人教版高一上英语精品教案Unit 11 Music(人教版高一英语上册教案教学设计)
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I. Teaching aims and demands学习目标和要求：
1.topic话题:
1>Talk about different kinds of music
2>Ask for suggestions and give advice
3>Talk about famous musicians
4>Compare modern and traditional music
2.function功能:
Asking for suggestions and giving advice 征求和给予意见:
What can you suggest? Maybe we could…
Can I ask you for some advice? I suggest (that) …
Can you help me decide …? Maybe it would be better to …
That’s a good idea. Well, but what about …? Have you considered doing…
3.vocabulary词汇:
suggestion, musical, instrument, perform, performer, blues, characteristic, slave, jazz, contain, traditional, spread, variety, universal, folk, guitar, record, satisfy, inner, desire, emotion, process, musician, totally, express, intelligence, chant
in common, turn … into
4.grammar语法:
Direct and Indirect Speech 复习各种时态的被动语态:
1>一般现在时的被动语态
The classroom is cleaned every day.
2>现在进行时的被动语态
The plants are being watered.
3>现在完成时的被动语态
The work has been finished.
4>一般过去时的被动语态
The door was locked (by the boy).
5>过去进行时的被动语态
The meals were being served.
6>过去完成时的被动语态
Over 10 songs had been learned (by us) by the end of last week.
7>一般将来时的被动语态
A lecture on birds will be given.
5.language usage语言运用
运用所学语言，围绕音乐这一话题，完成教材和练习册中的听、说、写的任务；阅读课文 “The sounds of the world” 并联系生活中的实际，书写一篇目短文。
II. Difficult points 难点
III. Main teaching aids教具: A tape-recorder; Multimedia, projector, role cards
Ⅳ. Main teaching methods 教法:
1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.
2. Listening-and–answering activity to help the students go through with the 限listening material.
3. Use both individual work and group or pair work to make every student work and think in class
Ⅴ. Periods: 7-8 periods.
Ⅵ. Teaching procedures 教学过程
Period 1
1. PRESENTATION & REVISION
Talk about the teaching plan for this unit and at the same time tell the students the teaching aims and demands. During this period, do WARMING-UP, LISTENING, SPEAKING.
2. WARMING-UP
Introduction The songs and the questions can be used to get the students to think about what music sounds like in different parts of the world.
Instruction Ask the students to listen to the songs and try to guess where the music comes from. The students are not expected to give the right answer - the objec¬tive is to get the students to talk about what they think and why. If the students have difficulty explaining their choices, try asking them what the music makes them think of, or ask them to listen for different instruments, rhythms and sounds. .
Extension Ask the students to think about what music they like and why they like it. Does the music they like say anything about what kind of people they are?
Answers to Exercise 1:
Music 1: Russian Music 2: South American Music 3: Asian Music 4: African
3. LISTENING
Introduction In this activity, the students will hear three songs and write down what they think and feel about it. The activity gives the students an opportunity to prac¬tise their ability to talk about songs, music, feelings, likes and dislikes.
Instruction Let the students listen to the songs and answer the questions. After each song, compare answers and ask the students to explain their answers.
Extension When the students have heard all three songs, you can ask them to compare the songs and pick out the one they like best.
Lyrics of the three songs:
1. Happy Christmas
So this is Christmas
And what have you done?
Another year over
And a new one just begun.
And so this is Christmas
I hope you have fun
The near and the dear ones
The old and the young
A merry merry Christmas
And a Happy New Year
Let's hope it's a good one
Without any fear.
2. Father And Son
F It's not time to make a change, just relax take it easy, you're still young that's your fault there's so much you have to know. Find a girl settle down, If you want you can marry, look at me, I am old but I'm happy.
I was once like you are now, and I know that it's not easy, to be calm when you've found something going on. But take your time, think a lot, why think of everything you've got, For you will still be here tomorrow, but your dreams may not.
S How can I try to explain, cause when I do he turns away again, It's always been the same old story. From the moment I could talk I was ordered to lis¬ten, now there's a way and I know that I have to go. Away, I know, I have to go.
3. Dedicated follower of fashion
They seek him here
They seek him there
His clothes are loud
But never square
It will make or break him
So he's got to buy the best
Cause he's a (dedicated follower of fashion) And when he does
His little round
On busy streets
Of old London town
Eagerly pursuing all the latest fads and trends
For he's a dedicated follower of fashion.
4. SPEAKING
Introduction This activity gives the students an op¬portunity to practise asking for and giving advice. They can use the expressions provided in the Student's Book in their oral practice.
Instruction Let the students work in pairs. When the students have solved the problem, ask about solutions and compare answers.
Extension Ask the students to think of more situations and do more pair role-plays.
Sample dialogues:
1 B: Hi, Xiao Yu. Can I ask you for some advice?
A: Sure. What's your problem?
B: You know I love dancing. I want to dance, but I am not sure what song I should play.
A: Hmm. Well, do you want to dance to a slow song or a fast song?
B: A fast song, I think. I like to move around.
A: In that case, I think it would be better to playa pop song. There are many pops songs that are fast and fun to dance to.
B: Good idea! But there are so many pop stars, which song should I choose?
A: How about I Have Nothing by Cui Jian?
B: OK, I'll try that one. Thank you.
A: You're welcome. Oh, by the way, may I dance with you?
2 A: Hi, this is John. Mike told me that you needed some advice.
B: Hi, John. I am so glad you called. Yes, I do need your advice. The class has asked me to pick a special song that will represent our class. It has to be a song that everybody likes and that shows the spirit of our class. Can you help me?
A: Hmm, that sounds difficult, but I'll try. First of all, let's think about what kind of music your class¬mates like.
B: Well, many students like hip-hop. Maybe we should pick a hip-hop song?
A: OK. What about the lyrics? What should the song be about?
B: I suggest it should be about peace and friendship.
A: Great. Let's ask Doris if she knows any good songs.
5. SUMMARY & HOMEWORK
1. Preview the reading text
2. Learn the new words and expressions by heart.
3. Get ready to be examined in the speaking activities.

Period 2
1. PRESENTATION & REVISION
1. Ask some pairs to act out the speaking activities.
2. During this period, do some reading.
2. PRE-READING
Introduction The questions are designed to introduce the topic of the text and activate background knowl¬edge.
Instruction Tell the students to work in groups. One student in each group asks the other group members the four pre-reading questions. Visit each group and make sure that each group member participates. Help the stu¬dents with vocabulary if necessary. Ask the group lead¬ers to summarize the discussion and report to the class. If you have time, compare answers from different groups and have a short discussion.
Extension Playa piece of instrumental music of any kind (without singing and words), and ask the stu¬dents to close their eyes and listen. Then ask indi¬vidual students to tell the class what they think the music is about.
3. READING
THE SOUNDS OF THE WORLD
Introduction The reading discusses the globalization of popular music and how various styles of music influ¬ence each other. Pop music is becoming more interna¬tional, but global media is also making it more difficult for us to find smaller styles and artists who are not big stars. The passage implies that music and society are in constant interaction and that the way we listen to music has changed over the years.
Instruction Tell the students to read the text once and then make an outline of the text. When the students have made their outline, divide them into groups and have each group write a paragraph about one of the items in the outline. Compare different paragraphs.
Tell the students to look at the four questions in post-¬reading Exercise 1. They may answer them either indi¬vidually or in pairs or groups. Encourage the students to use their own words.
Summary:
1 Most of us like pop music from China or the US, but we also like to listen to other kinds of music. The world is full of interesting music styles.
2 Blues music has a long history and is an important part of African-American culture and modem mu¬sic. Blues music has influenced and created many other music styles, such as jazz and rock.
3 Modem American music is more than just blues and rock. Hip-hop and rap are two music styles that have become popular.
4 Latin music is an example of world music that has become part of American culture. The style comes from Latin America and is important to the growing num¬ber of Spanish-speaking people in the United States.
5 There are many other styles of music we can dis¬cover and enjoy if we explore the sounds of the world. Extension Ask the students to discuss what makes a certain sty Ie' of music popular. Why do some stars or bands become famous while others don't?
4. POST-READING
Answers to the exercises:
1 1 Blues music came from African music that was brought to the United States by slaves.
2 To rap is to speak the words of a song along with the beat.
3 Latin music is popular in America partly because of the fact that the US has a large Spanish-speak¬ing population, but also because of the success of such artists as Santana and Ricky Martin.
4 Various answers are possible.
2 False: 1, 2, 3, 5 True: 4, 6
5. SUMMARY & HOMEWORK
1. Read the text fluently.
2. Get LANUAGE STUDY ready.
3. Go on remembering the new words and expressions in this unit.
Period 3
1. PRESENTATION & REVISION
1. Have a dictation of the new words and expressions.
2. LANGUAGE POINTS IN THE READING TEXT
(Omitted.)
3. LANGUAGE STUDY
Word study
Introduction This exercise gives the students an op¬portunity to practise an important vocabulary learning strategy - guessing the meaning of a word from the context. Some of the words that the students already know have other meanings or can be used in other ways.
Answers to the exercises:
beat 1 vi. to strike repeatedly (esp. the heart)
2 n. a regular, rhythmical unit of time
3 vt. Defeat
pick 1 v. to gather; harvest
2 (pick up) v. to take on passengers
3 (pick out) v. to carefully select
rock 1 vt. to upset
2 a. / n. a kind of music, rock'n'roll
3 n. hard and large stones
style 1 n. the fashion of the moment
2 n. type, kind
3 n. a way of doing something
4. GRAMMAR
Summary of the Passive Voice:
The Passive Voice is formed with a form of be and the past participle of the main verb. Passive sentences fo¬cus on the receiver or result of an action rather than the performer of the action (the agent).
Passive sentences often do not mention the agent at all. The subject receives an action or is the result of an action. The person or thing that performed the action may be un¬important or unknown in a passive sentence. For example:
1 Dinner is served from 5:00 to 8:00. (The sentence tells us something about dinner - it is served from 5:00 to 8:00. It is not important or necessary to know who serves it.)
2 Mary serves dinner from 5:00 to 8:00. (Here, the empha¬sis is on Mary, i.e. the person who serves the dinner.)
3 Five houses were destroyed by the tornado last night. (The sentence emphasizes the number of houses that were destroyed.)
4 The tornado destroyed five houses last night. (The focus is now on the destructive force of the tornado.)
An Overview of the Passive Voice in different tenses
Different Tenses Passive Sentence
Simple Present The college entrance exam is given every year.
Simple Past The college entrance exam was given last month.
Simple Future The college entrance exam will be given every six months.
* Future Perfect Two college entrance exams will have been given by the end of this year.
Present Continuous The college entrance exam is being given every year.
* Past Continuous The college entrance exam was being given when the flood happened.
Present Perfect The college entrance exam has been given every year since 1978.
* Past Perfect The college entrance exam had been given before the Cultural Revolution broke out.
Answers to Exercise 1:
1 The key to the classroom is kept by our monitor.
2 The song of the 1998 World Cup was performed by Ricky Martin.
3 The performance will be given in the Capital Con¬cert Hall.
4 He knew that he would be invited to perform in the New Year's Concert.
5 The beautiful song is being sung by everyone in the country.
6 This song was written while he was fishing.
7 The new music video is played several times a day.
8 The boy was given a golden pen by the schoolmas¬ter. (Or: A golden pen was given to the boy.)
Answers to Exercise 2:
* Elvis Presley, ... and his fans from different coun¬tries will always love him.
* For his eleventh birthday, Elvis wanted a bicycle but his parents gave him a guitar.
* The next year he recorded another song.
* After that more and more people asked him to make records.
* They have turned the house where he once lived into a museum and thousands of people visit it ev¬ery year.
5. SUMMARY & HOMEWORK
1. Grasp the language points in the reading text.
2. Finish all the exercises in the Student’s Book.
3. Learn to use the Grammar in this unit.
Period 4
1. PRESENTATION & REVISION
1. Check the students on the grammar points.
2. Ask the students to translate some sentences.
2. GRAMMAR EXERCISES
(Omitted.)
3. INTEGRATING SKILLS
Reading and writing
POP VERSUS ROCK
Instruction Ask the students to complete the chart in the book and use the outline to write a comparison essay.
Answers to the exercises:
1
Comparison Pop music Rock music
Why is music impor¬tant to the musicians? Music is their career. They use music to become rich and famous. Music is their life. They play music to satisfy their inner desire.
How are songs writ¬ten? One person writes the words, someone else the music, and other musicians record it. One person has a strong feeling and ex¬presses it with music, and others help build the song.
What are the songs about?
Most pop songs are simple stories about love that make people feel easy and forget about the real world. Rock music expresses true feelings about society, friendship and even war.
2
Comparison Traditional Chinese Music Modern Chinese Music
What instruments are used? Pipa, erhu, suona, guzheng, guqin, etc., Drums, guitar, keyboard, sometimes traditional instruments
When is the music played? At weddings, during festivals, and in theroyal courts Every day, on TV and radio
Who writes the songs? Songs are often handed down from generation to generation Pop stars or writers write new songs every year
What are the songs about? Love, life, news, legends Love, life, society
Sample writing:
A SONG IS STILL A SONG
Music has always been an important part of Chinese people's life. People enjoy listening to music at home and in restaurants and concert halls, and the songs they listen to help them think about life. As time goes by, music changes. While people still sing about love and life and enjoy good music, there are some differences between traditional and modem Chinese music.
Traditional Chinese music is played with traditional instruments such as the pipa and the erhu. The pipa has four strings and looks like a pear, while the erhu is a small instrument with two strings. Modern Chinese music, on the other hand, uses instruments from all coun¬tries. Most modem Chinese music is played with drums, guitars and keyboard, but some songs also use traditional instruments as well.
Modem Chinese music is also different from tradi¬tional Chinese music in the way people listen to it. Be¬fore radio and TV, music could only be heard live, that is you had to go-to places where musicians give perfor¬mances. The best musicians were very busy, so it was difficult and often expensive to hear really good music. For most people, the best chance to hear good music was during a festival or at a wedding. Today, people hear music all the time. Radio and TV play songs every day and night and you can even hear music played on the street.
Traditional music is part of our culture and often stays with us for a long time. Many of the traditional Chinese songs have been around for hundreds, if not thousands, of years. Young musicians learn songs from older mu¬sicians and the music changes only very little. Modem Chinese music, however, is mainly pop music. That means that the songs will be popular for a short time and then replaced by new songs. Today's musicians write new songs every year and we hear new songs on the radio every day.
One thing that hasn't changed very much is what the songs are about. Both modem and traditional Chinese songs are about love and life. Some songs tell stories about the past and some are about the news or the fu¬ture. All of the songs have something to do with what it means to be a human being.
Whether music is traditional or modem, Chinese or international really makes no difference. Music seems to be a universal language that everybody can under¬stand and enjoy. Music changes and styles come and go, but nothing changes our love for good music.
CHECKPOINT
Answers to Checkpoint 11 :
The key to the classroom is kept by our monitor.
The song of the 1998 World Cup was performed by Ricky Martin.
The performance will be given in the Capital Concert Hall.
He knew that he would be invited to perform in the New Year's Concert.
The song is being played all over the country now. He wrote this song while his watch was being repaired. Although it has been played many times, he still loves this tune. .
It was the first time he was awarded a Grammy.
4. LANGUAGE POINTS IN THE READING TEXT
(Omitted.)
5. SUMMARY & HOMEWORK
1. Write a clear and beautiful short passage in the Exercise-book.
2. Preview WORKBOOK.
Period 5
1. PRESENTATION & REVISION
1. Have a dictation of some phrases.
2. Say something about the students’ writing.
2. LISTENING
Instruction Ask the students what they know about Michael Jackson and his music. Tell the students to lis¬ten to the tape and complete the information chart in the book.
LISTENING TEXT:
Michael Jackson is one of America's most success¬ful singers. He is also well known for his dancing.
He started singing when he was about five years old. He made his first record in 1968. Nobody knows how many records he has sold all over the world. One of his records sold more than 20 million copies in America.
Michael was born on August 29,1958. He has four brothers. The five of them used to sing in a band called The Jackson Five. They started singing in public in 1965. In 1970 the band made their first record; it was called I want you back, which was very successful. In America it was Number 1 and in Britain it was Number 2. They had three more hits in the same year.
In 1978 Michael acted in his first film. The first record which he made on his own sold eight million copies in the world. This was the beginning of his suc¬cess. His most successful record sold as many as 50 million copies.
Michael Jackson is an artist who has been known to three generations. Although he has had some problems in his personal life, he enjoys his career and is still popu¬lar in the world today.
Answers to the exercises:
1 Date of birth: August 29.1958
Name of his band: The Jackson Five
Name of the band's first record: I Want You Back
Year of his first film: 1978
Copies of his first record sold: 8 million Copies of his best record sold: 50 million
2 True: 2, 3,4, 6, 8 False: 1, 5, 7
1 He has four brothers (and several sisters).
5 It sold 8 million copies in the world.
6 Michael's best record sold as many as 50 million. copies.
7 Michael has had some problems in his life.
3 1 Michael Jackson is one of America's most suc¬cessful singers.
2 He started singing in 1965.
3 The band made their first record in 1970:
4 Nobody knows how many records he has sold all over the world.
5 He is an artist who has been known to three gen¬erations.
6 Although he had some problems in his personal life, he enjoys his career and is still popular in the world today.
3. TALKING
Instructions Let the students work in pairs and take turns being A and B. You can extend the activity by ei¬ther asking each pair to report their suggestions and ask the class to pick out the best ideas or by asking the pairs to think of more situations where people ask for and give advice. Use the assessment activity at the end of this unit as a follow-up.
Sample Dialogues:
1
A: Hi. My name is Tom and I work for WKRP, the new radio station. We want to play music that young people like. Can you tell me what you think we should play?
B: Oh, well, I think that you should play many different kinds of music: jazz, blues, rock, pop, hip-hop and classical music.
A: But we have to decide what to play. How will we know when to play, for example, rock music?
B: Why don't you let the listeners decide? You could let people call in and ask for their favourite songs, and they could use the Internet to suggest songs.
A: That's a great idea! Now, what kind of programmes do you think young people would like?
B: I think many young people like talk shows about hot topics. They like to hear what people think and they want to learn about what's new.
A: What about news shows? Are young people inter¬ested in news?
B: Oh yes, of course. I suggest that you have different kinds of news shows. Sometimes you can talk about world news, sometimes about local news, and some¬times about news that other radio stations don't report. A: Do young people like game shows?
B: Yes, they do. But most game shows are a little bit stupid. I like game shows that are funny and silly, but I also like to hear game shows where the ques¬tions are really difficult. Those programmes can help me learn things.
A: OK. Thank you very much. You have been very help¬ful.
B: You're welcome.
2
A: Hi, Steve.
B: Hi, Xiao Yu. Can I ask you for some advice?
A: Sure.
B: I want to learn to play the piano, but I don't know how. What should I do?
A: Well, I think you should try to find someone who can teach you. There are many music schools where you can learn to play different instruments.
B: That's a good idea. But I can't afford a piano, so how can I practise?
A: The music school can help you. They usually let you use one of the school's pianos at first. If you want to buy a piano, they can help you find one that's not too expensive.
B: OK. Thank you. A: You're welcome.
A: Xiao Yu, can you help me write a song about my mother?
B: I can try. What do you want to say in the song?
A: Well, I want to say that I love my mum and tell everybody about all the great things she does.
B: Hmm. Maybe we could make a list of the things she does and then choose the best ones.
A: Good idea! And then we can try to write it like a poem, so that it looks like a song.
B: Yes, and ... (the discussion continues)
A: Excuse me, Mrs. Brown, may I ask you a question?
B: Of course.
A: I would like to learn an English song, but I don't know which one. What do you think?
B: Well, I think you can begin by deciding what style of music you want it to be.
A: OK.
B: Then you can ask your friends if they know any good. songs or singers. Maybe one of your friends will have the song on tape or on a CD. If they do, you can use the tape or CD to learn the song.
A: But what if I can't hear the words?
B: Sometimes the words are printed on the cover of the CD or tape. If not, you can work together with a friend and try to write down the words. If there's a word you can't hear, you can guess the word by looking at the whole text.
A: Thank you.
B: You are welcome.
4. SUMMARY & HOMEWORK
1. Get ready to be examined in the talking activities.
2. Preview all the exercises in the workbook.
Period 6
1. PRESENTATION & REVISION
1. Ask some pairs to act out the talking activities.
2. PRACTISING
Vocabulary
Answers to the exercises:
1 1 instrument 2 blues 3 variety 4 desire 5 emotion
2 1 It is easier to lose friends than to make friends.
2 It is not good to make fun of other students.
3 This question is who can help us to make a record of our songs.
4 We can't decide it today. But we should make a decision tomorrow.
5 Jeff often makes faces behind the teacher to make others laugh.
6 I think you'd better make a plan for your tour next week.
7 She has made several records, but not yet made a film.
8 Try to speak English as often as possible. Don't be afraid of making mistakes.
9 I think it is a good idea to call him to make sure that he had booked the tickets for you.
10 He is not easy to get along with. He seems to make enemies wherever he goes.
3 1 In math, X stands for the unknown.
2 This album contains her best songs of the past few years.
3 The new treatment, which combines traditional Chinese medicine with modem western medicine, works well.
4 The fire spread from the factory to the houses nearby in less than half an hour.
5 The pop singer succeeded in making his fans happy in a variety of ways.
6 Within three years, the country girl has been turned into a superstar.
7 I want to join the school band, but on the other hand I have to spend more time studying English.
8 You should telephone if you are coming back late. Your mother feels worried all because of you.
Grammar
Answers to the exercises:
1 1 What decision have they made?
2 Have you fed the pigs yet?
3 You haven't given them anything to eat.
4 We have already discussed this question.
5 The doctor is examining this big panda.
6 A nurse is testing its blood.
7 He is weighing the baby elephant.
8 Nobody has seen or heard of Ma Youming since she moved to Africa.
2 The window is open and the glass is broken. .
The telephone line is cut off.
The drawers are half-opened.
The purse is thrown on the ground.
The flowers are pulled out of the pot.
The curtain is tom into pieces.
The room is in a mess.
3. INTEGRATING SKILLS
Reading
AMERICAN COUNTRY MUSIC
Introduction The text describes contemporary Ameri¬can country music and explains why country music has become popular again and how it has changed over the years. The text also discusses the relationship between music and society and the way musicians and their songs reflect the time they live in.
Answers to the exercises:
1 Various answers are possible. The text implies that the values often expressed in country music have become more popular or commonly accepted in American society. The text also suggests that coun¬try music represents the "good old days" and that its comeback is the result of people's longing for a lost, better past. Other possible reasons may be that people have turned to country music as a reaction to the "political" music of the 1960s and the other music styles of the 70s and 80s and that country music has become a business.
2 Today's country music is different from that of the past. Musicians now need and use more equip¬ment instead of just singing and playing the gui¬tar. Country music has also spread into cities and urban areas, hence in a way it is no longer coun¬try music.
3
American music in the 1950 American music in the 1960s American music today
Songs were about love and money. Songs were about society and politics. Songs are about things that are common for everyone: feeling alone in the world, the value of having good friends and so on.
Chinese music in the 1950s Chinese music in the 1960s Chinese music today

4 Various answers are possible.
5 Various answers are possible.
6
Where do people listen to music? What kind? Why? Comments
Shops and supermarkets Lively music To help people enjoy
shopping People may buy more things if they like the music in a shop or a supermarket.
Hospitals Quiet and peaceful music To make people feel
calm and relaxed If we have music in our hospitals, people may get well faster.
Restaurants and hotels Quiet and peaceful music To make customers
and guest feel welcome Restaurants that serve regional dishes sometimes play music from the area where the food is from.
Holidays and weddings Loud and happy music To celebrate the marriage and to dance A special song is sometimes part of the wedding ceremony.
4. WRITING
Instruction Ask the students to work in pairs. Tell them that writing a song is a bit like writing a poem. The song they write can be very simple, but encourage the stu¬dents to write verses and a chorus and use a simple rhyme scheme. The students should first list what they want to say and then try to write the song.
1 Ask the students to choose a song and then think about how it makes them feel happy and relaxed and why they like it. They can think about the lyrics or about what the music sounds like and what instruments are used. It is usually difficult to describe sounds and songs, so it may be a good idea to ask the students to compare the sounds to something else, perhaps colours or shapes.
Sample writing:
My favourite song is ____________ by ____________. When I hear the song, I feel happy and relaxed. I often play the song when I am tired and sad. Listening to the song makes me feel stronger and better. The song is al¬most like a friend.
The words of the song remind me that life can be difficult at times, but that we can find a way to solve our problems. The song is about a girl who loses her best friend. Some people may think that this is a sad song, but the message is a happy one.
The music of the song makes me think of a day. It starts soft and quiet, with only the singer and a piano. It is like listening to the first rays of sunshine in the morn¬ing. Later in the song, the music grows stronger and louder, and all the other instruments join in. This is like listening to a hot summer day at noon. Finally, after a long, beautiful day, the day ends with a beautiful and peaceful sunset. The other instruments are silent and only the singer and the piano remain.
The song gives me hope. When I hear the song on the radio, I feel like I can do anything. If you are feeling sad or tired, try listening to _____________ by _______. It will brighten your day.
2 The students can prepare by thinking in pairs or groups about what they want their message to be and then use the ideas to write the song. Let the students write the song any way they please and encourage new and different ideas. Brave students may want to sing their song to the class.
Sample writing:
A verse is usually six to ten lines long and is rhymed AA/BB or ABAB, e.g.
I go to school every morning with a smile on my face,
Thinking that this world is a beautiful place.
And if there is ever a cloud in my sky,
I wait with a friend until the storm passes by.
A chorus is usually shorter and often repeats the title of the song, e.g.
Good friends
Never too young, never too old
Good friends
Brighter than diamonds, better than gold
The students can bring the lyrics of their favorite songs to class (or the teacher can bring a few examples) and look at how the songs. are written. When the students have written the lyrics, they can try to find a suitable piece of music (or make up their own). The students can also use a real song and change the lyrics to make it their own song.
5. SUMMARY & HOMEWORK
1. Finish all the exercises in this UNIT.
2. Finish the supplementary exercises given by the teacher.

Period 7
1. PRESENTATION & REVISION
2. GOING OVER SUPPLIMENTARY EXERCISES
3. SUMMARY & HOMEWORK
Period 8
1. PRESENTATION & REVISION
2. GOING OVER NEW WORDS AND EXPRESSIONS IN UNIT 2
3. SUMMARY & HOMEWORK

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