Book 2 Unit 5 music

1. Book 2 Unit 5 music High School Affiliated to Beijing University of Technology关欣

2. 单元教学目标 • 技能目标Goals Talk about wildlife endangerment. Talk about the ways to protect wildlife. Write letters on how to protect rare wildlife and the environment .

3. 目标语言 • Asking for advice and giving advice • Let’s .... • What about ...? • What if ...? • What do you think ...? • Should we go ...? • If we ... • Expressing your preference • I prefer ... • I like ... best because ... • My favourite musician is ... • I am fond of ... • I enjoy listening to ... • I don’t like ... very much

4. 词汇 • 1. 四会词汇 • classical, roll, rock’n’ roll, folk, jazz, musician, clap, form, passer-by, earn, extra, play jokes on, loosely, advertisement, actor, attractive fan, instrument, hit, sort, frog, afterwards, stick, ability, perform, performance, saying, reputation, unknown • 2. 认读单词 • classical, orchestra, rap, rapper, choral, Karaoke, the Monkees, reunite, supporter, Freddy, lily, feedback, Robin Spielber,compose, Pat Conroy, grave • 3. 固定词组 • dream of, be honest with, play jokes on, or so, break up, by chance, sort out, stick to • 4. 重点词汇 • folk, dream of, be honest with, passer-by, earn, extra, sort, afterwards, stick, ability, perform, dream of, or so, break up, hit(n), by chance, above all

5. 结构 • The Attributive Clause 1. ...bands are formed by high school students, who practise their music in someone’s home. 2. The musicians of whom the band was formed played jokes on each other .... 3. However, after a year or so in which they became more serious about their work ... 4. The guitar with which “The Beatles” played their first hit was lost while they were touring.

6. 重点句子 • 1. Have you ever dreamed of being in front of thousands of people at a concert with everyone clapping and enjoying your singing? • 2. If we are honest with ourselves, most of us have dreamed of being famous. • 3. The musicians of whom the band was formed played jokes on each other ... • 4. They may play to passers-by in the street or subway so that they can earn some extra money. • 5. They put an advertisement in a newspaper looking for rock musicians,... • 6. However, the band broke up in about 1970, ... • 7. Freddy was very confident about his singing. • 8. Freddy and his band could not go out without being followed everywhere. • 9. As you know, our band was formed in a very unusual way. • 10. Stick to it and stay with what is true in your heart. • 11. What I have in my heart must come out. • 12. Make a special time for practicing and stick to it. • 13. Their personal life was discussed by people who did not know them but talked as if they were friends.

7. 教材分析与教材重组 • 1. 教材分析 • 本单元以music为话题，通过对本单元的教学，使学生了解有关的音乐知识，了解乐队The Monkees的形成,表演风格及发展历程，让学生在理解文章，理解音乐的同时，潜移默化培养一种审美的情趣，也会对社会生活，人的思想观，价值观以及人应该追求什么进行思考。并通过学习一个有趣的寓言故事，侧面了解演员成名后，歌迷给其带来的苦恼；暗示过分痴迷所带来的负面影响。同时让学生利用目标语言学会表达自己的观点，征询建议及把握介词提前的定语从句的使用；能利用本单元所学知识写e-mail 或短文介绍中国有关的民间音乐。

8. 1.1 Warming up是听八段不同的音乐，然后与书上的八幅图片相搭配，目的是通过听不同的音乐，让他们了解有关类型的音乐，讨论对于音乐的感受和喜欢听音乐的原因，激发他们对此话题的兴趣，带他们进入话题。 • 1.2 Pre-Reading提出三个问题，引导学生谈论有名的乐队，尤其是与课文相关的门基合唱组。在学课文前扩展学生的思维，为学课文做好准备。

9. 1.3 Reading课文以知名乐队The Monkees的成立和发展为切入点，从通俗音乐的题材，特点，内容以及半个世纪来的发展历程等多个方面介绍了这种音乐艺术形式，并以音乐作为一个侧面反映了近几十年来美国社会和价值观的变化，是一篇涵盖了大量的信息量，同时又可以给学生艺术和思想双重启迪的优美文章。通俗音乐发展历史悠久，六十年代开始成为美国社会流行音乐主流，节奏强烈，主题鲜明，歌词率真，容易引发人的共鸣，尤其是在喜爱音乐的年轻人中可以产生感官和心灵上的触动。同时，流行音乐歌曲所负载的是整个社会所接受和追求的一种价值观。学习这篇课文，学生在理解文章，理解音乐的同时，潜移默化中也在培养一种审美的情趣，也会对社会生活，人的思想观，价值观以及人应该追求什么进行一定的思考。因此，作为一篇谈论音乐的文章，它提供了较广泛的教学资源拓展空间，它可以博得学生的喜爱，可以使学生有较大的热情积极投入到课堂教学中来，和教师在探究中共同学习。当然，这篇课文也有它的不足之处，由于所介绍的是早期的乐队，音乐类型和年代都离当代中国学生所接触的音乐较远，使学生需要在感性层面上接受这种音乐，导致了学生对课文的兴趣不足。

10. 1.4 Comprehending设计了四种题型， 第一题主要归纳乐队的特点，第二题属于细节理解题，主要加深对课文的理解，让学生学会正确理解句子。第三题是一个开放性问题，在读课文的同时，让学生去思考，让他们养成勤于动脑，善于探究的好习惯。第四题让学生归纳段意，掌握一般说明文的阅读方法，从而进一步提高他们的阅读能力。

11. 1.5 Learning about language部分包括词汇和语法两部分，词汇练习主要是针对课文中重点词汇的练习。其中第三题是一个开放性题，通过做游戏，一则使学生正确使用短语dream of 与to be honest with，再则激发他们的想象力，鼓励他们要有梦想，并为之而奋斗。语法主要针对定语从句介词提前的情况进行练习。 1.6 Using language包括听力和阅读两部分，通过一则幽默的寓言故事，讲了Freddy想成名及成名后的苦恼，侧面反映了歌迷不正确的崇拜方式给明星带来的负面影响。启示他们形成正确的价值观，正确地对待明星。 1.7 Speaking and writing 中speaking部分让学生发挥想象力，组织自己的乐队，并演奏自己喜欢的歌曲；Writing 部分让学生写出自己有关音乐的名言，目的是通过搜集有关音乐的名言，唱英语歌曲，激发学生学习英语的兴趣，使他们热爱生活，思考生活，培养良好的学习习惯。 总之，通过本单元的系统学习，让学生了解音乐，接触音乐，体验音乐，从而更加热爱生活，感知语言知识，不断丰富自己的语言知识，提高自己的语言运用能力。本单元单词可采用集中识词的方法，集中记忆，反复循环。

12. 教材重组 • 2.1 将Warming up 部分与Pre-reading, Reading, Comprehending同属与音乐有关的内容，放在一个课时教学，设计成一节阅读课。 • 2.2 将Learning about language 及Workbook中的Using Words And Expressions和Using Structures放在一起教学，上一节语法课。 • 2.3把Using language 中Listening 部分，Workbook 中Listening与Listening Task结合在一起，形成一节听力课。 • 2.4 将Using language 中Reading 与Workbook中Reading Task部分放在一起，上一节泛读课。 • 2.5将Speaking and Writing 中Speaking与Workbook 中Talking及Speaking Task放在一起，上一节口语课。 • 2.6 把 Speaking and writing中Writing与Workbook中Writing Task放在一起，上一节写作课。 • 3. 课型设计与课时分配（经教材分析，根据学情，本单元可以用五课时教完） 1st period Reading 2nd period Grammar 3rd period Listening 4th period Extensive Reading 5th period Speaking & Writing

13. Book 2 Unit 5 Reading High School Affiliated to Beijing University of Technology关欣

14. Teaching goals 教学目标 1. Target language 目标语言 a. 重点词汇及短语 classical, folk, form, passer-by, earn, extra, instrument, pretend, hit (n.), dream of, be honest with, play jokes on, be based on, put an advertisement, or so, be serious about, break up b. 重点句型 1. Have you ever dreamed of being in front of thousands of people at a concert with everyone clapping and enjoying your singing? 2. If we are honest with ourselves, most of us have dreamed of being famous. 3. ... bands are formed by high school students, who practise their music in someone’s home. 4. They may play to passers-by in the street or subways so that they can earn some extra money. 5. The musicians of whom the band was formed played jokes on each other as well as played music. 6. Their music and jokes were based loosely on the band called “The Beatles”. 7. Actors may not be able to sing so at first other musicians sang the songs for the programme while the band pretended to sing them. 8. However, after a year or so in which they became more serious about their work.

15. 2. Ability goals能力目标 a. Enable the students to sum up the main idea of each paragraph. b. Enable the students to understand the details about the passage, and join the correct parts of the sentences together in Exercise 2 (page 35). c. Retell the text using the key words of the passage.

16. 3. Learning ability goals 学能目标 a. Help the students to sum up the main idea of each paragraph. b. Enable the Ss to understand the details about the passage, and join the correct parts of the sentences together in Exercise 2 (page 35). c. Get the students to retell the text using the key words.

17. Teaching important points教学重点 a. Help the students to find out the main idea of each paragraph. b. Discuss the question. Teaching difficult points 教学难点 Discuss the questions. Teaching aids 教具准备 A multiple-media computer and a recorder.

18. Teaching procedures & ways 教学过程与方式

19. Unit 5 Reading The band that wasn’t 北京工业大学附属中学 关欣

20. Warming-up Listen and see if you can guess which music matches which picture.

21. 5 6 8 3 4 7 2 1

22. What famous bands do you know in the world?

23. The Backstreet Boys 后街男孩

24. The Eagles飞鹰乐队

25. The Beatles 披头士 (甲壳虫乐队)

26. Do you know the Monkees?

27. A big hit! The Monkees — the most popular band in the USA from 1966 to 1968!

28. Listen and answer • What are the benefits if students form a band to play in the street? • When did “The Monkees” break up and when did it reunite? • Why was “The Monkees” successful in their work? some extra money They can earn ________________ and can also give them ________ to realize their ______. dream a chance 1970 “The Monkees” broke up in about_____ and it reunited in_____________. the mid-1980s serious about Because they were ____________ their work and they ________________. worked very hard

29. Task • They produced a new record in 1996 • 2. Most musicians get together and • 3. They put an advertisement in the newspaper looking for four rock musicians, • but only one person was accepted. • but reunited in the mid-1980s. • form a band because they like to write and play music. • to celebrate their time as a band • was a big hit. D C A 4. The first TV show 5. However, the band broke up about 1970, E B

30. Match main ideas with paragraphs Para 1: Para 2: Para 3: Para 4: The Monkees started in a different way. Many people want to be famous as singers or musicians. How the Monkees became popular and how they developed as a real band. This is how most bands start.

31. Read paragraphs 1 and 2 and tell whether the following statements are true (T) or false (F).

32. 1. A famous singer or musician usually belongs to a band. 2. If you sing karaoke, it will be easier for you to be rich and famous. 3. Many musicians form a band because of their common interest in music. F F T 4. Playing music to passers-by in the street is the first step to fame. 5. When performers make records and sell millions of copies, they are successful. F T

33. Read paragraphs 3 and 4 and fill in the blanks with proper words. advertisement actors formed touring

34. broke up jokes reunited broadcasts other musicians celebrated

35. Retell the text. If we are ____ ____ourselves, most of us have ____ ____being famous sometimes in our live. Most musicians often meet and _____a band. Sometimes they play in the street to ________ so that they can earn some _____money and this also give them a _____ to realize their dreams. There was once a band started in a different way. The musicians of whom the band was formed ____________ each other as well as played music, whose music and jokes were loosely __ ____ “The Beatle”. Their exciting performances were copied by other groups. “The Monkees” played their own _________ and wrote their own music. Though it _______ in 1970, it reunited in the mid-1980s and it is still popular today. honest with dreamed of form passers-by extra chance played jokes on based on instruments broke up

36. Discussion 1.How do you understand the title “The Band That Wasn’t”? Can it be changed into “The Band That isn’t”? 2.What do you learn from The Monkees’ success? Lies in their hard work and their unique style of performance.

37. Homework

38. Book 2 Unit 5 Grammer High School Affiliated to Beijing University of Technology关欣

39. The Second Period Grammar Teaching goals 教学目标 1. Target language 目标语言 重点词汇及短语 supporter, by chance, directions, get mixed up, sort out 2. Ability goals能力目标 a. Enable the Ss to use the words and expressions in this unit. b. Enable the Ss to use the Attributive Clause with the preposition ahead of the relative clause correctly.

40. 3. Learning ability goals 学能目标 a. Get the Ss to guess the meaning of the words or phrases according to the context. b. Let the Ss use the Attributive Clause with the preposition ahead of the relative clause to express their ideas. Teaching important points教学重点 a. Get the Ss to use the Attributive Clause with the preposition ahead of the relative clause. b. Get the Ss to master the usage of the important words of this part.

41. Teaching difficult points 教学难点 The usage of the Attributive Clause with the preposition ahead of the relative clause. • Teaching methods 教学方法 1. Question-and-answer activity to help the Ss to go through the words of this unit. 2. Pair work or group work to make every student work in class. 3. Teaching the students the usage of the Attributive Clause with the preposition ahead of the relative clause. • Teaching aids 教具准备 A computer a projector and some slides. • Teaching procedures & ways 教学过程与方式

42. The Attributive Clause

43. Can you find two sentences in the reading passage that contain“of which /in which”attributive clause? The musicians were to play jokes on each other as well as play music, most of which was based loosely on the Beatles.

44. However, after a year or so in which they became more serious about their work, the Monkees started to play and sing their own songs like a real band.

45. 有关系代词或关系副词引导用来修饰主句中的某一个名词或代词并起定语作用的从句, 叫定语从句。定语从句所修饰的词叫先行词, 从句跟在先行词后面。 定语从句的构成方法是：关系代词或副词+陈述句语序, 关系代词有: who, whom, whose, which, that, as等; 关系副词有when, where, why等。

46. 关系代词有双重功能, 一方面代表前面所修饰的先行词, 把从句与先行词连接起来; 另一方面引导出从句并在从句中充当某种句子成分。

47. 1.The number of people who/that lost homes reached as many as 250,000. 2.It sounded like a train which/that was going under my house.

48. 关系代词指物时只用which不用that的情况 (1) 关系代词在从句中作介词宾语并且介词提前至关系代词前时只用which, 但当介词在从句句尾时, 两者皆可。 This is the questionabout whichwe’ve had so much discussion. = This is the question which / that we’ve had so much discussion about.

49. (2) 在非限定性定语从句中必须用which不能用that。 This is the book which/that I’m looking for. They have invited me to visit their country, which is very kind of them. 当关系代词作look after, look for等不能拆开使用的及物动词性短语的宾语时, 介词不可以提前。

50. 1. 关系副词where指地点, 在从句中作地点状语。 This is the house where he lived. 2. 关系副词when指时间, 在从句中作时间状语。 I’ll never forget the days when we played together.