人教版高中英语必修二Unit5 Music-Revision
人教版新教材高中英语必修第二册：Unit 5 Music 精品教学课件
make the classic mistake
of thinking only about
新教材 高中英语 必修第二册 Unit 5 MUSIC
词汇二 energy n. （1）能源；能量 （2）精力，活力
◆教材原句
I like to listen to it when I exercise. It gives me energy. 我喜欢在运动的时候听音乐。它给我能量。
◆单句写作
（3） I’d like to
take this opportunity to thank my teachers
这个机会来感谢我的老师）for their support.
（4） It is a pity（that）he should 过如此好的一个机会）.
miss such a good opportunity
新教材 高中英语 必修第二册 Unit 5 MUSIC
◆辨析填空（ordinary/common/usual/general）
（4） To select the best volunteers，you need to take into consideration their abilities，experience and usual performance.
◆要点必记
（1）be full of energy 精力充沛
have the energy to do sth. 有精力做某事
apply/devote one’s energy to... 把某人的精力花在……上
（ 2）energetic adj. 精力充沛的，精神饱满 的；积极的
◆词语辨析
energy，strength，power 与force
2021年高中英语人教版必修2《unit 5 music writing》教学PPT课件
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审题要素
• 单击此1.处确编定辑文母体版：文注本意样书式信写作的形式特 点。 – 二• 级三2.级主体时态：以一般现在时为主。 3–. 四主级体人称：就自己遇到的问题向对方 征» 五求级建议，多用第一人称。
4. 内容要点：t kinds to start with?
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• 单击此• 处Pre编p辑are母t版o w文r本ite样th式e first draft. Use the – 二级 questions you have worked out, and then • 三级finish the letter politely by thanking
– 四级
thing»s五t级hat I feel strongly about like growing
old or being lonely. Their music is always so
beautiful.
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It makes me feel happy and sad at the same • 单击此tim处e编. 辑母版文本样式
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• 单击此T处od编ay辑I母am版g文oi本ng样to式talk about my favorite – 二w级estern band --- the Beatles. There were four • m三e级mbers of this band: their names were John, Pa–u四l»,级G五级eorge and Ringo. The song that they wrote which I really love is Yesterday. It has
人教新课标高中英语必修(二)Unit5 Music 全单元课件 (共178张PPT)
F
4. “The Monkees” broke up in about 1960,but
reunited in 1980.
T
ห้องสมุดไป่ตู้
Reading-III----detailed reading (5m)
Answer the following questions: 1.Why do most musicians like to be in a band with others?
Paragraph Main idea
one
dreaming of being a famous musician or singer
two
how musicians form bands
three four
how the Monkees got their start how the Monkees became serious about the music business
•
17、儿童是中心，教育的措施便围绕 他们而 组织起 来。2021/8/92021/8/92021/8/92021/8/9
• 2、Our destiny offers not only the cup of despair, but the chalice of opportunity. (Richard Nixon, American President )命运给予我们的不是失望之酒，而是机会之杯。二〇二一年六月十七日2021年6月17日星期四
1) They produced a new record in 1996,____D___ 2) Most musicians get together and___E____ 3)They put an advertisement in the newspaper looking for four rock musicians,__A_____ 4)The first TV show___B____
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)
发音提示
失去爆破 当一个爆破音后面紧接着有一个爆破音或破擦音、或鼻音、 或舌侧音时,前面一个音只按其发音部位形成阻碍,但不发生 爆破,这种现象称为“失去爆破”。 以下五种情况会出现失去爆破: 1.爆破音+爆破音 两个爆破音相连时,前一个失去爆破,后者则要完全爆破。 如:She sai(d) to herself.
Section Ⅱ Reading and Thinking
词汇认知
汉译英 1. virtual adj.很接近的;事实上的;虚拟的 2. opportunity n.机会;时机 3. onto prep.(朝)向 4. studio n.演播室;(音乐的)录音棚;工作室 5. ordinary adj.普通的;平凡的 6. prove vt.证明;展现 7. award vi.授予 n.奖品
语境领悟
(1)Only with all your time and energy can you do the job well.
只有用上你全部的时间和精力你才能把这项工作做好。 (2)She’s always full of energy. 她总是充满活力。
(3)Where do those kids get their energy from? 那些孩子哪来这么多精力?
学以致用 选词填空(energy/power/strength/force) (1)Not that I don’t want to help you,but that it’s beyond my power to do so. (2)She has always been encouraged to swim to build up the strength of her muscles.
高中英语人教版必修二《Unit5 music writing》课件
Please give me some advice and I will appreciate it very much. I’m looking forward to your reply.
Yours sincerely, Li Hua
Writing Task
Use the information and ideas you have collected to write about the musician you have chosen. There are some more information on page 74.
I got to know their music when I saw them on television. They seemed so kind and friendly to their fans. They had such a good sense of humor too. Their songs seem to talk about things that I feel strongly about like growing old or being lonely. Their music is always squence
Could you please give us some advice? Could you tell me how to...? I’m not sure ... I would like to know ... I wonder ... What’s your opinion on this matter?
Above all, just have fun! Yours sincerely, Freddy
写作指导
(最新)人教高中英语必修二单元教案Unit 5 music
英语必修二第五单元Unit 5 musicThe theme of this unit is music which introduces students some kinds of music by reading a story of a band named The Monkees and listening to story of Freddy and his band. The purpose is to help students to get to know different types of music and related musical knowledge.This unit also aims to build up students` ability to express their opinions by using the target language, to ask for advice, to use the attributive clause with preposition + which / whom correctly , and to write a short passage about Chinese folk music through e-mail.Vocabulary: roll, folk, jazz, musician, pretend, attach, form, passer-by, earn, extra, instrument, perform, performance, pub, cash, studio, millionaire, actor, rely, broadcast, humorous, familiar, attractive, addition, dip, confidence, brief, devotion, afterwards, invitation, beard, sensitive, painful, dream of, to be honest, attach…to, in cash, play jokes on, rely on, be / get familiar with, or so, break up, in addition, sort out, above allFunctions:I think we should…….,Should we go…..What if we…..?What do you think….?How about…?Let`s…..We could…..You could….If we….Talk about preference:I prefer……Why do you prefer…..I like… best because…..I am fond of….My favorite musician is….I enjoy listening…I don`t like….. very much. I hate……The first period: Warming up, Pre-reading, Reading and ComprehendingKnowledge aims: get the students to learn useful new words and expressions in this part: roll, folk, jazz, musician, pretend, attach, form, passer-by, earn, extra, instrument, perform, performance, pub, cash,studio, millionaire, actor, rely, broadcast, humorous, familiar, attractive, addition, dip, confidence, brief, devotion, afterwards, invitation, beard, sensitive, painful, dream of, to be honest, attach…to, in cash, play jokes on, rely on, be / get familiar with, or so, break up, in addition, sort out, above all Emotion aims: arouse students` great interest in music and let them like music.Important points: let students learn more about different kinds of music and get them to learn different reading skills.Difficult aims: how to develop students` reading ability and enjoy different kinds of music.Step 1 Warming up1. What kinds of music do you know?(classical music, rock `n `roll, orchestra, rap, folk music, jazz, country music, choral, light music, pop music and so on. )2. Can you name some musical instruments?(piano, violin, flute, erhu, drum, saxophone, bass, electronic instrument, etc. )3. Warm up the students by describing and questioning.The topic—music: it is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can make a lively and happy atmosphere and bring people relaxation after had work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How much do you know about music? Can you tell me different kinds of music?Step 2 Pre- reading1. Ask students to answer some questions:Have you heard about any of the famous bands in the world?(“the Beatles”, “Back Street Boys”, “the eagles”, “West Life” and Pink Floyd” )2. Play the tape and let them listen to some pieces of music from different bands.Talk about “the Monkees”: it is a bands of four persons that was very popular in the 1990s in American and as well as a TV show of the same name and it modeled on “ the Beatles”. The band used techniques rarely seen on TV at that time. Now it is still popular in the world today. This band who first sang the song is “Bubblegum”.Step 3 Reading1. Predict the content of this text first.2. Skim the passage for the topic sentences of each paragraph and fill in the chart.Paragraphs Topic sentencesPara. 1How do people get to form a band?Para. 2Most musicians meet and form a band.Para. 3One band started as a TV show.Para. 4“the monkees” became even more popular than “the Beatls”.3. Read the text carefully for the detailed information to complete the tables.1) How do people get to form a band?Members High school studentsReasons They like to write and play music.Forms They may play to passer-by in the street or subway.Places They practice their music in someone`s home.Results They can earn some extra money. They may also have a chance to dream of becoming famous.2) How was “the Monkees” formed and became a real band?Beginning of the band It began as a TV show.Style of performance They played jokes on each other as well as played music.First music and jokes Most of them were based loosely on the band called “the Beatles”.Development of the band They became more serious about their work and started to play their own instruments and write their own songs like a real band. They produced their own records and stared touring and playing their own music.Changes of the band The band broke up in about 1970, but reunited in the mid-1980s. They produced a new record in 1996, which was a celebration of their time as a realband.4. Read aloud and underline the useful collocations: dream of doing, at a concert, in front of, thousands of, sing karaoke, to be honest, attach …to.., practice one`s music, play to passers-by, in the subway, earn some extra money, be paid in cash, begin as a TV show, play jokes on, be based loosely on, put an advertisement in a newspaper, look for rock musicians, rely on, pretend to do sth. be copied by, support them fiercely, get familiar with, or so, become more serious about, play their own instruments, produce one`s own records, start touring, break up, in the mid-1980s5. Skim the text more carefully to find out the difficult sentences and analyze the structures.6. 根据课文内容填空Parts Main idea DetailsPart I (1) A dream being part of a band as a famous singer or musicianplaying in front of the audiencebecoming rich and famous as a musicianPart II (2)The course offorming a band starting as a group, practicing musicplaying to passers-by to earn some extra moneygiving performances in pubs or clubs to get moneyPart III (3-4)The Monkees beginning as a TV show, pretending to singperforming humorously enough to be copiedPlaying and singing songs written by other musiciansproducing their own records and playing their own musicbecoming more popular than the Beatlesbreaking and later uniting, producing a new record tocelebrate the band’s birthStep 4 Discussion1. Do you think music plays an important role in our daily life?2. What would the world be like if there were no music?Step 5 Homework1. Learn the useful new words and expressions by heart.2. Read the reading passage again and try to retell the passage The Band That Wasn`t.The second period: Learning about important language pointsThe emphasis of this period will be placed on the important new words , expressions and sentence patterns. First we can get them to understand the context, then give some explanations about them. Later offer some practices to make them master their usages.Emotion aims: stimulate students` interest in learning English with the help of cooperation and teamwork.Important points: Enable them to master the usages of some the new words , expressions and understand the difficult sentence patterns correctly.Difficult points: how to get them to master the words, expressions and difficult sentence patterns.Step 1 Revision1. Check the homework exercises.2. Dictate some new words and expressions we have learnt.Step 2 Key words and expressions studyGet them read the former parts to get the collocations that they don`t understand.Step 3 Practice for useful words and expressions1. Let them do Exercise 1 and 2 in Learning about Language on page 36 and check the answers aftermost of them finish.2. Let them do Exercise 1 in Using words and expressions on page 70 and check the answers after most of them finish.Step 4 Vocabulary study1. dream of / about梦想, 幻想Everyone dreams of a better future.I often dream of there being a small river in front of my house.2. be honest with对…..说老实话; 同….规矩来往/ honestly speaking 老实说/ to tell you the truth 老实告诉你You should be honest with the teacher.To be honest is used when you tell someone what you really think.To be honest with you, I don`t like you.3. play a joke on / play jokes on 和….开玩笑; 戏弄….You shouldn`t plat jokes on him.He doesn`t being played jokes on.4. or so 大约, 左右He has given away 200books or so to the village students.We stayed for an hour or so.5. break up 打碎, 分散, 解体The ship broke up on the rocks.The meeting broke up at 11 0clock.Police were called in to break up the meeting.break up with sb. 与某人断交She has just broken up with her boyfriend.break away脱离, break down失败,毁掉, break from挣脱, 突然离去, break into 闯入, 破门而入, 打断, break into, break out 发生; 爆发, break forth 突然发出, 迸发Step 5 Sentence focus1. Have you dreamed of playing in front of people at a concert, at which everyone is clapping and appreciating your music?at which everyone is clapping and appreciating your music为定语从句2. The musicians were to play jokes on each other as well as play music, most of which were based loosely on the Beatles.most of which 引导非限定性定语从句, 注意which指导jokes和music.3. They put an advertisement in a newspaper looking for rock musicians, but they could only find one who was good enough.looking for rock musician现在分词短语作目的状语,修饰an advertisement4. However, after a year or so in which they became more serious about their work, the Monkees started to play and sing their own songs like a real band.in which they became more serious about their work 是定语从句,修饰a year or soHe still remembers the time when (= at which) he became a college student.Gone are the days when (=on which) my heart was young and gay.Step 6 Using words, expressions and patterns1. Do exercises 1and 2 on page 70 in Using words and expressions.2. Translate the sentences into English, using th words and expressions given in brackets.1). 这是我梦中的家. 我什么时间能搬进来? (dream of)2). 最重要的是, 你现在应该同我说实话. (above all, be honest with)3). 他喜欢开别人的玩笑, 但是不喜欢别人开他的玩笑. (play a joke on )4). 他走出大楼, 许多人跟在他身后. (with + n. /pron. + doing )5). 大约一年后, 他就会成为一名医生. (or so)Step 7 Playing a game called “What” is your dream?”Have a discussion about “the dream”, and ask each one to write an article.Step 8 HomeworkFinish off Workbook exercises.Learn the new words and expressions by heart.The third period: Learning about grammarThis teaching period mainly deals with the grammar: the attributive clause with prep. + which / whom.Difficult point: how to get the students to master the structure and usages of the attributive clause with prep. + which / whom.Important points: Enable students to choose proper propositionsStep 1 RevisionCheck the homework exercises.Dictate some new words and expressions.Step 2 Grammar revision1. Read and discover: ask the students to turn to page 34 to go through the passage The Band That Wasn`t to pick out the sentences with the attributive clauses with a preposition ahead of the relative pronoun and translate them into Chinese.Have you ever dreamed of playing in front of thousands of people at a concert, at which everyone is clapping and appreciating your music.They may start as a group of high-school students, for whom practicing their music in someone`s house is the first step to fame.Later they may give performances in pubs or clubs, for which they are paid in cash.The musicians were to play jokes on each other as well as play music, most of which was based loosely on the Beatles.However, after a year or so in which they became more serious about their work, the Monkees starts to play and sing their songs like a real band.They produced a new record in 1996, with which they celebrated their former time as a real band.2. The structure: preposition + relative pronoun3. Some more examples:This is the reason for which he left his hometown.I will never forget the day on which we stayed together.This is the girl from whom I learnt the news.The person to whom I spoke just now is the manager that I told you about.I will show you a store in which you may buy all that you need.I don`t like the way in which you laughed at her.Step 4 Grammar practiceTurn to page 37 to do Exercise 2 in Discovering useful structures to sort out the messages which are getting mixed up, and then check with all of the students.Step 5 Summarizing the grammar rules1. In formal styles we often put a proposition before the relative pronouns which and whom. After a preposition, you can`t use who in place of whom and you can`t use that or zero relative pronoun either.The rate at which a material heats up depends on its chemical composition.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.2. In informal English, we usually put the proposition at the end in attributive clauses rather than at the beginning. In this case, we prefer who rather than whom 9 although whom is used in formal contexts.) in restrictive attributive clauses, we can also use that or aero relative pronoun instead of who or which.The office which Graham led the way to was filled with books.Jim`s football ability, which he was noted for, had been encouraged by his parents.3. If the verb in attributive clauses is a two-or three-word verb, (come across, fill in, go through, look after……). We don`t usually put the proposition at the beginning.Your essay is one of those (which / that) I will go through tomorrow.She is one of the few people ( who / that ) I look up to.4. In formal written English, we often prefer to use “of which” rather than “whose” to talk about things. We can`t use “of which” to take the place of “whose” in the following patterns:A huge amount of oil was spilled, the effects of which are still being felt / whose effects are still being felt.The end of the war, the anniversary of which is on the 16th of November / whose anniversary is on the 16th of November, will be commemorated in cities throughout the country.5. “whose” can come after a proposition in attributive clauses. However, it is more natural to put the proposition at the end in less formal contexts and in spoken English.We wee grateful to Mr. Marks, in whose car we had traveled home / whose car we had traveled home in.I now turn to Freud, from whose work the following quotation is taken / whose work the following quotation is taken from.Step 6 Closing down by doing consolidation exercises1. True or false.1). It`s a piece of jewelry across which I came in an antique shop.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.2. Rewrite these sentences so that they are more appropriate for formal written English.1). Tom Sims, whose car the weapons were found in, 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.Step 7 Homework1. Finish off the Workbook exercises.2. Learn and understanding the related grammar rules.The forth period: Using Language: Listening and extensive readingThe teaching emphasis will be put on developing students` listening and reading ability by listening to Freddy`s story and the Beatles` song and reading extensively (page 38 and page 72- 73) Knowledge aims: get the students to learn some useful new words and expressions in this part: frog, afterwards, performance, etc. and let them learn and enjoy the two songs “Help” and “Cat`s in the Cradle’.Important points: develop students` reading skills by extensive reading and enjoy the two famous songs.Difficult points: how to enable the students to learn to use reading strategies such as skimming, scanning, and so on in order to get the gist of the story.Step 1 Preparation for listening to “Freddy, the frog”Read the directions and the statements to make sure they know what to do.Step 2 Listen to the story and decide whether the statements are true or false.1). Freddy had changed from a man to frog.2). He felt lonely in the lake till he met his friends on the lily leaf.3). The singers of the band could sing very loudly.4). Freddy thought he could sing as well as the other singing frogs.5). Freddy was very confident about his singing.6). He sang the song to ask the other frogs to be his friends.Step 3 Listening in workbook.Listen to the talk about classical music and the two composers Mozart and Bach who are ready to write notes.Step 4 Listening task in workbookListen to the talks about classical music and the two composers Mozart and Bach and do the exercises. Step 5 Enjoy the song “Right Here Waiting”Step 6 Homework1. Finish off the exercises.2. Learn the useful words and expressions in this unit by heart.The fifth period: Using Language: listening and speakingThe emphasis of this period is placed on developing students` listening and speaking abilities. Knowledge aims: get the students to learn some useful words and expressions, music and making suggestions.Important aims: develop students` listening and speaking abilities about music.Difficult aims: how to develop students` listening and speaking abilities.Step 1 Revision1. Check the homework exercises.2. Ask some students to retell the story about Freddy`s life3. Have a dictation of the new and useful words and expressions.Step 2 Warming up by brainstorming1. Ask students to brainstorm the following questions:1). Do you ever worried about taking exams?2). Do you sometimes forget what you have studied?3). How many times have you studied English words only to forget them the next day?4). What can you do to improve your intelligence over a long period of time?5). Do you think music may help?2. After their brainstorming, tell them: let`s listen to the speaker`s opinions about music.Step 3 listeningTurn to page 69 and make them know what to do after going through the questions.Step 4 Listening task on page 72Listen to the material about classical music which tells you about two different composers: Mozart and Bach.Step 5 Talking1. Ask some students in groups of four to discuss these questions and make notes of the ideas.1). Dou you believe in the “Mozart effect”? why or why not?2). Have you ever experienced it? Give some examples.3). Do you think it also works with other kinds of music such as pop music? Give reasons.2. Let them prepare their dialogue and then ask some pairs to perform it out. Remind them of using the following expressions:Music makes me feel happy / comfortable / confident about…..I prefer / hate classical music because it feel calm / relaxed / sleepy / bored …..Pop music makes me feel happy / cheerful / lively / tired / energetic…..If I am worried / frightened / concerned about…, I prefer to listen to…..I (don`t) enjoy / appreciate / understand that kind of music / song because……I find that if I listen to classical / pop music, I feel …..I attach great importance to…..Step 6 Homework1. Finish off the Workbook exercises2. Read the listening texts and try to retell something about “Mozart effect” and classical music.3. Write some sentences using the expressions of making suggestions and the note (in talking) in your exercises book.The sixth period: Using language: Speaking and writingThe emphasis of this period is laid on developing students` speaking and writing abilities. This is the best way to test if students have mastered what they have learned. In this period, we will deal with the following parts: Speaking and writing on page 39, Speaking on page 40, Speaking task and writing on page 74 in the Workbook.Knowledge aims: let the students learn the expressions of talking about preference.Ability aims: enable them to talk about preference.Important points: develop students` speaking and writing abilities.Difficult points: how to develop students` speaking and writing abilities.Step 1 RevisionCheck the homework exercises.Ask some students to tell something about Mozart and classical music.Step 2 Warming up by asking and sharing1. Ask students whether they prefer classical music or Chinese folk music.2. Remind students to use the expressions while talking about preference.I prefer……Why do you prefer…..I like best because…..I hate….., My favorite musician is…I enjoy listening to….I am fond of…I don`t like…. Very much.Step 3 Writing (a note and a paragraph)1. Discuss the following questions and decide a best way to tell a foreign friend about one kind of Chinese folk music.1). What do you think they need to know before they can enjoy it?2). Why do you like it?3). Who are your favorite singers?2. Write a paragraph telling their foreign friend about the type of Chinese folk music they have chosen.Step 4 Writing (an e-mail)1. Suppose a situation: you and your friend want to start your own band. However, you have never plated in a band. You will write an e-mail to Freddy for his advice.The way to write an e-mail:→Think or discuss some questions you would like to ask Freddy.→Make a list of them and choose the best ones.→Share your ideas with another pair or ask your teacher for advice and then decide which ones are the best ways.→Use each question to start a new paragraph.→Write your question first; then add extra information to show Freddy why you need help.→Finish the e-mail politely and thank Freddy for his help.2. Sample writing:I like erhu music because it is so moving and it reminds me of wonderful snowy mountain, forests and lakes where no one live but the birds to enjoy their beauty. The most loved music is Er Quan Ying Yue, which sounds very sad and was played by a famous musician who could not see.The erhu is a very old instrument in China. An early form of the erhu could be found in the Tang dynasty. It is made of wood and has two metal strings. The bow is placed between the two strings and the musician can play it standing up or sitting down.Xu Ke is my favorite erhu player and hr is famous throughout the world. I have even heard him play Western classical music for a violin on his erhu. It sounded very beautiful.Step 5 Reading Freddy`s reply1. Read Freddys reply and answer the questions:How was Freddy`s band formed?What advice does Freddy give?2. Read and pick out the useful collocations: be honored of, ask for advice, in a very unusual way, since then, agree with, come up with, make a special time, stick to, give performances, above all, have funStep 6 SpeakingAsk some students to make up a dialogue talking about how to form a band.The best ways are like these:1). Form your own band in a group of six.2). Decide who will play what instrument and who will sing.3). Decide the name of your band and what kind of band you will be.4). Choose an English song for your band to perform5). Practice singing your song to the music and perform to the class.Step 7Closing down by quote about musicAsk students to turn to page 40, read and try to understand the saying.Let them write their own famous quotes about music and talk about what they mean to them with their partner.Step 8 HomeworkReview the contents of the unit and complete Summing up on page 40.补充练习1. Word spelling1). When our football team played in another town, all the supporters (支持者) went to watch the game.2). He ordered several extra (额外的) things, such as a radio and an air-conditioner on his new car.3). The orchestra (管旋乐队) is preparing a concert.4). What sort (种类) of music do you like best-----pop or classical?5). A computer can perform (做) many tasks at once.6). Which team will win the match is still unknown (不可知的)?7). Her life is a poem full of attractive (有吸引力的) power.8). I did not remember the correct answer until afterwards (后来).9). Bruce has the ability (能力) to score a goal, but will he do it?10). “East, west, home is the best” is an English saying (格言).11) The boys rolled (滚动) a big snow ball, and the girls made a small one to build a snowman.12) As one of the performers (表演者) of the show, I felt proud after hearing the warm applause.13) The injured policeman’s courage earned (获得) him the admiration of all the people who knew the news.14) Look! The girls are forming (组成) a line at the door with flowers in their hands to welcome the foreign guests.15) I did not remember the correct answer to the question that Tom asked until afterwards (后来).16) The shop clerks were busy attaching the latest price tag to each article.17) This new advertisement will be broadcast twenty times a day on TV.18) Julia pretended sleep when her husband came home late that night.19) Many foreigners are good at singing Chinese folk songs now.20) All the passers-by who saw the happening of the accident are being asked by the policemen.2. Fill in the blanks with the expressions given below. Use each only once and make changes where necessary.dream of, above all, stick to, sort out, break up, by chance, look for, be fond of, or so, to be honest, play jokes on, in addition, in cash, rely on, be familiar with1). I am looking for my glasses. I don`t remember where I had put them.2). I met Comrade Yu by chance last Sunday afternoon.3). If you stick to the truth, you have nothing to fear.4). Above all, you must collect the necessary materials.5). She often dreams of running her own business in the future.6). To be honest, I can`t believe what she said just now.7). There were twenty people or so who entered for the race.8). Many policemen were sent there to break up the angry crowds.9). It was difficult to sort out the lies from the truth.10). Tom enjoys painting while his brother is fond of playing the piano.11) Above all, you must collect the necessary materials and then make a plan carefully.12) Mark loves collecting stamps and he can spend a whole day sorting out his stamps at home.13) People used to dream of traveling in the outer space and now the dream has come true.14) To be honest, the dress fits you very much. Why do you dislike it?15) We need another two workers to finish the job on time. In addition, some more money is needed.16) Nicholas Tse and Cecilla Cheung’s breaking up made many people feel sad.17) “Don’t play jokes on others in the swimming pool, as it is very dangerous.” the teacher said.18) I am familiar with this city. So I can introduce it to all of you.19) As you paid the bill in cash, we don’t add any handing charge for it.20) My father said ha hadn’t relied on any others since he was 18 years old.。
新人教版高中英语必修2Unit5 Music教案
Unit 5 MusicTeaching 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 could….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〞 successful in their work?2. Ss read the passage again and finish Ex 1 and 2 in prehending.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 orfalse.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: e into mind; take place4. Listening: Ss listen to the song and try to remember the ballad and sing the song.Step 5. 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. e 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.。
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。
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1.单词：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 unknown
(1).He is the man_____ _____I went to the cinema. with whom (2).That is the man ____ with ______I whom talked last night. (3).This is the film ____ in _____ which I am interested (4).In our class there are 56 students, 80 percent of whom ___ _____ are from the north. (5).This is a nice house, in front of ______there is a which boy sitting. in ______ which I often go (6) I like Hong Kong, ___ shopping crazily. (7) This is the girl ___ _____they like to play jokes. on whom (8) The spy ____ over ______ whom they are watching is from America.
4.重点语法: 由介词 + which / whom引导的定语从句
1) The musicians of whom the band was formed played jokes on each other as well as played music． 2) .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．
5. 句子背诵
1). Have you ever dreamed of being in front of thousands of people at a concert, with everyone clapping and enjoying your singing? （with复合结构做状语） 你是否曾梦想过在音乐会上面对成千上万的观众， 你一边演唱，观众们一边为你鼓掌？ 2). With all the work done, he stood up and stretched.（with复合结构做状语） 所有的工作都做完了，他站起来，伸了伸懒腰。
2.重点词组： dream of, be honest play jokes on or so, break up, by chance, sort out, stick to, above all
3. 交际英语 1）．建议（Making suggestions） I think we should .... Should we go ... ? What if we ... ? What do you think ... ? How about ... ? Let's .... We could .... You could .... If we ....
6).Above all, you should be honest with me right now. 最重要的是，你现在必须对我实话实说。 7).I have to admit that we won first place by chance. 我不得不承认我们是偶然赢得第一名的。 8).Gone are the days when (=on which) my heart was young and gay. （定语从句） 心境年轻而又愉快的日子一去不复返了。
3).The musicians of whom the band was formed played jokes on each other as well as played music. （定语从句） 组成乐队的音乐人除了演奏音乐曲目，还经常彼 此打趣逗笑。 4).However, the band broke up in 1970 or so, but reunited in the mid-1980s. 然而，这支乐队在1970年左右解散了，到80年代 中期才又重组起来。 5).You will be fine as long as you stick to the rules. 只要你坚守这些规则，你就会没事的。
2)．偏好和爱好 （Talking about preference） I prefer .... Why do you prefer ... ? I like ... best because .... I am fond of .... My favourite musician is .... I enjoy listening to .... I don„t like ... very much． I hate ....
9). Is this the hall where (=in which) the band will give an attractive performance tonight? （定语从句） 这就是今晚乐队将进行精彩演出的大厅吗？ 10). He enjoyed singing and all the congratulations afterwards! 他很喜欢演唱，喜欢演出后的祝贺声！ 11). They put an advertisement in a newspaper looking for rock musicians. （现在分词做状语） 他们在报纸登了广告，想招摇滚乐手。