高中英语必修2 Unit5教案
教育学院第_二_期 学员__英语 班教案
课
题
Book 2 Unit 5 Music 词汇与语法教学 执教人
授课时间
教材和学情分析
1、音乐是深受当今高中生喜爱的一个话题，具有极强的趣味性和话题性，容易引 发学生的学习兴趣。
教材分析
2、中西方不同风格的音乐体现了中西方的文化差异，关于音乐风格极其社会背景 和历史背景的介绍，学生理解起来有较大难度。
3、这一单元的重点词汇和语法较多，教师要注重引导学生理解并掌握。
学生在这一讲之前已经学习了 Reading 部分， 能基本理解课文内容和相关背景知识，
学生分析
也大致知道对课文中的重点词汇和语法，但仍需加强和拓展词汇学习。
1、知识与技能：掌握本单元重要的词汇和语法运用。
教学目标
2、过程与方法：合作学习，培养合作意识和探索意识。
3、情感态度与价值观：体会音乐的魅力以及了解欧美音乐；并通过本课的学习讨 论树立正确的偶像观，不盲目追星；
教学重点
本单元的重点词汇和语法
教学难点
1、音乐类型与乐器的新单词的识记 2、重点词汇的区分 PPT
教具准备
教学主要过程和内容
教具 教学流程
教学 目标检核 用时
教学内容
学生活动 使用
一、引导学生复习关于音乐类型的词 复 三、对学生的答案进行及时的反馈并挑 习 出重点词汇（classical music/ pop music/ 导 rock n' roll/rap/ folk music/ jazz/ country 入 music/ choral） 独立完成 PPT 呈 现 的练习 PPT 5 分钟 核对练习答 案
一、小组合作找出本单元的重点词汇， 重 在组内进行交流 点 二、全班交流学习重点词汇的运用与 讲 拓展 解 三、教师点评并补充 练习 四、选取一些易错点，当堂练习并讲解 完成练习 练 习 巩 固 一、完成书本 P36的练习 论答案 二、全班交流，教师讲解 三、布置课后作业 教材 并小组讨 巩固 黑板 PPT 小组讨论
5 分钟
练习检测 20 分钟
7 分钟 当堂检测
3 分钟
Unit 5 Music New words 1.musician 2.pretend 3.form 板书设计 4.extra lionaire 6.humorous 4. in cash 5. play jokes on 6. rely on 7. get familiar with… 8. break up 优点： 优点： 1.重点突出难点突破，知识技能目标完成较好； 2.教学环节设计层层递进，符合高中生的认知规律。
教学反思 缺点： 缺点： 1. 板书设计不够新颖，缺乏创造力； 2. 互动不够，学生参与度有待提高。
New expressions 1. dream of 2. to be honest 3. attach…to…
。
人教版高中英语必修二unit5 musicwarming up and reading教案
人教版高中英语必修二unit5 musicwarming up and reading教案教学基本信息题目学科教材内容设计者 Book2 Unit5 Music-Warming up and reading 年高中英语高一级 Book2 Unit5 Music-Warming up and reading 第一课时个人信息姓名单位谷琴霞江西省金溪县第一中学 1.教材分析 1．本单元的话题是音乐和音乐类型。
内容分三个文段展开，涉及门基乐队，弗雷迪和他的乐队等子话题，而其中的主体内容是围绕着门基乐队的形成和成长历程展开的。
话题设置旨在让学生了解音乐的各种形式，深化对音乐的认识，增添音乐欣赏趣味，提高学生的音乐素养，培养他们热爱音乐和热爱生活的情操。
2.Warming �Cup 由八幅图片和四个问题组成。
图片呈现给学生的是他们熟悉的音乐家、歌唱家、乐队、组合等。
学生能很直观地了解音乐无处不在，让学生感受音乐魅力。
四个问题有助于老师引导学生开口、动脑，谈论他们喜欢的音乐，激发他们积极参与课堂活动的热情，进入本单元话题作铺垫。
3. Pre-reading 提供了三个问题，围绕中心词band 展开活动，要求他们列举出世界著名的乐队，谈论最喜欢哪个以及原因，进而引出阅读中的The Monkees这一主题。
4. Reading 主要介绍The Monkees，文章叙述了歌星、门基乐队充满梦想、如何组成乐队以及他们如何获得成功的过程。
阅读活动的目的在于训练学生阅读技能的基础上，培养学生对择业的思考，意识到机遇和挑战是并存的。
文章的主题是积极向上的，能激励学生通过努力一定能实现对事业的追求。
2.学情分析 1.知识结构：虽然学生Music这一话题有极大的兴趣，已经具备一定的词汇和表达基础，但对门基乐队感到陌生，并且阅读能力有待提高，对阅读技巧的运用还不娴熟，因此，教师应结合学生实际，逐步引导，循序渐进。
2.心理特征：现在的高中学生，对新鲜的事物有极大的接受能力，并且喜欢音乐和各种形象的展示，因此教师可以充分利用多媒体形式调动学生的学习热情，设置有效的阅读任务逐步掌握阅读技巧，体会文章含义。
高中英语人教版(2019)必修二 Unit5 Music Language-points教案
M2 Unit5 MusicReading: The Virtual ChoirMotto: All good music is for the sake of the heartstrings. 一切好的音乐都是为了拨动心弦。
I. Learning aims1. To master the reading skills such as skimming, scanning and so on.2. To learn to know about the virtual choir.II. Learning guidance and testsLearning guidance Tests1.Lead-in Watch the video and discuss what do you want to know about the virtual choir?__________________________________________________________________________________________________________________________________________________________ 2.Skimming 1. Summarize each paragraph.Para. 1: ________________________________________________________________________Para. 2: ________________________________________________________________________Para. 3: ________________________________________________________________________Para. 4: ________________________________________________________________________2. What is the writing style?( )3.Scanning Task1 Scan and circle the information in the text. Then fill in the blanks.What a video that you can see _________How Virtual Choir members record ____________; These videos are uploaded onto___________ and they are put together into ____________.Who______________ came up with the idea for a virtual choir.When In 2009, his first virtual choir “_____________”used ________ singers from________ different countries, and received ____________ views on the Internet.In 2014, he formed the Virtual Youth Choir for UNICEF, and ___________ youngpeople from __________ countries sang “___________”.Now The virtual choir is a wonderful way for people _____________ to sing________________ and thus ____________________________.Task2 Read the text again and answer the following questions.1. What are the advantages and disadvantages of being a member of a virtual choir?_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2. For virtual choir members, what was it like for them in experiences of singing?_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4.Discussion Does a virtual choir really bring people together? Why or why not?______________________________________________________________________________________________________________________________________________________________ 5.Summary Summary —Music without borders, we are the world.Music brings us together, connects us with other people, and allows us to express ourselves inways that are different from speech and writing. It has the ability to convey emotions and messagesto the core of people.III ConsolidationLevel A: Using the key words or phrases in the text as possible as you can to retell the text.have the opportunity to virtual choir take part in enable sb. to do sth. prove awardgraduate from original inspired performance stage voiceLevel B: About music.Music is the important part of my life.The world needs music to amuse people's life.As they live in the fast pace, music can bring them the great joy and relax.Since I was very small, I fell in love with music and every time when I heard music, my body would move and feel relaxed.The function of music is various.There is a famous song, which is called Let the music heal your soul.A lot of young people have their favorite singers.When they see their idols face to face, they would say thank you to the singers, because their songs inspire these young people to move on in the dark days.The songs deliver positive messages to the public and inspire them to never give up.Listening to the music is the main way for the young people to release their pressure.Every day before I sleep, I will listen to the light music, which helps me to take relax and make me sleep well.The reason why so many people like to go to KTV after their work lies in releasing pressure.They need to shout and then forget about the annoyance.音乐是我生命中重要的一部分。
人教版高中英语必修二Unit5 Music-Listening and Speaking教案
2019新人教高中英语必修二Unit5Music-Listening and Speaking 公开课教案Analysis of the materials:The theme of this class is music(listening and speaking part). In order to arouse students’ interest in this class, teacher chooses this topic to connect with the students. The listening skill-paraphrase and the reasons for liking music should be emphasized. Except those key points, students should understand the basic knowledge of music and know to enjoy the Chinese music-Peking opera to enhance their patriotism.Analysis of the students:The students of Grade One haven’t got a good listening ability, which still needs to practise and improve. Compared to listening ability, their speaking ability is worse and they don’t dare to speak English. They don’t have chances to talk in English. Also, students are of different levels. However, this topic is related to our daily life. Students may be easy to get themselves involved in the class.Teaching aims:1.Core values(核心价值):Comprehend the profoundly musical culture especially Chinese music-- Peking opera and enhance students’ love for national culture.2.Subject quality(学科素养):(1) Theme: Music( listening and speaking part )(2) Expression: Know how to express music preferences and reasons for liking music.3. Key competency(关键能力):Use the listening skill -predicting, paraphrasing - to process specific information and answer the relevant listening questions.Insist accurate and fluent principles to express reasons for liking music.4.Essential knowledge(必备知识):After the class, the students are supposed to⑴know the common types of music.⑴grasp one listening skill --- Paraphrase.⑴express music preferences and reasons for liking music⑴polish your reasons for liking Peking Opera simplyTeaching key and difficult points:1.Help students to get familiar with different kinds of music through listening practice and know the function of paraphrase in listening.2.Enable students to be aware of the function of paraphrase in listening.Teaching procedures:StepⅠLead-inActivity1 The teacher is advised to talk with their students about music festival.Boys and girls, before our listen, let’s work in pairs and discuss what music festival is.What would you like to do in the music festival? Share your ideas with partner.Activity 2 Look at the opening page and talk about it.1.What are they doing?2.Can you name some of the musical instruments that the performers are using?Suggested answers:1.They are performing classical music.2.Piano, violin, flute, drum, bagpipes, saxophone,etc.StepⅠListeningActivity 1 Warming upBefore listening,match the pictures with the correct types of music.A.Chinese traditionalB.classicalC.country musicD.hip-hopSuggested answers:1. B2.A3.C4.DActivity 2First listeningListen to the interviews and find out what kind of music the three students each like.1.The first student likes to .2.The second student likes to .3.The third student likes to .Suggested answers:1.listen to country music2.dance to hip-hop music3.play country musicActivity 3Second listeningThe reporter paraphrased some of the answers.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 ?Suggested answers:1.full of feelings2.want to dance3.peaceful and beautifulActivity 4Third listeningListen to the interviews again and think about the function of paraphrase inlistening.Suggested answers:1.to check if the listener’s understanding is correct.2.to show interest in what the speaker has said.StepⅠ SpeakingActivity 1 Enjoy some pieces of music and tell us your feelings.1.the first piece of music—played by a symphony orchestra2.the second piece of music—rock music3.the third piece of music—played by pipaSuggested answers:1.I like listening to music played by orchestras.I can hear things played on instruments from all of the different families—woodwinds,strings,percussion and brass.Also,classical music tends to be slower,so it makes me feel calm when I listen to it.2.Rock music lets me have a strong feeling,happy or sad.3.It brings me peace and beauty,letting me feel relaxed.Activity 2 Talk in pairs.Interview each other about e the pictures below for ideas.These expressions may help you.Reasonsforlikingmusictouchesmyheart/soulmakesmehappy/wanttodancegivesmeenergy/hope helpsmeexercise/studysoundspeaceful/beautifulremindsmeofhome/peopleIloveExample:A:What kind of music do you like?B:I like music played by saxophone.A:What makes it so special to you?B:Because it sounds peaceful and it often reminds me of someone I love.Suggested answers:A:What kind of music do you like?B:I like Chinese folk music,for example,pipa music.A:What makes it so special to you?B:I like to listen to it when I have leisure time.It brings peace and beauty to me,which makes me feel like I’m lying by a stream in a forest.StepⅣHomework1. After the class, write a short essay on your feelings of Peking opera and try to polish it.2.Do more practices to consolidate the important listening skill-paraphrase.板书设计Unit 5 Music1.Listening skill--ParaphraseReasons for liking music课后反思通过学习：1.学生学习英语的信心增强；2.学生学会抓住听力中的答案；3.锻炼学生的口语能力！通过本节内容学习，理解并讨论主题图，预测单元的主题和内容，通过问题链引导学生谈论单元内容，该板块以听为本，学生通过听取信息和选择依据来学习语言知识，同时内化所学关于本单元的内容。
北师大版高中英语选择性必修2 教学设计UNIT 5 Period 4
UNIT 5 Period Four题组A 基础练(建议用时：10分钟)Ⅰ．单词拼写1．It is a fact that not everyone ________ (赞成) of the festival.2．Let’s make an ________ (假设) that all people invited will be present at the meeting.3．It is ________ (明显的) that he is such a stubborn man.4．Sophie became a public figure when she married into the ________ (皇家的) family.5．It is __________ (极为重要的) to protect our skin from strong sunlight.6．We can find many examples in the history of ________ (人类)．7．The captain gave the order to ________ (放弃) ship.8．The article does not mention his time in ________ (监狱)．9．We have an opportunity now to really unlock the secrets of the ________ (宇宙)．10．This information is only raw data and will need further ________ (分析)．【答案】1．approves2．assumption3．obvious/apparent4．royal 5．vital 6．mankind 7．abandon 8．prison 9．universe 10．analysisⅡ．单句语法填空1．Taking regular exercise is ________ (benefit) to keeping our shape.2． ________ (obvious)，Jack is outgoing and has confidence in himself.3．I need to get the ________ (approve) from my parents before we make the final decision.4． ________ (owe) to circumstances beyond our control，the flight to Rome has been cancelled.5．This discovery challenges ________ (convention) beliefs.6．At that time，I had an urge ________ (fly) to Paris to see my biological parents.7．________ (assume) that you are admitted into Peking University，what would you say to your teachers?8．The tourist attraction is certainly worthy of __________________ (visit)．9．She devoted herself to teaching for forty-five years，and all her students ________ (respect) her a lot.10．There is only one thing that people can’t take away from you，and that is your ________ (wise)!【答案】1．beneficial 2．Obviously 3．approval 4．Owing 5．conventional6．to fly7．Assuming8．being visited9．respected 10．wisdomⅢ．完成句子1．She had to walk home with ______________________________ .自行车被偷了，她只好步行回家。
新外研社高中英语必修二Unit5On the road-Understanding ideas教案
新外研社（19）高中英语必修二Unit 5 On the road-Understanding ideas教案Teaching objectives:1.Lead students to obtain cultural information about Western Australia from the text through skimming, and master the language knowledge related to the topic.2.Guide students to carry out independent learning and cooperative learning, reflect on the learning effect, and optimize learning strategies and methods accordingly, so as to better communicate and express in English.3.Lead students to talk about the influence of travel on Lauren based on the content of the article and the reality of life and express their own views on tourism-related work.4.Lead students to perceive the differences between Chinese and foreign cultures and form cross-cultural consciousness.Evaluation objectives:Encourage students to share their opinions about how to protect the differences between different cultures by using some relevant expressions correctly.Teaching key and difficult points:1.To master the basic words and expressions in the passage.2.To learn to summarize the passage.3.How to summarize the passage.Teaching methods:Task-based Approach, Cooperative LearningStep1: Pre-readingActivity11.Explain the literal meaning of the saying“Travel broadens the mind”.2.Ask students to discuss the meaning of the saying in groups and give some examples to support their opinions, and note down some main points.3.Invite some students to share their opinions in class.4.Show the map of Australia and introduce Western Australia to students.5.Match the words and the definitions.(1)destination A.to leave a job,school etc.(2)gallery B.a job that needs a high level ofeducation and training(3)quit C.the place where someone is going or where something is being sent or taken(4)profession D.happening or existing before something or someone else(5)previous E.a room or building which is used for showing works of artSuggested answers:(1)--C;(2)--E; (3)--A;(4)--B;(5)--DStep2: Careful-readingActivity21.Ask some students to explain the five questions in activity2 on Page 50.2.Ask students to read the text and choose the correct question for each paragraph.3.Ask students to match each paragraph with its main idea.A.I enjoy photographing nature.B.My visit to Western Australia.C.I use my photography to help protect the environment.D.From a chef to Australia’s first professional photo blogger.E.In Broome in the Kimberley region, you can experience the indigenous Australia.Suggested answers:Para1-D;Para.2-B;Para.3-E; Para.4-A;;Para.5-CActivity31.Ask students to choose the best description of the interview with Lauren Bath.2.Ask students to share answers and explain their choices. Explain some difficult points if necessary.Activity41.Ask students to read the text again and complete the blogger profile on Page52.2.Encourage students to share answers in class.Step3: ComprehendingActivity5(Read&Think&Share)1.Ask students to read the passage quickly and answer the questions.(1)What did the author want to do when working as a chef?A.To cook delicious food.B.To take good pictures.C.To blog on the Internet.D.To make a journey.(2)The author uses the figures in the first paragraph to show .A.how many pictures she has takenB.why people like reading blogsC.how popular she is on the InternetD.what a blogger does on the Internet(3)What do you have to do if you work full time in travel?A.You have to take good cameras.B.You have to be fond of nature.C.You have to wake up early.D.You have to walk every day.(4)Which of the following does the author disagree with according to the last paragraph?A.Photographing wild crocodiles.B.Boating with wild crocodiles.C.Giving food to wild crocodiles.D.Hunting wild crocodiles.2.Discuss the three questions on Page52 in groups.3.Give some explanations about the three questions.4.Encourage students to share their opinions in class.Suggested answers:1.DCBC2.Q1:Because she wanted more out of life and wanted to travel. She also found that she could take pretty good pictures and get paid for that.Q2:Her travel experiences enable her to know more about the country and its people. She also uses her photography to make an impact on people,especially when it comes to environmental issues.Q3:略Step4 Summary.Fill in the blanks according to the text.A few years ago I was a chef,and a happy one at that,but I wanted 1.________ (much)out of life.I have a hobby of taking 2.(picture) while travelling.WhenI post them in the blog,in less than 18 months,there were over 200,000 people3.___________(read)my blog.In 2013,I became Australia’s first4.__________ (profession) photo blogger,with over 464,000 fans following me online.I travelled everywhere and fell in love 5.northern Western Australia6.___________ some of my favourite photographs7.(take) there.I have made over 140 work trips,but my best work trip ever was to Broome in the Kimberley region,which is unique and untouched.I try to take every opportunity8.(get) outside and admire the natural world.I love to photograph the9.(rise) sun,also animals,such as dolphins and kangaroos.I use my photography to make an impact on people about environmental issues.I expect to do something to make others aware 10.the animal protection problem.Suggested answers:1.more2.pictures3.reading4.professional5.with6.where7.were taken8.to get9.rising10.ofStep5：Language Points:e true实现【原句再现】In 2013,I was determined to make my dream come true:I would become Australia’s first professional photo blogger.2013年,我决心实现我的梦想:我将成为澳大利亚第一位职业摄影博主。
人教课标版高中英语必修二 Unit5 Reading 教案-新版
Unit5 Reading 教学设计1.Teaching Analysis 教情分析1) Teaching objectives-教学目标①Language objectives-语言目标a. Key words & expressions 重点词汇和短语For applying: musician, pretend, attach, form, earn, extra, broadcast, humorous, attractive, dream of, to be honest, play jokes on, get familiar with, or so, break up.For comprehending: jazz, choral, folk, rock’n’roll, in front of, rely on, a big hit.For recognizing: determined, intelligent, classical.b. Sentence structuresHave you ever dreamed of playing in front of thousands of people at a concert, at which everyone is clapping and appreciating your music?They may start as a group of high-school students, for whom practising their music in someone’s house is the first step to fa me.Later they may give performances in pubs or clubs, for which they are paid in cash.However, after a year or so in which they became more serious about their work, the Monkees started to play and sing their own songs like a real band.The musicians were to play jokes on each other as well as play music, most of which was based loosely on the Beatles.However, after a year or so in which they became more serious about their work .They produced a new record in 1996, with which they celebrated their former time as a real band.② Ability goals 能力目标a. Enable the students to understand the details about the passage, and join the correct parts of the sentences together in Exercise 1. (page 35)b.Enable the students to sum up the main idea of each paragraph.(page 35)③Emotion goals情感目标a. Enable the Ss to have a general idea about how a band to be famous.b. Enable the Ss to appreciate and have a basic knowledge of different kinds ofmusic.2) Important & difficult teaching points-教学重难点① Important teaching points-教学重点Control the main ideas and details of the passage.② Difficult teaching points-教学难点Understand some attributive clauses with prep.+which/whom.2. Students analysis学情分析1) Fundamental state基本情况音乐，是学生比较感兴趣的话题，尤其是rap和pop，但是对于classical music 以及folk music，同学们可能有些陌生；教师需要根据学生的情绪，进行适当的引导，让同学们对不同种类的音乐都有所了解，甚至有自己个性化的理解。
高中英语必修二《Unit 5 Music Section Ⅱ》优质教案
高中英语必修二《Unit 5 Music Section Ⅱ》优质教案Section Ⅱ Listening and Speaking & Reading and Thinking—Language Pointsenergy n．能源；能量；精力(教材P51)I like to listen to it when I exercise．It gives me energy．我喜欢在运动的时候听音乐。
它给我动力。
(1)save energy 节省能源be full of energy 精力旺盛(2)energetic adj． 精力旺盛的①It is of great importance for us to save energy．节约能源对我们非常重要。
②The healthy foods provide enough energy for your body to function well．健康的食物为你的身体提供足够的能量使其正常运作。
[即学即练]——单句语法填空①In addition, the more you work out, the more energetic(energy) you will become．②He is such a man full of energy, for which I admire him very much．perform vi. & vt.表演；履行；执行(教材P52)Virtual choir members record themselves while they perform alone on video．虚拟唱诗班成员在独自表演时录制视频。
(1)perform a(n)．．．role in．．． 在……中起……作用perform an operation 进行手术perform one’s duty 尽某人的责任(2)performance n． 执行；表演；履行put on/give a performance 表演(3)performer n． 执行者；表演者①Each member of the family has to perform his own duty．家庭的每个成员都应履行自己的职责。
北师大版高中英语选择性必修2 教学设计UNIT 5 Period 6
UNIT 5 Period Six题组A 基础练(建议用时：7分钟)Ⅰ．单词拼写1．Can you telephone me at your convenience to ________ (安排) a meeting?2．When she turned up at the party，she became the ________ (焦点) of the attention immediately.3．Recently our factory has brought in some new ________ (设施)．4．Does the hotel have wheelchair ________ (通道)?5．Tickets are limited and will be given to those who ________ (申请) first.【答案】1．arrange 2．focus 3．facilities 4．access 5．apply Ⅱ．单句语法填空1．When she has a little spare time she enjoys ________ (arrange) dried flowers.2．The job advertisement insists that the ________ (apply) should have three years’ experience.3．Underdeveloped countries should be assisted by allowing them access ________ modern technology.4．All three teams adopted different ________ (approach) to theproblem.5．His foot was badly hurt. As ________ result，he didn’t participate in this activity.6．I pushed aside my sorrow，forcing myself to focus ________ the coming test.7．If you play with matches，you’ll end up ________ (get) burned.8． ________ case you should need any help，here’s my number.【答案】1．arranging 2．applicant 3．to 4．approaches5．a 6．on 7．getting 8．InⅢ．完成句子1． _______________________ the early 19th century ________ his musical gift was fully recognized.直到19世纪早期，他的音乐天赋才充分得到赏识。
[必修2]Unit5《Music》教案
必修2英语同步教案Unit 5 MusicPart One: Teachi ng Desig n (第一部分：教学设计 )(THE BAND THAT WASNT) Aims♦To lear n to talk about kinds of music To lear n toread about bands♦ To study The Attributive Clause (in/ for/ with/ by ♦To learn to write an e-mailProcedures I. Warming upWarming up by describ ingToday we are going to talktopic --- music. As we know,music is a kind of art of mak ing pleas ing comb in atio nscounterpoint.Music can produce a lively and happy atmosphere and bringpeople relaxation afterhard work, which can reduce the tired ness. Liste ning to music also makes people feel happy and nice. How many do you know about music? Can you tell about differe nt kinds of music? Now tur n to page 33, look at the pictures, read the capti ons and liste n to the differe nt kinds of music.See if you can guess which music matches with which picture. Warming up by discuss ingHi, every one. Do you like music? Howmuch do you know about music? Can you tell about the differe nt 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.+ which/ whom)Good morning, class.about an interesting of sounds in rhythm, harmony andRapOrchestra Folk musicYes, you are right. I ' m sure you will really enjoy yourselves after listening to all thesebeautiful 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-readi ng1.Th inking and say ingHave you heard about any of the famous bands in the world? List some if you can.For referenee: I ' ve heard about “ The Beatles ” , “ Back Street Boys ” , “TheEagles ” , “West life ” and "Pink Floyd ”.2.Liste ning, talk ing and shari ngLet ' s liste n to some pieces of music from differe nt ban ds. Work in groups of four. Tell yourgroup mates which band you like best. Why? The n the group leader is to sta nd up and share thegroup idea with the class.For reference: I am from Group 1. Our group likes “ The Beatles ” best. We liketheir style of performances. Listening to their performances, we will feel relaxed,amused, and their performa nces 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 inAmerica. Unlike most bands of the time, the Monkees were not formed by its membersbut rather by TV producers. They were a fictional band in the TV show of the samen ame. The band was composed of Mike Nesmith, Mickey Dole nz, Davy Jon es, and PeterTork. All the members had some musical experienee. Let ' s come to the reading -- Classical music Country music Rock n' RollIII.Readi ngI.Read ing aloud to the record ingNowplease listen and read aloud to the recording of the text THE BANDTHATWASNT. Pay attentionto the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2.Read ing and un derli ningNext you are to read and un derl ine all the useful expressi ons or collocati ons in the passage. Copy them to your no tebookafter class as homework.Collocations from THE BAND THAT WASN' Tdream of doing , at a con cert , with sb. clapp ing and enjoying , , sing karaoke ,be hon est with on eself, get to form a band, high school stude nts, practice one ' smusic, 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 orga ni zers, make good music, put anadvertiseme nt in a n ewspaper, look for rock musicia ns, prete nd to do sth., the attractive performances, be copied by,, support th emfiercely, 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 paragraphSkim the text and ide ntify the topic sentence of each paragraph . You may find it either at thebegi nning, the middle or the end of the paragraph.st1 paragraph: How do people get to form a band? 2nd paragraph: Most musicia ns 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.Read ing and tran sferri ng in formati onRead the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV orga ni zers and became a real band.Members High school stude ntsReasons They like to write and play music.Places They practice their music in some one ' s home.Forms They may play to passers-by in the street or subway.ResultsThey can earn some extra money. They may also have a chanee to dream of beco ming famous.The Monkees in 1968 (left to right):Micky Dolenz, Peter Tork, MikeNesmith & Davy Jonesbegi nning of the band It bega n as a TV show.They played jokes on each other as well as played music.style of theperforma neefirst music and jokes Most of them were based loosely on the band called “ TheBeatles ” .development of the bandThey became more serious about their work and started toplay their own instruments and write their own songs likea real band. They produced their own records and started touri ng and playing their own music.cha nges of the bandThe band broke up in about 1970, but reun ited in the mid-1980s. Theyproduced a new record in 1996, which was a celebration of their time as areal band.As you have read the text times, you can surely tell which sentences are difficult to understand.Now put your questi ons concerning the difficult points to me.IV. ClosiClos ing dow n by doing exercisesTo end the less on you are to do the comprehe nding exercises No. 1,2, 3 and 4.Clos ing dow n by hav ing a discussi onDo you think the TV organizers were right to call “ The Monkees” a band when they did not singor write their own son gs? Why?For reference: I don ' t think the TV organizers were right to call “The Monkees”a band when they did not sing or write their own songs because singing and writingits own songs was the basis of a band.Do you agree that the jokes were more importa nt tha n the music for this band? Give a reas on.For refere nee: Yes. I thi nk 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 ofmusic. It ' s more important than playing jokes just to make people laugh.Clos ing dow n by retelli ng the form of the band The Mon kees.I shall write some key words and expressions on the board. You are to retell the form of the band accord ing to these words. For referenee: begin as a TV show, the TV organizers, look for, put an advertisementin a n ewspaper, use actors for the other members of the band, prete nd to sing必修2英语同步教案Unit 5 Music(The Attributive Clause (in/ for/ with/ by + which/ whom).AimsTo help students learn about the Attributive Clause with a preposition in front.To help stude nts discover and lear n to use some useful words and expressi ons.To help stude nts discover and lear n to use some useful structures.ProceduresI.Warming upWarming up by discoveri ng useful words and expressi onsTurn to page 35 and do exercises No. 1, 2 and 3 first. Check your answers against your classmates '.II.Lear ning about grammar1.Read ing and thinkingTurn to page 34 and read with methe text of THE BANDTHATWASN t. As you read on, pay attention to The Attributive Clause (in/ for/ with/ by + which/ whom), that is, the attributive clauseswith a prepositi on ahead of the relative pronoun show n in the senten ces.2.Do ing exercises No. 1 and 2 on page 35Turn to page 34. Look at the two senten ces:The musicia ns 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 Mon kees”started to play their own in strume nts 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.I.This is the reason for which he left his hometown. (=why)Now go on to do Exercise No. 2 on page 36, that is, to sort out the senten ces.III.Ready used materials for The Attributive Clause (in/ for/ with/ by + which/ whom)In formal styles we ofte n put a prepositi on before the relative pronouns which and whom:打he rate at which a material heats up depe nds on its chemical compositi on.dn the novel by Peters, on which the film is based, the main character is a tee nager.4n actor with whom Gels on had previously worked con tacted him about the role.利er many frien ds, among whom I like to be con sidered, gave her en courageme nt.Notice that after a preposition you can ' t use who in place of whom and you can ' t use thator zero relative pronoun either:As it right that politicians should make important decisions without consulting the public to _whom they are acco un table? (not --- the public to who they are acco un table.)打he 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 traveli ng. (not --- the speed at they weretraveli ng.)In in formal En glish we usually put the prepositi on at the end in attributive clauses rather tha nat the begi nning:打he office which Graham led the way to was filled with books.Jim ' s footballi ng ability, which he was no ted for, had bee n en couraged by his pare nts.打he playground wasn ' t used by those children who it was built for. _____In this case we prefer who rather tha n whom(although whomis used in formal con texts). I nrestrictive attributive clauses we can also use that or zero relative pronoun in stead of whoor 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, gothrough, look after, look up to, put up with, take on) we don ' t usually put the prepositionat the begi nning:•Your essay is one of those (which/that ) I ' ll go through tomorrow. (rather than...through whichI ' 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:4 huge amount of oil was spilled, the effects of which are still being felt. (or... whose effectsare still being felt.)打he end of the war, the anni versary of which is on the 16th of November, will be commemoratedin cities throughout the coun try. (or... whose anni versary is on...)Note that we can ' t use of which in place of whose in the patter ns described in Unit 71B:Qorothy was able to switch between German, Polish and Russian, all of which she spoke fluently.(no t..,all whose she spoke...)Wecan sometimes use that...of in place of of which . This is less formal than of which and whose, and is mainly used in spoke n En glish:打he school that she is head of is closing down. (or The school of which she is head...)Whosecan come after a preposition in attributive clauses. However, it is more natural to putthe prepositi on at the end in less formal con texts and in spoke n En glish:敝ewere grateful to Mr. Marks, in whose car we had traveled home. (or... whose car we had traveledhome in.)4 now turn to Freud, from whose work the following quotation is taken. (or... whose work the following quotation is taken from.)IV.Clos ing dow n by doing exercises:Join the sentence halves using which or whom after an appropriate prepositi on. (A)a.I would n ever have fini shed the work.b.It was primarily writte n.c.We know nothing.d.They got a good view.e.He lear ned how to play chess.f.Dennis scored three goals in the fin al.g.She was born.h.It was discovered.1.They climbed up to the top of a large rock.2.I would like to tha nk my tutor.3.She has now moved back to the house on Long Isla nd.4.The star is to be n amed after Patrick Jen ks.5.This is the ball.6.He is now able to beat his father.7.The book is enjoyed by adults as well as childre n.8. There are still many things in our solar system.them and give alternatives if you can. (A)1.It's a piece of jewelry across which I came in an an tique shop. --- which I came acrossin an antique shop. ( ‘ came across ' is a two-word verb.)2.The extra work which she took on was starti ng 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 frien dly.5.Some of the criticisms with which they had to put up were very un fair.6.He had many friends with whom he had a regular corresp ondence.7.The woma n to who he is en gaged comes from Pola nd.8.The forms which I had to fill in were very complicated.Rewrite these sentences so that they are more appropriate for formal writte n En glish. Useprepositi on + which or prepositi on + whose, as appropriate. (B)1.Tom Sims, whose car the weapons were found in, has been arrested. Torn Sims, in whose car the weap ons were found, has bee n arrested.2.Tom Ham, whose novel the TV series is based on, will appear in the first episode.3.Dr Jacks on 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 secretaryin.5.Allowing the weapons to be sold is an action that the Government should be ashamed of.6.The drago nfly is an in sect that we know very little of.。
新外研版高中英语必修第二册Unit 5 教学设计
Book 2 Unit 5 On the roa教d学设计单元主题单元目标本单元的主题语境是“人与自然”，涉及的话题内容是通过旅行来了解世界主要国家的地理概况和自然环境，学会尊重和欣赏文化的多样性。
第一篇课文Blogging Australia 通过访谈的形式介绍了一个职业摄影博主的工作内容、与西澳大利亚州的渊源以及她对自然环境保护的看法。
第二篇课文Coast to Coast 通过电子邮件的形式，讲述了Eva 和她的家人横穿北美大陆的旅行经历。
本单元从旅行调查问卷开始，引出本单元的话题，再进一步使用多模态语篇(采访、广告、邮件、明信片和图标设计)和相关的话题内容(旅行的感受、旅行的好处、旅行前的准备、旅行中问路和指路、旅行的见闻和城市介绍)来丰富和加深学生对旅行意义的思量。
整个单元的教学应该牢牢把握“人与自然”的主题语境，匡助学生深度理解语篇内容和主题意义，了解不同国家和地区的风俗世情，加深对英美主要国家地理知识的了解，引领学生的语言能力、文化意识、思维品质和学习能力的融合发展。
1. 语言能力目标：能够读懂与旅行相关的多模态语篇，理解与旅行有关的文章内容，听懂并谈论与旅行有关的话题；能够用所学的语言知识介绍旅行经历，恰当地使用现在分词作定语，学会如何问路、指路，学会制作旅行手册；能够看懂有关旅游城市的图标和设计体现某个城市特色的图标。
2. 文化意识目标：能够了解不同国家和地区的自然环境、风俗世情，加深对世界的了解；能够尊重和欣赏文化的多样性；能够感知中外文化的差异，初步形成跨文化意识，并通过中外文化对照，加深对中国文化的理解，坚定文化自信。
3. 思维品质目标：能够在阅读多模态语篇时观察语言特点，通过比较不同的语篇类型，识别信息的异同；能够根据语篇的特点，客观分析信息之间的关联和差异，发现产生差异的基本原因；能够正确判断文章中人物的观点或者态度，并提出自己的看法，避免盲目接受或者否定文中人物的观点。