新课标高一英语第5单元Music Reading教学设计新部编版

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Unit5Music---Reading（新课标版高一英语必修二教案教学设计）

Unit5Music---Reading（新课标版高一英语必修二教案教学设计）Teaching aims:1. To develop the reading skills of skimming and scanning to understand the reading material.2. To read about the successful development of a famous band “The Monkees” s hard life from being common to get a big hit.3. To improve the Ss’ reading skills such as skimming and scanning.Teaching important points:1. Help Ss to understand the passage better.2. Learn and master some important words and phrases.Teaching difficult points:1. How to help Ss understand the passage better.2. How to improve the Ss’ reading skills through some activities.Teaching approaches: task- based approachTeaching aids: the computer , the multi-media projectorTeaching procedures:Step 1 Lead-in1. Introduce the topic of music.(Before class, play the Monkees’ song “I’m a believer”) T: Do you like the music I played before class? Today our topic is music. Are you fond of music? Do you know who they are? (The teacher shows the pictures of some famous singer S.H.E,Coco li , Liu Huan, Andy Lau刘德华，Jay 周杰伦，Michael Jackson , Rich Martin)Then what kind of music do they sing?Do you know some other kinds of music?How does music make you feel?( I feel inspired when listening to music , when I’m listening to music . when I’m mot having a good mood music can calm me down . when I listen to the music. I feel happy and recall some good memories and beautiful things in life ).( I feel relaxed when listening music, music tells us the real life.)2. Introduce “The Monkees”.T: Excellent, I really enjoy your opinions and I also have learnt a lot from your ideas so you are really music fans. Now I have a problem. I would like you to give me some advice. I want to listen to some famous bands music. Can you recommend some famous bands for me? Or have you ever heard about any of the famous bands in the world? List some if you have.T: Good. Thank you for your recommendation . I have many choice to consider. But here I have a photo of an band, Can you tell me who they are? ( The Monkees)T: Well, it seems you know little about them it doesn’t matter. Now let’s read the passage on the paper and find more information about them “The Band That Wasn’t”Step 2 ( Task 1 ) Fast readingPlease read the passage quickly and tell us what the passage is about.( The passage is about the successful development of a famous band “ the Monkees”.)Step 3 (Task 2 ) SkimmingSkim the passage and find out the main idea of each paragraph.Para 1 : Dreaming of being famous musician or singerPara 2 : How musicians form bands.Para 3 : How the band got their start.Para 4 : How “The Monkees became serious about their business.Step 4 (Task 3 ) ScanningScan the passage and find out jwhether the following statements are True or False.T 1.Most musicians meet and form a band because they like to write and play music.F 2.The TV organizers had looked for five musicians who were lovely and who could make good music.F 3.Each week the group that was called “The Beatles” would play a song or two written by other musician.T 4.“The Monkees” broke up in about 1960，but reunited in 1980.Step 5 (Task 4 ) Intensive ReadingAsk the students to look through the questions on the screen and read the text silently.Students are expected to find out all the answers by themselves.T：OK，boys and girls.Now let”s read the text in detail and answer the following questions.Questions：1. Why do most musicians like to be in a band with others?( Because they want to write and play music together.)2. Which two musical bands are mentioned in the passage?(Beatles & Monkees )3. How do bands that are formed by high school students earn some extra money?(They may play to passers-by in the street or subway so that they can earn some extra money.)4. When did “The Monkees” break up and when did it reunite?( They broke up in about 1970 and it reunited in the mid-1980.)5. Why was “The Monkees” successful in their work?( Because they were serious about their work and they also worked very hard.)Step 6 (Task 5 ) Word studyListen to the recording and then match the words or phrases with the meaningsmusical instrument someone whose job is to play or write musickaraoke something used to make musicfan excited supporter of somebodyAdvertisement person or thing that is very popular and successfulhit imagine something would come truepassers-by go away in different directionsdream of tell exactly what one thinksbreak up public message to tell about sth. or servicebe honest with person going past by chancemusician sing a song with a videoStep 7 ( Task 6 ) Retell the storyI guess you have totally understood the text.Now let”s check whether you have comprehended the text.On the blackboard，it”s the summary of our reading text.But it”s not complete.You have to think out a proper word to fill in each blank without reading your textbook.After filling the missing words，you will have a complete summary of the text.Now，I will give you 5 minutes to do this task.If we are ______ ______ ourselves，most of us have ______ ______ being famous sometimes in our lives.Most musicians often meet and ______ a band.Sometimes they play in the street to ______ so that they can earn some ______ money and this also gives them a ______ to realize their dreams.There was once a band started ______ ______ ______ ______.The musicians of whom the band was formed ______ ______ ______ each other as well as played music，whose music and jokes were loosely ______ ______ “The Beatles”.Their exciting performances were copied by other groups.“The Monkees” played their own ______ and wrote their own music.Though it ______ ______ in 1970，it ______ in the mid-1980s and it is still popular today.Suggested answer：honest with；dreamed of；form；passers-by；extra；chance；in a different way；played jokes on；based on；instruments；broke up；reunitedStep 8 SummaryToday we”ve learned a passage about the band “The Monkees” and we know their success lies in their hard work and unique style of performance.The Monkees worked hard to be a famous band and their special performance styles were loved by people all over the world.Homework:1. Read the passage over and over again and find out all the sentences with attributive clauses.2. Read another passage “Biography of ‘The Monkees’” to get more information about the Band.。

unit 5 music reading教学设计

unit 5 music reading教学设计教学目标1. 学生能够掌握基本的乐谱阅读技能，包括拍号、节奏、节拍等方面的知识。

2. 学生能够在乐谱上正确地读取乐曲中的各个音符，并能够演奏出来。

3. 学生能够了解音乐符号和乐谱的含义，对乐曲进行分析并进行合理的演奏。

教学内容和步骤1. 乐谱基础知识第一节课，介绍乐谱的基本知识，包括五线谱和简谱，阅读方向和乐符的基本表示方法等。

通过示范和练习，让学生在学习过程中加强记忆和理解。

2. 拍号和节奏第二节课，介绍拍号和节奏的基本知识。

通过鼓掌和击鼓的方式，让学生感受拍号和节奏的规律，再逐渐引导他们在乐谱上识别、理解和表演节奏。

当学生能够准确地读取乐谱上的不同拍号和节奏符号时，教师可提供一些音乐片段让学生练习读音和节奏的结合。

3. 节拍与乐曲第三节课，介绍节拍和乐曲之间的关系。

引导学生分析乐曲中的节拍，着重讲解小节和分节等概念，并通过练习，帮助学生正确理解和演奏乐曲。

可以让学生结合乐曲节拍，进行身体和口型表演，帮助学生更好理解节拍概念。

4. 乐符和演奏第四节课，介绍乐符和演奏。

通过示范和练习，让学生掌握不同音符的读取和演奏技能。

让学生在向左或向右移动手指时，学会分辨音高，同时借助钢琴或其他乐器，进行实际演奏练习。

5. 乐谱分析和整场演奏在最后的一节课，教师可以选择一首熟悉的乐曲，带领学生一起分析乐谱，并进行整场演奏。

通过积极的表演，让学生在学习中体会乐谱分析和演奏的实际应用，掌握更深层次的演奏技能。

教学方法和策略1. 采用多种方式让学生更加深入理解乐谱和演奏技能，例如，演示教学、实际练习、个人和小组活动等。

2. 促进学生参与和互动，在教学过程中加强学生感性认识和思考能力的培养。

3. 针对不同学生的认知和演奏能力，采用不同的教学方法和策略，提供多元化、个性化的学习体验。

4. 教师要给予学生足够的时间和机会进行练习和演奏，鼓励学生在学习过程中大胆尝试和发挥想象力，创造属于自己的音乐世界。

（完整版）人教新课标高一英语必修二Unit5Music教学设计

（完整版）人教新课标高一英语必修二Unit5Music教学设计Unit 5 MusicPeriod 1 Warming up & ReadingTeacher : Han WeiTeaching aimsKnowledge aims:1.Get students learn the useful new words and expressions in this part: roll.folk, jazz,musician,pretend,attach, form, passer-by, earn, extra, instrument, performance, pub, cash, studio, millionaire, actor, rely, broadcast,humorous, familiar, attractive, dream of, to be honest, attach...to... , in cash, play jokes on, rely on, get familiar with, or so, break up2.Let students learn about different types of music.Ability aims:1.Enable students to learn to talk about different kinds of music.2.Develop students' reading ability by learning to read about bands and let them learn different reading skills.Emotional aims:1.Arouse students' great interest in music.2.Develop students' sense of cooperative learning.Teaching Important Points:1.Let students learn more about different kinds of music.2.Get students to learn different reading,listening and speaking skills. Teaching Difficult Points:1.Develop students' reading ability.2.Enable students to learn to enjoy different kinds of music.Teaching Methods:1.Task-based teaching and learning2.Listening and practicing3.DiscussionTeaching aids:MediaTeaching proceduresStep 1 Warming upWarming up by watching videos1. Ask students the following questions:What kind of music it is?How much do you know about music?Can you tell us about the different kinds of music?2. Let students have a brainstorm.Divide students into two groups to talk about the different kinds of music and have a competition.3.Ask students to look at pictures on the screen and listen to different kinds ofmusic on the tape. See if they can guess which music matches with which picture.Step 2 Pre-reading1.Ask students to answer the question:Have you heard about any of the famous bands/groups in the world? List some if you have.2. Play the tape and let students listen to some pieces of music from different bands. Then ask them :Which band do you like best? (Show some pictures of some famous bands to the students.)3. Talk about "the Monkees" with the students.Do you know anything about "The Monkees " ?Step 3 Fast reading1. Reading the passage quickly and tell us what the passageis about.2. Try to find out the main idea of each paragraph.Para. 1. Dreaming of being a famous musician or singer.Para. 2. How musicians form bands.Para. 3. How the Monkees got their start.Para. 4. How Monkees become serious about the music business.Step 4 Careful readingRead the passage carefully and finish the following tasks:Task 1. Do the exercise True or False.1.Most musicians meet and form a band because they like to write and play music.2.The TV organizers had looked for five musicians who were lively and who could make good music.3.Each week the group that was called “The Beatles”would play a song or two written by other musician.4.Though the band pretended to sing at first, were popular with the fans.5.“The Monkees” broke up in about 1960, but reunited in 1980.Task 2. Which is the correct order of the growing of the Monkees?1.They started to play their own instruments and write their own music.2. They played songs written by other musicians.3. They produced a new record to celebrate their time as a band.4. The band broke up about 1970.A. 1→4→3→2B. 1→2→4→3C. 2→3→4→1D. 2→1→4→3 Task 3. Choose the adjectives that you think best describe "The Monkees".Give your reasons.Popular lively funny foolish brave crazy classical rich honest attractive famous determinedStep 5 Watch a video and sing the song together.Step 6Evaluation with encouraging words.Step 7 HomeworkRead the reading passage again and try to retell the passage The Band That Wasn't.。

(完整版)人教新课标高一英语必修二Unit5Music教学设计

Unit 5 MusicPeriod 1 Warming up & ReadingTeacher : Han WeiTeaching aimsKnowledge aims:1.Get students learn the useful new words and expressions in this part: roll.folk, jazz,musician,pretend,attach, form, passer-by, earn, extra, instrument, performance, pub, cash, studio, millionaire, actor, rely, broadcast,humorous, familiar, attractive, dream of, to be honest, attach...to... , in cash, play jokes on, rely on, get familiar with, or so, break up2.Let students learn about different types of music.Ability aims:1.Enable students to learn to talk about different kinds of music.2.Develop students' reading ability by learning to read about bands and let them learn different reading skills.Emotional aims:1.Arouse students' great interest in music.2.Develop students' sense of cooperative learning.Teaching Important Points:1.Let students learn more about different kinds of music.2.Get students to learn different reading,listening and speaking skills. Teaching Difficult Points:1.Develop students' reading ability.2.Enable students to learn to enjoy different kinds of music.Teaching Methods:1.Task-based teaching and learning2.Listening and practicing3.DiscussionTeaching aids:MediaTeaching proceduresStep 1 Warming upWarming up by watching videos1. Ask students the following questions:What kind of music it is?How much do you know about music?Can you tell us about the different kinds of music?2. Let students have a brainstorm.Divide students into two groups to talk about the different kinds of music and have a competition.3.Ask students to look at pictures on the screen and listen to different kinds ofmusic on the tape. See if they can guess which music matches with which picture.Step 2 Pre-reading1.Ask students to answer the question:Have you heard about any of the famous bands/groups in the world? List some if you have.2. Play the tape and let students listen to some pieces of music from different bands. Then ask them :Which band do you like best? (Show some pictures of some famous bands to the students.)3. Talk about "the Monkees" with the students.Do you know anything about "The Monkees " ?Step 3 Fast reading1. Reading the passage quickly and tell us what the passage is about.2. Try to find out the main idea of each paragraph.Para. 1. Dreaming of being a famous musician or singer.Para. 2. How musicians form bands.Para. 3. How the Monkees got their start.Para. 4. How Monkees become serious about the music business.Step 4 Careful readingRead the passage carefully and finish the following tasks:Task 1. Do the exercise True or False.1.Most musicians meet and form a band because they like to write and play music.2.The TV organizers had looked for five musicians who were lively and who could make good music.3.Each week the group that was called “The Beatles”would play a song or two written by other musician.4.Though the band pretended to sing at first, were popular with the fans.5.“The Monkees” broke up in about 1960, but reunited in 1980.Task 2. Which is the correct order of the growing of the Monkees?1.They started to play their own instruments and write their own music.2. They played songs written by other musicians.3. They produced a new record to celebrate their time as a band.4. The band broke up about 1970.A. 1→4→3→2B. 1→2→4→3C. 2→3→4→1D. 2→1→4→3 Task 3. Choose the adjectives that you think best describe "The Monkees".Give your reasons.Popular lively funny foolish brave crazy classical rich honest attractive famous determinedStep 5 Watch a video and sing the song together.Step 6Evaluation with encouraging words.Step 7 HomeworkRead the reading passage again and try to retell the passage The Band That Wasn't.。

Unit5Music全单元教学设计（新课标版高一英语必修二教案教学设计）

Unit5Music全单元教学设计（新课标版高一英语必修二教案教学设计）Unit 5 Music广东省广州市第43中学黄小红【教学内容分析】本单元的话题是音乐（music）。

音乐是学生熟悉而喜爱的话题。

但许多同学对“音乐”的概念理解较狭窄，甚至以为流行音乐就是音乐的全部，对其他形式的音乐及其相关知识了解甚少。

通过对本单元的学习，带学生走进音乐的殿堂，帮助学生了解有关的音乐知识，同时潜移默化地培养审美的情趣，引导学生对社会生活、价值观、人生观等进行深入的思考。

热身(Warming up)部分提供了八幅图及八段不同形式的音乐，要求学生听音乐进行配图活动，并讨论对音乐的感受及喜好的原因。

这部分的目的是呈现本单元的中心话题－音乐，激活学生头脑中关于“音乐”的图式，激发他们对此话题的兴趣，为整个单元的学习做好铺垫作用。

读前（Pre-reading）提出三个问题，引导学生谈论有名的乐队。

在学课文前拓展学生的思维，为学课文做好准备。

阅读（Reading）部分介绍了知名乐队Monkees 的相关情况。

这是一篇富含信息量，以音乐作为一个侧面反映了近几十年来美国社会和价值观变化的文章。

理解（Comprehending）设计了四种题型，第一题要求学生用合适的形容词归纳乐队的特点，第二题是连线题，旨在加深对课文的理解，让学生学会正确理解句子。

第三题是开放性的思考题，让学生基于对课文的理解上发表个人的看法。

第四题是归纳段意题，让学生掌握一般说明文的阅读、写作方法。

语言学习（Learning about language）部分包括词汇和语法学习两部分，教材中设计了相关的语境帮助学生学习和掌握有关音乐的词汇。

其中第三题是一个开放性题，通过做游戏，帮助学生正确使用短语dream of与to be honest with。

语法部分主要是引导、启发学生结合阅读内容，去发现、归纳、感悟目标语言结构――介词＋which(whom)引导的定语从句。

Unit5《Musicreading》教案

Unit 5 MusicPeriod 1 (reading)Teaching aims:Students will be able to:Sum up the main idea of each paragraph.Understand the details about the passage.Procedures:Step 1Warming-up1.Before the class begins, let the Ss enjoy “I’m a believer” played by “The Beatles”.2.Let the Ss enjoy some different kinds of music on the tape and ask them to match themusic with the right picture.Step 2Pre-readingTalk about the famous bands in the world. (P33 Pre-reading)1.Ask the Ss: Have you heard about any of the famous bands in the world?List someif you have.Then the teacher will show the Ss some pictures of some famous bands like “TheBeatles”, “Backstreet Boys”, “WestLife” and “Zero O’clock” o n the screen and askthe Ss to name the bands and tell the teacher where they come from.2.Ask the Ss: Which one do you like best? Why?3.Ask the Ss: Dou you know anything about “The Monkees”?Then the teacher will show the Ss two pictures of “The Monkees” and say: If youwanttoknowmoreabout“TheMonkees”,pleaseturntoPage33andlet’scometoReadi ng “The Band That Wasn’t”.Step 3While-readingFirst reading: read the passage again thenanswer the following questions:1.Why do most musicians like to be in a band with others?2.Which two musical bands are mentioned in the passage?3.How do some bands formed by high school students earn extra money?4.When did the“Monkees” break upand when did it reunite??Second reading: get the main idea of each paragraph. (Finish P35, Ex 2)Step 4Post-readingGive the Ss the followingadjectives “popular, lively, funny, foolish, attractive, brave, crazy,noisy, classical, rich, honest, famous” and ask them to choose the ones that they think bestdescribe “The Monkees” and give their reaso ns.(Finish P35 Ex 3)(The teacher will first ask the Ss to discuss in pairs and encourage the Ss to expresstheir opinions. There is no definite answer.)Step 5DiscussionDiscuss the following topics in groups of four.1.What can we learn from “The Monkees”?2.If you are to form your own band, what will you do?(After discussion, ask the Ss to express their own opinion.)Step 6SummaryTodaywehaveenjoyedsomebeautifulmusicandlearnsomethingaboutsomefamous bands. Remember:Success lies in hard work.Step 7Homework1.Retell the text.2.Collect some information about your favorite music.。

高中英语Unit 5 MusicWarming up & reading教学设计

本单元的中心话题是“音乐和音乐类型”，课文主要围绕“门基乐队的形成和成长历程”展开各种听、说、读、写等活动，内容贴近实际生活，这种使学生感兴趣的话题、与切身相关的情节，很容易使学生兴趣昂然，思路开阔，有话可说，有情可表。

热身部分首先呈现了八幅图片分别代表八种为大众所熟悉的音乐形式，即古典音乐、摇滚乐、管弦乐、说唱乐、民族音乐、爵士乐、乡村音乐、合唱音乐。

图片的直观展示可以摆脱语言形式的束缚，学生对图片下的英文文字或许不全认识，但大多数学生可以通过图片中音乐的表演形式、乐器搭配、代表人物和乐手风格等识别出音乐的类型。

新课程非常重视任务型互动式的课堂教学模式，重视学生的知识和技能，强调学生在活动中完成任务。

通过本节的教学，可让学生利用英语进行交际，从而进一步培养学生运用英语的能力，激发学生学习英语的兴趣，获得学习英语的乐趣。

二、学生学习情况分析学生对于音乐知识都有所了解，但是知之不多，由此本节课在提高学生阅读能力和培养良好的阅读习惯的同时，开展情感教育，让学生更深刻地认识到音乐在人们生活中的重要性，崇尚积极健康的生活。

三、教学目标新课程标准中强调，英语教学的目的是培养学生运用语言进行交际的能力，为用而学，在用中学，学以致用。

因此，本课教学目标可定为以下几个方面：1、认知目标：学生熟练掌握重点单词及短语的用法。

２、学习方法目标：培养学生的阅读能力并教授学生一定的阅读技巧。

３、能力目标：能正确理解文章内容,并利用已学知识用英语进行熟练的有意义的交流且能复述课文.４、情感目标：①培养学生用英语交流的兴趣和合作意识。

②让学生喜欢音乐，热爱生活。

四、教学策略1、教学重点：培养学生的阅读能力。

2、教学难点：引导学生思索音乐有哪些重要作用，音乐类型有哪些。

正确理解文章内容并根据所给关键词复述课文.3、突破方法：为突破重难点，设计出快速阅读和精读的问题，尤其细读部分让学生逐段阅读然后根据每段的问题做出回答,减小难度。

Unit5MusicReadingandThinkingTheVirtualChoir教案-高中英语

Unit 5 MUSICReading and Thinking: The Virtual Choir第一节文本解读一、总体解读本单元阅读文本的话题是美国音乐制作人埃里克·惠塔克（Eric Whitacre）创作的一种合唱形式——虚拟合唱团，旨在让读者不仅对其组织形式、制作方式和产生的原因等有所了解，还对这种形式给人们歌唱方式和整个世界带来的积极影响有所认识。

该文本采用了说明性文体，共四段：第一段介绍了虚拟合唱团的组织形式、制作方式，以及所产生的积极影响；第二、三两段介绍了虚拟合唱团创始人埃里克·惠塔克在音乐方面的经历，重点介绍了他于2009年创办首个虚拟合唱团“金色之光(Lux Aurumque)”的前因后果和2014年为联合国儿童基金会（UNICEF）创办的“虚拟青年合唱团（Virtual Youth Choir）”；第四段是作者对虚拟合唱团的形式和影响的感悟。

阅读策略上，学生可快速浏览文本，利用标题和图片等信息了解文本框架，把握文本大意，判断文本体裁，理解作者态度，并融入自己的思考，训练学生的批判性思维。

二、分段解读三、综合解读1.综合上述分析，我们对文本进行教学设计时，应着重考量以下三个方面。

1. 语言学习本阅读文本以“What a virtual choir brings people？”为基础任务，学习与本单元文本内容相关的话题词汇。

根据词义的不同，可以分为：与虚拟合唱团相关的词汇：virtual、together with、individual、ordinary people、studio、video camera、the Internet等。

与合唱团相关的词汇：choir、composer、conductor、classical music、musical composition、creation等；根据词形的特点，又可归纳出许多以字母“c”开头的相关话题词汇：choir、camera、connect、connection、close friends、contact with、chance、community、composer、conductor、classical music、color、composition、creation、countries等。

高中英语 Unit 5《Music》Warming up and Reading教案

Unit 5 Music 教学设计Period 1: Warmingup and readingTeaching 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.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 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 & Davy4. 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.Closing down by retelling the form of the band TheMonkees.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 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 exercise 2 on page 37Turn to page 34. Look at the sentence in 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, 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 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 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 childr en 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. (ratherthan...through which I’ll go tomorrow.)•She is one of the few people (who/that) I look up to. (not ... to whom I look up.)In formal written English, we often prefer to use of which rather than whose to talk about things:•A huge amount of oil was spilled, the effects of which are still being felt. (or...whose effects are still being felt.)•The end of the war, the anniversary of which is on the 16th of November, will be commemorated in cities throughout the country. (or...whose anniversary is on...) Note that we can’t use of which in place of whose in the patterns described in Unit 71B:•Dorothy was able to switch between German, Polish and Russian, all of which she spoke fluently. (not..,all whose she spoke...)We can sometimes use that...of in place of of which. This is less formal than of which and whose, and is mainly used in spoken English:•The school that she is head of is closing down. (or The school of which she is head...)Whose can come after a preposition in attributive clauses. However, it is more natural to put the preposition at the end in less formal contexts and in spoken English:•We were grateful to Mr. Marks, in whose car we had traveled home. (or...whose car we had traveled home in.)•I now turn to Freud, from whose work the following quotation is taken. (or...whose work the following quotation is taken from.)IV. Closing down by doing exercises:Join the sentence halves using which or whom after an appropriate preposition. (A)a.I would never have finished the work.b.It was primarily written.c.We know nothing.d.They got a good view.e.He learned how to play chess.f.Dennis scored three goals in the final.g.She was born.h.It was discovered.1.They climbed up to the top of a large rock.2. I would like to thank my tutor.3. She has now moved back to the house on Long Island.4. The star is to be named after Patrick Jenks.S. This is the ball.6. He is now able to beat his father.7. The book is enjoyed by adults as well as children.8. There are still many things in our solar system.Are these correct or appropriate? If they are, put a√. If they are not, give a reason, correct them and give alternatives if you can. (A)I. It's a piece of jewelry across which I came in an antique shop. --- which I came across in an antique shop. (‘came across’ is a two-word verb.)2. The extra work which she took on was starting to affect her health.3. My mother, after whom I looked for over 20 years, died last year.4. The people whom I work with are all very friendly.5. Some of the criticisms with which they had to put up were very unfair.6. He had many friends with whom he had a regular correspondence.7. The woman to who he is engaged comes from Poland.8. The forms which I had to fill in were very complicated.Rewrite these sentences so that they are more appropriate for formal written English. Use preposition + which or preposition + whose, as appropriate. (B)I. Tom Sims, whose car the weapons were found in, has been arrested. Torn Sims, in whose car the weapons were found, has been arrested.2. Tom Ham, whose novel the TV series is based on, will appear in the first episode.3. Dr Jackson owns the castle whose grounds the main road passes through.4. Tessa Parsons is now managing director of Simons, the company that she was oncea 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 FROY 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 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, especiallyjust favored for a short time by younger people•Rock ’n’ RollIt is also called rock and roll, a kind of modern music with strong beat, played loudly on electrical instruments, in which the singer repeats the same few simple words.JazzJazz was born in the USA around 1890. It came from work songs sung by black people and had its roots in Africa. Jazz started developing in the 1920s in the southern states. Soon it was played by white musicians, too, and reached other parts of the USA.African musicIt plays an important part in people’s lives, especially for work, and at festivals and weddings, when people dance all night long.Indian musicIt’s not written down. There is a basic pattern of notes which the musician follows. But a lot of modern music is also written. India also produces films with music, and millions of records are sold every year.Music in the CaribbeanThe slaves who were brought from Africa developed their own kind of music. West Indians make musical instruments out of large oil cans. They hit different parts of the drum with hammers to produce different notes. This type of music has become very famous in Britain and is very good music to dance to.II. Famous musicians:Joseph Haydn（1732-1809）was an Austrian composer and is known as “the father of the symphony”. Other composers had written symphonies before Haydn, but he changed the symphony into a long piece for a large orchestra.He was born in a village in Austria, the son of a peasant. He had a beautiful singing voice. After studying music in Vienna, Haydn went to work at the court of a prince in eastern Austria, 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 composer, possibly the greatest musical genius of all time. He only lived 35 years and he composed more than 600 pieces of music.Mozart was born in Salzburg, Austria. His father Leopold was a musician and orchestra conductor. Wolfgang had musical talent from a very early age. He learned to play the harpsichord in a concert for the Empress of Austria.By the time he was 14, Mozart had composed many pieces for the harpsichord, piano and violin, as well as for orchestras. While he was still a teenager, Mozart was already a big star and toured Europe giving concerts. Haydn met Mozart in 1781 and was very impressed with him. “He is the greatest composer the world has known,” he said. The two were friends until Mozart’s death in 1791.Ludwig van Beethoven (1770-1827)was born in Bonn, Germany. He showed musical talent when he was very young, and learned to play the violin and piano from his father, who was a singer. Mozart met Beethoven and was impressed by him. “He will give something wonderful to the world,” he said. Beethoven met Haydn in 1791, but was not impressed by the older man. After they had known each other for many years, Beethoven said, “He is a good composer, but he has taught me nothing.” However, it was Haydn who encouraged Beethoven to move to Vienna. Beethoven became very popular in the Austrian capital and stayed there for the rest of his life. As he grew older, he began to go deaf. He became completely deaf during the last years of his life, but he continued composing.III. Musical instrument 乐器saxophone electrical equipment piano guitar 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 re member 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.。

高中英语_必修二unit5 Music(Reading)教学设计学情分析教材分析课后反思

Unit5 Music（reading）教学设计引起高度重视。

仍然运用以往的以考试成绩来刺激学生学习的作法显然只能是适得其反了。

教师在教学设计以及教学过程等方面应突出以学生为主体的思想，结合学生实际因材施教，才能激发学生的学习兴趣。

2.教师在课堂中要有大量情景的设置，应该有梯度的设置任务，使用分层教学，提高学生的参与度，使不同层次的学生有机会展示自己，获得成就感，体验学习的快乐。

Unit5 Music测评练习课文复述填空If we are ____ ____ourselves, most of us have ____ ____being famous sometimes in our live. Most musicians often meet and _____a band. Sometimes they play in the street to ________ so that they can earn some _____money and this also give them a _____ to realize their dreams. There was once a band started in a different way. The musicians of whom the band was formed ____________ each other as well as played music, whose music and jokes were loosely __ ____ “The Beatle”. Their exciting perfo rmances were copied by other groups. “The Monkees”played their own _________ and wrote their own music. Though it _______ in 1970, it reunited in the mid-1980s and it is still popular today.。

高一高中英语必修二Unit5_Music教案

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[课时分配]：1课时学习内容学生活动教师活动熟悉常见音乐形式①阐述自己最喜爱的音乐类型及理由②听音乐、感受音乐风格。

①提问：让一些学生阐述自己最喜爱的音乐类型及理由。

②播放一些为大众所熟悉的音乐形式，包括摇滚乐、爵士、乡村音乐等。

门基乐队介绍掌握课文①列举对门基乐队的了解情况。

②了解乐队形成过程及门基乐队。

①让播放门基乐队的《I'm a believer》。

②向学生介绍一个乐队是如何形成的及门基乐队的特殊经历。

①带着问题阅读。

②回答阅读前老师提出的问题并简单复述课文。

③学习课文重点，并在老师的带领下进行口头练习①在黑板上列出两个问题How was themonkees formed? Why did theybecome popular?②板书本课涉及的重点词汇、词组及句型。

重点讲解重要词汇、词组、句型的运用，引导学生进行口头练习。

①掌握定语从句的用法。

②学习总结归纳。

①引导学生主动去发现，总结并归纳由介词+which / whom 引导的定语从句的用法。

②系统总结定语从句知识点。

复习定语从句小组练习①回答问题、实际运用所学。

高中英语必修2·Unit5·Music-Reading教案(人教新课

Unit 5 MusicReading---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 musicProcedures:Step 1 warming up1、Introduce the topic of music through asking some question such as “Are you fond of music ,Areyou good at singing, Can you play a musical instrument”Ask students to answer the 4 questions in groups actively while introducing different kinds ofmusic in the world.Step 2 pre—reading(1)Get the students to discuss the questions with their partners and then ask them to report theirwork.. Encourage them express their opinion freely1、Have you heard about any of famous bands in the words, please list them if you have(Beatles, Back—street boy, West—life )2、Which one do you like best?(2)Introduce something about “The Monkeys”Step 3 skimmingLet the students listen to the tape and find out the answers to the following two questions.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?Step 4 Second readingIn this part, students will read the text again and try to understand the sentences and the main idea ofeach paragraph, and then finish the exercise 2 and 4 in Comp rendingStep 5 Homework: Fin out some language points in Reading and recite the new words in unit 5Step 6:Feedback。

高中英语高一下Unit 5 Music的教学设计

高中英语高一下Unit 5 Music的教学设计钟山高级中学英语组邓萍一设计思路英语教学是一种活动教学，教学过程是交际活动过程。

只有从组织教学活动入手，大量地进行语言实践，使英语课堂交际化，才能有效地培养学生运用英语进行交际的能力。

新课标对英语教学提出的要求是用英语进行恰当交流的能力，用英语获取信息和处理信息的能力，用英语进行思维的能力，即：发展听、说、读、写的基本技能，提高初步运用英语进行交际的能力，结合本班学生的实际，对教材进行了一定的处理。

二教学分析教材分析：本单元主题为一位著名的指挥家托斯卡尼尼的人物介绍。

课文中主要对于托斯卡尼尼的生平、在专业方面的天赋与对于指挥事业的全情投入和高度要求、以及他的一些政治观点进行了介绍。

本文为阅读的第一课时，学生们通过学习，不仅能了解一些关于这位杰出指挥家的生平，还可以学会一些有关音乐方面的专业术语和表达方式。

同时，通过学习托斯卡尼尼对待工作严谨的态度，教育学生对于学习也应持有相同的态度，要从这位名人的身上学到一些优良品质，只有这样才能成功。

学情分析：在高一上英语学习的基础上，高一下学生已经掌握了略读、跳读等一定的阅读技巧以及识别关键词、确定主题句等阅读技能，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，然而学生们对这篇有关音乐的文章会感兴趣些，因此，我在教学设计时，我有意识地帮助学生运用这些技能进行文本的理解，并鼓励学生多开口说。

教学重点：1. 对全文大意作整体理解。

2.掌握本课的重点单词与词组conduct 指挥 ban 禁令composition 作曲call in 临时找来at very short notice 仓促间passionate 热情的interpretation 演绎recall 回忆loyalty n. 忠诚tear…to pieces撕成碎片at a loss不知所措make (good/ the best) use of （好好地，尽量地）利用教学难点:1. 如何利用略读、跳读读等阅读技巧和识别关键词、确定主题句等阅读技能2. 如何促进学生自主学习，尤其是预习。

Unit5MusicReadingforWriting教学设计-高中英语人教版

普通高中新课程新教材优质课评选暨优秀课例汇集活动
英语学科教学设计
6.教学过程
8.作业布置Assignment
Required: Polish your speech writing according to the suggestions given by your partners. Optional:
1. Select one piece of music as the BGM of your speech.
2. Practice your speech skills for a better performance.
设计意图：利用分层作业，引导学生在完善习作中巩固所学，激发学生进一步练习演讲的兴趣、体会并传递音乐力量，鼓励学生办好音乐节活动。

9.教学反思
本节课总体上实现了教学目标，学生都能有很完整的演讲习作生成，并能将本课难点修辞手法攻克。

亮点1: “教学评一体化”教学理念贯穿始终，引导学生在学习过程中不断进行自我或他人的评价活动，帮助学生及时调整学习方式、查漏补缺；
亮点2: 将写作任务拆分成片段写作，能较好地减轻学生写作的畏难心理，在过程性写作中增强自信，提升写作兴趣。

亮点3: 三种层次的教学活动有机相连，从学习理解到应用实践再到迁移创新，在教师的引导下，学生能够发现问题、分析问题并解决难点，逐步提升英语写作能力和思维品质，最终达到核心素养的提升。

亮点4: 基于语篇，融入了语言学习、主题意义探索、语言鉴赏等多样有效的学习活动，逐步地达到深度理解音乐影响的目的。

本节课同时存在不足，例如课堂活动设计较满，阅读及思考时间不足，未能给更多学生进行演讲表演的机会。

附：导学案。

Unit5MusicReading教学设计- 高中英语人教新课标必修第二册

1)Two.“The Beatles”and“The Monkees”.
2)“The Monkees”.
多媒体展示节省时间。让学生掌握快读的阅读技巧，并对接下来的细读做好铺垫
Step4:Practice
While reading
Scanning.
Join the correct parts together.
Discuss in pairs using the adjectives that
you think best describe them.
popular, intelligent, lively, funny,foolish,attractive, brave, crazy, noisy,
humorous, rich, famous, determined
1.本节阅读课是一篇谈论音乐的文章，主题很受学生的喜爱，使学生有较大的热情和积极性投入到课堂活动中来，与教师和同学在探究中共同学习。
2.由于介绍的是美国早期的乐队，文本中的乐队所处的年代离当代中国学生较远，所以学生需要在感官上先上了解文本中所处年代的音乐并了解其乐队，这也使得刚开始学生对课文的兴趣不足。
Discuss with yourdeskmate:
1.Do you like music? Why?
2.Who is your favorite singer or band?
3.How does music make you feel?
4.Can you name any music style?
本单元的话题是音乐，本节课主要是阅读课，它是整个单元的核心。课文中主要讲述了门基乐队。话题是学生比较感兴趣的，所以有话可说，有情可表。通过本课的学习，学生全面地了解文章大意。WarmingUp通过直观形象的图片及感官音乐来展示了为大众所熟悉的多种音乐形式，包括摇滚、爵士、乡村音乐、民族音乐等，能使学生对音乐的丰富内容有较为广泛的认识。Reading主要从大众对歌手和乐队的心理到介绍TheMonkees乐队的一些情况，如他们如何组合成乐队，他们有名之后的发展。课文后配有相应的练习题，可以帮助学生从整体和细节两方面充分地理解课文。

高中英语必修 MusicReading教案人教新课标

Unit ５MusicReading———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 musicProcedures：Step １warming up１、Introduce the topic of music through asking some question such as “Are you fond of music ,Are you good at singing, Can you play a musical instrument”Ask students to answer the ４questions in groups actively while introducingdifferent kinds of music in the worlＤ．Step ２pre—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)Introduce something about “The Monkeys”Step ３skimmingLet 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？Step ４Second readingIn this part, students will read the text again and try to understand the sentences and the main idea of each paragraph, and then finish the exercise ２and ４in Comp rendingStep ５Homework：Fin out some language points in Reading and recite the new words in unit ５Step 6:Feedback。