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人教版高中英语必修二《Unit 5 Music》优质课公开课课件、教案Unit 5 MusicListening and Speaking【教学目标】1. Instruct students to get main facts by listening and motivate them to talk about the topics about music, the types of music, and how the music makes them feel.2. Develop students’ sense of cooperative learning and individual thinking capability.3. Develop students’ different listening skills to solve different listening comprehensive problems.4. Help students to understand how to use the structures “past participle as adverbial”.【教学重难点】Prompt students to talk about the related topics, such as types of music they know, their favourite type of music, how music makes them feel, and how to use past participle as adverbial.【教学过程】Step 1 Lead inThe teacher is advised to talk with their students about music.Boys and girls, before we listen, let’s work in pairs and disc uss what type of music you know.Which type is your favorite? How does it make you feel? Share your ideas with partners.I know Chinese traditional music/classical music/country music/hip-hop/jazz/pop music/Latin music/rap/rock/punk…I like classical music. It makes me feel full of energy and happy.Step 2:PredictionAfter their small talk, the teacher can move on by finishing the following task: See the pictures and give the correct answers.1. What are the people doing in the picture below?2. Match the pictures with the correct types of music.A. Chinese traditionalB. classicalC. country musicD. hip-hop1_______________2_______________3_______________4_______________Step 3: Summary of the main ideaListeningI. Play the radio about The Sound of Music (音乐之声), and let students finish the following tasks.A star has come out to tell me1.___________________ to goBut deep in the dark-green shadowsAre voices that urge me to staySo I pause and I wait and I listenFor one more sound for one more lovely thing2.___________________ might say…The hills are alive with the sound of musicWith songs they have sung 3.__________________The hills fill my heart with the sound of musicMy heart 4.__________________ every song it hearsMy heart wants to beat like the wings of the birds that rise from the lake to the treesMy heart wants to sigh like the chime that flies from a church on a breezeTo laugh like a brook 5.__________________ and falls over stones in its wayTo sing through the night like a lark who is 6._____________I go to the hills when my heart is lonelyI know I will hear what I’ve heard beforeMy heart will 7.______________ the sound of musicAnd I’ll sing once moreII. The reporter paraphrased some of the answers the students gave him. Listen to the interviews again and complete the sentences with the words you hear.1. A: Country music touches my heart.B: So you like music that’s _______of _______?2. A: When I listen to hip-hop, I just have to move!B: So it makes you want to _______?3. A: Classical music makes me feel like I’m sitting beside a quiet stream and enjoying nature.B: So to you, it’s _______ and _______?Learning new wordsList the new words in the lesson, tell students the meaning of these words an d give some examples.News words: classical, energy, soul…Talking projectGuide student s to do speaking practice.I. Talk in pairs. Interview each other about music. Use the picture below for ideas.A: What kind of music do you like?B: I like techno music.A: What makes it so special to you?B: I like to listen to it when l exercise. It gives me energy.II. Work in pairs or groups and role play a conversation.●∙Suppose you are a reporter and interviewing the students who about music.➢∙I like to…➢∙Chinese traditional song/classical music/hip-hop music/country music…➢∙Listen to/play/sing…。
Unit 5 Music教学内容分析1．本教学设计将对人教版必修二的第五单元Music的阅读教学进行分析。
本篇阅读——The Band That Wasn't讲述The Monkees乐队的故事，具体介绍乐队的组建、发展、演奏特点和受欢迎程度；有助于学生了解更多音乐知识，培养热爱生活、音乐的美好情感，并在轻松愉快的音乐主题下学习用英语表达喜好，领会乐队对音乐的不懈追求，培养认真做事的好习惯。
2．学生们在初中阶段以接触到定语从句，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。
3．在本单元的Warming Up中，学生已经了解了不同的音乐类型，这位阅读课奠定了一定的基础。
同时，课文中出现了两个介词+关系代词which/whom的定语从句，引出了即将要学的语言知识。
因此，本节阅读课在整个单元中起着承上启下的重要作用。
学情预设和分析1．学生经过初中解读的英语学习，已经具备了一定的阅读技能，如查找细节信息，获取主要信息，抓主要点等等，并且大部分学生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，无法在较短的时间内准确地把握文章的脉络，概括出文章大意；很难在学习中借助音乐作品、图片等非语言信息进行语言表达。
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。
教学目标设计1．语言目标掌握关键词汇、短语、句子和一些交际用语。
如musician, clap,passer-by,form,extra,earn,advertisement,attractive,instrument,loosely,actor;dream of, be honest with, play jokes on, or so, break up等。
2．能力目标1)培养并强化学生的阅读技能，训练通过寻找关键句、关键词等方式，又好又快地确定文章大意，把握文章脉络。
2018年“华渔杯”全国中小学教师信息化教学能手大赛教学设计表课题：Book2 Unit5 Music --- The Band That Wasn’t 科目英语教学对象高一年级课时1课时学科（版本）人教版英语必修二章节Unit5 Reading一、教学目标知识目标：学生通过阅读文章，了解美国的门基乐队是怎样形成的。
增强学生对于乐队的了解，培养学生的跨文化意识。
能力目标：掌握阅读的基本技能，略读与细读相结合。
通过任务型阅读，了解文章的主旨、段落大意、文章具体事实之间的关系和内在逻辑，促进学生分析归纳的思维素养。
通过探究性活动——学生自主设问，并与乐队成员（学生扮演）之间进行互动，引导学生在阅读的基础上进行听说技能的训练。
情感目标：感受乐队从建立到解散到重组再到成功的过程中，他们对梦想的执着，为实现梦想克服困难，不断努力的精神。
通过信息技术，学生运用所学并结合实际谈论并分享自己的梦想，有利于提高学生的学习能力。
二、教学重点通过任务型阅读，掌握阅读技能，了解乐队组建情况，培养学生对阅读的兴趣。
三、教学难点通过探究式学习，学生自主命题，加强学生主旨大意归纳技巧以及文章细节处理的能力和学生分析归纳思维素养的培养。
四、教学内容分析这节课的内容主要是介绍乐队”The Monkees”的成长过程，大多学学生对于音乐和乐队都比较感兴趣，用学生感兴趣的文章训练学生的阅读技能是事半功倍的。
文章先介绍了一个乐队形成的通常过程：许多音乐人因喜欢写音乐和喜欢表演自己的音乐而相聚在一起形成一支乐队，其中也不乏在校的学生，他们在不同场合进行表演，一方面展示自己的音乐，一方面赚钱来养活自己，支付乐器等方面的开销。
每支乐队的成员都希望有朝一日能入棚录制音乐，自己的光盘销售数以百万计，成为百万富翁。
然而不是每个乐队都是如此，有一支有特殊成长经历的门基乐队，他们的诞生始于一次电视选秀，成员由一个摇滚歌手和三个演员组成。
他们以诙谐幽默的表演著称，经过努力，大约时隔一年后，他们有了自己的歌，成了名副其实的乐队。
教学设计Unit 5 Music The band that wasn’t教学内容：人教版《英语》必修2 Unit 5 Music: The band that wasn’t课型：阅读课教学对象：高一年级学生授课时间：2 periods授课教师：李玉海教学内容分析：本单元的话题是“音乐”、“音乐类型”、和“乐队”。
本课“The band that wasn’t”(“曾不是乐队的乐队”)是单元的精读课文。
文章先介绍了一个乐队形成的通常过程。
然后描述了门基乐队（The Monkees）由“假乐队”发展为“真乐队”、“成功的乐队”的特殊历程。
通过对课文的学习，学生将了解音乐的价值、乐队的成名过程，并领悟乐队成功的要素。
本课理解的关键点在于门基乐队由“假”变“真”的过程。
因此在热身环节中要引导学生理解什么是乐队（许多学生分不清乐队和音乐组合），为理解课文做铺垫。
在阅读环节中，应让让学生归纳出普通乐队和门基乐队不同的形成和发展历程，比较两者之间的区别，进而理解门基乐队起初“不是”真乐队，后来“发展成为”真乐队。
最后引导学生讨论乐队成功必备的因素。
让学生在理解文章同时，引发对音乐人人生价值的思考。
本文脉络结构清晰，但细节信息丰富，且含有大量的的定语从句，学生理解有一定的困难。
因此在阅读的过程中，既要引导学生归纳段落大意，把握篇章结构，又要教会学生删繁就简，抓住关键词，把握主要信息和细节信息，又快又准的理解课文。
Teaching aims：Knowledge objectives1.Learn about what a band is.2.Describe the formation and development of a band.3.Master the words and phrases related to the formation and development of a band.Musician, instrument, performance, dream of, pretend, to be honest, attach…to, form, earn, studio, millionaire, play jokes on, rely on, get familiar with, or so, break up.Skill objectives1.Learn to predict the possible contents of a text through the title and the pictures.2.Learn to sum up the main idea of a paragraph by reading the topic sentences as well askey words or phrases.3.Learn to scan for key information by spotting the verbal phrases and transitional words.Affection objectives1.To learn what music is from enjoying different styles of music and talking aboutdifferent bands;2.To Learn about the important factors to success such as the full love of music, the hardworking，the passion to the career, the team sprit etc.Important and difficult points：1.To understand what a band is.2.To sum up the differences and similarities between an ordinary band and the Monkees. Teaching approach：Text-based approachTeaching aids：ppt slidesTeaching procedure (Period 1: Before Reading)Stage 1 Warming-up1.T. plays a short music video by a band Queen a few minutes before the class.2.T. introduces the topic of “music” in the new unit by asking “Do you like music? Whatkind of music styles do you know?3.Ss talk more about music (e.g., musicians, music instruments, different music stylesetc.)4.Ss Look at the 8 pictures about different music styles (e.g., classical music, rock & roll,rap, jazz …etc.) with T.’s introduction & explanations.5.Ss say the names of music styles aloud after the teacher and then listen to the differentmusic video to match the pictures one by one.6.Free talk about how students feel when listening to the different music with theteacher’s summary of the talk.Stage 2 Introduction of the topic1.Ss talk about the importance of music in people’s life by T’s Q: “D o you think music is very important in people’s life, why?”reading some words by famous musicans: “Without music, life is a journey through desert.”“Most of us go to grave with our music still inside us”.2. Teacher’s introduction of the topic “band” of the text (on P. 34) by a summary of “the importance of music”: for this, many musicians work together, what do we call the group of musicians?3. T. gets students to name some bands they have already known by Qs: “Do you know what a band is? Can you name some famous bands?”. (e.g., Beyond, Beatles, Queen,etc.)4. Class Discussion: the differences between a “band”and a “music group”.5. T. guides Ss to define “band”.（A band is a group of musicians who write and playpopular music together. Usually a band is made up of several members. One is the lead singer, another is a guitarist, next is a bassist, the other is a drummer. They are true music lovers.）6. Ss listen to a song by a very famous band “Queen” and answer Qs: When the musicianssing their own songs, what do they look like (e.g., excited, enjoy themselves, putting their full heart in it, with passion)?7.Ss Read aloud some quotation by the famous musician Beethoven (the reason why Icompose) and further understand the real meaning of music and a “band”.Stage 3 Leading in1. Ss look and say about some pictures of the band they are familiar with (e.g., Flowers,Beyond, Beatles)2. Read a passage about Beatles(甲壳虫乐队) with some Qs: “What’s the music style ofBeatles? ”“What do they write about in their songs?”“When did they become famous?(70s)”.3. T. indicates the students that today they are going to learn about a band（the Monkees门基乐队）that was of the same time with the Beatles in the 70s last century and even once more popular than the Beatles.4. (T. plays a short video of the Monkees if necessary and ask Ss how they like theMonkee’s song or their style of performance and if they would like to find out why the Monkees were so popular. )Stage 4Predicting the gist1. Ss read the title of the passage (The band that wasn’t) with the question “What does thetitle mean?”2. Ss predict the possible contents of the passage according to the title and the pictures onPage 34 with the Q: What does the title mean? Is the Monkees a real band or not?2. Ss do fast reading (skimming the passage) to confirm their predictions (with different answers)3. Ss underline the key words to explain if the Monkees is a real band or not.3. Sum up the main idea of the text. (Main idea of the text：The Monkees was not a real band in the beginning, but later it developed into a real band.)Teaching procedure (Period 2: Reading)Pre-reading Stage Revision & warming-up1. T. guides Ss to say about what they learnt in the last period (whay music means to people, why musicians compose, what a real band is etc.)2. Ss. define a band orally (A band is a group of musicians who write and play popular music together).3. Ss. talk about what they have known about the band the Monkees (It was not a band …)While-reading Stage1.Skimming:(1) T. guides Ss to sum up the main idea of each paragraph. Tell the Ss that they can sum up the main idea of each paragraph by going through the topic sentences as well as the key words and phrase in each paragraph.Para. 1 Peoples’ dreams of being famous as singers and musicians.Para. 2 The usual way that a band is formed.Para. 3 The formation of the Monkees.Para. 4 The development of the Monkees.(2) Ss read Paragraph 2 and draw a flow chart to show the formation of a band (remind the students to pay attention to verbs that indicate the formation of a band and refer to the time indicator such as “Start”、“later”for help.(3) Ss read Paragraphs 3 & 4 about the formation and development of the Monkees and then fill in the blanks. Remind them to pay attention to verbs that indicate the formationand development of the Monkees.2. Checking the answers & sharing information with peers: look at the chart and tell which part shows that the Monkees was not a real band, and which part shows that they are a real band. (Draw the students attention to the transitional word“however”that indicate the change of something. )Post-reading stage1. Discussion in pairs about the following Qs：(1) In what way do you think the Monkees is different from or similar to other bands?(2) In your opinion，what makes the Monkees successful？2. Sum up Ss’ discussing with the following quotations:It is no use doing what you like; you have got to like what you do.1 percent inspiration and 99 percent perspiration lead to success.3. T. guides the students to sum up what they have learned in this lesson and evaluate their learning of the text by using the self-evaluation form.(Well, we have finished learning the text about Monkees. How do you feel about this lesson? Do you feel you learn something? Ok, what have you learned in this lesson? Can anybody tell me? Here is a self-evaluation chart. Let’s see how well you have learned. How many points do you think you get?)4.Homework: Write a short passage of about 100 words, describing your favorite band or singing group, focusing on its formation, development and the factors for its success.。
Unit 5 Music 教案1(THE BAND THAT WASN’T<PART 1>) IntroductionIn this period, after the warming up, students will first be guided to imagine and share their views about the music. They will then be helped to read a passage entitled THE BAND THA T WASN’T. It’s an introduction about a band called Monkees..Examples of “Warming Up” designs are presented in this book for teachers’ reference. Computer and overhead projector may be used to aid the teaching and learning.ObjectivesTo learn to talk about kinds of musicTo learn to read about bandsTo study The Attributive Clause (in/ for/ with/ by＋which/ whom)To learn to write an e-mailFocusWords musician, pretend, form, passers-by, instrument, earnExpressions dream of, to be honest, in cash, play jokes on, relay on, humorousPatterns To be honest, a lot of people attach great importance to becoming rich and famous.They were so popular that their fans formed clubs in order to get morefamiliar with them.AidsMultimedia facilities, tape-recorder, photos, diagramsProceduresI. Warming up1. Warming 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.2. 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”, “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 --- 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 W ASN’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’s music, 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 an advertisement in a newspaper, look for rock musicians, pretend to do sth., the attractive performances, be copied by…, support them fiercely, become more serious about…, 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”.4. 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 dream of becoming famous.How was The Monkees formed and became a real band?beginning of the band It began as a TV show.style of the 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 started 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 oftheir time as a real band.5. 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 down1. Closing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1, 2, 3 and 4.2. 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 writing its 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 of music. It’s more important than playing jokes just to make people laugh.3. 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 advertisement in a newspaper, use actors for the other members of the band, pretend to sing。
