人教版高中英语必修二unit5-music-warming-up-and-reading教案
这堂课基本做到了把课堂让给学生，让学生在自主、合作、探究的气氛中愉快度过，既顺利完成教学任务，又促进其情感教育。
这堂课的完成使我感到欣慰，值得我深思。
首先，良好的导入是整个课堂成功的一半，它能够紧紧抓住学生的心理和兴趣，使课堂教学更具趣味性和艺术性。
总体来说，这节课的导入是比较成功的，切入点是让学生欣赏音乐，激发了学生的学习兴趣。
这不由得让我想起一句话“教有趣，必乐学”。
学习兴趣的形成有利于激发学生的学习动机，促进学生智能的发展。
其次，教学内容设计符合本班学生的实际情况，难度适中，尽量满足不同类型和不同层次学生的要求。
在任务的设置中应充分考虑学生是否能够完成。
本堂课的细节理解部分难度合适，大多数学生都能顺利完成。
再次，只有师生处于平等地位，学生的主体性才能得到发挥；只有使课堂交际化，师生才能融合在智力与情感的交际过程中。
在整个教学过程中，我始终坚持以学生为主体实施教学，创设了多种形式的交际活动。
但是，本堂课也还存在一些不足，需要加以改进：
1、由于本堂课任务多，容量大，导致完成任务时间较紧，今后应注意教学步骤间的紧密衔接，充分体现教师主导、学生主体作用。
2、在实现一个个任务的过程中，老师应该对学生加以引导，包括必要的简单示范，帮助学生完成学习任务。
人教版高中英语必修二unit5 musicwarming up and reading教案
人教版高中英语必修二unit5 musicwarming up and reading教案教学基本信息题目学科教材内容设计者 Book2 Unit5 Music-Warming up and reading 年高中英语高一级 Book2 Unit5 Music-Warming up and reading 第一课时个人信息姓名单位谷琴霞江西省金溪县第一中学 1.教材分析 1．本单元的话题是音乐和音乐类型。
内容分三个文段展开，涉及门基乐队，弗雷迪和他的乐队等子话题，而其中的主体内容是围绕着门基乐队的形成和成长历程展开的。
话题设置旨在让学生了解音乐的各种形式，深化对音乐的认识，增添音乐欣赏趣味，提高学生的音乐素养，培养他们热爱音乐和热爱生活的情操。
2.Warming �Cup 由八幅图片和四个问题组成。
图片呈现给学生的是他们熟悉的音乐家、歌唱家、乐队、组合等。
学生能很直观地了解音乐无处不在，让学生感受音乐魅力。
四个问题有助于老师引导学生开口、动脑，谈论他们喜欢的音乐，激发他们积极参与课堂活动的热情，进入本单元话题作铺垫。
3. Pre-reading 提供了三个问题，围绕中心词band 展开活动，要求他们列举出世界著名的乐队，谈论最喜欢哪个以及原因，进而引出阅读中的The Monkees这一主题。
4. Reading 主要介绍The Monkees，文章叙述了歌星、门基乐队充满梦想、如何组成乐队以及他们如何获得成功的过程。
阅读活动的目的在于训练学生阅读技能的基础上，培养学生对择业的思考，意识到机遇和挑战是并存的。
文章的主题是积极向上的，能激励学生通过努力一定能实现对事业的追求。
2.学情分析 1.知识结构：虽然学生Music这一话题有极大的兴趣，已经具备一定的词汇和表达基础，但对门基乐队感到陌生，并且阅读能力有待提高，对阅读技巧的运用还不娴熟，因此，教师应结合学生实际，逐步引导，循序渐进。
2.心理特征：现在的高中学生，对新鲜的事物有极大的接受能力，并且喜欢音乐和各种形象的展示，因此教师可以充分利用多媒体形式调动学生的学习热情，设置有效的阅读任务逐步掌握阅读技巧，体会文章含义。
英语人教版 必修二 unit 5 music warming up and reading
Forms Results
in 1996
new record
in the mid-1bout 1970
broke up
after a year or so
became serious
music & jokes
based on
began as
the Beatles
a TV show
rap
根据相应的英文描述给出音乐形式 traditional music from a particular country, region, or community
folk music
根据相应的英文描述给出音乐形式 many people get together to sing
choral
Para 2:
Para 3:
Para 4:
Why are the names of Song Zuying and Liu Huan mentioned in P1? D
A. Because they are very famous. B. Because they can sing very well. C. Because the text wants us to know them. D. Because the text is giving us some examples of the famous singers that we might want to be like.
Unit 5 music
根据相应的英文描述给出音乐形式 a type of music that people consider to be serious and that has a value that continues for a long time
人教版高中英语必修二第五单元：Unit5MusicPart1WarmingupandPre-reading
madeofcanruohanxing
1.__I_n_t_h_e_1_9_5_0_s_________ 2.__A_n_g_e_r______________ 3.__c_o_m__m_o_n____________ 4.___v_al_u_e______________
一、词语互译 。
5. She lived _s_i_m_p__ly___ (简朴)Nobody could say she was so rich.
6. Animals, including _i_n_s_e_ct_s_ (昆虫), don’t have a language like ours.
7. He has an i i_n_c_o_m__e (收入)of $100 a month. 8. Do you know what other animals have two _s_to_m__a_c_h_s_ (胃) besides ants. 9. _M__e_r_c_y___ (慈悲)falls like the gentle rain
2. 摇滚乐和民间音乐，你更喜欢哪一种？ Which do you prefer, rock music or_fo_l_k_ music?
3. The lungs are in fact constructed of thousands of tiny _t_u_b_e_s_ (管子).
4. The thief _s_i_g_n_a_ll_e_d__ (示意) his friend that the police were coming.
1. classical music _古__典__音__乐________
2. rock’n’roll 摇_滚__乐____________
人教版高中英语必修2教案：Unit 5 Music Period 2 Warming up and pre-reading
Unit 5 MusicPeriod 2 Warming up and pre-reading教学设计I. Teaching contents:Warming up and pre-readingII. Teaching aims:1. To make students know more knowledge about music and learn to enjoy music of different kinds2. Discuss the music that students like.3To learn the words about music: Choral; Country music;Rap; Rock ’n’ Roll ; Jazz; Classical music; Folk music; Orchestra.III. Key points & DifficultiesKey pointsMake students aware of music is part of lifeDifficultiesMater the words about music: Cho ral; Country music;Rap; Rock ’n’ Roll ; Jazz; Classical music; Folk music; Orchestra.IV. Teaching procedure:.Step I : GreetingsThe teacher greet the whole class.Step II: Lead-in & Warming up1.Brain-stormingLet students do task 1 on PPT 3 : Brain-storming the following questions:1. Do you like music? How does music make you feel?2. Can you name any music style?Students may say as many kinds of music as they can .2.Music introduction:Teacher intrduce some of music suthents redered.1Chora l---A traditional Christmas song, which is often sung in the church on Christmas Day.2Country music is an American art form that gained worldwide appeal after World War II. Originally known as hillbilly or mountain music, country music grew from the folk music.3Rap ---The traditional entertainment involving talking and singing (Rap is in black slang words and expressions, is equal in “the conversation”(talking. It is related fast a succession of ryhme the verse is a characteristic. 4Rock ’n’ Roll ---A style of music that was popular in the 1950s, and has a strong loud beat.5Jazz ---It was born in the US around 1890. It was sung by black people and it roots in Africa6Classical music---Music that people consider to be serious and has beenpopular for a long time.7Folk music---It has been passed down from one generation to another. Mostof the songs are about country life, the seasons, animals, and about love andsadness in people’s life.8Orchestra---A large group of people playing all kinds of musicalinstrumentsamong together3.Listen and guessListen to different kinds of music and number the pictures on page 33.( Let students listen to the differnent kinds of music and number the pictures. Step III: Talk about band.1.Teacher and students talk about some famous band at home and abroad.Do you know any famous bands in the world?E.g. May Day; The 12-woman group of China; Backstreet boys; West life; The Beatles; and the Monkees.2. Introduce the Monkees and appreiciate “ I am a believer”.Step IV: DiscussionNow ,let’s have a discussion , I know most of you like music ,can you discuss the following questions:1. What kind of music do you like? Why ?2. Which singer do you like best and why?3. How does music make you feel?These phrases will help you.I prefer… Why do you prefer…I like …best because… I hate….My favorite singer is… I enjoy listening to…I am fond of… I don’t like… very much.( Give students several minutes to have a discussion and try to make a dialogue with their partners ,then ask some of them to perform before all class.Step V: Homework1. Read the new words and try to memorize bold words in this unit.2. Write down the dialogue you made in class..3. Preview “The band that wasn’t” and find out the main idea of the text.V. Blackboard DesignUnit 5 MusicWarming up & pre-reading1. What kind of music do you like? Why ?2. Which singer do you like best and why?3. How does music make you feel?These phrases will help you.I prefer… Why do you prefer…I like …best because… I hate….My favorite si nger is… I enjoy listening to…I am fond of… I don’t like… very much.。
新人教版必修二 Unit 5 Music-Warming up[课件]
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jazz n. 爵士音乐 choral adj. 唱诗班的；合唱队的
“Music is...a higher revelation than all wisdom and philosophy”
——Ludwig van Beethoven “ 音乐是比所有智慧和哲学都更为 重要的发现。”
——贝多芬
1. _m__u_s_ic_i_a_n_ 2. _d_r_e_a_m___o_f 3. _p_r_e_t_e_n_d__
4. _t_o_b__e_h__o_n_e_s_t 5. __a_tt_a_c_h___ 6. _a_t_ta__c_h_t_o_ 7. __f_o_r_m____ 8. __f_a_m__e___ 9. _p_a_s_s_e_r_-_b_y
Do you like music? How does music make you feel?
Names of music
• lassical music
Song 1
• rock and roll
Song 2
• orchestra • rap • folk music • Jazz • country music • choral
Yesterday once more
When I was young I'd listen to the radio waiting for my favorite songs when they played I'd sing along, it make me smile.
人教新课标必修二 Unit 5 Music-Warming up and Reading[课件]
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Read and answer questions. (Para2)
• Why do musicians meet and form a band?
Because they like to write and play music.
• Who usually form bands?
Many times in America, bands are formed by high school students.
The passage is about the successful development ___________ of a famous the Monkees band____________ .
Read again and Match main ideas with paragraphs
Background背景介绍
门基乐队是一只美国本土乐队，由四人 组成，于二十世纪60年代兴起，最初， 乐队成员是应一则电视广告走到一起的。 电视制作人想寻找四位很活跃又很会演 奏的乐手。他们在报上登了广告，想招 摇滚乐手，但是只招到一位符合条件 的——也就是后来的乐队主唱弗雷迪。
The Band That Wasn’t 并非乐队的乐队
How were the Monkees formed and how did they develop? (Para. 3&4)
♫
♫
♫
♫
Can you draw a picture to show their development ?
♫
♫
The road to success
in the mid-1980s
funny bright
lively
高中英语必修2第5单元-unit5 music Warming up
Zero point
The flowers
BEYOND
BThe Beatles 披头士 (甲壳虫乐队)
A big hit!
Reading
Match main ideas with paragraphs
Para 1:
How the Monkees formed the band?
began as a TV
onem__u_s_ic_i_a_n__ and
show
three _a_c_t_o_rs___
The road to success
Have you ever dreamed of 1._______(be) famous as a musician? At first many singers may form a band to practise their music. And then they may get the chance to give_2____ (perform) in pubs or clubs. Later they may gradually become popular. _3____, the Monkees started in a different way. Only one of them was good enough and the other three members pretended _4__(sing). To be honest, it couldn't _5___(call) a real band at the beginning. Anyhow, their shows were _6___ (humour) and they became popular. After a year or so, they worked harder and produced _7__ (them) own records and started touring.
人教版高中英语必修二Unit5MusicWarmingupandReading课件
in the newspaper looking for four rock musicians,
A
4. The first TV show E
5. However, the band
broke up about 1970, B
A. but only one person was accepted.
a group of musicians
talented writing and
playing music
starting tours or selling records
serious attitude
(paragraph 4)
managing to do like a real band
breaking up at about 1970
__o_f _being famous sometimes in our live. Most musicians often meet and _f_o_rm__a band. Sometimes they play in the street to _p_a_ss_e_r_s-_b_y so that they can earn some _e_x_tr_a_money and this also give them a c_h_a_n_ce_ to realize their dreams. There was once a band started in a different way. The musicians of whom the band was formed _p_la_y_e_d_j_ok_e_s_o_n_ each other as well as played music, whose music and jokes were looselyb_a_sed _o_n__ “The Beatle”. Their exciting performances were copied by other groups. “The Monkees” playeidnstrhuemirenotws n _________ and wrote their own mburoskice.uTphough it _______ in 1970, it reunited in the mid-1980s and it is still popular today.
新人教版必修二 unit 5 music-warming up and reading[教案]
Unit 5 MusicPeriod 1: Warming up and readingTeaching 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.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.Do you know anything about “The Monkees”?III. Reading1.Reading aloud to the recordingNow please listen and read aloud to the recording of the text T HE 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.3.Reading to identify the topic sentence of each paragraphSkim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.3.Reading and transferring informationRead the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band.How do people get to form a band?How was The Monkees formed and became a real band?The Monkees in 1968 (left to right): Micky Dolenz, PeterTork, Mike Nesmith & Davy Jones4. 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?Do you agree that the jokes were more important than the music for this band? Give a reason.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.Period 2: Learning about LanguageTeaching 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 36 and do exercises 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 W ASN’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.2.Doing exercise 2 on page 37Turn to page 34. Look at the sentence in the text:However, after a year or so in which they became more serious about their work, “The Monkees”started to play and sing their own songs like a real band.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.Now go on to do Exercise 3 on page 37, that is, to sort out the sentences.III. Ready used materials for The Attributive Clause (in/ for/ with/ by＋which/ whom)In formal styles we often put a preposition before the relative pronouns which and whom:∙The rate at which a material heats up depends on its chemical composition.∙In the novel by Peters, on which the film is based, the main character is a teenager.∙An actor with whom Gelson had previously worked contacted him about the role.∙Her many friends, among whom I like to be considered, gave her encouragement.Notice that after a preposition you can’t use who in place of whom, and you can’t use that or zero relative pronoun either:∙Is it right that politicians should make important decisions without consulting the public to whom they are accountable? (not --- the public to who they are accountable.)∙The valley in which the town lies is heavily polluted. (not --- The valley in that the town...)∙Arnold tried to gauge the speed at which they were traveling. (not --- the speed at they were traveling.)In informal English we usually put the preposition at the end in attributive clauses rather than at the beginning:∙The office which Graham led the way to was filled with books.∙Jim’s footballing ability, which he was noted for, had been encouraged by his parents.∙The playground wasn’t used by those children who it was built for.In this case we prefer who rather than whom(although whom is used in formal contexts). In restrictive attributive clauses we can also use that or zero relative pronoun instead of who or which (e.g. ...the children (that) it was built for).If the verb in attributive clauses is a two-or-three-word verb (e.g. come across, fill in, go through, look after, look up to, put up with, take on) we don’t usually put the preposition at the begi nning: ∙Your essay is one of those (which/that) I’ll go through tomorrow. (rather than...through 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.Are these correct or appropriate? If they are, put a√. If they are not, give a reason, correct them and give alternatives if you can. (A)I. It's a piece of jewelry across which I came in an antique shop. --- which I came across in an antique shop. (‘came across’ is a two-word verb.)2. The extra work which she took on was starting to affect her health.3. My mother, after whom I looked for over 20 years, died last year.4. The people whom I work with are all very friendly.5. Some of the criticisms with which they had to put up were very unfair.6. He had many friends with whom he had a regular correspondence.7. The woman to who he is engaged comes from Poland.8. The forms which I had to fill in were very complicated.Rewrite these sentences so that they are more appropriate for formal written English. Use preposition + which or preposition + whose, as appropriate. (B)I. Tom Sims, whose car the weapons were found in, has been arrested. Torn Sims, in whose car the weapons were found, has been arrested.2. Tom Ham, whose novel the TV series is based on, will appear in the first episode.3. Dr Jackson owns the castle whose grounds the main road passes through.4. Tessa Parsons is now managing director of Simons, the company that she was once a secretary in.5. Allowing the weapons to be sold is an action that the Government should be ashamed of.6. The dragonfly is an insect that we know very little of.Period 3: Using LanguageTeaching AimsTo read the story about Freddy and then enjoy and understand Beatles’ songs.To use the language by reading, listening, speaking and writing.ProceduresI. Warming up by listening and writingTurn to page 38 and read these exercises before listening to the tape. Then listen to the tape and finish them.II. Guided reading1.Reading and translatingRead more about FREDDY THE FROY and translate it into Chinese paragraph by paragraph.2.Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3.Doing exercisesNow you are going to do exercise 6 on page 39 following the article.Suggested answers to exercise 6:This is a story about a band that became famous and did not like it.III. Guided writing1.Writing a letter for advicePlease turn to page 39 writing. Let’s read the instructions.You’d better do some brainstorming in small groups before writing your letters. You should follow the procedure for brainstorming and outlining introduced in Module 1 Unit 2.2.Reading Freddy’s replyLet’s read Freddy’s reply and answer the questions:--- How was Freddy’s band formed?--- What advice does Freddy give?3.Writing a note and a paragraphPlease turn to page 74. Now in pairs you are going to decide on the best way to tell a foreign friend about one kind of Chinese folk music. What do you think they need to know before they can enjoy it? Why do you like it? Who are your favorite singers? Discuss it with your partner and write notes to remind you of your most important ideas. Then write a paragraph telling your foreign friend about the type of Chinese folk music you have chosen. Use a dictionary and other reference books to help you.IV. Further applyingFinding informationGo to the library to read or get online to search in order to find more information on music and musicians. Take notes of your findings and report them to your group mates next Monday morning.V. Closing down by filling a formMake use of the text and others to fill in the form below.Closing down by describing a bandTo end this period, I am going to have two of you to describe to the class a band whom you appreciates. Who’d like to speak first?附：同步备课资料I. Different types of music:Folk musicIt has been passed down from one generation to another. At first it was never written down. People learned the songs from their families, relatives, neighbors and friends in the same village. These songs were about the country life, the seasons, animals and plants, and about love and sadness in people’s lives.Pop musicIt is a kind of modern music with a strong beat and not of lasting interest, especially just favored for a short time by younger people•Rock ’n’ RollIt is also called rock and roll, a kind of modern music with strong beat, played loudly on electrical instruments, in which the singer repeats the same few simple words.JazzJazz was born in the USA around 1890. It came from work songs sung by black people and had its roots in Africa. Jazz started developing in the 1920s in the southern states. Soon it was played by white musicians, too, and reached other parts of the USA.African musicIt plays an important part in peop le’s lives, especially for work, and at festivals and weddings, when people dance all night long.Indian musicIt’s not written down. There is a basic pattern of notes which the musician follows. But a lot of modern music is also written. India also produces films with music, and millions of records are sold every year.Music in the CaribbeanThe slaves who were brought from Africa developed their own kind of music. West Indians make musical instruments out of large oil cans. They hit different parts of the drum with hammers to produce different notes. This type of music has become very famous in Britain and is very good music to dance to.II. Famous musicians:Joseph Haydn（1732-1809）was an Austrian composer and is known as “the father of the symphony”. Oth er composers had written symphonies before Haydn, but he changed the symphony into a long piece for a large orchestra.He was born in a village in Austria, the son of a peasant. He had a beautiful singing voice. After studying music in Vienna, Haydn went to work at the court of a prince in eastern Austria, where he became director of music. Having worked there for 30 years, Haydn moved to London, where he was very successful.Wolfgang Amadeus Mozart (1756-1791)was a composer, possibly the greatest musical genius of all time. He only lived 35 years and he composed more than 600 pieces of music.Mozart was born in Salzburg, Austria. His father Leopold was a musician and orchestra conductor. Wolfgang had musical talent from a very early age. He learned to play the harpsichord in a concert for the Empress of Austria.By the time he was 14, Mozart had composed many pieces for the harpsichord, piano and violin, as well as for orchestras. While he was still a teenager, Mozart was already a big star and toured Euro pe giving concerts. Haydn met Mozart in 1781 and was very impressed with him. “He is the greatest composer the world has known,” he said. The two were friends until Mozart’s death in 1791.Ludwig van Beethoven (1770-1827)was born in Bonn, Germany. He showed musical talent when he was very young, and learned to play the violin and piano from his father, who was a singer. Mozart met Beethoven and was impressed by him. “He will give something wonderful to the world,” he said. Beethoven met Haydn in 1791, but was not impressed by the older man. After they had known each other for many years, Beethoven said, “He is a good composer, but he has taught me nothing.” However, it was Haydn who encouraged Beethoven to move to Vienna. Beethoven became very popular in the Austrian capital and stayed there for the rest of his life. As he grew older, he began to go deaf. He became completely deaf during the last years of his life, but he continued composing.III. Musical instrument 乐器saxophone electrical equipment pianoguitar fluteV. What are the functions of music?•Make things more lively and interesting•Make things better for people to understand and enjoy•Express people’s feeling•Mak e people feel good•Help people forget their pain•Attract people’s attention•help people to remember things wellVI. The introduction of the band The MonkeesThe Monkees were a four-person band who appeared in an American television series of the same name, which ran on NBC from 1966 to 1968. The Monkees were formed in 1965 in Los Angeles,California and disbanded in 1970. At their peak they were one of the most popular musical acts of their time.Several reunions of the original lineup have taken place. The first reunion lasted from 1986 to 1989, and a second regrouping took place between 1996-1997. The Monkees last worked together for a brief period in 2001.。
人教课标版+高中英语课件+ 必修2+Unit 5 Music+Warming up and reading
Choral
Jazz
1. Do you know any famous bands? List.
2. Which one do you like best? Why?
A band is a group of two or more musicians who perform instrumental or vocal music.
Homework
1. Review the new words and expressions.
2. Review the text and pick out the sentences that contain prep + whom / which attributive clauses.
Enjoy a song, My Music, by Ellis-T.
Unit 5
Music
Warming up and reading
Do you like music? How does music make you feel?
Listen to a piece of music and write down your feeling.
Can you name any music style? folk music rock Pop Jazz
of the famous singers that we might want to be like.
Why were the Monkees said to start in a
different way?
C
A. They played jokes on each other.
B. Only had three members at first.