人教新課標(biāo)高中英語必修二Unit5Music教案(2)

1、必修2英語同步教案Unit 5 MusicPart One: Teaching Design ( 第一部分：教學(xué)設(shè)計Period 1: A sample lesson plan for reading(THE BAND THAT WASNT)Aims To learn to talk about kinds of music+ which/ whom) To learn to read about bands To study The Attributive Clause (in/ for/ with/ by To learn to write an e-mailProceduresI. Wa

2、rming upWarming up by describingGood morning, class. Today we are going to talkabout an interesting topicmusic. As we know,music is a kind of art of making pleasingcombinations of sounds in rhythm, harmony andcounterpoint. Music can produce a lively and happy atmosphere and bring people relaxation a

3、fter 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

4、can guess which music matches with which picture.Warming up by discussingHi, everyone. Do you like music? Howmuch 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 ' ssee if you can guess

5、which music matches with which picture.AF f . A /：.Classical musicCountry musicRockn' RollRapOrchestraFolk musicYes, you are right. I ' m sure you will really enjoy yourselves after listening to all thesebeautiful music. What kind of music do you like better, Chinese or Western, classical or

6、 modern? Why? How does music make you feel? Why do you like to listen to music? Let' s discuss thesequestions 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 refer

7、ence:I ' ve heard about“ The Beatles ”,B Back Street Boys,“TheEagles ","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.

8、 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 liketheir style of performances. Listening to their performances, we will feel relaxed, amused, and their performances make us think a lot

9、 about life.Do you know anything about “The Monkees" ?For reference:" The Monkees " is a band that was first popular in the 1960s inAmerica. Unlike most bands of the time, the Monkees were not formed by its membersbut rather by TV producers. They were a fictional band in the TV show o

10、f 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 -The Band That Wasn ' t and find more about them.III. Reading1 .Reading aloud to the recordingNowplease listen and read a

11、loud to the recording of the text THE BANDTHATWASNT. 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 collocat

12、ions 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' smusic, play to passers-

13、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

14、 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 e

15、ither 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 .Rea

16、ding 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?Members High school studentsReasons They like to write and play music.PlacesThe

17、y practice their music in someone ' s home.FormsThey may play to passers-by in the street or subway.ResultsThey can earn some extra money. They may also have a chance to dreamof becoming famous.Nesmith & Davy JonesThe Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, Mike(beginning

18、of the bandIt began as a TV show.styleoftheperformanceThey played jokes on each other as well as played music.first music and jokesMost of them were based loosely on the band called"TheBeatles ".development of the bandThey became more serious about their work and started to play their own

19、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 bandThe 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 re

20、al band.4. Reading and understanding difficult sentencesHow was The Monkees formed and became a real band?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 by doing exercisesTo

21、 end the lesson you are to do the comprehending exercises No. 1,2, 3 and 4. Closing down by having a discussiona band when they did not singDo you think the TV organizers were right to call“The Monkees”or write their own songs? Why?For reference: I don ' t think the TV organizers were right to c

22、all “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

23、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 rete

24、ll 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 sing必修2英語同步教案Unit 5 MusicPeriod 2: A sample lesson plan for Learning about Language (The Attr

25、ibutive 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 upWa

26、rming 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 methe text of THE BANDTHATWASN t. As you read on, pay attention to

27、 The Attributive Clause (in/ for/ with/ by+ which/ whom), that is, the attributive clauseswith a preposition ahead of the relative pronoun shown in the sentences.For reference : The musicians of whomthe band was formed played jokes on each other as well as played music. However, after a year or so i

28、n which they became more serious about their work, “The Monkees“ started to play their own instruments and writetheir 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

29、 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

30、 and whom- can be used in the Attributive Clause, with a preposition put before theclause. That can' t be used. Look at the screen. Here are more examples on this kind of structure.I.This is the reason for which he left his hometown. (=why)1.1 ' ll never forget the day on which we stayed tog

31、ether. (=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.4.1 ' ll show you a store in which you may buy all that you need.(=where)6.1 don ' t like the way in which you laughed at her.(=that)Now go on to do Exer

32、cise 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 compos

33、ition.?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

34、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 towhom they are accountable? (not - the public to who they are accountable.)?The valley in which the town lies is heavily poll

35、uted. (not - The valley in that the town.)?Arnold tried to gauge the speed at which they were traveling. (not - the speed at they weretraveling.)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 w

36、as 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 whomis used in formal contexts). In restrictive attributive

37、clauses we can also usethat or zero relative pronoun instead of whoor which (e.gthe 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 prepos

38、itionat the beginning:? Your essay is one of those ( which/that ) I ll go through tomorrow. (rather than.throughwhich? She is one of the few people (I ll go tomorrow.)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 ta

39、lk about things:?A huge amount of oil was spilled, are still being felt.)?The end of the war, the anniversary in cities throughout the country. (or. Note that we can t use of whichthe effects of which are still being felt.(or.whose effectsof which is on the 16th of November, will be commemorated who

40、se anniversary is on.)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.)Wecan sometimes use that.ofin place of of which . This is less formal than of which and whose,and

41、is mainly used in spoken English:?The school that she is head of is closing down. (or The school of which she is head.)Whosecan come after a preposition in attributive clauses. However, it is more natural to putthe preposition at the end in less formal contexts and in spoken English:?Wewere grateful

42、 to Mr. Marks, in whose car we had traveled home. (or.whose car we had traveledhome in.)?I now turn to Freud, from whose work the following quotation is taken. (or.whose work thefollowing quotation is taken from. )IV. Closing down by doing exercises:Join the sentence halves using which or whom after

43、 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.

44、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.5. 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

45、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 whomI 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.5. 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