人教版高中英语必修二《Unit 5 Music》优质课公开课课件、教案

2019新人教高中英语必修二Unit 5 Music-Discovering Useful Structures公开课教案Analysis of the materials：该板块的活动主题为“表达情感和描述情境”（Express feelings and describe situations）。

即使在语法部分，教科书也呈现了丰富的语境，即在本单元的音乐主题语境下，学生学习非谓语动词过去分词的用法，理解过去分词短语作表语和作状语的功能。

Analysis of the students：【What they have known】1. Students have learned and experienced different forms of music in previous lessons, so they are familiar with the theme and the topic;2. Students have mastered past participles as the attribute and the object complement in Unit 4, so they already have a good command of the form of past participle.【What they haven’t known】1. Students aren’t clear with past participles as the predicative and the adverbial;Teaching aims:1.Get students to have a good understanding the basic usage of past word segmentation as past segmentation as predicative and adverbial.2. Strengthen students’ great interest in grammar learning.3. Instruct students to express their ideas with this grammar correctly.Teaching key and difficult points:1.Enable students to learn the meaning of past participles and know when to use past participles.2.How to enable students to use the structure and meaning of past word segmentation as past segmentation as predicative and adverbial.Teaching procedures:StepⅠ Lead-inLook at the pictures and describe them.The people are e.The boy is a in reading a book.The boy is s.Suggested answers:excited;absorbed;surprisedThese words serve as the predicative in the sentences.They modify the subject of the sentences like an adjective,showing the state of the subject.StepⅠ Exploring the differences between verb-ed and verb-ing as the predicativeObserve the following sentences and find out the differences between verb-ed and verb-ing as the predicative.1.The news that Man Wenjun took drugs was very surprising.2.At the news that Man Wenjun took drugs,we felt surprised.3.Your performances are satisfying.4.I am satisfied with your performances.5.The cup is broken.Suggested answer:动词-ing形式作表语时,句子主语多是物,它表示给别人造成的感觉,表示主动意义。

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。

人教版高中英语必修第二册 《Unit 5 Music》教案一、教学目标1.知识目标o学生能够掌握与音乐相关的重点词汇和短语，如 “classical, folk, jazz, band, perform” 等。

o学生能够理解并运用描述音乐类型、音乐家和音乐表演的句型。

2.技能目标o学生能够听懂有关音乐话题的对话和短文，获取关键信息。

o学生能够阅读并理解关于音乐的文章，分析作者观点和态度。

o学生能够用英语谈论自己喜欢的音乐和音乐家，并简单介绍音乐对生活的影响。

o学生能够写一篇关于音乐的短文，表达个人对音乐的感受和理解。

3.情感目标o培养学生对音乐的欣赏和热爱，丰富学生的精神世界。

o激发学生通过音乐表达情感和展示个性的意识。

二、教学重难点1.教学重点o重点词汇和短语的掌握及运用。

o对课文中关于音乐知识和情感表达的理解。

o培养学生用英语表达对音乐的喜好和见解的能力。

2.教学难点o如何帮助学生准确运用丰富的词汇和句型描述音乐。

o引导学生深入理解音乐的内涵和价值。

三、教学方法1.视听教学法：通过播放音乐、视频等让学生直观感受音乐的魅力。

2.讨论交流法：组织学生讨论音乐相关话题，促进学生思维碰撞和语言表达。

3.情景创设法：创设音乐场景，让学生在情境中学习和运用语言。

四、教学过程（一）导入（5 分钟）1.播放一段不同类型的音乐片段，如古典音乐、流行音乐、摇滚音乐等。

2.提问学生：What kinds of music do you hear? How do they make you feel?（二）词汇教学（10 分钟）1.展示本单元的重点词汇和短语，结合音乐实例进行讲解。

2.开展词汇游戏，如音乐词汇猜猜猜，加强学生对词汇的记忆和理解。

（三）阅读前准备（5 分钟）1.让学生观察课文标题和图片，预测文章内容。

2.提出一些引导性问题，如：What do you think thepassage will be about music?（四）课文阅读（15 分钟）1.学生快速阅读课文，概括文章的主要内容。