2020-2021學(xué)年高一英語人教版（2019）必修第二冊(cè) Unit5 Music 單元教案編輯版

教案紙

課題Unit5Music課時(shí)數(shù)2

ListeningandSpeaking&

課型多媒體使用PPt

ListeningandTalking

1.Instructstudentstogetmainfactsbylisteningandmotivatethemtotalk

aboutthetopicsrelatedtomusicgenres,musicpreferencesetc.

2.Developstudents9differentlisteningskills,especiallyunderstandthe

教學(xué)目標(biāo)skillofparaphrase.

3.Getstudentstoknowhowtopronouncetheplosives.

4.Leadstudentstoappreciatethebeautyofmusicandunderstandthe

influencethatmusiccanbring.

Developstudents'differentlisteningskills,especiallyunderstandtheskill

教材重點(diǎn)ofparaphrase.

分析Instructstudentstogetmainfactsbylisteningandmotivatethemtotalk

難點(diǎn)

aboutthetopicsrelatedtomusicgenres,musicpreferencesetc.

教學(xué)方法Task-basedLanguageTeachingApproach

學(xué)法指導(dǎo)

教學(xué)過程學(xué)生活動(dòng)

ListeningandSpeaking

StepXLead-in

1.AskSstobrainstormthegenresofmusic:

e.g.popmusic,hip-hop,rockmusic,jazz,blues,country...

2.Playavideowhichshowsdifferenttypesofmusicandraisethe

followingquestionsforstudentstodiscuss:

-WhytypeofmusicamIplaying?

-Whattypeofmusicdoyoulikeandwhy?

Step2Pre-listening

ShowstudentsthepicturesofActivity2onpage50andaskthemwhat

aretheydoingandaskthemtomatchthepictureswiththecorrecttypes

ofmusic

Step3While-listening

1.Listentotheinterviewsandaskstudentstodrawlinesbetweenthewordsto

makecompletesentences.Somewordswillnotbeused.

1.Thefirst

dancetoChinesetraditionalsongs

studentlikesto

2.Thesecond

listentoclassicalmusic

studentlikesto

3.Thethirdplayhip-hopmusic

studentlikestosingcountrymusic

2.Listenagainandfillintheblankstocompletethesentences.Ask

studentstopayattentiontotheparaphrases.

-A:Countrymusictouchesmyheart.

B:Soyoulikemusicthafsfulloffeeling?

-A:WhenIlistentohip-hop,Ijusthavetomove!

B:Soitmakesyouwanttodance?

-A:ClassicalmusicmakesmefeellikeI'msittingbesideaquietstreamand

enjoyingnature.

B:Sotoyou,ifspeacefillandbeautiful.

Step4Post-listening

1.Askstudentstodiscussthefollowingquestions:

(l)Dothesetypesofmusicmakeyoufeelthesameasthestudents?Why

orwhynot?

(2)Whattypesofmusicdoyounotlike,andhowdoesitmakeyoufeel?

2.Leadstudentstotalkinpairsandintervieweachotheraboutmusic

usingtheexpressionsbelowforideas:

Reasonsforlikingmusic:

Touchesmyheart/soul

Makesmehappy/wanttodance

Givesmeenergy/hope

Helpsmeexercise/study

Soundsbeautifully/peacefully

Remindsmeofhome/peopleIlove\

Example:

A:whatkindofmusicdoyoulike?

B:Iliketechomusic.

A:Whatmakesitsospecialtoyou?

bIliketolistentoitwhenIexercise.Itgivesmeenergy.

Step5Pronunciation

1.GetSstoknowwhatisincompleteexplosionandtherulesofhowto

pronounce/p//b//t//d//k//g/indifferentwords.

2.Askstudentstoreadthelyricsfrom"Blowin1intheWind",andpay

attentiontotheincompleteexplosion,circlethemonthetext.

3.Playtheaudioandgetstudentstochecktheanswerswhilewriting

downsomelexicalchunkswhichcontaintheincompleteexplosion,ask

studentstofindtheincompleteexplosionineachlexicalchunkandcheck

theanswerstobetterbuildupstudents'understandingtowardsthe

pronouncingrules.

-walkdown

-whitedove

-washedtothesea

-allowedtobefree

-justdoesn'tsee

ListeningandTalking

Step1Pre-listening

Explainthesituationofconversationtostudents,leadthemtothinkabout

thefollowingquestions:

-Whatistheannouncementabout

-Whenwillthemusicfestivalbeheld?

-Wherewillitbeheld?

-Whowillbeinvolvedinthefestival?

Step2While-listening

1.AskstudentstofinishExercise1onP55andcheckanswers

□peopletogivemusiclessons

□choirmembers

□peopletorunfoodstands

□peopletosellfestivaltickets

□peopletosellmusicCDs

□peopletosetupequipment

□musicalperformers

2.Askstudentstolistentotheannouncementagainandanswerthe

questions.

-WhatkindofsongswillGraceDavissingatthefestival?

ShewillsingEnglishfolksongs.

-Whocantryoutasaperformer?

Anyonewithmusicaltalentcantryoutasaperformer.

-Whatcanthosewhothinktheydon'thavemusicaltalentdo?

Theycanhelpoutbysellingticketsorrunningafoodstand.

-Howcanstudentsvolunteertotakepart?

Studentscanvolunteerbygettingintouchwiththeirteacher.

Optionalactivity:

Askstudentstodrawamindmapaccordingtothescript;andthenask

themtorole-playasthebroadcasterstobroadcasttheannouncement

accordingtothemindmap.

Step2Post-listening/Talking

1.AskstudentstofinishExercise4onP55

Talking—Whatwouldyoudoatthemusicfestival?

(l)Wouldyouliketosingorplayamusicalinstrument?

Howelsecouldyouhelpinadditiontowhathasalreadybeenmentioned?

(suggestedanswer)

Iwouldliketoplayamusicalinstrumentlikethepiano.Icanalso

volunteertogivepeopleinformationaboutwheretogoandalsotohelp

tidyupafterthefestival.

(2)Whomwouldyouinvite?

Whatotheractivitiescouldyoudoatthemusicfestival?

(suggestedanswer)

Iwouldinviteeveryonefromlocalschoolsandcollegesaswellastheir

familiesandfriends.Icanalsodomanyartisticactivitiesatthefestivalas

wellaseatinganddrinkingfoodfromdifferentpartsoftheworld.

2EnjoythevideoWorldMusiconPage60andguessthemeaningof

WOMAD.

3.GroupDiscussion:

OurschoolisgoingtoholdaChristmaspartyforforeignstudentsand

teachers.Singing,dancing,dramas,etc.canbeinvolvedintheparty.

WorkingroupsandmakeaplanoftheChristmasparty.

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研究性問題

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教研組長日期

教案紙

課題Unit5Music課時(shí)數(shù)2

課型ReadingandThinking多媒體使用PPt

1.Developstudents9skillofanalyzingstructuresofpassages.

2.Enablestudentstoscanpassagestofindimportantinformation.

3.Instructstudentstounderstandhowavirtualchoirisformedandits

教學(xué)目標(biāo)

essenceandsignificance.

4.Enablestudentstograspnewwordsandexpressionsaccordingto

thecontext.

9

重占1.Developstudentsskillofanalyzingstructuresofpassages.

教材,1-八、、

2.Enablestudentstoscanpassagestofindimportantinformation.

Developstudents9skillofanalyzingstructuresofpassages

分析難點(diǎn)

教學(xué)方法Task-basedLanguageTeachingApproach

學(xué)法指導(dǎo)

教學(xué)過程學(xué)生活動(dòng)

Step1Before-reading

1.Leadstudentstothinkandanswerthefollowingquestions:

(1)Whatarethewaysforpeopletoexperiencemusic?

(2)HowcancomputersandtheInternethelpusexperiencemusicdifferently?

2.Askstudentstolookatthepictureonpage52aswellasthetitle,leadthem

topredictwhatthistextisabout.

3.Playavideoaboutthevirtualchoirtoofferstudentsamorevivid

understandingofwhatavirtualchoirisandwhatitcando,leadstudentsto

tellthedifferencesbetweentherealitychoirandthevirtualchoir.

Step2While-reading

1.Askstudentstoskimthetextandchecktheirpredictions.Andaskthemto

scanwiththequestionsonActivity2andfillintheblanks.

Whatavideothatyoucanseeonline

HowVirtualChoirmembersrecordthemselves;These

videosareuploadedontotheInternetandtheyareput

togetherintoonevideo.

WhoEricWhitacrecameupwiththeideaforavirtualchoir.

2.Askstudentstoreadthetextagainindetailandanswerthequestionsin

Activity3.Leadstudentstofindthefeaturesofthevirtualchoirandthencompare

thefeatureswiththerealitychoir,findtheirdifferencesandcompletethetable.

VCRC

Formvideolive

PlaceInternetStageofmusichall

(home/anywhere)

IdentityofsingersOrdinarypeopleUsually

professionals/musicians

NumberofsingersNotlimitedLimitedtotherequired

programs

InfluencesonsingersManypeopleasOnlythosehavethe

singers(becomingcompetenceor

partoftheglobalopportunitytogive

community)performance

3.Askstudentstouseonewordorphrasetosummarizeeachparagraph:

Paral:abriefintroduction

Para2:thecomposerandconductor

Para3:twovirtualchoirs

Para4:influence

4.Askstudentstoreadpara.3and4indetailandfinishActivity4.Tmay

raisethefollowingquestionsinordertogetbetterunderstandthesignificanceof

somedetails.

(1)Whatwillyouwritewhenyouwriteaboutaperson?

(Iwillintroducewhoheis,whathehasachieved,howhegrewup,andwhat

educationhereceived)

(2)Arethosenumbersimportant?why?

(It'sveryimportanttousedataassupportingevidencewhenorganizingan

article,asitismoreconvincingcomparedtoageneralintroductionor

argument.)

(3)WhyaretheseyearsimportanttoEric?

-1970istheyearhewasborn.

-From1988to1995,hespentsevenyearsstudyingmusicattheUniversityof

Nevada,whenhefellinlovewithMozart'smusic.

-In1997,heearnedamaster'sdegreeinmusicalcompositionfromthe

JuilliardSchoolinNewYork.

-In2009,hereceivedavideoofagirl,whichinspiredhimtoaskhisfansto

makevideostoputtogetherintooneperformance.

-2014istheyearwhenhecreatedtheVirtualYouthChoirforUNICEFwith

2,292youngpeoplesingingtogether.

Step3Post-reading

Instructstudentstohaveadebateoverthetopic"Doesavirtualchoirreally

bringpeopletogether?"Dividestudentsintotwogroupswhoholdsprosand

consseparately.Tevaluatesthedebateandmakecomments.

Pros:Avirtualchoircanbringpeopletogether.

-peoplefromeverycorneroftheworldcanuploadtheirvideosontothe

Internet,whichislikeagreatstagewherepeoplecometogethertosing.

-differentpeoplesingthesamesong,sharesimilarinterestsandvalues,which

makesthemfeellikeafamily.

-intheglobalcommunity,peoplecanexchangefeelingsandthoughtswith

eachotherlikereallifecommunication.

-theInternetissodevelopedthatitmakesvirtuallifenodifferentfromreality.

Cons:Avirtualchoircan'tbringpeopletogether.

-virtualisvirtual,whichcanneverbereality.

-avirtualchoircannothavepeopletogetheronstagewherepeoplecan

communicateinperson.

-avirtualchoirissomewhatunrealbecauseitisjustsomethingmadeup.

-avirtualchoirconcertcan'thaverealactor-audienceinteraction.

教學(xué)過程學(xué)生活動(dòng)

1.BrainstormthewaystheInternethaschangedourlives.

(study,work,dailylife,entertainment,etc.)

2.Thinkanddebate:ThewritermentionsmanyadvantagesofInternet.

Doyouthinkthereareanydisadvantages?

Step4Languagepoints

1.keywordsandexpressioninthepassage

2.grammarstructureinthepassage

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教

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備課組長日期

教研組長日期

教案紙

課題Unit5Music課時(shí)數(shù)1

課型DiscoveringUsefulStructures多媒體使用PPt

1.Getstudentstohaveagoodunderstandingoftheusageofpast

participlesasthepredictiveandtheadverbial.

教學(xué)目標(biāo)2.Enablestudentstousethepastparticiplesunderflexibly.

3.Enablestudentstoexpressfeelingsanddescribesituationsusingthe

pastparticiples.

Getstudentstohaveagoodunderstandingoftheusageofpastparticiples

教材重點(diǎn)

asthepredictiveandtheadverbial.

分析Enablestudentstoexpressfeelingsanddescribesituationsusingthepast

難點(diǎn)

participles.

教學(xué)方法Task-basedLanguageTeachingApproach

學(xué)法指導(dǎo)

教學(xué)過程學(xué)生活動(dòng)

Stepl:語法自主探究

AskstudentsfinishtheActivity2onpage54inordertogetstudents

discoverthefunctionsofthepastparticiplesinthesentences.

Step2：語法概念和種類

一、過去分詞作表語

過去分詞作表語時(shí)，與謂語動(dòng)詞構(gòu)成系表結(jié)構(gòu)，表示主語的性質(zhì)、特

征或狀態(tài)。其前的系動(dòng)詞包括be動(dòng)詞、感官動(dòng)詞等多種形式。

Examplesentences:

?Everyonepresentisveryinspiredathisspeech.

聽了他的發(fā)言，在場(chǎng)的所有人都很振奮。

?Youlookedfrightened.

你看起來很害怕。

?Hebecameinterestedintwotheories.

他對(duì)兩種理論產(chǎn)生了興趣。

1.及物動(dòng)詞的過去分詞作表語，與句子主語是被動(dòng)關(guān)系，表示主語

的狀態(tài)，既表示被動(dòng)，又表示完成。

e.g.Thecupisbroken.茶杯碎了。

2.不及物動(dòng)詞的過去分詞作表語，與句子主語是主動(dòng)關(guān)系，表示主

語的狀態(tài)，只表示動(dòng)作的完成。

e.g.Heisretired.他己退休。

3.有些過去分詞作表語時(shí)，構(gòu)成的謂語很接近被動(dòng)結(jié)構(gòu)。

e.g.Thecityissurroundedonthreesidesbymountains.

這座城市三面環(huán)山。

【注意1】過去分詞作表語與被動(dòng)語態(tài)的區(qū)別：過去分詞作表語，

主要是表示主語的狀態(tài)，而被動(dòng)語態(tài)則表示動(dòng)作。

e.g.(1)Thecupwasbrokenbymylittlesisteryesterday.

茶杯是昨天我妹妹打碎的。(被動(dòng)語態(tài)，表示動(dòng)作)

(2)Thelibraryisnowclosed.

圖書館關(guān)門了。(過去分詞作表語)

【注意2】過去分詞表示被動(dòng)或完成,-ing形式表示主動(dòng)或進(jìn)行。有

些動(dòng)詞如interest,bore,worry,surprise,frighten等通常用其-ing形

式表示人/物給人帶來的感受，用過去分詞形式表示人的感受。

e.g.ThebookisinterestingandI'minterestedinit.

這本書很有趣，我對(duì)它很感興趣。

二、過去分詞作狀語

過去分詞作狀語時(shí)，過去分詞表示被動(dòng)完成的動(dòng)作，與主句主語之間是邏

輯上的動(dòng)賓關(guān)系。

Examplesentences:

-Givenmoreattention,thetreecangrowbetter.

-Guidedbytheseprinciples,theywentonwiththework.

1.時(shí)間狀語

過去分詞作狀語，可以表示時(shí)間、原因、條件、讓步、方式或伴隨情況等，

相當(dāng)于一個(gè)狀語從句。

e.g.-Oncepublished,hisworksbecamefamousfortheabsenceofrhymeat

theendofeachline.

-Onceitwaspublished,hisworkbecamefamousfortheabsenceofrhymeat

theendofeachline.

2.原因狀語

-Doneinahurry,hishomeworkwasfullofmistakes.

Becauseitwasdoneinahurry,hishomeworkwasfullofmistakes.

-Givenadvicebythefamousdetective,theyoungladywasnolongerafraid.

Since/Asshewasgivenadvicebythefamousdetective,theyounglady

wasnolongerafraid.

3.條件狀語

-Givenmoretime,wewilldobetter.

Ifwearegivenmoretime,wewilldobetter.

4.讓步狀語

-Evenifinvited,Iwillnottakepartintheparty.

EvenifIaminvited,Iwillnottakepartintheparty.

5.方式或伴隨狀語

-Theoldmanwalkedinthepark,supportedbyhiswife.

Theoldmanwalkedintheparkandwassupportedbyhiswife.

【注意】

現(xiàn)在分詞與過去分詞作狀語的區(qū)別：

(1)邏輯關(guān)系

①現(xiàn)在分詞作狀語時(shí)，現(xiàn)在分詞所表示的動(dòng)作與句子主語之間構(gòu)成邏

輯上的主謂關(guān)系。

例：Hewentout,shuttingthedoorbehindhim.

②過去分詞作狀語時(shí)，過去分詞所表示的動(dòng)作與句子主語之間構(gòu)成邏

輯上的動(dòng)賓關(guān)系。

例：Givenmoreencouragement,theboycouldhavebehaved

(2)時(shí)間概念

①過去分詞所表示的動(dòng)作發(fā)生在謂語動(dòng)作之前，或表示“一種狀態(tài)”。

彳列1：WritteninFrench,thelettercannotbeunderstood.

這封信是用法語寫的，很難理解。

例2：Builtin1910,themuseumisalmost100yearsold.

該博物館建于1910年，幾乎有100年的歷史。

②現(xiàn)在分詞表示的動(dòng)作與謂語動(dòng)作同時(shí)發(fā)生或在說話時(shí)正在進(jìn)行。

例1：Istoodthere,waitingforher.我站在那兒等她。

例2：Walkingalongthestreet,ImetMary.在街上走的時(shí)候，我遇到了

瑪麗。

Step3：Exercises

1.Completethepassagewiththewordsinbracketsintheircorrectforms.

MyFairLadyisamusical_______(base)onGeorgeBernardShaw'splay

Pygmalion.ThestoryisaboutEliza,aflowergirl_______(sell)flowersin

thestreet.______(bear)inapoorneighbourhood,shespokeimproper

English.OnedayshemetProfessorHigginswhosaidthatif______

(educate),shecouldpassherselfoffasanupperclasslady.Soshetook

speechlessonsfromhim.

Gradually,Elizagotfamiliarwiththeproperwaytospeak,actanddress.

ToseeifElizahadlearnedeverythingthatwastaught,Higginstookherto

aroyalball,_______(hope)shecouldconvinceeveryonethatsheherself

wasfromtheupperclass.Higginswas_______(delight)toseeEliza

_______(accept)asaperfectlady.

2.Whatarethefunctionsofthesepastparticiples?

Alittlegirlcalledthelittlemermaidentertainedherself,dancingand

singing.Accompaniedbyashrimp,shefeltexcited.Whenshesawa

princehitandblownintotheoceanbythestorm,sheswamtohimand

pushedhimtotheshore.Althoughsavedbythelittlemermaid,the

princedidn'tknowshewashissavior.Backtothesea,inordertolivewith

theprince,thelittlemermaidturnedtotheseawitchforhelp.

Theseawitchgaveherabottleofpoisonandwarnedthatunlesslovedand

marriedbytheprince,shewoulddiesoonifhemarriedanothergirl.

Havingdrunkthepoison,thelittlemermaidhadtwobeautifullegsbutlost

herbeautifulvoice.Althoughattractedbyherbeautyanddance,theprince

marriedanothergirlconsideredashistruesavior.Finally,thelittle

mermaidwassosadthatshethrewherselfintotheseaandturnedinto

foam（泡沫）.

3.Fillinthebankswiththecorrectformsofthewordsgiven.

1.（2018年天津卷）

IneedanewpassportsoIwillhavetohavemyphotograph_____（take）.

2.（2015年陜西卷）

Backfromhistwo-yearmedicalserviceinAfrica,DrLeewasveryhappy

toseehismother______（take）goodcareofathome.

3.（2019年高考北京卷改）

Nervously______（face）withchallenges,IknowIwillwhispertomyself

thetwosimplewords“Beyourself”.

4.（2014年四川卷）

Themanagerwassatisfiedtoseemanynewproducts__________

（develop）aftergreateffort.

5.（2018年江蘇卷）

Around13500newjobswerecreatedduringtheperiod,_______

（exceed）theexpectednumberof12000heldbymarketanalysts.

6.（2016年北京卷）

________（order）overaweekago,thebooksareexpectedtoarriveany

time.

7.（2015年天津卷）

_________（absorb）inpainting,Johndidn'tnoticeeveningapproaching.

板

書

設(shè)

計(jì)

作書面

業(yè)

研究性問題

布

置預(yù)習(xí)作業(yè)

教

學(xué)

反

思

備課組長日期

教研組長日期

教案紙

課題Unit5Music課時(shí)數(shù)2

課型ReadingandWriting多媒體使用PPt

1.Getstudentstoknowthelanguagefeaturesofaspeech.

2.Enablestudentstodistinguish,understandandemployeeseveral

教學(xué)目標(biāo)rhetoricaldevices.

3.Instructstudentstowriteamovingspeech.

4.Leadstudentstoappreciatetheinvisiblepowerthatmusiccanbring

1.Getstudentstoknowthelanguagefeaturesofaspeech.

教材重點(diǎn)

2.Instructstudentstowriteamovingspeech.

分析

難點(diǎn)Instructstudentstowriteamovingspeech.

教學(xué)方法Task-basedLanguageTeachingApproach

學(xué)法指導(dǎo)

教學(xué)過程學(xué)生活動(dòng)

Step1:Pre-reading

Enjoythespeechandthinkaboutthefollowingquestions:

-Whatdoesthespeechtalkabout?

(It'sabouthowmusichelpspeoplefindyourself.)

-Whatmakesthespeechimpressive?

(Thecontextofspeech;thedeliveryofspeech.)

Step2:Reading

1.Readandmakeouttheoutlineofthespeech.

ParagraghThecontext

Para.1greetingandself-introduction