必修二unit5Music教学设计

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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。

（完整版）人教新课标高一英语必修二Unit5Music教学设计

（完整版）人教新课标高一英语必修二Unit5Music教学设计Unit 5 MusicPeriod 1 Warming up & ReadingTeacher : Han WeiTeaching aimsKnowledge aims:1.Get students learn the useful new words and expressions in this part: roll.folk, jazz,musician,pretend,attach, form, passer-by, earn, extra, instrument, performance, pub, cash, studio, millionaire, actor, rely, broadcast,humorous, familiar, attractive, dream of, to be honest, attach...to... , in cash, play jokes on, rely on, get familiar with, or so, break up2.Let students learn about different types of music.Ability aims:1.Enable students to learn to talk about different kinds of music.2.Develop students' reading ability by learning to read about bands and let them learn different reading skills.Emotional aims:1.Arouse students' great interest in music.2.Develop students' sense of cooperative learning.Teaching Important Points:1.Let students learn more about different kinds of music.2.Get students to learn different reading,listening and speaking skills. Teaching Difficult Points:1.Develop students' reading ability.2.Enable students to learn to enjoy different kinds of music.Teaching Methods:1.Task-based teaching and learning2.Listening and practicing3.DiscussionTeaching aids:MediaTeaching proceduresStep 1 Warming upWarming up by watching videos1. Ask students the following questions:What kind of music it is?How much do you know about music?Can you tell us about the different kinds of music?2. Let students have a brainstorm.Divide students into two groups to talk about the different kinds of music and have a competition.3.Ask students to look at pictures on the screen and listen to different kinds ofmusic on the tape. See if they can guess which music matches with which picture.Step 2 Pre-reading1.Ask students to answer the question:Have you heard about any of the famous bands/groups in the world? List some if you have.2. Play the tape and let students listen to some pieces of music from different bands. Then ask them :Which band do you like best? (Show some pictures of some famous bands to the students.)3. Talk about "the Monkees" with the students.Do you know anything about "The Monkees " ?Step 3 Fast reading1. Reading the passage quickly and tell us what the passageis about.2. Try to find out the main idea of each paragraph.Para. 1. Dreaming of being a famous musician or singer.Para. 2. How musicians form bands.Para. 3. How the Monkees got their start.Para. 4. How Monkees become serious about the music business.Step 4 Careful readingRead the passage carefully and finish the following tasks:Task 1. Do the exercise True or 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 lively and who could make good music.3.Each week the group that was called “The Beatles”would play a song or two written by other musician.4.Though the band pretended to sing at first, were popular with the fans.5.“The Monkees” broke up in about 1960, but reunited in 1980.Task 2. Which is the correct order of the growing of the Monkees?1.They started to play their own instruments and write their own music.2. They played songs written by other musicians.3. They produced a new record to celebrate their time as a band.4. The band broke up about 1970.A. 1→4→3→2B. 1→2→4→3C. 2→3→4→1D. 2→1→4→3 Task 3. Choose the adjectives that you think best describe "The Monkees".Give your reasons.Popular lively funny foolish brave crazy classical rich honest attractive famous determinedStep 5 Watch a video and sing the song together.Step 6Evaluation with encouraging words.Step 7 HomeworkRead the reading passage again and try to retell the passage The Band That Wasn't.。

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。

人教版高一英语必修二《Unit5 Music》说课稿

人教版高一英语必修二《Unit5 Music》说课稿一、教材背景《Unit5 Music》是人教版高一必修二的一篇教材内容，主要围绕音乐这一主题展开。

通过学习本单元，可以帮助学生了解音乐在不同文化中的作用和影响，并培养学生的音乐欣赏能力、口语交际能力和阅读能力。

二、教学目标1. 知识目标•学习并掌握本单元的核心词汇和短语，如composer、genre、instrument等；•理解和掌握本单元的重点短语和句型，如能够运用“Where was he/she born?”、“What kind of music do you like?”等进行口语表达；•了解英语国家和中国的音乐文化差异。

2. 能力目标•培养学生的口语交际能力，能够用正确的语法和词汇表达自己的音乐喜好和观点；•培养学生的阅读理解能力，能够阅读并理解关于音乐的文章；•培养学生的听力理解能力，能够听懂关于音乐的对话和讲述。

3. 情感目标•帮助学生发展对音乐的兴趣和热爱；•培养学生欣赏不同风格音乐的能力，增强跨文化交流的能力；•通过学习音乐，培养学生的审美情操和情感表达能力。

三、教学重难点1. 教学重点•理解并掌握本单元的核心词汇和短语；•进行口语表达，用正确的句型和词汇谈论音乐喜好和观点；•阅读和理解关于音乐的文章。

2. 教学难点•帮助学生理解并掌握不同风格音乐的特点和背景；•培养学生批判性思维，提高阅读和分析音乐文章的能力。

四、教学内容与方法1. 教学内容本单元主要包括以下几个部分：•单词学习和词汇拓展：学习与音乐相关的词汇，如composer（作曲家）、genre（风格）、instrument（乐器）等；•语法学习和句型运用：学习问句和回答的句型，如“Where was he/she born?”、“What kind of music do you like?”；•阅读理解：阅读文章《Music Around the World》，了解不同国家的音乐文化差异；•口语表达：谈论音乐喜好、音乐家和音乐风格，学生进行口头交际。

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。

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。

人教版必修第二册 Unit5 Music 教案

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

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.。

高中英语必修二5Music单元教案

Period 1 ReadingThe General Idea of This Period：This period includes Warming up，Reading and Comprehending of Unit 5.It introduces different kinds of music and a band called “The Monk ees”.Students will enlarge their knowledge of music by listening to the music.Meanwhile students can learn how The Monkees got successful by some reading strategies such as s kimming，scanning，and intensive reading.Students should think carefully about the outlook on society and on personal value after reading the story of The Monkees.Students will realize the importance of hard work，right attitude towards work，and bravery on meeting the challenge.Teaching Aims：1.Train the students’ reading ability.2.Learn some useful words，expressions and some important sentences.classical，folk，form，passer-by，earn，extra，instrument，pretend，hit，dream of，be honest with，play jokes on，be based on，put on advertisement，or so，be serious about，break upa.Have you ever dreamed of being in front of thousands of people at a concert，with everyone clapping and enjoying your singing?b.If we are honest with ourselves，most of us have dreamed of being famous.c....bands are formed by high school students who practise their music in someone’s home.d.They may play to passers-by in the street or subway so that they can earn some extra money.e.The musicians of whom the band was formed played jokes on each other as well as played music.f.Their music and jokes were based loosely on the band called “The Beatles”.g.Act ors may not be able to sing so at first other musicians sang the songs for the programme while the band pretended to sing them.h.However，after a year or so in which they became more serious about their work.3.Enable the students to sum up the main idea of each paragraph.4.Express their opinion by answering the questions.Teaching Important Points：1.Help the students to understand the passage better.2.Learn and master some important words and phrases in this period.3.Help the students to understand the details of the text by helping them to answer the following questions.Teaching Difficult Points：1.How to help the students improve their reading ability and understand the passage better.2.How to master the important language points in this passage.3.How to help the students express their ideas on the two questions.a.Do you think the TV organizers were right to call “The Monkees”a band when they did not sing or write their own songs?Why?b.Do you agree that the jokes were more important than the music for this band?Give a reason.Teaching Methods：1.Fast reading to get the gen eral idea of the text.2.Careful reading to understand the passage better.3.Explanation to help the students master some language points.4.Discussion to help the students understand better what they’ve learned and to use the knowledge they’ve learned in this period.Teaching Aids：1.A tape recorder.2.A multimedia.Teaching Procedures：Step 1 Lead-in1.Greet the students as usual.2.Introduce the topic of music.T：Do you know who they are?（The teacher shows the pictures of some famous singers.）Ss：SHE，Jay，Jacky Zhang，Celine Dion.T：Correct.So you all like listening to music.Then what kind of music do they sing?S1：Pop music.T：What other kinds of music do you like listening to?S2：Rap，Classical music，folk music，Rock ‘n’ RollT：Well，good job.It seems you know quite a lot about music.Now let we check whether you are really good at music.Have a look at the eight pictures.Then I’ll play a tape to you and you will hear 8 kinds of music.After listening，you have to tell me what kind of music you hear，clear?Let’s enjoy some kinds of music.Suggested answers：Choral，Country music，Rap，Folk music，Rock ‘n’ Roll，Orchestra，Jazz，Classical music T：Excellent.I am sure you are interested in music and know a lot about songs and music.Now I’d like to have a discussion.What kinds of music do you like better，Chinese or Western，classical or modern?How does music make you feel?And why do you like to listen to music?I’ll give you 5 minutes to talk with your partners.T：OK.Who is ready to share with us your opinions?S3：I like Chinese music.Because I think Chinese music is easier to understand.And I like listening to modern music，because it reflects the modern life.S4：I like Western music.Because I think Western music is lively and the singers’ voices arebeautiful.I like classical music since it can make me calm down if I have a bad mood.And the classical music often inspires us.It can last longer than the modern music.T：I enjoy your talk.Continue.Who would like to talk more?How does music make you feel?S5：I feel inspired when listening to music.When I’m not having a good mood，music can calm me down.When I listen to the beautiful music，I feel happy and recall some good memories and beautiful things in life.S6：When I am reading，I would like to listen to music，because it helps me concentrate on my reading.T：Well，so music can be used as the background music which helps us to be concentrated.What’s more?S7：I like to listen to music，because I feel relaxed when listening to music.Music tells us the real life.3.Introduce “The Monkees”.T：Excellent!I really enjoy your opinions and I also have learnt a lot from your ideas.So you are really music fans.Now，I have a problem and I would like you to give me some advice.I want to listen to some bands’ music.Would you recommend some bands and their famous songs for me?S1：There are several famous bands，like “Beatles”.I like their style of performances.Their famous song is “Let it be”.It is fantastic.Every time I listen to it，I recall the good old days with my classmates.S2：I like “Back-street Boy”best.The musicians in the band always seem very young and handsome.Their performances are perfect.Their famous song is “The Call”.The rhythm of the song is very strong and it is often used as the catwalk background music.S3：I like “West life”best.Their songs are full of deep feelings.They tell us about the love between lovers，friends and parents and children.When listening to their songs，my heart is full of warm.Their famous song is “My Love”.It’s really worth listening.T：Good.Thank you for your recommendation.I have many choices to consider.But here I have a photo of a band.Can you tell me who they are?S4：“The Monkees”.T：Great!Can you tell more about them?S5：It is a band formed of 4 persons.They followed the style of “The Beatles”.T：Right.Well，it seems you know little about them.It doesn’t matter.Now let’s go on to the reading and find more information about them，“The Band That Wasn’t”.Step 2 SkimmingT：First，I would like you to skim the passage about “The Monkees”and find out the main ideas of each paragraph.Time is limited to 3 minutes.Suggested answers：Paragraph 1：Dreaming of being famous musician or singer.Paragraph 2：How musicians form bands.Paragraph 3：How the band got their start.Paragraph 4：How “The Monkees”became serious about their business.Step 3 ScanningT：Now you have got the general idea about the passage.For this time，I would like you to scan the text and find out whether the following statements are true of false.Time is limited to 4 minutes.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 cou ld make good music.3.Each week the group that was called “The Beatles”would play a song or two written by other musician.4.“The Monkees”broke up in about 1960，but reunited in 1980.Suggested answer：1.T2.F3.F4.TStep 4 Intensive ReadingAsk the students to look through the questions on the screen and read the text silently.Students are expected to find out all the answers by themselves.T：OK，boys and girls.Now let’s read the text in detail and answer the following questions.Questions：1.Why do most musicians like to be in a band with others?2.Which two musical bands are mentioned in the passage?3.How do bands that are formed by high school students earn some extra money?4.When did “The Monkees”break up and when did it reunite?5.Why was “The Monkees”successful in their work?Suggested answers：1.Because they want to write and play music together.2.Beatles & Monkees3.They may play to passers-by in the street or subway so that they can earn some extra money.4.They broke up in about 1970 and it reunited in the mid-1980.5.Because they were serious about their work and they also worked very hard.T：You ar e so smart to get all the answers right.Then let me check whether you have really understood the passage.Have a look at the Ex.2 on Page 35.Try your best to review what you have learnt in your heart without looking back to the passage.And see who can get all the answers right.Time is limited to 2 minutes.（After 2 minutes，the teacher checks the answers.）Suggested answers：1.（D）They produced a new record in 1996 to celebrate their time as a band.2.（E）Most musicians get together and form a band because they like to write and play music.3.（A）They put an advertisement in the newspaper looking for four rock musicians，but only one person was accepted.4.（B）The first TV show was a big hit.5.（C）However，the band broke up about 1970，but reunited in the mid-1980s.Step 5 Retell the StoryT：Since you have read the text for three times，I guess you have totally understood the text.Now let’s check whether you have comprehended the text.On the blackboard，it’s the summary of our reading text.But it’s not complete.You have to think out a proper word to fill in each blank without reading your textbook.After filling the missing words，you will have a complete summary of the text.Now，I will give you 5 minutes to do this task.If we are ______ ______ ourselves，most of us have ______ ______ being famoussometimes in our lives.Most musicians often meet and ______ a band.Sometimes they play in the street to ______ so that they can earn some ______ money and this also gives them a ______ to realize their dreams.There was once a band started ______ ______ ______ ______.The musicians of whom the band was formed ______ ______ ______ each other as well as played music，whose music and jokes were loosely ______ ______ “The Beatles”.Their exciting performances were copied by other groups.“The Monkees”play ed their own ______ and wrote their own music.Though it ______ ______ in 1970，it ______ in the mid-1980s and it is still popular today.Suggested answer：honest with；dreamed of；form；passers-by；extra；chance；in a different way；played jokes on；based on；instruments；broke up；reunitedStep 6 Language Points FocusTeacher explains the important words and expressions from the reading.Try to use as many examples as possible to illustrate the point.After illustration，teacher can give students some exercises to consolidate their understanding.1.Have you ever dreamed of being in front of thousands of people at a concert，with everyone clapping and enjoying your singing?你曾否梦想过在音乐会上面对成千上万的观众，观众一边欣赏你的歌唱一边为你鼓掌？dream of 向往、梦想She often dreams of being a teacher.她经常梦想成为一名老师。

高一高中英语必修二Unit5_Music教案

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。

[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。

高一英语(人教版)-必修二 Unit 5 Music (2)-1教案

高一英语(人教版)-必修二 Unit 5 Music(2)-1教案教案教学基本信息：课题：虚拟合唱团学科：英语教材：人教版高一英语必修二Unit 5 Music (2)教学设计参与人员：设计者、实施者、指导者、课件制作者、其他参与者教学目标及教学重点、难点：重点：获取梳理文中作者所提供的有关虚拟合唱团的事实性信息；概括整合虚拟合唱团的关键特征并与真实合唱团进行比较；难点：以思维导图的形式梳理文章篇章结构并分析作者的态度；结合生活谈论自己对虚拟合唱团的看法和观点。

教学过程：教学环节主要教学活动设置意图导入话题 - 激活学生的已知 - 引出本课主题教师创设情境，导入话题：为什么人们需要音乐？人们如何体验音乐？电脑和网络如何帮助我们体验不同的音乐。

预读 - 预测文章大意 - 研究生词教师介绍文章标题《The Virtual Choir》，学生根据文章标题和插图，预测文章大意，并解释生词。

整体阅读 - 确认文章大意 - 梳理文章结构学生通读全文，梳理文章大意，并梳理文章结构。

细节阅读 - 获取事实性信息 - 概括关键特征学生细读文章，获取有关虚拟合唱团的事实性信息，并概括整合虚拟合唱团的关键特征。

比较分析 - 比较虚拟合唱团与真实合唱团 - 分析作者态度学生比较虚拟合唱团与真实合唱团的不同点，并分析作者的态度。

拓展讨论 - 结合生活谈论观点 - 思维导图梳理文章结构学生结合生活谈论自己对虚拟合唱团的看法和观点，并以思维导图的形式梳理文章结构。

教案教学基本信息：课题：虚拟合唱团学科：英语教材：人教版高一英语必修二Unit 5 Music (2)教学设计参与人员：设计者、实施者、指导者、课件制作者、其他参与者教学目标及教学重点、难点：重点：获取关于虚拟合唱团的事实性信息；概括整合虚拟合唱团的关键特征并与真实合唱团进行比较；难点：以思维导图的形式梳理文章篇章结构并分析作者的态度；结合生活谈论自己对虚拟合唱团的看法和观点。

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。