【K12学习】人教新课标高一英语必修二Unit5Music导学案
Unit5Music---Reading（新课标版高一英语必修二教案教学设计）
Unit5Music---Reading（新课标版高一英语必修二教案教学设计）Teaching aims:1. To develop the reading skills of skimming and scanning to understand the reading material.2. To read about the successful development of a famous band “The Monkees” s hard life from being common to get a big hit.3. To improve the Ss’ reading skills such as skimming and scanning.Teaching important points:1. Help Ss to understand the passage better.2. Learn and master some important words and phrases.Teaching difficult points:1. How to help Ss understand the passage better.2. How to improve the Ss’ reading skills through some activities.Teaching approaches: task- based approachTeaching aids: the computer , the multi-media projectorTeaching procedures:Step 1 Lead-in1. Introduce the topic of music.(Before class, play the Monkees’ song “I’m a believer”) T: Do you like the music I played before class? Today our topic is music. Are you fond of music? Do you know who they are? (The teacher shows the pictures of some famous singer S.H.E,Coco li , Liu Huan, Andy Lau刘德华，Jay 周杰伦，Michael Jackson , Rich Martin)Then what kind of music do they sing?Do you know some other kinds of music?How does music make you feel?( I feel inspired when listening to music , when I’m listening to music . when I’m mot having a good mood music can calm me down . when I listen to the music. I feel happy and recall some good memories and beautiful things in life ).( I feel relaxed when listening music, music tells us the real life.)2. Introduce “The Monkees”.T: Excellent, I really enjoy your opinions and I also have learnt a lot from your ideas so you are really music fans. Now I have a problem. I would like you to give me some advice. I want to listen to some famous bands music. Can you recommend some famous bands for me? Or have you ever heard about any of the famous bands in the world? List some if you have.T: Good. Thank you for your recommendation . I have many choice to consider. But here I have a photo of an band, Can you tell me who they are? ( The Monkees)T: Well, it seems you know little about them it doesn’t matter. Now let’s read the passage on the paper and find more information about them “The Band That Wasn’t”Step 2 ( Task 1 ) Fast readingPlease read the passage quickly and tell us what the passage is about.( The passage is about the successful development of a famous band “ the Monkees”.)Step 3 (Task 2 ) SkimmingSkim the passage and find out the main idea of each paragraph.Para 1 : Dreaming of being famous musician or singerPara 2 : How musicians form bands.Para 3 : How the band got their start.Para 4 : How “The Monkees became serious about their business.Step 4 (Task 3 ) ScanningScan the passage and find out jwhether the following statements are True or False.T 1.Most musicians meet and form a band because they like to write and play music.F 2.The TV organizers had looked for five musicians who were lovely and who could make good music.F 3.Each week the group that was called “The Beatles” would play a song or two written by other musician.T 4.“The Monkees” broke up in about 1960，but reunited in 1980.Step 5 (Task 4 ) Intensive ReadingAsk the students to look through the questions on the screen and read the text silently.Students are expected to find out all the answers by themselves.T：OK，boys and girls.Now let”s read the text in detail and answer the following questions.Questions：1. Why do most musicians like to be in a band with others?( Because they want to write and play music together.)2. Which two musical bands are mentioned in the passage?(Beatles & Monkees )3. How do bands that are formed by high school students earn some extra money?(They may play to passers-by in the street or subway so that they can earn some extra money.)4. When did “The Monkees” break up and when did it reunite?( They broke up in about 1970 and it reunited in the mid-1980.)5. Why was “The Monkees” successful in their work?( Because they were serious about their work and they also worked very hard.)Step 6 (Task 5 ) Word studyListen to the recording and then match the words or phrases with the meaningsmusical instrument someone whose job is to play or write musickaraoke something used to make musicfan excited supporter of somebodyAdvertisement person or thing that is very popular and successfulhit imagine something would come truepassers-by go away in different directionsdream of tell exactly what one thinksbreak up public message to tell about sth. or servicebe honest with person going past by chancemusician sing a song with a videoStep 7 ( Task 6 ) Retell the storyI guess you have totally understood the text.Now let”s check whether you have comprehended the text.On the blackboard，it”s the summary of our reading text.But it”s not complete.You have to think out a proper word to fill in each blank without reading your textbook.After filling the missing words，you will have a complete summary of the text.Now，I will give you 5 minutes to do this task.If we are ______ ______ ourselves，most of us have ______ ______ being famous sometimes in our lives.Most musicians often meet and ______ a band.Sometimes they play in the street to ______ so that they can earn some ______ money and this also gives them a ______ to realize their dreams.There was once a band started ______ ______ ______ ______.The musicians of whom the band was formed ______ ______ ______ each other as well as played music，whose music and jokes were loosely ______ ______ “The Beatles”.Their exciting performances were copied by other groups.“The Monkees” played their own ______ and wrote their own music.Though it ______ ______ in 1970，it ______ in the mid-1980s and it is still popular today.Suggested answer：honest with；dreamed of；form；passers-by；extra；chance；in a different way；played jokes on；based on；instruments；broke up；reunitedStep 8 SummaryToday we”ve learned a passage about the band “The Monkees” and we know their success lies in their hard work and unique style of performance.The Monkees worked hard to be a famous band and their special performance styles were loved by people all over the world.Homework:1. Read the passage over and over again and find out all the sentences with attributive clauses.2. Read another passage “Biography of ‘The Monkees’” to get more information about the Band.。
Unit5MusicWordsStudy(2)导学案-高中英语人教版
必修2 Unit 5 Music Words Study(2)II.核心词汇归纳复习(1) 如释重负做……令人松了口气。
(2)使……免于……减轻某人的痛苦/压力专心于=_________________________ 目的是，怀着……的目的_________________________ 使某人为(做)某事而准备，使某人具备(做)某事的条件_________________________ 使某人具有做某事的能力_________________________把……当作……；以……态度/方式对待……_________________________用某物招待/款待某人_________________________某人请客。
_________________________对……感到满意_________________________对做……感到满足_________________________满足某人的需求认为某人人们认为假设……(引导条件状语从句)=①普遍认为,压力是工作过重所致。
②假设我有机会去附近的国家旅行，我定会留意那里的风俗。
.在.由……到……情况不等/不同各种各样的①这座城市有各种各样吸引游客的景点。
②我们的团队拥有各种不同的技能和才能。
合计达；结果是此外除了①我们读书除了为了获取知识外，还为了得到乐趣和灵感。
②你可以通过阅读英语小说来增加词汇量。
此外，看英语电影也是一个好方法。
set down set off set out①为使我们对中国书法感兴趣,我校成立的俱乐部正在招收新成员。
②在梅雷迪斯女士的鼓励下,孩子们开始做爆米花。
(2020·新高考Ⅰ卷读后续写)get through get acrossget down to doing sth get in get onget over常考的“动词+through”短语:①go through ;②look through ; ③break through ;④pass throughIV写得妙1.他们凝视彼此,心生宽慰。
Book 2 Unit 5 Music 大单元教学设计 人教版必修第二册单元整体教学设计
Book2UnitSMusic单元主■及遢直观念I1构就
单元目标
1.了解中外常见的不同类型的音乐特点和表现形式，在日常交际中得体恰当地表达关于音乐的偏好和喜爱。
2.阅读介绍虚拟合唱团及其创始人的说明性文本，理解和体会音乐在日常生活和社会发展过程中的积极作用。
并对
虚拟合唱团的评价，评价其价值和意义。
3.阅读和体会公众演讲文本所传递的信息和情感，分析和把握其语言特征和手修辞手法，写一篇关于音乐积极作用
的演讲短文。
通过本节课学习，学生能够:
1预测通知类听力文本内容，从而根据要求筛选获取重要信息。
2说出通知类听力文本的语言特点和结构特点。
3能够根据文中对话所呈现的这场音乐会通知的关键信息制作一份音乐会口头通知。
备课人李培睿学科高一英语
备课人李燕玲学科。
人教新课标高中英语必修二Unit 5 Music教案
Unit 5 MusicPeriod 1 Warming up & Reading★ Teaching aims:1. To activate the Ss in learning “music ”.2. To develop the Ss ’ ability of reading.3. To help the Ss know something about the different styles of music.★Difficult and Important Points:1. Help the Ss to sum up the main idea of each paragraph.2. Enable the Ss to understand the details about the passage The Band that Wasn ’t.★Teaching Methods:1. Task-based method2. Discussion★ Teaching proceduresStep 1 Warming up ( 6minutes )1) Task: Brain-storming ( 2minutes )Ask the students to name different music styles. Show some styles of music that they are not familiar with.folkpop2) Task: Listening and Matching ( 4minutes )1)Tell Ss: we are going to listen to eight kinds of music. Here are the pictures for them. Listen to them carefully and choose the proper picture for each of them.2) Guide the Ss to sum up the Characteristics for each music style.3) Check the answers on the computer screen.Step 3 Pre-reading ( 2minutes )1）Task :ListingHave you heard about any of the famous bands in the world? List some of them.Which one do you like best? Why?2) PresentationAsk the Ss to search the information about “The Monkees ” before class, and now encourage them to share their information with their teammate.Step 4 While-reading ( 23minutes )1) Task: Fast reading( 10minutes ) Read fast and then do some exercises①.Which band does the passage mainly talk about?③.Go over the passage and look for the main idea of each paragraph.2) Task: detailed reading ( 8minutes )Read the passage again very carefully and answer the detailed questions:①. What are the advantages if people 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?5) True or false ( 5minutes )①.Most musicians meet and form a band because they like to write and play music.②.The TV organizers had looked for five musicians who were lovely and who could make good music.③.Each week the group that was called “The Beatles” would play a song or two written by other musician.④. “The Monkees” broke up in about 1960,but reunited in 1980.Step 5 Discussion ( 9minutes )1) Find the music in our life!2) What are the functions of music ?3) Enjoy the song of the Monkees “I wanna be free”(4minutes)Step 6 Homework1). Read more about “The Monkees”.2). Find out the important language points in the passage。
人教版高中英语必修二《Unit 5 Music》优质课公开课课件、教案
人教版高中英语必修二《Unit 5 Music》优质课公开课课件、教案Unit 5 MusicListening and Speaking【教学目标】1. Instruct students to get main facts by listening and motivate them to talk about the topics about music, the types of music, and how the music makes them feel.2. Develop students’ sense of cooperative learning and individual thinking capability.3. Develop students’ different listening skills to solve different listening comprehensive problems.4. Help students to understand how to use the structures “past participle as adverbial”.【教学重难点】Prompt students to talk about the related topics, such as types of music they know, their favourite type of music, how music makes them feel, and how to use past participle as adverbial.【教学过程】Step 1 Lead inThe teacher is advised to talk with their students about music.Boys and girls, before we listen, let’s work in pairs and disc uss what type of music you know.Which type is your favorite? How does it make you feel? Share your ideas with partners.I know Chinese traditional music/classical music/country music/hip-hop/jazz/pop music/Latin music/rap/rock/punk…I like classical music. It makes me feel full of energy and happy.Step 2:PredictionAfter their small talk, the teacher can move on by finishing the following task: See the pictures and give the correct answers.1. What are the people doing in the picture below?2. Match the pictures with the correct types of music.A. Chinese traditionalB. classicalC. country musicD. hip-hop1_______________2_______________3_______________4_______________Step 3: Summary of the main ideaListeningI. Play the radio about The Sound of Music (音乐之声), and let students finish the following tasks.A star has come out to tell me1.___________________ to goBut deep in the dark-green shadowsAre voices that urge me to staySo I pause and I wait and I listenFor one more sound for one more lovely thing2.___________________ might say…The hills are alive with the sound of musicWith songs they have sung 3.__________________The hills fill my heart with the sound of musicMy heart 4.__________________ every song it hearsMy heart wants to beat like the wings of the birds that rise from the lake to the treesMy heart wants to sigh like the chime that flies from a church on a breezeTo laugh like a brook 5.__________________ and falls over stones in its wayTo sing through the night like a lark who is 6._____________I go to the hills when my heart is lonelyI know I will hear what I’ve heard beforeMy heart will 7.______________ the sound of musicAnd I’ll sing once moreII. The reporter paraphrased some of the answers the students gave him. Listen to the interviews again and complete the sentences with the words you hear.1. A: Country music touches my heart.B: So you like music that’s _______of _______?2. A: When I listen to hip-hop, I just have to move!B: So it makes you want to _______?3. A: Classical music makes me feel like I’m sitting beside a quiet stream and enjoying nature.B: So to you, it’s _______ and _______?Learning new wordsList the new words in the lesson, tell students the meaning of these words an d give some examples.News words: classical, energy, soul…Talking projectGuide student s to do speaking practice.I. Talk in pairs. Interview each other about music. Use the picture below for ideas.A: What kind of music do you like?B: I like techno music.A: What makes it so special to you?B: I like to listen to it when l exercise. It gives me energy.II. Work in pairs or groups and role play a conversation.●∙Suppose you are a reporter and interviewing the students who about music.➢∙I like to…➢∙Chinese traditional song/classical music/hip-hop music/country music…➢∙Listen to/play/sing…。
人教新课标高中英语必修二Unit 5 Music教案(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”, “TheEagles”, “West life” and “Pink Floyd”.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.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.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 ---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?Results They can earn some extra money. They may also have a chance to dreamof becoming famous.The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, MikeNesmith & Davy Jonesbeginning of the band It began as a TV show.They played jokes on each other as well as played music.style of theperformancefirst 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.As 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.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 prepositi on 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 theweapons 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.。
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。
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.。
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K12学习教育
K12学习教育
人教新课标高一英语必修二Unit5Music导
学案
构词法的应用
exciteent—excite
devotion—devote
invitation—invite
addition—add
brief—briefl
after—afterards
playjoesoninadditionpretendtobroadcastbreaup
tobehonest
aboveall
relyonattach…to…dreaof
choralcountryusic
rapfolusic
jazzroc’n’usicsortoutusic
orchestraballad
araoeclassicalusic
studio
usician
foractorovernight
K12学习教育
K12学习教育
bandperforfaeillionaire
perforance
theoneessensitveconfident
usicalinstruentsenseconfidence
pubpainfulhuorous
painhuor
passer-b
attractive
earnattractextraoneybefailiarith
incash
rollvt./vi.滚动；摇摆n.摇晃；卷；卷形物；面包圈
球滚到桌子底下。Theballrolledunderthetable.
大海浪使船左右摇晃。Heavyavesrolledtheship.
壁纸是成卷买的。allpaperisboughtinrolls.
她边吸着果汁，边在面包圈上涂黄油。
Shesippedherorangejuiceandspreadbutteronaroll.
滚下来rolldon滚滚而来rollin
卷成…rollinto翻滚，翻转，翻身rollover
dreaof=dreaabout梦见，梦想，设想
我昨天晚上梦见你了。
Idreataboutyoulastninght.
DiditreallyhappenordidIjustdreait?
K12学习教育
K12学习教育
这是真的么？还是我在做梦。
我梦见自己得到了那份工作。
IdreatthatIgotthejob.
dreaof/aboutdoing梦想X
Hedreasofbeingasailor.他一心想当水手。
Hegotthefirstplacebutheneverdreaedaboutit.
他得了，但他做梦也没想到。
have/dreaadrea做一个梦dreasth.up凭空想出，虚构
出
pretendvt.假装，假扮
假装
Hepretendedtobeasleephenhisothercaein.
当他妈妈进来时，他假装睡着了。
Hepretendstobeill.他假装生病。
那个骗子假装知道这件事。
Thecheatprerendedthatheneit.=Thecheatpretendedtonoi
t.
假扮
Let’sprentendtobesoldiers.=Let’
spretendthatearesoldiers.
我们来假扮军人吧。
K12学习教育
K12学习教育
归纳：
pretendtodo/be假装做/是
pretendthat–clause假装……
pretendasif/though+从句假装……
tobehonest说实在地，实话说
Tobehonest,sheisnotanhonestgirl.
说实话，她不是一个诚实的女孩。
tobehonestithsb.对…说老实话
说实在地，我不喜欢他。TobehonestIdon’tliehi.
behonestaboutsth.对某事持老实的态度
Ihaven’tbeenpletelyhonestaboutypastlife.
常见短语：
intheforof以….的形式infor形式上，情况良好
fillinthefor填写表格forinto形成；使形成
forthehabitof形成…的习惯taetheforof采取….的形
式
earnvt.赚；挣得；获得
Doyounohouchheearnsaonth?你知道他一个月赚多少钱
么？
Sheisyoung,butsheearnsagoodsalary.
她和年轻但工资很高。
他因救助一名溺水者而获得众人的尊敬。
K12学习教育
K12学习教育
Rescuingadroningaanearnedhitherespectofall.
固定搭配：
earnone’s/aliving=aeone’s/aliving谋生
perforvt./vi.表演；履行；执行perforancen.表演；
演奏
henilltheplaybeperfored?那出戏何时上演？
youshouldalaysperforhatyouproise.你应该永远履行
你的诺言。
Herperforanceintheplayasverygood.
她在剧中的表演非常好。
Theaudienceenjoyedhisperforanceoftheviolin.
听众很喜欢他的小提琴演奏。
incash用现金；有现钱
Doyoulietopaythisincashorbychec?
你愿意用现金还是支票支付？
用信用卡bycreditcard
playjoeson戏弄
playjoes/tricson=playajoe/tricon
命运跟她开了一个残酷的玩笑——她次参加国际比赛
就严重受伤。
Fateplayedacrueltriconherhensheasbadlyinjuredinherf
K12学习教育
K12学习教育
irstinternationalgae.
Heusedtoplayjoesonhisneighbourssothatnooneillhelphi.
过去他戏弄过邻居，所以没有人会帮助他。
常见搭配：
aeajoe说笑话；开玩笑for/asajoe只是开玩笑
injoe闹着玩joeabout拿…开玩笑，取笑
aejoesaboutsth.就某事开玩笑
relyv.依赖；依靠
relyon/upon依赖；依靠≈dependon
youshouldrelyonyouronefforts.你应该靠自己的努
力。
youshouldn’trelyonyourparentstoeepgivingyouoney.
你不应该老靠你父母给你钱。
常见搭配：
relyondoing/n.
relyonsb.doing
relyonsb.todo
relyonitthat
0.be/getfailiarith熟悉；与…熟悉起
Heisfailiarithyfaily.他和我家关系密切。
Iagettingfailiarithyneclassates.我和新同学逐渐
K12学习教育
K12学习教育
熟悉起来。
HeisfailiarithEnglish.他通晓英语
befailiarto为…所熟知
yournaeisveryfailiartoe.你的名字我很熟悉。
1.orso大约
estayedonehourorso.我们停留了一个小时左右。
Adayorsoisneededforthat.=Aboutoneadayisneededfortha
t.
那需要一天左右。
breaup打碎；分裂；解体
aryhasbroenupithherboyfriend.玛丽已经和他的男朋
友分手了
henillyouschoolbreaup?你们学校什么时候放假？
Theycalledoutpolicetobreauptheeeting.
他们叫警察来驱散这次大会。
Shebroeupthecuponpurpose.
她故意把杯子打碎了
常见搭配：
breadon失败，坏掉breaoff停止，中断，折断
breaaayfro摆脱breain闯入
breaout突然发生
K12学习教育
K12学习教育
3.inaddition另外；也
youneedtieandoney,and,inaddition,youneeddiligence.
你需要时间和金钱，此外，你还需要努力。
Inadditionto除…之外≈asellas
HespeasEnglishinadditiontoFrench.他除了会说法语
之外，还会讲英语。
Inadditiontosiing,sheliestennis.除游泳外，她还喜
欢打网球。
sortout分类；整理