高中英语必修二(Unit5 Music--Period4 Writing)教案

SectionⅣReading for Writing语篇精读形成阅读能力Task1文本微观剖析：细节探究Read the text and then choose the best answer to each question.1．The following statements are all true to Sarah Williams EXCEPT that________．A．listening to music helped her recoverB．she had a disease which was easy to cureC．she fell in love with the song“Happy”D．she thought she didn't have much longer to live2．Why does Sarah Williams think what Logan said is true?A．Because she thinks music is a medicine.B．Because music can help prevent disease.C．Because music works better than drugs.D．Because music brought her relief andencouragement.3．Which of the following isn't the result that music brought to Sarah Williams?A．Happiness.B．Strength.C．Stress.D．Satisfaction.Task2佳句妙笔生辉：应用文提能选出以下句子的修辞手法A．拟人B．引述C．明喻D．暗喻1．It was the rock I leant on to become strong and to get through those hard times.() 2．John A.Logan said,“Music is the medicine of the mind.”()3．It(Music)became my best friend.It spoke words of encouragement to the deepest part of my being.()4．When I listened to music,it made my spirits fly like a kite in the wind.()教材认知掌握知识必背Ⅰ.基础词准确填写1．____________adj.有能力的；有才能的2．____________v t.治愈；治好(疾病)；解决(问题)n.药物；治疗；(解决问题、改善糟糕情况的)措施3．____________adj.失业的，待业的4．____________n.巨大影响；强大作用；冲击力5．____________n.目的；目标v i.&v t.力求达到；力争做到；瞄准v t.目的是；旨在6．____________n.(疾)病7．____________n.钢琴8．____________v i.&n.疼痛9．____________v t.(leant/leaned，leant/leaned)依靠；倾斜10．____________ad v.而且；此外11．____________ad v.以某种方式(或方法)；不知怎么地12．romantic adj.________________n.________________13．album n.________________14．being n.________________15．repetition n.________________Ⅱ.派生词精准变形1．________adj.逐渐的；渐进的→gradually ad v.逐渐地；逐步地2．________n．(焦虑、痛苦的)减轻或消除；(不快过后的)宽慰、轻松或解脱→relieve v．减轻；解除3．________adj.被……吸引住的；专心致志的→absorb v．吸引；吸收；理解4．________adj.先前的；以往的→previously ad v.先前地；以往地5．________n．设备；装备→equip v．装备；配备6．________v t.假设；以为；承担(责任)→assumption n．假定；设想；承担7．________n．添加；加法；增加物→additional adj.额外的；附加的8．________n．治疗；对待；处理→treat v．治疗；对待；处理9．________n．满足；满意；欣慰→satisfy v．(使)满足；(使)满意；符合→satisfied adj.感到满意的→satisfying/satisfactory adj.令人满意的10．________adj.各种各样的；各种不同的→variety n．多样；种类；变化11．________n．反应；回应→react v．(作出)反应Ⅲ.重点短语双向记1．________________有能力；胜任2．________________对……有影响3．________________被……吸引；专心致志于4．________________安装好(设备或机器)5．________________参加……选拔(或试演)6．________________除……以外(还)7．________________从(那)时起8．________________(设法)处理；完成Ⅳ.经典句式要牢记1．[句型公式]It is＋n./adj.＋to do...[教材原句]________________________________and to share with you the story of how music has had an impact on my life.非常荣幸在这里与大家分享音乐是如何影响我的人生的故事。

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.。

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。

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’TAims◆ To learn to talk about kinds of music◆ To learn toread 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 mu sic Rock ‘ n ’RollRap Orchestra Folk musicYes, you are right. I‟ m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let‟ s discuss these questions in small groups. Try to share your opinions with one another.II. Pre-reading1.Thinking and sayingHave you heard about any of the famous bands in the world? List some if you can.2.Listening, talking and sharingLet ‟ s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class.Do you know anything about “ The Monkees” ?III. Reading1.Reading aloud to the recordingNow please listen and read aloud to the recording of the text THE BAND THAT WASN‟T. Pay attention to the pronunciation of each word and the pauses with in each sentence. I will play the tape twice and you shall read aloud twice, too.2.Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3. Reading to identify the topic sentence of each paragraphSkim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.3.Reading and transferring informationRead the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band.How do people get to form a band?How was The Monkees formed and became a real band?The Monkees in 1968 (left to right: Micky Dolenz, Peter Tork, Mike Nesmith & Davy Jones4. Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me.IV . Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1, 2, 3 and 4.Closing down by having a discussionDo you think the TV organizers were right to call “ The Monkees” a band when they did not sing or write their own songs? Why?Do you agree that the jokes were more important than the music for this band? Give a reason.I shall write some key words and expressions on the board. You are to retell the form of the bandaccording to these words.Period 2: A sample lesson plan for Learning about Language(The Attributive Clause (in/ for/ with/ by+which/ whom.AimsTo help students learn about the Attributive Clause with a preposition in front.To help students discover and learn to use some useful words and expressions.To help students discover and learn to use some useful structures.ProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 35 and do exercises No. 1, 2 and 3 first. Check your answers against 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.2.Doing exercises No. 1 and 2 on page 35Turn to page 34. Look at the two sentences:“ The Monkees” started to play their own instruments and write th eir own songs like a real band.--- 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:∙∙∙∙Notice that after a p reposition you can‟t use who in place of whom , and you can‟t use that or zero relative pronoun either:∙they are accountable? (not --- the public to who they are accountable.∙∙Arnold tried to gauge the speed 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:∙∙Jim‟s footballing ability,∙The playground wasn‟t used by those childrenIn 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. (Aa. 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 a re, put a√ . If they are not, give a reason, correct them and give alternatives if you can. (AI. It's a piece of jewelry across which I came which I came across inan 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. (BI. 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 Fr eddy‟ s life and translate it into Chinese paragraph by paragraph.2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3. Doing exercisesNow you are going to do exercises No. 3, 4 and 5 on page 38 following the article.Ex3: Here are the incorrect sentences which should be crossed out.1. Freddy and his band always loved being pop stars.2. His favorite program was “ Top of the Pops” .3. Things went wrong because Freddy and his band hid themselves.4. They realized they had to go because they were painful.Exercise 4 Answer these questions:1. This is an open question by which students are asked about their opinions.Answers may vary.2. Answers may vary but there is information in the reading passage that may include:--- becoming rich;--- doing a job you want to do;--- having many fans;--- people enjoying your music.3. Answers may vary but information may include:--- peaceful and quiet;--- a private life away from crowds;--- a personal life which others do not discuss.Exercise 5: The main idea is No. 3. This is a story about a band that became famous and did not like it. Only No. 3 best summarizes the main idea, while all the others reflect just part of the main idea. At first, Freddy and his band wanted to be famous, but when he became famous, they were always being followed wherever they went, which they found painful.III. Guided writing1.Writing a letter for advicePlease turn to page 38 writing. Let‟ s read the instructions.You ‟ d better do some brainstorming in small groups before writing your letters. You should follow the procedure for brainstorming and outlining introduced in Module 1 Unit 2.2.Reading Freddy’ s replyLet‟ s read Freddy‟ s reply and answer the questions:--- How was Freddy‟ s band formed?--- What advice does Freddy give?3.Writing a note and a paragraphPlease turn to page 74. Now in pairs you are going to decide on the best way to tell a foreign friend about one kind of Chinese folk music. What do you think they need to know before they can enjoy it? Why do you like it? Who are your favorite singers? Discuss it with your partner and write notes to remind you of your most important ideas. Then write a paragraph telling your foreign friend about the type of Chinese folk music you have chosen. Use a dictionary and other reference books to help you.IV . Further applyingFinding informationGo to the library to read or get online to search in order to find more information on music and musicians. Take notes of your findings and report them to your group mates next Monday morning.V . Closing down by filling a formMake use of the text and others to fill in the form below.Closing down by describing a bandTo end this period, I am going tohave 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 ideaII. A tree diagramIII. A retold passage of the text1. A possible version:Being a famous singer or musician may be the dream of many people. Becoming a member of a band may help you realize the dream. But just how can people form a band?Most musicians often meet and form a band for they are congenial with each other. High school students may also form a band to practice music together or sometimes play in the street to passers-by to earn some extra money, which is also a chance to realize their dreams of becoming famous.However, There was a band which was started in quite a different way. The musicians of whom the band was formed played jokes on each other and played music, loosely based on the Beatles. Their exciting performances were copied by other groups and were fiercely supported by their fans. That band was The Monkees. After a year or so, The Monkees became more serious of their work, playing their own instruments andwriting 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 itsroots in Africa. Jazz started developing in the 1920s in the southern states. Soon it was played by white musicians, too, and reached other parts of the USA.African musicIt pla ys an important part in people‟s lives, especially for work, and at festivals and weddings, when people dance all night long.Indian musicIt‟s not written down. There i s a basic pattern of notes which the musician follows. But a lot of modern music is also written. India also produces films with music, and millions of records are sold every year.Music in the CaribbeanThe slaves who were brought from Africa developed their own kind of music. West Indians make musical instruments out of large oil cans. They hit different parts of the drum with hammers to produce different notes. This type of music has become very famous in Britain and is very good music to dance to.II. Famous musicians:Joseph Haydn (1732-1809 was an Austrian composer and is known as “the father of the symphony”. Other composers had written symphonies before Haydn, but he changed the symphony into a long piece for a large orchestra.He was born in a village in Austria, the son of a peasant. He had a beautiful singing voice. After studying music in Vienna, Haydn went to work at the court of a prince in eastern Austria, where he became director of music. Having worked there for 30 years, Haydn moved to London, where he was very successful.Wolfgang Amadeus Mozart (1756-1791was 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 thegreatest composer the world has known,” he said. The tw o were friends until Mozart‟s death in 1791.Ludwig van Beethoven (1770-1827was 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 enj oy •Express people‟s feeling•Make people feel good•Help people forget their pain•Attract people‟s attention•help people to remember things wellVI. The introduction of the band The MonkeesThe Monkees were a four-person band who appeared in an American television series of the same name, which ran on NBC from 1966 to 1968. The Monkees were formed in 1965 in Los Angeles, California and disbanded in 1970. At their peak they were one of the most popular musical acts of their time.Several reunions of the original lineup have taken place. The first reunion lasted from 1986 to 1989, and a second regrouping took place between 1996-1997. The Monkees last worked together for a brief period in 2001.Section 3: Words and expressions from Unit 5 THE BAND THAT WASN’ TI. Words for Readingclassicaladj. (of musicput 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 shipto 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 theback/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 of passer-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 deservesbecause 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 instrumentsII. Words for Learning about Languagehitn. (演出等成功; 打击 a direct hit on an enemy ship/ a final score of two hits and six misses/ a hit with everyone/ His film is quite a hit/ They sang their latest hit./ make a hitsortn.& vt.种类;类别;分类;整理 the sort of person I really dislike/ What sort of paint are you using?/ sort sth. out (into sth./ sort through sth.III. Words for Using Languageafterwardsadv. later; after that以后 ; 后来Let ‟ s go to the theatre first and eat afterwards.performvt.& vi. 1. to do; carry out(a piece of work实行;做 The doctor performed the operation. 2. to fulfill (a promise, order, etc. 履行; 执行 (允诺, 命令 3. to give, act or show(a play, a part(rolein a play, a piece of music, tricks, etc. esp. before the public表演perform a task/ perform one‟ s duty/ perform an operation to save one‟ s life/ perform the piano/perform skillfully on the flute/ perform live on television/ perform a ceremonyperformancen. 表演;履行faithful in the performance of one ‟ s duty/ the evening performance/give a performance of “ Hamlet ” / in performancestickvi 1. to (cause to be fixed with a sticky substance粘贴;张贴 Stick a piece of paper over the old address and write the new one on it.stick to one‟ s fingers/ stick a stamp on aletter 2. stick to : to refuse to leave or change/stick up a note on the note-board/ stick the pen behind the ear坚持 ; 固守stick to one‟ s plan/to stick to one‟ s promiseabilityn. power and skill, esp. to do, think, act, make, etc.（尤指工作, 思考，行动，创造等）能力 a machine with the ability to copy with large loads/ have the ability to do the work/ a woman of great ability/ have a great musical ability saying n. 话；俗话‘More haste, less speed,’ as the saying goes. reputation n. (an opinion held by others(about someone or sth.; the degree to which one is well thought of 名誉；名声: a school with an excellent reputation/ a good reputation as a doctor/ have a reputation for laziness/ ruin sb.’s reputation/ make a reputation for oneself/ live up to one’s reputation unknown adj.& n. 不知道的；未知的人或物 unknown forces/ an unknown actor/ unknown to sb./ a journey into the unknown。

Book 2 Unit 5 Music writing 教学设计一、学情分析很大一局部学生来自农村，平时对英语不够重视，缺乏系统的训练，英语口头和写作表达能力较弱。

教师在课堂教学活动中要经常跟他们交流，并设计难易适中的话题来鼓励他们积极参与。

二、教材分析本单元的话题是“音乐"。

通过阅读“门基乐队”的故事和听“青蛙乐队”的故事向学生介绍了几种音乐形式。

学生通过本单元的学习不仅能了解相关的音乐知识，也能通过使用目标语言来表达自己的观点，向别人提建议及正确使用带有介词的定语从句。

三、教学目标1、语言知识目标能传递信息并且就熟悉的音乐话题表达看法；从一般文字资料中获取主要信息，并能通过上下文克服生词困难，能结合阅读的内容和语法结构学习运用本单元的词汇和表达。

2、文化意识目标了解各种各样的音乐形式，深化对音乐的全面认识，增添音乐欣赏趣味，提高音乐修养。

四、教学重难点1、在英语交流$能理解并尊重他人的情感；2、在学习中有较强的合作精神，愿意与他人提供各种学习资源。

四、教学策略1、通过计算机网络、教辅等资源获得更广泛的英语信息，拓展所学知识。

2、在课内外活动中积极用英语与同学交流，培养学生的合作意识，提高学生的主动性和参与性，从而增强其学习积极性。

3、采用多媒体辅助教学，使教学内容直观化，从而激发学生的学习兴趣。

五、教学步骤Use the information and ideas you have collected to write about the musician you have chosen. Here is a title for you---- My favorite musicianStep 1 Give out some notes to students. Here is an example.Profile: Jay Chou (Zhou Jie Lun)Hometown: Linkou, TaiwanFamily: mom and dad (divorced)Music style: combines both Western and Chinese music stylesHeight: 173cmWeight: 60kgEducation: Tan Jiang High School, graduated 1997Musical Instruments: piano, cello(大提琴)，guitar, drumsPersonality: shy and soft-heartedHobbies: playing basketball, performing magic tricks, collecting hatsFavorite sport: basketballStep 2 Pre-writing1.BrainstormingUp to now, we have learned so many texts that introduce a great or a famous person; do you remember how these texts are organized? What are they in common? Or you can refer to textbook.Suggested answers:a.people's assessment (how do people evaluate his/ her accomplishments?)b.his achievements (why does he/she become famous?)c.his/her biography (his childhood, his family background information, his education etc.)d.his/her personality/hobbies设计意图：热身旨在让学生回顾上节课所学内容和自己已有的与话题相关的知识，并引入此节课的教学内容，起到承前启后的作用；列出表达法和例句旨在为小组讨论提供语言上的帮助；同时复习学过的关于音乐和乐队的一些词汇，为学生下面的写作做好词汇准备。

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。