese melodies are quite unique and incorporate into many modern compositions. Chinese instrumental music has changed because it is no longer restricted to the traditional format. Even non-traditional instruments such as the piano are used in creating modern works.

Western Opera

Opera is a form of theatre in which the drama is conveyed wholly or predominantly through music and singing. Opera emerged in Italy around the year 1600 and is generally associated with the Western classical music tradition. Opera uses many of the elements of spoken theatre such as scenery， costumes， and acting. Generally， however， opera is distinguished from other dramatic forms by the importance of song and conventions of vocal technique. The singers are accompanied by a musical ensemble ranging from a small instrumental ensemble to a full symphonic orchestra. Opera may also incorporate dance; this was especially true of French opera for much of its history.

Comparable art forms from various other parts of the world， many of them ancient in origin， exist and are also sometimes called “opera” by analogy， usually prefaced with an adjective indicating the region (for example， Chinese opera). These independent traditions are not derivative of Western opera， but are rather distinct forms of musical theatre. Opera is also not the only type of Western musical theatre: in the ancient world， Greek drama featured singing and instrumental accompaniment; and in modern times， other forms such as the musical have appeared.

The word opera means “works” in Italian (from the plural of Latin opus meaning “work” or “labour”) suggesting that it combines the arts of solo and choral singing， declamation， acting and dancing in a staged spectacle. Dafne by Jacopo Peri was the earliest composition considered opera， as understood today. It was written around 1597， largely under the inspiration of an elite circle of literate Florentine humanists who gathered as the "Camerata". Significantly， Dafne was an attempt to revive the classical Greek drama， part of the wider revival of antiquity characteristic of the Renaissance. The members of the Camerata considered that the "chorus" parts of Greek dramas were originally sung， and possibly even the entire text of all roles; opera was thus conceived as a way of “restoring” this situation. Dafne is unfortunately lost. A later work by Peri， Euridice， dating from 1600， is the first opera score to have survived to the present day. The honour of being the first opera still to be regularly performed， however， goes to Claudio Monteverdi’s Orfeo， composed for the court of Mantua in 1607.

Step 7: Homework

1. Read the text again and again. Try to memorize the language points.

2. Parts A1 and A2 on page108 of the Workbook.

Period 3

Word Power

Teaching aims:

1. Learn and master the new words related to computers.

2. Enlarge the knowledge about the internet.

Important points & difficult points:

Master the expressions about the internet.

Teaching aids:

Recorder， blackboard

Teaching procedures:

Step1. Lead-in

At the beginning of today’s class， let’s play a guessing game. Here are several cards， in each of which is written an instrument. I’d like one of you to give a brief description of them and other students to guess what they are.

For reference

1. piano: a large musical instrument with a row of black and white keys which are pressed to play notes.

2. violin: a wooden musical instrument with four strings which is held against the neck and played by moving a bow across the strings.

3. guitar: a musical instrument with six strings and a long neck which is usually made of wood， and which is played by pulling or hitting the strings with the fingers.

4. cello: a wooden musical instrument with four strings， that is held vertically between the legs and is played by moving a bow across the strings.

5. trumpet: a brass musical instrument consisting of a metal tube with one narrow end， into which the player blows， and one wide end. Three buttons are pressed in order to change notes.

6. horn: a curved musical instrument made of metal， which is narrow at the end you blow down to make a sound， and wider towards the other end.

7. flute: a tube-shaped musical instrument with a hole that you blow across at one end while holding the tube out horizontally to one side of you.

8. clarinet: a tube-shaped musical instrument which is played by blowing through a single reed and pressing the metal keys to produce different notes.

9. cymbal: a flat round musical instrument made of brass， which makes a loud noise when hit with a stick or against another cymbal.

10. bass drum: a large drum that produces a low sound

Step2: Questions

1. Do you know how to play the piano/violin/guitar?

2. Have you ever seen a live orchestra performance or seen any orchestras playing on TV? What was it like?

3. What is an orchestra like?

4. What kind of music is performed by an orchestra?

5. Do you know any famous orchestras in China or in other places around the world?

For reference

Usually there are two types of orchestra. A chamber orchestra is a small group， and a symphony or philharmonic orchestra is a larger group which includes all of the instrument families.

The music that an orchestra plays is usually classical.

The members of an orchestra are musicians， including the conductor， the pianist， the violinist， the flutist and so on.

There are different types of musical instruments in an orchestra. The percussion family includes the piano， the timpani， the xylophone， the triangle， the snare drum， the bass drum， the woodblocks and the gongs. The brass family are the trumpet， the horn， the trombone and the tuba. The woodwind family members are the flute， the clarinet， the oboe and the bassoon. Sometimes the saxophone also joins the orchestra. The string section has four kinds of stringed instruments in the orchestra-the violins， the violas， the cellos and the double basses.

Step 3: Vocabulary learning

Small: a ________orchestra (chamber)

An orchestra large: a ________ orchestra (symphony/philharmonic)

________ (strings)

________ (woodwind)

Four groups of musical instruments ________ (brass)

________ (percussion)

________ classical music (Western)

________ (opera)

Music of an orchestra popular music

Music from different ________(countries)

Step 3: Homework

Finish the exercise P22-23

Period 4

Grammar and usage (Ellipsis)

Teaching aims:

1. To sum the usage of ellipsis and learn the usages of them.

2. To focus on the special styles .

Teaching important and difficult points :

1. To conclude the usages of them and do some practice .

2. How to use ellipsis correctly in a concrete sentence .

Teaching procedures :

Step 1: General introduction

The grammar item in this unit focuses on ellipsis. You will learn when to use ellipsis and how to use it correctly. You are expected to apply what you have learnt to practical use by finishing the two exercises in this section.

Step 2: Explanation and practice

Read the instructions on page 24. We use ellipsis when we do not want to repeat words or phrases that are obvious.

Ellipsis

不详句是英语的一种习尚用法。按照语法的分析，句子应该具备的身分，巧合出于修辞上的需要，在句中并不出现，这种句子叫作念不详句（elliptical sentences），这种语法征象称为“不详”（ellipsis or leaving words out）。其特色是：固然省去句子语法构造所需要的组成部分，但仍能抒发其竣工的真谛。

不详形势各种，从单词、短语到分句，齐不错不详，而且各有一定的衔尾筹谋，谢却臆断。“不详”否则而一种“以庸碌有”的最方便的抒发次第，而且亦然一种方便格外，“虽无胜有”的修辞技能。淌若弄不清一句中哪些部分不详了，就不错产生误会或歧义。

不详在英语诓骗中，尤其是在交际对话中无数存在，因为它不错幸免肖似，超越枢纽词语，能作念到言简意该，并使凹凸文考究连气儿。在积年的高考题中也层出不穷。不详有词法上的不详，也有句法上的不详，有的学者把某些替代也看作一种不详。

一、词法上的不详

1. 名词所有格后修饰的名词在以下情况不错不详

1）淌若名词所有格修饰的名词在前文已出现，则不错不详。如：

These are John's books and those are Mary's (books). 这些是约翰的书，那些是玛丽的书。

2）名词所有格后修饰的名词淌若是指商店、住宅等场地时，这些名词也不毫不详。如：

at the doctor's 在诊所

at Mr Green's 在格林先生家

to my uncle's 到我叔叔家

at the barber's 在剪发店

2. 冠词的不详

1）为了幸免肖似

The lightning flashed and thunder crashed. 电闪雷鸣。（thunder前不详了定冠词the）2）在the next day (morning， week， year...)等短语中，巧合为了使口吻紧凑定冠词the 常不错不详。如：We went to the farm to help the farmers with the harvest (the) next day. 第二天，咱们去农场匡助农民收庄稼。

3）在副词的最高档前边的定冠词常不错不详。如：

She sings best in the class. 她在班上唱颂赞得最佳。

4）在某些寥寂主格结构中。如：

Our teacher came in， book in hand. (=Our teacher came in， with a book in his hand.) 咱们的真诚手里拿着一册书进来了。

5）在as提醒的靡烂状语从句中，行为表语的单数名词提前时，不定冠词要不详。如：

Child as he is， he knows a lot. 固然他如故一个孩子，却懂得许多。

3. 介词的不详

1）both 后常跟of短语，后来不错接名词复数形势，也不错接代词宾格复数形势。接复数名词时，介词of不错不详，但接代词宾格时，of不成不详。如：

Both (of) the films were interesting. 这两部电影齐很真谛。

She invited both of us to her birthday party. 她邀请咱们俩去插足她的诞辰派对。

2）在当今完成时表抓续和肖似的句型中，一段时刻前的介词for不错不详。如：

These shoes are worn out. They have lasted (for) a long time.

这双鞋穿破了，如故穿了很长一段时刻了。

3）被迫结构中，淌若莫得必要强调度作的践诺者，则不错不详介词by短语。如：

The letter was posted (by me) yesterday. 这封信是昨天寄出去的。

4）和一些动词搭配组成的短语中的介词，如：consider... (as)...， prevent / stop... (from) doing...， have trouble / difficulty... (in) doing...， spend... (in / on) doing... 等中的介词不错不详。如：

Trees can prevent the earth (from) being washed away. 树能拦阻土壤被冲走。

Can you stop him (from) going swimming in the river? 你能拦阻他下河沉溺吗？

I have some difficulty (in) answering the question. 回复这个问题我有点迤逦。

4. 动词不定式中的不详

1）有些动词，如：believe， find， think， feel， consider， imagine， prove等后作宾补的结构to be + n. / adj. 中的to be不错不详。如：

I consider him (to be) lazy. 我以为他懒。

His mother found him (to be) a clever boy.

他母亲发觉他是一个很颖异的孩子。

2） 感官动词see， hear， feel， watch， notice 等以及使役动词let， make， have后作宾补的动词不定式中的不定式象征to要不详，但变为被迫结构时，to必须保留。如：

They made the boy go to bed early. 他们免强这个男孩早睡。

The boy was made to go to bed early. 这个男孩被迫早睡。

注：help后作宾补的动词不定式中的to不错不详也不错保留。

3）在can not but， can not choose but， can not help but之后的动词不定式一般不带to； but之前有实义动词do的某个形势do， does， did， done 时，也不带to， 否则要带to。如：

We have nothing to do now but wait. 咱们当今除了等莫得别的事可作念。

I can not but admire his courage. 我不成不钦佩他的勇敢。

He has no choice but to accept the fact. 除了摄取这个事实他别无采取。

4）在比肩结构中为了幸免肖似。如：

I'm really puzzled what to think or say. 我真不知谈该怎样思，怎样说才好。

但两个不定式有对照或对比的真谛时，则后一个to不成不详。如：

I came not to scold but to praise you. 我来不是驳诘你，而是赞扬你。

5）在why， why not 提醒的畸形问句中后跟不详to的动词不定式。如：

Why talk so much about it? 为什么大谈这个事呢？

Why not try it again? 为什么不再试一试呢？

6） 主语部分有实意动词do 的任何形势，is /was后是不定式作念的表语解说do 的实践，时时不详to.

The only thing you have to do is (to) press the button.

7） 动词不定式中动词原形部分是否不详，主要看句子前边是否已出现过同

样的动词。淌若句子前边出现过雷同的动词，为了幸免肖似，句子背面的不定式常不详动词原形，而保留不定式象征to。如：

They may go if they wish to (go). 淌若他们思去，他们就不错去。

Don't go till I tell you to.直到我告诉你去，你才不错去。

在一些动词afford， agree， expect， forget， mean， pretend， remember， want， refuse， hope， wish， would like (love)， try等后跟动词不定式不治之症，不定式中的to不错承前（后）不详。如:

-Will you go to the cinema with me? 你愿和我一谈去看电影吗？

-Well， I'd like to (go with you). 我空闲。

I would do it for you， but I don't know how to (do it for you).

我思为你作念这事，但我又不知怎样作念。

在某些样貌词，如：afraid， glad， willing， happy， eager等后承前不详动词原形，只保留不定式象征to。如：

-Will you join us in the game? 你愿和咱们一谈作念这个游戏吗？

-Sure， I'll be glad to (join you in the game). 天然，我空闲。

有些动词，如：tell， ask， allow， expect， force， invite， permit， persuade， order， warn， wish， would like， forbid等后跟动词不定式不治之症补足语、主语补足语时，不定式承前不详动词原形， 保留动词不定式象征to。如： He didn't come， though we had invited him to (come). 尽管咱们邀请他来，他却没来。

注：承前不详的动词不定式淌若有助动词have或be，则要保留be或have。如：

-Are you a teacher? 你是真诚吗？

-No， but I used to be (a teacher). 不，我当年是。

二、句法中的不详

在一些粗浅句、比肩句和复合句中，不错不详主语、谓语、宾语、表语等某一个句子身分，也不错不详多个句子身分。

1．粗浅句中的不详

1) 惊羡句中常不详主语和谓语。如：

What a hot day (it is)! 多热的天啊！ How wonderful! 多妙啊！

2) 在一些白话中不错不详某些句子身分。如：

-(Will you) Have a smoke? 你吸烟吗？ -No. Thanks. 不，谢谢了。

(Is there) Anything else to say? 还有别的要说吗？

2．比肩句中的不详

1) 淌若主语不同，而谓语动词中的一部分洽商，则不详谓语动词中洽商的那部分。如：

John must have been playing football and Mary (must have been) doing her homework. 约翰一定在踢球，而玛丽一定在作念功课。

2) 主语洽商，谓语动词也洽商，则二者齐不错不详。如：

His suggestions made John happy， but (his suggestions made) Mary angry.

他的坑诰使约翰欢笑，却使玛丽很不悦。

3) 主语洽商，而谓语不同，则不错不详主语。如：

Old McDonald gave up smoking for a while， but (he) soon returned to his old ways. 老麦克唐纳戒了一阵子烟，可很快又抽上了。

4) 在比肩复合句中，淌若that从句附属于第二个比肩句且它的谓语动词和宾语等其它一些身分与第一个比肩句洽商期，这个that从句时时不错不详这些洽商的部分。如：

Jack will sing at the party， but I know John won't (sing at the party).

杰克将在晚会上唱歌，但我知谈约翰不会在晚会上唱歌。

3. 复合句中的不详

1) 名词性从句中的不详

(1) 不治之症的what从句中的谓语动词与主句的洽商，则what从句不错不详谓语，致使主语。如：Someone has used my bike， but I don't know who (has used it).

有东谈主用了我的自行车，但我不知谈是谁。

He has gone， but no one knows where (he has gone).

他走了，但没东谈主知谈他去哪儿了。

(2) 巧合候也不错说明言语的状况来不详主句中的一些身分。如：

(I'm) Sorry I've kept you waiting so long. 抱歉，让你久等了。

(3) 在某些表捏造口吻的主语从句、宾语从句、表语从句和同位语从句中，从句谓语动词中的助动词should不错不详。如：It's important that we (should) speak to the old politely. 咱们对老东谈主言语要有礼貌，这很迫切。

2) 定语从句中的不详

(1) 在端正性定语从句中，不治之症的筹谋代词that， which， who (whom)常不错不详。如：

The man (who / whom) I saw is called Smith. 我见到的阿谁东谈主名叫史小姐。

Where is the book (which) I bought this morning?

今天上昼我买的那本书在哪儿？

(2) 筹谋副词when， where， why以及that在the time (day， morning， afternoon， evening， night， week， month， year等) when， the place (desk， table， room， spot， house， town， country， school等)where， the reason why， the way that结构中提醒端正性定语从句时，在非厚爱风光下，不错不详筹谋副词when， where， why， that。如：

I shall never forget the day (when) we first met.

我恒久也不会健忘咱们第一次碰面的那一天。

The reason (why) he came so early is his own affair.

他来这样早是他我方的事。

The way (that) you answered the questions was admirable.

你回复这些问题的风光令东谈主钦佩。

3）状语从句中的不详

当状语从句中的主语和主句的主语一致，或状语从句中的主语是it，况兼又含有be动词时，常不错不详从句中的主语和be动词。

(1) 在as， before， till， once， when， while等提醒的时刻状语从句中。如：

While (I was) waiting， I was reading some magazines. 我一边看杂志，一边等。

(2) 在though， although，等提醒的靡烂状语从句中。如：

Though (they were) tired， they went on working.

固然他们累了，但他们仍络续职责。

(3) 在if， unless(=if... not)等提醒的条目状语从句中。如：

You shouldn't come to his party unless (you were) invited.

除非你被邀请，否则你不应该来插足他的饮宴。

(4) 在as， as if， as though提醒的靡烂状语从句中。如：

He did as (he had been) told. 他按照被见告的那样去作念了。

He paused as if (he was) expecting her to speak.

他停驻来，能够是在期待她言语。

(5) 在as (so)... as...， than提醒的相比状语从句中。如：

I know you can do better than he (can do). 我知谈你能比他作念得更好。

This car doesn't run as fast as that one (does). 这辆小车不足那辆跑得快。

三、替代性不详

在一些交际用语中的某些动词，如：think， suppose， expect， believe，guess等后不绝和so， not等连用，以替代上文出现的实践。如：

-Do you suppose he is going to attend the meeting?

你以为他会来插足这个会议吗？

-I suppose not. 我以为不会。

Step3: Practise

1. The boy wanted to ride his bicycle in the street， but his mother told him_________.

A. not to B. not to do C. not do it D. do not to

2. It’s a fine day. Let’s go fishing， ________?

A. won’t we B. will we C. don’t we D. shall we

3. Be sure to write to us， _______?

A. will you B. aren’t you C. can you D. mustn’t you

4. How about the two of us ________a walk down the garden?

A. to take B. take C. taking D. to be taking

5.-I usually go there by train.

-Why not _______by boat for a change?

A. to try going B. trying to go C. to try and go D. try going

6.-Alice， why didn’t you come yesterday?

-I ______， but I had an unexpected visitor.

A. had B. would C. was going to D. did

7. -Could I borrow your dictionary?

-Yes， of course you ________. (1992MET)

A. might B. will C. can D. should

8. -Don’t forget to come to my birthday party tomorrow.

-__________. (1994 NMET)

A. I don’t B. I won’t C. I can’t D. I haven’t

Keys: 1-5 ADACD 6-8 CCB

Step 4: Consolidation

I. Multiple choice

1. ＿＿＿＿＿ for your brother， I would not have gone to see Mr. Wang.

A. If it is not B. Were it not C. Had it not been D. If they were not

2. - I’d like to have a piece of bread and two eggs.

- Anything ＿＿＿＿＿?

A. following B. follows C. to follow D. to be followed

3. He suggested that the work ＿＿＿＿＿ at once.

A. be done B. should do C. could do D. does

4. It’s a fine day. Let’s go swimming， ＿＿＿＿＿?

A. won’t we B. will you C. don’t we D. shall we

5. Be sure to be here early tomorrow， ＿＿＿＿＿?

A. will you B. aren’t you C. can you D. could you

6. Father advised me not to say anything until＿＿＿＿＿ at the meeting.

A. asking B. to ask C. asked D. ask

7. We will have a meeting next week， but we don’t know ＿＿＿＿＿.

A. who B. where C. as D. which

8. Though the little boy is often made ＿＿＿by his brother， he made his brother ＿＿＿yesterday.

A. cry; to cry B. crying; crying C. cry; cry D. to cry; cry

9. - I’ll go to Korea to watch the 14th Asian Games. Would you mind looking after my dog?

- Not all. ＿＿＿＿＿.

A. I can’t B. Please don’t C. I’d like it D. I’d be happy to

10. - Do you think Jack is going to watch a football match this weekend?

- ＿＿＿＿＿.

A. I believe not B. I believe not so C. I don’t believe it D. I don’t believe

11. - What do you think made the girl so glad?

- ＿＿＿＿＿ a beautiful necklace.

A. As she received B. Receiving C. Received D. Because of receiving

12. - Aren’t you be chairman?

- No， and I ＿＿＿＿＿.

A. don’t want to B. don’t want C. don’t want to be D. don’t want be

13. You’re＿＿＿＿＿your time trying to persuade him. He’ll never join us.

A. spending B. wasting C. losing D. missing

14. - He promised to come to see you.

- But he ＿＿＿＿＿. I’ve been all alone.

A. didn’t B. wouldn’t C. hasn’t D. won’t

15. -- How about the number of students playing on the playground?

-- ＿＿＿＿＿.

A. Small B. Many C. Little D. Most

16. All substances， ＿＿＿＿＿ solids， liquids， or gases， are made up of entirely atoms.

A. whether they B. whether C. whether are they D. whether are

17. - Have you watered the flowers?

- No， but ＿＿＿＿＿.

A. I am B. I’m going C. I’m just going to D. I will go

18. If you go to Xi’an， you will find the palaces there more magnificent than commonly＿＿＿.

A. supposing B. supposed C. to suppose D. suppose

19. If ＿＿＿＿＿ the same treatment again， he is sure to get well. A. giving B. give C. given D. being given

20. He broke his legs while ＿＿＿＿＿.

A. riding B. ride C. was riding D. rode

II. Translation

1. 我伯父的肉体比我前次给你去信时好些了。

2. 这种物资称为水，其迫切性仅次于氧。

3. 上海即使不是宇宙上最大的城市也号称宇宙最大的城市之一。

4. 我的手足巧合吸烟，而我不吸烟。

5. 一朝出书， 这部演义将成为本年的畅销书之一。

Keys :

I. 1-5 CCADA 6-10 CBDDA 11-15 BCBCA 16-20 BCBCA

II.

1. My uncle is better than when I wrote to.

2. This substance we call water， and come next only to oxygen．

3. Shanghai is one of the largest cities in the world， if not the largest (city).

4. My brother smokes， but I don’t (smoke).

5. When published， the novel will become one of the best sellers of the year.

Period 5

Task ( Making an exhibition board about a composer)

Teaching aims:

1. to improve the students’ listening ，speaking and writing skills.

2. to collect facts and figure out opinions.

Teaching procedures:

Skills building 1: listening for facts about people

Every one of you must have a good friend in your class. Would you like to give your best friend a brief introduction? Or would you like to talk about a famous person that you admire most?

What information do you want to know when we talk about people?

● dates (born/died)

● places (born/died)

● specific things done in their life

● detailed information (why they did so; who or what influenced them)

Step 1: taking notes on famous composers P26

Skills building 2: finding about people’s lives

1. To obtain more detailed information， what are we supposed to do when we already know a little about a topic? (Asking questions.)

2. If you already know some general information about a famous composer， but you want to get more detailed information about him or her， what should you do? What information would you like to know about the famous composer’s life? One of the good ways to learn about people’s lives is to ask some questions.

3. Read the guidelines and the eleven questions on page 28 and compare them with your own questions. Then decide which questions can help you get more detailed information.

Step 2: asking for further information

Now， let’s use the skills we just learned to get further information. Suppose you interview a member of the school music club.

1. Work individually to think up and write down as many questions as you can to find more detailed information. You can consult your notes on page 26.

2. Work in pairs， one asks questions and the other answers these questions using the prompts. After that， I’d like you to present the questions and answers in front of the classroom.

Skills building 3: writing someone’s life story

1. Discussion:

When you write a person’s life story on an exhibition board， what should be included in it?

Should the date and place of his or her birth and death， timeline of the things he or she did and people’s opinions on him or her be included? How will this information be organized?

How can you find the facts or get the timeline?

Do you think it necessary to add a picture of the person you choose to write about?

2. Read the guidelines in this part to find out the main things you should pay attention to when writing a life story.

Step 3: writing the life story of a composer

Now， let’s try to write a life story about a famous composer based on the information you have collected in Step 1 and 2.

1. Work in pairs: review the information you have listened to， the article you read about Mozart on page 27 and the other information you read on page 28. Discuss the following questions:

When and where was Mozart born?

What style of music did he compose？

When did he write his first piece of music?

What famous works did he write?

When and where did he die?

2. Let’s use the information that you gathered in Steps 1 and 2 to write the life story of a composer， referring to the questions in Skills building 3. Read the instructions in this part. Before writing， you should think about what you should write in your articles.

Possible example

The life of a famous composer Wolfgang Amadeus Mozart

(1756-1791)

Early years

Born on 27 January 1756， in Salzburg， Austria， Mozart showed remarkable talent in music. His father was a successful composer and served as his first musical tutor. At the age of five， Mozart started writing classical music. He composed classical music and had his first piece of music published in 1764. He composed his first opera at the age of twelve in 1768.

Achievements

Some of the famous music that he wrote included:

The Marriage of Figaro， which he wrote for the Vienna Opera， one of the world’s best-known opera houses.

Don Giovanni， another successful opera he wrote in 1787.

The Magic Flute， written in 1791， just before he died later the same year.

Family

In 1782， Mozart married Constanze Weber， a young woman from Germany.

Period 6

Project (Making a web page)

Teaching aims:

Improve the students’ ability of practice.

Important points & difficult points:

Read the passage about the history of music from jazz to pop

Language points in the text

Teaching Procedures:

Step 1: lead-in

The project in this unit is designed to help you practise and use English by completing a project. You are first asked to read a magazine article about the development of pop music over the last one hundred years. You are expected to take this article as your sample and do some research on a singer or a band to make a web page. The purpose of this section is to help you use what you have learnt to finish a project by working together. During the course of the project， you will discuss which singer or band you will focus on， what you will include in the project and how you can organize your web page. In order to finish the project， you are expected to know how to cooperate and work together to complete each part.

Step2: Fsat Reading

Have you heard of the Eagles? It’s a world-famous rock & roll band. Let’s first enjoy their classic “hotel California”.

Like most Americans， and most bands formed in California， the Eagles came from eslewhere. Their brand of rock'n'roll was nurtured in the heartland， not on the fringes. Early songs from “Take it easy” to “Desperado” were dubbed “country rock”. But， as the Seventies rolled on， the Eagles soared higher and wider. “Best of my love” and “Lyin'eyes” were rock and pop and country and the fans took them as their own.. The distance between the country and the city， the redneck and the hippie， narrowed. In the Nineties， that gap would be forever closed by another generation of country rockers.

Well， are you interested in pop music? Would you like to know more about rock music? Let’s read the passage and you’ll get more information.

Step3: Detailed reading

Read the article and find out as much information as possible about Western Pop music. Organize the outline of the article as follows:

Early jazz

● Jazz began in the USA.

● After World War I， jazz was the most popular type of music.

● It came from the folk songs of American black slaves.

● The trumpet was and still is one of the most important instruments used in jazz.

● Louis Armstrong is seen as one of the founding fathers of jazz.

● Solo performance became an essential part of every jazz song.

From swing music to rock and roll

● Swing music is a kind of jazz for dancing.

● It is faster than traditional jazz music.

● Swing music was usually played in dance halls by ‘big bands’， including a pianist， a violinist and a bassist， as well as others.

● R﹠B is a kind of mixture of jazz and swing.

● R﹠B included both guitar and saxophone solos.

● R﹠B developed into what we know as rock and roll.

● Big Jon Turner， a black American singer， is thought to be one of the pioneers of rock and roll.

● Sam Philips， a music promoter from Memphis， Tennessee， found that a white man named Elvis Presley could sing like a black man.

1960s pop music

● The Beatles were the most popular rock and roll band of the 1960s.

● The Beatles helped make Western pop music popular around the world.

● Wherever the Beatles went， large numbers of fans would welcome them.

Step4: Task

Read the article again. Underline the key words， phrases or sentences about the development of pop music.

Step5: Discussion

1. Work in groups to discuss how to research and what to research about a singer or a band.

2. Work in pairs to discuss the questions in Part B.

Step6: Homework

Read Part A on page 115 of the Workbook.探花 内射

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