【2019统编版】
人教版高中英语必修第二册Unit 5《Music》
全单元备课教案教学设计
Unit 5 Music 5.1 Listening and Speaking 5.2 Reading and Thinking 5.3 Discovering Useful Structure 5.4 Reading for writing 5.5 writing
Unit 5 Music Listening and Speaking
【教学目标】
1. Instruct students to get main facts by listening and motivate them to talk about the topics about music, the types of music, and how the music makes them feel.
2. Develop students’ sense of cooperative learning and individual thinking capability.
3. Develop students’ different listening skills to solve different listening comprehensive problems.
4. Help students to understand how to use the structures “past participle as adverbial”.
【教学重难点】
Prompt students to talk about the related topics, such as types of music they know, their favourite type of music, how music makes them feel, and how to use past participle as adverbial.
【教学过程】
Step 1 Lead in
The teacher is advised to talk with their students about music.
Boys and girls, before we listen, let’s work in pairs and discuss what type of music you know.
Which type is your favorite? How does it make you feel? Share your ideas with partners.
I know Chinese traditional music/classical music/country music/hip-hop/jazz/pop music/Latin music/rap/rock/punk…
I like classical music. It makes me feel full of energy and happy. Step 2: Prediction
After their small talk, the teacher can move on by finishing the following task: See the pictures and give the correct answers.
1. What are the people doing in the picture below? 2. Match the pictures with the correct types of music. A. Chinese traditional B. classical C. country music D. hip-hop
1_______________ 2_______________ 3_______________ 4_______________
Step 3: Summary of the main idea Listening
I. Play the radio about The Sound of Music (音乐之声), and let students finish the following tasks.
A star has come out to tell me 1.___________________ to go
But deep in the dark-green shadows Are voices that urge me to stay So I pause and I wait and I listen
For one more sound for one more lovely thing 2.___________________ might say… The hills are alive with the sound of music With songs they have sung 3.__________________ The hills fill my heart with the sound of music My heart 4.__________________ every song it hears
My heart wants to beat like the wings of the birds that rise from the lake to the trees
My heart wants to sigh like the chime that flies from a church on a breeze To laugh like a brook 5.__________________ and falls over stones in its way To sing through the night like a lark who is 6._____________ I go to the hills when my heart is lonely I know I will hear what I’ve heard before
My heart will 7.______________ the sound of music And I’ll sing once more
II. The reporter paraphrased some of the answers the students gave him. Listen to the interviews again and complete the sentences with the words you hear.
1. A: Country music touches my heart.
B: So you like music that’s _______of _______? 2. A: When I listen to hip-hop, I just have to move! B: So it makes you want to _______?
3. A: Classical music makes me feel like I’m sitting beside a quiet stream and enjoying nature.
B: So to you, it’s _______ and _______? Learning new words
List the new words in the lesson, tell students the meaning of these words and give some examples.
News words: classical, energy, soul…
Talking project
Guide students to do speaking practice.
I. Talk in pairs. Interview each other about music. Use the picture below for ideas.
A: What kind of music do you like? B: I like techno music.
A: What makes it so special to you?
B: I like to listen to it when l exercise. It gives me energy.
II. Work in pairs or groups and role play a conversation.
Suppose you are a reporter and interviewing the students who about music. ➢ I like to…
➢ Chinese traditional song/classical music/hip-hop music/country music… ➢ Listen to/play/sing…
Unit 5 Music Reading and Thinking
【教学目标】
1. To acquire the basic usage of the new words and express concerning how computers and the Internet help us experience music.
2. Enable students to understand the main information and text structure of the reading text.
3. Enable students to understand past participle as adverbial.
【教学重难点】
1. Guide students to pay attention to reading strategies, such as prediction, self-questioning and scanning.
2. To talk about the advantages and disadvantages of being a member of virtual choir.
3. Lead students to understand past participle as adverbial;
【教学过程】
Step 1 Prediction Ask students the question.
How can computers and the Internet help us experience music differently? Step 2: Learning new words
Learn words: perform, enable, prove, award, and fall in love with… New words practice
In order to have a good _______________ (perform), I have made good preparations for it．
At present, developing the ___________ (able) of the students is an important task in our daily teaching activity．
Step 3: Learning sentence patterns
Introduce the sentence patterns in the lesson and give some examples and explanation
1. as 引导定语从句，意为“正如，正像” 2. 过去分词(短语)作状语 as引导定语从句的常用句式有： as is known to all 众所周知 as we all know 我们都知道 as we can see as is reported
正如我们所看到的
正如报道的
as is often the case 这是常有的事 as is mentioned above
如上所述
Step 4: Fast reading tasks
Guide student to read the article quickly, teach some reading skills and do some exercises.
Task of the first fast reading:
Read quickly and figure out the key words of each paragraph. • Paragraph 1: enable • Paragraph 2: award • Paragraph 3: performance Task of the second fast reading:
1. What is mainly discussed in this passage?
2. Which paragraph mentions background information about the virtual choir? 3. Which paragraph mentions the conclusion of the virtual choir? Step 5: Careful reading tasks
Guide student to read the article carefully and do some exercises. 1. What is the attitude towards the virtual choir?
2. Why does the virtual choir prove to be a good influence on the lives of many people?
3. If you want to take part in a virtual choir, you need…. Step 6: Study reading tasks
Analyze two difficult sentences in the text.
1. Imagine having the opportunity to sing together with hundreds of other people while you are at home alone．
2. A virtual choir enables them to add their voices to those of other individuals and become part of the global community．
Step 7 Homework:
Review what we have learned and find out the key language points in the text.
Unit 5 Music
Discovering Useful Structure
【教学目标】
1. Get students to have a good understanding the basic usage of past word segmentation as past segmentation as predicative and adverbial.
2. Strengthen students’ great interest in grammar learning.
3. Instruct students to express their ideas with this grammar correctly.
【教学重难点】
How to enable students to use the structure and meaning of past word segmentation as past segmentation as predicative and adverbial.
【教学过程】
Step 1 Lead-in
Give some messages and ask students to guess who she is. 英语过去分词的句子。 Step 2: Presentation 过去分词作表语
介绍过去分词在做表语的几种形式以及应用。
1．过去分词可放在连系动词be, get, feel, remain, seem, look, become等之后作表语，表示主语所处的状态
常见的这种过去分词有:be interested, be surprised, be astonished, be amazed, be moved, be exhausted, be worried, be devoted, be pleased, be inspired, be encouraged, be excited, be delighted, be satisfied, be scared, be inspired, be encouraged, be excited…
例如：Tom was astonished to see a snake moving across the floor. 汤姆很惊讶地看到一条蛇正爬过地板。 2．过去分词作表语时与被动语态的区别
过去分词作表语时，强调主语所处的状态；而动词的被动语态表示主语是动作的承受者，强调动作。
例如：The library is now closed. (状态) 图书馆现在关闭了。
3．感觉类及物动词的现在分词与过去分词作表语的区别
过去分词作表语多表示人自身的感受或事物自身的状态，常译作“感到……的”；现在分词多表示事物具有的特性，常译作“令人……的”。
例如：We were amazed at what he said at the meeting. 我们对他在会上讲的话很是惊讶。 过去分词作状语
介绍过去分词在做状语的几种形式以及应用。 1．过去分词作时间状语
过去分词作时间状语时，相当于时间状语从句。可在过去分词前加上连词“when, while, until”等，使其时间意义更明确。
例如：When it is looked at from a distance, the painting seems much more beautiful.
当从远处看时，这幅画似乎更美了。 2．过去分词作原因状语
过去分词作原因状语时，可转换为由since, because或as引导的原因状语从句，这类状语多放在句子的前半部分。
例如：Because I was worried about the exam, I was unsettled in these days. 由于担心考试，我这几天感到不安。 3．过去分词作条件状语
过去分词作条件状语时，可转换为if, once或unless等引导的条件状语从句。 例如：If they are grown in rich soil, these seeds can grow fast. 如果种在肥沃的土壤里，这些种子能长得很快。 4．过去分词作让步状语
过去分词作让步状语时，相当于一个以though/although引导的让步状语从句。 例如：Though he was encouraged by his parents, he still has no confidence in overcoming the teaching difficult points.
尽管受到了父母的鼓励，他仍然没有信心克服困难。 5．过去分词作方式/伴随状语
过去分词作方式或伴随状语时，通常不能转换为状语从句，但可用并列分句
代替。
例如：The patient got off the bed, and he was supported by the nurse. 那个病人在护士的搀扶下下了床。
过去分词与现在分词作状语的区别，给出口诀。
过去分词与句子的主语之间存在逻辑上的动宾关系，即表示被动；现在分词与句子的主语之间存在逻辑上的主谓关系，即表示主动。
分词作状语记忆口诀 分词作状语，主语是问题。 前后两动作，共用一主语。 主语找出后，再来判关系。 主动用-ing，被动用-ed。
Unit 5 Music Reading for writing
【教学目标】
1. Get students to have a good understanding of what a speech is and how to write a speech.
2. Enable students to use some writing skills flexibly. 3. Develop student’s writing and cooperating abilities.
【教学重难点】
1. Guide students to how to write a speech.
2. Guide students to properly use rhetoric in a speech.
【教学过程】
Step 1 Lead-in
Discuss with student what a speech is. Step 2: Learning new words
The teacher lists new words and examples for students, and guide students to do some exercises.
New words: relief, satisfaction, various, rhetorical, metaphor… New words Practice
From the ___________ smile on her face, we can see the performance was ___________. (satisfy)
It is a great relief ___________ (know) you are out of danger. Step 3: Learning key phases
The teacher lists key phases and examples for students, and guide students to do some exercise.
Key phases: set sth. up, try out, from (then) on , get through Step 4: Learning sentence patterns
The teacher guides students to learn some special sentence patterns. 1. It is an honour to do sth.
2. be＋adj.＋to do 结构 3. have sb. do sth.让某人做某事 Step 5: Reading
The teacher is expected to ask students to read Sarah’s speech and then request students to solve the task below.
Grasp the main idea of each paragraph.
(1)Paragraph 1: Introduce herself and the topic of the speech. (2)Paragraph 2: Sara’s personal experience.
(3)Paragraph 3: How music helps her get through difficult time (4)Paragraph 4: Sara’s advice to others Step 6 Writing
1. The teacher shows students the structure of a speech. 2. List some excellent sentences. 3. Guide students how to write a speech. Step 7 Homework: Good morning, everyone,
I’m Li Hua from Xingguang Middle School. The topic of my speech is
“Let’s Ride Bicycles”.
_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________
Thank you!
Section Ⅴ Writing 关于文化遗产保护的新闻报道
文体感知
1．新闻报道是对最近发生的重大事件、重要人物进行简要而迅速地报道。 2．新闻报道一般包括四个部分：标题、导语、主体和结束语。
3．撰写标题是为了撷取新闻要点、诠释新闻意义、吸引读者阅读；导语是报道开头的第一段或第一句话，它简明扼要地揭示出报道的核心内容；主体是新闻的主要部分，它用充足的事实表现主题；结束语对全文内容做概括性的总结。
增分佳句
1．In my opinion, cultural relics represent historic cultures． 在我看来，文物代表历史文化。
2．Cultural heritage is a symbol of great ancient civilization． 文化遗产是古老文明的象征。
3．I believe we can certainly protect cultural heritage well with the public and the government working together．
我相信，由于公众和政府的共同努力，我们一定能够保护好文化遗产。
4．It is reported that the local government will take action to protect cultural heritage in this area．
据报道当地政府将采取措施保护本地区的文化遗产。
5．With their efforts, more and more people become concerned about protecting cultural relics．
在他们的努力下，越来越多的人关心文化遗产的保护。 写作模板
(导语)In order to encourage the students to ________(目的), our school organized a ________(活动) on ________(时间) at ________(地点), which ________．
(正文)It was a(a) ________ day(介绍天气)．First(ly)/First of all, ________．Then, ________．Finally, ________(介绍活动的过程)．
(评价)________ benefited us a lot/was of benefit to us．
Not only did it ________，but it also ________．What a(n) ________ activity! 写作要求
最近，你们班进行了以“How to Protect Traditional Chinese Culture？”为题的讨论活动。假定你是学校英语报记者，请写一篇短文来报道此次活动。内容包括：
1．时间与地点：4月10日，学校演讲大厅； 2．进行这次讨论的意义；
3．同学们讨论的具体内容； 4．对活动的感受。 注意：1．词数80左右；
2．可适当增加细节，以使行文连贯。 审题谋篇
词汇推敲
1．激烈的 2．创造性的 3．抵制 4．应该 5．不遗余力 6．高兴 7．持不同观点 遣词造句 1．完成句子
①关于如何保护中国传统文化，学生们观点不一。
The_students_hold_different_points_of_view_about_how_to_protect_traditional_Chinese_culture．
②有些(学生)认为我们应举办有创意的活动来庆祝传统文化。
Some_argue_that_we_are_supposed_to_hold_some_creative_activities_to_celebrate_traditional_culture．
③他们认为这样我们就可以在中国传统节日里玩得高兴。
They_think_we_can_have_fun_during_traditional_Chinese_festivals_in_this_way． ④是我们不遗余力地保护中国传统文化的时候了。
It_is_time_for_us_to_spare_no_effort_to_protect_traditional_Chinese_culture． 2．句式升级 ⑤用复合句提升句①
heated creative resist be_supposed_to spare_no_effort have_fun
hold_different_points_of_view
When_it_comes_to_how_to_protect_traditional_Chinese_culture,_the_students_hold_different_points_of_view．
⑥把句②和句③连为一个句子
Some_argue_that_we_are_supposed_to_hold_some_creative_activities_to_celebrate_traditional_culture_so_that_we_can_have_fun_during_traditional_Chinese_festivals．
⑦用虚拟语气提升句④
It_is_high_time_that_we_spared_no_effort_to_protect_traditional_Chinese_culture． 妙笔成篇
________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ One possible version：
How to Protect Traditional Chinese Culture?
In order to encourage us students to protect traditional Chinese culture, a heated discussion was held in the lecture hall of our school on April 10th．
When it comes to how to protect traditional Chinese culture, the students hold different points of view．Some suggest resisting Western holidays due to their strong influence．Some argue that we are supposed to hold some creative activities to celebrate traditional culture so that we can have fun during traditional Chinese festivals．Still others consider all kinds of competitions should be held from time to time, which can provide more chances for the citizens to recite Chinese poems and practise calligraphy．
Personally, it is high time that we spared no effort to protect traditional Chinese culture, or we will regret one day．
假设你是校报英语专栏的一名小记者。今天下午你校全体师生参加了一场关于是否应该重建圆明园的问题讨论会。请你用英语为校报写一篇新闻报道，反映该讨论的结果。
比例 不应该重建 60% 应该重建 40% 1．现在的圆明园具有教育意义； 理由 2．重建会花费大量金钱； 3．会导致人们忘记历史 注意：1．词数80左右； 2．可适当增加细节，以使行文连贯。
1．吸引游客； 2．如果缺乏保护，遗迹最终会消失； 3．通过重建的圆明园了解中国文化 ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ One possible version：
This afternoon all the teachers and students in our school had a discussion about whether Yuanmingyuan Park should be reconstructed and opinions are divided on the question.
60% of the students are against the idea of reconstructing Yuanmingyuan Park. They believe what it is like now can serve as the best material to educate people. Rebuilding it would not only cost a large amount of money, but also probably lead to people forgetting its history.
On the other hand, 40% think that Yuanmingyuan Park should be reconstructed because it will become more attractive after being rebuilt，and many relics will break down and even disappear for lack of protection. Besides, they think people can learn more about Chinese culture by visiting the new Yuanmingyuan Park.
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