福建省龙岩市上杭县第二中学高中英语《Unit5Music_Partone》学案新人教版必修2

福建省龙岩市上杭县第二中学高中英语《Unit5 MusicPart one》学案新人教版必修2

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 WASN’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 music Yes, 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. For reference: I’ve heard about “The Beatles”, “Back Street Boys”, “The Eagles”, “West life” and “Pink Floyd”.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.For reference: I am from Group 1. Our group likes “The Beatles” best. We like their style of performances. Listening to their performances, we will feel relaxed, amused, and their per formances make us think a lot about life.Do you know anything about “The Monkees”?For reference:“The Monkees” is a band that was first popular in the 1960s in America. Unlike most bands of the time, the Monkees were not formed by its members but rather by TV producers. They we re a fictional band in the TV show of the same name. The band was composed of Mike Nesmith, Mickey Dolenz, Davy Jones, and Peter Tork. All the members had some musical experience. Let’s come to the reading ---The Band That Wasn’t and find more about them.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.Collocations from THE B AND THAT WASN’Tdream of doing , at a concert , with sb. clapping and enjoying …, sing karaoke , be honest with oneself, get to form a band, high school students, practice one’s music, play to passers-by, in the subway, earn some extra money, begin as a TV show, play jokes on…, be based loosely on…, the TV organizers, make good music, put a n advertisement in a newspaper, look for rock musicians, pretend to do sth., the attractive performances, be copied by…, support them fiercely, become more serious about…, play their own instruments, produce one’s own records, start touring, break up, in the mid-1980s, a celebration of one’s time as a real band3.Reading to identify the topic sentence of each paragraphSkim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.1st paragraph: How do people get to form a band?2nd paragraph: Most musicians meet and form a band.3rd paragraph: One band started as a TV show.4th paragraph: “The Monkees” became even more popular than “The Beatles”.3.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?Members High school studentsReasons They like to write and play music.Places They practice their music in someone’s home.Forms They may play to passers-by in the street or subway.Results They can earn some extra money. They may also have a chance to dream of becoming famous.How was The Monkees formed and became a real band?The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, Mike Nesmith & Davy Jonesbeginning of the band It began as a TV show.style of theperformanceThey played jokes on each other as well as played music.firs t music and jokes Most of them were based loosely on the band called “TheBeatles”.development of the band They became more serious about their work and started toplay their own instruments and write their own songs likea real band. They produced their own records and startedtouring and playing their own music.changes of the band The band broke up in about 1970, but reunited in themid-1980s. They produced a new record in 1996, which wasa celebration of their time as a real band.4. 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 c oncerning 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?For reference:I don’t think the TV organizers were right to call “The Monkees”a band when they did not sing or write their own songs because singing and writing its own songs was the basis of a band.Do you agree that the jokes were more important than the music for this band? Give a reason.For reference: Yes. I think it is the jo kes that really attract more fans. No. I think the purpose of forming a band is getting people to enjoy the spirit of music. It’s more important than playing jokes just to make people laugh.I shall write some key words and expressions on the board. You are to retell the form of the band according to these words.For reference: begin as a TV show, the TV organizers, look for, put an advertisement in a newspaper, use actors for the other members of the band, pretend to sing。

福建省龙岩市上杭县第二中学高中英语《UnitFriendshipThefifthperiodListening》教案新人教版必修-课件

The fifth period Listening1. Teaching objectivesTo practise students’ listening ability.To practise students’ writing skills of how to offer advice.To improve students’ ability to help others solve problems.2. Teaching procedure(Analysis: Listening and writing are expansion of the topic of the text. Listening is about Lisa’s problem of making a friend with a boy. She asks Miss Wang for advice. Through listening and exercise, students learn how to give advice and the skill of giving advice. And also l et them think about the problem of boy’s making friends with girls and girls with boys. And then design a task to ask students to give advice according to the different problems to practise their ability to solve the problems. All of these lay the foundation for the next task writing. In this way, students feel that they have information to put out. And writing makes for the improvement of students’ writing ability, strengthening their comprehension of friendship.) Step 1. RevisionSs work in groups of four. Design a questionnaire to find out what kind of friends your classmates are. They can use the quiz in the Warming up to help them. So me tips are as follows:Step 1): In your group, th ink of four situations among friends. Design four questions accordingly with three possible answers.Step 2): Put the four questions together and m ake a questionnaire.Step 3): Check your questionnaire through and try it out on your own group.Step 4): S hare your questionnaires with one or two other groups and try each other’s questionnaires.Sample questionnaire:This questionnaire has four questions, and each question is followed by a set of possible answers. Please read the questions, and then consider which response fits you best.1.Why am I close friends with this person now?A. Because being friends with him/her helps me feel important.B. Because my friend would be upset if I ended the relationship.C. Because he/she is someone I really enjoy sharing emotions and special events with.2. Why do I spend time with my friend?A. Because my friend would get mad at me if I didn’t.B. Because it is fun spending time with him/her.C. Because I think it is what friends are supposed to do.3.Why do I listen to my friend’s problems, or to what my friend has to say?A. Because my friend praises me and makes me feel good when I do.B. Because it’s interesting and satisfying to be able to share like that.C. Because I really value getting to know my friend better.4.Why do I keep promises to my friend?A. Because I believe it is an important personal quality to live up to my promises to a friend.B. Because it would threaten our friendship if I were not trustworthy.C. Because I would feel bad about myself if I didn’t.Scoring Sheet:Q1 A 1point B 2points C 3pointsQ2 A 1point B 2points C 3pointsQ3 A1 point B2 points C3 pointsQ4 A3 points B2 points C1 point☆4~6 points: You are not a good friend. You either neglect your friend’s needs or just do what he/she wants you to do. You should think more about what a good friend needs to do.☆ 7~9 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend’s needs and feelings. Try to strike a balance between your friend’s needs and your own responsibilities.☆ 10+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friend’s. Well done. Check the Ss’ assignment. Step 2. Speaking & ReadingQuestion: what would you do if you are misunderstood by others?Ss read the letter on page 6 and answer the question.What was upsetting Lisa?Why does Lisa write the letter?Because she was understood by others to have fallen in love with a boy, and she wants to ask Miss Wang for advice.Notes:1. get along with2.fall in loveStep 3. ListeningPlease listen to the tape and see what advice Miss Wang gave her.Ss should take notes while they are listening.1. first listening: Ss listen and answer the questions of part 2 on page 6.2. second listening: Ss listen again and finish part 3 on page 6.Discussion: If you were Miss Wang, what advice will you give Lisa?Step 4. Listening task.Ask the students to answer the following questions:1.Do you always do what your parents tell you?2.If your parents misunderstand your friendship with a boy/girl, what wouldyou do? And what would your parents do?3.What’s the consequences of disobeying your parents?The Ss listen to a story about Anne and try to finish Wb. Ex 1 and 2 on page 43 and page 44.Ask the students to give some advice.T: Give some advice to help Anne with the problem. Make a list of the things she might say to her father to make him change his mind.Step 5. Wb listeningSs listen to a short passage and fill in the blanks on page 41 (listening).Step 6. Homework1. Ss prepare the reading task on page 44.2. Review the whole unit.3.Surf the internet and find some material about friendship in different countries if possible.。

福建省龙岩市上杭县第二中学高中英语《Unit 1 cultural relics-Periods 5》学案新人教版必修2

Periods 5 Using languageTeaching Goals:1. To learn to tell facts from opinions.2. To write a reply letter.3. To learn to talk about cultural relics.Teaching P rocedures:Step 1 Warming upPurpose: To get Ss to know the difference between a fact and an opinion.1. DefinitionA fact must be real, objective and without a personal judgment. So it can be proved. An opinion always expresses one’s own ideas. It is always subjunctive. So it has not been proved.2. Read the passage (P5) and answer the followin g questions:(1) If you want to go in for law against somebody, and if you want to win, what’s the most import ant thing you should do first?(2) What makes a judge decide which eyewitness he can believe and wh ich not?Suggested Answers:(1) Searching for facts. The more, the better.(2) The evidences offered by the eyewitnesses.Step 2 Guided read ing1. Read the passage and define what evidence is.2. Read the passage and translate each paragraph into Chinese.3. Read and underline all the useful expressions or collocations in the part.Listen to the tape and fill in the forms (P5).As we know, people have never stopped searching for the Amber Room. This time we'll listen to what three people say they know about the missing Amber Room. Get Ss to share their forms and tell what are facts and what are opinions in the three forms.Step 4 SpeakingPurpose: 1. To learn how to ask for or give opinions.2. To learn how to write a letter of suggestions.1. G roup worke some expressio ns to ask for opinions. What are they?Suggested Answers:Of the three eyewitnesses, only Anna Petrov has no selfish reason. In particular, she is not involved in any current effort to find the treasure. Therefore she is the most believable. Jan Hasek is less believable because he owns a little restaurant near the mine. If the search stopped, his business would suffer.Hans Braun is also less believable, because somebody has asked him for h elp.2. Individual work(1) Sometimes we may fall into or face a moral choice. That is a moral dilemma. Let’s read the letter (P7) and see what's Johann’s choice and opinion. Answer the following questions.① What's Johann’s opinion about the Amber Room?② Do you agree with Johann?Step 5. DebateDivide Ss into two groups and organize a debate.Have a class debate and take notes of the main ideas of the two sides and their reasons. At the end take a class vote.① When you write your letter, you may choose to agree or not agree with the writer.② You must give a reason why you agree or don't agree with the wri ter.③ Be sure to give an example from your own life so that the reader can better understandyour opinion.Step 6 WritingWrite a report on your debate according to the demand of part 4 of P7.Step 6. HomeworkFinish the exercises in the workbook so as to consolidate what has been learned.2。

新教材人教版高中英语必修第二册 unit5 Music 精品教学课件(共231页)

(3)It felt like a train was travelling past our house then. 当时感觉好像一列火车正经过我们的房子。
(4)What would you like to do next? 接下来你想做什么?
学以致用单句语法填空 (1)I’d like to pay (pay) a visit to my parents this weekend. (2)My daughter feel like reading (read) classical English novels. (3)I felt like I had returned to my childhood when I looked at these taken years before.
17.enable vt.使能够;使可能 → able adj.有能力的;能干的 → ability n.能力;能耐;才能 18.conductor n.(乐队、合唱团等的)指挥;(公共汽车的)售票员 → conduct v.实施;带领;举止;表现;传导(热或电等能量) 19.original adj.原来的;独创的;原作的 n.原件;原作→
A.Virtual choir members must record themselves while they perform alone at the studio. B.The virtual choir needs the support of the Internet. C.The virtual choir only helps connect ordinary people who have the same interest in music. D.The virtual choir has a positive influence on the lives of all people. 答案:B

【精品】高中英语：Unit 5《Music》课件-Reading II 新人教版必修二

Book 2
Reading II
back
Reading II
back
Hello, everyone. My name is Freddy.
A story about a frog
When Freddy was young, he was a little tadpole.
As time went by quickly, he soon became a frog.
T
friends on the lily leaf.
3. The singers of the band could sing very T Hloeuwdlayn.ted to join in and make friends with
4. tFhreedotdhyerthfroouggs.ht he could sing as well as F
1. What was Freddy’s most exciting experience in London?
2. What happened when the programme was over?
3. What problem was caused after they became stars?
why left Britain
Reading task
Part 1: day / way / pay / away Chorus: spoon / moon / when / then Part 2: day / play throw / do dimmed / him Part 3: day / say while / smile keys / please Part 4: away / day mind / time flu / you

高中英语 Unit 5《Music》教案1 新人教版必修2

Unit 5 musicUsing languageTeaching goals1.To encourage Ss talk about singers and their bands and life2.To develop the Ss’ability of listening for information and usingEnglish.3.To enable Ss to have a better understanding of the importance of music. Teaching proceduresWarming upBefore class, get the Ss to enjoy some music for about 5 minutes to warm them up. Then ask Ss to talk about their hobbies and interests to lead in the topic of music and bands.T: What do you often do in your spare time?Are you fond of music? Why? Or why not?How do you often enjoy music?Who is your favorite singer?How much do you know about Freddy and his band?(Show Ss some pictures of Freddy and his band and let Ss talk about Freddy and his band as much as they can.)Listening and readingT: Now if you want to know more about Freddy’s life, please listen carefully. (let Ss find out the main idea of the story: a story about a band that become famous and did not like it.)Then let Ss read the passage and try to find the answers to the following questions.1.Why did not the bank like being famous?2.In what way was their life changed?After reading the passage, let Ss to work in pairs to discuss1.Do you think people would enjoy being famous? Why ? or why not?2.Would you like to be famous in the future? Give your reasons.3.How should we deal with being famous correctly?ListeningT: As we all know Freddy and his band “the Frog” are well-known all over the world. Do you want to know how the band was formed and enjoy a song form them? Please read this statements and then decide which of the following statements are true or false after listening.(listen twice and have a stop while necessary. Then check the answers with the whole class.)Post-readingAsk Ss the question:1.What do you think of the band and their music?2.Describe Freddy and his band.Speaking (group work)Let Ss form their own band in group of four and decide who will play what instrument and who will sing. Decide the name of the band and what kind of band it will be. Then choose an English song for the band to perform and write their own famous quote about music. After group work, let each group choose one student to describe their band. If possible, let some of them perform to the whole class.Homework1.Write a short passage to describe their imaginary band2.Surf the internet to find more information about the bands in and out ofchina and choose one to describe in the next class.Unit 5 MusicTeaching Design (语法：教学设计)Learning about Language (The Attributive Clause preposition＋which/ who m). Aims：◆ To help Ss learn about the Attributive Clause with a prep. in front.◆ To help Ss discover and learn to use some useful words and expression s.◆To study The Attrib utive Clause (in/ for/ with/ by＋which/ whom)◆To help students discover and learn to use some useful structures. ProceduresI.Warming upWarming up by discovering useful words and expressionsTurn to P35 and do exercises No. 1, 2 & 3 first. Check your answers agai nst your classmates’.II. Learning about grammar1.Reading and thinking(Give Ss situations with pictures and words.) Read and think. As you rea d on, pay attention to The Attributive Clause (in/ for/ with/ by＋which/ whom), that is, the attributive clauses with a prep. ahead of the relat ive pronoun shown in the sentences.For reference:① --what is the picture for?---This is a picture from which you can know more about music in U5.---o h, I see. That is wonderful.② Beijing is the city where /in which the 2020 Olympic Games will be he ld.③ Here is a picture from which we can know more about China.④--- Look ! How beautiful our hometown is!---Yeah! Shenxianju is a place in which (where) people can enjoy charm ing and natural landscapes.⑤ Harry Porter is a boy to whom I want to talk.⑥ The man for whom I bought the old picture is over eighty .⑦ The Maths teacher is the person from whom I got an A plus.2.Ask the Ss to draw a conclusion from the above examples.先行词在从句中做介词宾语，介词有两种位置:一是紧跟在先行词后；二是位于句尾或动词后。

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。

福建省龙岩市上杭县第二中学高中英语《Unit1Friendship-ThefifthperiodListening》教案新人教版必修1(新)

The fifth period Listening1. Teaching objectivesTo practise students’ listening ability.To practise students’ writing skills of how to offer advice.To improve students’ ability to help others solve problems.2. Teaching procedure(Analysis: Listening and writing are expansion of the topic of the text. Listening is about Lisa’s problem of making a friend with a boy. She asks Miss Wang for advice. Through listening and exercise, students learn how to give advice and the skill of giving advice. And also l et them think about the problem of boy’s making friends with girls and girls with boys. And then design a task to ask students to give advice according to the different problems to practise their ability to solve the problems. All of these lay the foundation for the next task writing. In this way, students feel that they have information to put out. And writing makes for the improvement of students’ writing ability, strengthening their comprehension of friendship.) Step 1. RevisionSs work in groups of four. Design a questionnaire to find out what kind of friends your classmates are. They can use the quiz in the Warming up to help them. So me tips are as follows:Step 1): In your group, th ink of four situations among friends. Design four questions accordingly with three possible answers.Step 2): Put the four questions together and m ake a questionnaire.Step 3): Check your questionnaire through and try it out on your own group.Step 4): S hare your questionnaires with one or two other groups and try each other’s questionnaires.Sample questionnaire:This questionnaire has four questions, and each question is followed by a set of possible answers. Please read the questions, and then consider which response fits you best.1.Why am I close friends with this person now?A. Because being friends with him/her helps me feel important.B. Because my friend would be upset if I ended the relationship.C. Because he/she is someone I really enjoy sharing emotions and special events with.2. Why do I spend time with my friend?A. Because my friend would get mad at me if I didn’t.B. Because it is fun spending time with him/her.C. Because I think it is what friends are supposed to do.3.Why do I listen to my friend’s problems, or to what my friend has to say?A. Because my friend praises me and makes me feel good when I do.B. Because it’s interesting and satisfying to be able to share like that.C. Because I really value getting to know my friend better.4.Why do I keep promises to my friend?A. Because I believe it is an important personal quality to live up to my promises to a friend.B. Because it would threaten our friendship if I were not trustworthy.C. Because I would feel bad about myself if I didn’t.Scoring Sheet:Q1 A 1point B 2points C 3pointsQ2 A 1point B 2points C 3pointsQ3 A1 point B2 points C3 pointsQ4 A3 points B2 points C1 point☆4~6 points: You are not a good friend. You either neglect your friend’s needs or just do what he/she wants you to do. You should think more about what a good friend needs to do.☆ 7~9 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend’s needs and feelings. Try to strike a balance between your friend’s needs and your own responsibilities.☆ 10+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friend’s. Well done. Check the Ss’ assignment. Step 2. Speaking & ReadingQuestion: what would you do if you are misunderstood by others?Ss read the letter on page 6 and answer the question.What was upsetting Lisa?Why does Lisa write the letter?Because she was understood by others to have fallen in love with a boy, and she wants to ask Miss Wang for advice.Notes:1. get along with2.fall in loveStep 3. ListeningPlease listen to the tape and see what advice Miss Wang gave her.Ss should take notes while they are listening.1. first listening: Ss listen and answer the questions of part 2 on page 6.2. second listening: Ss listen again and finish part 3 on page 6.Discussion: If you were Miss Wang, what advice will you give Lisa?Step 4. Listening task.Ask the students to answer the following questions:1.Do you always do what your parents tell you?2.If your parents misunderstand your friendship with a boy/girl, what wouldyou do? And what would your parents do?3.What’s the consequences of disobeying your parents?The Ss listen to a story about Anne and try to finish Wb. Ex 1 and 2 on page 43 and page 44.Ask the students to give some advice.T: Give some advice to help Anne with the problem. Make a list of the things she might say to her father to make him change his mind.Step 5. Wb listeningSs listen to a short passage and fill in the blanks on page 41 (listening).Step 6. Homework1. Ss prepare the reading task on page 44.2. Review the whole unit.3.Surf the internet and find some material about friendship in different countries if possible.。

高中英语人教版新课标课件必修二 Unit 5 Music Section Ⅰ

Beatles. 音乐家一边演奏音乐，一边彼此打趣逗笑。这些玩笑和音乐大多都在模仿“甲
壳虫”乐队。
4．They put an advertisement in a newspaper
，but they
could only find one who was good enough. 他们在报纸上登了一则广告，想招摇滚乐手，但他们只招到一个满意的。
members of the band. Their exciting 8.
(perform) were copied by other
groups. “The Monkees” played their own instruments and wrote their own music.
Though it broke 9.
they
can earn some extra money for themselves or to play 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。
3．The musicians were
was based loosely on the
【答案】 1.Soothing music. 2．Exciting music.
Section Ⅰ Warming Up & Reading－Preparing
根据提示写出下列单词
1．
adj.
民间的
2．
vt. 假装；假扮
3．
vt.&vi. 系上；附加；连接；缚上
4．
vt. (使)组成；形成；构成
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福建省龙岩市上杭县第二中学高中英语《Unit5 Music-Part one》学案新人教版必修2

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 WASN’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 music Yes, 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.amused, and their per formances make us think a lot about life.Do you know anything about “The Monkees”?but rather by TV producers. They we re a fictional band in the TV show of the sameIII. 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.Collocations from THE B AND THAT WASN’the TV organizers, make good music, put a3.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.paragraph3.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, Mike Nesmith & Davy JonesIt began as a TV show.They played jokes on each other as well as played music.firs t music and jokessongscelebration of their time as a real band.4. 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 c oncerning 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.Yes. I think it is the joI shall write some key words and expressions on the board. You are to retell the form of the band according to these words.。

福建省龙岩市上杭县第二中学高中英语《Unit5Music_Partone》学案新人教版必修2

福建省龙岩市上杭县第二中学高中英语《Unit5 MusicPart one》学案 新人教版必修2

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福建省龙岩市上杭县第二中学高中英语《Unit 1 cultural relics-Periods 5》学案 新人教版必修2

新教材 人教版高中英语必修第二册 unit5 Music 精品教学课件(共231页)