人教版高中英语必修二unit5语法教案
必修二unit5教案
必修二unit5教案教案标题:必修二 Unit 5: Meeting your ancestors教学目标:1. 了解并掌握本单元的主要词汇、短语和表达方式。
2. 能够理解并运用本单元的语法知识,包括过去完成时和宾语从句。
3. 能够阅读并理解与主题相关的文章,并能够从中提取关键信息。
4. 能够进行口语表达,包括描述家庭历史和谈论祖先的经历。
5. 培养学生对历史文化的兴趣和欣赏能力。
教学重点:1. 本单元的词汇和短语。
2. 过去完成时的用法和宾语从句的运用。
3. 阅读理解技巧和关键信息提取。
4. 口语表达能力的培养。
教学准备:1. 教材:《必修二》教材第五单元。
2. 多媒体设备:投影仪、电脑等。
3. 板书工具:白板、笔。
教学过程:Step 1: 导入新课 (5分钟)1. 利用图片或视频引入话题,激发学生对祖先和家庭历史的兴趣。
2. 提问学生是否了解自己的祖先,并鼓励他们分享一些家庭故事。
Step 2: 词汇和短语学习 (15分钟)1. 使用多媒体展示本单元的主要词汇和短语,并进行解释和示范。
2. 进行词汇和短语的练习,包括词义理解、句子搭配等。
Step 3: 语法学习 (15分钟)1. 介绍过去完成时的用法和构成,并与现在完成时进行对比。
2. 提供一些例句进行讲解和练习,确保学生理解并能正确运用过去完成时。
Step 4: 阅读理解 (20分钟)1. 分发阅读材料,要求学生在规定时间内阅读并回答问题。
2. 引导学生使用扫读和略读的技巧,帮助他们从文章中提取关键信息。
3. 检查学生的答案,并进行讨论和解释。
Step 5: 口语表达 (15分钟)1. 提供一些与家庭历史和祖先经历相关的问题,要求学生进行小组讨论。
2. 鼓励学生分享自己的观点和经历,并引导他们使用过去完成时和宾语从句进行表达。
Step 6: 小结和作业布置 (5分钟)1. 复习本节课所学的重点内容,并提醒学生注意复习。
2. 布置相关的作业,包括完成练习题、写一篇关于自己祖先的短文等。
高中英语人教版(2019)必修二 Unit5 Music Language-points教案
M2 Unit5 MusicReading: The Virtual ChoirMotto: All good music is for the sake of the heartstrings. 一切好的音乐都是为了拨动心弦。
I. Learning aims1. To master the reading skills such as skimming, scanning and so on.2. To learn to know about the virtual choir.II. Learning guidance and testsLearning guidance Tests1.Lead-in Watch the video and discuss what do you want to know about the virtual choir?__________________________________________________________________________________________________________________________________________________________ 2.Skimming 1. Summarize each paragraph.Para. 1: ________________________________________________________________________Para. 2: ________________________________________________________________________Para. 3: ________________________________________________________________________Para. 4: ________________________________________________________________________2. What is the writing style?( )3.Scanning Task1 Scan and circle the information in the text. Then fill in the blanks.What a video that you can see _________How Virtual Choir members record ____________; These videos are uploaded onto___________ and they are put together into ____________.Who______________ came up with the idea for a virtual choir.When In 2009, his first virtual choir “_____________”used ________ singers from________ different countries, and received ____________ views on the Internet.In 2014, he formed the Virtual Youth Choir for UNICEF, and ___________ youngpeople from __________ countries sang “___________”.Now The virtual choir is a wonderful way for people _____________ to sing________________ and thus ____________________________.Task2 Read the text again and answer the following questions.1. What are the advantages and disadvantages of being a member of a virtual choir?_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2. For virtual choir members, what was it like for them in experiences of singing?_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4.Discussion Does a virtual choir really bring people together? Why or why not?______________________________________________________________________________________________________________________________________________________________ 5.Summary Summary —Music without borders, we are the world.Music brings us together, connects us with other people, and allows us to express ourselves inways that are different from speech and writing. It has the ability to convey emotions and messagesto the core of people.III ConsolidationLevel A: Using the key words or phrases in the text as possible as you can to retell the text.have the opportunity to virtual choir take part in enable sb. to do sth. prove awardgraduate from original inspired performance stage voiceLevel B: About music.Music is the important part of my life.The world needs music to amuse people's life.As they live in the fast pace, music can bring them the great joy and relax.Since I was very small, I fell in love with music and every time when I heard music, my body would move and feel relaxed.The function of music is various.There is a famous song, which is called Let the music heal your soul.A lot of young people have their favorite singers.When they see their idols face to face, they would say thank you to the singers, because their songs inspire these young people to move on in the dark days.The songs deliver positive messages to the public and inspire them to never give up.Listening to the music is the main way for the young people to release their pressure.Every day before I sleep, I will listen to the light music, which helps me to take relax and make me sleep well.The reason why so many people like to go to KTV after their work lies in releasing pressure.They need to shout and then forget about the annoyance.音乐是我生命中重要的一部分。
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。
人教版高中英语必修二教案:Unit+5+Music语法.doc
株潭中学英语学科备课表(教案)品味人生1、不管鸟的翅膀多么完美,如果不凭借空气,鸟就永远飞不到高空。
想象力是翅膀,客观实际是空气,只有两方面紧密结合,才能取得显着成绩。
2、想停下来深情地沉湎一番,怎奈行驶的船却没有铁锚;想回过头去重温旧梦,怎奈身后早已没有了归途。
因为时间的钟摆一刻也不曾停顿过,所以生命便赋予我们将在汹涌的大潮之中不停地颠簸。
3、真正痛苦的人,却在笑脸的背后,流着别人无法知道的眼泪,生活中我们笑得比谁都开心,可是当所有的人潮散去的时候,我们比谁都落寂。
4、温暖是飘飘洒洒的春雨;温暖是写在脸上的笑影;温暖是义无反顾的响应;温暖是一丝不苟的配合。
5、幸福,是一种人生的感悟,一种个人的体验。
也许,幸福是你风尘仆仆走进家门时亲切的笑脸;也许,幸福是你卧病床上百无聊赖时温馨的问候;也许,幸福是你屡遭挫折心灰意冷时劝慰的话语;也许,幸福是你历经艰辛获得成功时赞赏的掌声。
关键的是,你要有一副热爱生活的心肠,要有一个积极奋进的目标,要有一种矢志不渝的追求。
这样,你才能感受到幸福。
6、母爱是迷惘时苦口婆心的规劝;母爱是远行时一声殷切的叮咛;母爱是孤苦无助时慈祥的微笑。
7、淡淡素笺,浓浓墨韵,典雅的文字,浸染尘世情怀;悠悠岁月,袅袅茶香,别致的杯盏,盛满诗样芳华;云淡风轻,捧茗品文,灵动的音符,吟唱温馨暖语;春花秋月,红尘阡陌,放飞的思绪,漫过四季如歌。
读一段美文,品一盏香茗,听一曲琴音,拾一抹心情。
8、尘缘飞花,人去楼空,梦里花落为谁痛?顾眸流盼,几许痴缠。
把自己揉入了轮回里,忆起,在曾相逢的梦里;别离,在泪眼迷朦的花落间;心碎,在指尖的苍白中;淡落,在亘古的残梦中。
在夜莺凄凉的叹息里,让片片细腻的柔情,哽咽失语在暗夜的诗句里。
9、用不朽的“人”字支撑起来的美好风景,既有“虽体解吾犹未变兮”的执着吟哦,也有“我辈岂是蓬蒿人”的跌宕胸怀;既有“我以我血荐轩辕”的崇高追求,也有“敢教日月换新天”的豪放气魄。
人教版高中英语必修2Unit 5MusicGrammar and Useful Structures教案11
Unit 5 MusicGrammar and Useful StructuresAimsTo 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 read 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.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.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 one of those (which/that) I’ll go through tomorrow. (rather than...through which I’ll go tomorrow.)•She is one of the few people (who/that) I look up to. (not ... to whom I look up.) In formal written English, we often prefer to use of which rather than whose to talk about things:•A huge amount of oil was spilled, the effects of which are still being felt. (or...whose effects are still being felt.)•The end of the war, the anniversary of which is on the 16th of November, will be commemorated in cities throughout the country. (or...whose anniversary is on...) Note that we can’t use of which in place of whose in the patterns described in Unit 71B:•Dorothy was able to switch between German, Polish and Russian, all of which she spoke fluently. (not..,all whose she spoke...)We can sometimes use that...of in place of of which. This is less formal than of which and whose, and is mainly used in spoken English:•The school that she is head of is closing down. (or The school of which she is head...) Whose can come after a preposition in attributive clauses. However, it is more natural to put the preposition at the end in less formal contexts and in spoken English: •We were grateful to Mr. Marks, in whose car we had traveled home. (or...whose carwe 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. It was primarily written.b.We know nothing.c.They got a good view.d.He learned how to play chess.e.Dennis scored three goals in the final.f.She was born.g.It was discovered.1.They climbed up to the top of a large rock.2. I would like to thank my tutor.3. She has now moved back to the house on Long Island.4. The star is to be named after Patrick Jenks.S. This is the ball.6. He is now able to beat his father.7. The book is enjoyed by adults as well as children.8. There are still many things in our solar system.Are these correct or appropriate? If they are, put a√. If they are not, give a reason, correct them and give alternatives if you can. (A)I. It's a piece of jewelry across which I came in an antique shop. --- which I came across in an antique shop. (‘came across’ is a two-word verb.)2. The extra work which she took on was starting to affect her health.3. My mother, after whom I looked for over 20 years, died last year.4. The people whom I work with are all very friendly.5. Some of the criticisms with which they had to put up were very unfair.6. He had many friends with whom he had a regular correspondence.7. The woman to who he is engaged comes from Poland.8. The forms which I had to fill in were very complicated.Rewrite these sentences so that they are more appropriate for formal written English. Use preposition + which or preposition + whose, as appropriate. (B)I. Tom Sims, whose car the weapons were found in, has been arrested. Torn Sims, in whose car the weapons were found, has been arrested.2. Tom Ham, whose novel the TV series is based on, will appear in the first episode.3. Dr Jackson owns the castle whose grounds the main road passes through.4. Tessa Parsons is now managing director of Simons, the company that she was oncea 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.。
人教课标版高中英语必修二 Unit5 Grammar 教案-新版
Unit5 Grammar教学设计教学内容:Attributive clause with “prep+which/whom”structure.1.教情分析1) Teaching objectives-教学目标①Language objectives-语言目标Key words & expressions重点词汇和短语For applying: sort out, compose the first hit, tour someplace,be familiar with.For comprehending: a big hit, a music museum, in one’s honor.For recognizing: the sun begins to sink and the moon to rise.Sentence structures:a.Haveyoueverdreamedofplayinginfrontofthousandsofpeopleataconcert, at which everyone is clapping and appreciating your music?b.Theymaystartasagroupofhigh-schoolstudents,forwhompracticingtheir music in someone’s house is the first step to fame.c. Later they may give performances in pubs or clubs, for which they are paidin cash.d. However, after a year or so in which they became more serious about theirwork, the Monkees started to play and sing their own songs like a real band.e.The musicians were to play jokes on each other as well as play music, mostof which was based loosely on the Beatles.f.However, after a year or so in which they became more serious about theirwork .g.Theyproducedanewrecordin1996,withwhichtheycelebratedtheirformer time as a real band.h. I remember the day when our band was formed as if it was yesterday.i. The guitar with which Dave composed our first hit is in a music museum.j. The name by which we were to become famous was chosen by Mike’s mum.②Ability goals能力目标EnabletheSstousetheattributiveclausewiththeprepositionaheadoftherelative clause correctly.③Emotion goals情感目标Enable the Ss to keep interest in studying attributive clause.2) Important & difficult teaching points-教学重难点①Important teaching points-教学重点GettheSstousetheAttributiveClausewiththeprepositionaheadoftherelative clause.②Difficult teaching points-教学难点Howtoteachthestudentstheusageoftheattributiveclausewiththepreposition ahead of the relative clause.2.Students analysis学情分析1) Fundamental state基本情况这是一节关于定语从句的语法课,定语从句的概念以及常见的用法从初中就开始接触,从Book I开始较为深入的学习和研究,同学们对此并不陌生;但是,prep.+which/whom结构的定语从句,对于介词的选用一直是难点,需要给学生大量的例句和语法情景,让学生能够理解,并且运用。
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。
高中英语 Unit5 Grammar学案 新人教版必修2
高中英语 Unit5 Grammar学案新人教版必修2Grammar学案新人教版必修2 Important points: To master the use of pre、 + which / whomDifficult point:Learn the different meanings and functions of pre、+ which / whom课前预习案Previewing Case Task1、Revision由关系代词或关系副词引导, 修饰主句中的某一个名词或代词并起定语作用的从句, 叫定语从句。
定语从句所修饰的词叫先行词, 从句跟在先行词后面。
关系代词:____________________;关系副词:__________________Task2、“介词 + 关系代词”引导的定语从句介词 + 关系代词引导的定语从句是定语从句中较复杂的一种,多用于正式文体中。
这类定语从句的关系代词:___________。
它们既可引导非限定性定语从句,又可引导限定性定语从句。
Task3、 Can you find five similar sentences in the reading passage?课堂探究案一 Exploring case Task1、注意介词的选取。
1、根据介词和定语从句中______的习惯搭配。
Who is the man with whom you just shook hands?刚才和你握手的人是谁?2、根据定语从句______的需要。
He had a bad cold,because of which he didnt attend the meeting、他患了重感冒,因此未能参加会议。
3、根据意思也可用复杂介词,如 by means of,as a result of,in front of,in the back of ,all of,most of 等,The instrument ________ which the temperature is measured is called thermometer、用来测量温度的仪器叫温度计。
人教版高中英语必修二unit5语法教案
Study Case for Grammar in Unit 5 SB2Step 1. Can you find five sentences in the reading passage that contain prep.+ whom/which attribution clauses? Underline them.Step 2. Sort out the following messages that are mixed up to make complete sentences containing attributive clauses. Pay attention to the use of prepositions.1.I remember the day was chosen by Mike ’s mum.2.The guitar is in a music museum.3.The name as if it was yesterday.4.The show was in American.5.The singer is Freddy.6.The musicians toured Europe with us.Step 3. Read the passage and complete it using attributive clauses, some of which may use prep.+ whom/which .There have been many popular bands in the world ,________ the most famous was the Beatles .The four young men ________made up the band only performed and recorded from 1963 to 1970. During those years they gave many concerts, ________ they played all their latest hits. They made many records, ________ they will always be remembered. Their songs were a mixture of rock and roll and ballads, ________ they often wrote about their own lives and problems. Although they were not trained actors they took part in films ________ they often played themselves. Their performances were humorous and interesting. Their fans, ________ the Beatles would not have been so famous, at last caused problems for them. They followed them every where. Finally they stopped their concerts in order to live quieter lives, although their songs remain as popular as ever.Step 4. PracticePlay a game of definitions. Get into pairs. One asks the first question and the other answers it using an attributive clause containing prep.+ whom/which. If the answer is correct , swap roles. If not, continue with the next question. Pick out some questions below to play the game. Work out some questions of your own if you like.EXAMPLE:S1: What ’s a letter box?S2: It’s a box with a hole through which the postman puts the letters.1.What ’s a gym?(in which)2. What ’s a vacation?(during which)3. What ’s a library?(from/in which)4.What ’s a university?(at which)5. What ’s a doctor?(to whom)6. What ’s a studio?(at which)7. Who ’s Father Christmas?(from whom) 8. What ’s a good friend?(with whom)Tips:1.building, exercise2. period of time, relax and enjoy themselves3. building, borrow books4. place of higher learning , students study a particular subject to a high level5. a person, be sick6. a place if you are a band, your can record your songs.7.a person, receive presents 8. a person, share all your troubles.Step 5. Instruction“介词+关系代词”引导的定语从句的基本用法例句:1. Have you ever dreamed of playing in front of thousands of people at a concert, at which everyone is clapping and appreciating your music?2. They may start as a group of high-school students, for whom practicing their music in someone’s house is the first step to fame.3. Later they may give performances in pubs or clubs, for which they are paid in cash.4. The musicians were to play jokes on each other as well as play music, most of which was based loosely on the Beatles.5. However, after a year or so in which they became more serious about their work, the Monkees started to play and sing their own songs like a real band.6.They produced a new record in 1996, with which they celebrated their former time as a real band.一、基本用法当关系代词在定语从句中充当介词的宾语时,我们用介词+关系代词(whom 或which)引导定语从句。
人教版高中英语必修第二册unit5 语法教案
人教版高中英语必修第二册unit5 语法教案The Past Participle-Predicative(1)Grade: Senior Two(2)Analysis of Students:The students can distinguish between past participles and present participles. They are able to learn about how to use these two participles in attributive. They have mastered the basic components of compound sentences, simple sentences and clauses. Based on the above situation, they are able to analyse the sentence structures by themselves and try to write down the correct forms of given words with given words.(3)Teaching Objectives:●Students are able to learn how to use past participles acting aspredicative correctly in a sentence and passage.●Students are able to distinguish the difference between past participlesand present participles acting as predicative.(4)Teaching aids: PPT, microphone(5)Teaching Procedure:Warming-up:●Greeting: Ask students how they feel today.●Give students an exercise: Write down the correct forms of givenwords.●Review what they’ve learned last time.Presentation:●Discuss how to define predicative.●Learn usage of past participles acting as predicative.●Learn the difference between past participles and present participlesacting as predicative.●Learn some common words about past participles and presentparticiples acting as predicative.●Learn the difference between past participles acting as predicative andpassive voice.Practice:●Choose the correct answer, learning how to use past participles actingas predicative correctly.Production:●Choose one or two topics below and write a paragraph about yourfeelings or experience using some words in their-ed or -ing forms. Summary:●I summarize what we have learned today.。
人教版英语必修二Unit5(Readingforlanguage)教案
人教版英语必修二Unit5(Readingforlanguage)教案高一英语学本课堂教学设计Module 2 Unit 5 Music (Reading for language)一、教材分析本课是(全日制普通中学教科书(必修)人教版高一英语(必修2 )第五单元“音乐”的语言点部分《并非乐队的乐队》。
课文内容包括介绍一般的乐队如何组成和一篇关于“门基”乐队特殊成长历程(从“失败”,电视选秀,到一支流行乐队的诞生)的文章。
这节课主要让学生学习并能运用与乐队有关的词汇,并能运用词汇编写最喜欢的乐队的句子和对话。
我在教学中将教师对语言点和语法知识的简单传授改变为学生在任务完成过程中的小组合作和探究性学习,从而扩大课堂的语言材料输入量及学生的语言输出量。
我根据学生水平和教材内容对练习进行合理多样的设计,让不同层次的学生在课堂上都有所收获。
二、学情分析本节课的教学对象是高中一年级的学生,他们对音乐比较感兴趣。
高中生注意力具有一定的稳定性,观察具有一定的目的性、系统性和全面性。
他们已不满足老师对语言知识点的简单罗列,而是喜欢富有个性的教学设计。
基于教学对象以上特点的思考,设计本课时,我将用基础的语言启发他们,消除他们的学习语言点的心理障碍。
三、教学思路对语言知识点课,我先设计一些预学活动,如理一理所需要讲解的词汇,试一试归纳总结,问一问你所知道break,form两个重点单词能组成的词组,你所熟悉的乐队。
在课堂活动中我先向学生展示本节课的学习目标再以大脑风暴的形式为导入,让学生回归阅读,再用课文中的门基乐队来引出词汇,然后创设话题世界上其他著名的乐队来创设话题来运用词汇,最后以五月天乐队的主唱阿信的篇章翻译和口头输出你喜欢的歌手和乐队的方式来巩固词汇。
在学习词汇的过程中,我尽量创设情境,运用鲜活的例子让学生学会运用词汇。
四、三维目标【知识目标】1.学生学会用构词法来掌握一些单词如:musician,actor,millionaire,performance,passer-by。
人教版高一英语必修二课件 Unit 5 教案
Unit 5 MusicTeaching aims and demands:了解各种各样的音乐形式,深化对音乐的认识,增添音乐欣赏趣味,提高音乐修养。
学习由介词+ which / whom引导的定语从句,复习被动语态。
进一步熟悉有关建议与偏好的表达方式。
掌握有关音乐的单词,熟练运用课文中所浮现的重要词汇与短语。
Topicmusic; different types of musicImportant Vocabularyroll,r ock n“”roll,folk,jazz,musician,clap,form(v.),passer-by,earn,extra,loosely, advertisement,actor,attractivef,an, instrumenthit(n.)s,ort,frog,afterwards,perform, stick(v.), ability, saying, reputation, unknowndream of, be honest with, play jokes on, or so, break up, by ch ,k o t out, above all Useful PhrasesMaking suggestions建(议)I think we should...Should we go...?What if we...?What do you think...?How about...?Let’s...We could...You could...If we...Talking about preferen e好(和爱好)I prefer...Why do you prefer...?I like...best because...I am fond of...My favourite musician is...I enjoy listening to... I don’tlike...very much I hate...Grammar定语从句 (IV) (由介词 + which / whom引导的定语从句)1 / 15The musiciansof whom theband was formed playedjokeson each otheras wellasplayed music.However, after a year or so in which they became more serious about“”started to play their own records and started touring and write their own son a real band.Period One Warming up and ReadingTeaching objectives:1. Enable students to talk about different kinds of music.2. Understand the text and do comprehending exercises.3. Learn the important wo k:, jazz, musician, clap, form, passer-by, earn, extra, loos advertisement, actor, attractive, fan, instrument, hit.4. Learn to use the expressdiroenasm: of, be honest with, play jokes on, break up.Important and difficult points:1. Understand the text and talk about music and the band “T.he Monkee s”2.How to use the following expressions:dream of doing,be honest with somebody,pla joke on somebody, break up.Teaching procedures:Step 1. Warming upGood morning, Class. Today we are going to talk about an inter stmiunsgict.opic As we know, music is a k dart of making pleasing combinations ofins yn hsm, harmony and ic can produce a livelyand happy atmosphereand bring peoplerelaxatio fterhardwork, which can reducethe tirednessL.isteningtomusic alsomakes people feel happy and nice. How many kinds of music are you familiar with? Can y tell me about the different kinds of music? Now turn to Page 33, look at the pictures, captions and listen to the different kinds of music. See if you can guess which music m with which picture.Step 2. Pre-reading1. Thinking and sayingHave you heard about any of the famous bands in the world? List some if you can.For referenc:e’Ive heard about “The Beatles”, “Back Street Boys”, “The Eagles” life” and “Pink Floyd”.2. Listening, talking and sharingLet’s listen to some pieces of music from different bands. Work in groups of f Tell yourgroup mates which band you like best. Why? Then the group leader is stand up and sharethe group idea with the class.For referenc:e I am from Group 1u.r Ogroup like “The Beatles” best. We like their sty of performances.Listeningto theirperformances,we willfeelrelaxed,amused, and their performances make us think a lot about life.Do you know anything about “The Monkees”?2 / 15For referenc:e “TheMonkees” isa band thatwas the firs opularin the 1960s inAmerica.Unlike most bands of the time,the Monkees were not formed by its members bu rather by TV producers.They were a fictional band in the TV show of the same name.T band was composed of Mike Nesmith, Mickey Dolenz,Davy Jones, and Peter Tork.All the members had some musicalexperienceL.et’scome to the reading— THE BAND THATWASN ’T and find more about them.Step 3. Reading1. Reading aloud to the recordingNow pleaselistenand read aloud to the recordingof the textTHE BAND THAT WASN ’T.Pay attentio o the pronunciatio f each word and the pauses withineachsentence. I will play the tape twice and you shall read aloud twice, too. Turn to pag join the correct parts of the sentences together.2. Reading and underliningNext you are to read and underlineallthe usefulexpression r collocationisn the passage.Copy them to your notebook after class as homework.Phases reference:dream of doing, at a concert, with sb. clapping a d,sei jgoykianrgaoke, be honest with oneself, getto form a band, high school students’,s ,is l eto passers-by,in the subway, earn some extra money, begin as a TV show, play jokes on…, be ba sed loo on…, theTV organizersm,a ke good music,put an advertisemen n a newspaper,look forrock musicians, pretend to do sth., the attractive performances, be copied by…, suppo fiercelyb,ecome more seriousabout…,play theirown instruments,produce one’sownrecords,s tart touring, break up, in the mid-1980s, a ce’lsebtriamteioans oaf roenael band 3. Reading toidentify the topic sentence of each paragraph.Skim the text and identify the topic sentence of each paragraph. You may find it eithe beginning, the middle or the end of the paragraph.1st paragrap:h How do people get to form a band?2nd paragraph: Most musicians meet and form a band.3rd paragrap:h One band started as a TV show.4th paragrap:h “The Monkees” became even more popular than“The Beatles”. 4. Readingand understanding difficult sentences.As you have read the texttimes,you can surelytellwhich sentencesaredifficult understand.Now put your questions concerning the difficult points to me.5. Choose the adjectives that you thdienskcrbiebsetTh Monkees”. Have a class discussion to see if youall agree. Give your reasons for your choices.The important thing is to encourage your students to examine all the alternativesand accept or reject them with a reason.Step 4. Useful vocabularyAsk the students to look for the words and expressions and see if they understand them Give explanations to show how to use them.3 / 151. match① 与……相配 vi./vt.e.g.Your dress and your shoes match perfectly.The shoes will match your dress. (go with)② vt. be equal与to… …相匹敌,与……势均力敌e.g.No one can match her at chess.n.①相匹配的人、物 a match for sb./sth.e.g.The shoes are a good match for your dress.②(与某人)相匹敌的对手e.g.She’s my match when it comes to chess.(i.e. as good as or better than me…)2. dream of / about sth., sb./(doing) sth. dream+从句憧憬,梦想;梦见e.g. He often dreams of being a scientist.The soldier often dreamed of his hometown.I would not /never drea of3. with +宾语 + 宾补常见形式如下: with +名词/代词 + 形容词with +名词/代词 + 副词with +名词/代词 + doingwith +名词/代词 + to do表(要执行的动作)with +名词/代词 + done 表(动作的完成及被动)with +名词/代词 + 介词…, w ith everyone clapping and enjoying your singing?Example:The o ld man sits on the chair, with his dog lying b(e躺si在de他h身im边. ) With tears inher eyes, she left h含ro m水. )The old musician fell asleep with the wind w开o着pe窗n.子)It was a pity that the great writer died with his wo k作u f完in成is)hed. ( Withproductionup by 60% (生产提高了 60%) the company has had anotherexcellent yea.因状语With the final exams to worry about, I have to work really har原d因th状is month.语With a lot of difficult problems to settle, the newly-elected president is havi time.要执行的动作Practice:She always sleeps with the light on.The teacher entered the classroom with a book on his hand.With China entering the WTO, we are facing more challenges.With her work finished, she listened to some music to have a rest.4 / 154. honest adj.诚实的dishonest adj.不诚实的honesty n. 诚实,忠实be honest with:sbt.ell exactly what one thinksbe honest in (doing) sth.说实话,我认为他们没有获胜的机会。
人教版高中英语必修2 Unit5 Vocabulary and Grammar 名师教案
Unit5 Vocabulary and Grammar名师教案Focus: Grammar1)To help Ss master the vocabulary about “music”2)To arouse Ss’ language awareness .3) To consolidate the Attributive Clauses.1) The Attributive Clauses with preposition + which/ whom2) The relevant words about “music”Step 1 Revision1) Listening and RecognizingAsk the Ss to listen to some pieces of music from the computer and write down the style of each piece of music belongs to.Music 1 : Country Roads by John Denver (country music)Music 2: Beat it by Michael Jackson (rock music)Music 3: 步步高(folk music)Music 4: 老鼠爱大米(pop music)Music 5: 命运交响曲(classical music)…2) DiscussionWhat kind of music do you like better, Chinese or Western, Classical or modern? Why?How does music make you feel?Will you listen to different style of music when you have different mood?Mood Musichappyupsetcalmangrynervous…3) Check the homework the day before.Step 2 Word Power1) Word LadderComplete these sentences. Then write the missing words in the puzzle on the right and find the hidden word. (WB P 70)2) Word BuildingStudy the vocabulary list in the appendix and list the words with un-,dis-, -less, -ful, -ment, -ity, -en, -ern, -al , -tion. Tell what part of speech they are. This will you help English words.3) Recognizing and ListingTick (√)the words which are connected with “music”and find out the meanings of those unfamiliar ones.rap composer piano Mozart performance band rock audience musician singer classical jazz violinAdd your own to the list _________________________________________________4)Discussion and ListingWhich instruments are used in pop and rock music?Which instruments are used in classical music?Which instruments are used in jazz?Which instruments are used in traditional Chinese music?Which of the instruments do you like listening to?Is the Chinese instrument different from the other instruments? Describe the difference, if there is one.Information Box: musical instrumentsPiano, violin, organ, harp, maracas, saxophone, gone, cymbals,。
高中英语人教版必修二Unit5 Learning about Language教案设计
Teaching planThe Attributive ClauseTeaching goals1 Review the usage of who,whom, which, that and whose .2 Learn the usage of why, when and where.3 Develop the ability to use the Attributive Clauses.Step 1 Lead inShe who hasn’t reached theGreat Wall is not a true woman.He who hasn’t reached the Great Wall is not a true man.Step 2 RevisionFill in the blanks with who, whom, that, which or whose.1.Mr Jia is the teacher son graduated from the People's University.2. We don’t know the number of people______ lost their homes in 1906 earthquake.3. The house ____________ they built in 1987 stayed up in the earthquake.4. Mr Liu is the teacher________ taught us English last year.5. The girl _______________ I met is Lucy.6. I like the book ____________you bought yesterday.7. We shall never forget the days ___________we spent together.8. I have a room ________window faces south.Step 3 Explanation1.引导定语从句的关系代词2.关系代词的实质Join the following sentences:The girl is Mary. We saw her yesterday.This is the girl. Her father is a boss.This is the girl the girl’s father is a boss. ( whose)Step 4. PracticeFill the blanks1). I’ve read all the books ____ you gave me.2). There is no difficulty ____ can’t be overcome in the world.3). This is the first thing ____ I want to say4). He keeps a record of everything ____ he had seen there.5). The TV play I watched last night is the best one _____ I have watched this year.Step 5. that 与which1.Nothing ______ can be done has been done.2.Do you have anything ______ you don’t understand ?Do you know the boy father is a millionaire?They’ll never forget July 1. Hong Kong returned to its motherland on July 1. They’ll never forget July 1 when Hong Kong returned to its motherland. The days are gone forever. We used foreign oil during those days.The days when we used foreign oil are gone forever.Step 6. Practice:1. I’m using the pen which he bought the pen yesterday.2. The man which I met yesterday is Lao Liu.3. July 1,1999 is the day when we’ll never forget.4. I’m going to work in the hospital where needs me.5. Those that haven’t been to the West Lake will gather at the school gate.6.This is the last book which I’ve given you lessons.7. The reason which he explained it sounds reasonable.8. Hefei is the only city which I have been to before.Step 7 Summary and homework1.Revise the grammar the Attributive Clause.2.Make some sentences using the Attributive Clause.。
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Study Case for Grammar in Unit 5 SB2Step 1. Can you find five sentences in the reading passage that contain prep.+ whom/which attribution clauses? Underline them.Step 2. Sort out the following messages that are mixed up to make complete sentences containing attributive clauses. Pay attention to the use of prepositions.1.I remember the day was chosen by Mike’s mum. with which Dave composed our first hitwhen our band was formedin whom we have great interestby which we were to become famouswith whom we practiced the mostat which we played our first hits2.The guitar is in a music museum.3.The name as if it was yesterday.4.The show was in American.5.The singer is Freddy.6.The musicians toured Europe with us.Step 3. Read the passage and complete it using attributive clauses, some of which may use prep.+ whom/which.There have been many popular bands in the world ,________ the most famous was the Beatles .The four young men ________made up the band only performed and recorded from 1963 to 1970. During those years they gave many concerts, ________ they played all their latest hits. They made many records, ________ they will always be remembered. Their songs were a mixture of rock and roll and ballads, ________ they often wrote about their own lives and problems. Although they were not trained actors they took part in films ________ they often played themselves. Their performances were humorous and interesting. Their fans, ________ the Beatles would not have been so famous, at last caused problems for them. They followed them every where. Finally they stopped their concerts in order to live quieter lives, although their songs remain as popular as ever.Step 4. PracticePlay a game of definitions. Get into pairs. One asks the first question and the other answers it using an attributive clause containing prep.+ whom/which. If the answer is correct , swap roles. If not, continue with the next question. Pick out some questions below to play the game. Work out some questions of your own if you like.EXAMPLE:S1: What’s a letter box?S2: It’s a box with a hole through which the postman puts the letters.1.What’s a gym?(in which)2. What’s a vacation?(during which)3. What’s a library?(from/in which)4.What’s a university?(at which)5. What’s a doctor?(to whom)6. What’s a studio?(at which)7. Who’s Father Christmas?(from whom)8. What’s a good friend? (with whom)Tips:1.building, exercise2. period of time, relax and enjoy themselves3. building, borrow books4. place of higher learning , students study a particular subject to a high level5. a person, be sick6. a place if you are a band, your can record your songs.7.a person, receive presents 8. a person, share all your troubles.Step 5. Instruction“介词+关系代词”引导的定语从句的基本用法例句:1. Have you ever dreamed of playing in front of thousands of people at a concert, at which everyone is clapping and appreciating your music?2. They may start as a group of high-school students, for whom practicing their music in someone’s house is the first step to fame.3. Later they may give performances in pubs or clubs, for which they are paid in cash.4. The musicians were to play jokes on each other as well as play music, most of which was based loosely on the Beatles.5. However, after a year or so in which they became more serious about their work, the Monkees started to play and sing their own songs like a real band.6.They produced a new record in 1996, with which they celebrated their former time as a real band.一、基本用法当关系代词在定语从句中充当介词的宾语时,我们用介词+关系代词(whom或which)引导定语从句。
如果指人,用介词+whom;如果指物,用介词+which。
介词前置时,关系代词不能用that或who,即介词不与that或who连用。
若介词后置则可以用that/who,还可省略。
There comes Tom,_____ whom I have been waiting for an hour.汤姆来了,我等他等了一个小时了。
He handed me a pen, _____which I wrote down his phone number.他递给我一支钢笔,我就用它写下了他的电话号码。
Do you know the boy that/who/whom she was talking to?你知道与她交谈的那个男孩是谁吗?二、“介词+关系代词”的种类1.介词+which/whomIs this the car for which you paid a high price?这是你花大价钱买的车吗?He broke his glasses, without which he can't see anything.他打破了眼镜,没有眼镜他什么也看不见。
The policeman with whom Mr. Smith is talking in the office is my friend.正在办公室与史密斯先生谈话的那个警察是我的朋友。
(2009·陕西高考)Gun control is a subject________ Americans have argued for a long time.A.of which B.with which C.about which D.into which 2.代词/数词+介词+which/whomMary has two brothers, both of whom are doctors.玛丽有两个哥哥,他们都是医生。
The factory produces half a million pairs of shoes every year, 80% of which are sold abroad.这家工厂每年生产50万双鞋子,其中80%销往国外。