高一英语必修二第五单元语法教案
高一英语必修二第五单元语法教案 Period 2: A sample lesson plan for Learning about Language (The Attributive Clause (in/ for/ with/ by＋which/ whom). Aims To help students learn about the Attributive Clause with a preposition in front. TTo help students discover and learn to use some useful structures. Procedures I. Learning about grammar 1.Reading and thinking Turn 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 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. II. Turn to page 34. Look at the two sentences: The musicians of whom the band was formed played jokes on each other as well as played music. However, after a year or so in which they became more serious about their work, “The Monkees” started to play their own instruments and write their own songs like a real band. Pay attention to the structure: preposition + relative pronoun. Usually only two relative pronouns --- which and whom--- can be used in the Attributive Clause, with a preposition put before the clause. That can’t be used. Look at the screen. Here are more examples on this kind of structure. 1.This is the reason for which he left his hometown. (=why) 2.I’ll never forget the day on which we stayed together. (=when) 3.This is the girl from whom I learned the news. 4.The person to whom I spoke just now is the manager that I told you about. 5.I’ll show you a store in which you may buy all that you need.(=where) 6.I don’t like the way in which you laughed at her.(=that) Now go on to do Exercise No. 2 on page 36, that is, to sort out the sentences. III. Ready used materials for The Attributive Clause (in/ for/ with/ by＋which/ whom) In formal styles we often put a preposition before the relative pronouns which and whom: •The rate at which a material heats up depends on its chemical composition. •In the novel by Peters, on which the film is based, the main character is a teenager. •An actor with whom Gelson had previously worked contacted him about the role. •Her many friends, among whom I like to be considered, gave her encouragement. Notice that after a preposition you can’t use who in place of whom, and you can’t use that or zero relative pronoun either: •Is it right that politicians should make important decisions without consulting the public to whom they are accountable? (not --- the public to who they are accountable.) •The valley in which the town lies is heavily polluted. (not --- The valley in that the town...) •Arnold tried to gauge the speed at which they were traveling. (not --- the speed at they were traveling.) In informal English we usually put the preposition at the end in attributive clauses rather than at the beginning: •The office which Graham led the way to was filled with books. •Jim’s footballing ability, which he was noted for, had been encouraged by his parents. •The playground wasn’t used by those children who it was built for. In this case we prefer who rather than whom (although whom is used in formal contexts). In restrictive attributive clauses we can also use that or zero relative pronoun instead of who or which (e.g. ...the children (that) it was built for). If the verb in attributive clauses is a two-or-three-word verb (e.g. come across, fill in, go through, look after, look up to, put up with, take on) we don’t usually put the preposition at the beginning: • Your essay is 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
人教版高中英语必修二unit5 musicwarming up and reading教案
人教版高中英语必修二unit5 musicwarming up and reading教案教学基本信息题目学科教材内容设计者 Book2 Unit5 Music-Warming up and reading 年高中英语高一级 Book2 Unit5 Music-Warming up and reading 第一课时个人信息姓名单位谷琴霞江西省金溪县第一中学 1.教材分析 1．本单元的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，而其中的主体内容是围绕着门基乐队的形成和成长历程展开的。
话题设置旨在让学生了解音乐的各种形式，深化对音乐的认识，增添音乐欣赏趣味，提高学生的音乐素养，培养他们热爱音乐和热爱生活的情操。
2.Warming �Cup 由八幅图片和四个问题组成。
图片呈现给学生的是他们熟悉的音乐家、歌唱家、乐队、组合等。
学生能很直观地了解音乐无处不在，让学生感受音乐魅力。
四个问题有助于老师引导学生开口、动脑，谈论他们喜欢的音乐，激发他们积极参与课堂活动的热情，进入本单元话题作铺垫。
3. Pre-reading 提供了三个问题，围绕中心词band 展开活动，要求他们列举出世界著名的乐队，谈论最喜欢哪个以及原因，进而引出阅读中的The Monkees这一主题。
4. Reading 主要介绍The Monkees，文章叙述了歌星、门基乐队充满梦想、如何组成乐队以及他们如何获得成功的过程。
阅读活动的目的在于训练学生阅读技能的基础上，培养学生对择业的思考，意识到机遇和挑战是并存的。
文章的主题是积极向上的，能激励学生通过努力一定能实现对事业的追求。
2.学情分析 1.知识结构：虽然学生Music这一话题有极大的兴趣，已经具备一定的词汇和表达基础，但对门基乐队感到陌生，并且阅读能力有待提高，对阅读技巧的运用还不娴熟，因此，教师应结合学生实际，逐步引导，循序渐进。
2.心理特征：现在的高中学生，对新鲜的事物有极大的接受能力，并且喜欢音乐和各种形象的展示，因此教师可以充分利用多媒体形式调动学生的学习热情，设置有效的阅读任务逐步掌握阅读技巧，体会文章含义。
人教课标版高中英语必修二 Unit5 Learning about language 教案-新版
Unit5 Learning about language教学设计1. Teaching Analysis教情分析1)Teaching objectives-教学目标①Language objectives-语言目标Key words & expressions重点词汇和短语Forapplying:musician,pretend,attach,form,earn,extra,broadcast,humorous,attra ctive, dream of, to be honest, play jokes on, get familiar with, or so, break up.For comprehending: jazz, choral, folk, rock’n’roll, in front of, rely on, a big hit.For recognizing: determined, intelligent, classical.Sentence structuresa.Have you ever dreamed of playing in front of thousands of people at a concert,at which everyone is clapping and appreciating your music?b.They may start asagroup of high-schoolstudents,for whom practicing theirmusic in someone’s house is thefirst step to fame.ter they may give performances in pubs or clubs, for which they are paid incash.d.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.e.The musicians were to play jokes on each other as well as play music, most ofwhich was based loosely on the Beatles.f.However,afterayearorsoinwhichtheybecamemoreseriousabouttheirwork .g.They produced a new record in 1996, with which they celebrated their formertime as a real band.②Ability goals-能力目标a.Enablethestudentstounderstandandusethesenewwords/expressionsinspecific text.b.Enable the students to guess the meanings of new words in in specifictext.③E motion goals情感目标a. Enable the Ss to have interest in studying words in reading.b. Enable the Ss to choose more proper words to express his/her own ideas.2) Important & difficult teaching points-教学重难点①Important teaching points-教学重点Control the meanings and usages of these new words andexpressions.②Difficult teaching points-教学难点Understand and use some language points.2. Student analysis学情分析1) Fundamental state基本情况这是一堂语言知识课，词汇，短语和语言点，均来自于上节课的阅读文本，是对文本的进一步挖掘。
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。
Unit5Music全单元教学设计（新课标版高一英语必修二教案教学设计）
Unit5Music全单元教学设计（新课标版高一英语必修二教案教学设计）Unit 5 Music广东省广州市第43中学黄小红【教学内容分析】本单元的话题是音乐（music）。
音乐是学生熟悉而喜爱的话题。
但许多同学对“音乐”的概念理解较狭窄，甚至以为流行音乐就是音乐的全部，对其他形式的音乐及其相关知识了解甚少。
通过对本单元的学习，带学生走进音乐的殿堂，帮助学生了解有关的音乐知识，同时潜移默化地培养审美的情趣，引导学生对社会生活、价值观、人生观等进行深入的思考。
热身(Warming up)部分提供了八幅图及八段不同形式的音乐，要求学生听音乐进行配图活动，并讨论对音乐的感受及喜好的原因。
这部分的目的是呈现本单元的中心话题－音乐，激活学生头脑中关于“音乐”的图式，激发他们对此话题的兴趣，为整个单元的学习做好铺垫作用。
读前（Pre-reading）提出三个问题，引导学生谈论有名的乐队。
在学课文前拓展学生的思维，为学课文做好准备。
阅读（Reading）部分介绍了知名乐队Monkees 的相关情况。
这是一篇富含信息量，以音乐作为一个侧面反映了近几十年来美国社会和价值观变化的文章。
理解（Comprehending）设计了四种题型，第一题要求学生用合适的形容词归纳乐队的特点，第二题是连线题，旨在加深对课文的理解，让学生学会正确理解句子。
第三题是开放性的思考题，让学生基于对课文的理解上发表个人的看法。
第四题是归纳段意题，让学生掌握一般说明文的阅读、写作方法。
语言学习（Learning about language）部分包括词汇和语法学习两部分，教材中设计了相关的语境帮助学生学习和掌握有关音乐的词汇。
其中第三题是一个开放性题，通过做游戏，帮助学生正确使用短语dream of与to be honest with。
语法部分主要是引导、启发学生结合阅读内容，去发现、归纳、感悟目标语言结构――介词＋which(whom)引导的定语从句。
北师大版高一英语必修二教案设计：Unit5 Rhythm Culture Corner
《Unit 5 Rhythm》Culture CornerExercise■Ask students what they know about music ―- encourage them to say as much as possible.■Students read through the questions and skim the title and the words in black. Encourage them to guess the answers to the questions.■Students scan the text to check their guesses for the questions. Refer them to the Notes for help. ■Students read the text again for further understanding. Then write down the answers to the questions.Answers1 Blues2 Rock ’n’ Roll3 Classical music4 Jazz5 Because radio, television and the Internet have made it easier for sounds to travel across cultures and styles have become more and more mixed.OptionsExtensionIn groups, students choose the music they like most and think of the names of their favourite world-famous singers or musicians.Give reasons for their preferences.Each group describes their favourite singers or musicians in English to the class and let the others guess who they are. Then they give reasons why they like him/her most.Bulletin BoardObjectives■ To give students opportunities to tell and show their special talents to the others.■ To encourage students to write descriptions of their special talents.■ To exchange ideas and hunt others’ talent s.■ To further explore the theme of the unit.Options■ Ask students about what special talents they have and what they know about those of the other students.■ Ask the students to read the descriptions on the Bulletin Board individually.■ Ask stu dents what information is included in each description and what else they know about their classmates.■ Encourage students to write descriptions of their own special talents or those of others they know about.■ Display their writings on the class bulletin board. Encourage students to read other students’ writings after class.Unit DiaryObjectives■ To encourage students to reflect on what they have learned in this unit■ To encourage students to think about their own learning style■ To identify effective learning methods■ To develop students’ confidence■ To encourage students to take active control of their studies■ To help teachers get a clearer insight into the students’ learning strengths and weaknessesPart 1 (1)This asks students to think of the topics of the unit and decidewhich lesson was their favourite.Part 2 (2-5)This part refers back to the unit objectives from the start of the unit, think about what they have learned in this unit.Part 3 (6)This part asks students to express their personal opinions, comprehensively using the ideas in the reading and listening materials in this unit or from other resources.Part 4 (7-8)This part focuses on the evaluation of the usefulness of the activities for each of the tasks.Part 5 (9)This part gets students to reflect on the listening and reading texts, to identify the vocabulary that students still have difficulties with in the unit.Part 6 (10)This part is the reflection of the student’s learning styles and strategi es. In fact, the seven choices are the suggestions for English learning, which are helpful for students.。
人教版,必修二,unit5,reading,教学设计
高一英语 Unit 5 The Band That Wasn't1.教材分析：本案例是人教版《普通高中课程标准实验教科书· 英语（必修）2》第五单元第二课时Reading 部分。
中心话题是音乐。
本篇阅读讲述The Monkees乐队的故事，具体介绍乐队的组建、发展、演奏特点和受欢迎程度，有助于学生了解更多音乐知识，培养热爱生活、音乐的美好情感，并在轻松愉快的音乐主题下学习用英语表达喜好，领会乐队对音乐的不懈追求，培养认真做事的好习惯。
同时，扩大学生的视野，获取更多知识，扩展词汇量；并通过课文内容学习和相关课堂交际活动，为下一课时的学习做好铺垫。
2.教学目标：（1）知识目标：A.学习并运用以下词汇：单词： pretend,passer-by,musician,earn,attach,perform,confident短语：dreamof,to be honest,attach…to,play jokes on,be/get familiar to/wirh ,break upB.通过skimming 和scanning 的阅读策略，培养学生的阅读技能，养成良好的阅读习惯。
C.通过careful reading,进一步提高学生捕捉信息，理解信息和利用信息解决问题的能力。
D.通过discussion, 巩固所学知识，并利用所学知识表达问题的能力。
（2）能力目标：通过不同渠道让学生了解更多的音乐知识，出一期以乐队为主题的英语板报。
培养多种微观阅读技能和获取、处理、运用信息进行快速反应及推理判断的能力。
激发学习激情与兴趣，培养探究、合作意识与能力。
（3）情感目标：培养热爱音乐、热爱生活的美好感情。
领会The Monkees乐队对音乐的执著追求，培养认真做事的良好习惯。
3. 教学重点、难点：（1）重点：培养学生对细节理解的能力及归纳能力。
（2）难点：以小组合作的方式用英语进行交流讨论。
4.Teaching Procedures：Step I Lead inUse some pictures and questions to lead in the topic.Step II Fast readingTask1 . Find the main idea of each paragraph(1)The main idea of the passage?A. It is important for a band to play to the passers-by and in clubs.B. How most bands start and How the Monkees developed.C. Pretending to sing and copying are the keys to becoming famous for a band.(2) How does the author introduce the topic of passage?A. By listing some factsB. By asking questionsC. By making comparison(比较)（设计说明：快速阅读后要求学生先找出每段的main idea，但对于一中的好学生来说连线题太简单，所以设置为表格，也是有点难度，就把比较难的1段和4段改造成填空的形式.完成此任务后整篇文章的main idea也就很容易总结出来（对高一学生来说，开始就找整篇文章main idea 有难度，特别是这篇文章。
(最新)人教高中英语必修二单元教案Unit 5 music
英语必修二第五单元Unit 5 musicThe theme of this unit is music which introduces students some kinds of music by reading a story of a band named The Monkees and listening to story of Freddy and his band. The purpose is to help students to get to know different types of music and related musical knowledge.This unit also aims to build up students` ability to express their opinions by using the target language, to ask for advice, to use the attributive clause with preposition + which / whom correctly , and to write a short passage about Chinese folk music through e-mail.Vocabulary: roll, folk, jazz, musician, pretend, attach, form, passer-by, earn, extra, instrument, perform, performance, pub, cash, studio, millionaire, actor, rely, broadcast, humorous, familiar, attractive, addition, dip, confidence, brief, devotion, afterwards, invitation, beard, sensitive, painful, dream of, to be honest, attach…to, in cash, play jokes on, rely on, be / get familiar with, or so, break up, in addition, sort out, above allFunctions:I think we should…….,Should we go…..What if we…..?What do you think….?How about…?Let`s…..We could…..You could….If we….Talk about preference:I prefer……Why do you prefer…..I like… best because…..I am fond of….My favorite musician is….I enjoy listening…I don`t like….. very much. I hate……The first period: Warming up, Pre-reading, Reading and ComprehendingKnowledge aims: get the students to learn useful new words and expressions in this part: roll, folk, jazz, musician, pretend, attach, form, passer-by, earn, extra, instrument, perform, performance, pub, cash,studio, millionaire, actor, rely, broadcast, humorous, familiar, attractive, addition, dip, confidence, brief, devotion, afterwards, invitation, beard, sensitive, painful, dream of, to be honest, attach…to, in cash, play jokes on, rely on, be / get familiar with, or so, break up, in addition, sort out, above all Emotion aims: arouse students` great interest in music and let them like music.Important points: let students learn more about different kinds of music and get them to learn different reading skills.Difficult aims: how to develop students` reading ability and enjoy different kinds of music.Step 1 Warming up1. What kinds of music do you know?(classical music, rock `n `roll, orchestra, rap, folk music, jazz, country music, choral, light music, pop music and so on. )2. Can you name some musical instruments?(piano, violin, flute, erhu, drum, saxophone, bass, electronic instrument, etc. )3. Warm up the students by describing and questioning.The topic—music: it is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can make a lively and happy atmosphere and bring people relaxation after had work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How much do you know about music? Can you tell me different kinds of music?Step 2 Pre- reading1. Ask students to answer some questions:Have you heard about any of the famous bands in the world?(“the Beatles”, “Back Street Boys”, “the eagles”, “West Life” and Pink Floyd” )2. Play the tape and let them listen to some pieces of music from different bands.Talk about “the Monkees”: it is a bands of four persons that was very popular in the 1990s in American and as well as a TV show of the same name and it modeled on “ the Beatles”. The band used techniques rarely seen on TV at that time. Now it is still popular in the world today. This band who first sang the song is “Bubblegum”.Step 3 Reading1. Predict the content of this text first.2. Skim the passage for the topic sentences of each paragraph and fill in the chart.Paragraphs Topic sentencesPara. 1How do people get to form a band?Para. 2Most musicians meet and form a band.Para. 3One band started as a TV show.Para. 4“the monkees” became even more popular than “the Beatls”.3. Read the text carefully for the detailed information to complete the tables.1) How do people get to form a band?Members High school studentsReasons They like to write and play music.Forms They may play to passer-by in the street or subway.Places They practice their music in someone`s home.Results They can earn some extra money. They may also have a chance to dream of becoming famous.2) How was “the Monkees” formed and became a real band?Beginning of the band It began as a TV show.Style of performance They played jokes on each other as well as played music.First music and jokes Most of them were based loosely on the band called “the Beatles”.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 stared 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 realband.4. Read aloud and underline the useful collocations: dream of doing, at a concert, in front of, thousands of, sing karaoke, to be honest, attach …to.., practice one`s music, play to passers-by, in the subway, earn some extra money, be paid in cash, begin as a TV show, play jokes on, be based loosely on, put an advertisement in a newspaper, look for rock musicians, rely on, pretend to do sth. be copied by, support them fiercely, get familiar with, or so, become more serious about, play their own instruments, produce one`s own records, start touring, break up, in the mid-1980s5. Skim the text more carefully to find out the difficult sentences and analyze the structures.6. 根据课文内容填空Parts Main idea DetailsPart I (1) A dream being part of a band as a famous singer or musicianplaying in front of the audiencebecoming rich and famous as a musicianPart II (2)The course offorming a band starting as a group, practicing musicplaying to passers-by to earn some extra moneygiving performances in pubs or clubs to get moneyPart III (3-4)The Monkees beginning as a TV show, pretending to singperforming humorously enough to be copiedPlaying and singing songs written by other musiciansproducing their own records and playing their own musicbecoming more popular than the Beatlesbreaking and later uniting, producing a new record tocelebrate the band’s birthStep 4 Discussion1. Do you think music plays an important role in our daily life?2. What would the world be like if there were no music?Step 5 Homework1. Learn the useful new words and expressions by heart.2. Read the reading passage again and try to retell the passage The Band That Wasn`t.The second period: Learning about important language pointsThe emphasis of this period will be placed on the important new words , expressions and sentence patterns. First we can get them to understand the context, then give some explanations about them. Later offer some practices to make them master their usages.Emotion aims: stimulate students` interest in learning English with the help of cooperation and teamwork.Important points: Enable them to master the usages of some the new words , expressions and understand the difficult sentence patterns correctly.Difficult points: how to get them to master the words, expressions and difficult sentence patterns.Step 1 Revision1. Check the homework exercises.2. Dictate some new words and expressions we have learnt.Step 2 Key words and expressions studyGet them read the former parts to get the collocations that they don`t understand.Step 3 Practice for useful words and expressions1. Let them do Exercise 1 and 2 in Learning about Language on page 36 and check the answers aftermost of them finish.2. Let them do Exercise 1 in Using words and expressions on page 70 and check the answers after most of them finish.Step 4 Vocabulary study1. dream of / about梦想, 幻想Everyone dreams of a better future.I often dream of there being a small river in front of my house.2. be honest with对…..说老实话; 同….规矩来往/ honestly speaking 老实说/ to tell you the truth 老实告诉你You should be honest with the teacher.To be honest is used when you tell someone what you really think.To be honest with you, I don`t like you.3. play a joke on / play jokes on 和….开玩笑; 戏弄….You shouldn`t plat jokes on him.He doesn`t being played jokes on.4. or so 大约, 左右He has given away 200books or so to the village students.We stayed for an hour or so.5. break up 打碎, 分散, 解体The ship broke up on the rocks.The meeting broke up at 11 0clock.Police were called in to break up the meeting.break up with sb. 与某人断交She has just broken up with her boyfriend.break away脱离, break down失败,毁掉, break from挣脱, 突然离去, break into 闯入, 破门而入, 打断, break into, break out 发生; 爆发, break forth 突然发出, 迸发Step 5 Sentence focus1. Have you dreamed of playing in front of people at a concert, at which everyone is clapping and appreciating your music?at which everyone is clapping and appreciating your music为定语从句2. The musicians were to play jokes on each other as well as play music, most of which were based loosely on the Beatles.most of which 引导非限定性定语从句, 注意which指导jokes和music.3. They put an advertisement in a newspaper looking for rock musicians, but they could only find one who was good enough.looking for rock musician现在分词短语作目的状语,修饰an advertisement4. 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.in which they became more serious about their work 是定语从句,修饰a year or soHe still remembers the time when (= at which) he became a college student.Gone are the days when (=on which) my heart was young and gay.Step 6 Using words, expressions and patterns1. Do exercises 1and 2 on page 70 in Using words and expressions.2. Translate the sentences into English, using th words and expressions given in brackets.1). 这是我梦中的家. 我什么时间能搬进来? (dream of)2). 最重要的是, 你现在应该同我说实话. (above all, be honest with)3). 他喜欢开别人的玩笑, 但是不喜欢别人开他的玩笑. (play a joke on )4). 他走出大楼, 许多人跟在他身后. (with + n. /pron. + doing )5). 大约一年后, 他就会成为一名医生. (or so)Step 7 Playing a game called “What” is your dream?”Have a discussion about “the dream”, and ask each one to write an article.Step 8 HomeworkFinish off Workbook exercises.Learn the new words and expressions by heart.The third period: Learning about grammarThis teaching period mainly deals with the grammar: the attributive clause with prep. + which / whom.Difficult point: how to get the students to master the structure and usages of the attributive clause with prep. + which / whom.Important points: Enable students to choose proper propositionsStep 1 RevisionCheck the homework exercises.Dictate some new words and expressions.Step 2 Grammar revision1. Read and discover: ask the students to turn to page 34 to go through the passage The Band That Wasn`t to pick out the sentences with the attributive clauses with a preposition ahead of the relative pronoun and translate them into Chinese.Have you ever dreamed of playing in front of thousands of people at a concert, at which everyone is clapping and appreciating your music.They may start as a group of high-school students, for whom practicing their music in someone`s house is the first step to fame.Later they may give performances in pubs or clubs, for which they are paid in cash.The musicians were to play jokes on each other as well as play music, most of which was based loosely on the Beatles.However, after a year or so in which they became more serious about their work, the Monkees starts to play and sing their songs like a real band.They produced a new record in 1996, with which they celebrated their former time as a real band.2. The structure: preposition + relative pronoun3. Some more examples:This is the reason for which he left his hometown.I will never forget the day on which we stayed together.This is the girl from whom I learnt the news.The person to whom I spoke just now is the manager that I told you about.I will show you a store in which you may buy all that you need.I don`t like the way in which you laughed at her.Step 4 Grammar practiceTurn to page 37 to do Exercise 2 in Discovering useful structures to sort out the messages which are getting mixed up, and then check with all of the students.Step 5 Summarizing the grammar rules1. In formal styles we often put a proposition before the relative pronouns which and whom. After a preposition, you can`t use who in place of whom and you can`t use that or zero relative pronoun either.The rate at which a material heats up depends on its chemical composition.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.2. In informal English, we usually put the proposition at the end in attributive clauses rather than at the beginning. In this case, we prefer who rather than whom 9 although whom is used in formal contexts.) in restrictive attributive clauses, we can also use that or aero relative pronoun instead of who or which.The office which Graham led the way to was filled with books.Jim`s football ability, which he was noted for, had been encouraged by his parents.3. If the verb in attributive clauses is a two-or three-word verb, (come across, fill in, go through, look after……). We don`t usually put the proposition at the beginning.Your essay is one of those (which / that) I will go through tomorrow.She is one of the few people ( who / that ) I look up to.4. In formal written English, we often prefer to use “of which” rather than “whose” to talk about things. We can`t use “of which” to take the place of “whose” in the following patterns:A huge amount of oil was spilled, the effects of which are still being felt / whose effects are still being felt.The end of the war, the anniversary of which is on the 16th of November / whose anniversary is on the 16th of November, will be commemorated in cities throughout the country.5. “whose” can come after a proposition in attributive clauses. However, it is more natural to put the proposition at the end in less formal contexts and in spoken English.We wee grateful to Mr. Marks, in whose car we had traveled home / whose car we had traveled home in.I now turn to Freud, from whose work the following quotation is taken / whose work the following quotation is taken from.Step 6 Closing down by doing consolidation exercises1. True or false.1). It`s a piece of jewelry across which I came in an antique shop.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.2. Rewrite these sentences so that they are more appropriate for formal written English.1). Tom Sims, whose car the weapons were found in, 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.Step 7 Homework1. Finish off the Workbook exercises.2. Learn and understanding the related grammar rules.The forth period: Using Language: Listening and extensive readingThe teaching emphasis will be put on developing students` listening and reading ability by listening to Freddy`s story and the Beatles` song and reading extensively (page 38 and page 72- 73) Knowledge aims: get the students to learn some useful new words and expressions in this part: frog, afterwards, performance, etc. and let them learn and enjoy the two songs “Help” and “Cat`s in the Cradle’.Important points: develop students` reading skills by extensive reading and enjoy the two famous songs.Difficult points: how to enable the students to learn to use reading strategies such as skimming, scanning, and so on in order to get the gist of the story.Step 1 Preparation for listening to “Freddy, the frog”Read the directions and the statements to make sure they know what to do.Step 2 Listen to the story and decide whether the statements are true or false.1). Freddy had changed from a man to frog.2). He felt lonely in the lake till he met his friends on the lily leaf.3). The singers of the band could sing very loudly.4). Freddy thought he could sing as well as the other singing frogs.5). Freddy was very confident about his singing.6). He sang the song to ask the other frogs to be his friends.Step 3 Listening in workbook.Listen to the talk about classical music and the two composers Mozart and Bach who are ready to write notes.Step 4 Listening task in workbookListen to the talks about classical music and the two composers Mozart and Bach and do the exercises. Step 5 Enjoy the song “Right Here Waiting”Step 6 Homework1. Finish off the exercises.2. Learn the useful words and expressions in this unit by heart.The fifth period: Using Language: listening and speakingThe emphasis of this period is placed on developing students` listening and speaking abilities. Knowledge aims: get the students to learn some useful words and expressions, music and making suggestions.Important aims: develop students` listening and speaking abilities about music.Difficult aims: how to develop students` listening and speaking abilities.Step 1 Revision1. Check the homework exercises.2. Ask some students to retell the story about Freddy`s life3. Have a dictation of the new and useful words and expressions.Step 2 Warming up by brainstorming1. Ask students to brainstorm the following questions:1). Do you ever worried about taking exams?2). Do you sometimes forget what you have studied?3). How many times have you studied English words only to forget them the next day?4). What can you do to improve your intelligence over a long period of time?5). Do you think music may help?2. After their brainstorming, tell them: let`s listen to the speaker`s opinions about music.Step 3 listeningTurn to page 69 and make them know what to do after going through the questions.Step 4 Listening task on page 72Listen to the material about classical music which tells you about two different composers: Mozart and Bach.Step 5 Talking1. Ask some students in groups of four to discuss these questions and make notes of the ideas.1). Dou you believe in the “Mozart effect”? why or why not?2). Have you ever experienced it? Give some examples.3). Do you think it also works with other kinds of music such as pop music? Give reasons.2. Let them prepare their dialogue and then ask some pairs to perform it out. Remind them of using the following expressions:Music makes me feel happy / comfortable / confident about…..I prefer / hate classical music because it feel calm / relaxed / sleepy / bored …..Pop music makes me feel happy / cheerful / lively / tired / energetic…..If I am worried / frightened / concerned about…, I prefer to listen to…..I (don`t) enjoy / appreciate / understand that kind of music / song because……I find that if I listen to classical / pop music, I feel …..I attach great importance to…..Step 6 Homework1. Finish off the Workbook exercises2. Read the listening texts and try to retell something about “Mozart effect” and classical music.3. Write some sentences using the expressions of making suggestions and the note (in talking) in your exercises book.The sixth period: Using language: Speaking and writingThe emphasis of this period is laid on developing students` speaking and writing abilities. This is the best way to test if students have mastered what they have learned. In this period, we will deal with the following parts: Speaking and writing on page 39, Speaking on page 40, Speaking task and writing on page 74 in the Workbook.Knowledge aims: let the students learn the expressions of talking about preference.Ability aims: enable them to talk about preference.Important points: develop students` speaking and writing abilities.Difficult points: how to develop students` speaking and writing abilities.Step 1 RevisionCheck the homework exercises.Ask some students to tell something about Mozart and classical music.Step 2 Warming up by asking and sharing1. Ask students whether they prefer classical music or Chinese folk music.2. Remind students to use the expressions while talking about preference.I prefer……Why do you prefer…..I like best because…..I hate….., My favorite musician is…I enjoy listening to….I am fond of…I don`t like…. Very much.Step 3 Writing (a note and a paragraph)1. Discuss the following questions and decide a best way to tell a foreign friend about one kind of Chinese folk music.1). What do you think they need to know before they can enjoy it?2). Why do you like it?3). Who are your favorite singers?2. Write a paragraph telling their foreign friend about the type of Chinese folk music they have chosen.Step 4 Writing (an e-mail)1. Suppose a situation: you and your friend want to start your own band. However, you have never plated in a band. You will write an e-mail to Freddy for his advice.The way to write an e-mail:→Think or discuss some questions you would like to ask Freddy.→Make a list of them and choose the best ones.→Share your ideas with another pair or ask your teacher for advice and then decide which ones are the best ways.→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 e-mail politely and thank Freddy for his help.2. Sample writing:I like erhu music because it is so moving and it reminds me of wonderful snowy mountain, forests and lakes where no one live but the birds to enjoy their beauty. The most loved music is Er Quan Ying Yue, which sounds very sad and was played by a famous musician who could not see.The erhu is a very old instrument in China. An early form of the erhu could be found in the Tang dynasty. It is made of wood and has two metal strings. The bow is placed between the two strings and the musician can play it standing up or sitting down.Xu Ke is my favorite erhu player and hr is famous throughout the world. I have even heard him play Western classical music for a violin on his erhu. It sounded very beautiful.Step 5 Reading Freddy`s reply1. Read Freddys reply and answer the questions:How was Freddy`s band formed?What advice does Freddy give?2. Read and pick out the useful collocations: be honored of, ask for advice, in a very unusual way, since then, agree with, come up with, make a special time, stick to, give performances, above all, have funStep 6 SpeakingAsk some students to make up a dialogue talking about how to form a band.The best ways are like these:1). Form your own band in a group of six.2). Decide who will play what instrument and who will sing.3). Decide the name of your band and what kind of band you will be.4). Choose an English song for your band to perform5). Practice singing your song to the music and perform to the class.Step 7Closing down by quote about musicAsk students to turn to page 40, read and try to understand the saying.Let them write their own famous quotes about music and talk about what they mean to them with their partner.Step 8 HomeworkReview the contents of the unit and complete Summing up on page 40.补充练习1. Word spelling1). When our football team played in another town, all the supporters (支持者) went to watch the game.2). He ordered several extra (额外的) things, such as a radio and an air-conditioner on his new car.3). The orchestra (管旋乐队) is preparing a concert.4). What sort (种类) of music do you like best-----pop or classical?5). A computer can perform (做) many tasks at once.6). Which team will win the match is still unknown (不可知的)?7). Her life is a poem full of attractive (有吸引力的) power.8). I did not remember the correct answer until afterwards (后来).9). Bruce has the ability (能力) to score a goal, but will he do it?10). “East, west, home is the best” is an English saying (格言).11) The boys rolled (滚动) a big snow ball, and the girls made a small one to build a snowman.12) As one of the performers (表演者) of the show, I felt proud after hearing the warm applause.13) The injured policeman’s courage earned (获得) him the admiration of all the people who knew the news.14) Look! The girls are forming (组成) a line at the door with flowers in their hands to welcome the foreign guests.15) I did not remember the correct answer to the question that Tom asked until afterwards (后来).16) The shop clerks were busy attaching the latest price tag to each article.17) This new advertisement will be broadcast twenty times a day on TV.18) Julia pretended sleep when her husband came home late that night.19) Many foreigners are good at singing Chinese folk songs now.20) All the passers-by who saw the happening of the accident are being asked by the policemen.2. Fill in the blanks with the expressions given below. Use each only once and make changes where necessary.dream of, above all, stick to, sort out, break up, by chance, look for, be fond of, or so, to be honest, play jokes on, in addition, in cash, rely on, be familiar with1). I am looking for my glasses. I don`t remember where I had put them.2). I met Comrade Yu by chance last Sunday afternoon.3). If you stick to the truth, you have nothing to fear.4). Above all, you must collect the necessary materials.5). She often dreams of running her own business in the future.6). To be honest, I can`t believe what she said just now.7). There were twenty people or so who entered for the race.8). Many policemen were sent there to break up the angry crowds.9). It was difficult to sort out the lies from the truth.10). Tom enjoys painting while his brother is fond of playing the piano.11) Above all, you must collect the necessary materials and then make a plan carefully.12) Mark loves collecting stamps and he can spend a whole day sorting out his stamps at home.13) People used to dream of traveling in the outer space and now the dream has come true.14) To be honest, the dress fits you very much. Why do you dislike it?15) We need another two workers to finish the job on time. In addition, some more money is needed.16) Nicholas Tse and Cecilla Cheung’s breaking up made many people feel sad.17) “Don’t play jokes on others in the swimming pool, as it is very dangerous.” the teacher said.18) I am familiar with this city. So I can introduce it to all of you.19) As you paid the bill in cash, we don’t add any handing charge for it.20) My father said ha hadn’t relied on any others since he was 18 years old.。
新课标高中英语人教版必修二unit5教案-(Unit5-Music--Period5-Speakin
I enjoy listening to.。.
I love...
..。is great!
。..is wonderful！
I can't stand.。。
I don’t like... very much。
.。。is awful!
。..is dreadful!
After 5 minutes' discussion，ask some students to give their opinions.
Step 6 Homework
Find out a famous singer or musician.You may go to the Internet or the library，or even teen magazines to find the information.Discover what is unique about this person and why he/she loves music。
Possible answers:
No。
Song
Music kind
1
Voices of spring
Classical music
2
Bring me to life
Pop music
3
My heart will go on
Pop music4ຫໍສະໝຸດ Rhythm Nation
Rock ‘n’ roll
5
Miss you much
Step 7 The Design of the Writing on the Blackboard
Unit 5 Music
Period 5
新人教高中英语必修二Unit5Music-DiscoveringUsefulStructures教案
2019新人教高中英语必修二Unit 5 Music---Discovering Useful Structures公开课教案Teaching aims:1.Get students to have a good understanding the basic usage of past word segmentation as past segmentation as predicative and adverbial.2. Strengthen students’ great interest in grammar learning.3. Instruct students to express their ideas with this grammar correctly.Teaching key and difficult points:1.Enable students to learn the meaning of past participles and know when to use past participles.2.How to enable students to use the structure and meaning of past word segmentation as past segmentation as predicative and adverbial.Teaching procedures:StepⅠ Lead-inLook at the pictures and describe them.The people are e.The boy is a in reading a book.The boy is s.Suggested answers:excited;absorbed;surprisedThese words serve as the predicative in the sentences.They modify the subject of the sentences like an adjective,showing the state of the subject.StepⅠ Exploring the differences between verb-ed and verb-ing as the predicativeObserve the following sentences and find out the differences between verb-ed and verb-ing as the predicative.1.The news that Man Wenjun took drugs was very surprising.2.At the news that Man Wenjun took drugs,we felt surprised.3.Your performances are satisfying.4.I am satisfied with your performances.5.The cup is broken.Suggested answer:动词-ing形式作表语时,句子主语多是物,它表示给别人造成的感觉,表示主动意义。
人教版新课标高一英语必修二Unit5Reading教学设计
人教版新课标高一英语必修二 Unit5-Reading 教学设计Design of Teaching Objectives 教学目标设计（三维目标）l. Learning objectives for knowledge知识目标(1) Get students to learn and grasp the important useful new words and expressions. (让学生学习并掌握重要的新单词、短语)1) Important words (重点单词)：roll, folk, jazz, musician, pretend, attach, form, passer-by, earn, i nstrument, performance, pub, cash, studio, millionaire, actor, rely, broadcast, humorous, familiar, attractive2) Important phrases (重点词组)：dream of, to be honest, attach…to…, in cash, play jokes on, rely on, get familiar with, or so, break up(2) Let students learn about different types of music (让学生学习不同种类的音乐风格)2.Learning objectives for language skills能力目标(1) Enable students to learn to talk about different kinds of music. (使学生学会谈论不同种类的音乐风格)(2) Improve the students’ reading ability through reading about bands.(通过阅读提高学生的阅读理解能力。