2018年秋人教版高中英语必修二学案：unit 5 music period 6 writing
(最新)高中人教版英语必修2《Unit 5 Music》精品单元教案
Unit 5 MusicPart One: Teaching Design (第一部分：教学设计)Period 1: A sample lesson plan for reading(THE BAND THAT 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.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.Do you know anything about “The Monkees”?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 read aloud 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.3.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.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?How was The Monkees formed and became a real band?The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, MikeNesmith & Davy Jones4. 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?Do you agree that the jokes were more important than the music for this band? Give a reason.Closing d own 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.Period 2: A sample lesson plan for Learning about Language(The Attributive Clause (in/ for/ with/ by＋which/ whom).AimsTo help students learn about the Attributive Clause with a preposition in front.To help students discover and learn to use some useful words and expressions.To help students discover and learn to use some useful structures.ProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 35 and do exercises No. 1, 2 and 3 first. Check your answers against your classmates’. II. Learning about grammar1.Reading and thinkingTurn to page 34 and read with me the text of THE BAND THAT WASN’t. As you read on, pay attention to The Attributive Clause (in/ for/ with/ by＋which/ whom), that is, the attributive clauses with a preposition ahead of the relative pronoun shown in the sentences.2.Doing exercises No. 1 and 2 on page 35Turn to page 34. Look at the two sentences:The musicians of whom the band was formed played jokes on each other as well as played music. However, after a year or so in which they 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.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...throu gh which I’ll go tomorrow.)∙She is one of the few people (who/that) I look up to. (not ... to whom I look up.)In formal written English, we often prefer to use of which rather than whose to talk about things:∙A huge amount of oil was spilled, the effects of which are still being felt. (or...whose effects are still being felt.)∙The end of the war, the anniversary of which is on the 16th of November, will be commemorated in cities throughout the country. (or...whose anniversary is on...)Note that we can’t use of which in place of whose in the patterns described in Unit 71B:∙Dorothy was able to switch between German, Polish and Russian, all of which she spoke fluently. (not..,all whose she spoke...)We can sometimes use that...of in place of of which. This is less formal than of which and whose, and is mainly used in spoken English:∙The school that she is head of is closing down. (or The school of which she is head...)Whose can come after a preposition in attributive clauses. However, it is more natural to put the preposition at the end in less formal contexts and in spoken English:∙We were grateful to Mr. Marks, in whose car we had traveled home. (or...whose car we had traveled home in.)∙I now turn to Freud, from whose work the following quotation is taken. (or...whose work the following quotation is taken from.)IV. Closing down by doing exercises:Join the sentence halves using which or whom after an appropriate preposition. (A)a.I would never have finished the work.b.It was primarily written.c.We know nothing.d.They got a good view.e.He learned how to play chess.f.Dennis scored three goals in the final.g.She was born.h.It was discovered.1.They climbed up to the top of a large rock.2. I would like to thank my tutor.3. She has now moved back to the house on Long Island.4. The star is to be named after Patrick Jenks.S. This is the ball.6. He is now able to beat his father.7. The book is enjoyed by adults as well as children.8. There are still many things in our solar system.Are these correct or appropriate? If they are, put a√. If they are not, give a reason, correct them and give alternatives if you can. (A)I. It's a piece of jewelry across which I came in an antique shop. --- which I came across in an antique shop. (‘came across’ is a two-word verb.)2. The extra work which she took on was starting to affect her health.3. My mother, after whom I looked for over 20 years, died last year.4. The people whom I work with are all very friendly.5. Some of the criticisms with which they had to put up were very unfair.6. He had many friends with whom he had a regular correspondence.7. The woman to who he is engaged comes from Poland.8. The forms which I had to fill in were very complicated.Rewrite these sentences so that they are more appropriate for formal written English. Use preposition + which or preposition + whose, as appropriate. (B)I. Tom Sims, whose car the weapons were found in, has been arrested. Torn Sims, in whose car the weapons were found, has been arrested.2. Tom Ham, whose novel the TV series is based on, will appear in the first episode.3. Dr Jackson owns the castle whose grounds the main road passes through.4. Tessa Parsons is now managing director of Simons, the company that she was once a secretary in.5. Allowing the weapons to be sold is an action that the Government should be ashamed of.6. The dragonfly is an insect that we know very little of.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.3.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’d better do some brainstorming in small groups before writing your letters. You should follow theprocedure for brainstorming and outlining introduced in Module 1 Unit 2.2.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. Take notes 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.Closing 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 ideaII. 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 MonkeesI. Different types of music:Folk musicIt has been passed down from one generation to another. At first it was never written down. People learned the 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 pla ys 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. The 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 taught me nothing.” However, it was Haydn who encouraged Beethoven to move to Vienna. Beethoven became very popular in the Austriancapital 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 things more lively and interesting•Make things better for people to understan d 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 modern times as a copy of this（音乐；艺术）民间的；民俗的folk music/ folk songs/ Chinese folk art/ give a folk concert/a folk singerjazz n.爵士音乐traditional jazz/ modern jazz/ jazz music/ a jazz bandmusician n.音乐家a fine musiciandreamn. 1. a group of thoughts, images, or feelings experienced during sleep梦2. sth. imaged, not real, but believed in or greatly and hopefully desired理想；梦想v.梦见；梦想dream of/about (doing) sth./ dream a dreamclapvi.鼓掌Clap one’s hand in time to the music/ clap sb. on sth./ clap sb. on the back/clap eyes on sb.be honest with = be frank with/ to tell you the truthformvt.&n.（使）组成；形成form some ideas or opinion about sth./ form a nation/ form a line/ form good habits/ in the form of/ in form/ fill in the form/ take the form ofpasser-by n. 过路人；行人passers-by/ ask the passer-byearnvt. 1. to get (money) by working赚；挣（钱）He earns $10000 a year(by writing stories).2.to get(sth. that one deserves)because of one’s qualities博得；赢得He earned the title of “The Great” by his victories in the war. earn money/ earn one’s living / earn sb. successloosely adv.宽松的；松散的loosely speaking/ loosely translatedadvertisementn. also ad--a notice of sth. for sale, service offered, job position to be filled, room to let, etc., as in a newspaper, painted on a wall, or made as a film广告the advertisement page/ advertisement for sb./sth./ put an advertisementactor n. 男演员；行动者actor and actress/ an excellent actorattractiveadj. having the power to attract有吸引力的The idea is very attractive. sound attractive/ at attractive price fann. 1.扇子turn the fan on 2.a very keen follower or supporter, as of a sport, performing art, or famous person迷；狂热者fan clubinstrumentn.工具；器械；乐器play an instrument/ the instruments of the orchestra/ a ship’s instruments II. Words for Learning about Languagehitn.（演出等）成功；打击a direct hit on an enemy ship/ a final score of two hits and six misses/ a hit with everyone/ His film is quite a hit/ They sang their latest hit./ make a hitsortn.& vt.种类；类别；分类；整理the sort of person I really dislike/ What sort of paint are you using?/ sort sth. out (into) sth./ sort through sth.III. Words for Using Languageafterwardsadv. later; after that以后;后来Let’s go to the theatre first and eat afterwards.performvt.& vi. 1. to do; carry out(a piece of work)实行；做The doctor performed the operation. 2. to fulfill (a promise, order, etc.) 履行；执行(允诺，命令)3. to give, act or show(a play, a part(role)in a play, a piece of music, tricks, etc.) esp. before the public表演perform a task/ perform one’s duty/ perform an operation to save one’s life/ perform the piano/perform skillfully on the flute/ perform live on television/ perform a ceremonyperformancen.表演；履行faithful in the performance of one’s duty/ the evening performance/give a performance of “Hamlet”/ in performancestickvi 1. to (cause to) be fixed with a sticky substance粘贴；张贴Stick a piece of paper over the old address and write the new one on it.stick to one’s fingers/ stick a stamp on a letter 2. stick to: to refuse to leave or change/stick up a note on the note-board/ stick the pen behind the ear坚持;固守stick to one’s plan/to stick to one’s promiseabilityn. power and skill, esp. to do, think, act, make, etc.（尤指工作, 思考，行动，创造等）能力a machine with the ability to copy with large loads/ have the ability to do the work/ a woman of great ability/ have a great musical abilitysayingn.话；俗话‘More haste, less speed,’ as the saying goes.reputationn. (an) opinion held by others(about someone or sth.); the degree to which one is well thought of名誉；名声: a school with an excellent reputation/ a good reputation as a doctor/ have a reputation for laziness/ ruin sb.’s reputation/ make a reputation for oneself/ live up to one’s reputationunknownadj.& n. 不知道的；未知的人或物unknown forces/ an unknown actor/ unknown to sb./ a journey into the unknown21。
2018-2019学年度人教版必修二Unit 5 Music-reading教案 (2)
Unit 5 MusicPeriod 1 Warming up & ReadingTeacher : Han WeiTeaching aimsKnowledge aims:1.Get students learn the useful new words and expressions in this part: roll.folk, jazz,musician,pretend,attach, form, passer-by, earn, extra, instrument, performance, pub, cash, studio, millionaire, actor, rely, broadcast,humorous, familiar, attractive, dream of, to be honest, attach...to... , in cash, play jokes on, rely on, get familiar with, or so, break up2.Let students learn about different types of music.Ability aims:1.Enable students to learn to talk about different kinds of music.2.Develop students' reading ability by learning to read about bands and let them learn different reading skills.Emotional aims:1.Arouse students' great interest in music.2.Develop students' sense of cooperative learning.Teaching Important Points:1.Let students learn more about different kinds of music.2.Get students to learn different reading,listening and speaking skills. Teaching Difficult Points:1.Develop students' reading ability.2.Enable students to learn to enjoy different kinds of music.Teaching Methods:1.Task-based teaching and learning2.Listening and practicing3.DiscussionTeaching aids:MediaTeaching proceduresStep 1 Warming upWarming up by watching videos1. Ask students the following questions:What kind of music it is?How much do you know about music?Can you tell us about the different kinds of music?2. Let students have a brainstorm.Divide students into two groups to talk about the different kinds of music and have a competition.3.Ask students to look at pictures on the screen and listen to different kinds ofmusic on the tape. See if they can guess which music matches with which picture.Step 2 Pre-reading1.Ask students to answer the question:Have you heard about any of the famous bands/groups in the world? List some if you have.2. Play the tape and let students listen to some pieces of music from different bands. Then ask them :Which band do you like best? (Show some pictures of some famous bands to the students.)3. Talk about "the Monkees" with the students.Do you know anything about "The Monkees " ?Step 3 Fast reading1. Reading the passage quickly and tell us what the passage is about.2. Try to find out the main idea of each paragraph.Para. 1. Dreaming of being a famous musician or singer.Para. 2. How musicians form bands.Para. 3. How the Monkees got their start.Para. 4. How Monkees become serious about the music business.Step 4 Careful readingRead the passage carefully and finish the following tasks:Task 1. Do the exercise True or False.1.Most musicians meet and form a band because they like to write and play music.2.The TV organizers had looked for five musicians who were lively and who could make good music.3.Each week the group that was called “The Beatles”would play a song or two written by other musician.4.Though the band pretended to sing at first, were popular with the fans.5.“The Monkees” broke up in about 1960, but reunited in 1980.Task 2. Which is the correct order of the growing of the Monkees?1.They started to play their own instruments and write their own music.2. They played songs written by other musicians.3. They produced a new record to celebrate their time as a band.4. The band broke up about 1970.A. 1→4→3→2B. 1→2→4→3C. 2→3→4→1D. 2→1→4→3 Task 3. Choose the adjectives that you think best describe "The Monkees".Give your reasons.Popular lively funny foolish brave crazy classical rich honest attractive famous determinedStep 5 Watch a video and sing the song together.Step 6Evaluation with encouraging words.Step 7 HomeworkRead the reading passage again and try to retell the passage The Band That Wasn't.。
2018年秋人教版高中英语必修二学案：unit 5 music period 1 warming up and reading
Book 2 Unit 5 MusicPeriod 1 Warming up and Reading编者：李兴兵修编：毛彦芳导学目标1.熟记学案中所列出的重点单词和短语roll, form, earn ,perform, familiar, attach…to ,break up 等。
2.阅读课文，了解和学习有关音乐和乐队的情况，特别是门基乐队怎样形成的。
3.通过阅读，提高学生对音乐及乐队的兴趣，提高阅读能力并同时达到对文章的缩写。
自主学习I. 重点单词1.________vt./vi.滚动，(使)摇摆n.摇晃，卷，面包圈2.________vt.假装，假扮3._________vt./vi.系上，缚上，附加，连接4.__________vt.(使)组成，形成，构成5._________vt.赚，挣得，获得6.___________adj.额外的，外加的7.__________n广播，播放8.____________adj.熟悉的，常见的，亲近的9.__________vt./vi.表演，履行，执行→_________________n．表演，履行→______________n．表演者10.___________adj.吸引人的，有吸引力的→________vt.吸引→_____________n．吸引(力)，吸引人的事物11.________vi.依赖，依靠→_______________adj.可依赖的，可依靠的12._____________adj 幽默的II. 重点短语1._______________梦见，梦想2.______________说实在地3._______________用现金，有现钱4._______________戏弄5.______________依赖，依靠6._________________________熟悉7.________________认为有(重要性、意义)；连接8.__________________打碎，分解，瓦解合作探究:I 阅读P34的Reading部分，搭配段意Para 1. A. How “The Monkees” was formed.Para 2. B,The development of “The Monkees”.Para 3. C. Dreaming of being a famous musician or singer.Para 4. D. How musicians form bandsII. .篇章结构阅读P34的Reading部分，完成下面表格，每空不超过3个单词III.语篇理解阅读P34的Reading部分，从每题所给的3个选项中选择最佳答案1. What does the title of the passage mean?A. The band wasn't a famous one.B. The band was formed in a different way.C. The band didn't play their own music.2. In the author's opinion，many people want to be part of a band because。
人教版高中英语必修二教案Unit5MusicPeriod3
株潭中学英语学科备课表（教案）年级高一Language points1日期2018.1课题课型授课新授主备人复备人教学目标重点难点器材人1.Learn and grasp the usages of such important new words and expressions.2.Get students guess words according to English explanation.3.Learn t o express feelings a bou t music.To use these language points correctlydream of/about(doing)sth.梦见,梦想……Multimedia授课教学过程学生活动设计意图人标注Step1Students read the vocabulary of Unit4together.Step21.rolle.g.The ball rolled into the hole.v.（使）翻滚，滚动e.g.She rolled her jeans to her knees.v.把（衣服的边）卷起来e.g.The slow,steady roll of the ship made us feel sick.n.摇晃，颠簸e.g.Some rolls of wallpaper were laid in the corner.n.卷，卷形物e.g.Hot,fresh rolls were served throughout the meal.n.面包圈rolling pin擀面杖roll in滚滚而来，大量涌入roll...down摇下……2.folk n.人们(复数形式可加s,也可不加),表示家里人,父母(常加s)e.g.They are the best folks on the earth.他们是天底下最好的人。
人教版高中英语必修2Unit 5Music学案2
Unit 5《Music》Learning aims(学习目标):1. Form a proper sense of enjoying music2. Get some ideas about “The Monkees”, and try to introduce their story3. Grasp some important words and expressions, and try to use them to describe some musical phenomena.Learning Procedures(学习过程):Leading inMusic is a popular way to express a certain kind of feeling. What kinds of musiccan you tell? Give example!______________________________________________________________________________ Reading:Task One:Read the passage and try to find out1. How many bands are mentioned in the passage? What are their names?_______________________________________________________________________________ 2. Which band is “The Band That Wasn’t”?_______________________________________________________________________________ Task Two: Read the text carefully and complete the timeline of the events in the life.1The Monkees is made of a band of four _________, who _____________each other as well as played music. It began as a ______.2Their performances were humorous enough to be copied by other groups.3After a year _____ in which they became more serious about their work, The Monkees started to play and sing their ___________.4The band ________ in about 1970, but _________in the mid-1980s.Task Three: Deal with some words and expressions1. Which sentence in the passage can be replaced by the following one?Have you ever hoped to be a famous singer singing before a lot of people, and they all cheer and appreciate your singing?_______________________________________________________________________________ _______________________________________________________________________________ Translate_______________________________________________________________________________ 2 找出下句中的目的状语并且翻译本句。
人教版高中英语必修2+Unit+5+Music+period+2+教案2.doc
Unit 5 MusicGrammar and Useful StructuresAimsTo help students learn about the Attributive Clause with a preposition in front.To help students discover and learn to use some useful words and expressions.To help students discover and learn to use some useful structures.ProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 35 and do exercises No. 1, 2 and 3 first. Check your answers against your classmates’.II. Learning about grammar1.Reading and thinkingTurn to page 34 and read with me the text of THE BAND THAT WASN’t. As you read on, pay attention to The Attributive Clause (in/ for/ with/ by＋which/ whom), that is, the attributive clauses with a preposition ahead of the relative pronoun shown in the sentences.2.Doing exercises No. 1 and 2 on page 35Turn to page 34. Look at the two sentences:The musicians of whom the band was formed played jokes on each other as well as played music. However, after a year or so in which they bec ame more serious about their work, “The Monkees” started to play their own instruments and write their own songs like a real band.Pay attention to the structure: preposition + relative pronoun. Usually only two relative pronouns --- which and whom--- can be used in the Attributive Clause, with a preposition put before the clause. That can’t be used. Look at the screen. Here are more examples on this kind of structure.Now go on to do Exercise No. 2 on page 36, that is, to sort out the sentences.III. Ready used materials for The Attributive Clause (in/ for/ with/ by＋which/ whom)In formal styles we often put a preposition before the relative pronouns which and whom:∙The rate at which a material heats up depends on its chemical composition.∙In the novel by Peters, on which the film is based, the main character is a teenager.∙An actor with whom Gelson had previously worked contacted him about the role.∙Her many friends, among whom I like to be considered, gave her encouragement.Notice that after a preposition you can’t use who in place of whom, and you can’t use that or zero relative pronoun either:∙Is it right that politicians should make important decisions without consulting the public to whom they are accountable? (not --- the public to who they are accountable.)∙The valley in which the town lies is heavily polluted. (not --- The valley in that the town...)∙Arnold tried to gauge the speed at which they were traveling. (not --- the speed at they were traveling.)In informal English we usually put the preposition at the end in attributive clauses rather than at the beginning:∙The office which Graham led the way to was filled with books.∙Jim’s footballing ability, which he was noted for, had been encouraged by his parents.∙The playground wasn’t used by those children who it was built for.In this case we prefer who rather than whom (although whom is used in formal contexts). Inrestrictive attributive clauses we can also use that or zero relative pronoun instead of who or which (e.g. ...the children (that) it was built for).If the verb in attributive clauses is a two-or-three-word verb (e.g. come across, fill in, go through, look after, look up to, put up with, take on) we don’t usually put the preposition at the beginning:∙Your essay is one of those (which/that) I’ll go through tomorrow. (rather than...through which I’ll go tomorrow.)∙She is one of the few people (who/that) I look up to. (not ... to whom I look up.)In formal written English, we often prefer to use of which rather than whose to talk about things:∙A huge amount of oil was spilled, the effects of which are still being felt. (or...whose effects are still being felt.)∙The end of the war, the anniversary of which is on the 16th of November, will be commemorated in cities throughout the country. (or...whose anniversary is on...)Note that we can’t use of which in place of whose in the patterns described in Unit 71B:∙Dorothy was able to switch between German, Polish and Russian, all of which she spoke fluently. (not..,all whose she spoke...)We can sometimes use that...of in place of of which. This is less formal than of which and whose, and is mainly used in spoken English:∙The school that she is head of is closing down. (or The school of which she is head...)Whose can come after a preposition in attributive clauses. However, it is more natural to put the preposition at the end in less formal contexts and in spoken English:∙We were grateful to Mr. Marks, in whose car we had traveled home. (or...whose car we had traveled home in.)∙I now turn to Freud, from whose work the following quotation is taken. (or...whose work the following quotation is taken from.)IV. Closing down by doing exercises:Join the sentence halves using which or whom after an appropriate preposition. (A)a.I would never have finished the work.b.It was primarily written.c.We know nothing.d.They got a good view.e.He learned how to play chess.f.Dennis scored three goals in the final.g.She was born.h.It was discovered.1.They climbed up to the top of a large rock.2. I would like to thank my tutor.3. She has now moved back to the house on Long Island.4. The star is to be named after Patrick Jenks.S. This is the ball.6. He is now able to beat his father.7. The book is enjoyed by adults as well as children.8. There are still many things in our solar system.Are these correct or appropriate? If they are, put a√. If they are not, give a reason, correct them and give alternatives if you can. (A)I. It's a piece of jewelry across which I came in an antique shop. --- which I came across in an antique shop. (‘came across’ is a two-word verb.)2. The extra work which she took on was starting to affect her health.3. My mother, after whom I looked for over 20 years, died last year.4. The people whom I work with are all very friendly.5. Some of the criticisms with which they had to put up were very unfair.6. He had many friends with whom he had a regular correspondence.7. The woman to who he is engaged comes from Poland.8. The forms which I had to fill in were very complicated.Rewrite these sentences so that they are more appropriate for formal written English. Use preposition + which or preposition + whose, as appropriate. (B)I. Tom Sims, whose car the weapons were found in, has been arrested. Torn Sims, in whose car the weapons were found, has been arrested.2. Tom Ham, whose novel the TV series is based on, will appear in the first episode.3. Dr Jackson owns the castle whose grounds the main road passes through.4. Tessa Parsons is now managing director of Simons, the company that she was once a secretary in.5. Allowing the weapons to be sold is an action that the Government should be ashamed of.6. The dragonfly is an insect that we know very little of.精美句子1、善思则能“从无字句处读书”。
2018届人教版必修二一轮复习：Unit 5 Music单元教案设计(28页)
Unit 5 Music单元教案设计Period 1 ReadingThe General Idea of This Period：This period includes Warming up，Reading and Comprehending of Unit 5.It introduces different kinds of music and a band called “The Monk ees”.Students will enlarge their knowledge of music by listening to the music.Meanwhile students can learn how The Monkees got successful by some reading strategies such as s kimming，scanning，and intensive reading.Students should think carefully about the outlook on society and on personal value after reading the story of The Monkees.Students will realize the importance of hard work，right attitude towards work，and bravery on meeting the challenge.Teaching Aims：1.Train the students’ reading ability.2.Learn some useful words，expressions and some important sentences.classical，folk，form，passer-by，earn，extra，instrument，pretend，hit，dream of，be honest with，play jokes on，be based on，put on advertisement，or so，be serious about，break upa.Have you ever dreamed of being in front of thousands of people at a concert，with everyone clapping and enjoying your singing?b.If we are honest with ourselves，most of us have dreamed of being famous.c....bands are formed by high school students who practise their music in someone’s home.d.They may play to passers-by in the street or subway so that they can earn some extra money.e.The musicians of whom the band was formed played jokes on each other as well as played music.f.Their music and jokes were based loosely on the band called “The Beatles”.g.Act ors may not be able to sing so at first other musicians sang the songs for the programme while the band pretended to sing them.h.However，after a year or so in which they became more serious about their work.3.Enable the students to sum up the main idea of each paragraph.4.Express their opinion by answering the questions.Teaching Important Points：1.Help the students to understand the passage better.2.Learn and master some important words and phrases in this period.3.Help the students to understand the details of the text by helping them to answer the following questions.Teaching Difficult Points：1.How to help the students improve their reading ability and understand the passage better.2.How to master the important language points in this passage.3.How to help the students express their ideas on the two questions.a.Do you think the TV organizers were right to call “The Monkees”a band when they did not sing or write their own songs?Why?b.Do you agree that the jokes were more important than the music for this band?Give areason.Teaching Methods：1.Fast reading to get the gen eral idea of the text.2.Careful reading to understand the passage better.3.Explanation to help the students master some language points.4.Discussion to help the students understand better what they’ve learned and to use the knowledge they’ve learned in this period.Teaching Aids：1.A tape recorder.2.A multimedia.Teaching Procedures：Step 1 Lead-in1.Greet the students as usual.2.Introduce the topic of music.T：Do you know who they are?（The teacher shows the pictures of some famous singers.）Ss：SHE，Jay，Jacky Zhang，Celine Dion.T：Correct.So you all like listening to music.Then what kind of music do they sing?S1：Pop music.T：What other kinds of music do you like listening to?S2：Rap，Classical music，folk music，Rock ‘n’ RollT：Well，good job.It seems you know quite a lot about music.Now let we check whether you are really good at music.Have a look at the eight pictures.Then I’ll play a tape to you and you will hear 8 kinds of music.After listening，you have to tell me what kind of music you hear，clear?Let’s enjoy some kinds of music.Suggested answers：Choral，Country music，Rap，Folk music，Rock ‘n’ Roll，Orchestra，Jazz，Classical music T：Excellent.I am sure you are interested in music and know a lot about songs and music.Now I’d like to have a discussion.What kinds of music do you like better，Chinese or Western，classical or modern?How does music make you feel?And why do you like to listen to music?I’ll give you 5 minutes to talk with your partners.T：OK.Who is ready to share with us your opinions?S3：I like Chinese music.Because I think Chinese music is easier to understand.And I likelistening to modern music，because it reflects the modern life.S4：I like Western music.Because I think Western music is lively and the singers’ voices are beautiful.I like classical music since it can make me calm down if I have a bad mood.And the classical music often inspires us.It can last longer than the modern music.T：I enjoy your talk.Continue.Who would like to talk more?How does music make you feel?S5：I feel inspired when listening to music.When I’m not having a good mood，music can calm me down.When I listen to the beautiful music，I feel happy and recall some good memories and beautiful things in life.S6：When I am reading，I would like to listen to music，because it helps me concentrate on my reading.T：Well，so music can be used as the background music which helps us to be concentrated.What’s more?S7：I like to listen to music，because I feel relaxed when listening to music.Music tells us the real life.3.Introduce “The Monkees”.T：Excellent!I really enjoy your opinions and I also have learnt a lot from your ideas.So you a re really music fans.Now，I have a problem and I would like you to give me some advice.I want to listen to some bands’ music.Would you recommend some bands and their famous songs for me?S1：There are several famous bands，like “Beatles”.I like their style of performances.Their famous song is “Let it be”.It is fantastic.Every time I listen to it，I recall the good old days with my classmates.S2：I like “Back-street Boy”best.The musicians in the band always seem very young and handsome.Their performances are perfect.Their famous song is “The Call”.The rhythm of the song is very strong and it is often used as the catwalk background music.S3：I like “West life”best.Their songs are full of deep feelings.They tell us about the love between lovers，friends and parents and children.When listening to their songs，my heart is full of warm.Their famous song is “My Love”.It’s really worth listening.T：Good.Thank you for your recommendation.I have many choices to consider.But here I have a photo of a band.Can you tell me who they are?S4：“The Monkees”.T：Great!Can you tell more about them?S5：It is a band formed of 4 persons.They followed the style of “The Beatles”.T：Right.Well，it seems you know little about them.It doesn’t matter.Now let’s go on to the reading and find more information about them，“The Band That Wasn’t”.Step 2 SkimmingT：First，I would like you to skim the passage about “The Monkees”and find out the main ideas of each paragraph.Time is limited to 3 minutes.Suggested answers：Paragraph 1：Dreaming of being famous musician or singer.Paragraph 2：How musicians form bands.Paragraph 3：How the band got their start.Paragraph 4：How “The Monkees”became serious about their business.Step 3 ScanningT：Now you have got the general idea about the passage.For this time，I would like you toscan the text and find out whether the following statements are true of false.Time is limited to 4 minutes.1.Most musicians meet and form a band because they like to write and play music.2.The TV organizers had looked for five musicians who were lovely and who cou ld make good music.3.Each week the group that was called “The Beatles”would play a song or two written by other musician.4.“The Monkees”broke up in about 1960，but reunited in 1980.Suggested answer：1.T2.F3.F4.TStep 4 Intensive ReadingAsk the students to look through the questions on the screen and read the text silently.Students are expected to find out all the answers by themselves.T：OK，boys and girls.Now let’s read the text in detail and answer the following questions.Questions：1.Why do most musicians like to be in a band with others?2.Which two musical bands are mentioned in the passage?3.How do bands that are formed by high school students earn some extra money?4.When did “The Monkees”break up and when did it reunite?5.Why was “The Monkees”successful in their work?Suggested answers：1.Because they want to write and play music together.2.Beatles & Monkees3.They may play to passers-by in the street or subway so that they can earn some extra money.4.They broke up in about 1970 and it reunited in the mid-1980.5.Because they were serious about their work and they also worked very hard.T：You ar e so smart to get all the answers right.Then let me check whether you have really understood the passage.Have a look at the Ex.2 on Page 35.Try your best to review what you have learnt in your heart without looking back to the passage.And see who can get all the answers right.Time is limited to 2 minutes.（After 2 minutes，the teacher checks the answers.）Suggested answers：1.（D）They produced a new record in 1996 to celebrate their time as a band.2.（E）Most musicians get together and form a band because they like to write and play music.3.（A）They put an advertisement in the newspaper looking for four rock musicians，but only one person was accepted.4.（B）The first TV show was a big hit.5.（C）However，the band broke up about 1970，but reunited in the mid-1980s.Step 5 Retell the StoryT：Since you have read the text for three times，I guess you have totally understood the text.Now let’s check whether you have comprehended the text.On the blackboard，it’s the summary of our reading text.But it’s not complete.You have to think out a proper word to fill in each blank without reading your textbook.After filling the missing words，you will have acomplete summary of the text.Now，I will give you 5 minutes to do this task.If we are ______ ______ ourselves，most of us have ______ ______ being famous sometimes in our lives.Most musicians often meet and ______ a band.Sometimes they play in the street to ______ so that they can earn some ______ money and this also gives them a ______ to realize their dreams.There was once a band started ______ ______ ______ ______.The musicians of whom the band was formed ______ ______ ______ each other as well as played music，whose music and jokes were loosely ______ ______ “The Beatles”.Their exciting performances were copied by other groups.“The Monkees”play ed their own ______ and wrote their own music.Though it ______ ______ in 1970，it ______ in the mid-1980s and it is still popular today.Suggested answer：honest with；dreamed of；form；passers-by；extra；chance；in a different way；played jokes on；based on；instruments；broke up；reunitedStep 6 Language Points FocusTeacher explains the important words and expressions from the reading.Try to use as many examples as possible to illustrate the point.After illustration，teacher can give students some exercises to consolidate their understanding.1.Have you ever dreamed of being in front of thousands of people at a concert，with everyone clapping and enjoying your singing?你曾否梦想过在音乐会上面对成千上万的观众，观众一边欣赏你的歌唱一边为你鼓掌？dream of 向往、梦想She often dreams of being a teacher.她经常梦想成为一名老师。
人教版高中英语必修2Unit 5Music教案2
Unit 5 MusicPeriod 1 (reading)Teaching aims:Students will be able to:Sum up the main idea of each paragraph.Understand the details about the passage.Procedures:Step 1 Warming-up1.Before the class begins, let the Ss enjoy “I’m a believer”played by “The Beatles”.2.Let the Ss enjoy some different kinds of music on the tape andask them to match the music with the right picture.Step 2 Pre-readingTalk about the famous bands in the world. (P33 Pre-reading)1.Ask the Ss: Have you heard about any of the famous bands inthe world? List some if you have.Then the teacher will show the Ss some pictures of some famous bands like “The Beatles”, “Backstreet Boys”, “WestLife” and “Zero O’clock” on the screen and ask the Ss toname the bands and tell the teacher where they come from.2.Ask the Ss: Which one do you like best? Why?3.Ask the Ss: Dou you know anything about “The Monkees”?Then the teacher will show the Ss two pictures of “The Monkees” and say: If you want to know more about “TheMonkees”, please turn to Page33 and let’s come to Reading“The Band That Wasn’t”.Step 3 While-readingFirst reading: read the passage again then answer the following questions:1.Why do most musicians like to be in a band with others?2.Which two musical bands are mentioned in the passage?3.How do some bands formed by high school students earn extramoney?4.When did the “Monkees” break up and when did it reunite??Second reading: get the main idea of each paragraph. (Finish P35, Ex 2)Step 4 Post-readingGive the Ss the following adjectives “popular, lively, funny,foolish, attractive, brave, crazy, noisy, classical, rich, honest,famous” and ask them to choose the ones that they think bestdescribe “The Monkees” and give their reasons. (Finish P35 Ex3)(The teacher will first ask the Ss to discuss in pairs andencourage the Ss to express their opinions. There is no definiteanswer.)Step 5 DiscussionDiscuss the following topics in groups of four.1.What can we learn from “The Monkees”?2.If you are to form your own band, what will you do?(After discussion, ask the Ss to express their own opinion.) Step 6 SummaryToday we have enjoyed some beautiful music and learn something about some famous bands. Remember:Success lies in hard work.Step 7 Homework1.Retell the text.2.Collect some information about your favorite music.Period2（vocabulary & grammar）Teaching aims:Students will be able to:Use the important words and expressions from warming up and readingUse the attributive clause led by “prep. + which / whom ”.Procedures:Step1 Vocabulary study:1.Discover useful words and expressions2.Turn to page 35 and do exercises No. 1, 2 and 3 first. Checkyour answers with your classmates’. (Finish P36 Ex 3) Step 2 Grammar study1.Underline five sentences in the reading passage that contain“prep.+ which/ whom” attributive clauses.2.Discover the structure “prep.+which/ whom” by sorting outthe messagesplete the passage using attributive clauses(Finish P37 Ex3)4.Play a game of definitions. P37 Ex 4.Period 3（Listening, reading and talking）Teaching aims:Students will be able to:make suggestionstalk about preferenceProcedures:Step 1 Listening & Writing1.Preparation for listening to “Freddy, the frog”Read the directions and the statements. Make sure the students know what they mean and what they are asked to do.2.Turn to page 38 and read these sentences before listening tothe tape. Then listen to the tape and decide true or false. Step 2 Reading1.Read more about Freddy’s life and summarize the main idea ofthe story in one sentence. (A possible version: this is a storyabout a band that became famous and did not like it.)2.Underline all the useful expressions or collocations in thepassage. Copy them to your notebook after class as homework.Collocations from Freddy’s life:become famous, visit Britain on a tour, wait for hours to gettickets for the concerts, be confident, enjoy singing and allthe congratulations, the most exciting experience, sing in aTV program called “Top of the Pops, wear an expensive suit,give a performance to a TV camera, go wrong, not go out withoutbeing followed everywhere, wear sunglasses, hide in railwaystations, one’s personal life, become too painful for sb.,pack one’s bagsStep 3 Discussion1.In small groups imagine you are Freddy and his group and youare back at the lake. Discuss the advantages and disadvantagesof being famous. Ask them make a list of their ideas2.Ask some groups to act their conversations.Step 4 HomeworkDevelop your ideas into a short passage.Period 4（speaking & writing）Teaching aims:Students will be able to:write a letter for advicetalk about music: forming a bandmake suggestions and talk about preference properly Procedure:Step 1 Speaking (Group work)1.BrainstormDo you know what a band is? What is your favorite band? How many people is a band usually formed? …2.speakingYou and your friends want to start your own band. However,, you have never played in a band before. Talk with your friendsabout the band you are going to start. What things do you haveto consider? What problems do you have?3.Activity and performanceImagine that you have a chance to form a band. How to forma band? According to the following information discuss in yourgroup.1)What is name of your band?2)Who will play what instruments and who will sing?3)What kind of band you will be?4)Choose an English song for your “band” to perform. Step 2 WritingYou and your friends want to start your own band. However, you have never played in a band before. You write an e-mail to Freddy for his advice. The e-mail is started for you, but you have to finish it.You’d better do some brainstorming in small groups before writing your letters. You should follow the procedure forbrainstorming and outlining introduced in Module 1 Unit 2.Writing tips:1.In groups discuss some questions you would like to ask Freddy.1)Make a list of them and choose the best questions.2)Share your ideas with another pair; discuss all questionsand then decide which ones you want to ask Freddy.3)Use each question to start a new paragraph.4)Write your question first; then add extra information toshow Freddy why you need help.5)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.Step 3 Homework1.Write a paragraph telling your foreign friend about the typeof Chinese folk music you have chosen. Use a dictionary andother reference books to help you.2.Finish off the summing up in Student’s Book.。
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Book 2 Unit 5 Music
Period 6 Writing
编者：毛彦芳
I. 学习目标：
学会描写人物
II. 学习难点：
利用丰富多彩的句型描写人物的特点及事迹。
III. 满分作文赏析：
根据以下提示，写一篇介绍艾丽丝·门罗的文章。
艾丽丝·门罗，作家，1931年7月10日出生于加拿大，诺贝尔文学奖获得者。
2013年诺贝尔文学奖授予加拿大女作家艾丽丝·门罗(Alice Munro)——“当代短篇小说大师”，诺贝尔文学奖史上第13位女性获奖者。
她曾获得2009年布克国际奖(Man Booker International Prize)，三次获得加拿大总督文学奖(Governor General’s Literary Awards)。
至2013年她共创作了11部短篇小说集和1部类似故事集的长篇小说，如《快乐影子舞》(Dance of the Happy Shades)和《你认为你是谁啊？》(Who Do You Think You Are？)。
门罗写的大部分都是女人的平凡生活。
参考词汇：contemporary adj.当代的；literature n.文学；grant vt.授予；similar adj.类似的；compare vt.比较
注意：1.词数80词左右；
2.可以适当增加细节，以使行文连贯。
Alice Munro
Canada’s writer Alice Munro，was called “master of the contemporary short story”，who was born on July 10th，1931，won the 2013 Nobel Prize in Literature.Munro is the 13th woman to receive the prize.
She has won Canada’s Governor General’s Literary Awards three times.What’s more，she was granted the Man Booker International Prize in 2009.In all，she wrote eleven collections of short stories，and one novel similar to a collection of stories，such as Dance of the Happy Shades and Who Do You Think You Are? Most of the works that she wrote are about the usual life of women.
She’s the first Canadian-based writer to win the literature award，who was compared to Russian Anton Chekhov.
IV. 写作方法指导
写作常见错误与方法点拨
1.中式英语
要减少中式英语必须做到：①养成用英语思维去写作的习惯，注意中西文化差异所带来的不同表达；②平时多归纳总结，纠正汉式英语；③多读原汁原味英文报刊或文章。
2. 关系不一致
关系不一致主要是指主谓一致、时态一致，主谓、动宾搭配、介词搭配等。
3. 词性混用
谓语动词分为动作或状态。
形容词修饰名词；副词修饰动词、形容词、副词或者整个句子。
4. 重复累赘
有些英语单词本身自带某个意思，或由于语法需要不能再出现某一单词，如果学生基本功不够扎实，就常常出现造句累赘现象。
5. 选词或搭配不当
平时记忆单词时，注重词语搭配。
6. 关联词用法错误
英语句子特点之一重“形合”，句子的各个部分由各种关联词联在一起。
而汉语句子重“意合”，句子前后连接主要是通过上下文的逻辑意义来实现，很多学生在写作时往往忽略这一点而造成句子的错误。
7.非完整句子
一个句子至少包括主语和谓语两部分(除祈使句外)，如果把句子的某一部分当成一个句子，就会导致非完整句子。
★高分策略
高级语法助文章润色
1.使用特定句式
特定句式的使用让句式灵活，避免刻板单一，使行文活泼流畅、富于变化。
(1)倒装句
Although we are tired，we are happy.→Tired as we are，we are happy. (2)强调句It is/was＋被强调部分＋that...
It is what Yang Liwei has done that encourages us a lot.
(3)with复合结构
A terrible accident happened yesterday，with nine people killed and almost。