人教版高中英语教案Unit5music.pdf

英语必修二第五单元

Unit 5 music

The theme of this unit is music which introduces students some kinds of music by reading a story of a band named The Monkees and listening to story of Freddy and his band. The purpose is to help students to get to know different types of music and related musical knowledge.

This unit also aims to build up students` ability to express their opinions by using the target language, to ask for advice, to use the attributive clause with preposition + which / whom correctly , and to write a short passage about Chinese folk music through e-mail.

Vocabulary: roll, folk, jazz, musician, pretend, attach, form, passer-by, earn, extra, instrument, perform, performance, pub, cash, studio, millionaire, actor, rely, broadcast, humorous, familiar, attractive, addition, dip, confidence, brief, devotion, afterwards, invitation, beard, sensitive, painful, dream of, to be honest, attach…to, in cash, play jokes on, rely on, be / get familiar with, or so, break up, in addition, sort out, above all

Functions:

I think we should…….,

Should we go…..

What if we…..?

What do you think….?

How about…?

Let`s…..

We could…..

You could….

If we….

Talk about preference:

I prefer……

Why do you prefer…..

I like… best because…..

I am fond of….

My favorite musician is….

I enjoy listening…

I don`t like….. very much. I hate……

The first period: Warming up, Pre-reading, Reading and Comprehending

Knowledge aims: get the students to learn useful new words and expressions in this part: roll, folk, jazz, musician, pretend, attach, form, passer-by, earn, extra, instrument, perform, performance, pub, cash, studio, millionaire, actor, rely, broadcast, humorous, familiar, attractive, addition, dip, confidence, brief,

devotion, afterwards, invitation, beard, sensitive, painful, dream of, to be honest, attach…to, in cash, play jokes on, rely on, be / get familiar with, or so, break up, in addition, sort out, above all Emotion aims: arouse students` great interest in music and let them like music.

Important points: let students learn more about different kinds of music and get them to learn different reading skills.

Difficult aims: how to develop students` reading ability and enjoy different kinds of music.

Step 1 Warming up

1. What kinds of music do you know?

(classical music, rock `n `roll, orchestra, rap, folk music, jazz, country music, choral, light music, pop music and so on. )

2. Can you name some musical instruments?

(piano, violin, flute, erhu, drum, saxophone, bass, electronic instrument, etc. )

3. Warm up the students by describing and questioning.

The topic—music: it is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can make a lively and happy atmosphere and bring people relaxation after had work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How much do you know about music? Can you tell me different kinds of music?

Step 2 Pre- reading

1. Ask students to answer some questions:

Have you heard about any of the famous bands in the world?

(“the Beatles”, “Back Street Boys”, “the eagles”, “West Life” and Pink Floyd” )

2. Play the tape and let them listen to some pieces of music from different bands.

Talk about “the Monkees”: it is a bands of four persons that was very popular in the 1990s in American and as well as a TV show of the same name and it modeled on “ the Beatles”. The band used techniques rarely seen on TV at that time. Now it is still popular in the world today. This band who first sang the song is “Bubblegum”.

Step 3 Reading

1. Predict the content of this text first.

2. Skim the passage for the topic sentences of each paragraph and fill in the chart.

Paragraphs Topic sentences

Para. 1 How do people get to form a band?

Para. 2 Most musicians meet and form a band.

Para. 3 One band started as a TV show.

Para. 4 “the monkees” became even more popular than “the Beatls”.

3. Read the text carefully for the detailed information to complete the tables.

1) How do people get to form a band?

Members High school students

Reasons They like to write and play music.

Forms They may play to passer-by in the street or subway.

Places They practice their music in someone`s home.

Results They can earn some extra money. They may also have a chance to dream of becoming famous.

2) How was “the Monkees” formed and became a real band?

Beginning of the band It began as a TV show.

Style of 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 stared 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. Read aloud and underline the useful collocations: dream of doing, at a concert, in front of, thousands of, sing karaoke, to be honest, attach …to.., practice one`s music, play to passers-by, in the subway, earn some extra money, be paid in cash, begin as a TV show, play jokes on, be based loosely on, put an advertisement in a newspaper, look for rock musicians, rely on, pretend to do sth. be copied by, support them fiercely, get familiar with, or so, become more serious about, play their own instruments, produce one`s own records, start touring, break up, in the mid-1980s

5.Skim the text more carefully to find out the difficult sentences and analyze the structures.

6. 根据课文内容填空

Parts Main idea Details

Part I (1) A dream being part of a band as a famous singer or musician

playing in front of the audience

becoming rich and famous as a musician

Part II (2) The course of

forming a band starting as a group, practicing music

playing to passers-by to earn some extra money giving performances in pubs or clubs to get money

Part III (3-4) The Monkees beginning as a TV show, pretending to sing

performing humorously enough to be copied

Playing and singing songs written by other musicians

producing their own records and playing their own music

becoming more popular than the Beatles

breaking and later uniting, producing a new record to

celebrate the band’s birth

Step 4 Discussion

1. Do you think music plays an important role in our daily life?

2. What would the world be like if there were no music?

Step 5 Homework

1. Learn the useful new words and expressions by heart.

2. Read the reading passage again and try to retell the passage The Band That Wasn`t.

The second period: Learning about important language points

The emphasis of this period will be placed on the important new words , expressions and sentence patterns. First we can get them to understand the context, then give some explanations about them. Later offer some practices to make them master their usages.

Emotion aims: stimulate students` interest in learning English with the help of cooperation and teamwork.

Important points: Enable them to master the usages of some the new words , expressions and understand the difficult sentence patterns correctly.

Difficult points: how to get them to master the words, expressions and difficult sentence patterns.

Step 1 Revision

1. Check the homework exercises.

2. Dictate some new words and expressions we have learnt.

Step 2 Key words and expressions study

Get them read the former parts to get the collocations that they don`t understand.

Step 3 Practice for useful words and expressions

1. Let them do Exercise 1 and 2 in Learning about Language on page 36 and check the answers after most of them finish.

2. Let them do Exercise 1 in Using words and expressions on page 70 and check the answers after

most of them finish.

Step 4 V ocabulary study

1. dream of / about梦想, 幻想

Everyone dreams of a better future.

I often dream of there being a small river in front of my house.

2. be honest with对…..说老实话; 同….规矩来往/ honestly speaking 老实说/ to tell you the truth 老实告诉你

You should be honest with the teacher.

To be honest is used when you tell someone what you really think.

To be honest with you, I don`t like you.

3. play a joke on / play jokes on 和….开玩笑; 戏弄….

You shouldn`t plat jokes on him.

He doesn`t being played jokes on.

4. or so 大约, 左右

He has given away 200books or so to the village students.

We stayed for an hour or so.

5. break up 打碎, 分散, 解体

The ship broke up on the rocks.

The meeting broke up at 11 0clock.

Police were called in to break up the meeting.

break up with sb. 与某人断交

She has just broken up with her boyfriend.

break away脱离, break down失败,毁掉, break from挣脱, 突然离去, break into 闯入, 破门而入,

打断, break into, break out 发生; 爆发, break forth 突然发出, 迸发

Step 5 Sentence focus

1. Have you dreamed of playing in front of people at a concert, at which everyone is clapping and appreciating your music?

at which everyone is clapping and appreciating your music为定语从句

2. The musicians were to play jokes on each other as well as play music, most of which were based loosely on the Beatles.

most of which 引导非限定性定语从句, 注意which指导jokes和music.

3. They put an advertisement in a newspaper looking for rock musicians, but they could only find one who was good enough.

looking for rock musician现在分词短语作目的状语,修饰an advertisement

4. 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.

in which they became more serious about their work 是定语从句,修饰a year or so

He still remembers the time when (= at which) he became a college student.

Gone are the days when (=on which) my heart was young and gay.

Step 6 Using words, expressions and patterns

1. Do exercises 1and 2 on page 70 in Using words and expressions.

2. Translate the sentences into English, using th words and expressions given in brackets.

1). 这是我梦中的家. 我什么时间能搬进来? (dream of)

2). 最重要的是, 你现在应该同我说实话. (above all, be honest with)

3). 他喜欢开别人的玩笑, 但是不喜欢别人开他的玩笑. (play a joke on )

4). 他走出大楼, 许多人跟在他身后. (with + n. /pron. + doing )

5). 大约一年后, 他就会成为一名医生. (or so)

Step 7 Playing a game called “What” is your dream?”

Have a discussion about “the dream”, and ask each one to write an article.

Step 8 Homework

Finish off Workbook exercises.

Learn the new words and expressions by heart.

The third period: Learning about grammar

This teaching period mainly deals with the grammar: the attributive clause with prep. + which / whom.

Difficult point: how to get the students to master the structure and usages of the attributive clause with prep. + which / whom.

Important points: Enable students to choose proper propositions

Step 1 Revision

Check the homework exercises.

Dictate some new words and expressions.

Step 2 Grammar revision

1. Read and discover: ask the students to turn to page 34 to go through the passage The Band That Wasn`t to pick out the sentences w ith the attributive clauses with a preposition ahead of the relative pronoun and translate them into Chinese.

Have you ever dreamed of playing in front of thousands of people at a concert, at which everyone is clapping and appreciating your music.

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.

Later they may give performances in pubs or clubs, for which they are paid in cash.

The musicians were to play jokes on each other as well as play music, most of which was based loosely on the Beatles.

However, after a year or so in which they became more serious about their work, the Monkees starts to play and sing their songs like a real band.

They produced a new record in 1996, with which they celebrated their former time as a real band.

2. The structure: preposition + relative pronoun

3. Some more examples:

This is the reason for which he left his hometown.

I will never forget the day on which we stayed together.

This is the girl from whom I learnt the news.

The person to whom I spoke just now is the manager that I told you about.

I will show you a store in which you may buy all that you need.

I don`t like the way in which you laughed at her.

Step 4 Grammar practice

Turn to page 37 to do Exercise 2 in Discovering useful structures to sort out the messages which are getting mixed up, and then check with all of the students.

Step 5 Summarizing the grammar rules

1. In formal styles we often put a proposition before the relative pronouns which and whom. After a preposition, you can`t use who in place of whom and you can`t use that or zero relative pronoun either.

The rate at which a material heats up depends on its chemical composition.

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.

2. In informal English, we usually put the proposition at the end in attributive clauses rather than at the beginning. In this case, we prefer who rather than whom 9 although whom is used in formal contexts.) in restrictive attributive clauses, we can also use that or aero relative pronoun instead of who or which.

The office which Graham led the way to was filled with books.

Jim`s football ability, which he was noted for, had been encouraged by his parents.

3. If the verb in attributive clauses is a two-or three-word verb, (come across, fill in, go through,

look after……). We don`t usually put the proposition at the beginning.

Your essay is one of those (which / that) I will go through tomorrow.

She is one of the few people ( who / that ) I look up to.

4. In formal written English, we often prefer to use “of which” rather than “whose” to talk about things. We can`t use “of which” to take the place of “whose” in the following patterns:

A huge amount of oil was spilled, the effects of which are still being felt / whose effects are still being felt.

The end of the war, the anniversary of which is on the 16th of November / whose anniversary is on the 16th of November, will be commemorated in cities throughout the country.

5. “whose” can come after a proposition in attributive clauses. However, it is more natural to put the proposition at the end in less formal contexts and in spoken English.

We wee grateful to Mr. Marks, in whose car we had traveled home / whose car we had traveled home in.

I now turn to Freud, from whose work the following quotation is taken / whose work the following quotation is taken from.

Step 6 Closing down by doing consolidation exercises

1. True or false.

1). It`s a piece of jewelry across which I came in an antique shop.

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.

2. Rewrite these sentences so that they are more appropriate for formal written English.

1). Tom Sims, whose car the weapons were found in, 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.

Step 7 Homework

1. Finish off the Workbook exercises.

2. Learn and understanding the related grammar rules.

The forth period: Using Language: Listening and extensive reading

The teaching emphasis will be put on developing students` listening and reading ability by listening to Freddy`s story and the Beatles` song and reading extensively (page 38 and page 72- 73) Knowledge aims: get the students to learn some useful new words and expressions in this part: frog, afterwards, performance, etc. and let them learn and enjoy the two songs “Help”and “Cat`s in the Cradle’.

Important points: develop students` reading skills by extensive reading and enjoy the two famous songs.

Difficult points: how to enable the students to learn to use reading strategies such as skimming, scanning, and so on in order to get the gist of the story.

Step 1 Preparation for listening to “Freddy, the frog”

Read the directions and the statements to make sure they know what to do.

Step 2 Listen to the story and decide whether the statements are true or false.

1). Freddy had changed from a man to frog.

2). He felt lonely in the lake till he met his friends on the lily leaf.

3). The singers of the band could sing very loudly.

4). Freddy thought he could sing as well as the other singing frogs.

5). Freddy was very confident about his singing.

6). He sang the song to ask the other frogs to be his friends.

Step 3 Listening in workbook.

Listen to the talk about classical music and the two composers Mozart and Bach who are ready to write notes.

Step 4 Listening task in workbook

Listen to the talks about classical music and the two composers Mozart and Bach and do the exercises.

Step 5 Enjoy the song “Right Here Waiting”

Step 6 Homework

1. Finish off the exercises.

2. Learn the useful words and expressions in this unit by heart.

The fifth period: Using Language: listening and speaking

The emphasis of this period is placed on developing students` listening and speaking abilities. Knowledge aims: get the students to learn some useful words and expressions, music and making suggestions.

Important aims: develop students` listening and speaking abilities about music.

Difficult aims: how to develop students` listening and speaking abilities.

Step 1 Revision

1. Check the homework exercises.

2. Ask some students to retell the story about Freddy`s life

3. Have a dictation of the new and useful words and expressions.

Step 2 Warming up by brainstorming

1. Ask students to brainstorm the following questions:

1). Do you ever worried about taking exams?

2). Do you sometimes forget what you have studied?

3). How many times have you studied English words only to forget them the next day?

4). What can you do to improve your intelligence over a long period of time?

5). Do you think music may help?

2. After their brainstorming, tell them: let`s listen to the speaker`s opinions about music.

Step 3 listening

Turn to page 69 and make them know what to do after going through the questions.

Step 4 Listening task on page 72

Listen to the material about classical music which tells you about two different composers: Mozart and Bach.

Step 5 Talking

1. Ask some students in groups of four to discuss these questions and make notes of the ideas.

1). Dou you believe in the “Mozart effect”? why or why not?

2). Have you ever experienced it? Give some examples.

3). Do you think it also works with other kinds of music such as pop music? Give reasons.

2. Let them prepare their dialogue and then ask some pairs to perform it out. Remind them of using the

following expressions:

Music makes me feel happy / comfortable / confident about…..

…..

I prefer / hate classical music because it feel calm / relaxed / sleepy / bored

Pop music makes me feel happy / cheerful / lively / tired / energetic…..

If I am worried / frightened / concerned about…, I prefer to listen to…..

I (don`t) enjoy / appreciate / understand that kind of music / song because……

I find that if I listen to classical / pop music, I feel …..

I attach great importance to…..

Step 6 Homework

1. Finish off the Workbook exercises

2. Read the listening texts and try to retell something about “Mozart effect” and classical music.

3. Write some sentences using the expressions of making suggestions and the note (in talking) in your exercises book.

The sixth period: Using language: Speaking and writing

The emphasis of this period is laid on developing students` speaking and writing abilities. This is the best way to test if students have mastered what they have learned. In this period, we will deal with the following parts: Speaking and writing on page 39, Speaking on page 40, Speaking task and writing on page 74 in the Workbook.

Knowledge aims: let the students learn the expressions of talking about preference.

Ability aims: enable them to talk about preference.

Important points: develop students` speaking and writing abilities.

Difficult points: how to develop students` speaking and writing abilities.

Step 1 Revision

Check the homework exercises.

Ask some students to tell something about Mozart and classical music.

Step 2 Warming up by asking and sharing

1. Ask students whether they prefer classical music or Chinese folk music.

2. Remind students to use the expressions while talking about preference.

I prefer……

Why do you prefer…..

I like best because…..

I hate….., My favorite musician is…

I enjoy listening to….

I am fond of…

I don`t like…. Very much.

Step 3 Writing (a note and a paragraph)

1. Discuss the following questions and decide a best way to tell a foreign friend about one kind of Chinese folk music.

1). What do you think they need to know before they can enjoy it?

2). Why do you like it?

3). Who are your favorite singers?

2. Write a paragraph telling their foreign friend about the type of Chinese folk music they have chosen.

Step 4 Writing (an e-mail)

1. Suppose a situation: you and your friend want to start your own band. However, you have never plated in a band. You will write an e-mail to Freddy for his advice.

The way to write an e-mail:

→Think or discuss some questions you would like to ask Freddy.

→Make a list of them and choose the best ones.

→Share your ideas with another pair or ask your teacher for advice and then decide which ones are the best ways.

→Use each question to start a new paragraph.

→Write your question first; then add extra information to show Freddy why you need help.

→Finish the e-mail politely and thank Freddy for his help.

2. Sample writing:

I like erhu music because it is so moving and it reminds me of wonderful snowy mountain, forests and lakes where no one live but the birds to enjoy their beauty. The most loved music is Er Quan Ying Yue, which sounds very sad and was played by a famous musician who could not see.

The erhu is a very old instrument in China. An early form of the erhu could be found in the Tang dynasty. It is made of wood and has two metal strings. The bow is placed between the two strings and the musician can play it standing up or sitting down.

Xu Ke is my favorite erhu player and hr is famous throughout the world. I have even heard him play Western classical music for a violin on his erhu. It sounded very beautiful.

Step 5 Reading Freddy`s reply

1. Read Freddys reply and answer the questions:

How was Freddy`s band formed?

What advice does Freddy give?

2. Read and pick out the useful collocations: be honored of, ask for advice, in a very unusual way, since then, agree with, come up with, make a special time, stick to, give performances, above all, have fun

Step 6 Speaking

Ask some students to make up a dialogue talking about how to form a band.

The best ways are like these:

1). Form your own band in a group of six.

2). Decide who will play what instrument and who will sing.

3). Decide the name of your band and what kind of band you will be.

4). Choose an English song for your band to perform

5). Practice singing your song to the music and perform to the class.

Step 7Closing down by quote about music

Ask students to turn to page 40, read and try to understand the saying.

Let them write their own famous quotes about music and talk about what they mean to them with their partner.

Step 8 Homework

Review the contents of the unit and complete Summing up on page 40.

补充练习

1. Word spelling

1). When our football team played in another town, all the supporters (支持者) went to watch the game.

2). He ordered several extra (额外的) things, such as a radio and an air-conditioner on his new car.

3). The orchestra (管旋乐队) is preparing a concert.

4). What sort (种类) of music do you like best-----pop or classical?

5). A computer can perform (做) many tasks at once.

6). Which team will win the match is still unknown (不可知的)?

7). Her life is a poem full of attractive (有吸引力的) power.

8). I did not remember the correct answer until afterwards (后来).

9). Bruce has the ability (能力) to score a goal, but will he do it?

10). “Ｅast, west, home is the best” is an English saying (格言).

11) The boys rolled (滚动) a big snow ball, and the girls made a small one to build a snowman.

12) As one of the performers (表演者) of the show, I felt proud after hearing the warm applause.

13) The injured policeman’s courage earned (获得) him the admiration of all the people who knew the news.

14) Look! The girls are forming (组成) a line at the door with flowers in their hands to welcome the foreign guests.

后来).

15) I did not remember the correct answer to the question that Tom asked until afterwards (

16) The shop clerks were busy attaching the latest price tag to each article.

17) This new advertisement will be broadcast twenty times a day on TV.

18) Julia pretended sleep when her husband came home late that night.

19) Many foreigners are good at singing Chinese folk songs now.

20) All the passers-by who saw the happening of the accident are being asked by the policemen.

2. Fill in the blanks with the expressions given below. Use each only once and make changes where necessary.

dream of, above all, stick to, sort out, break up, by chance, look for, be fond of, or so, to be honest, play jokes on, in addition, in cash, rely on, be familiar with

1). I am looking for my glasses. I don`t remember where I had put them.

2). I met Comrade Yu by chance last Sunday afternoon.

3). If you stick to the truth, you have nothing to fear.

4). Above all, you must collect the necessary materials.

5). She often dreams of running her own business in the future.

6). To be honest, I can`t believe what she said just now.

7). There were twenty people or so who entered for the race.

8). Many policemen were sent there to break up the angry crowds.

9). It was difficult to sort out the lies from the truth.

10). Tom enjoys painting while his brother is fond of playing the piano.

11) Above all, you must collect the necessary materials and then make a plan carefully.

12) Mark loves collecting stamps and he can spend a whole day sorting out his stamps at home.

13) People used to dream of traveling in the outer space and now the dream has come true.

14) To be honest, the dress fits you very much. Why do you dislike it?

15) We need another two workers to finish the job on time. In addition, some more money is needed.

16) Nicholas Tse and Cecilla Cheung’s breaking up made many people feel sad.

17) “Don’t play jokes on others in the swimming pool, as it is very dangerous.” the teacher said.

18) I am familiar with this city. So I can introduce it to all of you.

19) As you paid the bill in cash, we don’t add any handing charge for it.

20) My father said ha hadn’t relied on any others since he was 18 years old.

3.翻译题

1）孩子们对于周围正在发生的事情很敏感.

Children are sensitive to what is happening around them.

2)对于未来，我们一定不能依靠别人来帮忙.

For our future, we mustn’t rely on others to help us.

3）到40岁时，她学会了大约10种语言和他人交流.

By the age of 40, she had learned 10 kinds of languages or so, in which she could communicate with others.

4)说实在的, 知道你没有通过面试让我很意外.

To be honest, I was surprised to know that you didn’t pass the interview.

5）同学们爬到了楼的顶层, 以便能看到整个广场的景象.

The students climbed to the top of the building so that they could view the whole city.