高中英语人教版(2022)必修第二册Unit5Music单元教案案(含答案)

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Music全单元教案(新人教版高中英语必修2unit5)

Music全单元教案(新人教版高中英语必修2unit5)

Unit 5 Music全单元教案(新人教版高中英语必修 2 unit 5)Period 1 (reading)Teaching aims:Students will be able to:Sum up the main idea of each paragraph.Understand the details about the passage.Procedures:Step 1 Warming-upBefore the class begins, let the Ss enjoy “I’m a believer” played by “The Beatles”.Let the Ss enjoy some different kinds of music on the tape and ask them to match the music with the right picture.Step 2 Pre-readingTalk about the famous bands in the world. (P33 Pre-reading)Ask the Ss: Have you heard about any of the famous bands in the world? List some if you have.Then the teacher will show the Ss some pictures of some famous bands like “The Beatles”, “Backstreet Boys”, “West Life” and “Zero O’clock” on the screen and ask the Ss to name the bands and tell the teacher where they come from. Ask the Ss: Which one do you like best? Why?Ask the Ss: Dou you know anything about “The Monkees”?Then the teacher will show the Ss two pictures of “The Monkees” and say: If you want to know more about “The Monkees”, please turn to Page33 and let’s come to Reading “The Band That Wasn’t”.Step 3 While-readingFirst reading: read the passage again then answer the following questions: Why do most musicians like to be in a band with others?Which two musical bands are mentioned in the passage?How do some bands formed by high school students earn extra money?When did the “Monkees” break up and when did it reunite??Second reading: get the main idea of each paragraph. (Finish P35, Ex 2)Step 4 Post-readingGive the Ss the following adjectives “popular, lively, funny, foolish, attractive, brave, crazy, noisy, classical, rich, honest, famous” and ask them to choose the ones that they think best describe “The Monkees” and give their reasons.(Finish P35 Ex 3)(The teacher will first ask the Ss to discuss in pairs and encourage the Ss to express their opinions. There is no definite answer.)Step 5 DiscussionDiscuss the following topics in groups of four.What can we learn from “The Monkees”?If you are to form your own band, what will you do?(After discussion, ask the Ss to express their own opinion.)Step 6 SummaryToday we have enjoyed some beautiful music and learn something about some famous bands. Remember:Success lies in hard work.Step 7 HomeworkRetell the text.Collect some information about your favorite music.Period2(vocabulary & grammar)Teaching aims:Students will be able to:Use the important words and expressions from warming up and readingUse the attributive clause led by “prep. + which / whom ”.Procedures:Step1 Vocabulary study:Discover useful words and expressionsTurn to page 35 and do exercises No. 1, 2 and 3 first. Check your answers with your classmates’. (Finish P36 Ex 3)Step 2 Grammar studyUnderline five sentences in the reading passage that contain “prep.+ which/ whom”attributive clauses.Discover the structure “prep.+which/ whom” by sorting out the messages Complete the passage using attributive clauses(Finish P37 Ex 3)Play a game of definitions. P37 Ex 4.Period 3(Listening, reading and talking)Teaching aims:Students will be able to:make suggestionstalk about preferenceProcedures:Step 1 Listening & WritingPreparation for listening to “Freddy, the frog”Read the directions and the statements. Make sure the students know what they mean and what they are asked to do.Turn to page 38 and read these sentences before listening to the tape. Then listen to the tape and decide true or false.Step 2 ReadingRead more about Freddy’s life and summarize the main idea of the story in one sentence. (A possible version: this is a story about a band that became famous and did not like it.)Underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Collocations from F reddy’s life:become 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 su it, 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 bagsStep 3 DiscussionIn small groups imagine you are Freddy and his group and you are back at the lake. Discuss the advantages and disadvantages of being famous. Ask them make a list of their ideasAsk some groups to act their conversations.Step 4 HomeworkDevelop your ideas into a short passage.Period 4(speaking & writing)Teaching aims:Students will be able to:write a letter for advicetalk about music: forming a bandmake suggestions and talk about preference properlyProcedure:Step 1 Speaking (Group work)BrainstormDo you know what a band is? What is your favorite band? How many people is a band usually formed? …speakingYou and your friends want to start your own band. However,, you have never played in a band before. Talk with your friends about the band you are going to start. What things do you have to consider? What problems do you have?Activity and performanceImagine that you have a chance to form a band. How to form a band? According to the following information discuss in your group.What is name of your band?Who will play what instruments and who will sing?What kind of band you will be?Choose an English song for your “band” to perform.Step 2 WritingYou and your friends want to start your own band. However, you have never played in a 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 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.Writing tips:In groups discuss some questions you would like to ask Freddy.Make a list of them and choose the best questions.Share your ideas with another pair; discuss all questions and then decide which ones you want to ask Freddy.Use each question to start a new paragraph.Write your question first; then add extra information to show Freddy why you need help.Finish the letter politely and thank Freddy for his help.Reading Freddy’s replyLet’s read Freddy’s reply and answer the questions:--- How was Freddy’s ba nd formed?--- What advice does Freddy give?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.Step 3 HomeworkWrite 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. Finish off the summing up in Student’s Book.。

高中英语 Unit 5(Music)教案6 新人教版必修2 教案

高中英语 Unit 5(Music)教案6 新人教版必修2 教案

Unit 5 Music Grammar and Useful StructuresAimsTo help students learn about the Attributive Clause with a preposition in front.To help students discover and learn to use some useful words and expressions.To help students discover and learn to use some useful structures.ProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 35 and do exercises No. 1, 2 and 3 first. Check your answers against your classmates’.II. Learning about grammar1.Reading and thinkingTurn to page 34 and read with me the text of THE BAND THAT WASN’t. As you read on, pay attention to The Attributive Clause (in/ for/ with/ by+which/ whom), that is, the attributive clauses with a preposition ahead of the relative pronoun shown in the sentences.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.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 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.6. The dragonfly is an insect that we know very little of.Are these correct or appropriate? If they are, put a√. If they are not, give a reason, correctthem 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 inan 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 theweapons 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.。

人教版高中英语必修2《Unit5Music》教案

人教版高中英语必修2《Unit5Music》教案

人教版高中英语必修2《Unit5Music》教案人教版高中英语必修2《Unit 5 Music》教案【一】教学准备教学目标1.知识目标: 1)Students should learn some useful words and phrases: musician, clap, passer-by, form, extra, earn, advertisement, 2 attractive, instrument, loosely, actor dream of, be honest with, play jokes on, or so, break up. 3)Students should understand the general idea of the passage2.语言能力目标:1)Develop the Ss’skills of skimming, scanning and careful reading. 2) Train the Ss to find the key words and the topic sentences. 3)Encourage the Ssto guess the new words according the reading.3.情感态度与文化意识目标:1)Encourage the Ss to share the different kinds of music. 2)Improve the cooperation and share among the students.教学重难点1、教学重点:a.To understudend the passage better b.To find the main idea of each paragraph2、教学难点:a.Master the reading ability b.Develop the skills of reading教学过程教学设计本节课共45分钟,具体教学步骤如下:Step I Leading-in播放一段小视频,内容为歌曲 If you are happy的英文版本,通过介绍演唱乐队twins引出本单元话题。

高中英语必修二Unit5_Music教案

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。

高中英语Unit 5 Music全单元教案 新人教版必修2 教案

高中英语Unit 5 Music全单元教案 新人教版必修2 教案

Unit 5 MusicPart One: Teaching Design (第一部分:教学设计)Period 1: A sample lesson plan for reading(THE BAND THAT WASN’T)Aims◆To learn to talk about kinds of music◆To learn to read about bands◆To study The Attributive Clause (in/ for/ with/ by +which/ whom)◆To learn to write an e-mailProceduresI. Warming upWarming up by describingGood morning, class. Today we are going to talk about an interesting topic --- music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music? Can you tell about different kinds of music? Now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.Warming up by discussingHi, everyone. Do you like music? How much do you know about music? Can you tell about the different kinds of music? Please turn to page 33. Look at the pictures. Let’s listen to some music. Let’s see if you can guess which music matches with which picture.Classical music Country music Rock ‘n’ RollRap Orchestra Folk musicYes, you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let’s discuss these questions in small groups. Try to share your opinions with one another.II. Pre-reading1.Thinking and sayingHave you heard about any of the famous bands in the world? List some if you can.For reference: I’ve heard about “The Beatles”, “Back Street Boys”, “TheEagles”, “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 liketheir 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 reference:“The Monkees” is a band that was first popular in the 1960s inAmerica. Unlike most bands of the time, the Monkees were not formed by its membersbut rather by TV producers. They were a fictional band in the TV show of the samename. The band was composed of Mike Nesmith, Mickey Dolenz, Davy Jones, and PeterTork. All the members 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 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.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’smusic, 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 anadvertisement in a newspaper, look for rock musicians, pretend to do sth., theattractive performances, be copied by…, support them fiercely, become more seriousabout…, 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?Members High school studentsReasons They like to write and play music.Places They practice their music in someone’s home.Forms They may play to passers-by in the street or subway.Results They can earn some extra money. They may also have a chance to dreamof becoming famous.How was The Monkees formed and became a real band?The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, MikeNesmith & Davy Jonesbeginning of the band It began as a TV show.style of theperformanceThey played jokes on each other as well as played music.first music and jokes Most of them were based loosely on the band called “TheBeatles”.development of the band They became more serious about their work and started toplay their own instruments and write their own songs likea real band. They produced their own records and startedtouring and playing 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 wasa celebration 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 organizers were right to call “The Monkees” a band when they did not sing or write their own songs? Why?For reference:I don’t think the TV organizers were right to call “The Monkees”a band when they did not sing or write their own songs because singing and writingits 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 ofmusic. 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 advertisementin a newspaper, use actors for the other members of the band, pretend to sing Period 2: A sample lesson plan for Learning about Language(The Attributive Clause (in/ for/ with/ by+which/ whom).AimsTo help students learn about the Attributive Clause with a preposition in front.To help students discover and learn to use some useful words and expressions.To help students discover and learn to use some useful structures.ProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 35 and do exercises No. 1, 2 and 3 first. Check your answers against your classmates’. II. Learning about grammar1.Reading and thinkingTurn to page 34 and read with me the text of THE BAND THAT WASN’t. As you read on, pay attention to The Attributive Clause (in/ for/ with/ by+which/ whom), that is, the attributive clauses with a preposition ahead of the relative pronoun shown in the sentences.For reference: The musicians of whom the band was formed played jokes on each otheras well as played music. However, after a year or so in which they became more seriousabout their work, “The Monkees” started to play their own instruments and writetheir 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.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 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: A sample lesson plan for Using LanguageAimsTo 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 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 Freddy’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.3. 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 ’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.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 a differentway. It started as a TV show, with musicians playedjokes on each other as well as played music, basedloosely on the band called The Beatles. As time wenton, their attractive performances gained fiercelysupport from their fans. With their own particularstyle of performing their band at last became verypopular in the USA.Topic sentence of 1stparagraphHave you ever wanted to be a famous singer ormusician?Topic sentence of 2ndparagraphMost musicians meet and form a band because they liketo play music.Topic sentence of 3rdparagraphHowever, there was one band that started in adifferent way.Top sentence of 4th paragraph Their attractive performances were copied by othergroups and their fans supported them fiercely.II. A tree diagramDreaming ofbeing a famousmusician orIII. 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 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 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 Austrian 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, wherehe 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 comp oser 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•Make people feel good•Help people forget their pain•Attract people’s attention•help people to remembe r 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.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, not real, but believed in or greatly and hopefully desired理想;梦想v.梦见;梦想dream of/about (doing) sth./ dream a dreamclapvi.鼓掌Clap one’s hand in time to the music/ clap sb. on sth./ clap sb. on the back/clap eyes on sb.be honest with = be frank with/ to tell you the truthformvt.&n.(使)组成;形成form some ideas or opinion about sth./ form a nation/ form a line/ form good habits/ in the form of/ in form/ fill in the form/ take the form ofpasser-by n. 过路人;行人passers-by/ ask the passer-byearnvt. 1.to get (money) by working赚;挣(钱)He earns $10000 a year(by writing stories).2.to get(sth.that one deserves)because of one’s qualities博得;赢得He earned the title of “The Great”by his victories in the war. earn money/ earn one’s living / earn sb. successloosely adv.宽松的;松散的loosely speaking/ loosely translatedadvertisementn. also ad--a notice of sth. for sale, service offered, job position to be filled, room to let, etc., as in a newspaper, painted on a wall, or made as a film广告the advertisement page/ advertisement for sb./sth./ put an advertisementactor n. 男演员;行动者actor and actress/ an excellent actorattractiveadj. having the power to attract有吸引力的The idea is very attractive. sound attractive/ at attractive pricefann. 1.扇子turn the fan on 2. a very keen follower or supporter, as of a sport, performing art, or famous person迷;狂热者fan clubinstrumentn.工具;器械;乐器play an instrument/ the instruments of the orchestra/ a ship’s instruments II. Words for Learning about Languagehitn.(演出等)成功;打击a direct hit on an enemy ship/ a final score of two hits and six misses/ a hit with everyone/ His film is quite a hit/ They sang their latest hit./ make a hitsortn.& vt.种类;类别;分类;整理the sort of person I really dislike/ What sort of paint are you using?/ sort sth. out (into) sth./ sort through sth.III. Words for Using Languageafterwardsadv. later; after that以后;后来Let’s go to the theatre first and eat afterwards.performvt.& vi. 1. to do; carry out(a piece of work)实行;做The doctor performed the operation. 2. to。

2021-2022高中英语Unit5Music5.2学案含解析新人教版必修2

2021-2022高中英语Unit5Music5.2学案含解析新人教版必修2

Unit 5 MusicPeriod 2文本研读课学习目标1.理解并熟练掌握下列重点句型和结构的用法,从阅读中了解不同种类的音乐形式,增添音乐欣赏趣味,提高音乐修养,正确认识音乐的作用。

(1)hope to do... (2)in which... (3)be+adj.+enough to do...2.全面培养学生的阅读能力,重点培养概括段落大意和理解文章主旨大意的能力。

3.通过本单元的学习,让学生在英语学习中加入音乐元素,在陶冶情操、开启心智的同时,培养语感和节奏感。

自主预习Appreciate the English song sung by Beyond.Discuss some questions in groups.Try to share your opinions with others.思考导引After enjoying the English song,do you want to know something in detail about our topic—music and band?课堂探究➡Step 1 Reading1.SkimmingA.Read the text quickly and give the answers to this question:Which band does the passage mainly talk about?B.Read the text quickly again,and list how the author organized the passage.Para.1:Para.2:Para.3:Para.4:2.ScanningA.Read the text carefully to join the correct parts of the sentences together.1.They produce a new record in 19962.Most musicians get together and3.They put an advertisement in the newspaper looking for four rock musicians,4.The first TV show5.However,the band broke up about 1970,a.but only one person was accepted.b.but reunited in the mid-1980s.c.form a band because they like to write and play music.d.to celebrate their time as a band.e.was a big hit.B.True or false.①If you sing karaoke,it will be easier for you to be rich and famous.( )②Many musicians form a band because of their common interest in music.()③Playing music to passers-by in the street is the first step to fame.( )④When performers make records and sell millions of copies,they are successful.( )⑤The Monkees became even more popular than the Beatles.()C.Reading and transferring information.Table 1:How do people get to form a band?Members ①Reasons ②Places ③Forms ④Results ⑤Table 2:How was the Monkees formed and became a real band?beginning of theband①It began as a .style of the performance ②They each other as well as played music.first performance ③Most of them were based loosely on the bandfeature(特色) called .development of the band ④They became more serious about their work and started to play their and write their like a real band.changes of the band⑤The band about 1970,but reunited in themid-1980s.They produced a in 1996.➡Step 2 Cracking the hard pointsUnderline the sentences below in your text and observe them carefully.Try to understand the structures and meaning of the sentences according to the context.1.Of course they hope to make records in a studio and sell millions of copies to become millionaires!2.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.➡Step 3ConsolidationFinish the following passage according to the text and try to retell the storyThe MonkeesThere was one band that started in ①.It began as ②.The musicians③ each other as well as played music.Their music and jokes were based on④.Their ⑤performances were copied by other groups and their fans ⑥them fiercely.Each week the group would play a song or two ⑦ other musicians.A year later,they became ⑧ about their wor k.They started to play their own ⑨and write their own songs ⑩.They became even more than the Beatles.However,the band about 1970,but in the mid-1980s.➡Step 4Post-readingDiscuss:which kind of music do you like most?Please give your reasons.Please discuss the question in groups of four.Every group must list your answers.课后提升1.To be honest,a lot of people attach great importance to becoming rich and famous.to be honest 实话说;说实在的【翻译句子】(1)说实话,我认为我们没有获胜的可能。

Unit5Music教案-高一英语人教版必修第二册

Unit5Music教案-高一英语人教版必修第二册

Unit 5 MusicReading and Thinking 教学设计1、能根据上下文和构词法推断理解生词的含义2、能理解各句子之间的逻辑关系3、能找出文章的主题,理解文章内容4、能根据不同的阅读目的运用简单的阅读策略获取信息This lesson is selected from the Reading section of Music, Unit 5, Compulsory High School English, Human Education Edition. The central topic of this lesson is music, music genres, and bands. The author first introduces the formation of a band and then describes the band's unusual growth from a fake band to a real one. Through the study of this article, students will understand the charm of band music and the process of fame, and summarize the factors of success of the band. In the teaching process, the teacher should let the students summarize the development of the band and the differences between it and other bands, guide the students to discuss the elements of the success of the band, and further guide the students to think about how to use its success in their own study and daily life.High students' English learning is still in the high cohesion in the early stage, influenced by the interest in learning.The content of this article is very strange and the band is an old band involved in the last century . For students it’s too far away for a long time.They are unfamiliar with it. So, at the time of import you should choose red band to stimulate students' enthusiasm. Then arouse the learning interest of this lesson content.Unit 5 Music--The virtual choir Reading and Thinking 教学设计To learn about experiencing music online.To scan and circle the information in the text.To find the numbers and dates to fill in the timeline.To learn more about music by completing the sentences with the correct forms of thephrases.Andphrases.And then make a mind map about the outline of the passage.To know the music about different choirs and improve the quality of music.1.To guide students to pay attention to reading strategies,such as prediction,self-questioning and scanning.2.To help students sort out the main meaning of each paragraph and understand the narrative characteristics of "timeline”in illustrative style.3.To lead students to understand the changes that have been caused by the Internet.Cooperative learning1.Search the Internet to get more information about the virtual choir.2.Write a summary about the music refer to the virtual choir.Unit 5 Music-The virtual choirReading and ThinkingThe main idea:paragraph1:the definition (what)--definition and significance paragraph2:the founder(who)--Eric Whit acre paragraph3:the creation(how) paragraph4:the developmentparagraph5:the influence(what)--a wonderful way and a better placeBook 2 Unit 5 MusicDiscover useful structures 教学设计《英语课程标准》对于语法的要求:高中阶段英语语法知识的学习是义务教育阶段语法学习的延伸和继续,应在更加丰富的语境中通过各种英语学习和实践活动进一步巩固和恰当运用义务教育阶段所学的语法知识,学会在语境中理解和运用新的语法知识,进一步发展英语语法意识。

人教版高中英语必修第二册 《Unit 5 Music》教案

人教版高中英语必修第二册 《Unit 5 Music》教案

人教版高中英语必修第二册 《Unit 5 Music》教案一、教学目标1.知识目标o学生能够掌握与音乐相关的重点词汇和短语,如 “classical, folk, jazz, band, perform” 等。

o学生能够理解并运用描述音乐类型、音乐家和音乐表演的句型。

2.技能目标o学生能够听懂有关音乐话题的对话和短文,获取关键信息。

o学生能够阅读并理解关于音乐的文章,分析作者观点和态度。

o学生能够用英语谈论自己喜欢的音乐和音乐家,并简单介绍音乐对生活的影响。

o学生能够写一篇关于音乐的短文,表达个人对音乐的感受和理解。

3.情感目标o培养学生对音乐的欣赏和热爱,丰富学生的精神世界。

o激发学生通过音乐表达情感和展示个性的意识。

二、教学重难点1.教学重点o重点词汇和短语的掌握及运用。

o对课文中关于音乐知识和情感表达的理解。

o培养学生用英语表达对音乐的喜好和见解的能力。

2.教学难点o如何帮助学生准确运用丰富的词汇和句型描述音乐。

o引导学生深入理解音乐的内涵和价值。

三、教学方法1.视听教学法:通过播放音乐、视频等让学生直观感受音乐的魅力。

2.讨论交流法:组织学生讨论音乐相关话题,促进学生思维碰撞和语言表达。

3.情景创设法:创设音乐场景,让学生在情境中学习和运用语言。

四、教学过程(一)导入(5 分钟)1.播放一段不同类型的音乐片段,如古典音乐、流行音乐、摇滚音乐等。

2.提问学生:What kinds of music do you hear? How do they make you feel?(二)词汇教学(10 分钟)1.展示本单元的重点词汇和短语,结合音乐实例进行讲解。

2.开展词汇游戏,如音乐词汇猜猜猜,加强学生对词汇的记忆和理解。

(三)阅读前准备(5 分钟)1.让学生观察课文标题和图片,预测文章内容。

2.提出一些引导性问题,如:What do you think thepassage will be about music?(四)课文阅读(15 分钟)1.学生快速阅读课文,概括文章的主要内容。

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B2U5 Music---单元目标与要求
语法:过去分词作表语和状语
一、过去分词作表语
1.过去分词可放在系动词be, get, feel, look, sound, taste, smell, remain, seem,become等之后作表语, 表示主语所处的状态。

1). He seemed quite ______________(delight) at the news.
2). The door remained ____________(lock) when we arrived.
2. 过去分词作表语多表示人自身的感觉、感受或事物自身的状态;现在分词作表语则多表示事物具有的特征,常译作“令人...的”。

常用的这类词有:exciting/excited; astonishing/astonished delighting/delighted moving/moved disappointing/disappointed encouraging/encouraged frightening/frightened interesting/interested
3). The story they heard over the radio was very _____________(move).
4). They were _____________ to hear the _______________ sound.(frighten)
3. 过去分词作表语和被动语态的区别
“be+过去分词”表状态时,是系表结构,此时过去分词通常已形容词化;表动作时,是被动语态,且绝大多数被动结构中的动作执行者由介词by引出。

5). 这本书写得好。

______________________________________________________________
6). 这本书是鲁迅写的。

__________________________________________________________
二、过去分词(短语)作状语
1. 主从句主语一致,可以省略状语从句中的主语,省略的主语和动词主动关系用doing,被动关系则用done。

7). ___________(tell) that his mother was badly ill, Li Ping hurried home quickly.
8). ___________(ask) why he was late, he cried.
9). _____________(offer) some advice, Tom doesn’t worry about his performance any longer.
10). Clearly and thoughtfully _____________(write), the book is popular among the students.
11). Though ____________(raise) in a poor family, he never lost his dream of becoming a football star.
12). ________________(look) out of the window, I saw some students playing there.
2.方式或伴随状语:此时过去分词(短语)相当于由and引导的并列结构。

13). The president entered the hall, ________________________________________(在一群领导的陪同下).
14). He stood still, _____________________________(对这个消息感到很震惊).
15). _______________________(完全毁掉了), the house is now in ruins.
3. 注意:a. 有些过去分词(短语)来源于系表结构,作状语时不强调被动而重在描述主语的状态。

这样的过去分词(短语)常见的有:lost, seated; hidden; lost/absorbed in; dressed in; tired of...
16). _________________________(陷入沉思), he almost knocked into a tree.
17). _________________________(穿着一套白色的制服), he looks more like a cook than a doctor.
b. 过去分词常跟when, while, after, if, unless, although/though, as if等连词(词组)一起用。

18). ___________________(尽管受伤了), the brave soldiers continued to fight to search for the trapped in the ruins.
19). ____________________(如果被录用accept), you’ll receive an email.
20). Mental expand ________________________(当加热的时候).
参考答案:
1). delighted 2). locked 3). moving 4). frightened; frightening 5). The book is well written.
6). The book was written by LU Xun. 7). Told 8). Asked 9). Offered 10). written 11). raised 12). Looking 13). accompanied by a group of leaders 14). shocked at the news 15). Completely destroyed 16). Lost in thought 17). Dressed in a white uniform 18). Though wounded 19). If accepted 20). When heated。

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