人教版高中英语必修二unit5music-warmingupandreading教案
英语人教版 必修二 unit 5 music warming up and reading
Forms Results
in 1996
new record
in the mid-1bout 1970
broke up
after a year or so
became serious
music & jokes
based on
began as
the Beatles
a TV show
rap
根据相应的英文描述给出音乐形式 traditional music from a particular country, region, or community
folk music
根据相应的英文描述给出音乐形式 many people get together to sing
choral
Para 2:
Para 3:
Para 4:
Why are the names of Song Zuying and Liu Huan mentioned in P1? D
A. Because they are very famous. B. Because they can sing very well. C. Because the text wants us to know them. D. Because the text is giving us some examples of the famous singers that we might want to be like.
Unit 5 music
根据相应的英文描述给出音乐形式 a type of music that people consider to be serious and that has a value that continues for a long time
人教版高中英语必修2Unit 5MusicWarming up and Reading教案10
Unit 5 Music 教学设计Period 1: Warming up and readingTeaching Aims◆To learn to talk about kinds of music◆To learn to read about bands◆To study The Attributive Clause (in/ for/ with/ by＋which/ whom)◆To learn to write an e-mailProceduresI. Warming upWarming up by describingGood morning, class. Today we are going to talk about an interesting topic --- music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music? Can you tell about different kinds of music? Now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.Warming up by discussingHi, everyone. Do you like music? How much do you know about music? Can you tell about the different kinds of music? Please turn to page 33. Look at the pictures. Let’s listen to some music. Let’s see if you can guess which music matches with which picture.Classical music Country music Rock ‘n’ RollRap Orchestra Folk musicYes, you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let’s discuss these questions in small groups. Try to share your opinions with one another.II. Pre-reading1.Thinking and sayingHave you heard about any of the famous bands in the world? List some if you can.For reference: I’ve heard about “The Beatles”, “Back Street Boys”, “The Eagles”, “West life”and “Pink Floyd”.2.Listening, talking and sharingLet’s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class.For reference:I am from Group 1. Our group likes “The Beatles”best. We like their style of performances. Listening to their performances, we will feel relaxed, amused, and their performances make us think a lot about life.Do you know anything about “The Monkees”?III. Reading1.Reading aloud to the recordingNow please listen and read aloud to the recording of the text T HE BAND THAT WASN’T. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2.Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3.Reading to identify the topic sentence of each paragraphSkim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.4th paragraph: How the Monkees became popular and how they developed as a real band.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?Members High school studentsReasons They like to write and play music.Places They practice their music in someon e’s home.Forms They may play to passers-by in the street or subway.Results They can earn some extra money. They may also have a chance to dream of becoming famous.How was The Monkees formed and became a real band?The Monkees in 1968 (left to right): Micky Dolenz, PeterTork, Mike Nesmith & Davy Jonesbeginning of the band It began as a TV show.style of the performance They played jokes on each other as well as played music.first music and jokes Most of them were based loosely on the band called “The Beatles”. development of the band They became more serious about their work and started to playtheir own instruments and write their own songs like a real band.They produced their own records and started touring and playingtheir own music.changes of the band The band broke up in about 1970, but reunited in the mid-1980s.They produced a new record in 1996, which was a celebration oftheir time as a real band.4. 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?For reference: I don’t think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs because singing and writing its own songs was the basis of a band.Do you agree that the jokes were more important than the music for this band? Give a reason.For reference: Yes. I think it is the jokes that really attract more fans.No. I think the purpose of forming a band is getting people to enjoy the spirit of music. It’s more important than playing jokes just to make people laugh.Closing down by retelling the form of the band TheMonkees.I shall write some key words and expressions on the board. You are to retell the form of the band according to these words.For reference: begin as a TV show, the TV organizers, look for, put an advertisement in a newspaper, use actors for the other members of the band, pretend to singPeriod 2: Learning about LanguageTeaching 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 36 and do exercises 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 exercise 2 on page 37Turn to page 34. Look at the sentence in the text:However, after a year or so in which they became more serious about their work, “The Monkees”started to play and sing 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 3 on page 37, that is, to sort out the sentences.III. Ready used materials for The Attributive Clause (in/ for/ with/ by＋which/ whom)In formal styles we often put a preposition before the relative pronouns which and whom:•The rate at which a material heats up depends on its chemical composition.•In the novel by Peters, on which the film is based, the main character is a teenager.•An actor with whom Gelson had previously worked contacted him about the role.•Her many friends, among whom I like to be considered, gave her encouragement.Notice that after a preposition you can’t use who in place of whom, and you can’t use that or zero relative pronoun either:•Is it right that politicians should make important decisions without consulting the public to whom they are accountable? (not --- the public to who they are accountable.)•The valley in which the town lies is heavily polluted. (not --- The valley in that the town...) •Arnold tried to gauge the speed at which they were traveling. (not --- the speed at they were traveling.)In informal English we usually put the preposition at the end in attributive clauses rather than at the beginning:•The office which Graham led the way to was filled with books.•Jim’s footballing ability, which he was noted for, had been encouraged by his parents.•The playground wasn’t used by those children who it was built for.In this case we prefer who rather than whom(although whom is used in formal contexts). In restrictive attributive clauses we can also use that or zero relative pronoun instead of who or which (e.g. ...the children (that) it was built for).If the verb in attributive clauses is a two-or-three-word verb (e.g. come across, fill in, go through, look after, look up to, put up with, take on) we don’t usually put the preposition at the beginning:•Your essay is one of those (which/that) I’ll go through tomorrow. (rather than...through which I’ll go tomorrow.)•She is one of the few people (who/that) I look up to. (not ... to whom I look up.)In formal written English, we often prefer to use of which rather than whose to talk about things: •A huge amount of oil was spilled, the effects of which are still being felt. (or...whose effects are still being felt.)•The end of the war, the anniversary of which is on the 16th of November, will be commemorated in cities throughout the country. (or...whose anniversary is on...)Note that we can’t use of which in place of whose in the patterns described in Unit 71B: •Dorothy was able to switch between German, Polish and Russian, all of which she spoke fluently. (not..,all whose she spoke...)We can sometimes use that...of in place of of which. This is less formal than of which and whose, and is mainly used in spoken English:•The school that she is head of is closing down. (or The school of which she is head...)Whose can come after a preposition in attributive clauses. However, it is more natural to put the preposition at the end in less formal contexts and in spoken English:•We were grateful to Mr. Marks, in whose car we had traveled home. (or...whose car we had traveled home in.)•I now turn to Freud, from whose work the following quotation is taken. (or...whose work the following quotation is taken from.)IV. Closing down by doing exercises:Join the sentence halves using which or whom after an appropriate preposition. (A)a.I would never have finished the work.b.It was primarily written.c.We know nothing.d.They got a good view.e.He learned how to play chess.f.Dennis scored three goals in the final.g.She was born.h.It was discovered.1.They climbed up to the top of a large rock.2. I would like to thank my tutor.3. She has now moved back to the house on Long Island.4. The star is to be named after Patrick Jenks.S. This is the ball.6. He is now able to beat his father.7. The book is enjoyed by adults as well as children.8. There are still many things in our solar system.Are these correct or appropriate? If they are, put a√. If they are not, give a reason, correct them and give alternatives if you can. (A)I. It's a piece of jewelry across which I came in an antique shop. --- which I came across in an antique shop. (‘came across’ is a two-word verb.)2. The extra work which she took on was starting to affect her health.3. My mother, after whom I looked for over 20 years, died last year.4. The people whom I work with are all very friendly.5. Some of the criticisms with which they had to put up were very unfair.6. He had many friends with whom he had a regular correspondence.7. The woman to who he is engaged comes from Poland.8. The forms which I had to fill in were very complicated.Rewrite these sentences so that they are more appropriate for formal written English. Use preposition + which or preposition + whose, as appropriate. (B)I. Tom Sims, whose car the weapons were found in, has been arrested. Torn Sims, in whose car the weapons were found, has been arrested.2. Tom Ham, whose novel the TV series is based on, will appear in the first episode.3. Dr Jackson owns the castle whose grounds the main road passes through.4. Tessa Parsons is now managing director of Simons, the company that she was once a secretary in.5. Allowing the weapons to be sold is an action that the Government should be ashamed of.6. The dragonfly is an insect that we know very little of.Period 3: Using LanguageTeaching 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 38 and read these exercises before listening to the tape. Then listen to the tape and finish them.II. Guided reading1.Reading and translatingRead more about FREDDY THE FROY 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 exercise 6 on page 39 following the article.Suggested answers to exercise 6:This is a story about a band that became famous and did not like it.III. Guided writing1.Writing a letter for advicePlease turn to page 39 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?附：同步备课资料I. 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 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 me t 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 olde r man. After they had known each other for many years, Beethoven said, “He is a good composer, but he has taught me nothing.” However, it was Haydn who encouraged Beethoven to move to Vienna. Beethoven became very popular in the Austrian capital and stayed there for the rest of his life. As he grew older, he began to go deaf. He became completely deaf during the last years of his life, but he continued composing.III. Musical instrument 乐器saxophone electrical equipment pianoguitar fluteV. What are the functions of music?•Make things more lively and interesting•Make things better for people to understand and enjoy•Express people’s feeling•Make people feel good•Help people forget th eir 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.。
人教新课标必修二 Unit 5 Music-Warming up and Reading[课件]
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Read and answer questions. (Para2)
• Why do musicians meet and form a band?
Because they like to write and play music.
• Who usually form bands?
Many times in America, bands are formed by high school students.
The passage is about the successful development ___________ of a famous the Monkees band____________ .
Read again and Match main ideas with paragraphs
Background背景介绍
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。 电视制作人想寻找四位很活跃又很会演 奏的乐手。他们在报上登了广告，想招 摇滚乐手，但是只招到一位符合条件 的——也就是后来的乐队主唱弗雷迪。
The Band That Wasn’t 并非乐队的乐队
How were the Monkees formed and how did they develop? (Para. 3&4)
♫
♫
♫
♫
Can you draw a picture to show their development ?
♫
♫
The road to success
in the mid-1980s
funny bright
lively
人教版高中英语必修二Unit5Music[单元课件]
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producing a new record in
1996 as a real band
Task
1. They produced a new
record in 1996 D
2. Most musicians get
together and
C
3. They put an advertisement
How the Monkees became popular and how they developed as a real band.
This is how most bands start.
being famous (paragraph1)
forming a band (paragraph 2)
in the newspaper looking for four rock musicians,
A
4. The first TV show E
5. However, the band
broke up about 1970, B
A. but only one person was accepted.
Jazz
Country music
Choral
Listen and match the music with the picture (Warming up)
choral country music rap folk music rock ‘n’ Roll classical music jazz orchestra
They gave so good _p_e_rf_o_r_m__a_n_c_es_ that their fans supported then fiercely.
人教版高中英语必修二《Unit 5 Music 》 Section A Warming Up and Reading 1 课件
Task 8: Summary
Today we’ve learnt the passage about the band “The Monkees” and learnt something about music. Besides, we know their success lies in their hard work and their unique style of performance.
Are you fond of music? Can you play a musical instrument? How does music make you feel? Why do you like to listen to music? How do you listen to music?
Paragraph 2: This is _h_o__w_____most bands__s_ta__r_t _.
Paragraph 3: The Monkees __s_t_a_r_te_d__in a __d_i_ff_e_r_e_n_t__way.
Paragraph 4: How the Monkees became
2. When did “The Monkees” break up and when did it reunite ?
3. Why was “The Monkees” successful in their work?
1.What are the advantages if people
form a band to play in the street?
Orchestra---A large group of people playing all kinds of musical instruments among together.
人教版高中英语必修二Book2Unit5Musicwarmingup
▪ Hunting tools struck together may have been the first musical instruments. By about 10,000 B.C., people had discovered how to make flutes out of hollow bones. Many ancient peoples, including the Egyptians
Book 2 Unit 5 Music
Warming up
What is music?
▪ Music is sound arranged into pleasing or interesting patterns. It forms an important part of many cultural and social activities. People use music to express feelings and ideas. Music also serves to entertain and relax. Like drama and dance, music is a performing art.
classical music Light
rap
music
rock and roll
music style
country jazz
heavy music
metal
the blues
mc Latin music
Choral---A traditional Christmas song, which is often sung in the church on Christmas Day.
What is music produced?
人教版高中英语 必修二 Unit5《Music ---Warming up》(共27张PPT)
Rock'n'Roll—It is also called rock
and roll, a type of music with a strong beat and simple tunes, played loudly on electrical instruments.
Jazz ---It was born in the US around 1890. It was sung by black people and its roots in Africa.
Unit 5 Music
Warming Up
1.Can you name anyБайду номын сангаасmusic styles ?
classical
country
music
music
rock'n'roll music style
symphony
folk music
Beethoven
Schubert
MoCrhzoaprtin
remember that music will never be a waste
of your time.
—RobinSpielberg
Without music, life is a journey through a
desert.
—Pat Conroy
in the mid-1980s
a real band
in about 1970
?reunited
?broke up
after a year or so
became serious
music & jokes
高中英语必修2第5单元-unit5 music Warming up
Zero point
The flowers
BEYOND
BThe Beatles 披头士 (甲壳虫乐队)
A big hit!
Reading
Match main ideas with paragraphs
Para 1:
How the Monkees formed the band?
began as a TV
onem__u_s_ic_i_a_n__ and
show
three _a_c_t_o_rs___
The road to success
Have you ever dreamed of 1._______(be) famous as a musician? At first many singers may form a band to practise their music. And then they may get the chance to give_2____ (perform) in pubs or clubs. Later they may gradually become popular. _3____, the Monkees started in a different way. Only one of them was good enough and the other three members pretended _4__(sing). To be honest, it couldn't _5___(call) a real band at the beginning. Anyhow, their shows were _6___ (humour) and they became popular. After a year or so, they worked harder and produced _7__ (them) own records and started touring.
新人教版必修二 unit 5 music-warming up and reading[教案]
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Unit 5 MusicPeriod 1: Warming up and readingTeaching 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. 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.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: Learning about LanguageTeaching 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 36 and do exercises 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 exercise 2 on page 37Turn to page 34. Look at the sentence in the text:However, after a year or so in which they became more serious about their work, “The Monkees”started to play and sing 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 3 on page 37, 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 begi nning: ∙Your essay is one of those (which/that) I’ll go through tomorrow. (rather than...through which I’ll go tomorrow.)∙She is one of the few people (who/that) I look up to. (not ... to whom I look up.)In formal written English, we often prefer to use of which rather than whose to talk about things: ∙A huge amount of oil was spilled, the effects of which are still being felt. (or...whose effects are still being felt.)∙The end of the war, the anniversary of which is on the 16th of November, will be commemorated in cities throughout the country. (or...whose anniversary is on...)Note that we can’t use of which in place of whose in the patterns described in Unit 71B:∙Dorothy was able to switch between German, Polish and Russian, all of which she spoke fluently. (not..,all whose she spoke...)We can sometimes use that...of in place of of which. This is less formal than of which and whose, and is mainly used in spoken English:∙The school that she is head of is closing down. (or The school of which she is head...)Whose can come after a preposition in attributive clauses. However, it is more natural to put the preposition at the end in less formal contexts and in spoken English:∙We were grateful to Mr. Marks, in whose car we had traveled home. (or...whose car we had traveled home in.)∙I now turn to Freud, from whose work the following quotation is taken. (or...whose work the following quotation is taken from.)IV. Closing down by doing exercises:Join the sentence halves using which or whom after an appropriate preposition. (A)a.I would never have finished the work.b.It was primarily written.c.We know nothing.d.They got a good view.e.He learned how to play chess.f.Dennis scored three goals in the final.g.She was born.h.It was discovered.1.They climbed up to the top of a large rock.2. I would like to thank my tutor.3. She has now moved back to the house on Long Island.4. The star is to be named after Patrick Jenks.S. This is the ball.6. He is now able to beat his father.7. The book is enjoyed by adults as well as children.8. There are still many things in our solar system.Are these correct or appropriate? If they are, put a√. If they are not, give a reason, correct them and give alternatives if you can. (A)I. It's a piece of jewelry across which I came in an antique shop. --- which I came across in an antique shop. (‘came across’ is a two-word verb.)2. The extra work which she took on was starting to affect her health.3. My mother, after whom I looked for over 20 years, died last year.4. The people whom I work with are all very friendly.5. Some of the criticisms with which they had to put up were very unfair.6. He had many friends with whom he had a regular correspondence.7. The woman to who he is engaged comes from Poland.8. The forms which I had to fill in were very complicated.Rewrite these sentences so that they are more appropriate for formal written English. Use preposition + which or preposition + whose, as appropriate. (B)I. Tom Sims, whose car the weapons were found in, has been arrested. Torn Sims, in whose car the weapons were found, has been arrested.2. Tom Ham, whose novel the TV series is based on, will appear in the first episode.3. Dr Jackson owns the castle whose grounds the main road passes through.4. Tessa Parsons is now managing director of Simons, the company that she was once a secretary in.5. Allowing the weapons to be sold is an action that the Government should be ashamed of.6. The dragonfly is an insect that we know very little of.Period 3: Using LanguageTeaching 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 38 and read these exercises before listening to the tape. Then listen to the tape and finish them.II. Guided reading1.Reading and translatingRead more about FREDDY THE FROY 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 exercise 6 on page 39 following the article.Suggested answers to exercise 6:This is a story about a band that became famous and did not like it.III. Guided writing1.Writing a letter for advicePlease turn to page 39 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?附：同步备课资料I. 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 peop le’s lives, especially for work, and at festivals and weddings, when people dance all night long.Indian musicIt’s not written down. There is a basic pattern of notes which the musician follows. But a lot of modern music is also written. India also produces films with music, and millions of records are sold every year.Music in the CaribbeanThe slaves who were brought from Africa developed their own kind of music. West Indians make musical instruments out of large oil cans. They hit different parts of the drum with hammers to produce different notes. This type of music has become very famous in Britain and is very good music to dance to.II. Famous musicians:Joseph Haydn（1732-1809）was an Austrian composer and is known as “the father of the symphony”. Oth er 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 Euro pe giving concerts. Haydn met Mozart in 1781 and was very impressed with him. “He is the greatest composer the world has known,” he said. The two were friends until Mozart’s death in 1791.Ludwig van Beethoven (1770-1827)was born in Bonn, Germany. He showed musical talent when he was very young, and learned to play the violin and piano from his father, who was a singer. Mozart met Beethoven and was impressed by him. “He will give something wonderful to the world,” he said. Beethoven met Haydn in 1791, but was not impressed by the older man. After they had known each other for many years, Beethoven said, “He is a good composer, but he has taught me nothing.” However, it was Haydn who encouraged Beethoven to move to Vienna. Beethoven became very popular in the Austrian capital and stayed there for the rest of his life. As he grew older, he began to go deaf. He became completely deaf during the last years of his life, but he continued composing.III. Musical instrument 乐器saxophone electrical equipment pianoguitar fluteV. What are the functions of music?•Make things more lively and interesting•Make things better for people to understand and enjoy•Express people’s feeling•Mak e 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.。
高中英语人教必修2 Unit 5 Music Warming up and Reading
Why and how do people get to form a band?
Members Reasons
(The first step to fame)
Para. 1&2
___________________ High school students
They like towrite _____ and play ___ music. They practice their music in
Step 3 How will you make the band famous?
Step 4
What instruments will you play? Who will be the main singer?
Without music, life is a journey through a desert.
Jazz
Have you ever heard the song? Who sing the song?
What’s the text mainly about?
A.How to form bands B.How the Monkees developed into a real band. C.How to form bands and how the Monkees formed its band in a different way.
Match main ideas with paragraphs
Para 1: Para 2:
Para 3: Para 4: The Monkees started in a different way
Dreaming of being famous.
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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
预设学生行 为
设计意图
1 ，给出各种音频文
利用多媒体，
件，听辨音乐类型。 1，分辨各种音乐 电子白板，展示各
课程导入
2 ，展示各种乐队图 类型。 片，图文并茂， 了解 2，了解各种乐
种音乐类型，给出 音频文件，展示图
乐队信息， 了解门基 队，了解门基乐 片信息 ,激发学生
乐队基本信息。
队。
对阅读文
章的兴趣 .
课程总结和欣赏 布置作业
ppt 展示填空 题，播放音频文件， 布置课外作业。
全体学生一起回 顾答题，音乐欣 赏
通过总结增 强学生对语篇的 整体意识，音乐 欣赏提高学习兴
趣
5. 板书设计 Reading: The band that was’nt attach great importance to
to be honest play jokes on
阅读任务 一 :skimming( 略 读）
Skimming 略读 文章归纳每段主旨 大意。
要求学生略读关键 信息，包括寻找主 题句，过渡句，关 键词，利用文章中 的词句归纳每段主 旨大意。
训练学生利用 略读，掌握每段主 旨大意，进而把握 文章主旨。
阅读任务二： listen and scanning( 找读）
rely on be familiar with
6．教学活动设计（含师生对话设计）
1. 利用多媒体课件，展示图片，播放音乐，小组赛等形式最大限度地吸引 学生的注意力，使学生对学习产生浓厚的学习兴趣。
2.教学环节层次清楚，衔接自然，环环相扣。 The Band That Wasn’ t 是一 篇以介绍美国知名乐队组合 The Monkees 的发展历程为主的文章。教学设计分
教学基本信息
题目 学科
教材内容
设计者
Book2 Unit5 Music-Warming up and reading
高中英语
年 级
高一
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， 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。
章概要的能力。
第三，四段，理
解文章标题含义
ppt 展示阅读表达
阅 读 任 务 四 ： 题型，学生讨论学习
consolidation
后，要求学生代表上
and expressing 来答题，再由教师用
开展合作学习， 讨论总结
电子笔红色订正
本活动为学生创设 了一个新型的语言 学习环境。该活动 能帮助提高学生的 合作和探究能力， 同时在小组活动中 也能锻炼学生的口 语表达能力，让学 生体会学习的快 乐。
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。
3. 教学目标 ( 含重、难点 )
1.知识目标 1)了解并能分辨出各种音乐的类型。 2)学习有关乐队的组成以及门基乐队的故事。 2.能力目标 1)培养学生利用 skimming（略读） 技巧掌握文章大意， 采用 scanning（找读） 定位细节 以及 careful reading（仔细阅读）技巧理解全文并完成相应练习的能力。
1 学生，定位阅读
ppt 课件给出阅读 任务，分析关键词， 对比两大表格， 引导 学生理解标题深层 含义
第二，三，四段， 本 活 动 属 于
并在设置好的表
careful-reading， 旨在深入理解课
格中填充关键信
文内容。通过此 练习来讲解文章
的语言知识和篇
息.
章结构，锻炼学
生寻找并理解文
章细节的能力。 2，对比第二段与 总结并学习写文
Scanning 找 读 文 章 细 节，多媒体，音频文件 播放，并利用 ppt 展示 连线练习，先由学生在 白板上展示答案，在由 教师批改。
学生在音频文 件播放的同时，即 在听的同时，在文 中找读关键信息， 并完成匹配练习
训练学生利用 找读，定位文章细 节，匹配信息的能 力
阅读任务三： careful reading （仔细阅读）
弗雷迪和 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 – up 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Leabharlann 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
成四个部分： 热身—阅读前—阅读中—阅读后。 热身部分学生通过听音乐、 口头 交流、看图片及游戏等多种形式来了解音乐的形式和风格，由组合 SHE 的歌曲 Super Star 导入阅读教学。 阅读前呈现 The Monkees 组合的信息和欣赏其代表作 品及学生谈自己对该乐队的初步认识这三个活动组成， 为阅读提供背景知识。 阅 读过程主要通过快速阅读和仔细阅读完成阅读任务来达到阅读教学目标。 然后完 成课文内容填空，回顾 The Monkees 发展历程。阅读后展开讨论，引导学生总 结本节课所学并谈自己的感受和想法， 并复述课文和写一篇自己喜欢歌手和乐队 的内容教学设计以阅读理解能力的提高为主要目标，兼顾听、说、写的训练。
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)利用语境以及猜测词义的方法初步掌握文章重点生词和短语。 3.情感目标 通过学习门基乐队的故事，感悟只有靠自己不断地努力才能获得真正的成 功。 4.重点 : 培养学生略读，细读等阅读技巧，理解文章内容 5.难点 : 利用略读技巧归纳主旨大意。理解标题深层含义，总结表达。
4. 教学过程
教学环节
教师活动