高中英语必修二unit5music教学设计方案
高中英语人教版必修2Unit 5 Music教学设计
Unit 5 Music 教学案Part One: Teaching Design (第一部分：教学设计)Period 1: A sample lesson plan for reading(THE BAND THAT WASN’T)Aims◆To learn to talk about kinds of music◆To learn to read about bands◆To study The Attributive Clause (in/ for/ with/ by＋which/ whom)◆To learn to write an e-mailProceduresI. Warming upWarming up by describingGood morning，class. Today we are going to talk about an interesting topic --- music. As we know，music is a kind of art of making pleasing combinations of sounds in rhythm，harmony and counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work，which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music？Can you tell about different kinds of music？Now turn to page 33，look at the pictures，read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.Warming up by discussingHi，everyone. Do you like music？How much do you know about music？Can you tell about the different kinds of music？Please turn to page 33. Look at the pictures. Let’s listen to some music. Let’s see if you can guess which music matches with which picture.Classical music Country music Rock ‘n’ RollRap Orchestra Folk music 、Yes，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 referen ce: 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”？For referenc e: “The Monkees” is a band that was first popular in the 1960s in America.Unlike most bands of the time，the Monkees were not formed by its members but rather by TV producers. They were a fictional band in the TV show of the same name. The band was composed of Mike Nesmith，Mickey Dolenz，Davy Jones，and Peter Tork. All themembers had some musical experience. Let’s come to the reading --- The Band That Wasn’t and find more about them.III. Reading1.Reading aloud to the recordingNow please listen a nd read aloud to the recording of the text THE BAND THAT WASN’T. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice，too.2.Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Collocations from THE BAND THAT WASN’Tdream of doing ，at a concert ，with sb. clapping and enjoying …，sing karaoke ，be honest with oneself，get to form a band，high school students，practice one’s music，play to passers-by，in the subway，earn some extra money，begin as a TV show，play jokes on…，be based loosely on…，the TV organizers，make good music，put an advertisement in a newspaper，look for rock musicians，pretend to do sth.，the attractive performances，be copied by…，support them fiercely，become more serious about…，play their own instruments，produce one’s own records，start touring，break up，in the mid-1980s，a celebration of one’s time as a real band3.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.1st paragraph: How do people get to form a band？2nd paragraph: Most musicians meet and form a band.3rd paragraph: One band started as a TV show.4th paragraph: “The Monkees” became even more popular than “The Beatles”.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 ？ MembersHigh school studentsReasonsThey like to write and play music. PlacesThey practice their music in someone’s home. FormsThey may play to passers-by in the street or subway. Results They can earn some extra money. They may also have a chance todream of becoming famous.How was The Monkees formed and became a real band ？The Monkees in 1968 (left to right): Micky Dolenz ，Peter Tork ， Mike Nesmith & Davy Jonesbeginningof thebandIt began as a TV show. styleof the performanceThey played jokes on each other as well as played music. firstmusic and jokesMost of them were based loosely on the band called “The Beatles”. development of theband They became more serious about their work and started to play their own instruments and write their own songs like a realband. They produced their own records and started touring andplaying their own music.changes of the band The band broke up in about 1970， but reunited in themid-1980s. They produced a new record in 1996， which was acelebration of their 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 organizer s 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 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.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: A sample lesson plan for Learning about Language(The Attributive Clause (in/ for/ with/ by＋which/ whom).AimsTo help students learn about the Attributive Clause with a preposition in front.To help students discover and learn to use some useful words and expressions.To help students discover and learn to use some useful structures.ProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 35 and do exercises No. 1，2 and 3 first. Check your answers against your classmates’.II. Learning about grammar1.Reading and thinkingTurn to page 34 and r ead with me the text of THE BAND THAT WASN’t. As you read on，pay attention to The Attributive Clause (in/ for/ with/ by＋which/ whom)，that is，the attributive clauses with a preposition ahead of the relative pronoun shown in the sentences.For reference: 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 ins truments and write their own songs like a real band.2.Doing exercises No. 1 and 2 on page 35Turn to page 34. Look at the two sentences:The musicians of whom the band was formed played jokes on each other as well as played music.However，after a year or so in which they became more serious about their work，“The Monkees” started to play their own instruments and write their own songs like a real band.Pay attention to the structure: preposition + relative pronoun. Usually only two relative pronouns --- which and whom--- can be used in the Attributive Clause，with a preposition put before the clause. That can’t be used. Look at the screen. Here are more examples on this kind of structure.1.This is the reason for which he left his hometown. (=why)2.I’ll never forget the day on which we stayed together. (=when)3.This is the girl from whom I learned the news.4.The person to whom I spoke just now is the manager that I told you about.5.I’ll show y ou a store in which you may buy all that you need.(=where)6.I don’t like the way in which you laughed at her.(=that)Now go on to do Exercise No. 2 on page 36，that is，to sort out the sentences.III. Ready used materials for The Attributive Clause (in/ for/ with/ by＋which/ whom)In formal styles we often put a preposition before the relative pronouns which and whom: ∙The rate at which a material heats up depends on its chemical composition.∙In the novel by Peters，on which the film is based，the main character is a teenager.∙An actor with whom Gelson had previously worked contacted him about the role.∙Her many friends，among whom I like to be considered，gave her encouragement.Notice that after a preposition you can’t use who in place of whom，and you can’t use that or zero relative pronoun either:∙Is it right that politicians should make important decisions without consulting the public to whom they are accountable？(not --- the public to who they are accountable.) ∙The valley in which the town lies is heavily polluted. (not --- The valley in that the town...) ∙Arnold tried to gauge the speed at which they were traveling. (not --- the speed at they were traveling.)In informal English we usually put the preposition at the end in attributive clauses rather than at the beginning:∙The office which Graham led the way to was filled with books.∙Jim’s footballing ability，which he was noted for，had been encouraged by his parents.∙The playground wasn’t used by those children who it was built for.In this case we prefer who rather than whom (although whom is used in formal contexts). In restrictive attributive clauses we can also use that or zero relative pronoun instead of who or which (e.g. ...the children (that) it was built for).If the verb in attributive clauses is a two-or-three-word verb (e.g. come across，fill in，go through，look after，look up to，put up with，take on) we don’t usually put the preposition at the beginning:∙Your essay is on e of those (which/that) I’ll go through tomorrow. (rather than...throughwhich 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 c an’t u se 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.Key for reference:1.They climbed up to the top of a large rock，from which they got a good view.2. I would like to thank my tutor，without whom I would never have finished the work.3. She has now moved back to the house on Long Island，in which she was born.4. The star is to be named after Patrick Jenks，by whom it was discovered.S. This is the ball. Dennis scored three goals in the final.6. He is now able to beat his father，from whom he learned how to play chess.7. The book is enjoyed by adults as well as children，about whom it was primarilywritten.8. There are still many things in our solar system，about which we know nothing.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. Usepreposition + which or preposition + whose，as appropriate. (B)I. Tom Sims，whose car the weapons were found in，has been arrested. Torn Sims，in whose car the weapons were found，has been arrested.2. Tom Ham，whose novel the TV series is based on，will appear in the first episode.3. Dr Jackson owns the castle whose grounds the main road passes through.4. Tessa Parsons is now managing director of Simons，the company that she was once a secretary in.5. Allowing the weapons to be sold is an action that the Government should be ashamed of.6. The dragonfly is an insect that we know very little of.Period 3: A sample lesson plan for Using LanguageAimsTo read the s tory about Freddy and then enjoy and understand Beatles’ songs.To use the language by reading，listening，speaking and writing.ProceduresI. Warming up by listening and writingTurn to page 37 and read these sentences before listening to the tape. Then listen to the tape and decide true or false.II. Guided reading1. Reading and translatingRead more about F reddy’s life and translate it into Chinese paragraph by paragraph.2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Collocations from Freddy’s lifebecome famous，visit Britain on a tour，wait for hours to get tickets for the concerts，be confident，enjoy singing and all the congratulations，the most exciting experience，sing in a TV program called “Top of the Pops，wear an expensive suit，give a performance to a TV camera，go wrong，not go out without being followed everywhere，wear sunglasses，hide in railway stations，one’s personal life，become too painful for sb.，pack one’ s bags3. Doing exercisesNow you are going to do exercises No. 3，4 and 5 on page 38 following the article.Ex3: Here are the incorrect sentences which should be crossed out.1. Freddy and his band always loved being pop stars.2. His favorite program was “Top of the Pops”.3. Things went wrong because Freddy and his band hid themselves.4. They realized they had to go because they were painful.Exercise 4 Answer these questions:1. This is an open question by which students are asked about their opinions.Answers may vary.2. Answers may vary but there is information in the reading passage that may include:--- becoming rich；--- doing a job you want to do；--- having many fans；--- people enjoying your music.3. Answers may vary but information may include:--- peaceful and quiet；--- a private life away from crowds；--- a personal life which others do not discuss.Exercise 5: The main idea is No. 3. This is a story about a band that became famous and did not like it. Only No. 3 best summarizes the main idea，while all the others reflect just part of the main idea. At first，Freddy and his band wanted to be famous，but when he became famous，they were always being followed wherever they went，which they found painful.III. Guided writing1.Writing a letter for advicePlease turn to page 38 writing. Let’s read the instructions.You and your friends want to start your own band. However，you have never played ina band before. You write an e-mail to Freddy for his advice. The e-mail is started for you，but you have to finish it.You’d bett er 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.Writing tips:1. In groups discuss some questions you would like to ask Freddy.2. Make a list of them and choose the best questions.3. Share your ideas with another pair；discuss all questions and then decide whichones you want to ask Freddy.4. Use each question to start a new paragraph.5. Write your question first；then add extra information to show Freddy why youneed help.6. Finish the letter politely and thank Freddy for his help.2.Reading Freddy’s replyLet’s read Freddy’s reply and answer the questions:--- How was Freddy’s band formed？--- What advice does Freddy give？3.Writing a note and a paragraphPlease turn to page 74. Now in pairs you are going to decide on the best way to tell a foreign friend about one kind of Chinese folk music. What do you think they need to know before they can enjoy it？Why do you like it？Who are your favorite singers？Discuss it with your partner and write notes to remind you of your most important ideas. 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.How do people form a bandMembersReasonsPlacesFormsResultsClosing down by describing a bandTo end this period，I am going to have two of you to describe to the class a band whom you appreciates. Who’d like to speak first？Part Two: Teaching Resources (第二部分：教学资源)Section 1: A text structure analysis of THE BAND THAT WASN’TI. Type of writing and summary of the ideaType of writing This is a piece of narrative writing.Main idea of the passage The band The Monkees was formed in quite adifferent way. It started as a TV show，with musiciansplayed jokes on each other as well as played music，based loosely on the band called The Beatles. As timewent on，their attractive performances gained fiercelysupport from their fans. With their own particular style ofperforming their band at last became very popular in theUSA.Topic sentence of 1st paragraphHave you ever wanted to be a famous singer or musician？Topic sentence of 2nd paragraphMost musicians meet and form a band because they like to play music.Topic sentence of 3rd paragraphHowever，there was one band that started in a different way.Top sentence of 4th paragraphTheir attractive performances were copied by other groups and their fans supported them fiercely.II. A tree diagramIII. A retold passage of the text1. A possible version:Being a famous singer or musician may be the dream of many people. Becoming a member of a band may help you realize the dream. But just how can people form a band ？Most musicians often meet and form a band for they are congenial with each other. High school students may also form a band to practice music together or sometimes play in the street to passers-by to earn some extra money ， which is also a chance to realize their dreams of becoming famous.However ， There was a band which was started in quite a different way. The musicians of whom the band was formed played jokes on each other and played music ， loosely based on the Beatles. Their exciting performances were copied by other groups and were fiercely supported by their fans. That band was The Monkees. After a year or so ， The Monkees became more serious of their work ， playing their own instruments and writing their own music. Though it broke up in 1970， it reunited in the mid-1980s and is still popular today.Section 2: Background information on music ， musicians and the band The MonkeesI. Different types of music:Folk music Dreaming of being a famous musician or singer.How musicians form bands. How The Monkees got their start. How The Monkees became serious about the music business.It 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 impor tant 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 Austr ian composer and is known as “the father of the symphony”. Other composers had written symphonies before Haydn，but he changed the symphony into a long piece for a large orchestra.He was born in a village in Austria，the son of a peasant. He had a beautiful singing voice. After studying music in Vienna，Haydn went to work at the court of a prince in eastern Austria，where he became director of music. Having worked there for 30 years，Haydn moved to London，where he was very successful.Wolfgang Amadeus Mozart (1756-1791)was a composer，possibly the greatest musical genius of all time. He only lived 35 years and he composed more than 600 pieces of music.Mozart was born in Salzburg，Austria. His father Leopold was a musician and orchestra conductor. Wolfgang had musical talent from a very early age. He learned to play the harpsichord in a concert for the Empress of Austria.By the time he was 14，Mozart had composed many pieces for the harpsichord，piano and violin，as well as for orchestras. While he was still a teenager，Mozart was already a big star and toured Europe giving concerts. Haydn met Mozart in 1781 and was very impressed with him. “He is the greatest composer the world has known，” he said. The two were friends until Mozart’s death in 1791.Ludwig van Beethoven (1770-1827)was born in Bonn，Germany. He showed musical talent when he was very young，and learned to play the violin and piano from his father，who was a singer. Mozart met Beethoven and was impressed by him. “He will give something wonde rful 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 pe ople 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 LosAngeles，California and disbanded in 1970. At their peak they were one of the most popular musical acts of their time.Several reunions of the original lineup have taken place. The first reunion lasted from 1986 to 1989，and a second regrouping took place between 1996-1997. The Monkees last worked together for a brief period in 2001.Section 3: Words and expressions from Unit 5 THE BAND THAT WASN’TI. Words for Readingclassicaladj. (of music)put together and arranged(composed) with serious artistic intentions；having an attraction that lasts over a long period of time(as opposed to popular or folk music)(音乐)古典的Bach and Beethoven wrote classical music. the classical music of India/ the classical symphonyrollvt.&vi. 1. to (cause to) move along by turning over and over(使)滚动We rolled the barrels of oil onto the ship. Tears were rolling down her cheeks. 2. to move steadily and smoothly along(as) on wheels(车轮)滚动；转动The train rolled slowly into the station. The waves rolled over the sand. 3. (of a ship)to swing from side to side with the movement of the waves摇摆；摇晃The ship rolled so heavily that we were all sick.4. keep the ball rolling: to keep things active and moving(使事情，工作等)继续进行下去；不松懈5. set the ball rolling: to be the first to do something，hoping that others will follow带动；带头(希望他人跟随)I’ll sing a song first，just to set the ball rolling.folkadj. of，connected with，or being music or any other art that has grown up among working and/or country people as an important part of their way of living and belongs to a particular area，trade，etc.，or that has been made in modern times as a copy of this(音乐；艺术)民间的；民俗的folk music/ folk songs/ Chinese folk art/ give a folk concert/a folk singerjazz n.爵士音乐traditional jazz/ modern jazz/ jazz music/ a jazz bandmusician n.音乐家a fine musiciandreamn. 1. a group of thoughts，images，or feelings experienced during sleep梦2. sth. imaged，。
必修二第五单元music教案
必修二第五单元music教案1.教学目标：1.1知识与技能：学生能听懂并使用表示音乐的词汇;能较准确地描述音乐类型和文化背景;能就音乐审美主张表达个人观点。
1.2过程与方法：采用启发式教学法，引导学生自主思考;采用听、说、读、写、演等多种教学方法进行教学;通过讨论、演示等方式加深学生对音乐的理解。
1.3情感态度价值观：培养学生对音乐的热爱、感受音乐的美感;引导学生客观、理性地审美，培养学生应该有自己的审美观。
2.教学重点难点2.1掌握有关音乐类型和文化背景的表达方法，学会语言交际。
2.2提高学生的跨文化交际能力。
3.教学过程3.1暖身环节引入下文主题，可以与学生分享一首他们喜欢的音乐，介绍歌曲类型、文化背景和演唱者等。
3.2输入环节通过展示视频和图片等方式来主题音乐的类型和背景等（例如摇滚乐、传统音乐、爵士乐等等），学生通过观看背景图和听取音乐鉴别不同的音乐类型。
然后与学生讨论各种类型音乐和文化背景的关系，并竣工讨论。
3.3实践与运用进行一个小组作业，让学生组成3-4人的小组，选择一个音乐类型并作一份10分钟的介绍PPT。
输出点：档次的文件，图片和美术创意等。
这样，学生可以进一步分析和交流有关音乐类型和文化背景方面的细节，培养同伴间的合作与学习对话能力。
3.4综合评价在教学的最后，通过口头交流的方式，让学生跨组交流彼此的发现和体会。
对小组和个人表现进行评价和点评，以便针对学生的不同表现安排合适评分标准（例如，个人发言时间、贡献度、团队沟通交流等）。
4.教学评价4.1教学效果评价：通过测试和小练习考察学生对不同音乐类型和文化背景的理解掌握情况。
4.2教学过程评价：检视和总结教学过程中学生的参与度和互动情况，以提高今后的教学质量和效果。
4.3教学方法与手段评价：评估启发式教学法等多种教学方法和手段的使用情况，以便今后的教学设计和改进。
5.教学反思在这一单元教学过程中，尤其是在小组讨论环节，教师具体指导学生进行互动和讨论，以增加学生的积极性和参与度。
人教版高中英语必修二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Analysis of the materials：该板块的活动主题为“表达情感和描述情境”（Express feelings and describe situations）。
即使在语法部分，教科书也呈现了丰富的语境，即在本单元的音乐主题语境下，学生学习非谓语动词过去分词的用法，理解过去分词短语作表语和作状语的功能。
Analysis of the students：【What they have known】1. Students have learned and experienced different forms of music in previous lessons, so they are familiar with the theme and the topic;2. Students have mastered past participles as the attribute and the object complement in Unit 4, so they already have a good command of the form of past participle.【What they haven’t known】1. Students aren’t clear with past participles as the predicative and the adverbial;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。
高中英语人教版必修2Unit 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。
人教版高中英语必修2《Unit5Music》教案
人教版高中英语必修2《Unit5Music》教案人教版高中英语必修2《Unit 5 Music》教案【一】教学准备教学目标1.知识目标： 1)Students should learn some useful words and phrases: musician, clap, passer-by, form, extra, earn, advertisement, 2 attractive, instrument, loosely, actor dream of, be honest with, play jokes on, or so, break up. 3)Students should understand the general idea of the passage2.语言能力目标：1)Develop the Ss’skills of skimming, scanning and careful reading. 2) Train the Ss to find the key words and the topic sentences. 3)Encourage the Ssto guess the new words according the reading.3.情感态度与文化意识目标：1)Encourage the Ss to share the different kinds of music. 2)Improve the cooperation and share among the students.教学重难点1、教学重点：a.To understudend the passage better b.To find the main idea of each paragraph2、教学难点：a.Master the reading ability b.Develop the skills of reading教学过程教学设计本节课共45分钟，具体教学步骤如下：Step I Leading-in播放一段小视频，内容为歌曲 If you are happy的英文版本，通过介绍演唱乐队twins引出本单元话题。
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教案-高一英语人教版必修第二册
Unit 5 MusicReading and Thinking 教学设计1、能根据上下文和构词法推断理解生词的含义2、能理解各句子之间的逻辑关系3、能找出文章的主题，理解文章内容4、能根据不同的阅读目的运用简单的阅读策略获取信息This lesson is selected from the Reading section of Music, Unit 5, Compulsory High School English, Human Education Edition. The central topic of this lesson is music, music genres, and bands. The author first introduces the formation of a band and then describes the band's unusual growth from a fake band to a real one. Through the study of this article, students will understand the charm of band music and the process of fame, and summarize the factors of success of the band. In the teaching process, the teacher should let the students summarize the development of the band and the differences between it and other bands, guide the students to discuss the elements of the success of the band, and further guide the students to think about how to use its success in their own study and daily life.High students' English learning is still in the high cohesion in the early stage, influenced by the interest in learning.The content of this article is very strange and the band is an old band involved in the last century . For students it’s too far away for a long time.They are unfamiliar with it. So, at the time of import you should choose red band to stimulate students' enthusiasm. Then arouse the learning interest of this lesson content.Unit 5 Music--The virtual choir Reading and Thinking 教学设计To learn about experiencing music online.To scan and circle the information in the text.To find the numbers and dates to fill in the timeline.To learn more about music by completing the sentences with the correct forms of thephrases.Andphrases.And then make a mind map about the outline of the passage.To know the music about different choirs and improve the quality of music.1.To guide students to pay attention to reading strategies,such as prediction,self-questioning and scanning.2.To help students sort out the main meaning of each paragraph and understand the narrative characteristics of "timeline”in illustrative style.3.To lead students to understand the changes that have been caused by the Internet.Cooperative learning1.Search the Internet to get more information about the virtual choir.2.Write a summary about the music refer to the virtual choir.Unit 5 Music-The virtual choirReading and ThinkingThe main idea:paragraph1：the definition (what)--definition and significance paragraph2:the founder(who)--Eric Whit acre paragraph3:the creation(how) paragraph4:the developmentparagraph5:the influence(what)--a wonderful way and a better placeBook 2 Unit 5 MusicDiscover useful structures 教学设计《英语课程标准》对于语法的要求：高中阶段英语语法知识的学习是义务教育阶段语法学习的延伸和继续，应在更加丰富的语境中通过各种英语学习和实践活动进一步巩固和恰当运用义务教育阶段所学的语法知识，学会在语境中理解和运用新的语法知识，进一步发展英语语法意识。
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。
高中英语必修2 Unit 5 Music 教学设计
高中英语必修2 Unit 5 Music 教学设计一、Teaching ContentWarming Up and Pre-reading二、Teaching Aims(一) Knowledge Aims: To know of the different kinds of music, Rock’n’Roll, Classical music, Orchestra, Rap, Folk music, Jazz, Country music, and Choral; to know the definition of music band and several music bans.(二) Skills Aims:Ss can express their ideas clearly(三) Affection Aims:To build up Ss ability of appreciating music and getting the knowledge of music.三、Key and Difficult Points:(一) Key Points: thedefinition of music band; the different kinds of music(二) Difficult Point: to lead students get into the topic of this unit.四、Teaching Method and Aids(一) Teaching Methods: Question-and-answer activity; Pair work and group work to make the students work in class.（二）Teaching Aids: PPT；Pictures五、Teaching ProceduresStep1 Greeting (the teacher and students greet each other as usual)Step2 Lead-inThe teacher gives the title “Unit 5” and ask student to speak out the topic of this unit “music”.Step3 Discussion1. Students are asked to discuss the following questions:Do you like music? Why?How does music make you feel?What kind of music do you know?2. The teacher asks some students to share their ideas about these questions.Step4 Listen and Guess1. The teacher plays some music and let students to guess which kinds of music they are. Then the teacher will give the correct answers and the relative introduction to this kind.2. The teacher will ask some students the following questions:What kind of music do you like? Chinese or Western, classical or modern?Why?Step5 Recognize music band1. The teacher will show several picture of different music bands to students, and the students are asked to speak out the names of each band.2. Student are asked to try to definite “ music band”.Step6 Homework1.Look through the Internet, find some information about TheBeatles and The Monkees.2. Look at the title and pictures in the passage, according to what information you get from the Internet, predict what is it about. Next class, we will check if your guess is right.。
高中英语人教版必修2 Unit5 Music 完整教案
适用学科 英语
适用年级
高三
适用区域 全国
课时时长（分钟） 60
知识点
名词辨析；动词辨析；形容词辨析；副词辨析； 动词短语辨析；完成句子；句子翻译
教学目标
知识： 1.快速复习掌握本单元词汇。 2.快速扩词汇量。
方法： 1.老师和学生一起翻译短文并从中找出自己不认识的词汇。 2.学生将不认识的词汇整理到笔记本上，并默写出所整理的词汇的汉语意思。
二、复习预习
1）The important words in this passage:
1 dinosaur ____________
9 rub ________________
2 wildlife____________
10 certain ____________
3 disappear____________
【答案】 1 灭绝 2 一次意外的事件 3 在危险中 4 对......有害 5 例如 6 以至于 7 安全的保护区 8 毫不留情 9 沙尘暴 10 形成
11 保护 12 根据 13 当地的农民 14 抓昆虫 15 突然大笑 16 自然平衡 17 关注，注意 18 野生物保护 19 和平地ughter _________ 16 the natural balance ________ 17 pay attention to ___________ 18 wildlife protection ________ 19 in peace ________________ 20 in relief_________________
8 without mercy ____________ 9 dust storms _______________ 10 come into being __________ 11protect ... from __________ 12 according to ____________ 13 local farmers____________ 14 catch the insects _________
高一高中英语必修二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[课时分配]：1课时学习内容学生活动教师活动熟悉常见音乐形式①阐述自己最喜爱的音乐类型及理由②听音乐、感受音乐风格。
①提问：让一些学生阐述自己最喜爱的音乐类型及理由。
②播放一些为大众所熟悉的音乐形式，包括摇滚乐、爵士、乡村音乐等。
门基乐队介绍掌握课文①列举对门基乐队的了解情况。
②了解乐队形成过程及门基乐队。
①让播放门基乐队的《I'm a believer》。
②向学生介绍一个乐队是如何形成的及门基乐队的特殊经历。
①带着问题阅读。
②回答阅读前老师提出的问题并简单复述课文。
③学习课文重点，并在老师的带领下进行口头练习①在黑板上列出两个问题How was themonkees formed? Why did theybecome popular?②板书本课涉及的重点词汇、词组及句型。
重点讲解重要词汇、词组、句型的运用，引导学生进行口头练习。
①掌握定语从句的用法。
②学习总结归纳。
①引导学生主动去发现，总结并归纳由介词+which / whom 引导的定语从句的用法。
②系统总结定语从句知识点。
复习定语从句小组练习①回答问题、实际运用所学。
高中英语Unit5Music教案新人教版必修2
高中英语Unit5Music教案新人教版必修2Unit5 Music课标分析1．语言知识目标：1)学会使用课标要求的次回合习惯用语或固定搭配，学生能够正确读写及运用重点单词和词组2)使用适当的语言形式描述事物、简单地表达观点、态度或情感，学生能够认出并运用介词＋which/whom 的定语从句的语法。
2．语言技能目标：1)能理解文章主旨和作者意图。
能通过上下文客服生词困难，理解语篇意义。
2)强化略读、查读等阅读技能，训练通过寻找关键词，主题句等方式更快速并准确地确定文章的段落大意，理清文章的总体框架与脉络。
3)继续运用已经掌握的基本猜词技巧猜测文章中的部分单词。
4）能在小组讨论后用英语表达出乐队的形成过程。
3．情感态度与文化意识目标：1）了解各种音乐形式，了解The Monkees组合的发展历程，接触不同地区的音乐，深化对音乐的认识，提高音乐素养。
2）在小组合作互动中，增强学生的团队合作精神与分享意识。
3）能通过对门基儿乐队的学习。
初步了解英语国家的文学家、艺术家、科学家等成就、贡献等。
4.学习策略1）.通过网络搜寻、查阅图书等手段探究与音乐有关的文化背景，增强迅速获取信息、处理信息的能力；在查找The Monkees的相关信息的过程中整合网络信息的资源利用策略。
2）.通过小组讨论分析问题、探讨阅读技巧、根据阅读策略和技巧来获取音乐的信息，从而读懂懂文章的大意和重要细节；培养在小组合作学习和自主探究学习中成长的调控策略。
教材分析本单元“Music”是高中英语教材中与英语学习相关的一重要话题，也是新课标文化意识的一个重要组成部分。
“阅读”部分主要介绍了门基乐队的成长过程。
文章先介绍了一个乐队形成的通常过程：在课堂设计中先通过视频导入，然后通过快速阅读让学生了解文章主旨大意，锻炼学生的快速提取信息能力。
然后再进行细节阅读，以前两段为一个整体，来设置问题。
锻炼学生对细节信息的定位能力。
在第三、四段又描述了一支有特殊成长经历的门基乐队，一次失败的电视选秀，一支流行乐队的诞生。
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。
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老师将有用的词汇和句式制作在一张比较大的纸上，贴在黑板的中央，让学生运用这些词汇进行讨论，此环节的设置紧扣上面，帮助学生进行表达，加强对词汇和句式的运用。
3、让一些同学阐述自己对音乐的看发，表达自己对某种音乐的感受。
3.根据高一学生好奇心强，求知欲旺盛的心理特征和思维特点，主要的学法指导是：小组合作法，课堂讨论法，归纳法
4.授之以鱼不如授之以渔，让学生掌握获取新知识的过程和方法尤为重要。
三、知识与技能
1.学习一些相关的单词、短语和句式,特别是关于音乐种类的词汇和表达对音乐感受的词。比如：动词prefer,feel,enjoy,appreciate,find.calm,形容词relaxed,sleepy,cheerful,energetic,lively。能用英语表达建议、偏好和爱好。
教学活动5
五、课后活动和作业
课后活动：同学之间谈论一下各自喜欢的音乐，可以各自为对方展示一段音乐。课后作业：写一篇小作文。内容是关于你喜欢的一个音乐人。可以从喜欢他或她的原因，小故事，或者经历写起。写完后，同学之间互相修改，互相提高。
高中生思想逐渐成熟，对美的追求和对成功的渴望也越来越强烈，因此课堂中除了关注语言知识学习和语言技能训练外,更应该注重其内心的理解和个人对事物的看法。
教学目标
一、情感态度与价值观
1.熟悉各种音乐形式，了解音乐在人们生活中的重要性，提高音乐修养
2.从谈论“音乐人的成功”入手使学生了解到做什么事都需要付出艰辛的努力。所谓“台上一分钟，台下十年功”，深化学生的德育教育，进一步激发学生学习的动力。
2.学生熟悉掌握不同的音乐类型。学会灵活运用课文中的句式，自如的表达自己对音乐的理解和感受，并且从更深一层上去把握不同音乐所表达的不同意义。
教学重点、难点
1.新课标要求在语言教学的同时必须能够深化学生的德育教育。因此，如何调动学生的积极性，使学生理解成功来之不易本课的重点之一。在教学过程中教师利用多媒体视频介绍音乐人经过多年的准备和磨练终于取的成功的例子启发学生思考自己的人生：要想拥有美好的人生，现在就要做好准备。然后让学生谈论现在我们可以做些什么样的准备，如何努力追逐中间的梦想。
2.由于这一课的内容非常多样化，要求学生必须通过视觉和听觉对不同音乐类型进行辨别，认识不同的音乐类型，并且可以表达自己对不同音乐形式的感受。这一课的难点有一个：如何让学生开口用他们学到的知识来谈论音乐以及相关的知识这是对学生语言表达能力的一种检测。而我们现在的高中学生平时缺少的就是这种口头的语言操练。因此在这一堂课的教学过程教师利用学生感兴趣的热门话题激发学生表达的欲望，将有利于更进一步地提高课堂教学的有效性，符合了教学要以学生发展为中心的理念，同时这也是德育教育的渗透。
2、借助多媒体播放不同形式的音乐，要求学生听音配图猜出不同的音乐形式（Listen to the different kinds of music on the tape. Guess which music matches which picture.）。使学生从听觉上感受音乐的美妙。引导学生了解和熟悉各种音乐形式，激发学生兴趣。
Unit 5 Music教学活动过程描述
教学活动1
一、导入新课
首先我采用头脑风暴法，学生熟悉的话题“What kinds of music do you know?”，要求学生尽可能多地说出自己所知道的音乐形式，活跃课堂气氛。
教学活动2
二、视听说结合法。
1、在黑板上贴上几种音乐类型的图片，让学生猜出那种音乐符合那张图片，正确的做出判断。并且认识各种音乐的演奏乐器好演奏形式。使学生从视觉上认识各种音乐类型。
3.通过开展小组活动，指导学生积极与人合作，相互学习，相互帮助，培养其团队精神。
二、过程与方法
1.学生在一定程度上形成自主学习，利用所教句型和所学知识积极与同学进行真实交流，提高交际策略，培养学生的英语思维表达能力。
2.为更好地发挥教师的主导作用和学生的主体地位，突出重点，突破难点，我主要采用以下教学方法：任务教学法，合作式教学法，师生互动教学
高中英语必修二unit5 music教学设计方案
山西省应县一中王海波
课题名称
高中英语必修二unit5 music
科 目
英语
年级
高一
教学时间
2012.4
学习者分析
本单元的话题是Music，它是中学生日常生活中比较感兴趣的话题之一。它中心话题是“音乐”和“音乐类型”，单元的各项活动的设计都是围绕着以音乐类型和不同音乐对人的影响展开的。而对于音乐和音乐家，这种学生感兴趣的话题、与切身相关的情节，很容易就会引起学生们的极大兴趣，因此他们学习的参与性和积极性也会较高。在引导学生阅读前，让学生对不同种类的音乐的英文说法加以熟悉和理解，开阔的学生的视野。而在阅读后，结合现在学生中普遍存在的“选秀热”这一热点问题，引发学生的反思。
4、老师对讨论进行小结，点评一下学生的表述，并且表述自己对音乐的看法
教学活动4
四、小组游戏
1、让8个学生两两组合，分成四组，老师发给一组中一张图片，学生的图片不能互相看，然后由拿图片的学生运用已有的知识对自己的图片进行描述，而这一组中的另一个学生猜测是那一种音乐。老师在一旁对各组进行时间计算。
2、老师做裁判，看那一组猜的时间最少，那一组就是优胜组。老师就将图片奖励给那一组。
教学活动3
三、新词ห้องสมุดไป่ตู้习和课堂讨论
1、学习一些与课文有关的单词和短语，特别是一些表达喜好和感受的词汇。比如：prefer enjoy appreciate及他们相关的句式。
2、进行课堂讨论。
让学生以四个人为一个小组，给出两个问题：
1）.what kind of music do you like best ?