新人教版必修二Unit5Music全单元教案

Unit5 MusicTHE BANK THAT WASN’T[Teaching Aims]：Ⅰ、知识与技能1、掌握话题语言的运用、就熟悉的音乐话题表达看法；2、了解各种各样的音乐形式，深化对音乐的认识；3、学会从一般文学资料中获取主要信息、思考话题背后的更深层次的内容，学会深入发掘和探讨。

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

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

[Teaching Difficult Points]：1、掌握有关音乐的单词、熟练运用课文中所出现的重要词汇与短语2、学习由介词+which/whom引导的定语从句3、进一步熟悉有关建议与偏好的表达方式[Teaching Aids]：多媒体、音乐文件[Teaching Period]：1 period[Teaching Procedures]：Step1 W arming upIntroduce the topic of music through asking some question such as “Are you fond of music ,Are you good at singing, Can you play a musical instrument”Ask students to answer the 4 questions in groups actively while introducing different kinds of music in the world.Step2 Pre—reading1.Get the students to discuss the questions with their partners and then ask them to report their work.. Encourage them express their opinion freely(1)、Have you heard about any of famous bands in the words, please list them if you have (Beatles, Back—street boy, West—life )(2)、Which one do you like best?2.Introduce something about “The Monkees”It is a band formed of 4 persons.They followed the style of “The Beatles”. Now let‟s go on to the reading and find more information about them，“The Band That Wasn‟t”.3.Learn new words and expressions .musican , dream of , passer-by , to be honest , break up ,in cash and so on.Finish Ex.1 on Page 36.Check the answers in groups.Step 3 Reading1.SkimmingLet the students listen to the tape and find out the answers to the Ex1 incomprehending.2.Second readingIn this part, students will read the text again and try to understand the sentences and the main idea of each paragraph, and then finish the exercise 2 in Comp rending.Suggested answers：Paragraph 1：Dreaming of being famous musician or singer.Paragraph 2：How musicians form bands.Paragraph 3：How the band got their start.Paragraph 4：How “The Monkees” became serious about their business.3. Language Points FocusFirst ,you find out the sentences which incloud the attributive clasues in the passage.Y ou can work in groups. The winner is the group who finish it first.Then let’s summ up :介词+which / whom 引导的定语从句介词主要由先行词与关系词之间的关系或先行词与从句谓语动词的关系决定。

Unit 5 Music全单元教案（新人教版高中英语必修 2 unit 5）Period 1 (reading)Teaching aims:Students will be able to:Sum up the main idea of each paragraph.Understand the details about the passage.Procedures:Step 1 Warming-upBefore the class begins, let the Ss enjoy “I’m a believer” played by “The Beatles”.Let the Ss enjoy some different kinds of music on the tape and ask them to match the music with the right picture.Step 2 Pre-readingTalk about the famous bands in the world. (P33 Pre-reading)Ask the Ss: Have you heard about any of the famous bands in the world? List some if you have.Then the teacher will show the Ss some pictures of some famous bands like “The Beatles”, “Backstreet Boys”, “West Life” and “Zero O’clock” on the screen and ask the Ss to name the bands and tell the teacher where they come from. Ask the Ss: Which one do you like best? Why?Ask the Ss: Dou you know anything about “The Monkees”?Then the teacher will show the Ss two pictures of “The Monkees” and say: If you want to know more about “The Monkees”, please turn to Page33 and let’s come to Reading “The Band That Wasn’t”.Step 3 While-readingFirst reading: read the passage again then answer the following questions: Why do most musicians like to be in a band with others?Which two musical bands are mentioned in the passage?How do some bands formed by high school students earn extra money?When did the “Monkees” break up and when did it reunite??Second reading: get the main idea of each paragraph. (Finish P35, Ex 2)Step 4 Post-readingGive the Ss the following adjectives “popular, lively, funny, foolish, attractive, brave, crazy, noisy, classical, rich, honest, famous” and ask them to choose the ones that they think best describe “The Monkees” and give their reasons.(Finish P35 Ex 3)(The teacher will first ask the Ss to discuss in pairs and encourage the Ss to express their opinions. There is no definite answer.)Step 5 DiscussionDiscuss the following topics in groups of four.What can we learn from “The Monkees”?If you are to form your own band, what will you do?(After discussion, ask the Ss to express their own opinion.)Step 6 SummaryToday we have enjoyed some beautiful music and learn something about some famous bands. Remember:Success lies in hard work.Step 7 HomeworkRetell the text.Collect some information about your favorite music.Period2（vocabulary & grammar）Teaching aims:Students will be able to:Use the important words and expressions from warming up and readingUse the attributive clause led by “prep. + which / whom ”.Procedures:Step1 Vocabulary study:Discover useful words and expressionsTurn to page 35 and do exercises No. 1, 2 and 3 first. Check your answers with your classmates’. (Finish P36 Ex 3)Step 2 Grammar studyUnderline five sentences in the reading passage that contain “prep.+ which/ whom”attributive clauses.Discover the structure “prep.+which/ whom” by sorting out the messages Complete the passage using attributive clauses(Finish P37 Ex 3)Play a game of definitions. P37 Ex 4.Period 3（Listening, reading and talking）Teaching aims:Students will be able to:make suggestionstalk about preferenceProcedures:Step 1 Listening & WritingPreparation for listening to “Freddy, the frog”Read the directions and the statements. Make sure the students know what they mean and what they are asked to do.Turn to page 38 and read these sentences before listening to the tape. Then listen to the tape and decide true or false.Step 2 ReadingRead more about Freddy’s life and summarize the main idea of the story in one sentence. (A possible version: this is a story about a band that became famous and did not like it.)Underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Collocations from F reddy’s life:become 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 “Top of the Pops, wear an expensive su it, 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 bagsStep 3 DiscussionIn small groups imagine you are Freddy and his group and you are back at the lake. Discuss the advantages and disadvantages of being famous. Ask them make a list of their ideasAsk some groups to act their conversations.Step 4 HomeworkDevelop your ideas into a short passage.Period 4（speaking & writing）Teaching aims:Students will be able to:write a letter for advicetalk about music: forming a bandmake suggestions and talk about preference properlyProcedure:Step 1 Speaking (Group work)BrainstormDo you know what a band is? What is your favorite band? How many people is a band usually formed? …speakingYou and your friends want to start your own band. However,, you have never played in a band before. Talk with your friends about the band you are going to start. What things do you have to consider? What problems do you have?Activity and performanceImagine that you have a chance to form a band. How to form a band? According to the following information discuss in your group.What is name of your band?Who will play what instruments and who will sing?What kind of band you will be?Choose an English song for your “band” to perform.Step 2 WritingYou 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:In groups discuss some questions you would like to ask Freddy.Make a list of them and choose the best questions.Share your ideas with another pair; discuss all questions and then decide which ones you want to ask Freddy.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 letter politely and thank Freddy for his help.Reading Freddy’s replyLet’s read Freddy’s reply and answer the questions:--- How was Freddy’s ba nd formed?--- What advice does Freddy give?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.Step 3 HomeworkWrite 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. Finish off the summing up in Student’s Book.。

必修二第五单元music教案1.教学目标：1.1知识与技能：学生能听懂并使用表示音乐的词汇;能较准确地描述音乐类型和文化背景;能就音乐审美主张表达个人观点。

1.2过程与方法：采用启发式教学法，引导学生自主思考;采用听、说、读、写、演等多种教学方法进行教学;通过讨论、演示等方式加深学生对音乐的理解。

1.3情感态度价值观：培养学生对音乐的热爱、感受音乐的美感;引导学生客观、理性地审美，培养学生应该有自己的审美观。

2.教学重点难点2.1掌握有关音乐类型和文化背景的表达方法，学会语言交际。

2.2提高学生的跨文化交际能力。

3.教学过程3.1暖身环节引入下文主题，可以与学生分享一首他们喜欢的音乐，介绍歌曲类型、文化背景和演唱者等。

3.2输入环节通过展示视频和图片等方式来主题音乐的类型和背景等（例如摇滚乐、传统音乐、爵士乐等等），学生通过观看背景图和听取音乐鉴别不同的音乐类型。

然后与学生讨论各种类型音乐和文化背景的关系，并竣工讨论。

3.3实践与运用进行一个小组作业，让学生组成3-4人的小组，选择一个音乐类型并作一份10分钟的介绍PPT。

输出点：档次的文件，图片和美术创意等。

这样，学生可以进一步分析和交流有关音乐类型和文化背景方面的细节，培养同伴间的合作与学习对话能力。

3.4综合评价在教学的最后，通过口头交流的方式，让学生跨组交流彼此的发现和体会。

对小组和个人表现进行评价和点评，以便针对学生的不同表现安排合适评分标准（例如，个人发言时间、贡献度、团队沟通交流等）。

4.教学评价4.1教学效果评价：通过测试和小练习考察学生对不同音乐类型和文化背景的理解掌握情况。

4.2教学过程评价：检视和总结教学过程中学生的参与度和互动情况，以提高今后的教学质量和效果。

4.3教学方法与手段评价：评估启发式教学法等多种教学方法和手段的使用情况，以便今后的教学设计和改进。

5.教学反思在这一单元教学过程中，尤其是在小组讨论环节，教师具体指导学生进行互动和讨论，以增加学生的积极性和参与度。

人教新课标必修二_Unit_5_Music[单元教案] Unit5Module2Period1&2Warmingup&ReadingFocus:ReadingTeachingGoals1.ToactivatetheSsinlearning“music”.2.TodeveloptheSs’abilityofreading.3.TohelptheSsknowsomethingaboutthedifferentstylesofmusic.Importantpoints1.EnabletheSstounderstandthedetailsaboutthepassageTheB andthatWasn’t.2.HelptheSstosumupthemainideaofeachparagraph.TeachingProceduresStep1Warmingup1)LeadinBeforeclass,TplaysasongI’mabelieverwhichwassungbyThe Monkees,withthewordsofthesongprintedonthescreen.Thentellthem:Thisisoneofmyfavoritemusic.Themusicisalittles how.WhenIlistentoit,itwillremindofmanyoldthings.SoIlikeitverym uch.Whatisyourfavoritemusic?Andwhydoyoulikeit?Soyourfavorit emusicbelongstopopmusic/rock…Whatotherkindsofmusicdoyou know?(classicalmusic,pop,folk,jazz,dance,rockandroll,hip-hop,rapetc.)2)Task:Brain-stormingAskthestudentstonamedifferentmusicstyles.Showsomestyles ofmusicthattheyarenotfamiliarwith.ClassicalrapRockandrollfolkpopJazzHip—hop…Step2ListeningandMatching1)TellSs:wearegoingtolistentoeightkindsofmusic.Herearethe picturesforthem.Listentothemcarefullyandchoosetheproperpictu reforeachofthem.2)GuidetheSstosumuptheCharacteristicsforeachmusicstyle.InformationBox:KnowledgeaboutmusicPunkRock这种音乐较另类，比较迷幻，也很吵，歌词一般都很颓废，很低迷，很多地下乐队都是这种风格，所以才不被承认，不过要表达的内涵还是很丰富的。

人教版高中英语必修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。

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

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

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

[教学重点]：1、掌握有关音乐的单词、熟练运用课文中所出现的重要词汇与短语2、学习由介词+which/whom引导的定语从句3、进一步熟悉有关建议与偏好的表达方式[教具准备]：多媒体、音乐文件[引入新课]：提出问题；同学们最喜爱的音乐类型是什么？理由？[讲解词]：音乐是我们日常生活中表达喜悦、忧伤、幸福、忧愁等诸多情感的媒介，也是大家十分喜爱的艺术形式，要让大家说出自己喜爱的歌手或者音乐家我相信大家一定可以说出好多来。

今天我想和同学们探讨一下，大家平时喜爱的音乐类型，对这些音乐类型的了解和体会，我也很想听听同学们对这些音乐类型的看法，给大家讲讲为什么喜欢这种音乐类型？（选若干同学们回答）（适当总结学生所讲）同学们对所喜爱的音乐类型理由的阐述也是各有道理，所谓萝卜白菜各有所爱，每个人都有自己独特的个人喜好，对音乐类型的偏好也是如此。

也许某一天你们之中有人会成为音乐家，或者有人会成立乐队，给大家带来好听的音乐作品，丰富大家的精神生活。

[讲授新课]：一、介绍门基乐队[提出问题]：同学们有没有听过门基乐队？门基乐队有哪些作品？[学生讨论]：对门基乐队的了解。

门基乐队是一只美国本土乐队，由四人组成，于二十世纪60年代兴起，最初，乐队成员是应一则电视广告走到一起的。

主要作品有《Waiting For The Sun》、《The Unknown Soldier》、《The Soft Parade》、《Morrison Hotel》[运用教具]：播放门基乐队的《I'm a believer》给学生听，使他们亲耳感受门基乐队的风格特点。

Unit 5 MusicPart One: Teaching Design (第一部分：教学设计)Period 1: A sample lesson plan for reading(THE BAND THAT WASN’T)Aims◆To learn to talk about kinds of music◆To learn to read about bands◆To study The Attributive Clause (in/ for/ with/ by ＋which/ whom)◆To learn to write an e-mailProceduresI. Warming upWarming up by describingGood morning, class. Today we are going to talk about an interesting topic --- music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music? Can you tell about different kinds of music? Now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.Warming up by discussingHi, everyone. Do you like music? How much do you know about music? Can you tell about the different kinds of music? Please turn to page 33. Look at the pictures. Let’s listen to some music. Let’s see if you can guess which music matches with which picture.Classical music Country music Rock ‘n’ RollRap Orchestra Folk musicYes, you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let’s discuss these questions in small groups. Try to share your opinions with one another.II. Pre-reading1.Thinking and sayingHave you heard about any of the famous bands in the world? List some if you can.For reference: I’ve heard about “The Beatles”, “Back Street Boys”, “TheEagles”, “West life” and “Pink Floyd”.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.For reference: I am from Group 1. Our group likes “The Beatles” best. We liketheir style of performances. Listening to their performances, we will feel relaxed,amused, and their performances make us think a lot about life.Do you know anything about “The Monkees”?For reference:“The Monkees” is a band that was first popular in the 1960s inAmerica. Unlike most bands of the time, the Monkees were not formed by its membersbut rather by TV producers. They were a fictional band in the TV show of the samename. The band was composed of Mike Nesmith, Mickey Dolenz, Davy Jones, and PeterTork. All the members had some musical experience. Let’s come to the reading ---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 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.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’smusic, 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 anadvertisement in a newspaper, look for rock musicians, pretend to do sth., theattractive performances, be copied by…, support them fiercely, become more seriousabout…, 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?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 dreamof becoming famous.How was The Monkees formed and became a real band?The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, MikeNesmith & Davy Jonesbeginning of the band It began as a TV show.style of theperformanceThey played jokes on each other as well as played music.first music and jokes Most of them were based loosely on the band called “TheBeatles”.development of the band They became more serious about their work and started toplay their own instruments and write their own songs likea real band. They produced their own records and startedtouring and playing their own music.changes of the band The band broke up in about 1970, but reunited in themid-1980s. They produced a new record in 1996, which wasa celebration of their time as a real band.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 writingits 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 ofmusic. 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 advertisementin a newspaper, use actors for the other members of the band, pretend to sing Period 2: A sample lesson plan for Learning about Language(The Attributive Clause (in/ for/ with/ by＋which/ whom).AimsTo help students learn about the Attributive Clause with a preposition in front.To help students discover and learn to use some useful words and expressions.To help students discover and learn to use some useful structures.ProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 35 and do exercises No. 1, 2 and 3 first. Check your answers against 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 otheras well as played music. However, after a year or so in which they became more seriousabout their work, “The Monkees” started to play their own instruments and writetheir 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 more examples on this kind of structure.Now go on to do Exercise No. 2 on page 36, that is, to sort out the sentences.III. Ready used materials for The Attributive Clause (in/ for/ with/ by＋which/ whom)In formal styles we often put a preposition before the relative pronouns which and whom:•The rate at which a material heats up depends on its chemical composition.•In the novel by Peters, on which the film is based, the main character is a teenager.•An actor with whom Gelson had previously worked contacted him about the role.•Her many friends, among whom I like to be considered, gave her encouragement.Notice that after a preposition you can’t use who in place of whom, and you can’t use that or zero relative pronoun either:•Is it right that politicians should make important decisions without consulting the public to whom they are accountable? (not --- the public to who they are accountable.)•The valley in which the town lies is heavily polluted. (not --- The valley in that the town...) •Arnold tried to gauge the speed at which they were traveling. (not --- the speed at they were traveling.)In informal English we usually put the preposition at the end in attributive clauses rather than at the beginning:•The office which Graham led the way to was filled with books.•Jim’s footballing ability, which he was noted for, had been encouraged by his parents. •The playground wasn’t used by those children who it was built for.In this case we prefer who rather than whom(although whom is used in formal contexts). In restrictive attributive clauses we can also use that or zero relative pronoun instead of who or which (e.g. ...the children (that) it was built for).If the verb in attributive clauses is a two-or-three-word verb (e.g. come across, fill in, go through, look after, look up to, put up with, take on) we don’t usually put the preposition at the beginning:•Your essay is one of those (which/that) I’ll go through tomorrow. (rather than...through which I’ll go tomorrow.)•She is one of the few people (who/that) I look up to. (not ... to whom I look up.)In formal written English, we often prefer to use of which rather than whose to talk about things: •A huge amount of oil was spilled, the effects of which are still being felt. (or...whose effects are still being felt.)•The end of the war, the anniversary of which is on the 16th of November, will be commemorated in cities throughout the country. (or...whose anniversary is on...)Note that we can’t use of which in place of whose in the patterns described in Unit 71B: •Dorothy was able to switch between German, Polish and Russian, all of which she spoke fluently. (not..,all whose she spoke...)We can sometimes use that...of in place of of which. This is less formal than of which and whose, and is mainly used in spoken English:•The school that she is head of is closing down. (or The school of which she is head...) Whose can come after a preposition in attributive clauses. However, it is more natural to put the preposition at the end in less formal contexts and in spoken English:•We were grateful to Mr. Marks, in whose car we had traveled home. (or...whose car we had traveled home in.)•I now turn to Freud, from whose work the following quotation is taken. (or...whose work the following quotation is taken from.)IV. Closing down by doing exercises:Join the sentence halves using which or whom after an appropriate preposition. (A)a.I would never have finished the work.b.It was primarily written.c.We know nothing.d.They got a good view.e.He learned how to play chess.f.Dennis scored three goals in the final.g.She was born.h.It was discovered.1.They climbed up to the top of a large rock.2. I would like to thank my tutor.3. She has now moved back to the house on Long Island.4. The star is to be named after Patrick Jenks.S. This is the ball.6. He is now able to beat his father.7. The book is enjoyed by adults as well as children.8. There are still many things in our solar system.Are these correct or appropriate? If they are, put a√. If they are not, give a reason, correct them and give alternatives if you can. (A)I. It's a piece of jewelry across which I came in an antique shop. --- which I came across in an antique shop. (‘came across’ is a two-word verb.)2. The extra work which she took on was starting to affect her health.3. My mother, after whom I looked for over 20 years, died last year.4. The people whom I work with are all very friendly.5. Some of the criticisms with which they had to put up were very unfair.6. He had many friends with whom he had a regular correspondence.7. The woman to who he is engaged comes from Poland.8. The forms which I had to fill in were very complicated.Rewrite these sentences so that they are more appropriate for formal written English. Use preposition + which or preposition + whose, as appropriate. (B)I. Tom Sims, whose car the weapons were found in, has been arrested. Torn Sims, in whose car the weapons were found, has been arrested.2. Tom Ham, whose novel the TV series is based on, will appear in the first episode.3. Dr Jackson owns the castle whose grounds the main road passes through.4. Tessa Parsons is now managing director of Simons, the company that she was once a secretary in.5. Allowing the weapons to be sold is an action that the Government should be ashamed of.6. The dragonfly is an insect that we know very little of.Period 3: A sample lesson plan for Using LanguageAimsTo read the story about Freddy and then enjoy and understand Beatles’ songs.To use the language by reading, listening, speaking and writing.ProceduresI. Warming up by listening and writingTurn to page 37 and read these sentences before listening to the tape. Then listen to the tape and decide true or false.II. Guided reading1.Reading and translatingRead more about Freddy’s life and translate it into Chinese paragraph by paragraph. 2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3. Doing exercisesNow you are going to do exercises No. 3, 4 and 5 on page 38 following the article. Ex3: Here are the incorrect sentences which should be crossed out. 1. Freddy and his band always loved being pop stars. 2. His favorite program was “Top of the Pops ”.3. Things went wrong because Freddy and his band hid themselves.4. They realized they had to go because they were painful. Exercise 4 Answer these questions:1. This is an open question by which students are asked about their opinions. Answers may vary.2. Answers may vary but there is information in the reading passage that may include: --- becoming rich;--- doing a job you want to do;--- having many fans;--- people enjoying your music.3. Answers may vary but information may include:--- peaceful and quiet;--- a private life away from crowds;--- a personal life which others do not discuss.Exercise 5: The main idea is No. 3. This is a story about a band that became famous and did not like it. Only No. 3 best summarizes the main idea, while all the others reflect just part of the main idea. At first, Freddy and his band wanted to be famous, but when he became famous, they were always being followed wherever they went, which they found painful. III. Guided writing1.Writing a letter for advicePlease turn to page 38 writing. Let ’s read the instructions.You ’d better do some brainstorming in small groups before writing your letters.You should follow the procedure for brainstorming and outlining introduced in Module 1 Unit 2. 2.Reading Freddy’s replyLet’s read Freddy ’s reply and answer the questions: --- How was Freddy ’s band formed?--- What advice does Freddy give?3.Writing a note and a paragraphPlease turn to page 74. Now in pairs you are going to decide on the best way to tell a foreign friend about one kind of Chinese folk music. What do you think they need to know before they can enjoy it? Why do you like it? Who are your favorite singers? Discuss it with your partner and write notes to remind you of your most important ideas. Then write a paragraph telling your foreign friend about the type of Chinese folk music you have chosen. Use a dictionary and other reference books to help you.IV. Further applyingFinding informationGo to the library to read or get online to search in order to find more information on music and musicians. Take notes of your findings and report them to your group mates next Monday morning. V. Closing down by filling a formMake use of the text and others to fill in the form below.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. Who’d like to speak first? Part Two: Teaching Resources (第二部分：教学资源)Section 1: A text structure analysis of THE BAND THAT WASN’TI. Type of writing and summary of the ideaType of writing This is a piece of narrative writing.Main idea of the passage The band The Monkees was formed in quite a differentway. It started as a TV show, with musicians playedjokes on each other as well as played music, basedloosely on the band called The Beatles. As time wenton, their attractive performances gained fiercelysupport from their fans. With their own particularstyle of performing their band at last became verypopular in the USA.Topic sentence of 1stparagraphHave you ever wanted to be a famous singer ormusician?Topic sentence of 2ndparagraphMost musicians meet and form a band because they liketo play music.Topic sentence of 3rdparagraphHowever, there was one band that started in adifferent way.Top sentence of 4th paragraph Their attractive performances were copied by othergroups and their fans supported them fiercely.II. A tree diagramDreaming ofbeing a famousmusician orIII. A retold passage of the text1. A possible version:Being a famous singer or musician may be the dream of many people. Becoming a member of a band may help you realize the dream. But just how can people form a band?Most musicians often meet and form a band for they are congenial with each other. High school students may also form a band to practice music together or sometimes play in the street to passers-by to earn some extra money, which is also a chance to realize their dreams of becoming famous. However, There was a band which was started in quite a different way. The musicians of whom the band was formed played jokes on each other and played music, loosely based on the Beatles. Their exciting performances were copied by other groups and were fiercely supported by their fans. That band was The Monkees. After a year or so, The Monkees became more serious of their work, playing their own instruments and writing their own music. Though it broke up in 1970, it reunited in the mid-1980s and is still popular today.Section 2: Background information on music, musicians and the band The MonkeesI. Different types of music:Folk musicIt has been passed down from one generation to another. At first it was never written down. People learned the songs from their families, relatives, neighbors and friends in the same village. These songs were about the country life, the seasons, animals and plants, and about love and sadness in people’s lives.Pop musicIt is a kind of modern music with a strong beat and not of lasting interest, especially just favored for a short time by younger people•Rock ’n’ RollIt is also called rock and roll, a kind of modern music with strong beat, played loudly on electrical instruments, in which the singer repeats the same few simple words.JazzJazz was born in the USA around 1890. It came from work songs sung by black people and had its roots in Africa. Jazz started developing in the 1920s in the southern states. Soon it was played by white musicians, too, and reached other parts of the USA.African musicIt 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 notes which the musician follows. But a lot of modern music is also written. India also produces films with music, and millions of records are sold every year.Music in the CaribbeanThe slaves who were brought from Africa developed their own kind of music. West Indians make musical instruments out of large oil cans. They hit different parts of the drum with hammers to produce different notes. This type of music has become very famous in Britain and is very good music to dance to.II. Famous musicians:Joseph Haydn（1732-1809）was an Austrian composer and is known as “the father of the symphony”. Other composers had written symphonies before Haydn, but he changed the symphony into a long piece for a large orchestra.He was born in a village in Austria, the son of a peasant. He had a beautiful singing voice. After studying music in Vienna, Haydn went to work at the court of a prince in eastern Austria, wherehe 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 comp oser the world has known,” he said. The two were friends until Mozart’s death in 1791. Ludwig van Beethoven (1770-1827)was born in Bonn, Germany. He showed musical talent when he was very young, and learned to play the violin and piano from his father, who was a singer. Mozart met Beethoven and was impressed by him. “He will give something wonderful to the world,” he said. 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 interesting•Make things better for people to understand and enjoy•Express people’s feeling•Make people feel good•Help people forget their pain•Attract people’s attention•help people to remembe r things wellVI. The introduction of the band The MonkeesThe Monkees were a four-person band who appeared in an American television series of the same name, which ran on NBC from 1966 to 1968. The Monkees were formed in 1965 in Los Angeles, California and disbanded in 1970. At their peak they were one of the most popular musical acts of their time. Several reunions of the original lineup have taken place. The first reunion lasted from 1986 to 1989, and a second regrouping took place between 1996-1997. The Monkees last worked together for a brief period in 2001.Section 3: Words and expressions from Unit 5 THE BAND THAT 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 important part of their way of living and belongs to a particular area, trade, etc., or that has been made in modern times as a copy of this（音乐；艺术）民间的；民俗的folk music/ folk songs/ Chinese folk art/ give a folk concert/a folk singerjazz n.爵士音乐traditional jazz/ modern jazz/ jazz music/ a jazz bandmusician n.音乐家a fine musiciandreamn. 1. a group of thoughts, images, or feelings experienced during sleep梦 2. sth. imaged, not real, but believed in or greatly and hopefully desired理想；梦想v.梦见；梦想dream of/about (doing) sth./ dream a dreamclapvi.鼓掌Clap one’s hand in time to the music/ clap sb. on sth./ clap sb. on the back/clap eyes on sb.be honest with = be frank with/ to tell you the truthformvt.&n.（使）组成；形成form some ideas or opinion about sth./ form a nation/ form a line/ form good habits/ in the form of/ in form/ fill in the form/ take the form ofpasser-by n. 过路人；行人passers-by/ ask the passer-byearnvt. 1.to get (money) by working赚；挣（钱）He earns $10000 a year(by writing stories).2.to get(sth.that one deserves)because of one’s qualities博得；赢得He earned the title of “The Great”by his victories in the war. earn money/ earn one’s living / earn sb. successloosely adv.宽松的；松散的loosely speaking/ loosely translatedadvertisementn. also ad--a notice of sth. for sale, service offered, job position to be filled, room to let, etc., as in a newspaper, painted on a wall, or made as a film广告the advertisement page/ advertisement for sb./sth./ put an advertisementactor n. 男演员；行动者actor and actress/ an excellent actorattractiveadj. having the power to attract有吸引力的The idea is very attractive. sound attractive/ at attractive pricefann. 1.扇子turn the fan on 2. a very keen follower or supporter, as of a sport, performing art, or famous person迷；狂热者fan clubinstrumentn.工具；器械；乐器play an instrument/ the instruments of the orchestra/ a ship’s instruments II. Words for Learning about Languagehitn.（演出等）成功；打击a direct hit on an enemy ship/ a final score of two hits and six misses/ a hit with everyone/ His film is quite a hit/ They sang their latest hit./ make a hitsortn.& vt.种类；类别；分类；整理the sort of person I really dislike/ What sort of paint are you using?/ sort sth. out (into) sth./ sort through sth.III. Words for Using Languageafterwardsadv. later; after that以后;后来Let’s go to the theatre first and eat afterwards.performvt.& vi. 1. to do; carry out(a piece of work)实行；做The doctor performed the operation. 2. to。

B2U5 Music---单元目标与要求语法：过去分词作表语和状语一、过去分词作表语1.过去分词可放在系动词be, get, feel, look, sound, taste, smell, remain, seem,become等之后作表语, 表示主语所处的状态。

1). He seemed quite ______________(delight) at the news.2). The door remained ____________(lock) when we arrived.2. 过去分词作表语多表示人自身的感觉、感受或事物自身的状态；现在分词作表语则多表示事物具有的特征，常译作“令人...的”。

常用的这类词有：exciting/excited; astonishing/astonished delighting/delighted moving/moved disappointing/disappointed encouraging/encouraged frightening/frightened interesting/interested3). The story they heard over the radio was very _____________(move).4). They were _____________ to hear the _______________ sound.(frighten)3. 过去分词作表语和被动语态的区别“be+过去分词”表状态时，是系表结构，此时过去分词通常已形容词化；表动作时，是被动语态，且绝大多数被动结构中的动作执行者由介词by引出。

5). 这本书写得好。

______________________________________________________________6). 这本书是鲁迅写的。

__________________________________________________________二、过去分词（短语）作状语1. 主从句主语一致，可以省略状语从句中的主语，省略的主语和动词主动关系用doing，被动关系则用done。

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。

三、教学目标
By the end of this class, students will be able tolisten to an announcement about a school music festival,get the structure of an announcement，learn to talk about preferencesandplan amusicfestival.
2. Listen for the second time to get the
the detailed information, the volunteer needed by the music festival. Then check answers and learn the English expressions of thevolunteers who are needed by the music festival.
5.Asks students to talk with groups membersto makea plan for a music festival. Then, provides students with a sample to organize what they have talked into an announcement.Finally, asks 3-4 group leaderstopresent their plans for music festivals.
3.Asks3 to 4 students to express their preferences and timely presents the sentence patterns used for expressing preferences.

2019新人教高中英语必修二Unit 5 Music整单元完整教案Unit5 Listening and Speaking 公开课教案Teaching aims:1. Instruct students to get main facts by listening and motivate them to talk about music festival, and what you would like to do in the music festival.2. Develop students’ different listening skills to solve different listening comprehensive problems.3. Help students to understand and talk about preference.Teaching key and difficult points:1.Help students to get familiar with different kinds of music through listening practice and know the function of paraphrase in listening.2.Enable students to be aware of the function of paraphrase in listening.Teaching procedures:StepⅠLead-inActivity1 The teacher is advised to talk with their students about music festival.Boys and girls, before our listen, let’s work in pairs and discuss what music festival is.What would you like to do in the music festival? Share your ideas with partner.Activity 2 Look at the opening page and talk about it.1.What are they doing?2.Can you name some of the musical instruments that the performers are using?Suggested answers:1.They are performing classical music.2.Piano, violin, flute, drum, bagpipes, saxophone,etc.StepⅠListeningActivity 1 Warming upBefore listening,match the pictures with the correct types of music.A.Chinese traditionalB.classicalC.country musicD.hip-hopSuggested answers:1. B2.A3.C4.DActivity 2First listeningListen to the interviews and find out what kind of music the three students each like.1.The first student likes to .2.The second student likes to .3.The third student likes to .Suggested answers:1.listen to country music2.dance to hip-hop music3.play country musicActivity 3Second listeningThe reporter paraphrased some of the answers.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 ?Suggested answers:1.full of feelings2.want to dance3.peaceful and beautifulActivity 4Third listeningListen to the interviews again and think about the function of paraphrase inlistening.Suggested answers:1.to check if the listener’s understanding is correct.2.to show interest in what the speaker has said.StepⅠ SpeakingActivity 1 Enjoy some pieces of music and tell us your feelings.1.the first piece of music—played by a symphony orchestra2.the second piece of music—rock music3.the third piece of music—played by pipaSuggested answers:1.I like listening to music played by orchestras.I can hear things played oninstruments from all of the different families—woodwinds,strings,percussion and brass.Also,classical music tends to be slower,so it makes me feel calm when I listen to it.2.Rock music lets me have a strong feeling,happy or sad.3.It brings me peace and beauty,letting me feel relaxed.Activity 2 Talk in pairs.Interview each other about e the picturesbelow for ideas.These expressions may help you.Reasonsforlikingmusictouchesmyheart/soulmakesmehappy/wanttodancegivesmeenergy/hope helpsmeexercise/studysoundspeaceful/beautifulremindsmeofhome/peopleIloveExample:A:What kind of music do you like?B:I like music played by saxophone.A:What makes it so special to you?B:Because it sounds peaceful and it often reminds me of someone I love.Suggested answers:A:What kind of music do you like?B:I like Chinese folk music,for example,pipa music.A:What makes it so special to you?B:I like to listen to it when I have leisure time.It brings peace and beauty to me,which makes me feel like I’m lying by a stream in a forest.StepⅣHomework1.Tell one of your friends what kind of music you like best and why.2.Search on the Internet for more kinds of music to enjoy.Unit 5 Reading and Thinking公开课教案Teaching aims: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 apply the reading skill of scanning to practice and understand past participle as adverbial.Teaching key points:1.Lead students to better understand how the virtual choir is formed.2.Help students identify the structure of the text and grasp and use some words and phrases to describe their music experiences.Teaching difficult points:1.Enable students to figure out the main structure of the passage.2.Get students to express their own opinions on whether a virtual choir can really bring people together.Teaching procedures:StepⅠLead-inLead students to talk about the following questions.1.How do you experience music in your daily life?2.How can computers and the Internet help us experience music differently?Suggested answers:1.I can listen to the radio, watch TV or attend concerts.puters and the Internet can help us experience a wide range of musical genres. The Internet gives us access to millions of songs in many different genres , so we can find exactly what we like. Computer technology today can also help us create the sound of an orchestra on our home computer.StepⅠPredicting for possible informationLook at the picture and the title,and then predict what the text is about.Suggested answers:The text is about some background information about the virtual choir.StepⅠ Scanning for specific informationScan the text and find out the following information.The man who came up with the idea for a virtual choir Eric Whitacre The place where he studied musical composition Juilliard School The name of his song What IfStepⅠ Intensive readingActivity 1Read Paragraph 1 and find out the key elements of virtual choir.Anyone interested in music can take part in a virtual choir.They can record themselves at any place while they perform and then upload their videos onto the Internet.They join in the virtual choir because they love it and can relax themselves.Activity 2Find out the differences between a virtual choir and a real choir.（红色部分为学生填写）Virtual choir Real choir Form video recorded livePlace on the Internet (at anyplace)stages of musicalhallsIdentity of singers anyone interested in music usually professionalsNumber of singers not limited limited to the required programmeActivity 3Read Paragraph 2 and describe Eric Whitacre’s life experience according to the timeline.Suggested answers:In 1970,he was born.In 1988,he began studying music at the University of Nevada.In 1995,he graduated from university.In 1997,he received a master’s degree in musical composition from the Juilliard School in New York.Over the next 10 years,Whitacre’s original compositions began to become quite popular among choirs and singers.Activity 4 Read Paragraph 2 again and answer the following questions.(1)What can you learn from what Whitacre said?(2)Why does the author mention Eric Whitacre’s studying experience and his achievements in music?Suggested answers:(1)It shows his experience in music which is full of surprise.(2)The author wants to stress that it was his great passion and achievements in music that led to the creation of the virtual choir.Activity 5Read Paragraph 3 and 4 and answer the following questions.(1)What gave him the inspiration to make his first virtual choir?(2)Does the writer hold a positive attitude toward the virtual choir?How do you know?Suggested answers:(1)He was inspired by a video in which a girl was singing one of his works gave him the inspiration to make his first virtual choir.(2)Yes,the writer holds a positive attitude toward the virtual choir,because he says “The virtual choir is a wonderful way for people around the world to sing with one voice and thus make the world a better place”.Activity 6Figure out the structure of the passage.Suggested answer:ThevirtualchoirStepⅠPracticeActivity 1 Complete the sentences with the correct forms of the words and phrase.st night I went to see my friend’s new rock band on at a small local music festival.2.This new pop song me of an old song that was sung by Billy White but later made popular by another singer.3.I’m so happy!My favourite singer just won a music .This that all the she put into her work was worth it.4.I with rap music when I was a teenager.Listening to it me to relax and forget about my problems.5.Five years ago,he was finally given a(n) to record his song at a(n) .Ever since,his success has shown the world that even people can become famous.6.Nowadays millions of musical performances are uploaded the Internet every day by different who may or may not be professional musicians or singers.Suggested answers:1.perform;stage2.reminds;originally3.award;proves;effort4.fell in love;enabled5.opportunity;studio;ordinary6.onto;individualsStepⅠ Creative thinkingSuggested answers:Pros:(正方)People from every corner of the world can upload their videos onto the Internet,which is like a great stage where people come together to sing.Different people sing the same song,share similar interests and values,which makes them feel like family.In the global community,people can exchange feelings and thoughts with each other like real-life communication.Cons:(反方)A virtual choir cannot have people together on stage where people can communicate in person.A virtual choir is unreal because it is just something made up.A virtual choir concert can’t have real actor-audience interaction.StepⅠ HomeworkSearch for more information about the virtual choir on the Internet.Unit 5 Discovering Useful Structures公开课教案Teaching aims:1.Get students to have a good understanding the basic usage of past wordsegmentation as past segmentation as predicative and adverbial.2. Strengthen students’ great interest in grammar learning.3. Instruct students to express their ideas with this grammar correctly.Teaching key and difficult points:1.Enable students to learn the meaning of past participles and know when to use past participles.2.How to enable students to use the structure and meaning of past word segmentation as past segmentation as predicative and adverbial.Teaching procedures:StepⅠ Lead-inLook at the pictures and describe them.The people are e.The boy is a in reading a book.The boy is s.Suggested answers:excited;absorbed;surprisedThese words serve as the predicative in the sentences.They modify the subject of the sentences like an adjective,showing the state of the subject.StepⅠ Exploring the differences between verb-ed and verb-ing as the predicativeObserve the following sentences and find out the differences between verb-ed and verb-ing as the predicative.1.The news that Man Wenjun took drugs was very surprising.2.At the news that Man Wenjun took drugs,we felt surprised.3.Your performances are satisfying.4.I am satisfied with your performances.5.The cup is broken.Suggested answer:动词-ing形式作表语时,句子主语多是物,它表示给别人造成的感觉,表示主动意义。

Teacher: Li Mengjie Period: 1 Type: Reading Duration: 45min1. T eaching material and learningcondition1.1 Analysis of teaching materialThe teaching material of this lesson is Unit 5, Book2, Senior1.This unit is very important to know attributive clause and know more types of music.The topic of this lesson is music, which Ss are familiar with but still know little about this topic especially for the foreign music.1.2 Analysis of learning conditionThis period is the first period, they have accumulated some relevant words and expressions and they can talk more about their personal opinions on music. But they may have difficulties in understanding the new words and the English expressions of culture of music.2. T eaching objectivesNEC sheds light on the overall learning ability, so in a class of reading, the followingteaching objectives are set accordingly.2.1 Language knowledgeBy the end of the class, Ss will be able tospell, pronounce, and try to grasp the new words and expressions, such as musician, dream of, passers-by and son on.use the attributive clause to express their own thoughts of the music they like.2.2 Language skillsBy the end of the class, Ss will be able toread quickly to get key information and read carefully to get detailed information.communicate with others in English to express their own ideas about music.Understand the whole passage and know how to give summary to the passage.2.3Affectsimprove their music accomplishment.2.4Culture awarenessBy the end of the class, Ss will be able toimprove their ability to appreciate different kinds of music.know more about foreign music and feel different kinds of culture.2.5Learning strategiesBy the end of the class, Ss will be able tocultivate their individual learning and cooperative learning.3.L anguage focuses and anticipated difficulties3.1Analysis of language focusesIn class, it is important for Ss toknow some new words about music and have proficiency on the vocabularyappeared in the text.learn the usage of the attributive clause.【Solution】T should use CLT to guide Ss to use the target language and explain the new knowledge carefully.3.2Analysis of anticipated difficultiesSs may have difficulties inusing the attributive clause to express their ideas correctly..giving brief summary to the passage.4. Teaching methodBased on the understanding of reading as an interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies. The three stages are pre-reading, while-reading and post-reading.5. Teaching procedures (45min)6. Blackboard design。

Unit 5 MusicPeriod 1 (reading)Teaching aims:Students will be able to:Sum up the main idea of each paragraph.Understand the details about the passage.Procedures:Step 1 Warming-upBefore the class begins, let the Ss enjoy “I’m a believer” played by “T he Beatles”.Let the Ss enjoy some different kinds of music on the tape and ask them to match the music with the right picture.Step 2 Pre-readingTalk about the famous bands in the world. (P33 Pre-reading)Ask the Ss: Have you heard about any of the famous bands in the world? List some if you have.Then the teacher will show the Ss some pictures of some famous bands like “The Beatles”, “Backstreet Boys”, “West Life” and “Zero O’clock” on the screen and ask the Ss to name the bands and tell the teacher where they come from. Ask the Ss: Which one do you like best? Why?Ask the Ss: Dou you know anything about “The Monkees”?Then the teacher will show the Ss two pictures of “The Monkees” and say: If you want to know more about “The Monkees”, please turn to Page33 and let’s come to Reading “The Band That Wasn’t”.Step 3 While-readingFirst reading: read the passage again then answer the following questions: Why do most musicians like to be in a band with others?Which two musical bands are mentioned in the passage?How do some bands formed by high school students earn extra money?When did the “Monkees” break up and when did it reunite??Second reading: get the main idea of each paragraph. (Finish P35, Ex 2)Step 4 Post-readingGive the Ss the following adjectives “popular, lively, funny, foolish, attractive, brave, crazy, noisy, classical, rich, honest, famous” and ask them to choose the ones that they think best describe “The Monkees” and give their reasons. (Finish P35 Ex 3)(The teacher will first ask the Ss to discuss in pairs and encourage the Ss to express their opinions. There is no definite answer.)Step 5 DiscussionDiscuss the following topics in groups of four.What can we learn from “The Monkees”?If you are to form your own band, what will you do?(After discussion, ask the Ss to express their own opinion.)Step 6 SummaryToday we have enjoyed some beautiful music and learn something about some famous bands. Remember:Success lies in hard work.Step 7 HomeworkRetell the text.Collect some information about your favorite music.Period2（vocabulary & grammar）Teaching aims:Students will be able to:Use the important words and expressions from warming up and readingUse the attributive clause led by “prep. + which / whom ”.Procedures:Step1 Vocabulary study:Discover useful words and expressionsTurn to page 35 and do exercises No. 1, 2 and 3 first. Check your answers with your classmates’. (Finish P36 Ex 3)Step 2 Grammar studyUnderline five sentences in the reading passage that contain “prep.+ which/ whom”attributive clauses.Discover the structure “prep.+which/ whom” by sorting out the messages Complete the passage using attributive clauses(Finish P37 Ex 3)Play a game of definitions. P37 Ex 4.Period 3（Listening, reading and talking）Teaching aims:Students will be able to:make suggestionstalk about preferenceProcedures:Step 1 Listening & WritingPreparation for listening to “Freddy, the frog”Read the directions and the statements. Make sure the students know what they mean and what they are asked to do.Turn to page 38 and read these sentences before listening to the tape. Then listen to the tape and decide true or false.Step 2 ReadingRead more about Freddy’s life and summarize the main idea of the story in one sentence. (A possible version: this is a story about a band that became famous and did not like it.)Underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Collocations from Freddy’s life:become 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 “Top 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 bagsStep 3 DiscussionIn small groups imagine you are Freddy and his group and you are back at the lake. Discuss the advantages and disadvantages of being famous. Ask them make a list of their ideasAsk some groups to act their conversations.Step 4 HomeworkDevelop your ideas into a short passage.Period 4（speaking & writing）Teaching aims:Students will be able to:write a letter for advicetalk about music: forming a bandmake suggestions and talk about preference properlyProcedure:Step 1 Speaking (Group work)BrainstormDo you know what a band is? What is your favorite band? How many people is a band usually formed? …speakingYou and your friends want to start your own band. However,, you have never played in a band before. Talk with your friends about the band you are going to start. What things do you have to consider? What problems do you have?Activity and performanceImagine that you have a chance to form a band. How to form a band? According to the following information discuss in your group.What is name of your band?Who will play what instruments and who will sing?What kind of band you will be?Choose an English song for your “band” to perform.Step 2 WritingYou 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:In groups discuss some questions you would like to ask Freddy.Make a list of them and choose the best questions.Share your ideas with another pair; discuss all questions and then decide which ones you want to ask Freddy.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 letter politely and thank Freddy for his help.Reading Freddy’s replyLet’s read Freddy’s reply and answer the questions:--- How was Freddy’s band formed?--- What advice does Freddy give?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.Step 3 HomeworkWrite 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.Finish off the summing up in Student’s Book.。

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。

人教版 必修2 Unit5 Music
适用学科 英语
适用年级
高三
适用区域 全国
课时时长（分钟） 60
知识点
名词辨析；动词辨析；形容词辨析；副词辨析； 动词短语辨析；完成句子；句子翻译
教学目标
知识： 1.快速复习掌握本单元词汇。 2.快速扩词汇量。
方法： 1.老师和学生一起翻译短文并从中找出自己不认识的词汇。 2.学生将不认识的词汇整理到笔记本上，并默写出所整理的词汇的汉语意思。
二、复习预习
1）The important words in this passage:
1 dinosaur ____________
9 rub ________________
2 wildlife____________
10 certain ____________
3 disappear____________
【答案】 1 灭绝 2 一次意外的事件 3 在危险中 4 对......有害 5 例如 6 以至于 7 安全的保护区 8 毫不留情 9 沙尘暴 10 形成
11 保护 12 根据 13 当地的农民 14 抓昆虫 15 突然大笑 16 自然平衡 17 关注，注意 18 野生物保护 19 和平地ughter _________ 16 the natural balance ________ 17 pay attention to ___________ 18 wildlife protection ________ 19 in peace ________________ 20 in relief_________________
8 without mercy ____________ 9 dust storms _______________ 10 come into being __________ 11protect ... from __________ 12 according to ____________ 13 local farmers____________ 14 catch the insects _________

高中英语Unit5Music教案新人教版必修2Unit5 Music课标分析1．语言知识目标：1)学会使用课标要求的次回合习惯用语或固定搭配，学生能够正确读写及运用重点单词和词组2)使用适当的语言形式描述事物、简单地表达观点、态度或情感，学生能够认出并运用介词＋which/whom 的定语从句的语法。

2．语言技能目标：1)能理解文章主旨和作者意图。

能通过上下文客服生词困难，理解语篇意义。

2)强化略读、查读等阅读技能，训练通过寻找关键词，主题句等方式更快速并准确地确定文章的段落大意，理清文章的总体框架与脉络。

3)继续运用已经掌握的基本猜词技巧猜测文章中的部分单词。

4）能在小组讨论后用英语表达出乐队的形成过程。

3．情感态度与文化意识目标：1）了解各种音乐形式，了解The Monkees组合的发展历程，接触不同地区的音乐，深化对音乐的认识，提高音乐素养。

2）在小组合作互动中，增强学生的团队合作精神与分享意识。

3）能通过对门基儿乐队的学习。

初步了解英语国家的文学家、艺术家、科学家等成就、贡献等。

4.学习策略1）.通过网络搜寻、查阅图书等手段探究与音乐有关的文化背景，增强迅速获取信息、处理信息的能力；在查找The Monkees的相关信息的过程中整合网络信息的资源利用策略。

2）.通过小组讨论分析问题、探讨阅读技巧、根据阅读策略和技巧来获取音乐的信息，从而读懂懂文章的大意和重要细节；培养在小组合作学习和自主探究学习中成长的调控策略。

教材分析本单元“Music”是高中英语教材中与英语学习相关的一重要话题，也是新课标文化意识的一个重要组成部分。

“阅读”部分主要介绍了门基乐队的成长过程。

文章先介绍了一个乐队形成的通常过程：在课堂设计中先通过视频导入，然后通过快速阅读让学生了解文章主旨大意，锻炼学生的快速提取信息能力。

然后再进行细节阅读，以前两段为一个整体，来设置问题。

锻炼学生对细节信息的定位能力。

在第三、四段又描述了一支有特殊成长经历的门基乐队，一次失败的电视选秀，一支流行乐队的诞生。

高一英语(人教版)-必修二 Unit 5 Music(2)-1教案教案教学基本信息：课题：虚拟合唱团学科：英语教材：人教版高一英语必修二Unit 5 Music (2)教学设计参与人员：设计者、实施者、指导者、课件制作者、其他参与者教学目标及教学重点、难点：重点：获取梳理文中作者所提供的有关虚拟合唱团的事实性信息；概括整合虚拟合唱团的关键特征并与真实合唱团进行比较；难点：以思维导图的形式梳理文章篇章结构并分析作者的态度；结合生活谈论自己对虚拟合唱团的看法和观点。

教学过程：教学环节主要教学活动设置意图导入话题 - 激活学生的已知 - 引出本课主题教师创设情境，导入话题：为什么人们需要音乐？人们如何体验音乐？电脑和网络如何帮助我们体验不同的音乐。

预读 - 预测文章大意 - 研究生词教师介绍文章标题《The Virtual Choir》，学生根据文章标题和插图，预测文章大意，并解释生词。

整体阅读 - 确认文章大意 - 梳理文章结构学生通读全文，梳理文章大意，并梳理文章结构。

细节阅读 - 获取事实性信息 - 概括关键特征学生细读文章，获取有关虚拟合唱团的事实性信息，并概括整合虚拟合唱团的关键特征。

比较分析 - 比较虚拟合唱团与真实合唱团 - 分析作者态度学生比较虚拟合唱团与真实合唱团的不同点，并分析作者的态度。

拓展讨论 - 结合生活谈论观点 - 思维导图梳理文章结构学生结合生活谈论自己对虚拟合唱团的看法和观点，并以思维导图的形式梳理文章结构。

教案教学基本信息：课题：虚拟合唱团学科：英语教材：人教版高一英语必修二Unit 5 Music (2)教学设计参与人员：设计者、实施者、指导者、课件制作者、其他参与者教学目标及教学重点、难点：重点：获取关于虚拟合唱团的事实性信息；概括整合虚拟合唱团的关键特征并与真实合唱团进行比较；难点：以思维导图的形式梳理文章篇章结构并分析作者的态度；结合生活谈论自己对虚拟合唱团的看法和观点。