人教新课标高中英语必修二Unit 5 Music教案(2)

必修2英语同步教案
Unit 5 Music
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-mail
Procedures
I. Warming up
Warming up by describing
Good 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 discussing
Hi, 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’ Roll
Rap 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-reading
1.Thinking and saying
Have you heard about any of the famous bands in the world? List some if you can.
For reference: I’ve heard about “The Beatles”, “Back Street Boys”, “The
Eagles”, “West life” and “Pink Floyd”.
Let’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.
For reference:“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 the members had some musical experience. Let’s come to the reading ---
1.Reading aloud to the recording
Now please listen and read aloud to the recording of the text T HE 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 underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Skim 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.
Read 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?
Results They can earn some extra money. They may also have a chance to dream
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 Jones
beginning of the band It began as a TV show.
They played jokes on each other as well as played music.
style of the
performance
first music and jokes Most of them were based loosely on the band called “The
Beatles”.
development of the band They became more serious about their work and started to
play their own instruments and write their own songs like
a real band. They produced their own records and started
touring and playing their own music.
changes of the band The band broke up in about 1970, but reunited in the
mid-1980s. They produced a new record in 1996, which was
a celebration of their time as a real band.
4. Reading and understanding difficult sentences
As 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 down
Closing down by doing exercises
To end the lesson you are to do the comprehending exercises No. 1, 2, 3 and 4.
Closing down by having a discussion
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?
I shall write some key words and expressions on the board. You are to retell the form of the band according to these words.
必修2英语同步教案
Unit 5 Music
Period 2: A sample lesson plan for Learning about Language
(The Attributive Clause (in/ for/ with/ by＋which/ whom).
Aims
To 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.
Procedures
I. Warming up
Warming up by discovering useful words and expressions
Turn to page 35 and do exercises No. 1, 2 and 3 first. Check your answers against your classmates’. II. Learning about grammar
1.Reading and thinking
Turn 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.
Turn 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.
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 prepositi on at the beginning:
•Your essay is one of those (which/that) I’ll go through tomorrow. (rather than...through which I’ll go tomorrow.)
•She is one of the few people (who/that) I look up to. (not ... to whom I look up.)
In formal written English, we often prefer to use of which rather than whose to talk about things: •A huge amount of oil was spilled, the effects of which are still being felt. (or...whose effects are still being felt.)
•The end of the war, the anniversary of which is on the 16th of November, will be commemorated in cities throughout the country. (or...whose anniversary is on...)
Note that we can’t use of which in place of whose in the patterns described in Unit 71B: •Dorothy was able to switch between German, Polish and Russian, all of which she spoke fluently. (not..,all whose she spoke...)
We can sometimes use that...of in place of of which. This is less formal than of which and whose, and is mainly used in spoken English:
•The school that she is head of is closing down. (or The school of which she is head...) Whose can come after a preposition in attributive clauses. However, it is more natural to put the preposition at the end in less formal contexts and in spoken English:
•We were grateful to Mr. Marks, in whose car we had traveled home. (or...whose car we had traveled home in.)
•I now turn to Freud, from whose work the following quotation is taken. (or...whose work the following quotation is taken from.)
IV. Closing down by doing exercises:
Join the sentence halves using which or whom after an appropriate preposition. (A)
a.I would never have finished the work.
b.It was primarily written.
c.We know nothing.
d.They got a good view.
e.He learned how to play chess.
f.Dennis scored three goals in the final.
g.She was born.
h.It was discovered.
1.They climbed up to the top of a large rock.
2. I would like to thank my tutor.
3. She has now moved back to the house on Long Island.
4. The star is to be named after Patrick Jenks.
S. This is the ball.
6. He is now able to beat his father.
7. The book is enjoyed by adults as well as children.
8. There are still many things in our solar system.
them and give alternatives if you can. (A)
I. It's a piece of jewelry across which I came in an antique shop. --- which I came across in an antique shop. (‘came across’ is a two-word verb.)
2. The extra work which she took on was starting to affect her health.
3. My mother, after whom I looked for over 20 years, died last year.
4. The people whom I work with are all very friendly.
5. Some of the criticisms with which they had to put up were very unfair.
6. He had many friends with whom he had a regular correspondence.
7. The woman to who he is engaged comes from Poland.
8. The forms which I had to fill in were very complicated.
Rewrite these sentences so that they are more appropriate for formal written English. Use preposition + which or preposition + whose, as appropriate. (B)
I. Tom Sims, whose car the weapons were found in, has been arrested. Torn Sims, in whose car the
weapons were found, has been arrested.
2. Tom Ham, whose novel the TV series is based on, will appear in the first episode.
3. Dr Jackson owns the castle whose grounds the main road passes through.
4. Tessa Parsons is now managing director of Simons, the company that she was once a secretary in.
5. Allowing the weapons to be sold is an action that the Government should be ashamed of.
6. The dragonfly is an insect that we know very little of.。