人教版 必修2 Unit5 Music using language 教案
高中英语人教必修2 Unit5 Music— Using language
Reflecting
Every coin has two sides. It was the sealthy, and being one of affluent 2nd generation . So we need to think of every matter entirely, don’t believe one thing blindly!
Step3 Fast Reading
• You have 3 minutes to read the “Freddy the Frog (II)”, after that find the answers for the following two questions: • 1.What Freddy did in Britain? • 2.How did Freddy’s life change after he became well-known to all?
Step4 Acting out
Act out a short play to show how the life changed after Freddy’s become famous
Scene1: When Freddy opened his door, he found a lot of fans outside his room asking for his signature(签名）. At last , he had to close his door and gave up the idea to go out.
• Is being famous really so good? Let’s learn Freddy’s story, and then have a discussion.
人教必修二 Unit 5 music Using language 课件(37张PPT)
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新人教版必修二Unit5-Music全单元教案
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 W ASN’T）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。
高中英语人教版必修2unit5MusicUsinglanguage教案(系列二)
Book 2 Unit 5 MusicUsing Language【Learning Aims】1. To master some basic listening skills.2. To finish relative listening exercise.3. To learn the story of Freddy the Frog (II).4. To master some useful words and expressions in the reading material.【Listening】1. 词汇热身dip: v. 浸；蘸tadpole: n. 蝌蚪lily: n. 百合花confident: adj. 自信的grown-up: n. 成年人adj. 成年的knock into: 撞上；偶然碰到（某人）feel down: 感到沮丧appreciate: v. 感激2. Listen to the story of “Freddy the Frog (1)” once and then write down the main ideas.The story is about a ________ who joined a frog _______ and became a __________.3. Blank-filling.1) Within a few short weeks he had changed from a small _______ into a beautiful ______he was now.2) Then suddenly he heard a ______, ________ sound that carried far into the darkness of thequiet night.3) Freddy looked up. “Other frogs! I must try and find them,” he thought. “it’s so ______being a _________ frog on my own.4) He began to swim ________ towards the sound. Suddenly he ________ _______ a largelily pad. On it sat three confident frogs and they were ___________________.4. T or F1) Freddy had changed form a man to a frog.2) He felt lonely in his lake till he met his friends on the lily leaf.3) Freddy was very confident about his singing.【Reading】1. 词汇brief: adj. 简明的；简要的briefly: adv. 简要地；短暂地devotion: n. 投入；热爱concert: n. 音乐会concert hall: 演奏厅；音乐厅afterwards: adv. 然后；后来invitation: n. 邀请；招待beard: n. 胡须recognize: vt. 认出；识别sensitive: adj. 敏感的；易受伤害的painful: adj. 痛苦的；疼痛的2. Read the passage and summarize the main idea.Freddy and his band’s life was greatly ____________ after they became __________, so they chose to go back to the _________.3. Read the text carefully and fill in the blank.After becoming famous Freddy and his band went on a(an) ________ tour to Britain, where fans __________ for hours to buy tickets for their concerts. So Freddy was full of ____________ when he went into a concert hall. He later ___________ on a TV programme in London. The fans were eager to know when they could see Freddy and his band again. Their ___________ life was seriously interrupted by the fans. ____________ they went, they were recognized or followed. Even when they ___________ in the library, they were found by the fans. At last, feeling very upset and ____________, Freddy and his band left Britain and went back to the lake. 【Language points】1. Freddy was now quite confident when he went into a concert hall.confident: adj. __________ n. _____________ adv.___________have confidence in: 对......有信心观察归纳：He is quite confident that he’ll pass the driving text.Tom is confident of/in/about his ability to overcome the difficulty._________________________________________________________________________一句多译：他确信自己能通过期末考试。
人教版英语必修二教案：unit5MusicUsinglanguage.doc
Unit 5 music Using language 教案Teaching goals 教学目标1.Target language 目标语言a.重点词汇及短语stick to, ability, perform, above all, come up withb.重点句型1)Km honored that...2)As you know, our band was formed in an unusual way.2.Ability goals 能力目标a.Enable the students to write an e-mail.b.Enable the students to write a passage to introduce folk music.Teaching important points 教学重点1.Get the students to be familiar with the steps to write an e-mail and a passage・2.Get the students to write about some music・Teaching difficult points 教学难点1.How to write a good e-mail.2.How to write a flue nt passage ・Teaching methods 教学方法1.Task-based method to help the students to organize their writing.2.Pair work or group work to get every student to work in class・Teaching aids教具准备1.A projector and some slides2.A multiple-media computerTeaching procedures & ways 教学过程与方式Step I RevisionGreeti ngsRevisi onStep II WritingTask 1 Read Freddy's reply write an e-mailT: Please turn to writing・ Let's read the instructions. You and your friends want to start your own band. However, you have never played before・ You write an e-mail to Freddy for his advice. Nowfirst let's read Freddy's reply and answer the questions:1.How was Freddy's band formed?2.What advice does Freddy give?After several minutesT: Have you found out your answers? Any volunteer?SI: His band was formed in an unusual way.S2: First he advises Li Hua to think what kind of music he would like to play and decide on the name of the band- something different. Then he advises him to make a special time for practicing and stick to it. At last he advises him to give some performances to get some ideas on his musical ability.T: Now I'd like you to discuss the questions you want to ask Freddy in pairs, make a list of them, and write Freddy a letter to ask him for his advice・ First discuss the questions you want to askin pairs. Usually we write a letter according to the following tips・Show the following on the screen.Writing tips1.Think of some questions you would like to ask Freddy・2.Make a lis t of them•e each question to start a new paragraph.4.Add some extra information to show Freddy why you need some help・5.Finish the letter politely and thank Freddy for his help・T: Could you tell me the questions?SI: How was his band formed? Should we play only one kind of music or not?S2: How to get some ideas on our musical abilities?S3: To form a band, \A/hat is the first thing for us to do?T: Good・ You have come up with the questions that you want to ask Freddy. Now make a list of them and write your letter. Pay attention to the form of an e-mail.Possible version 1Dear Freddy,My name is Li Hua・ l〃m beginning a band with my friends. However; we have never been in a band before・ Could you please give us some advice? I would like to know how your band was formed.I think it is difficult to form a band・ Could you please tell me how your band was formed? I think you must have done lots of work・We enjoy music and being famous, but that is not eno ugh. There is a lot of work to be done to form a band. Should we discuss with each other about the music that well play? We enjoy performing music, but we are not sure how well we'll perform・ What's your opinion about it? Could you give us some advice? Well be grateful for your help・Looking forward to hearing from you soon.Yours sincerely,Li HuaPossible Version 2Dear Freddy,My name is Li Hua. Km beginning a band with my friends. However, we have never been in a band before・ Would you please give us some advice? What should we do first? We can play several kinds of music・ Is it necessary for us to play all of them?We want to get on well and enjoy all the claps after the performsnces. If we are to form a band, what should we do next?Sometimes we are not con fident about our performa nces. Once we put on a good performanee but we are not quite sure about our abilities・ Could you give us some good advice? Well thank you a lot for your help.Km looking forward to your advice・Yours sincerely,Li HuaLanguage focus1.Km honored that... means that I feel it is an honor that...Km honored that you come to our party.2.As you know, our band was formed in a very unusual way: You know that our band was formed in a very unusual way.1)As we all know, the earth travels around the sun.2)As is known to us all, Lu Xun was a famous revoluti on ary writer.e up with: think ofYou have come up with a good idea.4.stick to: be faithful toWhatever you say, I'll still stick to my plan.5.above all: more than anything elseWe mustn't waste anything. Above all, we mustn't waste time.Step ITI Writing Task (page 74)Task 2. Discuss the best way to tell a foreign friend about one kind of Chinese folk music and then write a paragraph telling your friends about the type of Chinese folk music you have chosen.In this part, the teacher can ask the students to discuss in pairs about the questions on page 74. Make sure they list the points of their discussion, and then ask them to write a passage・T: Turn to page 74, let's look at the writing task here. I'd like you to discuss the following questions in pairs:Show the questions on the slide and allow the students enough time to do this work1.How to tell a foreigner about one kind of Chinese folk music?2.What do they need to know before they can enjoy it?3.Why do you like it?4.Who is your favourite sin ger?T: Have you finished your discussion?SI: Yes. I think we should tell them folk music is best liked in China・ Before they enjoy it, they need to know the types of Chinese folk music. Born in the North, I like the north folk music in China, and I like its content which reveals the life of the people in the north. Peng Liyuan is my favourite folk music singer.S2: Yes. I think we should tell them how folk music was developed and what it is about. I like the south folk music. I like to learn about the culture in South China. Li Shuangjiang, Jiang Dawei, Peng Liyuan, Song Zuying are my favourite folk music singers・T: Now list your points and write a passage to tell your foreign friends about the Chinese folk music. Possible version 1Chinese Folk MusicFolk music is one kind of music that Chinese like best・Some tells us something about interesting places and exciting things to do. Some tells about people at work, at play, and in workshop. Other music tells about love of country, love of nature, and love of home・Usually there are twomajor styles, when we discuss Han Chinese Folk music・ One is the north and the other is the south. The north is cold, dry, and windy. The hardships of life are reflected in the high-pitched, tense, and agitated style of folk song. The south, on the other hand, has mild weather and much rain. Life seems to be easier, and the folk songs of the south are gen erally lyrical and gentle in nature」like the folk music in North China. From the songs I can see people in the north are hard- working and brave, they love our motherland, and in the songs they express their deep feelings. Peng Liyuan who is famous for her song Mount Yimeng Manor, WhoeverDoesn〃t Say Our Home is Good and Song Zuying who is famous for her song Good Times are my favourite folk singers・ I like listening to their voices and their songs sing out our feelings about our country, our life, and our dreams.Possible version 2Chinese Folk MusicFolk music is a kind of music that has bee n passed down from gen erati on to gen eratio n. At first it did not appear in the written form, but in the oral form. People learnt the songs from their relatives, neighbors and friends, not from the book・Early performers used to learn hundreds of songs by heart. Most of the songs were about country life, the seasons, animals, plants as well as love and sadness in people's lives・ Because I like to learn the south culture, I like the south folk music ・There are lots of famous folk music sin gers in China, for example, Li Shua ngjiang, Jiang Dawei, Peng Liyuan, Song Zuyi ng, etc ・ My favorite folk sin ger is Song Zuying. Her voice is very sweet・ Most of her songs are about the life of the people in South Chinese and are very popular. She expresses deep feelings in her songs.Step IV AssignmentCon solidatio n:T: Today we've learned how to write an e-mail and the steps to write a passage・ After class, please finish the following homework:1.Go over this unit and finish the work: SUMMING UP on page40.2.Preview Unit 11.。
人教版高一英语必修二unit 5 Music 全套课件
Chinese classical music
Chinese classical music is the traditional art or court music of China. It has a long history stretching for more than three thousand years. It has its own unique systems of musical notation, as well as musical tuning and pitch, musical instruments and styles or musical genres. Music of China appears to date back to the dawn of Chinese civilization, and documents and artifacts provide evidence of a well-developed musical culture as early as the Zhou Dynasty (1122 BC—256 BC). The Imperial Music Bureau, first established in the Qin Dynasty (221 BC—207 BC), was greatly expanded under the Emperor Han Wu Di (140 BC—87 BC) and charged with supervising court music and military music and determining what folk music would be officially recognized. In subsequent dynasties, the development of Chinese music was strongly influenced by foreign music, especially that of Central Asia.
最新新人教版必修二Unit5-Music全单元教案
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 W ASN’T)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 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. UnlikeIII. 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.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 pr actice their music in someone’s home.Forms They may play to passers-by in the street or subway.Results They can earn some extra money. They may also have a chance to dream of becoming famous.How was The Monkees formed and became a real band?The Monkees in 1968 (left to right): Micky Dolenz, PeterTork, Mike Nesmith & Davy Jonesbeginning 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 playtheir own instruments and write their own songs like a real band.They produced their own records and started touring and playingtheir 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 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 The Monkees.I shall write some key words and expressions on the board. You are to retell the form of the band according to these words.Period 2: 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 W ASN’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 pr eposition 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 u sed 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.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 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 Language 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 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 Freddy’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 to have 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 ideaType of writing This is a piece of narrative writing.Main idea of the passage The band The Monkees was formed in quite a different way.It started as a TV show, with musicians played jokes on eachother as well as played music, based loosely on the bandcalled The Beatles. As time went on, their attractiveperformances gained fiercely support from their fans. Withtheir own particular style of performing their band at lastbecame very popular in the USA.Topic sentence of 1st paragraph Have you ever wanted to be a famous singer or musician?Topic sentence of 2nd paragraph Most musicians meet and form a band because they like toplay music.Topic sentence of 3rd paragraph However, there was one band that started in a different way.Top sentence of 4th paragraph Their attractive performances were copied by other groupsand their fans supported them fiercely.II. A tree diagramDreaming ofbeing a famousmusician orsinger.Howmusiciansform bands. How TheMonkees gottheir start.How The Monkeesbecame seriousabout the musicbusiness.III. 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 and writing 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 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 n otes 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 pianoguitar fluteV. What are the functions of music?•Make things more lively and interesting•Make things better for people to understand and enjoy•Express people’s feeling•Make people feel good•Help people forget their pain•Attract people’s attention•help people to remember things wellVI. The introduction of the band The MonkeesThe Monkees were a four-person band who appeared in an American television series of the same name, which ran on NBC from 1966 to 1968. The Monkees were formed in 1965 in Los Angeles, California and disbanded in 1970. At their peak they were one of the most popular musical acts of their time.Several reunions of the original lineup have taken place. The first reunion lasted from 1986 to 1989, and a second regrouping took place between 1996-1997. The Monkees last worked together for a brief period in 2001.Section 3: Words and expressions from Unit 5 THE BAND THAT WASN’TI. Words for Readingclassicaladj.(of music)put 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 oilonto 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 ship)to 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 the back/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 ofpasser-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 deserves)because 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 instruments II. 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(role)in 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 a letter 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 abilitysayingn.话；俗话‘More haste, less speed,’ as the saying goes.reputationn. (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 unknownadj.& n. 不知道的；未知的人或物unknown forces/ an unknown actor/ unknown to sb./ a。
2020高中英语 Unit 5 Music Period 4 Using Language课后阅读训练 新人教版必修2
Unit 5 Music Period 4 Using Language课后阅读训练Ⅰ. 完形填空Do you know one bird whose name is crow(乌鸦)?Here is a story about one ofthem. There was once a lazy crow,who thought it was too much trouble to 1 food. “Caw!Caw!”he said,“If someone brought me my food every day,I’d be very2 !”One day,he saw a(n) 3 pigeon flying by. “How happy and well-fed it looks,”the crow said to himself. So the crow 4 the pigeon until they came to a 5 . There were some other 6 there too. Before long,an old man came along and brought them a large bag of food. When the man had gone,the crow flew over to the pigeons. “Caw!Caw!”he said. “Can I7 you?”“No,you can’t!”8 the pigeons angrily. “We don’t know you. ”The crow went home feeling 9 . But he suddenly had a(n) 10 . “I’ll paint my11 grey,”he said,“and then the pigeons will12 I am one of them. ”After he finished the painting,he flew off to the park and was 13 by the pigeons. The crow was so hungry that he got very excited at the food. “Caw!Caw!Give lots to me!”he said loudly. 14 ,the pigeons found he was a crow. They flew after him and made him 15 .Sadly,the crow flew to his own forest. But when his old friends,the other crows saw him,they asked him to 16 . They did not 17 him because of his grey-painted feathers. So the crow felt 18 than before. His own 19 did not want him, 20 the pigeons wouldn’t let him into their group.“What looks easier isn’t always so,”the crow said to himself. “I wish I had never painted my feathers grey!”【语篇概述】本文讲述了一只懒惰的乌鸦不愿觅食而扮成鸽子,打算和鸽子混吃,最终被鸽群及自己的老友赶出去的故事,并最后领悟了“看起来容易的事并不是如其表面那么容易”的道理,最终悔恨自己把羽毛涂成灰色的行为。
高中英语Unit 5 Music-using Language教案 新课标 人教版 必修2
Unit 5 MusicPart One: Teaching DesignPeriod 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 Freddy’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 Fr eddy’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?。
人教版必修二Unit5 music Using language资料
feel down 感觉沮丧，情绪消沉
温馨提示
请同学们拿出你的导学案， 典型题本，双色笔和练习本， 还有你的激情，我们马上进入 我们快乐的英语课堂中！
青蛙弗雷迪
弗雷迪和他的乐队成名后不久， 就到英国作短暂的巡回演出去了。 歌迷们表现出了极大的忠心，他 们等几个小时来购买音乐会的门 票。弗雷迪现在步入演出厅会感 到非常自信。他很喜欢演唱，喜 欢演出后的祝贺声！
________, sensitive Freddy and his band left Britain and went back to the lake.
1. Freddy was now quite confident when he went into a concert hall. be confident + 从句 对……有信心 对……有信心
最令他感到激动的是受邀请参加叫 做“顶级流行歌手”的电视节目中的 那场表演。他得去伦敦，穿着昂贵 的服装，对着电视摄像机演唱。那 种感觉真是不一般。而节目一完， 这个房间里的电话铃声就开始响起 来了。大家都问他们什么时候可以 再次看到弗雷迪和他的乐队。他们 真的成了歌星了！
后来情况可就不妙了。弗雷迪 和他的乐队无论走到哪儿都有 人跟踪。甚至他们戴着太阳镜 留着胡子时，人们也会认出他 们来。即使他们上厕所，也会 被歌迷发现。他们试图在图书 馆的阅览室里躲藏起来，但这 些都不管用。总有人在那儿等 着！
You may find this song on the internet
or on some of your own tapes or CDs. Practise singing your song to the music and then perform to the class. This may be just the beginning for you and your band!
Book-2-Unit-5-Music-说课稿---(新课标版高二英语选修六教案教学设计)培训讲学
Book 2 Unit 5 Music 说课稿(新课标版高二英语选修六教案教学设计)Book 2 Unit 5 Music 说课稿Teaching arrangement1st Period ------ New words & Warming-up2nd Period ------Reading3rd &4th Period ------Language study5th Period ------Grammar6th Period ------Using language7th Period ------ Writing8th Period ------ RevisionPeriod 1 New words &Warming upTeaching important point:Learn the new words of this unit and Warming upTeaching procedures:Step 1 Learn New Words &Expressions of this unitStep 2 Warming up1.Questions:Do you like music?Can you list some kinds of music?What kind of music do you like best?Then enjoy some different kinds of music in Warming up and match the music with the right picture.2.Discussion: What kind of music do you like best? Why? What can this kind of music do for you?Step 3 Listening (Page 69)1. Listen for the first time and do Ex3 on P69.2. Listen again and finish Ex 2 on P69.Step 4 Homework1. Remember new words2. Preview the reading text3. Finish Part 1 of 22nd EW.Period 2 ReadingTeaching important point:Enable Ss to understand the text and learn about thehistory of a music band.Teaching procedures:Step 1 Leading inTalking about the questions in Pre-readingStep 2 Reading1. First readingRead the text to find the basic information about The Monkees.Who The MonkeesWhat to do Played and sang musicWhen to break up In 1970When to reunite In the middle 1980sAchievements Very popular and sold many records2. Second readingRead Para 1 together.Read Para 2 to answer the questions:1) Why do most musicians form a band with others?2) How do they always start and develop their band?3) What is their dream as a band?And then sum up the main idea of the Para 2 to finish Ex 2 on P35.Read Para 3&4 to fill in the blanks.1.The Monkees is made of a band of four _________, who_____________each other as well as played music. It began as a ______.2.Their performances were humorous enough to be copied by other groups.3.After a year _____ in which they became more serious about their work, The Monkees started to play and singtheir ___________.4.The band ________ in about 1970, but _________in the mid-1980s.And finish the rest of Ex 2 on P35.Step 3. Post-readingDo the Ex1 on P35.Discuss in groups to finish Ex 3 on P 35.Step 4. Summary and Homework1. Finish Reading Task of EW 22nd.2. Find the difficult sentences in the text and prepare for the Language study.Period 3&4 Language studyTeaching important points:Learn the key words & expressions in the textTeaching procedures:Step 1 Review the text and check the homeworkStep 2 Difficult sentences in the textStep 3 Language points1. pretend vt. 假装，装作pretend sth. She pretended sickness.pretend to do sth She pretended not to see us. pretend to be doing sth. She pretended to be doingher homework when I opened the door.pretend to have done sth. She pretended to have seen that movie.pretend that + clause She pretended that she had seen that movie.Ex：我们假扮加勒比海盗吧！当他妈妈进来的时候他假装在睡觉。
高中英语人教版必修2unit5MusicUsinglanguage教案(系列三)
Unit 5 Music Using language教案Teaching goals 教学目标1．Target language目标语言a. 重点词汇及短语decide on, sing…to the music, stick to, in my heart, come outb. 交际用语1) I think we should...Should we go...?What if we...?What do you think...?How about...?We could...You could...If we...Let’s...2) I prefer...I like ... best because...My favourite musician is ...I am fond of...Why do you prefer...?I don’t agree...I enjoy listening to...I don’t like ... very much.2. Ability goals能力目标a. Enable the students to decide on forming a band.b. Enable the students to discuss going to a concert and the plan to attend a concert.c. Enable the students to express what they think of some kind of music and some musicians.3. Learning ability goals 学能目标a. Help the students to decide on a band.b. Help the students to discuss about going to the concert.c. Help the students to express their opinions about some music and musicians.Teaching important points 教学重点1. Let the students express and support their opinions freely.2. Enable the students to form their bands and give their performances.Teaching difficult points 教学难点How to write a note for one’s arrangement.Teaching methods 教学方法1.Pair work or group work to practice speaking2. DiscussionTeaching aids 教具准备1. A multiple-media computer2. A projector and some slidesTeaching procedures & ways 教学过程与方式Step ⅠRevisionGreetingsRevisionT: I’d like some students to report their homework.Suggested answers to the translation1. When Mr. Smith visited Paris on a tour, he picked up French.2. When I met him the other day, he told me that he was busy writing a novel.3. It occurred to me that he went to England yesterday.4. He didn’t find a person to whom he could turn for help in the strange country.5. She is proud of her success. (Or: She takes pride in her success.)Step ⅡSpeaking (page 39)This part aims at getting the students to use their imagination. They can try forming their own bands. First let the students discuss their plans for organizing a band of their own in groups of 6. Ask them to discuss the following questions.1. What is the name of their band?2. What kind of band will it be?3. What English songs will they play?At last, ask some bands to perform the songs they have chosen.Task 1 Forming a bandT: You have already learnt about some famous bands and music. Can you form your own bands? Now, open your books and turn to page 39. Let’s read the instructions. I’d like you to form groups of 6 and plan you own bands, and then I’d like some bands to perform the songs you have chosen. Are you clear?Ss: Yes.Suggested answersGroup 1: Band name-Simple PlanA small groupThe song that will be performed: PerfectGroup 2: Band name-Nickel BackClassical music groupThe song that will be performed: V oices of springGroup 3: Band name-EvanescencePop groupThe song that will be performed-Bring me to lifeGroup 4: Band name-Red RosePop groupThe song that will be performed-My Heart will go onGroup 5: Band name-SuccessRock groupThe song that will be performed-Rhythm NationTask 2 English sayings about music (时间不足可改为可下作业)Read some of the sayings on pages 39 and 40 and ask the students to write down their quotes about music and ask them to tell what they mean to the students. This part aims to stir the students’ interest in English by making them read the quote s in this part and collect their own quotes about music. The teacher can ask them to read the sayings, and explain the difficult language points in the sayings. Then ask them to tell what the sayings mean to them. At last, ask them to work in pairs and write down their own quotes about music.Language points1. meanmean to do: plan to doa. Success means hard work.b. I had meant to see the film last night, but I had to work extra hours to finish the work.2. ...stay with what is true in your heart...a. I don’t agree with what he said.b. I am very satisfied with what you have done.3. What I have in my heart must come out.1) come out: become clearThe meaning of his story didn’t come out well.2) in one’s heart ...What do you have in your heart?4. deci de on / upon: make up one’s mindShe decided on the red shoes.T: Read the sayings here and tell me what the sayings mean to you.S1: The first saying means a lot to me. I think music expresses one’s mind and is fun. Also music helps us enjoy life. We can never imagine what life would be like without music.S2: I admire Beethoven for his spirit. He used music to express his thoughts, but never wrote for reputation and honor.S3: I think music makes our life more beautiful and without it life would be dull.S4: Music is our company and it will follow us even if we are old.T: Very good! Do you know any other sayings about music? Now, with your partner, write your own famous quotes about music and tell what it means to you.After several minutesT: What are your quotes and what do they mean to you?S5: Nothing separates the generations more than music. By the time a child is eight or nine, he has developed a passion for his own music that is even stronger than his passions for procrastination and weird clothes.--Bill Cosby. It means that Music can reflect the generationgap.S6: Music is spiritual. The music business is not.—Van Morrison. It means that music expresses our spirit and thoughts. But if a person writes music just for the purpose of making money, his music is of little value.S7: Music is the eye of the ear. It means music expresses one’s thoughts and voice.S8: Music washes away from the soul the dust of everyday life.—Auerbach. It means that music can exert a favorable influence on people.S9: Music takes us out of the actual and whispers to us dim secrets that startle our wonder as to who we are, and for what, whence, and whereto.—R.W.Emerson. It means that music can make people think more about life and themselves.Step ⅢTalking (page 69)T: Well done. If there is a classical concert, you and your friends may decide to go. So it is necessary for you to discuss with your friends. Now turn to page 69. Let’s go on with Talking. First, in groups of 4 discuss with your members and then write a note for anyone who would like to join you.Suggested answers to the discussiona. DiscussionI think we should take a taxi there.What if it rains?What do you think we get there before 5:00?How about meeting at the People’s Restaurant?If we get there a bit earlier, we’d better have dinner at the People’s Restaurant?We could buy the tickets earlier.b. NotePossible Version 1Boys and girls,There will be a classical concert in the People’s Theater on Friday. It is said to be good. Many famous stars will give their performances. It starts at 7:00. The tickets cost 20 dollars each. We’ll go there by taxi and first meet at the Xiang Jiang Restaurant and have dinner there before the concert starts. Please remember.Yours,Li HuaPossible Version 2Ladies and gentlemen,A classical concert will be held in Xin Xing Theater at 6:00 on Friday night. “The Red Rose” will give their performances. The tickets cost 25 dollars each. We will meet at the school gate at 5:30 and go there by bus. After the concert we will get together to have dinner at Yun Ting Restaurant. We’d better take our umbrella in case it rains. Do remember.Yours,Xiao WenStep ⅣSpeaking TaskTask 3 DiscussionIn this part the students work in pairs. Then discuss what music and musicians they like or dislike and give their reasons.T: Till now you’ve formed your own bands and arranged your plans to go to a concert. I’d like to know the music and musicians you like or dislike and tell me the reasons. Let’s work in pairs and discuss with your partners.Suggested answers1) — what kind of music does you like, pop music or folk music?—I like pop music. Because pop music tells about simple but strong human feelings and events-love, sadness, good times and bad times. Sometimes I think I relate to the music.2) —I don’t like rock music, because it is too loud and I feel crazy when I listen to this kind of music.—I don’t agree w ith you. I think rock music can call up my excitement. Life needs excitement. 3) — I enjoy listening to John Mayer, because he is dedicated, and most of his works consist of soloacoustic, energetic, earnest songs.4) — My favourite musician is Janet Jackson and her song-Miss You Much is my favorite.5) —I like Ah Du’s song. His songs are beautiful. I think I have the same feelings as the singer. Step ⅤAssignmentConsolidationT: Today we have practised forming our own bands, writing notes and talking about music and musicians. After class, I do hope you:1. Talk more about music and musicians with your classmates.2. Preview the new lesson about writing.。
高中英语人教版必修2 Unit5 Music 完整教案
适用学科 英语
适用年级
高三
适用区域 全国
课时时长（分钟） 60
知识点
名词辨析；动词辨析；形容词辨析；副词辨析； 动词短语辨析；完成句子；句子翻译
教学目标
知识： 1.快速复习掌握本单元词汇。 2.快速扩词汇量。
方法： 1.老师和学生一起翻译短文并从中找出自己不认识的词汇。 2.学生将不认识的词汇整理到笔记本上，并默写出所整理的词汇的汉语意思。
二、复习预习
1）The important words in this passage:
1 dinosaur ____________
9 rub ________________
2 wildlife____________
10 certain ____________
3 disappear____________
【答案】 1 灭绝 2 一次意外的事件 3 在危险中 4 对......有害 5 例如 6 以至于 7 安全的保护区 8 毫不留情 9 沙尘暴 10 形成
11 保护 12 根据 13 当地的农民 14 抓昆虫 15 突然大笑 16 自然平衡 17 关注，注意 18 野生物保护 19 和平地ughter _________ 16 the natural balance ________ 17 pay attention to ___________ 18 wildlife protection ________ 19 in peace ________________ 20 in relief_________________
8 without mercy ____________ 9 dust storms _______________ 10 come into being __________ 11protect ... from __________ 12 according to ____________ 13 local farmers____________ 14 catch the insects _________
教育部参赛_《Book2 Unit 5 Music Using language》教学设计_吴碧慧
教育部参赛_《Book2 Unit 5 Music Using language》教学设计_吴碧慧教材分析This is the sixth teaching period of this unit. We can first review some important language points the students learned in the last several periods. The emphasis of this period should be laid on listening, speaking and writing. The listening tells the story of Freddy and his band .The exercises teach the students step by step to become more proficient listeners of English. Through listening and exercise, students learn how to give advice and the skill of giving advice. Speaking is an opportunity for the students to be more creative ，This exercise develops teamwork and co-operation. All of these lay the foundation for the next task—writing. In this way, students feel that they have information to put out. And writing makes for the improvement of students’ writing ability.学生学习情况分析Students have learned the first reading part before this period, understood the text content and relevant background knowledge, basic mastered the key vocabulary and grammar text, based on this, we can strengthen the students' listening, speaking, reading and writing training.教学策略1.Task-based teaching and learning2.Cooperative learning3.Activity Approach教学目标Knowledge aims:1.Get the students to Learn some useful new words and expressions.2.Get the students to use the language by reading, listening, speaking and writingAbility aims:1. Develop the students’ reading , listening, speaking and writing skills .2. Enable the students to learn how to use different reading strategies to read different reading materialsEmotional aims:1. Arouse the students’ great interest in music and bands .2. Develop the students’ sense of group cooperation教学重点1. Develop the reading and speaking skills.2. Learn some important language points.教学难点1. Learn to use reading strategies such as skimming, scanning, and so on.2. Understand the implied meaning of the passage .教具准备The multimedia and other normal teaching tools.教学主要过程和内容教学流程教学内容教师活动学生活动设计意图教学用时视频导入播放The voice of China视频专题宣传片。
人教版高中英语必修2教案：《Unit 5 Music》
人教版高中英语必修2教案：《Unit 5 Music》人离开了书，如同离开空气一样不能生活。
下面是本文库为您推荐人教版高中英语必修2教案：《Unit 5 Music》。
教学目标1.知识目标：1）Students should learn some useful words and phrases: musician，clap， passer-by， form， extra， earn， advertisement，2） attractive， instrument， loosely， actor dream of， be honest with， play jokes on， or so， break up.3）Students should understand the general idea of the passage2.语言能力目标：1）Develop the Ss’skills of skimming， scanning and careful reading. 2） Train the Ss to find the key words and the topic sentences. 3）Encourage the Ssto guess the new words according the reading.3.情感态度与文化意识目标：1）Encourage the Ss to share the different kinds of music.2）Improve the cooperation and share among the students.教学重难点1、教学重点：a.To understudend the passage betterb.To find the main idea of each paragraph 2、教学难点：a.Master the reading ability b.Develop the skills of reading教学过程本节课共45分钟，具体教学步骤如下：Step I Leading-in播放一段小视频，内容为歌曲 If you are happy的英文版本，通过介绍演唱乐队twins引出本单元话题。
人教版高中英语必修2Unit5Music语言要点教案 新
Unit 5 Music语言要点单元要点预览（旨在让同学整体了解本单元要点）Ⅰ 词语辨析(旨在提供完形填空所需材料)Ⅱ 词性变化（旨在提供语法填空所需材料）Ⅲ 重点词汇（旨在提供综合运用所需材料）1. roll n. 卷状物; 小圆面包; 摇摆; 摇晃 vt. & vi. （使某物）滚动; 摇晃[典例]1). The slow, steady roll of the ship made us feel sick.船老是晃晃悠悠的, 弄得我们很恶心。
2). Six brown rolls, please. 请给我来六个黑面包。
[重点用法]roll sth up（将某物）卷或绕成球形或圆柱形; 卷起（某物）roll in 滚滚而来; 大量涌来[练习] 中译英1). 仍不断有人提出愿予以帮助。
_______________________________________________________________________________ ______2). 他总是抽自己卷的烟._______________________________________________________________________________ ______Keys: 1). Offers of help are still rolling in.2). He always rolls his own cigarettes.2. attach vt. & vi. 系上；缚上；附加；连接[典例]1). He will attach a label to each piece of luggage. 他会把每件行李上都加上标签。
2). Do you attach any importance to what he said? 你认为他说的话重要吗?[重点用法]attach (sth.) to(sth.)将某物系在、缚在或附在（另一物）上attach to sb. / sth. 与某人相关联; 归于某人[练习] 中译英1). 这件事不怪你。
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Unit 5 Music
Period 6 Using language教学设计
I. Teaching aims:
1.Try to make students know some knowledge about different types of music.
2. To help the students learn how to ask for advice .
3. Train the students’ reading ability.
4. To master the following expressions:
confident; brief; tour; devotion; go wrong ; agree on ; come up with ; stick to ; above all
3. To do the listening exercises in this unit.
II. Teaching methods:
Readingh; Listening ,speaking and writing
III. Teaching important and difficult points:
Important points :
Learn the expressions in this part:
confident; brief; tour; devotion; go wrong ; agree on ; come up with ; stick to ; above all
Difficult points:
To help the students learn how to ask for advice .
IV. Teaching procedures:
Step 1 Revision
Check the answers to the homework
Step 2 Listening
1. Discussion: How would your life change if you became famous?
( After discussion come to listen)
2. Listen to the tape and write down the main idea of the story: Freddy the Frog(1) The story is about a frog who joined a band and became a singer.
Listen text:
FREDDY, THE FROG(1)
Freddy the frog dipped his long, thin legs into the water. Within a few short weeks he had changed from a small tadpole into the beautiful animal she was now. He smiled to himself. Then suddenly he heard a fine, deep sound that carried far into the darkness of the quiet night. Freddy looked up. “Other frogs! I must try and find them,” he thought. “It is so hard being a grown-up frog on my own.”
He began to swim slowly towards the sound. Suddenly he knocked into a large water lily pad. On it sat three confident frogs and they were playing instruments. Freddy climbed onto the leaf. “Can I sing with you? He asked quietly. “Of course,” they said. He opened his mouth wide and began:
Help! I need somebody,
Help! Not just anybody.
Help! You know I need someone. Help!
When I was young, so much younger then today,
I never needed anybody’s help in any way.
But now those days a re gone. I’m not so self-assured（confident）! Now I find--- I’ve changed my mind.I’ve opened up the door s. Help me if you can, I’m feeling down(沮丧的) And I do appreciate you being round. Help me get my feet back on the ground. Won’t you please, please help me!
3. Listen to the tape again and decide which of the statements are true or false.
(Do exercise 4 on page 38)
4. Freddy the Frog(2)
Listen to the tape summarize the main idea:
This is a story about a band that became famous and did not like it.
Step 3. Deal with the language points in this part.
1.confident adj. 自信的，肯定的，有把握的
confidence n. 信心
confidently adv. 有信心地；确信地
2. brief adj.短暂的; 简洁的；沉默寡言的
to be brief 简单地说
in brief 简言之；简明地
3. tour n.周游；游历；参观访问
vt.&vi.游历；观光
4. devotion n.挚爱；忠诚；献身；奉献
devote vt.致力于；献身于
devoted adj.挚爱的；忠诚的；献身的
devote onself to sth 献身于某事
devote sth to sth. 把……专用于
5. go wrong 不对劲；出故障
6. agree on 同意；赞成（后跟双方协定或协商好的条件、条约、价格、日期等）
7. come up with 提出；想出；提供
keep up with 跟上；不被落下；赶上
catch up with （从后面）赶上
put up with 容忍；忍受
8.stick to 坚持；遵循（to 为介词）
stick in one’s throat 难以忍受；（话等）难以启齿
stick it out 拼到底；坚持到底
stick on 贴在……上
stick out 伸出；向上或向前突出；显眼；醒目
9. above all 最重要的是；尤其是
Step 4 Writing
1.Make a list of the things you have to consider when forming a band.
2.Group Work: Discuss the thing that is most difficult for you to decide and give your
own information.
3.Write an email: Why not write an e-mail to Freddy, and ask him for advice.
Step 5 Homework
1.Review reading passage and useful expressions in unit 5.
2.Finish exercises in workbook in unit 5 on page 74.。