unit 2 Music non-finitive
2021-2022学年高一英语人教版（2019）必修第二册思维导图 Unit 5 Music
过去分词作表语表示状态
被动语态表示被动的动作
现在分词与过去分词作表语的区别
现在分词过去分词
表示事物具有的特性，常译作“令人……的”
表示人自身的感受或事物自身的状态，常译作“感到……的”
过去分词作表语和状语
意义表示被动或完成的动作
作时间状语相当于一个时间状语从句。有时过去分词前可加连词when或while来强调时间概念
过去分词作状语时，其前面可以带有相应的连词，如when，though，although，
as if，as though，if，unless，until，once等，表时间、让步、条件、方式等
注意过去分词(短语)作状语时，分词的逻辑主语与句子的主语要一致
有些过去分词已形容词化，作状语时表示人的状态，常见的有：satisfied，
作原因状语相当于一个as，since，because等引导的原因状语从句
过去分词作状语
用法作条件状语相当于一个if，unless等引导的条件状语从句，通常放在句子的前面
相当于一个though，although，even if/though等引导的让步状语从句， 一般放在句子前面
作方式或伴随状语不用状语从句替换，但可以改写成并列句
及物动词的过去分词作表语，与句子主语是被动关系，表示主语的状态， 既表示被动，又表示完成
意义
不及物动词的过去分词作表语，与句子主语是主动关系，表示主语的状态，
只表示动作的完成
过去分词作表语
过去分词位于系动词(如be，get，become，look，feel，seem等)之后， 多表示主语的状态或状况，它所体现的是形容词的特性
surprised，interested，moved，worried，pleased，disappointed等
人教版高中英语必修二Unitmusic
Classical music—
A type of music that written in a Western musical tradition and considered to be serious and to have a lasting value.
Country music—
A type of music originate from southern US usually express feelings about daily life.
Music & band Do you know these singers or bands
The Beatles 甲壳虫
Pre-reading
1.Do you know any famous bands
Backstreet Boys
2.Do you know the Monkees
The
Monkees
different way. F
4.It was hard for the TV organizers to look
for good rock musicians. T
5.At first," The Monkees" didn't play their
own songs. T
No Image
高No 频短语
of your time.
—RobinSpielberg
Without music, life is a journey through a
desert.
—Pat Conroy
p5ie.aWrnheousttreardnitiinosntarvluiiomnlsientnrutspmi&peanCthsignueistaer electric guitar guzheng Drum
Book 2 Unit 5 Music 大单元教学设计 人教版必修第二册单元整体教学设计
Book2UnitSMusic单元主■及遢直观念I1构就
单元目标
1.了解中外常见的不同类型的音乐特点和表现形式，在日常交际中得体恰当地表达关于音乐的偏好和喜爱。
2.阅读介绍虚拟合唱团及其创始人的说明性文本，理解和体会音乐在日常生活和社会发展过程中的积极作用。
并对
虚拟合唱团的评价，评价其价值和意义。
3.阅读和体会公众演讲文本所传递的信息和情感，分析和把握其语言特征和手修辞手法，写一篇关于音乐积极作用
的演讲短文。
通过本节课学习，学生能够:
1预测通知类听力文本内容，从而根据要求筛选获取重要信息。
2说出通知类听力文本的语言特点和结构特点。
3能够根据文中对话所呈现的这场音乐会通知的关键信息制作一份音乐会口头通知。
备课人李培睿学科高一英语
备课人李燕玲学科。
人教版高中英语必修第二册 Unit 5 Music Section Ⅱ
【即学即用】
单句语法填空
(1)Three years ______________(previous),he
had met this
previously
girl.
完成句子
(2)做这个工作之前,他是一名司机。
__________
job,he was a driver.
Previous ____this
式上与被动语态相同,但被动语态强调主语所承受的动作。
试比较:
.这本书写得好。
.
这本书是由一名士兵写的。
【拓展】你知道Βιβλιοθήκη 列词语在做定语和表语时的区别吗?exciting/excited,interesting/interested,disappointing/disapp
______________(surprised/surprising)
voice.
encouraging
(3)Hearing the ______________words,he
felt very
______________.(encouraged/encouraging)
encouraged
(4)The guide was really _____________(amazing/amazed),for
他以前没有做这类工作的经验。
Previous to coming here,I worked in Paris.
来这里之前我在巴黎工作。
【合作探究】
读一读·细观察
阅读下面句子,写出句中黑体词的词性和含义
She was previously employed as a research scientist.
新教材人教版高中英语必修第二册Unit5 Music练习题及单元测验含答案解析
Unit 5 Music1、Reading and Thinking (1)2、Discovering Useful Structures (11)3、Reading for Writing (20)单元综合测验 (31)1、Reading and ThinkingⅠ. 单词拼写1. If I can be accepted as a volunteer, I will serve the players heart and soul (心灵).2. I admit that it is a common phenomenon(现象) to do part-time jobs among students.3. Ordinary (普通的) as they are, my parents are truly my best teachers and I am very proud of them.4. Toby made an adventure in Africa, where he visited 8 places altogether (总共).5. Our band (乐队) is made up of four students, one being the singer and the rest three playing the guitar, keyboard and drums.6. He said that classical (古典的) music is his favorite.7. There are some spelling mistakes in your composition (作文).8. People think it is unfortunate, thus (因此) people dislike things numbered four.9. He always spends a lot of time watching programs in various kinds of live studios (演播室).10. Nowadays(现在), WeChat study groups are more and more popular among people.Ⅱ. 语法填空1. More importantly, it is also a good opportunity to express(express) your best wishes to our school.2. An inspiring speech on reading original (origin) books was given by a professor from Peking University.3. Andrea Ghez was awarded (award) the Nobel Prize in Physics in 2020.4. When we climbed onto the top of the tower, a wonderful view of the lake came into our sight.5. A healthy person can always be energetic (energy) and enjoy his life.6. In the chorus, we sang with full passion under the direction of our conductor(conduct).7. We can organize some activities such as singing, dancing and traveling, enabling (enable) them to lead a more active life.8. At the party there will be a lot of performances(perform) and we will enjoy a variety of delicious food.9. Tchaikovsky was the first Russian composer(compose) whose music made a lasting impression internationally.10. It is proved (prove) that the theory you stick to is wrong.Ⅲ. 完成句子1. You are welcome to show up on stage.欢迎你登台表演。
高中英语冀教版选择性必修第二册Unit2Let'sTalkMusic!单元复习与测试课后练习、课时练
一、根据汉语意思填写单词(单词拼写)1. This is a ____(合适的) place for a picnic. (根据汉语提示单词拼写)2. It’s unwise for young people to be ____(上瘾) to smoking. (根据汉语提示单词拼写)3. _____________(设计) for children, the book is popular with their parents. (根据汉语提示单词拼写)二、完形填空文章大意：本文是一篇夹叙夹议的文章。
这篇文章讲述了作者家庭中音乐在其生活中的重要性。
他们的孩子们也展示了对音乐的兴趣和才华。
全家人一起享受音乐带来的快乐，并通过音乐与孩子们建立联系和传承文化。
通过音乐，他们成为了一个团结的家庭。
4. Our ancient nomadic(游牧的)ancestor would often sing or dance to show others where to find food. In my family, we’ve always had music around us too and this influence is starting to _______. Our seven-year-old son has _______ to perform his own raps which are quite excellent even without considering how _______ he is. Our four-year-old daughter is showing her musical _______ too — she started to make up little ditties(小调).What is most joyous about our shared _______ of music are those moments when we all come together as a _______. My favorite time happened in April when I was feeling quite _______. I was cooking breakfast when the kids _______ that I was playing dance music. My seven-year-old son then started to join in dancing. This _______ his four-year-old sister, soon the three of us were jumping up and down. It was a moment of real ________ and it turned around how I was feeling.At that p oint, I felt like music would be the way to ________ to the kids. I’ve sat down with my son and together we’ve remixed his voice and I’ve sat with my daughter and we’ve played the guitar. We might not be ________ anything about the whereabouts of food as our ancestor did. But we are giving them an ________ through song. We’ re teaching them “Flower of Scotland” so that they might know something about their heritage.Through ________, we have all become a ________ family.1.A．slow down B．come back C．pay off D．run out2.A．refused B．needed C．agreed D．started3.A．excited B．young C．happy D．different4.A．arrangement B．ability C．taste D．choice5.A．understanding B．style C．love D．training6.A．family B．company C．group D．community7.A．low B．surprised C．angry D．afraid8.A．guessed B．dreamt C．accepted D．heard9.A．helped B．changed C．attracted D．supported10.A．success B．luck C．power D．joy11.A．hold on B．call out C．get through D．pay attention 12.A．wondering B．learning C．communicating D．deciding 13.A．answer B．education C．excuse D．opportunity14.A．games B．history C．examples D．music15.A．bigger B．newer C．closer D．richer三、阅读选择(阅读理解)文章大意：本文是一篇说明文。
新教材高中英语北师大版必修第三册：Unit 7 lesson 3 A Musical Genius
高中英语 必修第三册 UNIT 7 ART
◆单句语法填空 （1） She’s struggling to support （support） a family alone. （2） India attained（ 获得） independence in 1947，after a long struggle. （3） He has been struggling with/against mental disease over the years. （4） Dina，struggling（struggle） for months to find a job as a waitress， finally took a position at a local advertising agency（广告机构）. ◆单句写作 （5） The country is struggling/fighting for （为……而斗争）peace. （6） When I turned round，I saw him struggling to his feet（挣扎着站起来）.
高中英语 必修第三册 UNIT 7 ART
◆单句语法填空
（1） When he saw her for the firห้องสมุดไป่ตู้t time，she was performing on the stage.
（2） You can depend on the train arriving on time.
（3） He told me that he would be back in no time.
（2） He made no response to my question，and went on with his movie.
新人教版高中英语必修2Unit5 Music教案
Unit 5 MusicTeaching aims:1. TopicMusic; different types of music2. Useful words and expressions:Roll rock’n’roll folk jazz musician clap form (v.) passer-by earn extra loosely advertisement actor attractive fan instrument hit (n.) sort frog afterwards perform stick (v.) ability saying reputation unknowndream of be honest with play jokes on or so break up by chancesort out stick to above all3. Functional items:a)Making suggestionsI think we should…Should we go..?What if we..?What do you think…?How about …?Let’s ….We could….You could…If we…b)Talking about preferenceI prefer…Why do you prefer…?I like…best because..I am fond of…My favorite musician is…I enjoy listening to…I don’t like… very much.I hate…4. StructuresThe attributive (IV) (prep. + which/ whom)The musicians of whom the band was formed played jokes on each other as well as played music.However, after a year or so in which they became more serious about their work, “The Monkees〞 started to play their own records and started touring and write their own songs like a real band.Teaching proceduresPeriod 1. ReadingStep 1. Warming up1. Ss listen to the different kinds of music on the tape and try to guess which music matches which pictures on page 33.2. Ss discuss and answer:1). What kind of music do you like better, Chinese or Western, classical or modern? Why?2). How does music make you feel?3). Why do you like to listen to music?Step 2. Pre-readingSs discuss the following questions with their partners and then ask them to report in class.1). Have you heard about any of the famous bands in the world? List some if you have.2). Which one do you like best? Why?3). Do you know anything about “ The Monkees〞?Step 3. Reading1. scanning: Ss read the passage quickly and try to answer the following questions:1). What are the benefits if students form a band to play in the street?2). When did “The Monkees〞 break up and when did it reunite?3). Why was “ The Monkees〞 successful in their work?2. Ss read the passage again and finish Ex 1 and 2 in prehending.3. Ss try to get the main idea of each paragraph.Suggested answers:Para. 1 dreaming of being a famous musician or singerPara. 2 how musicians form bandsPara. 3 how The Monkees got their startPara. 4 how The Monkees became serious about the music businessStep 4. Langrage points1. dream of2. …with everyone clapping and enjoying…3. pretend4. play jokes5. base on6. …of whom the band was formed…7. break upStep 5. Retelling1. Show the key words and relevant pictures on the screen.2. Ask the Ss to retell the passage, according to the following key words.be honest with, dream of, form a band, earn extra money, give a chance;A band started in a different way, play jokes on, music and jokes, be based on, The Monkees, play instruments, write their own music, break up, reinite;Step 6. Assignment1. Please collect some information about your favourite music and some famous musicians.2. Read the text fluently and pick out the sentences you appreciate.Period 2. GrammarStep 1. RevisionCheck the homework.Step 2. Learning about language1. Discovering useful words and expressions.1). Ss do exercise 1 by themselves, and refer to the dictionaries if necessary. Then check the answers with the whole class.2). Ex.2. In this part, get the Ss to do this exercise individually. After that, ask them to discuss their answers in pairs and then with the whole class.3). Ex. 3. In this part, get the Ss to work in pairs and talk about their dreams and imagine what they expect to happen. Then ask them to report their work.2. Discovering useful structures1). Ex.1 First ask the Ss pay attention to the structure in the attributive clause. When the preposition is put before the relative clause, usually only two relative pronouns are used—which and whom. That is never used. Then Ss look at the screen and learn more about this kind of structure.a. In the strange city, he could not find anyone to whom turned for help.b. I’ll never forget the day on which we met for the first time.c. This is the professor from whom we can learn a lot.d. This is the gun with which the hunter shot the wolf.2). Ex. 2. Ss do it by themselves and then discuss the answers in pairs. At last, check the answers with the whole class.Step 3. Using words and phrases1. Ss do this exercise by themselves.2. Check the answers in pairs.3. Check the answers in class.Step 4. Using structures1. Ss do exercise 1 on page 71.2. Correcting: for this exercise, ask the Ss to do it by themselves and then check the answers with the whole class.3. Ex. 3. translating into English1). Ss write the sentences down.2). Ss report their work.Step 5. AssignmentReview the attributive clause.Period 3. ListeningStep 1. Listening1. Read and guess: Ss read the sentences on page 37 and guess what the story is about.2. Ss listen to the tape and tell the main idea.3. Ss listen to the tape again and decide which of the statements are true orfalse.4. Ss retell the story.Step 2. Listening (page69)1. Ss read the questions and guess what the listening material is about.2. Ss listen and make some notes of what they hear while listening. Play the tape twice.3. Check the answers with the whole class.Step 3. Listening (page 72)1. First listening: Ss listen and make some notes.2. Second listening: Ss listen and do the exercise.3. Third listening: Ss listen and check the answers.4. Ss talk about how they feel about music.Step 4. Assignment1. Ask the Ss to write a passage about their opinions about music.2. Summarize what they have learned in this unit.Period 4. Extensive readingStep 1. Pre-reading1. Ss say something about Freddy who wanted to be famous.2. Ss read the passage on page 37 quickly and answer the following questions:a. Did Freddy enjoy being famous?b. What’s the problem when he became famous?Step 2. Reading1. Ss read again carefully and do Ex.3.2. Ss go on with Ex. 5.3. Ss finish Ex.4.Step 3. Language points1. on a tour;2. give a performance;3. Freddy and his band could not go out without being followed.4. useless;5. cross out;6. afterwards;Step 4. Extensive reading (page 72)1. Ss guess what the ballad is mainly about.2. Ss read and find some rhyming words in each part.3. language points:a. The other day;b. …turned ten;c. be proud of;d. occur to: e into mind; take place4. Listening: Ss listen to the song and try to remember the ballad and sing the song.Step 5. AssignmentRead more about music.Period 5. SpeakingStep 1. Speaking (page 39)1. This part aims at getting the Ss to see their imagination. They can try forming their own bands. First let the Ss discuss their plans for organizing a band of their own in groups of 6. Ask them to discuss the following questions:a. What is the name of their band?b. What kind of band will it be?c. What English songs will they play?At last, ask some bands to perform the songs they have chosen.2. Language points:a. mean; mean to dob. …stay with what is true in your heart;c. e out;d. in one’s hearte. decide on /upon: make up one’s mindStep 2. Talking (page69)1. Ss in groups of 4 discuss with their members and then write a note for anyone who would like to join them.2. Show their notes in class.Step 3. Speaking task1. Discussion: Ss wok in pairs and discuss what music and musicians they like or dislike and give their reasons.2. Ss show their result of discussion.Step 4. Assignment1. Talk more about music and musicians with your classmates.2. Prepare for the lesson about writing.Period 6. WritingStep 1. pre-writing1. Ss read the instructions.2. Ss read Freddy’s reply and answer the questions:1). How was Freddy’s band formed?2). What advice does Fred give?Step 2. Writing1. Ss writing Freddy a letter to ask him for his advice.2. Writing tips:a. Think of some questions you would like to ask Freddy.b. Make a list of them.c. Use each question to start a new paragraph.d. Add some extra information to show Freddy why you need some help.e. Finish the letter politely and thank Freddy for his help.Step 3. Writing task ( page 74)1. Ss in groups of 4 discuss the best way to tell a foreign friend about one kind of Chinese folk music. Ss should make a list the points of their discussion. Ss try to answer the following questions while discussing:a. how to tell a foreigner about one kind of Chinese folk music?b. What do they need to know before they can enjoy it?c. Why do you like it?d. Who is your favorite singer?1. Ss write a paragraph telling their friends about the type of Chinese folk music they have chosen.Step 4. Assignment1. Go over the unit and finish summing up on page 40.2. Review the whole unit.。
人教版高中英语 必修二 Unit5《Music ---Reading》(共38张PPT)
6. The band broke up about 1970, but happily they reunited in the mid-1980s.
break up 分开,分散,拆散
break down:试解释该短语在下列句子的意思。
The car broke down halfway. (机器等)出故障,失效
His plan broke down when it was put into practice(实践).
（计划、谈判）失败、破裂
break into突然闯入,强行进入
His house was broken into by strangers last week.
break out(战争，灾难)突然爆发
men-doctors women-servants
5. play jokes on sb. 戏弄;开玩笑
➢He is a serious man, don’t play jokes on him. 他是一个严肃的人,不要跟他开玩笑。
play tricks on 捉弄某人
➢We should never play tricks on the others. 我们绝对不应该捉弄其他人。
break in 闯入,打断,插嘴
Exercises (1)I dreamed of ______ home . A. to go B. going C. gone D. had gone
(2)I was telling them about my exciting travels
when he
with a story of his own.
Language points
1. dream of sth./doing sth.梦想…… dream of a better future dream of becoming famous
高中英语_Music教学设计学情分析教材分析课后反思
Unit5 Music一,教材内容分析人教版必修二第五单元的话题是Music.介绍了各种类别的音乐和门基乐队的形成。
本单元中的”The band that wasn’t”是本课中的精读文章。
文章先通过四个问题引起读者对话题的关注与思考；第二段介绍普通乐队形成的通常过程；第三、四段则描述了门基乐队（The Monkees）由电视节目里的“假”乐队发展为真乐队的特殊历程。
本文学习的关键点在于通过门基乐队与众不同的由“假”变“真”的经历，引导学生了解乐队的成名过程，并领悟乐队成功的要素。
教学目标二、教学目标1、语言知识目标（1）了解有关音乐的词汇；（2）初步学习并掌握课文当中的重点单词和词汇；2、语言技能目标（1）围绕这一课题，使学生掌握快速阅读，详细阅读的技巧，能够寻找主题句或归纳总结每段的大意；训练他们捕捉信息，理解信息并整理信息的能力；（2）能够运用有关于音乐的简单词汇和语句来表达有关音乐话题的相关内容；3、情感态度与文化意识目标（1）了解各种音乐形式及相关的背景知识，深化对音乐知识的认识，提高音乐欣赏力；（2）通过了解门基乐队的发展史，引导学生用辨证和理智的态度看待明星，树立正确的人生观和价值观。
三、教学重点和难点（1）教学重点：①帮助学生总结归纳段落大意（快速浏览）②分析整理课文中的细节阅读（详细阅读）（2）教学难点：推理并理解题目的含义四、教学方法任务型教学法；多媒体辅助教学法；启发式教学法；活动法五，教学过程Step1 warming-up环节设计：1.给学生展示国内外的一些流行歌手的图片2.播放各种类型音乐的音频并让学生匹配3.让学生小组讨论喜欢什么类型的音乐？并说出为什么喜欢听音乐？意图说明：采用视听结合的方法，用音乐家们的图片和一些不同类型的音乐片段作为导入，极大地激发了学生的兴趣，吸引了他们的注意力，使学生从听觉上感受音乐的美妙让学生了解音乐的分类及背景知识引出文章主题。
既有助于学生初步理解和掌握词汇，扫除阅读障碍，又能激发学习的热情与兴趣，培养合作学习的能力Step2 pre-reading环节设计：帮助老师解决问题，向老师推荐一些著名的乐队和他们成名的歌曲。