高中英语 Unit 5 Period 2 A sample lesson plan for Learning about Language教学设计 新人教版选修8

Unit 5 lesson 2Professional Rescue TeamI.Teaching TopicUnit 5 Lesson 2 Professional Rescue TeamII.Length of Lessonone periodIII.Text TypeListening&SpeakingIV.Teaching Objectives1、Learning Abilitya. Ss will be able to improve their ability in grasping some key words during listening.b. Ss will be able to learn the skill,which is to use group work to solve problems.2、Linguistic CompetenceSs will be able to improve their ability in listening and speaking,and promote the combination between listening and speaking.3、Thinking QualitySs will be able to improve their logical thinking in expressing themselves.4、Cultural CharacterSs will be able to learn the meaning of rescue team’s work and understand rescue teams’ work is worth respecting.V.Text AnalysisThe passage is an interview about professional teams who work in natural disaster rescue.The interviewee is Mr Wang who is from China International Search and Rescue Team.It tell us what happens in a rescue attempt and how long a rescue attempt usually takes. In addition,it gives us some details about the Nepal earthquake.VI.Analysis of Students’ Learning NeedsSs are from class 8, In this class, Ss’English level is extremely different, but generally, Their English level is in medium height. In English class, they can finish some tasks which are very easy, and they can understand some direct information during Listening; there are some difficulties for them in writing down someinformation and expressing themselves fluently and correctly.VII.Teaching Key PointsGrasp some factual information about professional rescue team’s workVIII.Teaching Difficult Pointsa. write down some information quickly and correctlyb. ask and answer questions in post-listening.IX.Teaching MethodPWPX.Teaching Aidstextbook, video, computer, chalksXI.Teaching Procedures1、Lead-inSs watch a video together,and answer”What disasters can you see in the video?” Then asks”What will you do in facing a natural disaster?” Let Ss know that we can ask professional rescue team for help.2、Pre-listeningBrainstorm: If you are interviewing a person who is from professional rescue team,what questions will you ask?3、While-listeninga. first listening:Listen and choose1、What happens in your rescue attempts?2、What is the difficulties in your rescue attempts?3、How long does a rescue attempt usually take?4、What is professional rescue teams' duty?b. second listening:Find your answer1、Where does Mr Wang come from?A. ChinaB. EnglandC. Nepal2、What do rescue teams look for at an earthquake site?A. moneyB. anyone who is deadC. anyone who is alive3、What do rescue teams try their best to do at an earthquake site?A. save moneyB. save alive peopleC. save dogs4、Is the rescue a tough work? Why?A. No, because they trained a lotB. Yes, because it is a battle against timeC. No,because it isn't hardinvite four students to finish these questions on the blackboardC. third listening:Listen and complete1 Our first and most important goal is to _____________.2 We use ____________________ vehicles and _____________ to look for anyone who is still alive.3 In a rescue attempt during the Nepal earthquake:. Over _____________ members and _____________ dogs took part, and we were there for ___________ days.. We rescued _____________ people and provided medical help to over _____________ people.4 It’s over duty to try to reduce _____________ and _____________.each group finish one question,and then according to two sentences let Ss learn the meaning of rescue team’s work and understand rescue teams’ workis worth respecting.4、Post-listening:Pair workWork out four questions you may ask according to the information in Activity 3. Then ask and answer the questions.divide students into different groups, then invite one group to share his answer with us.XII.Blackboard DesignstormHurricanelandslidevolcanic eruption ? your choice? Why?forest firefloodXIII.HomeworkWrite an article:When you grow up, would you like to join the professional rescue team? why?(show your main idea and use details to support your idea)XIV.Teaching Reflection。

人教版高中英语教案必修1第四单元Unit 4：EarthquakesPeriod 1: A sample lesson plan for reading(A NIGHT THE EARTH DIDN’T S) LEEPAims：To listen and talk about natural disastersTo read about earthquakesStep I. Warming up1.Warming up by asking some questions：(1) Have you ever experienced any natural disasters?(2) Can you name all the disasters?(volcano, fire, sandstorm, typhoon, hailstone, thunderstorm, flood, hurricane, earthquake, mudflow)(3) Have you ever experienced an earthquake? Can you describe how terrible an earthquake is?(The earth is shaking; All the buildings will fall down; Many people will die and homeless; Many children will become orphans.)2. Warming up by discussingNow, look at the pictures of Tangshan and San Francisco in warming up and describe what you see in the pictures. (beautiful cities; broad roads; tall building; large population.)(4) What will happen if there has been a big earthquake in these two cities?As we all know, earthquakes are disasters to everyone. But can we avoid or at least reduce the loss caused by earthquakes? Can we foretell earthquakes?Now let’s come to Pre-reading and decide what may happen before an earthquake comes.Step II. Pre-reading1.Talking and sharingWhat are the signs of an earthquake?(e.g. Cows, pigs and dogs become too nervous too eat.The mice will run out of the fields looking for places to hide.The water in the wells will rise and fall.Walls of the houses in villages will have deep cracks.There will be bright lights in the sky….)2. Imaging and sharingImagine there is an earthquake now, your home begins to shake and you must leave it right away. You have time to take only one thing. What will you take? Why?Step III. Reading1. Listening and fast readingNow, let’s come to the text “A NIGHT THE EARTH DIDN’T SLEEP” andsee what it tells us. Please listen to the text and get the general idea of the passage. You should pay attention to the first sentences of each paragraph. In what order is the text written?(The text is written in time order. The general idea is the mixture of the first sentences of each paragraph, that is, the text tells us something that happened before the earthquake, during the earthquake and after the earthquake.)2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them in your notebook after class as homework.a smelly gas, come out of, in the farmyards, too nervous to eat, run out of, look for place to hide, water pipes, think little of sth., as usual, it seemed that, at an end, one hundred kilometers away, one-third eight kilometers long, thirty meters wide, cutacross, in ruins, be injury, the number of, reach more than 400, 000, everywhere, everything was destroyed, be gone, blow away, sth. be not safe for, tens of thousands of, give milk, half a million, instead of, be shocked, later that afternoon, be trapped under the ruins, fall down, all…is/was not…, hundreds of thousands o f, dig out, the dead, to the north of, coal mines, built shelters, fresh water3. Reading aloud and translatingNext, we are going to read aloud the text and translate it into Chinese.4. Reading and transforming informationRead the text again and answer the following questions.11. What natural signs of coming disaster were there?2. Can you think of some reasons why these signs weren’t noticed?3. Can you describe the disaster caused by the earthquake?4. What events and situations probably made the disaster worse?5. How were the survivors helped?6. Could anything more have been done to help the survivors? Why or why not?5. Discussing writing styleAs you have understood the general idea of the text, I still put more questions to you.1. From whose point of view are events described? How do you know?(A writer who didn’t see the quake uses the third person “they” when he writes.)2. Why do you think the writer chose to express her feelingsabout the quake rather than simply report what happened?(Although the writer was not there he felt sad for the people of Tang Shan. He knows that giving some feelings will make the reading more interesting.)3. Why is the title “A NIGHT THE EARTH DIDN’T SLEEP”?(As usual, night is the time to sleep, and night should be quiet and safe. But that night everything changed. The writer used it as a title to show how terrible and how unusual that night is.)6. Reading and understanding difficult sentences.If you have some difficult sentences to understand, come to me for help.Step IV. PracticeDo the comprehending Exercises 1, 2 and 3 on page 27.What should you do during an earthquake? Look at the given situation and discuss in pairs.(1) If you are OUTDOORS, …(2) If you are in a HIGH BUILDING, …(3) If you are DRIVING, …(4) If you are HA VING CLASS, …(5) If you are in a CINEMA, …What should you do during the earthquake?Situation:(1) how to rescue those still trapped in the ruins;(2) how to take care of the survivors;(3) how to repair buildings that survived the earthquake;(4) what to do with the buildings that survived the earthquake;(5) where to find people to help build a new city;(6) how to teach children about earthquake safety;(7) where to put information for survivors and their families;(8) how to plan for further disasters.Period 2: A sample lesson plan for Learning about Language (The Attributive Clause: that, which, who, whose)Aims: 1).T o learn about the usage of who, which, that and whose in the Attributive Clause.2) To discover useful words and expressionsStep I. Warming upWarming up by discovering useful words and expressions. And then do the exercise on page 27.Step II. Learning about language1. Reading and findingTurn to page 26 and read the text A NIGHT THE EARTH DIDN’T SLEEP. Tick out th e attributive clauses in the reading passage and translate them into Chinese.2. Doing Exercises 2 on page 28Turn to page 28 and do Exercise 2 in pairs.Step III. Materials for Relative Pronouns: which, that, who whom whoseWhat are Relative Pronouns?Relative pronouns are special pronouns which can connect the antecedent(先行词) and the attributive clause. Also they can be used as a part of the attributive clause. Here are some important differences: 1．Which / that: referring to things, can be used as a subject or an object in the attributive clause; when they are used as an object, they can be omitted:The plane is a machine that/which can fly.The school (that/which) he visited last week is to the south of the city.2. that/ who/whom: referring to a person, can be used assubject or object in the attributive clause; whom can be used as an object:The girl (that/whom/who) we saw yesterday was Jim’s sister.The man that/who is talking to my father is my math teacher.3. whose: referring to a person or a thing, can be used as an attribute in the attributive clause:This is the writer whose name is known all over the world.The room whose window faces south is mine.4. Before everything, anything, everybody, anybody, all, the best +n, thefifth +n, we use that instead of which:All (that) I need is time.This is the largest factory (that) I have ever visitedThe sixth lesson (that) we are learning is the most difficult in Book Two.5. We can’t use that in a Non-Defining Attributive Clause:I have lost the pen, which I like very much.I have two sisters, who are both teachers.Step IV. QuizNow you are going to take a quiz on Relative Pronouns.Fill in the blanks, using which, that, who, whom, whose.(1) The force -------causes everything to fall towards the ground is called gravity.(2) A friend -------- helps you in time of need is a friend indeed.(3) Do you know the girl------- parents are teachers in our school?(4) The woman ------ I spoke to just now is my English teacher.(5) He saw a house------- windows were all broken.(6) Everything------- can be done today mustn’t be donetomorrow.(7) Can you think of anyone--------- could look after him?(8) This is the best hotel-------- I know.(9) The man------- I saw told me to come back today.(10) Those-------- want to go to the Great Wall write down your names here.(11) He talked a lot about the teachers and the schools-------he had visited.(12) The ninth lesson --------we are learning is the most difficult in Book One.(13) Mount Blanc(勃朗峰),-------- they visited last month, is the highest mountain in Europe.(14) We know all the teacher-------- work in our school.(15) The house in -------Lu Xun once lived is a museum now.(16) The house -------Lu Xun once lived is a museum now.(17) The house-------- Lu Xun once lived in is a museum now.(18) You can take any room---------you like.(19) He showed a machine------ parts are too small to be seen.(20) The sports meet was put off, ------- was exactly what we wanted.Answers to the exercises: (1)which/that (2)who/that (3)whose (4)whom/that/who (5)whose (6)that (7)that (8)that (9)that/whom/who (10)who (11)that (12)that (13)which (14)that (15)which (16)in which/where (17)which/that (18)that (19)whose (20)whichPeriod 3: A sample lesson plan for Using Language(A letter from Zhang Sha)Aims: 1). T o read and speak about traveling. 2). T o write a letter describing feeling about traveling Step I. Warming up1. By discussingHave you ever written a speech? What is a speech?Speech means an act of speaking formally to a group of listeners. What do you have to consider when you are writing a speech? Please discuss it in pairs1. Who is the audience?2. How can we express ourselves clearly?2. By readingWhat should you include in your speech when you try to write one? Read the letter on page 29 and imagine you are the student who was invited to give a speech. Now write a short speech, in which you should follow the points in exercise 3 on page 29.Step II. Reading and underliningRead the letter and exercises again and underline all the useful expressions or collocations in the letter. Copy them in your notebook after class as homework.Collocations from the lettercongratulations，be pleased to do sth，win the high school speaking competition，a group of five judges，all of whom，agree，be proud of，open a new park，honor those who died in the terrible disaster，would like to do，have you do sth，as you know，invite sb. to do sth，on that special day，at the beginning of，thank sb, for doing sth，honor sb. for sth，be known as，encourage sb. to do sth，be happy to do sth，collect stamps，lose one’s lifeStep III. ListeningWe’ll listen to a story about a person who experienced the 1906 San Francisco earthquake. Listen and try to get some details that exercises 1 and 2 request.Step IV. Guided writing (SB. page 31)1. Making a introductionHave you ever read a newspaper story? Now turn on your books to page 31 and look at Writing. Read the brief description about how to write a newspaper story. Compare a newspaper story to a short story and answer the following questions.1). What should you write before writing a newspaper story? (outline)2). What should a newspaper outline have?(a headline; a list of main ideas; a list of important details)3). Why a headline is needed?(It can tell the readers what the topic is; it c an also attract the readers’ attention)4). How can you finish a newspaper story?(First, you should write a headline, then organize your main ideas into paragraphs, and then put some details into each paragraph.)5). Have you found out the difference between a newspaper story and a short story?(Usually a short story begins with small details and includes big details later. A newspaper story does just the opposite. Both kinds of stories use paragraphs with main ideas. In a good newspaper story, the point-of-view is objective (i.e. it has no point-of-view) while a short story is subjective (i.e. it has a point-of-view). A newspaper story has no conclusion; a short story generally does.)Now I’ll show you a newspaper story to find out the headline, mai n idea and details of each paragraph.THE WASHINGTON POSTSEATTLE-A powerful earthquake with a magnitude of 6.8 hitWashington State last week. The quake, the biggest in 50 years, caused billions of dollars in damage. But miraculously, only one person died and more than 100 people were injured in the quake.Authorities said one reason there wasn’t greater destruction is that the region spent millions of dollars in the last decade designing earthquake----proof facilities and improving existing buildings, schools and homes. Earthquake expert said the event illustrated(说明) the growing gap between rich and poor nations in the ability to mitigate(减轻) natural disasters. Only a handful of people were seriously injured here, a slight number compared with the devastation(破坏) in countries like Turkey, India and El Salvador, where quakes have buried thousands under poorly constructed buildings.2. WritingNow prepare the outline for a short newspaper story for China Daily. You can use the example in exercise 1 to help you organize your outline.3. UnderliningRead the outline and the newspaper story in Writing and underline all the useful expressions or collocations in them. Copy them to your notebook after class as homework.Collocations from Writinga list of, put some details into each paragraph, a team of, raise money, thousands of, plan to do sth., in early June, hope to do sth., be interested to do sth.Step IV SummaryWe have learned a lot about earthquakes. Now let’s have a s ummary about what we have learned. Look at the following questions.(1). Have you ever experienced an earthquake?(2). Can you describe an earthquake in English?(3). What do you know about the cause of an earthquake?(4). What new information about earthquakes have you learned now?(5). What words and expressions can you use to describe an earthquake?Earthquake Survival TipsWould you know what to do during a really big earthquake? Experts have looked into matter carefully. It may be worth you while to look over the following tips they have for us.If the ground begins shaking while you are driving, pull over and stay in your car. If you are in a building, try to get near a strong wall. The corner of the room or the space under a big doorway is the safest. As soon as the quake is over, check the gas pipe in the building. Gas fires often result from earthquakes. These tips may prove to be lifesavers. We should, therefore, keep them in mind. Remember to always hope for the best but prepare for the worst.Escape in the SchoolIf it has an earthquake when having classes, the students should listen to the teacher’s instruction, protect their heads and hide under the desks.Language points1. imagine vt. form a picture of in the mind；think of (sth.) as probable：想象；认为（某事）可能发生或存在。

TheSecondPeriod ReadingTeachinggoals教学目标1.Targetlanguage目标语言重点词汇和短语retire,perform,retirement,background,brand,logo,advantage,guarantee,purchase,designer,gymnas t,slogan,specific,symbol,ontheincreaseb.重点句子P42 Theyincludedsixoutofsevengoldmedalsatthe1982WorldChampionship. LiNingretiredwiththefeelingthathehadfailed. Butitwasthissenseoffailurethatmadehimdeterminedtosucceedinhisnewlife. Thenumberofyoungpeoplewithmoneytospendwasontheincrease. Ifyougointoaschooloruniversityanywhere,thechancesareyouwillseestudentsinLiNingtracksuitswith thefamiliarlogo.2.Abilitygoals能力目标Enablethestudentstohaveagoodunderstandingofsportspersonalitiesandtheirspirit.3.Learningabilitygoals学能目标Helpthestudentstolearnhowtointroducesportspersonalitiesandhowtheysucceed. Teachingimportantpoints教学重点Talkaboutsportspersonalities.Teachingdifficultpoints教学难点Howtoanalyzethetextandgraspthemainideaofthetext.Teachingmethods教学方法Skimming,scanning,listeninganddiscussing.Teachingaids教具准备Ataperecorder,aprojectorandablackboard.Teachingprocedures&ways教学过程与方式StepⅠGreetingsandRevisionT:Goodmorning/afternooneveryone!Ss:Goodmorning/afternoon,Mr.Chen.Duringthelastperiod,IaskedyoutodotheactivitiesinEverydayEnglish.Now,Iwillaskfourofyoutoreadt hesentenceswithyouranswers.Checktheanswers.StepⅡPre-readingWell,pleaseturntopage42.Lookatthepicturecarefullyanddiscusswhatyoucanseeinthepicture.Afterth at,Iwillasksomequestionsaboutthepicture.Amomentlater,askthestudentsthefollowingquestions.Whatcanyouseefromthepicture?S1:Thepictureshowsusacompetition.MaybeitistheOlympicGames.Amanis givinghisgymnasticperformance.T:Canyoudescribetheman?S2:Heisagymnast.Heisdoingtheperformanceskillfullyandbeautifully.Alltheattentionisfocusedonhi matthattime.Yes,youareright.Doyouknowhi sname?S3:I’msorry,I’mnotsureaboutthis.Well,letmetellyou.HeisLiNing,afamousgymnast,whowascalledtheprinceofgymnasts.Nowwearegoingtos tudyapassageaboutLiNingandhislifeinsport.StepⅢReading1.ScanningAskthestudentstoreadthepassagequicklyandgetthemainideaofthetext.Thenaskthemtodoreadingcompre hensionexercises.Inthislesson,wearegoingtolearnaboutthefamousgymnastLiNingandhislifeinsport.Nowpleaselookthro ughthepassagequicklyandchoosethebestanswersaccordingtothetext. Showthefollowingonthescreen.1.LiNingwon______medalsatthe1982WorldChampionshipandatthe1984Olympics.2.WhatisthemainideaofParagraph2?A.LiNingalsosucceededasabusinessman.B.LiNingwasagreatgymnast.C.LiNing’ssportsclothescoversmorethanahalfofthenationalmarket.D.LiNing’sgoalwastoopena schoolforgymnasts.3.WhichofthefollowingisnotreasonforLiNing’ssuccessinbusiness?A.LiNing’sdesignswereattractive.B.LiNing’sclothescameintothemarketatjusttherighttime.C.AlltheChinesepeoplelikeLiNing’ssportsclothes.D.LiNing’ssportsclotheswerecheaperthanit sbetter-knownrivals.IfaLiNingproductcostsyou200yuan,asimilarNikeproductcouldcostupto______yuan.Thewriterinthisarticlemainlywantstotellus______.A.LifeisnoteasyforasportsmanB.HowLiNingsucceededandpersistedinhischoice.C.howLiNingwonsomanymedalsD.howLiNingstartedanewbrandofsportswearKey:CACDB2.Skimming Askthestudentstoreadthetextagainandthenworktogetherwiththeirpartnerstogetsomedetailedinforma tion.Nowwearegoingtoreadthepassageagainandanswerafewdetailedquestions.Pleaselookatthequestionsont hescreen.Showthefollowingquestionsonthescreen.1.WhatdoesLiNing’sadvertisingslogansay?2.WhydidLiNingretire?3.Whatarethetwopinyinlettersthatthebrightredlogoismadeupof?4.HowmanyLiNingproductscanbepurchasedin10minutes?Afewminuteslater,checktheanswerswiththewholeclass.T:Timeisup.Well,who’dliketoanswerthefirstquestion?T:S4:Anythingispossible.T:Good!Thesecondone.S5:Becausehedidn’tperformedwellinthe1988SeoulOlympics.OK!Nextone.S6:LandN.VeryGood!WhoknowshowmanyLiNingproductscanbepurchasedin10minutes?S7:Asmanyas60.Allofyouhavedonequitewell.Thankyou! ListeningandgettingthemainideaofthepassagePlaythetapeforthestudentstolistenandaskth emtotrytogetthemainideaofthetextafterlistening.T:Nowwearegoingtolistentothewholepassage.Afterlistening,trytogetthemainideaofthepas sage.Youcandiscussyourmainideawithyourpartners. Playthetapeforthestudentstolistenandgivethestudentstwominutestoprepareafterlistenin g.Thenaskoneofthemtellthemainidea.T:Well,whowantstotellusthemainideaofthepassage?Volunteer!S8:Inthispassage,thewri termainlytalksaboutLiNing’ssuccessbothasasportsmanandasabus inessman.T:Excellent!Thankyou!StepⅣPost-readingAskthestudentstoreadthetextagainandfinishtheactivitiesonpage43.Thenchecktheanswerst oActivity3.ThenaskthestudentstodiscussthetwoquestionsinActivity4.Thenchecktheanswersinclass. Now,pleasediscussthetwoquestionsinActivity4.Whenyouanswermyquestions,you’dbetteran swermyquestionsinyourownwords.Amomentlater,checktheanswers.Well,whoknowswhyLiNingstartedasportswearcompany?S1:HefailedintheSeoulOlympics.Butitwasthissenseoffailurethatmadehimdeterminedtosucc terhelaunchedanewbrandofsportswear.T:Good!Thesecondone.S2:Letmetry.Hehasbeensuccessfulfortworeasons.Onereasonisthathewonmanygoldmedalsintheworld’s majorcompetitions.Heisafamousgymnast.Theotherreasonisthathestartedawell-knownsportswearafterhisretirement.WhatwecanlearnfromLiNingisthatweshouldnevergiveupevenifwef ailsometimes.ForActivities5and6,askthestudentstogivetheiranswersindividually.I’dliketoknowifyoumasterthenewwordsi nthepassagewell.PleasefinishoffActivities5and6.Amomentl ater,checktheanswersinclass.StepⅤComprehensionShowthefollowingformonthescreen.Askthestudentstodividethetextintoseveralpartsandtrytosummari zethemainideaofeachpart.PartsMainideaAfewminuteslater,askseveralstudentstogivetheiranswers.Sampleanswers:PartsPart1(Para1) Part2(Para2-4) Part3(Para5)MainideaLiNingwasagreatsportsman. LiNingsucceededinhisnewlifeasabusinessman. LiNing’sdreamofopeningaschoolforgymnastscame true.StepⅥSummaryandHomeworkInthislesson,welearnedaboutagreatsportsman,LiNing.Heiswell-knownalsobecausehestartedanewbrandofsportswearafterthisretirement.Fromhisstoryweknowthatthew orkofagreatsportsmandoesnotfinishwhenheretiresfromthesport.Afterclass,pleasefinishofftheacti vitiesonpage92andpreviewtheGrammarpart.Bye-bye.Ss:Bye-bye.人品好的人，自带光辉，无论走到哪里，总会熠熠生辉。

课时把关练Period ⅡLESSON 1第一部分基础知识练Ⅰ. 单词拼写1.The face is the mirror of the __________ (灵魂).2.Don’t put that glass so near the __________ (边缘) of the table.3.I listened to the sound of the __________ (海浪) crashing against the shore.4.Of the six people injured in the crash, only two __________ (活下来).5.Children should be brought into contact with __________ (诗歌) at an early age.6.Everyone was __________ (好奇的) as to why Mark was leaving.7.I got a __________ (可怕的) feeling when I knew that she had lied to us.8.We don’t yet know the __________ (程度) of his injuries.9.There is an __________ (相等的) number of boys and girls in the class.10.I used to take the __________ (地铁) when I was working in London.Ⅱ. 单句语法填空1.Crowds lined the route, __________ (wave) flags and cheering.2. A lot of small companies have to fight for __________ (survive).3.The firemen narrowly escaped __________ (kill) by the explosion.4.The letter wasn’t addressed to me but I opened it out of __________ (curious).5.When you got lost in the forest you must have been very __________ (frighten).6.Anyone, whether he is an official or a bus driver, should be __________ (equal) respected.7.Most information was collected by direct __________ (observe) of the animals’ behaviour.8.The old couple often take a walk after supper in the park with their pet dog __________ (follow) them.Ⅲ. 完成句子1.She went over to the crying child and _________________________.她走到啼哭的孩子身边，把她抱了起来。

高一英语必修2全部教案Unit5Music（新课标版高一英语必修二教案教学设计）Part 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 somemusic. Let’s see if you can guess which music matches with which picture.Classical music Country music Rock ‘n’ RollRap Orchestra Folk musicYes, you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let’s discuss these questions in small groups. Try to share your opinions with one another.II. Pre-reading1.Thinking and sayingHave you heard about any of the famous bands in the world? List some if you can.For reference: I’ve heard about “The Beatles”, “Back Street Boys”, “The Eagles”, “West life” and “Pink Floyd”.2.Listening, talking and sharingLet’s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class.F or reference: I am from Group 1. Our group likes “The Beatles” best. We like their style of performances. Listening to their performances, we will feel relaxed, amused, and their performances make us think a lot about life.Do you know anything about “The Monkees”?For reference: “The Monkees” is a band that was first popular in the 1960s in America. Unlike most bands of the time, the Monkees were not formed by its members but 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 Peter Tork. All the members had some musical experience. Let’s come to the reading --- The Band That Wasn’t and find more about them.III. Reading1.Reading aloud to the recordingNow please listen and read aloud to the recording of the text THE BAND THAT WASN’T. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2.Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Collocations from THE BAND THAT WASN’Tdream of doing , at a concert , with sb. clapping and enjoying …, sing karaoke , be honest with oneself, get to form a band, high school students, practice one’s music, play to passers-by, in the subway, earn some extra money, begin as a TV show, play jokes on…, be based loosely on…, the TV organizers, make good music, put an advertisement in a newspaper, look for rock musicians, pretend to do sth., the attractive performances, be copied by…, support them fiercely, become more serious about…, play their own instruments, produce one’s own records, start touring, break up, in the mid-1980s, a celebration of one’s time as a real band3.Reading to identify the topic sentence of each paragraphSkim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.1st paragraph: How do people get to form a band?2nd paragraph: Most musicians meet and form a band.3rd paragraph: One band started as a TV show.4th paragraph: “The Monkees” became even more popular than “The Beatles”.3.Reading and transferring informationRead the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band.How do people get to form a band?展开全文阅读Members High school studentsReasons They like to write and play music.Places They practice their music in someone’s home.Forms They may play to passers-by in the street or subway.Results They can earn some extra money. They may also have a chance to dream of becoming famous.How was The Monkees formed and became a real band?The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, Mike Nesmith & Davy Jonesbeginning of the band It began as a TV show.style of the performance They played jokes on each other as well as played music.first music and jokes Most of them were based loosely on the band called “The Beatles”.development of the band They became more serious about their work and started to play their own instruments and write their own songs like a real band. They produced their own records and started touring and playing their own music.changes of the band The band broke up in about 1970, but reunited in the mid-1980s. They produced a new record in 1996,which was a celebration of their time as a real band.4. Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me.IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1, 2, 3 and 4.Closing down by having a discussionDo you think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs? Why?For reference: I don’t think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs because singing and writing its own songs was the basis of a band.Do you agree that the jokes were more important than the music for this band? Give a reason.For reference: Yes. I think it is the jokes that really attract more fans.No. I think the purpose of forming a band is getting people to enjoy the spirit of music. It’s more important than playing jokes just to make people laugh.Closing down by retelling the form of the band The Monkees.I shall write some key words and expressions on the board. You are to retell the form of the band according to these words.For reference: begin as a TV show, the TV organizers, look for, put an advertisement in a newspaper, use actors for the other members of the band, pretend to singPeriod 2: A sample lesson plan for Learning about Language (The Attributive Clause (in/ for/ with/ by＋which/ whom).AimsTo help students learn about the Attributive Clause with a preposition in front.To help students discover and learn to use some useful words and expressions.To help students discover and learn to use some useful structures.ProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 35 and do exercises No. 1, 2 and 3 first. Check your answers against your classmates’.II. Learning about grammar1.Reading and thinkingTurn to page 34 and read with me the text of THE BAND THAT WASN’t. As you read on, pay attention to The Attributive Clause (in/ for/ with/ by＋which/ whom), that is, the attributive clauses with a preposition ahead of the relative pronoun shown in the sentences.For reference: The musicians of whom the band was formed played jokes on each 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.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 m ore examples on this kind of structure.1.This is the reason for which he left his hometown. (=why)2.I’ll never forget the day on which we stayed together. (=when)3.This is the girl from whom I learned the news.4.The person to whom I spoke just now is the manager thatI told you about.5.I’ll show you a store in which you may buy all that you need.(=where)6.I don’t like the way in which you laughed at her.(=that)Now go on to do Exercise No. 2 on page 36, that is, to sort out the sentences.III. Ready used materials for The Attributive Clause (in/ for/ with/ by＋which/ whom)In formal styles we often put a preposition before the relative pronouns which and whom:The rate at which a material heats up depends on its chemical composition.In the novel by Peters, on which the film is based, the main character is a teenager.An actor with whom Gelson had previously worked contacted him about the role.Her many friends, among whom I like to be considered, gaveher 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 chi ldren 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).展开余文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/t hat) 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 whichrather 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.Key for reference:1.They climbed up to the top of a large rock, from which they got a good view.2. I would like to thank my tutor, without whom I would never have finished the work.3. She has now moved back to the house on Long Island, in which she was born.4. The star is to be named after Patrick Jenks, by whom it was discovered.S. This is the ball. Dennis scored three goals in the final.6. He is now able to beat his father, from whom he learned how to play chess.7. The book is enjoyed by adults as well as children, about whom it was primarily written.8. There are still many things in our solar system, about which we know nothing.Are these correct or appropriate? If they are, put a√. If theyare 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 li fe 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.Collocations from Freddy’s lifebecome famous, visit Britain on a tour, wait for hours to get tickets for the concerts, be confident, enjoy singing and all the congratulations, the most exciting experience, sing in a TV program called “T op of the Pops, wear an expensive suit, give a performance to a TV camera, go wrong, not go out without being followed everywhere, wear sunglasses, hide in railway stations, one’s personal life, become too painful for sb., pack one’s bags3. 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 instruction s.You and your friends want to start your own band. However, you have never played in a band before. You write an e-mail to Freddy for his advice. The e-mail is started for you, but you have to finish it.You’d better do some brainstorming in small groups before writing your letters. You should follow the procedure for brainstorming and outlining introduced in Module 1 Unit 2.Writing tips:1. In groups discuss some questions you would like to ask Freddy.2. Make a list of them and choose the best questions.3. Share your ideas with another pair; discuss all questions and then decide which ones you want to ask Freddy.4. Use each question to start a new paragraph.5. Write your question first; then add extra information to show Freddy why you need help.6. Finish the letter politely and thank Freddy for his help.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.展开余文IV. Further applyingFinding informationGo to the library to read or get online to search in order to find more information on music and musicians. Take notes of your findings and report them to your group mates next Monday morning.V. Closing down by filling a formMake use of the text and others to fill in the form below.How do people form a bandMembersReasonsPlacesFormsResultsClosing down by describing a bandTo end this period, I am going to have two of you to describe to the class a band whom you appreciates. W ho’d like to speak first?Part Two: Teaching Resources (第二部分：教学资源)Section 1: A text structure analysis of THE BAND THAT WASN’TI. Type of writing and summary of the ideaType of writing This is a piece of narrative writing.Main idea of the passageThe band The Monkees was formed in quite a different way. It started as a TV show, with musicians played jokes on each other as well as played music, based loosely on the band called The Beatles. As time went on, their attractive performances gained fiercely support from their fans. With their own particular style of performing their band at last became very popular in the USA.Topic sentence of 1st paragraph Have you ever wanted to be a famous singer or musician?Topic sentence of 2nd paragraph Most musicians meet and form a band because they like to play music.Topic sentence of 3rd paragraph However, there was one band that started in a different way.Top sentence of 4th paragraph Their attractive performances were copied by other groups and their fans supported them fiercely.II. 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 andthe 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 peopleRock ’n’ RollIt is also called rock and roll, a kind of modern music with strong beat, played loudly on electrical instruments, in which the singer repeats the same few simple words.JazzJazz was born in the USA around 1890. It came from work songs sung by black people and had its roots in Africa. Jazz started developing in the 1920s in the southern states. Soon it was played by white musicians, too, and reached other parts of the USA.African musicIt plays an important part in people’s lives, especially for work, and at festivals and weddings, when people dance all night long.Indian musicIt’s not written down. There is a basic pattern of no tes which the musician follows. But a lot of modern music is also written. India also produces films with music, and millions of records aresold 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 theworld has known,” he said. The two were friends until Mozart’s death in 1791.Ludwig van Beethoven (1770-1827)was born in Bonn, Germany. He showed musical talent when he was very young, and learned to play the violin and piano from his father, who was a singer. Mozart met Beethoven and was impressed by him. “He will give something wonderful to the world,” he said. Beethoven met Haydn in 1791, but was not impressed by the older man. After they had known each other for many years, Beethoven said, “He is a good composer, but he has taught me nothing.” However, it was Haydn who encouraged Beethoven to move to Vienna. Beethoven became very popular in the Austrian capital and stayed there for the rest of his life. As he grew older, he began to go deaf. He became completely deaf during the last years of his life, but he continued composing.III. Musical instrument 乐器saxophone electrical equipment pianoguitar fluteV. What are the functions of music?Make things more lively and interestingMake things better for people to understand and enjoyExpress people’s feelingMake people feel goodHelp people forget their painAttract people’s attentionhelp 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 LosAngeles, California and disbanded in 1970. At their peak they were one of the most popular musical acts of their time.Several reunions of the original lineup have taken place. The first reunion lasted from 1986 to 1989, and a second regrouping took place between 1996-1997. The Monkees last worked together for a brief period in 2001.Section 3: Words and expressions from Unit 5 THE BAND THAT WASN’TI. Words for Readingclassicaladj. (of music)put together and arranged(composed) with serious artistic intentions; having an attraction that lasts over a long period of time(as opposed to popular or folk music)（音乐）古典的Bach and Beethoven wrote classical music. the classical music of India/ the classical symphonyrollvt.&vi. 1. to (cause to) move along by turning over and over （使）滚动We rolled the barrels of oil onto the ship. Tears were rolling down her cheeks. 2. to move steadily and smoothly along(as) on wheels(车轮)滚动；转动The train rolled slowly into the station. The waves rolled over the sand. 3. (of a ship)to swing from side to side with the movement of the waves摇摆;摇晃The ship rolled so heavily that we were all sick.4. keep the ball rolling: to keep things active and moving（使事情，工作等）继续进行下去；不松懈5. set the ball rolling: to be the first to do something, hoping that others will follow带动；带头（希望他人跟随）I’ll sing a song first, just to set the ball rolling.folkadj. of, connected with, or being music or any other art that has grown up among working and/or country people as an。

UNIT 5 Period Two基础练Ⅰ.单词拼写1．The noise outside is ________ (难以忍受的) and it affects my attention.2．Tom was very ________ (热衷的) about playing chess.3．I'm ________ (失望的) that my present hasn't arrived.4．Her family's support is particularly _______ (宝贵的) to Josie.5．________ (起初), I didn't agree to travel to Hainan, where the weather was extremely hot.6．He's a ________ (坦率的) man and he told us everything he'd seen.7．There is a ________ (限制) against smoking in schools.8．This is a ________ (令人烦恼的) task and I have to turn to my friends for help.9．As the city continues to ________ (扩大)，its neighbouring village shrinks to half of its original size.10．The scientists have made a great ________ (突破) in this field.【答案】1.unbearable 2.enthusiastic3．disappointed 4.precious 5.Initially6．straightforward 7.restriction8．troublesome 9.expand 10.breakthroughⅡ.单句语法填空1．He rocked the baby ______ (gentle) in his arms.2．He jumped with ________ (excite) after knowing the result of the exam.3．________ (gradual)，he recovered from the illness.4．The price of the houses has a ________ (tend) to decrease.5．________ (apparent), he was willing to help us solve the problem.6．When we reached the library，we found it was closed，which was ________ (disappoint)．7．Their feet were ________ (pain) after hours of walking.8．Alice ______ (vivid) described what she had seen during the journey.9．The evidence shows that the young man is ________ (relate) to the murder.10．The drought has ________ (severe) affected agricultural production.【答案】1.gently 2.excitement 3.Gradually4．tendency 5.Apparently 6.disappointing7．painful 8.vividly 9.related 10.severelyⅢ.完成句子1．My parents ________________________________ some skills of doing housework.我的父母认为掌握一些做家务的技能很重要。