新生代英语高级教程2+Unit+5_电子教案

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人教课标版高中英语必修二 Unit5 Learning about language 教案-新版

Unit5 Learning about language教学设计1. Teaching Analysis教情分析1)Teaching objectives-教学目标①Language objectives-语言目标Key words & expressions重点词汇和短语Forapplying:musician,pretend,attach,form,earn,extra,broadcast,humorous,attra ctive, dream of, to be honest, play jokes on, get familiar with, or so, break up.For comprehending: jazz, choral, folk, rock’n’roll, in front of, rely on, a big hit.For recognizing: determined, intelligent, classical.Sentence structuresa.Have you ever dreamed of playing in front of thousands of people at a concert,at which everyone is clapping and appreciating your music?b.They may start asagroup of high-schoolstudents,for whom practicing theirmusic in someone’s house is thefirst step to fame.ter they may give performances in pubs or clubs, for which they are paid incash.d.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.e.The musicians were to play jokes on each other as well as play music, most ofwhich was based loosely on the Beatles.f.However,afterayearorsoinwhichtheybecamemoreseriousabouttheirwork .g.They produced a new record in 1996, with which they celebrated their formertime as a real band.②Ability goals-能力目标a.Enablethestudentstounderstandandusethesenewwords/expressionsinspecific text.b.Enable the students to guess the meanings of new words in in specifictext.③E motion goals情感目标a. Enable the Ss to have interest in studying words in reading.b. Enable the Ss to choose more proper words to express his/her own ideas.2) Important & difficult teaching points-教学重难点①Important teaching points-教学重点Control the meanings and usages of these new words andexpressions.②Difficult teaching points-教学难点Understand and use some language points.2. Student analysis学情分析1) Fundamental state基本情况这是一堂语言知识课，词汇，短语和语言点，均来自于上节课的阅读文本，是对文本的进一步挖掘。

高中英语教案：人教版新教材选择性必修二Unit5 Using Language2教学设计

选择性必修二Unit 5 Using Language Share your story about providing first aid文本简述本节的主题是分享你的急救故事，通过一个具体的故事来展示急救的重要性，提倡施以援手和提供人道主义救助的必要性，培养学生应对紧急情况的能力。

在本节中，要求学生模仿故事，写一篇文章，记录生活中的难忘经历，分享自己和他人使用急救知识救人的故事，以及自己的感受。

这项写作任务不仅有助于培养学生的语言表达能力，而且有助于培育学生正确的人生观和价值观。

教学目标By the end of the class, students will1.analyze the structure of the passage, grasp the writing characteristics of the narrative, and experience the cohesion and transition between paragraphs;2.master the operation steps of Heimlich first aid method, explore the theme of the article, and learn Chen Wei's spiritual quality.3.write their own first aid stories based on the story mountain;4.learn the act of being brave for a just cause and convey the humanitarian spirit.➢教学设计Step 1: Lead-inShow students the picture of an old granny.Questions:What happened to the old granny?What do you think she is suffering from?Step 2: Pre-reading➢What do you know about Heimlich Manoeuvre?➢Video Time: How to perform Heimlich Manoeuvre?Step 3: While-readingActivity 1: Read the whole passage and put A-E in the correct order.(Try to find the key words in each sentence and the clue in the paragraphs. )Activity 2 Read for different parts and main idea➢How many parts can this passage be divided into?➢What is your reason?➢Can you summarize the main idea of each part?Activity 3: Read for detailed information1.What are the elements mentioned in Para. 1? ( 5W 1H )Who:When:Where:What:Why:How:2.How did Chen help Zhang? What did Chen and Zhang’s friend do in Para. 2?3.Read Para. 3-51)Read and choose the correct words in the following sentences.2)How to perform the Heimlich manoeuvre on adult?3)How to perform the Heimlich manoeuvre on small child?4.Why did Chen help Zhang in Para. 6?If you were Chen Wei, would you choose to help Zhang Tao?Activity 4: Summary --- Story Plot MapSummarize Chan Wei and Zhang’s story by using the story plot map.Activity 5: Write a narrative essay1. Work in pairs. Discuss your experience of giving first aid in an emergency. Or discuss stories you have read or heard about or think up a situation.2. Write the structure and plot of your story.3. Think of a good quote to sum things up.ExampleLast Sunday, I went to the park with Tony for a picnic. Unfortunately, Tony's left foot got injured on our way to the park. Luckily,I'd just learmed about first aid in our school. So I dialed 120 immediately and performed first aid before the doctor came.First, I put his left foot in a more comfortable position. Then I rushed to a shop nearby and fetched bags of ice, and carefully applied the ice to the injury. Fifteen minutes later, the swelling seemed to have gone down a little. And I covered the injury with a clean and dry bandage. Ten minutes later, an ambulance arrived and took Tony to the hospital.Only then was I aware of what a difference a basic knowledge of first aid could make, especially in such a case.。

新生代英语高级教程2+Unit+5_电子教案

我不喜欢生气或者压力很大的感觉因为一旦那样我就会一直吃东西当我生气的时候我冲每个人都大喊大叫
教案
课程名称
新生代英语高级教程 2课时ຫໍສະໝຸດ 班级专业教师
系部
教研室
教材《新生代英语高级教程 2》
1
教学计划
教学单元
Unit 5 “Exercise is good for you.”
单元主题
Staying healthy
A and B
To teach students new vocabulary related to exercises
C
To improve students’
listening and
comprehension skills
D
To improve students’
speaking and
comprehension skills
For Exercise D, have students read through each sentence and then put the events in the correct order.
Check the answers for Exercises B, C, and D. Students can exchange books and listen as you go through the answers.
Show Time
“Exercise is good for you.”
Reading
教
The dangers of exercising too much
Chat Time 学
Are you ready to pump some iron?

高中英语人教版必修2Unit5 单元教案

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 di fferent 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 i n 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. 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: 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 class mates’. 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 atthe 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’ son gs.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 kn own as “the father of the symphony”. Other composers had written symphonies before Haydn, but he changed the symphony into a long piece for a large orchestra.He was born in a village in Austria, the son of a peasant. He had a beautiful singing voice. After studying music in Vienna, Haydn went to work at the court of a prince in eastern Austria, where he became director of music. Having worked there for 30 years, Haydn moved to London, where he was very successful.Wolfgang Amadeus Mozart (1756-1791)was a composer, possibly the greatest musical genius of all time. He only lived 35 years and he composed more than 600 pieces of music.Mozart was born in Salzburg, Austria. His father Leopold was a musician and orchestra conductor. Wolfgang had musical talent from a very early age. He learned to play the harpsichord in a concert for the Empress of Austria.By the time he was 14, Mozart had composed many pieces for the harpsichord, piano and violin, as well as for orchestras. While he was still a teenager, Mozart was already a big star and toured Europe giving concerts. Haydn met Mozart in 1781 and was very impressed with him. “He is the greatest composer the world has known,” he said. The two were friends until Mozart’s death in 1791.Ludwig van Beethoven (1770-1827)was born in Bonn, Germany. He showed musical talent when he was very young, and learned to play the violin and piano from his father, who was a singer. Mozart met Beethoven and was impressed by him. “He will give something wonderful to the world,” he said. Beethoven met Haydn in 1791, but was not impressed by the older man. After they had known each other for many years, Beethoven said, “He is a good composer, but he has taught me nothing.” However, it was Haydn who encouraged Beethoven to move to Vie nna. 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.。

新课标高中英语人教版必修二unit5教案-(Unit5-Music--Period4-Writing)

Period 4 WritingThe General Idea of This Period：This period aims at getting the students to be familiar with the steps to write an e-mail and how to ask for advice.Teaching Aims：1.Get the students to be familiar with the steps to write an e-mail.2.Enable the students to write an e-mail to ask for advice.Teaching Important Points：1.How to write an e-mail.2.How to ask for advice.Teaching Difficult Points：1.How to write an e-mail.2.How to ask for advice.Teaching Methods：1.Task-based method to help the students to organize their writing.2.Pair work or group work to get every student to work in class.Teaching Aid：A projector，some slides and a multi media computer.Teaching Procedures：Step 1 Warming up （5 minutes）Let the students have a simple IQ test to introduce the Pepsi Cola Inter-school Music Festival to students.Get them prepare to form their own bands to take part in the competition.T：Class，today we are going to have a simple IQ test.Let’s see who is the cleverest.If 1 stands for A and 2 stands for B，then 19，8，5 stands for what?S：SHE.T：Good.Clever!Next question，（show a picture of Pepsi Cola）what is this?S：Pepsi.T：（show a picture of music note）How about this one?S：Music.T：Good job.（show a picture of Pepsi and music note）How about this one?S：Pepsi Cola Music.T：Excellent.（show a picture of Pepsi and music note and you）Then how about this one?T：So in what situation will you be part of the Pepsi Cola Music?You see，you are the students in school?So in what situation will you be related to Pepsi Music?S：Music Festival.T：Right.Pepsi Cola Inter-school Music Festival is held every year.The students who love music can take part in this music festival?Now，let’s enjoy some performances given by the competitors in the last few years.（show a picture of a dancing team，a picture of an instrument team，a picture of a band）So usually in a band，there are 5-6 people.One is to sing，two are to play the guitars，two more are to play the keyboard and one more is to play the drum.So after watching so many performances，would you like to form your own band to take part in this festival?Maybe you will be the next stars，just like SHE or FIR.Step 2 Task 1：Brainstorming （group work）Ask the students to make a list of the things they have to consider when forming a band.Have a competition to list the things out in turn and see which group can list the most things.Each student can have a note with one answer.At last see which group can have the most note.Possible answers：1.the name of the band2.the songs to play3.the hair style4.the costume5.what kind of song to play6.manager for the band7.ask for donation to support8.do some advertisement9.take part in some competition to get knownanize a fans clubStep 3 Task 2：Group work：form the band and find out the most difficult thing for them to decideAsk the students to discuss in small groups one of the most difficult things to decide.While discussing the questions，students have to give out the information why it’s hard for them to decide and why they need help.Step 4 Preparation for WritingT：It seems you have many questions about forming a band.So do you need help?Why not write a letter to Freddy to ask for help?Do you still remember Freddy and his band?They got a big hit in Britain.I think Freddy can give us some advice.（Before writing the letter，let the students review the form of an e-mail and draw theirattention to the title and the addressee’s e-mail address and then present the structure of the letter.）T：In the first paragraph，you will introduce yourselves and raise the questions.In the second paragraph，you will give more detail information why you need help.In the last paragraph，you will have to thank Freddy for his help.（Then draw students’ attention to some useful expression they may use in their writing.）Asking for advice：What’s your opinion about...?Could/Would you...?What do you think...?Express preference：I prefer... I enjoy...I am fond of...My favourite... is...I like... best because...Express your appreciation：We’ll be grateful for your help.Any advice will be a great help.Step 5 Task 3：Write an e-mail to Freddy to ask for adviceT：Now I will give you 10 minutes to write an e-mail to ask Freddy for help.Before writing the e-mail.Pay attention to the form of the e-mail.You have to write down the topic of your letter and the e-mail address of the receiver.Step 6 Production and Presentation （5 minutes）Ask three students to come to the platform and to show their letters to the others and read their letters out.Possible version 1Dear Freddy，My name is Li Hua.I am beginning a band with my friends.However，we have never been in a band before.Could you please give us some advice?I would like to know how your band was formed.I think it is difficult to form a band.Could you please tell me how your band was formed?I think you must have done lots of work.We enjoy music and being famous，but this is not enough.There is a lot of work to be done to form a band.Should we discuss with each other about the music that we’ll play?We enjoy performing music，but we are not sure how well we’ll perform.What’s your opinion about it?Could you give us some advice?We’ll be grateful for your help.Looking forward to hearing from you soon.Yours sincerely，Li Hua Possible version 2Dear Freddy，My name is Li Hua.I’m beginning a band with my friends.However，we have never been in a band before.Would you please give us some advice?What should we do first?We can play several kinds of music.Is it necessary for us to play all of them?We want to get on well and enjoy all the claps after the performances.If we are to form a band，what should we do next?Sometimes we are not confident about our performances.Once we put on a good performance but we are not quite sure about our abilities.Could you give us some good advice?We’ll thank you a lot for your help.I’m looking forward to your advice.Yours sincerely，Li HuaStep 7 Task 4：Read Freddy’s Reply （5 minutes）Ask the students to read Freddy’s reply and see whether they get the answers to their questions.Step 8 Homework1.Revise their letter and send the letter to the band that they know through e-mail.2.Fill in the application form for Pepsi Cola Inter-school Music Festival.The instrument to playMember 4 School/ClassSC No. Tel.The role in the bandThe instrument to playStep 9 The Design of the Writing on the BlackboardUnit 5 MusicPeriod 4 Asking for advice：What’s your opinion about...?Could/Would you...?What do you think...?Express preference：I prefer... I enjoy...I am fond of...My favourite... is...I like...best because...Express your appreciation：We’ll be grateful for your help.Any advice will be a great help.Step 10 Record after Teaching。

新课标高中英语人教版必修二unit5教案

T：Well done.
S3：The book，the cover of which is broken，is not mine.
T：Yeah，very good.
S4：The singer with whom Coco Li sang was very happy.
T：Terrific!
T：Good，all of you have reviewed the lesson.Then let’s go on to check the homework.Ex.2 on Page 71.Correct the sentences.I would like some students to come here and write down your correct sentences on the blackboard.
1.How to catch all the points about Freddy from listening.
2.Retell the information about Freddy.
Teaching Methods：
1.Listening skill directing.
2.Task-based activity.
Teaching Aims：
1.Train the students’ abilities to listen to the story about Freddy.
2.Enable the students to memorize some important information about Freddy’s story.
3.Train the students’ abilities to express their opinions.

新生代英语基础教程2(第二版)教案Unit 5

教案课程名称新生代英语基础教程2（第二版）课时____________________班级____________________专业____________________教师____________________系部____________________教研室____________________教材《新生代英语基础教程2（第二版）》1234567补充教学资源VOCABULARY BUILDER➢参考译文SHOW TIME➢语言解析1.Yo, Hector. This is Mateo.哟，赫克托。

我是玛特奥。

本句是英语电话用语。

81）接电话自我介绍时，可以说：This is … speaking. / It’s… speaking/here. / …speaking.2) 打电话找人，可以说：Hello, is that … speaking? / May I speak to …? / … speaking. / Is … in / there / at home?2. OK, see you in a few minutes. 好的，几分钟后见。

1）in这里用作时间介词，表示“从现在说话时刻算起若干时间以后”，通常用在一般将来时的句子中。

e.g.I’ll come back to see you again in five days. 五天后我再来看你。

It is going to rain in a few minutes. 一会儿天就要下雨了。

2）in用作时间介词，还可以表示“在一段时间以内”。

e.g. Rome wasn’t built in a day. 罗马不是一天建成的。

3. I wouldn’t be surprised if he calls us again.如果他再打电话给我们，我不会感到惊讶。

主句是情态动词，从句是一般现在时。

wouldn’t 表示判断，不会、不可能。

新人教高中英语必修二Unit5Music-DiscoveringUsefulStructures教案

2019新人教高中英语必修二Unit 5 Music---Discovering Useful Structures公开课教案Teaching aims:1.Get students to have a good understanding the basic usage of past word segmentation as past segmentation as predicative and adverbial.2. Strengthen students’ great interest in grammar learning.3. Instruct students to express their ideas with this grammar correctly.Teaching key and difficult points:1.Enable students to learn the meaning of past participles and know when to use past participles.2.How to enable students to use the structure and meaning of past word segmentation as past segmentation as predicative and adverbial.Teaching procedures:StepⅠ Lead-inLook at the pictures and describe them.The people are e.The boy is a in reading a book.The boy is s.Suggested answers:excited;absorbed;surprisedThese words serve as the predicative in the sentences.They modify the subject of the sentences like an adjective,showing the state of the subject.StepⅠ Exploring the differences between verb-ed and verb-ing as the predicativeObserve the following sentences and find out the differences between verb-ed and verb-ing as the predicative.1.The news that Man Wenjun took drugs was very surprising.2.At the news that Man Wenjun took drugs,we felt surprised.3.Your performances are satisfying.4.I am satisfied with your performances.5.The cup is broken.Suggested answer:动词-ing形式作表语时,句子主语多是物,它表示给别人造成的感觉,表示主动意义。

高中英语新教材课件 U2L5 Integrated Skills (II) 教案配套课件

Language
Tip
Use words about emotions to tell readers how you feel. Adjectives expressing positive feelings include amazed, delighted, joyous, overjoyed, cheerful, excited, satisfied, relieved, energetic, calm and peaceful. You might use such words as lonely, anxious, nervous, bored, depressed, frustrated, upset, worried and stressed when you describe how the music helps you get rid of negative feelings.
Influences:
A singer or band’s personalities have a good impact on people or their music becomes popular and encourages numerous people.
Your unforgettable memory
Finishing your writing
Pay attention to the content, the structure, and the language of your writing.
Checking your writing
Check your writing and exchange drafts between you and your partner. Pay attention to the following aspects:

新人教版高中英语必修2Unit5 Music教案

Unit 5 MusicTeaching aims:1. TopicMusic; different types of music2. Useful words and expressions:Roll rock’n’roll folk jazz musician clap form (v.) passer-by earn extra loosely advertisement actor attractive fan instrument hit (n.) sort frog afterwards perform stick (v.) ability saying reputation unknowndream of be honest with play jokes on or so break up by chancesort out stick to above all3. Functional items:a)Making suggestionsI think we should…Should we go..?What if we..?What do you think…?How about …?Let’s ….We could….You could…If we…b)Talking about preferenceI prefer…Why do you prefer…?I like…best because..I am fond of…My favorite musician is…I enjoy listening to…I don’t like… very much.I hate…4. StructuresThe attributive (IV) (prep. + which/ whom)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 records and started touring and write their own songs like a real band.Teaching proceduresPeriod 1. ReadingStep 1. Warming up1. Ss listen to the different kinds of music on the tape and try to guess which music matches which pictures on page 33.2. Ss discuss and answer:1). What kind of music do you like better, Chinese or Western, classical or modern? Why?2). How does music make you feel?3). Why do you like to listen to music?Step 2. Pre-readingSs discuss the following questions with their partners and then ask them to report in class.1). Have you heard about any of the famous bands in the world? List some if you have.2). Which one do you like best? Why?3). Do you know anything about “ The Monkees〞?Step 3. Reading1. scanning: Ss read the passage quickly and try to answer the following questions:1). What are the benefits if students 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?2. Ss read the passage again and finish Ex 1 and 2 in prehending.3. Ss try to get the main idea of each paragraph.Suggested answers:Para. 1 dreaming of being a famous musician or singerPara. 2 how musicians form bandsPara. 3 how The Monkees got their startPara. 4 how The Monkees became serious about the music businessStep 4. Langrage points1. dream of2. …with everyone clapping and enjoying…3. pretend4. play jokes5. base on6. …of whom the band was formed…7. break upStep 5. Retelling1. Show the key words and relevant pictures on the screen.2. Ask the Ss to retell the passage, according to the following key words.be honest with, dream of, form a band, earn extra money, give a chance;A band started in a different way, play jokes on, music and jokes, be based on, The Monkees, play instruments, write their own music, break up, reinite;Step 6. Assignment1. Please collect some information about your favourite music and some famous musicians.2. Read the text fluently and pick out the sentences you appreciate.Period 2. GrammarStep 1. RevisionCheck the homework.Step 2. Learning about language1. Discovering useful words and expressions.1). Ss do exercise 1 by themselves, and refer to the dictionaries if necessary. Then check the answers with the whole class.2). Ex.2. In this part, get the Ss to do this exercise individually. After that, ask them to discuss their answers in pairs and then with the whole class.3). Ex. 3. In this part, get the Ss to work in pairs and talk about their dreams and imagine what they expect to happen. Then ask them to report their work.2. Discovering useful structures1). Ex.1 First ask the Ss pay attention to the structure in the attributive clause. When the preposition is put before the relative clause, usually only two relative pronouns are used—which and whom. That is never used. Then Ss look at the screen and learn more about this kind of structure.a. In the strange city, he could not find anyone to whom turned for help.b. I’ll never forget the day on which we met for the first time.c. This is the professor from whom we can learn a lot.d. This is the gun with which the hunter shot the wolf.2). Ex. 2. Ss do it by themselves and then discuss the answers in pairs. At last, check the answers with the whole class.Step 3. Using words and phrases1. Ss do this exercise by themselves.2. Check the answers in pairs.3. Check the answers in class.Step 4. Using structures1. Ss do exercise 1 on page 71.2. Correcting: for this exercise, ask the Ss to do it by themselves and then check the answers with the whole class.3. Ex. 3. translating into English1). Ss write the sentences down.2). Ss report their work.Step 5. AssignmentReview the attributive clause.Period 3. ListeningStep 1. Listening1. Read and guess: Ss read the sentences on page 37 and guess what the story is about.2. Ss listen to the tape and tell the main idea.3. Ss listen to the tape again and decide which of the statements are true orfalse.4. Ss retell the story.Step 2. Listening (page69)1. Ss read the questions and guess what the listening material is about.2. Ss listen and make some notes of what they hear while listening. Play the tape twice.3. Check the answers with the whole class.Step 3. Listening (page 72)1. First listening: Ss listen and make some notes.2. Second listening: Ss listen and do the exercise.3. Third listening: Ss listen and check the answers.4. Ss talk about how they feel about music.Step 4. Assignment1. Ask the Ss to write a passage about their opinions about music.2. Summarize what they have learned in this unit.Period 4. Extensive readingStep 1. Pre-reading1. Ss say something about Freddy who wanted to be famous.2. Ss read the passage on page 37 quickly and answer the following questions:a. Did Freddy enjoy being famous?b. What’s the problem when he became famous?Step 2. Reading1. Ss read again carefully and do Ex.3.2. Ss go on with Ex. 5.3. Ss finish Ex.4.Step 3. Language points1. on a tour;2. give a performance;3. Freddy and his band could not go out without being followed.4. useless;5. cross out;6. afterwards;Step 4. Extensive reading (page 72)1. Ss guess what the ballad is mainly about.2. Ss read and find some rhyming words in each part.3. language points:a. The other day;b. …turned ten;c. be proud of;d. occur to: e into mind; take place4. Listening: Ss listen to the song and try to remember the ballad and sing the song.Step 5. AssignmentRead more about music.Period 5. SpeakingStep 1. Speaking (page 39)1. This part aims at getting the Ss to see their imagination. They can try forming their own bands. First let the Ss discuss their plans for organizing a band of their own in groups of 6. Ask them to discuss the following questions:a. What is the name of their band?b. What kind of band will it be?c. What English songs will they play?At last, ask some bands to perform the songs they have chosen.2. Language points:a. mean; mean to dob. …stay with what is true in your heart;c. e out;d. in one’s hearte. decide on /upon: make up one’s mindStep 2. Talking (page69)1. Ss in groups of 4 discuss with their members and then write a note for anyone who would like to join them.2. Show their notes in class.Step 3. Speaking task1. Discussion: Ss wok in pairs and discuss what music and musicians they like or dislike and give their reasons.2. Ss show their result of discussion.Step 4. Assignment1. Talk more about music and musicians with your classmates.2. Prepare for the lesson about writing.Period 6. WritingStep 1. pre-writing1. Ss read the instructions.2. Ss read Freddy’s reply and answer the questions:1). How was Freddy’s band formed?2). What advice does Fred give?Step 2. Writing1. Ss writing Freddy a letter to ask him for his advice.2. Writing tips:a. Think of some questions you would like to ask Freddy.b. Make a list of them.c. Use each question to start a new paragraph.d. Add some extra information to show Freddy why you need some help.e. Finish the letter politely and thank Freddy for his help.Step 3. Writing task ( page 74)1. Ss in groups of 4 discuss the best way to tell a foreign friend about one kind of Chinese folk music. Ss should make a list the points of their discussion. Ss try to answer the following questions while discussing:a. how to tell a foreigner about one kind of Chinese folk music?b. What do they need to know before they can enjoy it?c. Why do you like it?d. Who is your favorite singer?1. Ss write a paragraph telling their friends about the type of Chinese folk music they have chosen.Step 4. Assignment1. Go over the unit and finish summing up on page 40.2. Review the whole unit.。

人教版高中英语必修二unit5学案电子教案

人教版高中英语必修二unit5学案电子教案Unit 5 Music学案Period 1 Warming up, Pre-reading, Reading & Comprehending学习内容：1. 从课文和下列问题中了解音乐的有关知识和Monkees的发展。

2. 了解课文中的重点词组和句型的意思。

3. 掌握文章大意。

学习方法：预习单词、warming up 、pre-reading和reading 以完成下列任务Task1: Answer the following questions1. Can you name any music styles?2. Do you know any famous bands? List some if you do.3. Do you know anything about Monkees?Task2: Find out these useful phrases from Warming up, Pre-reading and Reading and translate them into Chinese.1. dream of ___________________2. pretend to do sth ___________________3. to be honest ___________________4. attach…to ___________________5. form a band __________________6. in cash ___________________7. play jokes on ___________________8. as well as ___________________9. rely on ___________________10. be /get familiar with ___________________11. or so ___________________12. produce their own records ___________________13. break up ___________________Task3: Fill the blanks and match the right main idea to each paragraph.Paragraph 1 Most musicians meet and form a band.Paragraph 2 The Monkees became even more popular than the Beatles.Paragraph 3 How do people get to form a band?Paragraph 4 One band started as a TV show.Task4: Find out whether the following statements are true of 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 lovely and who could make goodmusic.3. Each week the group that was called “The Beatles” would play a song or two written by othe musician.，but reunited in 19804.“The Monkees” broke up in about 1960Task5: How do people get to form a band? Fill in the formMembersReasonsPlacesFormsresultsTask6 Read para3, 4 and draw a timeline for the experience of the MonkeesBegan————music and jokes————after a year or so————about 1970————in themid-1980s————in 1996What happened to the band?Task7 ComprehendingQ: why was the Monkees called ”the Band That Wasn’t”？Q: what do you think of the Monkees?Homework1.作业本Part22.将下面这个问题写成一段小文章问题：你想成为明星吗？如果想，为什么，应该怎么做。

新生代英语基础教程2(第二版)教学课件U5

recorder n. 录音机
e.g. This tape recorder is very reliable.
这台磁带录音机非常可靠。
Words & Expressions
straight adv. 笔直地；成直线地
e.g. He was sitting very straight in his chair.
explain lost sense on the corner on the left / right sense of direction turn around
explain v. 解释
e.g. Explain it properly in English, please.
请用英语正确解释一下。
Enter Room 2. Walk (4)__t_o_w_a_r_d_s__ the basket. There is a note (5) ___i_n______it. Read it: “(6)__N_e_x_t_t_o___the basket, there is a bed light. Turn on the light and you’ll know how to open the door.”
我得去面包店买点面包卷和蛋糕。
Words & Expressions
block n. 街区；一块（石头、木头等）
e.g. The cinema is down the block.
电影院就在街区的那头。
Words & Expressions
bookstore n. 书店
e.g. He walked on alone to the bookstore.
彼得挨着保罗坐在沙发上。

新人教版高中英语必修二Unit5《The Virtual Choir》教案

Lesson Plan I. Background InformationII. Teaching Procedures➢Figure out the meaning of newvocabulary, such as performance andstage, through the picture on thetextbook:➢Tell the text type through the title:expository.➢Find out the key word---together(it shows that music is the universal language o mankind.)➢Fill in the blanks:➢Discuss in pairs the differences between the virtual choir and the reality choirand complete the table:➢Think about the function of the quotation at the end of the paragraph: to make the description objectively and convincing.➢Complete the timeline of the creator of the virtual choir:➢Find the transitional sentence in para.2➢Tell the function of the numbers in para.3 1.His first virtual choir had 185 singers form 12 different countries.2.Altogether, 2292 young people from 80 countries joined in to sing “What If”.➢Talk about why the Virtual Youth Choir sang the song for UNICEF.Discuss their understanding of the sentence on the opening page according to para.3&4:Language is the universal language of mankind.Conclude the students’ opinions with the picture:Ask students to summarize the content of the passage according to the mind map on the blackboard.。

人教版高一英语必修二课件 Unit 5 教案

Unit 5 MusicTeaching aims and demands:了解各种各样的音乐形式，深化对音乐的认识，增添音乐欣赏趣味，提高音乐修养。

学习由介词+ which / whom引导的定语从句，复习被动语态。

进一步熟悉有关建议与偏好的表达方式。

掌握有关音乐的单词，熟练运用课文中所浮现的重要词汇与短语。

Topicmusic; different types of musicImportant Vocabularyroll,r ock n“”roll,folk,jazz,musician,clap,form(v.),passer-by,earn,extra,loosely, advertisement,actor,attractivef,an, instrumenthit(n.)s,ort,frog,afterwards,perform, stick(v.), ability, saying, reputation, unknowndream of, be honest with, play jokes on, or so, break up, by ch ,k o t out, above all Useful PhrasesMaking suggestions建(议)I think we should...Should we go...?What if we...?What do you think...?How about...?Let’s...We could...You could...If we...Talking about preferen e好(和爱好)I prefer...Why do you prefer...?I like...best because...I am fond of...My favourite musician is...I enjoy listening to... I don’tlike...very much I hate...Grammar定语从句 (IV) (由介词 + which / whom引导的定语从句)1 / 15The musiciansof whom theband was formed playedjokeson each otheras wellasplayed music.However, after a year or so in which they became more serious about“”started to play their own records and started touring and write their own son a real band.Period One Warming up and ReadingTeaching objectives:1. Enable students to talk about different kinds of music.2. Understand the text and do comprehending exercises.3. Learn the important wo k:, jazz, musician, clap, form, passer-by, earn, extra, loos advertisement, actor, attractive, fan, instrument, hit.4. Learn to use the expressdiroenasm: of, be honest with, play jokes on, break up.Important and difficult points:1. Understand the text and talk about music and the band “T.he Monkee s”2.How to use the following expressions:dream of doing,be honest with somebody,pla joke on somebody, break up.Teaching procedures:Step 1. Warming upGood morning, Class. Today we are going to talk about an inter stmiunsgict.opic As we know, music is a k dart of making pleasing combinations ofins yn hsm, harmony and ic can produce a livelyand happy atmosphereand bring peoplerelaxatio fterhardwork, which can reducethe tirednessL.isteningtomusic alsomakes people feel happy and nice. How many kinds of music are you familiar with? Can y tell me about the different kinds of music? Now turn to Page 33, look at the pictures, captions and listen to the different kinds of music. See if you can guess which music m with which picture.Step 2. Pre-reading1. Thinking and sayingHave you heard about any of the famous bands in the world? List some if you can.For referenc:e’Ive heard about “The Beatles”, “Back Street Boys”, “The Eagles” life” and “Pink Floyd”.2. Listening, talking and sharingLet’s listen to some pieces of music from different bands. Work in groups of f Tell yourgroup mates which band you like best. Why? Then the group leader is stand up and sharethe group idea with the class.For referenc:e I am from Group 1u.r Ogroup like “The Beatles” best. We like their sty of performances.Listeningto theirperformances,we willfeelrelaxed,amused, and their performances make us think a lot about life.Do you know anything about “The Monkees”?2 / 15For referenc:e “TheMonkees” isa band thatwas the firs opularin the 1960s inAmerica.Unlike most bands of the time,the Monkees were not formed by its members bu rather by TV producers.They were a fictional band in the TV show of the same name.T band was composed of Mike Nesmith, Mickey Dolenz,Davy Jones, and Peter Tork.All the members had some musicalexperienceL.et’scome to the reading— THE BAND THATWASN ’T and find more about them.Step 3. Reading1. Reading aloud to the recordingNow pleaselistenand read aloud to the recordingof the textTHE BAND THAT WASN ’T.Pay attentio o the pronunciatio f each word and the pauses withineachsentence. I will play the tape twice and you shall read aloud twice, too. Turn to pag join the correct parts of the sentences together.2. Reading and underliningNext you are to read and underlineallthe usefulexpression r collocationisn the passage.Copy them to your notebook after class as homework.Phases reference:dream of doing, at a concert, with sb. clapping a d,sei jgoykianrgaoke, be honest with oneself, getto form a band, high school students’,s ,is l eto passers-by,in the subway, earn some extra money, begin as a TV show, play jokes on…, be ba sed loo on…, theTV organizersm,a ke good music,put an advertisemen n a newspaper,look forrock musicians, pretend to do sth., the attractive performances, be copied by…, suppo fiercelyb,ecome more seriousabout…,play theirown instruments,produce one’sownrecords,s tart touring, break up, in the mid-1980s, a ce’lsebtriamteioans oaf roenael band 3. Reading toidentify the topic sentence of each paragraph.Skim the text and identify the topic sentence of each paragraph. You may find it eithe beginning, the middle or the end of the paragraph.1st paragrap:h How do people get to form a band?2nd paragraph: Most musicians meet and form a band.3rd paragrap:h One band started as a TV show.4th paragrap:h “The Monkees” became even more popular than“The Beatles”. 4. Readingand understanding difficult sentences.As you have read the texttimes,you can surelytellwhich sentencesaredifficult understand.Now put your questions concerning the difficult points to me.5. Choose the adjectives that you thdienskcrbiebsetTh Monkees”. Have a class discussion to see if youall agree. Give your reasons for your choices.The important thing is to encourage your students to examine all the alternativesand accept or reject them with a reason.Step 4. Useful vocabularyAsk the students to look for the words and expressions and see if they understand them Give explanations to show how to use them.3 / 151. match① 与……相配 vi./vt.e.g.Your dress and your shoes match perfectly.The shoes will match your dress. (go with)② vt. be equal与to… …相匹敌，与……势均力敌e.g.No one can match her at chess.n.①相匹配的人、物 a match for sb./sth.e.g.The shoes are a good match for your dress.②(与某人)相匹敌的对手e.g.She’s my match when it comes to chess.(i.e. as good as or better than me…)2. dream of / about sth., sb./(doing) sth. dream+从句憧憬，梦想；梦见e.g. He often dreams of being a scientist.The soldier often dreamed of his hometown.I would not /never drea of3. with +宾语 + 宾补常见形式如下: with +名词/代词 + 形容词with +名词/代词 + 副词with +名词/代词 + doingwith +名词/代词 + to do表(要执行的动作)with +名词/代词 + done 表(动作的完成及被动)with +名词/代词 + 介词…, w ith everyone clapping and enjoying your singing?Example:The o ld man sits on the chair, with his dog lying b(e躺si在de他h身im边. ) With tears inher eyes, she left h含ro m水. )The old musician fell asleep with the wind w开o着pe窗n.子)It was a pity that the great writer died with his wo k作u f完in成is)hed. ( Withproductionup by 60% (生产提高了 60%) the company has had anotherexcellent yea.因状语With the final exams to worry about, I have to work really har原d因th状is month.语With a lot of difficult problems to settle, the newly-elected president is havi time.要执行的动作Practice:She always sleeps with the light on.The teacher entered the classroom with a book on his hand.With China entering the WTO, we are facing more challenges.With her work finished, she listened to some music to have a rest.4 / 154. honest adj.诚实的dishonest adj.不诚实的honesty n. 诚实,忠实be honest with：sbt.ell exactly what one thinksbe honest in (doing) sth.说实话，我认为他们没有获胜的机会。

新教材人教版高中英语必修第二册 unit5 Music 精品教学课件(共231页)

单句改错 (4)“Can’t you read?” the man said,angrily pointed to the notice on the wall.
pointed→pointing (5)European football is pla the most popular sport in the world.
energy,power,strength和force均可表示“力”。 energy:主要指人的精力。 power:基本意思是“力,力量”,指人或国家甚至是某个机构的权力、势力或影响力。 strength:说人时,指“体力,力气”;说物时,指“强度”。也可指 “强项,长处”。 force:主要指强制力量,暴力,武力等。
Section Ⅱ Reading and Thinking
词汇认知
汉译英 1. virtual adj.很接近的;事实上的;虚拟的 2. opportunity n.机会;时机 3. onto prep.(朝)向 4. studio n.演播室;(音乐的)录音棚;工作室 5. ordinary adj.普通的;平凡的 6. prove vt.证明;展现 7. award vi.授予 n.奖品
2.爆破音+破擦音爆破音与破擦音相邻时,爆破音失去爆破。如:There is a bird in tha(t) tree. 3.爆破音+摩擦音爆破音与摩擦音相邻时,爆破音失去爆破。如:Who is a(t) the door?
4.爆破音+鼻音爆破音与鼻音相邻时,爆破音失去爆破。如:Goo(d) morning,Mr Green. 5.爆破音+舌侧音爆破音与舌侧音相邻时,爆破音失去爆破。如:It’s really a bi(g) library.

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