新人教版必修二Unit5Music-warmingupandreading[教案]

1、 Unit 5 Music 教学设计Period 1: Warming up and readingTeaching AimsTo learn to talk about kinds of musicTo learn to read about bandsTo study The Attributive Clause (in/ for/ with/ bywhich/ whom)To learn to write an e-mailProceduresI. Warming up Warming up by describingGood morning, class. Today we are g

2、oing 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

3、 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

4、 by discussingHi, 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. Lets listen to some music. Lets see if you can guess which music matches with which picture. Classical music Country music R

5、ock n Roll Rap Orchestra Folk music Yes, you are right. Im 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? Lets d

6、iscuss these questions 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 reference: Ive heard about “The Beatles”, “Back Street Boys”, “The Eagles”, “West life” and “Pi

7、nk Floyd”.2.Listening, talking and sharingLets 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 l

8、ikes “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”?For reference: “The Monkees” is a band that was first popular in the 1960s in Am

9、erica. 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. Lets

10、 come to the reading - The Band That Wasnt and find more about them.III. Reading1.Reading aloud to the recordingNow please listen and read aloud to the recording of the text THE BAND THAT WASNT. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape

11、 twice and you shall read aloud twice, too.2.Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Collocations from THE BAND THAT WASNTdream of doing , at a concert , with sb. clapping

12、and enjoying , sing karaoke , be honest, form a band, high school students, practice ones music, first step to fame, play to passers-by, in the subway, earn some extra money, give performances in pubs or clubs , be paid in cash, make records in a studio, begin as a TV show, play jokes on, be based l

13、oosely on, the TV organizers, put an advertisement in a newspaper, look for rock musicians, rely on , pretend to do sth., become more serious about, play their own instruments, produce ones own records, start touring, break up, in the mid-1980s,celebrate ones time as a real band 3.Reading to identif

14、y the topic sentence of each paragraphSkim 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: Many people want to be famous as singers or musicians. 2nd paragraph: This is how most bands start. 3

15、rd paragraph: The Monkees started in a different way.4th paragraph: How the Monkees became popular and how they developed as a real band.3.Reading 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 orga

16、nizers and became a real band. How do people get to form a band?MembersHigh school studentsReasonsThey like to write and play music.PlacesThey practice their music in someones home.FormsThey may play to passers-by in the street or subway.ResultsThey can earn some extra money. They may also have a ch

17、ance to dream of becoming famous.How was The Monkees formed and became a real band?The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, Mike Nesmith & Davy Jonesbeginning of the band It began as a TV show. style of the performanceThey played jokes on each other as well as played music.

18、first music and jokesMost of them were based loosely on the band called “The Beatles”.development of the bandThey 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

19、 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 real band.4. Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sent

20、ences are difficult to understand. Now put your questions concerning the difficult points to me. IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1, 2, 3 and 4. Closing down by having a discussionDo you think the TV organizers were right

21、to call “The Monkees” a band when they did not sing or write their own songs? Why? For reference: I dont think the TV organizers were right to call “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 tha

22、t 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 fans.No. I think the purpose of forming a band is getting people to enjoy the spirit of music. Its more important than playing jokes just to make people la

23、ugh.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. For reference: begin as a TV show, the TV organizers, look for, put an advertisement in a newspaper, use actors f

24、or the other members of the band, pretend to singPeriod 2: Learning about LanguageTeaching 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

25、useful structures.ProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 36 and do exercises 1, 2 and 3 first. Check your answers against your classmates. II. Learning about grammar1.Reading and thinkingTurn to page 34 and read with me the text of THE BAND THAT WAS

26、Nt. As you read on, pay attention to The Attributive Clause (in/ for/ with/ bywhich/ 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

27、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.2.Doing exercise 2 on page 37Turn to page 34. Look at the sentence in the text: However, after a year or so in which t

28、hey became more serious about their work, “The Monkees” started to play and sing 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

29、 the clause. That cant be used. Look at the screen. Here are more examples on this kind of structure. 1.This is the reason for which he left his hometown. (=why)2.Ill never forget the day on which we stayed together. (=when)3.This is the girl from whom I learned the news.4.The person to whom I spoke

30、 just now is the manager that I told you about. 5.Ill show you a store in which you may buy all that you need.(=where)6.I dont like the way in which you laughed at her.(=that)Now go on to do Exercise 3 on page 37, that is, to sort out the sentences. III. Ready used materials for The Attributive Clau

31、se (in/ for/ with/ bywhich/ 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.·A

32、n 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 cant use who in place of whom, and you cant use that or zero relative pronoun either:·Is it right th

33、at 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 th

34、ey 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.·Jims footballing ability, which he was noted for, had

35、 been encouraged by his parents.·The playground wasnt 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

36、. .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 dont usually put the preposition at the beginning:·Your essay is one of those (which/that) Ill go thro

37、ugh tomorrow. (rather than.through which Ill 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 whi

38、ch 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 cant use of which in place of whose in the patterns describ

39、ed 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 s

40、he 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

41、 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

42、would never have finished the work. b. It was primarily written.c. We know nothing.d. They got a good view.e. He learned how to play chess.f. Dennis scored three goals in the final.g. She was born. h. It was discovered.1.They climbed up to the top of a large rock.2. I would like to thank my tutor.3.

43、 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.Key for reference:1.They climbed up to t

44、he top of a large rock, from which they got a good view.2. I would like to thank my tutor, without whom I 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.S. This

45、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 it was primarily written.8. There are still many things in our solar system, about which we know nothing.A

46、re 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 w

47、hich 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 corre

48、spondence.7. The woman to who he is engaged comes from Poland.8. The forms which I had to fill in were very complicated.Rewrite these sentences so that they are more appropriate for formal written English. Use preposition + which or preposition + whose, as appropriate. (B)I.Tom Sims, whose car the w

49、eapons 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 dir

50、ector 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: Using Language Teaching AimsTo read the story about Freddy and then enjoy and und

51、erstand Beatles songs.To use the language by reading, listening, speaking and writing.ProceduresI. Warming up by listening and writingTurn to page 38 and read these exercises before listening to the tape. Then listen to the tape and finish them.II. Guided reading1. Reading and translatingRead more a

52、bout FREDDY THE FROY and translate it into Chinese paragraph by paragraph. 2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Collocations from FREDDY THE FROGbecome famous, visit

53、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 follow

54、ed everywhere, wear sunglasses, hide in railway stations, ones personal life, become too painful for sb., pack ones bags3. Doing exercisesNow you are going to do exercise 6 on page 39 following the article. Suggested answers to exercise 6: This is a story about a band that became famous and did not

55、like it.III. Guided writing 1.Writing a letter for advicePlease turn to page 39 writing. Lets read the instructions.You and your friends want to start your own band. However, you have never played in a band before. You write an e-mail to Freddy for his advice. The e-mail is started for you, but you

56、have to finish it.Youd 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.Writing tips:1. In groups discuss some questions you would like to ask Freddy.2. Make a list of them and choo

57、se the best questions.3. Share your ideas with another pair; discuss all questions and then decide which ones you want to ask Freddy.4. Use each question to start a new paragraph.5. Write your question first; then add extra information to show Freddy why you need help.6. Finish the letter politely a

58、nd thank Freddy for his help. 2.Reading Freddys replyLets read Freddys reply and answer the questions:- How was Freddys 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 fo