一、教學目標與要求
通過本單元教學，學生學習并初步掌握動名詞的各種用法，并能運用到口、筆頭的表述中；通過對課文的學習，學生從不同角度對音樂有新的理解。要求學生能用英語介紹民間音樂、非洲音樂、加勒比海音樂、爵士樂等；學生能背誦第71課短詩。通過對話課的學習與操練，學習并能運用表示意愿和決定的日常用語；正確完成練習冊安排的練習。
二、教學重點與難點
1.重點詞匯 familiar; otherwise; perform; generation; nowadays; pattern; fade; whisper; single; be familiar with; earn one’s living; learn_ by heart; in praise of; get married
2.重要句型 This was at a time when there was no radio, TV or cinema.
3.語法 動名詞(The -ing Form as Predicative, Attribute and Object Complement) 1) the wedding party 2)Our job is playing all kinds of music. 3)The people performing all play different instruments. 4)You often see musicians performing in the streets.
4.日常交際用語 表示意愿和決定(Intentions and decision) 1)I’ve decided where we’re going to have the wedding party. 2)I'd prefer them not to serve too many dishes. 3)I'd rather have some fish to start with. 4)I'd rather not have any music at the beginning of the party.
三、課型
（一）對話課
Ⅰ.教具 錄音機、投影儀。
Ⅱ.課堂教學設計
1.向學生提出下列問題：1)Nowadays many young people enjoy music. Can you tell me what kind of music you like best? 2)How many of you can play musical instruments? Hands up, please. 3)Do you think music is very important in our daily life? Please explain your point of view.
2.準備放對話錄音。借助投影片打出以下聽前提問：1)What are Mary and Rik talking about? 2)How many musicians is Rik going to bring?
放錄音一至兩遍，請學生回答上述問題，教師予以必要訂正。
Key: 1)They are talking about plans for the music for a party. 2)Rik is going to bring seven musicians.
3.根據本課對話內容，教師再提出一些問題，檢查學生的理解程度。1)Why does Mary suggest that at the beginning they should have some fairly quiet and peaceful music? 2)Why does Mary suggest that at the end of the party they have some songs that everyone is familiar with? 3)From the dialogue what information can you collect about the musician Rik and his group?
Key: 1)Because people won’t be able to hear themselves talk if they play too loudly at the beginning. 2)Mary suggests that at the end of the party they have some songs that everyone is familiar with so that they can join in. 3)Rik likes folk music. He writes his own songs and plays the guitar as well. He can play different musical instruments, such as the guitar, piano and jazz violin. His group can play all kinds of music. They play different instruments and three of the group can sing as well.
4.再次放對話錄音，學生跟讀。將學生分為兩人一組練習對話。數分鐘后，請兩三組同學到前面表演，教師予以講評。教師指導學生歸納本課中有關表示意愿和決定（Intentions and decision）的常用語句（見日常交際用語部分）。
5.教師提供如下情景，組織學生編演新的對話，盡量使用學生所歸納的表示意愿和決定的日常交際用語：
Situation 1: It’s someone’s birthday today. We’re going to have a birthday party. Make a dialogue planning the birthday party using the expressions from the dialogue.
Situation 2: Fifteen years later you are back at school again, holding a party for all the old classmates. Each pair is supposed to be organizers of the party. Mike a dialogue, discussing how to organize the party.
學生兩人一組，可選擇其中一個情景編演新的對話，也可自己設計其他情景。數分鐘后，請幾組同學到面前表演，教師予以講評。
6.布置作用 1）預習第70課； 2）完成練習冊中安排的練習
（二）閱讀理解課
Ⅰ.教具 錄音機、投影儀。
Ⅱ.課堂教學設計
1.檢查生詞及短語。
2.向學生提出下列問題。1)I understand that many of you like music a great deal. Can anybody tell us how many kinds of different music there are in the world? 2)What do you expect to learn from this passage a bout music?
板書學生提及的內容，并通過以下過渡，引出本課：
OK. Now let’s read the text and see if you can find all this information from this reading comprehension.
3.準備閱讀課文。教師給出讀前提問：1)How do some people earn their living by writing music? 2)When and where was Jazz born?
教師給學生數分鐘，要求學生快速閱讀課文，之后請同學回答上述問題。
Key: 1)They write songs for pop stars and music for films and TV plays. In this way they earn living by writing music. 2)jazz was born in the USA around 1890.
4.放課文錄音，學生跟讀一至兩遍。教師就課文內容提問，檢查學生的理解程度（可參閱練習冊所列出的問題）。
5.教師用投影儀打出以下表格，學生利用課文所提供的信息填寫表格，描述各種不同風格的音樂：
Use the information from the passage to describe what they have learnt about music:
（斜體部分為參考答案，可不向學生展示）
學生先在小組內交流并相互啟發(fā)、補充。七八分鐘后，要求同學根據自己所填寫內容，描述各種不同風格的音樂，教師給予講評，鼓勵學生將自己整理的內容連成短文。
6.布置作用 1）復述課文，介紹民間音樂、非洲音樂 加勒比海音樂、爵士樂等； 2）完成練習冊中所安排的練習。
（三）語言訓練課
Ⅰ.教具 投影儀。
Ⅱ.課堂教學設計
1.教師檢查課文復述。
2.教師從本單元詞語中選擇部分常用詞語，配以例句介紹給學生。要求學生反復練習這些例句，并請同學造句，教師予以講評、訂正。
1)familiar
Your face seems familiar. I’ve probably met you somewhere before.
Oh, that name sounds very familiar to me.
She is very familiar with everyone living in this neighborhood.
2)otherwise
I want you to do it right now. Otherwise, it'll be too late, I'm afraid.
The story sounds reasonable, but the facts are otherwise.
3)perform/performance/performer
He performed his experiment over and over until midnight in order to get a satisfactory result.
Do you know what play will be performed tonight?
The performance was successful and the best performer was the boy who played the piano.
4)earn one’s living
He began to earn his living by selling newspapers when he was thirteen years old.
5)learn_ by heart
The teacher asked his students to learn the whole passage by heart.
6)in praise of
At the school meeting, the headmaster spoke in praise of the boy who had won the gold medal in a maths contest.
These books are in praise of the heroes of the past.
7)fade
Coloured cloth often fades when it is washed.
Martin Luther King Jr. Will never fade from the memory of the world.
The sound of the footsteps faded away.
8)whisper
The child whispered the word in my ear.
It is whispered that he is heavily in debt.
The leaves whispered in the breeze.
3.課文信息整理。
教師提供以下信息，由學生根據課文內容將兩欄相關內容連接：
Key:1)d 2)c 3)b 4)a 5)f 6)h 7)g 8)e
數分鐘后，在全班訂正答案。
4.布置作用 1）預習第19單元；2）完成練習冊中安排的練習。
四、難句分析
1.I think at the beginning we'd rather have some fairly quiet and peaceful music. 我想開始的時候還是來點稍微恬靜、柔和的音樂為好。
we'd rather have_ 是we would rather have_ 的縮寫式，意為：我們寧愿要……。例如：
I'd rather not go out tonight, if you don’t mind. 如果你不介意的話，我今晚不想出去。
What would you rather have, an apple or a piece of cake? 你愿意要什么，蘋果還是一塊蛋糕？
My aunt invited me to the movies, but I said I had rather go on a picnic with my friends. 我姨母請我去看電影，但我說我還是愿意和朋友們一起去野餐。
would rather 及 had rather 如果后面接從句，則需要使用虛擬語氣，例如：
I'd rather you told me the truth. 我寧愿讓你對我講實話。
在表示“寧愿……而不愿”時，要用would rather… than…這一結構，表示在兩者之間進行選擇。使用這一表達方式要注意用“平行結構”即在than的前后要用兩個同類的詞或詞組，如兩個名詞、兩個動詞不定式、兩個介詞詞組等。例如：
I would rather have the red one than the green one.
我寧愿要那個紅的，而不愿要那個綠的。
He would rather listen to others than talk himself.
他寧愿聽別人講話，而不愿自己說些什么。
I'd much rather deal with a man than with a woman.
我寧愿同男人打交道，也不愿同女人打交道。
2.They usually write exact instructions how the music is to be played.
他們通常還要為如何演奏他們的音樂寫出精確的說明。
How the music is to be played是由連接副詞how引導的同位語從句，用以說明前面的名詞instructions。
同位語從句絕大部分用that引導，但也可使用連接副詞(如how，where等)引導。例
You have no idea how worried I was!
你不知道我是多么著急啊！
He raised the question where we could get the money.
他提出了這樣一個問題：在哪兒才能弄到錢。
…is to be played是“be +不定式的被動式”。這種“be +不定式”結構常用來表示按計劃、安排將要發(fā)生的事，或用來發(fā)出指示，或用來征求對方的意見。例如：
The line is to be opened to traffic on National Day.
這條鐵路將在國慶節(jié)通車。（計劃、安排）
This door is not to be opened.
此門不得打開。（指示、命令）
What’s to be done next?
下一步該怎么辦呢？（征求意見）
3.Folk music has been passed down from one generation to another.
民間音樂是一代一代流傳下來的。
pass down 意為：傳下來。再如：
The skill has been passed down over four generations.
這個技術是通過四代人傳下來的。
from one generation to another一代一代（直譯：從一代到一代）。在英語中，有許多由from_ to構成的短語，表示：從……到……。例如：
The beggar begs from door to door.
這個乞丐挨門挨戶地要飯。
She read the book from cover to cover.
她從頭到尾地讀了這本書。
He shook his head from side to side and walked away.
他搖著頭，走開了。