人教版高中英语必修二Unit5MusicPeriodFiveWriting—Practical writing名师公开课市级获奖课件(15张)
2021年高中英语人教版必修2《unit 5 music writing》教学PPT课件
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– 四级
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old or being lonely. Their music is always so
beautiful.
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必修二英语unit5的音乐单元作文
必修二英语unit5的音乐单元作文Music has been an integral part of human culture for centuries, and it continues to play a significant role in our lives. In the English language curriculum, Unit 5 of the mandatory second-year course is dedicated to the topic of music, providing students with a deeper understanding and appreciation of this art form. This essay will delve into the various aspects of music explored within this unit, highlighting its impact on our lives and the valuable lessons it can impart.One of the key themes explored in Unit 5 is the universal language of music. Music transcends cultural boundaries and has the power to connect people from diverse backgrounds. It serves as a means of expression, allowing individuals to convey emotions, tell stories, and share their unique perspectives. Through the study of different musical genres and traditions, students gain a greater understanding of the diversity of musical expression and the ways in which it can foster cross-cultural understanding and appreciation.Another important aspect of the music unit is the exploration of the emotional and psychological impact of music. Music has the ability to evoke a wide range of emotions, from joy and excitement tosorrow and melancholy. By analyzing the ways in which musical elements such as melody, rhythm, and harmony contribute to the emotional resonance of a piece, students develop a deeper appreciation for the expressive power of music. This understanding can be particularly valuable in the context of personal growth and self-reflection, as individuals learn to use music as a tool for emotional expression and self-discovery.The music unit also delves into the role of music in society and its influence on cultural identity. Music has been used throughout history to celebrate cultural traditions, commemorate significant events, and advocate for social and political causes. By examining the ways in which music has been used to shape and reflect cultural narratives, students gain insights into the complex relationship between music and societal dynamics. This knowledge can be particularly relevant in the context of understanding and appreciating the diversity of musical traditions around the world.In addition to the cultural and emotional aspects of music, Unit 5 also explores the technical and theoretical aspects of musical composition and performance. Students are introduced to the fundamental elements of music, such as pitch, rhythm, and harmony, and are encouraged to analyze and critique musical works from a technical perspective. This knowledge not only enhances the students' appreciation for the craft of music-making but alsoprovides them with a foundation for further exploration and potential creative pursuits.One of the most valuable aspects of the music unit is the opportunity for hands-on learning and creative expression. Many schools and educational institutions offer music-related activities, such as choir, band, or music production workshops, where students can actively engage with music-making. These experiences not only foster a deeper understanding of the art form but also provide a platform for personal growth, teamwork, and self-expression. Through these activities, students learn to appreciate the collaborative nature of music and the sense of community it can cultivate.Moreover, the music unit emphasizes the interdisciplinary nature of music, highlighting its connections to other fields of study, such as history, literature, and even science. By exploring the ways in which music intersects with these disciplines, students develop a more holistic understanding of the world and the role of music within it. This interdisciplinary approach encourages critical thinking, problem-solving, and the ability to make connections between seemingly disparate concepts.In conclusion, the music unit in the mandatory second-year English language curriculum is a rich and multifaceted exploration of this art form. Through the study of music's universal language, emotionalimpact, cultural significance, technical aspects, and interdisciplinary connections, students gain a deeper appreciation for the power and complexity of music. This knowledge not only enhances their academic understanding but also provides valuable insights into the human experience and the ways in which music can enrich our lives. As students navigate the ever-changing landscape of the 21st century, the lessons learned in the music unit will undoubtedly continue to resonate and inform their personal and professional development.。
高中英语 Unit5 Music写作园地 新人教版必修2
精品课件
黄金表达
学以致用，试着应用一下本单元学到的词汇、句型吧！
1．词汇
①音乐家 ②形成；组成
__m_u_s_i_ci_a_n_____ __fo_r_m_________
③表演 ④著名的 ⑤喜欢
__p_e_rf_o_r_m______ _w_e_l_l-_k_n_o_w__n___ _b_e_f_o_n_d__o_f____
start with. And is it enough to practice only at weekends? Besides, how can we get more chances to perform?
We'd appreciate it if you would come up with a name for our band.
Looking forward to your reply.
Best wishes!
Yours sincerely，
Li Hua
精品课件
技法讨论 1．求助信多以自我介绍为开头句： I'm ×××/My name is×××. I'm a ××× from ×××. 其次点明写信的目的： I'm writing to ask for your help/advice on... I'm writing to get your help/advice on... 2．求助的内容可以用first，second，last或firstly，secondly，finally或to begin with，besides，what's more等依次陈述需要哪方面的帮助或自己遇到的问题。
高中英语人教版必修二《Unit5 music writing》课件
Please give me some advice and I will appreciate it very much. I’m looking forward to your reply.
Yours sincerely, Li Hua
Writing Task
Use the information and ideas you have collected to write about the musician you have chosen. There are some more information on page 74.
I got to know their music when I saw them on television. They seemed so kind and friendly to their fans. They had such a good sense of humor too. Their songs seem to talk about things that I feel strongly about like growing old or being lonely. Their music is always squence
Could you please give us some advice? Could you tell me how to...? I’m not sure ... I would like to know ... I wonder ... What’s your opinion on this matter?
Above all, just have fun! Yours sincerely, Freddy
写作指导
Book2Unit5MusicPeriod5ReadingforWriting(教学课件)高中英语人
Step 2 Further Appreciation
Activity 4. Read the repeated parts of lyrics, and express your feelings.
Book 2 Unit 5 Music
Period 5 Reading and Writing (Workbook)
Learning Objectives
By the end of this period, we will be able to: 1. analyze music background and lyrics to appreciate Cat’s in the cradle; 2. associate music with life to express personal feelings; 3. write a song review.
Step 2 Appreciation
Activity 3. Work in group. Answer the questions. Group 1 1.In verse 1, why is the father away so much? He was travelling and working to pay the bills. 2.In the chorus, do you think the father and son are talking face to face or over the phone? Why?
Step 2 Appreciation
Activity 2. Listen to the song, and fill in the blanks. Verse 1 My child arrived just the other day. He came to the world in the usual way. But there were planes to catch, and bills to pay. He learned to walk while I was away, and he was talkin' 'fore I knew it, and as he grew. He said, “I'm gonna be like you, Dad. You know I'm gonna be like you.”
2021-2022英语新教材人教版必修二Unit 5 Music Period 5
(Ⅱ) 写作培优课
写作培优课
演讲稿——音乐对人类生活的影响(How music can change a person’s life) 【写作指导】 话题阐述
本单元的写作任务是以演讲稿的形式谈一谈音乐对人类生活的影响。在写 作中尝试使用比喻(明喻、暗喻), 拟人, 引用, 重复等修辞方法。
_so_m__e_p__a_ss_i_o_n_a_te__m__u_si_c_.
8. 常言道, 没有音乐, 生命是没有价值的。
①_a_s_t_h_e_s_a_y_i_n_g_g_o_e_s_ 常言道
②be of no value
_没__有__价__值__
③连词成句:
_A_s__th_e__sa_y_i_n_g__g_o_e_s,_w__it_h_o_u_t_m__u_s_ic_,_l_if_e__is_o_f__n_o_v_a_l_u_e_.
_i_n_t_h_e_e_x_a_m__s_t_h_a_t_I_e_v_e_n__w_a_n_t_e_d__to__g_iv_e__u_p_._
4. 不但它的歌词而且它的节奏也深深地打动了我。
①_n_o_t_o_n_l_y_._. _. _b_u_t_a_l_s_o_. _. _.
不但……而且……
_t_h_e__d_if_f_ic_u_l_ti_e_s_.
6. 正是那首歌给了我强大的动力、无尽的希望和光明的未来。
①强大的动力
_s_tr_o_n_g__m__o_ti_v_a_ti_o_n_
②unlimited hope
_无__尽__的__希__望__
③用强调结构来翻译句子:
新人教版高中英语必修二Unit5Music-Reading for Writing课件
She is in hospital.
2. What is she doing?
She is listening to the music.
3. How does she feel?
She feels relaxed.
Sarah Williams
Match the main idea to each paragraph and summarize the structure of the whole speech：
give us strength and hope
inspire us to be positive and optimistic
......
offer us comfort and company
release our stress/pressure
Pre-Reading
What’s the speech about? Look and Predict
Para.1 Read Para.1 and summarize the content in the beginning part.
Beginning (para 1)
Greet the audience Introduce herself Propose the topic
Read Para. 2 and fill in the chart
Para.2
When
two years ago tTheinmoeneorddaeyr
from then on
What How
had a serious
listen to some
Music helped
高中英语必修二unit5作文音乐
高中英语必修二unit5作文音乐Music, a universal language of emotions, has alwaysbeen a part of human civilization. It transcends boundaries, languages, and cultures, connecting people from diverse backgrounds. The power of music lies in its ability toevoke strong emotions and create unique experiences foreach listener. In this essay, I will explore thesignificance of music in our lives, its impact on our emotions and well-being, and the role it plays in our cultural and social identities.First and foremost, music has the remarkable ability to evoke a wide range of emotions. Whether it's the upbeat rhythm of a dance song that makes us want to move ourbodies or the melancholic melody of a ballad that brings tears to our eyes, music has the unique power to touch our innermost feelings. It can激发 our happiness, sadness, anger, and everything else in between. The emotional impact of music is so profound that it can even be used as a formof therapy to help people cope with emotional distress.Beyond its emotional impact, music also plays a crucial role in our cultural and social identities. Different genres and styles of music reflect the values, traditions, and experiences of different communities. For example, jazz music is deeply rooted in American culture, whiletraditional Chinese instruments and melodies are intrinsically linked to Chinese identity. Listening to music from different cultures can help us understand and appreciate the diversity of human experiences and perspectives.Moreover, music has the power to unite people. At concerts and music festivals, people from all over the world come together to share their love for music. The shared experience of listening to music creates a sense of community and belongingness that transcends boundaries and divides. Music can also be a powerful tool for protest and activism, as it has the ability to bring people together and express collective grievances and aspirations.In conclusion, music is an integral part of our lives, shaping our emotions, identities, and social connections. Its power lies in its ability to evoke strong emotions,reflect cultural values, and unite people from diverse backgrounds. As we continue to appreciate and create musicin different forms and genres, we also recognize its importance in making our world more connected and understanding.**音乐在我们生活中的力量**音乐，作为情感的通用语言，一直是人类文明的一部分。
新人教版高中英语必修2Unit5 Music教案
Unit 5 MusicTeaching aims:1. TopicMusic; different types of music2. Useful words and expressions:Roll rock’n’roll folk jazz musician clap form (v.) passer-by earn extra loosely advertisement actor attractive fan instrument hit (n.) sort frog afterwards perform stick (v.) ability saying reputation unknowndream of be honest with play jokes on or so break up by chancesort out stick to above all3. Functional items:a)Making suggestionsI think we should…Should we go..?What if we..?What do you think…?How about …?Let’s ….We could….You could…If we…b)Talking about preferenceI prefer…Why do you prefer…?I like…best because..I am fond of…My favorite musician is…I enjoy listening to…I don’t like… very much.I hate…4. StructuresThe attributive (IV) (prep. + which/ whom)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 records and started touring and write their own songs like a real band.Teaching proceduresPeriod 1. ReadingStep 1. Warming up1. Ss listen to the different kinds of music on the tape and try to guess which music matches which pictures on page 33.2. Ss discuss and answer:1). What kind of music do you like better, Chinese or Western, classical or modern? Why?2). How does music make you feel?3). Why do you like to listen to music?Step 2. Pre-readingSs discuss the following questions with their partners and then ask them to report in class.1). Have you heard about any of the famous bands in the world? List some if you have.2). Which one do you like best? Why?3). Do you know anything about “ The Monkees〞?Step 3. Reading1. scanning: Ss read the passage quickly and try to answer the following questions:1). What are the benefits if students form a band to play in the street?2). When did “The Monkees〞 break up and when did it reunite?3). Why was “ The Monkees〞 successful in their work?2. Ss read the passage again and finish Ex 1 and 2 in prehending.3. Ss try to get the main idea of each paragraph.Suggested answers:Para. 1 dreaming of being a famous musician or singerPara. 2 how musicians form bandsPara. 3 how The Monkees got their startPara. 4 how The Monkees became serious about the music businessStep 4. Langrage points1. dream of2. …with everyone clapping and enjoying…3. pretend4. play jokes5. base on6. …of whom the band was formed…7. break upStep 5. Retelling1. Show the key words and relevant pictures on the screen.2. Ask the Ss to retell the passage, according to the following key words.be honest with, dream of, form a band, earn extra money, give a chance;A band started in a different way, play jokes on, music and jokes, be based on, The Monkees, play instruments, write their own music, break up, reinite;Step 6. Assignment1. Please collect some information about your favourite music and some famous musicians.2. Read the text fluently and pick out the sentences you appreciate.Period 2. GrammarStep 1. RevisionCheck the homework.Step 2. Learning about language1. Discovering useful words and expressions.1). Ss do exercise 1 by themselves, and refer to the dictionaries if necessary. Then check the answers with the whole class.2). Ex.2. In this part, get the Ss to do this exercise individually. After that, ask them to discuss their answers in pairs and then with the whole class.3). Ex. 3. In this part, get the Ss to work in pairs and talk about their dreams and imagine what they expect to happen. Then ask them to report their work.2. Discovering useful structures1). Ex.1 First ask the Ss pay attention to the structure in the attributive clause. When the preposition is put before the relative clause, usually only two relative pronouns are used—which and whom. That is never used. Then Ss look at the screen and learn more about this kind of structure.a. In the strange city, he could not find anyone to whom turned for help.b. I’ll never forget the day on which we met for the first time.c. This is the professor from whom we can learn a lot.d. This is the gun with which the hunter shot the wolf.2). Ex. 2. Ss do it by themselves and then discuss the answers in pairs. At last, check the answers with the whole class.Step 3. Using words and phrases1. Ss do this exercise by themselves.2. Check the answers in pairs.3. Check the answers in class.Step 4. Using structures1. Ss do exercise 1 on page 71.2. Correcting: for this exercise, ask the Ss to do it by themselves and then check the answers with the whole class.3. Ex. 3. translating into English1). Ss write the sentences down.2). Ss report their work.Step 5. AssignmentReview the attributive clause.Period 3. ListeningStep 1. Listening1. Read and guess: Ss read the sentences on page 37 and guess what the story is about.2. Ss listen to the tape and tell the main idea.3. Ss listen to the tape again and decide which of the statements are true orfalse.4. Ss retell the story.Step 2. Listening (page69)1. Ss read the questions and guess what the listening material is about.2. Ss listen and make some notes of what they hear while listening. Play the tape twice.3. Check the answers with the whole class.Step 3. Listening (page 72)1. First listening: Ss listen and make some notes.2. Second listening: Ss listen and do the exercise.3. Third listening: Ss listen and check the answers.4. Ss talk about how they feel about music.Step 4. Assignment1. Ask the Ss to write a passage about their opinions about music.2. Summarize what they have learned in this unit.Period 4. Extensive readingStep 1. Pre-reading1. Ss say something about Freddy who wanted to be famous.2. Ss read the passage on page 37 quickly and answer the following questions:a. Did Freddy enjoy being famous?b. What’s the problem when he became famous?Step 2. Reading1. Ss read again carefully and do Ex.3.2. Ss go on with Ex. 5.3. Ss finish Ex.4.Step 3. Language points1. on a tour;2. give a performance;3. Freddy and his band could not go out without being followed.4. useless;5. cross out;6. afterwards;Step 4. Extensive reading (page 72)1. Ss guess what the ballad is mainly about.2. Ss read and find some rhyming words in each part.3. language points:a. The other day;b. …turned ten;c. be proud of;d. occur to: e into mind; take place4. Listening: Ss listen to the song and try to remember the ballad and sing the song.Step 5. AssignmentRead more about music.Period 5. SpeakingStep 1. Speaking (page 39)1. This part aims at getting the Ss to see their imagination. They can try forming their own bands. First let the Ss discuss their plans for organizing a band of their own in groups of 6. Ask them to discuss the following questions:a. What is the name of their band?b. What kind of band will it be?c. What English songs will they play?At last, ask some bands to perform the songs they have chosen.2. Language points:a. mean; mean to dob. …stay with what is true in your heart;c. e out;d. in one’s hearte. decide on /upon: make up one’s mindStep 2. Talking (page69)1. Ss in groups of 4 discuss with their members and then write a note for anyone who would like to join them.2. Show their notes in class.Step 3. Speaking task1. Discussion: Ss wok in pairs and discuss what music and musicians they like or dislike and give their reasons.2. Ss show their result of discussion.Step 4. Assignment1. Talk more about music and musicians with your classmates.2. Prepare for the lesson about writing.Period 6. WritingStep 1. pre-writing1. Ss read the instructions.2. Ss read Freddy’s reply and answer the questions:1). How was Freddy’s band formed?2). What advice does Fred give?Step 2. Writing1. Ss writing Freddy a letter to ask him for his advice.2. Writing tips:a. Think of some questions you would like to ask Freddy.b. Make a list of them.c. Use each question to start a new paragraph.d. Add some extra information to show Freddy why you need some help.e. Finish the letter politely and thank Freddy for his help.Step 3. Writing task ( page 74)1. Ss in groups of 4 discuss the best way to tell a foreign friend about one kind of Chinese folk music. Ss should make a list the points of their discussion. Ss try to answer the following questions while discussing:a. how to tell a foreigner about one kind of Chinese folk music?b. What do they need to know before they can enjoy it?c. Why do you like it?d. Who is your favorite singer?1. Ss write a paragraph telling their friends about the type of Chinese folk music they have chosen.Step 4. Assignment1. Go over the unit and finish summing up on page 40.2. Review the whole unit.。
Unit+5Music+Reading+for+Writing教案 高中英语人教版必修第二册 (2)
Unit5写作课教案Write a SpeechI. IntroductionThis is a 45-minute high school English writing class focused on the topic of "write a speech". The lesson is designed to help students develop their English writing skills and apply them to real-life situations such as public speaking. The class is based on the fundamentals of Signals and Systems, which are essential knowledge for future graduate studies in related fields.II. Chapter and Time AmountThe class will be divided into four parts, each lasting approximately 10 minutes. This format allows us to cover a variety of topics while keeping the class time manageable.III. Student AnalysisStudents at this level have basic English writing skills but may lack confidence in using the language effectively. They need guidance in organizing their thoughts and expressing them clearly in written form.IV. Teaching Objectives and RequirementsA. Learning Goals:1. Students will learn how to write a clear and effective speech.2. Students will understand the importance of structure and organization in written communication.3. Students will practice using various sentence structures and vocabulary to express their ideas effectively.B. Requirements:1. Students should bring their own laptops or tablets for note-taking during the class.2. Students should actively participate in class discussions and activities.3. Students should complete all homework assignments and submit them by the due date.V. CourseIn addition to academic learning, this class also aims to cultivate students' sense of social responsibility. Through writing speeches, students can express their opinions on important issues and contribute to society in meaningful ways.VI. Teaching Difficulties and Key PointsA. Teaching Difficulties:1. Encouraging students to think critically about their speech topics.2. Providing constructive feedback that helps students improve their writing skills.3. Balancing the amount of content with the time available in each class session.B. Key Points:1. Emphasize the importance of a clear introduction, body, and conclusion in a speech.2. Show students how to use rhetorical devices such as metaphors, analogies, and repetition to enhance their speeches.3. Teach students how to revise their work for clarity, coherence, and accuracy.VII. Teaching Strategies and MethodsA. Teaching Strategies:1. Active learning: Encourage students to ask questions, share their ideas, and engage in group discussions during class time.2. Hands-on learning: Use interactive online tools such as Google Docs or Quizlet to allow students to practice their writing skills in a fun and engaging way.3. Peer teaching: Invite senior students or teachers to give presentations on effective writing strategies, then have them guide their peers through the process of writing a speech.B. Teaching Methods:1. Guided practice: Start with simple prompts and gradually increase the complexity of the speech topics as students become more confident in their writing abilities.2. Modeling: Show students examples of good speeches and explain why they are effective, then have them try to emulate those techniques in their own writing.3. Peer review: After completing a speech, have students exchange their work with a partner or group for feedback and suggestions for improvement.VIII. Learning ActivitiesA. Problem Introduction: Introduce the topic of public speaking and its importance in various fields such as politics, business, and education. Ask students what they know about public speaking and why it matters to them personally or professionally.B. Content Theme: Discuss different types of speeches, such as persuasive, informative, or entertaining, and explain how to choose a suitable topic for each type of speech based on personal interests and audience expectations.C. Teacher Activity: Give an example of a good speech and analyze its structure,language use, and rhetorical devices to demonstrate the principles of effective public speaking. Then provide students with a list of potential speech topics and ask them to choose one that they find interesting and challenging to write about within the given time frame.D. Student Activity: Have students brainstorm ideas for their chosen speech topics, create an outline for their speeches, and start drafting their first paragraphs using the guidelines provided earlier in this section (e.g., clear introduction, body, conclusion). Encourage students to ask questions and seek feedback from their peers or teacher throughout the process of writing their speeches.E. Homework Questions & Answers: Assign homework that requires students to revise their completed speeches based on feedback received from classmates or teacher (e.g., correcting grammar mistakes, improving clarity, strengthening arguments). Also include some open-ended questions about how they used specific language features or rhetorical devices in their speeches for further discussion in class next week!。
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2.我的三个朋友和我喜欢流行音乐，但是我们无法决定乐队的名字、主 唱和选择什么乐器。 My three friends and I like pop music，but we can’t decide the to choose band’s name，the lead singer as well aswhat instruments . (特殊疑问词＋to do) My three friends and I like pop music，but we can’t decide the what instruments we should band’s name ， the lead singer as well as choose ____________________________ _______.(what引导的宾语从句)
5.每种类型的音乐
句式升级 1.你们乐队表演了很多歌曲，其中大部分都很受欢迎。 and most of them .are so popular Your band have performed many songs (and并列句) most of which are so popular Your band have performed many songs， . (“介词＋关系代词”引导的定语从句)
3.另外，我们也无法决定演奏哪种类型的音乐来吸引更多的粉丝。
In addition/Besides，we can’t decide what type of music we should play so that we can attract more fans .(so that引导的状语从句) In addition/Besides，we can’t decide what type of music we should to attract more fans play .(不定式作状语)
2. 主体 —— 言明要咨询的具体问题和存在的困难，并请求对方给出 一些建议。 3. 结尾 —— 诚恳地提出希望，表达需要得到帮助的迫切心情并表示 感谢。
◆常用表达
1.I wonder if you could tell me the information about...
2.I am writing for the information about...
2018-2019学年度人教版必修二 Unit 5 Music
内容索引
Period Five Writing—Practical writing：
asking for advice
技法点拨
典题示例
技法点拨
◆写作指导
本单元的写作任务是写一封求助信，它属于应用文。求助信是 指写信人就某一个问题向收信人征求或咨询建议，希望收信人就写 信人提出的问题给出针对性的解决方法或提出合理的建议。 求助信的主体部分可分为以下三个部分： 1. 开头 —— 简单叙述写求助信的目的或意图，清楚表明要寻求什么 样的帮助。
3.I would be forever grateful if you could send me some information
concerning...
4.I am writing to seek your assistance in...
5.Would you be so kind to tell me...?
My three friends and I like pop music，but we can’t decide the
band’s name，the lead singer as well as what instruments we should
choose.In addition/Besides，we can’t decide what type of music we
◆连句成篇
Dear the Monkees， My name is Li Hua.I’m going to form a band with my other three friends.However，we have never been in a band before.Your band have performed many songs，most of which are so popular.So could you please give us some advice/suggestions?
◆审题谋篇
写作要求是就如何组建乐队征求建议。写作时应注意下面几点：
1.确定文体：这是一篇征求建议的信。写作时注意此类书信的写作特
点。
2.主体时态：文章应以一般现在时和一般将来时为主。
3.主体人称：由于是向对方征求建议，所以人称应该以第二人称和第
一人称为主。
◆要点词句
联想词汇 1.组建乐队 2.流行音乐 3.还有 4.另外 form a band ____________ pop music __________ as well as __________ in addition/what’s more/besides _____________________________ every type of music __________________
6.I look forward to your immediate response.
7.I am waiting for your quick reply. 8.Thank you in advance for your cooperation/assistance.
典题示例
假如你是李华，你打算与你的朋友组建一个乐队。门基乐队的成 功给了你很大的鼓舞。但你和朋友对乐队的名字、主唱、乐器的选择 及乐队的类型存在分歧，这让你不知所措，你决定给门基乐队写一封 信，告诉他们你的想法，并就如何才能使乐队更加成功征求他们的建 议。 注意： 1.词数100左右； 2.可根据内容要点就某一方面或几个方面的问题征求他们的建议。