必修2 Unit5 Music
—Albert Einstein
•When I sit at the battered old piano, I even don't envy the happiest king.
—Hayden
Unit 5 Music
•Do you like music?
•Which is one of your favorite songs and Why?
Homework
• Write a passage “Music”, using the following sentences as the main idea of each paragraph.
• Para.1 Music is an expression of the people. • Para.2 Music is everywhere. • Para.3 Music plays an important part in our life.
I prefer… Why do you prefer… I like …best because… I hate…. My favorite singer is… I enjoy listening to… I am fond of… I don’t like… very much.
Sample dialogue:
•Can you sing it for us?
There are many different kinds of music in the world.
choral 合唱 Rap 说唱 Jazz 爵士 orchestra 管弦乐 folk music 民间音乐 rock ‘n’ roll（=rock and roll）摇滚 classical music 古典音乐 country music 乡村音乐
Do you know any other famous bands in the world ?
Step 2 Fast reading
1.Read the passage and try to find out:
1) How many bands are mentioned in the passage? What are their names?
I thought love was more or less a given thing But the more I gave the less I got, oh yeah What's the use in trying All you get is pain When I wanted sunshine I got rain
Two. “The Beatles” and “The Monkees”.
2) Which band is “The Band That Wasn’t”? 2 minutes
“The Monkees”.
2. Match main ideas with paragraphs Para 1: How the Monkees formed the band?
broke up The band ________ about 1970, but reunited in the mid______ Changes 1980s. They produced a new record of the band __________________ in 1996, which was a celebration of their as a real band time_____________.
As you have known something about the Monkees, now let’s enjoy a song sang by them again.
• I thought love was only • true in fairy tales • Meant for someone else • but not for me • Love was out to get to me • • That's the way it seems • Disappointment haunted • • all my dreams **And then I saw her face. ** Now I'm a believer
Image What would you like to do when usic is an error.
—Friedrich Nietzsche
•If I were not a physicist, I would Why music has such alife probably be a musician. I see my in powerful effect on us？ terms of music.
How were the Monkees formed ♫ and how did they develop? (Para. 3&4)
♫
♫
♫
Beginning of the band
as a TV show It began____________.
played jokes on They______________ Style of the each other as well as performance ____________ . Played music First music Most of them were based on _____loosely___ the band and jokes called “ The Beatles ___________”.
A:What kind of music do you like, rock music or …? B:I like…, because… A:Who is your favorite singer? B:Well, I prefer /like… Her/his music makes me feel… Who do you prefer? A: I like …. B: …
• Choose the adjectives that you think best describe “The Monkees”. • Give the reasons. popular clever funny foolish brave honest united crazy rich noisy attractive friendly funny e.g.The Monkees seem lively ____and____ play jokes on each other because they ___________________.
They became more seriousabout their work _____ play and started to____ and sing ____ their own songs Development like a real band. Then of the band they produced______ their own songs _________and started touring andplaying their _____ _____ own songs.
** Not a trace. Of doubt in my mind ** I'm in love (oh). I'm a believer ** I couldn't leave her if I tried
How do people form a band ? (Para.2)
Step 1 to practise music at home
in the street or subway Step 2 to play ____________________ to give performances Step 3 in pubs or clubs _______________ in a studio Step 4 to make records _________
Rock ’ n’ Roll
Serious and traditional style
Music that people consider to be serious and has been popular for a long time
Classical Music
Music of American Negro origin, very romantic.
Talking and singing, also means “Hip-Hop”
Rap
Music or song in the traditional style of a country
Folk Music
A style of music that was popular in the 1950s, and has a strong loud beat
Jazz
Groups of people play different musical instruments together.
Orchestra
Discussion
Now in pairs discuss the following questions with your partner 1.What kind of music do you like? 2.Which singer do you like best and why? These phrases will help you.
1. Do you know any famous bands? Can you list? 2. Which one do you like best? Why?
高考英语：必修2+Unit+5 Music+Word版含答案
[单词拼写应用](四川卷)On a family car trip，her Aunt Dede pulled out a copy of Harry Potter，as a surprise for her niece.But Lainey took one look at it, rolled her eyes, and said, “Borrrring！” 使(眼球等)左右转动；翻白眼[短语多维应用]1.pretend vt .假装；假扮；扮演pretend ⎩⎪⎨⎪⎧to be ＋adj ./n .假装是……to do sth .假装做某事to be doing sth .假装正在做某事to have done sth .假装做了某事that ...假装……[基础练习]——单句语法填空①a .(浙江6月卷)He would ask who we were and pretend not to know (know )us .b ．(2019·天津卷)So I carried around a book , and each night , just to be like her , I would pretend to be reading (read )．c ．When her mother came in , she pretended to have fallen (fall ) asleep . ②(浙江卷)I had been lying to myself , pretending (pretend ) that everything was fine .[链接写作]——一句多译我在街上见到她时，她装作不认识我，这确实使我很伤心。
①She pretended she didn 't know me when we met in the street , which really made me upset .(宾语从句)②She pretended not to know me when we met in the street , which really made me upset .(不定式)[名师点津] pretend 后接不定式时，一定要注意不定式时态的变化。
人教版新教材高中英语必修第二册：Unit 5 Music 精品教学课件
make the classic mistake
of thinking only about
新教材 高中英语 必修第二册 Unit 5 MUSIC
词汇二 energy n. （1）能源；能量 （2）精力，活力
◆教材原句
I like to listen to it when I exercise. It gives me energy. 我喜欢在运动的时候听音乐。它给我能量。
◆单句写作
（3） I’d like to
take this opportunity to thank my teachers
这个机会来感谢我的老师）for their support.
（4） It is a pity（that）he should 过如此好的一个机会）.
miss such a good opportunity
新教材 高中英语 必修第二册 Unit 5 MUSIC
◆辨析填空（ordinary/common/usual/general）
（4） To select the best volunteers，you need to take into consideration their abilities，experience and usual performance.
◆要点必记
（1）be full of energy 精力充沛
have the energy to do sth. 有精力做某事
apply/devote one’s energy to... 把某人的精力花在……上
（ 2）energetic adj. 精力充沛的，精神饱满 的；积极的
◆词语辨析
energy，strength，power 与force
Book 2 Unit 5 Music 大单元教学设计 人教版必修第二册单元整体教学设计
Book2UnitSMusic单元主■及遢直观念I1构就
单元目标
1.了解中外常见的不同类型的音乐特点和表现形式，在日常交际中得体恰当地表达关于音乐的偏好和喜爱。
2.阅读介绍虚拟合唱团及其创始人的说明性文本，理解和体会音乐在日常生活和社会发展过程中的积极作用。
并对
虚拟合唱团的评价，评价其价值和意义。
3.阅读和体会公众演讲文本所传递的信息和情感，分析和把握其语言特征和手修辞手法，写一篇关于音乐积极作用
的演讲短文。
通过本节课学习，学生能够:
1预测通知类听力文本内容，从而根据要求筛选获取重要信息。
2说出通知类听力文本的语言特点和结构特点。
3能够根据文中对话所呈现的这场音乐会通知的关键信息制作一份音乐会口头通知。
备课人李培睿学科高一英语
备课人李燕玲学科。
人教新课标高中英语必修(二)-Unit5 Music全单元课件 课件 (共141张)
4. When performers make records and sell millions of copies, they are successful.
Classical Rock’n’
music
Roll Orchestra Rap
Country
Folk music Jazz
music Choral
Choral(合唱)
Country music
(乡村音乐)
Orchestra (管弦乐)
Classical
music music (古典音乐)
Folk music (民族音乐)
The Monkees started in a different way.
Scanning True or False
1. A famous singer or musician usually belongs to a band.
2. Many musicians form a band because of their common interest in music.
I like classical music because it is serious and make people inspired. It can last long.
Pre-reading
Do you know any famous bands? List some if you do.
并非乐队的乐队
你曾经想过要成为一个乐队里有名的歌手 或音乐家吗？你是否曾梦想过在音乐会上 面对成千上万的观众演唱，观众欣赏你的 歌唱为你鼓掌吗？你唱卡拉OK时是否假装 自己就是像宋祖英或刘欢一样著名的歌星 吗？说实在的，很多人把名和利看得很重。 那么，人们又是怎样一起组成乐队的呢？
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.
2024秋季人教版高中英语必修第二册Unit5Music《2.Readingandthinking》
听课记录：2024秋季人教版高中英语必修第二册Unit 5 Music《2.Reading and Thinking》一、教学目标（核心素养）1.语言能力：通过阅读文章，学生能够理解并提取关于音乐类型、历史及其影响的信息，提升阅读理解能力。
2.学习能力：培养学生快速阅读、信息筛选和归纳总结的能力，以及通过上下文猜测词义的能力。
3.思维品质：在阅读过程中，引导学生分析音乐如何反映和影响社会文化，培养批判性思维和深度思考能力。
4.文化意识：增强学生对不同音乐文化的理解和尊重，提升跨文化意识和鉴赏能力。
二、导入教师行为：1.1 展示一张包含多种音乐类型（如古典、爵士、摇滚等）的图片或视频剪辑，激发学生兴趣。
1.2 提问：“What music genres can you recognize in this picture/video? How do thesegenres differ from each other?” 引导学生讨论并分享个人看法。
学生活动：•学生观察图片或视频，尝试识别并说出其中的音乐类型。
•参与讨论，分享自己对不同音乐类型的理解和感受。
过程点评：•导入环节通过视觉和听觉的双重刺激，迅速吸引了学生的注意力，为阅读活动做了良好的铺垫。
•提问活动鼓励学生主动思考，激发了他们的学习兴趣和探索欲望。
三、教学过程教师行为：•预读活动：简要介绍文章背景，设置阅读目标，如“Read the passage and identify the main types of music discussed.”•阅读指导：教授阅读技巧，如快速浏览、寻找主题句、标注关键词等，帮助学生高效阅读。
•阅读任务：分发阅读材料，学生独立阅读并完成相关任务，如回答问题、填写信息表或绘制思维导图。
•小组讨论：组织学生进行小组讨论，分享阅读心得，解答彼此疑问，深化对文章内容的理解。
•深度解析：选取文章中的关键段落或句子，引导学生进行深入分析，探讨音乐的社会文化意义。
必修2 Unit 5 Music
【本讲教育信息】一、教学内容必修2 Unit 5 Music（一）重点单词（二）重点短语（三）重点句型（四）重点语法二、知识精讲（一）重点单词1. pretend vt. 假装；假扮She pretends that she likes them so that she can get their help.她假装很喜欢他们，借以获得他们的帮助。
He pretended to be friendly with me.他假装对我友善。
He pretended to be reading a book when his mother came back.当他妈妈回来时，他假装正在看书。
He pretended to have known the news.他假装已经知道了那个消息。
2. form vt. 形成；组成；养成With the help of our PE teacher, we formed a basketball team.在体育老师的帮助下我们组成了一支篮球队。
The band is formed of one girl and two boys.这支乐队由一个女生和两个男生组成。
As a result, he forms the habit of hunting on weekends.结果, 他养成了周末去打猎的习惯。
*知识拓展：n. 表格, 形式, 形态Help in the form of money will be very welcome.以钱的方式资助将会非常受欢迎。
Please fill in this form in ink.请用墨水笔填写这张表格。
If she’s in form, she can win the match easily.若她竞技状态好，她会轻松取胜。
I feel out of form today.我今天感觉身体不适。
3. earn赚得；挣得；获得He earns about $20,000 a year.他一年挣2万美元左右。
高中英语人教版(2022)必修第二册Unit5Music单元教案案(含答案)
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/interested3). 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。
Unit5Music词性转换及重点知识点背诵清单-高中英语人教版
必修二U5词性转换背诵版1.classical [ˈklæsɪkl] adj. 古典的;经典的→class n.班级;阶级;类别→classify vt.分类→classification n.分类→classic adj.经典的→classical adj.古典的2.energy [ˈenədʒi] n. 能源;能量;精力→energetic adj. 精力充沛的3.position [ˌkɑmpəˈzɪʃən] n. 成分;(音乐、艺术、诗歌的)作品→pose v.编曲→poser n.编曲家4.perform [pəˈfɔːm] vt./vi. 表演;履行;执行→performance [pəˈfɔːməns] n. 表演;演技;表现→performer [pəˈfɔːmə] n. 表演者;演员5.prove [pru:v] vt. 证明;展现→proof n.证据6.conductor [kənˈdʌktə] n. (乐队、合唱团等的)指挥;(公共汽车的)售票员→conduct vt. 执行；进行；指挥；行为；传导（电、热）7.20.original [əˈrɪdʒənl] n. 原来的;独创的;原作的;/adj.心原件;原作→originally adv.起初地→origin n.起源8.phenomenon [fəˈnɑːmɪnən] n. 现象→phenomena n. (pl.)gradual [ˈɡrædʒuəl] adj. 逐渐的;渐进的→gradually adv.逐渐地9.capable [ˈkeipəbl] adj.有能力的→capability n.能力→capacity n.容载量10.relief [rɪˈli:f] n. (焦虑、痛苦的)减轻或消除;(不快过后的)宽慰、轻松或解脱→relieve vt. 消除；解脱11.cure [kjʊr] vt. 治愈;治好(疾病);n./解决(问题)药物;治疗;(解决问题、改善糟糕情况的)措施→incurable adj.不可治愈的12.absorbed in sth./sb. 被……吸引住;专心致志→absorption n. 吸收;吸引13.unemployed [ˌʌnɪmˈplɔɪd] adj. 失业的→employ vt. 聘用;运用→employment n.就业→unemployment n.失业→employer n.雇主→employee n.雇员14.romantic [rəʊˈmæntɪk] adj. 浪漫的; n./浪漫的人→romance n. 浪漫15.aim [em] n. 目的;目标;/vi./vt.力求达到;力争做到;瞄准;/vt.目的是;旨在→aimless adj. 漫无目的的→aimlessly adv. 漫无目的地16.equipment [ɪˈkwɪpmənt] n. 设备;装备→equip vt. 配备17.talent [ˈtælənt] n. 天才;天资;天赋→talented adj.有天赋的18.assume [əˈsu:m] vt. 以为;假设→assumption n.假设19.addition [əˈdɪʃən] n. 添加;加法;增加物→add v.添加→additional adj.附加的20.satisfaction [ˌsætɪsˈfækʃən] n. 满足;满意;欣慰→satisfy v.满意→be satisfied with sth. 对...满意的→satisfactory adj. 令人满意的21.various [ˈvɛrɪəs] adj. 各种不同的;各种各样的→vary from ...to...因...而异→varied adj.不同的→various adj. 各种各样的→variety n. 种类22.repetition [ˈrɛpəˈtɪʃən] n. 重复;重做→repeated adj. 重复的→ repeatedly adv.重复地23.reaction [rɪˈækʃən] n. 反应;回应→react v.反应→reactive adj.反应性的必修二U5重点知识点背诵版24.apply/devote /put one's energies into /to sth把精力投入到某事中25.full of energy 充满活力26.the soul of a book 一本书的精髓27.strained instrument 弦乐器28.virtual choir虚拟合唱团29.remind sb of 提醒某人某事30.study musical position 学习作曲31.a position for the piano 钢琴曲32.perform an experiment/ an operation /a miracle 做实验/做手术/创造奇迹33.academic performance 学业成绩34.an ordinary /a mon worker 普通工人35.have the opportunity to do sth有机会做某事36.have the chance to do sth有做某事的机会37.enable sb to do sth 使某人能够做某事38.it is proved that 经证实39.win /get /gain / obtain / receive an award 获奖40.fall in love with 爱上41.the book in the original 原著42.set the stage for 为⋯••做准备；使•成为可能：43.a band of volunteers 一群志愿者44.graduate from university大学毕业45.receive/ get a master's degree in A from B46.获得B大学A专业的硕士学位47.join together 结合,连接48.Altogether it was a great evening.总之，那天晚上过得很愉快。
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。