人教版高中英语必修二Unit5 Music-Revision

英语必修二第五单元Unit 5 musicThe theme of this unit is music which introduces students some kinds of music by reading a story of a band named The Monkees and listening to story of Freddy and his band. The purpose is to help students to get to know different types of music and related musical knowledge.This unit also aims to build up students` ability to express their opinions by using the target language, to ask for advice, to use the attributive clause with preposition + which / whom correctly , and to write a short passage about Chinese folk music through e-mail.Vocabulary: roll, folk, jazz, musician, pretend, attach, form, passer-by, earn, extra, instrument, perform, performance, pub, cash, studio, millionaire, actor, rely, broadcast, humorous, familiar, attractive, addition, dip, confidence, brief, devotion, afterwards, invitation, beard, sensitive, painful, dream of, to be honest, attach…to, in cash, play jokes on, rely on, be / get familiar with, or so, break up, in addition, sort out, above allFunctions:I think we should…….,Should we go…..What if we…..?What do you think….?How about…?Let`s…..We could…..You could….If we….Talk about preference:I prefer……Why do you prefer…..I like… best because…..I am fond of….My favorite musician is….I enjoy listening…I don`t like….. very much. I hate……The first period: Warming up, Pre-reading, Reading and ComprehendingKnowledge aims: get the students to learn useful new words and expressions in this part: roll, folk, jazz, musician, pretend, attach, form, passer-by, earn, extra, instrument, perform, performance, pub, cash,studio, millionaire, actor, rely, broadcast, humorous, familiar, attractive, addition, dip, confidence, brief, devotion, afterwards, invitation, beard, sensitive, painful, dream of, to be honest, attach…to, in cash, play jokes on, rely on, be / get familiar with, or so, break up, in addition, sort out, above all Emotion aims: arouse students` great interest in music and let them like music.Important points: let students learn more about different kinds of music and get them to learn different reading skills.Difficult aims: how to develop students` reading ability and enjoy different kinds of music.Step 1 Warming up1. What kinds of music do you know?(classical music, rock `n `roll, orchestra, rap, folk music, jazz, country music, choral, light music, pop music and so on. )2. Can you name some musical instruments?(piano, violin, flute, erhu, drum, saxophone, bass, electronic instrument, etc. )3. Warm up the students by describing and questioning.The topic—music: it is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can make a lively and happy atmosphere and bring people relaxation after had work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How much do you know about music? Can you tell me different kinds of music?Step 2 Pre- reading1. Ask students to answer some questions:Have you heard about any of the famous bands in the world?(“the Beatles”, “Back Street Boys”, “the eagles”, “West Life” and Pink Floyd” )2. Play the tape and let them listen to some pieces of music from different bands.Talk about “the Monkees”: it is a bands of four persons that was very popular in the 1990s in American and as well as a TV show of the same name and it modeled on “ the Beatles”. The band used techniques rarely seen on TV at that time. Now it is still popular in the world today. This band who first sang the song is “Bubblegum”.Step 3 Reading1. Predict the content of this text first.2. Skim the passage for the topic sentences of each paragraph and fill in the chart.Paragraphs Topic sentencesPara. 1How do people get to form a band?Para. 2Most musicians meet and form a band.Para. 3One band started as a TV show.Para. 4“the monkees” became even more popular than “the Beatls”.3. Read the text carefully for the detailed information to complete the tables.1) How do people get to form a band?Members High school studentsReasons They like to write and play music.Forms They may play to passer-by in the street or subway.Places They practice their music in someone`s home.Results They can earn some extra money. They may also have a chance to dream of becoming famous.2) How was “the Monkees” formed and became a real band?Beginning of the band It began as a TV show.Style of 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 stared 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 realband.4. Read aloud and underline the useful collocations: dream of doing, at a concert, in front of, thousands of, sing karaoke, to be honest, attach …to.., practice one`s music, play to passers-by, in the subway, earn some extra money, be paid in cash, begin as a TV show, play jokes on, be based loosely on, put an advertisement in a newspaper, look for rock musicians, rely on, pretend to do sth. be copied by, support them fiercely, get familiar with, or so, become more serious about, play their own instruments, produce one`s own records, start touring, break up, in the mid-1980s5. Skim the text more carefully to find out the difficult sentences and analyze the structures.6. 根据课文内容填空Parts Main idea DetailsPart I (1) A dream being part of a band as a famous singer or musicianplaying in front of the audiencebecoming rich and famous as a musicianPart II (2)The course offorming a band starting as a group, practicing musicplaying to passers-by to earn some extra moneygiving performances in pubs or clubs to get moneyPart III (3-4)The Monkees beginning as a TV show, pretending to singperforming humorously enough to be copiedPlaying and singing songs written by other musiciansproducing their own records and playing their own musicbecoming more popular than the Beatlesbreaking and later uniting, producing a new record tocelebrate the band’s birthStep 4 Discussion1. Do you think music plays an important role in our daily life?2. What would the world be like if there were no music?Step 5 Homework1. Learn the useful new words and expressions by heart.2. Read the reading passage again and try to retell the passage The Band That Wasn`t.The second period: Learning about important language pointsThe emphasis of this period will be placed on the important new words , expressions and sentence patterns. First we can get them to understand the context, then give some explanations about them. Later offer some practices to make them master their usages.Emotion aims: stimulate students` interest in learning English with the help of cooperation and teamwork.Important points: Enable them to master the usages of some the new words , expressions and understand the difficult sentence patterns correctly.Difficult points: how to get them to master the words, expressions and difficult sentence patterns.Step 1 Revision1. Check the homework exercises.2. Dictate some new words and expressions we have learnt.Step 2 Key words and expressions studyGet them read the former parts to get the collocations that they don`t understand.Step 3 Practice for useful words and expressions1. Let them do Exercise 1 and 2 in Learning about Language on page 36 and check the answers aftermost of them finish.2. Let them do Exercise 1 in Using words and expressions on page 70 and check the answers after most of them finish.Step 4 Vocabulary study1. dream of / about梦想, 幻想Everyone dreams of a better future.I often dream of there being a small river in front of my house.2. be honest with对…..说老实话; 同….规矩来往/ honestly speaking 老实说/ to tell you the truth 老实告诉你You should be honest with the teacher.To be honest is used when you tell someone what you really think.To be honest with you, I don`t like you.3. play a joke on / play jokes on 和….开玩笑; 戏弄….You shouldn`t plat jokes on him.He doesn`t being played jokes on.4. or so 大约, 左右He has given away 200books or so to the village students.We stayed for an hour or so.5. break up 打碎, 分散, 解体The ship broke up on the rocks.The meeting broke up at 11 0clock.Police were called in to break up the meeting.break up with sb. 与某人断交She has just broken up with her boyfriend.break away脱离, break down失败,毁掉, break from挣脱, 突然离去, break into 闯入, 破门而入, 打断, break into, break out 发生; 爆发, break forth 突然发出, 迸发Step 5 Sentence focus1. Have you dreamed of playing in front of people at a concert, at which everyone is clapping and appreciating your music?at which everyone is clapping and appreciating your music为定语从句2. The musicians were to play jokes on each other as well as play music, most of which were based loosely on the Beatles.most of which 引导非限定性定语从句, 注意which指导jokes和music.3. They put an advertisement in a newspaper looking for rock musicians, but they could only find one who was good enough.looking for rock musician现在分词短语作目的状语,修饰an advertisement4. However, after a year or so in which they became more serious about their work, the Monkees started to play and sing their own songs like a real band.in which they became more serious about their work 是定语从句,修饰a year or soHe still remembers the time when (= at which) he became a college student.Gone are the days when (=on which) my heart was young and gay.Step 6 Using words, expressions and patterns1. Do exercises 1and 2 on page 70 in Using words and expressions.2. Translate the sentences into English, using th words and expressions given in brackets.1). 这是我梦中的家. 我什么时间能搬进来? (dream of)2). 最重要的是, 你现在应该同我说实话. (above all, be honest with)3). 他喜欢开别人的玩笑, 但是不喜欢别人开他的玩笑. (play a joke on )4). 他走出大楼, 许多人跟在他身后. (with + n. /pron. + doing )5). 大约一年后, 他就会成为一名医生. (or so)Step 7 Playing a game called “What” is your dream?”Have a discussion about “the dream”, and ask each one to write an article.Step 8 HomeworkFinish off Workbook exercises.Learn the new words and expressions by heart.The third period: Learning about grammarThis teaching period mainly deals with the grammar: the attributive clause with prep. + which / whom.Difficult point: how to get the students to master the structure and usages of the attributive clause with prep. + which / whom.Important points: Enable students to choose proper propositionsStep 1 RevisionCheck the homework exercises.Dictate some new words and expressions.Step 2 Grammar revision1. Read and discover: ask the students to turn to page 34 to go through the passage The Band That Wasn`t to pick out the sentences with the attributive clauses with a preposition ahead of the relative pronoun and translate them into Chinese.Have you ever dreamed of playing in front of thousands of people at a concert, at which everyone is clapping and appreciating your music.They may start as a group of high-school students, for whom practicing their music in someone`s house is the first step to fame.Later they may give performances in pubs or clubs, for which they are paid in cash.The musicians were to play jokes on each other as well as play music, most of which was based loosely on the Beatles.However, after a year or so in which they became more serious about their work, the Monkees starts to play and sing their songs like a real band.They produced a new record in 1996, with which they celebrated their former time as a real band.2. The structure: preposition + relative pronoun3. Some more examples:This is the reason for which he left his hometown.I will never forget the day on which we stayed together.This is the girl from whom I learnt the news.The person to whom I spoke just now is the manager that I told you about.I will show you a store in which you may buy all that you need.I don`t like the way in which you laughed at her.Step 4 Grammar practiceTurn to page 37 to do Exercise 2 in Discovering useful structures to sort out the messages which are getting mixed up, and then check with all of the students.Step 5 Summarizing the grammar rules1. In formal styles we often put a proposition before the relative pronouns which and whom. After a preposition, you can`t use who in place of whom and you can`t use that or zero relative pronoun either.The rate at which a material heats up depends on its chemical composition.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.2. In informal English, we usually put the proposition at the end in attributive clauses rather than at the beginning. In this case, we prefer who rather than whom 9 although whom is used in formal contexts.) in restrictive attributive clauses, we can also use that or aero relative pronoun instead of who or which.The office which Graham led the way to was filled with books.Jim`s football ability, which he was noted for, had been encouraged by his parents.3. If the verb in attributive clauses is a two-or three-word verb, (come across, fill in, go through, look after……). We don`t usually put the proposition at the beginning.Your essay is one of those (which / that) I will go through tomorrow.She is one of the few people ( who / that ) I look up to.4. In formal written English, we often prefer to use “of which” rather than “whose” to talk about things. We can`t use “of which” to take the place of “whose” in the following patterns:A huge amount of oil was spilled, the effects of which are still being felt / whose effects are still being felt.The end of the war, the anniversary of which is on the 16th of November / whose anniversary is on the 16th of November, will be commemorated in cities throughout the country.5. “whose” can come after a proposition in attributive clauses. However, it is more natural to put the proposition at the end in less formal contexts and in spoken English.We wee grateful to Mr. Marks, in whose car we had traveled home / whose car we had traveled home in.I now turn to Freud, from whose work the following quotation is taken / whose work the following quotation is taken from.Step 6 Closing down by doing consolidation exercises1. True or false.1). It`s a piece of jewelry across which I came in an antique shop.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.2. Rewrite these sentences so that they are more appropriate for formal written English.1). Tom Sims, whose car the weapons were found in, 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.Step 7 Homework1. Finish off the Workbook exercises.2. Learn and understanding the related grammar rules.The forth period: Using Language: Listening and extensive readingThe teaching emphasis will be put on developing students` listening and reading ability by listening to Freddy`s story and the Beatles` song and reading extensively (page 38 and page 72- 73) Knowledge aims: get the students to learn some useful new words and expressions in this part: frog, afterwards, performance, etc. and let them learn and enjoy the two songs “Help” and “Cat`s in the Cradle’.Important points: develop students` reading skills by extensive reading and enjoy the two famous songs.Difficult points: how to enable the students to learn to use reading strategies such as skimming, scanning, and so on in order to get the gist of the story.Step 1 Preparation for listening to “Freddy, the frog”Read the directions and the statements to make sure they know what to do.Step 2 Listen to the story and decide whether the statements are true or false.1). Freddy had changed from a man to frog.2). He felt lonely in the lake till he met his friends on the lily leaf.3). The singers of the band could sing very loudly.4). Freddy thought he could sing as well as the other singing frogs.5). Freddy was very confident about his singing.6). He sang the song to ask the other frogs to be his friends.Step 3 Listening in workbook.Listen to the talk about classical music and the two composers Mozart and Bach who are ready to write notes.Step 4 Listening task in workbookListen to the talks about classical music and the two composers Mozart and Bach and do the exercises. Step 5 Enjoy the song “Right Here Waiting”Step 6 Homework1. Finish off the exercises.2. Learn the useful words and expressions in this unit by heart.The fifth period: Using Language: listening and speakingThe emphasis of this period is placed on developing students` listening and speaking abilities. Knowledge aims: get the students to learn some useful words and expressions, music and making suggestions.Important aims: develop students` listening and speaking abilities about music.Difficult aims: how to develop students` listening and speaking abilities.Step 1 Revision1. Check the homework exercises.2. Ask some students to retell the story about Freddy`s life3. Have a dictation of the new and useful words and expressions.Step 2 Warming up by brainstorming1. Ask students to brainstorm the following questions:1). Do you ever worried about taking exams?2). Do you sometimes forget what you have studied?3). How many times have you studied English words only to forget them the next day?4). What can you do to improve your intelligence over a long period of time?5). Do you think music may help?2. After their brainstorming, tell them: let`s listen to the speaker`s opinions about music.Step 3 listeningTurn to page 69 and make them know what to do after going through the questions.Step 4 Listening task on page 72Listen to the material about classical music which tells you about two different composers: Mozart and Bach.Step 5 Talking1. Ask some students in groups of four to discuss these questions and make notes of the ideas.1). Dou you believe in the “Mozart effect”? why or why not?2). Have you ever experienced it? Give some examples.3). Do you think it also works with other kinds of music such as pop music? Give reasons.2. Let them prepare their dialogue and then ask some pairs to perform it out. Remind them of using the following expressions:Music makes me feel happy / comfortable / confident about…..I prefer / hate classical music because it feel calm / relaxed / sleepy / bored …..Pop music makes me feel happy / cheerful / lively / tired / energetic…..If I am worried / frightened / concerned about…, I prefer to listen to…..I (don`t) enjoy / appreciate / understand that kind of music / song because……I find that if I listen to classical / pop music, I feel …..I attach great importance to…..Step 6 Homework1. Finish off the Workbook exercises2. Read the listening texts and try to retell something about “Mozart effect” and classical music.3. Write some sentences using the expressions of making suggestions and the note (in talking) in your exercises book.The sixth period: Using language: Speaking and writingThe emphasis of this period is laid on developing students` speaking and writing abilities. This is the best way to test if students have mastered what they have learned. In this period, we will deal with the following parts: Speaking and writing on page 39, Speaking on page 40, Speaking task and writing on page 74 in the Workbook.Knowledge aims: let the students learn the expressions of talking about preference.Ability aims: enable them to talk about preference.Important points: develop students` speaking and writing abilities.Difficult points: how to develop students` speaking and writing abilities.Step 1 RevisionCheck the homework exercises.Ask some students to tell something about Mozart and classical music.Step 2 Warming up by asking and sharing1. Ask students whether they prefer classical music or Chinese folk music.2. Remind students to use the expressions while talking about preference.I prefer……Why do you prefer…..I like best because…..I hate….., My favorite musician is…I enjoy listening to….I am fond of…I don`t like…. Very much.Step 3 Writing (a note and a paragraph)1. Discuss the following questions and decide a best way to tell a foreign friend about one kind of Chinese folk music.1). What do you think they need to know before they can enjoy it?2). Why do you like it?3). Who are your favorite singers?2. Write a paragraph telling their foreign friend about the type of Chinese folk music they have chosen.Step 4 Writing (an e-mail)1. Suppose a situation: you and your friend want to start your own band. However, you have never plated in a band. You will write an e-mail to Freddy for his advice.The way to write an e-mail:→Think or discuss some questions you would like to ask Freddy.→Make a list of them and choose the best ones.→Share your ideas with another pair or ask your teacher for advice and then decide which ones are the best ways.→Use each question to start a new paragraph.→Write your question first; then add extra information to show Freddy why you need help.→Finish the e-mail politely and thank Freddy for his help.2. Sample writing:I like erhu music because it is so moving and it reminds me of wonderful snowy mountain, forests and lakes where no one live but the birds to enjoy their beauty. The most loved music is Er Quan Ying Yue, which sounds very sad and was played by a famous musician who could not see.The erhu is a very old instrument in China. An early form of the erhu could be found in the Tang dynasty. It is made of wood and has two metal strings. The bow is placed between the two strings and the musician can play it standing up or sitting down.Xu Ke is my favorite erhu player and hr is famous throughout the world. I have even heard him play Western classical music for a violin on his erhu. It sounded very beautiful.Step 5 Reading Freddy`s reply1. Read Freddys reply and answer the questions:How was Freddy`s band formed?What advice does Freddy give?2. Read and pick out the useful collocations: be honored of, ask for advice, in a very unusual way, since then, agree with, come up with, make a special time, stick to, give performances, above all, have funStep 6 SpeakingAsk some students to make up a dialogue talking about how to form a band.The best ways are like these:1). Form your own band in a group of six.2). Decide who will play what instrument and who will sing.3). Decide the name of your band and what kind of band you will be.4). Choose an English song for your band to perform5). Practice singing your song to the music and perform to the class.Step 7Closing down by quote about musicAsk students to turn to page 40, read and try to understand the saying.Let them write their own famous quotes about music and talk about what they mean to them with their partner.Step 8 HomeworkReview the contents of the unit and complete Summing up on page 40.补充练习1. Word spelling1). When our football team played in another town, all the supporters (支持者) went to watch the game.2). He ordered several extra (额外的) things, such as a radio and an air-conditioner on his new car.3). The orchestra (管旋乐队) is preparing a concert.4). What sort (种类) of music do you like best-----pop or classical?5). A computer can perform (做) many tasks at once.6). Which team will win the match is still unknown (不可知的)?7). Her life is a poem full of attractive (有吸引力的) power.8). I did not remember the correct answer until afterwards (后来).9). Bruce has the ability (能力) to score a goal, but will he do it?10). “East, west, home is the best” is an English saying (格言).11) The boys rolled (滚动) a big snow ball, and the girls made a small one to build a snowman.12) As one of the performers (表演者) of the show, I felt proud after hearing the warm applause.13) The injured policeman’s courage earned (获得) him the admiration of all the people who knew the news.14) Look! The girls are forming (组成) a line at the door with flowers in their hands to welcome the foreign guests.15) I did not remember the correct answer to the question that Tom asked until afterwards (后来).16) The shop clerks were busy attaching the latest price tag to each article.17) This new advertisement will be broadcast twenty times a day on TV.18) Julia pretended sleep when her husband came home late that night.19) Many foreigners are good at singing Chinese folk songs now.20) All the passers-by who saw the happening of the accident are being asked by the policemen.2. Fill in the blanks with the expressions given below. Use each only once and make changes where necessary.dream of, above all, stick to, sort out, break up, by chance, look for, be fond of, or so, to be honest, play jokes on, in addition, in cash, rely on, be familiar with1). I am looking for my glasses. I don`t remember where I had put them.2). I met Comrade Yu by chance last Sunday afternoon.3). If you stick to the truth, you have nothing to fear.4). Above all, you must collect the necessary materials.5). She often dreams of running her own business in the future.6). To be honest, I can`t believe what she said just now.7). There were twenty people or so who entered for the race.8). Many policemen were sent there to break up the angry crowds.9). It was difficult to sort out the lies from the truth.10). Tom enjoys painting while his brother is fond of playing the piano.11) Above all, you must collect the necessary materials and then make a plan carefully.12) Mark loves collecting stamps and he can spend a whole day sorting out his stamps at home.13) People used to dream of traveling in the outer space and now the dream has come true.14) To be honest, the dress fits you very much. Why do you dislike it?15) We need another two workers to finish the job on time. In addition, some more money is needed.16) Nicholas Tse and Cecilla Cheung’s breaking up made many people feel sad.17) “Don’t play jokes on others in the swimming pool, as it is very dangerous.” the teacher said.18) I am familiar with this city. So I can introduce it to all of you.19) As you paid the bill in cash, we don’t add any handing charge for it.20) My father said ha hadn’t relied on any others since he was 18 years old.。

Unit 5 MusicTeaching aims:1. TopicMusic; different types of music2. Useful words and expressions:Roll rock’n’roll folk jazz musician clap form (v.) passer-by earn extra loosely advertisement actor attractive fan instrument hit (n.) sort frog afterwards perform stick (v.) ability saying reputation unknowndream of be honest with play jokes on or so break up by chancesort out stick to above all3. Functional items:a)Making suggestionsI think we should…Should we go..?What if we..?What do you think…?How about …?Let’s ….We could….You could…If we…b)Talking about preferenceI prefer…Why do you prefer…?I like…best because..I am fond of…My favorite musician is…I enjoy listening to…I don’t like… very much.I hate…4. StructuresThe attributive (IV) (prep. + which/ whom)The musicians of whom the band was formed played jokes on each other as well as played music.However, after a year or so in which they became more serious about their work, “The Monkees〞 started to play their own records and started touring and write their own songs like a real band.Teaching proceduresPeriod 1. ReadingStep 1. Warming up1. Ss listen to the different kinds of music on the tape and try to guess which music matches which pictures on page 33.2. Ss discuss and answer:1). What kind of music do you like better, Chinese or Western, classical or modern? Why?2). How does music make you feel?3). Why do you like to listen to music?Step 2. Pre-readingSs discuss the following questions with their partners and then ask them to report in class.1). Have you heard about any of the famous bands in the world? List some if you have.2). Which one do you like best? Why?3). Do you know anything about “ The Monkees〞?Step 3. Reading1. scanning: Ss read the passage quickly and try to answer the following questions:1). What are the benefits if students form a band to play in the street?2). When did “The Monkees〞 break up and when did it reunite?3). Why was “ The Monkees〞 successful in their work?2. Ss read the passage again and finish Ex 1 and 2 in prehending.3. Ss try to get the main idea of each paragraph.Suggested answers:Para. 1 dreaming of being a famous musician or singerPara. 2 how musicians form bandsPara. 3 how The Monkees got their startPara. 4 how The Monkees became serious about the music businessStep 4. Langrage points1. dream of2. …with everyone clapping and enjoying…3. pretend4. play jokes5. base on6. …of whom the band was formed…7. break upStep 5. Retelling1. Show the key words and relevant pictures on the screen.2. Ask the Ss to retell the passage, according to the following key words.be honest with, dream of, form a band, earn extra money, give a chance;A band started in a different way, play jokes on, music and jokes, be based on, The Monkees, play instruments, write their own music, break up, reinite;Step 6. Assignment1. Please collect some information about your favourite music and some famous musicians.2. Read the text fluently and pick out the sentences you appreciate.Period 2. GrammarStep 1. RevisionCheck the homework.Step 2. Learning about language1. Discovering useful words and expressions.1). Ss do exercise 1 by themselves, and refer to the dictionaries if necessary. Then check the answers with the whole class.2). Ex.2. In this part, get the Ss to do this exercise individually. After that, ask them to discuss their answers in pairs and then with the whole class.3). Ex. 3. In this part, get the Ss to work in pairs and talk about their dreams and imagine what they expect to happen. Then ask them to report their work.2. Discovering useful structures1). Ex.1 First ask the Ss pay attention to the structure in the attributive clause. When the preposition is put before the relative clause, usually only two relative pronouns are used—which and whom. That is never used. Then Ss look at the screen and learn more about this kind of structure.a. In the strange city, he could not find anyone to whom turned for help.b. I’ll never forget the day on which we met for the first time.c. This is the professor from whom we can learn a lot.d. This is the gun with which the hunter shot the wolf.2). Ex. 2. Ss do it by themselves and then discuss the answers in pairs. At last, check the answers with the whole class.Step 3. Using words and phrases1. Ss do this exercise by themselves.2. Check the answers in pairs.3. Check the answers in class.Step 4. Using structures1. Ss do exercise 1 on page 71.2. Correcting: for this exercise, ask the Ss to do it by themselves and then check the answers with the whole class.3. Ex. 3. translating into English1). Ss write the sentences down.2). Ss report their work.Step 5. AssignmentReview the attributive clause.Period 3. ListeningStep 1. Listening1. Read and guess: Ss read the sentences on page 37 and guess what the story is about.2. Ss listen to the tape and tell the main idea.3. Ss listen to the tape again and decide which of the statements are true orfalse.4. Ss retell the story.Step 2. Listening (page69)1. Ss read the questions and guess what the listening material is about.2. Ss listen and make some notes of what they hear while listening. Play the tape twice.3. Check the answers with the whole class.Step 3. Listening (page 72)1. First listening: Ss listen and make some notes.2. Second listening: Ss listen and do the exercise.3. Third listening: Ss listen and check the answers.4. Ss talk about how they feel about music.Step 4. Assignment1. Ask the Ss to write a passage about their opinions about music.2. Summarize what they have learned in this unit.Period 4. Extensive readingStep 1. Pre-reading1. Ss say something about Freddy who wanted to be famous.2. Ss read the passage on page 37 quickly and answer the following questions:a. Did Freddy enjoy being famous?b. What’s the problem when he became famous?Step 2. Reading1. Ss read again carefully and do Ex.3.2. Ss go on with Ex. 5.3. Ss finish Ex.4.Step 3. Language points1. on a tour;2. give a performance;3. Freddy and his band could not go out without being followed.4. useless;5. cross out;6. afterwards;Step 4. Extensive reading (page 72)1. Ss guess what the ballad is mainly about.2. Ss read and find some rhyming words in each part.3. language points:a. The other day;b. …turned ten;c. be proud of;d. occur to: e into mind; take place4. Listening: Ss listen to the song and try to remember the ballad and sing the song.Step 5. AssignmentRead more about music.Period 5. SpeakingStep 1. Speaking (page 39)1. This part aims at getting the Ss to see their imagination. They can try forming their own bands. First let the Ss discuss their plans for organizing a band of their own in groups of 6. Ask them to discuss the following questions:a. What is the name of their band?b. What kind of band will it be?c. What English songs will they play?At last, ask some bands to perform the songs they have chosen.2. Language points:a. mean; mean to dob. …stay with what is true in your heart;c. e out;d. in one’s hearte. decide on /upon: make up one’s mindStep 2. Talking (page69)1. Ss in groups of 4 discuss with their members and then write a note for anyone who would like to join them.2. Show their notes in class.Step 3. Speaking task1. Discussion: Ss wok in pairs and discuss what music and musicians they like or dislike and give their reasons.2. Ss show their result of discussion.Step 4. Assignment1. Talk more about music and musicians with your classmates.2. Prepare for the lesson about writing.Period 6. WritingStep 1. pre-writing1. Ss read the instructions.2. Ss read Freddy’s reply and answer the questions:1). How was Freddy’s band formed?2). What advice does Fred give?Step 2. Writing1. Ss writing Freddy a letter to ask him for his advice.2. Writing tips:a. Think of some questions you would like to ask Freddy.b. Make a list of them.c. Use each question to start a new paragraph.d. Add some extra information to show Freddy why you need some help.e. Finish the letter politely and thank Freddy for his help.Step 3. Writing task ( page 74)1. Ss in groups of 4 discuss the best way to tell a foreign friend about one kind of Chinese folk music. Ss should make a list the points of their discussion. Ss try to answer the following questions while discussing:a. how to tell a foreigner about one kind of Chinese folk music?b. What do they need to know before they can enjoy it?c. Why do you like it?d. Who is your favorite singer?1. Ss write a paragraph telling their friends about the type of Chinese folk music they have chosen.Step 4. Assignment1. Go over the unit and finish summing up on page 40.2. Review the whole unit.。

人教版高中英语必修2《Unit5Music》教案人教版高中英语必修2《Unit 5 Music》教案【一】教学准备教学目标1.知识目标： 1)Students should learn some useful words and phrases: musician, clap, passer-by, form, extra, earn, advertisement, 2 attractive, instrument, loosely, actor dream of, be honest with, play jokes on, or so, break up. 3)Students should understand the general idea of the passage2.语言能力目标：1)Develop the Ss’skills of skimming, scanning and careful reading. 2) Train the Ss to find the key words and the topic sentences. 3)Encourage the Ssto guess the new words according the reading.3.情感态度与文化意识目标：1)Encourage the Ss to share the different kinds of music. 2)Improve the cooperation and share among the students.教学重难点1、教学重点：a.To understudend the passage better b.To find the main idea of each paragraph2、教学难点：a.Master the reading ability b.Develop the skills of reading教学过程教学设计本节课共45分钟，具体教学步骤如下：Step I Leading-in播放一段小视频，内容为歌曲 If you are happy的英文版本，通过介绍演唱乐队twins引出本单元话题。

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。

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

人教版英语精品资料（精修版）Unit 5 MusicI. 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。

Unit 5 MusicTeaching goals1. Target languagea. Key words and expressionsafterwards, useless, cross out, on a tour, give a performance, the other day, occur to, be proud ofb. Sentences1. Freddy and his band could not go out without being followed everywhere. P372. At last Freddy and his band realised that they must leave Britain before it became too painful for them. P373. It occurred to me .... P732. Ability goalsa. Get the students to know about Freddy's story of being famous.1. Did Freddy enjoy being famous?2. What is the disadvantage of his being famous?3. What is the main idea of the story?b. Get the students to appreciate the ballad in this unit.1. Pay attention to the rhyming words in each part of the ballad.2. What is the main idea of each paragraph?3. Learning ability goalsa. Help the students to answer the questions.1. Did Freddy enjoy being famous?2. What is the disadvantage of his being famous?3. What is the main idea of the story?b. Enable the students to do the exercises of this part.c. Get the students to learn how to find the relative key words from the passage to choose the correct answers.Teaching important pointsa. Talk about the story of Freddy and discuss his being famous.1. Did Freddy enjoy being famous?2. What is the disadvantage of his being famous?b. Get the main idea of the two reading materials.c. Discuss the advantages of being famous and not being famous.Teaching difficult pointsa. Find the main idea of each part of the ballad.b. Discuss the advantages and disadvantages of being famous.Teaching methodsa. Skimming and careful reading, •b. Asking-and-answering activity.c. Discussion.Teaching aidsA projector, some slides and a tape recorder.Teaching procedures & waysStep I Revision1. Greetings.2. Revision.T: Yesterday I asked you to write your feelings about music.Now I'd like you to report your work. Are you ready?Ss: Yes.Suggested answersI like all kinds of music, such as folk music, classical music and pop music, especially pop music. I like folk music, because it makes me learn about the culture of different ethic groups, and I also like the voices of the folk singers, such as Song Zuying and Peng Liyuan. Listening to folk music, I often feel proud of our country. I like classical music, such as the compositions by Mozart and Beethoven. Listening to their music, I often feel inspired and it makes me think a lot about life. Pop music is often about simple but strong human feelings and events—love, sadness, good times and bad times. As life is complicated, it is good to hear about ordinary people.Step II Extensive reading (P37) Lead-in.T: Yesterday, we learned a story about Freddy who wanted to be famous. Now we '11 learn more about him. Usually people want to be famous, but what is it like to be famous? Let's read the story about him.Fast reading with the following questions:a. Did Freddy enjoy being famous?b. What' s the problem when he became famous?In this part ask the students to read with the questions in mind, and then ask them to answer the questions.Suggested answersa. Yes, he enjoyed singing and all the congratulations afterwards.b. When he became famous, Freddy and his band could not go out without being followed everywhere, which made them feel painful.Read again and do the exercises attached to the passage.Exercise 3T: Let's read again carefully and do exercise 3. First I'd like you to read the passage carefully. After that, discuss the answers in pairs and then check the answers with thewhole class.Suggested answersThe sentences that are wrong are as follows.1. Freddy and his band always loved being pop stars.2. His favourite programme 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 5T: You did a good job. Let's first go on with exercise 5. Make the best choice for the main idea of the passage. Say what's wrong with the others. I'd like you to have a discussion in groups of 4, and then let's check the answers together.Suggested answersThe main idea is No. 3. This is a story about a band that became famous and did not like it. Because only No. 3 best summarizes the main idea, all the others reflect just part of the main idea. At first, Freddy and his band wanted to be famous, but when they became famous, they were always being followed wherever they went, which they found painful.Exercise 4T: We have learned about Freddy's story. He enjoyed being famous, but when he became famous, he found it was too painful. Maybe everyone wants to be famous, what's your opinion on it? Now let's do exercise 4. I'd like you to discuss the questions in groups of 4, after the discussion I'd like you to answer the questions. After several minutes.T: Are you ready?Ss: Yes. Question 1SI: Yes. I think I would enjoy being famous. Although being famous may cause manyproblems. Learning to get it over is also a way of life.S2: No. Being famous will make my daily life out of order and I can't enjoy being quiet. Living that way is too tired to bear. So I choose to be unknown to the public.S3: Yes. I like being famous. When you were famous, there would be many people around you, you may feel successful, and you may feel very happy. Question 2S4: Being famous proves that you are very successful and have enough abilities.S5: You can have many fans, and draw the attention of more people if you are famous. S6: Being famous makes you rich, popular and excited. Also, you can have enough money to do what, you want. Question 3S7: Not being famous will leave me enough time to think about life and enjoy the true meaning of life.S8: Not being famous keeps you undisturbed. You needn't worry about your appearance in the eyes of the public and your privacy.S9: Not being famous can make you live a quiet life, mid you can spend your time with your family and with your friends.T: You all have done a good job. Being famous and not being famous both have advantages and disadvantages.Language pointsT: Look at the screen. Let's go through the language points of this part.1. on a tour: visiting a place by a theatrical company They visited Beijing on a tour.2. give a performance, put on a performance: perform "The Beatles" will give a performance in the theatre of our city.3. Freddy and his band could not go out without being followed. (This sentence containsa positive meaning in a negative form.)a. We can not go without food.b. Nobody is allowed to come to the conference without being invited.4. useless: of no useIt is useless to talk to him.5. cross out: leave outHe found it strange that his name should be crossed out from the list.6. afterwards: laterShe felt well before lunch, but felt sick afterwardsStep II Extensive reading (P72) Lead-inT: Class, we've learned about some bands and about the problem with being famous. Do you want to appreciate some music or songs?Ss: Yes.ReadingT: Well, turn to page 72. We'll learn a ballad. Here the ballad is made up of 4 parts. Look at the pictures. Can you guess what the ballad is mainly about?SI: I think the ballad here is about the growth of a child.T: Quite right. There are some rhyming words in each part. Who can point them out? Any volunteer?S2: In Part I, the rhyming words are "day, way, pay. away, say" and "spoon, moon, when, then"..S3: In Part 2, the rhyming words are "day and play".S3: In Part 3, the rhyming words are "day and say".S4: In Part 4, "away" and "day" are rhyming words.T: Good. Please read the ballad, and after that write down the main idea for each part. After reading, you can work with your partners, and find out the main idea for the four parts. At last, I'd like you to report your work.Allow the students enough time for the work.Language points1. the other day: a day not long beforeI met him the other day, and he was helping in the shop.2. ... turned ten: "turn" here is used as a linking verb. At first, he worked as a driver, but at last he turned writer.3. be proud of: take pride inHe won the first prize, and we were all proud of him.4. occur to:1) come into mindIt occurred to me that he was lying.2) take place; happen Don't let that occur again.ListeningT: Listen to the song, and try your best to remember the ballad and sing the song.Step IV Summary and homeworkT: Today we 've learned the story of Freddy and his band—their success and the trouble after their success. We know that being too crazy about film stars may cause trouble to them. We also learn a ballad, and we 've learned some useful words and expressions. After class, finish the following homework.。

【2019统编版】人教版高中英语必修第二册Unit 5《Music》全单元备课教案教学设计Unit 5 MusicListening and Speaking【教学目标】1. Instruct students to get main facts by listening and motivate them to talk about the topics about music, the types of music, and how the music makes them feel.2. Develop students’ sense of cooperative learning and individual thinking capability.3. Develop students’ different listening skills to solve different listening comprehensive problems.4. Help students to understand how to use the structures “past participle as adverbial”.【教学重难点】Prompt students to talk about the related topics, such as types of music they know, their favourite type of music, how music makes them feel, and how to use past participle as adverbial.【教学过程】Step 1 Lead inThe teacher is advised to talk with their students about music.Boys and girls, before we listen, let’s work in pairs and discuss what type of music you know.Which type is your favorite? How does it make you feel? Share your ideas with partners.I know Chinese traditional music/classical music/country music/hip-hop/jazz/pop music/Latin music/rap/rock/punk…I like classical music. It makes me feel full of energy and happy.Step 2: PredictionAfter their small talk, the teacher can move on by finishing the following task: See the pictures and give the correct answers.1. What are the people doing in the picture below?2. Match the pictures with the correct types of music.A. Chinese traditionalB. classicalC. country musicD. hip-hop1_______________2_______________3_______________4_______________Step 3: Summary of the main ideaListeningI. Play the radio about The Sound of Music (音乐之声), and let students finish the following tasks.A star has come out to tell me1.___________________ to goBut deep in the dark-green shadowsAre voices that urge me to staySo I pause and I wait and I listenFor one more sound for one more lovely thing2.___________________ might say…The hills are alive with the sound of musicWith songs they have sung 3.__________________The hills fill my heart with the sound of musicMy heart 4.__________________ every song it hearsMy heart wants to beat like the wings of the birds that rise from the lake to the treesMy heart wants to sigh like the chime that flies from a church on a breezeTo laugh like a brook 5.__________________ and falls over stones in its wayTo sing through the night like a lark who is 6._____________I go to the hills when my heart is lonelyI know I will hear what I’ve heard beforeMy heart will 7.______________ the sound of musicAnd I’ll sing once moreII. The reporter paraphrased some of the answers the students gave him. Listen to the interviews again and complete the sentences with the words you hear.1. A: Country music touches my heart.B: So you like music that’s _______of _______?2. A: When I listen to hip-hop, I just have to move!B: So it makes you want to _______?3. A: Classical music makes me feel like I’m sitting beside a quiet stream and enjoying nature.B: So to you, it’s _______ and _______?Learning new wordsList the new words in the lesson, tell students the meaning of these words and give some examples.News words: classical, energy, soul…Talking projectGuide students to do speaking practice.I. Talk in pairs. Interview each other about music. Use the picture below for ideas.A: What kind of music do you like?B: I like techno music.A: What makes it so special to you?B: I like to listen to it when l exercise. It gives me energy.II. Work in pairs or groups and role play a conversation.●Suppose you are a reporter and interviewing the students who about music.➢I like to…➢Chinese traditional song/classical music/hip-hop music/country music…➢Listen to/play/sing…Unit 5 MusicReading and Thinking【教学目标】1. To acquire the basic usage of the new words and express concerning how computers and the Internet help us experience music.2. Enable students to understand the main information and text structure of the reading text.3. Enable students to understand past participle as adverbial.【教学重难点】1. Guide students to pay attention to reading strategies, such as prediction, self-questioning and scanning.2. To talk about the advantages and disadvantages of being a member of virtual choir.3. Lead students to understand past participle as adverbial;【教学过程】Step 1 PredictionAsk students the question.How can computers and the Internet help us experience music differently?Step 2: Learning new wordsLearn words:perform,enable,prove,award,and fall in love with…New words practiceIn order to have a good _______________ (perform), I have made good preparations for it．At present, developing the ___________ (able) of the students is an important task in our daily teaching activity．Step 3: Learning sentence patternsIntroduce the sentence patterns in the lesson and give some examples and explanation1. as 引导定语从句，意为“正如，正像”2. 过去分词(短语)作状语as引导定语从句的常用句式有：as is known to all 众所周知as we all know我们都知道as we can see正如我们所看到的as is reported正如报道的as is often the case这是常有的事as is mentioned above如上所述Step 4: Fast reading tasksGuide student to read the article quickly, teach some reading skills and do some exercises.Task of the first fast reading:Read quickly and figure out the key words of each paragraph.•Paragraph 1: enable•Paragraph 2: award•Paragraph 3: performanceTask of the second fast reading:1. What is mainly discussed in this passage?2. Which paragraph mentions background information about the virtual choir?3. Which paragraph mentions the conclusion of the virtual choir?Step 5: Careful reading tasksGuide student to read the article carefully and do some exercises.1. What is the attitude towards the virtual choir?2. Why does the virtual choir prove to be a good influence on the lives of many people?3. If you want to take part in a virtual choir, you need….Step 6: Study reading tasksAnalyze two difficult sentences in the text.1. Imagine having the opportunity to sing together with hundreds of other people while you are at home alone．2. A virtual choir enables them to add their voices to those of other individuals and become part of the global community．Step 7 Homework:Review what we have learned and find out the key language points in the text.Unit 5 MusicDiscovering Useful Structure【教学目标】1. Get students to have a good understanding the basic usage of past word segmentation as past segmentation as predicative and adverbial.2. Strengthen students’ great interest in grammar learning.3. Instruct students to express their ideas with this grammar correctly.【教学重难点】How to enable students to use the structure and meaning of past word segmentation as past segmentation as predicative and adverbial.【教学过程】Step 1 Lead-inGive some messages and ask students to guess who she is.英语过去分词的句子。