高中英语《Music》优质课教案、教学设计

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高中英语：Module 4《Music》教案3(13页)

Period 1 Introduction and ReadingTeaching aims:1. To know about some English vocabulary related to music.2. To have a discussion about music and express their own opinions freely.3. To develop the Ss’ spe aking ability by practicing saying the familiar topic.Important and difficult points:1. Get the Ss to know about as much music knowledge as possible.2. Enable the students to recognize some musical instruments.3. Arouse the students’ interests in music.Teaching procedures:SpeakingLead-inFirstl y, ask the students “How many kinds of music do you know?”Then ask them to speak the general categories about music as follow:After this, continue to ask the students “Which kind of music do you like best? Why?” to encourage the students to express their opinions freely.And then, develop the Ss’ spe aking ability by practicing saying the familiar topic as follows: Activity 1Work in groups of four to answer the questions and make a list of your answers:1. What is your favourite kind of music?2. How long have you been listening to it?3. When do you listen to music?4. How do you listen to music?5. Why do you listen to music?Activity 2Write a short report about the music interests and habits of your group. Use these expressions:My favourite kind of music is …but Yang’s favorite music is…My favorite artist is…I’ve been listening to music…for/since…I like listening to music when I’m…IntroductionStep 1. Leading-inFirstly, lead in by playing a piece of music Liang zhu（梁祝）played by violin or Guzheng for the students to listen. Then ask them “What kind of musical instrument is the piece of music played by?”Next, brainstorm musical instruments: “How many kinds of musical instruments do you know?” At the same time, in ord er to make the students know about some English vocabulary related to music, show the students some pictures and ask them to recognize the musical instruments as follows:After this, say to the students, “Most of you are familiar with these musical instruments. Today we’ll know more Chinese and western musical instruments. Now let’s know more musical instruments.”flute guitar saxophoneStep 2.Activity 1Continue telling the Ss that the following photos are almost the same with those of their book on page 31. And ask them to look at the photos of Chinese and western musical instruments and answer the following questions.1. Which instruments have strings?2. Which Chinese and western instruments look similar.3. Which of the instruments does the musician hold when he / she is playing?Step 3.Activity 2Ask the students to look at the pictures and read the information about Chinese and Western musical instruments.Step 4. DiscussionGet the students to discuss the following questions with other students.1. How many of the above Chinese instruments have you heard?2. Do you know any artists who play them?Reading and VocabularyTeaching aims and demands:⒈ To learn about some vocabulary and knowledge related to music.⒉ To catch the general idea of the whole passage.⒊ To understand the affection of the author.⒋ To be good at grasping the key words and recognizing the new words according to the context. is a lute with four strings and is a relative of the European . It came to China from Central Asia in the fourth century.⒌ To develop their love and interests in music by knowing more about some musicians.Teaching key points:To make the students grasp the usage of some vocabulary and phrases.Teaching difficulty:To develop their reading abilities and the awareness of the appreciation.Teaching aid:Multi-mediaTeaching procedures:Step 1. Fast readingActivity 1Ask the students to find out the answers to the following questions, while listening andreading the text: 1. How many the musical instruments she plays? 2. What has an influence on her in her music career? 3.What’s her ambition regarding Chinese music? Answers: ①The pipa, the guzheng, the yueqin.②The main influence is traditional singing. ③she wish to introduce classical Chinese pipa and guzheng music to every corner of theworld.Step 2. Intensive readingActivity 1Ask the students to match the words with their meanings:2. a way of doing something, for example, playing an instrument ________3. another word for melody or in the air________4. an event where musicians play ________5. all the pieces of music that a musician can play ________6. a school where musicians study ________Answers: 1.soloist 2. technique 3. tune 4. concert 5. repertoire 6. conservatoryActivity 2Ask the students to complete the following sentences with the correct form of the words in 1. She likes to __________ musical styles from east and west.2. What is the _____of the piece she played?3. I like listening to ___________Chinese folk songs.4. It’s a great __________to play an instrument like the pipa.5. Sometimes there is a long ________in the middle of the piece.6.I like the way she ___________classical pieces.Answers:1. combine 2. title 3. traditional 4. challenge 5. silence 6. interpretsActivity 3Ask the Ss to read part 1 of the passage and explain the following references.1)...during her visit to China. Who visited China? 2)...each one has its special way of interpreting the classical pieces. Each what? 3)The same is true of my second instrument. What is true about the second instrument? 1. (The Queen of England) 2. (Pipa school) 3. (To respect traditional but add her own style when playing)Activity 4Ask the Ss to read part 2 of the passage and choose the correct answers.1. When people listen to her playing,________.(a) they also hear her singing(b) they think they can hear her singing2. Liu Fang thinks that _________.(a) Chinese music is like the Chinese language(b) Chinese music and language use the same tones3. Chinese classical pieces often have poetic titles,______.(a) which is understandable(b) which is very surprising4. Empty spaces in Chinese paintings_______.(a) are like the silent parts of Chinese music(b) mean the pictures have no lifeAnswers: 1. b 2. a 3. a 4. aActivity 5Ask the Ss to read part 3 of the passage and answer the following questions.1. What does Liu Fang enjoy about performance?2. What makes her feel depressed or lonely?3. What does she want to do with other musicians?Answers:1. The atmosphere in a concert hall. 2. When she has no concert for along time 3. Work with them.Activity 6Ask the Ss to complete the passage use the correct words in the text.Liu Fang, who was _____ in 1974, is an __________ music star. Since the age of six, she has played ____, and since the age of eleven she has given concerts including the performance for ___________________. She studied _______________ during her university. When she was five years old, her mother, who was ______________, taught her to play the ________. In 1996, she and her husband moved to ________.For her ,the biggest challenges of playing the pipa and guzheng are________________________________________. The main influence on Liu Fang is ________________. When she is playing, listeners say that they can _____________ in her music.Chinese music ___________ the Chinese language. Chinese classical pieces have poetic titles,which is ________________. ____________ in Chinese paintings are like the silent parts of Chinese music.Answers: 1. born 2. international 3. pipa 4. the Queen of England 5. guzheng and pipa 6. a Dianju actress7. yue qin 8. Canada 9. to respect the traditions but add her own style 10. traditional singing 11. hear singing 12. is similar to 13. understandable 14. Empty spacesStep 3.Homework:Work in pairs and have a discussion on the following questions.1. What about Liu Fang impressed you most?2. Do you think Liu Fang is successful as an artist? Give possible reasons if you think so.Period 2 GrammarTeaching objectives and demands:1. To experience and discover what is the Present Perfect Progressive Tense.2. To grasp the usage of the Present Perfect Progressive Tense.3. To know the main differences between the Present Perfect Tense and the Present Perfect Progressive Tense.Teaching keys and difficulties:1. To grasp the usage of the Present Perfect Progressive Tense.2. To know the main differences between the Present Perfect Tense and the Present Perfect Progressive Tense.Teaching procedures:Step 1. Experience and discover the Present Perfect Progressive Tense.Activity 1Directions: ask the students to read the sentences from the passage in Reading andV ocabulary and decide if they are true Example sentences:Liu Fang has played the pipa since the age of six.She’s given concerts since she was eleven.Now, please tick the following sentences you agree with according to the above example sentences.1. Liu Fang still plays the pipa.2. She only played the pipa when she was six.3. She has given concerts regularly since the age of eleven.4. She only gave concerts when she was a child.Activity 2Directions: ask the students to read the example sentences and answer the questions. Example sentences:Liu Fang has been playing the pipa for the last three hours.She’s been performing concerts every day since last month.Q1: What is the difference in form between these sentences and those in Activity 1.Answers: They are in the present perfect progressiveQ2: Which of these things is true about the sentences?(a)The people started doing these things in the past and are still doing them.(b)The people do these things every day.(c)The actions take a very long time to complete.Answers: (a)Step 2. Detailed explanation about the Present Perfect Progressive Tense.I. The form of the Present Perfect Progressive Tense.现在完成进行时由“助动词have/has+been+动词-ing”形式构成。

高中英语人教版必修2Unit 5 Music教学设计

Unit 5 Music 教学案Part One: Teaching Design (第一部分：教学设计)Period 1: A sample lesson plan for reading(THE BAND THAT WASN’T)Aims◆To learn to talk about kinds of music◆To learn to read about bands◆To study The Attributive Clause (in/ for/ with/ by＋which/ whom)◆To learn to write an e-mailProceduresI. Warming upWarming up by describingGood morning，class. Today we are going to talk about an interesting topic --- music. As we know，music is a kind of art of making pleasing combinations of sounds in rhythm，harmony and counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work，which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music？Can you tell about different kinds of music？Now turn to page 33，look at the pictures，read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.Warming up by discussingHi，everyone. Do you like music？How much do you know about music？Can you tell about the different kinds of music？Please turn to page 33. Look at the pictures. Let’s listen to some music. Let’s see if you can guess which music matches with which picture.Classical music Country music Rock ‘n’ RollRap Orchestra Folk music 、Yes，you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better，Chinese or Western，classical or modern？Why？How does music make you feel？Why do you like to listen to music？Let’s discuss these questions in small groups. Try to share your opinions with one another.II. Pre-reading1.Thinking and sayingHave you heard about any of the famous bands in the world？List some if you can.For referen ce: I’ve heard about “The Beatles”，“Back Street Boys”，“The Eagles”，“West life” and “Pink Floyd”.2.Listening，talking and sharingLet’s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why？Then the group leader is to stand up and share the group idea with the class.For reference: I am from Group 1. Our group likes “The Beatles” best. We like their style of performances. Listening to their performances，we will feel relaxed，amused，and their performances make us think a lot about life.Do you know anything about “The Monkees”？For referenc e: “The Monkees” is a band that was first popular in the 1960s in America.Unlike most bands of the time，the Monkees were not formed by its members but rather by TV producers. They were a fictional band in the TV show of the same name. The band was composed of Mike Nesmith，Mickey Dolenz，Davy Jones，and Peter Tork. All themembers had some musical experience. Let’s come to the reading --- The Band That Wasn’t and find more about them.III. Reading1.Reading aloud to the recordingNow please listen a nd read aloud to the recording of the text THE BAND THAT WASN’T. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice，too.2.Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Collocations from THE BAND THAT WASN’Tdream of doing ，at a concert ，with sb. clapping and enjoying …，sing karaoke ，be honest with oneself，get to form a band，high school students，practice one’s music，play to passers-by，in the subway，earn some extra money，begin as a TV show，play jokes on…，be based loosely on…，the TV organizers，make good music，put an advertisement in a newspaper，look for rock musicians，pretend to do sth.，the attractive performances，be copied by…，support them fiercely，become more serious about…，play their own instruments，produce one’s own records，start touring，break up，in the mid-1980s，a celebration of one’s time as a real band3.Reading to identify the topic sentence of each paragraphSkim the text and identify the topic sentence of each paragraph. You may find it either at the beginning，the middle or the end of the paragraph.1st paragraph: How do people get to form a band？2nd paragraph: Most musicians meet and form a band.3rd paragraph: One band started as a TV show.4th paragraph: “The Monkees” became even more popular than “The Beatles”.3.Reading and transferring informationRead the text again to complete the tables，which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band.How do people get to form a band ？ MembersHigh school studentsReasonsThey like to write and play music. PlacesThey practice their music in someone’s home. FormsThey may play to passers-by in the street or subway. Results They can earn some extra money. They may also have a chance todream of becoming famous.How was The Monkees formed and became a real band ？The Monkees in 1968 (left to right): Micky Dolenz ，Peter Tork ， Mike Nesmith & Davy Jonesbeginningof thebandIt began as a TV show. styleof the performanceThey played jokes on each other as well as played music. firstmusic and jokesMost of them were based loosely on the band called “The Beatles”. development of theband They became more serious about their work and started to play their own instruments and write their own songs like a realband. They produced their own records and started touring andplaying their own music.changes of the band The band broke up in about 1970， but reunited in themid-1980s. They produced a new record in 1996， which was acelebration of their time as a real band.4. Reading and understanding difficult sentencesAs you have read the text times，you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me.IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1，2，3 and 4.Closing down by having a discussionDo you think the TV organizer s were right to call “The Monkees” a band when they did not sing or write their own songs？Why？For reference: I don’t think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs because singing and writing its own songs was the basis of a band.Do you agree that the jokes were more important than the music for this band？Give a reason.For reference: Yes. I think it is the jokes that really attract more fans.No. I think the purpose of forming a band is getting people to enjoy the spirit of music.It’s more important than playing jokes just to make people laugh.Closing down by retelling the form of the band The Monkees.I shall write some key words and expressions on the board. You are to retell the form of the band according to these words.For reference: begin as a TV show，the TV organizers，look for，put an advertisement in a newspaper，use actors for the other members of the band，pretend to singPeriod 2: A sample lesson plan for Learning about Language(The Attributive Clause (in/ for/ with/ by＋which/ whom).AimsTo help students learn about the Attributive Clause with a preposition in front.To help students discover and learn to use some useful words and expressions.To help students discover and learn to use some useful structures.ProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 35 and do exercises No. 1，2 and 3 first. Check your answers against your classmates’.II. Learning about grammar1.Reading and thinkingTurn to page 34 and r ead with me the text of THE BAND THAT WASN’t. As you read on，pay attention to The Attributive Clause (in/ for/ with/ by＋which/ whom)，that is，the attributive clauses with a preposition ahead of the relative pronoun shown in the sentences.For reference: The musicians of whom the band was formed played jokes on each other as well as played music. However，after a year or so in which they became more serious about their work，“The Monkees” started to play their own ins truments and write their own songs like a real band.2.Doing exercises No. 1 and 2 on page 35Turn to page 34. Look at the two sentences:The musicians of whom the band was formed played jokes on each other as well as played music.However，after a year or so in which they became more serious about their work，“The Monkees” started to play their own instruments and write their own songs like a real band.Pay attention to the structure: preposition + relative pronoun. Usually only two relative pronouns --- which and whom--- can be used in the Attributive Clause，with a preposition put before the clause. That can’t be used. Look at the screen. Here are more examples on this kind of structure.1.This is the reason for which he left his hometown. (=why)2.I’ll never forget the day on which we stayed together. (=when)3.This is the girl from whom I learned the news.4.The person to whom I spoke just now is the manager that I told you about.5.I’ll show y ou a store in which you may buy all that you need.(=where)6.I don’t like the way in which you laughed at her.(=that)Now go on to do Exercise No. 2 on page 36，that is，to sort out the sentences.III. Ready used materials for The Attributive Clause (in/ for/ with/ by＋which/ whom)In formal styles we often put a preposition before the relative pronouns which and whom: ∙The rate at which a material heats up depends on its chemical composition.∙In the novel by Peters，on which the film is based，the main character is a teenager.∙An actor with whom Gelson had previously worked contacted him about the role.∙Her many friends，among whom I like to be considered，gave her encouragement.Notice that after a preposition you can’t use who in place of whom，and you can’t use that or zero relative pronoun either:∙Is it right that politicians should make important decisions without consulting the public to whom they are accountable？(not --- the public to who they are accountable.) ∙The valley in which the town lies is heavily polluted. (not --- The valley in that the town...) ∙Arnold tried to gauge the speed at which they were traveling. (not --- the speed at they were traveling.)In informal English we usually put the preposition at the end in attributive clauses rather than at the beginning:∙The office which Graham led the way to was filled with books.∙Jim’s footballing ability，which he was noted for，had been encouraged by his parents.∙The playground wasn’t used by those children who it was built for.In this case we prefer who rather than whom (although whom is used in formal contexts). In restrictive attributive clauses we can also use that or zero relative pronoun instead of who or which (e.g. ...the children (that) it was built for).If the verb in attributive clauses is a two-or-three-word verb (e.g. come across，fill in，go through，look after，look up to，put up with，take on) we don’t usually put the preposition at the beginning:∙Your essay is on e of those (which/that) I’ll go through tomorrow. (rather than...throughwhich I’ll go tomorrow.)∙She is one of the few people (who/that) I look up to. (not ... to whom I look up.)In formal written English，we often prefer to use of which rather than whose to talk about things:∙A huge amount of oil was spilled，the effects of which are still being felt. (or...whose effects are still being felt.)∙The end of the war，the anniversary of which is on the 16th of November，will be commemorated in cities throughout the country. (or...whose anniversary is on...) Note that we c an’t u se of which in place of whose in the patterns described in Unit 71B:∙Dorothy was able to switch between German，Polish and Russian，all of which she spoke fluently. (not..，all whose she spoke...)We can sometimes use that...of in place of of which. This is less formal than of which and whose，and is mainly used in spoken English:∙The school that she is head of is closing down. (or The school of which she is head...)Whose can come after a preposition in attributive clauses. However，it is more natural to put the preposition at the end in less formal contexts and in spoken English:∙We were grateful to Mr. Marks，in whose car we had traveled home. (or...whose car we had traveled home in.)∙I now turn to Freud，from whose work the following quotation is taken. (or...whose work the following quotation is taken from.)IV. Closing down by doing exercises:Join the sentence halves using which or whom after an appropriate preposition. (A)a. I would never have finished the work.b. It was primarily written.c. We know nothing.d. They got a good view.e. He learned how to play chess.f. Dennis scored three goals in the final.g. She was born.h. It was discovered.1.They climbed up to the top of a large rock.2. I would like to thank my tutor.3. She has now moved back to the house on Long Island.4. The star is to be named after Patrick Jenks.S. This is the ball.6. He is now able to beat his father.7. The book is enjoyed by adults as well as children.8. There are still many things in our solar system.Key for reference:1.They climbed up to the top of a large rock，from which they got a good view.2. I would like to thank my tutor，without whom I would never have finished the work.3. She has now moved back to the house on Long Island，in which she was born.4. The star is to be named after Patrick Jenks，by whom it was discovered.S. This is the ball. Dennis scored three goals in the final.6. He is now able to beat his father，from whom he learned how to play chess.7. The book is enjoyed by adults as well as children，about whom it was primarilywritten.8. There are still many things in our solar system，about which we know nothing.Are these correct or appropriate？If they are，put a√. If they are not，give a reason，correct them and give alternatives if you can. (A)I. It's a piece of jewelry across which I came in an antique shop. --- which I came across in an antique shop. (‘came across’ is a two-word verb.)2. The extra work which she took on was starting to affect her health.3. My mother，after whom I looked for over 20 years，died last year.4. The people whom I work with are all very friendly.5. Some of the criticisms with which they had to put up were very unfair.6. He had many friends with whom he had a regular correspondence.7. The woman to who he is engaged comes from Poland.8. The forms which I had to fill in were very complicated.Rewrite these sentences so that they are more appropriate for formal written English. Usepreposition + which or preposition + whose，as appropriate. (B)I. Tom Sims，whose car the weapons were found in，has been arrested. Torn Sims，in whose car the weapons were found，has been arrested.2. Tom Ham，whose novel the TV series is based on，will appear in the first episode.3. Dr Jackson owns the castle whose grounds the main road passes through.4. Tessa Parsons is now managing director of Simons，the company that she was once a secretary in.5. Allowing the weapons to be sold is an action that the Government should be ashamed of.6. The dragonfly is an insect that we know very little of.Period 3: A sample lesson plan for Using LanguageAimsTo read the s tory about Freddy and then enjoy and understand Beatles’ songs.To use the language by reading，listening，speaking and writing.ProceduresI. Warming up by listening and writingTurn to page 37 and read these sentences before listening to the tape. Then listen to the tape and decide true or false.II. Guided reading1. Reading and translatingRead more about F reddy’s life and translate it into Chinese paragraph by paragraph.2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Collocations from Freddy’s lifebecome famous，visit Britain on a tour，wait for hours to get tickets for the concerts，be confident，enjoy singing and all the congratulations，the most exciting experience，sing in a TV program called “Top of the Pops，wear an expensive suit，give a performance to a TV camera，go wrong，not go out without being followed everywhere，wear sunglasses，hide in railway stations，one’s personal life，become too painful for sb.，pack one’ s bags3. Doing exercisesNow you are going to do exercises No. 3，4 and 5 on page 38 following the article.Ex3: Here are the incorrect sentences which should be crossed out.1. Freddy and his band always loved being pop stars.2. His favorite program was “Top of the Pops”.3. Things went wrong because Freddy and his band hid themselves.4. They realized they had to go because they were painful.Exercise 4 Answer these questions:1. This is an open question by which students are asked about their opinions.Answers may vary.2. Answers may vary but there is information in the reading passage that may include:--- becoming rich；--- doing a job you want to do；--- having many fans；--- people enjoying your music.3. Answers may vary but information may include:--- peaceful and quiet；--- a private life away from crowds；--- a personal life which others do not discuss.Exercise 5: The main idea is No. 3. This is a story about a band that became famous and did not like it. Only No. 3 best summarizes the main idea，while all the others reflect just part of the main idea. At first，Freddy and his band wanted to be famous，but when he became famous，they were always being followed wherever they went，which they found painful.III. Guided writing1.Writing a letter for advicePlease turn to page 38 writing. Let’s read the instructions.You and your friends want to start your own band. However，you have never played ina band before. You write an e-mail to Freddy for his advice. The e-mail is started for you，but you have to finish it.You’d bett er do some brainstorming in small groups before writing your letters. You should follow the procedure for brainstorming and outlining introduced in Module 1 Unit 2.Writing tips:1. In groups discuss some questions you would like to ask Freddy.2. Make a list of them and choose the best questions.3. Share your ideas with another pair；discuss all questions and then decide whichones you want to ask Freddy.4. Use each question to start a new paragraph.5. Write your question first；then add extra information to show Freddy why youneed help.6. Finish the letter politely and thank Freddy for his help.2.Reading Freddy’s replyLet’s read Freddy’s reply and answer the questions:--- How was Freddy’s band formed？--- What advice does Freddy give？3.Writing a note and a paragraphPlease turn to page 74. Now in pairs you are going to decide on the best way to tell a foreign friend about one kind of Chinese folk music. What do you think they need to know before they can enjoy it？Why do you like it？Who are your favorite singers？Discuss it with your partner and write notes to remind you of your most important ideas. Then write a paragraph telling your foreign friend about the type of Chinese folk music you have chosen. Use a dictionary and other reference books to help you.IV. Further applyingFinding informationGo to the library to read or get online to search in order to find more information on music and musicians. Take notes of your findings and report them to your group mates next Monday morning.V. Closing down by filling a formMake use of the text and others to fill in the form below.How do people form a bandMembersReasonsPlacesFormsResultsClosing down by describing a bandTo end this period，I am going to have two of you to describe to the class a band whom you appreciates. Who’d like to speak first？Part Two: Teaching Resources (第二部分：教学资源)Section 1: A text structure analysis of THE BAND THAT WASN’TI. Type of writing and summary of the ideaType of writing This is a piece of narrative writing.Main idea of the passage The band The Monkees was formed in quite adifferent way. It started as a TV show，with musiciansplayed jokes on each other as well as played music，based loosely on the band called The Beatles. As timewent on，their attractive performances gained fiercelysupport from their fans. With their own particular style ofperforming their band at last became very popular in theUSA.Topic sentence of 1st paragraphHave you ever wanted to be a famous singer or musician？Topic sentence of 2nd paragraphMost musicians meet and form a band because they like to play music.Topic sentence of 3rd paragraphHowever，there was one band that started in a different way.Top sentence of 4th paragraphTheir attractive performances were copied by other groups and their fans supported them fiercely.II. A tree diagramIII. A retold passage of the text1. A possible version:Being a famous singer or musician may be the dream of many people. Becoming a member of a band may help you realize the dream. But just how can people form a band ？Most musicians often meet and form a band for they are congenial with each other. High school students may also form a band to practice music together or sometimes play in the street to passers-by to earn some extra money ， which is also a chance to realize their dreams of becoming famous.However ， There was a band which was started in quite a different way. The musicians of whom the band was formed played jokes on each other and played music ， loosely based on the Beatles. Their exciting performances were copied by other groups and were fiercely supported by their fans. That band was The Monkees. After a year or so ， The Monkees became more serious of their work ， playing their own instruments and writing their own music. Though it broke up in 1970， it reunited in the mid-1980s and is still popular today.Section 2: Background information on music ， musicians and the band The MonkeesI. Different types of music:Folk music Dreaming of being a famous musician or singer.How musicians form bands. How The Monkees got their start. How The Monkees became serious about the music business.It has been passed down from one generation to another. At first it was never written down. People learned the songs from their families，relatives，neighbors and friends in the same village. These songs were about the country life，the seasons，animals and plants，and about love and sadness in people’s lives.Pop musicIt is a kind of modern music with a strong beat and not of lasting interest，especially just favored for a short time by younger people•Rock ’n’ RollIt is also called rock and roll，a kind of modern music with strong beat，played loudly on electrical instruments，in which the singer repeats the same few simple words.JazzJazz was born in the USA around 1890. It came from work songs sung by black people and had its roots in Africa. Jazz started developing in the 1920s in the southern states. Soon it was played by white musicians，too，and reached other parts of the USA.African musicIt plays an impor tant part in people’s lives，especially for work，and at festivals and weddings，when people dance all night long.Indian musicIt’s not written down. There is a basic pattern of notes which the musician follows. But a lot of modern music is also written. India also produces films with music，and millions of records are sold every year.Music in the CaribbeanThe slaves who were brought from Africa developed their own kind of music. West Indians make musical instruments out of large oil cans. They hit different parts of the drum with hammers to produce different notes. This type of music has become very famous in Britain and is very good music to dance to.II. Famous musicians:Joseph Haydn(1732-1809)was an Austr ian composer and is known as “the father of the symphony”. Other composers had written symphonies before Haydn，but he changed the symphony into a long piece for a large orchestra.He was born in a village in Austria，the son of a peasant. He had a beautiful singing voice. After studying music in Vienna，Haydn went to work at the court of a prince in eastern Austria，where he became director of music. Having worked there for 30 years，Haydn moved to London，where he was very successful.Wolfgang Amadeus Mozart (1756-1791)was a composer，possibly the greatest musical genius of all time. He only lived 35 years and he composed more than 600 pieces of music.Mozart was born in Salzburg，Austria. His father Leopold was a musician and orchestra conductor. Wolfgang had musical talent from a very early age. He learned to play the harpsichord in a concert for the Empress of Austria.By the time he was 14，Mozart had composed many pieces for the harpsichord，piano and violin，as well as for orchestras. While he was still a teenager，Mozart was already a big star and toured Europe giving concerts. Haydn met Mozart in 1781 and was very impressed with him. “He is the greatest composer the world has known，” he said. The two were friends until Mozart’s death in 1791.Ludwig van Beethoven (1770-1827)was born in Bonn，Germany. He showed musical talent when he was very young，and learned to play the violin and piano from his father，who was a singer. Mozart met Beethoven and was impressed by him. “He will give something wonde rful to the world，” he said. Beethoven met Haydn in 1791，but was not impressed by the older man. After they had known each other for many years，Beethoven said，“He is a good composer，but he has taught me nothing.” However，it was Haydn who encouraged Beethoven to move to Vienna. Beethoven became very popular in the Austrian capital and stayed there for the rest of his life. As he grew older，he began to go deaf. He became completely deaf during the last years of his life，but he continued composing.III. Musical instrument 乐器saxophone electrical equipment pianoguitar fluteV. What are the functions of music ？•Make things more lively and interesting•Make things better for pe ople to understand and enjoy•Express people’s feeling•Make people feel good•Help people forget their pain•Attract people’s attention•help people to remember things wellVI. The introduction of the band The MonkeesThe Monkees were a four-person band who appeared in an American television series of the same name ， which ran on NBC from 1966 to 1968. The Monkees were formed in 1965 in LosAngeles，California and disbanded in 1970. At their peak they were one of the most popular musical acts of their time.Several reunions of the original lineup have taken place. The first reunion lasted from 1986 to 1989，and a second regrouping took place between 1996-1997. The Monkees last worked together for a brief period in 2001.Section 3: Words and expressions from Unit 5 THE BAND THAT WASN’TI. Words for Readingclassicaladj. (of music)put together and arranged(composed) with serious artistic intentions；having an attraction that lasts over a long period of time(as opposed to popular or folk music)(音乐)古典的Bach and Beethoven wrote classical music. the classical music of India/ the classical symphonyrollvt.&vi. 1. to (cause to) move along by turning over and over(使)滚动We rolled the barrels of oil onto the ship. Tears were rolling down her cheeks. 2. to move steadily and smoothly along(as) on wheels(车轮)滚动；转动The train rolled slowly into the station. The waves rolled over the sand. 3. (of a ship)to swing from side to side with the movement of the waves摇摆；摇晃The ship rolled so heavily that we were all sick.4. keep the ball rolling: to keep things active and moving(使事情，工作等)继续进行下去；不松懈5. set the ball rolling: to be the first to do something，hoping that others will follow带动；带头(希望他人跟随)I’ll sing a song first，just to set the ball rolling.folkadj. of，connected with，or being music or any other art that has grown up among working and/or country people as an important part of their way of living and belongs to a particular area，trade，etc.，or that has been made in modern times as a copy of this(音乐；艺术)民间的；民俗的folk music/ folk songs/ Chinese folk art/ give a folk concert/a folk singerjazz n.爵士音乐traditional jazz/ modern jazz/ jazz music/ a jazz bandmusician n.音乐家a fine musiciandreamn. 1. a group of thoughts，images，or feelings experienced during sleep梦2. sth. imaged，。

必修二第五单元music教案

必修二第五单元music教案1.教学目标：1.1知识与技能：学生能听懂并使用表示音乐的词汇;能较准确地描述音乐类型和文化背景;能就音乐审美主张表达个人观点。

1.2过程与方法：采用启发式教学法，引导学生自主思考;采用听、说、读、写、演等多种教学方法进行教学;通过讨论、演示等方式加深学生对音乐的理解。

1.3情感态度价值观：培养学生对音乐的热爱、感受音乐的美感;引导学生客观、理性地审美，培养学生应该有自己的审美观。

2.教学重点难点2.1掌握有关音乐类型和文化背景的表达方法，学会语言交际。

2.2提高学生的跨文化交际能力。

3.教学过程3.1暖身环节引入下文主题，可以与学生分享一首他们喜欢的音乐，介绍歌曲类型、文化背景和演唱者等。

3.2输入环节通过展示视频和图片等方式来主题音乐的类型和背景等（例如摇滚乐、传统音乐、爵士乐等等），学生通过观看背景图和听取音乐鉴别不同的音乐类型。

然后与学生讨论各种类型音乐和文化背景的关系，并竣工讨论。

3.3实践与运用进行一个小组作业，让学生组成3-4人的小组，选择一个音乐类型并作一份10分钟的介绍PPT。

输出点：档次的文件，图片和美术创意等。

这样，学生可以进一步分析和交流有关音乐类型和文化背景方面的细节，培养同伴间的合作与学习对话能力。

3.4综合评价在教学的最后，通过口头交流的方式，让学生跨组交流彼此的发现和体会。

对小组和个人表现进行评价和点评，以便针对学生的不同表现安排合适评分标准（例如，个人发言时间、贡献度、团队沟通交流等）。

4.教学评价4.1教学效果评价：通过测试和小练习考察学生对不同音乐类型和文化背景的理解掌握情况。

4.2教学过程评价：检视和总结教学过程中学生的参与度和互动情况，以提高今后的教学质量和效果。

4.3教学方法与手段评价：评估启发式教学法等多种教学方法和手段的使用情况，以便今后的教学设计和改进。

5.教学反思在这一单元教学过程中，尤其是在小组讨论环节，教师具体指导学生进行互动和讨论，以增加学生的积极性和参与度。

人教版高中英语必修二《Unit 5 Music》优质课公开课课件、教案

人教版高中英语必修二《Unit 5 Music》优质课公开课课件、教案Unit 5 MusicListening and Speaking【教学目标】1. Instruct students to get main facts by listening and motivate them to talk about the topics about music, the types of music, and how the music makes them feel.2. Develop students’ sense of cooperative learning and individual thinking capability.3. Develop students’ different listening skills to solve different listening comprehensive problems.4. Help students to understand how to use the structures “past participle as adverbial”.【教学重难点】Prompt students to talk about the related topics, such as types of music they know, their favourite type of music, how music makes them feel, and how to use past participle as adverbial.【教学过程】Step 1 Lead inThe teacher is advised to talk with their students about music.Boys and girls, before we listen, let’s work in pairs and disc uss what type of music you know.Which type is your favorite? How does it make you feel? Share your ideas with partners.I know Chinese traditional music/classical music/country music/hip-hop/jazz/pop music/Latin music/rap/rock/punk…I like classical music. It makes me feel full of energy and happy.Step 2:PredictionAfter their small talk, the teacher can move on by finishing the following task: See the pictures and give the correct answers.1. What are the people doing in the picture below?2. Match the pictures with the correct types of music.A. Chinese traditionalB. classicalC. country musicD. hip-hop1_______________2_______________3_______________4_______________Step 3: Summary of the main ideaListeningI. Play the radio about The Sound of Music (音乐之声), and let students finish the following tasks.A star has come out to tell me1.___________________ to goBut deep in the dark-green shadowsAre voices that urge me to staySo I pause and I wait and I listenFor one more sound for one more lovely thing2.___________________ might say…The hills are alive with the sound of musicWith songs they have sung 3.__________________The hills fill my heart with the sound of musicMy heart 4.__________________ every song it hearsMy heart wants to beat like the wings of the birds that rise from the lake to the treesMy heart wants to sigh like the chime that flies from a church on a breezeTo laugh like a brook 5.__________________ and falls over stones in its wayTo sing through the night like a lark who is 6._____________I go to the hills when my heart is lonelyI know I will hear what I’ve heard beforeMy heart will 7.______________ the sound of musicAnd I’ll sing once moreII. The reporter paraphrased some of the answers the students gave him. Listen to the interviews again and complete the sentences with the words you hear.1. A: Country music touches my heart.B: So you like music that’s _______of _______?2. A: When I listen to hip-hop, I just have to move!B: So it makes you want to _______?3. A: Classical music makes me feel like I’m sitting beside a quiet stream and enjoying nature.B: So to you, it’s _______ and _______?Learning new wordsList the new words in the lesson, tell students the meaning of these words an d give some examples.News words: classical, energy, soul…Talking projectGuide student s to do speaking practice.I. Talk in pairs. Interview each other about music. Use the picture below for ideas.A: What kind of music do you like?B: I like techno music.A: What makes it so special to you?B: I like to listen to it when l exercise. It gives me energy.II. Work in pairs or groups and role play a conversation.●∙Suppose you are a reporter and interviewing the students who about music.➢∙I like to…➢∙Chinese traditional song/classical music/hip-hop music/country music…➢∙Listen to/play/sing…。

《Music》教学设计

《Music》教学设计一、教材及学情简析本单元以“Music”为主题开展教学，这是同学喜闻乐见的话题，但许多同学对其概念的理解基本上停留在自我认知中，认识较为狭隘。

该阶段的同学已经具备肯定的英语语言基础，本单元的阅读课基于音乐视角，在不同形式的音乐介绍中扩展同学视野，帮助同学了解更多关于音乐的知识，在潜移默化中带领同学走进音乐殿堂，培育同学的审美情趣。

本课内容是将Warming Up、Pre-reading、Reading和Comprehending 整合成一节“阅读课”有效开展教学。

二、教学三维目标1.知识与技能：重点掌控classical、court、genius、harpsichord、impressed、attractive、peasant、successful、symphony、talent、director等单词及dream of、be honest with、play jokes on、or so、break up、by chance、sort out、above all及stick to等短语；在文章朗读中掌控“Have you ever dreamed of being in front of thousands of people at a concert with everyone clapping and enjoying your singing？”等重点句型；帮助同学了解不同形式的音乐。

2.过程与方法：多媒体技术帮助、提问启发引导、合作探究教学。

3.情感、立场与价值观：在阅读教学中培育同学的听说读写技能，在了解人物生平的过程中学习音乐家身上喜爱事业、喜爱生活的精神，培育同学顽强面对困难的意志品质，在教学中培育同学协作学习的技能，在音乐形式的了解中深化认识，提高音乐素养。

三、教学重难点掌控相关词汇短语的基础上帮助同学找到各个文段的重要观点，理解介词+关系代词引导的定语从句，让同学能够运用所学词汇及词组，恰当地对各位音乐家做出评价，能够掌控略读及精读的技能，在关键词和主题句的查找下理清文章整体框架。

高中英语必修二Unit5_Music教案

Unit5 Music （一）[教学目标]：一、知识与技能1、掌握话题语言的运用、就熟悉的音乐话题表达看法；2、了解各种各样的音乐形式，深化对音乐的认识；3、学会从一般文字资料中获取主要信息、思考话题背后的更深层次的内容，学会深入发掘和探讨。

二、过程与方法1、听音乐，感受音乐风格；2、分组讨论、合作练习；3、结合所知，分类整理与归纳。

三、情感态度与价值观1、增添音乐欣赏趣味，提高音乐修养；2、懂得在日常交流中与他人分享各种学习资源、理解并尊重他人；3、培养合作精神和积极乐观的人生态度。

[教学重点]：1、掌握有关音乐的单词、熟练运用课文中所出现的重要词汇与短语2、学习由介词+which/whom引导的定语从句3、进一步熟悉有关建议与偏好的表达方式[教具准备]：多媒体、音乐文件[引入新课]：提出问题；同学们最喜爱的音乐类型是什么？理由？[讲解词]：音乐是我们日常生活中表达喜悦、忧伤、幸福、忧愁等诸多情感的媒介，也是大家十分喜爱的艺术形式，要让大家说出自己喜爱的歌手或者音乐家我相信大家一定可以说出好多来。

今天我想和同学们探讨一下，大家平时喜爱的音乐类型，对这些音乐类型的了解和体会，我也很想听听同学们对这些音乐类型的看法，给大家讲讲为什么喜欢这种音乐类型？（选若干同学们回答）（适当总结学生所讲）同学们对所喜爱的音乐类型理由的阐述也是各有道理，所谓萝卜白菜各有所爱，每个人都有自己独特的个人喜好，对音乐类型的偏好也是如此。

也许某一天你们之中有人会成为音乐家，或者有人会成立乐队，给大家带来好听的音乐作品，丰富大家的精神生活。

[讲授新课]：一、介绍门基乐队[提出问题]：同学们有没有听过门基乐队？门基乐队有哪些作品？[学生讨论]：对门基乐队的了解。

门基乐队是一只美国本土乐队，由四人组成，于二十世纪60年代兴起，最初，乐队成员是应一则电视广告走到一起的。

主要作品有《Waiting For The Sun》、《The Unknown Soldier》、《The Soft Parade》、《Morrison Hotel》[运用教具]：播放门基乐队的《I'm a believer》给学生听，使他们亲耳感受门基乐队的风格特点。

外研版高中英语必修二《Music》优质课公开课课件、教案

外研版高中英语必修二《Music》优质课公开课课件、教案Module 3 MusicI．教学内容分斩本模块以“Music”为话题。

学生通过本模块的学习可以了解古今中外的音乐家，提高他们的音乐欣赏水平，培养他们对音乐的评价和鉴赏能力，从而丰富学生的音乐知识，提高学生的艺术修养。

Introduction部分通过设计的两个活动让学生复习和学习一些常见的乐器的名称，激发学生学习本模块的兴趣。

Reading and Vocabulary该部分向同学们介绍了音乐家海顿、莫扎特和贝多芬以及他们的伟大成就。

让同学们在阅读的过程中了解音乐家的奋斗历程，树立正确的人生观和价值观。

通过相关的活动，训练学生的综合语言能力。

Grammar 1学习并巩固时间状语从句。

Writing要求学生阅读一封外国朋友的电子邮件，并根据问题写一封回信。

Function通过回答问题和完成句子让学生懂得如何表达喜好和厌恶，从而初步培养学生的鉴赏能力。

Listening and Vocabulary首先通过听力活动帮助学生了解和学习有关英国乐队The Beatles的背景知识，接着让学生学习新的词汇。

在训练学生听力的同时考查学生的理解能力。

Grammar 2复习过去完成时态。

通过练习帮助学生巩固过去完成时态的基本用法。

Pronunciation学会如何在日常交际中使用升调和降调。

Everyday English要求学生掌握表达喜好的一些用语和有关音乐的日常用语。

Cultural Corner学习一篇有关著名作曲家叶小刚的文章，了解他的音乐经历和音乐成就，增强学生的民族自豪感。

Task训练学生仿写一篇介绍著名音乐家生平和作品的文章。

Module File对整个模块的学习内容进行归纳总结，有助于学生对所学知识进行复习和巩固。

II．教学重点和难点1．教学重点(1)本模块的生词和短语。

(2)弄清楚时间状语从句和过去完成时态的用法。

(3)谈论有关音乐的话题。

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Unit5 Music
一,教材内容分析
人教版必修二第五单元的话题是Music.介绍了各种类别的音乐和门基乐队的形成。

本单元中的”The band that wasn’t”是本课中的精读文章。

文章先通过四个问题引起读者对话题的关注与思考；第二段介绍普通乐队形成的通常过程；第三、四段则描述了门基乐队（The Monkees）由电视节目里的“假”乐队发展为真乐队的特殊历程。

本文学习的关键点在于通过门基乐队与众不同的由“假”变“真”的经历，引导学生了解乐队的成名过程，并领悟乐队成功的要素。

教学目标
二、教学目标
1、语言知识目标
（1）了解有关音乐的词汇；
（2）初步学习并掌握课文当中的重点单词和词汇；
2、语言技能目标
（1）围绕这一课题，使学生掌握快速阅读，详细阅读的技巧，能够寻找主题句或归纳
总结每段的大意；训练他们捕捉信息，理解信息并整理信息的能力；
（2）能够运用有关于音乐的简单词汇和语句来表达有关音乐话题的相关内容；
3、情感态度与文化意识目标
（1）了解各种音乐形式及相关的背景知识，深化对音乐知识的认识，提高音乐欣赏力；（2）通过了解门基乐队的发展史，引导学生用辨证和理智的态度看待明星，树立正确
的人生观和价值观。

三、教学重点和难点
（1）教学重点：
① 帮助学生总结归纳段落大意（快速浏览）
② 分析整理课文中的细节阅读（详细阅读）
（2）教学难点：
推理并理解题目的含义
四、教学方法
任务型教学法；多媒体辅助教学法；
启发式教学法；活动法
五，教学过程
Step1 warming-up
环节设计：1.给学生展示国内外的一些流行歌手的图片
2.播放各种类型音乐的音频并让学生匹配
3.让学生小组讨论喜欢什么类型的音乐？并说出为什么喜欢听音乐？
意图说明：采用视听结合的方法，用音乐家们的图片和一些不同类型的音乐片段作为
导入，极大地激发了学生的兴趣，吸引了他们的注意力，使学生从听觉上感受音乐的
美妙让学生了解音乐的分类及背景知识引出文章主题。

既有助于学生初步理解和掌握词汇，扫除阅读障碍，又能激发学习的热情与兴趣，培养合作学习的能力
Step2 pre-reading
环节设计：帮助老师解决问题，向老师推荐一些著名的乐队和他们成名的歌曲。

并展示门基乐队的图片。

意图说明：引出今天要讲述的乐队The Monkees, 为学生全面的的课堂课堂参与作了有力铺垫。

Step3 While-reading
Task1 fast reading
环节设计：连线每个自然段的主题
设计意图：要求学生通过快速的略读，找出每段大意，提醒学生注意段落大意中的一些关键词，以便更迅速的找到答案，同时还提醒学生在写作中注意运用主题句构思作文写作的方法。

Task2 Detailed Reading
1.环节设计：阅读第一二自然段，并回答以下问题。

1.How do bands that are formed by high school students earn some extra money?并给出关键词让同学们回答普通乐队的形成。

设计意图：此类题型是细节题，是高考阅读题里面比较喜欢出的一类，提醒学生先从题目中找出关键词，根据关键词定位信息出现在文章中的什么地方，旨在训练学生快速捕捉信息的能力。

2.设计环节：在理解完前两段细节后，老师可以带着学生把大部分乐队的发展再回顾一遍，接着便可以提出问题：门基乐队的发展是否也和大部分乐队一样呢？如果不一样，他们又是怎么发展起来的呢？进而自然过渡到三四段的阅读中。

回答门基乐队是怎么姓陈的？
3.设计环节：在理解完三四段，了解了门基乐队的发展史后，再让学生把前两段的内容和三四段的内容进行对比，试图让学生找出门基乐队和其它乐队的不同。

（比较阅读）
设计意图：这一环节要求学生查读文章第三，四自然段，通过图表填空来了解和掌握一般的乐队组建的过程和The Monkees 乐队的成功历程，引领学生从整体上把握文本主要信息，达到巩固理解的目的。

4.设计环节：讨论门基乐队成功的原因。

理解标题的含义，并把大问题分解成两个小问题去探索。

先抛出一个大问题What does the title mean?这个问题对于学生有难度，拆分成两个小问题What does a real band do?What about the Monkees？设计意图：在理解了真正乐队所具备的条件后，再回过头来剖析文章的标题，让学生从语法上先分析，再从含义上分析，并说出理由。

Step 4Post-reading（group-work）
设计环节：讨论如果你想成功你应该怎么办？
设计意图：虽然门基乐队在最开始的时候不是个真正的乐队，但他们经过了自身的努力，依然成为了一支成功的乐队。

读后思考：门基乐队的成功因素是什么？进而引导学生思考，如果我们想要成功，实现梦想，我们该怎么办？（从门基乐队的成功，你能学到什么？）
Step 5 H ome work
画一张关于门基乐队的思维导图。