人教版高中英语 必修 2 Unit 5 Music Grammar
18-19高中英语人教版必修2 Unit 5 Section Ⅲ Grammar——“介词+关系代词”引导的定语从句
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[名师点津] 介词不能提前的情况 有些固定动词短语中的介词一般不能提前。常见的这类动词短语有 listen to，look at，depend on，look for，pay attention to，take care of，look after，take part in，call on，catch up with，get along with，hear of，look forward to 等。
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3．“复杂介词＋关系代词”结构 常用的复杂介词有 because of，in front of，as a result of，at the back of 等。 He was badly hurt in the accident，because of which he didn't go to work. 他在事故中严重受伤。因此，他没去上班。
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[即时训练 1] 用适当的关系代词填空 ①The man with whom you shook hands just now is our headmaster. ②He bought many newspapers and magazines on which he spent almost all his money.
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My father works in Volkswagen，in which the workers are well paid. 我爸爸在大众汽车公司工作，那里的员工待遇优厚。(in which 引导非限制 性定语从句，which 指物) There comes Tom，for whom I have been waiting for an hour. 汤姆来了，我等他等了一个小时了。
人教版高中英语必修二Unit5Music考点总结(带答案)
人教版高中英语必修二Unit5Music考点总结单选题1、________from the tower, the south foot of the Purple Mountain is a sea of trees.A．SeeingB．SeenC．To seeD．To be seen答案：B考查过去分词。
句意：从塔顶上看，紫金山南麓是一片树木之海。
分析句子结构可知，see在句子中不是谓语动词，the south foot of the Purple Mountain和动词see 之间是被动关系，所以see应该用过去分词的形式作状语。
故选B项。
2、Artificial intelligence has already made an impact on our lives in many ways.A．影响B．冲击C．撞击D．挤入答案：A考查名词。
句意：人工智能已经在很多方面影响了我们的生活。
make an impact on 对……产生影响，所以名词impact为“影响”之意。
故选A。
3、________ in thought, he didn’t notice his teacher coming into the classroom at all.A．LosingB．Having lostC．LostD．To lose答案：C考查非谓语动词。
句意：陷入沉思中，他完全没注意到老师走进了教室。
分析句子结构可知，已有谓语动词didn't notice，空处需填非谓语动词作状语，“陷入沉思”表达为be lost in thought，故此空用过去分词作状语。
故选C。
4、She is so __________ a woman that she is certain of her views. A．familiarB．ordinaryC．significantD．confident答案：D考查形容词。
人教版高中英语必修2Unit 5Music教案2
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 1 Warming-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 andask them to match the music with the right picture.Step 2 Pre-readingTalk about the famous bands in the world. (P33 Pre-reading)1.Ask the Ss: Have you heard about any of the famous bands inthe world? List some if you have.Then the teacher will show the Ss some pictures of some famous bands like “The Beatles”, “Backstreet Boys”, “WestLife” and “Zero O’clock” on the screen and ask the Ss toname 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 you want to know more about “TheMonkees”, please turn to Page33 and let’s come to Reading“The Band That Wasn’t”.Step 3 While-readingFirst reading: read the passage again then answer 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 extramoney?4.When did the “Monkees” break up and when did it reunite??Second reading: get the main idea of each paragraph. (Finish P35, Ex 2)Step 4 Post-readingGive the Ss the following adjectives “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 reasons. (Finish P35 Ex3)(The teacher will first ask the Ss to discuss in pairs andencourage the Ss to express their opinions. There is no definiteanswer.)Step 5 DiscussionDiscuss 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 6 SummaryToday we have enjoyed some beautiful music and learn something about some famous bands. Remember:Success lies in hard work.Step 7 Homework1.Retell the text.2.Collect some information about your favorite music.Period2（vocabulary & grammar）Teaching aims:Students will be able to:Use the important words and expressions from warming up and readingUse the attributive clause led by “prep. + which / whom ”.Procedures:Step1 Vocabulary study:1.Discover useful words and expressions2.Turn to page 35 and do exercises No. 1, 2 and 3 first. Checkyour answers with your classmates’. (Finish P36 Ex 3) Step 2 Grammar study1.Underline five sentences in the reading passage that contain“prep.+ which/ whom” attributive clauses.2.Discover the structure “prep.+which/ whom” by sorting outthe messagesplete the passage using attributive clauses(Finish P37 Ex3)4.Play a game of definitions. P37 Ex 4.Period 3（Listening, reading and talking）Teaching aims:Students will be able to:make suggestionstalk about preferenceProcedures:Step 1 Listening & Writing1.Preparation for listening to “Freddy, the frog”Read the directions and the statements. Make sure the students know what they mean and what they are asked to do.2.Turn to page 38 and read these sentences before listening tothe tape. Then listen to the tape and decide true or false. Step 2 Reading1.Read more about Freddy’s life and summarize the main idea ofthe story in one sentence. (A possible version: this is a storyabout a band that became famous and did not like it.)2.Underline all the useful expressions or collocations in thepassage. Copy them to your notebook after class as homework.Collocations from Freddy’s life:become famous, visit Britain on a tour, wait for hours to gettickets for the concerts, be confident, enjoy singing and allthe congratulations, the most exciting experience, sing in aTV program called “Top of the Pops, wear an expensive suit,give a performance to a TV camera, go wrong, not go out withoutbeing followed everywhere, wear sunglasses, hide in railwaystations, one’s personal life, become too painful for sb.,pack one’s bagsStep 3 Discussion1.In small groups imagine you are Freddy and his group and youare back at the lake. Discuss the advantages and disadvantagesof being famous. Ask them make a list of their ideas2.Ask some groups to act their conversations.Step 4 HomeworkDevelop your ideas into a short passage.Period 4（speaking & writing）Teaching aims:Students will be able to:write a letter for advicetalk about music: forming a bandmake suggestions and talk about preference properly Procedure:Step 1 Speaking (Group work)1.BrainstormDo you know what a band is? What is your favorite band? How many people is a band usually formed? …2.speakingYou and your friends want to start your own band. However,, you have never played in a band before. Talk with your friendsabout the band you are going to start. What things do you haveto consider? What problems do you have?3.Activity and performanceImagine that you have a chance to form a band. How to forma band? According to the following information discuss in yourgroup.1)What is name of your band?2)Who will play what instruments and who will sing?3)What kind of band you will be?4)Choose an English song for your “band” to perform. Step 2 WritingYou and your friends want to start your own band. However, you have never played in a band before. You write an e-mail to Freddy for his advice. The e-mail is started for you, but you have to finish it.You’d better do some brainstorming in small groups before writing your letters. You should follow the procedure forbrainstorming and outlining introduced in Module 1 Unit 2.Writing tips:1.In groups discuss some questions you would like to ask Freddy.1)Make a list of them and choose the best questions.2)Share your ideas with another pair; discuss all questionsand then decide which ones you want to ask Freddy.3)Use each question to start a new paragraph.4)Write your question first; then add extra information toshow Freddy why you need help.5)Finish the letter politely and thank Freddy for his help.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.Step 3 Homework1.Write a paragraph telling your foreign friend about the typeof Chinese folk music you have chosen. Use a dictionary andother reference books to help you.2.Finish off the summing up in Student’s Book.。
新人教版高中英语必修二Unit5Music单元分析
Unit 5 Music单元分析本单元主题：人与社会、人与自我一、单元内容分析本单元涉及的主题语境是：欣赏音乐、音乐的表现形式、策划音乐节、音乐对人的影响、音乐鉴赏等。
以下为教材各部分教学内容简要分析及教学活动实施建议：1. Opening Page 主题图展示的是一个典型的交响乐演奏场景，交响乐产生的音响效果较为丰富，是音乐表演艺术最为集中的形式。
开篇页的引言" Music is the universal language of mankind ."是美国著名诗人朗费罗的名言，可译为：音乐是人类通用的语言。
表达了音乐可以超越国界，成为全人类沟通交流的工具。
2. Listening and Speaking : Talk about music preferences 该板块的主题是“谈论喜爱的音乐”。
这是中学生喜欢讨论的话题，每个人喜欢的音乐类型各不相同，有的喜欢摇滚音乐，有的喜欢经典音乐，有的喜欢乡村音乐。
只要音乐的内容积极向上，学生的爱好都值得尊重和赞赏。
该部分听力文本包括三个短对话，是一个记者对三个学生的采访。
通过一系列的听力活动，培养学生的交际技能﹣﹣解释策略。
3. Reading and Thinking : Learn about experiencing music online 本模块介绍了虚拟合唱团。
它是音乐与现代科技相结合产生的一种新的音乐形式。
来自世界各地的人，借助新技术，在家唱歌就能组成各个声部和谐美妙的虚拟合唱团。
它将普通的人们联系起来。
通过一系列的阅读活动，帮助学生梳理文本内容，理清文本结构，把握文本的主题意义。
学生应学会通过题目，合理预测文本内容。
通过训练学生快速阅读寻找段落主旨句和关键词的技能，培养语篇意识。
读后活动训练学生由此及彼的迁移性思维。
4. Discovering Useful Structures ; Express feelings and describe situations 该部分的活动主题为“表达情感和描述情境”，即在本单元的音乐主题语境下，学习过去分词作表语和状语的用法。
人教版高中英语必修2unit5课文知识点详解
He earns his living by writing stories. 他以写小说谋生。
归纳总结 earn vt.赚（钱）；挣得；得到（名声、地位 等）；获得 earn one’s living/bread earn money=make money earn one’s own living earn a salary
He pretended not to know the facts.
Mike pretended that he was ill because he didn’t want to go to school today. 迈克假装自己生病了，因为他今天不想去上学。
归纳总结 pretend v.假装，装作；自命；自称 pretend sth.假装…… pretend+that从句 假装、装作…… pretend to do sth./be doing sth./have done sth.假装要做/正在做/
Unit 5 Music
基础落实
Ⅰ.高频单词思忆
1. Folk (民间的) music is very popular with the Chinese people.
2.When you play a musical instrument(乐器), you had better know the rules.
First,you should fill an application form. 首先，你要填申请表。
归纳总结 form vt. & vi.形成；组成 ；n形. 式；表格 form/set up a club form a good habit form the habit of=fall/get into the habit of 养成…… form an organization fill in the form on/in form off/out of form in the form of以…… in any form
高中英语人教版(2022)必修第二册Unit5Music单元教案案(含答案)
B2U5 Music---单元目标与要求语法：过去分词作表语和状语一、过去分词作表语1.过去分词可放在系动词be, get, feel, look, sound, taste, smell, remain, seem,become等之后作表语, 表示主语所处的状态。
1). He seemed quite ______________(delight) at the news.2). The door remained ____________(lock) when we arrived.2. 过去分词作表语多表示人自身的感觉、感受或事物自身的状态；现在分词作表语则多表示事物具有的特征，常译作“令人...的”。
常用的这类词有：exciting/excited; astonishing/astonished delighting/delighted moving/moved disappointing/disappointed encouraging/encouraged frightening/frightened interesting/interested3). The story they heard over the radio was very _____________(move).4). They were _____________ to hear the _______________ sound.(frighten)3. 过去分词作表语和被动语态的区别“be+过去分词”表状态时，是系表结构，此时过去分词通常已形容词化；表动作时，是被动语态，且绝大多数被动结构中的动作执行者由介词by引出。
5). 这本书写得好。
______________________________________________________________6). 这本书是鲁迅写的。
__________________________________________________________二、过去分词（短语）作状语1. 主从句主语一致，可以省略状语从句中的主语，省略的主语和动词主动关系用doing，被动关系则用done。
2019新人教高中英语必修二Unit5 Music整单元完整教案
2019新人教高中英语必修二Unit 5 Music整单元完整教案Unit5 Listening and Speaking 公开课教案Teaching aims:1. Instruct students to get main facts by listening and motivate them to talk about music festival, and what you would like to do in the music festival.2. Develop students’ different listening skills to solve different listening comprehensive problems.3. Help students to understand and talk about preference.Teaching key and difficult points:1.Help students to get familiar with different kinds of music through listening practice and know the function of paraphrase in listening.2.Enable students to be aware of the function of paraphrase in listening.Teaching procedures:StepⅠLead-inActivity1 The teacher is advised to talk with their students about music festival.Boys and girls, before our listen, let’s work in pairs and discuss what music festival is.What would you like to do in the music festival? Share your ideas with partner.Activity 2 Look at the opening page and talk about it.1.What are they doing?2.Can you name some of the musical instruments that the performers are using?Suggested answers:1.They are performing classical music.2.Piano, violin, flute, drum, bagpipes, saxophone,etc.StepⅠListeningActivity 1 Warming upBefore listening,match the pictures with the correct types of music.A.Chinese traditionalB.classicalC.country musicD.hip-hopSuggested answers:1. B2.A3.C4.DActivity 2First listeningListen to the interviews and find out what kind of music the three students each like.1.The first student likes to .2.The second student likes to .3.The third student likes to .Suggested answers:1.listen to country music2.dance to hip-hop music3.play country musicActivity 3Second listeningThe reporter paraphrased some of the answers.Listen to the interviews again and complete the sentences with the words you hear.1.A:Country music touches my heart.B:So you like music that’s of ?2.A:When I listen to hip-hop,I just have to move!B:So it makes you want to ?3.A:Classical music makes me feel like I’m sitting beside a quiet stream and enjoying nature.B:So to you,it’s and ?Suggested answers:1.full of feelings2.want to dance3.peaceful and beautifulActivity 4Third listeningListen to the interviews again and think about the function of paraphrase inlistening.Suggested answers:1.to check if the listener’s understanding is correct.2.to show interest in what the speaker has said.StepⅠ SpeakingActivity 1 Enjoy some pieces of music and tell us your feelings.1.the first piece of music—played by a symphony orchestra2.the second piece of music—rock music3.the third piece of music—played by pipaSuggested answers:1.I like listening to music played by orchestras.I can hear things played oninstruments from all of the different families—woodwinds,strings,percussion and brass.Also,classical music tends to be slower,so it makes me feel calm when I listen to it.2.Rock music lets me have a strong feeling,happy or sad.3.It brings me peace and beauty,letting me feel relaxed.Activity 2 Talk in pairs.Interview each other about e the picturesbelow for ideas.These expressions may help you.Reasonsforlikingmusictouchesmyheart/soulmakesmehappy/wanttodancegivesmeenergy/hope helpsmeexercise/studysoundspeaceful/beautifulremindsmeofhome/peopleIloveExample:A:What kind of music do you like?B:I like music played by saxophone.A:What makes it so special to you?B:Because it sounds peaceful and it often reminds me of someone I love.Suggested answers:A:What kind of music do you like?B:I like Chinese folk music,for example,pipa music.A:What makes it so special to you?B:I like to listen to it when I have leisure time.It brings peace and beauty to me,which makes me feel like I’m lying by a stream in a forest.StepⅣHomework1.Tell one of your friends what kind of music you like best and why.2.Search on the Internet for more kinds of music to enjoy.Unit 5 Reading and Thinking公开课教案Teaching aims:1. To acquire the basic usage of the new words and express concerning how computers and the Internet help us experience music.2. Enable students to understand the main information and text structure of the reading text.3. Enable students to apply the reading skill of scanning to practice and understand past participle as adverbial.Teaching key points:1.Lead students to better understand how the virtual choir is formed.2.Help students identify the structure of the text and grasp and use some words and phrases to describe their music experiences.Teaching difficult points:1.Enable students to figure out the main structure of the passage.2.Get students to express their own opinions on whether a virtual choir can really bring people together.Teaching procedures:StepⅠLead-inLead students to talk about the following questions.1.How do you experience music in your daily life?2.How can computers and the Internet help us experience music differently?Suggested answers:1.I can listen to the radio, watch TV or attend concerts.puters and the Internet can help us experience a wide range of musical genres. The Internet gives us access to millions of songs in many different genres , so we can find exactly what we like. Computer technology today can also help us create the sound of an orchestra on our home computer.StepⅠPredicting for possible informationLook at the picture and the title,and then predict what the text is about.Suggested answers:The text is about some background information about the virtual choir.StepⅠ Scanning for specific informationScan the text and find out the following information.The man who came up with the idea for a virtual choir Eric Whitacre The place where he studied musical composition Juilliard School The name of his song What IfStepⅠ Intensive readingActivity 1Read Paragraph 1 and find out the key elements of virtual choir.Anyone interested in music can take part in a virtual choir.They can record themselves at any place while they perform and then upload their videos onto the Internet.They join in the virtual choir because they love it and can relax themselves.Activity 2Find out the differences between a virtual choir and a real choir.（红色部分为学生填写）Virtual choir Real choir Form video recorded livePlace on the Internet (at anyplace)stages of musicalhallsIdentity of singers anyone interested in music usually professionalsNumber of singers not limited limited to the required programmeActivity 3Read Paragraph 2 and describe Eric Whitacre’s life experience according to the timeline.Suggested answers:In 1970,he was born.In 1988,he began studying music at the University of Nevada.In 1995,he graduated from university.In 1997,he received a master’s degree in musical composition from the Juilliard School in New York.Over the next 10 years,Whitacre’s original compositions began to become quite popular among choirs and singers.Activity 4 Read Paragraph 2 again and answer the following questions.(1)What can you learn from what Whitacre said?(2)Why does the author mention Eric Whitacre’s studying experience and his achievements in music?Suggested answers:(1)It shows his experience in music which is full of surprise.(2)The author wants to stress that it was his great passion and achievements in music that led to the creation of the virtual choir.Activity 5Read Paragraph 3 and 4 and answer the following questions.(1)What gave him the inspiration to make his first virtual choir?(2)Does the writer hold a positive attitude toward the virtual choir?How do you know?Suggested answers:(1)He was inspired by a video in which a girl was singing one of his works gave him the inspiration to make his first virtual choir.(2)Yes,the writer holds a positive attitude toward the virtual choir,because he says “The virtual choir is a wonderful way for people around the world to sing with one voice and thus make the world a better place”.Activity 6Figure out the structure of the passage.Suggested answer:ThevirtualchoirStepⅠPracticeActivity 1 Complete the sentences with the correct forms of the words and phrase.st night I went to see my friend’s new rock band on at a small local music festival.2.This new pop song me of an old song that was sung by Billy White but later made popular by another singer.3.I’m so happy!My favourite singer just won a music .This that all the she put into her work was worth it.4.I with rap music when I was a teenager.Listening to it me to relax and forget about my problems.5.Five years ago,he was finally given a(n) to record his song at a(n) .Ever since,his success has shown the world that even people can become famous.6.Nowadays millions of musical performances are uploaded the Internet every day by different who may or may not be professional musicians or singers.Suggested answers:1.perform;stage2.reminds;originally3.award;proves;effort4.fell in love;enabled5.opportunity;studio;ordinary6.onto;individualsStepⅠ Creative thinkingSuggested answers:Pros:(正方)People from every corner of the world can upload their videos onto the Internet,which is like a great stage where people come together to sing.Different people sing the same song,share similar interests and values,which makes them feel like family.In the global community,people can exchange feelings and thoughts with each other like real-life communication.Cons:(反方)A virtual choir cannot have people together on stage where people can communicate in person.A virtual choir is unreal because it is just something made up.A virtual choir concert can’t have real actor-audience interaction.StepⅠ HomeworkSearch for more information about the virtual choir on the Internet.Unit 5 Discovering Useful Structures公开课教案Teaching aims:1.Get students to have a good understanding the basic usage of past wordsegmentation as past segmentation as predicative and adverbial.2. Strengthen students’ great interest in grammar learning.3. Instruct students to express their ideas with this grammar correctly.Teaching key and difficult points:1.Enable students to learn the meaning of past participles and know when to use past participles.2.How to enable students to use the structure and meaning of past word segmentation as past segmentation as predicative and adverbial.Teaching procedures:StepⅠ Lead-inLook at the pictures and describe them.The people are e.The boy is a in reading a book.The boy is s.Suggested answers:excited;absorbed;surprisedThese words serve as the predicative in the sentences.They modify the subject of the sentences like an adjective,showing the state of the subject.StepⅠ Exploring the differences between verb-ed and verb-ing as the predicativeObserve the following sentences and find out the differences between verb-ed and verb-ing as the predicative.1.The news that Man Wenjun took drugs was very surprising.2.At the news that Man Wenjun took drugs,we felt surprised.3.Your performances are satisfying.4.I am satisfied with your performances.5.The cup is broken.Suggested answer:动词-ing形式作表语时,句子主语多是物,它表示给别人造成的感觉,表示主动意义。
高中英语 人教版必修第二册unit5句型详解
UNIT 5 MUSIC1.I like to listen to it when I exercise.It gives me energy.我锻炼时喜欢听,它给我能量。
【词汇精讲】energy是名词,意为“能源;能量;精力”。
We will also have to rely more on renewable energy,such as solar and wind power.我们也必须更多地依靠像太阳能和风能这样的可再生能源。
2.Classical music makes me feel like I’m sitting beside a quiet stream and enjoying nature.古典音乐让我觉得像坐在一条宁静的溪流旁,享受着大自然。
【词汇精讲】feel like是动词短语,意为“想要;摸起来像”,后面可接名词、代词或动词-ing形式作宾语。
3.This will help you make it easier to understand.这有助于你使它更容易理解。
【句式剖析】句中为“make it+adj.+for sb to do sth”句型, 其中it作形式宾语,sb是不定式的逻辑主语。
【句式拓展】(1)make+it+形容词/名词+that从句make+it+形容词/名词+to do不定式make+it+no good/no use/no value...+doing sth(2)常用于这种句型的动词:make,think,consider,find,feel等。
Susan made it clear to me that she wished to make a new life for herself.4.Imagine having the opportunity to sing together with hundreds of other people while you are at home alone.想象一下,当你独自在家的时候,有机会和数百人一起唱歌。
Unit 5 Music Grammar 过去分词作表语和状语 高一英语(人教版2019必修第二册)
用法2.V-ed作表语，构成的系表结构与被动语态的区别:
V-ed作表语，强调主语的特点或状态，相当于形容词； 被动语态中，句子主语是动作的承受者，后面常跟by。
Eg：The library is now closed．(状态) 图书馆现在关闭了。 The cup was broken by my little sister yesterday．(动作) 昨天我妹妹把杯子打碎了。
用法3.V-ed与V-ing作表语的区别：
We are __i_n_t_e_r_e_st_e_d__(interest) in the film. The film is _i_n_t_e_r_es_t_i_n_g__ (interest) to us. Michelle sounded _e_x_c_i_te_d____(excite) to hear the news.
2.To master what we learn in this period and apply them to exercises.
gradual adj. 逐渐的；渐进的 capable adj. 有能力的；有才能的
relief n. （焦虑、痛苦的）减轻或消除；
（不快过后的）宽慰、轻松或解脱
4.让步状语
Even if invited, I will not take part in the party.
Even if I am invited, I will not take part in the party.
5.方式或伴随状语
The old man walked in the park, supported by his wife.
Finally the baby felt tired of playing with those toys. 终于婴儿厌倦了玩那些玩具。ຫໍສະໝຸດ 常见的作表语的V-ed有:
高考英语 Unit5《Music》知识与要点课件 新人教必修2
【链接训练】 The stamps were________ according to their styles and features. A．found out B．sorted out C．put out D．taken out 【解析】 考查动词短语辨析。find out“发现，找出”；sort out“分类”；put out“扑灭(火)”；take out“提取出”。句意为：这些邮票根据它们的样式和特点被分类出来。 【答案】 B
1．sort out分类 归纳拓展 (1)all sorts of各种各样的 sort of有点儿 of this/that sort(这/那)一类的 (2)sort...into...把……分成…… sort through翻查；归整
This sort of bird is very rare.这种鸟很罕见。 The teacher sorted the students into teams. 老师把学生们分成几队。 I’ve sorted out the papers that can be thrown away. 我已经把能扔掉的文件找出来了。
重点 单词
Unit 5 Music 单词及短语课件 -人教版(2019)高中英语必修第二册
2.What a relief!总算松了一口气，终于解脱了 3.sigh in/with relief./breathe a sigh of relief.松了一口气 4. relieve sb. of…帮某人减轻
(pl. phenomena-ɪnə) n. 现象
stage
/steɪdʒ/
n. (发展或进展的)时期;阶 段;(多指剧场中的)舞台
band
n.乐队;带子;
gradual
adj. 逐渐的;渐进的
capable
/ˈkeɪpəbl/
adj. 有能力的;有才能的
相关词汇积累： capable adj. 有能力的 incapable 无能力的
opportunity
n.机会;时机
take/grasp/seize/have/provide/ miss this opportunity to do 把握/抓住/有/提供/错失机会做 I’d like to take this opportunity to thank my teachers for their support.
capability n.能力
The human body is capable of doing many things, such as jumping high,running very fast. [搭配] be capable of doing sth.能够做某事
relief
/rɪˈli:f/
evening approaching.
高中英语人教版必修2Unit 5 Music 课件PPT
Practice
2. She gave a musical concert in the hall in which we interviewed a famous violinist last week. She gave a musical concert in the hall where we interviewed a famous violinist last week.
thousands of people at a concert, at which everyone is clapping and appreciating your music? 2. They may start as a group of high-school students, for whom practising their music in someone’s house is the first step to fame. 3. Later they may give performances in pubs or clubs, for which they are paid in cash.
and sang.
III. Summary
关系副词可以替代介词+which/whom结构。 • where可以替代to/at/from/in which, 例如：They visited the
city where/in which John Denver was born. • when可以替代during/at/in/on which，例如：I will never
forget the year when/in which our band started. • why可以替代for which，例如：The reason why/for which
新教材 人教版高中英语必修第二册 Unit5 Music 知识点提炼(单词短语语法等)
Unit 5Music①classical adj.古典的；经典的②hip-hop n.嘻哈音乐；嘻哈文化③techno n. 泰克诺音乐④energy n. 能源；能量；精力⑤soul n. 灵魂；心灵⑥bagpipes n. 风笛⑦stringed adj. 有弦的⑧stringed instrument 弦乐器⑨traditional adj. 传统的⑩country music 乡村音乐⑪a quiet stream 一条静静的小溪⑫touch my heart/soul 触动我的内心/灵魂⑬remind sb of... 使某人想起……remind vt.使想起；使记起；提醒reminds me of home/people I love (教材P51)让我想起了我热爱的家乡/人们[合作探究]体会remind的用法和意义Please remind me to write an email to my mother tomorrow, for it’s her birthday.请提醒我明天给我母亲写一封电子邮件，因为明天是她的生日。
Please remind me that I should bring him a present for his birthday.请提醒我给他带生日礼物。
The old picture kept me reminded of the old days.这张老照片让我想起了过去的日子。
[自主发现]①remind sb of sth提醒某人/某事②remind sb to__do sth 提醒某人做某事③remind__sb__that... 使某人想起……④keep sb reminded of 使某人想起……[思考]你能想出其他的“v.＋sb＋of sth”的短语吗？①inform__sb__of__sth__②rob__sb__of__sth__③warn__sb__of__sth__④persuade__sb__of__sth__⑤rid__sb__of__sth__⑥cure__sb__of__sth__⑦accuse__sb__of__sth__⑧convince__sb__of__sthⅠ.一言串记多义词1.She was devoted to performing on stage, while the conductor performed his duty carefully.她在舞台上表演得很投入，而指挥也认真地尽职尽责。
2019统编人教版高中英语必修第二册unit 5《Music》全单元教案教学设计
【2019统编版】人教版高中英语必修第二册Unit 5《Music》全单元备课教案教学设计Unit 5 MusicListening and Speaking【教学目标】1. Instruct students to get main facts by listening and motivate them to talk about the topics about music, the types of music, and how the music makes them feel.2. Develop students’ sense of cooperative learning and individual thinking capability.3. Develop students’ different listening skills to solve different listening comprehensive problems.4. Help students to understand how to use the structures “past participle as adverbial”.【教学重难点】Prompt students to talk about the related topics, such as types of music they know, their favourite type of music, how music makes them feel, and how to use past participle as adverbial.【教学过程】Step 1 Lead inThe teacher is advised to talk with their students about music.Boys and girls, before we listen, let’s work in pairs and discuss what type of music you know.Which type is your favorite? How does it make you feel? Share your ideas with partners.I know Chinese traditional music/classical music/country music/hip-hop/jazz/pop music/Latin music/rap/rock/punk…I like classical music. It makes me feel full of energy and happy.Step 2: PredictionAfter their small talk, the teacher can move on by finishing the following task: See the pictures and give the correct answers.1. What are the people doing in the picture below?2. Match the pictures with the correct types of music.A. Chinese traditionalB. classicalC. country musicD. hip-hop1_______________2_______________3_______________4_______________Step 3: Summary of the main ideaListeningI. Play the radio about The Sound of Music (音乐之声), and let students finish the following tasks.A star has come out to tell me1.___________________ to goBut deep in the dark-green shadowsAre voices that urge me to staySo I pause and I wait and I listenFor one more sound for one more lovely thing2.___________________ might say…The hills are alive with the sound of musicWith songs they have sung 3.__________________The hills fill my heart with the sound of musicMy heart 4.__________________ every song it hearsMy heart wants to beat like the wings of the birds that rise from the lake to the treesMy heart wants to sigh like the chime that flies from a church on a breezeTo laugh like a brook 5.__________________ and falls over stones in its wayTo sing through the night like a lark who is 6._____________I go to the hills when my heart is lonelyI know I will hear what I’ve heard beforeMy heart will 7.______________ the sound of musicAnd I’ll sing once moreII. The reporter paraphrased some of the answers the students gave him. Listen to the interviews again and complete the sentences with the words you hear.1. A: Country music touches my heart.B: So you like music that’s _______of _______?2. A: When I listen to hip-hop, I just have to move!B: So it makes you want to _______?3. A: Classical music makes me feel like I’m sitting beside a quiet stream and enjoying nature.B: So to you, it’s _______ and _______?Learning new wordsList the new words in the lesson, tell students the meaning of these words and give some examples.News words: classical, energy, soul…Talking projectGuide students to do speaking practice.I. Talk in pairs. Interview each other about music. Use the picture below for ideas.A: What kind of music do you like?B: I like techno music.A: What makes it so special to you?B: I like to listen to it when l exercise. It gives me energy.II. Work in pairs or groups and role play a conversation.●Suppose you are a reporter and interviewing the students who about music.➢I like to…➢Chinese traditional song/classical music/hip-hop music/country music…➢Listen to/play/sing…Unit 5 MusicReading and Thinking【教学目标】1. To acquire the basic usage of the new words and express concerning how computers and the Internet help us experience music.2. Enable students to understand the main information and text structure of the reading text.3. Enable students to understand past participle as adverbial.【教学重难点】1. Guide students to pay attention to reading strategies, such as prediction, self-questioning and scanning.2. To talk about the advantages and disadvantages of being a member of virtual choir.3. Lead students to understand past participle as adverbial;【教学过程】Step 1 PredictionAsk students the question.How can computers and the Internet help us experience music differently?Step 2: Learning new wordsLearn words:perform,enable,prove,award,and fall in love with…New words practiceIn order to have a good _______________ (perform), I have made good preparations for it．At present, developing the ___________ (able) of the students is an important task in our daily teaching activity．Step 3: Learning sentence patternsIntroduce the sentence patterns in the lesson and give some examples and explanation1. as 引导定语从句，意为“正如，正像”2. 过去分词(短语)作状语as引导定语从句的常用句式有：as is known to all 众所周知as we all know我们都知道as we can see正如我们所看到的as is reported正如报道的as is often the case这是常有的事as is mentioned above如上所述Step 4: Fast reading tasksGuide student to read the article quickly, teach some reading skills and do some exercises.Task of the first fast reading:Read quickly and figure out the key words of each paragraph.•Paragraph 1: enable•Paragraph 2: award•Paragraph 3: performanceTask of the second fast reading:1. What is mainly discussed in this passage?2. Which paragraph mentions background information about the virtual choir?3. Which paragraph mentions the conclusion of the virtual choir?Step 5: Careful reading tasksGuide student to read the article carefully and do some exercises.1. What is the attitude towards the virtual choir?2. Why does the virtual choir prove to be a good influence on the lives of many people?3. If you want to take part in a virtual choir, you need….Step 6: Study reading tasksAnalyze two difficult sentences in the text.1. Imagine having the opportunity to sing together with hundreds of other people while you are at home alone．2. A virtual choir enables them to add their voices to those of other individuals and become part of the global community．Step 7 Homework:Review what we have learned and find out the key language points in the text.Unit 5 MusicDiscovering Useful Structure【教学目标】1. Get students to have a good understanding the basic usage of past word segmentation as past segmentation as predicative and adverbial.2. Strengthen students’ great interest in grammar learning.3. Instruct students to express their ideas with this grammar correctly.【教学重难点】How to enable students to use the structure and meaning of past word segmentation as past segmentation as predicative and adverbial.【教学过程】Step 1 Lead-inGive some messages and ask students to guess who she is.英语过去分词的句子。
高中英语人教版必修2《unit 5 music grammar》课件
2023/9/17
5
单击此处编辑母版标题样式
• 单击e此.g处. T编h辑e n母u版mb文er本o样f p式eople who / that lost – 二级 homes reached as many as 250, 000. • 三级 It sounded like a train which / that
7
2) 能在单用非击t限ha定t此。性处定编语从辑句母中版必标须用题w样hic式h 不
• 单击此e处.g编. T辑he母y 版ha文ve本in样vi式ted me to visit their – 二级 country, which is very kind of them. • 三级 This is the book which / that I’m
11
2. Th单e gu击ita此r w处as l编ost辑wh母ile版he标wa题s to样urin式g.
George gave many performances with it.
• 单击此T处he编gu辑it母ar版wi文th本w样hic式h George gave many – 二级performances was lost while he was touring. •3三. T级he musicians were very popular. They
– 四级
»五l级ooking for.
当关系代词作 look after, look for 等
不能拆开使用的及物动词性短语的
宾语时, 介词不可以提早。
2023/9/17
8
关系单副击词此wh处ere编指辑地母点,版在标从题句中样作式地
• 单击点此处状编语辑。母版文本样式 – 二级e.g. This is the house where he lived. • 三关级系副词 when 指时间, 在从句中作时间
2016年人教版必修二unit5MusicGrammar教案
Unit 5 music Grammar 教案Teaching goals 教学目标教学目标1. Target language 目标语言目标语言重点词汇及短语重点词汇及短语supporter, by chance, directions, get mixed up, sort out2. Ability goals 能力目标能力目标a. Enable the Ss to use the words and expressions in this unit.b. Enable the Ss to use the Attributive Clause with the preposition ahead of the relative clause correctly.3. Learning ability goals 学能目标学能目标a. Get the Ss to guess the meaning of the words or phrases according to the context.b. Let the Ss use the Attributive Clause with the preposition ahead of the relative clause to express their ideas.Teaching important points 教学重点教学重点a. Get the Ss to use the Attributive Clause with the preposition ahead of the relative clause.b. Get the Ss to master the usage of the important words of this part.Teaching difficult points 教学难点教学难点How to teach the students the usage of the Attributive Clause with the preposition ahead of the relative clause.Teaching methods 教学方法教学方法1. Question-and-answer activity to help the Ss to go through the words of this unit.2. Pair work or group work to make every student work in class.3. Teaching the students the usage of the Attributive Clause with the preposition ahead of the relative clause.Teaching aids 教具准备教具准备A computer a projector and some slides.Teaching procedures & ways 教学过程与方式教学过程与方式Step Ⅰ RevisionGreetingsCheck the homework T: I’d like to know the information you’ve collected about music or musicians. Who’d like to try? S1: I like country music. So I’d like to say something about country music. Country music comes from two kinds of music. One is traditional music of the people in the Appalachian Mountains in the eastern United States. The other is traditional cowboy music from the West.The singers usually played the guitar, and in the 1920s the singers started using electric guitars. At first city people said country music was low class. It was popular mostly in the South. But during World War Ⅱ, thousands of Southerners went to the Northeast and Midwest to work in factories. They took their music with them, so it slowly became popular all over the United States. Today country music is popular everywhere, because it is about simple but strong human feelings and events-love, sadness, good times and bad times. It tells real life stories. As life becomes more complicated, it is good to hear music about ordinary people.S2: My favourite singer is Zhou Huajian, a well-known pop singer who was born in Hong Kong. As a high school student, he took interest in music and once took part in a singing competitionheld by local radio station and won the first prize. At the age of 19, he went to Taiwan Province and studied there. The next year, he went to sing in a restaurant, where he sang for four years. One day, when he was singing in a restaurant, the manager of a record company was greatly impressed by his performance. So he was invited to join the company. He has been famous since then.Ask 2 or 3 Ss to report their homework.Step Ⅱ Learning about languageDiscovering useful words and expressionsFind the words and expressions with the following meaning according to the reading passage. Get the students to do this by themselves, and refer to the dictionaries if necessary. At last check the answers with the whole class.T: First let’s turn to page35 and do the exercises in Learning about Language, I’d like you to find the words and expressions with the following meaning. Do this exercise by yourselves and check the answers together at last.In this part, get the students to do this exercise individually. After that, ask them to discuss their answers in pairs and then with the whole class.T: You all have done a good job.In this part, get the students to work in pairs and talk about their dreams and imagine what they expect to happen. Then ask them to report their work.T: Everyone has his dreams. What are your dreams? What do you expect to happen? I’d like you to work in pairs and have a discussion. Finally report your work to me.After several minutesT: Are you ready for your report work?Ss: Yes.S1: I dream of being a famous musician. But to be honest with you, my voice is not pleasant to hear.S2: I dream of being a millionaire. But to be honest with you, I have to work hard first. S3: I dream of being a doctor. But to be honest with you, I’m not good at biology. S4: I dream of being an engineer. But to be honest with you, I’m weak in science.S5: I dream of being a champion and win a gold medal in the Olympic Games. But to be honest with you, I’m not good at P .E.Discovering useful structuresT: In the text we’ve learned two useful sentences with the structure: preposition+ relative pronoun. Who can tell me the two sentences?S1: a. The musicians of whom the band was formed played jokes on each other as well as played music.b. However, after a year or so in which they became more serious about their work, "The Monkees" started to play their own instruments.T: Very good. Pay attention to the structure here. In the Attributive Clause, when the preposition is put before the relative clause, usually only two relative pronouns are used used——————which which and whom. That is never used. Look at the screen, and learn more about this kind of structure.1. In the strange city, he could not find anyone (to whom turned for help).2. I’ll never forget the day (on which we met for the first time).3. This is the professor (from whom we can learn a lot).4. This is the gun (with which the hunter shot the wolf). T: Read the sentences together.For this part, ask the students to do this exercise by themselves, and then let them discuss the answers in pairs. At last, check the answers with the whole class.T: Now let’s go on with the next exercise. Turn to page36, and let’s sort out the sentences. I’d like you to do this exercise by yourselves. After that discuss their answers in pairs and then let’s check the answers together.Allow the Ss enough time for the exercise.Step Ⅲ Using words and phrases1. When the students know what to do, ask them to do this exercise by themselves, and then check their answers first in pairs then with the whole class.T: Turn to page 70, and let’s complete the sentences. Then write the missing words in the puzzle on the right and find the hidden word.2. This exercise aims at en enlarging larging the students’ vocabulary. Teachers can ask them to work in pairs, and then check their answers together. Teachers can also ask them to do it after class. Step Ⅳ Using structuresExercise 1 Rewrite the following sentences as example.T: Please do the following exercise on page71. Discuss the answers with you partner, and then I’ll ask some students to report your work.Suggested answers1) Please tell Mr. Li that his solo piano concert will be held at the Capital Concert Hall. Please tell Mr. Li that his solo piano concert will take place at the Capital Concert Hall.2) I’m glad to tell you that your new ABC Music Book will be published next month. I’m glad to tel I’m glad to tell you that your new ABC Music Book will come out next month. l you that your new ABC Music Book will come out next month.3) This is how the No.1 Chinese Music Website was formed.This is how the No.1 Chinese Music Website came into being.Exercise 2 CorrectingFor this exercise, ask the students to do it by themselves and then check the answers with the whole class.T: Turn to page 71 and do Exercise 2 here. There is a grammatical error in each of the following sentences. Please read carefully and correct it.Suggested answers:1. Peter said that he was really grateful to you for the help you offered the other day.2. He told all the people present to pay more attention to education.3. Mr. Clark found Alice sitting at the corner of the living room, in which the windows were wide open.(Or) Mr. Clark found Alice sitting at the corner of the living room, whose windows were wide open.4. I’ll never forget the days that we spent together during our study tour in the Republic of Ireland.5. They thought very highly of our new design, which made us very pleased.6. Please sit here for a while. The meal is being prepared at the moment.7. As a result of the attack, tourism, which is the most important industry here, has been greatly affected.8. You will be fine as long as you stick to the rules.Exercise 3 Translating into EnglishT: Let’s do the last exercise. First, write the sentences down and then I’ll ask you to report your work.Allow the Ss enough time for this exercise.T: Have you finished this exercise? I want to know your work. Any volunteer?S1: This is the home that I have dreamed of. When will we move in?S2: Above all, you should be honest with me at the moment.S3: He likes playing jokes on others, but dislike being played jokes on.S4: The instrument that the musician plays is very unusual.S5: I had to admit that we won the first place by chance.T: Good. Thank you.Step Ⅴ Assignment1. SummaryT: Today we have gone over the important words and expressions in this unit. We’ve also learned the Attributive Clause with the preposition ahead of the relative clause. I do hope you will go over the notes after class.2. Get the Ss to preview the next part.。
高中英语新人教版精品教案《必修二Unit 5 music --- Grammar》
高中教案组
人教版必修二Unit 5教学设计
Grammar---Dicovering uefu tructure e the mot ut have enough 力量和智慧, ______________the wi have no chance to win
【设计说明】
如果说Ta 1，Ta 2是基础，是铺垫，那么Ta 3就是真正的输出，真正的学以致用，把所学的点滴积累运用到语篇当中去。
Stemar and homewor 2min
Summar: Toda, we’ve earned the form, meaning and ue of the attributive caue with “”and ummar the rue of it：①先行词②搭配③意义
【设计说明】
学生课堂小结对本节课所学的/which引导的定语从句的收获？及存在的疑问。
Homewor:
1 Imagine ou are a re
2 Finih the on /which引导的定语从句更是难点中的难点。
部分基础差的学生对于介词的判断还不是很有把握，这毕竟需要一定的英语知识储备量，在结合上解题技巧才能准确地判断出来。
所以单通过一节课是无法完全吸收和消化的，必须在课后通过一定量的来练习和巩固来检测自己对知识的掌握程度。
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Unit 5 Music 语 法
一、 教学内容 Discovering useful structures (p. 37); Using structures (p. 71) 二、 教学目标
在本节课结束时，学生能够
● 归纳总结介词+ which/whom 的定语从句的用法。
● 在写作中运用介词+ which/whom 的定语从句。
三、 教学步骤
步骤一 热身
检查作业。
请一个学生说出阅读课文中带有介词+ which/whom 结构的定语从句，并指出其先行词，其他学生或教师补充。
教师可以把这些句子在PPT 上呈现。
设计意图：
设计意图：学生以前遇到过这一形式的定语
从句，上节课又学习了阅读课文，请他们划出文中的介词+which/whom 的定语从句，旨在使他们熟悉这一定语从句的形式，并体会其用法，从而引出本节课的教学内容。
步骤二 用法总结和练习
1. 让学生两人一组仔细观察上面的六个定语
从句，讨论介词+which/whom 的定语从句形式和用法上的特点。
找几个学生说出自
己的看法，然后教师补充、归纳大家的看法，总结规律。
2. 教师可将PPT 中的句子填空和短文填空题
打印出来发给学生。
完成练习后，找几个学生说出答案，其他学生可以发表不同意见。
之后教师给出正确答案，并根据练习中出现的问题做适当讲解。
3. 请学生完成学生用书p.71练习一；然后教
师请几个学生先说出答案，其他学生补充 或更正；最后教师公布正确答案，并针对 学生的问题重点讲解。
设计意图：
介词+which/whom 的定语从句在前面的阅读篇章中学生已经有接触，小结的设计目的是使学生自己总结规律，提高自主学习的能力。
句子和短文填空练习旨在让学生进
一步熟悉由介词+ which/whom 引导的定语从句的形式，理解其用法，同时自我检测自己的学习效果；句子尤其是短文都为学生提供了语境，让学生体会到这一形式定语从句用于正
式文体中。
做p. 71的改错练习旨在提醒学生在使用这种定语从句时容易犯的错误，使他们在运用时避免犯同样的错误。
步骤三 总结和练习
教师讲解关系副词替代介词+which/whom 的用法和规律，然后请学生完成学生用书p.71练习二。
全班一起说出答案，教师询问学生是否有疑问，并帮助学生解决疑问。
设计意图：
让学生了解关系副词可以替代介词+which/whom 的结构，并掌握其用法。
做
p. 71的练习二旨在让学生巩固练习这一用法。
步骤四 写作
1. 布置写作任务：请学生根据所给的有关
周杰伦的基本信息，写一篇介绍他的短文。
要求在短文中使用定语从句，尤其是介词+which/whom 定语从句结构和由关系副词引导的定语从句。
教师告诉学生可以参照短文填空中有关Beatles 乐队的介绍。
2. 写完后请学生两人一组互相批改，特别
注意定语从句的使用。
最后教师请学生推荐写得较好的短文一到两篇展示在
投影仪上，全班一起批改、讲评，指出优点，指出并改正定语从句应用中出现的问题。
设计意图：利用所学语法知识进行写作练习，旨在检测学生是否掌握了介词+which/whom
定语从句结构和由关系副词引导的定语从句的用法；写作话题选择了大家比较熟悉和喜爱
的歌星兼影星周杰伦，旨在增加写作的趣味性，并且使学生有话可说；之后的互评和全班点评旨在及时发现定语从句使用中出现的问题，并及时解决。
步骤五 作业
设计意图：
让学生体验修改作文这一写作环节，了解自己在定语从句使用中存在的问题
并改正错误。