教学设计说明 话题介绍 Period 1 Introduction Period 2 Reading and Vocabulary
Music Born in America
本模块主题是“美国音乐” 美国是一个多民族融合而形成的国家， 在其形成的过程中， 也出现了 不同风格的音乐，这就是本单元探讨的主题。
READING AND VOCABULARY 为第一课时“阅读课” 。课文“ All you need to know about Hip Hop”属于说明文体，介绍了美国的嬉蹦 乐的知识，主要包括嬉蹦乐的形成、嬉蹦乐在自身的形成中的突破及 其成功的原因，让我们对美国的嬉蹦乐有了一个基本的认识。 在阅读的过程中能通过语境识别新学词汇、 短语并推断出其意义；能 读懂课文、识别课文的文体特征； 能够迅速获取有关美国音乐的主要 信息并进行加工处理。 Grammar(1) Adverbial clauses of time 和 Grammar(2) Ellipse 合为语 法课，学习时间状语从句和省略的用法。语法教学的方法一般采用演 绎法。 能识别对话和语段中新学词汇、短语并正确理解；能听懂教材配套听 力材料中有关音乐的交谈。 Function 中主要是比较一般现在时和一般过去时两种时态， 能够正确 的使用这两种时态。 在 Everyday English 中能够使用本模块学过的词汇介绍美国各种类 型的音乐。 能够熟练的运用本模块学的语法结构和词汇表达自己的意思； 能够写 出自己对音乐的某种看法。 学习美国音乐的部分知识后，这一模块我们主要认识香港产生的音 乐。 香港音乐一直在中国甚至世界特别流行，我们将在课文中了解香 港音乐的特点和一些著名的香港歌手。 通过本模块的学习，了解美国音乐的知识及音乐领域中的重要任务， 了解中外音乐的相互影响，了解音乐在人们生活中的作用。 可以通过 各种途径 （如报刊、 因特网、 图书馆等） 获取更多也音乐相关的资料， 并能用恰当的词汇表达出来。
Period 3 Grammar
Period 4 Listening Period 5 Function
Period 6 Speaking Period 7 Writing Period 8 Practice Period Corner 9 Reading
Period 1 Introduction ■Goals To learn something about four kinds of American music To learn to analyze the text To learn to get useful information while reading
■Procedures Step 1: Warming up by questioning Hello, everyone. We shall look at the photos and answer the questions. Have you ever heard any kind of American music? What kind of American music would you like to hear? How will you hear it? What kind of music do you think in the photos is being played? For reference 1. A choir is a large group of singers. A band is a small group of musicians. They play music and may also sing. 2. In the picture we can see saxophone, drums and a double bass, and other instruments, piano, trumpet, etc. are also common. 3. The woman is a black soul singer. Her music is often quite loud, and people often dance to it. The man is probably a white blues singer who is singing and is also playing a guitar and a harmonica. Blues is often quieter than soul music, and people usually don’t dance to it. Step 2: Before you read Please go over the word list for this part, paying attention to the pronunciation of the word, the relationship between its pronunciation and its spelling. Step 3: While you read Read the passage and match the types of American music with their features. Pay attention to the fact that some types of music have the same features as others. Answers Soul music Sophisticated Blues Guitar, piano, harmonica Southern united states African American Nineteenth century Jazz Making it up when you play Using unusual rhythms New Orleans African American
Gospel music Church Southern united states Rhythmic Nineteenth century
Period 2 Reading and Vocabulary ■Goals ● To learn something about hip hop ● To learn to use some expressions in the text ■Procedures Step 1: Warming up Now work in pairs. Look at some words about music from the passage and try your best to guess what they mean. Pay attention to the words where the stress doesn’t fall on the first syllable: graffiti, improvisation, and percussion. Read through the words in the box and repeat them chorally and individually. Step 2: Before you read Read the passage and check the true statement. You are asked to read and check individually, and
then check answers with a partner. Finally I’ll call back the answers from the whole class, having one student read a statement and another say whether it is true or false. For reference True statements are: 1/3/4 Step 3: While you read Read part 1 again, to find the answers individually, and then check with a partner. Finally call back the answers from the whole class, having one student give the definition and another answer. For reference (a) block (b)DJ (c)percussion (d) reggae (f) Jamaica (g) break dancing (h) graffiti (i) rapping (e) DJ-ing (j) soul music
Read part 2 again and answer the questions and you are asked to do this individually, and then check with a partner. Finally I’ll call back the answers from the whole class. For reference 1. Because he noticed that people didn’t like it. 2. By using two records on two turntables. 3. MCs 4. Hours 5. Breakdancing Read part 3 and 4 of the passage again. Look at the words and phrases and choose the correct meanings. You are asked to do this individually, and then check with a partner. Finally I’ll call back the answers from the whole class For reference 1 (b) 2 (a ) 3 (a) 4 (a) 5 (a) 6 (b) Complete the sentences with the correct words and the whole classes are required to read through the words and repeat them chorally and individually. Pay particular attention to the words where the stress does not fall on the first syllable: electronic, percussion, record For reference 1 backing track 2 percussion 3 Disco music 4 rap 5 Reggae 6 beat 7 Electronic music 8 Rock music 9 record Nowadays pop music songs become more and more popular with the young people. Unfortunately few people know the origin of the music. The following passage may give you a hand in the question. Cultural Box: *Pop music is the name for various popular, commercial music. *It originated in the U.S.A. and spread the whole world during the 1950s and 1960s. *It is widely liked by the young people. The best—known early form of pop music was ―rock and roll‖; another was ―blues‖. A more recent development is ―folk rock‖. *Pop music has taken the place of native music in many parts of the world. It has caused the number of people for ―jazz‖ music to become much smaller than in the 1950s and earlier, and it now began to rule the music stage productions. *It is a big industry. Much pop music is without artistic value, but the works of some pop singers for example: the Beatle, Bob Dylan, the groups like Pink Floyd and Crosby, Stills and Nash, are on a higher musical level. And there is still great interest in it today. Pop music concerts and festivals are held all over the
world. Work in groups of four. Read the following comments about hip hop music and answer the questions. Students are required to do the job in-group to do the activity. Students are asked to appoint a secretary to note the answers. At last I’ll call back the answers from the secretaries in a whole-class situation. Step 4: After you read Copy all the useful expressions into your Expression Book. If possible, you’re required to make up sentences with them. Useful expressions from All You Know About Hip Hop consist of, prefer to, be bored with, in decline, make an impression on sb., stare at, take advantage of, the moment, rather than, in order, come out, be devoted to, dance to, be short for, side by side, Sentences made with useful expressions from All You Know About Hip Hop 1. How many chapters does the book consist of? 2. Do you prefer to dance to fast music? 3. He has been bored with the past. 4. His interest in computer games is now in decline. 5. I made a bad impression on the boss by leaving too early. 6. It’s not polite to stare at the foreign visitors. 7. I took advantage of the good weather to paint the wall. 8. The moment I picked up the telephone, I realized that someone had dialed the wrong number. 9. It was what he meant rather than what he said that annoyed me. 10. It’ll be quite in order for you to speak now. 11. When will her new book come out? 12. Most of our meetings were devoted to discussing the housing problem. 13. If you can’t dance to the rhythm, we can make the rhythm dance to your tune. 14. UNESCO is short for United Nations Educational, Scientific and Cultural Organization. 15. The two bottles stood side by side on the table. Exercise for consolidation I. Multiple choice 1. Tom, ________ studying, knows nothing about what is happening. A. devoted to B. having devoted C. being devoted D. devoting to 2. The demand in workers in the factory is in_______. A. influence B. imagination C. rejection D. decline 3. My opinions are in ________ with the aims of the projects. A. human B. harmonious C. harmony D. humor 4. The protest ______ by the local people lasted only for several hours. A. made B. taken C. broken D. caught 5. I'll attend your meeting, if ______. A. possibly B. possible C. I'm possible D. it possible 6.____ I came into the office, the teacher ______ the students' homework. A. As, was correcting B. When, was correcting C. While, correcting D. When, corrected 7. Scientists have been making a scientific _______ to the problem.
A. experiment B. friction C. approach D. movement 8. Most of the countries are ________ advantage of modern technology to develop economy. A. using B. carrying C. making D. taking 9. WTO __________ World Trade Organization. A. is short for B. is short of C. are short for D. are short of 10. Having lost the prepared draft, I have difficulty ________. A. to improvise B. in improvising C. with improvising D. to improvise 11. The beautiful scene of the West Lake made a good _________ on me. A. effort B. deal C. impression D. decision 12. John shouted angrily, protesting _______ the unfair treatment. A. with B. forward C. for D. against 13. I know you better than_____. A. he B. him C. his D. himself 14. According to the __________ custom, people in the country usually go out for a trip during the holidays. A. controversial B. conventional C. continental D. considerate 15. Someone called me up in the middle of the night, but they hung up _______ I could answer the phone. A. as B. since C. until D. before Keys: 1-5 ABCDA 6-10 BCDAB 11-15 CDABD II. Cloze 用下面方框中所给的单词或短语的正确形式完成下面短文. be blessed with, conventional, rock and roll, mix, audience, start as, rhythm, spread, arise America _1_ the most _2_ music scene in the world. From the continent has _3_ some of the greatest music. As well as attracting huge _4_ in the home; they have _5_ offshore. Gospel music developed in the churches are strong and _6_. Jazz was _7_ by African- American musicians. Blues _8_ songs sung by working people. Soul music is a _9_ of blues, gospel and a little _10_. Keys: 1. is blessed with 2.conventional 3. arisen 4.audience 5. spread, 6.rhythmic 7.developed 8. started as 9. mixture 10.rock and roll Period 3 Grammar ■Goals ● To understand adverbial clauses of time ● To learn to make sentences containing the adverbial clauses of time ● To understand ellipses ● To note ellipses while reading ■Procedures Step 1: Warming up by questioning Read this sentence from the passage on page 45. Choose the best explanation. You are asked to answer the questions by yourselves, and then check with a partner. Finally I’ll collect the answer from the whole class. (c) Complete the sentences in your own words. Write sentences for the last two blanks using the moment ….You are asked to answer this by yourselves, and then check with a partner. Finally I’ll call back the answers from the whole class. Step 2: Learning about Adverbial clauses of time
1. Adverbial clauses of time can not only use the following words and phrases to introduce: when, while, as, before, after, the moment, but also phrases such as every time, ever since, the first time, the last time, by the time 状语从句 the moment, the minute, the instant, the day, the year, the first time, last time, each/every time, next time, by the time 等少数表示时间概念的短语可引导时间状语从句。例如： The first time we met, we were at a rock concert. I recognized her the minute I saw her. Her son was born the day Hongkong returned to its motherland. He left Europe the year World War Ⅱ broke out. He was attracted by the beauty of the city the first time he went there. Last time I saw her, she was writing a book. Don’t refer to the dictionary each/every time you come upon a new word. I will go to the seaside next time I go to Dalian. He had finished learning advanced mathematics by the time he was 14. 高考链接 I thought her nice and honest ___ I met her. （98 上海） A. first time B. for the first time C. the first time 答案：C
D. by the first time
2. Answer the questions with the adverbial clauses of time Firstly, look at the sentences and think about the meaning of the time expression. Secondly complete the passage with the correct time expression. Thirdly answer this by yourselves, and then check with a partner. Finally I’ll call back the answers from the whole class. For reference (1) the first time (2) the moment (3) by the time (4) The next time (5) The last time (6) It was the first time I’d (7) the first time Step 3: Learning about ellipses 省略句 省略句是英语的一种习惯用法。按照语法的分析, 句子应该具备的成分, 有时出于修辞上的 需要, 或为了避免重复，在句中并不出现, 这种句子叫做省略句（elliptical sentences, 这种语 法现象称为―省略‖（ellipsis or leaving words out。其特点是：虽然省去句子语法构造所需要 的组成部分, 但仍能表达其完整的意义。 ?? 省略形式多样, 从单词、短语到分句, 都可以省略, 而且各有一定的衔接关系。―省略‖ 不但是一种―以无为有‖的最简便的表达方法, 而且也是一种简便至极, ―虽无胜有‖的修辞手 段。 一·省略主语 Heard this song?(= Have you heard this song?) Beg your pardon. （我）请你再说一遍。 （Beg 前省略了主语 I） Take care! 当心！ （Take 前省略了主语 you） Looks as if it will rain. 看起来象要下雨。 （Looks 前省略了主语 it） 二·省略谓语动词 I sat near the window, and Mike near the door. (Mike 后面省略了 sat)
The river was deep and the ice thin. （ice 后面省略了 was） We’ll do the best we can. 我们将尽力而为。 （can 后面省略了动词 do） 三·省略宾语 Let’s do the dishes. I’ll wash and you’ll dry. 咱们来洗碗吧，我来洗，你来揩干。 （wash 和 dry 后面省略了宾语 dishes） 四·省略定语 He spent part of the money, and the rest he saved. 那钱他花了部分，其余的他都存了起来。 （the rest 后面省略了定语 of the money） 五·省略状语 He was not hurt. Strange! 他没有受伤，真奇怪！ （Strange 前面省略了状语 how） 六·省略不定式符号后的部分 --- What you said hurt her deeply. ---- I’m sorry. I didn’t mean to. (= I’m sorry, I didn’t mean to hurt her.) He may leave if he wishes to. 他可以走，如果他愿意的话。 （to 后面省略了动词 leave） Don’t go till I tell you to. 等我叫你走你再走。 （to 后面省略了动词 go） Step 4: Exercise for consolidation 1. --- I won’t do it any more. --- ________? A. Why don’t B. Why don’t do it any more C. Why not D. Why not to 2. Although ________ to stop, he kept on working. A. tell B. telling C. having told D. told 3. --- Will you waste your time and money on that? --- Certainly ________. A. I not B. don’t C. not D. no 4. --- Mary didn’t attend the lecture, did she? --- Yes, she ________. A. attended B. didn’t attend C. didn’t D. did 5. --- What’s Joan doing? --- _________ newspapers in the room. A. She reading B. She reads C. To read D. Reading 6. _________ always succeed. A. Honest and clever students B. Students who honest and clever C. Honest students and clever D. Students are honest and clever 7. --- Can you climb that tree, my boy? --- __________ ? A. I B. Myself C. Mine D. Me 8. Some people are against the plan but _______ support it. A. any more B. many more C. much more D. no more 9. --- I’ll be away on a business trip. Would you mind looking after my cat? --- Not at all. _________. A. I’ve no time B. I’d rather not C. I’d like to D. I’d be happy to 10. --- Why not go and have dinner in a restaurant? --- _________. It’s too expensive. A. Why not B. I agree C. I’m afraid not D. I’m sure Keys: CDCDD ADBDC Step 5: Read the conversation in Activity 2. Put brackets around the words that can be left out. The first example is done for you. Second do the exercise individually, and then check with a partner. Finally I will call back the answers from the whole class, having one student read the full version
and another student give the elliptical version. Step 6: Extension 1. Work in groups and practice both conversations – the ―full‖ version and the elliptical version, changing roles to do both parts. Circulate and monitor their pronunciation. I will have some pairs perform the elliptical version for the whole class, and then we will discuss the difference between the two versions, and decide which is more natural. 2. Read the conversation and add words to make it clearer and do the exercises individually, and then check with a partner. Finally I will call back the answers from the whole class. For reference Garry: I’m / Have you Matt: do you mean Garry: I mean Matt: Have you / It Garry: That’s a / Has Matt: I / I’m
Period 4 Listening ■Goals ● To listen to the text about the dialogue between the mother and the child ● To learn to get useful information while listening ■Procedures Step 1: Warming-up before listening Now work in groups. Match the instructions on the left with the meaning on the right. And then I’ll ask the students to answer this by themselves. Thirdly check with a partner. Finally I’ll call back the answers from the whole class, having one student give an instruction and another meaning. For reference Turn the music up---make the music louder Turn the music down--- make the music quieter Turn the music on----- start playing the music Turn the music off----- stop playing the music Step 2: While listening Listen to the conversation and choose the correct answers, I will ask the students to read through the questions first. At the beginning, I play the recording only once. At the same time you focus on the questions, then I will play it again for you to answer the questions; you can check with a partner. During the third time you should check, complete and correct Finally I’ll call back the answers from the whole class. For reference 1 (b) 2 (c) 3 (a) 4 (b) Tape script Fx Noisy music
Mother: Can you turn that down a bit? Daughter: What? Mother: Turn down the music please! It’s too noisy. Daughter: Sorry, I can’t hear you. Wait a minute please. Fx music turned down Daughter: Sorry, mum. What did you say? Mother: I asked you to turn down the music. Daughter: Pardon? Mother: I’m not surprised that you couldn’t hear me. Daughter: Was I playing the music too loud? Mother: Yes, you were. Daughter: Sorry, didn’t mean to. Mother: What kind of music are you listening to? Daughter: A new American hip-hop band. Mother: They are very loud. Daughter: Yes, great. Aren’t they? Mother: What are they called? Daughter: Don’t know. It’s not my CD. It’s my friend Angela’s. Mother: Well they are not my cup of tea. Bands are so much noisier than they used to be. Daughter: Not true. I listened to one of your CDs the other day. It was very loud. Mother: Well, when I was your age, we didn’t listen to such loud music. Daughter: I bet you did. Mother: We didn’t. Daughter: Really? Mother: All right, we did. But we didn’t play music as loudly as you do these days. Daughter: Ok. I’ll turn it down. Mother: Thank you. But why are you inside listening to music anyway? It’s a beautiful day. When I was young, we used to spend much more time in the open air than you do. Why don’t you turn the music off and go for a walk? Daughter: I don’t want to. Anyway, I am waiting for a phone call. Mother: Who from? Daughter: Angela. She said she’d call me but she hasn’t. Mother: Why don’t you call her? Daughter: It’s her turn to call me. Mother: Well, why don’t you go and see her? She only lives round the corner. Daughter: Yes! Good idea. She’s got some more CDs than me. Mother: Honestly…. Step 3: After Listening Work in pairs. Read this extract from the conversation and underline the stressed words. First read through the text and underline the stressed words individually. You can then check with a partner. Second I’ll call back your suggestions. You are expected to write the text on the board and mark the words. Now listen again and check For reference A: Bands are so much noisier than they used to be.
B: Not true. I listened to one of your CDs the other day. It was really loud A: Well, when I was your age, we didn’t listen to loud music. B: I bet you did! A: We didn’t. B: Really? A: All right, we did. But we didn’t play music as loudly as you do these days. B: Ok! I’ll turn it down. A: Thank you. Period 5 Function ■Goals ● To learn the way to compare the present and the past ■Procedures Step 1: Warming-up exercises First read these opinions from LISTENING on page 49 and answer the questions. Then do this individually, and then check your answers with a partner. Finally call back answers from the whole class. For reference 1. The mother 2. –er… than; such as; as…. as; much more 3. used to /didn’t use to Step 2: While reading Check the opinions that your parents have about the music you listen to. Now work in pairs and discuss your answers. You are asked to do this individually, and then compare answers with a partner. Finally I’ll call back answers from the whole class. You can ask them to start with ―My parents (don’t ) think that….‖ Step 3: Exercises Complete these sentences, making similar comparisons between the present and the past. Use the words in brackets. Do this individually, and then check answers with a partner. Finally I’ll call back answers from the whole class. For reference 1. Modern pop stars earn more money than pop stars used to in the sixties. 2. Old rock bands used to work harder than young rock bands do today. 3. These days, bands don’t sing and play instruments as well as the old bands used to. 4. These days, music fans spend less money in buying records than people used to do. 5. In the old days, there used to be less opportunity to listen to music than there are now. Period 6 Speaking ■Goals ● To find helpful information from the text ● To talk about the function of classical music ■Procedures Step 1: Now read the following sentences on page 51 and choose the correct meanings. Do this
individually, and then check answers with a partner. Finally I call back answers from the whole class, having one student read a phrase and another a paraphrase. For reference 1 (b) 2 (a) 3 (a) 4 (a) 5 (a) Step 2: Exercises Work in groups. Discuss what you have learnt in this module about the following: ＊the origins of jazz ＊the origins of hip hop Work in groups of four to do this activity. Then appoint a secretary to note down their answers. Finally I’ll call back suggestions from the secretaries in a whole-class setting. Step 3: Look at the photos of musicians in this module (on pages 44-45). Discuss the following questions. Work in groups for this activity, but change the secretaries. Then I will call back ideas from the secretaries in a whole-class setting. Try to develop it into a class discussion. For reference 1. They dress less formally now; they play electric instruments now, or their instruments and voices are amplified. 2. Yes, but often they are electric versions 3. Students’ answers. Step 4: Discuss the questions about modern music. Work in groups for this activity, but change the secretaries. Then I’ll call back ideas from the secretaries in a whole-class setting.
Period 7 Writing ■Goals ● To understand the two-sides effect of music to study● To learn to describe one’s own study habit with or without music ■Procedures Step 1: Warming-up exercises Read the passage and answer the questions. You will answer individually, and then check with a partner. Finally I’ll call back the answers from the whole class, having one student ask and another answer the question. I. a diagram for reference Music effect In a psychology experiment Mozart → before a test → scores improved In some case light music → when writing an essay → concentrate well doing revision loud music/rap/rock → when writing an essay → handwriting getting bad doing revision thoughts disordered
In some other case music of any kind → when studying II. Answer for the questions For reference 1 classical music such as Mozart 2 Their test scores improved temporarily. 3 No, it depends.
Step 2: While reading Write a description of your study habits. Use the questions in the text to help you. Do this individually, as homework. Then have the students exchange their writing for peer correction and I’ll choose students to read their work to the whole class. For reference I never listen to music of any kind when I study because I find it distracts me from what I am doing. I like to study in a very quiet place, on my own. When I listen to music, I don’t like to do anything else, because I want to concentrate on the music whether it is classical, folk, pop or rock. So if my parents heard music coming from my room they would know I wasn’t studying. I think that for people who like to study with music, either light classical music or some gentle jazz is probably best. I don’t think my test scores would improve if I listened to Mozart when I revised; on the contrary, I think they would get worse. Period 8 Reading Practice ■Goals ● To get a general idea about Music born in Hong Kong ● To learn to use some useful expressions ■Procedures Step 1: Warming up exercises Look at the title of the passage. What do you think the passage will be about? Now you have several minutes to read it and I’ll call back suggestions from the whole class. Do this work individually, and then check your answers with a partner. Finally I’ll call back answers from the whole class; if you wish, list names on the board. Read the passage and choose the sentence which best expresses its main idea. For reference (d) Decide which of the statements expresses the writer’s opinion. For reference (d) Step 2: While reading Choose the best answers first, and then check with a partner. Finally, I’ll call back the answers from the whole class as complete sentences For reference 1 (d) 2 (a) 3 (d) 4 (c) 5 (b) Complete the sentences in your own words For reference 1… it is becoming popular throughout the world. 2… of the clean and presentable image of the stars 3…to change their image regularly and make a lot of CDs. 4… they have to make lots of CDs and films, and do lots of concerts and TV appearances.
5... it is a whole way of life Think about your favorite pop stars. Why do you like them and their music? Are they well known outside china? Now write a passage to describe your favorite pop stars. Do this individually, as homework. Work in pairs and exchange your homework for peer correction of the language. Step 3: Exercises 1. This is a mixture ______ ____flour and water. ( 由…组成) 2. The crowd _____ _____ ____ ______ (高兴的发狂)at the carnival party. 3. ____ him mind _____(他走神了), he didn’t catch even a single word of what the teacher was saying. 4. Most of my family are musicians with gift which ____ ___ _____ _____( 与生俱来的). 5. The doctors are ______a surgical ____ ___the injured worker. (给…做手术) 6. The thief was arrested ___ ____ ___ _____(就在现场)where he committed the theft. 7. Many ______ _____ ______. (很多罪行逃脱了惩处) 8. There is an _______ ____ ____ people to work on farms. (立即需要) 9. It was _____(极冷) last night. Two persons ____ _____ ___ _____on the mountain(冻死). 10. The police ___ ______ ______ ______illegal dealers. (严厉打击) Period 9 Cultural Corner ■Goals ● To enjoy the reading of Americans who changed the World of Music ● To find information needed from the text ● To organize a class concert if possible ■Procedures Step 1: Reading Read the passage and answer the questions. Do this individually, and then check with a partner. Finally I will call back the answers from the whole class. For reference 1 Louis Armstrong: Jazz Robert Johnson: Blues Woody Guthrie: folk 2 Eric Clapton / The Rolling Stone / Bob Step 2: Cultural Box The Benefit After the September 11th terrorist attack Some of the best known names in the entertainment industry have taken part in an unprecedented telethon to help victims of the terrorist attacks in the United States. The benefit, called ―America: a Tribute to Heroes‖ was sponsored by all four major U.S. Television networks, ABC, CBS, FOX and NBC. It was broadcast by three dozens television, cable and radio networks across the country and aired live to more than a hundred countries around the world. Hollywood stars joined music entertainers in asking listeners and viewers to pledge cash donations to charities helping the victims of the September 11th attacks. Actors, including Tom Hanks, Julia Roberts, Tom Cruise and Clint Eastwood, told stories of heroic acts by people who tried to save others from the burning World Trade Center and the Pentagon. Former heavy weight champion Muhammad Ali made a rare public appearance in a
show of support. The appeals alienated with performances by such popular entertainers as Bruce Springs teen, Mariah Carey, Stevie Wonder, Paul Simon and the rock band U -2. They appeared on stages in New York, Los Angeles and London, decorated with hundreds of burning candles. Singer Billy Joel sang, ―New York State of Mind‖ with a New York City firefighter’s hat on his piano, Sting dedicated his song ―Fragile‖ to a friend who died in the World Trade Center. Stevie Wonder condemned hatreds in the name of religion before singing his song ―Love’s in Need of Love Today‖. Pledge phones were manned by dozens of other celebrities, including Jack Nichlson, Meg Ryan, Whoopie Goldberg, Cindy Crawford, Al Pacino and Sylvester Stallone. Organizers said the two hour telethon raised millions of dollars. All participants, from stars to stage hands, worked without money. Step 3: Organizing a class concert In order for this to work, you probably need to do a little organization yourself. You may care to divide the class into groups, depending on whether they can play and sing or not. Thereafter, have them follow the instructions, and research and rehearse out of class. Meanwhile, find out what they are all offering to perform or play, and design a programmer. Finally produce the concert. If you wish, have other classes, teachers and parents attend. Module File This section lists the main areas of language dealt with in this music. You may want to use it formally for reception, and pronunciation revision, or you may want to give the students 10 minutes to go through it, checking the things they are confident they know, putting a question mark next to those things they are not sure of, and a cross next to those they don’t know. This should then be the basis of their own revision of the module.