高中英语Unit2 The Universal Language--Period5牛津版选修8
牛津译林版高中英语模块8 Unit 2 The universal language Period
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学科网
Making an exhibition board
学.科.网
about a composer
Skill building 1: listening for facts about people Skill building 2: finding about people’s lives Skill building 3: writing someone’s life story
The life of a famous composer
Wolfgang Amadeus Mozart
Early life
(1756-1791)
• on 27 Jan. 1756, in Austria
• show talent in music
Born
Born on 27 Jan. 1756, in Austria, Mozart showed remarkable talent in music.
Born (when and where) Died (when and where) Where they came from What style of music they composed
Special things
Things that influenced them Names of their famous works
To help the students get important facts about famous composers.
To motivate the students to find more about people’s lives.
Unit2TheuniversallanguageWeletotheunit教案-高中英语译林版(2
U2 The universal languageWele to the unit 教案教材分析：单元导入呈现的是两张乐器海报，内容为具有代表性的演奏者、名作和乐器组成展示图。
通过冼星海名言激发学生的学习兴趣，拓展学生们的知识面。
通过讲解名人名言延伸出关于音乐对人们生活乃至社会影响的讨论内容，激活学生已知的音乐特征及背景知识，并通过拓展问题的讨论增加学生对音乐的感知及爱国之情。
教学策略与设计说明：采用任务型教学法(Taskbased language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。
教学目标：在本课学习结束时，学生能够：1.语言能力上，提高阅读海报能力，懂得分析海报结构，习得讨论音乐感受的语言。
2.思维品质上，懂得从个人、社会、世界的角度，辩证思考音乐带来的影响。
3.文化品格上，通过引导学生了解冼星海的生平和代表作品，提高学生爱国情感和文化认同。
4.学习能力上，运用所习得的海报结构，制作海报，过程中加深对音乐主题的理解。
教学重点：激活学生已知信息，引起学生对于本单元内容的兴趣。
教学难点：活跃课堂氛围，引导学生获得海报中的信息点，初步了解音乐的魅力和影响力。
教学资源：教材、多媒体课件、黑板与粉笔。
教学过程：Wele to the unitFirst, T leads Ss to understand the structure of poster.Then during discussing each musical instrument, T can play a short piece of music to make Ss feel the emotion of each music. If possible, T can pick some Ss who know music well to answer why different musical instruments have unique effects.Finally, T asks questions on the book.1. Search online for the pieces of music mentioned in the posters. How do you feel when listening tothem?2. What other musical instrumentsand famous musical pieces ormusicians do you know about?[T can show a sample of poster andhighlight the structure of it]备注：Ss: Students T: TeacherIW: Individual work GW: Group work CW: Class work教学反思：1.学生通过本课时学习，能否初步认识单元主题，感受音乐的影响力。
高中英语 Unit 2《The universal language》文字素材3 牛津译林版选修8
unit2《The universal language》Reading 中知识点1.universal adj 普遍的，共通的，公认的，宇宙的。
War causes universal misery. 战争造成了普遍的痛苦。
Television provides universal entertainment。
电视提供了大众娱乐。
a universal rule 普遍适用的规那么。
2.star. vt.star (in sth) be a star ( in a play, film, etc.)在〔戏剧，电影中〕担任主角，主演She is to star in a new film .她将主演一部新影片。
star sb. (in sth) present sb. As a star, feature sb.使某人担任主演，由某人主演。
My favourite film stars Marilyn Monroe.我最喜欢的电影由玛丽·梦露主演。
The director wanted to star Michael Caine in his new film.这位导演想让麦克尔。
凯恩主演他的新片子。
stardom n.明星或主演的地位，身份。
3.cast vt. (pt ,pp. cast) give (an actor ) a part in a play由……主演，使……成为明星，由……担任主角cast sb.(as sb) , cast sb. (in sth)He was cast as Othello/ in the role of Othello.他将被选派担任奥赛罗这一角色。
4.outdoor adj [attr 作定语]of used in, done in or existing in the open air(outsidea building or a house) 户外的，户外用的，露天的outdoor activities 户外活动outdoor clothing 户外穿的衣服outdoor sport 户外运动outdoors adv.在户外，在露天，在外面Indoor adj. Indoors adv.5.be drunk with 醉心于……，沉溺于……由于……而忘乎所以It’s reported that many middle school students are drunk with playing puter games. The young couple were drunk with their happy and peaceful life.6.dare vi (with or without to)，1)〔用或不用 to,〕敢于，敢胆敢。
新教材高中英语Unit2Theuniversallanguage高考练含解析译林版选择性必修第一册
Unit 2 The universal language五年高考练阅读理解(2017江苏,B,)Red-backed fairy wrens(鹪鹩),which live in northern and eastern Australia, lay three or four eggs at a time.Before birth, babies can tell the difference between loud sounds and voices. They can even distinguish their mother's voice from that of a female stranger. But When it comes to embryonic learning(胎教), birds could rule the roost. As recently reported in The Auk:Ornithological Advances, some mother birds may teach their young to sing even before they hatch(孵化). New-born chicks can then imitate their mom's call within a few days of entering the world.This educational method was first observed in 2012 by Sonia Kleindorfer, a biologist at Flinders University in South Australia, and her colleagues. Female Australian superb fairy wrens were found to repeat one sound over and over again while hatching their eggs. When the eggs were hatched,the baby birds made the similar chirp to their mothers—a sound that served as their regular “feed me!” call.To find out if the special quality was more widespread in birds, the researchers sought the red-backed fairy wren, another species of Australian songbird. First they collected sound data from 67 nests in four sites in Queensland before and after hatching. Then they identified begging calls by analyzing the order and number of notes. A computer analysis blindly compared calls produced by mothers and chicks, ranking them by similarity.It turns out that baby red-backed fairy wrens also emerge chirping like their moms. And the morefrequently mothers had called to their eggs, the more similar were the babies' begging calls. In addition, the team set up a separate experiment that suggested that the baby birds that most closely imitated their mom's voice were rewarded with the most food.This observation hints that effective embryonic learning could signal neurological(神经系统的)strengths of children to parents. An evolutionaryinfer ence can then be drawn.“As a parent, do you invest in quality children, or do you invest in children that are in need?”Kleindorfer asks.“Our results suggest that they might be going for quality.”1.distinguish vt.区分;辨别;分清2.imitate vt.模仿3.widespread adj.分布广的;普遍的;广泛的4.identify vt.确认;认出;鉴定1.The underlined phrase in Paragraph 1 means“”.A.be the worstB.be the bestC.be just as badD.be just as good2.What are Kleindorfer's findings based on?A.Similarities between the calls of moms and chicks.B.The observation of fairy wrens across Australia.C.The data collected from Queensland's locals.D.Controlled experiments on wrens and other birds.3.Embryonic learning helps mother birds to identify the baby birds which .A.can receive quality signalsB.are in need of trainingC.fit the environment betterD.make the loudest call五年高考练◎语篇解读本文是一篇科普类说明文。
Unit2TheUniversalLanguageReading教学设计高中英语牛津译林版(2020
牛津译林版（2020）选择性必修第一册Unit 2 The Universal LanguageReading【教材分析】本节课的主题是"The Universal Language"，内容涉及音乐、绘画、文学、电影等艺术形式的介绍，以及探讨这些艺术形式如何跨越国界和语言障碍，成为人类共同的语言。
通过本节课的学习，学生将能够了解不同艺术形式的特点和表现方式，并深入探讨艺术在人类文化交流中的作用。
【教学目标】1. 帮助学生掌握与艺术相关的词汇和表达方式，提高其阅读理解能力；2. 引导学生分析和欣赏不同艺术形式的美，培养其审美情趣；3. 帮助学生理解艺术的普世价值，培养其对多元文化的尊重和包容。
【教学重点】本节课的教学重点是帮助学生了解不同艺术形式的特点和表现方式，并探讨艺术在人类文化交流中的作用。
【教学难点】本节课的教学难点在于如何引导学生深入分析和欣赏不同艺术形式的美，以及如何培养学生的审美情趣和多元文化意识。
【学情分析】高一学生具有一定的英语阅读能力和文化背景知识，但他们对艺术和多元文化的认识还不够深入。
因此，在教学过程中，教师应该注重引导学生主动参与和思考，激发他们对艺术和多元文化的兴趣。
【教学策略】1. 运用多媒体技术辅助教学，展示不同艺术形式的图片、视频和音频素材，帮助学生直观了解相关内容；2. 组织小组讨论和分享活动，鼓励学生相互交流和合作，提高他们的参与度和合作能力；3. 布置课后作业，要求学生选择一种艺术形式进行深入研究，培养他们的自主学习能力。
【教学方法】1. 激活学生的前知：通过提问和讨论的方式，了解学生对不同艺术形式的认识程度和文化背景；2. 教学策略：采用讲解、示范、小组讨论和案例分析等多种教学策略，帮助学生掌握相关知识和技能；3. 学生活动：组织学生进行小组讨论、角色扮演和分享活动等，提高他们的参与度和合作能力；4. 教学评价：采用形成性评价和终结性评价相结合的方式，及时反馈学生的学习情况和表现，指导他们改进学习方法。
Unit 2 The universal language Period 3 课件 1-优质公开课-译林版高中选修8精品
flute
a tube-shaped musical instrument which is played by blowing through a single reed and pressing the metal keys to produce different notes
clarinet
Unit 2 The universal language Period 3 课件 1
a large musical instrument with a row of black and white keys which are pressed to play notes
piano
a wooden musical instrument with four strings which is held against the neck and played by moving a bow across the strings
guitar
a wooden musical instrument with four strings, that is held vertically between the legs and is played by moving a bow across the strings
cello
a brass musical instrument consisting of a metal tube with one narrow end, into which the player blows, and one wide end. Three buttons are pressed in order to change notes
Part C Answers C (1) orchestra (3) symphony (5) brass
Unit2Theuniversallanguage词汇知识点清单-高中英语译林版(2020)选择性
1.music n.音乐musical adj.音乐的musician adj.音乐家2.pose v.作曲poser v.作曲家position n.作品3.please v.取悦pleased adj.开心的pleasant adj.令人愉悦的pleasure n.愉快，荣幸4.bine v.结合bination n.结合5.adapt v.适应；改编adaptation n.改编本；适应6.defend v.防御defence n.防御7.greet v. 打招呼greeting n.问候8.suit v.适合suitable adj.适合的9.distant adj.遥远的；冷淡的distance n.距离；疏远10.breath n.呼吸breathe v.呼吸11.pany n.陪伴acpany v.陪伴panion n.伴侣，伙伴12.expect v.期待expectation n.期待13.enthusiastic adj.热情的enthusiasm n.热情14.gift n.天赋gifted adj.有天赋的15.predict v.预测prediction n.预测16.depress v.使...沮丧/抑郁depression n. 沮丧，抑郁depressed adj.沮丧的depressing adj.使人沮丧的17.possess v.拥有possession n.拥有18.transform v.转变transformation v.转变19.explode v.爆炸explosion n.爆炸20.satisfy v.使满意satisfying/satisfactory adj.令人满意的satisfied v.满意的satisfaction n.满意21.recognize v.认出；意识到recognition n.认识；赞赏22.rely v.依赖，信赖reliable adj.值得信赖的23.surround v.包围surrounding adj.周围的surroundings n.环境24.determine v.决心，决定determination n.决心determined adj.坚定的25.admit v.承认；允许进入admission n.承认；准入进入；入场费三、固定短语1. a wide range of types 种类繁多2. a piece of music 一首音乐3. a live music performance 现场音乐演出4.deserve to be done 值得被...5.the twists and turns 曲折，跌宕起伏6.tear apart使（关系密切的人）分离，开7.weep bitterly over the loss of... 因失去...而痛哭8.be overe with sorrow悲痛欲绝9.have one`s roots in起源于10.rely on依赖，依靠；信任11.it turns out that... 原来，结果是...12.throw in sth额外赠送13.give the public more access to music 给大众更多接触音乐的机会14.put on a series of free concerts 举办一系列免费音乐会15.bine…and/with…把…和…结合起来16.the munist Party of China中国共产党17.overe the Japanese invaders战胜日本侵略者18.in particular 尤其，特别19.deserve a mention 值得一提20.end with以...结尾21.think highly of 高度评价22.get tired of 厌倦23.it`s no use doing做...是没有用的24.be capable of 能够25.get down to (doing) sth开始着手做...26.have trouble doing sth 做某事有困难27.every other week 每隔一周28.in a state of 处在…的状态中29.turn up the volume调高音量30.stare at 凝视，盯住31.hold one`s breath屏住呼吸32.uncover the beauty of the song 发现歌曲的美33.grab the attention of sb 抓住某人的注意力34.sweep along席卷，使深受影响35.at the top of my voice 用最大的声音36.reflect on 反思37.a crowd of 一群38.stream into涌入39.break into enthusiastic cheers爆发出热情的欢呼40.be unaware of未意识到，没察觉到41.a sea of people 一群人42.enjoy a reputation as… 享誉…的盛名43.take a sharp turn 急转弯44.be determined to do sth 决定做...45.all of a sudden 突然46.strong will 坚强的意志47.with ease 从容地，熟练地48.be regarded as 被看作…三、好句积累1.It’s a piece that really deserves to be heard.这部作品真的值得一听。
Unit2TheUniversalLanguageWeletotheunit教学设计高中英语牛津译林
牛津译林版（2020）选择性必修第一册Unit 2 The Universal LanguageWele to the unit【教材分析】本节课是牛津译林版（2020）选择性必修第一册的第二单元，主题是“The Universal Language”，属于“Wele to the unit”部分。
本单元主要探讨不同文化之间的交流和语言的重要性，通过介绍英语的发展历史、语言的作用以及跨文化交际的技巧，帮助学生了解语言在人类文明中的地位和作用，并提高他们的跨文化交际能力。
【教学目标】1. 帮助学生了解英语作为全球通用语言的重要性及其历史发展；2. 引导学生认识语言在跨文化交际中的重要作用；3. 培养学生的探究精神和合作学习能力。
【教学重点】本节课的教学重点是让学生了解英语作为全球通用语言的历史背景和原因，以及掌握语言在跨文化交际中的重要性。
【教学难点】本节课的教学难点在于如何通过多样化的教学活动激发学生的学习兴趣，帮助他们深入理解英语作为全球通用语言的地位和作用，以及如何将所学知识应用到实际生活中去。
【学情分析】高一学生已经具备一定的英语基础和自主学习能力，但他们的跨文化交际能力和英语表达能力还有待提高。
同时，学生对不同文化之间的交流和语言的作用也表现出浓厚的兴趣。
因此，在教学过程中，教师应该注重培养学生的跨文化交际能力和英语表达能力，并引导他们将所学知识应用到实际生活中去。
【教学策略】本节课采用多媒体教学和任务型教学相结合的方式，通过展示图片、视频等多媒体资源，引导学生进行小组讨论、角色扮演等活动，帮助他们深入理解英语作为全球通用语言的地位和作用，以及掌握语言在跨文化交际中的重要性。
【教学方法】1. 激活学生的前知：通过提问、讨论等方式了解学生对英语作为全球通用语言的认识程度；2. 教学策略：采用多媒体教学和任务型教学相结合的方式，引导学生进行小组讨论、角色扮演等活动；3. 学生活动：组织学生进行小组讨论、角色扮演等活动，帮助他们加深对英语作为全球通用语言的地位和作用的理解；4. 创设学习环境：通过多样化的教学活动激发学生的学习兴趣，帮助他们积极参与课堂活动；5. 归纳小结：对本节课所学的知识进行总结和回顾，帮助学生巩固所学内容。
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Unit2 The Universal Language
Period Five Grammar (1)
Teaching Aims:
1.Identify and use the past continuous tense.
2.To start students thinking about different places in the world
Teaching Difficulties:
1. phrases: look for, find out, at that time, on the second day,
2. sentence patterns: sb.+ be(was/ were) + doing
Teaching Aids: Multi-Media.
Teaching Procedures:
Step One ：Leading – in
T: Now, I am teaching you. You are listening to me carefully.
Ask the students to give me more sentences written in present continuous tense. Write the structure of present continuous tense on the Bb.
T: But yesterday at this time, I was sitting in my office. (Write the structure of past continuous tense on the blackboard). Underline the different verbs ‘BE’.
Step Two ：Pre – task
1. Design a scene: Last night at 8:00 there was a blackout in your block.
The lights
went out all over the block. First, show some pictures, then let the students describe.
Example: Picture 1 David was cooking when the lights went out.
2. During the students describe the pictures, pay attention when to use
‘was’ and ‘were’ to consolidate the past continuous tense.
3. Describe the picture in general questions and give them positive and
negative answers. Practise in pairs. Write the two kinds of answers on the Bb.
4. After finishing describing the nine pictures, practice the dialogue like this.
T: What was David doing last night when the lights went out?
Ss: He was doing some cooking.
Practise in pairs. Let them choose any picture they want.
Step Three ：While – task
Task 1 Finish the dialogue in Part A1. Then check the answers. Explain the main phrases in the dialogue. In the end, Read the dialogue together. Task 2 Finish the dialogue in Part A2, then check the answers.
Task 3 Ask the students to close the book. Ask them some questions about this dialogue.
Question 1 What was Millie doing at that time?
Question 2 Was Millie staying at a trip during her trip?
Question 3 Why couldn’t mother find Andy?
Question 4 While Andy was swimming in the swimming pool, what was Millie
doing?
Question 5 Was Andy still swimming when they visited the temple? Question 6 What was he doing then?
Step Four: Post-task
Group work: Act as mother and child, finish the following exercise.
你昨晚在你的好朋友John家度过，你们玩得很开心。
今天晚上回来，妈妈关心
地问了很多问题。
请编一个你和你妈妈之间的对话。
要求：至少要有两个以上的过去进行时的句子。
( M: mother )
M: Did you have a good time at John’s home?
I:
M:
I:
M:
I:
M:
I:
Then practice in front of the class.
Step Five Homework
Finish the exercises in exercise book.。