新人教版英语高一上Module 2《Unit 5 Music》word教案
人教版高一英语模块二Unit5Music优秀教案.doc
人教版高一英语优秀教案Unit 5 Module 2Period 1&2 Warming up & ReadingFocus: ReadingTeaching Goalsl・To activate the Ss in learning “musict2.To develop the Ss，ability of reading.3.To help the Ss know something about the different styles of music.Important points1.Enable the Ss to understand the details about the passage The Band that Wasn't.2.Help the Ss to sum up the main idea of each paragraph.Teaching ProceduresStep 1 Warming up1)Lead inBefore class, T plays a song Vm a believer which was sung by The Monkees, with the words of the song printed on the scrccn・Then tell them: This is one of my favorite music. The music is a little show. When I listen to it, it will remind of many old things. So I like it very much. What is your favorite music? And why do you like it? So your favorite music belongs to pop music/rock... What other kinds of music do you know? (classical music, pop, folk，jazz, dance, rock and roll, hip-hop, rap etc.)2)Task: Brain・stormingAsk the students to name different music styles. Show some styles of music that they are not familiar with.Classical rapStep 2 Listening and Matching1)Tell Ss: we are going to listen to eight kinds of music・ Here are the pictures for them・ Listen to them carefully and choose the proper picture for each of them.2)Guide the Ss to sum up the Characteristics for each music style.Information Box: Knowledge about music•Punk Rock这种音乐较另类，比较迷幻，也很吵，歌词一般都很颓废，很低迷，很多地下乐队都是这种风格，所以才不被承认，不过要表达的内涵还是很丰富的。
（完整版）人教新课标高一英语必修二Unit5Music教学设计
（完整版）人教新课标高一英语必修二Unit5Music教学设计Unit 5 MusicPeriod 1 Warming up & ReadingTeacher : Han WeiTeaching aimsKnowledge aims:1.Get students learn the useful new words and expressions in this part: roll.folk, jazz,musician,pretend,attach, form, passer-by, earn, extra, instrument, performance, pub, cash, studio, millionaire, actor, rely, broadcast,humorous, familiar, attractive, dream of, to be honest, attach...to... , in cash, play jokes on, rely on, get familiar with, or so, break up2.Let students learn about different types of music.Ability aims:1.Enable students to learn to talk about different kinds of music.2.Develop students' reading ability by learning to read about bands and let them learn different reading skills.Emotional aims:1.Arouse students' great interest in music.2.Develop students' sense of cooperative learning.Teaching Important Points:1.Let students learn more about different kinds of music.2.Get students to learn different reading,listening and speaking skills. Teaching Difficult Points:1.Develop students' reading ability.2.Enable students to learn to enjoy different kinds of music.Teaching Methods:1.Task-based teaching and learning2.Listening and practicing3.DiscussionTeaching aids:MediaTeaching proceduresStep 1 Warming upWarming up by watching videos1. Ask students the following questions:What kind of music it is?How much do you know about music?Can you tell us about the different kinds of music?2. Let students have a brainstorm.Divide students into two groups to talk about the different kinds of music and have a competition.3.Ask students to look at pictures on the screen and listen to different kinds ofmusic on the tape. See if they can guess which music matches with which picture.Step 2 Pre-reading1.Ask students to answer the question:Have you heard about any of the famous bands/groups in the world? List some if you have.2. Play the tape and let students listen to some pieces of music from different bands. Then ask them :Which band do you like best? (Show some pictures of some famous bands to the students.)3. Talk about "the Monkees" with the students.Do you know anything about "The Monkees " ?Step 3 Fast reading1. Reading the passage quickly and tell us what the passageis about.2. Try to find out the main idea of each paragraph.Para. 1. Dreaming of being a famous musician or singer.Para. 2. How musicians form bands.Para. 3. How the Monkees got their start.Para. 4. How Monkees become serious about the music business.Step 4 Careful readingRead the passage carefully and finish the following tasks:Task 1. Do the exercise True or False.1.Most musicians meet and form a band because they like to write and play music.2.The TV organizers had looked for five musicians who were lively and who could make good music.3.Each week the group that was called “The Beatles”would play a song or two written by other musician.4.Though the band pretended to sing at first, were popular with the fans.5.“The Monkees” broke up in about 1960, but reunited in 1980.Task 2. Which is the correct order of the growing of the Monkees?1.They started to play their own instruments and write their own music.2. They played songs written by other musicians.3. They produced a new record to celebrate their time as a band.4. The band broke up about 1970.A. 1→4→3→2B. 1→2→4→3C. 2→3→4→1D. 2→1→4→3 Task 3. Choose the adjectives that you think best describe "The Monkees".Give your reasons.Popular lively funny foolish brave crazy classical rich honest attractive famous determinedStep 5 Watch a video and sing the song together.Step 6Evaluation with encouraging words.Step 7 HomeworkRead the reading passage again and try to retell the passage The Band That Wasn't.。
(完整版)人教新课标高一英语必修二Unit5Music教学设计
Unit 5 MusicPeriod 1 Warming up & ReadingTeacher : Han WeiTeaching aimsKnowledge aims:1.Get students learn the useful new words and expressions in this part: roll.folk, jazz,musician,pretend,attach, form, passer-by, earn, extra, instrument, performance, pub, cash, studio, millionaire, actor, rely, broadcast,humorous, familiar, attractive, dream of, to be honest, attach...to... , in cash, play jokes on, rely on, get familiar with, or so, break up2.Let students learn about different types of music.Ability aims:1.Enable students to learn to talk about different kinds of music.2.Develop students' reading ability by learning to read about bands and let them learn different reading skills.Emotional aims:1.Arouse students' great interest in music.2.Develop students' sense of cooperative learning.Teaching Important Points:1.Let students learn more about different kinds of music.2.Get students to learn different reading,listening and speaking skills. Teaching Difficult Points:1.Develop students' reading ability.2.Enable students to learn to enjoy different kinds of music.Teaching Methods:1.Task-based teaching and learning2.Listening and practicing3.DiscussionTeaching aids:MediaTeaching proceduresStep 1 Warming upWarming up by watching videos1. Ask students the following questions:What kind of music it is?How much do you know about music?Can you tell us about the different kinds of music?2. Let students have a brainstorm.Divide students into two groups to talk about the different kinds of music and have a competition.3.Ask students to look at pictures on the screen and listen to different kinds ofmusic on the tape. See if they can guess which music matches with which picture.Step 2 Pre-reading1.Ask students to answer the question:Have you heard about any of the famous bands/groups in the world? List some if you have.2. Play the tape and let students listen to some pieces of music from different bands. Then ask them :Which band do you like best? (Show some pictures of some famous bands to the students.)3. Talk about "the Monkees" with the students.Do you know anything about "The Monkees " ?Step 3 Fast reading1. Reading the passage quickly and tell us what the passage is about.2. Try to find out the main idea of each paragraph.Para. 1. Dreaming of being a famous musician or singer.Para. 2. How musicians form bands.Para. 3. How the Monkees got their start.Para. 4. How Monkees become serious about the music business.Step 4 Careful readingRead the passage carefully and finish the following tasks:Task 1. Do the exercise True or False.1.Most musicians meet and form a band because they like to write and play music.2.The TV organizers had looked for five musicians who were lively and who could make good music.3.Each week the group that was called “The Beatles”would play a song or two written by other musician.4.Though the band pretended to sing at first, were popular with the fans.5.“The Monkees” broke up in about 1960, but reunited in 1980.Task 2. Which is the correct order of the growing of the Monkees?1.They started to play their own instruments and write their own music.2. They played songs written by other musicians.3. They produced a new record to celebrate their time as a band.4. The band broke up about 1970.A. 1→4→3→2B. 1→2→4→3C. 2→3→4→1D. 2→1→4→3 Task 3. Choose the adjectives that you think best describe "The Monkees".Give your reasons.Popular lively funny foolish brave crazy classical rich honest attractive famous determinedStep 5 Watch a video and sing the song together.Step 6Evaluation with encouraging words.Step 7 HomeworkRead the reading passage again and try to retell the passage The Band That Wasn't.。
高一教案英语人教必修二Unit5Music导教案
Book 2 Unit 5 MusicWithout music, life is a journey through a desert.Brain-storming1.Discuss with your deskmate:Do you like music? Why?Who is your favorite singer or band?How does music make you feel?2.Can you name any music style?Warming UpListen to different kinds of music and number the pictures.Pre –ReadingLook at these pictures, can you tell the names of these bands or singers? While Reading1.Fast readingA. Skimming.Task 1.Answer the questions1) How many bands are mentioned in the passage? What are their names?2) Which band is“ The Band That Wasn’ t” ?Task 2.Match main ideas with paragraphsPara 1:How the Monkees formed the band?Para 2:Dreaming of being famous.Para 3:How the Monkees became popular anddeveloped as a real band?第 1页Para 4:The common way that bands form.B. Scanning.Task 1.Join the correct parts together.Task 2.True or false questions(1)The band began as a TV show.(2)The TV organizers had looked for five musicians who were lovely and who could make good music.(3)Each week the group that was called“The Monkees ” would play a song or two written by themselves.(4)The band broke up in 1970, but reunited in the mid-1980s.(5)In 2019, they produced a new record to celebrate their time as band.2. Detailed-readingTask 1. How do people form a band ? (Para.2)Step 1to practise music __________to play ____________________Step 2Step 3 Step 4to give performances______________to make records in _________inTask 2.Fill in the blanks of information about The Mooknees. (Para. 3&4 )Post ReadingSummaryIf we are ______ ______ ourselves，most of us have ______第 2页______ being famous sometimes in our lives. Most musicians often meet and ______ a band. Sometimes they play in the street to ______ so that they can earn some money and this also gives them a ______ to realize their dreams. There was once a band started in a different way. The musicians of whom the band was formed ______ ______ ______ each other as well as played music，whose music and jokes were loosely______ ______ “The Beatles”.Their exciting performances were copied by other groups.“The Monkees” played their own ______ and wrote their own music. Though it ______ ______ in 1970，it reunited in the mid-1980s and it is still popular today.DiscussionWhat do you think of“ The Monkees”?Discuss in pairs using the adjectives that you think best describe them. Give reasons for your choices.WritingWhen it comes to music or forming a band, what do you what to say? Write a few sentences and share with us.第 3页。
人教版高中英语必修2Unit 5Music教案2
Unit 5 MusicPeriod 1 (reading)Teaching aims:Students will be able to:Sum up the main idea of each paragraph.Understand the details about the passage.Procedures:Step 1 Warming-up1.Before the class begins, let the Ss enjoy “I’m a believer”played by “The Beatles”.2.Let the Ss enjoy some different kinds of music on the tape andask them to match the music with the right picture.Step 2 Pre-readingTalk about the famous bands in the world. (P33 Pre-reading)1.Ask the Ss: Have you heard about any of the famous bands inthe world? List some if you have.Then the teacher will show the Ss some pictures of some famous bands like “The Beatles”, “Backstreet Boys”, “WestLife” and “Zero O’clock” on the screen and ask the Ss toname the bands and tell the teacher where they come from.2.Ask the Ss: Which one do you like best? Why?3.Ask the Ss: Dou you know anything about “The Monkees”?Then the teacher will show the Ss two pictures of “The Monkees” and say: If you want to know more about “TheMonkees”, please turn to Page33 and let’s come to Reading“The Band That Wasn’t”.Step 3 While-readingFirst reading: read the passage again then answer the following questions:1.Why do most musicians like to be in a band with others?2.Which two musical bands are mentioned in the passage?3.How do some bands formed by high school students earn extramoney?4.When did the “Monkees” break up and when did it reunite??Second reading: get the main idea of each paragraph. (Finish P35, Ex 2)Step 4 Post-readingGive the Ss the following adjectives “popular, lively, funny,foolish, attractive, brave, crazy, noisy, classical, rich, honest,famous” and ask them to choose the ones that they think bestdescribe “The Monkees” and give their reasons. (Finish P35 Ex3)(The teacher will first ask the Ss to discuss in pairs andencourage the Ss to express their opinions. There is no definiteanswer.)Step 5 DiscussionDiscuss the following topics in groups of four.1.What can we learn from “The Monkees”?2.If you are to form your own band, what will you do?(After discussion, ask the Ss to express their own opinion.) Step 6 SummaryToday we have enjoyed some beautiful music and learn something about some famous bands. Remember:Success lies in hard work.Step 7 Homework1.Retell the text.2.Collect some information about your favorite music.Period2（vocabulary & grammar）Teaching aims:Students will be able to:Use the important words and expressions from warming up and readingUse the attributive clause led by “prep. + which / whom ”.Procedures:Step1 Vocabulary study:1.Discover useful words and expressions2.Turn to page 35 and do exercises No. 1, 2 and 3 first. Checkyour answers with your classmates’. (Finish P36 Ex 3) Step 2 Grammar study1.Underline five sentences in the reading passage that contain“prep.+ which/ whom” attributive clauses.2.Discover the structure “prep.+which/ whom” by sorting outthe messagesplete the passage using attributive clauses(Finish P37 Ex3)4.Play a game of definitions. P37 Ex 4.Period 3（Listening, reading and talking）Teaching aims:Students will be able to:make suggestionstalk about preferenceProcedures:Step 1 Listening & Writing1.Preparation for listening to “Freddy, the frog”Read the directions and the statements. Make sure the students know what they mean and what they are asked to do.2.Turn to page 38 and read these sentences before listening tothe tape. Then listen to the tape and decide true or false. Step 2 Reading1.Read more about Freddy’s life and summarize the main idea ofthe story in one sentence. (A possible version: this is a storyabout a band that became famous and did not like it.)2.Underline all the useful expressions or collocations in thepassage. Copy them to your notebook after class as homework.Collocations from Freddy’s life:become famous, visit Britain on a tour, wait for hours to gettickets for the concerts, be confident, enjoy singing and allthe congratulations, the most exciting experience, sing in aTV program called “Top of the Pops, wear an expensive suit,give a performance to a TV camera, go wrong, not go out withoutbeing followed everywhere, wear sunglasses, hide in railwaystations, one’s personal life, become too painful for sb.,pack one’s bagsStep 3 Discussion1.In small groups imagine you are Freddy and his group and youare back at the lake. Discuss the advantages and disadvantagesof being famous. Ask them make a list of their ideas2.Ask some groups to act their conversations.Step 4 HomeworkDevelop your ideas into a short passage.Period 4（speaking & writing）Teaching aims:Students will be able to:write a letter for advicetalk about music: forming a bandmake suggestions and talk about preference properly Procedure:Step 1 Speaking (Group work)1.BrainstormDo you know what a band is? What is your favorite band? How many people is a band usually formed? …2.speakingYou and your friends want to start your own band. However,, you have never played in a band before. Talk with your friendsabout the band you are going to start. What things do you haveto consider? What problems do you have?3.Activity and performanceImagine that you have a chance to form a band. How to forma band? According to the following information discuss in yourgroup.1)What is name of your band?2)Who will play what instruments and who will sing?3)What kind of band you will be?4)Choose an English song for your “band” to perform. Step 2 WritingYou and your friends want to start your own band. However, you have never played in a band before. You write an e-mail to Freddy for his advice. The e-mail is started for you, but you have to finish it.You’d better do some brainstorming in small groups before writing your letters. You should follow the procedure forbrainstorming and outlining introduced in Module 1 Unit 2.Writing tips:1.In groups discuss some questions you would like to ask Freddy.1)Make a list of them and choose the best questions.2)Share your ideas with another pair; discuss all questionsand then decide which ones you want to ask Freddy.3)Use each question to start a new paragraph.4)Write your question first; then add extra information toshow Freddy why you need help.5)Finish the letter politely and thank Freddy for his help.2.Reading Freddy’s replyLet’s read Freddy’s reply and answer the questions:--- How was Freddy’s band formed?--- What advice does Freddy give?3.Writing a note and a paragraphPlease turn to page 74. Now in pairs you are going to decide on the best way to tell a foreign friend about one kind of Chinese folk music. What do you think they need to know before they can enjoy it? Why do you like it? Who are your favorite singers? Discuss it with your partner and write notes to remind you of your most important ideas.Step 3 Homework1.Write a paragraph telling your foreign friend about the typeof Chinese folk music you have chosen. Use a dictionary andother reference books to help you.2.Finish off the summing up in Student’s Book.。
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。
新人教版必修二Unit5-Music全单元教案
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 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, harmonyand counterpoint. Music can produce a livelyand happy atmosphere and bring people relaxation after hard work, which can reducethe 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 Countrymusic Rock ‘n’ RollRapOrchestra 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.2.Listening, talking and sharingLet’s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class.Do you know anything about “The Monkees”?III. Reading1.Reading aloud to the recordingNow please listen and read aloud to the recording of the text THE 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?How was The Monkees formed and became a real band?The Monkees in 1968 (left toright): Micky Dolenz, PeterTork, Mike Nesmith & Davy Jonesbeginning ofthe bandIt 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 play their own instruments and write their own songs like a real band. They produced their own records and started touring and playing their 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 of their 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 tocall “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 WASN’t. As you read on, pay attention to The Attributive Clause (in/ for/ with/ by＋which/ whom), that is, the attributive clauses with a preposition ahead of the relative pronoun shown in the sentences.2.Doing exercises No. 1 and 2 on page 35Turn to page 34. Look at the two sentences:The musicians of whom the band was formed played jokes on each other as well as played music.However, after a year or so in which they became more serious about their work, “The Monkees” started to play their own instruments and write their own songs like a real band.Pay attention to the structure: preposition + relative pronoun. Usually only two relative pronouns --- which and whom--- can be used in the Attributive Clause, with a preposition put before the clause. That can’t be used. Look at the screen. Here are more examples on this kind of structure.Now go on to do Exercise No. 2 on page 36, that is, to sort out the sentences.III. Ready used materials for The Attributive Clause (in/ for/ with/ by＋which/ whom)In formal styles we often put a preposition before the relative pronouns which and whom: •The rate at which a material heats up depends on its chemical composition.•In the novel by Peters, on which the film is based, the main character is a teenager.•An actor with whom Gelson had previously worked contacted him about the role.•Her many friends, among whom I like to be considered, gave her encouragement.Notice that after a preposition you can’t use who in place of whom, and you can’t use that or zero relative pronoun either:•Is it right that politicians should make important decisions without consulting the public to whom they are accountable? (not --- the public to who they are accountable.)•The valley in which the town lies is heavily polluted. (not --- The valley in that the town...) •Arnold tried to gauge the speed at which they were traveling. (not --- the speed at they were traveling.)In informal English we usually put the preposition at the end in attributive clauses rather than at the beginning:•The office which Graham led the way to was filled with books.•Jim’s footballing ability, which he was noted for, had been encouraged by his parents.•The playground wasn’t used by those children who it was built for.In this case we prefer who rather than whom (although whom is used in formal contexts). In restrictive attributive clauses we can also use that or zero relative pronoun instead of who or which (e.g. ...the children (that) it was built for). If the verb in attributive clauses is a two-or-three-word verb (e.g. come across, fill in, go through, look after, look up to, put up with, take on) we don’t usually put the preposition at the beginning:• Your essay is one of those (which/that) I’ll go through tomorrow. (rather than...through which I’ll go tomorrow.)• She is one of the few people (who/that) I look up to. (not ... to whom I look up.)In formal written English, we often prefer to use of which rather than whose to talk about things: •A huge amount of oil was spilled, the effects of which are still being felt. (or...whose effects are still being felt.)•The end of the war, the anniversary of which is on the 16th of November, will be commemorated in cities throughout the country. (or...whose anniversary is on...)Note that we can’t use of which in place of whose in the patterns described in Unit 71B: •Dorothy was able to switch between German, Polish and Russian, all of which she spoke fluently. (not..,all whose she spoke...)We can sometimes use that...of in place of of which. This is less formal than of which and whose, and is mainly used in spoken English: •The school that she is head of is closing down. (or The school of which she is head...)Whose can come after a preposition inattributive 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.I t was primarily written.c.We know nothing.d.T hey got a good view.e.He learned how to play chess.f.Dennis scored three goals in the final.g.She was born.h.I t 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 aregular 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. T om 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 verylittle 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 translatingRe ad 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 theywere 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, theywere 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 foreignfriend 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 ofyou 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 ideaTopic 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 to play 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 groups and their fans supported them fiercely.II. A tree diagram Dreami ng ofHowmusicHowThe How The MonkeesIII. 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 andwriting 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 onelectrical 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. Ther e 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 Indiansmake 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. T he 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 metHaydn 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 taug ht 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 pianoguitarfluteV. What are the functions of music?•Make thi ngs 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 Monkees The 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 placebetween 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 rolledover 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-by earnvt. 1. to get (money) by working赚；挣（钱）Heearns $10000 a year(by writing stories).2.toget(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 asa 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/ performone’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 ability sayingn. 话；俗话‘More haste, less speed,’as the saying goes.reputationn. (an) opinion held by others(about someone orsth.); 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 reputationunknownadj.& n. 不知道的；未知的人或物unknown forces/ an unknown actor/ unknown to sb./ a journey into the unknown。
人教新课标高一英语必修二Unit5Music教学设计
人教新课标高一英语必修二Unit 5 Music 教课方案Unit 5MusicPeriod 1 Warming up & ReadingTeacher : Han WeiTeaching aimsKnowledge aims:1. Get students learn the useful new words and expressions in this part: roll.folk, jazz,musician,pretend,attach, form, passer-by, earn, extra, instrument, performance, pub, cash, studio, millionaire, actor, rely, broadcast,humorous, familiar, attractive, dream of, to be honest, attach...to... , in cash, play jokes on, rely on, get familiar with, or so, break up2.Let students learn about different types of music.Ability aims:1.Enable students to learn to talk about different kinds of music.2.Develop students' reading ability by learning to read about bands and let them learn different reading skills.Emotional aims:1.Arouse students' great interest in music.2.Develop students' sense of cooperative learning.Teaching Important Points:1.Let students learn more about different kinds of music.2.Get students to learn different reading,listening and speaking skills.Teaching Difficult Points:1.Develop students' reading ability.2.Enable students to learn to enjoy different kinds of music.Teaching Methods:1.Task-based teaching and learning2.Listening and practicing3.DiscussionTeaching aids:MediaTeaching proceduresStep 1 Warming upWarming up by watching videos1.Ask students the following questions:What kind of music it is?How much do you know about music?Can you tell us about the different kinds of music?2.Let students have a brainstorm.Divide students into two groups to talk about the different kinds of music and have a competition.3. Ask students to look at pictures on the screen and listen to different kinds of1 / 2人教新课标高一英语必修二Unit 5 Music教课方案music on the tape. See if they can guess which music matches with which picture.Step 2 Pre-reading1. Ask students to answer the question:Have you heard about any of the famous bands/groups in the world? List some ifyou have.2. Play the tape and let students listen to some pieces of music from differentbands. Then ask them :Which band do you like best? (Show some pictures ofsome famous bands to the students.)3.Talk about "the Monkees" with the students. Doyou know anything about "The Monkees " ?Step 3Fast reading1.Reading the passage quickly and tell us what the passage is about.2.Try to find out the main idea of each paragraph.Para. 1.Dreaming of being a famous musician or singer.Para. 2.How musicians form bands.Para. 3.How the Monkees got their start.Para. 4.How Monkees become serious about the music business.Step 4Careful readingRead the passage carefully and finish the following tasks:Task 1 . Do the exercise True or False.1.Most musicians meet and form a band because they like to write andplay music.2.The TV organizers had looked for five musicians who were lively andwho could make good music.3.Each week the group that was called“ The Beatles” would play a song or two written by other musician.4.Though the band pretended to sing at first, were popular with the fans.5.“ The Monkees ” broke up in about 1960, but reunited in 1980.Task 2. Which is the correct order of the growing of the Monkees?1.They started to play their own instruments and write their own music.2.They played songs written by other musicians.3.They produced a new record to celebrate their time as a band.4.The band broke up about 1970.A. 1 →4→3→2B. 1 →2→4→3C. 2 →3→4→1D. 2→1→4→3Task 3. Choose the adjectives that you think best describe "The Monkees".Give your reasons.Popular lively funny foolish brave crazy classical rich honest attractive famous determinedStep 5 Watch a video and sing the song together.Step 6 Evaluation with encouraging words.Step 7HomeworkRead the reading passage again and try to retell the passage The BandThat Wasn't.2 / 2。
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 Unit 5 Music教案 新人教版必修2
Unit 5 Music【美文阅读】音乐是人类最美丽的语言。
让我们一起走近不同的音乐表现形式吧！MusicThere are two important kinds of music in the world—one is written down and the other is not.Many people earn their living by writing music.They write songs for pop stars and music for films and TV plays.They usually write exact instructions(指示；说明)how the music is to be played.Folk music has been passed down from one generation to another.At first it was never written down.People learnt the songs from their families，relatives(亲戚；亲属)，neighbors and friends in the same village.These songs were about country life, the seasons，animals and plants，and about love and sadness in people's lives.Early performers used to learn hundreds of songs by heart.At festivals they used to act and sing in praise of heroes who lived long ago.This was at a time when there was no radio，TV or cinema.Many of the country people could neither read nor write.In this way stories were passed on from one person to another.This contin－ues in some countries even today.In some parts of the world nowadays，you often see musicians performing in the streets to passers－by(过路人)．They put a cap on the ground in front of them，so that people who like the music can drop coins into it.In Africa most music is folk music.It plays an important part in people's lives，especially at festivals and weddings，when people dance all night long.Indian music is not written down.There is a basic pattern(模式)of notes which the musicians follow.But a lot of modern music is also written.India produces more films than any other country in the world.It produces musicals(音乐喜剧)，too，that is，films with music，and millions of records are sold every year.Jazz 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.【诱思导学】1．How did early performers learn the song?2．What kind of music is mentioned in the passage?【答案】 1.They learn hundreds of songs by heart.2．Folk music，Indian music and Jazz.Period ⅠPreviewing(教师用书独具)●教学目标本课时主要是通过学生对学案所给出的内容的学习，理解本课文中所出现的词汇，初步了解课文以及相关的背景知识，对下一堂课对课文的全面理解起到一个铺垫作用。
人教版新课标高一英语必修2第5单元Music
人教版新课标高一英语必修2 第5单元MusicWarming up and Reading教学设计乐平中学康艳梅一．教学设计的理论依据根据《高中英语新课程标准》的要求，英语教师在课堂教学中必须以学生为主体，教师在教学中起主导作用。
为此，我采用任务型教学方式设计本课的教学，为学生提供任务，以便引导学生带着自主学习的愿望，在与其他同学交流与合作的过程中完成学习任务。
教学由提问开始，引入本课阅读文，让学生通过快速阅读和细读等活动，按照教材要求理解课文。
此外，本设计还注意到阅读活动由整体入手，步步推进，由浅入深、由易到难的自然教学结构。
二、教材分析1．本单元的话题是音乐（music）。
音乐是学生最乐于学习，也是最感兴趣的话题之一。
初中已有课文涉及，但这个单元将使学生更为全面地了解音乐类型，体验不同的音乐，从而提高学生的音乐素养。
此外，在初中阶段学生已接触到定语从句，但进入高中之后才系统学习定语从句的相关知识，介词+ 关系代词which/whom 的定语从句就是本单元的语法重点。
2．The Band That Wasn’t以音乐为侧面反映了近几十年来美国社会和价值观的变化。
在本单元的Warming up中，学生已经了解了不同的音乐类型，这为阅读课奠定了一定的基础。
另一方面，课文中出现了两个介词＋which/whom的定语从句，引出了即将要学的语言知识。
所以说，这节阅读课在整个单元模块中起着承上启下的作用。
3．《普通高中英语课程标准（实验稿）》明确指出要积极发展学生自主学习的能力和合作精神，并且注重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，以及用英语进行思维和表达的能力。
所以，本节阅读课的教学设计力求达到这两个方面的要求。
三．学情分析本节课的教学对象是高中一年级的学生，他们已经掌握了略读、跳读等一定的阅读技巧以及识别关键词、确定主题句、预测等阅读微技能，形成了初步的阅读策略。
但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差；主动学习的动力不够，然而他们学习比较认真，好胜心强，渴望在班集体里得到他人的承认，很在乎别人对他们的评价；求知欲旺盛，思维比较活跃。
高中英语Unit5Music教案新人教版必修2
高中英语Unit5Music教案新人教版必修2Unit5 Music课标分析1．语言知识目标：1)学会使用课标要求的次回合习惯用语或固定搭配，学生能够正确读写及运用重点单词和词组2)使用适当的语言形式描述事物、简单地表达观点、态度或情感，学生能够认出并运用介词＋which/whom 的定语从句的语法。
2．语言技能目标：1)能理解文章主旨和作者意图。
能通过上下文客服生词困难，理解语篇意义。
2)强化略读、查读等阅读技能，训练通过寻找关键词，主题句等方式更快速并准确地确定文章的段落大意，理清文章的总体框架与脉络。
3)继续运用已经掌握的基本猜词技巧猜测文章中的部分单词。
4）能在小组讨论后用英语表达出乐队的形成过程。
3．情感态度与文化意识目标：1）了解各种音乐形式，了解The Monkees组合的发展历程，接触不同地区的音乐，深化对音乐的认识，提高音乐素养。
2）在小组合作互动中，增强学生的团队合作精神与分享意识。
3）能通过对门基儿乐队的学习。
初步了解英语国家的文学家、艺术家、科学家等成就、贡献等。
4.学习策略1）.通过网络搜寻、查阅图书等手段探究与音乐有关的文化背景，增强迅速获取信息、处理信息的能力；在查找The Monkees的相关信息的过程中整合网络信息的资源利用策略。
2）.通过小组讨论分析问题、探讨阅读技巧、根据阅读策略和技巧来获取音乐的信息，从而读懂懂文章的大意和重要细节；培养在小组合作学习和自主探究学习中成长的调控策略。
教材分析本单元“Music”是高中英语教材中与英语学习相关的一重要话题，也是新课标文化意识的一个重要组成部分。
“阅读”部分主要介绍了门基乐队的成长过程。
文章先介绍了一个乐队形成的通常过程：在课堂设计中先通过视频导入，然后通过快速阅读让学生了解文章主旨大意，锻炼学生的快速提取信息能力。
然后再进行细节阅读，以前两段为一个整体，来设置问题。
锻炼学生对细节信息的定位能力。
在第三、四段又描述了一支有特殊成长经历的门基乐队，一次失败的电视选秀，一支流行乐队的诞生。
新人教版英语高一上Module 2《Unit 5 Music》word教案(一)
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.2.Listening, talking and sharingLet’s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class.Do you know anything about “The Monkees”?III. Reading1.Reading aloud to the recordingNow please listen and read aloud to the recording of the text T HE BAND THAT WASN’T. Payattention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2.Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3.Reading to identify the topic sentence of each paragraphSkim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.3.Reading and transferring informationRead the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band.How do people get to form a band?How was The Monkees formed and became a real band?The Monkees in 1968 (left to right): Micky Dolenz, PeterTork, Mike Nesmith & Davy Jones4. 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 weretraveling.)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 thefollowing 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 LanguageAimsTo read the story about Freddy and then enjoy and understand Beatles’ songs.To use the language by reading, listening, speaking and writing.ProceduresI. Warming up by listening and writingTurn to page 37 and read these sentences before listening to the tape. Then listen to the tape and decide true or false.II. Guided reading1.Reading and translatingRead more about Freddy’s life and translate it into Chinese paragraph by paragraph.2.Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3.Doing exercisesNow you are going to do exercises No. 3, 4 and 5 on page 38 following the article.Ex3: Here are the incorrect sentences which should be crossed out.1.Freddy and his band always loved being pop stars.2.His favorite program was “Top of the Pops”.3.Things went wrong because Freddy and his band hid themselves.4.They realized they had to go because they were painful.Exercise 4 Answer these questions:1.This is an open question by which students are asked about their opinions.Answers may vary.2.Answers may vary but there is information in the reading passage that may include:--- becoming rich;--- doing a job you want to do;--- having many fans;--- people enjoying your music.3.Answers may vary but information may include:--- peaceful and quiet;--- a private life away from crowds;--- a personal life which others do not discuss.Exercise 5: The main idea is No. 3. This is a story about a band that became famous and did not like it. Only No. 3 best summarizes the main idea, while all the others reflect just part of the mainidea. 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 ideaII. A tree diagramIII. 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 theirfans. 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 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 toproduce 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.” Howe ver, 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 W ASN’TI. Words for Readingclassicaladj.(of music)put together and arranged(composed) with serious artistic intentions; having anattraction 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 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 journey into the unknown。
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。
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A Teaching Plan for"Warming up and Reading"in Unit 5, Book 2 of NSEFC
By Ye Zhen
Teaching aims:
After this class, students will be able to
1.know some different styles of music.
2.know about how to form a band and the development of the Monkees.
3.retell a passage according to some key information.
Teaching procedure:
Step I: Warming up
1.Before class, T plays several pieces of music
2.T asks students: What kind of music do you know?(classical music, rap, pop, jazz, country music etc)
3. T asks students: When we talk about music, what else can you think about?
(singer, instruments, record , band etc.)
4.Get students to enjoy pictures of some famous singers and bands at home and abroad.
Step II: Reading
1.T asks students: Have you ever dreamed of being a member of a band? (If students' answer is No, then ask them: Why do you think there are so
many people want to form bands?)
2.Then T asks students: Do you know how to form a band?
3.T: Today, we are going to know a band, which is one of the most popular in the USA. Please read para2 of the passage and find out how people form a band. (4 stages)
First, they start as a group of high-school students
Then, they play to passers-by in the street or subway
Later, they give performances in pubs or clubs
At last, they make records in a studio
4.T: Do all band just form in the same way? How do you know?(However, there was one band that started in a different way.)
5.T: Now, let's take a close look at how the Monkees started in a different way. Read paragraph 3 and 4 carefully to answer 6 questions.(the development of the Monkees)
1). How did the Monkees begin?
2). What did they do as well as play music?
3). What was their music based on?
4). Did they really sing during the broadcasts?
5). Each week on TV, did they play and sing their own songs?
6). When were they serious about their work? What did they do?
7. What happened to them in about 1970 and mid-1980s?
8). In 1996, what did they do?
6.Get students to retell the development of the Monkees together
Step III: Practising
1.Get students to imagine that one singer of the Monkees is invited to attend an interview----Art Life. One student plays the host, and the other plays the singer of the Monkees.
2.Invite several pairs to act their dialogues out.
Step IV: Homework
Write a short passage about how most bands are formed and how the Monkees developed as a real band.。