英语新人教必修二unit 5 listening talking and speaking
Listening and Talking
Suppose you are the chairman of the Students’ Union in our school, you are going to make an announcement about holding a music festival, what you will say in the announcement.
Second listening
Listen to an announcement about a school music festival. Choose the kinds of volunteers the festival needs.
A. people to give music lessons B. choir members C. people to run food stands (打理食品摊位的人员) D. people to sell festival tickets E. people to sell music CDs F. people to set up equipment（布置设备的人员） G. musical performers
1.Would you like to sing or play a musical instrument? What else can you do?
2. Who would you invite?
A: Hi, Tom, there will be a music festival in our school. You have a gift for music. Would you like to attend it? B：Definitely. I am eager to show my music talent. A: Would you like to sing or play a musical instrument? B: I prefer to play the violin. I once got the first prize in a Violin-Playing Competition in our city. A: Wow, you are amazing. By the way, what else would you like to do for the music festival? B: I can also help tidy up after the festival. A: You are so caring. Is there anyone you want to invite to our festival? B: I would invite my best friend Jack to enjoy the feast for the ears.
(1）I would rather do … (2) I would prefer to do… 其它表示偏好的表达：I would rather do… than do…/ I would prefer doing… /Compared with…, I like to do…better.
Task 3 Make a conversation with your partner about what you will do at the music festival. The following questions may help you.
I will tell students the time, the place and the contents of the music festival.
First listening
Listen to an announcement and find out what are the key elements in an announcement.
Unit 5 Music Listening & Speaking &Talking
Teaching objectives:
By the end of this period, you will be able to…
1. be aware of how to plan a music festival. 2. identify the structure of an announcement. 3. learn to talk about preferences in English. 4. get familiar with different kinds of music. 5. better understand the functions of paraphrase in listening. 6.talk about their music preferences in simple English.
Task 2 Show the main information of the announcement with a mind map.
where (sports field)
why (raise money)
music festival
how to help
(sing; sell tickets; run food stands)
announcement
theme of the activity time of the activity place of the activity purpose of the activity participants of the activity ways to join in the activity
BCDG
Third listening
Task 1
1. She will sing English folk songs. 2. Anyone with musical talent can try out for as a performer. 3. They can help out by selling tickets or running a food stand. 4. Students can volunteer by getting in touch with their teacher.
when (next month)
who
(G.Davis, P. Williams)
Talking
Task 1 Work in groups and role-play the conversation.
ቤተ መጻሕፍቲ ባይዱ
Task 2 Read the conversation again and find out the expressions showing preferences.
Unit5MusicListeningandTalking课件高一英语人教版
学习目标
新知讲授
课堂总结
What are the advantages and disadvantages of the music festival?
Advantages: • Musicians have a chance to show their
talents to many potential new fans at once; • Attendees can enjoy music and make
学习目标
新知讲授
课堂总结
You may consider the questions below:
Who are they?
What is the topic?
How do they feel?
Proper tones and intonation
学习目标
新知讲授
课堂总结
Work in groups. Present your conversations to the class.
学习目标
新知讲授
课堂总结
2. Whom would you invite? What other activities could you do at the music festival?
I would invite everyone from local schools and colleges as well as their families and friends.
Join in a security team to monitor the festival.
Giving directions or selling maps
Plan a music festival
高一英语人教版必修二Unit 5 Listening and Talking 教案
Period 4Listening and Talking整体设计从容说课This is the fourth teaching period of this unit. As usual, the teacher will first get the students to review what they learned in the last period, and then lead in the new lesson.The emphasis of this period is plac ed on developing students’ listening ability. The purpose of the listening text on Page 38 in the Textbook is to explain more of the issues in South African politics. The students need to know why people were so unhappy that they were prepared to struggle in order to bring about positive changes. Remember to tell the students that it does not matter if they do not understand every word. The important thing is to understand the main information. For that purpose the exercises test literal comprehension. First, let the students guess the listening text may be about. Play the tape for the first time for students to listen and decide whether their guessing is right and write down the main idea. Second, ask them to listen for the second time to compare the life and work of white and black people at that time and fill in the chart in Exercise 3. Third, let them listen again to have a further discussion on the questions in Exercise 4. While they are listening, the teacher should pause and repeat the key sentences to help students understand. When checking the answers, explain some difficult listening points if necessary. In the end, show them the listening text and let them read and retell it. This step can help students understand and grasp the listening material far further.As to Listening on Page 69 in the Workbook, its purpose is to help the students to understand more about one of the great men in this unit. William Tyndale is not well known in Britain, but his translation of the Bible is very widely known and very much loved. Since the sixteenth century it has had a very important influence on the English language because many poor people learned to read and understand the Bible from it. Its poetry and expressions have become part of British speech. Let the students listen to the text and get the gist of the information. This is considered so important that the exercises after the text all concentrate on general understanding and literal comprehension. Listening task on Page 72 in the Workbook is designed for students to get information from a listening text and write it down in note form. After listening, students also have to decide on the accuracy of the evidence and make a choice. They have to decide who caused the accident. It does not really matter who they choose. The most important thing is that studentsshould give a reason for their choice. The teaching procedure can be approximately the same as the part Listening on Page 38.Perhaps some students will find it hard to listen and understand listening materials. Encourage them not to give up. The more they listen to English, the easier it becomes.At the end of the class, we come to the part Talking on Page 69. This is an opportunity for students to talk about somebody that they admire. They should practice using the expressions on giving opinions and making comments so that they become familiar with them. Do this exercise in pairs and try to make sure that everybody is getting an opportunity to talk. After the talk let some people tell the rest of the class about their heros or heroines.教学重点1. Develop the students’ listening and speaking ability.2. Let the students know how to give opinions and make comments.教学难点Get the students to listen and understand different listening materials.教学方法1. Task-based listening2. Cooperative learning3. Discussing教具准备A tape recorder and other normal teaching tools三维目标Knowledge aims:1. Get the students to learn some useful new words and expressions.2. Get the students to learn the patterns on giving opinions and making comments:Why do you think so? What do you think of. . . ? What’s your opinion? I agree/don’t agree. I think/don’t think. . . I prefer. . . In my opinion. . . I’m afraid. . . Good idea! That’s an excellent idea.Ability aims:1. Enable students to catch and understand the listening materials.2. Develop the students’ ability to get special information and take notes while listening.3. Get the students to learn how to give opinions and make comments.Emotional aims:Get the students to talk about their hero/heroine using the patterns on giving opinions and making comments, know noble qualities they have and learn from them.教学过程→Step 1 Revision1. Check the homework exercises.2. Ask some students to make sentences with attributive clauses.→Step 2 Warming up1. Ask some students to retell the reading passage Elias’ Story. Discuss the following questions:Did Elias join the ANC Youth League? Why do you think Elias join the ANC Youth League?2. Tell the students:we know, at that time, Elias was in a difficult situation and the background was very different from today’s. With what you have known, can you predict the following questions?What is a passbook?Is it important?Is it easy to get for Elias?What job did Elias want to do?Who worked underground?Who worked on the surface?Where did Elias live?→Step 3 Listening (on Page 38)1. Before listening, let the students discuss the question:What things do you think were unfair in South Africa?2. Listen to the tape and write down the main idea.3. Listen again and choose the right answers.1)What is a passbook?A. A book to help you pass exams.B. A book to show your identity.C. A book to tell you where to live.D. A book to tell you how to live.2)Why is it important?A. For traveling outside South Africa.B. For showing where you were born.C. For traveling inside South Africa.D. For getting a job.3)What job did Elias want to do?A. To work with other black workers.B. To work as a cleaner.C. To teach in a primary school.D. To work in the mines.4)Who worked underground?A. The white workers.B. The black and white workers.C. The black workers.D. Foreign workers.5)Who worked on the surface?A. The black workers.B. The black and white workers.C. The white workers.D. Foreign workers.6)Where did Elias live?A. In a classroom.B. In a home of his own.C. In a large room with beds.D. With his family.4. Check the answers with the whole class. Answers:BCDCCC5. Listen a third time and compare the life and work of white and black people at that time. Fill in the chart.6. In pairs discuss these questions.1)Do you think Elias was right to join the ANC Youth League?2)Imagine you are Elias. What would you do? Why?7. Reading and retellingShow the students the listening text and let them read it. Then ask them to retell the reason why Elias joined the ANC Youth League.Listening text:WHY ELIAS JOINED THE ANC YOUTH LEAGUEI know you wonder why I could not get a job I liked, and why I had to have a passbook at all. The passbook had your name, age, address and birthplace. Without this passbook I was not allowed to travel in South Africa at all, and if the police found me without it or if I was living in the wrong town, I could be put in prison or sent back to the countryside where I was born. I did not want that so I went to see Nelson Mandela.I could not do many jobs because of my poor education. At that time, most black children did not use their school years well. Most had to leave school without finishing primary school. When I left school, I wanted to work in a gold mine, where black people are well paid. But I was not old enough so I had to wait till I was older to become a real miner. The mines used black workers to dig gold from the ground. The white workers sat in offices but black South Africans worked hard underground digging for the gold. And we could not live with our families like the white people did. We had to live in large rooms with beds placed like the desks in a classroom. I had no wife or children but I still did not want to live with my workmates. I hoped to live in a home of my own, but that was not allowed for black workers.I joined the ANC Youth League because it wanted the same rights for black and white people in South Africa. The white people could live where they liked. They owned almost all the land in South Africa though they were fewer in numbers than black people. They had the best schools. They had the best doctors. They could make the laws. We wanted to be the same and equal to the white people in our own land.→Step 4 Listening (on Page 69)1. Ask students to talk about the information on William Tyndale mentioned in the part Pre-reading. Then tell them they are going to listen more about William Tyndale.2. Go through the sentences in Ex. 1, then listen to the tape for the first time, and dicide whether the sentences are true or false. Correct the wrong information.3. Students discuss their answers in pairs.4. Play the tape again for students to complete the passage in Ex. 2.5. Play the tape a third time for students to answer these questions in Ex. 3.After listening, the teacher asks some students to answer the questions and checks the answers with the whole class.6. Reading and retellingShow the students the listening text and let them read it. Then ask them to tell something about William Tyndale.Listening text:A:Do you know who William Tyndale was?B:His name sounds as if he came from England.A:Yes, you are right. He was born in London a long time ago. Do you know when he lived?B:He lived from 1494 to 1536. So he was only 42 years old when he died.A:But why is he remembered?B:For two reasons. He wrote the Bible in English so that everybody could read it. He wrote so beautifully that people still use some of his words and expressions today.A:Why did he need to write the Bible in English?B:Because some of it was written in the Greek language and some in the Hebrew language and most people could not read them.A:So people liked his Bible in English.B:But the English king didn’t like it.A:Why not?B:At that time the English king was King Henry VIII. He was not happy with William Tyndale because he did not want the people to read the Bible in English.A:So what did William Tyndale do?B:He went to another country called Belgium where the king could not find him and he wrote his English Bible there.A:Did the king find him?B:No, but other people found him in Belgium.A:What happened?B:He was put in prison and later he was killed. But writing the Bible in English was a good idea, wasn’t it?A:Yes. His Bible was the first one written in English that was used in churches in England.B:Do people still read this Bible today?A:Yes, people in England still love his words today. It is still the most popular Bible written in English.B:He was a great man to be so brave.→Step 5 Listening task (on Page 72)1. Ask students to read these sentences in Ex. 1 and listen to the tape. Choose the one that describes the main idea. Explain why the other two are wrong.The teacher plays the tape for the students to listen and finish the task. After finishing, the teacher checks the answers with the class.2. Ask students to listen to Part 1 and answer the questions in Ex. 2.After listening, the teacher asks some students to answer the questions and checks the answers with the whole class.3. Ask students to listen to Part 2 and complete the tables in Ex. 3. Then ask them to give their own opinion and reason.Suggested answers:Now let students decide who they think caused the accident. A possible answer is:I think the boy caused the accident because he should not have been walking in the road. He should have been on the pavement.4. Reading and retellingShow the students the listening text and let them read it. Then ask them to tell their own opinions.Listening text:Do you know what a point of view is? It means that there may be more than one way of looking at things. For example, if an accident happens the police will ask all those who were nearby what happened. They will not just ask one person because that person may not have seen everything that happened. They will ask everybody. The stories that people tell will often be different. This is because they each have a different idea of the accident. All these ideas are different points of view.Let us look closer at this accident. A boy is walking in the road when a car comes behind him and hurts him. There are two people who see what happens. Let us listen to their stories.A:I was walking along the road when I saw the boy coming towards me. He was walking in the bicycle lane of the road. A car came very fast up the road in the bicycle lane. The driver did not see the boy and knocked him over and hurt him. It was the car driver who caused the accident.B:I saw the boy walking in the road. He was not doing what he should and he moved farther into the road as the car came up behind him. The car tried to stop but it was too close to him. So the car hurt the boy. But it was the boy who caused the accident.When you hear two points of view, it is up to you to decide who was correct. So who do you think caused the accident?→Step 6 Talking (on Page 69)Let the students in groups talk about their hero/heroine. Tell them to try to use the following words and phrases in their discussion.Good idea!That’s an excellent idea!I agree/don’t agree.I prefer. . .In my opinion. . .I think/don’t think. . .I’m afraid. . .Why do you think so?What do you think of. . . ?What’s your opinion?Sample dialogue 1:S1:My hero is Martin Luther King, Jr. He was so brave and did not seem to worry about his personal safety.S2:What did he do?S1:He led the movement for civil rights in America.S2:I suppose he encouraged fighting white people!S1:No. He always argued for non-violent action. He led marches and showed the white people of the southern states that black people wanted the same rights.S2:But black people have the vote in America, don’t they?S1:But the law said black people must eat and go to school in different places from white people. King stopped that.S2:Where did this happen?S1:The first place he stopped it was Montgomery, a town in Alabama State in 1955-1956. He did it peacefully but he made a lot of white people upset.S2:What happened?S1:When he went to Birmingham Alabama to do the same thing a few years later, he was put in prison.S2:Was that the end?S1:No. He wrote a letter from prison telling people that they must break the law peacefully if the law is wrong.S2:Is that he is most famous for?S1:No. His most famous speech is “I have a dream” which he gave in Washington in 1963. It talks of a future when black and white people can live together peacefully and happily.S2:In that case I will make him my hero too. I really like people who fight for what they believe in but in a way that is peaceful and non-violent.Sample dialogue 2:S1:My hero is David Beckham. He is the best footballer in the world.S2:How can you say that? I’m afraid that I think Ronaldo is better and he won a prize this year as the best footballer.S1:I don’t agree. David Beckham is not just a good footballer. He is a good man with a happy family and he cares about other people.S2:Well, I’m afraid I don’t agree. Anybody can be nice with so much money.S1:Maybe．But in my opinion he is my hero because he is modest and does not show off about his football or his money.S2:That is good, of course. I’m afraid that you have this idea because he is so popular in Britain.S1:Well, it’s true he is very popular. Th ey call him and his wife the second royal family. People like them because they seem so natural and ordinary. But I like the way he worked to be good at football and he does not pretend to be clever. I also like the way he looks after his son, Brooklyn.S2:Of course that’s good. But what has he done for others?S1:I don’t think he has much free time. He’s always playing or practicing football or going on tour to play matches in Europe. I hope he’ll do more for others when he has time.S2:If he does then he will be my hero too. There are not many rich men who care about others.→Step 7 Homework1. Finish off the Workbook exercises.2. Preview the part Reading and discussing on Pages 38-39 and Reading Task on Pages 73-74.板书设计Unit 5Nelson Mandela—a modern heroListening and Talking活动与探究Do you have any trouble in English listening? Perhaps some of you will find it hard to listen to and understand listening materials. Hold a discussion on how we can improve our English listening and make your own practical listening plan. Remember:The more you listen to English, the easier it becomes.。
Traditions+Listening+and+Talking 高中英语人教版必修第二册
Xiao Yan: Oh, well, what about the Ming-Qing Street—that’s pretty big. Some of the snacks there are amazing! Paul: Oh, that place, yes. But I had no idea there would be so many tourists! So I decided to leave and ride out to Shuanglin Temple. Xiao Yan: Oh, cool, that’s one of my favourite places! It’s so peaceful out there. Paul: Yeah, that place is really quiet. And some of those sculptures—wow! I couldn’t believe how big and lifelike they were. Xiao Yan: Yes, they’re amazing. So today you walked along the city wall, right? Paul: Unfortunately, no. I just didn’t have the time. Xiao Yan: Wow, I can’t believe you didn’t see the wall! You have to stay longer, Paul. There’s so much more of Pingyao’s history to see. Paul: Oh, don’t worry. I’ll be back in Turtle City one day—I just can’t get enough of those beef noodles!
高中英语Unit5Music5.4 课时作业含解析新人教版必修2
Unit 5 Music必备知识基础练进阶训练第一层基础知识Ⅰ.单词拼写1．The people came to the meeting for ________ (各种各样的) reasons.2．What was Jeff's ________ (反应) when you told him about the job?3．________ (而且), I have a golden chance to tour around.4．Let's ________ (假定) for the moment that he is right.5．How about playing the ________ (钢琴) at the festival?6．________ (不知怎么地), I knew he would tell me the truth.7．In poetry the rose is often a ________ (隐喻) for love.8．Her style is rich in ________ (明喻)．9．You should draw up a plan or ________ (概要) for the essay.10．Her eyes ________ (疼痛) from lack of sleep.Ⅱ.单句语法填空1．She walked slowly, leaning ________ her son's arm.2．He ____________ (treat) as a hero when he came back from the war.3．Nancy's first ________ (react) to the news was a strange joy and anger.4．If it were not the modern ________ (equip), such experiments would not be performed.5．I don't want you to ________ (repetition) this word to anyone.6．If you're not completely ________ (satisfaction), you can get your money back.7．John is a ________ (talent) pianist.8．I decided to try ________ for the track team.9．In ________ (add) to my weekly wage, I got a lot of tips.10．You must get ________ the first two chapters tomorrow.Ⅲ.单句写作1．应邀到你们学校做演讲，我非常荣幸。
2020年新人教版高中英语必修二教案全套
2020年新人教版高中英语必修二教案全套《Unit 1 Cultural Heritage》单元教案Period 1 Listening and Speaking & Listening and Talking【教材分析】Listening and Speaking introduces the topic of “Take part in a youth project”.The listening text is an interview about an international youth cultural heritage protection project. More than 20 high school students from seven countries participated in the project. The reporter interviewed two participants Stephanie and Liu Bin. By listening to the text, students can understand the significance of cultural heritage protection, and teenagers can use their knowledge, combine their own interests and advantages, etc. to participate in the action of cultural heritage protection.Listening and Talking introduces the theme of “Talk about history and culture”.The listening text is a dialogue between two tourists and tour guides when they visit the Kremlin, Red Square and surrounding buildings. The dialogue focuses on the functional items of “starting a conversation”, which is used to politely and appropriately attract the attention of the others, so as to smoothly start a conversation or start a new topic. The purpose of this section is to guide students to understand the history and current situation of Chinese and foreign cultural heritage in their own tourism experiences or from other people’s tourism experiences, explore the historical and cultural values, and be able to express accurately and appropriately in oral communication.【教学目标】1. Guide students to understand the content of listening texts in terms of the whole and key details;2. Cultivate students’ ability to guess the meaning of words in listening; discusswith their peers how to participate in cultural heritage protection activities.3. Instruct students to use functional sentences of the dialogue such as “I beg your pardon, but…” “Forgive me for asking, but…” and so on to start the conversation more politely and appropriately.【教学重难点】1. Guide students to understand the content of listening texts in terms of the whole and key details;2. Cultivate students’ ability to guess the meaning of words in listening; discuss with their peers how to participate in cultural heritage protection activities.3. Enable students to use the functional items of “starting a conversation”, which is used to smoothly start a conversation or start a new topic.【教学过程】Part 1: Listening and SpeakingStep 1: Lead inThe teacher is advised to talk about the meaning of the word “Heritage”.Boys and girls, before our listening, let’s work in pairs and discuss the meaning of the word “Heritage”.What does the word “heritage” mean? Share your ideas about your understanding of it and you can use examples to illustrate your meaning.Heritage means the traditional beliefs, values, customs, etc. of a family, country or society.For example, the Great Wall is the heritage of China.Step 2: PredictionAfter their small talk, the teacher can ask students to predict what the listening text is about by looking at the pictures.The listening text is probably about how to protect a famous heritage site by some students.Step 3: Summary of the main ideaThen play the radio which is about an interview about an international youth cultural heritage protection project. And after finishing listening for the first time, the students need to solve the following tasks.1. Listen to the conversation and sum up the main idea.Youths from seven countries are working together to protect cultural relics on Mount Tai.2. Listen again and help the reporter to complete the interview notes.International youth project, 23 high school students from 7 countriesMount Tai, one of the most famous mountains in ChinaIt has been protected for more than 3,000 years.22 temples, around 1,800 stones with writing on themDai Temple on Mount Tai; over 6,000 stepsStep 4: Guessing the meaning of the unknown wordsListen to the conversation again and use the context to guess the meaning of the words below. Tell the reasons why you guess so.Preserve: to protectReason: the word means the same of a word I knowPromote: to help sth to happen or developReason: The word is explained by the speakerStep 5: Speaking ProjectWork in pairs or groups and role play a conversation.Suppose you are a reporter and interviewing the students who devote their timeto protecting the heritage.Reporter: It is said that you are one of the volunteers to preserve the pine trees on Mount Huang. What are you guys doing?V olunteer: We are making some signs which are designed to educate people to protect the pine trees.V olunteer: Besides, we took a lot of pictures of pine trees and create an app which aims to promote people’s awareness of protecting the precious trees.Reporter: Sounds great and anything else?V olunteer: We often wear volunteer clothes and send some brochures in the park to call on more people to protect the trees.Reporter: Does your hard work pay off?V olunteer: Definitely. More and more tourists are now stopping carving names on the trees or climbing the trees.Part 2: Listening and TalkingStep1: Listen to the tape, which is about a dialogue between two tourists and a tour guide when they visit the Kremlin, Red Square and surrounding buildings for the first time, and then ask the students to solve the following tasks.1. Listen to the conversation and answer(1).Where are the speakers?On a street.(2).What are they doing?Sightseeing.2. What do you know about the Kremlin and Red Square? Listen again and complete the fact sheet.Step 2: Speaking ProjectActivity 3 on page 7.Work in groups. Choose a cultural site that you like and role-play a conversation between some tourists and their tour guide. Take turns to play the different roles.Step 3 HomeworkAccording to Activity 3, write down a conversation between the tourist and his/her guide.Unit 1 Cultural HeritagePeriod 2 Reading and Thinking:From Problems to Solutions【教材分析】1. This section focuses on “Understanding how a problem was solved”, which is aimed to guide students to analyze and discuss the challenges and problems faced by cultural heritage protection during the construction of Aswan Dam, as well as the solutions. On the basis of understanding, students should pay attention to the key role of international cooperation in solving problems, and attach importance to the balance and coordination between cultural heritage protection and social and economic development. Students are encouraged to face challenges actively, be good at cooperation, and make continuous efforts to find reasonable ways and means to solve problems.【教学目标】1. Enable students to understand the main information and text structure of the reading text;2. Motivate students to use the reading strategy “make a timeline” according to the appropriate text genre;3. Enable students to understand how a problem was solved;4. Enable students to understand the value of protecting cultural heritage by teamwork and global community;【教学重难点】1. Guide students to pay attention to reading strategies, such as prediction, self-questioning and scanning.2. Help students sort out the topic language about protecting cultural relics and understand the narrative characteristics of “time-event” in illustrative style3. Lead students to understand the value of protecting cultural heritage by teamwork and global community;【教学过程】1. PredictionStep 1 Predicting the main idea of the passageLook at the title and the pictures, and then predict what the passage will be about.Q: What will be talked about?Step 2: Fast reading tasksTask of the first fast reading:Read quickly and figure out the key words of each paragraph.•Paragraph 1: challenge•Paragraph 2: proposal led to protests•Paragraph 3: committee established•Paragraph 4: brought together•Paragraph 5: success•Paragraph 6: spiritTask of the second fast reading:1. Why did the Egyptian government want to build a new dam in the 1950s?2. Why did the building of the dam lead to protests?3. How did the government save the cultural relics?4. Which one can describe the project?A. Successful.B. Negative.C. Useless.D. Doubtful.5. What can be learned from the Aswan Dam project?Step 3: Careful reading tasksRead more carefully and answer the following questions.1. What do “problems” refer to and what do “solutions” refer to?2. Find out the numbers in paragraph four and explain why the author used exact numbers instead of expressions like many?3. What can you infer from “Over the next 20 years, thousands of engineers and workers rescued 22 temples and countless cultural relics”?4. What can you infer from “Fifty countries donated nearly 80 million to the project”?The project cost a lot of money.5. Before the building of the dam, what problems did the Nile River bring to the Egyptian?6. What words can you think of to describe the working process of the project?Step 4: ConsolidationDivide the passage into three parts and get the main idea of each part.Part 1 (Paragraph 1)The introduction of the topicKeeping the right balance between progress and the protection of cultural sites is a big challenge.Part 2 (Paragraphs 2-5)The process of saving cultural relics•Big challenges can someti mes lead to great solutions.•The Egyptian government wanted to build a new dam, which would damage many cultural relics.•The government turned to the UN for help.•Experts made a proposal for how to save cultural relics after a lot of efforts and the work began.•Cultural relics were taken down and moved to a safe place.•Countless cultural relics were rescued.Step 7 Homework:Review what we have learned and find out the key language points in the text.Unit 1 Cultural HeritagePeriod 3 Discovering Useful StructureRestrictive relative clauses【教材分析】This teaching period mainly deals with grammar “restrictive relative clauses.” To begin with, teachers should lead students to revise what they have learned about the relative pronouns and relative adverbs. And then, teachers move on to stress more special cases concerning this grammar, such as the “preposition+relative pronouns which and whom” and cases where we can omit the relative pronouns. This period carries considerable significance to the cultivation of students’ writing competence and lays a solid foundation for the basic appreciation of language beauty. The teacher is expected to enable students to master this period thoroughly and consolidate the knowledge by doing some exercises.【教学目标】1. Guide students to review the basic usages of relative pronouns and adverbs of attributive clauses.2. Lead students to learn to use some special cases concerning restrictive relative clauses flexibly.2. Enable students to use the basic phrases structures flexibly.3. Strengthen students’ great interest in gram mar learning.【教学重难点】1. Help students to appreciate the function of relative pronouns and adverbs of attributive clauses in a sentence2. Instruct students to write essays using the proper relative pronouns and adverbs of attributive clauses.【教学过程】本节语法思考：定语从句在复合句中的作用是什么？关系词有哪些？定语从句在复合句中的作用相当于形容词，它在句中作定语修饰名词或代词。
人教版高中英语必修二Unit5 Music-Reading and Thinking教案
2019新人教高中英语必修二Unit 5Music-Reading and Thinking公开课教案Analysis of the materials:The reading passage of this article introduces a new form of music, the Virtual Choir and its founder Eric Whitacre. This paper is divided into four sections, mainly by explanation and supplemented by narration. The first paragraph briefly introduces the definition, advantages and positive effects of virtual choir. The second and third paragraphs introduce the story of composer and conductor Eric Whitacre, the founder of the virtual choir, and how he founded the virtual choir. The two paragraphs are divided into one part by a transitional sentence. The fourth paragraph summarizes the role and significance of the virtual choir in one sentence, which reflects the author's point of view.Analysis of the students:The students are in senior one,who have a high enthusiasm for learning, but students have different English foundations and lack of autonomous reading ability. They have good learning ability and strong culture cognition ability. It would be better to give guidance in terms of thinking ability. In the aspect of language competence, most students are deficient. They may be a bit lacking in oral expression, so it is necessary to enhance oral expression in the post-reading. Students like active classroom atmosphere.Teaching aims:By the end of this section, students will be able to:1. predict what they will read based on some related information, like the title of the text;2. get the key information about the virtual choir through scanning the text;3. fill in the timeline of Eric Whitacre’s lifetime;4. grasp the structure of this text by completing a mind map;5. express their attitude to the virtual choir and give their reasons.Teaching key points:1.Lead students to better understand how the virtual choir is formed.2.Help students identify the structure of the text and grasp and use somewords and phrases to describe their music experiences.Teaching difficult points:1.Enable students to figure out the main structure of the passage.2.Get students to express their own opinions on whether a virtual choir can really bring people together.Teaching procedures:StepⅠLead-inLead students to talk about the following questions.1.How do you experience music in your daily life?2.How can computers and the Internet help us experience music differently?Suggested answers:1.I can listen to the radio, watch TV or attend concerts.puters and the Internet can help us experience a wide range of musical genres. The Internet gives us access to millions of songs in many different genres , so we can find exactly what we like. Computer technology today can also help us create the sound of an orchestra on our home computer.StepⅠPredicting for possible informationLook at the picture and the title,and then predict what the text is about.Suggested answers:The text is about some background information about the virtual choir.StepⅠ Scanning for specific informationScan the text and find out the following information.The man who came up with the idea for a virtual choir Eric Whitacre The place where he studied musical composition Juilliard School The name of his song What IfStepⅠ Intensive readingActivity 1Read Paragraph 1 and find out the key elements of virtual choir.Anyone interested in music can take part in a virtual choir.They can recordthemselves at any place while they perform and then upload their videos onto the Internet.They join in the virtual choir because they love it and can relax themselves.Activity 2 Find out the differences between a virtual choir and a real choir.（红色部分为学生填写）Virtual choir Real choir Formvideo recorded live Placeon the Internet (at any place) stages of musical halls Identity of singers anyone interested in music usually professionalsNumber of singers not limitedlimited to the required programmeActivity 3 Read Paragraph 2 and describe Eric Whitacre’s life experience according to thetimeline.Suggested answers:In 1970,he was born.In 1988,he began studying music at the University ofNevada.In 1995,he graduated from university.In 1997,he received a master’s degree in musical composition from the Juilliard School in New York.Over the next 10 years,Whitacre’s original compositions began to become quite popular among choirs and singers.Activity 4 Read Paragraph 2 again and answer the following questions.(1)What can you learn from what Whitacre said?(2)Why does the author mention Eric Whitacre’s studying experience andhisachievements in music?Suggested answers:(1)It shows his experience in music which is full of surprise.(2)The author wants to stress that it was his great passion and achievements in music that led to the creation of the virtual choir.Activity 5Read Paragraph 3 and 4 and answer the following questions.(1)What gave him the inspiration to make his first virtual choir?(2)Does the writer hold a positive attitude toward the virtual choir?How do you know?Suggested answers:(1)He was inspired by a video in which a girl was singing one of his works gave him the inspiration to make his first virtual choir.(2)Yes,the writer holds a positive attitude toward the virtual choir,because he says “The virtual choir is a wonderful way for people around the world to sing with one voice and thus make the world a better place”.Activity 6Figure out the structure of the passage.Suggested answer:ThevirtualchoirStepⅠPracticeActivity 1 Complete the sentences with the correct forms of the words and phrase.st night I went to see my friend’s new rock band on at a small local music festival.2.This new pop song me of an old song that was sung by Billy White but later made popular by another singer.3.I’m so happy!My favourite singer just won a music .This that all the she put into her work was worth it.4.I with rap music when I was a teenager.Listening to it me to relax and forget about my problems.5.Five years ago,he was finally given a(n) to record his song at a(n) .Ever since,his success has shown the world that even people can become famous.6.Nowadays millions of musical performances are uploaded the Internet every day by different who may or may not be professional musicians or singers.Suggested answers:1.perform;stage2.reminds;originally3.award;proves;effort4.fell in love;enabled5.opportunity;studio;ordinary6.onto;individualsStepⅠ Creative thinkingSuggested answers:Pros:(正方)People from every corner of the world can upload their videos onto the Internet,which is like a great stage where people come together to sing.Different people sing the same song,share similar interests and values,which makes them feel like family.In the global community,people can exchange feelings and thoughts with each other like real-life communication.Cons:(反方)A virtual choir cannot have people together on stage where people can communicate in person.A virtual choir is unreal because it is just something made up.A virtual choir concert can’t have real actor-audience interaction.StepⅠ Homework1.Read the text aloud.2.Write a short passage to express your attitude to the virtual choir and give your reasons.The blackboard will be divided into three sections:Vocabulary: Key words and expressions related to music and technology.Main Points: A summary of the main ideas and key details of the text.Discussion Points: Questions and topics for classroom discussion to promote deeper understanding.。
人教版(2019)必修第二册Unit 5 课件
In pairs, talk about what you would do at the music festival.
Let’s assess ➢ Complete each sentence with a word or phrase from the box.
aim somehow
impact souls
New words review
A spokesman said the changes were not in reaction to the company’s recent losses.
in reaction to _作__为__对__._.._的__反__应__
Let’s have a quiz
of volunteers the festival needs.
people to give music lessons
√ choir members √ people to run food stands √ people to sell festival tickets
people to sell music CDs people to set up equipment
Listening+and+talking+教案 高中英语人教版(2019)必修第二册 (5)
Unit5口语课教案Plan a Music Festival1. Course OverviewCourse Name: Signals and SystemsDuration: 45 minutesTeaching Ability: High School English2. Teaching Objectives1. By the end of the lesson, students should be able to:- Understand the basic concepts of music festival planning.- Use English to describe the process of planning a music festival.- Discuss potential challenges and solutions in organizing such an event.2. Key Points:- Event planning process- Challenges and solutions- English language usage3. Classroom Situation AnalysisThe class is composed of high school students with varying levels of English proficiency. They have a basic understanding of music festivals but little experience in planning or organizing them. The class is eager to learn about this topic and use English to express their ideas.4. Teaching Strategies and MethodsActive Listening: Encourage students to listen carefully to each other's ideas during group discussions.Role-play: Use role-play scenarios to practice expressing opinions and ideas in English.Group Project: Assign group tasks related to planning a music festival, encouraging collaboration and communication in English.Cultural Immersion: Introduce elements of different music festival cultures for students to learn from and discuss.5. Learning Activities (Time: 20 minutes)Introduction (5 minutes)-Teacher introduces the topic of music festival planning and asks students if they have ever been to a music festival. Students can share their experiences if they have.Task Analysis (5 minutes)- Teacher explains the task at hand - plan a music festival using English. Students will work in groups and present their plans to the class.Group Work (10 minutes)-Students are divided into small groups and assigned specific roles (such as event planner, marketing manager, etc.). Each group will brainstorm ideas for their festival, including the type of music, location, activities, target audience, budget, etc. They will then create a short presentation using English to present their ideas to the class.Q&A (5 minutes)-After each group presents, the teacher will ask questions to clarify any misunderstandings or encourage further discussion. This will help students practice their listening and speaking skills in English.6. HomeworkEach group will submit their presentation in English to the teacher by the next class meeting. The teacher will review each presentation and provide feedback. Students should also prepare for a follow-up discussion on potential challenges and solutions in organizing a music festival.7. AssessmentAssessment will come in the form of group presentations and follow-up discussions. The teacher will evaluate students based on their ability to effectively communicate their ideas in English, their understanding of the music festival planning process, and their participation in group activities.。
Unit+5+Listening+and+talking+教案 高中英语人教版(2019)必修第二册
Unit5口语课教案Plan a Music FestivalTeaching Points:1. Understanding the basics of planning a music festival.2. Analyzing the challenges faced by organizers in planning a music festival.3. Thinking creatively and critically about how to overcome these challenges.4. Applying the knowledge gained to other aspects of life, such as problem-solving, teamwork, and communication skills.Teaching Strategies:1. Active learning: Encourage students to participate in discussions and activities related to the lesson.2. Group work: Assign group projects to encourage collaboration and peer feedback.3. Real-life examples: Use real-life examples to illustrate complex concepts and make the lesson more engaging and relevant.4. Homework assignments: Use homework assignments to reinforce the concepts learned in the class and provide opportunities for students to apply their knowledge in practical ways.Teaching procedureI. Introduction (10 minutes)A. Opening activity: Ask students to share their favorite music festivals and why they like them.B. Briefly introduce the concept of planning a music festival and its importance in the entertainment industry.II. Understanding Music Festivals (20 minutes)A. Discuss the key elements of a music festival, such as the location, date, lineup of artists, ticket sales, marketing strategies, etc.B. Use real-life examples to illustrate these elements and their impact on the success of a music festival.C. Analyze the challenges faced by organizers in planning a music festival, such as funding, logistics, safety, and audience satisfaction.III. Planning a Music Festival (30 minutes)A. Break into small groups and assign each group a specific aspect of planning a music festival (e.g. location selection, artist booking, marketing strategy).B. Each group will present their plan to the class and discuss the pros and cons oftheir approach.C. Encourage students to think creatively and critically about how to overcome the challenges of planning a music festival.IV. Conclusion (10 minutes)A. Review the key points covered in the lesson.B. Ask students to reflect on what they have learned and how it can be applied to other aspects of life, such as problem-solving, teamwork, and communication skills.C. Assign homework: Students will design their own music festival plan and present it to the class next week.。
Listening+and+talking+教案 高中英语人教版(2019)必修第二册 (1)
Unit5口语课教案Plan a Music Festival1. Teaching Objectives and RequirementsThe aim of this lesson is to enable students to understand the basic knowledge points of signal and system, as well as to apply them in planning a music festival. The course is intended for high school students who are familiar with the fundamental concepts of signal and system. The students should be able to express their ideas clearly and logically in English, using appropriate vocabulary and grammar structures.Time Content0-5 min Introduction to the topic and its relevance to music festival planning5-10 min Basic knowledge points of signal and system (voltage, current, frequency, etc.)10-20 min Case study: Analysis of a successful music festival (e.g., Coachella, Glastonbury)20-35 min Application of signal and system concepts to music festival planning (e.g., sound quality, lighting effects, stage layout)35-40 min Group discussion and presentation on how to plan a music festival using signal and system principles40-45minQ&A session and final reflections3. Student Situation AnalysisThe students have a good understanding of basic signal and system concepts from their previous studies. However, they may lack practical experience in applying these concepts to real-world scenarios. Therefore, the focus of this lesson should be on helping them see the connections between signal and system principles and music festival planning.4. Key Points and DifficultiesKey Points:1.Understanding of basic signal and system concepts2.Application of these concepts in planning a music festivale of English language skills to express ideas clearly and logically Difficulties:1.Applying theoretical knowledge to practical scenariosing appropriate vocabulary and grammar structures in Englishcommunication3.Group work coordination and presentation skills5. Teaching Strategies and Methods•Problem-based learning: Begin by introducing the basic knowledge points of signal and system through a case study analysis of a successful music festival.This will help students see the relevance of these concepts in real-world situations.•Group work: Encourage students to work in groups to plan a music festival using signal and system principles. This will provide opportunities for them to practice their teamwork and presentation skills.•Role-play:Use role-play activities to simulate a music festival planning scenario, allowing students to practice their English communication skills in a realistic setting.•Peer review: After each group presentation, facilitate a peer review process where students can provide constructive feedback to their peers. This will help improve their critical thinking and communication skills.•Cultural sensitivity:Remind students that different cultures may have different preferences for sound quality, lighting effects, etc. They should be respectful of these differences when planning their festival. This will help promote cultural sensitivity and global citizenship.6. Learning Activities (Problem Introduction, Content Theme, Teacher's Activities, Student's Activities, Homework Questions & Answers)Problem Introduction (5 min)•Introduce the topic of music festival planning by asking students what qualities they would like to see in a successful festival. Encourage them to think about factors such as sound quality, lighting effects, stage layout, etc. Content Theme (5 min)•Introduce the basic knowledge points of signal and system (voltage, current, frequency, etc.). Emphasize the relevance of these concepts to music festival planning.Teacher's Activities (15 min)•Analyze a successful music festival (e.g., Coachella, Glastonbury) using the knowledge points of signal and system. Show examples of how these concepts are applied in practice.•Guide students through a group activity where they work together to design a small section of their own music festival using signal and system principles. Student's Activities (20 min)•Students work in groups to plan a small section of their own music festival using signal and system principles. They should prepare a short presentation on their plan and present it to the class. During the presentation, they should explain how they used signal and system concepts to design their festival section.•After the presentations, facilitate a group discussion where students can ask questions or provide feedback on each other's plans. This will help improve their critical thinking and communication skills.Homework Questions & Answers (5 min)。