【英语】2018届人教版必修2一轮复习：Unit5Music单元教案(19页) 19页

‎2018届人教版必修2一轮复习：Unit5Music单元教案 Period 1 A sample lesson plan for reading ‎(THE BAND THAT WASN’T)‎ Introduction In this period, after the warming up, students will first be encouraged to talk about their favorite bands. Then they will be helped to read an article entitled The band that wasn’t. Three “Warming Up” designs are presented in this book for teachers’ reference. Computer and overhead projector may be used to aid the teaching and learning. ‎ Objectives ■ To help students learn to make suggestions and talk about preference ■ To help students learn to read about bands ‎ ■ To help students better understand “music”‎ ■ To help students learn to use some important words and expressions ■ To help students identify examples of “the attributive clause (in/ for/ with/ by＋which/ whom” in the text Focus Words roll，form，perform, rely Expressions ‎ 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 Patterns ‎ Have you ever dreamed of playing in front of thousands of people at a concert, at which everyone is clapping and appreciating your music? ‎ The musicians of whom the band was formed played jokes on each other as well as played music. ‎ Aids Multimedia facilities, tape-recorder, photos, diagrams ‎ Procedures ‎1. Warming up ‎ ‎⑴Warming up by talking about what music is Good morning, class. Today we are going to talk about an interesting topic——music. But what is 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 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.‎ ‎⑵Warming up by talking about different kinds of music Hi, 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. Let’s listen to some music. Let’s see if you can guess which music matches with which picture.‎ Music grouped by occupation, purpose or occasion 民歌 (Folk)，迪斯科（Disco），朋克（Punk），索尔（Soul），雷鬼（Reggae），　说唱（Rap），‎ 波普（Pop），艺术摇滚（Art Rock）‎ ‎⑶ Warming up by listening to music by Chinese traditional orchestral instruments To begin with we shall listen to some music by Chinese traditional orchestral instruments. Listen and tell what orchestral instruments are used to play the music.‎ Traditional orchestral instruments ‎☆Woodwind and percussion: dizi, sheng, paigu, gong, paixiao, guan, bells, cymbals ‎ ‎☆Bowed strings: erhu, zhonghu, dahu, banhu, jinghu, gaohu, gehu, yehu, cizhonghu, diyingehu, leiqin ‎ ‎☆Plucked and struck strings: guqin, sanxian, yangqin, guzheng, ruan, konghou, liuqin, pipa, zhu ‎2. Pre-reading by talking about bands In music, a band is a company of musicians, or musical ensemble, usually popular or folk, playing parts of or improvising a musical arrangement on different musical instruments.‎ Have you heard about any of the famous bands in the world? Do you know anything about “The Monkees”?‎ I’ve heard about “The Beatles”, “Back Street Boys”, “The Eagles”, “West life” and “Pink Floyd”.‎ I like “The Beatles” best. I like their style of performances. Listening to their performances, I feel relaxed, amused, and their performances make us think a lot about life.‎ ‎“The Monkees” is a band that was 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.‎ ‎3. Reading aloud to the recording Now please listen and read aloud to the recording of the text on page 34 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.‎ ‎4. 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.‎ Collocations from THE BAND THAT WASN’T dream of doing , at a concert，sing karaoke , be honest with oneself, get to form a band, practice 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 ‎ ‎5. 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 form a band? ‎ ‎2nd paragraph: Many musicians meet and form a band because they like to write and play their own music.‎ ‎ 3rd paragraph: One band started as a TV show.‎ ‎4th paragraph: “The Monkees” became even more popular than “The Beatles”.‎ ‎6. Reading to transfer information Read 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 students Reasons They like to writhe and played music.‎ Places They practice their music in someone’s home.‎ Forms They may play to passers-by in the street or subway.‎ Results They can earn some extra money. They may also have a chance to dream of becoming famous.‎ How was The Monkees formed and became a real band?‎ beginning of the band ‎ It began as a TV show. ‎ style of the 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 started 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.‎ ‎7. Reading the text again for the type of writing and summary of the ideas Type of writing and summary of the idea Type of writing This is a piece of narrative writing.‎ Main idea of the passage How do people form a band? How did the Monkees form and become a real band?‎ Topic sentence of 1st paragraph Have you ever wanted to be a part of a band as a famous singer or musician?‎ Topic sentence of 2nd paragraph Many musicians meet and form a band because they like to write and play their own music.‎ Topic sentence of 3rd paragraph However, there was one band that started in a different way.‎ Top sentence of 4th paragraph The band broke up about 1970, but happily they reunited in the mid-1980s.‎ ‎8. Making a diagram of the text To be part of a band as a singer or musician?‎ ‎ ‎ Musicians meet and form a band to write and play their own music ‎ However one band starting as a TV show The band breaking up in 1970 and reuniting in the mid-1980s ‎ ‎9. Retelling the text with the help of the diagram A retold passage of the text If we are honest with ourselves, most of us will admit that we all have dreamed of becoming famous sometimes in our lives. Most musicians often meet and form a band. Sometimes they play in the street to passers-by so that they can earn some extra money and this also gives them a chance to realize their dreams. There was once a band which was started in a different way. The musicians of whom the band was formed played jokes on each other and played music, whose music and jokes were loosely based on the Beatles. Their exciting performances were copied by other groups. After a year or so, they became more serious of their work. ‎ ‎ “The Monkees” played their own instruments and wrote their own music. Though it broke up in 1970, it reunited in the mid-1980s and it is still popular today.‎ ‎10. Closing down by taking a quiz Fill in the blank with one word to complete the summary of the text.‎ The Monkees were a four-man musical 1 _____ created for an American 2 _____ series of the same name, which 3 _____ on NBC from 1966 to 1968. The Monkees were 4 _____ in 1965 in Los Angeles, California 5 _____ disbanded in 1970. At their peak, they were 6 _____ of the most popular musical acts 7 _____ their time. ‎ Several reunions of The Monkees 8 _____ taken place. The first reunion lasted 9 _____ 1986 to 1989 while another regrouping 10 _____ place between 1996–1997. The Monkees last worked together in 2001.‎ ‎（Keys: 1 band 2 television 3 ran 4 formed 5 and 6 one 7 of 8 have 9 from 10 ‎ took）‎ Work out the word and structure questions.‎ ‎1. We played in front of all our schoolmates _____ the concert, with everyone _____ and enjoying our singing.‎ A: in, clapped B: at, clapping C: with, clapped D: for, clapping ‎2. I used to play to _____ to make some extra money.‎ A: passers-bys B: passer-bys C: passers-by D: passer-by ‎3. The radio organizers are interested in musicians who are _____ and fond of classical music.‎ A: alive B: live C: lively D: living ‎4. My interesting teaching was _____ by all the other school teachers and they supported my fiercely.‎ A: copy B: copied C: copying D: to copy ‎5. He wrote a new book in 2004, _____ was a celebration of their marriage as a real happy couple. ‎ A: which B: that C: it D: as ‎(Keys: BCCBA)‎ Period 2 A sample lesson plan for Learning about Language ‎(The Attributive Clause )‎ Introduction In this period students will be learning about music terms in English first. Then they shall go on to discover useful words and expressions. After that they may be given materials to learn about the attributive clause (in/ for/ with/ by＋which/ whom). ‎ Objectives ■ To help students learn about the attributive clause (in/ for/ with/ by＋which/ whom)‎ ■ To help students discover and learn to use some useful words and expressions ■ To help students discover and learn to use some useful structures Procedures 1. Warming up by getting to know about the functions of music Hi, everyone. Most of us like music. But why do we like music? What are the functions of music?‎ What are the functions of music?‎ ‎＊Make things more lively and interesting ＊ Make things better for people to understand and enjoy ＊ Express people’s feeling ＊ Make people feel good ＊ Help people forget their pain ＊ Attract people’s attention ＊ help people to remember things well ‎2. Doing words and expressions exercises Turn to page 35 and do exercises No. 1, 2 and 3 first. Check your answers against your classmates’. ‎ ‎3. Reading to find and think 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 their work, “The Monkees” started to play their own instruments and write their own songs like a real band.‎ ‎4. Doing structures exercises ‎ Turn to page 34. Read the text once again to find all examples containing attributive clauses introduced by “prep.＋which/ whom”‎ 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. 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.I’ll 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 just now is the manager that I told you about. ‎ ‎5.I’ll show you a store in which you may buy all that you need.(=where)‎ ‎6.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. ‎ ‎5. Closing down by reading more on 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.‎ ·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 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...)‎ 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.)‎ Period 3 A sample lesson plan for Using Language Introduction Language is learned to be used in and for communication. So in this period we shall have the students read aloud the learned text, read a short passage and rewrite it. Then they will speak about how to start a band in English, making use of the words, expressions, structures and topic ideas covered in this unit. ‎ Objectives ‎■To help students read a story about Freddy and then listen to the Beatles’ song.‎ ■ To help students use the language by reading, listening, speaking and writing Procedures ‎1. Warming up by reading aloud the text to the tape Turn to page 38. We shall listen and read aloud the text to the tape first.‎ ‎2. Reading and translating Read the text once again and translate it into Chinese paragraph by paragraph. ‎ 3. 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.‎ Collocations from Freddy’s life on page 38‎ visit Britain on a tour, get tickets for the concerts, 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 4. Writing, by imitation, a passage of your own based on the text on page 38‎ Now you are going to rewrite the text. ‎ My tour to London I became famous so that I went to visit Britain on a tour last month. I was there one afternoon waiting for hours to get tickets for my favorite concerts. I was confident that I could enjoy singing by the English-speaking performers. I would give them my congratulations. ‎ My most exciting experience in London was singing in a TV program called “Top of the Pops. I wore an expensive suit while giving a performance to a TV camera. Nothing went wrong. I was so successful that when I went out I was always followed everywhere by lots of fans. They wore strange sunglasses. I was so worried that I wanted to hide in a railway station. I didn’t want my personal life to ‎ become too painful for me. So I packed my bags and returned to Beijing last night.‎ 3. Closing down by talking about how to begin a band ‎ To end this period let’s first read the letter by Li Hua to Freddy and Freddy’s reply to Li Hua. Then let’s make a conversation about how to start a band. ‎ How to start a band A: It's exciting to start your own group or band. ‎ B: Yes, it is. Whether you play or sing, making music with people you know is more enjoyable than trying to deal with strangers. ‎ C: Could you give us a few pointers to help us start our band and keep it together?‎ B: All right. Many groups begin when friends make music together for fun. ‎ A: But to play for an audience calls for planning and direction. B: You got it. To start, members should be chosen with everyone involved. ‎ C: Should everyone in the group probably be at a similar level of skill and artistry?‎ B: Yes, they should. That way, you can spend time developing, instead of coaching a member to catch up. ‎ A: And it's better to keep friendships together than split up over a bad experience. ‎ C: What about the leader?‎ B: In any human endeavor, a leader will emerge. ‎ A: I don’t think the leader may be the best musician in the group. ‎ B: No, he may not. A successful leader gets along with everyone and earns their respect. The job comes with responsibilities: calling rehearsals, arranging for auditions, rehearsal space and equipment, and managing performance dates. If you're serious about starting a group, pick a leader and support that person to keep everyone on the path to making good music.‎ C: Thank you. What about performing in front of an appreciative and knowing ‎ audience?‎ B: It is the dream of every musician. The sound of sustained applause is one of the most gratifying rewards an artist can receive. ‎ A: But any great artist worth their reputation knows that the music comes first. ‎ B: Performing is a great way to solidify your sound. It's amazing how much harder you'll rehearse when you have a date to perform.‎ C: And I see: Don't let expectations get ahead of our group's ability. ‎ B: The group may not last forever. Individuals have their own paths and should be respected for their decisions. But if your group or band has a strong creative mission, it will thrive in its time.‎ Part 3 Teaching Assessment ‎ 第三部分 教学测评 I. Structure and vocabulary ‎1. Some pop stars will ______ performances ______ raise money for the project.‎ ‎ A. put on; so that B. go on; in order that C. put on; so as to D. have on; in order to ‎2. Alice is fond of playing ______ piano while Henry is interested in listening to ______ music.‎ ‎ A. /; the B. /; / C. the; / D. the; the ‎3. I’m sure that your hope of becoming a doctor will really ______ at last.‎ ‎ A. reach B. come true C. realize D. come in ‎4. Do you know how the sea water can ______?‎ ‎ A. stay clean B. stay cleanly C. go clean D. go cleanly ‎5. I don’t enjoy ______.‎ ‎ A. to play tricks on B. being played tricks on C. playing tricks on D. to be played tricks on ‎6. ______ I didn’t understand my job, but now I’m making progress.‎ ‎ A. On the begin B. At first C. For a start D. First of all ‎7. ---It’s twelve o’clock. I think I must be off now.‎ ‎ ---Oh, really? I ______ it at all.‎ ‎ A. don’t realize B. haven’t realized C. didn’t realize D. hadn’t realized ‎8. _______ we know, Taiwan is a part of China ‎ A. Which B. That C. As D. Who ‎9. John plays football ______, if not better than, David.‎ ‎ A. as well B. as well as C. so well D. so well as ‎10. The Love Detector is ______ lie-detection software developed by Nemesy Co Ltd of Israel.‎ ‎ A. used as B. based on C. produced by D. fixed for ‎ II. A cloze test Being a famous singer or musician may be ______many people. Becoming a member of a band may help you ______the dream. But just how can people form a band? ‎ Most musicians often meet and form a band for they are congenial with each other. High school students may also ______a band to practice music together or sometimes play in the street to passers-by to ______some extra money, which is also a chance to realize their dreams of becoming famous. ‎ However, There was a band which was started in quite a different way. The musicians of whom the band was formed played jokes on each other and played music, loosely ______the Beatles. Their exciting ______ were copied by other groups and were fiercely _______ by their fans. That band was The Monkees. After a year or so, The Monkees became more serious of their work, playing their ‎ own_______ and writing their own music. Though it broke up in 1970, it reunited in the mid-1980s and is still popular today.‎ III. A multiple-choice test (介词+which/ whom引出的定语从句专练)‎ ‎1．Women drink more than two cups of coffee a day have a greater chance of having heart disease than those _______ don’t. （2006北京31题）‎ A. who ；不填 B. 不填；who C. who；who D. 不填；不填 ‎2. Look out! Don't get too close to the house_______ roof is under repair. （2006福建26题）‎ A. whose B. which C. of which D. what ‎3.—Do you have anything to say for yourselves?‎ ‎—Yes. there's one point_________ we must insist on. （2006江西33题）‎ A. why B. where C. how D. /‎ ‎4. The owner of the cinema needed to make a lot of improvements and employ more people to keep it running, _______ meant spending tens of thousands of pounds. （2006江苏26题）‎ A. who B. that C. as D. which ‎5. We saw several natives advancing towards our party, and one of them came up to us________ we gave some bells and glasses. （2006湖南30题）‎ A. to which B. to whom C. with whom D. with which ‎6. We were just trying to reach a point _______ both sides will sit down together and talk. ‎ ‎（2006山东26题）‎ A. where B. that C. when D. which ‎7. In an hour, we can travel to places_______ would have taken our ancestors days to reach. ‎ ‎（2006上海26题）‎ A. where B. when C. which D. what Keys: ‎ I.1-5 CCBAB 6-10 BCCBB ‎ II.1. the dream of 2. realize 3. form 4. earn 5. based on 6. performances 7. supported 8. instruments ‎ III. 1. C 2. A 3. D 4. D5. B 6.A 7.C A selected English passage for recitation英文精选背诵短文 Music makes life meaning Practically, almost every meaningful lifetime event is marked by musical accompaniment. Music sets the tone for wedding, graduation, funerals, and anniversaries. For a couple walking down the aisle, the tan...tan...tan...tan beat is as important, that is the wedding music that sets the tone for people to focus on them, on their marriage, on their once in a lifetime happening. This of course is apart from the more important mass celebrated by the priest who still is accompanied by religious musical songs. It is music again that aids to a more meaningful wedding ceremony.‎ It is a fact in life that we only have one high school and university graduation.‎ ‎ That makes it very memorable. But one accompaniment that we usually foresee is that music plays an important role in this memento. The most exciting part undoubtedly is of course when you pass the stage to get your diploma. But what part of the event that really goes on to your nerves is the time you sing your farewell to your alma mater where again music is played. (181 words)‎