人教版高一英语必修二课件 Unit 5 教案

Unit 5 Music
Teaching 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，熟练运用课文中所出现的重要词汇与短语。
Topic
music; different types of music
Important Vocabulary
roll, rock “n” roll, folk, jazz, musician, clap, form(v.), passer-by, earn, extra, loosely, advertisement, actor, attractive, fan, instrument hit(n.), sort, frog, afterwards, perform, stick(v.), ability, saying, reputation, unknown
dream of, be honest with, play jokes on, or so, break up, by chance, sort out, stick to, above all
Useful Phrases Making 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 preference (偏好和爱好) I prefer... Why do you prefer...? I like...best because... I am fond of... My favourite musician is...
I enjoy listening to... I don’t like...very much I hate...
Grammar
定语从句(IV)（由介词 + which / whom 引导的定语从句）
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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 records and started touring and write their own songs like a real band.
Period One Warming up and Reading
Teaching objectives: 1. Enable students to talk about different kinds of music. 2. Understand the text and do comprehending exercises. 3. Learn the important words: folk, jazz, musician, clap, form, passer-by, earn, extra, loosely, advertisement, actor, attractive, fan, instrument, hit. 4. Learn to use the expressions: dream of, be honest with, play jokes on, break up. Important and difficult points: 1. Understand the text and talk about music and the band “The Monkees”. 2. How to use the following expressions: dream of doing, be honest with somebody, play a joke on somebody, break up. Teaching procedures: Step 1. Warming up
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 kinds of music are you familiar with? Can you tell me about the 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. Step 2. 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”. 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. For reference: I am from Group 1. Our group like “The Beatles” best. We like their style of performances. Listening to their performances, we will feel relaxed, amused, and their performances make us think a lot about life. Do you know anything about “The Monkees”?
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For reference: “The Monkees” is a band that was the 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 — THE BAND THAT WASN’T and find more about them. Step 3. 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. Turn to page35 then join the correct parts of the sentences together. 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.
Phases reference: dream of doing, at a concert, with sb. clapping and enjoying…, sing karaoke, be honest with oneself, get to form a band, high school students, practise one’s music, play to passers-by, in the subway, earn some extra money, begin as a TV show, play jokes on…, be based loosely on…, the TV organizers, make good music, put an advertisement in a newspaper, look for rock musicians, pretend to do sth., the attractive performances, be copied by…, support them fiercely, become more serious about…, play their own instruments, produce one’s own records, start touring, break up, in the mid-1980s, a celebration of one’s time as a real band 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. 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”. 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. 5. Choose the adjectives that you think best describe “The Monkees”. Have a class discussion to see if you all agree. Give your reasons for your choices. The important thing is to encourage your students to examine all the alternatives offered and accept or reject them with a reason. Step 4. Useful vocabulary Ask the students to look for the words and expressions and see if they understand them well. Give explanations to show how to use them.
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1. match ① 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 to 与……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 向往，梦想； 梦见 e.g. He often dreams of being a scientist.
The soldier often dreamed of his hometown. I would not /never dream of… 3. 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 + doing with + 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 …, with everyone clapping and enjoying your singing? Example: The old man sits on the chair, with his dog lying beside him. （躺在他身边） With tears in her eyes, she left the room.（眼含泪水） The old musician fell asleep with the window open.（开着窗子） It was a pity that the great writer died with his work unfinished. (工作未完成) With production up by 60% (生产提高了 60%) the company has had another excellent year. 原因状语 With the final exams to worry about, I have to work really hard this month. 原因状 语 With a lot of difficult problems to settle, the newly-elected president is having a hard 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.
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4. honest
adj. 诚实的
dishonest
adj.不诚实的
honesty
n. 诚实,忠实
be honest with sb.：tell exactly what one thinks
be honest in (doing) sth. 说实话，我认为他们没有获胜的机会。
To be honest, I don’t think they have a chance of winning.
5. passers-by
Frenchman →Frenchmen
parent-in-law →parents-in-law
two girl classmates→ two women classmates
two boy students → two men doctors 6. earn: get money by working 赚，挣；得到
earn one’s / a living = make one’s living = earn one’s bread 谋生
Peter: Teachers earn their living by working in schools. Most of them earn $20,000 a year.
Patter: Wow, so much! To be honest with you, I intend to become a teacher in the future,
because they can earn the respect of all. 7. extra adj. 额外的，特别的
adv. 特别地，非常地
e.g. The store hired extra clerks for Christmas.
The coffee is extra strong this morning.
They charge extra for parking. 8. play jokes/ a joke on sb. 戏弄某人
play tricks on 抓弄某人
e.g. Though old, they often play jokes on each other.
We should never play tricks on the others.
9. base sth. on/upon sth. be based on/upon sth.
e.g. Many writers base their novels on their own experience.
The story is based on his own experience. 10. lively 活泼的，充满生气的
She is a lively child and popular with everyone. alive：not dead 活的（表语）
She’s still alive when I reached the hospital. living 活的，在世的（常做定语） live /laiv/ (定语)活的，有生命的(动物); 直播的
live fish
live programs
11. They put an advertisement in a newspaper looking for rock musicians, but they could only
find one that was good enough. looking for rock musicians 现在分词做定语修饰前面的名词
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坐在后面的人请安静，好吗？
Will the people sitting at the back please keep quiet? 我们到得太晚了，没能赶上八点的火车。
We arrived too late to catch the train leaving at eight. 12. while 然而
You are interested in rock“n”roll and rap, while I am fond of folk music and jazz.
Nodding the head means agreement, while shaking it means disagreement.
Some people are rich while others are poor.
13. attractive adj. 有吸引力的，有魅力的
attract
vt. 吸引，引起
attraction n. 吸引力
The girl is very attractive.
He was totally attracted by the interesting stories. Like attracts like. 物以类聚 14. or so; about 大约 注意: or so 放在它所修饰的词后面，而 about 放在被修饰词前。
大约有二十个。
There are twenty or so.
There are about twenty. 我们大约停留了不得 3 个小时。
We stayed for three hours or so.
We stayed for about three hours.
15. However, the band broke up in about 1970, but reunited in the mid-1980s. break up 解散，拆散，（学校）放假，结束，强行驱散
The party broke up when the police arrived. The little boy broke up the radio to see what was wrong with it.
When will school break up for winter vocation?
The meeting broke up at 11 o’clock. Police came to break up the crowd. break down 停止运转，失败 The car broke down halfway.
His plan broke down when it was put into practice. break into 突然闯入,强行进入 His house was broken into by burglars last week. break out(战争，灾难)突然爆发
Fire broke out during the night.
16. produce a record=make a record
The records produces by Zhou Jielun sell well.
—How many records have they produced until now?
—Four.
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17. hit v. 打，打击 Dad, don’t hit me on the head any more, or I will be as foolish as a pig. Hit the nail on the head. 一针见血 hit n. 攻打，攻击 [C] Was he given a hit in the eyes? 成功；红极一时的人或物 He’s a hit with everyone. They sang the latest hit. The painting was shown there and made a hit. hit songs, records 流行歌曲、唱片
Step 6. Retelling the form of the band The Monkees. I shall write some key words and expressions on the board. You are to retell the form of the band according to these words. For reference: begin as a TV show, the TV organizers, look for, put an advertisement in a newspaper, use actors for the other members of the band, pretend to sing Step 7. Homework Talk about The Monkees in your own words then write it down.
Period Two Language learning and grammar
Teaching objectives: 1. Discover useful words and expressions and use them in your reading and writing. 2. Discover useful structures and use them in their activities. 3. Be able to use the important words and expressions from Warming Up and Reading. 4. Be able to use the attributive clauses introduced by “preposition + which”. and “preposition+ whom”. 5. Use what the students have learned to pick out and correct mistakes in sentences. Important and difficult points: 1. Learn to use these words and expressions: musical instrument, musician, fan, hit, karaoke, advertisement, dream of, passer-by, be honest with, break up. 2. How to use the structures “prep.+ which” and “prep.+ whom”: when to use “which” and when to use “whom”; what preposition to use. Teaching procedures: Step 1. 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. For reference: The musicians of whom the band was formed played jokes on each other as well as played music. However, after a year or so in which they became more serious about
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their work, The Monkees started to play their own instruments and write their own songs like a real band. 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. Here are more examples on this kind of structure.
This is the reason for which he left his hometown. (= why) I’ll never forget the day on which we stayed together. (= when) This is the girl from whom I learned the news. The person to whom I spoke just now is the manager that I told you about. I’ll show you a store in which you may buy all that you need.(= where) I don’t like the way in which you laughed at her.(= that) Now go on to do Exercise No. 2 on page 36, that is, to sort out the sentences. Step 2. Grammar: The attributive clause 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.
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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:
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.)
Step 3. Exercises
1. Join the sentence halves using which or whom after an appropriate preposition.
○1 They climbed up to the top of a large a. I would never have finished the work.
rock.
b. It was primarily written.
○2 I would like to thank my tutor.
c. We know nothing.
○3 She has now moved back to the house on Long Island.
d. They got a good view.
○4 The star is to be named after Patrick Jenks.
e. He learned how to play chess.
○5 This is the ball.
f. Dennis scored three goals in the final. ○6 He is now able to beat his father.
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g. She was born. h. It was discovered.
○7 The book is enjoyed by adults as well as children. ○8 There are still many things in our solar system.
Key for reference:
They climbed up to the top of a large rock, from which they got a good view.
I would like to thank my tutor, without whom I would never have finished the work.
She has now moved back to the house on Long Island, in which she was born.
The star is to be named after Patrick Jenks, by whom it was discovered.
This is the ball. Dennis scored three goals in the final.
He is now able to beat his father, from whom he learned how to play chess.
The book is enjoyed by adults as well as children, about whom it was primarily
written.
There are still many things in our solar system, about which we know nothing.
2. Are these correct or appropriate? If they are not, give a reason, correct them and give
alternatives if you can.
Example: 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.)
The extra work which she took on was starting to affect her health.
My mother, after whom I looked for over 20 years, died last year.
The people whom I work with are all very friendly.
Some of the criticisms with which they had to put up were very unfair.
He had many friends with whom he had a regular correspondence.
The woman to who he is engaged comes from Poland.
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.
Example:
Tom Sims, whose car the weapons were found in, has been arrested.
Tom Sims, in whose car the weapons were found, has been arrested.
Tom Ham, whose novel the TV series is based on, will appear in the first episode.
Dr Jackson owns the castle whose grounds the main road passes through.
Tessa Parsons is now managing director of Simons, the company that she was once a
secretary in.
Allowing the weapons to be sold is an action that the Government should be
ashamed of.
The dragonfly is an insect that we know very little of.
Step 4. Homework
Turn to Page 71, there is a grammatical error in each of the sentences. Read carefully and then
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correct it.
Period Three Listening
Teaching objectives: 1. Improve students’ listening skill. 2. Learn something more about music, especially classical music. Important and difficult points: understand the listening texts, especially the two texts in Workbook. Classical music and musicians are something unfamiliar to many students. Teaching procedures: Step 1. Preparation for listening to “Freddy, the frog” Turn to Page 37, read the directions and the statements. Make sure the students know what they mean and what they are asked to do. Then listen to the story and decide whether the statements are true or false. Step 2. Listening in Workbook Turn to Page 69, listen to the speaker’s opinions about music. Then answer the following questions.
Suggested answers: Classical music may help you improve your memory. Listening to Mozart may help you to remember things. Pop music doesn’t have the same rhythm as classical music. Both playing an instrument and studying maths uses the same part of your brain. Music lessons will let you develop your sense of rhythm, which will help your study
of math. Or: Music lessons will make you more intelligent. Step 3. Listening Task in Workbook Turn to Page 72, listen to the talks about classical music and the two composers Mozart and Bach, and be ready to write notes. Exchange notes and finally the teacher shows the right words on the screen.
Suggested answers:
INFORMATION 1
Feature of classical music with instruments has a pattern
Example of composer
Mozart
A type of music he wrote
opera
INFORMATION 2
Feature of classical music in church
mathematical
Example of composer
Bach
A type of music he wrote
choral music
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Step 4. Homework
Prepare for more about the Freddy’s life on Page 37 and the reading task on Page 72.
Period Four Extensive Reading
Teaching objectives: 1. Learn more about Freddy’s life and be able to talk about the advantage and disadvantage of being famous. 2. Enjoy a poem for children (a ballad) Cat’s in the Cradle. 3. Learn to read for the main idea of the whole passage about Freddy and the main idea of each part of the ballad. 4. Learn to read for detailed information. Teaching procedures: Step 1. Reading and translating Read more about Freddy’s life and translate it into Chinese paragraph by paragraph. Step 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.
Phases reference: become famous, visit Britain on a tour, wait for hours to get tickets for the concerts, be confident, enjoy singing and all the congratulations, the most exciting experience, sing in a TV program called “Top of the Pops” wear an expensive suit, give a performance to a TV camera, go wrong, not go out without being followed everywhere, wear sunglasses, hide in railway stations, one’s personal life, become too painful for sb., pack one’s bags Step 3. Doing exercises Now you are going to do Exercises No. 3, 4 and 5 following the article on Page 38. Exercise 3 Here are the incorrect sentences which should be crossed out. (Page 38) Freddy and his band always loved being pop stars. His favorite program was Top of the Pops. Things went wrong because Freddy and his band hid themselves. They realized they had to go because they were painful. Exercise 4 Answer these questions (Page 38): 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:
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— peaceful and quiet; — a private life away from crowds; — a personal life which others do not discuss. Exercise 5 (Page 38) 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. Step 4. Reading Task in Workbook Turn to Page 72, listen to the tape and practise reading the poem aloud, paying attention to the rhythm. 1. Read the song aloud. 2. Give the meaning of difficult words and the first two lines of the Chorus. 3. Discuss the song, expressing your feeling first. 4. This song is a ballad and tells a story. Each part tells some of the story. Find the main idea for each part of the ballad. Part 1 Father is too busy to spend time with his son. Part 2 Main idea: Son knows his father will always be too busy. Part 3 Main idea: Son is now too busy to spend time with his father. Part 4 Main idea: The father realizes his son has grown up the same way he did. Step 5. Homework Prepare for speaking on Page 38 and 39 and the speaking task on Page 74.
Period Five Speaking
Teaching objectives:
1. Be able to talk about music: forming a band and music quotes.
2. Be able to make suggestions and talk about preference properly.
3. Useful expressions in making suggestions:
I think we should… Should we go…? What if we…?
What do you think…? How/what about…? Let’s…
We could…
You could…
4. Useful expressions in talking about preference:
I prefer…(to…)
I am fond of…
I like … best because…
I enjoy -ing…
My favourite musician is…
I don’t like…very much.
I hate…
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Important and difficult points: 1. Talk about forming a band. 2. Make suggestions with the expressions mentioned above. Teaching procedures: Step 1. Warming up Brainstorm: Do you know what a band is? What is your favorite band? How many people is a band usually formed?… Step 2. Speaking Turn to Page 38. You and your friends want to start your own band. However, you have never played in a band before. Talk with your friends about the band you are going to start. What things do you have to consider? What problems do you have? Step 3. Activity and performance Turn to Page 39. Form your own band in groups of four. Decide who will play what instrument and who will sing. Choose a name of your band and an English song and then try performing it to the class. Step 4. Talking and writing Talk about the music sayings in groups and tell what they mean and what do you think of them. Then choose the one you like best and write down what it means to you and what do you think of music. Exchange your work with your partner(s). Step 5. Workbook: Talking Turn to Page 69. Make suggestions by talking about going to a concert this Friday evening. The students are encouraged to use the expressions on the screen. Step 6. Workbook: Speaking Task Turn to Page 72. In pairs the students talk about preference about different kinds of music and musicians. The students should be able to use the expressions of preference in their talking. Step 7. Homework Use the internet to search for more music quotes.
Period Six Writing
Teaching objectives: 1. Learn to work together to discover and solve problems. 2. Learn to write a letter for advice. 3. Freely use the important words and expressions learned in this unit in their writing. Important and difficult points: 1. Consolidate the words and expressions by using them in their writings:
instrument, popular, music, classical, clap, magical, jazz, concert, musician, dream of, above all, be honest with, paly a joke on, unusual, by chance 2. How to work out a letter for asking for advice step by step? Teaching procedures:
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Step 1. Warming up Brainstorm the students about different kinds of music. Then give them some time to write down what they have learned about the topic. Step 2. More about vocabulary Go over the important words and expressions in this unit and work on Workbook vocabulary exercise (filling in the blanks and word puzzle) on Page 70. Step 3. Writing sentences Translate the sentences in the Workbook Ex. 3 on Page 71, using the words and the expressions given. The purpose of this exercise is to revise the vocabulary and the structures the students have learned so far in this unit and to improve their speaking and writing. Let the students to work in pairs, first orally and then with pen and paper. Step 4. Student’s Book: Writing You and your friends want to start your own band, but you have never been in a band before. Discuss your problems with your friends and then write an e-mail to Freddy for his advice. The e-mail is started for you, but you have to finish it. Let the students to talk about them. Show on the screen the steps they are advised to follow. After writing, let some students read their letters and finally show Sample Letter. Step 5. Homework Finish the project on Page 75.
Period Seven Summing up
Teachers can use this period freely. Suggestion: Teachers can use this period to let students sum up what they have learned and explain what students couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the students have learned. Finally, ask the students to finish checking yourself. It is very important to improve their learning.
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