高中英语必修二教案：Unit+5+Music语法
【人教版】高中英语必修二：Unit 5 Music 教案
Unit 5 Music I. 单元教学目标II. 目标语言Ⅲ. 教材分析与教材重组1. 教材分析本单元以music为话题，通过对本单元的教学，使学生了解有关的音乐知识，了解乐队The Monkees的形成,表演风格及发展历程，让学生在理解文章，理解音乐的同时，潜移默化培养一种审美的情趣，也会对社会生活，人的思想观，价值观以及人应该追求什么进行思考。
并通过学习一个有趣的寓言故事，侧面了解演员成名后，歌迷给其带来的苦恼；暗示过分痴迷所带来的负面影响。
同时让学生利用目标语言学会表达自己的观点，征询建议及把握介词提前的定语从句的使用；能利用本单元所学知识写e-mail 或短文介绍中国有关的民间音乐。
1.1 Warming up 是听八段不同的音乐，然后与书上的八幅图片相搭配，目的是通过听不同的音乐，让他们了解有关类型的音乐，讨论对于音乐的感受和喜欢听音乐的原因，激发他们对此话的兴趣，带他们进入话题。
1.2 Pre-Reading 提出三个问题，引导学生谈论有名的乐队，尤其是与课文相关的门基合唱组。
在学课文前扩展学生的思维，为学课文做好准备。
1.3 Reading 课文以知名乐队The Monkees的成立和发展为切入点，从通俗音乐的题材，特点，内容以及半个世纪来的发展历程等多个方面介绍了这种音乐艺术形式，并以音乐作为一个侧面反映了近几十年来美国社会和价值观的变化，是一篇涵盖了大量的信息量，同时又可以给学生艺术和思想双重启迪的优美文章。
通俗音乐发展历史悠久，六十年代开始成为美国社会流行音乐主流，节奏强烈，主题鲜明，歌词率真，容易引发人的共鸣，尤其是在喜爱音乐的年轻人中可以产生感官和心灵上的触动。
同时，流行音乐歌曲所负载的是整个社会所接受和追求的一种价值观。
学习这篇课文，学生在理解文章，理解音乐的同时，潜移默化中也在培养一种审美的情趣，也会对社会生活，人的思想观，价值观以及人应该追求什么进行一定的思考。
因此，作为一篇谈论音乐的文章，它提供了较广泛的教学资源拓展空间，它可以博得学生的喜爱，可以使学生有较大的热情积极投入到课堂教学中来，和教师在探究中共同学习。
人教新课标高中英语必修二Unit 5 Music教案
Unit 5 MusicPeriod 1 Warming up & Reading★ Teaching aims:1. To activate the Ss in learning “music ”.2. To develop the Ss ’ ability of reading.3. To help the Ss know something about the different styles of music.★Difficult and Important Points:1. Help the Ss to sum up the main idea of each paragraph.2. Enable the Ss to understand the details about the passage The Band that Wasn ’t.★Teaching Methods:1. Task-based method2. Discussion★ Teaching proceduresStep 1 Warming up ( 6minutes )1) Task: Brain-storming ( 2minutes )Ask the students to name different music styles. Show some styles of music that they are not familiar with.folkpop2) Task: Listening and Matching ( 4minutes )1)Tell Ss: we are going to listen to eight kinds of music. Here are the pictures for them. Listen to them carefully and choose the proper picture for each of them.2) Guide the Ss to sum up the Characteristics for each music style.3) Check the answers on the computer screen.Step 3 Pre-reading ( 2minutes )1）Task :ListingHave you heard about any of the famous bands in the world? List some of them.Which one do you like best? Why?2) PresentationAsk the Ss to search the information about “The Monkees ” before class, and now encourage them to share their information with their teammate.Step 4 While-reading ( 23minutes )1) Task: Fast reading( 10minutes ) Read fast and then do some exercises①.Which band does the passage mainly talk about?③.Go over the passage and look for the main idea of each paragraph.2) Task: detailed reading ( 8minutes )Read the passage again very carefully and answer the detailed questions:①. What are the advantages if people form a band to play in the street?②. When did “The Monkees” break up and when did it reunite ?③. Why was “The Monkees” successful in their work?5) True or false ( 5minutes )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 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. “The Monkees” broke up in about 1960,but reunited in 1980.Step 5 Discussion ( 9minutes )1) Find the music in our life!2) What are the functions of music ?3) Enjoy the song of the Monkees “I wanna be free”(4minutes)Step 6 Homework1). Read more about “The Monkees”.2). Find out the important language points in the passage。
【人教版】高中英语必修二：Unit 5 Music 教案
Unit 5 Music I. 单元教学目标II. 目标语言Ⅲ. 教材分析与教材重组1. 教材分析本单元以music为话题，通过对本单元的教学，使学生了解有关的音乐知识，了解乐队The Monkees的形成,表演风格及发展历程，让学生在理解文章，理解音乐的同时，潜移默化培养一种审美的情趣，也会对社会生活，人的思想观，价值观以及人应该追求什么进行思考。
并通过学习一个有趣的寓言故事，侧面了解演员成名后，歌迷给其带来的苦恼；暗示过分痴迷所带来的负面影响。
同时让学生利用目标语言学会表达自己的观点，征询建议及把握介词提前的定语从句的使用；能利用本单元所学知识写e-mail 或短文介绍中国有关的民间音乐。
1.1 Warming up 是听八段不同的音乐，然后与书上的八幅图片相搭配，目的是通过听不同的音乐，让他们了解有关类型的音乐，讨论对于音乐的感受和喜欢听音乐的原因，激发他们对此话的兴趣，带他们进入话题。
1.2 Pre-Reading 提出三个问题，引导学生谈论有名的乐队，尤其是与课文相关的门基合唱组。
在学课文前扩展学生的思维，为学课文做好准备。
1.3 Reading 课文以知名乐队The Monkees的成立和发展为切入点，从通俗音乐的题材，特点，内容以及半个世纪来的发展历程等多个方面介绍了这种音乐艺术形式，并以音乐作为一个侧面反映了近几十年来美国社会和价值观的变化，是一篇涵盖了大量的信息量，同时又可以给学生艺术和思想双重启迪的优美文章。
通俗音乐发展历史悠久，六十年代开始成为美国社会流行音乐主流，节奏强烈，主题鲜明，歌词率真，容易引发人的共鸣，尤其是在喜爱音乐的年轻人中可以产生感官和心灵上的触动。
同时，流行音乐歌曲所负载的是整个社会所接受和追求的一种价值观。
学习这篇课文，学生在理解文章，理解音乐的同时，潜移默化中也在培养一种审美的情趣，也会对社会生活，人的思想观，价值观以及人应该追求什么进行一定的思考。
因此，作为一篇谈论音乐的文章，它提供了较广泛的教学资源拓展空间，它可以博得学生的喜爱，可以使学生有较大的热情积极投入到课堂教学中来，和教师在探究中共同学习。
Unit5Music全单元教学设计（新课标版高一英语必修二教案教学设计）
Unit5Music全单元教学设计（新课标版高一英语必修二教案教学设计）Unit 5 Music广东省广州市第43中学黄小红【教学内容分析】本单元的话题是音乐（music）。
音乐是学生熟悉而喜爱的话题。
但许多同学对“音乐”的概念理解较狭窄，甚至以为流行音乐就是音乐的全部，对其他形式的音乐及其相关知识了解甚少。
通过对本单元的学习，带学生走进音乐的殿堂，帮助学生了解有关的音乐知识，同时潜移默化地培养审美的情趣，引导学生对社会生活、价值观、人生观等进行深入的思考。
热身(Warming up)部分提供了八幅图及八段不同形式的音乐，要求学生听音乐进行配图活动，并讨论对音乐的感受及喜好的原因。
这部分的目的是呈现本单元的中心话题－音乐，激活学生头脑中关于“音乐”的图式，激发他们对此话题的兴趣，为整个单元的学习做好铺垫作用。
读前（Pre-reading）提出三个问题，引导学生谈论有名的乐队。
在学课文前拓展学生的思维，为学课文做好准备。
阅读（Reading）部分介绍了知名乐队Monkees 的相关情况。
这是一篇富含信息量，以音乐作为一个侧面反映了近几十年来美国社会和价值观变化的文章。
理解（Comprehending）设计了四种题型，第一题要求学生用合适的形容词归纳乐队的特点，第二题是连线题，旨在加深对课文的理解，让学生学会正确理解句子。
第三题是开放性的思考题，让学生基于对课文的理解上发表个人的看法。
第四题是归纳段意题，让学生掌握一般说明文的阅读、写作方法。
语言学习（Learning about language）部分包括词汇和语法学习两部分，教材中设计了相关的语境帮助学生学习和掌握有关音乐的词汇。
其中第三题是一个开放性题，通过做游戏，帮助学生正确使用短语dream of与to be honest with。
语法部分主要是引导、启发学生结合阅读内容，去发现、归纳、感悟目标语言结构――介词＋which(whom)引导的定语从句。
人教版高中英语必修2《Unit5Music》教案
人教版高中英语必修2《Unit5Music》教案人教版高中英语必修2《Unit 5 Music》教案【一】教学准备教学目标1.知识目标： 1)Students should learn some useful words and phrases: musician, clap, passer-by, form, extra, earn, advertisement, 2 attractive, instrument, loosely, actor dream of, be honest with, play jokes on, or so, break up. 3)Students should understand the general idea of the passage2.语言能力目标：1)Develop the Ss’skills of skimming, scanning and careful reading. 2) Train the Ss to find the key words and the topic sentences. 3)Encourage the Ssto guess the new words according the reading.3.情感态度与文化意识目标：1)Encourage the Ss to share the different kinds of music. 2)Improve the cooperation and share among the students.教学重难点1、教学重点：a.To understudend the passage better b.To find the main idea of each paragraph2、教学难点：a.Master the reading ability b.Develop the skills of reading教学过程教学设计本节课共45分钟，具体教学步骤如下：Step I Leading-in播放一段小视频，内容为歌曲 If you are happy的英文版本，通过介绍演唱乐队twins引出本单元话题。
高中英语 新课标必修2教案Unit5 Music 综合教案
新课标必修2教案Unit5 Music 综合教案Teaching aims:1. TopicMusic; different types of music2. Useful words and expressions:Roll rock’n’roll folk jazz musician clap form (v.) passer-by earn extra loosely advertisement actor attractive fan instrument hit (n.) sort frog afterwards perform stick (v.) ability saying reputation unknowndream of be honest with play jokes on or so break up by chancesort out stick to above all3. Functional items:a)Making suggestionsI think we should…Should we go..?What if we..?What do you think…?How about …?Let’s ….We c ould….You could…If we…b)Talking about preferenceI prefer…Why do you prefer…?I like…best because..I am fond of…My favorite musician is…I enjoy listening to…I don’t like… very much.I hate…4. StructuresThe attributive (IV) (prep. + which/ whom)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 records and started touring and write their own songs like a real band.Teaching proceduresPeriod 1. ReadingStep 1. Warming up1. Ss listen to the different kinds of music on the tape and try to guess which music matches which pictures on page 33.2. Ss discuss and answer:1). What kind of music do you like better, Chinese or Western, classical or modern? Why?2). How does music make you feel?3). Why do you like to listen to music?Step 2. Pre-readingSs discuss the following questions with their partners and then ask them to report in class.1). Have you heard about any of the famous bands in the world? List some if you have.2). Which one do you like best? Why?3). Do you know anything about “ The Monkees”?Step 3. Reading1. scanning: Ss read the passage quickly and try to answer the following questions:1). What are the benefits if students form a band to play in the street?2). When did “The Monkees” break up and when did it reunite?3). Why was “ The Monkees” success ful in their work?2. Ss read the passage again and finish Ex 1 and 2 in Comprehending.3. Ss try to get the main idea of each paragraph.Suggested answers:Para. 1 dreaming of being a famous musician or singerPara. 2 how musicians form bandsPara. 3 how The Monkees got their startPara. 4 how The Monkees became serious about the music businessStep 4. Langrage points1. dream of2. …with everyone clapping and enjoying…3. pretend4. play jokes5. base on6. …of whom the band was formed…7. break upStep 5. Retelling1. Show the key words and relevant pictures on the screen.2. Ask the Ss to retell the passage, according to the following key words.be honest with, dream of, form a band, earn extra money, give a chance;A band started in a different way, play jokes on, music and jokes, be based on, The Monkees, play instruments, write their own music, break up, reinite;Step 6. Assignment1. Please collect some information about your favourite music and some famous musicians.2. Read the text fluently and pick out the sentences you appreciate.Period 2. GrammarStep 1. RevisionCheck the homework.Step 2. Learning about language1. Discovering useful words and expressions.1). Ss do exercise 1 by themselves, and refer to the dictionaries if necessary. Then check the answers with the whole class.2). Ex.2. In this part, get the Ss to do this exercise individually. After that, ask them to discuss their answers in pairs and then with the whole class.3). Ex. 3. In this part, get the Ss to work in pairs and talk about their dreams and imagine what they expect to happen. Then ask them to report their work.2. Discovering useful structures1). Ex.1 First ask the Ss pay attention to the structure in the attributive clause. When the preposition is put before the relative clause, usually only two relative pronouns are used—which and whom. That is never used. Then Ss look at the screen and learn more about this kind of structure.a. In the strange city, he could not find anyone to whom turned for help.b. I’ll never forget the day on which we met for the first time.c. This is the professor from whom we can learn a lot.d. This is the gun with which the hunter shot the wolf.2). Ex. 2. Ss do it by themselves and then discuss the answers in pairs. At last, check the answers with the whole class.Step 3. Using words and phrases1. Ss do this exercise by themselves.2. Check the answers in pairs.3. Check the answers in class.Step 4. Using structures1. Ss do exercise 1 on page 71.2. Correcting: for this exercise, ask the Ss to do it by themselves and then check the answers with the whole class.3. Ex. 3. translating into English1). Ss write the sentences down.2). Ss report their work.Step 5. AssignmentReview the attributive clause.Period 3. ListeningStep 1. Listening1. Read and guess: Ss read the sentences on page 37 and guess what the story is about.2. Ss listen to the tape and tell the main idea.3. Ss listen to the tape again and decide which of the statements are true or false.4. Ss retell the story.Step 2. Listening (page69)1. Ss read the questions and guess what the listening material is about.2. Ss listen and make some notes of what they hear while listening. Play the tape twice.3. Check the answers with the whole class.Step 3. Listening (page 72)1. First listening: Ss listen and make some notes.2. Second listening: Ss listen and do the exercise.3. Third listening: Ss listen and check the answers.4. Ss talk about how they feel about music.Step 4. Assignment1. Ask the Ss to write a passage about their opinions about music.2. Summarize what they have learned in this unit.Period 4. Extensive readingStep 1. Pre-reading1. Ss say something about Freddy who wanted to be famous.2. Ss read the passage on page 37 quickly and answer the following questions:a. Did Freddy enjoy being famous?b. What’s the problem when he became famous?Step 2. Reading1. Ss read again carefully and do Ex.3.2. Ss go on with Ex. 5.3. Ss finish Ex.4.Step 3. Language points1. on a tour;2. give a performance;3. Freddy and his band could not go out without being followed.4. useless;5. cross out;6. afterwards;Step 4. Extensive reading (page 72)1. Ss guess what the ballad is mainly about.2. Ss read and find some rhyming words in each part.3. language points:a. The other day;b. …turned ten;c. be proud of;d. occur to: come into mind; take place4. Listening: Ss listen to the song and try to remember the ballad and sing the song. Step5. AssignmentRead more about music.Period 5. SpeakingStep 1. Speaking (page 39)1. This part aims at getting the Ss to see their imagination. They can try forming their own bands. First let the Ss discuss their plans for organizing a band of their own in groups of 6. Ask them to discuss the following questions:a. What is the name of their band?b. What kind of band will it be?c. What English songs will they play?At last, ask some bands to perform the songs they have chosen.2. Language points:a. mean; mean to dob. …stay with what is true in your heart;c. come out;d. in one’s hearte. decide on /upon: make up one’s mindStep 2. Talking (page69)1. Ss in groups of 4 discuss with their members and then write a note for anyone who would like to join them.2. Show their notes in class.Step 3. Speaking task1. Discussion: Ss wok in pairs and discuss what music and musicians they like or dislike and give their reasons.2. Ss show their result of discussion.Step 4. Assignment1. Talk more about music and musicians with your classmates.2. Prepare for the lesson about writing.Period 6. WritingStep 1. pre-writing1. Ss read the instructions.2. Ss read Freddy’s reply and answer the questions:1). How was Freddy’s band formed?2). What advice does Fred give?Step 2. Writing1. Ss writing Freddy a letter to ask him for his advice.2. Writing tips:a. Think of some questions you would like to ask Freddy.b. Make a list of them.c. Use each question to start a new paragraph.d. Add some extra information to show Freddy why you need some help.e. Finish the letter politely and thank Freddy for his help.Step 3. Writing task ( page 74)1. Ss in groups of 4 discuss the best way to tell a foreign friend about one kind of Chinese folk music. Ss should make a list the points of their discussion. Ss try to answer the following questions while discussing:a. how to tell a foreigner about one kind of Chinese folk music?b. What do they need to know before they can enjoy it?c. Why do you like it?d. Who is your favorite singer?1. Ss write a paragraph telling their friends about the type of Chinese folk music they have chosen.Step 4. Assignment1. Go over the unit and finish summing up on page 40.2. Review the whole unit.。
高中英语必修二Unit5_Music教案
Unit5 Music （一）[教学目标]：一、知识与技能1、掌握话题语言的运用、就熟悉的音乐话题表达看法；2、了解各种各样的音乐形式，深化对音乐的认识；3、学会从一般文字资料中获取主要信息、思考话题背后的更深层次的内容，学会深入发掘和探讨。
二、过程与方法1、听音乐，感受音乐风格；2、分组讨论、合作练习；3、结合所知，分类整理与归纳。
三、情感态度与价值观1、增添音乐欣赏趣味，提高音乐修养；2、懂得在日常交流中与他人分享各种学习资源、理解并尊重他人；3、培养合作精神和积极乐观的人生态度。
[教学重点]：1、掌握有关音乐的单词、熟练运用课文中所出现的重要词汇与短语2、学习由介词+which/whom引导的定语从句3、进一步熟悉有关建议与偏好的表达方式[教具准备]：多媒体、音乐文件[引入新课]：提出问题；同学们最喜爱的音乐类型是什么？理由？[讲解词]：音乐是我们日常生活中表达喜悦、忧伤、幸福、忧愁等诸多情感的媒介，也是大家十分喜爱的艺术形式，要让大家说出自己喜爱的歌手或者音乐家我相信大家一定可以说出好多来。
今天我想和同学们探讨一下，大家平时喜爱的音乐类型，对这些音乐类型的了解和体会，我也很想听听同学们对这些音乐类型的看法，给大家讲讲为什么喜欢这种音乐类型？（选若干同学们回答）（适当总结学生所讲）同学们对所喜爱的音乐类型理由的阐述也是各有道理，所谓萝卜白菜各有所爱，每个人都有自己独特的个人喜好，对音乐类型的偏好也是如此。
也许某一天你们之中有人会成为音乐家，或者有人会成立乐队，给大家带来好听的音乐作品，丰富大家的精神生活。
[讲授新课]：一、介绍门基乐队[提出问题]：同学们有没有听过门基乐队？门基乐队有哪些作品？[学生讨论]：对门基乐队的了解。
门基乐队是一只美国本土乐队，由四人组成，于二十世纪60年代兴起，最初，乐队成员是应一则电视广告走到一起的。
主要作品有《Waiting For The Sun》、《The Unknown Soldier》、《The Soft Parade》、《Morrison Hotel》[运用教具]：播放门基乐队的《I'm a believer》给学生听，使他们亲耳感受门基乐队的风格特点。
人教版高中英语必修第二册 《Unit 5 Music》教案
人教版高中英语必修第二册 《Unit 5 Music》教案一、教学目标1.知识目标o学生能够掌握与音乐相关的重点词汇和短语，如 “classical, folk, jazz, band, perform” 等。
o学生能够理解并运用描述音乐类型、音乐家和音乐表演的句型。
2.技能目标o学生能够听懂有关音乐话题的对话和短文，获取关键信息。
o学生能够阅读并理解关于音乐的文章，分析作者观点和态度。
o学生能够用英语谈论自己喜欢的音乐和音乐家，并简单介绍音乐对生活的影响。
o学生能够写一篇关于音乐的短文，表达个人对音乐的感受和理解。
3.情感目标o培养学生对音乐的欣赏和热爱，丰富学生的精神世界。
o激发学生通过音乐表达情感和展示个性的意识。
二、教学重难点1.教学重点o重点词汇和短语的掌握及运用。
o对课文中关于音乐知识和情感表达的理解。
o培养学生用英语表达对音乐的喜好和见解的能力。
2.教学难点o如何帮助学生准确运用丰富的词汇和句型描述音乐。
o引导学生深入理解音乐的内涵和价值。
三、教学方法1.视听教学法：通过播放音乐、视频等让学生直观感受音乐的魅力。
2.讨论交流法：组织学生讨论音乐相关话题，促进学生思维碰撞和语言表达。
3.情景创设法：创设音乐场景，让学生在情境中学习和运用语言。
四、教学过程（一）导入（5 分钟）1.播放一段不同类型的音乐片段，如古典音乐、流行音乐、摇滚音乐等。
2.提问学生：What kinds of music do you hear? How do they make you feel?（二）词汇教学（10 分钟）1.展示本单元的重点词汇和短语，结合音乐实例进行讲解。
2.开展词汇游戏，如音乐词汇猜猜猜，加强学生对词汇的记忆和理解。
（三）阅读前准备（5 分钟）1.让学生观察课文标题和图片，预测文章内容。
2.提出一些引导性问题，如：What do you think thepassage will be about music?（四）课文阅读（15 分钟）1.学生快速阅读课文，概括文章的主要内容。
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How to use Attributive Clause correctly.
难 点
介词+关系代词引导的定语从句
器 材
Multimedia
教学过程
学生活动
设计意图
授课人标注
Studentsreview theAttributive Clauseswe have learned
Show a picture about” Attributive Clausesand let student review the sentence structure
株潭中学英语学科备课表（教案）
课 题课 型Lang来自age points年级
高一
日 期
2017.11
新授
主备人
张蒂
复备人
授课人
教 学
目 标
1.Learnthe grammar knowledge of Attributive Clause.
2.Learn the ability ofsummarization.
3.根据先行词与介词的搭配习惯，请体会：
e.g. 1949 was the yearin whichthe P.R.C. was founded.
To finish the class exercises
Do exercises in workbook.
Students read thesentences
关系副词：when,where,why
（3）定语从句分为限制性定语从句和非限制性定语从句
限制性定语从句（The Restrictive Attributive Clause）：先行词本身指代不明时，用来限定先行词以明确其所指的从句，称限定性定语从句。
非限制性定语从句（The Non-Restrictive Attributive Clause）：先行词本身是专有名词或其它指代已明确的词语(通常表示独一无二的人/物)，从句只起附加说明的作用，前面加逗号，可省略。
Studentsanswer question
LearnAttributive Clauses
Finish the exercise
To get students familiar with Attributive Clause.
To arouse students’interest.
To teach grammar knowledge of Attributive Clause
To check students’learning effect
To consolidate what students have learnt in this class.
板书设计
Attributive Clauses
教学反思
1. To explain the definition of Attributive Clause.
定语从句：是在复合句中充当定语作用的主谓结构，又称形容词从句，通常修饰它前面的名词或代词，即它的先行词。
1.定语从句有限制性和非限制性两种，
2.引导词有关系代词和关系副词两种。
关系代词：who,whom,whose,that
（4）介词+关系代词引导的定语从句
关系代词前介词的确定
1.根据从句中动词与先行词的逻辑关系，请体会：
e.g. Is that the newspaperfor whichyou often write articles?
2.根据从句中动词或形容词的习惯搭配，如：
e.g. Can you explain to me how to use these idiomsabout whichI’m sure.