人教版（2019）必修第二册Unit 5 Music 单元整体教学设计（表格式）
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| 名称 | 人教版（2019）必修第二册Unit 5 Music 单元整体教学设计（表格式） |  | |
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课题 Unit 5 Music 授课时间
课 时 Period 1 Listening and speaking 课 型 新授课
教学目标与核心素养 By the end of this period, you will be able： 1. get familiar with different kinds of music. 2. better understand the functions of paraphrase in listening. 3. talk about their music preferences in simple English.
重 难 点 教学重点 1.Master the usage of key words and phrases. 2.Improve the students’ listening and speaking ability.
教学难点 Let students pay attention to the plosives. Make the students know about paraphrase.
教法学法 1. Interactive lecture-based teaching. 2. Group discussions and pair work. 3. Listening and speaking exercises. 4. Real-life examples and case studies. 课程资源 PPT
教 学 过 程 教学设计 二次备课
Step 1 Lead-in Teachers ask the following questions: 1.How does music make you feel 2. Who is your favorite singer 3. What kind of music do you like 4.Why do people like music Step 2 Pre - listening 1.Before you listen, discuss what are the people doing in the picture. 2.Match the pictures with the correct types of music. A.Chinese traditional B.classical C.country music D.hip-hop Step 3 While - listening A reporter from the school newspaper is interviewing students about music. Listen to the interviews. Draw lines between the words to make complete sentences. Some words will not be used. The reporter paraphrased some of the answers the students gave plete 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-pop, 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 _________ Step 4 Speaking Discuss these questions with your classmates. Do these types of music make you feel the same as the students Why or why not 2. What type of music do you not like, and how does it make you feel Step 5 Homework Independently complete the exercises in the guide plan; Remember the new words and learn the usages of them.
板书设 计 Unit 5 Music Period 1 Listening and speaking Language points classical, hip-hop, techno, energy, soul, bagpipes, stringed, stringed instrument Others: Talk about music preferences Kinds of music The plosives Paraphrases
课后反 思
课题 Unit 5 Music 授课时间
课 时 Period 2 Reading and thinking 课 型 新授课
教学目标与核心素养 In this class, you will： 1. understand the main idea of each paragraph and know how the virtual choir is formed. 2. learn how to scan for specific information. 3. realize music is the universal language of mankind and it can bring people together.
重 难 点 教学重点 1. Students can know and master the key words and phrases in this passage. Such as musician、form、attach、dream of、get familiar with and so on. 2. Students can sum up the main idea of each paragraph and know how the band Monkees formed more clearly.
教学难点 Students can express their opinions freely in groups on how the Monkees formed. Students can get interested in different kinds of music and English culture.
教法学法 Cooperative Teaching Method, Task-based language teaching 课程资源 PPT
教 学 过 程 教学设计 二次备课
Step1. Lead-in How do you enjoy and experience music Have you ever heard of virtual choir Let’s watch a short video to know more about the virtual choir. Step 3. While-Reading Task1: Look at the picture and the title, and predict what the text is about, then judge the type of writing 1.Read and match the main ideas with each paragraph. 2.Read paragraph 1 and make difference between the virtual choir and the reality choir. Read paragraph 2-3 and fill in the blanks. Read paragraph 4 and answer the following question. 1.What’s the writer’s attitude towards the virtual choir 2. What’s the influence of the virtual choir Try to introduce Eric Whitacre according to the timeline. Step 4 Discussion: What makes the virtual choir successful 1. What are the advantages and disadvantages of being a member of a virtual choir 2. Does a virtual choir really bring people together Why or why not Step 5 Homework 1. Read the text and underline the useful words and expressions; 2. Finish the language points on the exercise book;
板书设 计 Unit 5 Music
课后反 思
课题 Unit 5 Music 授课时间
课 时 Period 3&4 Important language points 课 型 新授课
教学目标与核心素养 By the end of this period, students should be able to: 1. master the usage of such important words and expressions. 2. learn how to study by oneself with the help of the dictionary. 3. enjoy the fun of expressing oneself using English and participate in class with passion. 4. Learn the method of constructing knowledge trees through self-study &cooperative exploration.
重 难 点 教学重点 Students will be able to master the usage of such important words and expressions .
教学难点 How to use the words and phrases in real situations. Exercises are expected to assist students to express themselves freely in English.
教法学法 Communicative teaching method Activity-based teaching method Individual learning ; Cooperative learning 课程资源 PPT
教 学 过 程 教学设计 二次备课
Activity 1: Lead-in Teacher guides students to recognize the words and expressions on PPT Activity 2: Presentation and practice 1.classical adj. 古典的；经典的 classical music 古典音乐 2.energy n. 能源；能量；精力 be full of energy 精力充沛 have the energy to do sth. 有精力做某事 apply/devote one’s energy to... 把某人的精力用在……上 energetic adj. 精力充沛的，精神饱满的；积极的 keep energetic 保持活力 3.opportunity n. 机会；时机 opportunity to do sth. 做某事的机会 opportunity of / for...……的机会 offer /get / miss / lose / seize an opportunity 提供 / 得到 / 错过 /失去 / 抓住机会 take the / this opportunity to do sth. 利用这个机会做某事 4.perform （1）v. 演出，表演，演奏 （2）vt. 做；履行；执行 perform an operation/an experiment 做手术 / 做实验 perform one’s promise 履行某人的诺言 perform one’s duty 尽某人的职责 （3）vi. 表现 perform well/badly 表现得好 / 差 performer n. 表演者；演员 performance n. 表演，演出；演技；表现 give a performance 演出 5.ordinary adj. 普通的；平凡的 in the ordinary way 一般地，通常地 6.enable vt. 使能够；使可能 enable sb. to do sth. 使某人有能力做某事，使某人能够做某事 7.prove v. （1）vt. 证明；展现 prove that... 证明…… It is proved that... 事实证实…… （2）linking v. 证明是 prove sb./sth.（to be）+ n./adj. 证明某人 / 某物…… prove（to be）+ n./adj. 证明…… 8. award n. & vt. （1）n. ［C］奖；奖品；奖金 （2）vt. 授予；奖励；判给 award sb. sth. = award sth. to sb. 把某物颁发给 / 判给某人 9. fall in love with 爱上 （1）fall in love with sb. “爱上某人”，表示动作，是非延续性动词短语，不能与表示一段时间的状语连用。 （2）be in love with sb. “与某人相爱”，表示状态，是延续性动词短语，可与表示一段时间的状语连用。 10. stage n. （发展或进展的）时期；阶段；（多指剧场中的）舞台 reach/get to a stage 到达某一阶段 go through a stage 经历某一阶段 at this/that stage 在这个 / 那个阶段 at an early/a late stage 在初期 / 后期 11. altogether adv. 总共（=in all） 完全地（=completely） 总之（=all in all） all together 一起，同时；总共；一致地，统一地 12. gradual adj. 逐渐的；渐进的 a gradual process 一个循序渐进的过程 gradual growth 逐渐成长 gradually adv. 逐渐地；逐步地 13.capable adj. 有能力的；有才能的 be capable of（doing）sth. 有能力（做）某事 capability n. 才能；能力 14. relief n. （焦虑、痛苦的）减轻或消除；in relief 如释重负；松了口气 to one’s relief 令某人欣慰的是 much to one’s relief/to one’s great relief 令某人非常欣慰的是 It is a relief to see/have/know... 看到 / 拥有 / 知道……是件令人宽慰的事。 What a relief ! 终于放心了！ breathe a sigh of relief 松了口气 relieve vt. 减轻，缓解→ relief n. 15.cure n. & vt. （1）n. 药物；治疗；（解决问题、改善糟糕情况的）措施 （2）vt. 治愈；治好（疾病）；解决（问题）；矫正，改正（cure sb. of sth. 治好某人的……病；矫正某人的不良行为 16.be/get absorbed in sth. /sb. 被……吸引住；专心致志 absorb one’s attention（=attract one’s attention）吸引某人的注意力 absorb oneself in（=be absorbed in）全神贯注于，专注于 absorb...into... 把……吸收进……；将……并入…… previous adj. 先前的；以往的 previous to 在……以前（to 是介词） previously adv. 以前，先前 18. unemployed adj. 失业的；待业的 an unemployed builder 失业的建筑工人become unemployed 成为失业者 the unemployed 失业者（一类人） （1）employ vt. 雇用；使用 employ sb. as sth. 雇用某人当…… employ sb. to do sth. 雇用某人做某事 be employed in doing sth. = employ oneself in doing sth. 从事sth，忙于做某事 （2）employment n. 就业；工作；使用 out of employment（=out of work）失业 19.impact n. & v. （1）n. 巨大影响；强大作用；冲击力 have an impact on/upon 对……有影响 （2）v.（对某事物）有影响 impact on/upon 对……有影响 affect/influence sb./sth. 对……有影响 have an effect/influence on/upon 对……有影响 20.aim v. & n. （1）vi. & vt. 力求达到；力争做到；瞄准 aim（sth.） at...（使某物）针对某人；（用某物）瞄准某物 （2）vt. 目的是；旨在 be aimed at（doing）sth. 旨在……，目的是…… （3）n. 目的；目标 with the aim of doing sth. 为了做某事 achieve one’s aim 达到某人的目的take aim at 瞄准…… aimless adj. 漫无目的的；无目标的 aimlessly adv. 漫无目的地；无目标地 21.set sth. up 安装好（设备或机器）；建起，设立；创建，开办 set about doing sth. 开始 / 着手做某事 set out to do sth. 开始 / 着手做某事 set aside 把……放到一旁；留出（钱或时间） set off 动身，出发；使爆炸 set out（for）出发（去），动身（去） set down 记下，写下；放下；制定，规定 set sb. free 释放某人 22. equipment n.［U］设备；装备 a very useful piece of equipment 一件非常有用的设备 equip vt. 装备，配备；使能够胜任 equip...with... 给……配备…… be equipped with 装有……；具备…… equip sb. for sth. 使某人胜任某事 23. try out（1）参加……选拔（或试演）（2）试用；测试；试验 try on 试穿，试戴 try to do sth. 尽力做某事 try doing sth. 尝试做某事 try one’s best（to do sth.）竭尽所能（做某事） have a try 试一试 24. talent n. 天才；天资；天赋 have a talent for 在……方面有天赋show a talent for 展现出……方面的天赋 be talented/gifted in/at 在……方面有天赋 25.assume vt. 以为 ；假设 assume...to be/as... 假定……是……，认定……是…… It is assumed that... 据推测…… assuming 可以用作连词，表示“假设……为真，假如”assuming conj. 假定，假设 assumption n. 假定，假设 make an assumption 作出假设，认为 26.in addition（to sb. /sth.） 除……以外（还） 27.treatment n. 治疗；对待；处理 a treatment for... ……的治疗treat sb. well/badly 对待某人好 / 不好 treat sb. as... 像……那样对待某人 28.from（then）on 从（那）时起 from now/then on 从现在 / 那时起 from that moment on 从那时起 at this/that moment 就在这 / 那时 29. lean vt. （leant/leaned，leant/leaned）依靠；倾斜 lean on 依靠，依赖（……的帮助和支持）（=depend on）；对……施加压力 30.get through （1）（设法）处理；完成；通过（测试等）；渡过（难关） （2）设法联系上（尤指打通电话） （3）（使）正式通过，获得采纳 （4）消耗掉；用完，耗尽 get 相关短语： get across 被理解 get around 传播；流传 get over 克服；控制 get along with 相处；进展 get in 进入；收割 get on 进展，相处；上车 get away with 带着……潜逃；做（坏事）而未受惩罚 get down to（doing）sth. 开始（做）/ 认真对待某事 31.satisfaction n. 满足；满意；欣慰；令人满意的事物 get/gain satisfaction from sth. 从某事中得到满足感 with satisfaction 满足地 to one’s satisfaction = to the satisfaction of sb. 使某人满意 32. various adj. 各种不同的；各种各样的 （1）vary vi. & vt. 变化；使相异 vary with 随……而变化 vary from...to... 从……到……转变 （2）variety n. 种类，品种；多样性 a variety of = varieties of 各种各样的 33. reaction n. 反应；回应 in reaction to 针对……的反应 reaction to 对……的反应 react vi. 回应；抗拒；发生反应 react to 对……作出反应；回应 react against 反抗，对抗 Activity 3: Summary Teacher guides students to summary the expressions by asking them to speak out and write some sentences by using them. Homework: Finish the exercise of workbook.
板书设 计 Unit 5 Words and expressions 1.classical adj. 古典的；经典的 2.energy n. 能源；能量；精力 3.opportunity n. 机会；时机 4.perform.............
课后反 思
课题 Unit 5 Music 授课时间
课 时 Period 5 Discovering useful structure 课 型 新授课
教学目标与核心素养 In this lesson, students will learn 1.learn the usage of V-ed form used as predicative and adverbial in a sentence. 2.master what we learn in this period and apply them to exercises.
重 难 点 教学重点 1.Help students to appreciate the function of relative adverbs of attributive clauses in a sentence. 2.Enable students to master the usage of relative adverbs of attributive clauses flexibly.
教学难点 Be able to choose correct conjunction to fill in the blanks and use attributive clauses to describe things.
教法学法 1. Inquiry-based and Student-centered Teaching Approach 2. Cooperative and Inductive Methods 3. Multimedia Computer Assisted Instruction 课程资源 PPT
教 学 过 程 教学设计 二次备课
StepⅠ Warming up 观察下列句子所作成分并总结规律 1.She was moved by the moving speech. 2.She seems surprised at the news. 3.They looked frightened to hear the frightening sound. 4.The door is closed. 过去分词可置于 后作 语，用来表示主语的性质、特征或 。其前的系动词包括be动词、感官动词get, feel, remain, seem, look, become等多种形式。 Part One Past Participle as the Predicative (过去分词用作表语) 用法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, 相当于一个形容词。 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。 Finally the baby felt tired of playing with those toys. 终于婴儿厌倦了玩那些玩具。 常见的作表语的V-ed有: amused (愉快的)； broken (碎了的)； closed (关闭的)； astonished (吃惊的)；crowded (拥挤的)； experienced (有经验的); delighted (高兴的)； lost (丢失的)； gone (遗失的)； disappointed (失望的)；worried (担忧的)； interested (感兴趣的)； tired (疲劳的)； pleased (高兴的)；satisfied (满意的)； surprised (吃惊的); married (已婚的)； known (著名的) 等等 用法2.V-ed作表语，构成的系表结构与被动语态的区别: V-ed作表语，强调主语的特点或状态，相当于形容词； 被动语态中，句子主语是动作的承受者，后面常跟by。 Eg：The library is now closed．(状态)图书馆现在关闭了。 The cup was broken by my little sister yesterday．(动作) 有些过去分词（短语）源于系表结构，作状语时不表动作而表状态。 用法3.V-ed与V-ing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”。 Part Two Past Participle as the Adverbial (过去分词用作状语) 1.时间状语 过去分词作状语，可以表示时间、原因、条件、让步、方式或伴随情况等，相当于一个状语从句。 Once published, his works became famous for the absence of rhyme at the end of each line. 2.原因状语 Step 2 Practice Students finish the exercise on page 18.Teacher will ask them to check the right answer on PPT. Step 3 Summary and homework 1. Summary Students should act as an assistant to conclude what they have learned in this class, and then the teacher will make a summary together with students. 2. Homework Finish the exercise in workbook.
板书设 计 Unit 5 Music Discovering Useful Structure
课后反 思
课题 Unit 5 Music 授课时间
课 时 Period 6 Listening and talking& Assessing your progress 课 型 新授课
教学目标与核心素养 In this lesson, students will 1. instruct students to get main facts by listening and motivate them to talk about music festival, and what you would like to do in the music festival. 2. develop students’ different listening skills to solve different listening comprehensive problems. 3. help students to understand and talk about preference.
重 难 点 教学重点 Help students to know how to plan a music festival and know some useful patterns and expressions in talking about preferences.
教学难点 Enable students to grasp some listening skills and the rules of pronunciation and talk about preferences in English.
教法学法 English learning activity outlook, communicative language teaching, cooperative learning method. 课程资源 PPT
教 学 过 程 教学设计 二次备课
Part 1 Listening and talking StepⅠLead-in Suppose you are the chairman of the Students’ Union in our school. You are going to make an announcement about holding a music festival. What will you say in the announcement Suggested answer: I will tell students the time, the place and the contents of the music festival. Step Ⅱ First listening Listen to an announcement and find out what the key elements in an announcement are. Suggested answer: announcement Step Ⅲ Second listening Listen to an announcement about a school music festival.Choose the kinds of volunteers the festival needs. A.people to give music lessons B.choir members C.people to run food stands (打理食品摊位的人员) D.people to sell festival tickets E.people to sell music CDs F.people to set up equipment(布置设备的人员) G.musical performers Suggested answer:BCDG Step Ⅳ Third listening Activity 1 Listen to the announcement again and answer the questions. 1.What kind of songs will Grace Davis sing at the festival 2.Who can try out as a performer 3.What can those who think they do not have musical talent do 4.How can students volunteer to take part Activity 2 Show the main information of the announcement with a mind map. StepⅤTalking Activity 1 Work in groups and role-play the conversation. Activity 2 Read the conversation again and find out the expressions showing preferences. Suggested answers: (1)I would rather do... (2)I would prefer to do... 其他表示偏好的表达:I would rather do...than do.../ I would prefer doing.../Compared with...,I like to do...better. Activity 3 Make a conversation with your partner about what you would do at the music festival.The following questions may help you. 1.Would you like to sing or play a musical instrument What else can you do 2.Whom would you invite Part 2 Assessing your progress Step 1 语言知识检测 学生完成活动1和活动2，师生核对答案。教师指导学生自我检测本单元词汇及语法知识掌握的情况。学生除了关注这个语篇中三种短语的功能之外，还应当关注这个语篇的意义建构. Step 2 反思与评价 教师可以利用单元内容评价和自我反思部分的问题，让学生发表意见，重要的是看意见的支撑性内容，以便评估学生的语言运用能力、信息加工能力和批判性思维能力的发展情况。教师要充分利用学生学习情况的反馈，及时掌握学情，改进教学。 Step 3 Homework Finish the workbook
板书设 计 Unit 5 Music
课后反 思
课题 Unit 5 Music 授课时间
课 时 Period 7 Reading for writing 课 型 新授课
教学目标与核心素养 In this class, you will 1.Summarize the general outline of a speech; 2.Identify the language features of a speech; 3.Produce, check and revise a speech about how music can change a person’s life.
重难 点 教学重点 1.Help the students grasp the main idea of the speech. 2.Enable the students to master the methods of writing a speech by thinking and writing.
教学难点 Identify the useful language features(Rhetorical question, Quote, Repetition, Simile, Metaphor and Personification) of this speech.
教法学法 Task-based teaching method, situation teaching method, self-study and group work, presentation & practice & evaluate 课程资源 PPT
教 学 过 程 教学设计 二次备课
Step1. Lead-in Ask students some questions. 1.Do you like listening to the music 2.What kind of music do you like Why Please use some adjectives to describe it. Step2. Reading 1.Read and match the main ideas with each paragraph. 2.Read the text carefully and answer the questions. 1)What was Sarah's problem 2)How did music help her during her difficult time 3)What is her advice to others 3.Study the language features 1)Match the names of rhetorical devices to the lettered sentences in the speech. 2) What expressions does Sarah use to talk about how music can make us feel Circle the phrases in the speech. metaphor __E___ quote __B__ rhetorical question __A___ personification __F_ repetition __C__ simile ___D__ Step3 : Writing 假如你是李华，打算参加学校组织的一场以“音乐”为主题的演讲比赛。请根据下面提示写一篇演讲稿。 1.曾经考前紧张，无法入眠； 2.音乐改变状况。 如何写演讲稿 演讲稿是在公众场合向某一群体进行宣告或演说的文稿。演讲稿一般由称呼语、正文和结束语组成。一般情况下, 写作时的开头和结尾会提供给考生。演讲稿一般分为三部分: (1)开门见山地指出说话者要谈的话题; (2)说明具体情况及看法; (3)照应开头, 总结全文。可以对全文作总结, 也可以谈自己的感想。 谋篇布局 第一步: 对听众的称呼语 根据不同情况, 选用Ladies and gentlemen, Fellow students, Mr Chairman, Honorable Judges(评委)等等。 第二步: 提出论题 由于演讲的时间限制, 必须开门见山, 提出论题。提出论题的方法多种多样, 但最生动、最能引起注意的是举例法。 第三步: 论证 对提出的论题, 不可主观地妄下结论, 而要进行客观的论证。常见的论证方法有举例法、因果法、对比法等等。文中可提出三个建议, 并通过Firstly, Secondly, Last but not least列举出具体的做法。 第四步: 结论 结论要简明扼要, 以给听众留下深刻印象。 第五步: 结尾 结尾要简洁, 不要受汉语影响, 说些类似“准备不足, 请谅解”这样的话语。结尾可以说: Thank you very much for your attention. 话题词汇 (1)topic 话题 (2)honor 荣幸feel/ be honored 感到荣幸的 (3)deliver a speech 发表演讲 (4)on behalf of 代表 (5)chance/ opportunity 机会 常用句型 ①I am honoured to .. 我很荣幸…… ② Words can’t express …. 言语表达不了…… ③ Today I want to talk to you about .. 今天我想跟你们谈谈… ④ I sincerely hope ... 我衷心地希望…… ⑤I ask all of you present to ... 我要求在座的各位…… ⑥What I am going to talk about today is... 我今天想讨论的是... ⑦ I want to remind ... 我想提醒…… ⑧I wish you the best of luck in ... 我祝你……好运。 ⑨Thank you for giving me this opportunity to deliver this speech.感谢你们给我这次演讲的机会。 ⑩My presentation today will help ...我的演讲将会帮助... 常用过渡语： First,/Firstly,/ Secondly,/ Then,/ After that,/ In the end,/ Finally, /Meanwhile, /What’s more,/ In addition,/ Besides,/ Furthermore, … Pair work Exchange drafts. Assess each other's work according to the checklist. Get your draft back and revise it. Step 4 Homework Accumulate more on environmental description in daily life Finish your writing and exchange drafts with a partner；
板书设 计 Unit 5 Music
课后反 思
课题 Unit 5 Music 授课时间
课 时 Period 8 Exercise(workbook) 课 型 新授课
教学目标与核心素养 By the end of this period, the students will have been able to: 1) Review and practise using words and phrases learned in this unit. (Language competence+ Learning ability) 2) Reflect on and summarize what have been learnt in this unit. (Learning ability + Thinking quality)
重 难 点 教学重点 1) Reviewing and practising the usage of some words and phrases learned in this unit. 2) Knowing about the education in poor countries. 3) Reflecting on and summarizing what have been learnt in this unit.
教学难点 Reflecting on and summarizing what have been learnt in this unit.
教法学法 Question-based method, Group discussion method 课程资源 PPT
教 学 过 程 教学设计 二次备课
Step 1 Review 1. Check the homework. 2. Review the new language items learned in the previous period. Step 2 Practice 一、汉译英（单词/短语） 1．__________adj.古典的；经典的2．___________ n. 能源；能量；精力 3．___________n．灵魂；心灵4．___________ n. 机会；时机 5．__________n．演播室；工作室；(音乐)录音棚6．___________ adj. 普通的；平凡的 7．___________ v. 使能够；使可能8．___________ v.证明；展现 9．__________vt.授予n.奖品10．__________n．作曲者；作曲家 ____________n. 成分；作品 汉译英 11．__________adj.原来的；独创的；原作的 n.原件；原作12．__________n.现象 ______________（复数） 13．_________ n. 时期；阶段；舞台14．_________adv.全部；总共 15．___________adv.如此；因此16．___________n.乐队；带子 17．___________adv.现在；目前18．______________爱上 二、词性转换 词性转换 19．energy n.能量；能源；精力→____________adj.充满活力的；精力充沛的；积极的 20．composition n.成分；作品→_________ v.组成；作曲→_________n.作曲家 21．perform vi.&vt.表演；履行；执行→___________n.表演；表现→_________n.表演者；演员 22．able adj.有能力的→________vt.使能够；使可能→__________n.能力→__________adj.没有能力的→_________vt.使不能；使残疾→________ n.残疾；缺陷 23．prove vt.证明；展现→__________n.证据 24．origin n.起源；由来；起因→________adj.原来的；独创的；原作的n.原件；原作 25．gradual adj.逐渐的；渐进的→__________adv.逐渐地 三、选用适当的单词或短语补全句子 选词填空 fall in love with， join in， add to， come up with， on stage， together with
1．The soldiers were extremely tired and the heavy rain ________ their difficulty. 2．He works well________ them. 3．I am very busy at present, and I can’t________ your game. 4．What a beautiful place! I________ it at the first sight. 5．They________ a good way to settle the problem at the meeting. 6．His first appearance ________ was at the age of three. 四、用单词的适当形式完成句子 7．The performance ________ (final) started half an hour later.(所给词的适当形式填空) 8．The Internet enables them ________ (send) and receive emails. (所给词的适当形式填空) 9．This tradition was ________ (orginal) held on May Day, but it’s now held in April. (所给词的适当形式填空) 10．This team writes plays for children, usually ________ (perform) them in schools. (所给词的适当形式填空) 11．Frost ________ (award) the Pulitzer Prize for his poetry four times in his life. (所给词的适当形式填空) Homework： 1. Complete the unit summary, assessment and reflection form. 2. Revise this unit and preview the next unit.
板书设 计
课后反 思
课题 Unit 5 Music 授课时间
课 时 The Ninth＆Tenth Period 课 型 Revision class
教学目标与核心素养 1.To check what students have learned in this unit. 2.To let the students know what is missing in this unit by testing it.
重 难 点 教学重点 1.The words and expressions in this unit. 2.Some sentence patterns and structures.
教学难点 How to put the reading skills into their practice.
教法学法 Presentation-Practice-Production Teaching Method Task-based Teaching Method 课程资源
教 学 过 程 教学设计 二次备课
Practicing and Explanation
板书设 计
课后反 思
Unit 5 Music 单元检测卷
满分：100分 时间：40分钟
第一部分：知识点巩固
I.单词拼写
1.To their _______________（满意）, we completed the work ahead of time.
2.There are_________（总共）more than 400 students attending the sports meet.
3.There is no very effective way to _______________（治疗）him of his depression.
4.A lot of modern_________（设备）were shipped to the country to help those in need.
5. You should grasp the_______________（机会） to work abroad.
6.She showed great talent when she showed on the________（舞台）for the first time.
7.How I envy the kids who are always full of_______________（精力）.
8.My body was_______________（疼痛）all over after a day’s hard labor.
9. _______________（各种各样的） methods have been used to improve the condition.
10. They decided to stick with their _______________（最初的） plan.
11.What he said _______________（证明）to be wrong at last.
12. He had refused to act; _______________（此外）, he was always trying to escape.
13. You should draw up a plan or _______________（概要） for the essay.
14. _______________（不知怎么的）, I don't like him at all.
15. What was his _______________（反应） to the news
16. We have to give him more_______________（宽慰） to help him.
17. It will take a few more years to judge the _______________（影响） of these ideas.
18. He is one of the greatest _______________（浪漫的） poets.
19. He got an _______________（奖项） for bravery.
20. It was just an _______________（普通的） house—nothing pretentious.
II.单句语法填空
1. _______________（move）by our words, she burst into tears.
2.To our_______________(relieve), he recovered his health and went back to work.
3.He was_______________(talent) in basketball when he was very young.
4. The workers were left_____________(employ) when the factory was broke.
5.The event had a great impact_______________ the history of the small country.
6. _______________ turned out to be a success.
7.We fell _______________ love with the baby girl when we met her on the bus.
8.He showed his_______________(satisfy) by nodding his head.
9.What he was taught at the army______________(able) him to get through the work.
10.The_______________(perform) they put on proved to be successful.
第二部分：阅读理解
On November 27,1895, Alfred Nobel signed his third and last will at the Swedish-Norwegian Club in Paris. When it was opened and read after his death, the will caused a lot of controversy both in Sweden and internationally, as Nobel had left much of his wealth for the establishment of a prize. His family opposed the establishment of the Nobel Prize, and the prize awarders he named refused to do what he had requested in his will. It was five years before the first Nobel Prize could be awarded in 1901.
In this selected part of the will, Alfred Nobel dictates that his entire remaining assets (资产) should be used to donate “prizes to those who, during the preceding year, have conferred (带来) the greatest benefit to humankind”.
“All of my remaining realisable assets are to be used as follows: the capital, which is converted (换算) to safe securities, is to be a fund, the interest on which is to be distributed annually as prizes to those who, during the preceding year, have conferred the greatest benefit to humankind. The interest is to be divided into five equal parts and distributed as follows: one part to the person who made the most important discovery or invention in the field of physics; one part to the person who made the most important chemical discovery or improvement; one part to the person who made the most important discovery within the field of physiology or medicine; one part to the person who, in the field of literature, produced the most outstanding work in an idealistic direction; and one part to the person who has done the most or best to advance fellowship among nations, the abolition or reduction of standing armies, and the establishment and promotion of peace congresses. The prizes for physics and chemistry are to be awarded by the Swedish Academy of Sciences; that for physiological or medical achievements by the Karolinska Institute in Stockholm; that for literature by the Academy in Stockholm; and that for champions of peace by a committee of five persons to be selected by the Norwegian Storting. It is my express wish that when awarding the prizes, no consideration be given to nationality, but that the prize be awarded to the worthiest person, whether or not they are Scandinavian.”
4．What does paragraph 1 mainly tell us about the Nobel Prize
A．The background of the Nobel Prize.
B．The reasons for the Nobel Prize.
C．The functions of the Nobel Prize.
D．The significance of the Nobel Prize.
5．What does the underlined word “dictates” in paragraph 2 mean
A．Admit. B．Order.
C．Remember. D．Remark.
6．What can we say about Nobel’s Will from the text
A．It’s a must for a scientist. B．It’s reasonable to the world.
C．It’s difficult to realize it. D．It’s an honor to a person or his country.
7．What can be inferred about Tu Youyou
A．She was awarded by the Academy in Stockholm.
B．She was awarded by the Swedish Academy of Sciences.
C．She was awarded by the Karolinska Institute in Stockholm.
D．She was awarded by a committee of five persons to be selected by the Norwegian Storting
第三部分：完形填空
When I was a teenager I attended a summer learning program at a college. It helped disadvantaged kids 1 what college is like. In the morning we had college classes and the evenings were filled with fun 2 . We did have a break in the afternoons, however. One day my friend, Claude and I found an old basketball and 3 to an outdoor basketball court.
I was 4 only 140 pounds at the time but Claude was taller and even skinnier than me. He had the 5 in the game then and I fell behind fast. I was 6 , though, so I drove hard to the basket 7 missed a lay up. The ball bounced off the rim (框) and I jumped up to rebound it. Just as I was about to 8 it, I saw an elbow (手肘) above my face. As Claude grabbed the ball his elbow came down hard, 9 into my eye. The skin below it was 10 , the bone was bruised, and it hurt like you wouldn’t believe. Claude kept 11 over and over while I found myself laughing through the 12 . I spent the next few days walking around with a scar and a 13 eye, but it was worth it.
For years afterwards I got a laugh whenever I 14 teased Claude about his elbow of death. In this life we all get an elbow to the eye from time to time. It is best when this happens to 15 it with laughter and forgiveness.
1. A. taste B. realize C. expect D. compare
2 A. services B. parties C. activities D. pictures
3. A. crawled B. returned C. struggled D. headed
4. A. gaining B. weighing C. measuring D. abandoning
5. A. target B. belief C. courage D. advantage
6. A. generous B. thoughtful C. determined D. awkward
7. A. but B. and C. so D. or
8. A. quit B. grab C. collect D. accept
9. A. deep B. slowly C. far D. right
10. A. torn B. removed C. cleared D. buried
11. A. waving B. applauding C. apologizing D. complaining
12. A. panic B. pain C. relief D. delight
13. A. blind B. serious C. black D. bright
14. A. confidently B. angrily C. gratefully D. gently
15. A. explore B. handle C. predict D. record
课 时 Period 1 Listening and speaking 课 型 新授课
教学目标与核心素养 By the end of this period, you will be able： 1. get familiar with different kinds of music. 2. better understand the functions of paraphrase in listening. 3. talk about their music preferences in simple English.
重 难 点 教学重点 1.Master the usage of key words and phrases. 2.Improve the students’ listening and speaking ability.
教学难点 Let students pay attention to the plosives. Make the students know about paraphrase.
教法学法 1. Interactive lecture-based teaching. 2. Group discussions and pair work. 3. Listening and speaking exercises. 4. Real-life examples and case studies. 课程资源 PPT
教 学 过 程 教学设计 二次备课
Step 1 Lead-in Teachers ask the following questions: 1.How does music make you feel 2. Who is your favorite singer 3. What kind of music do you like 4.Why do people like music Step 2 Pre - listening 1.Before you listen, discuss what are the people doing in the picture. 2.Match the pictures with the correct types of music. A.Chinese traditional B.classical C.country music D.hip-hop Step 3 While - listening A reporter from the school newspaper is interviewing students about music. Listen to the interviews. Draw lines between the words to make complete sentences. Some words will not be used. The reporter paraphrased some of the answers the students gave plete 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-pop, 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 _________ Step 4 Speaking Discuss these questions with your classmates. Do these types of music make you feel the same as the students Why or why not 2. What type of music do you not like, and how does it make you feel Step 5 Homework Independently complete the exercises in the guide plan; Remember the new words and learn the usages of them.
板书设 计 Unit 5 Music Period 1 Listening and speaking Language points classical, hip-hop, techno, energy, soul, bagpipes, stringed, stringed instrument Others: Talk about music preferences Kinds of music The plosives Paraphrases
课后反 思
课题 Unit 5 Music 授课时间
课 时 Period 2 Reading and thinking 课 型 新授课
教学目标与核心素养 In this class, you will： 1. understand the main idea of each paragraph and know how the virtual choir is formed. 2. learn how to scan for specific information. 3. realize music is the universal language of mankind and it can bring people together.
重 难 点 教学重点 1. Students can know and master the key words and phrases in this passage. Such as musician、form、attach、dream of、get familiar with and so on. 2. Students can sum up the main idea of each paragraph and know how the band Monkees formed more clearly.
教学难点 Students can express their opinions freely in groups on how the Monkees formed. Students can get interested in different kinds of music and English culture.
教法学法 Cooperative Teaching Method, Task-based language teaching 课程资源 PPT
教 学 过 程 教学设计 二次备课
Step1. Lead-in How do you enjoy and experience music Have you ever heard of virtual choir Let’s watch a short video to know more about the virtual choir. Step 3. While-Reading Task1: Look at the picture and the title, and predict what the text is about, then judge the type of writing 1.Read and match the main ideas with each paragraph. 2.Read paragraph 1 and make difference between the virtual choir and the reality choir. Read paragraph 2-3 and fill in the blanks. Read paragraph 4 and answer the following question. 1.What’s the writer’s attitude towards the virtual choir 2. What’s the influence of the virtual choir Try to introduce Eric Whitacre according to the timeline. Step 4 Discussion: What makes the virtual choir successful 1. What are the advantages and disadvantages of being a member of a virtual choir 2. Does a virtual choir really bring people together Why or why not Step 5 Homework 1. Read the text and underline the useful words and expressions; 2. Finish the language points on the exercise book;
板书设 计 Unit 5 Music
课后反 思
课题 Unit 5 Music 授课时间
课 时 Period 3&4 Important language points 课 型 新授课
教学目标与核心素养 By the end of this period, students should be able to: 1. master the usage of such important words and expressions. 2. learn how to study by oneself with the help of the dictionary. 3. enjoy the fun of expressing oneself using English and participate in class with passion. 4. Learn the method of constructing knowledge trees through self-study &cooperative exploration.
重 难 点 教学重点 Students will be able to master the usage of such important words and expressions .
教学难点 How to use the words and phrases in real situations. Exercises are expected to assist students to express themselves freely in English.
教法学法 Communicative teaching method Activity-based teaching method Individual learning ; Cooperative learning 课程资源 PPT
教 学 过 程 教学设计 二次备课
Activity 1: Lead-in Teacher guides students to recognize the words and expressions on PPT Activity 2: Presentation and practice 1.classical adj. 古典的；经典的 classical music 古典音乐 2.energy n. 能源；能量；精力 be full of energy 精力充沛 have the energy to do sth. 有精力做某事 apply/devote one’s energy to... 把某人的精力用在……上 energetic adj. 精力充沛的，精神饱满的；积极的 keep energetic 保持活力 3.opportunity n. 机会；时机 opportunity to do sth. 做某事的机会 opportunity of / for...……的机会 offer /get / miss / lose / seize an opportunity 提供 / 得到 / 错过 /失去 / 抓住机会 take the / this opportunity to do sth. 利用这个机会做某事 4.perform （1）v. 演出，表演，演奏 （2）vt. 做；履行；执行 perform an operation/an experiment 做手术 / 做实验 perform one’s promise 履行某人的诺言 perform one’s duty 尽某人的职责 （3）vi. 表现 perform well/badly 表现得好 / 差 performer n. 表演者；演员 performance n. 表演，演出；演技；表现 give a performance 演出 5.ordinary adj. 普通的；平凡的 in the ordinary way 一般地，通常地 6.enable vt. 使能够；使可能 enable sb. to do sth. 使某人有能力做某事，使某人能够做某事 7.prove v. （1）vt. 证明；展现 prove that... 证明…… It is proved that... 事实证实…… （2）linking v. 证明是 prove sb./sth.（to be）+ n./adj. 证明某人 / 某物…… prove（to be）+ n./adj. 证明…… 8. award n. & vt. （1）n. ［C］奖；奖品；奖金 （2）vt. 授予；奖励；判给 award sb. sth. = award sth. to sb. 把某物颁发给 / 判给某人 9. fall in love with 爱上 （1）fall in love with sb. “爱上某人”，表示动作，是非延续性动词短语，不能与表示一段时间的状语连用。 （2）be in love with sb. “与某人相爱”，表示状态，是延续性动词短语，可与表示一段时间的状语连用。 10. stage n. （发展或进展的）时期；阶段；（多指剧场中的）舞台 reach/get to a stage 到达某一阶段 go through a stage 经历某一阶段 at this/that stage 在这个 / 那个阶段 at an early/a late stage 在初期 / 后期 11. altogether adv. 总共（=in all） 完全地（=completely） 总之（=all in all） all together 一起，同时；总共；一致地，统一地 12. gradual adj. 逐渐的；渐进的 a gradual process 一个循序渐进的过程 gradual growth 逐渐成长 gradually adv. 逐渐地；逐步地 13.capable adj. 有能力的；有才能的 be capable of（doing）sth. 有能力（做）某事 capability n. 才能；能力 14. relief n. （焦虑、痛苦的）减轻或消除；in relief 如释重负；松了口气 to one’s relief 令某人欣慰的是 much to one’s relief/to one’s great relief 令某人非常欣慰的是 It is a relief to see/have/know... 看到 / 拥有 / 知道……是件令人宽慰的事。 What a relief ! 终于放心了！ breathe a sigh of relief 松了口气 relieve vt. 减轻，缓解→ relief n. 15.cure n. & vt. （1）n. 药物；治疗；（解决问题、改善糟糕情况的）措施 （2）vt. 治愈；治好（疾病）；解决（问题）；矫正，改正（cure sb. of sth. 治好某人的……病；矫正某人的不良行为 16.be/get absorbed in sth. /sb. 被……吸引住；专心致志 absorb one’s attention（=attract one’s attention）吸引某人的注意力 absorb oneself in（=be absorbed in）全神贯注于，专注于 absorb...into... 把……吸收进……；将……并入…… previous adj. 先前的；以往的 previous to 在……以前（to 是介词） previously adv. 以前，先前 18. unemployed adj. 失业的；待业的 an unemployed builder 失业的建筑工人become unemployed 成为失业者 the unemployed 失业者（一类人） （1）employ vt. 雇用；使用 employ sb. as sth. 雇用某人当…… employ sb. to do sth. 雇用某人做某事 be employed in doing sth. = employ oneself in doing sth. 从事sth，忙于做某事 （2）employment n. 就业；工作；使用 out of employment（=out of work）失业 19.impact n. & v. （1）n. 巨大影响；强大作用；冲击力 have an impact on/upon 对……有影响 （2）v.（对某事物）有影响 impact on/upon 对……有影响 affect/influence sb./sth. 对……有影响 have an effect/influence on/upon 对……有影响 20.aim v. & n. （1）vi. & vt. 力求达到；力争做到；瞄准 aim（sth.） at...（使某物）针对某人；（用某物）瞄准某物 （2）vt. 目的是；旨在 be aimed at（doing）sth. 旨在……，目的是…… （3）n. 目的；目标 with the aim of doing sth. 为了做某事 achieve one’s aim 达到某人的目的take aim at 瞄准…… aimless adj. 漫无目的的；无目标的 aimlessly adv. 漫无目的地；无目标地 21.set sth. up 安装好（设备或机器）；建起，设立；创建，开办 set about doing sth. 开始 / 着手做某事 set out to do sth. 开始 / 着手做某事 set aside 把……放到一旁；留出（钱或时间） set off 动身，出发；使爆炸 set out（for）出发（去），动身（去） set down 记下，写下；放下；制定，规定 set sb. free 释放某人 22. equipment n.［U］设备；装备 a very useful piece of equipment 一件非常有用的设备 equip vt. 装备，配备；使能够胜任 equip...with... 给……配备…… be equipped with 装有……；具备…… equip sb. for sth. 使某人胜任某事 23. try out（1）参加……选拔（或试演）（2）试用；测试；试验 try on 试穿，试戴 try to do sth. 尽力做某事 try doing sth. 尝试做某事 try one’s best（to do sth.）竭尽所能（做某事） have a try 试一试 24. talent n. 天才；天资；天赋 have a talent for 在……方面有天赋show a talent for 展现出……方面的天赋 be talented/gifted in/at 在……方面有天赋 25.assume vt. 以为 ；假设 assume...to be/as... 假定……是……，认定……是…… It is assumed that... 据推测…… assuming 可以用作连词，表示“假设……为真，假如”assuming conj. 假定，假设 assumption n. 假定，假设 make an assumption 作出假设，认为 26.in addition（to sb. /sth.） 除……以外（还） 27.treatment n. 治疗；对待；处理 a treatment for... ……的治疗treat sb. well/badly 对待某人好 / 不好 treat sb. as... 像……那样对待某人 28.from（then）on 从（那）时起 from now/then on 从现在 / 那时起 from that moment on 从那时起 at this/that moment 就在这 / 那时 29. lean vt. （leant/leaned，leant/leaned）依靠；倾斜 lean on 依靠，依赖（……的帮助和支持）（=depend on）；对……施加压力 30.get through （1）（设法）处理；完成；通过（测试等）；渡过（难关） （2）设法联系上（尤指打通电话） （3）（使）正式通过，获得采纳 （4）消耗掉；用完，耗尽 get 相关短语： get across 被理解 get around 传播；流传 get over 克服；控制 get along with 相处；进展 get in 进入；收割 get on 进展，相处；上车 get away with 带着……潜逃；做（坏事）而未受惩罚 get down to（doing）sth. 开始（做）/ 认真对待某事 31.satisfaction n. 满足；满意；欣慰；令人满意的事物 get/gain satisfaction from sth. 从某事中得到满足感 with satisfaction 满足地 to one’s satisfaction = to the satisfaction of sb. 使某人满意 32. various adj. 各种不同的；各种各样的 （1）vary vi. & vt. 变化；使相异 vary with 随……而变化 vary from...to... 从……到……转变 （2）variety n. 种类，品种；多样性 a variety of = varieties of 各种各样的 33. reaction n. 反应；回应 in reaction to 针对……的反应 reaction to 对……的反应 react vi. 回应；抗拒；发生反应 react to 对……作出反应；回应 react against 反抗，对抗 Activity 3: Summary Teacher guides students to summary the expressions by asking them to speak out and write some sentences by using them. Homework: Finish the exercise of workbook.
板书设 计 Unit 5 Words and expressions 1.classical adj. 古典的；经典的 2.energy n. 能源；能量；精力 3.opportunity n. 机会；时机 4.perform.............
课后反 思
课题 Unit 5 Music 授课时间
课 时 Period 5 Discovering useful structure 课 型 新授课
教学目标与核心素养 In this lesson, students will learn 1.learn the usage of V-ed form used as predicative and adverbial in a sentence. 2.master what we learn in this period and apply them to exercises.
重 难 点 教学重点 1.Help students to appreciate the function of relative adverbs of attributive clauses in a sentence. 2.Enable students to master the usage of relative adverbs of attributive clauses flexibly.
教学难点 Be able to choose correct conjunction to fill in the blanks and use attributive clauses to describe things.
教法学法 1. Inquiry-based and Student-centered Teaching Approach 2. Cooperative and Inductive Methods 3. Multimedia Computer Assisted Instruction 课程资源 PPT
教 学 过 程 教学设计 二次备课
StepⅠ Warming up 观察下列句子所作成分并总结规律 1.She was moved by the moving speech. 2.She seems surprised at the news. 3.They looked frightened to hear the frightening sound. 4.The door is closed. 过去分词可置于 后作 语，用来表示主语的性质、特征或 。其前的系动词包括be动词、感官动词get, feel, remain, seem, look, become等多种形式。 Part One Past Participle as the Predicative (过去分词用作表语) 用法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, 相当于一个形容词。 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。 Finally the baby felt tired of playing with those toys. 终于婴儿厌倦了玩那些玩具。 常见的作表语的V-ed有: amused (愉快的)； broken (碎了的)； closed (关闭的)； astonished (吃惊的)；crowded (拥挤的)； experienced (有经验的); delighted (高兴的)； lost (丢失的)； gone (遗失的)； disappointed (失望的)；worried (担忧的)； interested (感兴趣的)； tired (疲劳的)； pleased (高兴的)；satisfied (满意的)； surprised (吃惊的); married (已婚的)； known (著名的) 等等 用法2.V-ed作表语，构成的系表结构与被动语态的区别: V-ed作表语，强调主语的特点或状态，相当于形容词； 被动语态中，句子主语是动作的承受者，后面常跟by。 Eg：The library is now closed．(状态)图书馆现在关闭了。 The cup was broken by my little sister yesterday．(动作) 有些过去分词（短语）源于系表结构，作状语时不表动作而表状态。 用法3.V-ed与V-ing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”。 Part Two Past Participle as the Adverbial (过去分词用作状语) 1.时间状语 过去分词作状语，可以表示时间、原因、条件、让步、方式或伴随情况等，相当于一个状语从句。 Once published, his works became famous for the absence of rhyme at the end of each line. 2.原因状语 Step 2 Practice Students finish the exercise on page 18.Teacher will ask them to check the right answer on PPT. Step 3 Summary and homework 1. Summary Students should act as an assistant to conclude what they have learned in this class, and then the teacher will make a summary together with students. 2. Homework Finish the exercise in workbook.
板书设 计 Unit 5 Music Discovering Useful Structure
课后反 思
课题 Unit 5 Music 授课时间
课 时 Period 6 Listening and talking& Assessing your progress 课 型 新授课
教学目标与核心素养 In this lesson, students will 1. instruct students to get main facts by listening and motivate them to talk about music festival, and what you would like to do in the music festival. 2. develop students’ different listening skills to solve different listening comprehensive problems. 3. help students to understand and talk about preference.
重 难 点 教学重点 Help students to know how to plan a music festival and know some useful patterns and expressions in talking about preferences.
教学难点 Enable students to grasp some listening skills and the rules of pronunciation and talk about preferences in English.
教法学法 English learning activity outlook, communicative language teaching, cooperative learning method. 课程资源 PPT
教 学 过 程 教学设计 二次备课
Part 1 Listening and talking StepⅠLead-in Suppose you are the chairman of the Students’ Union in our school. You are going to make an announcement about holding a music festival. What will you say in the announcement Suggested answer: I will tell students the time, the place and the contents of the music festival. Step Ⅱ First listening Listen to an announcement and find out what the key elements in an announcement are. Suggested answer: announcement Step Ⅲ Second listening Listen to an announcement about a school music festival.Choose the kinds of volunteers the festival needs. A.people to give music lessons B.choir members C.people to run food stands (打理食品摊位的人员) D.people to sell festival tickets E.people to sell music CDs F.people to set up equipment(布置设备的人员) G.musical performers Suggested answer:BCDG Step Ⅳ Third listening Activity 1 Listen to the announcement again and answer the questions. 1.What kind of songs will Grace Davis sing at the festival 2.Who can try out as a performer 3.What can those who think they do not have musical talent do 4.How can students volunteer to take part Activity 2 Show the main information of the announcement with a mind map. StepⅤTalking Activity 1 Work in groups and role-play the conversation. Activity 2 Read the conversation again and find out the expressions showing preferences. Suggested answers: (1)I would rather do... (2)I would prefer to do... 其他表示偏好的表达:I would rather do...than do.../ I would prefer doing.../Compared with...,I like to do...better. Activity 3 Make a conversation with your partner about what you would do at the music festival.The following questions may help you. 1.Would you like to sing or play a musical instrument What else can you do 2.Whom would you invite Part 2 Assessing your progress Step 1 语言知识检测 学生完成活动1和活动2，师生核对答案。教师指导学生自我检测本单元词汇及语法知识掌握的情况。学生除了关注这个语篇中三种短语的功能之外，还应当关注这个语篇的意义建构. Step 2 反思与评价 教师可以利用单元内容评价和自我反思部分的问题，让学生发表意见，重要的是看意见的支撑性内容，以便评估学生的语言运用能力、信息加工能力和批判性思维能力的发展情况。教师要充分利用学生学习情况的反馈，及时掌握学情，改进教学。 Step 3 Homework Finish the workbook
板书设 计 Unit 5 Music
课后反 思
课题 Unit 5 Music 授课时间
课 时 Period 7 Reading for writing 课 型 新授课
教学目标与核心素养 In this class, you will 1.Summarize the general outline of a speech; 2.Identify the language features of a speech; 3.Produce, check and revise a speech about how music can change a person’s life.
重难 点 教学重点 1.Help the students grasp the main idea of the speech. 2.Enable the students to master the methods of writing a speech by thinking and writing.
教学难点 Identify the useful language features(Rhetorical question, Quote, Repetition, Simile, Metaphor and Personification) of this speech.
教法学法 Task-based teaching method, situation teaching method, self-study and group work, presentation & practice & evaluate 课程资源 PPT
教 学 过 程 教学设计 二次备课
Step1. Lead-in Ask students some questions. 1.Do you like listening to the music 2.What kind of music do you like Why Please use some adjectives to describe it. Step2. Reading 1.Read and match the main ideas with each paragraph. 2.Read the text carefully and answer the questions. 1)What was Sarah's problem 2)How did music help her during her difficult time 3)What is her advice to others 3.Study the language features 1)Match the names of rhetorical devices to the lettered sentences in the speech. 2) What expressions does Sarah use to talk about how music can make us feel Circle the phrases in the speech. metaphor __E___ quote __B__ rhetorical question __A___ personification __F_ repetition __C__ simile ___D__ Step3 : Writing 假如你是李华，打算参加学校组织的一场以“音乐”为主题的演讲比赛。请根据下面提示写一篇演讲稿。 1.曾经考前紧张，无法入眠； 2.音乐改变状况。 如何写演讲稿 演讲稿是在公众场合向某一群体进行宣告或演说的文稿。演讲稿一般由称呼语、正文和结束语组成。一般情况下, 写作时的开头和结尾会提供给考生。演讲稿一般分为三部分: (1)开门见山地指出说话者要谈的话题; (2)说明具体情况及看法; (3)照应开头, 总结全文。可以对全文作总结, 也可以谈自己的感想。 谋篇布局 第一步: 对听众的称呼语 根据不同情况, 选用Ladies and gentlemen, Fellow students, Mr Chairman, Honorable Judges(评委)等等。 第二步: 提出论题 由于演讲的时间限制, 必须开门见山, 提出论题。提出论题的方法多种多样, 但最生动、最能引起注意的是举例法。 第三步: 论证 对提出的论题, 不可主观地妄下结论, 而要进行客观的论证。常见的论证方法有举例法、因果法、对比法等等。文中可提出三个建议, 并通过Firstly, Secondly, Last but not least列举出具体的做法。 第四步: 结论 结论要简明扼要, 以给听众留下深刻印象。 第五步: 结尾 结尾要简洁, 不要受汉语影响, 说些类似“准备不足, 请谅解”这样的话语。结尾可以说: Thank you very much for your attention. 话题词汇 (1)topic 话题 (2)honor 荣幸feel/ be honored 感到荣幸的 (3)deliver a speech 发表演讲 (4)on behalf of 代表 (5)chance/ opportunity 机会 常用句型 ①I am honoured to .. 我很荣幸…… ② Words can’t express …. 言语表达不了…… ③ Today I want to talk to you about .. 今天我想跟你们谈谈… ④ I sincerely hope ... 我衷心地希望…… ⑤I ask all of you present to ... 我要求在座的各位…… ⑥What I am going to talk about today is... 我今天想讨论的是... ⑦ I want to remind ... 我想提醒…… ⑧I wish you the best of luck in ... 我祝你……好运。 ⑨Thank you for giving me this opportunity to deliver this speech.感谢你们给我这次演讲的机会。 ⑩My presentation today will help ...我的演讲将会帮助... 常用过渡语： First,/Firstly,/ Secondly,/ Then,/ After that,/ In the end,/ Finally, /Meanwhile, /What’s more,/ In addition,/ Besides,/ Furthermore, … Pair work Exchange drafts. Assess each other's work according to the checklist. Get your draft back and revise it. Step 4 Homework Accumulate more on environmental description in daily life Finish your writing and exchange drafts with a partner；
板书设 计 Unit 5 Music
课后反 思
课题 Unit 5 Music 授课时间
课 时 Period 8 Exercise(workbook) 课 型 新授课
教学目标与核心素养 By the end of this period, the students will have been able to: 1) Review and practise using words and phrases learned in this unit. (Language competence+ Learning ability) 2) Reflect on and summarize what have been learnt in this unit. (Learning ability + Thinking quality)
重 难 点 教学重点 1) Reviewing and practising the usage of some words and phrases learned in this unit. 2) Knowing about the education in poor countries. 3) Reflecting on and summarizing what have been learnt in this unit.
教学难点 Reflecting on and summarizing what have been learnt in this unit.
教法学法 Question-based method, Group discussion method 课程资源 PPT
教 学 过 程 教学设计 二次备课
Step 1 Review 1. Check the homework. 2. Review the new language items learned in the previous period. Step 2 Practice 一、汉译英（单词/短语） 1．__________adj.古典的；经典的2．___________ n. 能源；能量；精力 3．___________n．灵魂；心灵4．___________ n. 机会；时机 5．__________n．演播室；工作室；(音乐)录音棚6．___________ adj. 普通的；平凡的 7．___________ v. 使能够；使可能8．___________ v.证明；展现 9．__________vt.授予n.奖品10．__________n．作曲者；作曲家 ____________n. 成分；作品 汉译英 11．__________adj.原来的；独创的；原作的 n.原件；原作12．__________n.现象 ______________（复数） 13．_________ n. 时期；阶段；舞台14．_________adv.全部；总共 15．___________adv.如此；因此16．___________n.乐队；带子 17．___________adv.现在；目前18．______________爱上 二、词性转换 词性转换 19．energy n.能量；能源；精力→____________adj.充满活力的；精力充沛的；积极的 20．composition n.成分；作品→_________ v.组成；作曲→_________n.作曲家 21．perform vi.&vt.表演；履行；执行→___________n.表演；表现→_________n.表演者；演员 22．able adj.有能力的→________vt.使能够；使可能→__________n.能力→__________adj.没有能力的→_________vt.使不能；使残疾→________ n.残疾；缺陷 23．prove vt.证明；展现→__________n.证据 24．origin n.起源；由来；起因→________adj.原来的；独创的；原作的n.原件；原作 25．gradual adj.逐渐的；渐进的→__________adv.逐渐地 三、选用适当的单词或短语补全句子 选词填空 fall in love with， join in， add to， come up with， on stage， together with
1．The soldiers were extremely tired and the heavy rain ________ their difficulty. 2．He works well________ them. 3．I am very busy at present, and I can’t________ your game. 4．What a beautiful place! I________ it at the first sight. 5．They________ a good way to settle the problem at the meeting. 6．His first appearance ________ was at the age of three. 四、用单词的适当形式完成句子 7．The performance ________ (final) started half an hour later.(所给词的适当形式填空) 8．The Internet enables them ________ (send) and receive emails. (所给词的适当形式填空) 9．This tradition was ________ (orginal) held on May Day, but it’s now held in April. (所给词的适当形式填空) 10．This team writes plays for children, usually ________ (perform) them in schools. (所给词的适当形式填空) 11．Frost ________ (award) the Pulitzer Prize for his poetry four times in his life. (所给词的适当形式填空) Homework： 1. Complete the unit summary, assessment and reflection form. 2. Revise this unit and preview the next unit.
板书设 计
课后反 思
课题 Unit 5 Music 授课时间
课 时 The Ninth＆Tenth Period 课 型 Revision class
教学目标与核心素养 1.To check what students have learned in this unit. 2.To let the students know what is missing in this unit by testing it.
重 难 点 教学重点 1.The words and expressions in this unit. 2.Some sentence patterns and structures.
教学难点 How to put the reading skills into their practice.
教法学法 Presentation-Practice-Production Teaching Method Task-based Teaching Method 课程资源
教 学 过 程 教学设计 二次备课
Practicing and Explanation
板书设 计
课后反 思
Unit 5 Music 单元检测卷
满分：100分 时间：40分钟
第一部分：知识点巩固
I.单词拼写
1.To their _______________（满意）, we completed the work ahead of time.
2.There are_________（总共）more than 400 students attending the sports meet.
3.There is no very effective way to _______________（治疗）him of his depression.
4.A lot of modern_________（设备）were shipped to the country to help those in need.
5. You should grasp the_______________（机会） to work abroad.
6.She showed great talent when she showed on the________（舞台）for the first time.
7.How I envy the kids who are always full of_______________（精力）.
8.My body was_______________（疼痛）all over after a day’s hard labor.
9. _______________（各种各样的） methods have been used to improve the condition.
10. They decided to stick with their _______________（最初的） plan.
11.What he said _______________（证明）to be wrong at last.
12. He had refused to act; _______________（此外）, he was always trying to escape.
13. You should draw up a plan or _______________（概要） for the essay.
14. _______________（不知怎么的）, I don't like him at all.
15. What was his _______________（反应） to the news
16. We have to give him more_______________（宽慰） to help him.
17. It will take a few more years to judge the _______________（影响） of these ideas.
18. He is one of the greatest _______________（浪漫的） poets.
19. He got an _______________（奖项） for bravery.
20. It was just an _______________（普通的） house—nothing pretentious.
II.单句语法填空
1. _______________（move）by our words, she burst into tears.
2.To our_______________(relieve), he recovered his health and went back to work.
3.He was_______________(talent) in basketball when he was very young.
4. The workers were left_____________(employ) when the factory was broke.
5.The event had a great impact_______________ the history of the small country.
6. _______________ turned out to be a success.
7.We fell _______________ love with the baby girl when we met her on the bus.
8.He showed his_______________(satisfy) by nodding his head.
9.What he was taught at the army______________(able) him to get through the work.
10.The_______________(perform) they put on proved to be successful.
第二部分：阅读理解
On November 27,1895, Alfred Nobel signed his third and last will at the Swedish-Norwegian Club in Paris. When it was opened and read after his death, the will caused a lot of controversy both in Sweden and internationally, as Nobel had left much of his wealth for the establishment of a prize. His family opposed the establishment of the Nobel Prize, and the prize awarders he named refused to do what he had requested in his will. It was five years before the first Nobel Prize could be awarded in 1901.
In this selected part of the will, Alfred Nobel dictates that his entire remaining assets (资产) should be used to donate “prizes to those who, during the preceding year, have conferred (带来) the greatest benefit to humankind”.
“All of my remaining realisable assets are to be used as follows: the capital, which is converted (换算) to safe securities, is to be a fund, the interest on which is to be distributed annually as prizes to those who, during the preceding year, have conferred the greatest benefit to humankind. The interest is to be divided into five equal parts and distributed as follows: one part to the person who made the most important discovery or invention in the field of physics; one part to the person who made the most important chemical discovery or improvement; one part to the person who made the most important discovery within the field of physiology or medicine; one part to the person who, in the field of literature, produced the most outstanding work in an idealistic direction; and one part to the person who has done the most or best to advance fellowship among nations, the abolition or reduction of standing armies, and the establishment and promotion of peace congresses. The prizes for physics and chemistry are to be awarded by the Swedish Academy of Sciences; that for physiological or medical achievements by the Karolinska Institute in Stockholm; that for literature by the Academy in Stockholm; and that for champions of peace by a committee of five persons to be selected by the Norwegian Storting. It is my express wish that when awarding the prizes, no consideration be given to nationality, but that the prize be awarded to the worthiest person, whether or not they are Scandinavian.”
4．What does paragraph 1 mainly tell us about the Nobel Prize
A．The background of the Nobel Prize.
B．The reasons for the Nobel Prize.
C．The functions of the Nobel Prize.
D．The significance of the Nobel Prize.
5．What does the underlined word “dictates” in paragraph 2 mean
A．Admit. B．Order.
C．Remember. D．Remark.
6．What can we say about Nobel’s Will from the text
A．It’s a must for a scientist. B．It’s reasonable to the world.
C．It’s difficult to realize it. D．It’s an honor to a person or his country.
7．What can be inferred about Tu Youyou
A．She was awarded by the Academy in Stockholm.
B．She was awarded by the Swedish Academy of Sciences.
C．She was awarded by the Karolinska Institute in Stockholm.
D．She was awarded by a committee of five persons to be selected by the Norwegian Storting
第三部分：完形填空
When I was a teenager I attended a summer learning program at a college. It helped disadvantaged kids 1 what college is like. In the morning we had college classes and the evenings were filled with fun 2 . We did have a break in the afternoons, however. One day my friend, Claude and I found an old basketball and 3 to an outdoor basketball court.
I was 4 only 140 pounds at the time but Claude was taller and even skinnier than me. He had the 5 in the game then and I fell behind fast. I was 6 , though, so I drove hard to the basket 7 missed a lay up. The ball bounced off the rim (框) and I jumped up to rebound it. Just as I was about to 8 it, I saw an elbow (手肘) above my face. As Claude grabbed the ball his elbow came down hard, 9 into my eye. The skin below it was 10 , the bone was bruised, and it hurt like you wouldn’t believe. Claude kept 11 over and over while I found myself laughing through the 12 . I spent the next few days walking around with a scar and a 13 eye, but it was worth it.
For years afterwards I got a laugh whenever I 14 teased Claude about his elbow of death. In this life we all get an elbow to the eye from time to time. It is best when this happens to 15 it with laughter and forgiveness.
1. A. taste B. realize C. expect D. compare
2 A. services B. parties C. activities D. pictures
3. A. crawled B. returned C. struggled D. headed
4. A. gaining B. weighing C. measuring D. abandoning
5. A. target B. belief C. courage D. advantage
6. A. generous B. thoughtful C. determined D. awkward
7. A. but B. and C. so D. or
8. A. quit B. grab C. collect D. accept
9. A. deep B. slowly C. far D. right
10. A. torn B. removed C. cleared D. buried
11. A. waving B. applauding C. apologizing D. complaining
12. A. panic B. pain C. relief D. delight
13. A. blind B. serious C. black D. bright
14. A. confidently B. angrily C. gratefully D. gently
15. A. explore B. handle C. predict D. record