2019-2020年新人教版英語(yǔ)高一上Module 2《Unit 5 Music》word教案（一）.doc

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2019-2020年新人教版英語(yǔ)高一上Module 2《Unit 5 Music》word教案（一） Part One: Teaching Design (第一部分：教學(xué)設(shè)計(jì)) Period 1: A sample lesson plan for reading (THE BAND THAT WASN’T) Aims ◆To learn to talk about kinds of music ◆To learn to read about bands ◆To study The Attributive Clause (in/ for/ with/ by＋which/ whom) ◆To learn to write an e-mail Procedures I. Warming up Warming up by describing 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 binations 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. Warming up by discussing 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. Classical music Country music Rock ‘n’ Roll Rap Orchestra Folk music Yes, you are right. I’m 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? Let’s discuss these questions in small groups. Try to share your opinions with one another. II. 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 likes “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 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 posed of Mike Nesmith, Mickey Dolenz, Davy Jones, and Peter Tork. All the members had some musical experience. Let’s e to the reading --- The Band That Wasn’t and find more about them. III. 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. 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. Collocations from THE BAND THAT WASN’T 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, 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, bee 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”. 3.Reading and transferring information Read the text again to plete 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 write and play 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 being 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 Jones 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. 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. IV. Closing down Closing down by doing exercises To end the lesson you are to do the prehending exercises No. 1, 2, 3 and 4. Closing down by having a discussion Do you think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs? Why? For reference: I don’t 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 that 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. It’s more important than playing jokes just to make people laugh. 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 for the other members of the band, pretend to sing Period 2: A sample lesson plan for Learning about Language (The Attributive Clause (in/ for/ with/ by＋which/ whom). Aims To 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 useful structures. Procedures I. Warming up Warming up by discovering useful words and expressions Turn to page 35 and do exercises No. 1, 2 and 3 first. Check your answers against your classmates’. II. 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 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. 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. III. 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 position. 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. e 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 memorated 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 e 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.) IV. Closing down by doing exercises: Join the sentence halves using which or whom after an appropriate preposition. (A) a. I 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. 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 the 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 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. Are 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. Its 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 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 es from Poland. 8. The forms which I had to fill in were very plicated. 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 weapons 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 director of Simons, the pany 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: A sample lesson plan for Using Language Aims To read the story about Freddy and then enjoy and understand Beatles’ songs. To use the language by reading, listening, speaking and writing. Procedures I. Warming up by listening and writing Turn to page 37 and read these sentences before listening to the tape. Then listen to the tape and decide true or false. II. Guided reading 1. Reading and translating Read more about Freddy’s life and translate it into Chinese paragraph by paragraph. 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. Collocations from Freddy’s life bee 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, bee too painful for sb., pack one’s bags 3. Doing exercises Now you are going to do exercises No. 3, 4 and 5 on page 38 following the article. Ex3: Here are the incorrect sentences which should be crossed out. 1. Freddy and his band always loved being pop stars. 2. His favorite program was “Top of the Pops”. 3. Things went wrong because Freddy and his band hid themselves. 4. They realized they had to go because they were painful. Exercise 4 Answer these questions: 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: --- being rich; --- doing a job you want to do; --- having many fans; --- people enjoying your music. 3. Answers may vary but information may include: --- peaceful and quiet; --- a private life away from crowds; --- a personal life which others do not discuss. Exercise 5: 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. III. Guided writing 1.Writing a letter for advice Please turn to page 38 writing. Let’s 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 have to finish it. You’d 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 choose 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 and thank Freddy for his help. 2.Reading Freddy’s reply Let’s read Freddy’s reply and answer the questions: --- How was Freddy’s 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 folk music. What do you think they need to know before they can enjoy it? Why do you like it? Who are your favorite singers? Discuss it with your partner and write notes to remind you of your most important ideas. Then write a paragraph telling your foreign friend about the type of Chinese folk music you have chosen. Use a dictionary and other reference books to help you. IV. Further applying Finding information Go to the library to read or get online to search in order to find more information on music and musicians. Take notes of your findings and report them to your group mates next Monday morning. V. Closing down by filling a form Make use of the text and others to fill in the form below. How do people form a