人教版高中英语必修二教案：Unit+5+Music+Period+6.doc
人教版高中英语必修2 Unit 5 Music 教案
Unit 5 Music I. 单元教学目标II. 目标语言Ⅲ. 教材分析与教材重组1. 教材分析本单元以music为话题，通过对本单元的教学，使学生了解有关的音乐知识，了解乐队The Monkees的形成,表演风格及发展历程，让学生在理解文章，理解音乐的同时，潜移默化培养一种审美的情趣，也会对社会生活，人的思想观，价值观以及人应该追求什么进行思考。
并通过学习一个有趣的寓言故事，侧面了解演员成名后，歌迷给其带来的苦恼；暗示过分痴迷所带来的负面影响。
同时让学生利用目标语言学会表达自己的观点，征询建议及把握介词提前的定语从句的使用；能利用本单元所学知识写e-mail 或短文介绍中国有关的民间音乐。
1.1 Warming up 是听八段不同的音乐，然后与书上的八幅图片相搭配，目的是通过听不同的音乐，让他们了解有关类型的音乐，讨论对于音乐的感受和喜欢听音乐的原因，激发他们对此话的兴趣，带他们进入话题。
1.2 Pre-Reading 提出三个问题，引导学生谈论有名的乐队，尤其是与课文相关的门基合唱组。
在学课文前扩展学生的思维，为学课文做好准备。
1.3 Reading 课文以知名乐队The Monkees的成立和发展为切入点，从通俗音乐的题材，特点，内容以及半个世纪来的发展历程等多个方面介绍了这种音乐艺术形式，并以音乐作为一个侧面反映了近几十年来美国社会和价值观的变化，是一篇涵盖了大量的信息量，同时又可以给学生艺术和思想双重启迪的优美文章。
通俗音乐发展历史悠久，六十年代开始成为美国社会流行音乐主流，节奏强烈，主题鲜明，歌词率真，容易引发人的共鸣，尤其是在喜爱音乐的年轻人中可以产生感官和心灵上的触动。
同时，流行音乐歌曲所负载的是整个社会所接受和追求的一种价值观。
学习这篇课文，学生在理解文章，理解音乐的同时，潜移默化中也在培养一种审美的情趣，也会对社会生活，人的思想观，价值观以及人应该追求什么进行一定的思考。
因此，作为一篇谈论音乐的文章，它提供了较广泛的教学资源拓展空间，它可以博得学生的喜爱，可以使学生有较大的热情积极投入到课堂教学中来，和教师在探究中共同学习。
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。
新人教版必修二 Unit 5 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 preposition you can’t use who in place of whom, and you can’t use that or zero relative pronoun either:•Is it right that politicians should make important decisions without consulting the public to whom they are accountable? (not --- the public to who they are accountable.)•The valley in which the town lies is heavily polluted. (not --- The valley in that the town...) •Arnold tried to gauge the speed at which they were traveling. (not --- the speed at they were traveling.)In informal English we usually put the preposition at the end in attributive clauses rather than at the beginning:•The office which Graham led the way to was filled with books.•Jim’s footballing ability, which he was noted for, had been encouraged by his parents.•The playground wasn’t used by those children who it was built for.In this case we prefer who rather than whom(although whom is used in formal contexts). In restrictive attributive clauses we can also use that or zero relative pronoun instead of who or which (e.g. ...the children (that) it was built for).If the verb in attributive clauses is a two-or-three-word verb (e.g. come across, fill in, go through, look after, look up to, put up with, take on) we don’t usually put the preposition at the beginning:•Your essay is one of those (which/that) I’ll go through tomorrow. (rather than...through which I’ll go tomorrow.)•She is one of the few people (who/that) I look up to. (not ... to whom I look up.)In formal written English, we often prefer to use of which rather than whose to talk about things: •A huge amount of oil was spilled, the effects of which are still being felt. (or...whose effects are still being felt.)•The end of the war, the anniversary of which is on the 16th of November, will be commemorated in cities throughout the country. (or...whose anniversary is on...)Note that we can’t use of which in place of whose in the patterns described in Unit 71B:•Dorothy was able to switch between German, Polish and Russian, all of which she spoke fluently. (not..,all whose she spoke...)We can sometimes use that...of in place of of which. This is less formal than of which and whose, and is mainly used in spoken English:•The school that she is head of is closing down. (or The school of which she is head...)Whose can come after a preposition in attributive clauses. However, it is more natural to put the preposition at the end in less formal contexts and in spoken English:•We were grateful to Mr. Marks, in whose car we had traveled home. (or...whose car we had traveled home in.)•I now turn to Freud, from whose work the following quotation is taken. (or...whose work the following quotation is taken from.)IV. Closing down by doing exercises:Join the sentence halves using which or whom after an appropriate preposition. (A)a.I would never have finished the work.b.It was primarily written.c.We know nothing.d.They got a good view.e.He learned how to play chess.f.Dennis scored three goals in the final.g.She was born.h.It was discovered.1.They climbed up to the top of a large rock.2. I would like to thank my tutor.3. She has now moved back to the house on Long Island.4. The star is to be named after Patrick Jenks.S. This is the ball.6. He is now able to beat his father.7. The book is enjoyed by adults as well as children.8. There are still many things in our solar system.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 an alysis 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 play s an important part in people’s lives, especially for work, and at festivals and weddings, when people dance all night long.Indian musicIt’s not written down. There is a basic pattern of notes which the musician follows. But a lot of modern music is also written. India also produces films with music, and millions of records are sold every year.Music in the CaribbeanThe slaves who were brought from Africa developed their own kind of music. West Indians make musical instruments out of large oil cans. They hit different parts of the drum with hammers to produce different notes. This type of music has become very famous in Britain and is very good music to dance to.II. Famous musicians:Joseph Haydn（1732-1809）was an Austrian composer and is known as “the f ather 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. Beetho ven 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 understan d 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 oil onto 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 ina 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 journey into the unknown。
高中英语必修二Unit5_Music教案
Unit5 Music （一）[教学目标]：一、知识与技能1、掌握话题语言的运用、就熟悉的音乐话题表达看法；2、了解各种各样的音乐形式，深化对音乐的认识；3、学会从一般文字资料中获取主要信息、思考话题背后的更深层次的内容，学会深入发掘和探讨。
二、过程与方法1、听音乐，感受音乐风格；2、分组讨论、合作练习；3、结合所知，分类整理与归纳。
三、情感态度与价值观1、增添音乐欣赏趣味，提高音乐修养；2、懂得在日常交流中与他人分享各种学习资源、理解并尊重他人；3、培养合作精神和积极乐观的人生态度。
[教学重点]：1、掌握有关音乐的单词、熟练运用课文中所出现的重要词汇与短语2、学习由介词+which/whom引导的定语从句3、进一步熟悉有关建议与偏好的表达方式[教具准备]：多媒体、音乐文件[引入新课]：提出问题；同学们最喜爱的音乐类型是什么？理由？[讲解词]：音乐是我们日常生活中表达喜悦、忧伤、幸福、忧愁等诸多情感的媒介，也是大家十分喜爱的艺术形式，要让大家说出自己喜爱的歌手或者音乐家我相信大家一定可以说出好多来。
今天我想和同学们探讨一下，大家平时喜爱的音乐类型，对这些音乐类型的了解和体会，我也很想听听同学们对这些音乐类型的看法，给大家讲讲为什么喜欢这种音乐类型？（选若干同学们回答）（适当总结学生所讲）同学们对所喜爱的音乐类型理由的阐述也是各有道理，所谓萝卜白菜各有所爱，每个人都有自己独特的个人喜好，对音乐类型的偏好也是如此。
也许某一天你们之中有人会成为音乐家，或者有人会成立乐队，给大家带来好听的音乐作品，丰富大家的精神生活。
[讲授新课]：一、介绍门基乐队[提出问题]：同学们有没有听过门基乐队？门基乐队有哪些作品？[学生讨论]：对门基乐队的了解。
门基乐队是一只美国本土乐队，由四人组成，于二十世纪60年代兴起，最初，乐队成员是应一则电视广告走到一起的。
主要作品有《Waiting For The Sun》、《The Unknown Soldier》、《The Soft Parade》、《Morrison Hotel》[运用教具]：播放门基乐队的《I'm a believer》给学生听，使他们亲耳感受门基乐队的风格特点。
【学习实践】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 5Music课件www.5ykUnit5musicPartone:TeachingDesignPeriod1:Asampl elessonplanforreadingAims◆Tolearntotalkaboutkindsofmusic◆Tolearntoreadaboutbands◆TostudyTheAttributiveclause◆Tolearntowriteane-mailProceduresI.warmingupwarmingu pbydescribingGoodmorning,class.Todaywearegoingtotal kaboutaninterestingtopic---music.Asweknow,musicisak indofartofmakingpleasingcombinationsofsoundsinrhyth m,harmonyandcounterpoint.musiccanproducealivelyandh appyatmosphereandbringpeoplerelaxationafterhardwork ,whichcanreducethetiredness.Listeningtomusicalsomak espeoplefeelhappyandnice.Howmanydoyouknowaboutmusic ?canyoutellaboutdifferentkindsofmusic?Nowturntopage 33,lookatthepictures,readthecaptionsandlistentothed ifferentkindsofmusic.Seeifyoucanguesswhichmusicmatcheswithwhichpicture.warmingupbydiscussingHi,everyon e.Doyoulikemusic?Howmuchdoyouknowaboutmusic?canyout ellaboutthedifferentkindsofmusic?Pleaseturntopage33 .Lookatthepictures.Let’slistentosomemusic.Let’sseeifyoucanguesswhichmusicmatcheswithwhichpicture.classicalmusiccountrymusicRock‘n’RollRaporchestraFolkmusicyes,youareright.I’msureyouwillreallyenjoyyourselvesafterlisteningtoal lthesebeautifulmusic.whatkindofmusicdoyoulikebetter ,chineseorwestern,classicalormodern?why?Howdoesmusi cmakeyoufeel?whydoyouliketolistentomusic?Let’sdiscussthesequestionsinsmallgroups.Trytoshareyouro pinionswithoneanother.II.Pre-reading1.Thinkingandsa yingHaveyouheardaboutanyofthefamousbandsintheworld? Listsomeifyoucan.Forreference:I’veheardabout “TheBeatles”,“BackStreetBoys”,“TheEagles”,“westlife”and“PinkFloyd”.2.Listening,talkingandsharingLet’slistentosomepiecesofmusicfromdifferentbands.workin groupsoffour.Tellyourgroupmateswhichbandyoulikebest .why?Thenthegroupleaderistostandupandsharethegroupi deawiththeclass.Forreference:IamfromGroup1.ourgroup likes“TheBeatles”best.weliketheirstyleofperformances.Listeningtothei rperformances,wewillfeelrelaxed,amused,andtheirperf ormancesmakeusthinkalotaboutlife.Doyouknowanythinga bout“Themonkees”?Forreference:“Themonkees”isabandthatwasfirstpopularinthe1960sinAmerica.Unlik emostbandsofthetime,themonkeeswerenotformedbyitsmem bersbutratherbyTVproducers.Theywereafictionalbandin theTVshowofthesamename.ThebandwascomposedofmikeNesm ith,mickeyDolenz,Davyjones,andPeterTork.Allthemembe rshadsomemusicalexperience.Let’scometothereading---TheBandThatwasn’tandfindmoreaboutthem.III.Reading1.Readingaloudtoth erecordingNowpleaselistenandreadaloudtotherecording ofthetextTHEBANDTHATwASN’T.Payattentiontothepronunciationofeachwordandthepau seswithineachsentence.Iwillplaythetapetwiceandyoushallreadaloudtwice,too.2.ReadingandunderliningNextyo uaretoreadandunderlinealltheusefulexpressionsorcoll ocationsinthepassage.copythemtoyournotebookaftercla ssashomework.collocationsfromTHEBANDTHATwASN’Tdreamofdoing,ataconcert,withsb.clappingandenjoying …,singkaraoke,behonestwithoneself,gettoformaband,h ighschoolstudents,practiceone’smusic,playtopassers-by,inthesubway,earnsomeextramo ney,beginasaTVshow,playjokeson…,bebasedlooselyon…,theTVorganizers,makegoodmusic,putanadvertisementin anewspaper,lookforrockmusicians,pretendtodosth.,the attractiveperformances,becopiedby…,supportthemfier cely,becomemoreseriousabout…,playtheirowninstrumen ts,produceone’sownrecords,starttouring,breakup,inthemid-1980s,ace lebrationofone’stimeasarealband3.Readingtoidentifythetopicsentence ofeachparagraphSkimthetextandidentifythetopicsenten ceofeachparagraph.youmayfinditeitheratthebeginning, themiddleortheendoftheparagraph.1stparagraph:Howdop eoplegettoformaband?2ndparagraph:mostmusiciansmeetandformaband.3rdparagraph:onebandstartedasaTVshow.4thparagraph:“Themonkees”becameevenmorepopularthan “TheBeatles”.3.ReadingandtransferringinformationR eadthetextagaintocompletethetables,whichlisthowpeop leformedabandandhowThemonkeeswasformedbytheTVorgani zersandbecamearealband.Howdopeoplegettoformaband?me mbersHighschoolstudentsReasonsTheyliketowriteandpla ymusic.PlacesTheypracticetheirmusicinsomeone’shome.FormsTheymayplaytopassers-byinthestreetorsubw ay.ResultsTheycanearnsomeextramoney.Theymayalsohave achancetodreamofbecomingfamous.HowwasThemonkeesform edandbecamearealband?Themonkeesin1968:mickyDolenz,P eterTork,mikeNesmith&Davyjonesbeginningoftheban dItbeganasaTVshow.styleoftheperformanceTheyplayedjo kesoneachotheraswellasplayedmusic.firstmusicandjoke smostofthemwerebasedlooselyonthebandcalled “TheBeatles”.developmentofthebandTheybecamemorese riousabouttheirworkandstartedtoplaytheirowninstrume ntsandwritetheirownsongslikearealband.Theyproducedt heirownrecordsandstartedtouringandplayingtheirownmu sic.changesofthebandThebandbrokeupinabout1970,butreunitedinthemid-1980s.Theyproducedanewrecordin1996,w hichwasacelebrationoftheirtimeasarealband.4.Reading andunderstandingdifficultsentencesAsyouhavereadthet exttimes,youcansurelytellwhichsentencesaredifficult tounderstand.Nowputyourquestionsconcerningthediffic ultpointstome. IV.closingdown closingdownbydoingexercisesToendthelessonyouaretodo thecomprehendingexercisesNo.1,2,3and4.closingdownby havingadiscussionDoyouthinktheTVorganizerswereright tocall“Themonkees”abandwhentheydidnotsingorwritetheirownsongs?why?For reference:Idon’tthinktheTVorganizerswererighttocall “Themonkees”abandwhentheydidnotsingorwritetheirownsongsbecauses ingingandwritingitsownsongswasthebasisofaband.Doyou agreethatthejokesweremoreimportantthanthemusicforth isband?Giveareason.Forreference:yes.Ithinkitisthejo kesthatreallyattractmorefans.No.Ithinkthepurposeoff ormingabandisgettingpeopletoenjoythespiritofmusic.I t’smoreimportantthanplayingjokesjusttomakepeoplelaugh .closingdownbyretellingtheformofthebandThemonkees.Ishallwritesomekeywordsandexpressionsontheboard.youa retoretelltheformofthebandaccordingtothesewords.For reference:beginasaTVshow,theTVorganizers,lookfor,pu tanadvertisementinanewspaper,useactorsfortheotherme mbersoftheband,pretendtosingPeriod2:Asamplelessonpl anforLearningaboutLanguage.Aims TohelpstudentslearnabouttheAttributiveclausewithapr epositioninfront. Tohelpstudentsdiscoverandlearntousesomeusefulwordsa ndexpressions.Tohelpstudentsdiscoverandlearntouseso meusefulstructures.ProceduresI.warmingupwarmingupby discoveringusefulwordsandexpressionsTurntopage35and doexercisesNo.1,2and3first.checkyouranswersagainsty ourclassmates’.II.Learningaboutgrammar1.Readingand thinkingTurntopage34andreadwithmethetextofTHEBANDTH ATwASN’t.Asyoureadon,payattentiontoTheAttributiveclause,th atis,theattributiveclauseswithaprepositionaheadofth erelativepronounshowninthesentences.Forreference:Th emusiciansofwhomthebandwasformedplayedjokesoneachot heraswellasplayedmusic.However,afterayearorsoinwhic htheybecamemoreseriousabouttheirwork,“Themonkees”startedtoplaytheirowninstrumentsandwritetheirownson gslikearealband.2.DoingexercisesNo.1and2onpage35Tur ntopage34.Lookatthetwosentences:Themusiciansofwhomt hebandwasformedplayedjokesoneachotheraswellasplayed music.However,afterayearorsoinwhichtheybecamemorese riousabouttheirwork,“Themonkees”startedtoplaytheirowninstrumentsandwritetheirownson gslikearealband.Payattentiontothestructure:preposit ion+uallyonlytworelativepronouns---whichandwhom---canbeusedintheAttributiveclause,wi thaprepositionputbeforetheclause.Thatcan’tbeused.Lookatthescreen.Herearemoreexamplesonthiski ndofstructure.1.Thisisthereasonforwhichhelefthishom etown.2.I’llneverforgetthedayonwhichwestayedtogether.3.Thisis thegirlfromwhomIlearnedthenews.4.ThepersontowhomIsp okejustnowisthemanagerthatItoldyouabout.5.I’llshowyouastoreinwhichyoumaybuyallthatyouneed.6.Ido n’tlikethewayinwhichyoulaughedather.NowgoontodoExerci seNo.2onpage36,thatis,tosortoutthesentences.III.ReadyusedmaterialsforTheAttributiveclauseInformalstyle sweoftenputaprepositionbeforetherelativepronounswhi chandwhom:·Therateatwhichamaterialheatsupdependson itschemicalcomposition.·InthenovelbyPeters,onwhich thefilmisbased,themaincharacterisateenager.·Anacto rwithwhomGelsonhadpreviouslyworkedcontactedhimabout therole.·Hermanyfriends,amongwhomIliketobeconsider ed,gaveherencouragement.Noticethatafterapreposition youcan’tusewhoinplaceofwhom,andyoucan’tusethatorzerorelativepronouneither:·Isitrightthat politiciansshouldmakeimportantdecisionswithoutconsu ltingthepublictowhomtheyareaccountable?·Thevalleyi nwhichthetownliesisheavilypolluted.·Arnoldtriedtog augethespeedatwhichtheyweretraveling.IninformalEngl ishweusuallyputtheprepositionattheendinattributivec lausesratherthanatthebeginning:·TheofficewhichGrah amledthewaytowasfilledwithbooks.·jim’sfootballingability,whichhewasnotedfor,hadbeenencou ragedbyhisparents.·Theplaygroundwasn’tusedbythosechildrenwhoitwasbuiltfor.Inthiscasewepr eferwhoratherthanwhom.Inrestrictiveattributiveclaus eswecanalsousethatorzerorelativepronouninsteadofwhoorwhichitwasbuiltfor).Iftheverbinattributiveclauses isatwo-or-three-wordverbwedon’tusuallyputtheprepositionatthebeginning:·youressayisoneofthoseI’llgothroughtomorrow.·rmalwrittenEngl ish,weoftenprefertouseofwhichratherthanwhosetotalka boutthings:·Ahugeamountofoilwasspilled,theeffectso fwhicharestillbeingfelt.找教案·Theendofthewar,theannive rsaryofwhichisonthe16thofNovember,willbecommemorate dincitiesthroughoutthecountry.Notethatwecan’tuseofwhichinplaceofwhoseinthepatternsdescribedinUn it71B:·DorothywasabletoswitchbetweenGerman,Polisha ndRussian,allofwhichshespokefluently.wecansometimes usethat...ofinplaceofofwhich.Thisislessformalthanof whichandwhose,andismainlyusedinspokenEnglish:·Thes choolthatsheisheadofisclosingdown.whosecancomeafter aprepositioninattributiveclauses.However,itismorena turaltoputtheprepositionattheendinlessformalcontext sandinspokenEnglish:·weweregratefultomr.marks,inwh osecarwehadtraveledhome.·InowturntoFreud,fromwhoseworkthefollowingquotationistaken.IV.closingdownbydo ingexercises:jointhesentencehalvesusingwhichorwhoma fteranappropriatepreposition.a.Iwouldneverhavefinishedthework.b.Itwasprimarilywritten.c.weknownothing.d.Theygotagoodview.e.Helearnedhowtoplaychess.f.Dennisscoredthreegoalsinthefinal.g.Shewasborn.h.Itwasdiscovered.1.Theyclimbeduptothetopofalargerock .2.Iwouldliketothankmytutor.3.Shehasnowmovedbacktot hehouseonLongIsland.4.ThestaristobenamedafterPatric kjenks.S.Thisistheball.6.Heisnowabletobeathisfather .7.Thebookisenjoyedbyadultsaswellaschildren.8.There arestillmanythingsinoursolarsystem.keyforreference: 1.Theyclimbeduptothetopofalargerock,fromwhichtheygo tagoodview.2.Iwouldliketothankmytutor,withoutwhomIw ouldneverhavefinishedthework.3.Shehasnowmovedbackto thehouseonLongIsland,inwhichshewasborn.4.ThestaristobenamedafterPatrickjenks,bywhomitwasdiscovered.S.T hisistheball.Dennisscoredthreegoalsinthefinal.6.Hei snowabletobeathisfather,fromwhomhelearnedhowtoplayc hess.7.Thebookisenjoyedbyadultsaswellaschildren,abo utwhomitwasprimarilywritten.8.Therearestillmanythin gsinoursolarsystem,aboutwhichweknownothing.Arethese correctorappropriate?Iftheyare,puta√.Iftheyarenot,giveareason,correctthemandgivealter nativesifyoucan.I.It'sapieceofjewelryacrosswhichIcameinanantiqueshop. ---whichIcameacrossinanantiqueshop.2.Theextraworkwhichshetookonwasstartingtoaffectherhea lth.3.mymother,afterwhomIlookedforover20years,diedlastyea r.4.ThepeoplewhomIworkwithareallveryfriendly.5.Some ofthecriticismswithwhichtheyhadtoputupwereveryunfai r.6.Hehadmanyfriendswithwhomhehadaregularcorrespond ence.7.ThewomantowhoheisengagedcomesfromPoland.8.Th eformswhichIhadtofillinwereverycomplicated.Rewritethesesentencessothattheyaremoreappropriateforformalw epreposition+whichorpreposition+who se,asappropriate.I.TomSims,whosecartheweaponswerefoundin,hasbeenarrest ed.TornSims,inwhosecartheweaponswerefound,hasbeenar rested.2.TomHam,whosenoveltheTVseriesisbasedon,will appearinthefirstepisode.3.Drjacksonownsthecastlewho segroundsthemainroadpassesthrough.4.TessaParsonsisn owmanagingdirectorofSimons,thecompanythatshewasonce asecretaryin.5.Allowingtheweaponstobesoldisanaction thattheGovernmentshouldbeashamedof.6.Thedragonflyis aninsectthatweknowverylittleof.Period3:Asamplelesso nplanforUsingLanguageAimsToreadthestoryaboutFreddya ndthenenjoyandunderstandBeatles’songs.Tousethelanguagebyreading,listening,speakinga ndwriting.ProceduresI.warmingupbylisteningandwritin gTurntopage37andreadthesesentencesbeforelisteningto thetape.Thenlistentothetapeanddecidetrueorfalse.II. Guidedreading1.ReadingandtranslatingReadmoreaboutFreddy’slifeandtranslateitintochineseparagraphbyparagraph.ReadingandunderliningNextyouaretoreadandunderlineal ltheusefulexpressionsorcollocationsinthepassage.cop ythemtoyournotebookafterclassashomework.collocation sfromFreddy’slifebecomefamous,visitBritainonatour,waitforhourst ogetticketsfortheconcerts,beconfident,enjoysinginga ndallthecongratulations,themostexcitingexperience,s inginaTVprogramcalled“TopofthePops,wearanexpensivesuit,giveaperformance toaTVcamera,gowrong,notgooutwithoutbeingfollowedeve rywhere,wearsunglasses,hideinrailwaystations,one’spersonallife,becometoopainfulforsb.,packone’sbags3.DoingexercisesNowyouaregoingtodoexercisesNo.3,4and5 onpage38followingthearticle.Ex3:Herearetheincorrect sentenceswhichshouldbecrossedout.1.Freddyandhisbandalwayslovedbeingpopstars.2.Hisfavoriteprogramwas“TopofthePops”.3.ThingswentwrongbecauseFreddyandhisbandhidthemselvesTheyrealizedtheyhadtogobecausetheywerepainful.Exerc ise4Answerthesequestions:1.Thisisanopenquestionbywhichstudentsareaskedaboutthe iropinions.Answersmayvary.2.Answersmayvarybutthereisinformationinthereadingpass agethatmayinclude:---becomingrich;---doingajobyouwa nttodo;---havingmanyfans;---peopleenjoyingyourmusic .3.Answersmayvarybutinformationmayinclude:---peacefula ndquiet;---aprivatelifeawayfromcrowds;---apersonall ifewhichothersdonotdiscuss.Exercise5:ThemainideaisN o.3.Thisisastoryaboutabandthatbecamefamousanddidnot likeit.onlyNo.3bestsummarizesthemainidea,whileallth eothersreflectjustpartofthemainidea.Atfirst,Freddya ndhisbandwantedtobefamous,butwhenhebecamefamous,the ywerealwaysbeingfollowedwherevertheywent,whichtheyf oundpainful.III.Guidedwriting.writingaletterforadvicePleaseturntopage38writi ng.Let’sreadtheinstructions.youandyourfriendswanttostartyo urownband.However,youhaveneverplayedinabandbefore.y ouwriteane-mailtoFreddyforhisadvice.Thee-mailisstar tedforyou,butyouhavetofinishit.you’dbetterdosomebrainstorminginsmallgroupsbeforewritin gyourletters.youshouldfollowtheprocedureforbrainsto rmingandoutliningintroducedinmodule1Unit2.writingti ps:1.IngroupsdiscusssomequestionsyouwouldliketoaskFreddy .2.makealistofthemandchoosethebestquestions.3.Shareyourideaswithanotherpair;discussallquestionsan dthendecidewhichonesyouwanttoaskFreddy.4.Useeachquestiontostartanewparagraph.5.writeyourquestionfirst;thenaddextrainformationtosho wFreddywhyyouneedhelp.6.FinishtheletterpolitelyandthankFreddyforhishelp.2.R eadingFreddy’sreplyLet’sreadFreddy’sreplyandanswerthequestions:---HowwasFreddy’sbandformed?---whatadvicedoesFreddygive?3.writingan oteandaparagraphPleaseturntopage74.Nowinpairsyouare goingtodecideonthebestwaytotellaforeignfriendabouto nekindofchinesefolkmusic.whatdoyouthinktheyneedtokn owbeforetheycanenjoyit?whydoyoulikeit?whoareyourfav oritesingers?Discussitwithyourpartnerandwritenotest oremindyouofyourmostimportantideas.Thenwriteaparagr aphtellingyourforeignfriendaboutthetypeofchinesefol eadictionaryandotherreference bookstohelpyou.IV.FurtherapplyingFindinginformation Gotothelibrarytoreadorgetonlinetosearchinordertofin dmoreinformationonmusicandmusicians.Takenotesofyour findingsandreportthemtoyourgroupmatesnextmondaymorn ing.找教案V.closingdownbyfillingafor mmakeuseofthetextandotherstofillintheformbelow.Howd opeopleformabandmembersReasonsPlacesFormsResultsclo singdownbydescribingabandToendthisperiod,Iamgoingto havetwoofyoutodescribetotheclassabandwhomyouappreciates.who’dliketospeakfirst?PartTwTeachingResourcesSection1:A textstructureanalysisofTHEBANDTHATwASN’TI.TypeofwritingandsummaryoftheideaTypeofwritingThi sisapieceofnarrativewriting.mainideaofthepassageThe bandThemonkeeswasformedinquiteadifferentway.Itstart edasaTVshow,withmusiciansplayedjokesoneachotheraswe llasplayedmusic,basedlooselyonthebandcalledTheBeatl es.Astimewenton,theirattractiveperformancesgainedfi ercelysupportfromtheirfans.withtheirownparticularst yleofperformingtheirbandatlastbecameverypopularinth eUSA.Topicsentenceof1stparagraphHaveyoueverwantedto beafamoussingerormusician?Topicsentenceof2ndparagra phmostmusiciansmeetandformabandbecausetheyliketopla ymusic.Topicsentenceof3rdparagraphHowever,therewaso nebandthatstartedinadifferentway.Topsentenceof4thpa ragraphTheirattractiveperformanceswerecopiedbyother groupsandtheirfanssupportedthemfiercely.II.Atreedia gramDreamingofbeingafamousmusicianorsinger.Howmusic iansformbands.HowThemonkeesbecameseriousaboutthemus icbusiness.HowThemonkeesgottheirstart.III.Aretoldpassageofthetext1.Apossibleversion:Being afamoussingerormusicianmaybethedreamofmanypeople.Be comingamemberofabandmayhelpyourealizethedream.Butju sthowcanpeopleformaband?mostmusiciansoftenmeetandfo rmabandfortheyarecongenialwitheachother.Highschools tudentsmayalsoformabandtopracticemusictogetherorsom etimesplayinthestreettopassers-bytoearnsomeextramon ey,whichisalsoachancetorealizetheirdreamsofbecoming famous.However,Therewasabandwhichwasstartedinquitea differentway.Themusiciansofwhomthebandwasformedplay edjokesoneachotherandplayedmusic,looselybasedontheB eatles.Theirexcitingperformanceswerecopiedbyothergr oupsandwerefiercelysupportedbytheirfans.Thatbandwas Themonkees.Afterayearorso,Themonkeesbecamemoreserio usoftheirwork,playingtheirowninstrumentsandwritingt heirownmusic.Thoughitbrokeupin1970,itreunitedinthem id-1980sandisstillpopulartoday.Section2:Backgroundi nformationonmusic,musiciansandthebandThemonkeesI.Di fferenttypesofmusic:Folkmusic找教案Ithasbeenpasseddownfromonegenerationtoanother.Atfir stitwasneverwrittendown.Peoplelearnedthesongsfromth eirfamilies,relatives,neighborsandfriendsinthesamev illage.Thesesongswereaboutthecountrylife,theseasons ,animalsandplants,andaboutloveandsadnessinpeople’slives.PopmusicItisakindofmodernmusicwithastrongbeatandnot oflastinginterest,especiallyjustfavoredforashorttim ebyyoungerpeople•Rock’n’RollItisalsocalledrockandroll,akindofmodernmusicwit hstrongbeat,playedloudlyonelectricalinstruments,inw hichthesingerrepeatsthesamefewsimplewords.jazzjazzwasbornintheUSAaround1890.Itcamefromworksongssu ngbyblackpeopleandhaditsrootsinAfrica.jazzstartedde velopinginthe1920sinthesouthernstates.Soonitwasplay edbywhitemusicians,too,andreachedotherpartsoftheUSA .AfricanmusicItplaysanimportantpartinpeople’slives,especiallyforwork,andatfestivalsandweddings,whenpeopledanceallnightlong.IndianmusicIt’snotwrittendown.Thereisabasicpatternofnoteswhichthe musicianfollows.Butalotofmodernmusicisalsowritten.I ndiaalsoproducesfilmswithmusic,andmillionsofrecords aresoldeveryyear.musicinthecaribbeanTheslaveswhowerebroughtfromAfricadevelopedtheirownk indofmusic.westIndiansmakemusicalinstrumentsoutofla rgeoilcans.Theyhitdifferentpartsofthedrumwithhammer stoproducedifferentnotes.Thistypeofmusichasbecomeve ryfamousinBritainandisverygoodmusictodanceto.II.Famousmusicians:josephHaydn（1732-1809）wasanAustriancomposerandisknownas “thefatherofthesymphony”.othercomposershadwritten symphoniesbeforeHaydn,buthechangedthesymphonyintoal ongpieceforalargeorchestra.HewasborninavillageinAustria,thesonofapeasant.Hehad abeautifulsingingvoice.AfterstudyingmusicinVienna,H aydnwenttoworkatthecourtofaprinceineasternAustria,wherehebecamedirectorofmusic.Havingworkedtherefor30y ears,HaydnmovedtoLondon,wherehewasverysuccessful.wo lfgangAmadeusmozartwasacomposer,possiblythegreatest musicalgeniusofalltime.Heonlylived35yearsandhecompo sedmorethan600piecesofmusic.mozartwasborninSalzburg,Austria.HisfatherLeopoldwas amusicianandorchestraconductor.wolfganghadmusicalta lentfromaveryearlyage.Helearnedtoplaytheharpsichord inaconcertfortheEmpressofAustria.Bythetimehewas14,mozarthadcomposedmanypiecesfortheh arpsichord,pianoandviolin,aswellasfororchestras.whi lehewasstillateenager,mozartwasalreadyabigstarandto uredEuropegivingconcerts.Haydnmetmozartin1781andwas veryimpressedwithhim.“Heisthegreatestcomposertheworldhasknown,”hesaid.Thetwowerefriendsuntilmozart’sdeathin1791.LudwigvanBeethovenwasborninBonn,German y.Heshowedmusicaltalentwhenhewasveryyoung,andlearne dtoplaytheviolinandpianofromhisfather,whowasasinger .mozartmetBeethovenandwasimpressedbyhim.“Hewillgivesomethingwonderfultotheworld,”hesaid.BeethovenmetHaydnin1791,butwasnotimpressedby theolderman.Aftertheyhadknowneachotherformanyyears, Beethovensaid,“Heisagoodcomposer,buthehastaughtmenothing.”However,itwasHaydnwhoencouragedBeethoventomovetoVie nna.BeethovenbecameverypopularintheAustriancapitala ndstayedtherefortherestofhislife.Ashegrewolder,hebe gantogodeaf.Hebecamecompletelydeafduringthelastyear sofhislife,buthecontinuedcomposing.III.musicalinstr ument乐器saxophoneelectricalequipmentpianoguitarfluteV.whatarethefunctionsofmusic?•makethings morelivelyandinteresting•makethingsbetterforp eopletounderstandandenjoy•Expresspeople’sfeeling•makepeoplefeelgood•Helppeoplef orgettheirpain•Attractpeople’sattention•helppeopletorememberthingswellVI.TheintroductionofthebandThemonkeesThemonkeeswereafou r-personbandwhoappearedinanAmericantelevisionseries ofthesamename,whichranonNBcfrom1966to1968.Themonkee swereformedin1965inLosAngeles,californiaanddisbande din1970.Attheirpeaktheywereoneofthemostpopularmusic alactsoftheirtime.Severalreunionsoftheoriginallineu phavetakenplace.Thefirstreunionlastedfrom1986to1989 ,andasecondregroupingtookplacebetween1996-1997.Them onkeeslastworkedtogetherforabriefperiodinXX.Section 3:wordsandexpressionsfromUnit5THEBANDTHATwASN’TI.wordsforReadingclassicaladj.puttogetherandarrang edwithseriousartisticintentions;havinganattractiont hatlastsoveralongperiodoftime（音乐）古典的BachandBeethovenwroteclassicalmusic.theclassicalmusicofIndia/theclassicalsymphonyrollvt .&vi.1.tomovealongbyturningoverandover（使）滚动werolledthebarrelsofoilontotheship.Tearswererolling downhercheeks.2.tomovesteadilyandsmoothlyalongonwhe els滚动；转动Thetrainrolledslowlyintothestation.Thewavesrolledov erthesand.3.toswingfromsidetosidewiththemovementofthewaves摇摆;摇晃Theshiprolledsoheavilythatwewereallsick.4.keeptheba llrolling:tokeepthingsactiveandmoving（使事情，工作等）继续进行下去；不松懈5.settheballrolling:tobethefirsttodosomething,hopin gthatotherswillfollow带动；带头（希望他人跟随）I’llsingasongfirst,justtosettheballrolling.folkadj.of ,connectedwith,orbeingmusicoranyotherartthathasgrow nupamongworkingand/orcountrypeopleasanimportantpart oftheirwayoflivingandbelongstoaparticulararea,trade ,etc.,orthathasbeenmadeinmoderntimesasacopyofthis （音乐；艺术）民间的；民俗的folkmusic/folksongs/chinesefolkart/giveafolkconcert /afolksingerjazzn.爵士音乐traditionaljazz/modernjazz/jazzmusic/ajazzbandmusic iann.音乐家afinemusiciandreamn.1.agroupofthoughts,images,orfee lingsexperiencedduringsleep梦2.sth.imaged,notreal,butbelievedinorgreatlyandhopef ullydesired理想；梦想v.梦见；梦想dreamof/aboutsth./dreamadreamclapvi.鼓掌clapone’shandintimetothemusic/clapsb.onsth./clapsb.onthebac k/clapeyesonsb.behonestwith=befrankwith/totellyouth etruthform找教案vt.&n.（使）组成；形成formsomeideasoropinionaboutsth./formanation/formali ne/formgoodhabits/intheformof/inform/fillintheform/ taketheformofpasser-byn.过路人；行人passers-by/askthepasser-byearnvt.1.togetbyworking 赚；挣（钱）Heearns$10000ayear.2.togetbecauseofone’squalities博得；赢得Heearnedthetitleof“TheGreat”byhisvictoriesinthewar.earnmoney/earnone’sliving/earnsb.successlooselyadv.宽松的；松散的looselyspeaking/looselytranslatedadvertisementn.als oad--anoticeofsth.forsale,serviceoffered,jobpositio ntobefilled,roomtolet,etc.,asinanewspaper,paintedon awall,ormadeasafilm广告theadvertisementpage/advertisementforsb./sth./putan advertisementactorn.男演员；行动者actorandactress/anexcellentactorattractiveadj.havin gthepowertoattract有吸引力的Theideaisveryattractive.soundattractive/atattractivepricefann.1.扇子turnthefanon2.averykeenfollowerorsupporter,asofaspo rt,performingart,orfamousperson迷；狂热者fanclubinstrumentn.工具；器械；乐器playaninstrument/theinstrumentsoftheorchestra/aship’sinstrumentsII.wordsforLearningaboutLanguagehitn.（演出等）成功；打击adirecthitonanenemyship/afinalscoreoftwohitsandsixm isses/ahitwitheveryone/Hisfilmisquiteahit/Theysangt heirlatesthit./makeahitsortn.&vt.种类；类别；分类；整理thesortofpersonIreallydislike/whatsortofpaintareyou using?/sortsth.outsth./sortthroughsth.III.wordsforU ter;afterthat以后;后来Let’sgotothetheatrefirstandeatafterwards.performvt.&vi.1.todo;carryout实行；做Thedoctorperformedtheoperation.2.tofulfill履行；执行3.togive,actorshowinaplay,apieceofmusic,tricks,etc.)esp.beforethepublic表演performatask/performone’sduty/performanoperationtosaveone’slife/performthepiano/performskillfullyontheflute/p erformliveontelevision/performaceremonyperformancen.表演；履行faithfulintheperformanceofone’sduty/theeveningperformance/giveaperformanceof “Hamlet”/inperformancestickvi1.tobefixedwithastickysubstanc e粘贴；张贴Stickapieceofpaperovertheoldaddressandwritethenewon eonit.sticktoone’sfingers/stickastamponaletter2.stickto:torefusetoleaveorchange/stickupanoteonthe note-board/stickthepenbehindtheear坚持;固守sticktoone’splan/tosticktoone’spromiseabilityn.powerandskill,esp.todo,think,act,m ake,etc.（尤指工作,思考，行动，创造等）能力amachinewiththeabilitytocopywithlargeloads/havethea bilitytodothework/awomanofgreatability/haveagreatmu sicalabilitysayingn.话；俗话‘morehaste,lessspeed,’asthesayinggoes.reputationn.opinionheldbyothers;thedegreetowhichoneiswellthoughtof名誉；名声:aschoolwithanexcellentreputation/agoodreputation asadoctor/haveareputationforlaziness/ruinsb.’sreputation/makeareputationforoneself/liveuptoone’sreputationunknownadj.&n.不知道的；未知的人或物unknownforces/anunknownactor/unknowntosb./ajourneyi ntotheunknown课件www.5yk。
人教版高中英语必修第二册 《Unit 5 Music》教案
人教版高中英语必修第二册 《Unit 5 Music》教案一、教学目标1.知识目标o学生能够掌握与音乐相关的重点词汇和短语，如 “classical, folk, jazz, band, perform” 等。
o学生能够理解并运用描述音乐类型、音乐家和音乐表演的句型。
2.技能目标o学生能够听懂有关音乐话题的对话和短文，获取关键信息。
o学生能够阅读并理解关于音乐的文章，分析作者观点和态度。
o学生能够用英语谈论自己喜欢的音乐和音乐家，并简单介绍音乐对生活的影响。
o学生能够写一篇关于音乐的短文，表达个人对音乐的感受和理解。
3.情感目标o培养学生对音乐的欣赏和热爱，丰富学生的精神世界。
o激发学生通过音乐表达情感和展示个性的意识。
二、教学重难点1.教学重点o重点词汇和短语的掌握及运用。
o对课文中关于音乐知识和情感表达的理解。
o培养学生用英语表达对音乐的喜好和见解的能力。
2.教学难点o如何帮助学生准确运用丰富的词汇和句型描述音乐。
o引导学生深入理解音乐的内涵和价值。
三、教学方法1.视听教学法：通过播放音乐、视频等让学生直观感受音乐的魅力。
2.讨论交流法：组织学生讨论音乐相关话题，促进学生思维碰撞和语言表达。
3.情景创设法：创设音乐场景，让学生在情境中学习和运用语言。
四、教学过程（一）导入（5 分钟）1.播放一段不同类型的音乐片段，如古典音乐、流行音乐、摇滚音乐等。
2.提问学生：What kinds of music do you hear? How do they make you feel?（二）词汇教学（10 分钟）1.展示本单元的重点词汇和短语，结合音乐实例进行讲解。
2.开展词汇游戏，如音乐词汇猜猜猜，加强学生对词汇的记忆和理解。
（三）阅读前准备（5 分钟）1.让学生观察课文标题和图片，预测文章内容。
2.提出一些引导性问题，如：What do you think thepassage will be about music?（四）课文阅读（15 分钟）1.学生快速阅读课文，概括文章的主要内容。
高中英语 Unit 5 Music教案 新人教版必修2
必修2英语同步教案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 WASN’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.Let’s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class.1.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.Skim 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.Read 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?The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, MikeNesmith & Davy JonesAs 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?I shall write some key words and expressions on the board. You are to retell the form of the band according to these words.必修2英语同步教案Unit 5 MusicPeriod 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 WASN’t. As you read on, pay attention to The Attributive Clause (in/ for/ with/ by＋which/ whom), that is, the attributive clauses with a preposition ahead of the relative pronoun shown in the sentences.Turn to page 34. Look at the two sentences:The musicians of whom the band was formed played jokes on each other as well as played music. However, after a year or so in which they became more serious about their work, “The Monkees”started to play their own instruments and write their own songs like a real band.Pay attention to the structure: preposition + relative pronoun. Usually only two relative pronouns --- which and whom--- can be used in the Attributive Clause, with a preposition put before the clause. That can’t be used. Look at the screen. Here are more examples on this kind of structure.Now go on to do Exercise No. 2 on page 36, that is, to sort out the sentences.III. Ready used materials for The Attributive Clause (in/ for/ with/ by＋which/ whom)In formal styles we often put a preposition before the relative pronouns which and whom:∙The rate at which a material heats up depends on its chemical composition.∙In the novel by Peters, on which the film is based, the main character is a teenager.∙An actor with whom Gelson had previously worked contacted him about the role.∙Her many friends, among whom I like to be considered, gave her encouragement.Notice that after a preposition you can’t use who in place of whom, and you can’t use that or zero relative pronoun either:∙Is it right that politicians should make important decisions without consulting the public to whom they are accountable? (not --- the public to who they are accountable.)∙The valley in which the town lies is heavily polluted. (not --- The valley in that the town...) ∙Arnold tried to gauge the speed at which they were traveling. (not --- the speed at they were traveling.)In informal English we usually put the preposition at the end in attributive clauses rather than at the beginning:∙The office which Graham led the way to was filled with books.∙Jim’s footballing ability, which he was noted for, had been encouraged by his parents.∙The playground wasn’t used by those children who it was built for.In this case we prefer who rather than whom (although whom is used in formal contexts). In restrictive attributive clauses we can also use that or zero relative pronoun instead of who or which (e.g. ...the children (that) it was built for).If the verb in attributive clauses is a two-or-three-word verb (e.g. come across, fill in, go through, look after, look up to, put up with, take on) we don’t usually put the preposition at the beginning:∙Your essay is one of those (which/that) I’ll go through tomorrow. (rather than...through which I’ll go tomorrow.)∙She is one of the few people (who/that) I look up to. (not ... to whom I look up.)In formal written English, we often prefer to use of which rather than whose to talk about things:∙A huge amount of oil was spilled, the effects of which are still being felt. (or...whose effects are still being felt.)∙The end of the war, the anniversary of which is on the 16th of November, will be commemorated in cities throughout the country. (or...whose anniversary is on...)Note that we can’t use of which in place of whose in the patterns described in Unit 71B:∙Dorothy was able to switch between German, Polish and Russian, all of which she spoke fluently. (not..,all whose she spoke...)We can sometimes use that...of in place of of which. This is less formal than of which and whose, and is mainly used in spoken English:∙The school that she is head of is closing down. (or The school of which she is head...) Whose can come after a preposition in attributive clauses. However, it is more natural to put the preposition at the end in less formal contexts and in spoken English:∙We were grateful to Mr. Marks, in whose car we had traveled home. (or...whose car we had traveled home in.)∙I now turn to Freud, from whose work the following quotation is taken. (or...whose work the following quotation is taken from.)IV. Closing down by doing exercises:Join the sentence halves using which or whom after an appropriate preposition. (A)a.I would never have finished the work.b.It was primarily written.c.We know nothing.d.They got a good view.e.He learned how to play chess.f.Dennis scored three goals in the final.g.She was born.h.It was discovered.1.They climbed up to the top of a large rock.2. I would like to thank my tutor.3. She has now moved back to the house on Long Island.4. The star is to be named after Patrick Jenks.S. This is the ball.6. He is now able to beat his father.7. The book is enjoyed by adults as well as children.8. There are still many things in our solar system.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.。
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 _________
人教版高中英语必修2Unit 5Music教案5
Unit 5 Music教案Contents: (1) Enable students to appreciate and classify different kinds of music by doing the exercise in Warming up(2) Developing their abilities to express their feeling on music and enlarge theirknowledge on music(3) Moral aim:Procedures:Step1warming up1、Introduce the topic of music through asking some question such as “Are you fond ofmusic ,Are you good at singing, Can you play a musical instrument”Ask students to answer the 4 questions in groups actively while introducing differentkinds of music in the world.Step2 pre—reading(1)Get the students to discuss the questions with their partners and then ask them toreport their work.. Encourage them express their opinion freely1、Have you heard about any of famous bands in the words, please list them if youhave (Beatles, Back—street boy, West—life )2、Which one do you like best?(2)Introduce something about “The Monkeys”Step2 skimmingLet the students listen to the tape and find out the answers to the following twoquestions.1、What are the benefits if students former a band to play in the street?2、When did “The Monkeys” break up and when did it reunite?Step3 Second readingIn this part, students will read the text again and try to understand the sentences andthe main idea of each paragraph, and then finish the exercise 2 and 4 in Comp rending Step4 Homework: Fin out some language points in Reading and recite the new words in unit 5Step5:FeedbackPeriod 2Contents: Deal with the language points in the textAim: Master the usage of the important pointsProcedures:Step1: Ask students to retell the storyStep2: Deal with the following language points.(1)famous adj well or widely knownHe is famous as a teacherBe famous forThis town is famous for its beautiful buildings(2)dream of sth/doing sth梦想dream of a better futuredream of becoming famouswhen she was young, she dream of being a doctor in the future. (3)with +n + 现在分词或过去分词构成复合结构在句中做状语With winter coming it’s time for us to prepare for oust final exam.With she was young, she dream of being a doctor in the future.With +n/pron doing sth (伴随的动作)Done (已经完成被动的动作)To do (将来执行的动作)AdjAdvPre phraseThe professor came in with a lot students following.With the problem solved, we all feel very happy.With lily to help us, we can finish the work in an hour.He likes to sleep with the door open.With her son away from home, the girl went home happily.With a bag on her back, the girl went home happily.(4)clap(clapped, clapping) vt拍，轻拍，振翼，拍翅膀vi 拍手They clapped their hands.The audience clapped after his speech.（5）pretend “假装，假扮”.后面常跟不顶式作定语He pretend not to know the faces.He pretend to be reading an important when the boss entered.He pretended that he was ill so that he could stay at home.(6)be honest with 对….说老实话，对…诚实I shall be quite honest with you.我会跟你说实话的.(7)extra adj 剩余的，特别的adv 剩余地，特别地He is strong enough to carry the cargo , I don’t think he need some extra help.I bought this picture at an extra high price.(8)play jokes on sb : speak highly of or amusingly about sb/sth 拿某人开玩笑，与某人开玩笑He is a serious , don’t play jokes on himDon’t play jokes on the disables.(9)be based on: use something as grounds 根据….以….为基础.The story is based on real life.The news repose is based on entirely on fact.(10)at first,起初，开头，含有后来不好的意思At first, she was afraid of water, but she soon later to swim.(11) attractive adj 有吸引力的，有魅力的.Attract vt 吸引力，引起Attraction n 吸引力The girl is very attractiveLike attracts like 物以类聚（12）even +比较级It’s even colder than yesterdayEven/much/a lot/far+比较级The garden is much more beautiful than one(13) break up: make something separated using force 解散，分裂，解体，驱散The crowd started to break up when the night fellTheir marriage broke up a few years later.(14) by chance=by accident 偶然地，意外地反义词on purposeI met her quite by chance(15) sort out: separate from a mass or a large group分类，拣出The farmer sorted the best apples for eatingStep3:Homework1、Use the language points in this period to make sentence2、Exercise1,2,3 in using languageStep4:FeedbackPeriod 3Contents: (1)Learning about language(2)Grammar: Discovering useful structureAims: (1)Let Ss can use correct words and expressions to finish the exercise(2)Master the grammar on P36-37Procedures:Step1、Dictate the new words and phases which we learnt in the last periodStep2、Check the answer of the Ex 1,2,3and explain some language pointsStep3、The Attributive clause with preposition ahead of the relative clauseAsk students to find the Attributive clause out of textFinish the exercise on P36Summary up the usage of the Attributive clause with preposition ahead of relative clause with help of teacherStep4、Homework: preview the Using language on P37Step5、FeedbackPeriod 4Contents: Listening and Reading on P37Aims: Train the students to listen to the story about FreedTrain the stude nts’ abilities to express the advantages and disadvantages of beingfamousMoral Aims: Tell students everything has both advantage and disadvantage ,just like every coins has two sidesTeaching procedures:Step1: Listen to the tape and answer the following questions1、Let’s listen to the story about Freed and see what Freed found when he swamslowly towards the sound2、Listen to for the detail information and decide which of the statements are trueor false on P37Step2: Fast readingRead the text, then answer the following questions1、Did Freedy and his hand get a great success in Britain?2、What disadvantages of Freed become famous?3、Did Freedy and his band leave Britain at last? WhyStep3: The language points in the reading1、be confident +从句对---有信心be confident of (about, in)对---有信心He is quite confident that he’ll pass the driving textDon’t be too confident in your own opinionTom is confident of his ability to overcome the difficulty2、afterwards v: Later, after that以后，后来，然后We saw the film and afterwards home together.我们看完电影后一起走回家3、performance n 表演performer n 表演者perform v 表演，履行，执行，表现perform one’s promise履行perform one’s duties 尽责任perform an operation 施行手术perform an experiment 做实验You should always perform what your promise 你永远履行你的诺言He has successfully performed a brain operation on the patients他已成功为病人实施了胸部手术Array Step4: If time permitted deal with theexercise on P38Step5: HomeworkTranslate the five sentences on P71Step6: Feedback:Period 5Contents: Speaking and writing on P38Aims: (1)Get students to be familiar with the steps to write an e—mail(2)Enable the students to write an e—mail to ask for advicesStep1: Retell the story of the Freedy with the help of the following chartStep2:1、Ask the students to list of the things they have to consider when forming a band2、group work: form the band and out the most difficult thing for them to decide whilediscussing the questions , students have to give out the information why it’s hard forthem to decide and why they need helpStep3: Read the freed reply and explain some language points1、stick to sth信守，遵守，坚守stick to rules =obey the rulesWe said we’d give her the cash , and we must stick to our agreement2、above all首先，首要的是Step4: Read some saying about musicStep5: HomeworkWrite a letter to the Freedy to ask for helpStep6: FeedbackPeriod 6Contents: Listening on P69 and Reading task on P72Procedures:Step1: ListeningStep2: Reading task1、Introduce the background: cat’s in the cradle was Harry Chapin’s most popularsong ,becoming the biggest hit of 1974 and one of the best ---loved songs of the1970s,It is about the relationship between a father and son and the missedopportunities or them to be together.2、Get the main idea of each partStep3: FeedbackPeriod 7A quiz on vocabulary and deal with the exercise in the newspaperFeedback:Translation:(1)教学是建立在科学的基础之上的艺术（be based on）(2)这两个孩子计划捉弄一下他们的父母亲（play tricks on）(3)警察驱散人群以防斗殴（break up）(4)如果你坚持真理，你就会无所畏惧（stick to）(5)我年轻时经常梦想成名（dream of）（6）孩子躺在床上，我没法上床睡觉（用with短语）Key to translations(1)Teaching is an art based on a science(2)The two children planned to play tricks on their parents(3)The police broke up the crowd to stop the fighting(4)If you stick to the truth, you will have nothing to fear(5)I often dream of being famous when I was young(6)With the baby lying on the bed, I can’t go to bedUnit 5 Useful expression1、hear about 听说42、cross out划出2、want to do 想要做….. 43、hate doing讨厌干某事3、dream of 梦想44、give advice给建议4、in front of 在…..前面45、would like to愿意干…5、be honest with对…说实话，对….诚实46、share…with…和…分享6、most of大多数47、add…to…增加…到…7、get to do 48、ask sb for advice向…要建议8、pass-by过路人49、agree with同意..意见9、earn some extra money赚额外的钱50、comp up with提出想出，赶上10、give sb a chance 给某人一次机会51、stick to坚持11、play jokes on sb戏弄某人52、above all首先，最重要的是12、look for寻找53、decide to do决定干…13、make good music熟练地演奏音乐54、pay for付款14、put an advertisement登广告55、leave a note留言15、be able to do sth 能够干某事56、help sb do sth帮助某人干…16、at first起初，首先57、according to根据17、pretend to do sth 假装干某事58、pay attention to注意18、or so大约，…..左右用于数词之后59、as a result of由于…结果19、start to do/doing sth开始做某事60、as a long as只要20、break up打碎，分裂，解体61、a piece of一段音乐21、joi n….together把…连接在一起62、be ready to 准备22、get together聚在一起63、in church在教堂23、come true变成现实64、in the cradle在摇篮里24、by chance偶然地，无意地65、the other day前天25、in different directions朝…不同方向66、learn to do学会26、get out of从小汽车里下来67、have a good time玩的开心27、expect sth to happen期望某事发生68、walk away走开28、send message传递信息69、be proud of以..为自豪29、mix up迷惑，弄错，搅和，搅拌70、move away走开30、sort out分类，拣出，整理，解决71、call up（给）..打电话31、change from…to…从…变成… 72、have the flu流感32、as well as和…一样好73、hang up放下听筒挂断电话33、not long after在…之后不久74、occur to sb (想法)被想起not long before在…之前不久75、grow up长大34、on a tour观光，巡回演出35、be confident of/about对…有信心36、enjoy doing sth喜欢干某事37、go wrong出了毛病38、try to do试图干…39、as if好象，似乎40、at last最后41、go back to 返回。
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】高中英语必修二：Unit 5 Music 教案
Unit 5 Music I. 单元教学目标II. 目标语言Ⅲ. 教材分析与教材重组1. 教材分析本单元以music为话题，通过对本单元的教学，使学生了解有关的音乐知识，了解乐队The Monkees的形成,表演风格及发展历程，让学生在理解文章，理解音乐的同时，潜移默化培养一种审美的情趣，也会对社会生活，人的思想观，价值观以及人应该追求什么进行思考。
并通过学习一个有趣的寓言故事，侧面了解演员成名后，歌迷给其带来的苦恼；暗示过分痴迷所带来的负面影响。
同时让学生利用目标语言学会表达自己的观点，征询建议及把握介词提前的定语从句的使用；能利用本单元所学知识写e-mail 或短文介绍中国有关的民间音乐。
1.1 Warming up 是听八段不同的音乐，然后与书上的八幅图片相搭配，目的是通过听不同的音乐，让他们了解有关类型的音乐，讨论对于音乐的感受和喜欢听音乐的原因，激发他们对此话的兴趣，带他们进入话题。
1.2 Pre-Reading 提出三个问题，引导学生谈论有名的乐队，尤其是与课文相关的门基合唱组。
在学课文前扩展学生的思维，为学课文做好准备。
1.3 Reading 课文以知名乐队The Monkees的成立和发展为切入点，从通俗音乐的题材，特点，内容以及半个世纪来的发展历程等多个方面介绍了这种音乐艺术形式，并以音乐作为一个侧面反映了近几十年来美国社会和价值观的变化，是一篇涵盖了大量的信息量，同时又可以给学生艺术和思想双重启迪的优美文章。
通俗音乐发展历史悠久，六十年代开始成为美国社会流行音乐主流，节奏强烈，主题鲜明，歌词率真，容易引发人的共鸣，尤其是在喜爱音乐的年轻人中可以产生感官和心灵上的触动。
同时，流行音乐歌曲所负载的是整个社会所接受和追求的一种价值观。
学习这篇课文，学生在理解文章，理解音乐的同时，潜移默化中也在培养一种审美的情趣，也会对社会生活，人的思想观，价值观以及人应该追求什么进行一定的思考。
因此，作为一篇谈论音乐的文章，它提供了较广泛的教学资源拓展空间，它可以博得学生的喜爱，可以使学生有较大的热情积极投入到课堂教学中来，和教师在探究中共同学习。
人教版高中英语必修2精选优秀教案Unit5 MusicPeriod6 Assessment
Period 6 AssessmentThe General Idea of This Period：This period is to help the Ss to elevate their acquisition about music and their ability of using the expressions and grammar learned.Teaching Aims：1.Elevate efficiently the students’ knowledge about music.2.Elevate the Ss’ ability of using the expressions and grammar learned.Teaching Important and Difficult Point：Help the Ss learn to assess whether their knowledge about this topic has increased.Teaching Methods：1.Question-and-answer activity.2.Pair work and group work to make the students work in class.Teaching and learning Aids：A multimedia，a blackboard.Teaching Procedures：Step 1 GreetingsStep 2 RevisionT：So far we have finished this unit，so what have you learnt?S1：I have learnt about different kinds of music and I have known the development of “The Monkees”.S2：I have learned tremendously about some famous musicians like “The Monkees”，Freddy and “The Beatles”.They are all great musicians and they have worked hard on their career to get success.T：Terrific.Step 3 AssessmentT：Today we are going to see how hard you worked and how much more you know about music.非测试性评价multiple-choice1.I ______ in the topic of this unit and ______ music.A.have become more interested；want to know more aboutB.am always interested；I only like some types ofC.am not interested；I seldom listen to2.I ______ “The Monkees”after listening to this unit.A.can retell the story ofB.have got some ideas aboutC.still don’t know much about3.I ______ to make suggestions and talk about preference.A.know howB.can use some of the expression in the unitC.am not sure about how4.I ______ the attributive clause.A.have graspedB.have some difficulties in usingC.I don’t understand5.I found it ______ the new words and expressions of this unit.A.easy for me to useB.not easy to use some ofC.quite hard for me to memorize6.I ______ the discussions about music and I ______ make myself understood.A.enjoy；canB.like；don’t alwaysC.dislike；can’t7.I ______ the tasks of this unit.A.have successfully completedB.found it challenging to doC.was not able to complete8.I found it ______ to complete the tasks with my partners and we ______ this cooperation.A.interesting；enjoyedB.a little difficult；need to improveC.rather hard；don’t want to continue测试性评价Ⅰ.单词拼写plete each sentence with one word you have learned in this unit.（1）She is a woman of great a .（2）—Would you like some wine?—No，I’ll s to beer，thanks.（3）If this matter becomes known，it will ruin your r .（4）The government is c of winning the next election.（5）He p to be reading a book when his mother came from work.（6）I feel highly h for your trust.（7）The TV leaders looked for four ______ （音乐家）who were lively and could make good music.（8）“More haste，less speed”，as the ______ （谚语）goes.（9）Their exciting performance were ______ （模仿）by other groups.（10）The bank broke up in about 1970，but ______ （重组）in the mid-1980s.Keys：1.ability 2.stick 3.reputation 4.confident 5.pretended 6.honoured 7.musicians 8.saying 9.copied 10.reunitedⅡ.句型转换1.He has a gun with which to defend himself.He has a gun ______ which he ______ defend himself.2.The book whose cover is green is mine.The book ______ which the ______ is green is mine.The book the ______ ______ ______ is green is mine.The book ______ the green cover ______ mine.3.This is the house that he lives in.This is the house ______ ______ he lives.This is the house ______ he lives.4.He has three sons and they are not married.He has three sons and ______ of ______ are married.He has three sons，______ are not married.He has three sons，______ of ______ are married.5.I know when he will come.I know the time ______ he will come.I know the time ______ ______ he will come.6.I happened to meet the famous pop singer on the train.I met the famous pop singer on the train ______ ______.7.His new film is very successful.His new film is ______ ______ ______.8.Winter is coming.It’s time to buy warm clothes.With ______ ______，it’s time to buy warm clothes.Key：1.with，can 2.of，cover；cover of which；with，is 3.in which；where4.none，them；who；none，whom5.when；at which6.by chance7.a big hit8.winter comingⅢ.完成句子1.我曾经梦想成为一名医生。
最新人教版必修二高中英语unit5 music period6 assessment教学设计
Period 6 AssessmentThe General Idea of This Period：This period is to help the Ss to elevate their acquisition about musicand their ability of using the expressions and grammar learned.Teaching Aims：1.Elevate efficiently the students’ knowledge about music.2.Elevate the Ss’ability of using the expressions and grammarlearned.Teaching Important and Difficult Point：Help the Ss learn to assess whether their knowledge about this topichas increased.Teaching Methods：1.Question-and-answer activity.2.Pair work and group work to make the students work in class.Teaching and learning Aids：A multimedia，a blackboard.Teaching Procedures：Step 1 GreetingsStep 2 RevisionT：So far we have finished this unit，so what have you learnt?S：I have learnt about different kinds of music and I have known the 1development of “The Monkees”.S：I have learned tremendously about some famous musicians like “The 2Monkees”，Freddy and “The Beatles”.They are all great musicians and theyhave worked hard on their career to get success.T：Terrific.Step 3 AssessmentT：Today we are going to see how hard you worked and how much more you know about music.非测试性评价multiple-choice1.I ______ in the topic of this unit and ______ music.A.have become more interested；want to know more aboutB.am always interested；I only like some types ofC.am not interested；I seldom listen to2.I ______ “The Monkees” after listening to this unit.A.can retell the story ofB.have got some ideas aboutC.still don’t know much about3.I ______ to make suggestions and talk about preference.A.know howB.can use some of the expression in the unitC.am not sure about how4.I ______ the attributive clause.A.have graspedB.have some difficulties in usingC.I don’t understand5.I found it ______ the new words and expressions of this unit.A.easy for me to useB.not easy to use some ofC.quite hard for me to memorize6.I ______ the discussions about music and I ______ make myself understood.A.enjoy；canB.like；don’t alwaysC.dislike；can’t7.I ______ the tasks of this unit.A.have successfully completedB.found it challenging to doC.was not able to complete8.I found it ______ to complete the tasks with my partners and we ______ this cooperation.A.interesting；enjoyedB.a little difficult；need to improveC.rather hard；don’t want to continue测试性评价Ⅰ.单词拼写plete each sentence with one word you have learned in this unit.（1）She is a woman of great a .（2）—Would you like some wine?—No，I’ll s to beer，thanks.（3）If this matter becomes known，it will ruin your r .（4）The government is c of winning the next election.（5）He p to be reading a book when his mother came from work.（6）I feel highly h for your trust.（7）The TV leaders looked for four ______ （音乐家）who were lively and could make good music.（8）“More haste，less speed”，as the ______ （谚语）goes.（9）Their exciting performance were ______ （模仿）by other groups.（10）The bank broke up in about 1970，but ______ （重组）in the mid-1980s.Keys：1.ability 2.stick 3.reputation 4.confident 5.pretended 6.honoured 7.musicians 8.saying 9.copied 10.reunitedⅡ.句型转换1.He has a gun with which to defend himself.He has a gun ______ which he ______ defend himself.2.The book whose cover is green is mine.The book ______ which the ______ is green is mine.The book the ______ ______ ______ is green is mine.The book ______ the green cover ______ mine.3.This is the house that he lives in.This is the house ______ ______ he lives.This is the house ______ he lives.4.He has three sons and they are not married.He has three sons and ______ of ______ are married.He has three sons，______ are not married.He has three sons，______ of ______ are married.5.I know when he will come.I know the time ______ he will come.I know the time ______ ______ he will come.6.I happened to meet the famous pop singer on the train.I met the famous pop singer on the train ______ ______.7.His new film is very successful.His new film is ______ ______ ______.8.Winter is coming.It’s time to buy warm clothes.With ______ ______，it’s time to buy warm clothes.Key：1.with，can 2.of，cover；cover of which；with，is 3.in which；where4.none，them；who；none，whom5.when；at which6.by chance7.a big hit8.winter comingⅢ.完成句子1.我曾经梦想成为一名医生。
人教版高中英语必修二教案：Unit 5 Music Period 6 Using language
Unit 5 MusicPeriod 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 all3. To do the listening exercises in this unit.II. Teaching methods:Readingh; Listening ,speaking and writingIII. 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 allDifficult points:To help the students learn how to ask for advice .IV. Teaching procedures:Step 1 RevisionCheck the answers to the homeworkStep 2 Listening1. 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 are gone. I’m not so self-assured（confident）! Now I find--- I’ve changed my mind.I’ve opened up the doors.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 Writing1.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 yourown information.3.Write an email: Why not write an e-mail to Freddy, and ask him for advice.Step 5 Homework1.Review reading passage and useful expressions in unit 5.2.Finish exercises in workbook in unit 5 on page 74.。
高中英语 Unit 5(Music)Period6 Assessment教案19 新人教版必修2 教
Unit5 MusicPeriod 6 AssessmentThe General Idea of This Period：This period is to help the Ss to elevate their acquisition about music and their ability of using the expressions and grammar learned.Teaching Aims：1.Elevate efficiently the students’ knowledge about music.2.Elevate the Ss’ ability of using the expressions and grammar learned. Teaching Important and Difficult Point：Help the Ss learn to assess whether their knowledge about this topic has increased. Teaching Methods：1.Question-and-answer activity.2.Pair work and group work to make the students work in class.Teaching and learning Aids：A multimedia，a blackboard.Teaching Procedures：Step 1 GreetingsStep 2 RevisionT：So far we have finished this unit，so what have you learnt?S1：I have learnt about different kinds of music and I have known the development of “The Monkees”.S2：I have learned tremendously about some famous musicians like “The Monkees”，Freddy and “The Beatles”.They are all great musicians and they have worked hard on their career to get success.T：Terrific.Step 3 AssessmentT：Today we are going to see how hard you worked and how much more you know about music.非测试性评价multiple-choice1.I ______ in the topic of this unit and ______ music.A.have bee more interested；want to know more aboutB.am always interested；I only like some types ofC.am not interested；I seldom listen to2.I ______ “The Monkees” after listening to this unit.A.can retell the story ofB.have got some ideas aboutC.still don’t know much about3.I ______ to make suggestions and talk about preference.A.know howB.can use some of the expression in the unitC.am not sure about how4.I ______ the attributive clause.A.have graspedB.have some difficulties in usingC.I don’t understand5.I found it ______ the new words and expressions of this unit.A.easy for me to useB.not easy to use some ofC.quite hard for me to memorize6.I ______ the discussions about music and I ______ make myself understood.A.enjoy；canB.like；don’t alwaysC.dislike；can’t7.I ______ the tasks of this unit.A.have successfully pletedB.found it challenging to doC.was not able to plete8.I found it ______ to plete the tasks with my partners and we ______ this cooperation.A.interesting；enjoyedB.a little difficult；need to improveC.rather hard；don’t want to continue测试性评价Ⅰ.单词拼写1.plete each sentence with one word you have learned in this unit.（1）She is a woman of greata .（2）—Would you like some wine?—No，I’ll s to beer，thanks.（3）If this matter bees known，it will ruin your r .（4）The government is c of winning the next election.（5）He p to be reading a book when his mother came from work.（6）I feel highly h for your trust.（7）The TV leaders looked for four ______ （音乐家）who were lively and could make good music.（8）“More haste，less speed”，as the ______ （谚语）goes.（9）Their exciting performance were ______ （模仿）by other groups.（10）The bank broke up in about 1970，but ______ （重组）in the mid-1980s. KeysⅡ.句型转换1.He has a gun with which to defend himself.He has a gun ______ which he ______ defend himself.2.The book whose cover is green is mine.The book ______ which the ______ is green is mine.The book the ______ ______ ______ is green is mine.The book ______ the green cover ______ mine.3.This is the house that he lives in.This is the house ______ ______ he lives.This is the house ______ he lives.4.He has three sons and they are not married.He has three sons and ______ of ______ are married.He has three sons，______ are not married.He has three sons，______ of ______ are married.5.I know when he will e.I know the time ______ he will e.I know the time ______ ______ he will e.6.I happened to meet the famous pop singer on the train.I met the famous pop singer on the train ______ ______.7.His new film is very successful.His new film is ______ ______ ______.’s time to buy warm clothes.With ______ ______，it’s time to buy warm clothes.Key：1.with，can 2.of，cover；cover of which；with，is 3.in which；where 4.none，them；who；none，whom 5.when；at which 6.by chance 7.a big hit 8.winter ingⅢ.完成句子1.我曾经梦想成为一名医生。
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株潭中学英语学科备课表（教案）
精美句子
1、善思则能“从无字句处读书”。
读沙漠，读出了它坦荡豪放的胸怀；读太阳，读出了它普照万物的无私；读春雨，读出了它润物无声的柔情。
读大海，读出了它气势磅礴的豪情。
读石灰，读出了它粉身碎骨不变色的清白。
2、幸福幸福是“临行密密缝，意恐迟迟归”的牵挂；幸福是“春种一粒粟，秋收千颗子”的收获. 幸福是“采菊东篱下，悠然见南山”的闲适；幸福是“奇闻共欣赏，疑义相与析”的愉悦。
幸福是“随风潜入夜，润物细无声”的奉献；幸福是“夜来风雨声，花落知多少”的恬淡。
幸福是“零落成泥碾作尘，只有香如故”的圣洁。
幸福是“壮志饥餐胡虏肉，笑谈渴饮匈奴血”的豪壮。
幸福是“先天下之忧而忧，后天下之乐而乐”的胸怀。
幸福是“人生自古谁无死，留取丹心照汗青”的气节。
3、大自然的语言丰富多彩：从秋叶的飘零中，我们读出了季节的变换；从归雁的行列中，我读出了集体的力量；从冰雪的消融中，我们读出了春天的脚步；从穿石的滴水中，我们读出了坚持的可贵；从蜂蜜的浓香中，我们读出了勤劳的甜美。
4、成功与失败种子，如果害怕埋没，那它永远不能发芽。
鲜花，如果害怕凋谢，那它永远不能开放。
矿石，如果害怕焚烧（熔炉），那它永远不能成钢（炼成金子）。
蜡烛，如果害怕熄灭（燃烧），那它永远不能发光。
航船，如果害怕风浪，那它永远不能到达彼岸。
5、墙角的花，当你孤芳自赏时，天地便小了。
井底的蛙，当你自我欢唱时，视野便窄了。
笼中的鸟，当你安于供养时，自由便没了。
山中的石！当你背靠群峰时，意志就坚了。
水中的萍！当你随波逐流后，根基就没了。
空中的鸟！当你展翅蓝天中，宇宙就大了。
空中的雁！当你离开队伍时，危险就大了。
地下的煤！你燃烧自己后，贡献就大了
6、朋友是什么？
朋友是快乐日子里的一把吉它，尽情地为你弹奏生活的愉悦；朋友是忧伤日子里的一股春风，轻轻地为你拂去心中的愁云。
朋友是成功道路上的一位良师，热情的将你引向阳光的地带；朋友是失败苦闷中的一盏明灯，默默地为你驱赶心灵的阴霾。
7、一粒种子，可以无声无息地在泥土里腐烂掉，也可以长成参天的大树。
一块铀块，可以平庸无奇地在石头里沉睡下去，也可以产生惊天动地的力量。
一个人，可以碌碌无为地在世上厮混日子，也可以让生命发出耀眼的光芒。
8、青春是一首歌，她拨动着我们年轻的心弦；青春是一团火，她点燃了我们沸腾的热血；青春是一面旗帜，她召唤着我们勇敢前行；青春是一本教科书，她启迪着我们的智慧和心灵。