2018届人教版必修2一轮复习：Unit5Music单元教案(19页)

_Unit_5_Music全单元教案（人教版必修2）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 W ASN’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.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.Do you know anything about “The Monkees”?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.3.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.3.Reading and transferring informationRead the text again to complete the tables, which list how people formed a band and how TheMonkees was formed by the TV organizers and became a real band.How do people get to form a band?How was The Monkees formed and became a real band?The Monkees in 1968 (left to right): Micky Dolenz, PeterTork, Mike Nesmith & Davy Jones4. 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?Do you agree that the jokes were more important than the music for this band? Give a reason.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.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 yourclassmates’.II. Learning about grammar1.Reading and thinkingTurn to page 34 and read with me th e text of THE BAND THAT W ASN’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.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.Closing 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’T I. Type of writing and summary of the ideaII. A tree diagramIII. 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 pla ys 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, where he 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 composer 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. Beeth oven 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 understan d and enjoy•Express people’s feeling•Make people feel good•Help people forget their pain•Attract people’s attention•help people to remember 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 W ASN’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 fulfill (a promise, order, etc.) 履行；执行(允诺，命令)3. to give, act or show(a play, a part(role)in a play, a piece of music, tricks, etc.) esp. before the public表演perform a task/ perform one’s duty/ perform an operation to save one’s life/ perform the piano/perform skillfully on the flute/ perform live on television/ perform a ceremonyperformancen.表演；履行faithful in the performance of one’s duty/ the evening performance/give a performance of “Hamlet”/ in performancestickvi 1. to (cause to) be fixed with a sticky substance粘贴；张贴Stick a piece of paper over the old address and write the new one on it.stick to one’s fingers/ stick a stamp on a letter 2. stick to: to refuse to leave or change/stick up a note on the note-board/ stick the pen behind the ear坚持;固守stick to one’s plan/to stick to one’s promiseabilityn. power and skill, esp. to do, think, act, make, etc.（尤指工作, 思考，行动，创造等）能力a machine with the ability to copy with large loads/ have the ability to do the work/ a woman of great ability/ have a great musical abilitysayingn.话；俗话‘More haste, less speed,’ as the saying goes.reputationn. (an) opinion held by others(about someone or sth.); the degree to which one is well thought of 名誉；名声: a school with an excellent reputation/ a good reputation as a doctor/ have a reputation for laziness/ ruin sb.’s reputation/ make a reputation for oneself/ live up to one’s reputation unknownadj.& n. 不知道的；未知的人或物unknown forces/ an unknown actor/ unknown to sb./ a journey into the unknownModule four A social surver-my neighbourhood --Period three课时训练（外研版必修1）I. 同义句转换，每空一词。

Ⅰ.高考单词→识记·思考·运用1．核心词汇①________ vt.& vi.滚动；使摇摆n．摇晃；卷；卷形物；面包圈②________ vt.假装；假扮③________ vt.& vi.系上；缚上；附加；连接④________ vt.使组成；形成；构成⑤________ vt.赚；挣得；获得⑥________ vi.依赖；依靠⑦________ vi.& vt.& n．广播；播放⑧perform vt.& vi.表演；履行；执行________ n．表演；演奏⑨confident adj.自信的；确信的________ n．信心答案①roll②pretend③attach ④form⑤earn⑥rely⑦broadcast ⑧performance⑨confidence2．常考词汇①familiar adj.________________②sensitive adj.________________③dip vt.________________④addition n．________________additional adj. ________________⑤musician n．________________music n．________________musical adj.________________⑥painful adj.________________ pain n．&v．________________⑦attractive adj.________________attract v．________________attraction n．________________⑧devotion n．________________devote v．________________devoted adj.________________答案①熟悉的；常见的；亲近的②敏感的；易受伤害的；灵敏的③浸；蘸④增加；加；加法额外的，另外的⑤音乐家音乐音乐的；配乐的⑥痛苦的；疼痛的痛苦⑦吸引人的；有吸引力的吸引；有吸引力吸引；吸引力⑧投入；热爱把……献给献身的；忠诚的用所给单词的适当形式填空1．She had big problems maintaining her ________ (perform)．(2016·江苏，阅读D)2．Are you interested in becoming a ________ (music)and getting a recording contract(合同)？(2016·全国Ⅱ，阅读A)3．He has already received three similar ________ (invite)this week.(2016·江苏，书面表达)4．Our Intensive Course builds on our Standard Course，with 10 ________ (addition)lessons per week.(2016·天津，阅读A)5．Frank Hurley，a ________ (confidence)and gifted Australian photo-grapher who was hired to make the images.(2016·全国Ⅱ，阅读D)6．The ________ (perform) that was ________ (perform) by some famous ________(perform) at the theatre last night was well received.7．The process is ________ (pain)，but the result is desirable.Remember：no ________ (pain)，no gains.8．She was so ________ (attract)that everyone was ________ (attract)by her beauty. 答案 1.performance 2.musician 3.invitations 4.additional 5.confident 6.performance；performed；performers7.painful；pains8.attractive；attracted,【联想·积累】❶“自信”家族①confident adj.②confidence/self-confidence n.③self-trust n.④trust oneself⑤believe in oneself⑥be sure of oneself❷含“-ician”必备名词全扫描①electrician电工，电气专家②magician 魔术师，巫师③mathematician 数学家④technician 技术员，技师⑤politician 政治家⑥statistician 统计学家⑦musician 音乐家❸常见的合成名词荟萃①passer-by 过路人；行人②steamboat 汽船③airport 飞机场④teamwork 协作⑤armchair 扶手椅⑥sandstorm 沙尘暴Ⅱ.重点短语→识记·思考·运用1．动词＋介词/副词①dream ________梦见；梦想；设想②rely ________依赖；依靠③break ________打碎；分裂；解体④sort ________分类⑤attach...________认为有(重要性、意义)；附上；连接答案①of②on③up④out⑤to2．介词＋名词①________ cash用现金；有现钱②________ addition另外；也答案①in②in3．其他形式①play jokes ________ 戏弄②be/get familiar ________ 熟悉；与……熟悉起来③________ all最重要；首先④________ so大约⑤________ be honest说实在地；实话说答案①on②with③above ④or⑤to用左栏所给短语的适当形式填空1．An important negative effect of gossip is that it ____________ relationships.(2016·浙江，阅读A)2．It took quite a while to __________ our luggage from others.3．Please pay ____________，for credit cards cannot be used in this supermarket. 4．If you want to make progress in your study，____________，you must be strict with yourself.5．Her friends are always __________ her，which sometimes makes her angry.答案 1.breaks up 2.sort out 3.in cash 4.above all 5.playing jokes on【联想·积累】❶“动词＋up”必备短语小结①grow up 成长，长大②give up 放弃，献出③set up 架起，建立④do up 整理，包装，打扮⑤go up 增长，上涨⑥blow up 使充气；爆炸⑦bring up 抚养，呕吐，提出❷“动词＋of”必备短语一览①think of 想到②consist of 由……组成③approve of 赞成④die of 死于⑤talk/speak of 谈到⑥hear of 听说Ⅲ.经典句式→识记·思考·运用原句背诵感悟1．Their personal life was regularly discussed by people who did not know them but talked as if they were close friends.一些不认识他们的人也在不断地讨论他们的私生活，而且就像是他们的密友一样在谈论他们。

Unit 5 MusicPeriod 1 Warming up & ReadingTeacher : Han WeiTeaching aimsKnowledge aims:1.Get students learn the useful new words and expressions in this part: roll.folk, jazz,musician,pretend,attach, form, passer-by, earn, extra, instrument, performance, pub, cash, studio, millionaire, actor, rely, broadcast,humorous, familiar, attractive, dream of, to be honest, attach...to... , in cash, play jokes on, rely on, get familiar with, or so, break up2.Let students learn about different types of music.Ability aims:1.Enable students to learn to talk about different kinds of music.2.Develop students' reading ability by learning to read about bands and let them learn different reading skills.Emotional aims:1.Arouse students' great interest in music.2.Develop students' sense of cooperative learning.Teaching Important Points:1.Let students learn more about different kinds of music.2.Get students to learn different reading,listening and speaking skills. Teaching Difficult Points:1.Develop students' reading ability.2.Enable students to learn to enjoy different kinds of music.Teaching Methods:1.Task-based teaching and learning2.Listening and practicing3.DiscussionTeaching aids:MediaTeaching proceduresStep 1 Warming upWarming up by watching videos1. Ask students the following questions:What kind of music it is?How much do you know about music?Can you tell us about the different kinds of music?2. Let students have a brainstorm.Divide students into two groups to talk about the different kinds of music and have a competition.3.Ask students to look at pictures on the screen and listen to different kinds ofmusic on the tape. See if they can guess which music matches with which picture.Step 2 Pre-reading1.Ask students to answer the question:Have you heard about any of the famous bands/groups in the world? List some if you have.2. Play the tape and let students listen to some pieces of music from different bands. Then ask them :Which band do you like best? (Show some pictures of some famous bands to the students.)3. Talk about "the Monkees" with the students.Do you know anything about "The Monkees " ?Step 3 Fast reading1. Reading the passage quickly and tell us what the passage is about.2. Try to find out the main idea of each paragraph.Para. 1. Dreaming of being a famous musician or singer.Para. 2. How musicians form bands.Para. 3. How the Monkees got their start.Para. 4. How Monkees become serious about the music business.Step 4 Careful readingRead the passage carefully and finish the following tasks:Task 1. Do the exercise True or False.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 lively 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.Though the band pretended to sing at first, were popular with the fans.5.“The Monkees” broke up in about 1960, but reunited in 1980.Task 2. Which is the correct order of the growing of the Monkees?1.They started to play their own instruments and write their own music.2. They played songs written by other musicians.3. They produced a new record to celebrate their time as a band.4. The band broke up about 1970.A. 1→4→3→2B. 1→2→4→3C. 2→3→4→1D. 2→1→4→3 Task 3. Choose the adjectives that you think best describe "The Monkees".Give your reasons.Popular lively funny foolish brave crazy classical rich honest attractive famous determinedStep 5 Watch a video and sing the song together.Step 6Evaluation with encouraging words.Step 7 HomeworkRead the reading passage again and try to retell the passage The Band That Wasn't.。

人教版必修2 Unit5 Music 单元复习学案1. Guess which music matches which pi cture.( P33)猜猜看，哪段音乐与哪幅图片相匹配。

阅读下列句子，注意 match 的词性和意思。

(1) It ' s difficult to find a curtain to match the color of the wall. (v. 与 ..... 相配)(2) To match the need of the society, we need to be well-qualified. (v.满足 ... 的需要)(3) The tie is a nice match to the shirt. (n.相配的人 /物)(4) Last night we watched an exciting basketball match. (n. 比赛)(5) He searched his pocket for a match. (n.火柴)2. Do you sing karaoke and p rete nd you are a famous sin ger like Song Zuying or Liu Huan?(P 34) 你唱卡拉OK 时，是否假装自己就是宋祖英或刘欢一样著名的歌星吗？♦词语归纳pretend sth./to be sb.把 .. 假装成 .....prete nd to do sth.假装做 ...pretend to be doing sth.假装正在做 ...pretend to have done sth.假装已经做 ....prete nd+that 从句装作 .... 假装 .... 即学即练根据括号中的提示完成下列小片段。

As Tom wasn , t interested in his lessons, whenever there was an exam, he would (假装生病).Last week, he (2) (假装头痛)when the teacher was going to give a (3) (假装痛得厉害 )during the quiz. An hour later, when the quiz was finished, (4) .(假装好了)(1) pretend that he was ill/pretend to be illp rete nded a headachep rete nded to be sufferi ng great painp rete nded to have recovered3. To be hon est, a lot of people attach great imp orta nee to beco ming rich and famous.( P34) 说实在的，许多人把名和利看得很重。

2018届人教版必修2一轮复习：Unit 5Music单元学案设计单元话题写作指导：第一层级——背词汇、学写句，让作文有话可说一、背词汇[常用词汇](1)impression n．影响(2)honesty n. 诚实(3)housework n. 家务(4)feast n. 宴会(5)imagine v. 想象(6)remind v. 使想起(7)search v. 寻找(8)avoid v. 避免(9)fasten v．系牢(10)dream v. 做梦(11)grow v. 生长，成长(12)aware adj. 知道的(13)missing adj. 失踪的(14)precious adj. 珍贵的(15)anxious adj. 焦虑的(16)immediately ad v. 立即(17)without result 毫无结果(18)earn one’s living 谋生[亮点词汇](1)unforgettable adj.难忘的(2)available adj. 可获得的(3)unfortunately ad v. 不幸地(4)belong to 属于(5)in vain 徒劳(6)live on 靠……为生(7)as usual 像往常一样(8)settle in 安顿下来(9)sweep up 打扫干净(10)be convinced of 坚信二、学写句(按要求完成句子并背诵)(Ⅰ)单词拼写1．After months of unemployment all he asked for was a chance to earn (挣；赚得) his bread.2．She pretends (假装) that she likes them so that she can get their help.3．Who will take over the company is a very sensitive (敏感的) issue.4．I put the letter in an envelope, attached (附上) a stamp and mailed it.5．Walking is a good form (形式) of exercise for both the young and the old.6．I get a low salary, so sometimes I work extra (额外的) hours to earn more.7．It was said that the earthquake had been predicted (预测) several days before.8．I’m fond of folk (民间的) music while my sister enjoys modern music.(Ⅱ)用所给词的适当形式填空1．As soon as Max came back from his holiday, he gave a(n) humourous (humor) account of his trip to Holland.2．We need to make this type of car attractive (attract) to a wider range of people.3．Roger turned down the invitation (invite) to speak at the science conference.4．He was confident (confidence) that he would be admitted to the famous university.5．Let me briefly (brief) tell you what happened.(Ⅲ)语境填词(用所给词的适当形式填空)1．The doctor performed the operation quite well and the director was very satisfied with his performance and praised him as a real performer of difficult operations.(perform)2．He was a devoted communist fighter, whose devotion to his country made him devote all his life to the revolutionary cause.(devote)(Ⅰ)写出下列短语1．dream_of梦见；梦想；设想2．to_be_honest 说实在地；实话说3．attach_...to 认为有(重要性、意义)；附上；连接4．in_cash 用现金；有现钱5．play_jokes_on 戏弄6．rely_on 依赖；依靠7．be/get_familiar_with 熟悉；与……熟悉起来8．or_so 大约9．break_up 打碎；分裂；解体10．in_addition 另外；也11．sort_out 分类12．above_all 最重要；首先(Ⅱ)选用上述短语填空1．To_be_honest,_it doesn’t make any sense to rent such an expensive house.2．We are_familiar_with the magazine; we like its content and style.3．If you want to make progress in your study, above_all,_you must be strict with yourself.4．Her friends are always playing_jokes_on her, which sometimes makes her angry.5．Not having been here for a long time, I have to rely_on my friends to help me find a job.6．In_addition,_extra ambulances will be on duty until midnight.7．It was not until then that I realized their marriage was breaking_up because they had little in common.8．It took quite a while to sort_out our luggage from others.9．Please pay in_cash,_for credit cards cannot be used in this supermarket.10．He dreams_of becoming a singer at an early age.1．The musicians were to play jokes on each other as well as play music, most of which was based loosely on the Beatles.组成乐队的音乐人演奏音乐，还彼此打趣逗乐。

Unit 5 Music单元教案设计Period 1 ReadingThe General Idea of This Period：This period includes Warming up，Reading and Comprehending of Unit 5.It introduces different kinds of music and a band called “The Monk ees”.Students will enlarge their knowledge of music by listening to the music.Meanwhile students can learn how The Monkees got successful by some reading strategies such as s kimming，scanning，and intensive reading.Students should think carefully about the outlook on society and on personal value after reading the story of The Monkees.Students will realize the importance of hard work，right attitude towards work，and bravery on meeting the challenge.Teaching Aims：1.Train the students’ reading ability.2.Learn some useful words，expressions and some important sentences.classical，folk，form，passer-by，earn，extra，instrument，pretend，hit，dream of，be honest with，play jokes on，be based on，put on advertisement，or so，be serious about，break upa.Have you ever dreamed of being in front of thousands of people at a concert，with everyone clapping and enjoying your singing?b.If we are honest with ourselves，most of us have dreamed of being famous.c....bands are formed by high school students who practise their music in someone’s home.d.They may play to passers-by in the street or subway so that they can earn some extra money.e.The musicians of whom the band was formed played jokes on each other as well as played music.f.Their music and jokes were based loosely on the band called “The Beatles”.g.Act ors may not be able to sing so at first other musicians sang the songs for the programme while the band pretended to sing them.h.However，after a year or so in which they became more serious about their work.3.Enable the students to sum up the main idea of each paragraph.4.Express their opinion by answering the questions.Teaching Important Points：1.Help the students to understand the passage better.2.Learn and master some important words and phrases in this period.3.Help the students to understand the details of the text by helping them to answer the following questions.Teaching Difficult Points：1.How to help the students improve their reading ability and understand the passage better.2.How to master the important language points in this passage.3.How to help the students express their ideas on the two questions.a.Do you think the TV organizers were right to call “The Monkees”a band when they did not sing or write their own songs?Why?b.Do you agree that the jokes were more important than the music for this band?Give areason.Teaching Methods：1.Fast reading to get the gen eral idea of the text.2.Careful reading to understand the passage better.3.Explanation to help the students master some language points.4.Discussion to help the students understand better what they’ve learned and to use the knowledge they’ve learned in this period.Teaching Aids：1.A tape recorder.2.A multimedia.Teaching Procedures：Step 1 Lead-in1.Greet the students as usual.2.Introduce the topic of music.T：Do you know who they are?（The teacher shows the pictures of some famous singers.）Ss：SHE，Jay，Jacky Zhang，Celine Dion.T：Correct.So you all like listening to music.Then what kind of music do they sing?S1：Pop music.T：What other kinds of music do you like listening to?S2：Rap，Classical music，folk music，Rock ‘n’ RollT：Well，good job.It seems you know quite a lot about music.Now let we check whether you are really good at music.Have a look at the eight pictures.Then I’ll play a tape to you and you will hear 8 kinds of music.After listening，you have to tell me what kind of music you hear，clear?Let’s enjoy some kinds of music.Suggested answers：Choral，Country music，Rap，Folk music，Rock ‘n’ Roll，Orchestra，Jazz，Classical music T：Excellent.I am sure you are interested in music and know a lot about songs and music.Now I’d like to have a discussion.What kinds of music do you like better，Chinese or Western，classical or modern?How does music make you feel?And why do you like to listen to music?I’ll give you 5 minutes to talk with your partners.T：OK.Who is ready to share with us your opinions?S3：I like Chinese music.Because I think Chinese music is easier to understand.And I likelistening to modern music，because it reflects the modern life.S4：I like Western music.Because I think Western music is lively and the singers’ voices are beautiful.I like classical music since it can make me calm down if I have a bad mood.And the classical music often inspires us.It can last longer than the modern music.T：I enjoy your talk.Continue.Who would like to talk more?How does music make you feel?S5：I feel inspired when listening to music.When I’m not having a good mood，music can calm me down.When I listen to the beautiful music，I feel happy and recall some good memories and beautiful things in life.S6：When I am reading，I would like to listen to music，because it helps me concentrate on my reading.T：Well，so music can be used as the background music which helps us to be concentrated.What’s more?S7：I like to listen to music，because I feel relaxed when listening to music.Music tells us the real life.3.Introduce “The Monkees”.T：Excellent!I really enjoy your opinions and I also have learnt a lot from your ideas.So you a re really music fans.Now，I have a problem and I would like you to give me some advice.I want to listen to some bands’ music.Would you recommend some bands and their famous songs for me?S1：There are several famous bands，like “Beatles”.I like their style of performances.Their famous song is “Let it be”.It is fantastic.Every time I listen to it，I recall the good old days with my classmates.S2：I like “Back-street Boy”best.The musicians in the band always seem very young and handsome.Their performances are perfect.Their famous song is “The Call”.The rhythm of the song is very strong and it is often used as the catwalk background music.S3：I like “West life”best.Their songs are full of deep feelings.They tell us about the love between lovers，friends and parents and children.When listening to their songs，my heart is full of warm.Their famous song is “My Love”.It’s really worth listening.T：Good.Thank you for your recommendation.I have many choices to consider.But here I have a photo of a band.Can you tell me who they are?S4：“The Monkees”.T：Great!Can you tell more about them?S5：It is a band formed of 4 persons.They followed the style of “The Beatles”.T：Right.Well，it seems you know little about them.It doesn’t matter.Now let’s go on to the reading and find more information about them，“The Band That Wasn’t”.Step 2 SkimmingT：First，I would like you to skim the passage about “The Monkees”and find out the main ideas of each paragraph.Time is limited to 3 minutes.Suggested answers：Paragraph 1：Dreaming of being famous musician or singer.Paragraph 2：How musicians form bands.Paragraph 3：How the band got their start.Paragraph 4：How “The Monkees”became serious about their business.Step 3 ScanningT：Now you have got the general idea about the passage.For this time，I would like you toscan the text and find out whether the following statements are true of false.Time is limited to 4 minutes.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 cou ld 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.Suggested answer：1.T2.F3.F4.TStep 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?2.Which two musical bands are mentioned in the passage?3.How do bands that are formed by high school students earn some extra money?4.When did “The Monkees”break up and when did it reunite?5.Why was “The Monkees”successful in their work?Suggested answers：1.Because they want to write and play music together.2.Beatles & Monkees3.They may play to passers-by in the street or subway so that they can earn some extra money.4.They broke up in about 1970 and it reunited in the mid-1980.5.Because they were serious about their work and they also worked very hard.T：You ar e so smart to get all the answers right.Then let me check whether you have really understood the passage.Have a look at the Ex.2 on Page 35.Try your best to review what you have learnt in your heart without looking back to the passage.And see who can get all the answers right.Time is limited to 2 minutes.（After 2 minutes，the teacher checks the answers.）Suggested answers：1.（D）They produced a new record in 1996 to celebrate their time as a band.2.（E）Most musicians get together and form a band because they like to write and play music.3.（A）They put an advertisement in the newspaper looking for four rock musicians，but only one person was accepted.4.（B）The first TV show was a big hit.5.（C）However，the band broke up about 1970，but reunited in the mid-1980s.Step 5 Retell the StoryT：Since you have read the text for three times，I 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 acomplete 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”play ed 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 6 Language Points FocusTeacher explains the important words and expressions from the reading.Try to use as many examples as possible to illustrate the point.After illustration，teacher can give students some exercises to consolidate their understanding.1.Have you ever dreamed of being in front of thousands of people at a concert，with everyone clapping and enjoying your singing?你曾否梦想过在音乐会上面对成千上万的观众，观众一边欣赏你的歌唱一边为你鼓掌？dream of 向往、梦想She often dreams of being a teacher.她经常梦想成为一名老师。

Unit 5 MusicGrammar导学案定语从句——介词+关系代词请观察下列句子：The man with whom you shook hands just now is our English teacher.It is a famous school from which he graduated 3 years ago.总结：此类定语从句只能用介词+_________ /__________ 引导,当先行词指人时用_________; 当先行词指物时用_________。

注意：1. 关系代词whose+名词引导的定语从句可转化为the+名词+of+ which / whom 或of+ which/whom+ the +名词结构；of 表所属关系。

【例】I live in a room whose windows are all broken.=I live in a room of which the windows are all broken.= I live in a room the windows of which are all broken.【练习】Pass me the book whose cover is red.=Pass me the book _______ __________ _______ ＿＿＿＿is red.= Pass me the book _______ __________ _______ ＿＿＿＿is red.2. 关系副词引导的定语从句都可以改为介词+which的结构:(1) This is the house where I lived two years ago.=This is the house _______ __________ I lived two years ago.(2) Do you remember the day when you joined our club?=Do you remember the day______ __________ you joined our club?(3) I don’t know the reason wh y he said so.=I don’t know the reason _______ __________ he said so.3. 介词如何来确定:(1) 根据定语从句中谓语动词的习惯搭配来决定。

必修二 unit5-music-阅读教课设计《人教版高中英语必修2》Unit5 第一课时教教事例教学Unit5 Music—Reading课题课程阅读课讲课对象高一年级类型教人教版高中英语必修讲课时间40 分钟材2本单元的话题是“音乐”。

“热身”（ Warming Up）部分经过直观形象的图教片展现了为大众所熟习的多种音乐形式，包含摇滚、爵士、农村音乐、民族音乐等，能使学生对音乐的材丰富内容有较为宽泛的认识。

分“阅读”（ Reading）部分主要从大众对歌手和析乐队的心理到介绍 The Monkees 乐队的一些状况，如他们怎样组合成乐队，他们闻名以后的发展。

课文后配有相应的练习题，能够帮助学生从整体和细节双方面充足地理解课文。

教课对象为高中一年级学生，智力发展趋于成熟。

他们的认知能力比初中阶段有了进一步的发展，渐渐形成用英语获守信息、办理信息、剖析问题和解学情分决问题的能力。

他们学习比较仔细，求知欲旺盛，思想比较活跃，同时表现欲也很强。

部分学生的基础较好，能主动配合老师，愿意张口讲。

他们有着析高中生独立、爱表现，张扬个性的特色。

所以，设置他们感兴趣的活动，就能让他们投入到讲堂活动中来。

（一）、知识和能力目标1．经过阅读课文和达成所给的任务，能使用本课要点的词汇对课文作出简单复述；2．能够说出生界音乐的种类；教3．能够简单运用速读、跳读、精读阅读文章学（二）、感情目标目熟习各样音乐形式，认识音乐在人们生活中的标重要性，提升音乐涵养。

从讨论“音乐人的成功”下手使学生认识到做什么事都需要付出艰辛的努力。

所谓“台上一分钟，台下十年功”，深入学生的德育教育，进一步激发学生学习的动力。

1.认识并能运用课文中出现的重要词汇、短语教与句子学2.运用速度、跳读、精度等阅读手段达成阅读重任务，能够找出文章的主题，一些细节内容点3. 组织适合的小组议论和社交1．怎样指引学生在段落篇章阅读中运用略读、教细读、跳读以及对文章细节掌握的训练学 2 ．怎样能使学生踊跃地参加小组的议论，进行难社交，有效达成任务点教教课方法：问答法 (question and answer)法议论法（ discussion ）分任务教课法 (task-based method)教课教具：多媒体软件、音响设施析一． Warming up （热身）—— 5minutes1.Attract students ’ attention教Play the songKnocking On Heaven’s Door.Talk 学about the “I am a singer”with students which is 步 quite famous during this time to attract students’骤 attention to the learning content, especially to mention the kind of music “Rock ‘n’roll ”. Then lead students to the textbook on page33.2.Show picturesShow students those pictures in the textbook about music and ask them to say something about theiropinions of different music.设计目的：放歌引出话题，从近来热火的《我是歌手》下手能够吸引大家的注意力进而指引他们进入音乐这个课题，这样能够惹起他们对该单元内容的兴趣并能够自但是然地引入到课文阅读。

2018届人教版必修2一轮复习：Unit 5 Music教案设计I. 单元教学目标II. 目标语言Ⅲ. 教材分析与教材重组1. 教材分析本单元以music为话题，通过对本单元的教学，使学生了解有关的音乐知识，了解乐队The Monkees的形成,表演风格及发展历程，让学生在理解文章，理解音乐的同时，潜移默化培养一种审美的情趣，也会对社会生活，人的思想观，价值观以及人应该追求什么进行思考。

并通过学习一个有趣的寓言故事，侧面了解演员成名后，歌迷给其带来的苦恼；暗示过分痴迷所带来的负面影响。

同时让学生利用目标语言学会表达自己的观点，征询建议及把握介词提前的定语从句的使用；能利用本单元所学知识写e-mail 或短文介绍中国有关的民间音乐。

1.1 Warming up 是听八段不同的音乐，然后与书上的八幅图片相搭配，目的是通过听不同的音乐，让他们了解有关类型的音乐，讨论对于音乐的感受和喜欢听音乐的原因，激发他们对此话的兴趣，带他们进入话题。

1.2 Pre-Reading 提出三个问题，引导学生谈论有名的乐队，尤其是与课文相关的门基合唱组。

在学课文前扩展学生的思维，为学课文做好准备。

1.3 Reading 课文以知名乐队The Monkees的成立和发展为切入点，从通俗音乐的题材，特点，内容以及半个世纪来的发展历程等多个方面介绍了这种音乐艺术形式，并以音乐作为一个侧面反映了近几十年来美国社会和价值观的变化，是一篇涵盖了大量的信息量，同时又可以给学生艺术和思想双重启迪的优美文章。

通俗音乐发展历史悠久，六十年代开始成为美国社会流行音乐主流，节奏强烈，主题鲜明，歌词率真，容易引发人的共鸣，尤其是在喜爱音乐的年轻人中可以产生感官和心灵上的触动。

同时，流行音乐歌曲所负载的是整个社会所接受和追求的一种价值观。

学习这篇课文，学生在理解文章，理解音乐的同时，潜移默化中也在培养一种审美的情趣，也会对社会生活，人的思想观，价值观以及人应该追求什么进行一定的思考。

人教新课标必修二_Unit_5_Music[单元教案]Unit5Module2Period1&2Warmingup&ReadingFocus:ReadingTeachingGoals1.ToactivatetheSsinlearning“music”.2.TodeveloptheSs’abilityofreading.3.TohelptheSsknowsomethingaboutthedifferentstylesofmusic.Importantpoints1.EnabletheSstounderstandthedetailsaboutthepassageTheBandthatWasn’t.2.HelptheSstosumupthemainideaofeachparagraph.TeachingProceduresStep1Warmingup1)LeadinBeforeclass,TplaysasongI’mabelieverwhichwassungbyTheMonkees,withthewordsofthesongprintedonthescreen.Thentellthem:Thisisoneofmyfavoritemusic.Themusicisalittleshow.WhenIlistentoit,itwillremindofmanyoldthings.SoIlikeitverymuch.Whatisyourfavoritemusic?Andwhydoyoulikeit?Soyourfavoritemusicbelongstopopmu 2)Task:Brain-stormingAskthestudentstonamedifferentmusicstyles.Showsomestylesofmusicthattheyarenotfamiliarwith.ClassicalrapRockandrollfolkpopJazzHip—hop…Step2ListeningandMatching1)TellSs:wearegoingtolistentoeightkindsofmusic.Herearethepicturesforthem.Listentothemcarefullyandchoosetheproperpictureforeachofthem.2)GuidetheSstosumuptheCharacteristicsforeachmusicstyle.InformationBox:KnowledgeaboutmusicPunkRock这种音乐较另类，比较迷幻，也很吵，歌词一般都很颓废，很低迷，很多地下乐队都是这种风格，所以才不被承认，不过要表达的内涵还是很丰富的。

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。

Unit 5 Music 教案设计语 法一、 教学内容 Discovering useful structures (p. 37); Using structures (p. 71) 二、 教学目标在本节课结束时，学生能够● 归纳总结介词+ which/whom 的定语从句的用法。

● 在写作中运用介词+ which/whom 的定语从句。

三、 教学步骤步骤一 热身检查作业。

请一个学生说出阅读课文中带有介词+ which/whom 结构的定语从句，并指出其先行词，其他学生或教师补充。

教师可以把这些句子在PPT 上呈现。

设计意图：设计意图：学生以前遇到过这一形式的定语从句，上节课又学习了阅读课文，请他们划出文中的介词+which/whom 的定语从句，旨在使他们熟悉这一定语从句的形式，从而引出本节课的教学内容。

步骤二 用法总结和练习1. 让学生两人一组仔细观察上面的六个定语从句，讨论介词+which/whom 的定语从句形式和用法上的特点。

找几个学生说出自己的看法，然后教师补充、归纳大家的看法，总结规律。

2. 教师可将PPT 中的句子填空和短文填空题打印出来发给学生。

完成练习后，找几个学生说出答案，其他学生可以发表不同意见。

之后教师给出正确答案，并根据练习中出现的问题做适当讲解。

3. 请学生完成学生用书p.71练习一；然后教师请几个学生先说出答案，其他学生补充 或更正；最后教师公布正确答案，并针对 学生的问题重点讲解。

设计意图：介词+which/whom 的定语从句在前面的阅读篇章中学生已经有接触，小结的设计目的是使学生自己总结规律，提高自主学习的能力。

句子和短文填空练习旨在让学生进一步熟悉由介词+ which/whom 引导的定语从句的形式，理解其用法，同时自我检测自己的学习效果；句子尤其是短文都为学生提供了语境，让学生体会到这一形式定语从句用于正式文体中。

做p. 71的改错练习旨在提醒学生在使用这种定语从句时容易犯的错误，使他们在运用时避免犯同样的错误。

Unit5 Music [教学目标]：一、知识与技能一、知识与技能1、掌握话题语言的运用、就熟悉的音乐话题表达看法；2、了解各种各样的音乐形式，深化对音乐的认识；3、学会从一般文字资料中获取主要信息、思考话题背后的更深层次的内容，学会深入发掘和探讨。

会深入发掘和探讨。

二、过程与方法二、过程与方法1、听音乐，感受音乐风格；、听音乐，感受音乐风格；2、分组讨论、合作练习；、分组讨论、合作练习；3、结合所知，分类整理与归纳。

、结合所知，分类整理与归纳。

三、情感态度与价值观三、情感态度与价值观1、增添音乐欣赏趣味，提高音乐修养；2、懂得在日常交流中与他人分享各种学习资源、理解并尊重他人；3、培养合作精神和积极乐观的人生态度。

[教学重点]：1、掌握有关音乐的单词、熟练运用课文中所出现的重要词汇与短语2、学习由介词+which/whom引导的定语从句引导的定语从句3、进一步熟悉有关建议与偏好的表达方式[教具准备]：多媒体、音乐文件多媒体、音乐文件[课时分配]：1课时课时[教学过程]：Period 1 Warming up and reading Warming up “Keep Your Head Up”（抬起你的头），What would you like to do if you are free today? Task 1: Can you name any music style? Task 2: Do you know any famous bands in the world? Task 3: Skimming reading Read the passage quickly and match the general meaning of each paragraph. Main idea of each paragraph Paragraph 1: Dreaming of being a famous musician or singer. Paragraph 2: How the Monkees became serious about their business. Paragraph 3: How musicians form bands. Paragraph 4 How the band got their start. Scanning reading Para.2 How do people get to form a band?  Members  High school _________. Reasons  They like to_________ and ________music. Places They _________their music in someone’s house. Forms  They They may may play to_________ in the street or subway, and and give give give ______________ ______________ ______________ in in in pubs pubs pubs or or clubs.  Results They can __________ some _____________ money. They hope to make records in a _____________and become________________. Para.3&4 Information about The Monkees. Began as _____________________ music & jokes based on ________________ after a year or so became serious in about 1970 ________________________ in the mid1980s ________________________ in 1996 a real band True or false 1. The writer believes that lots of people attach great importance to becoming rich and famous . 2. Some bands in American must start as a group of high school students. 3. It was" The Beatles" that started in a different way. 4. It was hard for the TV organizers to look for good rock musicians. 5. At first," The Monkees" didn't play their own songs. Summary If If we we we are are are __________ __________ __________ _________ _________ _________ ourselves, ourselves, ourselves, most most most of of of us us us have have have _________ _________ _________ _______ _______ being being famous sometimes in 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 in a different way. The musicians of whom the band was was formed___________ formed___________ _____________ _______each _______each other other other as as as well well well as as as played played music, whose music and jokes were loosely __________ ___________ “The Beatles”. Their exciting performances were copied by other groups.“The Monkees” played their own instruments and wrote their own mu sic. Though it ____________ _________ in in 1970, 1970, 1970, it it it reunited reunited reunited in in in the the the mid-1980s mid-1980s mid-1980s and and and it it it is is is still still popular today. Task 4: Press conference 1. What kind of music do you like? Why 2. Which singer do you like best and why? 3. How does music make you feel? 4. How did your band start? 5. What are the differences between your band and others ? 6. Why did you change to sing your own songs? 7. What’s your future plan?Sample dialogue Journalist A Monkees MemberB A. What kind of music do you like, pop musi c or …?B. I like…, because…A. Who is your favorite singer? B. Well, I prefer /like… Why ? Her/his music makes me feel…A. How did your band start? B. We start as……What are the differences between your band and others ? We often play jo k es on …….kes on …….A. Why did you change to sing your own songs? B. Because…….A. What’s your future plan?B .We want to…….A. Thanks for your coming. B. You are welcome……Task 5: What do you think of “the Monkees”?Discuss in pairs using the adjectives that you think best describe them. 让学生进行重点词汇、让学生进行重点词汇、词组和句型的对话练习，词组和句型的对话练习，词组和句型的对话练习，时间允许的话我也会提问，时间允许的话我也会提问，时间允许的话我也会提问，使学使学生在真实的语言环境中自然地习得新的语言知识，进一步熟悉有关建议与偏好的表达方式。

2018届人教版必修2一轮复习：Unit5Music单元学案设计一单元基础知识探索Part 1 Warming Up, Pre⁃reading, Reading and ComprehendingI. 根据下面各句句意以及所给单词的首字母或汉语提示词，写出该单词的正确形式（每空一词）。

1. The President's speech will be b________ on all major networks at 6:00 this evening.2. The bus company provided e________ buses because there were so many people.3. Learning a musical i________ introduces a child to an understanding of music.4. Sophia doesn't e________ much money, but she enjoys the work.5. Jim f________ a band with some friends from school last year.6. The repairman r________ the wheel along the side of the road back to the car just now.7. She had an interest in the ________ (民间的) customs of ancient societies.8. I went and sat in a cafe and watched ________ (过路人).II. 用括号内单词的正确形式填空。

1. The orchestra will give two more ________ (perform) this week.2. We need to make the club ________ (attract) to more people.3. Carl was quite ________ (humor), and I liked that about him.4. His parents are trying to train him to be a(n) ________ (music).III. 选用方框内合适的短语并用其正确形式填空（每个短语限用一次）。