【正文】 (fashion using) America born Chinese(c) Skin: v. injure by scraping skin off(d) Now that: because of the fact (that)。 wish) (5) Show some language points by using the projector, and organize students to learn together. Students are required to guess what the meanings are, and make sentences by using them. (10 minutes)(a) Trust: n.V. believe: trust in sb. /sth. Have confidence in sb. /sth. Trust to sth. : leave the result or progress of events to be decided by the chance(b) A B C: the alphabet。 sun。 everywhere。 joy。 knees。 now that the spring is in the air, with the flowers every whereI ______ that we could both be there.All our lives we had fun, we had seasons in the sun。 you would always e aroundand get my feet back ____ the ground.Goodbye, Michelle, it39。 but the wild and the song, like the season has all goneChorus: Goodbye, Michelle, my_______ one, you gave me love and helped me find the____。ll see them, I39。s hard to die, when all the birds are singing in the sky。 but the hills that we climbwere just seasons out of time.Goodbye, Papa, please pray for me, I was the black sheep of the family。think of me and I39。s hard to die,when all the birds are singing in the sky。_______ we39。 students are required to do a gapfilling exerciseGive students paper on which lyrics is presented with certain blanks to fill in. Ask them to predict what the missing words are before they listen to the song again. While listening, they have to listen carefully and fill in the missing words. After listening to the song, check the answer together. (6 minutes) The exercise: Goodbye to you, my trusted friend,we39。 house to listen to it, and their enthusiastic response inspired him to release it on his own Goldfish record label. The result: It skyrocketed to all over the world and sold million copies. (3) Play the whole song to the students。s death, did his own version. Jacks was playing his yearold recording of it one day at his house when the boy who delivered his newspapers overheard it。 session he was producing, and the Beach Boys recorded it. But they didn39。 teachers ask the students to make up a story by using some words and phrases appeared in the song. Teachers can ask students to write letters to the person who mentioned in the song is puzzled or needs help and suggestions , trying to give that person some help or advices. Composing words for tunes This activity is quite challenging on stress and rhythm. To make it easier, teachers can ask their students to pose words for songs which are popular in students’ native country. And structures and vocabularies from the textbook course may be very successfully set to the pleasant tune. Ways of using songs in other activities Songs can be used widely, not only in training students’ listening, speaking, reading, and writing, but also for other applications. For example, using songs as warmingup or introduction, drawing and using songs to say goodbye. Let39。 integrated ability, teachers should choose the appropriate English songs in teaching. Emphasizing quality instead of quantity The quantity must meet certain requirements. The number of songs used in class shouldn’t be too much. Together with other types of language classes, this type of class should be employed occasionally, aiming at making classes activities varied. Overusing English songs in class may weaken students’ interests and abate their absorbing of systematic knowledge. The class may change into music class. It is the quality, not the quantity that should be guaranteed in English teaching. Hence, teachers can use English songs once a week or twice a week but not too often. of using songs in English teaching Ways of using songs in teaching listening Using songs in listening teaching is adopted as a primary attempt for better fulfillment. There are some listening suggestions: Filling in the gapped lyrics This activity can be used in both prelistening and whilelistening period. Teachers give students the lyrics with certain words blanked out and ask them to predict what the missing words are before they listen to the song. Whilelistening, they have to listen carefully and fill in the missing words. The blanks should not normally be too close to each other. But if they are, the students should be given several opportunities to hear the song. (Newton, 1998) Reordering the scrambled lyrics This activity can also be used as both prelistening and whilelistening exercises. Take several photocopies of the lyrics, cut them into single lines or pairs of lines, and put them into scrambled sets. Divide the class into groups of three to five and give each group a set. Tell the groups to put the lyrics into the correct order. Then play the song two or three times so that they can check and if necessary change the order they have. Using song pictures This kind of activity can be used while songs are used to tell stories. Find or draw a picture which illustrate the story. The contents of the story are written down with some blank fillinginformation gaps. Give the students the copies of the picture. Ask them to listen to the song and plete the gap fillings. Alternatively, teachers draw simple pictures to illustrate the story which is told in the song, cut them out, and make a worksheet with the pictures out of order. Then teachers ask the students to listen to the song and put the pictures in order. (Phillips, 1998) Ways of using songs in teaching speaking Using songs in training speaking can be regarded as assistant of training listening. So in most occasions of using songs in English classes, speaking should be practiced after listening. There are some speaking suggestions: Discussing and retelling the story This activity can be seperated into three parts. The first part is listening and guessing the name of the songs. It can be u