高中英语必修2·Unit5·Music-Vocabulary教案(人教新课标)
Unit 5 Music
教案---vocabulary Contents: Deal with the language points in the text
Aim: Master the usage of the important points
Procedures:
Step1: Ask students to retell the story
Step2: Deal with the following language points.
(1)famous adj well or widely known
He is famous as a teacher
Be famous for
This town is famous for its beautiful buildings
(2)dream of sth/doing sth梦想
dream of a better future
dream of becoming famous
when she was young, she dream of being a doctor in the future.
(3)with +n + 现在分词或过去分词构成复合结构在句中做状语
With winter coming it’s time for us to prepare for oust final exam.
With she was young, she dream of being a doctor in the future.
With +n/pron doing sth (伴随的动作)
Done (已经完成被动的动作)
To do (将来执行的动作)
Adj
Adv
Pre phrase
The professor came in with a lot students following.
With the problem solved, we all feel very happy.
With lily to help us, we can finish the work in an hour.
He likes to sleep with the door open.
With her son away from home, the girl went home happily.
With a bag on her back, the girl went home happily.
(4)clap(clapped, clapping) vt拍，轻拍，振翼，拍翅膀vi 拍手
They clapped their hands.
The audience clapped after his speech.
（5）pretend “假装，假扮”.后面常跟不顶式作定语
He pretend not to know the faces.
He pretend to be reading an important when the boss entered.
He pretended that he was ill so that he could stay at home.
(6)be honest with 对….说老实话，对…诚实
I shall be quite honest with you.我会跟你说实话的.
(7)extra adj 剩余的，特别的
adv 剩余地，特别地
He is strong enough to carry the cargo , I don’t think he need some extra help.
I bought this picture at an extra high price.
(8)play jokes on sb : speak highly of or amusingly about sb/sth 拿某人开玩笑，与某人开玩笑
He is a serious , don’t play jokes on him
Don’t play jokes on the disables.
(9)be based on: use something as grounds 根据….以….为基础.
The story is based on real life.
The news repose is based on entirely on fact.
(10)at first,起初，开头，含有后来不好的意思
At first, she was afraid of water, but she soon later to swim.
(11) attractive adj 有吸引力的，有魅力的.
Attract vt 吸引力，引起
Attraction n 吸引力
The girl is very attractive
Like attracts like 物以类聚
（12）even +比较级
It’s even colder than yesterday
Even/much/a lot/far+比较级
The garden is much more beautiful than one
(13) break up: make something separated using force 解散，分裂，解体，驱散
The crowd started to break up when the night fell
Their marriage broke up a few years later.
(14) by chance=by accident 偶然地，意外地反义词on purpose
I met her quite by chance
(15) sort out: separate from a mass or a large group分类，拣出
The farmer sorted the best apples for eating
Step3:Homework
1、Use the language points in this period to make sentence
2、Exercise1,2,3 in using language
Step4:Feedback。
人教新课标高中英语必修二Unit 5 Music教案
Unit 5 MusicPeriod 1 Warming up & Reading★ Teaching aims:1. To activate the Ss in learning “music ”.2. To develop the Ss ’ ability of reading.3. To help the Ss know something about the different styles of music.★Difficult and Important Points:1. Help the Ss to sum up the main idea of each paragraph.2. Enable the Ss to understand the details about the passage The Band that Wasn ’t.★Teaching Methods:1. Task-based method2. Discussion★ Teaching proceduresStep 1 Warming up ( 6minutes )1) Task: Brain-storming ( 2minutes )Ask the students to name different music styles. Show some styles of music that they are not familiar with.folkpop2) Task: Listening and Matching ( 4minutes )1)Tell Ss: we are going to listen to eight kinds of music. Here are the pictures for them. Listen to them carefully and choose the proper picture for each of them.2) Guide the Ss to sum up the Characteristics for each music style.3) Check the answers on the computer screen.Step 3 Pre-reading ( 2minutes )1）Task :ListingHave you heard about any of the famous bands in the world? List some of them.Which one do you like best? Why?2) PresentationAsk the Ss to search the information about “The Monkees ” before class, and now encourage them to share their information with their teammate.Step 4 While-reading ( 23minutes )1) Task: Fast reading( 10minutes ) Read fast and then do some exercises①.Which band does the passage mainly talk about?③.Go over the passage and look for the main idea of each paragraph.2) Task: detailed reading ( 8minutes )Read the passage again very carefully and answer the detailed questions:①. What are the advantages if people form a band to play in the street?②. When did “The Monkees” break up and when did it reunite ?③. Why was “The Monkees” successful in their work?5) True or false ( 5minutes )①.Most musicians meet and form a band because they like to write and play music.②.The TV organizers had looked for five musicians who were lovely and who could make good music.③.Each week the group that was called “The Beatles” would play a song or two written by other musician.④. “The Monkees” broke up in about 1960,but reunited in 1980.Step 5 Discussion ( 9minutes )1) Find the music in our life!2) What are the functions of music ?3) Enjoy the song of the Monkees “I wanna be free”(4minutes)Step 6 Homework1). Read more about “The Monkees”.2). Find out the important language points in the passage。
高中一年级下学期英语《必修2 Unit5 Music Vocabulary》教学设计
Unit5 Music
Vocabulary
教材分析
本单元围绕音乐与生活这一话题，以虚拟合唱团这一新型音乐形式的形成为例，引导学生了解音乐的纽带作用，音乐的疗愈功能，音乐鉴赏与评论以及音乐节策划。
在此基础上，使学生能够结合自身经历，积极思考音乐是如何影响他们自己的生活。
课型
词汇课
教学目标
1.Get students to learn pronunciation, spelling and meaning of basic words in this unit；
2.Enable students to grasp certain rules of word formation by learning word families.
教学方法
1.Individual, pair or group work to make every students work in class;
2.Explanation for students to master some language points, words,expressions.
教学重点
重点词汇的讲解及运用
教学过程
教学反思
本课时设计40分钟完成教学任务。
在词汇训练和掌握层面本设计能达到预期目标。
教学设计中学生在能从话题词汇开始熟练掌握本单元词汇。
在练习中得到语言能力、学习能力进而文化意识的培养，但在思维品质培养上还是还存在空间，以及丰富教学法，增加教学辅助首段来提高学生的核心素养和思维品质。
高中英语必修二人教版：Unit+5+Music+教案2.doc
Unit 5 Music教学目标Teaching goalsLearning ability goalsLet students learn about attributive clause.Ability goalsEnable students to make sentences by using attributive clause.Emotion and valuesStimulate students’interest in learning grammar and learn to how to use attributive clause skillfully教学重点Teaching important points1.Let students know about basic information about attributive clause2.Have students learn how to tell attributive from other clauses学时难点Teaching difficult points1 .How to help students know about basic information about attributive clause2 .How to improve students’ability to judge a variety ofsentencesTeaching proceduresStep 1 RevisionRevise the definition of attributive clauseStep 2 Lead-in1.let students make some simple sentences by using attributive clause2.do a small quiz to check whether students have enough information about grammar.Step 3 guiding and practice1. tell the difference between non-restrictive attributive clause and restrictive clauseeg.Jim passed the driving test,____ __ surprised everybody in the office.A.whichB. thatC. thisD. it2. prep ＋relative pronouneg.a. Do you like the book _______ she spent $10?b. Do you like the book _______ she paid $10?c. Do you like the book _______ she learned a lot?d. He bought a telescope _______ he could study the skies.e. I thanked my classmates, ________I felt very grateful ,forhelping me a lot in my study.f. China has a lot of rivers, the second longest _______is the Yellow River.3. comprehensive evaluation①tell difference between attributive clause and it is/was ＋…thateg. where\thata.This is the library_____I borrowed the book.b.It is from this library____I borrowed the book.c. ---Where did you last see Mr. Smith?---It was in the hotel____ I lived.A. thatB. whichC. whereD. When②tell the difference between attributive clause and appositive clauseeg. 1. We all have heard the news_____ our team won.2. We don’t believe in the news _________ he told us yesterday.③tell the difference between attributive clause and compound clauseseg.A.Mr Li has three daughters, none of _________ is an engineer.b.2.Mr Li has three daughters, but none of _________ is a dancer.c..Mr Li has three daughters; _________ are doctors.④tell the difference between attributive clause and adverbial clauses.ega.He is such a good teacher as we all love and respect.He is such a good teacher that we all love and respect him.b.It is such a good place _____ everybody wants to visit _____ it is well-known all over the world.A. which; thatB. as ; asC. as ;thatD. that; as⑤tell the difference between attributive clause and noun clauses.a. The news ______came from the front was true.The news ______ he won the game was true.b. She was not ______ she used to be.She was not the woman ______she used to be.c.The city is no longer a place _____ it used to be.The city is no longer _____it used to be.d._____ is known to us all, paper was first made in China.._____ is known to us all that paper was first madein China.._____ is known to us all is that paper was first made in China. Step 4 discussion and practice (correct mistakes）1. I still remember the holidays I stayed with them.2. I’m going to work in the hospital where needs me.3. Those that haven’t been to the West Lake will gather at the school gate.4. I don’t like the way which you talked to your friend.5.This is the last time when I’ve given you lessons.6. Soon they came to a farm house,and in front of which sat a small boy.7. We heard the news which our team won the game.8. The reason which he explained it sounds reasonable.9. Those at the desk want to buy tickets write down your names.10. That was the reason because she looked old.11. Miss Chen is the only one of the few teachers who give us wonderful English lessons in our school.12. Taiwan, that we know, belongs to China.13. It is the one of the best films that have been shown recently.14. The third place which we are going to visit is Hangzhou.15. Which is known to all, many satellite are going around inthe sky.16. The students and things which you spoke of are known to us.17.Einstein is such a great scientist that we must learn from.18. The student who’s book I had borrowed didn’t come to school today.19. Who is the worker who took some pictures of the factory.20. The bike by which I traveled was his.Step 5 summary and home work1. Find out more about grammar and finish exercises after class.2. Preview the next part : Learning about language . Writing on the blackboardModel 2 Unit5grammar : attributive clause )1. Revision and what is attributive clause ?2. Lead-in3. Guiding and practice4. Discussing and more practice5. Summary and home work6. Homework精美句子1、善思则能“从无字句处读书”。
（完整版）人教新课标高一英语必修二Unit5Music教学设计
（完整版）人教新课标高一英语必修二Unit5Music教学设计Unit 5 MusicPeriod 1 Warming up & ReadingTeacher : Han WeiTeaching aimsKnowledge aims:1.Get students learn the useful new words and expressions in this part: roll.folk, jazz,musician,pretend,attach, form, passer-by, earn, extra, instrument, performance, pub, cash, studio, millionaire, actor, rely, broadcast,humorous, familiar, attractive, dream of, to be honest, attach...to... , in cash, play jokes on, rely on, get familiar with, or so, break up2.Let students learn about different types of music.Ability aims:1.Enable students to learn to talk about different kinds of music.2.Develop students' reading ability by learning to read about bands and let them learn different reading skills.Emotional aims:1.Arouse students' great interest in music.2.Develop students' sense of cooperative learning.Teaching Important Points:1.Let students learn more about different kinds of music.2.Get students to learn different reading,listening and speaking skills. Teaching Difficult Points:1.Develop students' reading ability.2.Enable students to learn to enjoy different kinds of music.Teaching Methods:1.Task-based teaching and learning2.Listening and practicing3.DiscussionTeaching aids:MediaTeaching proceduresStep 1 Warming upWarming up by watching videos1. Ask students the following questions:What kind of music it is?How much do you know about music?Can you tell us about the different kinds of music?2. Let students have a brainstorm.Divide students into two groups to talk about the different kinds of music and have a competition.3.Ask students to look at pictures on the screen and listen to different kinds ofmusic on the tape. See if they can guess which music matches with which picture.Step 2 Pre-reading1.Ask students to answer the question:Have you heard about any of the famous bands/groups in the world? List some if you have.2. Play the tape and let students listen to some pieces of music from different bands. Then ask them :Which band do you like best? (Show some pictures of some famous bands to the students.)3. Talk about "the Monkees" with the students.Do you know anything about "The Monkees " ?Step 3 Fast reading1. Reading the passage quickly and tell us what the passageis about.2. Try to find out the main idea of each paragraph.Para. 1. Dreaming of being a famous musician or singer.Para. 2. How musicians form bands.Para. 3. How the Monkees got their start.Para. 4. How Monkees become serious about the music business.Step 4 Careful readingRead the passage carefully and finish the following tasks:Task 1. Do the exercise True or False.1.Most musicians meet and form a band because they like to write and play music.2.The TV organizers had looked for five musicians who were lively and who could make good music.3.Each week the group that was called “The Beatles”would play a song or two written by other musician.4.Though the band pretended to sing at first, were popular with the fans.5.“The Monkees” broke up in about 1960, but reunited in 1980.Task 2. Which is the correct order of the growing of the Monkees?1.They started to play their own instruments and write their own music.2. They played songs written by other musicians.3. They produced a new record to celebrate their time as a band.4. The band broke up about 1970.A. 1→4→3→2B. 1→2→4→3C. 2→3→4→1D. 2→1→4→3 Task 3. Choose the adjectives that you think best describe "The Monkees".Give your reasons.Popular lively funny foolish brave crazy classical rich honest attractive famous determinedStep 5 Watch a video and sing the song together.Step 6Evaluation with encouraging words.Step 7 HomeworkRead the reading passage again and try to retell the passage The Band That Wasn't.。
(完整版)人教新课标高一英语必修二Unit5Music教学设计
Unit 5 MusicPeriod 1 Warming up & ReadingTeacher : Han WeiTeaching aimsKnowledge aims:1.Get students learn the useful new words and expressions in this part: roll.folk, jazz,musician,pretend,attach, form, passer-by, earn, extra, instrument, performance, pub, cash, studio, millionaire, actor, rely, broadcast,humorous, familiar, attractive, dream of, to be honest, attach...to... , in cash, play jokes on, rely on, get familiar with, or so, break up2.Let students learn about different types of music.Ability aims:1.Enable students to learn to talk about different kinds of music.2.Develop students' reading ability by learning to read about bands and let them learn different reading skills.Emotional aims:1.Arouse students' great interest in music.2.Develop students' sense of cooperative learning.Teaching Important Points:1.Let students learn more about different kinds of music.2.Get students to learn different reading,listening and speaking skills. Teaching Difficult Points:1.Develop students' reading ability.2.Enable students to learn to enjoy different kinds of music.Teaching Methods:1.Task-based teaching and learning2.Listening and practicing3.DiscussionTeaching aids:MediaTeaching proceduresStep 1 Warming upWarming up by watching videos1. Ask students the following questions:What kind of music it is?How much do you know about music?Can you tell us about the different kinds of music?2. Let students have a brainstorm.Divide students into two groups to talk about the different kinds of music and have a competition.3.Ask students to look at pictures on the screen and listen to different kinds ofmusic on the tape. See if they can guess which music matches with which picture.Step 2 Pre-reading1.Ask students to answer the question:Have you heard about any of the famous bands/groups in the world? List some if you have.2. Play the tape and let students listen to some pieces of music from different bands. Then ask them :Which band do you like best? (Show some pictures of some famous bands to the students.)3. Talk about "the Monkees" with the students.Do you know anything about "The Monkees " ?Step 3 Fast reading1. Reading the passage quickly and tell us what the passage is about.2. Try to find out the main idea of each paragraph.Para. 1. Dreaming of being a famous musician or singer.Para. 2. How musicians form bands.Para. 3. How the Monkees got their start.Para. 4. How Monkees become serious about the music business.Step 4 Careful readingRead the passage carefully and finish the following tasks:Task 1. Do the exercise True or False.1.Most musicians meet and form a band because they like to write and play music.2.The TV organizers had looked for five musicians who were lively and who could make good music.3.Each week the group that was called “The Beatles”would play a song or two written by other musician.4.Though the band pretended to sing at first, were popular with the fans.5.“The Monkees” broke up in about 1960, but reunited in 1980.Task 2. Which is the correct order of the growing of the Monkees?1.They started to play their own instruments and write their own music.2. They played songs written by other musicians.3. They produced a new record to celebrate their time as a band.4. The band broke up about 1970.A. 1→4→3→2B. 1→2→4→3C. 2→3→4→1D. 2→1→4→3 Task 3. Choose the adjectives that you think best describe "The Monkees".Give your reasons.Popular lively funny foolish brave crazy classical rich honest attractive famous determinedStep 5 Watch a video and sing the song together.Step 6Evaluation with encouraging words.Step 7 HomeworkRead the reading passage again and try to retell the passage The Band That Wasn't.。
人教新课标必修二_Unit_5_Music[单元教案]
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人教新课标必修二_Unit_5_Music[单元教案] Unit5Module2Period1&2Warmingup&ReadingFocus:ReadingTeachingGoals1.ToactivatetheSsinlearning“music”.2.TodeveloptheSs’abilityofreading.3.TohelptheSsknowsomethingaboutthedifferentstylesofmusic.Importantpoints1.EnabletheSstounderstandthedetailsaboutthepassageTheB andthatWasn’t.2.HelptheSstosumupthemainideaofeachparagraph.TeachingProceduresStep1Warmingup1)LeadinBeforeclass,TplaysasongI’mabelieverwhichwassungbyThe Monkees,withthewordsofthesongprintedonthescreen.Thentellthem:Thisisoneofmyfavoritemusic.Themusicisalittles how.WhenIlistentoit,itwillremindofmanyoldthings.SoIlikeitverym uch.Whatisyourfavoritemusic?Andwhydoyoulikeit?Soyourfavorit emusicbelongstopopmusic/rock…Whatotherkindsofmusicdoyou know?(classicalmusic,pop,folk,jazz,dance,rockandroll,hip-hop,rapetc.)2)Task:Brain-stormingAskthestudentstonamedifferentmusicstyles.Showsomestyles ofmusicthattheyarenotfamiliarwith.ClassicalrapRockandrollfolkpopJazzHip—hop…Step2ListeningandMatching1)TellSs:wearegoingtolistentoeightkindsofmusic.Herearethe picturesforthem.Listentothemcarefullyandchoosetheproperpictu reforeachofthem.2)GuidetheSstosumuptheCharacteristicsforeachmusicstyle.InformationBox:KnowledgeaboutmusicPunkRock这种音乐较另类，比较迷幻，也很吵，歌词一般都很颓废，很低迷，很多地下乐队都是这种风格，所以才不被承认，不过要表达的内涵还是很丰富的。
最新人教版新课标高一英语必修2+unit5+music教案名师优秀教案
人教版新课标高一英语必修2 unit5 music教案Unit 5 MusicPart One: Teaching Design (第一部分:教学设计)Period 1: A sample lesson plan for reading(THE BAND THAT WASN?T)Aims?To learn to talk about kinds of music?To learn to read about bands?To study The Attributive Clause (in/ for/ with/ by，which/ whom) ?To learn to write an e-mailProceduresI. Warming upWarming up by describingGood morning, class. Today we are going to talk about an interesting topic --- music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music? Can you tell about different kinds of music? Now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.Warming up by discussingHi, everyone. Do you like music? How much do you know about music? Can you tellabout the different kinds of music? Please turn to page 33. Look at the pictures. Let?s listen to some music. Let?s see if you can guess which music matches withwhich picture.Classical music Country music Rock …n? RollRap Orchestra Folk music Yes, you are right. I?m sure you willreally enjoy yourselves after listening to allthese beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let?s discuss these questions in small groups. Try to share youropinions with one another.II. Pre-reading1.Thinking and sayingHave you heard about any of the famous bands in the world? List some if you can. For reference: I?ve heard about “The Beatles”, “Back Street Boys”, “The Eagles”,“West life” and “Pink Floyd”.2.Listening, talking and sharingLet?s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is tostand up and share the group idea with the class.For reference: I am from Group 1. Our group likes “The Beatles” best. We like theirstyle of performances. Listening to their performances, we will feel relaxed,amused, and their performances make us think a lot about life.Do you know anything about “The Monkees”?For reference: “The Monkees” is a band that was first popular in the 1960s in America. Unlike most bands of the time, the Monkees were not formed by its members but rather by TV producers. They were a fictional band in the TV show of the same name. The band was composed of Mike Nesmith, Mickey Dolenz, Davy Jones, and Peter Tork. All the members had some musical experience. Let?s cometo the reading --- The Band That Wasn?t and find more about them.III. Reading1.Reading aloud to the recordingNow please listen and read aloud to the recording of the text THE BAND THAT WASN?T. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and youshall read aloud twice, too.2.Reading and underliningNext you are to read and underline all the useful expressions or collocations in thepassage. Copy them to your notebook after class as homework.Collocations from THE BAND THAT WASN?Tdream of doing , at a concert , with sb. clapping and enjoying …, sing karaoke , behonest with oneself, get to form a band, high school students, practice one?s music, play to passers-by, in the subway, earn some extra money, begin as a TV show, play jokes on…, be based loosely on…, the TV organizers, make good music,put an advertisement in a newspaper, look for rock musicians,pretend to do sth., the attractive performances, be copied by…, support them fiercely, become more serious about…, play their own instruments, produce one?s own records, start touring, break up, in the mid-1980s, a celebration of one?s time as a real band3.Reading to identify the topic sentence of each paragraph Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.1st paragraph: How do people get to form a band?2nd paragraph: Most musicians meet and form a band.3rd paragraph: One band started as a TV show.4th paragraph: “The Monkees” became even more popular than “The Beatles”.3.Reading and transferring informationRead the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band.How do people get to form a band?Members High school studentsReasons They like to write and play music.Places They practice their music in someone?s home.Forms They may play to passers-by in the street or subway. Results They can earn some extra money. They may also have a chance to dream of becoming famous.How was The Monkees formed and became a real band?The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, Mike Nesmith & Davy Jonesbeginning of the band It began as a TV show.style of the performance They played jokes on each other as well as played music. first music and jokes Most of them were based loosely on the band called “The Beatles”.development of the band They became more serious about their work and started to play their own instruments and write their own songs like a real band. They produced their own records and started touring and playing their own music. changes of the band The band broke up in about 1970, but reunited in the mid-1980s. They produced a new record in 1996, which was a celebration of their time as a real band.4. Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me.IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1, 2, 3 and 4. Closing down by having a discussionDo you think the TV organizers were right to call “The Monkees” a band when theydid not sing or write their own songs? Why?For reference: I don?t think the TV organizers were right to call “The Monkees” a band when they did not sing or wri te their own songs because singing and writing its own songs was the basis of a band.Do you agree that the jokes were more important than the music forthis band? Give a reason.For reference: Yes. I think it is the jokes that really attract more fans. No. I think the purpose of forming a band is getting people to enjoy the spirit of music. It?s more important than playing jokes justto make people laugh.Closing down by retelling the form of the band The Monkees.I shall write some key words and expressions on the board. You areto retell the form of the band according to these words.For reference: begin as a TV show, the TV organizers, look for, putan advertisement in a newspaper, use actors for the other members of the band, pretend to sing必修2英语同步教案Unit 5 MusicPeriod 2: A sample lesson plan for Learning about Language(The Attributive Clause (in/ for/ with/ by，which/ whom).AimsTo help students learn about the Attributive Clause with a preposition in front. To help students discover and learn to use some useful words and expressions.To help students discover and learn to use some useful structures. ProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 35 and do exercises No. 1, 2 and 3 first. Check your answers against your classmates?.II. Learning about grammar1.Reading and thinkingTurn to page 34 and read with me the text of THE BAND THAT WASN?t.As you read on, pay attention to The Attributive Clause (in/ for/ with/ by，which/ whom), thatis, the attributive clauses with a preposition ahead of the relative pronoun shown in the sentences.For reference: The musicians of whom the band was formed playedjokes on each other as well as played music. However, after a year or so in which they be came more serious about their work, “The Monkees” started to play their own instruments and write their own songs like a real band.2.Doing exercises No. 1 and 2 on page 35Turn to page 34. Look at the two sentences:The musicians of whom the band was formed played jokes on each other as well as played music.However, after a year or so in which they became more serious about their work, “The Monkees” started to play their own instruments and write their own songslike a real band.Pay attention to the structure: preposition + relative pronoun. Usually only two relative pronouns --- which and whom--- can be used in the Attributive Clause, with a preposition put before the clause. That can?t be used. Look at the screen.Here are more examples on this kind of structure.1.This is the reason for which he left his hometown. (=why)2.I?ll never forget the day on which we stayed together. (=when)3.This is the girl from whom I learned the news.4.The person to whom I spoke just now is the manager that I told you about.5.I?ll show you a store in which you may buy all that you need.(=where)6.I don?t like the way in which you laughed at her.(=that)Now go on to do Exercise No. 2 on page 36, that is, to sort out the sentences. III. Ready used materials for The Attributive Clause (in/for/ with/ by，which/whom)In formal styles we often put a preposition before the relative pronouns which and whom:•The rate at which a material heats up depends on its chemical composition.•In the novel by Peters, on wh ich the film is based, the main character is ateenager.•An actor with whom Gelson had previously worked contacted him about the role.•Her many friends, among whom I like to be considered, gave her encouragement.Notice that after a preposition you can?t use who in place of whom, and you can?tuse that or zero relative pronoun either:•Is it right that politicians should make important decisionswithout consulting the public to whom they are accountable? (not --- the public to who they are accountable.)•The valley in which the town lies is heavily polluted. (not --- The valley in that thetown...)•Arnold tried to gauge the speed at which they were traveling. (not --- the speedat they were traveling.)In informal English we usually put the preposition at the end in attributive clauses rather than at the beginning:•The office which Graham led the way to was filled with books.•Jim?s footballing ability, which he was noted for, had been encouraged by his parents.•The playground wasn?t used b y those children who it was built for.In this case we prefer who rather than whom (although whom is usedin formal contexts). In restrictive attributive clauses we can also use that or zero relative pronoun instead of who or which (e.g. ...the children (that) it was built for). If the verb in attributive clauses is a two-or-three-word verb (e.g. come across, fill in, go through, look after, look up to, put up with, take on) we don?t usually put the preposition at the beginning:• Your essay is one of tho se (which/that) I?ll go through tomorrow. (rather than...through which I?ll go tomorrow.)• She is one of the few people (who/that) I look up to. (not ... to whom I look up.) In formal written English, we often prefer to use of which rather than whose to talk about things:•A huge amount of oil was spilled, the effects of which are still being felt.(or...whose effects are still being felt.)•The end of the war, the anniversary of which is on the 16th of November, will be commemorated in cities throughout the country.(or...whose anniversary is on...) Note that we can?t use of which in place of whose in the patterns described in Unit 71B:•Dorothy was able to switch between German, Polish and Russian, all of which she spoke fluently. (not..,all whose she spoke...) We can sometimes use that...of in place of of which. This is less formal than of which and whose, and is mainly used in spoken English: •The school that she is head of is closing down. (or The school of which she is head...)Whose can come after a preposition in attributive clauses. However, it is more natural to put the preposition at the end in less formal contexts and in spoken English:•We were grateful to Mr. Marks, in whose car we had traveled home. (or...whose car we had traveled home in.)•I now turn to Freud, from whose work the following quotation is taken.(or...whose work the following quotation is taken from.)IV. Closing down by doing exercises:Join the sentence halves using which or whom after an appropriate preposition. (A)a. I would never have finished the work.b. It was primarily written.c. We know nothing.d. They got a good view.e. He learned how to play chess.f. Dennis scored three goals in the final.g. She was born.h. It was discovered.1.They climbed up to the top of a large rock.2. I would like tothank my tutor.3. She has now moved back to the house on Long Island.4. The staris to be named after Patrick Jenks. S. This is the ball.6. He is now able to beat his father.7. The book is enjoyed by adults as well as children. 8. There arestill many things in our solar system. Key for reference:1.They climbed up to the top of a large rock, from which they got a good view.2. I would like to thank my tutor, without whom I would never have finished thework.3. She has now moved back to the house on Long Island, in which she was born.4. The star is to be named after Patrick Jenks, by whom it was discovered. S. This is the ball. Dennis scored three goals in the final.6. He is now able to beat his father, from whom he learned how toplay chess. 7. The book is enjoyed by adults as well as children, about whom it was primarily written.8. There are still many things in our solar system, about which we know nothing. Are these correct or appropriate? If they are, put a?. If they are not, give a reason, correct them and give alternatives if you can. (A)I. It's a piece of jewelry across which I came in an antique shop. --- which I came across in an antique shop. (…came across? is a two-word verb.)2. The extra work which she took on was starting to affect her health.3. My mother, after whom I looked for over 20 years, died last year.4. The people whom I work with are all very friendly.5. Some of the criticisms with which they had to put up were very unfair.6. He had many friends with whom he had a regular correspondence.7. The woman to who he is engaged comes from Poland.8. The forms which I had to fill in were very complicated.Rewrite these sentences so that they are more appropriate for formal written English. Use preposition + which or preposition + whose, as appropriate. (B) I. Tom Sims, whose car the weapons were found in, hasbeen arrested. Torn Sims, in whose car the weapons were found, has been arrested.2. Tom Ham, whose novel the TV series is based on, will appear inthe first episode. 3. Dr Jackson owns the castle whose grounds the main road passes through. 4. Tessa Parsons is now managing director of Simons, the company that she was once a secretary in.5. Allowing the weapons to be sold is an action that the Government should be ashamed of.6. The dragonfly is an insect that we know very little of.。
Unit+5+Music+Vocabulary1+新授课教案+ 高中英语人教版(2019)必修第二册
时间: 年日课型:词汇课时: 主备人:必修二Unit 5 MusicTeaching aims:1)To teach these words’ usage: perform/enable/ prove/ award2)To use them freely.Teaching importance:To understand their usages clearly.Teaching difficulty:To use them in different context correctly .Teaching procedures:1. Lead in: Read these words about perform/enable/ prove/ award2. Learning aims1)To learn these words’ usage: perform/enable/ prove/ award2)To use them freely.3.Study and think independently1) To read the Task 1、2、3、5in P85-86（导学案）.2)To find all the knowledge points about perform/enable/ prove/ award3) To find the key and difficult points.4) To find the points you don't understand.4. Self-learning guidance1) To finish the form-changed exercises.(导学案P85-86)2) To mark the check points.3) To check the answers.5. Questions and advice1)Share answers and correct the mistakes.2)Discuss the difficulties and help students solve some questions if necessary.Task1The performer promised that he would perform his duty and do the experiment well according to the plan. As a result, he performed his promise.would+v.原形过去将来时态表演者答应他将会履行自己的职责，按照计划做好实验。
人教版高中英语必修2+Unit+5+Music+period+2+教案2.doc
Unit 5 MusicGrammar and Useful StructuresAimsTo help students learn about the Attributive Clause with a preposition in front.To help students discover and learn to use some useful words and expressions.To help students discover and learn to use some useful structures.ProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 35 and do exercises No. 1, 2 and 3 first. Check your answers against your classmates’.II. Learning about grammar1.Reading and thinkingTurn to page 34 and read with me the text of THE BAND THAT WASN’t. As you read on, pay attention to The Attributive Clause (in/ for/ with/ by＋which/ whom), that is, the attributive clauses with a preposition ahead of the relative pronoun shown in the sentences.2.Doing exercises No. 1 and 2 on page 35Turn to page 34. Look at the two sentences:The musicians of whom the band was formed played jokes on each other as well as played music. However, after a year or so in which they bec ame more serious about their work, “The Monkees” started to play their own instruments and write their own songs like a real band.Pay attention to the structure: preposition + relative pronoun. Usually only two relative pronouns --- which and whom--- can be used in the Attributive Clause, with a preposition put before the clause. That can’t be used. Look at the screen. Here are more examples on this kind of structure.Now go on to do Exercise No. 2 on page 36, that is, to sort out the sentences.III. Ready used materials for The Attributive Clause (in/ for/ with/ by＋which/ whom)In formal styles we often put a preposition before the relative pronouns which and whom:∙The rate at which a material heats up depends on its chemical composition.∙In the novel by Peters, on which the film is based, the main character is a teenager.∙An actor with whom Gelson had previously worked contacted him about the role.∙Her many friends, among whom I like to be considered, gave her encouragement.Notice that after a preposition you can’t use who in place of whom, and you can’t use that or zero relative pronoun either:∙Is it right that politicians should make important decisions without consulting the public to whom they are accountable? (not --- the public to who they are accountable.)∙The valley in which the town lies is heavily polluted. (not --- The valley in that the town...)∙Arnold tried to gauge the speed at which they were traveling. (not --- the speed at they were traveling.)In informal English we usually put the preposition at the end in attributive clauses rather than at the beginning:∙The office which Graham led the way to was filled with books.∙Jim’s footballing ability, which he was noted for, had been encouraged by his parents.∙The playground wasn’t used by those children who it was built for.In this case we prefer who rather than whom (although whom is used in formal contexts). Inrestrictive attributive clauses we can also use that or zero relative pronoun instead of who or which (e.g. ...the children (that) it was built for).If the verb in attributive clauses is a two-or-three-word verb (e.g. come across, fill in, go through, look after, look up to, put up with, take on) we don’t usually put the preposition at the beginning:∙Your essay is one of those (which/that) I’ll go through tomorrow. (rather than...through which I’ll go tomorrow.)∙She is one of the few people (who/that) I look up to. (not ... to whom I look up.)In formal written English, we often prefer to use of which rather than whose to talk about things:∙A huge amount of oil was spilled, the effects of which are still being felt. (or...whose effects are still being felt.)∙The end of the war, the anniversary of which is on the 16th of November, will be commemorated in cities throughout the country. (or...whose anniversary is on...)Note that we can’t use of which in place of whose in the patterns described in Unit 71B:∙Dorothy was able to switch between German, Polish and Russian, all of which she spoke fluently. (not..,all whose she spoke...)We can sometimes use that...of in place of of which. This is less formal than of which and whose, and is mainly used in spoken English:∙The school that she is head of is closing down. (or The school of which she is head...)Whose can come after a preposition in attributive clauses. However, it is more natural to put the preposition at the end in less formal contexts and in spoken English:∙We were grateful to Mr. Marks, in whose car we had traveled home. (or...whose car we had traveled home in.)∙I now turn to Freud, from whose work the following quotation is taken. (or...whose work the following quotation is taken from.)IV. Closing down by doing exercises:Join the sentence halves using which or whom after an appropriate preposition. (A)a.I would never have finished the work.b.It was primarily written.c.We know nothing.d.They got a good view.e.He learned how to play chess.f.Dennis scored three goals in the final.g.She was born.h.It was discovered.1.They climbed up to the top of a large rock.2. I would like to thank my tutor.3. She has now moved back to the house on Long Island.4. The star is to be named after Patrick Jenks.S. This is the ball.6. He is now able to beat his father.7. The book is enjoyed by adults as well as children.8. There are still many things in our solar system.Are these correct or appropriate? If they are, put a√. If they are not, give a reason, correct them and give alternatives if you can. (A)I. It's a piece of jewelry across which I came in an antique shop. --- which I came across in an antique shop. (‘came across’ is a two-word verb.)2. The extra work which she took on was starting to affect her health.3. My mother, after whom I looked for over 20 years, died last year.4. The people whom I work with are all very friendly.5. Some of the criticisms with which they had to put up were very unfair.6. He had many friends with whom he had a regular correspondence.7. The woman to who he is engaged comes from Poland.8. The forms which I had to fill in were very complicated.Rewrite these sentences so that they are more appropriate for formal written English. Use preposition + which or preposition + whose, as appropriate. (B)I. Tom Sims, whose car the weapons were found in, has been arrested. Torn Sims, in whose car the weapons were found, has been arrested.2. Tom Ham, whose novel the TV series is based on, will appear in the first episode.3. Dr Jackson owns the castle whose grounds the main road passes through.4. Tessa Parsons is now managing director of Simons, the company that she was once a secretary in.5. Allowing the weapons to be sold is an action that the Government should be ashamed of.6. The dragonfly is an insect that we know very little of.品味人生1、不管鸟的翅膀多么完美，如果不凭借空气，鸟就永远飞不到高空。
高中英语 Unit 5《Music-Vocabulary and Useful Expressions》教案 新人教版必修2
Unit 5 MusicI. Language points1.dream vi.梦到，梦见…dream of/about sth./doing sth.梦想…dream of a better futuredream of becoming famousI dreamed that I was flying like a bird in the sky.dream n.梦，理想…Have a dream（= dream a dream）做一个梦Realize one’s dream 实现某人的梦想注意：dream 的用法与think相近，后面一般不用不定式作宾语。
Dream的过去式，过去分词有两种形式：dreamed，dreamed；dreamt，dreamt。
I’ve long_______ paying a visit to the Great Wall of China.A. dreamed upB. dreamed awayC. dreamed aboutD. dreamed outKey: C dream about/of doing sth. “梦想做… …”2. with+n. +现在分词或过去分词构成复合结构在句中做状语With winter coming it’s time for us to prepare for our final exam. （伴随的动作）With the homework done, he went home happily. （已经完成被动的动作）拓展：with+n./pron. + to do（将要执行的动作）adj.（）adv.（）prep phrases（）参考例句：The professor came in with a lot of students following.With the problem solved, we all feel very happy.With Lily to help us, we can finish the work in an hour.He likes to sleep with the door open.With her son away from home, she felt very lonely.With a bag on her back,the girl went home happily.3. honest adj. 诚实的拓展： honestly adv. 诚实地dishonest adj.不诚实的honesty n. 忠实，诚实，正直to be honest 说实话，常用作插入语be honest with sb 对… …说老实话，对某人以诚相待（be quite honest about it 老实说，常用作插入语，be frank with you坦诚相告，坦白说，to tell you the truth 跟你说实话吧）I will be honest with you.If you are honest with the others, they will help you a lot.To be honest, I don’t like to work for our company.4. extra (1.) adj. 额外的，特别的He is strong enough to carry the cargo,I don’t think he needs some extra help.(2.)adv. 额外，另外，外加；特别，分外They charge extra for wine. 他们另收酒钱。