必修2第五单元MUSIC阅读课
高中英语人教版必修二Unit5 Music reading and thinking 教案
Unit5 Music教学重难点Key points :1.To understand the basic knowledge of Virtual Choir, including its background and itscomposer, as well as some information about its composer.2.To express their own views correctly and appropriately.3.Can retell the story with the help of the outline.Difficult points:1.To understand the 1st paragraph well.2.To express their own opinion.教学过程与设计意图教师活动学生活动设计意图Step1 Warming up1.Enjoy 2 videos and try to tell their differences.2.Check the new words in this article.Ss listen and think carefullySweep away the wordobstacles. 过视频引导，激发学生兴趣。
为是新文章，所以在学习课文前，给学生扫清个别单词障碍，帮助学生理解课文。
Step 2 Presentation Task 1 Scan and MatchPara1. B. some knowledge of virtual choirPara2-3. C. brief introduction of its composerPara4 A. Virtual choir’s influence.1.Read paragraph 1Try to finish the mind mapQ1: What is virtual choir?Q2: Who can take part in the virtual choir?2.Read para 2-3 to find out more information aboutvirtual choirQ1: Who is virtual choir’s creat or? Students try to learn thestructure of the article.Ss read and to get some basicinformation.Ss give a definition of virtualchoir.ss: Anyone can take part inthe virtual choir fromanywhereSs: Eric Whitacre.学生大体了解文章结构。
高中英语必修二《Unit5Music》全英文说课稿
高中英语必修二《Unit5Music》全英文说课稿《Unit 5 Music》说课稿Good morning, professors, it’s my great pleasure to be here sharing my lessons with you. The content of the lesson is Senior English for China Student’s Book 2 Unit 5 Music. I’ll begin the lesson from the following five parts, the teaching material, the teaching methods, the studying methods, the teaching procedure and blackboard design. First, let me talk about the teaching material.Firstly，let me introduce the teaching material. This unit is to introduce to us different types of band. The reading passage is the center of this unit. It is made up of 4 paragraphs, that is, many people want to be famous as singers or musicians, form a band, Monkees began as a TV show and they became even more popular than the Beatles. The text is the most important teaching material in this lesson, which extends the main topic “music” and contains most of the vocabulary and grammar points that students should learn in this unit.Secondly, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading, and writing, they still need many opportunities to practice what they have learned, to express their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning abilityThirdly, I’d like to talk about teaching aims and demands1 Knowledge aims:（1）to help students to understand and master the words, phrases and sentence patterns.（2）to know some basic information about music2 Ability aims:(1) To improve the students’ organizing and using skills of English as thesecond language(2) To understand the main idea, to scan for the needed information and tograsp the details3 Emotional aims:(1) Help students understand different type of music and how to form aband(2) Develop students’ sense of cooperative learningFourthly, teaching key points is1. To help the students get a general idea of the whole passage, and some detailed information and language points as well.2. To understand how Monkees formed, developed and succeed.Teaching difficult points is1. The students use their own words to express their own ideas.2. the prep+ whom/which attribute clauseAcc ording to the analysis above, I’ll try to use the following theories to make students the real master of the class while the teacher myself the director.a. Communicative Language TeachingLa nguage is used for communication. It’s learner-centered and emphasizes communication and real-life situations.b. Task-based Language TeachingA task resembles activities which our students or otherpeople carry out in everyday life, Learners should be given opportunities to reflect on what they have learned and how well they are doing.c. Computer Assisted Language TeachingLanguage learning needs a context, which can help the learners to understand the language and then can product comprehensible output, so computer has the advantages to make the materials attractive.Part 3 Learning MethodsTask-based, self-dependent and cooperative learningPart 4 Teaching ProcedureStep One Lead-in“Interest is the best teacher.” Therefore, at the very beginning of the class, I should spark the students’ mind to focus on the centre topic “the band”. I’ll play some different type of music to attract their attention and then bring some questions.Question:What kind of music they like?Which band they know best?The answers must relate to band. After this, the students will be eager to know something about band and this is the very time to naturally lead the class into Step 2 Step 2 Reading for information: skimming and scanningIn this step, I use Task-based Language Teaching method, which can give students a clear and specific purpose while skimming and scanning the context.Task 1 General ideaThe students will be asked to just glance at the title and the pictures of the passage, and then guess what they will read in thetext. And they’ll be divided into groups of four to have a discussion.The purpose is to inspire the students to read actively, not passively. In addition, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their thoughts in English and cooperate with each other.Task 2 Main idea of each paragraphCooperative learning can raise the students’ interest and create an atmosphere of achievement. Based on this theory, I divide the whole class into 4 groups to skim the whole text and get the main idea of each paragraph.Step 3 Reading for comprehensionThe purpose of reading is to get the correct and useful information. Students should not only have a high speed of reading but also have a correct understanding of details. Therefore the following practices on Page 35 can help check the situation.Step 4 Solving difficult language problems through reading It’s important for language learners to learn important rules of grammar and use these rules to solve problems in reality. In the previous process of reading, thestudents must come across some difficult language obstacles, so it’s necessary for us to discuss and explain. This period of time belongs to students. They can ask any questions they come across in the process of learning. I’ll explain the questions and difficulties. The purpose of this is improving the students “questioning spirit” and dealing with the difficulties.Step 5 ConsolidationLanguage is learnt by communicating. It is my job to createan atmosphere for students to use the language. Here I design 2 activities1 Reading for comprehensionI’ll ask 4 students to read each paragraph, and then do the exercise following the text. I think it’s a good way to review what they have learned.2 DiscussionDuring making discussion, the students will deepen their understanding of the main idea of the passage.a. Why Monkees can be successful? Give reasons.b. What’s the most important thing for a successful band? Why?Step 6 HomeworkAsk the students to write down sth about their favorite singers, band or music and list the reasons.The assignment enables the students to search various information resources, which can widen their view and continue to inspire their enthusiasm of learning.Part 5 Blackboard designUnit 4 MusicPassage The Band That Wasn’tTopic Sentences:1. Many people want to be famous as singers or musician2. Form a band3. Began as a TV4. They became even more famous than the BeatlesDiscussion:a. Why Monkees can be successful? Give reasons.b. What’s the most important thing for a successful band? Why?In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.In this text, the design is not easy to write. I write the topic sentences on the blackboard, in order to tell the students that this is of the importance in this class. I want to make the design inductive, instructive and artistic.。
人教新课标高中英语必修2Unit5MusicReading教学设计.docx
人教新课标高中英语必修2 Unit5 Music Reading教学设计蒙城县第一中学周汝照【中图分类号1G615.36 【文章标识码】D 【文章编号】1326-3587 (2012) 09-0054-03一、教材分析1.木单元的中心话题是“音乐”和“音乐类型”，内容分三个文段展开，涉及门基乐队，弗雷迪和他的乐队等子话题，而其中主体内容是围绕着门基乐队的形成和成长历程展开的。
作者先以设问的方式引发读者从个人的梦想，生活经历和熟悉的人物等来思考或许某一天也可能发牛在他或她自己牛活中的事，即富有和成名，来逐步切入木单元的中心话题一一个乐队是怎样形成的。
这种学生感兴趣的话题、与切身相关的情节，很容易使学牛兴趣盎然，思路开阔，有话可谈。
2 •“热身”部分首先呈现了八幅图片分别代表八种为大众所熟悉的音乐形式，即古典音乐、摇滚乐、管弦乐、说唱乐、民族音乐、爵士乐、乡村音乐、合唱音乐。
图片的直观展示可以摆脱语言形式的束缚，学生可能对图片下的英文文字或许不全认识，但大多数学牛可以通过图片中音乐的表演形式、乐器搭配、代表人物和乐手风格等识别出音乐的类型，而图片中蕴含的丰富内容也会开启学牛的记忆和追述，甚至喜欢音乐的学生慧现场模仿上一段或有什么灵性的创作都未可知，者就是音乐和音乐图片的魅力；其次，三个问题从了解学生自身对音乐的感觉、音乐知识的认识和喜好三个维度为学牛提供了自我审视、缕顺思路的机会，也为度过到中心话题做了一定的准备。
3.“读前”部分设计了四个问题，①了解学生对乐队的熟悉程度，如: 知道哪些著名的乐队，并列举一些乐队的名字；②你最喜欢哪个乐队，原因是什么?③你对门基乐队了解有多少。
④读文章标题，看相应的图片，预测一下木篇阅读文章的内容，并速读，判断自己的推测是否正确。
如果说“热身”部分是让学生在音乐的海洋中自由畅游，那么“读前”部分就是让学生分流并进入一个枝杈进行潜水的过程。
正是通过一个个问题学生的思路一步步被锁定在本单元的第一个话题中一门基乐队，为正式进入阅读内容做好了铺垫。
人教版高中英语必修二第五单元 Book 2 Unit 5 Music readingPPT教学课件
Fast reading: Answer the questions
1) How many bands are mentioned in the passage? What are their names?
Two. “The Beatles” and “The Monkees”. 2) Which band is “The Band That
(表演方式)
played music.
first music and jokes
Most of them were
based loosely on the
band called “the
Beatles”.
20
development of the band
They became more serious about their work and started to play their own instruments and write their own songs like a real band. They produced their own records and Started touring and playing their own music.
changes of the band
The band broke up in about 1970, but reunited in the mid-1980s. They produced a new record in 1996, which was a celebration of their time as a real band.
18
2.How was the Monkees formed and became a real band?
必修二unit5-music-阅读教案
必修二unit5-music-阅读教案《人教版高中英语必修2》Unit5第一课时教学案例学情分析教学对象为高中一年级学生，智力发展趋于成熟。
他们的认知能力比初中阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力。
他们学习比较认真，求知欲旺盛，思维比较活跃，同时表现欲也很强。
部分学生的基础较好，能主动配合老师，愿意开口讲。
他们有着高中生独立、爱表现，张扬个性的特点。
因此，设置他们感兴趣的活动，就能让他们投入到课堂活动中来。
教学目（一）、知识和能力目标1．通过阅读课文和完成所给的任务，能使用本课重点的词汇对课文作出简单复述；2．能够说出世界音乐的种类；3．能够简单运用速读、跳读、精读阅读文章（二）、情感目标教学步骤一．Warming up（热身）——5minutes1. Attract students’ attentionPlay the song Knocking On Heaven’s Door about the “I am a singer”with students which quite famous during this time to attract students attention to the learning content, especially mention the kind of music “Rock ‘n’rolllead students to the textbook on page33.2.Show picturesShow students those pictures in the textbook音乐这个课题，这样可以引起他们对该单元内容的兴趣并可以自然而然地引入到课文阅读。
二．Pre-reading（读前）——8minutesTask one：Discussion and TalkingFour students in one group to discussionGive students some questions ask them to speak out 1.Do you know any famous bands? List some if you do.2.Which one do you like best? Why?3.Do you know anything about the Monkees?设计目的：把学生分小组讨论有利于学生的合作学习能力的提高，这些问题起到过渡作用，能够顺利地进入到接下去的阅读阶段。
新教材 人教版高中英语必修第二册 unit5 Music 精品教学课件(共231页)
发音提示
失去爆破 当一个爆破音后面紧接着有一个爆破音或破擦音、或鼻音、 或舌侧音时,前面一个音只按其发音部位形成阻碍,但不发生 爆破,这种现象称为“失去爆破”。 以下五种情况会出现失去爆破: 1.爆破音+爆破音 两个爆破音相连时,前一个失去爆破,后者则要完全爆破。 如:She sai(d) to herself.
Section Ⅱ Reading and Thinking
词汇认知
汉译英 1. virtual adj.很接近的;事实上的;虚拟的 2. opportunity n.机会;时机 3. onto prep.(朝)向 4. studio n.演播室;(音乐的)录音棚;工作室 5. ordinary adj.普通的;平凡的 6. prove vt.证明;展现 7. award vi.授予 n.奖品
语境领悟
(1)Only with all your time and energy can you do the job well.
只有用上你全部的时间和精力你才能把这项工作做好。 (2)She’s always full of energy. 她总是充满活力。
(3)Where do those kids get their energy from? 那些孩子哪来这么多精力?
学以致用 选词填空(energy/power/strength/force) (1)Not that I don’t want to help you,but that it’s beyond my power to do so. (2)She has always been encouraged to swim to build up the strength of her muscles.
人教高一英语必修二 Unit5 Music Reading-The band that wasn't
Each week the group would play a song or two ______w__ri_t_te_n__boyther musicians. A year later, they became ____________ maboorue tsethrieoiruswork. They started to play their own __________ anidnswtruitme ethnetsir own songs __________l_ik_e__a. rTehael ybabnedcame even more _______ than p“oTphuelaBreatles”.
Paragraph 2: How the Monkees became
Paragraph 3:
serious about their business. Dreaming of being famous
musician or singer.
Paragraph 4: How musicians form bands.
3.Each week the group that was called “The Beatles” would play a song or two written by other musician. F
4. “The Monkees” broke up in about 1970,but
reunited in the 1980s.
……
StepⅣ Rich information ---Enjoy yourself
Language points Different kinds of music (1,2) More songs (1,2,3) Introduction about “The Beatles”. Exercises
高中英语必修2 Unit5 Music课件
1. Find out words, expressions and sentences which you think are useful, important or difficult to understand.
2. Finish exercises in Learning about language.(Ex 1, 2)
17. 开某人的玩笑 play a joke/jokes on sb.
18. 以…为基础 be based on
19. 打算做某事 plan to do/mean/ intend to do
20. 能演能唱
can act as well as sing
21.在报纸上做广告 put an advertisement in a newspaper
“The Monkees” played their own _i_n_s_tr_u_m__e_n_t_s and wrote their own music. Though it _b_r_o_k_e__u_p_ in 1970, it reunited in the mid-1980s and it is still popular today.Leabharlann Task 8: Summary
Today we’ve learnt the passage about the band “The Monkees” and learnt something about music. Besides, we know their success lies in their hard work and their unique style of performance.
band.
careful reading :
人教版高中英语 必修二 Unit5《Music ---Reading》(共38张PPT)
6. The band broke up about 1970, but happily they reunited in the mid-1980s.
break up 分开,分散,拆散
break down:试解释该短语在下列句子的意思。
The car broke down halfway. (机器等)出故障,失效
His plan broke down when it was put into practice(实践).
（计划、谈判）失败、破裂
break into突然闯入,强行进入
His house was broken into by strangers last week.
break out(战争，灾难)突然爆发
men-doctors women-servants
5. play jokes on sb. 戏弄;开玩笑
➢He is a serious man, don’t play jokes on him. 他是一个严肃的人,不要跟他开玩笑。
play tricks on 捉弄某人
➢We should never play tricks on the others. 我们绝对不应该捉弄其他人。
break in 闯入,打断,插嘴
Exercises (1)I dreamed of ______ home . A. to go B. going C. gone D. had gone
(2)I was telling them about my exciting travels
when he
with a story of his own.
Language points
1. dream of sth./doing sth.梦想…… dream of a better future dream of becoming famous
必修二unit5-music-阅读教案
必修二 unit5-music-阅读教课设计《人教版高中英语必修2》Unit5 第一课时教教事例教学Unit5 Music—Reading课题课程阅读课讲课对象高一年级类型教人教版高中英语必修讲课时间40 分钟材2本单元的话题是“音乐”。
“热身”（ Warming Up）部分经过直观形象的图教片展现了为大众所熟习的多种音乐形式，包含摇滚、爵士、农村音乐、民族音乐等，能使学生对音乐的材丰富内容有较为宽泛的认识。
分“阅读”（ Reading）部分主要从大众对歌手和析乐队的心理到介绍 The Monkees 乐队的一些状况，如他们怎样组合成乐队，他们闻名以后的发展。
课文后配有相应的练习题，能够帮助学生从整体和细节双方面充足地理解课文。
教课对象为高中一年级学生，智力发展趋于成熟。
他们的认知能力比初中阶段有了进一步的发展，渐渐形成用英语获守信息、办理信息、剖析问题和解学情分决问题的能力。
他们学习比较仔细，求知欲旺盛，思想比较活跃，同时表现欲也很强。
部分学生的基础较好，能主动配合老师，愿意张口讲。
他们有着析高中生独立、爱表现，张扬个性的特色。
所以，设置他们感兴趣的活动，就能让他们投入到讲堂活动中来。
（一）、知识和能力目标1．经过阅读课文和达成所给的任务，能使用本课要点的词汇对课文作出简单复述；2．能够说出生界音乐的种类；教3．能够简单运用速读、跳读、精读阅读文章学（二）、感情目标目熟习各样音乐形式，认识音乐在人们生活中的标重要性，提升音乐涵养。
从讨论“音乐人的成功”下手使学生认识到做什么事都需要付出艰辛的努力。
所谓“台上一分钟，台下十年功”，深入学生的德育教育，进一步激发学生学习的动力。
1.认识并能运用课文中出现的重要词汇、短语教与句子学2.运用速度、跳读、精度等阅读手段达成阅读重任务，能够找出文章的主题，一些细节内容点3. 组织适合的小组议论和社交1．怎样指引学生在段落篇章阅读中运用略读、教细读、跳读以及对文章细节掌握的训练学 2 ．怎样能使学生踊跃地参加小组的议论，进行难社交，有效达成任务点教教课方法：问答法 (question and answer)法议论法（ discussion ）分任务教课法 (task-based method)教课教具：多媒体软件、音响设施析一． Warming up （热身）—— 5minutes1.Attract students ’ attention教Play the songKnocking On Heaven’s Door.Talk 学about the “I am a singer”with students which is 步 quite famous during this time to attract students’骤 attention to the learning content, especially to mention the kind of music “Rock ‘n’roll ”. Then lead students to the textbook on page33.2.Show picturesShow students those pictures in the textbook about music and ask them to say something about theiropinions of different music.设计目的：放歌引出话题，从近来热火的《我是歌手》下手能够吸引大家的注意力进而指引他们进入音乐这个课题，这样能够惹起他们对该单元内容的兴趣并能够自但是然地引入到课文阅读。
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教学设计（二）（必修2第五单元阅读课）一、课型阅读课二、教学目标1．语言学习2．综合培养听、说、读的能力3．在情感目标方面引发学生对拥有梦想的思考4．在文化方面加强对音乐和乐队的了解三、教学方法1．任务型教学法2．讲授法3．讨论法4．学生合作探究法四、教学流程图五、教学步骤Period 2 Reading &ComprehendingStep 1 Pre-reading1. Presentation:Before class , the teacher plays a piece of music for enjoying .In class the teacher asks : ① Do you like music ? Why?② Have you heard about any famous band s in the world?Please list some of them.2. Making a survey:The teacher asks: Who likes singing in our class?Have you dreamed of forming your own band?Find a student who is good at music as a leader of a band and then encourage estudents to have a dream of expressing music------form his or her own band .Step 2 While-ReadingⅠ1.Making a task :Organizing a bandPick out a student called Yang Jie who does best in music in the class and tell the other students he will organize his own band. Then ask others to read paragraph 1 of the text THE BAND THA T WASN’T as an advertisement for more mem bers in the band. At the same time the “leader” will read it for others.The teacher says : Yang Jie is very good at singing .He can also play the guitar---a musical instrument.He wants to be a musician and form his own band .Would you like to join us?Now please read paragraph 1 on page 34 and listen to an ad from him.2.Reading and speaking:After reading paragraph 1, the teacher asks the “leader”to look for his members by asking the following questions :Do you want to join my band ?Can you tell me why ?The teacher may help other students to answer them with the new words appearing on the 1st paragraph and writes words or expressions on the blackboard. The leader can choose one or two students as his members of the band.3.Asking and thinking:Ask students to read paragraph 2 and then fill in a chart that is about how to form a band.The teacher says :Yang jie ,you have found some members .But do you know how to form a band?Students ,please read paragraph 2 .Then finish a chart on the screen .Let’s help him find the answer.The chart : How do people get to form a band?in English .Step3 While-ReadingⅡ1.Learning background information and watching :The teacher asks : Can’t someone that isn’t good at singing join a band?Before giving the answer ,the teacher introduces some information about the Monkees to students . And watch a video about the Monkees. Ask students to try to find why it is different from other bands. Give students some adjectives from Comprehending Ex. 3 to describe the Monkees .2.Listening to the recording and underlining:1) Now please listen and read paragraph 3,4 aloud to the recording of the text . Pay attention to thepronunciation of each word and the pauses within each sentence.2) Next divide students into groups of 5 or 6 people and underline all the difficult expressions orcollocations in the passages. Then try to learn from each other in groups. If need, students can turn to the teacher .3.Reading Para 3 again and tell True / False：Skim the 3rd paragraph and tell True/False.Choose one student from each group to answer.True / False:4.Retelling Para 3&4 according to the time order:The teacher gives students a time clue about The Monkees. First try to retell the two paragraphs in their groups and then have a match among groups . Pay attention to which group is the best .5.Teaching notes ：①to be honest 说实在地，老实说E.g. To be honest, I am mad about fishing. 老实说，我很喜欢钓鱼。
【拓展】to be frank 坦率地讲；to tell the truth说实话。
②rely on 依靠，依赖E.g. They have to rely on the river for their water. 他们用水必须依靠这条河。
【拓展】depend on依靠，依赖，取决于；count on 指望。
③attach vt. & vi. 系上，敷上，附加，连接E.g.The shop attached price tags on each article. 那家商店在每件商品上贴价格标签。
【拓展】attach... to认为有（重要性、意义）。
如：He did not seem to attach any importance to the question. 他似乎毫不重视这问题。
They attached significance to his speech. 他们很重视他的演讲。
④They were so popular that their fans formed clubs in order to get more familiar with them. be /get familiar with对……熟悉，主语通常是sb。
如：E.g.: Although he was very familiar with Jinan, he couldn’t recognize some places when he camehere again after 20 years.尽管他对济南很熟悉，但是二十年后再次来到这里时，有些地方他都认不出来了。
【拓展】be familiar to sb为……所熟悉。
主语可以是sb 或sth。
如：The buildings, roads and trees on both sides were familiar to me.那些大楼，道路及两边的树木对我来说很熟悉。
He was familiar to me but I couldn’t think of his name at once.他于我很熟悉，但我一时想不起他的名字了。
【注意】familiar with与familiar to的转换：French is familiar to him. = He is familiar with French. 他对法语很熟悉。
Step 4 Post-reading1.Summing—up：Get the students to think about the question “ Can’t someone that isn’t good at singing join a band? ”again and answer .The possible answer :Even if you aren’t good at singing ,you can join a band ,too.It is the most important thing for a person to have a dream .2.Imagination and performance:Imagine that you will organize a band in our class . Finish the task in groups . Pay attention tothe following items :Give your band a name.Who is/are the singer(s)?What instruments will you play?What song will you sing ? and so on .If time permits, find at least one or two groups to perform in front of the class.Step 5 Homework1.Preview “Learning about Language” and finish the relevant exercises.2.Go on preparing the band performances for next class tomorrow.六、时间安排本节课按45分钟设计。