unit5Music阅读课教案

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人教版高中英语必修二unit5 musicwarming up and reading教案

人教版高中英语必修二unit5 musicwarming up and reading教案教学基本信息题目学科教材内容设计者 Book2 Unit5 Music-Warming up and reading 年高中英语高一级 Book2 Unit5 Music-Warming up and reading 第一课时个人信息姓名单位谷琴霞江西省金溪县第一中学 1.教材分析 1．本单元的话题是音乐和音乐类型。

内容分三个文段展开，涉及门基乐队，弗雷迪和他的乐队等子话题，而其中的主体内容是围绕着门基乐队的形成和成长历程展开的。

话题设置旨在让学生了解音乐的各种形式，深化对音乐的认识，增添音乐欣赏趣味，提高学生的音乐素养，培养他们热爱音乐和热爱生活的情操。

2.Warming �Cup 由八幅图片和四个问题组成。

图片呈现给学生的是他们熟悉的音乐家、歌唱家、乐队、组合等。

学生能很直观地了解音乐无处不在，让学生感受音乐魅力。

四个问题有助于老师引导学生开口、动脑，谈论他们喜欢的音乐，激发他们积极参与课堂活动的热情，进入本单元话题作铺垫。

3. Pre-reading 提供了三个问题，围绕中心词band 展开活动，要求他们列举出世界著名的乐队，谈论最喜欢哪个以及原因，进而引出阅读中的The Monkees这一主题。

4. Reading 主要介绍The Monkees，文章叙述了歌星、门基乐队充满梦想、如何组成乐队以及他们如何获得成功的过程。

阅读活动的目的在于训练学生阅读技能的基础上，培养学生对择业的思考，意识到机遇和挑战是并存的。

文章的主题是积极向上的，能激励学生通过努力一定能实现对事业的追求。

2.学情分析 1.知识结构：虽然学生Music这一话题有极大的兴趣，已经具备一定的词汇和表达基础，但对门基乐队感到陌生，并且阅读能力有待提高，对阅读技巧的运用还不娴熟，因此，教师应结合学生实际，逐步引导，循序渐进。

2.心理特征：现在的高中学生，对新鲜的事物有极大的接受能力，并且喜欢音乐和各种形象的展示，因此教师可以充分利用多媒体形式调动学生的学习热情，设置有效的阅读任务逐步掌握阅读技巧，体会文章含义。

【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。

高中英语必修二Unit 5—教学设计【教学参考】

指导依据说明1（主要依据课程标准和思政教育主题来源撰写）：
高中英语课程标准指出，发展学生英语语言技能，就是使学生能够通过听、说、读、看、写等活动，理解口头和书面语篇所传递的信息、观点、情感和态度等；并能利用所学语言知识、文化知识等，根据不同的目的和受众，通过口头和书面等形式创造新语篇。这些活动是学生发展语言能力、文化意识、思维品质和学习能力的重要途径。因此，本节课以美育为主线设计问题，让学生在合作学习中提高语言运用能力，鼓励他们德智体美劳为全面发展。
Ability aims: 1.Enable the students to learn to talk about different kinds of music.
2.Develop the students’reading skills in finding out the topic sentences and summarizing the main idea of each paragraph.
1.整体设计思路、指导依据说明
整体设计思路（应包含学科教学内容与思政教育主题的有效融合思路）：
英语学科教学理念从关注知识和技能，到培养学生的综合语言运用能力，即语言知识、语言技能、情感态度价值观、跨文化意识和学习策略五方面，然而，对于学生思维品质和能力的培养重视不够，教师对于语境创设不充分，对语篇意义关注不够，尤其是如何运用英语分析问题和解决问题的能力需要更多的关注。为此，本教学设计将围绕特定主题展开，让学生在合作学习中增加运用英语交流的机会,并设计一系列与该阅读有关的练习，让学生正确和自发的运用所学语言。本节课选取了与音乐有关的主题进行教学，将阅读教学和思政教育紧密有机地结合在一起。
本单元的话题是音乐，本节课主要是阅读课，它是整个单元的核心。课文中主要讲述了门基乐队。话题是学生比较感兴趣的，所以有话可说，有情可表。通过本课的学习，学生全面地了解文章大意。WarmingUp通过直观形象的图片及感官音乐来展示了为大众所熟悉的多种音乐形式，包括摇滚、爵士、乡村音乐、民族音乐等，能使学生对音乐的丰富内容有较为广泛的认识。Reading主要从大众对歌手和乐队的心理到介绍TheMonkees乐队的一些情况，如他们如何组合成乐队，他们有名之后的发展。课文后配有相应的练习题，可以帮助学生从整体和细节两方面充分地理解课文。

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。

Unit 5 Music Reading and Thinking 教案人教版高中英语必修第二册

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

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

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

第1课时一、教学内容本节课的重点为处理文本信息，在了解何为虚拟合唱团及其创始人主要信息的基础上，进一步理解为什么会出现虚拟合唱团以及它的出现对人们和社会又产生了什么样的影响。

二、课时目标1. 通过整体阅读活动，获取虚拟合唱团及其创始人的基本信息，并梳理虚拟合唱团的发展历程及其给人类社会带来的正面影响。

2. 通过寻读、细读等阅读活动，总结虚拟合唱团的成因，并深入理解作者要传递的深层含义。

3. 通过梳理文本介绍虚拟合唱团的篇章布局，了解写作特点，为第二课时的仿写做好铺垫。

三、教学过程Activity 1：Activating background knowledge of the virtual choir本活动为实现课时目标1做铺垫。

1. Talk about what a choir is.Q1：What did you see in the video？Q2：What is a choir？2. Talk about whether people can sing together with hundreds of people while they are alone at home.Q：Could you imagine singing together with hundreds of people while you were at home alone？【设计意图】通过课前播放One V oice Children’s Choir的视频，创设情境，引出主题；引导学生根据自身经验给合唱团下定义；通过提问，激活学生背景知识，提升其阅读兴趣。

unit5-music-教学设计

A Teaching Plan for Book TwoUnit Five Music学院：外国语学院班级：13级英语1班姓名：马琴学号：41304017学科：英语教材版本：人教版年级：高一课时：必修2第5单元第1课时A Teaching Plan for Book TwoUnit Five MusicⅠ. Teaching aims：After the lesson, students will be able to:A. Knowledge aims:1.Further understand the text and enlarge their vocabulary.2.learn some basic information about the music;3.learn some useful expressions and sentences in the text:◆To be honest，a lot of people attach great importance tobecoming rich and famous.◆So during the broadcasts they just pretended to sing.◆Then they produced their own records and started touring andplaying their own music.B. Ability aims:1.Foster their ability to comprehend passages, especially their abilityof analyzing the structure of this article.2.Learn how to scan the text and get useful information.C. Emotional aims and culture awareness:1.Learn the knowledge of the music and arose students'great interest inmusic and let them like music.2.Learn the spirits of the music and improve t he students’ spirits ofcooperation.3.Know the development of the MonkeesⅡ. Analysis of characteristics of the learners：A. Cognitive characteristics:1.Thinking way:At this period, the students are not good atabstract thinking but concrete thinking. So as teachers, we should use some concrete materials to help them comprehend the text. What’s more, the students are willing to think at this period and we should often encourage them to think more.2.Attention: As we all know, students cannot focus on one thing for along time, so in the teaching process, we should keep the class actively and change the way of teaching from time to time and then to draw the students’ attention.B. Knowledge base :Students have been learning English for at least six years and they were just elected by Senior High School Entrance Exam, they have relatively good knowledge base of English learning so they have gained some basic reading skills and accumulated some knowledge in class. It is not too difficult for themto comprehend this text. But their English levels are different, so we should take into the different account when we teach, and encourage all of them to be active in the class.C. Nonintellectual factor:As we all know, music can be listened to everywhere in our life. We should make full use of the interests and let them change the interests into motivation of study. In class, we can arouse the students’ emotion to keep them active and make the class atmosphere free and easy. Furthermore, we should give students some chances to practice themselves, so we can let them show up and encourage the silent students to be active. All these are beneficial to their study. However, they are teenagers so they are restless, curious and eager to see new sights. Most of them dream of travelling around the world. Hence they will be very interested in the contents of this unit. That is very beneficial to arousing their enthusiasm of learning.Ⅲ. Analysis of the teaching contents:This unit is about the music which is the most important part in our life. From this unit, the students should know some basic information about it. This class is a reading class and we will learn the text THE BAND THAT WASN'T. It describes the Monkees which wasn't a real band at first but they worked together after that, finally they became a real band. The text shows us that students the importance of the spirit of hard working and cooperation.After reading, the students can know more and more about the Monkees. IV. Teaching important points:1.Enable the students to know some information of theMonkees.2.Foster the students’ reading ability.3.Talk about the different kinds of music.V. Teaching difficult points:1.Based on the reading lesson, i mprove the students’ abilities to listen,speak, read and write.Train the students’ ability to grasp keyinformation and comprehend the text while reading2.Help the students build the habit of self-teaching by using the readingskills.3.Enable students to learn to enjoy different kinds of musicVI. Teaching methodology:1. Communicative Language Teaching (CLT);2. Task-based Language Teaching (TLT);3. Grammar—translation Language Teaching.Ⅶ. Teaching aids：1. Multi-media2. The traditional teaching tools such as blackboard and chalks and so on. Ⅷ. Learning strategy:1. Cooperative Learning(合作学习)2. Autonomous Learning（自主学习）3. Learning by being told(讲授学习)Ⅸ. Teaching procedures：A.leading in: Do you like music？How much do you know the music? Canyou tell the different kinds of music? Now turn to passage 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.B.Pre-reading:4.Thinking and Saying: talk about the famous bands in the world. (P33pre-reading) Ask the students: Have you heard about any of the famousbands in the world? List some of you have.(‘The Beatles’, ‘Back Street Boys’, ‘SHE’, ‘TF Boys’, ‘Beyond on’,and so on.)5.Listening, talking and sharing,Play some pieces of music from different bands. Work in pairs of 4 andtell group members which band you like best, and why? Then the oneof the group member is to stand up and share the idea with the class.Do you know anything about “The Monkees”?(I will divide the whole class into some groups. Every student cananswer the questions.)C.While-reading;1. SkimmingListen to the recording of the text THE BAND WASN'T. Then ask some students to tell the main idea.Skim the text and underline the topic sentences of each paragraph.2. ScanningRead the text again to finish the tablesThe MonkeesTask 1: Do the exercise T or F;(1)Most musicians like to form a band because they enjoy playingto passers-by in the street. (F)(2)Bands in American are all formed by high school students. （F）(3)Only the band “The Monkees” is mentioned in the text. (F)(4)It was “The Beatles” that started in a different way. (F)(5)It was hard for the TV organizers to look for good rock musicians.(T)(6)Though the band pretended to sing at first, they were popularwith fans. (T)(7)“The Monkees” never pl ayed their own songs. (F)D.Post-reading;e the finished form to introduce the Monkees to your partner.2.Choose the adjectives that you think best describe “TheMonkees”. Give your reasons.prehending: Pair workFrom what we have learned from this text, please write a short passage.(After fast reading and careful reading, the students have gained both the general meaning and detailed information about the text. We can help them retelling the text by this way. It can train the students’ ability of summari zing and expressing.)F. Summary:As we have finished the passage, we’ll sum up what we have learned. We know the basic knowledge of a band and the importance of cooperation.(This part can help the students review what they had learned in this class and strengthen their knowledge.)Ⅺ. Assignment: From what we have learned from this text, please write a short passage about a band you knew.、-----WORD 格式--可编辑--专业资料-------完整版学习资料分享----Symbols:The teaching contents and the teacher ’s activitiesThe students ’ activitiesThe use of the multimedia。

高中英语 Unit 5(Music)教案6 新人教版必修2 教案

Unit 5 Music Grammar and Useful StructuresAimsTo 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 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.6. The dragonfly is an insect that we know very little of.Are these correct or appropriate? If they are, put a√. If they are not, give a reason, correctthem 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 inan 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 theweapons 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.。

人教版高中英语必修二《Unit 5 Music》优质课公开课课件、教案

人教版高中英语必修二《Unit 5 Music》优质课公开课课件、教案Unit 5 MusicListening and Speaking【教学目标】1. Instruct students to get main facts by listening and motivate them to talk about the topics about music, the types of music, and how the music makes them feel.2. Develop students’ sense of cooperative learning and individual thinking capability.3. Develop students’ different listening skills to solve different listening comprehensive problems.4. Help students to understand how to use the structures “past participle as adverbial”.【教学重难点】Prompt students to talk about the related topics, such as types of music they know, their favourite type of music, how music makes them feel, and how to use past participle as adverbial.【教学过程】Step 1 Lead inThe teacher is advised to talk with their students about music.Boys and girls, before we listen, let’s work in pairs and disc uss what type of music you know.Which type is your favorite? How does it make you feel? Share your ideas with partners.I know Chinese traditional music/classical music/country music/hip-hop/jazz/pop music/Latin music/rap/rock/punk…I like classical music. It makes me feel full of energy and happy.Step 2:PredictionAfter their small talk, the teacher can move on by finishing the following task: See the pictures and give the correct answers.1. What are the people doing in the picture below?2. Match the pictures with the correct types of music.A. Chinese traditionalB. classicalC. country musicD. hip-hop1_______________2_______________3_______________4_______________Step 3: Summary of the main ideaListeningI. Play the radio about The Sound of Music (音乐之声), and let students finish the following tasks.A star has come out to tell me1.___________________ to goBut deep in the dark-green shadowsAre voices that urge me to staySo I pause and I wait and I listenFor one more sound for one more lovely thing2.___________________ might say…The hills are alive with the sound of musicWith songs they have sung 3.__________________The hills fill my heart with the sound of musicMy heart 4.__________________ every song it hearsMy heart wants to beat like the wings of the birds that rise from the lake to the treesMy heart wants to sigh like the chime that flies from a church on a breezeTo laugh like a brook 5.__________________ and falls over stones in its wayTo sing through the night like a lark who is 6._____________I go to the hills when my heart is lonelyI know I will hear what I’ve heard beforeMy heart will 7.______________ the sound of musicAnd I’ll sing once moreII. The reporter paraphrased some of the answers the students gave him. Listen to the interviews again and complete the sentences with the words you hear.1. A: Country music touches my heart.B: So you like music that’s _______of _______?2. A: When I listen to hip-hop, I just have to move!B: So it makes you want to _______?3. A: Classical music makes me feel like I’m sitting beside a quiet stream and enjoying nature.B: So to you, it’s _______ and _______?Learning new wordsList the new words in the lesson, tell students the meaning of these words an d give some examples.News words: classical, energy, soul…Talking projectGuide student s to do speaking practice.I. Talk in pairs. Interview each other about music. Use the picture below for ideas.A: What kind of music do you like?B: I like techno music.A: What makes it so special to you?B: I like to listen to it when l exercise. It gives me energy.II. Work in pairs or groups and role play a conversation.●∙Suppose you are a reporter and interviewing the students who about music.➢∙I like to…➢∙Chinese traditional song/classical music/hip-hop music/country music…➢∙Listen to/play/sing…。

2021年新教材高中英语Unit5Music理解课文精研读教案人教版必修二

Unit 5 Music速读课文，完成下列任务Ⅰ.阅读判断判断以下句子提供的信息是正确，还是错误，还是没有提及：1．Only ordinary people can take part in a virtual choir.A．Right B．WrongC．Not mentioned2．Music makes people become a member of the global community.A．Right B．WrongC．Not mentioned3．His original composition made Whitacre become popular among choirs and singers.A．Right B．WrongC．Not mentioned4．Whitacre joined his fans together into one performance team.A．Right B．WrongC．Not mentioned5．The virtual choir is a wonderful way for people around the world to sing with many voices.A.Right B．WrongC．Not mentioned[答案] 1－5 BAACBⅡ.补全信息选择正确选项填入空白处，补全所给句子提供的信息：A．began to become popularB．began studying musicC．received a videoD．fell in love with Mozart's classical musicE．had 185 singers from 12 different countriesF．received a master's degree in musical composition1．Whitacre at the University of Nevada in 1988.2．Eric Whitacre when he sang for the university choir.3．Whitacre in 1997.4．Over the next 10 years，Whitacre's original compositions ．5．In 2009，Whitacre of a girl who was singing one of his works.6．Whitacre's first virtual choir ．[答案] 1－6 BDFACEⅢ.表格填空[答案](1)accessible(2)ordinary(3)enables(4)to become(5)the (6)whose (7)creation (8)wonderful(9)for (10)better细读课文，完成下列任务Ⅰ.主旨匹配段落主旨大意1.Para.12.Para.23.Para.34.Para.4 A．The creation and the development of the virtual choir. B．What the virtual choir means and its significance.C．Eric Whitacre's life before the creation of the virtual choir. D．The virtual choir is making the world a better place.Ⅱ.单项选择1．What is needed for you to take part in a virtual choir?A．A studio. B．A local choir.C．A video camera. D．A small band.2．Who is the first man to come up with the idea for a virtual choir? A．Mozart. B．Whitacre.C．Nevada. D．Juilliard.3．When did Whitacre graduate from the University of Nevada?A．In 1970. B．In 1988.C．In 1995. D．In 1997.4．What is the name of Whitacre's first virtual choir?A．What If.B．The Virtual Youth Choir.C．Eric Whitacre.D．Lux Aurumque.5．What is the main idea of the text?A．Introduction of the virtual choir.B．Ways to study musical composition.C．Performances on video and the Internet.D．Whitacre's works and performances.[答案] 1－5 CBCDAⅢ.读后续写微技能读后续写微技能——精选动词，做到描述精准找出下列句子中描述精准的动词：1．Anyone can take part in a virtual choir from anywhere—all you need is a video camera and an Internet connection.2．A virtual choir helps connect ordinary people together.3．A virtual choir enables them to add their voices to those of other individuals and become part of the global community.4．Music helps me to... forget my problems.5．He fell in love with Mozart's classical music when he sang for the university choir.6．This led to the creation of the virtual choir.[答案] 1.take part in 2.help 3.enable 4.help；forget 5.fall in love6.lead to。

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。

高中英语人教版(2022)必修第二册Unit5Music单元教案案(含答案)

B2U5 Music---单元目标与要求语法：过去分词作表语和状语一、过去分词作表语1.过去分词可放在系动词be, get, feel, look, sound, taste, smell, remain, seem,become等之后作表语, 表示主语所处的状态。

1). He seemed quite ______________(delight) at the news.2). The door remained ____________(lock) when we arrived.2. 过去分词作表语多表示人自身的感觉、感受或事物自身的状态；现在分词作表语则多表示事物具有的特征，常译作“令人...的”。

常用的这类词有：exciting/excited; astonishing/astonished delighting/delighted moving/moved disappointing/disappointed encouraging/encouraged frightening/frightened interesting/interested3). The story they heard over the radio was very _____________(move).4). They were _____________ to hear the _______________ sound.(frighten)3. 过去分词作表语和被动语态的区别“be+过去分词”表状态时，是系表结构，此时过去分词通常已形容词化；表动作时，是被动语态，且绝大多数被动结构中的动作执行者由介词by引出。

5). 这本书写得好。

______________________________________________________________6). 这本书是鲁迅写的。

__________________________________________________________二、过去分词（短语）作状语1. 主从句主语一致，可以省略状语从句中的主语，省略的主语和动词主动关系用doing，被动关系则用done。

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。

unit5music课程设计

unit5 music课程设计一、教学目标本课程旨在通过Unit 5 “Music” 的学习，让学生掌握以下知识目标：了解不同国家的音乐特点、音乐家及其代表作品；理解音乐与文化的关系；掌握音乐的基本术语和乐理知识。

技能目标：能够运用英语进行音乐相关的听、说、读、写活动；能够分析并评价音乐作品；能够运用音乐知识进行创作和表演。

情感态度价值观目标：培养学生对音乐的热爱和欣赏能力；培养学生尊重不同文化背景下的音乐表达方式；培养学生积极向上的生活态度和团队合作精神。

二、教学内容本课程的教学内容将依据Unit 5 “Music” 的教材进行，主要包括以下几个部分：1. 各国音乐特点及音乐家介绍；2. 音乐与文化的关系探讨；3. 音乐基本术语和乐理知识讲解；4. 音乐作品的分析与评价；5. 音乐创作和表演实践。

三、教学方法为了提高学生的学习兴趣和主动性，本课程将采用多种教学方法，如讲授法、讨论法、案例分析法、实验法等。

具体教学方法将根据教学内容和学生的实际情况进行选择和调整。

四、教学资源教学资源包括教材、参考书、多媒体资料、实验设备等。

教材为Unit 5 “Music” 相关内容，参考书包括音乐理论书籍、音乐家传记等。

多媒体资料包括音乐视频、音频、图片等，实验设备包括乐器、音响设备等。

教学资源的选择和准备将充分支持教学内容和教学方法的实施，丰富学生的学习体验。

五、教学评估本课程的评估方式包括平时表现、作业、考试等。

平时表现主要评估学生的出勤、课堂参与度、团队合作表现等；作业包括练习题、小论文、创作和表演等，占总评的30%；考试包括期中考试和期末考试，占总评的70%。

评估方式将客观、公正地全面反映学生的学习成果。

六、教学安排本课程的教学进度将按照Unit 5 “Music” 的教材进行，教学时间为每周2课时，共计10周。

教学地点为教室和音乐实验室。

教学安排将合理、紧凑，确保在有限的时间内完成教学任务，同时考虑学生的实际情况和需要。

人教版必修第二册 Unit5 Music 教案

三、教学目标
By the end of this class, students will be able tolisten to an announcement about a school music festival,get the structure of an announcement，learn to talk about preferencesandplan amusicfestival.
2. Listen for the second time to get the
the detailed information, the volunteer needed by the music festival. Then check answers and learn the English expressions of thevolunteers who are needed by the music festival.
5.Asks students to talk with groups membersto makea plan for a music festival. Then, provides students with a sample to organize what they have talked into an announcement.Finally, asks 3-4 group leaderstopresent their plans for music festivals.
3.Asks3 to 4 students to express their preferences and timely presents the sentence patterns used for expressing preferences.

Unit 5 Music Period 4 Reading for Writing教案

7.She looked different _________.
keys:1. leaning 2.treatment3.on4. through 5.variety6.satisfaction7. somehow
-Familiarize the new words
-Clear the tackle of next step.
disease
ache
treatment
personification
outline
Then one day, I had to go through a twohour medical treatment．
treat v.
The song made me feel so much better that from then on I began to listen to music all the time．
Students answer the questions loudly together.
-Check the teaching situation of last lesson quickly.
-Help students consolidate the knowledge points.
Lead-in
Writing practice
Step 6
Let’s learn
Teacher shows the questions and asks students to answer.
Read the speech below and answer the questions.
What was Sarah's problem?
Moreover, music gave me hope and a sense of satisfaction．

unit5music课程设计

unit5 music课程设计一、课程目标知识目标：1. 学生能够掌握音乐基本概念，如音高、节奏、音色等；2. 学生能够了解不同国家和地区的音乐特点，认识至少三种音乐风格；3. 学生能够识别并描述音乐中的常见乐器。

技能目标：1. 学生能够通过演唱、演奏等方式，展现对音乐的理解和表达能力；2. 学生能够运用音乐软件或乐器创作简单的旋律，培养音乐创作能力；3. 学生能够通过团队合作，完成一场音乐表演。

情感态度价值观目标：1. 学生能够培养对音乐的热爱和欣赏能力，提高审美情趣；2. 学生能够尊重和理解不同文化背景下的音乐，培养跨文化意识；3. 学生能够在音乐活动中，学会合作、沟通和表达，增强自信心。

课程性质：本课程以音乐欣赏和创作为主线，结合实践与理论，旨在提高学生的音乐素养。

学生特点：五年级学生具备一定的音乐基础，好奇心强，喜欢尝试新鲜事物，但注意力集中时间有限。

教学要求：注重启发式教学，激发学生兴趣，鼓励学生参与实践，培养自主学习能力。

教学过程中，关注学生个体差异，给予个性化指导。

通过课程目标的分解，确保学生达到预期学习成果，为后续教学设计和评估提供依据。

二、教学内容本章节教学内容主要包括以下三个方面：1. 音乐基本概念：- 音高：学习乐谱中的音高标记，如高音谱号、低音谱号；- 节奏：认识常见节奏符号，如全音符、二分音符、四分音符等；- 音色：了解不同乐器的音色特点，如弦乐、木管、铜管等。

2. 不同国家和地区的音乐特点：- 学习我国民族音乐，如《茉莉花》、《梁祝》等；- 了解西方古典音乐，如贝多芬、莫扎特等作曲家的作品；- 探索世界音乐，如非洲鼓乐、拉丁音乐等。

3. 音乐创作与实践：- 学习使用音乐软件，如GarageBand等，创作简单旋律；- 乐器演奏：练习吹、拉、弹、打等基本技巧，学会演奏一首曲目；- 团队合作：分组进行音乐表演，包括演唱、演奏、编排等。

教学内容安排与进度：第一课时：音乐基本概念（音高、节奏、音色）第二课时：不同国家和地区的音乐特点（我国民族音乐、西方古典音乐）第三课时：不同国家和地区的音乐特点（世界音乐）第四课时：音乐创作与实践（音乐软件、乐器演奏）第五课时：团队合作（音乐表演）教材章节：本教学内容与课本Unit 5音乐章节相关联，涵盖了音乐基本概念、音乐风格、音乐创作与实践等方面内容。

Unit 5 Music 教案

UNIT 5 Music三言两语1. Good music can not only make people feel relaxed, but also purify the human mind.2. Some people say that life without music would be like life without air. Music is certainly a vital part of any culture.3. Music is so appealing to me that I prefer to listen to music in my leisure time, which brings me into a different world. The feeling is beyond my words. It has become such an important part in my life that I can hardly imagine what life would be like without music. 1. 此外，学习弹奏乐器能培养小孩的注意力、耐心和毅力，这对于他们以后的人生有帮助。

Besides, learning_a_musical_instrument will help your children develop concentration, patience and perseverance, which_will_help_them_later_in_life.2. 作为通用语言，音乐在学习另外一种文化时起着非常重要的作用。

Music, as_a_universal_language,can beof_great_help on the way to learning another culture.核心单词[默写识记]根据汉语释义写出单词1. opportunity n. 机会；时机2. ordinary adj. 普通的；平凡的3. prove vt. 证明；展现4. award vt. 授予n. 奖品5. relief n. (焦虑、痛苦的)减轻或消除；(不快过后的)宽慰、轻松或解脱6. cure vt. 治愈；治好(疾病)；解决(问题) n. 药物；治疗；(解决问题、改善糟糕情况的)措施7. aim n. 目的；目标vi. & vt. 力求达到；力争做到；瞄准vt. 目的是；旨在8. energy n. 能源；能量；精力9. thus adv. 如此；因此10. nowadays adv. 现在；目前20. metaphor n. 暗喻；隐喻21. personification n. 拟人；人格化；化身22. repetition n. 重复；重做23. simile n. 明喻24. outline n. & vt. 概述；概要25. onto prep. (朝)向26. conductor n. (乐队、合唱团等的)指挥；(公共汽车的)售票员27. hip-hop n. 嘻哈音乐；嘻哈文化28. phenomenon n. 现象熟词生义1. (2020·全国卷Ⅱ)The family called the Italian Culture Ministry; the official confirmed that the paintings were originals and worth as much as $50 million. 原作2. If there is no president, power will be assumed by the most extremist forces. 掌管；夺取3. (2018·江苏卷)The economic impact of the arts is often overlooked and badly judged. 冲击力高频短语短语应用1. absorbed_in_sth./sb.被……吸引住；专心致志2. try_out参加……选拔(或试演)3. in_addition_(to_sb./sth.) 除……以外(还)4. from_(then)_on 从(那)时起5. fall_in_love_with爱上6. get_through (设法)处理；完成7. feel_like 想要……；感觉像8. come_up_with提出；想出9. on_stage 在舞台上10. set_sth._up 安装好(设备或机器) [语境运用1]填入一个适当的词1. I couldn't get through to Hannah. Her brother was talking on the phone all the time!2. In addition to these arrangements, extra ambulances will be on duty until midnight.3. He came up with a good solution to the problem at the meeting.[语境运用2]填入一个适当的词He was given a football as a birthday gift at the age of three. From then 1. on,he has been absorbed 2. in playing football. In 3. addition,he wants to try 4. out for the football team when he grows up.教材原句背诵句式仿写应用1. while引导时间状语从句Imagine having the opportunity to sing together with hundreds of other people while you are at home alone. 当我在那个美丽的国家从事志愿者工作时，我结交了很多新朋友。

高中英语：Unit 5《Music》教案-Reading 新人教版必修2

Unit 5 MusicReading---教案Contents: (1)Enable students to appreciate and classify different kinds of music by doing the exercise in Warming up(2)Developing their abilities to express their feeling on music and enlarge theirknowledge on musicProcedures:Step 1 warming up1、Introduce the topic of music through asking some question such as “Are you fondof music ,Are you good at singing, Can you play a musical instrument”Ask students to answer the 4 questions in groups actively while introducingdifferent kinds of music in the world.Step 2 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 ifyou have (Beatles, Back—street boy, West—life )2、Which one do you like best?(2)Introduce something about “The Monkeys”Step 3 skimmingLet the students listen to the tape and find out the answers to the following twoquestions.1、What are the benefits if students former a band to play in the street?2、When did “The Monkeys” break up and when did it reunite?Step 4 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 ComprendingStep 5 Homework: Fin out some language points in Reading and recite the new words inunit 5 Step 6:Feedback。

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Unit 5 Music
Period 1 Warming up & Reading
★ Teaching aims:
1. To activate the Ss in learning “music ”.
2. To develop the Ss ’ ability of reading.
3. To help the Ss know something about the different styles of music.
★Difficult and Important Points:
1. Help the Ss to sum up the main idea of each paragraph.
2. Enable the Ss to understand the details about the passage The Band that Wasn ’t.
★Teaching Methods:
1. Task-based method
2. Discussion
★ Teaching procedures
Step 1 Warming up ( 6minutes )
1) Task: Brain-storming ( 2minutes )
Ask the students to name different music styles. Show some styles of music that they are not familiar with.
folk
pop
2) Task: Listening and Matching ( 4minutes )
1)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.
3) Check the answers on the computer screen.
Step 3 Pre-reading ( 2minutes )
1）Task :Listing
Have you heard about any of the famous bands in the world? List some of them.
Which one do you like best? Why?
2) Presentation
Ask the Ss to search the information about “The Monkees ” before class, and now encourage them to share their information with their teammate.
Step 4 While-reading ( 23minutes )
1) Task: Fast reading
( 10minutes ) Read fast and then do some exercises
①.Which band does the passage mainly talk about?
③.Go over the passage and look for the main idea of each paragraph.
2) Task: detailed reading ( 8minutes )
Read the passage again very carefully and answer the detailed questions:
①. What are the advantages if people form a band to play in the street?
②. When did “The Monkees” break up and when did it reunite ?
③. Why was “The Monkees” successful in their work?
5) True or false ( 5minutes )
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 lovely 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. “The Monkees” broke up in about 1960,but reunited in 1980.
Step 5 Discussion ( 9minutes )
1) Find the music in our life!
2) What are the functions of music ?
3) Enjoy the song of the Monkees “I wanna be free”(4minutes)
Step 6 Homework
1). Read more about “The Monkees”.
2). Find out the important language points in the passage。

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