高中英语Unit5Music教案1 新人教版
高中英语Unit 5 Music教案1 新课标 人教版 必修2
高中英语Unit 5 Music教案1 新课标人教版必修2Part One: Teaching Design (第一部分：教学设计)Period 1: A sample lesson plan for reading(THE BAND THAT W ASN’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 tell about 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 with which picture.Classical music Country music Rock ‘n’ RollRap Orchestra Folk musicYes, you are right. I’m sure you will really enjoy yourselves after listening to all these 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 your opinions 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 to stand up and share the group idea with the class.For reference:I am from Group 1. Our group likes “The Beatles”best. We like their style 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. Unlikemost 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 MikeNesmith, Mickey Dolenz, Davy Jones, and Peter Tork. All the members had some musical experience. Let’s come to 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 T HE 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 you shall readaloud twice, too.2.Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Collocations from THE BAND THAT W ASN’Tdream of doing , at a concert , with sb. clapping and enjoying …, sing karaoke , be honest withoneself, get to form a band, high school students, practice one’s music, play to passers-by, in thesubway, earn some extra money, begin as a TV show, play jokes on…, be based loosely on…, theTV 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, becomemore serious about…, play their own instruments, produce one’s own records, start touring, breakup, in the mid-1980s, a celebration of one’s time as a real band3.Reading to identify the topic sentence of each paragraphSkim 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 ofbecoming 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 playtheir own instruments and write their own songs like a real band.They produced their own records and started touring and playingtheir 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 oftheir 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 they did 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 whenthey did not sing or write their own songs because singing and writing its own songs was the basisof a band.Do you agree that the jokes were more important than the music for this 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 moreimportant than playing jokes just to 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 are to retell the form of the band according to these words.For reference: begin as a TV show, the TV organizers, look for, put an advertisement in a newspaper, use actors for the other members of the band, pretend to singPeriod 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 p age 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 W ASN’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.For reference: The musicians of whom the band was formed played jokes on each other as well asplayed 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 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 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.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 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). 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 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.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 the work.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 to play 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, 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.Period 3: A sample lesson plan for Using LanguageAimsTo read the story about Freddy and then enjoy and understand Beatles’ songs.To use the language by reading, listening, speaking and writing.ProceduresI. Warming up by listening and writingTurn to page 37 and read these sentences before listening to the tape. Then listen to the tape and decide true or false.II. Guided reading1.Reading and translatingRead more about Freddy’s life and translate it into Chinese paragraph by paragraph.2.Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Collocations from Freddy’s lifebecome famous, visit Britain on a tour, wait for hours to get tickets for the concerts, be confident,enjoy singing and all the congratulations, the most exciting experience, sing in a TV programcalled “Top of the Pops, wear an expensive suit, give a performance to a TV camera, go wrong,not go out without being followed everywhere, wear sunglasses, hide in railway stations, one’spersonal life, become too painful for sb., pack one’s bags3.Doing exercisesNow you are going to do exercises No. 3, 4 and 5 on page 38 following the article.Ex3: Here are the incorrect sentences which should be crossed out.1.Freddy and his band always loved being pop stars.2.His favorite program was “Top of the Pops”.3.Things went wrong because Freddy and his band hid themselves.4.They realized they had to go because they were painful.Exercise 4 Answer these questions:1.This is an open question by which students are asked about their opinions.Answers may vary.2.Answers may vary but there is information in the reading passage that may include:--- becoming rich;--- doing a job you want to do;--- having many fans;--- people enjoying your music.3.Answers may vary but information may include:--- peaceful and quiet;--- a private life away from crowds;--- a personal life which others do not discuss.Exercise 5: The main idea is No. 3. This is a story about a band that became famous and did not like it. Only No. 3 best summarizes the main idea, while all the others reflect just part of the main idea. At first, Freddy and his band wanted to be famous, but when he became famous, they were always being followed wherever they went, which they found painful.III. Guided writing1.Writing a letter for advicePlease turn to page 38 writing. Let’s read the instructions.You and your friends want to start your own band. However, you have never played in a bandbefore. You write an e-mail to Freddy for his advice. The e-mail is started for you, but you have tofinish it.You’d better do some brainstorming in small groups before writing your letters. You should follow the procedure for brainstorming and outlining introduced in Module 1 Unit 2.Writing tips:1.In groups discuss some questions you would like to ask Freddy.2.Make a list of them and choose the best questions.3.Share your ideas with another pair; discuss all questions and then decide which ones you wantto ask Freddy.e each question to start a new paragraph.5.Write your question first; then add extra information to show Freddy why you need help.6.Finish the letter politely and thank Freddy for his help.2.Reading Freddy’s replyLet’s read Freddy’s reply and answer the questions:--- How was Freddy’s band formed?--- What advice does Freddy give?3.Writing a note and a paragraphPlease turn to page 74. Now in pairs you are going to decide on the best way to tell a foreign friend about one kind of Chinese folk music. What do you think they need to know before they can enjoy it? Why do you like it? Who are your favorite singers? Discuss it with your partner and write notes to remind you of your most important ideas. Then write a paragraph telling your foreign friend about the type of Chinese folk music you have chosen. Use a dictionary and other reference books to help you.IV. Further applyingFinding informationGo to the library to read or get online to search in order to find more information on music and musicians. Takenotes of your findings and report them to your group mates next Monday morning.V. Closing down by filling a formMake use of the text and others to fill in the form below.How do people form a bandMembersReasonsPlacesFormsResultsClosing down by describing a bandTo end this period, I am going to have two of you to describe to the class a band whom you appreciates. Who’d like to speak first?Part Two: Teaching Resources (第二部分：教学资源)Section 1: A text structure analysis of THE BAND THAT WASN’TI. Type of writing and summary of the ideaType of writing This is a piece of narrative writing.Main idea of the passage The band The Monkees was formed in quite a different way.It started as a TV show, with musicians played jokes on eachother as well as played music, based loosely on the bandcalled The Beatles. As time went on, their attractiveperformances gained fiercely support from their fans. Withtheir own particular style of performing their band at lastbecame very popular in the USA.Topic sentence of 1st paragraph Have you ever wanted to be a famous singer or musician?Topic sentence of 2nd paragraph Most musicians meet and form a band because they like toplay music.Topic sentence of 3rd paragraph However, there was one band that started in a different way.Top sentence of 4th paragraph Their attractive performances were copied by other groups and their fans supported them fiercely.II. A tree diagramIII. A retold passage of the text 1. A possible version:Being a famous singer or musician may be the dream of many people. Becoming a member of a band may help you realize the dream. But just how can people form a band?Most musicians often meet and form a band for they are congenial with each other. High school students may also form a band to practice music together or sometimes play in the street to passers-by to earn some extra money, which is also a chance to realize their dreams of becoming famous.However, There was a band which was started in quite a different way. The musicians of whom the band was formed played jokes on each other and played music, loosely based on the Beatles. Their exciting performances were copied by other groups and were fiercely supported by their fans. That band was The Monkees. After a year or so, The Monkees became more serious of their work, playing their own instruments and writing their own music. Though it broke up in 1970, it reunited in the mid-1980s and is still popular today. Section 2: Background information on music, musicians and the band The Monkees I. Different types of music: Folk musicIt has been passed down from one generation to another. At first it was never written down. People learned theDreaming of being a famousmusician orsinger.How musicians form bands.HowThe Monkees got their start.How The Monkees became seriousabout the musicbusiness.songs from their families, relatives, neighbors and friends in the same village. These songs were about the country life, the seasons, animals and plants, and about love and sadness in people’s lives.Pop musicIt is a kind of modern music with a strong beat and not of lasting interest, especially just favored for a short time by younger people•Rock ’n’ RollIt is also called rock and roll, a kind of modern music with strong beat, played loudly on electrical instruments, in which the singer repeats the same few simple words.JazzJazz was born in the USA around 1890. It came from work songs sung by black people and had its roots in Africa. Jazz started developing in the 1920s in the southern states. Soon it was played by white musicians, too, and reached other parts of the USA.African musicIt plays an important part in people’s lives, especially for work, and at festivals and weddings, when people dance all night long.Indian musicIt’s not written down. There is a basic pattern of notes which the musician follows. But a lot of modern music is also written. India also produces films with music, and millions of records are sold every year.Music in the CaribbeanThe slaves who were brought from Africa developed their own kind of music. West Indians make musical instruments out of large oil cans. They hit different parts of the drum with hammers to produce different notes. This type of music has become very famous in Britain and is very good music to dance to.II. Famous musicians:Joseph Haydn（1732-1809）was an Austrian composer and is known as “the father of the symphony”. Other composers had written symphonies before Haydn, but he changed the symphony into a long piece for a large orchestra.He was born in a village in Austria, the son of a peasant. He had a beautiful singing voice. After studying music in Vienna, Haydn went to work at the court of a prince in eastern Austria, where he became director of music. Having worked there for 30 years, Haydn moved to London, where he was very successful.Wolfgang Amadeus Mozart (1756-1791)was a composer, possibly the greatest musical genius of all time. He only lived 35 years and he composed more than 600 pieces of music.Mozart was born in Salzburg, Austria. His father Leopold was a musician and orchestra conductor. Wolfgang had musical talent from a very early age. He learned to play the harpsichord in a concert for the Empress of Austria. By the time he was 14, Mozart had composed many pieces for the harpsichord, piano and violin, as well as for orchestras. While he was still a teenager, Mozart was already a big star and toured Europe giving concerts. Haydn met Mozart in 1781 and was very impressed with him. “He is the greatest composer the world has known,” he said. Th e two were friends until Mozart’s death in 1791.Ludwig van Beethoven (1770-1827)was born in Bonn, Germany. He showed musical talent when he was very young, and learned to play the violin and piano from his father, who was a singer. Mozart met Beethoven and was impressed by him. “He will give something wonderful to the world,” he said. Beethoven met Haydn in 1791, but was not impressed by the older man. After they had known each other for many years, Beethoven said, “He is a good composer, but he has taugh t me nothing.” However, it was Haydn who encouraged Beethoven to move to Vienna. Beethoven became very popular in the Austrian capital and stayed there for the rest of his life. As he grew older, he began to go deaf. He became completely deaf during the last years of his life, but he continued composing.III. Musical instrument 乐器saxophone electrical equipment pianoguitar fluteV. What are the functions of music?•Make thin gs more lively and interesting•Make things better for people to understand and enjoy•Express people’s feeling•Make people feel good•Help people forget their pain•Attract people’s attention•help people to remember things wellVI. The introduction of the band The MonkeesThe Monkees were a four-person band who appeared in an American television series of the same name, which ran on NBC from 1966 to 1968. The Monkees were formed in 1965 in Los Angeles, California and disbanded in 1970. At their peak they were one of the most popular musical acts of their time.Several reunions of the original lineup have taken place. The first reunion lasted from 1986 to 1989, and a second regrouping took place between 1996-1997. The Monkees last worked together for a brief period in 2001.Section 3: Words and expressions from Unit 5 THE BAND THAT W ASN’TI. Words for Readingclassicaladj. (of music)put together and arranged(composed) with serious artistic intentions; having an attraction that lasts over a long period of time(as opposed to popular or folk music)（音乐）古典的Bach and Beethoven wrote classical music. the classical music of India/ the classical symphonyrollvt.&vi.1. to (cause to) move along by turning over and over（使）滚动We rolled the barrels of oil onto the ship. Tears were rolling down her cheeks. 2. to move steadily and smoothly along(as) on wheels(车轮)滚动；转动The train rolled slowly into the station. The waves rolled over the sand. 3. (of a ship)to swing from side to side with the movement of the waves摇摆;摇晃The ship rolled so heavily that we were all sick.4. keep the ball rolling: to keep things active and moving（使事情，工作等）继续进行下去；不松懈5.set the ball rolling: to be the first to do something, hoping that others will follow带动；带头（希望他人跟随）I’ll sing a song first, just to set the ball rolling.folkadj. of, connected with, or being music or any other art that has grown up among working and/or country people as an important part of their way of living and belongs to a particular area, trade, etc., or that has been made in。
人教版高一英语模块二Unit5Music优秀教案.doc
人教版高一英语优秀教案Unit 5 Module 2Period 1&2 Warming up & ReadingFocus: ReadingTeaching Goalsl・To activate the Ss in learning “musict2.To develop the Ss，ability of reading.3.To help the Ss know something about the different styles of music.Important points1.Enable the Ss to understand the details about the passage The Band that Wasn't.2.Help the Ss to sum up the main idea of each paragraph.Teaching ProceduresStep 1 Warming up1)Lead inBefore class, T plays a song Vm a believer which was sung by The Monkees, with the words of the song printed on the scrccn・Then tell them: This is one of my favorite music. The music is a little show. When I listen to it, it will remind of many old things. So I like it very much. What is your favorite music? And why do you like it? So your favorite music belongs to pop music/rock... What other kinds of music do you know? (classical music, pop, folk，jazz, dance, rock and roll, hip-hop, rap etc.)2)Task: Brain・stormingAsk the students to name different music styles. Show some styles of music that they are not familiar with.Classical rapStep 2 Listening and Matching1)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.Information Box: Knowledge about music•Punk Rock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。
高中英语Unit5Music教案1新人教版
高中英语Unit5Music教案1新人教版Unit 5 MusicTeaching goals:1. To have a good understanding of music.2. To learn about a band that was popular long ago.3. Talk about the function of music.The importance of this period:By leaning the text, get to know something of music.The difficulty of this period:Understand the main idea of this text.Teaching aids: Computer, recorder and projectorTeaching procedures:Step 1: Warming-upThrough listening to an English song” Take me to your heart”, attract the student’s attention.Step 2: Pre-reading1. Ask the them what kind of music they like best.2. List some kinds of music.3. Present some different music and let them guess.4. lead to some bands5. Focus on the Monkees(通过英语歌曲、音乐的分类、以及他们所熟悉的乐队来增长学生的音乐知识，激发学生的兴趣，引出课文的主题“门基乐队。
) Step 3: Reading1. PredictionWith the help of pictures of the band and the title, let the students understand the meaning of the title and predict the text.What does the title mean “The band that wasn’t”2. Scan the text and get the main idea of each paragraph.Para1 Dreaming of being a famous musician or singer.Para2 How a band is formed?Para3 The Monkees got their start in a different way.Para4 How The Monkees became popular and developed asa real2. Detailed readingTrue or False Exercises.( T )1.Most musicians meet and form a band because they like to write and play music.( F)2. Each week the group that was called “The Beatles” wo uld play a song or two written by other musicians.(T)3. “The Monkees” broke up in about 1970, but reunited in mid-1980s.(F)4. Students form a band to play in the street so that they can attract passers–by.3. Replace the following sentenceMany people think it important to have money and become famous.A lot of people attach great importance to becoming rich and famous4. Explain the difficult phrases.1)To think something is important and should be considered seriously（看重，重视）2) The musicians were to play jokes on each other as well as play music, most of whichwas based loosely on the Beatles.3) What’s the writer’s attitude towards the band?A. LikesB. DislikesC. Not mentioned(因为高考中阅读理解和阅读表达有替换、翻译以及深层理解题目的考查，这些又是学生的难点，所以我在阅读中加强了此类题目的训练)5 . a brief Summery of the band1) At first not a real band2) Play jokes as well as play music3) A year or so became serious about their music4) Became the most popular band in the USA.5) “I’m a believer”, top 10 hits6) Broke up in about 1970and reunited in the mid-1980s.Step4 Enjoy the VideoThe m ost famous song” I am A believer” by the Monkees Step 5 DiscussionHow does music make you feel ?It makes me feel happy/confident ….I prefer /hate… because….If I am worried/frightened…I like to….I enjoy/appreciate…because….I attach great importanc e to…Step 6 SummaryMusic is fun and for your spirit!Try many different styles of music, and always remember that music will never be a waste of time.Without music, life is a journey through a desert.Step7 HomeworkWrite a short passage about what you feel about music.。
人教版高中英语必修二《Unit 5 Music》优质课公开课课件、教案
人教版高中英语必修二《Unit 5 Music》优质课公开课课件、教案Unit 5 MusicListening and Speaking【教学目标】1. Instruct students to get main facts by listening and motivate them to talk about the topics about music, the types of music, and how the music makes them feel.2. Develop students’ sense of cooperative learning and individual thinking capability.3. Develop students’ different listening skills to solve different listening comprehensive problems.4. Help students to understand how to use the structures “past participle as adverbial”.【教学重难点】Prompt students to talk about the related topics, such as types of music they know, their favourite type of music, how music makes them feel, and how to use past participle as adverbial.【教学过程】Step 1 Lead inThe teacher is advised to talk with their students about music.Boys and girls, before we listen, let’s work in pairs and disc uss what type of music you know.Which type is your favorite? How does it make you feel? Share your ideas with partners.I know Chinese traditional music/classical music/country music/hip-hop/jazz/pop music/Latin music/rap/rock/punk…I like classical music. It makes me feel full of energy and happy.Step 2:PredictionAfter their small talk, the teacher can move on by finishing the following task: See the pictures and give the correct answers.1. What are the people doing in the picture below?2. Match the pictures with the correct types of music.A. Chinese traditionalB. classicalC. country musicD. hip-hop1_______________2_______________3_______________4_______________Step 3: Summary of the main ideaListeningI. Play the radio about The Sound of Music (音乐之声), and let students finish the following tasks.A star has come out to tell me1.___________________ to goBut deep in the dark-green shadowsAre voices that urge me to staySo I pause and I wait and I listenFor one more sound for one more lovely thing2.___________________ might say…The hills are alive with the sound of musicWith songs they have sung 3.__________________The hills fill my heart with the sound of musicMy heart 4.__________________ every song it hearsMy heart wants to beat like the wings of the birds that rise from the lake to the treesMy heart wants to sigh like the chime that flies from a church on a breezeTo laugh like a brook 5.__________________ and falls over stones in its wayTo sing through the night like a lark who is 6._____________I go to the hills when my heart is lonelyI know I will hear what I’ve heard beforeMy heart will 7.______________ the sound of musicAnd I’ll sing once moreII. The reporter paraphrased some of the answers the students gave him. Listen to the interviews again and complete the sentences with the words you hear.1. A: Country music touches my heart.B: So you like music that’s _______of _______?2. A: When I listen to hip-hop, I just have to move!B: So it makes you want to _______?3. A: Classical music makes me feel like I’m sitting beside a quiet stream and enjoying nature.B: So to you, it’s _______ and _______?Learning new wordsList the new words in the lesson, tell students the meaning of these words an d give some examples.News words: classical, energy, soul…Talking projectGuide student s to do speaking practice.I. Talk in pairs. Interview each other about music. Use the picture below for ideas.A: What kind of music do you like?B: I like techno music.A: What makes it so special to you?B: I like to listen to it when l exercise. It gives me energy.II. Work in pairs or groups and role play a conversation.●∙Suppose you are a reporter and interviewing the students who about music.➢∙I like to…➢∙Chinese traditional song/classical music/hip-hop music/country music…➢∙Listen to/play/sing…。
高中英语必修二Unit5_Music教案
Unit5 Music （一）[教学目标]：一、知识与技能1、掌握话题语言的运用、就熟悉的音乐话题表达看法；2、了解各种各样的音乐形式，深化对音乐的认识；3、学会从一般文字资料中获取主要信息、思考话题背后的更深层次的内容，学会深入发掘和探讨。
二、过程与方法1、听音乐，感受音乐风格；2、分组讨论、合作练习；3、结合所知，分类整理与归纳。
三、情感态度与价值观1、增添音乐欣赏趣味，提高音乐修养；2、懂得在日常交流中与他人分享各种学习资源、理解并尊重他人；3、培养合作精神和积极乐观的人生态度。
[教学重点]：1、掌握有关音乐的单词、熟练运用课文中所出现的重要词汇与短语2、学习由介词+which/whom引导的定语从句3、进一步熟悉有关建议与偏好的表达方式[教具准备]：多媒体、音乐文件[引入新课]：提出问题；同学们最喜爱的音乐类型是什么？理由？[讲解词]：音乐是我们日常生活中表达喜悦、忧伤、幸福、忧愁等诸多情感的媒介，也是大家十分喜爱的艺术形式，要让大家说出自己喜爱的歌手或者音乐家我相信大家一定可以说出好多来。
今天我想和同学们探讨一下，大家平时喜爱的音乐类型，对这些音乐类型的了解和体会，我也很想听听同学们对这些音乐类型的看法，给大家讲讲为什么喜欢这种音乐类型？（选若干同学们回答）（适当总结学生所讲）同学们对所喜爱的音乐类型理由的阐述也是各有道理，所谓萝卜白菜各有所爱，每个人都有自己独特的个人喜好，对音乐类型的偏好也是如此。
也许某一天你们之中有人会成为音乐家，或者有人会成立乐队，给大家带来好听的音乐作品，丰富大家的精神生活。
[讲授新课]：一、介绍门基乐队[提出问题]：同学们有没有听过门基乐队？门基乐队有哪些作品？[学生讨论]：对门基乐队的了解。
门基乐队是一只美国本土乐队，由四人组成，于二十世纪60年代兴起，最初，乐队成员是应一则电视广告走到一起的。
主要作品有《Waiting For The Sun》、《The Unknown Soldier》、《The Soft Parade》、《Morrison Hotel》[运用教具]：播放门基乐队的《I'm a believer》给学生听，使他们亲耳感受门基乐队的风格特点。
高中英语人教版(2022)必修第二册Unit5Music单元教案案(含答案)
B2U5 Music---单元目标与要求语法：过去分词作表语和状语一、过去分词作表语1.过去分词可放在系动词be, get, feel, look, sound, taste, smell, remain, seem,become等之后作表语, 表示主语所处的状态。
1). He seemed quite ______________(delight) at the news.2). The door remained ____________(lock) when we arrived.2. 过去分词作表语多表示人自身的感觉、感受或事物自身的状态；现在分词作表语则多表示事物具有的特征，常译作“令人...的”。
常用的这类词有：exciting/excited; astonishing/astonished delighting/delighted moving/moved disappointing/disappointed encouraging/encouraged frightening/frightened interesting/interested3). The story they heard over the radio was very _____________(move).4). They were _____________ to hear the _______________ sound.(frighten)3. 过去分词作表语和被动语态的区别“be+过去分词”表状态时，是系表结构，此时过去分词通常已形容词化；表动作时，是被动语态，且绝大多数被动结构中的动作执行者由介词by引出。
5). 这本书写得好。
______________________________________________________________6). 这本书是鲁迅写的。
__________________________________________________________二、过去分词（短语）作状语1. 主从句主语一致，可以省略状语从句中的主语，省略的主语和动词主动关系用doing，被动关系则用done。
高中英语 Unit 5《Music》教案1 新人教版必修2
Unit 5 musicUsing languageTeaching goals1.To encourage Ss talk about singers and their bands and life2.To develop the Ss’ability of listening for information and usingEnglish.3.To enable Ss to have a better understanding of the importance of music. Teaching proceduresWarming upBefore class, get the Ss to enjoy some music for about 5 minutes to warm them up. Then ask Ss to talk about their hobbies and interests to lead in the topic of music and bands.T: What do you often do in your spare time?Are you fond of music? Why? Or why not?How do you often enjoy music?Who is your favorite singer?How much do you know about Freddy and his band?(Show Ss some pictures of Freddy and his band and let Ss talk about Freddy and his band as much as they can.)Listening and readingT: Now if you want to know more about Freddy’s life, please listen carefully. (let Ss find out the main idea of the story: a story about a band that become famous and did not like it.)Then let Ss read the passage and try to find the answers to the following questions.1.Why did not the bank like being famous?2.In what way was their life changed?After reading the passage, let Ss to work in pairs to discuss1.Do you think people would enjoy being famous? Why ? or why not?2.Would you like to be famous in the future? Give your reasons.3.How should we deal with being famous correctly?ListeningT: As we all know Freddy and his band “the Frog” are well-known all over the world. Do you want to know how the band was formed and enjoy a song form them? Please read this statements and then decide which of the following statements are true or false after listening.(listen twice and have a stop while necessary. Then check the answers with the whole class.)Post-readingAsk Ss the question:1.What do you think of the band and their music?2.Describe Freddy and his band.Speaking (group work)Let Ss form their own band in group of four and decide who will play what instrument and who will sing. Decide the name of the band and what kind of band it will be. Then choose an English song for the band to perform and write their own famous quote about music. After group work, let each group choose one student to describe their band. If possible, let some of them perform to the whole class.Homework1.Write a short passage to describe their imaginary band2.Surf the internet to find more information about the bands in and out ofchina and choose one to describe in the next class.Unit 5 MusicTeaching Design (语法：教学设计)Learning about Language (The Attributive Clause preposition＋which/ who m). Aims：◆ To help Ss learn about the Attributive Clause with a prep. in front.◆ To help Ss discover and learn to use some useful words and expression s.◆To study The Attrib utive Clause (in/ for/ with/ by＋which/ whom)◆To help students discover and learn to use some useful structures. ProceduresI.Warming upWarming up by discovering useful words and expressionsTurn to P35 and do exercises No. 1, 2 & 3 first. Check your answers agai nst your classmates’.II. Learning about grammar1.Reading and thinking(Give Ss situations with pictures and words.) Read and think. As you rea d on, pay attention to The Attributive Clause (in/ for/ with/ by＋which/ whom), that is, the attributive clauses with a prep. ahead of the relat ive pronoun shown in the sentences.For reference:① --what is the picture for?---This is a picture from which you can know more about music in U5.---o h, I see. That is wonderful.② Beijing is the city where /in which the 2020 Olympic Games will be he ld.③ Here is a picture from which we can know more about China.④--- Look ! How beautiful our hometown is!---Yeah! Shenxianju is a place in which (where) people can enjoy charm ing and natural landscapes.⑤ Harry Porter is a boy to whom I want to talk.⑥ The man for whom I bought the old picture is over eighty .⑦ The Maths teacher is the person from whom I got an A plus.2.Ask the Ss to draw a conclusion from the above examples.先行词在从句中做介词宾语，介词有两种位置:一是紧跟在先行词后；二是位于句尾或动词后。
高中英语Unit5Music教案1-新人教版
高中英语Unit5Music教案1-新人教版教学目标1.了解和掌握与音乐有关的词汇和表达方式。
2.能够理解和解读与音乐有关的文章、歌词和视频。
3.通过学习和欣赏音乐，激发学生的音乐兴趣和审美能力，培养学生的情感和文化修养。
教学重点1.掌握与音乐有关的词汇和表达方式。
2.能够解读歌词，理解歌曲背后的情感和意义。
3.学习欣赏音乐，提高音乐欣赏和鉴赏能力。
教学难点1.如何解读歌词的情感和意义。
2.如何听懂和欣赏不同类型的音乐。
教学过程Step 1 导入新思维1.听一首英文歌曲，观察歌词中有哪些与音乐有关的词汇。
2.小组讨论，总结出所有相关词汇，整理成思维导图或表格。
Step 2 阅读文章1.分组阅读文章《Music and Emotion》。
2.每组讨论文章内容，回答问题：•What is music?•How does music affect our emotions?•What are the similarities and differences between music and language?3.汇报讨论结果，让整个班级进行讨论，共同探讨音乐与情感的关系。
Step 3 学习歌词1.听一首英文歌曲，观察歌词中的情感和意义。
2.逐行解读歌词，让学生理解其中的情感和意义。
3.让学生尝试用自己的语言表达歌曲背后的故事和情感。
Step 4 音乐欣赏1.播放一段不同类型的音乐，如：古典音乐、摇滚音乐、流行音乐等。
2.学生边听边记录，听完后讨论这段音乐的特点，以及它所传达的情感和意义。
3.让学生分享自己最喜欢的音乐，介绍其特点和背后的故事。
课后作业1.记录一个自己喜欢的音乐的背景和故事，以及它给自己带来的情感和启示。
2.搜索一位自己喜欢的音乐人或乐队，了解他们的音乐历程和代表作品，并选取其中一首歌曲进行分享。
总结与反思通过本节课的学习，学生们进一步了解了音乐和情感的关系，学会了用英语表达音乐和歌曲的背后故事和情感。
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Unit 5 Music
Teaching goals:
1. To have a good understanding of music.
2. To learn about a band that was popular long ago.
3. Talk about the function of music.
The importance of this period:
By leaning the text, get to know something of music.
The difficulty of this period:
Understand the main idea of this text.
Teaching aids: Computer, recorder and projector
Teaching procedures:
Step 1: Warming-up
Through listening to an English song” Take me to your heart”, attract the student’s attention.
Step 2: Pre-reading
1. Ask the them what kind of music they like best.
2. List some kinds of music.
3. Present some different music and let them guess.
4. lead to some bands
5. Focus on the Monkees
(通过英语歌曲、音乐的分类、以及他们所熟悉的乐队来增长学生的音乐知识，激发学生的兴趣，引出课文的主题“门基乐队。
)
Step 3: Reading
1. Prediction
With the help of pictures of the band and the title, let the students understand the meaning of the title and predict the text.
What does the title mean “The band that wasn’t”
2. Scan the text and get the main idea of each paragraph.
Para1 Dreaming of being a famous musician or singer.
Para2 How a band is formed?
Para3 The Monkees got their start in a different way.
Para4 How The Monkees became popular and developed as a real
2. Detailed reading
True or False Exercises.
( T )1.Most musicians meet and form a band because they like to write and play music.
( F)2. Each week the group that was called “The Beatles” wo uld play a song or two written by other musicians.
(T)3. “The Monkees” broke up in about 1970, but reunited in mid-1980s.
(F)4. Students form a band to play in the street so that they can attract passers
–by.
3. Replace the following sentence
Many people think it important to have money and become famous.
A lot of people attach great importance to becoming rich and famous
4. Explain the difficult phrases.
1)To think something is important and should be considered seriously（看重，重
视）
2) The musicians were to play jokes on each other as well as play music, most of which
was based loosely on the Beatles.
3) What’s the writer’s attitude towards the band?
A. Likes
B. Dislikes
C. Not mentioned
(因为高考中阅读理解和阅读表达有替换、翻译以及深层理解题目的考查，这些又是学生的难点，所以我在阅读中加强了此类题目的训练)
5 . a brief Summery of the band
1) At first not a real band
2) Play jokes as well as play music
3) A year or so became serious about their music
4) Became the most popular band in the USA.
5) “I’m a believer”, top 10 hits
6) Broke up in about 1970and reunited in the mid-1980s.
Step4 Enjoy the Video
The most famous song” I am A believer” by the Monkees
Step 5 Discussion
How does music make you feel ?
It makes me feel happy/confident …
.
I prefer /hate… because…
.
If I am worried/frightened…
I like to…
.I enjoy/appreciate…because…
.
I attach great importance to…
Step 6 Summary
Music is fun and for your spirit!
Try many different styles of music, and always remember that music will never be a waste of time.
Without music, life is a journey through a desert.
Step7 Homework
Write a short passage about what you feel about music.。