高中英语必修二unit5_music_阅读教案
人教版高中英语必修二unit5 musicwarming up and reading教案
人教版高中英语必修二unit5 musicwarming up and reading教案教学基本信息题目学科教材内容设计者 Book2 Unit5 Music-Warming up and reading 年高中英语高一级 Book2 Unit5 Music-Warming up and reading 第一课时个人信息姓名单位谷琴霞江西省金溪县第一中学 1.教材分析 1．本单元的话题是音乐和音乐类型。
内容分三个文段展开，涉及门基乐队，弗雷迪和他的乐队等子话题，而其中的主体内容是围绕着门基乐队的形成和成长历程展开的。
话题设置旨在让学生了解音乐的各种形式，深化对音乐的认识，增添音乐欣赏趣味，提高学生的音乐素养，培养他们热爱音乐和热爱生活的情操。
2.Warming �Cup 由八幅图片和四个问题组成。
图片呈现给学生的是他们熟悉的音乐家、歌唱家、乐队、组合等。
学生能很直观地了解音乐无处不在，让学生感受音乐魅力。
四个问题有助于老师引导学生开口、动脑，谈论他们喜欢的音乐，激发他们积极参与课堂活动的热情，进入本单元话题作铺垫。
3. Pre-reading 提供了三个问题，围绕中心词band 展开活动，要求他们列举出世界著名的乐队，谈论最喜欢哪个以及原因，进而引出阅读中的The Monkees这一主题。
4. Reading 主要介绍The Monkees，文章叙述了歌星、门基乐队充满梦想、如何组成乐队以及他们如何获得成功的过程。
阅读活动的目的在于训练学生阅读技能的基础上，培养学生对择业的思考，意识到机遇和挑战是并存的。
文章的主题是积极向上的，能激励学生通过努力一定能实现对事业的追求。
2.学情分析 1.知识结构：虽然学生Music这一话题有极大的兴趣，已经具备一定的词汇和表达基础，但对门基乐队感到陌生，并且阅读能力有待提高，对阅读技巧的运用还不娴熟，因此，教师应结合学生实际，逐步引导，循序渐进。
2.心理特征：现在的高中学生，对新鲜的事物有极大的接受能力，并且喜欢音乐和各种形象的展示，因此教师可以充分利用多媒体形式调动学生的学习热情，设置有效的阅读任务逐步掌握阅读技巧，体会文章含义。
高中英语人教版必修2Unit 5 Music教学设计
Unit 5 Music 教学案Part 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 referen ce: 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 performances make us think a lot about life.Do you know anything about “The Monkees”？For referenc e: “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 were 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 themembers 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 a nd read aloud to the recording of the text THE 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 BAND 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 an 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 ？ MembersHigh school studentsReasonsThey like to write and play music. PlacesThey practice their music in someone’s home. FormsThey may play to passers-by in the street or subway. Results They can earn some extra money. They may also have a chance todream 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 Jonesbeginningof thebandIt began as a TV show. styleof the performanceThey played jokes on each other as well as played music. firstmusic and jokesMost of them were based loosely on the band called “The Beatles”. development of theband They became more serious about their work and started to play their own instruments and write their own songs like a realband. They produced their own records and started touring andplaying 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 was acelebration 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 concerning the difficult points to me.IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1，2，3 and 4.Closing down by having a discussionDo you think the TV organizer s 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 jokes 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.Closing down by retelling the form of the band The Monkees.I shall write some key words and expressions on the board. You are to retell the form of the band according to these words.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 singPeriod 2: A sample lesson plan for Learning about Language(The Attributive Clause (in/ for/ with/ by＋which/ whom).AimsTo help students learn about the Attributive Clause with a preposition in front.To help students discover and learn to use some useful words and expressions.To help students discover and learn to use some useful structures.ProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 35 and do exercises No. 1，2 and 3 first. Check your answers against your classmates’.II. Learning about grammar1.Reading and thinkingTurn to page 34 and r ead with me the text of THE BAND THAT WASN’t. As you read on，pay attention to The Attributive Clause (in/ for/ with/ by＋which/ whom)，that is，the attributive clauses with a preposition ahead of the relative pronoun shown in the sentences.For reference: 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 ins truments and write their own songs like a real band.2.Doing exercises No. 1 and 2 on page 35Turn to page 34. Look at the two sentences:The musicians of whom the band was formed played jokes on each other as well as played music.However，after a year or so in which they became more serious about their work，“The Monkees” started to play their own instruments and write their own songs like a real band.Pay attention to the structure: preposition + relative pronoun. Usually only two relative pronouns --- which and whom--- can be used in the Attributive Clause，with a preposition put before the clause. That can’t be used. Look at the screen. Here are more examples on this kind of structure.1.This is the reason for which he left his hometown. (=why)2.I’ll never forget the day on which we stayed together. (=when)3.This is the girl from whom I learned the news.4.The person to whom I spoke just now is the manager that I told you about.5.I’ll show y ou a store in which you may buy all that you need.(=where)6.I don’t like the way in which you laughed at her.(=that)Now go on to do Exercise No. 2 on page 36，that is，to sort out the sentences.III. Ready used materials for The Attributive Clause (in/ for/ with/ by＋which/ whom)In formal styles we often put a preposition before the relative pronouns which and whom: ∙The rate at which a material heats up depends on its chemical composition.∙In the novel by Peters，on which the film is based，the main character is a teenager.∙An actor with whom Gelson had previously worked contacted him about the role.∙Her many friends，among whom I like to be considered，gave her encouragement.Notice that after a preposition you can’t use who in place of whom，and you can’t use that or zero relative pronoun either:∙Is it right that politicians should make important decisions without consulting the public to whom they are accountable？(not --- the public to who they are accountable.) ∙The valley in which the town lies is heavily polluted. (not --- The valley in that the town...) ∙Arnold tried to gauge the speed at which they were traveling. (not --- the speed at they were traveling.)In informal English we usually put the preposition at the end in attributive clauses rather than at the beginning:∙The office which Graham led the way to was filled with books.∙Jim’s footballing ability，which he was noted for，had been encouraged by his parents.∙The playground wasn’t used by those children who it was built for.In this case we prefer who rather than whom (although whom is used in formal contexts). In restrictive attributive clauses we can also use that or zero relative pronoun instead of who or which (e.g. ...the children (that) it was built for).If the verb in attributive clauses is a two-or-three-word verb (e.g. come across，fill in，go through，look after，look up to，put up with，take on) we don’t usually put the preposition at the beginning:∙Your essay is on e of those (which/that) I’ll go through tomorrow. (rather than...throughwhich I’ll go tomorrow.)∙She is one of the few people (who/that) I look up to. (not ... to whom I look up.)In formal written English，we often prefer to use of which rather than whose to talk about things:∙A huge amount of oil was spilled，the effects of which are still being felt. (or...whose effects are still being felt.)∙The end of the war，the anniversary of which is on the 16th of November，will be commemorated in cities throughout the country. (or...whose anniversary is on...) Note that we c an’t u se of which in place of whose in the patterns described in Unit 71B:∙Dorothy was able to switch between German，Polish and Russian，all of which she spoke fluently. (not..，all whose she spoke...)We can sometimes use that...of in place of of which. This is less formal than of which and whose，and is mainly used in spoken English:∙The school that she is head of is closing down. (or The school of which she is head...)Whose can come after a preposition in attributive clauses. However，it is more natural to put the preposition at the end in less formal contexts and in spoken English:∙We were grateful to Mr. Marks，in whose car we had traveled home. (or...whose car we had traveled home in.)∙I now turn to Freud，from whose work the following quotation is taken. (or...whose work the following quotation is taken from.)IV. Closing down by doing exercises:Join the sentence halves using which or whom after an appropriate preposition. (A)a. I would never have finished the work.b. It was primarily written.c. We know nothing.d. They got a good view.e. He learned how to play chess.f. Dennis scored three goals in the final.g. She was born.h. It was discovered.1.They climbed up to the top of a large rock.2. I would like to thank my tutor.3. She has now moved back to the house on Long Island.4. The star is to be named after Patrick Jenks.S. This is the ball.6. He is now able to beat his father.7. The book is enjoyed by adults as well as children.8. There are still many things in our solar system.Key for reference:1.They climbed up to the top of a large rock，from which they got a good view.2. I would like to thank my tutor，without whom I would never have finished the work.3. She has now moved back to the house on Long Island，in which she was born.4. The star is to be named after Patrick Jenks，by whom it was discovered.S. This is the ball. Dennis scored three goals in the final.6. He is now able to beat his father，from whom he learned how to play chess.7. The book is enjoyed by adults as well as children，about whom it was primarilywritten.8. There are still many things in our solar system，about which we know nothing.Are these correct or appropriate？If they are，put a√. If they are not，give a reason，correct them and give alternatives if you can. (A)I. It's a piece of jewelry across which I came in an antique shop. --- which I came across in an antique shop. (‘came across’ is a two-word verb.)2. The extra work which she took on was starting to affect her health.3. My mother，after whom I looked for over 20 years，died last year.4. The people whom I work with are all very friendly.5. Some of the criticisms with which they had to put up were very unfair.6. He had many friends with whom he had a regular correspondence.7. The woman to who he is engaged comes from Poland.8. The forms which I had to fill in were very complicated.Rewrite these sentences so that they are more appropriate for formal written English. Usepreposition + which or preposition + whose，as appropriate. (B)I. Tom Sims，whose car the weapons were found in，has been arrested. Torn Sims，in whose car the weapons were found，has been arrested.2. Tom Ham，whose novel the TV series is based on，will appear in the first episode.3. Dr Jackson owns the castle whose grounds the main road passes through.4. Tessa Parsons is now managing director of Simons，the company that she was once a secretary in.5. Allowing the weapons to be sold is an action that the Government should be ashamed of.6. The dragonfly is an insect that we know very little of.Period 3: A sample lesson plan for Using LanguageAimsTo read the s tory about Freddy and then enjoy and understand Beatles’ songs.To use the language by reading，listening，speaking and writing.ProceduresI. Warming up by listening and writingTurn to page 37 and read these sentences before listening to the tape. Then listen to the tape and decide true or false.II. Guided reading1. Reading and translatingRead more about F reddy’s life and translate it into Chinese paragraph by paragraph.2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Collocations from Freddy’s lifebecome famous，visit Britain on a tour，wait for hours to get tickets for the concerts，be confident，enjoy singing and all the congratulations，the most exciting experience，sing in a TV program called “Top of the Pops，wear an expensive suit，give a performance to a TV camera，go wrong，not go out without being followed everywhere，wear sunglasses，hide in railway stations，one’s personal life，become too painful for sb.，pack one’ s bags3. Doing exercisesNow you are going to do exercises No. 3，4 and 5 on page 38 following the article.Ex3: Here are the incorrect sentences which should be crossed out.1. Freddy and his band always loved being pop stars.2. His favorite program was “Top of the Pops”.3. Things went wrong because Freddy and his band hid themselves.4. They realized they had to go because they were painful.Exercise 4 Answer these questions:1. This is an open question by which students are asked about their opinions.Answers may vary.2. Answers may vary but there is information in the reading passage that may include:--- becoming rich；--- doing a job you want to do；--- having many fans；--- people enjoying your music.3. Answers may vary but information may include:--- peaceful and quiet；--- a private life away from crowds；--- a personal life which others do not discuss.Exercise 5: The main idea is No. 3. This is a story about a band that became famous and did not like it. Only No. 3 best summarizes the main idea，while all the others reflect just part of the main idea. At first，Freddy and his band wanted to be famous，but when he became famous，they were always being followed wherever they went，which they found painful.III. Guided writing1.Writing a letter for advicePlease turn to page 38 writing. Let’s read the instructions.You and your friends want to start your own band. However，you have never played ina band before. You write an e-mail to Freddy for his advice. The e-mail is started for you，but you have to finish it.You’d bett er do some brainstorming in small groups before writing your letters. You should follow the procedure for brainstorming and outlining introduced in Module 1 Unit 2.Writing tips:1. In groups discuss some questions you would like to ask Freddy.2. Make a list of them and choose the best questions.3. Share your ideas with another pair；discuss all questions and then decide whichones you want to ask Freddy.4. Use each question to start a new paragraph.5. Write your question first；then add extra information to show Freddy why youneed help.6. Finish the letter politely and thank Freddy for his help.2.Reading Freddy’s replyLet’s read Freddy’s reply and answer the questions:--- How was Freddy’s band formed？--- What advice does Freddy give？3.Writing a note and a paragraphPlease turn to page 74. Now in pairs you are going to decide on the best way to tell a foreign friend about one kind of Chinese folk music. What do you think they need to know before they can enjoy it？Why do you like it？Who are your favorite singers？Discuss it with your partner and write notes to remind you of your most important ideas. Then write a paragraph telling your foreign friend about the type of Chinese folk music you have chosen. Use a dictionary and other reference books to help you.IV. Further applyingFinding informationGo to the library to read or get online to search in order to find more information on music and musicians. Take notes of your findings and report them to your group mates next Monday morning.V. Closing down by filling a formMake use of the text and others to fill in the form below.How do people form a bandMembersReasonsPlacesFormsResultsClosing down by describing a bandTo end this period，I am going to have two of you to describe to the class a band whom you appreciates. Who’d like to speak first？Part Two: Teaching Resources (第二部分：教学资源)Section 1: A text structure analysis of THE BAND THAT WASN’TI. Type of writing and summary of the ideaType of writing This is a piece of narrative writing.Main idea of the passage The band The Monkees was formed in quite adifferent way. It started as a TV show，with musiciansplayed jokes on each other as well as played music，based loosely on the band called The Beatles. As timewent on，their attractive performances gained fiercelysupport from their fans. With their own particular style ofperforming their band at last became very popular in theUSA.Topic sentence of 1st paragraphHave you ever wanted to be a famous singer or musician？Topic sentence of 2nd paragraphMost musicians meet and form a band because they like to play music.Topic sentence of 3rd paragraphHowever，there was one band that started in a different way.Top sentence of 4th paragraphTheir attractive performances were copied by other groups and their fans supported them fiercely.II. A tree diagramIII. A retold passage of the text1. A possible version:Being a famous singer or musician may be the dream of many people. Becoming a member of a band may help you realize the dream. But just how can people form a band ？Most musicians often meet and form a band for they are congenial with each other. High school students may also form a band to practice music together or sometimes play in the street to passers-by to earn some extra money ， which is also a chance to realize their dreams of becoming famous.However ， There was a band which was started in quite a different way. The musicians of whom the band was formed played jokes on each other and played music ， loosely based on the Beatles. Their exciting performances were copied by other groups and were fiercely supported by their fans. That band was The Monkees. After a year or so ， The Monkees became more serious of their work ， playing their own instruments and writing their own music. Though it broke up in 1970， it reunited in the mid-1980s and is still popular today.Section 2: Background information on music ， musicians and the band The MonkeesI. Different types of music:Folk music Dreaming of being a famous musician or singer.How musicians form bands. How The Monkees got their start. How The Monkees became serious about the music business.It has been passed down from one generation to another. At first it was never written down. People learned the songs from their families，relatives，neighbors and friends in the same village. These songs were about the country life，the seasons，animals and plants，and about love and sadness in people’s lives.Pop musicIt is a kind of modern music with a strong beat and not of lasting interest，especially just favored for a short time by younger people•Rock ’n’ RollIt is also called rock and roll，a kind of modern music with strong beat，played loudly on electrical instruments，in which the singer repeats the same few simple words.JazzJazz was born in the USA around 1890. It came from work songs sung by black people and had its roots in Africa. Jazz started developing in the 1920s in the southern states. Soon it was played by white musicians，too，and reached other parts of the USA.African musicIt plays an impor tant part in people’s lives，especially for work，and at festivals and weddings，when people dance all night long.Indian musicIt’s not written down. There is a basic pattern of notes which the musician follows. But a lot of modern music is also written. India also produces films with music，and millions of records are sold every year.Music in the CaribbeanThe slaves who were brought from Africa developed their own kind of music. West Indians make musical instruments out of large oil cans. They hit different parts of the drum with hammers to produce different notes. This type of music has become very famous in Britain and is very good music to dance to.II. Famous musicians:Joseph Haydn(1732-1809)was an Austr ian composer and is known as “the father of the symphony”. Other composers had written symphonies before Haydn，but he changed the symphony into a long piece for a large orchestra.He was born in a village in Austria，the son of a peasant. He had a beautiful singing voice. After studying music in Vienna，Haydn went to work at the court of a prince in eastern Austria，where he became director of music. Having worked there for 30 years，Haydn moved to London，where he was very successful.Wolfgang Amadeus Mozart (1756-1791)was a composer，possibly the greatest musical genius of all time. He only lived 35 years and he composed more than 600 pieces of music.Mozart was born in Salzburg，Austria. His father Leopold was a musician and orchestra conductor. Wolfgang had musical talent from a very early age. He learned to play the harpsichord in a concert for the Empress of Austria.By the time he was 14，Mozart had composed many pieces for the harpsichord，piano and violin，as well as for orchestras. While he was still a teenager，Mozart was already a big star and toured Europe giving concerts. Haydn met Mozart in 1781 and was very impressed with him. “He is the greatest composer the world has known，” he said. The two were friends until Mozart’s death in 1791.Ludwig van Beethoven (1770-1827)was born in Bonn，Germany. He showed musical talent when he was very young，and learned to play the violin and piano from his father，who was a singer. Mozart met Beethoven and was impressed by him. “He will give something wonde rful to the world，” he said. Beethoven met Haydn in 1791，but was not impressed by the older man. After they had known each other for many years，Beethoven said，“He is a good composer，but he has taught me nothing.” However，it was Haydn who encouraged Beethoven to move to Vienna. Beethoven became very popular in the Austrian capital and stayed there for the rest of his life. As he grew older，he began to go deaf. He became completely deaf during the last years of his life，but he continued composing.III. Musical instrument 乐器saxophone electrical equipment pianoguitar fluteV. What are the functions of music ？•Make things more lively and interesting•Make things better for pe ople to understand and enjoy•Express people’s feeling•Make people feel good•Help people forget their pain•Attract people’s attention•help people to remember things wellVI. The introduction of the band The MonkeesThe Monkees were a four-person band who appeared in an American television series of the same name ， which ran on NBC from 1966 to 1968. The Monkees were formed in 1965 in LosAngeles，California and disbanded in 1970. At their peak they were one of the most popular musical acts of their time.Several reunions of the original lineup have taken place. The first reunion lasted from 1986 to 1989，and a second regrouping took place between 1996-1997. The Monkees last worked together for a brief period in 2001.Section 3: Words and expressions from Unit 5 THE BAND THAT WASN’TI. Words for Readingclassicaladj. (of music)put together and arranged(composed) with serious artistic intentions；having an attraction that lasts over a long period of time(as opposed to popular or folk music)(音乐)古典的Bach and Beethoven wrote classical music. the classical music of India/ the classical symphonyrollvt.&vi. 1. to (cause to) move along by turning over and over(使)滚动We rolled the barrels of oil onto the ship. Tears were rolling down her cheeks. 2. to move steadily and smoothly along(as) on wheels(车轮)滚动；转动The train rolled slowly into the station. The waves rolled over the sand. 3. (of a ship)to swing from side to side with the movement of the waves摇摆；摇晃The ship rolled so heavily that we were all sick.4. keep the ball rolling: to keep things active and moving(使事情，工作等)继续进行下去；不松懈5. set the ball rolling: to be the first to do something，hoping that others will follow带动；带头(希望他人跟随)I’ll sing a song first，just to set the ball rolling.folkadj. of，connected with，or being music or any other art that has grown up among working and/or country people as an important part of their way of living and belongs to a particular area，trade，etc.，or that has been made in modern times as a copy of this(音乐；艺术)民间的；民俗的folk music/ folk songs/ Chinese folk art/ give a folk concert/a folk singerjazz n.爵士音乐traditional jazz/ modern jazz/ jazz music/ a jazz bandmusician n.音乐家a fine musiciandreamn. 1. a group of thoughts，images，or feelings experienced during sleep梦2. sth. imaged，。
必修二第五单元music教案
必修二第五单元music教案1.教学目标：1.1知识与技能：学生能听懂并使用表示音乐的词汇;能较准确地描述音乐类型和文化背景;能就音乐审美主张表达个人观点。
1.2过程与方法：采用启发式教学法，引导学生自主思考;采用听、说、读、写、演等多种教学方法进行教学;通过讨论、演示等方式加深学生对音乐的理解。
1.3情感态度价值观：培养学生对音乐的热爱、感受音乐的美感;引导学生客观、理性地审美，培养学生应该有自己的审美观。
2.教学重点难点2.1掌握有关音乐类型和文化背景的表达方法，学会语言交际。
2.2提高学生的跨文化交际能力。
3.教学过程3.1暖身环节引入下文主题，可以与学生分享一首他们喜欢的音乐，介绍歌曲类型、文化背景和演唱者等。
3.2输入环节通过展示视频和图片等方式来主题音乐的类型和背景等（例如摇滚乐、传统音乐、爵士乐等等），学生通过观看背景图和听取音乐鉴别不同的音乐类型。
然后与学生讨论各种类型音乐和文化背景的关系，并竣工讨论。
3.3实践与运用进行一个小组作业，让学生组成3-4人的小组，选择一个音乐类型并作一份10分钟的介绍PPT。
输出点：档次的文件，图片和美术创意等。
这样，学生可以进一步分析和交流有关音乐类型和文化背景方面的细节，培养同伴间的合作与学习对话能力。
3.4综合评价在教学的最后，通过口头交流的方式，让学生跨组交流彼此的发现和体会。
对小组和个人表现进行评价和点评，以便针对学生的不同表现安排合适评分标准（例如，个人发言时间、贡献度、团队沟通交流等）。
4.教学评价4.1教学效果评价：通过测试和小练习考察学生对不同音乐类型和文化背景的理解掌握情况。
4.2教学过程评价：检视和总结教学过程中学生的参与度和互动情况，以提高今后的教学质量和效果。
4.3教学方法与手段评价：评估启发式教学法等多种教学方法和手段的使用情况，以便今后的教学设计和改进。
5.教学反思在这一单元教学过程中，尤其是在小组讨论环节，教师具体指导学生进行互动和讨论，以增加学生的积极性和参与度。
Unit 5 Music Reading and Thinking 教案人教版高中英语必修第二册
Unit 5 MusicReading and Thinking: The Virtual Choir 教案文本简析本单元阅读文本的话题是美国音乐制作人埃里克·惠塔克(Eric Whitacre)创作的一种合唱形式——虚拟合唱团，旨在让读者不仅对其组织形式、制作方式和产生的原因等有所了解，还对这种形式给人们歌唱方式和整个世界带来的积极影响有所认识。
该文本采用了说明性文体，共四段：第一段介绍了虚拟合唱团的组织形式、制作方式，以及所产生的积极影响；第二、三两段介绍了虚拟合唱团创始人埃里克·惠塔克在音乐方面的经历，重点介绍了他于2009年创办首个虚拟合唱团“金色光芒(Lux Aurumque)”的前因后果和2014年为联合国儿童基金会(UNICEF)创办的“虚拟青年合唱团(Virtual Youth Choir)”；第四段是作者对虚拟合唱团的形式和影响的感悟。
阅读策略上，学生可快速浏览文本，利用标题和图片等信息了解文本框架，把握文本大意，判断文本体裁，理解作者态度，并融入自己的思考，训练学生的批判性思维。
第1课时一、教学内容本节课的重点为处理文本信息，在了解何为虚拟合唱团及其创始人主要信息的基础上，进一步理解为什么会出现虚拟合唱团以及它的出现对人们和社会又产生了什么样的影响。
二、课时目标1. 通过整体阅读活动，获取虚拟合唱团及其创始人的基本信息，并梳理虚拟合唱团的发展历程及其给人类社会带来的正面影响。
2. 通过寻读、细读等阅读活动，总结虚拟合唱团的成因，并深入理解作者要传递的深层含义。
3. 通过梳理文本介绍虚拟合唱团的篇章布局，了解写作特点，为第二课时的仿写做好铺垫。
三、教学过程Activity 1：Activating background knowledge of the virtual choir本活动为实现课时目标1做铺垫。
1. Talk about what a choir is.Q1：What did you see in the video？Q2：What is a choir？2. Talk about whether people can sing together with hundreds of people while they are alone at home.Q：Could you imagine singing together with hundreds of people while you were at home alone？【设计意图】通过课前播放One V oice Children’s Choir的视频，创设情境，引出主题；引导学生根据自身经验给合唱团下定义；通过提问，激活学生背景知识，提升其阅读兴趣。
人教版高中英语必修二Unit 5《Music》(Reading)学案
__________________________________________________________
Para. 3&4
How did the Monkees develop?
It began as a ______________.As some actors could not sing wel l, they had to ___________________ _____. So during the broadcast, they just_____________________.
_________
_________
_________
My answers after my researches:
_________
______
_________
The keys after discussions in my co—group:
___________
_________
1.How many musicians were there when the band was formed at the beginning?
A. Four B. Three C. Two D. One
2.When did the Monkees break up and when did it reunite?
______________________ ____________________________________
____________________________ _________________ _____________
必修二unit5-music-阅读教案
必修二unit5-music-阅读教案《人教版高中英语必修2》Unit5第一课时教学案例学情分析教学对象为高中一年级学生，智力发展趋于成熟。
他们的认知能力比初中阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力。
他们学习比较认真，求知欲旺盛，思维比较活跃，同时表现欲也很强。
部分学生的基础较好，能主动配合老师，愿意开口讲。
他们有着高中生独立、爱表现，张扬个性的特点。
因此，设置他们感兴趣的活动，就能让他们投入到课堂活动中来。
教学目（一）、知识和能力目标1．通过阅读课文和完成所给的任务，能使用本课重点的词汇对课文作出简单复述；2．能够说出世界音乐的种类；3．能够简单运用速读、跳读、精读阅读文章（二）、情感目标教学步骤一．Warming up（热身）——5minutes1. Attract students’ attentionPlay the song Knocking On Heaven’s Door about the “I am a singer”with students which quite famous during this time to attract students attention to the learning content, especially mention the kind of music “Rock ‘n’rolllead students to the textbook on page33.2.Show picturesShow students those pictures in the textbook音乐这个课题，这样可以引起他们对该单元内容的兴趣并可以自然而然地引入到课文阅读。
二．Pre-reading（读前）——8minutesTask one：Discussion and TalkingFour students in one group to discussionGive students some questions ask them to speak out 1.Do you know any famous bands? List some if you do.2.Which one do you like best? Why?3.Do you know anything about the Monkees?设计目的：把学生分小组讨论有利于学生的合作学习能力的提高，这些问题起到过渡作用，能够顺利地进入到接下去的阅读阶段。
2024秋季人教版高中英语必修第二册Unit5Music《5.Readingforwriting》
教学设计：2024秋季人教版高中英语必修第二册Unit 5 Music《5.Reading for Writing》一、教学目标（核心素养）1.语言能力：通过阅读相关音乐主题的文本，学生能够提取关键信息，学习并模仿文本中的语言结构和表达技巧，提升书面表达能力。
2.思维品质：培养学生批判性思维和创造性思维能力，通过分析和讨论文本内容，形成自己对音乐及其影响的独特见解。
3.学习能力：引导学生掌握“以读促写”的学习策略，通过阅读积累素材，学习写作技巧，提高自主学习能力。
4.文化意识：增强学生对音乐文化的理解和尊重，通过阅读和写作活动，拓宽国际视野，增进跨文化交流能力。
二、教学重点•学习并模仿文本中的语言结构和表达技巧，如描述性语言、对比手法等。
•提取文本中的关键信息，构建写作框架，为写作任务做准备。
三、教学难点•如何将阅读中获得的信息和技巧有效转化为自己的写作内容。
•如何在写作中灵活运用所学语言结构和表达技巧，使文章内容丰富、表达流畅。
四、教学资源•人教版高中英语必修第二册教材•相关音乐主题的阅读材料（如音乐评论、音乐家传记片段）•多媒体教学资源（如PPT、音频、视频片段）•写作指导手册或范例文章五、教学方法•阅读指导法：引导学生分析文本结构、语言特点和表达技巧。
•讨论交流法：组织小组讨论，分享阅读感受，激发写作灵感。
•模仿练习法：通过模仿文本中的语言结构和表达技巧进行写作练习。
•反馈评价法：教师及时给予学生写作反馈，指导学生改进不足之处。
六、教学过程1. 导入新课（5分钟）•音乐话题引入：播放一段具有代表性的音乐片段，引导学生讨论音乐在他们生活中的作用和意义，激发学生对音乐话题的兴趣。
•明确任务：介绍本节课的教学目标，即通过阅读相关音乐主题的文本，学习写作技巧，为接下来的写作任务做准备。
2. 新课教学（30分钟）•阅读文本（10分钟）：•学生自主阅读提供的音乐主题文本，注意文本的语言结构、表达技巧和关键信息。
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。
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《人教版高中英语必修2》Unit5第一课时教学案例
教学步骤一．Warming up——5minutes
1. Attract students’ attention
Play the song SUGAR. Talk about the “Importance of music”with students to attract students’attention to the learning content, especially to mention the kind of music “Pop ”. Then lead students to the textbook on page34.
2.Show pictures
Show students some pictures about music styles and ask them to say something about their
opinions of different music.
设计目的：放歌引出话题,可以吸引大家的注意力从而引导他们进入音乐这个课题，这样可以引起他们对该单元内容的兴趣并可以自然而然地引入到课文阅读。
二．Pre-reading——8minutes
Task one：Discussion and Talking
Four students in one group to discussion
Give students some questions ask them to speak out
1.Do you want to be famous?
2.Please list the three steps of success.
3.Do you know anything about the Monkees?
设计目的：把学生分小组讨论有利于学生的合作学习能力的提高，这些问题起到过渡作用，能够顺利地进入到接下去的阅读阶段。
三．。