2021年新教材高中英语Unit5Music理解课文精研读教案人教版必修二
Unit 5 Music
速读课文，完成下列任务
Ⅰ.阅读判断
判断以下句子提供的信息是正确，还是错误，还是没有提及：
1．Only ordinary people can take part in a virtual choir.
A．Right B．Wrong
C．Not mentioned
2．Music makes people become a member of the global community.
A．Right B．Wrong
C．Not mentioned
3．His original composition made Whitacre become popular among choirs and singers.
A．Right B．Wrong
C．Not mentioned
4．Whitacre joined his fans together into one performance team.
A．Right B．Wrong
C．Not mentioned
5．The virtual choir is a wonderful way for people around the world to sing with many voices.
A.Right B．Wrong
C．Not mentioned
[答案] 1－5 BAACB
Ⅱ.补全信息
选择正确选项填入空白处，补全所给句子提供的信息：
A．began to become popular
B．began studying music
C．received a video
D．fell in love with Mozart's classical music
E．had 185 singers from 12 different countries
F．received a master's degree in musical composition
1．Whitacre at the University of Nevada in 1988.
2．Eric Whitacre when he sang for the university choir.
3．Whitacre in 1997.
4．Over the next 10 years，Whitacre's original compositions ．
5．In 2009，Whitacre of a girl who was singing one of his works.
6．Whitacre's first virtual choir ．
[答案] 1－6 BDFACE
Ⅲ.表格填空
[答案](1)accessible(2)ordinary(3)enables(4)to become(5)the (6)whose (7)creation (8)wonderful
(9)for (10)better
细读课文，完成下列任务
Ⅰ.主旨匹配
段落主旨大意
1.Para.1
2.Para.2
3.Para.3
4.Para.4 A．The creation and the development of the virtual choir. B．What the virtual choir means and its significance.
C．Eric Whitacre's life before the creation of the virtual choir. D．The virtual choir is making the world a better place.
Ⅱ.单项选择
1．What is needed for you to take part in a virtual choir?
A．A studio. B．A local choir.
C．A video camera. D．A small band.
2．Who is the first man to come up with the idea for a virtual choir? A．Mozart. B．Whitacre.
C．Nevada. D．Juilliard.
3．When did Whitacre graduate from the University of Nevada?
A．In 1970. B．In 1988.
C．In 1995. D．In 1997.
4．What is the name of Whitacre's first virtual choir?
A．What If.
B．The Virtual Youth Choir.
C．Eric Whitacre.
D．Lux Aurumque.
5．What is the main idea of the text?
A．Introduction of the virtual choir.
B．Ways to study musical composition.
C．Performances on video and the Internet.
D．Whitacre's works and performances.
[答案] 1－5 CBCDA
Ⅲ.读后续写微技能
读后续写微技能——精选动词，做到描述精准
找出下列句子中描述精准的动词：
1．Anyone can take part in a virtual choir from anywhere—all you need is a video camera and an Internet connection.
2．A virtual choir helps connect ordinary people together.
3．A virtual choir enables them to add their voices to those of other individuals and become part of the global community.
4．Music helps me to... forget my problems.
5．He fell in love with Mozart's classical music when he sang for the university choir.
6．This led to the creation of the virtual choir.
[答案] 1.take part in 2.help 3.enable 4.help；forget 5.fall in love
6.lead to。
人教版高中英语Book2Unit5Music教案
人教版高中英语Book2Unit5Music教案大方实验高中新课改教与学设计教与学内容Unit5 Music 时间May. 7 课型New 执教者陈梅教与学目标知识与技能1.Get the students to know different kinds of music.2.Realize the passage well and know the Monkees.3.Develop students’ reading ability and let them learn different reading skills.4.过程与方法1.Task-based teaching and learning.2.Play a little game.3.Discussion and cooperation.4.情感态度与价值观1.Get the students to know how musicians form band.2.Let the students study the history and development of the Monkees.3.Share nice music with students.3.教材分析（注重与高考考点链接）Reading skill is an inmportant skill in English, we should practice more, it plays a great important role in the College Entrance Examination too.教与学重、难点处理方法重点1.how musicians form band.2. the history and development of theMonkees难点1.Develop students’readingand speaking ability.2.Train the student’s thinkingcapacity.3.处理方法Give students some minutes to readthe passage then finish off exercises. 处理方法1.Let the students read thepassage by dividing theminto groups to talk.2.Let the students play alittle game.教与学准备教师导学准备1.Prepare for the teaching plan carefully.2.Prepare PPT to help teaching.3. In search for some interesting pictures online.4.学生学前准备1.Ask students to preview the text carefully and search for some information about Music.教与学方法教学方法1.Task-based teaching.2.Discussion and cooperation.2.PPT helps teaching. .3.学习方法1.Reading2.Play a little game.3.Cooperative learning.4.教学流程教师活动学生活动设计意图Step1Greetings (1minute)Step2 Teaching aims(1minute)Step3 Lead-in (1minute)Step4 Warming up(7minu ts)Step5 Reading (20minuts ) →Greetings.→Let the students knowteaching aims.Two questions:1.Do you like music ?2.What kind of music do youknow?Play a little game by playing records to the students and ask them to guess1) Fast reading.→Match the line2) Careful reading.→1. Ask students to read the passage carefully then finish off the exercises.→S tand up and class begins. The students look at the screen and know what should they learn this lesson.The student thingking and speaking.The students just listen and guess →Ask the students to look for the main idea of each paragraph.→The students read the passage quickly then do the exercises. class begins.Know the learningaimsArouse thestudents’interestand lead intotoday’s topic.→Arouse thestudents’interestand access to thetheme of the text.→Tain students’reading skills andimprove thierabilities inansweringquestions.Step6. Summary (1minut)Step7 Discussio n(6minut es)Step8. Law(1mi nut)Step9. Evaluate (1minute)Step10. Homewor k(0.5minute)Step7 Class over Review what we have learned today.Discuss:1.Do you think music isimportant? Why or why not?2.What’s the most importantthing for a successful band?中华人民共和国著作权法》“非法出版、复制发行他人作品，侵犯著作权构成犯罪的，按照侵犯著作权罪进行处罚。
高中英语必修二人教版：Unit+5+Music+阅读教学设计.doc
英语必修2第5单元阅读教学设计Teaching ContentReading: THE BAND THAT WASN’T.2. The basic theory of teaching plan (教学设计的理论依据)根据《高中英语新课程标准》的要求，英语教师在课堂教学中必须以学生为主体，教师在教学中起主导作用。
为此，我采用任务型教学方式设计本课的教学，为学生提供任务，以便引导学生带着自主学习的愿望，在与其他同学交流与合作的过程中完成学习任务。
教学由图片开始，引入本课阅读文，让学生通过快速阅读和细读等活动，按照教材要求理解课文。
此外，本设计还注意到阅读活动由整体入手，步步推进，由浅入深、由易到难的自然教学结构。
3. The analysis of student (学生分析)本节课的教学对象是高中一年级的学生，他们已经掌握了略读、跳读等一定的阅读技巧以及识别关键词、确定主题句、预测等阅读微技能，形成了初步的阅读策略。
但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差；主动学习的动力不够，然而他们学习比较认真，好胜心强，渴望在班集体里得到他人的承认，很在乎别人对他们的评价；求知欲旺盛，思维比较活跃。
部分学生的基础较好，能主动开口表达自己的意见，有着高中生独立、爱表现自我的特点。
因此，只有设置使他们感兴趣的学习活动，因材施教，才能让他们投入到课堂活动中来。
4. The analysis of textbook (教材分析)本课是高一英语第3单元的第一课时，课文内容包括介绍不同类型音乐的一些知识和一篇关于“门基”乐队特殊成长历程（从“失败”，电视选秀，到一支流行乐队的诞生）的文章。
课文“THE BAND THAT WASN’T.”，由“读前”、“阅读”和“读后”三个过程组成。
我在教学中将教师对语言点和语法知识的简单传授改变为学生在任务完成过程中的小组合作和探究性学习，从而扩大课堂的语料输入量及学生的语言输出量。
高中英语Unit 5 Music 新人教版必修2教案
新课标人教版 Unit 5 Music 音乐核心词汇1．When I came in，he ____________(假装)to be reading.But I knew he actually was watching TV.2．We saw the play separately and exchanged our opinions____________(后来)．3．Events in early childhood help to____________(形成)our personalities in later life.4. It’s not a good idea to discipline the class by giving them____________(额外的)homework.5．The____________(音乐家)will give a concert in his hometown at the invitation of the mayor.6．He has____________(赚)a lot of money this month by working on a parttime job. 7．I hear the concert will be____________(广播)live on TV tomorrow evening.8．I need you to message me your full name and address so that I can send you the____________(邀请函)to their wedding.9．Many visitors____________by the beauty of the West Lake，saying that the beautiful scenery there is really____________.(attraction)10．It was her good friend’s words that gave her the____________and strength to continue with her studies.So she was hopefully____________that she could overe the difficulties she met.(confident)1.pretended2.afterwards3.form4.extra5.musician6.earned7.broadcast8.invitation9.are attracted；attractive 10.confidence；confident高频短语1．________________ 梦见；梦想；设想2．________________ 说实在地；实话说3．________________ 认为有(重要性、意义)；附上；连接4．________________ 用现金；有现钱5．________________ 戏弄6．________________ 依赖；依靠7．________________ 熟悉；与……熟悉起来8．________________ 大约9．________________ 打碎；分裂；解体10．________________ 另外；也11．________________ 分类12．________________ 最重要；首先1.dream of2.to be honest3.attach...to4.in cash5.play jokes on6.rely on7.be/get familiar with8.or so9.break up 10.in addition 11.sort out 12.above all重点句式1．____________，a lot of people________________being rich and famous.说实在地，很多人把名和利看得很重要。
高中英语人教版 必修第二册教案讲义：UNIT 5 MUSIC-Section Ⅱ
SectionⅡReading and Thinking语篇精读形成阅读能力Task1框架宏观建构：整体理解1.What's the main idea of the text?A．The virtual choir.B．The biography of Eric Whitacre.C．The history of the virtual choir.D．The influence of the virtual choir.2．Skim the text and fill in the blanks.[指津]Scan(浏览)浏览大致分为扫描式和跳读式两种：①扫描式要求在阅读中一目数行，迅速扫视，摘取字里行间的重要信息，如读前言、目录、结束语等。
②跳读式指根据一定的目的或某种需要，舍弃一部分不读，只快速阅读相关的部分，如读标题、图表、与主题相关的关键词语等，一般用于查找相关资料。
Task2文本微观剖析：细节探究Read the text on Page52carefully and then choose the best answer.1．What is the author's attitude towards the virtual choir?A．Neutral.B．Negative.C．Positive.D．Unknown.2．If you want to take part in a virtual choir,what do you need?A．You need a video camera and some instruments.B．You need a band and some professional singers.C．You need a video camera and an Internet connection.D．You need a master's degree in musical composition.3．Why does the virtual choir prove to be a good influence on the lives of many people?A．It helps to connect ordinary people together.B．It enables them to be part of the global community.C．It helps them to find those with the same interest.D．It enables them to forget their daily problems for a while.4．What's the structure of the passage?Task3佳句妙笔生辉：续写提能Read the passage carefully and find the sentences to describe the mood about being moved and encouraged.(细读短文并找出表现感动和鼓舞情绪的句子)(1)________________________________________________________________________________________________________________________________________________ ________________________________________________________________________(2)________________________________________________________________________________________________________________________________________________教材认知掌握知识必背Ⅰ.基础词准确填写1．____________adj.古典的；经典的2．____________n.灵魂；心灵3．____________n.机会；时机4．____________prep.(朝)向5．____________adj.普通的；平凡的6．____________v t.证明；展现7．____________v t.授予n.奖品8．____________n.(发展或进展的)时期；阶段；(多指剧场中的)舞台9．____________ad v.(用以强调)全部；总共10．____________ad v.如此；因此11．____________ad v.现在；目前12．virtual adj.________________13．studio n.________________14．phenomenon n.________________15．band n.________________Ⅱ.派生词精准变形1．________n．能源；能量；精力→energetic adj.有活力的，精力旺盛的2．________n．成分；(音乐、艺术、诗歌的)作品→compose v t.构成；作曲→composern．作曲者；作曲家3．________v i.&v t.表演；履行；执行→performance n．表演；演技；表现→performer n．表演者；演员4．________v t.使能够；使可能→able adj.能够的→disabled adj.残疾的；无能力的→disability n．残疾；障碍5．________n．指挥；售票员→conduct v t.组织；执行；指挥6．________adj.原来的；独创的→originally ad v.本来；起初→origin n．起源；源头Ⅲ.重点短语双向记1．________________爱上2．________________和……一起3．________________第一次4．________________导致；通向5．________________参加6．remind sb.of________________7．come up with________________8．virtual choir________________Ⅳ.经典句式要牢记1．[句型公式]as引导的非限制性定语从句[教材原句]______________________________，“Music helps me to...forget my problems...”正如一位虚拟合唱团的成员所说：“音乐帮助我……忘记自己的问题……”2．[句型公式]不定式短语作后置定语[教材原句]The virtual choir is a wonderful way for people around the world ____________________and thus make the world a better place.虚拟合唱团提供了一种美妙的方式，让世界各地的人们能够同声歌唱，世界因此变得更加美好。
2021年新教材高中英语Unit5Music理解课文精研读教案人教版必修二
Unit 5 Music速读课文，完成下列任务Ⅰ.阅读判断判断以下句子提供的信息是正确，还是错误，还是没有提及：1．Only ordinary people can take part in a virtual choir.A．Right B．WrongC．Not mentioned2．Music makes people become a member of the global community.A．Right B．WrongC．Not mentioned3．His original composition made Whitacre become popular among choirs and singers.A．Right B．WrongC．Not mentioned4．Whitacre joined his fans together into one performance team.A．Right B．WrongC．Not mentioned5．The virtual choir is a wonderful way for people around the world to sing with many voices.A.Right B．WrongC．Not mentioned[答案] 1－5 BAACBⅡ.补全信息选择正确选项填入空白处，补全所给句子提供的信息：A．began to become popularB．began studying musicC．received a videoD．fell in love with Mozart's classical musicE．had 185 singers from 12 different countriesF．received a master's degree in musical composition1．Whitacre at the University of Nevada in 1988.2．Eric Whitacre when he sang for the university choir.3．Whitacre in 1997.4．Over the next 10 years，Whitacre's original compositions ．5．In 2009，Whitacre of a girl who was singing one of his works.6．Whitacre's first virtual choir ．[答案] 1－6 BDFACEⅢ.表格填空[答案](1)accessible(2)ordinary(3)enables(4)to become(5)the (6)whose (7)creation (8)wonderful(9)for (10)better细读课文，完成下列任务Ⅰ.主旨匹配段落主旨大意1.Para.12.Para.23.Para.34.Para.4 A．The creation and the development of the virtual choir. B．What the virtual choir means and its significance.C．Eric Whitacre's life before the creation of the virtual choir. D．The virtual choir is making the world a better place.Ⅱ.单项选择1．What is needed for you to take part in a virtual choir?A．A studio. B．A local choir.C．A video camera. D．A small band.2．Who is the first man to come up with the idea for a virtual choir? A．Mozart. B．Whitacre.C．Nevada. D．Juilliard.3．When did Whitacre graduate from the University of Nevada?A．In 1970. B．In 1988.C．In 1995. D．In 1997.4．What is the name of Whitacre's first virtual choir?A．What If.B．The Virtual Youth Choir.C．Eric Whitacre.D．Lux Aurumque.5．What is the main idea of the text?A．Introduction of the virtual choir.B．Ways to study musical composition.C．Performances on video and the Internet.D．Whitacre's works and performances.[答案] 1－5 CBCDAⅢ.读后续写微技能读后续写微技能——精选动词，做到描述精准找出下列句子中描述精准的动词：1．Anyone can take part in a virtual choir from anywhere—all you need is a video camera and an Internet connection.2．A virtual choir helps connect ordinary people together.3．A virtual choir enables them to add their voices to those of other individuals and become part of the global community.4．Music helps me to... forget my problems.5．He fell in love with Mozart's classical music when he sang for the university choir.6．This led to the creation of the virtual choir.[答案] 1.take part in 2.help 3.enable 4.help；forget 5.fall in love6.lead to。
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。
Unit5Music教案-高一英语人教版必修第二册
Unit 5 MusicReading and Thinking 教学设计1、能根据上下文和构词法推断理解生词的含义2、能理解各句子之间的逻辑关系3、能找出文章的主题，理解文章内容4、能根据不同的阅读目的运用简单的阅读策略获取信息This lesson is selected from the Reading section of Music, Unit 5, Compulsory High School English, Human Education Edition. The central topic of this lesson is music, music genres, and bands. The author first introduces the formation of a band and then describes the band's unusual growth from a fake band to a real one. Through the study of this article, students will understand the charm of band music and the process of fame, and summarize the factors of success of the band. In the teaching process, the teacher should let the students summarize the development of the band and the differences between it and other bands, guide the students to discuss the elements of the success of the band, and further guide the students to think about how to use its success in their own study and daily life.High students' English learning is still in the high cohesion in the early stage, influenced by the interest in learning.The content of this article is very strange and the band is an old band involved in the last century . For students it’s too far away for a long time.They are unfamiliar with it. So, at the time of import you should choose red band to stimulate students' enthusiasm. Then arouse the learning interest of this lesson content.Unit 5 Music--The virtual choir Reading and Thinking 教学设计To learn about experiencing music online.To scan and circle the information in the text.To find the numbers and dates to fill in the timeline.To learn more about music by completing the sentences with the correct forms of thephrases.Andphrases.And then make a mind map about the outline of the passage.To know the music about different choirs and improve the quality of music.1.To guide students to pay attention to reading strategies,such as prediction,self-questioning and scanning.2.To help students sort out the main meaning of each paragraph and understand the narrative characteristics of "timeline”in illustrative style.3.To lead students to understand the changes that have been caused by the Internet.Cooperative learning1.Search the Internet to get more information about the virtual choir.2.Write a summary about the music refer to the virtual choir.Unit 5 Music-The virtual choirReading and ThinkingThe main idea:paragraph1：the definition (what)--definition and significance paragraph2:the founder(who)--Eric Whit acre paragraph3:the creation(how) paragraph4:the developmentparagraph5:the influence(what)--a wonderful way and a better placeBook 2 Unit 5 MusicDiscover useful structures 教学设计《英语课程标准》对于语法的要求：高中阶段英语语法知识的学习是义务教育阶段语法学习的延伸和继续，应在更加丰富的语境中通过各种英语学习和实践活动进一步巩固和恰当运用义务教育阶段所学的语法知识，学会在语境中理解和运用新的语法知识，进一步发展英语语法意识。
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。
高中英语必修二unit5-music-阅读教案
《人教版高中英语必修2》Unit5第一课时教学案例教学步骤一．Warming up——5minutes1. Attract students’ attentionPlay 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 picturesShow students some pictures about music styles and ask them to say something about theiropinions 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——8minutesTask one：Discussion and TalkingFour students in one group to discussionGive students some questions ask them to speak out1.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．While reading——20minutes。
高中英语 Unit 5 Music教案 新人教版必修2
必修2英语同步教案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 musicYes, 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.1.Reading aloud to the recordingNow please listen and 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.Skim 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.Read 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?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 thebandIt began as a TV show.style of the 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 started touring and playing their own music.changes of the band The band broke up in about 1970, but reunited inthe mid-1980s. They produced a new record in 1996,which was a celebration of their time as a realband.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 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 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 sing必修2英语同步教案Unit 5 MusicPeriod 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 read 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.Turn 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.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 one of those (which/that) I’ll go through tomorrow. (rather than...throug h which 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 can’t use 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.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. --- whichI 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. Use preposition + which or preposition + whose, as appropriate. (B) I. T om 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.。