Unit5MusicThe band that wasn’t公开课优质课获奖课件
The-band-that-wasn't-高中英语课件大赛特等奖(共19张)
Leading-in
Pre reading
fast reading Careful reading Discussion
summary
homework
Exit
Beyond
第4页，共19页。
Leading-in
Pre reading
fast reading Careful reading Discussion
How do the Monkees form their band? (Para. 3)
fast reading
Beginning
TV organizers
Careful reading
an advertisement
Discussion summary
__o_n_e__musician
_th_r_e_e_actors
Leading-in
Pre reading
fast reading Careful reading Discussion
summary
homework
Exit
第1页，共19页。
Leading-in
Pre reading
fast reading Careful reading Discussion
summary
_____ a band. Sometimes they fpolarymin the street to
________.
passers-by
There was once a band started in a different way.
The musicians ______________ played music, and their music and
人教版高中英语必修二《Unit 5 Music》优质课公开课课件、教案
人教版高中英语必修二《Unit 5 Music》优质课公开课课件、教案Unit 5 MusicListening and Speaking【教学目标】1. Instruct students to get main facts by listening and motivate them to talk about the topics about music, the types of music, and how the music makes them feel.2. Develop students’ sense of cooperative learning and individual thinking capability.3. Develop students’ different listening skills to solve different listening comprehensive problems.4. Help students to understand how to use the structures “past participle as adverbial”.【教学重难点】Prompt students to talk about the related topics, such as types of music they know, their favourite type of music, how music makes them feel, and how to use past participle as adverbial.【教学过程】Step 1 Lead inThe teacher is advised to talk with their students about music.Boys and girls, before we listen, let’s work in pairs and disc uss what type of music you know.Which type is your favorite? How does it make you feel? Share your ideas with partners.I know Chinese traditional music/classical music/country music/hip-hop/jazz/pop music/Latin music/rap/rock/punk…I like classical music. It makes me feel full of energy and happy.Step 2:PredictionAfter their small talk, the teacher can move on by finishing the following task: See the pictures and give the correct answers.1. What are the people doing in the picture below?2. Match the pictures with the correct types of music.A. Chinese traditionalB. classicalC. country musicD. hip-hop1_______________2_______________3_______________4_______________Step 3: Summary of the main ideaListeningI. Play the radio about The Sound of Music (音乐之声), and let students finish the following tasks.A star has come out to tell me1.___________________ to goBut deep in the dark-green shadowsAre voices that urge me to staySo I pause and I wait and I listenFor one more sound for one more lovely thing2.___________________ might say…The hills are alive with the sound of musicWith songs they have sung 3.__________________The hills fill my heart with the sound of musicMy heart 4.__________________ every song it hearsMy heart wants to beat like the wings of the birds that rise from the lake to the treesMy heart wants to sigh like the chime that flies from a church on a breezeTo laugh like a brook 5.__________________ and falls over stones in its wayTo sing through the night like a lark who is 6._____________I go to the hills when my heart is lonelyI know I will hear what I’ve heard beforeMy heart will 7.______________ the sound of musicAnd I’ll sing once moreII. The reporter paraphrased some of the answers the students gave him. Listen to the interviews again and complete the sentences with the words you hear.1. A: Country music touches my heart.B: So you like music that’s _______of _______?2. A: When I listen to hip-hop, I just have to move!B: So it makes you want to _______?3. A: Classical music makes me feel like I’m sitting beside a quiet stream and enjoying nature.B: So to you, it’s _______ and _______?Learning new wordsList the new words in the lesson, tell students the meaning of these words an d give some examples.News words: classical, energy, soul…Talking projectGuide student s to do speaking practice.I. Talk in pairs. Interview each other about music. Use the picture below for ideas.A: What kind of music do you like?B: I like techno music.A: What makes it so special to you?B: I like to listen to it when l exercise. It gives me energy.II. Work in pairs or groups and role play a conversation.●∙Suppose you are a reporter and interviewing the students who about music.➢∙I like to…➢∙Chinese traditional song/classical music/hip-hop music/country music…➢∙Listen to/play/sing…。
高中英语人教版Unit5Music 说课一等奖
Unit 5 Music教学内容分析1．本教学设计将对人教版必修二的第五单元Music的阅读教学进行分析。
本篇阅读——The Band That Wasn't讲述The Monkees乐队的故事，具体介绍乐队的组建、发展、演奏特点和受欢迎程度；有助于学生了解更多音乐知识，培养热爱生活、音乐的美好情感，并在轻松愉快的音乐主题下学习用英语表达喜好，领会乐队对音乐的不懈追求，培养认真做事的好习惯。
2．学生们在初中阶段以接触到定语从句，但进入高中之后才系统学习定语从句的相关知识，介词+关系代词which/whom的定语从句就是本单元的语法重点。
3．在本单元的Warming Up中，学生已经了解了不同的音乐类型，这位阅读课奠定了一定的基础。
同时，课文中出现了两个介词+关系代词which/whom的定语从句，引出了即将要学的语言知识。
因此，本节阅读课在整个单元中起着承上启下的重要作用。
学情预设和分析1．学生经过初中解读的英语学习，已经具备了一定的阅读技能，如查找细节信息，获取主要信息，抓主要点等等，并且大部分学生对于音乐这个话题感兴趣，对音乐也有一定的了解与认识。
2．学生可能遇到的问题是在阅读课文中，无法在较短的时间内准确地把握文章的脉络，概括出文章大意；很难在学习中借助音乐作品、图片等非语言信息进行语言表达。
另外，这篇课文中出现了较多的新词汇，有一部分词汇对于学生而言有难度。
教学目标设计1．语言目标掌握关键词汇、短语、句子和一些交际用语。
如musician, clap,passer-by,form,extra,earn,advertisement,attractive,instrument,loosely,actor;dream of, be honest with, play jokes on, or so, break up等。
2．能力目标1)培养并强化学生的阅读技能，训练通过寻找关键句、关键词等方式，又好又快地确定文章大意，把握文章脉络。
Unit5-the-band-that-wasn27t.示范课PPT精选文档
2.How many bands are mentioned in the passage?What are their names?
TWO.
The Beatles and The Monkees.
19
Match连线 the main idea of each paragraph
A big hit!
16
Unit 5 Reading
THE BAND THAT WASN’T 17
Reading
The band that wasn't
1.What does the title “The band that wasn’tmean?
“不是乐队的乐队”
18
1.Which band is “The band that wasn’t”?
4.Practicing their music is the first step
fame. F
24
Para. 3 How the Monkees formed the band?
Choral 9②①1234④
③
10
⑧
5
6
7
⑤
⑥
8
⑦
11
Pre-reading 1.Do you know these singers?
12
2.Do you know these famous bands?
TFboys
13
The Beatles （甲壳虫）
14
The Monkees 15
performances in pubs or clubs.
Results
They can earn some extra money.
Unit5-the-band-that-wasn't-示范课课程案例
4.Practicing their music is the first step
fame. F
Para. 3 How the Monkees formed the band?
Beginning TV organizers
an advertisement
Country music
It was popular in the 1950s. It has very loud sound with strong beat.
Rocksic with a strong rhythm in which the words are spoken, not sung.
Members High school students
Reasons They like to write and play music.
Places
They practice their music in
(The first step to fame) someone’s house.
Forms
They may play to passers-by in the street or subway, and give
performances in pubs or clubs.
Results
They can earn some extra money.
They hope to make records in a studio and become millionaires.
2.what do most people think is important?
A lot of people attach great importance to becoming rich and famous.
必修二Unit5-Music市公开课获奖课件省名师示范课获奖课件
Unit 5 Music ——音乐
5．(2023·山西太原模拟)Car control is
a subject ________ Beijingers have
argued for a long time.
A．which
B．that
C．with which D．about which
栏目 导引
栏目 导引
Unit 5 Music ——音乐
2．“介词＋关系代词”引导旳定语从 句 The musicians were to play jokes on each other as well as play music， __m_o_s_t_o_f__w_h_i_c_h_(其中大多数) was based loosely on the Beatles.
栏目 导引
Unit 5 Music ——音乐
经典句式 1．so that引导目旳状语从句 Sometimes they may play to passersby in the street or subway ______s_o_t_h_a_t___(以 便) they can earn some extra money for themselves or to pay for their instruments.
A．both their children B．both of whom children C．both of whose children D．whose their children
栏目 导引
Unit 5 Music ——音乐
解析：选C。句意为：这对老夫妇旳两个 孩子都考上了大学，而他们却过着贫困旳 生活。本题考察非限制性定语从句旳使用 方法,先行词为the old couple，代入定语从 句后为：Both of the old couple’s children had been admitted to university。由此可 见先行词作children旳定语。故用whose引 导，故答案为C。
必修二 5.2《Unit 5 Music 》 公开课一等奖课件
2.with+n./pron. + doing sth（伴随的动作） done（已经完成被动的动作） to do（将要执行的动作） adj. adv. prep phrases
• More than 11.5 million people in Guangdong, Hainan and Guangxi provinces were affected by the disaster, reaching with direct economic losses ___________ (reach) 13.46 billion yuan ($1.97 billion), Ministry of Civil Affairs figures showed.
6. These creatures have the __________ ability (able) to withstand（忍受）very low temperature. 7. A lack of ___________ confidence (confident) seems to be her main problem. 8. Just tie it ____________ (loose). loosely 9. We all felt ____________ (excite) when we heard excited the good news that our basketball team had won the match.. 10.Do you enjoy Mozart’s ___________ classical (class) pieces of music.
四、词组互译 将下列词组或短语译成中文或英文。 梦见 1.dream of_______________ 首先, 最重要的是 2. above all _____________________ 出故障 3. go wrong ____________________ 以……为基础 4. be based on ____________________ 不仅 5. more than ______________________ 分类 6. sort out _____________________ 大约，左右 7. or so _________________________ 向四面八方 8. in different directions ______________ 出版，发表 9. come out_______________________ 坚持 10. stick to ___________________________
Book2 Unit5 Music---The Band That Wasn't
2018年“华渔杯”全国中小学教师信息化教学能手大赛教学设计表课题：Book2 Unit5 Music --- The Band That Wasn’t 科目英语教学对象高一年级课时1课时学科（版本）人教版英语必修二章节Unit5 Reading一、教学目标知识目标：学生通过阅读文章，了解美国的门基乐队是怎样形成的。
增强学生对于乐队的了解，培养学生的跨文化意识。
能力目标：掌握阅读的基本技能，略读与细读相结合。
通过任务型阅读，了解文章的主旨、段落大意、文章具体事实之间的关系和内在逻辑，促进学生分析归纳的思维素养。
通过探究性活动——学生自主设问，并与乐队成员（学生扮演）之间进行互动，引导学生在阅读的基础上进行听说技能的训练。
情感目标：感受乐队从建立到解散到重组再到成功的过程中，他们对梦想的执着，为实现梦想克服困难，不断努力的精神。
通过信息技术，学生运用所学并结合实际谈论并分享自己的梦想，有利于提高学生的学习能力。
二、教学重点通过任务型阅读，掌握阅读技能，了解乐队组建情况，培养学生对阅读的兴趣。
三、教学难点通过探究式学习，学生自主命题，加强学生主旨大意归纳技巧以及文章细节处理的能力和学生分析归纳思维素养的培养。
四、教学内容分析这节课的内容主要是介绍乐队”The Monkees”的成长过程，大多学学生对于音乐和乐队都比较感兴趣，用学生感兴趣的文章训练学生的阅读技能是事半功倍的。
文章先介绍了一个乐队形成的通常过程：许多音乐人因喜欢写音乐和喜欢表演自己的音乐而相聚在一起形成一支乐队，其中也不乏在校的学生，他们在不同场合进行表演，一方面展示自己的音乐，一方面赚钱来养活自己，支付乐器等方面的开销。
每支乐队的成员都希望有朝一日能入棚录制音乐，自己的光盘销售数以百万计，成为百万富翁。
然而不是每个乐队都是如此，有一支有特殊成长经历的门基乐队，他们的诞生始于一次电视选秀，成员由一个摇滚歌手和三个演员组成。
他们以诙谐幽默的表演著称，经过努力，大约时隔一年后，他们有了自己的歌，成了名副其实的乐队。
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A: The Monkees started in a different way.
B: Many people want to be famous as singers or musicians. C: How the Monkees became popular and how they developed as a real band?
sang our own songs. 6. We pretended to sing. 7. In the mid-1980s, we reunited.
4652173
Watch the Video the Monkees
《I’m a Believer》
Sadly, “I” (Davy) died in 2012 at the age of 66, after suffering a heart attack. Luckily, in 2011 “I” toured with Micky
1.Pick an English name for your band. 2.Decide who will play instruments and who will be the lead singer.
Summary
1. The Monkees.
2. Study hard and learn to cooperate with others.
Now, Pretend I am “Davy” !!
Davy:
“I’m the lead singer of the Monkees.
We were very popular in the USA in the 1960s and even more popular than the Beatles. ”
D: How most bands start?
Intensive reading
Task 2: (Para. 2 ) How do most bands start?
Start as a group of
1__h_i_g_h_-_s_c_h_o_o_l_____ students
→
Practice music
Fast reading
Task 1: Skim the passage and match the main idea of each paragraph.
You can skip and ignore some details. Pay attention to the key words.
Para 1: Para 2: Para 3: Para 4:
1. About in 1970, the band broke up. 2. We produced our own records and stared touring. 3. In 1996, we produced a new record to celebrate our former
time as a real band. 4. We had to rely on other musicians. 5. After a year or so, we became serious about our work and
and Peter to celebrate the 45th anniversary of the Monkees. It is unforgettable!
The story ended………
Role-play
Form your own band and sing an English song written by yourselves.
5__in__a__s_tu__d_io_
←
Give performances
4_i_n__p_u_b__s_o_r__c_lubs
(Para. 3 ) The Monkees started in a different way.
TV organizers planned to find 1 four musicians, who could act 2all well as sing, so they put an 3 advertisement in a newspaper. However, they could only find 4one musician and have to use three actors 5 who could not sing well. The band was formed. It was called the Monkees 6 and began as a TV show 7 . The musicians were to 8 play jokes on each other as well as play music. Their music was based loosely on 9 the Beatles.
Intensive reading
Task 3: How did the Monkees become popular and develop as a real band? Read Para.4 carefully and then put the steps in the right order.
Unit 5 Music
Reading:
The band that wine
Lead-in
Listen to music and guess what the band is.
The Monkees
门基乐队
Pre-reading
Pre-reading
2i_n_s_om__eo_ne's
house
→
Play to passers-by
in the street
3__o_r__s_u_b_w__a_y___
↓
Sell millions of copies to
6_b_e_c_o_m__e_m__i_l_li_o_n_a_i_r_e_s
←
Make records