高中 Unit 5 Music learning about language
最新-高中英语 Unit 5 Music Learning about Language
Unit 5 MusicLearning 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.Turn 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.III. Ready used materials for The Attributive Clause (in/ for/ with/ by＋which/ whom)In formal styles we often put a preposition before the relative pronouns which and whom:∙The rate at which a material heats up depends on its chemical composition.∙In the novel by Peters, on which the film is based, the main character is a teenager.∙An actor with whom Gelson had previously worked contacted him about the role.∙Her many friends, among whom I like to be considered, gave her encouragement.Notice that after a preposition you can’t use who in place of whom, and you can’t use that or zero relative pronoun either:∙Is it right that politicians should make important decisions without consulting the public to whom they are accountable? (not --- the public to who they are accountable.)∙The valley in which the town lies is heavily polluted. (not --- The valley in that the town...) ∙Arnold tried to gauge the speed at which they were traveling. (not --- the speed at they were traveling.)In informal English we usually put the preposition at the end in attributive clauses rather than at the beginning:∙The office which Graham led the way to was filled with books.∙Jim’s footballing ability, which he was noted for, had been encouraged by his parents.∙The playground wasn’t used by those children who it was built for.In this case we prefer who rather than whom (although whom is used in formal contexts). In restrictive attributive clauses we can also use that or zero relative pronoun instead of who or which (e.g. ...the children (that) it was built for).If the verb in attributive clauses is a two-or-three-word verb (e.g. come across, fill in, go through, look after, look up to, put up with, take on) we don’t usually put the preposition at the beginning:∙Your essay is one of those (which/that) I’ll go through tomorrow. (rather than...through which I’ll go tomorrow.)∙She is one of the few people (who/that) I look up to. (not ... to whom I look up.)In formal written English, we often prefer to use of which rather than whose to talk about things: ∙A huge amount of oil was spilled, the effects of which are still being felt. (or...whose effects are still being felt.)∙The end of the war, the anniversary of which is on the 16th of November, will be commemorated in cities throughout the country. (or...whose anniversary is on...)Note that we can’t use of which in place of whose in the patterns described in Unit 71B:∙Dorothy was able to switch between German, Polish and Russian, all of which she spoke fluently. (not..,all whose she spoke...)We can sometimes use that...of in place of of which. This is less formal than of which and whose, and is mainly used in spoken English:∙The school that she is head of is closing down. (or The school of which she is head...) Whose can come after a preposition in attributive clauses. However, it is more natural to put the preposition at the end in less formal contexts and in spoken English:∙We were grateful to Mr. Marks, in whose car we had traveled home. (or...whose car we had traveled home in.)∙I now turn to Freud, from whose work the following quotation is taken. (or...whose work the following quotation is taken from.)IV. Closing down by doing exercises:Join the sentence halves using which or whom after an appropriate preposition. (A)a.I would never have finished the work.b.It was primarily written.c.We know nothing.d.They got a good view.e.He learned how to play chess.f.Dennis scored three goals in the final.g.She was born.h.It was discovered.1.They climbed up to the top of a large rock.2. I would like to thank my tutor.3. She has now moved back to the house on Long Island.4. The star is to be named after Patrick Jenks.S. This is the ball.6. He is now able to beat his father.7. The book is enjoyed by adults as well as children.8. There are still many things in our solar system.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.。
高中英语Unit5MusicSectionⅡLearningaboutLanguage讲义新人教版必修2
Section ⅡLearning about LanguageⅠ.单词拼写根据汉语或首字母提示，写出下列单词1．Drivers are advised to take extra (额外的) care.2．She attached (附上) a few words to the end of the letter，and then mailed it out.3．The chairman's speech will be broadcast (广播) nationwide.4. The passerby (过路人) was very grateful to us for directing him when he was lost.5．They said goodbye to the villagers，with tears rolling(滚动) down their cheeks.6．After living in America for many years，he becomes very familiar with the custom there.7．Jane pretended to be happy before her parents as if nothing had happened between her and her husband.8．They have formed an organization to protect endangered species，such as the Tibetan antelopes.9．As a teacher，she had earned the respect of her students.10．Hangzhou is considered to be one of the most attractive places in China.Ⅱ.拓展词汇根据词性和汉语提示，写出下列单词1．humorous adj.幽默的；诙谐的→humor n．幽默2．act vi.行动→actress n．女演员→actor n．男演员3. rely vi.依赖；依靠→reliable adj.可靠的；可以信赖的4．music n．音乐→musician n．音乐家→musical adj.音乐的5.perform vt.& vi.表演；履行；执行→performance n．表演；演奏→performer n．表演者6．attractive adj.吸引人的；有吸引力的→attract vt.吸引→attraction n．吸引；吸引力[寻规律、巧记忆]v.＋ive→adj. A(原形)→A(过去时)→A(过去分词)根据提示补全下列短语1．dream of 梦想；梦见2．to be honest 说实在地；实话说3．attach...to 认为有(重要性、意义)；附上4．in cash 用现金5．play jokes on 戏弄；开玩笑6．rely on 依赖；依靠7．be/get familiar with 熟悉；与……熟悉起来8．or so 大约；左右9．break up 打碎；分裂；解体10．be based on 以……为基础Ⅳ.选词填空选用上述短语的适当形式填空1．You can rely on me to do what I promise.2．It is unwise only to attach much importance to one's appearance.3. Have you got familiar with the computer software you use?4．She has been dreaming of being a teacher like her mother since she was 15.5. A lot of people went to the new park yesterday and twothirds or so were children.[寻规律、巧记忆]1．Sometimes they may play to passers-by in the street or subway so that they can earn some extra money for themselves or to pay for their instruments.有时他们可能在街上或地铁里为过路者演奏，这样他们可以为自己或自己要买的乐器多挣一些钱。
高中英语 unit5 Music learning about language教案 新人教版必修2
Unit 5 music learning about languageTeaching goals 教学目标1. Target language目标语言a. 重点词汇及短语afterwards, useless, cross out, on a tour, give a performance, the other day, occur to, be proud ofb. 重点句子1. Freddy and his band could not go out without being followed everywhere.2. At last Freddy and his band realized that they must leave Britain before itbecame too painful for them.3. it occurred to me ...2. Ability goals能力目标a. Get the students to know about Freddy’s story of being famous.1. Did Freddy enjoy being famous?2. What is the disadvantage of his being famous?3. What is the main idea of the story?b. Get the students to appreciate the ballad in this unit.1. Pay attention to the rhyming word of each part of the ballad.2. What is the main idea of each paragraph?3. Learning ability goals 学能目标a. Help the students to answer the questions.1. Did Freddy enjoy being famous?2. What is the disadvantage of his being famous?3. What is the main idea of the story?b. Enable the students to do the exercises of this part.c. Get the Ss to learn how to find the relative key words from the passage tochoose the correct answers.Teaching important points 教学重点a. Talk about the story of Freddy and discuss his being famous.1. Did Freddy enjoy being famous?2. What is the disadvantage of his being famous?b. Get the main idea of the two reading materials.c. Discuss the advantages of being famous and not being famous.Teaching important points教学难点1. Find the main idea for each part of the ballad.2. Discuss the advantages and disadvantages of being famous.Teaching methods教学方法1. Skimming and careful reading2. Asking-answering activity3. DiscussionTeaching aids 教具准备1. A projector and some slides2. A tape recorderTeaching procedures & ways教学过程与方式Step Ⅰ R evisionGreetingsRevisionT: Yesterday I asked you to write your feelings about music. Now I’d like you to report your work. Are you ready?Ss: Yes.Suggested answersI like all kinds of music, such as folk music, classical music and pop music, especially pop music. I like folk music, because it makes me learn about the culture of different ethic groups, and I also like the voices of the folk singers, such as Song Zuying and Peng Liyuan. Listening to folk music, I often feel proud of our country. I like classical music, such as the compositions by Mozart and Beethoven. Listening to their music, I often feel inspired and it makes me think a lot about life. Pop music is often about simple but strong human feelings and events-love, sadness, good times and bad times. As life is complicated, it is good to hear about ordinary people.Step Ⅱ Extensive reading (page 37)Lead-inT: Yesterday, we learned a story about Freddy who wanted to be famous. Now we’ll learn more about him. Usually people want to be famous, but what is it like to be famous? Let’s read the story about him.Fast reading with the following questionsa. Did Freddy enjoy being famous?b. What’s the problem when he became famous?In this part ask the students to read with the questions, and then ask them to answer the questions.Suggested answersa．Yes, he enjoyed singing and all the congratulations afterwards.b．When he became famous, Freddy and his band could not go out without being followed everywhere, which made them feel painful.Read again and do the exercises attached to the passage.Exercise 3T: Let’s read again carefully and do Exercise 3. First I’d like you to read the passage carefully. After that, discuss the answers in pairs and then check the answers with the whole class.Suggested answers to Exercise 3The sentences that are wrong are as follows1. Freddy and his band always loved being pop stars.2. His favourite programme was "Top of the Tops".3. Things went wrong because Freddy and his band hid themselves.4． They realized they had to go because they were painful. Exercise 5T: You did a good job. Let’s first go on with Exercise 5. Make the best choice for the main idea of the passage. Say what’s wrong with the others. I’d like youto have a discussion in groups of four, and then let’s check the answers together. Suggested answersThe Main idea is No.3. This is a story about a band that became famous and did not like it. Because only No. 3 best summarizes the main idea, 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.Exercise 4T: We have learned about Freddy’s story. He enjoyed being famous, but when he became famous, he found it was too painful. Maybe everyone wants to be famous, what’s your opinion about it? Now let’s do Exercise 4. I’d like you to discuss the questions in groups of four, after the discussion I’d like you to answer the questions.After several minutesT: Are you ready?Ss: Yes.Question 1S1: Yes. I think I would enjoy being famous. Although being famous may cause many problems. Learning to get it over is also a way of life.S2: No. Being famous will make my daily life out of order and I can’t enjoy being quiet. Living that way is too tired to bear. So I choose to be unknown to the public. S3: Yes. I like being famous. When you were famous, there would be many people around you, you may feel successful, and you may feel very happy.Question 2S4: Being famous proves that you are very successful and have enough abilities. S5: You can have many fans, and draw the attention of more people if you are famous. S6: Being famous makes you rich, popular and excited. Also, you can have enough money to do what you want.Question 3S7: Not being famous will leave me enough time to think about life and enjoy the true meaning of life.S8: Not being famous keeps you undisturbed. You needn’t worry about your appearance in the eyes of the public and your privacy.S9: Not being famous can make you live a quiet life, and you can spend your time with your family and with your friends.T: You all have done a good job. Being famous and not being famous both have advantages and disadvantages.Language pointsT: Look at the screen. L et’s go through the language points of this part.1. on a tour: visiting a place by a theatrical company. They visited Beijing on a tour.2. give a performance, put on a performance: perform “The Beatles” will give a performance in the theatre of our city.3. Freddy and his band could not go out without being followed.(This sentencecontains a positive meaning in a negative form.)a. We can not go without food.b. Nobody is allowed to come to the conference without being invited.4. useless: of no use.It is useless to talk to him.5. cross out: leave outHe found it strange that his name should be crossed out from the list.6. afterwards: later.She felt well before lunch, but felt sick afterwards.Step Ⅲ Extensive reading (page72)Lead-inT: Class, we’v e learned about some bands and about the problem with being famous. Do you want to appreciate some music or songs?Ss: Yes.ReadingT: Well, turn to page72. We’ll learn a ballad. Here the ballad is made up of 4 parts. Look at the pictures. Can you guess what the ballad is mainly about?S1: I think the ballad here is about the growth of a child.T: Quite right. There are some rhyming words in each part. Who can point them out? Any volunteer?S2: In part 1, the rhyming words are “day, way, pay, away” and “sp oon, moon, then”.S3: In Part2, the rhyming words are “day and play”.S3: In Part3, the rhyming words are “day and say”.S4: In Part4, “away” and “day” are rhyming words.T: Good. Please read the ballad, and after that write down the main idea for each part. After reading, you can work with your partners, and find out the main idea for the four parts. At last, I’d like you to report you work.Allow the Ss enough time for the work.Language points1. the other day: a day not long beforeI met him the other day, and he was helping in the shop.2. ... turned ten: “turn” here is used as a linking verb. At first, he worked asa driver, but at last he turned writer.3. be proud of: take pride inHe won the first prize, and we were all proud of him.4. occur to1) come into mindIt occurred to me that he was lying.2) take place: happenDon’t let that occur again.ListeningT: Listen to the song, and try your best to remember the ballad and sing the song. Step Ⅳ Summary and assignmentT: Today we’ve learned the sto ry of Freddy and his band-their success and the trouble after their success. We know that being too crazy about film stars may cause trouble to them. We also learn a ballad, and we’ve learned some useful words and expressions. After class, finish the following homework.2. Read more about music.3. Review the next part-writing.。
人教版高中英语Book 2 Unit5 Music Learning about language 教学课件 (共14张PPT)
(2) 在非限定性定语从句中必须用which不能 用that。 They have invited me to visit their country, which is very kind of them. This is the book which/that I’m looking for.
Now the band is getting excited and sending messages to their fans but some of the messages are getting mixed up. Can you sort them out?
1. I remember the day when “The Beatles” played their first hit and we were so happy. 2. The guitar with which George gave many performances was lost while they are touring. 3. The name by which the group was known was “The Monkees”. 4. The show in which “The Flowers” became famous was held by a fan. 5. The singer with whom Coco Li sang was very grateful. 6. The musicians for whom they worked were very popular.
Ex. 3 on page 36
1 musician 2 fan 3 dream of 4 passer-by 5 honest with
高中英语 必修2 Unit5 Music--Period2 Learning about Language 精品教案
高中英语必修2Unit5Music--Period2LearningaboutLanguage精品教案Period2LearningaboutLanguageTheGeneralIdeaofThisPeriod：Thisperiodwillconsolidatethe wordsandexpressionsthestudentslearntinthereadingpartanddealwiththegrammar part：TheAttributiveClauseswiththeprepositionaheadoftherelativeclause.Youwillhavesystematicexplanationsofitandassig nsomeexercisesforthestudentstocompletetoconsolidatewhattheylearn.TeachingAims：1.HelpthestudentsrecognizetheusefulwordsandexpressionslearntinReadingpart.2.Mastertheusage ofTheAttributiveClauseswiththeprepositionaheadoftherelativeclause.TeachingImportantPoints：1.GetthestudentstouseTheAttributiveClauseswiththeprepositionaheadoftherelativeclause.2.GetthestudentstomastertheusefulwordsandexpressionslearntinReading.TeachingDifficultPoint：HowtohelpthestudentstouseTheAttributiveClauseswiththeprepositionaheadoftherelativeclause.TeachingMethods：1.Question-and-answeractivitytohelpthestudentstogothroughthewordsofthisunit.2.Pairworkorgroupworktomakeeverystudentworkinclass.3.Practicingindependentlyandexplaining.TeachingAid：Amulti-mediacomputer.Teachingprocedures：Step1GreetingsandRevisionT：Goodmorning，boysandgirls!LastclassIassignedyoutocollectsomeinformationaboutyourfavouritemusicormusicians.Whowouldlike tohaveatry?S1：Ilikecountrymusic，soI’dliketosaysomethingaboutcountrymusic.Countrymusiccomesfromtwokindsofmusic.Oneistraditionalmusicofth epeopleintheeasternUnitedStates.TheotheristraditionalcowboymusicfromtheWest.Thesingersusuallyplayedtheguita r，andinthe1920sthesingersstartedusingelectricguitars.Atfirstcitypeoplesaidcountrymusicwaslowclass.Itwaspopularm ostlyintheSouth.ButduringWorldWarⅡ，thousandsofSouthernerswenttotheNortheastandMidwesttoworkinfactories.Theytooktheirmusicwiththem，soitslowlybecamepopularallovertheUnitedStat es.Todaycountrymusicispopulareverywhere，becauseitisaboutsimplebutstronghumanfeelingsandevents-love，sadness，goodtimesandbadtimes.Ittellsreallifestories.Aslifebecomesmorecomplicated，itisgoodtohearmusicaboutordinarypeople.S2：MyfavouritesingerisZhouHuajian，awell-knownpopsingerwhowasborninHongKong.Asahighschoolstudent，hetookinterestinmusicandoncetookpartinasingingcompetitionheldbylocalradiostationandwonthefirstprize.Astheage of19，hewenttoTaiwanProvinceandstudiedthere.Thenextyear，hewenttosinginarestaurant，wherehesangforfouryears.Oneday，whenhewassinginginares taurant，themanagerofarecordcompanywasgreatlyimpressedbyhisperformance.Sohewasinvitedtojointhecompany.Hehasbee nfamoussincethen.T：Goodjob!Everyonehasdoneaverygoodjob!Step2UsefulWordsandExpressionsT：YouareexpectedtocompletetheexercisesinLearningaboutlanguageindependently.Nowlet’schecktheanswers.（Asksomestudentstotheblackboardtowritedowntheiranswers，thenasktheotherstudentstocorrectthem.）Thesuggestedanswers：Ex.1onPage351.musicalinstrument2.musician3.fan4.hit5.karaoke6.advertisement7.dreamof8.passer-by9.behonestwith10.bre akupEx.2onPage36musi cian，fan，dreamtof，passer-by，honestwith，instrument，advertisement，karaoke，hitEx.1onPage701.instrument2.popular3.music4.classical5.clap6.magical7.jazz8.concertT：OK，somuchforthehomework.Yesterday，wehavetalkedaboutTheMonkees’dreamandtheygotabighitaftertheirhardwork.Everyonehasdream.Sowhatisyourdrea m?Andwhatdoyouexpecttohappen?Iwouldlikeallofyoutodiscussitwithyourpartners.（Afterthediscussion）T：OK，whowouldliketoshareuswithyourdream?S1：Idreamofbeinganactor.Buttobehonestwithyou，IknowIcannotactwell.S2：Idreamofbeingasinger.Buttobehonestwithyou，myvoiceisnotsopleasant.S3：Idreamofbeingascientist.Buttobehonestwithyou，Iamnotgoodatscience.S4：Idreamofbeingateacher.Buttobehonestwithyou，Ihavetobepatient.S5：Idreamofbeingarichman.Buttobehonestwithyou，Ihavetoworkhardfirst.S6：Idreamofbeingadoctor.Buttobehonestwithyou，Ihavetostudymoreonbiology.Step4UsefulStructuresT：Inthistext，wehavelearnttwousefulsentenceswiththestructure：preposition+relativepronoun.Whocanfindoutthetwoexamples?S1：Themusiciansofwho mthebandwasformedplayedjokesoneachotheraswellasplayedmusic.S2：However，afterayearorsoinwhichtheybecamemoreseriousabouttheirworks，“TheMonkees”startedtoplaytheirowninstruments.T：Verygood.Sopayattentiontothetwosentences.Intheattributiveclause，whentheprepositionisputbeforetherelativeclause，usuallyonlytworelativepronounsareused“which”and “whom”.Weneveruse“that”.Lookatthefollowingsentences，thentellmetheirstructures.1.Theretiringteachermadeaspeech，inwhichshethankedtheclassforthegift.2.Chinahashundredsofislands，ofwhichthelargestisTaiwan.3.Thebook，thecoverofwhichisbroken，isnotmine.4.Inthestrangecity，hecouldnotfindanyonetowhomhecouldturnforhelp.T：Inthefirstsentence，thepreposition“in”isputbefor etherelativepronoun“which”.“Inwhich”means “inthespeech”.Whocantellmethestructuresoftheotherthreesentences?S1：Inthesecondsentence，thepreposition“of”isputbeforetherelativepronoun“which”，“ofwhich”means “oftheislands”.S2：Inthethirdsentence，thepreposition“of”isputbeforetherelativepronoun“which”，“thecoverofwhich”means“thecoverofthebook”.S3：Inthefourthsentence，thepreposition“to”isputbeforetherelativepronoun“whom”，“towhom”means “hecouldturntoanyoneforhelp”.Step5ExercisesforConsolidationT：Sofaryouhavegotaclearideaaboutattributiveclausewithprepositionaheadoftherelativeclause.Nowlet’sdosomeexercis estoconsolidateyourunderstanding.Havealo okatEx.2onPage36.Therearemanymessagesintheform，buttheyareallmixedup.Youhavetosortthemouttogetacorrectmessage.Let’sseewhocangetallthemessagesright.Suggestedanswers：1.Irememberthedaywhen“TheBeatles”playedtheirfirsthitandweweresohappy.2.TheguitarwithwhichGeorgegavemanyperformanceswaslostwhiletheyweretouring.3.Thenamebywhichthegroupwasknownwas“TheMonkees”.4.Theshowinwhich“TheFlowers”becamefamouswasheldbyafan.5.ThesingerwithwhomCocoLisangwasverygrateful.6.Themusiciansforwhomtheyworkedwereverypopular.T：OK.Somuchforthebook.Nowhavealookatthefollowingsentences.Thebandwasformedofthemusician.Themusicianpla yedjokesoneachotheraswellasplaymusic.Howcanwemaket hetwosentencesintoonesentence?Whocan?S1：Themusicianofwhomthebandwasformedplayedjokesoneachotheraswellasplaymusic.T：Goodjob!Wecanuseanattributiveclausewithaprepositionaheadoftherelativeclause.Havealookatmoreexercises.Andm akethefollowingsentencesintoone.Let’sseewhocanbethefastest!1.Theguitarwaslost.Theygavemanyperformanceswiththeguitar.2.Thesingerwasveryhappy.CocoLisangwiththesinger.3.Themusicianswereveryfamous.Theyworkforthemusicians.（Afterseveralminutes.）T：OK.Whowouldliketohaveatry?S2：Theguitarwithwhichtheygaveperformancewaslost.S3：ThesingerwithwhomCocoLisangwasveryhappy.S4：Themusiciansforwhomtheyworkwereveryfamous.Step6RewritetheSentencesT：PleasehavealookattheexampleofEx.1onPage71.Thesentencecanberewritte nintwoways.Onerewrittensentenceisinth efuturepassivevoiceandtheotheroneusesintransitiveverb.Heretherearethreemoresentences.Let’srewritethem.（Afterseveralminutes，theteachercheckstheanswers.）Suggestedanswers：1.PleasetellMrLithatwewillholdhissolopianoconcertattheCapitalConcertHall.PleasetellMrLithathissolopianoconcertwillbeheldattheCapitalConcertHall.PleasetellMrLithathissolopianoconcertwilltakeplaceattheCapitalConcertHall.2.I’mgladtotellyouthatwewillpublishyournewABCMusicBooknextmonth.I’mgladtotellyouthatyournewABCMusicBookwillbepublishednextmonth.I’mgladtotellyouthatyournewABCMusicBookwillcomeoutnextmonth.3.ThisishowweformedtheNo.1ChineseMusicWebsite.ThisishowtheNo.1ChineseMusicWebsitewasformed.ThisishowtheNo.1ChineseMusicWebsitecameint obeing.Step7SummaryandHomeworkT：Todaywehavegoneovertheimportantwordsandexpressionsinthisunit.We’velearnttheattributiveclausewiththepreposit ionaheadofthere lativeclause.Ihopeyou’llreviewwhatyouhavelearnttonight.T：HomeworkfortodayistofinishEx.2onPage71.Step8TheDesignoftheWritingontheBlackboardUnit5MusicPeriod2·Themusicianofwhomthebandwasformedplayedjokesoneachotheraswellasplaymusic.＝Thebandwasformedofthemusician.Themusicianplayedjokesoneachotheraswellasplaymusic.·介词＋关系代词引导定语从句·先行词是物的用介词＋which·先行词是人的用介词＋whomExampleforattributiveclausewiththeprepositionaheadoftherelativeclause.1.Theretiringteachermadeaspeech，inwhichshethankedtheclassforthegift.2.Chinahashundredsofislands，ofwhichthelargestisTaiwan.3.Theboo k，thecoverofwhichisbroken，isnotmine.4.Inthestrangecity，hecouldnotfindanyonetowhomhecouldturnforhelp.Exerciseformakingthetwosentencesintoonewiththeprepositinaheadoftherelativeclause.1.Theguitarwaslost.Theygavemanyperformanceswiththeguitar.2.Thesingerwasveryhappy.CocoLisangwiththesinger.3.Themusicianswereveryfamous.Theyworkforthemusicians.Step9RecordafterTeaching。
高中英语Unit5MusicLearningaboutLanguage课件必修2
二、使用“介词+关系代词”要注意的几点 1. 选用介词的依据。 (1)根据定语从句中谓语动词的搭配习惯。 *This is the teacher from whom we’ve learnt a lot. (learn from sb. ) 这就是我们从他那里学到很多东西的那位老师。 *Yesterday we visited the West Lake for which Hangzhou is famous. (be famous for) 昨天我们参观了杭州因其而著名的西湖。
2. the way的关系词在定语从句中作方式状语时, 用that或in which均可, 现代英语 倾向于省略关系词。 *I don’t like the way (that/in which) you speak to your mother. 我不喜欢你同你母 亲说话的方式。
Байду номын сангаас
【即学活用】 用适当的“介词+关系代词”填空。 (1)There comes the girl, _f_o_r_w_h_o_m__I have been waiting around an hour. (2)She handed me a pen _w_i_th__w_h__ic_h_I wrote down my name. (3)The man _to__w_h__o_m_you spoke just now is a teacher. (4)This is the room, _o_f_w_h__ic_h_the window is blue.
一、“介词+关系代词”的基本用法 在“介词+关系代词”结构引导的定语从句中, 关系代词指物用which, 指人
用whom, 不可用that或who代替。 *He handed me a pen with which I wrote down his phone number. 他递给我一支钢 笔, 我用它记下了他的电话号码。 *The university in which my brother once studied is very famous. 我哥哥曾经就读 的大学很有名气。
高中英语 Unit 5 Music Section Ⅱ Learning about Languag
Section ⅡLearning about LanguageⅠ.单词拼写根据汉语或首字母提示，写出下列单词1．Drivers are advised to take extra (额外的) care.2．She attached (附上) a few words to the end of the letter，and then mailed it out.3．The chairman's speech will be broadcast (广播) nationwide.4. The passerby (过路人) was very grateful to us for directing him when he was lost.5．They said goodbye to the villagers，with tears rolling(滚动) down their cheeks.6．After living in America for many years，he bees very familiar with the custom there.7．Jane pretended to be happy before her parents as if nothing had happened between her and her husband.8．They have formed an organization to protect endangered species，such as the Tibetan antelopes.9．As a teacher，she had earned the respect of her students.10．Hangzhou is considered to be one of the most attractive places in China.Ⅱ.拓展词汇根据词性和汉语提示，写出下列单词1．humorous adj.幽默的；诙谐的→humor n．幽默2．act vi.行动→actress n．女演员→actor n．男演员3.rely vi.依赖；依靠→reliable adj.可靠的；可以信赖的4．music n．音乐→musician n．音乐家→musical adj.音乐的5.perform vt.& vi.表演；履行；执行→performance n．表演；演奏→performer n．表演者6．attractive adj.吸引人的；有吸引力的→attract vt.吸引→attraction n．吸引；吸引力[寻规律、巧记忆]根据提示补全下列短语1．dream of 梦想；梦见2．to be honest 说实在地；实话说3．attach...to 认为有(重要性、意义)；附上4．in cash 用现金5．play jokes on 戏弄；开玩笑6．rely on 依赖；依靠7．be/get familiar with 熟悉；与……熟悉起来8．or so 大约；左右9．break up 打碎；分裂；解体10．be based on 以……为基础Ⅳ.选词填空选用上述短语的适当形式填空1．You can rely on me to do what I promise.2．It is unwise only to attach much importance to one's appearance.3. Have you got familiar with the puter software you use?4．She has been dreaming of being a teacher like her mother since she was 15.5. A lot of people went to the new park yesterday and twothirds or so were children.[寻规律、巧记忆]hear of 听说，得知think of想起，记起；考虑die of死于，因……而死eat up 吃光use up 用完get up 起床1．Sometimes they may play to passers-by in the street or subway so that they can earn some extra money for themselves or to pay for their instruments.有时他们可能在街上或地铁里为过路者演奏，这样他们可以为自己或自己要买的乐器多挣一些钱。
人教版高中英语Book2 UNIT 5 MUSIC learning about language 教学课件 (共52张PPT)
Share your ideas.
Welcome the leaders!
Team 1 Team 2
Step 4 Learning about language-1
dream of/about (doing) sth.梦见/梦 想/设想(做)某事 have a good dream.做个好梦 dream to do sth.梦想做某事 dream to be a singer.梦想成为歌 手…… dream that...梦想……
思考并抢答
翻译：
你应该养成读书的好习惯。
你知道怎样组成一个乐队吗？
Step 4 Learning about language-6 earn vt.赚；挣得；获得 earn one’s living＝make a living谋生 earn money＝make money挣钱 earn a lot of money赚得很多钱
思考并抢答
翻译:
别指望他来帮你。
Step 4 Learning about language-9
familiar adj.熟悉的；亲近的 be/get familiar with对……熟悉。 常指某人对某人或某物熟悉 be/get familiar to为……所熟悉。 常指某物为某物所熟悉 sb.be familiar with sb.某人与某人亲密无间
Step 2 Words Revision
1．roll vt.& vi.滚动；(使)摇摆； 2．folk adj.民间的 3．jazz n．爵士乐 4．musician n．音乐家 5．pretend vt.假装；假扮 6．attach vt.& vi.附加
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Lesson plan
Unit 5 Music
Page 36 Learning about language (vocabulary)
Background information:
1) Students: 30 Senior students, Grade 1
2) Lesson duration: 45 mins
Teaching objective s:
By the end of the lesson, students should be able to:
1) Know the general categories about music
2) Know and use the words and expressions frequently
3) Arise the students’ interests in music.
Teaching contents :
a)V ocabulary
b)Phrases
Teaching aids:
Blackboard, chalk, PPT and so on.
Type of the lesson: vocabulary
Teaching procedures:
Step 1 Introduction (10mins)
a) ask them to speak the general categories about music as follow:
Popular music
Classical music
Symphony
Traditional Chinese music
Folk music
Jazz Rock music
b) review some English vocabulary related to music and The Monkees.(Page35)
Eg: popular, lively, funny, foolish, attractive,
brave, crazy, noisy, classical and so on
Step 2 presentation (22mins)
Stage 1
a)Ask the students to read through the text quickly and finish Question 3 in Page
36
b)After it , let them compare answers and ask the students to explain their
answers
c)The teacher presents the right answers and let themselves think about the
reasons why they did wrong.
Stage 2
Ask the students to scan the text and finish Question 1-2 in Page 36
a)Let the students discuss the answer in groups
b)V olunteer to share his answers
c)The teacher present the correct answers
d)The teacher explain some important and difficult words and expressions
部分具体讲解部分见最后一页
e)Ask them finish Question 1 in Page 70
Stage 2 (10 mins)
Make a summary:
review the vocabulary and phrases
Homework
Finish Question 3 in Page 70
Reflection (3mins)
( to be written immediately after the lesson)。