Unit 5 Music教学设计
Book 2 Unit 5 Music 大单元教学设计 人教版必修第二册单元整体教学设计
Book2UnitSMusic单元主■及遢直观念I1构就
单元目标
1.了解中外常见的不同类型的音乐特点和表现形式，在日常交际中得体恰当地表达关于音乐的偏好和喜爱。
2.阅读介绍虚拟合唱团及其创始人的说明性文本，理解和体会音乐在日常生活和社会发展过程中的积极作用。
并对
虚拟合唱团的评价，评价其价值和意义。
3.阅读和体会公众演讲文本所传递的信息和情感，分析和把握其语言特征和手修辞手法，写一篇关于音乐积极作用
的演讲短文。
通过本节课学习，学生能够:
1预测通知类听力文本内容，从而根据要求筛选获取重要信息。
2说出通知类听力文本的语言特点和结构特点。
3能够根据文中对话所呈现的这场音乐会通知的关键信息制作一份音乐会口头通知。
备课人李培睿学科高一英语
备课人李燕玲学科。
【人教版】高中英语必修二：Unit 5 Music 教案
Unit 5 Music I. 单元教学目标II. 目标语言Ⅲ. 教材分析与教材重组1. 教材分析本单元以music为话题，通过对本单元的教学，使学生了解有关的音乐知识，了解乐队The Monkees的形成,表演风格及发展历程，让学生在理解文章，理解音乐的同时，潜移默化培养一种审美的情趣，也会对社会生活，人的思想观，价值观以及人应该追求什么进行思考。
并通过学习一个有趣的寓言故事，侧面了解演员成名后，歌迷给其带来的苦恼；暗示过分痴迷所带来的负面影响。
同时让学生利用目标语言学会表达自己的观点，征询建议及把握介词提前的定语从句的使用；能利用本单元所学知识写e-mail 或短文介绍中国有关的民间音乐。
1.1 Warming up 是听八段不同的音乐，然后与书上的八幅图片相搭配，目的是通过听不同的音乐，让他们了解有关类型的音乐，讨论对于音乐的感受和喜欢听音乐的原因，激发他们对此话的兴趣，带他们进入话题。
1.2 Pre-Reading 提出三个问题，引导学生谈论有名的乐队，尤其是与课文相关的门基合唱组。
在学课文前扩展学生的思维，为学课文做好准备。
1.3 Reading 课文以知名乐队The Monkees的成立和发展为切入点，从通俗音乐的题材，特点，内容以及半个世纪来的发展历程等多个方面介绍了这种音乐艺术形式，并以音乐作为一个侧面反映了近几十年来美国社会和价值观的变化，是一篇涵盖了大量的信息量，同时又可以给学生艺术和思想双重启迪的优美文章。
通俗音乐发展历史悠久，六十年代开始成为美国社会流行音乐主流，节奏强烈，主题鲜明，歌词率真，容易引发人的共鸣，尤其是在喜爱音乐的年轻人中可以产生感官和心灵上的触动。
同时，流行音乐歌曲所负载的是整个社会所接受和追求的一种价值观。
学习这篇课文，学生在理解文章，理解音乐的同时，潜移默化中也在培养一种审美的情趣，也会对社会生活，人的思想观，价值观以及人应该追求什么进行一定的思考。
因此，作为一篇谈论音乐的文章，它提供了较广泛的教学资源拓展空间，它可以博得学生的喜爱，可以使学生有较大的热情积极投入到课堂教学中来，和教师在探究中共同学习。
新人教版必修二Unit5-Music全单元教案
Unit 5 MusicPart One: Teaching Design (第一部分：教学设计）Period 1：A sample lesson plan for reading(THE BAND THAT W ASN’T）Aims◆To learn to talk about kinds of music◆To learn to read about bands◆To study The Attributive Clause (in/ for/ with/ by＋which/ whom)◆To learn to write an e—mailProceduresI. Warming upWarming up by describingGood morning，class. Today we are going to talk about an interesting topic -——music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm，harmony and counterpoint。
Music can produce a lively and happy atmosphere and bring people relaxation after hard work，which can reduce the tiredness。
Listening to music also makes people feel happy and nice。
How many do you know about music? Can you tell about different kinds of music? Now turn to page 33, look at the pictures，read the captions and listen to the different kinds of music。
unit5-music-教学设计
A Teaching Plan for Book TwoUnit Five Music学院：外国语学院班级：13级英语1班姓名：马琴学号：41304017学科：英语教材版本：人教版年级：高一课时：必修2第5单元第1课时A Teaching Plan for Book TwoUnit Five MusicⅠ. Teaching aims：After the lesson, students will be able to:A. Knowledge aims:1.Further understand the text and enlarge their vocabulary.2.learn some basic information about the music;3.learn some useful expressions and sentences in the text:◆To be honest，a lot of people attach great importance tobecoming rich and famous.◆So during the broadcasts they just pretended to sing.◆Then they produced their own records and started touring andplaying their own music.B. Ability aims:1.Foster their ability to comprehend passages, especially their abilityof analyzing the structure of this article.2.Learn how to scan the text and get useful information.C. Emotional aims and culture awareness:1.Learn the knowledge of the music and arose students'great interest inmusic and let them like music.2.Learn the spirits of the music and improve t he students’ spirits ofcooperation.3.Know the development of the MonkeesⅡ. Analysis of characteristics of the learners：A. Cognitive characteristics:1.Thinking way:At this period, the students are not good atabstract thinking but concrete thinking. So as teachers, we should use some concrete materials to help them comprehend the text. What’s more, the students are willing to think at this period and we should often encourage them to think more.2.Attention: As we all know, students cannot focus on one thing for along time, so in the teaching process, we should keep the class actively and change the way of teaching from time to time and then to draw the students’ attention.B. Knowledge base :Students have been learning English for at least six years and they were just elected by Senior High School Entrance Exam, they have relatively good knowledge base of English learning so they have gained some basic reading skills and accumulated some knowledge in class. It is not too difficult for themto comprehend this text. But their English levels are different, so we should take into the different account when we teach, and encourage all of them to be active in the class.C. Nonintellectual factor:As we all know, music can be listened to everywhere in our life. We should make full use of the interests and let them change the interests into motivation of study. In class, we can arouse the students’ emotion to keep them active and make the class atmosphere free and easy. Furthermore, we should give students some chances to practice themselves, so we can let them show up and encourage the silent students to be active. All these are beneficial to their study. However, they are teenagers so they are restless, curious and eager to see new sights. Most of them dream of travelling around the world. Hence they will be very interested in the contents of this unit. That is very beneficial to arousing their enthusiasm of learning.Ⅲ. Analysis of the teaching contents:This unit is about the music which is the most important part in our life. From this unit, the students should know some basic information about it. This class is a reading class and we will learn the text THE BAND THAT WASN'T. It describes the Monkees which wasn't a real band at first but they worked together after that, finally they became a real band. The text shows us that students the importance of the spirit of hard working and cooperation.After reading, the students can know more and more about the Monkees. IV. Teaching important points:1.Enable the students to know some information of theMonkees.2.Foster the students’ reading ability.3.Talk about the different kinds of music.V. Teaching difficult points:1.Based on the reading lesson, i mprove the students’ abilities to listen,speak, read and write.Train the students’ ability to grasp keyinformation and comprehend the text while reading2.Help the students build the habit of self-teaching by using the readingskills.3.Enable students to learn to enjoy different kinds of musicVI. Teaching methodology:1. Communicative Language Teaching (CLT);2. Task-based Language Teaching (TLT);3. Grammar—translation Language Teaching.Ⅶ. Teaching aids：1. Multi-media2. The traditional teaching tools such as blackboard and chalks and so on. Ⅷ. Learning strategy:1. Cooperative Learning(合作学习)2. Autonomous Learning（自主学习）3. Learning by being told(讲授学习)Ⅸ. Teaching procedures：A.leading in: Do you like music？How much do you know the music? Canyou tell the different kinds of music? Now turn to passage 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.B.Pre-reading:4.Thinking and Saying: talk about the famous bands in the world. (P33pre-reading) Ask the students: Have you heard about any of the famousbands in the world? List some of you have.(‘The Beatles’, ‘Back Street Boys’, ‘SHE’, ‘TF Boys’, ‘Beyond on’,and so on.)5.Listening, talking and sharing,Play some pieces of music from different bands. Work in pairs of 4 andtell group members which band you like best, and why? Then the oneof the group member is to stand up and share the idea with the class.Do you know anything about “The Monkees”?(I will divide the whole class into some groups. Every student cananswer the questions.)C.While-reading;1. SkimmingListen to the recording of the text THE BAND WASN'T. Then ask some students to tell the main idea.Skim the text and underline the topic sentences of each paragraph.2. ScanningRead the text again to finish the tablesThe MonkeesTask 1: Do the exercise T or F;(1)Most musicians like to form a band because they enjoy playingto passers-by in the street. (F)(2)Bands in American are all formed by high school students. （F）(3)Only the band “The Monkees” is mentioned in the text. (F)(4)It was “The Beatles” that started in a different way. (F)(5)It was hard for the TV organizers to look for good rock musicians.(T)(6)Though the band pretended to sing at first, they were popularwith fans. (T)(7)“The Monkees” never pl ayed their own songs. (F)D.Post-reading;e the finished form to introduce the Monkees to your partner.2.Choose the adjectives that you think best describe “TheMonkees”. Give your reasons.prehending: Pair workFrom what we have learned from this text, please write a short passage.(After fast reading and careful reading, the students have gained both the general meaning and detailed information about the text. We can help them retelling the text by this way. It can train the students’ ability of summari zing and expressing.)F. Summary:As we have finished the passage, we’ll sum up what we have learned. We know the basic knowledge of a band and the importance of cooperation.(This part can help the students review what they had learned in this class and strengthen their knowledge.)Ⅺ. Assignment: From what we have learned from this text, please write a short passage about a band you knew.、-----WORD 格式--可编辑--专业资料-------完整版学习资料分享----Symbols:The teaching contents and the teacher ’s activitiesThe students ’ activitiesThe use of the multimedia。
最新高一英语必修二Unit-5-Music-Warming-up的教学设计
高一英语必修二U n i t-5-M u s i c-W a r m i n g-u p的教学设计高一英语必修二Unit 5 Music Warming up的教学设计中宁中学胡志存一．教材依据教学内容：人民教育出版社普通高中课程标准实验教科书高一英语必修二Unit 5 Music warming up的教学设计二.设计思想本单元的教学话题是“音乐”。
“热身”（Warming up）部分介绍了多种多样的音乐形式，“阅读”(Reading)部分介绍了美国著名的乐队“The Monkees”(门基组合)的诞生极其发展历程，在“语言应用”（Using Languange）部分又安排了一篇青蛙乐队的故事，目的是让学生进一步感受一只乐队的成功及成名的烦恼。
每当谈论音乐时，大部分学生都会狭义的理解为流行音乐，他们对流行歌手和组合及他们演唱的歌曲和音乐十分熟悉，且极为感兴趣。
新课标的理念是以人为本，教师在课堂上要激发学生的兴趣，充分调动学生的积极性，创设一个宽松的学习氛围，给他们一个充分展示个人才能的机会，使学生在和谐、民主的学习环境中学会合作学习。
基于上述原因，我利用多媒体课件容量大的特点对本单元的第一课时作了如下设计：一：上课伊始，我利用学生对流行音乐熟悉和痴迷的特点让他们听几位流行歌手演唱的歌曲，让他们说出歌手和歌曲的名字，激发他们的兴趣，调动他们参与的积极性，使课堂气氛立刻活跃起来。
二：接下来让他们以小组的形式来讨论古今中外的歌手、音乐家和他们演唱的作品，使学生更多地了解90年代以前中国的许多音乐家及知名的歌手。
三：为了使课堂气氛达到高潮，给学生一个充分展示个人才能的机会，我请一些有特长的学生演唱他们喜爱的歌曲和乐器，让学生对常见乐器和乐器的名称有个大概的了解。
四：接下来让他们观看中国知名乐队“零点乐队”的演奏，从而引出其他乐队和“The Beatles”(甲克虫乐队)，为下节课学习了解“The Monkees”(门基组合乐队)的诞生极其发展历程打下基础。
高中英语必修二Unit5_Music教案
Unit5 Music （一）[教学目标]：一、知识与技能1、掌握话题语言的运用、就熟悉的音乐话题表达看法；2、了解各种各样的音乐形式，深化对音乐的认识；3、学会从一般文字资料中获取主要信息、思考话题背后的更深层次的内容，学会深入发掘和探讨。
二、过程与方法1、听音乐，感受音乐风格；2、分组讨论、合作练习；3、结合所知，分类整理与归纳。
三、情感态度与价值观1、增添音乐欣赏趣味，提高音乐修养；2、懂得在日常交流中与他人分享各种学习资源、理解并尊重他人；3、培养合作精神和积极乐观的人生态度。
[教学重点]：1、掌握有关音乐的单词、熟练运用课文中所出现的重要词汇与短语2、学习由介词+which/whom引导的定语从句3、进一步熟悉有关建议与偏好的表达方式[教具准备]：多媒体、音乐文件[引入新课]：提出问题；同学们最喜爱的音乐类型是什么？理由？[讲解词]：音乐是我们日常生活中表达喜悦、忧伤、幸福、忧愁等诸多情感的媒介，也是大家十分喜爱的艺术形式，要让大家说出自己喜爱的歌手或者音乐家我相信大家一定可以说出好多来。
今天我想和同学们探讨一下，大家平时喜爱的音乐类型，对这些音乐类型的了解和体会，我也很想听听同学们对这些音乐类型的看法，给大家讲讲为什么喜欢这种音乐类型？（选若干同学们回答）（适当总结学生所讲）同学们对所喜爱的音乐类型理由的阐述也是各有道理，所谓萝卜白菜各有所爱，每个人都有自己独特的个人喜好，对音乐类型的偏好也是如此。
也许某一天你们之中有人会成为音乐家，或者有人会成立乐队，给大家带来好听的音乐作品，丰富大家的精神生活。
[讲授新课]：一、介绍门基乐队[提出问题]：同学们有没有听过门基乐队？门基乐队有哪些作品？[学生讨论]：对门基乐队的了解。
门基乐队是一只美国本土乐队，由四人组成，于二十世纪60年代兴起，最初，乐队成员是应一则电视广告走到一起的。
主要作品有《Waiting For The Sun》、《The Unknown Soldier》、《The Soft Parade》、《Morrison Hotel》[运用教具]：播放门基乐队的《I'm a believer》给学生听，使他们亲耳感受门基乐队的风格特点。
Unit5Music大单元整体教学设计-高中英语人教版
高一英语大单元整体学习学程设计U5 MusicExplore different aspects about music班级：_________________小组：_________________姓名：_________________单元概述【单元内容】The theme of this unit is music.The relationship between music and modern tech nology willthen be examined.We will also learn about music festivals and also speech giving,exp ressingopinions on music,its power and influence.Finally,the music of films is introduced a s a further example of the power of music.It is hoped that we can use the information in this unit to reflect upon our own lives and build further appreciation for the wonder of music. As the saying goes, “Music is the universal language of mankind”. Let's learn from the great musicians and start an musical life!【课标要求】核心素养课标要求语言能力语言知识语音熟悉和掌握不完全爆破的发音规则，能够在日常交流中，利用这些规则听音辨音及自然流畅地进行表达。
词汇能正确使用与“音乐”主题相关的词和词块来理解和表达。
高中英语人教版(2022)必修第二册Unit5Music单元教案案(含答案)
B2U5 Music---单元目标与要求语法：过去分词作表语和状语一、过去分词作表语1.过去分词可放在系动词be, get, feel, look, sound, taste, smell, remain, seem,become等之后作表语, 表示主语所处的状态。
1). He seemed quite ______________(delight) at the news.2). The door remained ____________(lock) when we arrived.2. 过去分词作表语多表示人自身的感觉、感受或事物自身的状态；现在分词作表语则多表示事物具有的特征，常译作“令人...的”。
常用的这类词有：exciting/excited; astonishing/astonished delighting/delighted moving/moved disappointing/disappointed encouraging/encouraged frightening/frightened interesting/interested3). The story they heard over the radio was very _____________(move).4). They were _____________ to hear the _______________ sound.(frighten)3. 过去分词作表语和被动语态的区别“be+过去分词”表状态时，是系表结构，此时过去分词通常已形容词化；表动作时，是被动语态，且绝大多数被动结构中的动作执行者由介词by引出。
5). 这本书写得好。
______________________________________________________________6). 这本书是鲁迅写的。
__________________________________________________________二、过去分词（短语）作状语1. 主从句主语一致，可以省略状语从句中的主语，省略的主语和动词主动关系用doing，被动关系则用done。
人教版高中英语必修第二册 《Unit 5 Music》教案
人教版高中英语必修第二册 《Unit 5 Music》教案一、教学目标1.知识目标o学生能够掌握与音乐相关的重点词汇和短语，如 “classical, folk, jazz, band, perform” 等。
o学生能够理解并运用描述音乐类型、音乐家和音乐表演的句型。
2.技能目标o学生能够听懂有关音乐话题的对话和短文，获取关键信息。
o学生能够阅读并理解关于音乐的文章，分析作者观点和态度。
o学生能够用英语谈论自己喜欢的音乐和音乐家，并简单介绍音乐对生活的影响。
o学生能够写一篇关于音乐的短文，表达个人对音乐的感受和理解。
3.情感目标o培养学生对音乐的欣赏和热爱，丰富学生的精神世界。
o激发学生通过音乐表达情感和展示个性的意识。
二、教学重难点1.教学重点o重点词汇和短语的掌握及运用。
o对课文中关于音乐知识和情感表达的理解。
o培养学生用英语表达对音乐的喜好和见解的能力。
2.教学难点o如何帮助学生准确运用丰富的词汇和句型描述音乐。
o引导学生深入理解音乐的内涵和价值。
三、教学方法1.视听教学法：通过播放音乐、视频等让学生直观感受音乐的魅力。
2.讨论交流法：组织学生讨论音乐相关话题，促进学生思维碰撞和语言表达。
3.情景创设法：创设音乐场景，让学生在情境中学习和运用语言。
四、教学过程（一）导入（5 分钟）1.播放一段不同类型的音乐片段，如古典音乐、流行音乐、摇滚音乐等。
2.提问学生：What kinds of music do you hear? How do they make you feel?（二）词汇教学（10 分钟）1.展示本单元的重点词汇和短语，结合音乐实例进行讲解。
2.开展词汇游戏，如音乐词汇猜猜猜，加强学生对词汇的记忆和理解。
（三）阅读前准备（5 分钟）1.让学生观察课文标题和图片，预测文章内容。
2.提出一些引导性问题，如：What do you think thepassage will be about music?（四）课文阅读（15 分钟）1.学生快速阅读课文，概括文章的主要内容。
unit5music课程设计
unit5 music课程设计一、教学目标本课程旨在通过Unit 5 “Music” 的学习，让学生掌握以下知识目标：了解不同国家的音乐特点、音乐家及其代表作品；理解音乐与文化的关系；掌握音乐的基本术语和乐理知识。
技能目标：能够运用英语进行音乐相关的听、说、读、写活动；能够分析并评价音乐作品；能够运用音乐知识进行创作和表演。
情感态度价值观目标：培养学生对音乐的热爱和欣赏能力；培养学生尊重不同文化背景下的音乐表达方式；培养学生积极向上的生活态度和团队合作精神。
二、教学内容本课程的教学内容将依据Unit 5 “Music” 的教材进行，主要包括以下几个部分：1. 各国音乐特点及音乐家介绍；2. 音乐与文化的关系探讨；3. 音乐基本术语和乐理知识讲解；4. 音乐作品的分析与评价；5. 音乐创作和表演实践。
三、教学方法为了提高学生的学习兴趣和主动性，本课程将采用多种教学方法，如讲授法、讨论法、案例分析法、实验法等。
具体教学方法将根据教学内容和学生的实际情况进行选择和调整。
四、教学资源教学资源包括教材、参考书、多媒体资料、实验设备等。
教材为Unit 5 “Music” 相关内容，参考书包括音乐理论书籍、音乐家传记等。
多媒体资料包括音乐视频、音频、图片等，实验设备包括乐器、音响设备等。
教学资源的选择和准备将充分支持教学内容和教学方法的实施，丰富学生的学习体验。
五、教学评估本课程的评估方式包括平时表现、作业、考试等。
平时表现主要评估学生的出勤、课堂参与度、团队合作表现等；作业包括练习题、小论文、创作和表演等，占总评的30%；考试包括期中考试和期末考试，占总评的70%。
评估方式将客观、公正地全面反映学生的学习成果。
六、教学安排本课程的教学进度将按照Unit 5 “Music” 的教材进行，教学时间为每周2课时，共计10周。
教学地点为教室和音乐实验室。
教学安排将合理、紧凑，确保在有限的时间内完成教学任务，同时考虑学生的实际情况和需要。
人教版必修第二册 Unit5 Music 教案
By the end of this class, students will be able tolisten to an announcement about a school music festival,get the structure of an announcement，learn to talk about preferencesandplan amusicfestival.
2. Listen for the second time to get the
the detailed information, the volunteer needed by the music festival. Then check answers and learn the English expressions of thevolunteers who are needed by the music festival.
5.Asks students to talk with groups membersto makea plan for a music festival. Then, provides students with a sample to organize what they have talked into an announcement.Finally, asks 3-4 group leaderstopresent their plans for music festivals.
3.Asks3 to 4 students to express their preferences and timely presents the sentence patterns used for expressing preferences.
Unit5Music全单元教学设计
Unit 5 Music广东省广州市第43中学黄小红【教学内容分析】本单元的话题是音乐（music）。
音乐是学生熟悉而喜爱的话题。
但许多同学对“音乐”的概念理解较狭窄，甚至以为流行音乐就是音乐的全部，对其他形式的音乐及其相关知识了解甚少。
通过对本单元的学习，带学生走进音乐的殿堂，帮助学生了解有关的音乐知识，同时潜移默化地培养审美的情趣，引导学生对社会生活、价值观、人生观等进行深入的思考。
热身(Warming up)部分提供了八幅图及八段不同形式的音乐，要求学生听音乐进行配图活动，并讨论对音乐的感受及喜好的原因。
这部分的目的是呈现本单元的中心话题－音乐，激活学生头脑中关于“音乐”的图式，激发他们对此话题的兴趣，为整个单元的学习做好铺垫作用。
读前（Pre-reading）提出三个问题，引导学生谈论有名的乐队。
在学课文前拓展学生的思维，为学课文做好准备。
阅读（Reading）部分介绍了知名乐队Monkees 的相关情况。
这是一篇富含信息量，以音乐作为一个侧面反映了近几十年来美国社会和价值观变化的文章。
理解（Comprehending）设计了四种题型，第一题要求学生用合适的形容词归纳乐队的特点，第二题是连线题，旨在加深对课文的理解，让学生学会正确理解句子。
第三题是开放性的思考题，让学生基于对课文的理解上发表个人的看法。
第四题是归纳段意题，让学生掌握一般说明文的阅读、写作方法。
语言学习（Learning about language）部分包括词汇和语法学习两部分，教材中设计了相关的语境帮助学生学习和掌握有关音乐的词汇。
其中第三题是一个开放性题，通过做游戏，帮助学生正确使用短语dream of与to be honest with。
语法部分主要是引导、启发学生结合阅读内容，去发现、归纳、感悟目标语言结构――介词＋which(whom)引导的定语从句。
语言运用（Using language）部分，编者安排了一篇青蛙乐队的故事让学生进行听力理解和阅读训练，随后又围绕此话题进行听、说、读、写的活动，其中“说”的部分布置了两个有趣的任务：组建乐队，写关于音乐的“名言警句”。
Unit 5 Music Period 4 Reading for Writing教案
keys:1. leaning 2.treatment3.on4. through 5.variety6.satisfaction7. somehow
-Familiarize the new words
-Clear the tackle of next step.
disease
ache
treatment
personification
outline
Then one day, I had to go through a twohour medical treatment．
treat v.
The song made me feel so much better that from then on I began to listen to music all the time．
Students answer the questions loudly together.
-Check the teaching situation of last lesson quickly.
-Help students consolidate the knowledge points.
Lead-in
Writing practice
Step 6
Let’s learn
Teacher shows the questions and asks students to answer.
Read the speech below and answer the questions.
What was Sarah's problem?
Moreover, music gave me hope and a sense of satisfaction．
unit5music课程设计
unit5 music课程设计一、课程目标知识目标：1. 学生能够掌握音乐基本概念，如音高、节奏、音色等；2. 学生能够了解不同国家和地区的音乐特点，认识至少三种音乐风格；3. 学生能够识别并描述音乐中的常见乐器。
技能目标：1. 学生能够通过演唱、演奏等方式，展现对音乐的理解和表达能力；2. 学生能够运用音乐软件或乐器创作简单的旋律，培养音乐创作能力；3. 学生能够通过团队合作，完成一场音乐表演。
情感态度价值观目标：1. 学生能够培养对音乐的热爱和欣赏能力，提高审美情趣；2. 学生能够尊重和理解不同文化背景下的音乐，培养跨文化意识；3. 学生能够在音乐活动中，学会合作、沟通和表达，增强自信心。
课程性质：本课程以音乐欣赏和创作为主线，结合实践与理论，旨在提高学生的音乐素养。
学生特点：五年级学生具备一定的音乐基础，好奇心强，喜欢尝试新鲜事物，但注意力集中时间有限。
教学要求：注重启发式教学，激发学生兴趣，鼓励学生参与实践，培养自主学习能力。
教学过程中，关注学生个体差异，给予个性化指导。
通过课程目标的分解，确保学生达到预期学习成果，为后续教学设计和评估提供依据。
二、教学内容本章节教学内容主要包括以下三个方面：1. 音乐基本概念：- 音高：学习乐谱中的音高标记，如高音谱号、低音谱号；- 节奏：认识常见节奏符号，如全音符、二分音符、四分音符等；- 音色：了解不同乐器的音色特点，如弦乐、木管、铜管等。
2. 不同国家和地区的音乐特点：- 学习我国民族音乐，如《茉莉花》、《梁祝》等；- 了解西方古典音乐，如贝多芬、莫扎特等作曲家的作品；- 探索世界音乐，如非洲鼓乐、拉丁音乐等。
3. 音乐创作与实践：- 学习使用音乐软件，如GarageBand等，创作简单旋律；- 乐器演奏：练习吹、拉、弹、打等基本技巧，学会演奏一首曲目；- 团队合作：分组进行音乐表演，包括演唱、演奏、编排等。
教学内容安排与进度：第一课时：音乐基本概念（音高、节奏、音色）第二课时：不同国家和地区的音乐特点（我国民族音乐、西方古典音乐）第三课时：不同国家和地区的音乐特点（世界音乐）第四课时：音乐创作与实践（音乐软件、乐器演奏）第五课时：团队合作（音乐表演）教材章节：本教学内容与课本Unit 5音乐章节相关联，涵盖了音乐基本概念、音乐风格、音乐创作与实践等方面内容。
新教材 人教版高中英语必修第二册 Unit 5 Music 学案(知识点考点提炼汇总及配套习题)
Unit 5Music主题语境——人与社会之文学、艺术与体育【语境概说】本单元的主题语境是“人与社会之文学、艺术与体育”中的音乐，该主题语境包括常见的中外著名的音乐作品及音乐家，同时也涉及到当今音乐的最新发展形式。
学生学习和了解一定的音乐知识，不仅能够扩展视野，还能够提高他们的文化修养，有利于学生身心健康成长。
Music is the medicine of a troubled mind.音乐是治疗心灵苦恼的药。
The history of a country is written in its popular songs.一个国家的历史写在它的民歌之中。
It is not necessary to understand music；it is only necessary that one enjoy it.没必要懂得音乐，只需能欣赏就行了。
Without music，life would be an error.没有音乐，生活将是一个错误。
1.Translate the following words and phrases.①classical adj.古典的；经典的②hip-hop n.嘻哈音乐；嘻哈文化③techno n. 泰克诺音乐④energy n. 能源；能量；精力⑤soul n. 灵魂；心灵⑥bagpipes n. 风笛⑦stringed adj. 有弦的⑧stringed instrument 弦乐器⑨traditional adj. 传统的⑩country music 乡村音乐⑪a quiet stream 一条静静的小溪⑫touch my heart/soul 触动我的内心/灵魂⑬remind sb of... 使某人想起……2.Brainstorming：What kind of music do you like most?classical__music，hip-hop，traditional__music，popular__music__and__so__on.3.Look at the pictures on Page 50 and tell your classmates what these people are doing. They__are__playing__music.4.Finish Ex.2 on Page 50.5.Try to translate the following sentences.①I__like__to__listen__to__hip-hop__music.我喜欢听嘻哈音乐。
Unit 5 Music 教案
UNIT 5 Music三言两语1. Good music can not only make people feel relaxed, but also purify the human mind.2. Some people say that life without music would be like life without air. Music is certainly a vital part of any culture.3. Music is so appealing to me that I prefer to listen to music in my leisure time, which brings me into a different world. The feeling is beyond my words. It has become such an important part in my life that I can hardly imagine what life would be like without music. 1. 此外，学习弹奏乐器能培养小孩的注意力、耐心和毅力，这对于他们以后的人生有帮助。
Besides, learning_a_musical_instrument will help your children develop concentration, patience and perseverance, which_will_help_them_later_in_life.2. 作为通用语言，音乐在学习另外一种文化时起着非常重要的作用。
Music, as_a_universal_language,can beof_great_help on the way to learning another culture.核心单词[默写识记]根据汉语释义写出单词1. opportunity n. 机会；时机2. ordinary adj. 普通的；平凡的3. prove vt. 证明；展现4. award vt. 授予n. 奖品5. relief n. (焦虑、痛苦的)减轻或消除；(不快过后的)宽慰、轻松或解脱6. cure vt. 治愈；治好(疾病)；解决(问题) n. 药物；治疗；(解决问题、改善糟糕情况的)措施7. aim n. 目的；目标vi. & vt. 力求达到；力争做到；瞄准vt. 目的是；旨在8. energy n. 能源；能量；精力9. thus adv. 如此；因此10. nowadays adv. 现在；目前20. metaphor n. 暗喻；隐喻21. personification n. 拟人；人格化；化身22. repetition n. 重复；重做23. simile n. 明喻24. outline n. & vt. 概述；概要25. onto prep. (朝)向26. conductor n. (乐队、合唱团等的)指挥；(公共汽车的)售票员27. hip-hop n. 嘻哈音乐；嘻哈文化28. phenomenon n. 现象熟词生义1. (2020·全国卷Ⅱ)The family called the Italian Culture Ministry; the official confirmed that the paintings were originals and worth as much as $50 million. 原作2. If there is no president, power will be assumed by the most extremist forces. 掌管；夺取3. (2018·江苏卷)The economic impact of the arts is often overlooked and badly judged. 冲击力高频短语短语应用1. absorbed_in_sth./sb.被……吸引住；专心致志2. try_out参加……选拔(或试演)3. in_addition_(to_sb./sth.) 除……以外(还)4. from_(then)_on 从(那)时起5. fall_in_love_with爱上6. get_through (设法)处理；完成7. feel_like 想要……；感觉像8. come_up_with提出；想出9. on_stage 在舞台上10. set_sth._up 安装好(设备或机器) [语境运用1]填入一个适当的词1. I couldn't get through to Hannah. Her brother was talking on the phone all the time!2. In addition to these arrangements, extra ambulances will be on duty until midnight.3. He came up with a good solution to the problem at the meeting.[语境运用2]填入一个适当的词He was given a football as a birthday gift at the age of three. From then 1. on,he has been absorbed 2. in playing football. In 3. addition,he wants to try 4. out for the football team when he grows up.教材原句背诵句式仿写应用1. while引导时间状语从句Imagine having the opportunity to sing together with hundreds of other people while you are at home alone. 当我在那个美丽的国家从事志愿者工作时，我结交了很多新朋友。
2019统编人教版高中英语必修第二册unit 5《Music》全单元教案教学设计
【2019统编版】人教版高中英语必修第二册Unit 5《Music》全单元备课教案教学设计Unit 5 MusicListening and Speaking【教学目标】1. Instruct students to get main facts by listening and motivate them to talk about the topics about music, the types of music, and how the music makes them feel.2. Develop students’ sense of cooperative learning and individual thinking capability.3. Develop students’ different listening skills to solve different listening comprehensive problems.4. Help students to understand how to use the structures “past participle as adverbial”.【教学重难点】Prompt students to talk about the related topics, such as types of music they know, their favourite type of music, how music makes them feel, and how to use past participle as adverbial.【教学过程】Step 1 Lead inThe teacher is advised to talk with their students about music.Boys and girls, before we listen, let’s work in pairs and discuss what type of music you know.Which type is your favorite? How does it make you feel? Share your ideas with partners.I know Chinese traditional music/classical music/country music/hip-hop/jazz/pop music/Latin music/rap/rock/punk…I like classical music. It makes me feel full of energy and happy.Step 2: PredictionAfter their small talk, the teacher can move on by finishing the following task: See the pictures and give the correct answers.1. What are the people doing in the picture below?2. Match the pictures with the correct types of music.A. Chinese traditionalB. classicalC. country musicD. hip-hop1_______________2_______________3_______________4_______________Step 3: Summary of the main ideaListeningI. Play the radio about The Sound of Music (音乐之声), and let students finish the following tasks.A star has come out to tell me1.___________________ to goBut deep in the dark-green shadowsAre voices that urge me to staySo I pause and I wait and I listenFor one more sound for one more lovely thing2.___________________ might say…The hills are alive with the sound of musicWith songs they have sung 3.__________________The hills fill my heart with the sound of musicMy heart 4.__________________ every song it hearsMy heart wants to beat like the wings of the birds that rise from the lake to the treesMy heart wants to sigh like the chime that flies from a church on a breezeTo laugh like a brook 5.__________________ and falls over stones in its wayTo sing through the night like a lark who is 6._____________I go to the hills when my heart is lonelyI know I will hear what I’ve heard beforeMy heart will 7.______________ the sound of musicAnd I’ll sing once moreII. The reporter paraphrased some of the answers the students gave him. Listen to the interviews again and complete the sentences with the words you hear.1. A: Country music touches my heart.B: So you like music that’s _______of _______?2. A: When I listen to hip-hop, I just have to move!B: So it makes you want to _______?3. A: Classical music makes me feel like I’m sitting beside a quiet stream and enjoying nature.B: So to you, it’s _______ and _______?Learning new wordsList the new words in the lesson, tell students the meaning of these words and give some examples.News words: classical, energy, soul…Talking projectGuide students to do speaking practice.I. Talk in pairs. Interview each other about music. Use the picture below for ideas.A: What kind of music do you like?B: I like techno music.A: What makes it so special to you?B: I like to listen to it when l exercise. It gives me energy.II. Work in pairs or groups and role play a conversation.●Suppose you are a reporter and interviewing the students who about music.➢I like to…➢Chinese traditional song/classical music/hip-hop music/country music…➢Listen to/play/sing…Unit 5 MusicReading and Thinking【教学目标】1. To acquire the basic usage of the new words and express concerning how computers and the Internet help us experience music.2. Enable students to understand the main information and text structure of the reading text.3. Enable students to understand past participle as adverbial.【教学重难点】1. Guide students to pay attention to reading strategies, such as prediction, self-questioning and scanning.2. To talk about the advantages and disadvantages of being a member of virtual choir.3. Lead students to understand past participle as adverbial;【教学过程】Step 1 PredictionAsk students the question.How can computers and the Internet help us experience music differently?Step 2: Learning new wordsLearn words:perform,enable,prove,award,and fall in love with…New words practiceIn order to have a good _______________ (perform), I have made good preparations for it．At present, developing the ___________ (able) of the students is an important task in our daily teaching activity．Step 3: Learning sentence patternsIntroduce the sentence patterns in the lesson and give some examples and explanation1. as 引导定语从句，意为“正如，正像”2. 过去分词(短语)作状语as引导定语从句的常用句式有：as is known to all 众所周知as we all know我们都知道as we can see正如我们所看到的as is reported正如报道的as is often the case这是常有的事as is mentioned above如上所述Step 4: Fast reading tasksGuide student to read the article quickly, teach some reading skills and do some exercises.Task of the first fast reading:Read quickly and figure out the key words of each paragraph.•Paragraph 1: enable•Paragraph 2: award•Paragraph 3: performanceTask of the second fast reading:1. What is mainly discussed in this passage?2. Which paragraph mentions background information about the virtual choir?3. Which paragraph mentions the conclusion of the virtual choir?Step 5: Careful reading tasksGuide student to read the article carefully and do some exercises.1. What is the attitude towards the virtual choir?2. Why does the virtual choir prove to be a good influence on the lives of many people?3. If you want to take part in a virtual choir, you need….Step 6: Study reading tasksAnalyze two difficult sentences in the text.1. Imagine having the opportunity to sing together with hundreds of other people while you are at home alone．2. A virtual choir enables them to add their voices to those of other individuals and become part of the global community．Step 7 Homework:Review what we have learned and find out the key language points in the text.Unit 5 MusicDiscovering Useful Structure【教学目标】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.【教学重难点】How to enable students to use the structure and meaning of past word segmentation as past segmentation as predicative and adverbial.【教学过程】Step 1 Lead-inGive some messages and ask students to guess who she is.英语过去分词的句子。
高中英语：Unit 5《Music》教案-Reading 新人教版必修2
Unit 5 MusicReading---教案Contents: (1)Enable students to appreciate and classify different kinds of music by doing the exercise in Warming up(2)Developing their abilities to express their feeling on music and enlarge theirknowledge on musicProcedures:Step 1 warming up1、Introduce the topic of music through asking some question such as “Are you fondof music ,Are you good at singing, Can you play a musical instrument”Ask students to answer the 4 questions in groups actively while introducingdifferent kinds of music in the world.Step 2 pre—reading(1)Get the students to discuss the questions with their partners and then ask them toreport their work.. Encourage them express their opinion freely1、Have you heard about any of famous bands in the words, please list them ifyou have (Beatles, Back—street boy, West—life )2、Which one do you like best?(2)Introduce something about “The Monkeys”Step 3 skimmingLet the students listen to the tape and find out the answers to the following twoquestions.1、What are the benefits if students former a band to play in the street?2、When did “The Monkeys” break up and when did it reunite?Step 4 Second readingIn this part, students will read the text again and try to understand the sentences andthe main idea of each paragraph, and then finish the exercise 2 and 4 in ComprendingStep 5 Homework: Fin out some language points in Reading and recite the new words inunit 5 Step 6:Feedback。
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Unit 5 Music
教学内容分析
1．本教学设计将对人教版必修二的第五单元Music的阅读教学进行分析。
本篇阅读——The Band That Wasn't讲述The Monkees乐队的故事，具体介绍乐队的组建、发展、演奏特点和受欢迎程度；有助于学生了解更多音乐知识，培养热爱生活、音乐的美好情感，并在轻松愉快的音乐主题下学习用英语表达喜好，领会乐队对音乐的不懈追求，培养认真做事的好习惯。
2．学生们在初中阶段以接触到定语从句，但进入高中之后才系统学习定语从句的相关知识，介词+关系代词which/whom的定语从句就是本单元的语法重点。
3．在本单元的Warming Up中，学生已经了解了不同的音乐类型，这位阅读课奠定了一定的基础。
同时，课文中出现了两个介词+关系代词which/whom的定语从句，引出了即将要学的语言知识。
因此，本节阅读课在整个单元中起着承上启下的重要作用。
学情预设和分析
1．学生经过初中解读的英语学习，已经具备了一定的阅读技能，如查找细节信息，获取主要信息，抓主要点等等，并且大部分学生对于音乐这个话题感兴趣，对音乐也有一定的了解与认识。
2．学生可能遇到的问题是在阅读课文中，无法在较短的时间内准确地把握文章的脉络，概括出文章大意；很难在学习中借助音乐作品、图片等非语言信息进行语言表达。
另外，这篇课文中出现了较多的新词汇，有一部分词汇对于学生而言有难度。
教学目标设计
1．语言目标
掌握关键词汇、短语、句子和一些交际用语。
如musician, clap,passer-by,form,extra,earn,advertisement,attractive,instrument,loo sely,actor;dream of,be honest with,play jokes on, or so,break up等。
2．能力目标
1)培养并强化学生的阅读技能，训练通过寻找关键句、关键词等方
式，又好又快地确定文章大意，把握文章脉络。
2)培养学生的猜词技巧，增强阅读理解能力。
3)通过小组合作等多种互动的方式，发展借助音乐作品、图片、表
格等非语言信息进行语言输出的能力，以实施和提高语言运用能力，激发学习兴趣，培养探究、合作意识与能力。
3．情感目标和文化意识
1)培养学生热爱音乐、热爱生活的美好情感。
2)了解The Monkees组合的发展历程，接触不同地区的音乐，培养
跨文化交流的意识。
教学重、难点
1．教学重点
1)培养学生对The Monkees组合的细节信息的获取。
2)阅读能力的培养和阅读技巧的训练，如快速阅读找出各段主题句
和精度课文完成表格填空等。
2．教学难点
1)以小组合作的方式完成英语讨论交流的任务。
2)训练用英语获取信息、处理信息、分析问题和解决问题的能力。
教学过程设计
Result s They can earn some extra money.they may also have a chance to dream of becoming famous.
Task3. Read para.3&4 and find out some information about the Monkees.
Task4. Let’s speak out the road to the success of the band. Then Watch a video from the Monkees. 图表的优势是能够比较清晰的展现这个过程，给学生留下较为深刻的印象。
因此，利用图表可以帮助学生回顾乐队的发展历程，进一步加深对课文内容的理解和把握。
任务4的活动旨在给学生提供语言输出的机会，因此他们的Introduction可能如下：
The Monkees was made of a band of four musicians, who played jokes on each other as well as played music. They gave so good performances that their fans supported them fiercely. A year or so they became more
serious about their work. The Monkees produced their own records and played their own music. The band broke up in about 1970,but reunited in the mid-1980s.
看视频是通过亲身感受与目睹，让学生进一步了解当年The Monkees 为什么会成为The Beatles 之后又一著名乐队。
Step 3 Post reading 1)Consolidation(Fill in the blanks)
2)Discussion: In your own words,
describe the Monkees to your
partners.
3)Interview.
Encourage four students to be the
members of the Monkees, and one
is the interviewer. The interviewer
asks any questions to the Monkees,
then delivers a speech to the class.
针对全文的练习可以帮助学生
进一步把握文章的内容和加强
词汇知识点的巩固。
通过小组讨论，畅所欲言，最
后教师根据学生的回答进行总
结，乐队成功的秘诀在于对音
乐的不懈追求，激励大家也要
为自己的理想而奋斗。
通过以上的阅读能力训练，学
教案设计反思
根据“二语习得理论”、“整体语言教学”的理论，以及当前新课程“自主、合作、探究”等核心理念，运用任务型语言教学途径（Task-based Language Teaching）来设计本节课的教学。
本节阅读课教学设计的思路是：
1．教学层次清晰，给学生深刻的印象
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。
教学设计分成三个部分：阅读前—
—阅读过程——阅读后。
阅读前通过Listen and Guess这个活动创设不同的精彩音乐情景，营造宽松和谐的气氛，使学生的现实生活与教材内容产生共鸣；接着由问题引出著名乐队组合图片和呈现The Monkees组合，为阅读提供背景知识。
阅读过程则设置不同层次的阅读技巧训练任务，由浅入深，提高不同层次学生的阅读能力，掌握阅读策略。
具体是通过快速阅读和仔细阅读来实现。
仔细阅读环节中设置了完成练习True or False, 查找The Monkees细节信息完成表格，然后根据表格，回顾The Monkees发展历程和选择合适的形容词来表达自己对于乐队的看法等多个任务。
阅读后展开讨论，引导学生思考音乐对于我们生活的影响；完成针对整篇文章的巩固练习。
并引导学生分角色表演队The Monkees的采访。
而作业的设计则是根据提示完成写作任务“Music”。
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。
2．运用新课标提倡的任务型教学途径
《普通高中英语课程标准（实验稿）》提倡中学英语教学应“尽量采用任务型的教学途径”的要求。
任务型语言教学强调采用具有明确目标的“任务”来帮助语言学习者更主动地学习和运用语言。
因此，在此教学设计中，围绕文章设计了多种活动，如进行社会调查以了解不同的音乐类型在不同人群中受喜爱的情况；搜集The Monkees乐队信息；对搜集到的信息进行整理，制作成课件展示；阅读课文，找出主题句，查找细节信息等，重点在于以自主合作等多种形式，让学生参与、体验、实践，从中品味在活动中的乐趣，培养良好的学习习惯，
发展自主学习和合作，提高交际和综合运用能力，并真正获得语言运用的成功乐趣。
3．实施小组合作学习
小组合作学习不仅能让学生了解对方的观点，而且让他们学号表达自己的观点，并在此基础上学号讨论问题的要领和方法。
根据教学内容的特点，在课堂中设计了多个合作学习的机会，如三人或四人一组再现采访The Monkees的情景；两人一组回顾乐队的发展历程，选择最适合The Monkees的形容词；以及全班参与，分组讨论音乐重要性的问题等。
这些合作学习的机会培养了学生团体的合作和竞争意识，发展了交往与审美的能力，促进学生间的情感交流与互帮互学。
尽管周密计划、精心设计了这堂课，但还是遗憾多多。
自己在英语课堂用语上不是特别严谨，存在着较多个人习惯性的用语，说话的语速不够平稳，这点需要在以后的教学过程改正。
今后的教学中，我还要多听课，多钻研教材，多了解学生，努力学习，不断完善自己。