新人教版必修二Unit5-Music全单元教案

新人教版必修二Unit5-Music全单元教案
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.
2.Listening, talking and sharing
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.
Do you know anything about “The Monkees”?
III. Reading
1.Reading aloud to the recording
Now please listen and 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 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.
3.Reading to identify the topic sentence of each paragraph
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.
4.Reading and transferring information
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?
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.
style of the performance They played jokes on each other as well as played music.
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.
5. 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?
Do you agree that the jokes were more important than the music for this band? Give a reason.
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.
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.
2.Doing exercises No. 1 and 2 on page 35
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.
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 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.I t was primarily written.
c.We know nothing.
d.T hey got a good view.
e.He learned how to play chess.
f.Dennis scored three goals in the final.
g.She was born.
h.I t 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. T om 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 Language Aims
To read the story about Freddy and then enjoy and understand Beatles’ songs.
To use the language by reading, listening, speaking and writing.
Procedures
I. Warming up by listening and writing
Turn to page 37 and read these sentences before listening to the tape. Then listen to the tape and decide true or false.
II. Guided reading
1.Reading and translating
Re ad more about Freddy’s life and translate it into Chinese paragraph by paragraph.
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.
3.Doing exercises
Now 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 writing
1.Writing a letter for advice
Please turn to page 38 writing. Let’s read the instructions.
You’d better 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.
2.Reading Freddy’s reply
Let’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 paragraph
Please 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 applying
Finding information
Go 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 form
Make use of the text and others to fill in the form below.
Closing down by describing a band
To 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’T
I. Type of writing and summary of the idea
Topic sentence of 1st paragraph Have you ever wanted to be a famous singer or musician?
Topic sentence of 2nd paragraph Most musicians meet and form a band because they like to play music.
Topic sentence of 3rd paragraph However, there was one band that started in a different way.
Top sentence of 4th paragraph Their attractive performances were copied by other groups and their fans supported them fiercely.
II. A tree diagram Dreami ng of
How
music
How
The How The Monkees
III. A retold passage of the text
1. 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 Monkees
I. Different types of music:
Folk music
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 music
It 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’ Roll
It 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.
Jazz
Jazz 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 music
It plays an important part in people’s lives, especially for work, and at festivals and weddings, when people dance all night long. Indian music
It’s not written down. Ther e 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 Caribbean
The 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 Austrian 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. T he 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 wonderful 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 taug ht 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 piano
guitar
flute
V. What are the functions of music?
•Make thi ngs more lively and interesting •Make things better for people 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 well
VI. The introduction of the band The Monkees The 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 Los Angeles, 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’T
I. Words for Reading
classical
adj. (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 symphony
roll
vt.&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.
folk
adj. 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 singer
jazz n.爵士音乐traditional jazz/ modern jazz/ jazz music/ a jazz band
musician n.音乐家a fine musician
dream
n. 1. a group of thoughts, images, or feelings experienced during sleep梦2. sth. imaged, not real, but believed in or greatly and hopefully desired理想；梦想v.梦见；梦想dream of/about (doing) sth./ dream a dream
clap
vi. 鼓掌Clap one’s hand in time to the music/ clap sb. on sth./ clap sb. on the back/clap eyes on sb.
be honest with = be frank with/ to tell you the truth
form
vt.&n.（使）组成；形成form some ideas or opinion about sth./ form a nation/ form a line/ form good habits/ in the form of/ in form/ fill in the form/ take the form of
passer-by n. 过路人；行人passers-by/ ask the passer-by earn
vt. 1. to get (money) by working赚；挣（钱）He
earns $10000 a year(by writing stories).2.to
get(sth. that one deserves)because of one’s qualities博得；赢得He earned the title of
“The Great”by his victories in the war.
earn money/ earn one’s living / earn sb. success
loosely adv. 宽松的；松散的loosely speaking/ loosely translated
advertisement
n. also ad--a notice of sth. for sale, service offered, job position to be filled, room to let, etc.,
as in a newspaper, painted on a wall, or made as
a film广告the advertisement page/ advertisement for sb./sth./ put an advertisement
actor n. 男演员；行动者actor and actress/ an excellent actor
attractive
adj. having the power to attract有吸引力的The idea is very attractive. sound attractive/ at attractive price
fan
n. 1. 扇子turn the fan on 2. a very keen follower or supporter, as of a sport, performing art, or famous person迷；狂热者fan club
instrument
n. 工具；器械；乐器play an instrument/ the instruments of the orchestra/ a ship’s instruments II. Words for Learning about Language
hit
n. （演出等）成功；打击a direct hit on an enemy ship/ a final score of two hits and six misses/ a hit with everyone/ His film is quite a hit/ They sang their latest hit./ make a hit
sort
n.& vt. 种类；类别；分类；整理the sort of person I really dislike/ What sort of paint are you using?/ sort sth. out (into) sth./ sort through sth.
III. Words for Using Language
afterwards
adv. later; after that以后;后来Let’s go to the theatre first and eat afterwards.
perform
vt.& vi. 1. to do; carry out(a piece of work)实行；做The doctor performed the operation. 2. to fulfill (a promise, order, etc.) 履行；执行(允诺，命令)3. to give, act or show(a play, a part(role)in a play, a piece of music, tricks, etc.) esp. before the public表演perform a task/ perform
one’s duty/ perform an operation to save one’s life/ perform the piano/perform skillfully on the flute/ perform live on television/ perform a ceremony
performance
n.表演；履行faithful in the performance of one’s duty/ the evening performance/give a performance of “Hamlet”/ in performance
stick
vi 1. to (cause to) be fixed with a sticky substance粘贴；张贴Stick a piece of paper over the old address and write the new one on it. stick to one’s fingers/ stick a stamp on a letter 2. stick to: to refuse to leave or change/stick up a note on the note-board/ stick the pen behind the ear坚持;固守stick to one’s plan/to stick to one’s promise
ability
n. power and skill, esp. to do, think, act, make, etc.（尤指工作, 思考，行动，创造等）能力 a machine with the ability to copy with large loads/ have the ability to do the work/ a woman of great ability/ have a great musical ability saying
n. 话；俗话‘More haste, less speed,’as the saying goes.
reputation
n. (an) opinion held by others(about someone or
sth.); the degree to which one is well thought of 名誉；名声: a school with an excellent reputation/ a good reputation as a doctor/ have a reputation for laziness/ ruin sb.’s reputation/ make a reputation for oneself/ live up to one’s reputation
unknown
adj.& n. 不知道的；未知的人或物unknown forces/ an unknown actor/ unknown to sb./ a journey into the unknown。