高一英语必修二Unit 5 Music Warming up的教学设计

人教版新课标高一英语必修2 第5单元MusicWarming up and Reading教学设计乐平中学康艳梅一．教学设计的理论依据根据《高中英语新课程标准》的要求，英语教师在课堂教学中必须以学生为主体，教师在教学中起主导作用。

为此，我采用任务型教学方式设计本课的教学，为学生提供任务，以便引导学生带着自主学习的愿望，在与其他同学交流与合作的过程中完成学习任务。

教学由提问开始，引入本课阅读文，让学生通过快速阅读和细读等活动，按照教材要求理解课文。

此外，本设计还注意到阅读活动由整体入手，步步推进，由浅入深、由易到难的自然教学结构。

二、教材分析1．本单元的话题是音乐（music）。

音乐是学生最乐于学习，也是最感兴趣的话题之一。

初中已有课文涉及，但这个单元将使学生更为全面地了解音乐类型，体验不同的音乐，从而提高学生的音乐素养。

此外，在初中阶段学生已接触到定语从句，但进入高中之后才系统学习定语从句的相关知识，介词+ 关系代词which/whom 的定语从句就是本单元的语法重点。

2．The Band That Wasn’t以音乐为侧面反映了近几十年来美国社会和价值观的变化。

在本单元的Warming up 中，学生已经了解了不同的音乐类型，这为阅读课奠定了一定的基础。

另一方面，课文中出现了两个介词＋which/whom的定语从句，引出了即将要学的语言知识。

所以说，这节阅读课在整个单元模块中起着承上启下的作用。

3．《普通高中英语课程标准（实验稿）》明确指出要积极发展学生自主学习的能力和合作精神，并且注重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，以及用英语进行思维和表达的能力。

所以，本节阅读课的教学设计力求达到这两个方面的要求。

三．学情分析本节课的教学对象是高中一年级的学生，他们已经掌握了略读、跳读等一定的阅读技巧以及识别关键词、确定主题句、预测等阅读微技能，形成了初步的阅读策略。

但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差；主动学习的动力不够，然而他们学习比较认真，好胜心强，渴望在班集体里得到他人的承认，很在乎别人对他们的评价；求知欲旺盛，思维比较活跃。

Unit 5 Music Warming Up, Pre-reading and Reading 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 music Yes, you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let’s discuss these questions in small groups. Try to share your opinions with one another.II. Pre-reading1.Thinking and sayingHave you heard about any of the famous bands in the world? List some if you can. For reference: I’ve heard about “The Beatles”, “Back Street Boys”, “The Eagles”, “West life” and “Pink Floyd”.2.Listening, talking and sharingLet’s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class.For reference: I am from Group 1. Our group likes “The Beatles” best. We like their style of performances. Listening to their performances, we will feel relaxed, amused, and their performances make us think a lot about life.Do you know anything about “The Monkees”?For reference:“The Monkees” is a band that was first popular in the 1960s in America. Unlike most bands of the time, the Monkees were not formed by its members but rather by TV producers. They were a fictional band in the TV show of the same name. The band was composed of Mike Nesmith, Mickey Dolenz, Davy Jones, and Peter Tork. All the members had some musical experience. Let’s come to the reading ---III. Reading1.Reading aloud to the recordingNow please listen and read aloud to the recording of the text THE BAND THAT WASN’T. Pay attention to the pronunciation of each word and the pauses within each sentence.I will play the tape twice and you shall read aloud twice, too.2.Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.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?MembersHigh school studentsReasons They like to write and play music.Places They practice their music in someone’s home.Forms They may play to passers-by in the street or subway.Results They can earn some extra money. They may also have a chance to dream of becoming famous.How was The Monkees formed and became a real band?The Monkees in 1968 (left to right): Micky Dolenz,Peter Tork, Mike Nesmith & Davy Jonesbeginning of the band It began as a TV show.style of 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?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 band according to these words.。

Unit 5 MusicPeriod 2 Warming up and pre-reading教学设计I. Teaching contents：Warming up and pre-readingII. Teaching aims：1). To make students know more knowledge about music and learn to enjoy music of different kinds2). Discuss the music that students like.3）To learn the words about music: Choral; Country music; Rap; Rock ’n’ Roll ; Jazz; Classical music; Folk music; Orchestra.III. Key points & DifficultiesKey pointsMake students aware of music is part of lifeDifficultiesMater the words about music: Choral; Country music; Rap; Rock ’n’ Roll ; Jazz; Classical music; Folk music; Orchestra.IV. Teaching procedure:.Step I : GreetingsThe teacher greet the whole class.Step II: Lead-in & Warming up1.Brain-stormingLet students do task 1 on PPT 3 : Brain-storming the following questions:1. Do you like music? How does music make you feel?2. Can you name any music style?Students may say as many kinds of music as they can .2.Music introduction:Teacher intrduce some of music suthents redered.1)Chora l---A traditional Christmas song, which is often sung in thechurch on Christmas Day.2)Country music is an American art form that gained worldwide appealafter World War II. Originally known as hillbilly or mountain music,country music grew from the folk music.3)Rap---The traditional entertainment involving talking and singing(Rap) is in black slang words and expressions, is equal in “theconversation” (talking). It is related fast a succession of ryhmethe verse is a characteristic.4)Rock ’n’ Roll ---A style of music that was popular in the 1950s,and has a strong loud beat.5)Jazz---It was born in the US around 1890. It was sung by black peopleand it roots in Africa6)Classical music---Music that people consider to be serious and hasbeen popular for a long time.7)Folk music---It has been passed down from one generation to another.Most of the songs are about country life, the seasons, animals, andabout love and sadness in people’s life.8)Orchestra---A large group of people playing all kinds ofmusicalinstruments among together3.Listen and guessListen to different kinds of music and number the pictures on page33.( Let students listen to the differnent kinds of music and number the pictures. )Step III: Talk about band.1.Teacher and students talk about some famous band at home and abroad. Do you know any famous bands in the world?E.g. May Day; The 12-woman group of China; Backstreet boys; West life; The Beatles; and the Monkees.2. Introduce the Monkees and appreiciate “ I”.Step IV: DiscussionNow ,let’s have a discussion , I know most of you like music ,can you discuss the following questions:1. What kind of music do you like? Why ？2. Which singer do you like best and why?3. How does music make you feel?These phrases will help you.I prefer… Why do you prefer…I like …best because… I hate….My favorite singer is… I enjoy listening to…I am fond of… I don’t like… very much.( Give students several minutes to have a discussion and try to makea dialogue with their partners ,then ask some of them to perform beforeall class.)Step V: Homework1. Read the new words and try to memorize bold words in this unit.2. Write down the dialogue you made in class..3. Preview “The band that wasn’t”and find out the main idea of the text. V. Blackboard DesignUnit 5 MusicWarming up & pre-reading1. What kind of music do you like? Why ？2. Which singer do you like best and why?3. How does music make you feel?These phrases will help you.I prefer… Why do you prefer…I like …best because… I hate….My favorite singer is… I enjoy listening to…I am fond of… I don’t like… very much.。

Unit5MusicWarmingup教学设计
Unit5 Music Warming up教学设计一、教材分析
本单元的话题是音乐（music）。

音乐是学生最感兴趣的话题之一。

在本单元的Warming up中，让学生了解了不同的音乐类型，为阅读课奠定基础。

二、学情分析
1．学生已经具备了一定的阅读技能，如查找细节息，获取主要息，抓住要点等，并且对于音乐这个话题感兴趣，对音乐也有一定的了解与认识。

2．学生可能遇到的问题是在阅读课文中，不能在较短的时间内把握文章的脉络，概括出文章大意；另外，这篇课文中出现了较多的新词汇，有一部分词汇对于学生而言有难度。

三、导入目的
主要是培养学生的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。

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）获取The Monkees组合发展历程的息；。

Unit 5 MusicPeriod 2 Warming up and pre-reading教学设计I. Teaching contents:Warming up and pre-readingII. Teaching aims:1. To make students know more knowledge about music and learn to enjoy music of different kinds2. Discuss the music that students like.3To learn the words about music: Choral; Country music;Rap; Rock ’n’ Roll ; Jazz; Classical music; Folk music; Orchestra.III. Key points & DifficultiesKey pointsMake students aware of music is part of lifeDifficultiesMater the words about music: Cho ral; Country music;Rap; Rock ’n’ Roll ; Jazz; Classical music; Folk music; Orchestra.IV. Teaching procedure:.Step I : GreetingsThe teacher greet the whole class.Step II: Lead-in & Warming up1.Brain-stormingLet students do task 1 on PPT 3 : Brain-storming the following questions:1. Do you like music? How does music make you feel?2. Can you name any music style?Students may say as many kinds of music as they can .2.Music introduction:Teacher intrduce some of music suthents redered.1Chora l---A traditional Christmas song, which is often sung in the church on Christmas Day.2Country music is an American art form that gained worldwide appeal after World War II. Originally known as hillbilly or mountain music, country music grew from the folk music.3Rap ---The traditional entertainment involving talking and singing (Rap is in black slang words and expressions, is equal in “the conversation”(talking. It is related fast a succession of ryhme the verse is a characteristic. 4Rock ’n’ Roll ---A style of music that was popular in the 1950s, and has a strong loud beat.5Jazz ---It was born in the US around 1890. It was sung by black people and it roots in Africa6Classical music---Music that people consider to be serious and has beenpopular for a long time.7Folk music---It has been passed down from one generation to another. Mostof the songs are about country life, the seasons, animals, and about love andsadness in people’s life.8Orchestra---A large group of people playing all kinds of musicalinstrumentsamong together3.Listen and guessListen to different kinds of music and number the pictures on page 33.( Let students listen to the differnent kinds of music and number the pictures. Step III: Talk about band.1.Teacher and students talk about some famous band at home and abroad.Do you know any famous bands in the world?E.g. May Day; The 12-woman group of China; Backstreet boys; West life; The Beatles; and the Monkees.2. Introduce the Monkees and appreiciate “ I am a believer”.Step IV: DiscussionNow ,let’s have a discussion , I know most of you like music ,can you discuss the following questions:1. What kind of music do you like? Why ?2. Which singer do you like best and why?3. How does music make you feel?These phrases will help you.I prefer… Why do you prefer…I like …best because… I hate….My favorite singer is… I enjoy listening to…I am fond of… I don’t like… very much.( Give students several minutes to have a discussion and try to make a dialogue with their partners ,then ask some of them to perform before all class.Step V: Homework1. Read the new words and try to memorize bold words in this unit.2. Write down the dialogue you made in class..3. Preview “The band that wasn’t” and find out the main idea of the text.V. Blackboard DesignUnit 5 MusicWarming up & pre-reading1. What kind of music do you like? Why ?2. Which singer do you like best and why?3. How does music make you feel?These phrases will help you.I prefer… Why do you prefer…I like …best because… I hate….My favorite si nger is… I enjoy listening to…I am fond of… I don’t like… very much.。

Unit 5 Music 教学设计Period 1: Warming up and readingTeaching Aims◆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 anProceduresI. 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 binations 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 whichpicture.Classical music Country music Rock ‘n’ RollRap Orchestra Folk music Yes, you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let’s discuss these questions in small groups. Try to share your opinions with one another.II. Pre-reading1.Thinking and sayingHave you heard about any of the famous bands in the world? List some if you can. For reference: I’ve heard about “The Beatles”, “Back Street Boys”, “The Eagles”, “Westlife” 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.Do you know anything about “The Monkees”?III. Reading1.Reading aloud to the recordingNow please listen and read aloud to the recording of the text T HE BAND THAT WASN’T. Pay attention to the pronunciation of each word and the pauses within each sentence.I will play the tape twice and you shall read aloud twice, too.2.Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3.Reading to identify the topic sentence of each paragraphSkim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.3.Reading and transferring informationRead the text again to plete the tables, which list how people formed a band and howThe Monkees was formed by the TV organizers and became a real band.How do people get to form a band?of being famous.How was The Monkees formed and became a real band?The Monkees in 1968 (left to right): Micky Dolenz,Peter Tork, Mike Nesmith & Davy Jonesbeginning of the band It began as a TV show.style of theThey played jokes on each other as well as played music. performancefirst 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 prehending exercises No. 1, 2, 3 and 4. Closing down by having a discussionDo you think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs? Why?Do you agree that the jokes were more important than the music for this band? Give a reason.Closing down by retelling the form of the band The Monkees.I shall write some key words and expressions on the board. You are to retell the form of the band according to these words.Period 2: Learning about LanguageTeaching 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 36 and do exercises 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 B AND 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 pronounshown in the sentences.2.Doing exercise 2 on page 37Turn to page 34. Look at the sentencein the text: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.Pay attention to the structure: preposition + relative pronoun. Usually only two relative pronouns --- which and whom--- can be used in the Attributive Clause, witha 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 3 on page 37, 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 position.•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 towhom 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 weretraveling.)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. e 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 memorated 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 ofwhich 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 e 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 es from Poland.8. The forms which I had to fill in were very plicated.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 pany 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: Using LanguageTeaching AimsTo 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 38 and read these exercises before listening to the tape. Then listen to the tape and finish them.II. Guided reading1.Reading and translatingRead more about FREDDY THE FROYand 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 exercise 6 on page 39 following the article. Suggested answers to exercise 6:This is a story about a band that became famous and did not like it.III. Guided writing1.Writing a letter for advicePlease turn to page 39 writing. Let’s read the instructions.You’d better do some brainstorming in small groups before writing your letters. You should follow the procedure for brainstorming and outlining introduced in Module 1 Unit 2.2.Reading Freddy’s replyLet’s read Freddy’s reply and answer the questions:--- How was Freddy’s band formed?--- What advice does Freddy give?3.Writing a note and a paragraphPlease turn to page 74. Now in pairs you are going to decide on the best way to tell a foreign friend about one kind of Chinese folk music. What do you think they need to know before they can enjoy it? Why do you like it? Who are your favorite singers? Discuss it with your partner and write notes to remind you of your most important ideas. Then write a paragraph telling your foreign friend about the type of Chinese folk music you have chosen. Use a dictionary and other reference books to help you.IV. Further applyingFinding informationGo to the library to read or get online to search in order to find more information on music and musicians. Take notes of your findings and report them to your group mates next Monday morning.V. Closing down by filling a formMake use of the text and others to fill in the form below.Closing down by describing a bandTo end this period, I am going to have two of you to describe to the class a band whom you appreciates. Who’d like to speak first?附：同步备课资料I. 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 favoredfor 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 bas ic pattern of noteswhich 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 bee very famous in Britain and is very good music to dance to.II. Famous musicians:Joseph Haydn（1732-1809）was an Austrian poser and is known as “the father of the symphony”. Otherposers had written symphonies before Haydn,but he changed the symphony into a long piece for a largeorchestra.He was born in a village in Austria,the son of a peasant. He had a beautiful singing voice. After studying music in Vienna, Haydn went to work at the court of a prince in eastern Austria, where he became director of music. Having worked there for 30 years, Haydn moved to London, where he was very successful.Wolfgang Amadeus Mozart (1756-1791)was a poser, possibly the greatest musical genius of all time. He only lived 35 years and he posed 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 posed 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 poser the world has known,” he said. The two were friends until Mozart’s de ath 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 giv e 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 poser, 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 pletely deaf during the last years of his life, but he continued posing.III. Musical instrument 乐器saxophoneelectrical equipmentpianoguitar 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 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.。

Unit 5 MusicPeriod 2 Warming up and pre-reading教学设计I. Teaching contents：Warming up and pre-readingII. Teaching aims：1). To make students know more knowledge about music and learn to enjoy music of different kinds2). Discuss the music that students like.3）To learn the words about music: Choral; Country music;Rap; Rock ’n’ Roll ; Jazz; Classical music; Folk music; Orchestra.III. Key points & DifficultiesKey pointsMake students aware of music is part of lifeDifficultiesMater the words about music: Choral; Country music;Rap; Rock ’n’ Roll ; Jazz; Classical music; Folk music; Orchestra.IV. Teaching procedure:.Step I: GreetingsThe teacher greet the whole class.Step II: Lead-in & Warming up1.Brain-stormingLet students do task 1 on PPT 3 : Brain-storming the following questions:1. Do you like music? How does music make you feel?2. Can you name any music style?Students may say as many kinds of music as they can .2.Music introduction:Teacher intrduce some of music suthents redered.1)Chora l---A traditional Christmas song, which is often sung in the church on ChristmasDay.2)Country music is an American art form that gained worldwide appeal after World WarII. Originally known as hillbilly or mountain music, country music grew from the folkmusic.3)Rap---The traditional entertainment involving talking and singing (Rap) is in blackslang words and expressions, is equal in “the conversation” (talking). It is related fast asuccession of ryhme the verse is a characteristic.4)Rock ’n’ Roll ---A style of music that was popular in the 1950s, and has a strong loudbeat.5)Jazz ---It was born in the US around 1890. It was sung by black people and it roots inAfrica6)Classical music---Music that people consider to be serious and has been popular for along time.7)Folk music---It has been passed down from one generation to another. Most of thesongs are about country life, the seasons, animals, and about love and sadness inpeople’s life.8)Orchestra---A large group of people playing all kinds of musical instruments amongtogether3.Listen and guessListen to different kinds of music and number the pictures on page 33.( Let students listen to the differnent kinds of music and number the pictures. )Step III: Talk about band.1.Teacher and students talk about some famous band at home and abroad.Do you know any famous bands in the world?E.g. May Day; The 12-woman group of China; Backstreet boys; West life; The Beatles; and the Monkees.2. Introduce the Monkees and appreiciate “ I am a believer”.Step IV: DiscussionNow ,let’s have a discussion , I know most of you like music ,can you discuss the following questions:1. What kind of music do you like? Why ？2. Which singer do you like best and why?3. How does music make you feel?These phrases will help you.I prefer… Why do you prefer…I like …best because… I hate….My favorite singer is… I enjoy listening to…I am fond of… I don’t like… very much.( Give students several minutes to have a discussion and try to make a dialogue with their partners ,then ask some of them to perform before all class.)Step V: Homework1. Read the new words and try to memorize bold words in this unit.2. Write down the dialogue you made in class..3. Preview “The band that wasn’t” and find out the main idea of the text.V. Blackboard DesignUnit 5 MusicWarming up & pre-reading1. What kind of music do you like? Why ？2. Which singer do you like best and why?3. How does music make you feel?These phrases will help you.I prefer… Why do you prefer…I like …best because… I hate….My favorite singer is… I enjoy listening to…I am fond of… I don’t like… very much.。

Unit 5 MusicPeriod 2 Warming up and pre-reading教学设计I. Teaching contents：Warming up and pre-readingII. Teaching aims：1). To make students know more knowledge about music and learn to enjoy music of different kinds2). Discuss the music that students like.3）To learn the words about music: Choral; Country music;Rap; Rock ’n’ Roll ; Jazz; Classical music; Folk music; Orchestra.III. Key points & DifficultiesKey pointsMake students aware of music is part of lifeDifficultiesMater the words about music: Choral; Country music;Rap; Rock ’n’ Roll ; Jazz; Classical music; Folk music; Orchestra.IV. Teaching procedure:.Step I : GreetingsThe teacher greet the whole class.Step II: Lead-in & Warming up1.Brain-stormingLet students do task 1 on PPT 3 : Brain-storming the following questions:1. Do you like music? How does music make you feel?2. Can you name any music style?Students may say as many kinds of music as they can .2.Music introduction:Teacher intrduce some of music suthents redered.1)Chora l---A traditional Christmas song, which is often sung in the church onChristmas Day.2)Country music is an American art form that gained worldwide appeal afterWorld War II. Originally known as hillbilly or mountain music, country musicgrew from the folk music.3)Rap ---The traditional entertainment involving talking and singing (Rap) is inblack slang words and expressions, is equal in “the conversation” (talking). Itis related fast a succession of ryhme the verse is a characteristic.4)Rock ’n’ Roll---A style of music that was popular in the 1950s, and has astrong loud beat.5)Jazz ---It was born in the US around 1890. It was sung by black people and itroots in Africa6)Classical music---Music that people consider to be serious and has beenpopular for a long time.7)Folk music---It has been passed down from one generation to another. Mostof the songs are about country life, the seasons, animals, and about love andsadness in people’s life.8)Orchestra---A large group of people playing all kinds of musicalinstrumentsamong together3.Listen and guessListen to different kinds of music and number the pictures on page 33.( Let students listen to the differnent kinds of music and number the pictures. ) Step III: Talk about band.1.Teacher and students talk about some famous band at home and abroad.Do you know any famous bands in the world?E.g. May Day; The 12-woman group of China; Backstreet boys; West life; The Beatles; and the Monkees.2. Introduce the Monkees and appreiciate “ I am a believer”.Step IV: DiscussionNow ,let’s have a discussion , I know most of you like music ,can you discuss the following questions:1. What kind of music do you like? Why ？2. Which singer do you like best and why?3. How does music make you feel?These phrases will help you.I prefer… Why do you prefer…I like …best because… I hate….My favorite singer is… I enjoy listening to…I am fond of… I don’t like… very much.( Give students several minutes to have a discussion and try to make a dialogue with their partners ,then ask some of them to perform before all class.)Step V: Homework1. Read the new words and try to memorize bold words in this unit.2. Write down the dialogue you made in class..3. Preview “The band that wasn’t” and find out the main idea of the text.V. Blackboard DesignUnit 5 MusicWarming up & pre-reading1. What kind of music do you like? Why ？2. Which singer do you like best and why?3. How does music make you feel?These phrases will help you.I prefer… Why do you prefer…I like …best because… I hate….My favorite singer is… I enjoy listening to…I am fond of… I don’t like… very much.。