新理念交互英语2 Text B why music matters 教案

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必修2 unit 5 music 教学设计与反思.doc

必修2 Unit 5 Music教学设计与反思陈俊杏陆丰市林启恩纪念中学课型：Warming Up, Pre-reading and Reading分析学生：木现学生的英语水平一般，有部分学生的英语基础较差。

但是通过对不同层次的学生进行合理的小组分配，加上大部分学生对英语学习感兴趣，能积极参与各种课堂活动，因此很多教学活动都能顺利开展。

课堂中除了关注语言知识学习和语言技能训练外，也能通过感受文中乐队的成功经历，让学生明白成功是需要不断努力的。

分析教材：本节课的话题是“音乐”和“音乐类型”，涉及门基乐队，主要围绕着门基乐队的形成和成长历程展开的。

对于这种学生感兴趣的话题、学生比较感兴趣，思路也比较开阔，可谈的内容也就比较多。

教学目标：1.知识目标：了解和熟悉各种音乐的形式和课文中黑体标注的英语词汇，如：Classical music, Orchestra, instruments, studio, broadcast etc；掌握表达偏好和爱好的基本句型，如：I prefer/hate...because it makes me feel bored... If I'm I prefer to listen to...etc （重点）；了解The Monkees 乐队的一些情况以及如何组建乐队的一些常识。

2・能力目标：1）强化略读、杏读等方式查找关键词、主题句，更快速并准确地确定文章的段落大意。

2）能用英语表达建议、偏好和爱好；能用已有知识和所学的新知识进行讨论。

3 .情感态度与文化意识目标：1）了解各种音乐形式，了解The Monkees组合的发展历程，感受中西方音乐以及古典音乐与现代音乐之间的差异，增进对中西方音乐文化的了解，提高音乐修养。

2）在小组合作互动中，增强学生的团队合作精神与分享意识。

教学重点1.获取The Monkees组合发展历程的信息；训练学生掌握、理解文章细节的阅读能力。

人教版高中英语Book2Unit5Music教案

人教版高中英语Book2Unit5Music教案大方实验高中新课改教与学设计教与学内容Unit5 Music 时间May. 7 课型New 执教者陈梅教与学目标知识与技能1.Get the students to know different kinds of music.2.Realize the passage well and know the Monkees.3.Develop students’ reading ability and let them learn different reading skills.4.过程与方法1.Task-based teaching and learning.2.Play a little game.3.Discussion and cooperation.4.情感态度与价值观1.Get the students to know how musicians form band.2.Let the students study the history and development of the Monkees.3.Share nice music with students.3.教材分析（注重与高考考点链接）Reading skill is an inmportant skill in English, we should practice more, it plays a great important role in the College Entrance Examination too.教与学重、难点处理方法重点1.how musicians form band.2. the history and development of theMonkees难点1.Develop students’readingand speaking ability.2.Train the student’s thinkingcapacity.3.处理方法Give students some minutes to readthe passage then finish off exercises. 处理方法1.Let the students read thepassage by dividing theminto groups to talk.2.Let the students play alittle game.教与学准备教师导学准备1.Prepare for the teaching plan carefully.2.Prepare PPT to help teaching.3. In search for some interesting pictures online.4.学生学前准备1.Ask students to preview the text carefully and search for some information about Music.教与学方法教学方法1.Task-based teaching.2.Discussion and cooperation.2.PPT helps teaching. .3.学习方法1.Reading2.Play a little game.3.Cooperative learning.4.教学流程教师活动学生活动设计意图Step1Greetings (1minute)Step2 Teaching aims(1minute)Step3 Lead-in (1minute)Step4 Warming up(7minu ts)Step5 Reading (20minuts ) →Greetings.→Let the students knowteaching aims.Two questions:1.Do you like music ?2.What kind of music do youknow?Play a little game by playing records to the students and ask them to guess1) Fast reading.→Match the line2) Careful reading.→1. Ask students to read the passage carefully then finish off the exercises.→S tand up and class begins. The students look at the screen and know what should they learn this lesson.The student thingking and speaking.The students just listen and guess →Ask the students to look for the main idea of each paragraph.→The students read the passage quickly then do the exercises. class begins.Know the learningaimsArouse thestudents’interestand lead intotoday’s topic.→Arouse thestudents’interestand access to thetheme of the text.→Tain students’reading skills andimprove thierabilities inansweringquestions.Step6. Summary (1minut)Step7 Discussio n(6minut es)Step8. Law(1mi nut)Step9. Evaluate (1minute)Step10. Homewor k(0.5minute)Step7 Class over Review what we have learned today.Discuss:1.Do you think music isimportant? Why or why not?2.What’s the most importantthing for a successful band?中华人民共和国著作权法》“非法出版、复制发行他人作品，侵犯著作权构成犯罪的，按照侵犯著作权罪进行处罚。

高中英语Unit 5 Music全单元教案新人教版必修2 教案

Unit 5 MusicPart One: Teaching Design (第一部分：教学设计)Period 1: A sample lesson plan for reading(THE BAND THAT WASN’T)Aims◆To learn to talk about kinds of music◆To learn to read about bands◆To study The Attributive Clause (in/ for/ with/ by ＋which/ whom)◆To learn to write an e-mailProceduresI. Warming upWarming up by describingGood morning, class. Today we are going to talk about an interesting topic --- music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music? Can you tell about different kinds of music? Now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.Warming up by discussingHi, everyone. Do you like music? How much do you know about music? Can you tell about the different kinds of music? Please turn to page 33. Look at the pictures. Let’s listen to some music. Let’s see if you can guess which music matches with which picture.Classical music Country music Rock ‘n’ RollRap Orchestra Folk musicYes, you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let’s discuss these questions in small groups. Try to share your opinions with one another.II. Pre-reading1.Thinking and sayingHave you heard about any of the famous bands in the world? List some if you can.For reference: I’ve heard about “The Beatles”, “Back Street Boys”, “TheEagles”, “West life” and “Pink Floyd”.2.Listening, talking and sharingLet’s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class.For reference: I am from Group 1. Our group likes “The Beatles” best. We liketheir style of performances. Listening to their performances, we will feel relaxed,amused, and their performances make us think a lot about life.Do you know anything about “The Monkees”?For reference:“The Monkees” is a band that was first popular in the 1960s inAmerica. Unlike most bands of the time, the Monkees were not formed by its membersbut rather by TV producers. They were a fictional band in the TV show of the samename. The band was composed of Mike Nesmith, Mickey Dolenz, Davy Jones, and PeterTork. All the members had some musical experience. Let’s come to the reading ---The Band That Wasn’t and find more about them.III. Reading1.Reading aloud to the recordingNow please listen and read aloud to the recording of the text T HE BAND THAT WASN’T. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2.Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Collocations from THE BAND THAT WASN’Tdream of doing , at a concert , with sb. clapping and enjoying …, sing karaoke ,be honest with oneself, get to form a band, high school students, practice one’smusic, play to passers-by, in the subway, earn some extra money, begin as a TV show,play jokes on…, be based loosely on…, the TV organizers, make good music, put anadvertisement in a newspaper, look for rock musicians, pretend to do sth., theattractive performances, be copied by…, support them fiercely, become more seriousabout…, play their own instruments, produce one’s own records, start touring,break up, in the mid-1980s, a celebration of one’s time as a real band3.Reading to identify the topic sentence of each paragraphSkim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.1st paragraph: How do people get to form a band?2nd paragraph: Most musicians meet and form a band.3rd paragraph: One band started as a TV show.4th paragraph: “The Monkees” became even more popular than “The Beatles”.3.Reading and transferring informationRead the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band.How do people get to form a band?Members High school studentsReasons They like to write and play music.Places They practice their music in someone’s home.Forms They may play to passers-by in the street or subway.Results They can earn some extra money. They may also have a chance to dreamof becoming famous.How was The Monkees formed and became a real band?The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, MikeNesmith & Davy Jonesbeginning of the band It began as a TV show.style of theperformanceThey played jokes on each other as well as played music.first music and jokes Most of them were based loosely on the band called “TheBeatles”.development of the band They became more serious about their work and started toplay their own instruments and write their own songs likea real band. They produced their own records and startedtouring and playing their own music.changes of the band The band broke up in about 1970, but reunited in themid-1980s. They produced a new record in 1996, which wasa celebration of their time as a real band.4. Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me.IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1, 2, 3 and 4.Closing down by having a discussionDo you think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs? Why?For reference:I don’t think the TV organizers were right to call “The Monkees”a band when they did not sing or write their own songs because singing and writingits own songs was the basis of a band.Do you agree that the jokes were more important than the music for this band? Give a reason. For reference: Yes. I think it is the jokes that really attract more fans.No. I think the purpose of forming a band is getting people to enjoy the spirit ofmusic. It’s more important than playing jokes just to make people laugh.Closing down by retelling the form of the band The Monkees.I shall write some key words and expressions on the board. You are to retell the form of the band according to these words.For reference: begin as a TV show, the TV organizers, look for, put an advertisementin a newspaper, use actors for the other members of the band, pretend to sing Period 2: A sample lesson plan for Learning about Language(The Attributive Clause (in/ for/ with/ by＋which/ whom).AimsTo help students learn about the Attributive Clause with a preposition in front.To help students discover and learn to use some useful words and expressions.To help students discover and learn to use some useful structures.ProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 35 and do exercises No. 1, 2 and 3 first. Check your answers against your classmates’. II. Learning about grammar1.Reading and thinkingTurn to page 34 and read with me the text of THE BAND THAT WASN’t. As you read on, pay attention to The Attributive Clause (in/ for/ with/ by＋which/ whom), that is, the attributive clauses with a preposition ahead of the relative pronoun shown in the sentences.For reference: The musicians of whom the band was formed played jokes on each otheras well as played music. However, after a year or so in which they became more seriousabout their work, “The Monkees” started to play their own instruments and writetheir own songs like a real band.2.Doing exercises No. 1 and 2 on page 35Turn to page 34. Look at the two sentences:The musicians of whom the band was formed played jokes on each other as well as played music. However, after a year or so in which they became more serious about their work, “The Monkees”started to play their own instruments and write their own songs like a real band.Pay attention to the structure: preposition + relative pronoun. Usually only two relative pronouns --- which and whom--- can be used in the Attributive Clause, with a preposition put before the clause. That can’t be used. Look at the screen. Here are more examples on this kind of structure.Now go on to do Exercise No. 2 on page 36, that is, to sort out the sentences.III. Ready used materials for The Attributive Clause (in/ for/ with/ by＋which/ whom)In formal styles we often put a preposition before the relative pronouns which and whom:•The rate at which a material heats up depends on its chemical composition.•In the novel by Peters, on which the film is based, the main character is a teenager.•An actor with whom Gelson had previously worked contacted him about the role.•Her many friends, among whom I like to be considered, gave her encouragement.Notice that after a preposition you can’t use who in place of whom, and you can’t use that or zero relative pronoun either:•Is it right that politicians should make important decisions without consulting the public to whom they are accountable? (not --- the public to who they are accountable.)•The valley in which the town lies is heavily polluted. (not --- The valley in that the town...) •Arnold tried to gauge the speed at which they were traveling. (not --- the speed at they were traveling.)In informal English we usually put the preposition at the end in attributive clauses rather than at the beginning:•The office which Graham led the way to was filled with books.•Jim’s footballing ability, which he was noted for, had been encouraged by his parents. •The playground wasn’t used by those children who it was built for.In this case we prefer who rather than whom(although whom is used in formal contexts). In restrictive attributive clauses we can also use that or zero relative pronoun instead of who or which (e.g. ...the children (that) it was built for).If the verb in attributive clauses is a two-or-three-word verb (e.g. come across, fill in, go through, look after, look up to, put up with, take on) we don’t usually put the preposition at the beginning:•Your essay is one of those (which/that) I’ll go through tomorrow. (rather than...through which I’ll go tomorrow.)•She is one of the few people (who/that) I look up to. (not ... to whom I look up.)In formal written English, we often prefer to use of which rather than whose to talk about things: •A huge amount of oil was spilled, the effects of which are still being felt. (or...whose effects are still being felt.)•The end of the war, the anniversary of which is on the 16th of November, will be commemorated in cities throughout the country. (or...whose anniversary is on...)Note that we can’t use of which in place of whose in the patterns described in Unit 71B: •Dorothy was able to switch between German, Polish and Russian, all of which she spoke fluently. (not..,all whose she spoke...)We can sometimes use that...of in place of of which. This is less formal than of which and whose, and is mainly used in spoken English:•The school that she is head of is closing down. (or The school of which she is head...) Whose can come after a preposition in attributive clauses. However, it is more natural to put the preposition at the end in less formal contexts and in spoken English:•We were grateful to Mr. Marks, in whose car we had traveled home. (or...whose car we had traveled home in.)•I now turn to Freud, from whose work the following quotation is taken. (or...whose work the following quotation is taken from.)IV. Closing down by doing exercises:Join the sentence halves using which or whom after an appropriate preposition. (A)a.I would never have finished the work.b.It was primarily written.c.We know nothing.d.They got a good view.e.He learned how to play chess.f.Dennis scored three goals in the final.g.She was born.h.It was discovered.1.They climbed up to the top of a large rock.2. I would like to thank my tutor.3. She has now moved back to the house on Long Island.4. The star is to be named after Patrick Jenks.S. This is the ball.6. He is now able to beat his father.7. The book is enjoyed by adults as well as children.8. There are still many things in our solar system.Are these correct or appropriate? If they are, put a√. If they are not, give a reason, correct them and give alternatives if you can. (A)I. It's a piece of jewelry across which I came in an antique shop. --- which I came across in an antique shop. (‘came across’ is a two-word verb.)2. The extra work which she took on was starting to affect her health.3. My mother, after whom I looked for over 20 years, died last year.4. The people whom I work with are all very friendly.5. Some of the criticisms with which they had to put up were very unfair.6. He had many friends with whom he had a regular correspondence.7. The woman to who he is engaged comes from Poland.8. The forms which I had to fill in were very complicated.Rewrite these sentences so that they are more appropriate for formal written English. Use preposition + which or preposition + whose, as appropriate. (B)I. Tom Sims, whose car the weapons were found in, has been arrested. Torn Sims, in whose car the weapons were found, has been arrested.2. Tom Ham, whose novel the TV series is based on, will appear in the first episode.3. Dr Jackson owns the castle whose grounds the main road passes through.4. Tessa Parsons is now managing director of Simons, the company that she was once a secretary in.5. Allowing the weapons to be sold is an action that the Government should be ashamed of.6. The dragonfly is an insect that we know very little of.Period 3: A sample lesson plan for Using LanguageAimsTo read the story about Freddy and then enjoy and understand Beatles’ songs.To use the language by reading, listening, speaking and writing.ProceduresI. Warming up by listening and writingTurn to page 37 and read these sentences before listening to the tape. Then listen to the tape and decide true or false.II. Guided reading1.Reading and translatingRead more about Freddy’s life and translate it into Chinese paragraph by paragraph. 2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3. Doing exercisesNow you are going to do exercises No. 3, 4 and 5 on page 38 following the article. Ex3: Here are the incorrect sentences which should be crossed out. 1. Freddy and his band always loved being pop stars. 2. His favorite program was “Top of the Pops ”.3. Things went wrong because Freddy and his band hid themselves.4. They realized they had to go because they were painful. Exercise 4 Answer these questions:1. This is an open question by which students are asked about their opinions. Answers may vary.2. Answers may vary but there is information in the reading passage that may include: --- becoming rich;--- doing a job you want to do;--- having many fans;--- people enjoying your music.3. Answers may vary but information may include:--- peaceful and quiet;--- a private life away from crowds;--- a personal life which others do not discuss.Exercise 5: The main idea is No. 3. This is a story about a band that became famous and did not like it. Only No. 3 best summarizes the main idea, while all the others reflect just part of the main idea. At first, Freddy and his band wanted to be famous, but when he became famous, they were always being followed wherever they went, which they found painful. III. Guided writing1.Writing a letter for advicePlease turn to page 38 writing. Let ’s read the instructions.You ’d better do some brainstorming in small groups before writing your letters.You should follow the procedure for brainstorming and outlining introduced in Module 1 Unit 2. 2.Reading Freddy’s replyLet’s read Freddy ’s reply and answer the questions: --- How was Freddy ’s band formed?--- What advice does Freddy give?3.Writing a note and a paragraphPlease turn to page 74. Now in pairs you are going to decide on the best way to tell a foreign friend about one kind of Chinese folk music. What do you think they need to know before they can enjoy it? Why do you like it? Who are your favorite singers? Discuss it with your partner and write notes to remind you of your most important ideas. Then write a paragraph telling your foreign friend about the type of Chinese folk music you have chosen. Use a dictionary and other reference books to help you.IV. Further applyingFinding informationGo to the library to read or get online to search in order to find more information on music and musicians. Take notes of your findings and report them to your group mates next Monday morning. V. Closing down by filling a formMake use of the text and others to fill in the form below.How do people form a bandMembersReasonsPlacesFormsResultsClosing down by describing a bandTo end this period, I am going to have two of you to describe to the class a band whom you appreciates. Who’d like to speak first? Part Two: Teaching Resources (第二部分：教学资源)Section 1: A text structure analysis of THE BAND THAT WASN’TI. Type of writing and summary of the ideaType of writing This is a piece of narrative writing.Main idea of the passage The band The Monkees was formed in quite a differentway. It started as a TV show, with musicians playedjokes on each other as well as played music, basedloosely on the band called The Beatles. As time wenton, their attractive performances gained fiercelysupport from their fans. With their own particularstyle of performing their band at last became verypopular in the USA.Topic sentence of 1stparagraphHave you ever wanted to be a famous singer ormusician?Topic sentence of 2ndparagraphMost musicians meet and form a band because they liketo play music.Topic sentence of 3rdparagraphHowever, there was one band that started in adifferent way.Top sentence of 4th paragraph Their attractive performances were copied by othergroups and their fans supported them fiercely.II. A tree diagramDreaming ofbeing a famousmusician orIII. A retold passage of the text1. A possible version:Being a famous singer or musician may be the dream of many people. Becoming a member of a band may help you realize the dream. But just how can people form a band?Most musicians often meet and form a band for they are congenial with each other. High school students may also form a band to practice music together or sometimes play in the street to passers-by to earn some extra money, which is also a chance to realize their dreams of becoming famous. However, There was a band which was started in quite a different way. The musicians of whom the band was formed played jokes on each other and played music, loosely based on the Beatles. Their exciting performances were copied by other groups and were fiercely supported by their fans. That band was The Monkees. After a year or so, The Monkees became more serious of their work, playing their own instruments and writing their own music. Though it broke up in 1970, it reunited in the mid-1980s and is still popular today.Section 2: Background information on music, musicians and the band The MonkeesI. Different types of music:Folk musicIt has been passed down from one generation to another. At first it was never written down. People learned the songs from their families, relatives, neighbors and friends in the same village. These songs were about the country life, the seasons, animals and plants, and about love and sadness in people’s lives.Pop musicIt is a kind of modern music with a strong beat and not of lasting interest, especially just favored for a short time by younger people•Rock ’n’ RollIt is also called rock and roll, a kind of modern music with strong beat, played loudly on electrical instruments, in which the singer repeats the same few simple words.JazzJazz was born in the USA around 1890. It came from work songs sung by black people and had its roots in Africa. Jazz started developing in the 1920s in the southern states. Soon it was played by white musicians, too, and reached other parts of the USA.African musicIt plays an important part in people’s lives, especially for work, and at festivals and weddings, when people dance all night long.Indian musicIt’s not written down. There is a basic pattern of notes which the musician follows. But a lot of modern music is also written. India also produces films with music, and millions of records are sold every year.Music in the CaribbeanThe slaves who were brought from Africa developed their own kind of music. West Indians make musical instruments out of large oil cans. They hit different parts of the drum with hammers to produce different notes. This type of music has become very famous in Britain and is very good music to dance to.II. Famous musicians:Joseph Haydn（1732-1809）was an Austrian composer and is known as “the father of the symphony”. Other composers had written symphonies before Haydn, but he changed the symphony into a long piece for a large orchestra.He was born in a village in Austria, the son of a peasant. He had a beautiful singing voice. After studying music in Vienna, Haydn went to work at the court of a prince in eastern Austria, wherehe became director of music. Having worked there for 30 years, Haydn moved to London, where he was very successful.Wolfgang Amadeus Mozart (1756-1791)was a composer, possibly the greatest musical genius of all time. He only lived 35 years and he composed more than 600 pieces of music.Mozart was born in Salzburg, Austria. His father Leopold was a musician and orchestra conductor. Wolfgang had musical talent from a very early age. He learned to play the harpsichord in a concert for the Empress of Austria.By the time he was 14, Mozart had composed many pieces for the harpsichord, piano and violin, as well as for orchestras. While he was still a teenager, Mozart was already a big star and toured Europe giving concerts. Haydn met Mozart in 1781 and was very impressed with him. “He is the greatest comp oser the world has known,” he said. The two were friends until Mozart’s death in 1791. Ludwig van Beethoven (1770-1827)was born in Bonn, Germany. He showed musical talent when he was very young, and learned to play the violin and piano from his father, who was a singer. Mozart met Beethoven and was impressed by him. “He will give something wonderful to the world,” he said. Beethoven met Haydn in 1791, but was not impressed by the older man. After they had known each other for many years, Beethoven said, “He is a good composer, but he has taught me nothing.” However, it was Haydn who encouraged Beethoven to move to Vienna. Beethoven became very popular in the Austrian capital and stayed there for the rest of his life. As he grew older, he began to go deaf. He became completely deaf during the last years of his life, but he continued composing.III. Musical instrument 乐器saxophone electrical equipment pianoguitar fluteV. What are the functions of music?•Make things more lively and interesting•Make things better for people to understand and enjoy•Express people’s feeling•Make people feel good•Help people forget their pain•Attract people’s attention•help people to remembe r things wellVI. The introduction of the band The MonkeesThe Monkees were a four-person band who appeared in an American television series of the same name, which ran on NBC from 1966 to 1968. The Monkees were formed in 1965 in Los Angeles, California and disbanded in 1970. At their peak they were one of the most popular musical acts of their time. Several reunions of the original lineup have taken place. The first reunion lasted from 1986 to 1989, and a second regrouping took place between 1996-1997. The Monkees last worked together for a brief period in 2001.Section 3: Words and expressions from Unit 5 THE BAND THAT WASN’TI. Words for Readingclassicaladj. (of music)put together and arranged(composed) with serious artistic intentions; having an attraction that lasts over a long period of time(as opposed to popular or folk music)（音乐）古典的Bach and Beethoven wrote classical music. the classical music of India/ the classical symphonyrollvt.&vi.1. to (cause to) move along by turning over and over（使）滚动We rolled the barrels of oil onto the ship. Tears were rolling down her cheeks. 2. to move steadily and smoothly along(as) on wheels(车轮)滚动；转动The train rolled slowly into the station. The waves rolled over the sand.3. (of a ship)to swing from side to side with the movement of the waves摇摆;摇晃The ship rolled so heavily that we were all sick.4. keep the ball rolling: to keep things active and moving（使事情，工作等）继续进行下去；不松懈5.set the ball rolling: to be the first to do something, hoping that others will follow带动；带头（希望他人跟随）I’ll sing a song first, just to set the ball rolling.folkadj. of, connected with, or being music or any other art that has grown up among working and/or country people as an important part of their way of living and belongs to a particular area, trade, etc., or that has been made in modern times as a copy of this（音乐；艺术）民间的；民俗的folk music/ folk songs/ Chinese folk art/ give a folk concert/a folk singerjazz n.爵士音乐traditional jazz/ modern jazz/ jazz music/ a jazz bandmusician n.音乐家a fine musiciandreamn. 1. a group of thoughts, images, or feelings experienced during sleep梦 2. sth. imaged, not real, but believed in or greatly and hopefully desired理想；梦想v.梦见；梦想dream of/about (doing) sth./ dream a dreamclapvi.鼓掌Clap one’s hand in time to the music/ clap sb. on sth./ clap sb. on the back/clap eyes on sb.be honest with = be frank with/ to tell you the truthformvt.&n.（使）组成；形成form some ideas or opinion about sth./ form a nation/ form a line/ form good habits/ in the form of/ in form/ fill in the form/ take the form ofpasser-by n. 过路人；行人passers-by/ ask the passer-byearnvt. 1.to get (money) by working赚；挣（钱）He earns $10000 a year(by writing stories).2.to get(sth.that one deserves)because of one’s qualities博得；赢得He earned the title of “The Great”by his victories in the war. earn money/ earn one’s living / earn sb. successloosely adv.宽松的；松散的loosely speaking/ loosely translatedadvertisementn. also ad--a notice of sth. for sale, service offered, job position to be filled, room to let, etc., as in a newspaper, painted on a wall, or made as a film广告the advertisement page/ advertisement for sb./sth./ put an advertisementactor n. 男演员；行动者actor and actress/ an excellent actorattractiveadj. having the power to attract有吸引力的The idea is very attractive. sound attractive/ at attractive pricefann. 1.扇子turn the fan on 2. a very keen follower or supporter, as of a sport, performing art, or famous person迷；狂热者fan clubinstrumentn.工具；器械；乐器play an instrument/ the instruments of the orchestra/ a ship’s instruments II. Words for Learning about Languagehitn.（演出等）成功；打击a direct hit on an enemy ship/ a final score of two hits and six misses/ a hit with everyone/ His film is quite a hit/ They sang their latest hit./ make a hitsortn.& vt.种类；类别；分类；整理the sort of person I really dislike/ What sort of paint are you using?/ sort sth. out (into) sth./ sort through sth.III. Words for Using Languageafterwardsadv. later; after that以后;后来Let’s go to the theatre first and eat afterwards.performvt.& vi. 1. to do; carry out(a piece of work)实行；做The doctor performed the operation. 2. to。

高中英语 Unit 5《Music》教案2 新人教版必修2

Unit 5 MusicPeriod 1 (reading)Teaching aims:Students will be able to:Sum up the main idea of each paragraph.Understand the details about the passage.Procedures:Step 1 Warming-upBefore the class begins, let the Ss enjoy “I’m a believer” played by “T he Beatles”.Let the Ss enjoy some different kinds of music on the tape and ask them to match the music with the right picture.Step 2 Pre-readingTalk about the famous bands in the world. (P33 Pre-reading)Ask the Ss: Have you heard about any of the famous bands in the world? List some if you have.Then the teacher will show the Ss some pictures of some famous bands like “The Beatles”, “Backstreet Boys”, “West Life” and “Zero O’clock” on the screen and ask the Ss to name the bands and tell the teacher where they come from. Ask the Ss: Which one do you like best? Why?Ask the Ss: Dou you know anything about “The Monkees”?Then the teacher will show the Ss two pictures of “The Monkees” and say: If you want to know more about “The Monkees”, please turn to Page33 and let’s come to Reading “The Band That Wasn’t”.Step 3 While-readingFirst reading: read the passage again then answer the following questions: Why do most musicians like to be in a band with others?Which two musical bands are mentioned in the passage?How do some bands formed by high school students earn extra money?When did the “Monkees” break up and when did it reunite??Second reading: get the main idea of each paragraph. (Finish P35, Ex 2)Step 4 Post-readingGive the Ss the following adjectives “popular, lively, funny, foolish, attractive, brave, crazy, noisy, classical, rich, honest, famous” and ask them to choose the ones that they think best describe “The Monkees” and give their reasons. (Finish P35 Ex 3)(The teacher will first ask the Ss to discuss in pairs and encourage the Ss to express their opinions. There is no definite answer.)Step 5 DiscussionDiscuss the following topics in groups of four.What can we learn from “The Monkees”?If you are to form your own band, what will you do?(After discussion, ask the Ss to express their own opinion.)Step 6 SummaryToday we have enjoyed some beautiful music and learn something about some famous bands. Remember:Success lies in hard work.Step 7 HomeworkRetell the text.Collect some information about your favorite music.Period2（vocabulary & grammar）Teaching aims:Students will be able to:Use the important words and expressions from warming up and readingUse the attributive clause led by “prep. + which / whom ”.Procedures:Step1 Vocabulary study:Discover useful words and expressionsTurn to page 35 and do exercises No. 1, 2 and 3 first. Check your answers with your classmates’. (Finish P36 Ex 3)Step 2 Grammar studyUnderline five sentences in the reading passage that contain “prep.+ which/ whom”attributive clauses.Discover the structure “prep.+which/ whom” by sorting out the messages Complete the passage using attributive clauses(Finish P37 Ex 3)Play a game of definitions. P37 Ex 4.Period 3（Listening, reading and talking）Teaching aims:Students will be able to:make suggestionstalk about preferenceProcedures:Step 1 Listening & WritingPreparation for listening to “Freddy, the frog”Read the directions and the statements. Make sure the students know what they mean and what they are asked to do.Turn to page 38 and read these sentences before listening to the tape. Then listen to the tape and decide true or false.Step 2 ReadingRead more about Freddy’s life and summarize the main idea of the story in one sentence. (A possible version: this is a story about a band that became famous and did not like it.)Underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Collocations from Freddy’s life:become famous, visit Britain on a tour, wait for hours to get tickets for the concerts, be confident, enjoy singing and all the congratulations, the most exciting experience, sing in a TV program called “Top of the Pops, wear an expensive suit, give a performance to a TV camera, go wrong, not go out without being followed everywhere, wear sunglasses, hide in railway stations, one’s personal life, become too painful for sb., pack one’s bagsStep 3 DiscussionIn small groups imagine you are Freddy and his group and you are back at the lake. Discuss the advantages and disadvantages of being famous. Ask them make a list of their ideasAsk some groups to act their conversations.Step 4 HomeworkDevelop your ideas into a short passage.Period 4（speaking & writing）Teaching aims:Students will be able to:write a letter for advicetalk about music: forming a bandmake suggestions and talk about preference properlyProcedure:Step 1 Speaking (Group work)BrainstormDo you know what a band is? What is your favorite band? How many people is a band usually formed? …speakingYou and your friends want to start your own band. However,, you have never played in a band before. Talk with your friends about the band you are going to start. What things do you have to consider? What problems do you have?Activity and performanceImagine that you have a chance to form a band. How to form a band? According to the following information discuss in your group.What is name of your band?Who will play what instruments and who will sing?What kind of band you will be?Choose an English song for your “band” to perform.Step 2 WritingYou and your friends want to start your own band. However, you have never played in a band before. You write an e-mail to Freddy for his advice. The e-mail is started for you, but you have to finish it.You’d better do some brainstorming in small groups before writing your letters. You should follow the procedure for brainstorming and outlining introduced in Module 1 Unit 2.Writing tips:In groups discuss some questions you would like to ask Freddy.Make a list of them and choose the best questions.Share your ideas with another pair; discuss all questions and then decide which ones you want to ask Freddy.Use each question to start a new paragraph.Write your question first; then add extra information to show Freddy why you need help.Finish the letter politely and thank Freddy for his help.Reading Freddy’s replyLet’s read Freddy’s reply and answer the questions:--- How was Freddy’s band formed?--- What advice does Freddy give?Writing a note and a paragraphPlease turn to page 74. Now in pairs you are going to decide on the best way to tell a foreign friend about one kind of Chinese folk music. What do you think they need to know before they can enjoy it? Why do you like it? Who are your favorite singers? Discuss it with your partner and write notes to remind you of your most important ideas.Step 3 HomeworkWrite a paragraph telling your foreign friend about the type of Chinese folk music you have chosen. Use a dictionary and other reference books to help you.Finish off the summing up in Student’s Book.。

高一下英语《必修2 Unit5 Music Reading and Thinking》教学设计

Unit5 MusicReading and ThinkingThe Virtual Choir主题语境：人与社会语篇类型：说明文授课时长：40分钟活动主题：本版块主题是“了解在线体验音乐”。

本版块介绍的虚拟合唱团是音乐与新科技、互联网联姻产生的一种新的音乐形式。

来自世界各地的成员不需要来到同一个地方，而是借助新科技，在家唱歌就能组成各个声部和谐美妙的虚拟合唱团，与单元主题页的名人名言相呼应，体现“音乐是人类通用语言”, 它以把不同种族、不同国家、不同性别的人们联系在一起。

文本分析：本单元的阅读文章对一种新的音乐形式——虚拟合唱团及其创始人埃里克.惠塔克（Eric Whitacre）进行介绍。

本文以说明文为主，以叙事为辅，共分四段。

第一段引出文章的焦点，即与互联网结合的音乐形式“虚拟合唱团”。

此段介绍了组成虚拟合唱团的关键因素，即who、where、what、how和why。

第二段和第三段按时间顺序介绍了虚拟合唱团创始人——作曲家兼指挥家Eric Whitacre的故事，第四段用一句话总结了虚拟合唱团的作用和意义。

学生们需要了解各个段落的主要意思。

学会找主题句。

或关键词是理解段落大意的重要方法。

学生也要了解段落内部各句之间的关系，也要知道各个段落如何组成一片文章，有的段落之间有过渡句，如第二段末尾“This led to the Creation of the virtual choir”就是过渡句。

教学目标：1.通过阅读文本，学生能够基本了解什么是虚拟合唱团，虚拟合唱团的组成要素及其创始人的生平。

2.引导学生感受带记叙的说明文的结构、问题和语言特征，并掌握寻找段落中心句或关键句的技巧。

3.通过对文本的深入阅读，学生可以了解音乐的纽带作用和疗愈功能，激发学生更多联系现实生活，思考音乐对自身的真实影响。

教学重点：帮助学生理解虚拟合唱团是怎么组织的，它的本质是什么；引导学生分析并理解文章的篇章结构，正确运用寻读策略，帮助学生在语境中学习和掌握新的词汇和表达法。

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。

《新理念交互英语教程2》课程思政教学课件—Unit 6 Future

of science and technology.
Challenge 挑战
Artificial intelligence also brings challenges to social governance, ethics, privacy protection and so on.
How to deal with these challenges?
Future
I’m the winner!
AlphaGo（阿尔法狗） Machine over human
VS
4:1
李世石(Lee Sedol)
Several years ago, a computer called AlphaGo beated Lee Sedol, a master of the ancient Chinese board game Go(围棋) from Korea. The final score was 4:1.
Google’s driverless cars(谷歌无人驾驶汽车)
AI benefits us in the following aspects:
➢ AI like computers or robots can improve productivity and efficiency.
➢ Human labors are liberated from dull or dangerous job. ➢ AI offers much convenience to human life and entertains us. ➢ AI can turn all human dreams into reality with the promotion

高中英语 Unit 5 Music教案新人教版必修2

必修2英语同步教案Unit 5 MusicPart One: Teaching Design (第一部分：教学设计)Period 1: A sample lesson plan for reading(THE BAND THAT WASN’T)Aims◆To learn to talk about kinds of music◆To learn to read about bands◆To study The Attributive Clause (in/ for/ with/ by＋which/ whom)◆To learn to write an e-mailProceduresI. Warming upWarming up by describingGood morning, class. Today we are going to talk about an interesting topic --- music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music? Can you tell about different kinds of music? Now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.Warming up by discussingHi, everyone. Do you like music? How much do you know about music? Can you tell about the different kinds of music? Please turn to page 33. Look at the pictures. Let’s listen to some music. Let’s see if you can guess which music matches with which picture.Classical music Country music Rock ‘n’ RollRap Orchestra Folk musicYes, you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let’s discuss these questions in small groups. Try to share your opinions with one another.II. Pre-reading1.Thinking and sayingHave you heard about any of the famous bands in the world? List some if you can.For reference: I’ve heard about “The Beatles”, “Back Street Boys”, “The Eagles”, “West life” and “Pink Floyd”.2.Listening, talking and sharingLet’s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class.For reference: I am from Group 1. Our group likes “The Beatles” best.1.Reading aloud to the recordingNow please listen and read aloud to the recording of the text THE BAND THAT WASN’T. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2.Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.Read the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band.How do people get to form a band?Results They can earn some extra money. They may also have a chance to dream of becoming famous.How was The Monkees formed and became a real band?The Monkees in 1968 (left to right): Micky Dolenz,Peter Tork, Mike Nesmith & Davy Jonesbeginning of thebandIt began as a TV show.style of the 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 started touring and playing their own music.changes of the band The band broke up in about 1970, but reunited inthe mid-1980s. They produced a new record in 1996,which was a celebration of their time as a realband.4. Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me.IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1, 2, 3 and 4.Closing down by having a discussionDo you think the TV organizers were right to call “The Monkees”a band when they did not sing or write their own songs? Why?For reference: I don’t think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs because singing and writing its own songs was the basis of a band.Do you agree that the jokes were more important than the music for this band? Give a reason.For reference: Yes. I think it is the jokes that really attract more fans. No. I think the purpose of forming a band is getting people to enjoy the spirit of music. It’s more important than playing jokes just to make people laugh.Closing down by retelling the form of the band The Monkees.I shall write some key words and expressions on the board. You are to retell the form of the band according to these words.For reference: begin as a TV show, the TV organizers, look for, put an advertisement in a newspaper, use actors for the other members of the band, pretend to sing必修2英语同步教案Unit 5 MusicPeriod 2: A sample lesson plan for Learning about Language(The Attributive Clause (in/ for/ with/ by＋which/ whom).AimsTo help students learn about the Attributive Clause with a preposition in front.To help students discover and learn to use some useful words and expressions. To help students discover and learn to use some useful structures. ProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 35 and do exercises No. 1, 2 and 3 first. Check your answers against your classmates’.II. Learning about grammar1.Reading and thinkingTurn to page 34 and read with me the text of THE BAND THAT WASN’t. As you read on, pay attention to The Attributive Clause (in/ for/ with/ by＋which/ whom), that is, the attributive clauses with a preposition ahead of the relative pronoun shown in the sentences.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.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...throug h which I’ll go tomorrow.)• She is one of the few people (who/that) I look up to. (not ... to whom I look up.)In formal written English, we often prefer to use of which rather than whose to talk about things:•A huge amount of oil was spilled, the effects of which are still being felt. (or...whose effects are still being felt.)•The end of the war, the anniversary of which is on the 16th of November, will be commemorated in cities throughout the country. (or...whose anniversary is on...)Note that we can’t use of which in place of whose in the patterns described in Unit 71B:•Dorothy was able to switch between German, Polish and Russian, all of which she spoke fluently. (not..,all whose she spoke...)We can sometimes use that...of in place of of which. This is less formal than of which and whose, and is mainly used in spoken English:•The school that she is head of is closing down. (or The school of which she is head...)Whose can come after a preposition in attributive clauses. However, it is more natural to put the preposition at the end in less formal contexts and in spoken English:•We were grateful to Mr. Marks, in whose car we had traveled home. (or...whose car we had traveled home in.)•I now turn to Freud, from whose work the following quotation is taken. (or...whose work the following quotation is taken from.)IV. Closing down by doing exercises:Join the sentence halves using which or whom after an appropriate preposition.(A)a.I would never have finished the work.b.It was primarily written.c.We know nothing.d.They got a good view.e.He learned how to play chess.f.Dennis scored three goals in the final.g.She was born.h.It was discovered.1.They climbed up to the top of a large rock.2. I would like to thank my tutor.3. She has now moved back to the house on Long Island.4. The star is to be named after Patrick Jenks.S. This is the ball.6. He is now able to beat his father.7. The book is enjoyed by adults as well as children.8. There are still many things in our solar system.a reason, correct them and give alternatives if you can. (A)I. It's a piece of jewelry across which I came in an antique shop. --- whichI came across in an antique shop. (‘came across’ is a two-word verb.)2. The extra work which she took on was starting to affect her health.3. My mother, after whom I looked for over 20 years, died last year.4. The people whom I work with are all very friendly.5. Some of the criticisms with which they had to put up were very unfair.6. He had many friends with whom he had a regular correspondence.7. The woman to who he is engaged comes from Poland.8. The forms which I had to fill in were very complicated.Rewrite these sentences so that they are more appropriate for formal written English. Use preposition + which or preposition + whose, as appropriate. (B) I. T om Sims, whose car the weapons were found in, has been arrested. Torn Sims, in whose car the weapons were found, has been arrested.2. Tom Ham, whose novel the TV series is based on, will appear in the first episode.3. Dr Jackson owns the castle whose grounds the main road passes through.4. Tessa Parsons is now managing director of Simons, the company that she was once a secretary in.5. Allowing the weapons to be sold is an action that the Government should be ashamed of.6. The dragonfly is an insect that we know very little of.。

高中英语 Unit 5 Music教案新人教版必修2

必修2英语同步教案Unit 5 MusicPart One: Teaching Design (第一部分：教学设计)Period 1: A sample lesson plan for reading(THE BAND THAT WASN’T)Aims◆To learn to talk about kinds of music◆To learn to read about bands◆To study The Attributive Clause (in/ for/ with/ by＋which/ whom)◆To learn to write an e-mailProceduresI. Warming upWarming up by describingGood morning, class. Today we are going to talk about an interesting topic --- music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music? Can you tell about different kinds of music? Now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.Warming up by discussingHi, everyone. Do you like music? How much do you know about music? Can you tell about the different kinds of music? Please turn to page 33. Look at the pictures. Let’s listen to some music. Let’s see if you can guess which music matches with which picture.Classical music Country music Rock ‘n’ RollRap Orchestra Folk musicYes, you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let’s discuss these questions in small groups. Try to share your opinions with one another.II. Pre-reading1.Thinking and sayingHave you heard about any of the famous bands in the world? List some if you can.Let’s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class.1.Reading aloud to the recordingNow please listen and read aloud to the recording of the text T HE BAND THAT WASN’T. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2.Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.Read the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band.How do people get to form a band?The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, MikeNesmith & Davy JonesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me.IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1, 2, 3 and 4.Closing down by having a discussionDo you think the TV organizers were right to call “The Monkees ” a band when they did not sing or write their own songs? Why?I shall write some key words and expressions on the board. You are to retell the form of the band according to these words.必修2英语同步教案Unit 5 MusicPeriod 2: A sample lesson plan for Learning about Language(The Attributive Clause (in/ for/ with/ by＋which/ whom).AimsTo help students learn about the Attributive Clause with a preposition in front.To help students discover and learn to use some useful words and expressions.To help students discover and learn to use some useful structures.ProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 35 and do exercises No. 1, 2 and 3 first. Check your answers against your classmates’. II. Learning about grammar1.Reading and thinkingTurn to page 34 and read with me the text of THE BAND THAT WASN’t. As you read on, pay attention to The Attributive Clause (in/ for/ with/ by＋which/ whom), that is, the attributive clauses with a preposition ahead of the relative pronoun shown in the sentences.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.Now go on to do Exercise No. 2 on page 36, that is, to sort out the sentences.III. Ready used materials for The Attributive Clause (in/ for/ with/ by＋which/ whom)In formal styles we often put a preposition before the relative pronouns which and whom:∙The rate at which a material heats up depends on its chemical composition.∙In the novel by Peters, on which the film is based, the main character is a teenager.∙An actor with whom Gelson had previously worked contacted him about the role.∙Her many friends, among whom I like to be considered, gave her encouragement.Notice that after a preposition you can’t use who in place of whom, and you can’t use that or zero relative pronoun either:∙Is it right that politicians should make important decisions without consulting the public to whom they are accountable? (not --- the public to who they are accountable.)∙The valley in which the town lies is heavily polluted. (not --- The valley in that the town...) ∙Arnold tried to gauge the speed at which they were traveling. (not --- the speed at they were traveling.)In informal English we usually put the preposition at the end in attributive clauses rather than at the beginning:∙The office which Graham led the way to was filled with books.∙Jim’s footballing ability, which he was noted for, had been encouraged by his parents.∙The playground wasn’t used by those children who it was built for.In this case we prefer who rather than whom (although whom is used in formal contexts). In restrictive attributive clauses we can also use that or zero relative pronoun instead of who or which (e.g. ...the children (that) it was built for).If the verb in attributive clauses is a two-or-three-word verb (e.g. come across, fill in, go through, look after, look up to, put up with, take on) we don’t usually put the preposition at the beginning:∙Your essay is one of those (which/that) I’ll go through tomorrow. (rather than...through which I’ll go tomorrow.)∙She is one of the few people (who/that) I look up to. (not ... to whom I look up.)In formal written English, we often prefer to use of which rather than whose to talk about things:∙A huge amount of oil was spilled, the effects of which are still being felt. (or...whose effects are still being felt.)∙The end of the war, the anniversary of which is on the 16th of November, will be commemorated in cities throughout the country. (or...whose anniversary is on...)Note that we can’t use of which in place of whose in the patterns described in Unit 71B:∙Dorothy was able to switch between German, Polish and Russian, all of which she spoke fluently. (not..,all whose she spoke...)We can sometimes use that...of in place of of which. This is less formal than of which and whose, and is mainly used in spoken English:∙The school that she is head of is closing down. (or The school of which she is head...) Whose can come after a preposition in attributive clauses. However, it is more natural to put the preposition at the end in less formal contexts and in spoken English:∙We were grateful to Mr. Marks, in whose car we had traveled home. (or...whose car we had traveled home in.)∙I now turn to Freud, from whose work the following quotation is taken. (or...whose work the following quotation is taken from.)IV. Closing down by doing exercises:Join the sentence halves using which or whom after an appropriate preposition. (A)a.I would never have finished the work.b.It was primarily written.c.We know nothing.d.They got a good view.e.He learned how to play chess.f.Dennis scored three goals in the final.g.She was born.h.It was discovered.1.They climbed up to the top of a large rock.2. I would like to thank my tutor.3. She has now moved back to the house on Long Island.4. The star is to be named after Patrick Jenks.S. This is the ball.6. He is now able to beat his father.7. The book is enjoyed by adults as well as children.8. There are still many things in our solar system.them and give alternatives if you can. (A)I. It's a piece of jewelry across which I came in an antique shop. --- which I came across in an antique shop. (‘came across’ is a two-word verb.)2. The extra work which she took on was starting to affect her health.3. My mother, after whom I looked for over 20 years, died last year.4. The people whom I work with are all very friendly.5. Some of the criticisms with which they had to put up were very unfair.6. He had many friends with whom he had a regular correspondence.7. The woman to who he is engaged comes from Poland.8. The forms which I had to fill in were very complicated.Rewrite these sentences so that they are more appropriate for formal written English. Use preposition + which or preposition + whose, as appropriate. (B)I. Tom Sims, whose car the weapons were found in, has been arrested. Torn Sims, in whose car the weapons were found, has been arrested.2. Tom Ham, whose novel the TV series is based on, will appear in the first episode.3. Dr Jackson owns the castle whose grounds the main road passes through.4. Tessa Parsons is now managing director of Simons, the company that she was once a secretary in.5. Allowing the weapons to be sold is an action that the Government should be ashamed of.6. The dragonfly is an insect that we know very little of.。

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