高一英语下册unit_5_music教案

Section 3 Words and expressions from Unit 5 Musicrolln. 卷,滚动,名单v. 滚,使...转动,摇摆1. The dog rolled on the floor. 狗在地板上打滚。

2. The slow steady roll of the ship made him sick. 轮船不停地缓慢摇晃使他感到不适。

3. Years rolled on. 岁月流逝。

4. The ship was rolling heavily to and fro. 那船晃来晃去很不平稳。

5. She rolled in for work twenty minutes late. 她懒懒散散地来上班，迟到了二十分钟。

6. Let them roll!/Roll 'em! 开机!7. The comedian soon had them rolling in the aisles. 那滑稽演员很快就逗得他们捧腹大笑。

8. He's an artist, a scientist and a shrewd businessman (all) rolled into one.他既是艺术家, 又是科学家, 同时还是个精明的生意人。

dream ofvt. 做梦(梦见)1. I shouldn't dream of doing such a thing. 我做梦也不会想到做这件事。

2. She dreamed of a handsome young prince coming to rescue her from her misery.她梦见一个年青漂亮的王子把她从苦难中救出。

3. His dream of becoming an artist has been fulfilled. 他成为一个艺术家的梦想实现了。

4. I hope his dream of becoming a pianist will come true.我希望他成为钢琴家的梦想可以成真。

Unit 5 Music Grammar and Useful StructuresAimsTo 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 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.6. The dragonfly is an insect that we know very little of.Are these correct or appropriate? If they are, put a√. If they are not, give a reason, correctthem 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 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. (B)I. Tom Sims, whose car the weapons were found in, has been arrested. Torn Sims, in whose car theweapons 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.。

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 5 Music教案Contents: (1) Enable students to appreciate and classify different kinds of music by doing the exercise in Warming up(2) Developing their abilities to express their feeling on music and enlarge theirknowledge on music(3) Moral aim:Procedures:Step1warming up1、Introduce the topic of music through asking some question such as “Are you fondof music ,Are you good at singing, Can you play a musical instrument”Ask students to answer the 4 questions in groups actively while introducingdifferent kinds of music in the world.Step2 pre—reading(1)Get the students to discuss the questions with their partners and then ask themto report their work.. Encourage them express their opinion freely1、Have you heard about any of famous bands in the words, please list them ifyou have (Beatles, Back—street boy, West—life )2、Which one do you like best?(2)Introd uce something about “The Monkeys”Step2 skimmingLet the students listen to the tape and find out the answers to the following twoquestions.1、What are the benefits if students former a band to play in the street?2、When did “The Monkeys” break up and when did it reunite?Step3 Second readingIn this part, students will read the text again and try to understand the sentences andthe main idea of each paragraph, and then finish the exercise 2 and 4 in ComprendingStep4 Homework: Fin out some language points in Reading and recite the new words in unit 5Step5:FeedbackPeriod 2Contents: Deal with the language points in the textAim: Master the usage of the important pointsProcedures:Step1: Ask students to retell the storyStep2: Deal with the following language points.(1)famous adj well or widely knownHe is famous as a teacherBe famous forThis town is famous for its beautiful buildings(2)dream of sth/doing sth梦想dream of a better futuredream of becoming famouswhen she was young, she dream of being a doctor in the future.(3)with +n + 现在分词或过去分词构成复合结构在句中做状语With winter coming it’s time for us to prepare for oust final exam.With she was young, she dream of being a doctor in the future.With +n/pron doing sth (伴随的动作)Done (已经完成被动的动作)To do (将来执行的动作)AdjAdvPre phraseThe professor came in with a lot students following.With the problem solved, we all feel very happy.With lily to help us, we can finish the work in an hour.He likes to sleep with the door open.With her son away from home, the girl went home happily.With a bag on her back, the girl went home happily.(4)clap(clapped, clapping) vt拍，轻拍，振翼，拍翅膀vi 拍手They clapped their hands.The audience clapped after his speech.（5）pretend “假装，假扮”.后面常跟不顶式作定语He pretend not to know the faces.He pretend to be reading an important when the boss entered.He pretended that he was ill so that he could stay at home.(6)be honest with 对….说老实话，对…诚实I shall be quite honest with you.我会跟你说实话的.(7)extra adj 剩余的，特别的adv 剩余地，特别地He is strong enough to carry the cargo , I don’t think he need some extra help.I bought this picture at an extra high price.(8)play jokes on sb : speak highly of or amusingly about sb/sth 拿某人开玩笑，与某人开玩笑He is a serious , don’t play jokes on himDon’t play jokes on the disables.(9)be based on: use something as grounds 根据….以….为基础.The story is based on real life.The news repose is based on entirely on fact.(10)at first,起初，开头，含有后来不好的意思At first, she was afraid of water, but she soon later to swim.(11) attractive adj 有吸引力的，有魅力的.Attract vt 吸引力，引起Attraction n 吸引力The girl is very attractiveLike attracts like 物以类聚（12）even +比较级It’s even colder than yesterdayEven/much/a lot/far+比较级The garden is much more beautiful than one(13) break up: make something separated using force 解散，分裂，解体，驱散The crowd started to break up when the night fellTheir marriage broke up a few years later.(14) by chance=by accident 偶然地，意外地反义词on purposeI met her quite by chance(15) sort out: separate from a mass or a large group分类，拣出The farmer sorted the best apples for eatingStep3:Homework1、Use the language points in this period to make sentence2、Exercise1,2,3 in using languageStep4:FeedbackPeriod 3Contents: (1)Learning about language(2)Grammar: Discovering useful structureAims: (1)Let Ss can use correct words and expressions to finish the exercise(2)Master the grammar on P36-37Procedures:Step1、Dictate the new words and phases which we learnt in the last periodStep2、Check the answer of the Ex 1,2,3and explain some language pointsStep3、The Attributive clause with preposition ahead of the relative clauseAsk students to find the Attributive clause out of textFinish the exercise on P36Summary up the usage of the Attributive clause with preposition ahead of relativeclause with help of teacherStep4、Homework: preview the Using language on P37Step5、FeedbackPeriod 4Contents: Listening and Reading on P37Aims: Train the students to listen to the story about FreedTrain the students’ abilities to express the advantages and disadvantages ofbeing famousMoral Aims: Tell students everything has both advantage and disadvantage ,just like every coins has two sidesTeaching procedures:Step1: Listen to the tape and answer the following questions1、Let’s listen to the story about Freed and see what Freed found when he swamslowly towards the sound2、Listen to for the detail information and decide which of the statements aretrue or false on P37Step2: Fast readingRead the text, then answer the following questions1、Did Freedy and his hand get a great success in Britain?2、What disadvantages of Freed become famous?3、Did Freedy and his band leave Britain at last? WhyStep3: The language points in the reading1、be confident +从句对---有信心be confident of (about, in)对---有信心He is quite confident that he’ll pass the driving textDon’t be too confident in your own opinionTom is confident of his ability to overcome the difficulty2、afterwards v: Later, after that以后，后来，然后We saw the film and afterwards home together.我们看完电影后一起走回家3、performance n 表演performer n 表演者perform v 表演，履行，执行，表现perform one’s promise 履行perform one’s duties 尽责任perform an operation 施行手术perform an experiment 做实验You should always perform what yourpromise 你永远履行你的诺言He has successfully performed a brain operation on the patients 他已成功为病人实施了胸部手术Step4: If time permitted deal with the exercise on P38Step5: HomeworkTranslate the five sentences on P71Step6: Feedback:Period 5Contents : Speaking and writing on P38Aims : (1)Get students to be familiar with the steps to write an e —mail(2)Enable the students to write an e —mail to ask for advicesStep1: Retell the story of the Freedy with the help of the following chartStep2: 1、Ask the students to list of the things they have to consider when forming a band2、group work: form the band and out the most difficult thing for them to decide whilediscussing the questions , students have to give out the information w hy it’s hard forthem to decide and why they need helpStep3: Read the freed reply and explain some language points1、stick to sth信守，遵守，坚守stick to rules =obey the rulesWe said we’d give her the cash , and we must stick to our agreement2、above all首先，首要的是Step4: Read some saying about musicStep5: HomeworkWrite a letter to the Freedy to ask for helpStep6: FeedbackPeriod 6Contents: Listening on P69 and Reading task on P72Procedures:Step1: ListeningStep2: Reading task1、Introduce the background: cat’s in the cradle was Harry Chapin’s most popularsong ,becoming the biggest hit of 1974 and one of the best ---loved songs of the1970s,It is about the relationship between a father and son and the missedopportunities or them to be together.2、Get the main idea of each partStep3: FeedbackPeriod 7A quiz on vocabulary and deal with the exercise in the newspaperFeedback:Translation:(1)教学是建立在科学的基础之上的艺术（be based on）(2)这两个孩子计划捉弄一下他们的父母亲（play tricks on）(3)警察驱散人群以防斗殴（break up）(4)如果你坚持真理，你就会无所畏惧（stick to）(5)我年轻时经常梦想成名（dream of）（6）孩子躺在床上，我没法上床睡觉（用with短语）Key to translations(1)Teaching is an art based on a science(2)The two children planned to play tricks on their parents(3)The police broke up the crowd to stop the fighting(4)If you stick to the truth, you will have nothing to fear(5)I often dream of being famous when I was young(6)With the baby lying on the bed, I can’t go to bedUnit 5 Useful expression1、hear about 听说42、cross out划出2、want to do 想要做….. 43、hate doing讨厌干某事3、dream of 梦想44、give advice给建议4、in front of 在…..前面45、would like to愿意干…5、be honest with对…说实话，对….诚实46、share…with…和…分享6、most of大多数47、add…to…增加…到…7、get to do 48、ask sb for advice向…要建议8、pass-by过路人49、agree with同意..意见9、earn some extra money赚额外的钱50、comp up with提出想出，赶上10、give sb a chance 给某人一次机会51、stick to坚持11、play jokes on sb戏弄某人52、above all首先，最重要的是12、look for寻找53、decide to do决定干…13、make good music熟练地演奏音乐54、pay for付款14、put an advertisement登广告55、leave a note留言15、be able to do sth 能够干某事56、help sb do sth帮助某人干…16、at first起初，首先57、according to根据17、pretend to do sth 假装干某事58、pay attention to注意18、or so大约，…..左右用于数词之后59、as a result of由于…结果19、start to do/doing sth开始做某事60、as a long as只要20、break up打碎，分裂，解体61、a piece of一段音乐21、join….together把…连接在一起62、be ready to 准备22、get together聚在一起63、in church在教堂23、come true变成现实64、in the cradle在摇篮里24、by chance偶然地，无意地65、the other day前天25、in different directions朝…不同方向66、learn to do学会26、get out of从小汽车里下来67、have a good time玩的开心27、expect sth to happen期望某事发生68、walk away走开28、send message传递信息69、be proud of以..为自豪29、mix up迷惑，弄错，搅和，搅拌70、move away走开30、sort out分类，拣出，整理，解决71、call up（给）..打电话31、change from…to…从…变成… 72、have the flu流感32、as well as和…一样好73、hang up放下听筒挂断电话33、not long after在…之后不久74、occur to sb (想法)被想起not long before在…之前不久75、grow up长大34、on a tour观光，巡回演出35、be confident of/about对…有信心36、enjoy doing sth喜欢干某事37、go wrong出了毛病38、try to do试图干…39、as if好象，似乎40、at last最后41、go back to 返回育人犹如春风化雨，授业不惜蜡炬成灰。

高一英语下册unit 5 music教案一、教材分析本单元的中心话题是“音乐”和“音乐类型”，内容分三个文段展开，涉及门基乐队，弗雷迪和他的乐队等子话题，而其中主体内容是围绕着门基乐队的形成和成长历程展开的。

作者先以设问的方式引发读者从个人的梦想，生活经历和熟悉的人物等来思考或许某一天也可能发生在他或她自己生活中的事，即富有和成名，来逐步切入本单元的中心话题—一个乐队是怎样形成的。

这种学生感兴趣的话题、与切身相关的情节，很容易使学生兴趣盎然，思路开阔，有话可谈。

二、学情分析新课改后，学生的个性得到了张扬。

高一学生在学习上有股新奇感，乐于积极表现，在自己所知道的知识领域里很容易引起共鸣。

本单元的话题有关“音乐”。

由于音乐与学生生活联系密切。

加上课堂上音乐的表现方式可以多样，因此学生学习兴趣浓厚。

然而，大部分学生阅读词汇量有限，分析整合文章能力不强，尤其是通过提炼关键语句来概括复述的能力较薄弱。

对此，本课安排了多项针对性任务，有情境创设，自主思考，合作探究等环节，旨在让学生主动学习，在原有的基础上进一步提高。

三、教学目标（Teaching aims）（一）、Knowledge aims1、Grasp the language about the music, express their views about the familiar music subject2、Understand all kinds of music form, deepen the understanding of music3、Learn to obtain the main information from the text, thinking about ideas behind the content at a deeper level, learn to discover and explore deeply.（二）、Ability aims1、Listening to music, feeling music style2、Group discussion and cooperation practice（三）、Emotional aims1、Add interest of music appreciation , improve perception of music2、To share all sorts of study resource with others in daily communication , show understanding and respect for others3、Cultivate the spirit of cooperation and positive and optimistic attitude towards life四、教学辅助手段（Teaching aids）multimedia、music files五、教学方法（Teaching methods）question and answer、discussion、tasks-based method六、教学重点与难点1、Teaching important point：（1）Master the words about music, skillfully use the important words and phrases inthe text（2）learn attributive clause lead by prep+which/whom2、Teaching difficult point:（1）To master and apply some basic reading skills（2）Sort out the article context and sum up the main ideas of the text七、教学过程(Teaching procedures)1、lead-inPlay a piece of music, let the students guess what type of music it is, and then enter the first part of textbook warming up, discuss the various music styles of music. Ask questions, what is the classmates favorite type of music?The reason?2、pre-readingGroup discussion of several problems of the book, do it for the next reading.3、Reading（1）SkimmingSkim the whole passage and get the main content of this article at the same time, complete the second question in the comprehending part , understand the main content of each paragraph.（2）ScanningAsk several students to read the passage , explain the new words and plete the questions in the learning about language part to consolidate it.4、post readingLook at discovering useful structures part , guide students to find answers by themselves , summarize and induce the preposition + which/whom structure, explain the use of the attributive clause.八、课堂板书设计(Blackboard design)Divide the blackboard into two parts, write learning objectives, new words and phrases on the left part of the blackboard , on the right side of the blackboard writing teaching steps that will help reading and remove obstacles.九、教学反思( Teaching reflection)以学生为主体，任务型教学主线，合作教学为原则，学生的每一个活动都具有明确的目的指向性和具体的操作要求，任务设计符合学生的认知规律，绝大多数同学能受益颇多。

高一英语必修二U n i t-5-M u s i c-W a r m i n g-u p的教学设计高一英语必修二Unit 5 Music Warming up的教学设计中宁中学胡志存一．教材依据教学内容：人民教育出版社普通高中课程标准实验教科书高一英语必修二Unit 5 Music warming up的教学设计二.设计思想本单元的教学话题是“音乐”。

“热身”（Warming up）部分介绍了多种多样的音乐形式，“阅读”(Reading)部分介绍了美国著名的乐队“The Monkees”(门基组合)的诞生极其发展历程，在“语言应用”（Using Languange）部分又安排了一篇青蛙乐队的故事，目的是让学生进一步感受一只乐队的成功及成名的烦恼。

每当谈论音乐时，大部分学生都会狭义的理解为流行音乐，他们对流行歌手和组合及他们演唱的歌曲和音乐十分熟悉，且极为感兴趣。

新课标的理念是以人为本，教师在课堂上要激发学生的兴趣，充分调动学生的积极性，创设一个宽松的学习氛围，给他们一个充分展示个人才能的机会，使学生在和谐、民主的学习环境中学会合作学习。

基于上述原因，我利用多媒体课件容量大的特点对本单元的第一课时作了如下设计：一：上课伊始，我利用学生对流行音乐熟悉和痴迷的特点让他们听几位流行歌手演唱的歌曲，让他们说出歌手和歌曲的名字，激发他们的兴趣，调动他们参与的积极性，使课堂气氛立刻活跃起来。

二：接下来让他们以小组的形式来讨论古今中外的歌手、音乐家和他们演唱的作品，使学生更多地了解90年代以前中国的许多音乐家及知名的歌手。

三：为了使课堂气氛达到高潮，给学生一个充分展示个人才能的机会，我请一些有特长的学生演唱他们喜爱的歌曲和乐器，让学生对常见乐器和乐器的名称有个大概的了解。

四：接下来让他们观看中国知名乐队“零点乐队”的演奏，从而引出其他乐队和“The Beatles”(甲克虫乐队)，为下节课学习了解“The Monkees”(门基组合乐队)的诞生极其发展历程打下基础。

人教版高一英语必修二《Unit5 Music》说课稿一、教材背景《Unit5 Music》是人教版高一必修二的一篇教材内容，主要围绕音乐这一主题展开。

通过学习本单元，可以帮助学生了解音乐在不同文化中的作用和影响，并培养学生的音乐欣赏能力、口语交际能力和阅读能力。

二、教学目标1. 知识目标•学习并掌握本单元的核心词汇和短语，如composer、genre、instrument等；•理解和掌握本单元的重点短语和句型，如能够运用“Where was he/she born?”、“What kind of music do you like?”等进行口语表达；•了解英语国家和中国的音乐文化差异。

2. 能力目标•培养学生的口语交际能力，能够用正确的语法和词汇表达自己的音乐喜好和观点；•培养学生的阅读理解能力，能够阅读并理解关于音乐的文章；•培养学生的听力理解能力，能够听懂关于音乐的对话和讲述。

3. 情感目标•帮助学生发展对音乐的兴趣和热爱；•培养学生欣赏不同风格音乐的能力，增强跨文化交流的能力；•通过学习音乐，培养学生的审美情操和情感表达能力。

三、教学重难点1. 教学重点•理解并掌握本单元的核心词汇和短语；•进行口语表达，用正确的句型和词汇谈论音乐喜好和观点；•阅读和理解关于音乐的文章。

2. 教学难点•帮助学生理解并掌握不同风格音乐的特点和背景；•培养学生批判性思维，提高阅读和分析音乐文章的能力。

四、教学内容与方法1. 教学内容本单元主要包括以下几个部分：•单词学习和词汇拓展：学习与音乐相关的词汇，如composer（作曲家）、genre（风格）、instrument（乐器）等；•语法学习和句型运用：学习问句和回答的句型，如“Where was he/she born?”、“What kind of music do you like?”；•阅读理解：阅读文章《Music Around the World》，了解不同国家的音乐文化差异；•口语表达：谈论音乐喜好、音乐家和音乐风格，学生进行口头交际。

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。

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

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

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

5). 这本书写得好。

______________________________________________________________6). 这本书是鲁迅写的。

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

Unit 5 MusicPeriod 1Aims◆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)ProceduresI. Warming up by discussingT: Hi, 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.T: 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 sayingT: Have you heard about any of the famous bands in the world? List some if you can. (“The Beatles”, “Back Street Boys”, “West life”, “ SHE” “FIR”, “Beyond on ”. and so on )2.Listening, talking and sharingT: Let’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. SkimmingT: Now please listen to the recording of the text THE BAND THAT WASN’T. Then you should tell me the main idea. .T: Skim the text and identify the topic sentence of each paragraph. You may find it2. ScanningRead the text again to complete the tablesHow 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 &IV. Post readingDo you agree that the jokes were more important than the music for this band? Give a reason.。