Unit Two (The Universal language)

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(chǎn) 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 “l(fā)abour”) 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

省略句是英語(yǔ)的一種習(xí)慣用法。按照語(yǔ)法的分析，句子應(yīng)該具備的成分，有時(shí)出于修辭上的需要，在句中并不出現(xiàn)，這種句子叫做省略句（elliptical sentences），這種語(yǔ)法現(xiàn)象稱為“省略”（ellipsis or leaving words out）。其特點(diǎn)是：雖然省去句子語(yǔ)法構(gòu)造所需要的組成部分，但仍能表達(dá)其完整的意義。

省略形式多樣，從單詞、短語(yǔ)到分句，都可以省略，而且各有一定的銜接關(guān)系，不容臆斷。“省略”不但是一種“以無(wú)為有”的最簡(jiǎn)便的表達(dá)方法，而且也是一種簡(jiǎn)便至極，“雖無(wú)勝有”的修辭手段。如果弄不清一句中哪些部分省略了，就可以產(chǎn)生誤解或歧義。

省略在英語(yǔ)運(yùn)用中，尤其是在交際對(duì)話中普遍存在，因?yàn)樗�可以避免重�?fù)，突出關(guān)鍵詞語(yǔ)，能做到言簡(jiǎn)意賅，并使上下文緊密連接。在歷年的高考題中也屢見(jiàn)不鮮。省略有詞法上的省略，也有句法上的省略，有的學(xué)者把某些替代也看作一種省略。

一、詞法上的省略

1. 名詞所有格后修飾的名詞在以下情況可以省略

1）如果名詞所有格修飾的名詞在前文已出現(xiàn)，則可以省略。如：

These are John's books and those are Mary's (books). 這些是約翰的書(shū)，那些是瑪麗的書(shū)。

2）名詞所有格后修飾的名詞如果是指商店、住宅等地點(diǎn)時(shí)，這些名詞也常常省略。如：

at the doctor's 在診所

at Mr Green's 在格林先生家

to my uncle's 到我叔叔家

at the barber's 在理發(fā)店

2. 冠詞的省略

1）為了避免重復(fù)

The lightning flashed and thunder crashed. 電閃雷鳴。（thunder前省略了定冠詞the）2）在the next day (morning, week, year...)等短語(yǔ)中，有時(shí)為了使語(yǔ)氣緊湊定冠詞the �？梢允÷�。如：We went to the farm to help the farmers with the harvest (the) next day. 第二天，我們?nèi)マr(nóng)場(chǎng)幫助農(nóng)民收莊稼。

3）在副詞的最高級(jí)前面的定冠詞�？梢允÷浴Ｈ纾�

She sings best in the class. 她在班上唱歌唱得最好。

4）在某些獨(dú)立主格結(jié)構(gòu)中。如：

Our teacher came in, book in hand. (=Our teacher came in, with a book in his hand.) 我們的老師手里拿著一本書(shū)進(jìn)來(lái)了。

5）在as引導(dǎo)的讓步狀語(yǔ)從句中，當(dāng)作表語(yǔ)的單數(shù)名詞提前時(shí)，不定冠詞要省略。如：

Child as he is, he knows a lot. 雖然他還是一個(gè)孩子，卻懂得很多。

3. 介詞的省略

1）both 后常跟of短語(yǔ)，其后可以接名詞復(fù)數(shù)形式，也可以接代詞賓格復(fù)數(shù)形式。接復(fù)數(shù)名詞時(shí)，介詞of可以省略，但接代詞賓格時(shí)，of不能省略。如：

Both (of) the films were interesting. 這兩部電影都很有趣。

She invited both of us to her birthday party. 她邀請(qǐng)我們倆去參加她的生日派對(duì)。

2）在現(xiàn)在完成時(shí)表持續(xù)和重復(fù)的句型中，一段時(shí)間前的介詞for可以省略。如：

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

這雙鞋穿破了，已經(jīng)穿了很長(zhǎng)一段時(shí)間了。

3）被動(dòng)結(jié)構(gòu)中，如果沒(méi)有必要強(qiáng)調(diào)動(dòng)作的執(zhí)行者，則可以省略介詞by短語(yǔ)。如：

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

4）和一些動(dòng)詞搭配構(gòu)成的短語(yǔ)中的介詞，如：consider... (as)..., prevent / stop... (from) doing..., have trouble / difficulty... (in) doing..., spend... (in / on) doing... 等中的介詞可以省略。如：

Trees can prevent the earth (from) being washed away. 樹(shù)能阻止泥土被沖走。

Can you stop him (from) going swimming in the river? 你能阻止他下河洗澡嗎？

I have some difficulty (in) answering the question. 回答這個(gè)問(wèn)題我有點(diǎn)困難。

4. 動(dòng)詞不定式中的省略

1）有些動(dòng)詞，如：believe, find, think, feel, consider, imagine, prove等后作賓補(bǔ)的結(jié)構(gòu)to be + n. / adj. 中的to be可以省略。如：

I consider him (to be) lazy. 我認(rèn)為他懶。

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

他母親發(fā)覺(jué)他是一個(gè)很聰明的孩子。

2） 感官動(dòng)詞see, hear, feel, watch, notice 等以及使役動(dòng)詞let, make, have后作賓補(bǔ)的動(dòng)詞不定式中的不定式符號(hào)to要省略，但變?yōu)楸粍?dòng)結(jié)構(gòu)時(shí)，to必須保留。如：

They made the boy go to bed early. 他們強(qiáng)迫這個(gè)男孩早睡。

The boy was made to go to bed early. 這個(gè)男孩被迫早睡。

注：help后作賓補(bǔ)的動(dòng)詞不定式中的to可以省略也可以保留。

3）在can not but, can not choose but, can not help but之后的動(dòng)詞不定式一般不帶to； but之前有實(shí)義動(dòng)詞do的某個(gè)形式do, does, did, done 時(shí)，也不帶to, 否則要帶to。如：

We have nothing to do now but wait. 我們現(xiàn)在除了等沒(méi)有別的事可做。

I can not but admire his courage. 我不能不欽佩他的勇敢。

He has no choice but to accept the fact. 除了接受這個(gè)事實(shí)他別無(wú)選擇。

4）在并列結(jié)構(gòu)中為了避免重復(fù)。如：

I'm really puzzled what to think or say. 我真不知道該怎么想，怎么說(shuō)才好。

但兩個(gè)不定式有對(duì)照或?qū)Ρ鹊囊饬x時(shí)，則后一個(gè)to不能省略。如：

I came not to scold but to praise you. 我來(lái)不是責(zé)備你，而是贊美你。

5）在why, why not 引導(dǎo)的特殊問(wèn)句中后跟省略to的動(dòng)詞不定式。如：

Why talk so much about it? 為什么大談這個(gè)事呢？

Why not try it again? 為什么不再試一試呢？

6） 主語(yǔ)部分有實(shí)意動(dòng)詞do 的任何形式，is /was后是不定式做的表語(yǔ)解釋do 的內(nèi)容，通常省略to.

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

7） 動(dòng)詞不定式中動(dòng)詞原形部分是否省略，主要看句子前面是否已出現(xiàn)過(guò)同

樣的動(dòng)詞。如果句子前面出現(xiàn)過(guò)同樣的動(dòng)詞，為了避免重復(fù)，句子后面的不定式常省略動(dòng)詞原形，而保留不定式符號(hào)to。如：

They may go if they wish to (go). 如果他們想去，他們就可以去。

Don't go till I tell you to.直到我告訴你去，你才可以去。

在一些動(dòng)詞afford, agree, expect, forget, mean, pretend, remember, want, refuse, hope, wish, would like (love), try等后跟動(dòng)詞不定式作賓語(yǔ)，不定式中的to可以承前（后）省略。如:

-Will you go to the cinema with me? 你愿和我一起去看電影嗎？

-Well, I'd like to (go with you). 我愿意。

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

我想為你做這事，但我又不知如何做。

在某些形容詞，如：afraid, glad, willing, happy, eager等后承前省略動(dòng)詞原形，只保留不定式符號(hào)to。如：

-Will you join us in the game? 你愿和我們一起做這個(gè)游戲嗎？

-Sure, I'll be glad to (join you in the game). 當(dāng)然，我愿意。

有些動(dòng)詞，如：tell, ask, allow, expect, force, invite, permit, persuade, order, warn, wish, would like, forbid等后跟動(dòng)詞不定式作賓語(yǔ)補(bǔ)足語(yǔ)、主語(yǔ)補(bǔ)足語(yǔ)時(shí)，不定式承前省略動(dòng)詞原形， 保留動(dòng)詞不定式符號(hào)to。如： He didn't come, though we had invited him to (come). 盡管我們邀請(qǐng)他來(lái)，他卻沒(méi)來(lái)。

注：承前省略的動(dòng)詞不定式如果有助動(dòng)詞have或be，則要保留be或have。如：

-Are you a teacher? 你是老師嗎？

-No, but I used to be (a teacher). 不，我以前是。

二、句法中的省略

在一些簡(jiǎn)單句、并列句和復(fù)合句中，可以省略主語(yǔ)、謂語(yǔ)、賓語(yǔ)、表語(yǔ)等某一個(gè)句子成分，也可以省略多個(gè)句子成分。

1．簡(jiǎn)單句中的省略

1) 感嘆句中常省略主語(yǔ)和謂語(yǔ)。如：

What a hot day (it is)! 多熱的天�。� How wonderful! 多妙啊！

2) 在一些口語(yǔ)中可以省略某些句子成分。如：

-(Will you) Have a smoke? 你抽煙嗎？ -No. Thanks. 不，謝謝了。

(Is there) Anything else to say? 還有別的要說(shuō)嗎？

2．并列句中的省略

1) 如果主語(yǔ)不同，而謂語(yǔ)動(dòng)詞中的一部分相同，則省略謂語(yǔ)動(dòng)詞中相同的那部分。如：

John must have been playing football and Mary (must have been) doing her homework. 約翰一定在踢球，而瑪麗一定在做作業(yè)。

2) 主語(yǔ)相同，謂語(yǔ)動(dòng)詞也相同，則二者都可以省略。如：

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

他的建議使約翰高興，卻使瑪麗很生氣。

3) 主語(yǔ)相同，而謂語(yǔ)不同，則可以省略主語(yǔ)。如：

Old McDonald gave up smoking for a while, but (he) soon returned to his old ways. 老麥克唐納戒了一陣子煙，可很快又抽上了。

4) 在并列復(fù)合句中，如果that從句從屬于第二個(gè)并列句且它的謂語(yǔ)動(dòng)詞和賓語(yǔ)等其它一些成分與第一個(gè)并列句相同時(shí)，這個(gè)that從句通�？梢允÷赃@些相同的部分。如：

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

杰克將在晚會(huì)上唱歌，但我知道約翰不會(huì)在晚會(huì)上唱歌。

3. 復(fù)合句中的省略

1) 名詞性從句中的省略

(1) 作賓語(yǔ)的what從句中的謂語(yǔ)動(dòng)詞與主句的相同，則what從句可以省略謂語(yǔ)，甚至主語(yǔ)。如：Someone has used my bike, but I don't know who (has used it).

有人用了我的自行車，但我不知道是誰(shuí)。

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

他走了，但沒(méi)人知道他去哪兒了。

(2) 有時(shí)候也可以根據(jù)說(shuō)話的情景來(lái)省略主句中的一些成分。如：

(I'm) Sorry I've kept you waiting so long. 對(duì)不起，讓你久等了。

(3) 在某些表虛擬語(yǔ)氣的主語(yǔ)從句、賓語(yǔ)從句、表語(yǔ)從句和同位語(yǔ)從句中，從句謂語(yǔ)動(dòng)詞中的助動(dòng)詞should可以省略。如：It's important that we (should) speak to the old politely. 我們對(duì)老人說(shuō)話要有禮貌，這很重要。

2) 定語(yǔ)從句中的省略

(1) 在限制性定語(yǔ)從句中，作賓語(yǔ)的關(guān)系代詞that, which, who (whom)�？梢允÷浴Ｈ纾�

The man (who / whom) I saw is called Smith. 我見(jiàn)到的那個(gè)人名叫史密斯。

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

今天上午我買的那本書(shū)在哪兒？

(2) 關(guān)系副詞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結(jié)構(gòu)中引導(dǎo)限制性定語(yǔ)從句時(shí)，在非正式場(chǎng)合下，可以省略關(guān)系副詞when, where, why, that。如：

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

我永遠(yuǎn)也不會(huì)忘記我們第一次見(jiàn)面的那一天。

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

他來(lái)這么早是他自己的事。

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

你回答這些問(wèn)題的方式令人欽佩。

3）狀語(yǔ)從句中的省略

當(dāng)狀語(yǔ)從句中的主語(yǔ)和主句的主語(yǔ)一致，或狀語(yǔ)從句中的主語(yǔ)是it，并且又含有be動(dòng)詞時(shí)，常可以省略從句中的主語(yǔ)和be動(dòng)詞。

(1) 在as, before, till, once, when, while等引導(dǎo)的時(shí)間狀語(yǔ)從句中。如：

While (I was) waiting, I was reading some magazines. 我一邊看雜志，一邊等。

(2) 在though, although,等引導(dǎo)的讓步狀語(yǔ)從句中。如：

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

雖然他們累了，但他們?nèi)岳^續(xù)工作。

(3) 在if, unless(=if... not)等引導(dǎo)的條件狀語(yǔ)從句中。如：

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

除非你被邀請(qǐng)，否則你不應(yīng)該來(lái)參加他的宴會(huì)。

(4) 在as, as if, as though引導(dǎo)的讓步狀語(yǔ)從句中。如：

He did as (he had been) told. 他按照被告知的那樣去做了。

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

他停下來(lái)，好像是在期待她說(shuō)話。

(5) 在as (so)... as..., than引導(dǎo)的比較狀語(yǔ)從句中。如：

I know you can do better than he (can do). 我知道你能比他做得更好。

This car doesn't run as fast as that one (does). 這輛小車不及那輛跑得快。

三、替代性省略

在一些交際用語(yǔ)中的某些動(dòng)詞，如：think, suppose, expect, believe，guess等后常常和so， not等連用，以替代上文出現(xiàn)的內(nèi)容。如：

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

你認(rèn)為他會(huì)來(lái)參加這個(gè)會(huì)議嗎？

-I suppose not. 我認(rèn)為不會(huì)。

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. 我伯父的身體比我上次給你去信時(shí)好些了。

2. 這種物質(zhì)稱為水，其重要性僅次于氧。

3. 上海即使不是世界上最大的城市也堪稱世界最大的城市之一。

4. 我的兄弟有時(shí)抽煙，而我不抽煙。

5. 一旦出版, 這部小說(shuō)將成為今年的暢銷書(shū)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.